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Assessment news for middle school teachers M easure U p Thank You! Thank you to all students who participated in the National Assessment of Educational Progress (NAEP) 2013 assessments and helped to make them a success. NAEP 2013 included assessments in mathematics and reading in grades 4, 8, and 12. NAEP conducted the technology and engineering literacy (TEL) assessment pilot at grade 8. The NAEP 2013 grade 8 assessment was offered to a sample of about 360,000 public school students at 7,400 schools. Results will be reported in fall 2013. A New Focus on Word Meaning NAEP integrates a measure of students' understanding of word meaning with the measurement of passage comprehension in the NAEP reading assessment. The decision to focus on students' understanding of word meaning emphasized the important role vocabulary plays in the process of reading comprehension. To understand the overall topic or theme, students need to integrate their knowledge of individual words, or a sense of these words, with the way words are used in particular passages. For example, a reader may understand the meaning of "acute" in the context of mathematics to describe the angles of a triangle, but may not have encountered the word used to describe human emotions, as in "acute embarrassment." Having a sense of words that is sufficiently flexible helps readers extend their understanding of the word and understand its use in a new context. Understanding word meaning has always been essential to reading comprehension. Whether reading the printed page or computer screen, a strong sense of word meaning provides a basis for greater comprehension. How did students perform? Students who scored higher on NAEP vocabulary questions also scored higher in reading comprehension. Eighth-grade vocabulary scores did not change significantly from 2009 to 2011. National Center for Education Statistics (2012). The Nation's Report Card: Vocabulary Results From the 2009 and 2011 NAEP Reading Assessments (NCES 2013–452). Institute of Education Sciences, U.S. Department of Education, Washington, D.C. The Vocabulary Assessment Design Vocabulary questions appeared in two sections of the NAEP reading assessment: comprehension and vocabulary. The sections differed in the length of the reading texts and in the number of vocabulary questions. The vocabulary questions in the comprehension sections are included within a larger set of questions and are based on longer passages. Examples of vocabulary questions from reading comprehension sections are available at http://nationsreportcard.gov/ reading_2011/voc_sample_quest.asp. Vocabulary Word List The chart below shows words from released comprehension and vocabulary sections and the proportion of students at each grade who understood how the words were used to convey meaning. 75% or more of students recognized the meaning of these words Between 50% and 74% of students recognized the meaning of these words 49% or less of students recognized the meaning of these words anecdotes icons edible motivate enticing replicate grimace specialty concocted solace embedded tolerate laden vast permeated wistful pressed responsible urbane Grade 8 For more information, go to http://www. nationsreportcard.gov/reading_2011/voc_summary.asp. VOCABULARY QUESTIONS WERE INCLUDED IN TWO TYPES OF SECTIONS COMPREHENSION VOCABULARY Full-length passages containing up to 1,000 words at grade 8. Shorter passages containing up to 500 words at grade 8. Approximately 10 multiple-choice and constructed-response questions, 2 of which were multiple-choice vocabulary questions. Approximately 5 multiple-choice vocabulary questions. For more information on assessment design, see the Technical Notes section in The Nation's Report Card: Vocabulary Results From the 2009 and 2011 NAEP Reading Assessments (NCES 2013–452). This report is also available at http://nces.ed.gov/nationsreportcard/pdf/ main2011/2013452.pdf. Reporting NAEP Vocabulary Results NAEP vocabulary results are reported as the percentage of students who correctly answered vocabulary questions and as average scores on a 0-500 scale for grade 8. While vocabulary results cannot be reported in terms of the NAEP achievement levels (Basic, Proficient, and Advanced), scores are reported to show patterns in results for students performing in the lower (10th and 25th), middle (50th), and higher (75th and 90th ) percentiles. The figure below shows the average scores in NAEP vocabulary at grade 8 by reading comprehension level. Average scores in NAEP vocabulary at grade 8 by reading comprehension level: 2011 Grade 8 Preparing for the 2014 NAEP Technology and Engineering Literacy (TEL) Assessment From January to March 2013, a nationally representative sample of grade 8 students participated in the TEL pilot. The results from this pilot will be used to prepare for the TEL assessment in 2014. The TEL pilot was administered by NAEP representatives who worked with school staff to organize the assessment activities. NAEP representatives brought all necessary materials to schools, including laptop computers and earbuds. The pilot was administered in two sequential sessions of approximately 15 students each. Before the pilot began, students viewed a tutorial that helped them become familiar with the format of the pilot. In 2014, the NAEP TEL assessment will be administered to a national sample of eighth-grade students in public and private schools. Background The 2014 Abridged NAEP Technology and Engineering Literacy (TEL) Framework broadly defines technology and engineering literacy as the capacity to use, understand, and evaluate technology as well as to understand technological principles and strategies needed to develop solutions and achieve goals. The skills for technology and engineering literacy are increasingly being taught through a wide range of school coursework. This includes contemporary science, technology, engineering, and mathematics (STEM) education, as well as subjects such as social studies and language arts. These courses include instruction on the use of computers and information technology to complete school assignments, lessons that examine the role of technology in society, and information on engineering design. Information technologies are also essential tools in workplace and practical contexts. The TEL assessment opens the door to understanding what students know about technology and engineering, in the same way that NAEP assesses their knowledge and capabilities in reading, mathematics, science, and other subjects. TEL is completely computer-based and includes interactive scenario-based tasks—an innovative component of NAEP. Students are asked to perform a variety of these interactive tasks to solve problems within realistic scenarios. Examples of interactive tasks are available in the interactive version of the TEL framework at http://www.nagb.org/assets/documents/publications/ frameworks/tech2014-framework/ch_toc/index.html. In addition to scenario-based tasks, TEL also relies on short-answer and multiple-choice questions to measure students' knowledge and skills. Find more information about the TEL pilot at http://nces. ed.gov/nationsreportcard/pdf/about/schools/Grade8_TEL_ FactSheet.pdf. Additional Resources Read more about the TEL pilot at http://nces.ed.gov/ nationsreportcard/tel. For an overview of the TEL framework, see the 2014 Abridged Technology and Engineering Literacy Framework at http://www.nagb.org/content/ nagb/assets/documents/publications/frameworks/ tel-abridged-2014.pdf. Watch the TEL video at http://nces.ed.gov/ nationsreportcard/videos/telanimation and find out more about the assessment. Watch the TEL tutorial at http://nces.ed.gov/ nationsreportcard/videos/teltutorial/ NAEP at your fingertips! Stats in the palm of your hand! Delve into the latest NAEP news, results, sample questions, brochures, and more. Discover what the nation's students know and can do on the latest NAEP assessments. Learn more about the academic achievement of elementary, middle, and high school students. Are you an educator, parent, or a student? This app is for you. Test yourself and your students. Connect with NAEP! Learn more about: * the latest news regarding upcoming assessments and releases; * tips for using online NAEP tools; * NAEP questions to test your knowledge compared to that of the nation's students; and * NAEP publications. For more information about NAEP, go to http://nces.ed.gov/nationsreportcard. This publication was prepared for the National Assessment of Educational Progress by Westat under contract (ED-07-CO-0083) to the National Center for Education Statistics, U.S. Department of Education. Online Resources Sample Questions Booklets Examine the types of questions students will be answering at http://nces.ed.gov/ nationsreportcard/about/booklets.asp Content Area Frameworks Review the frameworks that guide the development of the NAEP assessment and determine the content to be assessed at http://nces.ed.gov/nationsreportcard/frameworks.asp Information for Educators Create your own NAEP test and see what students know and can do at http://nationsreportcard.gov/educators.asp Information for Students Allow students to test themselves using NAEP questions at http://nationsreportcard.gov/students.asp Data Tools Explore NAEP results with online data tools at http://nationsreportcard.gov/data_tools.asp	<urn:uuid:5d5ab041-6eec-456c-b650-d5adde5227f4>	CC-MAIN-2014-35	http://www.schools.utah.gov/assessment/NAEP/Measure-Up-Grade-8.aspx	2014-09-02T19:05:31Z	crawl-data/CC-MAIN-2014-35/segments/1409535922763.3/warc/CC-MAIN-20140909044524-00159-ip-10-180-136-8.ec2.internal.warc.gz	1,361,501,563	1,996	eng_Latn	eng_Latn	0.994217	eng_Latn	0.995316	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2102, 4642, 7813, 9481 ]	[ 2.9375 ]	3	4
Canada Goose by Chuck Fergus The lines and vees of geese come south from the tundra. The birds pass over Pennsylvania each fall, some traveling by day others winging across night skies. Their flight can be high — so high that their incessant calls do not reach earth — or low enough that the honking carries clear as church bells on a frosty morning. The lines and vees may be long and undulating, or tight, strong and symmetrical. They are following long established migratory highways to their wintering grounds — an ancient rite of autumn that will be reversed in spring. Biology The Canada goose (Branta canadensis) is a member of Order Anseriformes, Family Anatidae, a large group comprising all North American waterfowl. Waterfowl are further divided into seven subfamilies, one each for swans and geese, and five for ducks. Canada geese belong to subfamily Anserinae. They are closely related to emperor, snow, blue, Ross's and white-fronted geese, and brants. Canada geese occur in 11 different races or subspecies, which differ in size and color. Smallest is the cackling Canada goose (weight, about 3 pounds); largest, the giant Canada goose (11 to 13 pounds). As a group, Canada geese are often referred to as "honkers." Three distinct Canada goose subspecies occur in Pennsylvania. Two are migrants that breed in Canada; the third breeds here. The migrants comprise geese from the Southern James Bay population (Branta canadensis interior), which fly over westernmost Pennsylvania, and the Atlantic population (Branta canadensis canadensis), which migrate over eastern Pennsylvania. Our resident geese are giant Canada geese (Branta canadensis maxima). Resident geese are largely non-migratory; they nest and winter here. The growth of this population has been phenomenal. Prior to 1935, no Canada geese nested anywhere in Pennsylvania. But today they can be found nesting in every county. Geese are large, plump birds with long necks, short wings, a broad, round-tipped bill and short legs. Their legs are set farther forward than those of ducks or swans; this adaptation permits them to walk and graze on dry land. The feet are webbed between the three front toes. Adult males, or ganders, of the interior race average 36 inches in length and weigh approximately nine pounds. Females and immatures are a bit smaller and lighter. Both sexes of Canada geese look alike. The bill, head, neck, legs, feet and tail are black. There is a broad white cheek-and-chin patch; the upper body is gray-brown. Flanks and underwings are a lighter gray, as are the breast and belly, which are also faintly barred. Geese have large amounts of down — fluffy feathers close to the body which create insulating dead air space — to keep them warm in cold weather. Grazing birds, geese feed on wild and cultivated plants. They eat rhizomes, roots, shoots, stems, blades and seeds. Foods: widgeon grass, pondweed, eelgrass, spike rush, American bulrush, cordgrass, glasswort, algae, grass, clover, wheat, millet, corn, barley and rye. They can damage cultivated crops, particularly young shoots of fall-planted wheat. Animal matter isn't a major part of their diet, although they sometimes eat in- sects, crustaceans and snails. When feeding in shallow water, geese tip their bodies, dip their heads under and pull up vegetation. On land, they feed in groups — and at least one member of the party always has its head up, looking for danger. Geese generally move in patterns to feed. Each day about dawn, they leave the water — river, pond, lake, impoundment, or whatever — fly to feeding areas, and feed for two or three hours. Then they return to the water, rest and fly out to feed again in the evening. On such forays they fly from a few hundred yards to over 20 miles, depending on availability of food. Geese are intelligent and wary. Their vision is sharp and their hearing keen, and these senses are multiplied when the birds are in flocks. In regions where they are hunted, they quickly learn locations and boundaries of refuges where they're protected. A honker usually runs along the surface of the water or ground to gain lift for takeoff, though when surprised can jump into flight as puddle ducks do. Once aloft, its flight may appear slow and labored — perhaps because of the bird's slow, deep wingbeats and large size — but actually it can reach 45 to 60 miles per hour. In flight, geese sound their distinctive "honking" calls; when feeding, they make a gabbling sound, and when angry, they hiss. In spring, honkers are among the first waterfowl to breed. Unmated males fight for females; the males approach each other with necks lowered and extended, hissing loudly, pecking and flailing with their powerful wings. Individuals of both sexes usually mate for the first time in their second or third year. The pair stays together as long as both are alive and healthy; if either dies, the other usually looks for a new mate. geese are gregarious from late summer through winter, nesting adults are more likely to be found by themselves. Canada geese are highly successful in raising broods, but those nesting in northern Canada are highly susceptible to weather conditions. Late spring snow storms and cold weather can severely impact nesting and brood-raising. Flooding and predation can also cause nest failure. Raccoons, opossums and skunks destroy eggs; foxes and owls prey on goslings. Population The range of the Canada goose blankets the United States and most of Canada. There probably are more geese on the continent today than when the Pilgrims landed; like some other wildlife species — blackbirds, crows, woodchucks, and white-tailed deer — honkers have benefitted from increased agricultural production. Geese feed abundantly on grains and cereal crops on their migration and wintering grounds. Geese on the Atlantic Flyway now rely more on crops than on aquatic plants. A century ago, the Canada goose population had dropped dangerously because of unre- stricted market hunting on the species' wintering grounds and migration routes. Fortunately, strict law enforcement, wild- life management practices and increased farming have reversed this trend. The resulting in- crease in the goose population rivals the comebacks of the wild turkey and white-tailed deer. Migratory birds, geese fall under the jurisdiction of the federal government's Geese nest in a wide variety of habitats. They like sites that afford an open view. These include islands in rivers and lakes, the tops of muskrat houses in large marshes, rocky cliffs, abandoned osprey and heron nests, artificial nesting structures and grassy fields near water. The female usually selects the site and builds the nest. Nests are typically ground depressions lined with sticks, cattails, reeds and grasses. A central cup may be lined with down, which the female plucks from her breast. Outside dimensions of nests vary from 17 to 48 inches, with 25 inches the average. Inside diameter of the central cup is 9 to 11 inches, and the nest may be 3 to 6 inches deep. The female lays 4 to 10 eggs (usually 5 or 6). Geese nesting for the first time generally lay fewer eggs than older birds. The eggs are creamy white and unmarked at first, either smooth or with a slightly rough texture; as time passes, they become stained. Incubation averages about 28 days. The gander does not sit on the eggs but is always nearby, guarding and defending the nest and surrounding territory. To avoid detection on the nest, a goose will crouch, extend her neck, and remain still. Although U.S. Fish & Wildlife Service. This agency cooperatively manages all waterfowl with the states and Canadian provinces. This work includes monitoring populations and habitat, conducting research and setting annual seasons and bag limits. Habitat Landowners interested in attracting migrating geese can leave portions of crops unharvested. Good foods are barley, wheat, rye, grasses and corn. In feeding studies, fields of corn and small grains attracted most geese. Geese generally will not land close to fencerows, woodlots, houses or barns. Strips of corn alternating with wide grass fields often will draw flights. Geese are quite mobile — willing and able to fly great distances to find food and resting areas. Grazing birds, they are generally more land-based than ducks, especially when goslings are growing. Breeding habitat is tremendously variable; they do well in open fields near water, on islands, rocky cliffs, etc. Artificial nesting structures — tubs secured to trees, old tractor tires placed on islands, or platforms built over water — may attract resident honkers. Geese raise families in city parks, reservoirs and farm ponds, although the vast majority breed in the far north. Goslings are precocial. Their eyes are open, they are covered with a fine, brown fuzz, and they're able to walk and swim soon after they hatch. They leave the nest from several to 24 hours after hatching. Both parents stay with the goslings, and the female broods them nightly for about a week, and then less often. When young are half- grown, their parents begin to molt. Adults lose their flight feathers and are grounded for about three weeks; during this time, the goslings are growing their own flight feathers, so parents and young are able to fly at about the same time. As autumn approaches, geese prepare to migrate. Family groups gather in small flocks, leave the breeding grounds and fly leisurely to staging areas along the route south. Migrating geese travel by day or night, flying until tired and then landing to feed and rest. Honkers fly in vees or occasionally in single, diagonal lines. A trailing goose encounters less air resistance, thus uses less energy, because of the turbulence set up by the bird flying just ahead. tion: during spring, altitudes average a bit lower). Geese fly high over long distances, lower for short hops. Geese of the Atlantic Flyway winter primarily in Chesapeake Bay and Delmarva region. Smaller numbers winter from as far north as New York and coastal New England to southeastern Pennsylvania and New Jersey. In spring, honkers retrace their routes to ancestral breeding grounds. Migrating flocks are composed of several family units, parents and offspring of the previous year, but the yearlings leave their parents shortly after arrival. Adults usually nest in the same locale year after year, some even using the same nest foundation. In Pennsylvania, geese are common spring migrants in late February, March and early April, with stragglers into May. In summer, resident flocks breed here: strong concentrations exist in Game Commission waterfowl areas such as Pymatuning and Middle Creek, as well as other suitable habitat in the state. In fall, honkers are common September-November migrants. If the winter is mild, some stop in the southeastern portion of the state, although most go farther south. Because they're big, strong and aggressive, geese are less sub- ject to predation than most other water- Flight altitudes vary with weather conditions, distance to be flown and time of year. In heavy overcast, honkers may fly only a few hundred feet off the ground; under fair skies, they tower up almost a mile. An average derived from airplane pilots' reports is 2,000 feet, with 64 percent between 750 and 3,500 feet (this was for fall migra- fowl. Hawks and owls prey on immatures and some adults, and snapping turtles, snakes and land-based predators take goslings which stray from their parents' protection. Disease, parasites and accidents also take their toll, and annual mortality ranges form 32 to 52 percent. Geese have potential lifespans of 15 to 20 years. Wildlife Notes are available from the Pennsylvania Game Commission Bureau of Information and Education Dept. MS, 2001 Elmerton Avenue Harrisburg, PA 17110-9797 www.pgc.state.pa.us An Equal Opportunity Employer Wildlife Notes Allegheny Woodrat Bats Beaver Black Bear Blackbirds, Orioles, Cowbird and Starling Blue Jay Bobcat Bobwhite Quail Canada Goose Chickadees, Nuthatches, Titmouse and Brown Creeper Chimney Swift, Purple Martin and Swallows Chipmunk Common Nighthawk and Whip-Poor-Will Cottontail Rabbit Coyote Crows and Ravens Diving Ducks Doves Eagles and Ospreys Elk Finches and House Sparrow Fisher Flycatchers Foxes (Red & Gray) Gray Catbird, Northern Mockingbird and Brown Thrasher Herons Kingfisher Mallard Mice and Voles Northern Cardinal, Grosbeaks, Indigo Bunting and Dickcissel Opossum Otter Owls Porcupine Puddle Ducks Raccoon Rails, Moorhen and Coot Raptors Ring-necked Pheasant Ruby-throated Hummingbird Ruffed Grouse Shrews Snowshoe Hare Sparrows and Towhee Squirrels Striped Skunk Tanagers Thrushes Vireos Vultures Weasels White-tailed Deer Wild Turkey Woodchuck Woodcock Wood Duck Woodpecker Wood Warblers Wrens Minks & Muskrats	<urn:uuid:89b65d8a-4f8e-4ffe-9cf5-96fef3fb9ab8>	CC-MAIN-2014-35	http://www.portal.state.pa.us/portal/server.pt/document/706618/canada_goose_pdf	2014-09-02T19:09:27Z	crawl-data/CC-MAIN-2014-35/segments/1409535922763.3/warc/CC-MAIN-20140909044519-00158-ip-10-180-136-8.ec2.internal.warc.gz	1,291,631,347	2,953	eng_Latn	eng_Latn	0.950382	eng_Latn	0.997631	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3325, 8785, 11936, 12939 ]	[ 3.078125 ]	3	1
* CULINARY HISTORIANS OF NEW Y ORK• Volume 16, No. 1 Fall 2002 Dutch Food in Life and Art Peter G. Rose FOOD, drink, kitchen implements, and cooks are all depicted in still life and genre scenes produced by the 17th century's Dutch masters during the Netherlands' "Golden Age." These portrayals illustrate the diet and food customs of a vibrant culture and also document the food connections between the Netherlands and its North American colony, New Netherland. The 17th century brought great prosperity to the Netherlands. Both the East and West India companies were founded in its first quarter, allowing Dutch ships to bring spices from the Dutch East Indies (now Indonesia) and bring sugar, first from Brazil, then from plantations in the West Indies. Exotic plants like pineapple were brought from every port where Dutch ships docked. With more food available, Dutch consumption increased, and the common eating pattern grew from two to four meals a day. Breakfast consisted of bread with butter or cheese, while the noon meal was a stew of meat and vegetables, or fish, with fruit, cooked vegetables, honey cake, or raised pie. The afternoon meal was bread with butter or cheese. Just before bedtime, leftovers from the noon meal, bread with butter or cheese, or porridge were served. Sweets, and Something to Drink The Dutch were known for their love of sweets and consumed sweetened breads like honey cake or ginger bread, and confections like marzipan, candied almonds or cinnamon bark. Contemporary artists painted some of the celebratory food of the day: waffles, wafers and olie-koecken, (deep-fried balls of dough with raisins, apples, and almonds) as well as pancakes. sweeter and less perishable wines from Mediterranean countries were popular with the upper classes. Beer was the common drink. Because water was boiled in its preparation, beer was a safer drink than the ordinary water, which was often polluted. Buttermilk often was drunk on the farm. The In the latter half of the 17th century, tea and coffee made a significant impact on meal patterns and social customs. A 1610 tea shipment was considered a curiosity, but the shipments gradually increased and domestic markets developed. Many humorous tales exist about the quantity consumed at popular late-seventeenth century tea parties where, purportedly, between 20 and 100 small cupfuls per person were consumed. Tea Continued on page 2 CHNY Steering Committee 2002-2003 Chair: Phyllis Isaacson Vice-Chair: Stephen Schmidt Secretary: Diane Klages Treasurer: Lee Coleman Members-at-Large: Wendy Clapp-Shapiro, Membership Linda Pelaccio,Programs John W. R. Jenkins,Publicity CHNY Information Hotline: (212) 501-3738 CHNY Newsletter Editor: Helen Brody Assoc. Ed.: Kathleen McElroy Copy Editor: Karen Berman Please send/e-mail member news, book reviews, events calendars to: Helen Brody PO Box 923 Grantham, NH 03753 firstname.lastname@example.org (603) 863-5299 (603) 863-8943 Fax Papers demonstrating serious culinary history research will be considered for inclusion in issues of the CHNY newsletters. Please contact Helen Brody, newsletter editor. Matriculating students of culinary history or related topics are invited to contribute. Dutch Food, from page 1 was served with sweets—hard candies, marzipan, and cookies. Coffee, however, was a more public drink. It was enjoyed in coffeehouses, where men would stop in to have a cup, smoke a pipe, and read the paper. Different Diets The poor had a more limited diet. In some parts of the country, daily meals consisted of little more than whole kernel rye (black) bread—some five pounds a day for a family of four. The remarkably complete account books of the Amsterdam Municipal Orphanage provide insight into the foods of the poor. Milk, fish, rice, groats (a hulled grain of barley, oats or buckwheat), peas, beans, rye, wheat, pork, butter, cheese, beer, and miscellaneous items such as treacle, salt, dried fruits, and spices were purchased for their daily meals. As noted in the menu for the year 1640, the orphans were fed two meals a day. The noon meal consisted of different varieties of beans and peas with bread, and a second dish of salted or smoked meat, or sausage with groats and raisins, bacon with carrots or cabbage, salt cod, herring or dried cod. All of the meals were served with bread. In the evening, invariably a kind of porridge, sometimes rice porridge, groats cooked with buttermilk, or buttermilk and wheat bread cooked together, was served. 2 With fortunes made in overseas trade, well-to-do families built country houses away from their city dwellings and place of business. The country house had gardens where fruits and vegetables were grown for home consumption. The definitive Dutch cookbook of the seventeenth century, De Verstandige Kock (The Sensible Cook), gives recipes for the homegrown bounty. It was written for the rapidly expanding wealthy upper class, which, because of the waning power of the nobility, had become the leading segment of Dutch society. De Verstandige Kock begins with salads and continues with recipes for vegetables, meat, game, poultry, salted, smoked, and dried fish, saltand fresh-water fish, baked goods, raised pies, and tarts. Separate chapters on preserving meat and fruits end the volume. The book gives the impression that the daily fare of the wealthy was plentiful and varied. The mainstay of the diet was bread, which was consumed with butter or cheese at breakfast, paired with meat or hutspot (a one-pot dish of meats and vegetables) at the midday main meal, and served with (or as a part of) the porridge at night. In the 17th century, the poor and working class continued to eat rye or coarse wheat bread; daily consumption of white bread was a symbol of affluence, as contemporary paintings often testify. The Food of New Netherland While the Dutch period of New Netherland lasted officially only from 1609 to 1664, the Dutch influence, particularly in terms of food, persists to this day. Cookies, pancakes, waffles, wafers, donuts, pretzels, and coleslaw are some of the dishes that were brought to America by the Dutch colonists. The early Dutch settlers planted fruit trees, including apples, pears, and peaches; vegetables such as lettuces, cabbages, parsnips, carrots, or beets; and herbs like parsley, rosemary, chives, and tarragon. Adriaen van der Donck's A Description of the New Netherlands, published in 1655, reported that all sorts of European fruits and vegetables "thrive well." Farm animals such as horses, pigs, and cows were among the most valuable imported commodities. The settlers brought their kitchen tools—frying pans to fry their favorite pancakes and the irons to make waffles and wafers. Cookbooks of their descendants show that they continued their own foodways but also incorporated native foods into their daily diet, albeit in ways that were familiar to them. For instance, they made pumpkin-cornmeal pancakes and pumpkin sweetmeats. It was easy for lovers of porridge to get used to sapaen, the simple Native American cornmeal mush of corn and water, but the settlers added milk to it, and the dish became an integral part of the Dutch-American diet. The seventeenth-century Dutch celebrated four winter holidays: Saint Nicholas Day on December 6; Christmas; New Year's Day, and Epiphany (Twelfth Night, or the Feast of the Three Kings) on January 6. Saint Nicholas Day was the most important for children, with traditions from this celebration absorbed into American Christmas festivities. In the Netherlands, the religious holidays such as Christmas, Easter, and Pentecost were (and still are) celebrated for two days; deacons' records of the Dutch Reformed Church show they were celebrated this way in New Netherland as well. New Year's Eve was especially noisy with the firing of guns to bring in the new year, though ordinances in both the Netherlands and New Netherland eventually prohibited such behavior. A special treat for New Year's Day was nieuwjaarskoeken. (Food historian Stephen Schmidt believes that Americans became acquainted with Dutch cookies through nieuwjaarskoeken and that is how the word cookie entered the language; the British term still means little cakes or biscuits.) Cookie recipes first appeared in the earliest American cookbook, compiled by Amelia Simmons in 1796. From Dutch to American In New Netherland, no specific mention of Easter has been found, other than the collection of offerings by the deacons of the Dutch Reformed Church. However, Pinkster (Pentecost or 3 Whitsuntide), which occurs 50 days after Easter, was celebrated in New Netherland as well as in the Netherlands. In the Old World, the secular festivities associated with Pinksteren, as it is now called, were similar to a combined May Day and fertility celebration. New Netherland diaries relate that Dutch settlers gave their slaves the day off and everyone ate large quantities of eggs. After the Revolution and into the beginning of the nineteenth century, the holiday tended to be a celebration specifically for African-Americans. New York City, where freed slaves had arrived in large numbers, was especially known for its lavish Pinkster festivals, and in Albany, Pinkster is said to have lasted a whole week. In both the Netherlands and New Netherland, many additional events were associated with special foods— fairs where waffles, wafers, olie-koecken or pancakes were sold; the birth of a child with its special drink of kandeel (wine with eggs and spices); and weddings, where guests feasted on the best the household had to offer. Cookbooks handed down in Dutch-American families prove that the colonists continued their familiar foodways for generations, with their recipes found in handwritten cookbooks spanning three centuries. Only a single book remains from some families. Not surprisingly, the wealthiest families—the Van Cortlandts of the lower Hudson Valley, the Van Rensselaers of Albany, and the Dutch families in the New Paltz area—have left the richest assortment. In the span of 350 years, recipes changed, partially because the fine details of the methods Continued on page 4 Dutch Food, from page 3 were forgotten but also because modern equipment replaced old utensils or new ingredients (such as baking powder) were invented. Not only did the recipes evolve, but also their names became more Anglicized. Krullen, a curl-shaped deep-fried pastry named for the Dutch word for curls, became crulla, crullar and ended up as today's cruller. Another good example is coleslaw. The origin of this cabbage salad is, apparently, completely forgotten, yet the name comes from the Dutch kool, for cabbage, and sla, for slaw or salad. Food historian Peter G. Rose is the recipient of the 2002 Alice P. Kenney Award for research and writing on the food customs and diet of the Dutch settlers in New Netherland. In addition to her new book, she is the author of The Sensible Cook: Dutch Foodways in the Old and the New World (Syracuse University Press, 1998) and Foods of the Hudson (Overlook Press, 2000). She has lectured extensively on a variety of topics related to Dutch-American culinary history at The Smithsonian Institute, the Culinary Institute of America and for the Culinary Historians of New York, among many others. Her website is www.Peterrose.com. Copyright Peter G. Rose, 2002. This article, which originally appeared in The Valley Table, issue 16 (June-August 2002), is adapted from Matters of Taste: Food and Drink in Dutch 17thCentury Art and Life, by Donna R. Barnes and Peter G. Rose (Albany Institute of History and Art and Syracuse University Press, September 2002). An exhibition by the same name opens at the Albany Institute of History and Art opened on Sept. 20 and runs through Dec. 8. Dutch photos: Market Scene, oil on canvas, 49 3 /4 x 58 1 /2 inches, North Carolina Museum of Art, Raleigh; purchased with funds from the State of N. C. The Baker, oil on canvas, 25x20 7 /8 inches, Worcester Art Museum, Worcester, Mass.; gift of Mr. and Mrs. Milton P. Higgins. Still Life (pg. 10), oil on panel, 14 1 /2 x18 inches, Memorial Art Gallery of the University of Rochester; Marion Stratton Gould Fund. CULINARY BOOKSHELF The Last Days of Haute Cuisine By Patric Kuh (Viking, 2001) 1939 World's Fair and stayed to open what soon became the topranking French restaurant in New York. REVIEWS BY JEANNE LESEM T he Last Days of Haute Cuisine is irresistibly gossipy, witty and informative, beginning with the introduction: "In the restaurant business, there are no tomorrows. It is always here, right now, this service, this meal. Make a mistake today and tomorrow your customers are eating somewhere else." Basically, this is a history of the American restaurant industry, how it grew, changed, when and why. If you define haute cuisine as upscale dining, it is not, as the title suggests, dead. Fine food (and often pricey) restaurants are still with us, and although many were affected by September 11, they have also survived in what the author Patric Kuh calls our "franchise nation" by broadening their appeal. The transformation (or revolution, as Kuh styles it) began in the 1950s, when affluence and opportunity began attracting a new kind of customer to upscale (think expensive) establishments. Soon, the middle class replaced the wealthy at restaurants at the top of the food chain, restaurants that used to be patronized largely by affluent men in suits and well-dressed women in hats. The leaders in this revolution included chefs such as the legendary Henri Soulé, a Frenchman who came to the U.S. as the chef of the French Pavilion's restaurant at the 4 Among the many influences on America's restaurants were the end of Prohibition and the introduction of credit cards. The latter led to what the author calls the "live now, pay later" concept. "The word 'credit' in the 1950s had somewhat the same power that 'broadband' has today. Everyone knew it was the future but no one knew quite how it would work." But work it did, and still does. We went through a phase of fancifully named restaurants like Restaurant Associates' Forum of the Twelve Caesars (think very upscale Italian). Much of Kuh's story is told through the larger-than-life figures who either founded and/or managed restaurants (Joe Baum, Henri Soulé, for example) or some of their famed customers, James Beard and Craig Claiborne included. I've many more notes about the contents of this book—and you may want a foreign dictionary for some of Kuh's references—but I have only one recommendation: Read it yourself, and salivate. Then, phone your favorite restaurant for a dinner reservation. Near a Thousand Tables, By Felipe Fernandez-Armesto (The Free Press, 2002) SQUEAMISH readers may want to skip the opening paragraphs of Chapter Two, The Logic of Cannibalism, in this interesting, well-written history of food, even though eating human flesh is a legitimate part of food history. It was "practical or opportunistic" on the North American frontier in the 19th century, accounting for "many dead among lost miners and wagoners." There are enough provocative tidbits in this book to enliven dinner-party conversations for years to come. For example, fusion food is described as "Lego cookery." And a short satirical poem, "Olympia Now," by J.B. Boothroyd, introduces the chapter on the industrialization of food in the 19th and 20th centuries: Food, glorious food, Canned, packaged and frozen. Food, glorious food, Which ones have you chosen? Soups powdered in plastic bags, Steaks polished and wooden, Fish cutlets like Arctic crags, Air-tight pudden? Food, glorious food, Pre-cooked and pre-grated, De-bloody hydrated… Author Fernandez-Armesto is a Professorial Fellow of Queen Mary, University of London, and a member of the modern history faculty at Oxford University. His informal style of writing transforms what could have been just another fact-crammed history into a book that's fun to read, even as it educates us about the history of food from antiquity to the present. Sacred food, he writes, "is not eaten for savor but for salvation." Modern dietetics sprang in part from "an attempt (in the early nineteenth century) to create a diet conducive to chastity." Galen, a physician and medical writer born in 130 A.D., "recommended instances of food combining which seem as unscientific as anything in the Beverly Hills Diet: pastries made with flour and butter would be injurious unless served with plenty of honey. Fruit was unsuitable for children and even for nursing mothers." Readers may be surprised to learn, as this reviewer was, that "Hot ready-to-eat meals have served the urban poor in almost every city dwelling culture in history." In ancient Rome, people bought prepared foods from vendors because their apartments rarely had cooking space or cooking tools. In London, public kitchens were open 24/7 to serve food priced to suit every customer. In 13th century Paris, you could buy anything you could afford: boiled and roasted meat, poultry, and game; meat pies, hot and cold tarts (savory and sweet), Champagne and Brie. Not surprisingly, street vendors of antiquity and the Middle Ages tended to be small, artisanal purveyors, "providing local services to supply households with the means of common meals." In contrast, most of today's fast foods are mass-produced, designed to be eaten "on the fly, or in front of the television or computer screen. Instead of a bond, meals are becoming a barrier." Despite all the threatening signs that have come with the industrialization of food, Fernandez-Armesto is optimistic about the future. "American palates, which have swallowed so 5 much trash in the interests of efficiency, have largely rejected instant coffee. This fastidiousness may be a sign for the future as much as a survival from the past." After citing many incidents of cannibalism under a wide variety of circumstances, the author reached one conclusion that is likely to amuse some readers and offend others: "Strangely, cannibals turn out to have a lot in common with vegans." Human flesh has at various times and in various places been considered a health food. In some societies, people believed that eating human flesh would bestow the admirable qualities of the eaten upon the eater. One early vegetarian, John Oswald, "was a sucker for bizarre and radical causes," Fernandez-Armesto writes. Another early convert, the English poet Percy Bysshe Shelley, was among the most outspoken—he believed meat eating led to slavery. Shelley's sister, also a vegetarian, created Frankenstein's monster and made him one as well, a creature who claimed to live on acorns and berries. Jeanne Lesem, a freelance journalist and author, was the first food editor of United Press International. Her most recent cookbook, Preserving in Today's Kitchen, won a James Beard Foundation Award when first published as Preserving Today. MEMBER PROFILES ALEXANDRA LEAF thought there was too much drudgery," she recalls. By Kara Newman "Just about any- one who is interested in food eventually ends up in France," according to Alexandra Leaf, a culinary historian, author and lecturer. This was certainly true for Leaf. Her interest in food and history led her to France and was the inspiration for two books, The Impressionists' Table: Recipes and Gastronomy of Nineteenth Century France (Rizzoli, 1994) and more recently, Van Gogh's Table at the Auberge Ravoux (Artisan, 2001). Co-authored with art historian Fred Leeman, Van Gogh's Table won the International Association of Culinary Professionals' 2002 Design Award. Leaf, a former chair of the Culinary Historians of New York, also pioneered the culinary history courses at the New School University, where she has been a guest instructor since 1996 specializing in French food history. She is also a member of the board of The New York Food Museum. Among her credentials, Leaf earned a Master of Arts degree in Comparative Literature from New York University. Although her early aspiration was to become a professor of comparative literature or French literature, she also nurtured a strong interest in food. However, working a mere two nights in a restaurant kitchen convinced her that a career in cooking was not for her. "I Meanwhile, one of her NYU professors recommended that she read a book on French gastronomy, Jean-Paul Aron's Le Mangeur du 19ième Siècle, which Leaf credits with changing her life. The book, a scholarly study of the eating habits of the French in the 19th century, opened up a new way for her to look at food. At about the same time, she discovered the Culinary Historians of New York. By attending programs and meeting members, she realized, "There was a world of culinary history out there." "I discovered that what I was really interested in was food and culture—particularly French food and culture," she says. Her first book, The Impressionists' Table, allowed her to explore this interest in greater detail. She says that although her research for The Impressionists' Table taught her about the "canonical books" in 19th century French gastronomy, the experience also brought the realization that "in general there is no recognizable canon for the student of culinary history." She anticipates that in the next decade, such a reference volume will be published. Following The Impressionists' Table, Leaf wrote the preface to The Art of Cuisine, a collection of recipes and artwork by ToulouseLautrec (Henry Holt and Co., 1995). Her interview of Julia Child appears as the introduction to Memories of My Life, the memoirs of Auguste Escoffier (Van 6 Nostrand Reinhold, 1996). Her next major project was Van Gogh's Table, which she views as the sequel to The Impressionists' Table. "For Van Gogh, I worked with the chef Christophe Bony, who had come from Alain Passard's Arpège in Paris, and it allowed me to return to a subject I had already explored,'' she explains. "While The Impressionists' Table involved working alone with 19th century recipes, for Van Gogh, I was working with a live chef who had a connection to these recipes because his grandparents were farmers. Christophe grew up in the fields Van Gogh depicted." Leaf's coming attractions include a French translation of Van Gogh's Table, slated for release this month (Editions Hoebecke) and a heavy lecture schedule. Over the next few months, she will be speaking at the Chrysler Museum of Art in Norfolk, Virginia; the Minneapolis Museum of Art; the High Museum in Atlanta; and the Nelson-Atkins Museum of Art in Kansas City, Missouri. Next February, along with CHNY member Cathy Kaufman, she will be conducting a three-day seminar on gastronomy at the Institute for Culinary Education (formerly Peter Kump's New York Cooking School). Although the curriculum is not yet finalized, Leaf says that the course will cover these topics: the history of dining, the physiology of taste, trends in European culinary history, a concept called "The Columbian Exchange," which covers the new world exchange of food and culture after the arrival of Columbus in America, and visual arts. Tasting workshops and field trips are also planned. Leaf, in criticizing the media's tendency to relegate food history to "a sound bite," encourages researchers and culinary historians to use food as a contextual tool to help foster a better understanding of its role in history and culture. "Culinary history is not about assigning dates to a particular food item." she declares. "It is a significant aspect of human history. It doesn't stand alone." ANDREW F. SMITH By Kara Newman Andrew F. Smith has researched and written about the origins of everyday foods most Americans take for granted, from tomatoes to turkey, from ketchup to popcorn. His latest book in this patchwork of foodstuffs is Peanuts: The Illustrious History of the Goober Pea (University of Illinois Press, 2002). The book chronicles how peanut consumption and production changed throughout World War I, the Depression, World War II, and more recently, as a result of corporate mergers and globalization. Smith also profiles such peanut pioneers as George Washington Carver, who promoted hundreds of uses for peanuts, ranging from peanut coffee to peanut flour; John Harvey Kellogg, the early advocate of vegetarianism who extolled the virtues of peanut butter, and the immigrant peanut vendors who built the Planters dynasty. "Some people write because they are knowledgeable about a subject," Smith says of his panoply of book topics. "I write because I want to learn." The peanut book, in particular, proved to be fertile ground for learning, he says. "I had expected an African-American connection to peanut butter, but did not realize it was considered a slave food," he explains. "Peanut butter was adopted in the South only because of the Civil War. People were starving and looked around and there were all the peanuts growing." Smith, president of the American Forum for Global Education, also teaches a food history class, "From Marcus Apicius to Julia Child," at the New School University. A native of Burbank, California, he now lives in Brooklyn. His interest in food and food history began in 1973, when UNICEF asked him to prepare material on international economics for fourth-graders. Eager to capture the elusive attention span of the average 10-year-old, Smith used a picture of a chocolate bar in the middle of a world map to illustrate the geographical origins of sugar and cocoa. "If I were to walk in and start talking about NAFTA, eyes would glaze over," Smith explains. "But if I walked in and talked about chocolate, I got their attention… . Food was my ammo." This led to his first culinary history project—researching and writing about the history of sugar. However, the book was never published largely because Sidney Mintz, the established academic and anthropologist, had cornered the market with his book Sweetness and Power, a study of sugar and its effect on the history of Puerto Rico. Smith, once burned and in search of topics that had not been covered, realized that nobody had written about the tomato. Three books followed: The Tomato in 7 America (University of South Carolina Press, 1994); Pure Ketchup (University of South Carolina Press, 1996), and Souper Tomatoes (Rutgers University Press, 2000). According to his own account, he consumed nine bowls of different tomato soups in one day, all in the name of research for Souper Tomatoes. In total, Smith has published 10 books, most of them on food history, including Popped Culture, a history of popcorn. He is also active on the lecture circuit. His first presentation was about 20 years ago, for a conference of history teachers in Connecticut. "As I was the luncheon speaker, I decided to build my presentation on the concept of food as a vehicle for understanding history," he recalls. "The audience responded with surprise and enthusiasm and, ever since, I've loved food history." He has an upcoming role as Editor-in-Chief of Oxford University Press's Encyclopedia of American Food and Drink, scheduled for publication in 2004. "American food deserves an encyclopedia," Smith says. "Americans have a huge inferiority complex about food—we say the French do it better, even the English do it better. But we have things to be proud of, too." "It is a project I planned to take on after I retired," he says about editing the encyclopedia. "But to me it is fun—like being paid to watch a baseball game if you are a baseball fanatic." Kara Newman is a freelance writer specializing in food, finance and culture. She currently is researching American cooking during World War I. MEMBER NEWS Elizabeth Andoh, director of A Taste of Culture culinary arts program in Tokyo, invites culinary historians to visit her website, www.tasteofculture.com. She will be making two presentations in New York this fall (see regional calendar). Karen Berman traveled to China this past summer to adopt a baby girl. Before her trip, she wrote articles on wine education and on pairing wines with fish for Wine Enthusiast magazine. Her article on Chinese cuisine appeared in the Techno-Culinary News. She is profiling restaurants for New Canaan/ Darien Magazine, based in Connecticut, and writing book reviews for Natural Pharmacy magazine. gram (enrollments have quadrupled in the course of his tenure) to the excellence of the faculty, the enthusiasm of its students, and the school's location in New York City. "The cooking and baking classes reflect the broad range of interests of New Yorkers," he explains. "The business and management workshops, wine courses, culinary history, and food studies courses are taught by an array of experts in their fields that only New York could contain." The New School Culinary Arts Program can be found on its website www.nsu.newschool.edu/culinary. John F. Carafoli, food stylist, consultant and author of Food Photography and Styling, will be a keynote speaker for "Food on Film," next May in Minneapolis. His second paper for the Oxford Symposium on Food and Cookery, "The Meal: How to Create a Sense of Style, " will be published in an upcoming issue of Gastronomica. To further her effort to establish food history as a required part of the curriculum in professional culinary schools, Betty Fussell is giving an "enrichment" lecture on "The Great Tradition: The Shaping of French Cuisine" on a regular basis to students at the French Culinary Institute. Gary A. Goldberg has signed on as the Executive Director of The New School Culinary Arts program for a second 15-year term. He credits the success of the pro- Ben Kinmont issued "Life at Home and in Nature," catalogue six, last month. Included are the first monograph on salads, the first monograph on ice cream and a peep-show of a kitchen scene as paper theater. The books date from 1516-1900, and the catalogue is available for free to interested members. Please contact Kinmont at email@example.com. He recently curated a project at the FRAC Museum in Montpellier entitled "An Exhibition in Your Mouth," an historical exhibition of artistwritten recipes that was prepared as a dinner in the museum. A commemorative menu, printed on handmade paper with moveable lead type, was printed for the occasion. Ana Lourdes, making use of an IACP/NYACT 2001 scholarship, has graduated from the Culinary Management Program in the Institute of Culinary Education. She works at the Lotus Club, founded by Mark Twain in 1870 and one of 8 the oldest literary clubs in America. She recently returned from Brazil, where she researched national dishes and drinks. She also recently completed a six-session course of mixology with the legendary Rainbow Room master bartender Dale Degroff. Kathleen McElroy, associate editor of the CHNY newsletter, was recently promoted to associate managing editor in charge of weekends at The New York Times. Most recently, she was deputy sports editor. Marion Nestle, chair of N.Y.U.'s Department of Nutrition and Food Studies, gave lectures all over the country this past summer in connection with her new book, Food Politics: How the Food Industry Influences Nutrition and Health. She spoke at .the University of Missouri, Dartmouth, Queens graduate center, the Baltimore Visionary Art Museum, Yale, Ryerson University (Toronto), Vassar, the Ross School and University of California-Berkeley and at conferences in Sacramento and Los Angeles. For the past year, Lucy Norris has been pursuing an M.A. in Food Studies at New York University. She is currently applying the finishing touches to a book that evolved from oral-history interviews on the local pickle history and traditions for the New York Food Museum's Pickle Day exhibit text. She is happy to announce that Stewart, Tabori and Chang Books will be publishing The Pickle Book: Preserving Tastes and Traditions. The release date is planned for Spring 2003. The book includes some industry-related history, from Guss' in New York to Dean's Pickles in Atkins, Ark. Norris remains an ac- tive volunteer staff member of the New York Food Museum, a member of Slow Food USA and Southern Foodways Alliance. In September of last year, Harry Panjwani, an M.D. and Ph.D. specializing in medical research and communications, was a member of a study group that traveled to Brazil, Argentina, Uruguay and the Amazon rain forest region with the National Press Club. In Amazonia, he explored the native plants, sea and land vegetation, and 500 varieties of fish for their nutritional as well as medicinal properties. Glenn Roberts, along with The National Colonial Farm and Colonial Williamsburg, is researching the provenance of Red May Wheat, circa 1830, selected by General Harmon in Virginia. The 1936 USDA Yearbook states that the most immediately known precursor to Red May Wheat is "May" — a white wheat from England brought to Virginia before the revolution. Roberts will search for sources of viable White May Wheat seed in the US and UK to grow an experimental increasing seed plot this coming winter in Charleston, Wilmington, and possibly Accokeek. Roberts would appreciate any information in this regard from the membership. His heirloom Southern grains and the antebellum ingredients milled from them have been selected by the Salone of Slow Foods to be held in Turin, Italy, this month. In conjunction, he is studying the odyssey of staple grains and their foodways from Europe to Colonial America. This past July, Meryl Rosofsky organized and led a group of 16 culinary enthusiasts on a food and wine tour in Tuscany. The weeklong culinary experience featured hands-on cooking classes with Chef Gianluca Pardini at the 16th-century Villa Cennina in the Tuscan countryside, along with IN BRIEF CHNY Contributes Last year the Steering Committee voted, when the treasury permits, to give an annual donation of $1000 to an ongoing food-related project or charity. Our first recipient was the Culinary Collection of the New York Public Library. This year's grant goes to the Osbourne Association's Fresh Start Program, Culinary Division, which sponsors cooking classes at Rikers Island. A number of restaurateurs and cooking teachers contribute their time. Please contact Stephen Schmidt at (212) 369-3697 with suggestions for future donations. Too Many Cookbooks? Make room for this season's new cookbooks by donating your unwanted ones to the James Beard foundation's annual cookbook sale (date to be announced). The Foundation's library uses the proceeds to fill the gaps in its reference collection. Please contact Phyllis Isaacson at (212) 675-4984, ext. 308, or send books to her at 167 W. 12th St., New York, NY 10011. Congratulations! Membership Chairman Wendy Clapp-Shapiro and her husband Jeffrey had a baby girl, Emma Catherine Esther, 7lbs 7oz on July 25. Baby healthy, parents delighted with their first offspring. 9 excursions to Siena, Lucca and the seaside villages of the Cinque Terre and visits and tastings at wineries and olive groves in Montalcino and Colle Verde. Articles Wanted The Valley Table, "The Magazine of Hudson Valley Farms, Food and Cuisine," is seeking informative, authoritative articles regarding the culinary history of the Hudson Valley (Westchester/Rockland north), particularly ethnic foodways and little known culinary and agricultural material Most features run up to 2,000 words; related recipes are welcome. The quarterly magazine pays contributors. Distribution is primarily in New York State but subscriptions are nationwide. Call or write for guidelines. The Valley Table, PO Box 2173, Middletown, NY 1940; (845) 3612436; fax 361-3778; e-mail firstname.lastname@example.org. New Members Mar. 12–Oct. 7, 2002 Complete listings for these new members will be included in the 2003 Directory. Stephanie Berghash, Chef Stefanie Dearie, Attorney Tae Ellin, Executive Assistant, The Institute of Culinary Education Zilkia Janer, Professor Fern Treiber, Retired teacher REGIONAL CALENDAR Wed. Oct. 23, "The Colors and Flavors of Van Gogh's France," Alexandra Leaf, a slide lecture and book signing, Alliance Française, Philadelphia, (215) 735-5283. Sun. Oct. 27, "The Vibrant Culinary Flavors of East Harlem," Myra Alperson, walking tour, New School Culinary Arts Program, (212) 255-4141. Wed. Oct. 30, "The Art of English Tea," Judith Krall-Russo, The Barron Arts Center, Woodbridge, NJ, (732) 634-0413. Fri. Nov. 1, "Tasting History," Alexandra Leaf, lecture on the origins of the restaurant in 18th-century France, Scarsdale Public Library, Scarsdale, NY, (914) 723-2325. Sat. Nov. 2, "Tea and Tango," Judith Krall-Russo, North Edison Library, Edison, NJ, (732)-549-1792. Sat. Nov. 2, "How to Write a Recipe," Delores Custer, New School Culinary Arts Program, (212) 255-4141. Mon. Nov. 4, "A Tasting of Great Green Teas," a workshop and study of Japanese green teas, Elizabeth Andoh, New School Culinary Arts Program, (212) 255-4141. Sun. Nov. 10, "Soulful Culinary Flavors of Central Harlem," Myra Alperson, walking tour, New School Culinary Arts Program, (212) 255-4141. Mon. Nov. 18, "Nutrition Lessons from the Mediterranean," Riska Platt, New School Culinary Arts Program, (212) 255-4141. Thu. Nov. 14, "History of Victorian Tea with Tea Tasting," Judith-Krall-Russo. Washington Branch Library, Robbinsville, NJ, (609)-259-2150. 10 Through Dec. 8, Ongoing exhibition: "Matters of Taste: Food and Drink in Dutch 17th-Century Art and Life," mounted by Donna R. Barnes and Peter G. Rose. Albany Institute of History and Art, Albany. Sat. Nov. 30, "Early American Food Traditions," exploring Thanksgiving traditions, the kitchens of Historic Richmond Town, Staten Island, (718) 351-1611. Sat., Dec. 7, "Exploring the Ocean's Pantry," a daylong symposium including a presentation by Elizabeth Andoh, New York Japan Society, (212) 832-1155. Sat., Dec. 7, " Winter Holidays, their History and Foods," Judith Krall-Russo, Old Bridge Public Library, Old Bridge, NJ, (732) 721-5600 x-2313. TO THE MEMBERSHIP CHNY renewals will be going out shortly. The deadline to be included in the2003 directory is December 31, 2002. In addition to renewing your own membership, please consider giving one to a friend as a holiday or birthday gift. In an effort to increase the membership base, complimentary newsletters with the membership application below are available to place in locations such as culinary schools, universities, museums, and stores. There is great diversity in the professions and interests of the CHNY population. Consequently, distribution locations need not be culinary related. For example, corporations and publishing houses are other possible drop-off points. Please contact Helen Brody at (603) 863-5299 or e-mail her at email@example.com for locations and contact names to which newletters can be sent. Better yet, members please call or e-mail if you are willing to hand out a few at the office or to friends. New Membership Application (Not a Renewal Application) At monthly meetings, the Culinary Historians of New York explore the historic, esoteric, and entertaining byways of food. These events are led by noted historians, authors, anthropologists, and food experts, many of whom are CHNY members. Membership benefits include advance notice of all events, a membership directory, and the CHNY Newsletter with culinary history articles, news of members, events, and book reviews. Individual – $40 per year Household – $60 per year Corporate – $125 per year Student/Senior – $20 per year Senior Household – $30 per year Name(s):_____________________________________________________________________________________ Street Address: _______________________________________________________________________________ City: _______________________________________________ State _______________ ZIP ____________ Work Phone: ____________________________________ Home Phone: _____________________________ e-mail: _________________________________________ Profession: _______________________________ Culinary Interests (12 words max; information to appear in the next CHNY directory) Willing to help with: Programs:______ Membership:______ Newsletter:______ Please make check payable to CHNY and send with completed form to: The Culinary Historians of New York, Wendy Clapp-Shapiro, PMB #133, 2565 Broadway, New York, NY 10025-5657. 11 UPCOMING PROGRAMS Thurs., Oct. 17, "The Blooming of New York State Wines and Artisinal Cheeses," Max McCalman, Maître fromager, Picholine and Artisanal restaurants, Park Ave. Methodist Church, Park Avenue at 86th Street. Thurs., Nov. 14, "The Politics of Food," Marion Nestle, author and Professor of Nutrition at NYU, Park Ave. Methodist Church, Park Avenue at 86th Street. Thurs., Dec. 12, "History of Christmas Dinner," Cathy Kaufman, Instructor of Food History, Institute for Culinary Education, Horticultural Society of New York, 128 West 158th Street. Tues., Jan. 28, "Famous Dinner Parties That Changed History," Carolin Young, author and art historian, French Culinary Institute, 462 Broadway at Grand Street. *CULINARY HISTORIANS OF NEW Y ORK• C/O Wendy Clapp-Shapiro PMB #133, 2565 Broadway New York, NY 10025-5657 12 IN THIS ISSUE	<urn:uuid:5bcfa3cb-d246-4147-a6f2-83f435546c0b>	CC-MAIN-2014-35	http://www.culinaryhistoriansny.org/files/Newsletters/Newsletter_2002_F.pdf	2014-09-02T18:48:00Z	crawl-data/CC-MAIN-2014-35/segments/1409535922763.3/warc/CC-MAIN-20140909044907-00165-ip-10-180-136-8.ec2.internal.warc.gz	793,388,006	9,185	eng_Latn	eng_Latn	0.933319	eng_Latn	0.997621	[ "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	[ 2427, 5651, 10195, 14726, 19006, 23667, 27779, 32278, 36097, 38132, 40506, 41357 ]	[ 2.78125, 0.82421875 ]	2	1
National Park Service U.S. Department of the Interior National Trails Intermountain Region How to Certify Your National Historic Trail Property The Last Chance Store, located at the west end of Council Grove, Kansas, dates from the 1850s. The building, which is owned by a local hotel keeper, is one of more than 70 certiﬁed sites along the Santa Fe National Historic Trail. Tracing Our Past W agon wheels, hooves, boots, and moccasins long ago wore a tangle of trails across America and deep into her national identity. Many of these historic routes have been recognized by Congress as national historic trails. National historic trails cross thousands of miles of public and private property. Along those miles are physical traces of trail history, such as wagon ruts, graves, inscriptions, and campsites and places that tell about that history, such as museums and visitor centers. Many such traces and places are found on state lands, in nature preserves, in city parks, on ranches, and even in suburban back yards. Those important pieces of trail history can be publicly commemorated and protected through the National Park Service partnership certiﬁcation program. Across America Illustration by William Henry Jackson Mormon pioneers in Echo Canyon, Utah. As an owner or manager of a certiﬁed trail site, segment, museum, or visitor center located near a congressionally designated national historic trail, you can request guidance from National Park Service experts in many specialties. In addition, all trail partners may apply for Challenge Cost Share matching funds to help protect a trail property, make it accessible, research its history, or tell its story. Partners in Time Certiﬁcation is a partnership that helps landowners protect and preserve their historic trail properties, and share them with others. The certiﬁcation process begins when a landowner or manager invites National Park Service trails staﬀ to evaluate a property's historical signiﬁcance and condition. If the site has played a role in trail history and the owner will allow at least occasional public access, the partners together prepare a certiﬁcation agreement. The owner/manager can establish visiting times, dictate where visitors may go on the property, and set other reasonable conditions. Next, the partners might begin planning for site protection and any other needs, such as walkways, signs, and exhibits. The partnership allows plenty of room for choice and ﬂexibility. For example, one owner might choose to install exhibits and sidewalks and open his property to daily visitation. Another might prefer to keep his/her land undeveloped and limit visits to an occasional school group or researcher. The needs of both owners can be met. Owners retain all legal rights to their property, and can end the partnership at any time. Many diﬀerent kinds of properties can be certiﬁed. Some of our certiﬁcation partners include: Brown's Ferry Tavern on the outskirts of Chattanooga, Tennessee was located at a key Tennessee River crossing point along the Trail of Tears National Historic Trail. The Western Historic Trail Center located in Council Bluffs, Iowa provides interpretation on the California, Oregon, Mormon Pioneer, and Lewis and Clark National Historic Trails. The Great Platte River Road Archway Monument in Kearney, Nebraska is an interpretive center built over an interstate highway that pays tribute to the pioneers who passed through Nebraska on their way West. Autograph Rock is a rock formation on private property in Oklahoma where Santa Fe Trail travelers paused to inscribe their names and hometowns. Most states have tort claim laws that protect landowners who allow public recreational use of their properties. The National Park Service can help you ﬁnd information about applicable laws in your state. Why Certify Your Site? T he National Park Service oﬀers many beneﬁts to its certiﬁcation partners: T echnical Assistance National Park Service experts in history, archeology, interpretation, exhibit design, landscape architecture, and many other ﬁelds can show you how to research and share the story of your certiﬁed property. P rotection and Site Development Guidance As the nation's leading conservation agency, the National Park Service can advise you on protecting your site, preserving its historic qualities, and managing visitor use. We can also help with site planning and design, and aid in producing interpretive story panels for your certiﬁed site. P roject Funding and Assistance The National Park Service can provide federal funds for eligible projects through its Challenge Cost Share Program, which can match up to 50 percent of project costs. We can also help you ﬁnd funding from other sources. Recognition The National Park Service can provide oﬃcial National Historic Trail signs and logos for display at certiﬁed sites. Visitors recognize those signs and logos, and through them know right away that a site is historically important. Getting Started Learn more about these National Historic Trails at www.nps.gov To start the certiﬁcation process for eligible properties along any of the trails listed above, contact us at: National Trails Intermountain Region P.O. Box 728 Santa Fe, NM 87504-0728 Phone: (505) 988-6005 firstname.lastname@example.org	<urn:uuid:7e5e9105-ceb0-4e78-ac03-1f01b8e067b6>	CC-MAIN-2014-35	http://www.nps.gov/elca/parkmgmt/loader.cfm?csModule=security/getfile&PageID=520693	2014-09-02T19:18:51Z	crawl-data/CC-MAIN-2014-35/segments/1409535922763.3/warc/CC-MAIN-20140909044519-00158-ip-10-180-136-8.ec2.internal.warc.gz	1,221,982,382	1,096	eng_Latn	eng_Latn	0.995319	eng_Latn	0.996164	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2842, 5323 ]	[ 2.203125 ]	1	6
Econ 201: Principles of Economics Prepared by: Steven Peterson Lecturer in Economics University of Idaho Copyright Independent Study in Idaho/Idaho State Board of Education Course Guide Self-paced study. Anytime. Anywhere! Economics 201 Principles of Economics University of Idaho 3 Semester-Hour Credits Contents 128 Econ 201: Principles of Economics Welcome! Whether you are a new or returning student, welcome to the Independent Study in Idaho (ISI) program. Before beginning this course, read the information provided below, including course description, prerequisites, required materials, course objectives, and information about lessons, exams, and grading. Policies and Procedures Important! As you read this section, you will see the following icon: Use this icon to direct yourself to essential ISI information. Students are responsible for following ISI's policies. Refer to ISI's website at www.uidaho.edu/isi, select About ISI, Policies for the most current policies, procedures and course information. If you have any questions or concerns, please contact the ISI office for clarification before beginning your course. Course Description Organization and operation of American economy; supply and demand, money and banking, macroeconomic analysis of employment, aggregate output and inflation, public finance, and economic growth. U-Idaho students: May be used as core credit in J-3-d. Econ 201 and 202 may be taken in either order. Econ 201 or 202 carry only two credits after 272 [Foundations of Economic Analysis]. Recommended: Internet access, computer with CD drive 16 graded lessons, 4 self-study lessons, 1 optional assignment, 4 self-study practice exams, 4 proctored exams Course Materials Required Course Materials * McConnell and Brue. Macroeconomics: Principles, Problems, and Policies. 14 th edition. Boston: Irwin/McGraw-Hill, 1999. ISBN 9780072898415 Independent Study in Idaho course materials are available for purchase at the VandalStore (University of Idaho bookstore). Your Registration Confirmation Email contains the VandalStore's contact information. Independent Study in Idaho courses are updated and revised periodically. Ordering course materials from the VandalStore at the time of registration allows you to purchase the correct edition(s) of textbooks, course guides, and supplemental materials. Contact the VandalStore directly for questions regarding course materials that you have ordered. If purchasing textbooks from another source, refer to the ISBN(s) for the textbook(s) listed for this course to ensure that you obtain the correct edition(s). Course Delivery This course is available online. An electronic course guide is accessible through BbLearn at no additional cost. Refer to your Registration Confirmation Email for instructions on how to access BbLearn. Course Introduction Welcome to the world of economics. This course examines an important branch of economics called macroeconomics, which studies the economy as a whole. Economists specializing in macroeconomics utilize the aggregate approach in their analysis. That is, a macroeconomist examines information and statistics which are tallied across numerous markets and across a virtually infinite number of decisionmakers. This approach is quite different from microeconomics, another major branch of economics which examines the behavior of individual decision-makers and markets. The roots of macroeconomics can be traced to before the time of Adam Smith, the founder of modern economics (who published The Wealth of Nations in 1776). Yet the statistical tools needed for real macroeconomic analysis has only been available since World War II. The Great Depression in the 1930s made politicians and economists painfully aware that they needed better analytic tools and more information on the macroeconomy in the United States. Since that time, the Federal Government has developed an immense database consisting of virtually every conceivable measure of economic activity. In addition, the government conducts sophisticated statistical analysis in its examination of economic activity. The government publishes information, for example, on the following: the composition of households in the U.S., the composition of firms, output statistics on all production in the U.S., money supply statistics, measures of inflation, measures of unemployment, statistics on exports and imports, statistics on investment, etc. You will make use of many of these statistics in your analysis of economic events as you progress through this course. Your decision to undertake an independent study course places you in a special category of student. I have found, on average, that independent study students who complete the course are more motivated and better students than those on campus. The reason is the self-motivation and discipline needed to complete a correspondence course. Course Objectives 1) To introduce the student to basic economic thinking and analysis. 2) To acquaint the student with economic concepts, terminology, and logic. 3) To familiarize the student with the tools needed for examining important economic variables such as real output, inflation, and unemployment. 4) To introduce to the student the various economic schools of thought and how these schools influence public policy. You will examine the theories of Keynesian economists, monetarists, supply-side economists, rational expectations economists, and others. 5) To introduce to the student the various policy tools available to decision-makers for influencing the economy and the rationale of their use. 6) To familiarize the student with the growing global economy and how the economic future of the nations of the world are intertwined. 7) To introduce to the student the concepts and measures of economic growth, technological development, and human capital development. 8) To introduce to the student important topics in development economics and Third World development issues. Lessons Each lesson may include the following components: * Lesson objectives * An introductory lecture * A reading assignment * A written assignment, project or activity Study Hints: * First of all, read the textbook readings as a first pass through the material. Choose a quiet setting, perhaps with a cup of coffee or your favorite soft drink. * The next step is to read the lesson and lecture in the study guide. Carefully consider how this information fits in with the textbook material. Review the key objectives of each lesson. * Now do the assignments. These will help you understand the important issues in each chapter. Note the importance of graphing. Be sure to practice these graphs. It takes work to get them down cold! * Keep a copy of every lesson submitted. * Always remember I am only a phone call away; do not hesitate to call me if you have any questions * You can also drop me an email or note as well. * Set a schedule allowing for completion of the course one month prior to your desired deadline. (An Assignment Submission Log is provided for this purpose.) * Each lesson consists of both multiple-choice questions (and/or true-false questions) and essay questions. On average, the typical lesson will have three essay questions and ten multiplechoice questions and/or true-false questions. The composition of questions on individual lessons, however, will vary. Some lessons may have more than three essay questions, for example, while others may have one or two. Alternatively some lessons may have more or less than 10 multiple choice questions. Regardless, each lesson turned in is worth twenty points. * Some lessons (i.e. lectures) in your study guide include supplemental materials. Most of the lectures, however, are a review and summary of the textbook material. They provide a concise overview and review of the key issues covered the text. In all cases you should read the chapter first before the lecture in the study guide. These lectures are designed to assist you in "digesting" and understanding the concepts covered in the text. Refer to your Registration Confirmation Email for further details on your instructor's lesson guidelines and requirements. Also refer to the ISI Policies and Procedures for essential ISI policies on submitting lessons to your instructor. Exams - You must wait for grades and comments on lessons prior to taking each subsequent exam. - For your instructor's exam guidelines, refer to your Registration Confirmation Email. Submit all lessons preceding each exam prior to requesting it. * There will be four examinations in the course including the final examination and each test is worth 170 points. The final examination is non-comprehensive. Each examination will have a combination of multiple-choice questions and essay questions. The number of points that each question is worth will appear on the examination. Although the examinations are intended to take only an hour to complete, you will have two full hours. * At the end of each section of material in your study guide, there is a practice examination with answers included. These practice examinations are intended to help you prepare for the real tests. The questions on the real tests will be different, of course, from the practice examinations, but the form and content will be similar. * Much of the material in the examinations focuses on problem solving. If a problem appears at length in the practice examination, there is a good chance it will also appear in the real test in some form. * The exams and the chapters in the text they cover: Examination 1: Chapters 1-6 Examination 2: Chapters 7-12 Examination 3: Chapters 13-17 Examination 4: Chapters 18-23 Practice Exams Practice tests are provided at the end of each block of material to assist you in preparing for the exam. They will assist you in identifying the type of questions that will be on the exam (obviously the questions themselves will be different). The key to each of the four practice exam are in the back of the study guide. See Grading for specific information on exams, points, and percentages. Choosing a Proctor/Scheduling Exams All exams require a proctor. Refer to the ISI Policies and Procedures for guidelines on how to choose a proctor and schedule exams. Complete the Proctor Information Form and send it to the ISI office at least two weeks prior to scheduling your first exam. Grading The final course grade will be based upon the following considerations. * Lessons: This course includes 16 graded lessons worth generally 20 points apiece, for a total of 320 points—thirty-two percent of your course grade. * Self-Study Lessons: These lessons are not to be turned into your instructor. The answer key is provided at the back of your study guide. This material is fair game on the exams, however, so you need to study the lessons carefully. The self-study lessons are 4, 6, 11, and 17. * Web-References: Web references are provided at the beginning of each lesson for your interest but their review is not a course requirement. All of them are related to economics directly or indirectly and I encourage you to become familiar to economics on the web. 4 * For Your Interest: These are interesting topics of interest that appear at the beginning of several lessons. Again they are for your interest but will not appear as test questions on the exams. * Lectures: Material labeled "lecture" is included in each of the lessons. Most of these are chapter reviews in staccato format. Some lectures include new material. You should read the chapter(s) in your text first before reviewing the lectures. They will be helpful in preparing for the exams. Grading Scale Each examination is worth a maximum of 170 points and the total possible points for all four examinations is 680. The twenty submitted lessons are worth a combined maximum of 320 points. The total possible points in the course are 1000. A summary follows: The following scale applies in determining your final grade: Minimum required for A 90 percent = 900 points Minimum required for B 80 percent = 800 points Minimum required for C 70 percent = 700 points Minimum required for D 60 percent = 600 points I retain the option of applying a grading curve to lower the minimums listed above, in order to make the Independent Study grades compatible with those of courses taught on campus. Since the minimums can be lowered but not raised, this will work to your advantage. A hypothetical example would be to lower the minimum of an "A" grade from 90 percent to 88 percent. If you have any questions on grading, drop me a note or call me. Optional Extra Credit Paper - Lesson 1X An extra credit paper may add a maximum of 50 points to your course total, while the downside risk is zero. Therefore, a good paper will add 35 or more points to your course total, an average paper 25 points or so, and a below average paper fewer than 20 points. The extra credit paper requires an extra investment in time and research effort. Nonetheless, it offers potential rewards in terms of grade and knowledge enhancement. Furthermore, it allows Independent Study students the same option as offered on-campus students. The assignment is to research and write on any aspect of poverty and the distribution of income. This is a particularly relevant topic given the political changes in the 1990s. You may examine general issues such as the appropriateness of the redistributive function of government or examine specific poverty programs. You might wish to examine the effectiveness of in-kind programs such as food stamps versus a negative income tax, which is a cash program. You may choose from a virtually endless number of topics. Feel free to call me if you need any assistance in choosing one. The paper should be a minimum of seven pages in length, typed or computer-printed, double-spaced, with citations and bibliography in an appropriate format. This paper must be turned in prior to requesting the final examination. Call or drop me a note if you have any questions. The final course grade is issued after all lessons and exams have been graded. Refer to the ISI Policies and Procedures for information about confidentiality of student grades, course completion, time considerations, and requesting a transcript. About the Course Developer Hi. I am a Research Economist and Lecturer in Economics at the University of Idaho, where I have been employed for 10 years. My teaching interests are introductory macroeconomics, microeconomics, money and banking, and intermediate macroeconomics. My research interests are regional economic development and impact analysis. I have conducted studies on the economic impacts to local Idaho communities from reductions of timber harvests on federal forests, the economic impact of colleges and universities, the economic impacts of inland ports and dam removal to save salmon, tribal gaming, and other interesting subjects. I look forward to assisting you in your exploration of economics. Contacting Your Instructor Instructor contact information is available in BbLearn. Disability Support Services Refer to the ISI Policies and Procedures for information on Disability Support Services (DSS). Lesson Chapter Assignment Submission Log Reading Written Assignment Date Submitted Lesson 1 Economic Thinking Humor in Economics Economics is the painful elaboration of the obvious. Source: http://www.etla.fi/pkm/JokEc.html For your interest Famous People who Majored in Economics in College Dick Armey: US Congressman Bernie Kosar: NFL quarterback Steve Balmer: Executive VP, Microsoft Mike Mussina: MLB Pitcher William F. Buckley: Journalist Merlin Olson: Actor/Former NFL player Jim Bunning: US Congress/Baseball Hall of Fame Ronald Reagan: Former US President George Bush: Former US President Roy Romer: Gov. of Colorado Sandra Day-O'Connor: US Supreme Court Lionel Ritchie: Singer/Songwriter John Elway: Former NFL quarterback George Schultz: Former US Secretary of State Phil Gramm: US Senator Arnold Schwarzenegger: Actor William Isaac: Former Chairman of FDIC Richard Trumka: Pres. United Mine Workers Mick Jagger: Rolling Stones Ted Turner: CNN, Atlanta Braves/Hawks Alex Keaton: TV sitcom character Mario Van Peebles: Actor/Director Young M.C.: Singer Lenny Wilkens: NBA Coach Source: http://web.centre.edu/~econed/Subpages/famous.htm Web-links A link to biographies of famous economists and their birthdays: http://www.cpm.ll.ehimeu.ac.jp/AkamacHomePage/Akamac_E-text_Links/Akamac_E-text_Links.html#A Technology News: http://www.redherring.com/home.html Business News—US News and World Report: http://www.usnews.com/usnews/home.htm Lesson Objectives When you have finished this lesson, you should be able to discuss: 1) the economic problem and its sub-parts. 2) economic methodology. 3) the concept of opportunity cost. 4) the pitfalls to positive thinking. 5) marginal analysis and why it is important to economics. Reading Assignments McConnell and Brue, Chapters 1, pp 3-19. Important Terms economics economic perspective marginal analysis theoretical economics induction deduction ceteris paribus policy economics positive economics normative economics fallacy of composition macroeconomics vs. microeconomics Lecture Introduction The economics profession is a pie that can be sliced in many ways… Economics is a discipline that examines the allocation of scarce resources to consumers with unlimited wants and desires. The two key focal points of economics are the facts that all economic resources are scarce and that consumer wants and desires are unlimited (i.e. there are competing uses). These points create a conflict, a tension between the unlimited wants and desires by consumers and the scarcity of goods and services. Thus, as noted in your text: scarcity forces choice. Usually, when someone thinks of economics (and economists), he or she thinks of money and/or the stock market. In fact, only a small minority of economists specialize in finance or securities. The principal focus of economics is on human welfare. The quest to improve the human condition leads economics into virtually all aspects of peoples' lives and into virtually every profession. In fact, John T. Wenders, an economist at the University of Idaho, has labeled economics an imperial science, frequently invading (i.e., offering analysis and insight to) many other professions. Economics as a discipline is perhaps second only to the granddaddy of them all—philosophy—in its scope. Economics is a way of thinking, a method of analysis. Economics offers a unique viewpoint of the essential elements of the human condition. Economics is part science. That is, it is based on some fundamental, predictable elements of human behavior. One such assumption, for example, is that people seek to maximize their own utility or welfare. Science also plays an important role in economics where the human world and the physical world come together, such as in the production of goods and services, resource development, technological improvement, and production efficiency. Economics is also subject to the unpredictable elements of human behavior, however, which distinguishes it from professions such as chemistry or physics. Economics is therefore a social science. Economic Methodology Economists utilize a process called the scientific method wherever possible. This process begins with the creation of a theory, which can be defined as "a formulation of underlying relationships in an attempt to explain a certain phenomena." To evaluate a theory, economists develop a hypothesis to test a theory formally. A hypothesis is a proposition of how one variable or event affects one or more other variables. Evidence must be gathered and the proper statistical techniques utilized (usually econometrics) to test a hypothesis properly. Economists often develop models to represent their theories or hypothesis. Models are simplified versions of reality usually mathematical in nature. The scientific method is thus defined "as the development of theories and the gathering of evidence (data) to determine whether those theories are consistent with the [available] evidence." The scientific method is a tool of analysis that examines a theory or hypothesis one variable at a time while holding all other variables constant. The process of holding other variables or events constant is called ceteris paribus. The isolated variable (often called the independent variable in statistical terms) is probed and manipulated to determine its impact or influence upon another variable called the dependent variable. Unfortunately, with human activity, this is difficult to accomplish. Economists are often unable to hold all other variables constant (thus they are always faced with a moving target). This is especially true in the branch of economics called macroeconomics, which examines the economy as a whole. It is often impossible to establish correlation or causation of important economic events. Correlation identifies a relationship between two variables—but it does not tell us the nature of that relationship. Causation, on the other hand, tells us how one variable affects another. Obviously, causation is much more difficult to establish than correlation. The Two Basic Divisions of Economics Macroeconomics studies "the big picture." It focuses on the economy as a whole. Macroeconomic analysis aggregates across many markets and over a large number of decision-makers. Frequently, a distinction between macroeconomics and microeconomics is the role that money plays. Macroeconomics must usually deal with the impact of money (and monetary systems) in their analysis, whereas microeconomics usually (but not always) ignores or holds constant their effects. Given the size of the U.S. economy and its extremely complex nature, there is far more uncertainty among macroeconomists as to proper policy actions than found among microeconomists. Macroeconomists are sometimes derided as akin to old country doctors, pretending to know more than they really do, and ultimately depending on the long-run vitality of the economy (rather than corrective policy actions) to solve the nation's economic problems. Yet macroeconomists have played an important role in many of the policy decisions that facilitated the long-run growth and stability of the U.S. economy since the 1940s. Many of these issues will be explored in detail in this course. Microeconomics focuses on individual markets and/or decision-makers. The scientific method has been more successfully used in analyzing many more microeconomic issues than with macroeconomic issues. Economists have reached many important, generally-agreed-upon conclusions regarding policy issues in microeconomics. Some of these issues will be explored in the beginning of this course. Normative Versus Positive Economics Normative statements are value judgments—subjective individual preferences. Normative statements usually include qualifiers such as "should be" or "ought to be." The statement: "We should cut taxes to improve productivity and growth in the economy" is a normative statement. Positive economics, on the other hand, deals with facts. The statement: "The national debt is approximately 5 trillion dollars" is a positive statement. University Institutional Divisions Economics, Agricultural Economics, Natural Resource Economics (in the College of Forestry), Home Economics, Economics for Primary and Secondary Schools, Economics in the Fields of Geology, Geography, Engineering, etc. are some of the divisions of economics. At the University of Idaho, the Economics Department is located in the College of Business and Economics. Agricultural Economics, on the other hand, is located in the College of Agriculture. The combined two departments hold most (but not all) of the economists at this university. Other economic courses are taught in Forestry, Education, Geology, Geography, Engineering, and other colleges. Specialized Fields within Economics General Economics Concepts and Terms Economics can be defined as a discipline that examines the allocation of scarce resources to consumers with unlimited wants and desires (competing uses). The Economic Problem: How to allocate scarce resources to consumers with unlimited wants and desires. This can be subdivided into five parts which are common to all economic systems. These are listed below. The last two generally vary from textbook to textbook. I have chosen the last two from Lipsey and Steiner. A) What (goods) should be produced? B) How should these goods be produced? Which process should be utilized to manufacture goods (i.e. the least costly method)? C) For whom should these goods be produced? What individuals or groups in society will receive the goods? D) How do you address the problem of productivity and future growth of the economy? How do you expand the capital stock in an economy? How do you support research and product development, the development of human capital, scientific progress, and other factors that promote the future expansion of the economy? E) How do you address the problem of short-run adjustments in the economy? That is, how do you deal with the unemployment and/or inflation that result when structural adjustments occur in the economy? This is a critical issue and in many cases the very survival of an economic system stands on the ability of policy-makers to deal effectively with this issue. There are three basic answers to the economic problem: command economy, pure capitalism, and mixed economy. In a command economy, such as we once found in China, the economic problem was solved by the government (although many of these countries are currently adopting free-market reforms). The government answers the question of what to produce, how to produce it, and for whom it shall be produced. The government owns all of the economic resources and the means of production. It directs resources. In pure capitalism, private citizens own resources and the means of production. Prices direct resources. Markets and prices determine what is to be produced, how it is to be produced, and for whom. In capitalism, decision-making is decentralized in the hands of small producers and consumers. In a command economy, decision-making is centralized. These decisions are made by the government. Our economy in the USA is a mixed economy. Markets play the dominant role in our country, but the government also plays an important role in resource allocation. An economic good is, by definition, a scarce resource. All economic resources are scarce. A free good, on the other hand, is a good of which you can consume all that you could possibly want at zero cost and plenty would remain for everybody else in the world. Sunlight and air are considered examples in many economics textbooks. Can you think of reasons why these examples may not be appropriate? Ceteris paribus is another important concept in economics. It is a Latin phrase meaning "other things being equal." Thus, when examining the relationship of one economic variable to another, all other factors must be held constant. Written Assignment Essay Questions: 1) Explain in detail the interrelationships between economic facts, theory, and policy. Critically evaluate this statement: "The trouble with economic theory is that it is not practical. It is detached from the real world." 2) Identify each of the following as either a positive or a normative statement: A) The high temperature today was 89 degrees. B) It was too hot today. C) The general price level rose by 4.4 percent last year. D) Inflation eroded living standards last year and should be reduced by government policies. 3) Use the economic perspective to explain why someone who is normally a light eater at a standard restaurant may become somewhat of a glutton at a buffet-style restaurant which charges a single price for all you can eat. Multiple Choice Questions: 1) The study of economics is primarily concerned with: A) keeping private businesses from losing money. B) demonstrating that capitalistic economies are superior to socialistic economies. C) choices which are made in seeking to use scarce resources efficiently. D) determining the most equitable distribution of society's output. 2) The "economic perspective" refers to: A) macroeconomic phenomena, but not microeconomic phenomena. B) microeconomic phenomena, but not macroeconomic phenomena. C) the making of rational decisions in a context of marginal costs and marginal benefits. D) unlimited resources in a context of limited material wants. 3) Rational behavior suggests that: A) everyone will make identical choices. B) resource availability exceeds material wants. C) individuals will make different choices because their information and constraints differ. D) an individual's economic goals cannot involve tradeoffs. 4) Economics involves "marginal analysis" because: A) most decisions involve changes in the status quo. B) marginal benefits always exceed marginal costs. C) marginal costs always exceed marginal. D) much economic behavior is irrational. 5) You should decide to go to a movie: A) if the marginal cost of the movie exceeds its marginal benefit. B) if the marginal benefit of the movie exceeds its marginal cost. C) if your income will allow you to buy a ticket. D) because movies are inherently good products. 6) The assertion that "There is no free lunch" means that: A) there are always tradeoffs between economic goals. B) all production involves the use of scarce resources and thus the sacrifice of alternative goods. C) marginal analysis is not used in economic reasoning. D) choices need not be made if behavior is rational. 7) Generally speaking, the inductive method: A) begins with hypotheses which are then tested against real-world facts. B) confuses correlation with cause and effect. C) moves from facts to generalizations or theory. D) D) cannot be applied in economic analysis. 8) The deductive method: A) begins with hypotheses which are then tested against real-world facts. B) confuses correlation with cause and effect. C) begins with facts and moves to generalizations or theory. D) applies to the physical sciences, but not to social sciences. 9) Economic models: A) are of limited use because they cannot be tested empirically. B) are limited to variables which are directly related to one another. C) emphasize basic economic relationships by abstracting from the complexities of the real world. D) are unrealistic and therefore of no practical consequence. 10) The term "ceteris paribus" means: A) that if event A precedes event B, A has caused B. B) that economics deals with facts, not values. C) other things equal. D) prosperity inevitably follows recession. 11) With respect to the basic economic goals of society, for example, economic growth, full employment, economic efficiency, price level stability, economic freedom, distributional equity, and economic security, it can be said that: A) all are accepted and assigned similar priorities in every industrialized society. B) all are precisely measurable. C) some goals are complementary and others are conflicting. D) all are conflicting goals. 12) Which of the following statements pertains to macroeconomics? A) Because the minimum wage was raised, Mrs. Beepath decided to enter the labor force. B) A decline in the price of soybeans caused farmer Wanek to plant more land in wheat. C) The national productivity rate grew by 1.4 percent last year. D) The Pumpkin Center State Bank increased its interest rate on consumer loans by 1 percent. 13) Which of the following is a normative statement? A) The temperature is high today. B) The humidity is high today. C) It is too hot to play tennis today. D) It will cool off later this evening. 14) The "fallacy of composition" states that: A) because economic systems are comprised of so many diverse economic units economic laws are necessarily inexact. B) the anticipation of a particular event can affect the nature or composition of that event when it occurs. C) what is true for the individual must necessarily be true for the group. D) because event A precedes event B, A is necessarily the cause of B. 15) If variables X and Y are positively correlated, this means that: A) X is the cause of Y. B) Y is the cause of X. C) causation necessarily exists, but we don't know whether X or Y is the cause. 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Pace University DigitalCommons@Pace Cornerstone 1 Reports : Expansion and Enhancements of the Thinkfinity Platform The Thinkfinity Center for Innovative Teaching, Technology and Research 5-1-2008 Interim Report: Pilot Project – Technology Integration in Underserved Schools Using Thinkfinity Sandra G. Flank School of Education, Pace University Follow this and additional works at: http://digitalcommons.pace.edu/cornerstone1 Part of the Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Instructional Media Design Commons, and the Teacher Education and Professional Development Commons Recommended Citation Flank, Sandra G., "Interim Report: Pilot Project – Technology Integration in Underserved Schools Using Thinkfinity" (2008). Cornerstone 1 Reports : Expansion and Enhancements of the Thinkfinity Platform. Paper 1. http://digitalcommons.pace.edu/cornerstone1/1 This Report is brought to you for free and open access by the The Thinkfinity Center for Innovative Teaching, Technology and Research at DigitalCommons@Pace. It has been accepted for inclusion in Cornerstone 1 Reports : Expansion and Enhancements of the Thinkfinity Platform by an authorized administrator of DigitalCommons@Pace. For more information, please contact email@example.com. Interim Report Pilot Project – Technology Integration in underserved schools using Thinkfinity This pilot project was conceived as a way to enable teachers in schools with fewer technical resources than typical public schools, or with special needs for students and teachers, to explore and utilize the resources of Thinkfinity in lessons and activities. The project will conclude at the end of May, 2008, and a final, complete report will be submitted at that time. This interim report will describe the assumptions of the project team, how the project was carried out, and highlights of the project to date. The project team consists of the director of the Pace University Computer Learning Center, Sylvia Russakoff, and two master teachers, Babette Kronstadt and Anita Tumminelli. In addition, Debra Blaustein, a graduate student at the Pace University School of Education, assisted at many of the sessions. The Pace Computer Learning Center has been involved in helping teachers learn to integrate technology using Internet resources since 1997, when, under a grant from the then Bell Atlantic Corporation, over 900 teachers were trained over a three year period. Assumptions: * Technology is a means to an end, not a goal. The goal of using technology is to enhance student learning. * Within each school there is variation in access to technology, technical skills and previous use of technology in the classroom * Many teachers in the target schools make limited use of activities where the students are actively engaged in using technology to create knowledge or otherwise expand their learning opportunities. * In order to make best use of Thinkfinity and technology in general, teachers need to feel more comfortable and gain confidence in using technology. Because teachers have different gaps.in their technical skills, a short course of individualized training is the most efficient way to address those gaps, solidify each individual teacher's skills and raise confidence in using technology. * Teachers in the non-public schools lack the support available in most public schools. Therefore, a key aspect of our program was to provide the one-on-one support needed so that the needs described above could be met. * If teachers are not accustomed to using technology in the classroom, even if they find good online resources they may not be able to use them most effectively. Individual support in creating lessons develops effective approaches to using technology. Project Description Three schools were selected for the project. The Immaculate Conception parochial school in Tuckahoe, NY was selected upon the recommendation of the Facilitator Center, an organization that provides education and professional development to nonpublic schools in New York. Good Counsel School, in White Plains, NY, was selected upon the recommendation of Dean Susan Merritt of the Seidenberg School. The New York School for the Deaf was selected through the recommendation of Dr. Sandra Flank of the Pace School of Education. Each of these three schools, although different in character, size and resources, expressed an eagerness to help enable teachers to improve their ability to integrate technology into the classroom, and to become familiar with the vast resources offered by Thinkfinity. All three of the schools have principals and high-level administrators who strongly support this project and are invested in its success. The project consists of three stages – introduction, group sessions and individual sessions. In the introduction, potential participants attended an overview session, in which a Pace instructor showed them Thinkfinity, and demonstrated selected sites that showed how technology could add value to a traditional lesson. After learning basic Thinkfinity search techniques, participants were invited to spend some time exploring the site, and were encouraged to share lessons and interactive activities they found. Teachers were asked to identify one or more areas of the curriculum in which they would look for resources in Thinkfinity, and put together a lesson or other learning activity. Once the principals had confirmed the final list of project participants, each group received approximately 8 hours of group instruction, in which all the Thinkfinity partners were explored. Teachers learned how each of the partner sites is organized, the best search techniques, strengths and weaknesses of each partner, and they identified and noted some of the sites appropriate for their own classes. Teachers in two of the schools were given flash drives on which to save sites that were of interest to them as it was not unusual for teachers to find an appealing site and then be unable to find it again. Teachers were encouraged to save web logs of their searches on the flash drives as well. In the third school teachers used their own laptop computers and saved resources they found as bookmarks. In the final stage of the project, teachers are constructing one or more learning activities using Thinkfinity resources, working one on one with a Pace instructor. As described earlier in this report the purpose of this close supervision is to increase the chance of a successful experience for each teacher by teaching additional technical skills, reinforcing the need for the technology to add value to the lesson, helping the teachers see ways to add additional value through other technologies, and raising the level of confidence with which each teacher approaches the presentation of technology-enhanced curricula. First Approach In all three schools, the EconEdLink partner was the first partner presented. This was done for several reasons: * First, because it was the one the teachers were least likely to visit since they didn't think of themselves as economics teachers. * Second, because this site has many engaging activities that most of the teachers could incorporate into lessons – from social studies (community), math, reading, etc. * Finally, because the teachers learned that economic concepts, when presented properly are a valuable part of the elementary through middle school curriculum. Highlights of the two parochial schools (Good Counsel and Immaculate Conception): * In addition to finding resources they have already used or will use this year, many of the teachers found sites that will be useful for parts of the curriculum covered earlier in the year. * Every teacher at both schools, with one exception, found some activity, lesson or resource from Thinkfinity that they were able to use with their students. The one exception was a religion teacher whose teaching was closely allied to the textbook and diocese test. * The instructor introduced the use of Web Logs at both Immaculate Conception and Good Counsel. The Web log was a Word document containing a table so that teachers could copy and paste URLs that they found helpful and then annotate them so that they could easily find the site again and know how they had intended to use it. Many of the teachers found this useful particularly when they used both home and school computers to do their Internet searches. There may be less need for something like this when My Thinkfinity becomes totally operational. Immaculate Conception Highlights: Immaculate Conception has one computer lab with a SmartBoard and 12 computers. Most classrooms do not have computers for student access. Four teachers in grades 5 – 8 have a laptop and SmartBoard in the classroom. Students attend computer class once a week. Because of class size, each class is split so that half of the students attend computer class and half attend another special. Teachers are supposed to provide the computer teacher with lessons that involve the use of technology, which he then completes with the students. Because grades 5 – 8 are departmentalized, each teacher is only responsible for providing lessons for part of the year. During the quarter when the lessons resulting from this program would have been produced, several of the teachers did not have responsibility for providing computer lessons. In addition some of the teachers are less consistent in providing lessons than others. Due to the setup of the computer time, the variation in technical abilities and resources, a number of different skills / activities were focused upon in the one-on-one sessions * Several of the teachers who had SmartBoards in the classroom were either not using them to maximum effectiveness or were not familiar with the new features of the Smart Notebook Toolkit. One did not use Smart Notebook at all and most did not know that they could be Internet links into a notebook lesson. After learning this they were more inclined to use some of the Thinkfinity and other * Because of the nature of the computer availability and the fact that it is not taught by the content teacher, many of the teachers focused on finding interesting, interactive review activities, particularly in math and basic reading skills. websites because it was easy to integrate it all into one place and have the content available from year to year. * Several teachers who had used the Internet mainly for stand-alone reinforcement activities wanted to work on integrating them more fully into lessons. In one case the teacher designed a student page so that all of the resources, motivation, etc. were in one place. In another a teacher designed a worksheet that guided the students through a virtual tour so that the students would have a focus for each stop of the tour and use the information gained to answer questions involving higher order thinking skills. * Two of the teachers who did not have SmartBoards in their classrooms wanted to become familiar enough with the SmartBoard so that they could take their students into the lab. One of the teachers had limited her students' web-based activities to self-contained review games. She found several interactive websites that she could use in full-group instruction. The other teacher found two of the interactive Read-Write-Think student materials that she wanted to assign for homework. However, she is first planning on using them on the SmartBoard with her students to demonstrate the use of the tools and teach the concepts the students should be using. * Most of the teachers had gaps in their basic computer or browsing skills. Depending on needs, the teachers worked on skills like using and organizing favorites, using the Find on Page, history and back features, creating more effective searches, using Copy and Paste to paste URL's into student pages or a teacher log. All of these helped teachers increase efficiency when using the Web, increasing the likelihood that they would continue to increase their use of technology. * All of the teachers have teacher pages on Student Notes.com. Many did not know how to add Web links to their teacher page. Once they learned how to do this, they were able to incorporate links to Thinkfinity web sites in their homework assignments. Good Counsel Highlights At Good Counsel students also go to computer class once a week with a computer teacher. The teacher of K – 3 rd grade often coordinates lessons with the classroom teacher. She attended the first two whole group sessions and has used a number of the Thinkfinity sites with the students. The teacher of the 4 th – 8 th grade students mainly teaches computer skills or helps with research projects the students are doing for the classroom teachers. The lab is also large enough so that teachers can bring their students to the lab when it is not being used by one of the computer teachers. Several, but not all, of the teachers have access to electronic white boards. Each classroom contains some computers for student use although the quality and quantity of computers varies. Many of the things covered in the individual sessions were similar to those covered in Immaculate Conception: * Basic computer and Internet search skills and expanding ideas to effectively search. For example, one teacher was doing an activity on rural, suburban and urban environments but could not find good multi-media or interactive sites. By exploring new search strategies she was able to use the Thinkfinity search and Google to find appropriate sites. * Refresher on creating a student page including links, images, backgrounds, etc. * Inclusion of Internet links in PowerPoint presentations so that the teacher could access all websites as part of her presentation. Previously the teacher would put the PowerPoint presentation and each web site on different computers and move from computer to computer as each was needed. * Good Counsel is using a privately created Web page. The instructor is working with teachers on including links within this site. * When Pace previously worked with this school, one teacher had created a PowerPoint on the language used in advertising. She was able to greatly enhance this activity using some of the interactives and videos found in several EconEdLinks advertising lessons. * Much of the work revolved around selecting appropriate sites and incorporating them into lesson. General Feedback on Thinkfinity Sessions at Immaculate Conception have been completed, but final feedback forms have not been received. Sessions are continuing at the other schools. A summary of feedback will be contained in the final report, but some initial comments are below. Teachers used Thinkfinity in different ways. All found some additional sites and materials. Although the focus was on finding activities or resources that the students could do online, many of the teachers also used the lessons to develop new approaches or motivational questions for lessons. Thinkfinity was used in various ways: * Students used interactive activities. * Student pages were given to students. * Teachers found resources in Thinkfinity or Thinkfinity reviewed sites. * One teacher absolutely loved Thinkfinity; she felt it totally transformed her ability to use the Internet by greatly cutting down on her search time. Her husband, a teacher not it the program, also found it a valuable source for primary sources. * One teacher had her students use Thinkfinity as the one search engine to find information for their earth day science projects because she felt this was a safe, focused search engine for them to use. Students modified their experiments based on what they found; others used the lessons to find motivating questions to include in the write-ups. * Another first-year teacher who is very comfortable with Thinkfinity, but has no reservoir of lessons to fall back on, preferred using the reliable sources she has already known, and used this as a secondary search when her other resources weren't effective. * Most teachers used Thinkfinity resources along with others; if Thinkfinity Search and Google were both used, information found on one could help with searches on the other. Some strengths of Thinkfinity: * Good interactive tools * Limited search results that were focused and appropriate for students. * Good student pages * Even teachers with considerable Internet experience, found new sites or activities * Helped give a new twist to the way lesson were taught in the past * Helped integrate the curriculum – EconEdLinks used by a variety of teachers; some of the ReadWriteThink activities were used across the curriculum; social studies teacher found great sites in ScienceNetLinks and Xpeditions * Many of the links included within lessons were excellent * Students found many of the interactives motivating; loved the interactive pencil in some of the EconEdLink question sheet activities * Good pointers to primary documents and pictures * Many of the Interactives worked well with the SmartBoard * Sites found on Thinkfinity led to other sites that were useful Things that good use improvement: * Better, more uniform way of indicating which lessons contained interactive activities or Web links that could be used by the students * Hard time finding good resources that K-2 students could use independently; many which claimed to be for that age group were too hard to use independently * More lessons should have student pages * Better way to access links included in lessons – some are found in general Thinkfinity search; others aren't * While the EconEdLink student pages were useful with older elementary school children, those for K-2 students were too wordy and had language appropriate for older students * Better definition of "Resource Types"; in some of those classified as Interactive, the only interaction is with a worksheet * Monitoring of site to remove pages with sexual content. Two examples: search results for "Lewis and Clark" includes "Sex, Dog Meat, and the Lash: Odd Facts about Lewis and Clark" -- the first several paragraphs of the article talked about how the Native Americans offered L & C their women as sex partners. Animals of the Chinese Zodiac (Edsitement, K-2) lesson has several links to "Chinese Astrology" which heavily advertises and sells the author's book: Chinese Sexual Astrology: Eastern Secrets to Mind Blowing Sex * Elimination of more nonworking links * Quicker response to questions sent to Thinkfinity – responses typically took longer than a month or were never received * Allow more in-depth search on individual partner sites * If My Thinkfinity is not yet available, that information should be given rather than asking teachers to sign up for resources and then not reponding. New York School for the Deaf Highlights * All students 9 years and older, and all teachers at this school have their own laptops. * Because the inability to hear limits a child's ability to form an integrated view of the world appropriate to his or her age, the teachers are hungry for ways in which technology can help to bridge this tremendous gap and make events, concepts and ideas understandable to their students in a more sophisticated way. * Most of the teachers in this group have become extremely enthusiastic about Thinkfinity – and several have accumulated long lists of sites they are already using and will use in the future. * In addition, since the students need so much individualized attention teachers need interactive sites that students can work on independently, building their own learning and understanding while the teacher is engaged with another student. * The two teachers with the least competence and confidence are using Thinkfinity in much more limited ways. * To be successful in this environment, sites must depend on visual appeal. * A constant challenge in this environment is finding sites that are appropriate for students whose reading levels are much lower than their chronological age, and whose learning curve is much flatter. * One teacher, whose students are reading the Bridge to Terabithia found a site that showed the art museum visited by the students in the book. Students loved this and were able to become more sophisticated in understanding the role of the museum in the book. * For one teacher who was significantly ahead of the others in skill and experience, the group classes were not helpful, but in the one-on-one sessions the instructor was able to guide her to math manipulative sites she had not seen, and she became very excited and motivated. * Another teacher who is covering recycling, found the Thinkfinity resources appropriate and exciting for her students. * In addition, this teacher found sites related to the upcoming Olympics that she is already using with her students. 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Anytime Lesson: Banishing Bycatch GRADE LEVEL SUBJECTS DURATION 3 rd -8 th ; CA science content standards for 3 rd , 4 th , 6 th and 7th Life Sciences Preparation: 5 minutes Activity: 20-45 minutes SETTING Classroom Objective Students will learn why turtle and sharks often end up as bycatch and sustainable fishing practices to prevent this from happening. Materials ``` one bag of popped, plain popcorn (amount depends on class size) one or two bags of oyster crackers (amount depends on class size) one or two bags of Goldfish crackers (amount depends on class size) small cups, 1 per student serving bowls, medium size (or dinner plates), 1 per group spoons, 1 per student spatulas, 1 per group tongs, 1 per group watch, for timing the activity handout Fishing Log, 1 per student ``` Vocabulary sustainability: One of the most oft-cited definitions of sustainability is the one created by the Brundtland Commission. The Commission defined sustainable development as development that "meets the needs of the present without compromising the ability of future generations to meet their own needs." Tragedy of the Commons: a metaphor dealing with overexploitation of resources in an area where there is not clear ownership. The metaphor illustrates how free access and unrestricted demand for a finite resource ultimately dooms the resource through overexploitation. extinction: When the last individual of a particular species dies bycatch: any fish or other organism that is unintentionally caught. These items are often wasted. See Vocabulary of Modern Fishing Methods to enrich student vocabulary specifically about avoiding bycatch. 1 Teacher Background Visualize, for a moment, that a group of eager hunters has stretched an indestructible net across the African savannah. Now imagine that the hunters begin to drag this net along the ground, tearing out trees, scouring the landscape, and gathering and crushing all kinds of unique animals. Imagine they do this for a series of hours, stopping periodically to sift through the mangled pile of broken creatures. In the end, they take only a couple of desirable items, and leave the rest, mostly corpses, to be devoured by scavengers. - Adapted from End of the Line by Charles Clover Dredging, one of many modern fishing practices, is used all over the world to extract fish from the ocean. It is analogous to the previous scenario, except that that the scoured landscape and pile of mangled creatures are conveniently shrouded from view by millions of gallons of water. Until recently, fishing practices like dredging were considered sustainable and economical, because people believed that the sea was inexhaustible. Although effective fisheries regulations currently exist in some locations, past fishing behavior was essentially a free-for-all in many parts of the world. This has led to huge declines in current global fish stocks. Since the 1950's, when fisheries became industrialized, global stocks of large fish such as tuna and swordfish have fallen by approximately 90%. This means that only 10% of these animals are still left to reproduce, making future years of fishing very bleak, and extinction likely. Other marine life is also affected by these fishing practices. Sea turtles and sharks are some of the victims of unsustainable fishing practices and before the introduction of bycatch reduction devices, 44,000 sea turtles were killed in the Gulf of Mexico each year. Juvenile loggerhead turtles hatched in Japan migrate all the way to the Pacific coast of Baja California Sur, México (BCS). Replete with langostilla (pelagic red crabs) and other organisms favored by turtles, the legendarily rich waters of México make the trans-pacific trip worthwhile. Juvenile loggerheads forage their way to maturity at this critical nursery habitat, a process that can take 30-50 years, before returning to Japan as adults to reproduce. The same richness attracts considerable fishing pressure, generating among the highest turtle bycatch rates documented worldwide where turtles and fishermen overlap. For instance, a pair of small-scale fleets totaling about 60 skiffs accidentally killed from 1,500-3,000 juvenile loggerheads per year prior to 2007, representing among the gravest threats to the endangered North Pacific population. On the positive side, bycatch hotspots like those in BCS offer conservationists great leverage. Partnering with a few dozen fishermen to mitigate their turtle bycatch can lead to disproportionately large conservation gains. From 2006-2010 the Mexican non-profit conservation organization Grupo Tortuguero partnered with both fleets to develop bycatch solutions resulting in hundreds to thousands of loggerheads spared each year since. Source: S. Hoyt Peckham, Ph.D. Turtle excluder devices (TEDs) are one of the devices designed to prevent sea turtles from being caught. Tragedy of the Commons is a metaphor that describes a situation, such as ocean fishing, where each fisherman tries to catch as many fish as possible without thought to the ultimate unsustainability of such practices. Because no one owns the oceans, everyone has to take some responsibility for its preservation and continued prosperity. In this exercise, students will learn how the Tragedy of the Commons occurs, how fishing often leads to bycatch, and brainstorm ideas about how to prevent it from occurring in the future. Activity Introduction Tell students that today they're going to go fishing and explore the sustainability of ocean fishing practices. Ask them what sustainability means. "To do something sustainably means meeting the needs of people who live now without limiting the ability of people in the future to meet their own needs. How might this apply to fishing? Procedure 1. Explain the game rules: b. Oyster crackers, popcorn, and Goldfish will represent different ocean animals. a. Each student will be a "fisher" whose livelihood depends on catching fish. c. Each fisher must catch at least five of the target fishery in each round to survive to the next fishing season. There will be at least four fishing seasons total. e. The ocean animals remaining in the ocean after each fishing season represent the reproductive population, and thus one new cracker/popcorn/goldfish will be added for every ocean animal left in the ocean (bowl). d. When the fishing begins, students will use a spoon to represent a seine net to collect (crackers, popcorn, goldfish) from the "ocean" (bowl) and deposit them into their "boat" (cup). 2. Divide the class into groups of five to seven students and have each group choose an ocean in which to fish such as Atlantic, Arctic, Southern, Pacific or Indian Ocean. 3. Give each group one bowl and each student one cup, one spoon, and one copy of the handout Fishing Log. 4. Put 60 goldfish pieces, 40 oyster crackers, and 40 popcorns in each group's bowl. These represent the ocean life. 5. Remind students only to use spoons and not to collect with their fingers. 6. Students have to wait until the teacher says "start fishing!" Give the students 20 seconds for the first "season" of fishing. Note: If students are not depleting their oceans, you may increase the "season" to 30 seconds. 7. Have each fisher count his or her target fish catch (goldfish in their cup), other fish catch (popcorn), and bycatch (such as sea turtles, represented by oyster crackers) and record the data in their Fishing Log. 8. In order to survive to the next fishing season, fishers must catch at least five of the target fishery (goldfish). Fishers who did not catch the minimum must sit out for the following round or "fishing season". 9. Add one of each for every food item left in the bowl (ocean), explaining that the organisms reproduced themselves in between the seasons. 10. Allow one fisher per group to use the spatula during the second season to represent "trawling." Record catches on the Fishing Log. b. In the fourth season, students use the spoons again plus one student per group uses a set of tongs (represents a hook and line). a. Repeat for season three, but have someone else use the spatula in the group. 11. What happened when an ocean ran out of fish? How are the fishers going to survive now?" (One option is to move to another ocean.) Allow students to "invade" other ocean groups when their ocean is depleted, but don't tell them that they can do this beforehand. Fishers may either go as a group to another ocean or they may disperse separately to other oceans. 12. Repeat fishing, recording, and replenishing fish stocks until all (or most) groups fish out their ocean. Fishing log allows for up to six seasons, but focus on at least four. 13. Conduct a discussion about the concept of bycatch. Ask students to look at the composition of their catch. Explain to students that the oyster crackers represent bycatch such as sea turtles, and the popcorn represents other fish catch, such as sharks. Have each group of students brainstorm ways that they might have made the fisheries more successful while avoiding bycatch. 14. If desired, you could conduct another six rounds of fishing, using the suggestions that the students brainstormed for making their fisheries sustainable. Because students know how to play, this will go faster. Have students write their new fishing plan and compare to the trend seen in the previous seasons. Were their ideas successful in avoiding bycatch? Wrap-Up * Pay attention to the fish you buy at the store Discuss ways in which everyone can help make fishing more sustainable since in real life we're not all fishers! * Know where fish comes from * Use the Monterey Bay Seafood Watch Guide to help you choose fish that are Best Choices * Know how it was caught * If you can't find the answers, ask! You can help create a market for sustainable fishing by increasing demand for these options. References and Resources Monterey Bay Aquarium Seafood Watch Program http://www.mbayaq.org/cr/seafoodwatch.asp Tragedy of the Commons, Garrett Hardin, Science 162, 1243-1248 (1968) www.SEATURTLE.org – Global Sea Turtle Network California State Content Standards Grade Three 3c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial. 3d. Students know when the environment changes, some plants and animals survive and reproduce; others die or move to new locations. Life Sciences Grade Four 2b. Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem. Life Sciences Grade Six 5c. Students know populations of organisms can be categorized by the functions they serve in an ecosystem. Life Sciences Grade Seven 3e. 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The Structure of an Atom∗ John S. Hutchinson This work is produced by OpenStax-CNX and licensed under the Creative Commons Attribution License 1.0 † 1 Foundation We begin as a starting point with the atomic molecular theory. We thus assume that most of the common elements have been identi ed, and that each element is characterized as consisting of identical, indestructible atoms. We also assume that the atomic weights of the elements are all known, and that, as a consequence, it is possible via mass composition measurements to determine the molecular formula for any compound of interest. In addition, we will assume that it has been shown by electrochemical experiments that atoms contain equal numbers of positively and negatively charged particles, called protons and electrons respectively. Finally, we assume an understanding of the Periodic Table. In particular, we assume that the elements can be grouped according to their common chemical and physical properties, and that these chemical and physical properties are periodic functions of the atomic number. 2 Goals The atomic molecular theory is extremely useful in explaining what it means to form a compound from its component elements. That is, a compound consists of identical molecules, each comprised of the atoms of the component elements in a simple whole number ratio. However, our knowledge of these atoms is very limited. The only property we know at this point is the relative mass of each atom. Consequently, we cannot answer a wide range of new questions. We need a model which accounts for the periodicity of chemical and physical properties as expressed in the Periodic Table. Why are elements which are very dissimilar in atomic mass nevertheless very similar in properties? Why do these common properties recur periodically? We would like to understand what determines the number of atoms of each type which combine to form stable compounds. Why are some combinations found and other combinations not observed? Why do some elements with very dissimilar atomic masses (for example, iodine and chlorine) form very similar chemical compounds? Why do other elements with very similar atomic masses (for example, oxygen and nitrogen) form very dissimilar compounds? In general, what forces hold atoms together in forming a molecule? Answering these questions requires knowledge of the structure of the atom, including how the structures of atoms of dierent elements are dierent. Our model should tell us how these structural dierences result in the dierent bonding properties of the dierent atoms. 3 Observation 1: Scattering of α particles by atoms We have assumed that atoms contain positive and negative charges and the number of these charges is equal in any given atom. However, we do not know what that number is, nor do we know how those charges are ∗ Version 1.2: Sep 18, 2006 9:34 pm -0500 † http://creativecommons.org/licenses/by/1.0 arranged inside the atom. To determine the location of the charges in the atom, we perform a "scattering" experiment. The idea is straightforward: since we cannot "see" the atomic structure, then we instead "throw" things at the atom and watch the way in which these objects are de ected by the atom. Working backwards, we can then deduce what the structure of the atom must be. The atoms we choose to shoot at are gold, in the form of a very thin gold foil of thickness about 10 − 4 cm. The objects we "throw" are actually α particles, which are positively charged and fairly massive, emitted by radioactive polonium nuclei. The α particles are directed in a very precise narrow line perpendicular to and in the direction of the gold foil. We then look for α particles at various angles about the gold foil, looking both for particles which have been de ected as they pass through the foil or which have been re ected as they bounce o of the foil. The scattering experiment is illustrated here (Figure 1: α particle Scattering from Gold Foil). α particle Scattering from Gold Foil The result of the experiment is initially counter-intuitive. Most of the α particles pass through the gold foil unde ected, as if there had been nothing in their path! A smaller number of the particles are de ected sharply as they pass through the foil, and a very small fraction of the α particles are re ected backwards o of the gold foil. How can we simultaneously account for the lack of any de ection for most of the α particles and for the de ection through large angles of a very small number of particles? First, since the majority of the positively charged α particles pass through the gold foil unde ected, we can conclude that most of the volume of each gold atom is empty space, containing nothing which might de ect an α particle. Second, since a few of the positively charged α particles are de ected very sharply, then they must encounter a positively charged massive particle inside the atom. We therefore conclude that all of the positive charge and most of the mass of an atom is contained in a nucleus. The nucleus must be very small, very massive, and positively charged if it is to account for the sharp de ections. A detailed calculation based assuming this model reveals that the nucleus must be about 100,000 times smaller than the size of the atom itself. The electrons, already known to be contained in the atom, must be outside of the nucleus, since the nucleus is positively charged. They must move in the remaining space of the much larger volume of the atom. Moreover, in total, the electrons comprise less than 0.05% of the total mass of an atom. This model accounts for observation of both unde ected passage most of α particles and sharp de ection of a few. Most α particles pass through the vast empty space of the atom, which is occupied only by electron. Even the occasional encounter with one of the electrons has no eect on an α particle's path, since each α particle is much more massive than an electron. However, the nucleus is both massive and positively charged, but it is also small. The rare encounter of an α particle with the nucleus will result in very large de ections; a head-on collision with a gold atom nucleus will send an α particle directly back to its source. 4 Observation 2: X-ray emission Although we can now conclude that an atom has a nuclear structure, with positive charge concentrated in a very small nucleus and a number of electrons moving about the nucleus in a much larger volume, we do not have any information on how many electrons there are in an atom of any given element or whether this number depends on the type of atom. Does a gold atom have the same number of electrons as a silver atom? All we can conclude from the data given is that the number of positive charges in the nucleus must exactly equal the number of electrons moving outside the nucleus, since each atom is neutral. Our next di culty is that we do not know what these numbers are. The relevant observation seems unrelated to the previous observations. In this case, we examine the frequency of x-rays emitted by atoms which have been energized in an electrical arc. Each type of atom (each element) emits a few characteristic frequencies of x-rays, which dier from one atom to the next. The lowest x-ray frequency emitted by each element is found to increase with increasing position in the periodic table. Most amazingly, there is an unexpected relationship between the frequency and the relative mass of each atom. Let's rank order the elements by atomic mass, and assign an integer to each according to its ranking in order by mass. In the Periodic Table, this rank order number also corresponds to the element's position in the Periodic Table. For example, Hydrogen is assigned 1, Helium is assigned 2, etc. If we now plot the lowest frequency versus the position number in the periodic table, we nd that the frequency increases directly as a simple function of the ranking number. This is shown here (Figure 2: X-ray Frequencies Versus Atomic Number), where we have plotted the square root of the x-ray frequency as a function of the ranking number. After a single correction, there is a simple straight-line relationship between these numbers. (The single correction is that the rankings of Argon and Potassium must be reversed. These elements have very similar atomic masses. Although Argon atoms are slightly more massive than Potassium atoms, the Periodic Law requires that we place Argon before Potassium, since Argon is a member of the inert gas group and Potassium is a member of the alkali metal group. By switching their order to correspond to the Periodic Table, we can maintain the beautiful relationship shown here (Figure 2: X-ray Frequencies Versus Atomic Number).) X-ray Frequencies Versus Atomic Number Why is this simple relationship a surprise? The integer ranking of an element by mass would not seem to be a physical property. We simply assigned these numbers in a listing of the elements which we constructed. However, we have discovered that there is a simple quantitative relationship between a real physical quantity (the x-ray frequency) and the ranking number we assigned. Moreover, there are no "breaks" in the straight line shown here (Figure 2: X-ray Frequencies Versus Atomic Number), meaning that all of the elements in our mass list must be accounted for. Both observations reveal that the ranking number of each atom must also be a real physical quantity itself, directly related to a structural property of each atom. We now call the ranking number the atomic number, since it is a number which uniquely characterizes each atom. Furthermore, we know that each atom must possess an integer number of positive charges. Since the x-ray data demonstrates a physical property, the atomic number, which is also an integer, the simplest conclusion is that the atomic number from the x-ray data is the number of positive charges in the nucleus. Since each atom is neutral, the atomic number must also equal the number of electrons in a neutral atom. We now know a great deal about the structure of an atom. We know that the atom has a nuclear structure, we know that the positive charges and mass of the atom are concentrated in the nucleus, and we know how many protons and electrons each atom has. However, we do not yet know anything about the positioning and movement of the electrons in the vast space surrounding the nucleus. 4 5 Observation 3: Ionization energies of the atoms Each electron must move about the nucleus in an electrical eld generated by the positive charge of the nucleus and the negative charges of the other electrons. Coulomb's law determines the potential energy of attraction of each electron to the nucleus: where (Z) e is the charge on the nucleus with atomic number Z and −e is the charge on the electron, and r is the distance from the electron to the nucleus. The potential energy of an electron in an atom is negative. This is because we take the potential energy of the electron when removed to great distance from the atom (very large r) to be zero, since the electron and the nucleus do not interact at large distance. In order to remove an electron from an atom, we have to raise the potential energy from its negative value to zero. According to Coulomb's law, we expect electrons closer to the nucleus to have a lower potential energy and thus to require more energy to remove from the atom. We can directly measure how much energy is required to remove an electron from an atom. Without concerning ourselves with how this measurement is made, we simply measure the minimum amount of energy required to carry out the following "ionization reaction": Here, A is an atom in the gas phase, and A + is the same atom with one electron e − removed and is thus an ion. The minimum energy required to perform the ionization is called the ionization energy. The values of the ionization energy for each atom in Groups I through VIII of the periodic table are shown as a function of the atomic number here (Figure 3). 6 This gure is very reminiscent of the Periodic Law, which states that chemical and physical properties of the elements are periodic functions of the atomic number. Notice that the elements with the largest ionization energies (in other words, the most tightly bound electrons) are the inert gases. By contrast, the alkali metals are the elements with the smallest ionization energies. In a single period of the periodic table, between each alkali metal atom and the next inert gas atom, the ionization energy rises fairly steadily, falling dramatically from the inert gas to the following alkali metal at the start of the next period. We need a model which accounts for these variations in the ionization energy. A reasonable assumption from Coulomb's law is that these variations are due to variations in the nuclear charge (atomic number) and in the distance of the electrons from the nucleus. To begin, we can make a very crude approximation that the ionization energy is just the negative of this attractive potential energy given by Coulomb's law. This is crude because we have ignored the kinetic energy and because each electron may not have xed value of r. Nevertheless, this approximation gives a way to analyze this gure (Figure 3). For example, from Coulomb's law it seems to make sense that the ionization energy should increase with increasing atomic number. It is easier to remove an electron from Lithium than from Neon because the nuclear charge in Lithium is much smaller than in Neon. But this cannot be the whole picture, because this argument would imply that Sodium atoms should have greater ionization energy than Neon atoms, when in fact Sodium atoms have a very much lower ionization energy. Similarly, although the ionization energy rises as we go from Sodium to Argon, the ionization energy of Argon is still less than that of Neon, even though the nuclear charge in an Argon atom is much greater than the nuclear charge in a Neon atom. What have we omitted from our analysis? The answer is that we must consider also the distance of the electrons from the nucleus. Since it requires much less energy to ionize a Sodium atom than to ionize a Neon atom even though Sodium's nuclear charge is greater, it must be that the electron which we remove from a Sodium atom is much farther from the nucleus than the electron in the Neon atom. We can make the same comparison of the electrons removed during ionization of Neon and Argon atoms: the Argon electron must be farther from the nucleus than the Neon electron. On the other hand, since the ionization energy fairly smoothly increases as we move from Lithium to Neon in the second period of elements, this reveals that the electrons are increasingly attracted to the nucleus for greater nuclear charge and suggests that the electrons' distance from the nucleus might not be varying too greatly over the course of a single period of the table. If we follow this reasoning, we can even estimate how far an electron might typically be from the nucleus by using our crude approximation that the ionization energy is equal to the negative of the Coulomb potential and solving for r for each atom. This gives an estimate of distance of the electron from the nucleus: Values of rshell calculated in this way are shown for the rst 20 elements here (Figure 4). Also shown for comparison is the ionization energy for these elements. Notice that the approximate distance of the electrons from the nucleus increases in steps exactly coinciding with the increases and dips in the ionization energy. Although these distances we have calculated do not have a precise physical meaning, this gure (Figure 4) suggests a signi cant conclusion. The electrons in the elements are arranged into "shells" of increasingly greater distance from the nucleus. Hydrogen and Helium, with one and two electrons, have ionization energies consistent with electrons at similar and close distance from the nucleus. Then the second row elements lithium through neon have virtually identical sizes, though larger than that for the rst two elements. The third row elements, sodium argon, have an approximate electron-nuclear distance which uctuates a bit but is consistently larger than the second row elements. Because the sizes of the atoms appear to grow in steps which correspond exactly to the periods of the Periodic Table, it seems that the electrons in the atoms are grouped into sets which are diering distances away from the nucleus. The rst two electrons, as in Helium, are close to the nucleus, whereas additional electrons, as in Lithium to Neon, are farther from the nucleus than the rst two. The suggests that, for atoms Lithium to Neon, the rst two electrons are in an inner "shell", and the remaining electrons are in an outer "shell." We can re ne this shell model for the electrons in an atom with further analysis of ionization energies. We can remove any number of electrons in sequence, forming ions with greater charge. We have been examining the rst ionization energy,IE1, but each successively removed electron has successively greater ionization energy: 8 First ionization energy IE1: Second ionization energy IE2: Third ionization energy IE3: The sequential ionization energies for the elements in the second row of the periodic table are shown here (Table 1: Successive Ionization Energies (kJ/mol)). Successive Ionization Energies (kJ/mol) Table 1 Note that the second ionization energy is always greater than the rst, and the third is always greater than the second, etc. This makes sense, since an electron should be more strongly attracted to a positively charged atom than to a neutral atom. However, the data in the table (Table 1: Successive Ionization Energies (kJ/mol)) show a surprising feature. In most cases, the ionization energy increases a fairly large amount for successive ionizations. But for each atom, there is one much larger increase in ionization in the sequence. In Na for example, IE2 is nearly 10 times greater than IE1. Similarly, IE3 is ve times greater than IE2 for Mg, although IE2 is less than twice IE1. The data for Na through S all show a single large step in addition to the smaller increases in IE. Looking closely and counting electrons, we see that this unusually large increase always occurs for the ionization where we have already removed all of the outer shell electrons and are now removing an electron from the inner shell. This occurs uniformly across the second row elements, indicating that our shell model is in fact a very accurate predictor of the higher ionization energies. We can now tell how many electrons there are in the outer shell of each atom: it is equal to the number of electrons since the last inert gas. We can conclude that an inner shell is " lled" once we have the number of electrons equal to the number in an inert gas atom. The subsequent electrons are added to a new outer shell. This is commonly referred to as the valence shell of the atom. However, we do not know why only a limited number of electrons can reside in each shell. There is no obvious reason at this point why all the electrons in an atom do not reside in the shell closest to the nucleus. Similarly, there is no reason given for why the number of electrons in an inert gas atom exactly lls the outer shell, without room for even a single additional electron. These questions must be addressed further. 6 Review and Discussion Questions Exercise 1 Explain how the scattering of α particles from gold foil reveals that an atom contains a massive, positively charged nucleus whose size is much smaller than that of the atom. Exercise 2 Explain the signi cance of the relationship between the frequency of x-ray emission from each atom and the atomic ranking of that atom in the periodic table. Exercise 3 Provide experimental evidence which reveals that the electrons in an atom are grouped into a valence shell and inner shell electrons. Exercise 4 State and explain the evidence which reveals that the outer shell of each inert gas atom is full. Exercise 5 Why does the ionization energy for each successive ionization increase for every atom? Why is the increase from IE4 to IE5 in Si much larger than any of the other increases for Si?	<urn:uuid:21a30946-9e32-4d94-8804-e0795c0bd421>	CC-MAIN-2014-35	http://cnx.org/content/m12433/1.2/?format=pdf	2014-09-02T18:56:15Z	crawl-data/CC-MAIN-2014-35/segments/1409535922763.3/warc/CC-MAIN-20140909045010-00175-ip-10-180-136-8.ec2.internal.warc.gz	106,854,390	4,167	eng_Latn	eng_Latn	0.99679	eng_Latn	0.997499	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2932, 4639, 8754, 10439, 12059, 13950, 15632, 17202, 19504, 20350 ]	[ 2.15625, 1.5625 ]	3	1
