text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Live Healthy Georgia – Seniors Taking Charge!
July 2009 Newsletter
Hydrate for Your Health
By Amy Zack, BS
WATER makes up
about 60-70% of your body! Its vital role in your body includes carrying nutrients to your cells, excreting wastes, providing a moist environment for ear, nose, and throat tissues, and regulating body temperature. Staying hydrated is important, especially during these summer months!
FFll lu u i i id d Re e c c o omme e n nd d a a t t ti i io o n n s s
You lose water through perspiration, urination, bowel movements, and even through your breath. These fluids need to be replaced. The Institute of Medicine recommends that adults ages 50 years and older consume:
2.7 Liters/day for Females (~11 cups)
3.7 Liters/day for Males (~15 cups)
This recommendation is for total water, which includes all water contained in food, beverages, and drinking water. Recommendations for fluid intake vary by age, gender, body size, genetic traits, illness, medications, and other conditions. Some conditions increase a person's need for fluids.
These include:
* Cold or hot weather
* Physical activity
* Some medications (such as diuretics)
* Prolonged diarrhea, vomiting, and fever
* Increased salt, sugar, or protein intakes
* Alcohol consumption
Some conditions may require you to limit your fluid intake, such as heart failure and some types of kidney and liver diseases that may impair excretion of water.
***If you are concerned about your fluid intake or needs, check with your doctor or a registered dietitian. He or she can help you determine the amount of water that is best for you.***
Ch ha a n ng g e e s s T T h ha a t t t Co o me e Wi i it t th h Ag g e e
Many individuals experience a decline in muscle mass as they age; this is accompanied by a loss of body water. This means, in general, that older people have lower water reserves to call upon when needed
Department of Foods and Nutrition, The University of Georgia, GA 30602 Division of Aging Services, Georgia Department of Human Resources, Atlanta, GA 30303
1
Live Healthy Georgia – Seniors Taking Charge!
and therefore get dehydrated much faster than younger adults. Also, the ability to sense "thirst" weakens over time, so older adults reach a greater state of dehydration before they realize they need water. It is best to drink water throughout the day, even when you do not "feel" thirsty.
SSyy mp p t t to o ms s o of f f De e h hy y d d r r a a t t ti i io o n n
Mild to moderate symptoms include: dry sticky mouth, sleepiness or sluggishness, thirst, decreased urine output, headache, dizziness or lightheadedness, and muscle weakness. Signs of severe dehydration include: extreme thirst, lack of sweating, irritability and confusion, very dry mouth, skin and mucous membranes, little or no urination, urine that is dark yellow or amber colored, low blood pressure, rapid heart beat, and fever. In most serious cases, dehydration can lead to delirium or unconsciousness.
FFll lu u i i id d S S o o u u r r c c e e s s
only a small portion of your daily fluid intake because these can act to eliminate fluids from the body. Fluids can also come from foods such as fruits and vegetables. Some fresh fruits and vegetables that are composed of mostly water (>90% by weight) are: bean sprouts, broccoli, cabbage, cantaloupe, collards, lettuce, okra (boiled), peaches, spinach, squash, strawberries, tomatoes, and of course, watermelon.
TI I PS FOR STAYI ING HYDRATED WHEN I IT' 'S HOT
* Carry a refillable water bottle
* Purchase a home water filter for your faucet – makes water taste better AND saves you money if you were going to buy bottled water
Foods provide about 20% of your fluid needs, with the other 80% coming from water and other beverages. Water is the best source for fluid replacement. Other beverages such as juice and milk are composed mostly of water. Coffee, tea, soda, and alcoholic beverage can also contribute but should make up
* Eat foods with a higher water content as snacks
* Drink fluids even when you don't "feel" thirsty
* Freeze fruits such as grapes for a sweet, cold treat
* Smoothies – helps you get fluids and servings of fruits!
Department of Foods and Nutrition, The University of Georgia, GA 30602 Division of Aging Services, Georgia Department of Human Resources, Atlanta, GA 30303 | <urn:uuid:3db9e853-28a2-49a4-9a47-0f9d34fae507> | CC-MAIN-2017-34 | http://livewellagewell.info/newsletters/2009/0907jul.pdf | 2017-08-23T11:46:55Z | crawl-data/CC-MAIN-2017-34/segments/1502886120194.50/warc/CC-MAIN-20170823113414-20170823133414-00135.warc.gz | 246,140,267 | 1,025 | eng_Latn | eng_Latn | 0.985189 | eng_Latn | 0.986177 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2063,
4348
] | [
2.671875
] | 1 | 0 |
Mr. Straw
Japanese Tale
Once upon a time, long ago of course, for that's when most stories take place, there lived a man named Mr. Straw. Mr. had no home, he had no wife, he had no children, he had nothing but the shirt on his back, in fact. For Mr. Straw had no luck. He was always poor and had little to eat, so he was as thin as a piece of straw. That, you see, is why people called him Mr. Straw.
Every morning, Mr. Straw went to the temple to ask the Goddess of Fortune for better luck. One day he heard a voice.
"The first thing your hand touches when you leave the temple will bring you great fortune," it whispered.
Mr. Straw rubbed his eyes, pinched himself, and looked all around him. The temple was empty.
"Was I dreaming, or was that the Goddess of Fortune?" he wondered. He rushed out of the temple to find his new luck.
But poor Mr. Straw tripped on the temple steps and tumbled all the way down to the bottom, where he lay in the dirt. When he picked himself up, he found his hand was clutching a piece of straw.
"Well," he thought, "a piece of straw is a pretty worthless thing. But since the Goddess of Fortune meant me to pick it up, I'd better not throw it away."
So he walked along, holding the piece of straw.
Before long a dragonfly came and began to buzz around his head. Mr. Straw waved and shooed, but it wouldn't go away. It buzzed and whirred and flew circles around him.
"Very well," said Mr. Straw. "Since you won't go away, you must stay with me."
He caught the dragonfly and tied his straw to its tail, so it looked like a little kite on a tiny string. And he kept walking down the road.
Pretty soon he met the flower lady and her little boy coming the other way. They were going to the market to sell their flowers. They had been walking a long time, and the boy was hot and tired, and the dust brought tears to his eyes. But when he saw Mr. Straw's dragonfly buzzing on the end of the straw, his face lit up.
"Mother," he said, "can I have a dragonfly? Please?"
"Well," thought Mr. Straw, "the Goddess of Fortune told me this piece of straw would bring me luck. But this little boy is hot and tired, and it will make him happy."
So he gave the boy the dragonfly on the straw.
"You are very kind," the flower lady said. "I have nothing to give you in return except this rose. Will you take it?"
Mr. Straw thanked her and went on his way, holding his rose.
After a while he saw a young man sitting on a tree stump, holding his head in his hands. He looked so forlorn, Mr. Straw asked him what was the matter.
"This evening I'll ask my belle to marry me," the youth cried. "But I'm a poor man and have no gift to bring her."
"Well, I'm a poor man too," Mr. Straw said. "I have nothing valuable, but if you want to give her this rose, you are welcome to it."
The youth perked up when he saw the splendid rose.
"Please take these three oranges in return," he said. "It's all I have to offer."
So Mr. Straw set off again, carrying three plump, juicy oranges.
Soon he met a peddler pulling a little cart. "
"Can you help me?" the peddler panted. "I've been pulling this cart all day, and I'm so thirsty I'm going to faint! I need a drink of water."
"I'm afraid there are no wells nearby," Mr. Straw said, "but you can have these oranges and drink the juice."
The peddler was so grateful he reached into his cart and pulled out his finest roll of silk.
"You're very, very kind," he said. "Please take this cloth in return."
So Mr. Straw set off once again, this time with his silk under his arm.
Before long, he met a princess in a golden carriage. She wore a worried look, but her face lit when she saw Mr. Straw.
"Where did you get that silk?" she cried. "It's just what I've been looking for. Today is my father's birthday, and I want to make him a new royal robe."
"Well, since it's his birthday, you're welcome to have this silk," Mr. Straw said.
The princess couldn't believe her luck.
"You're very thoughtful and kind," she said with a smile. "Please take this jewel in return.”
She rode away, leaving Mr. Straw holding a jewel that gleamed like the fire of the sun.
"Well, well," he told himself. "I started with a worthless piece of straw, and suddenly I
find I have a jewel. Something tells me this has gone far enough."
He took the jewel straight to a merchant and sold it. Then he took the money and bought a great rice field. He worked hard in his field, and every year it grew more and more rice, and before too long he was a rich man.
But his wealth did not change him one bit. He always shared his rice with the hungry, and built a school for the village children, and helped anyone who needed a hand. And everyone said it all came from one little piece of straw, but Mr. Straw knew his luck really came from his kindness.
William J. Bennett
New York, Simon &Schuster, 1995
The Moral Compass | <urn:uuid:3a7da379-3855-41be-8107-7f772c2bf7c4> | CC-MAIN-2017-34 | http://buildingstrongchildren.usu.edu/files/MrStraw.pdf | 2017-08-23T12:03:00Z | crawl-data/CC-MAIN-2017-34/segments/1502886120194.50/warc/CC-MAIN-20170823113414-20170823133414-00139.warc.gz | 64,729,760 | 1,183 | eng_Latn | eng_Latn | 0.999793 | eng_Latn | 0.999826 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1190,
3057,
4875
] | [
3
] | 2 | 1 |
"It's the most wonderful time of the year!" It is time for the holiday season again – with seemingly endless opportunities for family gatherings and other celebrations. However, many people find it difficult to maintain normal routines during the holiday season. It is also easy to forget the basics of healthy living: eating healthy, being active, getting checked, being smoke-free, and being positive. This year's holiday survival guide will give you tips to help you stay on track through this holiday season.
Eat Healthy
Cookies, cakes, candy, and all the other treats that go with the holiday season may lead us away from the healthy eating that we've done all year. You don't have to pout about giving up your
holiday staples. Making a few small changes lets
you have your cake and
eat it, too.
Enjoy a small salad and/or some fruit about an hour before going to a party or gathering. Fruits and vegetables are full of nutrients and fiber, which helps you feel fuller so that you're less likely to overindulge when you get to the party.
Drink a glass of water while waiting for other guests to arrive. Water helps you stay hydrated and fills you up so that you're less likely to feel hungry.
Live Healthy Georgia
Seniors Taking Charge
Holiday Survival Guide 2012
December 2012
By Whitney Bignell, MS, RD, LD
Select your favorite treat, and savor every bite. Eating slowly, noticing what you're eating, and intentionally enjoying what you're eating helps you feel satisfied so that you're less tempted to empty an entire plate of cookies.
Be Active
Sometimes it seems like every minute of the day is devoted to preparing for the holidays. Who has time to exercise? The good news is that being active 30 minutes each day can be accomplished in three 10minute sessions. Here are some ways that you can be more active this season:
Walk around the mall once before starting your holiday shopping.
Park your car toward the outer section of the parking lot. You'll also prevent the stress of fighting for an up-front parking space.
Take a family walk before or after dinner. This time also promotes bonding and sharing experiences with the younger generation.
Have a dance party after dinner. If the weather outside is frightful, put on some cheerful holiday music and have fun moving and grooving.
Get Checked
Most people try to avoid scheduling doctors' appointments during the holiday season. While you may not be going to the doctor, it's a good time to think about the appointments you should schedule for next year. Create a list of the visits you need to make (i.e., annual physical exam, dental exams, and screenings), and consider scheduling them for next year. The following web site can help you send reminders to yourself.
My Health Test Reminder
Be Smoke Free
The holidays can be a stressful time. Many former smokers, especially those who have recently quit, may be tempted to buy a pack of cigarettes again. The following tips, from Quit Guide: Staying Quit on Smokefree.gov, may help you deal with smoking temptation.
Keep a "craving" journal so that you can see when and where you're tempted to smoke. As you become aware of the situations in which you're likely to smoke, you can develop ways to cope with the urges to light up.
Manage cravings through practicing relaxation techniques, going to a different space, finding other activities to do (i.e., wash dishes), eating something crunchy like carrots, or chewing gum.
Stay positive about the process of quitting – it is all about learning.
Reward yourself for what you have accomplished. Use the money you save from buying cigarettes to purchase something special for yourself.
Be Positive
The holiday season can be both exciting and challenging. Many people are overwhelmed by the endless "to-do" list and feel drained instead of happy during the holidays. Others may be sad because they have lost a loved one the previous year, or the holidays remind them of those who have passed away. The following tips will help you be positive this holiday season.
Ask for help with your holiday preparations. Involving others allows you to work together, share memories, and prevent being overwhelmed by the tasks.
Take time for yourself. Go to the movies, or rent a favorite one to watch at home. Read a book that you've had on your shelf for a while.
Volunteer. Helping others is not only good for them but also good for you. It can prevent loneliness, as well as create special bonds. You don't necessarily have to volunteer at an organized event (i.e., soup kitchen) to enjoy the benefits. Offer to babysit your neighbors' children so that they can go holiday shopping, or contribute your crafting talents to the holiday bazaar.
Pictures
http://amerrylife.com/wp-content/uploads/2010/11/HealthyHolidays.jpg
http://www.vromansbookstore.com/files/vromansbookstore/holiday-cookies2.jpg http://2.bp.blogspot.com/_YYQ-
0zuN_dg/TRDxme_GRPI/AAAAAAAAAfo/8SNvUO998-A/s1600/christmas- shopping-centre.jpg
http://lh4.ggpht.com/_xGvWzb6dcRA/TOQoXN8v0CI/AAAAAAAEuHE/WlkdbLJM UGw/christnas-snowman-wallpaper-gift%5B2%5D.jpg | <urn:uuid:7db06f4b-385b-4463-a089-fd21326f9d9b> | CC-MAIN-2017-34 | http://livewellagewell.info/newsletters/2012/1212Dec.pdf | 2017-08-23T11:53:29Z | crawl-data/CC-MAIN-2017-34/segments/1502886120194.50/warc/CC-MAIN-20170823113414-20170823133414-00142.warc.gz | 261,106,786 | 1,143 | eng_Latn | eng_Latn | 0.99865 | eng_Latn | 0.998725 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2327,
5134
] | [
2.25
] | 1 | 0 |
Sample Menu #5
Breakfast
Peanut butter toast, made with 2 slices whole wheat bread and 2 tablespoons peanut butter
Banana, 1 small or ½ large
Milk, 1%, 1 cup
Snack
Frozen yogurt, low-fat, ½ cup
Whole grain, ready-to-eat, unsweetened cereal, fortified, such as Cheerios®, ¼ cup (sprinkle on frozen yogurt for crunch)
Lunch
Simple Salmon Cakes (recipe provided) Peas, green, fresh or frozen, boiled, ½ cup Grapes, red or green, 15 small Milk, 1%, 1 cup
Snack
Carrots, thinly sliced to make "chips," raw or steamed, ½ cup Cottage cheese, low-fat, calcium-fortified, ¼ cup
Evening meal
Chicken breast tenders, skinless, grilled or baked with salt-free seasoning, 3 ounces
Kidney beans, canned, rinsed and drained, heated, ½ cup Collard greens, steamed or boiled, ½ cup, with 1 teaspoon canola oil Brown rice, cooked, ⅔ cup, with 2 teaspoons soft tub margarine
Snack
Granola bar, low-fat, 1 small Orange juice, calcium- and vitamin D-fortified, 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.
Simple Salmon Cakes
Serves 4 (1 cake per serving)
Ingredients:
* 1 (6 ounce) can pink salmon in water (low-sodium preferred), drained
* ¼ cup egg substitute (or 2 egg whites)
* ½ small red bell pepper and ½ small sweet onion, diced*
* ⅓ cup plain bread crumbs
* 1 tablespoon canola oil
* ¼ teaspoon garlic powder (optional)
*Sweat onions and peppers for about 5 minutes in a pan sprayed with cooking spray before mixing with other ingredients for extra tenderness.
Directions:
1. In a medium bowl, mix together salmon, pepper, onion, egg substitute, bread crumbs, and garlic powder.
2. Form the mixture into medium-sized cakes, about the size of the palm of your hand (note: if the mixture does not hold together well enough, you may need to add more bread crumbs).
3. In a medium pan (preferably nonstick), add the oil and place over medium/medium-high heat.
4. Add the cakes to the pan and cook until golden brown on each side, about 3 to 5 minutes per side.
5. Remove from pan and serve warm.
Try this!
Use canned salmon in pasta salad or turn the salmon cakes into burgers instead of a traditional ground beef burger. You can also use tuna to make this recipe, if preferred.
Estimated Nutrition Facts per serving:
150 calories
7 g total fat
1 g saturated fat
9 g carbohydrate
12 g protein
1 g fiber | <urn:uuid:e5fa3125-c18e-48a9-90f7-31c76b964cf3> | CC-MAIN-2017-34 | http://livewellagewell.info/menus2/day2.5.pdf | 2017-08-23T11:49:31Z | crawl-data/CC-MAIN-2017-34/segments/1502886120194.50/warc/CC-MAIN-20170823113414-20170823133414-00141.warc.gz | 252,516,201 | 633 | eng_Latn | eng_Latn | 0.989446 | eng_Latn | 0.992868 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1116,
2435
] | [
2.078125
] | 1 | 0 |
Bee Awards Ceremony
Following the Bee competition and determination of the 1 st , 2 nd , and 3 rd place winners for each of the three grade level groups, a BREAK will be announced before the Awards Ceremony.
During the break the MC & Judges will complete the certificates.
AWARDS CEREMONY
Bee participants will be called back from break.
Contestants are called to the front as shown below. The MC awards certificates, with gift cards paper-clipped to those of the top three finishers. A photo of each child accepting his/her award may be taken, and/or group photos may be taken afterward.
ORDER OF AWARDS:
- Group 1 (Grades 1 & 2)
"Honorable Mention is awarded to…."
rd
2
3 place is awarded to…
nd
1
place st
place
- Group 2 (Grades 3 & 4)
Honorable Mention rd
2 nd place
3 place
1 st place
- Group 3 (Grades 5 & 6)
Honorable Mention rd
2 nd place,
3 place
1 st place
Photos may be taken by friends and family during the Awards Ceremony.
James Weldon Johnson Community Library
Summer 2017 BEES Study Guide and Rules
Spelling Geography Math
Presented by The Friends of Johnson Library
Group 2
Grades 3 & 4
The Friends of Johnson Community Library
2017 Bees:
Spelling Bee……Wednesday, June 28
Geography Bee….Wednesday, July 12
Math Bee………….Wednesday, July 26
- Registration for all Bees begins at 5:30 p.m.
- Competitions begin at 6:15 p.m.
- Students compete in one of three groups:
Entering grades: 1 & 2
3 & 4
5 & 6
Students and parents can prepare for the Bees with the Study Guide and Rules handout.
For more information or to register visit:
Johnson Community Library 1059 18th Avenue St. Petersburg FL 33705 727-893-7113
Bee Competition Rules
ON-SITE REGISTRATION
Registration opens at 5:30pm on Wednesday with the Bee due to start at 6:15pm.
Students will sign in at the registration table and be placed into one of three groups:
Group 1 (entering grade one or two)
Group 2 (entering grade three or four)
Group 3 (entering grade five or six)
The student will receive a card with their group number and registration number. Students are asked to wear their numbers once they receive them (partially to prevent the numbers from being lost or misplaced).
THE COMPETITION
At 6:15, the emcee will begin the competition by calling 'Group 1' (students entering grades one or two) to the front.
Contestants stand across the front, facing the judges, in numerical order. Next they will hear the rules described.
BEE RULES
When your number is called, hold up your sign and step forward to hear your question; you may ask to have the question repeated; you will have 15 seconds to answer. After the judge calls "Time," you will get only one try, and whatever you say stands. The judge will either say "Correct" or "Not correct." If you hear "Not Correct," you are eliminated and can have a seat back in the audience. If you hear "Correct," step back in line to stand with your group and wait for your next turn. To win, the last student must correctly answer the question the second-to-the-last student missed.
Beginning with the participant wearing number one, students will be asked questions from the study sheets in random order. MC reads a question from the study sheets; (or may project a question on the screen in random order). MC keeps the flow going by calling the next contestant's number to step forward for his/her question, as the contestants continue to rotate through their turns.
The third to the last contestant to sit down wins 3
rd place.
When the next to the last contestant misses
, he/she does not sit down.
The same question is given to the final contestant.
If the final contestant, who has not yet missed, answers the same question correctly, he/she takes 1 st place, the other contestant takes 2nd place. (or)
If the final contestant does not correctly answer the same question, the competition continues until one misses and the other answers the same question correctly, winning 1 st place.
If the MC runs out of questions, the winner will be determined in an abbreviated round. Winners may advance to compete with the next age group The same procedure is then repeated for Groups 2 and 3
Math Bee
Wednesday, July 26 th
Math Bee Information/Expectations
All Group 2 students (Grade 3 & 4) will be quizzed on the following:
- One-digit addition & subtraction
- Times tables
- Two-digit addition & subtraction
- Multiplication
- Division
Additional practice available online at https://www.vmathlive.com http://softschools.c om/ math /
games
about
Spelling Bee
Wednesday, June 28 th ate
boil caution
couple dozen
| above | author | borrow | cave | court | drank |
|---|---|---|---|---|---|
| account | avenue | bottle | celery | cousin | draw |
| across | avoid | boy | cellar | cracker | drink |
| actor | awake | brain | cent | crane | drug |
| addition | aware | branch | center | crash | dwell |
| advice | awhile | brand | central | crawl | early |
| after | awkward | brass | century | craze | earn |
| against | badge | brave | charge | crazy | earthquake |
| agree | bare | breath | chase | cream | eggnog |
| ahead | baseball | bridge | cherries | creation | eight |
| airplane | basic | bring | cherry | cried | elbow |
| airport | basket | bringing | chess | crowd | elsewhere |
| alert | basketball | brought | chest | crush | employ |
| alike | battle | brush | chili | cure | enjoy |
| almost | beast | brushes | chimney | curl | enough |
| alone | beat | bubble | choose | cut | equal |
| along | become | bucket | chose | daily | evening |
| aloud | bedtime | build | churn | dainty | everybody |
| already | beef | built | chute | daughter | everyone |
| among | beet | burn | circus | daytime | everything |
| amount | beetle | burst | clean | deaf | excuse |
| anger | began | bury | close | death | exercise |
| angry | beggar | bushy | cloth | decorator | explode |
| annoy | begin | butter | clothing | destroy | face |
| annual | bench | cactus | coach | device | fall |
| another | bent | calm | coast | dinner | far |
| answer | berry | canal | cobweb | direction | fault |
| apiece | better | cannon | coil | doctor | favor |
| apple | birthday | cannot | collar | doesn't | fearless |
| argue | blame | can't | come | dollar | feast |
| arguing | blank | careless | coming | done | fifth |
| artihmetic | bless | carry | continue | donkey | fill |
| army | board | cast | cough | don't | finger |
fireman glory
Spelling Words Group 2 students (Grades 3 & 4), page 2
hold journal
manage notion
porch
| glove | holiday | joy | marble | number | portion |
|---|---|---|---|---|---|
| glue | hollow | judge | mare | oatmeal | position |
| goldfish | honey | juggle | mark | ocean | pound |
| goose | hope | juice | market | offer | praise |
| got | hopeless | keep | match | often | pretty |
| governor | hoping | kept | measles | only | price |
| grabbed | hot | kidnap | mention | order | prize |
| grain | huge | kind | middle | own | pure |
| gravy | hunt | kitchen | midnight | pail | pushes |
| greet | hurry | lace | milking | pale | queen |
| grill | hurt | lack | monkey | palm | queer |
| grind | hydrant | ladybug | month | pancake | quick |
| grove | icicle | laid | mopped | past | quicksand |
| grow | ignore | lame | mouse | patch | quiet |
| growl | image | lamp | mouth | pear | quilt |
| guess | inches | large | move | pebble | race |
| guild | include | later | much | people | rainstorm |
| guilt | income | laugh | munch | pest | ranch |
| hair | insist | laugh | myself | pick | range |
| haircut | invest | least | narrate | pillow | ready |
| half | invite | lecture | narrow | pinch | recover |
| halfway | island | ledge | nation | pint | regular |
| hang | isn't | lettuce | naughty | pitch | remain |
| happen | issue | light | never | plane | remark |
| hare | its | little | newspaper | playground | remember |
| hatch | it's | local | nineteen | please | remind |
| height | itself | long | noise | plight | remove |
| helpless | ivory | loss | noisy | point | rent |
| hobbies | jeans | loyal | none | poise | repair |
| hobby | jellyfish | lung | noontime | poison | report |
Geography Bee Florida Questions
Group 2 students (Grades 3 & 4), page 2
What building, that you are currently standing in, is a city library dedicated to the study of African American History and Culture?
James Weldon Johnson Community Library
What library was originally in the Masonic Lodge #109 on 3 rd Ave S when it opened in 1947?
James Weldon Johnson Community Library
In what year was the James Weldon Johnson Community Library opened? What other library looks almost exactly like the JWJ Community Library?
JWJ opened in 2002; the South Community Library has an almost identical floorplan.
The James Weldon Johnson Community Library is located in what city?
St. Petersburg, FL
What street in St. Petersburg was renamed for Dr. Martin Luther King, Jr?
Ninth Street (9 th Street)
What region of St. Petersburg has traditionally been the home of the city’s African-American population?
The Southside [also accept Midtown]
Where does much of the city's African-American population live [boundaries by streets and avenues]?
Between 4 th Street South and 49 th Street South, and between 30 th Avenue South and 5 th Avenue North.
What library in St. Petersburg near 5 th Street N and 3 rd Avenue N is more than 100 years old?
Mirror Lake Library (Mirror Lake is also the body of water that borders the Southside)
What Elementary School sits in the "Center" of St.
Petersburg African American Community?
Perkins Elementary
Geography Bee Florida Questions
Group 2 students (Grades 3 & 4)
During the Paleozoic Era (540-251 million years ago), almost all of the continents were together as one gigantic land mass called Pangea. When Pangea began to rift and break apart during the Mesozoic Era (251-65 million years ago), plate tectonics caused Florida to drift to its current location.
Name one of the continents Florida was located between during Pangea.
North America, South America or Africa.
What region of the United States includes Florida? The Southeast.
What regions of Florida are at risk if sea levels rise?
Almost all of it! The Panhandle, the entire West Coast and most of the East Coast, Central and South Florida.
What states border Florida to the north?
Georgia or Alabama.
What bodies of water border Florida?
The Atlantic Ocean, the Straits of Florida and the Gulf of Mexico.
What is the highest point in Florida?
Britton Hill (near Lakeland) is the highest point in Florida. It is 345 feet above sea level, and is the lowest high point in the United States (ranking 50th out of 50 among the states).
What county has the second smallest area (square miles) in FL? How many square miles is it?
Pinellas ; 274 square miles
What county is St. Petersburg located in? When was the county founded?
Pinellas; 1912
What Pinellas County city has the largest African-American population?
St. Petersburg, with almost 24% of the city's total population.
Spelling Words Group 2 students (Grades 3 & 4), page 3
| riddle | slain | stream | thrill | twist | wander |
|---|---|---|---|---|---|
| rifle | slate | street | throat | unable | weave |
| roast | slave | stretch | throne | understand | whatever |
| rough | sleet | strike | throw | understood | when |
| royal | sleeve | strong | thrown | underwear | whenever |
| scale | slept | studies | ticket | unfair | which |
| scarce | slight | study | time | unhappy | whole |
| scowl | small | stump | timing | unkind | whose |
| scrap | smoke | stung | tipped | unknown | width |
| scrape | soft | sugar | title | unlikely | won't |
| scratch | someone | sunny | today | unload | wood |
| scream | somewhere | sure | together | unlock | word |
| sear | sorry | surely | toils | unlucky | worker |
| seashore | sought | sweat | tomorrow | untie | worm |
| season | spelling | sweet | toothbrush | until | worry |
| serve | spend | swim | toothpaste | unusual | worth |
| shallow | spent | talk | torch | unwilling | wrench |
| shave | squirt | target | tough | use | write |
| sheet | stage | taught | toy | using | wrong |
| show | station | tear | trace | usual | year |
| shrimp | statue | tearful | tried | vacation | young |
| sidewalk | steam | ten | trouble | value | yourself |
| sideways | stepped | tenth | try | vegetable | zipped |
| simple | stockings | terrible | turkey | visitor | |
| six | stole | themselves | turn | vocal | |
| skate | strange | thirst | turtle | voyage | |
Geography Bee
Wednesday, July 12 th
General Knowledge Study Questions
Continents
Africa
Antarctica
Asia
Australia
Europe
North America
South America
Great Lakes of North America
Erie
Huron
Michigan
Ontario
Superior
Five Longest Rivers of the World
Nile (Africa)
Amazon (South America)
Mississippi (United States)
Chang (China)
Yenisei (Russia/China)
Four Major Oceans of the World
Arctic
Atlantic
Indian
Pacific
Three Largest Seas of the World
Mediterranean
Bering
Caribbean
Largest Lake in Florida
Okeechobee
Geographical Terms for Group 2 students (Grades 3 & 4), page 3
LEGEND: A key to what the symbols or pictures in a map mean.
MAP: A picture of a place that is usually drawn to scale on a flat surface.
MEDITERRANEAN CLIMATE: A climate characterized by moist, mild winters and hot, dry summers.
OCEAN: The salt water surrounding the great land masses, and divided by the land masses into several distinct portions.
PANHANDLE: A narrow projection of a larger territory (such as a state).
PERMAFROST: A permanently frozen layer of soil.
PREVAILING WINDS: The direction from which winds most frequently blow at a specific location.
RESOURCE: Anything that is both naturally occurring and of use to humans.
SEA LEVEL: The ocean surface.
SEISMOGRAPH: A scientific instrument that detects and records vibrations (seismic waves) produced by earthquakes.
SETTLEMENT: A place where people live and form communities.
SINKHOLE: Crater formed when the roof of a cavern collapses, found in areas of limestone rock.
SNOWLINE: The lowest elevation at which snow remains from year to year and does not melt during the summer.
TOPOGRAPHIC MAP: A map that uses contour lines to represent the threedimensional features of a landscape on a two-dimensional surface.
TOPOGRAPHY: The physical features of a place; or the study and depiction of physical features, including terrain relief.
TREE RINGS: Concentric rings formed annually as a tree grows.
TROPICS: Technically, the area between the Tropic of Cancer and the Tropic of Capricorn, characterized by the absence of a cold season. Often used to describe any area possessing what is considered a hot, humid climate.
TUNDRA: A treeless plain characteristic of the arctic and subarctic regions. VENT: The opening at the Earth's surface through which volcanic materials (lava and gases) erupt; they can be circular (craters) or linear (fissures).
VOLCANO: A vent (opening) in the Earth's surface through which magma erupts; also the landform that is constructed by eruptive material.
WATER POLLUTION: Contamination of water by chemical or biological matter making it unfit for use.
WEATHERING: The breakdown of rocks into smaller rocks, gradually becoming soil.
Geographical Terms for Group 2 students (Grades 3 & 4), page 2
ELEVATION: The height of a point on the Earth's surface with regard to sea level.
EQUATOR: An imaginary circle around the Earth halfway between the North and South Pole.
EXTINCT VOLCANO: A volcano that is not expected to erupt again FAULT: A fracture in the Earth's crust accompanied by a displacement of one side of the fracture, showing that movement has occurred.
FAULT ZONE: An area of numerous fractures in the Earth's crust. GEOSPHERE: The nonliving parts of the Earth, such as the atmosphere GLACIER: A thick mass of ice resulting from compacted snow that forms when more snow accumulates than melts annually.
GLOBE: A true-to-scale map of the Earth that duplicates its round shape and correctly represents areas, relative size, and shape of physical features, distances, and directions.
GRID: A pattern of lines on a chart or map, such as those representing latitude and longitude, which help determine absolute location.
GULF: A large area of water with a curved coastline, larger than a bay and smaller than a sea.
HAZARDOUS WASTE: Unwanted by-products remaining in the environment and posing an immediate potential hazard to human life.
HEMISPHERE: Half of the Earth, usually thought of as the division of the globe into two equal parts of either north and south or east and west.
ICE AGE: A time of widespread ice and glaciers.
INTRACOASTAL WATERWAY SYSTEM: A U.S. waterway channel, maintained through dredging and sheltered for the most part by a series of linear offshore islands, that extends from New York City to Florida's southern tip, and from Brownsville, Texas, to the eastern end of Florida's panhandle.
ISLAND: Any piece of sub-continental land that is surrounded by water.
LATITUDE: Imaginary lines that cross the surface of the Earth parallel to the
Equator, measuring how far north or south of the Equator a place is located.
LAVA
: The term used for magma once it has erupted onto the Earth's surface.
LEEWARD: The side of a land mass sheltered from the wind—the opposite of windward.
Geography Bee
Group 2 students (Grades 3 & 4)
U.S. State Capitals
Geography Bee
Group 2 students (Grades 3 & 4)
Major World Capitals
Afghanistan
Kabul
Argentina
Australia
Belgium
Canada
China
Cuba
Egypt
France
Germany
India
Iran
Iraq
Ireland
Ireland
Israel
Italy
Kenya
Libya
Mexico
Peru
Russia
Saudi Arabia
Spain
Thailand
United Kingdom
Vietnam
Buenos Aires
Canberra
Brussels
Ottawa, Ontario
Beijing
Havana
Cairo
Paris
Berlin
New Delhi
Tehran
Baghdad
Dublin
Dublin
Jerusalem
Rome
Nairobi
Tripoli
Mexico City
Lima
Moscow
Riyadh
Madrid
Bangkok
London
Hanoi
Geographical Terms for Group 2 students (Grades 3 & 4)
Directions: The student hears the definition read aloud, or he/she reads it silently projected on the board. The student then says the term that matches the definition.
ALTITUDE: Height of an object in the atmosphere above sea level.
ATLAS: A bound collection of maps.
ATMOSPHERE: The mixture of gases, aerosols, solid particles, and water vapor that envelops the Earth.
BAY: A 3/4 bowl shaped body of water almost fully enclosed by land yet allowing water to flow.
BEACH: A landform along the shoreline of an ocean, sea, lake, or river with a loose surface of sand, gravel, shingle, pebbles, shells, stones or coral.
BIOLOGICAL DIVERSITY: The variety of life forms in an area of the Earth and their interdependence.
BIOSPHERE: Home for all living things.
BIOTA: The animal and plant life of a region considered as a total ecological entity.
CAPE: A headland or promontory of large size extending into a body of water, usually the sea.
CANAL: An artificial navigation channel.
CARTOGRAPHER: A person who draws or makes maps or charts.
CONFLUENCE: The place where two streams flow together to form one larger stream.
CONIFEROUS: Bearing cones; from the conifer family.
CONTINENT: One of the large, continuous areas of the Earth into which the land surface is divided.
CONTINENTAL DIVIDE: The line of high ground that separates the oceanic drainage basins of a continent; the river systems of a continent on opposite sides of the line flow toward different oceans.
CRATER: The circular depression containing a volcanic vent.
CRUST: The Earth's outer layer.
DOME: A steep-sided mound that forms when lava is extruded from a volcanic vent.
DORMANT VOLCANO: An active volcano that is in repose but is expected to erupt in the future. | <urn:uuid:2f31b60d-c961-4a60-9ca8-c92e52989f62> | CC-MAIN-2017-34 | http://fojbl.org/media/2017/05/2017-Bee-Study-and-Rules-Booklet-grades-3-and-4.pdf | 2017-08-23T11:57:05Z | crawl-data/CC-MAIN-2017-34/segments/1502886120194.50/warc/CC-MAIN-20170823113414-20170823133414-00141.warc.gz | 161,562,386 | 4,816 | eng_Latn | eng_Latn | 0.988206 | eng_Latn | 0.994439 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1136,
4179,
6440,
9587,
12539,
15293,
17460,
19821
] | [
2.21875
] | 4 | 2 |
Live Healthy Georgia— Seniors Taking Charge Vision Awareness Month
February 2011 Newsletter By Lauren Badger, BS
February is Age-Related Macular Degeneration (AMD)/Low Vision Awareness month! As we age, it becomes more and more important to get our vision checked regularly. Much of the low vision and blindness caused by age-related eye diseases can be prevented or treated.
What is AMD?
Age-Related Macular Degeneration affects at least 1.75 million Americans aged 40 and above, and it increases in likelihood as we age. It is the leading cause of vision loss in Americans 60 years and older. AMD affects your central vision, which is needed to see objects clearly, such as text and road signs. This disease is not painful and can develop very slowly. There are two forms of AMD: dry and wet. Dry AMD occurs more slowly and causes a blurred spot in the center of your vision. This can worsen and cause loss of central vision. Signs of AMD are yellow spots (called drusens and identified by your eye doctor) under a part of your eye called the retina, blurred vision, difficulty recognizing faces, and/or the need for more light to read. This can affect either both or just one eye. Dry AMD can turn into wet AMD. Wet AMD occurs more quickly and is also called advanced AMD. Wet AMD can cause blood and fluid to leak in your eye and damage a part of your eye called the macula. Signs of wet AMD are straight lines looking wavy and/or a small blind spot.
What causes AMD?
Age, being female, smoking, and obesity increase your risk. Also, whites are more likely to lose vision from AMD than African-Americans.
How is AMD detected?
Your eye doctor will put drops in your eyes to help see the back of the eye better. There are different tests than can be done to detect AMD. If you experience any symptoms, be sure to make an appointment!
How is AMD treated?
Dry AMD can be treated through a supplement recommended by your doctor. Wet AMD can be treated
Department of Foods and Nutrition, The University of Georgia, GA 30602 Division of Aging Services, Georgia Department of Human Resources, Atlanta, GA 30303
through laser surgery, photodynamic therapy (in which you are given an arm injection that lessens your vision loss), and injections into the eye. These treatments are relatively painless.
How do I prevent further vision loss to AMD?
Have an eye exam by your eye doctor at least once a year. Also, use an Amsler grid from your doctor.
http://www.nei.nih.gov/health/maculardegen/armd_facts.asp
Use this type of grid every day by covering one eye and looking at the grid; then, switch eyes. If you see changes in the way this grid looks (such as wavy lines) or while reading or watching TV, this could be a sign of wet AMD. You should call your doctor immediately. There is good news: normal eye use, such as reading and watching TV, cannot worsen your vision.
What is low vision?
Low vision is partial vision loss that cannot be corrected. A person with low vision has very reduced visual sharpness or contrast and/or an obstructed field of vision.
What causes low vision? How can I get checked?
Low vision is caused by a variety of conditions and diseases, including AMD, glaucoma, diabetic retinopathy, eye injuries, stroke, some cataracts, and head injuries. Getting your eyes checked regularly by an eye doctor can help detect low vision and find the right treatment plan to prevent further vision loss!
Eye Health Tips
An eye test for glasses or a driver's license is not enough to detect AMD or low vision. See an optometrist or an ophthalmologist.
Eat a well-balanced diet filled with fruits and vegetables.
Manage other diseases that can affect the eyes, such as diabetes.
Other Resources
http://www.nei.nih.gov/health/mac ulardegen/armd_facts.asp
http://www.nei.nih.gov/lowvision/
http://www.geteyesmart.org/
References
1) National Eye Institute. NIH. Facts about age-related macular degeneration. Version current January 2011. Internet: http://www.nei.nih.gov/health/maculardegen /armd_facts.asp (accessed 24 January 2011).
2) National Eye Institute. NIH. Low vision. Internet: http://www.nei.nih.gov/lowvision/ (accessed 24 January 2011).
3) National Eye Institute. NIH. 2007. Eye health needs of older adults literature review. Internet: http://www.nei.nih.gov/nehep/research/The_Eye_Health_n eeds_of_Older_Adults_Literature_Review.pdf (accessed 24 January 2011). | <urn:uuid:2052d7cb-3acc-497f-b3d8-fb5db083bac5> | CC-MAIN-2017-34 | http://livewellagewell.info/newsletters/2011/1102Feb.pdf | 2017-08-23T11:56:54Z | crawl-data/CC-MAIN-2017-34/segments/1502886120194.50/warc/CC-MAIN-20170823113414-20170823133414-00142.warc.gz | 260,964,415 | 1,028 | eng_Latn | eng_Latn | 0.997427 | eng_Latn | 0.998147 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2131,
4436
] | [
2.1875
] | 1 | 0 |
Sample Menu #2
Breakfast
Cinnamon Apple Bites (recipe provided) Whole wheat English muffin, 1 whole, toasted, with ¼ cup reduced-fat shredded cheddar cheese, melted Coffee, 1 cup, with artificial sweetener as desired
Snack
Strawberries, sliced, ½ cup, topped with 1 tablespoon light whipped topping and 1 tablespoon toasted sliced almonds
Lunch
Turkey sandwich, made with 2 slices whole wheat bread, 2 ounces roasted turkey breast without skin, 2 teaspoons reduced-fat mayonnaise, lettuce and tomato
Bean salad (chilled), made with ½ cup canned garbanzo beans, rinsed and drained, ¼ cup sliced carrots (no-salt-added canned), 1 small chopped celery stalk, 1 teaspoon olive or canola oil, salt-free seasoning to taste Broccoli florets, raw or steamed, ½ cup, with 2 tablespoons reduced-fat ranch dressing for dipping
Snack
Tangerines, 1 medium or 2 small
Milk, 1%, 1 cup
Evening Meal
Pork tenderloin, lean, roasted, 3 ounces
Green beans, fresh or frozen, ½ cup, with stewed tomatoes (no-salt-added preferred), ½ cup
Sweet potato, baked with 1 teaspoon soft tub margarine and cinnamon, 1 small
Whole wheat toast, 1 slice, with 1 teaspoon low-sugar fruit preserves
Snack
Graham crackers, 3 squares Milk, 1%, 1 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.
Department of Foods and Nutrition, The University of Georgia, Athens, GA 30602 Division of Aging Services, Georgia Department of Human Resources, Atlanta, GA 30303 October 2007
Serves 2
Ingredients:
* 2 medium sweet apples, cut into bite-sized chunks (peeling optional)
* 1 tablespoon soft tub margarine
* ¼ teaspoon ground cinnamon
* 1 teaspoon brown sugar
* ½ teaspoon cornstarch, mixed with enough water to dissolve
* ¼ teaspoon vanilla extract (optional)
* 2 tablespoons 100% apple juice or water
Directions:
1. In a small saucepan over medium-low heat, melt the margarine.
2. Stir in the brown sugar, cinnamon, apple juice or water, cornstarch, and vanilla; add the apples.
3. Stir all ingredients together to coat apples evenly.
4. Cook apples until fork tender, about 15-20 minutes, stirring occasionally.
5. Serve warm.
Try this!
Cut an apple in half and slather with a tablespoon of peanut butter for a quick and healthy snack. You can also combine apple chunks with celery, grapes, walnuts, and low-fat mayonnaise to build a Waldorf salad.
Estimated Nutrition Facts per serving:
120 calories
4 g total fat
1 g saturated fat
23 g carbohydrate
0 g protein
3 g fiber
Cinnamon Apple Bites | <urn:uuid:fe7ead2c-6d55-4556-9de0-742905029967> | CC-MAIN-2017-34 | http://livewellagewell.info/menus2/day2.2.pdf | 2017-08-23T11:51:31Z | crawl-data/CC-MAIN-2017-34/segments/1502886120194.50/warc/CC-MAIN-20170823113414-20170823133414-00138.warc.gz | 241,789,079 | 648 | eng_Latn | eng_Latn | 0.991029 | eng_Latn | 0.991986 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1560,
2594
] | [
2.328125
] | 1 | 0 |
There is nothing better than enjoying the first juicy, sweet watermelon of the season! Many families have a tradition of getting a watermelon for their Fourth of July gettogethers. This sweet treat has many health benefits that make it perfect for the summer heat!
Cordele, Georgia, in Crisp County, is considered the "Watermelon Capital of the World." Enjoy the Watermelon Days Festival during the month of June!
Quick Facts about Watermelon
Member of the Curcurbitaceae family, which makes it a cousin of cucumbers, pumpkins, and squash.
Watermelons are botanically considered fruits, and specifically berries because they contain seeds, the flesh is consumed, and there is no core.
Largest watermelon recorded in 2010 was grown by Chris Kent in Sevier County, TN, and weighed 291 lbs.
Watermelons are thought to have originated in the Kalahari Desert in Africa.
Georgia is the 4 th highest producer of watermelons in the world.
Live Healthy Georgia
Seniors Taking Charge
Watermelon: More Than a Fourth of July Tradition
July 2012
By Whitney Bignell, MS, RD, LD
Health Benefits of Watermelon
Watermelons are almost 92% water, which means that they provide excellent hydration during the summer heat. In addition, watermelons have more lycopene – a powerful antioxidant – than tomatoes. These melons also contain several vitamins and minerals, including vitamins A, B6, and C, as well as thiamin, magnesium, and potassium. A half-cup (½ c.) serving of cubed watermelon contains 25 calories and 6 grams of carbohydrates (5 grams of sugars).
Selecting and Preparing Watermelon
1. The watermelon should be firm and symmetrical. Avoid melons with obvious bruises, cuts, or dents.
2. The melon should be heavy for its size – it is mostly water!
3. The underside should have a soft, yellow spot where it was on the ground.
4. Be sure to wash the watermelon before cutting into it. Bacteria or other
contaminants on the surface may be
transferred to the edible portion by your knife.
Ideas for Eating More Watermelon
Top salads with cubed watermelon and drizzle with a balsamic vinaigrette dressing.
Add watermelon to a morning smoothie (see recipe below)
Grill watermelon to add a smoky flavor to this sweet fruit.
Purée watermelon in a blender or food processor, then pour into ice cube trays and freeze. Add the watermelon ice cubes to sparkling water for a refreshing drink.
Use watermelon in a fruit and yogurt parfait.
Strawberry Watermelon Shake (Smoothie)
Ingredients
1 container (8 ounces) lemon nonfat yogurt
2 cups cubed, seeded watermelon
1 pint fresh strawberries, cleaned and hulled
1 banana medium, peeled and sliced
Instructions
In blender or food processor, process yogurt, watermelon, strawberries and banana until smooth and frothy. Serve immediately.
Picture and recipe courtesy of the National Watermelon Promotion Board,
http://www.watermelon.org/Recipes
/Kid's-Watermelon-Strawberry-
Shake-and-Frozen-Smoothie-Pops-
193.aspx
Watermelons As Good Containers
Using the watermelon shell as a serving dish is also a fun way to encourage kids and other family members to eat what is inside. Here are a few pictures to inspire your artistic melon endeavors:
Carving instructions are available from http://www.watermelon.org/Carvings/Carvin gs-Entertainment.aspx
References:
CDC. Fruit of the Month: Watermelon. http://www.fruitsandveggiesmatter.gov/month/wa termelon.html
Gardening Channel. Watermelon: Fruit or Vegetable. http://www.gardeningchannel.com/watermelonfruit-or-vegetable/
National Watermelon Promotion Board. http://www.watermelon.org/Default.aspx
SouthwestGeorgia.net. http://www.southwestgeorgia.net/festivals/water melondays.html
Pictures:
http://www.watermelon.org/images/Media/PhotoGallery/High Res/4.jpg
http://www.heatheronhertravels.com/wpcontent/uploads/2009/07/home-grown-watermelon-ingreece.jpg | <urn:uuid:c2da3b41-cc1d-4248-b07c-de2989699bfd> | CC-MAIN-2017-34 | http://livewellagewell.info/newsletters/2012/0712July.pdf | 2017-08-23T11:54:27Z | crawl-data/CC-MAIN-2017-34/segments/1502886120194.50/warc/CC-MAIN-20170823113414-20170823133414-00138.warc.gz | 241,832,156 | 930 | eng_Latn | eng_Latn | 0.983452 | eng_Latn | 0.991775 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1999,
3870
] | [
3.0625
] | 1 | 0 |
TEACHING & LEARNING POLICY
Introduction
The Teaching & Learning Policy for Trinity Nursery School is intended as a document which is endorsed by the Board of Governors, used by all staff, both teaching and non-teaching and is available, on request, to parents and Education and Training Inspectorate. This policy was devised by the staff and will be reviewed during the academic year 2013-2014.
Rationale
We, the staff of Trinity Nursery School, support the concept of lifelong learning and the fundamental belief that children (and adults) learn constantly and every day. In our school we recognise that Nursery education is an important start to a childʼs education and is to be enjoyed in its own right. Children at this age have individual differences and needs, which must be recognised and met. They should also have equal opportunities regardless of gender, race, culture or individual needs. Children in Nursery learn and develop best through play and with the help and encouragement of our staff their natural interest and curiosity will be developed and supported. We also recognise the role of parents as the childrenʼs first educators and we will continue to encourage that role in partnership with the Nursery staff. Within our Nursery we aim to provide the young children with a wide variety of learning experiences which will nurture their natural curiosity of the world around them and which will provide opportunities for their social, emotional, intellectual, physical and creative development.
Statement of Interest
We believe that children learn best in different ways. At Trinity Nursery School we provide a rich & varied learning environment that allows children to develop their skills & abilities to their full potential.
Through our teaching we aim to:
♦ enable children to become confident, resourceful, enquiring & independent learners;
♦ foster childrenʼs self-esteem & help them build positive relationships with other people;
♦ develop childrenʼs self-respect & encourage children to respect the ideas, attitudes, values & feelings of other;
♦ show respect for all cultures and, in so doing, to promote positive attitudes towards other people;
♦ enable children to understand their community & help them feel valued as part of this community.
♦ help children develop into reliable, independent & positive citizens.
Effective Teaching
Teaching means systematically motivating children to learn, building on their skills, knowledge & understanding of the curriculum so that they are helped to make connections in their learning & are actively led forward, as well as helped to reflect on what they have already learnt.
TEACHING & LEARNING POLICY
Effective teaching requires:
♦ Working in partnership with parents, because parents are the first educators of their children.
♦ Promoting childrenʼs learning through planned experiences & activities that are rewarding, challenging yet achievable.
♦ Staff (both teaching and non-teaching) who model a range of positive behaviours.
♦ Using language that is rich & using correct grammar, which helps children to develop linguistic structures for thinking.
♦ Using conversation & carefully framed questions because this is crucial & central in developing childrenʼs knowledge.
♦ Direct teaching of skills and knowledge.
♦ Children teaching each other.
♦ Interacting with and supporting children in a way that positively affects the attitudes to learning that children develop.
♦ Planning the indoor & outdoor environment carefully to provide a positive context for teaching & learning.
♦ Skilful & well-planned observations of children.
♦ Assessing childrenʼs development & progress. Assessment opportunities may be identified in planning or arise spontaneously.
♦ Working with parents, who are vital partners in the assessment & planning process.
♦ Identifying the next step in childrenʼs learning to plan how to help children make progress.
♦ Using assessment to evaluate the quality of provision & staff development needs.
Effective Learning
Learning for young children is a rewarding and enjoyable experience in which they explore, investigate, discover, create, practise, rehearse, repeat and consolidate their developing knowledge, skills, understanding and attitudes. During their time at nursery, many of these aspects of learning are brought together effectively through play and language.
Effective learning involves:
♦ Children initiating activities that promote learning & enable them to learn from each other.
♦ Children learning through movement & all their senses.
♦ Children feeling secure, which helps them to become confident learners.
♦ Children having time to explore ideas & interests in depth.
♦ Children learning in different ways & at different rates.
♦ Children making links in their learning.
♦ Creative & imaginative play activities that promote the development and use of language.
Procedures
1. The Role of the Staff (meeting childrenʼs needs)
[x] To give priority to settling the children happily into school and continue to promote their selfconfidence, self-esteem and cooperation.
[x] Provide a rich and stimulating environment, which promotes the childrenʼs all round development.
Page 3 of 5
[x] Value and encourage childrenʼs play; interact with children as they play, and use it as the main vehicle to promote learning.
[x] Promote the childrenʼs abilities to make choices and decisions for themselves.
[x] Agree and implement the curriculum, management of the children, assessment and the general aims of the nursery.
[x] Be a role model for the children, demonstrating open communication, a sense of mutual trust and effective teamwork.
2. The Organisation of the Staff
[x] Children are given time to engage in free play with access to a wide range of equipment, materials and stimulating activities.
[x] All aspects of the pre-school curriculum are offered including music, stories and physical play both indoors and outdoors.
[x] The necessary routines eg toileting, snack and dinner time are organized efficiently and flow seamlessly so that the children are not curtailed in their play.
[x] The beginning and end of the session is organised to facilitate informal contact between the staff and parents.
3. Planning and Monitoring the Curriculum
[x] Plan the nursery programme as a team in line with the pre-school curricular guidance.
[x] Identify and promote the learning potential within every activity planned and provide the flexibility to diversify in a direction led by the children.
[x] Take account of the needs of the children through systematic assessment.
[x] Evaluate the childrenʼs progress and use it to inform future planning.
[x] Use assessment of children to meet individual needs.
[x] Provide parents with regular and comprehensive information about their childʼs progress,
4. Staff Interaction to Ensure Optimum Learning and Development
[x] They interact easily and spontaneously with children.
[x] They support childrenʼs chose play.
[x] Promote safe productive play.
[x] Exploit the learning potential of the activities and equipment.
[x] Encourage through open questioning and comments childrenʼs curiosity, imagination and ability to solve problems.
[x] Develop childrenʼs language and learning across the curriculum.
5. Monitoring, Recording and Reporting the Childrenʼs Progress
[x] Staff systematically observe children and record all aspects of their development.
[x] Keep a profile of each childʼs progress and development.
[x] Use the information to provide the planned educational programme.
[x] Use the information to inform parents and encourage them to help their child at home.
6. Provision for Children with Special or Additional Needs
[x] Staff organise activities and materials to provide for the special needs or additional needs of
Page 4 of 5
TEACHING & LEARNING POLICY
[x] Ensure the children have equal access to the curriculum where appropriate.
[x] Provide the necessary the support where special educational needs or additional needs are identified and where appropriate keep Individual Education Plans.
[x] Seek appropriate help, advice and support from other relevant professionals.
[x] Keep the childʼs parents fully informed and involved.
The role of parents
We believe that parents have a fundamental role to play in helping children to learn. We do all we can to keep parents informed about what & how their children are learning by:
♦ ensuring parents feel welcome on a daily basis and know that staff are and are approachable and will deal with enquiries promptly and effectively.
♦ holding induction and parentsʼ evenings to explain our school systems & strategies for teaching & learning.
♦ giving information to parents through our monthly Nursery News and regular letters and by displaying our planning and learning outcomes on the parentsʼ noticeboard along with information on areas of learning and aspects of play.
♦ keeping parents updated on the progress made by their child through informal and formal channels; through parent consultations three times a year and through the Transition Report prepared for receiving Primary Schools and parents.
♦ providing a Parentʼs Page each month which explains to parents how they can support their childʼs learning linked to the topics/themes of the Nursery.
♦ holding Parents Meetings on aspects of the curriculum and a range of parent courses.
Liaison with Others
The Nursery recognises the vital importance of a smooth transition from home to school and from Nursery to Year One and to support this staff:
[x] Give priority to the childʼs settling in period at the beginning of the school year. The children are closely monitored at this time by staff and parents are kept informed of their progress.
[x] Year One teachers from feed Primary Schools visit the Nursery during the Summer Term to begin building relationships with the children who will transfer to their schools.
[x] Primary Schools are given verbal and written information on the childrenʼs progress during their Nursery year.
[x] Year One teachers are encouraged to keep contact with the Nursery Staff during the first term of Year One.
[x] Staff maintain relationships with other external agencies eg Health Visitor, Dental Nurse, Social Services, Speech and Language therapists, Scrabo Childrenʼs Centre and Educational Psychologists in order to improve the provision for those children with Special or additional needs.
[x] Staff recognise the local community as a valuable resources which enables them to extend the childrenʼs opportunities for learning. Visitors from local community are invited regularly to support the Nursery themes and visits to the park, the museum etc are also organised.
The aims and principles of this Teaching & Learning Policy for TNS have been agreed by the staff and endorsed by the BOG. The policy will be reviewed and updated on a regular basis and in light of any changing guidance and legislation.
Page 5 of 5
TEACHING & LEARNING POLICY
The aims and principles of this Teaching & Learning Policy for Trinity Nursery School have been agreed by the staff and endorsed by the Board of Governors. The policy will be reviewed and updated on a regular basis and in light of any changing guidance & legislation.
June 2011 | <urn:uuid:49d00ebf-7fab-4d1c-9148-7a6559e4c142> | CC-MAIN-2017-34 | http://trinitynurseryschool.co.uk/media/1322834482PolicyDoc-Teaching&Learning-jUNE2011.pdf | 2017-08-23T11:46:44Z | crawl-data/CC-MAIN-2017-34/segments/1502886120194.50/warc/CC-MAIN-20170823113414-20170823133414-00138.warc.gz | 429,245,235 | 2,176 | eng_Latn | eng_Latn | 0.993092 | eng_Latn | 0.994969 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2663,
5226,
8244,
11296
] | [
3.078125
] | 2 | 1 |
Joseph S. Bruno Montessori Academy Summer Camp 2017
"Where fun leads to fascination, fascination leads to inquiry, and inquiry leads to learning."
All About Sports!
Grades 1-8
June 5 – 9
8:00 – 2:00 $185
Instructor: Jordan Baldwin – JBMA Coach
This summer camp will be all about sports! Each day will be spent learning the skills of a different sport and then playing games as a culminating event. The sports will be Ultimate Frisbee, Volleyball, Lacrosse, Floor Hockey, and Flag Bama Ball
Bring a sack lunch, water bottle, sunscreen, and bug spray.
Fun in the Sun: Full STEM Ahead!
Grades: 1 – 8
June 12 - 16
8:00 – 2:00 $185
Instructor: Zech Hook – Upper Elementary Teacher
Are you ready for some fun? Do you want to keep your brain moving too? Well, come on down to Mr. Zech's Fun in the Sun: Full STEM ahead! Each day will be filled with loads of excitement! We will be playing games, getting wet, and playing in the dirt! Mixed in throughout the week, we will take on STEM challenges to test our minds! We will be playing group games, throwing water balloons, using our imaginations, and so much more! When we need a break from outside or building, we will play a game of dodgeball (or one of many other games) in the gym! So get up, get active, and have some fun in the sun!
Bring a sack lunch, water bottle, sunscreen, and bug spray.
All About Sports!
Grades 1-8 June 26 – 30 8:00 – 2:00 $185
Instructor: Jordan Baldwin – JBMA Coach
This summer camp will be all about sports! Each day will be spent learning the skills of a different sport and then playing games as a culminating event. The sports will be Ultimate Frisbee, Volleyball, Lacrosse, Floor Hockey, and Flag Bama Ball
Bring a sack lunch, water bottle, sunscreen, and bug spray.
Fun in the Sun: Full STEM Ahead!
Grades: 1 – 8
July 17 – 21
8:00 – 2:00 $185
Instructor: Zech Hook – Upper Elementary Teacher
Are you ready for some fun? Do you want to keep your brain moving too? Well, come on down to Mr. Zech's Fun in the Sun: Full STEM ahead! Each day will be filled with loads of excitement! We will be playing games, getting wet, and playing in the dirt! Mixed in throughout the week, we will take on STEM challenges to test our minds! We will be playing group games, throwing water balloons, using our imaginations, and so much more! When we need a break from outside or building, we will play a game of dodgeball (or one of many other games) in the gym! So get up, get active, and have some fun in the sun!
Bring a sack lunch, water bottle, sunscreen, and bug spray.
Arts and Crafts
Grades: 1 – 8
July 24 – 28
8:00 – 2:00 $185
Instructor: Chelsea Hayes – Upper Elementary Teacher Express yourself! Join us as we explore various artistic mediums. You can learn to illustrate your favorite Pokémon, build 3D Minecraft-inspired characters, take and edit fun pictures of your friends, design your own t-shirt, and more! Get ready to sharpen your colored pencils and your artistic skills! Bring a sack lunch and a drink.
Joseph S. Bruno Montessori Academy
5509 Timber Hill Road Birmingham AL 35242 205-995-8709
www.jbma.education
Email: email@example.com
Registration
Please check the week(s) your child will be attending
Please enclose your check for the appropriate amount for each session, payable to JBMA, with the registration form. Registration forms will not be accepted without the full payment for sessions your child will attend. Mail to JBMA, 5509 Timber Hill Road, Birmingham, AL 35242 or drop by the school office. Call 995-8709 for more information.
June 5 - 9
- All About Sports
8:00 – 2:00 $185
Students entering grades 1 – 8 in the fall
June 12 - 16
- Fun in the Sun: Full STEM Ahead
Parent's
Name: _____________________________________
Student's
Name: _____________________________________
Address: ___________________________________
___________________________________________
Home Phone: _______________________________
Work/Cell Phone: ____________________________
Allergies:
Emergency Contact Phone: ______________________________
Current School: ______________________________
Campers will need a sack lunch each day.
8:00 – 2:00 $185
Students entering grades 1 - 8 in the fall
June 19 – 23 No Elementary Camp
June 26 – 30
- All About Sports
8:00 – 2:00 $185
Students entering grades 1 – 8 in the fall
July 3 - 7 No Summer Camp
July 10 – 14 No Elementary Camp
July 17 - 21
- Fun in the Sun: Full STEM Ahead
8:00 – 2:00 $185
Students entering grades 1 – 8 in the fall
July 24 - 28
- Arts and Crafts
8:00 – 2:00 $185
Students entering grades 1 – 8 in the fall | <urn:uuid:09f4a55c-7c16-46b0-a649-35f033c52377> | CC-MAIN-2017-34 | http://jbma.education/wp-content/uploads/2017/05/Summer-Program-2017.pdf | 2017-08-23T11:55:17Z | crawl-data/CC-MAIN-2017-34/segments/1502886120194.50/warc/CC-MAIN-20170823113414-20170823133414-00145.warc.gz | 227,621,622 | 1,209 | eng_Latn | eng_Latn | 0.995158 | eng_Latn | 0.999072 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3040,
4657
] | [
2.046875
] | 1 | 0 |
Please help me before Cain kills Abel
Developing a parenting plan
Scripture References: Genesis 4:1 – 16, 25 – 26
For parenting to be successful you must develop a plan of action. God has given us insight into the issues that every parent faces. In the personality traits of Adam and Eve's children mentioned in the above text we gain insight into effective and successful parenting. In the lives of Cain, Abel, and Seth we can develop an action plan for parenting.
CAIN = You parent by MASTERING THE EMOTIONS
In every child there is a CAIN. Notice from the Scripture reference above the key concerns with Cain's life. He was EMOTIONAL. It was his emotional outburst that robbed him of his greater purpose. His anger got the best of him. God let him know that his emotions were a gateway to evil working in his life. Cain would have to learn how to master his emotions if he was to be successful. Yet, Cain succumbed to the pressure, his emotions won out, and his life was defeated by his emotional status.
THE FIRST STEP IN PARENTING IS TO LEARN HOW TO MASTER THE EMOTIONS.
During the early years, birth to 6 years of age you have to have a plan to help develop your child's emotional makeup. You need to be out in front of your child leading the way. You cannot parent your child's emotions when you've not even learned to control you own emotions. Many times as parents we fight our child's emotional outburst with our own emotional outburst. This is not a successful way to parent. You must learn how to master the emotions for greater success. Here are a few points for mastering the emotions:
* Don't be afraid of your child being emotional (pouting, fits, anger). These are normal reactions to a child learning how to process their feelings.
* Emotions aren't evil. They are God given. Learn how to teach your child about each emotion. Don't fight against their frustrations with your own frustrations.
* Don't let your child's emotions linger on without helping them master the feelings.
* Don't isolate your child (shut them up alone in a room) when they are emotional. Isolation does nothing but make the emotional issue even more emotional. Isolation is the devil's playground in a child's mind. Take time to sit with your child and help them process their feelings.
Here are some practical examples of how to MASTER YOUR CHILD'S EMOTIONS:
1. As a parent, let your YES be YES and your NO be NO.
The best place to start with 'CAIN' is to start at ground zero. Be a parent of keeping your word. Don't use your words to make threats. Use your words to teach. Children find stability in their emotions when they are not trying to figure out what you mean and don't mean - or how far they can push you to change your mind.
God started out with Adam and Eve in a very simple manner. EAT THIS vs. DON'T EAT THAT. This is the beginning phase of the parent child relationship. Ground zero of mastering emotions begins at simple discipline and obedience. When you set the boundaries young and mean what you say children learn to trust your words and the life or consequences associated with their choices.
When you are clear on what you mean it's easier for a child to find clarity when emotional outbursts happen. And trust this, every child will push your parental bounds of what you say.
Explain why it's such a struggle to just let YES be YES and NO be NO. Are you consistent in your discipline? Do you stick to your own plan?
2. Never discipline a child's emotional outbursts with your own emotional outbursts.
* You screaming louder than your child won't work.
* You pitching a fit yourself doesn't work.
* You using words of anger and frustration won't work.
* You locking them away, out of your hair, won't work.
Consistent discipline is the best form of mastering the emotions. Children learn quickly just how much they can get away with. They learn what methods of emotional outbursts work and which don't. When you are consistent, your own frustration subsides. Theses early years, 0-6, is more about a child learning the 'ropes' of emotions - they are processing how life works and how your respond. Set good boundaries. Don't fret.
* Do you discipline more out of emotion or out of a plan?
* Do you struggle with your own emotions when disciplining your child?
* What could you do to be less emotional when disciplining your child?
3. When disciplining your child take time to teach. Don't just punish - teach. Notice in Genesis 3 when Adam and Eve blew it, God took time to not only discipline their poor actions but He took the time to remind them of their prophetic purpose. Always use discipline as an opportunity to not just tell your child they were bad, but use it as an opportunity to remind them of the good they are and can be. Don't just use threats when you discipline. Let your words be teaching words. After discipline, spend time with your child and build there value up and esteem them on their purpose in life. Reassure that your discipline is not a sign of your lack of love and approval of who they are.
* Are your words teaching or threatening?
* Do you take time to teach your child after you discipline them, or do you just discipline them and then thank God it's over?
* Do you isolate your child when disciplining them? How can isolation be detrimental?
ABEL = You parent by MODELING YOUR FAITH
In every child there resides an Abel. Abel was known for his faith. Hebrews 11 speaks of Abel's faith and his giving to the Lord. But rest assured, Cain (emotions) will always attempt to destroy Abel (faith). Again, it's imperative in the young years (0-9) to discipline and train emotions in order for emotions not to derail and destroy faith in the teen years. At around age 10 your child is exploring faith. Whether it's Jesus and Christianity or not, a young adolescent begins to ask the questions that pose a deeper meaning behind every answer you will provide. Who is God? Where did He come from? How does Jesus live in me? How do we know Jesus is God? How is Jesus different than Santa? Believe me, raising a child will solicit some very interesting questions when it comes to faith.
So, to be successful as a parent you must learn to parent your child's faith. The best way to teach a child about God is to model faith yourself as a parent. Technical faith, the rules and creeds of faith, must give way to tangible faith, the reality of Jesus in every day life. The first essence of God a child will know if best know through the parent. You are the first connection to God a child has. As a parent, therefore, MODEL what genuine faith looks like.
How do we get kids to believe in God when they can't see Him? This answer is by modeling the life of faith. Here are some practical ways to model your faith:
1. Walk beside your child guiding and coaching. When modeling faith, don't just bark orders and rules to your child. Let them explore their ideas of faith with you. Help them connect faith to everyday life.
2. Faith must be tangible in your home– it can't just be a Sunday morning church thing. You are the tangible presence of a real Jesus to your child. So what should you model? Read John 1:17 It states, 'grace and truth came through Jesus Christ.' This is the method of modeling faith. You model faith by offering grace and truth. It the young years it's pretty much truth: Do this, don't do that. However, as you child grows you must show them the avenue of grace and truth operating together. A child cannot thrive in an environment of truth with not grace. Kids need more than just truth. At times they need grace. Truth is what they should do. Grace, however, is given when they have failed at truth. If you home environment is just all truth mixed with discipline, you child will be highly dysfunctional and never measure up to that standard.
* Model truth. Model grace.
* Offer days of grace in lieu of constant discipline to encourage growth and trust.
* Faith MUST be TANGIBLE
- Faith is first seen in breaking selfish behavior.
- Teach children to be givers.
- It's not about Law, it's about Relationship.
* Is the faith in your home tangible or technical?
* Do you offer grace to your child when they fail?
* How do you think a child does in an environment of all discipline? How does a teenager do in such an environment? How do you do in such an environment?
* What would grace look like to you if offered to your child? Does that scare you?
SETH = You parent by MENTORING THEIR KINGDOM PURPOSE
In every child there finally resides a SETH. Seth was the byproduct of Adam and Eve's 3rd attempt at 'going into the tent' to be intimate. Seth represents the highest form of parenting. Seth was the lineage from which Jesus would come. Many times you may master the emotions, and model the faith, but if your child never understands they possess a kingdom purpose it can all be a moot effort.
Many parents never reach this level of parenting. Often parents are consumed with living vicariously through their children. Sports, education, and job become the governing factors of upbringing. But there is a higher calling on your child. Every kid has a divine purpose. At around age 15-19 a teen begins to explore their independence from you as a parent. Many parents fear this. However, it is natural and normal. So, rather than fearing their independence guide it.
Ways to practically mentor your child's kingdom purpose:
* Give them room to fail. Rather than dragging them along and barking orders teach them to learn to 'hear' God's voice for themselves.
* Teach them how to hear God.
* Give them space to make decisions and learn how to follow God while still safe in your home.
* Correct mistakes in love. Let them see your support as they attempt to step out on their own.
* Don't force them to be what you want them to be. This has destroyed many a child.
* Teach them that answers lie in God not just in you as a parent. Encourage them to make decisions off of hearing God for their future, not fearing you for their failure.
Who is the loudest voice in your home: you, the child, or the Holy Spirit? Does your child hear God or fear you?
The Successful Parenting Plan:
1. Master Their Emotions
2. Model The Faith
3. Mentor Their Kingdom Purpose | <urn:uuid:9d4b9f35-611d-481d-8bd6-6ab49d136c00> | CC-MAIN-2017-34 | http://makejesusfamous.net/wp-content/uploads/2015/01/Please-help-me-before-Cain-kills-Abel.pdf | 2017-08-23T11:52:13Z | crawl-data/CC-MAIN-2017-34/segments/1502886120194.50/warc/CC-MAIN-20170823113414-20170823133414-00146.warc.gz | 260,343,648 | 2,337 | eng_Latn | eng_Latn | 0.996308 | eng_Latn | 0.998527 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2304,
5095,
7897,
10114,
10338
] | [
2.375
] | 1 | 2 |
F.I.T TO WIN PROGRAM HEALTHFUL LIVING AND PHYSICAL EDUCATION
Standard Course of Study and Grade Level Competencies
FREQUENCY INTENSITY TRAINING
PROGRAM DESCRIPTION
F.I.T program is a combination of health education and physical education. The two courses should complement each other, as the objectives will reflect. Students should experience a sequential educational program that will involve learning a variety of skills, which enhance a person's quality of life.
Philosophy
Changing Vision into Healthful Living and Physical Education
Studies have shown a dramatic rise in the number of obese children in the last few decades worldwide. The number of overweight children 5-17 years of age has more than doubled in the last thirty years. There are serious problems that can result from being obese as a child, including: low self-concept, poor self-esteem, depression, poor body image, risk for eating disorders, hip and other bone problems, liver problems, early puberty, childhood overweight, sleep apnea, breathing problems and adult health complications such as high blood pressure, heart disease, and diabetes. Clinical research demonstrates that obesity related health problems that exist in childhood continue into adulthood and increase with age. Consequently, the direct and indirect healthcare social costs to society and the economy are astounding.
Costs related to obesity, physical inactivity, type II diabetes and low fruit and vegetable consumption cost billions in health care costs yearly, If the adult trend continues, the social and economical costs of healthcare for adults will strongly became a worse issue to what currently is worldwide, as well youth health care costs are rapidly growing based on current trends which tend to deteriorate their quality of life, in addition to tobacco, alcohol, sophisticated synthetic drugs, bad eating habits like fast food, soft drinks, energy drinks plus an amazing amount of starch and sugar urges us to take some sort of radical action towards a healthier living which may prevent a worldwide catastrophe.
Physical activity, maintaining hydration and healthy eating balances brain chemicals, hormones, and other system functions. Research consistently supports the concept that healthy, active, fit children perform better academically in educational settings. The vision for healthful living is changing to capture the essence and needs to change the obesity trend and prepare our youth to be healthy and globally competitive into the 21st century.
Technology & Lifestyle Changes
Technical advances in the field of medicine and prevention have added many years to people's life and enhanced the quality of many lives. Technology has also spared many to the burden of intense and excessive physical labor and for many people has alleviated the need for much physical movement at all. Technology has done much to advance health; however, it has also contributed to the declining well-being of many. Automobiles, multiple modes of electronic entertainment such as DVD players, electronic games, and computers, tablets, have transformed us into a sedentary culture. This sedentary culture is also being bombarded with numerous forms of positive and negative media marketing messages through technological advances.
Technology can positively influence the method in which healthful living courses are taught in schools today. With the use of electronic body fat calipers, blood pressure cuffs, heart rate monitors, pedometers, video and digital cameras, computers, health related digital programs, and cardiovascular health monitoring systems, health education and physical education can move toward more self-directed and self-monitored learning experiences.
Importance and Relevance in Healthful Living
We are more sedentary than ever before. Changing societal values, technological advances, media influx, worldwide sharing of information, and changing roles of family and community increase the need for quality health and physical education. Because an increasing number of children are obese, childhood and adolescent obesity is one of today's most complex and immediate challenges and health concerns.
With the current increase in chronic disease and the overwhelming number of obese and overweight people at all ages, it is essential that young people begin to build healthy habits based on current health knowledge and skills at an early age. Equally important is the maintenance of positive health behaviors and skills to avoid behaviors that have negative health effects.
_________________________________________________________________
ORGANIZATION OF THE CURRICULUM
F.I.T program is organized by grade level, competency goals, and objectives. Objectives that build gradually and sequentially are provided for each grade level, K–High School and the same strands and competency goals occur in every grade level. This organization serves to provide continuity to the sequence of students' learning and provides opportunities to reinforce specific healthful behaviors at several grade levels.The beginning of each grade level contains particular focus areas that are being addressed. The K-8 focus appears as a bulleted list, which describe as concisely as possible major features of the curriculum. For high school, the information in the focus box will be a description of the course. The competency goals and objectives will follow.
GRADES K-3 (Kindergarten to Elementary 1/2/3)
_________________________________________________________________________
Major Emphases (Early Childhood stage )
The comprehensive healthful living education program is designed to help each student develop pro-active health promotion behaviors. Students should develop positive attitudes toward regular physical activity and its effect on health. The following educational descriptors are reflective of the goals and objectives found in the K-3 education curriculum which are expected to be mastered prior to advancement into the fourth grade.
By the end of grade three:
1- Students will be aware of the important health risks for their age group and will comprehend some of the major influences on their own health, especially including the role of their own behaviors in regard to eating breakfast and balanced meals; rest and exercise; using seat belts; responding to traffic, fire, and other warning signs, sounds, and symbols; avoiding burns and getting help in an emergency; and be strongly informed and aware of the impact of the health hazards of substances, including alcohol and tobacco on their lives; identify social and psychological contributions of physical activity.
2- Students will be able to demonstrate ways in which they are responsible for their own behaviors; cope with fear, embarrassment and failure; recognize and respond appropriately to teasing, aggression and bullying cooperate, share, and respect the rights of others; know safe practices, class rules and procedures and apply them with little or no effort.
3- Students will know and understand the value of being physically fit and the types of activities that contribute to a healthy living and fitness; express feelings with challenges.
4- Students will be able to demonstrate fundamental motor skills; develop and refine creative movements; demonstrate manipulative skills; work cooperatively with others to complete a task; display appropriate behaviors during social situations; express an enjoyment for movement experiences; and want to participate in community activities before entering into the fourth grade.
_________________________________________________________________________
Grades 4-5
Major Emphases
The comprehensive healthful living education program is designed to help each student develop pro-active health promotion behaviors. Students should develop positive attitudes toward regular physical activity and its effect on health. The following educational descriptors are reflective of the goals and objectives found in grades 4-5 Standard Course of Study, which are expected to be mastered prior to advancement into the sixth grade.
By the end of grade five:
Students will be aware of the important health risks for their age group and will comprehend some of the major influences on their own health, especially including ability to recognize the relationship between healthy nutrition and exercise in weight management; analyze and explore how media images can influence perception of a desirable body size, shape, and complexion, and acquire skills for providing first aid for choking victims, including demonstrating the Heimlich maneuver.
Students will be able to differentiate between positive and negative stress and demonstrate effective ways to deal with each one; identify situations that might lead to violence; demonstrate the ability to seek help or assistance for bullying. Additionally, students should be able to utilize the basic information on food labels to make decisions about the nutritional value of various foods; demonstrate the ability to select healthful food and beverage choices that from the food groups of My Pyramid.
Students will know and understand the value of being physically fit and the types of activities that contribute to total fitness; analyze the relationship between physical activity and nutrition and the cardiovascular system; demonstrate accuracy skills necessary for participation in a variety of lead-up games and sports; describe the mechanics of skill performance in a variety of activity settings; and chooses to participate in structured and purposeful activity.
Students will be able to create movement sequence routines using balance, jumping, landing, weight transfer, and rolling movements; complete a valid and reliable pre and post health-enhancing fitness assessment, including monitoring of the heart; regularly encourages others and refrains from put-down statements; identify opportunities for regular physical activity in school and at home; demonstrate elements to develop personal cardiovascular fitness levels, and assesses and takes responsibility for his/her own behavior problems without blaming others before entering into the sixth grade.
_________________________________________________________________________
Middle School (GRADES 6-8)
Major Emphases
The comprehensive healthful living education program is designed to help each student develop pro-active health promotion behaviors. Students should develop positive attitudes toward regular physical activity and its effect on health. The following educational descriptors are reflective of the goals and objectives found in grades 6-8 Healthful Living Education curriculum which are expected to be mastered prior to advancement into the ninth grade (High School).
By the end of grade eight:
1 Students will be aware of the important health risks for their age group and be able to appraise their own health and fitness status, healthful behavior, and potential for health risk.
2 Students will employ a variety of critical thinking processes to solve a variety of healthrelated problems and make health-related decisions.
3 Students will be able to enact non-violent conflict resolution strategies; exhibit behaviors productive to group functioning, define rights of individuals in relationships, and communicate feelings and expectations clearly.
4 Students will be able to protect themselves from health risks arising from fire, substance abuse, insufficient activity, and water recreational activities.
5 Students will recognize the value of abstaining from sexual activity until marriage.
6 Students will be able to manage stress, comprehend the role of personal responsibility in minimizing health risks, and develop plans to manage health-related behaviors and habits.
7 Students will know the principles of exercise and diet that contribute to the development of personal fitness. The student should be very comfortable in all aspects of heart rate monitoring (knows his or her resting heart rate, target heart rate, recovery heart rate); demonstrate FIT Guidelines; and develop sound exercise practices (know safe exercises and contraindicated exercises/practices).
8 Students will be able to demonstrate the ability to set personal goals, develop an awareness offhand respect for cultural diversity through participation in physical activities; understand and apply basic principles of training (e.g., intensity, specificity, overload) and develop abilities to function in group activities.
9 Students will be able to perform a wide variety of body management skills and recreational dances (square dance, folk dance and social dance).
10 Students will participate in activities with a variety of individuals who differ from each other, then; they will be able to perform the skills necessary for participation in a variety of small-sided team, dual, and individual lifetime activities (e.g., skills, and basic offense and defense strategies).
11 Students will engage in physical activities that provide for challenge, problem-solving, and decision making, appropriate risk-taking choices, fair play and sportsmanship behaviors before entering high school.
_____________________________________________________________
HIGH SCHOOL (Grades 9 to 12)
Major Emphases
The comprehensive healthful living education program is designed to help each student develop pro-active health promotion behaviors. This section addresses the health and physical education portions of the K-12 course required for graduation from high school. The absence of objectives beyond the required curriculum should not be interpreted as a lessening of commitment to the high school students. These high school years are vital to ensure a strong knowledge base for continued personal fitness and lifetime activity. A valuable core of health and physical education electives or locally required courses should continue to reflect a competency-based curriculum in healthful living. The following educational descriptors are reflective of the goals and objectives found in the 9-12 healthful living curriculum which are expected to be mastered prior to graduation: __________________________________________________________
By the end of high school:
1- Students will be able to assess their own health status and understand the relationship of healthful living to their quality of life, develop an awareness of their own control in the area of stress management, accept responsibility for the prevention of major health risks; demonstrate conflict resolution skills; understand concepts of fitness and lifetime wellness; accept responsibility for personal fitness; demonstrate competence in a variety of skills needed for being active; and control behaviors in physical activity settings.
2- Students should realize before leaving high school that healthy behaviors are essential to their quality of life; fitness is a part of everyday life; behavior is accountable; and proper nutrition is essential.
3- Students should realize and value healthy behaviors through an understanding that living a healthy lifestyle can increase their job productivity and help to reduce health care costs in today's economy.
4- Students will be able to create and assess beginning biomechanical, physiological, and sociological concepts as they relate to a healthy active lifestyle.
5- Students should be able to recognize and advocate for health related fitness concepts in the school, at home and in the community.
* Elective requirements should focus on wellness and safety of the individual. The courses should provide daily activity for students to assess personal fitness levels with an opportunity to improve. Elective courses should also provide continuity within the given competency goals and strands throughout the Healthful Living Standard Course of Study and should increase in skill, scope and breath as courses progress. | <urn:uuid:172fc4e1-8fba-4af3-bbcf-92d8c50daeac> | CC-MAIN-2017-34 | http://cojowa.edu.co/sites/default/files/Documentos_Cojowa/MiddleSchool/8thGrade/COJOWA-HEALTHFUL-LIVING-AND-PHYSICAL-EDUCATION1.pdf | 2017-08-23T11:59:57Z | crawl-data/CC-MAIN-2017-34/segments/1502886120194.50/warc/CC-MAIN-20170823113414-20170823133414-00147.warc.gz | 90,660,046 | 2,751 | eng_Latn | eng_Latn | 0.997676 | eng_Latn | 0.998038 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2526,
6024,
9146,
13201,
14808,
15938
] | [
4.25
] | 1 | 1 |
Sample Menu #8
Breakfast
Peach crumble (recipe provided)
Peach yogurt, low-fat and low-calorie, ¾ cup
Snack
Peanut butter and jelly sandwich, ½ sandwich, made with 1 slice whole wheat bread, 1 tablespoon peanut butter, and 1 teaspoon fruit preserves
Lunch
Turkey and spinach salad, made with 2 cups spinach or romaine lettuce, 2 ounces cubed skinless turkey breast, ½ cup diced tomatoes, ½ cup diced tangerine, 2 tablespoons reduced-fat salad dressing
Kidney beans, canned, rinsed and drained, heated, ½ cup
Pita chips, made with whole wheat pita bread* (½ a 6 inch diameter), drizzled with 1 teaspoon canola oil, toasted and cut into wedges (or have 5 whole wheat crackers)
Snack
Cantaloupe, cubed, ½ cup Milk, 1%, 1 cup
Evening meal
Chicken thigh or breast, skinless, roasted with salt-free seasoning, 3 ounces Peas, frozen, boiled, ½ cup
Butternut squash, frozen, cubed, roasted or microwaved, ½ cup, with 1 teaspoon soft margarine, sprinkled with cinnamon to taste Cornbread, 1 small square
Snack
Granola bar, low-fat, 1 small Milk, 1%, 1 cup
*Pita bread is a round and flat bread commonly sold about 6 loaves per package at most grocery stores in the bakery department. The cost is about $1 to $2 per package. **Drink plenty of fluids each day! Water, tea, coffee, small amounts of juice, and other liquids all can help to keep you hydrated.
Serves 2
Ingredients:
* 1 cup peach chunks, canned in water, drained*
* 2 tablespoons all-purpose or whole wheat flour
* ¼ cup uncooked oats (old-fashioned or quick-cooking)
* 2 tablespoons brown sugar
* ¼ teaspoon ground cinnamon
* 1½ tablespoons soft tub margarine (cold)
* 2 tablespoons chopped pecans or walnuts
*You can also use frozen, thawed peaches, or fresh if in season.
Directions:
1. Preheat oven to 375°F. Place peach chunks into a small baking dish (about 15ounce size).
2. In a small bowl, mix together the oats, flour, brown sugar, cinnamon, and nuts.
3. Add the margarine to the oat mixture, and work it in with your fingertips until the mixture has a crumbly texture.
4. Sprinkle the oat mixture evenly over the peaches; place the dish into the oven.
5. Bake for about 15 minutes, or until the top is fairly crisp; let sit for 5 minutes before serving.
Try this!
Use different fruits for this recipe, such as thawed, frozen blueberries, fresh or canned pears, or thinly sliced apples.
Estimated Nutrition Facts per serving:
260 calories
11 g total fat
2 g saturated fat
40 g carbohydrate
4 g
protein
3 g fiber
Peach Crumble | <urn:uuid:a29fea86-4c03-49fb-8240-d17bcd758346> | CC-MAIN-2017-34 | http://livewellagewell.info/menus2/day2.8.pdf | 2017-08-23T11:51:39Z | crawl-data/CC-MAIN-2017-34/segments/1502886120194.50/warc/CC-MAIN-20170823113414-20170823133414-00144.warc.gz | 242,401,388 | 664 | eng_Latn | eng_Latn | 0.995016 | eng_Latn | 0.995583 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1365,
2525
] | [
2.3125
] | 1 | 0 |
Parent Supplement Handbook
2015-2016
Choosing to lead with respect, confidence, and passion
From the FWA Staff
Welcome, parents and families! We're so glad that you're part of the Fox West Academy (FWA) community, and during this, our fifth year as a school, we look forward to all of the great learning that we'll be doing together with your students. We are different from other schools in many ways including our methods and our integrated approach to learning, but ultimately we're here to provide an exceptional learning experience for your child.
Parent Supplement Handbook
Fox West Academy remains similar to the Hortonville and Greenville Middle Schools in its policies and mission; however, there are a few purposeful differences in the area of curriculum, teaching methodology, and classroom structure. This handbook supplement is intended to explain these differences.
Hortonville Area School District Mission Statement
Our community ensures that every student learns at the highest level.
Fox West Academy Vision Statement
Fox West Academy provides project based learning opportunities to ensure that every student learns at their highest level and chooses to lead with respect, confidence, and passion.
Values
Self-reliance, Choice, Leadership, Community, Honesty.
Program Commitment
* Developing students as leaders
* Curriculum is integrated, student-driven, and project based
* Technology used to connect, create, and contribute
* High expectation for parent and community involvement
* Emphasis on learning together as a community
Address
220 Warner Street Hortonville, WI 54944
Web address: www.foxwestacademy.org
Like us on Facebook: https://www.facebook.com/foxwestacademy
Contact Information
School Staff
Greg Hall, Advisor
email@example.com
Jennifer Koenecke, Advisor firstname.lastname@example.org
Dan Lundstrom, Advisor email@example.com
E-mail all FWA Advisors firstname.lastname@example.org
Steve Gromala, Administrator email@example.com
Tracy Felton, Secretary
firstname.lastname@example.org
Kathy Paltzer, Secretary
email@example.com
Our Story
Fox West Academy began as a response to the Hortonville Area School District's Strategic Plan. In the fall of 2010 Fox West Academy and its District was awarded a Wisconsin Department of Instruction planning grant of $175,000 for the purpose of designing a charter school that would provide choice to parents and students in the area of curriculum, teaching, methodology, and classroom structure.
The Hortonville Area School District was awarded two additional grants totaling $350,000 to implement its vision. The plan turned into a reality when Fox West Academy opened its doors to student in September of 2011 with the mission of providing:
- Project based learning
- 21 st century learning skills curriculum
- Integrated STEM curriculums such as Project Lead the Way
- Leadership development opportunities
- Field-based learning opportunities
- Service learning project involvement at school and in area communities
- Innovative technologies for students to connect, create, and contribute
Fox West Academy is proud to offer 6 th -8 th grade project based learning as a charter school associated with Hortonville Area School District and in partnership with Hortonville Middle School.
Schedule
FWA students have the same start and finish times as HMS. Our schedule follows a similar timeline to allow for students to participate in HMS exploratory classes such as art, chorus, band, health, computers, and Spanish.
A typical day at FWA is divided into two parts. Half of the day has a more "traditional" feel; however, most of the instruction is still very hands-on. All students have a math and somewhat traditional reading course, plus one other individual subject which rotates with the changing projects (referred to as "Core" learning). The essential skills class focuses on developing leadership skills such as responsibility, collaboration, organization, and communication. Extended Learning Time, (or ELT) is designed to provide supplemental instruction and additional targeted assistance. Portions of each day are focused on project time (see the sample schedule on the next page for details), which involves all three grade levels.
Students learn through projects and in core subjects led by the team of three advisors (with exception of Algebra being taught by Mr. Hall). This being the case, questions or concerns regarding a class would be best address to the team of advisors at firstname.lastname@example.org. The advisor with the best understanding of the situation will respond back.
Approximately every six weeks we have a new theme that integrates the core standards and the end result is a presentation night where students share their projects with the public.
Science Curriculum
In the Hortonville Area School District, middle school students focus on different areas of science based on grade level. For example, HMS and GMS students in 6th grade study weather, water, and living things; 7th grade science incorporates geology, astronomy, and classification; and 8th grade science learning includes matter, energy, and ecosystems.
Because of the way we integrate science with project based learning, we explore science on a three year rotational cycle. For the 2015-16 school year, we'll be exploring life science (biology), earth science (geology), and space science (astronomy). In addition, well also focus significantly on the scientific method and the engineering process as we incorporate aspects of Project Lead the Way.
Although our focus during a given grade level year may differ for our students as compared to HMS and GMS counterparts, over the course of three years at Fox West Academy students will be exposed to the same science themes and concepts as their non-FWA peers. It is important to note that if a student transfers into or out of Fox West Academy there may be areas of science that were not covered in great depth during their abbreviated time with us.
In addition to the standard science curriculum, we are proud to offer Project Lead the Way's Gateway to Technology science curriculum to our students. This technology-rich program focuses on problem solving and engineering through design and modeling, and incorporates themes and areas found traditional science.
2015-2016 Fox West Academy Schedule Project Rotation 1 – October 20 th
| Period | Time | 6th Grade | 7th Grade | 8th Grade |
|---|---|---|---|---|
| 1 | 7:55-8:44 announcements 7:55 (49 min) | CORE -Science Mr. Hall | Reading Mr. Lundstrom | Exploratory K |
| 2 | 8:46-9:30 (44 min) | Read Koenecke | CORE Mr. Hall | Exploratory L |
| 3 | 9:32-10:16 (44 min) | Project Block Mr. L lead Mrs. K support Geography & Government | Exploratory L | CORE Mr. Hall |
| 4 | 10:18-11:02 (44 min) | | Exploratory K | Read Mr. Hall |
| 5 | 11:04-11:46 (44 min) | Exploratory H | Project Block Mr. L lead Mrs. K support Geography & Government | |
| 6 | (as noted right) | Lunch & Recess 11:48-12:22 | | |
| | | Exploratory 12:24-1:08 | Lunch & Recess 12:36-1:08 | |
| ELT | 1:10-1:40 | | | |
| 7 | 1:42-2:26 (44 min) | Math Koenecke | Math Lundstrom | Algebra Hall |
| 8 | 2:28-3:12 (44 min) | | | Pre Algebra Hall |
Leadership Curriculum
To be effective in the 21 st century, students need to become proficient in core subjects; however, it is also becoming increasingly important for them to gain proficiency in essential life skills. FWA students learn and apply Stephen Covey's 7 Habits of Highly Effective People, as presented by Sean Covey in the book The Seven Habits of Highly Effective Teens. Principles presented include:
- Taking responsibility
- Working in teams
- Time management
- Relationship building
- Conflict management
- Problem solving
- Respecting diversity
- Making healthy choices
- Listening and speaking
Throughout each project students are provided necessary opportunities practice and develop these skills along with their academic subjects.
Grading and Assessment
FWA uses skill-assessment rubric grading rather than a letter grade system. Our 4-point rubric scale is used to assess assignments and skill sets for curricular areas:
4 – Exemplary: serving as a desirable model; representing the best demonstration of skill and understanding possible.* If solely basing on percentage accuracy, 4 indicates 95% or greater demonstration of understanding.
3 – Proficient: competent to well-advanced demonstration of understanding; 80%-94.9%
2 – Developing: consistent basic demonstration of skill; 70%-79.9%
1 –Beginning: very limited demonstration of skill or comprehension;
60%-69.9%
*Earning a rubric score of 4 would be indicative of "115% effort."
Additional abbreviations to be aware of:
BLU - Below (acceptable) Level of Understanding, <60%; assignment/test has been completed, but will require additional practice or demonstration of understanding.
NHI - Not Handed In/Not Completed when due
INC - Incomplete due to illness, absence, or extenuating circumstances. Student is responsible to follow up with instructor within 2 weeks; failure to do so will result in NHI
RE – Redone/resubmitted for improved score.
Specific assignments may use a modified version of the 4-point scale; these assignments and rubric scores are posted on Skyward (please contact HMS office if you need your parent Skyward login information).
Project Presentation Nights
An essential aspect of project based learning is to share student learning and efforts with a live audience; for this purpose students present a summary of their project to families and friends during Project Presentation Nights. These showcase events typically run from 6:00 to 7:00 with snacks afterward. The schedule for the 2015-2016 school year is as follows:
Tuesday, October 20 Monday, December 21 Thursday, February 18 Tuesday, April 19 Wednesday, May 25
Visit our website under the Parents tab and follow the Project Showcase link to see examples of some projects from previous years.
Staying Informed
There are numerous ways to stay informed at Fox West Academy. In addition to Skyward grades, Skyward alerts, a monthly HMS/FWA e-newsletters, and e-mails from staff, FWA staff highly encourages parents to visit the Daily Agenda page found under the Students tab of our website at www.foxwestacademy.org This link is updated daily to help keep you informed what your child is learning as well as expected homework and learning responsibilities.
With the large amount of work completed using computers at school we will be having students share their computer work on Google Docs with both parents and advisors. As always, if there are questions and concerns please do not hesitate to the entire team of advisors at email@example.com or by calling (920)779-7929.
Field Experiences
FWA values the learning that can take place outside of the classroom walls as much as the learning that takes place inside of it. In addition to short, local field experiences related to specific projects and core learning, FWA provides the opportunity for students travel out-of-state as a class.
During the 2015-2016 school year the following trips will be offered:
6 th grade travels to Wolf Ridge Environmental Learning Center Monday, September 28 th through Wednesday, September 30 th
7 th grade travels to Washington DC for Veterans Day Saturday, November 7 th through Wednesday, November 11 th
8 th grade travels to a location (yet to be announced) May 5 th through 10 th , 2016
Fund raising opportunities will be explained at the beginning of the school year to cover the costs associated with the trips. Trips focus on learning core topics in a very relevant way. Although highly encouraged, these trips are not required.
Family Involvement
FWA values the involvement of families and community members. There are several ways to be involved in FWA.
One way to be involved is through FIE (Families Involved in Education). With the involvement of parents, FIE helps raises funds and organize events that support the mission/vision of Fox West Academy.
An additional way to be involved is through volunteering with a variety of school activities when requested throughout the year. Examples of such activities range from chaperoning field trips to mentoring in the classroom. All volunteers are required to fill out a volunteer form which can be obtained in the HMS front office.
Exit Protocol
Due to the nature of project based learning at Fox West Academy and the unique opportunities and challenges that students experience as they take on more responsibility for their learning, we ask that parents work with the Fox West Academy staff to address concerns as they arise.
Once a commitment to attend Fox West Academy is made, there are several steps that we respectfully request a family to follow in the event that a student wishes to transfer out of Fox West Academy. The protocol for transferring a student out of Fox West Academy is as follows:
1. Contact and meet with Fox West Academy staff to outline concerns in order to attempt to address issues and establish a timeframe for implementing necessary strategies.
2. At least two subsequent conversations with FWA advisors to assess strategies utilized to address student, family, and advisor concerns and determine potential ways of moving forward.
3. Contact Fox West Academy staff and schedule a meeting with the acting administrator (principal) and FWA advisors to discuss student's potential exit from FWA.
4. Arrange placement for student and sign/submit required student withdrawal forms. Please note: Placement for students exiting Fox West Academy is dependent upon student residency in relation to the Hortonville Area School District east and west boundaries. To determine whether you are within range of Hortonville or Greenville Middle School, please view our district information webpage.
FWA Governance Council and Committees
The governance council of Fox West Academy (in cooperation and agreement with the Hortonville Area School District) has authority for oversight of the budget, curriculum, school policies and overall operation of Fox West Academy. The staff of Fox West Academy works closely with the governance council to develop policies, identify and help provide learning opportunities, and address concerns for the benefit of Fox West Academy and its students. Specific procedures and responsibilities are defined in the charter school contract, bylaws, and policies, which are available online or by request.
Our Fox West Academy committees also offer opportunities for involvement. These committees provide valuable input and guidance in areas of developing curriculum, building community partnerships, innovations, family involvement, and public relations. If you are interested in learning more about the governance council, or if you would like to get involved as a council or committee member, we invite you to please visit www.foxwestacademy.org or contact us at firstname.lastname@example.org.
Governance Council Members
Lorie Claybaugh - President Stephanie Halverson - Vice President John Brattlund -Treasurer Susie Lamers - Secretary
Jenni Koenecke Kevin Jakubek Mark Stae
Frequently Asked Questions
Adapted from Fox West Academy Meet and Greet Summary Meetings
How does bussing from Greenville work?
Greenville students ride the high school route and will receive specific information at registration.
Will purchase of new band/PE shirts be required for GMS students?
PE shirts from GMS work fine at Fox West Academy.
Can HMS and former GMS students use the padlock they purchased when registering at the Middle School?
Students are welcome to bring combination locks over from GMS and HMS, but we ask that students provide the combination for their padlocks when registering or during the first days of the new school year.
Will Fox West students be eligible for honor roll recognition?
Students will be recognized for accomplishments on a quarterly basis within Fox West Academy independently of District honor roll acknowledgements.
Will students be able to use personal electronics/handhelds and laptops from home?
Students are not required to own their own handheld devices or laptops; however, all students are invited and encouraged to use available resources and electronics – including personally owned devices – to enhance and supplement learning experiences. Use of handheld devices and laptops allows students to have more comprehensive access to technology and also provides additional learning experiences to more fully understand the potential these devices have for research, communication, and computation. Use of all technology will be monitored by Fox West advisors, and restrictions may apply as determined necessary.
Can students use Wi-Fi to access the internet on personally owned electronics?
The Hortonville School District has adopted a "bring your own device" policy that allows and encourages use of personal electronics for educational use. Students have the option of logging in as a guest user with a content filter which blocks inappropriate internet material from being accessed.
How will I know what my student needs to be doing and what he (or she) is working on? We send regular updates and calendars regarding assignments, projects, and deadlines. This year we are also encouraging parents to create or link a G-mail/ Google Drive account so that our students can easily share their files with moms and dads who wish to see work in progress.
What options for learning and study will be available for summer learning?
Students have access to MathHelp.com online math program. Khan Academy is an additional online resource available to anyone. Additional games and practice for developing skills in the area of communication arts is also available (more information will be sent out via email).
How do Fox West Students learn math and Reading?
Reading and language arts (aka, Communication Arts) are more traditional in instruction, while math uses a variety of strategies including online computer programs (MathHelp.com) and individual and small-group assistance and instruction.
Who is the teacher for each grade level?
Because of the flexible nature and integrated curriculum of project based learning at Fox West Academy, no particular grade level will be permanently assigned to a teacher; rather, throughout the year, each student will be receiving instruction from all three Fox West Academy teachers depending on the emphasis at the time.
What type of laptop, computer platform, operating system, or programs should we buy?
Microsoft Windows 7 is used at Fox West Academy primarily, but most programs will also be compatible with multiple formats, including many tablets; we also have a small number of iMac workstations available in order to expose students to both of the most widely used operating system platforms. All students will use Google Drive and Microsoft Office Suite for document and presentation creation and development (a student version of Microsoft Office can be purchased at a reasonable price, and we will provide more information if you are interested in this option). | <urn:uuid:4092124d-97ab-4ef5-825b-9c45acf26df6> | CC-MAIN-2017-34 | http://www.hasd.org/cms_files/resources/2015-16%20Fox%20West%20Academy%20Handbook-1a.pdf | 2017-08-23T11:39:51Z | crawl-data/CC-MAIN-2017-34/segments/1502886120194.50/warc/CC-MAIN-20170823113414-20170823133414-00148.warc.gz | 581,047,796 | 3,931 | eng_Latn | eng_Latn | 0.977276 | eng_Latn | 0.997157 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
93,
1713,
3290,
6328,
7245,
8003,
10024,
12435,
15231,
17908,
19219
] | [
2.671875
] | 1 | 1 |
Appendix 1: The Mekong and Lower Mekong Basin (LMB 1
A1.1 Physical and Ecological Background
(a) General features
1. Topography. The Mekong River 2 , an internal river, is one of the world's largest rivers, draining from the Tibetan plateau (the highest and largest plateau on earth, with an average elevation of about 5,000 meters) to the South China Sea. The river flows through China's Yunnan Province, passes Myanmar, and runs through the Lao PDR, Thailand, Cambodia, and Vietnam. The Mekong basin as a whole spans a wide range of altitude, latitude, climate and vegetation zones along the 4,200 kilometers (km) length of the river. The upper part in China has a long and relatively narrow corridor and suitable for hydropower development and China is building a number of them. Of the total catchment of the Mekong (795,000 km²) the Lower Mekong Basin (LMB) covers 77 percent of the entire basin and account for more than four-fifths of the water that drains the basin each year. It covers more than 85 percent of Lao PDR and Cambodia territory, the whole northeastern part of Thailand, and part of the southern part of Vietnam. The LMB has a number of precious natural resources of significant socio-economic, environmental and cultural value, and a large share of the population relies on the resources and services the river provides. The basin is strongly influenced by erosion and deposition and other climatic and river processes. Figure A1.1 shows the major tributary in the LMB with location of the water gauge stations.
2. Rainfalls and water runoff. The LMB is characterized by a tropical monsoonal climate, with highly seasonal rainfall pattern. The winter northeast monsoon brings lower temperatures and little to no rainfall, while the southwest monsoon, between May and October, brings higher temperatures and high precipitation. An average total water volume is about 475 km 3 and the mean annual runoff range from low (0-250 mm) to very high (1,751-2,400 mm). During the dry season, flows in the major tributary rivers are reduced to a fraction of the wet season discharge and many of the smaller streams completely dry up. In the upper parts of the basin, flows from China and Myanmar constitute around 18 percent of total Mekong flows, with a higher proportion during the dry season, when snow melt contributes significantly. Nearly two thirds of the flow (63 percent) originates in Cambodia and the Lao PDR, mostly from tributaries originating in upland areas. Management of these tributaries and their watersheds thus plays a key role in management of the overall Lower Mekong Basin. In most parts of the basin, flows in the driest three months constitute less than 10 percent of total annual flows, while flows in the wettest three months make up over 50 percent of total annual flows. This explains that during the wet season, between 1 and 4 million hectares of floodplain are submerged, including the Tonle Sap in Cambodia. Operation of the China dams upstream as well as those to be constructed and operated in the main stream will significantly change the flow pattern in the Mekong. Details are given in Section A1.2.
1 State of the Basin Report by Mekong River Commission, April 2010
2 In China's Yunnan Province, the Mekong is known as the Lancang.
)
(b) Flow and Floods
3. The Mekong itself, as well as many of its tributaries, is characterized by highly seasonal discharge patterns, with considerable flows during the wet season both as a result of the snow melt in the Himalayas and monsoon rains in the LMB. The highest rainfalls of more than 2500 mm/year occur in the western montane regions of Lao PDR and the lowest, less than 1000 mm/year, in the central regions of Thailand within the Mun–Chi Basin. This geographical pattern determines that by far the greatest contributions to mainstream flows during the summer monsoon season originate within the large left bank tributaries in Lao PDR. This typically occurs during July and August and is linked to the reduced formation of tropical monsoonal low pressure systems. The second peak in September and October is partly related to the impact of tropical storms and typhoons moving across the LMB from the Gulf of Tonkin and the South China Sea. Their peak incidence occurs from September to November, although their average track tends to move from north to south as the season progresses.
4. During the dry season, flows in the major tributary rivers are reduced to a fraction of the wet season discharge and many of the smaller streams completely dry up. Annual runoff averages around 475 km 3 /year, with per capita water resources availability estimated at 8,500 m 3 /person/year, which is 'plentiful' in comparison to most other international river basins. In the upper parts of the basin, flows from China and Myanmar constitute around 18 percent of total Mekong flows, with a higher proportion during the dry season, when snow melt contributes significantly. Nearly two thirds of the flow (63 percent) originates in Cambodia and the Lao PDR, mostly from tributaries originating in upland areas. Management of these tributaries and their watersheds thus plays a key role in management of the overall Lower Mekong Basin. In most parts of the basin, flows in the driest three months constitute less than 10 percent of total annual flows, while flows in the wettest three months make up over 50 percent of total annual flows. This explains that during the wet season, between 1 and 4 million hectares of floodplain are submerged, including the Tonle Sap (the Great Lake) in Cambodia. This still largely unchanged hydrological regime of alternating periods of high and low flows has shaped the dominant rural livelihood patterns, while also creating rich wetlands and estuaries resulting in a significant biodiversity and abundant capture fisheries supporting the basic livelihood of communities.
5. There are considerable differences along the length of the Mekong in terms of hydraulic infrastructure, and large parts of the Mekong are still unregulated. While the tributaries that empty into the Mekong from Northeast Thailand have been developed close to their potential and the Mekong Delta in Vietnam has seen large-scale infrastructure development, the Lao PDR and Cambodia divert only about 1 percent of the Mekong annual water resources in their territories. Also, seasonal regulation of river flows through storage in dams has long been insignificant, amounting to only 2 percent of the average annual flow.
6. Floods and droughts. Floods and droughts are the key water resources management issue in the region. Flooding is a part of the natural cycle of the Mekong River. In the northern part and during wet season, large water flows often cause flash floods in the tributaries and mainstream. In downstream, large water flows create a reverse water flow in the Tonle Sap of Cambodia and expand its size four times larger than that of the dry season. Further downstream the Mekong spills over the flat plains and flood large areas for several months. Floods provide significant benefits to communities, as the rich ecosystem of flood plains and wetlands does rely on the annual cycle of flooding and recession (see Table A1.1 for cause and characteristics). The seasonal changes in water level on the Mekong inundated plains drives a seasonal migration of large water birds between wetlands. Also, in the dry season wetlands are vital in maintaining breeding stocks for floodplain fish while in the wet season they function as breeding and nursery grounds for many fish species. Importantly, this ecosystem, and the services it provides, contributes significantly to rural income and livelihood. The MRC recently estimated that annual cost of flooding in the LMB is US$ 60 – 70 million per year, while the average annual value of flood benefits is US$ 8 – 10 billion a year. There is a need to address flood management in ways that preserve the benefits of flooding, while reducing the damage of assets and associate costs from flooding.
Table A1.1: Cause and Characteristics of Floods in the LMB by Category
| | Flood | | | Cause | Characteristics | | |
|---|---|---|---|---|---|---|---|
| | Category | | Name | | | | |
| Rainfall | | Mainstream | Mainstream | Excessive rainfall over basin catchment | Generally slow onset and slow moving, especially in lower reaches where flooding can last for 2-4 months. | | Rank 1. Mainstream flooding |
| | | | | | | | in Cambodia and the Viet |
| | | | | | | | Nam delta clearly has the |
| | | | | | | | highest risk and hazard. Risk |
| | | | | | | | and hazard of mainstream |
| | | | | | | | flooding in Lao PDR and |
| | | | | | | | Thailand are an order of |
| | | | | | | | magnitude less. |
| | | Tributary | | Excessive rainfall over tributary catchments | Rapid onset and fast moving because of small, steep catchments. Duration typically several days to 1 week. | | Rank 2. Tributary flooding in |
| | | | | | | | Lao PDR, Thailand and |
| | | | | | | | Cambodia, especially flash |
| | | | | | | | floods and landslips, are |
| | | | | | | | hazardous, but risk and |
| | | | | | | | hazard are an order of |
| | | | | | | | magnitude less than |
| | | | | | | | mainstream flooding in |
| | | | | | | | Cambodia and the Viet Nam |
| | | | | | | | delta. |
| | | Local | | Excessive rainfall over small local catchments | | Rapid onset, | Rank 4. Risk and hazard of |
| | | | | | | ‘nuisance’ | local flooding |
| | | | | | | flooding. Duration | are low; at least an order of |
| | | | | | | typically hours to 1 | magnitude |
| | | | | | | day | less than tributary flooding. |
| Man-Made | | Dam Release | | Excessive release of water from dams | | Onset can be rapid | Rank 3. Likelihood of dam |
| | | | | | | and unexpected, | release flooding is small, but |
| | | | | | | especially for | potentially hazardous and |
| | | | | | | emergency releases | destructive. |
| | | Dam Break | | Structural failure of dams | | Immediate onset | Rank 3. Likelihood of dam |
| | | | | | | with rapid increase | break flooding |
| | | | | | | in water levels and | is very small, but potentially |
| | | | | | | destructive | extremely |
| | Flood | | | Cause | | Characteristics | Risk and Hazard Ranking |
|---|---|---|---|---|---|---|---|
| | | | | | velocities. | | hazardous and destructive. |
| | | Dam Breach | Structural failure or overtopping of dikes | | Unexpected flooding of ‘protected’ areas. | | Rank 3. Likelihood of dike |
| | | | | | | | breach flooding |
| | | | | | | | is small to moderate. Water |
| | | | | | | | levels and hazard are |
| | | | | | | | significantly lower than for |
| | | | | | | | dam break flooding |
| Maritime | | Storm Surge | Storm surge Tropical cyclones, depressions and storms | | Slow onset, high water levels. Flood, wind and saltwater damage can occur. | | Rank 5. Likelihood of |
| | | | | | | | significant storm surge |
| | | | | | | | flooding is low, but |
| | | | | | | | potentially hazardous and |
| | | | | | | | destructive. Limited to |
| | | | | | | | coastal areas of Viet Nam |
| | | | | | | | delta. |
| | | Tsunami | Undersea earthquakes Immediate onset. | | Extreme and immediate increase in water levels, very destructive. | | Rank 5. Likelihood of |
| | | | | | | | significant tsunami flooding |
| | | | | | | | is small, but potentially |
| | | | | | | | hazardous. Limited to coastal |
| | | | | | | | areas of the Viet Nam delta, |
| | | | | | | | but orientation of coast |
| | | | | | | | provides some sheltering. |
7. In Lao PDR, floods remain a main threat to poverty alleviation in rural areas. In both the northern provinces and the eastern parts of the country, which are mountainous, flash floods and landslides associated with the heavy storms coming from Vietnam can have serious consequences. In the lower flood plains along the Mekong in the southern provinces, on the contrary, floods are mainly caused by backwater from the Mekong River. This type of flooding is a largely natural phenomenon of the hydrological regime in these parts of the country. However, while these floods generally occur slowly, and therefore do not cause major human losses, they can cause significant damage to economic and livelihood, especially extensive where livelihoods are centered around agricultural production and the infrastructure which support it. So far, the Government has mostly been reactive to these floods, basically focusing on response and relief. However, and fuelled by recent experience of record water level rise in the Mekong in 2008 alongside floods, the Government has started to shift its focus on increasing preparedness. The agencies have been engaged in assessing flood risks at the level of river basins with the prospective to inform and improve early warning. Also, the Government has started mainstream flood management in key sectors such as transport, agriculture, and education to make these sectors more resilient to the flood risks.
(c) Wetlands, Biodiversity, and Fisheries
8. Wetlands and biodiversity. Given a wide range of topography and climatic zones, the LMB is one of the richest areas of biodiversity in the world and comprising a large number of wetlands and critical landscapes of international biological importance (Figure A1.2). Wetlands play a vital role in the livelihood of local people and the socio-economic development of the region. Their use for rice cultivation and freshwater capture fisheries provides people with both diets and income. In addition, wetlands have significant secondary benefits, as they buffer floodwaters and provide refuge and spawning grounds to the basins migratory fish species. Given rapid development in the region, especially hydropower and urban development, many of these wetlands are under pressure and require effective protection and management. The wetlands of the Lower Mekong Basin support some 15 globally-threatened bird species as well as the critically endangered Siamese Crocodile and Irrawaddy dolphin. The Siamese Crocodile, while formerly widespread throughout the LMB has been endangered due to excessive hunting and habitat destruction. The Mekong dolphin population has benefited from increased protection as an area tourist attraction. In addition, over twenty species of turtles occur in the LMB, ten of which are listed in the Red Data book including the critically endangered Chinese three-striped box turtle.
9. Endangered Species and a List of an Important Protected Areas and Wetlands of regional significant in LMB. The Mekong Basin, with its range of geographic and climatic zones, is one of the richest areas of biodiversity in the world. Local climate, geology, terrain and riparian conditions shape riverine ecosystems into an almost unquantifiable variety of types. As a testimony, the Mekong River Basin contains 16 WWF Global 200 eco-regions, which are critical landscapes of international biological importance 3 . Among the key aquatic ecosystems of basinwide significance, are a number of large wetlands. Wetlands include a wide range of aquatic habitats lying at the border between land and water, and are among the most complex and diverse ecosystems in the world; with high biodiversity as well as high productivity. Wetlands play a vital role in the livelihood of local people and the socio-economic development of the region. Their use for rice cultivation and freshwater capture fisheries provides people with both diets and income. In addition, wetlands have significant secondary benefits, as they buffer floodwaters and provide refuge and spawning grounds to the basins migratory fish species. In the Lao PDR, for example, a total of 30 regionally / internationally important wetland sites have been identified 4 . Yet, as much of the economic growth in the region is concentrated in the flatland areas of the basin, it is little surprising that the floodplains and wetlands, alongside the biodiversity they support, are increasingly under pressure.
10. Floodplains of regional significance are summarized below:
* Cambodia: The middle stretch of the Mekong north of Stung Treng (14,600 ha), containing a Ramsar site, that provides refuge to rare fish, dolphins and birds, providing important breeding and feeding habitats. The middle stretch of the Mekong between Kratie and Stung Treng towns (33,808 ha), which is rich in biodiversity, and comprises a variety of habitats supporting wildlife, and most of the Mekong population of the Irrawaddy dolphins are found here. Other important wetlands include the Prek Toal (core zone of the Tonle Sap Biosphere Reserve), Boeng Chhma (a Ramsar site in Kampong Thom province), and the Bassac Marshes which are a potential Ramsar site (in Kandal province).
3 MRC 2010. State of the Basin Report 2010. Mekong River Commission, April 2010 4
Claridge, 1996. IUCN publication on wetlands
* Lao PDR: a total of 30 regionally/internationally significant wetlands sites have been identified in the Lao PDR, mainly in the central and southern parts of the country, and all located in key tributaries of the Mekong River. These wetlands include the Siphandone Wetland (6,000 ha), the extension of the Cambodian middle stretch of the Mekong north of Stung Treng, with at least 205 fish species recorded, and a critical habitat for many of the migratory species of the LMB. Other important wetlands are found in major tributaries of the Mekong River, including the Xe Bang Fai and the Xe Bang Hiang.
* Thailand: similar to the wetlands in the central parts of the Lao PDR, the Lower Songkhram River floodplains (96,000 ha), which provides habitat for some 183 species of fish, and which has been labeled a potential Ramsar site. Other important wetlands in the Thai part of the LMB include the Nong Bong Khai non-hunting area (Chiang Rai province) and the Bung Khong Long non-hunting area (Nong Khai province), both registered Ramsar sites.
* Vietnam: The Mekong Delta contains about 20 important wetlands sites, including the Tram Chim National Park (7,588 ha), the U Minh Thuong National Park (8,154 ha), the U Minh Ha National Park (8,286), and the Mui Ca Mau National Part (41,862 ha) which is also listed as a UNESCO Biosphere Reserve.
List of Important Wetland Types in the LMB
Source: Vathana 2003; Phittayaphone 2003; Choowaew 2003; Thinh 2003.
| Wetland Types | | | Countries | | | | | |
|---|---|---|---|---|---|---|---|---|
| | | | Cambodia | | Lao PDR | | Thailand | Vietnam |
| | Flooded Forest | | x | | x | | x | x |
| | Rivers/streams | x | x | x | x | x | x | x |
| | Marshes/swamps | x | | x | | x | | |
| | Floodplain marshes/swamps | x | | x | | x | | |
| | Peatlands | x | | x | | | | x |
| | Lakes/ponds | x | | | x | | x | |
| | Ricefields | x | | | | x | x | x |
| | Reservoir | | | | | x | | |
| | Rivers/streams with pools/ | x | x | x | x | x | | |
| | rapids | | | | | | | |
| | Floodplain lakes/ponds | x | | x | | x | | |
| | Floodplain grasslands | x | | x | | | x | x |
| | Saline lakes/ ponds/ | | | | | x | x | |
| | marshes/swamps | | | | | | | |
| | Fishponds and aquaculture | | | | | x | | |
| | Mangrove Forest | | | | | | | |
11. Fisheries. Among the direct uses of wetlands, capture fisheries is of particular importance, as the seasonal flooding of the wetlands and flood plains (covering nearly 10 percent of the basin) is a critical determinant of the high productivity of the natural fisheries. An estimation made by the Mekong River Commission (MRC) suggests that the average fisheries yields about 2.6 million tons per year, with an additional 0.55 tons per year of other aquatic animals, while first sale value is estimated at US$ 3.9 to US$ 7 billion per year: roughly 3 percent of the world's total fisheries. Fisheries and aquatic animals provide the great majority of animal protein in the LMB. The Mekong is also the critical habitat for various important species such as Mekong Giant Catfish as well as other endangered species such as fresh water ray and fresh water dolphins. Among the richest fishing grounds in the Mekong is the border region between the Lao PDR and Cambodia, stretching from the Lao PDR province of Champasak southwards into the province of Stung Treng, around the ecologically sensitive Khone Falls area.
12. Table A1.2 provides and estimated consumption of fisheries products in LMB.
Table A1.2: Estimated Consumption of Fisheries Products in LMB(2008)
| Country | | | | | | | Marine Products* | | Total Aquatic | |
|---|---|---|---|---|---|---|---|---|---|---|
| | | Fish | Fish | OAAs | | Fish plus | | | | |
| | | | | | | OAAs | | | | |
| | Lao | | 185 | | 45 | 230 | | 3 | | 232 |
| | Cambodia | | 555 | | 121 | 676 | | 13 | | 689 |
| | Thailand | | 740 | | 196 | 937 | | 134 | | 1,070 |
| | Vietnam | | 746 | | 173 | 920 | | 140 | | 1,059 |
| | Total | | 2,217 | | 535 | 2,752 | | 294 | | 3,045 |
*fish and other marine species imported into the LMB and sold in markets. Values are fresh weight (000 tonnes (kt) per year) (Hortle 2007). Note that actual consumption is less due to losses in processing. OAAs – other aquatic animals
13. However, fish resources are increasingly coming under pressure from: (a) trans-boundary environmental impacts (including infrastructure developments, chemical runoff from farming, hydropower generation and flood control), which is gradually becoming an issue; and (b) local pressures put on fishery resources. This is accompanied by a lack of effective fishery management that reflects the wider economic development in the area (better access to markets and growth in tourism) which triggered higher demands and prices. The result is rampant fishing in the border area, and reportedly, in Lao PDR, installation of excessive passive fishing gears in Khone Falls area, and in Cambodia, the exploitation of fish in sensitive areas (deep pools refuges, spawning grounds and migratory routes) and use of explosives are becoming critical issues. In view of these multiple pressures on fishery resources, and the potential of further water resources developments, as well as the complexities in negotiating a joint fishery management arrangements among the two neighboring countries, the provinces of Champasak (Lao PDR) and Stung Treng (Cambodia), in 2007, have signed an agreement to start cooperation to improve fishery management with the border area.
(d) Population, ethnicity, and cultural heritages
14. About 60 million people live in the Lower Mekong Basin, according to national population statistics of the four LMB countries. The figures indicate that the overall population has increased by about 12 per cent since the figures reported in 2003 (55 million) although the trends vary between countries. The LMB population has increased by 25 per cent in Cambodia, by about six per cent in Lao PDR, has remained the same in Thailand and increased by about 10 per cent in Viet Nam. The percentage of population and territory within the basin varies between countries. Cambodia and Lao PDR lie largely within the basin but together comprise only 30 per cent of the basin population. About 85 percent of the basin's population live in rural areas. Overall, population density is low at about 124 people per km2 although this masks large differences between the countries. More than 70 ethnic groups live in the Mekong region, most of them practising subsistence agriculture in upland regions.
15. Of the 60 million Thailand and Vietnam accounted for 70 percent with the population density of 125 people per km 2 and 265 people per km 2 respectively. Lao PDR has the largest land area with a very small population (8 percent) and the population density of 25 people per km 2 . However, about 72 percent of the total population in LMB lives in rural areas and most of them are mainly subsistence farmers whose livelihoods depend on the Mekong and its tributaries, including agriculture, fisheries, and collection from forests. There are a number of ethnic minorities in the Mekong Basin in all LMB countries. The population of target provinces in Lao PDR and Cambodia is ethnically heterogeneous, with almost 40 percent of the total population being made up of ethnic minorities. There are considerable population of Lao Tum (middle Lao), mainly ethnic Macon, found in the Xe Bang Fai floodplain, whereas majority of the population are Lao in the fishing villages in Champasuk. LMB is also rich in history and cultural values and the most famous ones include Ankor Wat in Cambodia and Luang Phrabang in Lao PDR. Table A1.3: shows the Socioeconomic and Development Indicators in the Lower Mekong Basin.
Table A1.3: Socio-Economic and Development Indicators of the LMB Countries
| | | Cambodia | | Lao PDR | | Thailand | | Vietnam |
|---|---|---|---|---|---|---|---|---|
| Total Area (km²) | 181,035 | | 236,800 | | 513,120 | | 332,000 | |
| Total LMB area (km²) | 156,435 | | 206,620 | | 203,060 | | 66,773 | |
| LMB population 2007 (million) | 13.0 | | 5.2 | | 23.1 | | 18.7 | |
| Rural population (% of total population, 2007) | 78 | | 69 | | 68 | | 72 | |
| Average Annual Population growth (%, 2007) | 1.9 | | 2.1 | | 0.8 | | 1.2 | |
| Population Density (people per km2) | 80 | | 25 | | 125 | | 265 | |
| Life Expectancy at birth (years, 2007) | 59 | | 64 | | 71 | | 74 | |
| Infant Mortality (rate per 1000 live births, 2007) | 65 | | 59 | | 7 | | 15 | |
| Population under age of 15 (% of total) | 39 | | 37 | | 21 | | 29 | |
| Adult Literacy rate (%) | 76 | | 73 | | 94 | | 90 | |
| Access to clean drinking water (% of | 65 | | 60 | | 98 | | 92 | |
Source: MRC 2010, State of the Basin Report 2010. Mekong River Commission, April 2010
A1.2 Water Use and Development Potential
16. Agriculture. Agriculture is the predominant water user in the Lower Mekong basin, relying mostly on seasonal rains and the natural flooding of low-land croplands associated with them. In the upland areas, forests and less intensive farming systems constitute the main land use, though there is some expansion of industrial tree-crops. In the low-lands rice production systems are the predominant land use, with wet season lowland rice comprising 84 percent of rice production systems in Cambodia and North-east Thailand, 67 percent in Lao PDR (where upland rice is more dominant) and 40 percent in Vietnam (where irrigated rice systems are more important). Dry season irrigated rice has remained relatively limited in scale because of the seasonal pattern of the river flows, but its potential may increase as upstream river storage increases dry season flows.
17. Hydropower. The LMB is going through a critical stage of development. The steady and strong economic development in the region (8 percent growth on average during the last five years), has triggered renewed interest in putting water resources to productive use. In particular, hydropower development, mostly led by the private sector, is driven by a mix of energy demands and prices, as well as quests for national energy security. In the four LMB countries - Cambodia, Lao PDR, Thailand and Vietnam – about 10 large (> 10 MW) hydropower projects are under construction and almost 150 projects are at different stages of planning/proposal, including 11 projects on the Mekong mainstream. In Lao PDR, seven hydropower stations are under construction. In addition, large-scale irrigation development, particularly in northeastern Thailand and Cambodia, is also planned to increase agricultural production, both for markets and for increased food security. Navigation in the mainstream Mekong is also increasing, particularly downstream of Phnom Penh, and between Thailand and China, as economic activities intensify in the region.
18. In the upper part of the Mekong, China is completing its hydropower cascade on the Upper Mekong River, the Lancang, including the Xiaowan and the Nuozhadu hydropower projects, with 9,900 and 12,300 million m 3 of active storage, respectively. These, combined with other constructed and planned developments both on the Mekong mainstream and on its tributaries, are likely to cause significant seasonal redistribution of flows; models predict that dry season flows are likely to increase from water releases for hydro-electric power generation, while wet season flows on which the bulk of agriculture currently depend may be reduced, especially at the start of the rainy season as the dams are re-filled. China is gradually increasing its engagement in the dialogue with the four LMB countries through the MRC, and sharing hydrological information obtained in two hydro-meteorological stations with the MRC, while also expressing interest in collaborating with the MRC to develop transboundary hydrological models.
19. Climate change also poses a new challenge to the LMB countries. While the models predict overall temperature increases, predictions regarding precipitation are less certain. However extreme weather events, both floods and droughts, are likely to become more frequent and there is likely to be less predictability in weather patterns. Flood and drought events pose particular risks to poor rural communities; in the parts of the Mekong Delta close to the seashore, for example, a major impact could occur on agriculture production due to sea water rise and resulting salinity intrusion. Longer term climate forecasting must also be an essential building block in decision making regarding development of new hydrological infrastructure including hydro-electric facilities. The MRC has started a regional analysis on climate change impacts on the hydrology of the Mekong using a modeling approach. However existing data and information collection systems are still largely inadequate to capture the complexities of the basin. At the same time, the LMB countries have recognized the need to upgrade their own hydro-meteorological (hydromet) networks to address the risks posed by both present and future weather events, share information among riparian countries, and develop regional and improved national systems for flood and drought forecasting and warning.
20. Potential Impacts of Hydropower Operations in Yunnan Province, China. Particular attention has been paid to the potential hydrological impacts of the cascade of hydropower dams being developed on the mainstream in China, which, when fully developed in 2020, will have a total active storage of 23 km 3 , equivalent to 30 per cent of the mean annual flow volume that enters the LMB from Yunnan. This means that the degree of regulation (the proportion of flood season flows transferred to the low-flow season) could be as high as 20 per cent. The downstream consequences for the mainstream low-flow regime are amplified because a disproportionate volume of regional dry-season flows are generated in Yunnan. As far downstream as Kratie it constitutes as much as 40 per cent of the flow in April. Conversely, in the wet season the proportion falls to 15 per cent. The clear implication is that large-scale river regulation in Yunnan will have a significant impact on the low-flow regime throughout the lower system. Hydrological modelling of impacts of hydropower dams in Yunnan Province (15,800MW) has confirmed a significant increase in average discharge during the low-flow season, of about 40 per cent in the upper reaches and about 20 per cent as far downstream as Kratie. The decrease in flood season flows is proportionally far smaller (about 15 per cent in the upper reaches and less than five per cent at Kratie (MRC 2009a). These hydrological changes shift the timing of the four flow seasons, including timing of the reverse flow to Tonle Sap Great Lake, and affect the flooded area as well as the dry season area, which are key parameters for the Great Lake's productivity, including fishery production.
A1.3 Integrated Water Resources Management in LMB
21. There is broad recognition within the region that the accelerated pace of water resources development in the Mekong Basin needs to be complemented by effective management arrangements for water and related resources to ensure that: (a) development of the water resources is sensitive to the maintenance of vital ecosystems and the productivity of capture fisheries, on which many of the poor depend for their livelihoods; and that (b) water resources development becomes a negotiated process, which synthesizes the differing interests both within the different countries and between them.
22. From a Mekong Basin perspective, the following definition of IWRM is emerging as highly relevant and relates closely to the 1995 Mekong Agreement.
"IWRM is a process that promotes the coordinated development and management of water, land and related resources, in order to maximize economic and social welfare in a balanced way without compromising the sustainability of vital ecosystems. IWRM emphasizes integration of the management of land and water resources, of surface water and groundwater, of upstream and downstream uses, of sectoral approaches, of economic production and environmental sustainability, and of the state and non-state stakeholders." 5
23. The governments of the LMB countries have recognized that developing water resources in the Mekong is key to achieve further economic development while working to alleviate poverty. In the meantime, the governments have also become increasingly aware of the importance of social and environmental aspects of water resources development and management, given the rich biodiversity of the Mekong and the large number of poor riparian communities dependent on the Mekong River and its tributaries. Lao PDR has committed to forest conservation and watershed protection with support from various donors including the Bank, while Cambodia has taken initiatives to protect the fisheries. Vietnam is increasingly aware of the social and environmental impacts of hydropower development and is working with the Bank for a new hydropower development. The governments are also working to address water resources management in a regionally coordinated manner through the Mekong River Commission (MRC), an inter-governmental river basin organization for the Mekong River, and collaboration on water resources management among the four LMB countries has intensified during the last few years.
24. The four riparian countries of the Lower Mekong Basin (Thailand, Lao PDR, Cambodia, and Vietnam) are at different stages of economic development, have varied population sizes and related livelihood challenges, and are situated in different geographical contexts. As such, the country development agendas vary, as do water-related opportunities and risks, and technical and financial capabilities. Below follows a summary of current trends and issues in water resources management in the four countries.
* Cambodia. More than 80 percent of its territory within the Mekong Basin, the Mekong provides Cambodia with substantial socio-economic and cultural value. In particular, Cambodians largely depend on protein intake (estimated about 80 percent) from the captured
5 Global Water Partnership, 2000
fisheries in the Mekong (including Tonle Sap). There is a famous 'reverse flow' from the mainstream Mekong back to Tonle Sap during the wet season due to high water level in the mainstream Mekong. While this reverse flow causes annual floods in the Tonle Sap area, they provide significant benefits the fisheries. There is a risk that uncoordinated upstream development may alter the regional hydrology and affect the subtle ecological balance. Cambodia is also keen to support improved land and water management in its territory in the Mekong Delta, which is subject to periodical floods and droughts. Situated upstream from the Vietnam territory of the Delta, Cambodia is aware of the upstream implications of water resource developments in the Delta and is working towards coordinating developments with Vietnam in order to minimize negative downstream impacts and maximize synergies. Cambodia needs to strengthen its hydro-meteorological date collection and forecasting system to manage its water resources more effectively, to predict and plan for major weather events to minimize human losses, and to improve the basis for overall river basin planning and management.
* Lao PDR. The Government of Lao PDR is keen to utilize water resources in the Mekong River Basin, in both the Mekong mainstream and many of the river's tributaries, as a means to improved livelihood conditions and socio-economic development as well as to generate foreign direct investment and public revenues from sale of electricity to neighboring countries. In particular, the Government has commissioned the private sector to conduct feasibility studies on about 40 potential hydropower projects, including four on the Mekong mainstream itself. Furthermore, development of irrigated agriculture in the lowland floodplains of major rivers of the country, are foreseen to facilitate dry-season crop production, while flood protection would reduce the risk of crop damage in the wet season. At the same time, the Government is aware that developing water resources infrastructure can have detrimental impacts on the livelihoods that rely on existing flow and nutrient flows, including rainfed agriculture and capture fisheries which rely on the integrity of floodplains and other environmental services they provide. To promote Integrated Water Resources Management (IWRM) as a best practice in the Lao PDR, the government has set-up River Basin Organizations (RBO) in the Nam Ngum and Nam Theun – Nam Kadin Basins, and plans to support IWRM approaches in other key tributaries. In 2008, the Government has also consolidated its water resources management agencies, and established the Water Resources and Environmental Agency (WREA) to mainstream IWRM in the country. Lao PDR's hydromet systems are not well developed; after experience on the serious floods in 2008 and 2009, the Government has made a commitment to strengthen the hydromet networks and develop an effective early warning system. With the support of the GFDRR, the WREA has started an assessment of current capacities and investment needs.
* Thailand. The Government of Thailand has identified the provision of water resources in the country's north-eastern region, as a top priority. The overarching concern is water shortage, particularly in light of possible climate change impacts; the Government has explored possible major projects such as water transfer from the Nam Ngum River Basin in Lao PDR or a few new reservoirs to increase storage. However, given the country's rich history of water resources development (irrigation in particular), the Government is also aware of the safeguard issues surrounding large-scale water infrastructure development, particularly the need to have thorough consultative processes. Building on its experiences, as well as a trend towards increasingly strong local governance, the country aims to further strengthen IWRM in water resources planning, development and management. With the support of the Bank and the ADB, the Government has initiated the formulation of a River Basin Committee (RBC) in the Ping River Basin and the Chi sub-basins (in Northeast Thailand), respectively. Thailand's hydromet systems are relatively well developed and are in a position to share experience with neighboring Lower Mekong countries.
* Vietnam. The Mekong Delta, lying in the southern parts of the LMB, is the major agricultural area of the country, contributing nearly 50 percent to the country's total rice production, while also being significant in terms of aquaculture. As a major inland transportation system, the Mekong Delta also serves the country for the distribution of goods. At this moment, the delta faces two major challenges: (a) growing competition between rice farmers and shrimp farmers, triggered by their competing demands on water resources (freshwater vs. brackish water), and (b) deteriorating water quality resulting from increased levels of pollutants due to rapid urban development. In the future, the Delta will face further challenges as upstream developments could change the level of nutrients that fertilize agricultural lands and changing seasonal flow patterns which could induce increased saline intrusion. Furthermore climate change could negatively impact this significant part of the country. In view of the above, the government of Vietnam is actively pursuing IWRM planning to tackle present and future water use needs. In the Central Highlands, where Vietnam is an upper riparian to the Lao PDR and Kingdom of Cambodia, water management based on the unity of the hydrological cycle is recognized as important to minimize and prevent conflicts over water utilization, while improved water resources management is also a key to reduce rural poverty. Vietnam also seeks to strengthen its hydromet systems in the Lower Mekong basin and to support data sharing with other riparian countries. | <urn:uuid:7d6c8603-9189-4a57-aaed-9f3b94cdf383> | CC-MAIN-2017-34 | http://ifredi-cambodia.org/wp-content/uploads/2004/01/Appendix-1-IESE-Final-November11.pdf | 2017-08-23T11:56:34Z | crawl-data/CC-MAIN-2017-34/segments/1502886120194.50/warc/CC-MAIN-20170823113414-20170823133414-00146.warc.gz | 198,676,609 | 9,756 | eng_Latn | eng_Latn | 0.965582 | eng_Latn | 0.996213 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3305,
8081,
10433,
14836,
17289,
19664,
22928,
26194,
29352,
32440,
35744,
40068,
41670
] | [
2.546875,
1.46875
] | 2 | 1 |
The Learning Molecule
September 2015
Jack Fretwell
American schools are struggling. Our student achievement is spotty. Our teachers are stressed and underpaid. What's worse, our experts can't agree about what to do. There doesn't seem to be a common view of learning they can share and use as a starting point for fixing things. Maybe we have an answer.
Cybernetics and Learning
Cybernetics
If you've ever sailed, you know that no amount of teaching can replace actual time at the helm. Learning to steer is a visceral experience. The pressures of wind and waves go up and down. They change direction. And every little change throws the boat off course. Only by feeling their effects yourself do you become sensitive to their subtleties and rhythms. At first, your natural reactions with the tiller or wheel are excessive. You overcorrect, first to starboard, then to port, and the boat swings back and forth on either side of a proper course, leaving what's called a "snake wake."
Gradually, though, as you adjust to the changing pressures, you begin to meet them with increasingly subtler pushes on the helm. The boat settles down and the feedback you feel guides your reactions to make them ever finer. Looking aft, you see that your wake has straightened considerably.
The MIT mathematician, Norbert Wiener, was greatly impressed by this interaction of helmsman, wind, and sea and the insights it provided on understanding the learning process. He relied on these insights as he pursued his study of feedback and control systems. Wiener named his new science "cybernetics," derived from the Greek word "kybernēs" for "helmsman."
Four key factors make up a feedback system:
2. Recognizable influences on control.
1. A targeted state of balance or control.
3. Identifiable responses to influences.
4. Feedback showing effects of responses.
Cybernetics and Instructional Systems
Although unintentional, Wiener's description of a feedback system paints a useful picture of a balanced and self-correcting instructional system. In the early 1960's educator Robert Glaser presented a model for instructional system design and maintenance that looks a lot like Wiener's perception.
Glaser's model begins with a statement of targeted instructional goals. He then addresses design and development of strategies for managing influences on goals. System implementation equates to Wiener's set of cybernetic learner responses. Evaluation of performance results produces feedback leading to refinement of system components. And the process is repeated.
Glaser saw the proper instructional system as a dynamic thing, closing in on optimal performance with successive iterations. His perceived interaction of goals, methods, skills, and feedback-driven responses make managing an instructional program very like steering Wiener's sailboat.
Several important implications arise from Glaser's model. It makes sense that evaluation of strategy effectiveness be in terms of initially stated program goals. Therefore, goals must be stated in measurable terms and assessment must adhere to these terms. The model also suggests that, based on evaluative feedback, a learner may individually engage in alternative strategies until goals are met.
The model also makes a powerful statement about assessment in general. To Glaser, the purpose of testing is twofold:
2. Gain information leading to improvement of instructional strategies.
1. Indicates extent to which instructional goals have been met.
Attention to Details
Glaser's model of an instructional system compares nicely to Wiener's cybernetics, but it's fraught with practical complexities and questions. How do you state objectives in terms you can use in later measurements? How do you account for a wide set of variables affecting performance? What about learners who come with differing prerequisite skills?
Two educational psychologists, Robert F. Mager and Robert M. Gagne, provided many answers to these questions. Mager developed exhaustive guidelines pertaining to objective specification. He gives valuable insight into the value of specific and measurable goal definitions. Gagne contributed to understanding learning hierarchies and the sequencing of instructional strategies according to how skills and concepts build on one another.
"We know how to farm better than we are able to farm." Franklyn S. Barry, Syracuse Superintendent of Schools, 1968
When the findings and recommendations of Wiener, Glaser, et al were published, they were useful but frustrating guides to educational thinkers. The informational requirements for handling feedback and managing individualized processes were far beyond the administrative capacities of schools and teachers. At the time, computers that could conceivably manage the task were expensive and filled rooms. Consequently, feedback-driven instruction was seen to be beyond the means of schools to actually put into practice. As time passed, attention to it diminished until it became little more than a footnote in teacher education programs.
