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Name ____________________________
Date _______________ Period ____
Acid, Base, or Salt?
The properties of acids and bases are caused by the ions they form in water. Due to the presence of ions, aqueous solutions of both acids and bases are electrolytes. Acids and bases react with each other to form a salt and water. The reaction is a double replacemnt reaction known as neutralization. (Example: HCl + NaOH ÿ NaCl + H2O) Since acid characteristics are caused by hydronium ions and base characteristics are caused by hydroxide ions, there are some differences as well.
Acids increase the hydronium ion concentration of water. Hydronium ion concentration is measured on the pH (Power of Hydronium) scale. Acids have a pH below 7. They also taste sour, the taste of hydronium. Since acids are polar molecules with metallic hydrogen, they react with active metals to release hydrogen. This single replacement reaction is responsible for the fact that acids corrode metals. Acids can be used to clean metals.
Bases, on the other hand, increase the hydroxide ion concentration of water and reduce the hydronium ion concentration in water. As a result, they have a pH above 7. Hydroxide ions taste bitter. Bases don't react with metals, but they are not so kind to skin. Bases feel slippery because they dissolve skin. (Dissolved skin makes a great lubricant.) Substances that dissolve skin are called caustic. Bases can be used to unclog drains or to make soap.
Enmity between hydronium and hydroxide ions
Aqueous solutions of acids and bases look identical. Indicators, substances that react with acids or bases to show a definite color change, are used to distinguish between them. See the table to the right.
Salts are ionic compounds formed during the neutralization reaction between acids and bases. Salts tend not to have the characteristics of either acids or bases, because they are generally neutral like water. Salts do dissolve in water, however, to form electrolyte solutions.
Fill in the table below based on your reading above and on your knowledge of chemistry.
Write the appropriate number on the answer space next to each statement to indicate whether it describes (1) AN ACID, (2) A BASE, (3) A SALT, or (4) NONE OF THESE. If more than one choice is described by a statement, write more than one number on the answer space.
_______________
1. Has a pH less than 7.
_______________
2. Formed during a neutralization reaction.
_______________
3. Ionic compound.
_______________
4. Polar covalent compound.
_______________
5. Feels slippery to the touch.
_______________
6. Tastes bitter.
_______________
7. Water.
_______________
8. Increases the hydronium ion concentration of water.
_______________
9. Contains hydroxide ions.
_______________
10. Ionizes in water.
_______________
11. Reacts with active metals to release hydrogen gas.
_______________
12. C2H5OH [HINT: What kind of bonds are in this compound?]
_______________
13. CH3COOH [HINT: Which element is the most metallic in this compound?]
_______________
14. Conducts electricity in water solution.
_______________
15. Turns litmus red.
_______________
16. Turns phenolphthalein red.
_______________
17. Used in the production of soap.
_______________
18. Found in vinegar.
_______________
19. Water solution of carbon dioxide [H2O(R) + CO2(g) ÿ H2CO3(aq)].
_______________
20. Can be neutralized to form a salt and water.
_______________
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REPORT
Collaborative International Project- 'Research in the Humanities: Investigations in Global Migration'
"We all have different inspirations, but one goal: a better world"-Ernesto Argüello
Delhi Public School, Gurgaon, partnered with Wayne Community College, USA, VIII PALO, Poland to collaborate and research on the project, 'Research in the Humanities: Investigations in Global Migration'. The team of ten students from DPS Gurgaon comprised of Anisha Sainani, Jyotika Malhotra, Tanvi Nagar, G Pranav Bhardwaj, Paarth Arya, Shrey Kharbanda, Aditi Gupta, Kudrat Mehta, Krish Khera and Mohak Chandna.
The primary objectives of this project were to evaluate credible sources and conduct research to investigate migration through diverse perspectives like academic, artistic, narrative, and then communicate the idea through a podcast. All twenty-five members of the student team from India and abroad took the Clifton Strength Test, and were then divided into five groups on the basis of their strengths.
Each group chose to study two countries of their interest. They studied the migration trends of the identified nations, in-depth. The narrative was presented creatively in the form of group discussions through podcasts. Some of the groups also wrote poetry and drew art pieces to present their research. The podcasts were built on various apps, one of them being 'Anchor'.
The project culminated with a ceremony on Friday, 30th April 2021. The dignitaries from DPS Gurgaon, at the ceremony were, Director Principal, Ms. Aditi Misra, Dean of Student Welfare, Ms. Sapna Dhawan, Director, VIII PALO, Prof. Jerzy Waligora from Krakow, Poland, and Vice President, Dr Patricia Pfeiffer of Wayne Community College, participating students and the teacher coordinators from USA, Poland and India. The welcome note at the start-of-the-art event initiated the programme, which was followed by a group discussion in the format of a question-answer session by the teacher coordinators. All the students voiced their ideas, explained the process of making the podcast and shared their experiences, thus making the discussion fruitful and constructive. The event concluded with the dignitaries sharing their thoughts with the audience. Ms. Aditi Misra congratulated the students for their collaborative research work and the competencies displayed. She also said that in these unprecedented times, all the young leaders need be compassionate individuals, with a desire to learn and help.
The project proved to be a constructive platform for students from across international boundaries to engage in conversation, voice their opinions, learn to collaborate and be the voice of their generation. | <urn:uuid:b99a99d9-ec83-49fb-b93e-a455605e58e1> | CC-MAIN-2021-43 | https://dpsgurgaon.org/uploaded_files/news/Report1620032052.pdf | 2021-10-25T10:34:34+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587659.72/warc/CC-MAIN-20211025092203-20211025122203-00481.warc.gz | 307,318,669 | 551 | eng_Latn | eng_Latn | 0.997099 | eng_Latn | 0.997099 | [
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PE Learning Snapshot Term Four, 2019
PREP...
During Term Four, students will continue to develop their gross motor skills through basic and complex movement sequences. Throughout this term, students will engage in individual, partner, small group and whole class activities. Students will have an opportunity to learn how to punt a ball and will be introduced to the skill of a forehand strike through a tennis unit. Students will also engage in a minor games unit which focuses on the skills learnt throughout this year which includes catching, throwing, kicking and dribbling. Students will continue to improve their hand-eye coordination, eye-foot coordination and spatial awareness. In addition, students will continue to follow the rules when participating in physical activities by demonstrating appropriate use of equipment and following instructions for personal safety and fair play.
YEAR 1/2…
During Term Four, Year One and Two students will continue to engage in a variety of Athletic events in preparation for the St. Joseph's Athletics Carnival. Students will also have the opportunity to explore the sport of Tennis. Students will begin to develop the basic skills to perform a forehand strike to a partner. Through a minor games unit, students will practise a variety of skills they have learnt throughout this year, specifically focusing on target games, to continue to improve accuracy, precision and control. Throughout the term, students will continue to improve their hand-eye coordination and gross motor skills through individual, partner, small group and whole class activities. In addition, students will continue to follow the rules when participating in physical activities by demonstrating appropriate use of equipment and following instructions for personal safety and fair play.
YEAR 3/4…
During Term Four, Year Three and Four students will continue to develop their understanding of the basic skill concepts, tactics and strategies used in a variety of sports. This term, students will explore the sport of Rugby and will have the opportunity to engage in the sport of Tennis which will be delivered by a professional coach for four sessions. Students will also participate in a minor games unit, focusing on fair play, cooperation and teamwork in challenging game situations, whilst refining their fundamental movement skills. During the rugby unit, students will focus on their ability to maintain possession by passing to teammates and develop an understanding of defensive and offensive play. Tennis will primarily focus on precision and accuracy, being able to successfully perform a forehand strike. Throughout this term, there will be opportunities for students to participate in competitive and non-competitive games. In addition, students will focus on positively responding to challenges and being persistent in new activities to strengthen their own personal identity.
YEAR 5/6…
During Term Four, Year 5 and 6 students will have the opportunity to engage in the sport of Rugby, which will be delivered by a professional coach for four sessions. Students will begin to explore and understand the rules, tactics and strategies used in Rugby and European Handball. Students will apply critical and creative thinking processes to demonstrate defensive and offensive play. Students will also demonstrate the ability to maintain possession between teammates during a modified game. Students will also explore the sport of Volleyball this term. Students will be given the opportunity to participate in competitive and non-competitive activities.Students will continue to be encouraged to work cooperatively and demonstrate fair play when participating in team based sports. In addition, students will focus on positively responding to challenges and continue to demonstrate the ability to work cooperatively and abide by rules fairly when participating in a variety of sports. | <urn:uuid:2f0a0542-e220-494c-bdee-4bbfd52eaa00> | CC-MAIN-2021-43 | http://stjosephsschoolmernda.org/wp-content/uploads/2019/10/PE-Learning-Snapshot-Term-4-2019-converted.pdf | 2021-10-25T10:04:42+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587659.72/warc/CC-MAIN-20211025092203-20211025122203-00483.warc.gz | 70,944,777 | 690 | eng_Latn | eng_Latn | 0.998744 | eng_Latn | 0.998668 | [
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香菇
香菇 — 有益的食用菌
MUSHROOM - THE BENEFICIAL FUNGUS
或许有人会以为香菇属于菜类，其实香菇 是属于食用菌的一种。香菇含有高蛋白质 以及磷、镁、钾等一些我们不常摄取的矿 物质。香菇的胆固醇量非常低，其碳水化 合物能够帮助人们维持血糖稳定。香菇的 味道鲜美，是营养丰富的天然食品，多吃 能够增强身体免疫能力。
Mushrooms contain high protein and also phosphorous, magnesium and potassium – all of which are nutrients which are normally not part of our nutritional intake. The cholesterol level of mushrooms is low, and its carbohydrates help to keep the level of blood sugar in our body stable.
什么叫原木菇？
What are Log-grown Mushrooms?
使用木材切段后，在木材上打孔， 植入菌种，并且合理地堆放在户 外，让其自然生长。原木菇在种植 过程中，完全接受大自然的阳光、 雨露及相关的养分，慢慢生长。
These species of mushroom are naturally grown in the holes of logs where they are left to receive sunlight, rain and nutrients.
什么是木屑菇？
What are Sawdust-grown Mushrooms?
将木材粉碎磨成颗粒状的木屑配以 麦皮、蔗糖或玉米等辅助营养原 料，装入塑料菌筒袋中绑紧，再以 高温杀菌，后经过冷却、接种培育 而成。多置于室内或菇棚中，产量 较高 。
Logs are grinded into sawdust and placed into bacteria tube bags along with cane sugar and corn as nutritional ingredients. The bags are tied up tightly and sterilized before cooling and inoculation. They are normally placed indoors and produced higher harvests.
16
怎么选择
的香菇？
How to choose
优质
怎样选择优质的香菇？首先注意香菇是否干度佳、菇型完整、厚 度、表面鲜亮，而伞内颜色以米黄色的最好；另外，以嗅觉来辨 识的话，闻起来有自然香气的为佳。
Good Quality
Good quality mushrooms are dry, meaty, complete in shape and have a nice texture. The gills beneath the mushroom cap is light yellow in colour. These mushrooms also have a natural and fragrant smell.
mushrooms?
浙江花菇
特点 肉软滑，味道香 注意 吸水性强，浸泡时间短， 需要30 分钟至45 分钟。
建议 烹炒
ZHEJIANG MUSHROOM
Suitable for stir-frying.
河南花菇
特点 肉厚，口感佳
注意 吸水性强，浸泡时间短， 需要30 分钟至45 分钟。
建议 烹炒
Soft and fragrant. Highly absorbent, takes a shorter time to soak in water (between half an hour to 45 minutes).
Fleshy and good taste. Highly absorbent, takes a shorter time to soak in water (between half an hour to 45 minutes). Suitable for stir-frying.
HENAN MUSHROOM
日本花菇 (中国培植)
特点 木屑种植, 肉软滑, 味道香 注意 此香菇的外观媲美日本花菇， 因而被一些不法商家假冒成 日本花菇销售
JAPANESE SHIITAKE MUSHROOM
(CHINA-CULTIVATED)
Cultivated in sawdust, smooth and soft flesh with fragrance. These mushrooms may be sold illegally as fake Japanese Shiitake Mushrooms.
原木花菇 (中国技术种植)
特点 肉结实，口感佳
注意 吸水性慢，浸泡时间长，需要1 小时至2小时。
建议 以焖煮为佳
LOG-GROWN MUSHROOM (CHINA-CULTIVATED)
Firm texture with good taste. Less absorbent, requires a longer time to soak in water. More suitable for braising and stewing.
日本原木花菇 (日本技术种植)
特点 肉道更香浓 。
注意 吸水性慢，浸泡时间长，需要1 小时至2 小时。
建议 以焖煮为佳
JAPANESE LOG-GROWN SHIITAKE MUSHROOM
Firm texture , good taste and fragrant. Less absorbent, requires a longer time to soak in water. More suitable for braising and stewing.
17 | <urn:uuid:82e53210-8eb1-41ee-b05d-34f8bce6e02d> | CC-MAIN-2021-43 | https://www.hockhuatonic.com/wp-content/uploads/2015/12/how-to-choose-high-quality-mushrooms.pdf | 2021-10-25T10:09:12+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587659.72/warc/CC-MAIN-20211025092203-20211025122203-00482.warc.gz | 940,441,714 | 1,078 | eng_Latn | eng_Latn | 0.966591 | eng_Latn | 0.966591 | [
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The 'X' Factor
Q: What do you get when you put five women on a Tribal Council? A: Progress.
BY KAY KUDUKIS
THE 1950S WERE full of upheaval and social change. Although African Americans, women, and Native Americans had all won the right to vote (in 1870, 1920, and 1924 respectively), decades later those in Indian Country were still struggling for equal rights.
The Agua Caliente Band of Cahuilla Indians, a patrilineal, patriarchal society, was undergoing changes, too. For more than 100 years, male members of the Patencio family served as net (chief), culminating in Albert Patencio's passing in 1951. With no one knowledgeable enough to serve, and already halfway through the 20th century, the elders made a difficult decision, which became a turning point for the Tribe. They lit on fire the ceremonial house and generations of tradition burned to the ground, lighting the way for the future.
In addition to the net, the Agua Caliente had an all-male Tribal Committee until the 1940s when women began to serve. In 1952, women dominated the Committee with Lorene McGlamary as Tribal Chairman, Vyola Ortner as Vice Chairman, and Flora Patencio as a member. Two years later, McGlamary was out and LaVerne Saubel, Eileen Miguel, and Elizabeth Pete Monk joined the Committee with Ortner as Chairman and Gloria Gillette eventually taking Patencio's place when she retired shortly thereafter. The Tribe made national history with the first all-women Tribal Business Committee.
How did this shift in power come to pass? Monk's explanation to daughter Mildred (Millie) Browne was pretty straightforward: "The guys weren't doing it, so [the women] got together. They just wanted to get things fixed, get things done."
As a teen, Browne frequently traveled with her mother on Tribal business to Chicago, New York, and Washington, D.C. She describes Monk as being "funny, fashionable, and forward thinking" with her "hair and nails always done. She was always dressed impeccably." However, Monk often demurred to those she deemed more educated and wished she had finished high school. "She said there were only so many books to go around, and the non-Indian kids would not share them with the Indians," Browne says. "So she dropped out in her senior year."
Racism and discrimination were still thriving in 1950s America when Monk was elected to the Committee, but television was also on the rise (by 1960, 90 percent of American households had a television), and the communication invention was rapidly becoming a catalyst for change. Despite the challenges faced by Native Americans at this time, Monk was determined
27
to make sure her children received the education she never got and to give them a better life.
the Palm Springs Spa.
While all of the women on the Committee made significant contributions to the future of the Tribe, it was Ortner who saw the immediate need for a constitution and bylaws. Using her own money, she hired an attorney to help the Council establish rules and regulations, as well as to help untangle the threads of state and federal leasing regulations. Once the regulations were written, the Committee took them on a roadshow, knocking on Tribal members' doors to get a buy-in. In 1955, the constitution and bylaws were ratified, and the newly rebranded Tribal Council became official.
One of the provisions of the governance was to "regulate
Thanks to the groundbreaking efforts of these remarkable women, the Agua Caliente Tribe has a strong legacy that will benefit Tribal members and other Native American tribes for years to come. Browne, who followed in her mother's footsteps and served as Tribal Council Vice Chairman in the 1990s and has been the Chairwoman of the Board of Directors of the Agua Caliente Cultural Museum since its creation, recalls that time. "They were very bold-thinking women, and were very brave," she says.
Ortner, who passed away in early 2017, said with a chuckle in a 2016 C-Span interview, "I don't think the men have ever really gotten over it. All the women. The strong, strong women."
the uses and disposition of tribal property." The current five-year federal lease law was paltry and inadequate; there was no economic value to the Tribe, and the ladies weren't having it. They began pilgrimages to Washington, D.C., proposing new leasing legislation and testifying and lobbying on its behalf for passage. In 1955, President Eisenhower signed the General Leasing Act for a 25-year lease term, with a one-time renewal option for another 25 years. It was progress, but in order to get businesses to invest in infrastructure on Indian land, they needed more. By 1958 their hard work had paid off; a 99-year lease was signed with developer Samuel Banowit, and construction began on
LEFT: Reviewing the master plan for Section 14 are, from left, Eileen Miguel, LaVerne Saubel, Gloria Gillette, Elizabeth Pete Monk, and Vyola Ortner, 1956.
Leading Ladies
Meet the members of the first all-women Tribal Council for the Agua Caliente Band of Cahuilla Indians:
Vyola Ortner, Chairman
Notable: Was half Cahuilla and half European (on her father's side). Because she understood both cultures, she felt she had an edge when it came to tribal negotiations with local, state, and federal governments.
LaVerne Saubel, Vice Chairman
Notable: In September 1957, Saubel's 30-year-old husband, James, was struck and killed by an automobile on Highway 111. She continued to serve on the council despite the personal tragedy.
Eileen Miguel, Secretary
Notable: Once famously stated in a federal hearing: "We have valuable land, but you can't eat dirt."
Elizabeth Pete Monk, Council Member
Notable: Direct descendant of Willie Boy, the subject of the 1969 film Tell Them Willie Boy Was Here starring Robert Blake, Robert Redford, and Katharine Ross. Served as president of the Palm Springs Business Women's Association.
Flora Patencio, Council Member
Notable:
Daughter of last Tribal net,
Albert Patencio.
Gloria Welmas Gillette (Flora Patencio resigns, Gloria fills her spot)
Notable: Gillette is the last living member of the all-women council.
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S.33
An act relating to the Rozo McLaughlin Farm-to-School Program It is hereby enacted by the General Assembly of the State of Vermont: Sec. 1. 6 V.S.A. chapter 211 is amended to read:
CHAPTER 211. THE ROZO MCLAUGHLIN
FARM-TO-SCHOOL PROGRAM
§ 4719. PURPOSE AND STATE GOAL
(a) Purpose. It is the purpose of this chapter to establish a farm-to-school program to:
(1) encourage Vermont residents in developing healthy and lifelong habits of eating nutritious local foods;
(2) maximize use by Vermont schools of fresh and locally grown, produced, or processed food;
(3) work with partners to establish a food, farm, and nutrition education program that educates Vermont students regarding healthy eating habits through the use of educational materials, classes, and hands-on techniques that inform students of the connections between farming and the foods that students consume;
(4) increase the size and stability of direct sales markets available to farmers; and
(5) increase participation of Vermont students in child nutrition programs by increasing the selection of available foods.
(b) State Farm-to-School Network goal. It is the goal of the Farm-toSchool Program to establish a food system that by 2025:
(1) engages 75 percent of Vermont schools in an integrated food system education program that incorporates community-based learning; and
(2) purchases 50 percent of food from local or regional food sources. § 4720. DEFINITIONS
As used in this chapter, "Farm-to-School Program" means an integrated food, farm, and nutrition education program that utilizes community-based learning opportunities to connect schools with nearby farms so that child nutrition programs can provide students with locally produced fresh fruits and vegetables, dairy and protein products, and other nutritious, locally produced foods; help children develop healthy eating habits; provide nutritional and agricultural education in the classroom, cafeteria, and school community; and improve farmers' incomes and direct access to markets.
§ 4721. LOCAL FOODS GRANT PROGRAM
(a) There is created in the Agency of Agriculture, Food and Markets the Rozo McLaughlin Farm-to-School Program to execute, administer, and award local grants for the purpose of helping Vermont schools develop farm-toschool programs that will sustain relationships with local farmers and producers, enrich the educational experience of students, improve the health of Vermont children, and enhance Vermont's agricultural economy.
(b) A school, a school district, a consortium of schools, or a consortium of school districts, or registered or licensed child care providers may apply to the Secretary of Agriculture, Food and Markets for a grant award to:
(1) fund equipment, resources, training, and materials that will help to increase use of local foods in the School Food Service Program child nutrition programs;
(2) fund items, including local farm food products, gardening supplies, field trips to farms, gleaning on farms, and stipends to visiting farmers, that will help teachers educators to use hands-on educational techniques to teach children about nutrition and farm-to-school connections; and
(3) provide fund professional development and technical assistance, in partnership with the Agency of Education and farm-to-school technical service providers, to help teachers, child nutrition personnel, and members of the farmto-school community educate students about nutrition and farm-to-school connections and assist schools and licensed or registered child care providers in developing a farm-to-school program.
(4) fund technical assistance or support strategies to increase participation in federal child nutrition programs that increase the viability of sustainable meal programs.
(c) The Secretaries of Agriculture, Food and Markets and of Education and the Commissioner of Health, in consultation with farmers, food service
AS PASSED BY HOUSE AND SENATE 2017
workers child nutrition staff, and educators, and farm-to-school technical service providers jointly shall jointly adopt rules procedures relating to the content of the grant application and the criteria for making awards.