The Embroidered Musical Ball: A Squeezable Instrument for Expressive Performance Gili Weinberg MIT Media Lab 20 Ames Street Cambridge, MA 02139 USA +1 617 253 0380 firstname.lastname@example.org Maggie Orth MIT Media Lab 20 Ames Street Cambridge, MA 02139 USA +1 617 321 7654 email@example.com Peter Russo MIT Media Lab 20 Ames Street Cambridge, MA 02139 USA +1 617 321 7654 firstname.lastname@example.org ABSTRACT In this paper, we describe the Embroidered Musical Ball, a soft, tactile computer/MIDI musical instrument, that lets untrained children, novices and/or professionals perform and manipulate expressive and detailed music with simple everyday physical hand gestures such as squeezing and stretching. Our new embroidered pressure sensors replace the hard, bulky and awkward continuous control sensors common in most computer instruments, i.e., sliders, knobs and buttons. The combination of this light and easily physically manipulated instrument with a new, immersive approach to musical software allows players to expressively explore music with an immediacy not experienced in traditional instruments, which emphasize years of training to learn the precise control of pitches, timing, levels and various expression instructions. Instead, the musical ball lets players manipulate and explore a complete musical composition that has been mapped to different embroidered sensors. This allows players to immediately squeeze and mold the ball to perform the pre-composed music in an expressive manner. Keywords Musical instruments, wearable computing, physical interface design, pressure sensors, industrial design INTRODUCTION Traditional musical instruments require years of practice to master the music theory and physical performance skills necessary to create and explore expressive and detailed music. Computer/electronic instruments often maintain the same difficult learning curve. Many computer/electronic instruments are physically difficult to manipulate because of their bulky and awkward continuous sensors, i.e., keyboards, sliders and knobs [1]. Software music tools and instruments often require players and performers to have much of the same knowledge of music theory required by acoustic instruments. The Embroidered Musical Ball was created to allow untrained children, novices (and/or professionals) to perform and manipulate artistic music with simple everyday physical hand gestures such as squeezing and stretching. The System The Embroidered Musical Ball system consists of a stuffed fabric ball embroidered with eight continuous pressure sensors sewn from conductive thread and a multimedia desktop computer, which takes in the sensor data from the ball and creates music. The ball contains a microprocessor, which measures the emb roidered sensors capacitively and sends serial data through a wire to the desktop computer. This computer interprets the data and generates MIDI commands, which can control either an internal sound card or an external MIDI device. MUSICAL IMMEDIACY The Embroidered Musical Ball allows players to immediately and expressively explore music in two ways: 1) The ball uses embroidered fabric sensors to measure continuous pressure and replace the sliders and knobs of current electronic musical instruments. These sensors are made from sewn conductive thread which is measured capcitively. Such sensors are pliable and easily shaped, allowing designers to create computer instruments that can be any size, shape, weight, with any sensor configuration. In our prototype example, the sensors are sewn in a circle around a soft hand held ball. Simply holding the ball in two hands and squeezing lets a player immediately control eight channels of continuous pressure sensing. Squeezing a single ball is far more immediate and simultaneous than turning and pushing similar individual physical knobs and sliders. GUIs, or software versions of such instruments, require players to use a mouse, which can only control one sensor at a time. The soft, tactile and visually stimulating fabric material of the ball also encourages players to touch and explore it physically. 2) The ball's musical software implements an immersive approach [2], which presents the players with pre-composed music that they can manipulate and explore. Traditional musical approaches encourage players to construct various kinds of musical building blocks, (such as pitches, timing, levels, phrases, expression instruction etc.) into a complete musical composition. Although such constructive musical experiences can be valuable for learning as well as for composing and performing music, they are rarely designed to elevate the player towards an immersive musical experience, which is based on the notion that the musical whole cannot always be perceived as the sum of its components. Constructive experiences for novices and children may block expressivity and fun in playing a musical instrument due to physical and cognitive barriers, which they impose. By allowing novices to explore musical concepts such as rephrasing a melodic line, manipulating the timbre of a solo instrument, fading voices in and out etc., we can provide them with a meaningful and immediate musical experience that cannot be otherwise achieved at such a preliminary stage. IMPLEMANTATION Physical Design and Sensing The sensors in the fabric ball were designed to give designers a new plastically controllable physical material for creating digital musical instruments that can sense multiple channels of continuous data. Commercial sensors have size, mechanical and manufacturing requirements that are incredibly limiting. They usually must lie flat on a rigid surface and be connected with stiff wires [3, 4]. In contrast, textiles and thread can be easily be shaped, cut and formed into an object of any shape or size. Textile sensors possess these same properties. The capacitive sensing method used in the embroidered musical ball builds on sensing method developed in the Musical Jacket [5]. The embroidered sensors are high impedance electrodes whose change in capacitance is measure in the time domain on a programmable microprocessor, PIC 16F84. The PIC measures the change capacitance on the electrodes and send that data serially to a desktop computer. The Musical Application In our prototype application, an eight-track composition was composed by author Gili Weinberg and imported into a Max [5] patch. Five of the musical tracks were assigned to timbre manipulation operators such as frequency modulation, filters, resonance and low frequency oscillators. Squeezing the respective electrodes could then generate a dynamic "soundscape" by continuously changing the "color", i.e., timbre, of the otherwise static musical texture. The other three musical tracks were mapped to the level and melody contour of three solo instruments (a piano, a flute and a glockenspiel.) Players could rearrange the structure of the piece and create versatile counterpoint combinations among these instruments by squeezing the appropriate electrodes. This architecture also allows professional musicians to import their musical MIDI file into the Max patch and assign different sensors to their prerecorded musical tracks. By expressively squeezing the musical ball they can then control and manipulate the music in a performance situation, adding a dynamic "live" sensation to their electronic sound. SUMMARY AND FUTURE WORK We believe that allowing novice and professional players to experiment with the Embroidered Musical Ball can lead to a better introduction and conceptualize of musical notion like timbre, pitch, contour, polyphony, structure etc. The use of textiles a material for creating such instruments allows the rapid and experimental prototyping of instruments with many physical designs and configurations. Such textile sensor objects also suggest new ways to create many different types of physical computing objects. ACKNOWLEDGMENTS We thank Rehmi Post, whose collaboration and direction led the sensing technique used in this ball. REFERENCES 1. Chadabe, J. Electric Sound pp. 213-240 New-Jersey: Prentice Hall, 1997 2. Weinberg G., "The Musical Playpen: An Immersive Digital Musical Instrument" Personal Technology – Computers and Fun issue 1999 3. Marrin, T. Toward and Understanding of Musical Gesture: S.M. Thesis for MIT Media Laboratory, Cambridge, MA, 1996. 4. Paradiso. J, "Electronic Music Interfaces: New Ways to Play," IEEE Spectrum Magazine, Vol. 34, No. 12, pp. 18-30 Dec., 1997 5. Orth, M, Fabric Computing Interfaces, Proceedings of ACM CHI '98, Los Angeles, ACM, April 1998. 6. Opcode's Max MIDI programming language. Available at http://www.opcode.com/products/max/	<urn:uuid:25471db0-d464-4f43-a09d-10a402f6dadb>	CC-MAIN-2014-35	http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.131.5585&rep=rep1&type=pdf	2014-09-02T20:18:12Z	crawl-data/CC-MAIN-2014-35/segments/1409535922763.3/warc/CC-MAIN-20140909045038-00172-ip-10-180-136-8.ec2.internal.warc.gz	100,310,934	1,679	eng_Latn	eng_Latn	0.994072	eng_Latn	0.994907	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2991, 8720 ]	[ 2.6875 ]	2	1
Solutions at Home, Success in School Alex wants to play with his brother's toy, but he grabs it instead of asking for a turn. Sarah knows how to put on her own clothes, but she whines for her mother to dress her. You can use everyday situations like these to help your children learn self-control, independence, and other skills that will help them at home and at school. Try these tips for handling common parenting challenges. Challenge: To teach your youngster to be independent Solution: Showing your child how to do things for himself will make him more self-reliant and save you time later. Write "I can do it!" in big letters at the top of a piece of paper. When he asks for help with a task (hand washing), walk him through the steps (wet hands, pump soap, scrub, rinse, dry). Once he can do it on his own, he gets to put it on his "I can do it" list. The next time he wants you to wash his hands, you might remind him, "That's on your list!" Challenge: To discourage whining Solution: Everyone's day will go more smoothly if your youngster asks for what she needs in a pleasant tone of voice. First, explain what whining is by pointing it out when she does it. Then, show her how to ask in a nice tone. ("Mommy, can I please have a snack?") By not responding until she asks in a regular voice, she'll see that whining doesn't work. Note: Since children tend to whine when they're tired or hungry, you can help prevent it by making sure your youngster gets enough sleep and has regular meals. Challenge: To get your youngster to do chores Solution: Helping around the house can teach your child responsibility. Try letting him decide which chores are his. Give him a few possibilities to choose from: "Do you want to be in charge of folding towels, setting the table, or feeding the cats?" You could have him stick with the same jobs for a week so they become a habit. While his work might not be perfect, try to avoid redoing it, or he may get discouraged. Idea: Take a photo of your youngster doing each job. Post the pictures on the refrigerator. When he sees them, he'll remember his chores—and he will feel a sense of pride and responsibility. Challenge: To encourage your child to share Solution: When your child wants a toy that a sibling or friend has, help her think of ways they can both play with it. For instance, one person might fill a dump truck with sand, and the other can empty it. Then, they can switch roles. Or you might suggest that your youngster offer to trade something for the toy ("I'll give you my red crayon for your blue crayon when you're done"). If they frequently fight over toys, try using a timer so each child gets the toy for a certain amount of time (say, 15 minutes). continued © 2014 Resources for Educators, a division of CCH Incorporated Challenge: To help your youngster develop self-control Solution: Knowing how to handle feelings like anger and jealousy will help your child have fewer meltdowns or outbursts. Self-control can also keep her from hitting or pushing others. Teach her the names of specific emotions. ("It seems like you're frustrated. What could you do to feel better?") Also, try using stuffed animals to talk about her feelings. If she's upset about losing a game, you might pretend that her teddy bear says, "I feel sad when I lose, too." Encourage your youngster to pick another stuffed animal and have it talk to the one you're holding. ("Me, too. I really wanted to win.") Challenge: To help your child adjust to a new baby Solution: When a sibling arrives, your youngster might feel insecure about having to share your attention. Try setting aside time for just the two of you (say, while the baby naps or when another adult is in the house). You can also help him adjust by involving him in the baby's care. If he reverts to younger behavior, like using baby talk, try not to make a big deal out of it. You might hold him on your lap and sing a lullaby. Then, show him how much fun it is to be a big kid by doing an activity together that the baby can't do yet (make cookies, play a game of marbles). If he misbehaves more than usual, try to avoid bending the rules. He'll feel more secure if you are consistent. Challenge: To limit tattling Solution: Children often tattle to get attention. When your youngster runs to tell you, "She threw a ball in the house!" you might calmly say, "Okay. If I see a problem, I'll take care of it," and go back to what you were doing. That way, she feels heard, but she learns that tattling doesn't get her anywhere. Challenge: To teach your child to solve problems Solution: Your youngster will gain confidence by solving his own problems. When he's struggling with something, try to avoid rushing in with advice. Say he's building a fort, and the blanket keeps falling. You could ask, "Can you think of a way to fix it?" or "Do you see anything you could use to hold the blanket on the chairs?" Then, let him try out his ideas, even if you don't think they'll work. He will learn from trial and error. Tip: Provide a box of household items that your child can use in different ways. For example, a paper-towel tube could become a microphone or a telescope. Being creative will help him become a good problem solver, too. Challenge: To discourage screen time Solution: If your youngster constantly asks to watch TV or play games on your phone, it might sometimes seem easier to just give in. But helping her learn to occupy herself in other ways will encourage her to be more creative and more active. Together, set up her play area so that it is inviting. Keep a fresh supply of library books in a basket, fill a shoebox with play dough and cookie cutters, and stack puzzles and games so she can see what's available. Also, let her keep balls, a jump rope, and other outdoor toys where she can easily grab them on her way outside. Finally, help her plan ahead. Before she even turns on the TV or asks to use your laptop or tablet, say, "What are you going to play with today?" You might discover that once she is occupied, she's less likely to think about movies and video games. Challenge: To help your child cooperate Solution: Working with others to accomplish a goal will teach your youngster about teamwork. When your family has a job to do, like cleaning the Note: Let her know it's important for her to tell you if someone is hurt or in danger—that's not tattling. family room or putting away a lot of groceries, have him pitch in. During a cleanup, he could organize the board games or put away DVDs. Or when you get back from grocery shopping, he could carry in lighter bags while you get the heavier ones. Idea: When your child plays with siblings or friends, encourage them to do group projects. They might make clay food for a pretend restaurant or create dance moves for a song. EY1214210E ABC & 123 Exploring Letters and Numbers Letters and numbers are the building blocks of reading and math. Your youngster must learn not only to recognize them, but also to understand what they mean. With letters, that means learning the sounds they make in words. When it comes to numbers, it means realizing that each number stands for a quantity. Here are some activities you can use each day to help your child recognize and understand letters and numbers. Letters Read alphabet books. Check the library for alphabet books, such as Dr. Seuss's ABC: An Amazing Alphabet Book! and Chicka Chicka Boom Boom by Bill Martin Jr. and John Archambault. These books feature letters on each page, with words and pictures to go along with them. As you read, have your youngster think of other words that begin with each letter. few, or none at all? Explain that some letters are more common at the beginning of words ("b," "r," "t"), and others are not as common ("q," "x," "z"). Challenge your youngster to find words beginning with uncommon letters in magazines and newspapers. Provide alphabet materials. Gather stickers and stamps with letters on them. Give your child some paper, and encourage him to make words with the letters. He can spell his name, family members' names, or other words he knows. Some other word-building materials you may already have around the house include magnetic letters, alphabet blocks, and letter tiles from board games. Identify letters and sounds. Together, make a list of words that start with the same letter as your youngster's name. Or when you're traveling, help her look for signs with words that begin with her name's first letter. Another idea is to write your child's name vertically on a piece of paper and let her try to think of a word that begins with each letter. Sort words. Write a different letter of the alphabet on each of 26 Styrofoam or plastic cups. Then, cut words out of newspaper or magazine headlines. Have your child sort the words by their first letters and put them in the appropri- Explore sign language. Learning sign language can help your child learn letters and sounds. Visit deafblind.com/ asl.html for drawings of the signing alphabet. Point out that some of the signs represent the written letters, such as "v" and "l." Help your youngster work on spelling her name and a few simple words. Once she has those down, she'll probably be eager to learn more. Practice with tongue twisters. Try writing a tongue twister with your child. Pick a letter, and make a list of as many words as you can think of that start with that letter. Together, write a sentence or two using only the words on the list. Or look for tongue twister books at the library or bookstore. Examples: Rufus and Friends: Rhyme Time by Iza Trapani, and Just Joking: 300 Hilarious Jokes, Tricky Tongue Twisters, and Ridiculous Riddles by ate cups. Do some cups have a lot of words? Which cups have very National Geographic Kids. You can find more tongue twisters online at enchantedlearning.com/rhymes/Twisters.shtml. Play alphabet memory. Fold 26 index cards in half. With your child, write an uppercase letter on one half and © 2017 Resources for Educators, a division of CCH Incorporated numbers mean. Tip: You can find the words to these songs and more at bussongs.com/counting _ songs.php. Read counting books. Most counting books have a number on each page and a picture with that number of objects. To get the most out of these books, count the objects, pointing to each one with your finger, and have your child do the same. Try One Hundred Hungry Ants by Elinor J. Pinczes, Over in the Meadow by Ezra Jack Keats, or Anno's Counting Book by Mitsumasa Anno. Count everything! Suggest that your youngster count the number of stairs in your house, spoonfuls of yogurt as she eats, or how many times the phone rings before you can answer it. Ask her to see how few steps she can take to get from the car to the house or down the hall. When you're standing in line or sitting in traffic, she can count the number of people or cars in front of you. its lowercase version on the other. Continue until you have all the letters of the alphabet. Cut the cards apart, put them facedown on a table, and mix them up. Take turns drawing two cards and trying to make an uppercase-lowercase match. As your youngster learns to recognize the letters, you can also talk about their sounds. Each time he turns a card over, have him name the letter, say the sound it usually makes, and think of a word that begins with it. Make the most of mealtime. Use letter-shaped cookie cutters to cut out cookies, pancakes, cheese slices, and even mini-sandwiches. Or look for alphabet-shaped cereal, soup, noodles, or macaroni and cheese to serve your child. Have her say each letter as she eats it: "I just ate an A." Numbers Sing counting songs. Songs with numbers in their lyrics are terrific for practicing counting. Some ideas are "This Old Man" or "Five Little Monkeys." While you're singing, hold up the appropriate number of fingers for each verse so your youngster can see what the Count different ways. Help your child practice counting by having him choose a number between 1 and 10. For example, if he chooses 5, he would start at 5 and count to 10, without first saying "One, two, three, four." Then, challenge him to count backward from 10. Teach your youngster to skip-count as well (by 2s, 5s, or 10s). To practice, pick a number and say, "Start at 6 and count by 2s." Point out how numbers are used. Identify the numbers on your house or mailbox, telephones, clocks, and the remote control. Encourage your child to notice num- bers all around her. For example, ask her to look for a license plate with her age on it. Play games with dice and cards. Take turns rolling two dice and adding them together. Write down the total for each roll. See who has the highest total after 10 turns. Or play a game of cards. Have each person draw one card and turn it over. The player with the highest number keeps both cards. Continue playing until you've used the whole deck. The winner is the person with the most cards. Play a number guessing game. Pick a number between 1 and 10. Have your youngster guess your number by giving him clues like "bigger," "smaller," "higher," and "lower." He will learn to put numbers in order and compare them. EY0517136E Random acts of kindness Take on the kindness challenge. Encourage everyone in your family to do something nice for someone else every day. Explain to your youngster that kindness can be as simple as lending a crayon to a classmate or smiling at someone who looks sad. Responsibility poster At dinner, share your kind acts with each other. Maybe you got lunch for a busy coworker, or your child told the bus driver that he's a good driver. Ask your youngster how she felt when she was being kind — and how she thinks the other person felt. On your kitchen calendar, have your child write or draw a picture about the kind act she does each day. Creative tolerance Help your child develop tolerance by teaching him to accept others as they are. Ask him to think of a classmate who is different from him. Does he know someone who is taller? Or who has a different skin color? Talk about what he has in common with this classmate: Does he like to sing songs or catch bugs, too? Help your child be responsible in his daily routines. Cut a sheet of poster board in half. Label one half "Morning" and the other half "Evening." Let him illustrate his responsibilities on each one. For example, his "Morning" poster could have pictures of clothes (getting dressed), a toothbrush (brushing teeth), coat and school bag (going to school). You can help him write "clothes," "teeth," and "coat and bag" under each picture. His "Evening" poster might include "bath," "teeth," and "pajamas." Encourage your youngster to look at his posters while he gets ready for school and bed. Pretty soon, he may be able to take care of these things without any prompting from you. Politeness points Then, try this art project. Have your youngster draw three people and vary how they look (differently shaped eyes, long or short legs, wearing glasses). Then, help him cut the drawings into three parts: the head, body, and legs. Encourage him to mix and match the pieces to make three unique people. He can glue them onto new sheets, give them names, and tell a nice story about each person he created. Celebrate politeness when you see it in your home. Start by brainstorming polite words and phrases with your youngster. Examples: "please," "thank you," "you're welcome," "excuse me," "I'm sorry." Keep a bag of tokens (such as bingo chips) handy. Each time someone in your family uses a polite word, give that person a token. At the end of each day, the person with the most tokens gets to hand them out the next day. Try this for a week or two, and watch politeness become a habit for your child. continued © 2012 Resources for Educators, a division of CCH Incorporated toys, clothing she has outgrown) to give to a charity thrift store or homeless shelter, and go there together. Have her make cards and pictures for sick children in a hospital or residents in a nursing home. Or take part in a clean-up day at a nearby park. For more ideas, check with your child's school or your local United Way (www.unitedway.org/take-action/ volunteer). Time for patience Waiting patiently can be tough for little ones, but it gets easier with practice. Plan ahead for times when your youngster will have to wait. Together, come up with "waiting" activities he can do when you're in a restaurant or at the dentist's offi ce. Honest characters Read books about telling the truth and being trustworthy. Talk with your youngster about the characters' actions and what it means to be honest. Here are two books to try: ■ In A Bargain for Frances by Russell Hoban, Thelma tricks Frances into buying her tea set. Frances then teaches her friend a lesson about friendship and honesty. (Also available in Spanish.) ■ Sam Tells Stories is about a preschooler who tells his classmates that Martians came to his house for dinner. Sam soon learns that he can't make friends by telling lies. A book by Thierry Robberecht. As you read, ask your child why she thinks the character lied and what that person could have done differently. Also, ask her how she thinks she would act in a similar situation. Generous volunteers Raise a child who is willing to give to others by teaching her to volunteer. Explain that volunteering often means helping people she doesn't know and that her generosity will mean a lot to them. Let him write and draw a picture of each idea on a separate index card. Examples: Whisper the alphabet forward and backward. Find fi ve things the same color as my shirt. Rub my head and pat my stomach at the same time. Count how many different sounds I can hear. Punch holes in the top left corner of each card, and use yarn to string together two decks of "waiting cards." Leave one deck at home and the other in the car. When your child has to wait, let him select a card and do the activity. Tip: Waiting is easier if you can give your youngster a realistic idea of how long the wait will be. Showing respect One of the best ways to teach respect is to show your child what it looks like. Treat him with respect by using nice words and speaking calmly. Also, you can model respect by how you act toward your spouse, relatives, and friends. Explain to your young- ster that treating people with consideration means sharing, taking turns, and cooperating. For example, if you're playing a board game, say, "You go fi rst this time, and I'll go fi rst next time." Follow the rules, and expect him to follow them, too. Here are a few things you can do to get started. Ask your youngster to choose 10 items (gently used books and Before a playdate, remind your child of the things you've taught him. "Remember how much fun you and Jake had playing together last time? You shared the blocks so nicely. I know you can do it again today." EY0814130E	<urn:uuid:a0c2e757-b30b-461d-9da0-73b961a1c74f>	CC-MAIN-2018-51	http://blog.lexington1.net/wp-content/uploads/sites/46/2017/09/Solutions_at_Home_2017_English.pdf	2018-12-19T07:23:42Z	crawl-data/CC-MAIN-2018-51/segments/1544376831715.98/warc/CC-MAIN-20181219065932-20181219091932-00020.warc.gz	32,609,228	4,257	eng_Latn	eng_Latn	0.999069	eng_Latn	0.99916	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2800, 6845, 10086, 13251, 15911, 19001 ]	[ 4.28125 ]	2	0
Sherburne Elementary School GRADE ADVANCEMENT: RETENTION, PROMOTION & ACCELERATION OF STUDENTS Policy It is the policy of the Windsor Central Supervisory Union School District to assure all students are progressing in their educational program and have reached a standard of achievement necessary for satisfactory progress in the next grade. Special education students who are working under an Individual Education Plan are excluded from this policy and will be promoted or retained in accordance with their IEP Background The Board believes that the primary goal of the education system is to educate all students. Since each child develops physically, mentally, emotionally, and socially at an individual rate, every student will not complete twelve grade levels of work at the same time. Some students will need more than twelve years, while others may need less. The Vermont Framework of Standards and Learning opportunities defines what students should know and be able to do at various stages of their school careers. Schools are responsible for adopting curricula that provide students with opportunities to master the standards. Promotion from grade to grade as well as retention and acceleration should be based on a student's ability to meet the standards over time. Definitions 1. Acceleration is the advancement of a student by more than one grade beyond the current grade level. 2. Promotion is the single grade step most students take from year to year. 3. Retention allows a student to repeat all or part of a grade in order to more fully prepare for the work of the next grade. Implementation Classroom educators are responsible for assessing student progress and recommending the promotion of students each year. Educators will assess academic readiness to advance to the next grade using a thorough evaluation process that will include but not be limited to standardized testing, those offered by the State as well as others chosen by the District, classroom-based testing, portfolios and teacher observation. The evaluation will also take into account social, emotional, physical and mental growth, past academic performance and behavior, motivation, attendance, and other pertinent circumstances. The Principal will develop rules to implement this policy that will specify a process for the consideration of retention or acceleration that will include the following characteristics: 1. Will seek the involvement of parents/guardians in a highly collaborative working relationship. Focus the use of retention in the early primary grades at which time research 2. indicates it is most effective. 3. Acceleration should be considered in rare cases after all enrichment opportunities have been thoroughly explored. 4. Students will be retained or accelerated if it is expected that the action will be beneficial to the student socially, emotionally, academically and when there are not other ways to meet student's needs. When considering retention, such actions as remediation in class or out, tutoring in class or after school, mentoring, cooperative efforts with families, or summer school should be evaluated. Before considering acceleration, actions such as inclusion in a full or part-time gifted program, enrichment in the classroom, or other advanced courses through correspondence, distance learning, or through another institutions should be examined. Steps and time frames should be outlined that provide for a great deal of interaction with parents/guardians. The final decision will be made by the Principal after consultation with 5. 6. parents/guardians, classroom teacher and other professional staff. Parents may appeal a decision of the Principal to the Superintendent. Adopted by Board: January 15, 2003 Clerk: James Stein	<urn:uuid:4b2873ec-f251-4d1d-8281-7c45bd11a550>	CC-MAIN-2018-51	http://www.kesvt.org/uploadedfiles/D2(2).pdf	2018-12-19T08:12:22Z	crawl-data/CC-MAIN-2018-51/segments/1544376831715.98/warc/CC-MAIN-20181219065932-20181219091932-00019.warc.gz	409,285,066	693	eng_Latn	eng_Latn	0.997858	eng_Latn	0.998066	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2227, 3792 ]	[ 2.984375 ]	12	0
Geology Merit Badge Workbook This workbook can help you but you still need to read the merit badge pamphlet. This Workbook can help you organize your thoughts as you prepare to meet with your merit badge counselor. You still must satisfy your counselor that you can demonstrate each skill and have learned the information. You should use the work space provided for each requirement to keep track of which requirements have been completed, and to make notes for discussing the item with your counselor, not for providing full and complete answers. If a requirement says that you must take an action using words such as "discuss", "show", "tell", "explain", "demonstrate", "identify", etc, that is what you must do. Merit Badge Counselors may not require the use of this or any similar workbooks. No one may add or subtract from the official requirements found in Boy Scout Requirements (Pub. 33216 – SKU 637685). The requirements were last issued or revised in 2010 • This workbook was updated in June 2017. Scout's Name: __________________________________________ Unit: __________________________________________ Counselor's Name: ______________________________________ Counselor's Phone No.: ___________________________ http://www.USScouts.Org• http://www.MeritBadge.Org Please submit errors, omissions, comments or suggestions about this workbook to: email@example.com Comments or suggestions for changes to the requirements for the merit badge should be sent to: firstname.lastname@example.org ______________________________________________________________________________________________________________________________________________ 1. Define geology. Discuss how geologists learn about rock formations. In geology, explain why the study of the present is important to understanding the past. Workbook © Copyright 2017 - U.S. Scouting Service Project, Inc. - All Rights Reserved Requirements © Copyright, Boy Scouts of America (Used with permission.) This workbook may be reproduced and used locally by Scouting volunteers for training purposes consistent with the programs of the Boy Scouts of America (BSA), the World Organization of the Scout Movement (WOSM) or other Scouting and Guiding Organizations. However it may NOT be used or reproduced for electronic redistribution or for commercial or other non-Scouting purposes without the express permission of the U. S. Scouting Service Project, Inc. (USSSP). Scout's Name: ________________________ 2. Pick three resources that can be extracted or mined from Earth for commercial use. Discuss with your counselor how each product is discovered and processed. Resource How discovered Processed Resource How discovered Processed Resource How discovered Processed Scout's Name: ________________________ 3. Review a geologic map of your area or an area selected by your counselor, and discuss the different rock types and estimated ages of rocks represented. Determine whether the rocks are horizontal, folded, or faulted, and explain how you arrived at your conclusion How you arrived at your conclusions 4. Do ONE of the following: a. With your parent's and counselor's approval, visit with a geologist, land use planner, or civil engineer. Discuss this professional's work and the tools required in this line of work. Learn about a project that this person is now working on, and ask to see reports and maps created for this project. Discuss with your counselor what you have learned. b. Find out about three career opportunities available in geology. 1. 2. 3. Pick one and find out the education, training, and experience required for the profession. Career: Education: Training: Scout's Name: ________________________ Experience: Discuss this with your counselor, and explain why this profession might interest you. 5. Complete ONE of the options listed below (a OR b OR c OR d): (Use a blank page to record any information requested in any of the options) a. Surface and Sedimentary Processes Option 1. Conduct an experiment approved by your counselor that demonstrates how sediments settle from suspension in water. Explain to your counselor what the exercise shows and why it is important. 2. Using topographical maps provided by your counselor, plot the stream gradients (different elevations divided by distance) for four different stream types (straight, meandering, dendritic, trellis). Explain which ones flow fastest and why, and which ones will carry larger grains of sediment and why. 3. On a stream diagram, show areas where you will ,find the following features: cut bank, fill bank, point bar, medial channel bars, lake delta. Describe the relative sediment grain size found in each feature. 4. Conduct an experiment approved by your counselor that shows how some sedimentary material carried by water may be too small for you to see without a magnifier. 5. Visit a nearby stream. Find clues that show the direction of water flow, even if the water is missing. Record your observations in a notebook, and sketch those clues you observe. Discuss your observations with your counselor. b. Energy Resources Option 1. List the top five Earth resources used to generate electricity in the United States. 2. Discuss source rock, trap, and reservoir rock - the three components necessary for the occurrence of oil and gas underground. 3. Explain how each of the following items is used in subsurface exploration to locate oil or gas: reflection seismic, electric well logs, stratigraphic correlation, offshore platform, geologic map, subsurface structure map, subsurface isopach map, and core samples and cutting samples. Scout's Name: ________________________ 4. Using at least 20 data points provided by your counselor, create a subsurface structure map and use it to explain how subsurface geology maps are used to find oil, gas, or coal resources. 5. Do ONE of the following activities: a. Make a display or presentation showing how oil and gas or coal is found, extracted, and processed. You may use maps, books, articles from periodicals, and research found on the Internet (with your parent's permission). Share the display with your counselor or a small group (such as your class at school) in a five minute presentation. b. With your parent's and counselor's permission and assistance, arrange for a visit to an operating drilling rig. While there, talk with a geologist and ask to see what the geologist does onsite. Ask to see cutting samples taken at the site. c. Mineral Resources Option 1. Define rock. Discuss the three classes of rocks including their origin and characteristics. 2. Define mineral. Discuss the origin of minerals and their chemical composition and identification properties, including hardness, specific gravity, color, streak, cleavage, luster, and crystal form. 3. Do ONE of the following: a. Collect 10 different rocks or minerals. Record in a notebook where you obtained (found, bought, traded) each one. Label each specimen, identify its class and origin, determine its chemical composition, and list its physical properties. Share your collection with your counselor. b. With your counselor's assistance, identify 15 different rocks and minerals. List the name of each specimen, tell whether it is a rock or mineral, and give the name of its class (if it is a rock) or list its identifying physical properties (if it is a mineral). 4. List three of the most common road building materials used in your area. Explain how each material is produced and how each is used in road building. 5. Do ONE of the following activities: a. With your parent's and counselor's approval, visit an active mining site, quarry, or sand and gravel pit. Tell your counselor what you learned about the resources extracted from this location and how these resources are used by society. b. With your counselor, choose two examples of rocks and two examples of minerals. Discuss the mining of these materials and describe how each is used by society. c. With your parent's and counselor's approval, visit the office of a civil engineer and learn how geology is used in construction. Discuss what you learned with your counselor. d. Earth History Option 1. Create a chart showing suggested geological eras and periods. Determine which period the rocks in your region might have been formed. 2. Explain to your counselor the processes of burial and fossilization, and discuss the concept of extinction. 3. Explain to your counselor how fossils provide information about ancient life, environment, climate, and geography. Discuss the following terms and explain how animals from each habitat obtain food: benthonic, pelagic, littoral, lacustrine, open marine, brackish, fluvial, eolian, protected reef. 4. Collect 10 different fossil plants or animals OR (with your counselor's assistance) identify 15 different fossil plants or animals. Record in a notebook where you obtained (found, bought, traded) each one. Classify each specimen to the best of your ability, and explain how each one might have survived and obtained food. Tell what else you can learn from these fossils. Scout's Name: ________________________ 5. Do ONE of the following: a. Visit a science museum or the geology department of a local university that has fossils on display. With your parent's and counselor's approval, before you go, make an appointment with a curator or guide who can show you how the fossils are preserved and prepared for display. b. Visit a structure in your area that was built using fossiliferous rocks. Determine what kind of rock was used and tell your counselor the kinds of fossil evidence you found there. c. Visit a rock outcrop that contains fossils. Determine what kind of rock contains the fossils, and tell your counselor the kinds of fossil evidence you found at the outcrop. d. Prepare a display or presentation on your state fossil. Include an image of the fossil, the age of the fossil, and its classification. You may use maps, books, articles from periodicals, and research found on the Internet (with your parent's permission). Share the display with your counselor or a small group (such as your class at school). If your state does not have a state fossil, you may select a state fossil from a neighboring state. When working on merit badges, Scouts and Scouters should be aware of some vital information in the current edition of the Guide to Advancement (BSA publication 33088). Important excerpts from that publication can be downloaded from http://usscouts.org/advance/docs/GTA-Excerpts-meritbadges.pdf. You can download a complete copy of the Guide to Advancement from http://www.scouting.org/filestore/pdf/33088.pdf. Geology - Merit Badge Workbook Page. 7 of 7	<urn:uuid:1226a0ad-982a-477b-a5fa-6651a4b49d2c>	CC-MAIN-2018-51	http://usscouts.org/usscouts/mb/worksheets/Geology.pdf	2018-12-19T07:07:21Z	crawl-data/CC-MAIN-2018-51/segments/1544376831715.98/warc/CC-MAIN-20181219065932-20181219091932-00019.warc.gz	305,710,316	2,247	eng_Latn	eng_Latn	0.99758	eng_Latn	0.99819	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2442, 2754, 3316, 3690, 5655, 9149, 10775 ]	[ 4.5 ]	12	7
Dialogue formatting: An example I looked stuffy, felt fake and wondered if I'd be able to make conversation at all with the judges during my interview. My body tingled as they called my name and I went in, sitting at a chair across from the three strangers. "Well, hello there," a balding man of 50 or so spoke for the group. I smiled, a thin, wilting smile. "We are just going to ask you a few questions about yourself and we would like you to answer openly and honestly," explained the woman whose nametag said 'Belle'. "Okay," I squeaked. "Now, then Pat, oh, I'm sorry, Pam, what are some of your hobbies?" I wondered if she would be asking all the questions. "I like to read, " I declared confidently. Even though it was true, I knew this was something that adults liked about me. "Really? What do you like to read?" Belle continued her line of questioning. "What are you reading now?" Before I had given my answer any thought, I replied honestly, "Valley of the Dolls by Jacqueline Susan." The judges looked around at each other. All three seemed to know that Jacqueline Susan and a book called Valley of the Dolls was not appropriate reading material for a high school girl, especially not a high school girl in a beauty contest. My virtue was in doubt. "Uh, okay," now the other man spoke. He was younger with dark hair. He looked married with two kids-pretty bland. His nametag said Bob. "What about a new question. What is your favorite subject in school?" I had to look at him with question in my eye. Was he kidding? Didn't I just tell him that I liked to read? He had no idea that I was going to say English and get right back on books. Maybe I should tell him that I had just finished Catcher in the Rye or was this whole line of questioning a trick? "English," I decided not to give them any time. I would fix this. "I like to write, too." "Oh, how nice," Bob's face lifted a little and the other judges smiled at each other. We managed to carry on quite nicely for a while. I felt comfortable at this point and decided to be 100% honest for the rest of the interview. So, I guess I wasn't surprised when the topic went in the direction of family. "Teaching college would be a great plan, but what about getting married and having children. When do plan to squeeze that into your plan?" Belle smiled in a lighthearted way. You could tell this was a nosey question but she got away with asking it anyway. "I don't," I proclaimed. "I don't want to get married anyway. I might decide to have a kid later on." Belle's overly made-up face went white as a sheet. The men looked down at their hands. So much for honesty. Some times people just don't want it. The balding man found his wristwatch. "Well, that looks like all the time that we have today. Thanks so much, Pam." He stood up, and so did I. Belle and Bob mumbled goodbye and then I turned and exited. As soon as I hit the other side of the door, some of the girls surrounded me. "What did they ask you? What did you say? Are they nice? Is it all men or is there a woman, too?" I exhaled loudly. "Look ya'll, I gotta go. My mom's waiting on me. It's a snap. I'll see ya tonight." Dialogue Formatting Rules * Begin dialogue with quotation marks. " * End dialogue with quotation marks. " * Include exactly what the speaker said inside quotation marks. Try to capture the speaker's voice. * Include end punctuation inside quotation marks. * When using a tag at the beginning of the dialogue use a comma after the tag and before the quotation marks. (He said, "I am not going!") * Use a comma at the end of the dialogue, inside the quotation marks, if your tag is at the end. ("I don't want to go," he said.)	<urn:uuid:907f487f-71b5-4d23-8850-ccb9eb591798>	CC-MAIN-2018-51	http://nebula.wsimg.com/33e40d1b0ad4136c8fed5c8d4286f7e3?AccessKeyId=6A6FABEE356E49D51FC1&disposition=0&alloworigin=1	2018-12-19T08:13:33Z	crawl-data/CC-MAIN-2018-51/segments/1544376831715.98/warc/CC-MAIN-20181219065932-20181219091932-00020.warc.gz	204,094,934	868	eng_Latn	eng_Latn	0.999845	eng_Latn	0.999937	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2537, 3169, 3696 ]	[ 3.25 ]	1	0
Pandemic Flu: Plan Now to Keep Your Business in Business A pandemic flu will spread rapidly from person to person, affecting all age groups and causing illness in a high proportion of those infected. Planning Checklist for Businesses Public health officials project cumulative absentee rates of 40 percent over three to four months. This includes not only those who are sick, but those who must care for sick family members and those who want to avoid the workplace for fear of exposure. With so much of the workforce affected, a pandemic will likely disrupt your business — and may even force you to shut down operations for a time. Planning for a pandemic now can protect your company's future. As you develop a business continuity plan, consider the following: Once pandemic influenza is ● ● confirmed anywhere in the world, it will likely spread to our community within six weeks. Health experts do not know ● ● how long a pandemic could last. Communities may be affected in six- to eight-week waves that may continue for up to 18 months. State and federal laws that will ● ● affect your business may be modified, suspended or enacted in response to a pandemic. This might include voluntary self-quarantine, suspension of public gatherings and closure of public buildings. Find out if your existing contingency plans address long-term absenteeism rates. Can your core business activities continue over several weeks with only a minimum workforce? Identify essential functions such as payroll and information technology, and identify the people needed to perform them. Cross train employees. Plan for interruptions of essential services — water, power, sanitation, transportation, etc. Do you have reserves to see you through any disruption? Determine what outside activities are critical to your operations, and develop alternatives. Find out if your suppliers have contingency plans. Update sick leave and family medical leave policies. Make sure employees understand the importance of staying home, if they become ill, to prevent the spread of disease. Determine whether some employees might be able to work from home. Establish or expand the necessary policies and tools to support working from home, such as secure network connections. Work with your company's medical advisor, insurer, health plan provider and major health care facilities to share your contingency plans and learn more about their capabilities and plans. Communicate with your employees about pandemic flu and involve them in developing your continuity plans. Establish an emergency communications plan that includes key contacts, backups and a chain of communications. Maintain a healthy work environment. Promote good hygiene and share tips on how to stop the spread of germs at work. For a more detailed checklist, visit www.pandemicflu.gov BE AWARE • BE PREPARED • GET INVOLVED Protecting Employees' Health Like seasonal flu, pandemic flu is caused by a virus that infects the nose, throat and lungs. It is generally spread from person to person when the infected person coughs or sneezes. You can help prevent the spread of disease by encouraging your employees to practice the following simple, common-sense precautions. Avoid close contact with people who are sick. ■ ■ If you are sick, keep your distance from others to protect them from getting sick, too. Stay home when you're sick or have flu symptoms. ■ ■ Get plenty of rest and check with a health care provider as needed. Cover your mouth and nose when coughing ■ ■ or sneezing. Direct your cough or sneeze into your sleeve at the bend of your elbow, not into your hands. It may protect those around you from getting sick. Clean your hands. ■ ■ Washing your hands often will help protect you against germs. When soap and water are not available, use alcohol-based disposable hand wipes or gel sanitizers. Avoid touching your eyes, nose or mouth. ■ ■ Germs are often spread when a person touches something that is contaminated with germs, then touches his or her eyes, nose or mouth. Practice other good health habits. ■ ■ Get plenty of sleep, be physically active, manage stress, drink plenty of fluids, eat nutritious foods and avoid smoking, which may increase the risk of serious consequences if you do get the flu. Keep all immunizations up to date, including ■ ■ seasonal influenza vaccinations (flu shots). For more information about what you can do to prepare for pandemic flu, contact your local public health department. Local Public Health Agencies in Greater Kansas City Cass County 300 S. Main St., Harrisonville, MO 64701 Phone: 816-380-8425 • Fax: 816-380-8450 Clay County 800 Haines Dr., Liberty, MO 64068 Phone: 816-595-4200 • Fax: 816-595-4201 www.clayhealth.com Independence 515 S. Liberty St., Independence, MO 64050 Phone: 816-325-7185 • Fax: 816-325-7098 www.indepmo.org/health Jackson County 313 S. Liberty St., Independence, MO 64050 Phone: 816-404-6415 • Fax: 816-404-6429 www.jacohd.org Johnson County 11875 S. Sunset Dr., Suite 300, Olathe, KS 66061 Phone: 913-894-2525 • Fax: 913-477-8048 6000 Lamar, Mission, KS 66202 Phone: 913-826-1200 • Fax: 913-826-1210 health.jocogov.org Kansas City, Mo. 2400 Troost Ave., Kansas City, MO 64108 Phone: 816-513-6252 • Fax: 816-513-6293 www.kcmo.org/health Leavenworth County 500 Eisenhower Rd., Suite 101 Leavenworth, KS 66048 Phone: 913-250-2000 • Fax: 913-250-2039 www.leavenworthcounty.org/hd Platte County 212 Marshall Rd., Platte City, MO 64079 Phone: 816-858-2412 • Fax: 816-858-2087 www.plattecountyhealthdept.com Ray County 820 E. Lexington St., Richmond, MO 64085 Phone: 816-776-5413 • Fax: 816-776-2441 Unified Government of Wyandotte County/Kansas City, Kan. 619 Ann Ave., Kansas City, KS 66101 Phone: 913-573-6704 • Fax: 913-321-7932 http://www.wycokck.org	<urn:uuid:666b979d-f0a0-444a-bc63-9fe29f574386>	CC-MAIN-2018-51	http://preparemetrokc.org/Know_the_Risks/business.pdf	2018-12-19T08:06:38Z	crawl-data/CC-MAIN-2018-51/segments/1544376831715.98/warc/CC-MAIN-20181219065932-20181219091932-00019.warc.gz	228,877,029	1,375	eng_Latn	eng_Latn	0.957294	eng_Latn	0.98955	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2876, 5836 ]	[ 2.078125 ]	2	3
The Hills Academy is committed to the principle of equality for all pupils irrespective of race, religion, gender, language, disability or family background, and to the active support of initiatives designed to further this principle. We believe that equality is at the heart of good educational practice. All pupils are of equal value and deserve equal access to every aspect of school life. They have equality to learn and work towards their highest possible levels of achievement. The vision and values which we uphold as a school help to emphasise equality for all staff and pupils at all times. All personnel are responsible for ensuring that we implement this policy. Equality means that discrimination on the basis of race, religion, gender, sexuality, language, disability or family background is not acceptable. Aims & Objectives We aim to ensure that every member of the school community is given equality to achieve their full potential – each individual is entitled to work in a supportive environment. In order to achieve this we are committed to: - equal access and treatment for all - being responsive to changing needs - educating and informing children and parents about the issues in this policy - avoiding prejudice - promoting a positive self-image and mutual respect, regardless of differences - providing for all, according to their needs - ensuring that equality of opportunity permeates the whole curriculum and ethos of the school - using resources and examples which provide a positive image of all groups - acknowledging the richness and diversity of British society and to prepare children for their part in this - working to an agreed code of conduct which can be modified, monitored and evaluated according to current best practice - developing a positive attitude to equality by all staff, children, parents, governors and all who participate in the life of the school We recognise that discrimination can be overt or covert. Covert discrimination relates to the assumptions, beliefs and values acquired over a long period of time which affects instinctive responses. We recognise that discrimination can be overt or covert. Covert discrimination relates to the assumptions, beliefs and values acquired over a long period of time which affects instinctive responses. Gender We take practical steps to ensure that we do not make assumptions about pupils' participation in activities based upon their gender. Our organisational structure, behaviour policy and curriculum are applied to all, regardless of gender. Classes are formed on a chronological basis and class groupings are flexible. Grouping into sets of girls or boys only is discouraged, except where doing so provides equal access for all. Participation rates for both genders are tracked by members of staff undertaking after school club provision and, other than in gender specified clubs such as 'Girls' Football' ' all after school clubs are open to pupils of both genders. The school's Games and Physical Education subject leader tracks rates of participation in all aspects of physical education to ensure that rates are equal and high for both genders. The school's Personal, Social and Health Education curriculum (PSHE) seeks to build upon these principles to ensure that key messages of participation in all areas of school life are communicated to staff and that, for example, disability should not be a deterrent in participating in all aspects of school life at all levels. We analyse our SATs test results by gender in order to ensure that we identify any issues which need addressing related to perceived gender bias. When asking children to carry out tasks or represent the school, boys and girls are used equally. All extra – curricular activities are open to both sexes. Race, Faiths, Languages and Family Background We have represented in our school population many different nationalities, faiths and family backgrounds and organisations. Racial discrimination is unlawful and we aim to help our pupils to develop concepts, skills, attitudes and ways of behaving which will promote good relationships and prevent ignorance and prejudice. Children sometimes experiment with racist expressions which they have heard through the mass media or from the community and do not understand how hurtful and harmful they can be. We aim to treat such incidences sensitively and firmly because all have the right to be protected from insults, abuse and bullying. The Racist Incident procedure details the action to be taken in the event of such an incident. Monitoring will allow us to identify trends which need addressing. Children and other adults are encouraged to contribute to school life from the richness of their heritage and religion. They share experiences and learn from one another through enquiry, investigative and collaborative work. Children with English as their second language often need additional support and we have a nominated member of staff who communicates with members of staff to ensure that parents of EAL families attend parent consultation evenings and are fully aware of basic school organisational issues. The 1981 Education Act and the Education Reform Act of 1988 placed the onus on class teachers to access the curriculum to all children equally. Curriculum 2014 requires a breadth, balance, relevance and differentiation which will enable each pupil to participate at an appropriate level. The match of pupil to a modified curriculum is relevant to the exceptionally gifted child as much as to the child experiencing difficulty in learning. These issues are addressed in the policies for SEN and Gifted and Talented. Staffing The school values diversity amongst the staff. In all appointments the most suitable candidate will be appointed on professional criteria and recruitment carried out in a manner consistent with 'equality for all' practice. Positive action Positive action will be fostered in line with current best practice. - Staff will use examples in their teaching to demonstrate the advantages of a mixed society and the contributions of individuals of all genders, races, age groups, etc - Team work is encouraged in all aspects of school life to show the advantages of pooling experience, knowledge and various viewpoints - Positive action, especially by pupils, will be rewarded - Assembly times will reinforce good behaviour in the area of equal opportunities and involve peer groups in the approval (or disapproval) process - Clear and consistent messages will be given regarding the school's values	<urn:uuid:76db6fc2-850c-4c8d-9d3f-bf1eba83b4c2>	CC-MAIN-2018-51	http://www.thehillsacademy.co.uk/attachments/download.asp?file=427&type=pdf	2018-12-19T07:19:13Z	crawl-data/CC-MAIN-2018-51/segments/1544376831715.98/warc/CC-MAIN-20181219065932-20181219091932-00023.warc.gz	481,535,983	1,189	eng_Latn	eng_Latn	0.997813	eng_Latn	0.997887	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2736, 5665, 6572 ]	[ 2.546875 ]	3	3
Talking to teenagers with ASD Dr Avril V. Brereton Monash University, Centre for Developmental Psychiatry and Psychology Autism Spectrum Disorder (ASD) is a group of neurodevelopmental disorders affecting up to 1 in 160 Australians (Wray and Williams, 2007). Although the presenting symptoms change with maturation, they continue to be a major source of difficulty for many. Most students with an ASD find school challenging at some time or other. This can be the case no matter what the type of school; specialist or mainstream, primary or secondary. The continuing challenges of ASD (difficulties with communication and social skills, emotional and behavioural difficulties) combined with the added demands of secondary school indicate that these students will require ongoing support in this educational setting. At secondary school it is usually students with high functioning autism (HFA) and those with Asperger's Disorder (AD) both of whom who do not have an intellectual disability (ID), who are continuing in mainstream education. Difficulties may arise for these high functioning students with ASD because of: * the social interaction required with teachers and students throughout the day and their response to these social and emotional demands * the student's learning and thinking style and symptoms of ASD * difficulties in managing stressful situations * poor organizational skills * poor peer social interaction * insistence on sameness and special interests or obsessions * other co morbid conditions (health, ID and mental health problems) * difficulties in both understanding and using language Before discussing how we can most effectively communicate with secondary school students with ASD, which is the topic of this factsheet, we need to consider how adolescents with ASD communicate with others. Adolescents have ongoing communication difficulties that vary depending on diagnosis and level of intellectual ability. According to diagnostic criteria, children diagnosed with high functioning autism have a history of delayed and disordered language and severe deficits in socialization, and stereotyped, repetitive or ritualistic behaviours in the setting of at least average intellectual abilities (IQ>70). Those with AD do not have clinically significantly delayed language, but present with severe deficits in socialization, and stereotyped, repetitive or ritualistic behaviours and IQ>70. Are ASD symptoms affecting how you and the teenagers are communicating? Young people with high functioning ASD usually have quite a wide vocabulary and formal language skills are largely intact (Tager-Flusberg et al. 2005), particularly when assessed on a standardised language assessment. High functioning adolescents with ASD usually continue to have a number of problems with understanding and following the rules that govern how we speak with others and the complexities of language including: * pragmatics (the use of language in social contexts) * semantics (multiple meanings) * prosody (the pitch, stress, and rhythm of speech) In addition to having difficulty understanding the rules of conversation, the student with ASD may still be having difficulty with taking things literally and being quite concrete in thinking - this is part of the communication challenge. Instructions to the class may be misunderstood, and all the subtle nuances of language that are used more often with an adolescent school community may need explanation. It can be a case of I heard what you said but what did you mean? This is particularly so when peers and adults use metaphor, irony and sarcasm. What does research tell us? Communication difficulties in HFA and AD have been reported in the past and are usually in the areas of conversational pragmatics and social communication (Klin and Volkmar 1997; Paul and Landa 2008; Tager-Flusberg et al. 2005). Shriberg et al (2001) compared speech profiles for males with HFA and AD to typically developing males in the 10- to 50years age range and found articulation distortion errors, and difficulties with conversation and speech such as phrasing, stress, and resonance. Those with AD spoke louder than those with HFA, but otherwise there were few statistically significant differences between the two groups with ASD. Paul et al. (2009) looked specifically at adolescents with HFA, AD and PDDNOS to assess what was happening with their communication and whether there were differences between these groups at this stage of development. They found that after dividing the ASD group into Asperger's and HFA/PDD-NOS subgroups, there were significant differences among groups "in the management of topics and information, reciprocity, intonation, and gaze management" (p. 115). The only significant differences between the Asperger's and HFA/PDD-NOS groups were "a greater tendency for overly formal speech on the part of the AD group, and more difficulty with gaze management on the part of the group with HFA/PDD-NOS" (p. 115). When comparing adolescents with ASD with typically developing peers, a number of impairments in conversation were noted; these included the amount of information provided, topic management, the ability to engage in a reciprocal conversation and the ability to respond to the conversational partner's cues. The ability to initiate and sustain conversation was impaired, particularly if the conversation broke down. Importantly in this study, the authors noted that in adultadolescent interactions, those with ASD do relatively better than when the communication exchange is with adolescent peers. The clinical implications drawn from this study (Paul et al. 2009) include the observation that high functioning adolescents with ASD do have conversational skills that can be built on in intervention. In particular, if communication skills are assessed, deficits can be indentified but also, impaired adaptive conversation behaviours that occur within an interaction can be evaluated and improved upon. In other words, these students may not need to know how to converse with others, but need help with additional cues as to when to apply successful conversational behaviours and to tune in to others. This study did not find that higher functioning adolescents with ASD had the types of pragmatic difficulties seen in younger, lower functioning children with ASD (scripted speech, poor use of gesture, being overly blunt and informal). Difficulties were more often in the areas of topic management and information, presuppositional skills (assuming the listener knows what the speaker knows) and sensitivity to and response to the verbal and non verbal cues from the communication partner. Paul et al, (2009) suggested that communication programmes should focus on the following: - increasing the awareness of interlocutor cues to turns and topics in conversation and learning adaptive ways to respond to these cues - helping students identify topics likely to be of interest to peers - finding ways to comment reciprocally on topics introduced by others - adding new, relevant ideas to a given topic - avoiding irrelevant and tangential contributions - monitoring the success of contributions - learning strategies for conversational repair (p. 115). When we look at this list we can see that there are some points that relate to how to improve conversation by working on what to talk about (choosing a topic), how to stay on topic and make relevant comments, and how to keep a conversation going. There are also several suggestions that relate to the social skills necessary to have a conversation with another person. Being aware of the thoughts, emotions and needs of the conversational partner is a vital social skill. This includes awareness of the cues that the other person is giving when you are speaking to them and responding to these cues; being aware of how the conversation is going (the other person's interest and response to what is being said to them etc). It is for this reason that Paul et al (2009) suggest that social skills training methods such as video modelling, social thinking and cognitive-behaviour approaches could be adapted to teach conversational skills to high functioning adolescents who are otherwise quite able. So what does all this mean for school staff/teachers? The implication from this research for school staff is that in order to talk to students who have ASD, it is helpful if they think about the social skills that are necessary to communicate successfully. School staff/teachers have to talk every day to students with ASD and both staff and students need to feel that they are being understood and communicating well. An awareness of the social difficulties that may be impacting on the communication skills of the student with ASD will help. Parents, teachers and school staff may find "The Four Steps of Communication" programme (Winner, 2007) useful because it helps to make the abstract concept of face-to-face communication more concrete for the teenager with ASD. These steps are taken from M G Winner's website https://www.socialthinking.com/what-issocial-thinking/published-articles/198-thesocial-communication-dance-the-four-stepsof-communication Step 1: Think about other people's thoughts and feelings as well as your own. To participate successfully in a communicative act we have to take the perspective(s) of our communicative partner. Effective communication requires all participants to be thinking (most of the time) about the same topic/idea and for the thoughts to stay connected (even if not mutually agreed upon) throughout the communicative exchange. Step 2: Establish physical presence; enter with your body attuned to the group. Effective communication typically requires people to not only stand about an arm's length of each other (physical proximity) but to also have a physical stance/posture that conveys emotional calm and a willingness to participate. Many of our students have very rigid stances and unintentionally these students convey a sense of unfriendliness or discomfort when approaching other people. It's important that we teach not only about physical proximity but also about physical relaxation when communicating with others. Step 3: Think with your eyes. Teaching eye-contact from a purely physical, functional perspective can hurt as much as help our students in social situations. Instead, we need to teach students to "think with their eyes" - meaning, to use their eyes enough to monitor how people are feeling and what they may be thinking (based on what they are looking at) during social encounters. Case in point: We generally do not pointedly stare at the person or group of people we are approaching. While we may initially look at where people are standing, as we move closer we often look at a variety of things and then once we physically enter the group our eyes slowly come up to look at everyone around us. Then we watch others' eyes to gauge conversation direction and flow and follow who is speaking to whom. Students who use eyecontact too rigidly in communication appear to be "stalking" others or being over-zealous; it makes others uncomfortable. Those who use it too little are considered evasive or disinterested. Step 4: Use your words to relate to others. Language is the way we share our thoughts with others. Just as in Step #1 we try to keep our thoughts connected while communicating together, we also must keep our language connected to whatever is being discussed. Those who don't keep their language "on topic" are considered self-centered, aloof, unfriendly and/or ineffective in their communicative attempts. We must teach students communication strategies such as asking questions, adding a thought, showing interest, etc. based on the conversation at hand and what they think other people are thinking about. Some additional tips 1. Provide the student with opportunities to improve social interaction skills with role play that practices appropriate social behaviour in a variety of everyday situations. 2. When abstract concepts are being explained, use visual cues, such as drawings or written words, to augment the abstract idea. 3. Avoid asking vague questions such as, "Why did you do that?" "What's going on?" 4. Be as concrete as possible. 5. If the student is poor at reading facial expression, gestures and body language, your use of facial expressions and other social cues to express a feeling or an idea may not work. Say what you mean and be specific. Does the student with ASD understand the rules of conversation? Does he/she - interrupt or talk over the speech of others make irrelevant comments have difficulty initiating and terminating conversations use speech characterized by a lack of variation in pitch, stress and rhythm use overly pedantic or formal speech ?? How does the student with ASD respond when you are talking to him/her? Are impaired social skills getting in the way? Can the student take the perspective(s) of others? Are you both on the same page? What about posture, stance, proximity? What about eye contact? How do they show interest? Can they ask relevant questions that show they have been listening to others? Do they understand the facial expressions and gestures of others? References and relevant further reading Klin, A., & Volkmar, F. (1997). Autism and the pervasive developmental disorders. In J. Noshpitz (Ed.), Handbook of child and adolescent psychiatry (Vol. 1, pp. 536–560). New York: Wiley. Paul, R., & Landa, R. (2008). Communication in Asperger syndrome. In A. Klin, S. Sparrow, & F. Volkmar (Eds.), Asperger syndrome (2nd ed.). New York: Guilford Press. Paul, R., Orlovsky, S., Marcinko, H. And Volkmar, F. (2009) Conversational Behaviors in Youth with High-functioning ASD and Asperger Syndrome. Journal of Autism and Developmental Disorders, 39, 115-129. Shriberg, L., Paul, R., McSweeney, J., Klin, A., Cohen, D., & Volkmar, F. (2001). Speech and prosody characteristics of adolescents and adults with high functioning autism and Asperger syndrome. Journal of Speech, Language, and Hearing Research: JSLHR, 44, 1097–1115. doi:10.1044/1092-4388 (2001/087). Seltzer, V. (2009). Peer-Impact Diagnosis and Therapy: A handbook for successful practice with adolescents. New York, NY: New York University Press. Symes,W. & Humphrey, N. (2010) 'Peer-Group Indicators of Social Inclusion among pupils with Autistic Spectrum Disorders (ASD) in Mainstream Secondary Schools: A Comparative Study', School Psychology International 31: 478–494. Tager-Flusberg, H., Paul, R., & Lord, C. (2005). Language and communication in autism. In F. Volkmar, R. Paul, A. Klin, & D.Cohen (Eds.), Handbook of autism and pervasive developmental disorders (3rd ed., Vol. 1, pp. 335–364). New York: Wiley White, S., Keonig, K., & Scahill, L. (2007). Social Skill Development in children with autism spectrum disorder: A review of intervention research. Journal of Autism and Developmental Disorders, 37, 1858– 1868. Winner, M.G. (2007). Thinking about you thinking about me: Teaching perspective taking and social thinking to persons with social cognitive learning challenge. (2nd Ed.). San Jose, CA: Think Social Publishing, Inc. Wray J, Williams K. The prevalence of autism in Australia. Report commissioned by the Australian Advisory Board on Autism Spectrum Disorders, 2007. Autism Speaks is working with the National Center for Learning Disabilities, PACER's National Bullying Centre and Ability Path in partnership with the new documentary film BULLY to raise awareness about how bullying affects children with special needs. For more information see: Autism Speaks: Combating Bullying http://www.autismspeaks.org/familyservices/bullying There are a number of factsheets about ASD at the DEECD Autism Friendly Learning website Resources page. These cover topics relating to young children as well as adolescents with ASD http://www.education.vic.gov.au/about/programs/nee ds/Pages/autismfactsheets.aspx National Autistic Society UK. www.autism.org.uk/socialskills Autism Society of America. This is a nice factsheet for adolescents about their peers with ASD and how to talk to them and be friendly.http://www.cindysautisticsupport.com/aware ness/asa_growing_teens.pdf Winner. M. (2012) Four steps of communication. Social thinking publishing website. https://www.socialthinking.com/whatis-social-thinking/four-steps-of-communication	<urn:uuid:e00b6832-af9d-4e1f-8b10-ce1561aaa90e>	CC-MAIN-2018-51	http://www.timeforafuture.com.au/factsheets/CDPP%20Factsheet%206.%20Talking%20to%20teenagers%20with%20ASD.pdf	2018-12-19T07:12:54Z	crawl-data/CC-MAIN-2018-51/segments/1544376831715.98/warc/CC-MAIN-20181219065932-20181219091932-00025.warc.gz	473,693,584	3,375	eng_Latn	eng_Latn	0.972383	eng_Latn	0.99677	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2496, 6685, 10227, 13279, 16449 ]	[ 2.25 ]	1	1
Errington Primary School Physical Education and School Sport Mission Statement 2017-2018 Preamble: Errington Primary School is committed to delivering the highest possible standards of education. Considering this determination, we have issued the following statement regarding the teaching and assessment of physical education within our school. We believe that all children have the right to the best possible education. We further believe that a meticulous P.E. curriculum is one of the pillars of a high-quality education. Sport at Errington is based around several fundamental principles: Activeness, Sportsmanship, Competitiveness, Challenge, Diversity, Collaboration, Teamwork, Leadership and Participation Physical Education at Errington: Our P.E. curriculum is a skill based programme that is fully compliant with the guidance set out in the National Curriculum of England and Wales. We believe that mastery of the fundamental skills is at the heart of Primary School physical education and have therefore developed a curriculum that places key physical skills at the heart of teaching and learning from EYFS to UKS2. Therefore, we have determined that our children should be physically active for at least two hours every week and physical activity should, alongside mastery of skills, be at the heart of P.E. sessions. To successfully master the key skills, children should be introduced to new sports as they grow older, this allows them the opportunity to apply the fundamental skills in a range of challenging situations. We believe that it is important that, as children are introduced to new sports, teachers maintain an appraisal focus on key skills rather than sports. When children are preparing for cluster events [for example Basketball] teachers should still maintain an assessment focus on core skills [for example Throwing and Catching]. This move in focus from teaching sports to teaching skills will allow children to enjoy more success in more sports as they grow older and progress through their educational careers. In EYFS and KS1 children should be taught (and assessed on) skills alone, applying these skills in competitive situations. As children progress into LKS2 and UKS2 they should be gradually introduced to Sports and Games that give them the opportunity to apply the fundamental skills in given activities but still with a focus on fundamental skills. Errington Primary School Physical Education and School Sport Mission Statement 2017-2018 School Sport at Errington: Our School Sport programme aims to give children the opportunity to engage in different areas of activity in competitive and non-competitive situations. School Sport should support the core skills learnt in Physical Education and give children more opportunities to apply these skills in specific areas of activity. Our School Sport programme is founded on collaboration with other Schools and the local Sports Partnership. Children across the whole primary age range represent Errington at local cluster events and competitions and this is made possible by contributions from staff at after school clubs and at the local events themselves. We offer a range of extra-curricular sports activities for children to participate in both during the school day and after school. This contribution shows how committed our staff are to helping children engage in a range of sports. Postamble: Sport and Physical Education holds a dear place in the heart of all children at Errington and we are fortunate enough to have highly skilled staff, ample grounds and excellent facilities that allow us to meet the needs and desires of our children. This statement will be reviewed in September 2018. Signed Mrs S Robertson MA BA Headteacher Mr R Senior P. E. Coordinator	<urn:uuid:839641f0-c140-48aa-b780-687bd42dcb77>	CC-MAIN-2018-51	https://www.erringtonprimary.co.uk/storage/uploads/page-19/1509958647-P.E.%20Mission%20Statement.pdf	2018-12-19T07:32:11Z	crawl-data/CC-MAIN-2018-51/segments/1544376831715.98/warc/CC-MAIN-20181219065932-20181219091932-00023.warc.gz	880,147,230	720	eng_Latn	eng_Latn	0.996424	eng_Latn	0.996534	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2414, 3800 ]	[ 2.5625 ]	1	0
Toronto, ON M4K 2Z3 416-461-5151 Welcome to the Dino Room A Little About Our Room Philosophy The children in the Dino Room range in age from 4 to 5 years. The total number of children in the room is 24. There are three core staff in the room. Two ECE's, and two assistants. The Dino Room has many distinct learning areas: Dramatic Area - Gives the children many opportunities to use and act out their imaginations and day to day experiences. Block Area - Encourages children to develop their gross motor skills by participating in activities such as large and small block play, large trucks and tools. Science and Sensory Area - Gives many opportunities for children to learn pre-math skills and to develop eye-hand co-ordination by pouring, filling, counting, measuring and comparing the substances provided. For example: sand, cornmeal, rice, pastas and water. Creative Area - Gives children opportunities to develop a sense of creativity using many materials, such as markers, pencils, stamps, chalk boards, stencils, paints, play-dough, plasticine, silly putty, and many other interchanging materials. Our art shelf is set up in a non-directive way to encourage free-choice. Quiet Area - Children are given and provided many opportunities for listening, reading and communicating with each other on their own and with the staff. Our Typical Day 7:30—8:00 In Sesame or Dino Room, alternates weekly 8:15—9:00 Snack & washroom routine/transition to outdoor activities 9:00—10:00 Outdoor/Gym Activities 10:00—10:15 Washroom Routine/transition to indoor activities 10:15—11:30 Indoor Activities/learning circle/individual and group play 11:30—12:30 Lunch Routine/Lunch 12:45—1:45 Outdoor/Gym Activities 1:45—2:00 Washroom Routine/transition to indoor activities 2:00—3:00 Indoor Activities/learning circle/individual and group play 3:00—3:15 Washroom Routine/transition to indoor activities 3:15—4:00 Outdoor/Gym Activities 4:00—4:30 Washroom Routine, snack time 4:30—5:30Indoor Activities/individual and group play 6:00Centre closed Our philosophy in the Dino Room is to foster and help each individual child to grow in their own unique and special way. Emergent Curriculum Educators understand individual differences and arrange their room so that children can explore at their own pace. We base our programme on Emergent Curriculum planning models using the children's interests and needs as the main resource. The goal of our planning programme is to respond to every child's interests. Its practice is open-ended and self-directed. Some main skills that are emerging through the Dino Room are; Enjoying Literacy—Inquiry/Questioning Riding—Identity Formation—Making Friends Our Priorities 1. The emotional and physical well-being of your child. 2. Open communication with the parents. 3. Meeting each and every Dino child's developmental needs. 4. Having fun! Our Activities Outdoor Activities—Outdoor activities focus on large motor actions and includes the use of equipment such as bikes, wagons, balls, the climber, monkey bars and the sand box. Outside time is also time for socialization. We also provide crafts and other activities while outside. Learning Circle—Children are divided into two groups. The circles are based on the children's own interests. Storytelling, practicing listening skills through the use of puppets, singing, dancing, drama, movement, musical instruments, group games and learning activities are some of the enriching activities that are planned. Morning Indoor Activities—Children work in small groups, participating in various activities that are open-ended and encourage self-help skills, problem solving and learning. Activities include sensory, blocks, art, books, puzzles and drama, among others. Dino Behaviour Friendships Telling their friends, "I don't want to be your friend," or, "You can't come to my party," can often be rephrased as, "I don't want to play right now." It is important not to take these statements personally. A teacher will usually be on hand to facilitate the situation for the children and help children express their emotions in a positive way. Language Bathroom talk—"pee pee nose, bum bum face, pooh pooh" are all indicators of healthy language development. Children are learning to play and experiment with language, humour and reactions. Self Help Skills Regression with toilet training skills (soiling themselves) may occur because children at this stage of development are usually quite involved in play and often forget to go to the bathroom. The Dino Room, does not have a washroom right in the room, so your child may feel that they are going to miss something if they leave the room. Saying Goodbye It is important for the emotional well-being of your child to be especially consistent with your goodbye routine. Some children say goodbye very easily while others may find it difficult. Here are some hints to assist with goodbyes: - Let your child know how long you will stay at the daycare, and always let them know you are now leaving. - Tell a teacher and feel free to use us as support. - Once you have said goodbye, have given your hugs and kisses, it is important to actually leave. Coming back in usually puts your child back in distress again. Open Communication 1. Questions about your child or our programme are always encouraged. 2. We encourage your input in the observation books located in the room. Each child has their own individual book where teachers document a child's interest. 3. Your input into the daycare is important to us. 4. Get involved! Become a Board member or a committee member to view how the daycare operates. Afternoon Indoor Activities—Free-play associated and include materials from all the areas such as art, sensory, science, blocks, dramatic play centre, book centre, manipulative toys, puzzles and music. 5. If you have questions or concerns and need more time to talk to us, we are always willing and available for a scheduled meeting. Moving Up to the Cool Cats We make this transition easier by preparing your child approximately one month in advance. We introduce the Dino to their new teachers. We remind them that they will be joining their friends who are moving up with them or who have already moved up. The soon-to-be Cool Cat child enjoys a visit day in their new room before their actual graduation date.	<urn:uuid:1c90ee0c-85f6-493f-87f9-ac5ca6a621ba>	CC-MAIN-2018-51	https://nebula.wsimg.com/b389cf786bd94df13ab587d500557b7b?AccessKeyId=7DCC79F58E5BAB8681F8&disposition=0&alloworigin=1	2018-12-19T08:32:22Z	crawl-data/CC-MAIN-2018-51/segments/1544376831715.98/warc/CC-MAIN-20181219065932-20181219091932-00028.warc.gz	684,830,043	1,379	eng_Latn	eng_Latn	0.99577	eng_Latn	0.997819	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2708, 6398 ]	[ 3.78125 ]	1	0
The Ultimate Friend LESSON 12 Your Response to the Lesson What was most interesting in the Bible story? What activity was most enjoyable? What new things did you learn? Service Through Prayer * How do you feel when you pray for others not just for yourself? * How is your prayer a form of service? Together We Stand * Can you trust your friends to help you when you are facing difficulties? * Who is someone you can trust completely? powertext "My Father, if it is possible, may this cup be taken from me. Yet not as I will, but as you will" (Matthew 26:39). POWERPOINT We can love and serve others when we trust totally in God. How Was Your Week? Good things? Challenges? Special events? Songs "Behold What Manner of Love" (He Is Our Song, no. 42) "For God So Loved the World" (He Is Our Song, no. 43) "Think About His Love" (He Is Our Song, no. 40) PRAYER AND PRAISE Prayer Time Praise God for His provisions. Pray over the prayer requests. Thank God for answering the prayers according to His will, for He knows what is best for us. powertext "My Father, if it is possible, may this cup be taken from me. Yet not as I will, but as you will" (Matthew 26:39). INTRODUCTION TO THE STORY Weight of Sin * How long can you hold a heavy book with an outstretched hand? * Reflect on the experience of Jesus as He took on the weight of the world's sins and died for each one of us. * What happens the longer you hold it? INTRODUCTION TO THE STORY You may listen to a podcast recording of the story: www.juniorpowerpoints.org The Story POWERPOINT We can love and serve others when we trust totally in God. Trusting God Completely Read Matthew 26:36-46. * Would it make much difference if you were guilty or innocent? * How would you feel if someone came up to you at school, in your room at home, or on the playground and arrested you? * Which case would make it easier? More difficult? EXPLORE THE BIBLE Using Our Gifts God's Way Compare and contrast the following events in the Gospel accounts: – Matthew 26:30, 36-46; Mark 14:26, 32-32; Luke 22:39-46; John 18:1 * Jesus' prayer in the Garden of Gethsemane * Jesus' betrayal and arrest – Matthew 26:47-56; Mark 14:43-52; Luke 22:47-53; John 18:2 powertext "My Father, if it is possible, may this cup be taken from me. Yet not as I will, but as you will" (Matthew 26:39). Scenario * How can you serve God best now? * How can you serve God best in the future? * How does serving God involve serving others? POWERPOINT We can love and serve others when we trust totally in God. Keep Up the Good Work Continue working on the class service project. When we trust totally in God, He will give us the ability to serve others. Coming Up Next Week "Can't Wait to Tell!" * Jesus is alive! * Study your Sabbath School lesson each day * Complete the daily activities * Memorize the Power Text Closing Prayer Dear Jesus, Thank You. Thank You for Your example of selfless service to others. Please help us to serve You always and follow Your example in serving others. Amen.	<urn:uuid:5db68f5d-68d1-4875-b350-d8054e9d0e4c>	CC-MAIN-2018-51	https://www.juniorpowerpoints.org/assets/juniors/Slides/2018/1Q/Slides-C1-L12.pdf	2018-12-19T08:25:42Z	crawl-data/CC-MAIN-2018-51/segments/1544376831715.98/warc/CC-MAIN-20181219065932-20181219091932-00027.warc.gz	925,921,502	777	eng_Latn	eng_Latn	0.931871	eng_Latn	0.992665	[ "unknown", "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" ]	false	docling	[ 29, 170, 301, 439, 566, 638, 700, 864, 1054, 1181, 1438, 1555, 1627, 1911, 2226, 2353, 2489, 2561, 2708, 2873, 3058 ]	[ 2.046875 ]	1	0
10 Tips for Boys to Help Combat Sexualization of Girls 1. Be critical. Portrayal of girls in the media isn't how they are in real life. The media distorts images of girls and boys to sell you things while you watch TV, surf the internet and read magazines. Develop a critical eye: look for ads with women that focus on the product being marketed instead of the women themselves. How hard are these to find and why? 2. Decide who you want to be. Be true to yourself and lead by example. Question your own attitudes and behaviours and how they may disrespect or harm women and girls you know and care about. Ask yourself: what do I like about the girls I care about? Make sure it has more to do with who they are on the inside rather than on the outside. 3. Talk about it! When you see images in the media that bother you talk it over with your peers, your teachers and your parents. Remember, change starts small. 4. Educate yourself. No one expects you to have all the answers or know what to do in every situation but there are answers out there. Connect with your community: resources like the YWCA Youth Education Team and the White Ribbon Campaign are a good place to start. 5. Get rid of the pressure! Pressuring girls to send you photos of themselves, to go on a date, or to do anything that makes them feel compromised is not right. Speak out: if you see your friends or peers trying to get girls do things that that they don't want to, stand up to them. 6. Lead by positive example: share with those around you the importance of respecting women and girls. Develop a critical eye: find someone you look up to and talk to them about how to talk to girls respectively and as equals. 7. Learn about the impact of violence against women in our communities. There are many resources out there to provide you with a greater understanding of the effect that sexualization of women can have. Get informed: learn what violence against women is by looking it up online and connecting with groups that talk about it on social media such as The White Ribbon Campaign and the YWCA. 8. Challenge and speak out online. It can be as easy as not laughing at sexist jokes, or supporting Facebook or Twitter posts that are demeaning or degrading towards women. Speak out against them. Take action: Prepare a response to a negative post you have seen online before. Hopefully you won't have to use it but if you see a negative post, you will be ready. 9. Don't walk by. If you witness harassment or an assault on the street or anywhere: assess the risk, then intervene and confront or defuse the situation. If you need to, ask for help. Call 911. Sexist language and street harassment all contribute to a culture of sexualization and violence. 10. Be a 21 st Century Man! Sexualization and violence against women affects everyone, not just girls. Accept your role in helping to end it and treat all girls as equals and with respect!	<urn:uuid:a740fda7-2e83-415d-a767-505fbd2a63dd>	CC-MAIN-2018-51	https://ywcavan.org/sites/default/files/resources/downloads/10%20Tips%20for%20Boys%20to%20Help%20Combat%20Sexualization%20of%20Girls.pdf	2018-12-19T08:24:01Z	crawl-data/CC-MAIN-2018-51/segments/1544376831715.98/warc/CC-MAIN-20181219065932-20181219091932-00027.warc.gz	1,117,352,923	628	eng_Latn	eng_Latn	0.998862	eng_Latn	0.998963	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1694, 2928 ]	[ 3.28125 ]	1	0
Jackie Yeager Press Kit Bio Jackie Yeager is a middle grade author whose stories inspire children to think more, work hard, and dream big. She holds a master's degree in Education and spent several years coaching Odyssey of the Mind, where her team once-upon-a-time competed at the World Finals. She lives in Rochester, NY with her real-life prince charming and two royally amazing kids. When she's not writing imaginative middle grade fiction or living in her own fairly-tale world, she can be found conducting creative problem solving/writing workshops for kids and blogging at www.swirlandspark.com. Spin the Golden Light Bulb The Crimson Five: Book 1 It's the year 2071, and eleven-year-old Kia Krumpet is determined to build her 67 inventions, but she won't have the opportunity to unless she earns a spot at PIPS, the Piedmont Inventor's Prep School. Kia, who has trouble making friends at school, has dreamed of winning the Piedmont Challenge and attending PIPS ever since she learned that her Grandma Kitty won the very first Piedmont Challenge. After she and four of her classmates are selected to compete for a spot at PIPS, they travel by aero-bus to Camp Piedmont to solve a task against forty-nine other state teams to earn their place at the best inventor's school in the country. Flip the Silver Switch The Crimson Five: Book 2 The Crimson Five are back again, ready to compete against the best inventor teams in the world at the Piedmont Global Championships with their amazing invention, the Ancestor App. The odds are in their favor, but when they arrive in Quebec City, they're blind-sided with another task to solve, and they only have two weeks to do it. As the team struggles with a lack of creativity, the rumor mill turns, and the Crimson Five question everything they think they know about each other. Kia and her team must come together like never before in order to win, but a tragedy threatens to derail all that they've built. Reviews "Young students compete in a futuristic setting in this story that teaches useful lessons about teamwork, family, and forgiveness." (Foreward Reviews) "Young readers who are interested in STEM will find themselves reflected in these characters. An openended resolution leaves room for a sequel. A strong secondary purchase for those looking to add fiction with a STEM focus to their middle grade collections." (School Library Journal) "A thoroughly charming, entertaining, and 'kid friendly' novel for young readers ages 8 to 12, "Spin the Golden Light Bulb" showcases author Jackie Yeager's genuine gift for original narrative storytelling." (Midwest Book Review, Children's Bookwatch– Fiction Shelf) "An adventure right from the start, the action never slows down. Young readers who feel unspecial will be inspired to find their true talents and all the other things that make them shine. This is a most encouraging and uplifting story and is sure to give new confidence to any child." (Midwest Book Review, Children's Bookwatch–Story Monsters Ink Shelf) Amberjack Publishing Spin the Golden Light Bulb ISBN-10:1944995447/ISBN-13: 978-1944995447 (Jan. 9, 2018) Flip the Silver Switch ISBN-10: 1944995692 / ISBN-13: 978-1944995690 (Aug. 21, 2018)	<urn:uuid:c89e3b62-3c15-4824-89c3-f46d425a7631>	CC-MAIN-2018-51	https://swirlandspark.files.wordpress.com/2018/11/jackie-yeager-press-kit.pdf	2018-12-19T07:31:34Z	crawl-data/CC-MAIN-2018-51/segments/1544376831715.98/warc/CC-MAIN-20181219065932-20181219091932-00028.warc.gz	757,229,230	708	eng_Latn	eng_Latn	0.997546	eng_Latn	0.997546	[ "eng_Latn" ]	false	docling	[ 3226 ]	[ 2.078125 ]	1	0
Ice Dams Ice dams can form on roofs in the winter months and, under certain conditions, can result in costly water damage to the interior of a structure. The ice dams form when water freezes on a cold spot on a roof, usually at the eaves. Water that pools behind the ice dam can eventually work its way through the roof covering into the structure. Ice dams can be prevented. What Causes an Ice Dam? Three conditions must be present for an ice dam to form: * snow on the roof * heat to melt the snow * cold to re-freeze the melted snow Snow on the roof insulates the underlying snow which is in contact with the roof. Warm air in the attic warms the roof under the snow, causing the snow to melt. The melted snow water then trickles down the slope of the roof, protected by the overlying snow, until it comes in contact with the cold edge or eaves area. The snow melt re-freezes in the colder area. Prolonged freeze/ thaw cycles allow the water to build up in the cold region of the eaves to form an effective dam of ice. With ice accumulation, the dam retains enough melt water behind it to allow the water to work its way under the roof covering, resulting in water entering the structure. Water can then make its way to the ceiling and/or run down the walls. Deep snow followed by frigid temperatures will increase the likely hood of ice dams. Preventing Ice Dams You cannot control outside air temperature, but you can eliminate the snow or eliminate the heat. * Seal warm air leaks from interior rooms to the attic. (This will also cut your heating bills.) * Ensure that you have adequate insulation in the attic. Homes in the Northern United States should have at least R 38 (about 12 inches of fiberglass or cellulose) above the ceiling. * Be sure there is unrestricted air movement under the roof from the eaves soffit to the ridge. * Clean the roof gutters in the fall after the foliage has fallen. Though clogged gutters do not create ice dams, they can cause ice to back up onto the roof. 1 If An Ice Dam Develops Remove all of the snow from the roof. This can be accomplished by shoveling, or by reaching up from the ground with a long-handled rake. Use caution so that you don't fall off the roof when shoveling, or get hit with a chunk of ice if you are raking the snow off the roof. For more information, contact your local Hartford agent or your Hartford Loss Control Consultant. Visit The Hartford's Loss Control web site at http://www.thehartford.com/corporate/losscontrol/ The information provided in these materials is intended to be general and advisory in nature. It shall not be considered legal advice. The Hartford does not warrant that the implementation of any view or recommendation contained herein will: (i) result in the elimination of any unsafe conditions at your business locations or with respect to your business operations; or (ii) will be an appropriate legal or business practice. The Hartford assumes no responsibility for the control or correction of hazards or legal compliance with respect to your business practices, and the views and recommendations contained herein shall not constitute our undertaking, on your behalf or for the benefit of others, to determine or warrant that your business premises, locations or operations are safe or healthful, or are in compliance with any law, rule or regulation. Readers seeking to resolve specific safety, legal or business issues or concerns related to the information provided in these materials should consult their safety consultant, attorney or business advisors. All information and representations herein are as of March 2009. 2	<urn:uuid:30a5ef2a-c860-4ade-8daf-f328bc173601>	CC-MAIN-2018-51	https://www.insuranceboard.org/wp-content/uploads/2016/06/Hartford___Ice_Dams_2009_03.pdf	2018-12-19T07:10:59Z	crawl-data/CC-MAIN-2018-51/segments/1544376831715.98/warc/CC-MAIN-20181219065932-20181219091932-00034.warc.gz	940,837,172	753	eng_Latn	eng_Latn	0.997853	eng_Latn	0.998849	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2010, 3637 ]	[ 2.484375 ]	1	0
CHAPTER 7 FILL-IN Name____________________________ OUR FIRST "CONSTITUTION" During the Revolutionary War, the __________________________________________ was ourde facto * national government. The Congress adopted the ________________ ___ ________________ as our first "constitution." By ______, all the former colonies had ratified it. Confederacy= "a _________________________________________________________ " Major flawin the Articles of Confederation is that it was too ______________ : * _________ states were required to approve laws; ______ were required to _____________ the Articles. * It had only one branch of government; there was no ___________________ branch to enforce the law (so states could refuse to comply with any laws they did not like), and there was no ____________________ branch. * It had no power at all to _______ . The period of US history during the Articles (from __________ to __________ ) are known as the "_____________________ ___________________ ." The greatest accomplishment of the gov't under the Articles was the _________________________ ____________________________ of ______________; it wisely stated that all new _________ were to enter the Union on an ________________ ________________ with the original 13. WORRIES _________________ & __________________ were in land that belonged to the US. * Economically, _______________________ flooded the new nation with cheap goods, hurting native US _________________________, then they refused to ___________________ American goods. * Farmer ____________________ stirred up a revolt when courts began foreclosing on farmers who couldn't pay their debts. The event, known as ____________'s __________________ struck fear in the hearts of Americans, strengthening their desire for a stronger national government. ADOPTING THE CONSTITUTION. Preliminary Meetings: ___________________________________________________ Purpose: ______________________________________________________________________________________ ___________________________________________________ Purpose: ______________________________________________________________________________________ * The Constitutional Convention (in ______________________, Pennsylvania, in the year _______ ) originally was a convention to _______________ the Articles. The two most famous delegates were __________________________, the respected elder statesman, and ______________________________, who was unanimously elected ___________________ of the convention. The delegates soon made the "_______________________________" to scrap the Articles entirely; after all, their decisions weren't binding. * de factomeans "in fact;" in other words, it was in fact functioning as our national government. US History BJUP Chap 7 fillin notes Representation: * The ___________________________________ ______ house legislature; representation based on __________________________________ * The___________________________________ ______ house legislature; representation based on __________________________________ * The___________________________________ a.k.a. the ______________________________ ______ house legislature; representation based on: ______________________________ in the ____________ house, known as the ___________________________ ______________________________ in the ____________ house, known as the ___________________________ * The __________________________ Compromise stated that __________________________________ _____________________________________________________________________________________• The _____________________________________ Compromise stated that _______________________ _____________________________________________________________________________________ Those favoring the proposed Constitution were known as __________________________; those opposing the proposed Constitution were known as ____________________________, the most famous of these was the patriot ________________________ . The most powerful arguments in favor of the Constitution were written to convince ________________________ to ratify it; these essays were written by __________________________,__________________________, & __________________________, and collectively are known as the _____________________ Papers. MORE ON THE CONSTITUTION: The Constitution states that it is the "_________________ _______ of the ________ ." There are three branches of our government – KNOW THEM LIKE THE BACK OF YOUR HAND!! 1 – The ______________________ branch consists of the _______________________ and the _____________________________ function: _______________________________________________________________ 2 –The ______________________ branch consists of the ____________________________________________ function: _______________________________________________________________ 3 – The ______________________ branch consists of the ____________________________________________ function: _______________________________________________________________ _____________________ powers are specifically given to the federal government. However, the "necessary and proper" clause, a.k.a. the ________________ clause, states that Congress can "make _______ laws which shall be "________________ and ___________" to do its job. In other words, we have a giant loophole for the Congress to make any law if it can show that it needs that law to do it's Constitutional job…oh, boy! This whole idea has broadened out to the idea of _______________ powers, which are powers __________________________________________, but _______________________. * Many states feared that the Constitution did not protect individual rights adequately, so they ratified it on the condition that a _____________ _____ ____________ (similar to the one they had in England) would be added; thus we have the first ten amendments.	<urn:uuid:b1e0aebe-97d9-4617-979a-3b7f952c28fd>	CC-MAIN-2018-51	http://mysterdee.com/US%20History/Study%20Sheets/Chapter_07_fill_in.pdf	2018-12-19T08:27:34Z	crawl-data/CC-MAIN-2018-51/segments/1544376831715.98/warc/CC-MAIN-20181219065932-20181219091932-00035.warc.gz	193,097,966	1,608	eng_Latn	eng_Latn	0.970126	eng_Latn	0.973524	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2801, 5921 ]	[ 3.015625 ]	2	1
Literacy Science Geography Text Sentence the teacher hair bad news. Word information) Technology 2-D shape to 3-D product What could children design, make and evaluate? purse/wallet Learn sewing techniques to join 2 materials (Applique) Link children's designs with Rainforest/Brazil topics. Evaluate finished product. Brazil YEAR 4 Spring Term 2 Form 3D experience, rigid and malleable materials Plan and develop ideas in sketchbook and make informed choices about media. Model over armature – (template of a mask) with paper mache to create own mask design. Experienced surface patterns / textures. Work safely, to organize working area and clear away. Discuss own work and work of other sculptors with comparisons made. (Link to topic on Brazil. Make a carnival mask) Music Three Little Birds (reggae) Three Little Birds is a song by Bob Marley and The Wailers. It is one of Bob Marley's most popular songs. The song has been covered by numerous other artists. As well as learning to sing, play, improvise and compose with this song, children will listen and appraise other reggae songs. Trumpet The trumpet course is aimed at key stage 2 and contains interactive resources and detailed lesson plans. This is delivered by a North Tyneside Peripatetic teacher. Computing Programming Technic Lego robots. Building, programming and debugging to make the robot achieve different tasks. Once the children have had the opportunity to experiment and achieve the tasks they can modify the robots to achieve their own objectives. French Unit 5 – Mon Anniversaire Months of the year and festivals Asking someone when their birthday is and saying when their own is Writing birthday greetings Seasons and revision of the weather – writing descriptions of the seasons using months and weather phrases Learning and writing weather poems R.E. Islam – The key beliefs and practices. Explore the life and teachings of Muhammad . Understand why he is significant and how he provides a role model for Muslims. Qur'an: revealed to Muhammad (pbuh); its importance; how it is used and treated - source of authority and teaching; the 'Shahadah' Christianity - Meanings within Easter - Hope: Explanation texts linked to science topic. (Explain how the basic parts of the digestive system works. Persuasive texts linked to PSCHE and Geography. : Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. expanded to: the strict maths teacher with curly ) Fronted adverbials [for example, Later that day, I heard the ] Use of commas. Use of inverted commas to punctuate direct speech. : Homophones and near-homophones (ball, bawl) The suffix –ation is added to verbs to form nouns. (Inform- The suffix –ly is added to an adjective to form an adverb. (usual-usually, gentle-gently, basic-basically.) The ending sound –sure. (measure) The ending sound- ture- (picture) Animals Including Humans Nutrition and Digestion: describe the simple functions of the basic parts of the digestive system in humans identify the different types of teeth in humans and their simple functions Food chains - construct and interpret a variety of food chains, identifying producers, predators and prey. Record findings using labelled diagrams. Use written explanations to report on findings from an enquiry. Identify the correct type of enquiry to answer a question. Set up a comparative test. Use evidence to support findings. Mental: Derive facts for 7x/8x/9x table,multiply/divide Whole numbers by 10, add/subtract pairs of 2-digit numbers. Number : Multiplication, division (x7,x8,x9) ordering and place value. Rounding and approximating. Understanding < >. Checking results using inverse operations. Fractions: recognising several parts of a whole, finding fractions of quantities. Measure Reading scales, calculating area and perimeter of simple shapes. Revise and consolidate time: digital and analogue including problems. Shape : Symmetry including translation & rotational symmetry. Measure and order angles. Calculating perimeter and area. Solve problems involving perimeter and area. Brazil Where is Brazil? How is Brazil different from the UK? locate the world's countries, using maps to focus on North and South America concentrating on their environmental regions, key physical and human characteristics, countries, and major cities understand geographical similarities and differences through the study of human and physical geography of a region of the United kingdom and a region in South America Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Mini Study on Brazil Make reference to Fair Trade Where are the mountains in Brazil? Describe and understand key aspects of physical geography including mountains Sugarloaf or Corocovado P.E. R-Balance leading into change of front and direction Move into and from specific planned balances with an awareness of change of front. Identify and use planned variations in direction. Create a sequence with a partner on floor and apparatus to show changes of front and direction. Observe and describe the movements of others using appropriate language. Q-Receiving Body Weight Understand how different parts are capable of transferring and receiving body weight. Move into and from a range of skills with control and accuracy. Create sequences showing contrasts in shape, speed and level. Move and construct their own apparatus and transfer work safely from the floor. Net, Court, Wall Games Consolidate striking skills and improve the control and quality. Vary the shots and employ them appropriately. Recognise what they do well and what needs improving. Adapt rules of net games. PSCHE Keeping Safe – risky situations Recognise ways to keep safe outside the home. Understand that children can take some responsibility for looking after themselves. Keeping Safe- Keeping Clean Know that bacteria and viruses can affect health and that following simple personal hygiene routines can reduce their spread. Be introduced to the fact that as we get older our bodies change and it becomes even more important to follow personal hygiene routines. Communication Language and literacy areas Physical development areas Numeracy	<urn:uuid:0b7cf730-e0b8-4532-962f-d73c9164c165>	CC-MAIN-2019-51	https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/2124762/user/z3yTl3yFWw?response-content-disposition=attachment%3Bfilename=Year4Spring2Brazil.pdf&AWSAccessKeyId=AKIAJIR6B76NNU2A4JGQ&Expires=1576166471&Signature=%2BI9FncRse8QZjBaju7OvormipAs%3D	2019-12-12T04:01:12	crawl-data/CC-MAIN-2019-51/segments/1575540536855.78/warc/CC-MAIN-20191212023648-20191212051648-00174.warc.gz	534,178,216	1,469	eng_Latn	eng_Latn	0.996639	eng_Latn	0.996639	[ "eng_Latn" ]	false	docling	[ 6275 ]	[ 4.71875 ]	1	0
Literacy Range: Traditional stories with predictable and Science Geography patterned language. Stories with Familiar settings. Weather and Seasons. History Maths An Island Home. Poetry – Really Looking. Recognising and using Dance Observe changes across Counting, Partitioning and Calculating – Explain No History topic this PE Gymnastics - plan and repeat simple sequences of actions, showing contrasts in shape. - extending understanding of how dynamic and rhythmic qualities can be used to express moods, ideas and feelings. Technology Plan, design, make and evaluate characters from The Katie Morag Stories. Use wooden pegs and transform into doll characters. Dress characters from a range of textiles and develop use of a range of joining techniques. Make a simple puppet theatre for the Katie Morag characters. Living on an Island Year 2 Spring Term 2015 Art and Design Learning about different textures through Collage, Weaving, Threads and Fabrics. Learning how to use a viewfinder to identify features to be created. Making textured images of landscapes. Apply sewing techniques learnt making Christmas Decorations to variety of fabrics used in miniature landscapes. Music Charanga unit based around the song - In the Groove. Children will learn about six different styles of Music : Blues, Latin, Folk, Funk, Baroque and Bhangra. Follow Recorder Course. ICT Pro Bot. Develop understanding and use of control technology. Use characters' houses and landmarks from Katie Morag as a route map for Probot. Use 2Compose to explore digital sound. E-Safety – Hector's World French through Stories Jacques et les haricots vert. (Jack and the Beanstalk ) actions, sound effects and adventurous word choices. Non fiction – Information brochures to advertise The Isle of Struay. Texts to include- Cinderella, The Three Billy Goats Gruff , Range of Katie Morag Texts supported by additional episodes on recently made DVD. Link with D&T Making Puppets. Real life experience – Treasure Trove Puppet Company performing Cinderella. Spelling and Phonics: split compound words into their component parts and to use this knowledge to support spelling.Target range of High frequency Words. Range of words that use contractions. Look at use of possessive apostrophe. the four seasons. Observe and describe weather patterns. Observe local weather closely using simple equipment. Gather and record data to help answer a question and ask simple questions recognising that they can be answered in different ways. term. sentences. Read and write 2 and 3 digit numbers in figures and words. Counting in 10s, 5s and 2s. Record and interpret number sentences using all four operations. Securing number facts, understanding shape involving number and shape. Reflective symmetry. Derive and recall addition and subtraction facts for numbers to 20. Derive and recall multiplication facts for 2, 5 and 10 times tables. Handling Data and Measures Collecting, organising, presenting and interpreting data to answer questions. Calculating, measuring and understanding shape – Solving problems involving numbers, money, measures and time. facts – describing patterns and relationships involving numbers or shapes. . RE Teaching Christianity through Stories. Understand that Jesus told stories to teach people about God, how to behave and how to treat each other. Stories to include – The Good Samaritan, The Lost Sheep, The Wise Builder and the Foolish Builder and The Story of the Mustard Seed. Communication Language and literacy areas Knowledge and understanding of the world areas Creative development areas Mathematical development areas Personal and Social development Physical development areas PSHCE how we feel and actions affect understand what a bully is. SEALS – Going for Goals P4C – Philosophy and Literature. World stories to develop children's understanding of the differences between life on an island compared to the mainland. Develop geographical terminology for features of landscapes. Devise a simple map with symbols and key. Using 'Katie Morag' methods using mathematical language and number – Patterns – Securing number Be able to describe understand that our others. Know how to be a good friend and sessions through Art E-Safety – Hector's	<urn:uuid:e68d1f4f-0cb7-447b-a20d-0f0ca4ac12f9>	CC-MAIN-2019-51	https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/2124762/user/BARKrSoEOu?response-content-disposition=attachment%3Bfilename=Year2Spring1LivingOnAnIsland.pdf&AWSAccessKeyId=AKIAJIR6B76NNU2A4JGQ&Expires=1576166958&Signature=e2PL6%2BB3Ir8RgfJzlz4KnNndiF8%3D	2019-12-12T04:09:19	crawl-data/CC-MAIN-2019-51/segments/1575540536855.78/warc/CC-MAIN-20191212023648-20191212051648-00173.warc.gz	526,156,809	994	eng_Latn	eng_Latn	0.992236	eng_Latn	0.992236	[ "eng_Latn" ]	false	docling	[ 4272 ]	[ 3.984375 ]	1	0
Literacy Writing is encouraged in every area of the classroom and there will be lots of opportunities to recognise and write your name, lists and familiar high frequency words. I will be writing about myself, family and friends. I will be learning to write for a purpose. I will be reading and listening to a range of fiction books. Willow Class – Autumn Term One Do You Want to be Friends? At Home Please read regularly at home, discussing the story plot, beginning, middle and end and asking lots of how and why questions. I will be learning different sounds that letters make (Phonics using Jolly actions). I will be learning to blend sounds together to make words. Maths I will be learning to count, recognise and order numbers. I will be learning to match numbers to quantities of groups. I will be learning to say the number one more/less than a given number to 10. I wil be learning to name and describe 2D shapes. I will be sorting shapes and objects by colour and size. I will be learning to create repeating patterns. I will be comparing myself, my friends and family and putting my findings into simple graphs and tables. Communication and Language I will be asking questions to get to know friends in my school. I will be learning to talk about myself using describing words such as tall, short. I will be imagining and recreating roles in real life family situations and fictional stories. I will be talking about my family and friends. I will be thinking about sequence of events in stories and saying what happened in the beginning, middle and end. Understanding the World I will be using all of my senses to investigate. I will be recognising similarities and differences between me and my friends. I will be using digital cameras to take photos of my friends and my work. I will be using computers to help me learn. I will be going on local walks around the school. I will be learning about different parts of the body. Personal, Social and Emotional Development I will be developing friendships, sharing and listening to one another. I will develop confidence to talk to adults and wider groups. I will create and learn class and school rules and routines, developing independence through new experiences I will be thinking about everyday jobs that need doing in my class and school. I will be explaining which resources we need for our jobs and thinking about different responsibilities. I will talk about the feelings of others, including family, friends and people that are important to me. I will participate in team building, turn taking and instruction games. Physical Development I will be using tools safely. I will be learning about how to be healthy. I will be moving with control and co-ordination using apparatus and a range of large and small equipment. I will be describing the changes to my body after being active. I will be using a range of malleable materials. Expressive Arts and Design I will be drawing my self-portrait using mirrors. I will be drawing my family and thinking about colour and using them appropriately in my pictures. I will be using a range of objects to print. I will be learning new songs to help my learning. I will be using role-play to act out stories and use puppets to express my understanding. I will use a range of materials to make collages/models	<urn:uuid:4dda8ce3-93f9-4eed-b91b-d51728e93d94>	CC-MAIN-2019-51	https://s3.eu-west-1.amazonaws.com/jotter2.files/10557771?response-content-type=application%2Fpdf&response-content-disposition=attachment%3Bfilename%3Dwillow-topic-map-do-you-want-to-be-friends.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20191212%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20191212T025950Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=69ed9b5fafb564972e03dff4aa2b46f0a58ffa5f23a40618d429faa84d477bc5	2019-12-12T02:59:51	crawl-data/CC-MAIN-2019-51/segments/1575540536855.78/warc/CC-MAIN-20191212023648-20191212051648-00166.warc.gz	516,138,437	677	eng_Latn	eng_Latn	0.99898	eng_Latn	0.99898	[ "eng_Latn" ]	false	docling	[ 3334 ]	[ 3.828125 ]	1	0
Instructions and tips → First of all Each school will create a team formed by: * One teacher: manager and supervisor of the activity. * One or two scriptwriters. * One strip cartoonist. * One or more translators. Each school will be provided with its own activity page in Twinspace http://new-twinspace.etwinning.net/web/p34578 This is the order of towns in Pek's trip: Santiago de Compostela, Nájera, Trappes, Ronse, Lublin, Hodonín, Carcare, Gorizia, Radeče, Pécs, Pleven, Gorna Oryahovitsa, Varna, Târgu Jiu, Tekkeköy, Ankara, Nicosia, Ierapetra, Cacém and finally, he goes to Ticuantepe. Pek is making a wonderful round trip of Europe and ends up in Nicaragua, expanding eTwinning in Central America too. In your city's comic page, you can refer where he comes from and where he goes to, but it isn't compulsory. Remember that Pek is travelling on a Circus lion, Euri: Each time the circus arrives at a city (your city), Pek jumps away from Euri, the lion, and something funny happens to him, while visiting a place (that you want to talk about) or meeting students from a school (probably your school). Share with us cultural elements of your country through Pek 's visit. It's an enjoyable way to get your students involved in choosing what to talk about and how to show it to the rest of the teams. → Three important tips * Avoid close-up drawings of Pek. It's more important to describe the situation, the place, etc, than Pek's face. * Don't draw anything important near the frames' borders, because it will be probably cut. * Text will be put into balloons, so don't write too long sentences, and draw balloons suitable for the text to fit into them. → Steps These are the steps to be followed in your school to do the main activity: 1. Create the script. Pek arrives in the city/town where the school is located. He gets involved in a funny situation. 2. Taking the script as a guideline, draw a storyboard (a draft with pencil). First frame: a map of your country and a brief introduction. You can explain where Pek comes from, etc. Storyboard 3. Download and print the template. It consists on an A4 page with four dashed strips and margins. Important: Check if it was well printed Left and right margins: 2cm. Top margin: 3.1cm. Bottom margin: 2.5cm. Strip height: 5.5cm Space between strips: 0.6 cm. 4. Draw the comic on the template according to the storyboard. First with a pencil, and then with black ink. Don't write any text. 5. Draw thin borders. The space between two lines must be 6 millimeters. Don't worry about the remaining dashed lines. 6. You can use pens with different widths. 7. It's very important to draw close up figures in order to make it easier for the students in charge of the coloring part of the process. 8. Delete the pencil remaining. 9. Scan the comic page. (Remember: black ink, no pencil, no text) * Mode: color photo. * Resolution: 300 dpi. * Full page, with margins. Save it as a bitmap format. Filename: City_Country_BW.bmp Zip it in: City_Country_BW.zip (Example: Compostela_Spain_BW.zip) 10. Copy the file and change the size to 20%. Filename: City_Country_Instructions.bmp * There, you can write and paint as many useful instructions to be taken into account by translators, painters, etc. * Write a number where texts must be placed. * State where your city is in the very first frame. * Etc. Zip it in City_Country_Instructions.zip (Ex: Compostela_Spain_Instructions.zip) 11. Write the text in your native language by means of a text editor. We can try to use OpenOffice Writer in order to teach our pupils an alternative to Microsoft Office. 12. Translate that file to English (or other bridge language). You can add notes and explanations for incoming translations to different languages. You may also state the name of the translator. Filename: City_Country_Language.odt(Use language suffixes) (Example: Compostela_Spain_GL.odt) Filename: City_Country_EN.odt (Example: Compostela_Spain_EN.odt) 13. Run Twinspace, upload these four files into the File Archive of your city's Activity Page. Language suffixes BG: Bulgarian EL: Greek CZ: Czech EN: English FR: French ES: Spanish GL: Galician IT: HU: Hungarian NL: Dutch Italian PL: Polish RO: PT: Portuguese SL: Slovenian Rumanian TR: Turkish → Take a breath. Let's go on One of the project's aims is to know European places, so it's useful to upload pictures of your city, related and not related with your Pek's story. It is also nice to see photos of students writing, drawing, working in our project. 14. Open the Image Gallery of your city's Activity Page, and upload photos of your town. They may be useful for the painters and translators. It's better to use your own photos: if you want to use any image with copyright, permission is needed. 15. Pay attention to the Doubts Forum. Students from the other cities will use it to explain any translation doubts. You can use Comments Forum to write any interesting information (like shown in wiki of "Script Concept") and links to other websites. 16. Search other cities' Activity Pages. Translate the City_Country_EN.odt file into your language. Write the translator's name. Upload the file City_Country_Language.odt. If you have any doubt, ask the creators in the Doubts Forum. 17. Later on, there will be related activities such as: a cover contest, a web quest creation activity, a wiki of onomatopeias and interjections, a test of specific software of comic creation, etc. You will receive extended information about this item. If you face any difficulty while following these instructions, don't feel disappointed, but contact Marcos or Maria, to clear things out.	<urn:uuid:a9da31a4-b420-47ae-8daa-c16cf8840e43>	CC-MAIN-2019-51	http://new-twinspace.etwinning.net/c/document_library/get_file?p_l_id=5501649&folderId=6336502&name=DLFE-162040.pdf	2019-12-12T02:59:35	crawl-data/CC-MAIN-2019-51/segments/1575540536855.78/warc/CC-MAIN-20191212023648-20191212051648-00169.warc.gz	102,281,888	1,403	eng_Latn	eng_Latn	0.994557	eng_Latn	0.997158	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2068, 2478, 3086, 4843, 5728 ]	[ 4.09375 ]	1	0
Literacy History Maths Geography Responsibilities, borrowing and lending. Learn to talk responsibility for ourselves and looking after our own and other people's possessions. Learn how to make sensible choices and recognise the responsibility that children have for their own decisions and choices. PE Gymnastics- develop a range of skills on floor and apparatus –travelling, weight bearing/balance, jumping and rolling with a specialist coach. Games- Unit 2 Throwing and Catching and inventing games. Develop throwing and catching skills using a range of equipment. Technology Enquiry based learningBoat Builder challenge. Year 2 Spring Term 2 Art and Design 3D Art Focus on the Angel of the North sculpture by Anthony Gormley. Replicate patterns and textures. Start to make simple thoughts about own work and that of other sculptors. Music 'I am in the groove' This is a song that has been arranged in many different musical styles for the children to learn and discuss. Using Sing Up we will continue to learn a wide variety of songs for the Easter Coffee Morning. ICT Understand that animations are made up of a number of still images. Use 2Animate to recreate the true story of Grace Darling. Links to Science topic of Growing-showing the stages of a plant. MFL: French Jacques et les Haricots verts. (Jack and the Beanstalk) Wide range of reading and writing activities to develop full range of literacy skills. Consolidation of high frequency words, long vowel phonemes, compound words, prefixes and discriminating orallysyllables. Focus on past and present tenses in writing. Traditional tales from other cultures: children to read and plan their own stories and focus on joining words such as so, or and but. Recounts: Use the real life events of Grace Darling to write a recount of the night of the rescue. Linked to Michael Murpurgo Kaspar Prince of cats the children will write a recount of being on the Titanic from the viewpoint of Johnny Trot or Kaspar. Practising basic joins in handwriting. Plants Observe and describe how seeds and bulbs grow into mature plants. Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy. Children to follow a line of enquiry and decide how to answer the question – Who was Grace Darling and why is she remembered today? Counting, Partitioning and Calculating – Explain methods using mathematical language and number sentences. Read and write 2 and 3 digit numbers in figures and words. Counting in 10s, 5s and 2s and 3s. Record and interpret number sentences using all four operations. Securing number facts, understanding shape – Patterns involving number and shape. Reflective symmetry. Derive and recall addition and subtraction facts for numbers to 20. Derive and recall multiplication facts for 2, 5 and 10 times tables. Understand grouping as a model of division and that division can leave some left over. Find fractions of amounts halves, quarters and thirds by sharing and using number facts. Begin to introduce column addition. Calculating, measuring and understanding shape – Solving problems involving numbers, money, measures and time. . RE Christianity- Learning about religion – main events of the Easter story. Focus on what happened in the garden. Learning from religion – new beginnings, bulbs, seeds and how they hold the promise of new life and resurrection. Judaism – Epic story of The Passover. Festival of Pesach Communication Language and literacy areas Knowledge and understanding of the world areas Personal and Social development Creative development areas Physical development areas Mathematical development areas PSHCE History Focus. Scientific enquiry	<urn:uuid:91941a3e-8ee2-4af0-aa3b-4cc414aa14f6>	CC-MAIN-2019-51	https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/2124762/user/J3lgtZcfXU?response-content-disposition=attachment%3Bfilename=Year2Spring2LocalHeroinesGraceDarling.pdf&AWSAccessKeyId=AKIAJIR6B76NNU2A4JGQ&Expires=1576163068&Signature=Qe9jZ1L1iH2iY4G41VwxPBVrj4Y%3D	2019-12-12T03:04:29	crawl-data/CC-MAIN-2019-51/segments/1575540536855.78/warc/CC-MAIN-20191212023648-20191212051648-00164.warc.gz	524,541,115	774	eng_Latn	eng_Latn	0.996308	eng_Latn	0.996308	[ "eng_Latn" ]	false	docling	[ 3686 ]	[ 4.1875 ]	1	0
The Truffle is the ultimate expression of woodland products, among which it is the undisputed ruler of the table and of the imagination of gourmets. The Babylonians and the Egyptians were the first to sing its praises The Pharaoh Khufu appreciated them, specially cooked and coated with goose fat. There is also evidence that the Greeks used this precious mushroom. The philosopher, Theophrastus, pupil of Aristotle, made a first scientific classification of the truffle in his botanical studies, attributing the creation of the truffle to the divine combination of thunder and rain. Truffles were also used to the same extent during the Ancient Roman period, when numerous philosophers and food experts praised them. The best known Roman food expert, Marcus Gavius Apicius, was particularly complimentary in his work De Re Coquinaria, describing the first methods of preparing it in Roman cooking. In the Middle Ages, studies of the truffle were centred around a dispute over its origin and its botanical constitution. It was defined as a degenerative growth of the soil and even food of the devil or of the witches. Some thought that it was the link between the animal and vegetable kingdoms. In 1700, the truffle was considered one of the finest foods in all the European courts. The search for truffles was an amusing palace game, to which guests and foreign ambassadors were invited to participate. 1 / 3 In subsequent periods numerous cultural figures publicly declared their appreciation of the virtues of this precious food: recalling only the most famous, we will mention Count Camillo Benso di Cavour, who used the truffle as a diplomatic instrument in his political activities, Gioacchino Rossini, who called it the Mozart of mushrooms, Lord Byron, who kept one on his desk because the fragrance aroused his creativity and Alexandre Dumas, who defined it the Sanctum Sanctorum, or Holy of Holies of food. CHARACTERISTICS OF THE TRUFFLE The truffle is an underground mushroom that, over millions of years of evolution, chose this kind of habitat, protected from the climate and from animals on the surface. It came to be and developed close to the roots of trees, particularly poplars, lindens, oaks and willows, becoming, after its formation, a true parasite. Its characteristics are its strong aromatic fragrance that emanates only when its spores are perfectly ripe. When picked, the body of the mushroom must be extracted only if it is perfectly ripe, in order to maintain all of its organoleptic qualities. An unripe specimen will be heavier than a ripe one, but will be totally devoid of fragrance. Truffles are collected only in certain periods of the year, when their spores have finished their ripening phase and only with the help of dogs (pigs were also used at one time). Truffles are protected and for this reason, mechanical and manual means are avoided, because they would seriously damage development of new filaments, which are deeply intertwined with the root system of the green woodland plants. The Perugia area can be considered a huge truffle-ground, thanks to the numerous woods. As well as the white truffle and the rare black truffle, there are at least another seven or eight species of truffles present in the area throughout the year. Here are the different types of truffle found in the territory of Umbria: THE FINE BLACK TRUFFLE OF UMBRIA 2 / 3 The Fine Black Truffle of Umbria (Tuber Melanosporum Vittadini) is the main kind of truffle in this area and those from Norcia and Spoleto are known all over the world. It is most commonly found in the territory bordering the course of the Nera river and in the province of Perugia, mainly on Mount Subasio. It grows in chalky ground that has a high clay content and it lives in symbiosis with other plants particularly the oak and the holm oak, but also with the beech and the chestnut tree. Its size varies from that of a walnut to the size of an apple and it is round and often irregular in shape. Its surface is rough to the touch but not angular. It has a distinct aromatic fragrance and reddish black flesh with small, white streaks. 3 / 3	<urn:uuid:70e3a6c9-ff00-4709-8d3f-5cecfbff526a>	CC-MAIN-2019-51	http://www.tipicamenteumbria.it/index.php?view=article&catid=37%3Ai-prodotti-del-bosco&id=71%3Atartufo&format=pdf&option=com_content&Itemid=65&lang=en	2019-12-12T03:14:03	crawl-data/CC-MAIN-2019-51/segments/1575540536855.78/warc/CC-MAIN-20191212023648-20191212051648-00162.warc.gz	243,644,437	888	eng_Latn	eng_Latn	0.998153	eng_Latn	0.998012	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1415, 3400, 4149 ]	[ 2.71875 ]	1	0
Literacy Science Text Stories/novels about imagined worlds: fantasy adventures (Alice, The Lion the Witch and the Wardrobe) Classic and modern poetry. Settings. Figurative language, expressive and descriptive language. Maths Geography sub– inter– super– anti– Mathematical development areas Technology 2-D shape to 3-D product What could children design, make and evaluate? purse/wallet soft toy/mascot apron fashion accessory beach bag shoe bag pencil case Rainforests YEAR 4 Spring Term 1 Music Three Little Birds (reggae) Three Little Birds is a song by Bob Marley and The Wailers. It is one of Bob Marley's most popular songs. The song has been covered by numerous other artists. As well as learning to sing, play, improvise and compose with this song, children will listen and appraise other reggae songs. Trumpet The trumpet course is aimed at key stage 2 and contains interactive resources and detailed lesson plans. This is delivered by a North Tyneside Peripatetic teacher. MFL: French UNIT 5 Mon Anniversaire Time, Daily routine, Reading and writing a letter about daily routine. Numbers to 41-60. RE Christianity - Worship and Prayer Describe the key features of Christian worship Link them to stories and quotes from the Bible Consider different types of Christian Prayer Understand that Christians believe that prayer has an effect in their lives Understand the context and content of the Lord's prayer ICT Programming Games With Kodu Create a working game using the free Microsoft tool-Kodu. Create world, characters, objects to collect, moving the character with the keyboard etc. E-Safety education – Cyber Café All living things and their Habitats Recognise that living things can be grouped in a variety of ways Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment Recognise that environments can change and that this can sometimes pose dangers to living things. Gather, record, classify and present data in a variety of ways to help in answering questions. . Sentence: evaluate and edit by: assessing the effectiveness of their own and others' writing and suggesting improvements. Use and punctuate direct speech. Develop use of commas after fronted adverbials Word: Adding prefixes. Learning the rules associated and how the prefix changes the meaning. Before a root word starting with l, in– becomes il. Before a root word starting with m or p, in– becomes im–. Before a root word starting with r, in– becomes ir– . re– means 'again' or 'back'. means 'under'. means 'between' or 'among'. means 'above'. means 'against'. auto– means 'self' or 'own'. Mental Derive facts for 7x/8x/9x table,multiply/divide Whole numbers by 10, add/subtract pairs of 2-digit numbers. Number : Multiplication, division (x7,x8,x9) ordering and place value. Rounding and approximating. Understanding < >. Checking results using inverse operations. Fractions: recognising several parts of a whole, finding fractions of quantities. Measure Reading scales, calculating area and perimeter of simple shapes. Revise and consolidate time: digital and analogue including problems. Shape : Symmetry including translation & rotational symmetry. Measure and order angles. Communication Language and literacy areas Creative development areas Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn. What is a Rain Forest? Where are the world's rainforests? Describe and understand key aspects of physical geography, including biomes and vegetation belts Identify distribution of rainforests across the globe – identify tropics Identify different countries containing rainforests Investigate Tropical Rainforest climates – weather patterns. Research Rainforest environment life – Focus on the Amazon - variety of species – animals, plants and indigenous people of the rainforests PSHCE Seals theme- Going for goals! Stereotypes Encourage the realisation that appearances can be deceptive. Appreciate that we should consider people based on their character not just appearance Leisure and work Develop appreciation of the differences between leisure and work and of the need to spend time on both relaxing and energetic leisure activities. Art and Design Texture collage, weaving, threads, fibres, fabrics, surfaces, wood, clay Build on all previous experiences. Use a wider variety of stitches to 'draw' with and develop pattern and texture – e.g. zig zag stitch, chain stitch, seeding. Start to place more emphasis on observation and design of textural art. Use initial sketches to aid work. Continue experimenting with creating mood, feeling, movement and areas of interest. Discuss different types of fabric. Suggested Artists: Henri Rousseau PE Net Wall Games Unit 1 Year 4 Net, Court, Wall Games Consolidate their striking skills and improve the control and quality. Vary the shots and employ them appropriately. Recognise what they do well and what needs improving. Adapt rules of net games. Dance Unit 4 Year 4 Football/Rugby Themed Sports Develop simple motifs/Use different partner work devices. Perform a dance with two sections A and B. Capture the mood of a dance. 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Literacy Range -Fiction and poetry: Stories and a variety of poems with familiar settings. Non- Fiction: Instructions and letter writing. Speaking and listening – develop sustained speaking and listening skills to promote relevant responses to comments, stories and poems. On-going development of communication skills through talk. Reading – Shared text work using big books to model reading. Guided reading – group reading to further develop reading strategies in order to promote confident and successful readers. Writing – wide range of activities to promote writing for a purpose. Emphasis upon sentence structure. Handwriting- reinforce correct letter formation. Spellings- H.F. words and long vowel phonemes. MFL: French French through stories : L'homme en pain d'epice ( The Gingerbread Man) PE Dance. Choose movements that express mood, feelings and sounds. Games. Improve and apply basic skills making simple choices in target games. Science Living Things and their Habitats Explore and compare the differences between things that are living, dead and things that have never been alive. Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other. History Geography Seaside holidays in the past in Whitley Bay. Significant historical events, people and places in their own locality. Compare similarities and differences between Whitley Bay as a popular seaside resort in the past in Victorian times and now. Living at the Seaside Identify and describe Whitley Bay coastline from first hand experience. Physical and Human features of Landscape. Observe and record in order to make maps. Seasonal characteristics of late Summer moving into Autumn using school garden. Music Range of activities to promote singing songs with control using expression and listening carefully. 'I wanna play In a band' is a rock song written especially for children. As well as learning to sing, play, improvise and compose with this song, children will listen and appraise classic rock Technology Food and Nutrition. Children to research and investigate ice cream flavours currently on the market. Children to conduct a survey of favourite flavours and then create their own unique blend of ice cream. Art and Design Children to focus on Georgia O Keefe and Edward Hopper who painted lighthouses and natural objects. Using line and shading record their experiences and observations of seaside objects. Maths Counting, partitioning and calculating –count to 100 objects grouping in tens, fives or twos; what does each digit in a two digit number represent, including numbers with zero as a place holder; partition two digit numbers in different ways. Compare and order numbers from 0 up to 100. Count in steps of 2, 5 and 10 from any number forwards and backwards. Begin to learn 2, 5 and 10 times tables. Add or subtract mentally a one digit num. or multiple of ten from any two digit number. Securing number facts - recall all add and sub facts for numbers to at least 10, pairs with totals to twenty and pairs of multiples of ten with totals to 100. Visualise 2D and 3D shapes; identify shapes from pictures in various positions; sort make and describe shapes referring to their properties. Be able to use correct vocabulary to identify and describe properties of shapes. Measures – choose and use appropriate standard units to estimate and measure length. RE PSHCE Christianity – Beliefs and Practices Considering thr idea that Christians believe God to be the Creator of the Universe. Understand the Creation Story and describe how Christians talk to God in different ways through prayer. Seals – New Beginnings All About me. A healthy person. Keeping safe. What goes into my body? E safety – Hector's World. ICT Communicating through Text and Graphics Develop word processing skills using 2 Simple software. Develop a range of keyboard skills in order to present and print text and graphics Use interactive whiteboards in classrooms to model and compose text during Shared Writing. Introduce year long project - E-Safety education – Hector's World.	<urn:uuid:e13e810e-f0c7-4071-a0dc-6fc68638f4f6>	CC-MAIN-2019-51	https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/2124762/user/MSs3cLCTQl?response-content-disposition=attachment%3Bfilename=Year2Autumn1BesideTheSeaside.pdf&AWSAccessKeyId=AKIAJIR6B76NNU2A4JGQ&Expires=1576164383&Signature=ooGXASqONwnoHoy5UkS8hHk%2F8YQ%3D	2019-12-12T03:26:23	crawl-data/CC-MAIN-2019-51/segments/1575540536855.78/warc/CC-MAIN-20191212023648-20191212051648-00183.warc.gz	530,319,709	844	eng_Latn	eng_Latn	0.995851	eng_Latn	0.995851	[ "eng_Latn" ]	false	docling	[ 4237 ]	[ 4.15625 ]	1	1