Cybernetics and the Learning Molecule
The constraints on implementation of feedback-based instruction do not affect its validity. Educators must still make decisions about goals, standards, prerequisites, testing, etc. Just being aware of the roles of these factors and how they interact in well-designed systems helps us deal with them in real world situations.
While Glaser and the others were studying the makeup of instructional systems and providing insights into meaningful, productive objectives and effective instructional sequencing, another scientist, B. F. Skinner, was working on the most basic question of all. How do people learn? In other words, what happens in the "Implementation" stage of Glaser's model?
The answer he gives us is neat, simple, and its alignment with Wiener's and Glaser's work is profound. This may not be so surprising since all of the theorists mentioned were familiar with Skinner's work and likely influenced by it.
Skinner describes a simple learning dynamic. A learner possesses a repertoire of potential responses reflecting skills, knowledge, or feelings. These responses are either inherent or learned, and the potential for their occurrence depends on conditions facing the learner at any given time. Existence of a set of conditions serves to trigger responses. The potential for a particular response is increased by the occurrence of a subsequent reinforcing event, the more frequent and immediate the reinforcement, the stronger its effect.
In that Skinner's "conditions for learning" constitute a "desired state" they are akin to the "Instructional Goals" specified in Glaser's model. Likewise, the selection and execution of a learner response as viewed by Skinner parallel Glaser's "Strategy Development" and "Implementation." Finally, the effect of reinforcement on future responses aligns directly with the influence of evaluation and feedback
Skinner's dynamic closely matches Glaser's larger process. Both begin with the setting of a stage for action. The second steps of both involve specifics of the action. Next come execution and results, followed by measured effects of those results.
Skinner's construction of a learning event and the interaction of its elements describe a process so fundamental it can be viewed as the basic building block of the learning. Think of it as the learning "molecule."
Skinner's Learning Molecule
A Sailor Learns to Steer
How does the learning molecule work for our new sailor learning to steer? Let's start with Response Conditions. The options are: a light breeze versus a strong wind, wind and waves coming from behind versus ahead, and small waves versus big ones. Other possible conditional variations might include things like mast rake, sail area, and wheel versus tiller steering.
The responses the new helmsman is trying to learn begin with sensing the changing pressures on the helm and the boat. He then wants to push back on those pressures but not too little and not too much. Whatever he does the pressures abate momentarily. That ebb in pressure is what he wants and it is reinforcing to him.
Left on their own, sailboats usually head up into the wind. So our helmsman can expect that whatever he just did, he's going to get a chance to do again in just a couple of seconds. If he overreacted it may be a few seconds more, less if he didn't push back enough. In either case, the rhythm of the operation is off. But…. the longer he stays at it the closer he gets to getting it right. The rhythm becomes even and the boat feels balanced. This rhythm and balance is very reinforcing so the more often it happens the more often it happens. The helmsman is learning. Of course, under different conditions the rhythms and pressures will vary so he'll have to learn some slightly adjusted responses.
Can we use the learning molecule to describe learning math? The solutions to most math problems usually involve a multi-step process. It's safe to say that each step will likely involve one or more basic operations. Consequently, we should be able to identify reinforcers for each of these and for the completion of the final step.
When solving problems, large or small, confirmation of accuracy is a powerful reinforcer. It's the feeling we get when our answer matches the one in the back of the book. In multi-step processes this vital final feedback does not become available until completion of the last step. The reinforcer for an intermediate step is the strong sense of correctness at that step and therefore closer to the final result. Suppose, though, we haven't worked enough of a given type of problem to be sure of the process required. Or we lack confidence in our basic skill so our expectation of being correct is not strong. The intermediate reinforcers we need to sustain the activity aren't as strong, and we profit less from the learning experience. We may give up altogether.
Take an example from our own experience. Suppose we have an invitation to visit a friend for the first time. Few of us look forward to driving to an unfamiliar destination, but if our host provides directions with streets and landmarks we'll give it a try. As we travel, each landmark brings a small surge of satisfaction. Spotting it increases our comfort level and acts as an intermediate reinforcing event. If they share any common features such as street sign placement at intersections, the reinforcement of seeing one landmark increases the likelihood that we'll spot the next one. On the other hand, if we miss a few of these landmarks we become frustrated and closer to calling on a cell phone or stopping for directions. Finally, we arrive and identify the number on our host's house. That brings an even stronger surge of satisfaction.
When we get there, our host's first question is did we have trouble finding the way. Our answer constitutes a brief synopsis of what happened and might cause the host to review his directions. This wrap-up, along with the trip's reinforcing success will make the next one easier. When that happens, we'll notice the same landmarks and we'll also remember things we saw before. We'll hardly give the phone a thought. After one or two more visits we may not even look at the directions. We will have learned the way.
Weiner, Glaser, and Skinner would likely concur that this learning experience involved:
1. Our motivation for the trip and a set of directions with. (Conditions)
2. Our ability to spot landmarks along the way. (Intermediate and Final Responses )
3. The satisfaction associated with spotting landmarks. (Reinforcing Events/Feedback)
4. Our host's curiosity about his directions. (Feedback)
Let's Farm Right
Skinner's description of a learning event becomes a powerful tool for instructional designers. It provides a basis for analyzing strategies and discussing them clearly and objectively. It offers a useful context for Mager's excellent books on instructional objectives. It also gives us insight into Gagne's findings on instructional sequencing.
Information technology gives us the power to manage instructional processes in ways we couldn't imagine two decades ago. It means we can, metaphorically, farm as well as we know how to. With the elements of the learning molecule in mind we can develop testing methods that do more than show what students know. With technology, we can generate feedback that show where instructional strategies worked well and where they need improvement.
Most importantly, if the learning molecule helps instructional experts agree on how learning works they'll have better prospects for giving our schools the learning systems they need. | <urn:uuid:a4ca3536-544d-42ab-8ebb-50f361d0a327> | CC-MAIN-2017-34 | http://www.capjax.com/pub/Learning_Molecule.pdf | 2017-08-23T11:45:07Z | crawl-data/CC-MAIN-2017-34/segments/1502886120194.50/warc/CC-MAIN-20170823113414-20170823133414-00148.warc.gz | 517,276,563 | 2,464 | eng_Latn | eng_Latn | 0.998476 | eng_Latn | 0.998792 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2190,
5423,
8873,
12089,
12714
] | [
2.625
] | 2 | 2 |
Operating Information
Our Centre will operate from Monday to Friday from 7:00am to 6:00pm.
Holidays Observed
❖ New Years Day
❖ Family Day
❖ Good Friday
❖ Easter Monday
❖ Victoria Day
❖ Canada Day
❖ Indigenous Peoples Day
❖ Civic Holiday
❖ Labour Day
❖ Thanksgiving Day
❖ Christmas Day
❖ Boxing Day
Program Statement (Include a link to open this as it can not be shortened)
The North Bay Indigenous Hub Child Care Centre offers quality child care for children ages 0 to 12 years of age. Our EarlyON program is geared towards families of children 0 to 6 years of age. We offer a unique program that follows the Ministry of Education's Pedagogical Approach of "How Does Learning Happen?" while offering children culturally enriched programming that follows the seven Grandfather teachings. In the traditions of our Indigenous culture, we embrace a holistic approach to working with children, focusing on their spiritual, mental, emotional and physical well-being.
Binoojiiyang
(Children)
Biiweziimag
(Families)
E-kinomaagejig
EMOTIONAL
SPIRITUAL
PHYSICAL
MENTAL
Our programs offer positive learning environments where each child's learning and development will be supported. We strive for inclusion of all children by offering a safe and welcoming environment, trained and supportive Educators and a perspective that each child is competent, capable, curious and rich in potential. By creating this environment, we aim to meet the needs of the whole child.
For children who would benefit from additional supports our Educators will work with parents/guardians to initiate an Individual Support Plan with the assistance of our assigned Resource Consultant and the families health care team including Elders, Occupational Therapists, Speech and Language Pathologists, Physiotherapists, Pediatricians and Behaviour Therapists.
These plans will outline the additional assistance that we will provide based on the recommendations and resources supplied by the child's health care team and/or Resource Consultant. Individual Support Plans are a working document that will be updated at least twice a year to ensure that all goals and additional supports are meeting the current needs of the child.
The Centre will promote the health, safety, nutrition and well-being of all children. We will focus on children's social, emotional, physical, creative, cognitive and spiritual development in a holistic way. We will offer a wide variety of open ended play materials in loosely defined areas so that children can freely use the materials to support their
exploration, inquiry and play with bodies, minds and senses. This openness will promote child-led and active exploration opportunities. We will encourage children through both child initiated and Educator initialed interactions. Our Educators will encourage positive interaction and communication and support each child's ability to self-regulate.
Following the four foundations of "How Does Learning Happen?" Educators will:
* promote a child's sense of belonging by providing programs that cultivate authentic, caring relationships and connections to create a sense of belonging among and between children, adults and the world around them.;
* provide children with a sense of well-being by nurturing each child's healthy development and supporting their growing sense of self;
* engage each child by providing environments and experiences to engage children in active, creative, and meaningful exploration, play and inquiry; and
* encourage self-expression by fostering positive communication and expression in all forms.
Binoojiiyang
(Children)
Biiweziimag
(Families)
E-kinomaagejig
BELONGING
WELL-
BEING
ENGAGEME
NT
EXPRESSIO
N
These four foundations as well as, our Indigenous teachings will encourage each child to develop to their fullest potential. Our seven Grandfather teachings include bravery, honesty, humility, love, courage, wisdom and truth. Each program will incorporate these teachings in parallel with the four foundations of "How Does Learning Happen?" through different methods such as Elder visits, storytelling, traditional teachings and activities, ceremonies and language we will incorporate many cultural learning opportunities into our daily activities.
The Centre will foster positive relationships between children, families and Educators. We encourage ongoing open communication between families and Educators. Families are the experts on their children and we will look to them to be an active participant in their child's success in our programs. We wish to have daily communication with families to exchange information about the program and their child. We will encourage community members and cultural advisors such as Elders to share their knowledge with our programs. This will provide continuous learning opportunities and build relationships within our community. By extending our program to include Indigenous teachings, we will be providing an opportunity of cultural enrichment and appreciation.
The Centre will document children's play through pictures and short learning stories that documents the children's experiences. Our Educators will participate in continuous professional development to ensure we are always evolving. Educators will document programming regularly to provide a source for self-reflection and Families are encouraged to give regular feedback on our programming so that we can continuously learn and grow as a Centre through our experiences. We will incorporate both indoor and outdoor play, as well as quiet rest time while keeping in mind the individual needs of the children receiving child care.
Indigenous Culture Implementation
(Very important, can be shortened but we want to keep the integrity)
The purpose of the implementation of culture and language component, is to support the child's development of a positive self-image and sense of self and an Indigenous person. Language, cultural identity, and relationships are important to us. We believe that children who learn their traditional language will walk through this life with confidence, pride and strength. We believe that reclaiming culture together with our children is an important part of healing, thriving, and building a future for the next seven generations. We also believe that relationships with self, parents, grandparents, aunties and uncles, community members, Elders, and the land are vital to wellbeing. Families will also be able to access a number of support services and connect with local agencies to support physical, mental, emotional and spiritual well-being.
We recognize and believe it is a shared responsibility to live and teach the Seven Grandfather Teachings:
1. To cherish knowledge is to know WISDOM.
2. To know LOVE is to know peace.
3. To honour all of Creation is to have RESPECT.
4. BRAVEY is to face the foe with integrity.
5. HONESTY in facing a situation is to be brave.
6. HUMILITY is to know yourself as a sacred part of Creation.
7. TRUTH is to know all of these things.
The Centre's culture and language component instills awareness, pride and respect in the children for their own First Nations language, culture and identity. Throughout the year, culturally enriched programs, activities and teachings will be incorporated into everyday learning at the Centre. These include:
❖ Language – music, song, games, books, cultural props in both Ojibway and Cree dialects
❖ Smudging – Sage, Cedar, Sweetgrass, Tobacco
❖ Storytelling - Creation Stories, History
❖ Traditional Medicines – identifying, planting, harvesting, community garden
❖ Various Arts & Crafts – Beading, Pouches, Painting, Birch bark, Parfleche
❖ Rights of Passage – Walking Out, Snowshoe, Fasting
❖ Lodge Teachings in Tipi
❖ Clan Teachings
❖ Traditional Cooking – Moose, Deer, Fish, Goose, Rabbit, Beaver
❖ Ceremonies – Round Dance, Sweat Lodge, Full Moon
❖ Land-based – walks, snowshoeing,
❖ Indigenous Peoples Day
Children are enriched by relationships with family, Educators, other children and the community. We all must work together to ensure that our children feel like they belong, they are engaged in their community, their well-being is paramount and they have the freedom and confidence to express themselves.
NUTRITION (this is a shortened version with just the basics)
Children attending the child care centre will be very active throughout the day. The foods served are suitable and appropriate to meet the needs of children's nutrition and to support children's health, growth, development, and well-being. All meals, snacks and drinks meet the Canadian Food Guide and Ontario Dietitian requirements and recommendations for child care settings practical guide, 2017. Proper hydration is important and drinking water must always be available.
Menus are posted and show which meals and snacks are provided for the week and the following week. If any last-minute changes are made to the menu, these changes will be updated on the posted menus.
Two snacks are provided to the children throughout the day. Lunch is provided for full day programs. Menus specify that meals include no less than four food groups and snacks include no less than two food groups.
Promoting Good Eating Habits
Enjoying food and meal times depends to a great extent on the way food is offered and the models provided by adults. There is a variety of ways in which child care providers can impact children's health and well-being with regarding to eating and nutrition. Educators are expected to create positive create a positive eating environment with foods and portion sizes that are responsive to children's cues of hunger and fullness. Educators will model healthy eating habits and encourage children to practice self-care skills (e.g., feeding themselves) and help with food preparation, distribution etc. (e.g., filling their own glasses or cups, arranging crackers and fruit on plates etc.)
MISSION AND TEAM CHARTER
The Centre adheres to the Ministry of Education's pedagogical approach, "How Does Learning Happen" in parallel with our cultural programming. The Centre connects children with Indigenous identity and language through land-based activities and cultural teachings. We offer programming designed to meet the needs of the whole child and strive to meet the needs of each child as an individual. We ensure that each child is respected and treated as a unique individual who is competent, curious and capable of complex thinking and rich in potential.
Our knowledgeable Educators use play-based learning to optimize our opportunity to follow the interest of the children. Using our environment as a third teacher, we create spaces that promote experiences that are meaningful and thought provoking to encourage children to reach their full potential.
We value each child's strengths and abilities and will work to expand their knowledge by using their natural curiosity and ability of complex thinking to lead our discoveries. We value our families as the experts on their children and we encourage parent/caregiver involvement in our programming. Each family unit is unique, and we encourage open communication between the families and Educators to enhance the child's experience throughout our programs.
WAITLIST
The Centre makes every effort to accommodate all registration requests, though there may be times when space is unavailable in our programs and you may be offered to place your child on a waitlist. There is no fee to have your child placed on the waiting list. When space becomes available, the family at the top of the waitlist, and in
accordance with The Centre's policies will be contacted with an offer for a child care space.
All parents/guardians are required to register for the waitlist through the District of Nipissing Social Services Administration Board (DNSSAB's) online waitlist. The web address is onehsn.com/Nipissing. If parents/guardians need assistance applying or managing their waitlist application the Child Care Supervisor would be happy to assist you either over the phone or in person at the Centre. If you wish to contact the DNSSAB directly their contact information is listed below:
Contact Name: Children's Services
Phone Number: (705) 474 – 2151
Fax:
(705) 474 – 8985
Hours of Operation:
8:30AM – 4:30PM
E-mail:
email@example.com
Main Website: https://www.dnssab.ca
Program Website: https://dnssab.ca/childrens-services/
Support Phone: 1 – 888 – 722 – 1540
Support E-mail: firstname.lastname@example.org
When a space becomes available, the family at the top of the waitlist, with a child of the required age, will be contacted and invited to accept a child care spot. If the parent/ guardian accepts the offer, we move to the next step. If the parent/guardian, for any reason, declines the spot then we will offer the spot to the next family on the list. Any parent/guardian that declines a spot will remain on the list in the same sequence unless they request to be removed from the waiting list.
Programs Offered
Infant Program: 0 – 18 months Ratio: 10 Infants to 3 Educators
Our Infant Program is less structured and follows the routine of caregivers at home, including nap schedules and meals which are saved if a child is sleeping. We offer two nutritious snacks as well lunch for those infants eating solid foods. Our Infant Program offers a comfortable and nurturing environment focussing on healthy development, socialization, emotional security as well as learning life skills. Through meaningful interactions, our Educators will promote and empowering foundation the of self confidence and pride in each infant.
Toddler Program: 18mo- 2 ½ years Ratio: 5 Toddlers to 1 Educator
Our Toddler Program offers a comfortable and nurturing environment with a focus on healthy development, socialization, emotional security as well as learning of new life skills. We strive to offer a continuity of care with consistent and friendly Educators while offering a daily routine that balances Educator and child-initialized experiences. Our sensitive and responsive Educators along with a comfortable and cheerful environment will offer our toddlers a safe and engaging environment that supports their healthy development. Our program offers rich educational experiences that will engage your toddler as a whole with the focus of physical, mental, emotional and spiritual wellness and development.
Preschool Program: 2 ½ - 5 years old Ratio: 8 Preschoolers to 1 Educator
Our Preschool Program offers a comfortable and nurturing environment with a focus on healthy development, socialization, emotional security and the learning of new life skills. We strive to offer a continuity of care with consistent and friendly Educators while offering a daily routine that balances Educator and child-initialized experiences. Our sensitive and responsive Educators along with a comfortable and cheerful environment will offer our preschoolers a safe and engaging environment that supports their healthy development. Our program offers rich educational experiences that will engage your child as a whole with the focus of physical, mental, emotional and spiritual wellness and development.
School Age Program Ratio: Will vary based on age of
children enrolled
*Kindergarten (3.7 -6 years): 1 Educator to 13 children
*Primary/Junior School Age (5.7 – 12 years): 1 Educator to 15 children
*Junior School Age (9 – 12 years): 1 Educator to 20 children
Our School Age Program will operate a before and after school program. Our before school program will operate from 7:00am – 9:00am and our after school program will operate from 3:00pm – 6:00pm. We will provide a nutritious morning and afternoon snack prepared each day on site. Our School Age Program will operate full days for PD Days, Summer and Winter breaks, other than statutory holidays. We will provide nutritious morning and afternoon snacks which will be prepared on site and served on PD Days and breaks.
Subsidy DNSSAB
For parents/guardians applying for child care subsidy, you may enrol your child(ren), attend the registration/orientation meeting and complete their enrollment paperwork while in the subsidy application process. The child's start date must be after the Child Care Supervisor receives a signed parent agreement from the District of Nipissing Social Services Administration Board Child Care Subsidy Office. For parents/guardians receiving child care subsidy, payments will be due on the 15 th of every month. Parents/ guardians receiving subsidy from the District of Nipissing Social Services Administration Board (DNSSAB) will be responsible to pay any child care fees not covered by subsidy, including absent days as per their parent agreement with DNSSAB.
HiMama App
Our educators and families will have access to the App HiMama for daily and real time communications while your child is attending one of our programs. Educators can send messages on a child, classroom or centre level. Our educators will use HiMama to send personalized daily reports, which will include eating, toileting and sleep routine, to keep parents up to date on your child's daily schedule. We understand that milestones are important moments in your child's development and make for special memories, HiMama allows educators to send real time updates and give parents to option to communicate with educators when these wonderful moments happen at home.
Staff Qualifications | <urn:uuid:0401400a-94eb-4ef7-8d63-0e7ae59e229f> | CC-MAIN-2023-14 | https://giiwednomshkikiiwgamig.ca/wp-content/uploads/2020/03/Website-Content-for-Child-Care.pdf | 2023-03-28T09:43:14+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948817.15/warc/CC-MAIN-20230328073515-20230328103515-00328.warc.gz | 338,435,769 | 3,518 | eng_Latn | eng_Latn | 0.995773 | eng_Latn | 0.996887 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
965,
2550,
3687,
6681,
8961,
11570,
13606,
15987,
17457
] | [
2.953125
] | 1 | 1 |
Description: Experiment and predict how different items interact with water!
Materials: • Large clear bin of water • Various objects that float or sink (sponges, pencils, plastic bottles, wooden blocks, craft sticks, etc.)
Try this: · Have the learner choose an object to test. o Guide your child with questions like: What does it feel like? What is it made out of? · Make a prediction if the object will sink or float.
o
* Place the item in the water and observe what happens! · Encourage the learner to make observations with questions like: What do you see happening? Were there any sounds when we dropped it in? What happens if you push down
[x] an item that floats? Mark your observation on the data sheet.
Sciencenter, Ithaca, NY
Page 1
www.sciencenter.org
Change it up! Depending on the age and need of your child, this activity may look different. This is an open-ended and exploratory activity. There is no wrong way to do it!
Science Process Skills This activity focuses on building the skills to participate in science over the science content itself. This activity focuses the learners on using skills like making predictions and categorizing as the learner's experiment.
Here are some activity extensions and adaptations: • Test a few items before you start making predictions to demonstrate sinking and floating. • Try sorting the items between those that float and those that sink before you test them. • Challenge the learner to take a floating item and get it to sink, and vice versa. • Activate other senses! Scent your water or use different foods from your kitchen before you eat them.
Making predictions is making educated guesses about certain outcomes. They're built around our own observations and past experiences, so predictions are not just guesses! When guiding children through this activity, remind them of previous experiences with the materials to help them make predictions.
Sorting and grouping objects is a way of organizing our thinking. When we categorize, we separate and put things together to understand how they relate to each other. This may look like ranking items or splitting them into groups. This helps children recognize patterns and number sets, and reinforces math skills. When guiding children through this activity, encourage them to find similarities between the items that float.
This activity exists in many versions. This adaptation was inspired by Predictions: Sink and Float from the Collaborative for Early Science Learning copyright 2021, Sciencenter, Ithaca NY. Retrieved from: http://www.sciencenter.org/perch/resources/predictions-early-head-start-activities.pdf
Sciencenter, Ithaca, NY
www.sciencenter.org
Sciencenter, Ithaca, NY
www.sciencenter.org | <urn:uuid:0d46aaa8-f3bc-4038-9149-cc2a0d74f3b8> | CC-MAIN-2023-14 | https://sciencenter.org/perch/resources/sink-or-float.pdf | 2023-03-28T09:09:33+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948817.15/warc/CC-MAIN-20230328073515-20230328103515-00327.warc.gz | 565,570,091 | 569 | eng_Latn | eng_Latn | 0.990131 | eng_Latn | 0.992049 | [
"eng_Latn",
"eng_Latn",
"unknown"
] | false | docling | [
770,
2686,
2732
] | [
4.46875
] | 1 | 0 |
1.
1.
2.
N5 World Music
Music from
South America
Percussion
Instrument which
makes sound
clicking 2 shells
together.
Instrument which produces
sound by blowing pipes.
Music from
Caribbean
Band with Drums made out of Oil Cans
Style made famous
by Bob Marley
Another word
for ‘Off the Beat’
Music from
Africa
Christian Vocal
music. Includes lots
of harmonies.
Band consisting of
percussion
instruments.
Music from
India
Percussion
instrument played
with the hands or
fingers
String instrument,
like a guitar.
Sung by
Sung by
Gaelic.
beating on table.
Gaelic
Unnacompanied
Scottish Harp
Instruments
Solo music for
Vocal Music bagpipes
Sung in Scots
Verses all have the
1.
Quick note, infront of the main note.
background on pipes.
The four
Soloist 'shows off'.
The four orchestral
High Male
High Female
N5 Classical Period
Vocal Music
Voice types
A drama set to
music
A singer on
their own.
Song from an
Opera
Two people
singing
together.
A group of
singers
Both singers
sing same
melody.
Singers sing
different melody
at the same time.
Male
Female
Voice
Middle Male
Voice
Low Male
Voice
Voice
Middle Female
Voice
Low Female
Voice
Song from an Opera
N5 Romantic/20
th
Century
String Instrument added
to the orchestra in the
Romantic Period
Technique often used by
this instrument. Sliding
from one note to
Romantic Instrumental Music
Soloist and Orchestra
Piece for whole
orchestra
Rhythmic “give and
take” in a phrase.
Romantic Vocal Music
Drama set to music
20
th
Century Music
When the music is
neither Major or
Minor. It has no Key.
A group of notes
which clash, played
together.
A style using simple
rhythmic and
melodic figures
which are constantly
repeated with very
slight changes each
time.
Soloist 'shows off'.
When the orchestra
Name for the small
Higher Baroque
Instrumental
A piece of music
for a group of
soloists,
accompanied by
orchestra.
A piece of music for a soloist,
accompanied by orchestra.
Orchestra re-enter
to play ending.
Type of
ornamentation.
– moving quickly
between 2
notes.
group.
Instruments
H
Accompaniment
using
Harpsichord
and Cello.
Strict imitation a
couple of bars later.
A theme in the
bass line repeated
many times.
Orchestra mainly
made up of
String
Instruments
Keyboard instrument
which makes sound by
plucking
strings.
Keyboard instrument
which makes sound using
wind and pipes.
Name for
the
orchestra.
‘returns’ with the
main theme.
Variation over a
ground bass.
Soloist 'shows off'.
The four
High Male
High Female
Voice`
Higher Classical
Vocal Music
Voice types
A drama set to
music
A singer on
their own.
Song from an
Opera
Two people
singing
together.
A group of
singers
Both singers
sing same
melody.
Singers sing
different melody
at the same time.
Male
Female
Voice
Middle Male
Voice
Low Male
Voice
Middle Female
Voice
Low Female
Voice
song.
Singer decorates the
Technique often used by
String Instrument added
Song from an Opera
Higher Romantic/20
th
Century
to the orchestra in the
Romantic Period
this instrument. Sliding
from one note to
Romantic Instrumental Music
Soloist and Orchestra
Piece for whole
orchestra
Rhythmic “give and
take” in a phrase.
Romantic Vocal Music
Drama set to music
20
th
Century Music
Styles
When the music is
neither Major or
Minor. It has no Key.
A group of notes
which clash, played
together.
A style using simple
rhythmic and
melodic figures
which are constantly
repeated with very
slight changes each
time.
German song for voice
and piano.
Music which
mirrors a painting
style which creates
an ‘impression’.
Often quite
‘dreamy.’
Dreamy sounding
Scale. Made up of
tones.
Recorded sounds
which are
transformed and
used together to
create a piece. | <urn:uuid:8766b4ce-7517-439f-bb56-3dc37d2d5b29> | CC-MAIN-2023-14 | http://baldragon.ea.dundeecity.sch.uk/copy_of_departments/expressive-arts/music/department-documents/revision-mind-map | 2023-03-28T09:00:55+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948817.15/warc/CC-MAIN-20230328073515-20230328103515-00331.warc.gz | 5,481,408 | 1,020 | eng_Latn | eng_Latn | 0.993862 | eng_Latn | 0.99677 | [
"unknown",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn"
] | false | docling | [
12,
511,
747,
757,
800,
1153,
1726,
2437,
2469,
2848,
3674
] | [
3.015625
] | 1 | 1 |
6U Baseball division is an instructional boys/girls baseball league. It is our desire That all players have an equal chance to develop and learn the basics of baseball while instilling a sense of sportsmanship and fair play. There should never be an argument/protest about a play from any coach or parent. If a problem arises, then please contact the baseball director.
General
1. Both base coaches and field coaches, including the coach pitcher will act as umpires. Any coach can make a call at any base, depending on the circumstance and line of sight.
2. Close plays will go to the defense.
3. The game shall consist of five (5) innings.
4. No new inning shall begin one hour and thirty minutes after the game starting time.
5. Base distances are 50 feet.
6. The coach pitcher should not coach any base runner once the ball is hit. He may position the batter and encourage him before the ball is hit but all base runners should be taught and encouraged to listen to their first and third base coaches.
7. Official scores are not kept, and standings are not tracked.
8. The baseball or league operations director will determine unplayable fields or rainouts and update the hotline number one hour before scheduled games. If no cancellation is announced, then it is assumed that games will be played. Coaches should not take it upon themselves to cancel games.
9. Home teams are responsible for the followings setting up the bases and chalking the lines prior to the game, adding turface or quick dry to wet areas on the infield and putting away the bases, raking out chalk lines and cleaning dugout areas after the game.
10. Each team should supply two (2) game balls.
11. Each team is responsible for cleaning their dugout at the end of each game. If another game follows, every attempt should be made to move the team and equipment away from the dugout area and clean the dugout as soon as possible.
12. Throwing of equipment (in anger), name calling, or other misconduct will not be tolerated. The offender should be removed from the game and made to sit on the bench. Repeated offenses will be reported to the league director immediately
Batting
1. Each batter is entitled to five (5) pitched balls.
2. After (5) pitched balls the batter will be allowed to use the T-stand until a ball is hit in play.
3. A coach/adult from the batting team will pitch to their team. Pitches may be over-hand or underhanded and the distance/speed is at the discretion of the pitcher. In no case, should the pitcher be closer than ten (10) feet from the plate.
4. There are no walks.
5. There is no intentional bunting allowed
6. Batted balls must hit at least 10 feet from home plate. A semi-circle approximately 10 feet from the plate should be chalked off to assist in determining live balls.
7. If a batted ball hits the coach pitcher, then the play is ruled dead and all runners including the batter is awarded one base.
8. Roster batting is required. If a player misses his turn at bat, then can either be placed in the rotation as soon as possible or bat at the end of the order. Coach/scorekeeper should inform the opposing team of any skipped/missing batters.
9. Every inning each team bats until all players have batted. The hitting team should announce when the last batter comes up in the inning.
10. If a batter throws the bat more than 10 feet from home plate, then he should be warned by his coach.
Fielding
1. All players present play in the field each inning.
2. Coaches should strive to rotate players in the field, giving each an opportunity to play at each position throughout the year. Of course, safety should always be considered and therefore it will be the coach's discretion as to which players play first base and pitcher.
3. Seven players are positioned in the infield, (C, 1B, 2B, SS, 3B left & right pitchers)
4. Infielders should be positioned either in front or behind the base paths when runners are on base.
5. The remaining players are positioned in the outfield and should be in the grass unless on Sunset 7 where they should be positioned 15/20 feet behind the infielders.
6. No player should be within 5 feet of 2B while the opposing batter is swinging.
7. Pitchers should not be closer to batter than coach pitcher. Coach pitchers should help position and ready kids for the ball when possible (especially when strong hitters are at bat)
8. Three (3) defensive coaches are allowed on the field. One of these coaches should assist the catcher to speed up the game.
Base Running
1. No base runner shall be allowed to advance more than one (1) base after a traditional putout at first base or a force out a 2nd, 3rd, or home plate.
2. No base runner shall be allowed to advance after a fly ball is caught.
3. No base runner shall advance on any overthrow.
4. No base runner shall advance further than the base he is moving toward or occupying after a ball, which is hit in the outfield is attempted to be thrown by the defensive player. The ball does not necessarily need to be in the possession of any fielder.
5. Baserunners can only advance as far as the batter advances.
6. No leadoffs.
7. The infield fly rule does not apply.
8. No base runner can collide with a fielder attempting to make a putout. If interference happens, the base runner should be called out. | <urn:uuid:f643db78-c215-4af7-9d7b-e7801c39d3d8> | CC-MAIN-2023-14 | https://lithyaa.org/wp-content/uploads/2021/04/6U-2021-Rules-Baseball.pdf | 2023-03-28T08:47:03+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948817.15/warc/CC-MAIN-20230328073515-20230328103515-00331.warc.gz | 429,511,737 | 1,177 | eng_Latn | eng_Latn | 0.999481 | eng_Latn | 0.999513 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2787,
5300
] | [
2.140625
] | 1 | 0 |
Weekly News - Friday 30th April 2021
Year 3
Dear Parents and Carers,
We have had another busy week in Year 3, enriching the learning through some interesting foundation subjects that your children may be keen to tell you about. In music, we have been exploring the origins and style of Motown,
listening and appreciating both the lyrics and the music itself. They have also been examining different types of purses and wallets with a view to designing and constructing their own felt purse you might even end up being the lucky recipient! Any practice with threading needles would be greatly appreciated (as would tying knots)! Thank you!
English
This week in English, we have continued our work inspired by The Lost Happy Endings. Having reached the point in the story where the Happy Endings are stolen and all looks dismal, we have started our guided writing, drawing on Jub's (main character) version of how the story ends. The children are enjoying the book and have worked really hard this week, learning to write a story that has their reader gripped to the very end!
Maths
In maths this week, we have begun our Fractions topic. We have focused on the very basic foundations of fractions by looking at parts and the whole. We have understood that parts make up the whole and then considered the relation of the size of the parts to the whole. For example; if my whole is Europe, the UK is a small part of the whole and if Europe is my whole, Portugal is a smaller part of the whole than Spain. Have a look in your bedroom; if your bedroom is your whole, what is part of it?
Foundation Subjects
In science, we have continued our work on understanding that we need the right type and amount of nutrition by investigating whether the school lunch menu offers a balanced diet. We have also used the Chromebooks to research what the different food groups provide in terms of nutrients and why we need them, including why some foods should only be eaten in small amounts.
Notices & Reminders
Next Friday, 7th May, is 'Dress up for Digits' Day. We are arranging fun activities for the children and invite them to come to school in anything that has numbers on (including football strips!). Money raised will go to support the NSPCC. Look out for further information in the whole school newsletter.
Diamond Work Award
This week, we were particularly impressed with the efforts of:
Sofia and Trey (Beech); Ami and Olesia (Elm); Nihal and Tim (Rowan) | <urn:uuid:cd3f41b0-b6cd-4aef-8d0d-cc61333c85a7> | CC-MAIN-2023-14 | https://www.fernhill.kingston.sch.uk/attachments/download.asp?file=6363&type=pdf | 2023-03-28T08:51:03+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948817.15/warc/CC-MAIN-20230328073515-20230328103515-00331.warc.gz | 870,118,555 | 525 | eng_Latn | eng_Latn | 0.999125 | eng_Latn | 0.999125 | [
"eng_Latn"
] | false | docling | [
2462
] | [
2.375
] | 1 | 0 |
Natural Farming
Why in News
Recently, NITI Aayog has conducted a national workshop on Natural Farming.
There are many working models of natural farming all over the world, the Zero Budget Natural Farming (ZBNF) is the most popular model in India. This comprehensive, natural, and spiritual farming system was developed by Padma Shri Subhash Palekar.
Key Points
About:
//
It can be defined as a "chemical- free farming and livestock based ". Soundly grounded in agro-ecology, it is a diversified farming system that integrates crops, trees and livestock, allowing the optimum use of functional biodiversity.
It holds the promise of enhancing farmers' income while delivering many other benefits, such as restoration of soil fertility and environmental health, and mitigating and/or reducing greenhouse gas emissions.
This farming approach was introduced by Masanobu Fukuoka, a Japanese farmer and philosopher, in his 1975 book The One-Straw Revolution.
It builds on natural or ecological processes that exist in or around farms. Internationally, Natural Farming is considered a form of regenerative agriculture—a prominent strategy to save the planet.
It has the potential to manage land practices and sequester carbon from the atmosphere in soils and plants, where it is actually useful instead of being detrimental.
In India, Natural farming is promoted as Bhartiya Prakritik Krishi Paddhati Programme (BPKP) under Paramparagat Krishi Vikas Yojana (PKVY).
BPKP is aimed at promoting traditional indigenous practices which reduce externally purchased inputs.
Natural Farming, as the name suggests, is the art, practice and, increasingly, the science of working with nature to achieve much more with less.
Aim:
To make farming viable and aspirational by increasing net incomes of farmers on account of cost reduction, reduced risks, similar yields, incomes from intercropping.
To drastically cut down production costs by encouraging farmers to prepare essential biological inputs using on-farm, natural and home-grown resources.
Significance:
Minimized Cost Of Production:
It is considered as a cost- effective farming practice with scope for raising employment and rural development.
Ensures Better Health:
As Natural Farming does not use any synthetic chemicals, health risks and hazards are eliminated. The food has higher nutrition density and therefore offers better health benefits.
Employment Generation:
It generates employment on account of natural farming input enterprises, value addition, marketing in local areas, etc. The surplus from natural farming is invested in the village itself.
As it has the potential to generate employment, thereby stemming the
migration of rural youth.
Environment Conservation:
It ensures better soil biology, improved agrobiodiversity and a more judicious usage of water with much smaller carbon and nitrogen footprints.
Reduced Water Consumption:
By working with diverse crops that help each other and cover the soil to prevent unnecessary water loss through evaporation, Natural Farming optimizes the amount of 'crop per drop'.
Rejuvenates Soil Health:
The most immediate impact of Natural Farming is on the biology of soil—on microbes and other living organisms such as earthworms. Soil health depends entirely on the living organisms in it.
Livestock Sustainability:
The integration of livestock in the farming system plays an important role in Natural farming and helps in restoring the ecosystem. Eco Friendly bio-inputs, such as Jivamrit and Beejamrit, are prepared from cow dung and urine, and other natural products.
Resilience:
The changes in soil structure with the help of organic carbon, no/low tillage and plant diversity are supporting plant growth even under extreme situations like severe droughts and withstanding severe flood and wind damage during cyclones.
NF impacts many farmers positively by imparting resilience to the crops against weather extremities.
Related Initiatives:
Rainfed Area Development (RAD): It focuses on Integrated Farming System (IFS) for enhancing productivity and minimizing risks associated with climatic variabilities.
Sub-mission on Agro Forestry (SMAF): It aims to encourage farmers to plant multipurpose trees together with the agriculture crops for climate resilience and an additional source of income to the farmers, as well as enhanced feedstock to inter alia wood-based and herbal industry.
National Mission on Sustainable Agriculture (NMSA), to develop, demonstrate and disseminate the techniques to make agriculture resilient to adverse impacts of climate change.
Mission Organic Value Chain Development for North Eastern Region (MOVCDNER): It is a Central Sector Scheme, a sub-mission under NMSA, aims to develop certified organic production in a value chain mode.
Pradhan Mantri Krishi Sinchayee Yojana (PMKSY): It was launched in 2015 to address the issues of water resources and provide a permanent solution that envisages Per Drop More Crop.
Green India Mission: It was launched in 2014 under the umbrella of National Action Plan on Climate Change (NAPCC) with the primary objective of protecting, restoring and enhancing India's diminishing forest cover.
Differences between Natural Farming and Organic Farming
Powered by TCPDF (www.tcpdf.org)
Way Forward
The world's population is predicted to expand to approximately 10 billion by 2050. It is expected that agricultural demand will increase up to 50%, in comparison to 2013, in such a situation a transformational process towards 'holistic' approaches such as agro-ecology, agroforestry, climate-smart agriculture, and conservation agriculture is a necessity.
There is a need to Strengthen agricultural market infrastructure and extend the procurement mechanism to all foodgrain and non-foodgrain crops to all States.
Implementation of price deficiency payment system for selected crops. There is a need to enact legislation on 'right to sell at MSP' needs immediate attention.
MGNREGS ((Mahatma Gandhi National Rural Employment Guarantee Act) must also be linked with farm work in order to reduce the cost of cultivation which has escalated at a faster pace over the past few years.
Source: PIB
PDF Refernece URL: https://www.drishtiias.com/printpdf/natural-farming-1 | <urn:uuid:21ef5ff0-b2f4-4373-9855-b7d8064879d2> | CC-MAIN-2023-14 | https://www.drishtiias.com/pdf/1665771941.pdf | 2023-03-28T08:54:37+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948817.15/warc/CC-MAIN-20230328073515-20230328103515-00329.warc.gz | 826,385,958 | 1,255 | eng_Latn | eng_Latn | 0.994136 | eng_Latn | 0.994345 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1711,
2683,
5246,
6261
] | [
2.4375
] | 1 | 1 |
02
scale
Introduction
This lesson focuses on scale from the very big... to the very, very small. It is important to understand that to learn about nanoscience, children must grasp that this science is on a scale so small that you cannot see it. Human hands are too large to handle nanomaterials and therefore very sophisticated tools are needed by nanoscientists to carry out their investigations. The lesson has an accompanying PowerPoint and activities to reinforce scale and why small is important when thinking about nanoscience.
The link below is a wonderful resource to explain scale to children. The website allows the user to scroll out into space and then scroll down into the nanoscale. This website link is highly recommended www.youtube.com/watch?v=uaGEjrADGPA
For the Alka Seltzer experiment, outlined later in this lesson, you can also build a rocket out of the film canisters/yogurt containers following the instructions and template here:
www.ohmycrafts.blogspot.ie/2011/06/ alka-seltzer-rockets.html
Curriculum links
Science:
Strand: Materials
Strand Units: Properties and character
istics of materials, materials and change
Maths Strand:
Measures and numbers, place values, operations, length
Maths Strand:
Measurement and operations
Cross curricular links
Geography: Space Art: Drawing
* Understand what scale means
* Discuss how keeping things to scale is important
* Identify appropriate tools for measuring different lengths
* Compare distances to outer space and to the nanoscale
* Understand that it would be impossible to work with nano size materials if we did not have the appropriate tools (high powered microscopes)
* Reflect on what we have learned about the nanoscale
* Understand the importance of scale, surface area and the properties of nanomaterials
Background Information
All the necessary background information for this lesson can be found in the notes that accompany the PowerPoint. The activities can then be carried out to reinforce what the children have learned in the PowerPoint.
Why is scale and surface area so important to nanomaterials?
One of the main reasons why the properties of materials are different at the nanoscale is because there is more surface area of the material exposed which allows for greater reaction activity.
Explanation of surface area for the children
If you cover the entire outside of a full loaf of bread with butter, you have covered all of the bread's surface area, all of the surface that is exposed. However, if you cut the loaf into two halves, you can see more of the bread, you will need more butter to cover the new exposed parts, you have more surface area.
If you cut the bread into lots of slices, will you need more butter to cover the surface of all the bread? Yes, because you have exposed much more surface area. You would need a larger amount of butter to cover both sides of each slice and all of the crust too.
A HUGE amount of surface area will be exposed when we take materials and break them down into nano size pieces. These tiny pieces, that have lots of surface area, are one of the main reasons why the properties of the materials can behave differently at the nanoscale.
Journal suggestions
* Take photographs of the Alka seltzer activity for your nano journal.
* If a nanometre is the size of a football, then a football would be the size of the planet Earth. Illustrate this.
* Write a paragraph called 'Our School Tour into the Nano-World'.
* Give the children a photograph of themselves, working like nanoscientists using the alka-seltzer pop experiment, to put into their journals. Ask them to write a few lines explaining how they were working like a nanoscientist.
Extension Activity
Encourage the children to draw a picture out of scale. They could draw:
* A huge ant standing on a tiny planet.
* A massive mouse looking at a tiny elephant.
* A tiny boy/girl holding hands with a huge wasp/bee.
* An incorrect scale drawing of their own choice.
Teaching Tips
Teachers or parents are encouraged to allow time for the children to reflect on what they have learned in this lesson. Teachers will be able to assess if the children have grasped the main learning objectives of the lesson by asking questions such as:
* How small is the nanoscale?
* How were you working like a nanoscientist in this lesson?
* What special tools do nanoscientists need to work on the nanoscale?
* Why can they not use their hands?
Trigger questions
These can be used before the PowerPoint presentation to get a discussion on scale started or before the activities to reinforce what has been learned during the presentation.
* Name some measuring tools.
* How do we measure the length of a pencil?
* How do we measure the length of the classroom?
* How do we measure the length of the school yard?
* How would we measure the distance from Dublin to Galway? Cork to Derry?
* How would we measure the distance from Ireland to America?
* Identify three items in the classroom that could be measured using centimetres (cm). Estimate the items' lengths in cm. Measure the items.
* Identify three items in the classroom that should be measured using millimetres (mm). Estimate the items' lengths in mm. Measure the items.
* Examine the millimetre items under a light microscope or a magnifying glass.
* Can you see more detail?
* Do they look different?
Activity
Investigating outcomes when surface area is changed
Safety note:
In the Alka Seltzer activity, the lids of the yogurt bottles need to be placed on tightly and really quickly – this is to allow pressure to build up in the bottle and may need to be emphasized or demonstrated for the children. When the pressure in the containers builds up the lids can pop off with some force – children should be asked to stand well clear of the containers once the lids are in place and should be monitored at all times. Under no circumstances should the children hold the containers when the lids are on and if the container falls over when the lid is on children should move out of the path of the lid.
This activity allows children to see how materials act differently when they are broken into smaller pieces and to investigate reaction rates depending on size.
Equipment
Use small drinking yoghurt bottles (must have flip style lids, screw on lids will not work – Benecol drinking yogurt containers work well) or simply a sealed transparent plastic bag to view the different reactions.
* Two Alka Seltzer tablets per group
* One small mortar and pestle (or suitable implement to grind tablets)
* Clock/timer or watch with a second hand
* Water
* Small measuring beakers or transparent plastic cups (2 per group)
Method
* Grind one tablet into powder using the mortar and pestle.
* Place an uncrushed Alka Seltzer and a crushed Alka Seltzer into separate film canisters.
* NOTE: Each canister should contain Alka Seltzer before you proceed to the next step.
* Simultaneously fill each film canister half way with the same amount of water (do NOT fill completely) and immediately put their lids on tightly.
* Stand back.
* Compare the results – which reactions took place quicker? Why?
Intended outcome and explanation
The crushed tablets should react much faster as they have much more surface area exposed – they have a greater surface to volume ratio, more water can reach the active ingredient in the tablets in a faster time and the reaction, or fizzing, happens quicker. When the fizzing begins a gas (carbon dioxide) builds up inside the bottle and the pressure then blows the lid off. | <urn:uuid:06619efd-dfc1-4af8-98e2-9a297f717d2b> | CC-MAIN-2023-14 | https://ambercentre.ie/wp-content/uploads/2021/10/CRANN_AMBER_02_scaleandsurfacearea.pdf | 2023-03-28T09:02:21+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948817.15/warc/CC-MAIN-20230328073515-20230328103515-00335.warc.gz | 125,242,769 | 1,638 | eng_Latn | eng_Latn | 0.997815 | eng_Latn | 0.998095 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
9,
3200,
5390,
7594
] | [
4.875
] | 1 | 1 |
COMPLEX ONSETS IN CHILD LANGUAGE ACQUISITION
Thaïs Cristófaro Silva 1,2,3 , Izabel Campolina Miranda 1
Universidade Federal de Minas Gerais, CNPq, FAPEMIG email@example.com, firstname.lastname@example.org
ABSTRACT
This paper examines the emergence of complex onsets in Brazilian Portuguese (BP). 1 As with other languages, complex onsets in BP appear at a later stage in language acquisition. A very common strategy used by children when acquiring complex onsets is to present a single consonant. Thus, a word such as [pɾ]ato is typically transcribed as [p]ato for 'prato' plate. In this paper we suggest that phonetic transcripts do not capture the rich and detailed content observed in languages and in child language acquisition in particular [7]. We will show that children make use of vowel duration to express the contrast between single and complex onsets as a case of covert contrast [3,5,8]. The main issue to be addressed in this paper regards the nature of fine phonetic detail involved in the emergence of complex onsets by children who cannot produce them. The major contributions of this paper are: to discuss a case of covert contrast that applies to several children; to consider covert contrast involving syllables rather than segments and to contribute to the proposals which claim that detailed phonetic information is crucial for building phonological representations [1,2,6].
Keywords: complex onset, language acquisition, covert contrast, Exemplar Model.
1. INTRODUCTION
This paper examines the emergence of complex onsets in BP which are formed by an obstruent followed by a tap, as in [pɾ]ato 'prato' plate. As with other languages, complex onsets in BP appear at a later stage in language acquisition []. A very common strategy used by children when acquiring complex onsets is to present a single consonant. Thus, a word such as [pɾ]ato is typically transcribed as [p]ato for 'prato' plate.
As single and complex onsets contrast in BP some words appear to be pronounced as the same by children who have not yet acquired complex onsets. Thus, words pronounced by adults such as [pɾ]ato 'prato' plate and [p]ato for 'pato' duck are both transcribed as [p]ato in transcripts of children who do not produce complex onsets.
However, it is common to observe children making a point of the fact that they actually pronounce words with a complex onset differently from words with a single onset. For example, at a dinner table the child asks for her plate as [p]ato (rather than [pɾ]ato) and the adult corrects her saying that she should have rather said [pɾ]ato. The child usually responds: but I said p[a]to not p[a]to and thus affirming that she has said different words whilst the adult assumes both words were pronounced as the same (as expressed by the identical transcripts given above).
Given these facts we posited that in fact children who do not produce complex onsets indeed pronounce words with complex onsets differently from words with single onsets, although adults hear them as the same. We posited that this would be a case of covert contrast where children do make a contrast but do not have yet the phonetic skills which are necessary to express it [8]. The child would actually have the contrast between single and complex onsets but it would be different from the contrast observed in the adult speech community.
We suggest that children who do not produce a complex onset would lengthen the vowel which follows the obstruent. This would be appropriate as the production of a complex onset takes more time than the production of a single onset. Thus, a word pronounced by an adult as [pɾ]ato would be pronounced as [paː]to by children who had not yet acquired a complex onset.
Therefore, for the child the contrast would be between a long and a short vowel: [paː]to 'prato' plate and [p]ato for 'pato' duck rather than between a single and complex onset as it occurs in the adult speech community. We also posited that children who had already acquired complex onsets would not present vowel lengthening to express the contrast between single and complex onsets. This is because the contrast would be then expressed by the type of onset involved: single or complex.
2. THEORETICAL PERSPECTIVE
This paper benefits from previous research on covert contrast in language acquisition [3,5,8]. Munson et al. suggest that covert contrast may be understood as 'a sub-phonemic difference that is typically not large enough to warrant being transcribed by a different phonetic symbol, but can be measured acoustically'. In fact, covert contrast may be expressed by phonetic properties which are not necessarily adopted by the adults' speech community. The literature on covert contrast provides 'evidence that children can acquire phonological systems before they are able to master the phonetic skills needed to convey the contrasts in that system.'[8].
Covert contrast is not observed in all children although those who present it tend to progress quicker in therapy than children who exhibited no contrast at all [9]. Although the literature explores several instances of covert contrast in several languages it seems to be attested amongst few children [5].
One contribution of our paper is to present a case study of covert contrast which involves several children. In fact, all children in the experimental group presented similar results concerning covert contrast. Thus, the covert contrast discussed in this paper may involve a more general trajectory that children use in order to produce complex onsets. This seems to be the case in BP. Other languages with similar complex onsets could be investigated to evaluate if similar results would apply.
Usually covert contrast considers fine phonetic properties involving specific segments. In this paper we will consider covert contrast involving different types of syllables: single and complex onsets. We will consider vowel duration as a segmental property which expresses the contrast between different types of onsets. Thus, this paper also contributes to the debate on covert contrast involving different kinds of syllables, besides segments.
Finally, the results presented in this paper capture the idea that detailed phonetic information is crucial for building phonological representations as proposed by Exemplar Models [1,2,6].
3. METHODOLOGY
Data came from Brazilian children aged between 3:3 and 5:11, from the state of Minas Gerais, in Southeast Brazil. The study was conducted with an experimental group of ten children who did not produce complex onsets and a control group of ten children who did.
Children were selected from a large nursery state school and teachers, carers and parents contributed towards selecting children for each group. A pre-test was performed in order to finally place children either in the experimental or control group.
The experiment involved a picture naming task of ten pairs of words with and without a complex onset. 2 In all words the vowel which followed the single or complex onset was primarily stressed.
Words were presented in a random order to the children and they were asked to name them one at a the time.
For each token we measured the duration of each segment, the syllable and the whole word. 3 Figure 1 illustrates an example from the control group where a complex onset occurred – [bɾoa] 'broa' corn cake. The box highlights the vowel [o] which follows the complex onset. Figure 2 illustrates an example from the experimental group where a complex onset was manifested as a single one – [boa] 'broa' corn cake.
We hypothesized that children who did not produce a complex onset would lengthen the stressed vowel which follows the obstruent. This would be appropriate as complex onsets have greater duration as a whole than single ones. In fact lengthening the stressed vowel would create the temporal condition for a tap to intervene between the obstruent and the following vowel. This might be a more general strategy children use to produce complex onsets.
4. RESULTS
We will first consider results from the experimental group. Consider Figure 3 whose horizontal aixs lists the ten pairs of words that were tested and the vertical aixs which indicates the time in milliseconds (ms). Results for vowel duration in words which present a complex onset – but were pronounced by the children as a single consonant – are indicated by a black dot. The results for vowel duration in words which present a single onset are indicated by a white dot.
Figure 3 shows that the stressed vowel is longer in cases where a complex onset should have been produced than in cases where a single onset occurs. This pattern was observed for all words tested with the experimental group. Therefore, for children who do not produce complex onsets the contrast would be between a long and a short vowel: [paː]to 'prato' plate and [p]ato for 'pato' duck rather than between a single and complex onset (being the later present in the adults' speech community).
What the results presented in Figure 3 show is that children make phonological use of lengthening a vowel (a property that is not present in BP phonology) to express contrast between single and complex onsets. We suggest this is a case of covert contrast where children present phonological contrast before being able to master the phonetic skills needed to convey the contrast. Covert contrast is then expressed by a property which is not adopted by the adults' speech community: vowel lengthening. One expects that once complex onsets are acquired the difference in vowel length would not be present. This is because contrast would then be manifested by single and complex onsets as it is the case in the local community. Consider results presented in Figure 4 which reflect data from the control group.
Results presented in Figure 4 show that for the control group – which comprised of children who already produced complex onsets – vowel duration is similar when following a single onset or a complex one. Therefore, children who produce complex onsets do not present different vowel duration to express the contrast between single and complex onsets.
In sum, results presented in Figures 3 and 4 indicate that children who do not produce complex onsets use vowel duration to contrast single and complex onsets. Children who have already acquired a complex onset do not make use of vowel duration as a phonological property.
5. DISCUSSION
The results presented in the previous section show that vowel duration is a relevant property for documenting child language acquisition in BP. However, this property is not typically marked in phonetic transcripts. As we have previously mentioned the literature reports that children who have not yet acquired complex onsets produce in like manner words with a single or a complex onset. Since adults do not explore vowel lengthening as a phonological property of BP they typically do not hear that children pronounce differently words like [paː]to 'prato' plate and [p]ato for 'pato' duck, therefore vowel duration is not marked in transcripts.
Although phonetic transcripts have the merit of helping to document linguistic facts, they limit the description and explanatory proposals when it comes to expressing fine phonetic detail which may be crucial to the understanding of phonological phenomena, which in the case reported in this paper refers to language acquisition.
We suggest that there is articulatory motivation to vowel lengthening in the case reported in this paper. In order to produce a tap after the obstruent in a complex onset the child lengthens the vowel so as to create the temporal environment for the tap to be introduced. Thus, vowel lengthening would create the condition for the tap to be produced after the obstruent. This may explain why the covert contrast reported in this paper displayed similar properties amongst several children.
If the covert contrast presented in this paper reflects a more general strategy adopted by children in producing obstruent-tap sequences we expect that other languages would display similar characteristics. Thus, it would be interesting to consider languages with similar complex onsets in order to investigate whether similar durational patterns are found.
We suggest that the results presented in this paper also support a view, such as the proposals presented in Exemplar Models, which claim that detailed phonetic information is crucial for building phonological representations [1,2,6].
6. CONCLUSION
This paper examined the emergence of complex onsets in Brazilian Portuguese (BP). The main focus was on the acquisition of obstruent-tap sequences, as in [pɾ]ato 'prato' plate. Data from ten children who did not produce complex onsets and a control group of ten children who did were considered. The main question addressed in this paper regarded the nature of fine phonetic detail involved in the production of complex onsets by children who cannot produce them. We posited that children who do not produce a complex onset would lengthen the vowel which follows the obstruent. This would be appropriate as the production of a complex onset takes more time than the production of a single onset.
We showed that children make use of vowel duration to express the contrast between single and complex onsets as a case of covert contrast. Although BP does not contrast vowel duration children who have not yet acquired complex onsets use this property to express the contrast between single and complex onsets: [paː]to 'prato' plate and [p]ato for 'pato' duck. On the other hand an adult uses a complex or single onset: [pɾa]to 'prato' plate and [p]ato for 'pato' duck. Our results contribute thus, to the debate on covert contrast involving different types of syllables.
Although covert contrast is usually registered for few children the case study presented in this paper involves several children. All children in the experimental group presented similar results concerning covert contrast. We suggest that there might be articulatory motivation to vowel lengthening. In order to produce the tap after an obstruent in a complex onset the child lengthens the vowel so as to create the temporal environment for the tap to be produced.
Finally, the results presented in this paper capture the idea that detailed phonetic information is crucial for building phonological representations as proposed by Exemplar Models [1,2,6].
7. REFERENCES
[1] Foulkes, P.; Docherty, G. The social life of phonetics and phonology. 2006.Journal of Phonetics, v. 34, n. 4, p. 409-438.
[2] Johnson, K. Speech perception without speaker normalisation. 1997. In: Johnson, K.; Mullenix, J. W. (ed.) Talker variability without in speech perception. San Diego: Academic Press, p.145-165.
[3] Li, F., Edwards, J., & Beckman, M. E. 2009. Contrast and covert contrast: the phonetic development of voiceless sibilant fricatives in English and Japanese toddlers. Journal of Phonetics, 37, 111–124.
[4] Miranda, C. 2007. Aquisição e variação estruturada de encontros consonantais tautossilábicos. Unpublished PhD Dissertation. Universidade Federal de Minas Gerais.
[5] Munson, B., Edwards, J., Schellinger, S., Beckman, M., Meyer, M. 2010. Deconstructing phonetic transcription: Covert contrast, perceptual bias, and an extraterrestrial view of Vox Humana. Clinical Linguistics & Phonetics, April–May. 24(4–5): 245– 260.
[6]Pierrehumbert, J. Exemplar dynamics:Word frequency, lenition and contrast. 2001.In: Bybee, J.; Hopper, P. (Ed.) Frequency effects and the emergence of linguistic structure. Amsterdam: John Benjamins, p. 119.
[7] Port, R. How are words stored in memory? Beyond phones and phonemes. 2007. In: New Ideas in Psychology, v. 25, p. 143-170.
[8] Scobbie, J., Gibbon, F., Hardcastle, W., Fletcher, P. 2000. Covert contrast as a stage in the acquisition of phonetics and phonology. Papers in Laboratory Phonology 5: 194-207.
[9] Tyler, A. A., Figurski G. R., & Langdale, T. 1993. Relationships between acoustically determined knowledge ofstop place and voicing contrasts and phonological treatment progress. Journal of Speech and Hearing Research, 36,746–759.
1 We gratefully acknowledge the support of Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) grant numbers 30.65.95/2011-7 and 48.45.90/2013-8. We also acknowledge the support of Fundação (FAPEMIG) grant number 00399-14 and FAPEMIG-CAPES PACCSS II 15/2013. The authors are also grateful for support from the Universidade Federal de Minas Gerais (UFMG).
3 In this paper we report the results for the duration of primarily stressed vowels since these were statistically significant. The duration for the other segments in the examined words did not show statistically significant results and thus are not reported here [4].
2 The words examined were: broa corn cake, boa good, prato plate, pato duck, prego nail, pego take, pressa hurry, peça gadget, bruxa witch, bucha sponge, branco white, banco bench, frita fries, fita lace, grato thankful, gato cat, troca exchange, toca den, troco change, toco stump. | <urn:uuid:05dbb58c-06d7-488f-bf9e-05f28f0f821b> | CC-MAIN-2023-14 | https://www.internationalphoneticassociation.org/icphs-proceedings/ICPhS2015/Papers/ICPHS0558.pdf | 2023-03-28T09:43:08+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948817.15/warc/CC-MAIN-20230328073515-20230328103515-00332.warc.gz | 909,149,947 | 3,713 | eng_Latn | eng_Latn | 0.992116 | eng_Latn | 0.996719 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
4902,
8522,
12294,
17120
] | [
2.953125
] | 1 | 2 |
Fact Sheet: Barramundi
Region
North Coast, Gascoyne Coast
Summary
Barramundi are a highly opportunistic, dominant fish species in many tropical rivers. Delicious to eat and thrilling to catch, they live in both freshwater and saltwater and eat just about anything.
https://marinewaters.fish.wa.gov.au/mwwp/wp-content/uploads/2019/06/Barramundi-0.mp4 Barramundi (Lates calcarifer)
Distribution
Throughout coastal areas of the Indo-West Pacific from the eastern edge of the Persian Gulf to China, Taiwan and southern Japan, southwards to Papua New Guinea and northern Australia. In Western Australia, from Exmouth Gulf to the Northern Territory border.
Ecological suite
Nearshore and estuarine
General description
Barramundi are a highly opportunistic, dominant fish species in many tropical rivers. Delicious to eat and thrilling to catch, they live in both freshwater and saltwater and eat just about anything. Barramundi are a protandrous hermaphrodite, which means they change sex from male to female. They mature first as functional male fish at about 50-60 cm and then start changing to a female at around 80 cm, but only if they are in marine waters. It is believed that saltwater triggers sexual maturity in males, with research showing they need to spawn at least once before changing into females. A strong relationship exists between the length and fecundity (the number of eggs produced) of female barramundi. The larger the female fish, the more eggs she will produce. During a breeding season, up to 32 million eggs can be produced! The iconic name barramundi is a variation of the Aboriginal word from the Rockhampton area in Queensland, 'burra-mundi' meaning 'large-scaled river fish'. They can live over 20 years and have been recorded weighing more than 55 kg.
Other names
Asian sea perch, Asian sea bass, giant perch, giant sea perch, Australian sea bass
Habitat
Juveniles live in freshwater lakes, lagoons and the upper reaches of rivers and streams. Adults are found mainly in mangroves or estuaries and sometimes in freshwater during the warmer summer months. They are usually found near overhanging vegetation, submerged logs or undercut banks.
Colour
Colour varies according to their environment. In saltwater, barramundi have yellow fins and the body colour is silvery in appearance. Freshwater specimens have a darker upper body that is greenish blue, becoming white towards the ventral surface with dark brown to black fins.
Size
Grows to 180 cm
Diet
Insects, spiders, prawns, fish, other barramundi and even baby crocodiles!
Exploitation
Barramundi has a reputation as one of Australia's finest eating fish. They are a valuable fishery for commercial, recreational, customary and aquaculture purposes. The wild barramundi commercial fishery is managed through low intensity and minimal impact fishing, limited entry, seasonal and area closures and gear restrictions. In the Kimberley, the main commercial fishery includes the river systems and tidal creeks of the Cambridge Gulf, the coast of the Buccaneer Archipelago and King Sound. Barramundi is a popular aquaculture species, with one Kimberley enterprise, Cone Bay Ocean Barramundi in the Buccaneer Archipelago.
Download Resource
Powered by TCPDF (www.tcpdf.org)
Fact Sheet - Barramundi
Related resources
North Coast Fact Sheet: North Coast Student Worksheet: External fish anatomy - Barramundi | <urn:uuid:a195c1d1-dac6-46f9-9ff8-90bb1b35f919> | CC-MAIN-2023-14 | https://marinewaters.fish.wa.gov.au/resource/fact-sheet-barramundi-swt/?pdf_export=1 | 2023-03-28T08:40:13+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948817.15/warc/CC-MAIN-20230328073515-20230328103515-00332.warc.gz | 435,074,957 | 751 | eng_Latn | eng_Latn | 0.907419 | eng_Latn | 0.993319 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
658,
1888,
2470,
3240,
3409
] | [
2.640625
] | 1 | 0 |
Beal Vale Primary School
Salts Street, Shaw, Oldham, OL2 7SY
Inspection dates
3–4 June 2015
| | Previous inspection: | Good | 2 |
|---|---|---|---|
| Overall effectiveness | | | |
| | This inspection: | Good | 2 |
| Leadership and management | | | |
| Behaviour and safety of pupils | | | |
| Quality of teaching | | | |
| Achievement of pupils | | | |
| Early years provision | | | |
Summary of key findings for parents and pupils
This is a good school.
The headteacher provides an ambitious and clear direction for school improvement. He is well supported by senior leaders, an effective staff team and the governing body. As a result, the quality of teaching and pupils' achievement are both good and strongly improving. Parents agree and say that their children go from 'strength to strength'.
Provision is outstanding in the early years and children make excellent progress. They are very well prepared for their future learning in Year 1.
Pupils of all abilities make good progress throughout the school in reading, writing, mathematics and other subjects. They have increasingly good skills for improving their own learning.
It is not yet an outstanding school because
Occasionally, guidance through marking does not help pupils to deepen their understanding and reasoning.
On a few occasions, the work set for pupils is not demanding enough and limits their ability to give full answers and explain their thinking.
The quality of teaching is good . Teachers have high expectations and know their pupils well. Teaching assistants are trained and deployed well.
Pupils' behaviour and safety are good. Pupils are thoughtful and attentive. They consider the needs of others and older pupils take good care of younger and new pupils.
The curriculum is well planned. Pupils' spiritual, moral, social and cultural development is strongly promoted. The school takes firm steps to fulfil its motto: 'Learning is for life. Enjoy the journey!'
Subject leaders do not always have sufficient firsthand knowledge of the quality of teaching in their subjects to be able to contribute fully to improving teaching and learning.
Information about this inspection
The inspectors observed teaching and learning throughout the school and also conducted several short visits to classrooms. They carried out a joint observation of teaching and learning with the headteacher. The inspectors also looked at a wide range of pupils' work and listened to several pupils read.
Inspectors held discussions with groups of pupils, the Chair of the Governing Body and other governors, a representative of the local authority and an independent consultant who supports the school. They also spoke to members of staff, including senior leaders and other leaders with particular responsibilities.
The inspectors took account of the 13 responses to Ofsted's online questionnaire (Parent View), the results of the school's own consultations with parents, and spoke to several parents during the inspection. They also considered the responses from staff to the inspection questionnaire.
The inspectors observed the school's work and looked at a range of documents, including: information on pupils' current progress; the school's plans for improvement; the management of teachers' performance; the use and impact of pupil premium funding; and records relating to pupils' behaviour, safety and child protection.
Inspection team
| Andrew Clark, Lead inspector | Additional Inspector |
|---|---|
| Julia Foulger | Additional Inspector |
Full report
Information about this school
The school is smaller than an average-sized primary school. Numbers on roll are rising.
The proportion of disabled pupils and those who have special educational needs is average.
The proportion of disadvantaged pupils, those supported by pupil premium funding, is above the national average and increasing. The pupil premium is additional government funding to support pupils known to be eligible for free school meals and those who are looked after by the local authority.
The proportion of pupils from minority ethnic heritages is above average and has increased since the previous inspection. The proportion of pupils who speak English as an additional language is also above that usually found.
Children attend the Reception classes on a full-time basis.
A much higher proportion of pupils than usual enter the school other than in the early years.
The school meets the government's current floor standards, which are the minimum expectations for pupils' attainment and progress in reading, writing and mathematics by the end of Year 6.
An independently run pre-school is situated on the school site. It is subject to a separate inspection and receives a separate report, which is available at http://reports.ofsted.gov.uk
What does the school need to do to improve further?
Build on the already good teaching to accelerate pupils' progress by:
ensuring that marking guidance to pupils is as good as it is in English and regularly helps them to deepen their learning in all subjects
ensuring that work pupils are set does not restrict their opportunity to give full answers with a high standard of presentation.
Strengthen leadership and management by improving subject leaders' capacity to develop provision and outcomes through a first-hand knowledge of the quality of teaching in their area of responsibility.
Inspection judgements
The leadership and management are good
The headteacher's vision and calm, clear direction for school improvement is shared by staff, the governing body, parents and pupils. There is an imaginative pursuit of improving standards in all aspects of the school's work through a period of increasing numbers and changes in pupils' needs. As a result, the achievement of all pupils is accelerating. The provision in the early years is outstanding.
The senior leaders are good role models to other staff. They are skilled in improving the quality of teaching and setting targets to which others aspire. The deputy headteacher plays a key role in raising achievement and supporting improvements to teaching.
Subject leaders take good advantage of training opportunities and create detailed action plans based on the systematic analysis of data. However, they are not well enough informed through first-hand observations of teaching and learning in their subjects to equip them to fully contribute to raising standards. Leaders are aware of the few remaining aspects of teaching which still need to be fully addressed in order for teaching and pupils' achievement to be outstanding.
Staff morale is high. Teachers, teaching assistants and support staff appreciate the good quality of training and support they receive to promote their professional development.
The school's rigorous procedures to check and measure pupils' achievement in all areas of learning are good. The school makes good use of thorough analysis of available data to set the direction for school improvement. The school has rigorously researched new assessment procedures to meet the needs of recent changes to the national curriculum and is effectively introducing them.
Staff are held fully accountable for the progress their pupils make and are subject to fulfilling stringent targets, linked to pupils' achievement, to reach the next salary level.
The local authority provides good support to this school through regular visits and challenging reviews of pupils' achievement. The local authority contributes to a good range of training opportunities to staff and also to the governing body which have contributed to the increasingly effective leadership.
The school tackles any issues of discrimination and fosters good relations well. It promotes equality of opportunity successfully and this contributes effectively to the well-being of children and their families. This is reflected in the pupils' views, such as: 'I am a Catholic and my friend is a Muslim. We talk about our faiths and we understand each other. Some of the things are the same.'
Leaders use the additional funding for disadvantaged pupils well. This has a positive impact on minimising any gap between the standards they reach and those of other pupils. Pupils' individual learning needs are identified and they are given support in class, including one-to-one training if needed, linked to their work in the classroom.
The curriculum is broad and balanced. Literacy and numeracy are central to the school's work. Pupils have many opportunities to develop musical, artistic and sporting skills. The specialist teaching in music, for example, contributes to the high quality musical and movement performances by all ages. The school makes effective use of the primary school physical education and sport funding and builds on good links with local professional sports organisations. This successfully contributes to pupils' extensive involvement in competitive sports and team games and the development of teachers' skills in teaching physical education.
The school promotes pupils' spiritual, moral, social and cultural development particularly well. The pupils actively work towards the core values of friendship, reverence and courage in their work. Pupils are well prepared for life in modern Britain. Tolerance and respect for the views of others are promoted strongly through many aspects of the school's ethos, assemblies and studies in history and religious education.
Statutory safeguarding requirements are met. Policies are up to date and reflect robust local and national guidance. Staff are well trained and vigilant in child protection and are supported by good systems of communication and record keeping.
The governance of the school:
The governing body is led and managed well. Governors are passionate about the school and make a good contribution to school improvement.
Since the previous inspection, the governing body has reconstituted and reviewed many aspects of its work and improved its efficiency. Members' skills are closely matched to the roles they undertake on the governing body, which contributes to their knowledge and success.
The governing body receives detailed reports from the headteacher linked to the school improvement plan. There are regular consultations with the local authority and presentations by staff. For example, teachers gave a detailed presentation of the effectiveness of one-to-one teaching programmes and the contribution to raising achievement, particularly of disadvantaged pupils. Governors regularly take
advantage of training opportunities with other local schools. They make good use of this to hold leaders to account.
Governors are well informed about the quality of teaching in order to support decisions as to whether teachers should be rewarded salary increases and to review targets for the headteacher. They are clear about the steps the school takes to address any aspects of underperformance.
The school's policies and website are updated regularly and the governing body ensures that statutory requirements are met. They promote equality and diversity well. For example, the headteacher and Chair of the Governing Body gather the views of pupils who start school other than in the early years, including those who speak English as an additional language, to ensure that all their needs are being met.
Finances are well managed by ensuring close scrutiny of all aspects of budget planning and raising challenging questions on, for example, the use and impact of specific spending such as the pupil premium and sport funding.
The behaviour and safety of pupils are good
Behaviour
The behaviour of pupils is good. Pupils enjoy their school and are eager to talk about their experiences. Pupils are polite and friendly towards each other and their teachers.
Teachers have high expectations for good behaviour. Consequently, classrooms are calm and orderly. Very occasionally, pupils are not as self-motivated as they could be when teaching does not fully meet their needs.
The school keeps detailed records of the few incidents of poor behaviour and responds to them in a robust and well-considered manner. There are few exclusions. The school has had good success in supporting pupils who have emotional and social difficulties to improve their management of their own behaviour.
Pupils work well with others. They work hard and take pride in their work and their appearance. They increasingly assess their own work and do so accurately. Pupils are proud of the responsibilities they take on within the school, for example, as school councillors and prefects.
The school makes good use of primary sport funding for outdoor activities at lunchtimes and after school. This contributes well to pupils' good behaviour and their personal and physical development.
Safety
The school's work to keep pupils safe and secure is good. Pupils say they feel safe and their parents agree. Leaders and the governing body are well trained and vigilant in ensuring that pupils learn in a safe and secure environment.
Attendance is broadly average and improving. There are rigorous procedures to improve attendance, including effective use of pupil premium funding, and to support families who are new to the school and have little previous educational experience.
Pupils understand risks and dangers in their everyday life. They are well informed about different types of bullying, including racist, homophobic and cyber bullying. Well-planned assemblies, special days and studies in several subjects reinforce pupils' knowledge and understanding.
Pupils rightly feel that there are few incidents of bullying and know what they would do should any occur. They are tolerant of the views and beliefs of others. Staff and the governing body work well to promote this.
Pupils are prepared well for the potential dangers they may meet in later life. For example, they learn road safety and how to keep safe on the internet from the early years onwards. Personal and social education, including activities undertaken with the emergency services, teaches them how to avoid the dangers of drugs and alcohol misuse as well as fire safety and other concerns.
The quality of teaching is good
Teachers establish positive relationships with their pupils and have high expectations for their success throughout the school. Classrooms are orderly and stimulating environments. As a result, all groups of pupils are keen to learn and aim to do their best.
Staff make good use of accurate assessments of pupils' progress to set clear targets for them to achieve in all subjects. A good improvement since the previous inspection is the development of pupils' knowledge of their own achievement and their ability to be self-critical.
Teaching assistants are deployed well throughout school. They bring skilled support to pupils of all abilities, particularly those who have special educational needs and the most able. They make a strong contribution to the progress made by pupils who do not start at the school at the usual start times each year. There has been a good improvement to procedures to manage teaching assistants' professional development and several, particularly in the early years, are completing training to become teachers.
Leaders use the funding for disadvantaged pupils well to provide teaching that is closely matched to these pupils' individual needs. Leaders regularly analyse and review the effectiveness of specific activities to address any gaps in learning in order to ensure they are effective and that staff are suitably trained.
Teachers generally question pupils closely to broaden and deepen their thinking. For example, in Year 1, the teacher prepares pupils well for written work by ensuring they answer questions in full sentences and with a rich vocabulary prior to writing.
Teachers guide pupils to develop positive attitudes to learning and build skills such as resilience and persistence in their work.
The teaching of literacy is good overall. Effective teaching of phonics (letters and the sounds they make) from the early years onwards contributes to pupils' success. Teachers encourage pupils to listen carefully and articulate sounds accurately. Their love of reading is strongly promoted throughout the curriculum, such as in their research in history, geography and science. Writing skills are now systematically taught. Pupils particularly identify improvements to the school library as a contributing factor to their love of reading.
Teachers expect pupils to write for a wide range of purposes and accurately apply their very good knowledge of grammar and punctuation skills. Pupils largely acquire a fluid handwriting style from the early years onwards.
The teaching of mathematics is now good throughout school so standards are average and rising. Teachers make good use of a well-planned scheme of work to ensure pupils' calculation skills are developed well and regularly applied in mathematical problem-solving calculations.
Marking and feedback are sometimes used well to celebrate pupils' achievement and, particularly in writing, to help them reach the next level. However, this is not always the case in work in different subjects. In particular in mathematics, teachers' comments do not always ensure pupils deepen and extend their reasoning and thinking.
On a few occasions, the work that pupils are set is not demanding enough. This limits pupils' opportunity to give full answers and present their writing to the highest standard of which they are capable.
The achievement of pupils is good
Pupils of all abilities achieve well overall in reading, writing and mathematics throughout the school. The outstanding achievement of children in the early years setting is being built upon as they move through Key Stage 1.
The results in the National Curriculum tests at the end of Year 2 and Year 6 have risen consistently over the last three years. They are at least average. The proportion of pupils reaching higher levels has improved well since the previous inspection. The pupils who spend the large proportion of their education in this school reach above average standards overall by the end of Year 6. The evidence of the inspection shows that the majority of pupils in the current Year 6 are working at standards above those normally expected for their age, particularly in reading and mathematics.
The significant proportion of disadvantaged pupils make good progress compared to non-disadvantaged pupils in school. The school makes effective use of funding for disadvantaged pupils. This is not fully reflected in the National Curriculum test results at the end of Year 6. This is because the figures are negatively affected by the above average number of pupils who join the school part way through their primary education and have not had enough time to fully benefit from the good teaching and support provided by the school. .
In 2014, disadvantaged pupils in Year 6 were behind other pupils in the school in reading by two terms and by one and a half terms in writing and mathematics. They were one and a half terms behind other pupils nationally in reading and two terms behind in writing and mathematics. Inspection evidence shows that the attainment gap between disadvantaged and other pupils is narrowing across the school and particularly in the current Year 5 and Year 6 classes.
Pupils who join the school at times other than the early years make good progress. The school has very robust procedures to gather accurate information on their previous educational experience to ensure teaching meets their needs, especially in literacy and numeracy.
The most-able pupils achieve well overall. Pupils retain facts effectively and make good use of their skills
in a range of subjects. These pupils show good levels of maturity, enthusiasm for their work and, when given the opportunity as they increasingly are, the ability to take the initiative. This is evident, for example, in their understanding and application of computer coding to control models in Year 5.
Disabled pupils and those who have special educational needs achieve well from their individual starting points. Their individual needs are regularly and accurately checked. Staff ensure that they are prepared well for their future learning by systematically and thoroughly developing their literacy and numeracy skills.
Pupils who speak English as an additional language achieve well. The school accurately assesses their previous achievement, sometimes in their heritage language. They make rapid gains in their early speaking, reading and writing skills to ensure they have full access to all aspects of learning that the school provides
Pupils read well. Pupils make good progress in their phonic skills and they use them well to tackle unfamiliar words. The results in the Year 1 national screening check for phonic skills are above average and have improved well since the previous inspection. Pupils take a keen interest in books. Older pupils have a clear understanding of the level they are working at and what they need to do to next to reach challenging targets. By Year 6, they describe in considerable depth the strengths of different authors and how they make them feel. Pupils of all abilities read with good expression, fluency and enthusiasm.
Pupils of all abilities increasingly write well overall and make good progress. They are largely productive and enjoy writing. Pupils of all abilities use increasingly complex grammar and vocabulary in order to make their writing interesting. For example, in Year 1 pupils describe a 'fox scavenging for food' and in Year 5 they write imaginatively in response to the poem, The Highway Man, 'He is such a handsome man. He makes me feel so special and treats me like a queen, an empress, A GODESS!' However, occasionally the work set for pupils limits them from being as productive as possible and attaining the highest standards of handwriting and presentation.
Pupils achieve well in mathematics overall. They build on their knowledge of number facts, such as number bonds and multiplication tables, to use these skills in written calculations and solve real-life problems. By Year 6 pupils have a good knowledge of place value, decimals and fractions to use in their investigations. However, very occasionally, the pupils' mathematical reasoning skills are not always fully extended by, for example, further investigations and posing questions from the outcomes of their data work using Venn and Carroll diagrams and pie-charts.
The headteacher and senior staff address any underachievement. The few remaining inconsistencies in the quality of teaching and learning mean that achievement is good overall but not outstanding.
The early years provision is outstanding
Outstanding leadership, team work and continuous development of the learning environment have ensured the early years has continued to improve since the previous inspection. The staff thoroughly understand the needs of young children and take a lead role in developing early years practice with other local schools.
Children's starting points are generally below those typical for their age. This is particularly the case for children's communication, reading, writing and personal development. The proportion who achieve a good level of development is at least in line with and increasingly above the national average. A significant proportion of children are already working at Year 1 levels by the time they leave the early years, particularly in writing. As a result, they are extremely well prepared for their future learning.
Staff quickly establish excellent relationships with parents through rigorous induction procedures. They form a strong partnership with parents and other local early years providers. This ensures that staff build an excellent knowledge of children's individual starting points and move quickly to reduce any gaps in their learning.
Children's behaviour and safety are outstanding. They feel very safe and are cared for exceptionally well. This is very evident in their confidence and care for each other in all aspects of their work and play.
They are resilient and resourceful with a good awareness of others. The imaginative role play in the Beal Vale Vets, for example, raises children's awareness of how to keep themselves safe and look after others. Children make very well written posters on 'Looking after a dog' including phrases such as 'Keep him safe and brush him every day.' Their spiritual, moral, social and cultural development is very strongly promoted through stimulating and thoughtful activities including studies on different faiths represented in the community.
The quality of teaching is outstanding. Staff are very well trained and enthusiastic. They assess precisely children's achievement and plan activities to build on their experiences. Resources are exciting and
vibrant, and children are keen to handle them. For example, they enjoy comparing the different capacity of large and small containers in their outdoor water play and putting them in order. Staff consistently ask questions which challenge children to use their imagination and to think deeply. This is complemented by written challenges for able readers such as: 'You are in the middle of the jungle. What can you see? What can you feel?'
The most able children make outstanding progress because they make rapid gains in key skills, such as phonics and extended addition and subtraction to numbers beyond 20. They make very good use of computer tablets and sustain their concentration for long periods.
The disadvantaged children make excellent progress. They regularly make particularly good gains in their early language and communication skills. The gap in attainment between less-able children and others is increasingly narrower than the national average.
Reading and writing skills are taught rigorously. Traditional and modern tales, nursery rhymes and songs fully engage children. They enthusiastically and accurately join in the repeated rhymes, phrases and actions. For example, children of all abilities wrote speech bubbles inspired by the story of Goldilocks. They make very good use of their phonic skills to spell independently and accurately.
Children are challenged to use their knowledge of number and shape to solve problems through a wide range of activities both inside and outside the classroom. Counting, ordering, adding and taking-away skills are taught very well.
What inspection judgements mean
A school that requires special measures is one where the school is failing to give its pupils an acceptable standard of education and the school's leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.
School details
This inspection of the school was carried out under section 5 of the Education Act 2005.
Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'raising concerns and making complaints about Ofsted', which is available from Ofsted's website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email firstname.lastname@example.org.
You can use Parent View to give Ofsted your opinion on your child's school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.
You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk
The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.
Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.
If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email email@example.com.
You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.
To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'.
Piccadilly Gate Store St Manchester M1 2WD
T: 0300 123 4234
Textphone: 0161 618 8524
E: firstname.lastname@example.org
W: www.ofsted.gov.uk © Crown copyright 2015 | <urn:uuid:edee3329-39f4-4a34-b19d-f927b18e397d> | CC-MAIN-2023-14 | https://files.ofsted.gov.uk/v1/file/2490363 | 2023-03-28T07:56:34+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948817.15/warc/CC-MAIN-20230328073515-20230328103515-00335.warc.gz | 303,273,502 | 5,670 | eng_Latn | eng_Latn | 0.998824 | eng_Latn | 0.999016 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2156,
3548,
5421,
10562,
14784,
19804,
24975,
26569,
26948,
27054,
29487
] | [
1.0625,
2.140625
] | 1 | 2 |
Frequently Asked Questions Frequently Asked Questions
What is BioMass Packaging ® ?
BioMass Packaging is a line of sustainable, compostable, bio-based foodservice disposables created from renewable agricultural sources like sugarcane, reed, bamboo, palm, eucalyptus, corn, and other renewable resources.
BioMass Packaging, a division of Excellent Packaging, is an environmentally responsible and attractive replacement for industry standards such as Styrofoam,™ Polystyrene, PET, and other non-renewable petroleum-based products. equivalent; selected for its presentation and ease of use. But
In the past, all foodservice packaging was considered as the negative effects of using petroleum based products, such as polluting groundwater, increasing greenhouse gases, and dumping non-degradable materials into our landfills and waterways, have become apparent, reducing these environmental consequences has gained in importance.
BioMass Packaging by Excellent Packaging is an excellent way to care for the environment without losing the convenience, performance or aesthetic appeal of traditional packaging materials.
What about recycling plastic?
The U.S. has a mature recycling system that works well for some materials but not for plastics. According to figures from the EPA, we recycle less than 1% of the total plastic waste we generate. We do better with PET, the plastic commonly used in drinking water bottles with almost one quarter being recycled. But that still leaves almost 3.2 billion pounds of PET ending up in our landfills.
If PET containers were replaced by bio-based compostable bio-plastics such as Ingeo™ (PLA-polylactic acid), then even if those new bottles were not recycled or composted (yes, they are recyclable!), they would still not become the permanent pollution problem that PET is now.
Why BioMass Packaging?
The BioMass Packaging program of sustainable foodservice disposables offers a comprehensive alternative to the use of non-renewable plastic packaging. Most products in this program are:
* Bio-based
* Renewable
* Sustainable
* Compostable
BioMass Packaging is made from renewable agricultural crops and residual agricultural waste; each of which is recognized as a green energy source and a sustainable replacement for non-renewable greenhouse gas producing fossil fuel-based packaging.
What products are available right now?
New bio-based products are continually being introduced into the marketplace. Currently, the BioMass Packaging line offers BagasseWare ® pulp and fiber based products to replace Styrofoam, Ingeo vegetable starch plastic to replace traditional clear plastic for cold food use, SpudWare ® to replace oilbased plastic cutlery, Ecotainer ® white paper hot cups and soup containers lined with compostable Ingeo, Natural paper hot cups lined with Ingeo, EcoSafe ® compostable waste bags and can liners, NatureFlex™ clear cellulose-based sandwich wraps and bags, unbleached paper products such as napkins, bags, and sanitary paper made from sugarcane bagasse or recycled paper and Tulsack™ shopping bags made from 100% recycled paper, 95% of which is post-consumer recycled.
How does Bio-based packaging affect greenhouse gas emissions?
The materials used are from bio-sources and carbon neutral. Even when burned, the carbon released is equal to that absorbed from the atmosphere by the plant during its growth. If it is composted, much of the carbon will be fixed in the compost; replenishing the soil to assist plant growth instead of being released into the atmosphere.
What is Ingeo (PLA) vegetable-starch plastic?
NatureWorks ® Ingeo biopolymer is an attractive clear plastic used for cups, deli containers, bowls, and hinged containers that is produced from domestically grown nonfood grade #2 dent corn; designed for cold applications; not tolerating temperatures over 120°C.
The basic raw materials for NatureWorks Ingeo biopolymer is dextrose; a natural sugar derived from the starch in corn kernels, or other vegetable sources, carbon dioxide, and water.
NatureWorks Ingeo uses up to 100% fewer fossil resources in its manufacture than conventional plastics. It can completely compost back to carbon, water, and organic matter; helping to maintain the balance of nature.
What is BagasseWare ?
Sugarcane bagasse is the waste fiber that remains after sugar is extracted from the sugarcane. Historically this waste has been burned in the fields, however, now it is a valued raw material for takeout food packaging.
BagasseWare is foodservice packaging made from bagasse as well as reed, bamboo, palm and other fibers. It tolerates high and low heat can hold wet or dry food as well as be frozen, microwaved or baked. It's the most cost-effective and carbon neutral replacement for all varieties of fossil-based plastic plates, cups and containers.
What is SpudWare?
SpudWare is a bio-plastic made primarily from plant-derived materials and natural fillers. The bio-based resin used to make SpudWare available in 6" and 7" utensils (knife, fork and spoon), and 6" sporks, SpudWare ® will tolerate boiling water while maintaining its integrity.
What is the difference between compostability and biodegradability?
Compostability is the ability to biodegrade in a managed process; producing useful compost within a 180-day period. (California bill AB 1972 prohibits the use of the word "compostable" unless the food packaging product described has been tested to meet ASTM Certification.)
Biodegradability is a term used to indicate that a substance will break down into pieces small enough to be eaten by microorganisms. "Biodegradable" has been commonly used to describe natural products that typically take longer than 180 days to degrade. (California bill AB 1972 prohibits labeling any food or beverage container "biodegradable" or "degradable".)
Does BioMass Packaging need to be shredded prior to composting?
Municipal compost is usually shredded prior to composting. Uniform piece size is important for compost to process uniformly. The home composter may not be in the habit of shredding compostable waste, but complete composting will occur more rapidly if the material is shredded.
Sustainability: Why should I buy compostable packaging if it is not being composted?
The value of sustainable, renewable, compostable packaging is not diminished if it is not composted. The amount of carbon released from products made from biomass is equal to the carbon fixed in the plant as it grew. As plants grow they absorb carbon from the atmosphere only to release the same amount when burned or composted. This renewable system becomes even more valuable when waste products from local agricultural production are utilized to make the packaging.
Is BioMass Packaging more expensive than traditional packaging?
The price of products in the BioMass Program can cost more or less than traditional fossil fuel-based packaging depending upon the specifications of the products being replaced; Clear Cups, BagasseWare plates, and SpudWare are all competitively priced. Clear hinged containers and paper hot cups with
To see our complete line of BioMass Packaging ® products visit biomasspackaging.com. Or call our office at (800) 317-2737.
compostable Ingeo lining cost more than their counterparts, as do compostable can liners.
Price differences will tend to lessen as bio-based packaging becomes more widely used and the price of oil continues to increase. BioMass Packaging products have shown very stable pricing over time and we expect that trend to continue. Most price comparisons fail to take into account the added benefits of BioMass Packaging and the environmental cost of the continued use and disposal of fossil fuelbased packaging. Because BioMass Packaging is made from renewable agricultural sources, it reduces greenhouse gasses and landfill space and it cuts our dependence on foreign oil and imports. It provides industry with a product that is convenient, sustainable, and appealing to consumers who are becoming more aware of the negative impacts of petroleum based plastics and want to avoid these negative disposal consequences without giving up the convenience of disposable packaging.
What is a bio-based economy?
We currently are a fossil fuel based economy. Sources of fuel, heat, fertilizer, packaging, and clothing are primarily fossil fuel based. A bio-based economy generates the means to support our lifestyle from local sustainable carbon neutral sources. Every year we destroy or mismanage tremendous amounts of biomass in the form of forest trimmings, wheat and rice straw, sugarcane bagasse, and much more.
Utilization of these natural resources for packaging will create a system of managing the biomass that is good for our economy and environment. The "win-win" solution of utilizing agricultural waste for packaging eliminates the need to dispose of agricultural waste by burning, burying, or allowing it to rot in fields and wetlands.
When you support the BioMass Packaging line of sustainable and bio-based foodservice packaging, you are creating the demand that will promote local production of compostable, sustainable, and bio-based foodservice packaging. Local production will also reduce transportation costs. | <urn:uuid:b58c2817-d337-4c14-9382-ac6006152b3f> | CC-MAIN-2017-30 | http://excellentpackaging.com/Sales/SalesPdfs/FAQs.pdf | 2017-07-23T02:48:46Z | crawl-data/CC-MAIN-2017-30/segments/1500549424239.83/warc/CC-MAIN-20170723022719-20170723042719-00516.warc.gz | 106,171,114 | 1,827 | eng_Latn | eng_Latn | 0.996996 | eng_Latn | 0.997069 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
4835,
9254
] | [
2.203125
] | 2 | 2 |
Name: __________________________________ Date: _5/4/20____
Online Confirmation Class #7
Hot Topics: Stewardship of Talents
Confirmation Class Interactive Worksheet
Highs and Lows: (Write down 2 highs and 2 lows from this past week)
High #1:
High #2:
Low #1:
Low #2:
Read the theme verse: (HIGHLIGHT or UNDERLINE at least 2 key words in this verse)
13 “You are the salt of the earth. But if the salt loses its saltiness, how can it be made salty again? It is no longer good for anything, except to be thrown out and trampled underfoot.
14 “You are the light of the world. A town built on a hill cannot be hidden. 15 Neither do people light a lamp and put it under a bowl. Instead they put it on its stand, and it gives light to everyone in the house. 16 In the same way, let your light shine before others, that they may see your good deeds and glorify your Father in heaven. -Matthew 5:13-16
Opening Prayer: (Write down 3 things you would like to pray for on the lines below. Then close your eyes and say a silent prayer for all 3 things)
#1:
#2:
#3:
Song: ( Listen to this song “I Will Follow” by Chris Tomlin on YouTube and answer the following questions about the lyrics) https://www.youtube.com/watch?v=fWk9I26nX5w
1)
According to the song, who are we following? ___________________________
2) Light unto the world. Light unto my ______________
3)
In You, there's freedom for my __________.
4) According to the song, fill in the blank. “How you serve, I’ll ________”
Bible Time: (Read the following verses in your Bible and write a 2-3 sentence reflection about what you think the verse means next to it. If you don't have a Bible at home, go to www.Biblegateway.com)
* Matthew 5:3-10
* Jeremiah 29:11
Images and Analogies: (Watch this link and tell me one thing you learned)
https://youtu.be/mGndExw3AZA
I learned _____________________________________________________________________
Quiz Bowl: (Read the following questions and bold or highlight the correct answer)
1) Last week we learned about stewardship. Stewardship is….
a) Only what you do with your money
b) What you do with your comic book collection
c) What you do with your time, talents, and treasure
d) A maritime vehicle owned by Stewart
2) Talents are….
a) Gifts from God
b) Things a person does well
c) Things a person might do well with a little more practice and hard work
d) All of the above
3) If God gives you talents….
a) Bury them in the ground
b) Use them to make lots of money for yourself
c) Use them for God’s glory
d) Get an agent
4) Matthew 5:13-14, the theme verse, tell us:
a) Salty ocean water burns your eyes
b) We are the salt of the earth and the light of the world
c) Hid your light amongst your peers
d) None of the above
Announcements:
*It looks like we have to move the “Rite of Confirmation” and our “Youth Retreat” to the fall time. More info to follow.
*Continue to complete the online interactive worksheet each week and turn in sermon reports as well. They are all online. I am keeping track of your sermon reports you are sending in via email or text. *Please submit any past assignments that are due ASAP!
*If for some reason, you cannot find a worksheet you have to do, head to www.stlukedixhills.org . It’s all on the homepage under “Confirmation.”
*I miss you all and so do your Confirmation leaders! ☺
Wrap up prayer:
(Please pray with me. You can say this out loud or to yourself. Then complete the People response)
L: Dear God, I hear Christ’s call to be the salt and the light. Help me to add flavor and zest to my world! Help me to bring warmth and safety to all who sit in darkness. Let me be a reflection of you in all I say and do. In your bright name I pray, amen!
L: Go in peace, serve the Lord.
P: _________________________________ | <urn:uuid:e947e3a5-72bc-4d8d-a9fc-d1fdf0805ea1> | CC-MAIN-2023-14 | https://www.stlukedixhills.org/Online%20Confirmation%20Worksheet%20-7.pdf | 2023-03-28T09:36:42+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948817.15/warc/CC-MAIN-20230328073515-20230328103515-00336.warc.gz | 1,116,846,081 | 953 | eng_Latn | eng_Latn | 0.997705 | eng_Latn | 0.998452 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1494,
2397,
3798
] | [
2.296875
] | 1 | 0 |
Brenda Aufdenkamp (firstname.lastname@example.org), Extension Educator in Lincoln County
Nutty Snacks
Nuts are a tasty snack that can give your diet a nutritional boost. Most supermarkets carry a variety of nuts in their shells. It can be a little messy to crack them open but a great experience for
Nutty Facts
children* to see how nuts look when they grow on a tree. Along with a variety of vitamins and minerals, nuts contain beneficial unsaturated fats, protein, and fiber. Here are how different types of nuts compare by calories, fat, fiber, and protein in once ounce (a small handful).
*Note: Nuts can be a choking hazard and should not be fed to children under the age of 4.
Nuts for Nutrients:
| Tree Nuts (1 oz.) | | Serving Size | | Calories | | | Fat | | Fiber | Protein |
|---|---|---|---|---|---|---|---|---|---|---|
| | | | | | | | (g) | | (g) | (g) |
| Almonds | | | 20-23 whole | 163 | | 14 | 14 | 3.5 | 3.5 | 6.0 |
| | | | nuts | | | | | | | |
| Cashews | | 16 nuts | | 157 | | 12.4 | | 2.3 | | |
| | Hazelnuts | | 21 nuts | | 180 | | 17 | | 2.7 | 4 |
| Macadamia | | 10-12 nuts | | 204 | | 21.5 | | 2.4 | | |
| | Peanuts** | | 28 peanuts | | 166 | | 14 | | 2.4 | 6.9 |
| Pecans | | 19 halves | | 196 | | 20 | | 2.7 | | |
| | Pistachios | | 49 nuts | | 159 | | 13 | | 2.9 | 5.8 |
| Walnuts | | 14 halves | | 185 | | 18.5 | | 1.9 | | |
**Peanuts are technically a legume (a dried pea, bean, or lentil), but they are used like nuts and have a similar nutrient profile.
Nuts make a tasty snack and offers a delicious source of protein.
* Nuts in their shells will keep 6-12 months if stored in a cool, dry place. Shelled nuts will keep for 3-4 months.
* Keeping nuts in the refrigerator or freezer slows the development of off-flavors.
* Shop for unsalted or lightly salted varieties to maximize the nutritional value.
* Most nut butters are as nutritious as nuts themselves: almond butter, peanut butter, cashew butter, etc.
* Tree nuts and peanuts are on the list of the eight major allergens that must be listed on packaged foods sold in the U.S. For more information on food allergies, check out UNL's Food Allergy Research & Resource Program:
https://farrp.unl.edu/for -consumers
Sources:
1. FoodData Central, United States Department of Agriculture: https://fdc.nal.usda.gov
2. Reducing the Risk of Choking, USDA: https://go.unl.edu/xc2j
Nebraska Extension is a Division of the Institute of Agriculture and Natural Resources at the University of Nebraska–Lincoln cooperating with the Counties and the United Sates Department of Agriculture.
Nebraska Extension educational programs abide with the nondiscrimination policies of the University of Nebraska– Lincoln and the United States Department of Agriculture.
©2023 | <urn:uuid:d9b61463-eb76-4a2e-8015-acd78d374fc6> | CC-MAIN-2023-14 | https://food.unl.edu/newsletters/documents/snacks-nuts-ffotr.pdf | 2023-03-28T08:14:30+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948817.15/warc/CC-MAIN-20230328073515-20230328103515-00338.warc.gz | 303,723,807 | 868 | eng_Latn | eng_Latn | 0.995862 | eng_Latn | 0.995862 | [
"eng_Latn"
] | false | docling | [
2808
] | [
2.90625
] | 1 | 0 |
Integrated Solar Panels with Steve Hern from CertainTeed
In these grey November days it is hard to imagine that solar power can do much to take the chill out of our New England homes. But Steve Hern from CertainTeed joined us on Nov. 15 to tell us about innovations in solar roof panels. First a quick lesson on how solar power works. Solar power is the process of converting solar radiation into direct current electricity (DC). The more surface you have grabbing that sunlight, the more electricity. The panels are connected and daisy chained together and work in sequence collecting power. Our homes use alternating current (AC) so how does this work? There is a piece of equipment before the panel called an inverter that converts the DC to AC.
Solar power augments our eclectic service in our homes, it does not replace it. The panels can only generate power while it is sunny and power storage is expensive. So you aren't making your own power and storing it for when you need it. It is a very literal process; even the shade of a tree or chimney can affect the power generated. And in terms of location, one doesn't need a compass in the city to know where south is, look at the solar panels on houses, or the satellite dishes! In addition to a south facing roof, slope matters as does any possible obstruction. Vents, chimneys and nearby trees may create too much shade. The goal is as much continuous sunshine as possible. Because of this, the extent one can augment their electricity purchase will vary with the sunshine, at its maximum in the summer months and decreasing in the winter months.
As we all know, the building industry is an innovative business. The days of window ropes and chimneys (when you don't have a fireplace!) are gone. Throw a concern for and respect of the environment into the mix, and there are amazing innovations happening all the time. The Apollo system from CertainTeed is a solar panel that "is" the roof covering. Unlike the traditional (!) solar panel that sits on top of the roof shingles, the Apollo panels are the roof cover. Here's how they are installed: The old roof material is removed and the sheathing is clear of matter, and likely renailed to ensure the sheathing is secure. A layer of ice and water shield is laid down over the entire roof. Of course ideally the attic is vented. The panels snap together and are connected electrically like a snake. Any damage or obstruction (shade) and the system reroutes around the weak link. The panels are covered in tempered glass. The panels come in 4' lengths and cannot be cut, so the roof is covered in increments of 4s. The balance is covered with shingles or flashing depending on location and the amount to be covered. The panels themselves warm up in the sunshine and snow will slide off. Because of this, snow guards are often installed just below the panels. The life expectancy of the ice and water shield is 50 years while the panel life expectancy is 25 years. The inverter is in the basement near the meter and panel. Any wiring related to the solar panels (in DC current) inside the house must be in metal conduit and labeled as power generating conduit.
This exciting innovation may not be for everyone, do the math. Folks that don't use a lot of power may not reap any financial benefit for years to come, if at all. But for many the benefit of solar power is not economic but environmental. We will likely see more solar panel installations with time and with that will come innovative materials. Stay tuned! | <urn:uuid:acfb51f1-f530-4faf-9c28-20aa47126fc7> | CC-MAIN-2023-14 | https://www.lizmartinhomeinspections.com/wp-content/uploads/2020/04/solar-panels.pdf | 2023-03-28T08:40:43+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948817.15/warc/CC-MAIN-20230328073515-20230328103515-00337.warc.gz | 979,602,543 | 734 | eng_Latn | eng_Latn | 0.99944 | eng_Latn | 0.99944 | [
"eng_Latn"
] | false | docling | [
3527
] | [
2.546875
] | 1 | 0 |
Immigrants and Housing
Facts & Resources
For many immigrants, finding an appropriate and affordable place to live is one of the biggest challenges of life in Canada. This is certainly true in Langley City and Township, one of the fastest growing areas in Canada, and subject to Metro Vancouver's housing and affordability crisis. These are some of the issues facing immigrants who are considering making the City or Township of Langley their home.
* As with all areas in Metro Vancouver, both the City and Township of Langley are facing a housing shortage. Over the past several years, more families are moving to Langley from other municipalities to find more affordable homes and space for kids. Further, housing starts in Langley dropped off during the pandemic and have yet to fully recover.
* Between 2016 and 2021, the immigrant population in Langley City and Township increased by 49% and 33% respectively—by far the most rapid rates among Metro Vancouver municipalities. Immigrants accounted for more than 50% of Langley's population growth during the period, and visible minorities for about 90%.
Over the past several years, more families are moving to Langley from other municipalities to find more affordable homes and space for kids.
* Canada's total immigrant intake will increase over the coming three years, and B.C. as a place where immigrants choose to settle is likely to continue to grow.
* Larger families are often at a disadvantage. Most apartments, as may typically be found in the City of Langley, have two bedrooms or less. Townhouses and houses, more often found in the Township of Langley, offer more room but are proportionately more expensive to rent, own and maintain. Housing in the Township is also further situated from commercial and settlement services, adding transportation challenges for new immigrants.
* Racialized communities can face discrimination. While the City and Township of Langley are working towards ensuring that they are welcoming and inclusive of
www.langleylip.ca
Immigrants and Substandard Housing
The Government of Canada's Canada Mortgage and Housing Corporation measures a community's housing situation using a variable called Core Housing Need, which considers the adequacy, suitability and affordability of housing. These are the percentages of Langley City and Township owners and renters whose housing falls below the standard (2016).
* ●12% of non-immigrant households
* ●14% of all households
* ●18% of immigrant households
* ●18% of aboriginal households
* ●29% of seniors living alone households
* ●30% of lone-parent family households
* ●36% of recent immigrant households
Affordability is the main reason for substandard housing in Langley, as the housing stock is in generally good condition. From a financial perspective, those in need of core housing have a median household income of $30,461 while the median income of households not in need of core housing is $102,052. Notably, Core Housing needs increased between 2006 and 2016 and this trend can be presumed to have continued and be indicated when 2021 data becomes available.
A Tight Rental Market
Purpose-built housing are buildings that consist of multiple units that must remain as rental housing for a period of at least 20 years from the date a building permit is issued. Although the data for Langley specifically is not available, here are the vacancy rates in 2022, according to the Canada Mortgage and Housing Corporation (CMHC) for Metro Vancouver purposebuilt rentals compared to other major cities in Canada:
In Langley, as throughout Metro Vancouver and the Fraser Valley, housing is simply too expensive
immigrants, diversity amongst residents is a more recent reality in Langley as compared to other Metro Vancouver areas. Some residents may be unfamiliar with the contributions immigrants are making in their communities, and fearful of the changes they see.
* When renting a home, immigrants lack the references, documentation and local credit histories required by landlords.
* When buying a home, immigrants also often run into documentation issues or lack of credit history.
* Many immigrants are unfamiliar with tenancy laws and vulnerable to bad landlords and scams.
* In Langley, as throughout Metro Vancouver and the Fraser Valley, housing is simply too expensive, forcing many people into substandard living situations.
Rising Costs of Housing
Immigrants have been especially affected by rapidly growing housing unaffordability, as they are the primary source of new arrivals to Langley. This chart, compiled for the Township of Langley's Housing Action Plan, illustrates the climb in housing costs in recent years.
Income and Housing Costs 2010-2020
Household
Income Increase
Apartment
Townhouse
Purchase Price
Increase
Purchase Price
Increase
Single Detached
Purchase Price
Increase
Finding a Home to Rent
Finding a home to rent in Langley City or Township can be difficult, as it is in other places in Metro Vancouver and the Fraser Valley. The vacancy rate is typically around 1%, while 4% is considered a balanced market. Accordingly, competition is stiff, and rents are higher than in other Canadian cities. Here's a look at how the rental process works, along with some tips that might give you an edge.
Most market rentals can be found on websites such as Craigslist, Kijiji and Facebook Marketplace, Rent-ItFurnished, and Zumper. Some are managed by professional rental companies, but most are offered by individuals who own investment properties or have suites to rent in their own homes. Many seeking rental units find places through word of mouth, making it a challenge for new immigrants who have limited or no access to local networks. Settlement workers emphasize that you should pursue all avenues, and speak to as many people as possible – they might know someone who is wanting to rent their home or apartment.
becomes available, so walking or driving around the area you are interested in is also a good idea.
Many immigrants are eligible for public, non-profit and co-op rentals. BC Housing (www.bchousing.org) provides application information and an online listings service that can be filtered to focus on North Delta, Langley and Surrey. It also provides housing for people with various needs and abilities. There are waiting lists for BC Housing, so get your name in as soon as you are eligible, typically one year after your arrival in B.C.
Some rental agencies and apartment complexes have waiting lists, and it is a good idea to join them. Attempting to contact a building manager directly can also be helpful. Some buildings post lawn signs when an apartment
Many seeking rental units find places through word of mouth, making it a challenge for new immigrants who have limited or no access to local networks. Settlement workers emphasize that you should pursue all avenues, and speak to as many people as possible.
Agencies Offering Help with Housing
Immigrants are more likely than others to have challenges finding appropriate rental housing. Fortunately, there are several organizations and government bodies who are trying to help.
Residential tenancy laws are
administered by the
Province of B.C. This page outlines landlord and tenant rights and
responsibilities, and links to resources, calculators and FAQs.
www2.gov.bc.ca/gov/content/ housing-tenancy/residentialtenancies
And here's a Government of Canada link with similar information, along with a description of the rental process and helpful tips.
www.canada.ca/en/immigrationrefugees-citizenship/services/ new-immigrants/new-life-canada/ housing/renting.html
Tenant Resource and Advisory
Centre (TRAC) is geared specifically to helping tenants in B.C., and offers many resources, including legal assistance.
www.tenants.bc.ca
RentSmart serves the unstably housed and homeless by providing online training and resources to renters and community workers. www.rentsmarteducation.org
There are immigrant servicing agencies in Langley that might be able to provide personal help.
* ●Langley Community Services Society has workers focussed specifically on housing: www.lcss.ca
* ●ISSofBC also offers settlementrelated services in 13 languages: www.issbc.org
* ●Langley School District #35 has workers dedicated to assisting new immigrants with such things as housing.
|
BC Housing helps renters find housing and may offer financial assistance. Some immigrants may be eligible for one of the following:
* Public, non-profit and co-op housing. (Information, listings, applications.) www.bchousing.org
* Assistance for lower-income seniors not in public housing: https://www.bchousing.org/ housing-assistance/rentalassistance-programs/SAFER
* Assistance for working but lower-income renters with children:
https://www.bchousing.org/ housing-assistance/rentalassistance-programs/RAP
Buying A Home
Metro Vancouver property and housing is Canada's most expensive real estate. Langley and the Fraser Valley, once considered a better option for people looking for more affordability, saw unprecedented price increases between 2020 and 2022. The high prices throughout the whole Metro Vancouver are due in part to a long-term housing shortage, and also because properties in Metro Vancouver have proven to be a reliable investment, making them very desirable. The increase in housing prices in Langley in particular is due to young families moving out of Vancouver and surrounding areas to communities in the Fraser Valley such as the City and Township of Langley. The anticipation of the Surrey Langley SkyTrain extension is likely to strengthen this trend.
In Langley prices are still a little lower than in most areas of Metro Vancouver, but higher than in more rural areas of the Fraser Valley.
In Canada almost all properties are sold and purchased through the Multiple Listing Service or MLS. Real estate agents do not charge purchasers a commission (only sellers), and you have no obligation to buy once an agent has been retained. Numerous online sources are available to search for properties, including:
www.realtor.ca/www.rew.ca
In Langley prices are still a little lower than in most areas of Metro Vancouver, but higher than in more rural areas of the Fraser Valley. Neighbourhoods in the City and Township vary widely in character and composition, but none are considered dangerous or should be discounted as an undesirable place to live.
Before deciding to buy a home, it's important to understand the process. This guide, Homebuying Step by Step, developed by an agency of the Government of Canada, is a good place to start.
All Levels of Government in Action
The situation is likely to get worse before it gets better, but governments are aware of the challenges and are taking action. Federal and provincial governments have recently introduced programs to help renters, fund social housing, and encourage the construction of rental properties. For example, the Growing Communities Fund (BC government) has just announced $7,186,000 to the City of Langley and $24,306,000 to the Township of Langley to support local infrastructure, affordable housing, etc.
Local governments for both the City and Township of Langley are developing housing action plans that include rental and social housing as a focus. They are also committed to supporting the growing diversity in Langley, and building communities that are welcoming and inclusive of immigrants.
About the Langley LIP
The Langley Local Immigration Partnership is one of more than 86 Immigration Partnerships in Canada. With funding from Immigration, Refugees and Citizenship Canada, the Langley LIP was established in April 2020 to bring community leaders together to develop and implement a plan to improve immigrant and refugee settlement and integration in the City and the Township of Langley. For more information about the Langley Local Immigration Partnership contact:
Ana Marie Panczel
Program Coordinator
E: email@example.com
T: 236-427-4830 | <urn:uuid:9d3951b1-cf01-4fc2-91d1-7c863bf36fef> | CC-MAIN-2023-14 | https://langleylip.ca/wp-content/uploads/2023/03/Immigrants-and-Housing_Facts-and-Resources_March2023.pdf | 2023-03-28T08:33:27+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948817.15/warc/CC-MAIN-20230328073515-20230328103515-00337.warc.gz | 418,430,291 | 2,389 | eng_Latn | eng_Latn | 0.998205 | eng_Latn | 0.998463 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3114,
4867,
8362,
12023
] | [
2.0625
] | 1 | 0 |
A Novel Technology-Based Intervention May Reduce the LanguageLearning Gap for Children Who are Deaf or Hard of Hearing
A study funded by the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR).
Children who are deaf or hard of hearing (DHH) can face challenges in language learning. Research suggests that children who are DHH have improved language development when their needs are identified early in infancy and they access early intervention services. Early intervention services and therapy guide families in understanding how to promote language development in their child. However, language deficits may remain an ongoing challenge for children. While hearing technology can help children access sound, it is not the same as in hearing children. For children whose families are wanting their child to develop spoken language, one approach that has shown some promise to address these challenges is the use of augmentative and alternative communication (AAC). AAC technology in combination with language learning software and with the guidance of a speech-language pathologist may help children who are DHH improve their speech production, language growth, and communication skills. In a recent NIDILRR-funded study, researchers looked at potential benefits of an AAC technology, the technology-assisted language intervention (TALI) coupled with speech therapy in children who were DHH with language delays. The researchers wanted to see whether these children would show more improvement in language skills compared to their peers who only had traditional speech therapy.
Researchers at the project on Improving Outcomes Using Aided Augmentative and Alternative Communication for Children who are Deaf or Hard of Hearing enrolled 42 children who were DHH in the study. The children were between the ages of 3 and 12, had at least mild hearing loss in both ears, demonstrated language delays in previous assessments, and used spoken English as their primary language. The children were randomly assigned to one of two groups: The TALI group, and a comparison group. The children and parents in the TALI group met with a speech/language pathologist (SLP) once a week for 6 weeks for an hour-long therapy session. During the session, the SLP used an iPad with AAC and language learning software which offered visual and audio support to demonstrate and repeat language concepts. The SLP used the combined software and AAC to encourage the child to build and practice longer and more complex messages. This was followed by 6 weeks when the child used the same technology at home to practice on their own. They then repeated the same process of 6 weeks of weekly hour-long therapy with the SLP, followed by another 6 self-guided weeks at home for a total of 24 weeks. The children in the comparison group received weekly, hour-long SLP therapy sessions over a total of 24 weeks. The sessions targeted language and communication by speech-language pathologists with expertise in supporting language in children who are DHH, but without the support of AAC.
Before the first therapy sessions, researchers tested the children's language skills, including their ability to understand and express themselves through spoken language. They also recorded 20-minute language samples on audio or video as the child played or spoke with an SLP. Additional language samples were recorded every 6 weeks for the TALI group and every 12 weeks for the comparison group. The researchers analyzed these recorded samples to find the average number of morphemes (the smallest meaningful piece of a word) a child used, the average number of words they used in a turn of conversation, and the number of different words they used in the sample. Finally, researchers tested the language skills of children in both groups again after 24 weeks.
When the researchers compared progress of the TALI and comparison groups between the baseline and final assessments, the children in the TALI group made greater progress than those in the comparison group in the average number of morphemes, the average number of words used in a turn of conversation, and the number of different words used in a session. The children in the TALI group also showed greater improvement in their ability to understand and express themselves in spoken language as evaluated on standardized testing.
The authors noted that this study did not compare results between age groups within the TALI or comparison groups and suggested that future research may help determine at what age the TALI may be most effective. The authors also suggested that it may be beneficial to include a larger sample as well as more diverse populations of children and settings in future research.
The results of this study suggest that the TALI may have potential to narrow the language learning gap for children who are DHH. The visual and audio cues, repetition, and consistent modeling for verbalization that AAC offers may help children build the skills they need to be independent communicators--which may positively impact social, behavioral, academic, and employment outcomes as they progress through life.
To Learn More
The Rehabilitation Engineering Research Center on Alternative and Augmentative Communication (AAC) conducts several research and development projects on AAC, including natural language processing and computer-mediation, to support effective communication for children and adults with limited access to language.
Research In Focus examined the use of AAC to help children with autism develop language skills in Animation May Help Children with Autism Spectrum Disorders Learn to Use Symbol-Based Communication Devices and Digital Books with Dynamic Text May Show Promise to Help Young Children with Autism Spectrum Disorders Learn Sight Words.
To Learn More About this Study
Meinzen-Derr, J., et al (2021) A technology-assisted language intervention for children who are deaf or hard of hearing: A randomized clinical trial. Pediatrics, 2021. This article is available from the NARIC collection under Accession Number J85652.
Research In Focus is a publication of the National Rehabilitation Information Center (NARIC), a library and information center focusing on disability and rehabilitation research, with a special focus on the research funded by NIDILRR. NARIC provides information, referral, and document delivery on a wide range of disability and rehabilitation topics. To learn more about this study and the work of the greater NIDILRR grantee community, visit NARIC at www.naric.com or call 800/346-2742 to speak to an information specialist.
NARIC operates under a contract from the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR), Administration for Community Living, Department of Health and Human Services, contract #GS-06F-0726Z. | <urn:uuid:d11e0d06-4792-4f7e-a507-509567dc0501> | CC-MAIN-2023-14 | https://www.naric.com/sites/default/files/A%20Novel%20Technology-Based%20Intervention%20May%20Reduce%20the%20Language-Learning%20Gap%20for%20Children%20Who%20are%20Deaf%20or%20Hard%20of%20Hearing%20.pdf | 2023-03-28T08:27:15+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948817.15/warc/CC-MAIN-20230328073515-20230328103515-00337.warc.gz | 1,019,249,802 | 1,294 | eng_Latn | eng_Latn | 0.985597 | eng_Latn | 0.997232 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3103,
5848,
6897
] | [
2.25
] | 1 | 0 |
LA84 Foundation Summer Swim / Splash
Synchronized Swimming Program Progression Coaches Aid
The following program progression is provided as an aid to assist coaches in determining the category – Beginner or Advanced – where athletes should compete. The skills listed are provided as a guide only.
A. Development Level – Beginner (new): First year in program
1. Beginning of program
a. Swim 25 yds. Freestyle
b. Swim 25 yds. Backstroke
2. End of program
a. Sculling: Head First 25 yards (Traveling head first in a back layout)
b. Sculling: Canoe 25 yds. (Traveling head first in a front layout)
c. Eggbeater (Hands-free form of treading water; stationary) Maximum height.
d. Boost with no arms raised overhead (Rapid head-first rise with maximum amount of body above the surface of the water)
Scoring on the above skills – Pass/Fail
B. Development Level – Beginner: Two to three years in program
1. Beginning of program
a. Swim 100 yds. Freestyle, 100 yds. Backstroke and 25 yds. Breaststroke
b. Sculling: Head First 50 yds. (traveling head first in a back layout)
c. Sculling: Canoe 50 yds. (traveling head first in a front layout)
d. Sculling: Foot First 25 yds. (traveling foot first in a back layout)
Scoring on the above skills – Pass/Fail
2. End of program
a. Eggbeater 25 yds. with one arm out of the water
b. Boost with one arm raised overhead (Rapid head-first rise with maximum amount of body above the surface of the water)
c. Sculling: Foot First 50 yds. (traveling foot first in a back layout)
Scoring on the above skills – Pass/Fail
d. Figure #310 Somersault, Back Tuck
e. Figure #101 Ballet Leg, Single
f. Figure #302 Front Pike Somersault
Scoring on the above skills – 4.5 or higher average in last competition
C. Development Level – Advanced: Three or more years in program
1. Beginning of program
a. Swim 100 yds. Freestyle, 100 yds. Backstroke, 100 yds. Breaststroke and 25 yds. Sidestroke
2. End of program
a. Eggbeater 50 yds. with one arm out of the water
b. Sculling: Head First 100 yds. (traveling head first in a back layout)
c. Sculling: Canoe 100 yds. (traveling head first in a front layout)
d. Sculling: Foot First 50 yds. (traveling foot first in a back layout)
e.
Sculling: Torpedo 25 yds. (traveling foot first in a back layout) Scoring on the above skills – Pass/Fail
Revision: June 2017
b. Boost with two arms raised overhead (Rapid head-first rise with maximum amount of body above the surface of the water)
c.
Sculling: Torpedo 50 yds. (traveling foot first in a back layout)
Scoring on the above skills – Pass/Fail
d. Figure #302 Barracuda, Front Pike Somersault (maximum height)
e. Figure #349 Tower – back ruck somersault is executed at the end of the figure
f. Figure #360 Front Walkover (followed by torpedo sculling to a back layout.)
Scoring on the above skills - 4.5 or higher average in last competition
Revision: June 2017 | <urn:uuid:c160e658-a293-4155-b059-665989d18654> | CC-MAIN-2017-30 | http://la84.org/wp-content/uploads/2017_SummeSplashSynchronizedProgramDev_6-2017.pdf | 2017-07-23T02:54:44Z | crawl-data/CC-MAIN-2017-30/segments/1500549424239.83/warc/CC-MAIN-20170723022719-20170723042719-00522.warc.gz | 184,861,823 | 850 | eng_Latn | eng_Latn | 0.988217 | eng_Latn | 0.986129 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2350,
2904
] | [
2.171875
] | 1 | 0 |
Give a Little, Get a Lot: How volunteering also helps the volunteer
By Nayda Rondon Current Health 2, A Weekly Reader publication April/May 2008, Volume 34, No. 8
Don't tell Jane Handel that one person can't make a difference. The 18-year-old from Needham, Mass., has changed the lives of many. In 2004, she created A Book From Mom, a program that provides new books for parents serving prison sentences to share with their children. The program, which earned Handel a Gloria Barron Prize for Young Heroes, grew out of an eighth-grade community service project in which she and some friends donated old books from their school to the needier schools.
"It felt so fulfilling when we had completed the project that I wanted to continue giving back to the community," Handel explains. She learned about the scant resources at the state's only women's prison and realized that her idea could help inmates. To date, her program has placed more than 9,200 new children's books in five prison and prerelease facilities.
Handel got just as much from the project as she gave. Volunteering provides many mental, emotional, and physical health benefits, in addition to such rewards as school credit, recognition from others, and points of pride on college and job applications. It can bolster self-esteem, develop personality strengths and skills, and foster a sense of responsibility and gratitude, notes Nancy Fenn, director of volunteer services at Carson City Hospital, in Carson City, Mich.
"I always feel wonderful about volunteering," says Handel. She adds that the experience has let her see the generosity of a community. "It's wonderful to see kids buying books to donate because they pick them with such care, hoping to share one of their favorites with a beneficiary of my project."
Giving Lights Up Your Mind
Handel and her book donors see the link between altruism (an unselfish desire to help others) and personal well-being. "It's good to be good. Science increasingly says so," notes Stephen Post, coauthor of Why Good Things Happen to Good People. "Volunteering—at a level not experienced as overwhelming—has positive impacts on happiness, mood, self-esteem, social skills and connections, and mental health."
New research reveals that community service improves everything from personal satisfaction to spiritual growth. "It's nice to give time to others. It makes me feel like I'm helping people," says Emily Rudd, 15, of her volunteer work at Carson City Hospital, where she helps at the front desk and in the gift shop.
People who give during their high school years have better physical and mental health throughout their lives, according to a 50-year study. Volunteer activities are so linked to lower teen pregnancy rates and better school performance, as well as decreases in depression, antisocial behaviors, and substance abuse, Post adds. "The impact is strongest when teens are inspired to volunteer on their own, but even when they're
required to do so by school-based programs, there's a considerable positive impact," he notes. "Individuals who start volunteering early are likely to continue volunteering for the rest of their lives and enjoy longer, happier, and more fulfilled lives."
Science backs Post up: A study in Ontario, Canada, reveals that volunteering reduces the impact of stress on the body, lowers blood pressure, and bolsters the immune system. Although scientists cannot draw definite conclusions, research suggests there might even be an evolutionary link. Working together toward a common good seems to activate reward-related areas of the brain such as the temporal cortex, caudate nucleus, nucleus accumbens, and frontal cortex. Other studies report that altruism triggers pleasure centers in the brain and is linked to social ties and trust. The result: a feel-good boost that motivates people to do even more good to feel even better.
Teens Step Up
Alexandria Kolodko, 15 of River Vale, N.J., and Nicole Hansell, 16, of Suffern, N.Y., know all about "helper's high." They make and sell clothing and give profits to the Make-A-Wish Foundation, a group that grants wishes to children with life-threatening illnesses. "This project has become more than community service," Alexandria says. "It's part of our lives, and we really enjoy doing it." The teens, who have raised nearly $18,000, say the best part of volunteering is knowing they're bringing hope and joy.
"I love knowing I'm putting a huge smile on a child's face," Nicole says. "Granting them a wish … keeps their hope alive. Who wouldn't get a high from making such a difference in a child's life!"
"When we get started young, the experience of helping others provides meaning, a sense of self-worth, and a social role," Post says. Giving back also may help people who have lost a loved one to an illness or accident, he adds: "Altruism is a terrific coping mechanism."
Help Others, Help Yourself
"Volunteering boosts my self-esteem and keeps me busy doing something worthwhile," says Darius Weems, 17, of Athens, Ga. He suffers from Duchenne muscular dystrophy (DMD), a degenerative muscle disease that claimed the life of his older brother at 19. "Life is too short. You need to get out and try to make the world better," Darius notes.
With a group of friends, he created a documentary film to raise awareness of DMD and funds toward a cure. Darius now travels to speak about the award-winning film, DMD, and disability rights: "My volunteer project has helped raise awareness of DMD, which most people don't know it the number one genetic killer of children," he says. Darius finds the volunteer spirit is contagious: "Often when I've been out talking about my project, people have asked if they could help too."
Catch the spirit of giving. Join the teens in this article and volunteer. You'll get as much as you give! | <urn:uuid:b58b7937-9129-493a-b6c2-b0c557e50f5f> | CC-MAIN-2017-30 | http://barronprize.org/sites/default/files/current_health2_give_a_little_2008.pdf | 2017-07-23T02:41:36Z | crawl-data/CC-MAIN-2017-30/segments/1500549424239.83/warc/CC-MAIN-20170723022719-20170723042719-00517.warc.gz | 31,324,101 | 1,272 | eng_Latn | eng_Latn | 0.998942 | eng_Latn | 0.998998 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2978,
5881
] | [
2.296875
] | 1 | 3 |
A Survey of Public Attitudes towards Energy & Environment in Great Britain
March 2005
MIT LFEE 2005-001 WP
Prepared by:
Thomas E. Curry, David M. Reiner, Mark A. de Figueiredo & Howard J. Herzog Massachusetts Institute of Technology Laboratory for Energy and the Environment 77 Massachusetts Avenue Cambridge, MA 02139-4307
http://lfee.mit.edu/publications/ Publication No. LFEE 2005-001 WP
Sponsored by: Alliance for Global Sustainability http://globalsustainability.org
Table of Contents
A SURVEY OF PUBLIC ATTITUDES TOWARDS ENERGY AND ENVIRONMENT IN GREAT BRITAIN
Thomas E. Curry, David M. Reiner, Mark A. de Figueiredo, and Howard J. Herzog
1. Introduction
In September 2004, the Laboratory for Energy and the Environment (LFEE) at the Massachusetts Institute of Technology (MIT), in conjunction with the Judge Institute of Management at the University of Cambridge, conducted a survey of attitudes towards energy and environmental issues amongst the British public. This survey parallels one undertaken in late September and early October 2003 of U.S. public attitudes on energy use and environmental concerns. 1 Goals of the surveys included collecting information about attitudes toward global warming and climate change-mitigation technologies; levels of public understanding of global warming and the carbon cycle; and awareness of carbon dioxide capture and storage (CCS).
This report summarises the results of the British survey. It explores public attitudes toward the environment in general and then, more specifically, toward global warming and global warmingmitigation technologies (Sections 3, 4 and 7). Sections 5 and 6 explore public understanding of sources of carbon dioxide and a climate change-mitigation technology called carbon dioxide capture and storage (CCS). Section 8 reports responses to a question about willingness of respondents to pay to solve global warming and Section 9 looks at the effect of information on technology preferences.
2. Survey Design and Methodology
2
The survey consisted of twenty closed-ended questions, with seventeen of the questions addressing environmental issues and three of the questions addressing specific demographic topics. Four of the survey questions on environment referred specifically to carbon dioxide capture and storage or carbon sequestration, an emerging climate change-mitigation technology.
The British survey was distributed by YouGov, an online polling company based in the United Kingdom. YouGov uses Internet polling, rather than traditional polling methods and recruits its
1 Curry, T., Reiner, D.M., Ansolabehere, S. and Herzog, H.J., "How Aware Is The Public Of Carbon Capture And Storage?" in Rubin, E.S., Keith, D.W. and Gilboy, C.F. (eds.) Proceedings of the International Conference on Greenhouse Gas Control Technologies: vol.1: Peer-reviewed papers and plenary presentations (7th), 5-9 September 2004, Vancouver, Canada. Cheltenham: IEA Greenhouse Gas Programme, available at:
http://uregina.ca/ghgt7/PDF/papers/peer/137.pdf. For the full questionnaire and a detailed discussion, see Curry, T.E., Public Awareness of Carbon Capture and Storage: A Survey of Attitudes toward Climate Change Mitigation, M.I.T. Masters Thesis (June 2004), available at http://sequestration.mit.edu/research/survey.html.
2 Appendix B includes survey questions and responses. Additional information on carbon dioxide capture and storage is available at http://sequestration.mit.edu.
panel over the Internet. 3 YouGov maintains a panel of 46,000 electors in the United Kingdom, recruited via non-political websites through invitations and pop-up advertisements. 4 Respondents are provided a monetary incentive for each survey in which they participate. 5 Results are weighted based on demographic information provided by the panelists to YouGov. 6 The survey of the British public received 1,056 responses out of 2,640 panelists selected, or a response rate of about 40%. Table 2.1 shows summary statistics for the survey; Appendix A provides additional demographic information.
Table 2.1 Summary Statistics of Survey on Energy and the Environment
| Number of participants | 1,056 |
|---|---|
| Number of participants solicited | 2,640 |
| Response rate | 40% |
| % Male / % Female | 47.6 / 52.4% |
| Average age | 40 to 49 years old7 |
3. Public Attitudes toward Environmental Issues
As a baseline for analysis of other responses, the early survey questions asked the respondent to choose priorities from a given list. The first question asked about general priorities. Respondents were asked to choose the three most important issues facing the UK from the twenty-five listed in Table 3.1. As shown in the table, 13 percent of respondents ranked the environment as one of the top three concerns. Environment ranked eighth out of the 25 issues. Throughout this report, the 13 percent of respondents who included the environment in their top three are considered "concerned about the environment".
3 Proponents of traditional survey methods argue that biases in sampling may be introduced if the panel is selected over the internet (access to those that are more technologically aware, away from the poor or those employed in certain jobs). Online polling firms can point to flaws in traditional surveys such as: telephone surveys are biased towards those who are home at the right time; telephone surveys exclude those who use mobile phones as their main telephone; definitions of social class have lagged behind social change, and people tend to conceal responses when traditional survey methods are used. See Kellner, P., "Can Online Polls Produce Accurate Findings?" Int. J. Market Res. 46(3) (2004), available at
http://www.yougov.com/yougov_website/asp_besPollArchives/pdf/YOU_internal1.pdf. The Economist has compiled a comparison of the final polls from a number of outlets to the final results and the findings show that online polling is equal to or better in predicting the final election results. See
http://www.economist.com/media/pdf/YGrecord.pdf. Concerns over a pro-technology bias or a bias towards those that are technologically literate is the biggest concern in the present context.
5 Monetary incentives range from 50p to £1 per survey, which builds up in a YouGov account. Once the account reaches £50, the panelist receives a cheque. Id. 6 Id.
4 Kellner (2004).
7 YouGov provided categorical variables for age.
Table 3.1 Three Most Important Issues in the UK
| Issue | Listed among top three (%) | Issue |
|---|---|---|
| Asylum seekers | 42 | Intro Euro/Keep Pound |
| Terrorism | 39 | Poverty |
| Crime | 31 | Welfare |
| Health care | 26 | Unemployment |
| Education | 17 | Income inequality |
| Drugs | 16 | Racism |
| Aging population | 15 | Social exclusion |
| Environment | 13 | Inflation |
| Taxes | 13 | Budget deficit |
| European Union | 11 | AIDS |
| Economy | 10 | Abortion |
| Family values | 10 | Stock market |
| Foreign policy/Influence | 10 | |
Responses to Question 1: Consider the following issues. What are the three most important issues facing the UK today?
The survey included a question that explored environmental concerns. Respondents were asked to select the most important environmental concern facing the UK today and then to select the second most important environmental concern. The responses shown in Table 3.2 include both the first and second responses.
Table 3.2 Most Important Environmental Concern
| Concern | Listed first or second (%) | Concern | Listed first or second (%) |
|---|---|---|---|
| Global warming | 49 | Toxic Waste | 14 |
| Overpopulation | 29 | GM crops | 11 |
| Resource depletion | 24 | Water pollution | 9 |
| Urban sprawl | 22 | Endangered species | 6 |
| Destruction of ecosystems | 18 | Smog | 2 |
| Ozone depletion | 16 | Acid rain | 0 |
Responses to Question 2: Consider the following environmental problems. Which is the most important problem facing the UK today? (Responses shown in the table include the most important concern and the second most important priority.)
Almost half of the UK respondents listed global warming as a major worry. Thirty-five percent of respondents chose global warming as their most important concern, the only selection with more than 20 percent of the first choice responses. Global warming is by far the most important concern on the list when the first and second most important concerns are combined, 20 percent higher than the next most popular answer (overpopulation).
Throughout this report, the 49 percent of respondents who ranked global warming first or second are considered "concerned about the global warming".
Those who were concerned about the environment chose global warming as one of their two most important environmental concerns 58 percent of the time (51 percent ranked global warming as their top concern and 7 percent chose global warming as their second most important concern). Forty-six percent of those not ranking the environment as a top concern ranked global warming as one of the two most important environmental problems.
Concern over global warming was also related to political preference – fifty-eight percent of those identifying themselves as Labour supporters ranked global warming as one of the top two environmental concerns compared to 34 percent of those identifying themselves as Conservative and 54 percent for Liberal Democrats.
Figure 3.1 shows the responses to a question that asked respondents to choose their preference between protecting the environment and protecting the economy. The largest percentage of respondents selected a response that said both are important but, given the choice, the environment should take precedence over the economy.
Responses to Question 3: Many environmental issues involve difficult trade-offs with the economy. Which of the following statements best describes your view?
Seventeen percent of those who were concerned about the environment chose "the highest priority should be given to protecting the environment, even if it hurts the economy"; 71 percent of those concerned about the environment chose "both the environment and the economy are important, but the environment should come first". Among those not ranking the environment in their top three concerns, the first answer was selected 10 percent of the time and the second
answer was selected 42 percent of the time . Six percent of those concerned about the environment said both are important but the economy should have priority, compared to 34 percent of the remaining population. None of those concerned about the environment said the economy should have the highest priority but 6 percent answered "not sure". Twelve percent of those not concerned about the environment chose "not sure" and 3 percent said the economy should be the highest priority, even at the expense of the environment. Concern about global warming did not appear to shift responses to this question.
Respondents were asked to choose a top priority for the UK Department of Trade and Industry (DTI) and were asked a follow-up question about the next most important priority. Table 3.3 shows the responses.
Table 3.3 Priorities for the Department of Trade and Industry
| Priority | Listed first or second (%) | Priority |
|---|---|---|
| New energy sources: solar, wind, or bioenergy/biomass | 52 | Ways to better manage toxic waste |
| Public transport | 24 | Clean drinking water |
| Anti-terrorism and security | 23 | Nuclear waste disposal |
| Energy conservation | 22 | Ways to remove carbon from atmosphere |
| More energy efficient cars and trucks | 18 | New oil and gas reserves |
| Nuclear power | 9 | Hydropower |
| More energy efficient buildings | 8 | Cleaner burning coal |
Responses to Question 5: If the Department of Trade and Industry has £5 billion to spend, which do you think should be the top priority? (Responses shown in the table include the top priority and the second priority.)
Over half of respondents listed new energy sources, defined as a selection of renewable energy sources, as a top priority for DTI. About a third, 35 percent, selected new energy sources as their first choice. Aside from renewable energy, four other priorities – public transport, anti-terrorism and security, energy conservation and energy-efficient cars – received roughly 20 percent support, whereas the remaining nine alternatives, including "ways to remove carbon from the atmosphere" and "cleaner burning coal", two selections that could include development of CCS, received support from less than 10 percent of respondents.
4. Public Attitudes toward Global Warming
Two survey questions explored general attitudes toward global warming. Figures 4.1 and 4.2 show the results.
Responses to Question 10: From what you know about global warming, which of the following statements comes closest to your opinion?
Over 70 percent of respondents believe that action needs to be taken to address global warming and the majority of that group thinks that immediate action is necessary.
Fifty-five percent of those who are concerned about global warming responded that immediate action is necessary. Another 32 percent of those respondents said that some action should be taken. Sixty-two percent of those who are concerned about the environment chose immediate action and 28 percent chose some action.
Responses to Question 11: Assuming that global warming is a problem, what do you think the UK is likely to do about it?
Twenty-seven percent of those who listed global warming among their top environmental concerns responded, "global warming is a problem but the UK won't do anything about it." By contrast, 15 percent of those who did not list global warming amongst their top environmental concerns gave the same response. The response that technologies will solve the problem received support from 30 percent of those not listing global warming among their concerns versus 22 percent of those who said they were concerned about global warming.
Thirty-one percent of those concerned about the environment chose the response that the UK will not do anything about global warming compared to 19 percent of those not listing the environment in their top three concerns. The technological solution was chosen by 15 percent of those concerned about the environment.
The survey also asked several UK-specific questions regarding the proper level of government for regulating emissions and the attitude towards the government's recent long-term emissions reduction commitment. Respondents were informed that the UK is currently in the process of joining the European system for controlling greenhouse gas emissions (the European emissions trading system) and asked what they believed to be the "most appropriate level of government for controlling emissions". As seen in Table 4.1, a clear majority preferred international-level control, with the lowest support being voiced for EU-level regulation. This preference for international level may reflect popular support for the Kyoto Protocol as much as it reflects dissatisfaction with Brussels.
Table 4.1 Appropriate Level of Government for Controlling Emissions
| Level | Percent |
|---|---|
| UK | 15 |
| EU | 8 |
| International | 54 |
| Not sure | 23 |
In its recent Energy White Paper, the UK government recently committed to reducing greenhouse emissions by 60% by 2050. 8 The target itself evoked little dissension; only 4% of the British public deemed such a commitment "not desirable". Amongst those with a favourable view, there was a relatively even division between those that felt such a target was "reasonable", and those who believed an aim to be "impractical." This reflects divisions over trust in government.
Fifty-five percent of those who identify with the Conservative party said that the target was "desirable but impractical", whereas 40 percent of those identifying themselves as Labour supporters and 36 percent of Liberal Democrats voiced a skeptical view. Thirty-two percent of those supporting the Conservative party answered "desirable and reasonable" compared to 47 percent of Labour and Liberal Democrat respondents. The target was seen as "undesirable" by 4 percent of Conservatives and 7 percent of Liberal Democrats, but only 1 percent of Labour supporters.