(d) The Secretary shall determine that there is significant interest in the school community before making an award and shall give priority consideration to schools and, school districts, and registered or licensed child care providers that are developing farm-to-school connections and education that indicate a willingness to make changes to their child nutrition programs to increase student access and participation and that are making progress toward the implementation of the Vermont nutrition and fitness policy guidelines School Wellness Policy Guidelines developed by the Agency of Agriculture, Food and Markets, the Agency of Education, and the Department of Health, dated November 2005 updated in June 2015 or of the successor of these guidelines.
(e) No award shall be greater than $15,000.00.
§ 4722. FARM ASSISTANCE; SECRETARY OF AGRICULTURE, FOOD AND MARKETS
(a) The Secretary of Agriculture, Food and Markets shall work with existing programs and organizations to develop and implement educational opportunities for farmers to help them to increase their markets through selling their products to schools, registered or licensed child care providers, and State
AS PASSED BY HOUSE AND SENATE 2017
government agencies and participating in the federal food commodities program, including the federal Department of Defense Fresh Program, and selling to regulated child care programs participating in the Adult and Child Food Program that operate or participate in child nutrition programs.
(b) For the purposes of this section and section 4723 of this title, the Secretary may provide funds to one or more technical assistance providers to provide farm-to-school education and teacher training to more school districts and to assist the Secretaries of Agriculture, Food and Markets and of Education to carry out farmer and food service worker training. The Secretary of Agriculture, Food and Markets shall work with distributors that sell products to schools, registered or licensed child care providers, and State government agencies to increase the availability of local products.
§ 4723. PROFESSIONAL DEVELOPMENT FOR FOOD SERVICE PERSONNEL
(a) The Secretary of Education, in consultation with the Secretary of Agriculture, Food and Markets, the Commissioner of Health, and farm-toschool organizations and partners, shall offer expanded regional training sessions professional development opportunities for public school food service and child care personnel and child care resource development specialists as funds are made available. Training shall include information about strategies for purchasing procuring, processing, and serving locally grown foods,
AS PASSED BY HOUSE AND SENATE 2017
especially with regard to federal procurement program requirements, as well as information about nutrition, obesity prevention, coping with severe food allergies, universal recycling, and food service operations. The Secretary of Education may use a portion of the funds appropriated for this training session to pay a portion of or all expenses for attendees and to develop manuals or other materials to help in the training.
(b) The Secretary of Education shall train people as funds are made available to, with existing programs and organizations, provide training related to procurement of local food and technical assistance to school food service and child care personnel and use a portion of the funds appropriated for this purpose to enable the trained people to provide technical assistance at the school and school district levels.
(c) Training provided under this section shall promote the policies established in the Vermont nutrition and fitness policy guidelines School Wellness Policy Guidelines developed by the Agencies of Agriculture, Food and Markets and of Education and the Department of Health, dated November 2005 updated in June 2015, or the guidelines' successor.
§ 4724. LOCAL FOODS COORDINATOR FOOD SYSTEMS
ADMINISTRATOR
(a) The position of local food coordinator Food Systems Administrator is established in the agency of agriculture, food and markets Agency of
Agriculture, Food and Markets for the purpose of assisting Vermont producers to increase in increasing their access to commercial markets and institutions, including schools, state registered or licensed child care providers, State and municipal governments, and hospitals.
(b) The duties of the local foods coordinator Food Systems Administrator shall include:
(1) working with institutions, schools, registered or licensed child care providers, distributors, producers, commercial markets, and others to create matchmaking opportunities that increase the number of Vermont institutions that purchase foods grown or produced in Vermont;
(2) coordinating funding and providing support to the farm-to-school and farm-to-institutions programs within the agency of agriculture, food and markets Agency of Agriculture, Food and Markets, and coordinating with interested parties to access funding or create matchmaking opportunities across the supply chain that increase participation in those programs;
(3) encouraging and facilitating the enrollment of state employees State employee access and awareness of opportunities for purchasing local food, including: enrollment in a local community supported agriculture (CSA) organization, purchasing from local farm stands, and participation in a farmers' market;
(4) developing a database of producers and potential purchasers and enhancing the agency's website Agency's and partners' ability to improve and support local foods coordination through the use of information technology; and
(5) providing technical support to local communities with their food security efforts.
(c) The local foods coordinator Food Systems Administrator, working with the commissioner of buildings and general services Commissioner of Buildings and General Services pursuant to rules adopted under 29 V.S.A. § 152(14), shall:
(1) encourage and facilitate CSA enrollment awareness of and opportunities to procure healthy local foods by state State employees through the use of approved advertisements and solicitations on state-owned Stateowned property; and
(2) implement guidelines for the appropriate use of state State property for employee participation in CSA organizations, including reasonable restrictions on the time, place, and manner of solicitations, advertisements, deliveries, and related activities to ensure the safety and welfare of state State property and its occupants.
(d) The local foods coordinator Food Systems Administrator shall administer a local foods grant program, the purpose of which shall be to
provide grants to allow Vermont producers to increase their access to commercial and institutional markets.
Sec. 2. 16 V.S.A. § 559 is amended to read:
§ 559. PUBLIC BIDS
(a) When the cost exceeds $15,000.00. A school board or supervisory union board shall publicly advertise or invite three or more bids from persons deemed capable of providing items or services if costs are in excess of $15,000.00 for any of the following:
(1) the construction, purchase, lease, or improvement of any school building;
(2) the purchase or lease of any item or items required for supply, equipment, maintenance, repair, or transportation of students; or
(3) a contract for transportation, maintenance, or repair services.
* * *
(e) Application of this section. Any contract entered into or purchase made in violation of the provisions of this section shall be void; provided, however, that:
* * *
(4) nothing Nothing in this section shall be construed to prohibit a school board from awarding a school nutrition contract after using any method of bidding or requests for proposals permitted under federal law for award of
the contract;. Notwithstanding the monetary amount in subsection (a) of this section for which a school board is required to advertise publicly or invite three or more bids or requests for proposal, a school board is required to publicly advertise or invite three or more bids or requests for proposal for purchases made from the nonprofit school food service account for purchases in excess of $25,000.00, unless a municipality sets a lower threshold for purchases from the nonprofit school food service account.
* * *
Sec. 3. EFFECTIVE DATE
This act shall take effect on July 1, 2017. | <urn:uuid:5a104f75-78c5-434d-b7c9-d5315cd0b5b0> | CC-MAIN-2021-43 | https://legislature.vermont.gov/Documents/2018/Docs/BILLS/S-0033/S-0033%20As%20Passed%20by%20Both%20House%20and%20Senate%20Unofficial.pdf | 2021-10-25T11:24:48+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587659.72/warc/CC-MAIN-20211025092203-20211025122203-00485.warc.gz | 469,405,510 | 2,351 | eng_Latn | eng_Latn | 0.990125 | eng_Latn | 0.99261 | [
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METROPOLITAN STATE UNIVERSITY OF DENVER
SOCIAL STUDIES STUDENT TEACHER PERFORMANCE EVALUATION
Based On the National Council For The Social Studies (NCSS) Thematic Standards
Student Teacher
Date
School
Subject/Grade
Midterm or Final Evaluation:
Directions for Student Teacher, and University Supervisor: Please review the NCSS Themes below (or at http://www.socialstudies.org/standards/strands/) during Seminar sometime before the Midterm Evaluation. Directions for Student Teacher, Cooperating Teacher, and University Supervisor:
Please use this form to highlight ways in which social studies knowledge and skills are applied in student teaching. Identify below the most prominent THREE or FOUR social studies themes which the student teacher develops during the semester. Underline or highlight on this form specific questions which the student teacher addressed in lesson plans and during teaching performance. Return this form to the Student Teaching Center by semester's end.
Please use the following evaluation categories:
N=Needs ImprovementD=DevelopingP=ProficientE=Exceeds ExpectationsNA=Not applicable
NCSS Thematic Standard I: Culture and Cultural Diversity
Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of culture and cultural diversity.
Description: The study of culture prepares students to answer questions such as: What are the common characteristics of different cultures? How do belief systems, such as religion or political ideals, influence other parts of culture? How does the culture change to accommodate different ideas and beliefs? What does language tell us about culture? In schools, this theme typically appears in units and courses dealing with geography, history, sociology, and anthropology, as well as multicultural topics across the curriculum.
Evidence in Preparation:
Evidence in Teaching:_
Comments/Suggestions:
NCSS Thematic Standard II: Time, Continuity and Change
Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of time continuity and change.
Description: Human beings seek to understand their historical roots and to locate themselves in time. Knowing how to read and reconstruct the past allows one to develop an historical perspective and to answer questions such as: Who am I? What happened in the past? How am I connected to those in the past? How has the world changed and how might it change in the future? Why does our personal sense of relatedness to the past change? This theme typically appears in courses in history and others that draw upon historical knowledge and habits.
Evidence in Preparation:
Evidence in Teaching:_
Comments/Suggestions:
NCSS Thematic Standard III: People, Places, and Environments
Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of people, places, and environments.
Description: The study of people, places and human-environment interactions assists students as they create spatial views and geographic perspectives of the world beyond their personal locations. Students need the knowledge, skills, and understanding provided by questions such as: Where are things located? Why are they located where they are: What do we mean by "region"? How do landforms change? What implications do these changes have for people? In schools, this theme typically appears in units and courses dealing with area studies and geography.
Evidence in Preparation:
Evidence in Teaching:_
Comments/Suggestions:
NCSS Thematic Standard IV: Individual Human Development and Identity (Psychology)
Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of ideas associated with individual human development and identity.
Description: Personal identity is shaped by one's culture, by groups, and by institutional influences. Students should consider such questions as: How do people learn? Why do people behave as they do? What influences how people learn, perceive and grow? How do people meet their basic needs in a variety of contexts? How do individuals develop from youth to adulthood? In schools, this theme typically appears in units and courses dealing with psychology and anthropology.
Evidence in Preparation:
Evidence in Teaching:_
Comments/Suggestions:
NCSS Thematic Standard V: Individuals, Groups, and Institutions (Sociology)
Teachers of social studies at all levels should provide developmentally appropriate experiences as they guide learners in the study of interactions among individuals, groups, and institutions.
Description: Institutions such as schools, churches, families, government agencies, and the courts play an integral role in people's lives. It is important that students learn how institutions are formed, what controls and influences them, how they influence individuals and culture, and how they are maintained or changed. Students may address questions such as: What is the role of institutions in this and other societies? How am I influenced by institutions? How do institutions change? What is my role in institutional change? In schools, this theme typically appears in units in courses dealing with sociology, anthropology, psychology, political science, and history.
Evidence in Preparation: Evidence in Teaching:_
Comments/Suggestions:
NCSS Thematic Standard VI: Power, Authority and Governance
Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of power, authority, and governance.
Description: Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U. S. society and other parts of the world is essential for developing civic competence. In exploring this theme, students confront questions such as: What is power? What forms does it take? Who holds it? How is it gained, used, and justified? What is legitimate authority? How are governments created, structured, maintained, and changed? How can individuals' rights be protected within the context of majority rule? In schools, this theme typically appears in units or courses dealing with government, politics, political science, history, law, and other.
Evidence in Preparation:
Evidence in Teaching:_
Comments/Suggestions:
NCSS Thematic Standard VII: Production, Distribution, and Consumption
Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of how people organize for the production, distribution, and consumption of goods and services.
Description: Because people have wants that often exceed the resources available to them, a variety of ways have evolved to answer such questions as: What is to be produced? How is production to be organized? How are goods and services to be distributed? What is the most effective allocation of the factors to be produced (land, labor, capital, and management)? In schools, this theme typically appears in units in courses dealing with economic concepts and issues.
Evidence in Preparation:
Evidence in Teaching:_
Comments/Suggestions:
NCSS Thematic Standard VIII: Science, Technology, Society
Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of science and technology.
Description: Modern life as we know it would be impossible without technology and the science that supports it. But technology brings with it many questions: Is new technology always better than old? What can we learn from the past about how new technologies result in broader social change, some of which is unanticipated? How can we cope with the ever-increasing pace of change? How can we manage technology so that the greatest number of people benefit from it? How can we preserve our fundamental values and beliefs in the midst of technological change? This theme draws upon the natural and physical sciences and the humanities, and appears in a variety of social studies courses, including history, geography, economics, civics, and government.
Evidence in Preparation:
Evidence in Teaching:_
Comments/Suggestions:
NCSS Thematic Standard IX: Global Connections
Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of global connections and interdependence.
Description: The realities of global interdependence require understanding the increasingly important and diverse global connections among world societies and the frequent tension between national interests and global priorities. Students will need to be able to address such international issues as health care, the environment, human rights, economic competition and interdependence, age-old ethnic enmities, and political and military alliances. This theme typically appears in units in courses dealing with geography, culture, and economics, but may also draw upon the natural and physical sciences and the humanities.
Evidence in Preparation:
Evidence in Teaching:_
Comments/Suggestions:
NCSS Thematic Standard X: Civic Ideals and Practices
Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of civic ideals and practices.
Description: An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies. Students confront such questions as: What is civic participation and how can I be involved? How has the meaning of citizenship evolved? What is the balance between rights and responsibilities? What is the role of the citizen in the community and the nation, and as a member of the world community? How can I make a positive difference? In schools, this theme typically appears in units or courses dealing with history, political science, cultural anthropology, and fields such as global studies, law-related education, and the humanities.
Evidence in Preparation:
Evidence in Teaching:_
Comments/Suggestions:
_________________________________
Student Teacher Signature
Cooperating Teacher Signature
University Supervisor Signature
Additional Comments:
SIGN
SIGN
SIGN
NOTE: For more detailed information about the 10 NCSS Thematic Standards, please see: http://www.socialstudies.org/standards/strands/ U/EDU/STC/ Evaluation & Assessment/Social Studies ST Evaluation | <urn:uuid:ed306be1-4d62-43f7-9c25-99b20ba72f8e> | CC-MAIN-2021-43 | https://www.msudenver.edu/wp-content/uploads/2021/06/SocialStudiesSTEvaluationFall2015.pdf | 2021-10-25T11:33:13+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587659.72/warc/CC-MAIN-20211025092203-20211025122203-00483.warc.gz | 1,063,867,727 | 1,957 | eng_Latn | eng_Latn | 0.992701 | eng_Latn | 0.993612 | [
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The Missouri State Flag
Our flag's story
For nearly a century after achieving statehood, Missouri did not have an official flag. The idea for a flag originated in 1908, when the Daughters of the American Revolution formed a committee to look into designing a state flag. The head of the committee was Mrs. Marie Elizabeth Oliver, wife of Senator Robert Burett Oliver, and a resident of Cape Girardeau. Mrs. Oliver eventually designed the flag herself, and on March 17, 1909, a bill supporting the design was introduced to the Missouri Senate.
Mrs. Oliver's design showed originality, and though simply designed, contained many messages. It took three years and several attempts before the bill for the "Oliver flag" was finally passed. On March 22, 1913, Governor Elliot Major signed the bill into law, and made the Oliver flag the official state flag of Missouri.
It turned out that Mrs. Oliver's design was not the only one being considered by the General Assembly—a second design had been introduced by Dr. N.R. Holcomb. The "Holcomb flag" was opposed by many who felt it resembled too closely the United States flag, and did not symbolize much of Missouri itself. His design did not contain the coat-ofarms, and included nothing that indicated state sovereignty.
Our flag's meaning
The three large stripes are symbolic of the people of the state—the blue stripe represents vigilance, permanency, and justice, the red represents valor, and the white stripe symbolizes purity. The Missouri coat-of-arms appeares in the center of the flag, signifying both Missouri's independence as a state, and its place as a part of the whole United States. Having the coat-of-arms in the center of the national colors represents Missouri, as she is—the geographical center of the nation. By mingling the state coat-of-arms with the national colors of red, white, and blue, the flag signifies the harmony existing between the two. Twenty-four stars surround the coat-of-arms, representative of Missouri's position as the 24th state admitted to the Union.
Our flag is restored
In 1961, Allen Oliver gave the State of Missouri his mother's original flag. It was on public display until the flag began to split and tear due to age, at which point it was put into a storage vault. In 1988, Missouri elementary students helped raise funds to restore the flag. Thanks to these students, the flag has been restored and is on display at the James C. Kirkpatrick State Information Center in Jefferson City. | <urn:uuid:e87b3a2e-57ca-490b-8f81-77acba04cbd5> | CC-MAIN-2021-43 | https://www.sos.mo.gov/CMSImages/Publications/StateFlag.pdf | 2021-10-25T10:34:48+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587659.72/warc/CC-MAIN-20211025092203-20211025122203-00486.warc.gz | 1,165,183,913 | 529 | eng_Latn | eng_Latn | 0.997724 | eng_Latn | 0.997724 | [
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Year 6 Spring 1
"I determined to do no less than to transform the world with beauty."
William Morris
English
Pupils will continue to be exposed to a wide range of text types. Each unit of learning will include exploration of the language and presentational features of the text type, opportunities to apply the learning of the language features at a sentence level, followed by planning opportunities and then a chance to write at length.
Character
Pupils will continue to develop their leadership responsibilities by tailoring their job roles. They will work as part of a team to organise team sports and be given opportunities to lead Collective Worship.
Thematic Areas of Learning:
As Scientists, pupils will build upon what they learnt about fossils in Year 3. They will begin to recognise that scientific ideas change and develop over time. They will study the work of Mary Anning and Charles Darwin to learn about how their ideas have shaped our knowledge and understanding of evolution and natural selection. They will work scientifically to group and classify and use evidence to justify their ideas.
As Readers, pupils will read, 'Over Sea, Under Stone' by Susan Cooper. They will learn how Cooper has used language to contribute to meaning as well as refining previously learnt reading skills by applying them to comprehend a variety of linked texts.
As Historians, pupils will learn about Britain's settlement by Anglo-Saxons.
As Artists, pupils will explore the work of Henri Rousseau and learn techniques with paint to re-create artwork in the same style. They will learn how he influenced the Arts and Crafts movement and create repeating patterns inspired by their Science learning.
Maths
Religious Education
Computing
Music
Pupils will continue to follow the AET scheme of work. They will spend this term discovering statistics, reasoning with fractions, solving number problems and investigating statistics. Daily arithmetic will continue, in which the pupils retrieve previously learnt topics from their long-term memory.
Coaching
Pupils will be taught, and have opportunities to apply, the GROW model of coaching. They will have opportunities to take part in the coaching process with a view to becoming coaches in the future.
Pupils will consider if anything is ever eternal. They will evaluate different beliefs about eternity and learn the Christian perspective on this. Pupils will be encouraged to reflect on their own beliefs about whether anything is eternal.
Physical Education
Pupils will apply basic principles of attacking and defending when learning how to play a competitive game of football.
Communities
Learners will learn how communities come in different forms. From animal communities to religious communities, pupils will learn how these groups are an important part of society and the benefits of being part of several different communities.
Pupils will develop their knowledge and understanding of using a computer to produce models. Learners will familiarise themselves with working in a 3D space by designing a 3D house.
French
In French, pupils will continue to have opportunities to reinforce their phonic knowledge and will be able to apply this learning to confidently speak in French using words and phrases used in everyday conversation.
Conservation
Pupils will be given opportunities to learn how adaptation is integral to the conservation of species. They will also learn that conservation not only applies to the animal kingdom but is also an integral part of art and religion.
Pupils will be exploring rhythm and melody in singing, movement and dance. The pupils will learn about beat, syncopation, pitch and harmony, and take a trip round the world to celebrate the universal language of music.
PSHE
Pupils will learn what their learning strengths are and, in doing so, will set challenging but realistic goals for themselves. They will plan the learning steps that they need to reach their goal and know who and how to ask for help.
Curiosity
Our mastery approach to learning ensures that curiosity is fostered through our use of probing questions. These questions provide a model for children's own questions. They learn how to probe deeper in order to widen their understanding. | <urn:uuid:1a1a45d8-4b47-4527-8cec-2a356fdda33a> | CC-MAIN-2021-43 | https://www.piggott.wokingham.sch.uk/attachments/download.asp?file=4917&type=pdf | 2021-10-25T09:25:58+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587659.72/warc/CC-MAIN-20211025092203-20211025122203-00486.warc.gz | 1,100,343,596 | 812 | eng_Latn | eng_Latn | 0.998447 | eng_Latn | 0.998447 | [
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Nominal Group
Nominal Group technique (NGT) is a structured variation of a small-group discussion to develop a set of priorities for action.
NGT goes a step further than brainstorming. It gathers reflections from individuals on a specific topic which generates discussion to build shared understanding. A moderator guides the group through a structured approach to prioritisation of their ideas or suggestions.
It is designed to promote the identification of key problems or in the development of solutions that can be tested further using more strategic deliberative processes.
The process:
* prevents the domination of the discussion by an individual
* encourages all group members to participate
* results in prioritised actions or recommendations that represent the groups' preferences, providing context for final deliberation.
What is to be achieved?
NGT helps to uncover and explore diverse views on an issue in a short space of time.
Rather than launching people into a discussion they had not time to consider, this technique allows for a quiet individual reflection time and writing of ideas before the discussion begins.
This approach leads to the generation of more ideas for consideration and higher quality decision making. It also increases the group's sense of accomplishment and greater satisfaction towards the quality of the outputs.
What is the format?
NGT uses a structured format lasting between 60 – 90 minutes, to obtain multiple inputs from several people on a problem or issue. Groups consist of 5 to 9 participants and for larger numbers, sub-groups can be organised.
The round robin methodology for capturing ideas is generally used as part of this technique. It fosters equal participation and allows participants to democratically identify their priorities for decision making.
See this very short video from Post-It Australia and New Zealand with an example of how NGT is used.
1
Nominal Group
Online use of the tool?
An online NGT can be used for knowledge transfer which could provide support to other deliberative processes: Using Online Nominal Group Technique to Implement Knowledge Transfer.
Research has indicated that traditional NGTs provide better outcomes than the online version.
Structuring group decision making in a web-based environment by using the nominal group technique.
What to consider?
Bringing all voices into the discussion
This is critical when holding a NGT.