YOUR SAFETY COMES FIRST Welcome to Eau Claire County's Adopt-A-Highway Program. To protect you while you're on the work site, the Highway Department has designed safety guidelines, which shall be reviewed before each cleanup session. THINK SAFETY ♦ Be very careful out there. ♦ Be in good physical shape. ♦ Be mentally alert. ♦ Don't horse around on the worksite. ♦ Always work in daylight. ♦ Be a member of your team. ♦ Don't work in bad weather. GET ORGANIZED ♦ Make sure all workers have reviewed the safety video. ♦ There should always be an adult supervisor (crew chief) for each 5 or 6 workers. ♦ Organize your workers into crews before you load the carpool. ♦ Review the safety rules with all workers before proceeding to the highway segment. ♦ The crew chief shall keep the workers together as a team. ♦ The crew chief shall be the safety "watchdog." ♦ Be prepared with a first aid kit. ♦ Know where your nearest hospital or emergency room is located and the best route to reach it, before you begin work. ♦ Know where the nearest telephone is located. ♦ Keep an adequate supply of vests, flags and trash bags. ♦ Know the physical condition and special needs of your crew. WHAT TO WEAR ♦ Always wear your safety vest. ♦ Wear work gloves. ♦ Hiking boots or shoes with thick soles to prevent foot damage from sharp objects. ♦ Tall grass is the home for ticks. Make the tick's access to your body difficult. Tuck your pant cuffs into your socks/boots. Check your body for ticks as soon as possible when you get home. ♦ Leave you headset stereo/radio at home. ♦ If you are sensitive to the sun, bring along a baseball cap or wide brimmed hat, a long sleeve shirt and sun screen lotion. TRANSPORTATION ♦ Carpool to your highway segment to use as few vehicles as possible. ♦ Park on the same side of the road that you plan to work. ♦ Park parallel to the road, at least 3 feet away from the pavement surface before unloading your crew. ♦ Always work facing the traffic. ♦ Minimize walking across the pavement. WHEN YOU ARE ON THE SITE ♦ Never walk or pick up litter on the pavement, shoulder or in the median. ♦ Stay away from mowing or construction operations. ♦ Never work on bridges, overpasses or steep ground. ♦ Stay off parked equipment. ♦ Avoid overexertion. ♦ Stay alert for snakes, poison ivy and stinging insects. ♦ Bring lots of water to drink while you work, especially on hot, humid days. ♦ Alcoholic beverages should not be permitted on the site. HANDLING THE LITTER ♦ Do not touch or pick up anything you cannot identify. It may be a hazardous item. Instead, leave item in place and notify the Highway Department of its location. Hazardous materials are commonly found in closed metal containers. ♦ Don't jump or step on your trash bag to pack more in. You have lots of trash bags. ♦ Any item the group does not want to pick up should be left and notify the Highway Department of its location. ♦ Place filled trash bags at the designated pickup site. ♦ The Group may keep any recyclable materials. A trash bag may be used to remove these materials from the site.	<urn:uuid:fec7cc0e-2030-4d7a-af5d-7a6cdb59ff22>	CC-MAIN-2019-51	https://www.co.eau-claire.wi.us/home/showdocument?id=7752	2019-12-12T04:52:41	crawl-data/CC-MAIN-2019-51/segments/1575540536855.78/warc/CC-MAIN-20191212023648-20191212051648-00216.warc.gz	662,184,875	737	eng_Latn	eng_Latn	0.999144	eng_Latn	0.999144	[ "eng_Latn" ]	false	docling	[ 3097 ]	[ 2.046875 ]	1	0
Ensuring a Healthy World for Healthy People A Environment and Health Platform E veryone needs clean air to breathe. For children to develop normally and grow up healthy, they need an environment free of toxic contaminants. People from all walks of life deserve to live, work, and play in healthy communities. The well-being of future generations demands that we act to arrest accelerating global climate change caused by human activities. As physicians, nurses and health profes sionals with an abiding commitment to protecting public health, we call on our elected officials to adopt and implement policies that protect everyone from the serious environmental and public health threats that face us, both here and abroad. Many of the greatest environmental and public health challenges we face are fundamentally connected to the political and economic strategies we adopt to produce and consume energy, build and maintain our communities, and manage toxic chemicals that may pollute our air, water, and food. The United States leads the world in energy production, has set the global standard for efforts to clean up the air, and has developed the most innovative and health-protective technologies in the world, and is home to some of the best of scientific thought. However, the nation has stepped backward in protecting our environment and public health. Our government is now considering a rollback of our landmark Clean Air Act, though many communities still struggle with dirty air. We lead the world in greenhouse gas emissions, yet our government is disregarding scientific consensus on the potential for catastrophic global climate change. As a nation, we must renew our commitment to improve the air, curb our contributions to global warming, reduce pollution, and know the relation ship between environmental degradation and health concerns such as asthma. We Call on Elected Official to: 1. CLEAN AIR: Uphold environmental laws such as the Clean Air Act, which has given Americans the cleanest air in the world. 2. CLEAN ENERGY: Adopt a forward-looking national energy policy that is healthy, solutionoriented, sustainable, innovative, comprehensive, and promotes national security. 3. ENVIRONMENTAL JUSTICE: Increase vigilance and awareness of development of power plants, hazardous waste sites, and incinerators in low-income or communities of color. 4. PUBLIC HEALTH INFRASTRUCTURE: Build a robust public health infrastructure to handle the long-term needs of the population and health threats from poor air quality, toxics, and climate change. 5. INTEGRITY OF SCIENCE: Ensure the integrity of science in public health decision-making. 6. CLIMATE CHANGE: Implement policies to stem the threat of human induced global climate change. I. CLEAN AIR People Need Clean Air for Good Health. Pollution from power plants and automobiles threatens people's health by contaminating our air, water, and food. Children and the elderly are particularly at risk from pol lutants in the air. Certain pollutants, such as mercury, also make their way from the air into waterways and our food supply, threatening the health and development of children and fetuses. America's leaders must confront these pollution problems head-on, and implement cleaner, healthier solutions for the 21st century. * Power plant and automobile air pollutants cause disease and death. Currently, the fine particulates released into the air from power plants cause some 30,000 premature deaths annually in the United States. They also lead to increased healthcare costs, more asthma attacks, respi ratory and heart disease, and decreased lung capacity. Asthma alone costs our country $14 billion, 14.5 million lost workdays and 14 million missed schooldays, and dis rupts 20 million American lives annually. ability to avoid risk from areas of environmental hazard, and equal access to decision-making processes that ensure a healthy environment in which to live, learn, and work. * More than 25 million American children live in areas violating federal air quality standards for ozone, partic ulate matter, and sulfur dioxide. Coal-fired power plants are responsible for the majority of these pollutants that threaten children's respiratory health, yet some 72,000 schools are located within a 30–mile radius of a power plant. * Mercury from coal burning power plants and other industrial sources has contaminated the nation's lakes, streams, and other bodies of water. Once in water, mercury builds up in many fish species and can cause serious health risks for children and the future children of women who eat those fish. At least 40 states have is sued fish advisories warning pregnant women or women of reproductive age to limit or avoid consuming freshwa ter fish that may be highly contaminated with mercury. Ocean fish are also contaminated, with swordfish, shark, king mackerel, tilefish, and fresh tuna having some of the highest levels. * Developing fetuses are particularly at risk from mercury exposure. Health effects linked to prenatal exposure include poor performance on tests of attention and language, impaired memory, learning disorders, and impaired visual and motor function. Recent survey data from the Centers for Disease Control and Prevention showed that almost 8% of U.S. women of childbearing age had mercury levels above what is considered safe for the fetus during pregnancy. II. ENVIRONMENTAL JUSTICE All Communities Need Equal Protection from Environmental Threats Environmental justice is achieved when everyone, regardless of race, ethnicity, or socioeconomic status, enjoys the same degree of protection from environmental and health hazards, equivalent * Communities of color face increased odds for adverse health effects from air pollution and other environmen tal hazards. Sixty-eight percent of African Americans versus 56% of the white population live within 30 miles of a coal-fired power plant the distance within which the maximum effects of the smokestack plume are expected to occur. In 2002, 71% of African Americans lived in counties that violate federal air pollution standards, compared to 58% of the white population. * Asthma prevalence is higher among people of minor ity or ethnic cultural backgrounds. Approximately 86% of blacks and 91% of Hispanics, compared with 70% of whites, live in urban settings, where air pollution is most likely to be at its worst. III. PUBLIC HEALTH INFRASTRUCTURE We Need to Understand the Connections Between Our Environment and Our Health Americans are currently living in a society plagued by problems related to energy production and the way we build our commu nities, including chronic illnesses like asthma and heart disease and obesity related to the lack of physical activity. In addition, we have a public health system that is not necessarily prepared to address these concerns. We must provide our states and locali ties with the resources for a strong public health infrastructure that is able to assist all communities, regardless of the level of threat and the specific needs of the community. * States and localities do not have a systematic way of observing and evaluating the connection between dis ease rates and environmental exposures. Developing and maintaining a nationwide environmental health tracking network will make it possible for scientists to do effective research on the kinds of exposures that can trigger or aggravate chronic diseases. * Steps need to be taken to reduce environmental hazards that contribute to disease clusters or rates of chronic illness. Monitoring and cataloging the baseline rates of certain illnesses like asthma, heart disease, and diabetes will allow us access to a truer picture of the burden of disease across the country. Securing better knowledge of these baseline numbers will allow us to understand better the potential environmental exposures related to those illnesses. If these linkages between diseases and environ mental exposure are addressed, we can work to achieve healthier and safer communities. IV. INTEGRITY OF SCIENCE We Need Scientific Honesty and a Preventive Approach to Public Health Decision–Making Using good science is key to solving our nation's environmental and other public health problems. When science is misused, pub lic health may suffer. Americans trust our government to make decisions based on science uncontaminated by money, ideology, and preconceived political agendas. To ensure this, elected officials must demand new guidelines and criteria for the use of science. At the same time, decision makers must put public health first by applying a preventive approach in circumstances when reasonable concerns are raised despite scientific uncertainty. * Public health is vulnerable to scientific misuse and censorship. Recently, government agencies have been accused of using scientific information selectively to support political goals. For example, the Environmental Protection Agency censored scientific information about climate change from a June 2003 comprehensive report on the state of the nation's environment. In addition, key federal scientific and public health advisory com mittees, such as the Advisory Committee on Childhood Lead Poisoning Prevention, have been restructured, with qualified members replaced by individuals who are less qualified and have clear conflicts of interest. Nominees for peer-review committees, such as a National Institute for Occupational Safety and Health study section, have been investigated for their political leanings rather than their scientific qualifications. * Current rules governing the use of science in decisionmaking are insufficient. There are currently no govern ment-wide, uniform standards for the use of science in decision making, for determining and managing conflicts of interest or achieving balance on federal scientific and public health advisory committees, or for determining the scientific or expert qualifications of candidates for such committees. Similarly, there are no governmentwide guidelines for health protective decision-making in the absence of definitive science. V. CLIMATE CHANGE We Need to Protect Future Generations from Catastrophic Global Climate Change Caused by Human Activities From melting glaciers to steadily rising sea levels to the increas ing risk of infectious tropical diseases around the world, the emerging impacts of global warming threaten our environment and our health. Scientists agree that polluting industries and over-reliance on fossil fuels have dramatically increased the amount of heat-trapping greenhouse gases in the atmosphere. Finding effective solutions to global warming must be a priority for policy makers. * Not enough is being done based on sound and well-ac cepted climate science. Broad public and research con sensus supports the science linking human contributions to rapid global warming and its subsequent impact on health. Investigators predict rising vector-borne infec tious disease rates, including 50–80 million additional cases of malaria annually, and an increasing risk heatrelated death, drowning, hunger, malnutrition, and injuries related to extreme weather events. * The lack of international cooperation is perpetuating practices that cause climate change. The United States needs to coordinate its policies on climate change with global partners in the United Nations, the World Health Organization, and other multilateral institutions. Adopting pollutant controls that include mandatory limits on carbon dioxide emissions, here and around the world, represent a critical step in the ongoing international effort to restabilize the global climate. SOLUTIONS Therefore, as physicians, health professionals and concerned citizens, we call on elected offi cials to: 1. CLEAN AIR: Uphold environmental laws such as the Clean Air Act, which has given Americans the cleanest air in the world. * Require old, dirty power plants to clean up their operations. * Reduce and prevent further emissions of toxic pollutants such as mercury from power plants and other industrial sources. * Implement a variety of strategies to regulate emissions of sulfur dioxide, nitrogen oxide, and carbon dioxide from power plants and transportation sectors to 2000 levels by 2010 and 1990 levels by 2016. * Provide incentives to promote cleaner industrial tech nologies to keep our environment safe. 2. CLEAN ENERGY: Adopt a forward-looking national energy policy that is healthy, solutionoriented, sustainable, innovative, comprehensive, and promotes national security. * Promote energy efficiency and conservation, while de creasing our reliance on dirty fossil fuels and outdated technologies. * Increase fuel efficiency standards to 40 miles per gallon, raising the 1975 standard of automobiles receiving only 27.5 miles per gallon and closing the sport utility vehicle and light truck loophole. * Ensure that at least 10% of the nation's electricity needs are met by clean renewable energy sources, such as wind, solar, or clean biomass by 2020. * Provide tax incentives for the expansion of clean, renew able energy sectors. 3. ENVIRONMENTAL JUSTICE: Increase vigilance and awareness of development of power plants, hazardous waste sites, and incinerators in low-income or communities of color. * Implement fully Executive Order 12898 on Environmental Justice and ensure that environmental justice is a corner stone of legislative and regulatory decision-making. * Encourage inclusion of minority and vulnerable popula tions in all federally funded studies linking environmental exposures and health status. 4. PUBLIC HEALTH INFRASTRUCTURE: Build a robust public health infrastructure to handle the long–term needs of the population and health threats from poor air quality, toxics, and climate change. * Develop and pass legislation in support of nationwide environmental public health tracking. * Ensure adequate funding for public health departments at the state and local level, recognizing the dual function of these departments. Dual-function systems recognize that the same resources and skill sets are necessary whether the focus of investigation is reemerging infectious disease, a terrorist attack, or a community cluster of chronic illness. 5. INTEGRITY OF SCIENCE: Ensure the integrity of science in public health decision-making. * Put in place government-wide standards and criteria. * Consult the best, most qualified scientists in agency decision making. 6. CLIMATE CHANGE: Implement policies to stem the threat of human induced global climate change. * Increase efforts to improve public understanding of global warming and its causes and effects. * Support energy conservation, clean, renewable energy alternatives, and multi-pollutant clean air standards that include mandatory limits on carbon dioxide. * Engage in collective efforts with the international community, including the Kyoto Protocol, to reduce greenhouse gas emissions. For more information please contact Rasa Zimlicki, MS, Field Coordinator for Environment and Health (202) 667–4260 x226.	<urn:uuid:b3fe2324-ebad-4ad4-9975-8efa61d0d9bb>	CC-MAIN-2019-51	https://drydenfamilymedicine.com/health-information?download=95:general-health-medical-information-an-agenda-for-national-health&start=50	2019-12-12T03:23:18	crawl-data/CC-MAIN-2019-51/segments/1575540536855.78/warc/CC-MAIN-20191212023648-20191212051648-00210.warc.gz	340,889,705	2,819	eng_Latn	eng_Latn	0.99344	eng_Latn	0.995743	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3303, 7804, 14293, 15121 ]	[ 3.34375 ]	1	0
Unit 2: Communication Skills for Creative Media Production Unit code: Y/600/6609 QCF Level 3: BTEC National Credit value: 5 Guided learning hours: 30 Aim and purpose The aim of this unit is to ensure that learners are able to communicate effectively in creative media production contexts in writing and orally. Unit introduction This unit aims to improve the functional communication skills of learners and should be taught in production contexts through other mandatory and optional units. The unit not only relates to wider communication skills as a whole, which are an essential part of everyday life, but also specifically targets skills that learners can expect to use on a regular basis within the creative media sector such as pitching ideas, writing proposals and constructing reports. They will therefore develop their ability to communicate their thoughts and ideas through pitches, proposals and reports to a range of audiences using appropriate modes of address and forms of technology. Learners will also develop skills in checking and proof-reading written materials. Through this unit they will learn how to select from and summarise information gained from sources when conducting research for assignments or productions. Learning outcomes On completion of this unit a learner should: 1 Be able to extract information from written sources 2 Be able to create a report in a media production context 3 Be able to pitch a media production proposal using appropriate technology. Unit content 1 Be able to extract information from written sources Written sources: eg books, journals, websites, magazines, newspapers, handouts Reading: with concentration; skim-reading: scanning; using index; using word search; using phrase search Extract information: eg write notes, summarise, highlight text, annotate document, underline passages, copy and paste extracts 2 Be able to create a report in a media production context Create report: content; structure; linguistic register; summary; index; presentation; visuals, eg illustrations, graphics, charts, graphs Contexts: eg for client, for employer, market assessment, market analysis, product analysis, self-evaluation Revision: proof-reading (spelling, punctuation, grammar, clarity of expression, structure of content); electronic checks (spelling, punctuation, grammar, thesaurus) 3 Be able to pitch a media production proposal using appropriate technology Proposal: outline of idea; costs; requirements, eg locations, talent, crew; audience; USP (unique selling point) Technology: presentation software, eg PowerPoint, Keynote, Google Presentation, SlideRocket, Adobe Acrobat; slide design; transitions; visual aids, eg animations, video clips, audio clips, clip art, charts, graphs, screen shots, web pages; copyright issues Address: clarity of voice; tone of voice; register, eg authoritative, humorous; clarity of expression; use of technical language; maintaining engagement, eg eye contact, reinforcement of points, reference to screen Assessment and grading criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the level of achievement required to pass this unit. PLTS: This summary references where applicable, in the square brackets, the elements of the personal, learning and thinking skills applicable in the pass criteria. It identifies opportunities for learners to demonstrate effective application of the referenced elements of the skills. Essential guidance for tutors Delivery This unit is designed to encourage and develop sound communications skills amongst learners and as such will need to be placed in a vocational context. It is recommended that communication skills be tracked within as many other units as possible to ensure a good coverage of the learning outcomes and to allow learners to achieve as highly as possible across the grading criteria. Attention should be given to teaching communication and formal presentation skills in order to help learners achieve this unit, but the assessment of the unit will not require the production of unit-specific evidence as this can be derived from any units in the programme in which learners are required to communicate their ideas or other information, whether formally through a presentation to an audience or informally to their tutors or a client. The programme of suggested assignments and outline learning plan, whilst not exhaustive, detail and highlight areas in which teaching of the unit can take place. Practical units will offer numerous opportunities for learners to plan, prepare and give oral presentations in a vocational context. There will also be opportunities for written reports, assignments and essays to be produced within the optional and mandatory units which will allow for the use of written communication, evaluative techniques and reviewing processes. NB: This mandatory unit has been designed so that it can be taught in the context of all the endorsed titles (or pathways) in the BTEC Nationals in Creative Media Production. If centres are unsure about how to cover or interpret any of the content in relation to a particular endorsed title they should contact Edexcel. Outline learning plan The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments. The outline learning plan demonstrates one way of teaching this unit. The assessment of this unit will ideally be based on assignments run in other units. Topics and suggested assignments and activities Introduction to unit and unit assessment. Class discussions outlining the need for good communication skills: oral communication ● personal interaction ● written communications ● presentation techniques ● annotation and note-taking techniques. ● Paired exercise in note taking techniques: sourcing information in different formats ● making relevant copies in preparation for annotation and note-taking ● annotating work using relevant formats and techniques ● taking notes ● checking through partner's work sharing ideas and information. ● Topics and suggested assignments and activities Writing techniques: report writing ● essay writing ● constructing production paperwork ● writing copy ● revision techniques. ● Reviewing production work – written and oral: looking at how to use correct phrases and terminology depending on medium ● discussing evaluative processes and techniques ● summarising and reviewing own processes and productions ● reviewing and feeding back to others on their work. ● Understanding presentation techniques: discussing possible presentation techniques ● reviewing recorded presentations ● paired exercise practising presentation techniques. ● Presentations: to clients ● to tutors ● to peer group. ● Preparation of work done in response to client briefs (contextualised in other units): recording ideas generation ● preparing proposals ● preparing pitches ● giving pitches. ● Assessment Evidence for assessment Assessment evidence for individual criteria need not come from the same work for a single unit and should be drawn from as many different areas as possible to allow for greater learner achievement overall. The final grade awarded for this unit should reflect a learner's highest achievement across the whole programme. For example, written communication skills can be effectively covered through units that require learners to produce such items as newspaper or magazine copy or final articles for publications. Similarly written skills can also be utilised when learners are writing assignments, pitches, proposals, treatments etc. Evidence of achievement for learning outcome 1 will take the form of print-outs and copies of the work from which information has been extracted with evidence of annotations being made throughout. There could also be some form of write up that outlines and highlights the relevance and purpose of the research undertaken. Evidence of achievement of learning outcome 2 and 3 can be recorded in a number of ways as there are many forms of documentation that can be used for written assignment work including, reports, articles, leaflets, flyers and other relevant formats. It is also important that evidence is provided to show that relevant spell checking and proof-reading has been carried out. Evidence of achievement of learning outcomes 4 and 5 will, when assessing oral presentations, most likely be drawn from tutor observation of learners working on client pitches. Such observations must be carefully recorded, and wherever possible final assessment should be based on a number of observations undertaken by different tutors. Written materials, such as printed copies of presentation slides, can also provide assessment evidence, as can audio or audio-visual copies of pitches. Some learners might wish to experiment with alternative ways of pitching, using, for example, video diary formats or web-based presentations. Provided this enables them to produce suitable evidence for their assessment against criteria 4 and 5, such approaches should not be discouraged. Application of grading criteria When applying the grading criteria, tutors should follow the advice given below. Please note that any examples of evidence given here are indicative only. This advice is not exhaustive and the examples need not specifically be included in a learner's work in order for that learner to achieve the exemplified grade. Pass To achieve a pass grade, learners must achieve all the criteria at pass level. For each of the criteria learners must present evidence that addresses each italicised sub-heading of the content for the learning outcome. P1: when conducting research for assignments and reports learners will be able to select and review information from different sources such as books, the internet and appropriate materials that will aid them in their work. Information will be selected from these sources with some attention to its suitability and relevance to the work being undertaken. P2: learners will produce a report in the appropriate context that contains information relevant to the topic being studied. Their use of language will be sound but somewhat basic and restricted more to description rather than exemplification and may contain some basic errors of spelling. Similarly, evaluative work will be basic and tend more towards descriptions of decisions and processes such as, 'for this task we decided to work in a group of two, which I was happy with as I like Jan and we get on.' P3: work will have been reviewed and revised using both a grammar and spell checker as well as being individually proof-read. As a result, spelling errors will have been corrected but there may still be mistakes such as 'where' for 'were', 'super' for 'supper' or 'their' for 'there' that have not been picked up. Work will also still contain some basic punctuation and grammatical errors where learners have not adequately reviewed their work. P4: choices of presentation technology for a pitch will be generally sound and appropriate use will be made of that technology throughout. Learners at this level will tend to choose more simplified software such as PowerPoint and though visual aids or graphics will be unsophisticated and typically not be clearly linked to the content of the pitch they will nonetheless provide the basic relevant information. P5: in assessing 'appropriateness' the context of the pitch needs to be taken into account. For this grade it is sufficient for learners to understand and use the right tone, style and register for the occasion. Merit To achieve a merit grade, learners must achieve all the pass and all the merit grade criteria. For each of the criteria learners must present evidence that addresses each italicised sub-heading of the content for the learning outcome. M1: when conducting research for assignments and reports learners will be able to select and review relevant and appropriate materials from a variety of different sources such as books, magazines, articles and the internet. Information extracted from these sources will be focused on the purpose of the research and will be recorded and summarised with precision and accuracy. M2: learners will produce written work that contains information highly relevant to the topic being studied. Their use of language will be good, going beyond mere description and providing more detailed exemplification. Similarly, evaluative work will be less descriptive and focus more on discussion of decisions and processes such as, 'for this task we decided to work in a group of two, which I was happy with as I like Jan and he always takes a positive attitude to work.' M3: again all work will have been reviewed and revised using both a grammar and spell checker as well as being individually proof-read. As a result, spelling errors will have been corrected and only minor errors will remain. Work will occasionally contain punctuation and grammatical errors where learners have failed to adequately review their work. M4: the presentation technology selected will also be generally appropriate and will be utilised correctly, containing relevant text and supporting materials such as web pages, screen-shots, clip art, animations, graphs and charts, though this illustrative material may not always be explicitly linked to the pitch. The structure of presentations will be sound, though transitions may sometimes be used inappropriately. M5: when undertaking oral presentations learners' language skills will be generally good and they will be able to express intentions and ideas clearly; there may, however, be occasions when they are less clear. Register will be appropriate to the situation or audience and engagement of the audience will be generally good, with only occasional lapses. Attention will be paid to any questions the client or tutor may ask them although these may not always be fully responded to. Overall language skills will be adequate for learners to communicate ideas and deal with more complex material. Distinction To achieve a distinction grade, learners must achieve all the pass, all the merit and all the distinction grade criteria. For each of the criteria learners must present evidence that addresses each italicised sub-heading of the content for the learning outcome. D1: when conducting research learners will select and review highly relevant and well-targeted materials from a wide variety of different sources such as books, magazines, articles, leaflets, journals, television and radio programmes and the internet. Detailed and precisely focused information will be selected from these sources and will be fully and precisely recorded. The information extracted will reflect a thorough understanding of its relevance and suitability. D2: in written work learners will always choose an appropriate format. Sentence structure will be very good and show increasing complexity. Evaluative work will be of a high standard and contain detailed and precise exemplification, with justification of decisions and processes such as, 'when we first reviewed our product with the focus group we found that we received some negative feedback regarding our use of generic codes. In particular over three quarters of respondents associated the iron bar used as a murder weapon with a mindless thug rather than an intelligent psychopath. Because of this we decided to change the murder weapon to a sword stick. This suggests cunning as it is easy to conceal and then produce suddenly in front of the victim. We also thought it had a bit more class to it.' D3: effective use of appropriate software and proof-reading will mean that work contains very few or no spelling, punctuation and grammatical errors. D4: the presentation technology selected will be appropriate and will be utilised with a high level of competence, containing highly relevant text and supporting materials such as web pages, screen shots, clip art, animations, graphs and charts which are explicitly linked to the content of the pitch. Slide shows will be well structured and fluent, transitions being used to support the flow rather than being a distraction from it. D5: personal communication skills will be consistently good and when undertaking oral presentations, learners' language skills will be of a high standard. They will be able to express themselves clearly using a wide range of vocabulary, speak with clarity using a good vocabulary and deploy that vocabulary with accuracy and confidence. Register will always be appropriate to the situation or audience and learners will engage and maintain their audience's attention throughout the presentation. Language skills will be adequate for learners to communicate complex ideas and material. Listening skills will also be good with learners showing a readiness to take in and respond fully to questions. Programme of suggested assignments The table below shows a programme of suggested assignments that cover the pass, merit and distinction criteria in the assessment and grading grid. This is for guidance and it is recommended that centres either write their own assignments or adapt any Edexcel assignments to meet local needs and resources. Links to National Occupational Standards, other BTEC units, other BTEC qualiﬁ cations and other relevant units and qualiﬁ cations This unit forms part of the BTEC Creative Media Production suite. This unit links with all the units in the BTEC Creative Media Production suite. Essential resources Spelling and grammar checkers should be available on the software packages being used, as well as formatting and page layout facilities. Centres should provide standard forms for treatments, scripts, location recces, risk assessments, and production and research logs for learners to work with. Employer engagement and vocational contexts Centres should develop links with local media organisations and agencies. Skillset, the Sector Skills Council for the creative media sector, has a substantial section of its website dedicated to careers, including job descriptions – www.skillset.org/careers/. General information on work-related learning can be found at the following websites: www.aimhighersw.ac.uk/wbl.htm – work-based learning guidance ● www.businesslink.gov.uk – local, regional business links ● www.nebpn.org – National Education and Business Partnership Network ● www.vocationallearning.org.uk – Learning and Skills Network ● www.warwick.ac.uk/wie/cei/ – Centre for Education and Industry, University of Warwick – work experience and workplace learning frameworks. ● Indicative reading for learners Textbooks Baylis P, Freedman A, Procter N et al – BTEC Level 3 National Creative Media Production, Student Book (Pearson, 2010) ISBN 978-1846906725 Baylis P, Freedman A, Procter N et al – BTEC Level 3 National Creative Media Production, Teaching Resource Pack (Pearson, 2010) ISBN 978-846907371 Bradbury A – Successful Presentation Skills, 3rd Edition (Koogan Page, 2006) ISBN 978-0749445607 Condrill, J and Bough, B – 101 Ways to Improve Your Communication Skills Instantly (GoalMinds Inc, 1999) ISBN 978-0966141498 Cottrel S – Critical Thinking Skills: Developing Effective Analysis and Argument (Palgrave Macmillan, 2005) ISBN 978-403996855 Hargie, O – The Handbook of Communication Skills, 2nd Edition (Routledge, 1997) ISBN 978 0415123266 Jeffries L and Mikulecky B – More Reading Power: Reading for Pleasure, Comprehension Skills, Thinking Skills, Reading Faster (Pearson, 2003) ISBN 978-0130611994 Websites www.bbc.co.uk/keyskills – online resources for practising communication skills www.learndirect.co.uk – government website with links to online courses www.mindtools.com – free online tools which help you discover and develop essential communication skills and techniques Delivery of personal, learning and thinking skills The table below identifies the opportunities for personal, learning and thinking skills (PLTS) that have been included within the pass assessment criteria of this unit. 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Technology Handbook for Parents and Students 1:1 Initiative Student Computing Goals 1. Improved Student Learning:Through instructional strategies that apply best practices in teaching with technology and a variety of resources which support the curriculum, student learning will improve. 2. Meaningful Student Engagement:We will offer 1:1 computing to make school more engaging and relevant for our students and to support meaningful and more challenging work. 3. 21st Century Skills:We will ensure that students have high level 21st century skills which will prepare them for a successful future. 4. Project and Problembased Learning Opportunities: Through personalized, authentic, and collaborative experiences, students will solve problems and demonstrate their learning through projectbased activities. 5. Equity of Access:We will bridge the digital divide by providing all students with access to technology tools and resources for anytime, anywhere learning. Delsea Regional HS District & Elk Township School District understand that technology is a critical tool in the pursuit of your child's education. Delsea & Elk use technology of many sorts to provide depth and breadth to your child's education and to engage him/her in the world both now and in the future. This Handbook provides ready access to policies and resources that will help you guide your child in his/her education. We also hope that this Handbook will be a source of guidance and comfort as you realize that Delsea & Elk has taken many steps to keep our children safe. Delsea Regional HS District & Elk Township School District need you to be a partner in your child's education and safety. When the Districts' resources are paired with engaged parents, and students who are ready to learn, there is no limit to what we can accomplish! Delsea Regional HS District & Elk Township School District encourage students to use a variety of technologies to enhance their learning. To ensure the privacy and safety of our students, and to protect data and our resources, we ask parents and students to become familiar with policy and regulations that have been established for technology use in the district. Delsea & Elk 's aim is to maintain an environment that promotes ethical and responsible conduct in all electronic resource activities. With this privilege and opportunity to explore resources come responsibilities for the parent and for the student. Technology Basics: What You Must Know Acceptable Use Procedures When signing the Acceptable Use Procedures, you are acknowledging that you understand and accept the information in this document and agree to Delsea Regional HS District & Elk Township School District Acceptable Use Procedures and Terms and Conditions for Device Usage. Delsea & Elk students and families must understand that: 1. All users of the Delsea & Elk network and equipment must comply at all times with the district's Acceptable Use Policy which is available on the district web site. 2. Devices are available for student use and remain the property of Delsea & Elk . 3. All users are accountable to all school, district, local, state, and federal laws. 4. All use of devices and network must support education. 5. Students and families must follow all guidelines set forth in this document and by Delsea & Elk staff. 6. All rules and guidelines are in effect before, during, and after school hours, for all Delsea & Elk devices whether on or off the school campus. 7. All files stored on Delsea & Elk equipment or the network are property of the district and may be subject to review and monitoring. 8. The term "equipment" or "technology" refers to devices, batteries, power cord/chargers and cases. Each piece of equipment is issued as an educational resource. The conditions surrounding this equipment can be equated to those of a textbook. 9. Students are expected to keep the devices in good condition. Failure to do so may result in bills for repair or replacement. 10. Students are expected to report any damage to their device as soon as possible to their teacher. This means no later than the next school day. 11. Students who identify or know about a security problem are expected to convey the details to their teacher without discussing it with other students. 12. Students are expected to notify a staff member immediately if they come across information, images, or messages that are inappropriate, dangerous, threatening, or make them feel uncomfortable. 13. All users are expected to follow existing copyright laws and educational fair use policies. 14. Students may only log in under their assigned username. Students may not share their password with other students. 15. Students are encouraged not to loan device components to other students. Students who do so are responsible for any loss of components. 16. Any failure to comply may result in disciplinary action. Delsea & Elk may remove a user's access to the network without notice at any time if the user is engaged in any unauthorized activity. 17. Delsea & Elk reserves the right to confiscate the property at any time. Parent/Guardian Responsibilities Delsea Regional HS District & Elk Township School District make every effort to equip parents/guardians with the necessary tools and information to ensure safe use of the devices in the home. There are several responsibilities assumed by the parent/guardian and the student. These are outlined below. * All Parents/Guardians and Students are required to sign the Acceptable Use Procedures * Chromebooks do not go home unless the Parent/Guardian and Student has signed and paid for the onetime fee. * Student devices will not be assigned for take home use until all device debts are paid. * Students will have the option to take their device home during the summer * Students will be assigned the same device each year while enrolled at the same school. Device Rules and Guidelines The rules and regulations are provided here so that students and parents/guardians are aware of the responsibilities students accept when they use a districtowned device. In general, this requires efficient, ethical and legal utilization of all technology resources. Violations of these rules and guidelines will result in disciplinary action. Students receive devicerelated training at school during the first weeks of school. * All use of technology must: - Support learning - Follow local, state, and federal laws - Be school appropriate * Security Reminders - Do not share logins or passwords ■ Exception: students should share passwords with parents or guardians - Follow Internet safety guidelines * Students are prohibited from: - Defacing Delsea & Elk issued equipment in any way. This includes but is not limited to marking, painting, drawing or marring any surface of the devices or any stitching on the case. - If such action occurs, the student will be billed the cost of repair or replacement. Caring For the Device * The device is district property and all users will follow this procedure and the Delsea Regional HS District & Elk Township School District Acceptable Use Policy. * Students should use the device assigned to them and not lend their device to others. * Students are responsible for the general care of the device issued by the school. * Students are responsible for keeping the device's battery charged for school each day. * Damaged devices or devices failing to operate properly must be given to the IT department for an evaluation and or repair. * Only use a clean, soft cloth to clean the screen,no cleansers of any type. * Cords and cables must be inserted carefully into the device to prevent damage. * Devices mustneverbe left unattended, in an unlocked locker, unlocked car, unsupervised area or in extreme temperatures. * Device protective cases furnished by the school district must be returned with only normal wear and no alterations to avoid a case replacement fee. Carrying Device * Devices must have lids closed when moving around * Devices must be in a protective sleeve when moving outside of the classroom. Screen Care * Screen damage will occur when pressure is applied to the screen. Users must avoid leaning on the top of the device when closed and placing objects in a book bag that would apply pressure to the screen. * The screen must be cleaned with a dry soft cloth or antistatic cloth. * The device must not be bumped against lockers, walls, car doors, floors, etc. as it will break the screen. * Only carry a device that has a lid by holding the base not the screen. Care of Device at Home * The power cord/charger remains in the case with the device. * Charge the device fully each night. * Use the device in a common room of the home. * Store the device on a desk or table never on the floor! * Protect the device from: Extreme heat or cold. Food and drinks. Small children. Pets. * Do not leave the device in a vehicle. * In case of theft, an official police report will be required. Gmail for Students All Delsea & Elk school students are issued a gmail account. Delsea & Elk gmail allows students to safely and effectively communicate and collaborate with Delsea & Elk staff and classmates, giving them an authentic purpose for writing. These accounts will be used at school for schoolrelated projects. The accounts could also be used outside of school for schoolrelated email by students, with the permission of their parents/guardians. Gmail Usage * The primary purpose of the student electronic mail system is for students to communicate with school staff, outside resources related to school assignments, and fellow students to collaborate on school activities. * Students are responsible for good behavior while using school gmail (at school and at home), just as they are in a classroom or a school hallway. * Access to gmail is given to students who agree to act in a considerate and responsible manner. Access is a privilege – not a right. Access entails responsibility. * Students are responsible for messages sent from their accounts. * Students should not share their passwords. * Students should not give out personal information over email, including home telephone numbers or home addresses. * Students will not use gmail to bully, harass, or threaten other students or individuals. * Students will report any unusual activities such as "spam" communications, obscene email, attempts by adults to lure them into dangerous behaviors to the school's technology specialist. * Students will not use gmail to send chain letters, viruses, hoaxes or forward social or nonschool related email to other students or staff. * Gmail accounts are filtered and messages written containing inappropriate language or content will be flagged. * School email should only be used to sign up for school related accounts and other collaborative Internet tools. * Student gmail is provided by the district and is district property. Delsea Regional HS District & Elk Township School District reserve the right to archive, monitor and/or review all use of its email system, and users should not have any expectation of privacy in any electronic message created, sent or received on the District's email system. * Student gmail accounts will be removed from the system after graduation, leaving the school district, or disciplinary actions. If necessary, Delsea Regional HS District & Elk Township School District, at their discretion, may close the accounts at any time. Email Etiquette * Don't SHOUT!If you type in all capital letters, your reader will see this as yelling, or they will think that you were just too lazy to use proper text formatting. It's also hard on the eyes did you know that it takes longer to read something written in all caps than it does to read something that is properly formatted? * Use a meaningful subject line.This is the first thing your reader will see, so use the space to help them understand the contents of the email even before they open it. So type in a subject that relates to the message you're sending. * Proof, spellcheck, and use proper formatting.Poor writing skills are a direct reflection on you! And the reader never forgets the person who writes an poorly written message. Guidelines and Reminders * Email should be used for educational purposes only. * Email transmissions may be monitored by staff at any time to ensure appropriate use. This means that teachers may check students' email. * All gmail and all contents are property of the district. * Email should only be used by the authorized owner of the account. * Students need to protect their passwords. Unacceptable Use Examples * Noneducation related forwards (e.g. jokes, chain letters, images). * Harassment, profanity, obscenity, racist terms. * Cyberbullying, hate mail, discriminatory remarks. * Email for individual profit or gain, advertisement, or political activities. Webcams The Chromebook your child receives will come with a webcam and limited tracking capability. Devices equipped with a webcam offers students an extraordinary opportunity to experience a 21st Century tool and to develop 21st Century communication skills.The webcam and/or tracking mechanism on your student's device willNEVERbe used by the school to infringe upon the privacy rights of a student or any individual residing with the student. * Examples of Use - Webcams are to be used for educational purposes only, under the direction of a teacher. Examples include: - Recording videos or taking pictures to include in a project - Recording a student giving a speech for rehearsal and improvement. * At Home Use of webcams is allowed at home with permission from parents/guardians. Listening to Music * At School Listening to music on your device is not allowed during school hours without permission from the teacher. * At Home Listening to music on your device is allowed at home with permission from parents/guardians. Watching Movies * At School Watching movies on your device is not allowed during school hours without permission from the teacher. * At Home Watching movies on your device is allowed at home with permission from parents/guardians. Gaming * At School Online gaming is not allowed during school hours unless you have been given permission by a teacher. Any games must be in support of education. * At Home Online gaming is allowed at home if all of the following conditions are met: - The content of the game is school appropriate. - You have permission from your parent/guardian. - No download of any kind is needed. Backgrounds and Screensavers Any images set as a device background must be school appropriate and in line with School Board Policy documents. Inappropriate media may not be used as a device background. Presence of guns, weapons, pornographic materials, inappropriate language, alcohol, drugs, or gangrelated symbols will result in disciplinary action and/or loss of device privileges. Copyright and Plagiarism Students are expected to follow all copyright laws as outlined in Fair Use Doctrine of the United States Copyright Law(Title 17, USC).The distinction between what is fair use and what is infringement in a particular case will not always be clear or easily defined. There is no specific number of words, lines, or notes that may safely be taken without permission. Acknowledging the source of the copyrighted material does not substitute for obtaining permission. Copyright protects the particular way authors have expressed themselves. The safest course is to get permission from the copyright owner before using copyrighted material. Many people think of plagiarism as copying another's work or borrowing someone else's original ideas. To "Plagiarize" means that you are stealing and passing off the ideas or words of another as one's own. You should never use another person's' work without crediting the source. In other words, plagiarism is an act of fraud. It involves both stealing someone else's work and lying about it afterward. Technology Discipline Most techrelated behavior violations are equivalent to "traditional" classroom violations. * Leaving your device at home is equivalent to leaving your textbook or school supplies at home. Delsea Regional HS District & Elk Township School District 1:1 Initiative Technology Handbook * Cutting and pasting without citing sources or putting it into your own words is equivalent to plagiarism. * Cyberbullying is equivalent to bullying or harassment. * Damaging or defacing the device or accessories is equivalent to vandalism or property damage. In cases where unacceptable use or negligence is suspected, contact your teacher first. An Administrator will follow the Code of Conduct and Acceptable Use of Technology Policy. SchoolBased Discipline The discipline policies at each school encompass the 1:1 initiative. Please reference the materials specific to each school or contact the school directly for details. Accountability Legal Title Legal title to the device is with the district and shall at all times remain with the district. The student is responsible at all times for the device's appropriate care and use. Legal Property Comply with trademark and copyright laws and all license agreements. Ignorance of the law is not immunity. If you are unsure, ask a teacher or parent. Plagiarism is a violation of the student policy. Give credit to all sources used, whether quoted or summarized. This includes all forms of media on the Internet, such as graphics, movies, music, and text. Liability The device is to be returned at the end of the school year (or a designated date prior to the end of school). Failure to return the device on or before this date to the issuing teacher or his/her designee may result in criminal charges sought against the student and/or the person in possession of the device. Delsea Regional HS District & Elk Township School District reserve the right at any time to demand return of the device. Students remain responsible for the device until it has been verified to be in working order. The parent/guardian/student are responsible for the entire deductible if the device is damaged beyond repair or lost/stolen. In case of theft, an official police report will be required. School Board Policy * #2361 Acceptable Use of Computer Network/Computers and Resources * #7523 School District Provided Technology Devices to Pupils * #2363 Pupil Use of PrivatelyOwned Technology Digital Citizenship: Good To Know What is Digital Citizenship? * Digital Citizenship is a concept that helps students understand how to use technology appropriately in a society full of technology. * The district expects students to use technology appropriately and responsibly whether in electronic communication or participation. * The district has electronic precautions in place in order for students to participate safely and securely in this environment and enjoy the rights of a digital world in an educational setting. District Responsibilities * The school will provide Internet and email access to students. * School staff will help students conduct research and ensure student compliance with the district's Acceptable Use Procedures. * Filtering/blocking of inappropriate Internet materials is done at the district level, and the district provides network data storage areas for all students. * Delsea Regional HS District & Elk Township School District reserve the right to investigate the inappropriate use of resources and to review, monitor and restrict information stored on or transmitted via Delsea Regional HS District & Elk Township School District owned equipment and resources. Student Responsibilities Students will abide by the district's Acceptable Use Procedures and: * contact an administrator about any security issue they encounter. * monitor all activity on their personal account(s). * report email containing inappropriate or abusive language or questionable subject matter to a teacher or administrator at school. * return the device and accessories to the school at the end of each school year or when requested.. * when students withdraw from school or transfer to another school, they must return their device to the issuing school on the date of departure. Parent/Guardian Responsibilities * Talk to your children about the values and standards you expect your children to follow as they use the Internet just as you talk to them about their use of all other media information sources such as television, telephone, movies, radio, etc. * All districtissued devices contain Internet filters that are enabled at school only. Parents are encouraged to monitor student activity at home, especially their Internet use. Appropriate Content All files must be school appropriate. Inappropriate materials include explicit or implicit references to: * Alcohol, tobacco or drugs * Gangs * Obscene language or nudity * Bullying or harassment * Discriminatory or prejudicial behavior Monitor Student Use The parent/guardian must agree to monitor student use at home, and away from school. The best way to keep students safe and ontask is to have a parent/guardian present and involved. Suggestions * Investigate parental controls available through your Internet/phone service provider and/or your wireless router. * Develop a set of rules/expectations for device use at home. Some websites provide parent/child agreements for you to sign. * Only allow device use in common rooms of the home (e.g. living room or kitchen) and not in bedrooms. * Demonstrate a genuine interest in what your student is doing on the device. Ask questions and request that they show you his or her work often. CyberSafety Tips Open communication with your child is vital. Your child needs to feel they can come to you if they encounter frightening communications or images. * Set age limits.Keep young children away from any unaccompanied chatting. * Understand the technology.Open an account yourself, and get your whole family connected. If your child views the program as a way of staying in touch with family, there might be less risk of misuse with friends. * Model good video chat behavior.Show children how to be polite and respectful, and let them know that's the behavior you expect when they're video chatting with their friends. * Use privacy settings.Just like other communication tools like Facebook and Yahoo Messenger, most video chat programs come with privacy settings. * No inappropriate activities.You can use parental controls through your Internet provider to restrict what sites your children can visit. * Set time limits.With any online activity, be sure to tell your children how long they will have to engage in these activities. EMail, IM and Chat Rooms Help children stay safer online * Know who your child is communicating with online. * Open a family email account to share with younger children. * Teach your child never to open emails from unknown senders and to use settings on IM programs to block messages from people they do not know. * Be aware of other ways your child may be going online—with cell phones, devices, or from friends' homes or the library. * Tell your child not to share passwords with anyone but you to help avoid identity theft and cyber bullying. . * Familiarize yourself with popular acronyms at sites likewww.netlingo.comandwww.noslang.com/ Help protect children against inappropriate content * Use the NetSmartz Internet Safety Pledgesto set clear guidelines for going online. * Report the sexual exploitation or online enticement of a child towww.cybertipline.com. Teach Your Children the Following Rules * Never accept files or downloads from unknown sources; this includes familiar sources if you were not expecting them. Accepting files or downloads from unknown sources can bring a virus that could harm the device. * Never give out real name, telephone or cell phone number(s), mailing address, or passwords. Giving away personal information can lead to identity theft or worse. * Do not post photographs in publicly accessible sites. The settings for ANY social networking profiles should be PRIVATE and new friends are accepted only if they are known to the child AND parent. * Posting pictures online or sending images can have dangerous consequences. * Report Cyber bullying to an adult. (Cyber bullying refers to the practice of using technology to harass, or bully, someone else). Children's Internet Protection Act (CIPA) The Children's Internet Protection Act (CIPA) was enacted by Congress in 2000 to address concerns about children's access to obscene or harmful content over the Internet. CIPA imposes certain requirements on schools or libraries that receive discounts for Internet access or internal connections through the Erate program. Delsea and Elk follow the Protecting Children in the 21st Century Act by: * Blocking or filtering Internet access to materials that are harmful to minors * Providing instruction in Internet Safety * Monitoring online activities of minors Children's Online Privacy Protection Act (COPPA) The primary goal of COPPA is to place parents in control over what information is collected from their young children online. The Rule was designed to protect children under age 13 while accounting for the dynamic nature of the Internet. The Rule applies to operators of commercial websites and online services (including mobile apps) directed to children under 13 that collect, use, or disclose personal information from children, and operators of general audience websites or online services with actual knowledge that they are collecting, using, or disclosing personal information from children under 13. For more information please visit https://www.ftc.gov/tipsadvice/businesscenter/guidance/complyingcoppafrequentlyaskedquestions Family Education Rights and Privacy Act (FERPA) FERPA is a federal law that protects the privacy of student education records. Generally under FERPA, school districts must obtain parental or student consent prior to disclosure of student records. However, schools may disclose directory information without prior consent, except that parents may request the school not disclose this information. For more information please visithttp://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html Google Apps for Education Security and Privacy Information https://support.google.com/a/topic/4388147?hl=en&ref_topic=29818 GoGuardian Privacy Information https://www.goguardian.com/privacyinformation.html As adapted from the Richland School District Two 1TWO1 Technology Handbook 10 Contact the district firstname.lastname@example.org you have questions about any of the following.... * Troubleshooting - Always try restarting the device as the first step of troubleshooting. - At School If restarting the device does not solve the problem, contact your teacher. - At Home If restarting the device does not solve the problem and it is an Internet connectivity problem, contact your Internet service provider. For other problems, contact your teacher when you return to school. * How the device is used in instruction * Question about the device * Cyberbullying * Inappropriate content * Proper use of the device Thank you for partnering with Delsea Regional HS District & Elk Township School District by agreeing to abide by the Acceptable Use Procedures(AUP) and becoming familiar with theTechnology Handbook for Parents and Students. 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Kurdistan Engineers Union Name of report Types of reinforced concrete foundation of building Prepared by Civil Engineer: Shallaw M. Hamakhurshid Card No.3995 TYPES OF FOUNDATION REINFORCED CONCRETE BUIDING - INTRODUCTION - FUNCTION OF FOUNDATION - TYPES OF FOUNDATION - TYPES OF SHALLOW FOUNDATION - TYPES OF DEEP FOUNDATION INTRODUCTION Foundations: is the part of a structure that is usually placed below the surface of the ground to transmit the load from the superstructure to the underline soil or rock and spread the load over a sufficiently large area of that stratum to minimize the bearing pressure. provide support for structures, transferring their load to layers of soil or rock that have sufficient bearing capacity and suitable settlement characteristics to support them. Foundation is the interface between a building and supporting soils. Many issues must be considered when selecting a foundation system including site topography, soil condition, retaining requirement, loading from the building Above, frost depth and termite and decay exposure. FUNCTION OF FOUNDATION - Foundation is the part of a structure that is usually placed below the surface of the ground to transmit load from the structure to the underlying soil or rock. - If soil of sufficient bearing capacity lies immediately below the structure then the load can be spread by footing .footings range from isolated pads supporting individual columns ,through strips supporting walls or closely spaced column ,to a raft footing supporting the whole structure. - However, if the soil has insufficient bearing capacity then it is necessary to use deep foundation, such as piles to transmit the load to deeper, firmer strata. - Prevent excessive settlement. - Minimize differential settlement - Provide adequate safety against overturning and sliding. TYPES OF FOUNDATION Foundations are classified as shallow and deep foundations. Types of foundations under shallow and deep foundations for building construction and their uses are discussed. It is advisable to know suitability of each types of foundation before their selection in any construction project. Types of Foundation and their Uses Following are different types of foundations used in construction: 1-Shallow foundation - Individual footing or isolated footing - Combined footing - wall footing - cantilever or strap footings - Raft or mat foundation 2-Deep Foundation - Pile foundation - Drilled Shafts or caissons Types of Shallow Foundations 1. Individual Footing or Isolated Footing or Spread footings Individual footing or an isolated footing is the most common type of foundation used for building construction. This foundation is constructed for single column and also called as pad foundation. The shape of individual footing is square or rectangle and is used when loads from structure is carried by the columns. Size is calculated based on the load on the column and safe bearing capacity of soil. Rectangular isolated footing is selected when the foundation experiences moments due to eccentricity of loads or due to horizontal force. 2. Combined Footing: Combined footing is constructed when two or more columns are close enough and their isolated footings overlap each other. It is a combination of isolated footings, but their structural design differs. The shape of this footing is rectangle and is used when loads from structure is carried by the columns. Combined c footing support two or more columns. These can be rectangular or trapezoidal pan. 3. Wall footings Wall footings are used for, walls where the bearing soil layer is within 3m (11 feet) from the ground surface. Soil bearing capacity must be sufficient to support the weight of the structure over the base area of the structure. These should not be used on soils where there is any possibility of ground flow of water above bearing layer of soil which may result in scour or liquefaction. Wall footing is a continuous slab strip along the length of the wall 4- Cantilever or strap footing: These are similar to be combined footings, except that the footings under columns are built independently, and are joined by strap beam 5. Raft or Mat Foundations Raft or mat foundations are the types of foundation which are spread across the entire area of the building to support heavy structural loads from columns and walls. Fig: Mat Foundation The use of mat foundation is for columns and walls foundations where the loads from structure on columns and walls are very high. This is used to prevent differential settlement of individual footings, thus designed as a single mat (or combined footing) of all the load bearing elements of the structure. It is suitable for expansive soils whose bearing capacity is less for suitability of spread footings and wall footings. Raft foundation is economical when onehalf area of the structure is covered with individual footings and wall footings are provided. These foundations should not be used where the groundwater table is above the bearing surface of the soil. Use of foundation in such conditions may lead to scour and liquefaction. Types of Deep Foundation 1. Pile Foundations Pile foundation is a type of deep foundation which is used to transfer heavy loads from the structure to a hard rock strata much deep below the ground level. Pile foundations are used to transfer heavy loads of structures through columns to hard soil strata which are much below ground level where shallow foundations such as spread footings and mat footings cannot be used. This is also used to prevent uplift of structure due to lateral loads such as earthquake and wind forces. Pile foundations are generally used for soils where soil conditions near the ground surface is not suitable for heavy loads. The depth of hard rock strata may be 5m to 51m deep from the ground surface. Pile foundation resists the loads from structure by skin friction and by end bearing. Use of pile foundations also prevents differential settlement of foundations. 2. Drilled Shafts or Caisson Foundation Drilled shafts, also called as caissons, are a type of deep foundation and have action similar to pile foundations discussed above, but are high capacity castin-situ foundations. It resists loads from structure through shaft resistance, toe resistance and / or combination of both of these. The construction of drilled shafts or caissons is done using an auger. Drilled shafts can transfer column loads larger than pile foundations. It is used where depth of hard strata below ground level is location within 11m to 111m. Drilled shafts or caisson foundation is not suitable when deep deposits of soft clays and loose, water-bearing granular soils exist. It is also not suitable for soils where caving formations are difficult to stabilize, soils made up of boulders, artesian aquifer exists. REFRENCE: - Reinforced concrete foundation BRIAN J. BHC M phil c Eng M.I.CE F.I - Civil Engineering books construction by Rajib Dey - - Building maintenance and construction - Clifford Rutherford \| Press books,	<urn:uuid:193bb935-ceac-4aac-9b2d-b4a073ba36e1>	CC-MAIN-2022-40	http://keu92.org/uploads/eng_research/Shalaw%20Majed%20Hama%20Xorshed.pdf	2022-10-03T04:48:17+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030337398.52/warc/CC-MAIN-20221003035124-20221003065124-00184.warc.gz	29,184,605	1,407	eng_Latn	eng_Latn	0.907021	eng_Latn	0.998058	[ "eng_Latn", "dan_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	[ 164, 337, 1081, 1851, 2486, 3120, 3543, 4021, 4713, 5678, 6450, 6883, 7098 ]	[ 2.5 ]	1	1
Creative Activities for Teaching World History SS123 Introduction The eleven activities and puzzles in this unit emphasize decision making through the study of historical events. Involvement comes through hands-on projects, creative expression, problem solving, decision making and evaluation. These materials may be reproduced for use in the school which has purchased this manual. Any other reproduction is strictly prohibited without the written permission of the publisher. Contents 1 Renaissance Festival This classroom celebration of the Renaissance provides for many forms of student expression. 2 Constructing A Caravel Students construct a model boat patterned after Columbus' caravel. Milk cartons are used for the hull. 3 Exploration Students learn the use of maps and directions in a concrete way. 4 The Trial of Louis XVI Students decide the fate of Louis XVI. 5 The French Revolution Students decide on the course of the French Revolution. 6 The Committee of Safety Students evaluate the Committee of Safety and its actions. 7 Age of Reason Questionnaire Students compare their personal philosophies with those of the Age of Reason. 8 Great Ideas of the Age of Reason Students compare the ideas of Rousseau, Locke, Voltaire, Spinosa and Bacon. 9 The Problems of the Great Philosophers Students compare the lives of Rousseau, Locke, Voltaire, Spinosa and Bacon. 10 The Salon Students "philosophize" about what the ideal society would be like on a space station. 11 Puzzle These vocabulary words are from the terminology of exploration and the high seas. Creative Activities for Teaching World History: Renaissance to Revolution by Lawrence Stevens ISBN: 0-89550-114-7 Copyright 1983, revised 1995 by Stevens & Shea Publishers, Inc. P.O. Box 794, Stockton, CA 95201 (209) 465-1880 www.stevensandshea.com Imagine you are a member of the National Convention ruling France in late l792. There has been a revolution and the monarchy has been abolished. You are faced with a large number of problems. In this exercise you are to attempt to solve these problems. Problems 1. Your country has been invaded by the forces of several countries who want to restore the king to the throne. 2. The commanding general of the army fighting in Belgium has proved to be disloyal. 3. Your currency is out of control. Many people are counterfeiting money. There is so much money in circulation that prices are climbing rapidly. 4. Supplies of food are uncertain. People are so worried about getting food that they attack convoys of wheat. 5. The peasants in the West of the country, encouraged by priests who do not like the new government, are in revolt. 6. The sans culottes (the poor people of Paris) are making demands for economic and social changes that would make people more equal. Your Solutions You can select more than one solution to solve the problems listed above. 1. Call for a national draft to increase the size of the army. 2. Negotiate peace with other countries. A soldier of the French Revolution. He carries a loaf of bread stuck on his bayonet. 3. Put the king back on the throne to make the other countries happy. 4. Execute anybody caught counterfeiting money. 5. Execute anybody who wants to make peace or speaks out against the revolution. 6. Impose new taxes upon the people to pay for the war and social programs. 7. Begin a welfare program to take care of the poor people in Paris. 8. Place controls on prices. 9. Execute anyone caught stealing or hoard- ing food. 10. Allow the peasants to buy or rent land taken from fleeing aristocrats.	<urn:uuid:56985d7d-7eba-4752-b1d0-2c8dbac3eaa4>	CC-MAIN-2022-40	https://www.socialstudies.com/pdf/RIM123EX.pdf	2022-10-03T05:36:11+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030337398.52/warc/CC-MAIN-20221003035124-20221003065124-00185.warc.gz	1,018,973,592	766	eng_Latn	eng_Latn	0.988184	eng_Latn	0.997316	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1851, 3607 ]	[ 3.703125 ]	1	0
Tree Walk Tree Guide The listed trees are found within Sunnyvale's parks and neighborhoods. Check tree walk maps for trees located at specific parks. African Sumac, Rhus lancea - Also known as Karee, this tree is native to southern Africa. The tree grows up to 30 feet tall and wide, flowers in winter, and is drought-tolerant. Afrocarpus, Afrocarpus gracilor (formerly known as Podocarpus, also known as African Fern Pine) - Afrocarpus is a genus of evergreen trees native to Africa. The tree has narrow green leaves and can reach up to 60 feet in height. It is a hardy and variable tree, used often in gardens as a tree, hedge, screen, or espalier It is also a common street tree in Sunnyvale, and there are many large and beautiful specimens throughout the city. Alder, Alnus - Alders are trees comprising the genus Alnus in the birch family Betulaceae. The genus comprises about 25 species of monoecious trees and shrubs, a few reaching a large size, distributed throughout the north temperate zone with a few species extending into Central America, as well as the northern and southern Andes. With a few exceptions, alders are deciduous, and the leaves are alternate, simple, and serrated. The flowers are catkins with elongate male catkins on the same plant as shorter female catkins, often before leaves appear; they are mainly windpollinated, but also visited by bees to a small extent. These trees differ from the birches (Betula, another genus in the family) in that the female catkins are woody and do not disintegrate at maturity, opening to release the seeds in a similar manner to many conifer cones. Aleppo Pine, Pinus halepensis (also known as the Jerusalem pine) - Native to the Mediterranean region. The tree can grow 50-80 feet tall with a single round trunk up to 4.5 feet in diameter. Believed to be the first holiday tree ever decorated, the Aleppo Pine is one of the few live Christmas trees that is especially adapted to arid climates. Younger trees have the symmetrical pyramid shape of a traditional holiday tree, but as this impressive tree ages, it will eventually shed its lower branches and develop a tall canopy with a distinctively open, cloud-like silhouette. This tall canopy casts ample cooling shade and makes Aleppo Pine one of the best overstory trees in arid regions. It also serves large landscapes as a windbreak, space definer, and skyline enhancer. Arbutus Unedo, Arbutus unedo - Native from southwestern Ireland to the Mediterranean region, it is also known as Strawberry Tree, Killarney Strawberry Tree, Madroño, Strawberry Madrone. The Strawberry tree is a charming evergreen tree with clusters of small, bellshaped flowers alongside strawberry-like fruit in addition to showy cinnamoncolored bark and dark green leaves. The tree can reach 35 feet tall. The fruit, which is approximately 1 inch across, is edible when fully ripe, but it is gritty and lacks flavor. A member of the heath family, it belongs to the genus Arbutus, of which there are at least fourteen species of flowering shrubs and trees. A native species is the Arbutus menziesii-- called Madrone, Pacific Madrone, Madroña, or Madroño. The madrone is native from British Columbia to Southern California in Coast Ranges and occasionally in middle elevations of the Sierra Nevada. The madrone is a tall tree that prefers riparian hillsides and has red, peeling bark and small red berries. "Menziesii" honors the tree's discoverer: Archibald Menzies (1754-1842), a Scottish surgeon, botanist, and naturalist. The name Madroño is ascribed to Father Juan Crespi, chronicler of the 1769 Portola expedition that led to the founding of Alta California. The manzanita, a native chapparal plant, has some similar characteristics to the Pacific Madrone and manzanita – red, peeling bark, white or pink bell-shaped flowers, and red fruit. The manzanita, however, is in a separate but related genus Arctostaphylos. Interesting Facts: • In Ireland, Arbutus unedo is called Killarney Strawberry tree and Irish Strawberry tree. A traditional Irish ballad, "My Love's An Arbutus," compares the arbutus tree with the evergreen qualities of true love. • The name unedo is attributed to Pliny the Elder, a Roman author and naturalist, who in 50 AD allegedly claimed "unum tantum edo," meaning "I eat only one." • The Strawberry tree makes up part of the coat of arms (El oso y el madroño, The Bear and the Strawberry tree) of the city of Madrid, Spain. The Puerta del Sol ("Gate of the Sun") is the location of the most famous symbol of Madrid: a 20 ton statue of a bear eating fruits from a tree. Atlas Cedar, Cedrus atlantica - A species of tree in the pine family Pinaceae, native to the Atlas Mountains of Morocco. Tree can grow up to 120 feet tall, has small needles and unique pinecones. Bay Laurel, Laurens nobilis – Native to Mediterranean, also known as sweet bay. See California Laurel for native tree. Black Birch, Betula pendula - This tree is found in the Appalachian region of the United States, mostly in moist ravines where there are cool summers. It is prized for its hard, heavy wood (used as a finish wood or veneer, and often stained or varnished), and its excellent yellow fall color. It is named for its mature black bark that resembles that of Black Cherry. Its twigs, if broken, have the strong scent of wintergreen (Yellow Birch also has this trait, but with reduced aroma), and the leaves and twigs may be distilled to extract this flavoring. This tree has unique, peeling trunks, as if the tree is diseased. Blackwood Acacia – Acacia melanoxylon. Acacia is the world's largest tree genus with over 1200 species. They are usually found in warm, subtropical, and tropical regions, and are especially abundant in Australia. They are used for medicine, hardwood timber, tannins, fuel, forage, and dyes, as well as watersoluble gums used as thickening agents in processed foods and pharmaceuticals. They are fast growing and can reproduce aggressively. Most acacias live 20-30 years and bloom profusely when young. The blackwood acacia is one of the largest and longest-lived acacias – it can grow to 100 feet in its native Australia. Bottle Tree, Brachychiton. From Eastern Australia, four varieties are common in California - Kurrajong, Illawarra flame tree, lacebark, and Queensland bottle tree. The trunks bulge in the middle, bloom erratically, and only on a portion of the canopy. Australian Aborigines roasted the seeds and used the fiber from the bark for baskets and ropes. California Laurel, Umbellularia californica. In Oregon, this tree is known as Oregon myrtle, while in California it is called California bay laurel, California bay, or California laurel. The tree inhabits redwood forests, California mixed woods, yellow pine forest, and oak woodlands, usually in or near riparian areas. The species is very shade tolerant. It is reduced to a shrub in extreme dry and hot habitats, but typically reaches between 20 and 45 feet. The tree releases terpenes that kill off competing plants which can somewhat limit understory plants and tolerates serpentine or clay soils. California Bay Laurel is an evergreen tree in the Lauraceae family that is native to coastal forests of California at elevations from 0-5000 feet. This large hardwood tree is the sole species in the genus Umbellularia. The tree's pungent leaves have a similar flavor to bay leaves, though stronger, and it may be mistaken for bay laurel. Use sparingly. The fruit, also known as "California bay nut", is a round and green berry about one inch in diameter. Under the thin, leathery skin, it consists of an oily, fleshy covering over a single hard, thin-shelled pit, and resembles a miniature avocado. Umbellularia is in fact closely related to the avocado's genus Persea, within the family Lauraceae. The fruit ripens around October–November in the native range. California Bay has long been valued for its many uses by Native Americans throughout the tree's range. Poultices of California Bay leaves were used to treat rheumatism and neuralgias. A tea was made from the leaves to treat stomach aches, colds, sore throats, and to clear up mucus in the lungs. The fatty outer flesh of the fruit, or mesocarp, is palatable raw for only a brief time when ripe. Roasted, shelled "bay nuts" were eaten whole, or ground into powder and prepared as a drink which resembles unsweetened chocolate. In the wild, Dusky footed woodrats line their nests with bay leaves to ward off insects. The tree is a host of the pathogen that causes sudden oak death. California Pepper, Schinus molle - Also known as Peruvian pepper, American pepper, Peruvian peppertree, escobilla, false pepper, molle del Peru, pepper tree, peppercorn tree, California pepper tree, pirul, Peruvian mastic and pepperina. The California Pepper is a quick growing evergreen tree that grows to 50 feet (15 meters) that is native to the Peruvian Andes. It is the largest of all Schinus species and potentially the longest lived. It has, however, become widely naturalized around the world where it has been planted. It is known for its strong wood used for saddles. It was part of the Spanish colonies' supply sources for saddles and was used as an ornamental and for spice production. Schinus molle is a droughttolerant, long-lived, hardy evergreen species that has become a serious invasive weed internationally. The bright pink fruits of Schinus molle are often sold as "pink peppercorns" although it is unrelated to true pepper (Piper nigrum). The word molle in Schinus molle comes from mulli, the Quechua word for the tree. The tree has distinctive grayish bark that twists and dips, sap, and colorful red berries that have been used to make chicha (Incan alcohol), to dye cloth, and as a medicine. The leaves, however, can be toxic. Camphor Tree, Cinnamomun camphora - This is an evergreen tree native to Asia, but it has been introduced to many other countries. In Japan, there are five known camphors with circumferences over 60 feet, with the largest measuring in at just under 80 feet! They have an estimated lifespan of 150 years. Camphor trees are planted around the world as ornamentals in parks and gardens and they are considered naturalized in many places, but in subtropical climates like Florida, they can become invasive. Camphor is a white crystalline substance, obtained from the tree C. camphora. Camphor has been used for many centuries as a culinary spice, a component of incense, and as a medicine. It is also an insect repellent and a flea-killing substance, as well as used in the production of smokeless gunpowder and celluloid. Canary Island Date Palm, Phoenix canariensis - Phoenix canariensis is a species of flowering plant in the palm family Arecaceae, native to the Canary Islands. It is a relative of Phoenix dactylifera, the true date palm. It is the natural symbol of the Canary Islands, together with the canary Serinus canaria. Mature P. canariensis are often used in ornamental landscaping and are collected and transplanted to their new planting location. In some areas, it has proven to be an invasive plant. In Bermuda and the United States (Florida and California) it is considered naturalized. Fossil history proves that date palms have been on Earth for over 50 million years. The first evidence of date palm cultivation dates back 9000 years. Triumphal processions in ancient Rome most likely used the fronds of the date palm to symbolize victory. Dates were introduced to California and Mexico by the Spaniards in 1765. One cultivar sprouted from a seed that was 2000 years old, giving the date palm the record for the oldest viable seed in the world. Reflecting the maritime trading heritage of Britain, imported chopped dates are added to, or form the main basis of a variety of traditional dessert recipes including sticky toffee pudding, and date and walnut loaf. Dates are mentioned more than 50 times in the Bible and 20 times in the Qur'an. Many Jewish scholars believe that the "honey" reference in the Bible to "a land flowing with milk and honey" (Exodus chapter 3) is actually a reference to date "honey", and not honey from bees. In Islamic culture, dates and yogurt or milk are traditionally the first foods consumed for Iftar after the sun has set during Ramadan. Canary Island Pine, Pinus canariensis – This is a large evergreen tree native to the outer Canary Islands in the Atlantic Ocean. It is one of the most drought tolerant conifers, existing in climates with as little as 7.9 inches (200 mm) of rainfall annually. It is the tallest tree in the Canary Islands, but due to overcutting in the past, not many of the largest trees remain. In its native habitat, it serves as an important part of the island water cycle, where the extremely long needles trap condensation from the moist air coming off the Atlantic and drop it onto the soil, where it is quickly absorbed and filters down to the aquifers. The Canary Island Pine is a popular ornamental street tree around the world due to its drought tolerance and impressive height. Carob Tree, Ceratonia siliqua. Native to Northeastern Africa, this evergreen tree can grow up to 40 feet tall. Female trees produce brown, flattened legumes. The fruit is high in sugar and protein. The seeds, which are uniform in size and weight (about 5 seeds per gram), were the original jeweler's carat weight. The fruit is processed into flour and used as a chocolate substitute in candy. Catalina Ironwood, Lyonothamnus floribundus ssp. Asplenifolius - This is an attractive and unique tree with fern-like fringy leaves native to the Channel Islands off California. In ornamental landscapes, it is a fast-growing tree that can reach heights of 25 feet to 50 feet tall with a tall and upright form, but if alternate shoots are not trimmed off the trunk, it may end up with many trunks and a large canopy of 25-35 feet. Creamy white flowers appear in early spring. The leaves are especially appealing, often pinnately divided into 3-7 leaflets with deeply lobed margins. Chinese Elm, Ulnus parvifolia - Native to Asia, this is a small to medium deciduous or semi-deciduous (rarely semi-evergreen) tree growing to 33-59 feet (10–18 meters) tall and 49-66 feet (15–20 meters) wide with a slender trunk and crown. It is a perfect shade tree where there is limited space for the trunk. It is also called the Lacebark because of its distinctive lacey bark. Elms, hickory and ash all have remarkably hard, tough wood that has made them popular for use as tool handles, bows and baseball bats. Chinese elm is considered the hardest of the elms. It is highly resistant, but not immune to Dutch Elm Disease. Dutch Elm Disease was inadvertently introduced to North America when a shipment of diseased elm carrying Elm Beetles was accepted in NY in 1928. The disease was mainly contained to within 150 miles of NYC with quarantine and sanitation until 1941, when war demands took away the funding. The disease then spread rapidly, killing 75% of an estimated 77 million trees by 1990 (an estimated 58 million trees). Chinese Fan Palm, Livistona chinesis - The Chinese fan palm or fountain palm, is a species of subtropical palm tree of east Asia. Because it is native to southern Japan, Taiwan, and the Ryukyu Islands, it is sometimes called a Japanese fan palm. The palm can attain heights of about 30 to 50 feet (9 to 15 m) and a spread of 12 feet (4 m). The leaves are fan shaped. This palm is cultivated worldwide as an ornamental. Chinese Pistache, Pistacia Chinesis - NOT related to the pistachio, this tree is a member of the cashew family. Native to China, it is popular as an ornamental for its spectacular fall foliage and its drought/frost/sun/soil tolerance. The trees occur as either male or females, but the females are sometimes avoided due to their clumps of berries they can drop profusely in the fall. The pollen given by the males is an allergen to many people. Both males and females provide spectacular fall foliage before dramatically dropping their leaves. Chinese Tallow – Triadica sebifera - Common names are: Chinese tallow tree, popcorn tree, chicken tree, Florida aspen, Vegetable tallow, and white wax berry. Chinese Tallow is native to China, grows 30-40 feet tall, is deciduous, and provides fall color. The tree, however, is invasive and invades wildland areas and rapidly replaces the natural communities. Originally planted as a shade tree in urban areas, it can threaten wildlife habitat and crowd out native vegetation. It is only beginning to invade riparian areas of California, but is considered a major invasive species in the south. Coast Live Oak, Quercus agrifolia, is a beautiful evergreen oak that grows predominantly west of the central valleys, as far north as Mendocino County, and as far south as northern Baja California in Mexico. This tree typically has a trunk with many branches and reaches a mature height of 35-100 feet. Some specimens may attain an age exceeding 250 years, with trunk diameters up to three or four meters. Its form is highly variable, making it sometimes difficult to identify, and younger trees are often shrubby. The trunk, particularly for older individuals, may be highly contorted, massive, and gnarled. The Coast Live Oak is one of the only California native oaks that thrives in the coastal environment, although it is rare on the immediate shore. It enjoys the mild winter and summer climate afforded by ocean proximity, and it is somewhat tolerant of aerosol-borne sea salt. The coastal fog supplies relief from the rainless California summer heat. Due to its versatility and tolerance, as well as its tall and stately nature, the Coast Live Oak is widely planted in urban and suburban areas. It is also well documented that the Coast Live Oak takes in a larger percentage of toxins and pollutants from the environment than many other trees, and therefore is ideal in city settings. There is a movement currently to re-oak California with Coast Live Oaks. The Spanish name for this tree is 'encinas' and it has given name locations to many locations throughout this state. Even one of Sunnyvale's first names was Encinal which means Oaks (The others being 'Murphy Station' and 'City of Destiny'). The post office on Fremont Avenue is called Encinal Station. Coast Redwood, Sequoia sempervirens - One of three trees in the Cypress family classified as Redwoods (due to reddish bark). The other two are the Giant Sequoia (Sequoiadendron giganteum) and the Dawn Redwood (Metasequoia glyptostroboides). The Giant Sequoia are the largest trees in the world and are found on the west slope of the Sierra Nevada. The Dawn Redwood was thought to be extinct until it was discovered flourishing in the 1940's in China. The Dawn Redwood is deciduous in its native habitat, unlike the other two. All three species are remnants of a vast prehistoric forest of conifers that covered much of North America and Europe until the last ice age limited their range. The amazing Coast Redwood trees can live over 2000 years and obtain heights of almost 400 feet. They are the tallest living things on earth and one of the fastest growing conifers. Redwood fossils date back more than 200 million years. In reference to their longevity, the name "sempervirens" means always flourishing. The Coast Redwood is home only on the Pacific Coast, from Monterey to Southwest Oregon, ideally in deep valleys and gullies with year-round streams and heavy fog. Redwood bark is very thick and fire resistant. The lumber has been used as railroad ties and trestles due to its resistance to rot (due to terpenoids and tannins). Due to heavy logging, only 5% of the original old-growth forest remains. There are approximately 230 known albino redwoods in California that completely lack chlorophyll but can survive when fed nutrients from other trees through the interlaced root network. Copper Beech, Fagus sylvatica purpurea - Native to Europe, this beautiful tree is used worldwide as an ornamental for its unique foliage that begins orangeycopper, then holds a deep plum-wine color all summer long before going fiery again in the last gasps before winter. The European Beech is often chosen over the American because it is faster growing - it will grow in 30 years to the same size that the American grows in 40. It is a tree that has a long maturation period, and a crop of beech nuts won't appear on the tree until 30 years have passed. The copper beech will gradually grow to occupy great space, with a mature tree topping out over 50 to 70 feet tall and almost as wide, but specimens have been found that were over 100 feet tall. The wood it produces is good for everything except heavy structural support. Cork Oak, Quercus suber - This gorgeous, long living tree is the source of the cork harvested for wine bottles, flooring, and many other products. Native to the Mediterranean region, its thick, insulating bark protects it from forest fires. Cork oaks commonly live more than 200 years. The largest and oldest living specimen is a tree in Spain that is dated at 234 years old and requires five people holding hands to encircle it. Virgin cork (or 'male' cork) is the first cork cut from generally 25-year-old trees. Another 9 to 12 years is required for the second harvest, and a tree can be harvested about twelve times in its lifetime. Cork harvesting is done entirely without machinery, being dependent solely on human labor. The cork left after stoppers have been made is used to make a wide range of products, including insulation panels, floor and wall tiles and sound-proofing in the car industry, as well as for handicrafts and artistic uses. The thick bark is the tree's adaptation to the endemic forest fires of its native habitat. When such a fire occurs, the bark protects the tree, and it merely has to regrow the canopy. Crape Myrtle, Lagerstroemia - Over 50 varieties of this beautiful flowering tree exist, with long lasting flowers ranging from white, yellow, to pink, purple and red and even blue. Native to Southeast Asia, Australia and Oceania, these trees are planted worldwide as ornamentals. They can be from 1 - 100 feet tall and are extremely variable in appearance. They can be pruned into all kinds of shapes and sizes and make wonderful living screens and fences. Dawn Redwood, Metasequoia - A fast-growing deciduous tree, one of three species of conifers known as redwoods, and the sole living species in its genus. It is native to Lichuan county in Hubei province, China. Although the shortest of the redwoods, it grows to at least 165 feet (50 meters) in height. Local villagers refer to the original tree from which most others derive as Shui-sa, or "water fir", which is part of a local shrine. Until 1944 it was believed to be extinct, but then a vast forest of the trees was discovered in remote China. It differs from the two other species of Redwoods in that it loses its needles in the winter and often resembles a dead tree until growth resumes in spring. Not all Dawn Redwoods outside of China lose their needles, and it is thought that the northern latitude and the quality or angle of sunlight play a role in this. The dawn redwood has become a popular ornamental and somewhat of a novelty tree, with examples found in various parks in a number of countries. Deodar Cedar, Cedrus deodara - Also known as the Himalayan cedar, it is a species of cedar native to the Himalayas. It grows at altitudes of 1,500–3,200 m (5,000–10,000 ft). It is a large evergreen coniferous tree reaching 130-160 feet (40–50 m) with a trunk up to 10 feet (3 m) in diameter. It has a conic crown with level branches and drooping branchlets. The botanical name, which is also the English common name, derives from the Sanskrit term devadāru, which means "wood of the gods", a compound of deva "god" and dāru "wood and tree." Deodar is in great demand as building material because of its durability, rotresistant character and fine, close grain, which is capable of taking a high polish. Despite its durability, it is not a strong timber, and its brittle nature makes it unsuitable for delicate work where strength is required, such as chair-making. The inner wood is aromatic and used to make incense. Inner wood is distilled into essential oil. As insects avoid this tree, the essential oil is used as insect repellent on the feet of horses, cattle, and camels. It also has antifungal properties and has some potential for control of fungal deterioration of spices during storage. The outer bark and stem are astringent. Cedar oil is often used for its aromatic properties, especially in aromatherapy. Its applications include soap perfumes, household sprays, floor polishes, and insecticides. Douglas Fir, Pseudotsuga menziesii - The Douglas fir is an evergreen conifer species in the pine family, Pinaceae. It is native to western North America and is also known as Douglas-fir, Douglas spruce, Oregon pine, and Columbian pine. Despite its common names, it is not a true fir (genus Abies), spruce (genus Picea), or pine (genus Pinus). It is also not a hemlock; the genus name Pseudotsuga means "false hemlock". Douglas fir is native and can be found along the coast from Central California to Canada. Douglas-firs are medium-size to extremely large evergreen trees, 70-330 feet (20–100 m) tall and up to 8 feet (2.4 m) in diameter. The largest coast Douglas-firs regularly live over 500 years, with the oldest specimens living for over 1,300 years. Douglas fir grows tall and straight. In fact, it is the tallest conifer in the Northwest, growing to over 300 feet (90 meters). Only redwoods in California grow to a greater height. Douglas fir is also the most common and widely distributed species in the Pacific Northwest. It thrives in direct sunlight but is shade intolerant. It naturally propagates from seeds on bare ground in areas destroyed by fire. Douglas fir is an important timber tree because its strength makes it ideally suited for structural timbers and framing lumber in home construction. Douglas fir is also a popular Christmas tree. As the scientific name indicates, Douglas fir is not classified as a fir (Abies). It has been called a pine, hemlock and spruce. It is more closely related to the larch than any of these. Its scientific name changed 21 times as botanists attempted to determine the correct classification for the species. Although it has blisters in its bark like the true firs, in many other respects it is quite unlike the firs. The cones look more like hemlock or spruce cones than fir cones. But other differences clearly distinguish it from the hemlocks and spruces. Douglas Fir cones are unique and can be used to quickly identify the tree. Legend says that a long time ago there was a large fire in the forests of the west. Many animals were running around frantically trying to escape the flames. Tiny mice, not fast enough to outrun the fire, were trying to find shelter in various trees. The mice approached many trees asking for their help and were continuously denied. Finally, they approached the large and mighty Douglas fir tree and asked if they could take shelter amongst its branches. The Douglas fir agreed to help the mice and allowed them to hide in its cones. The mice survived the fire, and to this day, if you examine a Douglas fir cone you can see the tails of the mice sticking out of the scales of a cone. Eucalyptus – see Southern Blue Gum Eucalyptus European Hornbeam, Carpinus betulus - A European hornbeam is native to Western Asia and central, eastern, and southern Europe, including southern England. It requires a warm climate for good growth and occurs only at elevations up to 1969 feet (600 meters). It grows in mixed stands with oak, and in some areas, with beech. Hornbeam was also known as 'Yoke Elm'. The wood is heavy and hard and is used for tools and building construction. It also burns hot and slowly, making it very suitable for firewood. Ginkgo, Ginkgo biloba - This is a very special and unique tree, also called the maidenhair tree. Each individual tree can live up to 3000 years, and the species has existed since the time of the dinosaurs. Fossilized ginkgo leaves date back to 270 million years ago! The leaves are unique amongst trees in the lack of a central vein. This tree survives and adapts well, tolerating heat, air pollution and soil salt. The female trees drop ginkgo nuts - some people consider the nuts to have an unpleasant odor, and some people consider them a delicacy. Ginkgo trees offer a lovely rippling effect with wind and turn dramatic yellows in the fall. Golden Raintree, Koelreuteria paniculata - Common names include goldenrain tree, golden raintree, pride of India, China tree, and the varnish tree. A species of flowering plant, it is native to eastern Asia, China and Korea. It was introduced in Europe in 1747, and to America in 1763, and has become a popular landscape tree worldwide. It is a small to medium-sized deciduous tree growing up to 23 feet (7 m) tall, with a broad, dome-shaped crown. The leaves are pinnate and the flowers are yellow, with four petals. The fruit is a three-part inflated bladderlike pod that is green, then ripening from orange to pink in autumn. It contains several dark brown to black seeds. It is popularly grown as an ornamental tree in temperate regions all across the world because of the aesthetic appeal of its flowers, leaves and seed pods. Holly, Ilex - Holly is a genus with 560 species of evergreen or deciduous trees, shrubs, and climbers from tropics to temperate zones worldwide. The Ilex aquifolium, the common European holly, is used in Christmas decorations and cards. Plants in this genus have simple, alternate glossy leaves, frequently with a spiny leaf margin. The inconspicuous flower is greenish white, with four petals. They are generally dioecious, with male and female flowers on different plants. The fruits ripen in winter and thus provide winter color contrast between the bright red of the fruits and the glossy green evergreen leaves. The fruits are generally slightly toxic to humans but they are an important food source for birds and other animals, which help disperse the seeds. Holly Oak, Quercus ilex (also known as holm oak). Native to the Mediterranean, this is one of the most widely planted non-native oaks in California. The wood from these trees is hard, tough, and perfect for general construction. These are one of the top three trees used for truffle orchards. The acorns are also an important food for pigs in the Iberico ham industry in Spain. Honey Locust, Gleditsia Triacanthos - Although native to moist river valleys in North America, in many places in the US and especially in Australia, it is considered invasive, due to its extreme tolerance, easy transplantation and weedlike growth in sub-tropical climates. It is a relatively short-lived tree (around 120 years), but it is popular as an ornamental, due to its unique yellowish coloring, fringy leaves, interesting zig-zag branch pattern and immense shade from mature trees. The name stems from the sweet legume pulp found in the seed pods that were both food and medicine for Native Americans. There is currently a niche market for honey locust furniture. Italian Alder, Alnus cordata is a tree or shrub species belonging to the birch family Betulaceae, and native to Italy. See Alder. Italian Cypress, Cupressus sempervirens - Also known as Mediterranean cypress, this Mediterranean tree is long-lived with slim, dark green appearance. It has highly scented and durable wood. The tree is often used as as an accent tree or for screening. Italian Stone Pine, Pinus pinea - A tree prehistorically native to Africa, when the climate was less arid, but is nowadays considered native to the Mediterranean. It has also become naturalized in areas as diverse as North Africa, the Canary Islands, South Africa and New South Wales. Recognized by its umbrella-like canopy and its edible pine nuts, Stone pines are widespread in horticultural cultivation as ornamental trees, planted in gardens and parks around the world. They are notable amongst pine trees as having the longest maturation rate for their cones with the pine nuts of three years. The tree is among the symbols of Rome, where many historic Roman roads, such as the Via Appia, are embellished with lines of stone pines. Stone pines were planted on the hills of the Bosphorus strait in Istanbul for ornamental purposes during the Ottoman period. In the 1700s, they were introduced as an ornamental tree to other Mediterranean climate regions of the world and are now often found in gardens and parks in South Africa, California, and Australia. Jacaranda, Jacaranda mimosifolia – A genus of 49 species of flowering plants in the family Bignoniaceae, it is native to tropical and subtropical regions of Mexico, Central America, South America, Cuba, Hispaniola, Jamaica, and the Bahamas. This magnificent South American tree was first brought to South Africa in 1880 to add a splash of ornamental color to the dusty palette of the savannah, but it became so comfortable there that it is now considered invasive. In the native habitat, they are deciduous, not because of cold winters, but because of the monsoonal wet and dry seasons. They briefly drop their leaves at the end of the dry season, then leaf up again when the rains come. Trees vary greatly in form, from being shrublike to 100 foot tall trees, with blue to blue-purple flowers. White flowers are also possible, although extremely rare. Several species are widely grown as ornamental plants throughout the subtropical regions of the world, valued for their intense flower displays. The most often seen is the Blue Jacaranda, Jacaranda Mimosifolia. The generic name is also used as the common name. Japanese Black Pine, Pinus thungergii – This tree is native to coastal areas of Japan and South Korea. This is a widely adapted plant with dark green foliage. Black pines can reach the height of 130 feet (40m), but rarely achieve this size outside its natural range. Bark is gray on young trees, changes to black and plated on larger branches and the trunk, becoming quite thick on older trunks. Because of its resistance to pollution and salt, it is a popular horticultural tree. In Japan it is widely used as a garden tree both trained as Niwaki and untrained growing as an overstory tree. The trunks and branches are trained from a young age to be elegant and interesting to view. It is one of the classic bonsai subjects. Japanese Fan Palm, Livistona chinesis – See Chinese Fan Palm Japanese Flowering Cherry, Prunus serrulata - These are very beautiful and iconic trees, but also prone to diseases and pests. They are bred for their flowers, not fruit, so while considered an ornamental, many of them actually produce small, bitter fruit that humans don't eat, but birds like. In Japan, they are often planted in parks and other public spaces and tend to attract crowds during their spectacular blooming period, which can be as short as one week or up to a month. Cherry blossom festivals in Japan also tend to be solemn occasions, where people think about the brief and ephemeral qualities of life as symbolized by the shortlived colorful eruption of the trees. They are often featured in Eastern art and poetry. However, they do not traditionally appear in private gardens, where plants are chosen for their year-round appeal. The trees themselves are short-lived as well, with most species surviving under 40 years. With over 100 cultivars, these trees have had an amazing amount of diversity bred into the petals. They range from simple, single and somewhat sparse blossoms to dense, double, and spectacular blossoms. The blossoms themselves tend to change color, starting off at their darkest and fading. Japanese Maple, Acer palmatum - This is an incredibly variable, much cultivated tree native to Japan. There are over 700 cultivars available, ranging from bonsai to bushes to small trees of all shapes and sizes, with many different attributes in their coloring and leaves. Japanese maples make good garden trees, as they are happy in containers (as long as they have a constant source of water). They also are excellent neighbors with companion plants due to their non-invasive roots. Japanese Pagoda Tree, Styphnolobium japonicum – Despite its name, this tree is native to China and is also known as the Chinese Scholar Tree and honey tree. It is a popular ornamental tree in Europe, North America and South Africa, grown for its white flowers which bloom in late summer after most other flowering trees have long finished flowering. It grows into a lofty tree 33 to 66 feet (10–20 m) tall with an equal spread, and produces a fine, dark brown timber. The tree is deciduous, and forms seed pods that look like hanging beads. Its dried leaves constitute one of the 50 fundamental herbs used in Chinese medicine (huai hua mi). The Guilty Chinese Scholar Tree was a historic pagoda tree in Beijing, from which the last emperor of the Ming dynasty, Chongzhen, hanged himself. Liquidambar styraciflua – Also known as American storax, hazel pine, bilsted, redgum, satin-walnut, star-leaved gum, alligatorwood, or simply sweetgum, this tree is native to the southeastern U.S. It is a fast-growing deciduous tree which provides welcome shade. It is one of the few trees that gives the west a true display of fall foliage, when the five-pointed, maple-like leaves change to vibrant colors of yellow, orange, red and brown. The liquidamber prefers deep, welldrained soil and abundant water. The tree drops prolific, spiked, seed capsules that can be dangerous, known as "pokey balls" to children or as spiked fruit that persists for a long time after being dropped by the tree. These are quite painful to walk on barefoot and can be dangerous even with shoes, as many rolled ankles and falls have been attributed to them. In fact, these trees are banned in many cities specifically for these reasons. Lombardy Poplar, Populus nigra "Italica" - This is a species of cottonwood poplar native to Europe, Asia and northern Africa. It is a member of the willow family and is related to the famous 'quaking aspens' (Populus tremoides). This species of poplar is tall and thin, its shape is columnar. Lombardy poplar trees grow rapidly and can grow to a mature height of up to 60 feet, spreading around 12 feet. However, most are killed by canker disease within 15 years, so large specimens are hard to find. Despite its quick growth and attractive fall color display, Lombardy poplars have disadvantages, including the tree's susceptibility to diseases and pests. London Plane Tree, Platanus x acerifolia - Having distinctive mottled trunks with large leaves similar to Maples, the London plane is very tolerant of atmospheric pollution and root compaction. For this reason, it is a popular urban roadside tree. It was planted extensively in Victorian times to weather the pollution of London. It is now extensively cultivated in most temperate latitudes as an ornamental and parkland tree. There are so many London Plane trees in New York City (over 10% of the city's trees), that it is now restricted for use as a street tree. It creates magnificent displays of foliage in mature trees. It is a hybrid of the western sycamore (Platanus occidentalis) and Platanus acerfolia. The London Plane and Western Sycamore are distinguishable from each other almost immediately by location, with California sycamores naturally growing only in wet areas and London plane trees almost exclusively planted in urban areas. Maple, Acer - Acer is a genus of trees and shrubs commonly known as maples. The genus is placed in the family Sapindaceae. There are approximately 132 species, most of which are native to Asia, with a number also appearing in Europe, northern Africa, and North America. Only one species extends to the Southern Hemisphere. The maples usually have easily recognizable palmate leaves and distinctive winged fruits. Maple syrup is made from the sap of some maple species. Most maples are trees growing to a height of 30-140 feet (10–45 m). Others are shrubs less than 30 feet tall with a number of small trunks originating at ground level. Most species are deciduous, and many are renowned for their autumn leaf color, but a few in southern Asia and the Mediterranean region are evergreen. Most are shade-tolerant when young and are often riparian, understory, or pioneer species rather than climax overstory trees. There are a few exceptions such as sugar maple. The distinctive fruits are called samaras, "maple keys", "helicopters", "whirlybirds" or "polynoses". These seeds occur in distinctive pairs each containing one seed enclosed in a "nutlet" attached to a flattened wing of fibrous, papery tissue. They are shaped to spin as they fall and to carry the seeds a considerable distance on the wind. People often call them "helicopters" due to the way that they spin as they fall. During World War II, the US Army developed a special airdrop supply carrier that could carry up to 65 pounds (29 kg) of supplies and was based on the maple seed. Mayten Tree, Maytenus boaria - The Mayten Tree is native to waterways in arid and semiarid regions of Chile, Argentina, and Peru. The name "Maytenus" comes from 'mantun', the Mapuche Indian name for this species. The specific epithet 'boaria' meaning "of the cattle" is in reference to cattle's preference for the foliage of this plant as forage. A very attractive evergreen tree, it grows to about 30 feet tall and spreads to nearly an equal width with a rounded crown and weeping and pendulous branches of small bright green leaves that are held perpendicular to the stem. Tiny yellow flowers that appear in winter are inconspicuous and sometimes followed by small brown capsules containing red seeds. This plant makes it a good substitute for the Weeping Willow because it requires less water, and its roots are not invasive. Melaleuca, Melaleuca quinquenervia - A genus of nearly 300 species of evergreen plants in the myrtle family, Myrtaceae, commonly known as paperbarks, honey-myrtles or tea-trees (although the last name is also applied to species of Leptospermum). They range in size from small shrubs that rarely grow to more than 3 feet high, to trees up to 100 feet. Their flowers generally occur in groups, forming a "head" or "spike" resembling a brush used for cleaning bottles, containing up to 80 individual flowers. Native mainly to Australia, Melaleucas are planted world-wide as ornamentals due to their adaptability, tolerance, and beauty. However, people living under them often find that they need constant maintenance, as they drop organic matter seemingly all year long. Most have distinct oil glands dotted in the leaves, making the leaves aromatic, especially when crushed. Mexican Fan Palm, Washingtonia robusta - The Mexican fan palm or Mexican washingtonia, is a palm tree native to western Sonora and Baja California Sur in northwestern Mexico. It is grown as an ornamental tree, reaching 80-90 feet tall. Potential longevity may exceed 500 years in its native habitat. These palms have been planted throughout California and can be seen in iconic images of Los Angeles. Monkey Puzzle Tree, Araucaria araucana - Also known as the monkey tail tree, piñonero, or Chilean pine, this is an evergreen tree native to central and southern Chile and western Argentina. Araucaria araucana is the hardiest species in the conifer genus Araucaria. Once established, these trees can live up to 1000 years. Because of the longevity of this species, it is described as a living fossil. It is also the national tree of Chile. It is often planted as an ornamental tree for its unique branches covered with scaly, triangular leaves resembling those of a succulent. Interestingly, each leaf has an average lifespan of 24 years. The origin of the popular English language name "monkey puzzle" derives from its early cultivation in Britain, about 1850, when the species was still very rare in gardens and not widely known. Sir William Molesworth, the proud owner of a young specimen at Pencarrow garden near Bodmin in Cornwall, was showing it to a group of friends, one of them – the noted barrister and Benthamist Charles Austin – remarked, "It would puzzle a monkey to climb that". As the species had no existing popular name, first "monkey puzzler", then "monkey puzzle" stuck. Monterey Pine, Pinus radiata - Native to central California and Mexico, these pine trees, like many others, need fire to open their cones and release the seeds. The wood is a medium softwood, and roots totaling 39 feet in length have been found. In Pacific Grove, wintering Monarch butterflies have been known to stay in a particular group of Monterey pines year after year. When exposed to the harsh temperatures, wind, and salt spray of the ocean, the Monterey pine may display stunted growth with gnarled branches. Norfolk Island Pine, Araucaria heterophylla (synonym A. excelsa)- Native to Norfolk Island in the Pacific Ocean, this tree is both highly adaptable and highly resistant to salt. The tree has a symmetrical shape and is a slow growing tree that can reach up to 200 feet. Originally esteemed for a long and straight trunk, the wood was found to be too soft for use as ship masts. But the trees have luxurious foliage, and they were used as religious symbols by missionaries among Indigenous populations due to the branches forming what resembles a cross up on top. Ohio Buckeye, Aesculus glabra - Also known as the horse chestnut, this tree played a role in the history of the American frontier and has become part of the cultural identity of people from Ohio. The first tree west of the Ohio River that was felled by a settler (in 1788) was said to have been a Buckeye. Carrying a Buckeye nut in one's pocket is said to bring good luck, and the tree has become so ingrained in Ohio folklore that both people from Ohio and the mascot of Ohio State University are Buckeyes. A native of the Midwestern and Great Plains states, trees found in the open may reach 60 feet tall by 30 feet wide, but as a native understory it is often half that size. As a member of the Horse chestnut Family, it is related to other Horse chestnuts and Buckeyes, including hybrids between the species. Pittosporum, Pittosporum – The nearly 200 species in the genus Pittosporum occur in tropical and subtropical regions of the world. Most of California's pittosporum are from Australia and New Zealand. They have attractive evergreen foliage, with a variety of shapes and sizes. The name pittosporum comes from the Greek words for pitch and spore – the seeds are embedded in a resinous, viscous fluid that helps them stick to birds and be dispersed over great distances. This attribute has helped pittosporum to become naturalized weeds in California and elsewhere. Ponderosa Pine, Pinus ponderosa - Commonly known as the ponderosa pine, bull pine, blackjack pine, western yellow-pine, or filipinus pine, it is a very large evergreen tree native to mountainous regions of western North America. It is the most widely distributed pine species in North America and succeeds in a variety of habitats. There are five subspecies, which have different ranges and characteristics, but all grow in an erect form. The Ponderosa Pine was first documented in modern science in 1826 in eastern Washington near present-day Spokane (of which it is the official city tree). The fire cycle for ponderosa pine is 5 to 10 years, in which a natural ignition sparks a low-intensity fire. Low, once-a-decade fires are known to have helped specimens live for half a millennium or more. The tree has thick bark and its buds are protected by needles, allowing even some younger individuals to survive weaker fires. In addition to being adapted to dry, fire-affected areas, the species often appears on the edges of deserts as it is comparatively drought resistant, partly due to the ability to close its leaf pores. It can also draw some of its water from sandy soils. Despite being relatively widespread in the American West, it is intolerant of shade. Purple Leaf Plum, Prunus cerasifera - Also known as cherry plum, this tree is in the rose family. It is deciduous and grows up to 25 feet tall. In addition to purple foliage, the tree also produces small dark purple fruit. The fruit is sour and is often used in jams. Native to Southeast Europe and Asia. It is an ornamental tree with early flowering. Numerous cultivars have been developed. Raywood Ash, Fraxinus angustifolia subsp. oxycarpa - Also known as claret ash, this is a cultivar of ash tree. The original seedling was discovered near a group of assorted ash trees in South Australia about 1910, and later grown at the nearby property. The tree was introduced to Britain in 1928 and to North America in 1956, although it did not become widely available there until 1979. The tree grows to around 40-60 feet (15–20 m) and has dark green leaves that turn to a dark claret in the autumn. Red Oak, Quercus rubra - Commonly called northern red oak or champion oak, this is an oak in the red oak group. It is a native of North America, in the eastern and central United States and southeast and south-central Canada. Under optimal conditions and full sun, northern red oak is fast-growing and trees can grow as tall as 140 feet. Trees may live up to 400 years. Northern red oak is easy to recognize by its bark, which features bark ridges that appear to have shiny stripes down the center. A few other oaks have bark with this kind of appearance in the upper tree, but the northern red oak is the only tree with the striping all the way down the trunk. The northern red oak is one of the most important oaks for timber production in North America. Quality red oak is of high value as lumber and veneer, while defective logs are used as firewood. Other related oaks are also cut and marketed as red oak, although their wood is not always of as high a quality. Quercus rubra is grown in parks and large gardens as a specimen tree. Saucer Magnolia, Magnolia x soulangea - First bred by French plantsman Étienne Soulange-Bodin (1774–1846), a retired cavalry officer in Napoleon's army, who liked the pretty pink flowers that emerge dramatically from its bare branches in spring. One variety 'Grace McDade" has blossoms that grow up to 14 inches across. Magnolia × soulangeana is notable for its ease of cultivation, and its relative tolerance to wind and alkaline soils (two vulnerabilities of many other magnolias). Shamel Ash, Fraxinus uhdei - Also known as evergreen ash or tropical ash, shamel ash is a fast-growing tree that can reach heights of up to 80 feet, with a spread of up to 60 feet. The tree is notable for its showy leaves, which may be up to 11-inches long and lined with up to 9 leaflets. A native of Southern California and Mexico, it can tolerate brief periods of temperatures as low as 20 degrees Fahrenheit, though it may drop leaves or suffer some branch dieback. Shamel ash does best in full sunlight, though young specimens can tolerate some shade. An Ash tree by the name of Yggdrasil plays an important role in the Viking creation myth. Like the Vikings, the Gaels also thought of the ash tree (which they called uinsinn, pronounced ooshin) as protective. Of the five legendary guardian trees of Ireland, three were ash. Ash is also the second most popular tree growing beside Irish holy wells, and on the Isle of Man ash trees were said to protect the purity of springs. Shumard Oak, Quercus shumardii - Also known as spotted oak, Schneck oak, Shumard red oak, or swamp red oak), it is one of the largest of the oak species in the red oak group. Shumard oak is native to the Atlantic coastal plain primarily from North Carolina to northern Florida and west to central Texas. Mature Shumard oaks typically reach heights of 80 to 110 feet (25 to 35 m), trunk diameter is typically 2-3 feet (60 to 100 cm), and crown width typically reaches 40-60 feet (12 to 18 m) in width. Trunks are relatively straight and vertical. They can live up to 480 years of age. Fall colors are relatively late. Shumard oaks begin to bear seeds at a minimum of 25 years of age, and the optimum age for seed development is 50. Acorns take between 1.5 and 3.0 years to fully mature and may go unnoticed during their early stages of development. Shumard oak is valued for commercial use as lumber, as a shade tree, and as a food source for various birds and mammals. It can tolerate and thrive in a wide range of soil types and pH levels. It is drought-resistant and prefers partial to full sunlight. Southern Blue Gum Eucalyptus, Eucalyptus globulus – This species of tall, evergreen tree is endemic to southeastern Australia. It has mostly smooth bark, juvenile leaves that are whitish and waxy on the lower surface, glossy green, lance-shaped adult leaves, glaucous (grayish-green in color, and sometimes having a light dusting of powder), ribbed flower buds arranged singly or in groups of three or seven, white flowers and woody fruit. There are four subspecies. Eucalyptus globulous was introduced to California in the mid-19th century, partly in response to the Southern Pacific Railroad's need for timber to make railroad ties and is prominent in many parks in San Francisco and throughout the state. Naturalists, ecologists, and the United States National Park Service consider it an invasive species due to its ability to quickly spread via seeds and displace native plant communities, although the United States Department of Agriculture does not list it among its "Invasive and Noxious plants" list in California. Local authorities, especially many fire departments across California, consider it to be a major fire hazard. Due to these factors, programs across the state of California have been established to remove all eucalyptus growth and restore native biomes in certain park areas, such as on Angel Island in San Francisco Bay, and in the hills of Oakland, California. Southern Magnolia, Magnolia grandiflora - This tree is native to the southeastern United States, from southeastern North Carolina to central Florida, and west to East Texas. In its native habitat with abundant water and space, this tree will reach up to 90 feet tall. It is a truly magnificent tree, with large glossy dark green leaves and large white fragrant flowers. It is considered an evergreen, as the leaves die individually and fall off year-round. The tree produces large seed pods and has a large root system. Once fallen, the leaves remain intact and even harden as they dry out, instead of crumbling like most leaves do. Until 2018, a Southern Magnolia from Andrew Jackson's own garden at the Hermitage graced the grounds of the White House. It was the oldest tree on the White House grounds and was so famous that it was for decades pictured on the back of the $20 bill as part of a view of the South Front. Sycamore, Planatus racemosa - Also called western sycamore, California sycamore, California plane tree and aliso (in Spanish). A much beloved shade tree native to riparian areas and wetlands in California and Baja California, this tree is prolific all over California and offers a dramatic change in autumn, when its large maple-like leaves fall. The American sycamore (Planatus occidentalis) has been crossed with the London plane tree (Planatus acerfolia) to create a tolerant, adaptable and beautiful street tree. Both types have bark that is an attractive patchwork of white, tawny beige, pinkish gray, and pale brown, with older bark becoming darker and peeling away. They are distinguishable from each other almost immediately by location, with California sycamores naturally growing only in wet areas and London plane trees almost exclusively planted in urban areas. Tipuana Tipu,Tipuana tipu - Also known as tipa, rosewood and pride of Bolivia, this is a South American tree. It is the only member of the genus Tipuana. Growing up to 100 feet (30 m) in height and 65 feet (20 m) wide, Tipuana tipu is well known for its use as a shade tree. The flowers are bright yellow in color and bloom only briefly in late summer. It is a deciduous tree, annually shedding all or most of its leaves and large "helicopter" pods from midwinter to spring. Tristiana Laurina – see Water Gum Tulip Poplar, Liriodendron tulipifera - Not related to the famous tulip, this tree is native to eastern North America and is the tallest eastern hardwood at an average of 160 feet, often with no branches for the first 80-100 feet, making it a very valuable timber tree. The flowers are erect, cup shaped and greenish-yellow (fading down to almost white). The tallest known specimen is 191 feet. The tree is quick growing without the problems of other fast-growing trees (i.e., weak wood and a shorter life). Tulip Poplars require a lot of sun. Valley Oak, Quercus lobata – The Valley Oak is a native, deciduous, and grows into the largest of North American oaks. It is only found in California and grows in the interior valleys and foothills. It is one of the two oak species that form the iconic picture of California, with green or golden hills and magnificent sprawling trees (the other being the Coast/Interior Live Oak). Mature specimens may attain an age of up to 600 years. This beautiful oak is remnant of an earlier time in the Santa Clara Valley, when the surrounding hills and valley itself were covered with mighty oaks. When General Gaspar de Portola y Rovira explored New Spain (later California el Norte) in the 1770s, he traveled inland from the area that is now Morgan Hill, crossing Santa Clara Valley to be one of the first Europeans to see the San Francisco Bay. He noted how his men did not come out from under the shade of the magnificent Oak trees all day, so dense was their coverage. However, the Valley Oak has not prospered along with the rest of Santa Clara Valley. The Valley and Coast Live oaks were heavily harvested for wood and to clear land for farming and housing. Water gum or kanooka tree, Tristaniopsis laurina - Native to Australia, Tristaniopsis laurina is cultivated as an ornamental. It is evergreen, can reach 25 feet in height, and is considered a good shade tree. Western Redbud, Cercis occidentalis – This deciduous shrub or small tree is native to California, Arizona, and Utah. It grows up to 15 feet tall and wide and is drought tolerant. The tree has heart shaped leaves and showy flowers in spring. White Alder, Alnus rhombifolia - White Alder is a member of the Birch family (Betulaceae) native to western North America, from Washington east to western Montana and south to San Diego County, occurring at altitudes of 100-2400 meters. It is a medium-sized deciduous tree growing to 50-80 feet (15-25 meters). See Alder. White Birch Betula papyrifera - Also known as paper birch and canoe birch, this is a short-lived species of birch native to northern North America. Paper birch is named for the tree's thin white bark, which often peels in paper like layers from the trunk. Paper birch is typically a short-lived species. It handles heat and humidity poorly and may live only 30 years in warmer areas, while trees in colderclimate regions can grow for more than 100 years. It is a medium-sized deciduous tree typically reaching 60 feet (20 m) tall. It will grow in many soil types, from steep rocky outcrops to flat muskegs of the boreal forest. Best growth occurs in deeper, well drained to dry soils, depending on the location. The flowers are windpollinated catkins. Paper birch is monoecious, meaning that one plant has both male and female flowers. The fruit matures in the fall and is composed of numerous tiny winged seeds packed between the catkin bracts. They drop between September and spring. Paper birch is often one of the first species to colonize a burned area within the northern latitudes. The wood is often used for pulpwood and firewood. Sources: Information obtained from arborists, online sources, and personal experience.	<urn:uuid:0608f156-a1dc-4ac7-92a5-aa9d972e53f1>	CC-MAIN-2022-40	https://www.sunnyvaletrees.org/wp-content/uploads/2022/04/Tree-Guide-2022.pdf	2022-10-03T05:41:50+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030337398.52/warc/CC-MAIN-20221003035124-20221003065124-00185.warc.gz	1,032,301,108	13,509	eng_Latn	eng_Latn	0.996973	eng_Latn	0.997479	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2269, 4926, 8049, 11449, 14784, 18036, 21260, 24650, 27741, 30802, 33882, 37179, 40176, 43278, 46450, 49344, 52797, 56138, 58974, 60204 ]	[ 2.671875, 2.84375 ]	1	1
P3 Quick Revision Questions H = Higher tier only SS = Separate science only Question 1 .... of 30 * Name the three states of matter Answer 1 .... of 30 Solid, liquid and gas Question 2 .... of 30 * What does density compare? Answer 2 .... of 30 Mass of materials with the same volume Question 3 .... of 30 * Why do solids have a higher density than liquids and gases? Answer 3 .... of 30 The particles in a solid are more tightly packed Question 4 .... of 30 * What is the equation for density? Answer 4 .... of 30 Question 5 .... of 30 * Calculate the mass of 5 m 3 of water. The density of the water is 1000 kg/m 3 Answer 5 .... of 30 m=pV = 1000 kg/m 3 x 5 m 3 = 5000kg Question 6 .... of 30 * If a 2cm 3 cube of soft rubber had a mass of 8.82g, its volume would be 2cm x 2cm x 2cm (8cm 3 ), what is the density? Answer 6 .... of 30 8.82g/8.0cm 3 = 1.1g/cm 3 Question 7 .... of 30 * Define sublimating Answer 7 .... of 30 The change from solid to gas without going through the liquid state Question 8 .... of 30 * What happens to the speed of the molecules in a liquid as it warms up? Answer 8 .... of 30 The speed increases Question 9 .... of 30 * How can sweating help reduce the body temperature? Answer 9 .... of 30 The evaporation of sweat from our skin produces cooling. The faster molecules with more energy escape from the surface and leave the slower molecules with less energy. Question 10 .... of 30 * Draw models of particles in the three states of matter Answer 10 .... of 30 Question 11 .... of 30 * Define the internal energy Answer 11 .... of 30 The internal energy of a system is the total kinetic energy and potential energy of all the particles in the system Question 12 .... of 30 * What are two changes occur to particles when a liquid is heated? Answer 12 .... of 30 More kinetic energy Attract each other more strongly Question 13 .... of 30 * When a liquid is heated, it's temperature increases. What does the temperature rise depend on? Answer 13 .... of 30 Mass of liquid The liquid Energy input into the system Question 14 .... of 30 * Define specific heat capacity Answer 14 .... of 30 The energy needed to raises the temperature of 1kg of the substance by 1 o C Question 15 .... of 30 * Give the equation for the change in thermal energy Answer 15 .... of 30 ∆E = mC∆θ ∆E = change in thermal energy in J m = mass in kg c = specific heat capacity in J/kg o ∆θ = temperature change in o C P3 for AQA GCSE examination 2018 onwards C Question 16 .... of 30 * How much energy is needed to heat 100g of water from 10 o C to 40 o C? Answer 16 .... of 30 Question 17 .... of 30 * Define latent heat Answer 17 .... Of 30 The energy needed for a substance to change a state without a change in temperature Question 18 .... of 30 * State the equation for the energy for a change of state ``` Answer 18 .... of 30 E = mL E = energy for a change in state (J) m = mass (kg) L = specific latent heat (J/kg) ``` Question 19 .... of 30 * Calculate the energy transferred from a glass of water to just melt 100g of ice cubes at 0 o C * Specific latent heat (J/kg) of ice to water = 340000J/kg Answer 19 .... of 30 Question 20 .... of 30 * Why is the specific latent heat of vaporisation much greater than the specific latent heat of fusion? Answer 20 .... of 30 * More energy is required to separate the particles of a liquid so they can form a gas and to push back the atmosphere as the gas forms Question 21 .... of 30 * What factor of a gas is related to the average kinetic energy of its molecules? Answer 21 .... of 30 * The temperature of the gas Question 22 .... of 30 SS * What is pressure equal to? Answer 22 .... of 30 * The force on a wall (object) divided by the area over which the force acts Question 23 .... of 30 SS * Define gas pressure Answer 23 .... of 30 * The total force exerted by all the molecules inside a container that strike a unit area of the container wall Question 24 .... of 30 SS * If air is sealed into a container and its mass and volume is kept constant. What will an increase in temperature do to the gas? Answer 24 .... of 30 * Cause an increase in pressure of the gas Question 25 .... of 30 SS * If the number of particles in a container and the temperature is kept constant. But the volume of the container changes, what happens? Answer 25 .... of 30 * Volume decreased = pressure increases * Volume increased = pressure decreases Question 26 .... of 30 SS * Give the equation for a fixed mass of gas when pressure or volume are changed Answer 26 .... of 30 Question 27 .... of 30 SS * The pressure of a gas is 1.2 x 10 5 Pa when its volume is 0.5m 3 . What is its volume when the pressure changes to 2.0 x 10 5 Pa? The temperature is kept constant. Answer 27 .... of 30 Question 28 .... of 30 * Define work Answer 28 .... of 30 * The transfer of energy by a force Question 29 .... of 30 * Why does doing work on a gas using a bicycle bump increase the internal energy of the air in the bicycle tyre? Answer 29 .... of 30 * The internal energy increases because the kinetic energy of the molecules has increased (by doing the work on the gas) Question 30 .... of 30 SS * The pressure of a gas is 1.8 x 10 5 Pa when its volume is 80 cm 3 . Its temperature is constant. 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PATTERN AND COMPOSITION – Artist Trading Cards Students use acrylic paint to explore composition and pattern as they create 4 small artist trading cards. Paint Brushes Acrylic Paint Water Containers Paper Towels Bristol Board - 6.4 cm x 8.9 cm (2.5" x 3.5") - 4 per student Glitter Glue Fine Line Markers Shop Crayola Products Variety Brush Set, 5 Count Fine Line Markers, 12 Count Step One 1. Write the design vocabulary across the top of your paper. 3. Get creative and see what patterns you can make using different combinations of: 2. These are the elements you can combine to make lots of different patterns. - dots - teardrops - circles - waves - right angles - loops - crosses - spirals - squiggles - curves 4. Fill the page with your designs. Step Two 1. You will be creating 4 different cards using a different way to organize the space in each one. 3. Vary the thickness and colours of each band. 2. Begin by organizing the space on one card by repeating horizontal bands of colour. 4. Set this card aside to dry. Step Three 1. Continue preparing each of the other cards. Organize the space on these cards in the following way: - repeat blocks of colour - repeat concentric circles - repeat parts of s-curves 2. Remember to vary the colours and sizes of these shapes. Step Four 1. Paint patterns on top of the prepared compositions. 2. Vary the elements as you fill the space. Step Five 1. When you have completed all four cards, place them beside each other and compare them. - How are the designs the same? - How does the organization of space affect the work? - How are the designs different? - Which card do you prefer? Why? Learning Goals Students will be able to: 1. Create 4 artist trading cards; 3. Create balanced compositions using 4 different ways to organize space; 2. Create a variety of patterns with acrylic paint; 4. Demonstrate technical accomplishment; and 5. Support their ideas with evidence found in the works. Extensions Have students: 1. Apply what they have learned in a large painting based on and extending one of the card designs. 2. Research ATCs and then organize and participate in an Artist Trading Card event. Prepare 1. Gather required art materials. Swap, by Bernie Berlin, 1,000 Artist Trading Cards: Innovative and Inspired Mixed Media ATCs, by Patricia Bolton 3. Download some images of pattern in art from the Internet. For example, 2. Gather some Artist Trading Card books, for example, Artist Trading Card Workshop: Create, Collect, Water Pattern Stucco Porcelain Ornamental Band Art Nouveau Spirals 4. Download the Elements of Design posters available on this website. 5. Precut the art cards – enough for 4 for each student, size 6 cm x 9 cm (2.5" x 3.5") Elements 6. Create 4 samples of prepared cards showing organization of space – repeated horizontal bands of colour, repeate blocks of colour, repeated concentric circles, repeated segments of s-curves. Introduction 1. View the art images and analyze the use of line to create pattern. You may want to refer to the Elements of Desig posters as you discuss the images. - dots 2. List and draw on a chart paper the elements of pattern viewed in the examples. Locate the following elements: - circles - waves - teardrops - loops - curves - right angles - crossed lines - spirals - squiggles 3. Display the chart paper where students can see it while they are working. - ATCs, as they are known, are miniature works of art. 4. Introduce the idea of artist trading cards. Explain that: - A Swiss artist came up with the idea of creating art and trading it in 1996. - Today artists from around the world participate in Artist Trading Card events. - A Canadian, Don Mabie, introduced the idea in Calgary in 2000. - The important thing about ATCs is that they must always be traded, never sold. 5. Explain that in this lesson they will be exploring pattern and composition by making 4 small artist trading cards, but that they may not actually be trading the cards. - Also, they are always handmade, individual works of art. 6. Introduce the challenge. Activities The Challenge 1. Create 4 artist trading cards. 3. Create balanced compositions using 4 different ways to organize space. 2. Create a variety of patterns using acrylic paint. 4. Demonstrate technical accomplishment. 5. Support your ideas with evidence found in the works. The Process 1. Ensure everyone understands the challenge. I know I am successful when I have: 2. Establish success criteria with your students, for example, - repeated horizontal bands of colour - repeated concentric circles - repeated blocks of colour - repeated segments of s-curves - planned carefully - used a variety of patterns - used the elements of design to balance the compositions 3. Guide students through the steps outlined in this lesson plan. - kept the cards in good condition 4. Observe students as they work. 5. Provide individual assistance and encouragement. Sharing 1. Place students into small groups. - How does the organization of space affect the work? 2. Ask them to discuss each others' cards and to answer the following questions: - How are the designs the same? - Which card do you prefer? Why? - How are the designs different? 3. Share ideas with the whole class. 5. Ask them to tell how they felt about doing this project. 4. Invite students to do a walk about to view all the cards. Assessment 1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting 3. Use a checklist to track progress. (Download - ATCs_tracking.pdf) 2. Observe students as they discuss the art works – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience. 4. Have students use the self-assessment form to evaluate their work. (Download - ATCs_self-assessment.pdf)	<urn:uuid:ce12dc58-2448-4b9b-8cfb-ac19b8bf179f>	CC-MAIN-2020-29	https://www.crayolateachers.ca/framework/plugins/treehouse303-api/save-as-pdf.php?url=https://www.crayolateachers.ca/lesson/pattern-and-composition-artist-trading-cards/&title=PATTERN+AND+COMPOSITION+%E2%80%93%C2%A0Artist+Trading+Cards	2020-07-16T13:50:52+00:00	crawl-data/CC-MAIN-2020-29/segments/1593657169226.65/warc/CC-MAIN-20200716122414-20200716152414-00338.warc.gz	808,179,488	1,332	eng_Latn	eng_Latn	0.901071	eng_Latn	0.997251	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 154, 386, 1399, 1653, 4371, 5880 ]	[ 4.65625 ]	1	0