Table 4.2 Views on UK Government's 60% Emissions Reduction Target
| Level | Percent |
|---|---|
| Desirable and reasonable | 40 |
| Desirable but impractical | 43 |
| Not desirable | 4 |
| Not sure | 13 |
5. Public Understanding of Carbon Dioxide Sources
Forty-nine percent of respondents to the survey selected global warming as one of their two most important environmental concerns (as shown in Table 3.2). To see if people understood the drivers of global warming, the survey asked about sources of carbon dioxide. The question (as shown below in Table 5.1) said, "there is growing concern about increasing levels of carbon dioxide" but did not suggest that carbon dioxide was a cause of global warming.
8 UK Department of Trade and Industry, Our Energy Future - Creating a Low Carbon Economy (HMSO, 2003).
Table 5.1 Understanding the Source of Carbon Dioxide
| Technology or Practice | Increases Carbon Dioxide (%) | Decreases Carbon Dioxide (%) | No Impact (%) |
|---|---|---|---|
| Automobiles | 84 | 1 | 2 |
| Factories | 80 | 1 | 1 |
| Coal burning power plants | 81 | 2 | 1 |
| Home heating | 66 | 2 | 6 |
| Breathing | 56 | 3 | 21 |
| Nuclear power plants | 24 | 12 | 28 |
| Farming | 8 | 27 | 25 |
| Trees | 3 | 76 | 6 |
| Oceans | 1 | 33 | 30 |
| Windmills | 1 | 25 | 53 |
Responses to Question 7: There is a growing concern about increasing levels of carbon dioxide in the atmosphere. How do you think the following contribute to these levels?
Table 5.2 Correct responses
| Automobiles | 9 | |
|---|---|---|
| Factories | 9 | |
| Coal burning power plants | 9 | |
| Home heating | 9 | |
| Breathing | 9 | |
| Nuclear power plants | | 9 |
| Farming | 9 | |
| Trees | | 9 |
| Oceans | | 9 |
| Windmills | | 9 |
Tables 5.1 and 5.2 show that very few respondents offered the "incorrect" response about automobiles, factories, coal burning power plants, home heating, breathing, windmills, and trees. More than three quarters of respondents were correct about automobiles, factories, coal burning power plants, and trees. Respondents were less sure and less correct about nuclear power, farming, and oceans.
It should be noted that a person who is not familiar with a particular technology or practice or is uncertain about carbon dioxide could technically be "correct" by answering "not sure," although this is not reflected in Table 5.2.
9 Depending on the source of energy used in home heating. Someone heating their home with electricity that was entirely hydro, nuclear or renewables could be correct if they answered 'decreases carbon dioxide' or 'no impact', but it was impossible to identify these individuals.
Technologies or practices generally associated with emissions (automobiles, factories, and coal burning power plants) are also associated with a release of carbon dioxide, thus it is impossible to tell if respondents made the explicit connection to carbon dioxide or whether they simply associated these technologies with air emissions or pollution more generally.
It is interesting to note that in spite of efforts by proponents to portray nuclear energy as a climate-friendly energy source, over half of respondents do not know that nuclear power does not emit carbon dioxide, including almost a quarter of respondents who mistakenly believe that nuclear power is a source of carbon dioxide by. This misunderstanding is found amongst both those who listed global warming as a top concern and those who did not, 27 percent of those concerned about global warming said that nuclear power plants increase carbon dioxide while 22 percent of those not concerned about global warming said that nuclear power plants increase carbon dioxide.
However, there seems to be greater understanding of nuclear energy among those concerned about the environment. Forty-four percent of those concerned about the environment responded that nuclear power plants have "no impact" on carbon dioxide levels; another 10 percent responded that nuclear power plants decrease carbon dioxide. Nineteen percent were incorrect, saying that nuclear power increases carbon dioxide and 27 percent said they were not sure. Among those not concerned about the environment, 37 percent said they were not sure, 26 percent said nuclear power had no impact, 12 percent said it decreases carbon dioxide, and 25 percent said it increases carbon dioxide.
These results actually offer a somewhat more positive view of nuclear power than that found in a 2002 Eurobarometer survey, where 45% of the UK public believed that nuclear power contributed significantly to "global warming or climate change" compared to 27% who disagreed and 28% that did not know. 10 These figures are almost identical to the overall EU average (47% agree, 27% disagree, based on the 15 member states at the time of the survey).
6. Public Understanding of CCS
One goal of the survey was to establish a baseline for assessing public understanding of geologic carbon dioxide capture and storage. Researchers and government officials refer to geologic CCS as "carbon sequestration" or "carbon capture and storage." Both terms were included in the survey.
10 European Commission, DG-Research, Special Eurobarometer 169, Energy: Issues, Options and Technologies Science and Society, p. 45, Table 5 (December 2002).
Table 6.1 Percent of Respondents who have Heard of or Read about Technologies in the Past Year
| Technology | Percent |
|---|---|
| Wind energy | 69 |
| Solar energy | 55 |
| More efficient cars | 53 |
| More efficient appliances | 40 |
| Nuclear energy | 39 |
| Hydrogen cars | 26 |
| Bioenergy/biomass | 10 |
| Carbon capture and storage | 5 |
| Carbon sequestration | 2 |
| Iron fertilisation | 1 |
Question 4: Have you heard of or read about any of the following in the past year?
Table 6.1 shows that very few people have heard of or read about carbon capture and storage or carbon sequestration. Even fewer have heard of iron fertilisation. Those who ranked the environment as one of their three most important concerns were more likely to have said that they had heard of each of the technologies listed in Table 6.1. Ranking global warming as a primary environmental concern did not, however, result in a similar increase. Those who gave a high ranking to the environment were also less likely to say that they had heard of none of the technologies (7 percent compared to 23 percent of people not concerned about the environment) while those who gave a high ranking to global warming were actually more likely to say that they had not heard of any of the technologies (26 percent compared to 17 percent of those not concerned about global warming).
Question 6: Please select if "carbon sequestration" or "carbon capture and storage" can reduce each of the following environmental concerns.
Figure 6.1 presents evidence of whether people knew what environment problem "carbon sequestration" or "carbon capture and storage" is intended to address. Given the limited number of respondents who had heard of or read about CCS in the past year (as shown in Table 6.1), it is not surprising that a large number of respondents answered "not sure" when asked what problem CCS addresses. Nevertheless, it is impressive that the highest number of "can reduce" responses were for the correct answer (global warming), which reflects an association between "carbon" and global warming. Moreover, aside from global warming, the next three most frequently chosen responses for problems CCS "can reduce" were related to atmospheric emissions (ozone depletion, acid rain, and smog).
For comparison, Figure 6.2 shows the responses of those who said they had heard of or read about carbon capture and storage or carbon sequestration. Not surprisingly, those who said they had heard one of the two terms for CCS were more likely to give an answer other than not sure. That group seemed to have a particularly keen awareness of the linkage between CCS and global warming – fully eighty-five percent of that group correctly responded that CCS addressed global warming, whereas none (of a relatively small sample, n=58) provided the incorrect response.
7. Public Attitudes toward Climate Change-Mitigation Technologies
The survey asked respondents to select the technologies they would consider using to address global warming. Each technology was followed by a definition to provide the respondents with information about what they were selecting. This question appeared late in the survey and is the first time information was included.
The entire list of technologies and definitions is included here.
* Bioenergy/biomass: Producing energy from trees or agricultural wastes.
* Carbon sequestration: Using trees to absorb carbon dioxide from the atmosphere.
* Carbon capture and storage: Capturing carbon dioxide from power plant exhaust and storing in underground reservoirs.
* Iron fertilisation of oceans: Adding iron to the ocean to increase its uptake of carbon dioxide from the atmosphere.
* Energy efficient appliances: Producing appliances that use less energy to accomplish the same tasks.
* Energy efficient cars: Producing cars that use less energy to drive the same distance.
* Nuclear energy: Producing energy from a nuclear reaction.
*
Solar energy: Using the energy from the sun for heating or electricity production.
* Wind energy: Producing electricity from the wind, traditionally in a windmill.
Figure 7.1 shows the responses.
Question 13: The following technologies have been proposed to address global warming. If you were responsible for designing a plan to address global warming, which of the following technologies would you use?
Respondents strongly supported the use of bioenergy/biomass, carbon sequestration (defined in this case as using trees to absorb carbon dioxide.), solar energy, wind energy, and energy efficient appliances and cars. No respondents opposed the use of energy efficient cars or appliances and only a small percentage voiced any opposition to this set of technologies (although wind energy did elicit the largest negative response at 7%). By contrast, the public was more evenly divided on the question of nuclear energy, CCS and iron fertilisation, although for the latter two technologies, over fifty percent of respondents were unsure. Carbon capture and storage (defined here as storage in underground reservoirs) received a slightly net favourable response, whereas nuclear energy and iron fertilisation were viewed more negatively.
Those concerned about the environment were twice as likely as those not listing the environment as a primary concern to answer they would "definitely not use" nuclear energy (33 percent versus 17 percent).
8. Willingness to Pay to Solve Global Warming
Table 8.1 shows the respondent estimates of their previous month's electric bill.
Table 8.1 Monthly Electricity Bill
Question 8: How much was your electric bill last month?
The largest percentage of respondents reported an electric bill between 20 and 40 pounds. Although most British households received electric bills on a quarterly basis, which might introduce some errors in reporting, these results are consistent with recent DTI data on electricity prices. 11
Table 8.2 Willingness to Pay
| Expressed Willingness to Pay | Percent |
|---|---|
| Less than £5 | 22 |
| £5 to £9.99 | 36 |
| £10 to £19.99 | 26 |
| £20 to £39.99 | 11 |
| £40 to £59.99 | 3 |
| £60 to £99.99 | 1 |
Question 9: If it solved global warming, would you be willing to pay ___ more per month on your electricity bill?
Whilst a large percentage of people responded that that they would pay an additional £5 to £20 pounds on each month's electric bill, willingness to pay drops off quickly above £20.
11 UK Department of Trade and Industry, Quarterly Energy Price Report, p. 13 (December 2004), available at http://www.dti.gov.uk/energy/inform/energy_prices/qep_dec04.pdf.
9. Response to Information
The survey asked respondents to choose from seven different ways to address global warming as it relates to electricity production (presented in Table 9.1). Half of the respondents received information about current electrical generation patterns and the expected costs associated with different approaches. The other half of the respondents were asked the question and not given any additional information.
The information is included under Question 14 in Appendix B. The price information shown in the appendix was not meant to be exact, but was meant to clearly distinguish relative costs between the technologies to determine whether the public maintained their support for renewable energy in the face of higher prices.
Table 9.1 Approaches to addressing global warming as it relates to electricity production
Responses to Question 14: How do you feel we can best address the issue of global warming as it relates to electricity production?
As seen in Figure 9.1, with and without information, expanding renewable energy receives the most support. However, when respondents were provided with cost and current production information (e.g., to reflect higher cost of renewables and that nuclear power does not produce carbon dioxide), support for expanding nuclear energy and using fossil fuels with CCS increased dramatically. Support for nuclear energy doubles from 9 to 18 percent of respondents when information is provided. Support for fossil energy with CCS increases ten-fold from 1 percent to 10 percent with information.
Ironically, amongst those concerned about global warming, nuclear power is preferred by only 4 percent of respondents in the no information case, as compared to 13 percent support for nuclear for respondents who did not express a strong concern about global warming. Support for nuclear energy jumps by about nine percent in both groups when information is provided (to 13 percent in the concerned group and 22 percent in the not concerned group). Support for fossil fuels with CCS was about the same in the group concerned about global warming as in the not concerned group.
10. Summary
The survey suggests that whilst the environment is not a pressing concern for the majority of the public, a large fraction believes action should be taken to address global warming. The public strongly supports the use of renewable energy to address global warming and as a target of future research. Offering cost and usage information results in a small (6 percent) shift away from renewable energy towards nuclear energy and fossil fuel combustion with carbon capture and storage, but even with cost information renewable energy maintains a strong following.
When asked to rank environmental concerns, global warming is by far the top environmental concern (especially among those who are concerned about the environment). Over 70 percent of respondents believe that action needs to be taken to address global warming; over 40 percent thinks that immediate action is necessary.
When asked the importance of the economy compared to the environment, over 50 percent of respondents chose the environment. Eleven percent said the environment should be given a priority over the environment even if it hurts the economy. However, respondents moved away from the most expensive way to address global warming (renewable energy) when they were presented with cost information. In addition, although a large percentage of people responded that that they would pay an additional £5 to £20 on each month's electric bill, willingness to pay dropped off quickly above £20.
Nuclear energy continues to be confused as a greenhouse gas emitter and the technology attracts both strong support and opposition. Very few people in the UK have heard of CCS but those who have do seem to know what environmental concern it addresses. Support for CCS is mixed although most of public has neither a positive nor a negative opinion of the technology; with additional information, however, support for CCS does increase noticeably. As reflected in preferences for DTI priorities, individual technologies and global warming strategies, the strength of public support for renewable energy as the preferred approach to addressing global warming is quite robust.
Appendix A: Demographics of UK Survey Panel
| Mean Age (Years) | 40 to 49 |
|---|---|
| Male | 47.6% |
| Female | 52.4% |
| Region | |
|---|---|
| North East | 5.1% |
| North West | 9.5% |
| Yorkshire and the Humber | 9.5% |
| East Midlands | 7.3% |
| West Midlands | 11.4% |
| East of England | 9.4% |
| London | 8.7% |
| South East | 17.2% |
| South West | 8.0% |
| Wales | 4.7% |
| Scotland | 9.4% |
| Newspaper | |
|---|---|
| The Express | 4.1% |
| The Daily Mail / The Scottish Daily Mail | 13.0% |
| The Mirror / Daily Record | 17.1% |
| The Daily Star / of Scotland | 1.1% |
| The Sun | 21.0% |
| The Daily Telegraph | 9.5% |
| The Financial Times | 0.9% |
| The Guardian | 7.1% |
| The Independent | 1.4% |
| The Times | 5.2% |
| The Scotsman | 0.4% |
| The Glasgow Herald | 0.3% |
| Other local daily morning newspaper | 2.9% |
| Other newspaper | 3.9% |
| None | 12.2% |
| Age | |
|---|---|
| 18 to 24 | 11.2% |
| 25 to 29 | 8.9% |
| 30 to 34 | 10.5% |
| 35 to 39 | 9.2% |
| 40 to 49 | 13.6% |
| 50 to 59 | 19.7% |
| 60 + | 26.9% |
Appendix B: UK Survey Questions and Answers
Question 1: Consider the following issues. What are the three most important issues facing the UK today?
| Issue | Listed among top three (%) |
|---|---|
| Asylum seekers | 42 |
| Terrorism | 39 |
| Crime | 31 |
| Health care | 26 |
| Education | 17 |
| Drugs | 16 |
| Aging population | 15 |
| Environment | 13 |
| Taxes | 13 |
| European Union | 11 |
| Economy | 10 |
| Family values | 10 |
| Foreign policy/Influence | 10 |
| Intro Euro/Keep Pound | 7 |
| Poverty | 7 |
| Welfare | 6 |
| Unemployment | 5 |
| Income inequality | 5 |
| Racism | 4 |
| Social exclusion | 4 |
| Inflation | 2 |
| Budget deficit | 1 |
| AIDS | 1 |
| Abortion | 1 |
Distribution of responses listing issue as one of the three most important
Question 2: Consider the following environmental problems. Which are the most important problem and second most important problem facing the UK today?
| | First Choice (%) | Second Choice (%) | Total (%) |
|---|---|---|---|
| Water pollution | 2 | 7 | 9 |
| Destruction of ecosystems | 7 | 11 | 18 |
| Toxic Waste | 6 | 7 | 14 |
| Overpopulation | 16 | 13 | 29 |
| Ozone depletion | 7 | 9 | 16 |
| Global warming | 35 | 14 | 49 |
| Urban sprawl | 9 | 13 | 22 |
| Smog | 1 | 1 | 2 |
| Endangered species | 2 | 4 | 6 |
| Acid rain | 0 | 0 | 0 |
| Resource depletion | 12 | 12 | 24 |
| GM crops | 3 | 7 | 11 |
Total defined as those listing environmental problem as a first or second choice
Question 3: Many environmental issues involve difficult trade-offs with the economy. Which of the following statements best describes your view?
| Statement | Percent |
|---|---|
| The highest priority should be given to protecting the environment, even if it hurts the economy. | 11 |
| Both the environment and the economy are important, but the environment should come first. | 46 |
| Both the environment and the economy are important, but the economy should come first. | 30 |
| The highest priority should be given to economic considerations such as jobs even if it hurts the environment. | 3 |
| Not sure | 11 |
Question 4: Have you heard of or read about any of the following in the past year? Check all that apply.
| Technology or Energy Source | Percent |
|---|---|
| More efficient cars | 53 |
| Solar energy | 55 |
| Nuclear energy | 39 |
| Wind energy | 69 |
| More efficient appliances | 40 |
| Hydrogen cars | 26 |
| Bioenergy/biomass | 10 |
| Carbon capture and storage | 5 |
| Carbon sequestration | 2 |
| Iron fertilisation | 1 |
| None of these | 21 |
Question 5: If the UK Department of Trade and Industry has £5 billion to spend, which do you think should be the top priority?
| | First Choice (%) | Second Choice (%) | Total (%) |
|---|---|---|---|
| New energy sources: solar, wind, or bioenergy/biomass | 35 | 17 | 52 |
| Anti-terrorism and security | 15 | 8 | 23 |
| New oil and gas reserves | 2 | 4 | 6 |
| More energy efficient cars and trucks | 6 | 12 | 18 |
| Clean drinking water | 5 | 2 | 7 |
| Energy conservation | 8 | 14 | 22 |
| Ways to better manage toxic waste | 3 | 6 | 8 |
| Public transport | 11 | 13 | 24 |
| Nuclear waste disposal | 2 | 5 | 7 |
| Nuclear power | 6 | 4 | 9 |
| Ways to remove carbon from atmosphere | 2 | 5 | 7 |
| More energy efficient buildings | 3 | 5 | 8 |
| Hydropower | 2 | 5 | 6 |
| Cleaner burning coal | 1 | 1 | 2 |
Question 6: Please select if "carbon sequestration" or "carbon capture and storage" can reduce each of the following environmental concerns.
| | Can Reduce (%) | Does Not Reduce (%) | Not Sure (%) |
|---|---|---|---|
| Toxic waste | 11 | 20 | 69 |
| Ozone depletion | 33 | 7 | 61 |
| Global warming | 42 | 3 | 55 |
| Acid rain | 26 | 9 | 65 |
| Smog | 31 | 8 | 61 |
| Water pollution | 16 | 16 | 68 |
| Resource depletion | 11 | 17 | 71 |
Question 7: There is a growing concern about increasing levels of carbon dioxide in the atmosphere. How do you think the following contribute to these levels?
| Technology or Practice | Increases Carbon Dioxide (%) | Decreases Carbon Dioxide (%) | No Impact (%) |
|---|---|---|---|
| Automobiles | 84 | 1 | 2 |
| Factories | 80 | 1 | 1 |
| Coal burning power plants | 81 | 2 | 1 |
| Home heating | 66 | 2 | 6 |
| Breathing | 56 | 3 | 21 |
| Nuclear power plants | 24 | 12 | 28 |
| Farming | 8 | 27 | 25 |
| Trees | 3 | 76 | 6 |
| Oceans | 1 | 33 | 30 |
| Windmills | 1 | 25 | 53 |
Correct responses
| Automobiles | 9 | |
|---|---|---|
| Factories | 9 | |
| Coal burning power plants | 9 | |
| Home heating | 9 | |
| Breathing | 9 | |
| Nuclear power plants | | 9 |
| Farming | 9 | |
| Trees | | 9 |
| Oceans | | 9 |
| Windmills | | 9 |
12 Depending on energy source of home heating. Someone heating their home with electricity that was entirely hydro, nuclear or renewables could be correct if they answered 'decreases carbon dioxide' or 'no impact', but it was impossible to identify these individuals
Question 8: How much was your electric bill last month? Note that if you pay your bill quarterly or over some over period, please state in terms of a monthly rate.
| Amount | Percent |
|---|---|
| Under £10 | 2 |
| £10-19 | 15 |
| £20-39 | 42 |
| £40-59 | 15 |
| £60-79 | 4 |
| £80-99 | 4 |
| £100-149 | 3 |
| More than £150 | 2 |
| Don’t know | 13 |
Question 9: If it solved global warming, would you be willing to pay [value] more per month on your electricity bill? (In the survey, the pound value started at £5. If a respondent chose "yes", the value increased to £10 then £20, £40, £60, and £100.)
| Expressed Willingness to Pay | Percent |
|---|---|
| Less than £5 | 22 |
| £5 to £9.99 | 36 |
| £10 to £19.99 | 26 |
| £20 to £39.99 | 11 |
| £40 to £59.99 | 3 |
| £60 to £99.99 | 1 |
Question 10: From what you know about global warming, which of following statements comes closest to your opinion?
Question 11: Many scientists believe that human activities, such as burning fossil fuels to drive cars and generate electricity, are causing the earth's atmosphere to warm somewhat. There are many ways that the UK may respond to this situation. Which of following statements comes closest to your opinion?
UNITED KINGDOM SPECIFIC
Question 12a: The UK is currently in the process of joining a system for controlling greenhouse gas emissions run by the European Commission. Do you believe that the most appropriate level of government for controlling emissions is:
| Level | Percent |
|---|---|
| UK | 15 |
| EU | 8 |
| International | 54 |
| Not sure | 23 |
Question 12b: The UK government recently committed to reducing greenhouse emissions by 60% by 2050. Do you believe that such a target is:
Question 13: The following technologies have been proposed to address global warming. If you were responsible for designing a plan to address global warming, which of the following technologies would you use?
| Technology | Definitely use | Probably use | Probably not use | Definitely not use |
|---|---|---|---|---|
| Bioenergy/biomass: Producing energy from trees or agricultural wastes. | 39% | 29% | 4% | 0% |
| Carbon sequestration: Using trees to absorb carbon dioxide from the atmosphere. | 51% | 24% | 2% | 1% |
| Carbon capture and storage: Capturing carbon dioxide from power plant exhaust and storing in underground reservoirs. | 10% | 19% | 14% | 7% |
| Iron fertilisation of oceans: Adding iron to the ocean to increase its uptake of carbon dioxide from the atmosphere. | 8% | 12% | 16% | 11% |
| Energy efficient appliances: Producing appliances that use less energy to accomplish the same tasks. | 72% | 18% | 0% | 0% |
| Energy efficient cars: Producing cars that use less energy to drive the same distance. | 71% | 19% | 0% | 0% |
| Nuclear energy: Producing energy from a nuclear reaction. | 16% | 17% | 15% | 19% |
| Solar energy: Using the energy from the sun for heating or electricity production. | 72% | 17% | 2% | 1% |
| Wind energy: Producing electricity from the wind, traditionally in a windmill. | 62% | 19% | 5% | 2% |
Question 14: How can we best address the issue of global warming? (In the survey, half of the sample was provided with information on cost and current use and half of the sample was provided with no additional information. The information is included here.)
Now we would like to present some facts on electricity production and prices.
The following chart shows our reliance on fossil fuels (coal, oil and natural gas) for producing electricity.
Coal
Oil and Other
Natural gas
Nuclear
Renewables
Based on published studies, we can summarise the electricity production costs as follows:
* Current electricity production costs are in the 2-3p/kWh range.
* New nuclear plants would cost 3-4p/kWh and would emit no carbon dioxide.
* New fossil fuel plants that capture and store carbon dioxide would reduce carbon dioxide emissions by 90% and cost 3-4p/kWh.
* While some opportunities for wind exist at 3p/kWh, significant expansion of renewables (solar and wind power) would cost more than 5p/kWh.
Considering these facts, how can we best address the issue of global warming as it relates to electricity production?
Responses to Question 14
| Options | Without information (%) |
|---|---|
| Do nothing. We can live with global warming. | 2 |
| Invest in research and development. A new technology will solve global warming. | 25 |
| Continue using fossil fuels but with capture and storage of carbon dioxide. | 1 |
| Expand nuclear power. | 9 |
| Expand renewables (solar and wind power). | 46 |
| Reduce electricity consumption, even if it means lower economic growth. | 6 |
| Do nothing. There is no threat of global warming. | 1 |
| Don’t know | 9 |
Question 15: Do you believe that we have a responsibility to look out for the interests of future generations, even if it means making ourselves worse off?
| Response | Percent |
|---|---|
| Yes | 81 |
| No | 6 |
| Not sure | 13 |
Question 16: We currently assist other nations through foreign aid and charitable donations, do you think we should increase that assistance, let it stay the same, decrease our assistance or remove it entirely?
| Response | Percent |
|---|---|
| Increase | 20 |
| Stay the same | 45 |
| Decrease | 24 |
| Remove it entirely | 11 |
Question 17: How do you heat your home?
| Response | Percent |
|---|---|
| Oil | 3 |
| Electricity | 20 |
| Natural Gas | 72 |
| Wood | 1 |
| No Heating | 1 |
| Don't know | 1 |
| Other | 2 |
Questions 18: How would you describe your overall point of view in terms of the political parties? Would you say you would usually support Labour, Conservative, Liberal Democrats, a regional party (SNP, Plaid Cymru), or other parties?
| Party | Percent |
|---|---|
| Labour | 36 |
| Conservative | 27 |
| Liberal Democrat | 15 |
| Regional party (SNP, Plaid Cymru) | 2 |
| Other | 3 |
| I don't tend to support any political party | 13 |
| Not sure | 4 |
Questions 19: How often do you attend a place of worship, such as a church, mosque, or temple?
| Response | Percent |
|---|---|
| At least once a week | 6% |
| Almost every week | 3% |
| About once a month | 3% |
| Seldom | 46% |
| | 43% |
Questions 20: How many children do you have under the age of 18? | <urn:uuid:8241bdae-a177-4596-bae8-4e2ce5887ecb> | CC-MAIN-2017-30 | http://sequestration.mit.edu/pdf/LFEE_2005-001_WP.pdf | 2017-07-23T02:43:35Z | crawl-data/CC-MAIN-2017-30/segments/1500549424239.83/warc/CC-MAIN-20170723022719-20170723042719-00520.warc.gz | 286,452,765 | 10,630 | eng_Latn | eng_Latn | 0.977589 | eng_Latn | 0.998077 | [
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn"... | false | docling | [
478,
497,
3479,
6446,
8678,
10384,
12789,
13412,
15163,
17184,
19021,
21677,
23043,
24530,
25840,
26890,
28301,
29150,
30453,
32615,
33666,
34437,
35752,
36207,
37464,
38583,
39378,
39801,
40294,
41646,
42767,
43872,
44766,
44832
] | [
1.0546875,
2
] | 4 | 2 |
IDEAS FOR SCHEDULING AND PLANNING
Speaker: Linda Crosby
*Before you start you should: write a family mission statement, figure out your kid's learning styles, and choose curriculum.
Cathy Duffy's 102 Top Picks for Homeschool Curriculum
1. Schedule Planning Time with your Spouse
- Pray
- Yearly goals
- Year-at-a-Glance calendar
2. Set School Year Calendar
3. Choose a Reward System for Accomplishments
4. Plan a Weekly Schedule
5. Write Lesson Plans
6. Keep a Weekly To-Do List
7. Organize a Weekly Meal Plan
8. Assign Chores
9. Maintain Mom’s Binder
GOALS FOR INDIVIDUAL CHILDREN By Linda Crosby
For each child choose one (sometimes two) specific goals in each of these areas to work on for the year. Check up on progress three or four times a year. At the end of the year mark the list with a +, ½ or – as to how they did. Some kids need the same goal for a few years until it is learned.
Character: Attentiveness, Obedience, Orderliness, Trust, Patience, Stewardship, Responsibility, Love, Generosity, Courage, Wisdom, Loyalty, Honor, Cooperation, Determination, Honesty, Self Control, Joy (Usually these involves a study of Bible verses on the subject, reading a biography of someone who exemplified this character trait, practical practice)
Spiritual: Bible reading, devotional, prayer time, prayer journal, memorize books of the Bible, memorize # of Bible verses, memorizing a Bible chapter (Set a time, or schedule, or topic, make a list to pray through)
Physical: potty training, P.E., sports, trampoline, exercises, jogging, dance, riding a bike, ice and/or roller skating, cycling, rollerblading, gymnastics, exercise ball, weights, circuit training
Academics: spelling, flashcards (+ - x /), 26 phonograms, handwriting, oral reading, writing a paragraph, writing an essay, Spanish, map reading, grammar, taking notes, making an outline, writing a book report, typing, # of vocabulary words
Life Skills: learning address and phone number, flossing, cleaning bedroom, cooking, baking, menu planning, freezer inventory, washing dishes, table setting, cleaning out the fridge, vacuuming, dusting, cleaning the bathroom, laundry (collecting, sorting, washing, drying, folding, putting away), ironing, changing a tire, mowing the lawn, weeding, edging the lawn, changing the oil, washing floor, time management (making a schedule), trimming shrubs, feeding animals, picking up dog poop, sweeping, cleaning animal cages, making bed, getting dressed, washing windows, washing the car, putting toys away, painting a room, sewing, making a PowerPoint presentation, hooking up a computer, changing a door knob, removing screens to wash, shutting off the water to the house, plant care, recycling, managing "stuff"
Social Skills: introductions, headphone/cell phone manners, phone manners, three questions to others, eye contact, shaking hands, lead by example, brotherly love, resolve and manage conflict, ladies first, protecting girls, table manners, being a good friend, serving others, giving up your seat for elders/women, holding the door, asking if you can help, replying without sighing, waiting for a break in the conversation to talk, complimenting others | <urn:uuid:35842c18-2ca1-4391-b6d1-f4b4566c05e4> | CC-MAIN-2017-30 | http://chaponline.com/wp-content/uploads/2017/04/LindaCrosby_Sched_Handout.pdf | 2017-07-23T02:39:52Z | crawl-data/CC-MAIN-2017-30/segments/1500549424239.83/warc/CC-MAIN-20170723022719-20170723042719-00529.warc.gz | 59,232,745 | 735 | eng_Latn | eng_Latn | 0.956877 | eng_Latn | 0.970609 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
563,
3186
] | [
3.734375
] | 2 | 1 |
Renfrew County and
District Health Unit
Pneumococcal Conjugate Vaccine
What is invasive pneumococcal disease (IPD)?
IPD is an infection caused by the streptococcus pneumoniae bacteria. It can cause:
* pneumonia (lung infection)
* bacteraemia (infection of the blood)
* meningitis (infection of the lining of the brain and spinal cord).
Pneumonia, bacteraemia and meningitis can sometimes cause death or long lasting complications, especially in people with high-risk medical conditions. Pneumococcal infection is also a frequent cause of ear infections. Sometimes antibiotics do not work against pneumococcal infections (antibiotic resistance) making them more difficult to treat.
How do you get invasive pneumococcal disease?
The bacteria that cause IPD can live at the back of the nose and throat without causing illness. The bacteria spread through droplets in the air from coughing or sneezing, through direct contact with respiratory secretions and through contact with the saliva of an infected person when items such as bottles, eating utensils and toys are shared.
Why is the pneumococcal vaccine important?
Streptococcus pneumoniae is the most common cause of bacterial infection in children under 2 years of age. Pneumococcal conjugate vaccine can prevent these infections.
Who should get the vaccine?
Starting at age 2 months, infants should receive the vaccine as part of their routine immunization. The vaccine is publicly funded for all children under the age of 5 years. This vaccine is particularly important for children who have medical conditions that put them at increased risk for IPD (high-risk children). High-risk children are those who have any of the following high-risk medical conditions:
* asplenia, splenic dysfunction, sickle-cell disease and other sickle cell haemoglobinopathies
* cerebrospinal fluid leaks
* HIV infection
* primary immune deficiency
* other conditions associated with immunosuppression (malignancies, long term systemic corticosteroids and other immunosuppressive therapy)
* solid organ transplants
When should the pneumococcal vaccine be given?
The recommended pneumococcal conjugate vaccine series begins at the age of 2 months. Healthy children starting their series at 2 months of age should receive 3 doses of vaccine (at 2, 4 and 12 months of age). High risk children with one or more of the previously mentioned medical conditions should receive four doses of vaccine (at 2, 4, 6 and 15 months of age). The number of doses required depends on the child's age at the time of the first dose of pneumococcal conjugate vaccine and high- risk factors. You should always discuss the benefits and risks of any vaccine with your doctor/nurse practitioner or local public health unit.
Visit our website at www.rcdhu.com
Are there side effects from the vaccine?
Most reactions tend to be mild and include soreness, redness, itching and/or rash where the needle was given. Other side effects such as decreased appetite, irritability, drowsiness, change in sleep pattern, restlessness, diarrhea and vomiting may occur. Severe reactions are rare. Report any side effects or severe vaccine reactions to your doctor/nurse practitioner or local public health unit.
Who should not get the vaccine?
Children should not receive the vaccine if they have allergies to any component of the vaccine (diphtheria toxoid, succinic acid, Polysorbate 80, aluminum) or if they had an anaphylactic reaction to a prior dose of the vaccine.
When should I call my doctor?
Call your doctor/nurse practitioner or go to the nearest hospital emergency department if your child has any of the following symptoms within three days of getting the vaccine:
* hives
* swelling of the face or mouth
* trouble breathing, hoarseness or wheezing
* high fever (over 40°C or 104°F)
* convulsions or seizures
* other serious reactions to the vaccine
Who should I talk to if I have any questions?
For more information contact your doctor/nurse practitioner or Renfrew County & District Health Unit Health Info Line at 613-735-8666 or 1-800-267-1097, ext.666.
Your record of protection
After your child receives any immunization, make sure his/her personal immunization record (Yellow Card) is updated. Keep it in a safe place! You may be asked to show this record of immunization when your child registers for school or day care.
Renfrew County and District Health Unit
7 International Drive Pembroke, Ontario K8A 6W5 613-735-8666 or 1-800-267-1097, Ext. 666.
Adapted from the Ministry of Health and Long-Term Care, Immunization: Pneumococcal Conjugate Vaccine (December 2013). Publicly Funded Immunization Schedule Ontario (March 2015).
Visit our website at www.rcdhu.com | <urn:uuid:3c9a822e-567f-4276-8481-dac90b5fa168> | CC-MAIN-2017-30 | http://rcdhu.com/wp-content/uploads/2016/12/immunization-Pneumococcal-Conjugate-Vaccine.pdf | 2017-07-23T02:53:30Z | crawl-data/CC-MAIN-2017-30/segments/1500549424239.83/warc/CC-MAIN-20170723022719-20170723042719-00525.warc.gz | 268,608,012 | 1,057 | eng_Latn | eng_Latn | 0.995077 | eng_Latn | 0.996081 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2784,
4713
] | [
2.5625
] | 2 | 0 |
Wave concepts
[x] Waves are a "disturbance" that travels (usually through a material).
[x] They carry energy away from a source.
[x] The disturbance and associated energy move along, the material does not.
Types of Waves: Compression Waves
Come from compressing atoms
(or molecules) close together
and then pulling them apart
The oscillations are parallel/antiparallel to the direction of travel
Types of Waves: Compression Waves
Compression waves can travel through solids and fluids
Solid
Liquid
Gas
Types of Waves: Transverse waves
[x] The oscillations in a transverse wave are perpendicular to the direction of travel
[x] Mechanical transverse waves (shear waves) require rigid bonds, so they only travel through solids
Wave Properties: Amplitude
[x] Amplitude is the amount of displacement from the rest position
[x] Associated with the energy of the wave
* loudness (sound)
* brightness (light)
Amplitude
Wave Properties: Speed
[x] Speed = frequency × wavelength
[x] However, frequency/wavelength can play an extremely minor role in special cases.
[x] Speed usually depends almost exclusively on the medium.
* This is how we get rainbows
Wave Properties: Wavelength
[x] Wavelength is the distance between two similar parts of the wave
Compression Wave
Transverse Wave
Wave Properties: Frequency
[x] Frequency is the number of wave crests which pass a point per second.
* light: color, 10 15 Hz
* sound: pitch, 20 to 20,000 Hz
* earthquake: 10 to 1,000 Hz
* radio: kHz (AM) to MHz (FM)
Wave Properties: Speed
[x] The speed of sound is 340 m/s (about 1/5 mile/sec)
[x] The speed of light is 3x10 8 m/s
You hear the thunder five seconds after seeing the lightning.
How far away is the lightening?
Reflection
Wave Behavior
[x] All waves will
* Reflect
* Refract
* Diffract
* Interfere
Refraction
The bending of a wave as it
enters a medium with
different properties so
that the wave speed
changes.
Bonus Material:
Mirages are due to refraction
Diffraction
[x]
The wave fans out when it
[x] The amount of diffraction depends on relationship between wavelength and size of opening:
encounters an obstacle or opening.
* most when wavelength is similar to opening
* small when wavelength is much smaller than opening.
Standing waves
[x] Points of the medium that are permanently at rest are called Nodes
[x] Only certain frequencies produce standing waves in a given system. These are called resonance frequencies.
[x] Points of the medium that have maximum oscillation are called Anti-Nodes
[x] The energy of a wave is associated with its frequency.
[x] We can create one dimensional standing waves using a rope:
Bonus Material:
Mirages are due to refraction
Interference
[x] When two or more waves meet.
* constructive interference: two crests add together
* destructive interference: crest and trough cancel
Higher Dimensions
Standing waves are possible in two dimensions as well
The Doppler Effect
[x] When the source and/or the observer are in motion relative to one another, the observed frequency can change.
[x] If they are moving apart, frequency decreases
[x] If the source and observer are moving towards each other, frequency increases
Bonus material: Shock waves
[x] If a source is moving faster than the speed of the wave, shock waves form. | <urn:uuid:da3e9a13-9e14-4e98-82a6-88cf20880496> | CC-MAIN-2017-30 | http://qoptics.byu.edu/PS100/Chapter10.pdf | 2017-07-23T02:47:01Z | crawl-data/CC-MAIN-2017-30/segments/1500549424239.83/warc/CC-MAIN-20170723022719-20170723042719-00526.warc.gz | 255,089,045 | 761 | eng_Latn | eng_Latn | 0.992094 | eng_Latn | 0.99475 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
507,
1722,
1926,
2928,
3304
] | [
3.734375
] | 1 | 0 |
Local Residents Return From Expedition to Angel Falls
The six local participants in a recent expedition to the world's tallest waterfall, Angel Falls in Canaima National Park, Venezuela have returned from their adventure. Early in 2012 the Eureka based Jimmie Angel Historic Project (JAHP), a nonprofit 501 (c)(3) organization, announced its unique fundraising event, a "Tribute to Jimmie Angel Expedition" to Auyántepui and Angel Falls ● Churún Vena ● Salto Angel in Canaima National Park, State of Bolívar, Venezuela. A portion of each participant's registration fee was dedicated to the JAHP.
The core group of fifteen expedition members included co-leaders Paul Stanley of Angel-Eco tours based in Caracas, Venezuela and Karen Angel of the JAHP in Eureka, California. The expedition supported the economy of the indigenous Pemón of Canaima National Park who provided two canoes (called curiaras) river crews, lodgings, cooks and food, and two expert guides Clemente Lambos and Arturo Berti.
In addition to Angel, the Humboldt County participants were Steve Allen of Eureka, Steve Davidson of Bayside, Larry and Kitch Eitzen of Freshwater, and Alan Mason of Eureka.
Front row: Larry Eitzen, Kitch Eitzen, Karen Angel and Alan Mason, Back row: Steve Allen and Steve Davidson with Rio Churún and Angel Falls in the background. Photo: Paul Stanley, 3 July 2012
"I was thrilled with the number of people who registered for the expedition," remarked Angel, "with participants from the states of California, Louisiana, Maryland, New York, Washington and two people from Auckland, New Zealand."
After arriving by air in Canaima National Park, the group spent a few days walking through savannahs and rainforests, swimming in beautiful box canyons with cascading waterfalls, and visiting with the indigenous Pemón in their villages. Alan Mason of Eureka reported "Flying over the tepuis to Canaima National Park to get to our first lodge in Uruyén village was like nothing I've experienced before."
Photo: Paul Stanley, 1 July 2012
On their last afternoon before departing on their canoe voyage to Angel Falls, the group was hosted by four of Angel's Pemón cousins and their families in the village of Kamarata. Fruit, including home grown pineapples,
and traditional corn cakes called arepas were served. "Arepas, are the ultimate comfort food," according to Larry Eitzen of Freshwater. Each guest was also presented with a fresh pineapple for their journey to Angel Falls.
Karen Angel, who is the niece of American aviator-explorer James "Jimmie" Crawford Angel (1899-1956) for whom Angel Falls, the world's tallest waterfall, is named, had met her cousins' father Jose Manuel (Angel) Ugarte on her first trip to Angel Falls in 1994. "He was adopted when he was about nine years old by Jimmie Angel and his wife Marie while they were living in Kamarata in 1939," commented Angel.
Angel visited again in 2002, but she was too late to see Jose Manuel who had died in 2001; during this trip she did meet two of his sons, Nered and Manuel "Santos" Ugarte. "This year, it was very special for me to meet four of my cousins and their families," remarked Angel.
"Traveling to Angel Falls was not just a fascinating and wonderful trip through one of the most beautiful places I have ever travelled, it was filled with historical significance for me travelling with Karen Angel and getting to meet her incredibly kind Pemón relatives," commented Steve Allen of Eureka.
Auyántepui, the largest tepui (tabletop mountain) in the region dominates the landscape. "Auyantepui is a beautiful, yet extremely rugged land," added Steve Davidson of Bayside. Angel Falls was accessed by navigating the Akanán, Carrao and Churun Rivers from the south side of Auyántepui to the north side of the tepui in two curiaras (canoes) with Pemón crews. The curiaras were large, 35 to 40 feet long, with powerful outboard motors. "The rivers change with each rainfall so it takes the skill of a Pemón reading the water from the front of the curiara to give the hand signals to the motor operator at the back to slow down, speed up, or change course," explained Angel. "Sometimes when the rapids were quite rough, it was necessary for us to wait on shore while the crews manually maneuvered the curiaras through them," concluded Angel.
"Angel falls is not easy to get to, no freeway or roads nearby. After a day and one half canoe trip, it had better be good. It wasn't good, it was great," exclaimed Eitzen. Mason reminisced, "One could also look at Salto Angel for hours at a time without getting tired. It was like being in an entirely different beautiful world the entire time we were there."
After leaving Angel Falls by curiaras, the group's Pemón crews navigated the Churún River to the Carrao River to arrive above Canaima Lagoon. The Carrao River forms into seven waterfalls that spill into Canaima Lagoon. One last adventure awaited the group, a walk behind Sapo Falls. "Walking behind a waterfall may not sound that scary, but when you have thousands of pounds of water cascading down on you to the point that you can't see in front of you, it can become one of the most intense exhilarating experiences of your life," exclaimed Mason.
According to official documents in the JAHP Archive, the waterfall was named Salto Angel (Angel Falls) in 1939 by the Venezuelan government in honor of American pilot-explorer James "Jimmie" Crawford Angel (1899-1956). Angel first saw the waterfall 18 November 1933 while flying solo in the Churún Canyon, also known as Devil's Canyon, in the heart of the vast tabletop mesa known as Auyántepui or House of the Devil. He remarked in his pilot's log book, "Found myself a waterfall." The world's tallest waterfall is fifteen times higher than Niagara Falls.
Photo: Karen Angel, 4 July 2012
According to Karen Angel, the internationally recognized name for the waterfall is Angel Falls. The Jimmie Angel Historical Project also uses the name Churún Vená which is the name used by the indigenous Pemón who live in the Kamarata Valley at the base of Auyántepui. Salto Angel is the Spanish name for the waterfall.
The next JAHP fundraising trip to Angel Falls with Karen Angel and Paul Stanley is scheduled for the summer of 2014. See the JAHP website www.jimmieangel.org for information about the 2014 "Tribute to Jimmie Angel Expedition" to Auyántepui and Angel Falls ● Churún Vena ● Salto Angel or contact Karen: email@example.com, firstname.lastname@example.org, 1 (707) 476-8764, or Paul: email@example.com.
The JAHP was incorporated in California in 1996. Its mission is to foster research and to provide accurate information about Jimmie Angel, his colleagues and their era of exploration with an emphasis on Venezuelan exploration during the 1920s – 1940s. The organization is also interested in the conservation and preservation of Angel's airplane El Rio Caroni which is a Venezuelan national monument on display at the Ciudad Bolívar Airport, State of Bolívar, Venezuela.
The JAHP maintains an archive of photographs and documents for writers, filmmakers, journalists, museum curators, teachers and students. The JAHP has recently assisted with information and photographs for projects based in Canada, England, Japan, Latvia, Netherlands, and the USA. | <urn:uuid:e0bd2ab4-af06-4268-b998-cafa97e8192c> | CC-MAIN-2017-30 | http://www.jimmieangel.org/Website%20Documents/HUMBOLDT%20COUNTY%20ANGEL%20FALLS%20EXPLORERS%20RETURN.pdf | 2017-07-23T02:36:33Z | crawl-data/CC-MAIN-2017-30/segments/1500549424239.83/warc/CC-MAIN-20170723022719-20170723042719-00527.warc.gz | 463,573,366 | 1,693 | eng_Latn | eng_Latn | 0.989806 | eng_Latn | 0.997155 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
597,
1366,
2257,
4683,
5827,
7307
] | [
2.15625
] | 1 | 6 |
The grand scheme of science
Laws
Models
Physical Phenomena
Goal: Understanding (to be able to predict the future)
Continuous Model
[x] Useful in many situations:
* Fluid dynamics
* Classical Electrodynamics
[x] Has many limitations
* Charge and light come in distinct packets
* How do changes of state occur
* Etc.
The Molecular Model
[x] All matter is made of tiny particles called molecules which are:
* Too small to see, even with an optical microscope
* In constant motion
* Governed by Newton's laws of motion, energy conservation, etc.
[x] Each different kind of matter has a different kind of molecule
Brownian Motion
[x] When viewed under a microscope, large particles suspended in a fluid have an erratic, jittery motion.
* Discovered by Robert Brown in 1827
* Some kind of "life force"?
Brownian Motion
[x] The erratic, jittery motion of a dust speck in a fluid is strong evidence supporting the molecular model.
* The speck is colliding randomly with unseen molecules.
So What?
[x] Anybody can come up with a theory or model. The proof is in what it can explain and predict.
[x] So we ask, what can the molecular theory of matter explain and predict?
States Explained
[x] Solid: The molecules are frozen in place but still vibrate.
[x] Gas: The molecules only interact when they collide.
[x] Liquid: The molecules move past each other but still have a weak attraction.
[x] Plasma: The molecules collide with enough energy to break into charged pieces.
Evaporation Explained
[x] Temperature is a measure of the average kinetic energy. Some molecules go faster and some go slower. The fast ones escape as a gas even when the average temperature is below boiling.
[x] Why are you cold when you get out of a swimming pool?
[x] Why do open containers of water freeze in the refrigerator, while closed containers do not?
[x] Why doesn't sweating work in high humidity?
Temperature Explained
[x] Temperature is a measure of the average kinetic energy of the molecules.
* Hot rapidly moving
* Cold slowly moving
* Absolute zero motion ceases (-460 F, -273 C)
[x] Example: At room temperature molecules are moving about 1,000 ft/s
Pop Quiz: Why don't U of U students ever double recipes?
State changes and the molecular model
Temperature is
molecular kinetic
energy.
Internal energy
includes kinetic
plus electrical
potential energy
from how the
molecules are
arranged.
Gas Pressure Explained
[x] Gas Pressure is caused by molecular collisions with the walls of the container. Like throwing a huge number of balls against a wall.
*
Remember Newton's Third Law:
* The wall exerts a force on the ball, so the ball exerts a force on the wall
Gas Pressure and Temperature
Gas pressure increases with temperature if the gas cannot expand. The hotter molecules hit the container walls harder and more often than the cold ones.
• Example: aerosol can in the fire
Colder
Hotter
Some things we haven't explained
[x] Where does color come from?
[x] How are the parts of molecules arranged?
[x] Why does metal conduct heat well, but wood does not?
[x] Why does metal conduct electricity, but not wood? | <urn:uuid:1021de26-072f-49ef-b042-cb5685aae043> | CC-MAIN-2017-30 | http://qoptics.byu.edu/PS100/Chapter13.pdf | 2017-07-23T02:43:51Z | crawl-data/CC-MAIN-2017-30/segments/1500549424239.83/warc/CC-MAIN-20170723022719-20170723042719-00529.warc.gz | 259,391,484 | 719 | eng_Latn | eng_Latn | 0.994522 | eng_Latn | 0.997351 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
316,
1172,
2397,
2904,
3127
] | [
3.328125
] | 1 | 0 |
Harvest mouse
Most people, when thinking of the harvest mouse (Micromys minutus), picture the tiny red-brown animal clinging to a ripe ear of wheat, even the name 'harvest mouse', is an undeniable link to lowland arable landscapes. A study done by the Trust from 2009-2011 has now shown that this classic image is probably no longer true and you would be much more likely to find the mouse in a reedbed or a clump of cocksfoot grass in an arable field margin.
The harvest mouse is the smallest rodent in Europe, weighing an average of only 5-8g which is about the same as a 2 pence piece. Its blunt nose, small hairy ears and small size distinguishes it from other British species of mice, as does its coloration of russet-orange fur and white underside. It is adapted to climb, with a very light skeleton, sensitive forepaws and a prehensile tail which can be wrapped around plant stems to keep the mouse from falling.
Cold winter weather, along with lack of food and predation after harvest, naturally causes populations to crash in winter. It is thought that cold and wet weather causes the most harvest mouse mortality as they cannot keep warm due to their tiny size. The mice make up for this by breeding rapidly in late summer when the weather is warm, food is abundant and the vegetation thick for nest building.
Harvest mice can have two or three litters a year between late May and October and even into December if the weather is mild – although most litters are born in August and early September. There are usually around six young which are born in the carefully woven grass nests built fresh for each litter. The young are born blind and hairless but grow extremely quickly and start to explore outside the nest by the eleventh day.
Harvest mice usually feed around dusk and dawn in the stalks of long grasses and reeds, for which they need to
Registered Charity No 262777
Harvest Mouse
Martha Meek
be extremely agile climbers. In winter they retreat to ground level, feeding on fallen grass seeds and sheltering in the bases of thick tussocky grasses.
Harvest mice are renowned for making nests which are woven from living plants such as grasses and reeds. The mice split the leaves down the veins to keep the strength in them and use their paws to make the intricate nest in just one night. They can occur quite low to the ground in tussocky grass, or higher up in taller vegetation such as reeds. As these nests are only built by harvest mice, searching for them is the ideal way to locate them once out in the field.
Harvest mice are thought to be more prevalent in southern and eastern Britain, with populations becoming sparser in the northern reaches of England. Past studies have suggested that the harvest mouse has undergone a rapid decline of 70% since the 1970s due to changes in farming practices across the UK. This may be true in counties outside of East Anglia but following the 2009-11 Suffolk study, the harvest mouse appears to be widespread across Suffolk and possibly also the surrounding counties of Essex, Bedfordshire and South
Creating a
Living Landscape for Suffolk
Norfolk. It is very possible that along with the barn owl, East Anglia is providing a stronghold for the species due to its extensive lowland arable landscape and river valleys.
How do you identify a harvest mouse nest?
Harvest mice will build their nests in many different habitats, the most common being rough grass often arable field margins and wet areas such as ditches, dykes, reed beds and pond or river edges. In grasses they are normally found within the tussock as little as 10cm off the ground whereas in wet habitats such as reed beds, the nests can be as much as 150cm of the ground.
The nest is built 'in-situ' and is created by splitting and weaving leaves from the surrounding plants. A good way of identifying a nest for certain is to look for split leaves that have been pulled in to weave the nest but are still fastened to the surrounding plants.
The species of grass most favoured are cocksfoot (Dactylis glomerata) in dry areas and reed canary grass (Phalaris arundinacea), reed sweet grass (Glyceria maxima) and reed (Phragmites australis) in wet areas. Although these species are commonly used to build nests, any stiff stemmed plant with leaves that can be split lengthways can be used.
Harvest mice cannot breed in thin vegetation (generally where it has been cut in the last 2 years), short grasses, or those where the stems are too weak to support their nests. The nest can vary from 10cm in diameter for breeding nests to only 5cm for non-breeding nests.
Nests tend to stand out more in winter when the surrounding vegetation dies back. They can be found from October (but watch out for late litters from Oct-Dec) right through to March when the new growth makes it difficult to find the nests.
Breeding nests are the most obvious sign indicating the presence of harvest mice. The harvest mouse is the only British mouse to build nests of woven grass well above ground. Shelter nests are also built which are generally smaller and looser. Watch out for field vole nests which are looser and built on the ground under tussocks of grass – if in doubt take a picture and send it to Suffolk Wildlife Trust for identification.
How you can help the harvest mouse
* Leave areas of rough grass and cut them on a 3-5 year rotation so that there is always suitable habitat for breeding, feeding and overwintering. Margins of arable fields, paddocks, wildflower meadows and even large gardens can provide good habitat. Aim for a margin that is at least 2m wide or ideally even wider.
* If you own any land close to ponds, ditches, rivers, dykes or any other wet areas leave the surrounding vegetation to grow taller to provide nesting places for harvest mice.
* Try to provide corridors of long or tussocky grass to link together suitable habitats so populations do not become isolated.
* If you are planting trees allow the grass to become long to provide a new habitat as the trees grow. Plan into your area clearings or margins where the trees will not shade out the grasses and keep it as a long grass habitat.
* Plant wild bird or cover crops with millet as part of the mix, as well as benefitting farmland birds, it is ideal for harvest mice to nest and feed in.
* If you farm land ask for a copy of the factsheet 'Farmland Management for the Harvest Mouse'. This provides information on management options which can be used as part of Environmental Stewardship (ELS & HLS) or independently. The options will also benefit many declining priority farmland bird species.
For further advice, contact Suffolk Wildlife Trust on:
01473 890089 email@example.com | <urn:uuid:0e18b610-a4e6-4e0a-8398-8a8f25dc3ce6> | CC-MAIN-2017-34 | http://www.suffolkwildlifetrust.org/sites/default/files/harvest_mouse.pdf | 2017-08-18T20:05:47Z | crawl-data/CC-MAIN-2017-34/segments/1502886105108.31/warc/CC-MAIN-20170818194744-20170818214744-00703.warc.gz | 678,046,838 | 1,460 | eng_Latn | eng_Latn | 0.998524 | eng_Latn | 0.998599 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3121,
6730
] | [
3.359375
] | 1 | 2 |
Heisui Dojo Shotokan Karate-do Student Manual
The Dojo Kun (Rules of the Training Hall)
*Strive for Perfection of Character
*Protect the Way of the Truth
*Foster the Spirit of Effort
*Respect the Principles of Etiquette
*Guard Against Impetuous Courage
Tode Sakugawa (1733-1815)
Welcome to the practice of Shotokan Karate-do, a traditional form of Japanese martial arts. The goal of this booklet is to provide the new student with some basic information about Shotokan Karate-do in general and to provide students of the Heisui Dojo - Orono Community Martial Arts with specific information about class structure and practice.
History
Karate is an ancient form of empty-hand fighting that developed on the island of Okinawa in the Ryukyu archipelago south of Japan. Karate combines the traditional striking techniques of the Ryukyu Islands, known as Te or Tode, with the martial arts of coastal China variously known as chuan-fa, kung fu, or kempo. By the 1700's these early Okinawan martial arts systems had been divided into three main branches or styles commonly referred to as Shuri-te, Tomari-te and Naha-te after the communities in which they were practiced. In addition to the geographic distribution of early fighting styles, the more internal and strength focused forms of fighting were sometimes referred to as the shorei martial arts, while fast and "explosive" fighting methods were known as the shorin
1
martial arts. Eventually all of the various forms of Te or "fist" fighting on Okinawa became known as karate, a word that in its original form meant "China Fist."
In the early nineteen-twenties an Okinawan karate expert from the Shuri region named Funakoshi Gichin 1 traveled from Okinawa to mainland Japan to demonstrate his fighting art. Funakoshi remained in Japan and began to instruct students in his form of martial arts, a combination of karate styles from several regions in Okinawa that was based primarily upon Shuri-te. Funakoshi called his martial art Karate-do. By using a synonym for the character "kara" and adding the suffix "do" Funakoshi changed the meaning of karate from "China Fist" to "Way of the Empty Hand". While Funakoshi was not the first to employ these charcters for karate he formalized this change to emphasize philosophical aspects of the practice of empty-hand fighting that had not been accentuated in the original Okinawan fighting traditions. Funakoshi's students defined his art even more specifically calling his style Shotokan Karate-do, meaning "House of the Pine Waves Method of the Way of Empty Hands". Since Shoto or "Pine Waves" was the pen name Funakoshi used when he wrote poetry, the name Shotokan stood for Funakoshi's artistic style.
As Karate-do developed in Japan it began to take on characteristics of classical Japanese martial arts that were foreign to its Okinanwan predecessor. Japanese karate, for example, began to use a rank structure indicated by colored belts similar to the one used in Judo (this rank hierarchy was later brought back to Okinawa and has now been adopted by nearly all styles of karate) and it developed a strong affinity with Zen philosophy as expressed in Kendo (Way of the Sword). Over the past seventy-five years
1 Traditionally, Japanese names are listed with the family name first.
other changes have taken place in the development of Shotokan Karate-do that have further defined it as a distinct and rich martial way.
Today, Shotokan Karate-do ranks among the world's most popular martial arts. It is an energetic and dynamic form of self-defense that is characterized by fast and strong techniques, subtle body-shifting movements and traditional philosophies drawn from the precepts of Zen and Bushido, the Way of the Warrior. Because Shotokan enjoys such a rich history and heritage, contemporary masters are able to draw upon a wealth of oral history and tradition to pass along the fundamentals of their art.
Components of Karate
Shotokan Karate-do is comprised of three forms of practice, kihon - basic techniques, kata - pre-arranged techniques and kumite - sparring techniques. All three facets are emphasized equally in Shotokan Karate-do.
Kihon: Kihon or basic techniques are comprised of stances, blocks, strikes and kicks. Kihon are practiced through the use of both stationary and moving exercises. Kihon may be practiced with or without a partner and with or without a physical target. When practicing kihon, students should always be aware of their balance, stance and breathing.
Kata: Kata are pre-arranged sequences of techniques in which the karateka (karate practitioner) moves in an established embusen (pattern) executing pre-planned blocks and attacks. There are several goals of kata practice including practicing moving with techniques, enhancing physical conditioning, perfecting self-defense techniques that are too dangerous to practice on a training partner and fostering a state of mushin (empty mind) that is fundamental to Zen awareness. Kata practice is divided into two types: kata kihon (basic patterns) and kata bunkai (analysis patterns). Learning the outward form and obvious meaning of the movements constitutes kata kihon. Once the basic movements of the forms are mastered students concentrate on kata bunkai, the deep analysis of kata movements.
Kumite: Kumite is sparring practice. However, just like there are many kihon techniques and many kata, there are many types of sparring. In Shotokan kumite is usually practiced using non-contact or light-contact rules. Some forms of kumite include kihon kumite or basic (pre-arranged) sparring, ippon kumite or one-step sparring, and jiyu kumite or free sparring. Sparring is not fighting. Sparring is used for practicing the strong and spontaneous application of attacking and defensive maneuvers.
Ranks and Progression in Karate-do
Practitioners of karate are often recognized by ranks indicated by colored belts (obi) that they wear with their uniforms (gi or dogi). The novice or kyu grades wear white or colored belts. Expert or dan grades generally wear black belts. In Shotokan Karate-do, organizations normally award eight to ten kyu ranks and up to ten dan ranks. The Heisui Dojo use a ten-kyu model prior to awarding the black belt.
Assuming regular practice, students normally progress in rank every three to six months prior to brown belt level. Three months is usually the minimum amount of time a student must train between examinations. Brown belt students normally test for rank every six to twelve months. Students who are able to train several times per week without interruption can expect to earn the rank of shodan in as little as three years, although taking up to six years to achieve first-degree rank is not uncommon due to interruptions in training schedules, injuries, vacations, etc. However, this schedule may be altered. Students with prior experience are sometimes eligible to skip grades or to test on an accelerated schedule.
Commonly Asked Questions & Answers
Q: Will it really take three to six years to get my black belt?
A: No, it will take three to six weeks for delivery. However, to earn the rank of shodan in Shotokan Karate-do it normally takes at least three years.
Q: I am not very athletic. Is karate right for me?
A: Karate is a great form of physical conditioning and exercise. It also imparts confidence and a useful skill. Those us who are not naturally gifted athletes may be the ones who benefit most from karate practice.
Q: I am just the opposite of the last guy. I am a natural athlete. Is karate going to challenge me?
A: Karate is as challenging as you want to make it. Many world-class athletes crosstrain in the martial arts. Worldwide competitions are held annually and regional competitions are held regularly. Karate can be a life-long physical and mental pursuit.
Q: Will I get hurt doing karate?
A: Karate is a fighting art. You can't practice karate and expect you will never get hit. However, most karate injuries are very minor and consist only of bumps and bruises. Injury rates are comparable to other sports activities. While almost every black belt has had his share of sprained or broken fingers and toes and a few black eyes, few martial artists are ever seriously injured.
Q: Will I develop good self-defense skills by practicing karate?
A: If you practice diligently you can become a much better fighter than you were before you started your karate practice. Unfortunately, not every one has the natural gifts to make them a world-class athlete, fighter or competitor. Take heart though, Master Funakoshi was a 5'1" schoolteacher and he left an indelible stamp on the history of the martial arts.
Q: Are there competitions in karate?
A: There are several kinds of competition in karate. They are frequently classified as either Open or Traditional competition. Open tournaments generally allow anyone to compete regardless of their school, style or organizational affiliation. In sparring matches competitors are severely restricted in the amount of contact they are allowed to make and in the target areas they are allowed to attack. In Open competition participants wear a lot of protective padding. In Open kata competition both traditional and contemporary forms are permitted (however, our school only practices traditional kata).
In Traditional competition, the styles, schools and associations that are allowed to participate are generally restricted. More contact, larger sanctioned striking areas and the use of fewer pads are characteristic differences in kumite competition. In Traditional kata competition only traditional Japanese and Okinawan forms are allowed.
Q: Will I be required to compete if I do karate?
A: No, you can be a very successful karateka even if you never step foot in the ring. However, students are encouraged to try competition simply to get a degree of exposure to other schools, styles and martial artists. Your participation in any type of competition is based purely on your personal preference.
Q: Does karate make students more violent?
A: Although no one can predict the personality traits of a particular individual, studies that have tested aggression among martial artists have concluded that practicing traditional martial arts (such as Shotokan Karate-do) can reduce aggressive tendencies, even among juvenile delinquents and other at-risk populations. However, learning martial arts outside of a strict, traditional regimen has been shown to increase aggressive tendencies among at-risk groups.
Q: Do you use "karate weapons" in Shotokan Karate-do?
A: Shotokan practice de-emphasizes the use of weapons and novice Shotokan karateka usually refrain from the practice of kobudo (traditional Okinawan/Japanese weaponry). Instead, Shotokan emphasizes the perfection of body movement and technique. At advanced levels weapons may be used to augment training. However, training with weapons nearly always plays a secondary role in Shotokan Karate-do.
Q: Which style of martial arts is the best?
A: There is no real answer to this question. Certain styles are more popular than others, Shotokan among them. Other styles may be more or less strenuous, fast, slow, aggressive, competitive, etc. The best thing to do is to try a style that looks interesting and exciting to you. If you decide to move to a different style, a different school or even a different activity altogether don't worry, you're not failing at anything or letting anyone down, you're simply doing what is best for you.
Q: What makes the Shotokan style unique?
A: Shotokan is one of four major styles of Japanese karate along with Shito-ryu, Nihon Goju-ryu and Wado-ryu. There are also several styles of Okinawan karate and recently many non-traditional styles of karate have become popular. Shotokan, however, is unique due to its particular emphasis on the perfection of basic form and technique, the use of long, deep stances and the development of powerful thrusting and snapping strikes. Shotokan is known for its direct and efficient linear strikes, strong blocks and fast evasive maneuvers. Shotokan is a "hard" style of karate that demands physical and mental commitment from its practitioners to achieve success.
Q: Is karate religious?
A: Many people assume that because karate practitioners bow and engage in breathing/meditation exercises karate must be some form of religious exercise. However, karate is a martial art not a religious discipline. A strong moral and behavioral code is emphasized in traditional karate-do to ensure safety and respect among practitioners, but there are no religious overtones to this code. These rules are summarized in the dojo-kun, Master Sakugawa's five rules for karate training.
Q: What is the best way to supplement my karate training?
A: The best way to get better at karate is to simply practice more karate. However, a good fitness program including cardiovascular and resistance (weight) training will improve your overall health and athletic performance. Also, a good stretching regimen is very beneficial. Traditional supplementary exercises such as makiwara (striking post) training and suburi (heavy wooden sword) techniques can be interesting and helpful. Ask your instructor for specific training advice.
Q: What is the deal with all the different Shotokan organizations? Do they all practice Shotokan Karate-do?
A: Originally there was only one Shotokan Karate-do organization, the Shoto-kai (Pine Waves Association). However, after Funakoshi's death in the nineteen-fifties some masters formed the Nihon Karate Kyokai (Japan Karate Association), a more commercial organization. Today there are many Shotokan organizations. Some are large, international enterprises. Others are small, independent organizations representing only one or two schools. Quality of training, not membership, is what counts, though.
There are many legitimate Shotokan Karate-do organizations both within and outside of Japan today.
Q: To what organization does the Heisui Dojo belong? What does this affiliation mean?
A: The Heisui Dojo is independent in its administration, but is affiliated with the National Karate Jujitsu Union. The NKJU is one of the oldest American martial arts organizations in still in existence. It unites traditional martial artists from around the country and provides training and support for our school and isntructors. This organizational style allows us the freedom to incorporate techniques from various Shotokan sub-styles while we remain true to Funakoshi Sensei's original karate. Heisui Dojo students are encouraged to register with the NKJU once they decide to commit to training.
Q: What is the rank structure of the Heisui Dojo?
A: The ranks that Heisui Dojo students earn are as follows:
*Students younger than sixteen years old will not be graded to shodan. Younger students may be graded shodan-ho or "temporary first grade." Upon reaching their sixteenth birthday shodan-ho students must re-test for their rank.
Q: How does one advance in rank?
A: Every rank has clearly defined requirements, which are provided to the student by their instructor. In order to progress in rank you must demonstrate proficiency in the skills required, show a strong and positive attitude and attend classes on a regular basis. The Heisui Dojo sponsors formal testing opportunities at which time students may be invited to demonstrate mastery of their techniques for several judges. However, students who practice diligently and with a good attitude may also be promoted without formally testing for a new rank.
Annotated Bibliography of Useful Sources of Information
Below is a list of sources of information that may be useful to students of Shotokan Karate-do. This is not a complete list and it is evolving over time. Students are encouraged to conduct research on their own and to check upgrades to this list in the future.
Technical Manuals for Shotokan
Funakoshi Gichin. Karate-do Kyohan: The Master Text. This is Funakoshi's final written opinion on his brand of karate. It is an irreplaceable reference for all serious students of Shotokan Karate-do. It includes material on kihon, sixteen kata and some traditional throwing and self-defense skills. The basic techniques in the book provide an excellent foundation to the Shotokan style, but for the advanced student this text can unlock the depth of tradition within the Shotokan methodology.
Funakoshi Gichin. Karate-do Nyumon: The Beginner's Text. This book was posthumously, compiled by Funakoshi's top student, Shigeru Egami, from unpublished material left by the master and his deceased son and heir. It is a combination technical manual and a guide to the Shotokai sub-style. It includes a detailed section on the Ten no Kata.
Nakayama Masatoshi. Best Karate Volumes 1-15. The revered master of the Japan Karate Association breaks down the fundamentals of Shotokan Karate-do. A great technical series, these volumes contain basic concepts and skills, traditional sparring techniques and twenty-four (of twenty-six) JKA recognized forms. It is, however, light on interpretation and very expensive (about $15.00 per volume).
Nakayama Masatoshi. Dynamic Karate. The highlights of the Best Karate series and other books by Master Nakayama compiled into one volume. This book serves as a textbook for many Shotokan karateka. Dynamic Karate includes much more interpretation than Nakayama's individual books, but has no instruction on kata.
Nishiyama Hidetaka and Brown, Richard C. Karate: The Art of Empty Hand Fighting. One of the first summaries of karate published in English. It contains detailed explanations of Shotokan fundamentals. It also includes sections on traditional kumite and the kata Heian Yondan.
Interpretive Works on Karate-do
Funakoshi Gichin. Karate-do, My Way of Life. This short and very readable book is Funakoshi's memoirs concerning the role of karate in his life. This book contains many interesting anecdotes about O-Sensei's training in Okinawa and early Shotokan development in Japan.
Kim, Richard C. The Weaponless Warriors. This book is a collection of short stories compiled from oral tales on Okinawa, the birthplace of karate, about the great masters of the art. The vignettes are true, or at least are based upon the truth. The book provides great insight into the history and traditions of early karate.
Nichol, C.W. Moving Zen. This is a moving and readable account of one Westerner's journey to Japan to study Shotokan in the nineteen-sixties, a period regarded by many as the "Golden Age" of Japanese karate.
Martial Arts Periodicals
Classical Fighting Arts. A very good and inexpensive quarterly magazine focusing on traditional martial arts, this periodical includes news, interviews, historical articles and editorials (formerly known as Dragon Times).
Journal of Asian Martial Arts. A quarterly journal for interdisciplinary martial arts studies, the JAMA usually includes academic articles on the history, psychology and cultural aspects of the martial arts followed by general articles and interviews. It also includes a technical section and book reviews. Out of print.
Shotokan Karate Magazine. A professionally produced magazines focusing on the JKA sub-style of Shotokan (although not exclusively on the JKA organization itself). It contains good photos and excellent interviews and articles of karateka affiliated with the big, multinational Shotokan organizations. It is available by subscription only.
Traditional Kata of Shotokan Karate-do
The following list represents over thirty kata practiced by Shotokan organizations. Some schools practice as few as fifteen of the kata listed while others practice all those on this list plus additional "out-style" forms. There are over one hundred Okinawan and Japanese kata practiced by various traditional karate organizations, so students should keep in mind that this list is neither exhaustive nor applicable to all forms of karate.
Kata listed in boldface are required for testing by the Heisui Dojo for ranks up to and including Shodan. However, students may be required to learn extra kata for a variety of reasons including an expressed interest by the student, for competition purposes or to strengthen weak areas the individual student may need to develop. Each kata emphasizes particular skills, so not all Shotokan karateka practice all of these forms. Students are encouraged to try to master their required kata rather than to try to learn all of the patterns.
Basic Kata:
Ten no Kata
Universal Form
Taikyoku Shodan
First Cause Number One
Taikyoku Nidan
First Cause Number Two
Taikyoku Sandan
First Cause Number Three
Heian Shodan
Peaceful Mind Number One
Intermediate Kata:
Heian Nidan
Peaceful Mind Number Two
Heian Sandan
Peaceful Mind Number Three
Heian Yondan
Peaceful Mind Number Four
Heian Godan
Peaceful Mind Number Five
Tekki Shodan
Iron Horse Number One
Advanced Kata:
Tekki Nidan
Iron Horse Number Two
Tekki Sandan
Iron Horse Number Three
Empi
Flying Swallow
Bassai-Dai
To Penetrate a Fortress (Primary)
Bassai-Sho
To Penetrate a Fortress (Secondary)
Kanku-Dai
To Look to the Sky (Primary)
Kanku-Sho
To Look to the Sky (Secondary)
Jion
Form from Jion Temple
Jitte
Ten Hands
Ji'in
Temple Grounds
Gankaku
Crane on a Rock
Nijushiho
Twenty-Four Steps
Gojushiho-Dai
Fifty-Four Steps (Primary)
Gojushiho-Sho
Fifty-Four Steps (Secondary)
Hangetsu
Half Moon
Unsu
Cloud Hands
Sochin
Energetic Calm
Meikyo
Bright Mirror
Chinte
Unusual Hands
Wankan
King's Crown
Weapons Kata:
Tenryu no Kon
Demon Bo (long staff) form
Equipment
Very little equipment is required to practice Shotokan Karate-do. Beginning students may participate in regular gym clothing (sweatpants and t-shirts) until they decide to commit to karate practice. When students decide to become involved in longterm karate practice they should purchase the following equipment:
Mandatory Equipment:
Karate Gi and Obi: Students are required to wear a white karate uniform and an appropriate rank belt for classes, competitions and testing. Beginner's uniforms ($25.00$35.00) normally include a white belt.
Groin Protection: Male students must purchase a standard cup and supporter. Sparring opportunities and competition opportunities will be severely restricted without this piece of equipment. Cost is normally between $8.00 and $15.00.
Mouth Guard: All students should purchase a moldable mouth guard. Cost is normally $3.00 to $15.00 depending on model.
Optional Equipment:
Sparring Gear: Two types of sparring gear are available, Open-style and Traditionalstyle. Open style gear consists of foam hand, foot and head coverings. Cost is normally $35.00 per piece of equipment or about $100.00 for a complete set. If students are purchasing gear separately hand pads should be purchased first. Traditional gear consists solely of specialized hand guards, the cost for which is normally $10.00 to $45.00. Of course, other types of equipment (shin pads, weapons, etc.) are available however, karate is more about practice than purchase so don't feel you have to have every piece of equipment before you begin.
The total cost of introductory karate equipment is generally about $135.00, including complete sparring gear. However, students can borrow sparring gear from the club as long as they provide their own groin and mouth protection. For about $35.00 the beginning student can purchase his uniform and basic equipment. Equipment should be purchased through the club as it is often possible to combine shipping and handling costs group orders may receive volume discounts.
Rules of the Heisui Dojo
1. Obey the Dojo Kun
2. Be courteous to your training partners and expect courtesy in return.
3. Practice with intensity. Refrain from swearing and other forms of negative language in the dojo.
4. Wear the appropriate uniform to class. Female students should wear a white tshirt under their dogi.
5. Wear a clean karate gi.
6. Trim fingernails and toenails and tie back long hair.
7. Do not wear jewelry or watches in class (medic-alert chains are acceptable). Jewelry that cannot be removed must be taped.
8. Do not use alcohol or any other intoxicants (including over the counter or prescription medication) before class.
9. Do not bring wireless phones to class or shut off ringers during class.
10. Be on time to class. If late, enter quietly and stretch until the instructor recognizes you.
11. Harassment due to race, gender, religion or sexual preference will not be tolerated.
12. If you are in a physical altercation contact the instructor about the incident immediately.
Contact Information
If you have questions concerning Heisui Dojo – Orono Community Martial Arts please contact Geoffrey Wingard, at:
19 Cromwell Dr. Orono, ME 04473 (207) 299-8428 email@example.com
08/16 | <urn:uuid:46c0386c-4fc6-4b55-8a17-34dec9e5b2f5> | CC-MAIN-2017-34 | http://oronokarate.weebly.com/uploads/2/9/4/8/2948518/_shotokan_karate.pdf | 2017-08-18T20:10:01Z | crawl-data/CC-MAIN-2017-34/segments/1502886105108.31/warc/CC-MAIN-20170818194744-20170818214744-00703.warc.gz | 308,834,793 | 5,530 | eng_Latn | eng_Latn | 0.982256 | eng_Latn | 0.997674 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1426,
3306,
5326,
7002,
8786,
11615,
13999,
15723,
18216,
20814,
22141,
24268,
25083
] | [
2.265625,
1.2578125
] | 1 | 2 |
Stage 5 Subject Information Handbook
Year 9 2018 Year 10 2019
Do your best and God will bless your efforts.
St Mary of the Cross MacKillop 22.11.1899
From the Principal
Dear Parents/Carers and students,
This booklet is designed to help you understand the program of study you will be following in Years 9 and 10 and to assist you in putting together the package of courses you intend to study over the next two years.
There are several important things to consider when making your choice. Do not choose a subject simply because you think it might be relevant for your future career. You do not know what that career might be — many of the jobs of the twenty-first century have not yet been developed and you are likely to change careers three or four times during your working life. Broad understandings of people and the world, and the skills required to access and organise information form a stronger basis for a career than gaining specialised information that can be outdated by the time you enter the workforce.
You should choose subjects which interest you and ones in which you are likely to meet success. You need to be interested in courses you will be required to study every school day for two years and able to achieve some success in them. Each of the elective courses is designed for 200 hours over two years. Please read the information provided very carefully and make wise choices.
You should not make choices that are based on your perceptions of the requirements of Years 11 and 12 courses. Years 9 & 10 Commerce, for example, is not required for entry into Business Studies in Years 11 and 12. In fact, only some HSC Language courses require you to study a particular elective course in Years 9 and 10. Entry into subjects in Year 11 is more often governed by the level of your achievement across Years 9 and 10, especially in English, Mathematics and Science.
St. Joseph's is committed to a broad and balanced education with a particular ethos. Firstly, it is a Catholic school; all students are expected to be genuine in their search for God and open to growing in knowledge and love of their faith traditions. Secondly, it is a school, which places high expectations on schoolwork and study, with all students expected to do their very best at whichever subjects they have chosen. Thirdly, St. Joseph's has clear regulations and specific expectations in areas ranging from uniform and appearance, to attendance and punctuality, to respect and good behaviour. Fourthly, the school also has a broad extra-curricular program, in which all students are expected to participate. All four areas serve to fulfil this school's mission – to empower young women to make a difference to the world in the spirit of St Mary of the Cross MacKillop.
I wish you well for your middle secondary years at St Joseph's Catholic College.
Mr Tony McCudden Principal
Contents
10
11
12
13
14
15
16
17
18
19
20
21
23
24
25
26
27
28
30
Staff Directory 2017
| | COLLEGE LEADERSHIP TEAM | | |
|---|---|---|---|
| Principal | | Mr Tony McCudden | |
| Assistant Principal | | Mrs Kathy West (Acting) | |
| Leader of Religious Education | | Ms Nicole Harrison | |
| Leader of Student Wellbeing | | Mrs Cathy Toby | |
| Leader of Learning and Teaching | | Mrs Alexandra McArdle (Acting) | |
| Leader of Administration | | Mr Kirk Mercer | |
| Business Manager | | Ms Nicole Murphy | |
| | MANAGEMENT SYSTEMS | | |
| | Leader of Management Systems | | Ms Ashlee Stevens |
| | COLLEGE MINISTRY | | |
| Youth Minister and Leader of Mission | | Mrs Fiona Green | |
| | YEAR LEADER | | |
| Year 8 | | Mr Dave Matthews | |
| | LEADERS OF LEARNING | | |
| Religious Education | | Ms Nicole Harrison | |
| English | | Mrs Sue Back | |
| HSIE (Human Society & its Environment: History, Commerce, Geography) | | Mr Colin Back/Mrs Ann Martin (Acting) | |
| Mathematics | | Mrs Ruth Hayes | |
| Dance & PDHPE (Personal Development Health & Physical Education) | | Mrs Janelle Bartholomew | |
| Science | | Mrs Amanda Eades | |
| TAS (Technological & Applied Studies) | | Mrs Anne Evanson | |
| Creative Arts (Visual Arts & Drama, Music) | | Mrs Sue Lockwood | |
| LOTE (Languages Other Than English) | | Mrs Samantha Andersen | |
| Learning Support | | Mrs Tracy Simpson | |
| Vocational Education & Training/TAFE | | Mrs Christine Wilkinson | |
| | SPECIAL RESOURCE TEACHERS | | |
| School Counsellor | | Mrs Christine Hain | |
| Librarians | | Mrs Karen Powers Mrs Michelle Woloschyn | |
| Careers Advisor | | Mrs Christine Wilkinson | |
| Representative Sports Coordinator | | Mrs Debra Northey | |
| Disability Provisions – teacher in charge | | Mrs Tracy Simpson | |
| NSW School of Languages Supervisor | | Mrs Samantha Andersen | |
Record of Student Achievement (RoSA)
The Record of Student Achievement (RoSA) is the credential provided by the NSW Education Standards Authority (NESA) to any eligible student who has left school after the end of Year 10 up to and before completing the Higher School Certificate. At the end of Year 10 the RoSA will list all mandatory and additional Stage 5 courses together with the grade achieved. The formal RoSA credential is only available to students who leave school, however, all students will be able to access and print a Student eRecord of their results via their NESA Students Online account: students online at any time after the end of Year 10. The RoSA is a cumulative credential providing grades for courses completed in Stage 5 (Years 9 &10) and the Preliminary year (Year 11).
Only students who satisfy the eligibility requirements for RoSA will receive the formal credential, however, those who are not eligible will be able to receive a Transcript of Study at the time of departure. A RoSA will only be issued when an eligible student leaves school.
Eligibility
To be eligible for a RoSA at St Joseph's Catholic College, students must:
satisfactorily complete courses of study that satisfy the NESA curriculum and assessment requirements for the RoSA:
-the core English course
-the core Mathematics course (5.1, 5.2 or 5.3)
-the core Science course
-the core Australian History/Geography course from the Human Society and Its Environment (HSIE) Key Learning Area – this includes Civics and Citizenship
-the core PDHPE course
-two 200 hour (i.e. both Years 9 and 10) elective courses from those offered by the school
satisfactorily complete the Diocesan Religious Education program
complete Year 10
satisfy NESA and college attendance, conduct and effort requirements
attend until the final day of Year 10
Grading
School-based grades for Stage 5 (Year 10) are awarded using information from a student's performance in assessment tasks that comprise the school's formal assessment program. These tasks are devised to address the knowledge and skills objectives and outcomes of the individual syllabuses (assessment policies, procedures and specific task details are published in the Year 10 Assessment Handbook, distributed to each student early in the Year 10 year).
A student's performance across all tasks is aligned with specific Course Performance Descriptors published in the NESA syllabus documents for each course (the common grade scale is reproduced on the following page). The descriptors will indicate the student's achievement relative to the specific knowledge and skill outcomes of the course. There is no fixed number of each grade that must be awarded in the school.
To achieve well during Stage 5, it is important that students work consistently and conscientiously throughout the two years. An appropriate selection of elective courses will ensure that each student has the opportunity to enjoy her course of study and to achieve good grades.
Further information about the RoSA can be found on the NESA website at: http://educationstandards.nsw.edu.au
The Common Grade Scale
| A | The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations. |
|---|---|
| B | The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations. |
| C | The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills. |
| D | The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills. |
| E | The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills. |
Program of study
Students entering Year 9 embark upon a two-year program of study also referred to as Stage 5.
This stage of secondary schooling is an especially important one, for several reasons:
- It is during Years 9 and 10 that students establish and consolidate the patterns of organisation and application that are major determinants of success in the Higher School Certificate years. The student who aims for senior study should recognise the opportunities provided during Stage 5 and use them to her best advantage.
- The Years 9 and 10 courses allow students to focus on acquiring skills such as data interpretation and analysis, essay construction, utilising reference resources, examination techniques, summarising and note-taking. These skills are not only invaluable for senior courses, but they also provide a sound basis for information processing in the workplace, and for the demands of daily life in society.
- Some courses in the senior school at St. Joseph's have entry-level requirements based on achievements in Year 10. In order, then, to keep open their options for the Higher School Certificate, students need to work to the best of their ability during Years 9 and 10.
Students in Years 9 and 10 at St. Joseph's study six core subjects and two electives —
- Religious Education
- English
- Science
- Mathematics
- History and Geography
- PD/Health/PE
- Two 200 hour elective courses (i.e. studied in Year 9 & continuing in Year 10)
Students should consider the following aspects of their learning when choosing their Stage 5 elective courses:
* achievement
* interest
* challenge
Individual courses are described in the following section. Students are encouraged to consult the Leader of Learning of each course for more detailed information.
N.B. Whether classes are formed in a course will depend upon a sufficient number of students electing to study it. Where numbers are insufficient for a course to proceed, the course will be withdrawn from offer and students asked to choose another course.
Before making a choice of electives read the information for all courses carefully.
Description of courses
Years 9 and 10
2018-2019 Commerce
Course description
Commerce enables young people to develop the knowledge, understanding, skills and values that form the foundation on which they can make sound decisions about consumer, financial, legal, business and employment issues. It develops in students the ability to research information, apply problem-solving strategies and evaluate options in order to make informed and responsible decisions as individuals and as part of a community.
What will students learn about?
All students study consumer choice and personal finance. In these topics they learn about making responsible spending, saving, borrowing and investment decisions.
Students also study law in society, in which they will develop an understanding of their legal rights and responsibilities and how laws affect individuals and regulate society. They learn about commercial and legal aspects relating to employment issues, and their rights and responsibilities at work.
Students will also study school selected topics from: investing; promoting and selling; E-commerce; global links; towards independence; political involvement; travel; law in action; our economy; community participation and running a business.
What will students learn to do?
Student learning in Commerce will promote critical thinking and the opportunity to participate in the community. Students learn to identify, research and evaluate options when making decisions about how to solve consumer problems and issues that confront consumers. They will develop research and communication skills, including the use of ICLT, that build on the skills they have developed in their mandatory courses.
They will also develop skills in personal financial management, advocate for rights and responsibilities in the workplace and make informed decisions.
2018-2019 Dance
Course description
Dance provides students with opportunities to experience and enjoy dance as an artform as they perform, compose and appreciate dance. In an integrated study of the practices of performance, composition and appreciation, students develop both physical skill and aesthetic, artistic and cultural understandings. The course enables students to express ideas creatively and to communicate physically, verbally and in written forms as they make, perform and analyse dances and dance forms.
What will students learn about?
All students study dance performance, composition and appreciation. They will learn about the elements of dance (space, time and dynamics) and how they are used in, and link, the three practices. They will learn about performing dances with an awareness of safe dance practice, dance technique and performance quality. They will learn about how dance expresses ideas, feelings and experiences as they construct dance compositions to communicate ideas. They learn about people, culture and society as they study and analyse dance performances, compositions and dance works of art.
What will students learn to do?
Students will learn to develop an articulate body as they perform a range of dances in a variety of styles with a working knowledge of safe dance practice. They will learn to structure movement as they compose dances to express their ideas, feelings and experiences. They will learn to use the language of dance and to describe movements using the elements of dance as they view, discuss, read and write about dance. Drawing from their experiences gained in performing, composing and appreciating dances, they will learn to make connections between the making and performing of the movement and the appreciation of its meaning.
2018-2019 Drama
Course description
Drama enables young people to develop knowledge, understanding and skills individually and collaboratively to make, perform and appreciate dramatic and theatrical works. Students take on roles as a means of exploring both familiar and unfamiliar aspects of their world while exploring the ways people react and respond to different situations, issues and ideas.
What will students learn about?
All students undertake a unit of playbuilding in every 100 hours of the course. Playbuilding refers to a group of students collaborating to make their own piece of drama from a variety of stimuli. At least one other dramatic form or performance style must also be studied in the first 100 hours. Examples of these include improvisation, mime, script, puppetry, small screen drama, physical theatre, street theatre, mask, comedy and Shakespeare. Students also learn about the elements of drama, various roles in the theatre, the visual impact of design, production elements and the importance of the audience in any performance.
What will students learn to do?
Students learn to make, perform and appreciate dramatic and theatrical works. They devise and enact dramas using scripted and unscripted material and use acting and performance techniques to convey meaning to an audience. They learn to respond to, reflect on and analyse their own work and the work of others and evaluate the contribution of drama and theatre to enriching society.
Year 9 Drama
- improvisation
- physical theatre
- melodrama
- non-realistic theatre
- monologue
Year 10 Drama
- elements of production
- issue-based and narrative play building
- eclectic theatre
- performance project: bullying show
2018-2019 English
Course description
Students of English in Years 7–10 learn to read, enjoy, understand, appreciate and reflect on the English language in a variety of texts, and to write texts that are imaginative, interpretive, critical and powerful.
What will students learn about?
Students study books, films, radio, television, newspapers and the internet. The texts give students experience of Australian literature, insights into Aboriginal, Asian and multicultural experiences in Australia and literature from other countries and times.
Students also study texts that give experience of cultural heritages, popular cultures and youth cultures, picture books, everyday and workplace texts, a range of social, gender and cultural perspectives. Students experience Shakespearean drama in Stage 5 (Years 9 and 10).
What will students learn to do?
Students develop their skills, knowledge and understanding so that they can use language and communicate appropriately and effectively for a range of purposes and audiences, in a range of contexts. They learn to think in ways that are imaginative, interpretive and critical. They express themselves and their relationships with others and the world. They reflect on their learning in English.
Course requirements
The study of English in Stage 5 (Years 9–10) requires experience of at least two works of each of fiction, film, non-fiction and drama, multi-media texts and a variety of poetry drawn from different anthologies or from particular poets.
2018-2019 Food Technology
Course description
The study of Food Technology provides students with a broad knowledge and understanding of food properties, processing, preparation and their interrelationship, nutritional considerations and consumption patterns. It addresses the importance of hygiene and safe working practices and legislation in the production of food. Students will develop food-specific skills, which can then be applied in a range of contexts enabling students to produce quality food products. It also provides students with a context through which to explore the richness, pleasure and variety food adds to life and how it contributes to both vocational and general life experiences.
What will students learn about?
Students will learn about food in a variety of settings, enabling them to evaluate the relationships between food, technology, nutritional status and the quality of life. The following focus areas provide a context through which the core (food preparation and processing, nutrition and consumption) will be studied:
- food in Australia
- food service and catering
- food equity
- food product development
- food selection and health
- food for special needs
- food for special occasions
- food trends
What will students learn to do?
The major emphasis of the Food Technology syllabus is on students exploring food-related issues through a range of practical experiences, allowing then to make informed and appropriate choices with regard to food. Integral to this course is students developing the ability and confidence to design, produce and evaluate solutions to situations involving food. They will learn to select and use appropriate ingredients, methods and equipment safely and competently. Students need to supply a teatowel and container to take their food home after practical lessons. Aprons and other equipment is supplied.
This subject incurs a fee for food and materials used in the classroom.
2018-2019 French
Course description
The Year 9 – 10 French course is designed to enable students to develop communication skills, focus on language as systems and gain insights into the relationship between language and culture, leading to lifelong personal, educational and vocational benefits.
What will students learn about?
Students will develop the knowledge, understanding and skills necessary for effective interaction in French. They cover a wide variety of topics including personal identification, travel, shopping, fashion, entertainment, daily activities, transport and weather.
They will explore the nature of languages as systems by making comparisons between English and French.
Students will also develop intercultural understandings by reflecting on similarities and differences between French and English.
What will students learn to do?
Students will develop the skills to communicate in French. Students will actively participate in classroom activities both orally and in writing across different contexts. They will listen and respond to spoken French. They will learn to read and respond to written French texts and comprehensions. Students will establish and maintain communication in familiar situations.
Students will continue their French studies using our textbook Ca roule which supports language learning with a companion audio and interactive activities on a workbook cd.
Students will also continue learning about French culture and French traditions through reading, ICLT and the media.
Students develop a capacity to interact with people, their culture and their language.
2019 Geography
Stage 5 Geography will be taught in 2019 with Stage 5 History being taught in 2018.
Course description
Geography is the study of places and the relationships between people and their environments. It is a rich and complex discipline that integrates knowledge from natural sciences, social sciences and humanities to build a holistic understanding of the world. Students learn to question why the world is the way it is, reflect on their relationships with and responsibilities for the world and propose actions designed to shape a socially just and sustainable future.
The study of Geography enables students to become active, responsible and informed citizens able to evaluate the opinions of others and express their own ideas and arguments. This forms a basis for active participation in community life, a commitment to sustainability, the creation of a just society, and the promotion of intercultural understanding and lifelong learning. The skills and capabilities developed through geographical study can be applied to further education, work and everyday life.
What will students learn about?
By the end of Stage 5, students explain geographical processes that change features and characteristics of places and environments over time and across scales, and explain the likely consequences of these changes. They analyse interconnections between people, places and environments and propose explanations for distributions, patterns and spatial variations over time and across scales. Students compare changing environments, analyse global differences in human wellbeing, explore alternative views to geographical challenges and assess strategies to address challenges using environmental, social and economic criteria. The key concepts covered in this course will be place, space, environment, scale, sustainability and change.
Which topics will students study?
- Sustainable Biomes
- Changing Places
- Human Wellbeing
- Environmental Change and Management
What will students learn to do?
Students undertake geographical inquiry to extend knowledge and understanding, and make generalisations and inferences about people, places and environments through the collection, analysis and evaluation of primary data and secondary information. They propose explanations for significant patterns, trends, relationships and anomalies in geographical phenomena. Students propose solutions and may take action to address contemporary geographical challenges, taking into account alternative points of view and predicted outcomes. Students participate in relevant fieldwork to collect primary data and enhance their personal capabilities and workplace skills.
2018 History
Stage 5 History will be taught in 2018 with Stage 5 Geography being taught in 2019.
Course description
History develops in young people an interest in and enjoyment of exploring the past. The study of History provides opportunities for examining events, people and societies that have made an impact on each student's current context. It also strengthens an appreciation and understanding of civics and citizenship. History is mandatory in Stage 5 and has been designed to provide students with an understanding of the modern world from 1750 to the present and Australia's development within the modern world. Students will also develop the skills required for the effective study of history.
What will students learn about?
The Stage 5 curriculum provides the opportunity for Year 9 in Term 1 and 2 students to study the history of the making of the modern world from 1750 to 1945. It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power. The period culminated in World War I (1914–1918) and World War II (1939–1945).
The history of the modern world and Australia from 1945 to the present follows in Term 3 and 4. The twentieth century became a critical period in Australia's social, cultural, economic and political development. The transformation of the modern world during a time of political turmoil, global conflict and international cooperation provides a necessary context for understanding Australia's development, its place within the Asia-Pacific region and its global standing. In depth studies are also undertaken on the Holocaust and rights and freedoms.
What will students learn to do?
Students learn to apply the skills of investigating history including analysing sources and evidence and sequencing major historical events to show an understanding of continuity, change and causation. Students develop research and communication skills, including the use of ICLT, and examine different perspectives and interpretations to develop an understanding of a wide variety of viewpoints. Students also learn to construct a logical historical argument supported by relevant evidence and to communicate effectively about the past to different audiences.
Particular course requirements
All students must complete a site study in Stage 5.
2018-2019 Industrial Technology – Timber
Course description
Industrial Technology develops students' knowledge and understanding of materials and processes in a range of technologies. They develop knowledge and skills relating to the selection, use and application of materials, tools, machines and processes through the planning and production of quality practical projects.
Students undertake one course in Industrial Technology and focus on the area of timber.
What will students learn about?
All students will learn about the properties and applications of materials associated with timber. They will study the range of tools, machines and processes available in both industrial and domestic settings for working with selected materials. Students will learn about safe practices for practical work environments, including risk identification and minimisation strategies. They will also learn about design and designing including the communication of ideas and processes.
What will students learn to do?
The major emphasis of the Industrial Technology syllabus is on students actively planning and constructing quality wooden, practical projects. Students learn to select and use a range of timbers for individual projects. They will learn to competently and safely use a range of hand tools, power tools and machines to assist in the construction of projects. They will also learn to produce drawings and written reports to develop and communicate ideas and information relating to projects.
This subject incurs a fee for materials used in the classroom and students also need to supply some items to finish projects.
2018-2019 Japanese
Course description
The Stage 5 Japanese course is designed to enable students to develop communication skills, focus on language as systems and gain insights into the relationship between language and culture, leading to lifelong personal, educational and vocational benefits.
Japanese skills and content are cumulative. Students who wish to continue their study of Japanese in Year 11 and Year 12 must study that language in both Year 9 and Year 10.
What will students learn about?
Students develop the knowledge, understanding and skills necessary for effective interaction in Japanese. They cover a wide variety of topics including personal information, family, daily routine, school life, fashion and transport. The study of hiragana, katakana and kanji scripts develops visual and interpretive skills.
They will explore the nature of languages as systems by making comparisons between English and Japanese.
Students also develop intercultural understandings by reflecting on similarities and differences between Japanese and English.
What will students learn to do?
The Stage 5 Japanese course will provide students with a variety of opportunities to develop practical skills in listening, speaking, reading and writing. An emphasis on speaking and listening skills requires students to actively participate in all class tasks.
Students learn to maintain communication in authentic situations and continue their study of hiragana, katakana and kanji characters. As script is an extremely important part of studying the Japanese language, students are required to be self-motivated in their approach to their Japanese studies, spending time on revision and practice each day.
Students will continue their study of the culture of Japan and Japanese communities through media such as television and film, and will explore the way meaning is conveyed by comparing and contrasting features of the Japanese language.
Students will also develop skills in using the Japanese Input Method Editor to type and communicate in Japanese using ICLT and web 2.0 technologies.
2018-2019 Life Skills
Credential for students with special education needs
Students with special education needs are eligible to receive a RoSA by entering for a special program of study. Each student undertaking Life Skills courses in Years 9 & 10 has an individual plan that determines their educational priorities.
Special programs of study
A special program of study is a specifically designed pattern of study for individual students who are unable to meet curriculum requirements for the award of the RoSA using NESA developed syllabuses and/or NESA endorsed courses.
Students with special education needs can access a combination of courses using:
- Life Skills courses; and/or
- NESA developed syllabuses; and/or
- NESA endorsed courses
Life Skills courses – completion criteria
There are no indicative hour requirements for any individual program of study based upon the curriculum framework for the Life Skills courses in each key learning area.
Students with special education needs undertaking Life Skills courses follow an individual program of study developed at the college in Years 9 and 10. Students who apply themselves with diligence and sustained effort and achieve some or all of the course outcomes will satisfy course requirements.
Assessment
Evidence of achievement of outcomes may be based on ongoing observations during learning activities or from assessment tasks specifically designed to assess achievement at particular points in the course.
Students entered for a special program of study will receive a Record of Achievement and Student Profile listing each Life Skills course and the outcomes satisfactorily completed
2018-2019 Mathematics
Course description
Mathematics is a reasoning and creative activity employing abstraction and generalisation to identify, describe and apply patterns and relationships. The symbolic nature of mathematics provides a powerful, precise and concise means of communication.
Mathematical ideas have evolved across all cultures over thousands of years and are constantly developing. Digital technologies facilitate this expansion of ideas, providing access to new tools for continuing mathematical exploration and invention. Mathematics is integral to scientific and technological advances in many fields of endeavour. In addition to its practical applications, the study of mathematics is a valuable pursuit in its own right, providing opportunities for originality, challenge and leisure.
The aim of Mathematics in K–10 is for students to:
- be confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations in their personal and work lives and as active citizens
- develop an increasingly sophisticated understanding of mathematical concepts and fluency with mathematical processes, and be able to pose and solve problems and reason in number and algebra, measurement and geometry, and statistics and probability
- recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an accessible, enjoyable discipline to study, and an important aspect of lifelong learning.
What will students learn about?
The essential content for Mathematics in K–10 is structured using:
| | One process strand | | Three content strands |
|---|---|---|---|
| working mathematically | | number and algebra measurement and geometry statistics and probability | |
What will students learn to do?
These strands contain the knowledge, skills and understanding for the study of mathematics in the compulsory years of schooling. Each strand is linked to an objective.
Strand
Objective
Pathways of learning in Mathematics
The Mathematics 7–10 Syllabus describes a continuum of mathematics learning from Kindergarten to Year 10. The diagram below represents available pathways of learning in Mathematics from early Stage 1 to Stage 6. Students exhibit a wide range of mathematical skills, levels of competence, and aspirations. Some students may be aiming to develop the mathematical skills necessary to function in daily life and various work contexts. Other students may seek to address more challenging mathematics to prepare them for the highest-level courses in Year 11 and 12.
Students studying some or all of the content of Stage 5.2 also study all of the content of Stage 5.1. Similarly, as well as studying the Stage 5.2 content, many students will study some or all of the Stage 5.3 content.
The Mathematics Life Skills outcomes and content are designed to provide a relevant and meaningful program of study for a small percentage of students with special education needs, for whom the Stage 4 and/or Stage 5 outcomes and content of the Mathematics K–10 Syllabus are not appropriate.
2018-2019 Music
Course description
All students should have the opportunity to develop their musical abilities and potential. As an artform, music pervades society and occupies a significant place in world cultures and in the oral and recorded history of all civilisations. Music plays important roles in the social, cultural, aesthetic and spiritual lives of people. At an individual level, music is a medium of personal expression. It enables the sharing of ideas, feelings and experiences. The nature of musical study also allows students to develop their capacity to manage their own learning, engage in problem-solving, work collaboratively and engage in activity that reflects the real world practice of performers, composers and audiences.
What will students learn about?
In both the mandatory and elective courses, students will study the concepts of music (duration, pitch, dynamics and expressive techniques, tone colour, texture and structure) through the learning experiences of performing, composing and listening, within the context of a range of styles, periods and genres.
The mandatory course requires students to work in a broad range of musical contexts, including an exposure to art music and music that represents the diversity of Australian culture. The elective course requires the study of the compulsory topic Australian music, as well as a number of optional topics that represent a broad range of musical styles, periods and genres.
Musical styles, periods and genres are selected equally from the groups below:
What will students learn to do?
In Music, students learn to perform music in a range of musical contexts, compose music that represents the topics they have studied and listen with discrimination, meaning and appreciation to a broad range of musical styles. Through the incorporation of ICLT and numerous software applications, students will have access to digital recording studios and professional composition software. These new technologies will be integrated into all programs.
The study of the concepts of music underpins the development of skills in performing, composing and listening:
- perform
- through singing, playing and moving
- music in a range of musical contexts
- as a soloist or a member of an ensemble
- compose - using different forms of musical notation and technology
- as individuals or in small groups
- music that represents the topics studied
-
listening
- listen to and analyse a range of repertoire
- identify how concepts of music have been used and manipulated in a range of repertoire
- respond to the range of repertoire used for listening
2018-2019 Personal Development, Health and Physical Education
Course description
PDHPE develops students' capacity to enhance personal health and well-being. It promotes their enjoyment of and commitment to an active lifestyle and helps them to achieve confidence and competence in a wide range of activities as they maximise movement potential.
Through PDHPE students develop knowledge understandings, skills, values and attitudes that enable them to advocate lifelong health and physical activity.
What will students learn about?
All students study the following four modules:
- self and relationships – students learn about sense of self, adolescence and change, sources of personal support and the nature of positive, caring relationships
- movement skill and performance – students explore the elements of composition as they develop and refine movement skills in a variety of contexts
- individual and community health – students learn about the specific health issues of mental health, healthy food habits, sexual health, drug use and road safety. They examine risk, personal safety and how to access health information, products and services.
- lifelong physical activity – students consider lifestyle balance and the importance of physical activity and its physical benefits. Students learn to participate successfully in a wide range of activities and to adopt roles that promote a more active community.
What will students learn to do?
Throughout the course students will learn to apply some key skills that allow them to take action for health and physical activity. This includes an emphasis on communicating, interaction, problemsolving, decision-making, planning and moving.
2018-2019 Physical Activity & Sports Studies
Course description
This course provides an extension of both theoretical and practical aspects of the compulsory Health Studies course studied in Years 7 – 10. It is of particular interest to students keen to learn about practical physical education activities and sports, and also to those interested in the science of body movement. The course offers an insight to the Year 11 and 12 PDHPE courses.
What will students learn about?
Year 9:
The theoretical aspects of this year comprise major units of work:
- body function and performance and sports injuries
- fitness and factors affecting performance.
The practical components are chosen from these areas:
- team sports
- individual sports recreational activities
- recreational sports
Year 10:
The theoretical aspects of this year comprise major units of work:
- sport, recreation and society
- women in sport
- organisation and administration
The practical components are as for Year 9 with six different sports chosen from the three areas.
As a variety of sports are offered, the opportunity to achieve sports coaching accreditation certificates will be available in some of these areas.
2018-2019 Photographic and Digital Media
Course description
Photographic and Digital Media provides opportunities for students to enjoy making and studying a range of photographic and digital media works. It enables students to represent their ideas and interests about the world, to engage in contemporary forms of communication and understand and write about their contemporary world. Photographic and Digital Media enables students to investigate new technologies, cultural identity and the evolution of photography and digital media into the 21st century.
What will students learn about?
Students learn about the pleasure and enjoyment of making different kinds of photographic and digital media works in still, interactive and moving forms. They learn to represent their ideas and interests with reference to contemporary trends and how photographers, videographers, filmmakers, computer/digital and performance artists make photographic and digital media works. Students learn about the creative aspects of photographic practice including composition, viewpoint, depth of field and visual elements.
Students learn about how photographic and digital media is shaped by different beliefs, values and meanings by exploring photographic and digital media artists and works from different times and places, and relationships in the artworld between the artist – artwork – world – audience. They also explore how their own lives and experiences can influence their making and critical and historical studies.
What will students learn to do?
Students learn to make photographic and digital media works using a range of materials and techniques in still, interactive and moving forms, including ICLT, to build a Photographic and Digital Media portfolio over time. They learn to develop their research skills, approaches to experimentation and how to make informed personal choices and judgements. They learn to record procedures and activities about their making practice in their Photographic and Digital Media journal.
Students learn to investigate and respond to a wide range of photographic and digital media artists and works in making, critical and historical studies. Students learn to interpret and explain the function of and relationships in the artworld between the artist – artwork – world – audience to make and study photographic and digital media artworks.
Students learn to use programs such as Photoshop Elements 11 and Windows Live Movie Maker, and to set up and use a studio to shoot subjects such as portraits and still-life, create a magazine cover design, gel release transfer of images and basic wet darkroom photography. They will also learn to create images through scanning objects and create a video using editing software.
Course requirements
- Students are required to have a functioning 10 megapixel digital camera that is no older than five years.
- Students are required to have a USB memory stick specifically for this course.
- Students are required to produce a Photographic and Digital Media portfolio and keep a Photographic and Digital Media journal. The journal is purchased as part of a kit.
2018-2019 Religious Education
Religious Education is a mandatory course at St Joseph's Catholic College. It is studied for 200 hours over Years 9 and 10.
Course description
Religious Education enables students to develop knowledge and understanding of Christianity in the Catholic tradition. It is designed for all students and is of value to both Catholic and non-Catholic students.
Religious Education at St Joseph's College is a crucial component of the College's Catholic Life and Mission. This dimension of the school encompasses the spiritual and intellectual aspects of Christianity in the Catholic tradition. Catholic Life and Mission is the raison d'etre for the college, and as such, a pursuit of excellence in this subject is expected.
What will students learn about?
The aim of this course is to develop students' awareness, understanding and appreciation of the richness of the Catholic tradition founded in the sacred scriptures and embedded in the life of the Church, so that they may participate critically and effectively in the Church within wider society. Students will focus on how we discover, celebrate, understand and find ultimate meaning in our lives.
Topics studied are as follows:
- the journey of Catholic faith
- religious diversity in Australia
- interpreting God's word
- Jesus in Luke's gospel
- conscience and moral decision making
- Catholicism in Australia
- reverence for creation
- justice and reconciliation
- introduction to youth ministry or serving as a disciple – ways of being and ways of doing
- youth ministry and leadership or leading as a disciple – ways of being and ways of doing
What will students learn to do?
Students develop research and communication skills, including the use of ICLT, and examine Catholic perspectives and interpretations. Students will improve their religious literacy and strengthen scriptural research skills.
2018-2019 Science
Course description
This course develops students' knowledge, understanding, values and attitudes in Science and skills. Through topics studied they should be able to explain and make sense of the biological, chemical, physical and technological world. This enables them to make informed choices and responsible decisions as individuals and part of the community.
What will students learn about?
Through their study of science students develop a knowledge and understanding about the living and non-living world. Students examine the historical and ongoing contribution of scientists and the implications of this research on scientific knowledge, society, technology and the environment.
What will students learn to do?
Students work individually and in teams in planning and conducting investigations. They evaluate issues and problems, identify questions for inquiry and draw evidenced-based conclusions from their investigations. Through this problem-solving process they develop their critical thinking skills and creativity. They are provided with experiences in making informed decisions about the environment, the natural and technological world and in communicating their understanding and viewpoints.
Course requirements
Practical experiences which emphasise hands-on activities will occupy a substantial amount of course time. All students will be required to undertake at least one research project during each of Stage 4 and Stage 5. Students will complete an open ended investigation during stage 5.
2018-2019 STEM (Science Technology Engineering Mathematics)
This is a NESA approved course. Due to the availability of resources and equipment, the number of places available is limited for next year. If more students choose to participate in STEM than this limit, then students will be selected via an application process (to be advised).
Course description
Science, Technology, Engineering and Mathematics are fundamental to shaping the future of Australia. They provide enabling skills and knowledge that increasingly underpin many careers and skills of our future technologically based workforce. Students will experience and develop an appreciation of the role and potential of science, technology, engineering and mathematics in the world in which they live, and to learn through their journey of technological problem based inquiry, the essence of evidence-based critical thinking.
What will students learn about?
The course covers a number of science, technology, engineering and mathematics fields via the use of exciting, engaging, innovative and imaginative learning and teaching activities customised to inspire and meet the individualised learning needs of each student. Modules include STEM fundamentals, aerodynamics, motion, mechatronics, and surveying. Students will also undertake a range of inquiry based and STEM project based learning activities which will occupy the majority of course time. This may include entering STEM based external competitions. Students will 'explore before explain', meaning that students will have practical experience in exploring phenomena before being introduced to STEM concepts.
What will students learn to do?
Students will learn to use a range of tools, equipment, techniques and processes, including relevant and emerging technologies in order to develop solutions to a wide variety of problems and challenges relating to their present and future needs and aspirations. This involves students being able to explore ideas and phenomena, raise questions that interest them and shape their own inquiry around these questions by designing creative and open-ended investigations.
Course requirements
Students choosing this course should have an interest in STEM related fields. They will have strong investigative skills, possess an inquiring mind, a demonstrated aptitude in Mathematics and Science, the ability to think abstractly and logically, as well as being able to work collaboratively with others. This subject will incur a fee for any competitions entered and for some materials used.
2018-2019 Textiles Technology
Course description
The study of Textiles Technology provides students with a broad knowledge of the properties, performance and uses of textiles in which fabrics, colouration, yarns and fibres are explored. Students examine the historical, cultural and contemporary perspectives on textile design and develop an appreciation of the factors affecting them as textile consumers. Students investigate the work of textile designers and make judgements about the appropriateness of design ideas, the selection of materials and tools and the quality of textile items. Textile projects will give students the opportunity to be creative, independent learners and to explore functional and aesthetic aspects of textiles.
What will students learn about?
Students will learn about textiles through the study of different focus areas and areas of study. The following focus areas are recognised fields of textiles that will direct the choice of student projects:
- apparel
- textile arts
- furnishings
- non-apparel
- costume
Project work will enable students to discriminate in their choices of textiles for particular uses. The focus areas provide the context through which the three areas of study (design, properties and performance of textiles, textiles and society) are covered.
What will students learn to do?
By examining the work of designer's students will learn to use the creative process to design textile items. Design ideas and experiences are documented and communicated and will show evidence of each of the stages of designing, producing and evaluating. Students will learn to select, use and manipulate appropriate materials, equipment and techniques to produce quality textile projects. Students will learn to identify the properties and performance criteria of textiles by deconstructing textile items and identify the influence of historical, cultural and contemporary perspectives on textile design, construction and use. This subject can help with all areas of design, costuming, dress making, interior design, etc.
This subject incurs a fee for materials used in the classroom – the students will also need to supply fabric and notions for the practical projects that they undertake.
2018-2019 Visual Arts
Course description
Visual Arts provides opportunities for students to enjoy the making, responding to and studying of art. It builds an understanding of the role of art in all forms of media, both in the contemporary and historical world, and enables students to represent their ideas and interests in artworks. Visual Arts enables students to become informed, understand and write about their contemporary world.
What will students learn about?
Students learn about the pleasure and enjoyment of making different kinds of artworks in 2D, 3D and/or 4D forms. They learn to represent their ideas and interests with reference to contemporary trends and how artists' including painters, sculptors, architects, designers, printmakers, photographers and ceramists, make artworks.
Students learn about how art is shaped by different beliefs, values and meanings by exploring artists and artworks from different times and places and relationships in the artworld between the artist – artwork – world – audience. They also explore how their own lives and experiences can influence their artmaking and critical and historical studies. Students also develop their knowledge of the Cultural, Subjective, Structural and Postmodern Frames.
What will students learn to do?
Students learn to make artworks using a range of materials and techniques in 2D and 3D traditional, contemporary and ICLT forms, to build a body of work over time. They learn to develop their research skills, approaches to experimentation and how to make informed personal choices and judgements. They learn to document their artmaking practice in their Visual Arts diary.
Course requirements
Students are offered opportunities to produce artworks in a range of media areas including drawing, painting, photography and digital manipulation, printmaking, ceramics and sculpture. They will also study the artmaking practice of a range of artists across time and place.
Students are required to document their practice in a Visual Arts diary.
Students are required to purchase an art kit (included in school fees) which includes their Visual Arts diary and the materials they will use throughout the course. | <urn:uuid:54af366d-1239-43ed-ad88-6061da6c29cd> | CC-MAIN-2017-34 | http://www.sjcc.nsw.edu.au/_uploads/rsfil/011539_abca.pdf | 2017-08-18T19:55:37Z | crawl-data/CC-MAIN-2017-34/segments/1502886105108.31/warc/CC-MAIN-20170818194744-20170818214744-00700.warc.gz | 669,433,524 | 10,149 | eng_Latn | eng_Latn | 0.996676 | eng_Latn | 0.997349 | [
"unknown",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
... | false | docling | [
62,
152,
2881,
2967,
4826,
7936,
8955,
11081,
11121,
12939,
14738,
16453,
17964,
19917,
21538,
24218,
26656,
28287,
30385,
32049,
34040,
35151,
37777,
39476,
40679,
43822,
45720,
47261,
49817,
52054,
54252
] | [
1.5234375,
3.234375
] | 1 | 0 |
Why Is This Important?
A household is food insecure if a lack of money prevents consistent access to enough nutritious food. While food insecurity affects everyone in a household, it may affect individuals differently. Adults are more likely to report poor self-rated health and selfrated mental health, and chronic illnesses such as diabetes, heart disease, depression and HIV. Household food insecurity also affects people's ability to manage their chronic illnesses. Adults and adolescents in food-insecure households have lower vegetable and fruit consumption. Households with the lowest incomes are most likely to be food insecure.
What Is Being Done?
PROOF
provides information and research about food
insecurity in Canada
CHEP and the Food Bank & Learning Centre lead community programs to reduce food insecurity in Saskatoon
Poverty Costs calls for a comprehensive provincial poverty reduction plan
What More Can Be Done?
Food Insecurity
Highlights
Food insecurity is increasing in Saskatoon Health Region.
`Hep More than 7% of Region residents reported either moderate or severe food insecurity in 2011/12. This is close to the Canadian average of 7.8% and has increased since 2007/08 (Figure 1). This means almost 20,000 people reported food insecurity.
- Households in the lowest income quintiles had much higher food insecurity rates (19.5%) than the regional average of 7.3% (Figure 2).
- Food insecurity varies by sub-group, including household income and neighbourhood deprivation.
Figure 1: Prevalence of Household Food Insecurity (Moderate or Severe), Saskatoon Health Region, Saskatchewan and Canada, 2007/08 to 2011/12
| | 2007/08 | 2009/10 | 2011/12 |
|---|---|---|---|
| SHR | 5.2 | 5.9 | 7.3 |
| SK | 5.8 | 5.6 | 7.4 |
| Canada | 7.1 | | 7.8 |
.
Source: Statistics Canada
What is Health Equity? A Primer for the Health Care System Chief Medical Health Officer's Call to Action
*High variability. Use with caution. F value too low to publish. Source: Statistics Canada. This study was conducted, in part, with data provided by the Saskatchewan Ministry of Health to the Health Quality Council. The interpretations and conclusions herein do not necessarily represent those of the Saskatchewan Ministry of Health or Government of Saskatchewan. The analyses are based on data from Statistics Canada and the opinions expressed do not represent the views of Statistics Canada.
Health Status Reporting March 2015
email@example.com│306.655.4679
For more information: www.communityview.ca | <urn:uuid:457db1b4-65ac-40c6-bd23-098e2b44678f> | CC-MAIN-2017-34 | http://www.communityview.ca/pdfs/2015_shr_series6_foodinsecurity.pdf | 2017-08-18T20:18:55Z | crawl-data/CC-MAIN-2017-34/segments/1502886105108.31/warc/CC-MAIN-20170818194744-20170818214744-00705.warc.gz | 519,631,855 | 577 | eng_Latn | eng_Latn | 0.99657 | eng_Latn | 0.99657 | [
"eng_Latn"
] | false | docling | [
2536
] | [
2.171875
] | 2 | 1 |
Additional Discussion Questions/Topics
for use with "Dialogue on Brown v. Board of Education"
Prepared by David A. Collins, National Chair, Law Day 2004
1. The Harm of Segregation Under a "Separate But Equal" System (This discussion assumes no inequality in the physical facilities, class size, teacher pay, etc. of racially segregated schools.)
An issue in the Brown cases was whether forced segregation harmed the segregated race (African-Americans) by branding it with a "badge of inferiority." Here is how the Plessy Court had answered that question in 1896 in the context of forced segregation on railroad cars:
We consider the underlying fallacy of the plaintiff's argument to consist in the assumption that the enforced separation of the two races stamps the colored race with a badge of inferiority. If this be so, it is not by reason of anything found in the act [requiring racial segregation of railroad passengers], but solely because the colored race chooses to put that construction upon it.
But in 1954, the Supreme Court in Brown answered the same question differently. The Court's opinion stated:
To separate [African-American students] from others of similar age and qualifications solely because of their race generates a feeling of inferiority as to their status in the community that may affect their hearts and minds in a way unlikely ever to be undone.
Citing factual findings from the district court decision in the Topeka, Kansas case, the Supreme Court in Brown went on to say this about the harm caused by segregation:
Segregation of white and colored children in public schools has a detrimental effect upon the colored children. The impact is greater when it has the sanction of the law; for the policy of separating the races is usually interpreted as denoting the inferiority of the Negro group. A sense of inferiority affects the motivation of a child to learn. Segregation with the sanction of law, therefore, has a tendency to [retard] the educational and mental development of Negro children and to deprive them of some of the benefits they would receive in a racial[ly] integrated school system.
Possible Questions for the Dialogue
* Do you think that racial segregation in public school hurts the separated races, assuming the schools are "equal" in terms of facilities, class size, teacher pay, etc?
* Is the harm greater for one race than for the other?
* If there were a law in our state requiring the racial segregation of public school students, would you feel branded as inferior?
* Many schools today are virtually all white or all-minority, even though no law requires segregation. This is sometimes called "de facto segregation." Do you think de facto segregation has a detrimental effect on students?
2. Could Equality Have Been Achieved Without Integrating the Racially Segregated Schools?
In the Jim Crow South, segregated public schools under the "separate but equal" system were almost never really equal. Schools for Africa-Americans were almost always worse – often much worse – than schools for whites. Of the five cases the Supreme Court decided (four state cases and the case from Washington, DC), a modicum of physical equality had been achieved only in the Topeka and Washington, DC cases. But even those schools were not truly equal. African-American kids like Linda Brown in the Topeka case had to walk through hazardous railroad yards to get to their segregated school, and the classrooms of the African-American schools in Washington, DC were overcrowded compared to the white schools.
For years before the Brown case, the NAACP and others had filed lawsuits to enforce the standard of Plessy by requiring school districts to improve the African-American schools enough to make them equal to the separate schools for white students. These were called "equalization cases," and they often succeeded. But that approach required endless lawsuits filed case-by-case in one school district after another, sometimes repetitively in the same school district. It was a process that looked like it would never accomplish the goal of equalizing all schools. In the cases leading to the Brown decision, the NAACP shifted its strategy to attack segregation itself and get the Supreme Court to overrule the separate-but-equal doctrine of Plessy, at least for schools. The NAACP claimed in the Brown cases that segregated schools were unequal because of the fact of segregation itself, even if the facilities of the segregated schools were equal. The Supreme Court agreed.
Possible Questions for the Dialogue:
* If the Jim Crow South had actually followed the requirements of Plessy by providing its segregated schools with truly equal facilities, class size, teacher pay, and all other tangible ways, would an effort to challenge Plessy have succeeded?
* Would such an effort have been mounted in the first place?
* How would the country be different today if "separate but equal" were still the law?
3. Was the Court in Brown Influenced by The "Currents of History"?
By the time of the Brown decision in 1954, racial integration had begun to take root in some American institutions that had been racially segregated before. For example, in 1947 (seven years before the Brown decision), Jackie Robinson became the first AfricanAmerican to play in major league baseball, and many other African-Americans soon joined him. In 1948, President Truman issued an executive order forbidding all discrimination in federal employment. That same year, he ordered the US armed forces to end racial integration. The Korean War, which ended in 1953 (one year before the Brown decision), was fought by integrated US troops. Meanwhile, America's adversaries in the Cold War, like the Soviet Union and its communist allies, pointed to racial segregation in the US to discredit America in the eyes of the world. In briefs filed with the Supreme Court in the Brown case, the US government sided with the NAACP and told the Court that racial segregation was hurting the country's national interests by drawing international condemnation on the United States.
Possible Questions for the Dialogue:
* How, if at all, do you think these developments might have mattered in the fight to desegregate schools?
* Do you think these developments might have strengthened the resolve of African-Americans to fight against segregation?
* Do you think these developments may have influenced the justices of the Supreme Court as they deliberated in the Brown case?
* The 14 th Amendment of the US Constitution says no state may "deny any person within its jurisdiction the equal protection of the laws." The Supreme Court in Plessy interpreted those words to permit forced segregation as long as facilities were equal. Fiftyeight years later, the Supreme Court in Brown interpreted the same words to prohibit forced segregation (at least in schools) even if the facilities were equal. Should courts change the legal understanding of what the words in the Constitution mean as circumstances in the country change?
4. The Effect of Brown on the Jim Crow System
Today, experts debate whether Brown really accomplished anything, since so many public schools today are racially segregated. But it is important to remember Brown's impact on other aspects of the Jim Crow system. Consider these facets of the Jim Crow system, as it existed in 1951. (From Simple Justice, by Richard Kluger, p. 327)
* In Arkansas, white and black voters could not enter a polling place in the company of one another.
* Texas did not allow interracial boxing matches.
* Florida did not allow white and black students to use the same editions of some textbooks.
* In Alabama, a white woman was forbidden to nurse a black man in a hospital.
* North Carolina required racially separate washrooms in its factories.
* In six states, white and black prisoners could not be chained together.
* In seven states, tuberculosis patients were separated by race.
* Ten states required separate waiting rooms for bus and train travelers.
* Eleven states required Negro passengers to ride in the backs of buses and streetcars.
* Eleven states operated separate schools for the blind.
* Fourteen states segregated mental patients.
The Supreme Court's decision in Brown served as the legal authority for striking down Jim Crow segregation in the years following the Brown decision.
Possible Dialogue Questions
* What do you think it felt like for people to live under a Jim Crow system? Can you imagine how you would have felt?
* Do you know people who lived under that system?
* Do you think the Jim Crow system would still exist today if people like Thurgood Marshall and the plaintiffs in the Brown cases had not decided to fight against it?
5. What Kind of Equality Did the "Separate But Equal" Doctrine Produce?
Up until the Supreme Court's decision in Brown, the courts said that racial segregation imposed by a state did not violate the equal protection clause of the 14 th Amendment as long as the segregated races enjoyed equal treatment. That interpretation, established by the Supreme Court in the 1896 decision in Plessy v. Ferguson, was known as the "separate but equal" doctrine. In operation, however, segregated facilities were often not equal for blacks and whites. Consider these facts about the all-black schools in Clarendon County, South Carolina, based on testimony given in the case of Briggs v. Elliott. [Briggs was one of the five cases the Supreme Court decided in what we now call collectively the Brown decision.] (From Simple Justice, pp 350-351)
* In two of the schools for African-American children there was no running water. When they got thirsty, the children drank from an open bucket using a metal dipper and glass. The white schools all had running water indoors.
* There were no lunchrooms in the schools for African-Americans. All the white schools had lunchrooms.
* At one school for African-American students there were no desks for the students, just a long beat-up wooden table the kids had to share when writing. All the white schools had desks for each student.
* At the schools for the African-American students, the toilet facilities were primitive. They were outdoor privies ("outhouses") with no running water and no urinals for the boys. The white schools all had indoor restrooms with modern toilets and urinals.
In several of the cases, when African-American parents challenged the inequality of their schools by becoming plaintiffs in the lawsuits filed by the NAACP, their white employers fired them. Harry Briggs, a farmer and the father of one of the African-American students in the South Carolina case, lost his crops when the white-owned banks punished him by cutting off the credit he needed to run his farm. Another parent, Mrs. Maisie Solomon, lost her job at a white-owned motel and then was evicted from her home.
Possible Dialogue Questions
* If the law required the racially separate schools to be "equal," why do you think such obvious inequalities existed?
* Do you know people who would have the courage to stand up for their rights in the face of such risks?
6. School Segregation Was Not Just a Southern Problem: It Happened in the North, Too
Southern states segregated schools by enacting so-called "Jim Crow" laws that explicitly required racial separation of students. But there were other ways a state could segregate its schools. Take Michigan, for example.
Detroit
In 1971, a federal court found that Detroit and the state of Michigan had unlawfully segregated Detroit public schools in a number of ways more subtle than the Jim Crow laws of Virginia and South Carolina. One was to construct new schools only in neighborhoods that were predominantly Black or predominantly white, which tended to preserve existing patterns of school segregation. Another was to relieve overcrowding in predominantly African-American schools by busing students to less crowded schools, but only if the less crowded schools were also AfricanAmerican. Black students were not bused to predominantly white schools, and white students were not bused to predominantly Black schools.
(This was the case of Millikin v. Bradley, which eventually went to the US Supreme Court on the question of whether the District Court's cross-district busing remedy was lawful. The Supreme Court ruled 5-4 against that remedy, but did not disturb the finding of unlawful segregation.)
Pontiac
In 1970, Judge Damon J. Keith (then on the district court) found that Pontiac had violated the 14 th Amendment by segregating its public schools. (Davis v. School District of the City of Pontiac) Pontiac had intentionally drawn the boundaries of school districts to conform to segregated residential patterns, thereby preserving segregation in the schools. After Judge Keith ordered Pontiac to remedy the segregation, a group of Ku Klux Klansmen dynamited the buses that Pontiac needed to integrate the schools. The Klansmen were arrested and convicted in a separate proceeding.
Possible Dialogue Questions
* Do you think race relations in the North were better than race relations in the South in the 1950s –1970s? Today?
* The Supreme Court in Brown decided that forcible segregation creates a harmful "sense of inferiority" among African-American students. Do you think Pontiac and Detroit students suffered the same harmful effects as the students in the Jim Crow schools of the South?
7. The Role of Students in Fighting Racial Discrimination
In the 1960s, college students gained national attention as activists in the Civil Rights movements. They organized "sit-ins" at segregated lunch counters all across the South and risked their lives on "freedom rides" designed to protest segregation at Southern bus terminals. But well before that, a lone high school student almost single-handedly sparked the battle over segregated schools in Virginia. Her name was Barbara Rose Johns. She was a popular AfricanAmerican student who earned good grades in her segregated school. As a 16year-old junior at Moton High School in Farmville, Virginia, Barbara Johns became indignant at the inequality between her school and the much better school reserved for white students. For example, there was no lunchroom at Moton High and no locker rooms or showers for the school's athletic teams. She organized a student strike that shocked her community. The strike in turn inspired parents of the Moton High students to sign on as plaintiffs in the legal challenge against school segregation. She personally contacted the NAACP attorneys and asked them to take the case. The lawsuit sparked by Barbara Johns's activism was Davis v. County School Board of Prince Edward County, Virginia. It was one of the cases the Supreme Court decided in what we today refer to as the Brown decision.
Possible Dialogue Questions
* The Brown decision resulted from lawsuits in which individual citizens challenged injustice through the courts. There would have been no court challenges, and no Brown decision, if such individuals had not stepped forward as plaintiffs. How do you think the country today might be different if those court challenges had not happened?
* Can you think of reasons that might explain why parents of Black students in segregated schools might have been reluctant to fight against segregation in a place like Prince Edwards County, Virginia?
* How do you think the white school officials in Prince Edwards County reacted when the courts eventually ordered its schools desegregated following Brown? (Answer: They closed the entire school system, and then set up "private" schools for whites. For four years, many
Black students in the county received no education at all. A new legal challenge and another Supreme Court decision were needed before the county finally integrated its schools.)
8. Was It a Mistake for The Supreme Court to Order Desegregation "With All Deliberate Speed" Instead of Immediately?
We now know that the Brown decision, which resulted in many positive changes in the United States, did not achieve lasting or widespread integration in America's schools. Some critics blame the Supreme Court for this. They fault the Court for failing to order immediate desegregation and instead requiring integration to be implemented gradually under the vague standard of "with all deliberate speed." This gradual approach, the critics maintain, made it easier for those who resisted integration to drag their feet.
The Court made a conscious decision against requiring immediate integration. Several of the justices believed that an order requiring immediate desegregation would have been unfair to the South in light of the Court's approval, for over 50 years, of "separate but equal" segregation. And they believed that an order for immediate integration would have met with massive resistance.
The Chief Justice, Earl Warren, knew that a decision against segregation in public schools would be very controversial, and he wanted as much public support for the decision as he could get. He believed that to get public support, the Court needed to speak unanimously. At least five of the nine justices were so strongly opposed to immediate, instead of gradual, relief that they would not have joined in any decision ordering immediate integration. (They were Justices Frankfurter, Clark, Burton, Jackson, and Reed.) By agreeing to a gradual approach to integration – with "all deliberate speed" – Chief Justice Warren secured the unanimous decision he wanted so badly.
Possible Dialogue Questions
! We now know that the gradual approach to integration did not avoid massive resistance, especially in the South. For example, federal troops were required to overcome violent opposition to school integration in Little Rock, Arkansas. Do you think Chief Justice Warren paid too high a price to secure a unanimous 9-0 opinion in Brown?
! Why should the Supreme Court concern itself with public support for its decision? Would the public be more likely to support a 9-0 decision than a 5-4 decision?
! Try putting yourself in the shoes of the Supreme Court justices in 1954-55. You know that integration will be fiercely opposed in parts of the country where segregation has been a way of life, but you also believe that school segregation is unconstitutional and harmful to minority students. What do you do: order immediate integration or gradual integration? | <urn:uuid:ab0eda94-4f1e-4267-b2de-4ed05ed9d1af> | CC-MAIN-2017-34 | https://www.americanbar.org/content/dam/aba/migrated/publiced/lawday/schools/lessons/morebrowndiscussion.authcheckdam.pdf | 2017-08-18T20:17:09Z | crawl-data/CC-MAIN-2017-34/segments/1502886105108.31/warc/CC-MAIN-20170818194744-20170818214744-00704.warc.gz | 882,725,989 | 3,681 | eng_Latn | eng_Latn | 0.998855 | eng_Latn | 0.999008 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2181,
2764,
4981,
7073,
8606,
10950,
13218,
15724,
17973,
18502
] | [
2.8125
] | 1 | 8 |
Financial Management
Financial Management Contents
Key
Glossary term: Glossary term
Cross reference: Cross reference
Financial Management
© Becta 2004
You may reproduce this material free of charge in any format or medium without specific permission, provided you are not reproducing it for profit, material or financial gain. You must reproduce the material accurately and not use it in a misleading context. If you are republishing the material or issuing it to others, you must acknowledge its source, copyright status and date of publication.
Publication date March 2004
Originally published online in September 2003 as part of the Becta website http://www.becta.org.uk/tsas
While every care has been taken in the compilation of this information to ensure that it is accurate at the time of publication, Becta cannot be held responsible for any loss, damage or inconvenience caused as a result of any error or inaccuracy within these pages. Although all references to external sources (including any sites linked to the Becta site) are checked both at the time of compilation and on a regular basis, Becta does not accept any responsibility for or otherwise endorse any product or information contained in these pages, including any sources.
British Educational Communications and Technology Agency, Millburn Hill Road, Science Park, Coventry CV4 7JJ
Financial Management
FM 1 Introduction to Financial Management
Do you know how much your ICT provision costs? FITS Financial Management can help you get a handle on it.
FM
Aim
The aim of this section is to introduce the topic of Financial Management and to help you implement the process in your school with a minimum of preparation and training.
Objectives
The objectives of this section are to enable you to:
* understand the concept and benefits of Financial Management
* understand what is involved in the process of Financial Management
* understand the roles and responsibilities in Financial Management
* implement a basic Financial Management process in your school
* continue to operate this Financial Management process
* identify useful measurements to gain benefit from the Financial Management process you have implemented
* review your implementation and summarise your progress.
What is Financial Management?
What is Financial Management?
FITS Financial Management is the tracking and control of the cost of ICT services and support. In its entirety it also covers the subject of cost recovery as a means to place accountability for ICT costs on the users of the service. The purpose of Financial Management is to ensure that the cost of ICT services and support is justifiable and it also helps to identify particularly costly areas that you may want to examine to see if taking a different approach might reduce costs.
Although strictly they are not part of the Financial Management process itself,we have included some ideas for reducing the cost of ICT services and support (see FM 2.1.1).
FM
FM 2 Overview
FM
FM
Why use Financial Management?
Financial management helps you to record the cost of providing ICT and ICT technical support. This helps you to:
* account for expenditure
* identify costs not budgeted for
* improve the budgeting process
* identify costs that were higher than expected
* identify areas for possible cost reduction
* identify the cause of costs
* implement methods of cost control.
Who uses Financial Management?
Those responsible for ICT budgets use financial management. They should also ensure that all staff involved in providing ICT and technical support are conscious of the need for financial management and that they adhere to the process at all times.
Ideas for reducing the cost of ICT services and support
Standardise
Minimise the variety of different makes and models to:
* make bulk purchases and possible discounts more feasible
* reduce the need for cross-training in different products
* enable a more efficient spares programme.
Go for economies of scale
* Join forces with other schools to create a virtual technical support team, buy in services together or buy in bulk.
* Ask your LEA to co-ordinate services on behalf of all schools in the area.
* Investigate the existence of specialist colleges or other schools with 'specialist' status that may be able to help you.
* Combine ICT with non-ICT services to provide a single service centre instead of separate ones for different services.
Improve incident management
* Document the solutions to incidents so that you can resolve recurrences without involving suppliers or having to pay repeat call-out charges.
* Monitor incident volumes and identify trends and causes to target improvements and reduce support requirements.
See Incident Management for further information.
Improve user skills
To avoid costly call-out charges, raise user awareness of simple technical issues such as installing printer cartridges and checking computer connections.
FM 2.2
Service Level
Management
process
Financial Management
process
01
02
03
04
step:
step:
step:
step:
ICT
requirements
Budgeting
Accounting
Charging
Costing
model
Charging
policies
targets
Financial
strategy
ICT
Financial Management process
How Financial Management works
Financial management is an iterative cycle of budgeting and accounting, as illustrated in the Financial Management process flowchart (above).
The budgeting element relates to the planning of expenditure. It can be based on allocated funds or can be used to determine what funds are required. It is usually a combination of the two. When budgeting, it is important to consider all expenditure related to ICT, not just the cost of the equipment itself. The Independent ICT Procurement Advisory Service (IPAS) [http://ipas.ngfl.gov.uk/] offers valuable guidance on the procurement process and insight into total cost of ownership (TCO) issues.
The accounting element is concerned with the tracking of actual expenditure. This is then used as input to the next cycle as it gives useful information on costs and how money was actually spent.
Financial management may stop at budgeting and accounting, or it may include charging. This relates to the process of recharging ICT users for the ICT service they receive. It may range from simple charging at cost for equipment and consumables to complex charging for the entire service based on the overall cost including support, administration, shared infrastructure, maintenance, accommodation charges and so on. If the school decides to use a charging policy for ICT services, it cannot take place without budgeting and accounting.
FM
FM
Relationships with other processes
Relationship with Service Level Management
Service Level Management links closely to Financial Management. There may be a difference between desirable and affordable service levels and it is the Service Level Management process that enables a balance to be struck between what the users would like and what is possible with the funds available.
Financial Management is an input to the Service Level Management process as it provides budget and cost information to work with when negotiating service level agreements.
Relationship with Configuration Management
Financial Management interfaces with Configuration Management by way of the asset data in the configuration-management database (CMDB). This data can provide useful information about what equipment has been purchased during the financial period and may help to gather actual costs. The CMDB should also give an indication of when equipment is due to be replaced and should therefore contribute to the budgeting part of financial management.
You will see that there is an overlap of data collected for Configuration Management and Financial Management, such as allocation of equipment and date of purchase. In the early stages of best-practice implementation it is acceptable to have some duplication such as this: it is only a small amount and duplication is easier than trying to combine the two processes at this stage. Ultimately you can keep the financial management data in the configuration-management database and eliminate the duplication, but you need not be concerned with that at this stage.
What does Financial Management cost?
Carrying out financial management doesn't cost anything in monetary terms. At most you need a calculator or some spreadsheet software. The true costs are for people and time. As with all the FITS processes, you need someone to be responsible for input and output but it shouldn't be a full-time job.
FM 3 Implementation guide
FM
Define what needs to be done
FITS implementation
Structured implementation of best practice processes
process
tools
information
for continuous improvement.
for continuous improvement.
process
tools
information
Financial Management
Financial Management implementation approach
FM
As described in the overall FITS implementation approach (see FITS4), we recommend a phased approach to implementing new processes.
FITS Financial Management is for people with little free time to spend on implementing processes and procedures and whose dayto-day activities are unpredictable and must take priority.
Our aim is to help you begin to remove some of the unpredictability by introducing bestpractice processes in small steps and so start to realise the benefits as quickly as possible.
Process
Introduce Financial Management process by gathering expenditure information
* Record all expenditure
Tools
Keep tools simple and requiring minimum effort
* Use Excel template for expenditure record
Information
Produce expenditure report
* Total expenditure for each category
* Percentage of expenditure attributed to each category
Scope
FITS Financial Management is concerned with the mechanics of budgeting and recording how much money is actually spent. It is not concerned with how purchasing should be carried out or what money should be spent on.
'Total cost of ownership'is a term used to describe what the overall cost of ICT is when other costs such as installation, support, training, consumables, maintenance and administration are added to the initial cost of the actual hardware and software. Visit the Independent ICT Procurement Advisory Service (IPAS) [http://ipas.ngfl.gov.uk/] site for guidance on procurement. We recommend that you read this as well as FITS Financial Management to gain a full picture of the financial implications of ICT and how to manage it.