People process differently
Some people can think very quickly however they may not always think deeply, and the result can be limited in application. Some people need time to process the information they are receiving to provide deeper insights as a result.
NGT process allows time for thinking in silence to support the contributions people make to discussions.
Some people can easily voice their concerns, while others prefer to capture their views in writing. NGT facilitates these abilities which increases the capacity of inclusive group participation.
The spark
Some issues are so well entrenched that individuals "can't see the forest for the trees". A spark of an idea or an insight from one group participant can stimulate innovative thinking among other participants.
Think new people, new ideas
There is wisdom in the crowds (Surowiecki, 2000) and you get to hear new ideas when you meet new people in a deliberative process.
Structured approach
When there is conflict in an issue, a structured approach like NGT allows participants to focus on a process that leads to clear democratically.
How to use the Nominal Group technique?
Before the session
* Prepare information on the topic for distribution to participants prior to the session, e.g. discussion papers, reports, draft plans, research papers, project scope or a copy of a previous group discussions.
* Prepare a welcome statement that explains the purpose of the meeting, outlines individual roles and group norms; and describes how the output from the session will be used.
During the session
* Present a summary of information on the topic for discussion to prepare people for participation
* Provide participants with paper (e.g. large sticky notes) and a marker pen.
* Outline the process to participants so they know what to expect and don't jump ahead of the process:
3
Silent generation of ideas in writing
* Ask everyone to spend 5 minutes in quiet reflection on the topic and when ready, to write ideas in brief phrases on the sticky notes (one idea per note) using marker pens so the writing is easy for everyone to see.
* Encourage everyone to work silently and independently.
Round-Robin recording of ideas
* Take one idea from everyone to start off with a round robin and display them on a wall.
* Let everyone know ideas can be added after a complete round of the group.
* Ideas will be discussed once they are up on the sticky wall – the task in stage 2 is to get the ideas posted.
* If an idea is already on the list, ask people to share another one to avoid duplication.
Discussion on ideas
* Allow 40 minutes for people to talk, listen and understand what they are hearing.
* Check in with the group when you think it is time to move on to another idea.
* Look for opportunities to theme ideas or draw out areas of differentiation within a common theme such as communication versus public relations.
Ranking of ideas
* When the group is clear about the ideas, you can assign each idea on the sticky wall with a letter of the alphabet (a, b, c, etc.).
* Hand out index cards to the participants - sticky notes are good for this Ask people to select what they think are the 5 most important ideas out of all the ideas on the wall and write the letter of the 5 ideas they choose in the upper left hand corner of each card (see example).
* Demonstrate with a card so everyone is clear about what to do.
* Look at their 5 cards and ask people to select the one they think is the most important out of the five ideas they have selected. Write a 5 in the lower right-hand corner.
* Pick the card they think is the least important and write a 1 in the lower right-hand corner.
* Select the most important card among the three remaining cards and place a 4 in the lower right-hand corner.
Nominal Group
5
* Select the most important card among the two remaining cards and write 3 in the lower right-hand corner and then for the least important write 2 on the last card.
(note: it is more difficult for people to rank 5 ideas in one hit – going progressively for most important and then least important makes it easier to decide)
Tally of ranking
* Assign someone the role of transferring the scores to a tally sheet.
* While this is happening, the moderator can check in with participants for feedback on the process.
Review of ranking
* Post the results of the ranking on the wall using colourful 1st, 2nd, 3rd, 4th, and 5th cards.
* Participants may want to know further ranking numbers to see how close the ranking might have been.
* Conduct a general review of the results. This does not include reversing the ranking order but it may involve discussion on for example, "what ideas were ranked 6th and 7th because the voting was very close".
* Close out the NGT by letting people know what will happen next with the results of the process.
After the session
* Write up the notes in the themes identified by the participants.
* Write up the rankings.
* Summarise the information for use in action planning or for use in further decision making.
Don't post similar ideas
Nominal Group
No need to post ideas on notes that are already on the wall to help manage the display of ideas. Help the group to recognise ideas that are similar in context but may be worded slightly differently.
How to Evaluate?
* NGT may itself be used as an evaluation tool with some modifications.
* Participants could be asked to rank their level of satisfaction with the process, what their thoughts were on the outcomes of the process or if the results were close to what they expected.
* The value of the outcomes to support decision making could be assessed on a likert scale, i.e. (5-1) .
Resources Required?
* Facilitator trained in the use of the technique.
* A meeting room large enough to seat a group of participants at tables set out in a U-shape configuration with plenty of space in between tables if there is many participants.
* Flip charts, tape, markers pens and sticky notes for each participant and either 3" x 5" index cards or small post-it notes.
* Tally board or sheets to record ranking of ideas.
Tips and helpful hints
Post it notes and marker pens
Have plenty of large and small post it notes and marker pens for participants to use.
Don't censor ideas
Facilitate discussion on ideas to gain clarification, not to dismiss ideas or resolve differences of opinions.
Sort ideas into themes
Engage participants in sorting the ideas into themes on the wall.
Keep all ideas that make the wall
Keep all ideas (notes) visible on the wall – do not discount ideas that stand alone.
6
Further resources
American Society for Quality
Nominal Group Technique short explanatory video by Gregg Learning
Participedia Nominal Group Technique
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MASTER COURSE OUTLINE
Prepared By: Arthur Wanner/Tom Willingham
COURSE TITLE
Computer Science I: Java
GENERAL COURSE INFORMATION
Dept.: CS&
Course Num: 141
(Formerly:)
CIP Code: 11.0201
Intent Code: 11
Program Code: 527
Credits: 5
Total Contact Hrs Per Qtr.: 88
Lecture Hrs: 22
Lab Hrs: 66
Other Hrs:
Distribution Designation: Specified Elective (SE)
COURSE DESCRIPTION (as it will appear in the catalog)
An introduction to computer programming using the Java programming language. Students learn algorithm development and computational problem solving while writing Java programs. Language features that are studied include keywords, variables, data types, control structures, arrays, methods, classes, and objects.
PREREQUISITES
MATH& 141 or concurrent enrollment
TEXTBOOK GUIDELINES
Textbook and materials to be determined by CS Faculty (Example: Starting Out with Java, From Control Structures through Objects with MyProgramming Lab, Tony Gaddis)
COURSE LEARNING OUTCOMES
Upon successful completion of the course, students should be able to demonstrate the following knowledge or skills:
1. Identify the relationship between programming, hardware, and software.
2. Read, write, compile, execute and debug Java programs.
3. Utilize predefined code libraries (APIs) when building programs.
4. Define variables and objects use them appropriately in statements and expressions.
5. Use common data types and the operations that are defined on those types.
6. Use arithmetic, relational, and logical operators to develop complex expressions.
7. Apply control structures (sequence, decision, and repetition) to correctly control the flow of a program.
8. Create methods to modularize a problem into smaller, manageable parts.
9. Utilize Arrays, ArrayLists and their methods to define and manipulate collections of data.
10. Implement basic classes with constructors, instance fields, and methods.
INSTITUTIONAL OUTCOMES
IO1 Communication: Students will be able to communicate clearly and effectively within a workplace context
Date: February 2021
COURSE CONTENT OUTLINE
1. Development environment setup and first program
2. Statements, expressions, data types, variables, values, operations
3. Program modularization using methods
4. If statements and conditional expressions
5. Repetition / iteration using for and while loops
6. String objects and indexing
7. Simple data structures using Arrays and ArrayLists
8. Data abstraction using basic classes and objects
DEPARTMENTAL GUIDELINES (optional)
_______________________________
_February 2, 2021__
DIVISION CHAIR APPROVAL
DATE | <urn:uuid:3c4c08eb-a697-4171-b088-e00ebe084d23> | CC-MAIN-2022-49 | https://www.bigbend.edu/wp-content/uploads/CS-141-CCN-Apr2017.pdf | 2022-12-04T04:43:20+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710962.65/warc/CC-MAIN-20221204040114-20221204070114-00418.warc.gz | 700,698,969 | 567 | eng_Latn | eng_Latn | 0.967631 | eng_Latn | 0.968691 | [
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Donald Primary School
ANAPHYLAXIS MANAGEMENT POLICY
BACKGROUND
Anaphylaxis is a severe, rapidly progressive allergic reaction that is potentially life threatening. The most common allergens in school aged children are peanuts, eggs, tree nuts (e.g. cashews), cows' milk, fish and shellfish, wheat, soy, sesame, latex, certain insect stings and medication.
The key to prevention of anaphylaxis in schools is knowledge of those students who have been diagnosed at risk, awareness of triggers (allergens), and prevention of exposure to these triggers.
Adrenaline given through an Epipen to the muscle of the outer mid-thigh is most effective first aid treatment for anaphylaxis.
Donald Primary School is fully committed to complying with the Ministerial Order 706 and the associated Anaphylaxis Management Guidelines published and amended by the Department.
As such
Donald Primary School has the following actions in place:
1. An Individual Anaphylaxis Management Plan for the student, developed in consultation with the student's parents/carers and medical practitioner
2. Prevention strategies for in-school and out of school settings
3. School Management and emergency response to anaphylactic reactions
4. A communication plan to raise staff, student and school community awareness about severe allergies and the school's policies
5. Regular training and updates for school staff in recognising and responding appropriately to an anaphylactic emergency, including competently administering an EpiPen/Anapen.
PURPOSE
* To provide, as far as practicable, a safe and supportive environment in which students at risk of anaphylaxis can participate equally in all aspects of the student's schooling.
* To raise awareness about anaphylaxis and the school's anaphylaxis management policy to the school community.
* To engage with parents/carers of students at risk of anaphylaxis in assessing risks, developing risk minimization strategies and management strategies for the student.
* To ensure each staff member has adequate knowledge about allergies, anaphylaxis and the school's policy and procedures in responding to an anaphylactic reaction.
INDIVIDUAL ANAPHLAXIS MANAGEMENT PLANS
The principal will ensure that an individual management plan is developed, in consultation with the student's parents, for the student who has been diagnosed by a medical practitioner as being at risk of anaphylaxis.
The individual anaphylaxis plan will be in place as soon as practicable after the student enrols and where possible before their first day of school.
The individual anaphylaxis management plan will set out the following:
* Information about the diagnosis, including the type of allergy or allergies the student has (based on a diagnosis from a medical practitioner).
* Strategies to minimize the risk of exposure to allergens while the student is under the care or supervision of school staff, for in-school and out of school settings including camps and excursions.
* Location of student's medication
* The student's emergency contact details.
* An emergency procedures plan (ASCIA), provided by the parent, that :
- Sets out the emergency procedures to be taken in the event of an allergic reaction;
- Is signed by a medical practitioner who was treating the child on the date the practitioner signs the emergency procedures plan; and
- Includes an up to date photograph of the student.
The student's individual management plan will be reviewed, in consultation with the student's parents/carers;
* Annually, and as applicable,
* If the student's condition changes, or
* Immediately after a student has an anaphylactic reaction at school.
* It is the responsibility of the parent to:
o Provide the emergency procedures plan (ASCIA Action Plan)
o Inform the school if their child's medical condition changes, and if relevant provide an updated emergency procedures plan (ASCIA Action Plan).
o Provide an up to date photo for the emergency procedures plan (ASCIA Action Plan) when the plan is provided to the school and when it is reviewed.
COMMUNICATION PLAN
The principal will be responsible for ensuring that a communication plan is developed to provide information to all staff, students and parents about anaphylaxis and the school's anaphylaxis management policy.
The communication plan will include information about what steps will be taken to respond to an anaphylactic reaction by a student in a classroom, in the school yard, on school excursions, on school camps and special event days.
Volunteers and casual relief staff will be informed of students at risk of an anaphylactic reaction by the relevant classroom teacher or welfare officer.
Staff will be briefed each semester:
* The schools anaphylaxis management policy
* The causes, symptoms and treatment of anaphylaxis
* The identities of students diagnosed at risk of anaphylaxis and where their medication is located.
* How to use an autoadrenaline injecting device
* The school's first aid and emergency response procedures
* Location of school epipen
BANNING OF FOOD
Banning of food or other products is not recommended by the Department due to the possibility of encouraging complacency among staff and students, the presence of hidden allergens and the difficulty of monitoring and enforcing a ban. It is better for school communities to become aware of the risks associated with anaphylaxis, and to implement practical, age-appropriate strategies to minimise exposure to known allergens. However, it is recommended that food related activities are amended where practicable to minimise any risk of exposure to the allergen and to allow students at risk of anaphylaxis to participate equally in all activities. A ban on peanut and nut products within a school is not recommended but may be agreed to by the school and its community. However to minimize the risk of a first-time reaction to nuts, Donald Primary School will not use peanuts, nuts, peanut butter or other peanut or nut products in curricular or extra-curricular activities.
STAFF TRAINING AND EMERGENCY RESPONSE
All staff every two years will be trained in an anaphylaxis management training course.
Staff will be shown the correct procedures for managing an anaphylaxis reaction at the start of the year and at the start of second semester.
The Emergency Response Plan (see Appendix 2)
IMPLEMENTATION
Students at Risk:
1. At enrolment families of students with an allergy to foodstuffs, will be asked for information detailing their condition, actual identified triggers, appropriate responses and a medical plan which identifies the name and contact details of the doctor responsible for the action plan.
2. Children at risk will be asked to only eat snack food and lunches prepared at home and not trade or share food, food utensils or containers.
3. Children at risk will be asked to wash their hands before eating.
4. Older children at risk will carry their own auto injector in their school bag whilst at rotational activities such as the interschool field events. The teacher in charge will ensure all other teachers, aides and parent helpers at the event are also aware of the students at risk and understand to call on the teacher in charge and/or First Aid Officer for immediate assistance in an emergency and to call 000.
Parents of Students at Risk:
It is the responsibility of the parent to:
1. provide the emergency procedures plan (ASCIA Action Plan).
2. inform the school if their child's medical condition changes, and if relevant provide an
3. updated emergency procedures plan (ASCIA Action Plan).
4. provide an up to date photo for the emergency procedures plan (ASCIA Action Plan) when the plan is provided to the school and when it is reviewed.
5. provide the school with an EpiPen/Anapen (and a spare if deemed necessary).
6. replace the EpiPen/Anapen before it expires.
Staff:
Organisation
1.
Auto-injecting devices will be stored properly (below 25 degrees, out of direct sunlight, in an easily accessible location)
in the Staff Room First Aid Cupboard and clearly labelled with the students' names and anaphylaxis management plans.
2. A copy of the student's ASCIA Action Plan will be kept with the EpiPen/Anapen.
3. A copy of the student's ASCIA Action Plan will be displayed in the Staff Room and in the student's classroom.
4. The First Aid coordinator will check EpiPens for cloudiness and/or expiry dates and inform parents, in writing, if they need to be replaced.
Training
1. All staff will undertake an Anaphylaxis eTraining Course every two years and two staff members will undertake the Anaphylaxis Training Course every three years.
2. Staff briefings will be conducted each semester to review policy and procedures.
3. All staff will be familiar with the ASCIA Action Plans and Individual Management Plans of the anaphylactic students
Teachers in charge
1. Teachers in charge of excursions, out of school activities and camps must ensure that they take the assigned and spare auto-injecting devices and are responsible for the administration of all medications.
2. Teachers in charge of organising school incursions must ensure visitors to the school are notified by phone prior to the event of the presence of students at Donald Primary with severe food allergies (admin staff will provide incursion personnel with a Visitors' Letter which clearly prohibits food being handed out by visitors to the school.)
3. Teachers in charge of organising excursions, sporting events and camps must inform the venue staff of the presence of students with severe food allergies. Camp managers must be informed about food and other allergens and menus must be discussed prior to the camp.
4. Teachers in charge will inform parents of anaphylactic (or coeliac) children either by written notification and/or email, phone contact about planned activities involving food, with the exception of Free Fruit Friday to allow them to consider the food and/or provide an alternative. For random activities/events, parents of anaphylactic (coeliac or other food related medical conditions) children must be contacted prior to food being offered to their children. No parent contact, no food is to be given out.
5. Costumes/ dress ups and props for a child with anaphylaxis will be properly cleaned by the staff member in charge or parent of before being worn or touched.
Classroom and specialist teachers
1. Classroom teachers and specialist teachers will educate all students about anaphylaxis
2. Classroom teachers and specialist teachers will be alert to the type of food containers used for art/craft activities, in particular milk, egg and nut containers. These items/containers will be not be used with children at risk of anaphylaxis.
3. Classroom and specialist teachers will use anti-bacterial wipes to clean surfaces, equipment or spills to avoid an anaphylactic student's contact with allergens.
4. Allergic/anaphylactic students will be assisted to wash their hands at the conclusion of lessons involving shared items/equipment and before eating.
5. Allergic/Anaphylactic students will not participate in cleaning up of food rubbish, unless it is their own and will not participate in yard duty that includes cleaning up of food rubbish, unless it is their own. Other forms of 'community service' will be assigned if required.
6. Classroom teachers and specialist teachers will be guided by Parent Food Permission Notices regarding decisions about handing out food such as birthday cake to students. In regards to students with allergies, no parent contact – no food.
First Aid Co-ordinator
1. First Aid co-ordinator will ensure a copy of an anaphylactic student's ASCIA Action Plans and Individual Management Plans is available for CRTs and the Emergency response plan is made known.
2. A parent letter will be sent home at the commencement of each year seeking information about food allergies and obtaining permission for their child/ children to consume food items as part of school programs or special occasions such as birthdays.
3. A parent information letter will be sent home to families whose children are in the same class as the anaphylactic child.
4. The First Aid co-ordinator will purchase two or more general use EpiPens depending on the number of anaphylactic students enrolled
5. Will complete an annual Risk Management Checklist (Appendix 1) to monitor compliance with their obligations.
Casual Relief Teachers
1. Casual Relief teachers will be asked if they have been trained
2. Individual Anaphylaxis Management Plans will be reviewed at the commencement of the day
3. Emergency procedures will be discussed, including the location of the medication and action plan.
All Students
1. Students will be encouraged not to share or swap food.
2. Students will be encouraged not to use anyone else's lunch box or drink from anyone else's drink bottle. Lunchboxes and drink containers should be clearly labelled with each child's name.
3. Be involved in age appropriate education in regards to allergies/anaphylaxis as deemed necessary by the teacher
4. Children attending school camps or excursions will be advised not to bring allergen foods/treats
Stephanie Alexander Kitchen Garden
1. The SAKG Kitchen coordinator will be informed of students with food allergies by administration staff.
2. The SAKG Kitchen coordinator will be provided with copies of Action Plans and Individual Management Plans.
3. The SAKG Kitchen coordinator will be informed of all students' allergies and intolerances prior to cooking classes.
4. The SAKG Kitchen coordinator will contact the parents of at risk students (with anaphylaxis or other dietary restrictions) before any food is handed out to enable the parent to check for hidden allergens in the ingredients and to discuss menu modifications to minimise the risk of exposure to the allergen and to allow at risk students to participate similarly in all activities.
5. Exclusive equipment will be provided for an anaphylactic student by the school and/or the parent.
6. Where practicable, additional supervision will be provided by an aide or parent helper.
Parents and broader school community
1. The school community will be kept informed and made aware of the risks associated with anaphylaxis through newsletter items or special notices.
2. A Donald Visitor Letter will be given out to inform visitors and incursion staff of the presence of students at Donald with severe food allergies. The letter will request that food is not to be handed out by visitors to the school.
EVALUATION
The Principal and First Aid Co-ordinator will complete an annual Risk Management Checklist (appendix 1) to monitor compliance with their obligations.
This policy will be reviewed in 2022
This policy was ratified by School Council on Wednesday 15 th September 2021
Appendix 1 : Annual Anaphylaxis Risk Management checklist (reviewed at the start of each year)
School name:
Date of review:
Who completed this checklist?
Name:
Position:
Review given to: Name
Position
Comments:
Who completed this checklist?
Name:
Position:
Review given to: Name
Position
Comments:
General information
1. How many current students have been diagnosed as being at risk of anaphylaxis, and have been prescribed an adrenaline autoinjector?
2. How many of these students carry their adrenaline autoinjector on their person?
3. Have any students ever had an allergic reaction requiring medical intervention at school?
Yes No
a. If Yes, how many times?
4. Have any students ever had an anaphylactic reaction at school?
Yes No
a. If Yes, how many students?
b. If Yes, how many times
5. Has a staff member been required to administer an adrenaline autoinjector to a student?
Yes No
a. If Yes, how many times?
6. If your school is a government school, was every incident in which a student suffered an anaphylactic reaction reported via the Incident Reporting and Information System (IRIS)?
Yes No
SECTION 1: Training
7. Have all school staff who conduct classes with students with a medical condition that relates to allergy and the potential for anaphylactic reaction successfully completed an approved Anaphylaxis Management Training Course, either:
* ASCIA e-training within the last 2 years, or
* accredited face to face training (22300VIC or 10313NAT) within the last 3 years?
Yes No
8. Does your school conduct twice yearly briefings annually?
If no, why not as this is a requirement for school registration?
Yes No
9. Do all school staff participate in a twice yearly briefing?
Yes
No
If no, why as this is a requirement for school registration?
10. Has your school trained a minimum of 2 school staff (School Anaphylaxis Supervisors) to conduct competency checks of adrenaline autoinjectors (EpiPen®)?
Yes No
11. Are your school staff being assessed for their competency in using adrenaline autoinjectors (EpiPen®) within 30 day of completing the ASCIA Anaphylaxis etraining for Victorian Schools?
Yes No
SECTION 2: Individual Anaphylaxis Management Plans
12. Does every student who has been diagnosed as being at risk of anaphylaxis and prescribed an adrenaline autoinjector have an Individual Anaphylaxis Management Plan which includes an ASCIA Action Plan for Anaphylaxis completed and signed by a prescribed medical practitioner?