Helping Your Child to Wear a Mask Wearing a face mask or face covering in public is a big change. It can be hard for your child to get used to it. Our Child Life Services team offers these tips for how to help your child get used to wearing a mask in public. Key points - Take it slowly. Start by having your child wear a mask for a short time and add more day by day. - Your child is more likely to feel comfortable with the mask if they feel like it's "theirs." Have your child explore and play with the mask. Children learn best through play! Show the mask to your child at home or in another comfortable place. Let them explore and play with it. Let go of expectations and try not to pressure your child to put it on. Help your child feel like their mask is their own special thing. Make the mask special. Help your child decorate their mask using stickers, give the mask a name, or make a mask with fabric using a favorite character. Building a feeling of pride and ownership of the mask will help them feel more comfortable and happier about wearing it. Make wearing a mask feel normal. Use masks with dolls and stuffed animals. Bring the mask into your child's favorite games and activities. Get creative! - Play peek-a-boo with the mask (use different funny faces each time). - Use art supplies to make butterflies or other animals out of the mask. - Play catch with cotton balls using the mask as a basket. - Paint a mask using watercolors. Keep practicing. Set aside time for your child to practice wearing the mask on their face. Tell them that it's just practice, and they can take the mask off at any time. Take turns and let your child put the mask on your face first. Have them hold the mask up to their face and add the ear loops when they're ready. Here are some other tips: - Praise your child often with each try. - Choose a fun activity that they enjoy and start to do it only while your child is wearing the mask. - Use a timer to help them keep the mask on for longer. Slowly add more time. If they are OK with the mask on their face for 30 seconds on one day, go up to 1 minute the next day. Make it fun and encourage your child to add more time to each session. - Think about short activities around the house that your child does every day. This could be checking the mail, bringing out the trash or taking the dog outside. These kinds of activities can be a great way to practice wearing a mask outside. - Take a break from playing or practicing with the mask if your child gets frustrated. Be realistic. It's OK to let your child take breaks from wearing their mask while out in public. This can be done safely by finding a private space or distancing yourself safely from others. It may help to plan public outings for shorter lengths of time than you would have in the past. This can help break up the total amount of time your child is wearing a mask into more comfortable blocks of time.	<urn:uuid:91be32d8-3f56-41b2-ab20-2b96e874150d>	CC-MAIN-2020-29	https://extapps.childrenshospital.org/EFPEC/Home/Sheet/6309	2020-07-16T12:50:41+00:00	crawl-data/CC-MAIN-2020-29/segments/1593657169226.65/warc/CC-MAIN-20200716122414-20200716152414-00334.warc.gz	394,761,107	629	eng_Latn	eng_Latn	0.999076	eng_Latn	0.999076	[ "eng_Latn" ]	false	docling	[ 2935 ]	[ 3.171875 ]	1	3
WOOD PRINT PATTERNS – Repetition, Pattern, Shape Students create a relief print pattern using wooden circles and then use collage technique to make forest figures to inhabit the space. Materials Crayola Tempera Paint Crayola Paint Brushes Crayola Glue Sticks Crayola Scissors Crayola Painting Paper - 22.9 cm x 30.5 cm (9" x 12") Crayola Construction Paper Paper Towels Water Containers Shop Crayola Products Step One 1. Place the paper on a stack of newsprint or newspaper to cushion it. 3. Press the wooden circle onto the paper and press hard. 2. Brush a thin layer of paint on the wooden circle. 4. Lift it up to see your print. 6. Practice making some prints to find the right amount of paint and pressure needed to make a good clean print. 5. It should have crisp edges and clear woodgrain texture. Step Two 1. Make a pattern by repeating the shape in a predictable way. Step Three 1. Imagine characters that might live in the woods. 3. Use construction paper to complete the character. 2. Use one print for part of the body of an imaginary character, e.g., the head. Step Four 1. Glue your main character onto the printed pattern. 3. Place them so they move the viewer's eye through the picture plane. 2. Add other characters to balance the composition. 4. View the finished picture with fresh eyes. 5. What story does it tell? Learning Goals Students will be able to: create a pattern by printing with a wooden circle; create a picture that combines the printed pattern and collage characters; create collage characters that include a printed wooden circle; design a balanced composition that moves the viewer's eye through the picture plane; support your ideas with evidence found in the artworks. demonstrate technical accomplishment and creativity; Extensions Have students: explore relief printmaking using a variety of natural objects; bind their poems into a small book using the Creating a Simple Bound Book lesson plan available on this website; write haiku poetry about nature and illustrate it with prints they have made; share their work with others. Prepare 1. Download and display the Repetition, Movement and Shape posters available on this website. - review or teach the principle of movement – placing shapes so they move the viewer's eye through the picture plane - review or teach the element of shape – geometric, organic - review or teach the principle of repetition – using similar elements over and over again 2. Get a copy of the book A Sick Day for Amos McGee, by Philip C. Stead, and Erin E. Stead. - review or teach the principle of pattern – repeating motifs in a predictable way - the illustrator, Erin Stead makes pictures by printing with woodblocks and drawing on top of the prints 3. Gather wooden circles enough for each student to have one. - view her video at Erin E. Stead 4. Download images of patterns from the Internet. For example, Ceiling Tapestry Tiles 5. Create a sample. Urn Introduction 1. Conduct a read-aloud with the book A Sick Day for Amos McGee, by Philip C. Stead, and Erin E. Stead. - ask students how they think they were made - draw attention to the illustrations 2. View the video Erin E. Stead - notice how the shapes are organized in a consistent, regular way 3. View and discuss a variety of the downloaded images of patterns. - imagine a grid on top of the pattern to see the underlying structure - clean edges 4. Show students the print you have created. Ask them to discuss what they notice about the print and to explain how they think it was made. - texture of the wood grain 5. Demonstrate how to make a print with the wooden circle. - rules of the pattern 6. Introduce the challenge. Activities The Challenge 1. Create a pattern by printing with a wooden circle. 3. Create a picture that combines the printed pattern and collage characters. 2. Create collage characters that include a printed wooden circle. 4. Design a balanced composition that moves the viewer's eye through the picture plane. 6. Support your ideas with evidence found in the artworks. 5. Demonstrate technical accomplishment and creativity. The Process 1. Ensure that everyone understands the challenge. 2. Establish success criteria with your students, for example, I know I am successful when my picture has: - a simple pattern - clear woodgrain texture - repeated shapes - several collage characters - crisp edges around the shapes - clean gluing - a composition that moves the viewer's eye through the picture plane - glued objects that are flat and smooth on the paper - paper that is in good condition 4. Observe students as they work. 3. Guide students through the steps outlined in this lesson plan. 5. Provide individual assistance and encouragement. Sharing 1. Once all the pictures are complete display them as a body of work. - Look closely at the pictures and how they are made. 2. Ask students to share their thoughts about the artworks: - Share thoughts about the work. - Discuss the edges and woodgrain texture in the printed wooden circles. - Talk about how shapes are placed to create a pattern. - Tell what interests you about the collage characters. - Make up a story to go with the picture. - Tell what was satisfying about making the picture and why. 3. Ask some students to share their ideas with the whole class. 4. Display the pictures so students can view them as a body of work throughout the next few weeks. Assessment 1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting. 3. Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork. 2. Observe students as they discuss their artworks – speaks with a clear voice, looks at audience while speaking, points to picture, provides accurate information, answers questions from the audience effectively. 4. Use a checklist to track progress. (Downloads - WoodPrint_tracking.pdf) 5. Have students use the self-assessment form to evaluate their work. (Downloads - WoodPrint_self-assessment.pdf	<urn:uuid:696359f0-2d87-4785-9447-c3bafed3c254>	CC-MAIN-2020-29	https://www.crayolateachers.ca/framework/plugins/treehouse303-api/save-as-pdf.php?url=https://www.crayolateachers.ca/lesson/wood-print-patterns-repetition-pattern-shape/&title=WOOD+PRINT+PATTERNS+%E2%80%93+Repetition,+Pattern,+Shape	2020-07-16T13:39:06+00:00	crawl-data/CC-MAIN-2020-29/segments/1593657169226.65/warc/CC-MAIN-20200716122414-20200716152414-00335.warc.gz	803,869,015	1,317	eng_Latn	eng_Latn	0.948166	eng_Latn	0.998161	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 419, 1353, 4742, 6093 ]	[ 4.625 ]	1	0
Schmahl Science Summer Camps Table of Contents Our Approach The nature of science, the process of science and the practice of science are taught in our camps. The nature of science deals with issues in the philosophy, sociology, and history of science. It includes concerns, such as the nature or attributes of scientific knowledge itself -- e.g., that scientific knowledge is durable, but is always inherently subject to change. The process of science addresses what scientists do in order to develop that knowledge. When students utilize observation, modeling or controlled testing of a hypothesis in our workshops, our instructors are highlighting and naming the process so that in addition to the specific concept they are learning, they also discover how to apply scientific thinking. The practice of science explores how science and engineering concepts can be applied to the real world. Our students experience that as they look through microscopes at pond water or initiate erosion in trays of sand. We train young scientists to be careful and thoughtful observers. We work hard to strengthen our students' communities, adding support, encouragement, and a new perspective on science that can propel them to explore the world around them and grow. Our camps are designed to provide students with an opportunity to build on an interest in science and engineering to develop knowledge and analytics critical to success. Students will learn the eight essential practices of science and engineering. - Asking questions (for science) and defining problems (for engineering). Through carefully crafted series of workshops our students learn how to take a good question, make it a great question, and ultimately find a researchable question. - Developing and using models - Planning and carrying out investigations - Analyzing and interpreting data - Using mathematics and computational thinking - Constructing explanations (for science) and designing solutions (for engineering) - Engaging in argument from evidence - Obtaining, evaluating, and communicating information 1650 Senter Road San Jose, CA 95112 Early Elementary Title Description 1 Physical World – Exploring Engineering From building skyscrapers to launching rockets into space, we are constantly seeking to reach new heights and push technology to do more. Students will be introduced to the process of engineering design while building roller coasters, gear trains, skyscraper structures, cars and rockets. Students will learn how to overcome all kinds of engineering challenges while venturing into the history of human achievement, feats and failures. 2 Life Science Explorations What do humans, penguins, whales, fruits and seeds have in common? They all contain and use the four molecules of life! Students will experience the physical properties of these molecules and explore some well-known biological features (fur, scales, hair) that are built from them. Students will evaluate food for carbohydrates, explore how fat in the form of blubber helps arctic animals survive the extreme cold, investigate the structure of their bones, and extract DNA from strawberries! Students will investigate the role of protein in making sticky adhesives and the impact of varying concentrations of protein on a gelatin dessert. Thermoplastics will be used to demonstrate the utility of large molecules. 3 Nature's Energy Sunlight is the bright, warming glow that heats and powers the Earth. Its energy moves the air (wind), fuels our weather (water cycle) and moves landscapes (erosion). Unique rainbows serve as signatures and can reveal the elements in the sun from which this sunlight originates (astrophysics). In this camp, our young scientists will explore how energy from the sun moves air and water using a flow density chamber to investigate conduction. They will use stream tables to model the process of erosion and use bubbles and spectroscopes to study rainbows. Employing the techniques of chromatography, they will extract pigments from flowers to learn how plants capture the sunlight. 4 All Creatures Great and Small As you already know, good things come in small packages and the size of a person or animal does not determine their importance. Using a microscope, students will explore the contents of pond water and the cells of plants. They will learn about the activities of insects, snails, millipedes and more. Why are the insects needed by the plants and why are the plants important to the insects? How do much smaller organisms like yeast and bacteria affect your health and contribute to making some of the food you eat? The vast majority of the world's existing animal species are snail sized or smaller. Snails and earthworms live symbiotically with microbes to create soil. Plants and algae create oxygen. It's almost as if, the smaller the organism, the more critical its role on earth. Students will learn that while larger animals are more familiar to them (they garner most of the attention in early elementary science education) there are so many more organisms of great importance to discover and examine. 5 Science Investigations – Mysteries and Answers The desire to observe and understand the natural world is strong in elementary school age children. So it is important to show them how not only science but the process of science can impact their lives every day. Forensics is the use of scientific knowledge or methods in solving crimes. We will use the umbrella of forensics to teach biology, physics and chemistry concepts such as chemical reactions (Pancake Forensics), morphology (animal teeth and what they eat), anatomy (Zena the Cow Warrior), genetic variation (fingerprint analysis), separation of mixtures (chromatography), "trace fossils" (animal tracking), and material science (footwear analysis). The differences between an observation, inference and a hypothesis will be emphasized. 6 The World of Humans – How Your Body Works Our young scientists will begin the week investigating the curvy, mushy, and aromatic digestive system. Understanding how the human body obtains the nutrients required for survival will provide the students with a foundation to explore the skeletal, muscular, and nervous systems. Using their bodies and creating models, they will discover how muscles function with the skeleton to make our bodies move and how the systems respond to injuries. Students "map" locations of various taste sensations on their tongues; investigate olfactory fatigue and recovery; map sections of their own skin and differentiate various receptors for heat, cold, pressure, and pain; perform experiments to study the visual blind spot, dominant eye, accommodation, visual near point and afterimages; and examine reflex actions. They will also be investigating how the kidney functions via osmosis and the efficiency and importance of human breathing patterns. The role of adaptation will be considered. All living things are the result of successful adaptation some of which are physical and some behavioral. These adaptations make each living thing unique. Investigating and exploring the anatomical adaptations of other animals will provide students with the opportunity to dig deeper into the relationship between the body systems. Older Elementary Title Description 1 Physical World – DaVinci, Galileo, Newton – Physics of Motion Motion is one of the key topics in physics. Everything in the universe moves. It might only be a small amount of movement and very slow, but movement does happen. Even if you appear to be standing still, the Earth is moving around the Sun, and the Sun is moving around our galaxy. The movement never stops. Motion is one part of what physicists call mechanics. Over the years, scientists have discovered several rules or laws that explain motion and the causes of changes in motion. The physics of motion is all about forces. Forces need to act upon an object to get it moving, or to change its motion. In the tradition of Leonardo da Vinci, Galileo and Newton, students will explore forces as they build gliders and airplanes, design submarines, build rockets, learn about lenses and light, construct trebuchets, drop parachutes, make rollercoasters, and build bridges. 2 Molecules of Life All life on Earth is built from four different types of molecules. These four types of molecules are often referred to as the molecules of life. The four molecules of life are proteins, carbohydrates, lipids and nucleic acids. Each of the four groups is vital for every single organism on Earth. Without any of these four molecules, a cell and organism would not be able to live. All of the four molecules of life are important either structurally or functionally for cells and, in most cases, they are important in both ways. In this camp, students will gain hands-on experience with these biological molecules, experimenting with them in a way that will give them a feel for how to work with proteins, nucleic acids, carbohydrates, and lipids and how they behave and interact with each other. Students will also experience some of the physical properties of compounds built from the molecules of life, and examine biological components manifested from the molecules of life. 3 Energy – Good Vibrations Everything around us vibrates, from the smallest atoms to the tallest buildings. Students will discover what vibration is by exploring mechanical systems that vibrate. Learn how to measure the natural frequency of vibration of a pendulum, a car, a guitar string, and an organ pipe. Build your own musical instruments that utilize the vibration of strings. In this camp, students will also explore resonance in earthquakes and mechanical adjustments in building that will enhance resilience. Resonance patterns are studied via oobleck and chladni patterns on bi-directional vibrating plates. Other topics that will be covered are refraction, interference and lasers. 4 All Creatures – Microbes and the role of plants Finding healing powers in plants is an ancient idea. People on all continents have long applied poultices and imbibed infusions of hundreds, if not thousands, of indigenous plants, dating back to prehistory. There is evidence that Neanderthals living 60,000 years ago in present-day Iraq used plants such as hollyhock. These plants are still widely used in ethno-medicine around the world. The study of the pharmacology of plants slowed after the discovery of antibiotics such as penicillin. The pace is picking up again as scientists realize that the effective life span of any antibiotic is limited. In other words, we're running out of effective antibiotics. Students will have a mini-foray into real research that gives them the opportunity to choose a plant, spice or soil to test for antibiotics. They will then learn the techniques (Aseptic Technique, Colony Counting, Kirby-Bauer, and Gram Staining) to evaluate those choices. Students will also learn about plant biology as a context of this antibiotic investigation. Most flowers reward pollinators for their service via access to their nectar as a source of sugar. However, microorganisms such as bacteria and yeast compete with other organisms such as bees for the same food source. Microbes may hijack plant nectar for their own energy needs through fermentation or aerobic respiration. Students will investigate how the plants, pollinators, and microbes interact with each other through experiments in fermentation and pollination. 5 Science Investigation and Problem Solving The desire to observe and understand the natural world is strong in elementary school age children. So it is important to show them how not only science but the process of science can impact their lives every day. Forensics is the use of scientific knowledge or methods in solving crimes. We will use the umbrella of forensics to teach biology, physics and chemistry concepts such as immunology (blood typing), protein analysis (keratin: hair, scales, fur, feathers), epidemiology (culturing bacteria), static electricity (Indented Writing Detection), genetic variation (fingerprint analysis), separation of mixtures (chromatography) and material science (footwear analysis). The differences between an observation, inference and a hypothesis will be emphasized. 6 The World of Humans – Process of Adaptation All living things are the result of successful adaptation. Some of these adaptations are physical and some are behavioral. Together, these adaptations make each living thing unique. Students will look into the past to study the Earth's first creatures to learn about adaptations, evolution, and paleontology. By comparing human, hominid and primate skeletons, skulls, and footprints students will better understand how natural selection may have favored bipedal locomotion in the hominid lineage. Narrowing our focus in the afternoon, everyone is interested in their health and body. Observing and asking questions about the human body allows young scientists to explore such science concepts as diversity, variation and how certain structures have certain functions. How does my wrist move, and what can I do because my wrist moves like that? And how are my toes similar to and different from my fingers? Beginning with a brief history of medicine and a peek into cells, students will explore the body systems: skeletal, muscular, respiratory, digestive, cardiovascular, and nervous! 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UP DOWN AND ALL AROUND – Line and Colour Students get an understanding of how straight lines can be used in art by using strips of construction paper to make a roller coaster. Materials Crayola Construction Paper Scissors White Glue Shop Crayola Products Construction 400 Paper, Sheets Steps Step One Cut lots of different lengths and widths of construction paper. Use these strips to make your roller coaster. Step Two Choose a background with strong contrast for your roller coaster. Use a glue stick to glue your paper strips onto the construction paper background. Make lots of bumps and dips. Step Three Make little carts to place on your roller coaster by bending thin strips of paper. Step Four Place signs on your roller coster and give it a name. Learning Goals Students will be able to: 1. Create a three-dimensional artwork; 3. Work independently and self-regulate; 2. Explore line and colour; 4. Create personal responses to the centre materials; 6. Demonstrate a sense of accomplishment. 5. Share their ideas with peers; and Extensions 1. Display a large reproduction of a work of art such as a landscape. Guide students to see the many different kinds of lines found in the image. 2. Have students create a landscape using a variety of lines. Prepare 1. Gather all the materials listed under requirements. 3. Gather a variety of books about lines, for example, Lines That Wiggle, by Candace Whitman, The Line, by Paula Bossio, When a Line Bends . . . A Shape Begins, by Rhonda Gowler Greene 2. Download the line poster available on this website. Line 4. Download images of roller coasters, for example, Texas Seoul The Fly Batwing Introduction 1. Read the book Lines That Wiggle, by Candace Whitman. 3. Invite students to look around the class for all the different kinds of lines they can see. 2. Discuss the ideas found in the book. 4. Provide each student with a piece of paper and a variety of mark making tools such as pencils, crayons, and markers. Explain that you are going to give them a line dictation. Ask students to listen carefully. Make a funny sound. Ask students to draw that line. 6. Compare the lines students have made. Talk about the way they are the same and how they are different. 5. Continue in this way until you have made about 5 - 10 sounds/lines. 7. As students share their ideas write headings such as zigzag, fuzzy, thick, thin, long, short, bumpy on a chart paper. 9. Introduce the challenge. 8. Have a few students add lines to the chart paper in the appropriate spaces. Activities The Challenge 1. Create a 3-dimensional roller coaster. 3. Use lots of different colours. 2. Use lots of different lines. The Process 1. Display some of the roller coaster images. Ask students if they have ever seen or ridden on a roller coaster. 3. Explain that they will be designing their own roller coaster. 2. Talk about what they have experienced and what they can imagine a roller coaster would be like. 4. Guide students through the steps in this lesson. 6. Provide individual assistance and encouragement. 5. Observe students as they work. Sharing 1. Place students in groups of 3 or 4 and ask them to share their roller coasters with each other. Ask students to share the following: - What kinds of lines do you see? - What effects do the lines create? - Why did you design your roller coaster this way? 2. Ask students to share with the whole class what they learned about lines. - What was difficult about making your roller coaster? What was easy? Assessment 1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting 3. Have students use the self-assessment form to evaluate their work. (Download - ROLLER_COASTER_self- assessment.pdf) 2. Observe students as they discuss the art works – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience. (Download – ROLLER_COASTER_tracking.pdf)	<urn:uuid:1bea73b1-b761-42fe-af53-25347b2a8520>	CC-MAIN-2020-29	https://www.crayolateachers.ca/framework/plugins/treehouse303-api/save-as-pdf.php?url=https://www.crayolateachers.ca/lesson/up-down-and-all-around-line-and-colour/&title=UP+DOWN+AND+ALL+AROUND+%E2%80%93+Line+and+Colour	2020-07-16T13:54:04+00:00	crawl-data/CC-MAIN-2020-29/segments/1593657169226.65/warc/CC-MAIN-20200716122414-20200716152414-00375.warc.gz	821,899,815	882	eng_Latn	eng_Latn	0.98715	eng_Latn	0.997737	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 295, 774, 3528, 4002 ]	[ 4.4375 ]	1	0
28-day mindfulness challenge Mindfulness activities for the whole family Welcome to the 28-day mindfulness challenge * This course of activities is designed for children and young people of all ages so that every member of a household can complete the challenge. * The activities are aimed at children and young people who will be transitioning back to school. Adults are encouraged to adapt the challenges for themselves and complete the projects as well. * Whether you are new to mindfulness or are well practiced, we hope these activities help you find the positives around you and help you get ready as we gradually get used to life after lockdown. What is mindfulness? Mindfulness is paying attention to the present moment or what is happening right now. This includes noticing what you feel, think and what is around you. Being mindful can help people get along with others better and be happier. Where to find more information about mindfulness: Go on the www.nhs.uk website and search 'mindfulness' or follow: www.nhs. uk/conditions/stress-anxiety-depression/mindfulness/ YouTube videos: * Children in New Zealand explain what mindfulness means to them in a video by Mindful Aotearoa: https://youtu.be/ awo8jUxIm0c * For teens and young people, AboutKidsHealth has a YouTube video that can be found: https://youtu.be/QTsUEOUaWpY The activities might be hard to fit into your lives at first, but they will become easier with practice. There is no right or wrong way to practice mindfulness; as long as you try. The challenge The challenge is designed to start the Monday before schools open to more students. The challenges follow a theme, but they are not set in stone. Families are encouraged to read ahead and plan the challenges to better suit your lives. This is large document, but don't get discouraged. It's ok to miss a day, and if you want to, you can make it up on another day. At least once a week, you will be encouraged to craft with items you may have around the home. It will be handy to have the following: Paper/journal/spare exercise book Shoe box or container of similar size Magazines or newspaper that can be cut up Have a look ahead on days 2, 3, 9, 16 and 23 to see what you else might need too. At the end of the document, there is a calendar and word charts to help with the challenges. To help you on your mindful journey, try to stop using phones, tablets and TVs at least 30 minutes before bed. Try to have at least one meal together as a family. Each day of the week will have a theme that promotes an aspect of mindfulness. See over the page for a run down of each day. Just Breath Mondays Breathing techniques can help sooth you for the week to come. Try to do the exercise each day of the week. The more time you can take to breathe, the more oxygen gets to your brain. Your brain likes oxygen and rewards you with feeling calm. Scripts are provided for those who want or need guidance. Craft Tuesdays Creating things helps you raise your self-esteem or feel good about yourself. When you make something, it is as unique as you are and there is nothing else like it in the world. You might be proud of the things you make and want to show them off to the people that are close to you. If you want to keep them private, that's ok too. Remember there is no such thing as a perfect craft. Wednesday Connection Having connections with other people helps you feel better about yourself. It's just as important to be there for others as it for people to be there for you. Wednesday will encourage you to connect with people in and out of your home. Feel it Thursday Noticing when you have certain feelings can help you control them. Sometimes you might have bad feelings about something in the past or worries about the future which makes you upset in the present. When you understand how your body reacts to feelings, you can help create ones you like more often. Gratitude Fridays In the evening, answer the three questions with words or with drawings. Your answers can be long or short. You can keep the answers to yourself or share them. The more grateful you are, the easier it is to be happy. You can be grateful for something everyone has like a sunny day, or something specific to you like a person, something only you know about, or anything you can think of. Saturday Adventures Saturday adventures can happen in or out of the home depending on your household and the weather. Physical activity helps with; breathing, positive thinking, overcoming challenges and being healthy. Try and be physically active for 30 minutes every day. Saturday adventures combine physical activity with mindfulness. Soothing Sunday The challenges on Sundays will be a lot like meditation. There will be a script that someone can read to you, or you can try and do it in your head. Very soon more students will be going back to school. Whether you have been staying home or going to school, you may have gotten used to how things are. You might be happy that school will open or you might not. Either one is understandable. In the week before school is back, we will look at ways to help prepare our minds for this change. As you go through the challenges you're encouraged to make notes and drawings in a journal that you will make and decorate on the first craft day. Day 1 – 3 x 3 breaths Have a seat somewhere quiet and comfortable. If you can, sit up with your back straight and imagine a string from the top of your head that is gently pulling you up. You can close your eyes or look slightly down with your eyes halfway closed, whatever feels comfortable for you. Take a slow deep breath through your nose, pause for 3-7 seconds then slowly breathe out through your mouth. Can you see your chest or tummy rising? Try to breathe like this three times in a row. Can you take these three deep breaths in the morning, afternoon and evening? Try to do that every day this week. If you need help, sit down in a quiet place while someone reads this to you (don't read out loud what is in the brackets): (1) Sit down in a comfortable position with your back straight up. (Pause) (3) Hold your breath. (Pause for three seconds) (2) Slowly take a deep breath in through your nose. (Pause or take a deep breath with them) (4) Now slowly breathe out through your mouth. (Pause or breathe out with them) (6) Repeat two more times. (5) Hold your breath. (Pause for three seconds) Or take a minute to breathe with a fish at: watch?v=gLbK0o9Bk7Q www.youtube.com/ Day 2 - Journal time As you go through the challenges, you will start to make notes or pictures in your journal. Your journal doesn't have to be fancy; you can make one by folding some paper into a book, use a spare exercise book or any other book with some blank pages in it. Decorate the cover however you like so it's something for you, by you. You can draw on the cover or tape or glue on your drawings. If you prefer, you can use photos of your own or from newspapers and magazines, or you can do both! If you have a journal that already has a cover, then decorate the inside covers. Maybe you would rather keep your notes on a computer or your phone, and that's fine too. Still, make yourself a picture or collage that you can look at when you are going to make notes in your journal. Here's an example below… Before: After: Day 3 - Card for fun Who are you looking forward to seeing next week? Maybe it's a friend or someone that works at the school. Make a card or postcard for someone that you are looking forward to seeing. You can write about or draw a picture of something that you did with them or about why they are special to you. If you want to, and know their address, you can post the card to them, or you can give them the card when you see them next week. You don't have to give them the card if you don't want to; you can just keep the card in your journal as a reminder. There are a few examples over the page... You don't have to make just one card either. Maybe there is someone you miss who you won't be able to see for a while. You can send them a card too. It doesn't have to be someone's birthday to send them a card; you can let them know you are thinking about them any time. Quick, write that feeling down, or draw it in your journal. Do you like the feeling? Write or draw where in your body you feel it and what it is like. Sometimes, when people are nervous, it feels like butterflies in their stomach If it is a good feeling, think about what caused it. Think about what makes you feel better if you don't like the feeling. Is there someone you can talk to about the feeling? After this exercise, do a deep breathing session from Monday. Day 5 - 3 questions In your journal write or draw answers to these questions: What is something good that happened since school closed? What is something good someone in your household did recently? What is something you missed about school? Day 6 - Mission possible Map out your first day back at school. Walk around pretending to go to your classes, where you eat lunch, where you play or meet with people. Think about these questions as you're walking: How do you feel when you are in the rooms and spaces? Who do you expect to see? Who can you talk to if you get worried or upset and where can you find them? What kind of noises will you hear? What might you smell? When you have a moment, note or draw these things in your journal and then compare them after your first day. Cullingworth Street Main Road High Street Main entrance Gym Miss Fay's room Library Hall Cafeteria Art Playground Day 7 – Light meditation Tomorrow may seem like a big day. Here is a meditation that might help you sleep tonight. Lie down on your bed. If you can, lie on your back with your arms at your side. Bring your attention to parts of your body. When you breathe in, imagine that you are breathing in light to that part of the body. Release tension from that part of the body as you breathe out. Start with your feet and work your way up to your head. Don't worry if you fall asleep before you get to the end. If you need help doing this, there is a guide for someone to read to you. You can close your eyes if you like. If you like this and it helps you relax, you might want to do every night. The following guide can be read by someone to you, softly and slowly. Pause at each gap. It should take 10 to 15 minutes to read. Slow your breathing down with each breath you take. Breathe in through your nose, hold it for a few seconds, and then exhale out your mouth. With each breath you take your body is becoming relaxed and your mind is becoming more clear and focused. Breathe in through your nose, hold it for a few seconds, and then exhale out your mouth. Think about your feet. With the next breath you take, imagine you are filling your feet with golden light. Take a deep breath in. When you breathe out, let all the tension in your feet leave with your breath. Breathe in the light and bring your thoughts to your lower legs. You see golden light travelling into your legs and releasing all tension and stiffness. Any tightness in your calves is being released now when you breathe out. Your breathing is becoming slow and steady. Breathe in the golden light and imagine the light travelling into your upper legs, releasing all tension and stress on the out breath. Any tension in your thighs is being released now. Bring your attention to your hips, breathing in the light into your hips. As you breathe out, let your hips relax. Bring your awareness to do your stomach. Breathe in and allow your stomach to expand with light. Breathe out, releasing any tension in your stomach area. Take a deep breath in, and as you do, see the light coming in and travelling up your spine. Breathe out, releasing any tension in the discs and joints. Breathe in light into your hands, letting the light swirl around your palms and fill your fingertips. Breathe out the tension from your hands. Breathe in the light into your arms from your wrists to your elbow. Let any tightness go as you breathe out. Now breathe in light to your upper arms and into your shoulders. Let all the tension go as you breathe out. You will now be very relaxed. It is okay to let yourself drift off to sleep. Breathe in the light, and as you do, you see the light travelling around your chest and heart area. Breathe out tensions in your chest, and let this area of your body relax. Bring your awareness to your throat and neck area. As you breathe in, allow any tension in your neck to be released on the out breath. Breathe in the light, bringing your awareness to your face. Allow any tension in your forehead, your eyes, and jaw to relax as you breathe out. Your face is now completely relaxed. Breathe in light into the top of your head and let it circle your brain. Breathe out any tension from your head. Now, take a deep breath in, breathing in more golden light and letting it swirl through your whole body. If you sense any tension, let it release as you breathe out. You are very relaxed, and as you continue to be very relaxed, let yourself drift off to sleep. Continue to focus on your breathing if you are still awake. Take a deep breath in, hold it, and breathe all the air back out again. Are you ready? School starts this week. No matter if you've been staying at home or going to school these past few weeks, today is going to feel quite different. Suddenly there are going to be a lot of other people around. Things might not be the same as they were before. If you get worried, try to do a breathing exercise and imagine your worries floating away with your breath. Day 8 – Square breaths Taking some time to take deep breaths at school can be easier than you think. Here is a little tool to help: Trace a square with you finger. You can do this on your desk or in the air. Let each side take 3-6 seconds. Practice at home together before you go off to school. Try to do this regularly throughout the day; aim for at least three times. Day 9 – Mindful box Find a box that you can keep and store with your journal. Shoe boxes are ideal, but any other type of box, like a cereal box, will do, as long as you can decorate it and open and close it easily. Decorate the outside like you did with your journal. Use your drawings, pictures, maybe some cloth that you like the feel of, or the wrapper of your favourite snack. This is a box for those odd special things that you might not be able to find a spot for. It might be a good place to keep your journal too. There may have been something special from returning to school that you can add. In challenges to come, there will be things you can add. Day 10 - The interviewer During some free time at school, interview someone that you did not see when school was closed. It can be someone that works at the school or another student. Maybe it's someone who still went to school while you stayed home, or the opposite. Ask them what was different for them, and what stayed the same. Ask them what they like about school being open again. What did they like about it being closed? Was there anything they missed? Make sure to listen to the person and not to interrupt them when they are talking. Try to remember what they are saying. When you get home, write in your journal things that you and this person have in common and if you learned anything new about them. Maybe you'd like to pretend that you are writing about someone famous. Day 11- Cloudy with a chance of feelings It's been four days of school now. How have you felt? In your journal, make a word cloud or a picture cloud of the feelings you have had. The words or pictures will be bigger in size depending on how often or how strong you have felt the feeling. If it is a very strong feeling or you feel like it's something you feel a lot, make it really big. If it's something that you sometimes feel or it doesn't last very long, make it smaller. Here are some examples: Your cloud can be in any shape, e.g. a hand outline, or it can be spread across the page. At the end of this workbook, there are some examples of feelings if you are having a tough time thinking of some. Try to think of them on your own first though. If you like to use the computer, you can search for feelings on word cloud generators online. In your journal, answer some questions about your feelings: What feeling or mood is the largest? When did you feel this way? (It could be a certain time of the day or maybe something happened) How did you react? (Maybe you laughed, cried, slammed a door, or breathed deeply) As you move forward through this workbook, make notes in your journal of emotions or moods you have every day. Draw emoji's or write the word. Being able to identify your emotions and moods will help you find out what causes them and how you can control them. Day 12 - 3 questions In your journal, answer the following three questions: What was something good that happened at school? What is something good that another person did at school? It can be something that helped you or someone else. What was something fun that happened at school? Day 13 – Spy Time There is a game called 'Eye Spy' that you might have played before. This version will use all of your senses. If you can, go for a walk with someone you can play with. You can play in your home too. The person who you play with can be there with you in person, or you can talk to them over the phone, in video chat or text. You can also play with a few people if you like. Each person takes turns guessing what the other is 'spying' through different senses. Sight: I spy with my eye something that is… (something you can see, describe with one word the look, like colour or shape) Sound: I hear with my ear something that is… (something you can hear, describe with one word the sound in volume or pitch, or you can make the sound yourself) Touch: I feel with my skin something that feels… (something you can feel, describe with one word what the object would feel like) Smell: I smell with my nose something that smells… (something you can smell or would smell if you were close to it, describe the smell with a word) Taste: I taste with my tongue something that tastes… (describe the taste of something you see or thinking of, it might be from an advert that you can see or what you have eaten before. However, please don't lick random things to know what they taste like! The other people playing can ask yes or no questions about what the object is until someone makes the correct guess. Whoever guesses right can choose who the next spy is. Day 14 - Muscle relaxation As a household, or by yourself, follow the directions below. Hold each one for 10 seconds and then relax for ten seconds. Younger children may need the script read to them. If you are doing this as a group, you can take turns reading or let one person be the guide. Forehead Scrunch up your forehead like you are thinking hard. Squeeze it tighter, tighter! Now you can relax. (hold for around 10 seconds) 1 Eyes Squeeze your eyes tight like you are about to blow out the candles on your cake and make a wish! No Peeking! (10 seconds) 2 Cheeks Puff your cheeks out as fa as you can. Make them bigger, like you have a mouth full of food! Now relax. (10 seconds) 3 Shoulders Try and touch your shoulder blades together. Squeeze tighter, you're almost there! Now you can relax. (10 seconds) 5 Lower back Sit up straight and try to be as tall as you can. Taller! Taller! And now relax. (10 seconds) 7 Feet Press your feet into the ground as hard as you can. Push! Push! And now relax. (10 seconds) 9 Mouth Pretend you are chewing a really big piece of gum. It's really hard to chew but keep chewing. (10 seconds) 4 Arms Make your arms as straight and stiff as possible. Pretend you are frozen! Now you can relax. (10 seconds) 6 Legs Make your legs as straight as you can. Pretend you are frozen again! Now you can relax. (10 seconds) 8 Toes Pretend you are at the beach and squish your toes into the sand. So squishy! And now relax. (10 seconds) 10 Get ready for your third week of mindfulness. With the second week of school starting, people might be doing their own thing in the evenings. There will be more activities this week that encourage you to interact with each other. Remember to note down in your journal how you are feeling every day; maybe you can set an alarm in the evening to remind you. If your journal is starting to fill up, you can always make and decorate a new one. Then, keep the one from before in your mindful box. Day 15 – Bee's Breath and Snake's Breath This week you are going to buzzzzz, to get ready for busy days. Then in the evening you'll hiss as you slide away into bed. In the morning when you wake up, sit on your bed with your back straight. Take a deep breath in through your nose. Hold for five seconds. As you breathe out, hum or make a zzzz sound like a bee. Repeat two more times. Before you go to bed, sit up with your back straight on your bed or floor. Take a deep breath in through your nose. Hold for five seconds. As you breathe out, make a hiss sound like a snake and imagine your worries are sliding away. Repeat two more times. Adding these sounds will create new sensations. One might make you exhale longer and one might tickle. If you like how it feels, you can do this as many times as you like. Day 16 – Rock friend When you are outside, look for some rocks or stones with a smooth side. When you get the rock(s) home, wash them, and when the rocks are dry, you can begin the activity. Use paints or felt tip pens to create some rock friends. You can also use stickers or tape drawings you have made on paper onto them. Rock friends can look however you want. They can be animals, people, plants or patterns. Lots of ideas can be found here: www.diycraftsy.com/painted-rocks You can make a rock friend for yourself and keep it in your Mindful Box. In your journal, you can write about your rock friends. You might want to choose what their name is, their favourite colour, their favourite food, their age, or anything that you can think of. You can also paint other rock friends too, so they can have company or to give to your friends and family. One great thing about rock friends is that they always listen and you don't have to say anything out loud for them to hear. You can write letters to your rock friend in your journal. Having something that will listen to you will help a lot with worries. Day 17- Quiz night See how well you know your family or friends with this question game. You can play with people in person, over the phone, video call or text message. Each person will ask the group 5-10 questions. You want the question to be about you. For example, what's my favourite colour? What is my favourite food? What do I want for my birthday? If I could choose a super power, which one would I choose? Give everyone some time to write down the questions and the answers. When everyone has their questions ready, take turns asking questions. People can write their answers or say them out loud. Have fun, and there is no need to keep score. This quiz is to help you connect and learn about each other. Later in your journal, write down some things you learned about the people you played with. Day 18 – Face the feeling You can do this on your own or with others. Write or draw some feelings or moods on pieces of paper, or print the feelings squares at the end of this workbook and cut them out. Then fold them and put them in a bowl. If you are with others: Pick out a feeling from the bowl, but don't show anyone. Make a face to represent the feeling with your back turned away. Hold the face and cover your mouth and turn back around. Let everyone guess the feeling by looking at your eyes. When each person has guessed, move your hands away and see if they change their answers. When everyone has guessed again, show them the feeling you had picked. Put that feeling back as another person's face will be different for that feeling. You might want to shake the feeling out of your head and body when your turn is over. If you are on your own, make the face into the mirror or take a selfie. Write or draw in your journal about what you see and feel: Does the face remind you of someone or something? Maybe you look like another person in your family when they have the same feeling, or maybe it reminds you of something else like an event or an animal. What do you feel in other parts of your body when you make the face? Shake off the feeling by shaking your head and wiggling your body when you are done.1 Day 19 – 3 questions Answer the following three questions in your journal: What is something you like about each person you live with? What is something that you like or are proud of about you? What is something that made you and at least another person in your household laugh together? Day 20 – Safari This week's adventure will have you looking for the things that fly, crawl and scurry around us. You can go on safari in your home or outside. Either way, you will have to be quiet and alert, with your super-senses switched on, so you can discover tiny wild beasts that the world may or may not have seen before. You might want to take your journal with you to help you keep track of the animals that you find. Try to keep count of how many you see. How many birds? How many bugs? How many mammals? Did they notice you? What happens if they do? Maybe draw your favourite ones. Day 21 - 5, 4, 3, 2, 1 relaxation Practice using your five senses and the things around you to help you to refocus and be calm. You can do this anywhere. Try to notice things you hadn't noticed before. You can write or draw what you notice in your journal or you can just notice them and let them float away as you relax. 5 things I can see: 4 things I can feel: 3 things I can hear: 2 things I can smell: 1 thing I can taste: Week 4 Two weeks of school and three weeks of mindfulness down! Good for you! Both mindfulness and school are easier now. If you don't believe it, look back through your journal and see how you have progressed. Look ahead to Tuesday, Day 23 to plan how you might get access to a printer if you need to. Day 22 - Lion's Roar and Dragon's Breath Did you know that lions roar in the morning when they wake up? Maybe, it helps give them confidence and remain calm throughout the day. This week's breathing challenge will get you roaring in the morning and burning up your worries before bed. Just after you wake up take a deep breath in through your nose, hold it for about seven seconds, and then exhale through your mouth as you ROAR like a lion. Do this two more times and notice if you feel different. Then, just before you lie down for bed, sit down, either on the floor or bed, with your back straight. Take a deep breath in through your nose; hold it for about seven seconds. Then open your mouth in an 'O' shape and breathe out like you're breathing out fire that burns up your worries. Do this two more times. Day 23 – Mindful colouring Recently, colouring books have become popular for adults as well as children. But people have been colouring for clarity and meditation since ancient times. When you colour, you create a space where you are concentrating on keeping the colour in the lines and how the colours interact with each other to create the whole picture. When you choose a colour, there is a thought process and a purpose to it. Find a picture to colour. You might already have a colouring book you can use. You can search online for something to print by searching for Mindful colouring along with anything what you'd like to colour or search for. You might be able to print something from school if you don't have a printer. If that is not an option, try to find a black and white picture from a newspaper or book that you are allowed to colour. Or maybe someone can draw something for you to colour in. There are also apps and websites where you can colour in pictures or colour by numbers. Search for 'colour games' online. Day 24 - Build a story Make a story one line at a time with at least one other person. This can be done in person, over the phone, through video chat or text message. Pick someone to go first and then take turns building upon each other. Sometimes the hardest part of this challenge is coming up with the first line so there are some examples below. You'll have to pay attention to what the person before you said in order for your line to make sense. It might be fun if someone is able to write the story as you go along, and then afterwards you can draw scenes from your story to complete your book. After the story has ended, talk about what surprised you and what you liked about the story. Examples of first lines: Once upon a time, there was a ___________ who wished for ________. There once was a _________ (animal) who wanted a _____________. I remember the day when I met ______________. ___________ (name) didn't let on that they were scared of _________. ____________ enjoyed playing practical jokes. Day 25 – Mood mapping Create a map with a few emotions, feelings or moods as locations. Maybe use the ones that come up often in your journal. Have both positive and negative emotions. Use colours that you might associate with the feelings. Or draw what that feeling would look like if it was place. Then create 'roads' that list how to get from one to the other. For example, moving from angry to content you might list: deep breathing, exercise and listening to music. Then the other directions can be things that make you angry when you've been content, for example; rudeness, someone messing up your things, or getting food on new clothing. The map will serve as a reminder of what makes you feel better and when to do these activities. There's an example on the next page Day 26 - 3 Questions Day 26 - 3 Questions Day 26 – 3 questions Answer the three questions in your journal: What is something you accomplished this week? What is something new you tried or something you did for the first time? What is something you are looking forward to? Regular exercise is a great way to promote mindfulness. It makes you breathe deeply, getting oxygen to the brain. It helps you use up energy that can otherwise build up and become anxiety or worries. Today's challenge will have you racing. Not against anyone, but your heart. You can do the challenge on your own or with others. It will be handy to have a timer or a watch and some water. It's important to keep yourself hydrated when exercising to prevent cramping. Please note that you should only do what is safe for you. If you feel any pain while doing the exercises then stop or go at a pace that is right for you. If you have health conditions that prevent you from getting your heart rate up, walk instead of run and sprint or march in place instead of star jumps. Before you start Take a deep breath in and out. Close your eyes and see if you can hear or feel your heartbeat. You might be able to feel it if put your right middle and index fingers just below your left palm on your wrist or just above your left collar bone on your neck. Exercise 1 - Walk for five minutes Walk around your house, neighbourhood or a park. When the five minutes is up, stop somewhere safe, close your eyes and pay attention to your heartbeat. Is it faster? Take deep breaths in and out until your heart beat is the same rate as before. Exercise 2 - Speed walk for three minutes When everyone is ready, you are going to walk as fast as you can, but you must have one foot on the ground at any time. If you have to do this in the home, you might want to set up a specific route so that you don't run into someone or something. If you are in a park as a household, walk in a line at your own rate, but don't make it a race. When three minutes is up, stop and breathe deeply focusing on how fast your heart is beating. Wait for about 30 seconds before the next exercise. Exercise 3 - Star jumps for three minutes Star jump at your own pace for three minutes. Instead of counting how many you are doing, pay attention to the muscles in your body that are moving, how you are breathing and how warm or cool you feel. It's okay if you need to pause or stop early. When you are done, compare your heart beat to before. Then, breathe deeply for 30 seconds letting your heart rate come down. Exercise 4 - Jog for five minutes Make sure to go at your own rate, or jog together a rate that is comfortable for everyone. You can also jog on the spot to stay together while going at your own rate. When the five minutes is over, check your heartbeats.Wait 30-45 seconds before you move on. Exercise 5 - Run for three minutes As before, go at your own pace, but make sure it is a bit faster that a jog. Run on the spot or around something if you have the space. When the time is up, remain standing and check your heart beat and your breath. If you feel you can't get enough air into your lungs, lift your arms above your head and puff out your chest as much as you can while you breathe in. Wait 30-45 second before the next exercise. If your heart rate is taking a while to come down, walk around slowly and skip the next one. Exercise 6 - Sprint If you are outside, pick a place that everyone can sprint to. You can do this as a race with your family if you like. When you have done the sprint, pause for 10 seconds noticing your breath and heartrate. Then, sprint back. If you are at home or would rather sprint on the spot, sprint for 15-30 seconds, pause for 10 seconds then sprint for another 15-30 seconds. When finished, check in with your heart and breathe deeply while your heart rate comes down. Exercise 7 - Silly walks Take turns walking in a silly way. First, show the others your silly walk. Use your whole body to move forward in the largest, strangest way possible. Then, everyone does your silly walk together. Take turns so that everyone gets to show off a silly walk. If you're outside, you might feel self-conscious at first, but that will fade away the sillier you get. Notice how your body and feels as you walk around in a silly way. After - Stretches Stretch out your legs and body. While you stretch, breathe in deeply through your nose and out slowly through your mouth. Stretching will help prevent soreness and tightness after exercising. Do each stretch for 20-30 seconds. Change sides for stretches 1, 2, 5, 6, 7, 8 in the below image after 15 seconds. When you are done stretching, think about how you felt before, during and after the exercises. Think about other times your heart beats faster and slower. What exercise did you like best and what other exercise you would like to do? You can talk about this as a group or write about it in your journal. You can find more exercises at the following websites: NHS www.nhs.uk/live-well/exercise/physical-activity-guidelines-children-and-youngpeople/?tabname=fitness-guides Change4Life www.nhs.uk/change4life/activities Sport England www.sportengland.org/stayinworkout Darebee www.darebee.com Day 28 - Sunday It's the last day of the Mindful Challenge…or is it? There are many resources online for mindfulness including websites, videos and apps. There are also books and flyers for people of all ages. There might be some at school. Today you are tasked with finding a relaxation exercise online or making one. Each person in your home doing the Mindful Challenge can find one and show it to everyone else. You can search keywords online like, 'mediation and relaxation exercise' whether it's for a certain age or for the whole family or parents. Here are some resources to help you… Websites: Childline's Calm Zone: www.childline.org.uk/toolbox/calm-zone/ Wee Seeds: www.weeseeds.co.uk/exercises Mindfulness for Teens: mindfulnessforteens.com/guided-meditations Videos: Butterfly Body Scan: www.youtube.com/watch?v=56_8aK3cLEA Your secret tree house, guided meditation: www.youtube.com/ watch?v=DWOHcGF1Tmc 13 minute body scan for teens and adults: www.youtube.com/ watch?v=X462QPGZQt4 Apps: A list of useful apps is available at CAMHS resources: www.camhs-resources. co.uk/apps-1 Day 29 and beyond… Keep it going! Mindfulness will be easier now. If you don't think so, look through your journal and be reminded of what you have accomplished. Remember; trying is practicing mindfulness. Keep writing or drawing about your emotions in your journal. In a calendar in your journal, or using the template below, make a challenge for the next week. You might want to keep the same format or mix it up. For instance, instead of answering three questions on Friday, you can answer one a day or every other day. You can use exercises from the challenges you have completed this last month or find more from the resources listed on day 28. If you think it will be hard to remember to practice mindfulness, try to schedule a specific time into your day to do this. Maybe use an alarm with a nice soft sound or write yourself a note. Remember to have fun with it. The next pages are for printing to help you though the challenges: Your own calendar Mindfulness challenge calendar Keep track of what you accomplished by marking completed challenges Emotions and feelings Happy Surprised Love Hyper Grief Friendly Overwhelmed Confident Lonely Awe Resilient Secretive Focused Excited Sick Angry Calm Distracted Guilt On edge Worried Bored Confused Skeptical Invisible Scared Sleepy Disgust Apathetic Strong Ashamed Jealous Worn out Disobedient Embarassed Sad Silly Proud Annoyed Hungry Colouring in Colouring in Colouring in	<urn:uuid:a73fdefc-aeb7-4dd4-82ef-8ea425f60b9c>	CC-MAIN-2020-29	https://d1w0o736jyqvc2.cloudfront.net/files/linked_files/22169/f035c9f83e5b41690608c7a61eeec76b52d0d3ff?1591881819	2020-07-16T14:07:39+00:00	crawl-data/CC-MAIN-2020-29/segments/1593657169226.65/warc/CC-MAIN-20200716122414-20200716152414-00373.warc.gz	354,114,809	8,585	eng_Latn	eng_Latn	0.995262	eng_Latn	0.998887	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Lat...	false	docling	[ 73, 1528, 2631, 4849, 7124, 7982, 8728, 9636, 11892, 13339, 14481, 15554, 16946, 18715, 20196, 21509, 23441, 25069, 26406, 28260, 30068, 31125, 33473, 35339, 36448, 37396, 37415, 37516, 37853, 37867, 37881, 37895 ]	[ 4.125, 3.53125 ]	3	0
Harwood Flooring/Humidity Addendum Wood flooring is a natural product that responds to humidity variations by expanding and contracting. Sometimes these changes may be noticeable. During warm and humid summers wood expands. During dry weather wood contracts. This seasonal movement is normal for wood flooring. In Winter Time In the winter time when homes are heated and the air is dry, wood flooring gives up some of its moisture and contracts as a result. When this happens, thin gaps can appear between planks. This is normal, and a homeowner should be prepared for it to occur. Once indoor heating is turned off in the spring and humidity levels rise again, most of the gaps will close up. To avoid these separations, try to control and monitor air humidity levels during the dry season by using a furnace humidifier. Optimal humidity level falls in 40-60% range. As long as humidity does not fall lower than 45%, gaps will be unlikley to appear between the planks. Installing a simple humidity meter will allow you to monitor and control humidity levels in your home all year round. In Summer Time During warm and humid summers when indoor humidity can rise up to 90%, the opposite occurs. Wood absorbs moisture from the air and expands as a result. Even just a few days of exposure to high humidity can cause wood flooring to cup. When a wooden board cups, its edges are higher than its center. Cupping can also happen when spilled water is absorbed by the wood. Once cupping has occurred, it takes a while for the wood to restore its internal moisture and flatten out. When extensive moisture or humidity causes the wood to expand significantly, adjoining boards start pressing against each other. In extreme cases, this increased pressure can cause the affected boards to lose their structural integrity and crack. To avoid cupping, keep indoor humidity level in your home or job site (prior to hardwood installation) within 40-60% range. Never allow indoor humidity to rise over 60%. Maintain optimal humidity levels by keeping air conditioner or dehumidifier running during hot humid summer weather. Cupping The first thing to do once you notice cupping in your hardwood is to identify and eliminate the moisture source. The problem can be a plumbing leak in the basement, flooding, or indoor humidity level may need to be adjusted. Once the moisture source is eliminated, cupping usually will return to its normal condition. If cupping is moderate, the floor may improve on its own as it dries over time. If cupping is excessive, floor may need to be sanded and refinished. Be certain that the floor has thoroughly dried before sanding it. If sanded before internal moisture has returned to normal levels, crowning will occur. When a board crowns, its center will appear higher than its edges. Moisture and Exotic Wood Species Flooring manufactured from exotic wood species is more demanding than flooring made from domestic woods. For this reason, a set of additional requirements has to be met when installing and maintaining an exotic hardwood floor. Indoor air humidity level must be in the range of 50-70%. In order to meet these requirements, use an air humidifier during the dry season, heat the room or use AC to maintain acceptable humidity during humid summers. We recommend buying a combined digital temperature/moisture meter in order to monitor indoor conditions all year round. Warranty The builder or seller does not warranty hardwood flooring against damages, cupping, or cracking, directly or indirectly cause by humidity. It is the homeowner's responsibility to regulate all humidity levels with in the home. Care and Maintenance Harwood floors can last a lifetime with the property care and maintenance. Here are some helpful tips: * Wipe up all spills immediately * Vacuum or sweep often as needed. Do not use vacuums with hard heads or beater bars * Keeps animal nails trimmed to prevent scratching * Avoid rolling heavy appliances or furniture without the use of necessary protection or appliance lifts. * Use protective pads/feet under any furniture legs that comes in contact with the hardwood flooring. * DO NOT use ammonia based, detergents, bleach, abrasive, or harsh chemicals for cleaning. Consult professional advice for cleaning recommendations.	<urn:uuid:b5651c9b-2d38-41a8-b2db-36e63b8cc4ed>	CC-MAIN-2020-29	https://img1.wsimg.com/blobby/go/79b60e66-d810-4c73-b1c9-4c80be33035f/downloads/1cdt5sp5k_474127.pdf?ver=1584912779615	2020-07-16T12:32:44+00:00	crawl-data/CC-MAIN-2020-29/segments/1593657169226.65/warc/CC-MAIN-20200716122414-20200716152414-00370.warc.gz	433,364,848	859	eng_Latn	eng_Latn	0.998334	eng_Latn	0.998436	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2444, 4307 ]	[ 2.078125 ]	1	0
Excel Cell Number Formatting Cheat Sheet by Number Format Codes nqramjets via cheatography.com/20223/cs/6076/ Adding Text Number format codes are strings of symbols which define how Excel displays that data in your cells Each number format code is made up of up to 4 blocks, separated by a semicolon (;) Example Sect 1; Sect 2; Sect 3; Sect 4 These sections correspond to different types of data as shown below The behavior for each section depends on how many sections are defined Cell Section Format Behavior Changing font color You can change the color of the section by using a simple format code [Color Name] To use you simply set the color in the section you wish to color Exam ple [Red]G ene ral ;[B lue ]Ge neral Complete list of color codes Black Green White Blue Magenta Yellow Cyan Red The General message just tell Excel to represent the number as entered by the user. Be careful when using this for negative numbers, as you only get the value! By nqramjets cheatography.com/nqramjets/ You can add text around numbers is a section in two ways Single Charac ters For single characters simply type a backslash before the character Eg. \@General 1234.567 -1234.567 0 @1234.567 -@1234.567 @0 Text Text Note: Text is not affected in this example Text Strings To add an entire string to a number surround the string in quotes (" ") Eg. Genera l" units" Note: Again, text is not affected by this format code (since that section is not explicitly listed) Eg. General" unit A";General" unit B";General" unit C";General" unit D" Note that there is no representation of the the fact that the negative value is negative. Our definition of the negative section did not include one. Special Characters The following characters can be added to a format section without being escaped Published 18th November, 2015. Last updated 18th November, 2015. Page 1 of 2. Sponsored by CrosswordCheats.com Learn to solve cryptic crosswords! http://crosswordcheats.com Excel Cell Number Formatting Cheat Sheet by nqramjets via cheatography.com/20223/cs/6076/ Source The content and examples for this cheat sheet are taken from this website: http://www.exceltactics.com/definitive-guide-custo m-number-formats-excel/ I have condensed the information in order to fit it on a cheat sheet. Fractions, Percentages, and Scientific Notation Fractions Fraction notation rounds values to the nearest possible fraction. Remember that fractions can be either proper, or improper. Exam ples Data Result Reduced Fracti ons By nqramjets cheatography.com/nqramjets/ Fractions, Percentages, and Scientific Notation (cont) Fractions, Percentages, and Scientific Notation (cont) Fixed Base Fractions It's possible to force Excel to use a specific denominator by specifying it in the format code Format # ##/15 0.23 0.25 1.25 Perc entages (%) Format 3/15 4/15 1 4/15 #% 24% 24% 100% 125% 0.235 0.25 1 1.25 0 % You can also specify fractional percentages Format # #/#% 0.235 23 1/2% 0.25 25% You can specify the number of digits with decimal places Format 0.235 0.25 1 1.25 0 Scie ntific Notation Published 18th November, 2015. Last updated 18th November, 2015. Page 2 of 2. #.0% 23.5% 25.0% 100.0% 125.0% .0% Excel uses E+ notation for exponential values. The format code in front of the E+ describes the relevant digits, and another format code on the other side of the E+ describes the handling of the exponent. Sponsored by CrosswordCheats.com Learn to solve cryptic crosswords! http://crosswordcheats.com	<urn:uuid:e7dcb9ac-ea12-468d-81a5-08d794e07dd6>	CC-MAIN-2020-29	https://cheatography.com/nqramjets/cheat-sheets/excel-cell-number-formatting/pdf_bw/	2020-07-16T13:59:07+00:00	crawl-data/CC-MAIN-2020-29/segments/1593657169226.65/warc/CC-MAIN-20200716122414-20200716152414-00388.warc.gz	329,441,033	945	eng_Latn	eng_Latn	0.974715	eng_Latn	0.980436	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2012, 3600 ]	[ 2.4375 ]	1	0
WHERE WE PARTICIPATE TOP 5 PLACES TO BE PHYSICALLY ACTIVE2 Private property, 56% home, garden or pool On, in or beside the sea/coast Public park, field, playground, skate park or BMX track 18% want to do more physical activity (VS 73% REGIONALLY) feel being physically active in the great outdoors is an important part of New Zealanders lives HOW WE PARTICIPATE PARTICIPATION VARIES BY GENDER, AGE AND ETHNICITY TOP 5 ACTIVITIES OVER LAST 7 DAYS 83% 56% 29% 29% 29% Walking Gardening Cycling Swimming Hauraki adults noted cycling in their top 5 activities. Hauraki adults report no running/jogging in top 5, unlike other districts. Individual workout using equipment Hauraki adults are more likely to garden and less likely to do individual workouts compared to the rest of the Waikato region. GYM OR FITNESS CENTRE TOP 10 SPORTS WHERE ADULTS ARE ACTIVE (OVER THE LAST 7 DAYS) 1 Golf 6 Hockey 2 Table tennis 3 Tennis 4 Netball 5 Horse riding/equestrian EVENTS (LESS THAN THE WAIKATO REGION) 28% have participated in events in last 12 months 14% have continued doing the activity after the event COMPETITION OR TRAINING have been competitive or part of organised training belong to a gym or fitness centre (LESS THAN THE WAIKATO REGION) 25% 7 Football 8 Outdoor bowls 9 Rugby 10 Badminton TOP 5 ACTIVITIES FOR EVENTS ARE Sports tournament Running/walking Fishing tournament or event Biking events Of those that belong to a gym or fitness centre, 26% have not visited the gym in the last 7 days belong to a sport or recreation club CLUB Endurance running/ walking QUALITY EXPERIENCES ARE DEFINED BY: Societal change means the landscape for delivery of sport is changing. For sport and active recreation providers it will be critical to understand these changes and what can be done to keep people engaged. DRIVERS FOR A GOOD SPORTS CLUB EXPERIENCE ARE3: Social environment Fulfilling potential Quality of coaches COACHING AND INSTRUCTION4 TOP 3 reasons to receive coaching 1 To keep them motivated or focused To improve skills To improve performance 2 3 have received coaching in last 7 days have used technology over last 7 days to receive instruction WHY WE PARTICIPATE AND HOW WE FEEL ABOUT IT 78% of adults see physical activity as an essential part of their life 79% are satisfied with their life SCREEN TIME say they would be lost without their mobile phone (LESS THAN THE WAIKATO REGION) 45% TURN IT OFF TO BE ACTIVE AND CONNECT WITH YOURSELF AND OTHERS 80% WELLBEING recognise that being physically active is important for their mental health and wellbeing REASONS FOR BEING ACTIVE: Hauraki adults are motivated by maintaining physical health, mental emotional wellbeing and having fun. 44% To lose or control weight 44% Improve skills or performance 38% Challenging yourself and trying to win 24% Wanting to look good 39% Being physically active with others Hauraki Adults are more likely to be active to challenge themselves or try to win. 58% 54% concentrate after physical activity say they find it easier to (LESS THAN THE WAIKATO REGION) 65% know they should do more physical activity state sport and physical activity gives them motivation and a sense of purpose TOP 5 BARRIERS ARE: When adults would rather spend time doing other activities, spending time with the family takes precedence over physical activity. 52% Other commitments are taking priority (e.g. work, family) 26% I prefer to spend my time on other interests/ hobbies 22% I already do a good amount of physical activity 22% I struggle to 20% motivate myself I am too tired or don't have the energy Hauraki adults are more likely to have barriers such as no appropriate facilities, haven't got the skills or prefer to do something else. SPORT AND PHYSICAL ACTIVITY ENABLES HAPPIER AND HEALTHIER PEOPLE AND BETTER CONNECTED COMMUNITIES5 * reduces rates of non-communicable disease (cancer, heart disease, type 2 diabetes and obesity) and improves life expectancy * participation can help develop important life skills including teamwork, self-confidence and leadership * reduces rates of mental health conditions such as depression and anxiety * participation early in life is positively associated with maintaining active and healthy behaviours later in life * participation is positively associated with better cognitive function and academic achievement * participation has the potential to strengthen social networks and build a sense of belonging for participants * participation has the potential to bring communities together, contributing to community identity and reducing antisocial behaviour VOLUNTEERING VOLUNTEERS MAKE SPORT HAPPEN. THEY ARE THE HEART OF SPORT AND RECREATION 24% HAVE VOLUNTEERED IN LAST 12 MONTHS 4.28 AVERAGE HOURS 6 VOLUNTEERING IN LAST 7 DAYS CONSIDER THEY MAY VOLUNTEER IN THE NEXT 12 MONTHS 35% INVOLVEMENT IN VOLUNTEERING WAS MOTIVATED BY6: It is a sport or physical activity I currently do It is a sport or physical activity that my child currently does It is a sport or physical activity I used to do It is a sport or physical activity another member of my family or friend does or used to do It is a sport or physical activity that my child used to do IMPLICATIONS WHAT TO CONSIDER: * Make it more than just sport * Consider the barriers and how to overcome them * Provide inclusive offers * Cater for differences in gender, ethnicity and age * Think beyond competitive sport * Cater for the diverse range of motivations * Find creative ways to re-engage the disengaged * Make it fun! METHODOLOGY Active NZ survey replaces the previous Active NZ survey series (last conducted 2013/14) and the inaugural Young People survey (2011) conducted by Sport New Zealand. The survey uses a sequential mixed methodology and a continuous survey approach. The results in this report are based on data collected through the Active NZ survey between 5 January 2017 and 4 January 2018 from 1,137 young people (aged 5–17) and 5,563 adults (aged 18+) in the Waikato Region, across 10 Territorial Authorities. For more information refer to the Sport New Zealand Active NZ 2017 Participation Report. Data presented is based on all respondents and inclusive of 7 days and 12 months unless otherwise specified. Rounding differences between Sport Waikato's modelled results and Sport New Zealand's data may mean some percentages are different by 1-2%. 6Can select more than one volunteer activity - therefore percentages do not add up to 100%. 07 858 5389 \| fb.com/sportwaikato \| sportwaikato.org.nz Ministry of Health, 2018. New Zealand Health Survey 2016/17. RESOURCES / REFERENCES * Sport New Zealand, 2018. Active NZ 2017 Participation Report. Wellington: Sport New Zealand. * Sport New Zealand, 2017. The Voice of the Participant 2016/17 Full Report. Wellington: Sport New Zealand. * Sport New Zealand, 2018. The Value of Sport Main Report. 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MythBuster Moving away from common myths to a better understanding of anger and anger-related difficulties in young people MYTH "Problematic anger is the same as aggression" Who is this mythbuster for? This mythbuster is written for young people and their families and friends. It may also be of interest to health and other professionals working with young people. The first section summarises key facts about anger and anger-related difficulties in young people. The second section explores what anger is, and when it becomes problematic, in more detail. Evidence that counters common myths about anger is then provided. Common myths about anger Anger is perhaps the most misunderstood of all feelings. When we think about anger, we are likely to be affected by common stereotypes about anger as an emotion, who gets angry, and how anger is expressed. There is often a misunderstanding that anger always results in obvious aggressive behaviour and so it is a 'bad' emotion. There is an assumption that people who experience problematic anger are dangerous or that they are less deserving of help than people with other issues. Confusing anger with aggression can also lead to an assumption that it is always easy to tell when someone has anger problems. In fact, this is not the case. Myths about anger are harmful as they can make it harder for people to seek and receive helpful support for anger-related difficulties. It is important to challenge these myths because we know that problematic anger can be extremely destructive to a young person's life. We also know that it can be effectively treated [1-4]. It is important to challenge these myths because we know that problematic anger can be extremely destructive to a young person's life. We also know that it can be effectively treated Getting support for anger-related difficulties Anger is not a problem in itself. However, if you feel angry a lot of the time or have difficulty managing your anger it may be helpful to seek support from a healthcare professional. It is particularly important to seek support if your anger problems are causing problems in your relationships (e.g., with friends, family, colleagues or teachers), making it hard for you to keep up with your commitments (e.g., work or studies), resulting in other problems like feeling down or substance use or causing you distress. Another important reason to seek help is if you feel that you are at-risk of hurting yourself or someone else as a result of your anger. If you think anger may be a problem for you, you don't need to figure out all of the answers before talking to someone about it. Even if you're just a bit worried about your anger, or know that others close to you are concerned, it is a good idea to talk to someone. Seeking support from your GP or your nearest headspace centre is a good place to start. If you prefer to seek support online or over the phone, you can access support through eheadspace.org.au. Getting support early could make a big difference to your wellbeing and your relationships. Is anger a problem for young people? Anger problems are concern for many young people. Recent research with over 24,000 young people indicates that anger-related problems are one of the main presenting issues among young people attending headspace centres [5]. Only depression and anxiety ranked higher than anger. Younger males (aged 12-14 years) were particularly likely to present with anger problems. Anger is also a very common presenting problem in specialist mental health services and school counseling services [6-8]. However, internationally, research suggests that many people experiencing problematic anger do not seek support and when they do, anger and how to treat it is not well understood [9]. Several factors are likely to contribute to low rates of help-seeking and treatment. These include a lack of understanding about what problematic anger is, whom it affects, how it typically presents and unclear pathways to help. What is anger? Anger is an emotion that includes thinking, feeling and action components [10]. It can be experienced at different levels of intensity, ranging from mild irritation through to rage. The thinking component of anger relates to the thoughts and attitudes that effect how someone interprets their surroundings and things that are happening around them. These thoughts and attitudes influence what is interpreted as anger inducing [11]. Anger is usually associated with the belief or perception that somebody has done us wrong [12]. It is closely linked to the body's 'fight-flightfreeze' response. This response is very important to our survival because it prepares our body to react to a perceived threat. It can cause lots of physical changes in our bodies (e.g. raised heart rate, rapid breathing, hot flushes). This means that we experience anger in our bodies as well as in our thoughts and feelings. When we are feeling very angry, the way we think is also affected. It can be hard for us to think clearly as all of our attention is diverted to the perceived threat. Understanding anger can help in learning how to manage our feelings and how to express them in a healthy way. In order to understand anger (in ourselves or in others) it is important to distinguish between the experience and expression of anger [10, 11, 13]. When someone experiences or 'feels' angry, they can express or 'show' this anger in different ways. Anger can be expressed outwardly through a person's verbal or nonverbal behaviour. For example, someone may verbally express that they are feeling angry while speaking in a calm tone, and at a normal volume or they may shout, scream or use offensive language. Their anger may also be expressed in changes to their facial expression or through their actions. This may range from walking away from an interaction, throwing or hitting things, or physically attacking another person. Anger can also be suppressed or 'bottled up' (i.e., someone can feel very angry without showing their anger). When anger is 'bottled up' in this way, it may not be obvious to other people that someone is experiencing anger, even if it is intense or persistent. Understanding anger can help in learning how to manage our feelings and how to express them in a healthy way What is problematic anger? Anger may become problematic when it occurs frequently, at high intensity, and results in other problems [10]. These may include: aggressive behaviour, excessive risk-taking, self-harm, health problems, and high levels of stress and/or psychological distress. How much a person usually experiences anger and how intensely is considered to be a personality characteristic or 'trait'. The important thing about personality traits is that they are dimensional, so at one extreme a person is likely to feel angry a lot and/or very intensely, while at the other end of the spectrum, a person will rarely feel angry and/or experience only mild anger. Research shows that some people are much more likely to respond with anger to a range of situations, and to feel angry a lot of the time [10]. These people are described as having high trait anger [10]. Anger is a healthy emotion that serves many adaptive functions In certain situations, it may be a more helpful response to suppress or 'bottle-up' (rather than express or 'show') anger. For example, a person who is feeling physically threatened may suppress their anger if they think that expressing it would make the situation worse and place them at increased risk of harm. However, when anger is supressed frequently, or in situations where it is not helpful, this can be problematic in a number of ways. It can cause problems in relationships and reduce the chances of a person's needs being met. For example, a longitudinal study found frequent suppression of emotions predicted young people having less social support, feeling less close to others and less satisfied in their relationships than their peers in their first year of university [14]. Suppression of intense emotions can also result in other psychological problems such as depression or low self-esteem [15-17]. Suppression of anger can also be associated with unexplained physical health complaints [18] and can sometimes lead to a person turning anger 'inwards' against themselves. When this happens, intense anger can result in self-harm [19; see our Mythbuster on self‑harm for more information, available from orygen.org.au]. MYTH: Anger is a 'bad' emotion Anger is a healthy emotion that serves many adaptive functions. Both the expression and experience of anger are part of healthy emotional functioning. Of all emotions, young adolescents may particularly struggle to recognise and respond to anger [20]. Learning to be aware of our emotions and express them appropriately is very important to both healthy development and mental health [21]. Recognising and expressing anger can be healthy and helpful in developing assertiveness skills (so we can stand up for ourselves), our belief in own abilities and persistence [21]. By learning to express our anger in a healthy way, we are much more likely to get our needs met. We can also prove to ourselves that anger is an emotion that we are able to manage so we don't need to avoid it or think of it as 'bad'. Experiencing anger can motivate us to address perceived threats, or perceived injustices, by asserting or 'standing up for' ourselves, taking practical steps toward a solution, or defending ourselves or others. Far from being harmful, research suggests that developing these skills and characteristics may actually reduce our chances of experiencing anxiety and depression [21]. MYTH: It is easy to tell if somebody has anger problems Some people who experience intense anger, or who feel angry frequently, suppress or 'bottle up' their anger. A person may do this consciously or subconsciously (i.e., the person may not identify their feelings of anger or be aware that they are supressing it). These people may be less likely to get help for their anger as it is not always apparent to those around them that they have difficulty managing their anger. Others may not realise that a young person's anger has become problematic and they are likely to need support to manage it. They may minimise or dismiss the young person's anger by saying or thinking things like 'boys will be boys', or 'he/she will grow out of it'. MYTH: Problematic anger is the same as aggression Problematic anger should not be confused with aggression. Anger is a feeling, whereas aggression is a behavioural response [12]. Aggressive behaviour is not always a sign that someone is feeling very angry, it can result from other strong emotions [1012]. For example, if someone is feeling extremely anxious and overwhelmed, their behaviour may become aggressive in trying to escape their immediate environment [22]. Similarly, aggressive behaviour can occur in the absence of anger [e.g., if someone is trying to intimidate another person; 23]. When anger is expressed outwardly, it can result in aggressive behaviour, but this is only one way that anger may present. Anger can also be expressed through assertive action that is not aggressive. For example, when you are being asked to do something immediately, calmly and clearly telling the person that you will do what they are asking, but not until you are able to do it. Problematic anger should not be confused with aggression MYTH: Problematic anger is a 'male problem' There are lots of different myths about gender and anger. For example, only men experience anger; when women are angry their anger is always appropriate to the situation; or that women's anger is less problematic or serious then men's [24]. These myths are closely tied to ideas about different social rules around emotional expression for boys and girls that exist in Western societies. Girls are encouraged to be more emotionally expressive than boys when it comes to most emotions (e.g., happiness, sadness, fear, guilt and shame) while boys are expected to display less of these "tender emotions" but more anger, contempt and disgust [21]. As a result, girls may learn to suppress their anger, while boys learn to express it. The relationship between anger and gender is complex. It is likely to differ depending on factors such as a person's age and maturity, their social context (e.g., are they alone or with peers?), and the potential consequences of expressing anger appropriately [e.g., whether they will be rewarded in some way or punished; 21]. When thinking about these gender differences, it is particularly important to distinguish between anger experience and anger expression (i.e., feeling versus expressing anger). Generally research doesn't support the idea that men experience more anger than women [25]. In fact, recent research suggests that if a gender difference exists, it is likely that women feel more angry often than men, and they may also experience more intense and enduring anger. In a large-scale study of the Australian population (aged 16-65 years), women reported experiencing more severe levels of anger than men [26]. This finding has been replicated in studies of adolescents [27, 28] and young adults [29] in a number of countries. Overall, research suggests that men and women may express their anger in different ways. Direct aggression (i.e. physical and verbal aggression), and especially physical aggression, is more common among men than women at all ages [25, 30] and peaks in youth [aged 18-30 years; 25]. This may lead to an assumption that women are more likely to express relational aggression [i.e., more subtle forms of aggression such as manipulation of relationships, spreading gossip, exclusion from group activities; 30]. In fact, there are more similarities than differences in the way boys and girls use relational aggression in childhood and adolescence [30]. … research suggests that anger causes more destruction to people's relationships than any other emotion MYTH: Anger is less worthy of intervention than other emotional problems People who experience persistent and/or intense anger, or who have difficulty regulating their expression of anger, can experience significant psychological distress. Their social functioning can also be severely impacted. In fact, research suggests that anger causes more destruction to people's relationships than any other emotion [10]. Most of the research exploring the negative outcomes associated with experiencing problematic anger has been conducted with adults. However, research with young people similarly indicates that individuals who experience problematic anger are at-risk of experiencing a wide range of negative outcomes in terms of their physical health, mental health and their social functioning [11]. People who experience problematic anger are at increased risk of engaging in a wide-range of maladaptive behaviours including self-harm [19, 31, 32], problematic gambling [33], substance abuse [e.g., 26], and aggressive behaviour [34]. They are also at increased risk of experiencing a number of mental health problems including mood and anxiety disorders [26, 35, 36]. Anger also has a significant positive association with suicidal thinking [37]. People who present with persistent anger, or who have difficulties expressing their anger in a healthy way, are also at increased risk of developing physical health problems, such as coronary heart disease and type II diabetes [38]. They are also likely to die younger than individuals without a history of anger problems [39]. Similarly, high levels of aggression (both direct and relational) are associated with a range of harmful outcomes [27, 30, 40]. Is problematic anger a diagnosable problem? Problematic anger is not a psychiatric diagnosis, however it is commonly part of a more complex clinical presentation [10, 41]. Anger can serve a function in regulating other feelings that are experienced as threatening or unacceptable by a person [42]. For example, if a person experiences sadness as a sign of weakness and vulnerability, strong feelings of sadness may be perceived as intolerable. As a result, when a person feels sad or anticipates feeling sad, this may trigger them to feel angry. Anger can also stem from other feelings that a person finds confusing or has trouble understanding. When anger functions in this way, it may 'mask' other negative emotions that are very distressing to the person. For example, mood disturbance in children and adolescents experiencing a depressive disorder may present as an irritable mood rather than sadness [43]. As a result, parents and teachers may describe depressed children and teenagers as "angry" rather than depressed or sad. It has been proposed that depressive symptoms in young men are more likely to be 'masked' by anger, aggressive behaviour, and difficulty identifying one's emotions [e.g., 44]. However, recent research suggests that the relationship between depressive symptoms and anger is stronger among young women than young men [29]. This means that it is important to be aware that a young person experiencing anger problems may be struggling with depressive symptoms, regardless of their gender. For some young people, high levels of anger and/or difficulties managing anger may be associated with traumatic experiences (e.g., ongoing or past physical or sexual abuse). … it is important to be aware that a young person experiencing anger problems may be struggling with depressive symptoms, regardless of their gender Helpful resources For more reliable information about anger including factsheets, videos, young people's stories of their experiences of anger, and how and where to get help check out headspace.org.au/get-info/anger/ and ReachOut.com. The Centre for Clinical Interventions (Western Australia) also provides a series of factsheets and self-help resources that may be helpful including 'What is Anger', 'Coping with Anger' and 'Assertive Communication' (http://www.cci.health. wa.gov.au/resources/infopax_doc.cfm?Mini_ID=49). The National Health Service in the UK has produced a more detailed self-help resource for anger problems called Moodjuice (http://www.moodjuice.scot.nhs.uk/ anger.asp) based on Cognitive Behavioural Therapy. Clinicians can refer to the Evidence Summary – Understanding and assessing anger-related difficulties in young people – a guide for clinicians on our website orygen.org.au for more information. References 1. Cole, R., A systematic review of cognitivebehavioural interventions for adolescents with anger-related difficulties. Educational and Child Psychology, 2008. 25(1): p. 27-47. 2. Eyberg, S.M., M.M. Nelson, and S.R. Boggs, Evidence-based psychosocial treatments for children and adolescents with disruptive behavior. Journal of Clinical Child & Adolescent Psychology, 2008. 37(1): p. 215-237. 3. Sukhodolsky, D.G., H. Kassinove, and B.S. Gorman, Cognitive-behavioral therapy for anger in children and adolescents: A meta-analysis. Aggression and Violent Behavior, 2004. 9(3): p. 247-269. 4. Blake, C.S. and V. Hamrin, Current approaches to the assessment and management of anger and aggression in youth: a review. Journal of Child & Adolescent Psychiatric Nursing, 2007. 20(4): p. 209-21. 5. Rickwood, D.J., et al., Changes in psychological distress and psychosocial functioning in young people visiting headspace centres for mental health problems. The Medical journal of Australia, 2015. 202(10): p. 537-542. 6. Cooper, M., Counselling in UK secondary schools: A comprehensive review of audit and evaluation data. Counselling & Psychotherapy Research, 2009. 9(3): p. 137-150. 7. Jackson, C.J.A.K.J.M., Users of secondary schoolbased counselling services and specialist CAMHS in Wales: A comparison study. Counselling & Psychotherapy Research, 2014. 14(4): p. 315-325. 8. Edwards, P.C., An action research project examining anger and aggression with rural adolescent males participating in the Rock and Water Program. 2013. 9. Richardson, C.H., E., Boiling point: anger and what can we do about it. 2008: London. 10. DiGiuseppe, R. and R.C. Tafrate, Understanding anger disorders. 2007, New York: Oxford University Press. 11. Kerr, M.A. and B.H. Schneider, Anger expression in children and adolescents: A review of the empirical literature. Clinical Psychology Review, 2008. 28(4): p. 559-577. 12. Kassinove, H. and D.G. Sukhodolsky, Anger disorders: Basic science and practice issues. Issues in comprehensive pediatric nursing, 1995. 18(3): p. 173-205. 13. Hawkins, K.A., et al., Concurrent and prospective and anger. Cognitive therapy and research, 2013. relations between distress tolerance, life stressors, 37 (3): p. 434-445. 14. Srivastava, S., et al., The social costs of emotional suppression: a prospective study of the transition to college. Journal of personality and social psychology, 2009. 96(4): p. 883. 15. Aldao, A., S. Nolen-Hoeksema, and S. Schweizer, Emotion-regulation strategies across psychopathology: A meta-analytic review. Clinical psychology review, 2010. 30(2): p. 217-237. 16. Clay, D.L., et al., Sex differences in anger expression, depressed mood, and aggression in children and adolescents. Journal of Clinical Psychology in Medical Settings, 1996. 3(1): p. 79-92. 17. Cole, P.M., et al., Individual differences in emotion regulation and behavior problems in preschool children. Journal of Abnormal Psychology, 1996. 105(4): p. 518. 18. Liu, L., et al., Sources of somatization: Exploring the roles of insecurity in relationships and styles of anger experience and expression. Social Science & Medicine, 2011. 73(9): p. 1436-1443. 19. Rodham, K., K. Hawton, and E. Evans, Reasons for deliberate self-harm: comparison of selfpoisoners and self-cutters in a community sample of adolescents. Journal of the American Academy of Child & Adolescent Psychiatry, 2004. 43(1): p. 80-87. 20. Piko, B.F., N. Keresztes, and Z.F. Pluhar, Aggressive behavior and psychosocial health among children. Personality and Individual Differences, 2006. 40(5): p. 885-895. 21. Chaplin, T.M. and A. Aldao, Gender differences in emotion expression in children: a meta-analytic review. Psychological Bulletin, 2013. 139(4): p. 735. 22. Kusmierska, G., Do anger management treatments help angry adults? a meta-analytic answer. 2012, Kusmierska, Grazyna: City U New York, US. 23. DiGiuseppe, R., et al., The comorbidity of anger symptoms with personality disorders in psychiatric outpatients. Journal of clinical psychology, 2012. 68(1): p. 67-77. 24. Burt, I., Identifying gender differences in male and female anger among an adolescent population. The Professional Counselor, 2014. 4(5): p. 531. 25. Archer, J., Sex differences in aggression in realworld settings: a meta-analytic review. Review of general Psychology, 2004. 8(4): p. 291. 26. Barrett, E.L., K.L. Mills, and M. Teesson, Mental health correlates of anger in the general population: Findings from the 2007 National Survey of Mental Health and Wellbeing. Australian and New Zealand Journal of Psychiatry, 2013: p. 0004867413476752. 27. Ghanizadeh, A., Gender difference of school anger dimensions and its prediction for suicidal behavior in adolescents. International Journal of Clinical and Health Psychology, 2008. 8(2): p. 525-535. 28. Osika, W., et al., Anger, depression and anxiety associated with endothelial function in childhood and adolescence. Archives of disease in childhood, 2009: p. adc. 2008.152777. 29. Asgeirsdottir, B.B. and I.D. Sigfusdottir, Gender differences in co-occurrence of depressive and anger symptoms among adolescents in five Nordic countries. Scandinavian journal of public health, 2015. 43(2): p. 183-189. 30. Card, N.A., et al., Direct and indirect aggression during childhood and adolescence: A meta-analytic review of gender differences, intercorrelations, and relations to maladjustment. Child development, 2008. 79(5): p. 1185-1229. 31. Laye-Gindhu, A. and K.A. Schonert-Reichl, Nonsuicidal self-harm among community adolescents: Understanding the "whats" and "whys" of self-harm. Journal of Youth and Adolescence, 2005. 34(5): p. 447-457. 32. Hawton, K., et al., Repetition of deliberate self-harm by adolescents: the role of psychological factors. Journal of adolescence, 1999. 22(3): p. 369-378. 33. Collins, J., W. Skinner, and T. Toneatto, Beyond assessment: The impact of comorbidity of pathological gambling, psychiatric disorders and substance use disorders on treatment course and outcomes. Ontario Problem Gambling Research Center, 2005. 34. Deffenbacher, J.L., et al., State–Trait Anger Theory and the utility of the Trait Anger Scale. Journal of Counseling Psychology, 1996. 43(2): p. 131. 35. Hawkins, K.A. and J.R. Cougle, Anger problems across the anxiety disorders: findings from a population-based study. Depression and anxiety, 2011. 28(2): p. 145-152. 36. Olatunji, B.O., B.G. Ciesielski, and D.F. Tolin, Fear and loathing: A meta-analytic review of the specificity of anger in PTSD. Behavior Therapy, 2010. 41(1): p. 93-105. 37. Jang, J.-M., et al., Predictors of suicidal ideation in a community sample: Roles of anger, self-esteem, and depression. Psychiatry research, 2014. 216(1): p. 74-81. 38. Staicu, M.-L. and M. Cuţov, Anger and health risk behaviors. Journal of medicine and life, 2010. 3(4): p. 372. 39. Harburg, E., et al., Expressive/Suppressive AngerCoping Responses, Gender, and Types of Mortality: a 17-Year Follow-Up (Tecumseh, Michigan, 19711988). Psychosomatic medicine, 2003. 65(4): p. 588-597. 40. Miotto, P., et al., Suicidal ideation and aggressiveness in school-aged youths. Psychiatry research, 2003. 120(3): p. 247-255. 41. Ewigman, N.L., J.A. Gylys, and J.S. Harman, The Diagnosis of Anger as a Presenting Complaint in Outpatient Medical Settings. Psychiatric Services, 2013. 64(9): p. 921-924. 42. Gardner, F.L. and Z.E. Moore, Understanding clinical anger and violence: The anger avoidance model. Behavior modification, 2008. 43. American Psychiatric Association, Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. 2013, Arlington, VA: American Psychiatric Association. 44. Rutz, W., et al., Prevention of depression and suicide by education and medication: impact on male suicidality. An update from the Gotland study. International Journal of Psychiatry in Clinical Practice, 1997. 1(1): p. 39-46. Authors Dr Faye Scanlan Dr Alexandra Parker Orygen, The National Centre of Excellence in Youth Mental Health Clinical Consultants Dr Louise McCutcheon Orygen, The National Centre of Excellence in Youth Mental Health Mr Steve Halperin Orygen Youth Health Clinical Program Acknowledgements This Evidence Summary was produced by the Centre of Excellence program provided by Orygen, The National Centre of Excellence in Youth Mental Health to headspace National Youth Mental Health Foundation and funded by the Australian Government Department of Health and Ageing under the Youth Mental Health Initiative Program. The series aims to highlight for service providers the research evidence and best practice for the care of young people with mental health and substance use problems. Experts on the topic have reviewed the summary before publication, including members of the headspace Youth National Reference Group (hYNRG). The authors would like to thank the members of hYNRG for their input on this Mythbuster. Disclaimer This information is not medical advice. It is generic and does not take into account your personal circumstances, physical wellbeing, mental status or mental requirements. Do not use this information to treat or diagnose your own or another person's medical condition and never ignore medical advice or delay seeking it because of something in this information. Any medical questions should be referred to a qualified healthcare professional. If in doubt, please always seek medical advice. Orygen, The National Centre of Excellence in Youth Mental Health is the world's leading research and knowledge translation organisation focusing on mental ill-health in young people. For more details about Orygen visit orygen.org.au Copyright © 2016 Orygen, The National Centre of Excellence in Youth Mental Health. This work is copyrighted. Apart from any use permitted under the Copyright Act 1968, no part may be reproduced without prior written permission from Orygen. Orygen, The National Centre of Excellence in Youth Mental Health 1300 679 436 firstname.lastname@example.org orygen.org.au 11400_16_Orygen Design Studio	<urn:uuid:2515b533-115f-4603-b817-5f2621871550>	CC-MAIN-2020-29	https://www.orygen.org.au/Training/Resources/Clinical-complexity/Mythbusters/anger-in-young-people/Orygen-Anger-Mythbuster?ext=	2020-07-16T13:33:42+00:00	crawl-data/CC-MAIN-2020-29/segments/1593657169226.65/warc/CC-MAIN-20200716122414-20200716152414-00393.warc.gz	1,030,888,640	6,272	eng_Latn	eng_Latn	0.974277	eng_Latn	0.994548	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 176, 4003, 8478, 12761, 15761, 18533, 26430, 28577 ]	[ 3.328125, 0.984375 ]	2	0
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Students may use their d. table to find the value of m that corresponds to g = 0, or solve the equation g = 25 - 1 15m for m when g equals 0. Since m has a coefficient of -1 15, students may have a difficult time Answers \| Investigation 4 Investigation 4 Looking Back at Functions: The three problems in Investigation 3 in CMP 2 are essentially the same as Investigation 3 in CMP3. Problem 2.3 from CMP 2 has been added and is now 4.2. Problem 4.1 is the same; 4.2 is now 4.3 and 4.3 is now 4.4. Investigation 5 Reasoning with Symbols: Investigation 5 in CMP 2 is essentially the same ... Say It With Symbols - Connected Mathematics Project Investigation 1: Making Sense of Symbols: Equivalent Expressions ACE #22 The expression represents the area of a rectangle. Draw a divided rectangle for the expression. Label the lengths and the area. Write an equivalent expression in factored form. x2 – 2x If we try to make sense of the symbolic expression then we see that we have a "square" Say It With Symbols: Homework Examples from ACE Name:!_____!Class:!_____!Date:!_____! Unit 6: Say it with Symbols Investigation 4: Looking Back At Functions Unit 6: Say it with Symbols - CSPA Middle School Say It With Symbols for use after Investigation 1 A trapezoid is a quadrilateral with one pair of parallel sides.The parallel sides, labeled a and b, are called the bases of the trapezoid.The height, labeled h,is distance from side a to side b. Three students found three different methods for calculating the area of a trapezoid. 8CMP06 AR SI 095-113 Say It With Symbols 1 Investigation 3 . Answers \| Investigation 3 Ce. = 650 + 30(N - 10) C= 650 + 30N - 300 C= 30N + 350 The 30 means that each tile costs 30 dollars and the 290 is the start-up cost. 9. 80 boxes; students may graph the two equations and find the x-coordinate of Answers \| Investigation 3 Answers \| Investigation 2 Pc. = -9,862.5 + 212.5T; to simplify P = 4.25[50(T - 45)] - 300, first distribute the 50 by multiplying it by T and -45. Then multiply each of those terms by 4.25, and combine like terms: P= 4.25[50(T-45)] 300 P= 4.25[50T-2,250] 300 P= -9,562.5 + 212.5T 300 P= -9,862.5 + 212.5T The 212.50 represents the rate Answers \| Investigation 2 In Say It With Symbols, students learn to use symbolic expressions to represent and reason about relationships. Students also manipulate symbolic expressions into equivalent forms to access new information. The emphasis is on using the properties of numbers and properties of equality to look at equivalent expressions and the information each expression represents. Mr. Miller's Mathematics Site / Say It With Symbols d. The relationship is linear; students may say that this is because the graphs are straight lines; the table increases by a constant value of 4 for every increase of 1 ft in the side length. 3. a. 2(30) + 2(20) + 2 = 102 tiles b. Possible answers: N = 2L + 2W + 2 N = 2(L + 0.5) + 2(W + 0.5) N = 2(W + 1) + 2L Investigation 1 Equivalent ... Answers Investigation 1 - MAFIADOC.COM Say It With Symbols: Homework Examples from ACE Investigation 1: Making Sense of Symbols: Equivalent Expressions, ACE #19, 22, 28, 32 Investigation 2: Combining Expressions, ACE #6, 7, 8, 27 Investigation 3: Solving Equations, ACE #27, 31 Investigation 4: Looking Back at Functions, ACE #11, 12, 13, 21, 31 Investigation 5: Reasoning With Symbols, ACE#7, 13 Investigation 1: Making Sense of ... (Get Answer) - Say It With Symbols: Homework Examples from ... In Say It With Symbols, your child will solve problems designed to develop their understanding and skill in using symbolic expressions and equations in algebra. They will learn how to: Represent patterns and relationships in symbolic forms Determine when different symbolic expressions are mathematically equivalent CMP3 Grade 8 - Connected Mathematics Project Answers Investigation 3 ACE Assignment Choices Problem 3.1 Core 1, 4–7, 30, 31, 49 Other Applications 2, 3; Connections 29, 32; Extensions 47, 48 Problem 3.2 Core 8–15, 34 Other Applications 16, 17; Connections 33, 35–37, Extensions 50, 53; and unassigned choices from previous problems Problem 3.3 Core 18–20 Other Connections 38–41, Extensions 51–52; and ... Answers - inetTeacher.com Activity: Students play a generalized version of connect four, gaining the chance to place a piece on the board by solving an algebraic equation. Parameters: Level of difficulty of equations to solve and type of problem. Page 1/2 Copyright : forum.exactstaff.com Algebra Four is one of the Interactivate assessment games. Interactivate: Investigation Four: Solving Equations In the trivia quiz below dubbed say it with symbols, you will be expected to answer the questions to the best of your ability. Feel like you are up for the challenge? What are you waiting for, press start and let's have some fun! More Math Quizzes. Do You Know Your Math? Take Up The Quiz And Good Luck! Say It With Symbols Test! Trivia Questions Quiz - ProProfs ... An NPR and PBS Frontline investigation reveals how the oil and gas industry used the promise of recycling to sell more plastic, even when they knew it would never work on a large scale. Is Plastic Recycling A Lie? Oil Companies Touted Recycling ... Prosecutors in Mexico are questioning 17 military police involved in a gunfight that killed a woman and left her husband injured, officials said on Thursday, after tensions flared in protests ... 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Additional fluency resources can be found here. http://www.codemathshub.org.uk/lockdownresources/ * Weekly Spelling Tasks (Aim to do 1 per day) * Practise the Year 3/4 * Year 3 - Circle complete consider continue decide describe different disappear appear early * Year 4 - curious tremendous precious furious cautious fabulous spacious adventurous infectious tedious * Practise your spelling on Spelling Shed * Practise your spelling on Spelling Frame * Choose 5 Common Exception words. Write a synonym, antonyms, the meaning and an example of how to use the word in a sentence. Can the word be modified? * Choose 5 Common Exception words and practise spelling them using bubble letters. Write the word in bubble letters, e.g. Weekly Writing Tasks (Aim to do 1 per day) * Write a recount to a family member telling them all about how your day or week has been. * Write a shopping list that ensures their family will eat a balanced diet. Remembering to include exciting adjectives. (Adjectives are words that describe or modify nouns or pronouns. For example, red, quick, happy, are adjectives because they describe things—a red hat, the quick rabbit, a happy duck.) * Write a recipe. Remembering to include a list of ingredients and things they need. Also not forgetting to include headings and subheadings. Then write their set of instructions, remembering to include imperative verbs. (Verbs that command you to do something eg Chop, Boil, Stir..). (see last week support here too) * Write a review about a meal they've eaten. Describe what they had to eat. What did they enjoy and why? * Choose a particular food and write an acrostic poem. Think about where it comes from? What does it look like? What does it taste like? Etc…. * Take part in a writing master class. Learning Project - to be done throughout the week The project this week aims to provide opportunities for your child to learn more food. Learning may focus on where different foods originate from, what makes a healthy meal, opportunities to cook etc. * Let's Wonder: What is a balanced diet? Find out about the 5 food groups. Make slides or posters about what they find out about. Carbohydrates Protein Dairy Fruits and Vegetables Fats. Where does their food come from? Which foods come from the UK? What is Fairtrade? * Let's Create: Make repeated pattern prints for decorative purposes using various natural materials, e.g. potato printing or create some still life observational sketches of fruit. Look at the artwork of Giuseppe Arcimboldo Maybe recreate some of his paintings with fruit. * Be Active: Mr Taylor will be doing a Facebook Live workout every morning at 9am on the Padstow School Facebook page. Food provides us with energy, and we need energy to exercise and this keeps us fit. Why not choose a dance from Supermoves? Recommendation at least 2 hours of exercise a week. * Time to Talk: As a family, design a healthy meal plan for the week. Discuss their favourite foods and why they enjoy them? Talk about healthy and unhealthy foods and explain the importance of eating a balanced diet. * Understanding Others and Appreciating Differences: Lunch around the world. Look at lunch around the world and investigate how differently people eat in other parts of the world. Find out what a vegetarian is? Vegan? Kosher food? Halal food? * Reflect: Make a meal by combining a variety of ingredients using a range of cooking techniques. Measure and weigh ingredients appropriately to prepare and cook a range of savoury dishes. Additional learning resources parents may wish to engage with Classroom Secrets Learning Packs - These packs are split into different year groups and include activities linked to reading, writing, maths and practical ideas you can do around the home. Twinkl - to access these resources click on the link and sign up using your own email address and creating your own password. Use the offer code UKTWINKLHELPS. Headteacherchat - This is a blog that has links to various learning platforms. Lots of these are free to access. #TheLearningProjects	<urn:uuid:c7fff3b2-3fd0-4aeb-8234-c384361718d9>	CC-MAIN-2020-29	https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/255945/user/dw3jx0se4O?response-content-disposition=attachment%3Bfilename=Week-6-Learning-Project-Y3_4_%25281%2529.pdf&AWSAccessKeyId=AKIAJIR6B76NNU2A4JGQ&Expires=1594952950&Signature=Pr%2BJEB7YCqWqOUjmd1QanraXriU%3D	2020-07-16T14:29:11+00:00	crawl-data/CC-MAIN-2020-29/segments/1593657169226.65/warc/CC-MAIN-20200716122414-20200716152414-00396.warc.gz	620,237,328	868	eng_Latn	eng_Latn	0.998385	eng_Latn	0.998398	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2516, 4081 ]	[ 4.25 ]	2	0
Chapter 8 Word List Word List afflicted (adjective) 1. suffering with; 2. troubled by stake (noun) a sharpened wood or metal piece hammered into the ground as a marker or support; bilk (verb) 1. to cheat out of money; 2. to defraud; 3. to elude (verb) 1. to indicate boundaries with a stake; 2. to assert a right or an ownership of something commend (verb) 1. to praise; 2. to call attention to; 3. to recommend delicacy (noun) 1. fragility; 2. softness; 3. something pleasing to the senses diminutive (adjective) very small dissect (verb) 1. to cut apart or separate; 2. to examine endeavor (noun) a good try or attempt; (verb) to try or strive famine (noun) 1. a serious shortage of food; 2. starvation frail (adjective) 1. not strong or hearty; weak; 2. easily broken hectic (adjective) marked by feverish activity; hasty inadequate (adjective) 1. not enough; insufficient; 2. not able kindle (verb) 1. to start a fire; 2. to set in action; 3. to inspire minimum (noun) the smallest amount possible; (adjective) the least possible obsolete (adjective) 1. no longer in use; 2. out-of-date plausible (adjective) 1. likely; 2. acceptable; 3. apparently believable receptacle (noun) something that holds or contains; a container scrutinize (verb) 1. to watch carefully; 2. to examine torrid (adjective) 1. dried up by the sun's heat; 2. burning vestige (noun) a mark or trace of something no longer present Additional Words Challenge Words bellicose (adjective) eager to start wars or quarrels incorrigible (adjective) unmanageable or unable to be improved matriarch (noun) a female who dominates a family or group sagacious (adjective) having good judgment or keen perception vilify (verb) to make rude or vicious statements against Word Study: Analogies Analogies show relationships between pairs of words. Study the relationships between the pairs of words below. is to rich poor as tall is to short teacher is to student as doctor is to patient heat is to summer as cold is to winter	<urn:uuid:583baa50-62e9-42ed-b815-66b2516feafa>	CC-MAIN-2022-27	https://www.vocabularyinaction.com/images/VIA09_H-WordList_Ch08.pdf	2022-06-29T18:59:45+00:00	crawl-data/CC-MAIN-2022-27/segments/1656103642979.38/warc/CC-MAIN-20220629180939-20220629210939-00600.warc.gz	1,123,616,750	607	eng_Latn	eng_Latn	0.994343	eng_Latn	0.994343	[ "eng_Latn" ]	false	docling	[ 2050 ]	[ 3.328125 ]	1	0
Telling our Stories, Finding our Roots, Exeter's Multi-Coloured History Interview Transcript Name of interviewee: Ye Tong LIU (Tina) Name of interviewers: Samantha Cruzada Date of interview: 19 th February 2013 Location of interview: Global Centre, Exeter Community Centre Transcribed by: Dawn Eldridge Do you have a Chinese name? Yeah my name is Ye Tong. Is there any significance in it? Does it have a meaning? Ye means 'leaf' and Tong means' child' – its because I am an ox, I need beef to eat. And Tong, in China, in the 1 st of June is the children's day. My birthday was supposed to be on that day, that's why my name is 'child'. And how old are you? 15 How long have you been in Exeter for? About 5 years. Do you have any family in Exeter? My mum and dad are here. How come you came in the city? I don't really remember, I was too young, I was like 10. My mum wanted to go to America, but it didn't work out, so she decided to come here, so my dad followed her, then afterwards I moved here as well. Do you have any other of your extended family here? No, only us three Are they all in China? Yes, the rest in China. So where in China are you originally from, which part? It's Waifan, It's in the East. What differences and similarities do you find between China and Exeter? The place or people? Both The people are really different. The people in China are generally really quiet and more calm, and for here really open. Yes, I think that's the main difference in people and the place – the air is more clean here. And it's quite open, there's not much tall buildings and it's not really crowded – the opposite in China. Can you remember your earliest memory in Exeter, like when you first got here? Yeah, I remember I used to, we lived in this home stay, kind of, and I lived with this English person. When I first saw him he talked to me in English and I didn't really understand anything. So that's all I remember. Did you find it hard adapting with the language? Yes, I found it really hard. In schools especially, I didn't understand anything and Year 6 when I came here, I didn't really understand anything, but it gets better. Did you find that it was hard for you to make friends because you didn't know the language at first? Yes, that's right it was really hard, but it's harder in secondary school, because in primary school the teacher will tell you to be friends with someone, but in secondary school you kind of have to make your own friends. So was that difficult or hard? It was difficult at first, but once you know one friend or get to know more friends, it gets better. Did you experience like any discrimination because of your race? A little bit, but it didn't really matter. Did you not get affected by it? No But, do you think it's a problem in your school? I don't think so – no I don't think it's a problem. Are your friends like all white or is it like a mixture? I have two white friends, and the rest is Asian – a mixture, Filippinos. What do you like and dislike about living here in Exeter? What I like is that people are usually not very busy or tired, and the life here is really calm and slow. But the thing is it gets really boring, if you live in a place like this, because all you can do is go around town and that's all you can do. So would you prefer to live in China? Yeh, I would. Basically because there are more things to do in China, because it's a bigger place. Do you consider yourself Chinese or British, or a bit of both? A bit of both, perhaps more Chinese I think. Can you, if you have like, British friends, do you have things in common that have to do with Britain in general? Because I don't have that many British friends, so I think my British friends kind of change when they are next to me, but I don't really change for them because I don't know anything about them. Do you celebrate any festivals? Yeah, Christmas, Easter. Anything that's specifically Chinese? Chinese.. New Year. Do you invite any of your British friends? No, I don't think… How come you don't? Because my family doesn't really celebrate it as a really, really big festival. Sometimes my family just ignore it. We only celebrate sometimes so… In China we don't celebrate New Year with friends, we only celebrate with friends anyway, so no.. and family. Do you think being in a different country does it like stop you from properly celebrating? I can celebrate it properly if I want to, but because I think New Year is more important when you are small, but when you get bigger it's not that much of a deal, because you are growing and it's not that important any more. What rites of passage are important, for example, in China, like weddings, or funerals or harvest, like agriculture. In Chinese culture is it important to have weddings or funerals.. I think that funerals are more important than a wedding, because it's a big thing and if someone in my family has a funeral, for example, if someone in my family doesn't go, it will be a really rude thing, but if I have a wedding and someone doesn't go that will be fine. Are you a member of a faith group? No Do you think it's got to do with the fact that China doesn't really have a religion? Yes, I think so, I don't have people, my family is not religious. My school taught us to believe in the country rather than a religion. Do you have like arguments with people who have a different belief? No What are your hobbies, what kind of music do you like? I like Korean music. Tell me more about that. Korean music is really addictive. I think, compared to American music or British music, it has more things to do with it, it's not about the music it's about the people and the fans, because they are more involved. The stars, the idols, they do things for their fans, for example like fans' areas, but I don't find other, like for example American idols do that often. So I think K-Pop's better. What kind of bands do you like? I like Exo. it's a group made by SM entertainment, it's the top three big entertainments in South Korea. How many members are there? They have 12 members, so quite a lot. If you have never heard of K-Pop before. K-Pop doesn't really have much solo artists, it's basically all groups, so you will somehow find someone you like in that group, I find that really cool. Have they like got any Chinese members? Yes, they sometimes add people from other Asian countries so they get more fans all over the world. Do you watch any TV shows or dramas? I don't watch any English or like, European TV shows, I just watch Asian ones, because the story lines are like basically the same all the time, and they just change. What, in British television? Oh both I think. I don't like the type of drama the British ones. I think the people really. Because for the Chinese drama the actor and actress has to be really good looking. I find these people good looking for me, but I don't find the people in English dramas good looking for me. Is it because they are Chinese, or they are British? No, I'm just more used to it. Just more used to seeing Chinese people? Yes Also, to do with the dramas, is it because of the culture? Yes, because it's like for example, love stories, they are really different. In the Chinese drama, it would be really slow so it might take about 20 episodes for them to become together, but in a British drama, they might just be married in the second episode. I think it's to do with lifestyles. Elaborate. Chinese people treat marriage really important, so you have to be with someone for more than, I would say, three to five years until you can get married. Whereas here, you see someone you like you can just marry them. Do you use the internet? Yes, all the time – I don't really watch TV. Do you like the freedom in this country, because the internet in China has no You Tube. Do you like the freedom here? Yes, but it's not a real big deal because in China I don't really need to go on things like You Tube because there are Chinese websites I can use. Like here I can't use some of the Chinese websites here - depends where I am and what things I want to look for. But it's usually easier to go on the internet here, because in China we have something that's like a twitter thing as well, but if you say something to do with politics sometimes it just gets deleted and your account as well. So you like the fact that there's more freedom of speech here Yes. What language are your comfortable with? Speaking wise I think it's Chinese, but writing it would be in English. How come writing in English? Because I don't find any context where I would write in Chinese, I just talk to Chinese people, but I don't really need to write to them. I write in English in school and other places. And what language do you think in? Depends who I am with, both. You know you said earlier that you have different ethnic friends, have they experienced any racism? I don't think so, no – or they didn't tell me. What are your views of the police and other public services in this country compared to China? I don't know I don't see the police often. I think the council is really nice here – I don't know about police, I don't really see them often. But I think it's safer here, that's why I don't see police often. In China, it's like police in the street all the time. Do you think it's got to do with the population or the government? I think it's to do with population. Do you support a particular political party? No, because in China, people don't really vote for presidents or anything. People older than me, like my dad for example, might care about politics, but for my generation, we don't really care any more. So you just let it happen? Yes But in this country, would you want to vote? No So you don't really care if it's a democracy? No, I think it's more to do with me. I think other people from China might care, but I personally don't. Can you tell us a folk tale from China? OK, there's this person called Ho Hi, and in China apparently we used to have 10 suns and it was really, really hot so he decided to kill the other 9 suns, so people can live normally. You know in China, there's a lot of historical dramas, why do you think that is? I think because the context makes the stories different. Because, in the olden days, you can't decide who you want to marry, your parents choose for you, so it really makes the story different. So if you live in the modern world, you can just go out with whoever you want. So people want to see like, how far you can… Yes Can you give us a song or your national anthem? Ok – can I just sing a little bit [sings..] What does it mean? I think it was when we had the war, it's basically saying that you should never give up, and encouraging people, the soldiers to fight. It's historical. You know China has had a lot of success with the Olympic teams and sportswise and .. business, What are your comments on that? Do you feel proud? Yeah, I do feel proud, I think China is getting better at sport, especially swimming, because we didn't win any medals in swimming before, but in the 2012 Olympics, this girl, 15 year old girl and boy both won a medal in swimming. Do you think China is going to do well in swimming as well? I don't know, I think once we've won medal, they will find something new, because it's hard to keep up. They will find another sport to be good at. Rather than keeping, carrying on being good at that one sport So you want to be good at loads of sports, to win loads of Gold medals. What message would you like to give to Exeter's people? World peace. I don't know. Would you like to change anything? No, everything's good. Maybe more leisure opportunities for young people. Is that because there's not many young Chinese people? No I just find there's nothing to do. If there was a scenario would you feel more comfortable with friends now or people the same age as you that are Chinese? My friends now, but if I get on with the Chinese people for a really long time, maybe it would be them, because it's more about the culture. It would be good if you were surrounded by people with the same culture as you? I don't mind, it's not really about the culture, it's about the people themselves. Because you have more in common? Yes, it's not like people from, all the people in England all like football or something, everyone's different. Thank you for letting us interview you . You're welcome End of interview 8	<urn:uuid:e58d15af-a42c-41b0-8fc7-cf2d57f5a1bb>	CC-MAIN-2022-27	http://tellingourstoriesexeter.org.uk/uploads/Documents/Audio%20transcripts/Tina%20Liu%2019.02.13%20transcript.pdf	2022-06-29T18:34:51+00:00	crawl-data/CC-MAIN-2022-27/segments/1656103642979.38/warc/CC-MAIN-20220629180939-20220629210939-00601.warc.gz	52,333,219	2,917	eng_Latn	eng_Latn	0.999062	eng_Latn	0.999228	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1309, 3023, 4677, 6417, 8347, 9864, 11707, 12596 ]	[ 2.296875 ]	2	0