FITS Financial Management aims to give you a quick, short-term plan to take control of expenditure. A good start is to get into the habit of recording all actual expenditure. This can be developed to help you prepare the next ICT budget and you can refine your cost recording method as necessary to support any internal charging policies that you may have. This implementation guide gives you all you need to know to get started in financial management.
Prepare to implement
Good preparation can make the difference between a successful implementation of a process and an unsuccessful one.
| Roles and responsibilities | Before you can implement Financial Management you must assign roles and responsibilities to appropriate staff in the school. The section below on assigning roles and responsibilities in financial management (FM 3.2.1) offers some suggestions and guidance. |
|---|---|
| Training | After you have assigned roles and responsibilities, it is important to ensure that those participating in the implementation and subsequent operation of the process understand what is required of them. Use the TSAS website [http://www.becta.org.uk/tsas/] as part of your training. |
| Start date | Set a start date. A ‘go-live’date is important in any implementation. Make sure that you allow enough time to do all the preparatory tasks before your ‘go-live’date. |
| Communication | Of course, communication must take place within the implementation team, to agree plans, scheduled dates, and so on. However, it is also important to communicate externally and inform the user community of the new process. The implementation of a process can be seen as a change just like the upgrading of a server and the impact on the user community should be communicated to them clearly in advance of the change. |
| Materials | Before you can go ahead with the implementation, prepare all the materials required for the process. Make sure that you have downloaded the templates you need and that everyone involved has access to them. |
| Pilot | To pilot the financial management process, it may be a good idea to make one person responsible for recording all expenditure to start with. It may be necessary to restrict purchasing ability to the same person to ensure that all transactions are recorded. In this case you need to make sure that all other members of the team are aware of any changes to previous purchasing rules for the duration of the pilot. Once this process is working effectively with one person, you should then be able to implement it across the team if you wish to give everyone the authority to purchase the necessary items. You may feel at this stage that having one person responsible for purchasing is enough and this is fine. But don’t forget about cover for absence: other members of the team should be trained to take over if this happens. |
Assign roles and responsibilities
| Role | Suggested representative(s) |
|---|---|
| | Person with overall responsibility for ICT and technical support, such as: • ICT manager • ICT co-ordinator • network manager • headteacher. |
| Financial manager | |
| Financial administrator | Person authorised to spend money, as determined by policy in the individual school. This may be, for instance: • a technician • a teacher • the ICT manager • the ICT co-ordinator • a classroom assistant. |
For further details see also FM 5 Roles and responsibilities.
FM
Implement
This section describes how to set up a simple expenditure record and track ICT costs.
* Step 1: Create expenditure record
* Step 2: Record expenditure
Create expenditure record
You can create an expenditure record using an accounts book or spreadsheet software. We recommend that you start with our expenditure record template (see Appendix A), which we have created in Excel. You may download and customise it as you wish. The cost columns are not exhaustive and you can add to them to suit your own requirements.
Remember, though, that our motto is 'keep it simple'to start with. If you are not recording costs at the moment, a very general breakdown will be an improvement and it will be easier for you to manage than if you add lots of columns to start with.
The template we have created has just one worksheet for one ICT budget. You may want to add worksheets if you charge ICT costs directly to the budgets of other departments.
You will notice that there is a small overlap of content in this spreadsheet with the content of the configuration-management database that we have recommended. Your ultimate aim should be to have only one record to cover the needs of both. At the beginning, though, it is easier to maintain the data separately than it is to create the process interface.
FM 3.3.2
Service Level
Management
process
Financial Management
process
01
02
03
04
step:
step:
step:
step:
ICT
requirements
Budgeting
Accounting
Charging
Costing
model
Charging
policies
targets
Financial
strategy
ICT
Financial Management process
Record expenditure
You must first create an expenditure record (see FM 3.3.1). When you have done this, the financial manager should use it to record all ICT-related expenditure in the budgetary period. We have created some guidelines for completion (FM 22.214.171.124) of the columns in our template and there is also an example expenditure record (see Appendix A) to show you some of the items that you might include.
Don't forget that the cost of ICT is not just the cost of hardware and software alone. There are other costs that should be taken into account such as the cost of support, consumables, maintenance, upgrades, and so on. This area of financial management is covered in more detail by Becta's Independent ICT Procurement Advisory Service (IPAS) [http://ipas.ngfl.gov.uk/], which advises schools on ICT procurement and 'total cost of ownership'. It is this aspect of financial management that will help you to ensure that your budget covers everything you need to keep your ICT functioning.
If you assign the role of financial administrator in your school, it may be appropriate to give them an edited version of the template to use that excludes sensitive data. This can then be used to cut and paste content into the master spreadsheet to save time. We have created one for you to use if you wish: Expenditure record template – edited version (see Appendix B).
FM 126.96.36.199
Guidelines for completion
FM
FM
FM
FM
3.5
Review the implementation
You should always review the implementation of a new process to identify any areas for improvement or correction. If you carry on without checking that everything done so far is in order, you run the risk of causing problems further down the line. Ask some key questions and consider the answers before continuing.
* Did everyone understand what was required of them?
* Do all financial administrators have an expenditure record (edited version)?
* Do the entries on the expenditure record match the invoices received so far?
* Does training need to be revisited before continuing?
* Was everyone affected informed of the new process?
Implementation resources
* Expenditure record template (Appendix A)
* Expenditure record template – edited version (Appendix B)
FM 4 Operations guide
FM
What needs to be done
Financial management is an ongoing task. On a day-to-day basis you need to maintain the expenditure record, monitor your expenditure and make decisions for improvements to financial management.
Maintaining the expenditure record
For it to be of value, the expenditure record must be kept up to date. If you need to insert lines in the spreadsheet, make sure they are above the totals row so that the amounts are added to the totals.
The master expenditure record – derived from the expenditure record template (see Appendix A) – should be maintained and managed by the financial manager as it may contain sensitive data such as staff costs. On a day-to-day basis financial administrators can use the expenditure record template – edited version (see Appendix B) and the financial manager can cut and paste the contents into the master.
Monitoring expenditure
It is important that you use the information you have gathered in the expenditure record to monitor where and how money is being spent. We have created a graphical representation of the column totals in the expenditure record template so that you can see more clearly the differences in expenditure between the different types of item. Note that if you need more rows, you should insert them above the totals row of the spreadsheet to make sure that all expenditure is included in the totals and the graphs. Our expenditure record example (see Appendix A) also shows example graphs.
These reports will help you make decisions about the day-to-day cost and financial management of ICT and will also help you prepare your budget for the next year or budgetary period. You should also use them to review the usefulness of the categories. If the 'Miscellaneous'column has a high figure, you should consider breaking this down into more specific categories. If you have not used some other columns very much, you may wish to incorporate them into the 'Miscellaneous'or another more relevant column.
FM
Making decisions
Use the reports from the expenditure record to identify areas where it may be possible to make cost reductions. Below are some suggestions for report interpretation.
* Look for the biggest costs. These are the ones worth considering for possible cost reduction, as that will have the most impact.
* Don't forget that some costs are for the whole year and your report may not go that far yet. They may appear to be the biggest costs but once spread across the whole year or budgetary period, the picture may change.
* Look for trends in purchasing to identify where you might be able to buy in greater bulk in the future. For example, if you notice that you buy a small batch of mice every month you may be able to anticipate the overall requirement for the budgetary period and negotiate a discount.
* Investigate ad hoc costs such as one-off supplier charges. You may be able to eliminate these by reviewing contracts and adding new requirements as they arise. Alternatively, you may identify an internal training issue that, if addressed, will prevent unnecessary support calls that incur a charge.
Always remember that statistics should not be taken at face value. They require some interpretation and often some investigation as well. However, it is worth the effort because knowledge helps you to make improvements and in this case the improvements are cost related.
Budgeting ahead
While you may not be able to dictate the size of your ICT budget, you can at least plan how to spend the amount you receive. This is where your expenditure record for the previous period will be useful.
Use the previous year's figures to estimate supplier and support costs to allocate in the new budget.
* Use the expenditure records over the years to identify when equipment may need to be replaced and make sure that the new budget takes that into account.
* Consider ways to reduce the cost of support contracts by identifying training needs and investing in training.
* Use the evidence of past experience to highlight the real cost of ICT and consider methods of raising additional funding.
* Remember to align the budget-planning exercise with the requirements of the technical support strategy (see FITS 6.2).
When does it need doing?
Financial management has day-to-day activities and periodic activities.
| Maintaining expenditure record | Update the expenditure record daily as costs are incurred. |
|---|---|
| Monitoring expenditure | Monitoring expenditure should be a regular management task so that you keep control over income and outgoings. |
| Making decisions | Base your decisions on analysis of expenditure and review this regularly in order to take advantage of possible savings. |
| Budgeting ahead | Budgeting ahead is usually a yearly activity, although planning for it is often spread over several months. |
All activities in financial management are the responsibility of the financial manager, although some day-to-day tasks may be delegated to financial administrators.
See FM 3.2.1 Assign roles and responsibilities for further information.
Operational resources
* Expenditure record template (Appendix A)
* Expenditure record template – edited version (Appendix B)
FM 5 Roles and responsibilities
Financial manager
* Is responsible for the financial management process in ICT and technical support
* Is likely to be responsible for the ICT and/or technical support budget
* Is a senior member of the ICT staff
* In this role will be a custodian of sensitive financial data such as staff costs
* Does not need to have technical support skills
* Should be able to use a spreadsheet
Financial administrator
* Is responsible for notifying the financial manager of all ICT expenditure as it is incurred
* Will have some authority for purchasing ICT equipment
* May be responsible for allocating equipment
* May be one or several of the ICT staff
* May be technical or non-technical
* Must understand the importance of accounting for costs
* Should be able to use a spreadsheet
FM 6 Review of Financial Management
The purpose of this section is to help you review your implementation and ongoing operation of financial management, check your understanding of the process, examine what a successful implementation should look like and consider what you have achieved by introducing it into your school. This will help you to assess how successful its introduction has been and point you back to the relevant sections in the Financial Management process that you should revisit to make improvements,if these are necessary.
Start by reading the sections included in the recap of Financial Management. When you have refreshed your memory and considered your own implementation alongside these descriptions, work through the checklist to identify any areas you should revisit and perhaps re-implement or reinforce.
FM 6.1
Recap of Financial Management
In Financial Management we introduced the tracking and control of ICT costs. We gave you an overview of the whole process and an implementation guide giving step-by-step instructions to help you implement a financial management process that we believe is appropriate for the needs of schools. An operations guide gave you a list of ongoing activities required by the process in order for you to keep it going and reap the benefits. We described roles and responsibilities and offered guidance on how to assign roles. We removed anything non-essential to give you a lean process requiring the minimum of effort and resource.
Check your understanding of the process by following FM 6.1.1 to FM 6.1.4.
FM 6.1.1
Financial Management summary
| Step | Tasks |
|---|---|
| Budget for future expenditure on ICT equipment, services and related items. | Estimate how much money is needed to provide, maintain and support the ICT services that are required by the users and/or decide how to spend the money that will be available. This exercise must take into account all ICT-related expenditure, not just the cost of equipment. This may include maintenance contracts, consumables, repairs, upgrades, replacements, staff costs, third-party support costs and so on. |
| Account for expenditure against the ICT budget. | Keep records of your expenditure so that you can measure actual costs against forecast costs. This helps to refine the budgeting step for next time by providing more accurate data. These records are also useful for identifying potential cost savings in the future, such as buying in bulk, consolidating suppliers, negotiating discounts and so on. |
| Recover costs through charging for ICT services, if appropriate. | Agree fees for ICT services to enable those responsible for ICT technical support to recover some of the cost of their service provision. |
FM
FM
FM
What you should expect now that you have implemented financial management
* ICT expenditure is carried out by those authorised to do so.
* All staff involved in the purchasing of ICT equipment and services are familiar with FITS Financial Management.
* Any staff who are required to do so, keep a record of their expenditure on ICT.
* Expenditure on end-user requirements is incurred only with appropriate authorisation.
* There is a culture of cost-consciousness in ICT.
What you should have achieved through financial management
* Details are recorded of all financial transactions relating to ICT equipment and services.
* You have a clear picture at all times of how much money has been spent on ICT.
* ICT budgets include expenditure required on supporting items, not just hardware and software.
* ICT budgets are refined each budgetary period, using the records of actual expenditure from the previous or current period.
* Regular expenditure reports are produced.
* If charging for ICT services is appropriate, you can use actual costs as a starting point for setting charges.
Benefits of having implemented financial management
* You can account for all money spent on ICT equipment.
* Knowing how much money is left in the budget helps you to decide whether you can meet any unplanned expense.
* You can identify expenditure on items not budgeted for to prevent overall overspend.
* Budgeting becomes increasingly accurate as financial information improves.
* Being able to see patterns in spending can highlight potential cost savings such as bulk buying.
* Keeping a record of expenditure helps to highlight any problem areas such as unauthorised purchasing.
* You can see the bigger picture of how money is distributed across ICT requirements.
Checklist
Use this checklist to identify any areas of financial management that have not been entirely successful. Then reinforce them by revisiting and re-implementing the relevant section of the FITS process.
| Characteristics of a successful implementation | FITS section to revisit if implementation has not yet been successful |
|---|---|
| You have assigned roles and responsibilities. | FM 3.2.1 Assigning roles and responsibilities in Financial Management |
| Participants in the Financial Management process understand it. | FM 2 Overview of Financial Management |
| You have a spreadsheet or journal for recording ICT expenditure. | FM 3.3.1 Create expenditure record |
| All ICT expenditure is recorded in the spreadsheet or journal. | FM 3.3.2 Record expenditure FM 4.1.1 Maintaining expenditure record FM 4.2 When does it need doing? FM 4.3 Who does it? |
| You review your expenditure records regularly to keep abreast of costs and identify issues and potential cost savings. | FM 4.1.2 Monitoring expenditure FM 4.1.3 Making decisions FM 4.2 When does it need doing? FM 4.3 Who does it? |
| You prepare your budgets in advance of each financial period to plan your spending ahead. | FM 4.1.4 Budgeting ahead FM 4.2 When does it need doing? FM 4.3 Who does it? |
If the above characteristics are all true of your school, congratulations on implementing a successful Financial Management process! The next steps for you are to continue operating the process as described in the Financial Management operations guide (FM 4) and establish the process firmly. Work through this checklist at regular intervals to help you check that everyone responsible continues to carry out all aspects of the process. You can then refer to the relevant sections to address any shortfalls as they arise.
Appendices
FM Appendix A Expenditure record – example and template
You can download the template from the FITS website [http://www.becta.org.uk/tsas/index.cfm?refsect=ntss&bcsect=default§= financial&id=tt5436].
FM Appendix A Expenditure record – example and template
You can download the template from the FITS website
[http://www.becta.org.uk/tsas/index.cfm?refsect=ntss&bcsect=default§=
financial&id=tt5436].
Item details
Item
Date
Purchased for
You can download the template from the FITS website
[http://www.becta.org.uk/tsas/index.cfm?refsect=ntss&bcsect=default§= financial&id=tt5436].
Glossary
| 10Base-T | A networking standard that supports data transfer rates up to 100 Mbps (100 megabits per second). 10Base-T is based on the older Ethernet standard but is 10 times faster than Ethernet; it is often referred to as Fast Ethernet. Officially, the 10Base-T standard is IEEE 802.3u. Like Ethernet, 10Base-T is based on the CSMA/CD LAN access method. |
|---|---|
| AppleTalk | Inexpensive LAN (local area network) architecture built into all Apple Macintosh computers and laser printers. AppleTalk supports Apple’s LocalTalk cabling scheme, as well as Ethernet and IBM Token Ring. It can connect Macintosh computers and printers, and even PCs if they are equipped with special AppleTalk hardware and software. |
| Asset | Component of a business process. Assets can include people, accommodation, computer systems, networks, paper records, fax machines, etc. |
| Availability | Ability of a component or service to perform its required function at a stated instant or over a stated period of time. It is usually expressed as the availability ratio: the proportion of time that the service is actually available for use by customers within the agreed service hours. |
| Availability Management | To ensure that ICT services are available for use consistently as agreed. |
| Bandwidth | The amount of data that can be transmitted in a fixed amount of time. For digital devices, the bandwidth is usually expressed in bits per second (bps). |
| Baseline | A snapshot or a position which is recorded. Although the position may be updated later, the baseline remains unchanged and available as a reference of the original state and as a comparison against the current position. |
| Bridge | A device that connects two LANs (local area networks), or two segments of the same LAN that use the same protocol, such as Ethernet or Token Ring. |
| Buffer | A temporary storage area, usually in RAM. The purpose of most buffers is to act as a holding area, enabling the CPU to manipulate data before transferring it to a device. |
| Build | The final stage in producing a usable configuration. The process involves taking one or more input configuration items and processing (building) them to create one or more output configuration items (eg software compile and load). |
| Capacity | Ability of available supply of processing power to match the demands made on it by the business, both now and in the future. |
| Capacity Management | To ensure that all ICT processing and storage capacity provision match present and evolving needs. |
| Category | Classification of a group of configuration items, change documents, incidents or problems. |
A system designed to prevent unauthorised access to or from a private network.
| Gateway | A node on a network that serves as an entrance to another network. In schools, the gateway is the computer that routes the traffic from a workstation to the outside network that is serving web pages. In homes, the gateway is the ISP that connects the user to the internet. |
|---|---|
| Gigabit | When used to describe data transfer rates, it refers to 10 to the 9th power (1,000,000,000) bits. Gigabit is abbreviated Gb, as opposed to gigabyte, which is abbreviated GB. |
| HTTP (hypertext transfer protocol) | The underlying protocol used by the World Wide Web. HTTP defines how messages are formatted and transmitted, and what actions web servers and browsers should take in response to various commands. For example, when you enter a URL in your browser, this actually sends an HTTP command to the web server directing it to fetch and transmit the requested web page. |
| Hub | A connection point for devices in a network. Hubs are commonly used to connect segments of a LAN (local area network). A hub contains multiple ports. When a packet arrives at one port, it is copied to the other ports so that all segments of the LAN can see all packets. |
| ICT | The convergence of information technology, telecommunications and data networking technologies into a single technology. |
| Incident | Any event which is not part of the standard operation of a service and which causes, or may cause, an interruption to, or a reduction in, the quality of that service. |
| Incident Management | To detect, diagnose and resolve ICT incidents as quickly as possible and minimise their adverse impact on normal operation. |
| ITIL | The OGC IT Infrastructure Library – a set of guides on the management and provision of operational IT services. |
| LAN | A computer network that spans a relatively small area. Most local area networks (LANs) are confined to a single building or group of buildings. |
| LocalTalk | The cabling scheme supported by the AppleTalk network protocol for Macintosh computers. Most local area networks that use AppleTalk, such as TOPS, also conform to the LocalTalk cable system. Such networks are sometimes called LocalTalk networks. |
| Logical topology | The logical topology is the way that the signals act on the network media, or the way that the data passes through the network from one device to the next without regard to the physical interconnection of the devices. |
Management
A management information base (MIB) is a database of objects that can be
| Network | A group of two or more computer systems linked together. The two types of computer networks of interest to schools are LANs (local area networks) and WANs (wide area networks). |
|---|---|
| Network interface card (NIC) | A network interface card (NIC) is an expansion board inserted or built into a computer so that the computer can be connected to a network. Most NICs are designed for a particular type of network, protocol, although some can serve multiple networks. |
| Network traffic | The load on a communications device or system. |
| Node | A processing location. A node can be a workstation or some other device, such as a printer. Every node has a unique network address, sometimes called a data link control (DLC) address or media access control (MAC) address. |
| OSI reference model | The OSI (open system interconnection) model defines a networking framework for implementing protocols in seven layers. Control is passed from one layer to the next, starting at the application layer in one station, and proceeding to the bottom layer, over the channel to the next station, and back up the hierarchy. |
| Packet | A piece of a message transmitted over a packet-switching network. One of the key features of a packet is that it contains the destination address in addition to the data. |
| Packet switching | Refers to protocols in which messages are divided into packets before they are sent. Each packet is then transmitted individually and can even follow different routes to its destination. Once all the packets forming a message arrive at the destination, they are recompiled into the original message. |
| Peer-to-peer network | A type of network in which each workstation has equivalent capabilities and responsibilities. This differs from client/server architectures, in which some computers are dedicated to serving the others. |
| Physical topology | The physical layout of devices on a network. Every LAN (local area network) has a topology – the way the devices on a network are arranged and how they communicate with each other. |
| Port | In TCP/IP and UDP networks, an endpoint to a logical connection. The port number identifies what type of port it is. For example, port 80 is used for HTTP traffic. |
| Problem | The underlying cause of an incident or incidents. |
| Problem Management | The detection of the underlying causes of incidents and their resolution and prevention. |
| Protocol | An agreed format for transmitting data between two devices. |
| Protocol stack | A set of network protocol layers that work together. The OSI reference model that defines seven protocol layers is often called a stack, as is the set of TCP/IP protocols that define communication over the internet. |
| Release Management | To plan, test and manage the successful implementation of software and hardware. To define release policy and to ensure that master copies of all software are secured centrally. |
|---|---|
| Remote monitoring (RMON) | Remote monitoring (RMON) is a network management protocol that allows network information to be gathered at a single workstation. For RMON to work, network devices such as hubs and switches must be designed to support it. |
| Request for change | Form or screen used to record details of a request for a change to any CI within an infrastructure, or to procedures and items associated with the infrastructure. |
| Router | A device that forwards data packets along networks. A router is connected to at least two networks, commonly two LANs (local area networks) or WANs (wide area networks) or a LAN and its ISP’s network. Routers are located at gateways, the places where two or more networks connect. |
| Segment | A section of a network that is bounded by bridges, routers or switches. Dividing an Ethernet into multiple segments is one of the most common ways of increasing available bandwidth on the LAN. |
| Server | A workstation or device on a network that manages network resources. For example, a file server is a computer and storage device dedicated to storing files. Any user on the network can store files on the server. A print server is a computer that manages one or more printers, and a network server is a computer that manages network traffic. A database server is a computer system that processes database queries. |
| Service Continuity Management | To minimise the impact on ICT service of an environmental disaster and put in place and communicate a plan for recovery. |
| Service Desk | The single point of contact within the school for all users of ICT and the services provided by Technical Support. |
| Service level agreement | Written agreement between a service provider and the customer(s) that documents agreed service levels for a service. |
| Service Level Management | The process of defining, agreeing and documenting required service levels and ensuring that these levels are met. |
| Simple network management protocol (SNMP) | A set of protocols for managing complex networks. SNMP works by sending messages, called protocol data units (PDUs), to different parts of a network. SNMP- compliant devices, called agents, store data about themselves in management information bases (MIBs) and return this data to the SNMP requesters. |
| Star topology | A LAN (local area network) that uses a star topology in which all nodes are connected to a central computer. The main advantages of a star network are that one malfunctioning node does not affect the rest of the network and that it is easy to add and remove nodes. |
| TCP/IP (Transmission Control Protocol/Internet Protocol) | The suite of communications protocols used to connect hosts on the internet. TCP/IP uses several protocols, the two main ones being TCP and IP. |
|---|---|
| Token ring | A type of computer network in which all the computers are arranged (schematically) in a circle. A token, which is a special bit pattern, travels around the circle. To send a message, a computer catches the token, attaches a message to it, and then lets it continue to travel around the network. |
| Topology | The shape of a LAN (local area network) or other communications system. Topologies are either physical or logical. |
| User datagram protocol (UDP) | A connectionless protocol that, like TCP, runs on top of IP networks. Unlike TCP/IP, UDP/IP provides very few error recovery services, offering instead a direct way to send and receive datagrams over an IP network. It is used primarily for broadcasting messages over a network. |
| WAN | A computer network that spans a relatively large geographical area. Typically, a wide area network (WAN) consists of two or more LANs (local area networks). Computers connected to a wide area network are often connected through public networks, such as the telephone system. They can also be connected through leased lines or satellites. The largest WAN in existence is the internet. |
| Workstation | Any computer connected to a LAN (local area network). | | <urn:uuid:fd310104-91e5-4270-9c9c-4f636c26421b> | CC-MAIN-2017-34 | http://itil.it.utah.edu/downloads/fits_financial.pdf | 2017-08-18T19:52:58Z | crawl-data/CC-MAIN-2017-34/segments/1502886105108.31/warc/CC-MAIN-20170818194744-20170818214744-00705.warc.gz | 202,294,441 | 8,560 | eng_Latn | eng_Latn | 0.922736 | eng_Latn | 0.997654 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn"... | false | docling | [
120,
1365,
3010,
4963,
6620,
8572,
10942,
13353,
15222,
16846,
16885,
19710,
22565,
23743,
26488,
28262,
30066,
30284,
30492,
30680,
33329,
35819,
38642,
41442,
42881
] | [
1.0703125,
2.296875
] | 1 | 0 |
When Thunder Roars, Go Indoors!
T o be safe from dangerous lightning follow this simple rule: When thunder roars, go indoors.
find shelter immediately.
* Never lie flat on the ground.
* Never shelter under an isolated tree.
* Get away from ponds, lakes and other bodies of water.
* Stay away from objects that conduct electricity (barbed wire fences, power lines, windmills, etc.)
Lightning kills an average of 5560 people a year in the U.S. But 90 percent of those who are struck survive, often with permanent neurological disabilities. Eighty percent of lightning fatalities occur among men who were fishing, boating, golfing, biking or working outdoors.
To be safe remember the 30/30 rule: If you see lightning and cannot count to 30 before hearing thunder, lightning is close enough to strike you.
Immediately move to safe shelter: a substantial building with electricity or plumbing or an enclosed, metal-topped vehicle with windows up. Stay in the safe shelter at least 30 minutes after you hear the last sound of thunder.
Indoor Lightning Safety
* Stay off corded phones, computers and other electrical equipment that put you in direct contact with electricity.
* Stay away from plumbing, including sinks, baths and faucets.
* Stay away from windows and doors and stay off porches.
* Do not lie on concrete floors and do not lean against concrete walls.
Outdoor Risk Reduction Tips
* If you are in a forest, seek shelter in a low area under a thick growth of small trees.
* In an open area go to a low place such as a ravine or valley. Be alert for flash floods.
* On open water get to land and
To find out more and for resources to stay
safe from lightning dangers, go to www.ready.gov/thunderstormslightning or www.lightning safety.noaa.gov.
In This Issue
When Thunder Roars
Page 1
Protect Your Family and
Property | Social Networking
Page 2
Disaster Spending | Marcelo's Minute
Page 3
Emergency Operations Plans for Schools, IHEs and Houses of Worship
Page 4
Extreme Weather | Coping with Disasters
Page 5
National Infrastructure Protection Plan
Page 6
Electrical Safety | Wildfires
Page 7
National Preparedness Report
Page 8
Protect Your Family and Property
By Laura Southard
W
hat should property owners, business owners and renters be doing now since the start of hurricane season?
* Consider getting flood insurance. Most homeowners insurance does not cover flood damage. Inland flooding is often a problem in Virginia, so a direct hit from a hurricane isn't necessary for there to be extensive damage. Get free info at www.floodsmart.gov or call 1888-379-9531. Talk to your insurance agent now. Coverage usually takes 30 days before it goes into effect.
* Install permanent storm shutters. These are the best protection for windows; tape doesn't prevent windows from breaking. Another option is to cover windows with 5/8" plywood.
* Be sure trees and shrubs around your property are well trimmed.
* Clear loose and clogged rain gutters and downspouts.
* Get a portable battery-powered/hand-crank radio with NOAA weather band so you can hear information even
Staying Safe on Social Networking Sites
Social networking sites are used widely, but we must learn how to be safe on such sites. While these sites can increase your circle of friends, they also can increase your exposure to people with less-thanfriendly intentions. Learn how to help your kids – and other family members – socialize online safely. What can you do to protect yourself?
* Make sure your computer is protected from viruses before visiting sites.
* Do not assume you are in a trusted environment.
* Be cautious in how much personal information you provide.
* Use common sense when communicating with users you DO know.
* Use common sense when communicating with users you DON'T know.
* Understand what information is collected and shared.
* Make sure you know what sites your child is visiting.
For more, visit http://msisac.cisecurity.org/ newsletters/2011-12.cfm. For daily tips, visit http:// msisac.cisecurity.org/daily-tips/.
Fairfax County Office of Emergency Management, 4890 Alliance Drive, Fairfax, VA 22030571-350-1000www.fairfaxcounty.gov/oem
when the power is out. Have plenty of batteries on hand.
* Store drinking water. Have at least a three-day supply: one gallon per person per day.
* Families should have an emergency plan. Print out a plan or fill in your plan at www.ReadyVirginia.gov or use the family and business emergency planner at www.ReadyNoVa.org.
* Download the new Ready Virginia app and the Fairfax County app. The free app from the Virginia Department of Emergency Management provides emergency planning and guidance; Fairfax County's app includes emergency news and information, as well as general news and information.
* Businesses should take steps to prepare for hurricane season. Visit www.vaemergency.gov/ready-virginia/ business or www.ReadyNoVa.org for planning resources.
What Should You do if a Tropical Storm Warning is Issued?
* If power is out, listen to a battery-powered/handcrank radio for instructions from local officials.
* Keep a supply of flashlights and extra batteries. Don't use open flames such as kerosene lamps and candles for light.
* Be sure you have at least a three-day supply of food that doesn't need refrigeration or electricity for preparation.
* Store personal papers in a waterproof container on the highest level of your home.
* Stay inside, away from windows, skylights and glass doors.
* Those in mobile homes should check tie downs and go to a sturdier building for shelter.
* If power goes off, turn off major appliances to reduce power surge when electricity is back on.
Laura L. Southard is public outreach coordinator with the Virginia Department of Emergency Management.
The Fairfax County Office of Emergency Management is available to deliver emergency preparedness presentations to community organizations and homeowners associations. If interested, contact Marcelo Ferreira at 571-350-1013, TTY 711, or via email at email@example.com.
Most Say Disaster Spending Does Not Require Offsetting Cuts
A majority of Americans (59 percent) say federal spending in response to natural disasters is emergency aid that does not need to be offset by cuts to other programs, while 29 percent say such spending must be offset by cuts to other programs.
Democrats (69 percent), Independents (57 percent) and Republicans (52 percent) say that federal spending in response to natural disasters does not require offsetting spending cuts elsewhere.
The national survey by the Pew Research Center and the Washington Post, conducted May 23-26 among 1,005 adults, finds broad support across demographic groups for the view that federal spending in response to natural disasters is emergency aid and does not need to be offset by cuts to other programs. Comparable majorities of those living in the Northeast (62 percent), Midwest (58 percent), West (58 percent) and South (57 percent) all agree that federal spending in response to disasters is emergency aid.
Young people under the age of 30 are about as likely to say emergency disaster spending requires offsetting cuts (42 percent) as not (48 percent). Broad majorities of all other age groups say federal spending in response to natural disasters is emergency aid that does not require cuts to other programs.
From the Pew Research Center for the People and the Press: www.people-press.org/2013/05/29/most-saydisaster-spending-does-not-require-offsetting-cuts/
Marcelo's Minute
Traveling This Summer?
Many of us take vacations or short trips during the summer. Here are a couple of quick tips from the U.S. Centers for Disease Control and Prevention (CDC) to help ensure your safety while on the road.
* Fill your automobile's gas tank. I like to keep at least a quarter tank at all times.
* Prepare an emergency kit for your car with food, flares, booster cables, maps, tools, a first-aid kit, fire extinguisher, sleeping bags, etc.
* Place vehicles under cover, if at all possible.
And since we are in the hurricane and summer thunderstorm season, remember these tips in case of bad weather and/or loss of electricity.
* Tune in the radio or television for weather updates.
* Secure any items outside that may damage property in a storm, such as bicycles, grills, propane tanks, etc.
* Place vehicles under cover, if possible.
* Fill sinks and bathtubs with water as an extra supply for washing.
* Adjust the thermostat on refrigerators and freezers to the coolest possible temperature. And refrain from opening the freezer door to retain cold air.
For more tips and emergency preparedness information about hurricanes, visit http:// emergency.cdc.gov/disasters/hurricanes/; for extreme heat safety information, visit CDC at http:// emergency.cdc.gov/disasters/extremeheat/index.asp. And don't forget to read our emergency blog: www.fairfaxcounty.gov/emergency/blog.
If you need additional information, contact me at 571-350-1013, TTY 711, or email marcelo.ferreira @fairfaxcounty.gov.
Marcelo Ferreira, OEM community liaison, holds the certified emergency manager (CEM) credential from the International Association of Emergency Managers (IAEM).
Fairfax County Office of Emergency Management, 4890 Alliance Drive, Fairfax, VA 22030571-350-1000www.fairfaxcounty.gov/oem
Emergency Operations Plans for Schools, Institutions of Higher Education and Houses of Worship
O n June 18, the Obama administration released the "Guide for Developing High-Quality School Emergency Operations Plans," the "Guide for Developing High-Quality Emergency Operations Plans for Institutions of Higher Education" and the "Guide for Developing High-Quality Emergency Operations Plans for Houses of Worship."
based on the lessons learned from terrorism, hurricanes, school incidents and other emergencies.
Fairfax County Office of Emergency Management, 4890 Alliance Drive, Fairfax, VA 22030571-350-1000www.fairfaxcounty.gov/oem
The new guides translate the planning guidance from these recent developments, ensuring that the audiences benefit from these advancements. They introduce schools, IHEs and houses of worship to a new approach to planning that includes walking through different emergency scenarios to create a course of action for each objective the team is trying to accomplish, whether it be providing fire prevention training to all students and staff that work with combustible materials or evacuating everyone in the building.
The guides can be accessed on the Readiness and Emergency Management for Schools Technical Assistance Center website (http://rems.ed.gov) at http:// rems.ed.gov/EOPGuides.
Office of Emergency Management 4890 Alliance Drive, Fairfax, VA 22030 571-350-1000, TTY 711
These guides are the culmination of years of emergency planning work by the federal government and the first joint product of the U.S. Department of Education, Department of Homeland Security, Department of Justice and the Department of Health and Human Services on this critical topic.
The guides incorporate lessons learned from the recent shootings in Newtown, Ct., and Oak Creek, Wis., as well as the recent tornadoes in Oklahoma. The information can be customized to each type of community and may be used to create new emergency plans as well as to revise and update existing plans.
The planning process outlined in the guides will help schools, institutions of higher education (IHEs) and houses of worship align their emergency planning practices with those at the national, state and local levels.
National preparedness efforts, including emergency planning, are now informed by Presidential Policy Directive (PPD) 8, signed by the president in March 2011, which describes the nation's approach to preparedness. This directive represents an evolution in our collective understanding of national preparedness,
NOAA Extreme Weather Case Study Useful for Utility Managers and Communities
NOAA has released a case study on the National Capital Region's recent extreme weather events, including data on Superstorm Sandy and the 2012 derecho.
According to the report, "Two exceptional extreme events ... provide insight into the value and cost of utility and community preparedness. With little warning, a rare derecho windstorm left a swath of wind damage in its path. Four months later and after a week of tracking and preparation, Superstorm Sandy devastated much of the East Coast. The Washington region was largely spared, but many lessons were learned from fullscale emergency preparation. These two events highlighted critical interdependencies between power, transportation, and water infrastructures and the need for more coordinated planning for resiliency."
Download the study at http://cpo.noaa.gov/sites/cpo/ Reports/SARP/Nat%20Cap_Case%20Study% 20Factsheet_Extreme%20Weather%20Events_2013-44v1-1.pdf.
Coping With Disasters
The Disaster Distress Helpline is the first national hotline dedicated to providing year-round crisis
counseling for anyone in distress before, during or after natural or human-caused disasters. This tollfree, multilingual, crisis support service is available 24/7 via telephone
(1-800-985-5990) and SMS (text 'TalkWithUs' to 66746; Spanish-speakers text 'Hablanos' to 66746) to residents in the U.S. and territories. Calls and texts are answered by trained, caring counselors from a network of crisis call centers across the country.
Learn more about coping with disasters from the CDC Public Health Matters blog: http://blogs.cdc.gov/ publichealthmatters/2013/06/coping-with-disasters-3/.
Fairfax County Office of Emergency Management, 4890 Alliance Drive, Fairfax, VA 22030571-350-1000www.fairfaxcounty.gov/oem
The Fairfax County Citizen Corps
harnesses the power of individuals through education, training and volunteer service to make communities
safe, stronger and better prepared to respond to the threats of terrorism, crime, public health issues and disasters of all kinds. There are five core programs:
Volunteers in Police Service (VIPS)
Provides support for the police department by incorporating volunteers so that law enforcement professionals have more time for frontline duty. VIPS includes auxiliary police officers, administrative volunteers, and the Citizen's Police Academy. www.fairfaxcounty.gov/police/getinvolved/ 120711volunteers.htm
Neighborhood Watch
Brings private citizens and law enforcement together to reduce crime and improve the quality of life in our neighborhoods. It brings to life the simple concept of neighbors watching out for neighbors. Volunteers may join an existing group or establish one in their neighborhood.
www.fairfaxcounty.gov/oem/citizencorps/nw.htm
Medical Reserve Corps (MRC)
The Medical Reserve Corps is composed of medical and non-medical volunteers of the Fairfax County Health Department that could support the Health Department if called upon to prepare for, respond to and recover from natural and manmade disasters and emergencies. www.fairfaxcounty.gov/MRC
Community Emergency Response Team (CERT)
Trains people in neighborhoods, work- places, and schools in basic disaster
response skills, such as fire suppression and search and rescue, and helps them take a more active role in emergency
preparedness.
www.fairfaxcounty.gov/oem/citizencorps/cert.htm
Fire Corps
Volunteers are trained to perform nonoperational administrative duties at the Fairfax County Fire and Rescue Department Headquarters and at volunteer fire stations. www.fairfaxcounty.gov/oem/citizencorps/firecorps.htm
Comments Requested for National Infrastructure Protection Plan Update
T he Department of Homeland Security (DHS) invites the public to contribute suggestions and comments for the rewrite of the National Infrastructure Protection Plan (NIPP) by submitting written data, views or ideas.
PPD-21 sets forth several actions that the secretary of the Department of Homeland Security shall take to implement the directive. One of these is to develop a successor to the NIPP to address the implementation of PPD-21; the requirements of Title II of the Homeland
Fairfax County and Northern Virginia residents can use the family and business emergency planners at www.ReadyNOVA.org .
Security Act of 2002, as amended; and alignment with the National Preparedness Goal and System required by Presidential Policy Directive 8 (PPD-8).
The 2009 NIPP set forth a comprehensive risk management framework and defined roles and responsibilities for DHS; the sector-specific agencies (SSAs); other federal departments and agencies; state, local, tribal and territorial governments; critical infrastructure owners and operators; and other stakeholders in industry, academia and nongovernmental organizations.
The NIPP provides a coordinated approach for establishing national priorities, goals and requirements so that resources can be applied in the most effective manner. The NIPP risk management framework responds to an evolving risk landscape; as such, there will always be changes to the NIPP – from relatively minor to more significant – to ensure it remains relevant to the critical infrastructure mission over time.
For more information and to submit comments, visit https://www.federalregister.gov/articles/2013/06/06/ 2013-13427/review-and-revision-of-the-nationalinfrastructure-protection-plan#h-9.
Fairfax County Office of Emergency Management, 4890 Alliance Drive, Fairfax, VA 22030
A Fairfax County, Va., publication.
To request this information in an alternate format, call 571-350-1000, TTY 711.
571-350-1000www.fairfaxcounty.gov/oem
Comments that will provide the most assistance to DHS in updating the NIPP will explain the reason for any recommended changes to the NIPP and include data, information or authority that supports such recommended change. Linking changes to specific sections of the NIPP would also be helpful.
There will be an opportunity to review a revised document reflecting the various changes sometime this summer.
On Feb. 12, President Barack Obama signed Presidential Policy Directive 21 (PPD-21), Critical Infrastructure Security and Resilience, which builds on the extensive work done to date to protect and enhance the resilience of the nation's critical infrastructure. This directive aims to clarify roles and responsibilities across the federal government and establish a more effective partnership with owners and operators and state, local, tribal and territorial entities to enhance the security and resilience of critical infrastructure.
The president also signed Executive Order (EO) 13636 on Feb. 12, entitled Improving Critical Infrastructure Cybersecurity. By issuing the EO and PPD together, the administration is taking an integrated approach to strengthening the security and resilience of critical infrastructure against all hazards, through an updated and overarching national framework that acknowledges the increased role of cybersecurity in securing physical assets.
Outdoor Electrical Safety
L ighting to improve the look and safety of our homes, electric tools to make our outdoor work easier and power lines to our home, all need to be handled with care.
When working outside, it is important to:
* Have a professional tree cutting service trim branches that might fall on electric wiring.
* Use a wooden or fiberglass ladder outside and remember to keep the ladder at least 10 feet away from power lines.
* Never touch anyone or anything that is in contact with a downed wire. Power lines may still be energized, so stay a safe distance away. Report downed power lines to the power company right away.
* Have a qualified electrician do all of the electrical work when conducting outside electrical work.
* Make sure all your outside electrical receptacles are
Fairfax County Office of Emergency Management, 4890 Alliance Drive, Fairfax, VA 22030571-350-1000www.fairfaxcounty.gov/oem
ground fault circuit interrupter (GFCI) protected to prevent an electrical shock.
When using power equipment keep these tips in mind:
* Use lighting and tools that have a UL or FM label and make sure they are made for outdoor use.
* Store your electric tools inside and keep all power tools away from children; they are not toys.
* Check lighting and extension cords for damage before using. Replace damaged ones immediately.
* Extension cords are not meant for long term use.
Reprinted from the City of Fairfax Fire Department's fire safety message of the month.
National Preparedness Report
O n Thursday, May 30, FEMA and its partners released the 2013 National Preparedness Report (NPR). The NPR is an annual status report on the nation's progress toward reaching the national preparedness goal of a secure and resilient nation.
highlighted strengths in the nation's ability to expedite resources, develop innovative solutions to meet survivor needs and work with nongovernmental partners. Hurricane Sandy demonstrated that challenges remain with the federal government's ability to coordinate efforts when sending resources to respond to disasters. • States and territories continue to report the highest capability levels in areas they cited as high priorities. • Whole community partners continue to use federal preparedness assistance programs to maintain capability strengths and address identified gaps, while key federal sponsors are identifying strategies to improve program effectiveness and efficiency. Resilience initiatives are improving the nation's ability to measure how well communities can prepare for and adapt to changing conditions and withstand and recover rapidly from disruptions.
Overall, the NPR found the nation continues to make progress building preparedness in key areas and identifies several significant areas of national strength. The report also identified areas for national improvement in enhancing the resilience of infra-structure systems and maturing the role of public-private partnerships.
The report was developed to meet the requirements of Presidential Policy Directive 8/PPD-8: National Preparedness. PPD-8 is aimed at strengthening the security and resilience of the U.S. through systematic preparation for the threats that pose the greatest risk to the security of the nation, including acts of terrorism, cyber attacks, pandemics and catastrophic natural disasters. The NPR identifies national areas of strength and progress made toward building a secure and resilient nation while identifying opportunities for improvement.
Key overarching findings from the 2013 NPR include:
* The nation continued progress in key areas of national strength, including planning, operational coordination, intelligence and information sharing and operational communications – identified in last year's inaugural NPR.
* The nation has made notable progress in improving national areas for improvement – including
cybersecurity, recovery-focused core capabilities and integration of individuals with disabilities and access
and functional needs.
* Experiences from Hurricane Sandy and other events in 2012 confirmed that enhancing both physical and cyber resilience of infrastructure systems is a newly identified national area for improvement.
* Maturing the role of public-private partnerships is also a newly identified national area for improvement. Specifically, recent assessments of preparedness-related public-private partnerships across mission areas revealed challenges in addressing long-term resourcing and support for these partnerships.
* Hurricane Sandy response and recovery efforts
Community Emergency Alert Network (CEAN) Get emergency alerts by email, as well as by text or pager. Sign up at www.fairfaxcounty.gov/cean. Businesses can also register up to five people in their organizations – such as security officers – who can receive alerts and then share that information with their workforce.
Fairfax County Office of Emergency Management, 4890 Alliance Drive, Fairfax, VA 22030571-350-1000www.fairfaxcounty.gov/oem
FEMA updated the NPR in close coordination with leaders of federal departments and agencies and the report reflects input from state, local, tribal and territorial governments, private and nonprofit sector partners and the general public. Data from the inaugural regional Threat and Hazard Identification and Risk Assessment (THIRA) process, as well as SPRs, was analyzed and integrated. FEMA also conducted research to identify any recent, independent evaluations, surveys and other data related to the core capabilities.
For a copy of the full report go to www.fema.gov/ national-preparedness-report. For more on Presidential Policy Directive 8, visit www.fema.gov/ppd8. | <urn:uuid:50a55b21-9931-4fce-ae99-8f923cdd03e0> | CC-MAIN-2017-34 | http://www.fairfaxcounty.gov/oem/outreach/newsletter/july2013.pdf | 2017-08-18T20:07:09Z | crawl-data/CC-MAIN-2017-34/segments/1502886105108.31/warc/CC-MAIN-20170818194744-20170818214744-00708.warc.gz | 556,043,840 | 5,027 | eng_Latn | eng_Latn | 0.994936 | eng_Latn | 0.995862 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2165,
6065,
9352,
11897,
15591,
19020,
20515,
24711
] | [
3.4375,
1.1875
] | 2 | 0 |
Turning off of the main highway, the dirt road that leads to Juan Tomas looks like little more than a driveway. Bouncing along the pot-hole filled road for about a mile will bring you to Manantial de Vida, Fountain of Life Christian School. The elementary school and Paul and Linda McMillan's goat farm are on the left side of the road. The high school and church (The Bible Center of Juan Tomas) are on the right. The students always look happy with their big smiles. Their school uniforms are clean and bright. It is something to be admired when you leave the school and visit their homes.
The houses in Juan Tomas are small and dark. Doors and windows are usually open because of the heat. Most houses are built of lumber. A few of the homes still have dirt floors, some are linoleum, or concrete. There are a few nice homes made of cement block, with ceramic tile floors. The homes in Juan Tomas do not have indoor plumbing, and some properties do not even have outhouses. There is a village water tower where 5 gallon buckets are filled up and taken home for cooking, cleaning, laundry, and bathing. Drinking water is sold by local vendors to those families who can afford it. Drinking the ground water causes stomach problems even for those accustomed to it. Older model
LIFE IN JUAN TOMAS
SPRING 2012
televisions and refrigerators are fairly common. Many homes have electricity, but it goes on and off throughout the day every day. (Fountain of Life has backup generators and inverters in order to maintain power at the school.) A few of the FOL graduates are working and own a computer, but other than that, families do not own computers.
It is not unusual to see cows, pigs, and chickens roaming freely. There are no grocery stores in Juan Tomas. Butchers supply fresh meat daily to meet the demand. I was told that the meat would be hung from trees until purchased, but I did not see that. There are small stores where you can purchase snacks and soft drinks. Fresh produce like mango, coconut, guava, and sugar cane are sometimes sold in front of a home.
Other than the butcher and a few small business owners, most of the men and women go to work in Villa Mella (5 miles away) or to Santo Domingo (about 15 miles). Some are auto mechanics, hairdressers, taxi drivers, or workers in the food or tourist businesses. But work is scarce, pay is poor, and transportation is costly.
There are no doctors, dentists, or clinics in Juan Tomas, with the exception of a witch doctor. Entertainment is mostly peoplerelated. Believers meet at The Bible Center at least three times per week. On Saturday evenings and Sunday afternoons, you will find people gathering together, visiting and enjoying each other's company. Dominoes is a favorite pastime, and of course, baseball is popular. The young people play baseball with sticks as bats, and use whatever they can find as balls. There are swings at the school for children. In fact, the school is a safe, fun place for children in Juan Tomas, and you will find them there everyday, whether school is in session or not.
Survival is a constant battle for many of the families in Juan Tomas. Fountain of Life Christian School is such an oasis of love and security for the people here. As a sponsor, you are not only making a difference in the life of the child you support, you are making it possible for this school to exist.
Student Focus
Alba Iris Antigua De La Cruz is a 12 th grade student at Fountain of Life. She is a kind, soft-spoken young lady. Her favorite classes at school are English and French. English is more difficult, but she is better with that language because it is spoken more frequently by other people. Alba Iris also likes physical education classes where she runs, plays basketball, volleyball, baseball, and even soccer, although there is no soccer field. Alba Iris loves to sing, play piano, and draw. She takes piano lessons from the music director at a church in Villa Mella. And she loves the art and music teacher at Fountain of Life, Rebecca.
Her mother sells Avon. Her father maintains the local Cardinals' baseball field, Stadi Quisqueylla. They have electricity in their home, but no computer, and their TV is broken.
In her free time, Alba Iris teaches English to two students, plays chess with her sisters and brothers, and her favorite pastime is reading. She gets books from the library at school mostly. She has friends at school, at church, and in Juan Tomas. They like to hang out, go to church, cook, sing in church, and study the Bible together.
At home, Alba Iris helps with cooking, dishes, and yard work. She cooks meat, beans, and spaghetti for her family of two sisters, two brothers, her father and mother. She has three other brothers who do not live at home.
Sometimes, the father of a friend in Santo Domingo will take the girls to concerts or weddings, and sometimes the girls decorate for weddings, which Alba Iris likes to do. None of her friends drive a car.
first thing in the morning. She would like to go to a university after graduating this fall. She wants to study English, French, and as many languages as possible. She likes teachers who want their students to learn, and do whatever they need to do to help the students. Perhaps someday Alba Iris will be a teacher at Fountain of Life! I'm sure she would be a great one!
Alba Iris told me she puts God first in her life and does devotions the
Dominican Recipe: "The Dominican Flag"
2 small tomatoes, chopped crushed red pepper, optional
2 Tbsp. Oil ½ tsp. Sugar
1# white rice ½# red beans
1# cut up chicken
lemon juice
2 garlic cloves, divided
1 medium onion, divided
salt & pepper to taste
1 red pepper, chopped
Wash the chicken in water with a little lemon juice. Pour out water. Mix together the chicken, 1 garlic clove, ½ onion, salt & pepper, red pepper, tomatoes, and crushed red pepper (if desired). Cover and allow to set ½ to 1 hour. Heat a skillet with oil. Sprinkle sugar into the oil and heat. When the sugar is bubbly, add the chicken mixture. Cook until the chicken and vegetables are tender, about ½ hour.
In the meantime, cook the red beans according to package directions, adding 1 garlic clove and ½ onion in the last hour. Cook the rice according to package directions.
Prepare a tossed salad. Serve the chicken, rice, beans, and salad in four sections on a plate to represent the Dominican flag. | <urn:uuid:09a04313-de1a-4ac3-9a58-a75c9520079b> | CC-MAIN-2017-34 | http://partnersnchrist.org/news_letters/Spring_2012.pdf | 2017-08-18T19:56:33Z | crawl-data/CC-MAIN-2017-34/segments/1502886105108.31/warc/CC-MAIN-20170818194744-20170818214744-00705.warc.gz | 319,362,441 | 1,477 | eng_Latn | eng_Latn | 0.999267 | eng_Latn | 0.999292 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3415,
6468
] | [
2.15625
] | 2 | 3 |
Missouri Coordinated School Health Coalition
School Health Advisory Council Guide
Executive Summary
Research clearly shows that a healthy, physically active child is more likely to be academically motivated, alert and successful in school, and is more likely to establish habits that will foster good health throughout life.
With access to our state's children and a strong community link, the school is the most effective setting to increase knowledge, form attitudes, and develop behaviors that impact long-term health. While most young people practice healthy behaviors, the Youth Risk Behavior Surveillance Survey of ninth through 12th grade students conducted by the Missouri Department of Elementary and Secondary Education indicates that some Missouri high school students are practicing behaviors that put them at risk of death, disability or could potentially reduce their quality of life.
Congress emphasized the opportunity afforded by our nation's schools when it urged the Centers for Disease Control and Prevention (CDC) to provide for "the establishment of a comprehensive approach to health education in the school setting." In Missouri, concern for the health of children and youth has led to a variety of actions by the general assembly, such as the School Children's Health Services grants administered by the Department of Health and Senior Services and the Safe Schools grants administered by the Department of Elementary and Secondary Education. The State Board of Education made a commitment to the health and well-being of Missouri's students by including health and physical education as content areas in the school improvement initiatives mandated by the Outstanding Schools Act (1993). Additionally, the State Board of Education mandated that all Missouri public school students earn ½ credit of health and one credit of physical education in order to graduate.
Impacting long-term health risks is not a simple task relegated exclusively to schools. Planning and implementing activities directed toward child and adolescent health needs, as well as school employees, requires that many people be involved. Collaborative efforts among family, community, and schools are the most effective approaches for both prevention and intervention.
Coordinated Model
Realizing that effective school health programs go beyond the classroom, a coordinated model for school health includes eight components.
1. Health Education
2. Physical Education
3. Health Services
4. Nutrition Services
5. Counseling and Psychological Services
6. Healthy School Environment
7. Health Promotion for Staff
8. Family/Community Involvement
A School Health Advisory Council can assist a school district in the promotion and protection of student and employee health. Involving parents and other community members on a School Health Advisory Council enables the school to use valuable community resources.
A School Health Advisory Council (SHAC) is an on-going advisory group composed primarily of individuals selected from segments of the community. The group acts collectively in providing advice to the school district about aspects of the school health program. Generally, the members of a SHAC are appointed by the school district to advise the school district. Most often, SHACs are advisory to an entire school district, but a SHAC may also be useful for an individual school desiring their own advisory council. | <urn:uuid:c03812d5-7b46-4750-a9cc-ba6cdafcd10b> | CC-MAIN-2017-34 | http://healthykidsmo.org/resources/docs/SHAC/ExecSummary%2008.pdf | 2017-08-18T20:12:23Z | crawl-data/CC-MAIN-2017-34/segments/1502886105108.31/warc/CC-MAIN-20170818194744-20170818214744-00710.warc.gz | 190,148,529 | 613 | eng_Latn | eng_Latn | 0.996423 | eng_Latn | 0.996423 | [
"eng_Latn"
] | false | docling | [
3434
] | [
2.953125
] | 1 | 1 |
CIPHERING
1. The bacteria count in a 2-liter bottle doubles every minute. After 60 minutes the bottle is full. How long did it take to fill half the bottle?
Correct Answer: 59 minutes
2. How many complex solutions are there to the equation 9 2 = x ?
Correct Answer: 4
) 3 , 3 ,3
,3 (
i
i−
−
3. = ) 8 )(log 6 )(log 4 (log 6 4 2 ?
Correct Answer: 3
4. If we know 6 3 2 1 = w v u z y x , then the value of w v u z y x 9 6 3 − − − is?
Correct Answer: 18
5. Simplify 7 ) 1( i + and write the result in the standard form bi a +
Correct Answer:
i 8 8 −
6. If a circle of radius 10 meters has its radius decreased by 5 meters, by what percent does the area decrease?
Correct Answer: 75%
7. What is the remainder when 5 3 7 30 + + x x is divided by 1 + x?
Correct Answer: 3
8. If y varies directly with x and inversely as the cube of z, by what factor is y multiplied if x is tripled and z is doubled?
Correct Answer: 3/8
9. = + + + 17 16 15 14 i i i i
Correct Answer:
?
0
10. Who am I?
Correct Answer: John Nash
11. The sum of the zeros of 12 4 3 ) ( 2 3 + − − = x x x x f is
Correct Answer: 3
12. If 9 4 = −x what's x 2 ?
Correct Answer:
1
3
13. Four students belong to both the baseball and the basketball teams at Euclid High School. These students represent 10% of the baseball team and 25% of the basketball team. How many students belong to only one of these teams?
Correct Answer: 48
Correct Answer:
15. Simplify x x x x 3 !) 2 ( 3 ! 3 ⋅ + ⋅ +
Correct Answer:
55
24
(x +
27
2)(x +)1
Correct Answer: 56
17. If 15 students in a class average 80 on an English exam and 10 other students average 90 on the same exam, then what is the average in percent for all 25 students on this exam?
Correct Answer: 84%
18. If x is 30% of 60 and 20% of y is 4, then what is ( )2 2 5 y x y x − .
Correct Answer: 324
19. A bag contains 20 gumballs. If there are 8 red, 7 white, and 5 green, what is the minimum number of gumballs one must pick from the bag to be assured of one of each color?
Correct Answer: 16
20. Who am I?
Correct Answer: David Hilbert | <urn:uuid:2956371f-15cd-4002-aa08-f9d5ba06aa6c> | CC-MAIN-2017-34 | http://www.nwfsc.edu/Academics/Departments/math/MathBowlPracticeProblems/02mathbowlCipheringList.pdf | 2017-08-18T20:14:15Z | crawl-data/CC-MAIN-2017-34/segments/1502886105108.31/warc/CC-MAIN-20170818194744-20170818214744-00715.warc.gz | 627,280,387 | 682 | eng_Latn | eng_Latn | 0.985979 | eng_Latn | 0.989786 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
992,
1529,
2093
] | [
3.6875
] | 1 | 0 |
Installation and Establishment of Turfgrasses
VIDEO SCRIPT
INTRODUCTION. The University of Georgia Cooperative Extension, in partnership with the professional landscape industry proudly presents: Installation and Establishment of Turfgrasses.
ATTRACTIVE LAWN. An attractive lawn is the carpet of the landscape. It adds beauty and value to an area in addition to reducing dust, glare, heat and erosion. In this training, you will learn the recommended, research-based procedure for establishing a lawn successfully from seed or sod.
SITE ANALYSIS, PANORAMA OF AREA WITH TREES TARGETED FOR TURGRASS.
Before planting an area in turfgrass, analyze the site. Look at the changing shade patterns and the amount of sun or shade the area gets throughout the day. Light level will help determine the type of turfgrass best suited for the site. Most turfgrasses require direct sunlight to produce a desirable lawn. Make note of changes in elevation and slopes that may influence soil drainage. If turfgrass is to be planted under trees, soil disturbance should be minimized to avoid injuring tree roots and stressing the trees. Tree roots also compete with turfgrass for water and nutrients.
TAKING A SOIL SAMPLE. The first step in establishing a lawn is to take a soil sample. The results of this test tell you what kinds and amounts of lime and fertilizers are needed to properly establish and maintain a lawn. Contact your local County Extension Agent for instructions on how to collect and submit samples for testing. Turn in soil samples at least one month prior to planting. Also, contact your local utility protection service to locate and mark all underground utilities.
.
WORKER SPRAYING VEGETATION. Before disturbing the soil, control existing vegetation with approved herbicides and practices. Difficult to control weeds, such as bermudagrass and nutsedge, may require several applications of a non-selective herbicide. Always follow label recommendations when applying pesticides and wear appropriate protective clothing and safety gear.
REMOVING DEBRIS. Next, remove all debris, such as stones, boards, bricks and bottles from the site. Also, remove any old tree stumps and roots. If they are not removed, stumps and roots will decay and cause depressions in the lawn and may introduce some diseases. When installing a lawn on a new site, or if extensive grading is being done, push the existing topsoil to one side. Then, after the building or grading operation is completed, the topsoil should be redistributed.
WORKER RUNNING TILLER. If the soil is poorly drained or becomes packed during rough grading, it is necessary to loosen the compacted soil with a rototiller before planting. On some poorly drained soils, subsurface drain pipe may be necessary.
GRADING A SLOPE. When grading, a two percent slope away from buildings improves drainage. This is equivalent to a drop of two feet over a distance of one hundred feet. If the lot is level or if it slopes toward the building, a drainage swale helps direct surface water away from the building.
SPREADING TOPSOIL. On steep slopes or where rock outcrops exist, several inches of topsoil may be necessary over the loosened rough grade. Topsoil should have a uniform composition and should be free of rocks, weeds and other debris.
ADDING ORGANIC MATTER. Improve soil quality by adding organic matter. Use one to three cubic yards of peat moss or compost over one thousand square feet of lawn area.
INCORPORATING AMENDMENTS. Thoroughly incorporate amendments, fertilizer and lime to a depth of 4 to 6 inches. Delay final grading and mixing of fertilizer into the topsoil until just before planting time. If done too far in advance, fertilizer may leach from the soil.
WORKER HOLDING CERTIFIED SEED TAG CLOSE-UP. Once the soil is properly prepared, it is time to plant. To insure success, select high-quality seed or sod. In Georgia, the Crop Improvement Association certifies seeds and grasses are true to type and free of noxious weeds. Select grasses that are best adapted to the particular environmental conditions of the site. Consult your local County Extension Agent, seed dealer, or local turfgrass web site for more information about the different types of grasses and their cultural and environmental requirements.
PLANTING GRASS SEED. Lawn grasses are established either by seeding or by vegetative methods. Planting turfgrass from seed offers a uniform cover that is relatively inexpensive compared to sodding. Cool-season turfgrasses, such as tall fescue, ryegrass and Kentucky bluegrass are normally established by seeding. However, tall fescue and Kentucky bluegrass also can be established from sod. Plant these grasses during the fall for best results. Centipedegrass, common bermudagrass and some zoysiagrasses are warm-season grasses which may be planted from seed during the summer months.
WORKER MIXING SEED WITH GRITS. When planting extremely small seed, like centipede grass, mix the seed with a carrier, such as grits, to insure even distribution. Often, sand is used as a carrier, but differences in density between the sand and seed result in separation and an uneven distribution of the seed.
TWO WORKERS RUNNING SPREADERS IN OPPOSITE DIRECTIONS. Plant turfgrass seed using a broadcast spreader or by hydroseeding. For small areas like home lawns, broadcast spreaders work best. Once you determine the amount of seed to apply over the entire area, divide it into two equal parts and use a broadcast spreader to distribute the seed in two directions at right angles to each other. This insures a more uniform seed distribution.
COVERING THE SEED. Lightly cover newly-planted seed by hand-raking or dragging the area with a mat. This increases seed-to-soil contact and improves seed germination and survival. Seed should be covered with no more than 1/4-inch of soil. After raking or dragging the area, roll the seeded area lightly to firm the soil.
MULCHING. Next, mulch the seeded area with a light covering of weed-free straw. Mulching not only maintains soil moisture, it also prevents erosion during irrigation or rainfall. One bale of wheat straw covers about one thousand square feet. Apply mulches evenly and lightly. Properly applied mulch will decay and does not need to be removed. Grass seedlings will germinate and grow through the mulch material. Peat moss or sawdust do not make good mulches. These materials compete with the seed for water and tie up soil nitrogen as they decompose.
WATERING. As a final step, water the newly-seeded area immediately after planting and continue until the turfgrass is established. Keep the upper ½ inch of soil moist but not soggy by lightly irrigating, perhaps several times each day. Do not saturate the soil because excessive soil moisture encourages diseases.
WORKER PLACING HYDROSEEDING MATERIALS IN TANK. Hydroseeding involves mixing seed with water, and in some cases a mulch material, in a large tank. This mixture is sprayed over the planting area. Lime and fertilizer are often incorporated into the mixture and sprayed along with the seed.
WORKER HYDROSEEDING. The advantage of hydroseeding is that equipment does not have to travel over the seed bed. Hydroseeding is often used for seeding large areas or areas difficult to plant with conventional seeders.
WORKERS LAYING SOD. Turfgrasses are also established vegetatively by sodding, sprigging, or plugging. All warm-season grasses, including zoysiagrass, common and hybrid bermudagrass, centipede grass and St. Augustine grass, may be established vegetatively. Tall fescue and Kentucky bluegrass can also be established by sodding.
WORKER PREPARING THE SITE FOR SOD LAYING. Sodding provides the quickest method of obtaining a lawn. Sodding is desirable on steep slopes or terraces where soil erosion can be a problem. Before laying sod, prepare and fertilize the soil according to soil test recommendations. Also, inspect the grade and firm the soil with a roller. A one to two-inch trench along curbs and sidewalks prevents sod from slipping.
INSPECTING THE SOD. Prior to unloading sod, inspect it thoroughly. It should be moist, green and healthy. Sod should not remain on the pallet for more than 48 hours after harvest. When sod remains stacked for longer periods, diseases may develop and heat build-up can damage the turfgrass.
WORKERS LAYING SOD. Lay sod pieces the same way you lay brick, fitting them together as tightly as possible. As you move forward, continue to alternate the end seams and avoid stretching or tearing the sod pieces.
WORKERS KNEELING ON BOARD TO LAY SOD. If the sod or soil is wet or too soft, use a kneeling board to protect the sod. It is advisable to work from the soil side to reduce traffic on the new sod.
WORKER CUTTING SOD TO FIT AN AREA. For irregular areas, cut pieces of the sod to fill in the gaps. Trim around sprinkler heads and along curbs to provide a smooth, neat appearance. Always keep safety in mind when using knives or other sharp objects around your co-workers.
WORKER ROLLING SOD. After the sod is down, use a roller to insure good root to soil contact, then water thoroughly.
WATERING. Newly-planted turfgrass areas must be watered frequently but lightly to prevent the surface from drying out. As with seeding, keep the upper ½ inch moist during establishment. On large areas, periodic irrigation during the sod laying process also may be needed to prevent the sod from drying out. As the sod begins to take root and grow, gradually decrease the frequency of watering until the turfgrass is fully established.
FERTILIZING. After the turfgrass is established, fertilize according to soil test recommendations. Avoid applying more than one pound of actual nitrogen per 1,000 square feet in a single application. High rates of fertilizer may stunt or kill the young grass. It also encourages weed growth and over-stimulates shoot production while decreasing root production.
MOWING. Begin mowing turfgrass when it has grown 30% to 40% higher than its recommended mowing height. Before mowing sodded areas, make certain the root system is tacked or rooted into the soil. Also, be sure the soil has had time to dry or drain. Running a mower over wet soils will leave ruts and an uneven surface. Mowing wet sod also presents a safety hazard because the mower or worker may slip on the wet grass. Mowing new grass that has been allowed to grow too tall results in an unattractive appearance and promotes unhealthy growth. Follow recommended cultural practices including proper mowing, watering and fertilization to reduce weeds, diseases and insects.
SUMMARY. Beautiful lawns don't just happen, they result from proper installation and establishment procedures. In order to produce a healthy, vigorous turfgrass, always:
* Take a soil sample.
* Prepare the soil properly, incorporating amendments and drainage, if necessary.
* Choose turfgrasses best adapted to the site.
* Select only high-quality seed or plant material.
* Plant seed or sod according to recommended practices.
* Maintain quality growth by watering, fertilizing and mowing correctly.
* Follow appropriate safety procedures when operating equipment or applying pesticides.
The time, effort and expense required to grow an attractive lawn will be well worth your effort.
For more information on turfgrass selection, establishment and management, visit www.georgiaturf.com or your local land grant institution's web site. Also, to learn more about job safety procedures, see other trainings in this series, including Grounds Equipment and Job Safety for the Professional Landscape Employee.
Copyright 2005, The University of Georgia | <urn:uuid:cda6cc3f-a862-4e79-92bb-37da2b57ac7e> | CC-MAIN-2017-34 | http://www.caes.uga.edu/content/dam/caes-website/departments/horticulture/documents/super-crew/turfgrass/TurfgrassScriptEnglish.pdf | 2017-08-18T19:53:11Z | crawl-data/CC-MAIN-2017-34/segments/1502886105108.31/warc/CC-MAIN-20170818194744-20170818214744-00710.warc.gz | 516,841,578 | 2,471 | eng_Latn | eng_Latn | 0.994259 | eng_Latn | 0.996731 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3303,
6822,
10641,
11693
] | [
2.5625
] | 1 | 3 |
Happy New Year!
2017
I hope that you have had a happy and holy break and are ready for another busy term. The children have returned to school very positively and it has been noted how much older they all appear.
Our Lady of Fatima Catholic Primary School
Spring 2017 Class Newsletter
Reception Class Class Teacher: Mrs Lake
Father Craig visits each class in school. We would like to encourage families to attend the 11 a.m. Mass at Our Lady of Fatima Church each Sunday. Regular attendance at Mass will help each child to become familiar with words and actions used, as well as helping to develop an awareness and understanding of the significance of different parts of the service and a deeper understanding of how our faith is an integral part of daily life.
Below are a few suggestions that I hope you will find helpful when continuing to support your child this term.
English
As the children are maturing it is important that they continue to develop their independence. Please have all monies for school clearly labelled in envelopes in your child's book bag, so that each child can independently put them into the class money box on Monday mornings Also, as we are now in the season of winter, please enable your child to independently fasten their own coat and provide a named hat, a scarf and gloves. We spend some of our time outdoors in Early Years and have to dress according to the weather. Rain and wind does not stop the Reception explorers.
Religious Educat on
. Your child will continue to bring a school book home to read each Monday and Friday. Please ensure that you choose a quiet, comfortable place to share this book and encourage your child to follow the text with their finger as they read. If on the second time you read they appear to have memorised the text, try closing the book and challenge them to find given words within the book. Additionally, do supplement our scheme with books from home or the library, to alleviate the latter. We do ask that regardless of the reading material, record their efforts in the blue reading diary each evening so that we can gain a flavour of what has been read. Continue to learn words from the High Frequency Words booklets.
Reception Class follow the programme of work outlined in the Curriculum Strategy for Religious Education, 'Learning and Growing as the People of God'. The programme supports the children to continue to develop an appreciation of themselves and the world around them.
The children will learn about the following units: Baptism, People Who Help Us, Lent and Holy Week.
I am hoping to start a 'Big Read' session each Thursday , which would enable parents to come into school and read with their child and see how we approach reading in our group sessions. There is a form attached to show your interest , please return this ASAP.
Much of the focus in R.E during the children's Reception year is about developing an understanding and experiences of prayer life. Most work is very practical either through discussion, role play and stories. For example, this term the children are being encouraged to develop their own prayer services, incorporating our school virtues of being grateful and generous.
Your child will bring home a library book each week. Books will be changed each week on Fridays. We are trying to encourage the children to choose different books each week therefore widening their experience of a range of fiction and non-fiction texts. They must therefore return their books promptly so that they, and others, can choose another book.
Each week the Class Prayer Bag will be shared. This contains a prayer cloth, candle, Bible stories, prayers, religious artefacts and a class prayer book. If chosen, pupils are asked to write a prayer with an accompanying picture, at home.
We are continuing working each day with Letters and Sounds. Children are now working within Phases Two or Three and so are practising reading and writing letter sounds and diagraphs (two letters making one sound e.g. sh, ee, ai).
T: 0121 429 2900 Email: email@example.com
www.olfatima.bham.sch.uk
If your child finds blending in reading difficult, practise recognising and saying the sound each letter of the alphabet makes, which should help them.
Please encourage your child to write independently and to try sounding out words. If they find recalling the shape of the letter they wish to write tricky, please use the sound cards provided during our phonics meeting or an alphabet book.
Maths
This term Reception Class will continue to practise counting and recognising numbers to twenty and beyond. The children will also be encouraged to solve mathematical problems, many involving subtraction and addition. The children are encouraged to record their findings and so we will focus on correct number formation during handwriting sessions.
Playing games, such as snakes and ladders, is an ideal way of extending addition work as it involves adding on (counting on). Dominoes is also a good game, it can be used in the conventional manner or as a way of making sums using the numbers on individual domino pieces.
The children have already been exposed to 3D shapes and so will be asked to name and describe them, alongside work on measures including weighing (heavy/light).
Creat ve Curriculum
i
This term our topic is: Water. Reception Class's main focus for this term will be Art. They will be exploring how water can be used within art to create watery pictures. The children will use water paints and explore how they are different to poster paints. The children will find out about differing painting methods and decide which they think makes the perfect watery picture. At the end of term Reception Class will share their art during our school sharing session.
Creat ve Play
i
Alongside the Creative Curriculum learning is taken from the needs and interests of the children and so 'class topics' develop. This year we have already used Paddington, Rama and Sita and Christmas as a basis for learning—taken from the children's interests. At the moment they are very keen to explore dinosaurs and ice. We will investigate solids and liquids through melting ice and jelly. The majority of the work we attempt in Reception Class is of a practical, playful nature and very when attempting certain activities. We are aware that uniform is quite expensive, but accidents do happen and we ask for your understanding.
P.E
Each Tuesday Gymnastics lessons will take place. The children will be using the large apparatus. Again a big focus of this work will be developing listening skills and following instructions to ensure safety. Multi skills lessons will focus on throwing and catching skills. Please ensure your child has the correct PE kit in school—navy blue shorts and a plain white T shirt and black school pumps (no laces). Please name all items of your child's kit and continue to practise dressing and undressing. This will make your life easier, as well as ours!
Homework
This will continue to be set on a Friday and needs to be completed and returned by the following
Thursday. Please encourage your child to use a sharp pencil to complete written tasks and encourage the correct pencil grip. Homework is an opportunity to see what your child is learning in school. Use
homework as a way of finding out a little bit about our learning. If your child is willing and able to complete more than the required amount please do so.
Snacks
Fruit continues to be provided free of charge for each child every day. This will be distributed at morning play. Toast (20p), milk (20p) and fruit juice (30p) are also available each day. The money for these snacks should be brought in on Mondays.
Please check you only provide plain water in your child's water bottle. Children have free access to the water dispenser throughout the day and can fill up their bottle whenever it is necessary. Please be aware that we do not have spare bottles in class.
Dates for Your Diary
Half Term— 17.2.17—24.2.17
Parent's Evening 8.3.17 and 14.3.17
Reception Class Mothers' Day Assembly 23.3.16 (9.05 am)
Easter Break - 07.4.17– 21.4.17
Thank you for your continued support. If you have any questions, please do come and see me.
hands on. We always encourage the children to regard their own and others safety whilst still taking measured risks (balancing along crates, large water play using pipes etc.) The children know to wear protective clothing
Yours sincerely
Mrs H Lake
www.olfatima.bham.sch.uk | <urn:uuid:8275f528-cd8f-491f-aa52-3153c053f0ac> | CC-MAIN-2017-34 | http://olfatima.bham.sch.uk/pdfs/yeargroups/classnews-rec-spr.pdf | 2017-08-18T20:15:18Z | crawl-data/CC-MAIN-2017-34/segments/1502886105108.31/warc/CC-MAIN-20170818194744-20170818214744-00711.warc.gz | 306,786,116 | 1,761 | eng_Latn | eng_Latn | 0.998516 | eng_Latn | 0.998616 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
4161,
8589
] | [
2.390625
] | 2 | 0 |
The British Army at the Start of the First World War
Since 1815 the balance of power in Europe had been maintained by a series of treaties. In 1888 Wilhelm II was crowned 'German Emperor and King of Prussia' and moved from a policy of maintaining the status quo to a more aggressive position. He did not renew a treaty with Russia, aligned Germany with the declining Austro-Hungarian Empire and started to build a Navy rivalling that of Britain. These actions greatly concerned Germany's neighbours, who quickly forged new treaties and alliances in the event of war. On 28th June 1914 Franz Ferdinand the heir to the Austro-Hungarian throne was assassinated by the Bosnian-Serb nationalist group Young Bosnia who wanted pan-Serbian independence. Franz Joseph's the Austro-Hungarian Emperor (with the backing of Germany) responded aggressively, presenting Serbia with an intentionally unacceptable ultimatum, to provoke Serbia into war. Serbia agreed to 8 of the 10 terms and on the 28th July 1914 the Austro-Hungarian Empire declared war on Serbia, producing a cascade effect across Europe. Russia bound by treaty to Serbia declared war with Austro-Hungary, Germany declared war with Russia and France declared war with Germany. Germany's army crossed into neutral Belgium in order to reach Paris, forcing Britain to declare war with Germany (due to the Treaty of London (1839) whereby Britain agreed to defend Belgium in the event of invasion). By the 4th August 1914 Britain and much of Europe were pulled into a war which would last 1,566 days, cost 8,528,831 lives and 28,938,073 casualties or missing on both sides.
Devonshire Regiment
The Devonshire Regiment was officially formed in 1881 when the 11th (North Devon) Regiment of Foot and the Devon Militia were merged. However it can trace its history back nearly 200 years prior to this.
The 11th was first raised by Henry Somerset, The Duke of Beaufort in 1685 as 'The Duke of Beaufort's Regiment of Foot', from loyal men in the Devon, Somerset and Dorset area. The Regiment was raised during the Monmouth Rebellion to defend Bristol. However it was not required to fight as the 1st Duke of Monmouth (James Scott, the illegitimate son of Charles II) was drawn away from Bristol and defeated at the Battle of Sedgemoor two months after he had landed in England attempting to claim the throne. The Regiment saw its first service was in 1690 at the Battle of Boyne, where it fought under the personal command of King William III, when the deposed James II attempted to regain the throne he had lost in 1688.
After various engagements abroad as part of the Duke of Marlborough Campaigns, it was once again involved in a Jacobite Rebellion in 1715, when James Stuart, the son of the James II, attempted to retake the crown his father had lost and the Regiment fought at the battle of Dunblane and Glenshiel, where it defeated and captured a Spanish force of 400 who had invaded Scotland to support James Stuart. The Regiment served during the War of Austrian Succession, fighting at the battles of Dettingen, Fontenoy and Rocoux and then in
the Seven Years War, fighting at the battles of Warburg, Kloster Kampen, Villinghausen and Wilhelmstahl and the inconclusive Iberian campaign.
As was the tradition at the time The Regiment was named after its various Colonels until 1750 when the naming convention was simplified and each Regiment was assigned a ranked number, therefore becoming the '11th Regiment of Foot'. In 1782 county titles were added to those Regiments without Royal titles, in order to increase recruitment from that area and the Regiment became the 11th (North Devonshire) Regiment of Foot.
During the French Revolutionary Wars the 11th acted as Marines serving as detachments of the Royal Navy at the Battle of Cape St Vincent (1797). From 1800-06 it was stationed in the West Indies, but returned to Europe to fight in the Peninsular War, fighting in at the Battle of Salamanca, where it earned the nickname, 'The Bloody Eleventh', where the Regiment stopped the French advance despite heavy losses.
In 1881 as part of the Childers Reforms the 11th (North Devon Regiment), and the Devon Militia were merged and it became the Devonshire Regiment. The Regiment went on to serve in the Afghanistan Campaign (1878-79), in Burma (1890-92), the Tirah Expedition (1897), the Boer War and two World Wars. In 1958, the Regiment was further amalgamated with the Dorset Regiment to form The Devonshire and Dorset Regiment and in 2007 it was merged with The Light Infantry, The Royal Gloucestershire, Berkshire and Wiltshire Light Infantry and The Royal Green Jackets to form The Rifles.
The Regiment raised a total of 25 battalions and fought on the Western Front, in Italy at the battles of the Piave and Vittorio Veneto, in Macedonia, Egypt, Palestine, and Mesopotamia. It was awarded 65 battle honours and two Victoria Crosses during the course of the war.
1st Battalion
04.08.1914 Stationed in Jersey at the outbreak of war.
21.08.1914 Mobilised for war and landed at Havre.
14.09.1914 Joined the 8th Brigade of the 3rd Division.
30.09.1914 Transferred to the 14th Brigade of the 5th Division and engaged in various actions on the Western Front including;
During 1914
The Battle of La Bassee, The Battle of Messines, The First Battle of Ypres.
Dec 1914 This Battalion took part in the Christmas Truce of 1914.
During 1915
The Second Battle of Ypres and the Capture of Hill 60.
12.01.1916 Transferred to the 95th Brigade of the 5th Division.
During 1916
The Attacks on High Wood, The Battle of Guillemont, The Battle of Flers-Courcelette, The Battle of Morval, The Battle of Le Transloy.
During 1917
The Battle of Vimy, The Attack on La Coulotte, The Third Battle of the Scarpe, The Battle of Polygon Wood, The Battle of Broodseinde, The Battle of Poelcapelle, The Second Battle of Passchendaele.
27.11.1917 Moved to Italy to strengthen the Italian resistance.
07.04.1918 Returned to France and once again engaged in various actions on the Western Front including;
During 1918
The Battle of Hazebrouck, The Battle of Albert, The Battle of Bapaume, The Battle of Drocourt-Queant, The Battle of the Epehy, The Battle of the Canal du Nord, The pursuit to the Selle, The Battle of the Selle.
11.11.1918 Ended the war in France, Le Quesnoy.
1/4th Battalion Territorial Force.
04.08.0914 Stationed at Exeter as part of the Devon & Cornwall Brigade of the Wessex Division.
05.08.1914 Moved to Plymouth and then to Salisbury Plain.
09.10.1914 Embarked for India from Southampton arriving at Karachi 11.11.1914.
02.03.1916 Moved to Basra and joined the 41st Indian Brigade.
05.05.1916 Transferred to the 37th Indian Brigade of the 14th Indian Division which engaged in various actions as part of The Mesopotamian campaign including;
Advance to the Hai and capture of the Khudaira Bend, Capture of the Hai Salient, Capture of Sannaiyat, Second Battle of Kut, Passage of the Tigris, Fall of Baghdad (1917), Passage of the 'Adhaim, Action of the Shatt al Adhaim, Second action of Jabal Hamrin, Third action of Jabal Hamrin.
Feb 1917 Moved to Amara to defend the Lines of Communication of the Tigris Defences.
31.10.1918 Ended the war in Mesopotamia, Baquaba N.E. of Baghdad.
2nd Battalion
04.08.1914 Stationed at Cairo at the outbreak of war.
13.09.1914 Embarked for the UK arriving at Southampton and then moved to Winchester to join the 23rd Brigade of the 8th Division.
06.11.1914 Mobilised for war and landed at Havre and engaged in various actions on the Western Front including;
Dec 1914 This Battalion took part in the Christmas Truce of 1914.
During 1915
The Battle of Neuve Chapelle, The Battle of Aubers, The action of Bois Grenier.
During 1916
The Battle of Albert.
During 1917
The German retreat to the Hindenburg Line, The Battle of Pilkem, The Battle of Langemarck.
During 1918
The Battle of St Quentin, The actions at the Somme crossings, The Battle of Rosieres, The actions of Villers-Bretonneux, The Battle of the Aisne 1918, The Battle of the Scarpe, The Final Advance in Artois.
11.11.1918 Ended the war in Belgium, Tertre west of Mons.
3/4th 3/5th and 3/6th Battalion Territorial Force.
25.03.1915 Formed at Exeter, Plymouth and Barnstaple.
Autumn 1915 Moved to Bournemouth.
08.04.1916 Became the 4th 5th and 6th Reserve battalions.
01.09.1916 The 4th absorbed the 5th and 6th battalions and moved to Winchester as part of the Wessex Reserve Brigade.
Oct 1916 Moved to Bournemouth.
Mar 1917 Moved to Sutton Veny and then Larkhill.
April 1918 Moved to Belfast, Ireland and then Londonderry and Clonmany, Donegal
8th (Service) Battalion
19.08.1914 Formed at Exeter as part of the First New Army (K1) and then moved to Rushmoor Camp, Aldershot as part of the 14th Division.
Nov 1914 Moved to Barossa Barracks, Aldershot and then Farnham, and back to Aldershot. 26.07.1915 Mobilised for war and landed at Havre and transferred to the 20th Brigade of the 7th Division which engaged in various actions on the Western Front including;
The Battle of Loos 1915
During 1916
The Battle of Albert, The Battle of Bazentin and the attacks on High Wood, The Battle of Delville Wood, The Battle of Guillemont, Operations on the Ancre.
During 1917
The German retreat to the Hindenburg Line, The Arras offensive, The Battle of Polygon Wood, The Battle of Broodseinde, The Battle of Poelcapelle, The Second Battle of Passchendaele.
Nov 1917 Moved to Italy arriving at Legnago to strengthen the Italian resistance against the Austria-Hungary forces and engaged in various actions including;
The crossing the Piave and the Battle of Vittoria Veneto.
04.11.1918 Ended the war in Italy, Cisterna east of Gradisca.
9th (Service) Battalion
15.09.1914 Formed at Exeter as part of the Second New Army (K2) and then moved to Rushmoor Camp, Aldershot as part of the 20th Division.
Oct 1914 Moved to Bisley and the Tournai Barracks, Aldershot and then Halemere and then Bordon leaving the 20th Division.
28.07.1915 Mobilised for war and landed at Havre and transferred to the 20th Brigade of the 7th Division which engaged in various actions on the Western Front including;
The Battle of Loos 1915
During 1916
The Battle of Albert, The Battle of Bazentin and the attacks on High Wood, The Battle of Delville Wood, The Battle of Guillemont, Operations on the Ancre.
During 1917
The German retreat to the Hindenburg Line, The Arras offensive, The Battle of Polygon Wood, The Battle of Broodseinde, The Battle of Poelcapelle, The Second Battle of Passchendaele.
Nov 1917 Moved to Italy arriving at Legnago to strengthen the Italian resistance against the Austria-Hungary forces and engaged in various actions including;
The crossing the Piave and the Battle of Vittoria Veneto.
Sept 1918 Moved to France leaving the 7th Division arriving at St. Riquier and joined the 7th Brigade of the 25th Division and once again fought on the Western front including; The Battle of Beaurevoir, The Battle of Cambrai 1918, The Pursuit to and Battle of the Selle, The Battle of the Sambre.
11.11.1918 Ended the war in France, Landregies.
Wiltshire Regiment
The Regiment was officially formed in 1881 when the 62nd and the 99th Regiments of Foot were amalgamated as part of the Childers reforms but the Regiment can trace its history back 124 years prior to this date.
The 62nd was formed in 1758 when the 2nd Battalion of the 4th Regiment of Foot became independent. The Regiment was its first action as marines during the Seven Years War
fighting at the Siege and Capture of the Louisburg Fortress and Quebec.
The Regiment garrisoned Castle Carrickfergus in Ireland in 1760 and four under-strength companies withstood three assaults by a French force of 600 men, having to melt down their own buttons to make bullets and used rocks to repel the third assault. The Regiment had to surrender the castle but the French force was destroyed by the Royal Navy and the men of the Regiment were hailed to have 'behaved like Lyons' and the officers were presented with silver cups. In 1763 the Regiment was deployed to the West Indies and remained there until 1776 and the outbreak of America War of Independence. The Regiment then moved to Canada and fought during the Battle of Trois-Rivières and Valcour Island. After the colonial forces were successfully expelled from Canada the 62nd joined Major-General John Borgoyne's force at the Battle of Saratoga and were surrendered with the entire army following the battle, remaining imprisoned until 1781 when it returned to England.
In 1782 all British Regiments without Royal titles were awarded county titles in order to aid recruitment from that area, therefore the Regiment became the 62nd (Wiltshire) Regiment of Foot and was once again deployed to the West Indies. It spent the majority of the French Revolutionary Wars fighting the French on Haiti and suffered heavily from yellow fever, fit men were transferred to other units in 1797 and the cadre returned to England. During the Peninsular War the Regiment fought at the Battles of Nive and Peninsula. The Regiment returned to Canada and remained garrisoned in Nova Scotia until 1823 followed by 7 years of garrison duties in Ireland.
In 1830 the 62nd was deployed to India and after several quiet years garrisoned in Bangalore the Regiment was then involved in putting down the Bangalore Mutiny and then moved to Ferozepore to join the Honorable East India Company forces there as tensions rose between the Sikhs and the British. The Regiment fought at the Battle of Ferozeshah after which no officers remained to take charge of the Regiment so command fell to sergeants and noncommissioned officers. The diminished 62nd went on to fight at the Battle of Sobaron. The Regiment remained in India until 1847 and then garrisoned in Ireland until the Crimean War where it fought during the Battle of Sevastopol.
The 99th was first raised 1824 by Major-General John Hall and gained it county title 10 years later to become 99th (Lanarkshire) Regiment of Foot. From 1842 the Regiment transported convicts to Tasmania and then rotated through various colonial posts in the region until it was order to Sydney. Here it gained a very unsavory reputation and the 11th Regiment of Foot was principally employed to keep the men of the 99th under control.
The 99th went on to serve during the New Zealand land Wars fighting during the Hutt Valley Campaign and the Battle of Battle Hill. In 1846 the Regiment returned to Australia but detachments were sent to reinforce British forces in New Zealand for the next few years. The 99th finally returned to England in 1856 and garrisoned in Ireland and Aldershot. The Regiment was deployed to India in 1859 and then to China to serve during the Second Opium War fighting in the Third Battle of Taku Forts and the Battle of Palikao. The Regiment also took part in the sack of Peking. Among the loot carried off was a Pekinese dog named Lootie which belonged to the Chinese Empress which was presented to Queen Victoria. The Regiment was then returned to Hong Kong and remained there until 1865.
From 1865 to 1868 the 99th served in South Africa and were inspected by the Duke of Edinburgh who was so impressed by the Regiment that it was granted the title 99th (Duke of Edinburgh's) Regiment in 1874 and went on to serve during the Anglo-Zulu War fighting at the Battle of Gingindlovu.
In 1881 these two Regiments were merged into the The Duke of Edinburgh's (Wiltshire Regiment) as part of the Childers Reforms. The Childers Reforms restructured the British army infantry Regiments into a network of multi-battalion Regiments each having two regular and two militia battalions as standard. The newly formed Regiment went on to serve during the Second Boer War and two World Wars.
In 1921, the Regiment was re-titled as The Wiltshire Regiment (Duke of Edinburgh's). In 1959 The Wiltshires were amalgamated with The Royal Berkshire Regiment (Princess Charlotte of Wales's) to form The Duke of Edinburgh's Royal Regiment (Berkshire and Wiltshire). In 1994 further amalgamation followed with the Gloucestershire Regiment to form the Royal Gloucestershire, Berkshire and Wiltshire Regiment and in 2007 it joined the Devonshire and Dorset Regiment, the Light Infantry and the Royal Green Jackets to form The Rifles.
The Regiment raised 10 Battalions, gained 60 Battle Honours and 1 Victoria Cross losing 5,200 men during the course of the war.
2nd Battalion
04.08.1914 Stationed at Gibraltar.
31.08.1914 Embarked for England arriving at Southampton and then moved to Lyndhurst to join the 21st Brigade of the 7th Division.
07.10.1914 Mobilised for war and landed at Zeebrugge and engaged in various actions on the Western Front including;
1914
The First Battle of Ypres.
19.12.1915 Transferred to the 21st Brigade of the 30th Division;
1916
The Battle of Albert, The Battle of the Transloy Ridges.
1917
The pursuit of the German retreat to the Hindenburg Line, The First Battle of the Scarpe, The Second Battle of the Scarpe, The Battle of Pilkem Ridge.
1918
The Battle of St Quentin, The actions at the Somme Crossings, The Battle of Rosieres, The Battle of Kemmel Ridge, The Second Battle of Kemmel Ridge, The Battle of the Scherpenberg, The capture of Neuve Eglise, The capture of Wulverghem, The Battle of Ypres.
13.05.1918 Transferred to the 58th Brigade of the 19th Division;
The Battle of the Aisne, The Battle of the Selle, The Battle of the Sambre and the passage of the Grand Honelle.
11.11.1918 Ended the war at Eth N.W. of Bavai, France.
6th (Service) Battalion
Sept 1914 Formed at Devizes as part of the Second New Army (K2) and then moved to Salisbury Plain to join the 19th Division.
Dec 1914 Moved to Basingstoke and joined the 58th Brigade of the 19th Division.
Mar 1915 Moved to Perham Down.
July 1915 Mobilised for war and landed in France and engaged in various actions on the Western Front including;
1915
The Action of Pietre; diversionary action during the Battle of Loos
1916
The Battle of Albert, The attacks on High Wood, The Battle of Pozieres Ridge, The Battle of the Ancre Heights, The Battle of the Ancre.
1917
The Battle of Messines, The Battle of the Menin Road Ridge, The Battle of Polygon Wood, The Battle of Broodseinde, The Battle of Poelcapelle, First Battle of Passchendaele, The Second Battle of Passchendaele.
20.09.1917 Amalgamated with 14 Officers and 232 mean of the Wiltshire Yeomanry (now
dismounted) to become the 6th (Royal Wiltshire Yeomanry) Battalion.
1918
The Battle of St Quentin, The Battle of Bapaume, The Battle of Messines, The Battle of Bailleul, The First Battle of Kemmel Ridge, The Battle of the Aisne, The Battle of the Selle, The Battle of the Sambre and the passage of the Grand Honelle.
13.05.1918 Reduced to training cadre with the surplus transferred to the 2nd Battalion of the 30th Division
16.06.1918 Returned to England as part of the 42nd Brigade of the 14th Division from Boulogne.
18.06.1918 Moved to Brookwood and reconstituted with the 9th Dorset's
04.07.1918 Returned to France landing at Boulogne and once again engaged in various action on the Western Front;
The Battle of Ypres 1918 and the final advance in Flanders.
11.11.1918 Ended the war at Dottignies N.E. of Roubaix, Belgium.
The Dorset Regiment
The Dorset Regiment was an infantry regiment of the British Army. Until 1951 it was formally called The Dorsetshire Regiment, although usually known as "the Dorsets".It was formed in 1881 by the amalgamation of the 39th Regiment of Foot - the 39th (Dorsetshire) Regiment and the 54th Regiment of Foot - the 54th (West Norfolk) Regiment.
6th (Service) Battalion Formed at Dorchester on 6 September 1914 as part of K2. Moved to Wareham and initially attached as Army Troops to 17th (Northern) Division. March 1915 : transferred to 50th Brigade in same Division. Moved to Romsey in May 1915. Landed at Boulogne on 14 July 1915.
The King's (Liverpool Regiment)
4th (Extra Reserve) Battalion
04.08.1914 Stationed in Seathforth, Liverpool at the outbreak of war, then moved to Edinburgh.
06.03.1915 Mobilised for war and landed at Havre and transferred to Sirhind Brigade of the Lahore Division based at Robecq. They were engaged on the Western Front and involved in various actions;
The Battle of Neuve Chapelle, The Second Battle of Ypres and The Battle of Loos.
10.11.1915 Transferred to the 137th Brigade of the 46th Division.
03.12.1915 Transferred to the 56th and 58th Brigades of the 19th Division.
27.02.1916 Transferred to the 98th Brigades of the 33rd Division. They were engaged on the Western Front and involved in various actions;
During 1916
The Battle of Albert, The Battle of Bazentin, The attacks on High Wood, The capture of Boritska and Dewdrop Trenches.
During 1917
The First Battle of the Scarpe, The Second Battle of the Scarpe, The actions on the Hindenburg Line, Operations on the Flanders coast, The Battle of the Menin Road Ridge, The Battle of Polygon Wood.
During 1918
The Battle of Messines, The Battle of Hazebrouck, The Battle of Bailleul, The defence of Neuve Eglise, The First Battle for Kemmel Ridge, The fighting for and recapture of Ridge Wood, The Battle of the Epehy, The Battle of the St Quentin Canal, The Battle of the Beaurevoir Line, The Battle of Cambrai, The pursuit to the Selle, The Battle of the Selle. 11.11.1918 Ended the war in France, Sassegnies, N.W. of Avesnes.
King's Royal Rifle Corps
Since 1815 the balance of power in Europe had been maintained by a series of treaties. In 1888 Wilhelm II was crowned 'German Emperor and King of Prussia' and moved from a policy of maintaining the status quo to a more aggressive position. He did not renew a treaty with Russia, aligned Germany with the declining Austro-Hungarian Empire and started to build a Navy rivalling that of Britain. These actions greatly concerned Germany's neighbours, who quickly forged new treaties and alliances in the event of war. On 28th June 1914 Franz Ferdinand the heir to the Austro-Hungarian throne was assassinated by the Bosnian-Serb nationalist group Young Bosnia who wanted pan-Serbian independence. Franz Joseph's the Austro-Hungarian Emperor (with the backing of Germany) responded aggressively, presenting Serbia with an intentionally unacceptable ultimatum, to provoke Serbia into war. Serbia agreed to 8 of the 10 terms and on the 28th July 1914 the Austro-Hungarian Empire declared war on Serbia, producing a cascade effect across Europe. Russia bound by treaty to Serbia declared war with Austro-Hungary, Germany declared war with Russia and France declared war with Germany. Germany's army crossed into neutral Belgium in order to reach Paris, forcing Britain to declare war with Germany (due to the Treaty of London (1839) whereby Britain agreed to defend Belgium in the event of invasion). By the 4th August 1914 Britain and much of Europe were pulled into a war which would last 1,566 days, cost 8,528,831 lives and 28,938,073 casualties or missing on both sides.
The Regiment raised 22 Battalions in total during the course of World War I and saw action on the Western Front, Macedonia and Italy, winning 60 battle honours including 7 Victoria Crosses. The regiment lost 12,840 men who were killed during the course of the war.
12th (Service) Battalion
21.09.1914 Formed in Winchester as part of the Second New Army (K2) then moved to Cowshot, Bisley to join the 60th Brigade of the 20th Division.
Nov 1914 Moved to Blackdown and then to Larkhill, Salisbury Plain.
22.07.1915 Mobilised for war and landed at Boulogne and ended in various actions on the Western Front including;
During 1916
The Battle of Mount Sorrel, The Battle of Delville Wood, The Battle of Guillemont, The Battle of Flers-Courcelette, The Battle of Morval, The Battle of Le Transloy.
During 1917
The German retreat to the Hindenburg Line, The Battle of Langemarck, The Battle of the Menin Road Ridge, The Battle of Polygon Wood, The Cambrai Operations. During 1918
The Battle of St Quentin, The actions at the Somme crossings, The Battle of Rosieres, The Battle of the Selle, The Battle of Valenciennes, The Battle of the Sambre.
11.11.1918 Ended the war in France, Caudry
Duke Of Cornwall's Light Infantry
The Regiment was officially formed in 1881 when the 32nd and 46th Regiments of Foot were amalgamated as part of the Childers Reforms; however it can trace its history back over 180 years prior to this date.
The 32nd was first formed in 1702 during the War of Spanish Succession (1701–1714) fighting at the siege and capture of Gibraltar (1705) and the Battles of Roliça and Vimiero. In 1782 all British Regiments without Royal titles were awarded county titles in order to aid recruitment from that region therefore the 32nd became the 32nd (Cornwall) Regiment of Foot. It was part of the unsuccessful Walcheren Expedition (1809) during the War of the Fifth Coalition (1809) were the Regiment suffered greatly from Walcheren fever (thought to be a combination of malaria and typhus). The Regiment went on to serve during the Peninsular War (1808-1814) fighting the French at the Battle of Salamanca and all major conflicts into France until the Battle of Quatre Bras which halted Napoleon's advance. The Regiment also fought during the Battle of Waterloo (1815) and suffered the greatest loss of all the British Regiments, losing 516 men in two days.
In 1833 Colonel John Eardley Inglis joined the Regiment and would serve his entire military career in the 32nd becoming famous for his command at the siege of Lucknow. In 1837 the Regiment serviced during the Lower Canada Rebellion (1837-1838), when armed rebels tried to establish the independent republics of Quebec and Ontario, fighting at the actions of St. Denis and St. Eustache. The 32nd was deployed to India and served during the Second Anglo-Sikh War (1848–1849) fighting at the Siege of Multan and the Battle of Gujrat. The Regiment also defended Lucknow during the Indian Rebellion of 1857. Brigadier Inglis was in charge of the Lucknow Residency during the siege and maintained a successful defence for 87 days against an overwhelming force. He was promoted to major-general and awarded Knight Commander of the Bath. In 1860 after further service in India he was given command of the British troops in the Ionian Islands. The Regiment was refitted and trained as Light Infantry for its service at Lucknow and re-titled as 32nd (The Cornwall) Regiment of Foot (Light Infantry).
The 46th was first raised in 1741 initially as the 57th Regiment of Foot but became the 46th seven years later. The Regiment saw its first action in Canada during the Seven Years War (1754–1763) fighting at the Assault on Fort Ticonderoga, the Assault and Capture of Fort Niagara, the Assault and Capture of Fort Lévis and the Capture of Montreal. From 1762 the Regiment moved to the Caribbean and took part in the capture of Martinique and Havana. The Regiment remained on garrison duties in Ireland for 8 years from 1767. In 1776 the Regiment was deployed to America during the American War of Independence (1775–1783) and fought at the Capture of Long Island, New York, Fort Washington, the Battle of Brandywine Creek, Action of Paoli's Tavern, the Capture of Philadelphia, the Battle of Germantown, the Action of Monmouth Court-House, the Assault and Capture of Bedford, the Assault and Capture of Martha's Vineyard. In 1778 the Regiment moved to the Caribbean and fought during the Invasion and Capture of St. Lucia, the Defence of La Vigie, and the Capture of St. Eustatius. In 1782 the 46th became associated with South Devonshire and became the 46th (South Devonshire) Regiment of Foot.
In 1814 the Regiment escorted convicts to New South Wales and remained in Australia until 1817, serving in Sydney, Newcastle, Parramatta and Van Diemens Land before deployment to Madras, India. The Regiment also served during the Crimean War, (1854-1856) fighting at the Battle of the Alma, the Battle of Balaklava, the Battle of Inkermann, the Siege of Sebastopol, the Assault on the Quarries, the First Assault on the Redan, and the Final Assault on the Redan.
In 1881 as part of the Childers Reforms, which restructured the British army into a network of multi-battalion Regiments, the 46th (South Devonshires) Regiment of Foot and the 32nd (Cornwall) Regiment of Foot were merged to form The Duke of Cornwall's Light Infantry. The newly formed Regiment went on to serve during the Second Boer War (1899-1902) fighting at Paardeburg and Bloemfontein and two World Wars.
In 1959, the Duke of Cornwall's Light Infantry was merged with the Somerset Light Infantry to form the Somerset and Cornwall Light Infantry. In 1968, the Regiment was amalgamated with The Durham Light Infantry, The Shropshire Light Infantry and The King's Own Yorkshire Light Infantry to form The Light Infantry Brigade. In 2007 another round of amalgamations meant the Light Infantry was merged with The Devonshire and Dorset Light Infantry, The Royal Gloucestershire, Berkshire and Wiltshire Light Infantry and The Royal Green Jackets to form The Rifles.
The Regiment raised 16 Battalions, it was awarded 57 Battle Honours and 1 Victoria Cross losing 4,510men during the course of the war.
1/5th Battalion Territorial Force
04.08.1914 Stationed at Bodmin as part of the Devon & Cornwall Brigade of the Wessex Division and then moved to Falmouth and then Salisbury Plain.
(Foreign service volunteers transferred to the 1/4th battalion, the 1/5th was now under strength and replaced in the Division by the 1/6th and moved to Newquay).
1915 Moved to Falmouth.
April 1916 Moved to Perham Down and then Tidworth and became a Pioneer Battalion of the 61st Division.
22.05.1916 Mobilised for war and landed at Havre and engaged in various actions on the
Western Front including;
1916
The Attack at Fromelles (unsuccessful diversionary tactic during the Battle of the Somme). 1917
The Operations on the Ancre, The German Retreat to the Hindenburg Line, The Battle of Langemark, The German counter attacks.
1918
The Battle of St Quentin, The Actions at the Somme Crossings, The Battle of Estaires, The Battle of Hazebrouck, The Battle of Bethune, The Battle of the Selle, The Battle of Valenciennes.
11.11.1918 Ended the war at Parquiaux N.W. of Le Quesnoy, France.
The Middlesex Regiment
The Middlesex Regiment (Duke of Cambridge's Own) was officially formed in 1881 when the 57th West Middlesex and the 77th East Middlesex Regiments of Foot were amalgamated as part of the Childers Reforms. However, the Regiment can trace its history back 126 years prior to this date.
The 57th was first raised in 1755 and initially numbered the 59th but rose to the 57th Regiment of Foot in 1756 when the 50th and 51st were disbanded. The Regiment served during the American Revolutionary War (1775-83) until its surrendered at Yorktown. It came by its nickname the "Die-hards" during the Peninsular War. On 16th May 1811 at the Battle of Albuera, Commander Colonel Inglis had his horse shot from under him and was severely wounded. As he lay on the ground, he called to his soldiers to: "Die Hard, 57th Die Hard!" In 1824 the Regiment embarked at Chatham to convey convicts to Australia and remained there until 1831 when it moved to India for 15 years. It then went on to serve during the Crimean War (1854-56) and the Indian Mutiny (1857-59), then moving to New Zealand in 1860 for 7 years. After a period of 6 years on garrison duty in Ireland and Britain it moved to Ceylon (now Sri Lanka) and then took part in the Zulu War of 1879. In 1782 all British Regiments without Royal titles were awarded county titles in order to aid recruitment from those areas, the 57th was given the West Middlesex association to become 57th (West Middlesex) Regiment of Foot.
The 77th was first formed in 1787 as the '77th (Hindoostan) Regiment of Foot' by the East India Company during heighten tensions between France and Britain in India. However the tensions had passed once the Regiment was raised and the Company refused to pay for it, so it passed to the British Army. The Regiment was deployed to India in 1788 and remained there for 19 years serving in the Mahratta and Mysore Wars fighting at the storming of Seringapatam 1799. In 1807 the county designation of East Middlesex was awarded, becoming the 77th (East Middlesex) Regiment of Foot. To commemorate its Indian service the Regiment was granted permission to bear the motto and plumes of the Prince of Wales and returned to Europe to serve in the unsuccessful Walcheren Campaign and the Peninsular War including the Siege of Ciudad Rodrigo and the First Siege of Badajoz and the Battle of Bayonne. The Regiment had another period of garrison duties in various areas including Jamaica, Malta Nova Scotia and England until 1854 when it went to serve in the Crimean War fighting at the Battles of Sevastopol, Balaklava, The Alma, and Inkerman. In 1858 the Regiment was deployed to India to suppress the Indian Rebellion and were awarded the title of 'Duke of Cambridge's Own' in 1876 becoming the '77th (East Middlesex) Regiment of Foot (The Duke of Cambridge's Own)'.
In 1881 the 57th and 77th Regiments were amalgamated to form The Duke of Cambridge's Own (Middlesex Regiment) as part of the Childers Reforms. The Childers Reform restructured the British army infantry regiments into a network of multi-battalion regiments each having two regular and two militia battalions. The newly formed Regiment went on to serve in the Boer War (1899-1902) and two World Wars.
In 1921, the Regimental title was reversed to The Middlesex Regiment (Duke of Cambridge's Own). In 1966 it was further merged with the Royal Surrey Regiment, The Buffs (East Kent Regiment) and the Sussex Regiment to form the Queen's Regiment. In 1991 The Queen's Regiment was amalgamated with the Royal Hampshire Regiment to form the Princess of Wales's Royal Regiment and is the most senior English line infantry Regiment.
In the First World War, The Middlesex Regiment (Duke of Cambridge's Own) formed a total of 49 Battalions this was mainly due to a surplus of volunteers seeking to enlist. The Regiment received a total of 81 battle honours,5 Victoria Crosses and lost approximately 12,270 casualties during the course of the war.Battalions of the Middlesex Regiment during WW1
1/7th Battalion Territorial Force
04.08.1914 Stationed at Hornsea, Middlesex Brigade, Home Counties Division. 5-9.8.1914 Mobilised and moved to Isle of Grain, and then Sittingbourne, Kent. 04.09.1914 Mobilised and moved to Gibraltar, Spain arriving 17.09.1914. 13.02.1915 Returned to England, arrived at Avonmouth then moved to Barnet. 13.03.1915 Mobilised for war and landed at Le Havre. 15.03.1915 Transferred to 23rd Brigade 8th Division. Where they were involved in the following action; The Battle of Neuve Chapelle, The Battle of Aubers, The action of Bois Grenier (a diversionary attack coinciding with the Battle of Loos). 23.06-02.08.1915 Amalgamated with 1/8th Battalion. 08.02.1916 Transferred to 167th Brigade in 56th Division. During 1916; 01.07.1916: The diversionary attack at Gommecourt 09.09.1916: The Battle of Ginchy 15-22.09.1916: The Battle of Flers-Courcelette 25-27.09.1916: The Battle of Morval 11.09-09.10.1916: The Battle of the Transloy Ridges During 1917; 14.03-05.04.1917: The German retreat to the Hindenburg Line 09-14.04.1917: The First Battle of the Scarpe 03-04.05.1917: The Third Battle of the Scarpe 16-17.08.1917: The Battle of Langemarck 21.11.1917: The capture of Tadpole Copse 23-28.11.1917: The capture of Bourlon Wood 30.11-02.12.1917: The German counter attacks During 1918 28.03.1918: The First Battle of Arras
23.08.1918: The Battle of Albert
26-30.08.1918: The Battle of the Scarpe
27.09-01.10.1918: The Battle of the Canal du Nord
08-09.10.1918: The Battle of the Cambrai
09-12.10.1918: The pursuit to the Selle
04.11.1918: The Battle of the Sambre
05-07.11.1918: The passage of the Grand Honelle
11.11.1918 Ended war in France, Le Dessous, Blaregnies, N.E. of Bavai. The Division was employed to repair road and railway in the Harveng area, therefore the final cadres did not leave for home until 18.05.1919.
The Worcestershire Regiment
The Regiment was officially formed in 1881 when the 29th and 36th Regiments of Foot were merged as part of the Childers Reforms, but it can trace its history back a further 200 years.
The 29th was formed in 1694 by Colonel Thomas Farrington, an officer of the Coldstream Guards in London. As was the tradition at the time the Regiment was named after it Colonel as Farrington's Regiment of Foot. This naming convention remained in place until 1751 when a number was assigned according to the Regiments precedence, becoming the 29th Regiment of Foot. The Regiment served during the War of Spanish Succession (1701–1714) fighting at the Battle of Ramillies and the siege of Ostend.
In 1745 the Regiment were deployed to Nova Scotia to capture the French Fortress of Louisburg during the War of Austrian Succession (1740–48). The Regiment gained the nickname the Ever Sworded during this time. The unarmed men of the Regiment were surprised and massacred by a Canadian force with a contingent of Mi'kmaq Warriors and led to the order that all soldiers must always be armed even when off duty. In 1770 the Regiment was part of the Boston Massacre were 5 colonists were killed when the 29th fired into a rioting crowd. Eight men were tried for murder, two were found guilty of manslaughter and branded on the hand as punishment the other 6 were found not guilty and the Regiment was moved to Florida. The 29th returned to the region in 1776 during the American War of Independence (1775–1783) to relieve the siege of Quebec and also fought at the Battles of Trois-Rivières, Valcour Island and Hubbardston until its defeat and surrendered with the rest of General John Burgoyne's Army at Saratoga in 1777.
In1782 all British Regiments without Royal titles were awarded county titles in order to aid recruitment from that area therefore the 29th became the 29th (the Worcestershire) Regiment of Foot. The Regiment went on to serve in India from 1845 fighting during the First and Second Anglo-Sikh War (1848-1849) and the Indian Rebellion of 1857, defending the Grand Trunk Road.
In 1881 the 29th (Worcestershire) Regiment of Foot and the 36th (Herefordshire) Regiment of
Foot were amalgamated to form The Worcestershire Regiment as part of the Childers Reforms. The Childers Reforms restructured the British army infantry Regiments into a network of multi-battalion Regiments each having two regular and two militia battalions.
The 36th was raised in 1701 by William Caulfield, 2nd Viscount Charlemont during the War of Spanish Succession (1701–1714). After brief spells raiding the Spanish coast and garrison duties in West Indies, the 36th took part in the Siege of Barcelona and fighting in action at Valencia and Murcia until it was nearly destroyed at the Battle of Almansa. After the Regiment was rebuilt it took part in the Battle of Sheriffmuir during the Jacobite Uprising of 1715. This was when James Stuart the son of the deposed James II attempted to retake the crown his father had lost in 1688 to King William III. The Regiment returned to the West Indies in 1740 during heighten tensions with Spain during the War of Jenkins' Ear (1739–1748), taking part in the unsuccessful two-month long assault on Cartagena. In 1745 the Regiment was once again in action on the home front against Jacobite forces, when Bonnie Prince Charlie (the grandson of James II) landed in Scotland, again attempting to regain the lost crown to the Stuart family. The 36th fought at the Battle of Falkirk and the Battle of Culloden which ended the uprising. In 1764 the Regiment returned to the West Indies on the island of Jamaica and remained there until 1773.
In 1782 it was awarded the county titles of Herefordshire becoming 36th (Herefordshire) Regiment of Foot and was then deployed to India were it took part in the Second and Third Anglo-Mysore Wars (1789–92) and captured Pondicherry from the French during the French Revolutionary War (1792–1802), remaining in India until 1798. The 36th took little part in the Napoleonic Wars (1803–1815) mainly raiding the French coast but was in action during the Peninsular War (1808-1815) fighting at the Battles of Roliça, Vimeiro and Corunna before embarking in the unsuccessful Walcheren Campaign losing over 200 men to malaria. Once the Regiment was returned to full strength it returned to the Iberian Peninsula and fought at the Battles of Salamanca, Pyrenees, Nivelle, Nive, Orthez and Toulouse.
After 1881 the newly formed Worcestershire Regiment was involved in various conflicts and territories including; The Boer War (1900-1902), West Indies (1903-1905), India (1908-1913), China (1933-1934), and Burma (1944 – 1945), as well as both World Wars. In 1970 the Worcestershire Regiment was merged with the Sherwood Foresters (Nottinghamshire and Derbyshire Regiment) to form the Worcestershire and Sherwood Foresters Regiment. In 2004 the Regiment was further amalgamated with the Cheshire and the Staffordshire Regiments to from the Mercian Regiment.
The Regiment raised 21 Battalions and was awarded 72 Battle Honours and 8 Victoria Crosses losing 9,460 men during the course of the war.
1st Battalion
04.08.1914 Stationed in Cairo, Egypt at the outbreak of war.
30.09-16.10.1914 Returned to England from Alexandria and arrived at Liverpool to join the 24th Brigade of the 8th Division and moved to Hursley Park, Winchester.
06.11.1914 Mobilised for war and landed at Havre where the Division reinforced the British Expeditionary Force (BEF) and was engaged in action on the Western Front. Initially at Neuve Chapelle trenches by December the Battalion lost half its strength due to frostbite as much as combat causalities.
18.10.1915 the 24th Brigade transferred to the 23rd Division.
During 1915
The Battle of Aubers ridge
During 1916
Moved to relieve the French 17th Division in the Carency sector and the attack on Contalmaison.
15.07.1916 the 24th Brigade transferred back to the 8th Division, the Battalion took over
trenches at Cuinchy and then moved back to the front at Somme.
During 1917
The German retreat to the Hindenburg Line, The Battle of Pilkem, The Battle of Langemarck, the Third Battle of Ypres
During 1918
Counter attack at Pargny, the Battle of Rosieres, Operations in Picardy, the action of Villers Bretonneux, the Battle of the Aisne.
11.11.1918 Ended the war in Belgium, Harchies east of Conde. | <urn:uuid:c955c1b2-0c42-44e8-997d-372e5fb5a5aa> | CC-MAIN-2017-34 | http://stockland.org.uk/sites/default/files/British%20Army.pdf | 2017-08-18T19:52:30Z | crawl-data/CC-MAIN-2017-34/segments/1502886105108.31/warc/CC-MAIN-20170818194744-20170818214744-00715.warc.gz | 401,804,938 | 10,591 | eng_Latn | eng_Latn | 0.98935 | eng_Latn | 0.994952 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3098,
6329,
9270,
11550,
15834,
18512,
20579,
23383,
26562,
29890,
33253,
35795,
38504,
42321,
42724
] | [
2.859375,
1.890625
] | 2 | 2 |
LOVES ME, LOVES ME NOT BOOKMARKS
Task 1: Starter:
See previous plan and choose something like the Summer Nights task to highlight and challenge stereotypes about genders and relationships or use the 'stand up' task to highlight the fact that teenagers may not see abuse building. You might like to offer these as options and allow teachers to choose whichever they feel is appropriate for their class?
Task 2: Loves me vs. Loves me Not.
Task
Differentiation
Issue pupils with strips of paper containing the information from both sides of the bookmark all mixed up. Ask pupils to do a sorting activity into 'loves me' , 'loves me not', 'maybe they love me.' This can be done in pairs or small groups.
Resources needing creating:
Slips of paper that can easily be cut down by teaching staff. Each one should contain one statement from either the 'loves me' or 'loves me not' campaign.
Higher ability students would require a level of debate beyond two simple categories of 'loves me' and 'loves me not.' Having a middle category allows them to lead an academic debate, express opinions, and draw-out misconceptions. Their discussion about healthy relationships will also stimulate reflection in lower ability students as they will often relate to views being expressed by pupils of their age and with many similar life experiences. Their empathy needs to be developed by listening to pupils their age – not from adults.
Rationale
The reason for having a middle ground for 'maybe they love me' will allow teachers to ascertain the level to which pupils recognise the signs of abuse. This is a form of assessment for learning and will allow staff to tailor the lesson/discussion according to the demographics of the class.
Simply dividing into 2 piles will not allow for reflection or 'stretch and challenge.' It would not get past Ofsted as an appropriate level of pace or challenge.
There is a need to uncover and challenge misconceptions, as many may tolerate just one or two signs of abuse. Pupils may not understand that abuse builds up and doesn't usually all come suddenly at once.
Underlying Concept Not all signs of abuse are easily recognised, or commonly thought of as being abuse. Unless these ideas are drawn out in conversation misconceptions cannot be challenged appropriately.
Task 3: How concerned should we be about 'love me not'?
Task
Differentiation
Rationale
Distribute 'loves me' and 'loves me not' bookmarks to all pupils to keep. Explain that we are going to deal with the 'loves me not' information.
Ask pupils to order the signs of abuse from things they find most concerning to things they find the least. This should be done in pairs or small groups.
You may want to ensure that pupils have something written individually in their books. If this is a PSHE lesson it may be expected that there is some way of recall. Asking pupils to write a paragraph explaining their choices may be needed.
Lead a class discussion of the material completed. The discussion should lead to a conclusion that all signs of abuse are concerning and should never be overlooked.
If any upper ability students refused to do the task, they can share their written concerns at the end.
Higher ability pupils may well refuse to do this task – and this would be brilliant – they should write a piece explaining why it is not possible to categorise the signs of abuse (this is what we really want to point out by the end of the lesson – it is all concerning).
Students will look at some of the signs of abuse on the bookmarks and either not understand what they mean – or see them as something that isn't really concerning.
Unless these ideas are uncovered they cannot be challenged.
Some pupils may know this already – and they should be the ones to teach this to other pupils (not an adult).
Underlying Concept
Some signs of abuse are commonly overlooked or not viewed as being of concern.
Anything that is listed as being of least concern can then be challenged by a teacher and the class discussion can be developed to show why those things are concerning, when some teenagers do not view them this way.
The discussion should lead to a conclusion that all signs of abuse are concerning and should never be overlooked.
Resources that need creating:
A sheet with 7 levels of concern allowing pupils to choose 2 signs which they think are most concerning and categorise them into 7 levels. The bottom level should not be labelled at all (as we do not want to mislead them). Simply label the top level ‘the most concerning thing for us is…’
Pupils will need to re- use some of the slips from task 1 in order to do this (the ‘loves me not’ criteria).
Task 4: Why is this campaign being done? Why should this matter to me?
Task
Differentiation
Rationale
Resources that need creating: Find/use some statistics about DV in Britain. Create a PowerPoint to use these. They need to be a mix of
- Male and female violence.
- Crime statistics.
- Teenage relationship statistics.
- Adult relationship statistics
One way of using these effectively is through a 'thumbs up' or 'thumbs down' activity. This is where a fake statistic appears on power point and pupils put their thumbs up if they think the real statistic is higher or thumbs down if they think the real statistic is lower. This will allow teachers to draw out and challenge stereotypes.
Another way of doing this would be to pose a question such as 'what percentage of reported DV sees the male as a victim' and ask pupils to write their answer on miniwhite boards (most
By knowledge from teacher. Some pupils will be happy to offer answers and opinions. Others may not.
As long as opinions are expressed via thumbs or whiteboards this is fine. Pupils should only have to justify their opinions if they wish to – we are getting into a very sensitive topic now. Some pupils may be questioning relationships around them and may start to feel uneasy.
Pupils need to understand that DV can happen to anyone regardless of age or gender.
They need to understand how wide spread this is. This will allow them to see that nobody is alone.
They will also start to see the significance and importance of the campaign and the lesson.
Underlying Concept
Stereotyping often means that DV is seen as something inflicted by men against women. This has to be challenged.
Task 4: Where can I go? Are the campaigns effective? (plenary discussion).
| Task | Differentiation | Rationale |
|---|---|---|
| Introduce students to common campaign posters. Who do they put in the position of being the abuser? Is this fair? Lead a discussion to challenge this. Introduce and discuss Clare’s Law. Given the nature of this lesson, why is this important? Provide information about your campaign and why you are doing it. Extension tasks: You may like to ask pupils to produce their own posters or leaflets next lesson or for homework as a written reflection of this. | In terms of literacy, a leaflet generally requires more work than a poster. Resources that need creating: You might like to make a frame for the leaflet which dictates the headings for what needs to be included (if you do this, it would not be classed as a plenary – it would be ‘further development of the lesson’ or something down these lines). | Show hope – abuse will not be tolerated. Some pupils may want to take action and make posters or leaflets aimed at offering advice to others from their perspective. | | <urn:uuid:733d1319-c8cc-44ac-b400-663664f955d3> | CC-MAIN-2019-09 | https://sigbi.org/poole/files/2015/11/Lesson-plan-for-bookmarks.pdf | 2019-02-19T14:38:50Z | crawl-data/CC-MAIN-2019-09/segments/1550247490225.49/warc/CC-MAIN-20190219142524-20190219164524-00541.warc.gz | 688,037,174 | 1,547 | eng_Latn | eng_Latn | 0.998679 | eng_Latn | 0.999439 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2302,
4248,
4679,
6351,
7455
] | [
4.40625
] | 1 | 0 |
Dear Parent/Carer
Year 9 PSHCRE Day – Friday 9 November 2018
All Year 9 students will be taking part in a PSHCRE Day entitled 'Health, Wellbeing and Safety' on Friday 9 November 2018. This forms part of the Personal Social Health Careers and Religious Education (PSHCRE) statutory requirements.
Every Year 9 Student will be off timetable for the day and will have the opportunity to participate in sessions run by guest speakers on how to stay healthy, well and safe in today's society. Sessions will be conducted by a variety of people/organisations and are organised as one-hour interactive workshops. The following sessions have been arranged:
- No Limits, Southampton – 'No Limits' are a charity which offer free and confidential information, advice, counselling and support for young people who live in Hampshire. In their session they will be talking about managing mental health and the support available.
- Hampshire Constabulary – The Police will be talking to students about staying safe while out and about and also what to do in the case of an emergency.
- Living Streets – Living Streets is an organisation that focuses on getting people on their feet and walking! They promote the fact that walking has a positive effect not just on physical health but also on mental wellbeing.
- Coastguards – The coastguards will talk about their work at Calshot Tower. The students will learn about water safety.
- Yoga and Mindfulness – In this session students will develop their mindfulness skills, learning how to prioritise their thinking and manage anxiety. As well as this, they will be taught some basic yoga moves which they can use in the future, not just for exercise but also to improve their mental health.
- ELSA Team – Led by The Hamble School ELSA team, the students will take part in a session focusing on managing worries and improving mental health. During this session the students will learn about linking physical health to mental health, practice mindfulness in order to simplify thoughts to one physical sense, and learn some strategies to manage worries and stresses.
- The Rotary Club - The Rotary Club will talk about how they get involved with community projects that address a variety of safety and wellbeing issues. Project examples include violence, drug abuse, health, hunger, the environment, and illiteracy.
November 2018
In the afternoon all students will be attending a talk entitled "My Mental Health Journey to The South Pole" by John Dennis. John is the founder and driving force behind dare2express. John talks about his own experiences and gives an insight into coping with mental health issues. He will discuss his expedition to the South Pole and how this helped shape his future and repair his past.
Your son/daughter will be required to wear full school uniform, and all daily arrangements, such as the beginning and end of the school day will remain unchanged. Your child will be required to bring basic equipment with them e.g. pen, pencil, ruler and planner. They do not need to bring any exercise books.
Students will be given a booklet, which they will be encouraged to use for reflection and take home to discuss with parents/carers. A member of The Hamble School teaching staff will also be with them for each session if they have any questions or concerns.
If you have any questions about the PSHCRE Day, please do not hesitate to contact me at the school.
Yours faithfully
Miss S Niblock
PSHCRE Co-odinator
If, at any time, you should require special arrangements to be made when visiting the school and/or in order to participate fully in supporting your child at school (e.g. an accessible venue for meetings, if you are a wheelchair user, assistance with translation of documents or enlarged copies of communications etc.), please do not hesitate to let us know. | <urn:uuid:5b471e5d-408b-482d-91df-1ba85049ac2c> | CC-MAIN-2019-09 | http://www.thehambleschool.co.uk/download/Letters-to-Parents/Year-9-PSHCRE-Day-Nov-18.pdf | 2019-02-19T15:57:26Z | crawl-data/CC-MAIN-2019-09/segments/1550247490225.49/warc/CC-MAIN-20190219142524-20190219164524-00542.warc.gz | 426,657,457 | 783 | eng_Latn | eng_Latn | 0.998551 | eng_Latn | 0.998797 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2366,
3842
] | [
2
] | 1 | 0 |
Teaching English punctuation
Teaching English Punctuation
Sue McIntosh
Some of you can identify with the interesting challenge of teaching the intricacies of the English language to a large class of varying home languages. Teaching some of these language concepts piecemeal, as presented in the textbooks, provides our learners with one or two concepts out of a broad area of grammatical skills, which they find difficult to implement in their writing. The new textbooks are no better than the previous ones in this regard. Here we are, looking for help with the basic writing skills.
Because of this, I have developed a series of PowerPoint presentations for use in a classroom with learners speaking up to 10 different home languages (none of them English) or for a largely English-speaking private school classroom or for the small group at tertiary level. They are specifically geared to teaching language in holistic sections. By this I mean explaining all the rules systematically and applying them to the writing of English; not merely the answering of language questions which are found in the final section of Paper 1: USING LANGUAGE CORRECTLY. The presentations make use of visual stimuli, video clips, creative tasks and games.
One of the presentations which would be useful to teachers of grades 10 to 12 is focused on punctuation. [Click on the link at the end to download the PP presentation.] A major challenge for learners who normally use SMS and BBM language is learning to punctuate their writing correctly. It is possible to teach punctuation in the classroom using short, rule-based slides, followed by a writing activity or a game to facilitate active learning. Where there is no data projector available, a hard copy of six slides per page may be printed and the learner may be encouraged to take notes and answer exercises on the page. Learners with laptops in the classroom can use a soft copy of the PowerPoint on which they can make notes and complete the exercises.
It is recommended that this grammar presentation be used at Grade 10 level, in Term 1. Teaching this at the beginning of the year provides a basis for correcting errors and enables revision at later points during the year. This presentation has also been used successfully at tertiary level for language support in small groups.
Once you have perused the presentation, you may wish to adapt it to make it more applicable to your learners. While learners are completing the exercises, move around and assist them. Many learners have never written a sentence with a colon or semi-colon, and they find Exercises 2 and 3 particularly difficult.
CLICK BELOW FOR POWERPOINT PRESENTATION.
Punctuation
Sue McIntosh has been teaching and lecturing English for 28 years at high schools, tertiary colleges and universities. She was educated at the University of KwaZulu Natal, Durban (BA (Hons), HDE, Masters in South
African Literature. She is currently the English Subject Head at Bloubergrant Secondary School on the Western
Seaboard of Cape Town. Last year she set the North Metropole Preparatory Exam Paper 1 for Grade 12 in
September. She is also a marker for Paper 2 Grade 12 Final Examinations. | <urn:uuid:d64200a8-67a4-44b9-ae76-bd77c1940642> | CC-MAIN-2019-09 | http://teachenglishtoday.org/index.php/2012/11/teaching-english-punctuation/?print=pdf | 2019-02-19T14:43:23Z | crawl-data/CC-MAIN-2019-09/segments/1550247490225.49/warc/CC-MAIN-20190219142524-20190219164524-00543.warc.gz | 272,202,252 | 699 | eng_Latn | eng_Latn | 0.992279 | eng_Latn | 0.998077 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2031,
2737,
3255
] | [
2.25
] | 1 | 2 |
Stephen Fine, Ph.D. Canadian Camping Association Research Chair
Emotional Intelligence and Summer Camp
In 2012, the University of Waterloo concluded a sixyear study (Canadian Summer Camp Research Project - CSCRP) to discover how camps an increase in the development of their EI. (Glover et al., 2011)
across Canada contribute to youth development. The study identified five areas of positive growth: 1) attitudes toward physical activity, 2) emotional intelligence, 3) social integration and citizenship, 4) personal development and self-confidence, and 5) environmental awareness. This paper focuses on summer camp as a social learning setting that promotes the development of emotional intelligence quotient or EI.
What exactly is emotional intelligence and how does camp instill this characteristic in young people? Psychologists have identified EI as composed of a variety of competencies and skills that can lead to positive outcomes in the home, school, workplace, and the community.
The intelligence quotient or IQ score has long been used as a predictor of scholastic achievement, special needs, performance levels, and earning capacity. Although one's IQ is still held by psychologists as a benchmark for potential success, IQ must also be integrated within the capacity of one's emotional intelligence quotient — and unlike one's IQ levels — EI competencies can be learned and built upon through life experience.
Research Says
Emotional intelligence is defined as a "type of social intelligence that involves the ability to monitor one's own and others' emotions, to discriminate among them, and to use the information to guide one's thinking and actions." (Mayer & Salovey, 1997).
- Within the Canadian Summer Camp Research Project the highest rate of positive growth was found in the area of emotional intelligence. Sixty-nine percent of all campers in this national study experienced
- EI development (for both campers and camp staff) and the potential for long-term benefits could lead to a broader acknowledgment of the positive impact of organized camping on society. (Jacobs, 2004)
- EI demonstrates which human abilities will make for potential excellence in the workplace, especially in the area of leadership. (Goleman,1995)
- Noncognitive intelligence, measured by EI, may help to predict success as it reflects how one applies knowledge to an immediate situation, cope with daily situations, and get along in the world. (BarOn, 1997)
How Camp Builds Emotional Intelligence
Camp is acknowledged as a safe setting where children can openly express themselves while also learning how to cope with others in various social situations. Socialization is a fundamental process that leads to a personal concept of self within the broader context of society. In a cabin or bunk house setting, there is a recognized mutual benefit in taking a cooperative approach to dealing with the necessities of day to day routines. Camp provides real life situations where kids can understand the immediate benefits of teamwork, sharing responsibility, compromise, and resolution within a community of their peers. Kids need this type of interaction in order to develop social skill sets that will allow them to be successful and productive members of society. The combination of independence and inter-dependence within the supportive environment at camp help children develop their emotional intelligence.
Apart from opportunities presented by the inherent social environment of camp life, particular strategies used at camp can lead to higher levels of emotional intelligence. Ideal learning environments are ones that provide optimal challenges and emotional stimulation within a
context of both independence and interdependence. This ideal environment is precisely the learning environment that a summer camp provides. At camp, children are motivated by fun, comradeship, interesting situations, and dynamic activities. Additionally, camps often provide coaching and peer mentoring in the areas of antibullying, problem-solving, inclusion, global citizenship, and environmental awareness.
Camps are dedicated to creating emotionally intelligent young people. Youth with camp experience are better able to regulate their emotional states, sooth themselves when they are upset, focus their attention, relate well to others, have better friendships, and quite possibly do better in academic performance.
Parent perceptions explored as a part of the CSCRP (Glover et al. 2013) indicated that positive changes in attitudes and behavior continued or were maintained after camp. This finding aligns with previous Canadian summer camp research that found that learning transferability to daily life contexts can be traced back to the experiences that took place at camp. (Fine, 2005)
Bottom Line
The overarching message is that lifetime habits are generally formed during our youth, and a summer camp experience has much to offer in the successful development of well-rounded, productive, thoughtful, and compassionate adults. A summer camp experience can lead the way toward significant improvements to a child's cognitive function, socialization, self-confidence, and emotional well-being.
Resources
Bar‐On R., (1997). The Bar‐ On Emotional Quotient Inventory (EQ‐ i): a test of emotional intelligence. Toronto (Canada): Multi‐Health Systems.
Fine, S.M., (2005). Contextual Learning within the Residential Outdoor Experience: A Case Study of an Ontario Sumer Camp Community, PhD dissertation, University of Toronto. Available: http://citeseerx.ist.psu.edu/viewdoc/download ?doi=10.1.1.95.2785&rep=rep1&type=pdf
Glover et al., (2011). Canadian Summer Camp Research Project, Waterloo University, Available: ccamping.org/wpcontent/uploads/2012/11/CS CRP-Report-reduced.pdf
Glover et al., (2013). Parent Perception of Changes in Children after Returning Home from Camp. Available: ccamping.org/wpcontent/uploads/2013/07/CSCRP-Phase-3-FinalReport.pdf
Goleman D., (1995). Emotional Intelligence. New York: Bantam Books.
Jacobs Jeff, (2004). An Analysis of the Effects of Summer Camp Employment on Emotional Intelligence, Camp Research Symposium, American Camping Association National Conference, San Francisco, CA. Available : www.acacamps.org/sites/default/files/images/r esearch/CRS_handouts_2004.pdf
Mayer JD, Salovey P. (1997). What is emotional intelligence: In: Salovey P, Sluyter DJ, editors. Emotional development and emotional intelligence: educational implications. New York: Basic Books. p. 3–34.
Recommended citation:
Fine, S. (2016). Emotional Intelligence and Summer Camps. ACA Briefing Papers Series. Retrieved from www.ACAcamps.org/volunteers/care/carebriefings. | <urn:uuid:441a0de3-ac11-4d89-aadf-2ac1e9e5a6ba> | CC-MAIN-2019-09 | http://www.ccamping.org/wp-content/uploads/2016/10/Briefing-Emotional-Intelligence-Canadian.pdf | 2019-02-19T15:26:23Z | crawl-data/CC-MAIN-2019-09/segments/1550247490225.49/warc/CC-MAIN-20190219142524-20190219164524-00545.warc.gz | 308,632,858 | 1,338 | eng_Latn | eng_Latn | 0.99114 | eng_Latn | 0.995264 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3695,
6692
] | [
2.1875
] | 2 | 3 |
2019: the International Year of the Periodic Table of Chemical Elements
N. Tarasova 31-01-2018 http://www.primapagina.sif.it/article/712
On December 20th, 2017, the United Nations General Assembly during its 74th Plenary Meeting, at the 72nd Session proclaimed 2019 as the International Year of the Periodic Table of Chemical Elements (IYPT 2019).
In proclaiming an International Year focusing on the Periodic Table of Chemical Elements and its applications, the United Nations has recognized the importance of raising global awareness of how chemistry promotes sustainable development and provides solutions to global challenges in energy, education, agriculture and health. Indeed, the resolution was adopted as part of a more general Agenda item on Science and Technology for Development. This International Year will bring together many different stakeholders including UNESCO, scientific societies and unions, educational and research institutions, technology platforms, non-profit organizations and private sector partners to promote and celebrate the significance of the Periodic Table of Elements and its applications to society during 2019. The initiative of the IYPT was supported by the International Union of Pure and Applied Chemistry (IUPAC), the International Union of Pure and Applied Physics (IUPAP), the European Association for Chemical and Molecular Sciences (EuCheMS), the International Astronomical Union (IAU), the International Union of History and Philosophy of Science and Technology (IUHPS), and by more than 80 IUPAC National Adhering Organizations, academies of sciences, chemical societies, research institutions.
The International Year of the Periodic Table of Chemical Elements in 2019 will commemorate a remarkable series of important milestones in the history of the periodic table of chemical elements dating back 2800, 350, 230, 190, 150, and 80 years. Indeed, around 800 BC, an Arab alchemist named Jabir ibn Hayyan first isolated the chemical elements arsenic and antimony. In 1669, phosphorus was the first element to be chemically discovered by Hennig Brandt (German). In 1789, Antoine Lavoisier (French) published a list of 33 chemical elements grouped into gases, metals, nonmetals, and earths. In 1829, Johann Wolfgang Dobereiner (German) observed that many of the elements when grouped in three (triads) based on their chemical properties and arranged by atomic weight, the second member of each triad was roughly the average of the first and the third (Law of Triads). In 1869, Dmitri Mendeleev (Russian) developed the modern periodic table as it is known today. In 1939, a French woman scientist, Marguerite Perey, discovered the francium based on filling gaps in Mendeleev's periodic table. It is also believed that lead smelting began at least 9,000 years ago in Africa, and the oldest known artifact of lead is a statuette found at the temple of
1/3
Osiris on the site of Abydos (Egypt) dated circa 3800 BC.
The International Year of the Periodic Table of Chemical Elements will give a greater resonance to the celebration of the International Day of Women and Girls in Science on 11 February 2019, by highlighting women role models who substantially contributed significantly to the discovery of elements of the Periodic Table. The examples of Marie Curie, who was awarded Nobel Prizes in 1903 and 1911 for the discovery of radium (Ra) and polonium (Po), Berta Karlik for the discovery of astatine (At), Lise Meitner, who identified an isotope of protactinium (Pa), Ida Noddack for the discovery of rhenium (Re), and Marguerite Perey, who discovered the francium (Fr), will be celebrated in line with the gender equality priority of UNESCO in view of the advancement of the 2030 Agenda for Sustainable Development.
The Periodic Table of Elements truly is the province of all humankind. All the leading countries of the world have made their invaluable contribution, completing the Тable with new elements, studying and specifying the properties of the discovered ones. Тoday, for the first time in its entire history, the Тable looks most сomplete: all the elements of its 7 periods are disсovered and have aсquired their final names.
The Periodic Table is strongly linked to IUPAC's mission. The chemical elements are crucial for humankind and our planet, and for industry. At the same time, it is important that whilst they are used to give added value and products necessary for our civilization, this is done in a sustainable way. In particular, awareness is needed of the sustainability of the use of scarcer elements, which are often either diluted in the earth's crust or only available in very specific locations. An International Year of the Periodic Table of Chemical Elements would give an opportunity to draw the attention of children through to senior adults to these aspects that are important for the future of our planet, whilst also celebrating the genesis and development of the periodic table over the last 150 years. Other activities will also be organized making full use of the extensive network of IUPAC members.
The events of the IYPT will enhance the understanding and appreciation of Periodic Law and chemistry in general among the public; promote the role of chemistry in contributing to solutions to many global problems, such as climate change and the preservation of natural resources; promote awareness of the interdisciplinary nature of twenty-first century science, and emphasize how interactions between different thematic areas of the basic sciences will be increasingly needed in future research and education, and in the achievement of the 2030 Agenda for sustainable development; enhance international cooperation by coordinating activities between learned societies, educational establishments and industry, focusing specifically on new partnerships and initiatives in the developing world; establish durable partnerships to ensure that these activities, goals and achievements continue in the future beyond the International Year of Periodic Table of Chemical Elements.