Yes No
13. Are all Individual Anaphylaxis Management Plans reviewed regularly with parents (at least annually)?
Yes No
14. Do the Individual Anaphylaxis Management Plans set out strategies to minimise the risk of exposure to allergens for the following in-school and out of class settings?
a. During classroom activities, including elective classes
Yes No
b. In canteens or during lunch or snack times
Yes No
c. Before and after school, in the school yard and during breaks
Yes No
d. For special events, such as sports days, class parties and extra-curricular activities
Yes No
e. For excursions and camps
Yes No
f. Other
Yes No
15. Do all students who carry an adrenaline autoinjector on their person have a copy of their ASCIA Action Plan kept at the school (provided by the parent)?
Yes No
a. Where are the Action Plans kept?
16. Does the ASCIA Action Plan include a recent photo of the student?
Yes No
17. Have the Individual Management Plans (for students at risk of anaphylaxis) been reviewed prior to any off site activities (such as sport, camps or special events), and where appropriate reviewed in consultation with the student's parent/s?
Yes No
SECTION 3: Storage and accessibility of adrenaline autoinjectors
18. Where are the student(s) adrenaline autoinjectors stored?
19. Do all school staff know where the school's adrenaline autoinjectors for general use are stored?
Yes No
20. Are the adrenaline autoinjectors stored at room temperature (not refrigerated)?
Yes No
21. Is the storage safe?
Yes No
22. Is the storage unlocked and accessible to school staff at all times?
Comments:
Yes No
23. Are the adrenaline autoinjectors easy to find?
Comments:
Yes No
24. Is a copy of student's individual ASCIA Action Plan for Anaphylaxis kept together with the student's adrenaline autoinjector?
Yes No
25. Are the adrenaline autoinjectors and Individual Anaphylaxis Management Plans (including the ASCIA Action Plans) clearly labelled with the student's names?
Yes No
26. Has someone been designated to check the adrenaline autoinjector expiry dates on a regular basis?
Who? ……………………………………………………………………………………………
Yes No
27. Are there adrenaline autoinjectors which are currently in the possession of the school and which have expired?
Yes No
28. Has the school signed up to EpiClub or ANA-alert (optional free reminder services)?
Yes No
29. Do all school staff know where the adrenaline autoinjectors, the ASCIA Action Plans for Anaphylaxis and the Individual Anaphylaxis Management Plans are stored?
Yes No
30. Has the school purchased adrenaline autoinjector(s) for general use, and have they been placed in the school's first aid kit(s)?
Yes No
31. Where are these first aid kits located?
Do staff know where they are located?
Yes No
32. Is the adrenaline autoinjector for general use clearly labelled as the 'General Use' adrenaline autoinjector?
Yes No
33. Is there a register for signing adrenaline autoinjectors in and out when taken for excursions, camps etc?
Yes No
SECTION 4: Prevention strategies
34. Have you done a risk assessment to identify potential accidental exposure to allergens for all students who have been diagnosed as being at risk of anaphylaxis?
Yes
No
35. Have you implemented any of the prevention strategies in the Anaphylaxis Guidelines? If not record why not as this is a requirement for school registration?
Yes No
36. Are there always sufficient school staff members on yard duty who have current Anaphylaxis Management Training?
Yes No
SECTION 5: School management and emergency response
37. Does the school have procedures for emergency responses to anaphylactic reactions? Are they clearly documented and communicated to all staff?
Yes No
38. Do school staff know when their training needs to be renewed?
Yes No
39. Have you developed Emergency Response Procedures for when an allergic reaction occurs?
Yes No
a. In the class room?
Yes No
b. In the school yard?
Yes No
c. In all school buildings and sites, including gymnasiums and halls?
Yes No
d. At school camps and excursions?
Yes
No
e. On special event days (such as sports days) conducted, organised or attended by the school?
Yes No
40. Does your plan include who will call the ambulance?
Yes No
41. Is there a designated person who will be sent to collect the student's adrenaline autoinjector and individual ASCIA Action Plan for Anaphylaxis?
Yes No
42. Have you checked how long it will take to get to the adrenaline autoinjector and the individual ASCIA Action Plan for Anaphylaxis to a student from various areas of the school including:
Yes No
a. The class room?
Yes No
b. The school yard?
Yes No
c. The sports field?
YesNo
43. On excursions or other out of school events is there a plan for who is responsible for ensuring the adrenaline autoinjector(s) and Individual Anaphylaxis Management Plans (including the ASCIA Action Plan) and the adrenaline autoinjector for general use are correctly stored and available for use?
Yes No
44. Who will make these arrangements during excursions?
…………………………………………………………………………………………………..
45. Who will make these arrangements during camps?
…………………………………………………………………………………………………..
46. Who will make these arrangements during sporting activities?
…………………………………………………………………………………………………..
47. Is there a process for post incident support in place?
Yes
No
48. Have all school staff who conduct classes that students with a medical condition that relates to allergy and the potential for an anaphylactic reaction attend, and any other staff identified by the principal, been briefed on:
a. The school's Anaphylaxis Management Policy?
Yes No
b. The causes, symptoms and treatment of anaphylaxis?
YesNo
c. The identities of students with a medical condition that relates to allergy and the potential for an anaphylactic reaction, and who are prescribed an adrenaline autoinjector, including where their medication is located?
Yes No
d. How to use an adrenaline autoinjector, including hands on practise with a trainer adrenaline autoinjector?
Yes No
e. The school's general first aid and emergency response procedures for all inschool and out-of-school environments?
Yes No
f. Where the adrenaline autoinjector(s) for general use is kept?
Yes No
g. Where the adrenaline autoinjectors for individual students are located including if they carry it on their person?
Yes No
SECTION 6: Communication Plan
49. Is there a Communication Plan in place to provide information about anaphylaxis and the school's policies?
a. To school staff?
Yes No
b. To students?
Yes No
c. To parents?
Yes No
d. To volunteers?
Yes No
e. To casual relief staff?
Yes No
50. Is there a process for distributing this information to the relevant school staff?
Yes No
a. What is it?
51. How is this information kept up to date?
52. Are there strategies in place to increase awareness about severe allergies among students for all in-school and out-of-school environments?
Yes No
53. What are they?
Appendix 2 : Emergency Response to Anaphylaxis
In the event of an anaphylactic reaction, the emergency response procedures in this policy must be followed, together with the school's general first aid procedures, emergency response procedures and the student's Individual Anaphylaxis Management Plan.
A complete and up-to-date list of students identified as being at risk of anaphylaxis is maintained by the school's First Aid Co-ordinator and are kept on First Aid Cupboard. For camps, excursions and special events, a designated staff member (Level 2 trained First Aid officer) will be responsible for maintaining a list of students at risk of anaphylaxis attending the special event, together with their Individual Anaphylaxis Management Plans and adrenaline autoinjectors, where appropriate.
If a student experiences an anaphylactic reaction at school or during a school activity, school staff must:
If a student appears to be having a severe allergic reaction, but has not been previously diagnosed with an allergy or being at risk of anaphylaxis, school staff should follow steps 2 – 5 as above and use the school's general use autoinjector.
[Note: If in doubt, it is better to use an adrenaline autoinjector than not use it, even if in hindsight the reaction is not anaphylaxis. Under-treatment of anaphylaxis is more harmful and potentially life threatening than over-treatment of a mild to moderate allergic reaction. Refer to page 41 of the Anaphylaxis Guidelines]. | <urn:uuid:3432442f-886d-4c3b-aa7c-661dab8bedfe> | CC-MAIN-2022-49 | https://donaldps.vic.edu.au/wp-content/uploads/2022/03/Anaphylaxis-Management-Policy.pdf | 2022-12-04T06:06:25+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710962.65/warc/CC-MAIN-20221204040114-20221204070114-00417.warc.gz | 245,650,538 | 5,665 | eng_Latn | eng_Latn | 0.997671 | eng_Latn | 0.998081 | [
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STAR CHART - Evaluating Teaching Skills Checklist for T'ai Chi Chih Teachers and Evaluators
Teacher______________________________________
Evaluator_______________________________
Date________________________________________
Class for: _______________________________
The purpose of this checklist is to help teachers to improve their teaching methods and pass on T'ai Chi Chih at the highest level possible. It is a guideline on how to teach and structure TCC classes. Self- evaluation and reflection are key to teaching excellence.
Directions: "Put a star next to the number, if you observed this in class."
1. Started class on time
2. Greeted students and welcomed new students
3. Invited students to quiet down in gentle way
4. Verbally set the focus for the practice
5. Used Direct Instruction to teach (show and tell)
6. Lead the practice with verbal cues and general corrections of movements
7. Demonstrated the whole movement sequence before breaking it into parts 8.
Asked questions to whole class / solicited answers, with whole class responding aloud
9. Gathered students in a circle to open/close to purposely connect all students
10. Used Partner Practice Strategy in class to empower student learning
11. Used Think Aloud Strategy to show students how to monitor their internal processes
12. Suggested ways for students to refocus the mind while moving or in Rest Pose
13. Encouraged student interaction of sharing, questioning, exploring, working with each other
14. Asked why questions to all students, to promote Higher Level Thinking skills
15. Used positive feedback/ praise to whole class (not just one student at a time)
16. Shared their own personal stories to engage students
17. Encouraged student leadership: students made comments, demo a movement, told a personal story
18. Teacher embodied spiritual qualities of TCC – joy, calmness, serenity, inner sincerity, stillness, etc.
19. Used humor appropriately to relax and engage students
20. Used appropriate music to help students relax
21. Used Justin Stone's books, DVD's, recordings in class
22. Used Visual Aides: charts, chalkboard, handouts, DVDs/videos, other printed material in class
23. Adequate Classroom environment (heat, light, ventilation, chairs, accessibility, bathrooms)
24. Taught/Demonstrated basics of Seated form of T'ai Chi Chih
25. Taught some chi stimulation techniques / warm ups / seijaku /sitting meditation Focus on the Four Principles of Movement: • Stance/ Foot Position • Flowing From Center • Complete Weight Shift (yinning and yanging) • Vertical Alignment of the Spine
26. Teacher specifically encouraged correct stance /foot position
27. Teacher specifically encouraged flowing from center
28. Teacher specifically encouraged complete weight shift
29. Teacher specifically encouraged vertical alignment of the spine
30. Teacher specifically encouraged mental focus on soles of the feet
31. Teacher specifically encouraged stillness in Rest Pose Continue on page 2
STAR CHART - Evaluating Teaching Skills ( pg 2)
Teacher______________________________________
STRENGTHS: In your opinion, what are this teacher's strengths in teaching T'ai Chi Chih? Comments & Suggestions: Teaching Skills, Ability to Convey Principles and TCC Form, Managing Student Behavior, other.
© 2009 Evaluation of Teaching Skills: created by Rosalind L Braga, Accredited TCC teacher. firstname.lastname@example.org Linda has extensive training and experience in Special Education, Best Practices, and Effective Teaching Strategies.
Teacher______________________________________
Evaluator_____________________________
Overall: "Circle the best words to describe the teacher during this session."
1. Demonstration of TCC Movements:
unclear confusing not correct correct & effective
2. Direct Instruction:
(show and tell): not enough too detailed not clear good excellent
3. Teacher's voice projection was:
too soft too loud hard to understand just right
4. Verbal Instruction by teacher:
digressed too much did not offer corrections talked, but didn't teach talked, but didn't demonstrate taught skills & demonstrated form
5. Time for movement during class:
not enough too much just right
6. Pace of class was:
too hurried too slow/boring too many interruptions just right
7. Sense of ease and relaxation of teacher was:
not evident lacked depth just right
8. Evidence of mental focus of teacher:
no only some of the time yes/ well focused
STRENGTHS: In your opinion, what are this teacher's strengths in teaching T'ai Chi Chih? Comments & Suggestions: Teaching Skills, Ability to Convey Principles and TCC Form, Managing Student Behavior, other.
TEACHING STRATEGIES FOR T'AI CHI CHIH TEACHERS
An Explanation of Each Descriptor from the Star Chart for TCC Teachers The Star Chart for Teachers is based on educational practices and standards that many businesses and teaching disciplines use successfully. These strategies produce the best results when working with groups of people in a learning context. These are the most natural, efficient and effective ways to stimulate learning and social cooperation. These are called Best Practices.
The following descriptors are teaching strategies developed from studies of Educational Practices and Brain-based Research on learning. These strategies are applicable to a wide range of educational settings and skills. T'ai Chi Chih classes are greatly enhanced by applying these teaching strategies.
1. Started Class on Time
Starting class on time demonstrates to students that the skills and knowledge you have to offer are important. Teacher/student has an unspoken contract with each other: the teacher will teach new skills and the student will show up to learn. It shows that each values their time and it shows respect to self, to peers in class, and to the teacher. When students are chronically late, you can discuss this principle of respect with them and often they will stop being late.
2. Greeted Students and Welcomed New Students
Greeting students by name shows that the teacher cares if they are there, and shows hospitality and friendliness. It helps students relax and trust the teacher, and indirectly trust each other. Many adults come to learning with feelings of inadequacy and fear, based on events of childhood and trying to learn basic skills. Greeting new students and telling them it is OK to be new helps everyone to relax. Reminding everyone to have a beginner' s mind... open and curious helps all students to approach learning without anxiety and judgment.
3. Invited Students to Quiet Down in a Gentle Way
Setting the tone of quiet serenity is important for large classes as well as small groups. It signals each person that there is now a shift in intent, from socializing to focusing on getting quiet to prepare for meditation and movement. Ringing a bell or singing bowl is an excellent way to gather everyone without shouting and being intrusive. Teachers who use clear procedures find that their classes flow from one activity to another with minimum directions.
4. Verbally Set the Focus for the Practice It is helpful to let all students know how the class will proceed with a brief overview of the hour: [review, group practice, Partner Practice, sharing, closing] or the format used in the class. It guides all students to know what is expected and reminds them of what the focus is for the lesson that day. It reminds them of why they are there and focuses their intent to be successful.
5. Used Direct Instruction to Teach - (Show and Tell) Direct instruction is the most potent way to introduce new skills to learners. Students can hear, see, sense, feel, and think about what is being taught before they try it themselves. During direct instruction, the student is already engaged in planning, imagining, and visualizing how they will perform this skill. Intuitive thoughts and spatial/temporal awareness are stimulated in the process of careful observation. When students become good observers, they can pick up the subtleties of the movement with little verbal input. Show and tell means just that: demonstrating how to move with no verbal input, and continually reviewing with more demonstration and explanation.
6. Lead the Practice with Verbal Cues and General Correction of Movements Learning theory confirms that students learn best when movement patterns are taught and reinforced at the kinesthetic level, while students are moving. It holds that students are often capable of self-correcting when told what to do, how to feel, and what to sense, as they are moving. This coaching model is used worldwide with amateur and professional athletes, with excellent results. Giving individual corrections is much more time- consuming, and sometimes necessary. Corrections given to the whole group reinforces group learning and puts the responsibility on the individual to make the changes needed. Group correction focuses on what to adjust, not on who is making the error.
7. Demonstrated the Whole Movement Sequence Using brain-based research methods, scientists are now able to study how brains learn and how brains prefer to process information. From these studies, educators now accept the fact that the brain prefers to learn from whole to part. In teaching movement, the whole movement needs to be demonstrated first. Later, it can be "broken down into parts," but the first learning must be holistic. From the whole picture, the brain can often understand a part... but will have difficulty in seeing the whole from just a part. The word "gestalt" refers to the whole sequence, the whole image, and this applies to movement as well as to objects and thoughts. Gestalt learning is the foundation of visual learning.
8. Asked Questions to Whole Class / Solicited Answers with Whole Class Responding Aloud
Thinking and comprehension are important skills for teachers to emphasize in their teaching process. Asking questions to the whole class gives the message: "This question is for all of you to think about.... and I want you to think, to be engaged in your learning, and I want to hear a response from everyone, even if it is not correct." When a question is asked and only one person responds, everyone else shuts down and does not engage. Whole group response is powerful and moves students into an internal dialogue, a mode of recalling, wondering, reflecting, and then responding. Over time, this has a very positive affect on all students, even those in the back of the classroom who prefer to disengage. Group response is fun! Your students will enjoy the process and being to expect it.
9. Gathered Students in a Circle to Open/Close to Purposely Connect all Students
The power of the circle is known universally as the simplest, most balanced way to build community and connect people socially. When all are in a circle, there is equality. Everyone can see and hear everyone else. When the teacher is part of the circle, it establishes the subtle message that "we all learn from each other, we all support each other, all are welcome and included." It is very beneficial to begin and close T'ai Chi Chih class in a circle. This opening provides a moment for welcoming, setting the intent of the class, and balancing the energy of the group as they begin to move; then later, it is a good configuration for reviewing, encouraging home practice, making announcements, and celebrating someone in class. Note: Teaching movement in rows during the middle of the class is helpful for most students, especially to those who experience right/left confusion and don't easily follow a mirror image of modeling from the teacher.
10. Used Partner Practice Strategy in Class to Empower Student Learning More than any other technique, Partner Practice has multiple payoffs for all students. Partner Practice provides a dynamic learning activity for every student, no matter what their level of proficiency or how long they have practiced. As social beings, people learn best in a context in which interaction is expected and encouraged.
Partner Practice allows people to relax and enjoy the process of learning. It gives students control of their learning, deepens their understanding, and improves their motivation to learn. It creates confidence and enhances performance of T'ai Chi Chih moves. It encourages collaborative interaction with students for mutual support. It moves students to their "learning edge" where new learning can occur. It helps them discover "what they know ... and what they don't know." It increases student understanding of movement principles about how to move. It insures that all students are learning andexploring T'ai Chi Chih effectively. Can Partner Practice do all of this? Yes, it can, and more!
11. Used Think Aloud Strategy to Show Students How to Monitor their Internal Process
Think Alouds is another well-documented teaching strategy used at all levels of learning, from kindergarten through college. It helps students become aware of the internal process, the inner talk, going on in the mind, while performing a skill or movement. This process reveals all the nuances of thoughts and feelings, in the moment, as the person moves. The average student may not be aware of the inner processes of sensing and feeling. The Think aloud process helps students gain new insights quickly, as they hear what they might experience, as described by their teacher or another student.
For example, the Teacher says: " I am going to demonstrate Bass Drum, using the Think Aloud method so that you will know everything that is going on in my mind as I do this movement. I want to describe my thoughts, feelings, and awareness as it arises, so that you can observe not just the movement, but also become aware of my mental processes."
" I am going to pause first with Rest Pose to center myself and quiet my mind...
I am aware that emptying my mind is not easy when I am talking ... Now I am shifting the weight to the right side in order to step forward with the left foot. I remember to place the heel down first and soften my knees... Now my weight is moving me forward, and my hands are facing, palm-to-palm. I let go of tension in my shoulders and my hands begin to drop down and move outward."
"I let my arms move with my body, making no effort to "make the circle." I relax and soften my wrists. As I am move backwards... my arms and hands flow back, with my body leading. My hands complete the circle with no effort. I purposely remember to be soft and everything just seems to flow."
"I am noticing now that my weight shift was not as smooth this time and I need to slow down a little more and focus on smoothness. I am aware that as I move back, my hips and pelvis are making small adjustments to receive the weight coming into my back leg. I like the feeling of completion when I feel the weight fully in the back leg, and I am ready to flow forward again....it feels solid and strong and even...hummm, flexible and soft. I notice that my mind is getting calmer even though I am talking... I am aware that I am slipping into a meditative state while I am moving... It feels spacious and open and very calm... "As I close, I am aware that part of me still wants to do more of this move ... I slowly conclude and wait until the weight is in a back foot before bringing my other foot into Rest. I soften my knees and let my whole body sink vertically. It feels like an elevator going down slowly."
"In Rest, I let my mind clear ... I just stand like a tree in the forest. I notice that my hands are vibrating a little... I notice that I am swaying slightly as I rest. I feel the energy still coming into balance. I am waiting for a subtle feeling of fullness, of completion... Ah, there it is."
This teaching technique motivates students to activate their awareness and focus as they are moving, a skill that all students need to learn and use when doing T'ai Chi Chih.
12. Suggested Ways for Students to Refocus the Mind while Moving or in Rest Pose
Meditative focus can be supported very easily in class by using key words to suggest that students focus on the soles of the feet, bring their attention down, and become present. Over a period of time, a key word like "connect," "soles," or "bubbling spring" is enough of a hint for all to gather their attention and refocus it. Those teachers who refocus students regularly find that the TCC practice in class is often deep, and stillness within is experienced by all.
13. Encouraged Student Interaction of Sharing, Questioning, Exploring, Working with Others
T'ai Chi Chih classes that are interactive produce students who are selfmotivated, self- confident, and self- aware. Students can demonstrate a movement, tell a personal story, and ask questions without being afraid or embarrassed. They are motivated to learn from others and are open to the
process of learning and discovering something new. Students are more supportive and less judgmental in working with others, and learn skills and concepts faster. They also demonstrate the ability to recall and understand the vocabulary better than those who are passive.
14. Asked Why Questions to All Students, to Promote Higher Level Thinking Skills The ultimate goal of the teacher is to enable all students to perform the movements well and to know the principles underlying the movements. The teacher can stimulate reasoning by asking why questions to the whole group, pausing, and then expecting students to answer verbally. This is called Group Response and is a powerful tool of instruction and recall. These questions make them realize that there is a purpose to every T'ai Chi Chih move and they should know what it is. Ask questions like: why do we soften the knees? Why is vertical alignment important? Why should my front foot be pointed straight ahead? Why do we come into Rest after each movement? Why do we focus the mind? Why do we move slowly? Etc.