22/05/2019 Personal report: 1 Anti-Ageing by Eurogenetica www.nutrigene.it Name: Age: Gender: "Your skin reflects your inner health – in fact the appearance of your skin comes mostly from processes inside the body" YOUR RESULTS Welcome to your Skin Healthy Ageing DNA analysis The skin is the largest organ of the body. An average man's skin covers more than 2 square yards and weighs 10 pounds. In just 1 square inch of skin there are approximately 30 million cells, 100 fat glands, 600 sweat glands, 65 hairs, numerous muscles, and thousands of nerve endings. The human skin ranges in thickness from 0.5 millimetre in the eyelid to more than 2 millimetres in the palms and soles. * The skin performs a complex role in human physiology: * Protects the rest of the body from toxins, injuries, the sun, and temperature extremes in the external environment * Preserves the stability of the body's inner environment and keeps it in place * Helps the body to regulate heat * Communicates information about physical and emotional states * Provides identification through unique finger- and sole-prints The appearance, elasticity and ageing of skin is affected by both genes and environment and the way that they interact. Environmental features include diet, lifestyle, physical activity, sun exposure, etc. We also all have common genetic variants that affect processes important to our skin health however because genes do not act alone, by making suitable changes in diet, lifestyle, etc. we can exert some control over our apparent genetic destiny – with simple adjustments to our lives we can make significant improvements in our long term skin health, and even reduce / reverse effects of ageing that have already appeared. Healthy skin, Healthy ageing, Anti-ageing Areas covered by this test: * Skin structure and ageing * Oxidative Stress, Detoxification & Inflammation * Advanced glycation end products (AGEs) * Vascular tone & water retention Skin health, blood & lymph circulation and conditions such as cellulite are interlinked at several levels. They involve complex processes that include microcirculation, local fat accumulation, hormonal factors, altered matrix metabolism, oxidative stress, inﬂammatory changes, and alterations in lymphatic drainage. The panel provides information about the potential effect of your individual genetic variation on your overall skin health and well-being. Since we focus especially on research regarding gene x environment interactions the genetic information leads to specific personal modifications to your diet and lifestyle which can help with healthy skin ageing and prevent or combat processes such as cellulite, water retention, etc. The appearance, elasticity and ageing of skin is affected by both genes and environment and the way that they interact. Environmental features include diet, lifestyle, physical activity, sun exposure, etc. We also all have common genetic variants that affect processes important to our skin health however because genes do not act alone, by making suitable changes in diet, lifestyle, etc. we can exert some control over our apparent genetic destiny – with simple adjustments to our lives we can make significant improvements in our long term skin health, and even reduce / reverse effects of ageing that have already appeared. Skin Structure We have looked at genes associated with the generation and maintenance of skin structure. Skin is "dynamic" it is constantly being broken down and rebuilt in response to external and internal stimuli (e.g. sunlight and metabolic oxidation). Skin surface appearance is determined by the elasticity and resilience of the underlying protein fibre structure, mainly cross-linked collagen and elastin fibres. The genes we test include collagen, elastin and enzymes involved in the delicate remodelling process. Variations in these genes can have small effects on this process which can have significant long-term consequences for skin ageing, but which can be ameliorated by taking protective measures. Oxidative Stress, Detoxification & Inflammation These processes are normal features of everyday activity in the cell. Exposure to the sun increases generation of free radicals in the skin due to the activity of UV light on skin cells. Free radicals are also generated as part of the normal oxidative metabolic processes of energy production in the cell. Free radicals are extremely reactive molecules which can cause damage to all cellular components including DNA, proteins and lipids. The body has developed several protective mechanisms including enzymes which mop-up these free-radicals before they can cause their damage. We can also limit free-radical production by taking care over what we eat and by avoiding tobacco smoke (including passive smoking) and, as much as possible, environmental pollution. We have tested you for variations in several genes which are involved in these protective mechanisms. The variations may affect the efficiency of free-radical protection and specific advice for you on how to overcome this is given. Inflammation is a normal function that is a vital part of many important processes such as wound healing, protection against infection and repairing damage caused by UV light. It is an extremely complex set of processes mediated in large part by various protein molecules called cytokines which may have either pro-inflammatory or anti-inflammatory actions. Many of the genes that produce these cytokines are polymorphic and the variations can affect the activity of the proteins leading to individual variations in inflammatory responses between different people. Although having a protective role it is important that the inflammatory response is well controlled because over-inflammation can have consequences such as accelerated skin ageing. The inflammatory response can be modulated by nutrition and dietary supplementation, we have tested for variations in several cytokine genes and used the results to help to design appropriate protective measure unique for your particular make-up. Sensitivity to Refined Carbohydrates & Glycation Individual genetic variation affects your sensitivity towards refined carbohydrates – an increased sensitivity coupled with over consumption of refined carbohydrates raises the likelihood of overweight and obesity. Carbohydrate sensitivity can also result in higher levels of glycaemia, glycation, an increased probability of developing insulin resistance and eventually type 2 diabetes. These processes also contribute to the development of nonenzymatic modification of proteins in the formation of advanced glycation end products (AGEs) which are implicated as detrimental in various processes important for skin health, vascular tone, cellulite and physiological ageing. Once formed, AGEs tend to gravitate toward dermal collagen and elastin. Common symptoms of skin with glycation issues include premature ageing, such as wrinkling and sagging; weakened elastin and collagen; and a reduced ability for skin to quickly rehabilitate. The presence of AGEs also make the skin more vulnerable to oxidative stress, smoking and UV exposure. The total state of oxidative stress on the healthy body, and the accumulation of AGE-related damage is proportional to the dietary intake of refined carbohydrates which is also affected by individual genetic sensitivity to these macromolecules. AGEs affect nearly every type of cell and molecule in the body, and are thought to be one factor in ageing and some agerelated chronic diseases. They are also believed to play a causative role in the vascular complications of diabetes mellitus. They have a range of pathological effects, including increasing vascular permeability, inhibition of vascular dilation by interfering with nitric oxide, oxidising LDL, increasing inflammation and enhancing oxidative stress. Vascular tone & water retention Vascular tone is the contractile activity of vascular smooth muscle cells in the walls of small arteries and arterioles and is the major determinant of the resistance to blood flow through the circulation. Thus, vascular tone plays an important role in the regulation of blood pressure and the distribution of blood flow between and within the tissues and organs of the body. When this tone is normal, the blood vessels are considered to be functioning at optimal levels. Reduced nitric oxide production has been linked to vascular tone which appears to improve when diet is rich in omega-3 fatty acids, irrespective of genotype but is thought to be even more critical for those with impaired endothelial function as associated with individuals with the NOS3 variation. Cold-water fatty fish (salmon, halibut, mackerel, tuna) and their oils are excellent sources of omega-3 fats. Plant sources include canola oil, flaxseed, walnuts, and their oils. The ACE gene codes for an enzyme that has a key role in cardiovascular health because it is closely involved in the regulation of the processes of vasoconstriction and vasodilation. The ACE gene contains an "Insertion/Deletion" polymorphism (allele "I" = Insertion; allele "D" = Deletion), that influences enzyme activity. The gene AGT (Angiotensinogen) is involved in the regulation of blood flow, blood pressure and electrolyte balance. ACE and AGT play a key role in the maintenance of cardiovascular homeostasis because they are important in the regulation of vasoconstriction and dilation. Recent studies have linked these genes to salt-sensitive increases in blood pressure. Results Skin Structure We have looked at genes associated with the generation and maintenance of skin structure. Skin is "dynamic" it is constantly being broken down and rebuilt in response to external and internal stimuli (e.g. sunlight and metabolic oxidation). Skin surface appearance is determined by the elasticity and resilience of the underlying protein fibre structure, mainly cross-linked collagen and elastin fibres. The genes we test for include collagen, elastin and enzymes involved in the delicate remodelling process. Variations in these genes can have small effects on this process which can have significant long-term consequences for skin ageing, but which can be ameliorated by taking protective measures. You have two copies of the G allele in the MMP1 gene and are heterozygous for MMP3 which is associated with overexpression of these enzymes and increased breakdown of collagen fibres as part of the normal skin repair process in response to damage. These variants are particularly affected by smoking and UV light. Various antioxidants such as astaxanthin have been shown to reduce excess MMP expression and can be useful for maintaining skin health. Your COL1A1 genotype is associated with normal collagen structure. The ELN A allele is associated with reduced elasticity and distensibility, especially after middle-age, from around 50 yrs old * Avoid tobacco smoke, including passive. If you live in a polluted urban area try to get out regularly * Always use a good quality UV screen when in sunlight * Various antioxidants such as astaxanthin have been shown to reduce MMP expression and can be useful for maintaining skin health. * Keep your skin hydrated Oxidative Stress, Detoxification & Inflammation The gene SOD2 codes for an enzyme called manganese superoxide dismutase. This enzyme is important in protecting the cell environment from internally generated oxidative free radicals, especially those generated during energy production. Each cell in the body during normal metabolism generates large quantities of free radicals; these are highly reactive species which can damage cell components such as lipid membranes, proteins and DNA. However they are rapidly removed by the several protective mechanisms, one of which involves SOD2. Together with catalase (CAT) and glutathione peroxidase (GPX, a selenoprotein), these enzymes constitute a primary defense against oxidative stress. Free radicals are considered by many scientists to be involved in the ageing process. The coenzyme Q10 reductase (NQO1) enzyme converts coenzyme Q10 (ubiquinone) to its reduced form, ubiquinol, which scavenges free radicals in the mitochondria and lipid membranes. Individuals with a SNP in the NQO1 gene have slower reduction of ubiquinone to ubiquinol, resulting in very low blood and tissue levels of this key antioxidant. CoQ10depleted skin tissue may be particularly more prone to the damage by free radicals because of its constant exposure to environmental oxidants such as sunlight and pollution. EPHX1 codes for an enzyme that is involved in Phase I (activation) of removing toxins, such as carcinogens from food and smoke. GSTM1 & GSTT1 (glutathione S-transferases) are involved in phase II of the detoxification process by which toxins are removed from the body (via the conjugation of toxic molecules with glutathione, facilitating their elimination). According to genetic variation the enzyme activity is either present (Insertion or "I") or absent (Deletion or "D"). Both IL6 and TNF are cytokines involved in the inflammatory process as part of the body's normal immune response and genetic in these genes variation (IL-6-174 G/C and TNF-308 G/A) affects the amounts of cytokines produced. Your genetic test results indicate the possibility of a moderately reduced capacity to neutralise free radicals. You have one copy of the C allele in the SOD2 gene, this codes for a form of this enzyme which while active in the mitochondria may lead to less protection against oxidative stress in the cell cytoplasm. You carry two copies of the T allele in the GPX1 gene, the enzyme produced will be the lower activity variant and it is recommended that levels of selenium in the diet are increased above RDA. You have normal expression of the CAT & NQO1 genes. You carry the T allele in your EPHX1 gene, which codes for the fast activity enzyme which can lead to increased production of reactive intermediates during the detoxification process. In your case you have the INS (Insertion) versions in both genes, which means that the GST enzymes are produced normally. Your results show that you have normal expression for both IL6 and TNF. * Your genetic test results indicate the possibility of a reduced capacity to neutralise free radicals. Dietary anti-oxidants are very important sources of protection from free radicals and other types of oxidative stress. In order to support your body's own protection mechanism it is important for you to ensure that you reach your goals for vitamins A, C and E and selenium. * With your results it is advisable to limit your consumption of grilled or smoked meat to 1-2 servings per week. Try to reduce exposure to external pollutants such as cigarette smoke and urban pollution (do not carry out strenuous exercise (e.g. jogging) in polluted outdoor areas). * It is not necessary to increase cruciferous vegetable consumption to compensate for the absence of GSTM1 & GSTT1. You can follow the standard recommendation for cruciferous: 1-2 servings per week * Your recommended intake of selenium 105 mcg / day, this is higher than the standard recommendation Sensitivity to Refined Carbohydrate & Glycation Sensitivity = 3.6/10 Nutritional advice: Max 8% total calories Max GL = 80 Fibre = 28 g Carbohydrates are our main source of energy, but not all carbohydrates are the same. The consumption of refined carbohydrates in particular should be restrained because these are quickly absorbed into the blood stream causing peaks in glucose levels that in the long term can lead to higher levels protein glycation. Refined carbs are contained in all products produced using refined flour from which important components, like fibre, have been removed. In fact the increased use of fibre in the diet is recommended because it slows down sugar absorption, making it more gradual and dampening glucose peaks and reduction in glycation. You are advised to make sure that you reach your daily recommended levels of fibre and to remain below your personal limit for refined carbs intake. Various studies have examined the relationship between genes, environment and lifestyle and how this affects glucose transport & metabolism, glycemia, glycation and insulin sensitivity. Genes for which there is strong evidence have been included in this panel. Based on them, recommendations are provided for optimising levels of refined carbohydrates & fibre in your daily nutrition. You have a MEDIUM sensitivity to carbohydrates – this is an overall measure of the potential effects of your combined genotype on aspects such as carbohydrate metabolism and assimilation, short term glucose fluctuations and longer term insulin sensitivity. Based on the combined genotype of all genes related to carbohydrate metabolism we offer the following nutritional advice: * Max 8% total calories from refined carbohydrates * Max glycemic load = 80 / day * Fibre = >28 g / day You are advised to make sure that you reach your daily recommended levels of fibre and to remain below your personal limit for refined carbohydrates intake. WHAT IS GLYCEMIC LOAD AND GLYCEMIC INDEX? Carbohydrates serve as one of the body's main sources of energy. How your body responds to the various carbohydrates in foods depends on the Glycemic Index (GI) of the food. Glycemic Index is a rating scale that defines carbohydrate-rich foods on a scale from 0 to 100. Foods are ranked according to how much they raise bloodglucose levels after eating. High GI foods are rapidly digested and absorbed, which may result in large swings in blood glucose levels. Low GI foods are digested and absorbed more slowly, and may result in more stable levels of blood glucose. Glycemic Load (GL) is a reference that takes into account the Glycemic Index of a food and the amount of the food that you need to eat to measure the full impact on your blood glucose levels. The higher the Glycemic Load, the greater the increase in blood glucose. To maintain long term health, consider consuming foods with a lower GL to help keep blood glucose levels steady in order to promote optimal health and well-being. Consume whole grains. The fibrous coat of the hull or skin from grains slows down the digestion and absorption of carbohydrates. An example of a whole grain product is wholewheat flour, bulgur and brown rice. Choose long-grain, brown rice as a staple because this variety of rice has the lowest GI compared to other rice. Pasta has a low GI, but a large portion can result in a high GL. Hypertension and vascular tone The ACE gene codes for an enzyme that is closely involved in the regulation of the processes of vasoconstriction and vasodilation. The ACE gene contains an "Insertion/Deletion" polymorphism (allele "I" = Insertion; allele "D" = Deletion), that influences enzyme activity. Recent studies have demonstrated and association between the genotypes I/D and I/I and dietary salt sensitivity affecting blood pressure. Angiotensinogen is involved in the regulation of blood flow, blood pressure and electrolyte balance. Angiotensin (a small peptide formed by the action of renin and ACE on angiotensinogen) is part of the renin-angiotensin system. ACE and AGT play a key role in the maintenance of cardiovascular homeostasis because they are important in the regulation of vasoconstriction and dilation. Recent studies have linked these genes to salt-sensitive increases in blood pressure. NOS3 produces nitric oxide (NO), a cell signalling molecule implicated in vascular smooth muscle relaxation and plays a key role in the regulation of vascular tone, peripheral resistance and has vasoprotection by suppressing platelet aggregation, leukocyte adhesion and smooth muscle cell proliferation. Bradykinin is one of the peptides known as kinins. This peptide has been recognized as a significant vasodilator and may influence edema. Bradykinin is an endothelial dependent vasodilator and acts via the Bradykinin B2 receptor (BDKRB2). It is associated with vasodilation and blood pressure control. Efficiency of muscular contraction and cell hydration. The C allele is associated with lower receptor mRNA expression and is associated with increased thirst and fluid loss. Your genetic tests reveals that you have the D/D genotype at ACE gene and C/C genotype at AGT gene, and therefore a possible predisposition to hypertension when salt (specifically sodium) consumption is excessive. You are advised to limit your salt intake to a maximum of 4.0 g/day, equivalent to about 1,600 mg/day sodium. The NOS3 T allele is associated with lower NO production and this is aggravated by tobacco smoke. Omega-3 fatty acids have been shown to improve endothelial function, reducing vasoconstriction, especially in carriers of the T. The BDKRB2 CC genotype is associated with lower expression, this can add to the effects of the ACE D and NOS3 T allele, increasing the risk of higher blood pressure, independent of salt, and lower vascular tone and fluid retention. WHY IS SALT (SODIUM) IMPORTANT FOR YOUR HEALTH? Salt is made up of sodium and chloride. It's the sodium content that's of most concern because it can cause high blood pressure in those genetically-susceptible. Historically, government agencies have stressed the importance of reducing sodium intake at or below 2300 milligrams (mg) per day. This amount of sodium translates as 1 teaspoon of salt per day and includes all the salt we add to our foods and the prepared foods we consume. In general, our commercial foods tend to be highly salted for flavour and it's a good idea for all of us to be aware of how much salt we ingest on a daily basis. However, for those susceptible to salt-sensitive high blood pressure, it's essential to cut back on salt and its sodium content. - Taste your food before salting it. You may not need the extra salt! - Know where the hidden salt in foods is. Assume most convenience foods are high in salt content. - Consider adding herb mixes to your food to enhance the flavour of your food without adding salt. - Keep hydrated. - Keep an eye on your blood pressure APPENDIX 2: General Information BASIC FACTS ABOUT SKIN The skin is the largest organ of the body. An average man's skin covers more than 2 square yards and weighs 10 pounds. In just 1 square inch of skin there are approximately 30 million cells, 100 fat glands, 600 sweat glands, 65 hairs, numerous muscles, and thousands of nerve endings. The human skin ranges in thickness from 0.5 millimetre in the eyelid to more than 2 millimetres in the palms and soles. STRUCTURE OF THE SKIN The skin is usually described as having three layers. The outer layer is called the epidermis. Below that is the dermis, and underlying these is a layer of fat-producing cells called the subcutaneous tissue. FUNCTION The skin performs a complex role in human physiology: * Protects the rest of the body from toxins, injuries, the sun, and temperature extremes in the external environment * Preserves the stability of the body's inner environment and keeps it in place * Helps the body to regulate heat * Communicates information about physical and emotional states * Provides identification through unique finger- and sole-prints EPIDERMIS Though paper thin, the epidermis is composed of many layers of cells. In the basal layer (the living epidermis), new cells are constantly being reproduced, pushing older cells to the surface. As skin cells move farther away from their source of nourishment, they flatten and shrink. They lose their nuclei, move out of the basal layer to the horny layer (the dead epidermis), and turn into a lifeless protein called keratin. After serving a brief protective function, the keratinocytes are imperceptibly sloughed off. This process of a living cell's evolution, called keratinization, takes about 4 weeks. Keratinocytes, or dead skin cells, constitute about 95 percent of the epidermal cells and function as a barrier, keeping harmful substances out and preventing water and other essential substances from escaping the body. The other 5 percent of epidermal cells are melanocytes, which manufacture and distribute melanin, the protein that adds pigment to skin and protects the body from ultraviolet rays. Skin colour is determined by the amount of protein produced by these cells, not by the number of melanocytes, which is fairly constant in all races. Hair and nails are specialized keratin structures and are considered part of the epidermis. While animals use fur and claws for protection and defence, these corresponding structures are largely cosmetic in humans. The skin, however, is uniquely human, since it can betray emotion by blushing (embarrassment), turning red (anger), blanching (fear), sweating (tension), and forming goosebumps (terror). DERMIS The dermis, or the "true skin," is composed of gel-like and elastic materials, water, and, primarily, collagen. Embedded in this layer are systems and structures common to other organs such as lymph channels, blood vessels, nerve fibres, and muscle cells, but unique to the dermis are hair follicles, sebaceous glands, and sweat glands. Like the epidermis, the hair follicle manufactures a keratin structure, hair. These follicles are found everywhere on the body except for the palms and soles, though most of the hairs produced are fine, light hairs that, quite unlike the hair of the scalp, are scarcely visible to the naked eye. The sebaceous glands are attached to the hair follicles and through the follicles excrete an oily substance called sebum, which both lubricates and protects the skin. On most of the skin surface sebum appears constantly and imperceptibly, but in areas with a higher concentration of sebaceous glands, such as the face and back, there are wide variations in the amount of sebum produced. There are two distinctive sweat-producing glands, the apocrine and the eccrine. The apocrine gland is best known for producing body odour but otherwise has no known physiological function and is apparently a holdover from times past. In the ear it forms a portion of what we see as earwax. It is also present under the arms, around the nipples and navel, and in the anal-genital area. The eccrine glands are an advanced and extensive system of temperature control. Several million of these glands are distributed over the entire body, with the highest concentration in the palms, soles, forehead, and underarms. Sweat, a dilute salt solution, evaporates from the skin's surface to cool the body. Excessive sweating without replacement of lost water can cause heat stroke. Eccrine glands sweat in response to physical activity and hot environments, but emotional stress and eating spicy foods can also cause perspiring. The dermis also regulates heat through a network of tiny blood vessels. In hot weather these vessels dilate to give off heat, causing the skin to flush. In cold weather, they constrict, conserving heat, causing pallor. The blood in these vessels nourishes the skin and provides protection for the cellular and fluid systems. Like the eccrine glands, blood vessels in the dermis are responsive to emotional stress, causing the colour changes mentioned previously. Nerve endings in the dermis are the source of the body's sense of touch. They sense heat, cold, and pressure, providing both pain and pleasure. SUBCUTANEOUS TISSUE The subcutaneous tissue is another layer of connective tissue below the dermis, specializing in the formation of fat. It is unevenly distributed over the body, and there are wide individual differences in distribution. In addition to providing protection and insulation, the subcutaneous tissue serves as a depository for reserve fuel to be drawn upon whenever the amount of calories taken in is less than the amount burned up through activity. It is also instrumental in manufacturing vitamin D. Why Do We Age? Over the years wrinkles develop and we begin to notice our skin ageing. These wrinkles are a result of damaged supporting tissue, the dermis. The dermis contains water, fat and cells, which aid in the production of two very important fibres, collagen and elastin. It is these fortifying fibres that give the skin firmness and elasticity. As we age, the dermis retains less water and fat - the skin ceases to look plump, fewer supporting fibres are produced - the skin is less resilient, oil flow slows considerably - the skin is drier, and tiny capillaries beneath the skin close off - the skin receives less oxygen and minimal nutrients. Cell renewal rate also slows, therefore the development of new cells takes longer, while old cells remain longer on the surface of the skin. The result of this rather simple process is, older looking skin showing visible creases, spots and sags. Protecting your Skin We all need to protect and look after our skin on a daily basis. There are many factors that influence ageing and the awareness of these factors is essential if we are to avoid or at least monitor them. Stress, pollution, drugs, alcohol, cigarette smoking, improper nutrition, lack of sleep and ultra violet radiation play havoc on our lifestyle, which in turn stresses the skin tremendously and causes free radicals to attack the body. Free radical damage contributes greatly to the ageing process by destroying healthy cells and damaging tissue. Free radicals are molecules of oxygen with unpaired electrons that desperately roam the body in search of normal healthy cells to latch onto. Once this attachment process takes place, oxidation begins - rather like metal rusting during weather exposure. Oxidation occurs most readily in fats, therefore cell membranes rich in fat, are prime targets. Nutrition Proper nutrition is essential for healthy, youthful skin. It is recommended that you eat a wide variety of foods to ensure nutrition needs are met. The daily food pyramid is an important role in helping to achieve a well-balanced diet. This nutritional guideline gives a practical overview of all the food groups and outlines the suggested daily consumption of each. Fats, oils and sweets should be used sparingly, while fruits and vegetables should be consumed as often as possible - at least five servings per day. It is important however not to restrict fats altogether as the body requires these essential fatty acids and fat-soluble vitamins for proper functioning. Fats provide energy and contribute significantly to the taste of food and to deprive ourselves would result in nutrient imbalance and unhealthy 'bingeing'. Skin problems are often a sign of vitamin deficiency. Certain B-complex deficiencies riboflavin- B2, thiamine- B1 and biotin, cause scaling and redness of the skin, particularly around the mouth and nose. Good sources of riboflavin, thiamine and B6 are found in lean beef, chicken, eggs, rye flour and milk. Zinc deficiencies may cause similar problems. Foods containing the best sources of zinc include meats, eggs and seafood (oysters contain abundant sources of easily absorbed zinc), however good sources include roasted pumpkin and sunflower seeds, brazil nuts, Swiss and cheddar cheeses, peanuts and dark turkey meat. Vitamin C and zinc are important in the production of collagen. It has been suggested that a diet lacking in zinc may contribute to the appearance of age spots on the skin in later years. Antioxidants, which include selenium and vitamins A,C and E, are of vital importance in the combat against ageing and free radicals. These important substances neutralise free radicals by pairing up their electrons. There is also sufficient evidence to suggest that vitamins E and C can decrease the level of free radicals in the blood. Antioxidants also increase the skins cell renewal rate, normalise cell growth and stimulate blood flow and collagen formation. Synthetic forms of vitamin A have been proven to aid in the treatment of cancer, precancerous skin growths, wrinkles and acne, and vitamins A,C and E are known to reduce harmful damage to the skin from sun exposure. Good sources of vitamin A include fresh fruit and vegetables, while nuts, seeds and oils provide excellent sources of vitamin E. Vitamin C is found in citrus fruits, potatoes, broccoli and Brussel sprouts. Drink plenty of water - Water is required by the body to hydrate and replenish cells. The body's water component is approximately 60-70%. It uses water to transport nutrients around the body and for dissolving and eliminating toxins. Aim to consume 1-2 litres of either bottled or filtered water per day, to assist in achieving a smooth glowing appearance. Sun Exposure and Heat Sun exposed areas of the skin seem to show more wrinkles, spots, blemishes and pigment changes than covered areas. This ageing and discolouration of the skin is believed to be caused by sun damage to the dermal connective tissue, resulting in the skins loss of elasticity and collagen. Dermal connective tissue that has been affected by ultra violet radiation (UVR) is not as firm or as resilient as normal connective tissue, therefore the surrounding blood vessels lack support. The blood vessels then widen and become visible on the surface of the skin as broken veins. Crimson patches or senile purpura, as they are technically called, are often present on the skin of elderly folk. These localised patches result from a slight knock or bump to the area affected by broken veins. The veins bleed into the skin, creating a visible skin alteration. Heat from other sources, such as hairdryers or heaters can also cause broken veins on the surface of the skin. To protect your skin from the sun's harmful rays, slather sunscreen on all exposed areas whenever you step outside. Choose a sunscreen with a sun protection factor (SPF) of 15 or higher, and one which blocks both UVA and UVB rays - a broad spectrum sunscreen. Ultra violet radiation can also penetrate and damage skin through clouds and glass, therefore remember to apply sunblock during winter and while driving. Sit in the shade whenever possible and avoid heat on the surface of the skin. Stress and Sleepless Nights The effects of stress and a few too many sleepless nights can show visibly on your face. From deeply etched frown lines to dark circles and puffiness under the eyes, it is relatively easy to neglect your skin to the point where it looks and feels worn-out. The body requires at least 6-8 hours sleep per night depending on individual needs. During sleep the body and skin repair and rejuvenate, therefore you should nourish your skin with a good moisturiser before bed to feed your face while it works hard during the night to keep you youthful. Avoid stressful situations and learn to take 'time-out for yourself'. Constant crying and rubbing the eyes can damage the delicate eye tissue, causing lines and wrinkles. Stress related acne and blemishes may also show up on the skin in times of depression. Learn to relax your facial muscles so as to avoid expression lines. Gentle facial massage stimulates nerve endings and nourishes the skin by increasing the flow of oxygen through the blood, ensuring a healthy facial glow. Smoking, Drugs and Alcohol Smoking, drugs and alcohol encourage the invasion of free radicals, therefore these substances must be avoided whenever possible. Red wine consumed in moderation however, can be very beneficial to the skin due to a good supply of grape antioxidants. Smoking, on the other hand, deprives the skin of normal blood flow and also interferes in the healing process following cosmetic surgery on the skin. A smoker's face tends to show more lines and wrinkles than the face of a non-smoker; the skin may appear slightly grey, have a leathery or rugged appearance or a subtle gauntness. In the battle for reducing the rate of skin ageing, inhibitors of proteolysis, scavengers of singlet oxygen, reducing agents and anti-adhesion compounds will efficiently flank specific inhibitors of the effects of every other factor described above, such as sunscreens, ozone scavengers, metal chelators, antibiotics, dampers of electromagnetic fields and glucosebinding peptides.	<urn:uuid:f54b897c-74a9-4130-8eec-53936f92d837>	CC-MAIN-2022-27	https://www.eurogenetica.com/_files/ugd/c7bfad_4b0e8c5845c84732be2c566f2b89a3c9.pdf	2022-06-29T19:18:15+00:00	crawl-data/CC-MAIN-2022-27/segments/1656103642979.38/warc/CC-MAIN-20220629180939-20220629210939-00603.warc.gz	808,754,592	7,292	eng_Latn	eng_Latn	0.995035	eng_Latn	0.997328	[ "unknown", "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" ]	false	docling	[ 31, 221, 2142, 5096, 8118, 9566, 9575, 11257, 13866, 15207, 17165, 18596, 21390, 22178, 23298, 26285, 29312, 32316, 35211, 36203 ]	[ 1.984375, 2.875 ]	2	0
In English, we will be studying newspapers. We will consider how newspapers differ from other forms of non-fiction and what their defining features are. In dissecting various articles we will examine bias in newspaper articles and how to differentiate fact from opinion. We will also consider grammatical devices including relative clauses and direct and reported speech. Taking a well-known narrative, we will then create our own news articles. Later in term we will examine some more poetry, considering the effect of figurative language on the reader. Finally, we will complete a unit on how writers use persuasive techniques when arguing a point. In P.E, we will be completing our gymnastics unit of work ensuring the children have sufficient opportunity to use the apparatus. We will also complete an indoor dance unit on Tudor dance. For outdoor P.E, the children will continue to be taught by KICK, and will focus on netball skills. They will develop their passing and shooting skills, and will learn to apply this to game situations. In R.E, children will be exploring the question, 'How can following God bring freedom and justice?' They will be exploring the story of Moses and the exodus. We are reading different class books … Albatross - Charlottes Web Bell – Harry Potter & the Philosopher's Stone, St. Louis – Boy History: Transatlantic Slave Trade We are learning about the movement of large groups of people from the African continent across the Atlantic to Europe and the Americas as part of the Transatlantic slave trade triangle. We will learn which goods and commodities were moved, the perils of such journeys by sea and about some of the key figures from this time in history. This will include contemporary and modern sources of information; maps, pictures and diary accounts. Geography: Mountains We are learning about mountains around the world, labelling their key features and identify the different mountain ranges. We will learn about what makes mountains notable, and identify important mountains such as Mont Blanc and Mount Everest. We will also learn about how geographers, scientist and archaeologist work together including the famous Otzi from the Alps. Science: The Human Body We are learning about changes as humans develop to old age. We will be exploring gestation and infancy, adolescence and puberty, slowing down and growth in humans and animals. We will discuss the changes that occur at these different stages in line with the Science national curriculum. SRE will be covered more specifically later in the year. Art: Islamic Art & Architecture We will be exploring Islamic art/architecture and considering how this relates to the religion of Islam. We will be learning about the four main components of Islamic design and creating clay tiles inspired by these components. These are geometric patterns, vegetal patterns, calligraphy and figural elements. In maths we will be continue to work in year group classes from the beginning of term. Year 5 will be focusing on multiplication and division, fractions, decimals and percentages. To help pupils best access this topic, it would be great if regular practise of Times Tables could continue at home, using whatever method suits your child. Regular year group battles are set up on Times Tables Rockstars for pupils to try to improve their speed of recall. It is also great to involve your children in as much "real world" maths as possible: counting money, recognising shapes, measuring amounts etc. Year 6 will begin with a unit on decimal numbers. Learning how to multiply and divide decimal numbers as well as converting decimals to fractions and vice versa. We will then look at percentages, finding percentages of amounts and learning fraction, decimal, percentage equivalents. Finally we will Reminders All children need to have their reading book and planner in school every day. Children are expected to read at home a minimum of 5 times a week. This should be recorded in their planners and will be checked by teachers weekly on Monday mornings. Home Learning Spelling lessons are every Monday where new spelling patterns are examined and then revised throughout the week in class. Home learning tasks (maths, reading and spelling and grammar (SPaG)) are given on Fridays and must be returned by Thursday the following week. Home learning tasks will be set as assignments on the class Teams page. A ½ termly project will be distributed in week 1 on Teams. P.E P.E is on Mondays and Tuesdays for Albatross and St Louis, and Monday and Thursday for Bell class. P.E kit must be in school on those days. Dates for your diary: There are currently no key dates for this half term as we settle back in to our learning routines and limit the number of visitors in school due to the current COVID restrictions. Half Term – February 14 th to 18 th	<urn:uuid:5e256e71-6e03-4b15-9590-8e7be06a6c46>	CC-MAIN-2022-27	http://www.pathfinderschool.org.uk/storage/secure_download/dS9xMHhGa2dJQTZJOFB2U3pkRHF5QT09	2022-06-29T19:51:48+00:00	crawl-data/CC-MAIN-2022-27/segments/1656103642979.38/warc/CC-MAIN-20220629180939-20220629210939-00606.warc.gz	109,795,625	961	eng_Latn	eng_Latn	0.999012	eng_Latn	0.999012	[ "eng_Latn" ]	false	docling	[ 4871 ]	[ 3.4375 ]	1	0
Budgeting for college students The newfound freedom of college life often puts you in control of your money for the first time. Here are a few budgeting tips to help you manage your money while in school and avoid unplanned debt later on. A budget can help you manage your spending to save for short-term needs – like books for the upcoming semester – and future goals, such as a spring break vacation with friends. As a college student, this may be your first budget, so here are some tips to help you get started: 1. Track your spending The key to budgeting is being honest with yourself about what you're spending money on. Before you create a budget, keep a spending log for a month or two and record every penny you spend using a budget tool like Wells Fargo's My Spending Report. 2. Make a list of your income and expenses The Wells Fargo Cash Flow Worksheet is an easy way to document what you're spending and the money you have coming in. Start by filling out your monthly income. Include what you're earning from your job or Federal Work-Study, your allowance, financial aid, and scholarships. Then fill in your list of expenses based on your spending log. It's helpful to separate your expenses into categories like housing, food, entertainment, education, etc. To get a better visual, try using My Money Map. This tool allows you to view your spending and savings in easy-to-understand charts. 3. Do the math After totaling your income and expenses, determine how much you can spend on your needs for the whole semester, including visits home, class materials, and groceries. If you have money left over, consider using it to boost your savings to cover any unexpected expenses. If it looks like you'll run out of money before the semester is up, look at areas where you can cut back. For instance, instead of spending money on dinners out, get your friends together to make a meal in the dorm. You can also save extra cash by opting to purchase used textbooks instead of new copies. 4. Revisit and adjust As expenses and income change – say, your landlord raises your rent, or you receive a grant from your school to help with tuition – it's time to revisit and adjust your budget. Remembering to do so will make sure you stay on track. Now that you have more control of your money, you can be intentional about how you use and save it. Getting in the habit of creating and maintaining a budget in college can make it easier to manage more complex finances successfully after graduation. Source: wellsfargo.com Wells Fargo Bank, N.A. Member FDIC.	<urn:uuid:9c90e983-59d2-489e-95ab-013b8706f4a9>	CC-MAIN-2022-27	https://teamworks.wellsfargo.com/tmfinancialcenter/pdfdocuments/Budgeting-for-college-students.pdf	2022-06-29T18:56:26+00:00	crawl-data/CC-MAIN-2022-27/segments/1656103642979.38/warc/CC-MAIN-20220629180939-20220629210939-00604.warc.gz	595,179,830	538	eng_Latn	eng_Latn	0.998581	eng_Latn	0.998581	[ "eng_Latn" ]	false	docling	[ 2572 ]	[ 2.46875 ]	1	0
Getting started with LEGO EV3 Mindstorms software This is intended to be a short introduction to the LEGO Mindstorms software and programming the LEGO EV3 robot. There's more to the program than what can be found here, but this should get you started. Hopefully it should also alleviate some issues that can be common to new users. Putting Commands in a Program This is the program beam. This is where you put commands for the robot. The commands get executed in a row by how far away they are from the beginning of the beam. So, command 1 in this picture happens first, and command 3 happens last. Using Commands You can pull commands down from the "palette" on the bottom of the screen to the program beam. We'll start with the MOVE command. Move Settings When you put a new command in the program, parameters you can set pop up on the block you just added. These are the settings for the MOVE command. Direction 1. Positive means forward, negative means backward. 2. The cross sign means turn off the motor. Steering 1. The STEERING setting can be used to tell the robot to turn to the left or to the right. 2. The arrow in the middle will change to give you an idea of how the robot will move. 3. If the slider is moved all the way to the left or right, the robot will spin in place. 4. However, if the slider is moved to just before the extreme left or right, the left or right wheel (respectively), will not rotate during movement. (In other words, the robot will pivot. Power 1. The POWER setting tells the robot how fast to move. 2. Think of it as a percentage, with 0 being no power and 100 being full power. 3. Also keep in mind that this is not necessarily a measure of speed. A heavy robot moving at 100 power can still go slower than a very light robot moving at 50 power. Duration 1. With the DURATION setting, you can tell the robot how long or how far to move. 2. There are four options for the duration: * Unlimited: The robot will continue to move with these settings until it is given a new movement command. * Rotations: For each rotation, the wheels turn through 360 degrees. So, going forward 2.5 rotations would make the wheels rotate 2.5 x 360 = 900 degrees. * Degrees: Same as rotations, but specified in degrees of rotation. * Seconds: Amount of time for wheels to rotate at the given speed. Putting the Settings Together * The actual movement of the robot is a combination of all of the settings. Some examples: – You tell the robot to turn to the left using STEERING and set the DURATION to three rotations. Both wheels can't do three rotations, because if they did, the robot would move straight. So, the robot's computer figures out how far to turn each wheel to make the robot drive to the left on a path that is equivalent to three rotations of the wheels. – If you set the POWER to 75, then setting different DURATIONS in seconds will make the robot move different distances. – When making the robot turn, it usually makes the most sense to pull the STEERING slider all the way to the left or right. When you do this, each wheel will rotate the same amount (which can be set with DURATION in rotations mode), but in opposite directions. * There are a lot of small issues that can put off new users to the EV3 robots and software. Hopefully these pointers can help you get started! * When the EV3 software is first loaded on the computer, in order to create a program, you need to just click the add button. * As shown in the picture on the bottom, there are tabs at the bottom that bring you to different palettes of programming tools. The green palette is for action, the yellow is for flow control, the red is for sensors. Those are the common ones student will use. * Also, If you have a lot of commands on the screen at once, you can move it around by highlighting them all and dragging them. * When you have finished building the program for the robot, it's time to download it to the robot's EV3 brain. * First, make sure that the USB cable that came with the EV3 kit is plugged into the back of the computer and into the top of the EV3 robot. * Then, turn on the robot with the middle button on the EV3 brain. (It doesn't really matter whether you plug the robot in or turn it on first.) * Once the program is downloaded on the EV3 brain it automatically goes into the program. * To navigate the EV3 brain you use the keypads on the brain. * If you are finished with the robot, you can turn it off by hitting the dark gray button on the top left, under the screen, of the EV3 brain. You will be asked if you want to turn the robot off. Select the checkmark to say OK. * The EV3 brain only has a limited amount of space to store programs. It's not a bad idea to go into the second tab on top of the screen and delete old programs from time to time so that you won't run out of space. * If you are running the Mindstorms software at a school, you probably have a tech specialist that installs software for you. You will probably need to ask the tech specialist to install the software for the first time. Make sure he or she knows that the students in your class are going to need to be able to run the program.	<urn:uuid:2d9c6287-4e18-4a4e-979d-4df26e4c6ded>	CC-MAIN-2022-27	https://www.teachengineering.org/content/umo_/activities/umo_robots_act/ev3-software-tutorial-dc.pdf	2022-06-29T18:22:52+00:00	crawl-data/CC-MAIN-2022-27/segments/1656103642979.38/warc/CC-MAIN-20220629180939-20220629210939-00605.warc.gz	1,075,803,542	1,187	eng_Latn	eng_Latn	0.997608	eng_Latn	0.99949	[ "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	[ 335, 607, 755, 919, 1027, 1496, 1808, 2348, 3207, 3479, 3871, 4271, 4424, 5200 ]	[ 3.84375 ]	2	1
POLICIES AND PROCEDURES Relationships & Sex Education Policy Reviewed June 2019 (Review due June 2022) 1. Aims The aims of relationships and sex education (RSE) at our school are to: PRIMARY and SECONDARY (Relationships) - Provide a framework in which sensitive discussions can take place - Prepare pupils for puberty, and give them an understanding of sexual development and the importance of health and hygiene - Help pupils develop feelings of self-respect, confidence and empathy - Create a positive culture around issues of sexuality and relationships - Teach pupils the correct vocabulary to describe themselves and their bodies - Raise pupils' self-esteem and confidence - Develop communication and assertiveness skills. - Promote healthy, loving, equal and lasting relationships SECONDARY (Sex Education) - Maximize safety and minimize risk - Delay first sexual activity - Reduce teenage pregnancy and conception rates - Reduce STI rates especially HIV/AIDS & Chlamydia - Reduce sexual activity outside of relationships - Increase awareness of sexual health services - Increase awareness of sexuality PRIMARY AND SECONDARY The RSE scheme of work will teach pupils to be accepting of the different beliefs, cultures, religions, sexual orientations, physical and mental abilities, backgrounds and values of those around them. We want our pupils to lead a healthy and safe lifestyle, teach them to care for and respect their bodies and provide them with all the right tools that will enable them to seek information or support, should they need it, both during their school years and after. Good quality Relationships and Sex Education helps young people to develop positive relationships, avoid negative outcomes, such as unplanned pregnancy, and enjoy good sexual health throughout their lives. POLICIES AND PROCEDURES Relationships & Sex Education Policy Confidentiality Reviewed June 2019 (Review due June 2022) Teachers and other professionals will exercise discretion and judgement about how to deal with sensitive issues raised by individual students. Care will be exercised in relation to contraceptive advice to under 16's for whom sexual intercourse is unlawful. Teachers cannot offer or guarantee absolute confidentiality and at all times will encourage students to seek the advice of a health professional. Where there is a concern about a young person who might be at risk, this will be passed to the Child Protection Officer. 2. Statutory requirements As a maintained primary school we must provide relationships education to all pupils as per section 34 of the Children and Social work act 2017. However, we are not required to provide sex education but we do need to teach the elements of sex education contained in the science curriculum. In teaching RSE, we must have regard to guidance issued by the secretary of state as outlined in section 403 of the Education Act 1996. At West Sussex APC we teach RSE as set out in this policy. As a maintained secondary school we must provide RSE to all pupils as per the Children and Social work act 2017. In teaching RSE, we must have regard to to guidance issued by the secretary of state as outlined in section 403 of the Education Act 1996. 3. Policy development This policy has been developed in consultation with staff, pupils and parents. The consultation and policy development process involved the following steps: 1. Review – a member of staff or working group pulled together all relevant information including relevant national and local guidance 2. Staff consultation – all school staff were given the opportunity to look at the policy and make recommendations 4. Pupil consultation – we investigated what exactly pupils want from their RSE 3. Parent/stakeholder consultation – parents and any interested parties were invited to attend a meeting about the policy 5. Ratification – once amendments were made, the policy was shared with governors and ratified 4. Definition RSE is about the emotional, social and cultural development of pupils, and involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity. POLICIES AND PROCEDURES Relationships & Sex Education Policy RSE involves a combination of sharing information, and exploring issues and values. Reviewed June 2019 (Review due June 2022) RSE is not about the promotion of sexual activity. 5. Curriculum Our curriculum is set out as per Appendix 1 but we may need to adapt it as and when necessary. We have developed the curriculum in consultation with parents, pupils and staff, taking into account the age, needs and feelings of pupils. If pupils ask questions outside the scope of this policy, teachers will respond in an appropriate manner so they are fully informed and don't seek answers online. Primary sex education will focus on: - Preparing boys and girls for the changes that adolescence brings - How a baby is conceived and born For more information about our curriculum, see our curriculum map in Appendix 1. 6. Delivery of RSE RSE is taught within the personal, social, health and economic (PSHE) education curriculum. The biological elements, including anatomy, puberty and reproduction of RSE are taught within the science curriculum, and other aspects are included in religious education (RE). Teaching staff will use a range of strategies to deliver RSE but will focus on active and experiential learning techniques. This will enable pupil participation and involvement in their learning and develop pupil's confidence in talking, listening and thinking about relationships and sex. In all PSHE and RSE lessons, teachers will ensure that a safe learning environment is established. A set of ground rules will provide boundaries over what is appropriate and not appropriate and about how to respond to unexpected, embarrassing questions or comments from pupils in a whole-class situation. Pupils also receive stand-alone sex education sessions delivered by a trained health professional. Primary Relationships education focuses on teaching the fundamental building block and characteristic of positive relationships including: - Families and people who care for me - Caring friendships - Respectful relationships - Online relationships - Being safe For more information about our RSE curriculum, see Appendices 1 and 2. Secondary POLICIES AND PROCEDURES Relationships & Sex Education Policy Reviewed June 2019 (Review due June 2022) RSE focuses on giving young people the information they need to help them develop healthy, nurturing relationships of all kinds including: - Families - Respectful relationships, including friendships - Online and media - Being safe - Intimate and sexual relationships, including sexual health For more information about our RSE curriculum, see Appendices 1 and 2. These areas of learning are taught within the context of family life taking care to ensure that there is no stigmatisation of children based on their home circumstances (families can include single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures) along with reflecting sensitively that some children may have a different structure of support around them (for example: looked after children or young carers). 7. Roles and responsibilities 7.1 The governing board The governing board will approve the RSE policy, and hold the head teacher to account for its implementation. The governing board will hold the head teacher to account for the implementation of this policy. The governing board has delegated the approval of this policy to Vicki Illingworth. 7.2 The head teacher The head teacher is responsible for ensuring that RSE is taught consistently across the school, and for managing requests to withdraw pupils from components of RSE (see section 8). 7.3 Staff Staff are responsible for: - Delivering RSE in a sensitive way - Modelling positive attitudes to RSE - Monitoring progress - Responding to the needs of individual pupils - Responding appropriately to pupils whose parents wish them to be withdrawn from the components of RSE Staff do not have the right to opt out of teaching RSE. Staff who have concerns about teaching RSE are encouraged to discuss this with the head teacher. Subject Lead: Mandy Gamon WEST SUSSEX ALTERNATIVE PROVISION COLLEGE POLICIES AND PROCEDURES Relationships & Sex Education Policy Reviewed June 2019 (Review due June 2022) 7.4 Pupils Pupils are expected to engage fully in RSE and, when discussing issues related to RSE, treat others with respect and sensitivity. Pupils are taught to behave responsibly towards relationship and sex issues and be able to make informed decisions. They are also given access to confidential help, primarily the School Nurse. 8. Parents' right to withdraw Primary Parents' do not have the right to withdraw their children from relationships education. Parents' have the right to withdraw their children from the non-statutory/non-science components of sex education within RSE. Requests for withdrawal should be put in writing using the form found in Appendix 3 of this policy and addressed to the head teacher. Alternative work will be given to pupils who are withdrawn from sex education. Secondary Parents' have the right to withdraw their children from the non-statutory/non-science components of sex education within RSE up to and until 3 terms before the child turns 16. After this point, if the child wishes to receive sex education rather than being withdrawn, the school will arrange this. Requests for withdrawal should be put in writing using the form found in Appendix 3 of this policy and addressed to the head teacher. A copy of withdrawal requests will be placed in the pupil's educational record. The head teacher will discuss the request with parents and take appropriate action. Alternative work will be given to pupils who are withdrawn from sex education. 9. Training Staff are trained on the delivery of RSE as part of their induction and it is included in our continuing professional development calendar. The head teacher will also invite visitors from outside the school, such as school nurses or sexual health professionals, to provide support and training to staff teaching RSE. 10. Monitoring arrangements The delivery of RSE is monitored by Mandy Gamon in the following ways: - Supporting staff ensuring that training/knowledge of RSE is relevant and up to date - Provide regular reviews of our teaching content and conduct work scrutiny to ensure a consistent approach. POLICIES AND PROCEDURES Relationships & Sex Education Policy - Provide feedback opportunities for our students that will help to inform our future planning Reviewed June 2019 (Review due June 2022) - Liaise with outside agencies to ensure that we are representing the services that they offer correctly, primarily the Police Liaison Officer and the School Nurse. - Pupils' development in RSE is monitored by class teachers as part of our internal assessment systems This policy will be reviewed by SLT every three years. At every review, the policy will be approved by the Full Governing Board. Appendix 1: Curriculum map WEST SUSSEX ALTERNATIVE PROVISION COLLEGE POLICIES AND PROCEDURES Relationships & Sex Education Policy Reviewed June 2019 (Review due June 2022) Relationships and sex education curriculum map Include as much detail as you can, including links to resources you will use or sharing examples. Being transparent with parents/carers early on will make it easier for you to handle questions, concerns, or objections. POLICIES AND PROCEDURES Relationships & Sex Education Policy Reviewed June 2019 (Review due June 2022) Respectful relationships Online relationships POLICIES AND PROCEDURES Relationships & Sex Education Policy Reviewed June 2019 (Review due June 2022) - The importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs - Practical steps they can take in a range of different contexts to improve or support respectful relationships - The conventions of courtesy and manners - The importance of self-respect and how this links to their own happiness - That in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority - About different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help - What a stereotype is, and how stereotypes can be unfair, negative or destructive - The importance of permission-seeking and giving in relationships with friends, peers and adults - That people sometimes behave differently online, including by pretending to be someone they are not - That the same principles apply to online relationships as to face-to face relationships, including the importance of respect for others online including when we are anonymous - The rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them - How to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met - How information and data is shared and used online Being safe WEST SUSSEX ALTERNATIVE PROVISION COLLEGE POLICIES AND PROCEDURES Relationships & Sex Education Policy Reviewed June 2019 (Review due June 2022) - What sorts of boundaries are appropriate in friendships with peers and others (including in a digital context) - About the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe - That each person's body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact - How to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know - How to recognise and report feelings of being unsafe or feeling bad about any adult - How to ask for advice or help for themselves or others, and to keep trying until they are heard - How to report concerns or abuse, and the vocabulary and confidence needed to do so - Where to get advice e.g. family, school and/or other sources Page 10 of 15 Appendix 2: By the end of secondary school pupils should know : POLICIES AND PROCEDURES Relationships & Sex Education Policy Reviewed June 2019 (Review due June 2022) Page 11 of 15 POLICIES AND PROCEDURES Relationships & Sex Education Policy Reviewed June 2019 (Review due June 2022) Page 12 of 15 POLICIES AND PROCEDURES Relationships & Sex Education Policy Reviewed June 2019 (Review due June 2022) Page 13 of 15 POLICIES AND PROCEDURES Relationships & Sex Education Policy Reviewed June 2019 (Review due June 2022) Page 14 of 15 POLICIES AND PROCEDURES Relationships & Sex Education Policy Appendix 3: Parent form: withdrawal from sex education within RSE Reviewed June 2019 (Review due June 2022) TO BE COMPLETED BY PARENTS Name of child Class Name of parent Date Reason for withdrawing from sex education within relationships and sex education Any other information you would like the school to consider Parent signature TO BE COMPLETED BY THE SCHOOL Agreed actions from discussion with parents. 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Module 2: Types of Cardiovascular Disease and Their Treatments Objectives By the end of this module, students will have learned. . . * The complications of cardiovascular disease * The diseases that are involved in cardiovascular disease * Methods for diagnosing cardiovascular disease * The treatments for managing cardiovascular disease What diseases are involved in cardiovascular disease? What diseases are involved in cardiovascular disease? * Hardening of arteries (atherosclerosis) * High blood pressure (hypertension) * Heart attack (myocardial infarction) * High cholesterol (dyslipidemia) * Stroke * Heart failure Hardening of arteries (atherosclerosis) * Inner walls of arteries become narrower due to build up of plaque. * Limiting the flow of blood to both the heart and brain. * Plaque breaks apart = formation of clot blockage of artery heart attack and strokes High Blood Pressure (Hypertension) High blood pressure * May not cause symptoms * Increases the workload on the individual's heart due to: – Enlarged heart – Arterial damage – Heart attack – Stroke – Kidney disease High Blood Pressure * 74.5 million people in the United States are hypertensive (have high blood pressure) * Pre-hypertension signals the increase for primary prevention and education to reduce blood pressure and prevent hypertension * Hypertension means that pressure in your arteries is consistently above the normal range (120/80) References: American Heart Association, High Blood Pressure Statistics. Available at http://www.americanheart.org/presenter.jhtml?identifier=4621. Accessed April 13, 2010. Understanding the Numbers * Two numbers (i.e. 125/80) * Systolic blood pressure (top number) – Pressure when the heart is beating * Diastolic blood pressure (bottom number) – Pressure when the heart is at rest between contractions High Blood Pressure * From 115/75 mmHg, the risk of cardiovascular disease doubles for each increase of 20/10 mmHg. * Pre-hypertension – Diastolic blood pressures between 80 – 89 – Systolic blood pressures between 120 – 139 * If people with pre-hypertension make health-promoting lifestyle modifications, their risk for developing cardiovascular disease is reduced. References: American Heart Association, High Blood Pressure . Available at http://www.americanheart.org/presenter.jhtml?identifier=4623. Accessed April 13, 2010. Blood pressure classification HIGH CHOLESTEROL (Hypercholesterolemia) High cholesterol * High cholesterol increases risk of heart attack and stroke * 2 things can decrease blood flow in an artery: – Arteriosclerosis: stiffening of arteries – Atherosclerosis: hardening of arteries because of the production of plaques * Cholesterol levels are affected by age, sex, heredity and diet. HDL HDL (high-density lipoprotein) "Healthy" cholesterol because it reduces risk of stroke and heart attack. LDL LDL (low-density lipoprotein) High levels mean higher risk of heart disease and stroke Main carrier of harmful cholesterol in blood What are COMPLICATIONS of Cardiovascular Disease? Complications of Cardiovascular Disease Heart attack * Stroke * Congestive Heart Failure * Sudden death HEART ATTACK (Myocardial Infarction) Heart Attack * A heart attack occurs when the blood flow to a part of the heart is blocked, usually by a blood clot. Levine's Sign Heart Attack Warning Signs * Chest pain or discomfort – feels like tightness, lasting more than a few minutes, or comes and goes. * Pain or discomfort radiating to other areas of upper body – can include pain or discomfort in one or both arms, neck, jaw or stomach * Shortness of breath – comes along with chest discomfort * Other signs – Sweating (diaphoresis) – Fatigue – Anxiety – Dizziness or fainting American Heart Association, 2002 Angina Pectoris * Symptoms of a heart attack (chest pain), but doesn't cause cardiac muscle death (infarct) * Uncomfortable pressure, fullness, squeezing or pain in the center of the chest. * Angina is a sign that someone is at increased risk of heart attack, cardiac arrest and sudden cardiac death. STROKE (Ischemic or Hemorrhagic) Stroke * Stroke is a type of cardiovascular disease. * Affects arteries within & leading to the brain. * Occurs when a blood vessel that carries oxygen and nutrients to the brain is either blocked by a clot (ischemic) or bursts (hemorrhagic). * Part of the brain cannot get the blood (and oxygen) it needs, so it starts to die (infarct). Stroke Warning Signs * Hemiparesis or Hemiplegia – Sudden numbness or weakness of the face, arm, or leg, especially on one side of the body. * Altered Level of Consciousness (ALOC) – Sudden confusion, trouble speaking or understanding. * Ocular disturbances – Sudden trouble seeing, double vision * Ataxia – Sudden trouble walking, dizziness, loss of balance or coordination. * Intracranial pressure or bleed, ischemia – Sudden severe headache with no known cause. Effects of Stroke * Physical damage depends on what part and how much of brain was affected * Because one side of the brain controls the opposite side of the body, a stroke affecting one side results in complications on the other side of the body. Effects of Stroke * Left Brain Damage * Right Brain Damage – Paralysis on the right side of the body – Speech or language problems – Slow cautious behavioral style – Memory loss – Paralysis on the left side of the body – Vision problems – Quick inquisitive behavioral style – Memory loss Congestive Heart Failure (CHF) * A condition in which the heart can't pump enough blood to the body's other organs. * Cardiomyopathy: the cardiac muscle has weakened * Risk Factors for CHF: – Past heart attack – Narrowed arteries – High blood pressure * Heart valve disease due to past rheumatic fever or other causes. * Endocarditis or Myocarditis: Infection of the heart valves and/or heart muscle itself What are the methods used in diagnosing cardiovascular disease? What are the methods used in diagnosing cardiovascular disease? * Encourage your patient to go in for regular check-ups with physician (diagnostic testing) * Know what the numbers mean – High blood pressure – High cholesterol – A1C – Blood glucose Diagnostics * EKG/ECG (electrocardiogram) – measure heart's electrical activity. * Exercise stress test – a monitoring of the heart before and after stress due to exercise * Coronary angiography * Blood pressure checks * Blood test (check cholesterol, blood sugar) What are the treatments for cardiovascular disease? Treatments – Medications If the patient is at high risk or diagnosed with heart disease the doctor may prescribe a number of the following medications: Treatments – Angioplasty Angioplasty A procedure in which a balloon-type catheter is threaded through a blood vessel in the groin and into the heart arteries. The balloon is inflated and used to break apart the plaque on the artery walls. Doctors may also insert a stent to keep the artery open. Treatments – CABG Coronary artery bypass surgery (CABG) A procedure that allows blood flow to the heart restored. A blood vessel from the thigh, arm or the chest wall is used to bypass the blocked coronary artery. Depending on the number of blocked arteries, the surgery may be referred to as double-, triple-, or quadruple-bypass. Review In this module, we covered. . . * The diseases that are involved in cardiovascular disease * The complications of cardiovascular disease * Methods for diagnosing cardiovascular disease * The treatments for managing cardiovascular disease Questions or Comments	<urn:uuid:ef06f232-bdf1-4578-b65d-5179638a5f37>	CC-MAIN-2022-27	https://native.jabsom.hawaii.edu/docs/diabetes101/pdf/Heart_101_Module_2_v2.0_sec.pdf	2022-06-29T19:01:10+00:00	crawl-data/CC-MAIN-2022-27/segments/1656103642979.38/warc/CC-MAIN-20220629180939-20220629210939-00608.warc.gz	468,091,488	1,720	eng_Latn	eng_Latn	0.950666	eng_Latn	0.990641	[ "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "...	false	docling	[ 62, 341, 396, 629, 886, 922, 1104, 1616, 1849, 2383, 2414, 2455, 2771, 2884, 3025, 3076, 3184, 3222, 3356, 3798, 4101, 4135, 4475, 4951, 5201, 5493, 5902, 5967, 6217, 6484, 6537, 6691, 6992, 7328, 7576, 7599 ]	[ 2.953125 ]	2	0
Probiotics There are about at least three times more bacteria in our gut than there are cells in our body. This collection of organism is called the microbiome. It is the largest component of our immune system, responsible for 85% of your immunity. Our immunity depends on both the volume and diversity of these bacteria. It also depends on the balance between good bacteria (about 90%) and harmful microbes (10%). In the past we obtained beneficial bacteria from small amounts of soil found in our food and from fermented foods. Bacteria are normally in a state of balance but the harmful ones can get the upper hand. This is more likely after taking certain such as steroids, antibiotics, non-steroidal antiinflammatories (like ibuprofen), acid-blocking drugs or the pil, or from taking a diet high in sugar, alcohol and processed foods. Beneficial bacteria produce vitamins, proteins, enzymes, anti-cancer substances (such as butyrate), most of our melatonin (sleep hormone) and neurotransmitters such as serotonin (prevent anxiety and depression). It also produces antibiotic-like substances and some bacteria break down toxins and gluten. It is essential for good health. But these good bacteria are under threat as never before. In these situations and in many gut disorders taking probiotics will help. This is like taking an extra helping of good bacteria. These probiotics can be found in many yoghurts such as Actimel and Yakult. However these yoghurts tend to be very high in sugar and contain adulterated milk and chemical flavourings so they are not ideal. Supplements of probiotics are also widely available. The bacteria most commonly used in these are lactobacilli and bifidobacteria. Surprisingly these are not even in the top 60 gut bacteria in terms of numbers in our gut but they have been shown to have a helpful effect. One of the problems with these supplements is that surveys have shown that they do not always have the bacteria listed on the label or do not have them at the stated strength. Note if a food just says it contains live bacteria on the packet this doesn't mean it is a probiotic –it must say probiotic on the label. The most important healthy bacterium is bacteroides. Unfortunately as this is anaerobic it does not survive in supplements, which may be the reason bacteria in probiotics do not colonise the intestine. An ideal supplement should have a few different species in them but the exact number is not critical as there are already tens of thousands of species living in the gut so the numbers don't make a huge difference. Supplements can be capsules, tablets or powder. A combination of lactobacilli, bifidobacteria and soil bacteria such as bacillus subtilis work well. A good probiotic should contain at least 8 billion cells per gram. Probiotics with much higher concentrations are unnecessary. As good bacteria can kill harmful bacteria and release toxins, probiotics can sometimes initially cause "die-off" symptoms such as tiredness or rash. If this happens then stay on a low dose and increase the dose when these "die-off" symptoms disappear and then build up to a therapeutic dose. Some bacteria commonly found in probiotics include Lactobacillus Acidophilus which helps to reduce candida (thrush); Lactobacillus Plantarum (from sauerkraut and in the prescribable probiotic VSL 3) which helps in inflammatory bowel disease, reduces gut permeability (leaky gut), colonises areas that E coli inhabit and removes harmful bacteria and Lactobacillus Brevis (from sauerkraut and pickles) which helps with vaginosis and increases immunity. Lactobacillus rhamnosus helps destroy harmful bacteria, reduces tumour formation and increases antibody levels. Lactobacillus salivaris helps with digestion and absorption of nutrient, protects the mucosal lining and repairs the intestinal tract. (Bifidobacerium Lactis/Animalis (from fermented milk products) which helps protect from gastro-enteritis and boosts immunity and Bifidobacterium Longum which helps protect against food intolerances and some studies suggest it protects against colon cancer. It is important to rotate different probiotics to get the best effect. In a chronic condition it will take at least 6 months to re-establish normal gut flora and then the dose can be reduced. It is a complete waste of money taking probiotics if you do not feed them. With the right food they can increase to trillions in days, with the wrong food they will die off rapidly. Sugar and refined carbohydrates like white flour products will damage friendly bacteria, as will antiseptics, chlorine, gluten, fizzy drinks, many medications and processed food. GMO foods specifically target good bacteria. Foods which encourage the growth of good bacteria include fibre from most vegetables (onions, leeks, garlic, asparagus are good) and low-sugar fruits (pectin from pears and apples is a good food source for them), nuts and seeds. Surprisingly dark chocolate is a useful growth medium. One way to test if the probiotics are active and contain enough bacteria is to take several and see if this produce wind and bloating –this will only occur if there are enough bacteria in them.) The therapeutic dose for an adult should be 15-20 billion bacterial cells daily. For 12-16 years old use 12-15 billion daily. For 4-10 years old take 8-12 million daily. For 2-4 years old 4-8 billion daily. For 1-2 years old 2-4 billion daily. For under 12 months 1-2 billion daily. Probiotics are widely available at health food shops but check the Probiotics are normally taken with food but don't take them with a hot drink as this can kill the bacteria inside them. Also it is best to filter water as chlorinated water can kill the bacteria (that's why chlorine is put in the water) concentration of bacteria in the products. However you have to encourage the good bacteria in probiotics to grow and thrive. As mentioned, have plenty of food with insoluble fibre, especially from vegetables. These remain partially digested and remain in the colon acting as food for them. Good bacteria can also be found in fermented foods such as kefir, sourdough, pickled food, sauerkraut, cider vinegar and some unpasteurised cheeses. Kefir can be found at many supermarkets. Start with a tablespoonful in the morning before breakfast and build up. It is an excellent way of improving gut bacteria.	<urn:uuid:306e36b9-0d52-43be-a492-3e0d43259bc7>	CC-MAIN-2022-27	https://www.drjerrythompson.co.uk/wp-content/uploads/2021/01/probiotics.pdf	2022-06-29T19:50:46+00:00	crawl-data/CC-MAIN-2022-27/segments/1656103642979.38/warc/CC-MAIN-20220629180939-20220629210939-00607.warc.gz	798,514,257	1,367	eng_Latn	eng_Latn	0.99783	eng_Latn	0.998379	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2627, 5268, 6384 ]	[ 2.765625 ]	1	0
Educational Research and the Psychology Underpinning this Methodology Much of the methodology embraced in our resources is based on the work of educational psychologists Benjamin Bloom, Jerome Bruner, and Lev Vygotsky. Understanding the basic tenets of their work is critical to the potential effectiveness of your teaching. You are encouraged to do your own further research into these master teachers and the tenets they espouse. Benjamin Bloom: Domain Learning, Mastery Learning, Automaticity, and Three Stages of Development DOMAIN LEARNING "Bloom's Taxonomy of the Cognitive Domain" is often referenced in university education courses. Dr. Bloom believed that all learning started with the cognitive domain which then led to the physical and the emotional. He left the study of the remaining two domains to others who later published work based on his theories. As a student of Dr. Bloom, Dr. Lonis learned there was much more to be gained from this than simply memorizing the development stages. In fact, if the learning process engages all three domains then all learning is enhanced. The three domains they are as follows: Cognitive Domain (Bloom 1956)—Thinking Δ Knowledge—remembering previous learned information Δ Comprehension—ability to grasp the meaning—interpreting, explaining, summarizing, predicting Δ Application—ability to use in what has been learned in new situations including applying rules, methods, concepts, principles, laws, and theories Δ Analysis—ability to deconstruct material into its component parts to understand its organizational structure— requires understanding of both content and structural form Δ Synthesis—combining elements to form a new whole often including creative behaviors to formulate new patterns or structures Δ Evaluation—ability to judge the value of material for purpose combining all elements of the other categories using clearly defined criteria as the basis for judgment Affective Domain (Krathwohl 1964)—Feeling Δ Receiving—willingness of the individual to pay attention Δ Responding—active participation by the individual—not only attending to information, but showing signs of a willingness to seek out opportunities to enjoy the activity Δ Valuing—willingness of the student to attach worth to a subject as displayed by behavior Δ Organization—combining separate or disparate values, resolving conflicts between them as required and comparing, relating or synthesizing the values Δ Characterization by a value or value complex—individual having developed a value system and applying it over time such that it defines them by their behavior Psychomotor Domain (Simpson 1972)—Doing Δ Perception—using sense organs to gain clues that guide motor activity Δ Set—includes mental and physical readiness and emotional willingness to act Δ Guided Response—imitation of an observed action and possibly using trial and error Δ Mechanism—learned responses have become habitual with movement generally confident and proficient— mostly gross motor skills Δ Complex Overt Response—skillful performance of motor skills involving complex movements using a minimal amount of energy and automatic performance Δ Adaptation—the ability to modify movement as required by the situation Δ Origination—creating new movements to fit the situation based on highly developed skills MASTERY LEARNING Three specific premises are seminal to the concept of mastery learning: 1. The success of the teaching shifts away from the ability or willingness of students to learn and instead, becomes a measure of the teacher's ability to effectively teach and engage students such that they have a strong desire to learn what is being taught. 2. With enough time and the appropriate learning conditions nearly all students can reach a high level of achievement. 3. A regular and highly organized assessment strategy, including a value and transfer proposition, is critical to understanding if teaching and learning has occurred most effectively. Also fundamental to the approach: ∆ Best results occur when all basic building blocks are mastered along the way; missing components or lack of mastery of isolated skills will decrease success ∆ Emphasis on basic isolated skills—best monitored in small group settings ∆ Emphasis on larger units composed of the isolated details already learned ∆ Emphasis on a series of units/processes built on previous units ∆ Requires a thorough mastery of basic isolated skills ∆ Requires mastery or threshold level use of larger unit ∆ Requires possibility of using larger units voluntarily when the occasion arise ∆ Summative tests are given to evaluate the effectiveness of the teaching and the mastery of skills, information, or values In this setting, mastery is defined as the complete understanding of a concept and the skill to apply it without error. AUTOMATICITY Automaticity occurs when we have mastered skills or processes to the point of their being accomplished without thinking and to the highest level of each domain. Cognitive— Evaluation—being able to understand and transfer the knowledge Affective—Characterization by a value—not only understanding the knowledge, but believing it to be important to you such that you will use the information Psychomotor— Origination—being able to transfer a fundamental physical skill to a new use, without thinking Benjamin Bloom was "spot on" about this tenet of his teaching philosophy: "What we learn to automaticity stays automatic". The only way to break a habit is to replace it with a new habit. Replacing old or bad habits takes far more energy and time than having never had that habit. The automaticity methodology urges the user to establish making music and interpreting the musical/emotional intent at every step along the way so there will be no need to "replace the bad habits of not interpreting music" later. The concept of automaticity is also central to turning theory and methodology into highly effective practice. Automaticity is reached when any thought, action, or feeling is brought to a level of accomplishing it without thinking. This allows us to better use our mental capacity for other activities. THREE STAGES OF DEVELOPMENT It is clear from Bloom's work through case studies that most successful people go through three stages of development to reach that pinnacle of success. Teachers can use these stages to not only influence teaching philosophy to determine how and what is taught, but also on a more specific level, how to plan individual lessons. A synopsis of Bloom's thoughts on these three stages are: Inspiration—the period up to approximately the time of puberty when the primary goal of teaching should be to engage children's imaginations such that they love the learning of the subject and envision their future pursuing that subject—during this period children often imagines futures in a variety of professions and activities Drill—the period after inspiration where it is crucial that mastery learning procedures are followed to ensure that literally all aspects of the subject matter are based on a solid foundation—this stage continues into mature adulthood and is required to reach the highest levels of talent development Creativity—the final stage where all the learned and practiced skills and concepts are applied at the level of automaticity—in particular, when innate talents have been supported by a solid foundation in the first two stages, then greatness can occur. JEROME BRUNER: Constructivism, Spiral Curriculum, and Cognitive Development Theory CONSTRUCTIVISM Succinctly stated—knowledge base is constructed on the variety of ways information is received — visually, aurally, kinesthetically, socially, etc. We choose to select information that we either consciously or subconsciously determine to be of value to us. This information is then transformed into usable foundational knowledge to become the basis for decision making, asking questions, and bringing order to the world around us. Bruner believed that best learning occurs when students are motivated to learn or, in other words, value the learning process as well as the information. SPIRAL LEARNING To learn anything new the fundamental elements must be considered. The next step is to build on these fundamentals by constantly revisiting them until the concepts and tenets are understood. Learners will then find their own voices to execute and transfer the elements, concepts, and skills to other purposes and situations. The end goal is to move from beginner/novice to the highest level possible—which means not only comprehending, but being able to create new combinations using the information and skills acquired. An analogy for this would be to consider a child learning to play cello and working until they reach the level of YoYo Ma. What makes Mr. Ma different than literally every professional cellist is that each time he performs he takes the same music as others may be performing and brings his own creativity to the performance in ways that are uniquely his own interpretation. Every child must learn the fundamentals so well that they can reach the "creation stage" of learning as quickly as possible. Teaching children to transform themselves from beginner into their own version of YoYo Ma is our lofty goal. COGNITIVE DEVELOPMENT THEORY Research tells us that children learn primarily in three ways: Enactive Learning — "Action based or participatory" learning is when the student is involved not only in thinking, but doing. Research supports that this learning begins prenatally making it an automatized and fundamental way of learning for all humans. Iconic Learning — "Image based" learning occurs when the student stores visual images of information in their "mind's eye". Students use iconic learning as early as age one making it a trusted and often used way of sorting out the world around them. Symbolic Learning — After the age of seven children begin to represent knowledge in their minds symbolically. By creating cognitive conflict, the mind stores information by codifying it and assigning it to a specific meaning (a quarter note on the third line represents either an A, a B, a C, or a D dependent upon its clef). LEV VYGOTSKY: Social Development Theory Central to Dr. Vygotsky's theory is the combination of cognitive constructivism (where students develop an understanding of the world around them) and social constructivism (where meaning evolves through engaging in social activities). His research strongly supports that when tested alone children rarely do as well as when they are working among their peers. Particularly important is the notion that placing the knowledge set or skill set into a social AND cultural context is critical to the learning process and leads to greatest success. In the world of music, the teachings of Orff, Kodaly, and Suzuki are living examples of this foundational tenet.	<urn:uuid:ada2508c-e26f-44c7-8781-cffbbc382ecd>	CC-MAIN-2022-27	https://www.mmiachieve.com/_files/ugd/1274e8_ad0ce7975dcb445990e7f7ca4adba703.pdf	2022-06-29T19:51:12+00:00	crawl-data/CC-MAIN-2022-27/segments/1656103642979.38/warc/CC-MAIN-20220629180939-20220629210939-00607.warc.gz	955,758,914	2,093	eng_Latn	eng_Latn	0.996932	eng_Latn	0.99732	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2725, 5863, 9302, 10928 ]	[ 2.25 ]	1	0
The Brain and Student Behavior By: Noah Velthouse, Princeton Community Middle School Team Members Names: Brent Seibert, Kevin Whitten Contact: email@example.com Background That Led to Your Team's Inquiry: PCMS staff and administrators had a chance to hear from Dr. Lori Desaults on the topic of current brain research and its impact on education beginning in May of 2017. The research centered around the effects of Adverse Childhood Experiences (ACEs) on students' preparedness and ability to learn. ACEs occur more frequently in instances of poverty, and they also have a tendency to cluster. Students with a high number of ACEs exhibit symptoms similar to Post Traumatic Stress Disorder. As a result of their difficult childhood, their brain is in a near constant state of "Fight or Flight", rendering them nearly incapable of learning. In order for learning to take place in these students, they need to learn to regulate their emotions and stay in the learning centers of the brain. PCMS has a high percentage of students who come from poverty, and therefore, have a higher likelihood of ACEs accumulating. Therefore, the purpose of our action research was to educate staff and students on research based neurological practices in educations and implement a few simple strategies into daily classroom use. Statement of Your Team's Wondering: With this purpose, we wondered if regular, research based brain breaks and focused attention strategies along with education of staff and students about the role of the brain in learning could lead to a positive increase in classroom as well as overall school learning environment. Methods/Procedures: To gain insights into our wondering, we started by providing basic professional development to staff regarding the latest in educational neuroscience research. We then gave the student body similar education regarding the brain's role in learning over a span of three weeks. We followed up this education with daily "focused attention strategies led by staff and other students to begin the day. These focused attention strategies allowed students to practice techniques for regulating their own brain using breathing and movement techniques. Staff found and created short videos that demonstrated these techniques to students and then led practice of them. The practice of these techniques daily continued for the entirety of the 2nd semester. Teachers were free to use focused attention strategies and other brain breaks more frequently if they chose to. As research also shows that a sense of belonging and connectedness makes students feel more comfortable and trusting, PCMS created opportunities for students to be part of clubs on a weekly basis. The team collected data on discipline referrals, attendance, and club attendance. Club data was analyzed using Excel software, and attendance and discipline data was analyzed using a combination of Harmony SMS and Excel software. Students were also surveyed about the level of anxiety they felt at home and school, as well as how comfortable and knowledgeable they felt in managing their own emotions both at home and at school. The data collection period was from January to mid-April. Administration and teacher leaders analyzed the data over a period of several days in April. Specifically, the team compared the difference in attendance data from 1st semester to 2nd, when the strategies had been put in place, as well as the number and type of disciplinary incidents that happened in 1st semester compared to 2nd semester. Stating Your Team's Learning and Supporting it with Data: As a result of analyzing our data, two important things we learned include: 1): Students felt a great deal more anxious, worried, or nervous while at school than they did at home and also did not understand how the different parts of the brain worked together before PCMS provided education on the topic. 2): Students learned a great deal as a result of the school's educational efforts regarding the brain. Providing Concluding Thoughts: As a result of the research cycle just concluded, our team has learned a great deal about the brain's role in education and the importance of getting the brain ready to learn for all students. Our staff and students were made much more aware of how difficult it can be for some students, specifically those with a high number of ACEs to get their brains ready to learn. We also learned that until the brief education provided to staff and students, that much of the information and knowledge about the brain and its role in learning was largely unknown to both groups. Our team learned that many teachers on PCMS staff want to do what is best for students and when given logical, concrete information and practical ways to apply it, there are several teachers who are willing to take risks in applying this new understanding of best pedagogical practices into their classrooms. Perhaps not coincidentally, thes teachers often most willing to take these risks are often our school's better teachers. In part as a result of some of the baby steps that PCMS has made, the school corporation sees the need for more staff professional development in this area. Our team of teachers presented some of our findings to the school board and was able to convince the board approve an early release day in May of this year in order to give all corporation staff some basic understanding of how current educational neuroscience can and should be applied in the classroom. The board also approved regular early release days for the next two calendar years to make this kind of training possible in the future as well. The new wonderings that our team has is how to best continue to apply current educational neuroscience in individual classrooms as well as the building as a whole. The team is making plans to expand our efforts by creating a "recovery room" where students who are emotionally triggered can go to calm themselves before returning to their regular classes. References: N/A	<urn:uuid:244f32f2-0011-42a7-abf0-13692b2f9e64>	CC-MAIN-2022-27	https://indianapli.org/wp-content/uploads/The-Brain-and-Student-Behavior-by-Noah-Velthouse.pdf	2022-06-29T20:06:49+00:00	crawl-data/CC-MAIN-2022-27/segments/1656103642979.38/warc/CC-MAIN-20220629180939-20220629210939-00607.warc.gz	356,509,364	1,138	eng_Latn	eng_Latn	0.999198	eng_Latn	0.999269	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3152, 6033 ]	[ 2.265625 ]	1	2
Legalities Surrounding HIV in Kids * There is no legal obligation to disclose a child's HIV status to schools or daycare in Canada. * HIV is considered a disability under the law. * Canadas human rights laws prohibit discrimination based on disability when providing services. * School and daycare providers are under an obligation to keep the HIV status of children confidential. Talking to Children About HIV * Very young children are unable to fully understand things such as disease, death or sex so talking to them about HIV is unadvisable. * However, young children are able to learn basic infection control information such as washing their hands and using a tissue. * They can learn in the simplest of terms to keep their germs to themselves (coughing into their arms, not licking each other, etc.) * This is also a good age to teach children the correct names for their body parts and lay the ground for a supportive and open relationship with them. No Risk No Risk No Risk No Risk No Risk No Risk Some Risk High Risk HIV Transmission Coming into contact with any fluids besides blood including urine, feces, tears, sweat, saliva, etc. Hugging or kissing a person with HIV Sharing household items (ie. toilets or utensils) with people with HIV Swimming in public pools or hot tubs with people who have HIV Bites or scratches with no blood drawn Touching the same surfaces as someone with HIV Bites or scratches with blood drawn Blood being transmitted from the infected child directly into the blood of another person High Risk Mom to baby through pregnancy or breastfeeding With effective anti- HIV treatment available for both mother and infant, along with adequate prenatal care and no breastfeeding, only around 1% of babies born to women with HIV actually acquire HIV Cleaning Up Blood Spills Standard precautions should be followed when blood or blood- containing body fluids are handled. For blood and bloodcontaining fluids, these are the same precautions described by the Occupational Safety and Health Administration (OSHA) as universal precautions. 1. Wear disposable gloves or, if using utility gloves, be sure the utility gloves are sanitized after use. 2. Absorb as much of the spill as possible with disposable materials; put the contaminated materials in a plastic bag with a secure tie. 2 3. Clean contaminated surfaces with detergent and water. 3 4. Rinse with water. 4 5. Disinfect the clean surface by using a disinfectant. 5 6. Dispose of all soiled items in plastic bags with secure ties. 6 HIV stands for Human Immunodeficiency Virus. Let's break this down: What is HIV? H Human: It infects humans I Immunodeficiency: it weakens V Virus: It is a virus the immune system * HIV lives in the blood throughout the body * Without the immune system cells, your body cannot fight off other sicknesses. What does HIV do? * HIV attacks your immune system cells (also found in the blood) How can you get rid of HIV? HIV cannot be cured, but it can be treated (once you have it, you will always need to take medication) HIV is treated with antiretrovirals (pills that prevent it from spreading). HIV in children is rare. Many precautions are taken to prevent moms from passing it to their babies such as: * Treatments of mom if necessary HIV in Kids * Blood testing mom * Post-exposure prophylaxis treatment after the pregnancy HIV-positive children tend to get more bacterial infections, like sinusitis or otitis due to their weakened immune systems. They may also experience: * Unexplained fevers * Inflammation of organs/glands * Enlarged lymph nodes * Failure to grow and develop well Main Takeaways Children living with HIV need the same amount of love and attention as children without HIV The HIV status of a child or infant should not affect the way an adult or other children interact with them The HIV status of a child poses no threat to adults caring for them or other children around them Need More Information? General: Teva Canada: What you need to know (Teva) Regarding Legalities: Know Your Rights: Disclosure in Daycare and Schools (CAITIE) Regarding HIV Management: Managing your health: a guide for people living with HIV: Children and HIV (CATIE) Feel free to contact the Know Your Status team with any questions! email@example.com 306-956-6189 306-381-4529 What childcare providers should know about potential HIV infection in a child	<urn:uuid:d4fc29a9-2fe1-486f-81b5-fa732081c9ea>	CC-MAIN-2022-27	http://knowyourstatus.ca/wp-content/uploads/2021/02/HIVinChildren3-1.pdf	2022-06-29T18:48:27+00:00	crawl-data/CC-MAIN-2022-27/segments/1656103642979.38/warc/CC-MAIN-20220629180939-20220629210939-00608.warc.gz	34,134,207	967	eng_Latn	eng_Latn	0.996445	eng_Latn	0.996674	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2550, 4449 ]	[ 3.234375 ]	2	0
Here, There and Everywhere Year 1 Learning Skills Wray Common Citizens This half term, we will use our CAPTURE toolkit to develop ourselves as expert learners. We will focus particularly on THINK. We will: - make and spot patterns. - make connections and This half term, we will be focusing on the value of Justice. Children will reflect on what might be fair and unfair. We will explore what justice looks like at Wray Common, discussing our responsibilities to ensure it is a just place for everyone. We will find out about sacrifices that others have made in the fight for justice and learn about our justice system. Successful Learners Geography As geographers, we will be exploring the four fascinating countries that make up the United Kingdom. We will: - be able to name, locate and identify characteristics of the four countries in the United Kingdom and its surrounding seas - Compare the four countries of the United Kingdom by their human and physical geographical features. PSHE - To appreciate the range of national, regional, religious and ethnic identities in the United Kingdom - To know about the responsibilities of looking after their immediate environment and things they can do to protect the wider world including single use plastic, destruction of green spaces, habitats and animals. - To be aware that people in our community have different needs and be able to recognise some examples of disabilities, including things in place to support this (assisted traffic lights, disability parking etc.) Fiction: Maths As mathematicians, Here, There and Everywhere—Year 1 Key Skills English As writers, we will: - Explore the 'Queen's Hat' by the author by Steve Antony. We will be creating our own journey— where will out hat go? We will be learning how to use an exclamation mark correctly and developing our amazing vocabulary. Non—Fiction: We will be finding out facts about London Landmarks and using these to write riddles. We will also be exploring the Queen's Jubilee and having our own street party! PE As athletes we will: we will: - be able to recognise, find and name a half as one of two equal parts of an object, shape or quantity Fractions: - be able to recognise, find and name a quarter as one of four equal parts of an object, shape or quantity - Tell time to the nearest hour and half hour Money: Time: - How to identify different coins and notes through their markings, size and colour. History As historians, we will: - develop our running, jumping and throwing skills through athletics - be able to explore our own holiday events from the past As gymnasts we will: - Develop our balance, agility and co-ordination. - Compare these events with seaside holidays in the Victorian times.	<urn:uuid:a73eb0e3-b7e1-4936-810d-148a6e184d27>	CC-MAIN-2022-27	http://wray-common.surrey.sch.uk/wp-content/uploads/2022/04/Year-1.pdf	2022-06-29T19:51:44+00:00	crawl-data/CC-MAIN-2022-27/segments/1656103642979.38/warc/CC-MAIN-20220629180939-20220629210939-00609.warc.gz	58,467,044	568	eng_Latn	eng_Latn	0.997037	eng_Latn	0.997561	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1532, 2758 ]	[ 3.921875 ]	1	0
JRST Impact of Geospatial Lessons on Student Interest in Science and Technology Careers Lori Rubino-Hare, Brooke A. Whitworth, Francis Boateng, Nena Bloom OVERVIEW: Our national study assesses the impact of geospatial technology-integrated lessons on student interest in science, technology, and STEM careers. Findings highlight the importance of teacher knowledge, skills and contextual factors. AUDIENCE: Administrators (K-12), Formal educators, Professional development providers, Researchers/Researcher supervisors, Outreach specialists, Secondary science teachers, Teacher educators, STEM educators KEY POINTS * The effectiveness of educational technologies to support STEM learning must be considered within differing teacher and student contexts, student populations, and pedagogical approaches. * Teachers' technology skills, implementation of career spotlights, and gender were teacher factors positively associated with student interest in science, technology, and/or STEM careers. * Student's previous exposure to science and technology, identity, gender, race, curiosity, perseverance, and critical thinking were related to student interest in science, technology, and STEM careers. INTRODUCTION: We explored the connection between the engagement of students in Geospatial Inquiry lessons and its impact on students' interest in science, technology, and STEM careers. We examined relationships between student and teacher characteristics and contexts. After participation in professional learning, teachers (n=82) submitted geospatial lessons and implementation surveys. These were scored for alignment with the principles of Geospatial Inquiry. Students (n=1924) completed a post-lesson retrospective survey indicating the extent to which their attitudes and interests toward STEM changed because of the lesson(s). Data were analyzed using a generalized linear modeling approach that included hierarchical analysis allowing simultaneous investigation of relationships within and between variables at the classroom or teacher level and the student level and to account for the variance in the factors at the different levels. technology resulted in less interest in science careers and previous exposure to science resulted in less interest in technology and technology careers. There was a consistent impact on interest in science and technology careers for several underrepresented groups including students who identify as female, and students who identify as Black or Hispanic. FINDINGS Teachers with higher technology performance scores yielded higher student interest in science, technology and science careers. Teachers who highlighted careers as part of their lessons saw increased student interest in science and science careers. Students who were curious about STEM topics had an increased interest in science and technology. Students' science or technology identity was also associated with increased interest respectively. Students also reported greater interest in science and technology if they engaged in critical thinking and in those careers if they had increased perseverance and previous exposure to science or technology respectively. Previous exposure to TAKEAWAYS Results underscore the importance of ensuring teachers have professional learning with the technology skills necessary to implement Geospatial Inquiry lessons. Ensuring strong skills may increase teachers' confidence to address issues as they arise. Given previous exposure to science and technology was a predictor of student interest and excitement in science and technology respectively. Providing students with exposure opportunities may increase both student interest and desire to pursue STEM careers. As such, district leaders and principals should ensure curricula address science and technology and that students have opportunities and time to pursue these subjects in K-12 classrooms. Geospatial Inquiry lessons may be a promising vehicle for engaging students in using technology, thinking critically, and collaborating to make sense of data to increase student interest in science, technology, and STEM careers. They could be a pathway to effectively engaging underrepresented groups in science and technology also. Finally, incorporating examples of underrepresented groups as career spotlights, in any course or lesson, may also be a way to increase interest in that subject and its career opportunities.	<urn:uuid:467c86ab-90de-4d70-824a-c3e8755bbc00>	CC-MAIN-2025-05	https://narst.org/sites/default/files/2024-12/Rubino-Hare_et_al_2024_V61n2_419-456.pdf	2025-01-14T12:08:36+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362203.87/warc/CC-MAIN-20250114114216-20250114144216-00591.warc.gz	426,361,031	756	eng_Latn	eng_Latn	0.996149	eng_Latn	0.996149	[ "eng_Latn" ]	false	docling	[ 4441 ]	[ 2.03125 ]	1	0
Healthy eating and arthritis ARTHRITIS INFORMATION SHEET This sheet has been written to address some common myths about food and arthritis. It provides general information about healthy eating and where to go for further information and advice. This sheet does not provide specific advice for people with other medical conditions or food intolerances. Is there a diet to cure arthritis? Harmful dietary fat This is a type of fat that comes mainly from red meat, poultry and full-fat dairy products. Saturated fat raises total blood cholesterol levels, particularly unhealthy LDL-cholesterol. This type of cholesterol has been linked with increased cartilage damage in people with osteoarthritis. These fats can also increase your risk of cardiovascular disease. No diet has been proven by research to cure arthritis. Be very cautious of special diets or supplements that claim to cure arthritis. The best diet for arthritis is a healthy, balanced one to maintain your general health and prevent other medical problems. A healthy, balanced diet such as the 'Mediterranean diet' rich in oily fish, vegetables and olive oil can help reduce inflammation. * Saturated fat Choosing the right fats Research suggests that eating foods with healthy fats rather than foods with unhealthy fats may help reduce the symptoms of arthritis. While these effects are modest compared to medicines, healthier fats do not have any serious side effects. They also have other health benefits, such as reduced risk of heart disease. Healthier dietary fat * Monounsaturated fat: Researchers have found a link between these types of fats and reduced disease activity in rheumatoid arthritis. Foods that are high in monounsaturated fats include vegetable oils (olive oil, canola oil, sunflower oil), avocados and many nuts and seeds. * Omega-3 fats: Studies show that eating foods rich in omega-3 fats can help reduce inflammation, particularly in rheumatoid arthritis. Foods rich in omega-3 fats include: - fish: oily fish, such as sardines and salmon, have greater amounts of omega-3 fats. - fish oil supplements: see the Fish oils sheet for more information - ground linseeds and linseed oil (also called flaxseed) - canola oil (also called rapeseed oil) - walnuts. Does weight affect arthritis? The simple answer is yes. Extra body weight increases the stress on many joints, particularly the knees, hips and lower back. There is also a clear link between being overweight and an increased risk of developing osteoarthritis. If you are overweight, losing weight will decrease the stress on your joints, reduce pain and make it easier for you to move around. Do certain foods cause arthritis? There is very little proof that specific foods have an effect on arthritis. The exception to this is gout (see gout section below). Arthritis symptoms usually vary day to day. This makes it hard to know if a change in symptoms is because of a particular change in food or just coincidence. Some people with arthritis reportimprovements after avoiding certain foods. However this is usually due to individual food intolerances (see below). I heard I should avoid... This food group includes tomatoes, potatoes, eggplant and capsicum. There is no proof that these foods have any effect on arthritis symptoms. * Nightshade foods * Acid-producing foods Arthritis is not caused by eating 'acidic foods' like oranges, lemons or tomatoes. Very few foods are as acidic as our digestive juices. Foods termed 'acidic' are usually very rich in vitamin C, which is beneficial to the immune system. So avoiding these may do more harm than good. * Dairy products There is no proof that dairy products cause arthritis. Dairy products are a rich source of calcium, which is an important building block for strong bones. Many people with arthritis are at an increased risk of osteoporosis (thinning of the bones) so dairy products may be extra important to maintain bone health. * Meat and meat products There is mixed evidence about the effects of vegetarian diets on arthritis. These diets tend to increase your intake of vitamins as you eat more vegetables and fruits. Lower levels of fat in this diet may also help you to lose weight. These factors may help with arthritis symptoms. However a strict vegetarian diet may mean you miss out on other important nutrients, such as iron and vitamin B12. Gout For some people with gout, certain foods appear to trigger attacks of gout. These foods tend to have high levels of purine, a substance that can be made into uric acid in the body. For more information see the Gout and diet information sheet. A guide to healthy eating The best diet for arthritis is a healthy, balanced diet. This can help you reach and maintain a healthy weight and reduce your risk of other health problems. Talk to your doctor or see the Australian Dietary Guidelines at www.eatforhealth.gov.au to learn about the amount and kinds of foods that we need to eat for health and wellbeing. You may also find it helpful to see a dietitian for advice that is tailored to your individual needs. CONTACT YOUR LOCAL ARTHRITIS OFFICE FOR MORE INFORMATION SHEETS ON ARTHRITIS. Food intolerance Some people may have a reaction, such as an upset stomach, after eating or drinking certain foods. This may be due to a food intolerance. If you feel that certain foods are causing problems, talk to a dietitian or your doctor. They may suggest you be tested for food intolerances. Do not cut whole food groups from your diet without talking to your doctor as you may miss out on important vitamins and minerals. There is no diet that can cure arthritis. A healthy, balanced diet is best. FOR MORE INFORMATION Websites: To find a dietitian, talk to your doctor, contact the Dietitians Association of Australia on 1800 812 942 or use the 'find a dietitian' service at www.daa.asn.au Nutrition Australia www.nutritionaustralia.org Australian Dietary Guidelines www.eatforhealth.gov.au © Copyright Arthritis Australia 2007. Reviewed June 2024. Source: A full list of the references used to compile this sheet is available from your local Arthritis Office The Australian General Practice Network, Australian Physiotherapy Association, Australian Practice Nurses Association, Pharmaceutical Society of Australia and Royal Australian College of General Practitioners contributed to the development of this information sheet. The Australian Government has provided funding to support this project. Disclaimer: This sheet is published by Arthritis Australia for information purposes only and should not be used in place of medical advice. AA032 06/24 ISS1	<urn:uuid:82bfed36-d60c-4123-aafb-7038cc637b05>	CC-MAIN-2025-05	https://arthritistas.org.au/wp-content/uploads/2024/10/4042-AA-Info-Sheet-Healthy-eating-and-arthritis-AA032-06-24-ISS1-1.pdf	2025-01-14T13:01:29+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362203.87/warc/CC-MAIN-20250114114216-20250114144216-00588.warc.gz	92,632,037	1,359	eng_Latn	eng_Latn	0.998125	eng_Latn	0.99835	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3492, 6661 ]	[ 2.0625 ]	8	0
Analysis of Grade Three Students' Performance in Subject of Social Science in Pakistan Tahir Mehmood PhD Assistant Professor Institute of Education and Research University of the Punjab Lahore- Pakistan Uzma Perveen Institute of Education and Research University of the Punjab Lahore- Pakistan Mubashira Khalid Assistant Professor Institute of Education and Research University of the Punjab Lahore- Pakistan Tariq Shakoor University of the Management and Technology Lahore- Pakistan Muhammad Riaz Lecturer Institute of Education and Research University of the Punjab Lahore- Pakistan Saleha Ali Virtual University Lahore- Pakistan Abstract This paper reports on a study that investigated the analysis of grade 3 rd students' performance in Social Science from 33 government schools of Punjab district. It is descriptive type of research. It is to check the weaknesses and strengths of students in Social Science of grade 3 rd students. This study is useful for administrators; teachers, researchers and students to improve their knowledge. For this purpose, the test was developed from book published by Punjab textbook board. This test contains questions on 19 basic concepts of Social Science. Population of this study was male and female students of grade 3 government schools. Sample of which 798 students were randomly selected from 33 government schools. Data was collected from the related students. Data was analyzed by using SPSS and Excel in terms of mean, standard Deviation. This shows the strong and weak point of the students. Overall the Govt. Primary School KoylaBukhsh has performed better and their mean score is 79.87. While the lowest mean score is 15.99 of Govt. Primary School Mehta Suja as compare to the rest of the schools. There is need for improvement. The teacher should teach social studies by applying creative methods of teaching and increase their level of interest because generally it is considered that social studies is a boring subject.Ministry of Education should provide facilities and funds to promote and encourage creative teaching at every level Key Words: Analysis, grade four, Performance, Mathematics, Province, Punjab, Pakistan Introduction Social studies, which literally mean "the study of social things," are a unified discipline with several purposes: (1) teaching cultural heritage, (2) teachings things thinking and decision making, and (3) teaching social science (Berk, 1995). It fosters the intellectual, social and personal development of students in order to develop competence in participating in decision making and other human activities (Ball, 1992). Social studies are the study of human beings in their environment and of the concepts, skills and attitudes that are needed in order to become social beings (Barr, 1977). Social studies are an important part of a child's education. It helps the child understand the complex world in which he/she lives and enables him/her to be productive and happy within society's framework (Dodge, 1993). The humanities (literature, the performing arts, and the visual arts) are an important part of social studies, too (Eisner, 1991). The arts serve two functions. First, they help children better understand the people, places, and ideas they study. Stories, songs, dances, plays, paintings, statues, and other works of art allow students to become acquainted with the people who created them. Second, children can show us what they know by expressing themselves through the arts. As Barth (1993) points out, social studies involve integration of the social sciences and the humanities. General Objectives of Social Studies General objectives of social studies are following: - To emphasize the learning of various concepts in relation to social studies in a way that it encourages observation, creativity and application. - To create awareness about the contribution of the persons who worked for the betterment of human beings and the creation of Pakistan. - To promote understanding of socio-economic and socio-cultural aspects of Pakistan, society, ideology of Pakistan and struggle of Pakistan. - To instill the gratitude ALLAH-almighty of His blessings bestowed upon us. - To enhance understanding about the physical and human aspects of geography in relation to Pakistan, South Asia, the Muslims world and the rest of the world. - To instill respect and regards for holy prophet (S.A.W) for his unmatched contributions towards betterment of humanity. - To create awareness about the importance of co-existence and interdependence. - To inculcate and unflinching love for Islam and Pakistan, strong sense of national cohesion and state integrity (Govt. of Pakistan, 2002). Trends in Social Studies Curriculum The social studies curriculum changes over time but these changes have not been sufficient to alter the overall purpose of social studies or to change the typical pattern of courses but changes in society and intellectual developments require that the purpose of social studies undergo reinterpretation and the content with in course labels the alerted. Thus a field that seems superficially stable over ideas and approaches complete with the reigning ones. For most of the centuries the most frequent pattern of topics or courses has been; 1. self, school, community, home 2. families 3. neighborhoods 4. communities 5. state history, geographic regions 6. world cultures 7. world geography or world history 8. Civics (Jackson, 1996). The Social Studies Curriculum Social study is a basic subject of the curriculum that 1. derives its goals from the nature of citizenship in a democratic society that is closely linked to other nation and people of the world 2. draws its content primarily from history, the social sciences and in some respects, from the humanities and science, and 3. Is taught in ways that reflect an awareness of the personal, social, cultural experience and developmental level of learners. Life in modern societies is so complex and the need for knowledge is so great that the family is simply not able to teach children and youth all that they need to know. Accordingly, schools assume a major responsibility for the transmission to the young of certain knowledge, skills, attitudes and values that are deemed to be important. The entire school curriculum shares the responsibility for citizenship education, but social studies have historically occupied unique role in contributing to that process.The expert from the National Council for the social studies publications that open his chapters defines social studies as an important component of the school curriculum. The major mission of social studies education is to help children learn about the social realities and to develop the knowledge, attitude and skills needed to help shape an enlightened humanity. Social studies focus specially on citizenship education which means learning to participate in group life. The outer edges of that participation for today's child are the global community (Jarolimek, 1986). Why We Teach Social Studies to Young Children? Young children are notoriously curious. They are interested in the world around them, people, places, objects, foods and customs. Listing to their conversations and questions you will note that many relate to other people such as community helpers, social skills, holidays and current events (Herr, 2001). Major areas of social studies and appropriate concepts for young children can find many opportunities in helping to develop desirable habits, attitudes and skills to be productive and happy within their social world (Fabes, 2000). In the early childhood years learning about one's self is at the basic level; that is, young children are learning about how their lives fit in to the larger social groups (Bates, 1993). It is very important that children learn about themselves in a positive way so that they will learn to be positive in accepting themselves. In the early childhood years, children's need opportunities to live in important experiences, to learn in an active way (Barton, 1998). A Creative Approach to Social Studies Learning Learning centers are an effective and child appropriate strategy. In essence, learning centers are the areas in the classroom specifically designed to meet the needs of young children and encourage them to acquire independent understanding of concepts. A social study learning center can be defined as "a child-centered, exploratory way to get children involved in self-directed, autonomous behavior" Each center is aimed at representing a different and child-meaningful aspect of life. When appropriately designed, centers offer unlimited opportunities to engage children in direct exploration of life itself. A classroom arranged in centers is like an attractive menu that children can examine. Freedom to choose what to explore and discover is what also makes this strategy a child-appropriate one. Characteristics of a Good Social Studies Program The subject matter is drawn from a broad range of social sciences, humanities and from the experiences of children.A global perspective is apparent throughout, with attention to non-western, non-Christian cultures as well as to those of the west. Many learner involving activities that call for much learner participation are used. There is use of multiple instructional resources. Application of what is learned is made to out of school settings through social action.Thinking is emphasized as the major concern of social studies; learners are provided many opportunities for decision making.Pluralism is stress and the contributions of many cultures are emphasized. A balanced effort is made in developing knowledge, skills, beliefs and values. Truthful pictures of social realities are provided, as are greater urban focus, more attention to changes due science and technology and speculates on the future. Many options are available to the teachers in terms of various programs, texts, materials and teaching strategies (Jarolimek, 1985). Basic Skills Development through Social Studies 1. Learning physical skills necessary for ordinary games. 2. Building wholesome attitudes toward one's self as a growing organism. 3. Learning to get along with age-mates. 4. Developing fundamental skills in reading, writing and calculating. 5. Developing concepts necessary for everyday living. 6. Developing conscience, morality and a scale of values. 7. Developing attitude toward social groups and institutions (Havighurst, 1948). Social Studies around the Home and Community Since a child does not exist in isolation he is dependent upon people in the home and community. As a child meets people in the community, he learns about the many roles, people play and tests some of these roles in his dramatic play. He becomes involved in relationships where adults play varied roles and people depend upon each other. He is exposed on different sets of values that people hold. Children gain a sense of responsibility as they learn that what they do makes a different. It is good to rise to child's awareness about the importance of all individuals in the community.Dramatization can be a useful teaching technique to reinforce learning; it can be used to help children more about community helpers and workers in the city (Dodge, 1993). Statement of the Problem This study was designed to analyze the performance of grade three students' in the subject of social studies at province of the Punjab. Objectives or the Study The objectives of the study were: 1. To find out problems of students in social studies. 2. To compare the performance of different schools in social studies. 3. To find out the level of achievement in social studies of grade three students. 4. To compare the achievement of boys and girls in social studies. 5. To examine the interest of students toward society and history. Methodology This study was "descriptive in nature". According to Gay (1996) descriptive research involves collecting data in order to take hypothesis or to answer the questions, concerning the current states of the subject of the study. The descriptive method is used for investigating a variety of educational problems. According to Gary (1990), descriptive research has different type of tools i.e. questionnaire, survey, interview or observation and every type has its own importance. Deceptive research is concerned with conditions or relationships that exist. Practices that prevail believes, point of views or attitudes that are held, process that are going on, efforts that are being felt, or descriptive research is concerned with related to some preceding event that has influenced or effected a present condition or event (Gay, 1996). The population of this study consists of male and female students of governments and private schools of the districts of Punjab. It was decided to include 3 rd grade students as target population.The sample consisted of 798 students of 3 rd grade from government schools of the districts of Punjab. The male students are 382 while the female students are 416.An achievement test has been used for analyzing the student's performance in the subject of social studies of 3 rd grade students.For the purpose to develop the achievement test of social studies, the Punjab Text Book of Social Studies was considered which are commonly used in Private and Government sector Schools.The data is collected by DTSC; it is a local need assessment survey which is consisted on sample of 798 students of 33 govt. schools of Punjab. An achievement test is used to the strength and weakness of students of grade three in social studies. This test is developed from book published by Punjab text book board. Each test consisted of 12 items including short answer questions fill in the blanks, true false and matching exercises. The test was divided into 19 concepts. Analysis and interpretation of the data This chapter deals with analysis and interpretation of data, which is collected through social studies achievement test.The data collected from 748 students. Responses of each student about the test were analyzed through SPSS (Statistical Package for Social Sciences Version 15) and Microsoft Excel. Analysis of data was presented in the form of tables and graphs respectively. Distributions of Items by Concepts For analysis the data has been divided into 19 concepts. In each table the items has been distributed by concept. The students' performance has been discussed by concept wise in the following tables. Table 1 Overall Mean Score = 64.11 Interpretation: The mean score 64.11 shows that the student's performance is quite satisfactory as compare to others. But there is need to do work hard. Table .2 Overall Mean Score = 43.70 Interpretation: The mean score 43.70 shows that the student's performance is not satisfactory. It shows that student's concept about the life of Hazrat Muhammad (S.A.W.W) is quite low. So the students should do more hard work. Table .3 Overall Mean Score = 72.39 Interpretation: The mean score 72.39 shows that the student's concepts are quite improved and they have better understanding of this concept. Table .4 Overall Mean Score = 70.40 Interpretation Again the mean score of the student's marks in this area is quite satisfactory. The mean score 70.40 shows that the students have better understandings of this concept as compare to others. Table .5 Interpretation: The mean score 63.68 shows that the student's performance is quite satisfactory as compare to others. But there is need to do work hard. Table .6 Overall Mean Score = 63.12 Interpretation The mean score 63.12 shows that the student's performance is quite satisfactory as compare to others. But there is need to do work hard. Table .7 Overall Mean Score = 49.77 Interpretation The mean score 49.77 shows that students have low concept about the life of Hazoor (S.A.W.W). Some students show good performance. Table .8 Overall Mean Score =55.73 Interpretation The overall mean score of the performance of students about this topic is 55.73. This shows that the students have to do more work hard. Table .9 Interpretation The mean score 31.12 shows that the students have very low understanding about this concept. So there is need to do work harder. Table .10 Overall Mean Score =43.63 Interpretation The mean score 43.63 shows that the student's performance is quite satisfactory as compare to others. But there is need to give more attention to study. Table 11 Overall Mean Score =38.54 Interpretation The mean score 38.54 shows that the students have low understanding of this concept. Table 12 Overall Mean Score =47.29 Interpretation The mean score 47.29 shows that the student's performance is not satisfactory. It shows that student's concept about the life of HazratUmer (R.A) is quite low. So the students should do work hard. Table 13 Overall Mean Score =53.64 Interpretation The mean score of students' performance about this topic is 53.64. This shows that the students have to do more work hard. Table 14 Overall Mean Score =60.22 Interpretation The mean score 60.22 shows that student's performance is good to some extent. Table 15 Overall Mean Score =62.92 Interpretation The mean score 62.92 shows that student's performance is good to some extent. Table 16 Overall Mean Score =43.56 Interpretation The mean score 43.56 shows that students have low concept about the life of Hazoor (S.A.W.W). Some students show good performance but the majority of the students have low understanding. Overall Mean Score =16.74 Interpretation The students are again showing very low understanding of this concept. The need is to improve their learning by giving proper attention to each student. Table 18 Overall Mean Score =23.08 Interpretation The mean score 23.08 shows that the students have very low understanding about this concept. There is need to do work more hardily. Overall Mean Score =28.79 Interpretation The mean score 28.79 shows that the students have very low understanding about this concept. So there is need to do work harder. 4.1 Comparison Among Sampled Schools In the following table comparison of the performances of schools has been shown. The figure shows that the Govt. Primary School KoylaBukhsh has performed better and their mean score is 79.87. While the lowest mean score is 15.99 of Govt. Primary School Mehta Suja as compare to the rest of the schools. 4.2 Comparison between the Performance of Male and Female T-test has been used for comparison between male and female students. Interpretation The mean scores of male and female students are 61.97 and 68.54 respectively. Standard Deviation is 31.97 and 33.10 for male and female students respectively, which shows less variation between male and female students' performances as there is no significant difference between their performances at 0.05 level of significant. Findings Findings of the study were given below: 1. The performance of students in concept (1) is 64.11, which is satisfactory as compared to others. 2. The students show less satisfactory in the concept of "Hazoor (S.A.W) k Ikhlaaq", which shows that students need to work hard. 3. The mean score of concept (3) and (4) shows that students have more understanding of this concept than others i.e. 72039 and 70.40 respectively. 4. The performance of students in concept (5) and (6) is quite satisfactory but there is still a need of improvement. There mean scores are 63.68 and 63.12 respectively. 5. The mean score 47.29 and 49.77 of concept (7) and (12) shows that students have low understanding of the concept about life of Hazoor (SAW). 6. The performance of students in concept (8) and (13) is 55.73 and 53.64 respectively which shows students need to do more hard work on it. 7. The mean score of concept (9) and (11) shows that students have very low understanding of these concepts i.e. 31.12 and 38.54. 8. The performance of students in concept (10) and (16) is also satisfactory. They need to work hard on these concepts. They performed 43% on both concepts. 9. The mean score of concepts (14) and (15) shows that performance of students is good to some extent i.e. 63% 10. Students show lowest performance on concepts (17) , (18) and (19). There is a need of proper attention to improve their learning. 11. The Govt. Primary School KoylaBukhsh has performed better and their mean score is 79.87. While the lowest mean score is 15.99 of Govt. Primary School Mehta Suja as compare to the rest of the schools. 12. There is no significant difference between the performance of male and female students. 13. It is also found that students take Social Studies as a boring subject and they need to give proper attention to improve their learning. Conclusion Overall the Govt. Primary School KoylaBukhsh has performed better and their mean score is 79.87. While the lowest mean score is 15.99 of Govt. Primary School Mehta Suja as compare to the rest of the schools. There is no significant difference between the performance of male and female students. There is need for improvement. The teacher should teach social studies by applying creative methods of teaching and increase their level of interest because generally it is considered that social studies is a boring subject. Recommendations 1. There should be more interaction between teachers and students. 2. There should be enough space in the classrooms for activity corner. 3. Schools should celebrate children's creative achievement within the whole school environment and in the community. 4. A positive physical environment should be provided for more fruitful results. 5. Daily classroom activities should be planned according to the developmental level of child. 6. Ministry of Education should provide facilities and funds to promote and encourage creative teaching at every level. 7. Workshops should be held for the development of teaching process. 8. Teachers should allow the students to participate in the classroom and permit them to choose home assignments with their own suggestions rather imposed by the teachers. 9. More improvement should be done regarding the curriculum development plan of lectures and more strategies should be introduced. 10. Give more freedom to teachers. 11. Examination system should be changed. 12. To follow the rules strictly to get fruitful res References Ball, S.J. & Bowe, R. (1992). Subject Departments and the implementations of National curriculum policy: An overview of the issues. Journal of curriculum studies, 24(2): 97-115. Barton, D. & Hamilton, M. (1998).Local illiteracies: Reading and writing in one community. London: Routledge. Bates, R. (1993). Educational reforms its role in the Economic Destruction of society. The Australian administration, 14(2&3): 1-12. Berk, L.E. &Winsler, A. (eds.). (1995). Scaffolding Children's Learning: Vygotsky and Early Children Education. Washington, DC: NAEYC. Dodge, D.T. (1993). A guide for supervisor and trainers on implementing the creative curriculum for early childhood. Washington, DC: Teaching Strategies, Inc. Dodge D.T., Colkes, L. and Heroman, C. (2002).Teaching Strategies Eisner, E. (1991). Enlightened eye: Qualitative inquiry and the enhancement of educational practice. New York: Macmillan. Fabes, R. (2000). Exploring Child Development . Boston: Ally and Bacon. Government of Pakistan (2002).National curriculum of social studies for class VI-VIII.Islamabad: ministry of education. Gay, L.R. 1996. Educational Research: Competencies for Analysis and Application. New Jersey: Prentice-Hall Inc. Havighurst, Robert J. Developmental Tasks and Education. Chicago: University of Chicago Press, 1948.Chapter 3. Herr, J. (2001). Creative Learning Activities for young children. Delmar: America. Jorolimek, J. (1986). Social studies on elementary education. 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Caring for Yourself and Your New Baby When to Call Your Doctor or Midwife Call 911 if you have: Chest pain, trouble breathing, or a seizure. Heavy bleeding that won't stop. Thoughts of harming yourself or others. Any other medical emergency Call your doctor or midwife right away if you have any of the following symptoms: Blurred vision or dizziness Headache not relieved by medication Severe pain in the stomach or upper abdomen A red, warm, painful area on your leg An increase in bright red vaginal bleeding that soaks a pad in 1 hour or less, frequents clots, or strong vaginal odor Fever of 100.4° F (38° C) or more Nausea or vomiting A reddened, hard, tender area of the breast Pain or burning with urination Difficulty having a bowel movement Sadness, crying spells, or mood swings Any new or worsening pain Redness, warmth or swelling to your incision site or any opening to your incision area Drainage from incision that is foul smelling and/or green or yellow in color When to Call Your Baby's Doctor Call 911 if your baby: Is having trouble breathing Is blue (skin, nails, lips or gums) Is limp or not responding Any other medical emergency Call your baby's doctor or healthcare provider if your baby: Has a temperature over 100°F (37.8°C). Vomits repeatedly or refuses to eat 2 or more times in a row. Cries continuously or has a high-pitched cry. Is hard to wake up or is not as active as normal. Has jaundice (yellowing) of the skin or whites of the eyes. Has an unusual rash, especially with a fever. Has signs of dehydration such as dry mouth, inactivity, limpness, or sunken eyes. Has redness, bleeding, or drainage from the umbilical cord area or circumcision. Has difficulty with bowel movements or has bowel movements that have mucus or are bloody. Doesn't "seem right." Table of Contents ........................................................................................................................................................... 22 Caring for Yourself After delivery, you will need to rest and take care of yourself. This is a time for your body to recover. Your body will still be changing, and your moods will vary. It is important to know what to expect. Here is some information to help you. Postpartum Checkup Your doctor or midwife will want to see you after delivery. This is an important visit, so make your appointment as soon as you get home. If you have any issues before your scheduled appointment, don't wait. Call your healthcare provider to discuss your concerns. Postpartum Guidelines Vaginal Discharge After delivery, you will have vaginal bleeding (called lochia) and you may notice small, quarter-sized clots. It is normal to have a slight increase in bleeding and pass small clots after breastfeeding. This discharge will lessen and become pink, brown, then tan, and finally clear. If your bleeding becomes heavier or if you have increased cramping with clots, you may be doing too much, too soon. Lay down or rest in a chair with your feet up. If the bleeding does not decrease with rest, call your doctor or midwife. After 6 to 10 weeks, moms that are not breastfeeding may start having periods (menstrual cycles). Breastfeeding moms may not have a period until they stop breastfeeding. When your period returns, it may be different than before your pregnancy. Be aware that pregnancy can happen without having periods. Breastfeeding should not be used as a form of family planning. Feminine Hygiene Until your postpartum checkup: Do not use tampons. Use only pads. Do not douche. Do not have sexual intercourse. Do not use a hot tub or swim. Perineal Care If your perineum (the area of skin between the vagina and the anus) tears or is cut (called an episiotomy) during childbirth, it may be painful while the area heals. Hemorrhoids (swollen veins in the anus and rectum) are also common after delivery. There are things you can do to help relieve pain after a vaginal delivery: Soak in clean, warm water (in a clean bathtub or a sitz bath) 2 or 3 times a day. Each time you go to the bathroom, fill your "peri" bottle with warm water to rinse off. Clean from front to back each time you urinate or have a bowel movement. Over-the-counter sprays, foams, and witch hazel pads may also be helpful. Bowel Movements You should have a bowel movement by the 3rd or 4th day after delivery. To help return to a normal bowel pattern: Take an over-the-counter stool softener as directed by your doctor. Drink plenty of water. Eat foods that are high in fiber, such as fresh fruits, vegetables, and whole grains. If you become constipated or have difficulty with bowel movements, call your doctor or midwife. Afterbirth Pains You may have afterbirth pains as your uterus contracts. This cramping is normal and may last for several days. For breastfeeding moms, afterbirth pains may be felt more while breastfeeding, especially the first week after delivery. A mild pain reliever such as ibuprofen may help decrease the discomfort. Activity Start with light physical activity when you first go home. If your bleeding increases or you have more pain, cut back on your activity. Do not lift anything heavier than your baby (or anything over 10 pounds). You can begin taking walks when you feel able. Do not start an exercise program until you have checked with your doctor or midwife. You may drive 1 to 2 weeks after a vaginal delivery or 2 to 4 weeks after a C-section. Do not drive when you are taking narcotic pain medication. Food and Fluids Drink plenty of fluids — at least 8 to 10 glasses of water each day. Eat fresh fruits, vegetables, whole grains, and a source of protein every day. Take iron pills if they are ordered. Continue to take your prenatal vitamins for at least 6 weeks or as long as you breastfeed. Swelling Many women have swelling in their hands, feet and face during pregnancy, caused by extra fluids in the body. It may take time for the swelling to go away after you have your baby. Drink plenty of water and rest with your feet up to help reduce the swelling. Weight Right after birth, you will typically lose about 10 to 12 pounds. Your uterus is still up in your abdomen and will give you that "still pregnant" look. In 5 to 6 weeks, your uterus will be back to a non-pregnant size, but you may not have lost all of the pregnancy weight. To work towards a healthy weight, talk to your healthcare provider about when to start an exercise program and how to increase your activity. Drink lots of water and eat healthful foods. Be patient; It takes time for your body to recover from childbirth. Breast and Nipple Care As your breasts fill with milk, it is normal to have breast fullness and tenderness. This usually starts a couple days after delivery. This fullness usually gets better as breastfeeding is established (or, if you're not breastfeeding, when your body stops making milk). Wear a supportive (not tight-fitting) bra and apply ice packs to help with the discomfort. Many breastfeeding moms have some nipple soreness in the beginning, often when the baby first latches on. Latch-on pain lasts no more than 30 seconds into the feeding, and can be normal. If you are having trouble getting your baby latched, call the Breastfeeding Helpline. Improper latching can cause damage to the nipples, such as cracks, blisters, or bleeding. If you develop a fever or chills or your breast becomes tender or red, you may have an infection (mastitis) and need antibiotics. Call your doctor if this happens. For more information about breastfeeding and breast care, refer to the Breastfeeding Guide. If you have further questions or concerns, call our Breastfeeding Helpline at 614-234-MILK (6455) or your healthcare provider. Cesarean Birth Recovery It will take longer to regain your strength after a cesarean birth. You have had major surgery and it will take time to recover. You will need to restrict your activity: Get as much rest as possible. Do not lift anything heavier than your baby. As you heal and feel up to doing more, slowly and gradually increase your activity. Talk to your doctor before starting any exercise program. Incision Care The best time to care for your incision is in the shower each day. Do not take a tub bath until your doctor says it is okay. You may be instructed to shower using a chlorhexidine gluconate (CHG) soap to prevent infections. Follow your doctor's instructions for caring for your incision once you are home. Shower every day. When you are in the shower, first wash your hands and fingernails. Gently clean your incision using soap and water. Pat dry with a clean towel. You may use a hair dryer on a cool setting to dry well. If you have Steri-Strips™ over your incision, you may remove them if they have not fallen off in 7 to 10 days. If you left the hospital with staples, be sure to follow up with your doctor for staple removal. Call the doctor's office for an appointment to have staples removed within 5 to 7 days. Keep your incision clean and dry. Do not use any lotion or powder on the incision. Check your incision every day for signs of infection. Call your doctor if you have: A fever of 100.4°F (38°C) or higher Any swelling, redness, or warmth around the incision Any opening or separation of your incision If there is persistent bleeding or drainage (a small amount of yellow, clear, or bloodtinged drainage may occur and can be normal) Drainage that smells bad or changes in color (such as green, brown, or yellow) New or worsening pain Emotional Health after Having a Baby You may have different emotions after the birth of your baby. You may be happy and excited, but it is also common to feel tearful and sad. Hormones and fatigue have a major impact on your feelings and emotions. Ways to Cope Do not be afraid to ask for help if you are feeling exhausted or overwhelmed. Give yourself time to adjust to the demands of parenthood. Take a walk around the block, or take part in exercise such as yoga. Tell your family members and friends how you are feeling and how they can support you. Find a support group in your community, online, or at your local hospital. Postpartum Blues You may get the "baby blues" after delivery. You may feel overwhelmed, anxious, irritable, and may cry easily. These feelings are normal and may begin 2 or 3 days after you have your baby, and should go away on their own in a week or two. If these feelings last longer than 2 weeks, call your doctor or nurse. Postpartum Depression Postpartum depression is the most common complication of childbirth. Sadness, anxiety, or hopelessness that lasts more than 2 weeks may be postpartum depression. Other symptoms include: Loss of appetite Sleep disturbances (sleep loss or sleeping too much) Fear and/or anxiety Feelings of hopelessness or loss of control Problems concentrating or making decisions Crying spells Overconcern or lack of concern about your baby Fear of touching or caring for your baby Contact your healthcare provider if you think you have postpartum depression. This is very important. Postpartum depression is real and treatable. These symptoms are not a sign of weakness or inadequacy as a mother. You are not to blame for these feelings. There is no way to predict who will have postpartum depression. You are at a higher risk if you have had depression or anxiety in the past, but it can happen to anyone with any pregnancy. Treatment varies, and your healthcare provider will discuss this with you. You can also contact: POEM — Mental Health for Moms poemonline.org 614-315-8989 Mount Carmel Moms' Line 614-898-MOMS (6667) Net Care Access (Crisis Line) 614-276-2273 Family Safety Call 911 if: * You or your baby is in danger. * You feel threatened by anyone. * You feel you may harm your baby. Other Complications Preeclampsia Preeclampsia is a serious condition in which a woman has high blood pressure, protein in her urine, and/or signs of liver, kidney, or other problems. It usually develops during pregnancy, but it is possible to have preeclampsia after delivery. If you had high blood pressure during pregnancy, you are at a higher risk for problems. Women with preeclampsia can sometimes have seizures. This is called eclampsia and is a medical emergency. Call your healthcare provider if you have any of the following signs of preeclampsia: Blurred vision or other vision problems Frequent or persistent headaches Pain or tenderness in your stomach, especially in the upper right section If you are having a seizure, someone must call 911 or get emergency care immediately. Tell the medical personnel that you recently gave birth. Postpartum Hemorrhage It is normal to have bleeding after having a baby, but postpartum hemorrhage is when a woman has heavy vaginal bleeding that doesn't stop. It's a serious, but rare condition that can happen up to 12 weeks after having a baby. Women with certain medical conditions are more likely to have postpartum hemorrhage. Call your doctor or 911 right away if you have: Vaginal bleeding that doesn't slow or stop Blurred vision, chills, or a fast heartbeat Dizziness, weakness or feel like you may pass out Caring for Your Baby In the Hospital This is a special time for you and your baby. It is best for your baby to remain with you in your room as much as possible while you are in the hospital. Twenty-four-hour roomingin is encouraged to help you learn your baby's feeding cues and sleep cycles. Your baby will be closely watched and cared for by the nursing staff, and at times may need to be evaluated in the nursery. Your nurse will include you in the plan of care for your baby. Most of the nursing care for your baby can take place in your room. Diaper Care In the hospital, you will use disposable diapers. Keep track of how many wet and soiled diapers your baby has. When diapering your baby, be sure to fold down the top edge of the diaper so it does not cover the umbilical cord. Routine Tests Newborn tests include: Newborn screen (state-required blood test) Soon after birth, all babies are checked for certain medical conditions. Babies are screened, even if they look healthy, because some medical conditions cannot be seen by just looking at the baby. Finding these conditions soon after birth can help prevent some serious problems, such as brain damage, organ damage, and even death. Critical congenital heart defect screening (CCHD) This is a non-invasive test completed 24 hours after birth to help identify critical congenital heart defects. For more information, visit cdc.gov/ncbddd/ heartdefects/screening.html. Hearing screen At birth, a baby can respond to sound. All newborns have their hearing tested with either a brainstem auditory evoked response (BAER) or an otoacoustic emission (OAE) test. These are simple tests that take 5 to 10 minutes and are done while your baby is sleeping. The results of the tests are shared with you and your baby's doctor. Some other common tests include blood sugar screen, bilirubin (jaundice) test, blood test, urine test, and X-rays. A car seat tolerance test will be performed if needed for your baby. If any of these tests are needed, your doctor or nurse will explain them to you. Birth Certificate and Social Security Number A staff member will give you forms to complete for your baby's birth certificate. There is a box to check if you would also like a Social Security number issued for your baby. Please note: The Social Security card will be mailed to you in about 6 to 8 weeks at no charge. The state of Ohio does not issue a free birth certificate. If you want a copy of your baby's birth certificate, you will have to complete the order form, enclose the fee, and mail it. The state will then mail you a copy of the birth certificate. Skin-to-Skin Care (Kangaroo Care) After your baby is born, the healthcare team may encourage you to do skin-to-skin care with your baby. Skin-to-skin care is also a great way to comfort and bond with your baby at home. What Is Kangaroo Care? Skin-to-skin care, or kangaroo care, is a special way to hold your baby skin-to-skin upright between your breasts. Your baby is dressed only in a diaper and a hat. Your shirt or blouse is closed around your baby with a blanket on top. Don't dress your baby or wrap them in a blanket — all they need is a diaper, because they'll stay warm next to your body. Make certain baby's head is upright and turned to the side with nose uncovered. Fathers and others may do kangaroo care, but mothers do it most often because of the chance baby will breastfeed. How Can My Baby and I Benefit from Kangaroo Care? Touching and cuddling skin-to-skin helps you nurture and bond with your baby. You may feel more relaxed and "in touch" with your baby's needs as you hold and respond to them. Your baby will sleep better and is less likely to cry. Moms who do kangaroo care in the hospital usually make more milk and breastfeed longer at home. Their babies tend to breastfeed sooner, better, and longer. The close physical contact with your baby helps your body make infection-fighting antibodies to protect both you and your baby. Babies held skin-to-skin gain more weight. They also breathe more regularly, have more stable oxygen levels and body temperatures, experience fewer infections, and have longer periods of deep sleep. When babies are relaxed and stable in kangaroo care, they can use all their energy to grow. After you take your baby home, find times to hold baby in skin-to-skin care. For example, you can do it after a bath or first thing in the morning. Allow yourself and your baby time for skin-to-skin contact before and after feedings. Snuggling with your baby in skin-to-skin care lets you and your baby get to know each other. Breastfeeding Your Baby Breastfeeding is good for your baby's health: Helps protect your baby from infections, diarrhea, and upset stomach Lowers the risk of sudden infant death syndrome (SIDS), diabetes, asthma, and allergies Breastfeeding is also good for you: It's convenient and saves time and money Helps you have a faster return to pre-pregnancy shape Lowers the risk of early breast and ovarian cancer For all of these reasons and many more, Mount Carmel is committed to helping you and your baby get off to a good start. Breastfeeding is a skill that takes practice, so give yourself time to learn and to enjoy breastfeeding. While you are in the hospital, our nurses will help you with breastfeeding, skin-to-skin care, and rooming-in. Certified lactation consultants (nurses who specialize in breastfeeding) will also assist you with your breastfeeding needs. You will be given our Breastfeeding Guide before you go home. The guide includes helpful information on getting started, how to know if your baby is getting enough milk, expressing and storing milk, and other helpful resources. Refer to the guide as often as needed. Mount Carmel offers comprehensive outpatient breastfeeding services, which include: Free telephone help line: 614-234-MILK (6455) Free weekly breastfeeding support groups Outpatient lactation consultations Call 614-234-MILK for more information on these services and to schedule appointments. Caring for Your Baby at Home Your baby should have regular checkups. Call to schedule your baby's first doctor's visit as soon as you get home. Sleep Patterns Babies may have different sleep patterns. Newborns may sleep up to 18 hours per day. When your baby is sleeping, continue with normal household routines and noises. Choose a place in your house that is safe for your baby to sleep. The best place for your baby to sleep is in a crib or bassinet placed close to your bed. You can bring your baby into your bed for nursing, but return them to the crib or bassinet when you are ready to go back to sleep. Safe Sleep Follow the ABCs of safe sleep: Alone, on their Back, and in their Crib. Do not place anything in the infant's crib: NO pillows, blankets, quilts, comforters, toys, stuffed animals, or bumper pads. Do not use wedges, rolled blankets, or any positioning devices. Consider using sleep sacks instead of blankets. Avoid overheating, head coverings, or hats when sleeping. Infants should not sleep on an adult bed or a couch. These areas are not safe for babies. A baby can suffocate (stop breathing) from being trapped in a small space, such as between the headboard and mattress or wedged in cushions. Give your baby supervised tummy time every day while they are awake to help strengthen the baby's muscles and prevent flat spots on the head. Sleeping on the back does not increase the risk of choking. In fact, babies that sleep on their stomach may be more likely to choke. During your hospital stay, the nursing staff may put your baby to sleep on their side or stomach for medical reasons. You should not put your baby to sleep on their side or stomach when you go home. The safest position for your baby to sleep in is on their back. Make sure everyone that takes care of your baby knows how to keep your baby safe and reduce SIDS. Car seats, bouncers, strollers, and swings should be used for their intended purpose under adult supervision, and should not be used for routine sleep in the home. If you need a portable crib for your baby, call the Columbus Public Health Department at 614-645-3111. SIDS SIDS (sudden infant death syndrome) refers to the unexplained death of a baby who is less than 1 year old. SIDS, sometimes called crib death, is the leading cause of death in babies between 1 month and 1 year old. There are things that you can do to decrease the risk of SIDS in your baby. The best way to lower the risk of SIDS is by putting your baby to sleep on their back every time, for naps and at night. Do not expose baby to secondhand smoke. Do not allow anyone to smoke around the baby or in the home. Pacifiers are recommended during nap time and bedtime until your baby is 1 year old. If you are breastfeeding, you should wait until your baby is 3 to 4 weeks before using a pacifier. Breastfeeding your baby may also help to decrease the risk of SIDS. If you bring your baby to your bed for a feeding, place them back in their separate sleep area when you are done. Sleeping in the same room but on a separate sleep surface is best. Bowel Movements and Wetting Your baby's bowel movements will change during the first 2 to 3 days. The first bowel movement will appear black and sticky and is called a meconium stool. As your baby takes more breast milk or formula, the stools will become green, then yellow. A breastfed baby will have loose, yellow, seedy stools. A formula-fed baby will have brown soft-formed stools. Each baby has their own bowel pattern. Some infants may have one bowel movement every 1 to 4 days, while others may have 5 to 6 each day. Babies often grunt and turn red when having a bowel movement. This is normal and not a sign of constipation. The number of wet diapers your baby has should increase over the first few days of life. After a week, your baby should have 6 to 8 wet diapers each day. Skin Your newborn may have: Newborn rash, which appears as fine red spots and may be slightly raised. It can be seen over a small area or the entire body. Newborn rash is very common. It does not need treatment and should go away on its own. Milia, or blocked pores, which appear as white spots on the face. They will go away on their own within a few weeks. Lanugo, a soft downy hair that may be seen at birth and will go away within a few weeks. Mongolian spots, darker-pigment areas that are often seen on the lower back or buttocks. Reflexes Newborn reflexes are automatic responses that are a part of a newborn's development. They help determine if the brain and nervous system are working well. The following are some of the normal reflexes for a newborn: The Moro (startle) reflex: If the baby feels a quick movement or hears a loud noise they will extend out their arms and legs, then pull them back in to their body. Suck: When the roof of the baby's mouth is touched, the baby will begin to suck. Rooting: If you stroke their cheek or mouth, the baby will turn their head toward your hand. This helps the baby find the breast or bottle to begin feeding. Grasp: Touching the palm of a baby's hand causes the baby to close their fingers in a tight grasp. Hearing and Vision At birth, your baby can and will respond to sound. Your baby will respond to loud voices and will find quiet music soothing. They can also see at birth. Your baby can tell light from dark and see large objects, but it will be some time before they can focus well. Bathing When bathing your baby, choose a place that is warm and free from drafts. You do not have to bathe your baby every day, as it may dry out their skin. Keep their neck, face and diaper area clean between baths. Have all items within easy reach, and never leave your baby alone. Bath Supplies Mild soap Bathtub or suitable sink Small basin with warm (not hot) water Diaper Comb and brush Soft washcloths and towel Clean clothes Petroleum jelly for circumcision care (as directed by baby's doctor) Sponge Bath Until the umbilical cord falls off, you should give your baby a sponge bath. Use your hand or elbow to check to make sure the water temperature is comfortably warm before bathing your baby (aim for just above 100° F (38° C) to prevent chilling or scalding the baby). Spread out a clean towel or blanket on a flat surface (such as a kitchen or bathroom counter or table) and lay your baby on the area. Keep one hand on your baby for safety. Undress your baby and wrap him in a towel or baby blanket. Uncover each area only as you wash it to help keep your baby warm. Use a washcloth to wipe your baby's eyes gently from the inner corner to the outer corner. Use a clean part of the washcloth for each eye. Then wipe around nose and ears and the rest of the face in the same manner. Use plain water on the face. Do not use cotton swabs in ears or nose. Hold your baby securely to shampoo their hair. Apply a small amount of soap or shampoo and massage gently. Rinse by squeezing warm water from a washcloth over his head. Dry gently. Wash your baby's upper body and upper back with a soapy washcloth and rinse. Be certain to get in all the creases of the neck and arms. Dry well. Avoid getting the umbilical cord wet. Wash, rinse, and dry your baby's legs and feet. When washing the diaper area of girls, use a warm, soapy washcloth and wash from front to back. Use a clean part of the washcloth for each side. Be sure to separate the labia and gently wash from front to back. Pat dry. Tub Bath After the umbilical cord has fallen off and the circumcision has healed, you may bathe your baby in a tub of water. Place 3 to 4 inches of warm (not hot) water in the bathtub. Hold your baby at all times during the bath. A wet baby is very slippery. Stay with your baby at all times while bathing. If you need to get something, wrap your baby in a towel and take them with you. Always test the water temperature before putting your baby in the bath. Umbilical Cord Care Until your baby's cord falls off, fold the top of the diaper below the cord. This will allow the air to dry the cord. The cord usually falls off in the first week. If you notice any redness or drainage from the cord area, call your baby's doctor. Baby Boy Care Circumcision is the surgical removal of the foreskin (the skin that covers the end of the penis). Doctors use different methods for circumcision. If your baby has a Plastibell, keep the penis clean and dry. Do not use petroleum jelly. If a Plastibell is not used, the penis may be covered with petroleum jelly gauze for the first day. The circumcision site will be red and have a yellowish film for about 5 to 7 days, which is the normal healing process. Apply petroleum jelly to the penis at each diaper change until healed to keep the penis from sticking to the diaper. Make sure you can see the entire gland in the circumcised penis; if needed, gently push the skin back to expose the gland. When washing the penis of a circumcised boy, use only plain water until healed. Do not use soap or scented baby wipes. If he has not been circumcised, do not pull back on the foreskin of the penis unless instructed by your baby's doctor. A soapy washcloth should be used to wash the penis. On all baby boys, wash underneath the scrotum and his bottom with a soapy washcloth. Rinse well. Pat dry. Taking Your Baby's Temperature You do not usually need to check your baby's temperature unless you suspect a fever or your baby looks or acts ill. Talk to your baby's healthcare provider about taking your baby's temperature and fevers. A digital thermometer is safest to use on a baby. Thermometer and probe covers can be purchased at any drugstore. Do not use a glass mercury thermometer. Ear temperatures are not accurate before 6 months of age. Follow the doctor's instructions for taking your baby's temperature. One method is taking an axillary temperature (in the underarm or "armpit"). Axillary Temperature Make sure that your baby's armpit is dry and that no clothing is in the way. Place the thermometer tip high up in the armpit. Hold your baby's arm snugly against his body until the thermometer shows a final reading. Do not give a baby under 3 months any fever medicine. Call your baby's doctor right away if your baby is younger than 3 months and has a temperature of higher than 100.0°F (37.8°C) or if you have any concerns. Infant Conditions and Concerns Diaper Rash Diaper rash is a common problem. Make sure to change your baby's diaper often. A diaper rash cream may be helpful. There are many things that may cause a diaper rash. If the diaper rash does not improve in 3 days, call your baby's doctor. Fussing and Crying All babies cry and are fussy — but some babies cry more than others. Sometimes you can tell that your baby is crying because they are hungry or uncomfortable. At other times, you may not understand why your baby is crying. You may find ways to calm your baby, but it might not work every time. Sometimes your baby may cry no matter what you do. Although this can be normal, a crying baby can frustrate and worry parents. If you are ever in doubt about your baby's crying or health, call your baby's doctor. There are many ways to soothe and calm your baby. Try these and find what works best for your baby. Comfort your baby using skin-to-skin care (kangaroo care). Check if your baby is hungry. Offer your baby a pacifier if appropriate. Change their diaper if it is wet or dirty. Safely swaddle your baby. Make sure they do not get too hot. Rock your baby. Hold them close and breathe slowly and calmly. Sing or talk in a quiet, singsong way. Quiet the room — lower the lights and turn off the TV or radio. Hold your baby close to your body. Walk or dance with them. Give your baby a warm, relaxing bath. Lay them next to your skin and gently rub them. Play soothing music, run the vacuum cleaner, or let the water run for a few minutes. If you start to feel frustrated, put your baby in their crib and do something that helps you calm down. Check your baby every 10 or 15 minutes. Once you have calmed down, go pick up your baby and try again to soothe them. For more information, go to: purplecrying.info/ Shaken Baby Syndrome At times, it can be very difficult to cope with your baby's crying. Talk with a friend, get support, or ask someone to give you a break and take over for a while. Remember: Never shake a baby. Shaking a baby is very dangerous. When the baby is shaken, the brain bounces within the skull, causing bruising, bleeding, and swelling. This can result in: Permanent brain damage Seizures Blindness Hearing loss Paralysis Cerebral palsy Speech and learning disabilities Tossing your baby in the air, or bouncing him on your knee too hard, can also cause brain damage. The main reason that babies are shaken is because of crying. Teach your baby's caregivers about the dangers of shaking a baby and if they ever become frustrated to put your baby in a safe place and call you. Tell them to never shake your baby. It is hard to soothe your baby when you are upset. If you feel yourself getting frustrated, have someone watch and comfort your baby while you take a break. If you are alone with your baby, put your baby in a safe place while you calm down. Try one of these ideas: Let your anger out in a safe way. Scrub a floor, do dishes or laundry, shake a rug, or just sit down and have a good cry. Calm down. Sit or lie down, close your eyes, take some deep breaths, think of something pleasant for several minutes, or count to 100 until you are calm. Do something for yourself. Listen to music, exercise, or take a shower or bath. Stop and think about why you feel so angry. It's okay to feel frustrated, as long as you do not take it out on your baby. Call a friend, relative, or neighbor to talk about your frustration or see if someone can take over for a while. Jaundice Jaundice is the yellow color seen in the skin of many newborns. Jaundice can occur in babies of any race or color. All newborns are checked for jaundice in the hospital. Most babies have a mild form of jaundice in the first few days after birth. Some babies have a more severe form of jaundice, which can cause brain damage if left untreated. To make sure your baby's first week is safe and healthy, it is important that: Your baby is checked for jaundice in the hospital. Your baby is seen by a doctor or nurse when 3 to 5 days old. How can I tell if my baby is jaundiced? The skin of a baby with jaundice usually appears yellow. The best way to see jaundice is in good light, such as daylight, or under fluorescent lights. Jaundice often appears first in the face and then moves to the chest, abdomen, arms, and legs as the bilirubin level rises. The whites of the eyes may also be yellow. Jaundice may be harder to see in babies with darker skin color. When should my newborn be checked after leaving the hospital? It is important for your baby to be seen by a nurse or doctor when he or she is between 3 and 5 days old. This is when a baby's bilirubin level is likely to be at its highest. Before you leave the hospital, you will be told when to follow up with your baby's doctor. Is my baby at a higher risk for jaundice? Some babies have a greater risk for high levels of bilirubin and may need to be seen sooner. Ask your doctor about an early follow-up visit if your baby has any of the following: A high bilirubin level before leaving the hospital Early birth (more than 2 weeks before the due date) Jaundice in the first 24 hours after birth A lot of bruising or bleeding under the scalp related to labor and delivery A parent or brother or sister who had high bilirubin and received light therapy How is harmful jaundice prevented? Most jaundice does not need treatment. When treatment is needed, placing your baby under special lights while he or she is undressed will lower the bilirubin level. Depending on your baby's bilirubin level, this can be done in the hospital or at home with a special device. When should I call my baby's doctor about jaundice? Call your baby's doctor if: Your baby's skin turns more yellow. Your baby's abdomen, arms, or legs are yellow. The whites of your baby's eyes are yellow. Your baby is jaundiced and is hard to wake, fussy, or not breastfeeding or taking formula well. You have questions or concerns. Infant Safety and Security To help keep your baby safe, follow these guidelines: Never leave your baby alone or unattended in a car or at home. Do not leave your baby alone on a changing table or around water. Keep anything that your baby can grasp or pull, such as mobiles, cords, and blinds, out of his reach. Always use a car seat when an infant is in a motor vehicle. Always wash your hands before touching the baby, especially before and after feedings and diaper changes. Avoid taking your baby to large, crowded places in the first few weeks. Ask friends and family not to visit if they have any signs of colds, flu, or illness. Supervise your baby around siblings and pets. Be cautious about sharing information about you or your baby on social media or announcing the birth. Make sure everyone that cares for your baby understands how to keep your baby safe, to never shake a baby, and the ABCs of safe sleep. Smoking Do not allow anyone to smoke around your baby. For more information about quitting smoking, talk to your doctor or use these helpful resources: Ohio Quit Line 800-QUIT NOW (784-8669) smokefree.gov Text "Quit" to 47848 from your cell phone Car Safety State law requires your baby to be secured in a car seat or a booster while inside a motor vehicle. The safest place for your baby in the car is rear facing in the middle of the back seat. Infants and toddlers should ride rear facing for as long as possible, until a child reaches the highest weight or height allowed by the manufacturer. Rules depend on your child's age, height, and weight. It is important to read and follow the instructions from your car seat manufacturer. A new car seat is recommended. Do not use a car seat that is more than 10 years old or one that has cracks or missing parts. Dress your baby in thin clothing when buckling them up, then layer blankets or a coat over the buckled straps. Remember to leave your baby's face uncovered. Heatstroke is one of the leading causes of death in children. When left in a vehicle, a child's temperature can quickly rise to a deadly level. Make a habit of checking the back seat. One tip is to put something you need in the back seat, so you won't forget baby. Look before you lock. For more information: https://www.carseat.org/ https://www.safercar.gov/parents/index. htm To schedule an appointment for a free child safety seat check, call 614-636-3131. Immunizations (Baby Shots) Immunizations are an important part of keeping your baby in good health. Keeping your regular visits with your baby's doctor is the best way to make sure your baby is protected from diseases. Resources There are many organizations to help you when you have special concerns about caring for yourself and your baby. This is a partial list of those organizations. Mount Carmel Numbers Area Emergency Numbers County Resources Other Resources Social Service/Counseling Parenting Websites * American Academy of Pediatrics (parent website) Great tips and tools for helping keep your child safe and healthy, child development and milestones, parenting newsletter, and pediatrician referrals healthychildren.org * American Red Cross Safety, basic first aid, baby sitter training redcross.org * Nationwide Children's Hospital E-newsletter, health information, family health library, doctor and services locator nationwidechildrens.org * Safe Kids USA safekids.org Phone: 202-662-0600 Childhood injury prevention related to swimming pools, automobiles, fire * Safety Belt Safe USA Information about car seat safety, recalls carseat.org * United States Consumer Product Safety Commission Phone: 800-638-2772 cpsc.gov Sign up for free recall and safety news via e-mail; check safety standards for cribs, toys, products Notes _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ This book is intended to provide general information about caring for yourself and your newborn. Be sure to follow your healthcare provider's instructions and contact them with any questions or concerns. See page 2 for information about when to call for medical help. 