The preliminary programme includes the following events and it is intended that many others will be added across the globe as 2019 approaches:
– The opening ceremony for the International Year of the Periodic Table of Chemical Elements is planned for January 2019
– Special Symposium during IUPAC 2019, Paris: The Periodic Table at 150
– 51st International Chemistry Olympiad, July 2019
– Mendeleev International Chemistry Olympiad, April 2019
– EuCheMs Inorganic Chemistry Conference EICC-5, June 2019
– Celebration of the 150th anniversary of Mendeleev Table of Chemical Elements
2/3
during the 47th World Chemistry Congress, Paris, July 2019
– The jubilee Mendeleev Congress on General and Applied Chemistry related to the
International Year of the Periodic Table, St. Petersburg, September 2019.
Lear More About: 1, 2
3/3 | <urn:uuid:3f764f5c-4c48-4d9d-b17c-96e8266fbeaf> | CC-MAIN-2019-09 | https://www.primapagina.sif.it/pdfs/out.712.pdf | 2019-02-19T16:09:58Z | crawl-data/CC-MAIN-2019-09/segments/1550247490225.49/warc/CC-MAIN-20190219142524-20190219164524-00544.warc.gz | 930,325,827 | 1,454 | eng_Latn | eng_Latn | 0.927217 | eng_Latn | 0.987749 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2906,
6661,
6906
] | [
2.65625
] | 1 | 0 |
What to do about....
Subsurface Drainage Around Your Home
In many parts of Marion County homeowners suffer with wet crawl spaces, basements and with water that stands in the yard for weeks on end. In flat topography where surface drainage is poor and soils percolate slowly, subsurface drainage by drainage tile is often a good solution for alleviating these problems.
What is drainage tile? Modern drainage tile is most often corrugated plastic tubing with slots or perforations cut into it to allow groundwater to enter. When the perched groundwater table is high and the soil is saturated with water, the tile provides a void that the water will be drawn into. Optimally, install tile 3 feet deep so that the water will be drawn from a greater distance than if the tile is placed shallower. In many soils tile at a depth of 3 feet will drain 40 feet to each side (or 80 feet across). In this way, a large area can be drained by placing parallel tile lines every 80 feet. This is how farm fields were drained years ago when settlers first began farming in our predominately swampy county.
How can drainage tile be used in urban areas? Drainage tiles can be found throughout the county. We have more miles of tile than we do roads! Tile is used along roadways to lower the groundwater table and keep the road surface from cracking from shrink-swell and freeze-thaw action of the soil. In neighborhoods and around homes tile can be used to dry out swampy lawns and wet crawlspaces or take water away from around basements to a proper outlet.
In new subdivisions tile is required along drainage swales which have less than 1 percent grade. These are used in combination with storm sewers to take surface and subsurface water to retention ponds and eventually out to a ditch or stream. Those living in older subdivisions may need to coordinate with neighbors in order to improve drainage in their neighborhoods.
Areas which pond water for long periods of time may become mosquito breeding areas and are difficult to maintain. Surface drainage swales are recommended for these areas, but if the area has less than 1 percent gradient you may need to use drainage tile along the side of the swale to help drain the area. Another option is to plant the swale to native hydrophilic vegetation and create a bioswale. These plants love wet feet, will filter pollutants and sediment, and will provide an aesthetically pleasing alternative to grass which you will not need to mow. You can find more information on rain gardens by looking at the rain garden & bioswale pages on our website (www.marionswcd.org).
(over)
(Subsurface Drainage Page 2)
Many of the soil types in Marion County have seasonal high groundwater tables which cause water to stand in crawl spaces and sometimes even in heating ducts of homes. This is a very unhealthy condition for the occupants as mold and mildew grow, and it damages the integrity of the structure as the moisture causes decay. If areas of your home which are usually closed up, such as a closet, smell musty you may have a drainage problem which should be addressed.
Subsurface drainage tile can be used to improve the drainage of a crawl space. We recommend tiling around the outside perimeter of the home at a depth below the footer and as close to the foundation as possible. The water should be taken by gravity (with at least a 0.2 percent grade) to a proper outlet such as a ditch, stream, or storm sewer.
Basement drainage problems can be handled similarly but finding a gravity outlet may be difficult or impossible. For basements, the perimeter tile is again placed below the footer, a vapor barrier is installed along the foundation side of the trench and the trench is backfilled with clean #8 stone or equivalent to within one foot of the surface. Use topsoil for the final foot so that grass can be established. At the outlet end, use Schedule 40 PVC for the last 10 feet and install an animal guard. If a gravity outlet is not available, an outside sump pump can be installed to pump the water to the outlet. Unfortunately, a sump pump will add expense and maintenance issues to the project.
If your only possible outlet is a storm sewer, you may be able to obtain a permit from the Indianapolis Department of Business & Neighborhood Services (BNS) to connect to the storm sewer. You will need a drainage plan showing all existing and proposed elevations of your project when you apply. You may not drain surface or subsurface water into a sanitary sewer. Be sure to contact BNS before starting any drainage improvement project to check on permit requirements. The Soil & Water Conservation District can often give technical assistance for small drainage projects. Call them at 317-786-1776 or visit their web site at www.marionswcd.org for more information. The office is located at 1200 Madison Ave. Suite 200, Indianapolis, IN 46225. | <urn:uuid:80a6de82-35e4-497d-b1fa-21c38830b89e> | CC-MAIN-2019-09 | http://marionswcd.org/wp-content/uploads/Fact-Sheet-subsurface-drainage-w-shell-2018.pdf | 2019-02-19T15:34:29Z | crawl-data/CC-MAIN-2019-09/segments/1550247490225.49/warc/CC-MAIN-20190219142524-20190219164524-00547.warc.gz | 170,141,528 | 1,013 | eng_Latn | eng_Latn | 0.998739 | eng_Latn | 0.998826 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2614,
4894
] | [
2.53125
] | 2 | 2 |
Indians in Arkansas: The Cherokee
Hester A. Davis (Arkansas Archeological Survey)
The original homeland of the Cherokee Indians was western North and South Carolina, north ern Georgia, and northeastern Tennessee. By the late 1700s, so many Europeans were living in those areas that some Indians began moving west. By 1800 there may have been as many as 1000 Cherokees living along the St. Francis River in southeast Missouri and northeast Arkansas, and only a few years later there were more than 1000 living along the Illinois Bayou and the Arkansas River near what are now Russellville and Dardanelle.
ing ground. Osage hunters were constantly attacking Cherokee farmsteads. The Cherokees would fight back and complained to the government that they were not protected. In 1817 the government established an of ficial reservation for the Cherokee in Arkansas, where they were supposed to be able to live without threat
Although they did not like contact with Euro peans, they had accepted many European goods, like iron kettles for cooking and guns. They built log cab ins much like their white neighbors. They farmed and hunted, and traded with other Indians in the area. In 1805, a government trading post was established at Spadra to provide goods to the Cherokees, and in re turn the Cherokees sold skins and bear oil (used for food and lamps) to the trader.
The Osage Indians, who lived in southwest Mis souri, used most of northern Arkansas for a hunt
from the Osage. Fort Smith was also established as a mili tary post so that soldiers could stop the Cherokee and Osage from attacking each other. By this time there may have been as many as 3000 Cherokees in Arkansas, a few of whom lived along the Buffalo River and its tributaries, while most lived along the Arkansas River.
This mission was to provide reli
In 1820 a minister arrived and established Dwight Mission about five miles north of the Ar kansas River on Illinois Bayou.
gious services for the Indians, and a school for Chero kee children. By 1824 the mission had a large dormi tory building where upwards of 70 to 80 children lived during the week, a dining hall, several log cabins used as houses by the teachers and missionaries, a mill for grinding flour, a saw mill, a smokehouse for preserv ing meat, and a carpentry shop. In all, there may have been as many as 30 buildings. A cemetery for this community was established on a hill nearby. The land where all the Dwight Mission buildings were is now under the waters of Lake Dardanelle, but the cemetery is still on the hill nearby.
Chief Toluntuskee was the first Chief and it was he who invited the missionaries to come to the area. When he died, his brother John Jolly became Chief. Although the "community" of Cherokee farmsteads was spread over many miles along the River and up Piney Creek and Illinois Bayou, people would come together for various festivals, particularly one in the summer called the Green Corn Ceremony. There
A sketch of Dwight Mssion made in 1824.
The Cherokee in Arkansas had several promi nent Chiefs over the years. One was called "The Bowl." He and several families settled south of Dardanelle on Dutch Creek, but they did not stay there long. By 1819 they had moved south to a prairie near the Red River in present-day Miller County, and after a year there, they moved on to Texas.
would be ceremonies and dances, and stickball games played by the men and boys. Stickball is a game played by two teams. Each person holds a stick with a lit tle net at the end, and there is a small ball that each team must get to the opposite end of the field with out touching the ball with their hands. It can be a very rough game! It originated among Indian tribes in the southeastern United States and is still played today by the Cherokee.
Ten years later, in 1838, thousands of Chero kees from the East were moved to Indian Territory by the U.S. Army. This removal is known as "The Trail of Tears" because so many Indians lost their lives on that long walk in the winter of 1838–39. Some of
By 1828 the white settlers were again pressur ing the Indians to move farther west. The Territory of Arkansas had been established, and more people wanted the land where the Cherokees were living. All the people at Dwight Mission moved 150 miles west into Indian Territory (Oklahoma) in 1829, and most of the Cherokees followed. The reservation was dis solved and the area of the Ozarks was open for white settlement.
these groups came up the Arkansas River, or overland through southern Missouri and northwest Arkansas, before ending up near Tahlequah, where the head quarters of the Cherokee Tribe is today.
Although most Cherokees moved west with their friends and relatives by 1840, there are still many peo
For Further Reading
Ingenthron, Elmo
1970 The Western Cherokees. In Indians of the Ozarks Plateau, Chapter 7. The School of the Ozarks Press, Point Lookout, Missouri.
Washburn, Cephas
1869 Reminiscences of the Indians. Reprinted by Hugh Park, 1955. The Press Argus, Van Buren, Arkansas.
Sabo, George III
2001 Paths of Our Children: Historic Indians of Arkansas. Revised edition. Popular Series No. 3. Arkansas Archeo logical Survey, Fayetteville.
ple in Arkansas today of Cherokee descent. There are now about 150,000 Cherokees living in Oklahoma. There are also over 3000 Cherokees still living in west ern North Carolina, descendants of those who hid in the mountains when the soldiers came to lead them to Indian Territory. | <urn:uuid:3aa2e2dd-6391-4c3a-9cfc-072c6ebf97d8> | CC-MAIN-2019-09 | http://archeology.uark.edu/wp-content/uploads/2015/06/Cherokee-Indians-in-Arkansas.pdf | 2019-02-19T15:53:19Z | crawl-data/CC-MAIN-2019-09/segments/1550247490225.49/warc/CC-MAIN-20190219142524-20190219164524-00547.warc.gz | 21,738,794 | 1,267 | eng_Latn | eng_Latn | 0.994906 | eng_Latn | 0.998897 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1470,
4490,
5526
] | [
3.390625
] | 2 | 2 |
May 18 2003 Joshua 2 The Spies and Rahab the Harlot and her faith. DE 约 书亚记第2 章 两个探子与妓女喇合 喇合的信心
我们今天所要阅读的圣经经文是约书亚记第2 章，这章经文告诉我们一个名叫喇 合的女人所具有的非凡的信心。在我们阅读这一章经文的时候，我们能够以她为 信心的榜样并从中学到很多。 The reading for today is Joshua 2 which tells of the remarkable faith of Rahab. Having read the chapter let us now look at the lessons we can learn from her remarkable example of Faith.
38 年以前，以色列人在进入迦南地以前曾经派遣12 个探子进入该地，其中10 人带着伤感的经历回来了，因为他们看到当地的居民都是巨人，是他们无法战胜 的。这些没有信心的探子说："我们不能上去攻击那民，因为他们比我们强壮。" （民数记13：31）。尽管其中两个有信心的人——约书亚和迦勒说耶和华必将 迦南赐给以色列人，但是以色列人却不相信他们的话。因为以色列人缺乏信心， 所以 神说，以色列人要在旷野徘徊40 年，直等到所有的缺乏信心的那一代人都 死去。 38 years earlier the Children of Israel had sent 12 spies into Canaan to search out the land before they would enter it. Ten of these spies returned with the sad story that there were giants in the land and they would not be able to overthrow the people there. These faithfess spies said "We be not able to go up against the people; for they are stronger than we". Numbers 13:31. Although the two faithful spies, Joshua and Caleb, had said that God would deliver the land into their hand the people believed the words of the faithless spies. It was because of their lack of faith God said that Israel would wander in the wilderness for 40 years until all the faithless generation had died.
40 年的旷野徘徊终于结束，两个有信心的探子之一的约书亚将领导人们进入耶 和华所应许给他们的土地。以色列人在约旦河东岸安营，跨过约旦河就是耶利哥 城，它将是以色列人进入这片土地后所要征服的第一个城。约书亚派出两个探子 秘密地跨过约旦河，去侦查那个城市。俩人很快就照约书亚所吩咐的过了河进了 城，他们到达喇合的房子那里。喇合是一个年轻的女人，但是她是一个妓女。有 可能两个探子并不知道喇合是个什么样的人，但是喇合却认出那两个探子是从以 色列人。她同样也意识到他们可能马上要被别的人认出，并且被俘虏。因此她领 二人上了房顶，将他们藏在那里所摆的麻秸中。 The 40 years wandering now have ended and Joshua, one of the two faithful spies, was to lead the people into the Land Yahweh had promised them. Israel was camped on the east bank of Jordan. Across the river was the city of Jericho. It was the first city Israel would have to overcome when they entered the land. Joshua sent out two spies secretly to cross the Jordan River and spy out the city. These two spies did as Joshua asked and were soon across the river and had entered the city. The place they came to was the house of Rahab. She was a young woman of Jericho but she was a harlot. It may be that these men did not realise what kind of woman she was but Rahab had recognised these two spies as men from Israel. She also realised that they would soon be recognised and captured and so she hid them on the roof of her house under the flax that was drying there.
不仅喇合认出那两个人是探子，城里的其他人也认出了他们并且过来搜寻他 们。让人感到奇怪的是，两个探子是秘密地进城，但是却那么快地被认出来了。 显然他们的侦探工作做的不是很好。 Not only had Rahab recognised these spies but others had also and soon a search was conducted for them. It is rather amazing that these men, who thought they had entered the city secretly as spies, were immediately recognised as they entered the city. They obviously were not very good spies.
Rahab's Conversation with the Spies Joshua 2: 8-13 喇合与探子之间的对 话（约书亚记2: 8-13）
尽管喇合是一个妓女，但是她非常严肃地看待她所听到的有关 神的选民以 色列人的消息。她对两个探子所说的话表明她对以色列的 神所怀有的极大的信 心。让我们来思考她的话语：
Although Rahab worked as a prostitute she thought very seriously about the news she had heard about the God of Israel. The words she said to the spies show that she had developed a wonderful faith in their God. Let us consider her words.
1. 首先，她知道耶和华已经将迦南地给与以色列人。她的谈话当中实际上说出 了以色列的 神的名字是耶和华。可以想象当两个探子听到这些话时是多么的惊 奇。（第9 节） 1. First she said that she knew Yahweh had given the land of Canaan to Israel. She actually used the name of the God of Israel, Yahweh, when she spoke to them. This would have been a startling thing to the spies to hear. V9
2．她告诉他们，迦南地的一切居民都害怕以色列人，因为他们知道以色列的神 与以色列人同在（第9 节） 2. She told them how all the people of the land of Canaan were terrified of the nation of Israel, as they knew that their God was with them. V9
3．她说她们曾经听说在以色列人出埃及的时候， 神怎样使红海的水干了。尽管 这件事情发生在40 年以前，很可能她还没有出生，但是她相信。很显然喇合意 识到 神能够对约旦河做同样的事情。 神能够使约旦河的水停止，让以色列人 走过干地。（第10 节）。在我们阅读约书亚记第1 章会发现，事实上，这正是 神所做的。 3. She said that they had heard what God did in the opening of the Red Sea when the children of Israel left Egypt. That had happened 40 years earlier yet she believed it had happened even though she possibly had not even been born then. Obviously Rahab realised that God could do the same to the Jordan River. He could stop the water and let Israel pass over on the dry land. V 10. This is exactly what God did, as we will read in Joshua 3.
4．她还留意到以色列人在对付约旦河东的两个亚摩利王西宏和噩，将他们毁灭 的时候，耶和华是怎样与以色列人同在的。 4. She had head how that Yahweh had been with Israel when they destroyed utterly the two mighty kings on the other side of the Jordan, Sihon and Og. V10
5．她告诉两个探子当地的人们一听见这些事，因害怕以色列人的缘故，没有人 有勇气。（11 节）。这对于两个探子来说是好消息，因为他们曾经被告知"只 要刚强壮胆。"约书亚记1：18 5. She tells them that the people were so frightened that they had no more courage. V11. This would have been good news to the spies as they had been told to "be strong and of good courage". Joshua 1:18.
6．喇合最后的陈述很了不起，尤其是当我们意识到她来自于一个崇拜偶像的国 家，这样的国家还允许她过着这种不道德的生活的时候。她说："耶和华你们的 神本是上天下地的神。"（11 节）这些话一定会使两个探子感动，因为他们听 到一位年轻妇女说并且明白耶和华是唯一的 神，他的道路是人们要跟从的唯一 的道路。 6. The final statement of Rahab is so wonderful when we realise that she came from a nation that had worshiped idols and which had allowed her to live the immoral life she had been living. She said, "Yahweh your God, He is God in heaven above and in earth beneath". V11. This must have moved the two spies to hear this young woman acknowledge that the God of Israel was the only God and His ways were the only ways to follow. 毫 无疑问喇合已经对耶和华——以色列的 神有了深刻的信仰。她想跟从以色列的 神，成为 神的选民的一分子。让我们看第12 节她对探子们说的话： There is no doubt that Rahab had developed a remarkable faith in Yahweh, Israel's God. She wanted to follow Him and be part of his people. Look at what she then said to the spies in Verse 12.
"求你们指着耶和华向我起誓，"她信耶和华，她要求那两个以色列人指着耶和 华向她起誓。她提醒他们耶和华想要他的追随者所做的事情——善待他人。这种 仁慈正是耶和华所具有的特性。"仁慈"和在出埃及记34：6，7 中所出现的"怜 悯"和"恩典"是同一个希伯来词汇，都是用来表明耶和华所显现的品德的。 "耶和华，耶和华，是有怜悯有恩典的神，不轻易发怒，并有丰盛的慈爱和诚实。 为千万人存留慈爱，赦免罪孽，过犯，和罪恶，"喇合已经向探子显示了她的"怜 悯"和"恩典"。她要求他们也要恩待她的父家，因为她已经先向他们这样做了。 "Swear to me by Yahweh". She believed in Yahweh and she asks these two men of Israel to take an oath by Yahweh to her. She reminds them that she had done what Yahweh wants all His followers to do - to show kindness to others. This kindness is a characteristic of Yahweh Himself. The word Kindness is the same Hebrew word as goodness and mercy in Exodus 34:6-7 where we have the character of Yahweh revealed. "And the Yahweh passed by before him, and proclaimed, Yahweh, Yahweh God, merciful and gracious, longsuffering, and abundant in goodness and truth, Keeping mercy for thousands, forgiving iniquity and transgression and sin". Rahab had shown this "goodness" and "mercy" to the spies. She asks that they will show the kindness or mercy of Yahweh to her father's house for what she has done for them.
喇合并没有为自己要任何东西，她所要的仅仅是对恩待她的父家，包括她的父母， 弟兄，姐妹，（13 节）。她是真正地关心她的家人。也许她的家人因为她的职 业是一位妓女就认为她不好，我们无从知道这一点，但是我们知道她爱她的家人， 还要以色列人照看他们。喇合接着向他们要一个实在的证据，（"实在"与"诚 实"的英文都是"truth"）。因为 神是"慈爱和诚实"的 神，所以她相信 那两个探子，因他们敬拜耶和华，一定会以慈爱和诚实来对待她。 Rahab did not ask anything for herself, but she asked that they would show kindness to her father's house. That included her father and mother, brothers and sisters, Verse 13. She was truly concerned for her family. It may be that they thought badly of her because of her life style as a prostitute, we do not know, but what we do know is that she loved them all and wanted them cared for by Israel. She therefore asked for a "token of truth" from them. As God is a God of "goodness and truth" she believed that these spies, who worshiped Yahweh, would deal in truth with her.
The promise of the Spies V 13-22 * 探子的承诺13-22
他们一定是被她所显示出来的的信心和知识所打动。他们回答："耶和华将这地 赐给我们的时候，我们必以慈爱诚实待你。"（14 节）。他们所说的其实就是， 我们也将同样以"慈爱和诚实"对待你，照你已对待我们的那样，因为我们都跟 随耶和华的道路。 The spies would have been mightily impressed with the faith and knowledge of Yahweh that Rahab had show. They said, "it shall be, when Yahweh hath given us the land, that we will deal kindly and truly with thee". Verse 14. What they were saying was, we will show the same "kindness and truth" to you as you have shown to us, for we too follow the ways of Yahweh. 因她的房子是在城墙边上，于是喇合用绳子将二人从窗户 里缒下去，他们就可以逃离该城。但是在他们离开前指示喇合："我们来到这地 的时候，你要把这条朱红线绳系在缒我们下去的窗户上，并要使你的父母，弟兄， 和你父的全家都聚集在你家中。凡出了你家门往街上去的，他的罪必归到自己的 头上（罪原文作血），与我们无干了。凡在你家里的，若有人下手害他，流他血 的罪就归到我们的头上。"（18-19 节） Rahab's house was on the wall of the city and so Rahab lowered the two spies down the wall from her window so they could escape. However before they left that gave the following instruction to Rahab. "Behold, when we come into the land, thou shalt bind this line of scarlet thread in the window which thou didst let us down by: and thou shalt bring thy father, and thy mother, and thy brethren, and all thy father's household, home unto thee. And it shall be, that whosoever shall go out of the doors of thy house into the street, his blood shall be upon his head, and we will be guiltless" Verse 18-19.
我们可能觉得奇怪，为什么要把这条"朱红线绳"系在窗户上。以下几点可能帮 助我们理解其中的道理。当以色列人进城毁灭的时候，喇合想让她的全家人都进 她的房子，并且留在那里。我们知道，朱红色就是鲜血的颜色，因此它象征着在 窗户上流淌的鲜血。如果你还记得以色列人在过逾越节的情景：当死亡天使跨越 埃及的时候，以色列人要将鲜血刷在门上，并且全家人都要留在屋内。如果没有 逾越节的羔羊的血涂在门上，死亡天使就会进入那家并且杀死一切头生的。在约 书亚记5:10-11 中我们可以看到，当以色列人跨越约旦河进入并毁灭耶利哥时正 是逾越节时。逾越节提醒以色列人 神曾经带领他们走出埃及地。现在是喇合被 引领逃脱耶利哥城的毁灭的时候，因为她相信以色列的 神。实际上在我们进行 的圣餐也是在不停地提醒我们，因着耶稣基督的宝血，我们脱离过去犯罪的道路， 我们过去的罪被赦免。 We may wonder why they said a "scarlet thread or cord" was to be placed in the window. Here are some points that may help us realise the lesson. Rahab was to have the whole family come into the house and remain there when Israel came to destroy the city. As we know, scarlet is the colour of blood. So it would symbolise blood sprinkled on the window. If you remember when Israel kept the Passover they were to put blood on the door and all remain in the house while the angel of death passed over Egypt. If there was no blood of the Passover lamb on the door then the angel of death entered that house and the firstborn was slain. When Israel crossed over the Jordan and just before they destroyed Jericho it was Passover time. Joshua 5:10-11. The Passover was the reminder of the deliverance from Egypt. Now Rahab was to be delivered from the destruction of Jericho because of her faith in the God of Israel. Actually as we partake of the bread and wine, we continually remember that it was through the blood of Christ, that we have been delivered from our past sinful ways of life and had our sins forgiven.
The Spies report back to Joshua. Verses 23-24. 探子回去向约书亚报告
在本章的最后两节我们看到，两个探子回到约书亚那里，向他述说所遭遇的一切 事。（23 节）因为喇合曾经向他们说过，他们的报告也说："耶和华果然将那 全地交在我们手中。那地的一切居民在我们面前心都消化了。"（24 节） In the last two verses of the chapter we read how the spies reported back to Joshua and told him all that happened to them, verse 23. Because of what Rahab had told them they said, "Truly Yahweh hath delivered into our hands all the land; for even all the inhabitants of the country do faint because of us". Verse 24.
在接下来几天的圣经阅读当中我们会读到以色列人跨越约旦河，占领并且摧毁耶 利哥的故事。耶和华真的将喇合以及她的家人从耶利哥的毁灭当中拯救出来。约 书亚记6:25 中记载："约书亚却把妓女喇合与她父家，并她所有的，都救活了。 因为她隐藏了约书亚所打发窥探耶利哥的使者，她就住在以色列中，直到今日。" 耶和华以这种方式"慈爱"" 诚实"地对待喇合，这是因为她的信心，也因为 她曾经恩待以色列的两个探子。 In our readings in the next few days we will read how Israel crossed the Jordan River and how the city of Jericho was captured and destroyed. Yahweh did protect Rahab and her family and delivered them from the destruction the rest of the city suffered. In Joshua 6:25 we read, "And Joshua saved Rahab the harlot alive, and her father's household, and all that she had; and she dwelleth in Israel even unto this day; because she hid the messengers, which Joshua sent to spy out Jericho". Thus Yahweh showed "kindness" and Truth" to Rahab because of her faith in Him and the kindness she showed to the spies.
让我们想想怎样应该看待喇合这个人。如果你认识某个人，她曾经是个妓女，而 现在她想成为一名基督徒，你会热情的欢迎她，像对待一位主内姐妹那样吗？还 是一直对她的过去耿耿于怀，与她保持距离？你会允许你的儿子和她结婚吗？这 些都是我们必须面对的严肃问题，因为我们的思考方式常常是带有偏见的。 As we think about Rahab, what would you do if you knew a person who had been a prostitute now wanted to be a disciple of Christ. Would you welcome her warmly as a sister in Christ? Or would you always remember her past life and keep a little bit separate from her? Would you let your son marry her? These are serious questions that we must all face for we all at times have predjucises in our thinking.
让我们再来思考我们引用过的出埃及记中的经文。 神是"有怜悯有恩典的神， 不轻易发怒，并有丰盛的慈爱和诚实。为千万人存留慈爱，赦免罪孽，过犯，和 罪恶"。 神有丰盛的慈爱，就是说如果我们肯向他承认并悔改的话， 神愿 意宽恕我们的一切过犯。我们还记得那位挨着耶稣的脚哭，又用自己的头发擦干 耶稣的脚的妓女的故事，故事出现在路加福音7:37-50 中。法利赛人西门看见这 事，心里说，"这人若是先知，必知道摸他的是谁，是个怎样的女人，乃是个罪 人。"（39 节）。他不信她也能够悔改，他也不想和她有任何的关系。但是耶 稣知道这位内心悲伤的女人的悔恨。耶稣对他说："你的罪赦免了。"（48 节）， "你的信救了你，平平安安地回去吧。"（50 节）。
Let us remember that the quotation in Exodus says God is "abundant in goodness and truth, Keeping mercy for thousands, forgiving iniquity and transgression and sin" God's abundant mercy is shown in His willingness to forgive all sins if we confess them and repent of them. Remember the story of the prostitute woman who came to Jesus and weeping washed his feet with the hairs of her head. It is in Luke 7:37-50. Simon the Pharisee who saw this said in his heart, "This man, if he were a prophet, would have known who and what manner of woman this is that toucheth him: for she is a sinner". Verse 39. He could not believe that she was repentant - he would have nothing to do with her. But Jesus realised how repentant this sad woman was. Jesus said to her, "Thy sins are forgiven" Verse 48 and in Verse 50 "Thy faith hath saved thee; go in peace".
我们很悲哀地看到，这种法利赛人西门般的情感常常出现在我们每个人中间。尽 管 神已经赦免了他人的过犯，我们却还是觉得和这个人在一起不太舒服。然而 不管我们怎样认为，就像耶稣因这女人的信赦免了她的罪一样，喇合的罪也被 神赦免了。
Sadly there is often some of the feelings of Simon the Pharisee in all of us. We remember the sins of others, although God has forgiven them, and we do not feel comfortable with the person. However just as Jesus forgave the woman's sins because of her faith, so Rahab's sins were forgiven by God.
新约圣经在两处提到了喇合，是作为信心和仁慈的榜样出现的。希伯来书11 章 31 节说："妓女喇合因着信，曾和和平平的接待探子，就不与那些不顺从的人 一同灭亡。"她的信心使她能够出现在希伯来书11 章中所列举的因信称义的名 单中，更是其中唯一的一位外邦妇女。雅各也这样评价喇合的信心："妓女喇合 接待使者，又放他们从别的路上出去，不也是一样因行为称义吗？"雅各书 2:25。可能你还没有注意到雅各选择的两个有信心的榜样，一个是以色列人的祖 先亚伯拉罕，一个是外邦的妓女喇合。可能有人看见将这两个人并列就感到震惊， 但是我们却不应该这样看待问题，因为他们两个都是因信称义的人。就是说他们 两个人的罪都因为信被赦免。雅各在这里告诉我们的是，他们在这一点上是没有 区别的。如果 神称一个人为义，愿意赦免他的罪，我们就不要有区别地对他 们。 In two places in the New Testament we are reminded of the example of Rahab and her kindness and faith. In Hebrews 11 where we read of many examples of faith. In verse 25 it says, "By faith the harlot Rahab perished not with them that believed not, when she had received the spies with peace". Her faith earned her a place in the list of faithful in this chapter. She is the only Gentile woman mentioned in this list. James also gives the example of Rahab's faith in these words, "Likewise also was not Rahab the harlot justified by works, when she had received the messengers, and had sent them out another way?" James 2:25. You may not have noticed this before but the two examples that James chooses to use as examples of faith and works are Abraham, the father of the nation of Israel and Rahab, a gentile harlot. Some may be shocked to see them both put side by side like this but we shouldn't be. Both were justified by faith. This means their sins were forgiven because of their faith. There is no difference between them and this is the point James is making for us. If God has justified a person, forgiving their sins, we must not make differences between such people.
Rahab accepted and married. 喇合被以色列人接受并在以色列成家
如果你有一个儿子，他爱上了喇合这样的人，尽管喇合已经受洗，你会同意这门 婚事吗？犹大支派的一位首领的儿子就因为喇合的信心爱慕她。他看重的是现在 的喇合，而不是喇合过去做过什么。喇合嫁给了撒门，他们的儿子叫波阿斯，波 阿斯娶路得为妻。喇合被列在耶稣基督的家谱当中，（马太福音1:5）。她是大 卫王的高祖母。因为喇合伟大的信心， 神信实地赐福给她。 Well would you let your son marry such a person as Rahab even though she has been baptised?
The faithful qualities of Rahab were admired the son of the head prince in the tribe of Judah. He respected what she now was and not what she had been. He married her. Rahab married Salmon and they had a child named Boaz and Boaz married Ruth. Rahab is listed in the line of Jesus Christ in Matthew 1:5. She was the great grandmother to King David. God truly blessed her because of her great faith in Him.
对于我们来说，我们和喇合一样，都是外邦人，但是我们认识了以色列的 神 和他的儿子我们的主耶稣基督。我们和过去的生活决裂，寻求在基督里我们的罪 过得到宽恕。这是多么伟大的祝福阿！但是我们不应该按照他人过去的生活来判 断人，让我们真正地彼此相爱，互相帮助，在我们等待耶稣基督的降临期间过着 充满信心的生活。 The lessons are very clear for all of us. We like Rahab, are Gentiles, but we have come to know of the God of Israel and His son the Lord Jesus Christ. We have forsaken our past way of life and sought forgiveness in Jesus Christ. How blessed we are. But never let us judge against others because of their past way of life. Let us truly love one another and help each other to walk faithfully in these last days as we long for the return of Jesus Christ.
在我们吃这饼、喝这杯的时候，让我们来感谢 神，因为他是"有怜悯有恩典的 神，不轻易发怒，并有丰盛的慈爱和诚实。为千万人存留慈爱，赦免罪孽，过犯， 和罪恶"。 As we take now of the bread and wine, let us thank God that He is a God who is "abundant in goodness and truth, Keeping mercy for thousands, forgiving iniquity and transgression and sin" | <urn:uuid:2dfa3a77-c02e-4f65-89c5-f28402f4ad99> | CC-MAIN-2019-09 | http://shengjing.org/quanmianci/030518_joshua2_CN_EN.pdf | 2019-02-19T14:47:19Z | crawl-data/CC-MAIN-2019-09/segments/1550247490225.49/warc/CC-MAIN-20190219142524-20190219164524-00548.warc.gz | 243,648,853 | 6,512 | eng_Latn | eng_Latn | 0.984253 | eng_Latn | 0.987955 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2431,
4309,
6715,
8835,
11616,
13449,
15605,
16886
] | [
2.078125
] | 1 | 6 |
Breast milk is the perfect food, with more of the good things babies need.
Breastfeeding reastfeeding is Important B
Formula feeding costs money. WIC is a supplemental food program and will not provide all the formula your baby will need. The real cost of formula is the cost to your baby’s health, the cost of taking your baby to the doctor and the time you spend away from work with a sick child.
What is the cost of formula?
Breast Milk
Formula
Minerals
Prebiotics
*
Probiotics
*
Vitamins
Fat
DHA/ARA
Carbohydrates
Protein
Water
Enzymes
Growth Factors
Prebiotics
Probiotics
Anti-Cancer (HAMLET)
Disease Fighting
Stem Cells
*Not all formulas contain
probiotics or prebiotics.
Graphic develop by the
California WIC Program.
American Academy of Pediatrics Recommends:
l Babies should be provided only breast milk until 6 months of life and continue breastfeeding with appropriate solid foods until 1 year of age or longer.
l Babies should be put skin-to-skin with their mothers immediately after birth, which will help get breastfeeding off to a good start.
Missouri Department of Health and Senior Services WIC and Nutrition Services
P.O. Box 570 Jefferson City, MO 65102-0570 573-751-6204 AN equal opportunity / AFFIRMATIVE ACTION EMPLOYER
Every ounce counts!
l Constipation, diarrhea, colic and spitting up
Breastfed babies have less risks of:
l Asthma, allergy and eczema
l SIDS (Sudden Infant Death Syndrome)
l Ear infections, cold and pneumonia
l Obesity and diabetes
l Childhood cancers
Moms who breastfeed:
l Have increased protection from cancer and diabetes
l Lose pregnancy weight faster
l Save money; formula costs over $1,500 per year
l Heal faster after delivery
l Have reduced risk of postpartum depression
l Save time not having to prepare formula or clean bottles
Q & A
Q: Why does WIC provide formula?
A: WIC recommends that babies be breastfed, but can provide formula if needed. WIC knows breast milk is the best food for babies and will help you meet your breastfeeding goals. Mom and babies who are breastfeeding get more foods from WIC each month.
Q: If I breastfeed and give formula, won't my baby get the best of both?
A: Breast milk has more ingredients to help your baby be healthy and strong (see graphic to compare). Formula offers no immune protection to babies to prevent them from getting sick. Also, adding formula to your baby's diet will mean less breastfeeding, which will reduce your milk supply.
Q: Why did the hospital send me home with formula?
A: Formula companies market their formula by giving free samples to encourage women to use their product. Tell the hospital you are breastfeeding and that you don't want any formula.
health.mo.gov/wic
WIC #481 (5/14) | <urn:uuid:538cb82f-4c60-44d8-bdec-e3bbdc2330c5> | CC-MAIN-2019-09 | https://health.mo.gov/living/families/wic/localagency/updates/pdf/BreastfeedingisImportantFactSheet.pdf | 2019-02-19T15:32:28Z | crawl-data/CC-MAIN-2019-09/segments/1550247490225.49/warc/CC-MAIN-20190219142524-20190219164524-00549.warc.gz | 542,729,345 | 645 | eng_Latn | eng_Latn | 0.993024 | eng_Latn | 0.993024 | [
"eng_Latn"
] | false | docling | [
2721
] | [
2.40625
] | 5 | 2 |
1
CORE KNOWLEDGE GRADE 5 - SCIENCE
Exploring the Universe (Astronomy)
* Identify tools astronomers use to explore the universe
* Construct a Galilean refracting telescope
* Describe constellations and asterisms
* Locate the asterisms the Big Dipper and the Little Dipper on a sky map
* Identify factors that determine which stars and constellations we see
* Locate constellations on sky maps
* Describe and classify galaxies
* Describe the Milky Way Galaxy
* Identify the stages in the life cycles of stars
* Describe the life cycles of stars
* Identify characteristics of our solar system
* Identify characteristics of our Sun
* Describe the planets in our solar system
* Compare and contrasting the planets
* Identify characteristics of asteroids, meteoroids, dwarf planets, and comets
* Describe the two motions of Earth
* Identify the cause of day and night on Earth
* Identify why the Sun, Moon, and stars appear to move across the sky
* Identify the causes of the Earth's seasons
* Compare the number of hours of daylight at different times of the year
* Construct a graph to show changing hours of daylight
* Identify the phases of the Earth's Moon
* Identify how solar and lunar eclipses occur
Examining the Structure of Matter (Chemistry)
* Identify elements that make up matter
* Identify and interpreting information on the Periodic Table of the Elements
* Classify elements as metals, non-metals, or metalloids
* Describe properties of elements
* Describe the structure of an atom
* Identify valence electrons
* Use diagrams to represent atoms of elements
* Describe compounds
* Identify organic and inorganic compounds
* Identify elements in a chemical formula
* Identify what happens during chemical bonding
* Describe metallic bonding
* Describe ionic bonding
* Describe covalent bonding
* Identify the structural formula of a molecule
Investigating Matter and Its Interactions (Chemistry)
* Classify matter as a pure substance or a mixture
* Identify mixtures as homogeneous or heterogeneous
* Classify mixtures as solutions, colloids, or suspensions
* Identify characteristics of solids, liquids, gases, and plasmas
* Identify phase changes when heat is added
Identify phase changes when heat is removed
*
* Observe and describing cohesion, surface tension, and adhesion
* Observe and identifying physical changes
* Identify physical properties of matter
* Compare the viscosity of liquids
* Conduct a viscosity experiment
* Measure temperature
*Measure the mass of solids and liquids
* Measure the volume of liquids and solids
* Measure the volume of rectangular solids
* Describe density
* Compare the density of metals
* Compare the density of solids and liquids
* Observe and identifying characteristics of chemical changes
* Identify endothermic and exothermic chemical reactions
* Observe and describe chemical reactions: combustion, synthesis, and decomposition
* Describe chemical reactions: neutralization
* Identify acids and bases
Examining the Interactions of the Earth's Systems (Environmental Science)
* Identify Earth's four major systems
* Describe how human activities cause changes to the environment and affect Earth's systems
* Describe the layers of the geosphere
* Describe how the movement of tectonic plates causes changes to the geosphere
* Describe and observing processes that change the geosphere: weathering, erosion, and deposition
* Describe how erosion and deposition change the geosphere
* Describe and observing fossils
* Classify rocks
* Describe the rock cycle
* Identify rocks and minerals
* Describe the layers of the atmosphere
* Describe the effects of greenhouse gases and ozone
* Describe weather conditions
* Describe characteristics of air masses
* Describe the hydrosphere
* Identify sources of saline and fresh water
* Describe the water cycle
* Identify and describing natural disasters
* Describe climate
* Identify and describing climatic regions
* Describe terrestrial biomes
* Describe freshwater and marine regions of the aquatic biome
* Describe the effects of forests on the Earth's systems
* Identify ways to protect forests
Exploring Forces and Motion (Physics)
* Describe force
* Demonstrate how forces affect matter
* Describe the four fundamental forces in nature
* Identify weight as a force
*
Measure weight
* Describe magnetism and magnetic fields
* Describe the effect a magnet has on other substances
* Describe an electromagnet
* Describe the Earth's magnetism
* Use a compass
* Describe contact forces involving solids
* Measure force by using a spring scale
* Conduct a friction experiment
* Describe contact forces involving fluids
* Describe Newton's laws of motion
Investigating Tools and Machines (Engineering)
* Describe and measure work
* Observe how sleds and rollers reduce the effort needed to do work
* Describe machines
* Identify simple machines
* Identify, describe, and compare inclined planes
* Identify and describe a wedge, screw, and wheel and axle
* Identify and describe first-class levers
* Identify and describe second-class levers
* Identify and describe third-class levers
* Describe a pulley
* Use a fixed pulley, a movable pulley, and a pulley system to lift a load
* Measure and compare the amounts of effort needed to raise a load by using a fixed pulley, a movable pulley, and a pulley system
* Calculate the amount of effort needed to raise a load and the distance the rope is pulled when a pulley or pulley system is used
* Observe and describe gears
* Describe the functions of tools
* Research the history and development of a tool
* Identify engineering occupations
* Describe the role of engineers
Examining the Endocrine System (Physiology)
* The human body has two types of glands: duct glands (such as the salivary glands), and ductless glands, also known as endocrine glands.
* Endocrine glands secrete (give off) chemicals called hormones. Different hormones control different body processes.
* Pituitary gland: located at the bottom of the brain; secretes hormones that control other glands, and hormones that regulate growth
* Thyroid gland: located below the voice box; secretes a hormone that controls the rate at which the body burns and uses food
* Pancreas: both a duct and ductless gland; secretes a hormone called insulin that regulates how the body uses and stores sugar; when the pancreas does not produce enough insulin, a person has a sickness called diabetes (which can be controlled)
* Adrenal glands: secrete a hormone called adrenaline, especially when a
person is frightened or angry, causing rapid heartbeat and breathing
* Puberty Glands and hormones: growth spurt, hair growth, breasts, voice change
Examining Life Cycles and Reproduction (Physiology)
The Life Cycle and Reproduction
* Life cycle: development of an organism from birth to growth, reproduction, death
Example: Growth stages of a human: embryo, fetus, newborn, infancy, childhood, adolescence, adulthood, old age
* All living things reproduce themselves. Reproduction may be asexual or sexual.
Examples of asexual reproduction: fission (splitting) of bacteria, spores from mildews, molds, and mushrooms, budding of yeast cells, regeneration and
cloning
Sexual reproduction requires the joining of special male and female cells, called gametes, to form a fertilized egg.
Reproduction in Plants
* Asexual reproduction Example of algae
Vegetative reproduction: runners (for example, strawberries) and bulbs (for example, onions), growing plants from eyes, buds, leaves, roots, and stems
* Sexual reproduction by spore-bearing plants (for example, mosses and ferns)
* Sexual reproduction of non-flowering seed plants: conifers (for example, pines), male and female cones, wind pollination
* Sexual reproduction of flowering plants (for example, peas)
Functions of sepals and petals, stamen (male), anther, pistil (female), ovary (or ovule)
Process of seed and fruit production: pollen, wind, insect and bird pollination, fertilization, growth of ovary, mature fruit
Seed germination and plant growth: seed coat, embryo and endosperm, germination (sprouting of new plant), monocots (for example, corn) and dicots (for example, beans)
Sexual Reproduction in Animals
* Reproductive organs: testes (sperm) and ovaries (eggs)
* External fertilization: spawning
* Internal fertilization: birds, mammals
* Development of the embryo: egg, zygote, embryo, growth in uterus, fetus, newborn
The Human Reproductive System
* Females: ovaries, fallopian tubes, uterus, vagina, menstruation
* Males: testes, scrotum, penis, urethra, semen
* Sexual reproduction: fertilization, zygote, implantation of zygote in the uterus, pregnancy, embryo, fetus, newborn
GRADE 6 SCIENCE:
I. PLATE TECTONICS
* The surface of the earth
The surface of the earth is in constant movement.
The present features of earth come from its ongoing history. After the sun was formed, matter cooled creating the planets. The continents were once joined (Pangaea).
* Layered structure of the earth
Crust: surface layer of mainly basalt or granite, 5 to 25 miles thick
Mantle: 1,800 miles thick, rock of intermediate density, moves very slowly
Outer core: liquid iron and nickel Inner core: solid iron and nickel, 800 miles thick, about
7,000 degrees C
* Crust movements
The surface of earth is made up of rigid plates that are in constant motion.
Plates move because molten rock rises and falls under the crust causing slowly flowing currents under the plates.
Plates move at speeds ranging from 1 to 4 inches (5-10 centimeters) per year.
Earthquakes usually occur where stress has been built up by plates moving in opposite directions against each other. Earthquakes cause waves (vibrations) which have:
focus, the point below the surface where the quake begins epicenter, the point on the surface above the focus
Severity of ground shaking is measured on the Richter scale; each unit on the scale represents a tenfold severity increase
* Volcanoes usually occur where plates are pulling apart or coming together, but some occur at holes (hot spots) in the crust away from plate boundaries. As plates move over these hot spots, they cause chains of volcanoes and island chains like the Hawaiian Islands.
* Evidence for long-term movement of plates includes fit of continents and matches of rock types, fossils, and structures; ocean floor age and topography; ancient climate zones; locations of earthquakes, volcanoes, and mountain ranges; magnetic directions in ancient rocks.
II. Oceans
* Surface
The world ocean covers most of the earth's surface (71 per cent).
Three major subdivisions of the world ocean: Atlantic, Pacific, and Indian Oceans
Islands consist of high parts of submerged continents, volcanic peaks, coral atolls.
* Subsurface land features
Continental shelf, continental slope, continental rise, abyssal plains
Mid-ocean ridges and trenches, plate tectonics
Mid-Atlantic Ridge, Mariana Trench
* Ocean bottom: average depth of sediment .3 mile, consists of rock particles and organic remains
* Composition of seawater: dilute solution of salts which come from weathering and erosion of continental rocks.
Sodium chloride is the main salt.
* Currents, tides, and waves
Surface currents: large circular streams kept in motion by prevailing winds and rotation of the earth; Gulf Stream (North Atlantic), Kuroshio (North Pacific)
Subsurface currents are caused by upwelling from prevailing offshore winds (Peru, Chile) and density differences (Antarctica); the upwelling pushes up nutrients from the ocean floor.
Tides are caused by gravitational forces of the sun and moon; there are two tides daily. Waves are caused by wind on the ocean's surface.
Water molecules tend to move up and down in place and not move with the wave.
Crest and trough, wave height and wavelength, shoreline friction
Tsunamis: destructive, fast-moving large waves caused mainly by earthquakes
* Marine life
Life zones are determined by the depth to which light can penetrate making photosynthesis possible, and by the availability of nutrients.
The bottom (benthic zone) extends from sunlit continental shelf to dark sparsely populated depths. Shallow lighted water extending over continental shelf contains 90%
of marine species.
Pelagic zone: water in open oceans
Classification of marine life
Bottom-living (benthic) such as kelp and mollusks
Free-swimming (nekton) such as fish and whales
Small drifting plants and animals (plankton), which are the dominant life and food source of the ocean
The basis for most marine life is phytoplankton (plant-plankton), which carry on photosynthesis near surface; contrast zooplankton (animal plankton).
Most deep water life depends on rain of organic matter from above. The densest concentration of marine life is found in surface waters, such as those off Chile, where nutrient-rich water wells up to the bright surface.
III. Astronomy: Gravity, Stars, and Galaxies
* Gravity: an attractive force between objects
Newton's law of universal gravitation: Between any two objects in the universe there is an attractive force, gravity, which grows greater as the objects move closer to each other. How gravity keeps the planets in orbit
* Stars
The sun is a star.
Kinds of stars (by size): giants, dwarfs, pulsars
Supernova; black holes Apparent movement of stars caused by rotation of the earth
Constellations: visual groupings of stars, for example, Big Dipper, Orion
Astronomical distance measured in light years
* Galaxies
The Milky Way is our galaxy; the Andromeda Galaxy is closest to the Milky Way.
Quasars are the most distant visible objects (because the brightest).
IV. Energy, Heat, and Energy Transfer
A. Energy
* Six forms of energy: mechanical, heat, electrical, wave, chemical, nuclear
* The many forms of energy are interchangeable, for example, gasoline in a car, windmills, hydroelectric plants.
* Sources of energy: for example, heat (coal, natural gas, solar, atomic, geothermal, and thermonuclear), mechanical motion (such as falling water, wind) See below, Energy:
Nuclear energy, re Stars. 169
* Fossil fuels: a finite resource
Carbon, coal, oil, natural gas
Environmental impact of fossil fuels: carbon dioxide and global warming theory, greenhouse effect, oil spills, acid rain
* Nuclear energy
Uranium, fission, nuclear reactor, radioactive waste
Nuclear power plants: safety and accidents (for example, Three Mile Island, Chernobyl)
B. Heat
* Heat and temperature: how vigorously atoms are moving and colliding
* Three ways that heat energy can be transferred: conduction, convection, radiation The direction of heat transfer
C. Physical Change: Energy Transfer
* States of matter (solid, liquid, gas) in terms of molecular motion
In gases, loosely packed atoms and molecules move independently and collide often. Volume and shape change readily.
In liquids, atoms and molecules are more loosely packed than in solids and can move past each other. Liquids change shape readily but resist change in volume. In solids, atoms and molecules are more tightly packed and can only vibrate. Solids resist change in shape and volume.
* Most substances are solid at low temperatures, liquid at medium temperatures, and gaseous at high temperatures.
* A change of phase is a physical change (no new substance is produced).
* Matter can be made to change phases by adding or removing energy.
* Expansion and contraction
Expansion is adding heat energy to a substance, which causes the molecules to move more quickly and the substance to expand.
Contraction is when a substance loses heat energy, the molecules slow down, and the substance contracts.
Water as a special case: water expands when it changes from a liquid to a solid.
* Changing phases: condensation; freezing; melting; boiling
Different amounts of energy are required to change the phase of different substances.
Each substance has its own melting and boiling point.
The freezing point and boiling point of water (in degrees Celsius and Fahrenheit)
* Distillation: separation of mixtures of liquids with different boiling points.
V. The Human Body
* The circulatory and lymphatic systems
Briefly review from grade 4: circulatory system
Lymph, lymph nodes, white cells, tonsils Blood pressure, hardening and clogging of arteries
* The immune system fights infections from bacteria, viruses, fungi.
White cells, antibodies, antigens
Vaccines, communicable and non-communicable diseases, epidemics
Bacterial diseases: tetanus, typhoid, tuberculosis; antibiotics like penicillin, discovered by Alexander Fleming
Viral diseases: common cold, chicken pox, mononucleosis, rabies, polio, AIDS VI. Science Biographies
Marie Curie (advances in science of radioactivity; discovered the elements polonium and radium)
Lewis Howard Latimer (worked with Alexander Graham Bell on drawings of Bell's invention, the telephone; improved Thomas Edison's light bulb)
Isaac Newton (known for advances in physics; outlined laws of gravity and invented the telescope)
Alfred Wegener (known for theory that the continents were once joined together and split apart to form the continents; now known as "the continental drift")
GRADE 7 SCIENCE:
I. Atomic Structure
* Review (from grade 5): Structure of atoms: protons, neutron, electrons Molecules
Compounds are formed by combining two or more elements and have properties different from the constituent elements.
* Early theories of matter
The early Greek theory of four elements: earth, air, fire, and water Later theories of Democritus: everything is made of atoms and nothing else ("atom" in Greek means that which can't be cut or divided); atoms of the same kind form a pure "element" Alchemy in middle ages
* Start of modern chemistry
Lavoisier and oxygen: the idea that matter is not gained or lost in chemical reactions John Dalton revives the theory of the atom.
Mendeleev develops the Periodic Table, showing that the properties of atoms of elements come in repeating (periodic) groups.
Niels Bohr develops a model of the atom in shells that hold a certain number of electrons. Bohr's model, plus the discovery of neutrons, helped explain the Periodic Table: atomic number, atomic weight, and isotopes.
II. Chemical Bonds and Reactions
* To get a stable outer shell of electrons, atoms either give away, take on, or share electrons.
* Chemical reactions rearrange the atoms and the electrons in elements and compounds to form chemical bonds.
* When single atoms combine with themselves or with other atoms, the result is a molecule.
O2 is a molecule of oxygen. NaCl is a molecule of salt, and because it has more than one element is called a compound.
* Ionic bond
Atoms like sodium that have just one or two extra electrons are very energetic in giving them away. Elements with the same number of extra or few electrons can join with each other to make an ionic bond. Example: NaCl, table salt.
* Metallic bond
In the metallic bond, electrons are not given away between elements, but are arranged so that they are shared between atoms. Pure metals show this sharing, and the atoms can rearrange themselves in different ways, which explains why you can pound metals into different shapes.
* Covalent bond
Some atoms share electrons in a definite way, making them very stable and unreactive. Examples are H2and O2. Carbon, which can take up or give away 4 electrons in covalent bonds, can help make molecules that can adopt almost any shape. It is the basis of life.
* Kinds of reactions
Oxidation: a chemical reaction that commonly involves oxygen. More generally, oxidation is a reaction in which an atom accepts electrons while combining with other elements. The atom that gives away electrons is said to be oxidized.
Examples: rusting of iron, burning of paper. Heat is given off.
Reduction: the opposite of oxidation. Reduction involves the gaining of electrons. An oxidized material gives them away and heat is taken up.
Acids: for example, vinegar, HCl, H2SO4; sour; turn litmus red
Bases: for example, baking soda; bitter; turn litmus blue pH: ranges from 0-14; neutral = 7, acid = below 7, base = above 7
Reactions with acids and bases
In water solution, an acid compound has an H ion (a proton lacking an electron), and the base compound has an OH ion (with an extra electron).
When the two come together, they form HOH (water) plus a stable compound called a "salt."
* How chemists describe reactions by equations, for example: HCl + NaOH = NaCl + H2O
* A catalyst helps a reaction, but is not used up.
III. Cell Division and Genetics
* Cell division, the basic process for growth and reproduction
Two types of cell division: mitosis (growth and asexual reproduction), meiosis (sexual reproduction)
Asexual reproduction: mitosis; diploid cells (as in amoeba)
Sexual reproduction: meiosis: haploid cells; combinations of traits
How change occurs from one generation to another: either mutation or mixing of traits through sexual reproduction
Why acquired characteristics are not transmitted
* Gregor Mendel's experiments with purebred and hybrid peas
Dominant and recessive genes
Mendel's statistical analysis led to understanding that inherited traits are controlled by genes (now known to be DNA).
* Modern understanding of chromosomes and genes
Double helix (twisted ladder) of DNA coding; how DNA makes new DNA
How DNA sequence makes proteins
Genetic engineering
Modern researchers in genetics: Francis Crick, James Watson, Severo Ochoa, Barbara McClintock
IV. History of the Earth and Life Forms
A. Paleontology
* Fossils as a record of the Earth's history and past life forms
* How fossils are formed, and types of fossils (mold, cast, trace, true-form)
B. Geologic Time
* The age of the earth is about 4.6 billion years, based on geologic evidence and radioactive dating. Life has existed on earth for more than 3 billion years. How movements of the earth's plates have affected the distribution of organisms
* Organizing geologic time: Scientists have organized the earth's history into four major eras:
Precambrian Era (earliest forms of life, such as bacteria and blue-green algae; later in the period, invertebrates such as jellyfish)
Paleozoic Era (Pangaea; invertebrate life, such as trilobites, early in this era, followed by development of vertebrates later in the era, including fish; development of insects, amphibians, and the beginnings of reptiles; development of simple plants, such as mosses and ferns)
Mesozoic Era (Pangaea separates into continents; "Age of Reptiles"; dinosaurs, flowering plants, small mammals and birds)
Cenozoic (Present) Era (Ice Age; mammoths; gradual development of mammals, birds and other animals recognizable today; humans; flowering plants, forests, grasslands)
V. Evolution
A. Evolution
* Evolution is the change in a population of organisms over time caused by both genetic change and environmental factors.
Adaptation and mutation
* Charles Darwin: voyages of the Beagle; Origin of Species (1859)
B. Natural Selection
* Natural selection as the mechanism of evolution: Darwin's theory that life forms better adapted to their current environment have a better chance of surviving and will pass on their traits to their offspring; Trait variation and change from generation to generation
* Evidence for the theory of evolution includes comparative anatomy, geology, fossils, and DNA research.
C. Extinction and Speciation
* Extinction occurs when an environment changes and a species is no longer adapted to it.
* New species can develop when part of the population becomes separated and evolves in isolation.
* Life forms have evolved from simple organisms in oceans through amphibians to higher forms such as primates.
VI. Science Biographies
*Charles Darwin (scientist known for theory of natural selection)
*Antoine Lavoisier (chemist who discovered the process of oxidation)
*Lise Meitner (physicist who helped discover nuclear fission)
*Dmitri Mendeleev (scientist who devised the periodic table)
GRADE 8 SCIENCE:
I. Physics
A. Motion
*Velocity and speed
The velocity of an object is the rate of change of its position.
Speed is the magnitude of velocity expressed in distance covered per unit of time.
Changes in velocity can involve changes in speed or direction or both.
* Average speed = total distance traveled divided by the total time elapsed Formula: Speed = Distance/Time (S = D/T)
Familiar units for measuring speed: miles or kilometers per hour
B. Forces
* The concept of force: force as a push or pull on an object
Examples of familiar forces (such as gravity, magnetic force)
A force has both direction and magnitude.
Measuring force: expressed in units of mass, pounds in English system, newtons in metric system
* Unbalanced forces cause changes in velocity.
If an object is subject to two or more forces at once, the effect is the net effect of all forces.
The motion of an object does not change if all the forces on it are in balance, having net effect of zero.
The motion of an object changes in speed or direction if the forces on it are unbalanced, having net effect other than zero.
To achieve a given change in the motion of an object, the greater the mass of the object, the greater the force required.
C. Density and Buoyancy
* When immersed in a fluid (i.e. liquid or gas), all objects experience a buoyant force. The buoyant force on an object is an upward (counter-gravity) force equal to the weight of the fluid displaced by the object.
Density = mass per unit volume
Relation between mass and weight (equal masses at same location have equal weights)
* How to calculate density of regular and irregular solids from measurements of mass and volume
The experiment of Archimedes
* How to predict whether an object will float or sink
D. Work
* In physics, work is a relation between force and distance: work is done when force is exerted over a distance.
Equation: Work equals Force x Distance (W = F x D)
Common units for measuring work: foot-pounds (in English system), joules (in metric system; 1 joule = 1 newton of force x 1 meter of distance)
E. Power
* In physics, power is a relation between work and time: a measure of work done (or energy expended) and the time it takes to do it.
Equation: Power equals Work divided by Time (P = W/T), or Power = Energy/Time
Common units of measuring power: foot-pounds per second, horsepower (in English system); watts, kilowatts (in metric system)
II. Electricity and Magnetism
A. Electricity
* Basic terms and concepts (review from grade 4):
Electricity is the charge of electrons in a conductor.
Opposite charges attract, like charges repel.
Conductors and insulators
Open and closed circuits
Short circuit: sudden surge of amperage due to the reduction of resistance in a circuit; protection from short circuits is achieved by fuses and circuit breakers
Electrical safety
* Electricity as the charge of electrons
Electrons carry negative charge; protons carry positive charge
Conductors: materials like metals that easily give up electrons
Insulators: materials like glass that do not easily give up electrons
* Static electricity
A static charge (excess or deficiency) creates an electric field.
Electric energy can be stored in capacitors (typically two metal plates, one charged positive and one charged negative, separated by an insulating barrier). Capacitor discharges can release fatal levels of energy.
Grounding drains an excess or makes up a deficiency of electrons, because the earth is a huge reservoir of electrons. Your body is a ground when you get a shock of static electricity.
Lightning is a grounding of static electricity from clouds.
* Flowing electricity
Electric potential is measured in volts.
Electric flow or current is measured in amperes: 1 ampere = flow of 1 coulomb of charge per second (1 coulomb = the charge of 6.25 billion billion electrons).
The total power of an electric flow over time is measured in watts. Watts = amps x volts; amps = watts/volts; volts = watts/amps.
The unit of electrical resistance is the ohm.
B. Magnetism and Electricity
* Earth's magnetism
Earth's magnetism is believed to be caused by movements of charged atoms in the molten interior of the planet.
Navigation by magnetic compass is made possible because the earth is a magnet with north and south magnetic poles.
* Connection between electricity and magnetism
Example: move a magnet back and forth in front of wire connected to a meter, and electricity flows in the wire. The reverse: electric current flowing through a wire exerts magnetic attraction.
Spinning electrons in an atom create a magnetic field around the atom.
Unlike magnetic poles attract, like magnetic poles repel.
Practical applications of the connection between electricity and magnetism, for example:
An electric generator creates alternating current by turning a magnet and a coil of wire in relation to each other; an electric motor works on the reverse principle.
A step-up transformer sends alternating current through a smaller coil of wire with just a few turns next to a larger coil with many turns. This induces a higher voltage in the larger coil. A step-down transformer does the reverse, sending current through the larger coil and creating a lower voltage in the smaller one.
III. Electromagnetic Radiation and Light
* Waves and electromagnetic radiation
Most waves, such as sound and water waves, transfer energy through matter, but light belongs to a special kind of radiation that can transfer energy through empty space.
* The electromagnetic spectrum
From long waves, to radio waves, to light waves, to x-rays, to gamma rays
Called "electromagnetic" because the radiation is created by an oscillating electric field which creates an oscillating magnetic field at right angles to it, which in turn creates an oscillating electric field at right angles, and so on, with both fields perpendicular to each other and the direction the wave is moving.
The light spectrum: from infrared (longest) to red, orange, yellow, green, blue, violet (shortest)
Speed in a vacuum of all electromagnetic waves including light: 300,000 km per second, or 186,000 miles per second; a universal constant, called c
* Refraction and reflection
Refraction: the slowing down of light in glass causes it to bend, which enables lenses to work for television, photography, and astronomy
How Isaac Newton used the refraction of a prism to discover that white light was made up of rays of different energies (or colors)
Reflection: concave and convex reflectors; focal point
IV. Sound Waves
* General properties of waves
Waves transfer energy by oscillation without transferring matter; matter disturbed by a wave returns to its original place.
Wave properties: wavelength, frequency, speed, crest, trough, amplitude
Two kinds of waves: transverse (for example, light) and longitudinal (for example, sound)
Common features of both kinds of waves:
Speed and frequency of wave determine wavelength.
Wave interference occurs in both light and sound.
Doppler effect occurs in both light and sound.
* Sound waves: longitudinal, compression waves, made by vibrating matter, for example, strings, wood, air
While light and radio waves can travel through a vacuum, sound waves cannot. Sound waves need a medium through which to travel.
Speed
Sound goes faster through denser mediums, that is, faster through solids and liquids than through air (gases).
At room temperature, sound travels through air at about 340 meters per second (1,130 feet per second).
Speed of sound = Mach number
Supersonic booms; breaking the sound barrier
Frequency
Frequency of sound waves measured in "cycles per second" or Hertz (Hz)
Audible frequencies roughly between 20 and 20,000 Hz
The higher the frequency, the higher the subjective "pitch"
Amplitude or loudness is measured in decibels (dB).
Very loud sounds can impair hearing or cause deafness.
Resonance, for example, the sound board of a piano, or plates of a violin
V. Chemistry of Food and Respiration
* Energy for most life on earth comes from the sun, typically from sun, to plants, to animals, back to plants.
* Living cells get most of their energy through chemical reactions.
All living cells make and use carbohydrates (carbon and water), the simplest of these being sugars.
All living cells make and use proteins, often very complex compounds containing carbon, hydrogen, oxygen, and many other elements.
Making these compounds involves chemical reactions which need water, and take place in and between cells, across cell walls. The reactions also need catalysts called "enzymes."
Many cells also make fats, which store energy and food.
* Energy in plants: photosynthesis
Plants do not need to eat other living things for energy.
Main nutrients of plants: the chemical elements nitrogen, phosphorus, potassium, calcium, carbon, oxygen, hydrogen (some from soil or the sea, others from the air) Photosynthesis, using chlorophyll, converts these elements into more plant cells and stored food using energy from sunlight.
Leafy plants mainly get their oxygen dissolved in water from their roots, and their carbon mainly from the gas CO2.
Plant photosynthesis uses up CO2 and releases oxygen.
* Energy in animals: respiration
Animal chemical reactions do the opposite of plants—they use up oxygen and release CO2.
In animals the chief process is not photosynthesis but respiration, that is, the creation of new compounds through oxidation.
Animals cannot make carbohydrates, proteins, and fats from elements. They must eat these organic compounds from plants or other animals, and create them through respiration. Respiration uses oxygen and releases CO2, creating an interdependence and balance between plant and animal life.
* Human nutrition and respiration
Humans are omnivores and can eat both plant and animal food.
Human respiration, through breathing, gets oxygen to the cells through the lungs and the blood.
The importance of hemoglobin in the blood
* Human health
While many other animals can make their own vitamins, humans must get them from outside.
A balanced diet: the food pyramid or "MyPlate" for humans (review); identification of the food groups in terms of fats, carbohydrates, proteins, vitamins, and trace elements VI. Science Biographies
Albert Einstein (physicist whose theories of relativity allowed great advancements in the study of space, matter, energy, time, and gravity)
Dorothy Hodgkin (chemist who determined the structure of vitamin B12)
James Maxwell (scientist who created mathematical equations that expressed the basic laws of light, electricity, and magnetism)
Charles Steinmetz (scientist who made key advances in electric power) | <urn:uuid:8366c389-2180-4797-b5a0-3c25d56a6708> | CC-MAIN-2019-09 | https://wicomicodayschool.com/media/files/CK%20Science%205%20-%208.pdf | 2019-02-19T15:41:23Z | crawl-data/CC-MAIN-2019-09/segments/1550247490225.49/warc/CC-MAIN-20190219142524-20190219164524-00547.warc.gz | 743,219,684 | 7,482 | eng_Latn | eng_Latn | 0.976196 | eng_Latn | 0.992932 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1,
1497,
2944,
4208,
5637,
7372,
8682,
11213,
13903,
16493,
17205,
19779,
22242,
24061,
26391,
28890,
31681,
34234,
34846
] | [
4.53125,
4.46875
] | 1 | 0 |
EASTERN SASKATCHEWAN| HISTORICAL LANDSCAPE
It's all about the scenery in Narrow Hills Provincial Park
TALES FROM THE ROAD
ARLENE & ROBIN KARPAN
The landscape changes dramatically soon after we leave Smeaton, Sask., at the start of the Hanson Lake Road (Highway 106).
The northern edge of the grain belt in eastern Saskatchewan gives way to the boreal forest of Narrow Hills Provincial Park.
It is an exceptional place to experience the powerful effects of 10,000year-old glaciers, when great ice sheets scoured the land and formed long ridges such as eskers and push moraines. The best way to get in touch with this landscape is to follow an impressive scenic drive and take one of the most delightful short hiking trails anywhere.
The Narrow Hills Scenic Drive begins near the park's core area at Lower Fishing Lake. Interpretive panels along the way relate stories about the geology and history of the hills.
The road starts out smoothly as it steadily climbs the push moraine ridge but soon becomes a narrow, one-lane track that is deeply rutted in places. It could be challenging in spots if your vehicle has low clearance or you're visiting after a heavy rain.
We wind through thick forest much of the way, but higher onto the ridge, vistas open up over seemingly endless tracts of forested lake lands. A highlight is the view over the Grace Lakes, with its gracefully curving shorelines.
The officially designated scenic drive ends here, although the road continues down the hills to the south.
However, the park doesn't recommend going any farther because the trail becomes extremely rough and is often not passable in wet conditions. Before modern roads, this track along the ridges was the main access to the hills and lakes.
The best hiking is in the northwest part of the park. To get there, continue north on Highway 106, west on Highway 913 and then follow the signs to the Gem Lakes.
Lakes are scattered throughout northern Saskatchewan, but these jewels of the forest stand in a class by
themselves. Rare formations called tunnel valleys formed here as glaciers retreated. Melt water carved valleys as it flowed beneath the ice. Huge blocks of ice settled in the sandy base, eventually becoming lakes when they melted.
The five lakes are small but deep. While practically next to each other, they aren't connected.
The lakes seem to shimmer like gemstones because of their sandy bottoms and amazingly clear deep water. Colours are accentuated by reflections of the blue sky and surrounding vegetation.
It's easy to see why the lakes were named Jade, Opal, Pearl, Diamond and Sapphire.
Follow the 5.5 kilometre network of hiking trails to visit all the lakes.
One of the best viewpoints is only a few minutes from the trailhead where a high ridge looks over Jade Lake. The shallow edge of Opal Lake has an iridescent tinge that really is reminiscent of opals.
Another of our favourite spots is
TOP: Sunset is breathtaking at Saskatchewan's Narrow Hills Provincial
Park. | KARPAN PHOTOS ABOVE: Pearl Lake reflects deep blue and green. RIGHT: The small campground at Baldy Lake allows peaceful canoeing.
Pearl Lake where, if you happen to hit conditions just right, the water appears an almost unreal deep greenish-blue.
Walk-in backcountry campsites are located at Diamond Lake and Opal Lake in case you want to linger longer in this special spot. The lakes are stocked with trout, so freshly caught fish might be another bonus.
We especially like visiting the Narrow Hills in autumn, when colours are at their prime and campgrounds are almost empty.
The main campground is at Lower Fishing Lake, with smaller camps at Zeden, Ispuchaw, and Baldy lakes. Our top choice is Baldy, where only six spacious sites line the water's edge. During our most recent trip in late September, we had the entire campground to ourselves.
For more information, visit www. saskparks.net.
Arlene and Robin Karpan are well-travelled writers based in Saskatoon. Contact: email@example.com.
PSA TEST | HEALTH COVERAGE
Early detection for prostate cancer increases survival rate
Q: My husband has just turned 40. I have heard that it is not too early to start testing for prostate cancer in this age group. Th ere have been men in his family, two uncles, who have had it. Is the cost of the test covered in Saskatchewan?
developed an educational campaign called Know your number, which encourages Canadian men to have a baseline PSA test in their 40s.
origin — were especially encouraged to do this.
establish the correct diagnosis.
HEALTH CLINIC
CLARE ROWSON, MD
Th is type of cancer, when detected early, has high survival rates. An earlier Swedish study suggested testing the PSA levels in the mid to late 40s.
A high number does not necessarily mean that people have cancer. They might have an inflammation of the prostate known as prostatitis, or it may be a false positive result.
Further tests would be needed to
Some provincial health-care plans do not cover the cost of this test unless the person has already been diagnosed with prostate cancer or has symptoms that indicate that this is a possibility. The Saskatchewan government covers the PSA test as a screening device.
Clare Rowson is a retired medical doctor in
Belleville, Ont. Contact: firstname.lastname@example.org.
Th e patient and doctor can then determine if future tests reveal the number is increasing, suggesting a higher possibility of prostate cancer.
People at high risk— those with a family history like your husband
or people of African or Caribbean
A: The PSA test is a simple blood test that is an indication of the health of a man's prostate.
In 2013, Prostate Cancer Canada | <urn:uuid:f356f285-82a4-415d-99fb-0f2fc7b9010e> | CC-MAIN-2019-09 | http://parklandpublishing.com/travel/Narrow_hills.pdf | 2019-02-19T15:39:46Z | crawl-data/CC-MAIN-2019-09/segments/1550247490225.49/warc/CC-MAIN-20190219142524-20190219164524-00548.warc.gz | 208,800,666 | 1,204 | eng_Latn | eng_Latn | 0.998717 | eng_Latn | 0.998717 | [
"eng_Latn"
] | false | docling | [
5688
] | [
2.125
] | 2 | 4 |
Principles of Business Ethics
Question 1
Explain the Social Sins listed by Mahatma Gandhi.
Answer
Mahatma Gandhi, Father of India, promoted non-violence, justice and harmony between people of all faiths. He stressed that people follow ethical principles and listed following seven Social Sins:
(i) Politics without Principles
(ii) Wealth without Work
(iii) Commerce without Morality
(iv) Knowledge without Character
(v) Pleasure without Conscience
(vi) Science without Humanity
(vii) Worship without Sacrifice.
The first deals with the political field. The Kings in Indian tradition were only the guardian executors and servants of 'Dharma'. For Gandhi, Rama was the symbol of a king dedicated to principles. The second dictum deals with the sphere of Economics. Tolstoy and Ruskin inspired Gandhi on the idea of bread-labour. Gandhiji developed the third maxim into the idea of trusteeship. A businessman has to act only as a trustee of the society for whatever he has gained from the society. Everything, finally, belongs to the society. The fourth dictum deals with knowledge. Education stands for the all round development of the individual and his character. Gandhi's system of basic education was the system for development of one's character. In this maxim, Gandhi emphasized on conscience. He said that pleasure without conscience is a sin. In sixth maxim, Gandhi held that science without the thought of the welfare of humanity is a sin. Science and humanity together pave the way for welfare of all. In religion, we worship, but if we are not ready to sacrifice for social service, worship has no value, it is a sin to worship without sacrifice.
Question 2
Answer stating whether the statement is correct or incorrect with brief reason:
'Ethics and morals are synonymous'.
Answer
Incorrect: Both 'ethics' and 'morals' deal with right and wrong conduct. But they are not same. Ethics deals with individual character which is a personal attribute. Ethics is the response of individual to a specific situation e.g. whether in this situation, it is ethical to state the truth. Morals deal with customs set by groups or some authority like religion. Morals are general principles e.g. you should speak truth.
Question 3
What is the difference between 'Morals' and 'Ethics"?
Answer
Moral vs. Ethics: Following are the points of difference between Ethics and Moral :
(i) The word Éthics' is derived from Ancient Greek éthikos' meaning çharacter'. The word 'moral'' is derived from Latin 'mos' meaning çustom'.
(ii) Character is the essence of values and habits of a person or group. It severs the analysis and employment of concepts such as right and wrong, good and evil and acting with responsibility. Moral is defined as relating to principles of right and wrong.
(iii) Character is a personal attitude, while custom is defined by a group over a period of time. For example People have character, Societies have custom.
(iv) Morals are accepted from an authority (such as cultural, religious etc.) while ethics are accepted because they follow from personally accepted principles. An ethical view might be based on an idea of personal property that should not be taken without social consent. Moral norms can usually be expressed as general rules and statements such as 'always tell the truth'.
(v) Morals work on smaller scale than ethics, more reliably, but by addressing human needs for belonging and emulation, while ethics has a much wider scope.
Question 4
Explain the meaning of the terms 'ethics' and 'business ethics' and also state the requirements of 'business ethics'.
Answer
Ethics: The term 'Ethics' has a variety of meanings. One of the meanings is 'Ethics' are the principles of conduct governing an individual or a group. Another definition describes ethics as relating to what is good or bad and having to do with moral duty and obligation.
Business Ethics: In a broad sense, ethics in business refers to the application of day-to-day moral and ethical norms to business. Business ethics are the principles and standards that determine acceptable conduct in business organisation.
Requirements: Being ethical in business requires acting with an awareness of -
(a) The need for complying with rules (e.g) (i) laws of the land, (ii) customs and expectation of the community (iii) principles of morality (iv) policies of the organization and (v) general concerns such as the needs of others and fairness.
(b) How the products, services and actions of a business enterprise, can affect its stakeholders (i.e. employees, customers, suppliers, shareholders and community society as a whole) either positively or negatively.
Question 5
Explain the fundamental principles relating to ethics.
Answer
The fundamental principles relating to ethics may be summarized as under:
1. The Principle of Integrity: It calls upon all accounting and finance professionals to adhere to honesty and straightforwardness while discharging their respective professional duties.
2. The Principle of Objectivity: This principle requires accounting and finance professionals to stick to their professional and financial judgment.
3. The Principle of Confidentiality: This principle requires practitioners of accounting and financial management to refrain from disclosing confidential information related to their work.
4. The Principle of Professional Competence and due care: Finance and accounting professionals need to update their professional skills from time to time in order to provide competent professional services to their clients.
5. The Principle of Professional Behaviour: This principle requires accounting and finance professionals to comply with relevant laws and regulations and avoid such actions which may result in discrediting the profession.
Question 6
"To maintain social contract between society and business, the trusteeship relations are essential". Describe the role of business ethics in this reference.
Answer
Businesses as trustees: Mahatma Gandhi, the father of the nation, had aptly said that trusteeship provides a means for transforming the present capitalist order of society into an egalitarian one. A business man has to act only as a trustee of the society for whatever he has gained from the society. Everything finally belongs to the society. Society bestows upon business the authority to own and use land and natural resources. In return the society has the right to expect that productive organizations will enhance the general interests of consumers, employees and community.
Business ethics is required to implement the laws of land, customs, expectations of community, principles of morality, etc. The products and services of an organization affect its employees, the community and society as a whole. Business ethics also subserve the management discipline. Business houses may also use their financial and public influence to address social problems like poverty, crime, equal rights, environmental problems, public health and education. Society at large has also come to realize that since businessmen are making profits by using the country's resources, they owe it to the country to work for its development. Sound workplace ethics ensure that a company's employees are highly motivated and identify themselves with their employer. Following ethical business practices safeguard a company from getting entangled with law enforcement agencies. A reputation for highly ethical behaviour also ensures increased sales and customer loyalty. Certain ecofriendly practices also reduce operation costs. Thus, society derives benefits as well as business prospers when businesses are ethically driven.
Question 7
State with reasons whether the following statements are correct or incorrect.
Trusteeship provides a means of transforming the present capitalist order of society into an egalitarian one.
Answer
Correct: Commerce without morality was developed into the idea of Trusteeship by Gandhiji. A businessman has to act only as a trustee of the society for whatever he has gained from the society. Everything, finally, belongs to the society. Hence, "Trusteeship provides a means of transforming the present capitalist order of society into an egalitarian one."
Question 8
Examine the following hypothetical situation and give a brief analytical note on it.
Mr. XYZ is a CEO of a pharmaceutical company. His R&D department, while experimenting with a chemical molecule, sees the possibility that the molecule may be developed into a drug for a rare, painful, life-threatening genetic disease that afflicts only one child in ten million. But to develop the drug, his company may have to invest huge sums of the shareholders' money, despite the drug not having wide salability. Is Mr. XYZ confronted by an ethical dilemma? How should he resolve the issue?
Answer
Mr. XYZ is in a situation where he has to choose between carrying on the development of a drug for a painful and life threatening disease which afflicts one in ten million and the action of spending huge sum of shareholders' money for such development. As we can see, both are positive and ethically right choices. As a socially responsible person he has to think in terms of eliminating a serious illness but at the same time he must be careful in dealing with shareholders' money. This is a classic case of an ethical dilemma. Such an ethical dilemma must be resolved by addressing the following points:
1. Defining the problem clearly.
2. How to define the problem if you stood on the other side of the fence?
3. How did the situation arise?
4. To whom are you loyal as a person and as a member of the organization?
5. What is your intention in making this decision?
6. How does this intention compare with the probable results?
7. Whom could your decision or action injure?
8. Can you discuss the problem with the affected parties before you make your decision?
9. Are you confident that your position will be as valid over a long period?
10. Could you disclose without any doubt your decision or action to your boss, your CEO, the Board of Directors, your family, society as a whole?
11. What is the symbolic potential of your action if understood? Misunderstood?
12. Under what conditions would you allow exceptions to your stand?
Question 9
"To pay proper attention to business ethics is certainly beneficial in the interest of business. Describe four such benefits which may be obtained by paying attention to business ethics.
Answer
Benefits which may be obtained by paying attention to business ethics: Ethics is the concern for good behaviour – doing the right thing. In business, self interest prevails and there is always inconsistency between ethics and business. But it is a well settled principle that ethical behaviour creates a positive reputation that expands the opportunities for profit. The awareness regarding products and services of an organization, and the actions of its employees can affect its stakeholders and society as a whole. Therefore to pay proper attention to business ethics may be beneficial in the interest of business. These benefits may be enumerated as follows:
(1) In the recent past ruthless exploitation of children and workers, trust control over the market, termination of employees based on personalities and other factors had affected society and a demand arose to place a high value on ethics, fairness and equal rights resulting in framing of anti-trust laws, establishment of governmental agencies and recognition of labour unions.
(2) Easier change management: Attention to business ethics is also critical during times of fundamental change. The apparent dilemma may be whether to be non profit or for profit. In such situations, often there is no clear moral compass to guide leaders about what is
right or wrong. Continuing attention to ethics in the workplace sensitises leaders and staff for maintaining consistency in their actions.
(3) Strong team work and greater productivity: Ongoing attention and dialogues regarding ethical values in the workplace builds openness, integrity and a sense of community which leads to, among the employees, a strong alignment between their values and those of the organisation resulting in strong motivation and better performance.
(4) Enhanced employee growth: Attention to ethics in the workplace helps employees face the reality - both good and bad in the organisation and gain the confidence of dealing with complex work situations.
(5) Ethical programmes help guarantee that personnel policies are legal: A major objective of personnel policies is to ensure ethical treatment of employees. In matters of hiring, evaluating, disciplining, firing etc. An employer can be sued for breach of contract for failure to comply with any promise. The gap between corporate culture and actual practice has significant legal and ethical implications. Attention to ethics ensures highly ethical policies and procedures in the work place. Ethics management programmes are useful in managing diversity. Such programmes require the recognition and application of diverse values and perspectives which are the basis of a sound ethics management programme. Most organisations feel that cost of mechanisms to ensure ethical programme may be more helpful in minimizing the costs of litigations.
(6) Ethical programmes help to detect ethical issues and violations early, so that criminal acts "of omission" may be avoided.
(7) Ethical values help to manage values associated with quality management, strategic planning and diversity management.
Question 10
Answer whether the statement is correct or incorrect with brief reasons.
In the long run those business firms which do not respond to society's needs favourably will survive.
Answer
Incorrect. Society gives business its license to exist and this can be amended or revoked at any time if it fails to live up to society's expectations. Therefore, if a business intends to retain its existing role and power it must respond to society's needs constructively.
Question 11
State with reasons whether the following statement is correct or incorrect:
Business ethics helps to promote public reputation.
Answer
Correct: Ethics helps to promote a strong public image. An organization that pays attention to its ethics can portray a strong and positive image to the public. People see such organizations
as valuing people more than profit and striving to operate with the integrity and honour.
Question 12
State with reasons whether the following statement are correct or incorrect:
Ethics programs are not helping to manage values associated with quality management, strategic planning and diversity management.
Answer
Incorrect: Ethics programs help identifying the preferred values and ensuring that organizational behaviors are aligned with those values. This includes recording the values, developing policies and procedures to align behaviors with preferred values and then training all personnel about the policies and procedures. This overall effort is very useful for several other programs in the workplace that require behaviors to be aligned with values, including quality management strategic planning and diversity management. For example, total quality management initiatives include high priority on certain operating values, e.g. trust among stakeholders, performance, reliability, measurement and feedback.
Question 13
State with reasons whether the following statements are correct or incorrect:
(i) 'Fairness and Justice' are two different approaches as a source of ethical standards.
(ii) Inclusion of environmental consideration as a part of corporate strategy improves corporate performance.
Answer
(i) INCORRECT: The given statement "Fairness and Justice" are two different approaches as a source of ethical standards is incorrect.
Aristotle and other Greek philosophers have contributed the idea that all equals should be treated equally. Today we use this idea to say that ethical actions treat all human beings equally or if unequally, then fairly based on some standard that is defensible. We pay people more based on their harder work or the greater amount that they contribute to an organization, and say that is fair. But there is a debate over CEO salaries that are hundreds of times larger than the pay of others; may ask whether the huge disparity is based on a defensible standard or whether it is the result of an imbalance of power and hence is unfair.
(ii) CORRECT: Inclusion of environmental consideration as a part of corporate strategy improves corporate performance is a correct statement.
Environmental consideration is a part of corporate strategy, which means incorporating environmental issues in the process of developing a product, in new investments and in the organizational set up. A good environmental practice
improves corporate performance. In many industries it has been found that environmental friendly practices have resulted in more saving; for example the process of recycling the waste. Thus, environmental considerations play a key role in corporate strategy. Markets of new millennium will be able to create wealth if they respond to the challenges of sustainable development, as unsustainable products will become obsolete.
Question 14
Explain any four sources of ethical standard.
Answer
Sources of Ethical Standards:
1. The Utilitarian Approach: Some ethicists emphasize that the ethical action is the one that provides the most good or does the least harm, or, to put it another way, produces the greatest balance of good over harm. The ethical corporate action, then, is the one that produces the greatest good and does the least harm for all who are affected - customers, employees, shareholders, the community, and the environment. The utilitarian approach deals with consequences; it tries both to increase the good done and to reduce the harm done.
2. The Rights Approach (The Deontological Approach): Other philosophers and ethicists suggest that the ethical action is the one that best protects and respects the moral rights of those affected. This approach starts from the belief that humans have a dignity based on their human nature per se or on their ability to choose freely what they do with their lives. On the basis of such dignity, they have a right to be treated as ends and not merely as means to other ends. The list of moral rights -including the rights to make one's own choices about what kind of life to lead, to be told the truth, not to be injured, to a degree of privacy, and so on-is widely debated; some now argue that non-humans have rights, too. Also, it is often said that rights imply duties-in particular, the duty to respect others' rights.
3. The Fairness or Justice Approach: Aristotle and other Greek philosophers have contributed the idea that all equals should be treated equally. Today we use this idea to say that ethical actions treat all human beings equally-or if unequally, then fairly based on some standard that is defensible. We pay people more based on their harder work or the greater amount that they contribute to an organization, and say that is fair. But there is a debate over CEO salaries that are hundreds of times larger than the pay of others; many ask whether the huge disparity is based on a defensible standard or whether it is the result of an imbalance of power and hence is unfair.
4. The Common Good Approach: The Greek philosophers have also contributed the notion that life in community is a good in itself and our actions should contribute to that life. This approach suggests that the interlocking relationships of society
are the basis of ethical reasoning and that respect and compassion for all othersespecially the vulnerable-are requirements of such reasoning. This approach also calls attention to the common conditions that are important to the welfare of everyone. This may be a system of Laws, effective police and fire departments, health care, a public educational system, or even public recreational areas.
5. The Virtue Approach: A very ancient approach to ethics is that ethical actions ought to be consistent with certain ideal virtues that provide for the full development of our humanity. These virtues are dispositions and habits that enable us to act according to the highest potential of our character and on behalf of values like truth and beauty. Honesty, courage, compassion, generosity, tolerance, love, fidelity, integrity, fairness, self-control, and prudence are all examples of virtues. Virtue ethics asks of any action, "What kind of person will I become if I do this?" or "Is this action consistent with my acting at my best?"
Exercise
1. Explain the Utilitarian Approach as the ethical standards?
[Hints: Some ethicists emphasize that the ethical action is the one that provides the most good or does the least harm, or, to put it another way, produces the greatest balance of good over harm. The ethical corporate action, then, is the one that produces the greatest good and does the least harm for all who are affected - customers, employees, shareholders, the community, and the environment. The utilitarian approach deals with consequences; it tries both to increase the good done and to reduce the harm done.]
2. Enumerate the nature of Ethics.
[Hints: Simply stated, ethics refers to standards of behavior that tell us how human beings ought to act in the many situations in which they find themselves-as friends, parents, children, citizens, businesspeople, teachers, professionals, and so on. Thus Ethics is not a feelings or a religion or culturally accepted norms or is a science | <urn:uuid:fecda8c0-a28e-4ae9-a20c-cdba7b024178> | CC-MAIN-2019-09 | http://www.deepakmulchandani.com/wp-content/themes/dsm/Website/Resources/Business-Ethics-&-Communication/Practice-Manual/Chapter-1%20Ethics.pdf | 2019-02-19T15:40:49Z | crawl-data/CC-MAIN-2019-09/segments/1550247490225.49/warc/CC-MAIN-20190219142524-20190219164524-00547.warc.gz | 342,874,153 | 4,129 | eng_Latn | eng_Latn | 0.997826 | eng_Latn | 0.998479 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1754,
4130,
6552,
9457,
11813,
14401,
16871,
19674,
21678
] | [
3.46875,
2.125
] | 1 | 0 |
Year 3 Newsletter Spring 1 2019
A Happy New Year to you all! Well Done to everyone in Year 3 for a fabulous term together. We look forward to many more exciting learning opportunities in 2019.
Year 3 Curriuclum
In English this half term, our focus is Aesop's Fables and Traditional Tales. Children will be reading many different Aesop's Fables and thinking about the morals that each story represents. They will also have the opportunity to write their own fable that includes a moral. Children will also be learning about the structure of traditional tales.
In Geography lessons children will be able to label European countries on a map and learn the names of several capital cities. Children will be comparing cities and towns around the world.
In DT, children will learn about the importance of a healthy balanced diet and design and make their own healthy sandwiches.
In Music, Year Three will continue to develop their recorder skills. We are looking forward to learning pieces that include the notes B, A and G. We will also learn the note E this term. In Science our focus will be on the topic of 'Animals including humans' this half term. Children will learn that food is important for activity and growth, the importance of a balanced diet and to know why humans have skeletons. If the children have any information or books about 'Animals or the Human Body' they are more than welcome to bring them in to share. We encourage the children to make use of the school library and local libraries have a wonderful selection which may help with home learning or homework activities.
In Computing this half term, children will become software developers. We will be using Scratch to follow and create simple algorithms.
In R.E. children will learn about different signs and symbols in different religions and what they represent.
Priory Rise's Value of the Month
Loyalty
We kickstart the year learning about the value 'Loyalty'. In our PSHE and assembly times, we will be thinking about what this means to us as individuals, what it looks like in everyday life and how we portray the value of loyalty.
Equality
February's theme is 'Equality'. Children will have the opportunity to discuss what this means and the importance of demonstrating equality in our everyday lives.
Homework!
At Priory Rise we consider homework to be extremely important as a means of continuing and developing the learning that takes place in the classroom. We welcome the support that parents provide in assisting their children with homework at home and encouraging the children to complete their tasks to the best of their ability and to the highest of standards.
This term's homework bingo has been sent out to all children. This is also available on the school website. MyMaths homework is now available online for children to complete. Please let your class teacher know if you have any problems logging in. Alongside this, it is the expectation that children will be reading regularly at home and practising their times tables, ready for their weekly multiplication challenge.
Physical Education
PE and Games in Key Stage 2 continues to take place on the following days this half term:
| | Year 3 Blake | Year 3 Browne |
|---|---|---|
| Indoor PE | Monday | Thursday |
Mr Smyth and Mr Neal will continue to teach PE. Please ensure that your child has their full kit, including plimsolls or trainers, in school on the above days. Please ensure that children have appropriate warm outdoor PE kit.
Dates for your Diary
Monday 7th January- Children back at school Wednesday 6 th February- Browne Class Assembly Wednesday 13 th and Thursday 14th February- Parents Evening Friday 15th February- Break up for Half Term | <urn:uuid:0608e824-fec6-4f5d-9652-216022be1b60> | CC-MAIN-2019-30 | https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/1931574/user/ZOsqZRfKlZ?response-content-disposition=attachment%3Bfilename=Year_3_newsletter_Spring_1_2019.pdf&AWSAccessKeyId=AKIAJIR6B76NNU2A4JGQ&Expires=1563522468&Signature=uV%2BQ2FsfOR%2FLP7EelJ1aDH8YN7A%3D | 2019-07-18T19:47:49Z | crawl-data/CC-MAIN-2019-30/segments/1563195525793.19/warc/CC-MAIN-20190718190635-20190718212635-00374.warc.gz | 529,422,901 | 766 | eng_Latn | eng_Latn | 0.99866 | eng_Latn | 0.998649 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2289,
3720
] | [
2.421875
] | 1 | 0 |
CLIMATE RISK PROFILE MEXICO
COUNTRY OVERVIEW
Mexico is an upper-middle income country of 127 million people, with nearly 80 percent now living in cities. Its location between two oceans and complex topography increase the country´s exposure to extreme hydrometeorological events such as tropical cyclones, frosts, heat waves and floods. This geographic vulnerability is intensified by a sizeable wealth gap (53.2 percent of the population lives below the national poverty line) and urbanization. Aging transportation, power and water infrastructure is vulnerable to damage from flooding and strong winds, especially in coastal areas. In 2013, two powerful storms simultaneously hit both coasts within a 24-hour period resulting in $5.7 billion in damages. Coastal tourism, an important economic sector for Mexico, is also at risk, along with destruction of diverse marine ecosystems. In rural areas, extreme temperatures and erratic rainfall drastically affect agricultural
productivity, including both crops and livestock. Since 1990, agriculture has accounted for 80 percent of weather-related financial losses in the country. (1, 2, 5, 6, 7, 16, 18)
MAY 2017
This document was prepared under the USAID Climate Change Integration Support (CCIS) Task Order No. AID-OAA-TO-15-00030 and is meant to provide a brief overview of climate risk issues. The key resources at the end of the document provide more in-depth country and sectoral analysis. The contents of this report do not necessarily reflect the views of USAID.
FACT SHEET
CLIMATE SUMMARY
Mexico's climate is characterized by large regional differences as a result of its variable topography and geographic location. Mean annual temperature (1960-2015) is 21°C, ranging from 15 to 20°C in the central, upland areas to 23 to 27°C in the coastal lowlands. Seasonal temperature variations are small in the south, but range from less than 10˚C in winter to more than 30°C in summer in the northernmost regions. Mexico's mean annual precipitation is 750 mm (1960-2015). In the far north, rainfall is less than 50 mm per month throughout the year, while the southern regions and central highlands experience a distinct wet season from June to October, averaging 550 mm per month in the southernmost regions. Between July and October, both the Atlantic and Pacific coasts are vulnerable to hurricanes. Mexico's weather is strongly influenced by El Niño events, periodic disturbances to normal oceanic and atmospheric circulation patterns over the Pacific Ocean. El Niños bring relatively cool and wet weather to Mexico in winter, followed by hotter and drier conditions than normal in summer. In El Niño years, the number of Pacific hurricanes typically increases. (1, 4, 8, 9, 10, 14, 17)
HISTORICAL CLIMATE
FUTURE CLIMATE
* Between 1960 and 2015, mean annual temperature increased by 0.21°C per decade.
* Mean annual rainfall increased a statistically insignificant 7 mm per decade over 1960-2015.
Climate trends since 1960 indicate:
Projected changes by 2050 3 include:
* Between 1960 and 2003, the annual average number of "hot" days and "hot" nights 1 increased by 9.9 and 5.6 percent, respectively.
* The proportion of rainfall that occurred in heavy events 2 increased by 1.2 percent per decade, on average from 1960-2003.
* Mean annual temperature is projected to increase by between 1.4 and 2°C.
* The number of consecutive dry days 4 is projected to increase by 3 to 5.5 days.
* Projections of mean annual rainfall are broadly consistent, indicating 3 to 5 percent decreases.
* A 13 to 18 percent increase in total annual precipitation on extreme rainfall days. 5
* Coastal areas of Mexico experienced an estimated 1.8 to 2.4 mm per year increase in mean sea level over 1955 to 2003.
* Sea level increases of 0.5 to 0.7 m on the Pacific coastline, and of 0.4 to 0.7 m on the Atlantic coastline by 2090, relative to 1986-2005.
* An increase in frequency of major hurricanes from 1970-2009.
* Uncertain changes in tropical cyclones, though rainfall intensity of tropical cyclones could increase in both the Gulf of Mexico and East Pacific.
SECTOR IMPACTS AND VULNERABILITIES
Extreme weather events such as hurricanes damage infrastructure, including housing, airports, seaports, roads, communication networks and oil platforms, disrupting supply lines, commercial operations and other economic activities. An increase in the frequency of heat waves in urban centers like Mexico City could translate into higher demand for air conditioning and cooling systems, putting power plants under severe stress, as they work less
INFRASTRUCTURE
| | Climate Stressors and Climate Risks | |
|---|---|---|
| | INFRASTRUCTURE | |
| | Stressors | Risks |
| Increased frequency of extreme storms | | Damage to power-generating |
| | | facilities, transportation |
| | | infrastructure (ports, roads), |
| | | hospitals, housing and |
| | | communication networks |
1 "Hot" day or "hot" night is defined by the temperature exceeded on 10% of days or nights in current climate of that region and season.
3 Relative to 1986 – 2015.
2 A "heavy" event is defined as a daily rainfall total which exceeds the threshold that is exceeded on 5% of rainy days in the current climate of that region and season.
4 Maximum number of consecutive days per year with less than 1 mm of precipitation.
5 Annual total precipitation when daily precipitation exceeds the 99th percentile (calculated from days when it precipitated at least 1 mm).
efficiently under higher temperatures. Large urban populations live in informal settlements with poor housing and a lack public services, including emergency services, making them highly vulnerable to climate risks such as floods and landslides. In coastal areas, sea level rise and storm surge from coastal storms threaten water and electricity infrastructure with inundation and salinity
ECOSYSTEMS
Ranked second globally in number of ecosystem types and fourth in terms of species richness (accounting for 10-12 percent of the Earth's species), Mexico is designated as one of the five most biologically "mega-diverse" countries in the world by the Convention on Biological Diversity. However, this rich biodiversity faces habitat degradation and loss, overexploitation, introduction of invasive species, pollution, climate change and urbanization. In 2011 and 2012, extreme temperatures and droughts of unusual severity, extent and duration resulted in regional-scale forest dieback in northern and central Mexico. More frequent droughts in tropical forests may favor an increase in deciduous species. Increases in drought may lead to pest outbreaks, and an increase in bark beetles, which destroy forests, is projected for northwestern Mexico. Tropical cyclones and heavy rainfall events, along with ocean acidification, can
COASTAL ZONES
Mexico has over 11,000 km of coastline along the Gulf of Mexico and Caribbean. The coastal zone is vulnerable to a range of climate stressors, including rising sea surface temperatures, ocean acidification, changes in ocean circulation and changes in patterns of extreme weather, including hurricanes. The Gulf of Mexico is home to eight major fishing ports and two industrial ports. The port of Manzanillo is Mexico's busiest port; it faces the largest potential economic losses from rising sea levels, as it would become increasingly difficult to access and navigate. Nearshore fishing and port activities are also disrupted by coastal storms that bring heavy rainfall, storm surge and strong winds. The southern states of Veracruz, Tabasco, Campeche and Quintana Roo are major tourist destinations and some of the most vulnerable states to severe weather. One of the biggest insurance losses in Latin American history was Hurricane Wilma in 2005, which damaged hotels and beaches in Cancun, resulting in $1.8
| Increased temperatures Sea level rise | | Increased power demand; |
|---|---|---|
| | | reduced power production, |
| | | including power outages |
| | Flooding and salinity damage to electricity and water systems and other infrastructure in coastal cities | |
damage. (7, 16, 19)
| | Climate Stressors and Climate Risks | |
|---|---|---|
| | ECOSYSTEMS | |
| | Stressors | Risks |
| Increased temperatures Drought and reduced rainfall Increased frequency of extreme storms Sea level rise | | Declines in tropical forests and |
| | | biodiversity loss |
| | | Increased risk of pest outbreaks |
| | | (e.g., bark beetle) |
| | | Loss of vegetative cover and |
| | | increased erosion |
| | | Inundation and salinization of |
| | | coastal habitats, leading to |
| | | declines in ecosystem-based |
| | | livelihoods such as fishing |
damage mangroves and coral reefs, which can lead to declines in the production of marine fishes and other species that depend on these habitats. (4, 13)
| Climate Stressors and Climate Risks | |
|---|---|
| COASTAL ZONES | |
| Stressors | Risks |
| | Changes in coastal fisheries |
| Increased sea | from rising sea surface |
| surface | temperatures |
| temperatures | Damage to coastal |
| | infrastructure and ecosystem |
| Increased | services |
| frequency of | Beach erosion |
| extreme storms | |
| | Inundation and salinity |
| | damage to coastal |
| Sea level rise | |
| | infrastructure |
| Ocean acidification | Loss of coral reefs from ocean |
| | warming and acidification |
billion in damages. An analysis covering 1970 to 2009 reveals an increase in the frequency of major hurricanes (Categories 3, 4 and 5) in both the Gulf of Mexico and the Caribbean. (4, 7, 10, 14, 19)
WATER RESOURCES
Most of inland Mexico is projected to experience reduced rainfall, including an increase in consecutive dry days, particularly in northern areas, leading to reductions in surface waters and the supply of freshwater. The decline in rainfall will affect runoff in rivers, water stored in dams and aquifer recharge. Saltwater intrusion into coastal aquifers from rising seas will further deplete freshwater supply. The State of Baja California may experience the greatest decline in annual precipitation – decreasing 40 percent between 2015 and 2039. Drought is expected to intensify in three regions (Central, Chiapas and Jalisco). Hydroelectric plants, particularly in the northern and northwestern parts of the country, will suffer production losses if water sources dry up or become less reliable. Water resources in Mexico are already stressed by nonclimatic factors like population pressure, particularly in urban areas. In Mexico City, overexploitation of the aquifer has not only reduced groundwater levels,
AGRICULTURE
Agriculture is the third most important economic activity and one of the sectors where climate change is expected to hit hardest, especially among smallholder farmers that rely on rainfed agricultural activities for their livelihoods. Between 1980 and 2000, extreme events affected 15 percent of smallholder farmers. Maize is the most important crop, occupying 33 percent of the total cultivated area, followed by beans, coffee, sugarcane, wheat and cattle. The two agricultural systems with the largest land area are the irrigated region (north) and the maize–bean region (central and southwest). Farmers in the north experience drought and frost, while the southwestern states of Veracruz and Tabasco are particularly vulnerable to floods and pest infestations. The 2010–2012 drought across northern Mexico was considered the most severe in a century, resulting in the loss of 3.2 million tons of maize and placing 2.5 million people at risk of food insecurity. A 2017 drought in Oaxaca, one of the worst in nearly 50 years, resulted in the loss of over 1,500 head of cattle in the Isthmus region. A study in Veracruz indicates that the effects of projected maximum summer temperatures on livestock heat stress could reach the "danger level" (at which losses can occur) by 2020 and continue to rise.
Climate Stressors and Climate Risks WATER RESOURCES
| | Stressors | | Risks |
|---|---|---|---|
| Increased temperatures Drought and reduced rainfall Increased frequency of extreme storms | | Reduced water quality | |
| | | | Reduced surface waters and |
| | | | groundwater recharge |
| | | Reduced hydropower potential and disruption of energy services | |
| | | | and disruption of energy services |
| | | | Damage to water infrastructure |
| | | | from flooding and mudslides |
| | | | Urban drainage networks |
| | | | overwhelmed by flash floods |
but it has also caused subsidence, undermining building foundations and infrastructure stability, increasing residents' vulnerability to earthquakes and heavy rains. By 2050, Mexico City is projected to experience a reduction of between 10 to 17 percent in per capita water supply. (4, 7, 11)
| | Climate Stressors and Climate Risks | | |
|---|---|---|---|
| | AGRICULTURE | | |
| | Stressors | | Risks |
| Increased temperatures Increased drought and reduced rainfall Increased frequency of extreme storms | | | Increase in some pests and |
| | | | diseases |
| | | Crop yield declines (e.g., maize, beans, coffee, sugarcane) | |
| | | Increased livestock mortality due to heat stress | |
| | | | Increased food insecurity among |
| | | | subsistence farmers/indigenous |
| | | | communities leading to possible |
| | | | migration to urban areas |
While water scarcity is an issue in the north, the southern parts of the country face tropical storms that often cause extensive damage to crops and livestock. Coffee, an economically important export crop supporting 500,000 primarily indigenous households, is projected to decline in production by 34 percent by 2020 in Veracruz, if historic temperature and precipitation trends continue. (4, 7, 14, 16, 17, 18)
POLICY CONTEXT
Mexico's 2012 General Climate Change Law (GLCC) defines planning and policy instruments including institutional arrangements, and provides general guidance for the implementation of national climate policy.
INSTITUTIONAL FRAMEWORK
NATIONAL STRATEGIES AND PLANS
* Mexico's Intended Nationally Determined Contribution (2015)
* Climate Change Mid-Century Strategy (2016)
* First Biennial Update Report to the UNFCCC (2015)
* The Mexico Low Emissions Development Program (2013)
* National Strategy for Reducing Emissions from Deforestation and Forest Degradation
* Special Program on Climate Change 20142018
* National Development Plan (2013-2018) (Spanish only)
* Mexico's National Climate Change Strategy 10-20-40 (2013)
* Mexico's Fifth National Communication to the UNFCCC (2012) (Spanish only)
Under the GLCC, the Mexican Government, led by the Ministry of Environment and Natural Resources, is mandated to formulate and guide national climate change policy. The National Institute for Ecology and Climate Change, a decentralized public agency of the federal government, and the National Climate Change System, were created to achieve effective coordination between the three levels of government and cooperate with the public and private sectors. At the sub-national level, states and municipalities have also embarked on statelevel greenhouse gas (GHG) inventories and climate programs, which are reflected in their own Climate Change Plans. Since 2000, Mexico has published three National Strategies on Climate Change and adopted its first Special Program on Climate Change (PECC), one of the policy planning instruments derived from the GLCC. The PECC outlines a series of mitigation, adaptation and cross-cutting measures that are aligned with Mexico's National Climate Change National Strategy Vision 10-20-40. In addition, Mexico has presented five National Communications with their respective GHG inventories to UNFCCC, and in 2015, built on its tradition of leadership by becoming the first developing country to release its post-2020 climate action plan, or INDC. (5, 16)
KEY RESOURCES
Sheet: Mexico
1.Climate Services Center Germany. 2015. Climate Fact
2. Deheza, Elizabeth, and J. Mora. 2013.
.
Migration and Security Best-Practice Policy and
Climate Change,
Operational Options for Mexico.
Change Strategy. 10-20-40 Vision
3.Federal Government of Mexico. 2013. National Climate
4.Federal Government of Mexico. 2014.
5.Federal Government of Mexico. 2015.
Change Program 2014-2018
Special Climate
Mexico's Intended
6.Germanwatch. 2014.
Nationally Determined National Contribution.
Who Suffers Most from Extreme Weather Events?
Global Climate Risk Index 2015:
7.IPCC. 2014. Impacts, Adaptation, and Vulnerability.
8.IPCC. 2013. Sea Level Change.
North America.
* The General Law on Climate Change (2012)
9. KNMI Climate Explorer
11.OECD. 2013. Mexico: Water and Climate Change Adaptation, Country Profile
10.Met Office. 2011. Climate: Observations, projects, and impacts: Mexico.
12.SEMARNAT/INECC. 2016. Mexico's Climate Change Mid-Century Strategy.
Report to the United Nations Framework Convention on
13. SEMARNAT/INECC. 2015. First Biennial Update
Climate Change.
15.USAID. 2015.
14.UNDP. 2006. Climate Change Country Profiles: Mexico
16.USAID.2016
Mexico CDCS FY2014-2018
Determined Contributions (INDCs).
Analysis of Intended Nationally
17. World Bank Climate Change Knowledge Portal: Mexico
Agriculture in Mexico.
18.World Bank; CIAT; CATIE. 2015. Climate Smart
19.World Bank. 2013 Municipal Vulnerability to Climate Change and Climate-Related Events in Mexico. 20.World Bank. 2013. Country Partnership Strategy for the United Mexican States for the Period FY2014-2019.
Map Source: Adapted from Koppen-Geiger Classification information
SELECTED ONGOING EXPERIENCES
| | Selected Program | | Amount | | Donor | | Year | Implementer |
|---|---|---|---|---|---|---|---|---|
| Coastal Watersheds Conservation in the Context of Climate Change Project | | $39.5 million | | World Bank | | 2013- 2019 | | |
| Sustainable Productive Landscapes | | $11.7 million | | GEF/World Bank | | 2012- 2017 | | |
| Adaptation to Climate Change Impacts on the Coastal Wetlands | | $4.5 million | | GEF | | 2009- 2015 | | |
| Strengthening Management Effectiveness and Resilience of Protected Areas to Safeguard Biodiversity Threatened by Climate Change | | $10 million | | GEF/UNDP | | 2013- 2018 | | | | <urn:uuid:eb73aab4-987f-4827-aa63-c91b84151cfa> | CC-MAIN-2019-30 | https://www.climatelinks.org/file/3061/download?token=-3n9wGmq | 2019-07-18T19:13:15Z | crawl-data/CC-MAIN-2019-30/segments/1563195525793.19/warc/CC-MAIN-20190718190635-20190718212635-00382.warc.gz | 668,468,198 | 4,323 | eng_Latn | eng_Latn | 0.923128 | eng_Latn | 0.990323 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1536,
5503,
9635,
13863,
17404,
18353
] | [
2.5
] | 1 | 1 |
Coimisiún na Scrúduithe Stáit State Examinations Commission
Leaving Certificate Examination 2014 Sample Paper
Mathematics (Project Maths – Phase 3)
Paper 2 Higher Level
Time: 2 hours, 30 minutes
300 marks
Examination number
Centre stamp
Running total
| For examiner | |
|---|---|
| Question | Mark |
| 1 | |
| 2 | |
| 3 | |
| 4 | |
| 5 | |
| 6 | |
| 7 | |
| 8 | |
| 9 | |
| Total | |
Grade
Instructions
There are two sections in this examination paper.
Section A
Concepts and Skills
150 marks
6 questions
Section B
Contexts and Applications
150 marks
3 questions
Answer all nine questions, as follows:
In Section A, answer:
Questions 1 to 5 and
either Question 6A or Question 6B.
In Section B, answer Questions 7, 8, and 9.
Write your answers in the spaces provided in this booklet. You may lose marks if you do not do so. There is space for extra work at the back of the booklet. You may also ask the superintendent for more paper. Label any extra work clearly with the question number and part.
The superintendent will give you a copy of the Formulae and Tables booklet. You must return it at the end of the examination. You are not allowed to bring your own copy into the examination.
You will lose marks if all necessary work is not clearly shown.
Answers should include the appropriate units of measurement, where relevant.
Answers should be given in simplest form, where relevant.
Write the make and model of your calculator(s) here:
Answer all six questions from this section.
Question 1
(25 marks)
The random variable X has a discrete distribution. The probability that it takes a value other than 13, 14, 15 or 16 is negligible.
(a) Complete the probability distribution table below and hence calculate E(X), the expected value of X.
(b) If X is the age, in complete years, on 1 January 2013 of a student selected at random from among all second-year students in Irish schools, explain what E(X) represents.
(c) If ten students are selected at random from this population, find the probability that exactly six of them were 14 years old on 1 January 2013. Give your answer correct to three significant figures.
Paper 2 – Higher Level
(a) Explain what is meant by stratified sampling and cluster sampling. Your explanation should include:
[x] a clear indication of the difference between the two methods
[x] one reason why each method might be chosen instead of simple random sampling.
(b) A survey is being conducted of voters’ opinions on several different issues.
(i) What is the overall margin of error of the survey, at 95% confidence, if it is based on a simple random sample of 1111 voters?
(ii) A political party had claimed that it has the support of 23% of the electorate. Of the voters in the sample above, 234 stated that they support the party. Is this sufficient evidence to reject the party’s claim, at the 5% level of significance?
(a) Show that, for all , k ∈ the point (4 2, 3 1 P k k
lies on the line 1 :3 4 10 0. l x y
(b) The line 2 l passes through P and is perpendicular to 1 l . Find the equation of 2 l , in terms of k.
(c) Find the value of k for which 2 l passes through the point Q(3, 11).
(d) Hence, or otherwise, find the co-ordinates of the foot of the perpendicular from Q to 1 l .
x
y
Q
P
1
l
page running
The centre of a circle lies on the line 2 6 0. x y The x-axis and the y-axis are tangents to the circle. There are two circles that satisfy these conditions. Find their equations.
The diagram below shows the graph of the function : sin 2 . f x x The line 2 1 y = is also shown.
3
(a) On the same diagram above, sketch the graphs of : sin g x x and : 3sin 2 . h x x Indicate clearly which is g and which is h.
(b) Find the co-ordinates of the point P in the diagram.
page running
Answer either 6A or 6B.
Question 6A
Explain, with the aid of an example, what is meant by proof by contradiction.
Note: you do not need to provide the full proof involved in your example. Give sufficient outline to illustrate how contradiction is used.
Explanation:
Example:
OR
Question 6B
ABC is a triangle.
D is the point on BC such that . AD BC E is the point on AC such that . BE AC AD and BE intersect at O.
Prove that DOC DEC.
running
Answer Question 7, Question 8, and Question 9.
Question 7
The King of the Hill triathlon race in Kinsale consists of a 750 metre swim, followed by a 20 kilometre cycle, followed by a 5 kilometre run.
The questions below are based on data from 224 athletes who completed this triathlon in 2010.
Máire is analysing data from the race, using statistical software. She has a data file with each competitor's time for each part of the race, along with various other details of the competitors.
(75 marks)
Máire gets the software to produce some summary statistics and it produces the following table. Three of the entries in the table have been removed and replaced with question marks (?).
Máire produces histograms of the times for the three events. Here are the three histograms, without their titles.
(a) (i) Use the summary statistics in the table to decide which histogram corresponds to each event. Write the answers above the histograms.
(ii) The mean and the median time for the run are approximately equal. Estimate this value from the corresponding histogram.
mean ≈ median ≈
(iii) Estimate from the relevant histogram the standard deviation of the times for the swim.
standard deviation ≈
(iv) When calculating the summary statistics, the software failed to find a mode for the data sets. Why do you think this is?
Máire is interested in the relationships between the athletes' performance in the three different events. She produces the following three scatter diagrams.
(b) Give a brief summary of the relationship between performance in the different events, based on the scatter diagrams.
(c) The best-fit line for run-time based on swim-time is 0 53 15 2. y x The best-fit line for run-time based on cycle-time is 0 58 0 71. y x Brian did the swim in 17·6 minutes and the cycle in 35·7 minutes. Give your best estimate of Brian’s time for the run, and justify your answer.
The mean finishing time for the overall event was 88·1 minutes and the standard deviation was 10·3 minutes.
(d) Based on an assumption that the distribution of overall finishing times is approximately normal, use the empirical rule to complete the following sentence:
“95% of the athletes took between and minutes to complete the race.”
(e) Using normal distribution tables, estimate the number of athletes who completed the race in less than 100 minutes.
(f) After the event, a reporter wants to interview two people who took more than 100 minutes to complete the race. She approaches athletes at random and asks them their finishing time. She keeps asking until she finds someone who took more than 100 minutes, interviews that person, and continues until she finds a second such person. Assuming the athletes are cooperative and truthful, what is the probability that the second person she interviews will be the sixth person she approaches?
A stand is being used to prop up a portable solar panel. It consists of a support that is hinged to the panel near the top, and an adjustable strap joining the panel to the support near the bottom.
By adjusting the length of the strap, the angle between the panel and the ground can be changed.
The dimensions are as follows:
(50 marks)
(a) Find the length of the strap [DE] such that the angle α between the panel and the ground is 60°.
(b) Find the maximum possible value of α, correct to the nearest degree.
A regular tetrahedron has four faces, each of which is an equilateral triangle.
A wooden puzzle consists of several pieces that can be assembled to make a regular tetrahedron. The manufacturer wants to package the assembled tetrahedron in a clear cylindrical container, with one face flat against the bottom.
If the length of one edge of the tetrahedron is 2a show that the volume of the smallest possible,
cylindrical container is
(25 marks)
running
You may use this page for extra work.
page running
You may use this page for extra work.
You may use this page for extra work.
page running
Note to readers of this document:
This sample paper is intended to help teachers and candidates prepare for the June 2014 examination in Mathematics under Phase 3 of Project Maths. The content and structure do not necessarily reflect the 2015 or subsequent examinations.
Section A of the examination paper will consist of six questions, each carrying 25 marks. In accordance with the footnote in the syllabus in relation to geometry, there will be a choice within Question 6, as illustrated here.
Section B will consist of two, three, or four questions. These questions will not necessarily carry equal marks. The number of marks for each will be stated on the examination paper. The total number of marks for Section B will be 150.
Leaving Certificate 2014 – Higher Level
Mathematics (Project Maths – Phase 3) – Paper 2
Time: 2 hours 30 minutes | <urn:uuid:c9b1492c-abdd-4c8d-8790-5037b953d751> | CC-MAIN-2019-30 | https://www.mathsdojo.ie/pdf/EP_LCH_P2_2014_Sample.pdf | 2019-07-18T19:46:01Z | crawl-data/CC-MAIN-2019-30/segments/1563195525793.19/warc/CC-MAIN-20190718190635-20190718212635-00379.warc.gz | 762,399,105 | 2,222 | eng_Latn | eng_Latn | 0.937327 | eng_Latn | 0.997717 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"unknown",
"eng_Latn"
] | false | docling | [
409,
1485,
2193,
2910,
3314,
3497,
3803,
4084,
4256,
5065,
5876,
7109,
7553,
7627,
8084,
8137,
8176,
8229,
9084
] | [
3.4375
] | 1 | 0 |
Term 6
KEY DATES
Thursday 20th June
Year 3 trip to Fulham Palace River
Wednesday 26th June and Tuesday 2nd July, 3.40pm6.40pm
Year 3 English parent progress meetings
Glasgow Class Curriculum Newsletter
Glasgow Class Curriculum Newsletter
Welcome to Term 6! We had an extremely productive Term 5, with the whole class making further strides in English, History and Latin in particular.
English
This term, we are finishing 'Charlie and the Chocolate Factory' by the very popular children's author Roald Dahl. We will also be learning about poetic devices such as onomatopoeia, alliteration, personification and similes, and practising using these in our creative writing. In terms of Grammar, it was recently revealed that the class outperformed all other Year 3 classes in the Trust in the Grammar test they took in March, so this bodes very well for Year 4.
Activities at home: testing by an adult for weekly Spelling tests, reading as much as possible, discussing library books with an adult, weekend (and daily) grammar homework. Please keep practising Grammar Learn Its daily.
Maths
At the beginning of this term, we will be finishing our fractions unit. We will learn to recognise and find fractions of a set of objects, and add and subtract fractions with the same denominator within one whole. Finally, we will learn to count up and down in tenths and recognise that tenths arise from dividing an object into 10 equal parts. We will then move onto learning about angles and shapes. We will learn to recognise angles as a property of shape or a description of a turn, identify right angles and identify whether angles are greater than or less than a right angle. We will identify horizontal and vertical lines and pairs of perpendicular and parallel lines and learn to draw 2-D shapes and make 3-D shapes. Our last topic of term will be measures. We will learn to measure, compare, add and subtract: lengths (m/ cm/mm); mass (kg/g); volume/capacity (l/ml). This will lead onto solving problems, including missing number problems, using number facts, place value, and more complex addition and subtraction equations. We will continue to measure using the appropriate tools and units, progressing to using a wider range of measures, including comparing and using mixed units (for example, 1 kg and 200g) and simple equivalents of mixed units (for example, 5m = 500cm)
Key vocab: part, whole, part of the whole, split, divide, fraction, equivalent, equal t, half, hales, quarter, eighth, add, plus, altogether, numerator, denominator, subtract, minus, angle, turn, right angle, perpendicular, parallel, mm, cm, m, km, ml, l, g, kg.
Activities at home: using Mathletics, talking about definitions of key words, role playing time and money problems, practicing Learn It's daily (6 and 7 times tables in particular) and number bonds, playing online Maths Games
Term 6
KEY DATES
Thursday 20th June
Year 3 trip to Fulham Palace River
Wednesday 26th June and Tuesday 2nd July, 3.40pm6.40pm
Year 3 English parent progress meetings
Glasgow Class Curriculum Newsletter
Ancient History
This term, we are continuing our studies of Ancient Egypt, a fascinating and peculiar civilisation that thrived from c. 3,000 BC to 31 BC. Last term, we learnt about the pantheon of Egyptian deities, and, this term, we will be learning more about Egyptian religious beliefs, specifically animal worship and burial practices. We will also be learning about the last great Egyptian pharaoh and one of the most significant figures from the ancient world, Cleopatra. We will finish the term with an essay comparing the ancient civilisations of Mesopotamia and Egypt, followed by an assessment.
Key vocab: civilisation, fertile, famine, trade, dynasty, pharaoh, polytheism, deity, myth, afterlife, mummification, pyramid, tomb, sacred
Activities at home: reading as much as possible, discussing History with an adult.
British History
This term, the class will continue their study of Richard the Lionheart and Saladin the Merciful, focusing on the theme of religion and politics. The religious significance of Jerusalem will be discussed, and the children will learn about the crusades, focussing primarily on the Third Crusade, when the great rivalry between Richard and Saladin finally came to an end. The children will be encouraged to develop their analytical thinking and writing skills, through discussion, and both creative and essay writing.
Key words and concepts: Holy Land, Jerusalem, Jew, Christian, Muslim, pilgrimage, holy site, Pope, the Crusades
Key people: Richard I, Saladin, Urban II, Leopold of Austria
Activities at home: discussing the historical narrative with an adult, learning and practising the spelling of key vocab, and reading as much as possible on the subject.
Term 6
REMINDERS
Homework
There is Grammar homework to do EVERY evening and EVERY weekend.
Learn Its
Please test your children on their Grammar and Maths Learn Its every weekend!
P.E. Kit
Children must bring their P.E. kit in on Thursdays. They come to school in their school uniform, though, as P.E. is in the afternoon.
Glasgow Class Curriculum Newsletter
Latin
This term, we will be consolidating our understanding of the five noun cases. We use the nominative case when the noun is the subject of the sentence, and the accusative case when the noun is the object of the sentence. We use the genitive case to show possession, the dative case when the noun is the indirect object of the sentence ('to' or 'for'), and the ablative case with the prepositions 'by', 'with' or 'from'. Any testing by adults at home will greatly benefit children, as a new language needs to be repeated little and often.
Activities at home: vocab and grammar (especially the verb person endings: -o, -s, -t, -mus, tis, -nt) testing by an adult at home.
French
This term in French, the class will be learning about emotions. Children will understand the concept of adjective agreements. They will understand that adding an "e" at the end of an adjective means that the subject is feminine. Students will learn the vocabulary of emotions.
Activities at home: vocab and grammar testing by an adult at home – on main vocab and adjectives.
Geography
This term, the class will be continuing studying various topics with an introductory focus on countries in Europe including France, Spain, Portugal, Italy and Germany. Throughout the term, the class will be consolidating their understanding supported via a range of map working tasks. The class will also be learning to use a range of new geographical vocabulary. Any testing of keywords/concepts, the location/capital cites of countries in Europe and current examples of European affairs by adults at home will greatly benefit the children.
Key vocab: Barcelona, Lisbon, Madrid, peninsular, tourism, lagoon, Rome, Sicily, Sardinia, Berlin, Hamburg, landscape, port, trade, Amsterdam, Brussels, canal, dam, Luxembourg City, plain
Term 6
REMINDERS
Homework
There is Grammar homework to do EVERY evening and EVERY weekend.
Learn Its
Please test your children on their Grammar and Maths Learn Its every weekend!
P.E. Kit
Children must bring their P.E. kit in on Thursdays. They come to school in their school uniform, though, as P.E. is in the afternoon.
Glasgow Class Curriculum Newsletter
Science
This term, the class will be studying the physics topic: magnets. Throughout the term, the class will be using a range of explorative techniques aided by scientific experiments to understand how magnets are used in everyday life. The class will also be learning to use a range of new scientific vocabulary. Any testing of key words/concepts and examples/applications of magnets used in everyday life by adults at home will greatly benefit the children.
Key vocab: magnetic material, steel, non-magnetic, iron, iron fillings, north-seeking pole, south-seeking pole, compass, compass needle
Art
This term in art, the children will be learning about the ancient Egyptian artefact: The Winged Scarab of the Kings Brooch, found in Tutankhamun's Tomb c. 1333-1323 BC. They will be drawing a beetle and then transferring their simplified design onto a foam tile so that they can print it, using bold colours.
Throughout their time at Pimlico Primary, the children learn about the artist, Vincent Van Gogh. Next month, Year 3 will be visiting the stunning Van Gogh exhibition currently on display at the Tate Britain. More details will follow soon.
Key vocab: printing, simplify, civilisation, ancient, pectoral, inlay
P.E.
i
This term, the class will be playing cricket.
Key vocab: batting, fielding, bowling, wicket, throw, catch
Act vit es at home : get outside and be active as much as possible; Years 3, 4 and 5 can attend Saturday Sport each week! | <urn:uuid:dd06bb03-ecbb-450a-8d29-14795348bd01> | CC-MAIN-2019-30 | http://www.pimlicoprimary.org/attachments/download.asp?file=309&type=pdf | 2019-07-18T19:15:02Z | crawl-data/CC-MAIN-2019-30/segments/1563195525793.19/warc/CC-MAIN-20190718190635-20190718212635-00382.warc.gz | 256,831,432 | 1,948 | eng_Latn | eng_Latn | 0.994666 | eng_Latn | 0.996296 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2874,
4797,
6971,
8804
] | [
3.046875
] | 2 | 0 |
222 NW Davis Street Suite 309 Portland, OR 97209-3900 503.222.1963 www.oeconline.org
Testimony to the House Energy and Environment Committee on House Bill 2404
April 10, 2017
Angela Crowley-Koch, Legislative Director Oregon Environmental Council
Founded in 1968, the Oregon Environmental Council (OEC) is a nonprofit, nonpartisan, membership-based organization. We advance innovative, collaborative and equitable solutions to Oregon's environmental challenges for today and future generations.
Oregon Environmental Council supports HB 2404 because we believe that all Oregonians deserve clean, safe drinking water.
70% of Oregonians get some of their water from groundwater, yet this resource is often overlooked. Most people who have wells never get them tested and don't know whether the water they are drinking is safe. Renters, in particular, lack information on whether their well water is safe for their families to drink.
Statewide, Oregon has a fairly common problem with nitrate, bacteria and arsenic contamination of well water. These contaminants can cause serious health problems such as cancer, miscarriage, thyroid disorders, and in severe cases, death. Women and infants are particularly vulnerable; infants that drink water with high nitrate levels can suffer from "Blue Baby Syndrome" which causes decreases oxygen in the blood.
HB 2404 pertains to domestic wells, which are defined by the Oregon Health Authority as wells that serve fewer than four connections or fewer than ten people. This may sound insignificant, but 23% of Oregonians—that's 700,000 people—use domestic wells as their primary source of drinking water.
On average, 38% percent of homes in Oregon are tenant-occupied. That percentage is higher in urban counties and lower in rural counties. The counties with the lowest percentage of renters are Columbia, Grant, Wallowa and Crook Counties, where as few as 25% of homes are renteroccupied. But even if we use that lowest number and apply it statewide, we could estimate that 25% of the 700,000 people who get their water from domestic wells are renters, or at least 175,000 people. However you look at it, we're talking about tens of thousands of people.
Although Oregon Health Authority recommends that all domestic well owners do a one- time arsenic test and annual nitrate and bacteria tests, owners are currently only legally required to test at the time of a property sale. Unfortunately, compliance with that requirement is low and there is no enforcement mechanism.
Property owners can make their own choices about whether their well water is safe to drink. But under existing law, renters can go many years without knowing the status of their water. HB
2404 seeks to address this problem and ensure that landlords meet their legal mandate to provide safe drinking water to their renters.
HB 2404 has three primary components:
- Directs Oregon Health Authority to analyze home sale well test data and provide public education in areas where contaminants are present;
- Requires landlords to test drinking water wells and inform tenants whether bacteria are present and the level of nitrate meets federal standards. Test results must be reported to the Department of Environmental Quality. Consistent with Oregon Health Authority's guidelines, requires landlords to test for arsenic once in the life of the well and yearly for total coliform bacteria and nitrates. If tests come back "clean" for three consecutive years showing no presence of nitrate or bacteria, the landlord can move to a five year testing schedule.
- Creates a new revolving loan fund to help low-income property owners and landlords repair drinking water wells or install water quality treatment systems if necessary. There is currently no funding source for that; and
The cost of testing is roughly $25-50 per chemical, so the average cost over the first three years will be approximately $4.86-$9.72 per month. This cost is very small when compared to the high price tag of the many negative health impacts associated with contaminated drinking water.
HB 2404 supports educational programs, creates funding for treating water quality and allows the Oregon Health Authority to acquire more information on groundwater contamination in Oregon.
We appreciate the willingness of the landlord-tenant coalition to work with OEC over the last six months to create a bill that will protect renters and their families and create well testing requirements that are fair and equitable to property owners. | <urn:uuid:0df1f118-9cfc-4115-a17f-57e93e475be1> | CC-MAIN-2019-30 | https://olis.leg.state.or.us/liz/2017R1/Downloads/CommitteeMeetingDocument/117242 | 2019-07-18T19:19:33Z | crawl-data/CC-MAIN-2019-30/segments/1563195525793.19/warc/CC-MAIN-20190718190635-20190718212635-00379.warc.gz | 497,305,289 | 891 | eng_Latn | eng_Latn | 0.997242 | eng_Latn | 0.997221 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2708,
4525
] | [
2.390625
] | 1 | 0 |
Term 6
KEY DATES
Monday 10th June, all day
Year 5 English trip to the Globe
Monday 8th July, all day
Year 5 Science trip to the Planetarium
Edinburgh Class Curriculum Newsletter
Edinburgh Class Curriculum Newsletter
Welcome to Term 6! We had an extremely productive Term 5, with the whole class making further strides in English, Science and Geography in particular.
English
This term, we are studying 'The Tempest' by the English playwright William Shakespeare. We will also be learning about poetic devices, such as onomatopoeia, alliteration, personification and similes, and practising using these in our creative writing. In terms of Grammar, it was recently revealed that the class outperformed all other classes in the Trust (including Year 6 classes) in the Grammar test they took in March, so this bodes very well for Year 6.
Maths
At the start of this term, we will continue with and finish our fractions, decimals and percentages unit. By the end of this unit, the children will be able to add and subtract fractions with the same denominator and denominators that are multiples of the same number. The children will multiply proper fractions and mixed numbers by whole numbers, and solve problems involving multiplication and division. The children will then move onto transformations. We will learn to identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed. Finally, the children will be able to use the properties of rectangles to deduce related facts and find missing lengths and angles. Our last topic will be 2-D and 3-D shapes. We will learn how to distinguish between regular and irregular polygons based on reasoning about equal sides and angles, be able to use the properties of rectangles to deduce related facts and find missing lengths and angles, and be able to identify 3-D shapes, including cubes and other cuboids, from 2-D representations.
Key vocab: polygon, regular, irregular, side, length, angle, degrees, vertices, vertex, translate, translation, grid, position, congruent, move, up, down, left, right, fraction, part, whole, quantity, multiplication, division, numerator, denominator, vinculum, product
Activities at home: going over key vocabulary with an adult, playing Mathletics, role playing time and money scenarios.
Term 6
REMINDERS
Homework
There is Grammar homework to do EVERY evening and EVERY weekend.
Maths Mastery
Please test your children on their Maths.
P.E. Kit
Children must bring their P.E. kit in on Thursdays. They come to school in their school uniform, though, as P.E. is in the afternoon.
Edinburgh Class Curriculum Newsletter
Ancient History
This term, the class will be writing an essay comparing three of the most significant figures from the ancient world: Alexander, Caesar and Cleopatra. We will finish the year in the reign of the first Roman emperor, Augustus (reigned 27 BC – AD 14), ready to begin our study of the infamous Julio-Claudian dynasty of Roman emperors in Year 6.
Key vocab: monarchy, republic, empire, emperor, antiquity, Senate, senator, democracy, Gaul, siege, dynasty
Activities at home: reading as much as possible, discussing History with an adult.
British History
This term, we will be studying the Spanish Armada, the Gunpowder Plot and the trial of Charles I. These events affected Britain's identity as an island nation, its unity with Scotland, its accommodation of religious difference, the role of the monarchy within democracy and the emergence of Britain's approach to justice. Some members of Year 5 will also be preparing for a cross-schools debate on Guy Fawkes and the Gunpowder Plot.
Key people: Queen Elizabeth I, Gloriana, Sir Francis Drake, Guy Fawkes, James I, Robert Cecil, Charles I, Oliver Cromwell, Pride's Purge
Term 6
Edinburgh Class Curriculum Newsletter
Latin
This term, the class will be learning the imperfect tense in Latin. Until now, all Latin translations have been done in the present tense. We will also be consolidating our understanding of the five noun cases. We use the nominative case when the noun is the subject of the sentence, and the accusative case when the noun is the object of the sentence. We use the genitive case to show possession, the dative case when the noun is the indirect object of the sentence ('to' or 'for'), and the ablative case with the prepositions 'by', 'with' or 'from'. Any testing by adults at home will greatly benefit children, as a new language needs to be repeated little and often.
Activities at home: vocab and grammar (especially the verb person endings: -o, -s, -t, -mus, tis, -nt) testing by an adult at home
Geography
This term, we will be extending our study of human geography in the European Union. We will focus on the origins and evolution of the European Union along with the industries within Europe. The children will look at the environment and analyse the effect of human production on the natural world.
Key vocab: EU, Eurozone, euro, primary, secondary and tertiary industry , agriculture, raw materials, manufacturing, service industries, national parks, environmental protection
French
This term, the class will learn how to describe their friends, and they will apply subject-verb agreement: feminine/masculine/plural in sentences. They will learn new vocabulary on physical appearance, personality, hair/eyes/height, and how they can differentiate two people according to a description. This is to strengthen their understanding of French sentence structures as well as of the use of subject-verb agreement.
Activities at home: vocab and grammar testing by an adult.
Term 6
Edinburgh Class Curriculum Newsletter
Science
This term, the class will be studying the physics topics: earth, space and forces. Throughout the term, the class will be using a range of explorative techniques aided by scientific experiments (including a trip to the Greenwich Planetarium) to understand the relationship between the planets, moons, stars and the universe. The class will also be learning to use a range of new scientific vocabulary. Any testing of key words/concepts and exam- ples of forces occurring in day-to-day life by adults at home will greatly benefit the children.
Key vocab: stars, universe, galaxies, Milky Way, Sun, Moon, constellations, planets, astronomers, telescope, orbit, luminous, gravity, rovers, atmosphere, oxygen, nitrogen, axis, rotation, shadow, sundials, gnomon, year, hemisphere, satellite, gravitational force, forces, friction, magnetic forces, gravitational forces, air resistance, streamlining, elastic, weight, mass, reaction forces, up thrust, levers, pivot, load, fulcrum, effort, pulley
Art
This term we will be learning about the woodblock printing entitled 'The great wave off
Kanagawa', 1830 by the Japanese artist, Hokusai. The children will look closely at the range of rich blue tones and create their own woven expression of this masterpiece. We will need lots of blue, white and yellow material for this project so, if you have any clean, old clothes/curtains/wool/ribbon in the stated colours to donate, that would be really helpful.
Key vocab: legacy, woodblock, weaving, interlacing, dramatic
P.E.
This term, the class will be playing cricket.
Key vocab: Batting, fielding, bowling, wicket, throw, catch
Activities at home: get outside and be active as much as possible and try to watch some of the Cricket World Cup. | <urn:uuid:1263d132-9e16-4e6f-8767-5c0301d2b84c> | CC-MAIN-2019-30 | http://www.pimlicoprimary.org/attachments/download.asp?file=310&type=pdf | 2019-07-18T19:15:34Z | crawl-data/CC-MAIN-2019-30/segments/1563195525793.19/warc/CC-MAIN-20190718190635-20190718212635-00408.warc.gz | 260,853,357 | 1,628 | eng_Latn | eng_Latn | 0.99507 | eng_Latn | 0.99625 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2384,
3865,
5708,
7507
] | [
3.609375
] | 1 | 0 |
12 Easy Ways s to Create a Bucketfilling Classroo om
Bucketfilling teachers create a c positive for all! Any time is a gre is no better time than in the first "Creating a Bucketfilling Classro Some of the ideas have been u whenever you would like to imp classroom learning environment that is won eat time to create a bucketfilling classroom. t days of a new school year. These simple i oom" first appeared in our August 29, 2010 updated and we hope you will use them as s prove your classroom environment. derfully fun and However, there deas for newsletter. school begins or
1) INTRODUCE OR RESURRE Filled a Bucket Today? A Guide the beginning of each year. (Be ECT THE CONCEPT. Read and discuss the e to Daily Happiness for Kids - 10th Anniver e sure you have explained the concept to pa e book, Have You rsary Edition at arents also.)
2) PLEDGE. Ask your students fillers. Invite them to recite with if they would like to make a personal pledg you the Bucket Filler's Pledge and repeat it ge to be bucket t daily or weekly:
- Preschool and early elemen at home, at school, and everyw ntary: "I promise to do my best to be a bucke where I go." et filler every day
- Upper elementary and above and to use my lid for myself and e: "I promise to do my best to be a bucket f d others, at home, at school, and everywher filler, not to dip, re I go."
Make and post your own pledge Fillers. e/promise banner or you can purchase one from Bucket
3) MAKE A STATEMENT. Mak BUCKET FILLERS! Place it ove ke or purchase a classroom sign that annou er or next to your classroom door. nces, WE ARE
4) USE THE LANGUAGE. Use ___________." "Is someone dip bucket today." e statements like,"It really fills my bucket wh pping into my bucket right now?" "Thanks fo en you or filling my
5) BRAINSTORM. With your students, brainstorm different ways that you and your students can fill each others' buckets in class, i.e. by paying attention, helping, working together, congratulating, etc. Write the suggestions on large paper and post. You can also create a separate list of how you and your students might dip into each others' buckets in class, i.e. by interrupting, not completing assignments, cheating, excluding, etc.
6) REMIND. Tell your students often: "Remember to be a bucket filler today."
7) RECOGNIZE. Buy a small bucket and bag of pom-poms for your classroom. Add a smiley face. Tell your students that each time you observe bucket filling you will add a pompom to the class bucket. When it's full, let your students choose a possible way to celebrate.
8) DISPLAY AND USE. Buy or make small buckets for each child and other people related to your class or school. Make buckets from plastic drinking cups with pipe-cleaner handles or a paper bucket from the Free Resources page on our website. Display the buckets on a classroom shelf or wall. Add names. We suggest filling these buckets with notes for short periods of time, such as one special month or week. You can make "Bucket Filler Notes" or download them from the Free Resources page on our website. Encourage your students to fill each other's buckets. Remind and monitor, as needed for this short period of time, to be sure that each bucket is filled.
9) REWARD. Be alert. Compliment and reward bucket filling in action. Consider awarding a "Bucket Filler of the Week" certificate for outstanding bucket filling. If possible, allow your class to participate in the selection process. Consider a grand prize for the "Bucket Filler of the Year."
10) GIVE ATTENTION TO EMPTY BUCKETS. Make it a priority to give positive attention to the children who are your biggest challenges. Look for the good. Fill these buckets each day with a smile, eye contact, appropriate touch, and sincere words of encouragement, kindness, or praise.
11) SHARE GOOD NEWS.At the end of each week, call, email or text one parent whose child has made significant progress. Praise their child's improvement, sharing specific details that will fill the parents' buckets.