15. Used Positive Feedback/ Praise to Whole Class (not just one student at a time)
The power of Positive Feedback cannot be over -estimated. It is the glue that holds the students to the best performance possible. It stimulates relaxation and satisfaction and reinforces what you've taught. It lets students know what they are doing correctly. When the teacher sees a need to correct a movement in some way, they can make the suggestion to the whole class, then pause and observe if anyone has made a change. For example, you might say: " everyone check right now... see if you are keeping your heel down until the last moment of the forward movement... let your leg lengthen... and let the heel release on its own....and now settle back into the floor." If you see some change, say "yes" or "good." This verbal guidance process is done while students and teacher are moving. If your back is always to the students, you won't be able to help them make these changes. Consider facing them or moving at an angle, so you can see them and monitor their progress.
16. Shared Their Own Personal Stories to Engage Students
One of the most interesting ways to engage students' interest and attention is with personal stories of your experiences with T'ai Chi Chih, or with stories of other teachers and students who also experienced the health benefits. Stories are more captivating and memorable than a page of research data. All people love stories and love to have the opportunity to tell their own story. This should be an integral part of sharing time for students.
17. Encouraged Student Leadership: students made comments, demo a movement, told a personal story
Planning overt ways for students to share what they know, demonstrate a movement, or tell a story are all effective strategies that empower student learning. Interactive classes are more motivating and exciting, more successful in giving students the feeling of esteem from their classmates. This builds leadership skills, confidence in the form, and prepares them to become good future T'ai Chi Chih teachers. Student leadership could take the form of: reading an inspiring quote from Justin Stone's materials, demonstrating a movement to the whole class, telling a story about their T'ai Chi Chih practice at home, talking about their experience of chi, etc.
18. Teacher Embodied the Spiritual Qualities of T'ai Chi Chih – joy, calmness, serenity, stillness, focused awareness, inner sincerity, etc. The demeanor of the T'ai Chi Chih teacher has a significant impact on all students. They model the results of their own TCC practice. The fruits of their practice are often visible to others: calmness in the midst of chaos, kindness, flexibility, being non-judgmental, not complaining about their own problems. Stillness within is a gift that good teachers give their students, by the way they teach and the ways they are spiritually available to their students, that is, authentic in word and action.
19. Used Humor Appropriately to Relax/ Engage Students
Everyone appreciates a good story.... something funny that happened in class, to you or to another person on a topic that is related to T'ai Chi Chih practice or chi. Jokes for the sake of being funny are not appropriate for use in class and lead the students off the subject. Justin Stone often tells stories about himself or a famous Zen monk, etc. and his students and teachers love him for that.
20. Used Appropriate Music to Help Students Relax
Music is an important way to relax students at the physical and mental level, and to switch on the right hemisphere for learning. The right hemisphere is holistic and processes sensory information that is simultaneous, temporal, and spatial. Soft relaxing music stimulates "the relaxation response" in the body and encourages a shift in breathing. Music signals a sense of letting go that is more effective and immediate than verbal suggestions to let go of tension. Music also masks environmental noises and the hum of lights. It encourages students to relax, focus, and be present.
21. Used Justin Stone's Books, DVD's, Recordings in Class
Justine Stone has much to offer T'ai Chi Chih students from a lifetime of exploring aspects of chi circulation and meditation. His manual and many books are a rich resource of information and interesting stories. Using quotes from these resources in class will inspire students. They will want to get a copy of the book for further study. To truly understand the art of T'ai Chi Chih, you should be familiar with the wisdom contained in all of Justin Stone's books. Other materials are also effective for providing inspiration to students. Journals, magazines, books, poetry, articles from the Internet, quotes from famous people, etc. all serve to support and connect students to key concepts of T'ai Chi Chih.
22. Used Visual Aides: Charts, Chalkboard, Handouts, DVDs/ Videos, Other Printed Material
Statistics show us that 70 % of what we learn is through the visual channel. Students who have problems remembering and those that are bilingual especially need visual support for learning. Charts in class, handouts, and video materials help them review what is being said or demonstrated and builds knowledge and memory skills. A chalkboard and white board is very useful when teaching skills and concepts. Power Point presentations are another effective tool for teaching softness, flow, alignment and other concepts.
23. Adequate Classroom Environment: (heat, light, ventilation, chairs, accessibility, bathrooms)
This strategy of preparation is key to creating a great environment for learning. Know your student population and set up your classroom so that it is inviting, accessible, comfortable, etc. Noise and other issues have a negative effect on the overall experience and impact a student's desire to learn meditation. A classroom that is inviting can make all the difference in helping students calm down and relax. One often remembers the physical environment of a room long after a class has concluded. A classroom that is clean and orderly with something of beauty always is noticed and appreciated by students.
24. Taught/Demonstrated Basics of Seated Form of T'ai Chi Chih
For students who need accommodations (for various reasons) to the standing TCC form, it is important to teach the seated form of TCC so that they do it correctly. All students should be shown the basics of Seated TCC so that they can use it if they are injured or ill in the future. They should know that the form still embodies the basic principles of: Moving from center, Complete weight shift, and Vertical alignment of the spine. Correct foot position is less important when seated, but moving from center is critically important, so that they are not just leaning over. The arm and hand movements can be minimal but still need to retain the circular, soft movement patterns. Mental focus is also an important skill, placing the focus on the dantien or on the soles of the feet.
25. Taught Some CHI Stimulation Techniques / warm ups / Seijaku/ sitting meditation Incorporating CHI stimulation and sitting meditation as part of the TCC class is very worthwhile use of time. It encourages centering, experiencing deeper meditation, and absorbing what was experienced in class that day. It begins to build a tangible positive social group experience of being rather than doing. Most groups that sit together begin to ask for more and begin to do meditation at home. As a stress reduction technique, this is one of the most effective when done with the support of a group.
FOCUS ON THE FOUR PRINCIPLES OF MOVEMENT:
Students need constant review in order to activate / recall learned concepts and apply these to what is being presented. Charts of the T'ai Chi Chih principles of movement are very helpful when they are visible in class and are referred to regularly. The principles should be demonstrated regularly, even in continuing classes, so that all students learn how to move well.
26. Teacher Specifically Encouraged Correct Stance/Foot Position Correct Stance/Foot Position is key to beginning each T'ai Chi Chih movement and building a good foundation of support for the weight shift. This has a direct effect on balance, comfort, and ease of movement.
27. Teacher Specifically Encouraged Flowing from Center Flowing from Center is key to helping student experience moving as a unit, and leading from the dantien. It also requires soft knees, a lower stance, and slow, even shift of weight. Flowing from center insures that the upper body is not moving faster than the lower half.
28. Teacher specifically Encouraged Complete Weight Shift Complete weight shift (yinning and yanging) is essential to correct movement and circulation of the chi. It needs to be demonstrated in the forward/back and side- to- side movements regularly.
29. Teacher specifically Encouraged Vertical Alignment of the Spine Vertical Alignment of the Spine is key to moving with no tension in the body, upper torso, etc. Leaning is always a sign that the lower half of the torso (and dantien) is not leading, and the student is reaching forward, leaning backward,
or to the side.
30. Teacher specifically Encouraged Mental Focus on Soles of the Feet The meditative aspect of T'ai Chi Chih is very important. Without it, it is just waving your arms and moving your legs. Justin often emphasizes the importance of mental focus, awareness, and vigilance. With our culture in a stressed-out mode most of the time, this mental focus is key to helping students calm the mind. It is important to refer to soles of the feet in every class, not just once a month. It should be an ongoing mantra of bringing the attention back to the soles of the feet.
31. Teacher specifically Encouraged Stillness in Rest Pose Stillness in Rest Pose is essential to balancing the chi and absorbing the chi deeply. Students improve greatly when encouraged to really focus and allow stillness to be visible in their body. Regular verbal reminders to move into stillness and quietly abiding are effective ways to help students become still within. A practice in class can feel like a spiritual experience when lead with the intention to discover stillness and serenity, here and now.
OVERALL IMPRESSION OF TEACHING SKILLS - (page 2 of Star Chart)
1. Demonstration of T'ai Chi Chih Movements - (correct performance) Some teachers become experts in their field because of an inner motivation to improve. They often engage in an ongoing process of self–assessment and evaluation. This is critical to passing on knowledge, skills, and concepts at the highest levels. All T'ai Chi Chih teachers owe it to their students and to their original teacher to continue to be open to learning and peer review, so that they are currently modeling T'ai Chi Chih correctly, at its highest level. It is not acceptable for teachers to change the TCC movements from their original form. It is the duty and responsibility of each accredited teacher to continue to refine the form and deepen their practice. It is essential for them to seek ways to improve the ways in which they teach. Reflection and student feedback are a good way to start.
2. Direct Instruction- (modeling, showing, role playing)
Direct Instruction is basic to the acquisition of skills. It requires modeling how to perform a movement pattern, showing students the sequence of the movement, the subtle nuances of how to move. It engages the visual, spatial and temporal channels of learning in the brain. It is both a right- and left-brain function. Direct instruction is essential when eliciting the best performance from students. Without modeling, students must rely on prior knowledge, which may not be adequate for successful performance of T'ai Chi Chih. Review is an important aspect of Direct Instruction.
3. Teacher's Voice Projection
For most learners, attention fluctuates and must be continually refocused. It is said that most adults can concentrate for only a few minutes.... It is important that all students can hear the teacher easily, without fatigue. When amplifying systems were installed in regular classrooms to assist a hearing impaired person, performance on tests improved for ALL STUDENTS. This shows the need of all students to hear as well as see what is being taught. In some T'ai Chi Chih classes, the teacher's soft, meditative voice does not project well to all students, only those in the first row. Be sure your voice is heard and pleasing in quality and tone. If necessary, use an amplified sound system. It will benefit every student.
4. VerbalInstruction
There is a difference between talking and teaching. Teachers who talk may be telling stories, reciting past events, making comments on current issues, making announcements, reading an article, or relating socially to students. This is not teaching.
Teaching means using verbal instruction to teach a skill, convey a principle, guide a practice session and give general supportive hints on how to move. Ask yourself: am I talking or am I teaching? Am I helping a student gain understanding and improve their performance or am I just entertaining my students with amusing comments? Verbal instruction should be simple, clear, and precise. It should not be wordy or too theoretical. It should inform but not bore your students. Use verbal instruction as needed; when it is not needed, don't talk.
5. TimeforMovementduringClass
TCC classes for adults are basically movement classes. Students should be doing T'ai Chi Chih, moving 70 – 80 % of the time or more, not just standing/ sitting and listening. If the class time is longer than one hour, a variety of activities can be used: partner practice, sharing, discussion on home practice or a particular movement along with movement and practice.. In these classes, there still should be movement 70 – 80 % of the time.
6. PaceofClass
The pace of the class is critical to conveying the art of meditation. Class content should be interesting, even challenging, and moving at a pace appropriate for the highest level of absorption of skills and concepts. Some classes drag on forever because the teacher is talking too much; other classes run in fast forward, with little regard to Rest Pose, stillness, and meditation. If you ask for feedback about the pace of your class, let the students do so anonymously. They will then be truthful.
Look at your students and read their nonverbal cues: are they bored, turned off, checking their watch, talking to their neighbor? Or are they engaged, interested, interactive.
7. SenseofEaseandRelaxationofTeacher
The teacher is the best role model for demonstrating the benefits of TCC meditation. Their display of ease and relaxation conveys to students that this practice produces real benefits that are available to them as well as the teacher. Acting calm and relaxed is different from actually being calm and relaxed. Students can sense the difference and the mere presence of a person who is calm, serene, and present can strongly promote those qualities in students. It all starts with the breath and being mentally focused.
8. Evidence of Mental Focus of Teacher
Possibly the most important skill a teacher can bring to students is the ability to sustain a mental focus and composure while teaching class. Modeling this can have a greater impact on students than 1000 words of wisdom. When a teacher is mentally focused, nothing escapes their attention: they are aware of the energy of the students, who is on task, who is not feeling well, who is distracted, etc. Teachers with good mental focus can lead and teach intuitively, knowing what to do when something unexpected arises, and adjusting their plans in the blink of an eye. Teachers who have mental focus are present to their students and to the greater process of learning as a shared experience. | <urn:uuid:31183a51-0e4e-45bb-adb3-2b842caa69be> | CC-MAIN-2022-49 | https://img1.wsimg.com/blobby/go/4b90e716-5648-44f4-b9d4-6595664a276d/downloads/1css4voh6_781679.pdf?ver=1664115003065 | 2022-12-04T06:39:28+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710962.65/warc/CC-MAIN-20221204040114-20221204070114-00416.warc.gz | 331,622,583 | 6,814 | eng_Latn | eng_Latn | 0.997586 | eng_Latn | 0.998745 | [
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Lying and Stealing
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Lying and stealing are common, but inappropriate, behaviors in school-aged children. While some severe forms of these behaviors can indicate a more serious psychological problem, most of the time it is simply a common behavior that will be outgrown. Lying and stealing are more common in boys than girls, and happen most often in children ages 5 to 8 years.
Handling the situation when your child is lying
When confronted with a child who is lying, it is important to first remember the child's age and developmental stage. Children under the age of 3 don't lie on purpose. This age group does not understand what they are saying and instead are just experimenting with language and new-found facts about the world. They might also lie to avoid punishment because they understand the consequences but have an undeveloped moral code. Children from the ages of 3 to 7 often have problems separating the real world from fantasy. They might have imaginary playmates at this age and enjoy fairy tales and makebelieve play. The lies told by this age group are mostly tales that they have made up, not intentional lies. By the age of 6 or 7, however, children understand what lying is, but will continue to cheat if able. Children from the ages of 6 to 12 understand what lying is and the moral wrongness of this behavior. However, children may continue to lie in order to test adult rules and limits. The child may admit to telling a lie, but usually he or she has many reasons for having done so. Rules are very important at this age, so cheating becomes less important.
Other factors that may cause a child to lie
These factors include:
- Children may lie if their parents' expectations of them are too high.
- Children may lie about their grades if parents assume that they are doing better in school than they really are.
- If a child is asked why he or she did some bad behavior, the child may lie because he or she is unable to explain the actions.
- Children who are not disciplined on a consistent basis may lie.
- Children who don't receive praise and rewards may lie to get this attention.
When does lying become a concern?
Multiple situations may cause concern. If any of these apply to your child, it is important to talk with your child's healthcare provider:
- A child who is lying and at the same time having other behavioral problems, such as setting things on fire, being mean to people or animals, having sleep problems, or is very hyperactive, may have more psychological problems.
- A child who lies and does not have many friends or does not want to play in groups may have poor self-esteem and be depressed.
- A child who lies to get something from someone else and does not show any signs of regret.
Handling the situation when your child is stealing
Stealing often causes more concern to parents because it may happen outside the home and may affect other people. During the school years, stealing may be a sign of a problem, but it may also be a result of peer pressure and the need for the child to fit in. It is important to look at the whole situation. Children under the age of 3 take things because they don't understand fully the difference between what is "mine" and what is not. They then may become possessive of their things and protect them. They don't steal with bad intentions. Children between the ages of 3 and 7 start to respect things that belong to others. However, this age group will trade property without regard to value if something else is wanted. The respect for property continues in the school-aged child. By the time the child is 9, the child should respect the possessions of others and understand that stealing is wrong. Children in this age group may continue to steal because of several factors, including the following:
- They may feel peer pressure and the need to fit in.
- They may have low self-esteem.
- They may not have any friends and may be trying to "buy" their friends.
- They may try to become good at stealing to feel proud of something they have done if they don't receive positive feedback from their parents.
When does stealing become a concern?
Multiple situations may cause concern. If any of these apply to your child, it is important to talk with your child's healthcare provider:
- An older child that steals and does not feel bad about it
- A child who constantly steals
- If other behavioral problems also exist in the child
Children older than age of 3 should be confronted with any lying or stealing, but it is important to remember that most of these behaviors are part of growing up and do not represent severe problems. Each child is unique, and your child's healthcare provider should be involved with any concerns. | <urn:uuid:289aa076-7b23-4153-8c5b-877d0e271061> | CC-MAIN-2022-49 | https://resources.finalsite.net/images/v1629126835/gisdorg/usx4i7mz9or88e0iifgl/School-AgedChildrenLyingandStealing.pdf | 2022-12-04T05:58:24+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710962.65/warc/CC-MAIN-20221204040114-20221204070114-00417.warc.gz | 520,943,343 | 976 | eng_Latn | eng_Latn | 0.998537 | eng_Latn | 0.998755 | [
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Financial Preparedness
Week 3: September 13-19 Prepare for Disasters
Preparing for Disaster
A natural disaster can occur at any time. Some disasters give a warning, such as a storm preceding a flood. Others, such as earthquakes, give little or no warning. Once a disaster happens, the time to prepare is gone.
Disasters vary in size, from smaller events such as a storm affecting a single suburb, to large-scale events that can affect whole cities or large areas that cross state boundaries. As a result of disasters, people may be injured or killed, or may lose their homes and valuable possessions.
The best way to cope with a natural disaster is to prepare by having a plan before it strikes.
It is important to protect your Family, home, business
and assets from such events. Insurers provide society with the means to do this. Following a natural disaster, insurance companies can pay claims to policyholders with the right policies who are affected, allowing communities to rebuild.
Taking steps to prepare for a disaster can help get you back to normal faster. If you are unprepared, the devastation and financial loss caused by natural disasters can be magnified.
Plan for your risk
Every American should know how to prepare for any natural disaster. Most of us live in areas that can be affected by extreme weather and other natural disasters, whether it is from wildfires, floods, severe storms, droughts, hurricanes or earthquakes. The first step is to identify the types of disasters you are exposed to, the likelihood of these occurring and their potential impact. Knowing the most common hazards in your area — particularly if you're new to the region — can help you focus your preparation plans for each hazard.
[x] Is my area vulnerable to any natural hazards?
For instance, ask yourself:
[x] How often are these hazards likely to occur in my area?
[x] To what extent would l be affected financially?
[x] Which of my assets would be affected?
[x] How would I recover if I did not have insurance?
Local councils and emergency management authorities
[x]
How can each disaster be predicted or mitigated?
can help you identify risk in your area and outline the local plans and recommendations for each. Once you have identified the disasters you are exposed to, it's important to review your insurance policies and confirm your cover against various events. If you don't have insurance, consider the types of policies you may require and the risks you need them to cover. If you live in a flood or wildfire zone, it would be wise to insure your property accordingly. For example, if your home is next to a river or creek and your property is at risk of flooding, check your policy to see if you're covered. If you're unsure, contact your insurer to find out. Many insurers will place embargoes on insurance when natural disasters are considered imminent. This means if a hurricane is heading your way you may not be able to purchase insurance cover until the insurer lifts restrictions on new policies. Embargoes prevent property owners buying insurance just before a disaster strikes and then cancelling once the risk has passed.
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Social Studies Pace 1085 Answer Key
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Spectrum Math Workbook, Grade 8 2014-08-15 Spectrum Math for grade 8 keeps kids at the top of their math game using progressive practice, math in everyday settings, and tests to monitor progress. The math workbook covers rational and irrational numbers, solving equations, and interpreting statistical data. A best-selling series for well over 15 years, Spectrum still leads the way because it works. It works for parents who want to give their child a leg up in math. It works for teachers who want their students to meet—and surpass—learning goals. And it works to help children build confidence and advance their skills. No matter what subject or grade, Spectrum provides thorough practice and focused instruction to support student success.
Is the Planet Full? Ian Goldin 2014-05-15 What are the impacts of population growth? Can our planet support the demands of the ten billion people anticipated to be the world's population by the middle of this century? While it is common to hear about the problems of overpopulation, might there be unexplored benefits of increasing numbers of people in the world? How can we both consider and harness the potential benefits brought by a healthier, wealthier and larger population? May more people mean more scientists to discover how our world works, more inventors and thinkers to help solve the world's problems, more skilled people to put these ideas into practice? In this book, leading academics with a wide range of expertise in demography, philosophy, biology, climate science, economics and environmental sustainability explore the contexts, costs and benefits of a burgeoning population on our economic, social and environmental systems.
Assessing Genetic Risks Institute of Medicine 1994-01-01 Raising hopes for disease treatment and prevention, but also the specter of discrimination and "designer genes," genetic testing is potentially one of the most socially explosive developments of our time. This book presents a current assessment of this rapidly evolving field, offering principles for actions and research and recommendations on key issues in genetic testing and screening. Advantages of early genetic knowledge are balanced with issues associated with such knowledge: availability of treatment, privacy and discrimination, personal decision-making, public health objectives, cost, and more. Among the important issues covered: Quality control in genetic testing. Appropriate roles for public agencies, private health practitioners, and laboratories. Value-neutral education and counseling for persons considering testing. Use of test results in insurance, employment, and other settings.
What Technology Wants Kevin Kelly 2011-09-27 From the author of the New York Times bestseller The Inevitable— a sweeping vision of technology as a living force that can expand our individual
potential In this provocative book, one of today's most respected thinkers turns the conversation about technology on its head by viewing technology as a natural system, an extension of biological evolution. By mapping the behavior of life, we paradoxically get a glimpse at where technology is headed-or "what it wants." Kevin Kelly offers a dozen trajectories in the coming decades for this near-living system. And as we align ourselves with technology's agenda, we can capture its colossal potential. This visionary and optimistic book explores how technology gives our lives greater meaning and is a must-read for anyone curious about the future.
The Health of Lesbian, Gay, Bisexual, and Transgender People Institute of Medicine 2011-06-24 At a time when lesbian, gay, bisexual, and transgender individuals--often referred to under the umbrella acronym LGBT--are becoming more visible in society and more socially acknowledged, clinicians and researchers are faced with incomplete information about their health status. While LGBT populations often are combined as a single entity for research and advocacy purposes, each is a distinct population group with its own specific health needs. Furthermore, the experiences of LGBT individuals are not uniform and are shaped by factors of race, ethnicity, socioeconomic status, geographical location, and age, any of which can have an effect on health-related concerns and needs. The Health of Lesbian, Gay, Bisexual, and Transgender People assesses the state of science on the health status of LGBT populations, identifies research gaps and opportunities, and outlines a research agenda for the National Institute of Health. The report examines the health status of these populations in three life stages: childhood and adolescence, early/middle adulthood, and later adulthood. At each life stage, the committee studied mental health, physical health, risks and protective factors, health services, and contextual influences. To advance understanding of the health needs of all LGBT individuals, the report finds that researchers need more data about the demographics of these populations, improved methods for collecting and analyzing data, and an increased participation of sexual and gender minorities in research. The Health of Lesbian, Gay, Bisexual, and Transgender People is a valuable resource for policymakers, federal agencies including the National Institute of Health (NIH), LGBT advocacy groups, clinicians, and service providers.