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Book title The shock of the fall Bibliographic information Publisher: HarperCollins Publishers ISBN: 978-0007491452 Links (adaptations, reviews, full texts etc.) - http://www.goodreads.com/book/show/16120760-the-shock-of-the-fall - https://www.theguardian.com/books/2014/jan/18/shock-fall-nathan-filer-review Theme The theme of loss, grief and mental illness Short summary The Shock of the Fall by Nathan Filer, tells the story of Matthew and Simon, two brothers who are separated yet united by a tragic accident. While they are on vacation with their parents, Matthew Homes and his older brother snuck out in the middle of the night. Only Matthew came home safely. Ten years later, Matthew tells us, he has found a way to bring his brother back. The book is full of grief, loss and Matthew suffers from a mental disease. It's a very unusual narrative, but also both funny and inventive. The book describes the close bonds between the main character and his grandmother. Why is the story appropriate for the targeted groups of RSP readers? 1. it reflects readers´ interests 2. the recommendation and the report emerged from the survey results What are the distinguished readers interests reflected by this book/story? - PROJECT No - 2016-1-HR01-KA201-022159 Handbook for reluctant, struggling and poor readers PROJECT No - 2016-1-HR01-KA201-022159 Handbook for reluctant, struggling and poor readers Why is this story motivational for the pupils? The story deals with suffering and grief and how close family bonds can help overcome all the problems. The story reveals the problems of a boy who suffers from Schizophrenia. Is there a historical, political, multi/inter cultural, migrant or similar context recognized in this book/story? No. Is there a principle of inclusion reflected in this book/story and does it promotes understanding of cultural diversities and heritage? It emphasizes the importance of family bonds and the bonds between siblings. METHODOLOGY Title of Activity Character comparison Description of educational activity Duration: 45 minutes Pupils' age: 15-19 Organization of the class of pupils: group work The aim of the lesson: The aim of this activity is to develop reading literacy of students, encourage their reading skills, use of their competences at the analysis and interpretation of the initial texts, to strengthen their language skills at verbalisation of their finding and to expand the vocabulary of students. It is important to be able to present the findings, express student´s opinion and to be able to accept the opinions of other members of a group or class. The aim of the activity is to create student´s own text – comparative characteristic of the main characters of the selected stories, based on the analysis and his reading experience. The next aim is to develop analytical mind of the students. Support materials: Teacher – a coordinator of the activity, chooses some short excerpts from two books (equal number of the excerpts from each book), which somehow characterize the main character of a story. Each excerpt is printed on a separate piece of paper without indicating the author and the title of a book. The examples of suitable excerpts are shown in this activity and we chose them from the books The shock of the fall (N. Filer) and The perks of being a wallflower (S. Chbosky), because the heroes of both of the stories are similar in their age, attitudes and their life situation. PROJECT No - 2016-1-HR01-KA201-022159 Handbook for reluctant, struggling and poor readers Activities: 1. Divide students into groups as follows: Put numbered pieces of papers into a hat and each student chooses one of them. There are more pieces of paper with the same number so we can make groups of student randomly. Students with number 1 will form a group, with number 2 another one etc. 2. Each group is given excerpts from both of the books. Their first task is to read them and divide them into two groups/ two stories. The students can choose the form of reading so they can read individually or reading our loud with listening actively. 3. Based on the excerpts, the students fill in the worksheet (appendix 2), so they match the main characters with the adjectives and phraseological expressions which characterize them. They choose their own form of work within a group. A thorough analysis of the excerpts is important, so the students do not only analyse the content but have to focus on intertextual links and author´s stylistics. 4. After the adequate analysis of the characters, the groups work out a comparative characteristic of the main characters. They try to find the differences and similarities of the main characters. 5. Subsequently the groups present their characteristics and discuss obtained information, compare their findings. Within the discussion they might change their opinion on a character. 6. A teacher should now introduce the authors of the books to the students e.g. using a PowerPoint presentation. If there is no time to carry out this part of the activity, it can be left out as it is not the focus of the activity. The teacher is, in all the phases of the activity, a coordinator and facilitator of the activity. 7. In the end the students watch a short part of the film versions of the books and discuss the differences. Connection to curriculum Grade: 2 nd and 3 rd grade of bilingual studies Bilingual curriculum: The study of literature is focused during the second and third year on reading comprehension of literary texts which are based on the interests of the students which involves books with teenage protagonists, too. The aim of the curriculum is to teach students to w0ork with the text, to analyse the texts. Comparing different characters and being able to talk about their features and analysing their qualities and vices. Understanding texts, weighing their merits, and utilizing the information they offer are skills that teenagers draw on throughout the curriculum. Knowledge: - Students understand a text being read. - They differentiate supporting characters from the main character. - Students find the main character in a text. - After reading the excerpts they can identify the main characteristics of the characters. - They identify the topic of the excerpts PROJECT No - 2016-1-HR01-KA201-022159 Handbook for reluctant, struggling and poor readers - They select information. Skills: - Students analyse texts. - They search for and classify information. - They work with dictionaries. - They can identify and interpret correctly the feelings of the characters in the books - They can put the particular excerpts in the correct order according to some links. - They are able to work in groups. - They can create a characteristic of a character based on the excerpts. Competences: - Students are able to work individually or in a team - They can express their opinion - They accept others in the group Bibliographic reference to be used during the activity Filer Nathan: The shock of the fall Publisher: HarperCollins Publishers ISBN: 9780007491452 Page count: 320 Year of issue: 2014 Digital sources Reviews: - https://www.theguardian.com/books/2014/jan/18/shock-fall-nathan-filer-review - http://www.independent.co.uk/arts-entertainment/books/reviews/the-shock-of-thefall-by-nathan-filer-book-review-moved-by-the-dark-humour-in-a-poignant-debut9073069.html PROJECT No - 2016-1-HR01-KA201-022159 Handbook for reluctant, struggling and poor readers Results The expected outcomes of the lesson are: - The students will be able to understand through character comparison, develop demonstrations. - To connect ideas and themes across texts. - To offer observations, make connections, speculate, interpret, and raise questions in response to the excerpts. - To find hints to help to find the qualities of characters Recommendations Both the teaching method and the text can help in increasing students' interest in reading. These excerpts promote male characters with whom boys can identify. But the text is about teenage characters so girls can be interested in the reading as well as they are sentimental or even a little bit romantic. But on the other hand these books have deeper messages. The teacher monitors the students so as to make sure they cooperate effectively. The volume of given fragments of books can be adapted to the potential of a group fragments can be shorter - by cutting less important paragraphs, or be expanded to additional fragments of the same novel.	<urn:uuid:65a7651b-592d-4961-bc03-bbb485379a61>	CC-MAIN-2025-05	http://handbook4rspreaders.org/files/handbook-stories/Slovacka/The-shock-of-the-fall-all-pdf.pdf	2025-01-14T12:56:27+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362203.87/warc/CC-MAIN-20250114114216-20250114144216-00592.warc.gz	17,090,996	1,777	eng_Latn	eng_Latn	0.99767	eng_Latn	0.998177	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1324, 3472, 6308, 7421, 8545 ]	[ 4.40625 ]	2	0
LESSON 4: Learning to Use a Recipe to Make a Healthy Snack with Fruit & Veggie Review Outcome: Kids will be able to assemble a healthy meal/snack by following a simple recipe, and will be able to identify the difference between fruits and vegetables. Materials: Pre-evaluations Recipe for Cucumber Watermelon Salad Construction paper Glue sticks 1 large watermelon 3 medium-sized cucumbers 1 small bouquet of mint 3 limes Kitchen knife (for parents/teachers) Cutting board 2 large bowls/containers (one for watermelon, one for cucumber) 6 1/4-cup measuring cups 6 Tablespoons 30 small mixing spoons (can be used to eat) 100+ serving bowls Opening the Lesson: Who remembers the difference between fruits & vegetables? Who can tell me 1 part of a plant? Today we're going to make a salad using some of the fruits we've talked about in class. Lesson: K-5 th Grades: EVALUATION: Tests for all grades. Teachers help K-1 st graders. 2-5 th graders work silently. Has anyone ever cooked before? What have you cooked? Has anyone ever used a recipe before? Today, we're all going to learn how to use a recipe, and we'll learn more about the kinds of food we use in our recipe. Activity 1: Students will be able to explain the difference between a fruit and a vegetable. Is watermelon a fruit or a vegetable? Why? Give fun facts about watermelon. Is cucumber a fruit or a vegetable? Why? Give fun facts about cucumbers. Activity 2: Students will make a recipe card for their families. Pass out recipes, construction paper and glue sticks to students. Ask them to fold the construction paper in half. They will glue their recipes onto the construction paper to make a recipe gift for their families. K-1 st Grade: Teachers will help students write words on their cards (messages to family, fun facts, etc.) Activity 2: Students will be able to follow a recipe for a watermelon cucumber salad to create a healthy snack/meal. Explain the importance of reading the entire recipe before beginning to cook. K-1 st Grade: Teacher reads recipe ingredients out loud. 2-5 th Grade: A selected child reads the recipe ingredients. Are there any ingredients that are new or surprising? Are there any ingredients that you've eaten before? Is this a fruit salad or a vegetable salad? K-1 st Grade: Teacher reads each step of the recipe. 2-5 th Grade: A selected child reads each step of the recipe. Students work along with each task in the recipe instructions as they are read— creating a watermelon cucumber salad. Close: * What one thing did you learn today?	<urn:uuid:2b6e4f11-4fc0-4c9e-9269-c0510059f949>	CC-MAIN-2025-05	https://www.foodliteracycenter.org/sites/main/files/file-attachments/lesson_4_--_learning_to_make_a_healthy_recipe_w_fruit__veggie_review.pdf?1431723787	2025-01-14T13:59:47+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362203.87/warc/CC-MAIN-20250114114216-20250114144216-00593.warc.gz	799,537,424	583	eng_Latn	eng_Latn	0.997285	eng_Latn	0.997944	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1192, 2577 ]	[ 4.625 ]	1	4
Leading Self & Others Motivation & Leadership Advanced Communication Skills – Module 2 Sensory Acuity Research has taught us that much of our communication is non-verbal. 55 % Non Verbal 38% Tonality 7% Words According to Professor Ray Birdwhistell 93% of communication is unconscious. It is useful to pay attention to a person's unconscious non-verbal communication. This is the key to discovering more about someone's internal filters: and being able to connect with them, to see and hear if your message is being received in a positive way. Internal Representations: Visual Auditory Kinaesthetic Response It is essential for us as modern leaders to have good sensory acuity. That is, recognising changing signals in a person both verbally and non-verbally. Sensory acuity is about paying more attention to what's going on. It's not about actually making your eyesight better, it's about noticing more, by paying attention to the information that was there all along. People give out huge amounts of information from moment to moment. Changes in their emotional states and in what they are thinking about, will cause changes in their physiology. We can all notice these changes – when we once know what to look for. Sometimes these changes are subtle; sometimes they are so obvious that you'll wonder how you missed them previously. If you notice a change in someone's physiology, or a shift in their voice, this will give you an indication that some sort of internal change has happened. If you observe it consistently happening in a particular situation, or in response to something that you're doing, you can get an idea of what your message means to the person you are communicating your ideas to. Also, the more you practice paying attention, the more you can track these subtle changes in people's state with your unconscious mind. Imagine gauging exactly the right time to introduce a new idea, or close an important contract. The more you notice about a person, the easier it is to do that. Below is an example of some signals to look out for; Visual Cues Skin colour Skin Tone - Minute muscle changes Lower lip changes Pupil dilation Breathing changes Auditory Cues Volume Tone Speed Pauses Rhythm Kinaesthetic Head and spine position Facial gestures Arms, hands and leg position Sensory Signals Exercise This exercise is for two people A-B (B's task is to observe A) 1. A closes his/her eyes and thinks of someone or something they dislike. Allow A time to establish a strong representation of the person, or thing they have chosen. B observes A 2. While A thinks about this person or thing, A will count from 1 to 10 out loud. 3. Once A finishes the counting B makes a note of the sensory information. For example, B may have observed a breathing pattern change, or the change in the tone of A's voice etc 4. Once step 3 is completed, B breaks A's state with a question. ……………………………………………… 5. A closes their eyes and repeats steps 2 and 3 while thinking of someone, or something they like. 6. Once again A finishes the counting out loud and B makes a note of what they have seen and heard. 7. B breaks A's state by asking a question. ……………………………………………… 8. Repeat from 1 to 7 twice more, A using the same like and dislike examples every time. 9. A then chooses a like or a dislike. B makes a guess. Once B has guessed correctly 3 times, it is time to swap over. A becomes B and B is now A. Caution Do not 'mind read'. Only think about and note, what you see, do not put content onto the observation. RAPPORT Sometimes, you meet someone for the first time, and it's like you have known that person for years, it clicks. You feel comfortable with that person even though you don't know them that well. Yet with another person, however hard you try, you can't seem to get along with them. How is that possible? How does that work? Rapport is sometimes described as the "magic feeling" what you can experience from one person to another. With rapport we get direct access to the unconsciousness of others. Rapport is not a technique or method, it is much more an attitude. This attitude is characterized by: 1 Attention. Paying attention to the other person 2 Respect. Respect for the model of the world of the other person. 3 Tuning. Tuning (follow) in on the other's micro movements. When people are not able to create rapport with each other then communication will have little effect. You sometimes hear the statement: "It is impossible to communicate with him/her". Rapport is a condition that is characterized by mutual respect and receptivity. In such a situation suggestions are accepted unconditionally. If you want to be good in achieving your goals, make sure you are good at creating rapport. Rapport is the basis of communication. Communication is a process in which a message is sent, the message is internally processed by the other (making an internal representation) and based on that, a response is given. By placing the process in the communication model, we see that we process the message through our filters, by making an internal representation and communicate our response back through behaviour. This is called the "circle of communication". The more the messenger and the receiver are involved with respect and mutual receptivity in this circle, the better the communication becomes. People, who are really involved with the messenger and his/her message, will be more open to each other's suggestions, opinions and ideas. People are willing to follow you, if you are willing to follow them, and people love people who are the same as they are. We all know that at an unconscious level. We join up with the people who have the same model of the world as we have. Rapport is a process of being responsive to each other and importantly does not necessarily mean that they agree with the opinion and behaviour of the other. Therefore there is no manipulation, only a clearing of openness to other's opinions. This makes the communication a win, win process. To connect to the level of behaviour, it is good to know what elements of our behavior (communication) exists in order to join. Ray Birdwhistell (1918-1994) is one of the people who have done much research on this. His research has shown that our communication consists of three elements, namely: * Physiology * Tonality * Words Professor Albert Mehrabian (1939) has also done much research into the meaning of our communication. In 1971 he published the '7 -38 to 55 rule '. This shows that the importance of our physiology and tonality in our communication is usually larger than we think, and the importance of words is often overestimated. The investigation has shown that the meaning of our communication consists of 55% from body-language and 38% of the use of the voice. So, for 93% of our communication, we are (often) not aware. The remaining 7% consists of the words we use. To communicate effectively and meaningfully these three elements should be congruent with each other. For example, if someone says, "I'm not mad at you" in a loud tone, with his arms crossed and not looking at you, you may ask yourself as the recipient "What meaning do I give to this?". We establish rapport by discovering or creating corresponding issues. There are many ways to commonly achieve a status of rapport with someone. You can mirror appearances with non-verbal and verbal communication. The combination of nonverbal and verbal is important because words are not enough to create rapport. While "words " influence one's consciousness, 'physiology' influences the subconscious. To mirror someone it is important that you can observe sharply (sensory acuity) and that you have a great personal flexibility. With mirroring, we fully mirror the other. For example, we completely take over the physiology of the other. A certain physiology belongs to a certain mood and internal representation. By mirroring the physiology we get access to the mood and even the internal representation of people. The aim is not to obtain unauthorized information from people, but rather to obtain better contact, based on empathy. With matching we tune in on a particular element of the physiology, the use of voice (tone) or word's of the other. Matching is mirroring of one element of the verbal or non-verbal communication of the other. Matching means equality and understanding. For example, people with the same voice feel that they understand each other. Matching on verbal grounds is agreeing with someone. You acknowledge, in principle, the others model of the world. When mirroring we experience the internal representation (world model) of the other, with matching we maintain our own model of the world. The opposite of matching is mismatching. That is to consciously, or unconsciously turn away from, or not tune in to the other. A clear form of mismatching is to not look at someone during an interview. People do this consciously or unconsciously. Such as "Yes" is an expression of mirror or matching and "No" is an expression of mismatching. Another, more covert, form in language is, "Yes, but". By matching, we focus on the similarities, or equality and mismatching on the differences or inequalities. When do we know we have rapport with someone? When there is a rapport, several of these indicators are present. 1 A feeling inside (warmth, peace, confidence, security). 2 The skin color (of the face) changes. 3 Verbal phrases such as "I know you from somewhere?". In summary rapport is a state of unconscious responsiveness. Rapport is when the subject responds to you non-verbally by unconsciously matching your body movements and tonal qualities. When rapport is established a person has unconscious responsiveness from the subject and less interference from the conscious mind (internal dialogue). We match and mirror Physiology Posture Significant gestures Facial expressions Blinking Breathing Tonality Tone (pitch) Tempo (speed) Volume (loudness) Words Predicates Key words Common experiences and associations Name: Course Evaluation We are constantly striving to be the best that we can be. In order to ensure this happens we invite all our member's to complete this short feedforward form on completion of the workshop. Please rate each service area on a scale of 1-5, where 1 is unsatisfactory and 5 is Excellent Your comments will remain confidential and only used by Cambridge Inner Game Leadership member's club in the development of its services. Please suggest any feedforward for the service of the Cambridge Inner Game Leadership member's club. Anything you would like to add to make it even better, please write on the back of the sheet. * Write down 1 learning from today, which you will take back and use within a work environment?	<urn:uuid:85133fe3-f34b-4fa4-931c-a0a89095d7e3>	CC-MAIN-2025-05	http://www.innergameleadership.com/wp-content/uploads/VLE_Sensory_Acuity_Module_2_Workbooklet.pdf	2025-01-14T12:03:20+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362203.87/warc/CC-MAIN-20250114114216-20250114144216-00601.warc.gz	43,903,180	2,309	eng_Latn	eng_Latn	0.916863	eng_Latn	0.998574	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 87, 617, 2238, 3562, 6635, 9524, 10094, 10838 ]	[ 2.9375 ]	1	0
Clouded Leopards and Their Habitats Recently a study conducted in nine countries (Bhutan, Nepal, India, Peninsular Malaysia, Thailand, Vietnam, Cambodia, Laos, Myanmar) suggested that only 9.44% of the studied region was 'highly' suitable for clouded leopards (Neofelis nebulosa). In India, the Dampa tiger reserve in Mizoram was chosen as the study site. Dampa had one of the highest population densities of clouded leopards, among the sites surveyed. Clouded leopard: // Named after cloud shaped pattern on its skin. It is listed as Vulnerable on the IUCN Red List. It is the State animal of Meghalaya. It has been added to India's Recovery Programme for Critically Endangered Species to aid more research and strengthen conservation efforts. Habitat: Clouded Leopard prefers grassland, shrubs, subtropical and dense tropical forest up to a height of 7,000 feet occurring from the Himalayan foothills through mainland Southeast Asia into China. In India, it occurs in Sikkim, northern West Bengal, Meghalaya subtropical forests, Tripura, Mizoram, Manipur, Assam, Nagaland and Arunachal Pradesh. Clouded leopard's presence is positively related to: Dense forest cover High rainfall Hard terrain Low human presence Factors affecting Clouded leopards distribution: Deforestation Changing rainfall patterns Human-animal conflict Development projects Thus, steps should be taken to make land-use and development policy to facilitate coexistence of people alongside clouded leopards as umbrellas for wider nature. Dampa Tiger Reserve It is located in Mizoram. It received the status of a tiger reserve under Project Tiger. Recently in the news, as the tigers were estimated to be zero as part of the latest all India tiger estimation exercise. Integrated Development of Wildlife Habitat (IDWH) It is a centrally sponsored scheme launched to provide technical and financial assistance to States/UTs for protection of wildlife habitat. The activities covered under the scheme include Staff development and capacity building, Wildlife research and evaluation Anti-poaching activities Wildlife veterinary care Addressing man-animal conflict Promoting eco-tourism. Financial assistance is also provided to States for the relocation of communities from within protected areas to other areas. The scheme includes three components: Support to Protected Areas (National Parks, Wildlife Sanctuaries, Conservation Reserves & Community Reserves) All Protected Areas (PAs) in different states are eligible for assistance, except those areas which receive assistance under Project Tiger. Protection of Wildlife outside Protected Areas Many wildlife habitats fall outside the network of protected areas. Under this component, funds are granted against Biodiversity Plans prepared by Chief Wildlife Wardens of the respective States. Priority is given to regions contiguous to the Protected Areas. Recovery Program for critically endangered habitats and species 16 species have been identified for recovery under this component. These are snow leopard, bastard, dolphin, hangul, Nilgiri Tahr, marine turtles, dugongs, edible nest swiftlet, Asian wild buffalo, Nicobar Megapode, vultures, Malabar Civet, Indian rhino, Asiatic lions, Swamp deer, Jerdon's Courser and Brown antlered deer. A scientific Recovery Plan has to be prepared by the Chief Wildlife Warden in each state. Powered by TCPDF (www.tcpdf.org) PDF Refernece URL: https://www.drishtiias.com/printpdf/clouded-leopards-and-their-habitats	<urn:uuid:4c7ca887-6cc4-4c5d-abfb-4b253a17545e>	CC-MAIN-2025-05	https://www.drishtiias.com/pdf/1689018872.pdf	2025-01-14T12:24:45+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362203.87/warc/CC-MAIN-20250114114216-20250114144216-00598.warc.gz	794,904,007	738	eng_Latn	eng_Latn	0.912742	eng_Latn	0.990344	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1310, 3366, 3492 ]	[ 2.71875 ]	3	0
Parliament Explained 4 Making a Law Laws are necessary in order to ensure that society operates smoothly. Why do we need Laws? Types of Law How Parliament makes Laws Types of Bills Stages of a Government Bill How a Government Bill passes through Parliament The House of Commons The House of Lords The Royal Assent Coming into force 1 2 3 3 4 5 5 7 9 10 1 Parliament Explained Making a Law Why do we need Laws? To some extent we all depend on other people. Even those who live alone depend on others to provide them with heat, light and other services. They generally accept that these services can only be provided if they obey the rules and pay their bills. Those of us who live as part of a group, perhaps a family, find that we have to follow unwritten rules which tell us how we should behave towards the other members of our group. At school or college, your timetable provides one set of rules, telling you which lesson you should be in at a given time. The fire regulations are a different set of rules which could save your life. As well as belonging to a group at home, school or work, we all belong to a national group and have to obey the national rules known as laws. Types of Law What kinds of Laws are there? Each country has its own laws. In Britain we have various types of laws. Although we are mainly concerned here with the laws made by Parliament, our laws are made in different ways. Some, for example, are made by the European Union because when we joined in 1973, we agreed to obey all past and future European laws. Community laws now become our laws. Parliament had to give permission before Britain could join the European Union and our representatives participate in the European law making process. If Parliament ever decided in the future that we should withdraw, then laws passed by the Community after we had left would not apply to us. England also has a body of law known as Common Law. Our Common Law has developed over hundreds of years from judgements given in the courts. Until 1861, for example, Parliament had never passed a law which said that murder was an offence. Murder had always previously been against the law because courts had judged from the earliest times that it was a crime. Judges still make decisions of this kind today. If a judge makes a decision about a case, then other judges will normally follow his or her lead and give the same verdict when similar cases come before them. If the decision of the first judge was overruled by a higher court, then it would be the decision of the higher court that future judges would follow. This means that the judge who made the first decision made a kind of law because the ruling will be followed in the future. This kind of law is known as Case Law. Although Parliament now makes the majority of our laws, judges still have a vital part to play. Once Parliament has passed a law, known as an Act of Parliament, it is left to the judges to decide exactly what it means. When a judge comes to make this kind of decision, he or she can only go by what the law actually says, not what the Government or Parliament meant it to say. Parliament therefore has to look very carefully at what a law says before it is finally passed. Nobody would want a law which said that if two trains approached at a junction, they each had to wait until the other one passed – in other words, that neither train could move! You can imagine what problems would be caused for the judges if our laws were as carelessly worded as that. Laws made by Parliament are known as Statute Laws. Every year Parliament passes about 100 laws directly by making Acts of Parliament. Within the same period, more than 3000 Statutory Instruments containing many rules and regulations will have been made indirectly, on Parliament's authority. Parliament sometimes passes a very general law and will leave the relevant minister to fill in the details. The minister is often in the best position to do this, particularly where circumstances are changing fairly frequently. By having the freedom to make some rules, the minister is able to adapt to changing circumstances without returning to Parliament each time and requesting a change in the law. Using the powers given to them by Parliament, ministers, in effect, become lawmakers themselves. These are just a few of the ways in which laws can be made. As the greater part of our law is made by Parliament we are now going to see exactly how this is done. One of the most famous cases occurred in 1932, and is known as the case of Donoghue v. Stevenson. A lady bought some ginger beer in a dark bottle and poured some for her friend, Mrs Donoghue, to drink. When her glass was refilled the decomposed remains of a snail floated out of the bottle. The drink made Mrs Donoghue sick. As the law stood then, a manufacturer or person selling something was responsible only to those who had bought goods directly from him. Since Mrs Donoghue had not herself bought the ginger beer, she did not appear to have any case against either the manufacturer or the shopkeeper. The House of Lords, which is the highest court of appeal, decided that people have a duty to take care to ensure that others who may be affected by their actions will not suffer harm. The Lords felt that the manufacturer, Stevenson, should have foreseen that anyone who drank his contaminated ginger beer would be harmed. He should therefore have taken better care to ensure that there were no snails in his bottles. Nowadays we take it for granted that a person with a responsibility for others (e.g. a manufacturer, doctor or driver) who does not take sufficient care (i.e. who is 'negligent') may have to compensate anyone he or she has harmed. It was the case of Donoghue v. Stevenson which established this rule. Making a Law 2 How Parliament makes Laws Why can Parliament make new laws without consulting the public? New laws are needed to deal with our constantly changing society. Parliament has to make the majority of these without directly consulting the people. Sometimes Parliament does consult us directly and asks us to give our opinions by way of a referendum. Four of these were held in the United Kingdom in the 1970s. In 1975, for example, all electors were asked whether they wanted to stay in the Common Market (European Union) and the majority voted 'Yes'. In September 1997 the electors of Scotland and Wales voted in referendums for their own Parliament and Assembly. It would not be possible to hold a referendum before every law was passed because Parliament may well consider up to 250 proposals for new laws in one session. A referendum takes time to organise and is costly so it would not be possible to have 250 referendums each year. Parliament therefore takes these decisions on our behalf. We elect representatives to sit in the House of Commons, while the House of Lords, containing a variety of experts from all walks of life, can also give us the benefit of their experience. No new law can be made by Parliament unless it has completed a number of stages in both the House of Commons and the House of Lords, and has been agreed by both Houses. The Queen also has to sign to show that it has been given the Royal Assent (these days a formality). Only after the Royal Assent does it become a new law or Act of Parliament. Before this, while it is still journeying through Parliament, it is called a Bill. Bills can begin in the House of Commons or the House of Lords, so they can pass through Parliament in one of two ways. In each case it remains a Bill until after the Royal Assent, when it becomes an Act. 3 Parliament Explained Types of Bills Are there different types of Bills? There are two main sorts of Bill: Private Bills and Public Bills. Private Bills Private Bills are only intended to affect one particular area or organisation. Occasionally a type of Private Bill known as a Personal Bill is presented to Parliament. Personal Bills affect only one or two people. They always begin in the House of Lords. Public Bills Public Bills, unlike Private Bills, are intended to affect the public as a whole and not just one area, organisation or person. There are two types of Public Bill. Government Bills The majority of Public Bills which succeed in becoming Acts of Parliament are sponsored by the Government. When a new Government comes to power after a general election it will normally have a number of policies it wishes to put into effect. Where necessary it will try to change the law by introducing Bills into Parliament. Normally a Government will introduce a number of changes each parliamentary session. A Parliament lasts up to five years and is broken down into a number of sessions, which normally last about a year, from November to November. Each Bill will be piloted through Parliament by a minister from the appropriate Government Department, for example ministers from the Department for Education and Skills would be responsible for seeing that an Education Bill became an Act of Parliament. Normally Government Bills succeed in getting through Parliament because the Government will have a majority in the House of Commons (for further information on Parliament and Government see Parliament Explained booklet No 3). Private Members' Bills The other type of Public Bill, known as a Private Members' Bill, is often less successful. A Private Members' Bill is sponsored by an individual MP rather than by the Government. He or she will promote the Bill as an individual and will therefore not be able to rely on the assistance of the party Whips in gaining a majority in the House of Commons. Individual Lords can also sponsor Private Members' Bills but they have a similar problem of finding support for their Bills. Many Private Members' Bills fail to complete their passage through Parliament, perhaps through lack of support or, more likely, because of shortage of time. Government business is usually given priority and Private Members' Bills can get squeezed out. To be successful a Private Members' Bill ideally needs to be non controversial and have the support of the Government. Private Members' Bills should not be confused with Private Bills which affect only one area or group of people. Stages of a Government Bill How does a Government Bill become an Act of Parliament? Government Bills enable the Government to carry out important aspects of party policy and to meet the demands of a changing society. Those concerning policy are often the subject of fierce arguments between the Government and Opposition. Sometimes, however, both sides agree on the need for a particular Bill. Preparatory Stages What happens before a Bill reaches Parliament? Before a Government Bill can be introduced into Parliament several things have to happen. Often consultations take place with those who are likely to be affected by the Bill. The Bill also has to be properly written out, or drafted, as Bills have to be presented to Parliament in a particular form. Government Bills also have to be approved by the Cabinet, because they are presented in the name of the whole Government. The consultation stage The consultation stage is organised by the Government Department sponsoring the Bill. Within a Department, both the ministers and the permanent officials, known as civil servants, will be involved in the consultation process. The ministers will have the responsibility of piloting the Bill through Parliament and it is important for them to be involved in all stages of the Bill, even before it reaches Parliament. Government Departments deal with a variety of work and it would therefore be quite unrealistic to expect any of a Department's ministers to know everything about their subjects. Fortunately, all Departments have access to experts who can give them advice. Sometimes the Government will set out its ideas for a Bill in a discussion document or consultation paper known as a Green Paper. Organisations can send their comments back to the Department. These will be gathered together by the Department's civil servants. Civil servants are permanent officials who are politically neutral so can serve whichever party is in power. They can then pass on the information to the minister, or ministers, involved with the Bill. Often the planned contents of a Bill will have to be changed in the light of this evidence. The civil servants might suggest several alternative ways in which this could be done, but the actual decision will be left to the minister. After this discussion stage, the Department may then produce firm proposals in a White Paper. This will form the basis of the Bill to be introduced into Parliament. Sometimes the Department may make changes on the basis of comments received at this late stage, but this does not usually happen. Not all Bills have Green Papers and White Papers. Discussions take place before most Bills are introduced into Parliament although written documents are not always circulated to outside organisations. How a Bill is drawn up Before a Bill can go through all its stages in Parliament, its contents have to be written down, so that Members of Parliament will know exactly what they are discussing. The process of putting the terms of a Bill down on paper is known as drafting. A small number of lawyers (who are also civil servants) are specially trained for this work. These Parliamentary Draftsmen work in the Parliamentary Counsel Office which is part of the Cabinet Office. A small team have the difficult job of drafting all the Government Bills which go through Parliament. The Bill has to be exact and must not leave any loopholes as once a Bill becomes an Act, others, including the judges, will have to enforce it. If a law is not clear, a judge may take it to mean something completely different from what the Minister intended. It could also mislead others like solicitors or members of the public. The Parliamentary Draftsmen therefore have to make sure that a particular sentence cannot be taken to mean more than one thing, unlike the sentence here, taken from an American law. ' No one shall carry any dangerous weapon upon the public highway, except for the purpose of killing a noxious animal or a policeman in the execution of his duty.' That sentence, as it is written, seems to suggest that people are allowed to kill policemen as well as animals which, of course, is not what was intended. Our Parliamentary Draftsmen would be unlikely to make such an obvious mistake. They work extremely carefully, considering every possible meaning of a word before they put it on paper. As well as being exact, the Draftsmen have to make the Bill as simple as possible. Many ordinary citizens, as well as lawyers, will want to be able to understand the Bill. It must also be set out clearly, so that MPs and Lords can follow it when it is being debated in Parliament. Before a Parliamentary Draftsman can begin to draft a Bill, civil servants from the Department sponsoring the Bill have to give instructions. These will tell the Draftsman what the Bill has to include and what it is trying to achieve. Only then can the Draftsman begin work. Once a Bill has been drafted it will be sent back to the Department to check that it says what they wanted it to say. Often the Department will decide that it wants something changed (particularly if it is being drafted while some consultations are still going on) and it will have to be returned to the Draftsman. A Bill may go back and forth half a dozen times before the Department is satisfied with it. Making a Law 4 Stages of a Government Bill For the purpose of the progress diagram below, the Bill is assumed to have started in the Commons. However, bills can begin in either House. Bills which start in the Lords go through the same stages but with important procedural differences. PREPARATORY STAGES How a Government Bill Passes Through Parliament Parliament has to consider all Bills on our behalf and see that only Bills which are in the public interest are allowed to become new laws. Parliament can reject Bills which it feels are not in our interest. Government Bills are unlikely to be rejected completely because the Government will normally be able to rely on the support of its majority in the House of Commons. Without the support of the Commons, the House of Lords can only delay Bills rather than reject them, so most Government Bills will succeed in becoming Acts of Parliament. If there are certain parts of a Bill which are unacceptable then one or both Houses will insist on changes (amendments) being made. A Government Bill has to pass through several stages in Parliament, each of which has a clear purpose, before becoming an Act of Parliament. Most stages are known as Readings because in the days before printing, the only way in which Members could find out what a Bill said was by having the contents read out in the Chamber. Today each MP can have a printed copy of the Bill and it is also available to the public on the internet. 5 Parliament Explained THE HOUSE OF COMMONS The House of Commons First Reading (Letting Members know about the Bill) This is when a Bill is introduced into Parliament. The First Reading is really just a way of letting Members know that a Bill is coming up for discussion. Occasionally a Bill may not have been drafted by the time the First Reading takes place. For this reason, and because Parliament has to give permission for a Bill to be printed, a 'dummy' Bill can be placed on the Table for the First Reading. Parliament does not need to know the actual contents of the Bill at this stage, because there will be no debate. A minister will often ask other ministers to add their names to the 'dummy' Bill to show that they support it. A date for the Second Reading has to be named when a Bill is given its First Reading but it may not be clear at that stage exactly when it will be. By Parliamentary tradition, 'tomorrow' is always named, because it is the earliest day on which the next stage could possibly take place. It can be several weeks before the Bill actually comes up for debate. On the day when a Bill is given it First Reading, the Minister responsible sits on the Front Bench, beside the Table, upon which the 'dummy' Bill has been placed. One of the Clerks at the Table then reads out the title and the Minister nods. There is no vote on the First Reading of a Government Bill, so a Bill automatically goes through that stage. Once a Bill has been given its First Reading in this way, it can then be printed so that Members have a chance to read it and decide what they think about it before the important Second Reading stage. Explanatory Notes are published to accompany the Bill although these are not always available immediately. First Reading Letting Members know about the Bill Second Reading Explaining the purpose of the Bill Second Reading (Explaining the purpose of the Bill) This is the first really important stage of a Bill, when the Minister in charge explains its main purpose. The Minister can also answer any general questions about the Bill. A Junior Minister may well take charge of a Bill for its Second Reading as a Cabinet Minister will not personally be able to pilot all his or her Department's Bills through Parliament. Only if the House votes for the Bill does it proceed to the next stage, known as the Committee Stage. Commitee Stage Looking at the details Committee proceedings are altogether more flexible than debates in the House of Commons. In the House, for example, Opposition Members can usually speak only once during a debate. In committee they can speak as often as they wish, which makes it far easier to examine properly the details of a Bill. Most Government Bills, therefore, are sent to Standing Committees after their Second Reading. Committee Stage (Looking at the details) The Committee Stage allows the examination of all the detail of a Bill for the first time. Most Government Bills are considered by small committees of between 15 and 50 MPs known as Standing Committees. The membership of these committees is always roughly in proportion to the number of seats each party has in the Commons. At least one Minister from the Government Department responsible for the Bill will be on the committee as will a frontbench spokesperson from each of the main opposition parties. A separate committee is formed for the consideration of each Bill. Often Members will be chosen to serve on a committee because they have a particular interest in the subjects covered by the Bill. There are several reasons why Bills have to be sent to committees. First of all, 15 to 50 is a better number than 659 for discussing the details of a Bill. The committee members can sit in a smaller room which provides a better atmosphere for discussion than the large House of Commons Chamber. Debates in the Chamber are governed by a fairly strict set of rules. Many debates are programmed to last only a few hours because the House is so short of time that it could not afford to allow discussion on an individual Bill to last several weeks. Often, however, several months are required if the details of a Bill are to be properly examined. A committee will be able to devote several sessions a week to a Bill, usually on Tuesdays and Thursdays over this length of time. It is during the Committee Stage that Members are, for the first time, allowed to suggest changes or amendments to a Bill. Perhaps they may want a few words to be removed, or would prefer to add something to the Bill. Members usually give advance notice if they wish to suggest changes to a Bill so that other members of the committee have a chance to think about them. As in the Chamber, Members vote on amendments by voice or a Division. If there is a tie, then the Chairman has a casting (deciding) vote although by convention he or she does not exercise a personal preference but acts according to established principles. Often, however, an amendment will not get as far as a vote. It may instead be withdrawn by the Member. Sometimes the Member will be satisfied that he or she has drawn the problem to the attention of the Minister, and will be happy to accept the Minister's reply. Some amendments are withdrawn because the Member who suggested them will realise he or she cannot win, and will prefer to withdraw rather than lose the vote. Sometimes the Minister will say he or she will consider further and 'come back at Report'. Sometimes a Bill which has constitutional significance or requires a very rapid passage will be heard by a Committee of the Whole House, i.e. in the Chamber, so that all Members can contribute. Making a Law 6 Report Stage Further consideration and changes by the whole House Report Stage (Further consideration and changes by the whole House) After the Committee Stage, the whole House of Commons will have to be told what happened as only a small number of Members will have been involved in the committee meetings. If there have been amendments, the Bill will be reprinted before the Report Stage so that Members can see how the changes fit into the Bill as a whole. MPs can suggest further changes if they want to. The Report Stage is not necessary if the Bill has been considered by a Committee of the Whole House. Third Reading (Overall examination of the Bill) This gives the House of Commons a chance to look again at the Bill as a whole, with all its amendments, and decide whether they want it to go any further. The Bill cannot be changed substantially at this stage – it is either accepted or rejected. Often Bills pass their Report and Third Reading Stages at the same time. Once a Bill has passed its Third Reading in the Commons, one of the Clerks at the Table carries the Bill to the House of Lords, so that the Lords can consider it as soon as they have time. Third Reading Overall examination of the Bill The House of Lords A sizeable proportion of all bills begin in the House of Lords each year, sometimes because the Bill is technical rather than political but also to spread legislative workload more evenly between the two Houses. In official documents, the letters (HL) after the title of a Bill are used to show it began in the House of Lords. By convention the Lords do not reject legislation on matters which were in the Government's manifesto (election pledge). Even in cases where the Lords disregard this convention, the Commons are able to send the same Bill back in the next Parliamentary session, when the Lords have no choice but to accept it. This has only happened on three occasions between 1949 and 2001 – when the Lords rejected the War Crimes Bill in 1900, the European Parliamentary Elections in 1999 and the Sexual Offences Bill in 2000. The only type of Bill the Lords could reject would be a Bill to allow the Commons to extend a Parliament beyond five years. This would allow the Lords to check, for example, a dictator who had seized control of the Commons. The Lords cannot make changes to a Money Bill (although it can delay Money Bills for one month). It is felt that the House of Commons, which is elected by the public, should make the decisions on, for example, the amount of taxes people have to pay. First Reading Second Reading First Reading As in the Commons, this is the introduction stage, when a Bill is introduced into the House of Lords by a Minister from the responsible Department. Each Department will have a Minister in the House of Lords to represent its interests and to speak in debates and answer questions. Second Reading As in the House of Commons, the main purpose of a Bill is explained in the Second Reading. This also happens in the House of Lords. The Committee Stage Instead of going to a small committee for detailed examination, Bills in the House of Lords usually go to a Committee of the Whole House. The Committee Stage is held in the Chamber of the House of Lords rather than in a Committee Room and any Lord who is interested in the Bill can contribute. The House of Lords is able to do this because it is not as short of time as the Commons. The purpose of the Committee Stage is to consider the Bill in detail. The Lords go through every part of the Bill, either agreeing to it or changing it. Third Reading Report Stage The purpose of the Report Stage is to report back to the whole House what was decided by the committee. This is necessary as the Report Stage is usually held about two weeks after the committee, so different people may be there. It does give the House another chance to think about the Bill and make other changes. Third Reading This is the last chance for the House of Lords to look at the Bill as a whole. It provides a sort of safety net in case there is a problem which nobody has spotted before. Unlike in the House of Commons further changes can be made at this stage if they are found to be necessary. Often this is the last stage in the journey of a Bill, before it finally goes to the Queen for the Royal Assent. What happens if the House of Lords changes a Bill? Any changes made to a Bill by the House of Lords have to be considered by the House of Commons. All Bills amended in the House of Lords have to be taken back to the Commons by the Clerk of the Parliaments, the senior Clerk at the Table in the House of Lords. The Commons normally accepts most of the Lord's amendments which are non-controversial. Sometimes, however, the Commons do not agree with the Lord's amendments. When this happens, the Commons will send a note to the Lords explaining the reasons. A Bill may go to and fro for a while, a process known as 'ping-pong', until an agreement can be reached. If the two Houses are unable to compromise, the Commons will eventually get its way by reintroducing the Bill the following year. Knowing that they cannot reject a Bill if it is passed by the Commons in two successive sessions the Lords will usually compromise the first time round and save the Commons the trouble of reintroducing it. Making a Law 8 THE ROYAL ASSENT The Royal Assent Once both Houses of Parliament have passed a Bill, then it has to go to the Queen for the Royal Assent. Had she been living 500 years ago, the Queen would have signed all Bills herself. She would also have gone in person to the House of Lords to announce in Norman French whether she agreed to a Bill ('La Reyne le veult') or wished to reject it ('Le Reyne s'avisera'). No monarchs since the sixteenth century have signed Bills themselves. Queen Anne, in 1707, became the last monarch to reject a Bill, while Queen Victoria was the last to give the Royal Assent in person in 1854. There are now two ways in which the Queen can assent to a Bill. Usually she signs what are known as Letters Patent which allow the Speakers of the two Houses (the Speaker of the House of Commons and the Lord Chancellor) to announce that the Queen has given her assent. The other method of giving the Royal Assent occurs about once a year, usually at the end of a session. The Queen signs a document known as a Commission which commands certain Lords, known as Royal Commissioners, to go to the House of Lords and let Members of both Houses know that the Royal Assent has been given. 9 Parliament Explained The ceremony for Royal Assent by Commission is rather like the State Opening ceremony. Black Rod, the Royal Messenger, goes to the House of Commons and commands the MPs to go to the House of Lords to hear the Royal Assent read out by the Clerk of the Parliaments who normally sits at the Table of the House of Lords. The MPs all stand behind the Bar at the back of the House of Lords. The Royal Commissioners who are there on behalf of the Queen sit in front of the throne wearing their robes. Unless a Bill needs to become an Act of Parliament urgently, it will be kept waiting until a number of other Bills have reached the same stage. They will then be given their Royal Assent together. The Queen always knows which Bills she is consenting to because she is given a list of the Bills involved when she signs the Letters Patent or Royal Commission. It is unlikely that she reads through the contents of every Bill before giving the Royal Assent because she knows that both Houses of Parliament will already have considered the Bill very carefully. The Queen would, in any case, know a great deal about important Bills because she reads all the official papers very thoroughly. She also meets the Prime Minister once a week to discuss business. Important Bills are likely to be mentioned in some of their meetings. Once a Bill has received the Royal Assent it becomes an Act of Parliament. A Bill may take many months to complete all its stages in Parliament although when there is an urgent need, a Bill may go through in a few days, or even in a matter of hours. Original Acts of Parliament printed on velum. Coming into Force When does an Act come into force? Even after an Act has received the Royal Assent, it may not come into force straight away. The Easter Act of 1928, for example, has still not been brought into force, even though it received the Royal Assent over seventy years ago. Most Acts do come into force. Some Acts require a special order called a Commencement Order before they take effect, usually because those affected by the new Act need time to adapt to the changed situation. This is how most Government Bills become Acts of Parliament although a few follow a slightly different procedure which is not described here. Private Members' Bills and Private Bills also pass through Parliament in a slightly different way. Find Out More Archives Archives from 1497, including original Acts of Parliament, are kept in the House of Lords' Record Office (The Parliamentary Archives) which is open to the public, to view records on request tel: 020 7219 3074. Hansard The day's proceedings are printed in the Official Report, (separate volumes are produced for the Commons and Lords) referred to as Hansard after its original printer. It is also available at www.parliament.uk by 9.00 the following morning. Television The televising of Parliament was pioneered by the House of Lords in 1985, followed by the House of Commons in 1989. The proceedings of both Houses can be seen on the BBC's parliamentary channel when the House is sitting. Website Go to www.parliament.uk for general information on the role and function of both Houses, or details of membership, future business, legislation and Select Committee activity. For an experimental period it is possible to view a live webcast of House proceedings at the same address. A website for young people can be found at www.explore.parliament.uk Education enquiries Applications for Gallery tickets for students and educational groups and further information about the work of Parliament can be obtained from: Parliamentary Education Unit Room 604 Norman Shaw Building (North) London SW1A 2TT Tel: 020 7219 2105 Fax: 020 7219 0818 E-mail: email@example.com Making a Law 10 Other titles in this series: 1 Parliamentary Elections 2 House of Commons 3 Parliament & Government 5 Debates in Parliament 6 House of Lords Parliamentary Copyright 2002 May be reproduced for purposes of private study, research or educational use without permission. Reproduction for sale or other commercial purposes not permitted. 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What Grade Do You Learn Algebra 1 Understanding by Design Ten Things Your Child Should Know 199 Mistakes New K - 6th Grade Teachers Make and How to Prevent Them Building the Reading Brain, PreK-3 Change Your Brain, Change Your Grades The Math Pact, Elementary What Is Chasing Duck? Helping Your Students with Homework Ungrading Animals By The Numbers What Your First Grader Needs to Know (Revised and Updated) Teaching Mathematics in the Visible Learning Classroom, Grades 3-5 Home Learning Year by Year Teach Like a Champion 2.0 What Your Fifth Grader Needs to Know The Yoga Almanac The Mathematics Lesson-Planning Handbook, Grades 3-5 19 High -Impact Study Hacks: Learn at Home, Grade 1 Teaching Mathematics in the Visible Learning Classroom, Grades 6-8 Classroom Connections, Grade K Second Grade Reading and Writing Taking Science to School How to Grade for Learning What Did You Learn in School Today? Classroom Connections, Grade 3 Advanced Multiplication & Division What Every 4th Grade Teacher Needs to Know What Your First Grader Needs to Know (Revised and Updated) Homeschool and Remote Learning Lesson Planner and Grade Book What Every 3rd Grade Teacher Needs to Know Learning and Understanding Point-Less Learn at Home, Grade K Get Ready for 2nd Grade Classroom Connections, Grade 2 Grading for Impact What Your Third Grader Needs to Know (Revised and Updated) Assessment 3.0 What Grade Do You Learn Algebra 1 Downloaded from dev.mabts.edu by guest AMAYA GARNER Understanding by Design Corwin CREATE A LEARNING ENVIRONMENT THAT IS BOTH PRODUCTIVE AND ENJOYABLE. Do you feel unorganized and overwhelmed? Do you worry assignments are falling through the cracks? Do you wonder how you can possibly stay on top of your student's learning without constantly nagging and your student complaining? Do you long for your student to gain independence and take ownership of their school work? Are you frustrated and stressed? What if your home learning experience could be joyful and relaxed? Imagine you and your student begin each day with calmness and clarity. There is no nagging, complaining, or uncertainty as to what is expected. All goals have been discussed and scheduled. Your student is working independently - they open their planner and at a quick glance know exactly what needs to be worked on for the day as well as what is coming up in the next week and month. Assignments are completed in a timely fashion, yet there is ﬂexibility in the schedule to allow for spontaneity. If this is the home education you envision, then this planner is the resource you need. The Homeschool & Remote Learning Lesson Planner and Grade Book is the ultimate organizational tool for both you and your student. This planner is designed with eﬃciency and ﬂexibility in mind and provides ample space to track assignments and goals. There are dedicated pages to jot down important notes as the need arises as well as record the pertinent details that occur during your day-to-day home learning experience - dates to remember; monthly and weekly goals; assignments, activities and ﬁeld trips; book and movie master lists; passwords; favorite quotes; and grades. Whether your home education is temporary or long-term, this planner allows for complete customization to suit your needs and accommodate your family's mode of learning. For additional ﬂexibility, the 12month planner is undated - start your studies at any time. PLANNER DETAILS: 52 weekly spreads provide ample space for writing down assignments for up to 10 subjects 12 month undated academic planner 10-subject grade book 8.5 in. x 11 in. Larger size for easier writing and goal setting Daily checkbox to notate assignment completion Uncluttered black and white interior is perfect for personalizing with stickers and colored pencils (not included) Suitable for all grades The Homeschool & Remote Learning Lesson Planner and Grade Book contains everything you need to make your home learning experience a success. Order your copy today. Ten Things Your Child Should Know National Academies Press Finally, homeschoolers have a comprehensive guide to designing a homeschool curriculum, from one of the country's foremost homeschooling experts. , Rebecca Rupp presents a structured plan to ensure that your children will learn what they need to know when they need to know it, from preschool through high school. Based on the traditional pre-K through 12th-grade structure, Home Learning Year by Year features: The integral subjects to be covered within each grade Standards for knowledge that should be acquired by your child at each level Recommended books to use as texts for every subject Guidelines for the importance of each topic: which knowledge is essential and which is best for more expansive study based on your child's personal interests Suggestions for how to sensitively approach less academic subjects, such as sex education and physical ﬁtness 199 Mistakes New K - 6th Grade Teachers Make and How to Prevent Them BenBella Books Classroom Connections brings math, language arts, and science together around a common skill. This book for kindergartners covers shapes, opposites, colors, classifying, consonant and vowel sounds, synonyms and antonyms, counting, addition, and subtraction. The Classroom Connections series provides math, language arts, and science practice for children in kindergarten to grade 3. Each page ties three subject areas together around a common skill, giving children a fresh way to look at important concepts. Children are also provided with extension activities, tips, and hints related to each skill to encourage additional learning and realworld application. Building the Reading Brain, PreK-3 National Geographic Books Learning and practicing multiplication and division facts to 18; multiplying and dividing numbers with multiple digits; and solving advanced word problem challenges. Change Your Brain, Change Your Grades Corwin Press "An exploration of moving away from traditional letter or number grades as an assessment and as a result producing more thoughtful students whose learning is more authentic"-- The Math Pact, Elementary Bantam YOU are the architect in the mathematics classroom. This daily reference oﬀers practical guidance for when and how to pull together mathematics routines, resources, and eﬀective teaching techniques into a coherent and manageable set of lesson plans. This resource will Lead teachers through a process of lesson planning based on various learning objectives Set the stage for lesson planning using relatable vignettes Oﬀer sample lesson plans for Grades 3–5 Create opportunities to reﬂect on each component of a mathematics lesson Suggest next steps for building a unit from the lessons Provide teachers the space and tools to create their own lesson plans going forward What Is Chasing Duck? Corwin How many species are there across the globe? How much do all of the insects in the world collectively weigh? How far can animals travel? Steve Jenkins answers these questions and many more with numbers, images, innovation, and authoritative science in his latest work of illustrated nonﬁction. Jenkins layers his signature cut-paper illustrations alongside computer graphics and a text that is teeming with fresh, unexpected, and accurate zoological information ready for readers to easily devour. The level of scientiﬁc research paired with Jenkins' creativity and accessible infographics is unmatched and sure to wow fans old and new. Helping Your Students with Homework John Wiley & Sons How do you generate that lightbulb "aha" moment of understanding for your students? This book helps to answer that question by showing Visible Learning strategies in action in high-impact mathematics classrooms. Walk in the shoes of teachers as they engage in the countless micro-decisions required to balance strategies, tasks, and assessments, demonstrating that it's not only what works, but when. A decisionmaking matrix and grade-leveled examples help you leverage the most eﬀective teaching practices at the most eﬀective time to meet the surface, deep, and transfer learning needs of every student. Ungrading Center for Responsive Schools, Inc. Give your child a smart start with the revised and updated What Your Third Grader Needs to Know What should your child learn in the third grade? How can you help him or her at home? This book answers these important questions and more, oﬀering the speciﬁc shared knowledge that thousands of parents and teachers across the nation have agreed upon for American third graders. Featuring sixteen pages of full-color illustrations, a bolder, easier-to-follow format, and a thoroughly updated curriculum, What Your Third Grader Needs to Know is designed for parents and teachers to enjoy with children. Hundreds of thousands of children have beneﬁted from the Core Knowledge Series. This edition, featuring a new Introduction, gives today's generation of third graders the advantage they need to make progress in school and to establish an approach to learning that will last a lifetime. In this book you'll discover • Favorite poems—old and new, from the traditional rhyme "For Want of Nail" to Lewis Carroll's whimsical poem "The Crocodile" • Literature—including Native American stories, African folktales, European fairy tales, classic myths from ancient Greece, stories from ancient Rome, and more • Learning about language—the basics of written English, including sentence structure, parts of speech, and a ﬁrst look at writing a report or letter • World and American history and geography—journey down the great rivers of Europe, Africa, Asia, and Australia, visit ancient Rome, and experience the earliest days of America with the Pilgrims and Native Americans • Visual arts—an introduction to masterworks by Rembrandt, Henri Matisse, Mary Cassatt, and others, with full-color reproductions and fun, do-ityourself activities • Music—the fundamentals of appreciating, reading, and making music, plus great composers, instruments, and sing-along lyrics for songs such as "Bicycle Built for Two" and "He's Got the Whole World in His Hands" • Math—stimulating lessons ranging from counting money to solving division problems, numbers through 100,000, graphs, and the metric system • Science—fascinating discussions on the natural world, the cycles of life, the human body and its systems, and the environment, with accompanying activities and stories about famous scientists such as Copernicus and Alexander Graham Bell Animals By The Numbers HarperCollins Implement standards-based grading practices that help students succeed! Classroom assessment methods should help students develop to their full potential, but meshing traditional grading practices with students' achievement on standards has been diﬃcult. Making lasting changes to grading practices requires both knowledge and willpower. Discover eight guidelines for good grading, recommendations for practical applications, and suggestions for implementing new grading practices as well as: ? The why's and the how-to's of implementing standards-based grading practices ? Tips from 48 nationally and internationally known authors and consultants ? Additional information on utilizing level scores rather than percentages ? Reﬂective exercises ? Techniques for managing grading more eﬃciently What Your First Grader Needs to Know (Revised and Updated) Corwin Press You're teaching third grade this year. What do you need to know? Mike Anderson gives you practical information about daily routines, furniture, and much more. After a concise review of third graders' common developmental characteristics, Mike explains how to adjust your classroom and your teaching to ﬁt these common characteristics. The result: Students can learn, and you can teach, with minimum frustration and maximum ease and joy. In clear, plain writing peppered with classroom stories and examples, Mike shares practical know-how on topics like this: Arranging a circle, desks, and tables Choosing and storing supplies Scheduling a childcentered day and teaching daily routines Planning special projects and ﬁeld trips that maximize learning and build community Understanding the special concerns of third graders' parents and ﬁnding the best ways to communicate with them Teaching Mathematics in the Visible Learning Classroom, Grades 3-5 What Your First Grader Needs to Know (Revised and Updated) Oﬀers parents of special needs children information on how best to advocate for their child. Home Learning Year by Year Corwin Press A Full School Year of Lesson Plans for First Graders Designed by experts in elementary education, this valuable resource oﬀers a full school year in six curriculum areas—everything you need to teach your child at home or supplement your child's school curriculum. This comprehensive ﬁrst grade resource includes: --36 weeks of lesson plans for ﬁrst graders --Weekly lesson plans at a glance --Instruction in Reading, Language Skills, Spelling, Math, Science, and Social Studies --Art, Music, and Movement activities integrated into the curriculum --Extension activities to support each week's lessons -Explanations of concepts, skills, and teaching strategies --Step-by-step instructions --Full-color, ready-to-use activity sheets --380 pages Your child needs to build a strong academic foundation. With the Learn At Home series, your child will be well on the way to success Teach Like a Champion 2.0 Center for Responsive Schools, Inc. You're teaching fourth grade this year. What do you need to know? Mike Anderson gives you practical information about daily routines, furniture, and much more. After a concise review of fourth graders' common developmental characteristics, Mike explains how to adjust your classroom and your teaching to ﬁt these common characteristics. The result: students can learn, and you can teach, with minimum frustration and maximum ease and joy. In clear, plain writing peppered with classroom stories and examples, Mike shares practical know-how on topics like these: Arranging a circle, desks, and tables; Choosing and storing supplies; Scheduling a childcentered day and teaching daily routines; Planning special projects and ﬁeld trips that maximize learning and build community; Understanding the special concerns of fourth graders' parents and ﬁnding the best ways to communicate with them. What Your Fifth Grader Needs to Know National Academies Press 52 weeks of yoga practice, wisdom, and ritual to help you slow down, restore balance, and nourish mind, body, and spirit. Sequenced by the astrological calendar, The Yoga Almanac is a practical guide to help you reintegrate with recurring cosmic rhythms, and invite the sacred into your life through learning, movement, breath, and ritual. Featuring 52 seasonally-themed chapters, the Almanac is a comprehensive jumping oﬀ point to deepen your relationship to yoga—and to yourself. Each chapter includes a seasonal theme with an overview of yogic theory, as well as an illustrated asana to begin the physical exploration of your practice. You'll also ﬁnd weekly rituals to integrate these teachings into your daily life, and a short dharma talk as reference and nod to tradition. Finally, this unique, holistic handbook will help you develop a transformational practice that ﬂows with the cycles of the astrological year—beginning with spring and culminating in winter. Whether you're looking for weekly inspiration, a crash course in yogic theory, or a blueprint for developing your own yoga routine, The Yoga Almanac provides a foundation for reconnecting with the deepest parts of yourself and discovering your authentic place in the world. The Yoga Almanac Crown PUBLIC SERVICE ANNOUNCEMENT: You're studying WRONGIn my years as a college instructor, there was one common theme in all of my classes: students didn't know how to study! Most people were just winging it. It wasn't because they weren't smart, talented people. They were. The problem was that in all of their years of school, no one had taken the time to teach them how to learn things eﬃciently. I want to change that. Because here's a secret... If you study correctly, not only is it MUCH less work, but you'll also get WAY better grades (and perhaps even have a bit of fun). Take it from me...I have two bachelor's degrees and a master's degree. While I was getting my master's degree, I had three jobs. And let me tell you something: if you have three jobs while you're getting a master's degree, you are virtually forced to come up with some study hacks or you'll go insane! I was also a college instructor for many years, and during that time, I was working as a professional tutor. All told, I've coached hundreds and hundreds of students into better grades. Now I want to teach you. What will you learn? Discover how to cut study time in HALF.Who really likes to study? Not me! Luckily, you probably don't have to be studying nearly as much as you probably are right now. Because here's a secret: the top students don't study as much. They just study more eﬀectively. Understand the MINDSET of an ultrasuccessful student.There are tons of diﬀerent study strategies out there. However... Most of those strategies can't be applied to everyone. Want to know why? Because studying isn't about ﬂash cards or formulas or any other "tip". Studying the right way is a whole diﬀerent type of approach. It's a WAY of learning, remembering, and interacting. Even more than that, studying the right way includes a lot more than just preparing for tests. There are social, biological and psychological elements to it. To really study like an A+ student, you have to change the way you THINK about school. Learn 19 study habits that will totally reshape how you think about school.Here are just a few of the things you'll learn. * How to write papers in half the time* Why you shouldn't take notes in class* The best way to talk to your professors* What you should eat before a test* How thinking dirty thoughts can help you learn* Why everything you've been told about Wikipedia is wrong* When you should be reading (hint: it's not after class)* How professors grade you* Why your body loves to learn when it's tired* Exactly how many sources it takes to write a killer paperAnd much, much more!And guys... these only take FIVE minutes. What's not to love? Want to know more?Download and start boosting your GPA immediately.Scroll to the top of the page and click the BUY button. The Mathematics Lesson-Planning Handbook, Grades 3-5 Highlights Press Classroom Connections brings math, language arts, and science together around a common skill. This book for second graders covers nouns, verbs, adjectives, vowel sounds, context clues, commas, place value, addition, subtraction, skip counting, money, and measurement. The Classroom Connections series provides math, language arts, and science practice for children in kindergarten to grade 3. Each page ties three subject areas together around a common skill, giving children a fresh way to look at important concepts. Children are also provided with extension activities, tips, and hints related to each skill to encourage additional learning and real-world application. 19 High -Impact Study Hacks: ASCD Math, phonics, grammar, writing, reading activities plus stickers and game board. Learn at Home, Grade 1 New Harbinger Publications This book takes a fresh look at programs for advanced studies for high school students in the United States, with a particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be signiﬁcantly improved in general. It also examines two of the core issues surrounding these programs: they can have a profound impact on other components of the education system and participation in the programs has become key to admission at selective institutions of higher education. By looking at what could enhance the quality of high school advanced study programs as well as what precedes and comes after these programs, this report provides teachers, parents, curriculum developers, administrators, college science and mathematics faculty, and the educational research community with a detailed assessment that can be used to guide change within advanced study programs. Teaching Mathematics in the Visible Learning Classroom, Grades 6-8 CarsonDellosa Publishing What should your child learn in the ﬁfth grade? How can you help him or her at home? This book answers these important questions and more, oﬀering the speciﬁc shared knowledge that thousands of parents and teachers across the nation have agreed upon for American ﬁfth graders. Featuring sixteen pages of illustrations, a bolder, easier-tofollow format, and a thoroughly updated curriculum, What Your Fifth Grader Needs to Know is designed for parents and teachers to enjoy with children. Hundreds of thousands of children have beneﬁted from the Core Knowledge Series, and this edition gives a new generation of ﬁfth graders the advantage they need to make progress in school today and to establish an approach to learning that will last a lifetime. Discover: • Favorite Poems—old and new, from Langston Hughes's "I, Too" to Lewis Carroll's famous nonsense poem "Jabberwocky" • Literature—from around the world, including Native American stories, Japanese tales, and condensed versions of classics, from Don Quixote to Narrative of the Life of Frederick Douglass • Learning About Literature—the rules of written English, pats of speech, literal and ﬁgurative language, common sayings and phrases, and a brief introduction to researching and writing a report • World and American History and Geography—explore latitude and longitude; Aztec, Inca, and Maya civilizations; European history during the Age of Exploration, the Renaissance, and the Reformation; and American history topics, including the Civil War, westward expansion, and the struggle of Native Americans • Visual Arts—art from around the world, from Renaissance paintings to American landscapes to Japanese gardens, with discussions of Leonardo da Vinci, Michaelangelo, and Botticelli—along with more than twenty reproductions. • Music—the basics of understanding, appreciating, and reading music, plus great composers from Beethoven to Mendelssohn and an introduction to African-American spirituals • Math—stimulating lessons, including percentages, number sense, long division, decimals, graphs, and geometry—as well as a quick introduction to pre-algebra • Science—fascinating discussions of taxonomy, atoms, the periodic table, human growth stages, plants, life cycles and reproduction—plus short biographies of famous scientists such as Galileo Related with What Grade Do You Learn Algebra 1: © What Grade Do You Learn Algebra 1 Icivics One Big Party Answer Key © What Grade Do You Learn Algebra 1 Id Checking Guide Free © What Grade Do You Learn Algebra 1 Icivics Philosophically Correct Answer Key	<urn:uuid:e8a38ea3-ddde-4b53-9487-d6b1594c5443>	CC-MAIN-2025-05	https://dev.mabts.edu/paperPublication/book?ID=amx6582&sharing-data=What_Grade_Do_You_Learn_Algebra_1(2).pdf	2025-01-14T13:05:29+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362203.87/warc/CC-MAIN-20250114114216-20250114144216-00602.warc.gz	200,676,127	4,696	eng_Latn	eng_Latn	0.959788	eng_Latn	0.997025	[ "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	[ 653, 1350, 2624, 4095, 5570, 6933, 8355, 9840, 11277, 12613, 14084, 15561, 17040, 18551, 19934, 21371, 22791, 23048 ]	[ 3.15625, 2.265625 ]	1	0
SHARING TREE PRESCHOOL Our Curriculum Guide The curriculum guide of Sharing Tree Preschool has been refined over the years in order to provide the best learning opportunity for your preschooler. PHILOSOPHY It is the philosophy of Sharing Tree Preschool to provide age-appropriate educational programs that will encourage each child to grow spiritually, cognitively, physically, and socially in a loving and caring environment. We exist to enable children to grow in all areas of development in a secure, nurturing, Christian setting. Our motivation is to achieve excellence in academic curriculum and Biblical knowledge, while providing activities that foster physical, language, and social development. Through our warm atmosphere, it is our desire that each child will gain confidence, self-respect, and a love for God that will saturate his/her life. MISSION It is the mission of Sharing Tree Preschool to seek God's will in developing each child's unique potential to become a life-long learner, a disciple of Jesus Christ and a productive citizen. VISION Our vision at Sharing Tree Preschool is to be recognized as a leader in Florida for faithbased early childhood programs that prepares children for success in kindergarten and in their future educational endeavors, while providing quality, Biblical-based education. We strive to develop children who will impact their world for Christ and transform our communities for generations to come. CORE VALUES The following core values are the basis of our programming at Sharing Tree Preschool. These core values are built upon the belief that the spiritual, cognitive, social/emotional, and physical development of every child is at the center of everything we do. It is important for us: * To affirm the value, worth, and individuality of every child * To enable each child to discover their personal interests, talents and skills * To support an exceptional staff committed to providing caring, sensitive guidance with fair and consistent rules * To present a comprehensive curriculum which is creative and innovative * To create an environment that promotes social growth and behavior * To remain rooted in Christianity but welcoming to children of all faiths * To provide support for the families STATEMENT OF FAITH 1. We believe the Bible to be the inspired, the only infallible, authoritative Word of God (2 Timothy 3:14-16) 2. We believe in Jesus Christ, God's only Son who as Savior of the world died for our sins and rose from the dead (1 Corinthians 15:1-8). 3. We believe that there is one God, eternally existent in three persons: Father, Son, and the Holy Spirit (Genesis 1:1, John 1:1, Matthew 3:16-17; 2 Corinthians 13:14) 4. We believe in the Holy Spirit who convicts the world in regard to sin, righteousness and judgment, and who at the point of salvation indwells every believer and equips them for personal growth and service to the church (John 16:8-9; Acts 2:38; Ephesians 1:13-14). 5. We believe that heaven and hell are definite places. 6. We believe in the spiritual unity of believers in our Lord Jesus Christ. PHILOSOPHY OF TEACHING AND LEARNING Sharing Tree Preschool is a Christian-based learning center designed for 2 to 5 year old children. As a ministry of Christ's Church, our goal is to provide an atmosphere of love and acceptance that allows each child to develop at his/her highest level in every area. We strive to offer a curriculum that encourages children to develop spiritually, socially, emotionally, cognitively, and physically. We have a developmentally based approach that focuses on skill development appropriate for each age group. Our highly trained teachers direct each child according to their individual capabilities and maturity level. The rooms are designed not only to be warm and inviting but also to create a stimulating classroom environment. Each month, we send a calendar home that informs parents of our academic focus for the month. The weekly units or themes are used as a planning tool for the staff. The units provide variety as the skills are reinforced and taught throughout the year. This gives the teachers an opportunity to observe each child's growth and progress as it relates to the curriculum. Special guests are invited in periodically to enhance the program. Some learning units are reformatted and repeated yearly since all children learn through repetition. As children develop so do their cognitive abilities. Repetition provides new learning situations in proportion with their capabilities. EXPECTED STUDENT OUTCOMES Upon completion of their enrollment, the children at Sharing Tree Preschool will be able to demonstrate competency in the following domains. Students will: Spiritual - understand that God loves them - use prayer to express their thoughts and needs to God - understand that Jesus is God's son - share with others about God, Jesus, and the Bible - know that God created the world - display Godly character traits (politeness, faith, thankfulness, kindness, obedience, love, generosity, perseverance, respect, and courage) Social/Emotional - value familial relationships and understand the importance of obeying parents and teachers - learn to separate from parents without emotional upset - begin to show empathy and kindness - begin to learn the art of sharing - develop self-confidence - use language to express needs, feelings, and frustrations - begin to exhibit self-control - demonstrate responsibility for behavior and for personal belongings Cognitive General - be able to engage with others in learning activities, including the ability to explore, create, experiment, observe, plan, analyze, reason, investigate, and question - initiate investigation as a result of carefully observing their surroundings - enjoy creative expression Numeracy - understand math vocabulary, concepts, and directed activities Language and Literacy - understand the importance and use of language in the environment - be aware of different letter sounds - have cultivated pre-writing skills in the context of emergent literacy Physical - acquire and refine the fundamental movements of balance and movement - acquire and develop fine motor skills - recognize that their body is created by God, and they will take special responsibility to care for it GOALS/BENCHMARKS FOR OUR 2's PROGRAM Spiritual Goal A: Students will know that God loves them and that Jesus is God's Son Benchmark: 1. Students will understand that God wants to have a relationship with each person through Jesus Goal B: Students will understand that God talks to us through the Bible Benchmarks: 1. Students will understand that the Bible is God's Word 2. Students will be able to identify Bible verses 3. Students will learn godly character through songs and stories Goal C: Students will learn how to communicate to God through prayer Benchmarks: 1. Students will understand that prayer is talking to God 2. Students will know that prayer is used to express their thoughts and needs to God Goal D: Students will know that God created the world Benchmarks: 1. Students will enjoy direct experience with the world that God created 2. Students will know that God wants each person to care for the world Social/Emotional Goal E: Students will establish trust and emotional security Benchmarks: 1. Students will form and maintains secure relationships with others 2. Students will respond to the environment 3. Students will separate easily from parents Goal F: Students will develop self-regulation Benchmarks: 1. Students will demonstrate increasing emotional regulation 2. Students will demonstrate increasing social problem-solving Goal G: Students will build self-concept Benchmarks: 1. Students will form and maintain mutual relationships with others 2. Students will become aware of oneself as a unique individual with still connected to others 3. Students will demonstrate an increasing sense of competence and confidence in growing abilities Cognitive Goal H: Students will develop problem-solving/math readiness skills Benchmarks: 1. Students will begin using numbers 2. Students will distinguish one from many 3. Students will begin to distinguish and name colors 4. Students will begin to identify shapes Goal I: Students will develop emergent reading skills Benchmarks: 1. Students will name familiar pictures in picture books 2. Students will show growing interest in print and books 3. Students will enjoy hearing familiar stories over and over again 4. Students will enjoy simple stories, rhymes, and songs 5. Students will recognize first name in print 6. Students will increase awareness of alphabet letters Goal J: Students will develop emergent writing skills Benchmarks: 1. Students will use scribbles and unconventional shapes to convey messages 2. Students will begin to trace a straight line Physical Goal K: Students will begin to use gross motor skills with purpose and coordination Benchmarks: 1. Students will climb steps without assistance 2. Students will jump in place 3. Students will march in place 4. Students will drink from a cup unassisted 5. Students will catch a small ball or beanbag 6. Students will show balance in use of large muscles 7. Students will climb up and down playground equipment without assistance Goal: Students will begin to use fine motor skills with purpose and control Benchmarks: 1. Students will develop a preference for right or left hand 2. Students will stack 4-6 objects 3. Students can turn the pages of a book 4. Students will scribble with crayons and markers 5. Students will develop and strengthen eye-hand coordination by molding playdough and painting 6. Students will put pegs in a pegboard 7. Students will use writing and drawing tools with control Language and Communication Goal L: Students will improve listening skills Benchmarks: 1. Students will gain meaning through listening 2. Students will listen quietly to stories 3. Students will follow simple commands Goal M: Students will improve communication skills Benchmarks: 1. Students will speak clearly enough to be understood by most listeners 2. Students will participate in conversations 3. Students will use language to express needs 4. Students will begin to speak in 3-4 word sentences GOALS FOR OUR 3's PROGRAM Spiritual Goal A: Students will know that God loves them and that Jesus is God's Son Benchmark: 1. Students will understand that God wants to have a relationship with each person through Jesus Goal B: Students will understand that God talks to us through the Bible Benchmarks: 1. Students will understand that the Bible is God's Word 2. Students will be able to identify Bible verses 3. Students will learn godly character through songs and stories Goal C: Students will learn how to communicate to God through prayer Benchmarks: 1. Students will understand that prayer is talking to God 2. Students will know that prayer is used to express their thoughts and needs to God Goal D: Students will know that God created the world Benchmarks: 1. Students will enjoy direct experience with the world that God created 2. Students will know that God wants each person to care for the world Social/Emotional Goal E: Students will establish trust and emotional security Benchmarks: 1. Students will form and maintains secure relationships with others 2. Students will respond to the environment 3. Students will separate easily from parents Goal F: Students will develop positive social behaviors Benchmarks: 1. Students will play and share with others 2. Students will show concern for classmates 3. Students will show respect for teacher 4. Students will begin to take turns 5. Students will listen quietly when others are speaking Goal G: Students will demonstrate increasing self-regulation Benchmarks: 1. Students will follow directions/school rules 2. Students will adapt to transitions with support 3. Students will show developing ability to respond appropriately to correction 4. Students will show developing ability to solve social problems with support from familiar adults Cognitive Goal H: Students will develop general knowledge Benchmarks: 1. Students will know basic colors 2. Students will participate in learning centers Goal I: Students will develop emergent reading skills Benchmarks: 1. Students will show awareness of letters 2. Students will show an appreciation and enjoyment of reading 3. Students will demonstrate beginning phonological awareness 4. Students will demonstrate comprehension and respond to stories Goal J: Students will develop problem-solving/math readiness skills Benchmarks: 1. Students will recognize shapes 2. Students will show an awareness of symbols/numbers 3. Students will demonstrate an interest in mathematical problem solving 4. Students will sort objects into groups by one characteristic 5. Students will show knowledge of numbers and counting Goal K: Students will demonstrate early writing skills Benchmarks: 1. Students will begin to use writing, pictures, and play to express ideas 2. Students will show beginning writing skills by making letter-like shapes and scribbles to write Goal L: Students will develop knowledge of the arts Benchmarks: 1. Students will use many different creative art materials to express and explore 2. Students will engage in musical experiences 3. Students will engage in creative movement and dramatic play Physical Goal M: Students will use gross motor skills with increasing purpose and coordination Benchmarks: 1. Students will participate in indoor games 2. Students will play actively on the playground without teacher direction 3. Students will jump in place 4. Students will alternate feet on stairs 5. Students will walk on a balance beam Goal N: Students will use fine motor skills with increasing purpose and control Benchmarks: 1. Students will demonstrate increasing control of small muscles 2. Students will show improving eye-hand coordination 3. Students will use various drawing and art tools with developing coordination 4. Students will show improvement when coloring in the lines Language and Communication Goal O: Students will improve listening skills Benchmarks: 1. Students will listen to and understand spoken language 2. Students will show understanding by following simple directions Goal P: Students will improve communication skills Benchmarks: 1. Students will show improving expressive communication skills 2. Students will show increased vocabulary and use language for many purposes GOALS/BENCHMARKS FOR OUR 4's PROGRAM Spiritual Goal A: Students will know that God loves them and that Jesus is God's Son Benchmark: 1. Students will understand that God wants to have a relationship with each person through Jesus Goal B: Students will understand that God talks to us through the Bible Benchmarks: 1. Students will understand that the Bible is God's Word 2. Students will be able to identify Bible verses 3. Students will learn godly character through songs and stories Goal C: Students will learn how to communicate to God through prayer Benchmarks: 1. Students will understand that prayer is talking to God 2. Students will know that prayer is used to express their thoughts and needs to God Goal D: Students will know that God created the world Benchmarks: 1. Students will enjoy direct experience with the world that God created 2. Students will know that God wants each person to care for the world Social/Emotional Goal E: Students will develop self-regulation Benchmarks: 1. Students will follow simple rules and routines with teacher support 2. Students will begin to use materials with increasing care and safety 3. Students will adapt to transitions with increasing independence 4. Students will demonstrate growing independence Goal F: Students will build relationships Benchmarks: 1. Students will interact and develop positive relationships with peers 2. Students will develop special friendships 3. Students will show care, concern and respect for others 4. Students will develop positive relationships and interact comfortably with adults. Cognitive Goal G: Students will develop mathematical thinking skills Benchmarks: 1. Students will develop concepts of number sense (1:1 correspondence, counting, comparison of quantities, ordinal positions) 2. Students will develop concepts of number and operations (addition/subtraction with concrete objects) 3. Students will strengthen understanding of patterns and seriation (ordering by size) 4. Students will develop concepts in geometry (2-dimensional and 3dimensional shapes) 5. Students will develop concepts in spatial relations (position words) Goal H: Students will develop emergent reading/literacy skills Benchmarks: 1. Students will show an understanding of words and their meanings 2. Students will show motivation for reading 3. Students will show age-appropriate phonological awareness (distinguish words from sentences, make compound words, identify syllables) 4. Students will show alphabetic knowledge (letters and sounds) 5. Students will demonstrate comprehension of text read aloud Goal I: Students will develop emergent writing skills Benchmarks: 1. Students will use scribbling, letter-like shapes and letters that are clearly different from drawing to represent thoughts and ideas 2. Students will demonstrate age-appropriate ability to write letters Goal J: Students will develop creative expression through the arts Benchmarks: 1. Students will create visual art to communicate an idea 2. Students will explore music 3. Students will create dramatic play Physical Goal K: Students will use gross motor skills with increasing purpose and coordination Benchmarks: 1. Students will demonstrate increasing motor control and balance 2. Students will demonstrate the ability to combine movements for gross motor skills Goal L: Students will use fine motor skills with increasing purpose and control Benchmarks: 1. Students will demonstrate increasing control of small motor muscles to perform simple tasks 2. Uses eye-hand coordination to perform fine motor tasks 3. Shows beginning control of writing by using various drawing and art tools with increasing coordination Language and Communication Goal M: Students will improve listening skills Benchmarks: 1. Students will increase knowledge through listening 2. Students will follow multi-step directions Goal N: Students will improve communication skills Benchmarks: 1. Students will use speech that is understood by both a familiar and an unfamiliar peer or adult 2. Students will use age-appropriate grammar in conversations and increasingly complex phrases and sentences 3. Students will connect phrases and sentences to build ideas 4. 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http://www.SchoolQuran.com Quran Learning For Kids http://www.schoolquran.com/Quran-Learning-For-Kids.php Quran Learning For Women and Girls http://www.schoolquran.com/Quran-Learning-For-Women.php Quran Learning for All Family http://www.schoolquran.com/Quran-Learning-For-Family.php Learn Quran With Tajweed http://www.schoolquran.com/Learn-Quran-With-Tajweed.php Quran Courses http://www.schoolquran.com/Quran-Courses.php Purpose of Life By: Arif Billah Hazrat-e-Aqdas Maulana Shah Hakeem Muhammad Akhtar Sahab Publisher: Kutub Khana Mazahri, Gulshan-e-Iqbal 2, Karachi ( Pakistan) Tel: 4992176 Table of Contents Preface On the return of our spiritual mentor, Moulana Shah Hakeem Muhammad Akhtar Sahib (Damat Barakatuhum) from his second journey to South Africa, some close associates of his asked him to render some advice on the occasion of the completion of the Holy Quran in their musjid. In spite of his extreme exhaustion, Hadhrat accepted their request due to his close association with them. This discourse took place although Hadhrat had for several years discontinued delivering talks in the mosques in Ramadhan due to his physical weakness. This discourse was delivered in the Khulafa-e-Rashideen Masjid of Shabe Mi'mar Avenue in Gulshan Iqbal No.4 on 25 Ramadhan 1414 (7 March 1994) after Taraweeh at 10.00 pm. It lasted for approximately one hour and fifteen minutes. Hadhrat explained the temporariness of this world and man's aim in life in a unique manner. By listening to the discourse, the heart became detached from the love of this world and desirous of the hereafter. It has been named 'Maqsad e Hayat' - The Purpose of Life. May Allah accept it and make it beneficial for the ummah. May He make it a perpetual charity for Hadhrat, the compiler and all those who assisted in its publication. Ameen. Compiled by Sayyid Ishrat Jameel (Meer Sahib) Introduction What is the aim of Allah sending us to this world. When a person does not understand the aim of any work, that work can never be correct. We should therefore understand what is the aim of our life in this world. This world is a foreign place for us while the hereafter is our actual homeland. First listen to the examples of this world being a foreign place. People come from Kashmir, Quetta and different parts of Pakistan to earn a living in Karachi. They earn some money and collect it. When they return to their homeland, that is Kashmir, Quetta, Manserah, Hazarah or wherever they come from, they take the money in cash and live there with splendour. Or they purchase items like a chair, become a chairman and go from here. They are then well respected and people praise them for having earned well in Karachi. Thereafter they are invited everywhere for meals. The teacups of Karachi are used for them. This shows that they understood their aim of going to a foreign place. They did not use their foreign earnings in the foreign place. They did not use their Karachi earnings in Karachi. They took it back to their homeland where they were respected. Had they spent their Karachi earnings in Karachi, they would not have been respected and people would have called them fools. Three Types Of Travellers People that travel from a foreign place to their homeland in the world are of three types. Some people only take cash because the same currency is used in their homeland as in other parts of the country. This cash can be of use to them there as well. Some people take goods only while others take cash and goods. That is, they take things like chairs, teacups, plates, carpets etc. They take sheets for their visitors. When we go to Kashmir, we find the name Kashmir written on the shawls used in the mountains. Then we also learn that the people have brought along tea cups. These are the three types of travelers in this world. Firstly, those who take cash only, secondly those who take goods instead of cash because they know they will not find these items in the villages. The third category is those who take both cash and kind. The Goods of This World From this we understand that when we depart to the hereafter after our visa for the world has expired, what all the different types of people take with them. Does anyone take any currency of this world to the hereafter when his janazah is lowered in the grave? Does anyone take with him plates, cups, mobile telephones, clean sheets, cars etc? Does anyone take both cash and kind? He neither takes kind nor any cash nor both. When we leave the world and our janazah enters the grave, a poet says: Thanks to those who brought me to the grave. Now we will go alone from this stage onwards. Another poet says: They all pressed me into the grave and left without any dua or salam. What has happened to time in such a short while Those servants who walked to and fro serving one, who washed one's clothes, who rubbed oil onto one's body and who massaged one's legs will be throwing sand on the grave and departing. The Definition Of Shakur I have suddenly remembered an incident with the mentioning of throwing sand. I regard this sudden remembrance as an indication from Allah that I should narrate the incident. Otherwise I would not have remembered it suddenly. One of Allah s names is Shakur. Mulla Ali Qari (Rahimahullah) writes in Sharhul Mirqat under the explanation of the name Shakûr that one of the ninety nine names of Allah is Shakûr. Its meaning is: The one who gives reward in abundance for a little amount of action. For example, if you safeguarded your gaze from staring at attractive faces and ghair mahram (Women who you can marry and are not permissible to look at.) women, then what great act is it? You have been protected from punishment, disgrace and an illicit love affair. Even women have an impression that this person who is safeguarding his gaze is some saint. Had he stared, the honour of his beard would have been polluted. The honour of his round hat would have terminated. Allah has granted three rewards for protecting one's gaze. This is a proof of His being Shakûr. Protection from Uneasiness What is the first reward? It is protection from being uneasy. After staring at a female, one's uneasiness increases. He feels, "I wish I could have got her." You are therefore saved from uttering the word 'wish' and you are saved from expressing regret. The first reward is thus called 'protection from regret'. Now a person will not regret because he did not glance. The simple food of the house like chutney and roti will seem like biryani and plow because it is a bounty granted by Allah. Tell me, if all the women of the world had to send biryani and plow for Majnûn while Layla, whom he was madly in love with sent dry bread, whose food would he have eaten? He would have eaten Layla's food and said, "This dry bread came from Layla's hand." Therefore the saints who are the lovers of Allah, regard their wives better than all the Laylas of the world. They know that Allah has granted them their wives. That is the reason they live in peace. There is complete tranquillity in their homes. While on the contrary, those who gaze around here and there, are always perturbed and their homes have no blessing. Their homes are full of quarrels and fights because the husband has another woman in mind. His wife does not seem attractive anymore. Therefore, what is the first reward for safeguarding the gaze? It is protection from problems, uneasiness and regret. The Sweetness Of Iman The second reward is that one experiences the sweetness of Iman. Rasulullah Sallallahu alayhi wa sallam has narrated a hadithe qudsi. The muhaditheen have stated that a hadithe qudsi is the statement of Rasulullah Sallallahu alayhi wa sallam, which he narrates from Allah Subhanahu wa Ta'la by saying, "Allah Subhanahu wa Ta'la says." Rasulullah Sallallahu alayhi wa sallam has narrated in a hadithe qudsi that Allah Subhanahu wa Ta'la said, "The gaze is a poisonous arrow from among the arrows of Iblis (satan). Whoever protected his heart and gaze from this arrow due to My fear, I will grant him the sweetness of Iman that he will perceive in his heart." Due to the fact that he sacrificed the sweetness of his sight for Allah's sake, Allah Subhanahu wa Ta'la will grant him the sweetness of the heart. Allamah Ibn Qayyim (Rahimahullah) says that a person gave his basarat [gaze] and obtained basîrat [insight]. Basarat refers to sight. By sacrificing his sight, Allah Subhanahu wa Ta'la gave him the reward of the sweetness of Iman in his heart. A Good Ending Mulla Ali Qari lived in Hirat and then emigrated to Makkah. His grave is in Jannatul Ma'la. He writes in the explanation of this hadith that whoever is granted the sweetness of Iman will most certainly die with Iman because Allah Subhanahu wa Ta'la will not grant the sweetness of Iman to one and then snatch it away. This is the third reward for protecting the gaze. Therefore, do a transaction of a good ending with Allah Subhanahu wa Ta'la by protecting your gaze wherever there are women eg. on the streets, airports, railway stations, shopping malls, etc. When the sweetness of Iman enters the heart, it never comes out again. Mulla Ali Qari (Rahimahullah) states that this hadith contains an indication to a good ending - a life that ends on Iman. Today the sweetness of Iman is being distributed in all places like the streets, airports and shopping malls. The condition is that one must not stare at the shops fo these sweets, namely ghair mahram forms. If someones's sugar is over the limit and he looks at a sweet shop, his sugar will not increase by merely looking but one's gaze is such a dangerous thing that by merely looking, the poison enters one. Rasûlullah Sallallahu alayhi wa sallam said that the one who merely looks at strange women; he does not use her or speak to her has committed adultery of the eyes. This is a hadith of Sahih Bukhari. I request the Ulama to have a look at this hadith in Sahih Bukhari (vol.2 Kitabul Istizan). An evil glance is the adultery of the eyes. This includes staring at beardless youth. Therefore, those who commit adultery of the eyes and see dreams of becoming a saint should beat their heads. Is this the way to become a saint? Two Acts to Become A Saint If a person treading the path of tasawwuf does only two acts, namely, safeguarding the gaze and protecting the heart, he will become a saint if Allah Subhanahu wa Ta'la wills. The remaining papers are easy. It is easy to leave all other sins. Two acts are very important. One is the protection of the border, the other the protection of the gaze. The enemy comes from two paths, either he will come from the border or he will attack the capital directly with an aircraft. When you have protected the borders of your eyes according to the command of Rasûlullah Sallallahu alayhi wa sallam, and you protect the capital of your heart, then the road has been levelled for you to become a saint and friend of Allah Subhanahu wa Ta'la. The one who abstains from sin, evil gazes, and also protects his heart, will he speak lies? The one who has solved the difficult paper can very easily solve the simple paper. Is it difficult for the one who has endured a fever of one hundred degrees (Fahrenheit) to endure fifty degrees? When the kings used to announce anything, the camel drivers would beat the camels with a stick. The sound of this drum would travel for a distance of two miles. Moulana Rûmi (Rahimahullah) states that when a camel, which was laden with these drums, went past a village, the children clapped their hands and interfered with it. Moulana Rûmi (Rahimahullah) states that the camel said, "O children, what effect will your tiny hands have by making such a minor sound. The drum, which is sounded on my back, has a sound that travels for two miles. When my ears can endure this din, then the sound of your clapping hands is not even equivalent to a mosquito for me. The Effects Of Keeping In Mind The Greatness Of Allah When the greatness of Allah Subhanahu wa Ta'la enters the heart, and the fear of reckoning of the day of Judgement enters the heart, it will not be concerned with the reproach of the people of this world and their curses and teasing after such a great sound has entered it. It will not be bothered by what people say. A person sported a one-fist length beard and wrote to Hadhrat Thanwi (Rahimahullah) that since the time he sported his beard, all his friends and acquaintances were mocking him. Hadhrat Thanwi (Rahimahullah) replied to him that he should let his friends continue laughing. On the day of Qiyamah he will not have to cry. He replied to another person, "Why are you fearing the laughter of people? You are a man and yet you fear. Let them laugh." What a great reward Allah Subhanahu wa Ta'la has granted for safeguarding the gaze. Firstly, protection from regret, worry and uneasiness. Secondly, the sweetness of Iman. The one who safeguards his gaze, Allah Subhanahu wa Ta'la will grant his heart the sweetness of Iman. After the sweetness of Iman, what will be his third reward? He will have a good ending, that is, he will die with Iman. The Reason for a Good Ending The question now arises: Why is there such a great reward for safeguarding the gaze which is not a very difficult task? Well, those who safeguard their gazes know what goes through their hearts at the time of turning away the glance. A person asked why is there the great reward of the sweetness of Iman for safeguarding the gaze. I replied that the heart carries the burden of all the grief when safeguarding the gaze and the heart is the king of the body. If the king has to work for you, will you pay him more or not? Allah Subhanahu wa Ta'la also grants more reward for the work of the heart. When the heart makes an effort and endures the grief of not looking, it pleases the Owner, then Allah Subhanahu wa Ta'la grants it reward. He grants it the sweetness of Iman. In reality, He grants it His own love. It has been freed from the love of corpses and attached to the Real Live One, namely Allah Subhanahu wa Ta'la. Where Will You Go? If you continue pursuing these bodies that are eventually going to die, then finally when the geographical contours of the face change, the thin delicate neck becomes plump, the cheeks become deflated, when the lover has to take out his/her teeth to brush them, then you will have to recite this verse of mine which I recited for Meer Sahib. But this couplet is not only for Meer Sahib. It is for us and all those who tread the path of tasawwuf. This verse was composed after midnight. I am narrating the favour of Allah Subhanahu wa Ta'ala that after mignight, when He descends to the skies, I spontaneously recited this verse: O Meer, the geography of the beautiful ones has changed. Where will you go with your history? This was the history of counting the stars, of crying, of weeping, of uneasiness. 'Akhtar shumari' means to count the stars. Don't think it is my name because Akhtar means star. O Meer, the geography of the beautiful ones has changed. Where will you go with your history When this world does not remain, what will you do With Saturn, Jupiter and Mars. Attaching the Heart to Temporary Beauty Just as how the stars are spread out in the sky, so are the stars of beauty spread out on earth. They will all perish. Refrain from your foolishness. If someone wants to see an international fool, he should look at the one who stares at temporary beauty. I am not saying this. Hadhrat Thanwi (Rahimahullah) says that every sinner is a fool but the sinner of the gaze is the leader of all the fools. He heads the fools because he will not achieve anything except burning the heart and making it uneasy. He is committing adultery of the eyes. If he spoke, then he has committed adultery of the tongue. He is speaking unnecessarily with her by saying, "Madam, where is your house? In which section of Gulshan Iqbal is it?" What is the need to speak like this to the lady. While you are committing haram, your carnal self is destroying you. Think of the fact that Allah Subhanahu wa Ta'ala is watching you. How can the one who meditates constantly that Allah Subhanahu wa Ta'ala is watching him, ever cast a haram glance? His sight kept a watch over my gaze. Regrettably, why were we unaware of this feeling? One should be aware all the time that Allah Subhanahu wa Ta'ala is watching my gaze. It should not be so that on the airport you completely neglect an old woman while you carry the bag of an attractive lady and even complete her immigration formalities. You tell her that you an expert at serving passengers. Is she the only passenger? There are other passengers as well. In whatever work you do, ponder that Allah Subhanahu wa Ta'ala is watching you. He knows the secret of the heart. A saintly poet says: 11 - - The stealing of the eyes and the secrets of the bosom, You know, O Independent One. Remember that Allah Subhanahu wa Ta'ala is not in need of an x-ray. An Incident Regarding the Meaning Of Shakur I said previously that one of Allah's names is 'Shakûr' which means the one who grants excessively for a little work. Mulla Ali Qari (Rahimahullah) has quoted an incident in order to explain the meaning of the word 'Shakûr' and to show how Allah Subhanahu wa Ta'ala grants without any limit. This incident is mentioned in the fifth volume of the Arabic work, 'Mirqat Sharh Mishkat'. A saint saw a person in a dream and asked him what Allah Subhanahu wa Ta'ala had done to him. He replied, "My Rabb took my account. The pan of my good deeds on the scale became very light and I thought I would certainly go to hell. Then a small packet fell into the pan increasing the weight of my good deeds. I attained salvation. I asked Allah Subhanahu wa Ta'ala what the packet was. Allah Subhanahu wa Ta'ala replied that it was the handful of sand that I threw into the grave of a Muslim and Allah Subhanahu wa Ta'ala had accepted it. Due to it I was forgiven." When I narrated this incident to a Tablighi friend of mine, he said, "First I used to throw a small amount of sand but now I will throw handsful of sand." Friends, those who listen to me all the time should not desire that their knowledge be increased. They should obtain the pain of the heart. Obtain the characteristic of Iman and Ihsan. This is the aim. For increasing knowledge there are huge libraries but the people there smoke cigarettes. They don't even perform salah. Secular Wealth Is Not the Aim Of Life I mentioned earlier that those travelling from the world to the hereafter are of three types: either those who take currency only, those who take currency as well as kind and those who only take in kind. But when a person goes towards Allah Subhanahu wa Ta'ala, when he is placed in the grave, he leaves his currency here as well as kind. He cannot take both even if he wants to. When he cannot take anything, it clearly indicates that this was not the aim of this life. There is a difference between the homeland of this world and the hereafter. In this world, you can take the earnings of a foreign land to your homeland. You can take the currency of Karachi to Kashmir. But when you go to the hereafter, you cannot even take one suit. Besides your kafan[Burial shroud], you cannot take any pants or shirts. All these will be removed from you. Your watch and your spectacles will also be removed even though they are made of gold. All the cash from your pocket will be removed, your kurtah and trouser will be taken off and you will be wrapped in a kafan ready to go to the hereafter. The only difference is that when you came into this world, you came in the nude. When a child is born, he is completely naked. Now at the time of departing, Allah Subhanahu wa Ta'ala has provided you with a kafan. As a child, you looked good without clothes but now you are an old man. It is not suitable to go without clothes. Therefore go to Allah Subhanahu wa Ta'ala with respect and honour. Shariat has made the kafan compulsory. Now you are Allah's visitor. Now when you go to Allah Subhanahu wa Ta'ala, you will not be given a Mercedes to go in. Buses and cars are not things of respect. You will be carried on the thing which has the most honour, namely a human being's shoulder. Today, no king can walk on the shoulders of people and if he does, people will say what foolishness this is. Allah Subhanahu wa Ta'ala has granted his visitors this honour. A saintly poet states that when we came to the world, we did not bring anything with us. But when we departed to the hereafter, what did we take with? On this, he recited the verses: When we came, what did we do and depart? We left with a few accusations against us. We did not even bring a piece of paper with from there. We went to the office from here in order to explain. The Evidence of The Limbs Whatever we have done in private or public, our hands will give testimony on the day of Qiyamah. Moulana Rûmi (Rahimahullah) states that on the day of Qiyamah, the hand will say how it stole. The lips will explain how they kissed girls and boys in a haram way. These lips will give evidence against the criminal. Therefore we should come to our senses from now. The eyes will say they winked in a haram way and looked at ghair mahram women. The ears will say they heard music. Today We will seal their mouths, their hands will speak to Us and their feet will give evidence of what they earned. [Surah Yaseen.] The very limbs which you are granting haram enjoyment will bring punishment upon you. Ask those who romance how much enjoyment they get when kissing but they do not know that the stick is going to strike their heads. Therefore, one should repent immediately. Changing Evil To Good This is a blessed month. Cry in this month and ask Allah Subhanahu wa Taala for forgiveness. Allamah Alûsi (Rahimahullah) states in Tafsîr Rûhul Maani that the one who repents sincerely, Allah Subhanahu wa Taala will change his evil deeds into virtues. Whoever repents, believes and does good actions, Allah Subhanahu wa Taala will change their sins into good deeds.[ Surah Furqan.] The question arises why Allah Subhanahu wa Taala mentioned repentance before Iman whereas repentance is only accepted in the state of Iman. Hakeemul Ummat has given the answer in Tafsîr Bayanul Quran that this verse was revealed for the polytheists. The meaning of the verse is therefore the one who repents from polytheism and then embraces Iman. How can the Iman of one who prostrates before an idol be accepted. It is also mentioned in Tafsîr Mazhari that the one who repents from polytheism, accepts Iman and does good actions, Allah Subhanahu wa Taala will grant him good deeds in place of his sins. Allamah Alûsi (Rahimahullah) has mentioned three ways in which Allah Subhanahu wa Taala will change our evil deeds into good ones. The First Tafsir of Changing Sins into Good Deeds Allah Subhanahu wa Ta'la will wipe out all the sins he had committed and write those good deeds in place of them which he will do in the future. He will efface the sins of the past and write the good deeds of the future. He will not leave it empty otherwise the angels will know that something is amiss. They will realize that something has been erased. Therefore Allah Subhanahu wa Ta'la has protected the honour of His servants. Allah Subhanahu wa Ta'la will erase his past sins eg. a person who used to sing songs in a film has repented. He began performing salah, sporting a beard and he performed hajj. Now whatever songs he had sung, Allah Subhanahu wa Ta'la will write the talbiyah [Saying the words, "Labbayk Allahumma Labbayk"] in place of it. As soon as he repents, Allah Subhanahu wa Ta'la will wipe off his sins and write those goods which he will do in future. Is this not the grace of Allah Subhanahu wa Ta'la? The Second Tafsir The second Tafsîr is that He changes the urge to commit sins into the urge to commit good deeds. That is, the one who was becoming insane all the time due to sinning, he used to listen to film songs all the time, who watched videos and movies, who kept himself ready all the time trying to study the teddies, has now repented and left all sins. Now he goes to the saints and does good actions. The mercy of Allah Subhanahu wa Ta'la changes the severity of his urge to sin into a strong urge to do good actions. But the condition is that he does not secretly commit the sins and thereby revive his habit of sinning. This is like the person who lived in the sewerage area and used to smell the container of faeces daily. Thereafter he repented and began working in a perfume shop. He told the perfume merchant to give him such a perfume that would keep him away from smelling faeces and make him lose affinity with the sewerage area. The merchant gave him ûd which costs ten thousand rupees for one tola. He told him that the Arab princes apply it and he could use it daily for free because he was his employee. He was cured and when anything with an offensive smell was brought before him, he became nauseous because he stopped going to the sewerage area. After a year, his nose which was accustomed to foul odours now had a good nature. He said he could not go to the sewerage area merely thinking about the smell. He would vomit just by looking at a pail of faeces. His friend who also worked in the sewerage department gave up the job but he was a thief. Sometimes once a week or during the month he would go to the sewerage area and smell the faeces. He would not tell his employer in fear of not allowing him to ever go there. Now tell me whether he will ever get better and will he ever be offended by a foul smell? He was chopping his own feet with an axe. Moulana Rûmi (Rahimahullah) says this with much pain and I also express the same with pain to my friends. When my own hand is cutting my foot, then O Allah Subhanahu wa Ta'la, how can we save our lives without Your protection? Friends, have mercy on your lives otherwise your whole life will be spent in anxiety and punishment. You will be punished in this world as well as in the grave. I appeal to those in the name of Allah Subhanahu wa Ta'la who have made bay'at on the hands of saints to refrain from secretly going to haram venues and from committing haram. Do not wait for the punishment of Allah Subhanahu wa Ta'la. Whoever sincerely repents, Allah Subhanahu wa Ta'la will change his urge to sin into an urge of doing good. It is only a matter of a few days. Spend a year or two without sinning, then if Allah Subhanahu wa Ta'la wills, the heart will not intend sinning. The heart will change. An Amazing Proof The summary of the first verse which I recited is that if we live in the company of the pious ones, we will attain the aim of life. What is the aim of life? When we go from this world wrapped in our kafans, we will not be able to take our jewellery, wives, children, carpets, mobile telephones, or any currency. This is proof enough that these items are not the aim of life. Tell me, is this a proof or not? Since the time of Adam (Alaihis salam) till today, have you seen anyone taking his house, carpets and telephone with him? Have you seen anyone telling the angels, "O angels, come and help me. I cannot carry my carpets and my house alone. Please assist me." Then the angels come down and say, "This janazah has requested Allah Subhanahu wa Ta'la that his chairs, carpets, telephone, cellphone, cars and goods should reach the hereafter." Has any dead person gone with his house and material possessions? Worship This shows that these things are not the purpose of life. These are the means of life. Means are taken away while aims are not snatched away. This is proof enough that our purpose is worship. We take the nûr (illumination) of our worship to Allah Subhanahu wa Ta'la. Another proof is that Allah Subhanahu wa Ta'la grants us the ability to take His name till the time of death because this is the aim of life. Many powers terminate after sixty to seventy years. Hadhrat Hakeemul Ummat (Rahimahullah) states that when the strength is finished, the old man tells his old wife, "Throw sand on taking and giving, let's have pure love." Friends, all strengths terminate in old age except the ability to take Allah's name. To the extent that some people became blind and deaf but their tongues were moving. Those who were in the habit of taking Allah's name, only they took His name. While those who were not in the habit of taking His name, who secretly went to the sewerage area and committed lewd acts had a disastrous end. The Fearful Consequence of Attaching the Heart to Others besides Allah Friends, I am going to relate a very fearful incident to you. Allamah Ibn Qayyim Jouzi (Rahimahullah) states that there was a lover who used to secretly meet his beloved. Finally, when his end was near, his friends told him to recite the kalimah. Instead of the kalimah, he recited the following verses: O my beloved, your pleasure is more beloved to me than the mercy of the Great Creator. May Allah Subhanahu wa Ta'la forbid. He died in a state of kufr (disbelief). What you do secretly can manifest itself at the time of death. This will cause a disastrous end to life and eternal damnation in hell. May Allah Subhanahu wa Ta'la protect us. Therefore, we should all expel others besides Allah Subhanahu wa Ta'la from our hearts. If you took the name of Arzû, I will take out the heart. We will not remain believers if we have any contact with the innovator. The poet was a believer who had a friend by the name of Arzû. His friend was a bidati (innovator). When he became connected to the Ahle-Haq (the people on the correct path), he led a life according to the sunnah and he became averse to bidat (innovation). His heart used to continuously plod him on, "Let's go to Arzû." Once he reprimanded his heart and said, If you took the name of Arzû, I will pull out the heart. We will not remain believers if we have any contact with the innovator. If we meet those who oppose the sunnah of Rasûlullah Sallallahu alayhi wa sallam, then we are not believers. I will never meet such people. I appeal to those friends of mine who have repented from their sins to completely leave the centres of sin. Tell the heart, "If you took the name of any sin, I will pull you out." If Allah Subhanahu wa Ta'la wills, I am announcing in the month of Ramadhan that if you spend a whole year without sinning, your heart will be completely purified. Allah Subhanahu wa Ta'la will change the urge to sin into a desire to do good. The Third Tafsir The third Tafsîr is that due to blessing of repentance, Allah Subhanahu wa Ta'la will change the evil to good. Rasûlullah Sallallahu alayhi wa sallam said that a man will be brought on the day of Qiyamah. Allah Subhanahu wa Ta'la will tell the angels to present his minor sins to him. His minor sins will be presented to him while his major sins will be concealed. Allah will ask him if he committed those sins. He will reply in the affirmative and fear that he will enter hell. Thereafter Allah will tell the angels to write a good deed in place of every minor sin of his. This good deed will not be one that he did. Allah will grant him this good deed from His side. [Sahih Muslim] In another narration, this will be the treatment meted out to many people. Allamah alûsi (Rahimahullah) has written in Tafsîr Rûhul Ma'ni that this is called a noble forgiveness. Allah is granting forgiveness as well as adding good deeds from His side. What a noble Master He is! After noting this nobility, he will tell Allah that he still has other sins. "I do not see my major sins here." When he is obtaining good deeds for his minor sins, he still has the audacity to speak about his major sins to Allah. When Rasûlullah Sallallahu alayhi wa sallam narrated this portion of the hadith, he laughed to the extent that his teeth became visible. When Rasûlullah Sallallahu alayhi wa sallam laughed, then Insha-Allah, there is hope that Allah will also laugh. We cannot estimate the unlimited grace of Allah. The Purpose of Life Is Worship The two verses which I recited indicate that the purpose of our lives is to obtain piety, that is, friendship with Allah. If our currency, carpets, houses, children, business and money are snatched away at the time of death, it indicates that these things are not the aim of our life otherwise Allah would have sent all these things to the hereafter. Allah has explained the aim of our lives. Now if man becomes engrossed in material wealth, it is his responsibility. We have created you for Our worship. But you became engrossed in the world of romance running after attractive faces. You are responsible for leaving Allah's worship and wasting your life in filth. Had I not announced the aim in the Qur'an, you could have had an excuse and said Allah did not tell you the aim. Allah says, "I did not create jinn and man except for My worship." [ Surah Zariyat.] We created you for Our worship only. Therefore, only worship will go to Allah. Dear friends, only the currency of worship will go. Now I will show you how to obtain the ability to do it and how to become a saint. Two Ways of Becoming a Wali Firstly, join the company of the friends of Allah and the people of piety. But join only the one you have affinity with. In our city, Mufti Rasheed Ahmad is one of our elders. He is the ustad of Mufti Rafi Uthmani and Mufti Taqi Uthmani. He taught them Sahih Bukhari. That alone can tell you of what calibre he is. If you have compatibility with him, join his company. Moulana Taqi has been conferred with khilafah (successorship) and so has Moulana Rafi Uthmani, Moulana Subhan Mahmûd and Moulana Yusuf Ludhianwi. Do not transfuse everyone's blood. Take only the blood of the one who has the same group as you. Just by looking at the famous boxer Muhammad Ali, you cannot take his blood. Ask the doctor to check your blood group first. Then only can you take his blood. If you hurried in making bay'at without compatibility, you will have to recite the following couplet of mine: The eyes met but not the hearts. You sat on the ship for your whole life without reaching the shore. Hakeemul Ummat, Moulana Ashraf Ali Thanwi (Rahimahullah) said that you would only attain benefit where there was compatibility. The Company of the Ahlullah There is a special connection between the two verses which I recited at the beginning. Allah says that He has revealed the procedure to become a wali and a pious person in the first verse, namely to stay in the company of the saints. By living with the saints, you will also become a friend of Allah. My Sheikh, Shah Abdul Ghani (Rahimahullah) used to say, "Hakeem Akhtar! You obtain mangoes from the mango sellers, sweetmeats from the sweetmeat sellers, kababs from the kabab sellers and clothing from the cloth merchants. Similarly, you obtain Allah from the friends of Allah." You can read a hundred thousand books but you will not attain Allah. If you go to buy clothing from the sweetmeat sellers, what will they say? "Take this person away to the Agha Khan Hospital. He is gone mad." If you ask the cloth merchants for sweetmeats, what will they say? You ask the cloth merchants for material and the sweetmeat sellers for sweetmeats but you only request taweezes from the Ahlullah. Is this what the Ahlullah are for? Are they merely there for giving you a taweez. If you did not obtain Allah from the Ahlullah, then you have not honoured them at all. You have not appreciated them. Dr. Abdul Hayy used to recite the following couplet: This is the only way to meet them. Create a path to the ones who meet Him. If one is not sincere, then some people merely stay with the saints to eat sumptuous chickens. They feel that wherever the Peer Sahib is, there they will get chicken. There was a person who was a student of Aligarh. My Sheikh made him join me. He ate chicken for several meals in Bandah Darul Uloom near Kanpur, the institute of Moulana Siddiq Sahib. Incidentally he slept on the bed next to me at night. He said to me, "The couplet which you recited, namely, This is the only way to meet them. Create a path to the ones who meet Him. has made me also compose a couplet." I asked him what verse he composed in contrast to mine. My couplet teaches us that in order to reach Allah, we have to go to the Ahlullah. Create a path towards them. He said that his verse was not of the same caliber as mine but nonetheless I should listen to it because it was good. This is the only way to eat chicken. Create a path to the ones who eat it. I present a couplet of Allamah Sayyid Sulaiman Nadwi (Rahimahullah) which I have just remembered all of a sudden. Do not estimate your value by looking at your bungalow, your cars and your business. See how much love you have for Allah. He says: We remained like this or like that. There we have to see how we will be. Listen to the condition of the world of beauty. A poet has very aptly said, the inferior reached very high stages and the superior became inferior. That is, forms have become ugly and the beauty has perished. The back bent and became like a bow. Someone became a grandfather and someone a grandmother. The Capsule of All Pleasures Friends, sacrifice yourself for Allah. Whoever sacrifices himself for the Master of the Universe, Allah grants him the pleasure and delight of all the women of the world, the taste of all the sweetmeats of this world and the pleasure of all the biryani and kababs of the universe in His name. The capsule of all the pleasures of this world is in the name of Allah. If He had no taste, how could He have created taste in these things? If Allah had no delight, how could He have created taste in kababs and chickens and how could He have juice in sugar cane? If He has no juice, how can He create juice in sugar cane which provides sugar for the whole world? Moulana Jalalud-deen Rûmi (Rahimahullah) says, "O heart, is sugar sweeter or the Creator of sugar?" Is the moon more handsome or the Creator of the moon? Where are going after leaving Allah? The consequence of all those involved in romance is the organs of urine and faeces. Thousands of people have lost their honour there. Shaytan, The Deceitful Trader You all believe in Moulana Thanwi (Rahimahullah). He says that if a businessman shows you a sample, and gives you an item which differs from the sample, you will call the businessman a cheat and a deceitful person. You will never buy anything from him again. Shaytan always deceives. He shows you the cheeks and eyes of attractive people. What sample he shows you and what item he gives. He pollutes you in the organs of faeces and urine. But you still have not left Iblees' tail. People say what must we do, there is nudity everywhere. Uncovered women do not give us a chance. I say why have you placed your nose under Shaytan's tail. Safeguard your gaze. Practise on the blessed statement of Rasûlullah Sallallahu alayhi wa sallam. You will achieve piece. Allah will fill your heart with the sweetness of Iman and His love for every glance that you protect. Friends, do not waste your lives. I am telling you with a painful heart and what more can I tell you? As Hadhrat Thanwi (Rahimahullah) said that if he had the power, he would have placed his heart in his friends' hearts. Allah has indicated two prescriptions of obtaining taqwa (piety) in these two verses. In the light of these verses I have showed you two ways of becoming a saint and becoming wealthy with the currency of the hereafter. When the entire world will kick you, only this currency will benefit you. What is this currency? It is the friendship of Allah. In order to attain taqwa, Allah has indicated in one verse that we should live with the people of taqwa. If you do not live with the people of taqwa, you will be consumed by negligence. The Second Prescription When a train travels to Quetta, two engines are attached to it. One engine cannot manage on inclines. One engine is attached to the rear as well. Allah has made the fast of Ramadhan obligatory in order to attain piety. One engine is that of the Ahlullah in which you are sitting. Now I will attach a second engine so that you can become a wali quickly. This month is the second engine. Whoever abstains from sin in this month can abstain for the remaining eleven months. This is the experience of the saints. Whoever spent Ramadhan well and in the state of piety will spend the rest of the year with taqwa because he honoured the Ramadhan of Allah. He respected the words in order that you attain piety. Allah will in turn also honour him with taqwa. Allah will not disgrace him with sins. Whoever honours the laws of Allah, Allah grants him honour and respect. This month is a double engine. One is the company of the saints which we have obtained with the grace of Allah. Masha Allah, what saints we have in our city. The aim of Ramadhan is also piety. Allah says, in order that you may attain piety. We are not making fasting obligatory in order to make you starve. Supplicate before Iftar and at the time of tahajjud when you wake up for sehri. Today the Quran has been completed. Dua at this occasion is also accepted. There are four reasons for duas being accepted in Ramadhan. Four causes have been created to make the mercy of Allah shower down: before Iftar, at the time of tahajjud, after the recitation of the Quran and the angels that carry the Throne say Amîn to the dua of those who fast throughout the month. Look in the book, The Virtues of Ramadhan by Sheikh Zakariyya for more details. Now Supplicate To Allah O Allah, remove our polluted hearts and replace them with the hearts of Your pious servants with the blessings of Rasûlullah Sallallahu alayhi wa sallam, the Amîn of the angels that carry the Throne, the blessings of the Quran that has been completed here, the blessings of Ramadhan and with Your mercy. O Allah, change the condition of our hearts. Convert them from a sinful and disobedient nature to one that is good. Grant us the ability to have mercy on ourselves by not committing sins secretly and not leaving evil environments. Let us not strike our legs with an axe. Let us fulfil the rights of the saints. Grant us the ability to repent since we have come to the door of the saints. Grant us refuge from spoiling our nafs in evil environments. O Allah, grant Akhtar, all of us, my friends, our families, and all your families such Iman and conviction that we sacrifice every moment of our life for You and to please You. We should never displease You. Neither Akhtar, his children, his friends nor their families should displease You. Grant us Iman that will take us to the final stage of the Auliya and Siddiqeen after which prophethood begins. O Allah, you have closed the door of prophethood but the door of the Auliya and Siddiqeen is still open. Open the door of the Auliya and Siddiqeen for all of us with Your mercy. Take us to the final stage of the Auliya and Siddiqeen with Your mercy. You are Kareem and Kareem according to the Muhadditheen is One who favours those who are unworthy. We are unworthy but You are worthy. Be merciful to us, the unworthy ones.	<urn:uuid:22cd0ff0-3416-4f54-a665-e7d7946ca24f>	CC-MAIN-2017-47	https://www.schoolquran.com/ISLAMIC-BOOKS/English/Purpose_of_life.pdf	2017-11-20T09:44:03Z	crawl-data/CC-MAIN-2017-47/segments/1510934805977.0/warc/CC-MAIN-20171120090419-20171120110419-00610.warc.gz	854,913,674	10,247	eng_Latn	eng_Latn	0.923306	eng_Latn	0.999109	[ "zsm_Latn", "snd_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", "eng_Latn", "eng_Latn...	false	docling	[ 431, 608, 627, 1884, 4232, 6076, 8152, 10248, 12673, 14869, 16881, 18973, 21391, 23324, 25806, 27966, 30014, 32362, 34417, 36701, 38771, 41248, 43325 ]	[ 2.46875, 0.94140625 ]	5	0