12) CONNECT. After you've learned more about your new students and they know more about you, walk around the room, then stand or kneel in front of each child, one at a time, and give two or three sincere, specific, behavior-related reasons why they are special to you. You may find that you will shed a few tears of happiness. And that's okay because it means that you are speaking from your heart.
For even more ideas, be sure to check out our past Bucket Lessons on our website! | <urn:uuid:889abd10-2980-4092-93c1-9ec51130d05e> | CC-MAIN-2019-30 | https://www.bucketfillers101.com/pdfs/news2016/2016-08-07.pdf | 2019-07-18T19:27:47Z | crawl-data/CC-MAIN-2019-30/segments/1563195525793.19/warc/CC-MAIN-20190718190635-20190718212635-00397.warc.gz | 656,326,952 | 1,032 | eng_Latn | eng_Latn | 0.996523 | eng_Latn | 0.997436 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1771,
4481
] | [
3.171875
] | 1 | 0 |
HOMEWORK: YOU CAN MAKE A DIFFERENCE
"People [ask], 'Doesn't doing more homework mean getting better scores?' The answer quite simply is no."
—Professor Gerald LeTendre at Pennsylvania State University and co-author of National Differences, Global Similarities: World Culture and the Future of Schooling
Increases in Amount of Homework
A study that looked at the amount of homework assigned between 1981 to 1997 found that:
G the amount of homework assigned to children aged 6 to 9 almost tripled during that time;
G assigned homework increased from about 44 minutes a week to more than 2 hours a week; and
G homework for kids ages 9 to 11 increased from about 2 hours and 50 minutes to more than 3 and a half hours per week. 1
More Homework Does Not Equal Increased Learning
A 2006 synthesis of research on the effects of homework found no correlation between amount of time spent on homework and academic achievement for elementary school students and only a moderate correlation in middle school. In middle school, this moderate correlation was shown to decrease once the homework time exceeded one hour. Even in high school, too much homework was found to be counterproductive. 2
A cross-cultural analysis of education practices found that American middleschool students do more homework than their peers in Japan, Korea and Taiwan. The study found that more homework does not correlate with higher test scores. 3 For example, middle school students who scored highest in math tests tended to come from countries where teachers assign relatively little homework — including Denmark, the Czech Republic and Japan. The lowest-scoring students came from countries where teachers assign large amounts of homework, such as Iran, Thailand and Greece. 4
Quality versus Quantity
Some educators suggest that students should be assigned ten minutes per grade level per school night (Monday through Thursday only) up to a maximum of two hours per night in high school. Others have rejected this guideline because it has not been shown to improve measures of higher thinking skills.
Negative Effects of Too Much Homework
G Boredom. Any activity can remain rewarding only for a limited time. It follows that if students are required to spend too much time on academic material, they eventually will become bored with it.
G Loss of Downtime. Homework limits the time students can spend on leisure-time and community activities that can impart important lessons, both academic and non-academic.
G Homework Done by Parents. Parental involvement, however well meant, often becomes parental interference. Parents can confuse children if the teaching methods they employ differ from those of teachers.
G Cheating. Homework can lead to undesirable behaviors such as cheating, either through copying of assignments or receiving assistance with homework that involves more than tutoring.
G Exacerbation of Social Inequalities. Students from lower-socioeconomic homes are likely to have more difficulty completing homework than their more affluent peers. Poorer students are also more apt to work after school or may not have a quiet place to do assignments. 5
Other consequences of excessive homework include:
Sleep Deprivation. Excessive homework forces students to choose between completing assignments and sleep. 80% of teens don't get the recommended 9.25 hours of sleep each night. 70% of children ages 5-12 don't get the recommended 10-11 hours of sleep. 6
Stress. 9—13-year-olds said they were more stressed by academics than any other stressor — even bullying or family problems. 7
Sedentary Lifestyle. When children spend 2-5 hours per night completing homework assignments, they have little time left for physical activities. This can have a negative impact on physical and mental health.
If Homework Isn't Helpful, What Is?
Family meals. According to a study conducted by Columbia University, when compared to teens who have five to seven family dinners per week, those who have fewer than three meals per week are one and a half times more likely to report getting mostly C's or lower grades in school. 8
Reading. Several studies suggest reading for pleasure is a better predictor of test scores than quantity of homework, yet a 2006 Scholastic/Yankelovich study found that reading for pleasure declines sharply after age eight. The number one reason: too much homework. 9
Schools can eliminate or reduce homework. The following schools are among those that have eliminated homework or limited homework to afterschool reading: *Refer to our website for more schools that have addressed homework.
I Bloomfield Middle School, Bloomfield, MO
I Grant Elementary School, Glenrock, WY
I Helendale Elementary and Middle Schools, Helendale, CA
I VanDamme Academy K-8, Aliso Viejo, CA
I Nottingham East Academy, Nottingham,UK
I Oak Knoll Elementary School, Menlo Park, CA
I Tiffin Boys' School in Kingston, London, UK
ACTION STEPS FOR PARENTS, EDUCATORS, ADMINISTRATORS AND STUDENTS
Create a committee of parents, educators, administrators and students to review and modify your school or district's homework practices and policies. Ask the committee to review relevant research and consider the following steps:
G Assign no homework in elementary school.
G Limit homework to two hours per night in high school and one hour per night in middle school.
G End homework assignments on weekends, vacations and over the summer. Schedule exams before holiday breaks.
G Build in study hall periods for students to work on academic assignments.
G Survey parents, educators, administrators and students for their perspectives on the impact and efficacy of homework.
G Stop grading homework.
G Create homework assignments specific to individual needs.
G Eliminate punitive consequences for incomplete homework across grade levels.
G Assign homework that doesn't require parental or adult help.
G Allow families to opt out of homework.
G Have occasional community nights during the week where no homework is assigned.
G Assign specific weeknights for specific subjects.
G Have a designated person in the school who monitors whether homework policies are being followed.
G Make homework the exception rather than the rule. Consider longer term projects that allow for choice, develop a student's interests, are relevant to a student's life and lead to a longer lasting sense of understanding.
G Allow students to self-assign homework. When they are excited by what they are learning, they will be self-motivated to learn more outside of the classroom.
G Before leaving a screening, agree to create a committee of parents, teachers, administrators and students to form a homework task force.
G Consider how much class time is spent assigning and checking homework and whether that time might be more effectively used.
Other Action Items for Parents:
If you are unhappy with the quality and quantity of homework your child is being assigned, set up a meeting with your child's teacher or express your concerns in a letter to the teacher.
Don't let homework interfere with sleep, dinner, reading and physical activities.
Don't make grades, homework and test scores a singular focus in discussions about school with your children.
Form alliances with other parents who share your concerns and meet with teachers and administrators to collaborate.
For more ideas and information:
http://www.stophomework.com Stop Homework is a resource created by Sara Bennett, co-author of The Case Against Homework: How Homework is Hurting our Children and What We Can Do About It. Stop Homework provides homework news, opinion articles and guest editorials.
http://eastbayhomework.blogspot.com/ East Bay Homework is a blog started by Kerry Dickinson, a parent who sees homework as a good launching point for thoughtful discussions about issues like: parenting, ADHD, standardized testing, teacher training, preserving childhood, curriculum, colleges and student stress.
http://www.alfiekohn.org
AlfieKohn.org is the website for Alfie Kohn who writes and speaks widely on human behavior, education and parenting. His latest book is The Homework Myth: Why Our Kids Get Too Much of a Bad Thing (2006).
END NOTES
Chaika, G. (2000, August 8). Help! Homework Is Wrecking My Home Life!
1 Education World. Retrieved March 17, 2010, from http://www.educationworld.com/a_admin/admin/admin182.shtml
2 Cooper, H., Robinson, J.C., Civey, J., & Patall, E.A. (2006). Does homework improve academic achievement: A synthesis of research, 1987-2003. Review of Educational Research, 76, 1-62.
3 Wilde, M. (n.d.). Do our kids have too much homework? Great Schools. Retrieved December 23, 2009, from http://www.greatschools.org/students/homework-help/homework-is-toomuch.gs?content=251
4 Baker, D.P., & LeTendre, G.K. (2005). National Difference, Global Similarities: World Culture and the Future of Schooling. Stanford University Press.
5 Cooper, H. (1994, Summer). Homework research and policy: A review of the literature. University of Minnesota, Research/Practice Newsletter, 2(2), Center for Applied Research and Educational Improvement.
6 National Sleep Foundation. (2006). 2006 Teens and sleep. Sleep In America Poll. Retrieved October 19, 2006, from http://www.sleepfoundation.org/article/sleep-america-polls/2006-teens-and-sleep
7 KidsHealth KidsPoll. (2005). Kids and stress — how do they handle it? National Association of Health Education Centers (NAHEC).
8 National Center on Addiction and Substance Abuse at Columbia University. (2009, September). The importance of family dinners, V. Columbia University, NY.
9 Bennett, S., & Kalish, N. (2006). The Case Against Homework: How homework is hurting our children and what we can do about it. New York: Crown Publishing Group. | <urn:uuid:11ec7bf4-86e1-4927-b21b-067a95fa4160> | CC-MAIN-2019-30 | https://d3n8a8pro7vhmx.cloudfront.net/beall/pages/316/attachments/original/1351177740/You_Can_Make_A_Difference.pdf?1351177740 | 2019-07-18T19:26:06Z | crawl-data/CC-MAIN-2019-30/segments/1563195525793.19/warc/CC-MAIN-20190718190635-20190718212635-00406.warc.gz | 363,279,952 | 2,036 | eng_Latn | eng_Latn | 0.952551 | eng_Latn | 0.996273 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1757,
3795,
6812,
7343,
8185,
9755
] | [
2.65625
] | 3 | 2 |
Year 3 Newsletter Autumn 2 2018
Well done to everyone in Year 3 for such a wonderful, calm and successful first half term. We look forward to another fun term together including our visit to the Roman Verulamium and our KS2 production!
Year 3 Curriuclum
English this half term will be based on the popular text 'The Firework-Maker's Daughter' by Philip Pullman. Children will be reading this text within English lessons and will link their writing to ideas and concepts in the book. Some of the text types we will be learning to write include: diary entries, letters, narratives in the style of the author and adventure stories.
In History lessons children will be continuing to learn about the Romans and in particular their influence on Britain.
Our Artwork will enable the children to explore the work of the artist Stella Dunkley. Children will be using watercolours to recreate sunsets and seascapes inspired by the beautiful work of Dunkley.
In Music, Year Three will continue to develop their recorder skills. We are looking forward to learning the note 'g' and learning Christmas songs.
In Science , our focus will be on the topic of 'Light and Shadow'. Children will learn where light comes from, how shadows are formed and investigate how shadows change. If the children have any information or books about 'Light and Shadow' they are more than welcome to bring them in to share. We encourage the children to make use of the school library and local libraries have a wonderful selection which may help with home learning or homework activities.
In Computing this half term, children will begin an introduction to Computing. This will allow children the opportunity to learn about how computers work and the history of computers.
In R.E. children will continue learning about Hinduism and in particular about the importance of the
Mandir.
Priory Rise's Value of the Month
Teamwork and Co-operation
In our PSHE and assembly times we have been focusing on the theme of co-operation and teamwork. Throughout November, we will be discussing what this means, what it looks like in everyday life and the importance of teamwork and co-operation.
Faith
December's theme is Faith. Children will have the opportunity to discuss what this means, the importance of Faith throughout the world and the benefits that Faith brings into lives.
Homework!
At Priory Rise we consider homework to be extremely important as a means of continuing and developing the learning that takes place in the classroom. We welcome the support that parents provide in assisting their children with homework at home and encouraging the children to complete their tasks to the best of their ability and to the highest of standards.
This term's homework bingo has been sent out to all children. This is also available on the school website. MyMaths homework is now available online for children to complete. Please let your class teacher know if you have any problems logging in. Alongside this, it is the expectation that children will be reading regularly at home and practicing their times tables, ready for their weekly multiplication challenge.
Physical Education
PE and Games in Key Stage 2 continues to take place on the following days this half term:
Supporting your child at home
| | Year 3 Blake | Year 3 Browne |
|---|---|---|
| Indoor PE | Monday | Thursday |
Mr Smyth and Mr Neal teach all PE sessions. Please ensure that your child has shorts and t-shirt for indoor PE and an appropriate warm PE kit for outdoor PE. Please label all PE kit.
Dates for your Diary
Wednesday 7th November- 10th Birthday Celebrations and Fireworks!
Monday 12th November- Y3 trip to the Verulamium
Wednesday 14th November- Morpurgo Class Assembly
Friday 16th November- Children in Need (more information to follow)
Friday 30th November- Non-uniform day for Christmas Fair
Friday 7th December – Christmas School Fair
Monday 17th and Tuesday 18th December KS2 Production
Thursday 20th December- Christmas Lunch and Party games
Friday 21st December- Break up for Christmas!
Monday 7th January 2019- Back to school
Thank you for your continued efforts in supporting your child at home. You can continue to support your child at home by regularly listening to your child read, practising timestables, completing MyMaths homework and practising spelling patterns outlined in the termly spelling letter. | <urn:uuid:0e930909-963e-4bdc-8872-a754d6d6200a> | CC-MAIN-2019-30 | https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/1931574/user/qwdy4BMpVy?response-content-disposition=attachment%3Bfilename=Year_3_newsletter_Autumn_2.pdf&AWSAccessKeyId=AKIAJIR6B76NNU2A4JGQ&Expires=1563522456&Signature=2iL17wOQUTQtoJy5NcBdGY9XA%2Bk%3D | 2019-07-18T19:47:37Z | crawl-data/CC-MAIN-2019-30/segments/1563195525793.19/warc/CC-MAIN-20190718190635-20190718212635-00419.warc.gz | 526,081,337 | 917 | eng_Latn | eng_Latn | 0.998348 | eng_Latn | 0.998478 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2350,
4396
] | [
2.453125
] | 1 | 1 |
4
Features
Library Aloud!
Storytelling and Reading Aloud Give your School Library a Buzz
by Alec Williams
Once upon a time, when the rivers were made of chocolate...
Have I got your attention? Stories are like that, too. They grab and hold attention, they illuminate subjects, they play with language, they celebrate listening – and they're a high-octane way to attract attention to your library too, to motivate children, and to make curriculum links.
Reading aloud – whether stories from memory, extracts from fiction, or poetry – is a subject whose time has come (again!). There's a new interest in speaking: in oratory, following Obama's example; via the BBC's 'The Speaker' programme, and their 'Off by Heart' initiative; and with the Rose Review's fresh emphasis on speaking and listening in Primary Schools.
In a world of texting and social networking sites, young people still need to encounter good speech, and need confidence in doing it themselves, to learn how powerful it is, how it clarifies what words alone can't, how tone and body language can add meaning, and how listening to a good speaker can inspire a whole audience. In later life, they'll need some of these skills themselves.
Reading can seem a quiet and isolating activity. Reader development is challenging this, of course, through reading groups, author events and the like, but speaking aloud challenges the stereotype even more, bringing a buzz to the library!
Just listen - and I'll tell you how it was...
Reading aloud is important. Young people need to hear it done often, and done well, to head off the inarticulacy that produces kindalike, sort of, you know... verbal padding, or that reluctant 'teenage grunt', where they're barely able to produce a
The
SL
58-1 Spring 2010
sentence at all. Listening
skills are important
too –
students aren't given enough opportunity for what I call 'guilt-free listening', where we simply celebrate the act of listening for its own sake, and there's no task hovering at the end of it. The school library needs to be at the heart of this.
This article includes using traditional stories, from memory, but it's also going to touch briefly on picture books, reading extracts from contemporary fiction, and reading poetry. If there was space, it could go on to include material like riddles, jokes, urban legends, tall tales, myths... there's quite a list!
Anyone can do it – even you!
Margaret Read McDonald, Elizabeth Ellis, Connie ReganBlake, and Barbara Freeman. What have these names got in common? They're all published and practising storytellers, who are also librarians. In the case of the last two, they're school librarians. They're also all from the USA, which was where the modern 'revival' of storytelling happened, and librarians there are much more at the centre of this than in the UK. Let's look forward to more UK names that rival these!
It concerns me that storytelling has 'moved upwards'. It started in the home, with everyone (uncles, grandmothers, children) all listening together – a tradition that still exists in some parts of the world. In the West, it moved into schools, and became something that teachers did, but only to young children. Now, we have a situation where schools 'buy in' a storyteller to do it. But it's far more important than that! Of course it's good to have a visiting storyteller (or else I'd be doing myself out of a job!), for a change of voice, gender or cultural background – and a different repertoire; but children need many more stories than visitors can bring, and it's vital that school staff provide this throughout the year.
The school librarian can lead this move to 'put stories back' – but just for a moment I'll let you off the hook (it won't last!). If you're genuinely fazed and frightened by the notion of telling stories from memory to an audience of thirty or more, then fine... your talent may lie in those one-to-one interactions, helping students and recommending books, and that's vital too. But...if you don't tell stories yourself, the responsibility is on you to find others who'll make it happen: other teachers; students themselves; visiting parents, uncles, grandparents; local celebrities. And if your Headteacher is one of the few
males in the school, he has a particular responsibility to be seen enthusing about stories, as a role model for lads.
Pictures, Words – or both!
I'm not one of those storytellers who denigrate picture books as 'not proper storytelling': they can be very motivating; they show pictures and words working together; they link more closely with literacy; and provide an opportunity for children to follow up the session by re-reading. There are plenty of great picture book stories that will tell to a wide age range – try The Two Frogs (Wormell), Eat Your Peas (Gray), or Wait! I Want to Tell You a Story (Willans). Use energy and drama to 'lift the story off the page', and look for any chance of interactivity – choruses, animal noises, prediction, and so on.
On the other hand, the experience of hearing a story told from memory is magical, and any librarian would benefit from two or three stories in their head, that they can tell at short notice. Working from memory gives you greater freedom; allows you to personalise stories for different audiences; to lengthen or shorten stories to fit the time available; to use much more movement and gesture; and to tell to a larger audience who wouldn't be able to see a picture book. It demonstrates to children that you can hold their interest with words alone, and it exercises their imaginations like nothing else.
'But I've got five magic beans' said Jack...
If you want to develop your storytelling, here are five ideas. Firstly, find some good sources. These could be in book form; on the internet; stories from family or friends; or from other storytellers.
Secondly, practice... and then practice some more! You could do this at home (to an unsuspecting family!), or with close friends. Tell to yourself too – in front of a mirror, or by recording or videoing yourself.
Thirdly, choose a way of remembering that suits you. Some storytellers' minds work visually, and they might draw a map of how and where the story happens, or a storyboard of the key incidents, to help fix them in their mind. Others prefer words, and will reduce the story to its basic elements – it's sometimes called 'bare-boning' – which they can then use to rebuild the story in their own words. The 'three Rs' of traditional stories (rhyme, rhythm and repetition) will also help you get the structure of the story into your head, along with devices such as choruses, the 'rule of three', and other features.
Fourthly, listen to other storytellers – either live (at local storytelling clubs, or when you invite them to school); through spoken word CDs; and via on-line clips and podcasts. Pick up ways of telling, how they use their voices, and use (with acknowledgement) any traditional stories they tell.
Finally, contact the Society for Storytelling (www.sfs.org.uk). They offer publications, and will tell you about storytelling clubs and events.
The door opened, and there in the doorway stood...
Why not invite a storyteller into school – next term, or sooner? Ask your local School Library Service, who should be
Features
able to recommend people; use the SfS website above; check with local SLA groups; try regional arts associations; talk to other schools; email school library networks.
If you want the event to have an impact on the library, think through the stock implications. Have you got good enough material in short story sections, in non-fiction places like 398.2 and 292, in collections of riddles, fables, jokes, urban legends? If the storyteller has published material, make sure you acquire it.
Choose the exact venue: the school library itself, if possible! If you need to use a hall or drama studio, make sure you've got a 'library presence' in the form of posters and displays behind the storyteller. Liaise with English and with Drama staff, who may also contribute to funding the visit. Prepare students by giving tasters of stories, and talking about what they expect to happen. Decide at the outset what follow-up you hope for, and how to achieve it.
'Very well', said the Hare 'we'll have a contest!'
Spread the load of storytelling, and at the same time motivate students, by getting them to tell stories themselves. You could try a storytelling competition to begin with – invite a storyteller to launch it, telling stories to inspire students and perhaps running a how-to-do-it workshop. Find allies on the school staff – who's keen on stories, willing to try their hand,
The
SL
58-1 Spring 2010
5
6
Features
and would join with you? Use the competition's buzz to recruit for a storytelling group, which could meet regularly in the library and swap stories.
'If you want your child to be brilliant, read them fairy tales. If you want your child to be a genius... read them more fairy tales.' —Albert Einstein story. Some storytellers have stories which connect with the Maths and Science curriculum, and students can use ICT to produce 'digital stories'. Storytelling encourages a questioning attitude throughout the curriculum, builds confidence and self-esteem. Finally, storytelling builds bridges across and within cultures and communities - some storytellers have been involved in projects linking schools with the wider community.
The cross-curricular impact of reading aloud is not limited to oral re-tellings. Extracts from contemporary or classic fiction, along with appropriate poetry, can enhance every lesson. Taking a 'story approach' to subjects illuminates any topic, and makes it memorable – isn't the first thing you remember about gravity the story of an apple falling? If you want a twelve-page booklist of fiction and poetry across the curriculum, which I compiled recently with the help of school librarians, look at: http://is.gd/4dZsN-.
Extracts from fiction (perhaps an arresting opening, or a dramatic episode early in the story) can whet the appetite and make the hearer want to find out more. Leaving a story at a cliff-hanging point further increases the desire to read on, and a short story can give the flavour of the collection it came from. Any additional information can heighten the effect – reading the blurb, giving some details about the author, mention of other titles by him or her, and discussion of other books of the same genre or style.
A storyteller can stimulate the imagination, contributing to Drama, Music and Art, along with poetry and creative writing. Hearing and retelling traditional tales can provide scaffolding for children's own imaginative stories. A storyteller can create excitement and enthusiasm for History, Geography and Religious Studies as well as English and Drama. A storyteller can widen the range of children's emotional, cultural and moral responses; sensitive issues can be considered through
Of course it's true... but it may not have happened!
We all need stories. Is your library a 'story centre' – not just in print but in performance? Make stories happen in your library – and get in touch if I can help you do it!
I Alec Williams is a Freelance Trainer and Storyteller; www.alecwilliams.co.uk; 07977-590189
The
SL
58-1 Spring 2010 | <urn:uuid:aed12c53-7d2f-454b-b95f-8647f124cd13> | CC-MAIN-2019-30 | https://www.sla.org.uk/dwl.php?doc=storytelling-and-reading-aloud-alec-williams.pdf | 2019-07-18T20:06:00Z | crawl-data/CC-MAIN-2019-30/segments/1563195525793.19/warc/CC-MAIN-20190718190635-20190718212635-00425.warc.gz | 846,746,711 | 2,463 | eng_Latn | eng_Latn | 0.999053 | eng_Latn | 0.999192 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
4276,
8758,
11395
] | [
3.21875
] | 1 | 0 |
INSPECTION REPORT
THE WESTMINSTER SCHOOL
West Bromwich and Tipton
LEA area: Sandwell
Unique reference number: 132233
Headteacher: Mrs D Williams
Reporting inspector: Alastair Younger 23587
Dates of inspection: 23 - 26 September 2002
Inspection number: 249452
© Crown copyright 2002
This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.
Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.
INFORMATION ABOUT THE SCHOOL
Type of school:
Special
School category:
Community Special
Age range of pupils:
9 to 19
Gender of pupils:
Mixed
School address:
Westminster Road
West Bromwich
West Midlands
Postcode:
B71 2JN
Telephone number:
0121 588 2421/5434
Fax number:
0121 588 5451
Appropriate authority:
The Governing Body
Name of chair of governors: Mrs C Jackson
Date of previous inspection: Not previously inspected
INFORMATION ABOUT THE INSPECTION TEAM
| Team members | | | Subject responsibilities | Aspect responsibilities |
|---|---|---|---|---|
| 23587 | A Younger | Registered inspector | | What sort of school is it? The school’s results and achievements How well are pupils taught? How well is the school led and managed? |
| 9511 | E A Longfield | Lay inspector | | Pupils’ attitudes, values and personal development How well does the school care for its pupils? How well does the school work in partnership with parents? |
| 1769 | M Holohan | Team inspector | Geography Personal, health and social education | Quality and range of learning opportunities |
| 21882 | H Maskew | Team Inspector | History Special educational needs | |
| 22391 | N Smith | Team Inspector | Science Modern foreign languages Religious education | |
| 30142 | J Morris | Team Inspector | Mathematics Physical education | |
| 10678 | M Paull | Team Inspector | English English as an additional language | |
| 20211 | M Marra | Team Inspector | Design and technology Art Music | |
| 20119 | T Bell | Team inspector | Information and communication technology | |
| | Team members | | Subject responsibilities |
|---|---|---|---|
| 17288 | M Warner | Team inspector | Supporting on information and communication technology |
The inspection contractor was:
PkR Educational Consultants 6 Sherman Road Bromley Kent BR1 3JH
Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:
The Complaints Manager Inspection Quality Division The Office for Standards in Education Alexandra House 33 Kingsway London WC2B 6SE
REPORT CONTENTS
PART A: SUMMARY OF THE REPORT
INFORMATION ABOUT THE SCHOOL
Westminster is a school for pupils with moderate learning difficulties. It was formed in September 2000, following the closure of five other schools for such pupils. There are currently 193 pupils on roll but this number fluctuates. At one point last year there were 293 pupils. There is a small group of primary aged pupils remaining from reorganisation but this group is not being replaced and future referrals will all be of secondary school age. This year a post 16 group for up to 18 pupils has been formed. There are two sites, five miles apart, but there are plans for a new school to be built on one of the sites sometime in the future. There are about twice as many boys as girls, similar to many schools of this type. Many pupils have additional difficulties, mainly of an emotional or behavioural nature (27 pupils) but also including pupils with autism (13 pupils), sensory impairment (4 pupils) and physical impairment (one pupil). In all cases moderate learning difficulty is the main reason for referral and attainment on entry is low. Thirty pupils are from Asian families and 27 of these come from families where English is not the main language spoken. Ten pupils have a Caribbean background. Well over half of all pupils are entitled to free school meals.
HOW GOOD THE SCHOOL IS
This is a good school. Good teaching results in pupils learning well. In relation to their learning difficulty pupils achieve well. The success of the school testifies to the very good leadership of the headteacher and the management skills of herself, governors and senior managers. Because the school is staffed for 250 pupils whilst only about 200 are on roll it is currently giving unsatisfactory value for money.
What the school does well
* The leadership and management is strong; a good staff team is being built
* Teaching is good, it leads to pupils learning well and making good progress
* Pupils are well looked after. They are contented, safe and happy
* It is rapidly improving
What could be improved
* The amount of time spent teaching English to pupils in years 7-11
* Assessment; to use it more effectively to set individual targets for pupils or to help teachers to set precise learning objectives in lessons
* The lack of activities outside lessons and few opportunities for pupils to practise social skills
*
The efficiency of the school, by resolving its overstaffing
The areas for improvement will form the basis of the action plan prepared by the appropriate authority.
HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION
This is the school's first Ofsted inspection. Taking evidence from previous monitoring inspections and listening to staff, governors, parents and pupils, it is the view of the inspection team that it is a school that is rapidly improving. Pupils' more recent work is very much better than earlier work that was analysed by inspectors.
STANDARDS
The table summarises inspectors' judgements about how well pupils achieve in relation to their individual targets.
| Progress in: | by Year 6 | by Year 9 | by Year 11 | by Year 13 |
|---|---|---|---|---|
| speaking and listening | B | B | B | ** |
| Reading | B | C | C | ** |
| Writing | B | B | B | ** |
| Mathematics | B | B | B | ** |
| personal, social and health education | C | C | C | ** |
| other personal targets set at annual reviews or in IEPs* | ** | ** | ** | ** |
* IEPs are individual education plans for pupils with special educational needs.
Pupil achievement overall is good. It is very similar for pupils of all ages except in English, where secondary age pupils have insufficient time to practice and reinforce what they have learned. As a result, reading improvement tails off at a lower level than would be expected. In mathematics most pupils make sufficient progress to gain good passes in Certificate of Achievement tests. A few gain passes in GCSE. All pupils improve their numeracy skills. In science, pupils benefit from an exciting programme and by the time they leave they are gaining passes in exams including GCSE. Achievement is good in physical education, religious education, French, art, design and technology and satisfactory in information and communication technology, geography, history and music. Achievement in personal social and health education is satisfactory and there are many signs that it is improving rapidly.
** Targets set for individual pupils are not sufficiently precise to facilitate the judgement of progress. After only three weeks it is not possible to make secure judgements about achievement at post 16 but the provision is good and teaching is good and this points to a healthy future.
PUPILS' ATTITUDES AND VALUES
TEACHING AND LEARNING
Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. 'Satisfactory' means that the teaching is adequate and strengths outweigh weaknesses.
The quality of teaching is very similar for pupils of all ages and on both sites. During the inspection about a quarter of teaching was very good and better and three quarters good and better. There was virtually no unsatisfactory teaching. Teaching is good in English, mathematics, science and personal, social and health education. It is good in all other subjects except geography, history and music, where it is satisfactory. Teachers succeed in making lessons interesting by incorporating different activities into lessons; they use available time well, even though short lessons impose limitations and they succeed well in teaching basic skills of numeracy and literacy. However, the marking of pupils' work is very variable in quality and often not good enough and there is often not enough variation in tasks for pupils of different ability. With one in six lessons being taught by temporary teachers, the occasional lack of subject knowledge and understanding of the nature of class groups weakens teaching.
OTHER ASPECTS OF THE SCHOOL
| Aspect | Comment |
|---|---|
| The quality and range of the curriculum | Satisfactory. All subjects of the National Curriculum are taught, as is religious education. There is a weakness in that not enough time is dedicated to English in Years 7-11. Nevertheless, within subjects a good spread of experiences is achieved and numeracy and literacy are well incorporated into other subjects. There are not enough extra-curricular activities. |
| Provision for pupils with English as an additional language | Good. Pupils are well supported. In no case is access to English a limiting factor in pupils’ learning. |
| Provision for pupils’ personal, including spiritual, moral, social and cultural development | Satisfactory. Spiritual and moral issues are satisfactorily promoted. Multicultural education is good but not enough attention is paid to local culture. Social provision is satisfactory but weakened by the few opportunities pupils have to practise what they are taught. |
| How well the school cares for its pupils | Pupils are very well looked after in a safe environment. Good attention is paid to improving attendance and procedures to improve behaviour are working. Although procedures for assessing pupils’ work are satisfactory overall, the information gained is not being used to set clear, precise targets for pupils. |
The school works well with parents. It involves them as much as possible by communicating regularly and providing information that they can understand. Parents receive a report annually, at the time of statutory reviews, but not a separate one that focuses clearly on telling them exactly what their children have learned in each subject of the curriculum.
HOW WELL THE SCHOOL IS LED AND MANAGED
| Leadership and management by the headteacher and other key staff | Very good. The headteacher is very strong and, with the support of her senior staff, gives a very clear lead to the improvement of the school and the raising of standards. The co-ordination of subjects is rapidly improving. |
|---|---|
| How well the appropriate authority fulfils its responsibilities | Very good. Governors combine enthusiasm, optimism and action very well. They play a full role in appointing staff and have been successful in choosing the right people. They listen to the views of staff and visit regularly. This gives them a very good understanding of what is going on in the school. |
| The school’s evaluation of its performance | Satisfactory. Formal monitoring of teaching is good when it happens but there is not enough of it. Nevertheless, there is sufficient informal monitoring to let managers know what is going on in classrooms. There is not enough monitoring of standards through assessment. |
| The strategic use of resources | Satisfactory. Through no fault of its own, the school has faced many difficulties in stabilising its budget. In the circumstances, it has done well to ensure that money has been wisely spent and best value sought. |
The school is overstaffed. The local education authority has not stabilised a projection of how many pupils should be on roll. Accommodation is unsatisfactory overall. It is very well maintained and classrooms are large and welcoming but there is no library and accommodation for physical exercise and art limits the range of pupils' learning. Outdoor play areas are unstimulating. Resources are satisfactory overall but there is a limited number of computers for teachers to use in classrooms.
PARENTS' AND CARERS' VIEWS OF THE SCHOOL
Parents are perceptive in where the strengths of the school lie. The inspection team agrees with them that there are not enough activities out of lessons and that improvements could be made in reporting more clearly on the progress their children are making. Whilst behaviour is satisfactory, it is understandable that parents want it to be better. The school has already taken on board parental views on homework and is now ensuring that a good amount is being sent home.
PART B: COMMENTARY
HOW HIGH ARE STANDARDS?
The school's results and pupils' achievements
1. Good achievement in most subjects is the result of good teaching and pupils wanting to learn. There is very little difference in the achievements of pupils of different ages, gender or ethnicity because high staffing levels and good quality support for individuals ensure that all pupils get a lot of attention to help them to learn. All pupils have special educational needs relating to moderate learning difficulties. There are often additional complications, including emotional and behavioural problems and sensory impairment. As a result, attainment on entry is low in relation to age-related national averages. Tests at the end of Year 9 show that most pupils are performing at a level expected of pupils in Year 5 or 6 in a mainstream school. As the school has only been open for two years it is not possible to gauge trends in attainment from examination results. Nevertheless, a growing number of pupils are gaining success in examinations including GCSE in mathematics, science, art, design and technology, information and communication technology and also Certificate of Achievement in nine subjects, including religious education. Several pupil also gain passes in GNVQ information and communication technology. Target setting for individual pupils is not good enough and this makes it impossible to judge progress against these targets.
2. Achievement in English is good for primary aged pupils and satisfactory for secondary aged pupils. The difference is in the amount of time they are taught the subject rather than the quality of the teaching. Secondary pupils at Westminster are taught English for a much smaller part of the timetable than in most other schools. Although they are well taught in this time and the school's strategy for improving literacy across all subjects is good, this still leaves a shortfall. The result is most evident in the fact that pupils' reading ages level off at between eight and nine years by the time they leave, rather than between nine and ten years which is more common in schools of this type.
3. Achievement in mathematics and numeracy is good for pupils of all ages. The results of tests at the end of Year 9 show pupils to have achieved well in relation to expectations and by the time they leave they are achieving success in examinations. Last year, 20 pupils were entered for the GCSE full course in mathematics and 16 passed, two of them gaining 'E' grades. In addition, 39 pupils took Certificate of Achievement examinations, 29 gaining distinctions.
4. Achievement in science is good for pupils of all ages. Pupils learn about the environment and the implications of interfering with nature. They discuss the effects of acid rain on buildings. The curriculum is very good and links with many subjects are built into lesson plans. These include measuring temperature in experiments on energy conservation and measuring length accurately.
5. Pupils achieve well in information and communication technology lessons but computers are not used well enough in other subjects to contribute significantly and this slows progress. In other subjects achievement is good in physical education, religious education, modern foreign languages, art, design and technology and satisfactory in geography, history and music. Achievement in personal, social and health education has been satisfactory over the past year but there are many signs that it is improving rapidly.
Pupils' attitudes, values and personal development
6. Pupils are enthusiastic about school life. They arrive at school cheerfully and quickly settle to the day's activities. Pride is evident in the lack of graffiti and litter on both sites and the way they conform in wearing the school uniform. In lessons they usually join in wholeheartedly with activities however physically or mentally challenging.
7. Pupils are polite and courteous; they hold doors open for adults and always have a thank you and a smile waiting for anyone who helps them. Movement around the school is civilised, pupils moving around sensibly and being aware of others. At break times, pupils chat pleasantly to one another and play games in small groups. They are open and forthright in their conversation with visitors, enthusing, for instance, about a geography trip where they had collected fossils. Occasionally, usually when they are bored, behaviour lapses and pupils become unco-operative. This slows their own learning and interferes with that of others. Particularly good behaviour and attitudes are evident in many physical education lessons. In one lesson, where older pupils were learning basketball skills, their enthusiasm to improve their performance played a big part in the success of the lesson. In contrast, Year 9 pupils in a music lesson demonstrated increasingly immature behaviour as four boys showed indifference to learning, or the feelings of others.
8. The high rate of exclusions, 48 in total, over the last academic year was largely due to the behaviour of a small minority of pupils. Their indiscretions merited exclusion and demonstrated that the inclusion of a significant number of pupils with emotional and behavioural difficulties in a school where most pupils have moderate learning difficulties was never going to be easy. It was also caused by the bringing together of groups from different schools and the rivalries that inevitably existed as a result. As these teething problems are overcome the rate of exclusion is rapidly falling and has ceased to be a major concern.
9. Pupils and staff get on well together. Pupils recognise that staff will listen to them at any time and will always try to help them. Pupils' relationships with each other are also good, demonstrated in the way they show interest in one another's achievements and celebrate success. Small class groups and high staffing levels result in pupils often being over supported and not having to take enough responsibility for their own learning. There is very little independent learning. Pupils are not sufficiently encouraged to pursue simple research and even if they were, the lack of a suitable library would limit possibilities.
10. Although attendance figures are below those set for all schools nationally, they are similar to other schools of the same type. Punctuality is not a problem. Pupils move quickly and efficiently between lessons and lessons start and finish on time.
HOW WELL ARE PUPILS TAUGHT?
11. Most teaching is at least good. It is of a similar standard for pupils of all ages and on both sites. Unsatisfactory teaching is rare but occasionally occurs when pupils take advantage of temporary teachers who have not had the opportunity to build up the strong relationships with pupils that characterise and strengthen most teaching. These relationships underpin the success of teaching; they give pupils the confidence to express themselves and help teachers to establish realistic expectations.
12. All teachers have wholeheartedly embraced the importance of promoting basic skills, especially literacy, in their lessons. They do so by introducing pupils to an everincreasing range of words that help them to understand what is being taught and describe what they have learned in lessons. In subjects such as history, geography and religious education, pupils are being helped to write factual accounts in exercises that broaden their writing skills. In science and design and technology, numeracy skills are being well taught as pupils learn how to measure and to read scales and gauges.
13. Lessons are made varied and interesting. They often capture pupils' imagination and this results in pupils co-operating and behaving well. Most teachers are adept at spotting when pupils are losing interest or becoming confused and use support staff well to help them. Learning support practitioners are making a strong contribution to pupils' learning by helping them to read texts and questions as well as preventing pupils from misbehaving. In a way this weakens some teaching because it results in teachers not sufficiently preparing work that pupils can read for themselves. This happens because individual education plans are rarely referred to in lesson planning and in any case do not describe what strategies are being considered to help pupils learn more independently and effectively. Science teaching is a notable exception. Here, individual targets are clearly stated and work is well tailored to individual need.
14. Occasionally, teaching is weakened by limitations in teachers' subject knowledge. This is most evident when temporary teachers cover lessons outside their own specialism. The problem is compounded by the fact that almost one in six of all lessons is currently being taught by temporary teachers or those on short-term contracts. Another area where teachers' lack of confidence is evident is in the use of computers. As a result, they are often not used to their full potential.
15. The quality of marking is very variable. At its best it is giving pupils good, immediate feedback about how well they have done and offers guidance as to where improvements could be made. At its worst it is doing neither. Too much work is acknowledged by a tick or a cross. There is a perfectly good marking policy but many teachers are ignoring it. As a result, assessment gets off to a bad start because teachers are not sufficiently recording pupils' progress on a day-to-day basis.
16. Lessons of 30 minutes result in some of them, especially practical ones, being rushed. Sometimes this is evident in not enough time being spent on checking what pupils have remembered from previous lessons and sometimes in teachers not having time to summarise what has been learned in the current lesson. This slows learning as pupils are not being reassured about their successes or alerted about areas of weakness.
HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS?
17. The curriculum provides pupils with access to all of the subjects of the National Curriculum and also religious education and personal, social and health education. However, insufficient time is devoted to the teaching of English, especially for pupils in Years 7-11. This is resulting in an imbalance in the curriculum and pupils not achieving as much as they could in English. The current timetable splits the day into ten 30 minute periods. This gives a lot of flexibility but results in many single-period lessons being rushed. The timetable also restricts the amount of time available at lunch and break times for pupils to mix socially and to participate in extra-curricular activities. As a result, there are not enough extra-curricular activities.
18. From the start of this year the school has started to provide for pupils aged 16 plus. A good curriculum has been planned for these pupils. It covers skills in subjects such as English, mathematics and the use of computers and should also prepare pupils well for adult life through a well-structured programme of personal, social and health education as well as citizenship.
19. There are good procedures for the teaching of basic literacy and numeracy skills. In literacy these make a significant contribution to compensating for the shortage in time spent teaching English. Planning for nearly all subjects shows that pupils are being given many opportunities to practise and develop their literacy skills, such as when they write a description of an earthquake in geography or complete a sheet of personal preferences in personal, social and health education.
20. Pupils' personal development is effectively promoted. Staff recognise when pupils have tried hard and are quick to offer praise. Pupils are made to feel good about themselves and recognise that they can contribute to the happiness and success of others. These all help to promote pupils' spiritual development. Staff are good at explaining the importance of good behaviour to pupils but the high degree of support given to pupils in lessons reduces opportunities for them to demonstrate their moral development. Too often, pupils are reliant on adults managing their behaviour rather than being given opportunities to demonstrate growing maturity and self-control. Teachers often get pupils to work together on activities and thus foster the benefits of co-operation. All pupils are taught good manners and staff set a good example. Social development is slowed though by the very short periods in the school day, such as lunchtimes and breaks, when pupils are given the opportunity to mix with others from outside their own class. It is good to see pupils being made aware of the things that people from different cultures value but not enough effort is being made to celebrate the cultural wealth of the area. There are insufficient visits to local places of interest. The programme for personal, social and health education is currently satisfactory. Very recent changes in the management of the subject and the introduction of external accreditation through the ASDAN course are bringing about rapid improvement, especially through a much more thorough approach to teaching pupils about important topics such as healthy eating, sex education and the dangers of drugs.
21. Pupils with additional special educational needs are well looked after. Those with hearing impairment are helped by staff who sign and help them to communicate. Pupils with autistic tendencies or behavioural difficulties are supported through effective withdrawal groups and additional support in classrooms. Learning support practitioners make a valuable contribution to behaviour management, helping pupils to
concentrate and learn. All pupils with physical needs, hearing and visual impairment are fully included in all activities, well supported by staff.
22. Close links have been established with the Connexions organisation. This provides a wide range of careers advice and work experience opportunities. The work experience programme is a particular success, enabling pupils to undertake placements as varied as shop work, tyre fitting or working in an office. Sensible advice and the organisation of careers conventions gives pupils a wide range of information, including college courses, from which to choose.
23. Links with the community are evolving. Productive relationships have been established with local residents who keep an eye on the property during out-of- school hours. This is helping to reduce vandalism and theft. Local businesses support the school through the opportunities given to the older pupils for work experience and the donation of prizes for raffles and towards the school's harvest celebrations. The Asian Women's Support Group has given valuable assistance with work experience placements. Links are also being strengthened with local secondary schools through a summer school, joint residential experiences and Saturday clubs. Westminster also shares staff skills with primary schools in helping them to train special needs coordinators.
HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?
24. The school ensures that pupils are safe and well looked after. Child protection procedures are correctly observed and all staff are well trained and kept well informed about any changes. Health and safety is given the attention it deserves and first aid procedures are carefully observed. First aiders are well supported by regular visits from the school nurse.
25. There are good procedures to monitor and promote good behaviour. These are greatly helping to improve behaviour and reduce exclusions. As a result, pupils are learning more because classrooms are settled. When behaviour is weaker it is often because teachers are not closely following the clear directions provided for all staff. Valuable assistance is given to targeted pupils through the behaviour support programme. Individuals are given effective support and helped to develop strategies for avoiding conflict. Good attention is paid to getting rid of bullying. Assemblies and personal, social and health education lessons often focus on the importance of being nice to other people and not taking advantage of them. Pupils and parents know that any incidents will be dealt with promptly. Good relationships often underpin strategies for improving and monitoring behaviour and personal development. Staff are alert and responsive to pupils' needs.
26. A new assessment co-ordinator has established satisfactory procedures for assessing and recording pupils' achievement and progress. Implementation of these remains variable. It is good in science but less effective in other subjects. This inconsistent application, even in the basic issue of following a marking policy, means that pupils' achievements are not wholly recognised and learning slows because the important motivation of celebrating success is not being fully capitalised upon. Assessment information is not used comprehensively to guide curricular planning. Individual education plans are vague and targets very imprecise. As a result, they are not effective. No reference is made in class to pupils' personal targets for literacy, numeracy or personal development. This weakens planning and occasionally results in all pupils in a class being taught exactly the same, irrespective of their ability or previous achievement. Nevertheless, much has been improved this year. Reading is being tested and results analysed. Simple tests are being given to pupils to help teachers to plan for individuals. This is well established in subjects such as religious education, science and music. Pupils are becoming more involved in setting targets for themselves and contributing to the evaluation of their work. Annual reviews are well established and provide a summary of progress over the year.
HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?
27. The majority of parents are very supportive of the school. In particular, almost all agree that their children enjoy coming to school, are expected to work hard and are well taught. Most parents feel comfortable in approaching the school with concerns or problems. Inspection evidence confirms the positive views of the parents.
28. Appropriate information is given to parents about the work of the school. The prospectus contains all the important information for pupils joining the school. Good, regular newsletters provide a full account of activities and details of forthcoming events. The Governors Annual Report gives a clear picture of school life during the first year. Parents are given the opportunity to discuss their children's progress at the annual review meetings. One concern of parents is the information they receive about their children's progress. Confusion arises because the school does not send out a report at the end of each year but relies on the report produced for annual review meetings. This works well when reviews are held in the summer term but not otherwise. It would greatly improve reporting if an end of year report was produced.
29. Parents make a satisfactory contribution to pupils' learning and the life of the school. The majority of parents attended and enjoyed a Presentation Evening, held in the Town Hall, when pupils' achievements in schoolwork, sport, attendance and outstanding contributions to the school life were celebrated. This evening providing recognition and reward helps to raise the pupils' self-esteem. Parents support their children's learning as they hear them read and help with homework.
HOW WELL IS THE SCHOOL LED AND MANAGED?
30. The headteacher is very good. She has not enjoyed the easiest of passages in the reorganisation of five schools into one and the inevitable discontent that this has caused amongst certain staff. Nevertheless, she has been very single-minded and has demonstrated great skill in improving morale and getting staff to focus on improving pupils' learning rather than pursuing their own agendas. She has a very good understanding of the school's strengths and weaknesses and has good plans to build upon strengths and eliminate weaknesses. When concern was raised in a monitoring visit by the local education authority about differing teaching standards on the two sites, intervention was speedy and, as a result, teaching is now of similar quality on both sites. There is a very effective management structure, which results in managers knowing exactly where their responsibilities lie. Tasks are carried out conscientiously and well by the deputy and assistant headteachers. The quality of subject leadership and management is rapidly developing in important areas. Recent appointments show vision, backed up by the skill to improve standards, particularly in personal, health and social education.
31. The governing body has been very effective in helping the school to become more effective. The governors are proud of their school and work effectively to ensure that it keeps getting better. A lot of time has been spent interviewing and appointing staff to fill key roles, including the headteacher, and they have made few mistakes. There is mutual admiration between governors and the headteacher and this has fostered a strong feeling of support and single-mindedness between both parties. The governing
body has been a great support to the headteacher in dealings with the local authority and has been particularly helpful in sorting out financial issues over the past year.
32. On the insistence of the headteacher, the work of the school has been closely monitored by the local education authority. Advisors have visited regularly and reported back to the school when they have found strengths and weaknesses. These reports have been used well to address weaknesses, especially a perceived difference in standards between the two sites. The headteacher implemented several changes and this inspection noted that standards on the two sites are now very much in line. Formal observation of teaching, however, has been limited. Teachers adhere rigidly to guidance issued by professional associations and are not willing to be observed more than the minimum level. This indicates that monitoring of teaching is still seen by them as a threat rather than as a positive opportunity for improvement.
33. Finance has been satisfactorily managed but there have been teething problems caused by uncertainty over the budget set by the local education authority. Two years ago this resulted in a projected overspend which was averted by governors and never materialised. The budget has still not stabilised and there are ongoing negotiations between the school and the local education authority over funding for post 16 provision and the total number of places that are being funded. In the circumstances, governors and finance managers have worked well together to ensure that all spending is carefully accounted for. What the school has not sufficiently come to terms with is that spending on staffing is high for the numbers and type of pupils on roll. The budget currently sustains this but is unlikely to do so for much longer.
34. The school is generously staffed. Recent appointments from mainstream schools have improved subject knowledge and the experience and skills of staff to develop the curriculum to meet the learning needs of the pupils. In addition, there has been a good programme of training to develop the skills of existing staff. This is supported by satisfactory induction of new staff. Training to improve the teaching of literacy and numeracy has been very good. Learning support practitioners provide very good support, helping pupils with their learning and social needs.
35. The accommodation is clean and good displays of work on both sites help to create a welcoming learning environment. The senior site manager has excelled in keeping the school environment tidy and well maintained. However, there is no specialist library area on either site to foster independent learning through reading and research, and accommodation limits opportunities in physical education. Outdoor play areas are unstimulating, with few resources for play, socialising or relaxation.
36. Learning resources are satisfactory. There are not enough computers in classrooms. Whilst recognising that security is a big issue, it has to be recognised that the lack of such resources is limiting pupils' learning.
WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?
37. In order to improve the school and raise standards the school should now
* Increase the amount of time spent teaching English to pupils in years 7-11 (paragraphs 2, 17 and 38)
* Improve assessment by using it more effectively to set individual targets for pupils and to help teachers to set precise learning objectives in lessons (paragraphs 1, 13, 26, 43 and 48)
* Increase the range of activities outside lessons to give pupils more opportunities to practise social skills (paragraphs 17 and 20)
* Improve the efficiency of the school by resolving staffing issues (paragraphs13, 32 and 34)
PART C: SCHOOL DATA AND INDICATORS
Summary of the sources of evidence for the inspection
Number of lessons observed
Number of discussions with staff, governors, other adults and pupils
79
24
Summary of teaching observed during the inspection
| | Excellent | Very good | Good | Satisfactory | Unsatisfactor y | Poor |
|---|---|---|---|---|---|---|
| Number | 5 | 15 | 40 | 17 | 2 | 0 |
| Percentage | 6 | 19 | 51 | 21 | 3 | 0 |
The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. Care should be taken when interpreting these percentages as each lesson represents more than one percentage point
Information about the school's pupils
Attendance
Authorised absence
Unauthorised absence
| | % |
|---|---|
| School data | 10.03 |
Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year.
Ethnic background of pupils
Exclusions in the last school year
| Number of fixed period exclusions | Number of permanent exclusions |
|---|---|
| 41 | 0 |
| 0 | 0 |
| 0 | 0 |
| 0 | 0 |
| 0 | 0 |
| 0 | 0 |
| 0 | 0 |
| 0 | 0 |
| 1 | 0 |
| 0 | 0 |
| 0 | 0 |
| 3 | 0 |
| 0 | 0 |
| 3 | 0 |
| 0 | 0 |
| 0 | 0 |
| 0 | 0 |
The table gives the number of exclusions, which may be different from the number of pupils excluded.
Teachers and classes
Financial information
Qualified teachers and classes: Y3 – Post 16
| Total number of qualified teachers (FTE) | 34 |
|---|---|
| Number of pupils per qualified teacher | 6 |
| Average class size | 9 |
Education support staff: Y3 – Post 16
| Total number of education support staff | 32 |
|---|---|
| Total aggregate hours worked per week | 1053 |
FTE means full-time equivalent.
Recruitment of teachers
| Total number of vacant teaching posts (FTE) | 4* |
|---|---|
| Number of vacancies filled by teachers on temporary contract of a term or more (FTE) | 1* |
FTE means full-time equivalent.
* figures are distorted by the complexities of closing five schools and the opening of one new school.
Results of the survey of parents and carers
Questionnaire return rate
Number of questionnaires sent out
Number of questionnaires returned
| Strongly agree | Tend to agree | Tend to disagree | Strongly disagree |
|---|---|---|---|
| 51 | 36 | 8 | 3 |
| 47 | 39 | 8 | 2 |
| 44 | 37 | 15 | 3 |
| 37 | 29 | 22 | 8 |
| 64 | 25 | 0 | 2 |
| 46 | 27 | 15 | 8 |
| 63 | 25 | 5 | 3 |
| 59 | 36 | 3 | 2 |
| 46 | 29 | 15 | 5 |
| 46 | 32 | 5 | 3 |
| 51 | 34 | 7 | 7 |
| 31 | 29 | 14 | 10 |
Percentage of responses in each category
My child likes school.
My child is making good progress in school.
Behaviour in the school is good.
My child gets the right amount of work to do at home.
The teaching is good.
I am kept well informed about how my child is getting on.
I would feel comfortable about approaching the school with questions or a problem.
The school expects my child to work hard and achieve his or her best.
The school works closely with parents.
The school is well led and managed.
The school is helping my child become mature and responsible.
The school provides an interesting range of activities outside lessons.
PART D: THE STANDARDS AND QUALITY OF TEACHING IN AREAS OF THE CURRICULUM, SUBJECTS AND COURSES
ENGLISH
38. Teaching in English is good, and primary aged pupils' achievements are comparable with other similar schools. In Years 7-11, where the teaching time drops to 12 per cent of the timetable, pupils achieve well in lessons as a result of good teaching but over time they make satisfactory progress. The impact of time shortage is lessened by good teaching, and by good use of the time that is allocated to the subject. There is also good implementation of the National Literacy Strategy across the school and many good cross-curricular links which make a significant contribution to achievement in English.
39. Careful attention is given to encouraging speaking and listening. Most lessons provide planned opportunities for pupils to ask and answer questions. Pupils listen carefully in class and respond appropriately. Many pupils are hesitant in their speaking but teachers and other pupils are patient, giving them time and opportunity to express their views. Many pupils find it difficult to engage in lively discussion or debate in an interactive way, but the quality of discussion as a whole is good when the low starting point is taken into consideration. For example, in a Year 10 lesson, students worked in pairs to identify facts contained in a newspaper article. They engaged well in the activity and commented on how much they enjoyed it. Several pupils contributed relatively sophisticated views as to how incidents are reported in the press.
40. Records show that improvement in reading is good at the lower age range but falls off, especially in Years 10 and 11. This is common in schools of this type as the need for pupils to master more complex skills comes into play. Here, though many pupils are levelling off with a reading age between eight and nine years rather than between nine and ten, more often found in similar schools. Nevertheless, there is much evidence of enjoyment of stories and poetry in lessons and in the displays of prolific work throughout the school, which has been the result of reading a very wide variety of material across the whole curriculum. Pupils of all ages enjoy stories and take their cue from teachers' expressive reading and enthusiasm for the written word. Teachers use a wide vocabulary, and the use of key word wall displays as well as word processed examples of the pupils' own work, making it eminently readable, all combine to make a valuable contribution to the enhancement of reading skills at every opportunity within the school.
41. Achievement in writing is good. Pupils do a great deal of writing, which often starts with a worksheet for inserting certain words in a sentence about a topic, but which is then used as the basis for writing whole sentences or passages in their exercise books. Throughout the school pupils draft and redraft and edit their work, and make good use of computers for the presentation of their final versions. Pupils are encouraged to form letters correctly, and they learn and understand the meaning of punctuation to clarify their writing as it develops. They check spellings with dictionaries or by means of word lists, which they build up for themselves with the help of the teacher or classroom assistants. Handwriting is rarely joined, which makes it cumbersome and difficult to read, and as pupils begin to write more, and more quickly, spacing between words tends to become a bigger problem. As most pupils have adequate hand control and letter formation, the transition from printed to cursive script should not be difficult to achieve although there will always be some
pupils who manage better when printing their letters. The drafting and editing of work ensures that the content of much of the final presentation of written work is of high quality, often using quite sophisticated vocabulary or complex sentences. The range is also impressive, so that pupils' work displays in one room may well include good quality examples by many different pupils in a class on history, geography, or science, for example, as well as English.
42. The school demonstrates good implementation of the National Literacy Strategy and medium- and short-term planning follow the strategy guidelines closely. Pupils with English as an additional language are very well cared for, and there is no difference generally between their standards and those of other pupils within the school. There are two interpreters for the school, who liaise with pupils and their parents and who can act as language interpreters or help to explain cultural differences where necessary. The school is considering offering Punjabi as an additional curriculum language.
43. Overall, the quality of teaching is good. It is never less than satisfactory. Teamwork between teachers and learning support practitioners is very good, with equal respect for each other and positive and often humorous impact on pupils and their learning. This ensures that very positive relationships are established between adults with various roles and the pupils, promoting very good behaviour in lessons. There is meticulous planning by all teachers, and schemes are all in place, well written according to the National Curriculum targets and guidelines, with good continuity and progression for pupils as a result. Individual education plans are in place but not as yet fully developed, and at times the links between the plans and the curriculum teaching are not very clear. This is reflected in some lessons where greater differentiation would result in a closer match between teaching and individual learning needs. Development of the plans to increase differentiation of curriculum access will have the effect of stretching each individual pupil's achievements further, ensuring even greater progression and raising of standards generally, as well as promoting active independent learning skills and research. Homework is regularly set, although return of completed work is variable. Marking in English is good, and reflects good learning feedback and careful monitoring of pupils' progress.
44. Teachers are knowledgeable and enthusiastic, and the school benefits from their expertise. The secondary co-ordinator is developing the planning and recording procedures well, and there is a great deal of planned support among teaching colleagues, made possible because of overstaffing generally despite the shortage of English specialists. In-service training is good for English, and good relationships have also built up with local advisers and subject specialists. Teaching and learning is well monitored and action plans for development have been identified for the subject. Literacy development is well in hand for younger pupils, and at the senior level is promoted well through cross-curricular links.
45. Although the range of books and other resources is good overall, and books are very well kept and accessible, storage facilities are limited on both sites, and there is no library facility. This is not conducive to promotion of independent research or reading for pleasure, and at the senior level the time allocation for English hardly allows for any quality involvement in such activities. Similarly, the brevity of breaks and lunchtimes militates against extra-curricular activities that might be useful to extend English skills. English makes a very good contribution to other curriculum subjects and to pupils' spiritual, moral, social and cultural development, and some pupils have been encouraged to take books home, a practice which works well, with benefits wider than the simple practice of reading. Pupils study a range of texts which illustrate many cultures, beliefs and moral issues, and they are given opportunities to write and talk about their experiences and thoughts in an atmosphere of careful consideration and trust.
MATHEMATICS
46. By the age of 11, pupils competently count forwards and backwards, understand fractions such as halves and quarters, tell the time and handle money with increasing confidence. By the age of 14, pupils are gaining in confidence, referring to number lines to help them count forwards and backwards and calculate sequences. They complete simple calculations involving time and money and recognise shapes including triangles and rectangles. They gather information methodically and transfer it to simple graphs. In one lesson, higher achievers were correctly calculating the total price of two items chosen from a mail order catalogue. By the age of 16, pupils are gaining passes in exams that reflect their good progress.
47. Teaching is good but very variable. It ranges from very good to unsatisfactory. Temporary teachers are currently teaching a large number of lessons and limited subject knowledge is occasionally evident. The analysis of earlier work shows this to be a temporary setback and points to teaching often being better than that seen during the inspection. Teachers make good use of praise and the very good relationships they form with pupils greatly contribute to pupils' willingness to learn. When teaching is at its best, tasks are well matched to each individual. This means they face suitable challenges that enable them to use what they have remembered from previous lessons to achieve success in the current one. Good questioning involves all pupils and is at its best in the mental arithmetic starter activities to each lesson. The large number of adults in most lessons allows pupils to get a lot of individual attention and greatly helps to keep the classroom settled so that all pupils can concentrate. Weaker teaching is characterised by lack of challenge, especially for higher-achieving pupils. In less successful lessons work is not building upon what pupils already know, time is wasted and learning slows. An example of this is when pupils spend most of a lesson drawing coins, where the emphasis is on neatness rather than developing numeracy skills. Occasionally, limited specialist knowledge results in lessons where opportunities are missed to link learning to practical situations. As a result, pupils tend to lose interest and become restless.
48. Although pupils' progress is assessed, results are rarely being used to build up a good picture of progress either for individuals or groups. Best practice is seen with primary aged pupils where computer programs are well used to help teachers to record progress. Generally, however, there is inconsistency in assessment and, in particular, lack of guidance to pupils as to how they can improve. Marking of work is not good enough. It is not giving clear guidance to pupils on how to improve. An exception is the Year 9 group at Tipton, where marking gives clear guidance and sets future targets for pupils. Here, also, good records are kept.
49. Good displays in classrooms help to generate interest in numeracy and teachers are using good quality resources to help pupils to learn. Limited use is made of computer programmes to support and extend learning and understanding. Staff training is encouraging staff in all subject areas to recognise opportunities where they can support the learning of numeracy skills and this is increasingly contributing to pupils' progress.
SCIENCE
50. Good achievement in science results from good teaching, a wide range of learning opportunities and high expectations. Primary aged pupils explain what happens when food goes mouldy and describe the effects of viruses and germs, recognising the benefits of keeping fresh food in a refrigerator. They use a suitable range of scientific vocabulary including bacteria and fungi and, when studying forces, recognise the bigger the push, the further an object goes. By the age of 14, pupils explain the differences between acids and alkalis and describe how they are used in everyday life. They have separated mixtures using filter paper and developed an understanding of energy saving and environmental issues. Links with other subjects are clear; literacy improves with the use of scientific language. Pupils' growing understanding of a healthy diet enriches personal development. Mathematical skills are used in reading and measuring heat gauges and recording their findings. By the age of 16, pupils understand the differences between herbivores and carnivores, hunter and prey. They measure mass in experiments and consider the effects of acid rain on the environment. With good reference to everyday life, using a mountain bike as an example, pupils learn how to choose the right materials for specific jobs and test samples for these qualities. These exercises involve pupils in measuring, predicting, investigating, designing and recording.
51. The best teaching results from well-organised activities and skilful classroom practice. These combine to produce an environment that promotes very effective learning for pupils of all abilities. Good support is given to individuals and those with additional needs are given extra help where necessary. Individual education plans are used very well in planning to ensure that every pupil is able to achieve well. Lessons are lively and interesting and pupils concentrate because they are fully engaged. As a result, pupils enjoy science and learn well. Independence and choice are successfully promoted as pupils choose partners to work with and primary pupils help each other to complete their tasks.
ART AND DESIGN
52. Good achievement in art results from good teaching, planning and resourcing. Teachers are enthusiastic and informed about their subject and this results in very good pupil attitudes to art, especially amongst secondary aged pupils. Pupils take pride in their work and concentrate for long periods in attempting to improve finished pieces. Secondary aged pupils experiment with watercolour techniques and give attention to light and shade, and foreground and background when creating pictures of an industrial landscape. More advanced learning includes using digital imagery to explore facial features and expressions. Pupils work with considerable accuracy when drawing a half-face image from a photograph. Drawing skills are further improved through introducing softer media such as charcoal and pastels. By the age of 16, pupils are copying the floral designs of William Morris and creating prints in a simple repeat pattern. Higher achievers are extending this to design their own wallpaper and wrapping paper. Pupils explore the work of the Art Nouveau movement and interpret the intricate designs and tracings in their work as they create plate decorations.
53. Accommodation is limiting the learning of skills in three-dimensional work and results in a bias towards pictorial work: painting, collage, printing and observational drawing. Homework and the use of sketchbooks feature strongly in promoting learning and by Year 11 pupils are making self-evaluations and critical analyses of their work. As a result, they are meeting with a good degree of success in GCSE examinations. Art makes a good contribution to pupils' personal development, especially cultural and social, through presenting pupils with opportunities to consider conventions and traditions in artwork and to compare one culture with another.
CITIZENSHIP
54. As a newly introduced subject there is insufficient evidence at this early stage of term to make secure judgements about achievement but the school is making very good progress in developing a programme to promote citizenship for all pupils. It is studied by pupils of all ages. Pupils on both sites have been asked how they feel about the school and have written comments on an eye-catching display in the form of a brick wall. There has been a positive response. Comments include, 'we have good friends', 'we don't have racism', and 'we don't have bullying'. Pupils are involved in discussing issues such as bullying, which was the theme for the week of the inspection.
55. Up to the age of 11, pupils follow the You and Me programme, a story related activity with an emphasis on discussion. From the age of 11 pupils follow Asdan certificated courses. The enthusiasm of the co–ordinator to promote social behaviour and citizenship programmes is clearly evident. Pupils have developed a badge award for citizenship and during the course of the inspection three badges were presented at an assembly. The pupils wore the badges with pride. The school has received support from the Birmingham Advisory and Support Service team and adopted the benchmark for citizenship as an emerging school.
DESIGN AND TECHNOLOGY
56. Achievement is strongest amongst pupils of secondary school age. The new joint leadership has vision and purpose and more recent work is of a higher standard than that from last year, suggesting that improved management is resulting in higher achievement. Teaching is good, occasionally better, such as in an excellent food technology lesson for Year 7 pupils where pupils learned particularly well because the lesson was so well organised and the teacher so confident. Pupils arrived ready to work hard, listened carefully and wasted no time in producing high quality cakes. Generally, good planning and resourcing ensures that pupils' interest is maintained in lessons. As a result, they work intently and enthusiastically. Year 6 pupils accurately cut and glue textiles to produce finger puppets. They apply these same skills further in decorating wooden spatulas with hair and facial features, using cut fabrics. Innovative teaching of older pupils ensures that previously learned skills are put to effective use. Jointing, cutting and gluing skills are developed further when pupils produce models incorporating moving parts. In textiles, higher-achieving secondary aged pupils use sewing machines adeptly and safely when attaching cut out felt letters to a background to spell their names. In food technology, they make sensible suggestions about fillings when making pastry parcels. The shortness of many lessons limits the development of preparatory skills or routines relating to tidying up. Many Year 11 pupils gain the Taste of Success award in food technology.
57. Detailed monitoring and assessment of skills and understanding makes a great contribution to pupils' learning by enabling teachers to set appropriately challenging work. As a result, all pupils are learning well. Design and technology makes a good contribution to personal and social development and is a growing strength of the school.
GEOGRAPHY
58. This is a subject where recent achievement has been much better than in the past. It is currently satisfactory but, by improving the coordinator role, the development of external accreditation and improved curriculum planning are having an accelerating effect on pupils' learning.
59. Previous work shows that adequate ranges of topics are covered. Primary aged pupils show an understanding of climate and of climate change together with the use of key words such as "weather" and "temperature". Although the teaching of primary pupils is satisfactory, a lot of the work looks boring, with an overemphasis on copying and a failure to mark the work in a way that would make pupils aware of what they need to do to improve. The same is also true of the work of Years 7, 8 and 9, where undue emphasis on copying and a lack of opportunities for pupils, especially the higher attaining, to work independently slows their personal development. Pupils in Year 9 have compared facts about countries such as Italy and Kenya but their work is all recorded on worksheets and suggests a lack of imagination. This term there has been an improvement in teaching and more varied learning opportunities are being presented to pupils. Literacy and numeracy skills are better promoted through the learning of specific vocabulary, and activities, such as drawing bar graphs of rainfall, allow pupils to practise their maths skills.
60. Pupils in Years 10 and 11 have benefited from working towards external examinations and this has improved teaching and learning. The change in teaching emphasis from worksheets to experimental and observational work is clearly having a positive effect. In a lesson for Year 10 pupils on physical hazards such as earthquakes the teacher seized the opportunity of a recent local earthquake to capture the pupils' attention and to have them describe their own personal feelings of when the earthquake occurred. Pupils' learning was further enhanced by experimental work of an imaginative and stimulating nature.
61. These improvements are lifting standards but there are still areas for future development. Although opportunities to develop pupils' literacy and numeracy skills have been identified and incorporated into lessons, computers are still not used enough. In an effort to raise standards further, the subject co-ordinator has recognised the need to further develop the range of external examinations available for pupils to ensure that higher-attaining pupils are appropriately challenged. A system of assessment to ensure that pupils' achievements are recorded and monitored is also to be introduced to replace one that leans more heavily to reporting what has been taught rather than what has been learned.
HISTORY
62. Pupils successfully follow the National Curriculum and achieve satisfactorily; this leads on to older pupils being taught an accredited course (Certificate of Achievement) which leads to an external qualification. Last year, ten pupils were entered, one pupil gaining a distinction, three achieving merits and the rest passing successfully.
63. Analysis of primary aged pupils' work shows that they make satisfactory progress. They recognise events as happening long before they were born and identify the characteristics of people from different periods such as Roman soldiers, AngloSaxons and kings and queens of Tudor times. Higher-attaining pupils accurately decribe aspects of Roman sport and spectacles, identifying an arena as an amphitheatre. Lower-attaining pupils write simple sentences to describe a battle at the end of the Wars of the Roses. Pupils in Years 7 to 9 study events in the order they happened, from England in 1500 to India in the colonial period. Lower-attaining pupils struggle with handwriting and the presentation of their work. They rely on filling in gaps in comprehension exercises to show what they know and understand.
64. By Year 11 most pupils have a satisfactory understanding of historical events. Higherattaining pupils read fluently from texts about workhouses, taken from the Internet, in a good exercise that helped them to understand the powers of computers as well as history. They recognised the harsh conditions in which the destitute found themselves and discussed the rights and wrongs of the system. Lower-attaining pupils found the work more difficult and required a lot of support from learning support practitioners.
65. Teaching and learning are good in Years 7, 8 and 9 and satisfactory in Years 10 and 11. In most lessons expectations are high, lessons move at a good pace and pupils are stimulated. The teacher uses a good level of appropriate vocabulary and pupils are challenged to listen and respond. Relationships with pupils are very good. Weaker teaching results when lessons are unimaginative and demotivating, relying overmuch on worksheets and copying notes from the board. This affects learning since pupils are not encouraged to work independently. Better teaching involves effective questioning to establish what pupils have learned and helps pupils to organise their thoughts so they can write imaginative articles. The school's marking policy is not sufficiently followed. Some work is not marked at all. Teachers are not using assessment to help them to decide what has been learned and what needs to be reinforced in future lessons. This slows learning and results in gaps in pupils' understanding of history.
66. There is a good programme of work but the lack of stimulating resources that teachers can use to enliven lessons results in lessons that rely too much on discussion, copying from the board and use of worksheets. As a result, some pupils lose interest midway through lessons and learning slows.
INFORMATION AND COMMUNICATION TECHNOLOGY
67. Pupils of all ages achieve standards only a little below their mainstream counterparts. What is more, standards are improving as new schemes of work, resources and staff training begin to impact on teaching and learning. Much of this is due to recent improvements in the line-management of the subject.
68. By the age of 11, pupils are using computers confidently, entering text accurately and, with a little support, loading and running different programs. By the age of 14 pupils
are using a digital camera, downloading images to include in their work. They are using spreadsheets to record information and higher-attaining pupils are using computers to draw a good variety of graphs. Pupils are preparing simple documents for publishing, taking care with presentation and appearance. Higher-achieving pupils are accessing information from the Internet, combining pictures from web sites with their own text.
69. By the age of 16 pupils are selecting specific information from databases. They successfully use these databases to produce graphs and sort information. They set up simple spreadsheets and produce business stationery. Higher-achieving pupils use communication systems such as e-mail, fax and telephones effectively. All pupils learn about how computers have become a part of life in the wider world. Lower-achieving pupils are held back by limitations in their reading rather than their computer skills.
70. Good teaching stems from planning that meets the needs of all pupils. Support staff have a good understanding of computers and offer valuable help to teachers and pupils. Lower-attaining pupils are given simpler work and are well supported to help them understand and higher-attaining pupils are set more challenging work to extend them. Assessment is well used, particularly with older pupils, to keep a check on what has been learned and to help teachers to plan future work well matched to individual need. Particularly good assessment is seen in Years 10 and 11, where assessment is linked to external examinations, involves pupils and provides clear evidence of good progress to motivate them. Pupils are keen and confidence increases with the gentle encouragement of teaching and support staff.
71. As teachers become more confident they use computers more in other subjects. However, too many teachers still lack confidence and there is a limited amount of software available for their use. As a result, computers are not fully exploited across all subjects and relatively little use of them is observed in other lessons. This slows overall progress.
FRENCH
72. Pupils' achievements in French are good. By age 11, pupils greet each other by saying 'bonjour'. They are aware of the vocabulary for different parts of their body, labelling diagrams and matching pictures and words. By the age of 14, pupils have extended vocabulary, for instance by playing games which encourage them to speak about the weather. Pupils use phrases such as 'j'ai faim' (I am hungry) when they talk about food and record details about their school and their clothes. They learn French words for animals and colours and complete shopping lists or menus in French. Pupils are encouraged to correct each other's work and do so confidently. This greatly helps their learning, involving them in the checking of work, spotting other pupils' mistakes and offering suggestions as to how it could be improved. By the age of 16, pupils write about their hobbies in pieces of work that ere examined and lead to qualifications.
73. Teaching is good. Lessons are well prepared and incorporate activities that challenge, stimulate and reward. Resources, many of them created by teachers themselves, are well used to capture and maintain pupils' interest. Care is taken to ensure that lessons incorporate opportunities for pupils to listen to, read and speak French. Pupils' work is well displayed and is well used to promote further interest. Teaching is enthusiastic and sympathetic, mixing French and English speaking well. Care is taken to involve every pupil, with good use of eye contact and facial gesture.
74. Staffing has improved over the recent past with the appointment of a French speaking teacher. The need for a more specific approach to assessment and its use to inform curriculum planning has been correctly identified as a priority for development. There is currently inconsistency in marking and recording.
MUSIC
75. Achievement is satisfactory for all pupils up to the age of 14. The subject is not taught to older pupils. Teaching is satisfactory, but variable; it is weakened when lessons become too complicated and pupils lose interest. Better teaching often concentrates on promoting performance; pupils enjoy this and responses and attitudes are better. Performance is underpinned with a good assessment and recording programme that accurately charts pupils' progress. The best teaching is for primary aged pupils where joy, fun and enjoyment are obvious as pupils sing nursery rhymes with confidence and clap in time with tunes. By the time they are 14, many pupils are reading simple notation and playing tunes on electronic keyboards. Music offers a strong social and cultural dimension to the curriculum, and cross-curricular links with French, English, mathematics and history are also good. Social history is a strong feature of work at Year 9, when pupils listen to the work of Scott Joplin (The Entertainer), Paul Simon (Graceland) and the blues of John Lee Hooker. Music is viewed as integral to school life and the co-ordinator is working towards pupils' performances becoming a regular feature of assemblies. This is a very positive development.
PHYSICAL EDUCATION
76. Achievement in physical education is good. In addition to becoming fitter, pupils develop more self-confidence and their personal and social skills improve. The new co-ordinator is very enthusiastic and her good teaching and organisation are leading to improving the achievement of all pupils.
77. By the age of 11 pupils have played invasion and striking games, learned dance sequences, performed gymnastics and participated in athletic activities and swimming. By the age of 14 they have further developed attacking and defensive skills in games such as basketball and short tennis. In a Year 7 basketball lesson, for instance, pupils learned the skill of taking big and small steps to vary and improve movement. Pupils are involved in self-review of good practice and this is contributing to the good promotion of speaking and listening skills. Accommodation limits the range of activities in which the pupils can participate and this is particularly felt in Years 10 and 11 where the lack of access to appropriate facilities in the school results in pupils being unable to be entered for the Certificate of Achievement examination. Nevertheless, pupils remain keen to improve, as was seen as they practised dribbling and passing skills to help them play better basketball. There is excellent interaction, with pupils encouraging and supporting each other.
78. Good teaching is the norm and it is often even better. Teachers have good subject knowledge, plan well, are enthusiastic and provide good role models for pupils. All pupils, irrespective of their physical condition, benefit well from this good teaching. High expectations are evident whether relating to changing into kit, developing personal and social skills or getting pupils to try harder. Good inclusion of all pupils is promoted, for example by using different weight balls in basketball, encouraging pupils in pairs work, and effectively involving learning support practitioners.
79. Assessment is a weakness. Records do not indicate what pupils have achieved or where they need additional support. In particular, small step improvements are not being identified. Opportunities to be involved in accreditation are currently limited to the Sandwell swimming scheme and an internal athletics award. The limitations in the award schemes on offer and the few organised lunchtime and after-school activities restrict opportunities for pupils to extend the personal and social aspects of physical education.
RELIGIOUS EDUCATION
80. Achievement in religious education is good in all age groups. It is leading to pupils gaining good results in accredited coursework. By the age of 11, pupils have learned about good and evil as explained in bible stories and parables. They identify symbols of the great religions and have compared feasts and festivals such as Christmas, Diwali, and Passover. By the age of 14, pupils have increased their awareness of religious festivals and the importance of religion to the civilised world. They develop respect for people of faiths other than their own and the way they worship. This all points to them consolidating their appreciation of the fact that people worship God in many different ways. Pupils talk about good times and what makes a good day. In their work on the basics of Christianity they know the symbolism and the names of the major parts of Holy Communion. By the time they are 16, pupils are becoming aware of a number of ways to consider the Trinity. When discussing family, pupils consider sophisticated ideas about appearances and how it is possible to be more than one thing at once, for example brother, friend and footballer.
81. Teaching is good. Lessons are well planned and often incorporate a very good range of resources, artefacts and activities to make them interesting. Teachers make sure that all pupils take part. As a result, pupils eagerly identify a paten and a chalice when studying Communion. A wide range of teaching styles is used. Perceptive questioning is used to help assess progress and to encourage conversation, for instance about feelings. Learning objectives are made clear; teachers and support staff provide lots of clues and examples to illustrate the message. Teachers encourage pupils to think and express themselves clearly. Classes are well managed and no time is lost. Occasionally, poor behaviour slows learning because behaviour management programmes are not always applied correctly. A weakness evident in pupils' past work is inconsistent marking. It is not providing a record of how far pupils have come or giving pupils sufficient guidance as to how they can do even better. More recent work is being much better marked.
82. The recently appointed co-ordinator has written new schemes of work to closely reflect the Locally Agreed Syllabus. Over the past year assessment has been unsatisfactory and inconsistent but the new schemes of work, opportunities for accreditation and records of achievement all provide a good base for the future.
PERSONAL, SOCIAL AND HEALTH EDUCATION
83. Pupils' achievements in personal, social and health education have been satisfactory over the past year. However, recent improvements in the management of the subject, curriculum planning and the introduction of external accreditation have given rise to better achievement this term.
84. Primary aged pupils show development of personal awareness and an understanding of their rights and responsibilities. A significant amount of recent work, including assemblies, has been centred on the theme of bullying. Discussion based work involves pupils in consideration of the effects of bullying. This current work has a much clearer structure than the work of the previous year when lessons were often taken by temporary teaching staff.
85. Pupils between the ages of 11 and 14 develop better self-awareness as they consider their place in the school. A good lesson for Year 7 pupils had them 'navigating' the school using maps to help them locate classrooms and staff. In another well-taught lesson they considered the giving of 'surprises' to people who are close to them. Discussion showed increasing maturity and insight as pupils identified people they would like to surprise and what would please them. By Year 9, pupils have learned about their developing sexuality and the responsibilities this incurs. They have also become much more aware of the uses and abuses of drugs. The recent rewriting of the policy and the use of external agencies such as the school nurses and the local authority drug education team have increased the effectiveness of this provision. Pupils in Years 10 and 11 are prepared well for life after school. The wide range of activities considers subjects as diverse as time management, personal hygiene and the dangers of drugs.
86. Monitoring of pupils' work and the improvement of marking and assessment is recognised as a weakness and is one of the new co-ordinator's priorities for improvement. The most significant change is the recent introduction of external accreditation through the ASDAN examination, which has provided the school with a clear focus and has led to some interesting work including current work on the media, involving a combination of discussion and displays. | <urn:uuid:79a23864-6249-4a52-b3da-5c148b176872> | CC-MAIN-2019-30 | https://files.api.ofsted.gov.uk/v1/file/786377 | 2019-07-18T19:18:34Z | crawl-data/CC-MAIN-2019-30/segments/1563195525793.19/warc/CC-MAIN-20190718190635-20190718212635-00426.warc.gz | 389,724,408 | 15,342 | eng_Latn | eng_Latn | 0.978978 | eng_Latn | 0.999183 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"... | false | docling | [
266,
834,
1278,
2421,
3039,
3056,
6007,
7773,
9062,
10787,
13088,
16605,
20706,
23032,
26824,
30970,
34444,
37965,
38194,
39137,
39966,
40286,
41418,
45112,
49354,
52307,
56093,
59667,
62760,
66285,
69920,
72884,
76574,
78792
] | [
1.0703125,
2.234375
] | 2 | 0 |
Nursery Information and Homework
Literacy
This week in Phonics we have been practising our sounds and singing songs and stories such as 'The Hairy Scary Castle' and 'The Wheels on the Bus'. We have been talking turns to talk in a circle and practised saying our names in a sentence with our Makaton actions. The sound of the week has been 'z' for zebra.
Maths
The children have been singing shape songs, playing with shapes and playing turn taking games such as 'Build a Bug'. They have started using the Numicon resource and pegs to build 'number sandwiches' and looked at the different colours for each of the number pieces.
Topic
Our topic for the final term of the year is 'Mermaids, Pirates and Under the Sea'. We have begun this week by looking at sea creatures such as fish, crabs, octopuses, jellyfish and sea horses. The children have started to learn some facts about the different animals and thought about what they looked like.
Homework
In order to support the children's speech and language development further, I will be adding a section to the newsletter each week where I will have a strategy that you can just use at home to support your child's speech and language development.
This week's strategy is Simplify. In simple terms, this just means that you use short phrases and sentences to help children to increase their vocabulary. You do this by introducing new words in short sentences that they can understand.
By involving them like this in what you are doing, you will be increasing their understanding and vocabulary without even realising that you are doing it.
Hatton Adventure World
Many thanks to everyone who came with us on our trips before half term. The children all had an amazing time and loved every second of it. They were brilliant with all of the different animals they got to see and really well behaved for the entire day.
End of the Day
Please could we ask that parents stay out of the Nursery outdoor area until we have opened the gate at the end of the day, as the children become very distracted once they see their Mum's, Dad's or Carer's arrive and find it hard to focus on our end of day routines and activities. We also ask that the children do not dig in our new gardening area, as there are plants in there we are trying to grow. Thank you for your understanding.
Unfortunately, our new playhouse has had some teething issues and is out of bounds whilst we sort them out. Please can you make sure that the children are not opening the doors are going inside, until these issues have been resolved.
Have a lovely weekend!
Mrs Hudson and Miss Benham | <urn:uuid:7c98dde2-8077-4c6a-8c75-aeb740e888ce> | CC-MAIN-2019-30 | https://s3.eu-west-1.amazonaws.com/jotter2.files/10356125?response-content-type=application%2Fpdf&response-content-disposition=attachment%3Bfilename%3Dhomework-6th-june.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20190718%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20190718T193033Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=8bbbba4021204cefb00de9f623b79df5f66321586cb0db25e195eed79671080e | 2019-07-18T19:30:34Z | crawl-data/CC-MAIN-2019-30/segments/1563195525793.19/warc/CC-MAIN-20190718190635-20190718212635-00418.warc.gz | 534,147,221 | 546 | eng_Latn | eng_Latn | 0.999513 | eng_Latn | 0.999512 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1598,
2616
] | [
3
] | 1 | 0 |
Foundation Year: Routes to Success – sustaining success
Week 2: Task Question Sheet
These questions relate to the RSA animation video of Dan Pink's lecture on motivation.
RSA Animate - Drive: The surprising truth about what motivates us
Instructions
Watch the video again – you can do this individually or you may find it interesting to watch it with a few friends. You can book study space in the University library for this kind of small group activity.
What will I gain by doing this activity?
You will find this task useful for the section on the portfolio which discussed motivation
You may also find it helpful in the broader sense of sustaining your motivation when challenging difficult tasks, or changing your behaviours so that you can be more successful in your studies
Questions
1. In the RSA video Dan Pink's account of motivations differs between mechanical tasks and cognitive tasks.
What sort of tasks do you routinely engage with during your studies? Does it vary or is it constant?
2. Do you recognise any of the observed behaviours in your own motivations, or does your personal experience contradict the claims made in the video?
3. Briefly describe what you know or understand about your own motivations. You may like to discuss your personal motivations with a friend or small group, maybe even watch the video together again for a second time.
4. The video discusses motivation in the context of home life and the workplace. Briefly discuss or describe in what ways is it may be relevant to you, as a foundation year student, within your university career, in your future generally.
5. The video also comes from a largely US perspective, in what ways do you think that perspective may be relevant or at odds with your own cultural background and experience?
6. If you think about relating the video to your own current experiences, what are your incentives to study?
7. When might it be useful to offer yourself rewards in return/recognition for achievement?
8. Pink talks about the benefit to individuals of 'one day of autonomy', in your current context, how might you achieve one day of autonomy? How might that be useful?
9. Is there an area of your life where you pursue mastery? What do you do? What skills do you develop with this activity?
10. Can you identify any other similar resources relevant to motivation? If so can you tweet a link to your suggestion with a brief descriptive/explanatory comment to @GENG0014 I will collate the links and add them to the class resource list. You may also want to add links to such videos to a personal playlist. | <urn:uuid:f9dcd4cb-b47a-484f-bb52-a31f68e7fc72> | CC-MAIN-2019-30 | http://edshare.soton.ac.uk/12205/1/FY-RTSWeek2Task2013-14.pdf | 2019-07-18T19:33:02Z | crawl-data/CC-MAIN-2019-30/segments/1563195525793.19/warc/CC-MAIN-20190718190635-20190718212635-00434.warc.gz | 49,984,453 | 533 | eng_Latn | eng_Latn | 0.998817 | eng_Latn | 0.998817 | [
"eng_Latn"
] | false | docling | [
2594
] | [
2.0625
] | 2 | 2 |
Mason Moor Primary School
Behaviour & Attitudes Policy
"I've come to a frightening conclusion that I am the decisive element in the classroom. It's my personal approach that creates the climate. It's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized."
1. Aims and expectations
1.1. It is a primary aim of the Headteacher, that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust and respect for all. The school behaviour policy is therefore designed to support the way in which all members of the school can live and work together in a supportive way. It aims to promote an environment where everyone feels happy, safe, and secure.
1.2. The school has several school rules, but the primary aim of the behaviour policy is not a system to enforce rules. It is a means of promoting good relationships, so that people can work together with the common purpose of helping everyone to learn. This policy supports the school community in aiming to allow everyone to work together in an effective and considerate way.
1.3. The school expects every member of the school community to behave in a considerate way towards others.
1.4. We treat all children fairly and apply this behaviour policy in a consistent way.
1.5. This policy aims to help children to grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the school community.
1.6. The school rewards good behaviour, as it believes that this will develop an ethos of kindness and cooperation. This policy is designed to promote good behaviour, rather than merely deter anti-social behaviour.
2. Good Behaviour
2.1. We praise and reward children for good behaviour in a variety of ways:
* teachers congratulate children;
* teachers inform parents when their children have had good behaviour through praise postcards, phone calls or comments in the children's book diary;
* teachers give children reward points;
* reward points are 'banked' over a period of a half a term and earn children special prizes and treats – agreed with the Headteacher;
* each week we nominate a child from each class to be in the "Golden Book"
* each 'child who is nominated' receives a certificate in the school assembly;
2.2. The school acknowledges all the efforts and achievements of children, both in and out of school. The "Golden Book Assembly" - each Friday led by Senior Leaders - is an opportunity to share and celebrate information and achievements regarding pupil achievement out of school, for example, music or swimming certificates.
3. Sanctions
3.1. We expect children to listen carefully to instructions at all times and to try their best in all activities. If children chose not to do so, a number of progressive sanctions are employed. Children are warned about their behaviour and the consequences at each stage to ensure that a restorative approach (i.e. "you can come back from this") supports pupils to make the right decisions. Failure to amend behaviours invokes the 'Four Step' approach.
The Four Steps sanction approach at Mason Moor:
* Those pupils who do not follow classroom rules and the behaviour expectations of the teacher are, in the first instance, given a warning about their behaviour (Step One).
* If the pupil continues to misbehave, they are then given time out in class (at a designated space within the classroom) for 5-10 minutes to allow them to calm and reflect on their behaviour (Step Two).
* If the behaviour persists, the pupil will then be sent to another classroom in the school for a further 'time out' period (Step Three).
* If the pupil returns after Step 3 and there is no improvement in their behaviour, a teacher will radio and they are sent to the Assistant Head Teacher or SLT member on call (Step Four). When a child reaches this stage, the teacher will inform his/her parents via telephone before the end of the school day.
3.2. If a pupil does not try to change their behaviour following intervention from the Assistant Head Teacher, the Assistant Head Teacher will intervene and request a meeting with parents and the class teacher to discuss behaviour strategies and future sanctions. If there is no improvement in behaviour the Deputy Head will meet with parents. Finally, the matter will be dealt with by the Headteacher.
3.3. Very serious incidents of misbehaviour (e.g. fighting, racism, perceived bullying) will be directed towards a Senior Leader in the first instance. Parents will be informed, and a meeting arranged to discuss the incident and possible sanctions.
3.4. Same-day approaches should be used for children in KS1 and 2. Therefore, where possible an afterschool intervention (a detention) may be warranted for 30 minutes to address the behaviour and to allow the next day to start on green.
3.5. Any pupil who misbehaves or chooses not to follow school rules can expect to lose certain privileges as a form of sanction. Possible sanctions include loss of playtime or lunchtime, being withdrawn from class, being withdrawn from a club or event not essential to the curriculum.
3.6. All members of staff are aware of the regulations regarding the use of force by staff, as set out in DfEE Circular 10/98, relating to section 550A of the Education Act 1996: The Use of Force to Control or Restrain Pupils. Teachers at Mason Moor do not hit, push, or slap children. Staff only intervene physically to restrain children or to prevent injury to a child, or if a child is in danger of hurting him/herself. The actions that we take are in line with government guidelines on the restraint of children.
§ Attack on a peer – verbal, threatening, physical.
§ Assault on a member of staff – including spitting, hitting and use of feet on the body (kicking etc).
§ Absconding from the building – including into the playground as an avoidance tactic from work. Also includes leaving the perimeter of the building.
§ Dangerous behaviours at lunch or breaktime – including fighting or inciting violence. This may include climbing onto areas of the building.
§ Deliberate activation of the fire alarm.
Sanctions that would not be considered an effective use of a 30-minute detention afterschool:
§ Attendance related matters – including persistent absence or lateness. We expect teachers, in the first instance, to follow the school's policy for writing to parents and this would be followed up by senior leaders.
§ Homework non-completion – we expect teachers to provide children with appropriate mechanisms to support here. Support may include: invitation to after-school provision, support in lunch or play and a conversation with the parent.
§ Parents' refusal to attend a reintegration meeting must not lead to the child being punished. This includes: not accepting the child back to school or setting detentions.
4. The role of the class teacher
4.1. It is the responsibility of the class teacher to ensure that the school rules are enforced in their class, and that their class behaves in a responsible manner during lesson time.
4.2. The class teachers in our school have high expectations of the children in terms of behaviour, and they strive to ensure that all children work to the best of their ability.
4.3. The class teacher treats each child fairly and enforces the classroom code consistently. The teacher treats all children in their class with respect and understanding.
4.4. If a child misbehaves repeatedly in class, the class teacher keeps a record of all such incidents. In the first instance, the class teacher deals with incidents him/herself in the normal manner of deescalating and deflecting negative behaviours. However, if misbehaviour continues, the class teacher will seek help and advice from the year leader or, in more serious cases, senior leaders.
4.5. The class teacher liaises with external agencies, as necessary, to support and guide the progress of each child. The class teacher may, for example, discuss the needs of a child with the education social worker or Southampton City Council Behaviour Support Service.
4.6. The class teacher reports to parents about the progress of each child in their class, in line with the whole–school policy. The class teacher may also contact a parent if there are concerns about the behaviour or welfare of a child.
5. The role of the Headteacher
5.1. It is the responsibility of the Headteacher, under the School Standards and Framework Act 1998, to implement the school behaviour policy consistently throughout the school, and to report to governors, when requested, the effectiveness of the policy. It is also the responsibility of the Headteacher to ensure the health, safety and welfare of all children in the school.
5.2. The Headteacher supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in the implementation of the policy.
5.3. The Headteacher keeps records of all reported serious incidents of misbehaviour.
5.4. The Headteacher has the responsibility for giving temporary suspensions to individual children for serious acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the Headteacher may permanently exclude a child.
5.5. Children returning from a temporary suspension must be given a reintegration meeting with personnel directed by the Headteacher – this may be with the Assistant Headteacher.
6. The role of parents/carers
6.1. The school will work collaboratively with parents, so children receive consistent messages about how to behave at home and at school.
6.2. We explain the school rules in the school prospectus and newsletters, and we expect parents to read these and support them.
6.3. We expect parents to support their child's learning, and to co-operate with the school, as set out in the home–school agreement. We try to build a supportive dialogue between the home and the school, and we inform parents immediately if we have concerns about their child's welfare or behaviour.
6.4. If the school use reasonable sanctions to punish a child, parents should support the actions of the school. If parents have any concern about the way that their child has been treated, they should initially contact the class teacher (as per the escalation procedures). If the concern remains, they should contact the school governors. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented.
7. The role of governors
7.1. The Governing Board of Mason Moor Primary School has the responsibility of setting down these general guidelines on standards of discipline and behaviour, and of reviewing their effectiveness. The governors support the Headteacher in carrying out these guidelines.
7.2. The Headteacher has the day-to-day authority to implement the school behaviour and attitudes policy, but governors may give advice to the Headteacher about disciplinary issues. The Headteacher must take this into account when making decisions about matters of behaviour.
7.3. Governors should review regularly the use of temporary suspensions – analysing if there are patterns/trends and asking pertinent questions in the governing body meetings.
7.4. Governors should support the headteacher by meeting with parents where strategies to reengage children are failing and the child's place at the school is vulnerable.
8. Temporary suspensions and permanent exclusions
8.1. Only the Headteacher (or the acting Headteacher) has the power to suspend a pupil from school. The Headteacher may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year. The Headteacher may also exclude a pupil permanently.
8.2. If the Headteacher excludes a pupil, he will inform the parents/carers immediately, giving reasons for the suspension. At the same time, the Headteacher makes it clear to the parents that they can, if
they wish, appeal against the decision to Southampton City Council. The school informs the parents how to make any such appeal.
8.3. The Headteacher informs the LA about any permanent exclusion, and about any temporary suspensions beyond five days in any one term.
8.4. The LA (Southampton City Council) itself cannot either exclude a pupil or extend the exclusion period made by the Headteacher.
8.5. When an appeals panel meets to consider an exclusion, they consider the circumstances in which the pupil was suspended/permanently excluded, consider any representation by parents and the LA, and consider whether the pupil should be reinstated.
8.6. If the appeals panel decides that a pupil should be reinstated, the Headteacher must comply with this ruling.
9. Monitoring
9.1. The Headteacher monitors the effectiveness of this policy on a regular basis. He also reports to the Governing Body and the school's SIO (Improvement Officer) on the effectiveness of the policy and, if necessary, makes recommendations for further improvements.
9.2. Mason Moor keeps a variety of records of incidents of misbehaviour. The class teacher records minor classroom incidents on a behaviour tracking software, as do Midday Assistants at lunchtime. Year leaders have access to the tracker, recording more serious incidents within their year group. The DSL & Parental Engagement Leader analyses the data on a half termly basis to identify any patterns of trends in pupils' behaviour. This information is presented to the Governing Body and to the wider Senior Leadership Team as part of the cycle of school improvement.
9.3. The Headteacher keeps a record of any pupil who is suspended for a temporary period, or who is permanently excluded. | <urn:uuid:1ac5c67c-48ff-4b3d-9f98-746ec26992b1> | CC-MAIN-2025-05 | https://www.masonmoorprimary.co.uk/attachments/download.asp?file=70&type=pdf | 2025-01-22T08:18:56+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363377.41/warc/CC-MAIN-20250122063008-20250122093008-00004.warc.gz | 893,598,740 | 2,851 | eng_Latn | eng_Latn | 0.998764 | eng_Latn | 0.998977 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
55,
2639,
5998,
9094,
12260,
13994
] | [
2.3125
] | 3 | 0 |
Investigations
Let's Write.
Mrs. Jones had five apples.
She wants to share them with ten children. Write a story about how she could do this fairly.
(1.02a)
Seeing Math
If you divide a square into two congruent parts with a vertical line segment, what shapes do you have?
What shapes will you have if you divide the following pattern blocks into two congruent parts with a vertical segment:
triangle, parallelogram, trapezoid, hexagon?
How many different ways can you divide a square or a circle into two equal parts?
(3.02, 1.02a)
What Do You Think?
The club leader bought 62 cookies. How many cookies did each member get if there are 15 in the club?
(1.05)
How many different numbers can you make using the digits 2, 6 and 8? Put the numbers you made in order from least to greatest.
If you have the digits 4, 8 and 3, how many different three-digit numbers can you make? What three-digit numbers can you make with 5, 7 and 5?
(1.01f)
$¢$¢$¢$¢
A candy bar cost 52¢. You have four dimes and three nickels? Do you have enough money to buy the candy bar?
Why or why not?
(1.01a)
Patterns, Patterns, Patterns
What is the rule?
Draw the next three figures.
113
(5.01)
Out Number Your Neighbor
Directions: This is a game for 2-4 students. Each player needs a gameboard and a set of 0 to 9 tiles. Players turn the tiles face down. In turn, players turn over a tile and place it on the gameboard. The player with the largest number (smallest number) wins the round. The first player to win 10 rounds (supply counters to keep score or use tally marks) is the champion.
Out Number Your Neighbor
Directions: This is a game for 2-4 students. Each player needs a gameboard and a set of 0 to 9 tiles. Players turn the tiles face down. In turn, players turn over a tile and place it on the gameboard. The player with the largest number (smallest number) wins the round. The first player to win 10 rounds (supply counters to keep score or use tally marks) is the champion.
Keeping Skills Sharp
1. 45 - 10 = ___
2. 61 - 10 = ___
3. 18
2.
11
- 9
- 6
5. What's missing? 73, 63, 53, ____
6. Would you measure your hand with a ruler or a cup?
7.
8. I am bigger than 20. I am smaller than 30. You say me when you count by fives. What number am I?
Bennie has a meter of dimes. How much are they worth?
Solve this!
Ken has a foot of quarters. How much are they worth?
Loni has a yard of nickels. How much are they worth?
Who has the most money? the least?
To the Teacher
Investigations:
Answers for 2, 6, 8: 2, 6, 8, 26, 28, 62, 68, 82, 86, 268, 286, 682, 628, 826, 862
Answers for 4, 8, 3: 384, 348, 438, 483, 834, 843,
Answers for 5, 7, 5: 557, 575, 755
Seeing Mathematics:
Extension: Have students make geometric shapes on the geoboard. Using another geoboard, show a line of symmetry.
Give each child a square piece of paper and scissors. Demonstrate folding and cutting the square on the diagonal . Talk about line of symmetry. Cut and you have two congruent triangles. Take one triangle and fold the top down . Cut on the fold . Now you have a triangle and a trapezoid. Pick up the other large triangle. Fold in half and cut. Now there are two triangles. Can you use the trapezoid and three triangles to recreate the original square? As you demonstrate each step, discuss symmetry, congruency, fractions and the characteristics of triangles, trapezoids and squares.
Mental Math
Keeping Skills Sharp
Directions to Students: Number your paper from 1 to 10. Write your answers as the questions are called out. Each question will be repeated only once.
Write the sum or difference.
Investigations
Let's Write
Solve this math riddle: I am a number between 80 and 90. I am greater than 83 but less than 85. What number am I? Now write your own number riddle. Let a friend read it and solve it
(1.01c)
Seeing Math
With a set of tangrams, can you make:
1. a square - What pieces did you use?
2. a triangle - What pieces did you use? Can you make a different triangle?
3. a parallelogram - What pieces did you use?
Can you make these shapes more than one way?
(3.01)
What Do You Think?
Honey pots cost 20¢ each. The weekly special is two pots for 30¢.
Should the bears buy four pots at 20¢ each or should they buy two weekly specials? Explain.
(1.05)
Create a pictograph using the data about the weather during May.
Pencils are sold two for 15¢. How many pencils can you buy if you have two quarters.
(1.01a)
(5.01)
Patterns, Patterns, Patterns
What will be the fourth shape.
How many triangles will it have?
What's the rule?
Four-In-A-Row
2-3
Number of Players:
Materials: Game board, colored chips for each player, two number cubes (0-9) or 0-9 spinner Objective: To place four of your markers in a row
Rules: First player rolls the number cubes (or spins twice), adds the numbers, and places one of the colored chips on a corresponding number on the game board. Players take turns and the first player with four in a row wins. The four in a row may be horizontal, vertical, or diagonal.
(1.05)
1. seventy-five = ____
Keeping Skills Sharp
2. thirty-one = ___
3. eighty-eight = ___ 4. eleven = ___
5. RYYGRYYGR What is the pattern unit?
6. Are these shapes congruent?
8. Lee has saved. He wants to buy something for $1.
5¢
25¢
1¢
1¢
10¢
25¢
1¢
How much more money does he need?
Solve this!
(5.01)
These are function machines. A number goes into the machine and another number comes out. Each machine has a different rule. The first one has been finished in
out
The rule is add six.
7
13
6
12
0
6
Look at these function machines. Finish them and write the rule.
Investigations:
Students can also keep a weather chart for temperature and create a line plot to illustrate it.
Patterns,Patterns,Patterns:
Children could use pattern blocks to solve this pattern. The triangle pattern block from the Blackline Masters could also be used. Children could cut out the triangles and then solve the problem.
Solve This:
Discuss function machines with the class and model solving several. Examples:
Rule: double the number
Rule: subtract 20
Extension:
Have the children create their own function machine.
Seeing Math
Show each drawing briefly on the ovehead. Have students draw from memory. Show once more and allow them to adjust their drawings. "What did you see? (Ask several students.)
A.
(1.05)
What Do You Think?
Solve these problems and show how you solved them.
Matthew has ten chocolate chips. If he puts two chips on each cookie, how many cookies can he make?
Daria has seven dogs. Each dog has four paws. How many paws are walking around in her yard?
Investigations
3 Make a pictograph showing how far each frog hopped.
Toady 7 inches
Spotty 15 inches
Bumpy 8 inches
Hoppity 2 inches
Browny 10 inches
Greeny 8 inches
What unit should you use?
Write three observations about the frog hopping data.
(4.01)
$ ¢ $ ¢ $ ¢ $ ¢
Rose has two quarters, three dimes, and three pennies. She wants to buy six erasers. One eraser cost 10¢. Does she have enough money? What coins should she use? Will she have any coins left? If so, what are they?
(1.01a)
Space Chase
Directions: Roll a pair of dice, add. Subtract that sum from 15. If your difference is on the next planet, you may move ahead. To move from the last planet and capture the moon, you must have a difference of 7, 8, or 9.
1. 13 - 7
Keeping Skills Sharp
2. 16 - 9
3. 32 - 11 = _____
4.
68 - 42 = ____
5. Three students on Monday. On Tuesday, 8 students. On Wednesday, 13 students. How many students on Saturday?
6. = ___ inches
7. 12 dimes = _____
8. Tomas eats lunch at 12:30. He goes to art class one hour after he starts lunch. What time does art class start?
Solve this!
The animals met in the park. There were four ducks, three goats, two squirrels, and five rabbits.
How many eyes?
How many feet were there?
How many tails?
Use words, pictures and numbers to show how you solved it. .
(1.05)
Keeping Skills Sharp:
# 7: There are actually many correct answers for this problem, such as 120 cents, 24 nickels, four quarters and two dimes, etc.
Assessment:
The end of the third nine weeks again marks a grading period for most teachers. Have children reflect on the work they have collected in their portfolio. Can they see growth? How has this growth been documented?
Keeping Skills Sharp
6
28
7
21
26
3 inches
120¢
1:30
Investigations
(1.02d)
Let's Write
. Write a math story about six friends who share nine cookies.
Seeing Math
With a set of tangrams, can you make:
1. a square - What pieces did you use?
2. a triangle - What pieces did you use? Can you make a different triangle?
3. a parallelogram - What pieces did you use?
(3.01)
Can you make these shapes more than one way?
(1.02a)
What Do You Think?
Andy, Taquita, Sam and Juan have ordered a large pizza. Show two different ways that the pizza could be cut for each person to have equal shares.
The teacher brings four types of chocolate chip cookies. Each child will sample the cookies. The cookies could be placed on plates labeled 1, 2, 3, and 4. Each child votes on their favorite. Graph results. Teacher then reveals the name of the cookies. Discuss results of the graph. The price could be discussed to see whether the most expensive is the best.
In groups, have children investigate how to divide six paper cookies among four people.
Read The Doorbell Rang by Pat Hutchins to the class.
(1.02d)
Kyle bought a pencil for 15¢ and a ruler for 30¢. If he gives the clerk $1, how much change should he get back?
How do you know?
(1.01a)
(5.01)
Patterns, Patterns, Patterns
You ate 12 cookies on Sunday, 10 cookies on Monday, 8 cookies on Tuesday,
6 cookies on Wednesday. On which day will you eat no cookies? Explain the rule.
Robot Races
Directions: Each student needs a different color marker. Play in groups of two or three. Take turns and roll two dice and add. Subtract from 13. If correct answer is given, player rolls one die and moves that many spaces.
Keeping Skills Sharp
1. 162 + 124
5. What comes next? 345, 355, 365, 375, _____
6. How many degrees are shown on this thermometer?
7. 3 ones + 8 tens + 4 hundreds = _____
8. Thomas ate 14 cookies. His big brother ate twice as many. How many cookies did his big brother eat?
Mrs. Bear would like each bear to have two pieces of apple. There are ten bears at the family feast. How many apples should Mrs. Bear cut into four parts?
Solve this!
Show in words, numbers and pictures, how you solved the problem.
127
(1.02a)
Investigations:
Students should have many opportunities to divide things into fractional pieces. The Investigations, Writing in Mathematics and What Do You Think? sections this week focus on the fraction concept. Providing children with paper rectangles (pizzas) and paper circles (cookies) allows them to explore this skill. Literature books on fractions are Eating Fractions (McMillan), Ed Emberley's Picture Pie (Emberley) and Give Me Half (Murphy).
Solve This: Five apples should be cut.
Patterns, Patterns, Patterns: Show the children how to make a chart to solve this problem.
A similar problem: On Tuesday Bob ate three chocolates, on Wednesday he ate six and on Thursday he ate twelve. If this pattern continues, on what day will he eat 96 chocolates? (How will he feel on this day?)
Mental Math
Keeping Skills Sharp
Directions to Students: Number your paper from
1 to 10. Write your answers as the questions are called out. Each question will be repeated only once.
128
286
385
$80 76
o
F
224 483
$51 28 | <urn:uuid:5e4c4d80-7aa2-460f-8243-8522f16d7af8> | CC-MAIN-2025-05 | https://resources.finalsite.net/images/v1709311740/onslowk12ncus/abum2letebremzuv8sd0/weekbyweekessentialsweek-28stenrichment.pdf | 2025-01-22T06:37:21+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363377.41/warc/CC-MAIN-20250122063008-20250122093008-00004.warc.gz | 489,481,356 | 3,130 | eng_Latn | eng_Latn | 0.998812 | eng_Latn | 0.999124 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1194,
2004,
2511,
3714,
4683,
5163,
5758,
6305,
7293,
7530,
8128,
8572,
9974,
10215,
10751,
11854
] | [
4.375
] | 2 | 0 |
Practice what you preach: Consistent messages about the value of effort foster children's persistence
Elaine Wang (firstname.lastname@example.org) 1 Mia Radovanovic (email@example.com) 2 Jessica A. Sommerville (firstname.lastname@example.org) 2 Julia A. Leonard (email@example.com) 1
1 Department of Psychology, Yale University 2 Department of Psychology, University of Toronto
Abstract
Young children are frequently exposed to mixed messages about the value of their effort: Educators talk about the importance of effort, but give rewards (e.g., grades) based on children's achievement. How do these mixed messages about effort influence children's motivation? Here, we presented 4to 5-year-old children (N = 80) with an initial verbal message preaching about the importance of effort and generated mixed messages by rewarding participants either by their effort or performance across a series of visual search tasks. We found that children persisted longer on the immediate task, as well as on a novel, transfer task, when they received consistent versus mixed messages about effort. These findings suggest that congruent verbal- and reward-based messages about the value of effort foster children's persistence.
Keywords: persistence; adult testimony; reward structures; effort allocation; social learning
Introduction
"Try your best!" and "great effort!" are commonly heard phrases in the daily lives of young children. These messages reflect caregivers' and teachers' value of effort in fostering productive learning spaces (Duffy, May, Wright, & Hewlett, 2023; Saidah, Louvet, & Pansu, 2019) and are backed by scientific research showing that children who focus on effort, rather than achievement, have better academic and motivational outcomes (Dweck & Leggett, 1988; Yeager & Dweck, 2012). Despite this verbal emphasis on effort, most evaluation frameworks in the education system continue to explicitly reward achievement, not effort (Frey & Schmitt, 2010; Harlen et al., 2002; Schinske & Tanner, 2014). Thus, children may be receiving mixed messages about the value of their effort from adult testimony and rewards. However, it is unknown how these inputs influence young children's effortful actions in learning contexts. Here, we explore how contradictory verbal- and reward-based messages about the value of effort impact children's persistence.
month-old infants are more persistent on difficult motor tasks if their parents use more process-based praise, especially in moments when children's effort leads to success (Lucca et al., 2019; Radovanovic, Soldovieri, & Sommerville, 2023). Longitudinal work shows that toddlers who receive a higher proportion of parental process praise go on to develop growthoriented motivational frameworks in 2nd and 3rd grade and enhanced academic achievement in the 4th grade (Gunderson et al., 2013; Gunderson et al., 2018). In line with the praise literature, work on growth mindsets – the belief that intelligence can be developed through effort – shows that children are sensitive to more general adult testimony about the value of effort (Yeager & Dweck, 2012). Specifically, Blackwell, Trzesniewski, and Dweck (2007) showed that teaching middle school students about the importance of effort in learning across an eight-week intervention enhanced students' growth mindsets, and in turn, their classroom motivation and academic achievement over the next two years. Taken together, this work shows that adult messages about the value of effort impact not only children's momentary persistence but also their broader beliefs about the importance of effort over time.
A great deal of work shows that young children are sensitive to adult messages about the value of effort. In particular, several studies have found that praise focused on hard work (process praise, 'You tried so hard!') promotes children's persistence more than praise focused on ability (person praise, 'You're so smart!') by signaling that effort is valued (Brummelman, Nelemans, Thomaes, & Orobio de Castro, 2017; Gunderson et al., 2013; Henderlong & Lepper, 2002; Lucca, Horton, & Sommerville, 2019). For example, 18-
In alignment with the effectiveness of effort-based testimony in supporting children's persistence, a growing literature reveals that incentivizing effort, independent of verbal input, also enhances motivation. For example, adults rewarded for their effort, rather than their performance, on a demand selection task chose to continue playing more challenging levels of the task, even when no rewards were presented (Lin, Westbrook, Fan, & Inzlicht, 2024). Likewise, adults incentivized for their cognitive effort on a working memory task were more likely to seek challenges on subsequent novel tasks compared to adults who received random rewards uncorrelated with effort (Clay, Mlynski, Korb, Goschke, & Job, 2022). In school-aged children, rewards for effort, strategy, and improvement instead of performance on an online educational game led to enhanced strategy use and persistence (O'Rourke, Haimovitz, Ballweber, Dweck, & Popovi´c, 2014). This body of work suggests that by rewarding hard work, adults and school-aged children alike have the potential to learn to value and exert effort across various learning contexts (Inzlicht, Shenhav, & Olivola, 2018). Despite this research, most educational contexts continue to reward performance and achievement (e.g., accuracy-based assessments, letter grades; Schinske & Tanner, 2014). Al- though extrinsic performance-contingent rewards have been shown to foster task interest and mastery (Karniol & Ross, 1977; Pierce, Cameron, Banko, & So, 2003; Wiersma, 1992), decades of research have also revealed that solely rewarding performance has detrimental effects on student mental health and intrinsic motivation (Bates, 1979; Harlen et al., 2002; Lepper, Greene, & Nisbett, 1973).
Critically, verbal- and reward-based messages about the value of effort often co-occur, requiring children to integrate these inputs to decide when their effort is worthwhile. As noted, children are often confronted with conflicting messages where educators preach about effort but reward achievement. Our driving question asks: How do young children, who have yet to experience performance-based assessments in formal education, integrate and respond to these conflicting messages? Based on the literature reviewed above showing that praising and rewarding effort increase persistence independently, we hypothesize that children will be more motivated when adults praise and reward effort (consistent messages) compared to the norm of praising effort but rewarding performance (mixed messages). This hypothesis is further supported by work in preschool-aged children showing that consistent evidence about the value of effort across actions and words boosts persistence: 4- to 5-year-old children persisted longer on a puzzle box game after watching an adult verbally preach the value of effort in addition to exerting effort herself to successfully open a different puzzle box compared to when the adult did not practice what she preached (Leonard, Garcia, & Schulz, 2020). Evidence from the growth mindset literature similarly supports this hypothesis. Specifically, recent work has found that growth mindset interventions are successful to the extent that these messages about the value of effort are supported by contextual factors, like teachers' mindsets and school norms aligning with this message (Hecht, Yeager, Dweck, & Murphy, 2021; Walton & Yeager, 2020; Yeager et al., 2022). The mindset literature presents a helpful analogy of seed and soil: In order for messages about the value of effort to be impactful (the seed), they need a supportive and aligned context (the soil; Walton & Yeager, 2020). Thus, we expect that children will persist more in contexts where messages about the value of effort are matched by incentive structures that reward effort.
The Present Study
Here, we explore how mixed verbal- and reward-based messages about the value of effort impact 4- to 5-year-old children's persistence across tasks. We focus on preschool-aged children to examine how reasoning about effort develops through a na¨ıve lens rather than studying those who have already conformed to the systematic reward structures present in formal education. Furthermore, prior work has shown that preschoolers are sensitive to verbal messages emphasizing the value of effort, but little is known about how they reason about performance-based rewards, as previous investigations have primarily focused on school-aged children (Harlen et al.,
2002; Schinske & Tanner, 2014).
Our paradigm highlights one common instance of mixed messages by asking how children integrate verbal messages about the value of effort with effort-based rewards or performance-based rewards. First, an experimenter told all children about the importance of effort and trying in everyday life. Then, children played four trials of iSpy games where they were randomly assigned to either a consistent, Effort/Effort condition, where they were told that they would be rewarded for effort on the iSpy games (time spent trying to find items), or a mixed-message, Effort/Performance condition, where they were told that they would be rewarded for performance on the iSpy games (number of items found). Persistence (trying time) was measured both during the four iSpy trials as well as on a second, novel task (impossible puzzle box) to assess whether effects would transfer when no rewards were offered. Specifically, this second task allowed us to test whether the impact of mixed messages transcends the immediate context and subsequently shapes children's broader beliefs about the efficacy of their persistence in solving challenging problems, even when no rewards are promised (similar to work from the mindset literature; Dweck & Leggett, 1988; Yeager & Dweck, 2012). Based on prior literature showing that messages about the value of effort can influence children's immediate and long-term motivation, we hypothesize that children will persist more when they receive effort-based verbal messages and rewards, both in the iSpy games as well as in the transfer task, compared to when they receive effort-based verbal messages and performance-based rewards (mixed messages).
Method
Participants. Our sample consisted of 80 4- to 5-year-old children (40 per condition, Mage = 4.98 years, range: 4.06 5.94, age did not differ by condition: t(78) = .30, p = .76) in the United States (n = 26) and Canada (n = 54; results did not differ by country). Based on parental report, 53% were female and 47% were male (Effort/Effort condition: 19 females, Effort/Performance condition: 22 females, gender did not differ by condition: χ 2 (3) = .55, p = .9). The racial and ethnic makeup of the final sample was as follows: 30% white, 29% Asian, 23% multiracial, 8% other, 3% Hispanic/Latino and 1% American Indian or Alaskan (missing race and ethnicity data from 6 participants). Caregivers reported their highest level of education as less than a high school degree (1%), high school degree (3%), associate's degree (1%), bachelor's degree (30%), master's degree (39%), professional degree (20%) or did not report (6%). Data were excluded from an additional six participants due to opting out of the study part way through (n = 3) or an inability to meet task performance criteria (n = 3; see details below).
Procedure. The experimental paradigm consisted of four phases: 1) verbal effort-based message, 2) visual search trials (iSpy game) with rewards for effort or performance, 3) generalization task (puzzle box), and 4) a brief trust quesFigure 1. Schematic depicting the four phases of the present study. First, all children heard a verbal message emphasizing the importance of effort. Children were then randomly assigned to one of two conditions. In the Effort/Effort condition, children were told that they would receive stickers on the following iSpy game based on how hard they tried (trying time per trial). In the Effort/Performance condition, children were told that they would receive stickers based on how well they did on the game (number of items found per trial). A maximum of two minutes were allotted per iSpy trial (4 trials in total) and children could terminate the trial early by ringing a bell. Trying time on the four iSpy trials served as our first persistence dependent variable. Next, all participants were given a puzzle box that was secretly impossible to open and told that there was something interesting inside. Children were given a maximum of four minutes to play with the box and they could end the trial early by ringing a bell. No rewards were offered. Trying time on the box task served as our second persistence dependent variable. Finally, a second experimenter asked children about their trust in the first experimenter.
tionnaire (see Figure 1). First, all participants listened to a verbal message delivered by the experimenter focusing on the importance of effort in everyday life. Specifically, the experimenter told children, "Trying your best is the most important thing because it helps you to learn new stuff and get better at everything that you do!". Next, the experimenter showed children a sticker board and explained that it tracked either how hard they tried (Effort/Effort condition) or how well they did (Effort/Performance condition) on the following visual search tasks (random assignment to condition). Across conditions, participants were told that their goal was to get as many stickers as possible because they were allowed to take the sticker board home after the games. The iSpy games were printed on individual sheets of paper and children were instructed to use a marker to find and circle the target items. Children had a maximum of two minutes to play each iSpy game and were told that they could end the trial early by ringing a bell. In the Effort/Effort condition, given a maximum trying time of two minutes, children received additional stickers for every 24 seconds they tried on the iSpy game while in the Effort/Performance condition, children received an additional sticker for each item they found in that trial. Critically, the maximum number of items that children could find across all four trials of the iSpy game as well as the maximum number of stickers that children could receive were matched in both conditions (20 maximum items, 20 maximum stickers).
to examine how children's performance interacted with mixed messages in a 2 x 2 design crossing the consistency of messages and rewards by performance (increasing or constant). Thus, we randomly assigned children to a condition where the number of items increased across trials (finding 4, 5, 5, 6 items) or remained constant across all four trials (consistently finding 5 items). However, we found that only 35% of participants' performance aligned with our intended performance conditions, deeming our performance manipulation ineffective. Analyses with this variable are therefore not presented in the results section. To ensure that the Effort/Effort and Effort/Performance conditions did not systematically vary by performance, we coded performance data into the following categories: constant, increasing, decreasing, and other. We found that participants' performance patterns did not vary by condition (χ 2 (3) = 2, p = .6). Finally, to ensure that participants were sufficiently attending to our paradigm, we excluded participants who found less than 50% of the total possible items across all four trials of the iSpy game (n = 2), or who tried for less than 24 seconds on any one of the iSpy trials (n = 1).
Children were also informed that there were a total of ten targets to find in each iSpy game. However, we surreptitiously manipulated the number of discoverable items in the iSpy games across trials in our design. We originally hoped
To examine if children translated their learning experiences from the iSpy trials to a novel task, all participants were then asked to play with a puzzle box. Following the script and procedure from Leonard et al. (2020), children were given the puzzle box and told that there may be something interesting inside. To control for individual differences in children's performance on this task, the puzzle box appeared as if it could be opened but, unknown to participants, the box was glued together and could not be unlocked. Children were asked to play with the box independently and all participants had a maximum of four minutes to try to open the box or they could terminate the trial early by ringing a bell. The experimenter explicitly stated that this was a new task, distinct from the prior iSpy games. No rewards were offered. To avoid reputational concerns, the experimenter worked on their computer and limited eye contact and interactions with participants during this transfer task. Across both the iSpy trials and puzzle box tasks, children engaged with the games independently (e.g., parents waited behind children and were instructed to avoid verbal communication during the games).
Finally, we wanted to disambiguate the underlying mechanisms explaining persistence differences across conditions. Critically, although prior work suggests that mixed messages about effort may reduce motivation (Leonard et al., 2020), an alternative explanation is that children may simply lose trust in the experimenter and decrease trying behaviors in light of the unreliable context (e.g., children may believe that no matter how much they try, the experimenter will not deliver rewards). Thus, to conclude the paradigm, a second experimenter came into the testing room to ask about children's trust in the first experimenter who conducted the iSpy and puzzle box games. The second experimenter displayed the trust question on a computer screen with a 4-point Likert scale ranging from 1 (not at all) to 4 (a lot) and read the question and responses out loud to the child. Participants were asked to verbally select or point to a specific response.
order to gain a more fine-grained measure of trying time differences between conditions, we coded the time that children continued to try after they found their last item on each trial of the iSpy game. On the box task, persistence was coded from the initiation of the game (e.g., child first touches the box) until when the child rang the bell or after four minutes passed – whichever came first. Data were first live-coded by the experimenter and then a research assistant blind to conditions and hypotheses double-coded 64% of the data. The inter-rater reliability was high across all persistence measures (0.98 for iSpy total trying time, 0.99 for transfer task trying time, 0.98 for trying time after last item found), indicating substantial agreement among coders.
Results
Coding. Persistence was operationalized as children's latency to ring the bell in both the iSpy task and the transfer task (Leonard et al., 2020). On the iSpy task, trying time was measured from the start of each game until children rang the bell or after two minutes passed – whichever came first. In
Throughout, we rely on non-parametric tests as our dependent variables did not adhere to a normal distribution (ShapiroWilk ps < .001). Our first goal was to understand whether children's immediate persistence was influenced by mixed messages about the value of effort. A Generalized Estimating Equation (GEE; Højsgaard, Halekoh, & Yan, 2006) predicting persistence on the iSpy task using participants as a clustering variable and the main effects of trial and condition as predictors revealed a main effect of trial, showing that children's trying time decreased across iSpy trials (χ 2 (1, N = 80) = 34.41, p < .001). This model also revealed a main effect of condition, with children on average persisting longer on the iSpy games in the Effort/Effort condition compared to the Effort/Performance condition across trials (χ 2 (1, N = 80) = 8.47, p = .004; Figure 2a). These results do not differ by country (χ 2 (1, N = 80) = .84, p = .36). Notably, a Wilcoxon rank-sum test revealed that a condition difference appeared
on the first trial (W = 552, p < .001), and there was no trial by condition interaction (χ 2 (1, N = 80) = 2.46, p = .12) indicating that condition differences emerged early and remained stable across trials. A GEE predicting trying time after finding the last item using participants as a clustering variable and main effects for trial and condition revealed no effect of condition (χ 2 (1, N = 78) = .10, p = .76) or trial (χ 2 (1, N = 78) = 1.36, p = .24). In other words, condition differences in trying time on the iSpy task were driven by overall trying time, not trying time after the last item found.
Next, we sought to explore whether longer trying times in the Effort/Effort versus Effort/Performance condition impacted children's actual performance or the amount of rewards received. In the iSpy games, performance and rewards were intentionally matched by condition and therefore, should not systematically vary. Indeed, children in both conditions were near ceiling for performance (number of items found; ME f fort/Per formance = 17.35, ME f fort/E f fort = 17.10) and near ceiling for rewards (number of stickers received; ME f fort/Per formance = 17.35, ME f fort/E f fort = 18.30), both of which did not differ by condition (items found: χ 2 (1, N = 80) = .31, p = .58; stickers received: χ 2 (1, N = 80) = 3.67, p = .06).
Our next goal was to understand whether children generalized their prior experiences to a novel task. A Wilcoxon rank-sum test revealed that children in the Effort/Effort condition persisted longer on the puzzle box task than children in the Effort/Performance condition (W = 537, p = .01; Figure 2b). In other words, consistent effort-based messages and rewards enhanced persistence even on a new task where no rewards were offered. These condition differences did not vary by country (quantile regression predicting persistence with a condition by country interaction: b = 25, 95% CI [-93.24, 143.24], p = .67).
Finally, to ensure that the effects of mixed messages were not driven by lowered trust in the first experimenter, we analyzed whether children's trust in the experimenter differed by condition. We found that children's trust ratings were high on average and showed no condition differences (W = 643, p = .8; ME f fort/Per formance = 3.45, ME f fort/E f fort = 3.51).
Discussion
We found that 4- to 5-year-old children are more persistent when they are exposed to consistent versus mixed verbal- and reward-based messages about the value of effort. Children not only persist longer on the rewarded task but also on a second, novel task where no rewards were offered. Thus, children may be generalizing the value of persistence across contexts, highlighting the potential broad-scale impact of conflicting messages about effort on motivation. Importantly, the observed effect was not driven by children trusting the experimenter less when they gave mixed messages. Taken together, our results suggest that the mixed messages children often confront in formal education – adults preaching about the value of effort but rewarding children's performance – may demotivate children across learning contexts even before they step foot in the classroom.
Our findings advance theoretical and empirical work on children's sensitivity to messages about the value of effort in a number of ways. First, we extend research on the motivational consequences of reward structures (Clay et al., 2022; Lin et al., 2024; O'Rourke et al., 2014) to younger children by showing that even preschoolers may find effort-based rewards motivating across contexts. Second, by showing that 4- to 5year-old children are sensitive to conflicting messages about effort across modalities, our work adds to broader research on rational learning in early childhood (Gweon & Schulz, 2011; Leonard et al., 2020; Sobel & Kushnir, 2013). To this point, our work corroborates with research on children's costbenefit analyses (Gweon, Chu, & Schulz, 2014; Lucca, Horton, & Sommerville, 2020; Ruggeri, Swaboda, Sim, & Gopnik, 2019; Sommerville et al., 2018) by showing that children rationally allocate less effort across trials after learning that trying longer is not associated with increased success on the immediate task. Third, our findings contribute to the growth mindset literature by suggesting that reward structures, in addition to adult praise (Haimovitz & Dweck, 2017; Haimovitz & Henderlong Corpus, 2011), may shape young children's broad-scale beliefs about the value of their effort and their learning potential. Finally, our findings are the first to demonstrate causal support for the "seed and soil" model (Walton & Yeager, 2020) in young children by showing that preschoolers are demotivated when the reward context fails to align with the original effort-based message.
In line with prior work showing that young children integrate multiple forms of adult input into their decision-making (Leonard, Duckworth, Schulz, & Mackey, 2021; Leonard et al., 2020; Lucca et al., 2020), we have suggested that children track both verbal messages and rewards and rationally try harder when they hear that effort is valued and rewarded. However, an alternative explanation is that children only track rewards and try harder when rewarded for effort versus performance, regardless of the initial verbal message. In other words, it may not be that consistent messages about effort are more motivating than contradictory ones, but rather that incentives speak louder than words. The repeated exposure to rewards across four trials of the iSpy games may have additionally increased the saliency of rewards when compared to the verbal message. To distinguish between these interpretations, we are conducting an ongoing study that manipulates both the initial message (preaching effort or performance) and the reward structure (giving out stickers for effort or performance) in the iSpy games. If children are indeed attending to and integrating adults' words with rewards, they should persist the most in the Effort/Effort condition, the least in the Performance/Performance condition, and in the middle for the conditions that contain mixed messages. However, if children's behaviors are solely informed by rewards, then they should persist more in the conditions that reward effort, irrespective of whether the initial message is consistent or not.
The result that children persisted longer on the transfer task in the Effort/Effort condition raises the possibility that children are generating broader beliefs about the importance of effort based on adult messages and actions. This finding is in line with prior research showing that children generalize the value of effort across tasks (Leonard, Lee, & Schulz, 2017) and work in the mindset literature on children forming broader beliefs about the utility of effort from adult testimony (Blackwell et al., 2007; Haimovitz & Dweck, 2017; Yeager & Dweck, 2012). However, it is possible that children's persistence on the transfer task is not driven solely by their own updated beliefs about the importance of hard work, but also by their interest in pleasing an adult who previously stated their effort-focused values through their actions and words, even though the adult was not attending to them during this task (see Asaba & Gweon, 2022; Good & Shaw, 2021; Ma et al., 2023; Silver & Shaw, 2018). Importantly, children's increased effort as a result of reputational concerns could eventually foster the internalization of effort as intrinsically worthwhile. We are currently coding social referencing (e.g., eye contact with the experimenter) in our videos to assess the viability of this reputational hypothesis. Another possibility is that children somehow expect to receive rewards based on effort or performance in this second task, even though they are told that this is a new game. Future studies could test whether our results replicate when children are explicitly told that they will not get stickers on this second puzzle box task.
Our finding that consistent verbal- and reward-based messages around effort increase children's persistence raises the key question of how to best implement this motivational scheme in practice. Despite empirical evidence suggesting the importance of rewarding effort, such an incentive structure is difficult to realize as effort is an invisible process associated with individual heterogeneity (Zinn et al., 2011). In particular, educators may disagree about what type of student behavior constitutes as effortful (e.g., participation in class, self-report time spent on homework) and the clarity of these definitions is further complicated by the fact that it is difficult to objectively assess effort independent of performance (L´opez-Pastor & Sicilia-Camacho, 2017; Zinn et al., 2011). Another potential concern suggests that rewarding effort may cause children to take longer than necessary to complete assignments, leading to inefficiency instead of motivated learning. Although we found that children in the Effort/Effort (versus Effort/Performance) condition were slower at finding the same number of items, we artificially bounded performance, and thus, more research is necessary for disambiguating whether and when rewarding effort leads to careful work versus inefficiency. In sum, further investigations are required to explore what types of effort-related incentive structures are both feasible and motivating in classroom contexts.
The present findings inspire key future avenues of research concerning the developmental and sociocultural factors that influence how children integrate mixed messages about the value of effort. For example, older students' prolonged ex- posure to performance-based contexts in formal education (Schinske & Tanner, 2014) may change how they respond to mixed messages when compared to younger children hearing them for the first time. Specifically, praising effort has been shown to motivate younger children, but backfire in adolescence (Amemiya & Wang, 2018). In the same way, older children may not find verbal and tangible rewards for effort motivating, but instead, a signal of low competence. Alternatively, older students may discount verbal messages entirely and only focus on rewards, as they have learned that performance-based rewards are more consequential in their academic career. Furthermore, children may receive different messages about effort from the various adult figures (e.g., parent and teacher) in their lives across home and school contexts. It is unclear how children integrate these verbal messages across sources and whether mixed messages across contexts (e.g., home and school) are just as demotivating as mixed messages in the same context (e.g., just school). Finally, children likely receive heterogeneous messages about the value of effort based on social and cultural backgrounds. For example, socioeconomic status plays a role in affecting parental values of effort as countries with relatively higher income inequality (e.g., China, USA) also have parents who report that hard work is one of the top five values they hope to instill in their children (Doepke & Zilibotti, 2019). Thus, children attending schools that differ from their families' sociocultural background (e.g., immigrants, students at boarding school, on scholarship) may in some cases be the most likely to receive mixed messages across learning contexts. Understanding how age, input, and sociocultural factors influence children's response to mixed messages about effort are critical areas of future research.
Children are exposed to a variety of messages about the value of effort and are tasked with synthesizing these inputs to inform their learning. Often these messages conflict: Teachers say that effort is important but only give out As for a perfect score, not for students' hard work. Here, we find that mixed (versus consistent) messages about the value of effort across words and rewards reduce preschoolers' motivation in both immediate and future learning experiences. Together, this work reinforces the age-old concept of practicing what we preach: To effectively foster children's persistence, we need to not only talk about the value of effort but also reward it when we see it.
Acknowledgments
We thank members of the Leonard Learning Lab and the Toronto Early Cognition Lab for helpful discussions and feedback. We also thank Anicole Tan, Ellen Imamura, and Annabelle Persaud for their assistance in data collection and coding. This research was supported by an Education Studies Grant awarded to E. Wang, funding from the Social Sciences and Humanities Research Council awarded to J. A. Sommerville, and a Jacobs Foundation Research Fellowship awarded to J. A. Leonard.
References
Amemiya, J., & Wang, M.-T. (2018). Why effort praise can backfire in adolescence. Child Development Perspectives, 12(3), 199–203.
Asaba, M., & Gweon, H. (2022). Young children infer and manage what others think about them. Proceedings of the National Academy of Sciences, 119(32), e2105642119.
Bates, J. A. (1979). Extrinsic reward and intrinsic motivation: A review with implications for the classroom. Review of Educational Research, 49(4), 557–576.
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child development, 78(1), 246–263.
Brummelman, E., Nelemans, S. A., Thomaes, S., & Orobio de Castro, B. (2017). When parents' praise inflates, children's self-esteem deflates. Child development, 88(6), 1799–1809.
Clay, G., Mlynski, C., Korb, F. M., Goschke, T., & Job, V. (2022). Rewarding cognitive effort increases the intrinsic value of mental labor. Proceedings of the National Academy of Sciences, 119(5), e2111785119.
Doepke, M., & Zilibotti, F. (2019). Love, money, and parenting: How economics explains the way we raise our kids. Princeton University Press.
Duffy, B., May, G., Wright, J., & Hewlett, K. (2023). Parenting priorities: International attitudes towards raising children.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological review, 95(2), 256.
Frey, B. B., & Schmitt, V. L. (2010). Teachers' classroom assessment practices. Middle Grades Research Journal, 5(3).
Good, K., & Shaw, A. (2021). Achieving a good impression: Reputation management and performance goals. Wiley Interdisciplinary Reviews: Cognitive Science, 12(4), e1552.
Gunderson, E. A., Gripshover, S. J., Romero, C., Dweck, C. S., Goldin-Meadow, S., & Levine, S. C. (2013). Parent praise to 1-to 3-year-olds predicts children's motivational frameworks 5 years later. Child development, 84(5), 1526– 1541.
Gunderson, E. A., Sorhagen, N. S., Gripshover, S. J., Dweck, C. S., Goldin-Meadow, S., & Levine, S. C. (2018). Parent praise to toddlers predicts fourth grade academic achievement via children's incremental mindsets. Developmental psychology, 54(3), 397.
Gweon, H., Chu, V., & Schulz, L. (2014). To give a fish or to teach how to fish? Children weigh costs and benefits in considering what information to transmit. In Proceedings of the annual meeting of the cognitive science society (Vol. 36).
Gweon, H., & Schulz, L. (2011). 16-month-olds rationally infer causes of failed actions. Science, 332(6037), 1524– 1524.
Haimovitz, K., & Dweck, C. S. (2017). The origins of children's growth and fixed mindsets: New research and a new proposal. Child development, 88(6), 1849–1859.
Haimovitz, K., & Henderlong Corpus, J. (2011). Effects of person versus process praise on student motivation: Stability and change in emerging adulthood. Educational Psychology, 31(5), 595–609.
Harlen, W., Crick, R. D., Broadfoot, P., Daugherty, R., Gardner, J., James, M., & Stobart, G. (2002). A systematic review of the impact of summative assessment and tests on students' motivation for learning.
Hecht, C. A., Yeager, D. S., Dweck, C. S., & Murphy, M. C. (2021). Beliefs, affordances, and adolescent development: Lessons from a decade of growth mindset interventions. In Advances in child development and behavior (Vol. 61, pp. 169–197). Elsevier.
Henderlong, J., & Lepper, M. R. (2002). The effects of praise on children's intrinsic motivation: A review and synthesis. Psychological bulletin, 128(5), 774.
Højsgaard, S., Halekoh, U., & Yan, J. (2006). The r package geepack for generalized estimating equations. Journal of statistical software, 15, 1–11.
Inzlicht, M., Shenhav, A., & Olivola, C. Y. (2018). The effort paradox: Effort is both costly and valued. Trends in cognitive sciences, 22(4), 337–349.
Karniol, R., & Ross, M. (1977). The effect of performancerelevant and performance-irrelevant rewards on children's intrinsic motivation. Child Development, 482–487.
Leonard, J. A., Duckworth, A. L., Schulz, L. E., & Mackey, A. P. (2021). Leveraging cognitive science to foster children's persistence. Trends in Cognitive Sciences, 25(8), 642–644.
Leonard, J. A., Garcia, A., & Schulz, L. E. (2020). How adults' actions, outcomes, and testimony affect preschoolers' persistence. Child development, 91(4), 1254–1271.
Leonard, J. A., Lee, Y., & Schulz, L. E. (2017). Infants make more attempts to achieve a goal when they see adults persist. Science, 357(6357), 1290–1294.
Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children's intrinsic interest with extrinsic reward: A test of the" overjustification" hypothesis. Journal of Personality and social Psychology, 28(1), 129.
Lin, H., Westbrook, A., Fan, F., & Inzlicht, M. (2024). An experimental manipulation of the value of effort. Nature Human Behaviour, 1–13.
L´opez-Pastor, V., & Sicilia-Camacho, A. (2017). Formative and shared assessment in higher education. Lessons learned and challenges for the future. Assessment & Evaluation in Higher Education, 42(1), 77–97.
Lucca, K., Horton, R., & Sommerville, J. A. (2019). Keep trying!: Parental language predicts infants' persistence. Cognition, 193, 104025.
Lucca, K., Horton, R., & Sommerville, J. A. (2020). Infants rationally decide when and how to deploy effort. Nature human behaviour, 4(4), 372–379.
Ma, F., Gu, X., Tang, L., Luo, X., Compton, B. J., & Heyman, G. D. (2023). If they won't know, I won't wait: Anticipated social consequences drive children's performance on selfcontrol tasks. Psychological Science, 34(11), 1220–1228.
O'Rourke, E., Haimovitz, K., Ballweber, C., Dweck, C., & Popovi´c, Z. (2014). Brain points: A growth mindset incentive structure boosts persistence in an educational game. In Proceedings of the sigchi conference on human factors in computing systems (pp. 3339–3348).
Pierce, W. D., Cameron, J., Banko, K. M., & So, S. (2003). Positive effects of rewards and performance standards on intrinsic motivation. The Psychological Record, 53(4), 561–578.
Radovanovic, M., Soldovieri, A., & Sommerville, J. (2023). It takes two: Process praise linking trying and success is associated with greater infant persistence. Developmental Psychology, 59(9), 1668–1675.