The Life of John Sterling Thomas Carlyle 1852
Higher Education Reform 2001
NurtureShock Po Bronson 2009-09-03 In a world of modern, involved, caring parents, why are so many kids aggressive and cruel? Where is intelligence hidden in the brain, and why does that matter? Why do cross-racial friendships decrease in schools that are more integrated? If 98% of kids think lying is morally wrong, then why do 98% of kids lie? What's the single most important thing that helps infants learn language? NurtureShock is a groundbreaking collaboration between award-winning science journalists Po Bronson and Ashley Merryman. They argue that when it comes to children, we've mistaken good intentions for good ideas. With impeccable storytelling and razor-sharp analysis, they demonstrate that many of modern society's strategies for nurturing children are in fact backfiring-because key twists in the science have been overlooked. Nothing like a parenting manual, the authors' work is an insightful exploration of themes and issues that transcend children's (and adults') lives.
Co-Production and Co-Creation Taco Brandsen 2018-03-15 Co-production and co-creation occur when citizens participate actively in delivering and designing the services they receive. It has come increasingly onto the agenda of policymakers, as interest in citizen participation has more generally soared. Expectations are high and it is regarded as a possible solution to the public sector's decreased legitimacy and dwindling resources, by accessing more of society's capacities. In addition, it is seen as
part of a more general drive to reinvigorate voluntary participation and strengthen social cohesion in an increasingly fragmented and individualized society. "Co-Production and Co-Creation: Engaging Citizens in Public Services" offers a systematic and comprehensive theoretical and empirical examination of the concepts of co-production and co-creation and their application in practice. It shows the latest state of knowledge on the topic and will be of interest both to students at an advanced level, academics and reflective practitioners. It addresses the topics with regard to co-production and co-creation and will be of interest to researchers, academics, policymakers, and students in the fields of public administration, business administration, economics, political science, public management, political science service management, sociology and voluntary sector studies.
U.S. History Maps, Grades 5 - 8 Don Blattner 2008-09-03 Bring the action and adventure of U.S. history into the classroom with U.S. History Maps for grades 5 and up! From the ice age to the admission of the 50th state, this fascinating 96-page book enhances the study of any era in U.S. history! The maps can be easily reproduced, projected, and scanned, and each map includes classroom activities and brief explanations of historical events. This book covers topics such as the discovery of America, Spanish conquistadors, the New England colonies, wars and conflicts, westward expansion, slavery, and transportation. The book includes answer keys.
Climate Risk Informed Decision Analysis (CRIDA) Mendoza, Guillermo 2018-12-31
Global Innovation Index 2020 Cornell University 2020-08-13 The Global Innovation Index 2020 provides detailed metrics about the innovation performance of 131 countries and economies around the world. Its 80 indicators explore a broad vision of innovation, including political environment, education, infrastructure and business sophistication. The 2020 edition sheds light on the state of innovation financing by investigating the evolution of financing mechanisms for entrepreneurs and other innovators, and by pointing to progress and remaining challenges – including in the context of the economic slowdown induced by the coronavirus disease (COVID-19) crisis.
Introduction to Statistics and Data Analysis Roxy Peck 2005-12 Roxy Peck, Chris Olsen and Jay Devore's new edition uses real data and attention-grabbing examples to introduce students to the study of statistical output and methods of data analysis. Based on the best-selling STATISTICS: THE EXPLORATION AND ANALYSIS OF DATA, Fifth Edition, this new INTRODUCTION TO STATISTICS AND DATA ANALYSIS, Second Edition integrates coverage of the graphing calculator and includes expanded coverage of probability. Traditional in structure yet modern in approach, this text guides students through an intuition-based learning process that stresses interpretation and communication of statistical information. Conceptual comprehension is cemented by the simplicity of notation--frequently substituting words for symbols. Simple notation helps students grasp concepts. Hands-on activities and Seeing Statistics applets in each chapter allow students to practice statistics firsthand.
Vocabulary from Classical Roots Norma Fifer 1994-01-01 Ideal for students mastering a growing content-area vocabulary in social studies, science, and mathematics multisyllabic Greek- and Latinbased words help students unlock the meanings of literally thousands of words.
Common Worship: Times and Seasons President's Edition Common Worship 2013-07-15 This revised, expanded edition of the Common Worship President's Edition contains everything to celebrate Holy Communion Order One throughout the church year. It combines relevant material from the original President's Edition with Eucharistic material from Times and Seasons, Festivals and Pastoral Services, and the Additional Collects.
The Passion of Charles Péguy Glenn H. Roe 2014 In many ways, the development of twentieth-century literary criticism and theory can be seen as a prolonged struggle against the pervading influence of nineteenth-century positivist historicism. Anglo-American New Criticism and later French Poststructuralism and Deconstruction are the best-known instances of this conflict. Less widely known, but no less important to contemporary literary studies, are Charles Péguy's earlier debates with French academic historicism in the years leading up to World War One. First examined by Antoine Compagnon in his ground-breaking work La Troisième République des lettres in 1983, it is a period in French literary and cultural history that remains, some thirty years later, largely untreated in English. This book thus addresses an important, albeit relatively unexplored, moment in the development of twentieth-century literary history and theory. By way of Péguy's foundational polemics with modernity and his role in the related crisis of historicism, we gain a better understanding of the critical basis from which similar anti-positivist and anti-historicist critiques were later enacted on both sides of the Atlantic. In situating Péguy's passions and polemics within the larger cultural and historical context, Glenn H. Roe invites us to reconsider and re-evaluate Péguy's place among twentieth-century literary figures. Beyond its literary-critical aspects, The Passion of Charles Péguy provides a general view of early twentieth-century debates related to the role of literary studies in modern society, the reform of the French educational system, and the formation of literary history as an academic discipline in both France and abroad.
PISA Take the Test Sample Questions from OECD's PISA Assessments OECD 2009-02-02 This book presents all the publicly available questions from the PISA surveys. Some of these questions were used in the PISA 2000, 2003 and 2006 surveys and others were used in developing and trying out the assessment.
The Hippocampus Book Per Andersen 2007 The hippocampus is one of a group of remarkable structures embedded within the brains medial temporal lobe. Long known to be important for memory, it has been a prime focus of neuroscience research for many years. This volume offers an account of what the hippocampus does, and what happens when things go wrong.--[Source inconnue].
The Mueller Report Robert S. Mueller 2019-04-26 This is the full Mueller Report, as released on April 18, 2019, by the U.S. Department of Justice. A reprint of the report exactly as it was issued by the government, it is without analysis or commentary from any other source and with nothing subtracted except for the material redacted by the Department of Justice. The mission of the Mueller investigation was to examine Russian interference in the 2016 Presidential election, consisting of possible links, or "collusion," between the Donald Trump campaign and the Russian government of Vladimir Putin as well as any allegations of obstruction of justice in this regard. It was also intended to detect and prosecute, where warranted, any other crimes that surfaced during the course of the investigation. The report consists of a detailed summary of the various investigations and inquiries that the Special Counsel and colleagues carried out in these areas. The investigation was initiated in the aftermath of the firing of FBI Director James Comey by Donald Trump on May 9, 2017. The FBI, under Director Comey, had already been investigating links between Russia and the Trump campaign. Mueller submitted his report to Attorney General William Barr on March 22, 2019, and the Department of Justice released the redacted report one month later.
Discovering the World of Geography, Grades 6 - 7 Myrl Shireman 2008-09-03 Explore the world with students in grades 6–7 using Discovering the World of Geography. This 128-page book helps students use geographical knowledge and skills to interpret and analyze data. This text covers topics including political geography, populations, climates of the hemispheres, agriculture, and natural resources. The
book presents information through activities such as maps, charts, diagrams, and graphs that support National Geography Standards. The book also includes assessments and answer keys.
Designing Instructional Systems Romiszowski, A. J. 2016-01-08 First Published in 1984. Routledge is an imprint of Taylor & Francis, an informa company.
Transforming the Workforce for Children Birth Through Age 8 National Research Council 2015-07-23 Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Pope Gregory VII, 1073-1085 H. E. J. Cowdrey 1998-08-20 The reign of Pope Gregory VII (1073-85), who gave his name to an era of Church reform, is critically important in the history of the medieval church and papacy. Thus it is surprising that this is the first comprehensive biography to appear in any language for over fifty years. H. E. J. Cowdrey presents Gregory's life and work in their entirety, tracing his career from early days as a clerk of the Roman Church, through his political negotiations, ecclesiastical governance, and final exile at Salerno. Full account is taken of his turbulent relations with King Henry IV of Germany, from his first deposition and excommunication in 1076, to the absolution at Canossa and the imposition of a second sentence in 1080. Pope Gregory was also a contemporary of William the Conqueror, and, as the author shows, fully supported his conquest of England. Gregory VII is presented as an individual whose deep inner belief in iustitia (righteousness) did not waver in the face of new circumstances, although his broad outlook underwent changes. Deeply committed to the traditions of the past and especially to those of Pope Gregory the Great, his reign prepared the way for an age of strong papal monarchy in the western Church.
U.S. History Detective Steve Greif 2015-03-01
some of the issues that have endured from the earliest days of the nation to the present: free speech, the right to rebel, foreign policy, the balance of federal and state authority, and the relative importance of various constituencies. Student understanding of such issues develops through examination of the issues as faced by President Washington and two of his closest advisors, Alexander Hamilton and Thomas Jefferson. At some points, the text calls upon students to act as advocates, elsewhere, as critics. In working with the material, students must think through the issues, organize their thoughts, and express those thoughts orally and on paper. Some of the chapter topics are "The New Nation", an introduction to the unit's major issues; "Paying the National Debt"; "Neutrality and the Jay Treaty"; and "Jeffersonians in Office." The document includes a foreword, an introduction, an explanation of sources, and suggested student readings. (SG)
The Dobe Ju/'Hoansi Lee 2012-02-01 This classic, bestselling study of the !Kung San, foragers of the Dobe area of the Kalahari Desert describes a people's reactions to the forces of modernization, detailing relatively recent changes to !Kung rituals, beliefs, social structure, marriage and kinship system. It documents their determination to take hold of their own destiny, despite exploitation of their habitat and relentless development to assert their political rights and revitalize their communities. Use of the name Ju/'hoansi (meaning real people) acknowledges their new sense of empowerment. Since the publication of the Third Edition in 2003, Richard Lee has made eight further trips to the Kalahari, the most recent in 2010 and 2011. The Dobe and Nyae Nyae Areas have continued to transform and the people have had to respond and adapt to the pressures of capitalist economics and bureaucratic governance of the Namibian and Botswana states. This Fourth Edition chronicles and bears witness to these evolving social conditions and their impacts on lives of the Ju/'hoansi. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
World in the Making Bonnie G. Smith 2022-09 "A higher education history textbook on World History"--
Depression in Parents, Parenting, and Children Institute of Medicine 2009-10-28 Depression is a widespread condition affecting approximately 7.5 million parents in the U.S. each year and may be putting at least 15 million children at risk for adverse health outcomes. Based on evidentiary studies, major depression in either parent can interfere with parenting quality and increase the risk of children developing mental, behavioral and social problems. Depression in Parents, Parenting, and Children highlights disparities in the prevalence, identification, treatment, and prevention of parental depression among different sociodemographic populations. It also outlines strategies for effective intervention and identifies the need for a more interdisciplinary approach that takes biological, psychological, behavioral, interpersonal, and social contexts into consideration. A major challenge to the effective management of parental depression is developing a treatment and prevention strategy that can be introduced within a two-generation framework, conducive for parents and their children. Thus far, both the federal and state response to the problem has been fragmented, poorly funded, and lacking proper oversight. This study examines options for widespread implementation of best practices as well as strategies that can be effective in diverse service settings for diverse populations of children and their families. The delivery of adequate screening and successful detection and treatment of a depressive illness and prevention of its effects on parenting and the health of children is a formidable challenge to modern health care systems. This study offers seven solid recommendations designed to increase awareness about and remove barriers to care for both the depressed adult and prevention of effects in the child. The report will be of particular interest to federal health officers, mental and behavioral health providers in diverse parts of health care delivery systems, health policy staff, state legislators, and the general public.
social-studies-pace-1085-answer-key
Handbook of Research on Science Education Sandra K. Abell 2013-03-07 This state-of-the art research Handbook provides a comprehensive, coherent, current synthesis of the empirical and theoretical research concerning teaching and learning in science and lays down a foundation upon which future research can be built. The contributors, all leading experts in their research areas, represent the international and gender diversity that exists in the science education research community. As a whole, the Handbook of Research on Science Education demonstrates that science education is alive and well and illustrates its vitality. It is an essential resource for the entire science education community, including veteran and emerging researchers, university faculty, graduate students, practitioners in the schools, and science education professionals outside of universities. The National Association for Research in Science Teaching (NARST) endorses the Handbook of Research on Science Education as an important and valuable synthesis of the current knowledge in the field of science education by leading individuals in the field. For more information on NARST, please visit: http://www.narst.org/.
Untimely Democracy Gregory Laski 2018 Machine generated contents note: -- Table of Contents: -Acknowledgements -- Introduction: Democracy's Progress -- Chapter One: On the Possibility of Democracy in the Present-Past: Reading Thomas Jefferson and W.E.B. Du Bois in the Times of Slavery and Freedom -- Chapter Two: Narrating the Present-Past in Frederick Douglass's Life and Times -Chapter Three: Making Reparation; or, How to Count the Wrongs of Slavery -- Chapter Four: Failed Futures: Of Prophecy and Pessimism at the Nadir -- Chapter Five: Pauline E. Hopkins's Untimely Democracy (Stasis, Agitation, Agency) -- Epilogue: Democracy's Plunges
Population Health: Behavioral and Social Science Insights Robert M. Kaplan 2015-07-24 The purpose of this book is to gain a better understanding of the multitude of factors that determine longer life and improved quality of life in the years a person is alive. While the emphasis is primarily on the social and behavioral determinants that have an effect on the health and well-being of individuals, this publication also addresses quality of life factors and determinants more broadly. Each chapter in this book considers an area of investigation and ends with suggestions for future research and implications of current research for policy and practice. The introductory chapter summarizes the state of Americans' health and well-being in comparison to our international peers and presents background information concerning the limitations of current approaches to improving health and well-being. Following the introduction, there are 21 chapters that examine the effects of various behavioral risk factors on population health, identify trends in life expectancy and quality of life, and suggest avenues for research in the behavioral and social science arenas to address problems affecting the U.S. population and populations in other developed and developing countries around the world. Undergraduate and graduate students pursuing coursework in health statistics, health population demographics, behavioral and social science, and heatlh policy may be interested in this content. Additionally, policymakers, legislators, heatlh educators, and scientific organizations around the world may also have an interest in this resource.
Invasion Dynamics Cang Hui 2017-01-26 Humans have moved organisms around the world for centuries but it is only relatively recently that invasion ecology has grown into a mainstream research field. This book examines both the spread and impact dynamics of invasive species, placing the science of invasion biology on a new, more rigorous, theoretical footing, and proposing a concept of adaptive networks as the foundation for future research. Biological invasions are considered not as simple actions of invaders and reactions of invaded ecosystems, but as co-evolving complex adaptive systems with emergent features of network complexity and invasibility. Invasion Dynamics focuses on the ecology of invasive species and their impacts in recipient social-ecological systems. It discusses not only key advances and social-studies-pace-1085-answer-key
challenges within the traditional domain of invasion ecology, but introduces approaches, concepts, and insights from many other disciplines such as complexity science, systems science, and ecology more broadly. It will be of great value to invasion biologists analyzing spread and/or impact dynamics as well as other ecologists interested in spread processes or habitat management.
Spectrum Science, Grade 8 Spectrum 2014-08-15 Cultivate a love for science by providing standardsbased practice that captures childrenÕs attention. Spectrum Science for grade 8 provides interesting informational text and fascinating facts about the nature of light, the detection of distant planets, and internal combustion engines. --When children develop a solid understanding of science, theyÕre preparing for success. Spectrum Science for grades 3-8 improves scientific literacy and inquiry skills through an exciting exploration of natural, earth, life, and applied sciences. With the help of this bestselling series, your young scientist can discover and appreciate the extraordinary world that surrounds them!
Early Childhood Assessment National Research Council 2008-12-21 The assessment of young children's development and learning has recently taken on new importance. Private and government organizations are developing programs to enhance the school readiness of all young children, especially children from economically disadvantaged homes and communities and children with special needs. Well-planned and effective assessment can inform teaching and program improvement, and contribute to better outcomes for children. This book affirms that assessments can make crucial contributions to the improvement of children's well-being, but only if they are well designed, implemented effectively, developed in the context of systematic planning, and are interpreted and used appropriately. Otherwise, assessment of children and programs can have negative consequences for both. The value of assessments therefore requires fundamental attention to their purpose and the design of the larger systems in which they are used. Early Childhood Assessment addresses these issues by identifying the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments.
How People Learn II National Academies of Sciences, Engineering, and Medicine 2018-09-27 There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.
Finding What Works in Health Care Institute of Medicine 2011-07-20 Healthcare decision makers in search of reliable information that compares health interventions increasingly turn to systematic
reviews for the best summary of the evidence. Systematic reviews identify, select, assess, and synthesize the findings of similar but separate studies, and can help clarify what is known and not known about the potential benefits and harms of drugs, devices, and other healthcare services. Systematic reviews can be helpful for clinicians who want to integrate research findings into their daily practices, for patients to make well-informed choices about their own care, for professional medical societies and other organizations that develop clinical practice guidelines. Too often systematic reviews are of uncertain or poor quality. There are no universally accepted standards for developing systematic reviews leading to variability in how conflicts of interest and biases are handled, how evidence is appraised, and the overall scientific rigor of the process. In Finding What Works in Health Care the Institute of Medicine (IOM) recommends 21 standards for developing high-quality systematic reviews of comparative effectiveness research. The standards address the entire systematic review process from the initial steps of formulating the topic and building the review team to producing a detailed final report that synthesizes what the evidence shows and where knowledge gaps remain. Finding What Works in Health Care also proposes a framework for improving the quality of the science underpinning systematic reviews. This book will serve as a vital resource for both sponsors and producers of systematic reviews of comparative effectiveness research.
Discovering the World of Geography, Grades 7 - 8 Myrl Shireman 2008-09-03 Explore the world with students in grades 7–8 using Discovering the World of Geography. This 128-page book helps students use geographical knowledge and skills to interpret and analyze data. This text covers topics including population, political landscapes, climate, understanding developed and underdeveloped countries, and regions of conflict. The book presents information through activities such as maps, charts, diagrams, and graphs that support National Geography Standards. It also includes assessments and answer keys.
Women's Colleges in the United States Irene Harwarth 1997 Women's colleges have had a long and prestigious role in the education of American women. This volume offers insights into the continuing significant role of women's colleges in higher education. It provides a brief history of women's colleges in the U.S. in the context of social and legislative issues that have affected the country, examines how women's colleges have managed to survive in an era of coeducational institutions and equal opportunities in education, and identifies the unique features of women's colleges that make them attractive to young women. Charts and tables. Extensive bibliography.
Texas Juvenile Law Robert O. Dawson 2000
Analogies 3 Arthur Liebman 1997-01-01 Part 1: a step-by-step approach for examining analogies, multiple meanings, and two-step analogies. Part 2 : 15-20 analogy units, 20 problems in each unit. Part 3: three or four groups of 100 words.
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Here's a look at some of the changes in society and technology that have forever transformed our relationship with television and children's programming.
The early years
1946–1965
1946
Television sets, with black-and-white screens measuring less than 50 centimeters (20 inches), began to appear in Canadian living rooms, replacing radios as the focal point.
1952
Canadian television debuted with the launch of the first CBC/Radio-Canada stations in Toronto and Montréal. Programs for children were broadcast for the first time. Children watched their favourite shows when they came home from school.
Mid-1960s
Saturday morning cartoons became a regular feature.
Television with an educational emphasis
1966–1978
1966
Television was broadcast in colour for the first time in Canada. A colour television cost around $6,900 in today's dollars. Children continued to watch their programs after school, while preschoolers watched on weekday mornings.
1968–
Provincial public television offered new educational programming for children: RadioQuébec (1968, which would become Télé-Québec), OECA (1970, which would become TVO), and Access (Alberta, 1973).
Speciality channels for children
1979–1998
Late 1970s
Televisions were marketed as cutting-edge technology. They became more accessible and were found in many parts of the house.
Greater access to VCRs and videotapes allowed viewers to record TV programs and watch them whenever they liked.
1982
Cable television was available to 60 percent of Canadian households, providing children with access to a larger range of programs at all hours.
1986–
Launch of La Chaîne française (1987, later TFO, Ontario), YTV (1988), the Family Channel (1988, now simply Family), Canal Famille (1988, later Vrak.tv, Quebec), and Television Northern Canada (1992, later APTN), Canada's first Indigenous broadcaster.
The Digital Era
1999–Today
1999
Digital television was launched in Canada, with programs now available via satellite, cable and the Internet (IP television), as well as on demand.
2003
Flat-screen and high-definition large-format televisions became more widely available, offering viewers an immersive experience with family or alone.
2005–
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Education
Outer Banks Maritime Heritage Trail
Grade Level
* Grade 4-12
Timeframe
* Each video is approximately 35 minutes. They can be viewed as a class or students can view them independently.