Problems on Probability Gina Chang, Matt Fackler, Tucker King, and Geoffrey Lalonde 1. You have a hat in which there are three pancakes: one is golden on both sides, one is brown on both sides, and one is golden on one side and brown on the other. You withdraw one pancake, look at one side, and see that it is brown. What is the probability that the other side is also brown? There are 3 pancakes to choose from. Only 2 of these 3 have at least one brown side. The pancake you picked has one brown side, so it must be one of the 2 pancakes from the above statement. You can think of the brown side on the brown and gold pancake as b1 and the 2 brown sides on the brown and brown pancake as b2 and b3. If the side you are looking at is b1, the other side is gold. If it is b2 or b3, the other side is brown also. Thus the probability of the other side also being brown is 2/3. 2. Three cities, A, B, and C, are located in a straight line, with B in the middle. A guy lives in B, his mom lives in A, and his girlfriend lives in C. Both the mom and the girlfriend insist on meeting the guy frequently. There is a train from B to A every 10 minutes and a train from B to C every 10 minutes. In order to be fair, every weekend/holiday, the guy arrives at the station at a random time, finds the first available train to A or C, and boards it, thus randomly deciding between his mom and his girlfriend. After a year of this arrangement, his girlfriend complains that he visits her only 20% of the weekends, and visits his mom 80% of the weekends. Is she simply being possessive, or could this actually be true? This could actually be true if the train to the mom's house left at 9:08 and the train to the girlfriend's house left at 9:10 (or any two times that are separated by 2 minutes, with the mom first). This is because there is This paper was written for Dr. Anu Aiyer's Algebra II class in the fall of 2008. an 8-minute window in which the guy will be forced to go to the mom's house, but only a 2-minute window in which he is forced to go to the girlfriend's house. Think about it logically: Timeline 0 min. 5 min. 8 min. 10 min. If he arrives at any time between the 1 st and 2 nd bar (0-8 minutes), he will take the train to his mom's house. If he arrives anywhere between the 2 nd bar and the end (8-10 minutes), he will take the train to his girlfriend's house. It is clear that if you were to randomly pick a point on the timeline, there would be an 8/10 probability that he would go to the mom's house. 3. Three points are selected randomly on the circumference of a circle. What is the probability that the triangle formed by these three points contains the center of the circle? We laid out the circumference of a circle as a line segment, of length 1. We called the endpoints both A because they would meet up (be the same point) on the circle. A Then we put 2 points on this line, point B and C. In order to fulfill the parameters of the problem, the distance between any of the points (the lengths of the 3 line segments) has to be less than half of the line segment (0.5). We know this because, if we think of the line segment as a circle again, if any segment were greater than 0.5, half of the circle would have no points in it, so the center would not be contained within the inscribed triangle. Back with the line segment, we found the inequality for each of the segments, A-B, B-C, C-A. With the intent of graphing these equations, we set the linear position of B and C to X and Y respectively. A was both 0 and 1, as it was both ends of the line segment. Our equations were (see Figure 1): 1-Y<.5 X<.5 Y-X<.5 These represent only half the number of events that fulfill the parameters. We made an assumption here that X is greater than Y (or that X=B, Y=C), but the points could be switched, B could be Y and C could be X. Then we'd have another set of equations with the variables reversed (see Figure 2): 1-X<.5 Y<.5 X-Y<.5 When we graphed these two sets of equations, the parts that overlapped (the solution) formed two congruent triangles. Together these equations represent the total number of events that fulfill the parameters of the problem. However, to get the probability, we needed the total number of events possible. For this, we created another equation system (see Figure 3): X<1 X>0 Y<1 Y>0 We then graphed this set and got a 1 by 1 square, which contained the previous two congruent triangles. The sum of the area of the two triangles was a quarter of the area of the square. 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Make Your Own 'Hand-me-Downs' PATCHWORK PILLOW Level of Difficulty: Medium - This craft is simple enough for a 5 or 6 year old to do with adult supervision, and one that kids of all ages will enjoy making. If you have any questions while doing the craft, please click on Contact Us and we will respond as quickly as possible. Estimated Completion time: 30 - 90 minutes List of Materials you will need: * Old Sweater or T-shirt – Use a child-size sweater or t-shirt. Make sure to check with Mom or Dad that it is okay to turn this shirt into a pillow! * Felt scraps * Buttons * Large Sewing Needle * Embroidery Floss * Scissors * Polyester Stuffing or Pillow Form * Optional: o Fabric Pens o Hot Glue Gun (Mom or Dad will need to do this part) o Sewing Machine (also need Mom or Dad's help) o Yarn for tassels Introduction: Turn any old sweater or t-shirt into a great throw pillow. Instead of sending all your out-grown sweaters to Goodwill, save out your favorites to create these cozy cushions for your bedroom or to give as unique gifts to your friends and family. We show you how to make 2 varieties, one is a puppy pillow made from a long-sleeve t-shirt, the other is a sweater transformed into a flower power pillow. When you are done we would love to see your creations. Please go to our gallery and upload your finished masterpiece. Instructions: 1. FIRST - make sure that it is OK with Mom to use your sweater or shirt for this project! Also, make sure that it has been washed and dried before you begin. 2. Each garment and design is different, so you can modify your shirt however it best suits you. For instance, if your shirt has a collar you can cut it off or keep it as part of the finished design, and the same with the sleeves. On our puppy pillow the sleeves could have been kept long and floppy but we chose to cut them off at the elbow and fold them up inside themselves for a shorter "dog ear" shape. On our flower power pillow we cut off both the collar and the sleeves. 3. Also, your old shirt may have stains, holes or words on it that you do not want on the pillow. Some of these may be covered by patchwork, or like we did on our puppy pillow, just turn the shirt inside out and cut off the labels. Especially if you're using a sweatshirt, the inside fleecy surface can make a very cozy pillow. 4. Lay your shirt out and think about how you want to decorate it. Cut pieces of felt and place these on the shirt, along with buttons, in a pattern that you like. You can move these around until you like your pillow design. Then set these aside while you sew the pillow shape. 5. If your design does not utilize the collar or sleeves, cut these off now. (Note: you can save the sleeves for other projects – they can be made into great bracelets, headbands, etc.) 6. Thread a long piece of embroidery floss onto your needle and stitch across the ends of each armhole and across the neck opening. Make sure the floss is securely knotted at each end so the stitching does not come out. On our puppy pillow we used a contrasting color and big stitches to give it a homemade look. On the flower power pillow we turned the sweater inside out and sewed along the inside, then turned the piece right side out again. This gives it a very clean, finished look. (Note: if your Mom has a sewing machine you can ask for her help for creating this latter technique.) 7. If you want the sleeves to look like floppy "puppy ears" you should also stitch across the top of each sleeve where it meets the body of the sweater. 8. Re-assemble your patchwork pieces and buttons to make sure you like the placement. Stitch these in place on one side of the sweater. For our puppy's tongue we attached only one end to the pillow so that the tongue is loose and floppy – just like a puppy! 9. For non-sewers or for pillows that will be used for décor but not for cuddling you can use the hot glue gun to attach all these parts instead of sewing. (Note: Mom or Dad must help with the hot glue gun!) 10. Use polyester pillow stuffing or a pre-made pillow form to fill the cavity of the pillow. 11. Stitch the front and back of the sweater together along the bottom edge. 12. You can add details with fabric pens or make yarn tassels and sew these to the corners. Once you get started you will want to turn all of your old sweaters into pillows! Get creative and think of imaginative ways to use a hoodie or a turtleneck. And don't forget to keep all those left over sleeves, we can use those later this year to create some other fun stuff. Happy Crafting!! When you are done we would love to see your creations. Please go to our gallery and upload your finished masterpiece.	<urn:uuid:4f8f017b-6c1b-4741-84a6-af1096111e17>	CC-MAIN-2017-47	http://www.fabercastell.com/~/media/02BC2012CB0C471C8451224C09927B7E.ashx	2017-11-20T09:11:11Z	crawl-data/CC-MAIN-2017-47/segments/1510934805977.0/warc/CC-MAIN-20171120090419-20171120110419-00615.warc.gz	401,021,040	1,080	eng_Latn	eng_Latn	0.992973	eng_Latn	0.997374	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 815, 3059, 4702 ]	[ 2.078125 ]	1	2
DISCUSSION QUESTIONS 1. Which film in the program was your favorite? Which film in the program was your least favorite? Which did you find the funniest? The most beautiful? The scariest? Why? 2. We visited two distinct communities in Water Path for a Fish and Stone Soup. What is similar about the two neighborhoods the communities live in? In what ways were they different than where we live? 3. What connections to real life did you see in these movies? Did anything in the stories remind you of a book you've read, a place you've visited or something you learned in school? 4. Some films, like 1 Minute Nature, have a clear narrator or point of view while others, like Outdoor Cinema, do not. Which storytelling style do you like best and why? 5. What is the lesson that the characters in You Look Scary and Stone Soup learn? Does this remind you of any experiences you've had? ACTIVITIES 1. Pawo creates all kinds of friends for herself with her magic ski pole. Draw the friends and characters you would create if you had a magic ski pole. 2. Using The Pocket Man as inspiration, turn a shoebox into a tiny home. You can use objects from around your own home to decorate it and you can draw a pocket-sized character of your own to live in it. 3. If you could choose one character from these films to join you on an adventure, which character would you choose? Write a screenplay about an adventure with your new friend. Don't forget to include where you go, who you meet along the way, or if there are any sound effects or music. OUTDOOR CINEMA The best cinema of all reflects what is right in front of us. Russia/Australia, Animation/Time Lapse Photography, Tatiana Poliektova, 2014, 3 minutes Netherlands, Animated Documentary, Stefanie Visjager & Katinka Baehr, 2016, 1 minute A boy, a bird, and a colander. Watch this tale take flight. 1 MINUTE NATURE: BLACKBIRD WATER PATH FOR A FISH Spain, Animation, Mercedes Marro, 2016, 8 minutes Oscar rescues a goldfish from the clutches of hungry cats, but with the drought, has trouble caring for it. France, Animation, Clementine Robach, 2015, 7 minutes Times are tough in one little town: first no food, now no electricity. Eventually, the transformative power of community nourishes all in more ways than one. STONE SOUP Germany, Animation, Gottfried Mentor, 2015, 3 minutes Kids—even the wooly, four-legged kind—have something to teach their elders. HEAD UP! France, Animation, Ana Chubinidze, 2016, 7 minutes Good things come in all sizes and packages. Especially the pocket man, whose kindness abounds. THE POCKET MAN UKA Spain, Stop Motion, Valle Comba Canales, 2016, 3 minutes Life for Uka is grey and dull until she finds a way of changing how she sees the world. PAWO Germany, Animation, Antje Heyne, 2015, 8 minutes Dropped into an ever changing world, a little toy figure tames her fears while making strange and silly friends. SWEATY ARMPITS A short but sweet ode to perspiration. YOU LOOK SCARY USA, Animation, Xiya Lan, 2016, 4 minutes Sometimes we amplify our fears. Usually, they're not as bad as we think. Mexico, Animation, Maribel Suarez, 2016, 5 minutes A little girl longs for a playmate in the garden. Her efforts go unnoticed—until they finally take root. A HOLE MR. NIGHT HAS A DAY OFF minutes Lithuania, Animation/Live Action, Ignas Meilunas, 2016, 2 Why is the night changing the day? Well, when you don't like something, you change it.	<urn:uuid:d943f750-9cfa-4355-bb6f-918ef5f57537>	CC-MAIN-2017-47	http://nyicff.org/wp-content/uploads/FilmEd-1-Post-Visit.pdf	2017-11-20T09:38:58Z	crawl-data/CC-MAIN-2017-47/segments/1510934805977.0/warc/CC-MAIN-20171120090419-20171120110419-00612.warc.gz	212,028,789	850	eng_Latn	eng_Latn	0.996363	eng_Latn	0.996363	[ "eng_Latn" ]	false	docling	[ 3444 ]	[ 2.765625 ]	1	1
PARTNERS WITH disABILITY A comprehensive Training Manual offering a refreshing insight into working in partnership with people who have a learning and/or physical disability Jan Hawkins Carol Schaffer Marjolein de Vries Ruth Blackwell Illustrations Editors This manual is published by Kith & Kids which owns the copyright. It can be used to assisist in training programmes but cannot be sold for commercial gain c Kith & Kids 1996 third edition 2009 ACKNOWLEDGEMENTS Over the years many people have contributed to our projects and activities, and so to this training manual. We would like to thank all members, volunteers and staff - past and present for their contributions, and we dedicate this manual to all of them. PREFACE Although primarily a handbook for volunteers, this book may be useful to anyone who works or is involved with people who have a learning disability, many of whom also have a sensory and/or physical disability. It outlines how Kith & Kids operates as a self support group for families with one or more members who have a disability (referred to as members) and describes the various projects it runs: * 2:1 Social Development Project * Summer Camp * Weekend Club * Friendship Project * Employment and Life Skills Project * Advocacy Project It also contains training materials used in the training workshops for volunteers. Every year Kith & Kids involves 350 to 400 volunteers in its various projects, all of whom provide direct support for members who have a learning and/or physical disability. Kith & Kids has developed a comprehensive basic training programme for all its volunteers consisting of experiential workshops supported by training materials as well as team-building and trust-building activities. As the majority of volunteers getting involved with Kith & Kids have no previous experience in supporting people who have a disability, volunteer training is an essential part of all projects. In addition to the basic training programme Kith & Kids provides specialised training for volunteers participating in the Friendship and Advocacy projects, which is outlined in the relevant chapters. This book does not cover every disability nor does it provide indepth explorations of any specific disability. It seeks to raise awareness around aspects of learning, physical and sensory disabilities, and by exploring a number of related issues it offers guidance on positive ways of support i.e. support for everyone involved in our activities and projects: volunteers, members who have a disability, their parents and siblings, and staff. Kith & Kids is committed to sharing the experience and expertise built up within the organisation since its beginnings in 1969. It also seeks to adapt, improve and where necessary expand all aspects of its services on an ongoing basis and welcomes any questions, queries and/or comments you may have. The contact address is: Kith & Kids c/o Haringey Irish Centre Pretoria Road London N17 8DX telephone: 020 8801 7432 email: firstname.lastname@example.org www.kithandkids.org.uk Contents at a glance SECTION 1 Who are Kith & Kids? SECTION 2 Volunteering Opportunities in Kith & Kids SECTION 3 Training Materials SECTION 4 Good Practice CONTENTS SECTION ONE - INTRODUCTION * Who are Kith & Kids? Jan Hawkins * Structure of Kith & Kids and Outline of Projects and Activities Carol Schaffer and Marjolein de Vries SECTION TWO - Volunteering Opportunities in Kith & Kids * A parent's perspectives on Kith & Kids projects Jan Hawkins * A Volunteer View of Kith & Kids Projects Hugh Constant and Liz Lefeber * But I came here to work with a Disabled Person - Jan Hawkins Team work in Kith & Kids * 2:1 Projects: Training and Support A Typical Project Day Practical Structure of the Project Carol Schaffer and Marjolein de Vries * Weekend Clubs , Summer Camp and Friendship Scheme Marjolein de Vries * Employment and Life Skills Project Robin Stone * Advocacy Project Carol Schaffer and Marjolein de Vries SECTION THREE - Training materials * Dignity and Respect Carol Schaffer and Linda Edwards * Communication Joseph Davies * Autism The Guardian page 8 10 see separate Section 2 see separate Section 3 * Breaking down Skills Marjolein de Vries * Physical Disability Hugh Farrell, Carol Schaffer and Marjolein de Vries * Some practical points on Blindness Jan Hawkins * Some practical points on Deafness Jan Hawkins * Epilepsy Jan Hawkins * Affection,Touch and Sexuality Jan Hawkins SECTION 4 - Good Practice * Guidelines for working within Kith & Kids Carol Schaffer and Marjolein de Vries * Safety and Protection Policy Kith & Kids Committee * Working through Conflicts Jan Hawkins * Coping with "Challenging Behaviours" Jan Hawkins * Positive Evaluation Carol Schaffer * Volunteer Charter Camden Volunteer Bureau * Further reading Jan Hawkins * Helpful organisations Kith & Kids see separate Section 4 How to use this manual You will find that the contents of some sections have overlaps with those of others. This is so that each section is as complete as possible in itself and can be used as an individual hand-out to support a training workshop WHO ARE KITH & KIDS? Kith & Kids was founded in 1969, by a group of families whose members included a child or young adult with a disability. At that time there were very few opportunities for families to meet with each other, or to share with and learn from each other about living with their children who had disabilities. At the same time opportunities for those children to join in activities others took for granted were rare. Brothers and sisters too were isolated, often having no-one to talk to about what it was like for them to have a brother or sister with a disability. Although there are more services available now than there were in 1969, things have not changed very much for families with members who are disabled. Kith & Kids began as a self-help group: a group of families with experiences and skills to share with each other. The group has been unique from the start, as it embraces all types of disability, children as well as adults, from all backgrounds. The group also focuses attention on the nondisabled members' needs, encouraging participation and integration. Self-help was the beginning: when we recognised our children needed to develop social skills that others had, we became a pro-active group. Hiring professionals and organising volunteers to support us on social training projects, where our children would have close individual support to learn new skills. Skills like getting dressed, making tea, crossing roads, sharing conversations, playing games - whatever skills our children needed to learn could be developed with imagination and fun. As families with members who have disabilities, we are often on the receiving end of insensitive bureaucracy, completely disempowered like our sons and daughters. As a self-help group, we could empower ourselves and each other, to bring pressure to bear on policy makers who affect our children's lives. With many years of experience and a much larger group of families who bring a wide variety of skills and experiences, if one of us doesn't know the answer, or have an idea, someone else will. This is really important to families who often have to fight daily to have our children's needs met. Self-help is about sharing ways of resolving problems, and feeling supported. In the early days and years of coming to terms with the fact that our child has a special need, or learning and/or physical disability, most of our time is spent attending hospitals, learning about the difficulties, finding out about education, and battling with funders to get needs met. Many of us spend years seeking cures that are impossible. It is important to know that others have worked through similar issues, and will understand what we are doing and going through. Often our own extended families are unable to understand, and Kith & Kids can be a life line in the most difficult times. Over the years we have developed a number of projects, and fundraised to employ staff to coordinate activities. The whole family is welcomed and supported in Kith & Kids. Through our social training 2:1 projects, our members with disabilities can learn new skills, have fun, meet new people, and join in activities that are often denied them in other areas of their lives. Parents are involved too, sharing skills and supporting volunteers. Brothers and sisters join in too, and this gives them an opportunity to have attention for themselves, and also to play with their brother or sister in a supportive environment. Most importantly, the brothers and sisters can meet with each other to share feelings and ideas about what it is like to live with their sibling who has special needs. Many of the brothers and sisters suffer bullying and ridicule from peers because of their sibling's disabilities. At Kith & Kids there is recognition and support for these difficulties throughout the age span. 8 One of the difficulties facing children and adults with disabilities is isolation. There are reduced opportunities, or none in some cases, to meet people, make friends and do the things other people their ages do. Kith & Kids trains volunteers so that when making friends with people with disabilities they are confident to support them in a wide range of activities and situations; and if necessary to give them specific support (e.g. after an epileptic seizure or with personal intimate care). As a group we have trained thousands of volunteers over the years, many of whom have gone on to work as doctors, nurses, teachers or into the caring professions. Many long lasting friendships begin during our projects. We have shown that with imagination, creativity and dedication, our children can achieve great things. As a self-help group, we have evolved to meet the developing needs of our members, and this evolution continues as we encourage membership from more families and/or facilitate new families to set up their own groups and projects. STRUCTURES IN KITH & KIDS and OUTLINE OF PROJECTS AND ACTIVITIES This section aims to provide an overview of management (supervision) and support structures as they operate within Kith & Kids. It also gives an indication of the various projects and activities K&K runs every year. Structure of Kith & Kids Body of Kith & Kids Management Commitee (made up of members, parents, siblings and volunteers) Director Projects Manager Family Support Manager Fundraising Team Project Co-ordinators Family Support Workers/ Corporate & Major Donor Manager Advocates Community & Events Fundraiser VOLUNTEERS What do they do? Volunteers are the people who make possible all the projects and activities Kith & Kids run. Without them, none of these could work - they are the lifeblood. Volunteers can take on a variety of tasks or focus on one specific task. E.g. supporting a member who has a disability on a project or activity, being a friend and/or citizen advocate, supporting the organisation in its fundraising efforts and/or offering admin support. Representatives of the body of Kith & Kids are directly involved in the range of projects and activities Kith & Kids offers its membership throughout the year (policy making and assisting in e.g. training, support, screening procedures, planning, transport). Around 12 members, parents, siblings and volunteers make up the Management Committee, which gives direction to the organisation and monitors all aspects of its operation (e.g. finance, service delivery, longer term planning, decision making on major issues). The Chair of the MC line-manages the Director. The Director manages all aspects of the organisation's operations and is the line manager for the Projects Manager, the Family Support Manager and the Fundraising Team. The Projects Manager oversees all the projects for members who have a disability and linemanages the Project Co-ordinators. The Project Co-ordinators are responsible for running the projects for members who have a disability and recruit, train, supervise and support the project volunteers. The Family Support Manager is responsible for all aspects of family support work to (e.g. information and support for parents and/or siblings, various forms of advocacy, new service developments in line with newly identified needs, outreach work for non-members families, individuals and other organisations). She also line-manages the Family Support Workers. The Family Support Workers provide direct support to families with one or more members who have a disability on a wide range of issues. These include: appropriate housing or residential placement, education, day services, health care/therapeutic services, and social activities; respite for the family if the person lives at home, correct benefits, and adherence to all (disability) rights relevant to the person with a disability. The Fundraising Team is responsible for raising funds for all the projects and services Kith & Kids runs throughout the year. Together with the Director the team applies for grants from charitable trusts and (local) government. The Corporate & Major Donor Manager is in charge of attracting and maintaining support in cash or in kind from businesses and wealthy individuals. The Community & Events Fundraiser is responsible for recruiting and supporting volunteers who will take part in our sponsored events or organise their own fundraising activities on behalf of Kith & Kids. OUTLINE OF VOLUNTEER-SUPPORTED PROJECTS AND ACTIVITIES Throughout the year there are a number of regular projects and activities which our members who have a disability, and in some instances, their brothers and sisters look forward to. For many of them, Kith & Kids offer the only opportunities to be with people of a similar age and have a clear empowered say in what they want to do. Social Development Projects run for one week each during the Christmas and Spring breaks and two weeks in the Summer. Each project aims to create a community where all activities and trips can be accessible to all who want to join in. Weekend Clubs take place fortnightly on alternate Sundays and Saturdays and are a mini-version of the Social Development Project. Our Summer Camp takes place late August when members and volunteers go off to a field-study centre in Surrey for a week. This is an opportunity to have a holiday away from family and carers and spend time with people more of their own age. The principles of the camp are the same as that of projects and clubs in that training creates a supportive community allowing participants to feel free to enjoy a flexible structure which allows for a very enjoyable holiday with a wide range of activities on offer. The Friendship Scheme enables volunteers and members to build on relationships established during projects, clubs or camps. Kith & Kids offers further training and support to help develop a longer-term friendship between a members and his/her 2 linked volunteers. A more recent extension of this scheme is the Outings Scheme, which enables volunteers who have less time available than those on the Friendship Scheme to go out once every so often at a time that suits them with a member who does not have linked volunteer friends. Our Advocacy Project consists of Crisis Advocacy and Family Advocacy provided by Kith & Kids staff and Self Advocacy for members who are at the more able end of the learning disability spectrum. These young adults have formed a Self Advocacy group, where with volunteer support they learn to express their needs and wishes themselves, as well as gaining an understanding of the skills and actions required to fulfil their wishes. They meet up every other Thursday evening during term time and thrive on the interaction with the volunteers who regularly support the group. The Employment & Life Skills Project is our newest project and an off-shoot of the Self Advocacy Project. From the needs and wishes expressed by participants in the Self Advocacy group, it became evident that to realise some of their wishes, they would need to develop skills to achieve greater independence and have a chance of gaining paid employment. Hence this project, which takes place on weekdays during term time, enables them to work on basic life and employment skills with the support of volunteer mentors. You can find out more details on each of the above in Section 2. Please feel free to phone/email the Kith & Kids office if you have any queries about any of our projects. Tel: 020 8801 7432 Email: email@example.com	<urn:uuid:969d06f9-b82f-4b2d-9028-4e825848d1de>	CC-MAIN-2017-47	http://www.kithandkids.org.uk/wp-content/uploads/2011/02/PARTNERS-WITH-disABILITY-training-manual-Section-1.pdf	2017-11-20T09:36:40Z	crawl-data/CC-MAIN-2017-47/segments/1510934805977.0/warc/CC-MAIN-20171120090419-20171120110419-00613.warc.gz	443,666,196	3,420	eng_Latn	eng_Latn	0.953747	eng_Latn	0.997432	[ "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	[ 457, 730, 3077, 3243, 4266, 5006, 5255, 9138, 10195, 11983, 13652, 16790 ]	[ 2.171875 ]	2	0
Learning with the world, not just about it ... Teaching Peace for more than 20 years www.iearn.org What Is iEARN? iEARN (International Education and Resource Network) is the world's largest non-profit global network that empowers teachers and young people to work together using the Internet and other new technologies to engage in collaborative educational projects that both enhance learning and make a difference in the world. iEARN is: a safe and structured environment in which young people can communicate an opportunity to apply knowledge in service-learning projects a community of educators and learners making a worldwide difference as part of the educational process What are the Goals of iEARN? The vision and purpose of iEARN is to enable young people to undertake projects designed to make a meaningful contribution to the health and welfare of the planet and its people. GOALS AND PRINCIPLES 1. To develop friendly relations among youth of all nations based on respect for the principle of equal rights and selfdetermination of peoples; 2. To encourage youth from all countries to learn and work co-operatively and collaboratively using telecommunications and other technology, to strengthen universal peace, to identify and take active part in resolving global problems facing the world; 3. To promote and encourage respect for human rights and for fundamental freedoms for all without distinction as to race, sex, language, culture, or religion; 4. To facilitate identification and sharing the different but complementary experiences of educational, academic and other national organizations with enduring educational infrastructures, and traditions throughout the world; 5. To share high-quality educational and other resources available in individual Member centres; 6. To provide a global infrastructure for a conceptual and action-based educational network that is open to all; 7. To share and transfer telecommunications technology, teaching methods and other resources with youth organizations, schools or individuals wishing to achieve the iEARN purpose and goals; 8. To assist in establishing training and support programs in each Centre; 9. To expand the network of financially and operationally sustainable iEARN Centres throughout the globe; 10. To work with umbrella organizations, academic bodies, universities, non-government organizations, and governments to establish a global community of concerned organizations and citizens with the express purpose of supporting the youth of the world in developing and implementing educational and humanitarian projects, especially projects of change and healing for the health and welfare of the planet; 11. To develop and maintain high-quality educational innovation; 12. To raise funds through local and global funding agreements to support these programs and goals. iEARN: A Pioneer and Leader in the Field of Educational Telecommunications In 1988 the Copen Family Foundation, under the leadership of Peter Copen, linked 12 schools in Moscow with 12 schools in New York State in the New York/Moscow Schools Telecommunications Project in a pioneering demonstration that education could be enhanced and the quality of life on the planet improved if young people were to have the opportunity to use telecommunications technologies to engage in collaborative projects. Working with the New York State Education Department and the Soviet Academy of Sciences, students worked in both English and Russian on curriculum-based projects designed by participating teachers. An independent evaluation of this demonstration project noted: students discussed political/social issues and international events more frequently than a control group * students read more at home, more news magazines and books by authors from other countries * the project impacted students' awareness and understanding of international issues and current events * enrollments in second language courses increased as students wrote for an authentic audience Based on teacher reactions to the exchange in 1988, iEARN expanded to nine countries in 1990. In each country a "Center" was created to provide training and support for teachers who were at the cutting edge of educational change. One teacher participant told evaluators that it "was the most dynamic and rewarding educational experience I have had in my 22 years of teaching". iEARN is in its 24 th year with organizations in 130 countries. •40,000 teachers •2.1 million students •130 countries •30 Languages Find partners who share the vision that education can be enhanced and the world made better through collaborative uses of technology. Opportunities with iEARN Professional Development Projects International Community Friendships iEARN offers both face-to-face workshops and online professional development courses for educators seeking to integrate online global project work into their classrooms. Since 1988, iEARN has equipped more than 100,000 educators with the technical, collaborative and organizational skills needed to participate fully in a global, collaborative Internet-based learning environment. Professional Development iEARN workshops focus on: * Developing project-based curricula that integrate national educational standards and integrate 21st century learning skills; * Addressing how specific technology-based project work meets the curriculum and classroom teaching needs of each participating member; * Building the skills needed to engage in collaborative activities, such as peer review, teambuilding, joining regional and international learning communities, computer access scheduling; * Identifying and introducing connective technologies that are appropriate for the technology situation of the participating educators, such as secure WWW-based forums, global exchanges of art, photographs and other graphic images, videoconferencing, and chatting in a safe environment; * Creating specific international links with individual educators in other countries with whom to work on age-appropriate online collaborative projects; and * Exploring after school and student club options for online project-based learning * For more information about scheduling an iEARN workshop, please contact us by phone at 212-870-2693 or at firstname.lastname@example.org . iEARN Face-to-Face Professional Development Workshops * An online course program open to K-12 teachers worldwide. * Developed in 2001, iEARN-USA's online course program guides K-12 educators in evaluating global projects, and aligning them with state and/or national curriculum standards as part of an integrated project plan. Along with course mates from around the world, educators choose a project to participate in, develop this topic for students and make plans to share student work via iEARN's password-protected interactive project spaces. * Through this small-scale implementation of a project, course participants see first-hand how to incorporate global project work into their classroom and curriculum. Best of all, participants meet and network with colleagues around the world who can make teaching and learning more fun and interesting throughout year. * Courses offered in English. Consider joining with other teachers in your school to work on crosscurricular projects. iEARN-USA Online Professional Development For more information, and to register, go to http://us.iearn.org/ iEARN Online Courses are designed to assist educators with how to integrate global online project work into their teaching. Art is the international language of peace and a natural partner with iEARN. There are projects designed specifically for the Visual and Performing Arts. However, every project in iEARN is about art if you allow it to be and there is an art component in all projects. Every project can be adapted and become almost anything you want it to be. iEARN projects are designed and facilitated by educators and students worldwide, and result in a range of collaborative final "products". A A Vision Art Miles Mural Project B Beauty Of The Beasts Bridge of Generations Building Global Relationships through News Bullying Project C Calligraphic Arts Children's Rights CIVICS: Youth Volunteerism and Service Connecting Math to Our Lives D Daffodil and Tulip Project Debunk Stereotypes Dolls for Computers E Early Peoples Symbols Eco Smart Electronic School Magazine Emerging Youth Leaders Eradication of Malaria Eye To Eye Project F Finding Solutions to Hunger Folk Costumes Around the Globe FolkTales/Storytelling: Past and Present Food for Thought: Recipe Book Friends Book: Lets go.. together! Future Citizen Project Future Teachers G Gardening Projects: "Tub Gardens" and "ANIA Children's Land/ Tierra de Niños" Get to Know Others Give Us Wings to Fly Global Art: Images of Caring Good Deeds H Harmony 4 Humanity Heart to Heart Helping Youth Say No to Gun Violence Historic African Women Leaders Holiday Card Exchange I International Intercultural Mural Exchange (IIME) K Kindred (Family History) Project L Laws of Life: Virtues Project Learning Circles • General Overview Listen to the Walls Talking Local History Project M Machinto - HIROSHIMA and Today Magical Moments Around the World Marriage Customs Around the World Moon Observation Project My City and Me My Country My Country Flag My Dream World My Hero Project My Identity, Your Identity My Mother, Your Mother My Name Around the World Project My School, Your School My Stamp N Narnia and CS Lewis National Crops in the World Natural Disaster Youth Summit 2012 Natural Disaster Youth Summit Teachers Forum NSLI O OF2 - Our Footprints, Our Future One Brick at a Time Project One Day in the Life One Right, One People Origami Project Our Rivers, Our World P Pen Friends Product in a Bag (YIEP: Youth Innovation and Entrepreneurship Program) Public Art R Russian: Сам себе спасатель (Lifesavior Project) S Sandwatch School Uniform Exchange Show your story. Diffuse the conflict. Side by Side Six Common Objects, Six Billion Possibilities Solar Cooking Project Special Place Students Unlimited T Tagging My World Talking Kites All Over the World The Magic of Water The Seventh Art: Promoting values and behavior The Teddy Bear Project The Way We Play To Dam or Not to Dam (rivers), That is the Question Together With Birds U UNESCO World Heritage Sites V Voyage Project (Volunteer-Of-Youth Age Project) W We Are Teenagers World We Live In (WWLi) World Youth News Write On Project Writing a Joint Global Novel Y Young Women in ICT YouthCaN Environmental Project Projects International Community The main special event is the iEARN Conference and Youth Summit, which is hosted by a different country each year. Friends and Ambassadors	<urn:uuid:671aeefc-06c7-478a-b16a-a5840303be43>	CC-MAIN-2017-47	http://naeaworkspace.org/session_handouts_12/Teaching%20Peace%20International%20Collaboration%20and%20the%20Arts%20through%20iEarn_Nancy%20Petrella.pdf	2017-11-20T09:27:01Z	crawl-data/CC-MAIN-2017-47/segments/1510934805977.0/warc/CC-MAIN-20171120090419-20171120110419-00616.warc.gz	213,140,105	2,032	eng_Latn	eng_Latn	0.979359	eng_Latn	0.991061	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "unknown" ]	false	docling	[ 100, 687, 2854, 4021, 4400, 4672, 5151, 5177, 6373, 7351, 7418, 7543, 7890, 8029, 10570, 10595, 10711, 10736 ]	[ 2.5625 ]	1	0
Discussion Questions for Viewing Art Works & Images John Gunnin, Corona del Mar High School firstname.lastname@example.org Introductory questions What do you see? What specific details give you information? What do you see that other people might miss? How many _________are there? What do you think the artist was trying to achieve? Nickname the work: What title would you give to this piece? Does knowing the real title help you understand the work? List 5 words that describe the work. Questions pertaining to art history: Why is it important or representative? Where did it come from? How do you know__________________________________ What was the purpose of the work? Who or what influenced this? How can you classify this work? How are the art elements used? How was it made? How are feelings expressed--—how is mood communicated? How is it composed? –Use of balance, movement, repetition Analyze the work: Why is it typical? How is it innovative? Exactly where do you see that? (Provide specific evidence) Attribute the work to (artist, group, region) why do you think that? Compare the work: How is this different from __________? Which work came first? How do you know? Imagining: What might be happening? What just happened? What will happen next? What is happening outside the frame? Predict what each character wants… What does it remind you of? Do you see anything familiar? What are the people doing? How are they interacting with their environment? What is that person like? What scents would you smell? What sounds would you hear? What kind of movie would this inspire? Who would play the lead roles? Who controls the action? What would they be saying? What music would be a soundtrack to this? What are things you don't know about this work? What other artists would this artist get along with? Not get along with? Would you hang the work in your museum? Which other artwork would you place this next to? Examining POV-- What would ____________________say about this piece? What role are you cast in as the viewer? What types of people experienced the work in its time? What is the artist's attitude towards the subject? How do background details add to the picture? Predict what the artist would do next Theorize; propose an alternative to this view (what would the opposite be?) Predict how a person of the time might criticize this work. Defend the work. Follow up: Methods of student engagement: 1. Comparisons: partners rotate and compare 2. Rotation—sketch or write about the work-pass the paper forward every minute. 3. What's going on outside the frame? 4. Write a poem about the work. Convergent questions for attributions: What period is it from? Who made the work? How you know? (Provide Evidence) Exactly where do you see that in the work? (Provide specific visual evidence) __________________________________________________________ What Art History students should do? Differentiate the components of form, function, content, and/or context of a work of art. Explain how artistic decisions about art making shape a work of art. Describe how context influences artistic decisions about creating a work of art. Analyze form, function, content, and context to infer the intent for creating a specific work of art. Describe features of artistic convention and/or innovation in a single work of art or in a group of related works. Explain how and why specific artistic convention(s) and/or innovation(s) are demonstrated in a single work or group of related works at a particular time and place. Analyze the influence of an artistic innovation in a single work of art or group of related works upon subsequent artistic production. Identify a work of art. Analyze how formal qualities of a work of art and/or content of a work of art elicit a response. Analyze how contextual variables lead to different interpretations of a work of art. Justify attribution of an unknown work of art. Analyze relationships between two works of art from the image set based on their similarities and differences. Interpret works of art.	<urn:uuid:2cc760e6-2f1f-4333-a513-9cfec9e9fd3c>	CC-MAIN-2017-47	http://naeaworkspace.org/session_handouts_12/ThematicLearning_APArtHistoryAPStudioArt__Questions_JohnGunnin.pdf	2017-11-20T09:27:08Z	crawl-data/CC-MAIN-2017-47/segments/1510934805977.0/warc/CC-MAIN-20171120090419-20171120110419-00618.warc.gz	219,929,093	846	eng_Latn	eng_Latn	0.999202	eng_Latn	0.999341	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1761, 4134 ]	[ 4.28125 ]	1	1
GRADING PLEDGE A pattern is a series of movements or technique. Practicing a Pattern allows the student to go through many movements in a series in order to develop sparring techniques, improve flexibility, balance, co ordination, build strength, improve breath control and develop fluid movements. It also allows a student to acquire certain special techniques, which cannot be obtained from either fundamental exercises or sparring. Though sparring indicates that a student is more or less advanced, patterns show the students true technical ability and level of achievement. The patterns should start and end at the same point to show accuracy! Students should concentrate on correct body positioning, relax during movement and tense at the correct moment. 4 Directional Punching This Hyung lays the foundation of future Hyung to come. This is the most basic Hyung providing the beginner with understanding and combining the fundamental movements at different orientated angles to develop the coordination and balance of the execution. The Hyung is divided into two parts of duplicated movements to ensure the equal balance of the body development. It consists of simple basic attack and defence situations. Although there is lack of variation of technique, the practitioner is given more opportunity to concentrate on precision skills in execution and good control of power and balance, together with correct breathing. Chon Ji (19 Movements) Chon Ji means "The Heaven The Earth". It is, in the Orient, interpreted as the creation of the world or the beginning of human history, therefore, it is the initial pattern played by the beginner. This pattern consists of two similar parts; one to represent the Heaven and the other the Earth. It is said that the Pattern was named after Lake Chon Ji, a beautiful lake in North Korea with water so clear that you literally see the Heaven meeting the Earth. Dan Gun (21 movements) This pattern was named after the holy Dan Gun, legendary founder of Korea in the year 2333 B.C. Unusually for a tul, all the punches in Dan Gun are high section, symbolising Dan Gun scaling a mountain. Do San (24 Movements) Is the pseudonym of the patriot Ahn Chang-Ho (1876-1938). The 24 movements represent his entire life, which he devoted to furthering the education of Korea and its independence movement. Won Hyo (28 Movements) Won Hyo was the name of a noted monk, who helped spread Bhuddism throughought Korea during the Silla dynasty, in the year 686 A.D. Yul-Guk (38 movements) Is the pseudonym of a great philosopher and scholar Yi I (1536-1584) nicknamed the "Confucius of Korea". The 38 movements of this pattern refer to his birthplace on 380 Latitude and the diagram represents " Scholar" Choong-Gun (32 movements) Is named after the patriot Ahn Chung-Gun who assassinated Hiro-Bumi Ito, the first Japanese governor-general of Korea, known as the man who played the leading part in the Korea- Japan merger. There are 32 movements in this pattern to represent Mr. Ahn's age when he was executed at Lui-Shung prison (1910). Melbourne University Sport, Building 103, Tin Alley, Parkville 3010 \| www.rheemutkd.com email@example.com Document updated 02.04.17 (AL) Toi-Gye (37 Movements) Is the pen name of the noted scholar Yi Hwang (16th century), an authority on neo-Confucianism. The 37 movements of the pattern refer to his birthplace on 370 Latitude, the diagram represents " Scholar " Hwa Rang (29 movements) Is named after the Hwa-Rang youth group, which originated in the Silla Dynasty in the early 7th century. The 29 movements refer to the 29th Infantry Division, where Taekwon-Do developed into maturity. Choong Moo (30 movements) Was the name given to the great Admiral Yi Soon-Sin of the Lee Dynasty. He was reputed to have invented the first armoured battleship (Kobukson) in 1592, which is said to be the precursor of the present day submarine. The reason why this pattern ends with a left hand attack is to symbolize his regrettable death, having no chance to show his unrestrained potentiality checked by the forced reservation of his loyalty to the king.	<urn:uuid:6942b1ef-2c4a-4469-9e84-3d1f60ccb90a>	CC-MAIN-2017-47	http://www.rheemutkd.com/index_htm_files/Patterns%20(Hyung)2.pdf	2017-11-20T09:42:33Z	crawl-data/CC-MAIN-2017-47/segments/1510934805977.0/warc/CC-MAIN-20171120090419-20171120110419-00618.warc.gz	496,298,722	908	eng_Latn	eng_Latn	0.996313	eng_Latn	0.996859	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3227, 4142 ]	[ 2.015625 ]	2	2
RITUALS OF SPECIAL SERVICES Benevolent and Protective ORDER OF ELKS of the United States of America Adopted July 14, 1925 by the GRAND LODGE in session at Portland, Oregon Revised July, 1958 Revised January, 1964 Revised July, 1982 Revised July, 1992 Revised March, 1996 Revised June, 1999 Revised July, 2004 Revised August, 2005 RITUAL for Flag Day ANNUAL SERVICES, JUNE 14 th Commemorating the Birth of the American Flag SUGGESTED PROGRAM 1. Singing: "Star-Spangled Banner" ......................... By the entire Assembly 2. Introductory Exercises ......................................... Exalted Ruler and Officers 3. Prayer .................................................................. Chaplain 4. Music: "Columbia, the Gem of the Ocean" 5. History of the Flag 6. Singing: "God Bless America" ............................ By the entire Assembly 7. Response 8. Pledge of Allegiance ............................................ By the entire Assembly 9. Patriotic Address ................................................. By Member of the Order or by an invited guest (optional) 10. Conclusion ........................................................ Exalted Ruler (The service shall be a public ceremony and may be held in the Lodge Room or a public hall, or in the open air. Sufficient seating space should be reserved to accommodate Members, and the reserved section should be appropriately decorated. Other suitable decorations are optional. A large American Flag shall be placed to the right of the Exalted Ruler's station or podium. To begin the service, all Officers shall assume their seats, wearing their jewels of office. If desired, a street parade, with music and banners, may be arranged to precede the ceremonies. Members present should be provided with small American Flags to be worn on the left lapel. The program herein outlined may be changed to suit local conditions as to music, speakers, etc., but the use of the "History of the Flag" and the "Response" is mandatory.) EXALTED RULER: Please stand and unite in singing the "Star-Spangled Banner." (Assembly sings.) EXALTED RULER: Please be seated. EXALTED RULER: Members and Guests, the purpose of this service is to honor our country's Flag, to celebrate the anniversary of its birth, and to recall the achievements attained beneath its folds. It is quite appropriate that such a service should be held by the Order of Elks, an organization that is distinctively American, intensely patriotic and without counterpart. EXALTED RULER: Esteemed Leading Knight, what are the fraternal aims of the Benevolent and Protective Order of Elks? ESTEEMED LEADING KNIGHT: To inculcate the principles of Charity, Justice, Brotherly Love and Fidelity; to promote the welfare and happiness of mankind; to uphold our country and its laws; and to quicken the spirit of American patriotism. EXALTED RULER: Esteemed Leading Knight, what is the significance of the American Flag? ESTEEMED LEADING KNIGHT: It is emblematic of the crowning virtue, Charity. EXALTED RULER: Flag? Esteemed Loyal Knight, what is the significance of the American ESTEEMED LOYAL KNIGHT: It is emblematic of Justice for all. EXALTED RULER: Esteemed Lecturing Knight, what is the significance of the American Flag? ESTEEMED LECTURING KNIGHT: It is the symbol of Brotherly Love. EXALTED RULER: Lodge Esquire, what is the significance of the Flag from the station of the Exalted Ruler? ESQUIRE: It is the symbol of Fidelity. EXALTED RULER: Charity, Justice, Brotherly Love and Fidelity are the cardinal principles of our Order and they are exemplified in all of our services. By them we teach love of country and of our countrymen and loyalty to our American way of life. To be an Elk is to be an American citizen who lives for their country and is ready to die for it. EXALTED RULER: Please stand. EXALTED RULER: The Chaplain will lead us in prayer. CHAPLAIN: (From his/her station without advancing to the Altar.) Almighty God, in this hour of patriotic observance of the birthday of the American Flag, we ask You to bless our Flag, and the people of these United States. For all that our Flag represents, both at home and abroad, we thank Thee, and that through all our history as a nation, it has been an ensign of freedom, liberty and opportunity. And through the years to come may this Flag wave as the banner of liberty, freedom and enlightenment. May this service bring to each of us a sense of loyalty to our country and enable us to be better patriots, truer citizens, and more loyal Americans, to Thy glory and to the honor of this great nation. Amen. EXALTED RULER: Please be seated. (Music: "Columbia, The Gem Of The Ocean.") EXALTED RULER: That we may better understand the meaning of our Flag, I call upon Brother/Sister (Name) for the history of the Flag. THE FLAG: ITS HISTORY Heraldry is as old as the human race. The carrying of banners has been a custom among all peoples in all ages. These banners usually contain some concept of the life or government of those who fashion them. The evolution of the American Flag marks the progression of the government of the American people. From the founding of Jamestown in Virginia, in 1607, until 1775, the Flag of England was the Flag of the Peoples of America. In 1775, the Pine Tree Flag was adopted for all colonial vessels, and this was the banner carried by the Continental forces in the Battle of Bunker Hill. (Music: "Yankee Doodle.") ``` (Enter Pine Tree Flag.) ``` The Southern colonies from 1776 to 1777 used the Snake Flag. (Music: "Chester, L.M.") (Enter Snake Flag.) In the latter part of 1775 the Continental Congress appointed a committee to consider the question of a single Flag for the thirteen colonies. That committee recommended a design of thirteen alternate stripes of red and white, with an azure field in the upper corner bearing the red cross of St. George and the white cross of St. Andrew. John Paul Jones, the senior lieutenant of the flagship "Alfred," hoisted this Flag to the masthead on December 3, 1775, and one month later it was raised over the headquarters of General Washington at Cambridge, Massachusetts, "In compliment," as he wrote, "to the United Colonies." (Music: "A Successful Campaign.") (Enter above-described Flag.) This Flag, called "The Continental Colors" and "The Grand Union," was never carried in the field by the Continental land forces, but it was used by the Navy as its exclusive ensign, and was the first American Flag to receive a salute of honor, a salute of eleven guns from the Fort of Orange in the Dutch West Indies. In response to a general demand for a banner more representative of our country, the Congress on June 14, 1777, provided: — "That the Flag of the United States be thirteen stripes of alternating red and white; and that the union be thirteen stars, white on a blue field, representing a new constellation." (Music: "Hail Columbia, Happy Land.") (Enter above-described Flag.) It is generally believed that in May or June of 1776, a committee consisting of George Washington, Robert Morris and George Ross commissioned Betsy Ross, a Philadelphia Quakeress, to make a Flag from a rough design they left with her. It is said that she suggested that the stars should have five points, rather than six. This starry banner was first flown at Fort Stanwix, called Fort Schuyler at that time, near the city of Rome, New York, on August 3, 1777, and was under fire three days later at the battle of Oriskany, August 6, 1777, during a British and Indian attack. The first official salute to the Stars and Stripes was given on February 14, 1778, by France, on the French coast, when the "Ranger," under command of John Paul Jones, was saluted by the French fleet. This Flag, then carried by the "Ranger," was made by the young women of Portsmouth, New Hampshire, from stripes of their best colored-silk dresses and the white wedding gown of a recent bride. It is said that this same "Ranger's" Flag was flown by Jones' ship, the "Bon Homme Richard" in its thrilling fight by moonlight, upon the high seas, with the British frigate "Serapis." When the "Serapis" struck her colors, the immortal fame of John Paul Jones was insured as the intrepid defender of the youthful republic. The original thirteen Stars and Stripes represented the original thirteen colonies. In 1795 two additional Stars and Stripes were added to represent admission to the Union of Vermont and Kentucky. Under this banner of fifteen Stars and Stripes was fought the War of 1812. It was the sight of it flying over Fort McHenry, on September 14, 1814, that inspired Francis Scott Key to write what was to become our national anthem, "The StarSpangled Banner." Miss Margaret Young, who cut the stars for that particular banner, was the mother of Henry Sanderson, the Grand Exalted Ruler of the Order of Elks in 1884. (Music: "The Star-Spangled Banner.") (Enter above-described Flag.) The Congress on April 14, 1818, adopted a resolution that on and after July 4, 1818, the number of stripes should be thirteen and that the blue field should carry one star for each of the twenty states in the union and that a new star should be added for each state thereafter admitted. (Music: "America.") (Enter above-described Flag.) Since 1818, there has been no change in the Flag design except that twenty-eight new stars were added before July 4, 1912, and this Flag of forty-eight stars flew over this nation for forty-seven years until just before the Vietnam War. (Music.) (Enter 48-star Flag.) On July 4, 1959, a star was added for Alaska, our first non-connected state and a year later, Hawaii, our island state added a fiftieth star. Our present Flag — fifty stars and thirteen stripes. It is accompanied by the POW-MIA Flag to recognize the plight and demise of a special group of our Armed Services, those who were prisoners of war or still remain missing in action. (Music.) (Enter 50-star Flag.) (Introduce color guards.) EXALTED RULER: Please stand and salute our Flag. EXALTED RULER: (Produces the Flag, holding it in his/her hands. The Organist plays softly "The Star-Spangled Banner.") As this emblem is first in our hearts as loyal Americans, so is it close to our Altar as loyal Elks. The gentle breezes with lingering caress kiss the folds of no Flag which can compare with it in beauty. There is no such red in budding rose, in falling leaf or sparkling wine; no such white in April blossom, in crescent moon or mountain snow; no such blue in woman's eye, in ocean's depth or heaven's dome; and no such pageantry of clustering stars and streaming light in all the spectrum of the sea and sky. EXALTED RULER: Please be seated. EXALTED RULER: Our Flag is at once a history, a declaration and a prophecy. It represents the American nation as it was at its birth; it speaks for what it is today; and it holds the opportunity for the future to add other stars to the glorious constellation. The Benevolent and Protective Order of Elks is the first and only fraternal body to require formal observance of "Flag Day." In July of 1908, the Grand Lodge of this Order, at Dallas, Texas, then assembled, provided for the annual nationwide observance of "Flag Day" on the 14th of June in each year, by making it mandatory upon each Subordinate Lodge of the Order. This unique distinction as the strongest promoter of "Flag Day" is most becoming to the Order of Elks. This Order is distinctively American. Only American citizens are eligible to join it and it has no foreign affiliations. It has linked its destiny with the destiny of our country and made this Flag its symbol of self-dedication to God, to country, and to fellow men. EXALTED RULER: Please stand and join in singing "God Bless America." (Assembly sings.) EXALTED RULER: Please be seated. RESPONSE (Suitable introduction. This is mandatory. To be delivered by a Brother/Sister designated by the Exalted Ruler.) The Stars and Stripes, Flag of the United States of America! The world-wide hope of all who, under God, would be free to live and do His will. Upon its folds is written the story of America — the epic of the mightiest and noblest in all history. In the days when peoples of the old world groveled in abject homage to the heresy of "the divine right of Kings," a new constellation appeared in the western skies, the Stars and Stripes, symbolizing the divine right of all to life, liberty, happiness and peace under endowment by their Creator. To what man or woman is given words adequate to tell the story of the building of this nation? That immortal story is written in blood and sweat, in heroic deeds and unremitting toil, in clearing the primeval forests and in planting of vast prairies where once the coyote and buffalo roamed. Onward swept the nation, spanning wide rivers, leaping vast mountain ranges, leaving in its path villages and farms, factories and cities, till at last this giant nation stood astride the continent, from the Atlantic to the Pacific. This is the heritage of the people of the United States. It has been repurchased by each succeeding generation and must be rewon again, again and again until the end of time, lest it too shall pass like the ancient Empires of Greece and Rome. "The price of liberty is eternal vigilance." What was won at Lexington and Concord and Bunker Hill had to be repurchased at Ticonderoga and Yorktown. What John Paul Jones achieved upon the high seas in the War of Independence had to be repurchased by Commodore Perry on Lake Erie in the War of 1812. The prestige of Admiral Dewey's victory at Manila Bay in 1898 was rewon by the naval battles in the seas about the far-distant islands of the Pacific, after the sneak attacks upon Pearl Harbor and Manila in 1941 had summoned our country to assume its role in World War II. What our troops achieved under the Stars and Stripes at Chateau-Thierry and Flanders in World War I, their sons were required to repurchase in World War II in the bloody trek across northern Africa, on the beachheads of Europe and in the Battle of the Bulge. The Flag our American men raised at Iwo Jima was the same Flag later raised in the defense of Inchon, Pusan and Pork Chop Hill in far-off Korea. Then another generation under the same Flag bled to stem the threat of communism in far-off Vietnam. Our young people were again called to carry our Flag in the defense of a free world in the actions in Grenada and Panama. Willingly, our brave men and women carried our Flag and the honor of the American people into battle in Operation Desert Storm. And who among us will ever forget the sight of firefighters raising our Flag over the ruins of the World Trade Center, the military personnel draping our Flag on the side of the Pentagon, or the citizens of Somerset County, Pennsylvania, placing our Flag near the site where brave Americans died fighting the hijackers of Flight No. 93? No other symbol could have offered such comfort, as we still, today, endure the horrors of that day. Today, American Armed Forces carry our Flag in the villages of Iraq, the mountains of Afghanistan and the jungles of the Philippines and wherever terrorism may reside. Their struggle against the sponsors of terrorism is the hardest battle yet, and this threat to our Nation, and to our way of life, is certainly as great a challenge as our Flag has ever seen. The resurgence of patriotism since September 11, 2001, has rekindled respect for our Flag. Today, we see the Star Spangled Banner wherever we turn, on homes, businesses, automobiles and billboards. Such displays stimulate our love for our Nation and for what it stands; they remind us of the sacrifices being made by the men and women of our Armed Forces around the world; and, they are a tribute to the heroes of the Police and Fire Departments the Nation over. The greatest significance of this Flag, however, lies in the influence it has in the hearts and minds of millions of people. It has waved over the unparalleled progress of a nation in developing democratic institutions, scientific and technological knowledge, education and culture. It has served as a beacon for millions of poor and oppressed refugees abroad and stands as a promise that the under-privileged will not be forgotten. What is the meaning of the Flag of the United States? There can never be a definitive answer to that question. There are people in this world who see it as a symbol of imperialism; others see it as a destiny of the people. But reference to these and similar views of the Flag was resolved by Woodrow Wilson when he said: "This Flag, which we honor and under which we serve, is the emblem of our unity, our power, our thought and shape of this nation. It has no other character than that which we give it from generation to generation. The choices are ours." Only love, true love of our fellow man, can create peace. The emblem and token of that love is the Stars and Stripes, the symbol of the American way of life. "Our Fathers' God, to Thee, Author of liberty, To Thee we sing. Long may our land be bright With freedom's holy light. Protect us by Thy might, Great God, our King." EXALTED RULER: Lodge Esquire, how shall we further honor our Flag? ESQUIRE: The Flag is formally honored by the Pledge of Allegiance. This Pledge was written in 1892 by Francis Bellamy and published in "The Youth's Companion" as part of a patriotic campaign of that magazine. The Pledge did not become part of the Flag Code until 1942, and in 1954, the phrase "Under God" was added. EXALTED RULER: Let us all stand and pledge ourselves never to forget the principles represented by this Flag. "I pledge allegiance to the Flag of the United States of America and to the Republic for which it stands; one Nation under God, indivisible, with Liberty and Justice for all." EXALTED RULER: Please be seated. (Suitable introduction.) ORATION (Oration optional.) EXALTED RULER: In conclusion of this observance of Flag Day, let us rededicate ourselves to the Flag of the United States of America and may the principles of Charity, Justice, Brotherly Love and Fidelity ever increase in each of us. EXALTED RULER: I now declare this service closed.	<urn:uuid:4084e89e-3b4b-40a1-8765-cc0a3f16d3be>	CC-MAIN-2017-47	http://ncelks.accountsupport.com/ncelks/wp-content/uploads/2014/10/2011GL_Rituals_of_Special_Services_Flag_Day.pdf	2017-11-20T09:27:57Z	crawl-data/CC-MAIN-2017-47/segments/1510934805977.0/warc/CC-MAIN-20171120090419-20171120110419-00620.warc.gz	211,414,583	4,099	eng_Latn	eng_Latn	0.939584	eng_Latn	0.997291	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 340, 435, 2161, 4644, 6295, 8774, 10766, 13084, 15926, 17978, 18294 ]	[ 2.046875 ]	1	1
Playing with dolls: figures in a picture book The Puppetry Museum's library collection comprises about eight thousand titles. It includes books in Western and non-Western languages: children's books, comics, poetry, pop-up books, novels, performance texts, reference books, and magazines relating to puppet theatre, but also sheet music and songs. Many publications contain comical pictures of puppetry techniques and figures. A page from an old French children's book is depicted above. All these figures invite you to explore the Try it yourself? activity. A Japanese clown puts on his mask and takes it off (numbers 1 and 2). In the paper theatre - with its scenery of a castle and trees - a king, queen, and princess are moved from above by means of strings or rods. A Jumping Jack puppet is depicted on the right of the opera theatre, while a wooden lay figure can be seen on the left. The character with a frilly white collar, sticking out his tongue (numbers 3 and 4), is Pierrot. An open book, with its spine turned up, serves as a puppet theatre for skirmishing rag dolls (number 5). The heads of these hand puppets are a fabric knot, in which the performer puts his index finger. Tip: cut out the cheerful picture and glue it on a strong piece of cardboard. Now you have a postcard that you can send away. Would you like to discover more about folk and mainstream puppet theatre? Make an international journey through the wondrous world of puppet theatre on our Dutch-language website www.poppenspelmuseum.nl/onderwijs. On our four-language website www.poppenspelmuseum.nl and our bilingual websites www.geheugenvannederland.nl/poppenspel2 and www.poppenspelmuseumbibliotheek.nl you will find information about the museum, exhibitions, library and collection. The Dutch-language poppentheater-abc (ABC of Puppetry) gives explanations for a wide range of puppetry and theatre techniques, figures and characters. Illustration from: 'Jeux et Jouets du Jeune Âge' (Paris, 1884). Text and project concept: Otto van der Mieden © (2010). Have fun. Applause! Doepak presents some unusual theatre forms, far beyond the confines of our own fantasy! Doepak is a cheerful, educational and colourful Dutch-language newsletter packed with background information about folk and mainstream puppet theatre. In this newsletter and scribblings you can also read about all kinds of activities in the Puppetry Museum such as which exhibitions are on show, whether new books were issued, and how the website is developing. The Dutch verbs of 'doen' (do) and 'pakken' (take) are hidden in the name of the Doepak newsletter. This name was composed for good reason, because you are supposed to 'do' and 'take' things yourself. The name 'Doepak' is also the phonetic transcription in Dutch of the Czech word dupák. A dupák is a rod marionette and trick puppet. Where the dupák swings his arms wide as he twirls around, Doepak embraces the international world of puppetry and related arts with its hints and tips, questions and answers, illustrations and DIY activities. In Slovakian and Hungarian puppet theatre the dupák is called Paprika Jancsi. Poppenspe(e)lmuseum © Kerkweg 38 8193 KL Vorchten NL Tel.: +31(0)578 - 63 13 29 Fax: +31(0)578 - 56 06 21 www.poppenspelmuseum.nl email@example.com	<urn:uuid:12f8ddb5-881f-4c38-85a1-a6d85239d866>	CC-MAIN-2017-47	http://poppenspelmuseumbibliotheek.nl/pdf/Doepak155d.pdf	2017-11-20T09:31:19Z	crawl-data/CC-MAIN-2017-47/segments/1510934805977.0/warc/CC-MAIN-20171120090419-20171120110419-00616.warc.gz	244,441,958	776	eng_Latn	eng_Latn	0.997407	eng_Latn	0.997407	[ "eng_Latn" ]	false	docling	[ 3364 ]	[ 2.15625 ]	1	0
Shoalhaven Water – Guide to Rainwater Tanks Programs to help pay Water Accounts The provision of water is an essential service which can only be provided if our customers pay for that Guide to Rainwater Tanks service. Shoalhaven Water understands that customer's may at times experience difficulties in paying their Water Accounts. City Administrative Centre Bridge Road Nowra NSW Australia 2541 Shoalhaven Water offer a range of programs which may be a short or longer term benefit in managing your Phone: 02 4429 3214 Fax: 02 4429 3170 email@example.com Shoalhaven Water Guide to Rainwater Tanks This kit aims to assist you to maximise the benefits from the use of rainwater tanks. Water use depends on its availability and its quality, both of which relate to costs. Consideration of your water requirements is essential to determine the right option for your situation. The following information details the factors you should take into account to ensure the appropriate choice to meet your needs. Contents What you need to know about rainwater tanks Rain falls from the sky, so if you catch and store enough of it you would not only have a supply of cheap water but you would also have a supply of fairly pure water as well. This seems a simple conclusion; however, there are many factors to consider prior to making a decision to install a rainwater tank. The cost of water from tanks can be more than town water and the quality can vary considerably. Thus, those contemplating installing rainwater tanks need to understand not just why they are doing it by also the actual outcomes they might receive. Rainwater tanks have been seen as desirable as they contribute to our overall water resource usage and conserve water for the environment. For use on the garden or other non-drinking uses such as washing and toilet flushing. This generally requires a much larger tank (4,500 litres and above) as the primary purpose would be to reduce town water usage and save water for the environment. Before you buy a rainwater tank, it's important to make a plan first so that you end up with a tank that best suits your needs and situation. If you intend to use rainwater in your home and garden, you need to install a tank with at least a 5,000 litre capacity. However, your tank size will also depend on your site's constraints. Use the checklist below to guide you when you talk to your tank supplier or plumber. Things to consider: - Size and type of tank to suit your needs - Available area to locate a tank - Area of roof draining to the rainwater tank - What's involved in installation? - What kind of maintenance is necessary? - Extras like a pressure pump, ability to top up with drinking water, a backflow prevention device and a first flush device - The suitability of your roofing materials - Your budget - Council requirements - Our regulations Apart from purchasing a tank, there are a number of other possible expenses you need to be aware of including: - delivery & installation - gutter, roof and downpipe alterations - a foundation or tank stand for above ground tanks - excavation work for below ground tanks - backflow prevention devices or a flow regulator - first flush device, screens and gutter guards - extra plumbing, maintenance, pumps, downpipes After weighing up the cost of a rainwater tank and its associated expenses, you should also consider the long term benefits of purchasing a rainwater tank. This includes the savings in your water consumption costs. How rainwater tanks work Rainwater tanks store rainwater run-off from catchment areas like your roof. In most cases, the water from your roof is funnelled along your gutters and into downpipes connected to your tank. If you are going to install a rainwater tank, alterations to your guttering may be required. To get the best out of your rainwater tank, it's important to install appropriate screens to stop debris and insects entering the tank. The volume of water collected depends on the roof area available as catchment, the size of the tank and the rate of water usage. The following table gives an indication of the dimensions of various tanks: The table below gives an indication of the amount of water you could collect for use. Rainwater Tank Yield (litres per day) - indicative only Water pressure issues and top-up system connection If you are connecting your tank to the toilet or washing machine you will need to maintain a minimum level of water in your tank and will therefore need a top-up system. This will require you to engage a licensed plumber. A top-up system will deliver water to your tank through a pipe from the Shoalhaven Water supply. An airgap is required between this pipe and the rainwater tank. This is to ensure no backflow can go into the drinking water supply from your tank. Shoalhaven Water requires that the flow from your top-up system be limited. If the flow rate is too high, it can affect the water pressure supplied to you and your neighbours. When you are topping up your tank, you will need a flow restrictor installed on the piping. This will ensure the water pressure supplied to your neighbours is not affected when you are filling your tank. Your plumber can advise of the requirements of the top-up system for your property, including determining the air-gap required and flow rate restriction required. Council requirements Rainwater tanks with a capacity of 10,000 litres or less don't need council development approval, but will still be subject to certain council requirements. For example Council have location and plumbing requirements for tanks. Please consult the council before installing a rainwater tank by filling in your "Rainwater Tank Compliance Checklist". Sizes and types It's important to make sure you get the right size rainwater tank to suit your needs. Generally, the larger the tank, the more reliable and effective it is in conserving water or managing stormwater. As a guide we recommend: - A minimum size of 5,000 litres for non-potable (non-drinking) domestic water uses (eg flushing the toilet, in washing machines, watering the garden) and holding stormwater - A minimum size of 2,000 litres when you have a small garden area to water These size tanks would generally be sited on the ground and would require: - A reasonable area within the lot - May require modifications to guttering to direct water to the tank - May need a pump to distribute water If a property is connected to town water and also has a rainwater tank system, the following conditions will apply: - Tanks may be "topped up" from the town water only through an air gap, external to the tank meeting the requirements of AS3500. - Rainwater tank systems may be interconnected with the town water supply system, but require an appropriate backflow prevention device. A licensed plumber is required to carry out all work relating to the installation of rainwater tank systems. Things to consider - The number of people living in your home (if you want to use rainwater for toilet flushing) - The amount of water you currently use - The size of your garden - Intended use of rainwater (eg garden, toilet flushing) - Available fittings and components to suit your needs - The size of the roof catchment area - The location of the property (coastal areas are generally wetter than inland areas so a larger tank is required inland to be as effective as a tank on the coast) - Local Council requirements Types of rainwater tanks available In general the householder has available choice of rainwater tanks manufactured in galvanised iron, concrete polyethylene or fibreglass. For most house applications the tanks are manufactured under factory conditions and transported as a complete unit. Tank sizes are generally standardised and vary little from manufacturer to manufacturer. Polyethylene tanks Commonly known as 'poly' tanks, these tanks come in many sizes and colours and are suitable for both above and below ground use. They last a long time, are UV-resistant, often cost less and because of their lightweight and construction, are easy to transport. Metal tanks Metal tanks are light and easy to transport, are suitable for above and below ground use, can be custom made and are usually corrugated or straight rolled. They can be made from a variety of metals including: - Galvanised steel – zinc-coated Z600 steel (prone to rusting) - Aquaplate or Colourbond – coloured polymer-coated steel (lasts longest) - Zincalume – silver-coloured zinc/aluminium-coated steel (prone to rusting) - Copper and stainless steel – used for specialised applications. Concrete Concrete tanks can be built above or below ground. They're usually made on site and are durable and long lasting. Sizes up to 10 000 litres may be transported to site. They're good for preventing algal growth (light can't penetrate) and they keep water cool. Fibreglass tanks Fibreglass rainwater tanks are resistant to rust and chemical corrosion and are suitable for both ground and stand installations. They are tolerant of extreme temperatures, come in a large range of colours and sizes and, because of their lightweight construction, are easy to transport. Fibreglass tanks can be more expensive than other varieties. Above or below ground tanks Above ground tanks Advantages: - easy to detect cracks and leaks - can be raised off ground to increase water pressure - can extract water via gravity and/or pumps - usually cost less than below ground tanks Below ground tanks Advantages: - save space and are unobtrusive Disadvantages: - hard to detect leaks or problems - more difficult to extract water from – usually need a pump - hard to empty when top is left on – difficult to drain for cleaning - risk of contamination form groundwater or floodwaters - can be damaged by heavy vehicles driving over them - if access point is left uncovered, there's a risk to public - excavation costs Disadvantages: - take up space - require anchoring (to the ground) for when the tank has less water - susceptible to weather Underground tanks require additional protection against entry of surface run-off or groundwater, animal or human faecal material and soils containing pesticides and fertilisers. These tanks need to be properly sealed and access points need to be protected against ingress of surface run-off. Maintenance and cleaning of underground tanks may be more difficult. Planning and building requirements Once you have decided on the size and type of tank, you will need to find out about planning and building requirements in your area. You should consult council before installing a rainwater tank by forwarding the "Rainwater tank compliance checklist". Tanks with a capacity of 10,000 litres or less generally do not require council approval; however, tanks are subject to certain government requirements such as location, height, labelling of tank outlets and associated pipe work. Do not install your tank in a Shoalhaven Water easement or over a sewer maintenance structure. If the tank has a capacity of 10,000 litres or more, check with Shoalhaven Water to ensure it is not located near a sewer main. Any overflow from the tank must run to the stormwater system, not the sewerage system. Installation requirements The following requirements and recommendations will ensure your tank operates efficiently and our water systems and the environment are protected. If you are using the tank water indoors (eg. washing machine or toilet) you will need to maintain the minimum water levels in your tank. A licensed plumber will need to connect a 'top-up' system from Shoalhaven Water's mains supply, and your plumber can also assist with the following to meet Shoalhaven Water guidelines: - Install a flow restrictor to ensure the flow rate of water used to top-up the tank does not affect you or your neighbours' water pressure. - Leave a visible 'air-gap' between the pipe from the mains supply and the tank to ensure rainwater does not flow back and mix with you drinking water. - If required fit a proper backflow prevention device to your meter. - Label tank outlets and pipes as 'rainwater' . - Make sure there is no connection between the pipes carrying the rainwater and the pipes carrying the mains water unless appropriate backflow prevention devices are installed. - The tank must be fitted with a first-flush device, being a device that causes the initial run-off of any rain to bypass the tank to reduce pollutants entering the tank. In all cases, stormwater overflow from rainwater tanks must be directed to the stormwater drainage system and not the sewerage system If you are installing a rainwater tank and have a standard sized (20-25mm) water meter, Shoalhaven Water will fit a new meter with a dual check backflow prevention device free of charge. In this case, if you have forwarded your "Rainwater Tank Compliance checklist", your meter will be identified under this process. Residential customers or property owners with large water meters (32mm+) and all commercial and industrial customers will need to install a backflow prevention device at their own cost. Pumps Elevated water tanks may provide sufficient water pressure, however, pumps may be necessary to effectively operate irrigation spray systems, solenoid valves in dishwashers and washing machines and cistern floats. If your tank is not sufficiently elevated to allow gravity to provide the required water pressure, you will need to install a pump. Your installer can advise you about the range of pumps on the market. Two or more tanks can be linked using a pump and there are many types and sizes of pumps available from both tank manufacturers and irrigation suppliers. Low pressure cistern floats are also available. All pumps require basic regular maintenance and need to be secured firmly on a concrete plinth and kept under cover. Pumps have the potential to cause a noise nuisance to your neighbours if installed inappropriately. For example, a pump installed next to a side boundary fence near your neighbour's bedroom window is likely to cause a noise nuisance to your neighbour. Consider the placement of your pump and sound proofing that may be required to reduce a potential noise nuisance. Maintenance requirements It is important to maintain your rainwater tank and components to ensure they work effectively and supply high quality rainwater. Regularly clean your roof, gutters, first flush devices and insect screens of leaves, debris and overhanging tree branches. If mosquitoes are present, find out how they entered the tank and block their access. Check the bottom and sides of your tank for sludge every two years. If sludge is present, you will need to either siphon the sludge out or empty the tank. Sediment in the tank may block your irrigation system or discolour your toilet cisterns and washing machine. Check in the Yellow Pages for professional tank cleaners, if required. Leaf traps will reduce contamination and sealing the tank from light will discourage the growth of algae and bacteria. Health As rainwater falls from the sky, it's mostly free of micro-organisms and other pollutants. However, during collection and storage, its possible rainwater can become contaminated. Find out more about rainwater tank health guidelines from NSW Health www.health.nsw.gov.au and the NSW Health Rainwater Tanks Brochure. For this reason, NSW Health doesn't advise using rainwater for drinking when there's an alternative mains water supply available. Find out more about rainwater tank health guidelines from NSW Health. It's important to find out if your roofing materials or the paint used in your catchment areas could contaminate your water tank. Speak to your rainwater tank supplier about testing roofing materials. Good maintenance is the key to good water quality. Installing screens helps to keep physical contaminants out of your tank, as do first flush devices. Remember to regularly clean first flush devices, gutters and guards. The installation and maintenance of rainwater tanks shall comply with the Guidance on Use of Rainwater Tanks, Health Council 2004. Backflow prevention The Authority reserves the right to require greater backflow prevention or to disallow cross-connection if rainwater tanks are not installed or operated in strict compliance with the Authority's Plumbing Guidelines for Rainwater Tanks. Where any sides of the rainwater tank are buried, the tank shall be treated as a fully buried tank for backflow requirements. Backflow Prevention Requirements (Containment) Backflow Prevention Requirements (Zone) Note: Where a Vented Dual Check Valve (VDCV) is not available in the required size a testable backflow prevention device shall be installed.	<urn:uuid:fd138cf3-6e43-49c8-b848-48f6a916d318>	CC-MAIN-2017-47	http://doc.shoalhaven.nsw.gov.au/displaydoc.aspx?record=D15/202144	2017-11-20T09:39:07Z	crawl-data/CC-MAIN-2017-47/segments/1510934805977.0/warc/CC-MAIN-20171120090419-20171120110419-00618.warc.gz	92,292,402	3,405	eng_Latn	eng_Latn	0.995619	eng_Latn	0.998147	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1033, 3519, 5635, 7866, 10095, 13187, 15853, 16821 ]	[ 2.03125 ]	2	2
____________________________________________________________________________________ TEKS Curriculum Framework for STAAR Alternate 2 Biology STAAR Alternate 2 Science Instructional Terms The curriculum that will be assessed each year for STAAR Alternate 2 is determined by the essence statements that are selected for each administration. Teachers should refer to the Curriculum Framework documents for each selected essence statement to locate the prerequisite skills that are linked to that essence statement. Instruction should focus on the listed prerequisite skills. The teacher should determine what skills have been mastered and which need to be taught according to the developmental level of the student. The goal should be to assist the student in attaining the highest academic level the student is capable of within a given year. In addition to the prerequisite skills, there are instructional terms that students will need exposure to during instruction. The following list includes the terms for all the essence statements and not just the ones selected for a given administration. Students need to become familiar with these terms as the student is developmentally able to comprehend the content. Students in higher grades need to also know the terms presented in earlier grades. STAAR Reporting Category 1 – Cell Structure and Function: The student will demonstrate an building blocks of cells, and that cells are the basic unit of structure and function of living things. understanding of biomolecules as Bio 4 Prerequisite Skills/Links to TEKS Vertical Alignment Organisms: Structure and Function of Living Systems - recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extr acting energy from food to sustain life - compare the functions of a cell to the functions of organisms such as waste removal - differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus , cytoplasm, mitochondrion, chloroplast, and vacuole - recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms - identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems - recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic - understand that all organisms are composed of one or more cells Environment: Organisms' Response to Their Environment - describe and relate responses in organisms that may result from internal stimuli such as wilting in plants and fever or vomit ing in animals that allow them to maintain balance - investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or flight Continued September 2014 5 Prerequisite Skills/Links to TEKS Vertical Alignment Environment: Identify How Organisms Meet Their Basic Needs - observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant - observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs such as fins help fish move and balance in the water - identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things - identify the basic needs of plants and animals - identify and compare the parts of plants - sort and classify living and nonliving things based upon whether or not they have basic needs and produce offspring - identify parts of plants such as roots, stem and leaves and parts of animals such as head, eyes, and limbs - sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape - examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrient s, sunlight, and space for plants - differentiate between living and nonliving things based upon whether they have basic needs and produce offspring Personal safety and health skills - identify good habits of nutrition and exercise - practice good habits of personal health and hygiene Life sciences skills - identify and describe the characteristics of organisms Environment: Adaptations and Biological Evolution - explore how short- and long-term environmental changes affect organisms and traits in subsequent populations - investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish , hollow bones in birds, or xylem in plants - identify some changes in genetic traits that have occurred over several generations th rough natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals - explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb - compare the structures and functions of different species that help them live and survive such as hooves on prairie animals o r webbed feet in aquatic animals - explore how adaptations enable organisms to survive in their environment such as comparing birds' beaks and leaves on plants - explore how structures and functions of plants and animals allow them to survive in a particular en vironment - investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats NOTE: Under each heading the prerequisite skills are arranged from the highest grade level to the lowest grade level. September 2014 6 STAAR Reporting Category 1 – Cell Structure and Function: The student will demonstrate an building blocks of cells, and that cells are the basic unit of structure and function of living things. understanding of biomolecules as Bio 5 Prerequisite Skills/Links to TEKS Vertical Alignment Organisms: Structure and Function of Living Systems - recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extracting energy from food to sustain life - compare the functions of a cell to the functions of organisms such as waste removal - differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole - recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms - identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems - recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic - understand that all organisms are composed of one or more cells Organisms: Inherited Traits and Learned Behaviors - differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle Continued September 2014 7 Prerequisite Skills/Links to TEKS Vertical Alignment - demonstrate that some likenesses between parents and offspring are inherited, passed from generation to generation such as eye color in humans or shapes of leaves in plants. Other likenesses are learned such as table manners or reading a book and seals balancing balls on their noses - explore that some characteristics of organisms are inherited such as the number of limbs on an animal or flower color and recognize that some behaviors are learned in response to living in a certain environment such as animals using tools to get food - compare ways that young animals resemble their parents - identify ways that young plants resemble the parent plant Organisms: Genetic Material and Its Role in Inheritance - recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus - compare the results of uniform or diverse offspring from sexual reproduction or asexual reproduction - define heredity as the passage of genetic instructions from one generation to the n ext generation Environment: Identify How Organisms Meet Their Basic Needs - observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant - observe, record, and compare how the physical characteristics and behaviors of anim als help them meet their basic needs such as fins help fish move and balance in the water - identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things - identify the basic needs of plants and animals - identify and compare the parts of plants - sort and classify living and nonliving things based upon whether or not they have basic needs and produce offspring - identify parts of plants such as roots, stem and leaves and parts of animals such as head, eyes, and limbs - sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape - examine evidence that living organisms have basic needs such as food , water, and shelter for animals and air, water, nutrients, sunlight, and space for plants - differentiate between living and nonliving things based upon whether they have basic needs and produce offspring Personal safety and health skills - identify good habits of nutrition and exercise - practice good habits of personal health and hygiene Life sciences skills - identify and describe the characteristics of organisms NOTE: Under each heading the prerequisite skills are arranged from the highest grade level to the lowest grade level. September 2014 8 Prerequisite Skills/Links to TEKS Vertical Alignment Environment: How Organisms Depend on Each Other and Their Environment - recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of resources have modified these systems - investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition - describe producer/ consumer, predator/ prey, and parasite/ host relationships as they occur in food webs within marine, freshwat er, and terrestrial ecosystems - observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds - describe how biodiversity contributes to the sustainability of an ecosystem - observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms - diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem - describe biotic and abiotic parts of an ecosystem in which organisms interact - identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals - predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of graz ers or the building of highways Continued September 2014 9 Prerequisite Skills/Links to TEKS Vertical Alignment - describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a foo d chain and food web to consumers and decomposers - observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements - describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the fo od web such as a fire in a forest - investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food - describe environmental changes such as floods and droughts where some organisms thrive and others perish or move to new locations - identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field - observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem - compare and give examples of the ways living organisms depend on each other and on their environments such as food chains within a garden, park, beach, lake, and wooded area - gather evidence of interdependence among living organisms such as energy transfer through food chains and anim als using plants for shelter - analyze and record examples of interdependence found in various situations such as terrariums and aq uariums or pet and caregiver Organisms: Structure and Function of Living Systems - recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extr acting energy from food to sustain life - compare the functions of a cell to the functions of organisms such as waste removal - differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus , cytoplasm, mitochondrion, chloroplast, and vacuole - recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms - identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems - recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic - understand that all organisms are composed of one or more cells Environment: Identify How Organisms Meet Their Basic Needs - observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant - observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs such as fins help fish move and balance in the water Continued September 2014 NOTE: Under each heading the prerequisite skills are arranged from the highest grade level to the lowest grade level. September 2014 STAAR Reporting Category genetics. 2 – Mechanisms of Genetics: The student will demonstrate an understanding of the mechanisms of Bio 6 Prerequisite Skills/Links to TEKS Vertical Alignment Organisms: Genetic Material and Its Role in Inheritance - recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus - compare the results of uniform or diverse offspring from sexual reproduction or asexual reproduction - define heredity as the passage of genetic instructions from one generation to the next generation Organisms: Life Cycles - describe the differences between complete and incomplete metamorphosis of insects September 2014 12 Continued Prerequisite Skills/Links to TEKS Vertical Alignment - explore, illustrate, and compare life cycles in living organisms such as butterflies, beetles, radishes, or lima beans - investigate and compare how animals and plants undergo a series of orderly changes in their diverse life cycles such as tomat o plants, frogs, and lady bugs - investigate and record some of the unique stages that insects und ergo during their life cycle - observe and record life cycles of animals such as a chicken, frog, or fish - observe changes that are part of a simple life cycle of a plant: seed, seedling, plant, flower, and fruit - describe life cycles of organisms Environment: Adaptations and Biological Evolution - explore how short- and long-term environmental changes affect organisms and traits in subsequent populations - investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants - identify some changes in genetic traits that have occurred over several generations through natural selection an d selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals - explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb - compare the structures and functions of different species that help them live and survive such as hooves on prairie animals o r webbed feet in aquatic animals - explore how adaptations enable organisms to survive in their environment such as comparing birds' beaks and leaves on plants - explore how structures and functions of plants and animals allow them to survive in a particular environment - investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats Organisms: Inherited Traits and Learned Behaviors - differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle - demonstrate that some likenesses between parents and offspring are inherited, passed from generation to generation such as ey e color in humans or shapes of leaves in plants. Other likenesses are learned such as table manners or reading a book and seals balancing balls on their noses - explore that some characteristics of organisms are inherited such as the number of limbs on an animal or flower color and recognize that some behaviors are learned in response to living in a certain environment such as animals using tools to get food - compare ways that young animals resemble their parents - identify ways that young plants resemble the parent plant NOTE: Under each heading the prerequisite skills are arranged from the highest grade level to the lowest grade level. September 2014 STAAR Reporting Category 3 – theory of biological evolution and Biological Evolution and Classification: the hierarchical classification of organisms. The student will demonstrate an understanding of the September 2014 September 2014 Prerequisite Skills/Links to TEKS Vertical Alignment Environment: Adaptations and Biological Evolution - explore how short- and long-term environmental changes affect organisms and traits in subsequent populations - investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants - identify some changes in genetic traits that have occurred over several generations through natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals - explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb - compare the structures and functions of different species that help them live and survive such as hooves on prairie animals o r webbed feet in aquatic animals - explore how adaptations enable organisms to survive in their environment such as comparing birds' beaks and leaves on plants - explore how structures and functions of plants and animals allow them to survive in a particular environment - investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats Organisms: Life Cycles - describe the differences between complete and incomplete metamorphosis of insects - explore, illustrate, and compare life cycles in living organisms such as butterflies, beetles, radishes, or lima beans - investigate and compare how animals and plants undergo a series of orderly changes in their diverse life cycles such as tomat o plants, frogs, and lady bugs - investigate and record some of the unique stages that insects und ergo during their life cycle - observe and record life cycles of animals such as a chicken, frog, or fish - observe changes that are part of a simple life cycle of a plant: seed, seedling, plant, flower, and fruit - describe life cycles of organisms Environment: Identify How Organisms Meet Their Basic Needs - observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant - observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs such as fins help fish move and balance in the water - identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things - identify the basic needs of plants and animals - identify and compare the parts of plants - sort and classify living and nonliving things based upon whether or not they have basic needs and produce offspring - identify parts of plants such as roots, stem and leaves and parts of animals such as head, eyes, and limbs Continued Prerequisite Skills/Links to TEKS Vertical Alignment - sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape - examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrient s, sunlight, and space for plants - differentiate between living and nonliving things based upon whether they have basic needs and produce offspring Personal safety and health skills - identify good habits of nutrition and exercise - practice good habits of personal health and hygiene Environment: How Organisms Depend on Each Other and Their Environment - recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of reso urces have modified these systems - investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition - describe producer/ consumer, predator/ prey, and parasite/ host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems - observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds - describe how biodiversity contributes to the sustainability of an ecosystem - observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms - diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem - describe biotic and abiotic parts of an ecosystem in which organisms interact - identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals - predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways - describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a fo od chain and food web to consumers and decomposers - observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements - describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the fo od web such as a fire in a forest - investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependen t on other organisms for food - describe environmental changes such as floods and droughts where some organisms thrive and others perish or move to new locations - identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field Continued September 2014 Prerequisite Skills/Links to TEKS Vertical Alignment - observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem - compare and give examples of the ways living organisms depend on each other and on their environments such as food chains within a garden, park, beach, lake, and wooded area - gather evidence of interdependence among living organisms such as energy transfer through food chains and anim als using plants for shelter - analyze and record examples of interdependence found in various situations such as terrariums and aquariums or pet and caregiver Life sciences skills - recognize, observe, and discuss the relationship of organisms to their environments - identify and describe the characteristics of organisms NOTE: Under each heading the prerequisite skills are arranged from the highest grade level to the lowest grade level. September 2014 STAAR Reporting Category 3 – theory of biological evolution and Biological Evolution and Classification: the hierarchical classification of organisms. The student will demonstrate an understanding of the Bio 8 Prerequisite Skills/Links to TEKS Vertical Alignment Organisms: Classification of Organisms - examine organisms or their structures such as insects or leaves and use dichotomous keys for identification - identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, auto trophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms - recognize that the broadest taxonomic classification of living organisms is divided into currently recognized Domains Organisms: Structure and Function of Living Systems - recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extr acting energy from food to sustain life - compare the functions of a cell to the functions of organisms such as waste removal - differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus , cytoplasm, mitochondrion, chloroplast, and vacuole - recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms - identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems - recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic - understand that all organisms are composed of one or more cells September 2014 18 Continued Prerequisite Skills/Links to TEKS Vertical Alignment Environment: Identify How Organisms Meet Their Basic Needs - observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant - observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs such as fins help fish move and balance in the water - identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things - identify the basic needs of plants and animals - identify and compare the parts of plants - sort and classify living and nonliving things based upon whether or not they have basic needs and produce offspring - identify parts of plants such as roots, stem and leaves and parts of animals such as head, eyes, and limbs - sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape - examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants - differentiate between living and nonliving things based upon whether they have basic needs and produce offspring Personal safety and health skills - identify good habits of nutrition and exercise - practice good habits of personal health and hygiene Life sciences skills - identify and describe the characteristics of organisms Environment: Adaptations and Biological Evolution - explore how short- and long-term environmental changes affect organisms and traits in subsequent populations - investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants - identify some changes in genetic traits that have occurred over several generations through natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals - explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb - compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals - explore how adaptations enable organisms to survive in their environment such as comparing birds' beaks and leaves on plants - explore how structures and functions of plants and animals allow them to survive in a particular environment - investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats NOTE: Under each heading the prerequisite skills are arranged from the highest grade level to the lowest grade level. September 2014 STAAR Reporting Category 4 – Biological Processes and Systems: The processes, energy conversions, and interactions and functions of systems in student will organisms. demonstrate an understanding of metabolic Bio 9 Prerequisite Skills/Links to TEKS Vertical Alignment Environment: How Organisms Depend on Each Other and Their Environment - recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of resources have modified these systems - investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition - describe producer/ consumer, predator/ prey, and parasite/ host relationships as they occur in food webs within marine, freshwat er, and terrestrial ecosystems - observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds - describe how biodiversity contributes to the sustainability of an ecosystem - observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms - diagram the levels of organization within an ecosystem, including organism, population, comm unity, and ecosystem - describe biotic and abiotic parts of an ecosystem in which organisms interact - identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals - predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of graz ers or the building of highways - describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a fo od chain and food web to consumers and decomposers - observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements Continued September 2014 Prerequisite Skills/Links to TEKS Vertical Alignment - describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the fo od web such as a fire in a forest - investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependen t on other organisms for food - describe environmental changes such as floods and droughts where some organisms thrive and others perish or move to new locations - identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field - observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem - compare and give examples of the ways living organisms depend on each other and on their environments such as food chains within a garden, park, beach, lake, and wooded area - gather evidence of interdependence among living organisms such as energy transfer through food chains and anim als using plants for shelter - analyze and record examples of interdependence found in various situations such as terrariums and aquariums or pet and caregiver Environment: Identify How Organisms Meet Their Basic Needs - observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant - observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs such as fins help fish move and balance in the water - identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things - identify the basic needs of plants and animals - identify and compare the parts of plants - sort and classify living and nonliving things based upon whether or not they have basic needs and produce offspring - identify parts of plants such as roots, stem and leaves and parts of animals such as head, eyes, and limbs - sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf sha pe - examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrient s, sunlight, and space for plants - differentiate between living and nonliving things based upon whether they have basic needs and produce offspring Continued September 2014 Prerequisite Skills/Links to TEKS Vertical Alignment Personal safety and health skills - identify good habits of nutrition and exercise - practice good habits of personal health and hygiene Life sciences skills - recognize, observe, and discuss the relationship of organisms to their environm ents - identify and describe the characteristics of organisms NOTE: Under each heading the prerequisite skills are arranged from the highest grade level to the lowest grade level. September 2014 STAAR Reporting Category 4 – Biological Processes and Systems: The student will demonstrate an understanding of metabolic processes, energy conversions, and interactions and functions of systems in organisms. Bio 10 Prerequisite Skills/Links to TEKS Vertical Alignment Organisms: Structure and Function of Living Systems - recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions su ch as extracting energy from food to sustain life - compare the functions of a cell to the functions of organisms such as waste removal - differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nu cleus, cytoplasm, mitochondrion, chloroplast, and vacuole - recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms - identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems - recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic - understand that all organisms are composed of one or more cells Environment: Organisms' Response to Their Environment - describe and relate responses in organisms that may result from internal stimuli such as wilting in plants and fever or vomit ing in animals that allow them to maintain balance - investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or flight Continued September 2014 Bio 10 Prerequisite Skills/Links to TEKS Vertical Alignment Environment: Identify How Organisms Meet Their Basic Needs - observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant - observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs such as fins help fish move and balance in the water - identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things - identify the basic needs of plants and animals - identify and compare the parts of plants - sort and classify living and nonliving things based upon whether or not they have basic needs and produce offspring - identify parts of plants such as roots, stem and leaves and parts of animals such as head, eyes, and limbs - sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape - examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants - differentiate between living and nonliving things based upon whether they have basic needs and produce offspring Personal safety and health skills - identify good habits of nutrition and exercise - practice good habits of personal health and hygiene Environment: How Organisms Depend on Each Other and Their Environment - recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of resources have modified these systems - investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition - describe producer/ consumer, predator/ prey, and parasite/ host relationships as they occur in food webs within marine, freshwater , and terrestrial ecosystems - observe, record, and describe the role of ecological succession such as in a microhabitat of a gard en with weeds - describe how biodiversity contributes to the sustainability of an ecosystem - observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms - diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem - describe biotic and abiotic parts of an ecosystem in which organisms interact - identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals - predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways Continued September 2014 Bio 10 Prerequisite Skills/Links to TEKS Vertical Alignment - describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers - observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements - describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the fo od web such as a fire in a forest - investigate that most producers need sunlight, water, and carbon dioxide to make their own food , while consumers are dependent on other organisms for food - describe environmental changes such as floods and droughts where some organisms thrive and others perish or move to new locations - identify and describe the flow of energy in a food chain and p redict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field - observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem - compare and give examples of the ways living organisms depend on each other and on their environments such as food chains within a garden, park, beach, lake, and wooded area - gather evidence of interdependence among living organisms such as energy transfer th rough food chains and animals using plants for shelter - analyze and record examples of interdependence found in various situations such as terrariums and aquariums or pet and caregiver Life sciences skills - recognize, observe, and discuss the relationship of organisms to their environments - identify and describe the characteristics of organisms NOTE: Under each heading the prerequisite skills are arranged from the highest grade level to the lowest grade level. September 2014 Bio 11 Prerequisite Skills/Links to TEKS Vertical Alignment Environment: Organisms' Response to Their Environment - describe and relate responses in organisms that may result from internal stimuli such as wilting in plants and fever or vomit ing in animals that allow them to maintain balance - investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or flight Organisms: Structure and Function of Living Systems - recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extr acting energy from food to sustain life - compare the functions of a cell to the functions of organisms such as waste removal - differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus , cytoplasm, mitochondrion, chloroplast, and vacuole - recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms - identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems - recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic - understand that all organisms are composed of one or more cells Environment: Identify How Organisms Meet Their Basic Needs - observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant - observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs such as fins help fish move and balance in the water - identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things - identify the basic needs of plants and animals Continued September 2014 NOTE: Under each heading the prerequisite skills are arranged from the highest grade level to the lowest grade level. September 2014 Bio 11 Prerequisite Skills/Links to TEKS Vertical Alignment Environment: Organisms' Response to Their Environment - describe and relate responses in organisms that may result from internal stimuli such as wilting in plants and fever or vomit ing in animals that allow them to maintain balance - investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or flight Organisms: Structure and Function of Living Systems - recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extr acting energy from food to sustain life - compare the functions of a cell to the functions of organisms such as waste removal - differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus , cytoplasm, mitochondrion, chloroplast, and vacuole - recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms - identify the main functions of the systems of the human organism, including the circulatory, respira tory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervou s, and endocrine systems - recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic - understand that all organisms are composed of one or more cells Environment: How Organisms Depend on Each Other and Their Environment - recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of reso urces have modified these systems Continued September 2014 Bio 11 September 2014 Prerequisite Skills/Links to TEKS Vertical Alignment - investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition - describe producer/ consumer, predator/ prey, and parasite/ host relationships as they occur in food webs within marine, freshwater , and terrestrial ecosystems - observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds - describe how biodiversity contributes to the sustainability of an ecosystem - observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms - diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem - describe biotic and abiotic parts of an ecosystem in which organisms interact - identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals - predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of graz ers or the building of highways - describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers - observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements - describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the food web such as a fire in a forest - investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependen t on other organisms for food - describe environmental changes such as floods and droughts where some organisms thrive and others perish or move to new locations - identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field - observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem - compare and give examples of the ways living organisms depend on each other and on their environments such as food chains within a garden, park, beach, lake, and wooded area - gather evidence of interdependence among living organisms such as energy transfer through food chains and anim als using plants for shelter - analyze and record examples of interdependence found in various situations such as terrariums and aq uariums or pet and caregiver Life sciences skills - recognize, observe, and discuss the relationship of organisms to their environments Continued Bio 11 Prerequisite Skills/Links to TEKS Vertical Alignment Environment: Adaptations and Biological Evolution - explore how short- and long-term environmental changes affect organisms and traits in subsequent populations - investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants - identify some changes in genetic traits that have occurred over several generations through natural selection and selective b reeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals - explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that e nhance their survival such as migration, hibernation, or storage of food in a bulb - compare the structures and functions of different species that help them live and survive such as hooves on prairie animals o r webbed feet in aquatic animals - explore how adaptations enable organisms to survive in their environment such as comparing birds' beaks and leaves on plants - explore how structures and functions of plants and animals allow them to survive in a particular environment - investigate how the external characteristics of an animal are related to wh ere it lives, how it moves, and what it eats NOTE: Under each heading the prerequisite skills are arranged from the highest grade level to the lowest grade level. September 2014 Bio 12 Prerequisite Skills/Links to TEKS Vertical Alignment Environment: How Organisms Depend on Each Other and Their Environment - recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of resources have modified these systems - investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition - describe producer/ consumer, predator/ prey, and parasite/ host relationships as they occur in food webs within marine, freshwater , and terrestrial ecosystems - observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds - describe how biodiversity contributes to the sustainability of an ecosystem September 2014 Bio 12 Prerequisite Skills/Links to TEKS Vertical Alignment - observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms - diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem - describe biotic and abiotic parts of an ecosystem in which organisms interact - identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals - predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of graz ers or the building of highways - describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers - observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements - describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the fo od web such as a fire in a forest - investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food - describe environmental changes such as floods and droughts where some organisms thrive and others perish or move to new locations - identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field - observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem - compare and give examples of the ways living organisms depend on each other and on their environments such as food chains within a garden, park, beach, lake, and wooded area - gather evidence of interdependence among living organisms such as energy transfer through food chains and anim als using plants for shelter - analyze and record examples of interdependence found in various situations such as terrariums and aquariums or pet and caregiver Environment: Organisms' Response to Their Environment - describe and relate responses in organisms that may result from internal stimuli such as wilting in plants and fever or vomit ing in animals that allow them to maintain balance - investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or flight Environment: Identify How Organisms Meet Their Basic Needs - observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant Continued September 2014 NOTE: Under each heading the prerequisite skills are arranged from the highest grade level to the lowest grade level. September 2014 Scientific Process Standards: Scientific process standards will not be listed under will be incorporated into assessment tasks in reporting categories 1–5 and identified a separate reporting category. along with content standards. These standards TEKS Knowledge and Skills Statement/STAAR-Tested Student Expectations Biology (1) Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to (A) demonstrate safe practices during laboratory and field investigations; (B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. Prerequisite Skills/Links to TEKS Vertical Alignment Demonstrate Home and School Safety Practices - use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency sa fety equipment, including an eye/ face wash, a fire blanket, and a fire extinguisher - demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards - use safety equipment, including safety goggles and gloves - demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations - use safety equipment as appropriate, including safety goggles and gloves - demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including observing a schoolyard habitat - describe the importance of safe practices - recognize the importance of safe practices to keep self and others safe and healthy - recognize and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately - identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately - discuss the importance of safe practices to keep self and others safe and healthy Personal safety and health skills - practice good habits of personal safety Use and Conservation of School Resources and Laboratory Materials - practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials - make informed choices in the conservation, disposal, and recycling of materials - make informed choices in the use and conservation of natural resources and reusing and recycling of materials such as paper, aluminum, glass, cans, and plastic Continued September 2014 34 Bio 1 NOTE: Under each heading the prerequisite skills are arranged from the highest grade level to the lowest grade level. September 2014 Scientific Process Standards: Scientific process standards will not be listed under will be incorporated into assessment tasks in reporting categories 1–5 and identified a separate reporting category. along with content standards. These standards TEKS Knowledge and Skills Statement/STAAR-Tested Student Expectations Biology (2) Scientific processes. The student uses scientific methods and equipment during laboratory and field investigations. The student is expected to (A) know the definition of science and understand that it has limitations, as specified in Chapter 112.34, subsection (b)(2) of 19 TAC;* (B) know that hypotheses are tentative and testable statements that must be capable of being supported or not supported by observ ational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories; (C) know scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science and new technologies are developed; (D) distinguish between scientific hypotheses and scientific theories; (E) plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology; (F) collect and organize qualitative and quantitative data and make measurements with accuracy and precision using tools such as calculators, spreadsheet software, data-collecting probes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, cameras, Petri dishes, lab incubators, dissection equipm ent, meter sticks, and models, diagrams, or samples of biological specimens or structures; (G) analyze, evaluate, make inferences, and predict trends from data; (H) communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers , journals, summaries, oral reports, and technology-based reports. Prerequisite Skills/Links to TEKS Vertical Alignment Plan and Conduct Investigations - design and implement comparative and experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology - plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and appropriate equipment and technology using Continued *Chapter 112.34, Subsection (b)(2) of 19 TAC; Nature of Science. Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable. September 2014 36 Bio 2 Prerequisite Skills/Links to TEKS Vertical Alignment - design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology - ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology - describe, plan, and implement simple experimental investigations testing one variable plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/ her questions - plan and implement descriptive investigations, including asking and answerin g questions, making inferences, and selecting and using equipment or technology needed, to solve a specific problem in the natural world - plan and conduct descriptive investigations such as how organisms grow - ask questions about organisms, objects, and events during observations and investigations - plan and conduct simple descriptive investigations such as ways objects move - ask questions about organisms, objects, and events observed in the natural world Gather Information - use appropriate tools to collect, record, and analyze information, including lab journals/ notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculator s, computers, spectroscopes, timing devices, and other equipment as needed to teach the cu rriculum - use appropriate tools to collect, record, and analyze information, including life science models, hand lens, stereoscopes, microscopes, beakers, Petri dishes, microscope slides, graduated cylinders, test tubes, meter sticks, metric rulers, metric tape measures, timing devices, hot plates, balances, thermometers, calculators, water test kits, computers, temperature and pH probes, collecting n ets, insect traps, globes, digital cameras, journals/ notebooks, and other equipment as needed to teach the curriculum - collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers - use appropriate tools to collect, record, and analyze information, including journals/ notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum - collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observations of habitats of organisms such as terrariums and aquariums - collect information by detailed observations and accurate measuring - collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and mater ials to support observation of habitats of organisms such as terrariums and aquariums Continued September 2014 Prerequisite Skills/Links to TEKS Vertical Alignment - collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps - collect, record, and analyze information using tools, including microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, compasses, magnets, collecting nets, notebooks, sound recorders, and Sun, Earth, and Moon system models; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums - collect data by observing and measuring using the metric system and recognize differences between observed and measured data - collect, record, and compare information using tools, including computers, hand lenses, rulers, primary balances, plastic bea kers, magnets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and stopwatches; weather instrument s such as thermometers, wind vanes, and rain gauges; and materials to support observations of habitats of organisms such as terrariums and aquariums - measure and compare organisms and objects using non-standard units that approximate metric units - collect data from observations using simple equipment such as hand lenses, primary balances, thermometers, and non-standard measurement tools - record and organize data using pictures, numbers, and words - measure and compare organisms and objects using non-standard units - collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups, bowls, mag nets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as classroom demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as aquariums and terrariums - collect data and make observations using simple equipment such as hand lenses, primary balances, and non -standard measurement tools - use senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the environment - collect information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, a nd notebooks; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as terrariums and aquariums - record and organize data and observations using pictures, numbers, and words Physical science skills - use simple measuring devices to learn about objects Organize Information - construct tables and graphs, using repeated trials and means, to organize data and identify patterns - construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, an d evaluate information Continued September 2014 Prerequisite Skills/Links to TEKS Vertical Alignment - construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data - construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to organize, exa mine, and evaluate measured data - compare results of investigations with what students and scientists know about the world Analyze Evidence and Communicate Conclusions - analyze data to formulate reasonable explanations, communicate valid conclusions supported by th e data, and predict trends - communicate valid conclusions in both written and verbal forms - analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence - communicate valid, oral, and written results supported by data - perform repeated investigations to increase the reliability of results - analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured - in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations , so as to encourage critical thinking by the student - demonstrate that repeated investigations may increase the reliability of results - communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion - analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations - communicate observations and justify explanations using student-generated data from simple descriptive investigations - communicate observations and provide reasons for explanations using student-generated data from simple descriptive investigations - communicate observations with others about simple descriptive investigations NOTE: Under each heading the prerequisite skills are arranged from the highest grade level to the lowest grade level. September 2014 Scientific Process Standards: Scientific process standards will not be listed under will be incorporated into assessment tasks in reporting categories 1–5 and identified a separate reporting category. along with content standards. These standards TEKS Knowledge and Skills Statement/STAAR-Tested Student Expectations Biology (3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reason ing, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; (B) communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials; (C) draw inferences based on data related to promotional materials for products and services; (D) evaluate the impact of scientific research on society and the environment; (E) evaluate models according to their limitations in representing biological objects or events; (F) research and describe the history of biology and contributions of scientists. Prerequisite Skills/Links to TEKS Vertical Alignment Organize Information - construct tables and graphs, using repeated trials and means, to organize data and identify patterns - construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, an d evaluate information - construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data - construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to organize, exa mine, and evaluate measured data - compare results of investigations with what students and scientists know about the world Analyze Evidence and Communicate Conclusions - analyze data to formulate reasonable explanations, communicate valid conclusions supported by th e data, and predict trends - communicate valid conclusions in both written and verbal forms - analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) ev idence - communicate valid, oral, and written results supported by data - perform repeated investigations to increase the reliability of results - analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured - in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations , so as to encourage critical thinking by the student Continued September 2014 40 Bio 3 Prerequisite Skills/Links to TEKS Vertical Alignment - demonstrate that repeated investigations may increase the reliability of results - communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion - analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations - communicate observations and justify explanations using student-generated data from simple descriptive investigations - communicate observations and provide reasons for explanations using student-generated data from simple descriptive investigations - communicate observations with others about simple descriptive investigations Application of Science - evaluate the accuracy of the information related to promotional materials for products and services such as nutritional labels - draw inferences and evaluate accuracy of services and product claims found in advertisements and labels such as for toys, foo d, and sunscreen - draw inferences and evaluate accuracy of product claims found in ad vertisements and labels such as for toys and food (3) - identify and explain a problem in his/ her own words and propose a task and solution for the problem such as lack of water in a habitat - make predictions based on observable patterns - identify and explain a problem such as finding a home for a classroom pet and propose a solution in his/ her own words - make predictions based on observable patterns in nature such as the shapes of leaves - identify and explain a problem such as the impact of littering on the playground and propose a solution in his/ her own words Use Models - use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature - use models to represent aspects of the natural world such as human body systems and plant and animal cells - identify advantages and limitations of models such as size, scale, properties, and materials - use models to represent aspects of the natural world such as a model of Earth's layers - draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works - represent the natural world using models such as rivers, stream tables, or fossils and identify their limitations, including accuracy and size - represent the natural world using models such as volcanoes or Sun, Earth, and Moon system and identify their limitations, including size, properties, and materials History and Impact of Scientific Research - relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content - connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists Continued September 2014 NOTE: Under each heading the prerequisite skills are arranged from the highest grade level to the lowest grade level. 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GOAL ONE: GRADE EIGHT CREED: Understand, believe and proclaim the Triune God as revealed in the signs of creation, Sacred Scripture, Catholic Tradition and human experience. LEARNING OUTCOME SAMPLE ASSESSMENTS CONNECTIONS 8.01.01 Show understanding that the mystery of the Holy Trinity is central to the mystery of the Christian faith and of Christian life. 8.01.02 Show understanding of God as transcendent. 8.01.03 Articulate understanding that God is holy and completely deserving of our love and worship Articulate that the Holy Trinity is central to the Catholic faith. State that the Holy Trinity is a mystery surpassing human understanding. State the divine persons are at once unique and inseparable. State the substance of God as indivisible. Define transcendent. Describe how God is transcendent. State that God is greater than all his works. State that God is present to creation yet beyond it. Discuss how this is challenging to our understanding. State that doubt is a reality that everyone has. Discuss why it is challenging to believe in God whom we do not see. L.8.5(b): Use the relationship between particular words to better understand each of the words. Define holy and worship. Explain why we call God holy. State why we love and adore God. Give examples from the Hebrew Scriptures that describe the holiness of God. Using articles from teen magazines identify behaviors and life choices they advocate. Discuss the Christian perspective when understanding the psychology of advertising. RI.8.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. Biography. Research the life of St. Athanasius. State why he is called a doctor of the church. State that Athanasius wrote a creed describing the Trinitarian nature of God. Compare the creed of Athanasius with the Nicene Creed. Art. Study Michelangelo's painting of the creation of man (Sistine Chapel, Rome). Describe the artist's depiction of God. Have the student reason why he/she thinks that Michelangelo depicted God in this way. State how the depiction might be lacking. Have the student draw his/her own image of God and share why he/she imagines God this way. Biography. Research the lives of Sts. Perpetua and Felicity. State when/where they lived. Describe why they were highly honored in the early church. Prayer. In small groups read Psalm 103. Identify verses that describe characteristics of God. Identify verses that show how we respond. . 6 GOAL TWO: GRADE EIGHT SACRAMENTS: Understand and participate in the sacraments of the Church as efficacious signs of God's grace, instituted by Christ and entrusted to the Church. GOAL THREE: GRADE EIGHT CHRISTIAN LIVING: Understand and live the moral teachings of the Church through a life of discipleship in Jesus Christ expressed in love for God, positive self-image, personal integrity, social justice, the dignity of the human person and love of neighbor. GOAL FOUR: GRADE EIGHT SACRED SCRIPTURE: Read, comprehend and articulate salvation history as conveyed in God's revelation through the signs of scripture. GOAL FIVE: GRADE EIGHT LITURGY: Understand and celebrate the liturgical rites of the Church as expressed in the Church Year and epitomized in the Eucharist the source and summit of life. GOAL SIX: GRADE EIGHT CHRISTIAN PRAYER AND SPIRITUALITY: Understand and express the different forms of prayer consciously recognizing the work of the Holy Spirit and the meaning of self-surrender to God. GOAL SEVEN: GRADE EIGHT CATHOLIC CHURCH: Understand and appreciate the mystery of the Church, the Body of Christ, the community of believers, as expressed in the Church's origin, mission of evangelization, hierarchical structure, marks, charism, members and the communion of saints. LEARNING OUTCOME 8.07.08 Identify the early period of the Church from 30 CE to 313 CE including the Apostolic Age, the role of deacons and deaconesses, Roman persecutions, move from Jewish to Gentile membership, the contributions of the early fathers, and the importance of councils. 8.07.09 Identify main events of the Church's Age of Expansion from 313 – 700 CE beginning with the Edict of Toleration, the organization of the Church after the persecutions, the decisions of the ecumenical councils, the expansion of the Church across Europe through missionary activity, and the growth of monasticism. SAMPLE ASSESSMENTS Describe the beginning period of the growth from a tiny Jewish Christian community to a Gentile Christian community. State the New Testament is written during this period. State the role of men and women as deacons. State contributions of the early fathers of the Church. Define council. Explain the significance of the Jerusalem Council. Explain why this is called the Apostolic Age of the Church. W.8.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Recount the end of persecution and recognition of Christianity as the state religion. Explain the significance of the Edict of Toleration in 313 CE under Emperor Constantine. Describe how the Church goes "above ground" and expands under the new freedom. Define monasticism. Recount the growth of monasticism. Describe the importance of the Council of Nicaea (325) in defining the divinity of Jesus. State the Council of Constantinople (381) and issuance of the Nicene Creed. State the Council of Ephesus (431) declaring Mary as the Mother of God. State role of Pope Gregory the Great. Explain the importance of councils. Explain why this period in the life of the Church is called the Age of Expansion. W.8.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. CONNECTIONS Biography. Research the life of St. Ignatius of Antioch as a father of the Church and first person to use the name Catholic for the church. Social Studies. Trace the Roman discovery of cement and the growth of roads, aqueducts and cities. State how the conquered territories of Rome were beehives of commerce and travel. Biography. Research the life of St. Anthony of Egypt and the beginning of monasticism. Biography. Research the life of Pliny and his role in the beginning persecutions under the Roman Emperor Trajan. Social Studies. Research the life of Constantine. Biography. Research the life of St. Patrick, missionary to Ireland. Make a timeline of his life and work. Biography. Research the life of St. Benedict of Nursia, founder of the Benedictine Order. Describe how this is a monastic order. Music. Research the beginning of Gregorian Chant and use of Latin in all liturgies. Sing examples. Biography. Research the life of St. Gregory the Great. State his contribution to the life of the Church. LEARNING OUTCOME 8.07.16 Describe the Age of the Modern Church beginning in 1890 as a sign of hope for society undergoing vast change through the rise and fall of totalitarian governments 8.07.17 Recount the Vatican II Council as the ecumenical council leading the Catholic Church into a place of spiritual leadership in modern society, addressing particularly the work of ecumenism and religious dialogue, the role of bishops in subsidiarity, and the current challenges of the Church in the era of global economics and quest for peace. SAMPLE ASSESSMENTS Describe the church in the beginning of the 20 th century in its efforts to come to terms with modern states and their impact on society. Recount the liturgical renewal under Pope Pius X who instituted frequent reception of Communion and First Communion at the age of reason. Recount the struggle of the papacies with the world wars. Define totalitarianism. State how the Catholic Church in the U.S. grew in size and wealth during the 20 th Century contributing to the global mission of the Catholic Church. State the proliferation of apostolic religious communities staffing the Catholic schools. Describe the beginnings of the lay movements especially the Christian Family Movement and Marriage Encounter to strengthen family life. Recount the growth of Catholic Charities, the St. Vincent de Paul Society and other Catholic groups that directly served the poor. State the growth of peace and justice movements. W.8.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Recount the beginning of the Vatican II Council under Pope John XXIII. State the major decisions of Vatican II in regard to the Church's role in the world, liturgical renewal, option for the poor, ecumenism and dialogue. L.8.4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. CONNECTIONS Biography. Research the life of Pope Pius X. State why he was the first pope to be canonized a saint for over 200 years. Biography. Research the life and papacy of Pope Pius XII. Identify some of his contributions as a church leader during and after WWII. Biography. Research the life of Adolf Hitler and his rise to power in Germany after WWI. State how Hitler became so popular with the people. State his "final solution" plans for the Jews and its impact on Europe and Russia. State how Hitler planned to make a German state of Europe. Biography. Research the life of Pope John XXIII. Recount how John XXIII called for the Vatican II Council. Biography. Research the life of Paul VI who continued the council and oversaw the writing of the Vatican II Council documents including the Catechism of the Catholic Church. State how Paul VI was the first pope to leave European soil for missionary journeys. GOAL EIGHT: GRADE EIGHT PARISH LIFE: Understand and participate in the life of the Church as lived in the parish through its community, cultural aspects, worship, sacramental life, service, missionary endeavors and organization. GOAL NINE: GRADE EIGHT VOCATION: Understand and undertake discipleship in Christ responding in faith by participating in the mission of the Church through living a specific call in the life of the Church. GOAL TEN: GRADE EIGHT ECUMENISM AND DIALOGUE: Understand and participate in the call of the Church to be a sign of unity in the world through knowledge of and collaboration with Christian churches, Jews, Muslims and all faith traditions.	<urn:uuid:f2934536-64e2-4efc-ae9a-89aaf4412e96>	CC-MAIN-2017-47	https://schools.archchicago.org/documents/80540/80695/Grade+8/b8fcf83c-46a7-4410-a1de-275fd9d7d6dd	2017-11-20T09:33:12Z	crawl-data/CC-MAIN-2017-47/segments/1510934805977.0/warc/CC-MAIN-20171120090419-20171120110419-00620.warc.gz	724,772,591	2,262	eng_Latn	eng_Latn	0.978152	eng_Latn	0.992318	[ "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	[ 2590, 2775, 3058, 3215, 3404, 3609, 3894, 7039, 10024, 10255, 10462, 10702 ]	[ 3.71875 ]	1	1
Facing Inward, Facing Outward: Strategies for Communicating Tribal Sovereignty Capstone Project May 28, 2006 Laural Ballew / Renée L. Klosterman The Evergreen State College Dr. Linda Moon Stumpff and Alan Parker, J.D. "Heritage is people. People are the earth. Earth is heritage. In remembering these relationships -- to the people, the past, the land -- we renew in strength our continuance as a people. Literature, in all its forms, is our most durable way of carrying on this continuance. By making literature, like the singers and storytellers of earlier times, we serve the people as well as ourselves in an abiding sense of remembrance. We must never forget these relationships. Our land is our strength and our people the land -- one and the same -- as it always has been and always will be. Remembering is all. " Remembrance, Renewal by Geary Hobson Abstract During the research process for this paper it became evident of the need for tribal nations to become effective communicators in relation to information shared both inside and outside Native communities. There is a lack of trust by tribal nations to share information as the result of stereotypical connotations played out by the media. This lack of trust has given Native Americans more reason to be hesitant to share their story with outside media. This paper is an exploratory study; our goal is to develop "pertinent hypothesis and propositions for further study" (Yin, R. (2003) Case Study Research, Design and Methods, pp. 6). Furthermore it is our intention to develop from our research a list of policy implications and strategies for tribal governments. The media has enormous power to determine what issues are important and to set the public agenda. It has enormous power to shape the meaning of these issues and as a result strongly influence people's ideas and values, including their ideas about Indigenous People. Introduction/Background: Tribal governments as leaders of sovereign nations need intrinsic ways to share information. It is important for the leaders of tribal governments to access effective ways of communicating information both inside and outside their communities. It would be beneficial for tribal government leaders to educate the public on important and contemporary issues faced within Indian country today. Tribal sovereignty is a theme not thoroughly understood, especially by populations outside of Indian country. It is a topic that never seems to receive enough attention and can be as easily understood as it can be misunderstood by the non-Indian populace. Tribal sovereignty can be described as inherent powers of self-government exercised to the extent that may not be extinguished. Therefore, the authority of tribes is not illustrated entirely by position to definite delegation of Congress. (Cohen, (1982) Handbook of Federal Indian Law, pp.122) Trudell has described the struggles of the future concerning the powers of tribal governments will develop largely from individuals and institutions that do not understand the unique positions held by Indian tribes with regard to the constitutional system. (Wilkinson, (2004) Indian Tribes As Sovereign Governments, preface-xiii) Indigenous people have experienced the loss of their land, their places and their labor. Knowledge and information have become commodities. (Cajete G, (2000) Native Science, Natural Laws of Interdependence, pp. 8) At this stage in history, Indigenous people have become sensitive to the vast array of expropriation of their special knowledge that outside of their power, the context is changed, dismembered, and unrecognizable. Control of information and access to information are issues facing Indigenous peoples. "An equal playing field is essential for exchange of information between practitioners of Indigenous and Western Science." (Cajete, pp.8) One of the strategies and coping skills for tribes is to withhold information. Because of their lack of trust to outside forces, Indian people are cautious to share any information for fear it could be used to portray their communities in a negative connotation. This has been contributed to the stereotypical depiction of Indian people within the media surroundings. As tribal leaders of sovereign nations have become more efficient with regard to effective communication, it has become necessary for them to use fundamental ways to communicate information both inside and outside their communities. Tribal employees are capable of enhancing their techniques of functioning with the media in a professional manner and educate the public effectively on the important issues faced within Indian country today. The advanced communication tools available today could enable tribal governments to communicate more effectively inward to their tribal members and outward to the surrounding communities. Tribal employees can enhance their methods of working with the media in a professional manner. The Gwitchin Nation has incorporated technological media interaction for tribal members, the media and the general public. An example is the Old Crow Yukon, Vuntut Gwitchin First Nation's website, http://www.oldcrow.ca/news.htm. Included in their web pages are links to various tribal entities and information resources, including a link called, "Here are the News." According to The Reading Red Report, Native Americans in the News: A 2002 Report and Content Analysis on Coverage of the Largest Newspapers in the United States, (Briggs, Arviso, McAuliffe & Edmo-Suppah, 2002), the majority of Native American coverage falls into three topic areas when covered by mainstream media: * Casino gambling by tribes * Mascot team names * "On the rez" datelined stories The report's findings indicate that the majority of stories typically skew the public perceptions about tribal nations and Native American communities. Taken alone, they barely skim the surface of contemporary Native America. Across the nations, tribal governments are building significant working relationships with state and local governments, but that is seldom reported in the media. Many journalists and readers rely on their dominant culture education to inform them about Native Americans today. The problem is that with this education "Native Americans are treated as historical figures that lived on the Great Plains and hunted buffalo" (Briggs et al., pp. 12). The miseducation of America resulted in prejudicial news coverage for Native Americans. Many journalists unwittingly pass on their lack of knowledge through word choice, limited sourcing and repetition of outdated scientific theories. "Building relationships with credible sources in Native America takes personal effort on the part of journalists" (Briggs et al., pp. 13). This paper is an exploratory study; our goal is to develop "pertinent hypothesis and propositions for further study" (Yin, R. (2003) Case Study Research, Design and Methods, pp. 6). Furthermore it is our intention to develop from our research a list of policy implications and strategies for tribal governments. The media has enormous power to determine what issues are important and to set the public agenda. It has enormous power to shape the meaning of these issues and as a result strongly influence people's ideas and values, including their ideas about Indigenous People. Non-Indigenous Americans, Australians, Canadians, and New Zealanders have held the power of the electronic media for over 70 years portraying the Indigenous population in a mostly negative, stereotypical manner through electronic media. Native Americans, Maori, First Nations peoples and the Aboriginal peoples of Australia are now in a position to change the thinking of non-aboriginal people and enlighten them as to who we are, what we do and to take a look at history from an aboriginal viewpoint. Aotearoa (New Zealand) Noted Maori educator Mason Durie states, "Maori self-determination and positive Maori development amounted to little if, in the establishment of a strong economic base, no room were left for the strengthening of a Maori identity and the continuing expression of Maori culture – the advancement of Maori peoples as Maori. (Durie, (2002) Te Mana, Te Kawanatanga, The Politics of Maori SelfDetermination, pp. 52) For many years, the media were slow to include the Maori language in regular programs. The Waitangi Tribunal of 1986 heard many complaints about broadcasting policies, but did not make further recommendations because a Royal Commission and a Broadcasting Tribunal was meeting at the same time. In the Te Reo Maori Report, the Tribunal was strong in its criticism of government policy and made recommendations which included that, "the broadcasting policy should recognize that the Treaty of Waitangi obliges the Crown to recognize and protect the Maori language." In May 1996, A Maori television channel, Aotearoa TV Network commenced broadcasting. The Māori Television Service Act passed in May 2003, established the channel as a statutory corporation. It set out that the channel should: * Be a high quality, cost effective television provider which informs, educates and entertains * Broadcast mainly in te reo Māori * Have regard to the needs of children participating in immersion education and all people learning Māori. A key finding of the audience research commissioned by Māori Television is that 98% of Māori and 84% of the general population who had heard of Māori Television believe that the channel should be a permanent broadcaster, and that the programming has increased awareness and understanding of Maori culture. Australia: Aboriginal and Torres Strait Islander people have a long history of using and developing many different communications techniques, including stories, songs, performances and visual arts. For over two decades, Indigenous Australians have been developing new ways of communicating—electronically. Australians were experimenting with radio as far back as 1905 and the first station 2SB in Sydney began broadcasting in November 1923. But it wasn't until June 1976 when Melbourne Station 3CR broadcast the country's first Aboriginal radio program. The first Indigenous broadcasts in Australia were made by a group of Tasmanian women, who started Wayee Radio (a half-hour program) in Hobart during early 1979. Then, in 1980, Australia's first Aboriginal and Torres Strait Islander owned and controlled radio station, the Central Australian Aboriginal Media Association's (CAAMA's) 8KIN, started broadcasting. As new technology became available and accessible, these—and other forms of communications services—were developed to the point where Aboriginal and Torres Strait Islander community organizations now own and control: * Over 100 small community radio and television broadcasting facilities (known as BRACS) in remote communities; * Over 20 community and radio stations in regional and urban centres; * One commercial radio service; * One commercial television service; * Several video-conference facilities; and * A number of websites and beginning streaming media/webcasting * Several community and commercial print and multi-media enterprises. The government directly funds two national media services, the Special Broadcasting Service (SBS), which is to reflect Australia's multicultural society, and the Australian Broadcasting Corporation (ABC) which is to provide a media service, and both are to entertain, inform and educate all Australians. Canada: The Museum of Broadcast Communications recognize First People of Canada to have become internationally acknowledged as the most advanced and fair fourth world broadcasting system, based on a 1991 legislated recognition for their collective communications and cultural rights as Peoples with special status. Aboriginal communities possess the fortitude to use media to better serve their goals to preserve indigenous culture, language, and identity. During the early years, Canada's Aboriginal people recognized the correlation linking cultural survival and the ability to control media within their communities. Aboriginal Peoples Television Network (APTN) is the first national Aboriginal television network in the world with programming by, for and about Aboriginal Peoples distributed to Canadians as well as to viewers around the world. The Inuit Broadcasting Corporation is the national organization in charge of Inuit broadcast services. Through Television Northern Canada, it broadcasts Inuit television programs across Nunavut, the NWT, Northern Quebec and Labrador, as well as the Yukon Territory. IBC provides a window to the Artic by producing award winning television programming by Inuit, for Inuit. IBC is an impressive illustration of adapting to the changes in the geographic or cultural environment that is key to survival. IBC produces programs in one of Canada's richest culture and languages, which is the Inuit language of Inukitut. IBC programs are about kids, musician, politicians, and aboriginal humor. The programming has become internationally recognized as one of the most successful communication models for Aboriginal nations. Their training programs have been imitated not only throughout Canada, but also worldwide. IBC has five production centers located across Nunavut, with thirty-four Inuit staff in every level of the production franchise. All programming is envisioned, designed, and produced by Inuit community members. IBC is partly financed by the Department of Canadian Heritage. Nunavut government programs, license fees, production funds, and various fundraising provide other resources. United States Currently, the U.S. federal government does not fund a national broadcast network as New Zealand, Australia and Canada provide for Indigenous people. Native Americans have a number of ways that media distributes stories about indigenous people. Indian Country Today, in both print and Internet form, has provided daily information on Native American issues since 1981. The on-line version now offers video clips as well. There are a number of other publications that provide both print and on-line formats to get out the story, including NativeYouth.com, founded by Mary Kim Titla, a San Carlos Apache and former TV reporter. AIROS is the American Indian Radio Netork, broadcasting across the country and also on-line at www.airos.org and www.nativeradio.org. Public television, community access, and many Indian Nations have cable channels, that offer programming that is relevant to Native American issues, but at this time, there is not regular, national, on-going programming. According to James Browder, Northwest Indian News Director, "There is a group that has licensed American Indian Network a nationwide cable channel. They are looking for financial backers. Our production crew shot their recruitment video and they are using NWIN as an example of programming they will be carrying." NWIN is currently broadcast on KSTW UPN Channel 11 in Seattle Washington, KVOS in Bellingham Washington and various stations throughout the western U.S. and Alaska, and is a clear example of positive, educational, quality programming that demonstrates there is interest in this type of information for both the general public and tribal members. Native Americans are increasingly building a communications infrastructure of their own. The researchers of this paper encourage the development of a Native American broadcast network, if the cable industry can support a "Baby Network," there is certainly room for a cable network that focuses on the important native news stories, documentary films and other original programming. Assumptions: The assumption of this research is that tribal governments have the responsibility to reach out to the media and the general public, with clear and accurate communication. With the explosion of information technology and the increasing need for communications, tribal governments must approach communication dualistically. 1. Facing Inward: Clear communication and information to tribal members. Tribal government employees need to improve their ability to not only respond to external media sources, but also – how to engage their constituents – tribal members. 2. Facing Outward: A professional approach in working with the media, communication to the general public. 3. Facing Forward: A way to obtain the skills necessary in facing inward/facing outward is through a course taught through the Evergreen State College Tribal Governance MPA program, or some form of media training. The benefits of media training – is that Tribes can learn about the media, and that media can become educated about the history, culture and sovereignty of tribes. This research will focus on the following questions: * Are Washington Tribal Government employees in management positions interested in working with the media? * If so, would Washington Tribal Government employees in management positions be interested in attending a course on working with the media? * Are Washington Tribal Government employees in management positions interested in developing skills for communicating with tribal members? * If so, would Washington Tribal Government employees in management positions be interested in attending a course on developing skills for communicating with tribal members? Hypothesis: 1. Tribal government employees will demonstrate interest in how to work with the media. 2. If so, tribal government employees will demonstrate the interest in a class in how to work with the media. 3. Tribal government employees will demonstrate the interest in how to communicate with tribal members. 4. If so, tribal government employees will demonstrate the interest in a class in how to communicate with tribal members. Null Hypothesis: 1. Tribal Government employees demonstrate no interest in learning how to work with the media. 2. Tribal Government employees demonstrate no interest in learning how to communicate with tribal members. Secondary data: * Descriptive Case Study of the media/tribal interaction focused on "Tsuxiit/Luna the Orca Whale. * Findings of the "Communications and Contemporary Native Americans," Symposium in Washington D.C., March 2006 * "Public Opinion on American Indians and Taxation Issues in Western New York," conducted by the Communications Department at Buffalo State University. Methodology: Subjects: Washington State tribal government employees in management positions and/or political leaders. Dependent Variable: interest in working with media, learning more about internal communications to tribal members, interest in attending a class on working with the media, interest in attending a class on development of internal communications to tribal members. Independent Variable: tribal government political leaders – interested in attending or selecting a tribal employee to attend a class on communication with media and tribal members. The objective is to survey Washington State tribal leaders. The survey will include questions that measure on a scale from 1-5 preference for coursework in working with the media and demonstrated interest in communicating with tribal members, the general public and federal/state/local governments. Feasibility The feasibility of this research rests upon the results of the findings conducted by the survey. The research group will compile the data analysis from the surveys received and report the findings of their research proposal for the capstone proposal. Reliability The reliability of the research is based on the information accumulated from the survey respondents of the 29 Washington State Tribal Chairpersons. Careful planning will include documenting the survey responses and data analysis process. Further research will be conducted to develop an appropriate survey. Ethics An ethical standard shall be implemented to include submission of the Human Subjects application and a mutual respect will be maintained at all times while working with tribal government employees. The research group acknowledges the importance to maintain a high level of respect and appreciation with the survey respondents. Planning session Timeline. The complete research project will last approximately eight months. Each quarter core class will incorporate another segment to this project for the final completion of the capstone project in Spring 2006. Development of research proposal will be conducted during the Fall Quarter of 2005. This project will be completed by the end of Spring Quarter 2006. Budget Travel – 2500.00 Survey, paper, other tools – 100.00 Delimitations * Limited response from subjects - research group will make follow up calls. * * * Tribal employees may have a limited amount of time to dedicate to the survey. Time constraints – research group will remain on-task. The ability to remain on-task with research project despite the conflicts from personal, work, and school obligations. We believe that the obstacles will not force this project to be incomplete, whereas effective 7/24/2006 planning and following the timeline will be essential to completion of this research project. Spatial – Washington State Tribes Temporal – January, 2006-May, 2006 Potential Policy Impacts: The policy impacts of this research include the development of communication coursework to be offered by The Evergreen State College. For the college, this would impact curriculum development and budget analysis. Tribal governments would determine if the coursework can be beneficial for management training, set forth implementation to include tribal employees in the training process Potential Audience: Washington State tribal government employees/political leaders and students in The Evergreen State College MPA program. Data Collection: This research project was intended as a survey sent to 29 Tribal Chairpersons in Washington State who were the primary source for this survey. A questionnaire was sent along with a consent form and cover letter explaining the intent of the survey. It was determined to survey all of the Tribal Chairpersons, who were the sample population of the Indian Tribes in Washington State. The level of measurement for this survey is the ordinal method using the Likert Scale as an attitude-measuring tool. It should be noted that we made a four-point scale leaving out `undecided" in order to measure a favorable or unfavorable response. The data analysis used for our research project is the internet-based tool, Web Surveyor. Laural and Renee wrote the original research proposal during the fall quarter class session as a cohesive working team. A Human Subjects Review Form was required from The Evergreen State College that included a cover letter, consent form, and a questionnaire made-up five (5) questions. The review was completed in December, and the research proposal was approved. Another MPA Tribal student, Terry Thatcher, was assigned to this research project at the beginning of the winter quarter. Terry's contribution to this project is documenting the precise steps taken to gather the data. He was provided a list of tribes to contact as he sent out letters to designated tribes. Each letter contained a coversheet, consent form, questionnaire, and a return self-addressed envelope. The letters were mailed out January 14, 2006 and while waiting approximately one to two weeks without receiving a response from any of the tribes, an email was sent to each tribal chairman/chairwomen, with a copy of the cover letter, and consent form. A web link was provided by teammate Renee Klosterman that would enable the tribal official access to the survey questionnaire. The tool used to create the on-line survey was Web Surveyor: http://websurveyor.net/wsb.dll/48482/TESCFacingOut-FacingIN.htm It was the intention for this web link to make it easier for the each of the tribes to fill out the survey questionnaire. During Terry's research he found in the Washington State Tribal Directory through the Governor's Office of Indian Affairs website (www.goia.wa.gov) were either incorrect or offices other than the tribal chairperson. It was discovered that a letter or other form of communication to a tribe requires follow up within a couple of days. This will enable the survey respondent who is contacted information for what is expected from them. It was discovered that by communicating with tribal officials or their respective administrative personnel enables the researcher the connection which can be very useful when trying to obtain important information. Terry Thatcher states in his reflection of working with this research group: "I think one of the most important points I learned this quarter, is to have a good working relationship with your fellow researcher. Each one of us needed to rely upon the other at onetime or another to do this project. Laural gave me threeemail addresses I was having trouble finding and Renee set-up the link to our new online questionnaire, which I feel has benefited this project. I also understand that many tribal administrators do not wish to be bogged down with lengthy questions, if they are going to answer any question they want them to be direct and to the point. When reading book titled "Research Methods" (McNabb, 2002 p.129) it says that mailed questionnaires are often the least expensive procedures for gathering data, but at the same time mailed questionnaires have one of the lowest response rates. McNabb's book also says that a better way to do survey questions is to do it by voice, such as phone or face-to-face interviews. In our research project, a face-to-face interview would have been impossible, but maybe a voice-to-voice would have been better, if we would have had someway in which to do it. I think with Renee's online web questionnaire we will now get responses, at this time I do not believe any one of us has received any responses by mail." As the senior members of this research group, Laural and Renee learned to be flexible as team players when Terry was added to the group at the beginning of winter quarter. Since most of the topic research had already been collected, Terry assisted with the survey implementation and distribution to the 29 tribal chairpersons in Washington State. Terry was reassigned to a different project at the end of the winter quarter. Secondary Data: Case Study – "Tsuxiit/Luna the Orca Whale For over 4,000 years the Mowachaht/Muchalaht people of Nootka Sound have lived among killer whales. In July 2001, a lone young orca was first seen in Nootka Sound, British Columbia, Canada. The Center for Whale Research and Marine Mammal Research Program of the Canadian Division of Fisheries and Oceans determined that the orca had been previously identified as L98, a member of the "L" pod of resident orcas born in 1999. He had been missing from "L" pod since at least June. Nootka Sound residents nicknamed the orca "Luna" mistakenly believing that he was female. The Mowachaht-Muchalat First Nations believed that Luna, or Tsuxiit as they called him, instead embodied the spirit of their late chief, Ambrose Maquinna. It had been reported that Chief Maquinna, shortly before he died, had predicted that he would reincarnate as an orca, a holy animal to the tribe. The Mowachaht/Muchalaht believe the young whale carries his spirit and has, for now, chosen Nootka Sound for his home. To the Mowachaht-Muchalaht, killer whales are the guardians of the laws of the sea, and their choices should be respected. When Canadian authorities decided to attempt to capture Luna and either reunite him with his pod or, if that was not possible, relocate him to an aquarium, possibly the Vancouver aquarium, the idea was fiercely resisted by the Mowachaht-Muchalat First Nation. Through negotiations, the MowachahtMuchalat and the Fisheries and Oceans Canada (DFO) developed a Joint Stewardship Plan for the protection of Tsux'iit . This Stewardship Plan reflects the interests of the Mowachaht/Muchalaht and DFO to collaborate on issues regarding Luna (Tsux'iit). However, the whale was entangled in the propeller of a fishing boat in March 2006, and was killed. The following media coverage ranged from subtle to not-so-subtle blame toward the Mowachaht/Muchalaht, in some reports, not even calling them by their tribal name, rather, just using the more generic "one of the First Nations of Canada." In reviewing three web-based articles, the information was shown to be more focused on the death of the orca, with only reporting that the "First Nations believed that the whale was the embodiment of their dead tribal leader," and a quote from Michael Harris of the Orca Conservancy, "This is the Katrina of orca advocacy." (McClure, "Luna the orca killed by tugboat", Seattle Post-Intelligencer, March 11, 2006) "When Native people look at the world and try to understand relationships, it is a scientific (creative) process…each story has a sacred quality. Consequently, only parts of the story can be disseminated to outsider" (Cajete, pp. 37). The focus on the deceased leader and the spiritual relationship between the whale and the First Nations peoples, is sacred, and should not be shared, which is these authors' opinion. From the perspectives of "facing outward" - on the back page of the Seattle Post-Intelligencer article, is the story to be shared. The failure of the Canadian government to adequately consult with the tribe about the whale and had FOR YEARS failed to work with the tribe about the DFO's advocacy of salmon aquaculture in the area was a opportunity for the Mowachaht/Muchalaht to share sovereign/tribal issues with the general public. Communications and Contemporary Native Americans," Symposium in Washington D.C., March 2006- Laural and Renee attended the "Hear Our Story, Communications and Contemporary Native Americans," Symposium in Washington D.C. in March 2006. The absence of U.S. media coverage about Native American communities means that Indian Country today is a mystery to the general public. While there are rampant stereotypes about Native Americans, realities and cultural strengths remain hidden. This symposium was an opportunity that brought together Native American leaders, members of Congress, journalists, academics, religious organizations, and other opinion leaders with a goal of engaging more people with issues affecting indigenous peoples in the United States. Speakers included Montana Governor Brian Schweitzer; John Mohawk, a Native philosopher and thinker of the first rank; Mark Trahant, a Native journalist who is editorial page editor of a mainstream newspaper; Rep. Tom Cole, the only Native American member of Congress; and Robert Lichter, the President of the Center for Media and Public Affairs. Highlights from several of the speakers: * President Joe Garcia, National Congress of American Indians (NCAI) "Education system in this country starts with 'miseducation.'" "Media is a process, a system." "Legislators and Congress should be required to take a course called, "Indian 101." * The Honorable Ron Allen, Treasurer, NCAI "The mission is to educate." "Broaden your non-native circle – local service groups." * Laura Harris, Executive Director, Americans for Indian Opportunity "Don't be road kill on the technology highway." * Kim Baca, Native American Journalists Association "Tribes have a responsibility to be responsive in a timely manner to reporter's calls." A series of recommendations were formulated from the findings of this meeting, and will be incorporated in the strategies/policies segment of this project. "Public Opinion on American Indians and Taxation Issues in Western New York," conducted by the Communications Department at Buffalo State University, June, 2005 This project used focus groups, survey (500 people) and content analysis of New York newspapers. The support for tribal issues is across the board in terms of political affiliation, from liberal to conservative. Four parallel focus groups conducted in Western New York yielded a generally positive profile of citizens that are relatively uninformed of tribal issues, as friendly and open toward Native American issues. Included in the findings: * The research shows a widespread posture of interest and support for Native American issues. * A positive link exists between personal familiarity with Native Americans and support for Native American issues. * The concept of treaties enlisted two responses, one, that they should be respected, and two, perhaps they should be updated. * The concept of sovereignty yields two opinions, one that Tribal Governance should be respected, and that two, that the state should be able to intervene for the good of the larger public. * Issues of the establishment and management of gaming and casinos sometimes cloud the more central issues of treaty obligations and sovereignty rights. The analysis of these findings suggests that increased education of the general public of the historical, social and cultural rationale behind tribal selfgovernance would be helpful in a greater understanding of sovereignty issues. Data Analysis for the Tribal Chairperson Survey: Survey questions were sent to 29 tribal leaders. A total of fourteen responses were received. Ten were used in the data analysis through WebSurveyor, four responses were considered invalid, one tribe sent in five responses. #1.Are Washington Tribal Government employees in management positions interested in working with the media? #2. If so, would Washington Tribal Government employees in management positions be interested in attending a course on working with the media? #3. Are Washington Tribal Government employees in management positions interested in developing skills for communicating with tribal members? #4. If so, would Washington Tribal Government employees in management positions be interested in attending a course on developing skills for communicating with tribal members? The survey results verify the four hypothesis of this research project. According to the collected data findings approximately fifty to seventy-eight percent of the tribal respondents somewhat agreed or strongly agreed that effective communication with the media and tribal members was essential. And furthermore, tribal leaders showed interest in media training. The responses were very similar, focusing on the two positive answers; somewhat agree and strongly agree. For our group this was a favorable outcome for the research questions. Counter arguments: Someone else might see the data in this way: Due to low number of responses, the research needs further data to reach a positive outcome. Areas for Further Research: A greater understanding of the parameters of media training for tribal employees. Factors to be researched are length of training, location of training, training restricted to an individual tribe, and development of the curriculum or workshop. Bias and Assumption: Researcher Klosterman's background in television news and video production incorporates a bias toward interacting with the media, and learning techniques to ensure that one's side of the story is told, and that the information is accurate. Analysis: This research group feels if several aspects of the project were handled differently, it would have resulted in a more improved outcome. First, time constraints prevented the researchers from visiting the tribal chairpersons in person to acquire the tribal leaders' participation in the survey. This group believes that a face-to-face interview would have proven more beneficial in obtaining more effective feedback from tribal officials. We discovered most tribal chairpersons are inundated with so much mail it was easy for the surveys to be lost and never made it to the respective recipients. If the timeline for the research were longer, the group would have considered to be placed on the agenda for scheduled tribal council meetings. This would enable the research group to speak with tribal governing representatives and explain the intent of the research survey. This could have resulted in a more expansive response to the survey questionnaire. The research team also learned not every research proposal is played out as intended. It was our intention to receive more than 14 survey responses from the 29 Washington tribes represented. Despite the low collection data received, our group gained invaluable experience in the foundation of qualitative research. It is our intention to employ the knowledge we acquired in order to conduct research with regard to our professional careers as it is warranted. The ramifications of this study for the Evergreen State College is to further evaluate and identify the school's role in providing media training and internal communications training to tribal employees. Furthermore, we found from this research the importance of tribal governments to effectively communicate with tribal members as well as the media within the surrounding community. It is beneficial for tribes to re-educate the general public on the significant issues faced by tribal nations. This should include the complex issue surrounding tribal sovereignty in order for the general public to understand the clear picture of why this issue is important to tribal nations. Recommendations: As tribal governments move forward and further their development to the contemporary issues relevant in Indian country, it becomes ever more essential for tribal leaders to communicate effectively. It is important to educate the general public about tribal sovereignty in order for them to fully understand the true meaning of the inherent right afforded by the federal government to Indian Tribes. A media strategy is not simply about influencing power by achieving power. "The strategic use of communications is an essential corollary of political empowerment," Wade Henderson, executive director of the Leadership Conference on Civil Rights said at the "Hear Our Story" symposium. Political empowerment for tribal nations means in part, getting Native American interests addressed, and understood. Strategies for communicating Tribal sovereignty: Tribal Members: * Tribal groups located close in proximity to metropolitan newspapers and television stations; can use this to their advantage by using the media as a public platform for their voice. * Develop this voice as a pro-active effort to engage reporters, assignment editors, editorial boards, impacting reporting on stories that create a deeper education and understanding of tribal issues. * Develop a relationship with local programming programs, either "news magazine" format or studio audience – talk show programs. Community access and PBS are good avenues. * Television news demands a more visual story; so much of what occurs in Indian Country has visual impact. * Media training and public relations training will further increase effectiveness in this pursuit. * Find Opportunities. Be a resource and tell the Native American history. * Contact the Faith Community. Engage them to hear the story. * Try to form allies with outside organizations – frame the issue, make the "pitch" an opportunity to create an ally. Rather than an argument of the past, reframe to bring something fresh, help others to see the issue. What would you rather have, catharsis or impact? * "Demographics shape destiny" – America is getting older, Indian Country is getting younger. Develop strategies to make a difference. * Frame the message concerning treaty rights, human rights. * Tribal websites – post press releases. * Place literature in the casinos about tribal history, culture, and future strategic plans. Explain that the majority of funding from casinos is for tribal community services. * "Be like Eagle…always look at what's happening" General Public: * The first step for non-natives in building relationships is listening. * Invite representatives of nearby tribes to address your meeting, church or organization. * Attend local, state and national meetings on Native American issues. * Read your local print and broadcast media. Write a letter, or ask for a meeting when you see local media using stereotypes, or failing to consult with Tribal Leaders. * Read Native American newspapers, listen to Native American radio and follow Native American websites. * Find out about Native American issues in your community, and contact your elected officials (at all levels) Policy Development Recommendations for Tribal Governments: * Tribal Leaders, in partnership with TESC, develop a curriculum to educate the media and provide public relations training. * Create an Office of Communications, or designate one person to be the media relations manager for the organization. The tribal leader can remain the spokesperson, but the media relations manager will coordinate and manage communicating with the public. * Support the development of a National Native American Network for broadcasting. The governments of Australia, New Zealand, and Canada all support at the least a national cable channel. Indigenous people from time immemorial have gathered together to share information, trade ideas, goods and culture. Using technological communications tools, Indigenous people can continue and enhance the ability "to gather." This National Native American Network will most likely be generated through collaborative private funding. Conclusion: While the results from this research leaves for further research in the area of successful communication both inside and outside native communities, it also supports the suggestion that effective communication with the media and tribal members is essential. What's more tribal leaders have shown an interest in media training. Technological innovations in communications and the media constitute a growing factor in the restructuring of basic assumptions that have informed the social-economic and cultural fabric of many societies. The acceleration of information flow and the reshaping of traditional cultural and economic exchanges have given rise to an information, communication, and knowledgebased society. The effective use of media enables indigenous nations and peoples worldwide to face inward, face outward, and face forward, together. "Let these two worlds combine, Yours and mine. The door between us is not locked, Just ajar." Jack Davis, Aboriginal Australian Literature Review: In our literature review, we focused on issues of methodology (reviewing survey modalities), qualitative research (studies on the impact of communications training for tribal government employees and other non-tribal government employees), and policies on training for tribal governmental employees. Currently, there is a course on this subject taught in Canada, through Northwest Community College for the First Nations Public Administration program. The course is called, "External and Internal Communications." http://www.nwcc.bc.ca/programs/fnpa.htm () () Course from Norwest Community College: FNPA 104 - 3: External and Internal Communications This course explores both external and internal communication strategies, and the related implementation skills, from a remote, rural northern community perspective using a case-study approach. The internal part of the course focuses on ways and means of improving communication of political, social, cultural and economic information at the grassroots level. Traditional and contemporary methods for communicating information will be explored. Community-based information strategies, organization and delivery requirements will be identified and discussed. The focus of the external part of the course will be effectively communicating an indigenous message and perspective through mass media avenues. Once students gain an understanding of how mass media operates, they will move on to acquiring skills pertinent to attracting mass media coverage, organizing mass media around a crisis event, developing relationships with those employed in mass media, and creating a structure to deal with mass media within First Nations government administrations. Evergreen Library website, under Library Catalog, Reference Journals, Social Sciences – and found "Jstor," Search "media and American Indians." Found: "Indigenous Media: Faustian Contract or Global Village" http://0- www.jstor.org.cals.evergreen.edu/view/08867356/ap020023/02a00040/0?current Result=08867356%2bap020023%2b02a00040%2b0%2cFFFF1F&searchUrl=htt p%3A%2F%2Fwww.jstor.org%2Fsearch%2FBasicResults%3Fhp%3D25%26si% 3D1%26Query%3Dmedia%2Band%2Bnative%2Bamericans The Reading Red Report, Native Americans in the News: A 2002 Report and Content Analysis on Coverage of the Largest Newspapers in the United States, Native American Journalists Association and NewsWatch, Kara Briggs, Tom Arvasio, Dennis McAuliffe and Lori Edmo-Suppah. http://www.naja.com/resources/publications/2002_reading-red.pdf The American Indian And The Media, edited by Mark Anthony Rolo http://www.naja.com/resources/publications/ "This is an invaluable resource for reporters and editors who cover Indian country. It is intended to encourage the mainstream and tribal media to attain the highest standards of professionalism, ethics and responsibility. Within these pages are essays that explain many of the struggles facing Native people. This is an excellent resource guide that can assist journalists in developing sources in the Native community and accurately inform mainstream media and America about Native Americans. This information is critical in the endeavor to promote stronger news coverage of our communities." American Indian Policy and Media Initiative – Sponsored by Buffalo State College Communications Department as an academic and professional project focused on media and public policy issues relevant to American Indians. This grant-funded initiative, begun in 2005, has strong links with Indian tribes and nations across North America. The mission of the organization is to develop, "Media planning seminars that assist tribal leadership and other Indian entities in developing comprehensive strategic communication programs." (Used Google Internet Search Engine, "Media and Tribal Governments") Friends Committee of National Legislation: Native American Media Symposium - The impact on American Indian tribes is a strategically important key, for tribes need realistic representation in order to protect their identity and this can be done with the use of media outreach. It is also known that media covers many tribal issues and does have the ability to drive public policy which involves Indian affairs. Many tribal leaders and opinion makers in Indian Country have often been heard to complain how their people are depicted in issues brought forth by the media. (Used Google Internet Search Engine, "Media and Tribal Governments) Journal of Health Communication, "A Communication Analysis of Community Mobilization on the Warm Springs Indian Reservation" - This article analyzed the community mobilization process at the Warm Springs Reservation as part of a health education campaign, using the Freire education model. The article examined the techniques employed to involve community members in print, radio and public speaking. (Used JSTOR, "Communication and Native American Tribes") Practicing Participatory Research in American Indian Communities - This article relates to our topic as it looks at the historical issues that influence research in American Indian communities and studies the inferences of these issues in relation to culturally sensitive, respectful, and suitable research with regard to this population. (Used JSTOR, "Communication and Native American Tribes") Native American Documentary: An Emerging Genre - This essay addresses the question of whether Native American media documentaries constitute a unique documentary genre distinct from non-native documentary film and video. Researcher Steven Leuthold hypothesis is that within this genre the systems of beliefs, values, and actions are distinct from non-native cultures. (Used Ask Jeeves Internet Search Engine, "Literature Review Media and Tribal Governments," linked to Questia.com (research search engine), searched "media and tribal governments") "We've got a story to tell, a good story. And it is about time the rest of America finds out." Senator Daniel Inouye (HI) References: Aboriginal Peoples Television Network. (Online), 8/9/05. http://aptn.ca.8080/corporate/corporate_home_html Alia, V. (July 31, 1998) Indigenous Peoples and Media Ethics in Canada. (Online), 8/15/05. http://22.214.171.124/publications/csq-article.cfm?id=1096 A National Indigenous Broadcasting System, Executive Summary, The Aboriginal and Torres Strait Islander Commission, (2001) (August 15, 2005) http://126.96.36.199/search?q=cache:Ph93xzGuaEJ:www.atsic.gov.au/Programs/Broadcasting/national_indigenous_broad casting_service/Docs/NIBS_Proposal.pdf+National+Indigenous+Broadcasting+S ystem&hl=en ATSIC Newsroom (August, 2005) http://www.atsic.gov.au/news_room/atsic_tv/play.asp?stream_filename=mms://b ne002z.webcentral.com.au/bne_sm019/ATSICTV/Promos/Laramba_Self_Deter mination.wmv Australian Government Department of Foreign Affairs and Trade (August 14, 2005) "Australia's Aboriginal and Torres Strait Islander peoples" http://www.dfat.gov.au/facts/indg_overview.html Briggs, K, Arvasio T, McAuliffe, D, Edmo-Suppah, L (2002) The Reading Red Report, Native Americans in the News: A 2002 Report and Content Analysis on Coverage of the Largest Newspapers in the United States, Native American Journalists Association and NewsWatch. Buffalo State University, Communications Department, American Indian Initiative, retrieval date 1/28/2006 http://www.buffalostate.edu/communication/x798.xml Clean S. Journal of Health Communication, "A Communication Analysis of Community Mobilization on the Warm Springs Indian Reservation", Volume 2, Number 2/May 1, 1997, Taylor and Francis Metapress, retrieved date 1/27/2006 http://taylorandfrancis.metapress.com/(vi425quqjgf4fe45murkzl24)/apphome/cont ribution Cajete, G. (2002) Native Science, Natural Laws of Interdependence, Santa Fe, New Mexico. Clear Light Publishers Cohen, Felix S. (1982 ed.), Handbook of Federal Indian Law, United States Government Printing Office Davis, Sally M. and Raymond Reid, The American Journal of Clinical Nutrition, "Practicing Participatory Research in American Indian Communities", Volume 69, No.4, 755S-7592, April 1999, Retrieval date, 1/27/2006 http://intlajcn.org/cgi/content/full/69/4/755S Deutschman M, Whitaker R, Smith R, (2005) Public Opinion on American Indians and Taxation Issues in Western New York, Buffalo State College, Department of Communications Research Class Durie, M (1998) Te Mana, Te Kawanatanga, The Politics of Self-Determination, South Melbourne, Australia. Oxford Publishing Editorial (2006), January 13, Mediachannel.org. Media Impact on American Indian Public Policy is Important Strategic Key, retrieval date: 1/27/2006 http://mediachannel.org/blog/node/2837 Friends Committee on National Legislation, Native American Media Symposium, "Who Wants to Hear Our Story," retrieval date 1/28/2006 http://www.fcnl.org/nativeam/media_symp.htm Goolarri Media Enterprises (July 30, 2005) http://www.gme.com.au/ Hobson, Gary, NATIVE AMERICAN LITERATURE: Remembrance, http://usinfo.state.gov/journals/itsv/0200/ijse/geary.htm Inuit Broadcating Corporation. (Online), 8/17/05. Inuit Broadcasting Corporation A Window to the Arctic. http://www.inuitbroadcasting.ca/english/index.html Josie, Edith, "Here are the News," Old Crow Vuntut Gwitchin Website, http://www.oldcrow.ca/news.htm Leuthold S, Journal of Film Criticism, "Native American Documentary: An Emerging Genre?" Volume 22, 1997 Retrieval date, 1/28/2006 http://www.questia.com/PM.qst?a=o&d=5000500154 Maori Television.com (August 18, 2005) http://corporate.maoritelevision.com/ http://www.maoritelevision.com/latestnews/maori%20television%20a%20perm% 20broadcaster.htm http://www.maoritelevision.com/newsletter/index.htm New Zealand.com (August 16, 2005) http://www.newzealand.com/travel/about-nz/culture/culture-maori-culture.cfm McClure R, "Luna the orca killed by tugboat", Seattle Post-Intelligencer, March 11, 2006 McNabb, D. E. (2002). Research Methods in Public Administration and Nonprofit Management: Quantitative and Qualitative Approaches (1st ed.). Armonk, NY: M.E. Sharpe, Inc. The Museum of Broadcast Communications. (Online), 8/9/05. First Peoples' Television Broadcasting in Canada. http://www.museum.tv/archives/etv/F/htm1f/firstpeople/firstpeople.htm Talking stick (August 18, 2005) http://www.abc.net.au/message/tv/ http://www.tpk.govt.nz/publications/docs/mbac%20report%20final30-09-001.pdf Torrie, J. (June 15, 2005) An Epic Battle of Whales, Rabbits & Warriors. (Online), 8/15/05, http://188.8.131.52/publications/csq/csq-article.cfm?id=1827 Tribal College Journal of American Indian Higher Education http://www.tribalcollegejournal.org/ TV New Zealand, TVNZ.com (August 18, 2005) http://tvnz.co.nz/view/video_index_skin/video_index_group WebSurveyor http://www.websurveyor.com/gateway.asp West Coast Aquatic Board, West Vancouver Island Website, "Luna/Tsux'iit Stewardship Plans, http://www.westcoastaquatic.ca/Luna_stewardship.htm Wilkinson, Charles & The American Indian Resources Institute (2004)Indian Tribes As Sovereign Governments (Second Edition). Oakland, CA: American Indian Lawyer Training Program, Inc. Yin, R. (2003) Case Study Research, Design and Methods (3 rd ed) Thousand Oaks/London/New Delhi.Sage Publications Zellen, B. (July 31, 1998) Introduction: Media and Aboriginal Culture; An Evolving Relationship. 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DRAFT GOAL ONE: SOPHOMORE CREED: Understand, believe and proclaim the Triune God as revealed in the signs of creation, Sacred Scripture, Catholic Tradition and human experience. DRAFT GOAL TWO: SOPHOMORE SACRAMENTS: Understand and participate in the sacraments of the Church as efficacious signs of God's grace, instituted by Christ and entrusted to the Church. GOAL THREE: SOPHOMORE CHRISTIAN LIVING: Understand and live the moral teachings of the Church through a life of discipleship in Jesus Christ expressed in love for God, conversion, the dignity of the human person, positive self-image, personal integrity, social justice, and love of neighbor. DRAFT GOAL FOUR: SOPHOMORE SACRED SCRIPTURE: Read, comprehend and articulate salvation history as conveyed in God's revelation through the signs of scripture. LEARNING OUTCOME S.04.05 Apply understanding of the literary style, sources, characters, and plot unveiling God's covenants with human beings in the Book of Genesis. S.04.06 Apply understanding of the literary style, sources, characters, plot and theological significance in the Book of Exodus SAMPLE ASSESSMENTS Identify the literary style, P, E and J sources, characters, and plot of the four sections of the Book of Genesis. Describe the theological significance of Original Innocence in Genesis. Surmise why it was important to believe that Creation is good. Surmise why the origin of sin had to be part of the Creation stories. Explain the significance of God's covenant with Noah. Describe how God's covenant with Abraham related to prosperity and blessing in relationship to progeny and land. Explain the significance of covenantal language in Genesis. Describe implications for our faith today. Identify the literary style, P, E and J sources, characters, and plot of the three sections of the Book of Exodus. Explain the significance of Moses' encounter with YHWH in the burning bush. Explain theological significance of God's freeing the people from slavery. Identify God's covenant at Mt. Sinai as the central theology of the OT: God's fidelity to the covenant and human response in terms of the Law and the shaping of a people in relationship to God. Explain the significance of the Ten Commandments related to covenant. Surmise why a majestic commanding God is essential to the Exodus story. Describe implications for how we understand our faith today. CONNECTIONS Literature: Read the Book of Genesis. Identify the literary genres and sources. Identify the four major sections and major characters of the book. State the "plot" of the overall story of Genesis. Explain how the characters "come alive" in the text. Explain meaning of covenant, prosperity and blessing in the story. Identify the E, J and P sources in the text. Compare/ contrast God with the other gods of the story. Explain why showing divine control over human events was important in the story. As you leave the story state what questions you have. Literature: Read the Book of Exodus. Identify the literary genres and sources. Identify the three major sections in terms of place or location and characters. Identify the literary genre of drama with acts and scenes. List the characteristics of God and Moses in the story. Explain the anthropomorphic characterization of God in the story and its relationship to the plot. Recount the scene of Mt. Sinai and its relevance to the plot. Recount the journey in the desert in relationship to God's fidelity to the covenant and human infidelity. Explain how the literary devices of irony and argument intensify the plot. Describe how blessings and curses are used in the plot. Trace the significance of God's fidelity to the people in the Book of Exodus. As you leave the story state what questions you have. Interreligious Dialogue: Research how the stories of the Exodus are remembered in the liturgical life of the Jewish community. Interview a Jewish friend or rabbi to learn about the importance of this story and liturgical remembrance in Jewish life. LEARNING OUTCOME S.04.07 Show understanding of the regulatory nature of the Book of Leviticus as related to the covenant and the Holiness Code. S.04.07 Show understanding of the Book of Numbers as code set within the context of a journey of conquest narrative describing God's fidelity and presence to the people symbolized in the ark of the covenant and the people's murmuring and rebellion. SAMPLE ASSESSMENTS Identify the literary style of the Book of Leviticus. State the relationship between the covenant and the rules of the Holiness Code. State how the Leviticus description of holiness relates to offerings. State the importance of purity. Explain who is holy. Explain the role of the priest in relationship to the people. Explain how we describe holiness today and its importance in living a life of faith. Identify the literary style of the Book of Numbers. Describe the setting of the book in the context of journey. Explain the theological significance of the murmuring and rebellion of the people. Describe the celebration of the Passover in Num 9:1-14 and its significance in the story. Describe the theological significance of God's role as warrior and judge in relationship to fidelity to the covenant. Explain the theological significance of conquest of the land. Describe how the journey motif is important in how we understand our faith journey today. CONNECTIONS Literature: Read the Book of Leviticus. Identify the literary genres and source. Identify the major sections in terms of laws and rituals. Explain the significance of the offerings in relationship to God, the priests and the community. Describe the nature of the community as a society related to birth, death, sexuality, marriage, animals, cleanliness, sickness/deformity, militarism and economics. State how these are important to any society. State how these are different for Israel as a society. Explain the importance of the Book of Leviticus in its description of Israel as a holy people belonging to God and set apart from the nations. Explain what you learned about the Book of Leviticus in terms of insight and surprise. As you leave the text state what questions you have. Literature: Read the Book of Numbers. Identify the literary genres and sources. State the major themes and where they are located in the text. Identify the main characters of God, Baal, Moses, Aaron and the Israelites. Identify the literary significance of the character of God as a warrior hero conquering other gods in the plot. Explain the significance of God's role as judge in the shaping of a society. Explain the significance of the interactions between God and Moses in the journey account. Explain what you learned about the Book of Leviticus in terms of insight and surprise. As you leave the text state what questions you have. SOPHOMORE DRAFT GOAL FIVE: SOPHOMORE LITURGY: Understand and celebrate the liturgical rites of the Church as expressed in the Church Year and epitomized in the Eucharist the source and summit of Christian life. of the Church Year. GOAL SIX: SOPHOMORE CHRISTIAN PRAYER/ SPIRITUALITY: Understand and express the different forms of prayer consciously recognizing the work of the Holy Spirit and the meaning of self-surrender to God. GOAL SEVEN: SOPHOMORE CATHOLIC CHURCH: Understand and appreciate the mystery of the Church, the Body of Christ, the community of believers, as expressed in the Church's origin, mission of evangelization, hierarchical structure, marks, charisms, members and the communion of saints. GOAL EIGHT: SOPHOMORE PARISH LIFE: Understand and participate in the life of the Church as lived in the parish through its community, cultural aspects, worship, sacramental life, service, missionary endeavors and organization. GOAL NINE: SOPHOMORE VOCATION: Understand and undertake discipleship in Christ responding in faith by participating in the mission of the Church through living a specific call in the life of the Church. GOAL TEN: SOPHOMORE ECUMENSIM AND DIALOGUE: Understand and participate in the call of the Church to be a sign of unity in the world through knowledge of and collaboration with Christian churches, Jews, Muslims and all faith traditions.	<urn:uuid:7865eea0-f0ea-4c22-bc73-837a5ccaa48b>	CC-MAIN-2017-47	https://schools.archchicago.org/documents/80540/80695/Grade+Ten.pdf/963e4130-4614-48b5-baf5-73b1167a36da	2017-11-20T09:25:46Z	crawl-data/CC-MAIN-2017-47/segments/1510934805977.0/warc/CC-MAIN-20171120090419-20171120110419-00623.warc.gz	696,268,393	1,713	eng_Latn	eng_Latn	0.974951	eng_Latn	0.98977	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 179, 186, 366, 660, 667, 821, 4021, 6841, 6858, 7076, 7277, 7561, 7789, 7993, 8230 ]	[ 2.171875 ]	1	0
Hanging Stretch 1. Hands together. Thumbs touching. Firmly grip the bar. 2. Tilt your head all the way back. Relax your neck. 3. Keep your feet on the ground, release your knees to take your body weight off your feet while gripping the bar. 4. Relax your shoulders. Feel the stretch below your armpits. 5. Hold the relaxed stretch for 2 to 5 seconds, then stand. Repeat 2 or 3 times a day and/or before any strenuous activity. ★ You will need a chin-up bar, suspended bar or ring, or tree branch, etc. The ideal height for the bar is where you can stand and still wrap your hands around the bar. ★ Caution: you may become dizzy or lightheaded the first few times you do this stretch. Start with 1 second and gradually increase hang time. Any collarbone discomfort will gradually decrease as you continue this stretch over time. ★ Continue this stretch every day for the rest of your life. Wrist Twist 1. Extend your arm and hold your fist in a thumbs down position. Have someone hold your fist so that it will not move. 2. Twist or rotate your elbow counter clockwise. Hold stretch for 15 seconds. Release. 3. Same arm, flip your fist to a palm up position (thumb pointing sideways). Have someone hold your fist again. Rotate elbow clockwise. Hold stretch. Release. 4.Repeat with the other arm. Chair Stretch 1. Stand beside a chair or stool. Place your left foot on it perpendicular to (toe pointing away) your body. Keep the right foot and leg straight. 2. Bend at the waist. Allow arms to hang freely. Drop your head. Inhale. Exhale. Relax into the stretch, which you should feel in your left inner thigh, back and neck. Breathe. 3. Dangle in the stretch for 10 seconds. SLOWLY straighten up. 4. SLOWLY lower your left foot off of the chair. 5. Place your right foot in the chair and repeat the stretch. ★ You may become dizzy or lightheaded when you straighten up. This usually goes away over time. ★ To help steady yourself, stretch with a wall close enough to your backside that your bottom gently leans against the wall when you bend. ★ Continue this stretch 3 times a day for the rest of your life. Doorway Stretch 1. Stand with feet together in a doorway. Place hands on the door facing at a height above waist but below shoulders. 2. Lean forward until arms are fully extended. Allow hips to go forward as you arch your back. Tilt your head as far back as possible. 3. Hold stretch for 5 to 10 seconds. Repeat as necessary.	<urn:uuid:6c6d31fb-7e70-495e-9f72-36068fe3f2ec>	CC-MAIN-2021-43	http://srmethod.com/wp-content/uploads/2014/01/SRM-Stretch-Sheet-2015-web.pdf	2021-10-25T11:30:48+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323587659.72/warc/CC-MAIN-20211025092203-20211025122203-00478.warc.gz	74,425,131	576	eng_Latn	eng_Latn	0.998674	eng_Latn	0.998618	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1297, 2440 ]	[ 2.3125 ]	1	1
In-depth Study Unit Topic or Title: Hellgate Treaty of July 16, 1855 Essential Question(s): What was the purpose of the Hellgate Treaty of July 16, 1855? Who were the tribes of Indians involved in the Hellgate Treaty? What effects did the Hellgate Treaty have on the Indians? Curriculum written by: Shawn D. Orr – Arlee Elementary Indian Studies Content area: Native American Studies, Language Arts (Reading and Writing), Social Studies Grade level: 5 Students will be introduced to primary documents (Hellgate Description, Purpose and Summary of Outcomes: Treaty) by inquiry of reading lines from document and its purpose. Students will engage in different comprehension strategies to explore the Hellgate Treaty. Students will understand why the Flathead Indian Reservation is here in the state of Montana. Students will work in small groups to read and summarize the Hellgate Treaty and create a new Hellgate Treaty version that fits the students. The students will discuss how the Hellgate Treaty affected the Salish, Pend d'Oreille, and Kootenai Indians in a Socratic circle. The students will peer evaluate the small groups and the Socratic circle. The students will also self-assess themselves on how they worked in a small group setting and self-reflect on the unit itself. R 1.3 – Interpret and provide oral, written, and/or artistic responses to ideas and feeling generated by the reading material and compare responses with peers. W 4.2 contemporary effects of this use on the environment, with an emphasis on Montana. SS 3.7 – Describe major changes in a local area that have been cause by human beings (e.g. a new highway, a fire, construction of a new dam, logging, mining) and analyze the probable effects on the community and environment. SS 4.1 – Interpret the past using a variety of sources (e.g. biographies, documents, diaries, eye-witnesses, interviews, internet, primary source material) and evaluate the credibility of sources used. SS 4.2 – Describe how history can be organized and analyzed using various criteria to group people and events. SS 4.3 – Use historical facts and concepts and apply methods of inquiry (e.g. primary documents) to make informed decisions as responsible citizens. SS 4.7 – Summarize major issues affecting the history, culture, tribal sovereignty, and current status of the American Indian tribes in Montana and the United States. SS 5.2 – Apply economic concepts to explain historical events, current situations, and social issues in local, Montana, tribal, national, or global concerns. SS 5.4 – Analyze how various personal and cultural points of view influence economic decisions (e.g. land ownership, taxation, unemployment). SS 6.3 – Identify and differentiate ways regional, ethnic, and national cultures influence individual's daily lives and personal choices. EU 4 – Reservations are lands that have been reserved by the tribes for their own use through treaties, statutes, and executive orders and were not "given" to them. The principle that land should be acquired from the Indians only through their consent with treaties involved three assumptions: I. Both parties to treaties were sovereign powers. II. Indian tribes had some form of transferable title to the land. III. Acquisition of Indian lands was solely a government matter not to be left to individual colonists. EU 5 – Federal policies, put into place throughout American history, have affected Indian people and still shape who they are today. R 4.3 – Read, interpret, and apply information to perform special tasks (e.g. maps) SS 5.4 – Analyze how various personal and cultural points of view influence economic decisions (e.g. land ownership, taxation, unemployment). 2. I can analyze the impact of allotment and homesteading of tribal land. I can compare and contrast Land Status maps to show change of ownership of land over time. I can explain the Allotment Act (Dawes). I can explain the Homestead Act. Map Synthesizing (before and after) Synthesize Land Status maps at beginning of unit to see what students know. Synthesize Land Status maps at end of unit to see what students learned. Sequence of scaffolding lessons - What sequence of steps will best engage, support and hold students accountable to reaching the above learning targets? - What instructional practices and protocols will you use? - What student and teacher involved assessment for learning strategies and routines can you build in? Day 1 Admit – "How did the Flathead Indian Reservation come about?" Map Synthesizing - Worksheet At First I Think – Flathead Reservation Land Status map July 16, 1855 Now I Think – Flathead Reservation Land Status map – Allotment Period – 1908-1909 Now I Think – Flathead Reservation Land Status map – Homesteading Period – 1910-1921 Now I Think – Flathead Reservation Land Status map – 2 nd Allotment Period – 1922-1935 Finally, I Think – Flathead Reservation Land Status map – February 2010 Whole Group Discussion - Land Status Maps (color representations) Exit – "Why is there more green (tribal land) now then there was in 1935?" Day 2 Tea Party – Lines from the Hellgate Treaty "What is a Treaty?" – a formal agreement between two or more states (sovereign nations) with reference to peace, alliance, commerce, or other international relations – the formal document embodying such an international agreement. Guided Study: as a class, read the preamble and Article I of the Hellgate Treaty. Students are to assist in summarizing those 2 sections of the treaty in no more than 25 words. All work is written on Treaty Summaries worksheet. Self-Reflection – Worksheet Day 3 Admit – "What does it mean to summarize?" Jig-Saw – Split class into 5 groups. First group gets Article 2 of the Hellgate Treaty. Second group gets Articles 3 and 4 of the Hellgate Treaty. Third group gets Article 5 of the Hellgate Treaty. Fourth group gets Articles 6, 7, and 8 of the Hellgate Treaty. Fifth group gets Articles 9, 10, 11, and 12 of the Hellgate Treaty. They are to read articles all the way through first. Read through articles again and pick out words that are unknown to them and write them on an index card (one word per card) and then look word(s) up in dictionary to get the meaning of the word. Those words will become part of the word wall. Discuss as a group what the article is about. Then summarize the article in 25 words or less. Make sure that summary makes sense. Those groups will become the exports of their articles. They need to have everything the same in group for when they share with the other experts of the articles. Self-Reflection – Worksheet (interesting things learned and questions they still have) Peer-Assessment – Rubric of peer involvement of group work Self-Assessment – Rubric of self involvement of group work Instructional Practices selected: Inquiry Tea Party Comprehension Jig Saw Pair/Share Vocabulary Development Word Wall Oral Participation Protocols Socratic Circle Pair/Share Represent-to-Learn Write-to-learn Summaries of Articles Day 4 Admit – "Pick three words from the word wall and explain the meaning" Finish up and finalize the Jig-Saw Pair/Share – Regroup the class into three groups. There should be at least one student from each first group in the new groups. They are to share what there article was about and share their summary with the rest of the group. Now all the students have summaries of every article. Map Synthesizing – students are again to fill out the synthesizing worksheet about the Flathead Reservation Land Status maps. At First I Think – Flathead Reservation Land Status map July 16, 1855 Now I Think – Flathead Reservation Land Status map – Allotment Period – 1908-1909 Now I Think – Flathead Reservation Land Status map – Homesteading Period – 1910-1921 Now I Think – Flathead Reservation Land Status map – 2 nd Allotment Period – 1922-1935 Finally, I Know – Flathead Reservation Land Status map – February 2010 Self-Reflection – Worksheet (interesting things learned and questions they still have) Peer-Assessment – Rubric of peer involvement in pair/share. Self-Assessment – Rubric of self involvement in pair/share. Final Product – Typed up version of 5 th grade Hellgate Treaty Day 5 Admit – "What is a Socratic Circle or a sharing/learning circle?" Socratic Circle – try to have controversial topics to keep conversations going. The basic procedure for a Socratic circle is as follows: 1. On the day before a Socratic circle, the teacher hands out the text to be covered. 2. That night at home, students spend time reading, analyzing, and taking notes on the text. 3. During class the next day, students are randomly divided into two concentric circles: an inner circle and an outer circle. 4. The students in the inner circle read the passage aloud and then engage in a discussion of the text for approximately ten minutes, while students in the outer circle silently observe the behavior and performance of the inner circle. 5. After this discussion of the text, the outer circle assesses the inner circle's performance and gives ten minutes of feedback for the inner circle. 6. Students in the inner and outer circles now exchange roles and positions. 7. The new inner circle holds a ten-minute discussion and then receives ten minutes of feedback from the new outer circle. 8. Teacher gives questions or statements to start the discussions. 1 st inner circle discussion will cover these topics: "Which article of the treaty was the most helpful for the tribes" "The government should not have built schools and businesses on the reservation" 1 st outer circle then discuss how well the inner circle participated and kept conversation going. Each student in outer circle will also be watching one student and grading them by a pre-made rubric on participation. 2 nd inner circle discussion will cover these topics: "How did the treaty change the lives of the Tribes?" "Putting Indians on Reservations was a good thing." nd 2 outer circle then discuss how well the inner circle participated and kept conversation going. Each student in outer circle will also be watching one student and grading them by a pre-made rubric on participation. Peer-Assessment – peer involvement in Socratic circle Self-Reflection – worksheet (Learned in unit, what was most fun, most hard, any questions) Resources: (e.g. Anchor Texts, District adopted materials, Supplementary resources, Web-sites) Hellgate Treaty - July 16, 1855 Flathead Indian Reservation Land Status Maps – July 16, 1855 – First Allotment Period 1908-1909 – Homesteading Period 1910-1921 – Second Allotment Period 1922-1935 – Current 2010 and 2011, Confederated Salish and Kootenai Tribes, Natural Resources Dept., Pablo, MT Treaty of Hellgate Treaty of July 16, 1855, 12 Stat. 975 Ratified March 8, 1859. JAMES BUCHANAN, PRESIDENT OF THE UNITED STATES OF AMERICA. TO ALL AND SINGULAR TO WHOM THESE PRESENTS SHALL COME, GREETINGS: Articles of agreement and convention made and concluded at the treaty ground at Hell Gate, in the Bitter Root V alley, this sixteenth day of July, in the year on thousand eight hundred and fifty-five, by and between Isaac I. Stevens, governor and superintendent of Indian affairs for the Territory of Washington, on the part of United States, and the undersigned chiefs, headmen, and delegates of the confederated tribes of the Flathead, Kootenay, and Upper Pend d'Oreilles Indians, on behalf of and acting for said confederated tribes, and being duly authorized thereto by them. It being understood and agreed that the said confederated tribes do hereby constitute a nation, under the name of the Flathead Nation, with Victor, the head chief of the Flathead tribe, as the head chief of the said nation, and that the several chiefs, headmen, and delegates, whose names are signed to this treaty, do hereby, in behalf of their respective tribes, recognize Victor as said head chief. ARTICLE I. The said confederated tribes of Indians hereby cede, relinquish, and convey to the United States all their right, title, and interest in and to the country occupied or claimed by them, bounded and described as follows, to wit: Commencing on the main ridge of the Rocky Mountains at the forty-ninth (49th) parallel of latitude, thence westwardly on that parallel to the divide between the Flat-bow or Kootenay River and Clarke's Fork; thence southerly and southeasterly along said divide to the one hundred and fifteenth degree of longitude, (115, degree) thence in a southwesterly direction to the divide between the sources of the St. Regis Borgia and the Coeur d'Alene Rivers, thence southeasterly and southerly along the main ridge of the Bitter Root Mountains to the divide between the headwaters of the Koos-koos-kee River and of the southwestern fork of the Bitter Root River, thence easterly along the divide separating the waters of the several tributaries of the Bitter Root River from the waters flowing into the Salmon and Snake Rivers to the main ridge of the Rocky Mountains, and thence northerly along said main ridge to the place of beginning. Treaty of Hellgate Treaty of July 16, 1855, 12 Stat. 975 Ratified March 8, 1859 JAMES BUCHANAN, PRESIDENT OF THE UNITED STATES OF AMERICA. TO ALL AND SINGULAR TO WHOM THESE PRESENTS SHALL COME, GREETINGS: Agreement made at the meeting ground at Hell Gate, in the Bitter Root Valley between United States and the Flathead, Kootenay, and Upper Pend d'Oreille tribes on the day of July 16, 1855 with Isaac I. Stevens, governor and superintendent of Indian Affairs for the Territory of Washington, in charge. ARTICLE I. The Flathead, Kootenay, and Upper Pend d'Oreille tribes are giving up their traditional homeland of Western Montana to the United States government. ARTICLE II. There is, however, reserved from the lands above ceded, for the use and occupation of the said confederated tribes, and as a general Indian reservation upon which may be placed other friendly tribes and bands of Indians of the Territory of Washington who may agree to be consolidated with the tribes parties to this treaty, under the common designation of the Flathead Nation, with Victor, head of the Flathead tribe, as the head chief of the nation, the tract of land include within the following boundaries to wit: Commencing at the source of the main branch of the Jocko River; thence along the divided separating the water flowing into the Bitter root River from those flowing into the Jocko to a point on Clarke's Fork between the Camas and Horse Prairies; thence northerly to, and along the divide bounding on the west Flathead River, to a point due west from the point halfway in latitude between the northern and southern extremities of the Flathead Lake; thence on a due east course to the divide whence the Crow, the Prune, and So-ni-el-em and the Jocko rivers take their rise, and thence southerly along said divide to the place of beginning. All which tract shall be set apart, and, so far as necessary, surveyed and marked out for the exclusive use and benefit of said confederated tribes as an Indian reservation. Nor shall any white man, excepting those in the employment of the Indian department, be permitted to reside upon the said reservation without permission of the confederated tribes, and the superintendent and agent. And the said confederated tribes agree to remove to and settle upon the same within one year after the ratification of this treaty. In the meantime it shall be lawful for them to reside upon any ground not in the actual claim and occupation of citizens of the United States, and upon any ground claimed or occupied, if with the permission of the owner or claimant. Guaranteeing however the right to all citizens of the United States to enter upon and occupy as settlers any lands not actually occupied and cultivated by said Indians at this time, and not including in the reservation above named. And provided that any substantial improvements heretofore made by any Indian, such as fields enclosed and cultivated and houses erected upon the lands hereby ceded, and which he may be compelled to abandon in consequence of this treaty, shall be valued under the direction of the President of the United States, and payment made therefor in money, or improvements of an equal value be made for said Indian upon the reservation; and no Indian will be required to abandon the improvements aforesaid, now occupied by him until their value in money or improvements of an equal value shall be furnished him as aforesaid. ARTICLE II. There is land reserved from their traditional homeland in Western Montana. Victor will be Head Chief. Reservation may be surveyed for private use of tribes. No white man shall enter the reservation, unless employed to work on reservation or have permission to enter from tribes. ARTICLE III. And provided, That if necessary for the public convenience roads may be run through the said reservation; and, on the other hand, the right of way with free access from the same tot eh nearest public highway is secured to them, as also the right in common with citizens of the United States to travel upon all public highways. The exclusive right of taking fish in all the streams running through or bordering said reservation is further secured to said Indians; as also the right of taking fish at all usual and accustomed places, in common with citizens of the Territory, and of erecting temporary buildings for curing; together with the privilege of hunting, gathering roots and berries, and pasturing their horses and cattle upon open and unclaimed land. ARTICLE IV. In consideration of the above cession, the United States agree to pay to the said Confederated tribes of Indians, in addition to the goods and provisions distributed to them at the time of signing this treaty the sum of one hundred and twenty thousand dollars in the following manner--that is to say: For the first year after the ratification hereof, thirty-six thousand dollars, to be expended under the direction of the President, in providing for their removal to the reservation, breaking up and fencing farms, building houses for them, and for such other objects as he may deem necessary. For the next four years, six thousand dollars each year; for the next five years, five thousand dollars each year; for the next five years, four thousand dollars each year; and for the next five years, three thousand dollars each year. All which said sums of money shall be applied to the use and benefit of the said Indians, under the direction of the President of the United States, who may from time to time determine, at his discretion, upon what beneficial objects to expend the same for them, and the superintendent of Indian affairs, or other proper officer, shall each year inform the President of the wishes of the Indians in relation thereto. ARTICLE III. There may be roads built through the reservation. Tribal members may also hunt, gather, fish and take part in any other traditional cultural activity in their traditional homeland, not just on the reservation. ARTICLE IV. The United States will pay the tribes money for the purchase of traditional homeland. The president will also build houses on the reservation for the tribal people. ARTICLE V. The United States further agree to establish at suitable points within said reservation within one year after the ratification hereof, and agriculture and industrial school, erecting the necessary building, keeping the same in repair, and providing it with furniture, books and stationary, to be located the agency, and to be free to the children of the said tribes, and to employ a suitable instructor or instructors. To furnish one black-smith shop; to which shall be attached a tin and gun shop; one carpenter's shop; one wagon and plough maker's shop; and to keep the same in repair, and furnish with the necessary tool. To employ two farmer, one blacksmith, one tanner, one gunsmith, one carpenter, one wagon and plough maker, for the instruction of the Indians in trades, and to assist them in the same. To erect one saw- mill and one flouringmill, keeping the same in repair and furnished with the necessary tool and fixtures, medicines and furniture, and to employ a physician; and to erect, keep in repair, and provide the necessary establishments to be maintained and kept in repair as aforesaid, and the employees to be kept in service for the period of twenty years. And in view of the fact that the head chiefs of the said confederated tribes of Indians are expected and will be called upon to perform many services of a public character, occupying much of their time, the United States further agree to pay to each of the Flathead, Kootenay, and Upper Pend d'Oreilles tribes five hundred dollars per year, for the term of twenty years after the ratification hereof, as a salary for such persons as the said confederated tribes may select to be their head chiefs, and to build for them at suitable points on the reservation a comfortable house, and properly furnish the same, and to plough and fence for each of them ten acres of land. The salary to be paid to, and the said houses said to be occupied by, such head chiefs so long as they may be elected to that position by their tribes, and no longer. And all the expenditures and expenses contemplated in this article of this treaty shall be defrayed by the United States, and shall not be deducted from the annuities agreed to be paid to said tribes. Nor shall the cost of transporting the goods for the annuity payments be a charge upon the annuities, but shall be defrayed by the United States. ARTICLE VI. The President may from time to time, at his discretion, cause the whole, or said portion of such reservation as he may think proper, to be surveyed in to lots, and assign the same as such individuals of families of the said confederated tribes as are willing to avail themselves of the privilege, and will locate on the same as a permanent home, on the same terms and subject to the same regulations as are provided in the sixth article of the treaty with the Omahas, so far as the same may be applicable. ARTICLE V. The United States will build schools, shops, saw mill, flour mill, and employ a doctor for the tribes. ARTICLE VI. The president may survey the reservation into lots for tribal individuals and families. ARTICLE VII. The annuities of the afore said confederated tribes of Indians shall not be taken to pay the debts of individuals. ARTICLE VIII. The aforesaid confederated tribes of Indians acknowledge their dependence upon the Government of the United States, and promise to be friendly with all citizens thereof, and pledge themselves to commit no depredations upon the property of such citizens. And should anyone or more of them violate this pledge, and the fact be satisfactorily proved before the agent, the property take shall be returned, or in default thereof, or is injured or destroyed, compensation may be made by the Government out of the annuities. Nor will they make war on any other tribe except in self-defense, but will submit all matters of difference between them and other Indians tot eh Government of the United States, or its agent, for decision, and abide thereby. And if any of the said Indians commit any depredations on any other Indians within the jurisdiction of the United States, the same rule shall prevail as that prescribed in this article, in case of depredations against citizens. And the said tribes agree not to shelter or conceal offenders against the lows of the United States, but to deliver them up to the authorities for trial. ARTICLE IX. The said confederated tribes desire to exclude from their reservation the use of ardent spirits, and to prevent their people from drinking the same; and therefore it is provided that any Indian belonging to said confederated tribes of Indians who is guilty of bringing liquor into said reservation, or who drinks liquor, may have his or her proportions of the annuities withheld from him or her for such time as the President may determine. ARTICLE X. The United States further agrees to guarantee the exclusive use of the reservation provided for in this treaty, as against any claims which maybe urged by the Hudson Bay Company under the provisions of the treaty between the United States and Great Britain on the fifteenth of June, eighteen hundred and forty-six, in consequence of the occupations of a trading post on the Pro-in River by the servants of that company. ARTICLE VII. The money received by the confederated tribes may not be used to pay the debts of individuals. ARTICLE VIII. The confederated tribes will promise to be friendly with all citizens of the United States. They will also not destroy the land of the citizens as well. Tribes will not make war with other tribes unless it is self-defense. ARTICLE IX. Any Indian that belongs to the tribe cannot drink alcohol or bring alcohol onto the reservation. If they are guilty of these crimes, they will have to pay a fine. ARTICLE X. The United States gets the exclusive use of the reservation, not Great Britain and Hudson Bay Company. ARTICLE XI. It is, moreover, provided that the Bitter Root Valley, above the Loo-lo Fork, shall be carefully surveyed and examined, and if it shall prove, in the judgement of the President, to be better adapted to the wants of the Flathead tribe than the general reservation provided for in this treaty, then such portions of it as may be necessary shall be set apart as a separate reservation for the said tribe. No portion of the Bitter Root Valley, above the Loo-lo fork, shall be opened to the settlement until such examination is had and the decision of the President made known. ARTICLE XII. This treaty shall be obligatory upon the contracting parties as soon as the same shall be ratified by the President and Senate of the United States. In testimony whereof, the said Isaac I. Stevens, governor and superintendent of Indian affairs of the Territory of Washington, and the undersigned head chiefs, chiefs and principal men of the Flathead Kootenay, and Upper Pend d'Oreilles tribes of Indians, have hereunto set their hands and seals, at the place and on the day and year herein before written. ISAAC I. STEVENS, Governor and Superintendent Indian Affairs W.T. (L.S.) VICTOR, Headchief of the Flathead Nation, his x mark.(L.S.) ALEXANDER, Chief of the Upper Pend d'Oreilles his x mark.(L.S.) MICHELLE, Chief of the Kootenays, his x mark.(L.S.) AMBROSE, his x mark.(L.S.) PAH-SOH, his x mark.(L.S.) BEAR TRACK, his x mark. (L.S.) ADOLPHE, his x mark. (L.S.) THUNDER his x mark. (L.S.) BIG CANOE, his x mark. (L.S.) KOOTEL CHAH, his x mark. (L.S.) PAUL, his x mark. (L.S.) ANDREW, his x mark. (L.S.) MICHELLE, his x mark. (L.S.) BATTISTE, his x mark. (L.S.) KOOTENAYS GUNFLINT, his x mark. (L.S.) LITTLE MICHELLE, his x mark. (L.S.) PAUL SEE, his x mark. (L.S.) MOSES, his x mark. (L.S.) James Doty, Secretary. R.H. Landsdale, Indian Agent. W.H. Tappan, Sub Indian Agent. Henry R. Crosire. Gustavus Sobon, Flathead Interpreter. A.J. Hoecken, Sp. Mis. William Craig. ARTICLE XI. The President shall close the Bitter Root Valley to settlement until he decides to make a reservation for the Flatheads. ARTICLE XII. The Hellgate Treaty shall not be ignored after it is ratified by the President and Congress of the United States. People in Attendance and Signing Treaty Isaac I. Stevens, Governor and Superintendent Indian Affairs of Washington Territory Victor, Head Chief of the Flathead Nation Alexander, Chief of the Upper Pend d'Oreille Michelle, Chief of the Kootenays Ambrose Pah-soh Bear Track Adolphe Thunder Big Canoe Kootel Chah Paul Andrew Michelle Battiste Gun Flint, Kootenay Little Michelle, Kootenay Paul See, Kootenay Moses, Kootenay James Doty, Secretary R.H. Landsdale, Indian Agent W.H. Tappan, Sub Indian Agent Henry R. Crosire, Gustavus Sohon, Flathead Interpreter A.J. Hoecken, Sp. Mis.William Craig Self-Assessment on my Small Group Behavior Name: 1. I perform well in small group work when… 2. I don't perform well in small group work when… 3. In small group work I often… 4. In small group work I get upset when… 5. In small group work I help others by… 6. Things I like to do or learn best in small groups are… 7. One piece of advice I have for the teacher when assigning me to a small group is… Small Group Participation Name: Way to GO!!! Needs to Work On: Name: Three (3) interesting things that I learned in this unit are: 1. 2. 3. 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You can make a difference in conserving the endangered rusty patched bumble bee. Create habitat and decrease pesticide use in backyards and parks in urban landscapes. Bumble bees and other pollinators need high quality habitat to survive. For the rusty patched bumble bee, urban habitats can be just as important as rural landscapes. Keeping urban habitats pesticide free is important for habitat quality and for the recovery of the rusty patched bumble bee. Johanna James-Heinz, http://xerces.org/rusty-patchedbumble-bee/ Bumble bee ground nest (left), rusty patched worker on beebalm (center), rusty patched queen (right) On January 11, 2017, the United States Fish and Wildlife Service placed the rusty patched bumble bee (Bombus affinis) on the list of endangered species. The listing became effective on March 21, 2017, making it the first listed bee from the continental United States. The rusty patched bumble bee is a species of bumble bee once common in eastern North America, but in recent years it has declined from an estimated 87% of its historic range. The rusty patched bumble bee is a large social bee that lives in nests in the ground. It was once an excellent pollinator of wildflowers, and many important crops. Both the female workers and males have a small rust-colored patch on the middle of their second abdominal segment. Queens, workers, and males all forage for pollen and nectar. Consider creating or restoring pollinator habitat. Bumble bees need three things to survive. 1. Food. Plant diverse flowers that bloom from early spring through fall. Rusty patched bumble bees collect nectar and pollen from a variety of flowering plants including native plants, heirloom garden plants, trees, weeds and crops. In your yard, plant heirloom and native species, such as salvia, mint, lupines, asters, bee balm, native prairie plants and spring ephemerals. Don't forget spring blooming shrubs like ninebark and pussy willow and fall blooming plants, like asters, goldenrods, and Glossy Abelia. Bumble bees forage throughout the warm months from spring to fall. Without flowers throughout the season, bumble bee queens and colonies can die. More information is available on the web: Plants Favored by Rusty Patched Bumble Bee, U.S. Fish and Wildlife Attracting Pollinators to Your Garden, U.S. Fish and Wildlife Pollinator Conservation, Xerces Society 2. Habitat: Leave some areas undisturbed for nesting and overwintering. Bumble bees nest under bunch grasses, piled stones, brush and compost piles, in abandoned rodent holes, or other overgrown areas. Bumble bees queens need a safe place to overwinter or hibernate. Areas with bare soil and leaf litter (including evergreen needle duff) are likely to support overwintering queens. 3. Management. Pesticides should not be used in or around nesting and forage sites. Pesticides that enter nesting habitat and foraging areas can harm and even kill bees. A number of pesticides and pesticide ingredients can harm bees * Herbicides can kill the plants that bees use for food and shelter. * Insecticides can be toxic and harm bees. * Fungicides can be toxic to bees. By minimizing pesticide use, you can help conserve this once common bee. * Some additives used in pesticides can be toxic to bees. To help conserve the rusty patched bumble bee consider the following ways to reduce the harmful impacts of pesticides: 1. Avoid the use of pesticides, especially insecticides, when there are flowers blooming. Remember, that bumble bee queens could be nesting or overwintering undetected in urban landscapes throughout the year, and could be exposed at any time. Healthy urban landscapes can be maintained with little or no pesticide use. 2. Follow the principles of IPM, Integrated Pest Management, and/or hire professionals who us IPM. IPM addresses the source of pest problems, whereas pesticides simply respond to the pest. The first step is to accept that plants can handle some pest pressure. If pests threaten the health of your plants, help make the plants more resistant to pest and disease by managing them with the proper amount of nutrients, sunlight and water. Improve the health of lawns and decrease insect and disease problems by aerating, top dressing, and providing nutrients. 3. If you feel the need to use a pesticide, only spot treat with pesticides. Use the principles of IPM and confirm that the pest is in sufficient numbers to cause long-term harm the host plant. All insecticides are toxic to pollinators, but some are less risky. If you decide an insecticide is needed consider products made with spinosad, azadirachtin, neem oil, horticultural oils, or insecticidal soaps. No insecticide is completely safe, but these can break down quickly. More information is available on the web: Pollinator Conservation, UMinnesota 4. Strongly consider not using herbicides and permitting flowering plants to grow in the lawn. A pollinator-friendly lawn contains small flowering plants like dandelions, clover, self-heal, blanket flower, and creeping thyme. 5. Avoid the use of highly toxic systemic, neonicotinoid insecticides, such as imidacloprid, clothianidin, thiamethoxam, and dinotefuran. These insecticides are translocated to pollen and nectar and can remain in the plant months to years after a single application. 6. In turf for beetle grubs in the soil use consumer available products that contains insecticides, like chlorantraniliprole, that are less toxic than other turf products, which contain systemic neonicotinoids. Ask you lawn service to use this insecticide for grubs in soil and adults on leaves. Before using any insecticide, confirm that the insects are in sufficient numbers to harm the grass. 7. Read the EPA approved label that will be attached to the pesticide package, with safety and application information. Read the label to locate information on hazards to pollinators and application methods to protect pollinators. Remember that product labels are legally binding and must be followed exactly, including specific pollinator protection language. 8. When purchasing pollinator-friendly plants ask if the plants were treated with neonicotinoids. Avoid buying or planting plants that have been treated with neonicotinoids. Also, many garden annuals have been bred for longevity, not to provide nectar or pollen, so consult a pollinator-friendly plant list before purchasing. Pollinator Conservation, Xerces Society More information is available on the web: The sum of your year round land management practices will make a difference. Avoid the use of pesticides, manage with IPM, and retrofit the landscape with plants that provide pollen and nectar for bees and other pollinators. You can make a difference. Developed by an interagency committee comprised of Dr. Vera Krischik (University of Minnesota), Aimee Code (Xerces Society for Invertebrate Conservation), Mike Murray (WI DATCP), Dave Cuthrell (Michigan Natural Features Inventory) and USFWS.	<urn:uuid:a8bcb4ea-60da-4077-a5fc-72983b8a889c>	CC-MAIN-2017-47	http://www.extension.umn.edu/garden/plant-nursery-health/docs/RPBB-urban-pesticide.pdf	2017-11-20T09:39:58Z	crawl-data/CC-MAIN-2017-47/segments/1510934805977.0/warc/CC-MAIN-20171120090419-20171120110419-00626.warc.gz	387,387,967	1,492	eng_Latn	eng_Latn	0.994287	eng_Latn	0.995762	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2378, 5320, 6985 ]	[ 3.171875 ]	1	0
SUNHATS POLICY Rationale New Zealand , along with Australia, has the highest Melanoma rates in the world. One or more episodes of sunburn in childhood have been shown to increase the risk of melanoma later in life. As part of our Health and Safety Policy and associated School Uniform Policy, we believe it is necessary for children to be aware of keeping themselves safe in the sun. Purpose 1. To protect from harmful UV radiation from the sun whilst at school. 2. To raise awareness of the potential hazards of the sun. 3. To promote Sun-safe health habits. 4. To follow requirements of the school uniform policy and dress code. Guidelines 1. Whilst outside of the classroom and during the summer months all school staff and pupils shall wear broad-brimmed (min 7.5 cms), legionnaire or bucket hats (min 6cm. brim, deep crown) sunhats. 2. Children have a school sunhat as part of the official school uniform. 3. "No hat, play in the shade" policy requires students without hats to play in the shade. 4. The policy of wearing sunhats will apply during Terms 1 and 4, with the commencement and termination dates left to the discretion of the Principal. 5. School sports teams will be issued with school sunhats for any sporting events as applicable. 6. Work with the wider school community to promote the use of SPF 30+ broad-spectrum sunscreen by students. 7. Regularly publicise and reinforce the SunSmart policy, through newsletters, parent meetings, student and teacher activities. 8. Inform parents of the SunSmart policy at enrolment, especially the use of appropriate hats, clothing, SPF 30+ sunscreen, and encourage parents to practise SunSmart behaviour themselves. 9. Encourage children to wear clothing that protects the skin from the sun (e.g sleeves and collars). 10. Work towards developing and improving existing shade, particularly in areas where students congregate. Shade can be both built and natural (e.g. constructed shelter and trees). 11. Wherever possible schedule outdoor activities and sports events before 11am. 12. Wherever possible, outdoor activities will be held in areas with plenty of shade. 13. Incorporate SunSmart education and activities at all levels when delivering the curriculum. Conclusion Whilst children attend this school, we undertake to keep them as safe and aware of the hazards of the sun as is reasonably possible and to wear the school uniform correctly . This policy will be reviewed by the Board of Trustees and Principal at least once every 3 years.	<urn:uuid:49321511-9fde-49f1-856c-32aaeb75b079>	CC-MAIN-2017-47	http://pep.school.nz/downloads/Sunsmart.pdf	2017-11-20T09:13:37Z	crawl-data/CC-MAIN-2017-47/segments/1510934805977.0/warc/CC-MAIN-20171120090419-20171120110419-00626.warc.gz	238,089,508	533	eng_Latn	eng_Latn	0.997982	eng_Latn	0.998399	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1756, 2515 ]	[ 2.484375 ]	1	3
Name ____________________ For every problem, sketch the Normal curve and shade appropriately. 1. In a study investigating the effect of car speed on accident severity, the vehicle speed at impact was recorded for 500 fatal accidents. For these accidents, the mean speed was 42 mph and the standard deviation was 15 mph. A histogram revealed that the vehicle speed distribution was approximately Normal. a. What percentage of vehicle speeds were between 28 and 55 mph? b. What percentage of vehicle speeds were faster than 50 mph? c. What was the speed of the bottom 5% of accidents? 2. The mean number of text messages sent per month by customers of a cell phone service provider is 1,650 and the standard deviation is 750. A histogram showed that the distribution was approximately Normal. a. What percent of customers sent more than 2000 test messages in one month? b. How many test messages would a customer have to send to be in the 85 th percentile? c. I only send about 80 test messages a month, what is my percentile? 3. An article stated that for full term babies their mean weight is 7.7 pounds and the standard deviation is 1.32 pounds. Birth weight is normally distributed. a. What is the probability that the birth weight of a randomly selected full term baby is more than 8 lbs? b. What is the probability that the birth weight of a randomly selected full term baby is between 6 and 8 pounds? c. What is the probability that the birth weight of a randomly selected full term baby is less than 4.5 pounds? d. How would you characterize the most extreme 0.1% of all full term baby birth weights? 4. A pizza company advertizes that it puts 0.5 pound of real mozzarella cheese on its medium sized pizzas. In fact, the amount to cheese on a randomly selected medium pizza is normally distributed with a mean of 0.5 pound and a standard deviation of 0.025 pound. a. What is the probability that the amount of cheese on a medium pizza is between 0.533 and 0.545 pound? b. What is the probability that the amount of cheese on a medium pizza exceeds the mean value by more than 2 standard deviations? 5. A tire manufacturer believes that the tread life of its tires can be described by a Normal model with a mean of 32,000 miles and standard deviation of 2500 miles. a. If you buy a set of tires, would it be reasonable for you to hope they'll last 40,000 miles? Explain b. Approximately what fraction of theses tires can be expected to last less than 30,000 miles? c. Estimate the quartiles of the tread lives. d. In planning a marketing strategy, a local tire dealer wants to offer a refund to any customer whose tires fail to last a certain number of miles. However, the dealer does not want to take too big a risk. If the dealer is willing to give refunds to no more than 1 out of every 25 customers, for what mileage can he guarantee these tires to last?	<urn:uuid:e658f674-caf3-4d5d-9dcb-5940055d833a>	CC-MAIN-2021-43	http://www.gattonimath.com/uploads/2/2/0/7/22073798/worksheet_8.pdf	2021-10-25T09:54:06+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323587659.72/warc/CC-MAIN-20211025092203-20211025122203-00480.warc.gz	98,243,132	654	eng_Latn	eng_Latn	0.998755	eng_Latn	0.998755	[ "eng_Latn" ]	false	docling	[ 2872 ]	[ 3.875 ]	1	0
Guided reading session 3 Jason and the Argonauts. Phineus directed Jason to the Symplegades. These were two cliffs bordering a narrow channel of water. It was the shortcut to Colchis, but there was one problem. Whenever a ship tried to pass, the cliffs crashed together, crushing the vessel to splinters. Luckily, Phineus knew the secret to sailing through safely, which he explained to Jason. As the Argo approached the channel, Jason let a dove loose. The dove entered the channel and the cliffs began to rumble, but it flew so fast that by the time the cliffs crashed, it had zipped through. The Argonauts quickly rowed the ship forwards as the cliffs drew back. As they approached the channel's end, the cliffs began to rumble again and the men raced to the exit. CRASH! They had made it, but only just-they lost the wooden statue at the stern of the ship. When Jason and his crew finally landed on the coast of Colchis they went straight to the palace. As soon as they arrived, Jason asked for an audience with the king and found himself standing in front of Aeetes and his family. The mischievous god of love, Eros was watching. He decided to play a trick. Eros made Aeetes' daughter Medea fall passionately in love with Jason. She hung on Jason's every word when he spoke to her father. "Aeetes," said Jason, " I have been sent here to ask for the golden fleece. I cannot return home without it. I will do anything you ask of me in exchange for it." At this, Aeetes laughed nastily. "Fine," he said snidely. "Tomorrow you will have a chance to win the fleece. I want you to harness the fire-breathing bulls I keep. Then you must plough a field outside my palace and sow this bag of dragon's teeth." Jason accepted Aeetes' challenge, but Medea was very worried. Luckily, Medea was no ordinary princess. She was also a witch and skilled in magic. That night, She went to find Jason. "I wish to help you," she said, "but you must make me a promise first. My father will be furious I aided you, so you must take me home with you and make me your wife." "Of course!" said Jason, glad of the clever Medea's assistance. What is going to happen? How do you think she is going to help? Remember what we have learnt about her.	<urn:uuid:7b88e04b-ee0d-4403-896f-dec06b478dc4>	CC-MAIN-2021-43	https://stjamescofeprimaryschool.co.uk/wp-content/uploads/2021/01/Guided-reading-session-3.pdf	2021-10-25T10:37:44+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323587659.72/warc/CC-MAIN-20211025092203-20211025122203-00480.warc.gz	686,960,028	526	eng_Latn	eng_Latn	0.999869	eng_Latn	0.999889	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2130, 2235 ]	[ 2.078125 ]	1	0
WHO News Water and health, hand-in-hand for a day To raise awareness of the connection between water and health, WHO was chosen as lead agency for World Water Day on 22 March. Scores of events, ranging from Internet-based discussions among students to ice-hockey games, music video releases, and the more traditional seminars and awards, took place in countries around the world. World Water Day has been celebrated annually since it was first conceived at the 1992 UN Conference on Environment and Development in Rio de Janeiro. This is the first year that WHO has acted as primary sponsor. ''Access to safe water is a universal need ... and a basic human right,'' WHO directorgeneral, Dr Gro Harlem Brundtland, said in a video released on the World Water Day web site (www.worldwaterday.org). More than one billion people — 18% of the world's population — do not have access to ''improved sources'' of water and 2.4 billion do not have access to basic sanitation, she noted. Consequently, more than 3 million people die each year from water-related diseases such as diarrhoea and malaria. Millions of others suffer from diseases such as dysentery, which can be transmitted by contaminated water, and trachoma, which is associated with lack of readily accessible water. A lack of clean water is often linked to poverty. ''The absence of a safe water supply contributes to an estimated 80% of disease and death in the developing world,'' said UN secretary-general Kofi Annan. ''Clean water is a luxury that remains out of the reach of many.'' A WHO report, Water for Health — Taking Charge, released on World Water Day, recommends several low-tech methods for improving water supplies and health in developing countries. ''Business as usual is no longer an option,'' Brundtland wrote in the report's foreword. ''We don't have enough time to just wait for large infrastructure investments to provide these basic services. Several simple interventions are available.'' The report recommends chlorination, both in communities and for individual households. In one island country, Maldives, where chlorination was used in wells and rainwater collection tanks, deaths from diarrhoea were eliminated, according to the report. Another recommendation is for use of solar water disinfection, or SODIS, whereby water in plastic bottles is disinfected by exposure to the sun for at least 2 hours. A third recommendation is a change in behaviour. Handwashing with soap, for example, can dramatically lower rates of disease. n Catherine Dold, Boulder, Colorado, USA A day in the life of the world's anti-TB drive In March, WHO and the Stop TB partnership launched a US$ 50 million-a-year initiative to provide free drugs to 10 million tuberculosis patients over the next five years. By 2010, the Global TB Drug Facility, as the initiative is called, aims to reach 45 million patients in the worst-affected countries. By 2020, it hopes to have prevented 25 million TB deaths and 50 million cases. The new drug facility was launched in the run-up to World TB Day, 24 March, which this year focused on tuberculosis as a human rights issue. In announcing the new facility, WHO director-general Dr Gro Harlem Brundtland said access to treatment and cure was basic to human rights. ''It is shameful that TB patients are still dying of the disease, and inexcusable that less than a quarter of them have access to effective treatment.'' In its annual report on global tuberculosis control, also issued in the run-up to World TB Day, WHO estimates that 8.4 million people contracted TB in 1999 — up from 8 million in 1997. The biggest increase in cases since 1997 was in subSaharan Africa, which experienced a 20% surge in cases due to the high rates of people co-infected with HIV and TB. About two A sampling of World TB Day events This year's World TB Day falls on 24 March. It was marked by a series of national and international events coordinated by the partners of the Stop TB partnership. . 16 March, Cape Town, South Africa: Archbishop Desmond Tutu launches World TB Day with the publication of a new report by the Stop TB partnership: A human rights approach to tuberculosis. . 20 March, New York, USA: the medical relief agency Me´decins Sans Frontie`res (MSF) holds a panel discussion, chaired by Pulitzer prizewinning author Laurie Garrett, on Defusing the time bomb: the world's TB crisis. . 21 March, Washington DC, USA: the [US] National Council for the Elimination of TB and the Stop TB partnership launch the Global TB Drug Facility (see main text) and outline plans to introduce a new bill in the US Congress — the Omnibus Tuberculosis Control Bill 2001 — designed to boost US funding for national and global TB control activities. . 23 March, Brussels, Belgium: the Global Alliance for TB Drug Development releases early research findings from a new study — The pharmaco-economics of TB drug development — which demonstrate the large market potential for a new TB drug that could reduce the treatment period from six to two months. . 23 March, Moscow, Russian Federation: MSF holds a Contagious concert, in which young musicians perform works by composers who suffered from tuberculosis — including Chopin, Liszt, Shostakovitch, and Stravinsky.	<urn:uuid:86fad298-5039-4f64-b53f-b54bc9b57775>	CC-MAIN-2021-43	https://www.scielosp.org/pdf/bwho/2001.v79n5/486-486/en	2021-10-25T11:58:51+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323587659.72/warc/CC-MAIN-20211025092203-20211025122203-00480.warc.gz	1,173,578,723	1,128	eng_Latn	eng_Latn	0.998609	eng_Latn	0.998609	[ "eng_Latn" ]	false	docling	[ 5256 ]	[ 2.015625 ]	2	2
High seas may be responsible for Taiwan settlement 5 April 2011, by Deborah Braconnier Satellite photo of Taiwan. Image: NASA (PhysOrg.com) -- University of Hawaii archaeologists, led by Barry Rolett, have published a journal in Quaternary Science Reviews focusing on the early settlements of Taiwan. It is their belief that rising sea waters in China led to the movement of settlements. According to Rolett and the others, 9,000 years ago when most of China was focused on rice farming, the Fuzhou Basin was being inundated by rising sea waters. What had once been an area full of marshes suitable for rice paddies, was then being covered with sea water. The water levels were high enough that the mountain tops of the area were reduced to islands. Analyzing sediment cores from the Fuzhou Basin, Rolett's team found evidence that flooding in the area began around 9,000 years ago, reaching its peak level some 7,000 years ago. The water levels appear to have remained at this higher level until what appears to have been a rapid decline some 2,000 years ago. With residents of this area being reduced to small island living, these rice farmers were quickly forced to turn to a life in the water. These new found mariners used canoes and rafts for fishing. It was this new found proficiency in seafaring that Rolett believes enabled these people to make the 80-mile journey to Taiwan, where evidence shows villages were established around 5,000 years ago. Evidence discovered by Rolett and his team in both the Fuzhou Basin and Taiwan reveal similar pottery, which further supports his beliefs. Archaeological evidence shows that while there was 80 miles of water between these two civilizations, they showed similar characteristics, suggesting these villagers traveled from the Fuzhou Basin to Taiwan. Most likely traveling by bamboo boats with sails, further evidence shows that these new maritime travelers may have first traveled up and down the China coast, acquiring millet, a grain similar to rice and found in the Taiwan villages. More information: Holocene sea-level change and the emergence of Neolithic seafaring in the Fuzhou Basin (Fujian, China), Quaternary Science Reviews, Volume 30, Issues 7-8, April 2011, Pages 788-797. doi:10.1016/j.quascirev.2011.01.015 © 2010 PhysOrg.com 1 / 2 Powered by TCPDF (www.tcpdf.org) APA citation: High seas may be responsible for Taiwan settlement (2011, April 5) retrieved 25 October 2021 from https://phys.org/news/2011-04-high-seas-responsible-taiwan-settlement.html This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only. 2 / 2	<urn:uuid:5ab01b4c-ed20-442f-a87a-7fa2a925dcb1>	CC-MAIN-2021-43	https://phys.org/pdf221197236.pdf	2021-10-25T11:02:39+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323587659.72/warc/CC-MAIN-20211025092203-20211025122203-00480.warc.gz	590,577,978	615	eng_Latn	eng_Latn	0.985632	eng_Latn	0.99743	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2311, 2767 ]	[ 2.6875 ]	1	0
Ecuador independence day Diverse country constructs more inclusive society Javier Ponce Leiva AMBASSADOR OF ECUADOR ------------------------------------------ On Aug. 10, Ecuador commemorates 201 years of its independence. On this day of great importance for my country, as gration from Spain, as well as from Africa and Asia, a m o n g others, have contributed to the formation and consolidation of the Ecuadorean multiethnic and multicultural society. ambassador of Ecuador it i s a privilege to greet the noble Japanese people and my fellow Ecuadorean compatriots living in Japan. Ecuador, an Amazonian and Andean country, is a multiethnic and multicultural nation located in the center of the world. Its coasts are bordered by the Pacific Ocean, which not just surrounds the beautiful beaches but also promoted navigation, contact and commerce with Japan for over a century. Nature has been generous to Ecuador. In just 256,370 sq. km, the territory houses a splendid biodiversity, one of the richest on the planet. In four geographic areas distributed in the Andean, Amazonic, Costean and Insular (Galapagos) regions, it contains a numerous and exotic display of native species and endemic fauna and flora. We find some of the highest mountains and volcanoes on Earth, such as Chimborazo (6,310 meters), Cotopaxi (5,897 meters), Cayambe (5,790 meters), Antisana (5,758 meters), Altar (5,320 meters), Illiniza (5,248 meters), Tungurahua (5,023 meters) and Cayambe (4,944 meters). The glaciers and surrounding valleys are of extreme beauty, one of the reasons that the country interests and attracts tourists and scientists from all latitudes. The cultural development of the pre-Columbian communities was amazing. Valdivia produced the first ceramic the Americas (3500 to 1800 B.C.), and the pottery techniques and aesthetics are notable in the Chorrera (1500 to 500 B.C.) and Jama Coaque (500 B.C. to A.D. 1531) cultures, while the metal- Ecuador traces its origins back to 20,000 B.C. The Quitus, Panzaleos, Puruaes, Saraguros and Canaris in the Sierra; the Huaoranis, Ashuar, Cofan, Siona-Secoya, Shiwiar, Zaparo and Tagaeri (this last one not ever contacted) in the Amazonia; and the Awa, Chachis, Cayapas, Tsachilas and Huancavilcas on the Coast are the indigenous cultures that have been preserved for centuries. Since the 16th century, immi- Sunbathing: An iguana endemic to the Galapagos Islands, a UNESCO World Heritage site, takes a break. President Rafael Correa tional government presided by President Rafael Correa has promoted a deep change of the political system, supported by the citizens. In six occasions referendums and elections were held with the purpose of constructing a more democratic, inclusive, just, and fair society. A new constitution was approved by 63.93 percent of Ecuadoreans on Sept. 28, 2008. Representatives were e l e c t e d to the National Assembly. The political constitution consecrates Ecuador as a territory of peace, forbids the development and use of weapons of mass destruction and prohibits the existence of foreign military installations in its territory. In relation to the rights of immigrants and their families, the promotion of universal citizenship and the free movement of all persons around the world are basic elements of Ecuadorean foreign policy. work was highly developed in La Tolita (600 B.C. to A.D. 400), which smelted platinum with technology not yet determined. A s a result of the mix of races and the cultural syncretism existing since the mid-16th century, and under indigenous, Spanish, Italian, Flemish, and Moorish influences, the city of Quito developed a wide, prolific artistic production. In these artistic and architectural movements, there is a harmonious combination of the American and the European, a phenomenon that put the Ecuadorean capital, together with the city of Krakow in Poland, as the first cities to be listed, in 1975, on UNESCO's list of World Heritages. Some years later the city of Cuenca, in the south of the country, received a similar distinction. In the last few years, the na- Ecuador maintains relations with most countries and through a citizen diplomacy for human development and an active participation in international and regional forums, promotes international integration a s a mechanism of cooperation and solidarity as a mean of collectively achieving the ''Sumak Kausai'' (Quechua for ''Good Living''). At the external level it promotes the progressive development of international laws, the strengthening of mechanisms for the peaceful solutions to controversies, and the acknowledgment and reduction of asymmetries between countries. Furthermore, it implores the establishment of a new international financial architecture and the reform of archaic political institutions such as the United Nations Security Council. The government promotes the Yasuni-ITT Project — located in the national park with the same name that was declared by UNESCO as a part of the World Network of Biosphere Reserves — of forgoing 846 million barrels of underground petroleum, 20 percent of the proved reserves of the country (equal to the emission of 407 tons of carbon dioxide). This is a contribution of Ecuador to the conservation of biodiversity, the mitigation of climate change and the promotion of an equitable and sustainable development of the country. In the bilateral field, the relations between Ecuador and Japan have been mainly characterized by the political dialogue and the commercial exchange of machinery and other industrial products, such as petroleum, flowers, bananas, coffee, cacao, fruits, juices and preserves, tuna and other marine products, among others. Even though the Japanese market actually represents only a marginal destination for Ecuadorean exports, it has an enormous potential for Ecuadorean products, especially from the agroindustries, which are being promoted by the Office of Commerce of the embassy, created last year. fit. It is worthwhile to mention that an Ecuadorean company started this year to export software to Japan for the use of financial entities. Within the framework of the National Plan of Development for achieving human progress and good living, several sectors of mutual interest for both countries have been identified, such as energy, petroleum and telecommunications (the latter of great relevance due to the recent adoption in Ecuador of the Japanese/Brazilian digital system of television), which are of major potential for the public and private sectors of Japan. These sectors offer possibilities of investments for mutual bene- Finally, the existing Japanese nonreimbursable and technical cooperation could be expanded to new areas with high social impact, such as the humanitarian removal of land mines, the application of sciences and space technologies, the research of the oceans, aquaculture and sustainable fishing. I reiterate my best wishes for the prosperity and good health to His Highness the Emperor Akihito, the Imperial Family, and the honorable government presided by H.E. Prime Minister Naoto Kan. I stress the decision of the national government of Ecuador and its diplomatic mission in Tokyo to strengthening even more the friendly relations and cooperation that happily exist between both nations.	<urn:uuid:0fa838ce-80fb-4b94-aaed-9a8e37d0a612>	CC-MAIN-2021-43	https://classified.japantimes.com/nationalday/pdfs/20100810-ecuador.pdf	2021-10-25T11:06:07+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323587659.72/warc/CC-MAIN-20211025092203-20211025122203-00480.warc.gz	268,202,367	1,543	eng_Latn	eng_Latn	0.993027	eng_Latn	0.993027	[ "eng_Latn" ]	false	docling	[ 7317 ]	[ 2.953125 ]	1	0
Reverse culture shock 20 International students expect to feel lost and out of place when they arrive in a new country. Many are surprised to fi nd they also feel lost and out of place when they return home. This feeling is "reverse culture shock," sometimes called "re-entry shock." Will I experience reverse culture shock? Here are some of the challenges returning international students often face. Read this list and think about which might apply to you. Loss of independence Many students miss the freedom and independence they had during their time abroad. * Young students who have been living as independent adults abroad fi nd themselves back under their parents' supervision. This can feel like going back to being a child. * Older students with their own families may also fi nd returning home hard. If they studied abroad without their spouse and children, they can fi nd it hard to get used to living as a family again. If their spouse and children came abroad with them, the whole family may be experiencing reverse culture shock. * Students of any age who studied in a more relaxed society can fi nd it hard to return to a more rigid society. Not feeling able to share your experiences Returned international students look forward to telling their friends and family about their experiences. However, you may fi nd that: * Your family and friends don't seem as interested in your experiences as you expected. They don't know the places and people in your stories! Often they're more interested in telling you what's been happening at home. * People don't understand the stories you tell because they haven't visited the same country or studied abroad themselves. * Depending on how long you've been away and how often you spoke your fi rst language, you may fi nd that you need to get used to speaking your local dialect again. Feeling left out and different Things will have changed while you were abroad. Your family and friends will have become used to you being away. People you were close to may have had signifi cant life changes when you weren't there: starting new jobs, getting married, having children, losing someone they love. Your country may have changed, too. Most importantly, studying overseas will have changed you. Your friends and family will expect you to be the way you were when you left. They may not approve of the changes they see in you, and may say that your attitudes, dress, and behavior have become "too Westernized." All these things can make you feel strange and left out when you fi rst get back. It can take time to rebuild relationships. It helps to remember that you've built new relationships, too. Stay in touch with the friends you made abroad. They'll be experiencing reverse culture shock too, and will understand what you're feeling. Missing where you studied After living in another country, most students look at their home differently. Often they're more critical of home than they were before they left. You may start feeling homesick for the country where you did your studies! Issues international students often struggle with when they get home include: * how authority fi gures (teachers, parents, managers) behave; * how men and women relate to one another; * local conditions: traffi c, weather, politics, crowds; * how society judges people. Be careful how you talk about the comparisons you make. People at home may not appreciate hearing about what was "better" in the other country and they won't want to hear you criticizing your home country. Career pressure Sending a student abroad is expensive. Returned students often say they feel under pressure to get a high-paying job and "justify" the cost of their studies. They may also fi nd that not all local employers value their international qualifi cation as highly as they hoped. How to minimize reverse culture shock Reverse culture shock improves over time. You grew used to living in a new country; you will get used to being home again. Here are some ideas for reducing reverse culture shock. Reconnecting with people at home Don't assume relationships will go back to the way they were when you arrive home. * Get back in touch with people a few months before your return and tell them when you're coming home. Ask them what's been happening in their lives, and tell them what's been happening with you. This can help you feel less "out of the loop" when you get home, and prepares everyone for the changes they'll see. * Find out what's happening in your country: read news websites based in your home country. * Accept that people who have not lived in the country you studied in or studied abroad may not be able to relate to your experiences. Stay in touch with people you met abroad The people who will understand your study abroad experience best will be those who shared it! Fellow returned international students can be a great source of support. * Get in touch with the good friends you made overseas. Chat to them through social media, call them, and arrange to meet them in person if you can. Seek out new connections and experiences New friends and activities can help a lot with culture shock. Any new friends you make will get to know you as you are now, not as you used to be. * Does your institution have an alumni society in your home country? If so, contact them. They may be able to connect you with other students who studied in the same country. * Take up something new: join a club, take up a new sport, look for an online community that caters to one of your interests. If you pursued a new interest overseas, fi nd somewhere to pursue it in your home country. * Don't forget your English! Find places and people to practice speaking English with, both in person and online. Finding expatriate clubs for English-speakers in your country is a great place to look. Career building Building your career can help you feel you're making progress in life. * Seek advice. Contact your institution's career and alumni offi ces, talk to people already working in the fi eld you hope to enter. * Work on your job-seeking skills. Make sure you're confi dent about writing application letters, putting together an attractive résumé or CV, presenting yourself at a job interview. Remember this process might be different in your home country from the way it was abroad. Check locally based career websites and advisors. * Research employers you might like to work for. Go to career fairs, read their websites, contact them, and ask what they're looking for. * Don't be afraid to start small. Look at internships and voluntary positions: these show you are proactive and can give you valuable references and experience. Take a position at a small organization: your work there may help you get a position at a bigger company later. And ﬁ nally ... Studying in a new country is one of the most exciting and rewarding things a student can do. Whether you're just setting out or getting to the end of your experience, we would like to wish you all the very best. You'll take home not just a qualifi cation, but a new and richer outlook on life and the world.	<urn:uuid:34545d15-b721-4671-8242-204800f05adc>	CC-MAIN-2021-43	https://resources.collins.co.uk/Samples/ELT/International_Students_Survival_Guide/ISSG_Chapter20.pdf	2021-10-25T10:54:07+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323587659.72/warc/CC-MAIN-20211025092203-20211025122203-00480.warc.gz	630,627,165	1,447	eng_Latn	eng_Latn	0.999016	eng_Latn	0.999172	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1343, 3055, 4567, 6072, 7133 ]	[ 2.359375 ]	1	0

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