Ruggeri, A., Swaboda, N., Sim, Z. L., & Gopnik, A. (2019). Shake it baby, but only when needed: Preschoolers adapt their exploratory strategies to the information structure of the task. Cognition, 193, 104013.
Saidah, B., Louvet, E., & Pansu, P. (2019). Are students who make an effort perceived as successful or just liked by their teachers? Social Psychology of Education, 22, 405–419.
Schinske, J., & Tanner, K. (2014). Teaching more by grading less (or differently). CBE—Life Sciences Education, 13(2), 159–166.
Silver, I. M., & Shaw, A. (2018). Pint-sized public relations: The development of reputation management. Trends in cognitive sciences, 22(4), 277–279.
Sobel, D. M., & Kushnir, T. (2013). Knowledge matters: How children evaluate the reliability of testimony as a process of rational inference. Psychological Review, 120(4), 779.
Sommerville, J. A., Enright, E. A., Horton, R. O., Lucca, K., Sitch, M. J., & Kirchner-Adelhart, S. (2018). Infants' prosocial behavior is governed by cost-benefit analyses. Cognition, 177, 12–20.
Walton, G. M., & Yeager, D. S. (2020). Seed and soil: Psychological affordances in contexts help to explain where wise interventions succeed or fail. Current Directions in Psychological Science, 29(3), 219–226.
Wiersma, U. J. (1992). The effects of extrinsic rewards in intrinsic motivation: A meta-analysis. Journal of occupational and organizational psychology, 65(2), 101–114.
Yeager, D. S., Carroll, J. M., Buontempo, J., Cimpian, A., Woody, S., Crosnoe, R., ... others (2022). Teacher mindsets help explain where a growth-mindset intervention does and doesn't work. Psychological Science, 33(1), 18–32.
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational psychologist, 47(4), 302–314.
Zinn, T. E., Magnotti, J. F., Marchuk, K., Schultz, B. S., Luther, A., & Varfolomeeva, V. (2011). Does effort still
count? More on what makes the grade. Teaching of Psychology, 38(1), 10–15. | <urn:uuid:73e57d5e-bcba-4d1a-9cfc-fc9dc62f36e0> | CC-MAIN-2025-05 | https://jlnrd.github.io/Publications/cogsci24_Wang.pdf | 2025-01-22T08:03:19+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363377.41/warc/CC-MAIN-20250122063008-20250122093008-00004.warc.gz | 318,788,915 | 9,384 | eng_Latn | eng_Latn | 0.960486 | eng_Latn | 0.992117 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
5895,
11708,
17159,
20221,
26594,
32990,
41322
] | [
2.125,
1.53125
] | 1 | 0 |
WWII Impact on Britain vs. United States
It goes without saying that every war has consequences. The impact of the war may result in positive or negative depending on a variety of factors surrounding it. The infamous World War II was not an exemption to this rule. It had profound impacts on the nations that took part in it and the world in general. The United States of America and Britain were among the 'Big three' in the Allied Powers. They both suffered the consequences in several ways; some consequences cutting across both of them while others suffered individually. From economic to social and to political impact, both nations faced the effects of the global war witnessed between 1939 and 1945.
The war had a tremendous effect on the economic arena of both Britain and the United States. To begin with, many people got employment in both America and Britain as both the countries embarked on coming up with ammunition to help them in fighting the war. The weapon manufacturing industries employed several people in both countries. Increase in employment opportunities for the citizens of the respective countries consequently led to an improvement in lives of several employees as well as the people who depended on them. The countries also gained more revenue due to the increment of its citizens employees. This move led to the improvement of the economies of both nations.
However, the war was a breakthrough to America in stumping out the Great Depression which had plagued the Super Power since 1929, an impact that was not witnessed in Britain due to the fact that she was not a victim of the Great Depression. Employment opportunities in America ended the poverty cases that were on the rise during the Great Depression (Stewart, 1986, pp. 13-15). This impact was specific to America alone. The British on the other side suffered huge debts as a result of the war. It owed the USA huge amounts of money which was mostly spent in aiding the war.
Politically, the United States of America was propelled to a World Super Power consequent of the war (Mark, 1974, pp. 134-35). Britain's prestige, on the other hand, was undermined by its defeat between 1940 and 1942 in both Europe and Asia. It was no longer regarded as powerful as it used to be before the war. Other countries (especially the Axis Powers) lost respect for Britain due to its weak military prowess showcased during the war. They viewed the victory of the Allied Powers as more of an American-Soviet struggle rather than that of Britain. Britain's security both at home and abroad was crippled.
The war also significantly affected the social structures and lifestyle of both nations. Women of both countries, for instance, benefited from the war as they had great opportunities to fill the job positions that were left vacant by men who went to war. As a result, both British and American women raised ranks to join the elites; the social position of women was hugely boosted as a result. In America, the African Americans were able to defy their social discrimination and rise to various employment ranks in the United States. The Blacks move to industrialized areas to look for employment opportunity as the industry was also hugely accelerated by the war. This was a great opportunity for America to redeem herself from the racial segregation that had been witnessed before; when the blacks were mistreated and segregated racially.
In conclusion, the Second World War was of profound impact on the social, economic and political structures of both America and Britain. Britain had to lose her prestige due to the defeats it succumbed to between 1940 and 1942. The United States of America, on the other hand, benefited from the war as it rose to become a World Super Power. | <urn:uuid:aca5e18d-cfe8-475c-8fb9-d0eb97255d2c> | CC-MAIN-2025-05 | https://stateofwriting.com/samples/ww2-impact-on-britain-vs-united-states.pdf | 2025-01-22T07:14:29+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363377.41/warc/CC-MAIN-20250122063008-20250122093008-00010.warc.gz | 573,203,329 | 741 | eng_Latn | eng_Latn | 0.999397 | eng_Latn | 0.999514 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3420,
3763
] | [
2.859375
] | 1 | 0 |
Cause and Effect Diagrams
What causes variation in the things we do? Why don't we arrive to work at the same time every day? Why isn't the monthly report error free each month? Why can't we produce the same product day in and day out? No matter what, some sort of variation will occur in our lives. However, there is a way in which we can process it. The cause and effect diagram helps to summarize the causes of variation in a process. This module also introduces the cause and effect diagram. Once we understand cause and effect, we will be able to better comprehend variation and the part it plays in our day to day lives.
Purpose
The purpose of this module is to introduce the cause and effect diagram – what it is, when to use it, how to construct, and how to analyze a cause and effect diagram. Creating a cause and effect diagram is enjoyable and educational. These diagrams are usually constructed as a team or group activity, in order to get ideas from as many people as possible. As a result of everyone contributing to the diagram, each person tends to gain some new knowledge. Cause and effect diagrams introduce new ideas about the cause of problems by helping the group think about different categories of causes. The cause and effect diagram also helps to show how much we know about our process. If the diagram is full, we know a lot. If it is sketchy, chances are we don't have a good understanding of our process. Cause and effect diagrams should not be idle documents. That is, we should continually search for the cause of problems, so that we may add to the diagram as time goes on.
Understanding the Cause and Effect Diagram
A cause and effect diagram is a tool that shows the relationship between a quality characteristic (effect) and possible sources of variation (causes). As shown below, the effect could be a problem that needs to be solved or the goal of the process. The effect would then be listed on the cause and effect diagram. The causes involve everything that might trigger the problem. Cause and effect diagrams are also called fishbone diagrams (because of their shape) and Ishikawa diagrams (because of their developer).
The cause and effect diagram is one of many root cause analysis tools. Root cause analysis should be thorough enough to "root" out the deep and hidden causes that are often missed with quick fixes to problems. So, the more elaborate the diagram, the better the chance of rooting out the problem in the process.
Figure 2 is an example of a cause and effect diagram for reasons for rework in a heat treating facility. The "causes" of variation in this characteristic are categorized into six main factors: measurement, people, environment, machines, methods and materials. These six factors are often referred to as the "4Ms, a P and an E." Each of these main factors is divided into detailed causes. For example, a detailed cause under the "Machines" main factor is quench too small.
Figure 2: Cause and Effect Diagram for Rework
Measurement
People
Environment
Machines
Methods
Materials
Rework Reasons
Customer Requirements
Acceptable Results
Pyrometer Not Fixed
Running Wrong Material
Inquiry Process
MSS
Sample Preparation
Hardening vs TYE
Definition
Rc vs BHN
TYE Too Regimented
Capability Not Known
Size
Chemistry Differences
Prior Processing
Hardenability
Incoming Straightness
Steel Supplier Differences
Predictablility
Push for Production
Mind Set
Drive Hoses
Quench Too Small
Repeatability
Line Capability
Maintenance
Quench Tank Running Dry
Not Designed for Bar
Wrong Frequency
Operator Interpretation
Operator Differences
Poor Training
Not Understanding Impact of T1 and T2
Lack of Knowledge (DI)
The six main factors in Figure 2 are often used for cause and effect diagrams. However, you may pick any factors you want to be the main factors.
2
Cause and Effect Diagrams
If someone can make a contribution to the company, he feels important. -Dr. W. Edwards Deming
Introduction
What causes variation?
2 | <urn:uuid:000e4d70-83f3-4efb-97be-8fea3e7276f8> | CC-MAIN-2025-05 | https://spcforexcel.com/files/trainingpreviews/Cause%20and%20Effect%20Diagrams%20Preview.pdf | 2025-01-22T06:51:26+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363377.41/warc/CC-MAIN-20250122063008-20250122093008-00007.warc.gz | 549,792,022 | 873 | eng_Latn | eng_Latn | 0.990446 | eng_Latn | 0.996857 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
] | false | docling | [
2182,
3850,
3972,
4014
] | [
2.75
] | 3 | 0 |
Aspire Curriculum Knowledge Organiser: Santa's Got Mail
Big Question: Can you build a pull along toy to give as a gift?
Year 2
Autumn 2
What? Key Knowledge Takeaways
I can identify changes in living memory by understanding how toys have changed over time.
I can identify similarities and differences in the ways of life in different periods in the context of finding out about early 20th Century toys.
I can compare similar toys from different time periods.
I can understand that the materials used for making toys have diversified over time.
I can explore and make decisions about the appropriateness of various materials used to make toys.
I can design and make a traditional toy.
How? Key Skills
I will be able to:
* generate ideas from my own experience and research
* develop ideas by shaping materials and putting together components
* talk about ideas
* explore the sensory qualities of materials
* learn how the working characteristics of materials affect the way they are used
Who?
* explain how mechanisms can be used in different ways (eg. Wheels and axle that allow movement)
* identify how mechanisms can be used to make things move in different ways
George Stephenson - The inventor of the steam locomotive
Aspire Curriculum Knowledge Organiser: Santa's Got Mail
Big Question: What can I do to decrease plastic waste?
Year 4
Autumn 2
How? Key Skills
To be able to:
* Research sustainability and products fit for purpose.
* Investigate and analyse a range of plastics and understand why they are used.
* Create a recycled, innovative, functional, appealing product with a specific consumer in mind.
* Select from a wider range of materials that can be recycled and use a wider range of tools and equipment to perform practical tasks (cutting, shaping, joining and finishing).
* Communicate ideas through discussion, annotated sketches and pattern pieces.
* Evaluate their ideas against their own design criteria and consider the views of others to improve their work.
What? Key Knowledge Takeaways
To know:
* The importance of recycling and the wider consequences of not doing so on all living things.
* Sustainable products are those products that provide environmental, social and economic benefits while protecting public health and the environment over their whole life time of the product, from creation to disposal.
History of plastic:
The first man-madeplasticwas created by Alexander Parkes in 1862 in London. It was known as Parkesine, a material derived from cellulose. The modern plastic shopping bag was created in the early 1960's by a Swedish engineer by the name ofSten Gustaf Thulin. He created these plastic bags for the packaging company Celloplast of Norrkoping, Sweden. Thulin's design produced a simple, strong bag with a high load-carrying capacity. In a bid to reduce the use of plastic bags across the United Kingdom, a five pence charge was introduced throughout shops in England, for anyone who wants to use a plastic bag. Since the introduction of the charge, plastic bag use has dropped by around 80% in England. | <urn:uuid:f0128b5a-bdea-40fc-a781-6c7ad705b3a9> | CC-MAIN-2025-05 | https://www.goldsmithprimary.org.uk/assets/downloads/design-technology/Knowledge-Organiser-Theme-2-DT.pdf | 2025-01-22T07:45:58+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363377.41/warc/CC-MAIN-20250122063008-20250122093008-00008.warc.gz | 821,644,779 | 631 | eng_Latn | eng_Latn | 0.99791 | eng_Latn | 0.998212 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1237,
3083
] | [
4.15625
] | 2 | 0 |
SO YOU WANT TO BE AN
ARCHITECT?
What is an Architect?
An architect is someone who loves to design and is specifically trained and licensed to work on the planning and design of buildings in which people live, work, play and learn.
The role of an architect is varied. It involves bringing together the creative ideas and visions of the client and keeping in mind the needs of those who will be using the new space. These are professionals who lead the process of creating functional spaces, from concept and design to overseeing the construction of those designs. An architect is not just involved in the design of a building. As licensed professionals, they are also responsible for public safety and overseeing of projects. Their role is important in every stage of the building's construction, from the initial concept to the opening ceremony when the building is complete.
Their responsibilities require specific skills – designing, engineering, managing, supervising and communicating with clients and builders. Architects spend a great deal of time explaining their ideas to clients, construction contractors and others. Successful architects must have a thorough knowledge of the construct of a building, and be able to design and communicate their unique vision effectively.
Architects must hold a professional degree in architecture from one of the 117 schools of architecture that have degree programs accredited by the National Architectural Accrediting Board (NAAB). Most programs are now a Master's Degree and take 5-6 years.
All states require individuals to be licensed (registered) before they may call themselves an architect and contract to provide architectural services. During the time between graduation and becoming licensed, architecture school graduates go through the Intern Development Program (IDP), which is a comprehensive training program created to ensure that interns in the architecture profession gain the knowledge and skill required for the independent practice of architecture. Graduates work in an architecture firm under the supervision of a licensed architect who takes legal responsibility for all work. After they complete the IDP process, they
For more information about design professions visit: www.cfadkc.org
Three steps to becoming an architect: education, internship and examination
How do I prepare in high school to be an architect?
Check out these websites for more information
must take and pass the Architect Registration Exam (ARE). The exam is broken into seven divisions consisting of multiple choice and graphical questions.
After receiving a license, all architects must complete a required amount of continuing education throughout their career in order to maintain their license. The number of hours a year depends on the state in which they are licensed.
While still in high school, you should plan a strong college preparatory program of courses in English, history, and other humanities subjects such as social studies, psychology, theater and communications/public speaking, which will sharpen your communication skills and your ability to put things into context. Courses in science, mathematics, including geometry, trigonometry, algebra, pre-calculus and physics, will help develop problemsolving techniques.
Art courses — drawing, painting, sculpture, or photography — will be helpful in developing your ability to visualize, conceptualize and think creatively, which are important skills to an architect. Drafting is less important than being able to communicate ideas through visuals.
Courses in computers, 3D modeling and business will be extremely helpful in preparing for a career in architecture.
Develop positive skills to use your entire life. Learn how to manage your time and get your projects done well and promptly. Project management is a huge responsibility in the architect's office.
A well-rounded education is essential for success as an architect, and it is just another emphasis that every course is important.
AIA Kansas City: www.aiakc.org/students/so-you-want-to-be-an-architect
American Institute of Architects: www.aia.org/careerstages/student/
American Institute of Architects Students: www.aias.org
Association of Collegiate Schools of Architecture: www.acsa-arch.org http://architecture.about.com/cs/careers/a/bearchitect.htm
National Council of Architectural Registration Boards:
www.ncarb.org
Begin your career exploration by considering these ideas:
Discover architecture. It is diverse and has many opportunities for specialization—become familiar with the options.
Be interested. In the design of the built environment, including public space, and how people use it. Volunteer for organizations such as Habitat for Humanity.
Ask questions. Most big cities have a local AIA Chapter (American Institute of Architects). They are a great resource and are happy to help you learn more about architecture and give you information about careers. Talk with architects; observe buildings and construction sites; visit architecture firms, schools and speak with architecture students.
Prepare for professional education. Develop a broad interest in the arts and humanities and a solid background in the physical sciences and math. Consider taking Advanced Placement courses while in high school.
Learn communication skills. Writing effectively, speaking clearly, and developing freehand drawing skills are essential to pursuing a career in architecture.
Read.
Books and magazines on architecture and design, and browse the web for architecture design websites and blogs. | <urn:uuid:94f2ba25-9c40-4254-b61b-bcd4818bfc7b> | CC-MAIN-2025-05 | https://www.aiakc.org/assets/files/2c336cd396b24ab3/Soyouwanttobeanarchitectupdated2023.pdf | 2025-01-22T07:48:57+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363377.41/warc/CC-MAIN-20250122063008-20250122093008-00005.warc.gz | 645,328,189 | 1,011 | eng_Latn | eng_Latn | 0.997068 | eng_Latn | 0.997056 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2339,
5592
] | [
2.78125
] | 2 | 1 |
Cambridge IGCSE ™
CHEMISTRY
Paper 1 Multiple Choice (Core)
You must answer on the multiple choice answer sheet.
You will need: Multiple choice answer sheet
Soft clean eraser
Soft pencil (type B or HB is recommended)
INSTRUCTIONS
- For each question there are four possible answers A, B, C and D. Choose the one you consider correct and record your choice in soft pencil on the multiple choice answer sheet.
- There are forty questions on this paper. Answer all questions.
- Follow the instructions on the multiple choice answer sheet.
- Write your name, centre number and candidate number on the multiple choice answer sheet in the spaces provided unless this has been done for you.
- Write in soft pencil.
- Do not use correction fluid.
- You may use a calculator.
- Do not write on any bar codes.
INFORMATION
- Each correct answer will score one mark.
- The total mark for this paper is 40.
- Any rough working should be done on this question paper.
- The Periodic Table is printed in the question paper.
0620/12
February/March 2022
45 minutes
1 Which change of state is an exothermic process?
A condensation
B evaporation
C
melting
D sublimation
2 In which state does 1 dm 3 of methane contain the most particles?
A gas at 100 C
B gas at room temperature
C liquid
D solid
3 Which dye on the chromatogram is a pure substance?
4 Which piece of apparatus is used to measure exactly 5.00 cm 3 of a liquid?
A 5 cm 3 beaker
B 10 cm 3 measuring cylinder
C 25 cm 3 pipette
D 50 cm 3 burette
5 Fermentation of sugar produces a mixture of ethanol solution and solid yeast.
How is the solid yeast removed from the mixture?
A crystallisation
B distillation
C filtration
D fractional distillation
6 Matter exists as elements, compounds and mixtures.
Which row identifies an element, a compound and a mixture?
7 Which pair of statements about diamond and graphite is correct?
graphite
A Diamond and graphite are both pure carbon. They are both macromolecules.
B Diamond and graphite can both be used as electrodes. Graphite is also used as a lubricant.
C Diamond has covalent bonds. Graphite has ionic bonds.
D Diamond is hard with a high melting point. Graphite is soft with a low melting point.
8 An isotope of chromium is represented by Cr. 52 24
Which statement about an atom of this isotope of chromium is correct?
A It contains 24 electrons.
B It contains 24 neutrons.
C It contains 28 protons.
D It contains 52 neutrons.
9 Sodium is in Group I of the Periodic Table and chlorine is in Group VII.
Which row describes what happens when sodium bonds ionically with chlorine?
Caesium fluoride is an ionic compound.
Which statements about caesium fluoride are correct?
1 It conducts electricity when solid.
2 It has a high melting point.
3 It is soluble in water.
4 It is highly volatile.
A 1 and 2
B 1 and 4
C 2 and 3
D 3 and 4
11 The structure of a molecule of a compound is shown.
What is the formula of this compound?
A C3H7O
B C3H8O
C C8H3O
D C8HO3
10
12 Calcium carbonate, CaCO3, reacts with dilute hydrochloric acid to produce carbon dioxide.
The equation for the reaction is shown. The relative formula mass of calcium carbonate is 100.
10 g of calcium carbonate is reacted with an excess of dilute hydrochloric acid.
Which mass of carbon dioxide is produced?
A
2.2
g
B
2.8
g
C 4.4 g
D
44
g
13 Molten sodium chloride and concentrated aqueous sodium chloride are electrolysed using platinum electrodes.
What are the products at the negative electrode (cathode) in each electrolysis?
14 An object is electroplated with silver using an aqueous silver salt as the electrolyte.
Which row is correct?
15 Which row describes the changes that occur in an endothermic reaction?
16 Which statement about fuels is correct?
A Heat energy is only produced by burning fuels.
B Hydrogen is used as a fuel although it is difficult to store.
C Methane is a good fuel because it produces only water when burned.
D Uranium is burned in air to produce energy.
17 A sequence of changes involving sulfur is shown.
Which row describes the changes?
18 Magnesium is added to dilute hydrochloric acid.
25 cm 3 of gas is given off in the first 30 s of the reaction.
The experiment is repeated at a lower temperature. All other reaction conditions are the same.
Which volume of gas is produced in the first 30 s of this reaction?
A 15 cm
3
B 25cm 3
C 30 cm
3
D 50 cm
3
19 The equation for the reaction between magnesium and copper(II) oxide is shown.
Mg + CuO MgO + Cu
Which substance is oxidised?
A Cu
B CuO
C Mg
D MgO
20 Methyl orange is added to dilute hydrochloric acid and to aqueous sodium hydroxide.
What is the colour of the methyl orange in each solution?
21 Compound X is dissolved in water and two separate samples of the solution are tested.
The results of the tests are shown.
What is compound X?
A calcium chloride
B calcium iodide
C
zinc chloride
D zinc iodide
22 Which statement about the Periodic Table is correct?
A Elements with the highest atomic number in each period are metallic.
B Elements with the lowest group numbers are non-metals.
C Elements with similar chemical properties are placed in groups.
D Elements with similar physical properties are placed in periods.
23 Part of the Periodic Table is shown.
Which element is a soft solid that reacts violently with cold water?
24 Three properties of element X are listed.
* It contains atoms with a full outer shell of electrons.
* It is monoatomic.
* It is unreactive.
In which part of the Periodic Table is the element placed?
A Group I
B Group VII
C Group VIII
D transition elements
25 Some properties of the elements in Group VII of the Periodic Table are shown.
Which statement is correct?
A Bromine is a brown solid at room temperature.
B Fluorine is a pale yellow gas at room temperature.
C Iodine is a brown liquid at room temperature.
D Astatine is a black liquid at room temperature.
0620/12/F/M/22
26 Which process is used to obtain the metal calcium from its ore?
A electrolysis
B oxidation with carbon
C reduction with carbon
D thermal decomposition
27 Which row links the property of a metal to its use?
28 The table gives some properties of an element.
Which other property does this element have?
A acts as a catalyst
B brittle
C forms an acidic oxide
D highly reactive with water
29 A metal reacts vigorously with cold water.
Which statement about the metal is correct?
A It is above hydrogen in the reactivity series.
B It is below magnesium in the reactivity series.
C Its oxide can be reduced with carbon.
D It does not react with dilute acids.
30 Which row describes the colour changes when water is added to anhydrous cobalt(II) chloride and anhydrous copper(II) sulfate?
31 The gases produced by a burning fuel are passed through solution Z using the apparatus shown.
The fuel contains compounds of sulfur.
to vacuum
pump
solution Z
burning fuel
Which row identifies solution Z and the result obtained when the fuel contains compounds of sulfur?
32 Which information about carbon dioxide and methane is correct?
33 Which row identifies uses of sulfur?
34
Which statements about lime are correct?
1 Lime is made by heating calcium carbonate (limestone).
2 Lime is used to desulfurise flue gases.
3 Lime is used to treat alkaline soil.
4 The chemical name for lime is calcium oxide.
A
1 and 3
B
1, 2 and 4
C
1 and 4 only
D
2, 3 and 4
35 Which structure is correctly named?
36 The fractional distillation of petroleum produces a series of fractions with different uses.
Which row identifies a use for a fraction?
37 Ethene and propene are both members of the same homologous series.
Which statements explain why ethene and propene have similar chemical properties?
1 They are both hydrocarbons.
2 They are both made by cracking.
3 They have the same functional group.
A 1 and 2
B
1 and 3
C 2 only
38 Which statement about ethane is correct?
A It decolourises bromine water.
B It burns in excess oxygen to form water and carbon dioxide.
.
C Its molecular formula is C2H4
D Its atoms are joined together by ionic bonding.
39 Which statements about ethanol are correct?
1 Ethanol is used as a solvent.
2 Ethanol can be made directly from ethane.
3 Ethanol is a covalent compound.
A 1 only
B
1 and 2
C
1 and 3
D 3 only
D
2 and 3
40 Polymers are long-chain molecules made from small molecules linked together.
Four polymers or types of polymer are listed.
1 carbohydrates
2 nylon
3 proteins
4 Terylene
Which polymers or types of polymer are synthetic?
A 1 and 3
B
1 and 4
C 2 and 3
D 2 and 4
BLANK PAGE
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.
VIII
2
4
10
20
18
40
36
84
54
86
–
He helium
Ne neon
Ar argon
Kr krypton
Xe xenon
131
Rn radon
The volume of one mole of any gas is 24 dm 3 at room temperature and pressure (r.t.p.). | <urn:uuid:d763f2ae-3e57-4cba-8627-b2725148bf1e> | CC-MAIN-2025-05 | https://papers.xtremepape.rs/CAIE/IGCSE/Chemistry%20(0620)/0620_m22_qp_12.pdf | 2025-01-22T08:08:30+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363377.41/warc/CC-MAIN-20250122063008-20250122093008-00010.warc.gz | 472,463,572 | 2,335 | eng_Latn | eng_Latn | 0.972356 | eng_Latn | 0.997043 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1058,
1499,
2206,
2979,
3643,
4404,
5248,
5948,
6613,
7021,
7460,
8332,
8601,
8613,
9626,
9829
] | [
2.859375
] | 2 | 0 |
Santa Clara County 4-H Favorite Foods Day
Let's get cooking!
Favorite Foods Day is an annual county wide 4-H event to provide a "Learn by doing" educational experience for 4-H youth members. Emphasis for this event is on meal preparation, nutritional knowledge, menu planning, food safety, table setting, and Favorite Food item. Members should make a product suitable for their age. Advanced members are expected to prepare foods that take extra time, preparation, and skills. All Novice, Beginner, Junior, and Senior entries are judged on a Danish System. This allows for each entrant to be judged independently according to the Judging Guidelines that have been provided. Hence, there may be more than one entry scored as first place and so on. Additionally, the top scoring entries will receive bonus prizes. Clovers will be evaluated and receive participation recognition and a prize. Clovers (age 5-8) do not receive place rankings.
Categories:
Build a menu around your favorite food and create a theme that compliments your entry.
Ages 5-8 may choose:
* Dessert
* Salad
All participants ages 9 to 18 may choose:
* Dessert
* Salad
* Healthy Substitution Examples of Healthy Food Substitutions**
* My Plate
Returning Members ages 9-19 May select one of the above or a One Dish Meal (soup,stew,Crock pot meal) Should include 3 of the 5 categories from the My Plate Guidelines.
**Healthy food substitutions may be used in any recipe. The definition of a healthy substitution is the simple art of altering a recipe to make it healthier. There are many ways to create healthy food recipes by just replacing one simple ingredient and not having to sacrifice taste and enjoyment. Examples of Healthy Food Substitutions
Favorite Foods Day Age Divisions:
There are five (5) age divisions for the event. This allows members to compete with others in the same age range or experience level. Enter the age division that corresponds to your age as of December 31 of the current 4-H program year.
The age divisions are as follows:
* Clovers 5 – 8 Years (Non-Competitive)
* Junior 11 – 13 Years
* Beginner 9 – 10 Years
* Novice 11 and older, have not participated in Favorite Foods Day before
* Senior 14 Years and older
Favorite Food Day Menu: What should be included in my menu?
Please plan a menu for the entire meal utilizing the Favorite Food being presented. Take into consideration color, texture and taste of the menu. Be sure to provide proper nutritional balance in the menu. Refer to My Plate Guidelines. for more information.
* A menu card shall be prepared, with the (Favorite Food) shown or underlined. Menu Card Examples
* Select a favorite food for the menu that is easy to transport and will retain its attractive appearance.
* Menu plans should be listed in logical order in which they are served, as well as being attractive in appearance.
* The entire menu should be comprised of items that you could prepare on your own.
* The judge could ask you to describe how to prepare any item on your menu.
Basic Menu Pattern Example:
Salad
Main Course
Fruit
Vegetable
Grain
Dessert
Beverage
This pattern can be followed for all meals; however, you may leave out parts that do not fit. For example, if you are serving a salad, you might not be serving a vegetable so you would not include it on your menu. Capitalize all words except articles and prepositions (IE. and, of, with). ***Note: It is not appropriate to include an alcoholic beverage on a 4-H menu
Recipe Guidelines What should be included in my recipe card?
Use "scratch" ingredients. Don't rely on a prepared mix unless you transform it. Consider selecting a recipe that involves an unusual ingredient, imaginative garnish or method of preparation instead of a basic recipe. For example, add orange extract and/or chopped nuts to a basic cake recipe to give a new flavor. Be prepared to tell the judge what you learned!
* Preparing the Recipe Card: Recipe Card Example (specific nutrition information is not required.)
* It should list all the ingredients in the order used. Including exact measurements (i.e., 12 ounces - not 1 can).
* It should be accurate, complete, simple, and clear. Include the name of your favorite food.
* Do not abbreviate, if this is possible in the small space allowed.
* Give total yield or number of servings, and state serving size.
* Include baking temperature AND baking time.
A recipe for food exhibited must be available for the judges to review. It should be typed or printed legibly and displayed with your entry. A second copy of your recipe will go with your People's Choice entry.
Table Setting: How do I make my table setting? What should be included?
Members are assigned an area of approximately 24" x 24". All items used for you setting such as: dishes, flatware, place mat and/or tablecloth, napkin, glassware, decoration and your Favorite Food must fit into this space. The table setting should be appropriate for the complete menu (as listed on the menu card). The Favorite Food – one serving of your entry shall be displayed as part of your table setting.
Participants should prepare a Place Setting with the Favorite Food entry placed on top of the dinner plate.
Participants should prepare a place setting that includes the necessary items for their complete menu – including all flatware, dishes and the recipe item may be displayed on top of their place setting.
Participants should bring a crock pot, soup pot or on a warming tray to keep hot items hot (soup, stew, chili) Or, a cooler to keep cold food cold.
Please bring an extension cord if needed. You will be responsible for keeping your recipe item cold or warm for tasting. See notes on food safety.
A small table decoration is optional and is limited to 15" in height and in proportion to a single place setting. Decorations should not touch food unless they are edible. Examples: candle (not lit), bud vase, statue, floral basket.
Menu Card should be placed at the upper edge, above your place setting. Menu Card Examples
Recipe should be placed in a visible location within setting. Recipe Guidelines
Sample Table Setting s. Clovers would prepare a dessert or salad setting only.
What happens after I set up?
We encourage members to participate in the Skill-a-thon, food safety, get to know you games and judging contest. Our evaluators are excited to see you and what you have created. When it is your turn to present, be sure to introduce yourself and tell them about your food and table setting. Think of it as a 30 second commercial. The evaluators will ask you about your entry, basic nutrition and food safety.
People's Choice Entry
All participants are encouraged to participate in the People's Choice tasting contest. You will provide one serving of your "Favorite Food" for the judges. The remaining tastings that you have available will be placed on the People's Choice tasting table, along with a copy of your recipe.
Time will be provided to allow members and parents to view the place settings after the judges have finished. Everyone will have the opportunity to taste the entries and vote for their favorite entry. Remember to pack and bring your samples so that they stay cool or warm, as appropriate. Electricity is available, please provide your own extension cord.
Tasting will be at your own risk. 4-H and the Cooperative Extension will not take any responsibility for risks taken in tasting. (We trust your cooking, but we are required to include this statement.)
My Plate Guidelines What is a My Plate entry?
Questions? Check here first: Favorite Foods Day Frequently Asked Questions
Resources:
Favorite Foods Day Safety ADA Accommodation Request
FAQ
The following general rules apply to all event participants.
* Participants must do all the food preparation, cooking, and table setting themselves with age-appropriate supervision as needed.
* Parents and leaders will not be allowed in the judging area at any time before or during the judging. Participants should come prepared to set up and display their entry on their own. Practice this at home.
* Recipe should serve four to eight persons.
* Finished food will be displayed at a place setting for ONE person.
* Space provided is 24 inches wide by 24 inches deep.
* Dishes, glasses, flatware, etc. should fit your theme and be selected from what is available or borrowed. (Running out to purchase fine china and some fresh exotic flowers defeats the purpose of this event.)
* 4-H uniform or theme related outfit is encouraged but not required
* Members should dress neat and long hair should be pulled back as a health consideration.
* Participants, you should be prepared to answer questions from the judges about how your recipe was prepared, what food group it belongs in, food safety, and some nutritional information.
* Time will be provided to allow members and parents to view the place settings after the judges have finished. Tasting will be at your own risk.
* Cooperative Extension will not take any responsibility for risks taken in tasting. (We trust your cooking, but we are required to include this statement.) | <urn:uuid:0e48d95f-22ec-4596-9373-7475d90881ca> | CC-MAIN-2025-05 | https://ucanr.edu/sites/sccNew/files/362993.pdf | 2025-01-22T08:08:47+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363377.41/warc/CC-MAIN-20250122063008-20250122093008-00011.warc.gz | 609,590,124 | 1,915 | eng_Latn | eng_Latn | 0.976218 | eng_Latn | 0.998182 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2231,
4625,
7524,
7712,
9152
] | [
2.78125
] | 1 | 0 |
Unprecedented Storm, Unprecedented Response
The remnants of Hurricane Helene blasted through Western North Carolina, dumping 24 inches of rain in the mountainous region of our state. Meteorologists have estimated that the combined rainfall dumped 40 trillion gallons of rain on the Southeastern United States. Wind gusts at Mount Mitchell reached 106 miles an hour at the height of the storm. Villages and homes in North Carolina were submerged because of swollen creeks, rivers, and water runoff from higher elevations. The land's topography funneled three days of precipitation into the area. Bridges were washed away or severely damaged. Portions of roadways collapsed due to mudslides and landslides, often eroding the base beneath them. Water, electricity, and lack of cell phone service isolated much of the region. Once the storm settled in, people were cut-off from evacuation routes. Twenty-five counties and the Eastern Band of the Cherokee Indians are listed as disaster areas in North Carolina alone. Helene is the fourth deadliest hurricane in modern history (since 1950). Unfortunately, there are still people unaccounted for. Photos and videos don't portray the cascade of destruction that is reality. This was an unprecedented storm.
Equally unprecedented is the response of people stepping up to help. I don't remember ever experiencing the groundswell of people willing to step up and show their love and support for those impacted. We hear stories of people jumping into raging rivers for swift-water rescues. Private pilots flew their own aircraft to drop needed supplies to people trapped by the flood waters. Some people are reported to be hiking or driving ATVs to bring supplies to stranded residents. People are doing what they can with whatever resources they have. Businesses, churches, and organizations are collecting truckloads of supplies to deliver as roads begin to open. Our town's police, fire/rescue, and town employees have gone to the area to volunteer. Organizations such as the American Red Cross, Samaritan's Purse, and others are rallying with food, bottled water, medical and cleaning supplies. Construction materials are being assembled, and volunteers are lining up to help rebuild. Rebuilding will be a long process. Some roads will take a year to rebuild. People are willing to contribute money through reputable relief organizations, and convoys of relief vehicles are headed there every day. Every news broadcast informs us of additional efforts and human-interest stories of people helping people. It is genuinely "neighbors helping neighbors." But who is my neighbor?
Our neighbor is anyone in need. In the Good Samaritan parable (Luke 10:29-37), a traveler who is unknown in the area was beaten and robbed and left for dead on the side of the road. The first two people who came by were people you would expect to be compassionate -- a Priest and a Levite. Both moved to the other side of the road and ignored the man. A third person, a Samaritan, helped the man and offered to pay his expenses during his recovery. The Jews despised the Samaritan people, yet the Samaritan was the one willing to step up and sacrifice to help the man who had been beaten.
Most of the people living on Helene's path are unknown to us. Yet, countless everyday citizens are stepping up, showing compassion, and giving time, money, and supplies to help those impacted by the storm. When Jesus told the Good Samaritan story to the Jewish lawyers, He asked, "Who was a good neighbor to the man." The answer was "the one who showed mercy upon the man." Then, Jesus said, "Go and do likewise." (Luke 10:36-37).
When I look at my house and yard today, it looks the same as it did before the hurricane. That is not the case for those who live 100 miles to the West, where the storm has torn apart people's lives. Thankfully, people in our area sense the enormity of the need for help. The devastation is so great that only God can put it back together. We are God's hands and feet to help our neighbor. In prayer, ask for God's intervention. Also, in your prayers, ask God what He wants you to do. "Then I heard the voice of the Lord saying, "Whom shall I send? And who will go for us?" And I said, "Here am I. Send me!" Isaiah 6:8). Tell God of your commitment to help.
There are opportunities to donate and volunteer now and in the future. Everywhere you turn, there is an opportunity to help. Former President Ronald Reagan said, "We can't help everyone, but everyone can help someone." It will take a combined, sustained, long-term effort from the government, non-profit organizations, businesses, the faith community, and private citizens to help God restore the areas affected. I commend those showing mercy and compassion through their prayers and actions. What I see happening gives me hope for the goodness of mankind. Go and do likewise. God has positioned you with skills and a heart to serve. How are you helping?
The Bible Says:
* If your brother becomes poor and cannot maintain himself with you, you shall support him as though he were a stranger and a sojourner, and he shall live with you." (Leviticus 25:35).
* My command is this: Love each other as I have loved you. (John 15:12).
* What good is it, my brothers and sisters, if someone claims to have faith but has no deeds? Can such faith save them? Suppose a brother or a sister is without clothes and daily food. If one of you says to them, 'Go in peace; keep warm and well fed,' but does nothing about their physical needs, what good is it? In the same way, faith by itself, if it is not accompanied by action, is dead. (James 2:14-17).
Question: How have you responded to the needs of those impacted by Hurricane Helene? Have you said, "Here am I. Send me?"
Conclusion: Biblical scholars conclude that the traveler who was beaten was a Jewish man, yet the Jewish Priest and Levite (assistant to the Jewish Priests) wouldn't help one of their own. The Samaritan, an outcast and despised enemy of the Jewish people was the one who showed compassion to a stranger. Let us show compassion and mercy. Even though we don't know the people impacted, Jesus commands us to love all people.
Closing Prayer: Heavenly Father. We pray for our neighbors impacted by Hurricane Helene. Please keep people safe, help them overcome their hardships, and give them comfort that people do care and help is on the way. Amen.
Biblical perspective: This parable has a broader message than Hurricane Helene. In the parable, the Samaritan represents Jesus Christ, who came to our rescue and offered to pay the price for our salvation. The helpless man is us – helpless without Jesus Christ. Salvation only comes through Jesus Christ. The application to our current Hurricane Helen event gives us a call to action to help our neighbor. | <urn:uuid:d5cb4da2-c991-4619-9586-2feb56f9f4f9> | CC-MAIN-2025-05 | https://christianfaithstories.org/wp-content/uploads/2024/10/Unprecedented-Storm-Unprecedented-Response-revised.pdf | 2025-01-22T07:58:20+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363377.41/warc/CC-MAIN-20250122063008-20250122093008-00007.warc.gz | 160,314,596 | 1,450 | eng_Latn | eng_Latn | 0.999064 | eng_Latn | 0.999156 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3212,
6822
] | [
2.296875
] | 1 | 0 |
TRƯỜNG THPT CHUYÊN NGUYỄN TRÃI
ĐÁP ÁN CHẤM
I. LISTENING (50 POINTS) Part 1.
Part 2.
Part 3:
1. trouble dealing
2. human ingenuity
3. sustaining good relationships
4. capitalism
5. HR
6. best suited
7. career self - knowledge
8. anxiety reduction
9. real source
10. wrong curriculum
II. LEXICO - GRAMMAR (50 POINTS)
Part 1.
Part 2.
Part 3: developed → developing
1. (attracted) by → (attracted) to
2. Make this → do this
3. About what → about where
4. alike → like
5. disorganizing → disorganized
6. have avoided → have been avoided
7. say you → tell you
8. not to → don't
9. starting → started
Part 4.
ĐỀ THI NĂNG KHIẾU LẦN 1
NĂM HỌC 2022 - 2023
MÔN: TIẾNG ANH – KHỐI 10
III. READING (50 POINTS)
Part 1.
Part 2:
Part 3:
Part 4.
Part 5:
IV. WRITING (50 points)
Part 1:
1.She was nothing but pleased when I told her
2. I had the good fortune to find another job shortly afterwards
3.I hope I am not putting you to any inconvenience by phoning you so late
4.It was at your insistence that we came to this restaurant.
5.It won't do you any good to argue with her.
Part 2.
1. The manager promised to have the goods delivered without delay.
2. This doesn't concern you/ have anything to do with you.
3. I think you would benefit from a change.
4. Pauline is in great demand as an after-dinner speaker.
5. Karen received a medal in recognition of her services.
Part 3. Letter writing (15 points)
A friend has written to you asking for advice about a problem at her new school. You have had a simlar problem in the past.
Write a letter to your friend. In your letter:
- tell your friend you understand the problem
- explain what happened to you in the past.
- suggest a possible solution to this problem.
Write about 120 words.
Part 4: Paragraph writing (25 points)
Discuss the advantages and disadvantages of using social networking sites.
You should write about 150 words. | <urn:uuid:5571b990-cc27-4017-8b12-455f6b7a857b> | CC-MAIN-2025-05 | https://chuyennguyentrai.edu.vn/uploads/Trang/namhoc2022-2023/nangkhieu2022-2023/anh/10anhdapan-nangkhieulan1.pdf | 2025-01-22T06:44:35+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363377.41/warc/CC-MAIN-20250122063008-20250122093008-00014.warc.gz | 154,052,846 | 553 | eng_Latn | eng_Latn | 0.982827 | eng_Latn | 0.998141 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
693,
1908
] | [
3.015625
] | 1 | 0 |
WHAT DOES AN OAK WILT QUARANTINE DISTRICT MEAN FOR YOU?
4
w
RK
ATE
Department
Environmental
Conservation
of
Oak wilt, a serious disease that kills oak trees, has been confirmed in several towns across New York State. Infected oaks in the red group (leaves with pointed tips as in scarlet oak, pin oak, red oak, etc.) typically die within a few weeks. Oaks in the white group (leaves with rounded tips as in white oak, swamp white oak, bur oak, etc.) are also killed, though it may take years. DEC has issued emergency orders that establish quarantine districts around the infected areas to help prevent the spread of oak wilt.
▐ What is an oak wilt quarantine district?
It is a restricted area put in place around a neighborhood, town or county after oak wilt is confirmed there. Oak wilt quarantine districts have been established in the towns of Middlesex, Canandaigua, South Bristol and Glenville, the borough of Brooklyn, and all of Suffolk County.
▐ Why are the oak wilt quarantine districts in place?
The goal of an oak wilt quarantine district is to prevent the spread of the disease by prohibiting the movement of potentially infected oak wood. Oak wilt can be spread by beetles that come into contact with fungal spore mats which form under the bark of trees killed by the disease. These spore mats can attract several kinds of beetles which pick up the spores as they crawl around. When these beetles fly to new trees, they bring the fungus with them, potentially spreading the disease to new areas. Infected oak firewood, logs, and branch debris can also contain spore mats, so moving these materials contributes to the spread of the disease.
Prohibited from leaving the quarantine district
* Oak logs or branches
* Wood pieces less than 29 inches long, no matter the species
Allowed to leave the quarantine district
* Chipped wood (must be 1″ by 1″ or smaller)
* Wood pieces 29 inches long or greater from trees other than oak.
▐ Why can't I move firewood out of a quarantine district?
Once wood is cut to firewood size, it is difficult to tell one species from another. To account for the difficulty in identification and make sure no infected oak wood is moved out of the quarantine district, wood pieces less than 29 inches in length are prohibited from leaving the area, regardless of species.
Oak wilt-killed tree
▐ What is DEC doing about oak wilt in my neighborhood?
Monitoring
DEC will conduct aerial surveys over and around the quarantine districts in July and August to locate trees showing symptoms of oak wilt. Field crews will check these, as well as neighboring oaks, through ground surveys and sampling to determine if they are infected with oak wilt. When symptomatic trees are located on private property, owners will be contacted before ground surveys or sampling take place. Field crews will also check trees reported by the public.
Management
After surveys have been completed, DEC will develop site plans and activities to manage oak wilt dependent on the extent of the infected areas.
Aerial and ground surveys will help locate new infected trees
* Isolated, small infection centers will be treated with the goal of eliminating the disease from the area.
* In larger infection centers, plans will focus on control and limiting the spread of the disease.
Activities will include establishing quarantine districts, and may also include the removal of infected trees, removal of nearby non-infected oak trees to prevent the spread of oak wilt through tree roots, and/or the installation of trenches to sever root connections. As with surveying, property owners will be informed of the management strategy for oak wilt at their site prior to conducting any activities.
▐ What can I do?
* Follow the quarantine regulations and don't move infected oak or firewood out of a quarantine district.
* Visit DEC's website at www.dec.ny.gov/lands/46919.html to learn about the symptoms of oak wilt.
* Take pictures of trees showing symptoms and/or make note of the location.
* Report symptomatic trees to DEC (see below).
CONTACT INFORMATION
Bureau of Invasive Species and Ecosystem Health
Division of Lands and Forests
New York State Department of Environmental Conservation th
P: (518) 402-9425 | firstname.lastname@example.org
625 Broadway 5
Floor, Albany, NY 12233-4253
www.dec.ny.gov
Updated March 03, 2020
q
w
Department
of
:fE
Environmental
Conservation
u
2 | <urn:uuid:f548251d-abc2-448b-a228-09efa5729d99> | CC-MAIN-2025-05 | https://extapps.dec.ny.gov/docs/lands_forests_pdf/owquarantinefs.pdf | 2025-01-22T07:00:46+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363377.41/warc/CC-MAIN-20250122063008-20250122093008-00015.warc.gz | 235,090,255 | 938 | eng_Latn | eng_Latn | 0.997509 | eng_Latn | 0.99796 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2345,
4416
] | [
2.625
] | 4 | 1 |
Variables and Hypothesis
Variables
Scientists use an experiment to search for cause and effect relationships in nature. In other words, they design an experiment so that changes to one item cause something else to vary in a predictable way.
These changing quantities are called variables, and an experiment usually has three kinds: independent, dependent, and controlled.
The independent variable is the one that is changed by the scientist. In an experiment there is only one independent variable.
As the scientist changes the independent variable, he or she observes what happens.
The dependent variable changes in response to the change the scientist makes to the independent variable. The new value of the dependent variable is caused by and depends on the value of the independent variable. For example, if you open a faucet (the independent variable), the quantity of water flowing (dependent variable) changes in response--the water flow increases. The number of dependent variables in an experiment varies, but there is often more than one.
Experiments also have controlled variables. Controlled variables are quantities that a scientist wants to remain constant, and he must observe them as carefully as the dependent variables. For example, if we want to measure how much water flow increases when we open a faucet, it is important to make sure that the water pressure (the controlled variable) is held constant. That's because both the water pressure and the opening of a faucet have an impact on how much water flows. If we change both of them at the same time, we can't be sure how much of the change in water flow is because of the faucet opening and how much because of the water pressure. Most experiments have more than one controlled variable. Some people refer to controlled variables as "constant variables."
Some Very Simple Examples of Variables
Hypothesis
After having thoroughly researched a topic, you should have some prediction about what you think will happen in your experiment. This educated guess concerning the outcome is called your hypothesis.
The hypothesis is worded so that it can be tested in your experiment. Do this by expressing the hypothesis using your independent variable (the variable you change during your experiment) and your dependent variable (the variable that changes in response and depends on changes in the independent variable). Not only must you incorporate all these variables in your hypothesis, but you also must express them in a way that you can readily measure.
For example: "My hypothesis is that doubling the opening created by the faucet [independent variable] will double the flow of water [dependent variable]."
Not every question can be answered by the scientific method. The hypothesis is the key. If you can state your question as a testable hypothesis, then you can use the scientific method to obtain an answer.
Is all science accomplished using this same method that is taught in schools and emphasized at science fairs? Should you worry if you end up disproving your hypothesis? Actually, the answers are no it's not, and no don't worry if you disprove your hypothesis. Learn more on the Web in an essay written by a veteran Science Buddies Adviser, Dr. Bruce Weaver.
Your Assignment
Type your variables (carefully labeling each of the three different types) and hypothesis in a word processor.
Grading Yourself
10/01/2003
Copyright © 2002-2003 Kenneth Lafferty Hess Family Charitable Foundation. Teachers: At the school where you teach, you may distribute copies of this document to your students, their parents, and mentors. You may NOT post this document on the Web or republish it in any form. All other rights reserved. | <urn:uuid:52e24a4d-bd39-47cd-a108-0f58006764a7> | CC-MAIN-2025-05 | https://dl.icdst.org/pdfs/files2/efa1d58a9066ec79997fd5581f477346.pdf | 2025-01-22T07:22:22+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363377.41/warc/CC-MAIN-20250122063008-20250122093008-00017.warc.gz | 203,761,114 | 717 | eng_Latn | eng_Latn | 0.999024 | eng_Latn | 0.999336 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1835,
2898,
3719
] | [
4.34375
] | 1 | 1 |
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Advanced Subsidiary Level and
Advanced Level
CHEMISTRY
9701/01
Paper 1 Multiple Choice
October/November 2005
1 hour
Additional Materials:
Multiple Choice Answer Sheet Soft clean eraser Soft pencil (type B or HB is recommended) Data Booklet
READ THESE INSTRUCTIONS FIRST
Write in soft pencil.
Do not use staples, paper clips, highlighters, glue or correction fluid.
Write your name, Centre number and candidate number on the answer sheet in the spaces provided unless this has been done for you.
There are forty questions on this paper. Answer all questions. For each question there are four possible answers A, B, C, and D.
Choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.
Read the instructions on the answer sheet very carefully.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
You may use a calculator.
Section A
For each question there are four possible answers, A, B, C, and D. Choose the one you consider to be correct.
2
1
1 The petrol additive tetraethyl-lead(IV), Pb(C2H5)4, is now banned in many countries. When it is completely burned in air, lead(II) oxide, CO2 and H2O are formed.
How many moles of oxygen are required to burn one mole of Pb(C2H5)4?
A 9.5
B 11
C 13.5
D 27
2 Which ion has more electrons than protons and more protons than neutrons?
[H = 1 H ; D = 2 1 H ; O = 16 8 O]
A D –
B H3O +
C OD –
D OH –
3 What is the electronic configuration of an element with a second ionisation energy higher than that of each of its neighbours in the Periodic Table?
A 1s 2 2s 2 2p 6 3s 2
B 1s 2 2s 2 2p 6 3s 2 3p 1
C 1s 2 2s 2 2p 6 3s 2 3p 2
D 1s 2 2s 2 2p 6 3s 2 3p 3
4 Which compound has a boiling point that is influenced by hydrogen bonding?
A CH3CHO
B CH3OCH3
C HCO2H
D HCO2CH3
5 Which gas is likely to deviate most from ideal gas behaviour?
A HCl
B He
C CH4
D N2
6 Given and
S(s) + O2(g) → SO2(g),
∆
H
o
= –297 kJ mol
–1
S(s) + 1 O
2 (g)
→
SO
3 (g)
∆
H
o
= –395 kJ mol
–1
what is the enthalpy change of reaction, ∆H o , of 2SO2(g) + O2(g) → 2SO3(g)?
A –196 kJ mol –1
B
–98 kJ mol –1
C +98kJ mol
–1
D +196 kJ mol –1
f
f
7 The table shows the enthalpy change of neutralisation per mole of water formed, ∆H, for various acids and bases.
What are P, Q and R?
8 During the electrolysis of brine using a diaphragm cell, which reaction occurs at the cathode?
A 2Cl – (aq) → Cl 2(g) + 2e –
B 4OH – (aq) → O2(g) + 2H2O(l) + 4e –
D Na + (aq) + e – → Na(s)
9 Chlorine dioxide is produced on a large scale as it is used for bleaching paper pulp. It is made by the following reaction.
How do the oxidation numbers of chlorine and sulphur change in this reaction?
10 An experiment is set up to measure the rate of hydrolysis of methyl ethanoate.
The hydrolysis is found to be slow in neutral aqueous solution but it proceeds at a measurable rate when the solution is acidified with hydrochloric acid.
What is the function of the hydrochloric acid?
A to dissolve the methyl ethanoate
B to ensure that the reaction reaches equilibrium
C to increase the reaction rate by catalytic action
D to suppress ionisation of the ethanoic acid formed
11 The distribution of molecular kinetic energies within a gas at temperature T1 and T2 are shown in the diagram.
Which statement correctly explains why a small increase in temperature leads to a significant increase in the rate of a gaseous reaction?
A The frequency of collisions between molecules is greater at a higher temperature.
B The activation energy of the reaction is less when the gases are at a higher temperature.
C The frequency of collisions between molecules with kinetic energy greater than the activation energy is greater at higher temperature.
D The proportion of molecules with more kinetic energy than the activation energy is lower at a higher temperature.
12 One mole of magnesium, aluminium and sulphur are each completely burned in an excess of oxygen gas.
Which graph shows the moles of oxygen used in each case?
A
B
13 In 1999, researchers working in the USA believed that they had made a new element and that it had the following electronic structure.
In which Group of the Periodic Table would you expect to find this element?
A
II
B IV
C
VI
D
0
14 Consecutive elements X, Y, Z are in Period 3 of the Periodic Table. Element Y has the highest first ionisation energy and the lowest melting point.
What could be the identities of X, Y and Z ?
A sodium, magnesium, aluminium
B magnesium, aluminium, silicon
C aluminium, silicon, phosphorus
D
silicon, phosphorus, sulphur
15 Use of the Data Booklet is relevant to this question.
What volume of oxygen, measured under room conditions, can be obtained from the thermal decomposition of 8.2 g of calcium nitrate (Mr = 164)?
A 150cm 3
B 300cm 3
C 600cm 3
D 1200cm 3
16 When a mineral was heated in a Bunsen flame to constant mass, a colourless gas that turned lime water milky was evolved. The remaining solid was cooled and then added to aqueous hydrochloric acid. Vigorous effervescence was seen.
What was the mineral?
A aragonite, CaCO3
B artinite, MgCO3.Mg(OH)2.3H2O
C barytocalcite, BaCO3.CaCO3
D dolomite, CaCO3.MgCO3
17 How does ammonia behave when its aqueous solution is used to dissolve silver chloride, AgCl
A as a base
B as a ligand with the Ag + ion
C as a ligand with the Cl – ion
D as a reducing agent
18 Lime, CaO, is used to reduce the acidity of soil, and ammonium sulphate is a nitrogenous fertiliser.
Why can they not be used in a mixed form?
A The dry mixture is explosive.
B CaSO4, formed on mixing, causes hard water.
C When dampened, ammonia is given off.
D Sulphuric acid will form.
19 The diagram shows the structure of vitamin C.
OH
How many chiral centres are there in one molecule?
A
1
B
2
C
3
© UCLES 2005
D
4?
20 What is the number of isomers of C2H2Cl 2 including cis-trans isomers?
A 2
B 3
C 4
D 5
21 Which hydrocarbon, on treatment with hot acidified potassium manganate(VII), would give ethanoic acid only?
CH 3 CH CH 2 A
CHCH
3
CHCH
3
B
C
CH
3
CH
CH
3
CH
3
C
CH
3
CH
3
CH
3
CH
3
C C
D
22 In the upper atmosphere chlorofluoroalkanes (CFCs) are broken down to give chlorine radicals but not fluorine radicals.
What is the best explanation for this?
A Fluorine is more electronegative than chlorine.
B Fluorine radicals are less stable than chlorine radicals.
C The C–F bond is stronger than the C–Cl bond.
D The chlorine atom is larger than the fluorine atom.
23 An amine is produced in the following reaction.
$$C2H5 I + 2NH3 → C2H5NH2 + NH4 I$$
What is the mechanism?
A electrophilic addition
B electrophilic substitution
C nucleophilic addition
D nucleophilic substitution
24 Compound X on reaction with hot concentrated sulphuric acid gave a mixture of three alkenes.
What could X be?
A butan-2-ol
B propan-2-ol
C 2-methylbutan-2-ol
D 2-methylpropan-2-ol
25 Compounds X, Y and Z all react with PCl 5 to release hydrogen chloride, but only one of them reacts with 2,4-dinitrophenylhydrazine reagent.
Which one of the following combinations could be X, Y and Z ?
$$CH 2 OH CH 2 OH CH 2 OH CH 2 OH CH 2 OH CH 2 OH CH 2 OH CH 2 OH CHO CHO CHO CO 2 H CO 2 H CO 2 H CO H CO 2 H CHO CO 2 H CHO CO H CO H CO 2 H X Y Z A B C D$$
2 2 2
26 In 1903 Arthur Lapworth became the first chemist to investigate a reaction mechanism. The reaction he investigated was that of hydrogen cyanide with propanone.
What do we now call the mechanism of this reaction?
A electrophilic addition
B electrophilic substitution
C nucleophilic addition
D nucleophilic substitution
27 What is formed when propanone is refluxed with an anhydrous solution of NaBH4?
A propanal
B propan-1-ol
C propan-2-ol
D propane
28 What is the structure of the ester formed from propanoic acid and ethanol?
H
H
H
H
C
D
Lactic acid occurs naturally, for example in sour milk.
Its displayed formula is shown.
Which reaction occurs with lactic acid?
A It decolourises aqueous bromine rapidly.
B It is insoluble in water.
C It reduces Fehling's reagent.
D Two molecules react with each other in the presence of a strong acid.
H
H
29
30
PHB (polyhydroxybutyric acid) is a natural polymer produced by a range of micro-organisms. It can also be manufactured from sugar. PHB is readily biodegradable.
PHB (polyhydroxybutyric acid)
What type of reaction will cause PHB to break down?
A addition
B hydrolysis
C reduction
D substitution
Section B
For each of the questions in this section, one or more of the three numbered statements 1 to 3 may be correct.
Decide whether each of the statements is or is not correct (you may find it helpful to put a tick against the statements that you consider to be correct).
The responses A to D should be selected on the basis of
No other combination of statements is used as a correct response.
31
The relative molecular mass of a molecule of chlorine is 72.
Which properties of the atoms in this molecule are the same?
1 radius
2 nucleon number
3 relative isotopic mass
32 Which molecules are planar?
1 BCl 3
2 NH3
3 PH3
33 Boron is a non-metallic element which is placed above aluminium in Group III of the Periodic Table. It forms a compound with nitrogen known as boron nitride which has a graphite structure.
Which of the following conclusions can be drawn from this information?
1 The empirical formula of boron nitride is BN.
2 The boron and nitride atoms are likely to be arranged alternately in a hexagonal pattern.
3 Boron nitride has a layer structure with van der Waals' forces between the layers.
The responses A to D should be selected on the basis of
No other combination of statements is used as a correct response.
34 Hydroxyapatite, Ca5(PO4)3OH, is the main constituent of tooth enamel. In the presence of saliva, the following equilibria exist.
Which of the following statements help to explain why tooth enamel is dissolved more readily when saliva is acidic?
1 The hydroxide ions are neutralised by the acid.
2 The phosphate ion PO (aq) accepts H + (aq) − 3 4
3 Calcium ions react with acids.
35 What properties enable magnesium oxide to be used as a refractory lining in a furnace?
1 It has a high melting point.
2 It has a low thermal conductivity.
3 It does not react with basic slags.
36 Chlorine reacts with hot concentrated aqueous sodium hydroxide according to the equation below.
Which conclusions can be drawn from this information?
1 The oxidation state of the chlorine in one of the products is +5.
2 The chlorine undergoes disproportionation.
3 The sodium hydroxide acts as a reducing agent.
37 Which equations represent stages in the Contact process for manufacturing sulphuric acid?
1 S + O2 → SO2
2 H2O + SO2 → H2SO3
3 H2SO3 + O2 → H2SO4 2 1
38 For the reaction
which statements are likely to be true?
1 It involves nucleophilic attack by C H O –
2 5 .
.
2 Cl – is displaced by C2H5O –
3 The oxygen-carbon bond is not broken.
39 Modern cars are fitted with catalytic converters. These remove carbon monoxide, unburnt hydrocarbons and oxides of nitrogen from exhaust gases.
Which of these pollutant gases are removed by oxidation?
1 carbon monoxide
2 hydrocarbons
3 nitrogen oxides
40 The sex-attractant of the house-fly is muscalure, with the following formula.
Which statements about muscalure are correct?
1 It will decolourise aqueous bromine.
2 It will be oxidised by cold aqueous alkaline KMnO4 to give a diol.
3 It will be optically active.
BLANK PAGE
BLANK PAGE
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. | <urn:uuid:b76b0cb6-6f48-4e80-9663-1b2283b23ded> | CC-MAIN-2025-05 | https://papers.xtremepape.rs/CAIE/AS%20and%20A%20Level/Chemistry%20(9701)/9701_w05_qp_1.pdf | 2025-01-22T08:59:53+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363377.41/warc/CC-MAIN-20250122063008-20250122093008-00015.warc.gz | 454,667,088 | 3,304 | eng_Latn | eng_Latn | 0.979934 | eng_Latn | 0.992842 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn"
] | false | docling | [
1053,
2340,
2876,
4037,
4774,
6009,
6922,
7813,
8359,
8661,
9788,
10810,
11680,
11692,
11704,
12292
] | [
2.1875
] | 6 | 0 |
P
PRIMING THE PIPELINE Lessons from Promising 4-H Science Programs
Derek Riley Alisha Butler
October, 2012
Prepared by: Policy Studies Associates, Inc. 1718 Connecticut Avenue, NW Suite 400 Washington, DC 20009
Prepared for: National 4-H Council
Executive Summary
Since 2006, the 4-H Youth Development Program's National Science Initiative has promoted the development and growth of 4-H clubs, camps, and school-based programs that give youth opportunities to engage with science. The 4-H Science Initiative, supported by the Noyce Foundation, was introduced as a way to teach science, technology, engineering, and applied math content to the more than 6 million youth who participate in 4-H annually. It has had the goals of engaging more young people in science and related fields and increasing the number of youth pursuing postsecondary education and careers in science.
Now, the time is right to examine lessons learned in implementing these programs: how they have tackled problems of recruitment, staffing, programming, partnerships, and sustainability. This report describes the challenges met and practical strategies employed in eight promising 4-H science programs. Selected through a structured process of nominations and vetting, the programs studied for this report reflect a variety of program delivery modes, content areas, geographic regions, and youth served. They include the following:
■ Adventure in Science (AIS) (Montgomery County, Maryland)
■ Bucks County Vet Science Clinics (Bucks County, Pennsylvania)
■ GEAR-Tech-21, A'ROR'N Bots (Aurora, Nebraska)
■ 4-H Great Lakes & Natural Resources Camp (Michigan)
■ Langston Community 4-H SET Team (Logan County, Oklahoma)
■ Montana Sustainable Communities Project, Pretty Eagle (St. Xavier, Montana)
■ Rutgers 4-H Summer Science Program (New Jersey)
■ Texas 4-H Technology Team (Texas)
Promising practices in these programs are not necessarily sure-fire solutions for other settings, but they may spark useful reflection and action by 4-H Science staff and volunteers. These program practices are discussed here under eight headings: youth outreach and recruitment; staff and science volunteers; professional development; science curricula and pedagogy; youth development and attitudes toward science; partner organizations and resource support; program evaluation; and program sustainability and scale-up. This summary provides a few examples of program practices, and many additional examples appear in the full report.
Youth Outreach and Recruitment
Promote recruitment through "word of mouth." Several programs encourage youth and parents to tell others about the program; some publicize their programs at 4-H events and through existing 4-H networks.
Invite participants to contribute to the recruiting process. The Rutgers Summer Science Program benefits from the formal and informal recruiting led by previous participants. The Texas 4-H Technology Team, which is composed of youth with advanced technological skills, relies on members not only to help identify potential members, but also to consider applications and decide who will be accepted onto the team.
Recruit youth through partner organizations and parents. AIS has established several long-term partnerships with local organizations that host programming and has advertised activities at its host sites through organizational newsletters and bulletin board postings. As a result, the program enrolls children whose parents are employees of the host organizations.
Design the application and acceptance process to build the desired participant group profile. The rigorous application process for the Texas 4-H Technology Team assesses applicant skills, interests, and commitment. The process itself is an opportunity for applicants and selection committee members to develop useful life and career skills.
Design strategies to recruit underrepresented youth. For example, ongoing partnerships with several schools help the Rutgers Summer Science Program to recruit heavily from underserved urban communities surrounding the university.
Staff and Science Volunteers
Include science experts as site leaders and advisors. The GEAR-Tech-21 A'ROR'N Bots club leader has a doctorate in agricultural engineering; AIS's site leadership and board of directors are composed mostly of scientists from industry and federal agencies; and the Rutgers Summer Science Program is co-led by a marine science educator.
Recruit scientists to deliver the science content they know and love. Six of the eight programs draw heavily on science experts. These volunteers' scientific backgrounds and professional perspectives provide an authentic window into the practice of science.
Maximize the expertise of youth development staff and volunteers and clarify their roles alongside scientists. Most science experts do not have deep expertise in youth development and can benefit from the support of those who do. In the 4-H Great Lakes & Natural Resources Camp, program coordinators help science instructors develop lesson plans, and youth development volunteers provide support as needed in instructional sessions. The Langston SET Team director, an extension agent with a science background, helps volunteers make their activities more hands-on, accessible, and engaging to youth.
Cast a wide net when recruiting science experts, then tap the specific expertise needed. "Science experts" need not include only university and lab scientists. These programs have recruited from a wide range of businesses and other organizations and have found individuals whose knowledge ranges across many fields of science, engineering, and technology.
Recruit scientists through networks and perpetually tend to the relationships in those networks. Volunteer recruitment is made easier when leaders have already made a concerted and successful effort to establish and maintain relationships in their informal networks. Recruiting efforts can also benefit from tapping into existing organizational networks.
Look for scientist volunteers who work well with youth, and consider partnering with K-12 teachers and schools. The Montana Sustainable Communities Project draws on the
capacities and roles of partners from Pretty Eagle Catholic Academy and Montana State University. These teachers have been integral in developing the structure of the program.
Professional Development
Make it easy to access and use professional development. These programs have developed training materials and delivery that minimize the burden on staff and volunteers and maximize the uptake of essential content. Some developed user-friendly materials that provide practical guidance and can be accessed by volunteers on their own time.
Provide guidance to science experts on lesson planning, delivery, and youth development. Program staff and volunteers with science-related expertise may need professional development and guidance in order to support youth engagement and learning. The 4-H Great Lakes & Natural Resources Camp training manual describes principles for positive youth development, age-appropriate youth development experiences, and means of fostering character development in youth.
Provide guidance to educators and youth development experts on science curricula and technology. While teachers and youth development staff and volunteers have skills in working with youth, they may benefit from training on the particulars of program content, and from guidance on how to facilitate science activities. GEAR-Tech-21's curricular modules provide detailed guidance in a user-friendly layout for each activity, as well as companion educator guides for each module. The program also offers online training modules, webinars, and a twoday training program.
Science Curricula and Pedagogy
Take advantage of the opportunity to maximize youth-centered delivery. For example, AIS includes an independent project that spans several months in which youth take control of their own learning, behave as scientists, and receive mentorship from practicing scientists.
Develop student skills and knowledge through experiential learning and real-world applications of science. Youth in the Vet Science Clinics spend their sessions conducting dissections in animal science laboratories and meeting with practicing animal scientists.
Incorporate inquiry in activities. Robotics and other engineering design challenges, such as those in the GEAR-Tech-21 curriculum, offer an opportunity for youth to apply their own hypotheses and tests as part of the design process. Youth must predict, evaluate, and substantiate design trials, and often they are asked to do so in a team.
Manage a realistic yet productive balance between adaptation and fidelity of an adopted curriculum. By design, some curricula – such as GEAR-Tech-21 – promote fidelity to their essential features while leaving room for local customization of other features.
Enable volunteer science experts to develop their own curriculum, driven by their expertise and passions. Such a curriculum will be rooted in the volunteer's own deep professional knowledge and love for the topic.
Develop content targeted toward participant skills and interests. The Vet Science Clinics recruit youth with strong, pre-existing interests in science, and the program tailors its more advanced program content based on youth skills and prior experiences.
Youth Development and Attitudes toward Science
Provide opportunities for the development of positive relationships in a science context. Science activities observed in the programs had youth engaged collaboratively in hands-on activities, predicting and evaluating through group discussion, and spending some unstructured social time in a science-oriented setting. There were also opportunities for youth to talk informally with adults about science and non-science topics.
Structure science activities to promote the development of life skills. The Langston 4-H SET Team offers activities in which staff and volunteers help youth gain confidence in public speaking.
Involve youth in their communities through science projects. Youth who have participated in the Rutgers Summer Science Program have organized afterschool activities and demonstrations for younger youth in their communities based on the content learned during the summer camp. In the Montana Sustainable Communities Project, youth learn about film technology as they create a short film on a science-related topic of their choosing, often related to an issue in their community and sometimes including interviews with community members.
Build opportunities for youth to serve in leadership roles. Former campers often return to the 4-H Great Lakes & Natural Resources Camp as camp counselors who serve as mentors for current participants. When asked what it is about the Langston 4-H SET Club that keeps them coming back, participants noted that their role in teaching younger youth was a draw.
Enable youth to make meaningful choices about what they learn and how they learn it. In the Texas 4-H Technology Team, content is partially driven by youth interest and input. At the fall meeting, the team works together to establish goals for the full year.
Develop program activities that expose youth to diverse science fields and careers. The Langston 4-H SET Team designs programming in a variety of science topics. Youth in the Vet Science Clinics work closely alongside volunteers who have careers in animal-related industries.
Partner Organizations and Resource Support
Draw human resources and science expertise from organizational partnerships. Partnerships can provide program volunteers who have expertise in science, youth development,
research, curriculum development, and marketing. For the programs studied, partners include university departments, research laboratories, science-focused grant projects, government agencies, and corporations.
Look for low-cost ways for organizations to partner and make substantive contributions. In addition to potential volunteers, partners offer other non-monetary resources such as their scientific and educational cultures, knowledge resources, reputations, and facilities.
Consider deeper partnerships with schools. The Montana Sustainable Communities Project at Pretty Eagle established and maintains a strong relationship with its host school. Not only are teachers active in planning, recruiting, and content delivery, but ongoing professional development and support from the program's staff has encouraged teachers to integrate the program's modules into the school's curriculum.
Approach partnership development mindfully and persistently. Program staff consider their partners essential for program success. They have worked hard to establish strong partnerships and tend to them regularly through formal and informal communication.
Program Evaluation
Design evaluations to provide data that are useful for securing additional funds, partners, visibility, and for guiding continuous program improvement. When asked what evaluation data have proven most useful, a 4-H Great Lakes & Natural Resources Camp program director pointed to data on several topics: aquatic science literacy; appreciation and stewardship of natural resources; interest in science careers; youth development skills; and participant intention to stay in Michigan. Because these topics align well with the program's goals, the data have enabled directors to analyze the program's progress toward those goals.
Program Sustainability and Scale-Up
Improve sustainability and replication by codifying and institutionalizing key program features, such as procedures, content, training, and partner relationships. Both large and small programs can benefit from efforts to institutionalize key program features. For example, the Texas 4-H Technology Team annually updates a handbook that guides the team's activities, structure, and content for the program year, providing a common reference point for new and long-term members, youth and adult.
Plan for sustainability and replication through program and evaluation design. As the Montana Sustainable Communities Project's program design evolved, program staff used strategies to support programming at Pretty Eagle at the end of its CYFAR grant. GEAR-Tech21 developed a suite of resources to facilitate new club startup.
Contents
Overview
Since 2006, the 4-H Youth Development Program's National Science Initiative has promoted the development and growth of 4-H clubs, camps, and school-based programs that give youth opportunities to engage with science. Now, the time is right to examine lessons learned in implementing these programs: how they have tackled problems of recruitment, staffing, programming, partnerships, and sustainability. This report describes the challenges met and practical strategies employed in eight promising 4-H science programs (text boxes below describe these programs and their selection). While the practices we describe here are not proposed as sure-fire solutions for other settings, we believe that the lessons shared by the leaders, staff, and volunteers at these programs can spark useful reflection and action elsewhere.
We have structured this report around eight domains of practice in which 4-H staff and volunteers often encounter challenges as they plan, implement, and sustain their 4-H programs.
For each domain, we describe several practices that have worked well at one or more of eight promising programs visited for this study. In some cases, the practices are supported by research evidence. In others, the practices are innovative and promising for specific program types or contexts. The report concludes with a summary and overview for 4-H staff and volunteers. Appendices profile the eight programs and their notable practices, and describe our methods of program selection and data collection. 1
Domains of Program Practice
This report describes promising 4-H science program practices in the following domains:
- Youth Outreach and Recruitment
Staff and Science Volunteers
Professional Development
Science Curricula and Pedagogy
Youth Development and Attitudes Toward Science
Partner Organizations and Resource Support
Program Evaluation
- Program Sustainability and Scale-Up
Background and Rationale
The 4-H Youth Development Program , with support from the Noyce Foundation, began the 4-H Science Initiative with the goals of engaging more young people in science and related fields and increasing the number of youth pursuing postsecondary education and careers in science. The 4-H Science Initiative was introduced as a way to teach science, technology, engineering, and applied math content to the more than 6 million youth who participate in 4-H annually. Since the start of the Science Initiative in 2006, the county-level focus on science has generally increased, according to a 2012 survey of county 4-H agents (Mielke & Sanzone, 2012).
1 See Appendix A for Methods and Appendix B for Program Profiles.
4-H's actions over the past six years to strengthen youth engagement and skills in science have been in line with national priorities to strengthen science education in informal, out-of-school environments. The President's Council of Advisors on Science and Technology (PCAST) in its 2010 report on K-12 science, technology, engineering, and math education recommended that the federal government should "create opportunities for inspiration through
STEM Education Pipeline Context
- 27% of high school graduates are ready for college science*
- 43% of high school graduates are ready for college math*
- 16% of U.S. bachelor's degrees are in STEM fields, lower than South Korea (38%) and Germany (28%)‡
individual and group experiences outside the classroom" in order for youth to "develop personal connections with the ideas and excitement of STEM fields" (PCAST, 2010). 4-H science programs are intended to give youth opportunities to forge personal connections with science as well as build youth science knowledge and skills.
- 4-H serves over 6 million youth
- 4-H county agents were surveyed in 2012:
- 4-H Science Initiative began in 2006
o 73% reported that their county places more emphasis on science programming than it did before 2006
o 89% reported that their county placed a high or moderate priority on science programming
* Committee on Underrepresented Groups and the Expansion of the Science and Engineering Workforce Pipeline, 2011.
‡ National Science Board Science and Engineering Indicators, 2010, appendix table 2-35.
Mielke & Sanzone, 2012.
4-H expects its science programs to provide skill-driven, experiential learning opportunities in a positive youth-development context. These expectations are in line with research on youth development and informal science programming: for example, Eccles and Gootman found that successful out-of-school programs not only promote the learning of content and skills, but also enable youth to develop positive relationships among themselves and with program staff that are different from the relationships that they build during the school day (Eccles & Gootman, 2002).
The 4-H Science Initiative supports programs that provide opportunities for youth to develop an interest in science, including science careers and pathways. In reviewing studies of science learning in informal environments, the National Research Council found indications that "participation in out-of-school programs focused on science and mathematics can support more positive attitudes towards science" and that participation in such programs is "associated with interest in science and science careers among children and adolescents" (National Research Council, 2009).
Previous evaluations of the 4-H Science Initiative examined the implementation of science programming at state and local levels in order to identify areas of success and challenge. In a recent survey, county 4-H agents reported offering a broad range of science content to youth, placing a high value on experiential learning, and finding partners to support science programming (Mielke & Sanzone, 2012). The results of this survey of county agents also pointed to common stumbling blocks. First, while experiential learning was reportedly widespread, inquiry-based learning was less so. Second, programs reported challenges in finding science content experts and finding qualified youth development staff and volunteers. Finally, although most county agents reported that staff and volunteers need professional development in
science content and in how to teach science concepts to youth, fewer counties were delivering such training.
In order to identify ways in which successful 4-H science programs overcame these and other challenges, and to identify other strategies for implementing high-quality 4-H science programs, we visited eight promising 4-H science programs to learn from their experiences.
Promising 4-H Science Programs
Summary of program selection and methods. In order to identify promising 4-H science programs that represented a cross-section of the 4-H community, the study team partnered with the 4-H Youth Development Program to carry out a structured nomination and vetting process. The following programs were nominated by program directors and club leaders nationwide, assessed by a committee of 4-H science liaisons and evaluators, and selected for inclusion on the basis of additional data gathered by a team of external researchers (Policy Studies Associates) and 4-H evaluators. These programs were selected not only because of their strong implementation practices, but also because they represented a variety of program delivery modes, content areas, geographic regions, and youth served. The appendices of this report include a fuller description of these program selection methods, as well as profiles of the eight selected programs.
Adventure in Science (AIS) (Montgomery County, Maryland) – AIS, a program started over 30 years ago by a scientist in his basement, is facilitated by a 4-H county extension agent and managed by volunteer scientists at four locations: National Institutes of Health, National Institute of Standards and Technology, Lockheed-Martin, and Urbana Middle School. It is a year-long program of Saturday sessions presented by a wide cast of volunteer scientists, culminating in a science symposium in which more than 150 students present independent research in a professional format and setting.
Bucks County Vet Science Clinics (Bucks County, Pennsylvania) – The Vet Science Clinics program, formed in 2006, serves youth aged 13 to 18 who have an established interest in veterinary and animal science and have completed beginner and intermediate veterinary science. Youth meet weekly for a period of six weeks and engage in in-depth, hands-on activities while working with a variety of animals.
GEAR-Tech-21, A'ROR'N Bots (Aurora, Nebraska) – GEAR-Tech-21 is a two-year robotics- and GPS-based curriculum, funded by the National Science Foundation. Developed by the University of Nebraska-Lincoln, the program is designed to be implemented as a stand-alone club or as a club offered within an afterschool program. A'ROR'N Bots, a club that meets weekly at the Edgerton Explorit Center, serves ten participants. In addition to using activities from the GEAR-Tech-21 curriculum, the club competes in annual FIRST LEGO League competitions.
4-H Great Lakes & Natural Resources Camp (Michigan) – The 4-H Great Lakes & Natural Resources Camp is a seven-day camp set on an inland lake near the shore of Lake Huron. Youth from across the state of Michigan, ages 13-15, participate in daily in-depth sessions on topics related to environmental science and natural resources led by science and youth development experts. Youth also participate in leadership and recreation activities during the camp.
Langston Community 4-H SET Team (Langston, Oklahoma) – The Langston Science, Engineering, and Technology (SET) Team is a club hosted at the Langston University campus. The program meets on alternating Saturdays during the school year and includes a one-month summer session. Targeting youth from the surrounding rural community, the program exposes youth to a wide range of science and engineering fields through hands-on activities led by science content experts.
Promising 4-H Science Programs (continued)
Montana Sustainable Communities Project, Pretty Eagle (St. Xavier, Montana) – The Montana Sustainable Communities Project seeks to introduce youth to science through hands-on activities in robotics, water conservation, and filmmaking. At Pretty Eagle, a Catholic school located on a Native American reservation, program staff lead activities once per month from October to May with support from classroom teachers and afterschool facilitators. This program is funded by a Children, Youth, and Families at Risk (CYFAR) grant.
Rutgers 4-H Summer Science Program (New Jersey) – The Rutgers Summer Science Program, a weeklong camp hosted at Rutgers University, serves high school-aged youth, the majority of whom come from groups underrepresented in science fields. Participants live on campus for the duration of the camp and attend science-related seminars led by campus faculty. Youth also participate in a field trip that emphasizes the real-world application of science. The camp culminates in a poster session at which youth give presentations on issues they have explored during the camp.
Texas 4-H Technology Team (Texas) – The Texas Technology Team is a state-level leadership team comprising 12-18 youth, ages 14-20. The program recruits current 4-H members with an established interest in technology. Throughout the year, team members receive training or conduct independent research on technology-related issues. Members present their research in regional, state, and national forums.
In the following sections of this report, we describe practices and examples from these promising programs within eight domains, starting with Youth Outreach and Recruitment and concluding with Program Sustainability and Scale-Up.
Youth Outreach and Recruitment
The eight programs studied have had little trouble enrolling enough youth to meet their program's capacity. They did not have to invest heavily in recruitment, but they did use some noteworthy strategies to enroll youth from specific demographics and to broaden their pools of possible participants.
Promote recruitment through "word of mouth"
Among the programs featured in this report, program directors and staff frequently mentioned word-of-mouth advertising as a strategy to recruit participants. Program directors and staff said that encouraging youth and parents to tell others about the program was an efficient way to broaden the pool of applicants and attract applicants who may be a good fit for their programs. They also advertise programs
[The students] have been recruiting for us, whether formally or informally. They've been talking to other kids. The first year, no one knew about [the program] and, now, we're getting calls.
– Lead Staff Member informally through their conversations with potential participants.
In addition to informal conversations, directors reported advertising their programs in person at 4-H events and through existing 4-H networks. For example, one adult advisor who worked with the Texas 4-H Technology Team described how she spread the word about the team at statewide 4-H events: "We promote it at the State Roundup […]. We go across the stage and introduce ourselves and let them know who we are." She also explained that she personally emailed every 4-H agent in Texas notifying them of upcoming Technology Team application deadlines. "That's why we get more applications than we've ever had," she concluded.
Invite participants to contribute to the recruiting process
Programs may improve their reach by inviting past and experienced current participants to contribute to the recruiting process; this practice is particularly useful when attempting to recruit youth who may be new to the 4-H program model.
The Rutgers Summer Science Program received more applications because of word-ofmouth advertising, particularly through the formal and informal recruiting led by previous participants. In several counties that the program serves, veteran participants have shared their experiences with their peers, helping the program become better-known among community members. Rutgers program staff also told us that using existing 4-H structures to support marketing by previous participants was a successful strategy. In one county, for example, the 4-H Ambassador Program supported youth involvement in the program after they aged out. These 4-H Ambassadors in this county gave presentations during meetings of local teen groups and community organizations to connect with youth and share their experiences in the 4-H science program.
The Texas 4-H Technology Team, which is composed of youth with advanced technological skills, relies on its members not only to help identify potential members with the necessary skills, but also to consider applications and decide who will be accepted onto the team.
Recruit youth through partner organizations
4-H science programs often partner with organizations whose networks include youth or their parents. AIS has established several long-term partnerships with local organizations that host programming. In addition to marketing the program through word-of-mouth advertising and in local newspapers, the program has advertised activities at each of its host sites, such as through organizational newsletters and bulletin board postings. As a result, the program enrolls children whose parents are employees of the host organizations. We were told that the longstanding partnerships with these organizations and the continued interest of these families have contributed to high retention rates among participants.
Design the application and acceptance process to build the desired participant group profile
While some programs have a pro-forma application process and accept all applicants, several promising programs in this study find benefits in an application process that incorporates some selectivity and criteria for membership. Depending on their objectives, programs that primarily serve older youth may benefit from an application process that selects youth with a demonstrated interest in STEM and a commitment to the program.
The Texas 4-H Technology Team, for example, uses a rigorous application process that assesses applicant skills, interests, and commitment. New applicants must submit letters of recommendation, three essays on leadership, and examples of their technology-related work. They also submit a creative video essay. Returning participants must submit a modified application each year that asks them to describe their successes with the project in the previous year. Selection of all new and returning members is done by a committee of youth and adults who discuss applicants through video conference calls. They assess applicants using specific criteria to determine how well each applicant would fit into the team, including maturity, leadership, 4-H experience, and of course, technological skills. The application process itself is an opportunity for applicants and selection committee members to develop useful life and career skills.
Other programs set parameters for the numbers and types of youth that are accepted. 4-H Great Lakes & Natural Resources Camp primarily uses a "first-come, first-served" application process with the intention of accepting all who express an interest in learning more about environmental science and natural resources in Michigan. That being said, the directors also believe it is important to be strategic in designing the make-up of the participant group, so as to include a diverse group of youth and increase the chances for youth who may not apply to the program until later. They set enrollment limits for particular sub-groups, balancing participant candidates based on gender, previous participation in the camp, and 4-H club participation. The
program manages the acceptance process through iterative cycles of assessing sub-group numbers and sending out waves of acceptance letters throughout each spring.
Design strategies to recruit underrepresented youth
One desired outcome of the 4-H Science Initiative is to increase diversity in science fields by sparking the interest of girls and of youth from racial and ethnic groups that are underrepresented in these fields. Previous studies of 4-H implementation have found that although few state leaders and county agents set explicit goals to increase the numbers of underrepresented youth in science fields, some 4-H science programs use strategies to engage underrepresented populations
I think it's really important, especially for the younger girls to see an older female scientist as a role model. Because I know looking back, I had those in my life and my parents pushed me too.
– Volunteer Scientist
(LaFleur, Sanzone, Butler, & Mielke, 2010; Mielke & Sanzone, 2012).
One productive strategy used by two promising programs is to forge strong partnerships with schools or other organizations whose populations are underrepresented in science careers. Through ongoing partnerships with several schools, the Rutgers Summer Science Program has recruited heavily from underserved urban communities surrounding the university. The county extension agents in two counties are very active in the communities they serve and have developed relationships with schools and science coordinators. Where partnerships exist, the county agents have advertised the program and received recommendations from science teachers about specific youth to target for recruitment. The program has also emphasized recruiting volunteers who are representative of the backgrounds of the youth enrolled in the program. In doing so, the program directors hope that youth perceptions of scientists will change and that they will feel welcome and included in science fields.
As required by its CYFAR grant, the Montana Sustainable Communities Project establishes partnerships in communities with underserved populations of youth. Early in the program's design, its leaders partnered with schools in these communities, including the rural Pretty Eagle Catholic Academy, which has large proportions of poor and Native American students. Of the schools and communities that expressed interest, Pretty Eagle was chosen because of the substantial interest of the school staff and the existing afterschool infrastructure that the school had to support the program. The Pretty Eagle program draws all its youth participants from the school. By incorporating school staff into the delivery model, the program laid the groundwork for its continuation in this particular school after the CYFAR grant is finished.
Target parents as part of the program's recruitment and application procedures
Parents can play an active role in science programs, and program leadership can bolster parent engagement by including them in the program's strategies for recruiting and enrolling
participants. Programs may have more success in engaging parents if parents are brought on board early and understand that their involvement is built into their program's design.
AIS parents expect to be involved in the program from the time they sign the application, and the program itself is designed with the assumption that parents will help. When youth participants register, for example, their parents commit to 15 volunteer hours during the program year. Parents are asked to identify any science expertise, and program staff often recruit them to lead sessions. Because many parents are scientists themselves, the program is able to offer a great number, variety, and depth of science sessions. Parent volunteers who lead sessions also serve as role models and resources for a broad range of science disciplines and careers.
However, non-scientist parents at AIS also understand from the application that they will be called on for help. During our observation of a typical Saturday morning, there was approximately one parent for every two youth in each session. Parents serve during sessions as an additional adult presence to help the flow of activities and were seen moving tables, redirecting distracted youth, helping with attendance sign-in, and modeling an authentic interest in the activities at hand. On a day in which some 200 youth launched rockets, parents were instrumental in helping to manage logistical and safety challenges. At the end of a Saturday session, one deaf parent led a 15-minute discussion with youth about her experiences and about overcoming challenges.
Staff and Science Volunteers
4-H programs depend heavily on the contributions of both staff and volunteers, and science programs need expertise in both science and youth development. While 4-H has traditionally excelled in its youth development capacities, about half of 4-H county agents have said that finding science content experts was a major challenge (53 percent; Mielke & Sanzone, 2012). The programs in this study have grappled with this challenge and learned lessons about the how and why of involving individuals with science backgrounds.
Include science experts as site leaders and advisors
Promising 4-H science programs are often led by staff with science-focused interests, backgrounds, and roles. These types of individuals provide perspectives, content knowledge, and connections that firmly ground their programs in science. In some of the programs visited for this study, the program's leader had experience in science or science education; in others science professionals took part in program planning and implementation. For instance, the GEAR-Tech-21 club leader has a doctorate in agricultural engineering, the Texas 4-H Technology Team leadership includes technology industry professionals, AIS's site leadership and board of directors are
Benefits of Leaders with Science Backgrounds
Lead staff members and advisors with a background in science can provide:
- A passionate and consistent focus on inquiry and real-world applications of science
- Access to networks of science volunteers and resources
- Informed guidance and feedback on science activities delivered by volunteers
- Insights on science careers and pipelines
composed mostly of scientists from industry and federal agencies, and the Rutgers Summer Science Program is co-led by a marine science educator.
Recruit scientist volunteers to deliver the science content they know and love
The central role of scientist volunteers was an important feature of program models we
These kids get to experience the passion of science. Mine jump out of bed on Saturday morning to get here early. [This program] is different because of the scientists. They pass on their love of learning about science to the kids, which some don't get in their school classes. Here it is all about the play of the mind and building new ways of thinking, building new highways in their minds.
– Parent studied. In fact, six of the eight programs drew heavily on science experts for the delivery and development of content. While youthdevelopment experts can integrate science curricula into a youth development approach, volunteers with deep scientific backgrounds and professional perspectives can provide an authentic window into the practice of science. In addition to delivering content that is conceptually sound, scientists may be especially able to show why the science is exciting and important in the real world. As an AIS volunteer explained, "[All our
educators] have professional expertise in a scientific area. This is a key aspect and its importance cannot be overemphasized….They know and live this stuff and are passionate about it." (For additional discussion of the delivery of science content by volunteer scientists, see the section below, "Science Curricula and Pedagogy.")
Maximize the expertise of youth development staff and volunteers and clarify their roles alongside scientists
Most science experts do not have deep expertise in youth development and can benefit from the support of those who do. In the programs we visited, 4-H county staff played a critical role in establishing the goals of the program – such as developing leadership skills and an interest in science careers – and promoting the pedagogical practices and activities that enable youth to realize those goals. Extension agents can take an active role in providing formal and informal guidance to volunteers.
The 4-H Great Lakes & Natural Resources Camp has institutionalized guidance on youth development and the role of youth development volunteers, whom it recruits from the statewide 4-H extension network. In its formal policy manual, the camp includes formal job descriptions that delineate responsibilities. For instance, program coordinators are tasked with assisting science instructors in the development of lesson plans, which they submit prior to the camp's start. During the camp's morning instructional sessions, youth development volunteers are matched with science volunteers to provide support as needed. Counselor-selection criteria favor past campers who are now pursuing science interests. Counselors are given youth development training and are formally expected to help current campers develop leadership skills.
In several other programs, a youth development expert teamed up with science volunteers to give them support during an activity and feedback afterward. The Langston 4-H SET Team director, an extension agent with a science background, helps volunteers make their activities more hands-on, accessible, and engaging to youth. One long-time volunteer scientist from the club said he has changed how he conducts activities with youth because of this ongoing feedback, which is given in such a way that the volunteer does not feel threatened or undermined. Likewise, AIS leaders typically are in the room with volunteers, particularly new ones, and are prepared to assist during the activity in any capacity – preparing materials, prompting youth inquiry during discussion, or stepping in when youth are confused.
Cast a wide net when recruiting science experts, then tap the specific expertise needed
Given the variety of volunteers and programs we encountered, "science experts" need not be narrowly defined to include only university and lab scientists. Staff and volunteers who lead programs can recruit from a wide range of businesses and other organizations in their locale and identify individuals whose knowledge ranges across many fields of science, engineering, and technology. Volunteer recruitment must of course be strategic and driven by a program's mission and design; however, it may be useful to map the human resources available to the program and think creatively about how the resources could fit into the program model.
Sources of Science Volunteers
Think broadly about volunteers who can promote science learning, looking outside the usual confines of university science education departments. For instance, also consider the following sources:
- Federal agencies with local presence (e.g., USDA, CDC, military, EPA, Army Corps of Engineers, NASA)
- State and local agencies (e.g., forestry and wildlife, environmental testing, water treatment plants, forensic groups)
- Graduate students (e.g., student chapters of science associations, departments with service requirements)
- Large corporations (e.g., aerospace and defense, biotechnology, chemical products, manufacturing)
- Local business (e.g., health providers, mechanics, technology companies, electrical engineers)
- Participants' parents with science expertise
The Texas 4-H Technology Team is driven to search out expertise based on the interests of its members. Because it operates virtually for most of the year, it can draw on adult leaders who live in different cities and have different skill sets and perspectives. Advisors include county and state 4-H extension agents, a HewlettPackard manager, and a university-based software developer. The program also draws on the experience of long-time participants who are university students majoring in STEM fields. Additionally, the team taps technology experts as needed for that year's agreed-upon topics, including experts from technology vendors and within the team itself from youth and adult members with specific tech expertise. Similarly, the Langston 4-H SET Team program director works with youth to determine topics for program content and then seeks out the experts who can address those topics.
Recruit scientists through networks and perpetually tend to the relationships in those networks
A couple of program directors agreed that it helps to develop and recruit from their own informal networks. County extension agents who lead the Langston 4-H SET Team and Vet Science Clinics programs are well situated to make connections and continuously build their pool of potential volunteers. Over time they have developed many relationships within their land grant universities (LGUs) and other local organizations. When asked how he recruits volunteers to lead and host activities, the Vet Science Clinics director stated simply, "I just call them up and ask." The lesson here may be that volunteer recruitment is made easier when leaders have already made a concerted and successful effort to establish and maintain the relationships that compose their informal networks.
Recruiting efforts can also benefit from tapping into existing organizational networks and institutionalizing a volunteer feeder pipeline. The 4-H Great Lakes & Natural Resources Camp includes sessions led by volunteers whose natural resource and science expertise comes from several partner entities – two Michigan State University departments, Michigan Sea Grant Extension, National Oceanic and Atmospheric Administration, Michigan Department of Natural Resources, U.S. Fish and Wildlife Service, National Marine Sanctuary, and community-based conservation organizations. The camp leaders have developed formal ongoing partnerships with
these organizations, and many volunteers come as part of their work or school requirements. For instance, the Michigan State degree programs expect students to do outreach and community service, and the camp has become a popular avenue for graduate students to volunteer as scientists. Likewise, the camp recruits career scientists from other organizations by highlighting the outreach opportunities.
AIS has the advantage of being housed at large organizations with deep pools of potential volunteer science experts – the National Institutes of Health, National Institute for Standards and Technology (NIST), and Lockheed-Martin – and the organization does utilize these human resources. Nevertheless, AIS leaders said that their biggest challenge, on which the program's success hinges, is recruiting enough volunteers to carry out the program's design. Offering more than 70 sessions over 19 Saturdays each year, the NIST site needs to fill about 50 session slots with volunteer scientists. Thus, volunteer recruitment is an ongoing year-round endeavor that requires persistence and creativity. AIS site leaders maintain contact with volunteers from past years, but much of the recruiting is done informally by seizing opportunities when they present themselves. One leader gave an example of his recruiting strategy: "The other day I was outside preparing for a lesson by testing harmonics against a stone wall, and some guy walking by asked what I was doing. By the time we got done talking, he was considering doing a session in a couple of weeks."
Look for scientist volunteers who work well with youth
Although many leaders said science experts were at the core of their program model, they were also quick to point out that not all volunteers are well prepared to facilitate positive experiences for youth. Some well-intentioned volunteers may have trouble engaging youth, managing distractions, improvising, or leading desired types of instructional activities, such as inquiry, discussion, and collaborative work.
Strategies for Recruiting and Retaining Volunteers
- Prioritize and plan efforts to recruit expertise in science, perhaps developing recruiting materials and talking points
- Do not underestimate qualities related to connecting to youth, presentation skills, and passion
- Cast a wide net and think broadly about worthy expertise in science
- Make it easy to say "yes" by minimizing burden and providing the right types and amounts of guidance
- Maintain a simple database of past and potential volunteers that includes areas of expertise and notes on past lessons
- Join existing local networks that include people with scientific expertise
- Connect regularly with outreach and public relations divisions in scientific industries and organizations
- Celebrate volunteer contributions within the program community, as well as with the broader public
It is difficult to pinpoint the traits and dispositions that will lead to successful lessons, but staff and volunteers who lead programs may nevertheless want to identify the qualities that work with their youth population and find ways to determine beforehand who may be a good fit. When talking to potential volunteers, the director
Inspiration. I have the opportunity to inspire children to follow the directions they choose.
– Volunteer Scientist of the Langston 4-H SET Team assesses not only their expertise on a particular topic, but their commitment to working with youth, saying, "If the child feels like you're just there but you don't really want to be there, that makes a difference." One AIS strategy is to first have volunteers lead a smaller portion of an activity or work informally with youth on the side, during which the site manager and the volunteer can assess if it is a good fit. The Montana Sustainable Communities Project set out to hire university students with qualifications that included the ability to work with youth. With volunteers from universities or informal science education organizations, program directors might tap their contacts to solicit recommendations for potential activity leaders. Ultimately, the best course may be to help volunteers improve their practice and hold on to the good ones.
Consider partnering with K-12 teachers and schools
Teachers can contribute to a program's capacities in instructional methods and in youth development. While the approach and purpose of 4-H science programs differ from school science courses, and teachers are often not interested in volunteering, we have seen a successful partnership and believe there is potential in the model. The Montana Sustainable Communities Project draws on the capacities and roles of partners from Pretty Eagle Catholic School and Montana State University. These teachers have been integral in developing the structure of the program, delivering content during and after school, and planning for sustainability after the program's CYFAR grant ends. One important contribution the teachers bring is the integration of program work into a curricular scope and sequence that enables youth to learn concepts deeply and over time.
Staff of the Montana Sustainable Communities Project discussed other benefits of collaborating with classroom teachers, particularly in the context of youth development. One leader, for example, explained, "Teachers are huge…That's what their passion is: they know how to work with kids." A unique aspect of the relationship between program staff and teachers at Pretty Eagle is developing a cultural context for activities. For example, school staff suggested modifying the build plans for one robotics activity to reflect the associations with an animal in Crow legends. The program staff member explained, "[The school administration] has been very good at working with me. I didn't expect that. I expected to always be an outsider…but the common goal was there – which is to help the kids." (For more information on partnering with K-12 schools, see the "Partner Organizations and Resource Support" section below.)
Professional Development
Not surprisingly, an overarching challenge for programs is finding time for professional development. Volunteers, as well as staff, often struggle to find time and schedule flexibility needed for learning how to better carry out their roles. Mielke and Sanzone (2012) found that 70 percent of 4-H county agents say it is a major challenge to find time for staff and volunteers to attend training. Program directors also may find it difficult to carve out time to develop materials and deliver training.
Although formal, long-term professional development did not feature prominently in discussions, several programs included in the case study offered informal training and guidance to program staff members and volunteers.
Make it easy to access and use professional development
Promising programs in this study approached professional development in different ways. One cross-cutting lesson that emerged from program visits is to develop training materials and delivery that minimize burden on staff and volunteers and maximize the uptake of the most essential content. Some programs developed user-friendly materials that provide practical guidance and can be accessed by volunteers on their own time. These materials can range from Rutgers Summer Science Program's one-page guide for scientists on delivering lessons, to GEAR-Tech-21's curriculum-aligned educator guide.
Program directors also found it time-efficient and effective to provide "on-the-job" feedback and modeling to volunteers and staff. At several programs, including the Langston 4-H SET Team and AIS, program directors gave new volunteers opportunities to observe strong pedagogy and provided feedback to the volunteers in-the-moment or shortly after an activity. Program directors and volunteers agreed that feedback is useful when it is given supportively.
Provide guidance to science experts on lesson planning, delivery, and youth development
Program staff and volunteers with science-related expertise understand science content, but may need professional development or guidance in order to communicate science to youth in a way that supports youth engagement and learning. Among the programs we visited with access to staff or volunteers with science experience, directors reported offering guidance to staff and volunteers to help them plan lessons with youth-development goals in mind.
At the Langston 4-H SET Team, volunteers receive in-person feedback from the director, who actively encourages and coaches volunteers to help them design hands-on activities for youth. When guiding content experts in delivering activities, the director emphasized the program's learning goals for youth and the role that each volunteer could play in achieving those goals.
The 4-H Great Lakes & Natural Resources Camp provides guidance through a training manual, brief face-to-face training, feedback on lesson plans, and feedback through youth
evaluations of the sessions. Developed by a graduate student, the training manual guides scientists who may not have experience working with youth or delivering inquiry and experiential activities for this age group. The manual describes guiding principles for positive youth development, age-appropriate youth development experiences, and means of fostering character development in youth. Because the manual provides sample lesson plans, session leaders can prepare and submit their own lesson plans for review and feedback prior to camp.
AIS site managers also review lesson plans with science volunteers and offer informal feedback. Sample lesson plans are available on the website, and prospective candidates are often invited to observe experienced session leaders prior to delivery. Feedback on lessons most often focuses on minimizing lecturing and adding opportunities for hands-on engagement.
Provide guidance to educators and youth development experts on science curricula and technology
While teachers and youth developers have skills in working with youth, they may benefit from guidance or training on the particulars of the program. Teachers at Pretty Eagle, for example, attend a one-time training to familiarize themselves with the equipment and software that supports the Montana Sustainable Communities Project's curriculum. Teachers may also refer to a website developed by program staff for additional help. Teacher training will become important once the program transitions to being entirely led by school staff. When asked how training and technical support will affect program sustainability, one leader explained, "I think that we've also provided enough people in the school with the training that they can now train each other."
GEAR-Tech-21's program design anticipates that many club leaders will not have expertise in robotics or geospatial information systems. Thus, they have developed several professional development and resource options that local leaders choose from based on their needs and time. The program's curricular modules provide detailed guidance in a user-friendly layout for each activity, as well as companion educator guides for each module. In terms of training, the program offers online training modules, webinars, and a two-day training program.
Science Curricula and Pedagogy
Research conducted by the study team for this and other studies have found that 4-H science programs cover a wide breadth of disciplines, including traditional 4-H content such as animal science and environmental science, as well as a great deal of newer content such as robotics, engineering, aeronautics, and technology. The 4-H Science Initiative has promoted content delivery that is informed by the initiative's goals and research in science education.
The 4-H Science Ready checklist recommends that science programs provide an experiential approach to learning and use inquiry to foster the natural creativity and curiosity of youth. Together, the checklist and 4-H Science Logic Model promote the use of specific intended science outcomes to guide program content, in terms of youth skills, knowledge, and attitudes. The programs in this study incorporate practices consistent with this vision.
Take advantage of the opportunity to maximize youth-centered delivery
Out-of-school-time and informal science programs such as 4-H have the opportunity to develop programming based on youth needs and interests. Programs have substantial flexibility and a mission to increase youth interest in science, whereas school-based science instruction is often constrained by formal curricula and standards, student: teacher ratios, limited time, and space restrictions.
You don't have to be some genius scientist working in a lab for the rest of your life. There are other parts of science… I don't have to be a genius to do science if I love it.
– Youth Participant
Several programs visited for this study focused on youth interests in order to develop programming. For example, the Langston 4-H SET Team and the Texas 4-H Technology Team give youth meaningful roles in selecting topics for investigation. AIS includes an independent project that spans several months in which youth take control of their own learning, behave as scientists, and receive mentorship from practicing scientists. During Saturday sessions, youth at AIS choose from among several concurrent sessions on different topics; activity leaders give a brief presentation on what their group will investigate on that day, and youth learn to make informed choices based on their interests in the topics.
Develop student skills and knowledge through experiential learning and real-world applications of science
Science educators have long harnessed the learning benefits of hands-on activities, and programs such as 4-H are well positioned to magnify and diversify youth learning through experiential learning methods. All the promising programs we studied focused keenly on youth being active participants in their learning and working with the questions, methods, and materials used by professionals in STEM fields. Activities were designed to engage youth both physically and cognitively in investigations and problem-solving. They encouraged reflection on learning
experiences, and the application of knowledge toward real-world, local issues. Often, activities used the same scientific materials and types of data as would professional scientists.
While the activities we observed were overwhelmingly "hands-on," these programs went further and implemented a vision of experiential learning that provided the richest experiences possible. To provide a rich experiential learning environment, staff and volunteers who lead programs could work to define explicitly what experiential learning would look like in the context of their programs' goals and content, and infuse that vision in the planning and delivery of programming.
A promising strategy for incorporating experiential learning is to connect youth with science professionals in a way that opens a window on their daily work life. Youth in the Vet Science Clinics program spend their sessions conducting dissections in animal science laboratories and meeting with practicing animal scientists to learn specific aspects of their work. The director has retained a core group of youth over several years, and therefore designs different hands-on activities each year. Youth described how this program allowed them to go deeper into a scientific topic in a very real way, one of them saying, "It's a different form of science than school science." Whereas the leader and most youth participate in animal clubs and animal science courses,
A practical description for staff and volunteers:
Experiential learning environments enable youth to learn by doing an authentic task and reflecting on it. 4-H science programs can design opportunities for youth to learn on their own or through engagement with adults. Possible components, to be adopted based on a program's context and purpose, include:
- Focus on real-world problems and settings
- Connection to prior youth knowledge
- Youth ownership of the learning process, outcomes, and next steps
- Use of authentic scientific materials, data, and methods
- Active engagement of body and mind
- Real-world applications and generalizations
- Reflection on and planning of learning
the clinic program enables youth to gain first-hand experience of professional animal science.
Similarly, the 4-H Great Lakes & Natural Resources Camp features a range of experiential lessons taught by natural resource scientists in a lakeside setting conducive to outdoor investigations. Youth can readily be found knee-deep in water, collecting specimens and scientific data. For example, led by a graduate student from Michigan State and a Michigan State extension agent, youth campers caught fish from a creek by dragging seine nets through the water and by using smaller hand nets. Before taking their sample, youth predicted the types of fish they would find in this particular cool, fresh-water habitat. After taking their sample, youth used a dichotomous key to separate and count the fish by species. The leaders explained how the Department of Natural Resources would use these counts to track fish populations.
Good experiential learning activities also invest time in helping youth recognize the value and authenticity of what they are learning. The Rutgers Summer Science Program included hands-on sessions led by experts, typically professors in science, during which youth explored content through an authentic scientific task. In an anthropology seminar, youth used measurement tools and observations of bone structure to determine the identity of a skeleton. At
the end of the activity, the session leader discussed how anthropology can be broadly applied and discussed specific careers that rely on similar skills. In a session at the 4-H Great Lakes & Natural Resources Camp, a U.S. Fish and Wildlife employee taught youth how to conduct a survey of the number of federally threatened "pitcher's thistle" plants on the lakeshore by using GPS equipment. The data collected by youth were to be used alongside data collected by scientists in a statewide almanac of threatened and endangered species.
Incorporate inquiry in activities
While sometimes challenging pedagogically, activities that incorporate scientific inquiry engage youth in the processes used by scientists and can deepen their learning. Inquiry-based learning is worth the effort required to develop and implement these promising instructional strategies in 4-H programs. Inquiry can look different from one
One take-away for kids is to get them to be able to answer scientific questions on their own. So they learn the scientific method: make a guess, test it, and draw conclusions.
– Lead Staff Member activity to another. For instance, inquiry might be at the core of an activity, such as with citizen science research projects or robotics design challenges. Inquiry may also be injected into activities that use purposeful questioning strategies or prompts. Inquiry may be built into an activity's scientific questions, methods, and intended outcomes.
A practical description for staff and volunteers:
Inquiry-based learning environments actively encourage youth to explore and understand content through observation, questioning, and investigation. The National Research Council described core components of inquiry-based learning that can be integrated into activities to help youth develop science abilities.* In these activities, learners:
- are engaged in scientifically oriented questions
- give priority to evidence, which allows them to develop and evaluate explanations that address scientifically oriented questions
- formulate explanations from evidence to address scientifically oriented questions
- evaluate their explanations in light of alternative explanations
- communicate and justify their proposed explanations
* National Research Council. Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. Washington, DC: The National Academies Press, 2000.
Programs visited for this study incorporated inquiry-based learning using different approaches. For example, AIS infuses inquiry into a discussion at the beginning of its Saturday sessions. Prior to breaking into groups for activities, the whole group engages in five to 15 minutes of discussion about recent scientific phenomena and news. These discussions are rich with prompts for youth to develop questions and hypotheses they have about phenomena. Youth are encouraged to respond to each other, supporting, extending, or refuting ideas as they develop. This is not a drawn-out activity, yet it sets the stage for scientific thinking and engagement. Another component of the AIS program is its independent project. Youth develop a scientific hypothesis on a topic of their own choosing, and then design and carry out a test at home
over a couple of months. This occurs largely irrespective of the activities they engage in on Saturdays and is primarily a self-directed investigation.
Robotics and other engineering design challenges, such as those in the GEAR-Tech-21 curriculum, offer an opportunity for youth to apply their own hypotheses and tests as part of the design process. Design challenges often provide some direction, while leaving room for inquiry and innovation. They may pose a plausible problem, set some parameters, and provide enough procedural guidance to set youth off toward their own solutions. Youth must predict, evaluate, and substantiate design trials, and often they are asked to do so in a team.
GEAR-Tech-21 is an example of how a design challenge can be structured to draw out inquiry-based learning. At the heart of the program is a year-long curriculum of weekly activities. Each activity focuses on a specific skill focused on real-world application in robotics and technology. Activities include an open-ended challenge, authentic examples and problems, and practice of the Do-Reflect-Apply design cycle. In the observed program, adult leaders had limited robotics knowledge, which required youth to form and answer their own questions.
Manage a realistic yet productive balance between adaptation and fidelity of an adopted curriculum
Implementation of any curriculum in the field typically undergoes some measure of adaptation. One strategy to balance adaptation and fidelity of implementation is to explicitly identify the curriculum's non-negotiables – in other words, the essential elements of the curriculum which, if removed, would render implementation ineffective. 4-H leaders may want to think strategically about their curriculum's core objectives and the path to get there, given the conditions in which the program is operating. If the essential features of a curriculum are not clear, staff and volunteers who lead programs may want to further clarify and prioritize the features, and then communicate those priorities to staff and volunteers.
The GEAR-Tech-21 club we visited, A'ROR'N Bots, utilized some of the abovementioned strategies when implementing the GEAR-Tech-21 curriculum. During the school year, GEAR-Tech21 clubs use the program's proprietary curriculum, which was founded on its summer camp curriculum and intended for implementation by volunteer club leaders. Curriculum implementation varies to some extent from club to club, unsurprisingly, given the variations in club leadership, membership, longevity, and educational and developmental priorities. Nevertheless, the curriculum's activities are designed to promote fidelity of implementation for several essential features, even if there is some adaptation around other important aspects (e.g., student grouping patterns, amount of direct instruction, and the role of student leaders). For instance, activities are built on an underlying framework in which youth cycle through a "DoReflect-Apply" process that promotes student inquiry. All activities include real-world, hands-on engineering and design challenges relevant to contemporary careers, and all include team-focused exercises and problem-solving. By design, the curriculum promotes these essential features while intentionally leaving room for customization based on club context and need.
Enable volunteer science experts to develop their own curriculum, driven by their expertise and passions
Programs that rely heavily on science experts to lead sessions may benefit from engaging the experts as content developers. Depending on program specifics, the curriculum may range from a one-time session to a unit that spans months. Regardless, science experts willing to volunteer their time are unparalleled resources when they have the support and opportunity to translate their interests and knowledge into rich, youth-centered learning opportunities. The curriculum will be rooted in the volunteer's own deep professional knowledge and love for the topic. And as a practical matter, such an arrangement is more likely to attract and fully engage knowledgeable volunteers who have limited time.
One AIS volunteer who has led several sessions over the past couple of years has developed and refined her lesson plans. She began development with two overarching principles: make the activity "hands-on," and choose a topic her youth would find interesting. Drawing on her own professional expertise, she developed a chicken embryology experiment. She has found that it is important to break the 90-minute activity into several sub-sections to meet youth needs. At the outset, she asks provocative questions and encourages youth to develop their own questions and predictions, and she later returns to reevaluate these questions. She evaluates each aspect of the activity as to whether it serves her goals for youth of having fun with each other, leaving eager to apply and share what they have learned, and being motivated to learn more.
However, science volunteers who are excited to share their knowledge will still likely benefit from assistance in developing activities that are youth-centered and appropriate for a 4-H context. Programs may consider providing formal tools and guidance on lesson planning, student capacities, youth-development strategies, and common pitfalls. They may also want to provide volunteers with opportunities to observe model lessons and to receive individualized feedback on lesson plans, and, afterward, on
I tried to make it so that they don't even know they're learning. Go get in the mud, and don't come out until you find a fish. And when they find out what fish that is, they're not thinking about the fact that they went through a dichotomous key to figure out what that fish was. They're thinking, I just swam through the mud, and this is awesome.
– Volunteer Scientist delivery. For instance, at the 4-H Great Lakes & Natural Resources Camp, volunteers are given a framework that situates the lessons they develop within natural resources and environmental studies and aligns them with state academic standards and Great Lakes Literacy Principles. At AIS, leaders invite potential volunteers to attend sessions, help identify topics that would match volunteer expertise with the broader curricular scope, and troubleshoot lesson plans.
Develop content targeted toward participant skills and interests
Two of the programs, the Texas 4-H Technology Team and the Vet Science Clinics, developed advanced content for use in their respective programs. Both programs place a high priority on recruiting youth with strong, pre-existing interests in science and tailoring program
content based on youth skills and prior experiences. Texas 4-H Technology Team participants have established expertise in computers and technology. At the semiannual in-person training sessions, experts deliver highly technical information to youth participants and push their capabilities. Team members are then able to apply their new skills by providing technical assistance and training to other youth and adults.
The Vet Science Clinics shared a similar approach. Youth participating in the clinics are required to complete two preliminary animal science courses to be eligible to participate. The director of the clinics noted that much of the content youth learn through the program is taught in college-level animal science courses. Programs such as these provide youth who are already knowledgeable about a science field with opportunities to explore their interests and deepen their understanding of a career pathway.
Youth Development and Attitudes toward Science
As with all 4-H programs, a key element to a successful 4-H science program is an atmosphere and approach that supports positive youth development. As detailed in the 4-H Science Checklist, science programs are expected to provide youth with opportunities to experience the Essential Elements of Positive Youth Development: mastery (addressing and overcoming challenges), independence, a sense of belonging, and generosity towards others. 4-H science programs are also intended to develop youth interests in science fields, as well as an understanding of science careers and career pathways. This study found promising programs that created positive environments for the development of life skills and a love of science.
Provide opportunities for the development of positive relationships in a science context
4-H programs are intended to provide a safe environment where youth can develop positive relationships with their peers and with adults. The promising science programs in this study focused on positive relationships and did so within and alongside science-related content. Science activities observed at the programs had youth engaged collaboratively in hands-on activities, predicting and evaluating through group discussion, and spending some unstructured social time in a science-oriented setting. There were also opportunities for youth to talk informally with adults about science and non-science topics. In many cases, relationships were built between youth and adult science volunteers who could share their own personal experiences about science careers and pathways to a career, as well as their passion for science.
The GEAR-Tech-21 curriculum structures activities to be collaborative design challenges. Youth, who range in age and experience with robotics, work together on teams as part of the program's intentions to develop skills such as collaboration and communication skills. The GEAR-Tech-21 club observed for this study participated in the FIRST Lego League competition as a program capstone event.
[The program director] is like my 4-H father….There are other 4-H leaders too and they give me advice and they help me with problems that sometimes I'm too embarrassed to ask my parents about.
– Youth Participant
Program staff and volunteers used the competition to promote a strong sense of camaraderie among team members and the importance of the youth supporting every team member's success. The program, as is encouraged by the FIRST Lego League materials, emphasized cooperation over competition and a sense of gracious professionalism.
At 4-H Great Lakes & Natural Resources Camp, youth have ample opportunity to develop relationships with scientists, graduate students, and science-focused near-peers in a week-long residential camp. Science experts serve as accessible role models who participate fully in the life of the camp. Their formal job description specifies that they will eat meals with campers, attend campfires, and promote positive youth development. Counselors at the camp are recent camp participants who have an interest in youth development and the natural resources. They accompany the youth throughout the day and night, modeling and counseling positive behaviors.
The leader of the Vet Science Clinics coordinates all agricultural and animal 4-H programs in the county. Most of the youth in the clinics know him from their participation in other clubs, and developed positive youth-adult relationships with him over time. At Langston 4-H SET Team, the director's commitment to youth well-being and the longtime involvement of many science faculty and parent volunteers contributes to a trusting, familial program community. Among the youth and families who participate year-round through the summer program and school-year club, there were strong ongoing friendships.
Structure science activities to promote the development of life skills
4-H Science programs, in addition to teaching science content, are expected to help participants build and improve on a number of life skills, including communication, leadership, critical thinking, and problem solving. To support building these life skills, leaders and volunteers in programs that we visited wove together science with life skill practice. In the Langston 4-H SET Team, staff and volunteers
The ropes course was a type of ice breaker, but more. It was building skills that we need to develop like communication and leadership. You have to apply life skills to complete the challenge.
– Youth Participant actively try to help youth gain confidence and express themselves. Opportunities for public speaking are included in a number of program activities, including sharing journal entries about what they learned during activities with their peers, and speaking about their 4-H experiences in front of state legislatures and Congress (as delegates to the National 4-H Conference).
In the Texas 4-H Technology Team, youth are selected for membership based on a combination of their maturity, leadership skills, and interest in technology. Through their participation on the team they gain a variety of life skills such as public speaking, teamwork, problem solving, and leadership. Youth present in front of their peers and at large 4-H events, and work in committees to accomplish team tasks. Participants must learn to be adaptable and problem solve when things don't go according to plan at events, while serving as leaders and representatives of Texas 4-H. Furthermore, participants must complete a significant amount of independent work for their committees and presentations, helping to build time management and self-motivation skills.
Campers at the 4-H Great Lakes & Natural Resources Camp paired up with a partner to plan and deliver a presentation on a science-related topic of their choosing. Throughout the week, each pair met to choose a topic and create a presentation that they would present to an audience of their peers, counselors, and adults. Through this experience, campers developed skills in communication, public speaking, teamwork, and self-efficacy by being able to present a topic of their own choosing. At the conclusion of each presentation, youth and staff in the audience asked questions and provided one item of positive feedback and one item of constructive criticism.
Involve youth in their communities through science projects
One of the goals of the 4-H Science Initiative is that youth will apply their science-related skills to solve everyday problems in their communities. (This goal aligns with the "generosity" essential element of positive youth development.) Programs visited during this study took a project-based approach to youth involvement in communities through science. Through this approach, programs enabled youth to decide how they wanted to make an impact in their community through science.
At the Rutgers Summer Science Program, youth are actively encouraged to consider how they can translate their summer experience into community action. In many counties, youth who have participated in the summer camp have organized after school activities and demonstrations for younger youth in their communities based on the content learned during the summer camp. In other counties, youth have become 4-H ambassadors and have reinvigorated the 4-H presence in their communities.
Last night they had a fisheries debate…[The group discussed] things like, "What can you take from this camp and do back in your communities? Start a 4-H club? Become part of the State Youth Conservation Council?" You're here for this week, but you're responsible to go back and do something with it.
– Volunteer Scientist
The Sustainable Communities Project in Montana links art, science, and community engagement through a videography curriculum. Youth learn about film technology and technique as they create a short film on a science-related topic of their choosing, often relating to an issue in their community. During one observed activity, program staff, with support from the classroom teacher, actively worked with youth to select topics and methods to convey information to their audience. Several youth expressed interest in interviewing community members to support the content of their films; a finished film on the chemical and psychological effects of alcohol on teenage girls, for example, features interviews with a leader of a local health organization and college students. A film created by a student in a previous class on coal production featured an interview with state leaders: "We had a girl who worked in the film program, and she and her partners did a video on coal and how coal affects Montana, and, somehow, they finagled an interview with the governor of Montana. […] The kids went up in their business suits and interviewed the governor of Montana about coal development." Student films are also shared with the community, both at school events and at a community day hosted at a local theater.
Efforts to connect science and service can be brief activities embedded into curricula, such as a discussion of contemporary issues using newly gained scientific knowledge. For example, at 4-H Great Lakes & Natural Resources Camp, campers were asked to take sides and discuss polarizing political and natural resource-related issues, including pollution restrictions, private property rights, and the Governor's policy positions. Adults then engaged youth in discussion, asking certain individuals why they held a certain opinion and then providing relevant counterpoints for youth to consider.
Build opportunities for youth to serve in leadership roles
At the Great Lakes & Natural Resource Camp, former campers often return as camp counselors who serve as mentors for current participants. Counselors are selected through an application process and must demonstrate an ability to work as part of a team, make current campers comfortable, and identify how they will use the experience as a counselor in their communities. Counselors serve primarily as support staff, ensuring that the campers are "healthy, safe, and having a good time." Counselors give leadership to camper orientation and each night's campfire activities.
When asked what it is about the Langston 4-H SET Team that keeps them coming back, participants noted the role that they have in teaching younger youth was a draw. For example, older participants enjoyed the control they had in planning and running activities for younger children during Langston University's annual Goat Field Day.
Enable youth to make meaningful choices about what they learn and how they learn it
Research has shown that programs that allow youth to contribute to their experience can help participants to develop increased interest and engagement in science, improved understanding of science contexts, increased self-confidence and feelings of competence in science, and self-reported improvements in academic achievement (Institute for Learning Innovation, 2007). Several programs included in this case study employ a variety of strategies to encourage youth to direct their own learning. Participants in AIS, for example, complete independent projects that encourage youth to explore a scientific question of their choice.
The Sustainable Communities Project at Pretty Eagle aims to spark youth interest in science and develop self-efficacy by allowing youth to explore content through hands-on activities. Older youth in the program are encouraged to explore a scientific topic of their choosing through the videography project. As one teacher at Pretty Eagle explained, the process of filmmaking and the finished projects have become useful companions to science instruction and a strategy to excite students about science.
In the Texas 4-H Technology Team, content is partially driven by youth interest and input. At the fall meeting, the team works together to establish goals for the remainder of the year, which extends through the next summer. This helps the team identify what training they will need to do at the spring meeting. For example, several of the newer members have some experience with robotics and expressed interest in pursuing robotics with the Technology Team, so the team is considering ways to showcase their talents through a demonstration at Texas 4-H Roundup, the statewide 4-H event held each summer. Similarly, each spring the team considers what topics and software to focus on the following year. Participation in the Technology Team also requires a significant amount of independent research and study, which may culminate in a presentation at a local, state, or national forum. At the spring meeting, several team members delivered a very extensive presentation on online safety and social networking. Each of the presenters spent time researching their selected topic, identifying key points, and crafting a slideshow presentation for an audience.
The Langston 4-H SET Team director makes a concerted effort to find out what scientific topics youth in the club are interested in, and to address those topics in team activities. For one of the team's alumni, the director's youth-focused approach helped him on a path towards studying physical therapy: he was interested in science and in particular in physical therapy before joining the team, and told the director of this interest. Topics on anatomy and other scientific topics kept him engaged: "[Before I came to the team] I wanted to be a physical therapist. We talked a lot about that, and so that's another reason why I always came back [to the team.] We talked a lot about science and stuff like that, and how the body works. We used to do little mini-classes, and [the director] would ask each person what we wanted to get out of the class, and we would tell her. And then sometime during the summer we would tie that into everything."
Develop program activities that expose youth to diverse science fields and careers
Within a positive youth development environment, 4-H science programs endeavor to develop youths' interest in science, expose them to new science fields, and help them learn about the education needed to enter those careers. Among the programs visited for this study, leaders and staff implemented strategies to encourage youth to develop an interest in science fields and to expose youth to science-related careers.
Previous research has found that early exposure to science-related careers can encourage youth to pursue science education at the post-secondary level and beyond (Tai et al, 2006).
[The club] taught me other things that school wouldn't. I learned about agriculture, anatomy, public speaking, engineering, the gardening. All that transitioned me into nursing because I am a more hands-on person. Somehow it changed my mind, and it was a good change.
– Youth Participant
Several programs included in the case studies are designed to introduce youth to a variety of science fields and careers. The Rutgers Summer Science Program, for example, seeks to introduce youth to a variety of science fields and the ways in which they can engage in science through education and careers. Youth can choose to attend sessions in food science, ocean science, and green engineering led by university faculty. The program also includes a field trip to see science used in a real world context.
The Langston 4-H SET Team designs programming that exposes youth to a variety of different science topics. In explaining why her team addresses a variety of topics instead of focusing on one particular area of science, the director said, "[The children] are very different, and the only way they'll figure out what they want is if we expose them to a variety of fields." In order to introduce the team's youth to this variety of science topics, the director engages many volunteer scientists from in and around Langston University. These scientists not only bring their in-depth knowledge of their fields of study to the club, but also model their careers in science for the team's youth. One longtime volunteer activity leader, a Langston professor, described how he involved participants in monitoring the water quality of a local lake and creek. During the school year, his college students collect data, and during the summer the 4-H team takes over data collection.
We want [youth] to get used to fact that science is all around them, not just in classrooms and books or even labs. Life is full of science. And science is something to communicate about and share your thoughts about…We want students to leave with the idea that science is fun, not hard, and to open their eyes to the fact that there is a lot more out there in science than physics, biology, and chemistry, which are the big three topics in schools. There are so many subfields and you can have a career in one that you never even knew was possible.
Youth in the Vet Science Clinics gain exposure to new careers by working closely alongside volunteers that work in animal-related industries, such as an employee at a sheep birthing facility or faculty and students at Delaware Valley College (which focuses on animal science). The leader wants to expose the participants to new things and help them realize that they don't have to be a farmer or a veterinarian to have a career working with animals. He wants them to know that there are diverse career paths that all related to animal science, such as genetics, chemistry, biology, and physiology.
– Lead Staff Member
The Rutgers Summer Science Program emphasizes the science education pipeline by introducing youth to the college environment and making connections between careers and academic studies in science fields.
This goal is evident in the program's design, including recruitment targets as well as workshop and activity planning. The camp's leadership is interested in recruiting youth from backgrounds underrepresented in the sciences, especially youth from underserved communities and those who would be the first in their families to attend college.
One Rutgers program staff member explained that recruitment efforts focused on youth who want to attend college but need additional guidance, support, and exposure to take the right steps toward that goal. In addition to science-related activities, youth participants attend a panel on planning for college and undergraduate life, giving youth an opportunity to discuss pursuing higher education with current students and university admissions officers. Workshops and activities are also planned with the goal of helping youth connect to the science education pipeline. Workshop leaders, many of whom are faculty at the university, receive guidance to design sessions that not only expose youth to a scientific issue but also discuss the educational pathways to careers related to the fields. One suggestion featured is to begin workshops with a discussion of the scientist's background. Many discussed their high school and college years, highlighting factors that sparked their interest in their field of study and what motivated them to become scientists.
Partner Organizations and Resource Support
Many 4-H offices and programs establish partnerships with a variety of organizations to support programming with material, financial, and human resource support. The programs visited in this study employed strategies to find partners and to maintain ongoing, mutually beneficial partnerships.
Draw human resources and science expertise from organizational partnerships
Partnerships can provide programs with much-needed human resources, including volunteers with science and youth development expertise, as well as others with knowledge in research, curriculum development, and marketing. For the programs studied, partners include university departments, research laboratories, science-focused grant projects, government agencies, and corporations.
Several programs found that partnerships with STEM departments in LGUs and other universities can create a steady pool of volunteers with science expertise. Langston 4-H, for example, draws many of its volunteers from the university's science community, including faculty and graduate students. 4-H Great Lakes & Natural Resources Camp has established institutional relationships with university departments and state agencies, capitalizing on formal and informal service expectations for graduate students and professionals. Likewise, the Rutgers
Professional chapters at universities are looking for outreach opportunities and are great resources for recruiting graduate students… We linked up with a student chapter of Mineral Metal Materials Society and are turning to linking the students with a new AIS site.
– Lead Staff Member
Summer Science Program has benefited from a partnership with its host LGU that is strengthened by the university's commitment to serving the community through science and helping the program gain willing and enthusiastic participation from faculty.
Universities and colleges outside of the LGU system can also provide access to content experts, who can embody and speak about career pathways in science. Among the partners of the Vet Science Clinics program is Delaware Valley College, a local college specializing in animal science. The college hosted participants at its swine facility, and youth had the opportunity to learn from experts about swine reproduction. At the college's small animal facility, university professors led activities on the care and use of laboratory animals for research. Undergraduate students at the college served as near-peer human resources, telling youth about their experiences in animal-related degree programs.
AIS leaders said that human resources and expertise are its partners' most important contribution. Site managers and the vast majority of its many science volunteers are employed by AIS's partner organizations, which are governmental (NIST and NIH) and corporate (Lockheed-Martin).
Look for low-cost ways for organizations to partner and make substantive contributions
If potential partners perceive that partnering will bring large or growing costs, they may be reluctant to partner. Yet, low-cost partnerships can offer programs significant benefits through such non-monetary resources as their networks of potential volunteers and participants, scientific and educational cultures, knowledge resources, reputations, and facilities. Programs in this study tended to have partners that shared an interest in the programs' missions, perceived benefits from the relationships, and experienced costs that were relatively minimal and sustainable. Program directors may want to consider the perspectives of current and potential partners and how they might arrange "win-win" relationships.
Strategies for Establishing Strong Sustainable Partnerships
- Find partners with overlapping missions
- Identify individuals in partner organizations who can be internal advocates and decisionmakers
- Effectively communicate the potential benefits of partnering, from the partner's perspective, including those related to public relations and organizational identity
- Minimize the costs of partnering and preempt concerns
- Codify partnership agreements and roles, such as in a Memorandum of Understanding
Programs in this study had partners who made essential, yet relatively modest, contributions. A GEAR-Tech-21 chapter in Nebraska benefits from a partnership with a local science museum, established through the director's personal network. Through this partnership, the program has found a physical location for meetings, and has since received assistance from staff on robotics projects. The Vet Science Clinics program, similarly, receives material support for dissections through partnerships with local slaughterhouses.
- Develop creative strategies to showcase the program's success and partner contributions
- Create a sense of community and regularly communicate with current and potential partners
- Give tangible evidence of youth outcomes, putting a face on the work
AIS leaders emphasized that when recruiting new organizational partners, they highlight the minimal cost and potential benefits. They are primarily interested in meeting space and do not ask for funding support. Ideally, the program would have a closet or locker in which to store materials onsite and perhaps the ability to periodically advertise to volunteers through the organization's newsletter, but otherwise there is little else in the way of cost. Because partners are often concerned about liability, AIS leaders make it clear up front that the 4-H program is insured and that the organization is not liable. In return, hosting the program as a partner allows the organization to meet its goals for community education and public outreach. At all four AIS sites, organizational partners have contributed to the program's sustainability, and currently AIS is in talks with potential partners to begin two new sites.
Consider deeper partnerships with schools
4-H clubs and afterschool programs often occur at schools; however, there may be unrealized opportunities for program-school partnerships that enhance youth learning and interest in science. The Sustainable Communities Project at Pretty Eagle established and
maintains a strong relationship with its host school. The site was selected because of the demographics served and the level of interest and commitment from the school's staff. The school's teachers and administrators are active in all aspects of the program: planning, recruitment, scaling, and content delivery. While the program staff may suggest activities or curricula, the school's staff makes all major decisions. According to program staff, institutional support and access to passionate adults with youth development experience has supported the program's mission and content delivery.
Ongoing professional development and support from the program's staff has encouraged teachers to integrate the program's modules into the school's curriculum. Between program sessions, the teachers sustain program work by pulling robotics and other curriculum into their classroom lessons and afterschool activities. At the beginning of the school year, teachers received training to use the curriculum and supporting materials, and the program's staff helped secure activity materials for classroom use. As designed, the program sustainability plan will have teachers take over program management after its CYFAR grant is completed.
I found that [the film project] was an extremely good way to get kids psyched about science, way better than the textbook approach. If you can say "Here's what we are going to work on, here's the camera, go for it" and just offer a little guidance, it tends to be a great way for kids to learn science.
– Teacher Partner
Approach partnership development mindfully and persistently
The promising programs in this study spoke highly and thankfully of their partner organizations and individuals, agreeing that the partners were essential for program success. They also worked hard to establish strong partnerships and tend to them regularly through formal and informal communication.
Program Evaluation
Evaluations of individual 4-H programs are often conducted for the purposes of satisfying grant requirements and providing sufficient evidence that program funds were well spent, or in order to guide programming decisions (Mielke & Sanzone, 2012). Through evaluations, staff and volunteers leading 4-H science programs can not only fulfill requirements, but also analyze the effectiveness of particular parts of their programs. By documenting their program's impacts on youth and tracing these impacts back to particular program practices, staff and volunteers can use evaluation results to improve their programs. Evaluation data can also be useful for securing additional funds and increasing program sustainability.
Whether or not it is a grant requirement, design evaluation to provide data that are useful for securing additional funds, partners, and visibility
Evaluations can provide useful summative data for purposes of program sustainability and scaling. Particular kinds of data can be convincing for different audiences. Certain evaluation data can be used to apply for additional funds or program distinctions. Data can also be used to attract partner organizations and enable programs to enter new communities and networks. Evidence from evaluations can also make it easier for journalists, researchers, and advocates to promote the program's visibility.
4-H educators should strategically design evaluations by identifying appropriate performance indicators and giving careful thought to how the data will be used. A useful first step may be to develop a logic model that identifies program contributions (youth, staff and volunteers, resources), program processes (staff and volunteer training, activities), and outcomes (youth attitudes, youth knowledge, and youth development). With clarity and consensus on what the program hopes to achieve and how, leaders can find or develop useful measures of program implementation and outcomes. For example, structured observations of volunteers might indicate ways in which training could be improved.
Evaluation data can also provide evidence of impact on youth outcomes, such as increased interest in science and career pathways, improved content knowledge, enrollment in science classes, and college attendance. Likewise, evaluations can be designed to provide evidence on youth development indicators, such as those related to leadership, collaboration, and positive relationships with other youth and adults.
The GEAR-Tech-21 program requires that all youth participants and adult facilitators complete a pre-and post-survey. The youth survey allows GEAR-Tech-21 to capture an increase in learning of 21 st century and STEM skills. Through the use of an established evaluation plan, GEAR-Tech-21 has been able to use their findings to secure funding, find partners, and show the impact of the program. This portion of the evaluation also contributed to GEAR-Tech-21's ability to scale up the curriculum. The evidence of positive impacts on youth that GEAR-Tech21 obtained through evaluation led to a successful partnership between GEAR-Tech-21 and Time Warner Cable. This partnership resulted in the introduction of the FIRST LEGO League
competition to Nebraska. The documentary coverage of that experience expanded the visibility of the program to youth serving agencies and other partners.
In addition to the youth survey, GEAR-Tech-21 program facilitators complete a pre-and post-survey to build their confidence in administering program content and working with youth in STEM areas. The findings from the facilitator survey are then used to strengthen and shape professional development trainings.
Types of Survey Data for 4-H Programs
While surveys should be focused on specific measures of interest and be as brief as possible, programs may want to consider asking questions that generate evidence of a program's impacts on youth, as well as information to improve future programming:
Evidence of impact:
- Attitudes toward science disciplines
- Interest in and understanding of science careers and pathways
- Interest in college enrollment
- Content knowledge
- Youth development skills (leadership, communication, collaboration, initiative, problem solving)
Since 1999, the 4-H Great Lakes & Natural Resources Camp has conducted evaluations that proved useful in its application for 4-H Programs of Distinction recognition. Through pre- and post- surveys, the program has measured change in youths' content knowledge, attitudes toward science, and feelings of attachment and belonging. The program's directors have kept many of the survey items the same to allow for longitudinal analysis, though they regularly consider whether each item is still useful. After adding college interest and readiness questions, directors met to discuss ways to modify the existing survey to better measure life skills and keep the survey at a manageable length.
Information for program improvement:
- Topics of interest to youth
- Engagement
- Ratings of specific activities
- Ratings of program environment
- Recommendations for changes
When asked what types of evaluation data have proven most useful, a 4-H Great Lakes & Natural Resources Camp program director pointed to data on several topics: aquatic science literacy, appreciation and stewardship of natural resources, interest in science careers, youth development skills that enable youth to enroll and be successful in college, and participant intention to stay in Michigan, a state experiencing acute "brain drain." Because these topics align well with the program's goals, the data have enabled directors to analyze the program's progress toward those goals. The program is currently using the National Student Clearinghouse Database to track participant enrollment in higher education programs throughout the U.S and compare their enrollment to state and national college attendance rates.
A recent survey of 4-H county agents found that of those who evaluated science programming in their counties, most agents reported developing their own evaluation tools at least to some extent (62 percent), or working with a state extension office to conduct evaluations (56 percent) (Mielke & Sanzone, 2012). Few county agents who evaluated their science programs reported using evaluators from other organizations (13 percent).
Design evaluations to target program needs and guide continuous improvement
Although it takes time and requires expertise, evaluation can yield information and feedback to drive improvement in program policy and practice. A few programs visited for this study described using data for formative purposes. The Montana Sustainable Communities Project conducted a program evaluation, required as part of its CYFAR grant, that included student assessments, observations, and interviews. With a better understanding of the youth that they serve – including how they learn and what topics are most important to them – the program staff adjusted the program's structure and content. The lead staff member explained, "As you observe and you take notes, you hear what the kids are saying, so then you can tweak things along the way."
Resources for 4-H Science Program Evaluation
Afterschool Evaluation 101: How to Evaluate an Expanded Learning Program* (Harvard Family Research Project, www.hfrp.org) Developed by the Harvard Family Research Project, this resource provides guidance for program directors on designing an evaluation strategy, collecting data, and analyzing results.
CYFERnetSEARCH.org Common Measures ( www.cyfernetsearch.org) In support of the Children, Youth, and Families At Risk initiative, funded by USDA-NIFA, this website is designed to build the evaluation capacity of directors, practitioners, and evaluators. The Common Measures are a set of survey instruments selected for use in CYFAR-funded and other programs to measure program outcomes.
Assessment Tools in Informal Science (www.pearweb.org/atis) Created by the Program in Education, Afterschool and Resiliency (PEAR) and supported by the Noyce Foundation, this website contains a variety of tools for assessing program quality and youth outcomes.