Materials
* Internet/Computer
* Worksheet
Key Words
* Cape Hatteras
* Ecosystem
* Diversity
* Gulf Stream
* Outer Banks
* Ironclad
* Sanctuary
* U-boat
* Sonar
Background Information
Coastal North Carolina is an extraordinary place with strong ties to the marine environment. Surrounded by water, the Outer Banks of North Carolina are a chain of narrow barrier islands separating the Currituck, Albemarle, and Pamlico Sounds from the Atlantic Ocean. This dynamic environment has shaped the islands and its people for centuries.
Along Highway 12 are a series of iconic places and features that make the Outer Banks unique. From the lighthouses to the wildlife, to the shipwrecks offshore, the Outer Banks' culture reflects the surrounding marine environment.
Through videos, pictures, and stories, we invite you to take a trip down this stretch of road and experience the rich maritime heritage of the Outer Banks of North Carolina.
Activity Summary
Students experience the unique maritime culture of the Outer Banks, N.C., when they watch one, or all ten, video clips and listen to the oral histories of those who experienced WWII on the shores of the Outer Banks. Each video is accompanied by a set of focus questions, to be answered while the students view the video, and other supporting activities.
Learning Objectives
Students will be able to:
* Understand the area's significance during World War II
* Recognize unique features of the Outer Banks, N.C.
* Discover the final resting place of the USS Monitor
* Explain why this area is called The Graveyard of the Atlantic
* Appreciate the importance of lighthouses along the coast
* Learn about the rich ecology of the Outer Banks
Teacher Prep
Download videos and/or oral histories, or bookmark website http://monitor.noaa.gov/obxtrail/ for students.
Acknowledgement
This lesson was developed by NOAA's Monitor National Marine Sanctuary. This lesson is in the public domain and cannot be used for commercial purposes. Permission is hereby granted for the reproduction, without alteration, of this lesson on the condition its source is acknowledged. When reproducing this lesson, please cite NOAA's Monitor National Marine Sanctuary as the source, and provide the following URL for further information: http://monitor.noaa.gov/education. If you have any further questions or need additional information, email email@example.com.
Procedure
Videos
2. After watching the video, have students determine the main idea and three supporting details. Was there any information that did not relate to the main idea?
1. As a class or individually, have students watch each video and answer the corresponding focus questions.
3. Ask students to write a summary of the video(s).
5. Complete the crossword puzzle and word find.
4. Have students write at least one question that they want answered that was not covered in the video.
Oral Histories
7. Have students write one question they would like to ask each person.
6. As a class or individually, listen to the oral histories and complete the summaries.
8. Extensions—have students interview someone they know who had a unique experience; or have students write their own account of an experience they have had in life.
Resources
Books:
Bryant, David; Davidson, George D., Kirby-Hathaway, Teri; Angione, Kathleen. North Carolina's Amazing Coast: Natural Wonders from Alligators to Zoeas. Univeristy of Georgia Press, may 1, 2013, ISBN-13: 978-0820345109.
Harvey, Sandra. Corazon of the Outer Banks. Create Space Independent Publishing Platform, July 2014, ISBN-13: 978-1500385712.
Hickam, Homer. Torpedo Junction: U-Boat War off America's East coast, 1942 (Bluejacket Books). Naval Institute Press, April 1996, ISBN-13: 978-1557503626.
The Cape Hatteras Lighthouse, completed in 1870, is the tallest brick lighthouse in North America. Photo: NPS
Warner, Gertrude Chandler. The Mystery of the Wild Ponies (The Boxcar Children Mysteries #77). Albert Whitman & Company, January 1, 2000, ISBN-13: 9780807554661.
Weatherford, Carole Boston. Sink or Swim: AfricanAmerican Lifesavers of the Outer Banks (Carolina Young People). Coastal Carolina Press, October 1, 1999, ISBN-13: 978-1928556039.
Wooldridge, Connie Nordheilm. Thank You Very Much, Captain Ericsson. Holiday House, September 30, 2004, ISBN-10: 0823416267.
Websites:
Outer Banks Maritime Heritage Trail
http://monitor.noaa.gov/obxtrail/
Coastal North Carolina is an extraordinary place. This dynamic environment has shaped the islands and its people for centuries. At this site, watch a series of videos that highlight this unique place. You can also listen to oral histories of the people who experienced WWII on their beaches.
NOAA: Battle of the Atlantic Expeditions
http://sanctuaries.noaa.gov/missions/battleoftheatlantic /archives.html
Check out the home page for past expeditions to document and research WWII shipwrecks off the North Carolina coast. Read the blogs, explore the technology used, and more.
National Park Service: Cape Hatteras
At this site, you can plan your next visit to Cape Hatteras, learn about its history, view images, check out the cool lessons in the Teacher and Kids sections, and more. http://www.nps.gov/caha/index.htm
Chicamacomico Life-Saving Station
Visit this website to learn more about the life-saving station, its history, and calendar of events. http://www.chicamacomico.net/
Pea Island National Wildlife Refuge
Visit this site to learn more about the refuge, its history and more. http://www.fws.gov/peaisland/
Graveyard of the Atlantic Museum
http://www.graveyardoftheatlantic.com/
The museum is dedicated to the preservation, advancement and presentation of the maritime history and shipwrecks of the Outer Banks.
Monitor National Marine Sanctuary
http://monitor.noaa.gov/
Want to learn more about the USS Monitor? This is the site for you. Dive into the sanctuary without getting your feet wet, and check out lots of great educational resources for students and teachers.
Office of National Marine Sanctuaries (ONMS)
ONMS serves as the trustee for a network of 14 marine protected areas. Explore this site to learn more about the sanctuary system that covers more than 170,000 square miles. Education section is packed with fun activities for students and lesson plans for teachers. http://sanctuaries.noaa.gov/
U.S. Life-Saving Service required all stations to practice rescues weekly. Chicamacomico is now one of only two places in the country—and the only one to be performed by active-duty U.S. Coast Guard personnel— that performs the complete rescue drill. Photo: Chicamacomico LifeSaving Station.
The Battle of the Atlantic happened just off the North Carolina coast. Top to bottom: U-701, U-85, and U-352. These wrecks are now popular recreational dive sites. Photos: NOAA.
Name: ________________________
Date: ____________
l,
Video Focus Questions
Introduction
1. What year did the U.S. designate its first national marine sanctuary?
2. How and when did the USS Monitor sink?
3. How many National Marine Sanctuaries are there?
The Story of the U-85
1. Why was the U-85 significant?
2. What made the U.S. Navy so sure that they were following a U-boat?
3. What did the U.S. Navy do to sink the U-85?
The Ecology of the Outer Banks
1. What moderates the temperature of the water on the coast of North Carolina?
2. Name the place where tropical and temperate marine species converge.
3. What is the Pea Island National Refuge best known for?
WWI and WWII off the Coast of North Carolina
1. Where was the naval threat perceived to be?
2. Why was the East Coast vulnerable?
3. Why did the Germans typically hunt around Cape Hatteras?
4.
What is a submarine's best defense?
The Chicamacomico Life-Saving Station
1. When did the United States Life-Saving Service officially exist?
2. Where was the first Life-Saving Station?
3. What year did the Outer Banks get its first station?
4. How many lives did the service save?
5. Describe what it was like working in the service.
6. How often was the service required to practice their rescue drill?
7. Why would they have to be quick to respond?
Outer Banks Trail
Videos
The Cape Hatteras Lighthouse
1. What is the nickname for the coast of North Carolina?
2. What was built in order to make shipping safer?
3. How many people worked at the lighthouse?
4. What originally fueled the Cape Hatteras Lighthouse?
5. What kind of buildup would develop on the inside and outside of the lighthouse?
6. How far could the light be seen on a clear night?
7. Why is the Cape Hatteras Lighthouse called the "Iconic American Lighthouse?"
The Story of the U-701 and the YP-389
1. Why did the U-701 not fire a torpedo at the YP-389?
2. Who found and sank the U-701?
3. How many survivors remained after two days of drifting?
4. What happened to the survivors?
The History of the USS Monitor
1. What was the greatest innovation on the USS Monitor?
2. How long did the two ships battle?
3. What item indicated to the sailors on the USS Rhode Island whether or not the ship had sunk?
4. About what percentage of the shipwreck remains today?
The Importance of National Marine Sanctuaries
1. Name five different reasons why sanctuaries are important.
Unanswered Questions
For each video watched, think of at least one question that you have that was not covered in the video and write it below. Next, research the answers for each and share with your group or class.
Summarize and Connect
For each video watched, write a short summary and show a connection between the main idea and three supporting details.
Name: _____________________________
Date: _____________________________
Outer Banks Trail
Oral Histories
The residents of the Outer Banks have amazing stories to tell. Their lives are constantly influenced by the marine environment in which they live and their stories are as unique and dynamic as their surroundings. During WWII, many residents were witness to the Battle of the Atlantic, which occurred along the United States' east coast. Listen to their stories as they recall their experiences with the war that was being fought right off of their shores.
For each oral history
* What question(s) would you want to ask this person if you had the chance?
* What was the most interesting part of the story to you?
* How did their accounts of historical events compare?
* Summarize the story in two sentences.
Carol Dillion (#1 and/or #2)
Gibb Gray
Anne Henry (#1 and/or #2)
Lorraine Hinnant
John Watkins
Extensions:
* Remember a time in your life that something memorable happened to you. Use a recorder and record your oral history of the event.
* Imagine that you were a child during World War II and you were on the beach when a ship was torpedoed by a German submarine. Write your story.
* Interview your parents, grandparents, or neighbors who might have had unique experiences that they want to share with others. Record their oral histories and share with your class.
Name: _______________________
Date: __________
Crossword Puzzle
Outer Banks Trail
Word Bank:
Lighthouse
Monitor
Hatteras
Sanctuary
Ironclad
Torpedo
U-boat
Pea Island
POW
Across
Gulf Stream
German
1. A tower or other structure containing a beacon of light to warn or guide ships at sea.
Down
2. The first ironclad ship that battled the CSS Virginia
4. A commonly used underwater projectile fired by submarines.
1. The wildlife refuge that migratory birds like to use to take a break.
3. A kind of ship made during the Civil War that was covered in iron.
3. The cape known for its shipwrecks.
2. The current that brings warm water up the East Coast.
4. A safe place set aside in the environment to protect natural and cultural resources.
6. An Axis power that attacked boats along the North Carolina coast during WWII.
5. A specific name for a German submarine.
7. Prisoner of War. Someone held against his or her will in another country during war.
.
Outer Banks Trail
Word Search
Word Bank
ATLANTIC LIGHTHOUSE POW TORPEDO
DIVERSITY
GULF STREAM NORTH CAROLINA SANCTUARY USS MONITOR
HATTERAS OUTER BANKS SHIPWRECK
IRONCLAD PEA ISLAND SONAR
MAST RIGGING UBOAT
Video Focus Questions
Introduction
2. A storm on New Year's Eve, 1862
1. 1975
3. Fourteen (14)
The Story of the U-85
2. A torpedo was fired and missed
1. It was the first German U-boat sunk on the East Coast.
3. Deck guns
The Ecology of the Outer Banks
2. Cape Hatteras
1. Gulf Stream
3. Birders' paradise/attraction for migratory birds
WWI and WWII off the Coast of North Carolina
2. Most of the fleets were in the Pacific
1. Pacific Ocean
3. The Gulf Stream was like a highway for supply ships; it was far enough between two Navy bases, so there wouldn't be any huge threats; and the continental shelf was close to shore so they could hit and run deep underwater
4. Diving deeper underwater
The Chicamacomico Life-Saving Station
2. Long Island
1. 1871-1915
3. 1874
5. Pretty boring most of the time, except when interrupted by moments of pure terror
4. Over 177,000
6. Twice a week
7. Lives were at stake and a boat could go down in minutes
The Cape Hatteras Lighthouse
2. A lighthouse
1. Graveyard of the Atlantic
3. Three (3)
5. Smoke and salt
4. Kerosene oil
6. At least 20 miles
7. It represented a simpler time before we became too busy
The Story of the U-701 and the YP-389
2. Lt. Harry Cane, Jr.
1. Firing a torpedo at such a small ship was wasteful
3. Seven (7)
4. They were taken to Norfolk, Va., and became Prisoners of War (POW)
Answer Key
Answer Key Continued
The History of the USS Monitor
2. Four hours
1. The gun turret allowed the weapons to change direction to hit a ship without having to take the time and turn itself around
3. A red signal lantern
4. 80%
The Importance of National Marine Sanctuaries
1. Answers will vary.
Oral Histories
Answers will vary.
Outer Banks Trail Crossword Puzzle
Across
Down
7. POW
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Perspectives
DEVELOPING THE GLOBAL DIMENSION IN PRIMARY SCHOOLS
Sian Higgins
Introduction
'Developing the Global Dimensions in Peterborough Schools' was a two year project co-funded by the Department for International Development (DfID) and The Leprosy Mission to engage six primary schools in development issues and support children to become effective global citizens. Using my perspective of the project as Head of Programmes Coordination at The Leprosy Mission, I will reflect on the importance of the Global Dimension in primary education and explore how these primary schools developed their curriculum, policies and ethos to ensure children are better prepared for the global world in which we live.
What is the Global Dimension and why is it important?
Developing the Global Dimension in the School Curriculum (DfES, 2005:12), a Department for Education and Skills (now known as Department for Children, Schools and Families) recommended document for primary and secondary schools, outlines the eight concepts of the Global Dimension (GD): Diversity, Global Citizenship, Conflict Resolution, Social Justice, Human Rights, Interdependence, Sustainable Development, and Values and Perceptions. Children are our future leaders and decision-makers, and making them aware of these concepts is paramount if we are to address global issues such as poverty, health, education and discrimination, and prepare children for life in the 21 st century:
"We teach our children to read and write, to add up, to run and to jump. And we do those things well. But many headteachers, school staff and governors will tell you that success in their schools has an additional dimension to it. They will say that it is embedded in their school's ethos. Invariably it includes valuing diversity, being outwardlooking, tolerant and respectful to one another. This dimension – the
Global Dimension – is fundamental to learning in the twenty-first century. It helps make sense of the complexity of our world. It stimulates debate, encourages creativity and gives us skills for our work and our personal lives. Global education is good education. It is about success, both academic and social, and about engaging with our world as global citizens willing to take action in support of our local and global communities" Rt Hon. Hilary Benn MP in EES-SW (2007:3)
The Global Dimension is not intended as a bolt-on to an already overburdened curriculum. It is designed as a conceptual framework that should be an integral part of the curriculum, policies and ethos of communities of learning. Recognising the support that schools need to integrate these concepts, The Leprosy Mission (a Christian development organisation striving to eradicate the causes and consequences of leprosy) worked with Peterborough City Council to develop a pilot project to demonstrate best practice.
Outline of 'Developing the Global Dimension in Peterborough Schools'
Co-funded by DFID's Development Awareness Fund and The Leprosy Mission, the project ran from August 2007 to March 2008. Its aim was to mobilise and build the capacity of primary school teachers in Peterborough to integrate the Global Dimension into teaching, and provide children with a creative curriculum that supports them to understand global issues and how they impact on their lives and the lives of others.
Six key objectives formed the heart of the project:
1. To ensure teachers have the knowledge, skills and understanding to develop creative strategies to integrate the Global Dimension across the primary curriculum;
2. To enable Peterborough schools to have improved access to resources and training that support the teaching of the Global Dimension;
3. To ensure primary strategy consultants, advisers and leading teachers in Peterborough Local Authority have an increased understanding of how to support teachers/headteachers to develop the Global Dimension across the curriculum;
4. To develop six 'Centres of Excellence' – schools that share good practice, creatively integrating the Global Dimension across the primary curriculum;
5. To ensure pupils and teachers are more aware of how The Leprosy Mission, other NGOs and the government are contributing to the achievement of the Millennium Development Goals, and of their own role in supporting development; and
6. To share project findings across the UK.
Strategies for integrating the Global Dimension
There were six partner schools in the project and headteachers appointed an existing member of staff as a Global Dimension Co-ordinator to lead the project in each school. These teachers attended a series of workshops to develop an understanding of the Global Dimension and how it could be embedded throughout the school. Their first task was to establish a Global Dimension team to support them in their work. Team members varied from school to school, the most successful being those with a representative from Key Stages 1 and 2 (students aged 5-7 and 8-10, respectively), the senior management team, a teaching assistant and a governor. The teams utilised the Yorkshire and Humber Global Schools Association (YHGSA) benchmarks (see www.yhgsa.org.uk) to identify which elements of the Global Dimension were already evident in their schools' practice. The benchmarks examined a broad section of school life, including: leadership and ethos; teaching and learning; monitoring and evaluation; resources; staff development; and parental/community involvement.
For some of the schools this was the first time that they had focused on the Global Dimension and they had little or no understanding of the concepts. However, two of the schools were already engaged with the Global Dimension and this had been recognised through their achievement of the International School Award (ISA). Nevertheless, although both headteachers felt that the ISA was a good starting point, they wanted to embed the Global Dimension in a more sustainable manner. For example, one school had been awarded the ISA three years previously and, yet, the new headteacher now found little or no evidence of the Global Dimension in the school's learning environment. Bearing in mind the warning that achievement of the ISA will not necessarily result in a sustainable impact on
practice, the schools opted to apply for the ISA as part of a wider strategy to integrate the Global Dimension.
Towards the end of the autumn term, each school prioritised various aspects of the YHGSA benchmarks and utilised this document to develop their school action plans. Schools developed a Global Dimension policy and revised existing policies accordingly. Training was delivered to all staff, as well as to school councils; regular assemblies presented a global theme; and international days like World Leprosy Day (see http://www.leprosymission.org.uk/resources/lessons/) were used to raise awareness of global issues. Some schools had an official launch involving the whole school; others also involved parents and the local community in an open evening. However, this project was not about one-off international events, but rather ensuring that children develop as global citizens.
As Stuart Mansel, headteacher of Nene Valley Primary School stated:
"It was not simply about learning about other countries and trying new languages and food. It had to be much broader. Developing awareness of poverty, human rights, the reasons for conflicts and the important role we all have in affecting the world as a whole was of deeper significance" (Global Dimensions – The Journey of Six Schools, 2009:21).
All the schools revised their medium-term and long-term plans, identifying which aspects of the Global Dimension were already evident in the curriculum. Schools stated that the eight concepts of the Global Dimension provided to be the best model for identifying their Global Dimension schemes of work. Some chose to colour-code these concepts in their planning which gave them a quick overview of what concepts were being taught as well as highlighting the gaps. Some schools focused on particular concepts each term while others linked concepts to their topic work. For example, learning about Victorian Britain provided great opportunities to explore human rights, particularly child rights, and draw modern day comparisons. This brought history alive for the children and enabled them to see its relevance.
Another important aspect of the project was the Global Dimension Resource Library run by Peterborough Local Authority, which was updated with £10,000 worth of Global Dimension resources. These included books, CDs, musical instruments, clothes and posters. The library was marketed to schools through Local Authority training sessions, headteacher meetings, school flyers and the Global Dimensions website (see www.globaldimensions.org). The library was consequently in constant use and enjoyed a 257% increase in resources borrowed during the project period.
Funding was also accessed from the British Council to enable teachers from partner schools to visit Malawi, with the aim of sharing best practice in creativity and citizenship and to develop reciprocal links. This provided teachers with first-hand experience of global issues that proved to be a huge motivator when they returned to school. Teachers became impassioned, and were determined to prioritise the focus of the Global Dimension in their schools. The partner school visits also resulted in strong links between schools in Peterborough and Malawi. The global gateway (www.globalgateway.org) and e-twinning (www.etwinning.net) websites were used for developing other partnerships abroad.
Partner schools recognised the importance of actively involving children in sharing the aims of the Global Dimension and empowering them to act as champions for promoting discussion on global issues. Working with school councils provided the opportunity for children to have a voice and to lead groups in Global Dimension activities. Two members of each school council attended a workshop to develop their understanding of the Millennium Development Goals. Activities included: 'Filtering and carrying water'; 'Maslow's Hierarchy of Needs'; and 'Poverty – the challenge of living on $2 a day'. After these activities and a discussion on Fairtrade, the children went back to school and raised the issues with the staff and their peers. Teachers and parents were lobbied to drink Fairtrade tea and coffee, and members of the school council challenged their peers to consider what they could do to make a difference.
At the end of the project a conference was held for teachers, senior management, local authority advisers and school councils to share learning. Staff and children from Peterborough schools had the opportunity to hear
practical suggestions about how to develop the Global Dimension and address global issues.
Tips and lessons learnt from the six schools
Various feedback was submitted as suggestions for future implementation of the Global Dimension in school curricula with some examples cited below:
* 'Set up a school cluster group. The support of colleagues in other schools has been invaluable in developing the Global Dimension in our school'.
* 'It is key to have a strong action plan in place to ensure the Global Dimension is embedded'.
* 'In order to fully implement the Global Dimension into your school's curriculum, it is absolutely essential that you have the support and commitment of the management team'.
* 'Involve other staff in managing your international links. This will ensure sustainability and exposes the wider school to the Global Dimension'.
* 'Have fun developing the Global Dimension; this will enthuse staff and children to become involved'.
Conclusion
The six schools have reported a positive impact on the curriculum, the school environment, standards, ethos and school policy, staff, pupils and the wider community. Global Dimension coordinators are keen to highlight that the Global Dimension is not just relevant for older pupils; some very successful lessons have been taught in Foundation Stage and Key Stage 1. Since adding the Global Dimension into their themes, learning has taken on a larger purpose and children are more motivated to read, write and communicate with others. Staff have become passionate about global issues and are enthusiastic about planning and delivering a curriculum that not only builds on children's experiences, but allows them to develop ideas about their identity and the world in which they live.