Youth Engagement, Attitude, and Knowledge Survey (www.cyfernetsearch.org and www.pearweb.org/atis) This youth survey was developed specifically for 4-H science programs by Policy Studies Associates.
4-H Science 101 Training Guide (www.4-h.org/resource-library/professional-developmentlearning/science-training-guides-resources/) This guide provides activities to help introduce staff and participants to the development, delivery, and assessment of 4-H Science programs.
Using Evaluation Methods to Promote Continuous Improvement and Accountability in After-School Programs: A Guide ‡ (www.policystudies.com) This guide, sponsored by The After-School Corporation and developed by Policy Studies Associates, outlines key steps that can help program staff design and conduct useful evaluations.
* Harris, 2011.
‡ Reisner, 2004.
The 4-H Great Lakes & Natural Resources Camp also used evaluation data to make programmatic changes. The program collected structured feedback on individual science sessions. As part of analysis, directors shared the feedback with session leaders, who typically commit to multi-year participation and can use the feedback for subsequent sessions. The
program has used youth feedback from the evaluation to revise the program structure, such as making a maritime history activity a recreational choice rather than a required educational activity in order to ease logistical burden and provide more opportunities to engage in scientific exploration. The program also changed the way youth were grouped for charter boat and night hike activities in order to create more opportunities for youth to develop stronger relationships with their cabin peers.
New and existing programs may want to consider how an evaluation could provide formative information to meet their specific program needs and identify areas for improvement. While evaluation efforts may benefit from the expertise and credibility of outside evaluators, program directors can also improve evaluations they conduct themselves by drawing from available resources on program evaluation, evaluation instruments, and logic modeling. They can also improve the likelihood that evaluation data will be used for improvement by formally planning the process for using data to guide decision making.
Program Sustainability and Scale-Up
Leaders may face challenges in maintaining their program over time, especially in the face of staffing changes. In addition, some leaders may want to expand their program or add more sites. Several of the programs visited for this study provided windows into particular methods and tools that could be useful for 4-H leaders seeking to sustain and potentially scale up their programming.
Improve sustainability and replication by codifying and institutionalizing key program features, such as procedures, content, training, and partner relationships
While funding is often a primary concern for sustainability, it can also be important for programs to ensure that key features are sustained across years and across staff and volunteer changes. One way to sustain a program is to institutionalize the features of the program that enable it to run as desired and make progress toward its goals. Codifying these features into documents improves clarity and consensus, while providing resources to guide implementation from year to year by current and future staff. For instance, promising programs in this study have developed the following types of documents and tools to facilitate sustained implementation:
■ Start-up guidance for new sites
■ Training materials
■ Memoranda of understanding that clarify partnerships
■ Curricula
■ Frameworks that include targeted state academic standards, lesson planning or activity guides, and compilations of past activities
■ Policy and procedure manuals
■ Measurement instruments of youth skills, knowledge, and attitudes
■ Recruitment and application materials
■ Databases of information on science volunteers and partner contacts
Over the years, the 4-H Great Lakes & Natural Resources Camp has made strides in codifying much of its program, allowing it to prepare and coordinate the many varied staff that will converge to deliver a safe and enriching summer camp. In addition to documents that include schedules and promotional material, the program has developed two manuals: a policy and procedure manual and a training manual for staff and volunteers. Although it is required by the state to develop a policy and procedure manual, the program treats this as a living document, fine-tuned annually, that provides detailed guidance for all staff. The policy manual includes detailed job descriptions for 13 roles within the camp, a staffing plan that specifies youth: adult ratios and staff application processes, camp rules, and various safety and activity policies. The camp's training manual focuses heavily on how to work with youth and foster character development, anticipating that many of its camp staff and volunteers are science experts with little background in youth development. It describes guiding principles for positive and ageappropriate youth development experiences, and provides sample lesson plans.
GEAR-Tech-21 is a state program built around a well-designed curriculum and set of resources that is currently being scaled up nationally. While this program is on a larger scale than many 4-H science programs, it does provide insight into how codifying processes and content goes hand-in-hand with efforts to sustain and scale up the program. GEAR-Tech-21's materials give specific guidance to new clubs and camps and are imbued with the essential features of its approach. The curriculum itself includes detailed module activities and worksheets to be implemented over the course of the year, and the scale-up project is intended to result in curriculum for over 300 hours of instruction across two years. The program includes an educator's guide to accompany the curriculum and professional development materials.
Both large and small programs can benefit from efforts to institutionalize key program features. The Texas 4-H Technology Team annually updates a handbook that guides the team's activities, structure, and content for the program year, providing a common reference point for new and long-term members, youth and adult. Itself a collaborative effort that reflects team consensus, the handbook describes expectations for participation, processes for new member recruitment and vetting, key activities, task committees, agreed-upon topics for skill building, and the biographies of all youth and adult members. It has helped institutionalize some processes and roles in a program that is somewhat unstructured and without a standardized planned curriculum.
Plan for sustainability and replication through program and evaluation design
Several programs address program sustainability or replication by design. As Montana Sustainable Communities Project's program design evolved, program staff used strategies to transition control of the program to Pretty Eagle. The school community demonstrated an interest and commitment which gave directors hope that the program would be incorporated into school life during and after the grant. Program directors were encouraged by the school's willingness to modify school day programming to enable program activities.
The GEAR-Tech-21 program design focused on the development of materials that make it easy to sustain and start implementation, as well as on the design of a network of supports to enable implementation in multiple sites statewide, and more recently nationwide. For instance, to facilitate the startup of new clubs, GEAR-Tech-21 has published online guidance, an interactive "Welcome Book," and an equipment list. It has developed camp planning and implementation resources to facilitate summer camps based on the curriculum. While requesting that all youth and adults in the program participate in evaluation, GEAR-Tech-21 provides clubs with the needed resources, including pre- and post-surveys for youth, facilitator pre- and postsurveys focused on professional development, parent consent forms, youth assent forms, and guidance on evaluating their clubs.
As discussed above, well-designed evaluations can produce evidence that garners external support and contributes to sustainability or scale-up. Both the 4-H Great Lakes & Natural Resources Camp and GEAR-Tech-21 use pre- and post-surveys of youth to formally document youth outcomes, which they use to demonstrate the programs' value to existing and potential partners and funders.
Summary
Since 2006, the 4-H Science Initiative has promoted and supported the expansion of opportunities for youth to engage with science, develop science-related interests and plans, and grow as individuals and community members. New 4-H science programs and sites continue to start up and work toward effective delivery of traditional and new 4-H science content. Having begun with 70 nominations of promising 4-H science programs, the study team recognizes that there is an encouraging growth and variety of these programs across the 4-H landscape. Indeed, one might find beneficial insights from many programs, though this report focuses on eight identified as particularly promising.
The practices employed by the eight studied programs are not necessarily sure-fire solutions for other program settings, but they may spark useful reflection and action by 4-H science staff and volunteers. Rooted in the experiences of those closest to program delivery – youth, site-level leaders, staff, volunteers, and parents – this report is intended to promote discussion within programs and at the local level. The table below summarizes the practices of the promising 4-H science programs illustrated in this report.
Summary of Practices by Eight Promising 4-H Science Programs
Youth Outreach and Recruitment:
- Promote recruitment through "word of mouth"
- Invite participants to contribute to the recruiting process
- Recruit youth through partner organizations
- Design the application and acceptance process to build the desired participant group profile
- Design strategies to recruit underrepresented youth
- Target parents as part of the program's recruitment and application procedures
Staff and Science Volunteers:
- Include science experts as site leaders and advisors
- Recruit scientist volunteers to deliver the science content they know and love
- Maximize the expertise of youth development staff and volunteers and clarify their roles alongside scientists
- Cast a wide net when recruiting science experts, then tap the specific expertise needed
- Recruit scientists through networks and perpetually tend to the relationships in those networks
- Look for scientist volunteers who work well with youth
- Consider partnering with K-12 teachers and schools
Professional Development:
- Make it easy to access and use professional development
- Provide guidance to science experts on lesson planning, delivery, and youth development
- Provide guidance to educators and youth development experts on science curricula and technology
Summary of Practices by Eight Promising 4-H Science Programs (continued)
Science Curricula and Pedagogy:
- Take advantage of the opportunity to maximize youth-centered delivery
- Develop student skills and knowledge through experiential learning and real-world application of science
- Incorporate inquiry in activities
- Manage a realistic yet productive balance between adaptation and fidelity of an adopted curriculum
- Enable volunteer science experts to develop their own curriculum, driven by their expertise and passions
- Develop content targeted toward participant skills and interests
Youth Development and Attitudes Toward Science:
- Provide opportunities for the development of positive relationships in a science context
- Structure science activities to promote the development of life skills
- Involve youth in their communities through science projects
- Enable youth to make meaningful choices about what they learn and how they learn it
- Build opportunities for youth to serve in leadership roles
- Develop program activities that expose youth to diverse science fields and careers
Partner Organizations and Resource Support:
- Draw human resources and science expertise from organizational partnerships
- Look for low-cost ways for organizations to partner and make substantive contributions
- Consider deeper partnerships with schools
- Approach partnership development mindfully and persistently
Program Evaluation
- Whether or not it is a grant requirement, design evaluation to provide data that are useful for securing additional funds, partners, and visibility
- Design evaluations to target program needs and guide continuous improvement
Program Sustainability and Scale-Up:
- Improve sustainability and replication by codifying and institutionalizing key program features, such as procedures, content, training, and partner relationships
- Plan for sustainability and replication through program and evaluation design
References
Committee on Underrepresented Groups and the Expansion of the Science and Engineering Workforce Pipeline. (2011). Expanding underrepresented minority participation: America's science and technology talent at the crossroads. Washington, DC: The National Academies Press.
Eccles, J., & Gootman, J.A. (Eds.). (2002). Community programs to promote youth development. Washington, DC: National Academy Press.
Harris, E. (2011). Afterschool evaluation 101: How to evaluate an expanded learning program Cambridge, MA: Harvard Family Research Project.
.
Institute for Learning Innovation. (2007). Evaluation of learning in informal learning environments. Paper prepared for the Committee on Science Education for Learning Science in Informal Environments. Retrieved from http://www7.nationalacademies.org/bose/Institute_for_Learning_Innovation_Commissio ned_Paper.pdf.
LaFleur, J., Sanzone, J., Butler, A., & Mielke, M. (2010, November). Evaluation of the 4-H Science Initiative: Year 2 implementation study. Washington, DC: Policy Studies Associates, Inc.
Mielke, M., & Sanzone, J. (2012). 4-H Science evaluation: Year 3 implementation study. Washington, DC: Policy Studies Associates, Inc.
National Science Foundation. (2010). Science and engineering indicators 2010 (NSB-10-01). Retrieved from http://www.nsf.gov/statistics/seind10/start.htm.
President's Council of Advisors on Science and Technology (PCAST). (2010). Prepare and inspire: K-12 education in science, technology, engineering, and math (STEM) for America's future. Washington, DC: Executive Office of the President.
Reisner, E.R. (2004). Using evaluation methods to promote continuous improvement and accountability in after-school programs: A guide. Washington, DC: Policy Studies Associates.
Tai, R.T., Liu, C.Q., Maltese, A.V., & Fan, X.T. (2006. May 26). Planning early for careers in science. Science, 312(5777), 1143-1144.
Appendix A
Program Selection and Data Collection Methods
In order to identify promising 4-H science programs, the study team partnered with 4-H National Headquarters, U.S. Department of Agriculture and National 4-H Council to carry out a structured nomination and selection process. This process began with a nationwide request to the 4-H community to nominate programs for consideration. During the summer of 2011, state 4-H leaders publicized the nomination form, which was posted on the 4-H website, and program directors and club leaders nominated their programs. In order to be considered, programs had to:
■ Serve a minimum of 15 youth
■ Run for a total of six hours or more
■ Involve adults or teens teaching science-related skills and content
■ Provide a rich youth development context reflective of 4-H's core principles.
This call for nominations resulted in 70 nominated programs that met the above criteria. The 4-H evaluation partners and the study team then worked together to narrow this list by examining all of the nominated clubs, after-school programs, school enrichment programs, and camps, and comparing them against other programs using the same delivery mode. When comparing programs against one another, the team looked for evidence that the programs had both a strong focus on science and a rich youth development context, reflective of 4-H's core principles. Additionally, the team made an effort to balance the list of programs so that the final group would include:
■ All geographic regions
■ Communities of different sizes
■ A variety of delivery modes and content areas
■ Programs serving youth of different ages, and programs targeted specifically at groups who are underrepresented in scientific fields
■ Emerging programs that have recently begun, as well as established programs that have been in existence for multiple years.
The study team then conducted phone conversations and document reviews to assemble profiles of all remaining candidates. The interviews focused on gaining information about: (1) the science and youth development goals of the programs, (2) the intentionality of programming and the ways that activities were implemented to meet these goals, and (3) what participants experienced in a typical session. Using these profiles, a committee of 4-H science liaisons and evaluators from different regions worked with the study team to assess the candidates and ensure variation based on the above factors (geographic location, community size, ages and types of youth targeted, delivery mode, program longevity, and content area focus.) Based on the committee's review and discussion, a small group of programs was selected for further assessment.
In summer and fall 2011, the study team and its 4-H partners collected data on these selected programs through further phone interviews and through site visits. Site visits included in-person interviews with leaders and systematic observations of program activities. Study partners determined that eight of the remaining programs were implemented as described and represented a cross-section of 4-H programs.
In spring 2012, the study team collected additional data onsite, using instruments refined through analysis of the data collected thus far. In addition to interviews with lead staff and volunteers and observations, the team collected data through interviews with volunteers, youth, and parents, as well as through review of program documents (e.g., policy manuals, training materials, evaluation reports, applications for funding). Analysis and reporting relied on all data collected between summers 2011 and 2012. For this report, all of the information regarding individual programs has been fact-checked by the lead staff member of each program.
Appendix B
Program Profiles
Adventure in Science Montgomery County, Maryland
Program Context
Years in operation
35 (22 years as a 4-H partnership)
Total youth served annually
250
Community served
Suburban
Age range of participants
8-14
Target audience
Youth in Montgomery County
Meeting frequency
Saturdays (October to March)
Curricular area(s)
Broad range (e.g., rocketry, engineering, brain anatomy, robotics, geology, biology, optics, embryology)
Lead partners
University of Maryland-College Park, National Institute of Standards and Technology, National Institutes of Health, Lockheed-Martin Corporation, and Urbana Middle School
The 4-H Adventure in Science (AIS) program in Montgomery County, Maryland seeks to expose young people to a wide variety of science and engineering topics through weekly handson seminars led by experts in science and engineering fields. AIS aims to provide youth with opportunities to develop an interest in science and build their sense of confidence and enjoyment of science. The program aims to help youth see that science is a part of everyday life and not something to fear. AIS also seeks to build youths' understanding of science careers and career pathways, as well as promote the development of scientific research and presentation skills. As one AIS leader explained, "We want [youth] to get used to fact that science is all around them, not just in classrooms and books or even labs. Life is full of science."
AIS programming occurs on about 18 Saturday mornings from October to March at four different sites, which are all overseen by a board of directors. This board includes site managers and a 4-H educator at the University of Maryland-College Park, Extension Program of Montgomery County, who is responsible for managing registration and coordination across the AIS sites. As of spring 2012, AIS operated at the National Institute of Standards and Technology (NIST), the National Institutes of Health (NIH), Lockheed-Martin Corporation, and Urbana Middle School, and a new site is being added in fall 2012 at Johns Hopkins UniversityMontgomery County. Each site is run by a volunteer site manager, who recruits volunteer adult teachers to lead hands-on science sessions on Saturday mornings. Session leaders and site managers are typically career scientists who are employees of the four host sites, parents of participants, local scientists, and/or university faculty. With approximately 250 youth participating in the program overall, each site maintains a roster of between 25 to 80 youth. Attendance throughout the year remains high: AIS reports that in a recent program year, 90 percent of participants attended all Saturday classes. From year to year, AIS expects 65 percent of the participants to return.
Promising Practices and Lessons Learned
Encourage youth development and science learning through research and presentation. Parents' Day, the program's culminating event, highlights many of the program's youth development and science goals, such as developing public speaking skills and promoting mastery. Participants take the initiative in identifying their research topic and hypothesis, as well as in conducting and presenting on their research. Students conduct their scientific inquiry largely on their own, but they receive some support in identifying suitable scientific questions and methods. Some sites have also supported students in presentation skills and practice.
The Parents' Day event is modeled after professional science conference in which there are concurrent presentation sessions, each moderated by an adult scientist. Presentations from the 2012 Parents' Day included student-researched topics such as "Papillae and Taste: Do Picky Eaters Taste More?" and "Measurement of Bacterial Contamination in Baby Food." Each presenter addressed an audience including peer researchers, family members, and members of the scientific community. Approximately 400 people attend Parents' Day, including about 150 youth who deliver presentations. The event concludes with a keynote presentation delivered by a distinguished science professional, like a Nobel laureate, who also serves as a role model.
Engage partner organizations strategically. AIS recruits volunteers through its partner organizations, which have deep pools of science experts. Drawing on their own professional expertise and interests, these volunteers develop and deliver their own lessons. AIS has found that volunteers with deep scientific backgrounds and professional perspectives can provide an authentic window into the practice of science. AIS volunteers deliver content that is conceptually sound, while demonstrating the excitement of science and its relevance in the real world.
When recruiting partner organizations, AIS leaders emphasize the minimal cost and potential benefits. They have used an approach that anticipates the organization's concerns, and the AIS model is designed to minimize cost. AIS has also found it important to demonstrate how the partner and program share common interests and how the relationship could result in mutual benefits. AIS partnerships provide organizational partners with opportunities to contribute in a positive way to their community and carry out aspects of their missions. AIS's efforts to recruit partners have included strategic thinking about whom within an organization should be contacted, and persistence in arranging face-to-face meetings. While every organization's decision-making structures are different, AIS has benefitted from targeting organizational leaders, as well as staff responsible for community outreach, public relations, or education. The program has also had success striking up new partnerships by inviting leaders from potential partner organizations to attend Parents' Day.
Provide opportunities for youth to have roles in leadership and community service. Adventurer Assistants is a special AIS program for youth who are 14 or older and long-time AIS participants. Adventurer Assistants support the site managers and session leaders with administrative tasks, but also serve as role models and help facilitate content delivery. In the process, the Assistants develop close relationships with scientists from different disciplines. Candidates must apply and receive training from the 4-H extension educator on how to apply their leadership and community service skills.
Bucks County Vet Science Clinics Bucks County, Pennsylvania
Program Context
The Bucks County Veterinary Science Clinics is a six-week intensive study open to 4-H youth who have completed beginner and intermediate level Animal Science curricula. The program serves youth ages 13 and older in Bucks County, Pennsylvania, just outside Philadelphia. Each spring, participants meet once a week for six weeks to engage in various activities related to veterinary science, such as animal vaccinations, reproductive cycles, and the use of and care for laboratory animals. The clinics take place on-site at area facilities related to animal care.
The adult leader does not use a predefined curriculum, but rather pieces together lessons and topics using materials from 4-H extension and other online sources. He asks youth to read a brief article about that week's topic before arriving, and asks youth to complete a review worksheet at the end of each activity. Youth participants share a well-established interest in animal science and are very inquisitive about the material covered during the clinics. Through these clinics, participants learn about careers related to animal science by interacting with various industry professionals such as university professors and farmers at a local sheep facility.
Promising Practices and Lessons Learned
Use networks to build and maintain program partnerships. The leader of the clinics is 4-H extension agent in Bucks County, and therefore has access to a large network of 4-H resources nationwide. He uses materials from various extension offices to develop a customized curriculum for the teen participants, which includes articles, diagrams, and worksheets. He also has access to an informal network of local scientists and professionals, with whom he forms partnerships to support the program. Some of these partnerships have been maintained over multiple program years: for example, a local slaughterhouse provides dissection specimens at no cost. The leader also recruits new partners to provide resources and learning opportunities for youth. For example, during the 2011 clinics, Delaware Valley College faculty and students
hosted a small animal workshop, and a local sheep facility gave participants a first-hand look at how to care for ewes and lambs.
Develop content targeted toward participant skills and interests. Vet Science Clinics places a high priority on recruiting youth with strong, pre-existing interests and skills in animal science; youth participating in the clinics are required to complete two preliminary animal science courses to be eligible to participate. As a result, the leader is able to develop more advanced, in-depth content for participants so that they can gain valuable skills and knowledge. While some youth in the clinics also participate in other 4-H activities simultaneously, other youth participate only in the clinics. The leader noted that the advanced content in the clinics keeps the youth engaged in 4-H when they otherwise may have dropped out. According to the leader, exposing youth to in-depth content will give them an advantage over their peers, should they choose to pursue an animal-related career path.
Build skills and knowledge through experiential learning and real-world applications of science. All but one of the six weekly clinics took place at an off-site location related to the care and health of animals. Participants conducted dissections, visited a sheep farm, observed workers at a swine barn, toured a small animal facility, and learned how to administer animal vaccinations at a local farm. Through these field experiences, participants interacted with professionals who routinely worked with and cared for animals. Youth observed the day-to-day work of professionals and animal science students, and even happened to see a sheep go into labor – something they had read about – while at the sheep birthing facility. These types of experiences helped youth to apply their prior knowledge to real-world situations they would encounter in a career working with animals.
Gear-Tech-21, A'ROR'N Bots Aurora, Nebraska
Program Context
Years in operation
3
Total youth served annually
10
Community served
Rural, suburban
Age range of participants
9-14
Target audience
Youth with established interest in robotics
Meeting frequency
Weekly (October to February)
Curricular area(s)
Robotics
Lead partners
Edgerton Explorit Center, Central Community College
Geospatial and Robotics Technologies for the 21 st Century (GEAR-Tech-21) is a national 4-H program which aims to prepare youth for 21 st century careers in science, technology, engineering, and mathematics (STEM) through GPS, GIS, and robotics. A'ROR'N Bots, a central Nebraska GEAR-Tech-21 club, is a small club consisting of 10 youth who use LEGObased robotics kits to learn science, technology, engineering, and mathematics. The club meets once per week and occasionally on Saturdays, starting in October and running through February. Through partnerships with a local science center and community college, the A'ROR'N Bots have access to the necessary facilities, computers, and robotics kits to have a successful club. In the club, parents serve both as volunteers and club leaders and guide youth as they engage in robotics challenges.
At each club meeting, youth work to program their robots to carry out particular tasks that are themed around a variety of real-world engineering challenges associated with the FIRST LEGO League (FLL) competition – for example, examining the world's food supply. Youth also prepare for other aspects of the FLL competition, such as the Project component, in which youth explore an actual problem that today's scientists and engineers face and then develop an innovative solution to that problem. The club activities incorporate a great deal of inquiry-based learning: adult leaders possess very little knowledge around robotics themselves, but enable youth to pose and answer their own questions and provide guidance when necessary.
Youth-led club meetings also provide youth with opportunities to gain valuable leadership skills. Youth selected their own leadership roles and were responsible for those duties throughout the year.
Promising Practices and Lessons Learned
Develop skills and knowledge through inquiry-based learning. Through their involvement in FLL, the A'ROR'N Bots were presented with competition challenges, centered
around world food supply issues, which were to be solved through the use of their robots. These engineering challenges required the youth to utilize STEM skills as they designed the programs their robots would follow. Because the youth were the content experts in this club, the club used experiential and inquiry-based approaches to instruction: youth carried out the steps of "do, reflect, and apply" repeatedly in attempts to find solutions to the FLL challenges. Inquiry was a both a necessary and effective style of instruction since the leaders did not have all the answers. The process of prediction, testing, and adjustment that youth used during their robotics challenges was essential to finding solutions to these challenges. During club activities, leaders often responded to youth questions with another question that led youth toward discovering an answer.
Manage balance between adaptation and fidelity of an adopted curriculum. Clubs and camps use the GEAR-Tech-21 curriculum outside of the FLL competition, and in many cases, the curriculum serves as a participant's first introduction to robotics. Many of the original A'ROR'N Bots club members participated in a robotics camp hosted by the Edgerton Explorit Center (a local science center) in which they completed the GEAR-Tech-21 curriculum. This foundational knowledge helped prepare club members for the FLL competition. In this particular area, there are very few STEM programming options available: in fact, youth from neighboring communities travel to take part in the A'ROR'N Bots club.
Engage multiple partners to support programming. Multiple partnerships contribute to the success of this club. The A'ROR'N Bots club is made up in large part from participants in the Edgerton Explorit Center summer robotics camp, and the Center became the club's home location. The Center formed a partnership with a local community college to provide the robotics kits for the program. Another factor in the success of this club is the club leader's strong science, engineering, technology, and mathematics background. Her prior knowledge in these areas helped foster excitement about these topics within the club. The strength of these resources and partnerships is an integral part of this club's success.
4-H Great Lakes & Natural Resources Camp Michigan
Program Context
4-H Great Lakes & Natural Resources Camp is a seven-day residential camp that takes place on the shores of Lake Huron. In existence since the mid-1980s, the camp strives to provide 13-15 year olds with the opportunity to learn about and explore their environment. The content focus of the science is very regional – topics center around the Great Lakes environment, its wildlife, and its resources. Throughout the week-long camp, these science topics are connected with community needs and environmental issues, and youth are encouraged to use what they learn in camp in their communities.
Every day, campers participate in one in-depth session focused on science content (3 hours), one two-hour recreation session that incorporates science learning (e.g. kayaking, shooting sports), and a one-hour leadership session. These camp sessions are facilitated by science and youth development experts from Michigan State University and other regional agencies. The scientists that lead activities are faculty and graduate students from the university, as well experts from outside organizations, such as NOAA, the Michigan Department of Natural Resources, and the U.S. Fish and Wildlife Service. Each content expert co-teaches activities with a person experienced in youth development, often an extension educator. Staff from the university-based Michigan Sea Grant Program and the Fisheries & Wildlife Department are primarily responsible for organizing the science content of the camp and lining up instructional staff; the camp directors are 4-H staff or volunteers and design leadership and youth development activities. Campus-based 4-H staff organize the camp overall.
Promising Practices and Lessons Learned
Recruit volunteers with science expertise. The Great Lakes & Natural Resources Camp includes sessions led by volunteers with natural resource and science expertise who come from several partner entities. Many of the camp's volunteers come as part of their work or school
requirements. As part of the camp's Michigan Sea Grant partnership, Sea Grant staff are expected to do a rotation in which a few staff (3 or 4) come to the camp each year. Within the MSU Fisheries and Wildlife Department, a faculty contact person reaches out to graduate students to recruit them for outreach, which includes opportunities at 4-H Great Lakes & Natural Resources Camp. The director stated that the camp is quite popular with graduate students because "they get a chance to teach what they already know, but they get a chance to learn more from the other Sea Grant experts that are already there."
Offer youth a variety of science topics. The camp features a range of experiential lessons about environmental science, biology, ecology, and natural resources that take place on location, on the shores of Lake Huron, on smaller surrounding lakes and streams, in the forest, and on the lakes themselves. For example, during one morning session observed in 2011, youth went charter fishing on Lake Huron, and in the afternoon, they learned about fish anatomy, ecology, and lake ecosystems through filleting and dissecting the fish they caught. Youth collected the contents of the fish's stomachs, labeled them with information about the fish they came from – where and at what depth it was caught, and its weight and length – and provided their finds to the U.S. Geological Survey Great Lakes Science Center as part of a Lake Huronwide fisheries food web study.
Promote positive youth development. During the camp, youth are required to attend a set of science content-heavy activities in the morning. In the afternoon, they are free to choose an activity. A counselor at the camp commented, "I've been to other camps and it's more like you have to do this, you have to do that. […] And with this, the afternoon sessions, you can always find something new that you haven't done before. And it's just – it's almost more relaxed, but you still accomplish and gain a lot from the camp."
At camp, youth have ample opportunity to develop meaningful relationships with scientists, graduate students, and science-focused near-peers. Science experts serve as accessible role models who participate fully in the life of the camp. Graduate student and undergraduate students in the sciences lead many camp activities, which gives campers the opportunity to see people somewhat close to their own age (late 20s-30s) who work in science fields. Counselors at the camp are recent camp participants who have an interest in youth development and the natural resources. They accompany the youth throughout the day and night, modeling and counseling positive behaviors.
Evaluate programs to guide continuous improvement. In order to ensure that the camp is meeting its goals, close to 500 campers have been surveyed since 1999. Every year, the camp administers pre- and post- surveys to youth that measure change in science content knowledge and attitudes, and feelings of attachment and belonging. The camp also collects youth feedback and ratings of activities during camp. The camp has received recognition as a Program of Distinction and was able to use these evaluation results in its application. The program is currently using the National Student Clearinghouse Database to track participant enrollment in higher education throughout the U.S and has found that the percentage of program alumni who attend college surpasses the statewide and national attendance rates.
Langston Community 4-H SET Team Langston, Oklahoma
Program Context
The Langston Community 4-H SET Team is a club that addresses a variety of science and engineering content areas, with the goal of exposing youth to a wide range of fields. The director, who is a 4-H extension educator at Langston University, plans and implements activities with the help of science specialists from Langston University, Oklahoma State University, community members and parents, and college student volunteers. The club meets for one month during the summer, and on two Saturdays per month during the school year. The club targets young people from the area's rural community who may or may not already have a strong interest in science. Because the director has strong relationships with the local K-12 school and with community members, the director is able to recruit youth from the school to participate in the club. Since the club has become more well-known throughout the community over the past few years, families and youth now approach the director about becoming members of the club.
The content of club activities is determined based on the director's conversations with current participants, and on feedback from youth in previous years. Activities have included aquaculture, structural engineering, nutrition, circuitry, water quality, and gardening. Once a particular topic is chosen, the director contacts a science professional in that subject area, starting with the agriculture department at Langston and expanding through the university and into the community. If the director cannot find a professional in that field to present material and lead the activity, the director researches the area herself. The director then looks for curricula to use – sometimes using 4-H curricula, and favoring free and low-cost curricula. Then the director adapts the curricula to suit participants' ages and abilities. In addition to science activities, the club also engages in community service activities. The director has a strong youth development focus and works to build participants' communication and life skills.
Promising Practices and Lessons Learned
Recruit scientists that work well with youth. The director recruits volunteer science content experts that lead activities and act as references for the director if she develops activities on her own. The club has many repeat volunteers: some professors from Langston have been working with the club since it began. These scientists not only bring their in-depth knowledge of their fields of study to the club, but also model their careers in science for the club's youth. As one volunteer noted, "Sometimes during our work, I share my personal experiences with them from my youth to where I am in such a way so that they take it as a mirror. I don't get involved in their person lives, but I talk to them about me so that they look at what I did and try to look at me and say he did it. That means I can do it. That's a little bit how I push in their direction."
Spark youth interest in science through a variety of topics. The Langston club director makes a concerted effort to find out what scientific topics youth in the club are interested in, and to address those topics in club activities. The central goal of the program is to expose youth to a variety of scientific topics in order to spark their interest. Part of this also involves addressing young people's anxieties or negative feelings about math and science. In order to achieve these goals, the club works to present science content in engaging, hands-on ways so that youth become interested before they understand that what they are doing falls under the heading of "science."
In the Langston Community 4-H SET team, volunteers and staff actively try to help youth gain confidence and express themselves through their interests. Opportunities for public speaking are included in a number of program activities, including sharing journal entries about their program experience with their peers. These journaling exercises ask youth to reflect on how they could use what they learned at home, at school, and in their community. Youth speak in front of the class on a regular basis, and prepare for presentations at the camp's showcase activity. There are also opportunities for more experienced and knowledgeable students to lead certain activities, including organizing activities for younger youth during the university's annual Goat Field Day.
Montana Sustainable Communities Project, Pretty Eagle St. Xavier, Montana
Program Context
The Montana Sustainable Communities project is a community-based program, funded by a Children, Youth, and Families at Risk (CYFAR) grant, that seeks to bring science and technology to at-risk communities in the state. At Pretty Eagle, a private Catholic school, the program serves a majority Native American population in in-school and afterschool settings. Approximately once per month from October to May, program staff from Montana State University (MSU) lead youth in robotics, water quality, or videography activities with support from classroom teachers. Teachers also integrate the robotics and videography curricula into classroom activities throughout the school year. Students may also participate in an after-school component in which they are able to engage in special projects or activities, including the First Lego League Competition.
Activities emphasize youth-centered experiential learning and inquiry. The program uses a Lego-driven platform for robotics activities. Participants in grades 3, 4, and 5 use Lego kits and software to build robots and program simple actions. Videography is offered to students in grades 6, 7, and 8. After learning the principles of film, students develop projects that explore scientific questions of their choice and create three- to five-minute films about these topics.
Promising Practices and Lessons Learned
Establish strong partnerships with host schools. Program staff established and maintain a strong relationship with teachers and administrators at Pretty Eagle. In addition to its demographics, MSU selected this school because of the level of interest and commitment shown by the school staff. Teachers and administrators are active in all aspects of the program, from planning to content delivery. At the start of the school year, the program staff meet with the school's staff to plan activities and discuss the structure of the program for the school year. The site coordinator, a teacher at the school, coordinates communication between program staff and
the school staff; in addition to facilitating communication, the site coordinator alerts program staff to changes in the school's schedule that may impact program activities, coordinates field trips, and helps determine distribution of funding at the site. Constant communication has helped both the program and the school accomplish their shared goals to support academic excellence among the student population.
Integrate 4-H content with classroom activities. Both program staff and day-school teachers deliver content to youth. Professional development and ongoing support from the program's staff has empowered teachers to integrate the program's curricula into classroom activities. Program staff train teachers at the start of the school year to use the curricula and supporting materials. Teachers reported having used elements from the curricula to support math and science lessons by demonstrating how concepts can be applied in real-world scenarios. One teacher described building science lessons around the content that previous students had selected for their independent film projects. "It's an avenue where you can lose the textbook," the teacher explained. During an observed activity in a third grade classroom, students built and programmed robots that represented characters in a storybook they had read during class. As they worked, they practiced reading build plans and using the programming software, and also developed literacy skills as they read along with their teacher.
Implement strategies to sustain programming. Activities at Pretty Eagle have been supported by funding from CYFAR and by staff from Montana State University. At the end of the 2013 school year, the program will transition to be entirely driven by the school's staff. To ensure a smooth transition, program staff and school staff have worked to secure the resources needed to continue program activities. Staff from MSU, for example, have secured computers and other hardware for the school. Current teachers will assume the role of trainers to help new teachers become familiar with the curricula and integrate it with classroom activities.
Rutgers 4-H Summer Science Program New Jersey
Program Context
The Rutgers 4-H Summer Science Program is a weeklong camp hosted on the New Brunswick campus of Rutgers University. State and county 4-H extension agents work together to organize the camp. The camp serves youth ages 14-16, and actively recruits participants from groups that are underrepresented in science-related fields. Youth are admitted to the program based on their application, interviews, and recommendations from teachers. Accepted youth live on campus and attend science-related seminars led by university faculty.
Science-related activities aim to introduce youth to the variety of ways they can engage in science. Many seminar leaders structured their seminars to include a discussion of how ideas from their scientific fields can be applied to real-world problems. In addition to science-related activities, the program introduces youth to campus life through interactions with students, seminar leaders, and other faculty members. The program culminates in a poster session at which youth give presentations on issues that they've explored during the camp.
Promising Practices and Lessons Learned
Recruit and support youth from underrepresented backgrounds. 4-H agents who lead the camp have implemented several strategies to recruit youth from backgrounds that are underrepresented in the science fields. The program recruits heavily from several of the state's urban centers, and strives to recruit volunteers who share backgrounds similar to those of participants. One agent explained, "To the best of our ability […] we make sure we at least put people out there that looked like them […] that are representative of them, that are in the pipeline from the Rutgers point of view that can represent their interests and make them even feel more comfortable."
Tap into networks to recruit volunteers with science expertise. The program's campus location and institutional support from university leaders have helped the camp recruit faculty volunteers to lead science seminars. With the support from the university, 4-H agents are able to
offer two incentives to faculty members: first, faculty members who volunteer are able to list their participation on NSF proposals as an in-kind contribution, and second, 4-H agents write letters to university leaders recognizing the faculty member's contribution to the program. To prepare faculty members to work with the target audience, agents leading the program offer training and support as volunteers plan their seminars, particularly in planning age-appropriate hands-on activities that demonstrate the application of a science field. One agent described the guidance offered to science experts, highlighting the goals in mind for youth: "I start them out with trying to have them understand the expectation of the audience, of who they are working with and why they're here, and what role I would like them to serve: […] Getting [participants] excited about science [and] feeling comfortable on campus."
Expose youth to new science fields and careers. The diversity of topics represented among the seminars and field trips introduces youth to the variety of ways they can engage in science. Youth, for example, can choose to attend sessions in biomedical engineering, ocean science, and food science. One faculty member explained, "The typical high school student has never heard the term 'food science.' They don't know anybody who works as a food scientist; they didn't even know it was a career option to be a food scientist." In addition to the seminars, the program leaders organize a field trip that showcases a branch of science outside of a laboratory setting. During the 2011 camp, youth visited researchers working in ocean science. The program leader explained, "My goal for [this trip] is to show them that there are a wide variety of ways that you can engage in science. It's connecting them to not only the universitylevel scientists but also seeing a whole group of federal-level scientists doing work at the ocean research center."
Connect youth to the science education pipeline. The camp experience emphasizes the science education pipeline by introducing youth to the college environment and highlighting connections between the academic study of science and careers. Seminar leaders received guidance from the program staff that suggested discussing how they became interested in their fields. In one observed session, a professor described how her interest in science began and the educational decisions she made in high school and college to reach her career goals. The camp also encourages youth to think about pursuing higher education: in addition to science-related activities, youth also attend a panel on applying to and paying for college.
Texas 4-H Technology Team Texas
Program Context
The Texas 4-H Technology Team is a statewide leadership team for youth ages 14 and up in Texas. The team makes significant contributions to state and national 4-H events, during which youth provide technology-related training to youth and adults and present on relevant topics such as online safety. They also provide audio-visual technical expertise at events like the Texas 4-H Roundup, a large statewide event held each summer. Participants are recruited for their demonstrated interest in technology and participate in two in-person training sessions during the year. The team is advised by four adults – two 4-H extension agents and two industry professionals– and includes roughly 15 members each year.
Promising Practices and Lessons Learned
Design the application and acceptance process to build the desired participant profile. Recruitment efforts focus on older teens already enrolled in 4-H programming in Texas. Interested youth complete an extensive application consisting of three essays about their leadership skills, an assessment of their knowledge of technology, and a video component that requires applicants to produce a YouTube video in which they introduce themselves. Creativity is strongly encouraged in the video portion of the application. Youth are asked to include three letters of recommendation with their application and, though not required, some applicants submit a portfolio of work. Applicant selection for the upcoming program year is conducted primarily by the prior year's returning members; the team looks for established 4-H members who demonstrate maturity, creativity, and a strong interest in technology.
Use science content experts strategically. The team is led by four adults – two 4-H extension agents, a digital technology professor at a local community college, and a HewlettPackard employee. Youth formally and informally learned about the experts' work and careers, and the connection to Hewlett-Packard provided the team with valuable resources. In addition to adult content experts, long-time team members possessed great expertise and skill in certain
areas, such as digital photo manipulation. One college-aged member led two lengthy team trainings on Adobe Photoshop and digital moviemaking software. The youth and adult experts already on the team served as vital resources for inquiry, troubleshooting, and further content exploration.
Enable youth to drive content and activities. The Technology Team was designed to be a youth-adult partnership, rather than being strictly adult-driven. Adults serve as advisors and empower youth to make critical team decisions by assigning youth to various planning committees. The adults also aim to focus on technology that youth are interested in; the content focus of the team has gradually changed since the team's inception seven years ago. At each fall meeting, youth identify what trainings they want to do at the spring meeting; similarly, youth at the spring meeting decide what trainings will take place that fall. The team tries to find ways to align youth interests with various events; this year, several youth interested in robotics considered conducting a robotics demonstration at a large statewide summer event. Furthermore, participation on the team requires a significant amount of independent research and study, which is often transformed into a training or presentation.
Institutionalize of key program components. The Texas Technology Team publishes a handbook every program year that guides the team's activities, structure, and content; this handbook provides a common reference point for new and long-term members, youth and adult. Itself a collaborative effort that reflects team consensus, the handbook describes expectations for participation, processes for new member recruitment and vetting, key activities, task committees, agreed-upon topics for skill building, and the biographies of all youth and adult members. It has helped institutionalize some processes and roles in a program that is somewhat unstructured and without a standardized planned curriculum. The handbook contributes to program sustainability and aids others who may be interested in replicating the team's structure. | <urn:uuid:dbda7043-7676-49c2-be69-05e4ea77a081> | CC-MAIN-2025-05 | https://msu-prod.dotcmscloud.com/4_h_great_lakes_natural_resources_camp/uploads/files/Lessons%20from%20Promising%204-H%20Science%20Programs.pdf | 2025-01-22T08:33:02+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363377.41/warc/CC-MAIN-20250122063008-20250122093008-00014.warc.gz | 407,448,071 | 31,004 | eng_Latn | eng_Latn | 0.984181 | eng_Latn | 0.99732 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn... | false | docling | [
251,
3157,
6210,
8957,
11753,
14418,
14428,
17084,
20633,
24443,
26223,
29055,
32305,
35366,
36973,
39917,
43240,
46473,
49364,
52546,
55499,
57817,
60802,
64323,
67592,
70952,
74294,
75230,
78516,
81631,
84900,
88262,
91677,
94463,
97341,
100674... | [
1.8984375,
2.453125
] | 3 | 0 |
What makes a good story? Why are stories important? These questions fueled my journey as I pursued my interest in storytelling. My research path led me to uncover the many connections storytelling has with literature, paper, religion, and psychology. I read many myths and legends from different times and regions. The Hero with a Thousand Faces by Joseph Campbell became a central focus in my research. The hero's journey exists to reflect our deepest desires. Everyone wants to overcome something; they want to succeed. The hero's journey can be found in every piece of literature and film. I decided to create my own story based on the elements of a hero's journey.
The inventions of writing, paper, and eventually books affected the development of stories. This visual book employs gouache and colored pencils to design vivid, colorful illustrations. Watercolor is used for its dreamy softness. The story is a metaphor that depicts my own life. This hero's journey has seventeen stages and reflects my experience at Oxbow.
Davide
The importance of storytelling
Davide
"We dream. And then occasionally we attempt to share our dreams with others. In recounting our dreams we impose narratives upon the barrage of images and notions that our dreams produce. We also make stories out of the blips and bleeps of our daytime existence. The human brain is a narrative creating machine that takes whatever happens and imposes chronology, meaning, cause and effect. We manufacture reasons and explanations for everything that happens."
- Anne Bogart, What's The Story?
Humanity and storytelling are deeply intertwined. Since the beginning of our existence, we have told stories about our lives. They have constantly evolved along with us through the ages, always changing, but still managing to keep the same of wanting/ needing to connect. The human condition has remained the same, this is why stories will evolve and change in details but keep the common themes that have been explored and written about for hundreds of years.
HISTORY
The human need for expression has stemmed out in different ways, such as storytelling, religion, and literature are all outcomes. Storytelling is a way to explore feelings, gain perspective, teach a lesson, and to entertain. It is a fundamental part of being human. Though it is not possible to know when storytelling first began, the first evidence of storytelling is the cave paintings on the sides of rocks inside caves. The first cave paintings were found inside the Pettakere cave on the island of Sulawesi in Indonesia. According to the Ancient History Encyclopedia, archeologists found the paintings to be "at least 35,400 years old. That likely makes it the oldest-known example of figurative art anywhere in the world—the world's very first picture." The paintings depict important animals or hunting scenes.
Although archeologists do not know their exact purpose, they know the paintings told a story. Archeologists first hypothesized that the paintings served as decorations. However, after closer examination, they never found any signs of living in the caves.
Through these paintings, we are able to see the minds of our ancestors. Scientists believe that ancient humans didn't have the mental capability to create or imagine before this time. Through the rock paintings, humans now can see the evolution and shift that happened thousands of years ago. The Article, "A journey to the oldest cave paintings in the world," explains, "Such
sophisticated thinking was a huge competitive advantage, helping us to cooperate, survive in harsh environments and colonize new lands. It also opened the door to imaginary realms, spirit worlds and a host of intellectual and emotional connections that infused our lives with meaning beyond the basic impulse to survive. And because it enabled symbolic thinking—our ability to let one thing stand for another—it allowed people to make visual representations of things that they could remember and imagine." Deeper thinking became a tool to survive. It was through deeper thinking that we learned and began making connections. It led humanity to think creatively and emotionally. This understanding is what gave us our humanity. We get to see the connections our ancestors were beginning to make. The cave paintings have a special meaning to humanity.
As humans evolved, so did their stories. Storytelling became a way to preserve religion, culture and wisdom. This was done in all civilizations before writing was used. The website teachercertification.org explains, "For Native Americans, the telling of stories passed down from generation to generation remained their primary form of wisdom communication even after the written word had spread across the globe. Native American oral storytelling traditions allowed tribes to transmit their mythological, spiritual and historical understandings of themselves and the worlds they inhabited to their children and their children's children." Oral tradition was a way to keep a story going, most were transformed into a song to remember the words. Talking is still humanity's best method for communicating. Oral tradition is incredibly important because it touches us in a way only speech can. Though written word is now our main way of preserving literature, oral tradition can be found in poetry, and some native tribes prefer oral tradition over written word.
Writing was discovered by many civilizations to communicate long distances for trade. The discovery led to the civilizations using writing to record. The first people used stone tablets, animal hides, bones, and shells to write. It wasn't until the first dynasty in Egypt that the first version of paper, papyrus, was invented. Respected scribes were the ones responsible for recording the history, laws, and stories of their civilization. Much of what we know comes from their work. Greece, Rome, Persia, India, and China all began to do the same. Wealthy people and the church mainly used parchment, which was used in the Hellenistic Period. This was the beginning of the middle ages, as literature became exclusive to the very wealthy and the church. For this reason we have so little literature other than religious and historical text from this period. The Chinese created paper. Books, then, were the next creation. The creation of books was tedious and challenging. Books were rare and few people even knew how to read. Humanity was released from this dry spell during the Renaissance. In this time, Johannes Gutenberg created the printing press. As a result, mass production of literature and media could be distributed. Literature really took off from here. Different themes started being explored; writing and reading became common. Currently, electronic tablets and books are the newest form.
With the discovery of paper and books, something else was revealed. Now that it was possible to record language; literature could develop. The writer Joshua J. Mark says, "This new means of communication allowed scribes to record the events of their times as well as their religious beliefs and, in time, to create an art form which was not possible before the written word: literature." Storytelling now began to develop in different ways; in the beginning, most stories were intertwined with religion. Religion was the beginning of literature, science, and philosophy. It was through religion that people asked and studied the most essential themes, questions of life and death. Religion was the beginning of social structure, government and morals. The only reason was because most of what was written; monks were the ones to write.
Religious leaders controlled what was recorded so many of the stories were in forms of hymns, songs, myths, and religious texts. Literature really took off then, storytelling blended with humanity. Religious texts like The Holy Bible, and The Quran are ageless pieces of literature that tell stories about humanity's creation. Epics like The Odyssey and The Epic of Gilgamesh are ancient stories still told today. Lastly, The Great Gatsby and Don Quixote are stories written to entertain. All of these examples are from different time periods. Storytelling comes in every piece of literature. In one-way or another, there is a story being told.
Storytelling is so ingrained into language that many studies have found children exposed to stories really benefit from it in a number ways. First, a strong link between vocabulary, writing, and language with storytelling were found. In the article, "The importance of storytelling", Karen Simpson writes, "Children develop reading and writing skills through understanding the language patterns of stories, through word play and developing their vocabulary – they learn not just to select the right words, but to use those words in the right way, to express their meaning and have the desired effect on their reader." Another study found a shocking discovery, In the article, "The importance of Storytelling", the Minister of State at the Department for Education, Nick Gibb explains "A 2003 American study called 'The early catastrophe' by Professors Hart and Risley, found that an American child from a professional family will experience 2,153 words an hour by the age of 3. This compares to a child from the most disadvantaged background who will experience only 616 words an hour. That amounts to a 30-million-word gap between the least and most advantaged 3-year-old." Vocabulary use is often overlooked, this difference of words has significant impact on children already causing some to be behind.
Vocabulary use and comprehension are very important because they directly correlate with the ability to read and understand. If you can understand what someone or something is saying, then it is easier for one to think critically. As the cognitive scientist Daniel Willingham has written, " It is possible to read a text slightly pitched above your understanding, as the meaning of unfamiliar words can be deduced from the context. However, as the number of unfamiliar words increases, your ability to 'get the gist' drops rapidly." Gibb remarks, "Keith Stanovich has dubbed this positive feedback loop 'the Matthew effect', after the verse in the Gospel of Matthew telling the parable of the talents: "to those who have, more shall be given, but from those who have not, even what they have shall be taken away." This explains that those who know many words can easily understand others with the use of context clues. But when a person doesn't have a large amount of accumulated words, context clues cannot help since there are more too many unknown words, thus losing the understanding of what is being read. Storytelling is an important tool for learning, for it can be used to help with another important human quality: building Empathy.
There are different perspectives in which you can tell a story. By being able to manipulate the perspective, the writer is able to make the reader/listener feel and understand what they're expressing. Storytelling can build empathy between people. Dr. Paul Zak conducted a study in 2013. The study showed that stories are able to change the way we act by changing the chemistry in our minds, Dr. Paul Zak explains, "The researchers drew blood from participants before and after they saw the story and found that two chemicals were produced: cortisol, which focuses our attention on something important, and oxytocin, which is associated with care, connection, and empathy." Oxytocin increases sensitivity to social cues, it motivates us to help others. A negative example of the the power of perspectives in story, comes from the movie Jaws. The movie is about the capture of a man eating shark. The story inspired fear of sharks when there wasn't any before. The article "How 'Jaws' Forever Changed Our View of Great White Sharks" the writer Charles Q. Choi states, "at the turn of the 20th century, there was this perception that sharks had never attacked a human being," said George Burgess." People became so paranoid of sharks because the film had made them seem like vengeful evil animals. Choi says, "The movie certainly gave sharks too much of an ability to engage in revenge," Burgess said." People gave in to their fear, and consequently, sharks are paying for it. 200 million sharks are killed yearly. The international shark protection initiative SHARKPROJECT speaks of "approx. 200 million animals killed around the world each year." Although sharks are hunted for many reasons, food, souvenirs, shark liver oil, the movie helped in reinforcing the fear humans have of them. "It was good blue-collar fishing. You didn't have to have a fancy boat or gear — an average Joe could catch big fish, and there was no remorse, since there was this mindset that they were man-killers." In this case, by making the creature scarier than it actually is, really hurt the species.
Storytelling holds great power to preserve themes, ideas, and questions. Tales from thousands of years ago are still being told today. Stories teach us of our history and culture. They have the power to change perspective and inspire. Stories are used to describe and teach lessons and morals. Each one of us holds many stories, but it is how we tell them to really feel an impact on others. Composing a good story can take time and hard work.
Many components are used to create a good story; there are so many components put into a story, the process of creating one is almost as beautiful as the story itself. Many people agree that a good story is that which can transport the reader or can make the reader feel. The story has to be interesting. According to the American Press Institute (an organization for the advancement of journalism), "A good story is about a topic the audience decides is either 1) interesting, or 2) important." A great story achieves both goals by using storytelling to turn news that is important into coverage that is interesting, too.
THE HERO'S JOURNEY
Myths are the oldest forms of stories. They capture the reader's mind and have managed to exist for thousands of years. Joseph Campbell, a mythologist, found many similarities between myths from different times, regions and cultures. He discovered that most plots that involve a hero tend to be written in the same way. He hypothesizes because it is what humans idealistically would like. The plots and stories are projections of our greatest desires, fears, and hopes.
The first stage that happens in the story is "A call to adventure". This is the part of the story where the hero discovers the other world. In the book, The Hero with a Thousand Faces, by Joseph Campbell, he writes, "A blunder-apparently the merest chance- reveals an unsuspected world, and the individual is drawn into a relationship with forces that are not rightly understood" (Pg.51). This can happen in a number of different ways. The situation can be used to bond the reader and the hero. As the tension and conflict begin to unfold, the hero usually ignores the call. The story seems to end here; the hero ignores the call and goes back to their normal lives. He explains, "Refusal of the summons converts the adventurer into its negative. Walled in boredom, hard work, or 'culture,' the subject loses the power of significant affirmative action and becomes a victim to be saved" (Pg.59). Oftentimes the hero will refuse the call and will be harassed, or the circumstances will pressure them to do so. An example of "The call to adventure, and "The refusal of the call" is in the movie Narnia. Lucy (Hero) the little girl, discovers the wardrobe, after she meets the satyr she decides to go back and leave Narnia.
When the hero answers the call they will be met by the protector and are given some sort of magic to help with the journey. "The first encounter of the hero-journey is with a protective figure who provides the adventurer with amulets against the dragon forces he is about to pass" (Pg. 73). The hero from here crosses the first threshold. With their protective figure to guide and defend them, they are able to begin their journey. "With the personifications of his destiny to guide and aid him, the hero goes forward in his adventure until he comes to the 'threshold guardian' at the entrance to the zone of magnified power" (Pg.77). As the hero starts the journey, they soon find out that the quest is much harder than believed so. An example of "Meeting with the mentor", "Crossing first threshold", is the genie from the movie Aladdin. The Genie guides him to make his wishes.
The next stage is "The belly of the whale". "The hero, instead of conquering or conciliating the power of the threshold, is swallowed into the unknown, and would appear to have died." (Pg.90). The listener then gets to understand that the story is much more complicated than thought to be. From here, the hero finds new understanding of their new world. In the movie, The Lion King, the lion Simba (hero) decides to leave his childhood, and his life of ease to take his right to be king.
The next events that happen are usually the favorite part of the story, "Initiation". In this part, the hero begins with "The road of trials". This is the main part of the story; we witness the hero accomplish several trials in order to get through. "Once having traversed the threshold, the hero moves in a dream landscape of a curiously fluid, ambiguous forms, where he must survive a succession of trials. This is a favorite phase of the myth-adventure. It has produced a world literature of miraculous tests and ordeals." (Pg.97).
In the story this is where the hero fights the monster or the villains. In The Hunger Games, Katniss and Peeta have to go through the games. They have to kill the other competitors, and the challenges the game masters throw at them.
Throughout the hero's journey, the hero may encounter a strong powerful figure (usually female) and the hero will bond with her in some way. The character may range from a god to a normal human whom the hero gains support from. "Woman, in the picture language of mythology, represents the totality of what can be known. The hero is the one to comes to know. As he progresses in the slow initiation which is life, the form of the goddess undergoes for him a series of transfigurations: She can never be greater than himself, though she can always promise more than he is yet capable of comprehending. She lures, she guides, and she bids him burst his fetters. And if he can match her import, the two, the knower and the known will be released from every limitation" (Pg. 116). In most cases, the hero and the female figure will have some type of interpersonal relationship that represents perfect love (romantic love, mother and child, brother). Annabeth from The Percy Jackson series is a perfect example. In the beginning, Annabeth is smarter, and stronger than Percy. But she helps Percy reach his full potential.
The next challenge is one that is hard to surpass, something tempting will cross the hero's path. In classical myths, the temptation is usually in the form of a woman. The purpose of this is to gauge the heroes' worthiness. It's a test of strength. "But when it suddenly dawns on us, or is forced to our attention, that everything we think or do is necessarily tainted with the odor of the flesh, then not uncommonly, there is experienced a moment of revulsion: life, the acts of life, the organs of life, women in particular as the great symbol of life, become intolerable to the pure, the pure, pure soul" (Pg.122 This contrasts the pure love of the hero with the goddess, with this lustful fever of libidinous love. For the female hero, the conflict is real temptation other than a man. In the movie, The Little Mermaid, the antagonist Ursula, disguises herself as a beautiful, young woman named Vanessa; She tempts the prince in being with her instead of the protagonist, Arielle.
The hero may come in conflict with the father figure who the hero must gain respect or trust or approval. The figure can be someone of great status or high authority. The hero and the figure must reconcile in order for the hero to be on a higher plane: "For the son who has grown really to know the father, the agonies of the ordeal are readily borne; the world is no longer a vale of tears but a bliss-yielding, perpetual manifestation of the Presence" (184). The quote explains how if the son has matured enough to really understand the father figure, the wisdom and help of the father figure will change the hero's life from sad to happy. In movie The Karate Kid Dre Parker (hero) after many weeks of training, and learning, Dre receives the respect and trust from Han (mentor) his teacher.
In the process of resisting the temptation and the harmonization with the father, the hero now realizes and is able to transcend into a greater plane. The hero is now armed with the new knowledge and power to go forth and face the greatest challenge yet. This realization is where the "apotheosis" takes place. The apotheosis is the act of transcending or the "highest point in the development of something." 'Initiation' also talks about the death of the hero's old self and rebirth of his new self. The change can sometimes be see by the change in the way they look.
The "Ultimate boon" is the climax of the story. This is where the hero finally defeats the ultimate monster and the world is freed. The boon may be gathered after the defeat of the greatest challenge. After the retrieval of the boon, the hero has finished his journey. "The ease with which the adventure is here accomplished signifies that the hero is a superior man, a born king. Such ease distinguishes numerous fairy tales and all legends of the deeds of incarnate gods. Where the usual hero would face a test, the elect encounters no delaying obstacle and makes no mistake"(pg.173). Throughout the journey, the hero has been preparing for his ultimate test. So much so that they make no mistake and nothing goes wrong. An example of the ultimate boon is in the animated film, Finding Nemo. When the father, Merlin (the hero) and his friend Dory (ally, guide, goddess) find Nemo (child).
As we reach the climax of the story, the refusal of the return begins. The hero now having retrieved the ultimate boon wishes to stay in the other world where they have found happiness. In some stories, the story ends here with the hero never returning home and staying. "When the hero-quest has been accomplished, through penetration to the source, or the grace of some male or female, human or animal, personification, the adventurer still must return with his life-transmuting trophy. The full round, the norm of the monomyth, requires that the hero shall now begin the labor of bringing the runes of wisdom, the Golden Fleece, or his sleeping princess back to the kingdom of humanity, where the boon may redound to the renewing of the community, the nation, the planet, or the ten thousand words. But the responsibility has been frequently refused"(pg.193).
If the hero is going home, the magic flight happens. This stage is about the journey home. The hero makes the journey quick as s/he is fleeing or short on time. This journey is a method to gain excitement after the climax of the story. This scene is regarded as almost comical since the hero spent so much fighting now flees: "If the hero in his triumph wins the blessing of the goddess or the god and is then explicitly commissioned to return to the world with some elixir for the restoration of society, the final stage of his adventure is supported by all the power of his supernatural patron. On the other hand, if the hero's wish to return to the world has been resented by the gods or demons, then the last stage of the mythological round becomes a lively, often comical pursuit" (pg.197). If the hero has to bring some sort of elixir back to the ordinary world, the hero's job isn't over until he brings the elixir. In the movie E.T. the famous scene where the group of kids get lifted off the ground and float in the air while riding their bicycles to escape with E.T.'s help is an example of "The magic flight".
As the hero races to escape, an unexpected character aids them. The hero needs help to get back home and this is where it happens. The helper can be someone unexpected who abandoned the hero, or someone unknown. The rescue is a method of humanizing the hero and changing them to be like us. It is a way for them to connect with the reader since we all need help sometimes. "This brings us to the final crisis of the round, to which the whole miraculous excursion has been but a prelude-that, namely, of the paradoxical, supremely difficult threshold crossing of the hero's return from the mystic realm into the land of common day. Whether rescued from without, driven from within, or gently carried along by the guiding divinities, he has yet to re-enter with his boon the long-forgotten atmosphere where men who are fractions imagine themselves to be complete. He has to confront a society with his ego-shattering, life- redeeming elixir, and take the return blow of reasonable queries, hard resentment, and good people at a loss to comprehend" (pg 216). The whole journey becomes a prelude, now that he has to restore the ordinary world where everyone is imperfect, and normal. The hero has to catch up with what has happened in the ordinary world while they've been missing.
The hero now has returned home, or he cannot without one last task. "The crossing of the return threshold" gives the hero time to mend anything broken and for the reader to receive closure. This part of the story represents rebirth into the hero's home. "The two worlds, the divine and the human, can be pictured only as distinct from each other - different as life and death, as day and night… The realm of the gods is a forgotten dimension of the world we know. And the exploration of that dimension either willingly or unwillingly, is the whole sense of the deed of the hero" (pg 217). The divine, and human world are extremely different, that world has been forgotten here, the only thing that links them, is the hero's deed. Mulan returns from war and back to her hometown in China. She is met with thousands of her admirers. Only she and her partners know the full story of what happened.
The hero now is master of both worlds; he is able to move freely through both without any consequence. As the story now comes to an end, we also witness the hero have the freedom to live. They now have the power to live their lives out in any way and pick a path they choose to go. Sometimes what you find is that the hero, now changed, cannot seem to fit in with his past life and seeks other adventures. "The whole sense of the ubiquitous myth of the hero's passage is that it shall serve as a general pattern for men and women, wherever they may stand along the scale. Therefore it is formulated in the broadest terms. The individual has only to discover his own position in reference to this general human formula, and let it assist him past his restricting wall. Who and where are his ogres? Those are the reflections of the unsolved enigmas of his own humanity. What are his ideals? Those are the symptoms of his grasp of life" (pg. 121).
Myths and legends are a method for people to explore and understand themselves and each other. This is why literature is so important in society. Storytelling is the window to our hearts and minds. With epic stories about monsters, we are able to express pieces of our humanity. Humans always want to accomplish set goals and succeed during their lifetime. They want to do good on that test or assignment. They want to help others who are struggling. We like to hear stories about people who conquered, surpassed and won. Because our deepest wish is to do so.
ANALYSIS
The classical tale of Prometheus and how fire was given to men is a great story to view the hero's journey. Some of the stages can be seen clearly. Prometheus's love for humanity is what makes him a hero, singularly saving them with the gift of fire. The story is an example of the hero's journey that can be analyzed. Though the story doesn't have all 17 stages, the story has enough that it can be considered a hero's journey type of story. In this story both Prometheus and Pandora are protagonists in the story.
Ordinary World
Prometheus is a titan who lives on Mount Olympus along with the other gods. Prometheus lives with his brother, Epimetheus (afterthought), both of whom are sympathetic to humans.
Call to Adventure
Prometheus notices the humans are suffering because of famine and cold. Due to the fact that his brother, Epimetheus; gave the best gifts to the animals, disadvantaging humanity.
Refusal of Call
Prometheus stalls and ponders on what gift should he bless humanity with. When he decides that he wants to bless humanity with fire, but Zeus does not allow it.
Supernatural aid
Crossing the first Threshold
Despite Zeus's warnings, Prometheus abandon Mount Olympus and left forever.
Belly of the whale
As Prometheus is walking along the shore, he notice a stalk of fennel. He notice that if lit, the spark will live for a while before the spark dies out.
Road of Trials
Prometheus gets the idea of stealing a spark of fire and using the reed to keep it lit as he heads back to where the humans live. In this time, he teaches humans how to cook, build houses, and how to do metal work.
Temptation
Though the temptation does not directly tempt Prometheus, Zeus tempts Pandora with his gift that is a box.
Atonement with the Father
Pandora is sent to Epimetheus for him to marry by Zeus. Epimetheus is greatly honored, though it is a trick to punish humanity.
Meeting with the goddess
The goddess Athena warns Pandora to never open the box.
Apotheosis/ The ultimate boon
Pandora is mortified and ashamed for opening the box. The box contains thousands of evil spirits that cause havoc and conflict in our lives. Prometheus is caught and punished by getting tied by chains to a rock. Every morning Zeus's eagle pecks out Prometheus's liver.
The Ultimate Boon
Refusal to Return
Rescue From Without
Prometheus is released from the chains by the hero Hercules many years later.
Freedom to live
Prometheus is free to roam the world, now aware of the intentions and capability of the gods of Olympus.
ELEMENTS
A story is a collaboration of different elements to create a single multilayered insightful piece of literature. This is what makes a story so alluring, enriching the lives of those who've read or listened. However, in order for the story to be successful, each element must be interesting and have direction and purpose. John Gardner comments, "He must shape simultaneously (in an expanding creative moment) his characters, plot, and setting, each inextricably connected to the others; he must make his whole world in a single, coherent gesture, as a potter makes a pot." This is the reason why writers are considered with high intellect.
The first element and arguably the most important, is the theme. The theme is the message/point or idea the author is trying to get across to the reader. Without the theme, there is no point in reading a story. Stories can have many themes, or just one. In a well-written tale, the reader can identify the theme; the author should never have to tell the reader what the theme is. Learner.org explains, "In fiction, the theme is not intended to teach or preach. In fact, it is not presented directly at all. You extract it from the characters, action, and setting that make up the story. In other words, you must figure out the theme yourself." Some common and classical themes that are explored and written about are "the good vs. the evil", This classical theme can be seen in many stories and even in some religions. From superheroes vs. villains, to gods vs. demons, this theme plays with the morals of a society. Another common theme is "change is necessary for growth." This theme is so common; it is a requirement in the hero's journey in the part, "The belly of the whale". This is she stage where the hero makes the decision to actually go through with their choice.
Humanity is plagued with problems and questions. Whether they're simple or complicated, people are always looking to fix or find an answer. Naturally, we are drawn to stories where characters have problems. Conflict is vital in a story because without it, there is no drama and no way of hooking the reader. In the article, Conflict in Literary Fiction the author William Coles says, "Conflict is the source of change that engages a reader, and in a story, conflict and action does what description and telling of feelings and situations do not." All conflicts can be traced back the main seven: man vs. self, man vs. society, man vs. man, man vs. nature, man vs. technology, man vs. god/fate and man vs. supernatural. Conflicts are what give the reason for the story. The protagonist can deal with several conflicts or just one.
The characters in books are sometimes the most memorable element from a story. Readers can build emotional attachments to them. A good protagonist is one that is interesting, complicated and flawed. The characters can be any person, animal or entity that guides and aids the reader along their story. Bringing up concepts, ideas, and themes. Coles explains, "In literature, characters guide readers through their stories, helping them to understand plots and ponder themes." Characters can be flat, easy to understand, or round, complicated with different feelings and thoughts. In a good story, there is a mixture of flat and round characters. Some characters have roles that are common in many stories. In the hero's journey, the story has a set of archetypes that are common in those types of stories. Characters like the hero, the mentor, and the ally. There are countless types of characters that support the plot and theme of the story.
The setting is where the story takes place. This includes the time period and geographic place. The setting is the main way of setting the mood of the story. The setting can be as specific or broad as the author wants it to be. It could be a house in Albuquerque New Mexico in the year 2016 around midday, or a cabin in a forest. The setting can be a backdrop setting: this means the story could take place anywhere without affecting the plot. An integral setting. This means that the setting directly affects the theme of the story and, without it, the story could not make sense. The setting guides the reader's attention through the story.
Style and tone are more technical. They affect the way the story is read and understood. Depending on the audience in which the story is intended for, the style of writing will reflect it. The style depends on the author's word choice and the way the information is being presented. For example, one would not use Old English in a picture book for children or slang in an informative essay.
The tone of the story is the attitude the author has for the subject of the story. It is the way the author talks about the subject. Comedians use a comical tone, whereas news reporters use a serious one. These tones, if interchanged, would invalidate the whole subject that is being discussed. The way the author talks about something is the way the story will be received. Tone and mood are commonly mistaken for each other: mood is the way the story feels. Tone is the author's attitude about the story.
The plot of the story is created by the other elements. It is the series of events that help the reader understand the choices the characters make. The plot is process in which the characters try solving the conflict. The plot has its own elements. The exposition is where the protagonist, characters, setting and conflict are revealed. In the rising action, the suspense and tension rise. The climax of the story is where the tension peaks. The falling action, is where everything is being strained out. The last is the resolution. The resolution is how the story ends. These plot elements can be ordered in a way so that the story makes best sense and more importantly, the most impact on the reader. Ray Bradbury says, "Plot is no more than footprints left in the snow after your characters have run by on their way to incredible destinations." Bradbury makes this remark because the plot is the journey the characters take through the story.
Bibliography
Conti, Genevieve. "The Power of Storytelling: How to Build Empathy with the Right Narrative." Zapier 28 Jan. 2016, https://zapier.com/blog/power-of-empathy/. Accessed 4 Dec. 2016.
Choi, Charles Q. "How 'Jaws' Forever Changed Our View of Great White Sharks." Live Science 20 June 2010, www.livescience.com/8309-jaws-changed-view-great-white-sharks.html. Accessed 4 Dec. 2016.
Ditkoff, Mitch. "Why we tell stories?." The Huffington Post 3 Dec. 2015, www.huffingtonpost.com/mitch-ditkoff/why-tell-stories_b_8703710.html. Accessed 6 Nov. 2016.
"Finding The Story Inside The Painting ." Tracy Chevalier, TED , May 2012., www.ted.com/talks/tracy_chevalier_finding_the_story_inside_the_painting?language=en . Accessed 6 Nov. 2016.
Mark, Joshua J. "Writing ." Ancient History Encyclopedia , edited by Joshua J. Mark28 Apr. 2011, www.ancient.eu/writing/. Accessed 4 Dec. 2016.
Story Corps, NPR., https://storycorps.org. Accessed 23 Nov. 2016.
"Storytelling Traditions of Native Americans." Teacher Certification www.teachercertification.org/generalteaching/storytelling-traditions-of-nativeamericans.html. Accessed 4 Dec. 2016
Simpson, Karen. "The importance of storytelling." ConsiderED, edited by Vanessa Young, Catherine Carden, Andy Bloor, Joanna Candler, and Graham Birrell4 May 2016, www.consider-ed.org.uk/the-importance-of-storytelling/. Accessed 4 Dec. 2016.
"The clues to a great story." Andrew Stanton, TED , Feb. 2012., https://www.ted.com/talks/andrew_stanton_the_clues_to_a_great_story?language=en. Accessed 6 Nov. 2016.
"The Danger of Single Story ." Chimamanda Adichie, TED , July 2009., https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?language =en. Accessed 6 Nov. 2016.
"The importance of storytelling." GOV.UK, edited by Nick Gibb3 Feb. 2016, https://www.gov.uk/government/speeches/the-importance-of-storytelling. Accessed 4 Dec. 2016.
"What makes a good story?." American Press Institute https://www.americanpressinstitute.org/journalism-essentials/makes-good-story/. Accessed 4 Dec. 2016.
The Stories We Tell . Sarah Polley 2012. Accessed 6 Nov. 2016.
Winkler, Matthew. "What makes a hero?." Ted Ed , TED, 18 Jan. 2011, ed.ted.com/lessons/what-makes-a-hero-matthew-winkler. Accessed 6 Nov. 2016. | <urn:uuid:25b4be07-4d19-4811-97dc-93da97d47cdb> | CC-MAIN-2025-05 | https://www.oxbowschool.org/assets/gallery/os35-final-projects/docs/davide_asfp_paper.pdf | 2025-01-22T06:57:46+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363377.41/warc/CC-MAIN-20250122063008-20250122093008-00012.warc.gz | 952,826,475 | 8,256 | eng_Latn | eng_Latn | 0.949931 | eng_Latn | 0.999184 | [
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"dag_Latn",
"eng_Latn"
] | false | docling | [
1035,
1075,
2032,
5407,
9606,
12936,
17092,
21331,
25489,
28813,
30444,
34690,
36537,
38642,
38787
] | [
2.796875,
1.625
] | 1 | 2 |
1. Policy on Acceptable Use of IT Facilities and Equipment (including Mobile Devices)
1.1. Statement of Intent
Fairview International School believes that the Internet is a resource that the school and pupils should positively engage with. Despite the recognised dangers, the Internet is a net benefit to education and our policies are biassed in favour of its use.
The School believes that there is no simple technological solution to the problem of keeping children safe online. One factor in Internet safety is to ensure appropriate supervision. All the staff in the school are aware of the issues surrounding Internet access and the need for appropriate supervision and all staff receive training in On-line Safety. Staff complete training through the National College platform which specialises in Online Safety. Staff complete their Annual certificate in teaching Online Safety; either in Primary or Secondary schooling depending on their roles and responsibilities. This is complemented by internal safeguarding training which also focuses on how to keep young people safe online.
Major educational agencies believe that aggressive Internet filtering is detrimental to the experience of using the Internet in the classroom and has a limiting effect on a child's ability to use new technologies safely. As a result, our policy and practice is based around a combination of:
* A clear Acceptable Use Policy
* Technical safeguards (Blacklist/Whitelist)
* Education of students and staff
* Monitored usage
* Disciplinary measures
PSHE guidance
Our Personal, Social and Health Education curriculum teaches students how to stay safe online and in the wider world at an age appropriate level from Year 1 as a continuum through to Year 13. PSHE learning in the Primary Years Programme progresses from learning basic rules in how to stay safe online, who to speak with when there is an issue and why we need to keep some information private to the importance of complying with age restrictions for social media, online gaming and other digital platforms. Within the MYP and DP programs, students further develop their knowledge and understanding of the importance of a balanced lifestyle, how to evaluate risk online and what relationships can look like in the online space. All of this learning is further complemented by
assemblies and celebrations such as Mental Health Awareness Week where students develop their understanding of balanced, health lifestyle practices.
Every attempt should be made for staff, parents and pupils to work together so that use of the Internet is as safe as possible. All equipment and other users should be treated with respect and the facilities should be used in such a way that does not disrupt its use by others.
1.2. Parental Role
Parents have a responsibility to be aware that there may be risks associated with Internet access and the steps the school is taking to address these. The school will do all it can to ensure that parents are informed of its Acceptable Use Policy by making this document available to parents on our website.
Parents will also wish to ensure safe use of the Internet in the home or in other contexts outside school where a number of the outlined safety measures may be absent. We strongly recommend that parents refer to available advice about safe use of the Internet and ensure that they are aware of any access that is taking place
1.3. Remit
The school cannot control Internet access by pupils using their own devices with separate Internet access (for example, mobile phone data) which is why such devices are not allowed in school in accordance with our Mobile Devices Policy. The school does regard any access of inappropriate material on school property or during school hours to be a disciplinary matter.
The school will make best efforts to protect children using the Internet through their devices and through the school's Internet connection.
1.4. Acceptable Use
Pupils and staff may use the School network for educational purposes only. Educational purposes are defined as:
* Teaching
* Personal educational development
* Research
* Administration and management of courses and the educational policy of the school
* Development work associated with any of the above
Subject to the "Unacceptable Use" section below, the School network may be used by pupils and staff for any lawful activity that is in furtherance of the aims and policies of the School.
1.5. Unacceptable Use
Unacceptable use includes (but is not limited to) all of the following:
* Disclosure of usernames and passwords to any pupil for any reason.
* Creation or transmission of material with the intent to cause annoyance, inconvenience or needless anxiety.
* Creation or transmission, or causing the transmission, of any offensive, obscene or indecent images, data or other material, or any data capable of being resolved into obscene or indecent images or material.
* Creation or transmission of material with the intent to defraud.
* Creation or transmission of material such that this infringes the copyright of another person.
* Creation or transmission of defamatory material.
* Creation or transmission of unsolicited bulk or marketing material to users inside or outside the school.
* Photographing or filming staff or other students without their knowledge or permission
* Photographing, filming or recording in lessons without permission
* Photographing or filming in toilets, changing rooms and similar areas
* Refusing to switch device off or handing over the device at the request of a member of staff
* Bullying, harassing or intimidating staff or students by the use of text, email or multimedia messaging, sending inappropriate messages or posts to social networking or blogging sites
* Using the device outside school hours to intimidate or upset staff and/or students will be considered a breach of these guidelines in the same way as unacceptable use which takes place in school time
* Deliberate activities having, with reasonable likelihood, any of the following characteristics:
* Deliberate unauthorised access to networked facilities or services.
o wasting staff effort or networked resources;
o violating the privacy of other users;
o corrupting or destroying other users' data;
o disrupting the work of other users;
o continuing to use an item of networking software or hardware after the School has requested that use cease because it is causing disruption to the correct functioning of the School network;
o denying service to other users (for example, by deliberate or reckless overloading of access links or of switching equipment);
o other misuse of the School network or networked resources, such as the introduction of "viruses" or other harmful software.
* Where the School network is being used to access another network, any abuse of the acceptable use policy of that network will be regarded as unacceptable use of the School network.
This means that:
o Email addresses should only be passed to trusted individuals.
o Any person who believes that attempts have been made to make unacceptable use of the Internet should report the matter immediately to a member of staff.
o Any email from unknown sources should be reported.
o Any person who discovers any materials they consider may be offensive or inappropriate should report the matter immediately to a member of staff.
o Users should not use their home address or phone number or those of other students when on the network.
o Any material viewed or printed off the Web or through other electronic means should not contain any offensive material and should be checked by a member of staff before being made publicly available.
o On sites where photographs and video clips of pupils may be uploaded, users should not disclose pupil's full names or other personal information.
o This means that students
o All internet access must be via the school's protected network at all times
- Do not use a data SIM to bypass the school network
- Do not use VPN or other software to bypass the school network
- Do not 'hotspot' to a phone or similar device to bypass the school network
o Users should be aware that Internet access is monitored and that every site they visit is recorded and may be traced back to them.
The school reserves the right to restrict or remove access in the event of any user misusing network and IT facilities.
As well as these, a number of aspects are under strict control of the classroom teacher:
* Saving or downloading materials is subject to guidance from the class teacher.
* The use of chat and newsgroups is restricted. Any use of these facilities should be in line with specific instructions issued by the class teacher.
* Materials saved or downloaded from the Internet must not infringe copyright.
* Pupils must not attempt to circumvent any security or restriction settings applied to school computers or networks.
* Pupils may not use disks/CDs or any portable usb storage medium brought from outside the school without prior permission.
1.6. Use of Wi‐Fi Network
All devices accessing the school Wi-Fi network should be used for school educational or operational purposes only.
1.7. Cameras
Pupils should not use cameras (including cameras built into smart devices) in school without the permission of a teacher. Under no circumstances should cameras be used in the playground at breaks without permission.
1.8. Responsible Persons
The Head Teacher, the IT Manager and the Designated Child Protection Officer(s) are the designated members of staff assigned to oversee the use of the Internet and to ensure it is used safely and securely.
Child Protection and safety are also part of the remit of every staff member.
1.9. Disciplinary Measures
* Withdrawal of access to the network
Pupils found in contravention of this Acceptable Use Policy may be subject to measures including, but not limited to:
* Withdrawal of access to computer use in school
* Mandatory check-in of pupils' own devices at 8:20am for return at 3pm
* Additional configuration restrictions being applied to pupil's tablet or Laptop
* Parental involvement
* Temporary or permanent exclusion from school
* Referral to Disciplinary Committee
* Police involvement
1.10. Mobile Phones
In order to strengthen our Safeguarding practices and to reduce risk for all of our community, mobile phones must not be used in school by students without express permission from staff for either an educational or emergency purpose.
Medical alerts are permitted where this is agreed in advance and is deemed to be the most appropriate measure to support health and wellness.
1.11. Policy
* Mobile phones are not required at school.
* However, we understand that many parents prefer students to possess phones in case of travel
* If a student is found using a mobile phone without permission, they will be advised to put the phone away in the first instance. Repeated use will lead to it being withheld by the school and returned to the parent.
1.12. Withholding procedure
* When a mobile phone is withheld by a member of staff it will be handed to Reception and parents will be contacted to collect the phone at the end of the day.
* If the parent cannot collect, the phone will be returned to the student at the end of the day and parents notified of the infraction.
2. Bring Your Own Device (BYOD) Programme
2.1. Background
Fairview International School requires each student in PYP 5 and 6 to have access to a tablet to be used for all aspects of teaching and learning as directed by class teachers. All students in MYP 1 (Year 7) upwards are required to have access to a laptop to be used for all aspects of teaching and learning as directed by class teachers. This policy covers all aspects of the handling and use of these devices.
2.2. General Guidelines
All students are required to have personal access to computing resources unless the school is notified in writing by the parent/guardian. If pupils are prevented from using electronic resources, we cannot guarantee that their educational experience will be equivalent to that of their peers.
The School requires all students to make use of their school-issued Google account for all of their school work.
2.3. Monitored Use.
Students should be aware that the use of their account and device may be monitored while they are in school. This is to ensure the safety and security of the entire school community.
* All files stored on the system may be subject to review and monitoring.
* Pupils should have absolutely no expectation of privacy when using their device in school.
2.4. Ownership and Care
* Each device is the property of the individual pupil.
* The school is not responsible for its care and security during the school day. Parents are encouraged to consider insurance to cover accidental damage or loss.
* The school can help and support students with the operation of their device within the needs of the education.
2.5. Disciplinary Procedures
The BYOD programme runs on a trust principle. If problems are encountered, pupils may be subject to the following:
* Temporary or permanent withdrawal of school use privileges
* Any other disciplinary measure detailed in the Acceptable Use Policy or applied by the Discipline Committee
The School has a separate eSafety and Social Media Policy which explicitly addresses Child-Protection and Safeguarding.
APPENDIX 1
Digital Information Document
At Fairview, we pride ourselves on our Digital Citizenship throughout our schooling years. Our objective is to ensure that our students understand not only what the elements of digital citizenship are, but also what they need to do in order to become good digital citizens at Fairview.
Educational Technology Mission Statement
That every student at Fairview International School learns to develop and demonstrate the knowledge, skills, practices and attitudes necessary to be an engaged, robust 21st century citizen empowered to take charge of their future.
There is much to be learnt inside the school walls however education continues in the home.
Practice Technology Values at home
Examples of Practising technology values at home:
2. Talk and explore all the applications as a family.
1. No devices at the eating table.
3. Putting devices far away from the bed.
4. Set screen time off as a family.
2.6. Tablets
Fairview's Bring Your Own Device (BYOD) tablet model is intended to give learners the opportunity to utilise all the potential educational tools the tablet has to offer. As a
powerful device, the tablet is capable of taking photos and videos, accessing the internet, acting as a calculator and dictionary as well as being able to access a plethora of specifically designed educational applications. Hence it has been chosen by Fairview to enhance student learning.
Tablets will be used from Year 1 through 6. Students in Years 1-4 will use tablets provided by the school. Students in Years 5 and 6 require their own personal tablets.
2.6.1 Specifications
Recommendations
Tablet models compatible with the latest iOS version for iPads: https://support.apple.com/en-gb/guide/ipad/ipad213a25b2/tabletos
Bluetooth keyboards are recommended for effective use - preferably keyboard covers. (example below)
1. Year 5 and 6 students supply their own tablets; they are not purchased by the school. The student will be responsible for maintaining their tablet. This includes, but is not limited to taking the tablet home, ensuring it is not damaged, keeping track of accessories and ensuring the tablet is charged for daily usage.
2. Whilst Fairview staff will do all they can to prevent loss, damage or theft, all accessories remain the student's personal responsibility.
2.6.2 Tablet usage recommendations
Our expectations of Tablet use in the school;
2. Utilise the camera responsibly.
1. Surf the web safely and responsibly.
3. Keep the tablet safe and protected.
4. Follow teacher instructions and keep their essential agreements with them.
Important points to note
2. In circumstances where the App or Play store credentials are not provided to your child, we recommend that you provide said details to teachers so that they can install necessary apps for educational purposes if the need arises.
1. We recommend parents inform teachers of their child's tablet passcode.
2.7. Laptops
Fairview's Bring Your Own Device (BYOD) laptop policy is intended to give students the opportunity to utilise their laptops to complete their class and project work.
All students within MYP and DP (Year 7+), to further develop Digital Citizenship and responsibility, need their own personal laptop (provided by parents) for use at home and within school.
Laptops offer a more expansive working platform compared to tablets. The BYOD laptop model has the following characteristics, requirements and recommendations:
1. The students supply their own laptops, they are not purchased by the school. The student will be responsible to maintain their laptop. This is including but not limited to; taking the laptop home, ensuring it is not damaged, keeping track of accessories, ensuring the laptop is charged for daily usage and also ensuring to bring the laptop charger to school.
2. When choosing a laptop, please carefully consider following requirements;
If you need to purchase a new laptop there are a few key factors to balance between performance, portability, and affordability.
Below is a list of hardware terminology, highlighted in bold, which can help you when comparing laptops to buy.
Processor: Look for a laptop with at least an Intel Core i5 or AMD Ryzen 5 processor. These processors offer a good balance between performance and battery life.
RAM: Aim for a minimum of 8GB of RAM but recommended 16GB. This will ensure smooth multitasking and the ability to run multiple applications simultaneously without slowing down the system.
Storage: A solid-state drive (SSD) is highly recommended due to its faster loading times and improved overall performance compared to traditional mechanical hard drives. Aim for a minimum of 256GB of storage to accommodate the operating system, applications, and files.
Display: A 13- or 14-inch display size is generally suitable for portability while providing a comfortable viewing experience. Consider a laptop with at least a Full HD (1920x1080) resolution for crisp and clear visuals.
Battery Life: Opt for a laptop with a battery life of at least 6-8 hours to ensure it can last through a school day without needing to be plugged in. This will provide flexibility for students who move between classrooms or study areas.
Operating System: Depending on your personal preference, you can choose between Windows, macOS, or Chrome OS. Typically, Windows offers more choice for software, with Chrome OS (ie Chrome Books) offering the least.
Durability: It's worth considering a laptop with a sturdy build quality and some level of resistance to accidental drops or spills. This can be difficult to quantify but typically metal chassis are more durable than their plastic counterparts.
Longevity: A harder to quantify metric, but in essence the more expensive or better built a laptop is the longer it will function and operate without reduction in performance, ideally, we would recommend making a single purchase to last the entire learning career of your child here at Fairview.
Laptop as a tool for learning
Similar to tablets, Laptops in Fairview are a tool for learning. Students must be aware of and follow the rules of laptop usage on campus as part of the BYOD programme. Through ignorance or otherwise, using the Laptop in a non-educational way will most likely cause a breach in the following rules and behaviours which need to be observed and followed.
1. Students are not allowed to play games on their laptop at school unless given permission by a member of staff. Students playing games at school without permission will be subject to disciplinary action.
3. When not using the Laptops during lessons, students are expected to close their Laptop screen [without shutting down], or alternatively put inside their bags. This is dependent on teacher instructions.
2. Students are responsible for downloading software used for school purposes. This is a requirement as students must learn how to manage their own devices, especially with regards to protecting their devices from viruses. At no point should any student allow/request another person to install software on their personal device, they must always personally check that the software is safe and install it themselves.
4. Students should maintain possession of their Laptop at all times. They should not lend it to peers.
5. Additional accessories such as stickers, stylus pens or earphones are allowed as long as they do not detriment or distract students from learning.
6. Stickers must not display inappropriate or explicit material. Should such stickers be placed on the Laptop the student will be subject to disciplinary action.
7. Earphones can only be used with specific teacher instruction in lessons.
8. Stylus pens can be used whenever the student wishes to utilise them. Unless otherwise instructed, a student will be allowed to use their stylus pen whenever they are allowed to use their Laptop.
Whilst Fairview Staff will do all they can to prevent loss, damage or theft, all accessories remain the student's personal responsibility.
2.7.1 Caring for your laptop
1. Student devices will not be covered by any school Insurance policy due to the high risk involved to underwriters. Should you wish to insure your Laptop you are recommended to do so on a personal possessions insurance policy.
3. Laptops should be charged overnight in order to ensure that they can be used for the maximum possible time during the school day. A charger should always accompany the student in case the battery fails.
2. All Laptops are recommended to have a protective cover or a protective laptop bag. These protections may not protect against heavy falls, but they will protect the hardware from water or other elements.
4. Whilst carrying the Laptop, always keep two hands on the device, or carry it within your bag. Ensure your bag is zipped close.
5. If accessories such as earphones, stylus pens or chargers are also brought into school, the student must ensure that they are properly taken care of. | <urn:uuid:691184ab-f560-4cef-840e-c609afac65a3> | CC-MAIN-2025-05 | https://139750665.fs1.hubspotusercontent-eu1.net/hubfs/139750665/June%202024%20Acceptable%20Use%20of%20IT%20Policy%20FBA-1.pdf | 2025-01-22T08:12:25+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363377.41/warc/CC-MAIN-20250122063008-20250122093008-00014.warc.gz | 52,714,649 | 4,367 | eng_Latn | eng_Latn | 0.997808 | eng_Latn | 0.998316 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2329,
4452,
6960,
9176,
10790,
11334,
12968,
14548,
16019,
18413,
21113,
22406
] | [
2.34375,
2.125
] | 1 | 0 |
MANAGING WATER
Potential Contributions of Investments in Watershed Services and Linkages to Poverty Reduction
April 2012
Introduction
Water is one of the most essential elements to life on the planet, yet most of us take it for granted. We use it, misuse it, and waste it, as if it were not precious. Water has so little perceived value that in many parts of the world, people do not even pay for it. Even in places where people do pay for water, they sometimes pay so little that they rarely give it a second thought. For many, turn on the tap -- and there it is. Only in places where it is scarce, hard to get, or costly do people really appreciate water. Scarcity drives not just price, but perceived value. By this measure, the value of water looks set to continue rising.
Today, most parts of the world suffer from water problems. Water may make up more than two-thirds of our planet, but the problem with water has never been solely about water quantity. Rather, the issue is mostly one of economic access to water and water quality, or about how much water can be actually, feasibly used. In parts of Africa, Asia, and Latin America, many people cannot afford to pay for clean water. In Australia, the Middle East, and the Southwestern US, on the other hand, the problems are physical water scarcity and drought. Even for people who can pay for it, water cannot be found. In the world's major river systems, pollution is the problem, whether it is sewage and storm water runoff from our cities, chemicals from our industries, or excess fertilizers from agriculture.
In sum: We are facing a growing number, and increasing range, of water issues. As with climate change, when it comes to water, we are on an inevitable collision course with global disaster. So what is the answer?
One suite of tools that, in certain situations, could help to address water problems are watershed payments. Watershed payments provide financial or in-kind incentives to land managers and land stewards to adopt practices that can be linked to improvements in watershed services and and may also be considered as investments in watershed services (IWS), or more commonly referred to as payments for watershed services (PWS). Programs are driven both by private interests (although their number is few) and government entities focused on influencing land-use practices that affect water quality and flow.
Specifically, investments in watershed services include:
* Government payments for watershed services
* Private sector payments for watershed services
* Water Quality Trading
1) Government payments for watershed services can be found in China, Mexico, Costa Rica, and the US. These are, in dollar terms, the largest flow of investments documented by us to date. In many cases, such as China's EcoCompensation programs, the government bundles payments for watershed protection with other conservation goals. Still, they may well be the most important applications of these concepts in the short run, since they can be used, and are being used regularly, in developing countries. In addition, the way the government distributes its rev enue, along with the sheer scale of payments, can have some far-reaching implications for people and watersheds.
The emerging leader in terms of experimentation with government investments in watershed services is Latin America. Real innovations are present in many countries in that region in terms of how payments are made as well as how their effects are measured, monitored, perfected, and replicated. Particularly innovative is the use of trust funds to channel money that is coming from both public and private sources.
2) Private sector payments for watershed services are fewer and farther between. While, relatively speaking, this type of payment is still small, this is perhaps one of the areas where we are likely to see growth in the years to come. Already, we are seeing mainstream names entering this field, with, for example, Coca-Cola announcing that it is working in various parts of the world to better understand, monitor, and help pay for the watershed services it utilizes.
3) Water Quality Trading is often aimed at curbing nitrogen pollution and is in some ways one of the most inter esting payment schemes for market growth. After all, the world has seen pollution trading regimes operating on a massive scale (i.e., in carbon via the European Emissions Trading Scheme).
Program Structure: How It Works
How do the players link up over the protection of watershed services? That answer depends almost entirely on who per ceives there to be a problem that can be solved by an IWS or PWS and associated watershed protection program. The two most common drivers are:
1. demand-driven, where there are perceived water quality or flow problems that affect downstream users and are thought to be caused by land management practices upstream. In these cases, payments act as incentives to land owners to change land management practices.
2. supply-driven, where payments from water users are utilized to pay for improvements to watershed management practices that would otherwise be threatening watershed services.
To forge an agreement, a legal contract is often crafted that stipulates the conditions with which landowners have to abide, as well as the amount, timing, and form of payments. These agreements are established for a specified period of time and can be renewed. In some cases, contracts will establish sanctions for non-compliance for landowners, which entail a gradual evolution from an initial admonishment to their final separation from the IWS or PWS program, de pending on the severity of the non-compliance and the frequency of occurrence.
Since watershed protection and management are long-term activities, endowments can be an effective way to oversee multiple agreements and ensure the transparent use of funds. To this end, there has been a growing interest in creating endowments or water protection trust funds, as is the case in Colombia and Peru, inspired by Ecuador's Quito Water Fund (FONAG) model.
Case Example - Water Trust Funds in Ecuador, Colombia, and Peru
Urban and industrial water users in the Andean region have created Water Trust Funds, entities bound by a legal contract among founding members that are generally institutions or companies representing key water users. Such a contract designates an independent financial institution to manage the trust. A Gov erning Board provides oversight on compliance and guidance on resource use through an annual budget and operating plan. A Technical Secretariat is in charge of strategic and business planning as well as proj ect management. Activities to improve land management are implemented through third parties to create local capacity and accountability.
The Quito Water Fund (FONAG) is an example of a water trust fund. The municipal drinking water and electrical utilities, a private brewery, and a water bottling company commit resources through a long-term financial mechanism, an 80-year trust fund. The returns from this investment leverage donations from international and local NGOs, governments, and Overseas Development Assistance. These funds, in turn, are invested in critical conservation projects that involve strengthening parks and protected areas, as well as supporting rural families to restore degraded lands, engage in sustainable farming practices, reforest, and educate children about sustainable water management.
Results to date include: FONAG has generated an endowment of more than US$6 million from its mem bers, which has enabled it to invest US$2.3 million and leverage an additional US$7 million to spend in key conservation activities. Watershed protection activities financed through FONAG from 2000 to 2008 amounted to US$9.3 million. The Quito model is now being replicated in many other Andean cities (in cluding Palmira, Bogotá, and Lima).
Source: Marta Echavarria, EcoDecision
Program Participants: Who's Playing?
Key players, supporters, or funders of investment in or payment for watershed protection initiatives have been munici pal governments that are responsible for protecting sources of drinking water, as well as drinking water companies and hydroelectric generators (both public and private) that have come to realize that investing in conservation of the habi tat surrounding their catchment makes good business sense. Common to many larger watershed protection programs is also an administrator who helps design, promote, negotiate, track, and monitor the transactions.
The recipients of the payments are predominantly upstream landowners or those serving as informal stewards of the land. These may be individuals, indigenous groups, or rural communities. In a few cases, protected areas (national parks or private reserves) receive payments. For those programs newly forming, no matter who is driving the process, it is vital to involve all of the relevant stakeholders early in the negotiation process to ensure long-term success of the watershed payment program.
Current "State of Play" by Geography
Latin America is the home of the highest number of indentified programs, contributing some US$31 million to water shed conservation measures across 2.3 million hectares. As of 2008, there were 36 active IWS and PWS programs in Latin America. Anchored by the development of Water Funds first in Ecuador, then Colombia and now Peru, the use of this tool to fund upstream conservation by downstream users can serve as a model for replication in other IWS and PWS agreements around the world.
Case Example - Water Producers Program in Espirito Santo State, Brazil
As of 2009, the state of Espirito Santo in Brazil approved the Water Producers Program which aims to compensate landowners—many of whom are dairy producers—who own remnants of native forest in stra tegic hydrological areas to engage in practices that improve water quality and flow. These dairy produc ers are compensated based on the number of liters of milk they are unable to produce because they leave forested areas untouched and do not use them as pastures. The contracts are signed for three years and can be renewed for up to ten years. After one year of compliance, landowners receive an average of US$74 (R$135) for each protected hectare per year.
The Water Producers Program is a partnership between several state agencies, including the State Depart ment of Agriculture (SEAG), the Development Bank of Espirito Santo (BANDES), the National Water Agency (ANA), and the Institute BioAtlântica (IBIO). Resources for this state-wide program come from water tariffs, as well as royalties from oil exploration (3 percent), natural gas (10 percent), and hydro-elec tric power production. Sixty percent of these resources are used to make payments to landowners.
Since March 2009, the project has benefited farmers from five cities in Espirito Santo (Afonso Cláudio, Alfredo Chaves, Alto Rio Novo, Brejetuba, and Mantenópolis) in three river basins (Benevente, Guandu, and São José).
Source: Water Producers Program: Fernando Veiga, The Nature Conservancy Brazil
In China, the number and variety of IWS and PWS agreements have increased in recent years, from around 8 in 1999 to more than 47 in 2008. Payments in China have grown from just over US$1 billion in 2000 to an estimated US$7.8 bil lion in 2008, covering some 290 million hectares. Current watershed payment schemes in China are almost exclusively government-mediated. Looking forward, another potentially significant boost to IWS and PWS at both the provincial and national levels could come from a new water pollution emissions trading system.
The picture in the rest of Asia is much less robust. Research identified a total of 33 programs, with 9 classified as active in 2008. Payments registered US$1.8 million in 2008, covering nearly 110,000 hectares. IWS and PWS activity across the region is anchored by projects created and supported by Rewarding Upland Poor for Ecosystem Services (RUPES), a research effort whose mission is to develop practical environmental services schemes throughout Southeast Asia.
In Africa, IWS and PWS agreements totaled 20 in 2008, with roughly 10 identified as active, yielding a total payment value of US$62.7 million on nearly 200,000 hectares. Payments from these programs for the years between 2000 and 2008 are estimated to total US$507.7 million with a significant portion attributed to the Working for Water program supported by the government of South Africa. In most cases, watershed management activities in Africa are part of national ecosystem conservation programs that include investments in watershed service enhancement and rehabilita tion, as well as improvements of the capacity of local communities to identify, formulate, and implement integrated ecosystem management activities.
The Link to Poverty Alleviation
While Investments in and Payments for Watershed Services are not primarily designed to reduce poverty, they offer economic incentives to foster more sustainable use of ecosystem services. As a result, rural populations who earn their living from natural resource-based activities (such as forestry and farming) may use IWS and PWS mechanisms to earn money by restoring and conserving ecosystems. Participating in an IWS or PWS system may also enable landowners to receive access to technical assistance and needed raw materials, such as seedlings. The relationships between IWS/PWS and poverty reduction are further described in the following box.
yyyyPayments for Watershed Services and Poverty Alleviation Pro-Poor Payments for Watershed Services
"Payments for Watershed Services (PWS) currently exist in Costa Rica, Ecuador, Bolivia, India, South Africa, Mexico, and the United States. In most of these cases, maximizing watershed services through pay ment systems has led to poverty reduction.
While there is clear potential for tradeoffs between poverty reduction and watershed services goals, practi tioners and policymakers around the world have already shown that they can design and implement PWS programs that minimize these tradeoffs. Indeed, because PWS initiatives are (by definition) voluntary, be cause they involve transfers of wealth (often from wealthier urban areas to poorer rural areas) and because they can empower the poor by recognizing them as valued service deliverers, PWS schemes are actually more likely to have pro-poor impacts than most other environmental management interventions."
Source: N. Asquith and S. Wunder. 2008. Pagos por Servicios Hídricos: Las Conversaciones de Bellagio. Fundación Natura Bolivia: Santa Cruz de la Sierra
Potential Benefits for the Rural Poor
Investments in and Payments for Watershed Services have both short- and long-term benefits for rural populations.
Short-term benefits:
* Increased cash income for consumption or investment purposes (such as increased caloric intake for children, expanded access to education and health care, new products for sale, improved enterprise productivity, etc.)
* Expanded experience with external business activities through IWS- and PWS-related economic transactions and interactions with IWS- and PWS-relevant intermediaries
* Increased knowledge of sustainable resource-use practices through training and technical assistance associated with IWS and PWS deal implementation
Long-term benefits:
* Improved resilience of local ecosystems and flow of watershed ecosystem services
* Potential for higher-productivity land due to watershed ecosystem service investments
IWS and PWS deals can be structured for individuals, entire communities, or both. In any case, positive "ripple ef fects" can flow to a number of beneficiaries as, over the lifespan of agreements, communities are likely to derive ad ditional indirect benefits from the regulating and supporting services these ecosystems deliver, such as water purifica tion, natural hazard buffering, flood regulation, and others.
Since IWS and PWS agreements explicitly recognize the role of environmental stewards, they may also contribute to the formalization of resource tenure and the clarification of property rights and, as such, could strengthen rural peoples' position in other resource-based negotiations.
Despite these potential benefits, it is essential to note that IWS and PWS agreements are not a panacea poverty reduc tion and that they need to happen in a context where institutional capacity and transparency as well as resource access are supportive of the process.
Ideal Conditions for Payments for Watershed Service Projects
IWS and PWS agreements are most likely to flourish when and where:
* Demand for ecosystem services is clear and financially valuable to one or more players. IWS and PWS agreements are most likely to come together when there is at least one beneficiary of specific wa tershed services with both an incentive to invest in the maintenance of this service and available funds for doing so.
* Supply is threatened. If resources are clearly diminishing to the point of scarcity because of a declin ing ecosystem service, then an IWS or PWS deal holds potential.
* Specific resource management actions have the potential to address supply constraints. For IWS or PWS to be a viable option, it is essential to identify what resource management practices could be changed and what will ensure improvement of supply issues.
* Effective brokers or intermediaries exist who can assist with documenting watershed condi tions, identifying specific resource management alternatives, aggregating multiple landowners/re source users (if needed), engaging and negotiating with prospective buyers, and taking on any other activities related to implementation (including monitoring, certification, verification, etc.).
* Contract laws exist and are enforced, and resource tenure is clear. The supplier must have control over the area where the IWS or PWS agreement is to be implemented, and the buyer must have assur ance and recourse to ensure that contract provisions of the deal are secure.
* Clear criteria for evaluating equitable outcomes across partners are established. In cases where partnerships are formed to supply a watershed service, clear criteria of fairness need to be designed and agreed to.
It is also essential to note that potential risks exist for the rural poor when entering into IWS or PWS deals. Therefore, careful consideration should be taken of the following:
* Full understanding of what is being bought and sold, and long-term implications for local livelihoods and resource rights. The use of IWS and PWS implies a contractual focus on relatively abstract ecosystem services, which may contrast with cultural conceptions and economic models operating within traditional communities. It is important to identify and consider these potential issues and "friction" points prior to actively exploring an IWS or PWS deal.
* Other opportunity costs. The possible loss of other opportunities should be weighed against revenues from an IWS or PWS deal. For example, if a community enters into an IWS or PWS contract, donors and aid organizations may decide the community is less in need of their support. It is worth assessing whether any such potential opportunity costs are associated with an IWS or PWS deal.
* Unfair outcomes. There is a potential for unfair sharing of net revenues when rural communities form partnerships with business entities to supply ecosystem services, especially when there is asymmetric information on the demand market.
* Loss of critically important ecosystem services. In designing a project, the needs of the entire ecosystem must be taken into account. For example, watershed service projects that measure success in terms of water flow may create incentives to divert water from the irrigation of local crops to downstream water delivery in a drought year, jeopardiz ing subsistence farmers.
* Performance risk and need for insurance. Where payments are dependent upon delivery of specific watershed service outcomes, factors outside producers' control may result in failure to achieve contractual obligations and, sub sequently, non-payment. Therefore, ideally all participants in IWS or PWS agreements employ some type of insur ance strategy. Unfortunately, formal insurance policies are rarely accessible at this time. If insurance is available, costs and who bears them are a key issue. It would be ideal, if a buyer is willing to pay for insurance. Alternatively, risksharing — between sellers and buyers—would be the next-best option.
* Incompatibility of IWS or PWS with cultural values. In some communities, investments in or payments for wa tershed ecosystem services transactions are viewed as a commoditization of services that should not have a price tag attached. Critics are also concerned that communities who are the custodians of those services or other poor "down stream" beneficiaries could themselves be made to pay for services as well.
Overall, prior to investing in an IWS or PWS deal, potential sellers and/or their partners should not only undertake a risk assessment, but also consider the context in which the agreement will be implemented.
Limiting Factors to Proliferation of IWS and PWS Agreements & Opportunities for Support
At present, a range of limiting conditions inhibits the widespread application of IWS and PWS in rural communities, including:
* Limited access to information about investments in and payments for watershed services, the econom ics of land use, and downstream resource users or prospective buyers.
* Lack of financing for IWS or PWS assessment, start-up, and transaction costs.
* Limited bargaining power to influence, shape, or enforce rules and contracts; to resolve disputes; or to process grievances, particularly with private sector actors.
* Limited asset base to absorb risks, invest time and resources in management, or to weather periods of lower returns or higher labor requirements.
* Limited organization or outreach to aggregate the supply of services needed to attract a range of buyers.
* Lack of efficient intermediary institutions to reduce transaction costs along the value chain to buyers.
* Local priorities for meeting watershed service needs.
All of these challenges represent areas of opportunity for aid agencies interested in supporting IWS or PWS transactions.
Conclusion
While IWS and PWS are definitively not the only solutions to water issues, they can be part of the response to water challenges in some parts of the world that have supporting legal, institutional, and governance conditions to support these agreements. 1 In some cases, they can help change the way we value water and can generate the resources needed to restore and protect our watersheds. They also have the potential to benefit the rural poor in numerous ways—fi nancially as well as in terms of human health, agricultural productivity and other meaningful measures. Yet, without a dedicated effort, IWS and PWS will bypass the poor. Opportunities must therefore be carefully developed, nurtured and monitored to ensure that the benefits are realized by the people who need them most.
At its most basic level, IWS and PWS are mechanisms for collaborative action and change as the processes entail ne gotiations with multiple stakeholders, including: land stewards, water users, donors, and intermediaries. Negotiations among the different players have the potential to lead to more effective and sustainable agreements around natural resource management strategies.
With more reliably available and higher-quality water, the rural poor have the potential to realize greater agricultural productivity as well as health and sanitation benefits. The key is finding the appropriate sites, with the needed support to deliver on this set of ecological, economic, and social returns. 2
1 For more details see "Laying the Foundation: An Analytical Tool for Assessing Legal and Institutional Readiness for PES" at http://www.foresttrends.org/publication_details.php?publicationID=3014.
2 For guidance on deciding whether a site is appropriate for an IWS or PWS agreement, please see "Getting Started with PES" at http://www. forest-trends.org/publication_details.php?publicationID=2347.
This work was made possible by:
This publication is made possible by the generous support of the American people through the United States Agency for International Development (USAID), under the terms of the TransLinks
Land Tenure Center. The contents are the responsibility of the partnership and do not necessarily reflect the views of USAID or the US government.
Cooperative Agreement No.EPP-A-00-06-00014-00 to The Wildlife Conservation Society. TransLinks is a partnership of WCS, The Earth Institute, Enterprise Works/VITA, Forest Trends and The | <urn:uuid:0c7dc5bd-cca4-491c-8e44-101f86e476b2> | CC-MAIN-2025-05 | https://www.forest-trends.org/wp-content/uploads/imported/managing-water-iws-and-pws-brief-june-12-pdf.pdf | 2025-01-22T09:26:22+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363377.41/warc/CC-MAIN-20250122063008-20250122093008-00012.warc.gz | 801,986,402 | 4,875 | eng_Latn | eng_Latn | 0.995519 | eng_Latn | 0.996441 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2576,
6095,
9618,
13588,
16596,
20000,
22462,
24918
] | [
2.53125,
1.0625
] | 1 | 0 |
High-dose Seasonal Influenza (Flu) Vaccine for People Aged 65 and Older
Public Health – Fact Sheet
Immunization is one of the most important accomplishments in public health. Immunizations help eliminate and control the spread of infections and diseases. Vaccines help your immune system recognize and fight bacteria and viruses that cause disease.
What is seasonal influenza (the flu)?
_____________________________________________
Seasonal influenza (the flu) is a respiratory infection caused by a virus. Not everyone who gets the flu develops symptoms, but they can still spread the flu to others. The flu may seem like other respiratory viruses or the common cold. However, the symptoms are usually more severe than the common cold. These symptoms could include sudden high fever, body aches, extreme tiredness, sore throat, and dry cough. Nausea and upset stomach may also occur, especially in young children.
The flu can be a serious and sometimes fatal condition in older adults. This is because an older adult's immune system gradually declines in its ability to fight off infections. Severe flu can cause prolonged hospital stays and deaths due to pneumonia or heart attacks. Individuals recovering from severe flu are less able to do normal activities such as grocery shopping and walking.
The flu can spread easily from person to person through coughing, sneezing, or sharing food or drinks. You can also get the flu by touching objects contaminated with the flu virus and then touching your mouth, eyes, or nose. For this reason, it is important to cover your nose and mouth with your forearm when you cough or sneeze. Avoid touching your face and perform hand hygiene often. Hand hygiene can be done by washing your hands with soap and water or using an alcohol-based hand sanitizer, especially after coughing and sneezing.
The flu season occurs each year. In Manitoba, it usually begins in the fall and lasts into the spring. For your protection, and the protection of those around you, you should get immunized with the flu vaccine early in the fall before the flu arrives in Manitoba.
What is the high-dose flu vaccine and how is it different from the standard-dose vaccine?
Every year, scientists track the global spread of flu. They use this data to predict which flu strains will likely cause the most illness in the next flu season. These strains are then put into the flu vaccine for that year. As a result, the vaccine can be different each year. For this reason, and because protection provided by the vaccine decreases over time, it is important to get the flu vaccine every year.
August 2024
The flu vaccine cannot offer protection against other viral or bacterial infections including illnesses like the common cold, stomach flu, or other respiratory illnesses including COVID-19.
_____________________________________________
Manitoba currently offers standard-and high-dose flu vaccines for older adults. Both vaccines are given by injection (needle). Neither vaccine has the live flu virus in it. They can protect against four flu strains predicted to cause the most flu illness.
The high-dose flu vaccine contains four times the amount of influenza virus proteins (or antigens). The antigen is the part of the vaccine that helps your body build up immunity. The high-dose flu vaccine is safe and effective and produces a stronger immune response than the standard dose. This is important for people aged 65 years and older who often do not have as strong an immune response as people younger than 65 years of age.
Why should people aged 65 years and older get the high-dose flu vaccine?
The human immune system declines with age, which also means a lower immune response to standard dose flu vaccine. The higher amounts of influenza virus proteins (antigens) in the high-dose flu vaccine can boost immune response in older adults against flu. This can provide a higher level of protection against severe flu and its complications. It is recommended that Manitobans 65 years and older receive a high-dose flu vaccine every year. It is available free of charge.
_______________________________________________
You should get immunized early in the fall before the flu starts to circulate.
_______________________________________________
Who should NOT get the high-dose flu vaccine?
The following individuals should not receive the flu vaccine:
* anyone who has had a severe allergic reaction to a previous dose of any flu vaccine
* anyone who has a severe allergic reaction to any ingredient of any flu vaccine (except eggs)
High-dose Seasonal Influenza (Flu) Vaccine for People Aged 65 and Older
* anyone who developed Guillain-Barré syndrome (GBS) within six weeks after receiving any flu vaccine.
Please visit the vaccine manufacturer's product monograph (link provided below) for specific details about the vaccine's ingredients. You can also speak with your health-care provider or immunizer.
The high-dose flu vaccine is approved for use in those 65 years of age and older. People under the age of 65 should not be vaccinated with the high-dose flu vaccine; instead, they should get the standard dose flu vaccine.
What are the possible side-effects of the high-dose flu vaccine?
Health Canada approves vaccines based on an in-depth review of quality and safety.
The high-dose flu vaccine contains more flu virus proteins (antigens) than the standard-dose flu vaccine, therefore it may cause more soreness, redness, or swelling where the vaccine was given. However, these symptoms are mild and temporary. Other common side-effects are fever, headache, and tiredness. Acetaminophen (e.g. Tylenol®) can be given for fever or soreness.
It is important to stay in the clinic for 15 minutes after getting any vaccine because there is a rare possibility of a severe allergic reaction. This can include hives, difficulty breathing, or swelling of the throat, tongue, or lips. If this happens, seek immediate medical attention.
_______________________________________________
Report any serious or unexpected side effects to a health-care provider. _______________________________________________
Your record of protection
All immunizations are recorded in a person's immunization record in Manitoba's Immunization Registry.
This registry enables:
* your health-care provider to find out which immunizations you or your child(ren) have received,
* the production of immunization records or notification to you about overdue vaccines,
* public health officials to monitor how well vaccines work in preventing disease.
MG-16021 (08/24)
You can get your immunization record by submitting a request online via forms.gov.mb.ca/immunization-updaterequest. Your immunization record will be mailed to you. You may also be able to get a copy by:
* contacting your local public health office; or
* checking if your local medical clinic or physician's office can provide it to you; or
* asking at a local nursing station or health centre.
For a listing of public health offices please visit: manitoba. ca/health/publichealth/offices.html.
The Personal Health Information Act protects your information and/or that of your child(ren). You can have your personal health information and/or that of your child(ren) hidden from view from health-care providers. For more information, please refer to manitoba.ca/health/ publichealth/surveillance/phims.html or contact your local public health office to speak with a public health nurse.
For more information on the flu or the flu vaccine:
* talk to your health care provider; or
* call Health Links – Info Santé in Winnipeg at 204-788-8200; toll free elsewhere in Manitoba 1-888-315-9257; or
*
visit:
Manitoba's Seasonal Influenza Website:
manitoba.ca/flu
Seasonal Influenza Vaccine Public Health Fact Sheet:
manitoba.ca/flu
Health Canada's Influenza Website:
canada.ca/en/public-health/services/diseases/fluinfluenza.html
Links to the product monographs for all the seasonal influenza vaccines available in Manitoba can be found at: manitoba.ca/flu | <urn:uuid:1fb87ee5-9e81-478c-82e8-1cb9e0e5a619> | CC-MAIN-2025-05 | https://gov.mb.ca/health/publichealth/factsheets/flu_highdose.pdf | 2025-01-22T08:02:00+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363377.41/warc/CC-MAIN-20250122063008-20250122093008-00023.warc.gz | 282,737,370 | 1,694 | eng_Latn | eng_Latn | 0.998348 | eng_Latn | 0.998928 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
4581,
8075
] | [
2.96875
] | 1 | 1 |
Carreghofa Community Trail
Summary
The Carreghofa Community Trail is a walk of two halves, either of which makes a circular walk in its own right. The first half is mostly level and easy, crossing low-lying fields then climbing a few steps up to the tow path leading back towards the village. The second half is more challenging, crossing level fields before following some fairly steep paths towards Llanymynech Rocks, with fabulous views across open countryside. Here, you can take detour to continue to the nature reserve at the top of the hill, otherwise you return down an initially steep and winding bridleway back towards the village and the starting point.
The walk starts and ends at Walls Bridge, a hump-backed bridge over the canal adjacent to the junction for Carreghofa Lane.
Distance: 3.5 miles (5.6km) Duration: typically 1.5 hours
Grade: easy (first half) to moderate (second half)
Directions
Following the fingerpost's direction from Carreghofa Lane, walk to the right (west) along the main road for 50 metres and turn left at the side of the Jubilee Recreation Ground and down the sloping track. Follow the way-mark arrows carefully as the path zigzags first to the left along the bottom hedgerow to a small bridge on the right which you cross and, keeping right, cross the field to another small bridge. Cross the next field to a pedestrian gate and follow the path over a low boardwalk and on to another gate. The path remains fairly straight across the middle of the next few fields passing through field gates and a pair of kissing gates either side of a track. Cross the next field then pass through a gate next to some old stone posts. Here, the path enters a field where the disused hedgerow is kept on the left hand and leads to a way-mark post in the corner which guides the path user to the right to another post turning the walker left again towards a kissing gate. Cross the small flood-plain to another gate which leads up the steps and onto the canal towpath.
Turn right along the towpath until the next gateway onto the road. Carefully cross the road, rejoin the towpath and continue past Carreghofa Locks under the road bridge and a total of 1.2km until a fingerpost through a gap in the hedge on the right leads onto the roadside.
Note! If you wish to walk only the first half of the Trail, continue along the tow path to return to the start point.
Otherwise, guided by the fingerpost, turn left along the road for a few metres and turn left up and over the canal. Immediately turn right as indicated by another fingerpost and, keeping to the left-hand hedge, pass through a pedestrian gate into a field. Follow the lefthand hedge to the next gate then across two more fields to the gate onto the road. Crossing the road, pass through the field gate and over the field to the gate opposite and onto a minor lane. Turn right and within a few metres turn left up the old stone track which is followed to its end. Pass through the pedestrian gate and, keeping the hedge on the right, find the field gate down to the right which has a small gate within it. Pass through and, following the waymarks, wind up the hill on the old track which soon becomes less defined as the path turns sharp right up the hill then passes a large oak. At a waymark post the path turns left steeply up a sunken lane to a gate passing to the right of a house. The path passes through another gate onto the road.
Note! If you wish to visit Llanymynech Rocks nature reserve, you can divert from the circular route at this point. Turn left then, after about 100m, take the steep track to the right to reach the entry to the reserve.
Otherwise turn right as guided by the fingerpost and follow the road for about 75m then drop down the bridleway to the right. This path runs downhill until it passes some old barns on the right then through a field gate straight ahead next to an ancient stone post marking the old tollgate. Follow the track through the cropped field and pass through the next gate. The track winds on to the right over the old railway and eventually meets Carreghofa Lane. Turn left and after 150m you will find yourself back at the junction with the main road next to Walls Bridge. | <urn:uuid:c5e14946-609c-4633-8404-36d923dc40d4> | CC-MAIN-2025-05 | https://carreghofacc.org.uk/media/Amenities/Carreghofa_Trail.pdf | 2025-01-22T06:49:43+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363377.41/warc/CC-MAIN-20250122063008-20250122093008-00023.warc.gz | 152,692,369 | 932 | eng_Latn | eng_Latn | 0.998692 | eng_Latn | 0.998605 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3434,
4221
] | [
2.125
] | 1 | 0 |
Delving deeper into the origins of these pollutants reveals a complex interplay between human activity and natural processes. Industrial operations, particularly those involving combustion processes, are prolific sources of sulfur dioxide and particulate matter, while vehicles powered by diesel and gasoline contribute markedly to nitrogen oxide emissions. Agricultural practices, wildfires, and even volcanic eruptions also play roles in introducing various pollutants into the atmosphere. These emissions then travel vast distances, transcending geographical boundaries and impacting regions far removed from their sources. Once deposited on the surfaces of buildings and monuments, they catalyze chemical reactions that lead to corrosion, discoloration, and structural damage. The resulting degradation not only diminishes the aesthetic value of these structures but also threatens their longevity and preservation for future generations. Understanding the multifaceted sources of air pollution is paramount in devising effective strategies to mitigate its impacts on our cherished cultural heritage and architectural landmarks. Chemical and Physical Effects of Air Pollution on Cultural Heritage Materials Air pollutants can instigate physical changes beyond chemical degradation. Fluctuations in temperature and humidity, exacerbated by climate change and pollutants like ozone, induce expansion and contraction in materials, leading to cracks and fissures. Metals are not spared; bronze statues and architectural features suffer from "bronze disease," a corrosion process accelerated by pollutants that results in a powdery green patina which, while sometimes considered aesthetically pleasing, ultimately compromises the metal's integrity. Particulate matter can cause abrasive damage through wind-driven contact with surfaces, eroding details over time and making them more susceptible to further chemical attack. The combined chemical and physical onslaught posed by air pollution necessitates urgent attention to safeguard our cultural heritage for posterity. Impact of Air Pollution on Notable Architectures and Artifacts Worldwide Pro-Papers.com
Another poignant example is found in Mexico City, where the Metropolitan Cathedral has suffered from both air pollution and subsidence. The city's heavy air contaminants, comprising a mix of sulfur dioxide, nitrogen oxides, and particulate matter from vehicles and industrial sources, have contributed to the deterioration of the cathedral's intricate stone carvings and statues. The pollutants accelerate the decay of the limestone and can lead to chemical changes that weaken the stone's structure. This damage is compounded by the city's sinking foundations, illustrating how air pollution exacerbates existing vulnerabilities in historic structures, necessitating comprehensive strategies that address both environmental and infrastructural challenges to preserve our global cultural legacy.
Mitigation Strategies and Conservation Techniques for Preserving Cultural Heritage
Conservation techniques specifically tailored to protect and restore damaged artifacts and structures play a critical role in preserving cultural heritage from the ravages of air pollution. These include the use of protective coatings on susceptible surfaces to shield them from corrosive pollutants and physical barriers to guard against particulate matter abrasion. Advances in materials science have led to the development of breathable, yet protective barriers that allow moisture to escape from stone surfaces while blocking harmful pollutants. Regular maintenance and careful cleaning regimes, guided by scientific research into the effects of different pollutants on various materials, are essential for minimizing damage over time. By combining proactive pollution reduction measures with state-of-the-art conservation technologies, it is possible to safeguard our precious cultural heritage for future generations to admire and learn from. The Role of Technology in Monitoring and Protecting Cultural Sites from Air Pollution Damage Advancements in material science have led to the development of protective coatings that shield cultural monuments from harmful pollutants. These coatings are designed to be permeable, allowing the structure to "breathe" and preventing moisture build-up that can lead to further damage while offering a barrier against sulfur dioxide, nitrogen oxides, and other corrosive agents. In parallel, air filtration systems are being integrated into indoor museums and galleries to create controlled environments that significantly reduce the risk of air pollution damage to housed artifacts. The role of technology in monitoring and protecting cultural heritage sites underscores a proactive approach to conservation, leveraging cutting-edge solutions to safeguard our cultural legacy against the insidious threat of air pollution. Global Policies and Collaborative Efforts in Reducing Air Pollution to Safeguard Cultural Heritage Pro-Papers.com
On a policy level, the European Union has set ambitious targets through directives aimed at reducing air pollutant emissions from industrial activities, transportation, and agriculture. These regulations not only seek to improve air quality but also indirectly contribute to the preservation of cultural heritage by mitigating the harmful effects of pollutants on materials. In addition to governmental initiatives, non-governmental organizations (NGOs) and research institutions worldwide collaborate on projects that monitor pollution levels around cultural sites and develop innovative materials and techniques for cleaning and conserving artifacts. This multifaceted approach underscores the necessity of global cooperation and commitment to safeguarding our shared cultural treasures against the insidious threat of air pollution. | <urn:uuid:16d46ac3-89d8-4d35-b5f1-016d5234cd98> | CC-MAIN-2025-05 | https://pro-papers.com/samples/pdf/impact-of-air-pollution-on-cultural-heritage-and-architecture | 2025-01-22T07:35:58+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363377.41/warc/CC-MAIN-20250122063008-20250122093008-00017.warc.gz | 477,109,850 | 944 | eng_Latn | eng_Latn | 0.995641 | eng_Latn | 0.995661 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2955,
5858
] | [
3.421875
] | 1 | 0 |
Incorporating Anti-Bullying Policy and Whistleblowing Procedure
Safeguarding means preventing and protecting children and vulnerable adults at risk from abuse or neglect, and educating those around them to recognise the signs and dangers.
Safeguarding children and adults at risk is the responsibility of everyone. If anyone suspects abuse of any kind, they will have a duty to act.
In terms of the safeguarding guidelines, a 'Child' is anyone who has not yet reached their 18 th birthday. An 'Adult at risk' is anyone over 18 years old, who is at risk of abuse or neglect, has needs for care and support, and as a result is unable to protect themselves against the abuse, neglect or the risk of it.
Section 1: Policy Statement
This policy applies to all members, volunteers or anyone working on behalf of the Llandudno Town Band.
The purpose of this policy is:
* to protect children and adults at risk who are members of the band.
* to provide staff, volunteers and members with the overarching principles which guide our approach to safeguarding.
A child or adult at risk should never experience abuse of any kind and we all have a responsibility to promote their welfare and to keep them safe. The band is committed to practice in a way that protects them.
Llandudno Town Band acknowledges that:
* the welfare of the child or adult at risk is paramount
* some people are additionally vulnerable because of the impact of previous experiences, their level of dependency, communication needs, or other issues
* everyone, regardless of age, disability, gender, racial heritage, religious belief, sexual orientation or identity has a right to equal protection from all types of harm or abuse
* working in partnership with children, adults at risk, their parents/guardians/carers and other agencies is essential in promoting their welfare.
We will endeavour to keep children and adults at risk, safe, by:
* valuing, listening to and respecting them
* adopting and adhering to Safeguarding practices through procedures and a code of conduct for all members and volunteers
* developing and implementing an effective E-safety policy and related procedures
* providing effective support and training for members/volunteers with responsibility
* ensuring that all band events and activities have been risk assessed
* recruiting staff and volunteers safely, ensuring that all necessary checks are made
sharing information about Safeguarding and good practice with members and volunteers
*
* sharing concerns with agencies who need to know, and involving parents/guardians/carers and children/adults at risk appropriately
* ensuring appropriate ratios of adults to children at all rehearsals and events as follows:
o 4 – 8 years
1 adult to 6 children
o 9 – 12 years
1 adult to 8 children
o 13 – 18 years
1 adult to 10 children
o Ensuring at least 2 responsible adults are present at all times
Useful contact details
Band safeguarding team: Ruth Coleman Jones (Safeguarding Officer) 0751 0261637
Local Police: Dial 101 or if person is in immediate danger Dial 999
Local Authority Designated Officer (LADO) Conwy County Borough Council social care department:0300 456 1111 /out of hours 0300 123 3079 or E-mail firstname.lastname@example.org
To report a child at risk, telephone 01492 575111 To report an adult at risk, telephone 0300 456 1111
North Wales Safeguarding Board www.northwalessafeguardingboard.wales
NSPCC Helpline: 0808 800 5000 or email@example.com
Childline: 0800 1111 or www.childline.org.uk
Brass Band England Welfare Officer: 01226 771015
Section 2: Types of Abuse
In general terms, abuse and neglect are forms of maltreatment of a child or adult at risk. Abuse can occur anywhere - in a family, institutional or community setting or in a public place. The abuser may be known to them, or a stranger and it may be an adult or adults, or another child or children. Abuse can take many forms including:
.
1. Physical
This means deliberately hurting someone and includes physical restraint, withholding food or medical attention, denying sleep or otherwise causing physical harm. It may also be when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a person.
2. Emotional
This means the persistent emotional maltreatment of a person to the extent that it causes severe and persistent adverse effects on their emotional development. It may include humiliation, isolation, constant criticism, threats or bullying. It may involve exposure to domestic abuse or drug taking, making the person perform degrading acts or not recognising their limitations.
3. Sexual
This involves forcing or enticing the person to take part in sexual activities, whether or not they are aware of what is happening. It is difficult to spot, frequently leaving no signs. It can be contact abuse where an abuser makes physical sexual contact with
the person (including over the clothes). It can also be non-contact abuse such as grooming, exploitation, encouragement to view or make pornographic images or behave in sexually inappropriate ways.
4. Neglect
This means a failure to meet a person's basic physical, emotional, social or psychological needs, which is likely to result in an impairment of the person's wellbeing. This may involve failing to provide adequate food, clothing, medical attention or shelter. It may include failing to act to protect from physical or emotional harm.
5. Bullying
This is deliberately hurtful behaviour, usually repeated over a period of time, where it is difficult for the person being bullied to defend themselves. It may be physical, verbal, emotional, or sexual (e.g. unwanted physical contact).
6. Discriminatory
Being treated differently because of ethnicity, sexuality, gender, age etc.
7. Financial
Theft of money, property or belongings.
8. Domestic
May include any of the above
9. Institutional
Poor working practices in care homes or hospitals that cause poor or inadequate care.
10. Modern Slavery
When an individual is exploited by others for personal or commercial gain.
Section 3: Dealing with a Safeguarding Concern
Ways that abuse might be brought to your attention
* a child or adult at risk might make a direct disclosure about him/herself
* any person might offer information to you that is worrying but not a direct disclosure
* any person might make a disclosure to you about someone else
* personal observation of an unexplained injury, change in behaviour or demeanour or you feel concerned about another's behaviour towards a child or adult at risk.
Talking to a child or adult at risk who has made a disclosure
* Reassure them that telling someone about it was the right thing to do.
* Listen carefully- let them tell their whole story but avoid asking them to repeat the information.
* Don't try to investigate or quiz but make sure you are clear as to what is being said.
* Explain that you cannot keep the disclosure a secret and tell them that you must now do what you can to keep them (or the subject of the disclosure) safe.
* Ask them what they would like to happen because of what they have said but don't make or infer promises you can't keep.
* Let them know what you are going to do next and who else needs to know about it.
* Make no judgement about what you have been told and stay calm.
If anyone suspects abuse of any kind, they have a duty to act
Reporting a Concern
* If the person in question is in immediate danger and is with you, remain with them and call the Police by dialling 999. If the person is elsewhere, contact the Police, explain the situation and be guided by their advice.
* Once any immediate danger or emergency medical need has been dealt with, contact a member of the Band's Safeguarding team (or in case of their absence or unavailability, a Committee member) to let them know what is happening.
* If the only person available is implicated in the disclosure, follow the procedure below entitled 'Next steps to be taken on Reporting a Concern' yourself.
* Make an immediate, careful record of what has been said in the disclosure, using actual words wherever possible. Sign and date your record and ensure it is passed on to the Safeguarding Officer.
* Ensure that any records are kept confidentially and securely.
Next steps to be taken on Reporting a Concern
* The Band Safeguarding Officer (or, if necessary, Committee member) must take immediate steps to ensure that there is no continuing band situation which could cause further concern and that no-one is placed in a position which could cause further compromise.
* The Safeguarding Officer (or their deputy) must ensure that the band form entitled 'Form for Reporting Concerns about a Child/Adult at Risk' is completed as soon as possible.
* No investigation or questioning is to be undertaken. We are not an investigation agency.
* The statutory authorities are best placed to advise on or take any necessary action therefore Conwy County Borough Council Social Care Department must be informed of the Reported Concern as soon as possible and within 24 hours at the latest. It may be that advice only is sought in the first contact or it may be a formal Reporting of a Concern.
* A record of this first and any subsequent contacts must be made on the appropriate form (as above) together with relevant advice received and any action taken as a result of that advice.
* Safeguarding Officer (or deputy) should fully apprise the Chairman of the situation at the earliest opportunity.
* All records must be kept confidentially and securely.
Section 4: Anti-bullying Policy
Bullying is behaviour, usually repeated over time that intentionally hurts another individual or group of individuals physically or emotionally. One person or a group can bully others. It can be face to face between individuals or groups, or online, using information technology such as computers or mobile phones.
Bullying can be physical e.g. hitting, kicking, theft, damage. It can be verbal e.g. racist or homophobic remarks, threats, teasing, name-calling, abusive text messages. Bullying can be emotional e.g. tormenting, ridiculing, humiliating, ignoring, isolating from group. It can be sexual e.g. unwanted physical contact or sexual assaults. Consideration must always be given to any Safeguarding issues and dealt with in accordance with Section 3 above.
We recognise that bullying causes real distress and that we all have a role to play in preventing and putting a stop to it.
Policy aims
* To provide information to all members, volunteers and their families about how to prevent and deal with bullying.
* As far as is possible, to prevent it from happening.
* When it does happen, to ensure it is stopped as soon as possible.
* To provide support where needed.
Prevention
* Endeavour to create a culture of good behaviour for adherence by all, both in face-toface contact and online.
* Demonstrate the value of setting a good example by showing respect to one another.
* Be welcoming to new members and foster an inclusive, team spirit.
* Advertise and promote the band so as to attract people from diverse groups.
* Raise awareness of the band's anti-bullying policy to all members and volunteers.
Responding to a report of bullying
* The person to whom it has been reported should take any necessary immediate action and a clear, written account made of the incident should be given to the Safeguarding team or responsible officer as soon as possible.
* All parties involved should be spoken to, with due sensitivity, by the Safeguarding or responsible officer as soon as possible.
* Parents/guardians to be kept informed
* Written records of the interviews to be kept.
Supporting someone who has been bullied
Bullying can affect someone's health and development so reassurance and the offer of support will help restore their self-esteem and confidence. Work with parents/guardians and ensure the person knows who they can go to for support and advice. In addition to friends, family and other band members, this may include the NSPCC, the Anti-bullying Alliance or an organisation such as Childline who have trained counsellors to provide a listening ear.
Helping someone who has bullied
Sometimes children and young people don't realise what they're doing is bullying, or even understand how much their actions have hurt someone. Let them know that what they've done is unacceptable and that their behaviour needs to change. Working with their parents/guardians, help them to realise how what they've done will have affected the other person. Additional sources of help are listed above.
Outcome
The situation will need to be monitored to ensure that the problem has been resolved. Whilst avoiding any actions which may belittle the individuals concerned or make them appear foolish in front of others, sometimes it may be necessary to take disciplinary steps if the situation continues. This may include an official warning, temporary or, as a last resort, permanent exclusion from the band. Parents/guardians should be informed of any action taken.
A written record should be kept of the outcome and all paperwork relating to the incident should be kept confidentially and securely.
Section 5: Whistle Blowing Procedure
This procedure aims to provide a transparent and effective route for all members to raise a genuine concern about acts of wrongdoing or malpractice within the band. It will ensure that no one is penalised for raising a genuine concern, even if eventually proven unfounded.
The procedure does not apply to any Safeguarding issues which must be dealt with in accordance with Section 3 above.
What to do if you wish to raise a concern about malpractice or wrongdoing
* Arrange to meet confidentially with the band Chairman or a member of the Safeguarding team as soon as possible.
* If you need support, ask another member or volunteer to go with you.
* Every effort will be made to respect your wishes, but it cannot be guaranteed that your identity will not be disclosed. If this is the case, you will be informed and any issues you may have about this will be discussed with you.
* If you don't wish your identity to be disclosed to the person you have concerns about, make this clear to the person dealing with your concern at the earliest opportunity.
* You'll be advised at the meeting, or as soon as possible thereafter, what action will be taken to address your concern.
* You'll be informed of the outcome as soon as possible. Be aware that it may not be possible to reveal the full details if it relates to confidential third-party information.
* If no action is to be taken in relation to your concern, you will also be informed of this and given the reasons why.
* If you are unhappy with the outcome, then the Local Authority Designated Officer may be contacted (details above).
What to do if someone raises a concern with you about malpractice or wrongdoing
* Approach the situation sensitively, being mindful of the person's discomfiture.
* If you are not normally the person responsible for dealing with such matters, try to establish why you have been approached. Inform the person that they should speak to the Chairman or a Safeguarding officer but don't, however, refuse to hear what they have to say.
* Arrange to meet them confidentially, but if the person is under 18 years, ensure you are protected and not alone.
* If the person doesn't wish their identity to be disclosed, explain that this wish will be respected if possible but that it may not be achievable.
* Either at the meeting or as soon as possible thereafter, advise the person what action will be taken to address their concern.
* Consideration must be given to any immediate action that may be needed to protect others.
* Make written notes of your meeting and check their accuracy with the person.
* If you are not normally the person responsible for dealing with such concerns, refer the matter to the appropriate Officer as soon as possible, showing them any notes you have made.
Deciding what action to take
* If the concern appears to be of a serious nature, first consider any necessary action under the Safeguarding guidelines and/or informing the Police.
* If it is of a relatively minor nature, it may be dealt with informally.
* If the responsible officer deems an investigation is necessary, this should be demonstrably thorough, impartial and completed as swiftly as possible.
* Once all avenues of enquiry have been covered, a written report should be prepared summarising the nature of the concern, the investigation process and the outcome, including specific recommendations.
* Carry out any recommendations using a clear plan of action. This may involve disciplinary action, training, coaching, counselling or implementation of new policies or procedures.
* The person who raised the concern should be informed of the outcome but not given details of any disciplinary action. They should be offered counselling or support.
* If the concern is not upheld, then this should be made clear to them.
* If it transpires that the concern was raised maliciously or for personal gain, it may be appropriate to consider disciplinary action against them.
Recording the action taken
* Regardless of whether the concern is dealt with informally or formally, accurate written notes should be made from the outset.
* Copies of these notes should be given to the subject of the concern.
* Notes made during the investigation and the report, together with any notes relating to the outcome, should be kept confidentially and securely.
* Copies of notes from the initial meetings/discussion only, should be given to the person who raised the concern.
* The notes should not reveal the identity of the whistle-blower if that had been so requested.
External support for dealing with an issue such as this can be obtained through Brass Band England, the NSPCC or the Local Authority Designated Officer.
Section 6: Additional responsibilities and considerations within Safeguarding
It is the responsibility of every adult to ensure that their behaviour is appropriate at all times and they should be mindful that it is possible to misinterpret actions, even if they are meant well. Whilst it is not possible to anticipate every eventuality, the following rules and guidelines will help to ensure a safe and secure environment for all band members:
* All adults with potential unsupervised access to children and adults at risk will undergo an annual Enhanced Disclosure and Barring Service check.
* All adult volunteers (e.g. parents) will be supervised by a band member who has undergone a DBS check as above.
* Whilst on band activities, supervising adults should not consume alcohol nor permit anyone under 18 years to do so.
* In general, band members should take care to avoid being alone with a child, but where this is unavoidable:
o ensure another adult knows where you are and how long you will be.
o leave the room door open.
o invite the child to bring a friend.
o move to the centre of the room so as to be in plain view.
.
Llandudno Town Band Safeguarding Policy
* If physical contact cannot be avoided, (e.g. in an emergency) seek permission of the child/vulnerable adult wherever possible and ensure they are comfortable with what you are going to do.
* Whenever possible, a child/vulnerable adult should be transported to events by their parent/guardian/carer.
* Where it is necessary for a band member to provide transport, then:
o consent from the parent/guardian must be obtained first.
o the child/vulnerable adult should be seated in the back of the vehicle.
o ideally, a male and female should accompany mixed groups.
* First Aid training should be made available to appropriate members.
* All injuries, no matter how minor, should be recorded in the Band's incident book with a parent/guardian/carer being informed as soon as practical.
* If it is necessary to transport an injured person to hospital, a member of the band with pastoral responsibility should accompany them and wait there until the arrival of the parent/guardian/carer. | <urn:uuid:1ee3a914-3795-4a73-94cc-1558bac0f6ca> | CC-MAIN-2025-05 | https://lltb.co.uk/wp-content/uploads/2024/03/LLTB-Safeguarding-Policy.pdf | 2025-01-22T07:54:13+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363377.41/warc/CC-MAIN-20250122063008-20250122093008-00019.warc.gz | 382,487,989 | 4,138 | eng_Latn | eng_Latn | 0.997196 | eng_Latn | 0.997946 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2626,
4885,
7324,
10368,
13224,
16037,
19091,
20120
] | [
1.9453125,
2.046875
] | 1 | 0 |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.