Nicola Wynne, headteacher of Castor Primary school stated:
"We are confident that this motivational curriculum will raise standards of teaching and learning…The opportunities that the global curriculum has presented to our school have been the inspiration that has moved our school forward at a rapid pace because it has united us all in something we believe in" (Global Dimensions – The Journey of Six Schools, 2009:9).
If you would like to find out more about the project and are interested in helping your school develop the Global Dimension, details of the project and an associated publication with case studies from the six schools can be downloaded from www.globaldimensions.org. Alternatively contact Sian Higgins at The Leprosy Mission, Goldhay Way, Orton Goldhay, Peterborough, PE2 5GZ or email email@example.com
References
Department for Education and Schools (2005) Developing the Global Dimension in the School Curriculum, DfES, 1409-2005DOC-EN.
Enabling Effective Support - Southwest (2007) A Global Dimension - Change Your :
School For Good www.globaldimensionsouthwest.org.uk/downloads/Change_your_school.pdf.
.
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The Basics Of Budgeting
Being smart about your finances puts you in control, and it starts by having a good understanding of how and where you spend your money. By taking a close look at your spending choices, you can make more-informed decisions about how to spend and save properly. A budget can be a powerful financial tool to help you analyze your spending because it provides a plan for every dollar that goes in and out of your wallet. A budget is a plan (typically on paper or in spreadsheet software) that shows how you will spend and save your money. It includes a list of money you earn (i.e., your income) and money you spend (i.e., expenses) and save. Here's how to get started with some basic budgeting.
1. Track Your Spending
Identify your regular, everyday expenses. This includes the coffee you buy every morning or the cell phone bill you pay every month. Now, organize them into two lists – one for what you have to spend your money on and one for what you want to spend your money on.
* Your "haves" list should include things like gas, car insurance, rent and utilities, groceries and any other things that you can't live without. You should also include any bills you owe (cell phone, credit cards or loan payments) as well as money to set aside for savings as part of this list. Make sure to write down the dollar amount associated with each one.
* Your "wants" list should include things such as entertainment expenses, new clothes, eating out, gym memberships and other things that you enjoy but you don't need to survive.
More On The Reverse Side
Member
BUDGET FOR THE FUTURE: THE IMPORTANCE OF SAVINGS
It's important to save some of your money from each paycheck, or at least a certain amount each month. Unexpected things, like car trouble or medical issues, are bound to happen. On the other hand, maybe you have significant purchases you'd like to make, like a trip overseas or paying for your college tuition. If you budget some of your money for savings, paying for these expenses can be a lot less stressful.
You can build up your savings in a number of ways. For example, put aside some money into a savings account. You can also make automatic contributions to a 401(k) or IRA retirement account (depending on your age and if you have a job). Try to put away 5 or 6 percent of what you earn each month. This will help you with unexpected expenses and may even help you to live a more comfortable lifestyle when you retire.
Do The Math 2.
Take your income and subtract the dollar amounts of the items on the "haves" list that are fixed amounts – bills and expenses that are the same amount each month, such as your car payment. Then take out the dollar amount that you've designated for savings. Finally, factor in the dollar amounts for the items on the "haves" list that are variable – expenses in which the amount can fluctuate from month to month depending on your needs, such as groceries, gas, etc. Try your best to identify an average value that you spend. Once you have subtracted all of the expenses from your "haves" list, the remaining balance is what you can afford to spend on the items on your "wants" list.
Make A Change, Then Repeat 3.
If you're budgeting for the first time, don't get discouraged if you find out that there is no money left over for your "wants" list or if you come to realize that you're spending more than you thought. You'll want to consider making some changes that either allow you to spend less or find a way for you to make more money. A budget can be extremely flexible and can be adjusted as your needs change or new plans come into play. Work with your expenses, removing those that you can, and your income, adding to it if you're able, until you reach an equilibrium that you're comfortable with.
Stick To It 4.
Once you have a budget in place, the key is to follow it. This will help you to manage the pressure of buying impulsively. If an unexpected event happens and presents you with a new expense, rework your budget accordingly.
TAKE CARE WITH CREDIT CARDS
Credit cards can be a helpful tool to make purchases as long as you don't abuse them. With a credit card, you are borrowing money from the credit card company that you have to pay back each month. If you don't pay the full amount, you have to pay what you owe plus a high amount of interest. Interest is like a renter's fee for borrowing you money. The only way to avoid interest is to pay your entire credit card bill on time every single month.
Opening and using a credit card is a simple way to build credit history – something that banks and other financial organizations look at when deciding whether or not to provide you with a loan. But if you have trouble paying bills on time or saying no to purchases you can't afford, a credit card may not be a good idea just yet.
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Positive Relationships: Bullying Prevention and Response
A Policy for Students
Bullying Prevention and Response – A Policy for Students
Policy Statement
Brigidine College Indooroopilly (the College) aims to be a community characterised by tolerance, respect, and acceptance.
The College aims to proactively educate students about bullying in order to prevent it from occurring. Where bullying does occur, support will be provided to the person/s who has been bullied and to the person/s who have carried out the bullying. Those who bully may be subject to consequences as outlined in the College's Behaviour Management Policy.
The College has developed this policy to ensure that there is a consistent approach across the College when addressing bullying.
Guiding Principles
The College recognises that positive relationships are vital and it is expected that all students will show respect to others. Bullying behaviour contravenes this expectation and may interfere with a student's right to strive for excellence in all dimensions of life.
* The College adopts an holistic approach when addressing issues of bullying and the associated impacts.
* Each student will be treated in a way that supports the principles of privacy, ensures and maintains confidentiality, respect and dignity
* The best interests of students are paramount.
* A partnership between the College, students and parents/guardians is essential when maintaining healthy relationships.
* The principles of natural justice will apply to decisions made under this policy.
Version Number
Bullying is an ongoing and deliberate misuse of power in relationships through repeated verbal, physical and/or social behaviour that intends to cause physical, social and/or psychological harm. It can involve an individual or a group misusing their power, or perceived power, over one or more persons who feel unable to stop it from happening. Bullying can happen in person or online, via various digital platforms and devices and it can be obvious (overt) or hidden (covert).
Bullying behaviour is repeated, or has the potential to be repeated, over time (for example, through sharing of digital records). Bullying of any form or for any reason can have immediate, medium and long-term effects on those involved, including bystanders.
Single incidents and conflict or fights between equals whether in person or online, are not defined as bullying.
,
https://bullyingnoway.gov.au/understanding-bullying (accessed 23/11/2020)
Types of Bullying
Verbal
Name calling, teasing, putting someone down, threatening to cause someone harm, negative comments about someone's appearance – looks, weight, clothes etc
Physical
Poking, hitting, punching, kicking, spitting, tripping, pushing, causing damage to someone's things, pulling faces, making rude hand gestures etc
Social
Lying, spreading rumours, playing horrible jokes, leaving someone out on purpose, embarrassing someone in public, revealing sensitive information, treating someone badly because of their family circumstances, their financial position, their race or their gender identity, their sexuality, where they live or disability
Cyberbullying
Using technology - computer, laptop, mobile phone etc – to hurt someone else by sending hurtful messages, images, video, or comments
This includes using public or private social media sites/apps to post words, video, images etc that could cause another person to be harmed, self-harm or suffer distress. Sites include, but are not limited to: SnapChat, Twitter, Instagram, What's App, Facebook, TikTok, Messenger etc
Some cyberbullying crosses the line into unlawful or criminal behaviour
Bullying Prevention and Response – A Policy for Students
What is NOT Bullying?
Behaviours that do not constitute bullying include:
* single incidents and conflict or fights between equals, whether in person or online
* not liking someone or a single act of social rejection
* mutual arguments and disagreements (where there is no power imbalance)
* one-off acts of meanness or spite
* isolated incidents of aggression, intimidation or violence.
Such occurrences may still be serious and require intervention or management, however they do not (as single incidents) meet the threshold of a behaviour that can be described as bullying. Refer to the Behaviour Management Policy for such occurrences.
Bullying can occur between adults, between students as well as between students and adults in the setting of a school. If a College worker believes that they are being bullied by another person (student/parent/another worker), they should refer to the Appropriate Workplace Behaviour Policy, the Grievance Policy, the Enterprise Bargaining document, Human Resources or the Principal.
Consequences of Bullying
The consequences of bullying may be far-reaching and may have long-term effects on many individuals; not only the complainant and the respondent.
* The safety and wellbeing of students may be at risk in an environment where bullying occurs
* The emotional impact on students can be ongoing
* Student engagement, learning and attendance may be impacted for the students involved
* Physical health may be jeopardised
* An individual may have their reputation tarnished which may be difficult to repair
* Bullying may also affect other members of the student's family and the broader community
* The College prides itself on its reputation and having a culture of bullying would jeopardise this
Bullying Prevention and Response – A Policy for Students
Bullying Awareness
The College uses a range of methods to raise awareness around bullying.
* Promoting a bully-free environment through awareness days, Formation classes, Home Rooms, House Assemblies, Middle School and Senior School Assemblies and College Assemblies
* having difficult discussions with people
* Providing students with a toolkit of skills:
* to address others if they feel behaviours towards them are inappropriate
* Ensuring and encouraging open communication between students, their Home Room teacher and Pastoral Leaders in order to access support
* self-awareness – 'Could my behaviours be thought of as bullying? How can I stop this?'
* Using a variety of communication channels to provide awareness to students. For example: visual signage around the College, on-line reminders on the SEQTA student page and information in the Student Planner. Content includes promoting a bully-free environment and what to do if students are experiencing or witnessing bullying behaviours
* Employing a suitable range of consequences to deal with and discourage bullying. Refer to the Behaviour Management Policy for additional information
* Instructing students not to use their mobile phones during school hours. Providing education to students around appropriate communication methods
* Allowing students to report bullying behaviours anonymously through a confidential, online reporting system (STAR)
* Educating parents/guardians and students about responsible use of the internet and on-line forums
* Maintaining firewalls on College IT equipment to prevent students from accessing social media sites
* Training Peer Mentor students in coaching and supporting other students
Responsibilities – Students, College Employees, Parents/Guardians
Staff, students and parents/guardians all have a role to play in preventing and managing incidents of known or suspected bullying.
Student Responsibilities
Students are required to:
* be respectful toward each other, members of staff and the broader school community
* be an effective bystander, so that bullying and harassment are discouraged through peer influence
* behave as responsible digital citizens
* disengage from online or in person incidents rather than engage and contribute to the situation
* record incidences of bullying in a factual manner in written and/or visual form
* report all incidents of discrimination, harassment and bullying to a teacher or Pastoral Leader
* actively demonstrate and abide by College behavioural standards
Support resources for students/parents/guardians
https://kidshelpline.com.au/teens
Bullying No Way! Student Information Poster
Version Number
Bullying Prevention and Response – A Policy for Students
Staff Responsibilities
Staff are required to:
* be positive role models
* engage in professional learning
* work with students on understanding what bullying is and is not and how to address it
* observe and report to Pastoral Leaders signs of distress or suspected incidents of bullying
* make efforts to minimise opportunities for bullying by active classroom, playground, gate and other supervisions
Support resources for College staff
* Contact your Manager or the Principal for advice
* Access EAP provides counselling support
Parents/Guardians
Parents/guardians are encouraged to:
* remain calm and wait for all information to become available
* inform the school via the students' Home Room teacher or Pastoral Leader if bullying is suspected
* watch for signs of distress in students eg: school refusal, a pattern of illness, becoming withdrawn, change in academic performance or engagement in cocurricular activities, trouble sleeping etc
* suggest the student tell a teacher or Pastoral Leader about the problem so that it can be addressed
* disengage from communication with other parents or students regarding suspected bullying
* work with students to build skills to manage difficult situations. Contact the College for assistance in this regard
* discourage retaliation
* understand that the parents/guardians of students involved will be informed at the College's discretion. Information about other students may not be disclosed
* allow the College to investigate allegations and follow the processes and procedures outlined in this Policy or other processes which may be relevant to the situation
* seek assistance from the Pastoral Leader to devise strategies to support the student
Support resources for parents/guardians https://bullyingnoway.gov.au/support-and-advice/for-families
Bullying Prevention and Response – A Policy for Students
Managing Conflict – Information for Students
Conflict occurs throughout life and learning to effectively manage conflict from an early age will provide students with valuable life skills. The College aims to provide students with a toolkit of skills which will enable them to better understand, accept and manage conflict in their lives. Conflicts include arguing with another person and/or having disagreements with others.
Conflict is not necessarily bullying.
Conflict management strategies include:
Source: kidshelpline.com.au, 13/7/2018, accessed 5/10/20
Student Actions
What can I do if I think I am being bullied?
* Seek help from a trusted adult or support service
* Report it to teacher or through the College's online reporting tool (STAR)
* Do not to retaliate
* If it is safe to do so, tell the person to stop (consider using the above 'I feel…' statement)
* Keep your distance from the person and seek advice from an adult about how to do this
* Walk away
What can I do if I see someone being bullied?
* Seek help from a trusted adult or support service
* Report it to a teacher or through the College's online reporting tool (STAR)
* Try to comfort and/or include the person who has been targeted
* If it is safe to do so, tell the person who is bullying to stop, distract the bully so that they stop
* Do not encourage the person who is carrying out the bullying behaviour to continue bullying by laughing or giving positive reinforcement
* Do not be encouraged to bully by others
Bullying Prevention and Response – A Policy for Students
Recognising that some of my behaviours may be bullying
Being self-aware and recognising that your behaviours have not been ideal and may be thought of as bullying could be uncomfortable for you. Recognising these behaviours puts you on the right path. There are several things you can do to change your behaviours. If you don't feel that you have the skills to do some of these things, please see a trusted adult who can guide you through this.
* Apologise to the person/people who you think you have bullied. 'I am sorry that I said/did this to you, I will try not to do it again'
* Think more closely about what you say and do before acting
* If you don't feel comfortable apologising in person, you may consider writing the person a short apology
* Choose positive friendship groups
* A simple thing to remember is to be kind to others in all that you do and say
Cyberbullying
Cyberbullying is bullying that takes place over digital devices.
The most common places where cyberbullying occurs are:
* social media, such as Facebook, Instagram, Snapchat, and Tik Tok
* instant messaging, direct messaging, and online chatting over the internet
* text messaging and messaging apps on mobile or tablet devices
* online forums, chat rooms, and message boards
* online gaming communities
* email
Cyberbullying behaviour might include:
* abusive texts and emails
* imitating or satirising others online
* hurtful messages, images or videos
* excluding others online
* spreading nasty online gossip and chat
* humiliating others online
* creating fake accounts to trick someone or anonymous accounts to intimidate, humiliate or hurt others
* Sharing private or personal information about someone
Some cyberbullying crosses the line into unlawful or criminal behaviour.
Sources, accessed 6/10/2020:
https://www.esafety.gov.au/key-issues/cyberbullying https://www.stopbullying.gov/cyberbullying/what-is-it
Bullying Prevention and Response – A Policy for Students
Student Actions - Cyberbullying
* Do not engage or respond
* Do not forward or share with others
* Keep evidence – take screen shots or take a photo of the screen using another device
* Use privacy settings to block the person from making contact with you
* Report the post or images to the College's online reporting tool (STAR)
* Report the post or images to the service provider eg Facebook
* Seriously threatening, intimidating, harassing or humiliating online behaviour should be reported to the eSafety Commissioner
* Switch off devices and do something that you enjoy
* Seek help from a trusted adult or support service
* Ask the person targeted if they are okay
* Contact Triple Zero (000) if you believe that you or someone else is in immediate harm
College Contacts
Useful Websites
Bullying Prevention and Response – A Policy for Students
Bullying Investigation Process – Reference for Adults
Issue raised by notifier by way of:
A student reports their complaint to a trusted member of staff - counselling offered
A student admits to bullying - counselling offered
A witness to bullying advises staff
Staff suspect bullying
•
Offer complainant counselling and tools
to manage the situation
•
Investigation takes place
•
If allegation of poor behaviour is
substantiated, manage the situation
using the Behaviour Management Policy
Yes, bullying criteria met
No, bullying criteria not
met
Pastoral Leader to advise respondent of the allegation
Pastoral Leader interviews respondent and takes a written record of the conversation – Counselling offered to respondent
Respondent may provide a written report detailing their response
Has the allegation of bullying been substantiated?
A report is completed by the investigator (eg Pastoral Leader)
An impartial person eg the Deputy Principal Students or the Principal will review the report and make a determination that bullying has or has not occurred and will
recommend action/s to be taken
The determination and consequences will be advised to both parties
Develop Support Plan
The respondent will be advised of the determination and consequences.
Action may be taken in accordance with the Behaviour Management Policy
If appropriate, the person may be asked to provide restitution (eg apology)
The person will be asked to write a written reflection and commitment
statement about their behaviours moving forward
Respond and Communicate
Deputy Principal Students files report
Strategies are implemented to restore the relationship of those involved, this could include mediation, counselling and steps to make the situation 'right'
Support and Review
Monitoring occurs by the Pastoral Leader – follow up with students and/or parents/guardians on a regular basis
If bullying behaviour continues, the Deputy Principal Students or Principal will decide further measures
On-going bullying behaviour could affect continuing enrolment of the respondent
If the matter is resolved with no further incident, it will be considered closed as determined by the Deputy Principal Students or Principal
The complainant does not want the
College to proceed further
No
•
Offer complainant counselling and tools to manage the
situation
•
The College may take indirect action eg education
session for all students
•
Depending on the circumstances, the College may be
compelled to investigate the matter further, even if the
complainant does not wish this to occur
Yes
No
Develop Support Plan
The Pastoral Leader will suggest strategies to assist the complainant in
managing the situation
The respondent will be advised of the outcome. Bullying may not have been
confirmed, however poor behaviour will be addressed in accordance with
the Behaviour Management Policy
Parents/Guardians may be contacted by the College at any stage during this process
Privacy Statement
Information is obtained for the College to carry out its functions and activities and may be released (to external parties eg Police, government agencies) if required
to manage the situation. Refer to the Privacy Policy for additional information
Pastoral Leader Collects Information:
Notifier advised of investigation process
Pastoral Leader interviews complainant and takes a written record of the conversation – Counselling provided to complainant
The complainant may provide a written report detailing the bullying behaviour
The complainant want the College to
proceed further
Version Number
Bullying Prevention and Response – A Policy for Students
Quick Reference for Students
* I've been bullied
* I saw/heard someone being bullied
Help!
What Can I Do?
The College Will
* A friend told me that they or someone else was bullied/is being bullied
* Trusted adults can help - speak to them
* Report to a teacher or report via STAR (on-line reporting tool)
* Provide comfort where you can
* Keep your distance from the person - this may be challenging in the classroom, co-curricular group or House/Home Room group - see teacher support
* Do not give positive reinforcement by encouraging the bully
* Block them on social media
* Tell the person to stop
* Take your complaint seriously
* Have consequences for poor behaviour
* Look into the complaint
* Support you through the process
Bullying Prevention and Response – A Policy for Students
Glossary
Version Number
2
Date Approved
4 February 2021
Bullying Prevention and Response – A Policy for Students
Revision History
Printed copies are uncontrolled
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St John's Catholic Primary School
BATH
Email: email@example.com
Website: www.stjohnscatholicprimary.org.uk
Head Teacher: Mrs A Bennett
RE Policy 2018/20
I am unique, In the eyes of God. All seeing, all knowing, all loving, He embraces our family, Parish, parent, child, All one with you. I am of the world, With the seeds of excellence within me, Encouraged to grow and flourish, To a spiritual fulfilment. I am unique, And with you beside me, All is possible
Aims:
To create a non-judgemental environment where children can explore and develop the concept of, and their relationship with, God.
To form and develop an independent mind in relation to moral and social issues. To encourage self-reliance, self –discipline and self-respect.
To have respect of ways of life, opinions and ideas different from one's own, including other cultures and religions.
To relate all the above to the Catholic ethos of the school, home and parish community.
Guidelines:
During this year and the next academic year (2017/18 and 2018/19), we are trialing planning written by Ann Fowler, Deputy Director of Education, Clifton Diocese. We also use planning from the "God Matters" Scheme which ensures a structured approach throughout the school to ensure progression and continuity.
In addition to the scheme, there mini topics at certain times – e.g. Mission, Prayer, Communion, inline with Bishop Declan's Future of Hope teaching, or other themes focused on Catholic Life such as: Cafod, and Laudato Si. The Liturgical Year forms the basis of our work and permeates throughout the life of the school.
There are frequent whole school masses, for Holy Days, and at the beginning and the end of term. The children also attend Mass at St Alphege's on a rota basis. There are annual phase masses or ParaLiturgies(for the younger children) each term prepared with the children.
Four other faiths are taught across the year. These are: Judaism, Sikhism, Hinduism, Islam. We teach these across the whole school on a focus week, following planning in God Matters. We encourage visitors from other faiths to enrich the children's understanding.
We teach Relationships and Sex Education using the programme "A Journey in Love" (Please see Relationships and Sex Education Policy)
Religious Education in the Classroom:
We recognise two aspects of Religious Education in the school:
a) Implicit – those opportunities which arise in the course of the school day to lead pupils through curriculum content or through relationships to religious understanding of their implications.
b) Explicit – Those timetabled or planned periods of time to teach Curriculum RE.
RE is a core subject in the school. RE is not only taught as timetabled but is also part of many other subjects and in our following of the Celebrations of the liturgical year. The teachers realise that the children see them as witnesses to the Christian faith and must conduct themselves accordingly. They must help the children to know, understand and appreciate the Catholic doctrine, as befits their age, to respect the different faiths and beliefs of others, and to make them aware of the wider community.
The concepts, skills and attitudes connected with RE:
The school aims in its Religious Education to:
a) Foster feelings of wonder, awe, delight, joy, mystery and sense of ritual;
b) Provide example through scripture, the stories of saints and important figures;
c) Give children the regular experience of worship in their classrooms and in the wider community of the school and parish.
Skills and Attitudes
RE is not simply the attainment of knowledge and understanding; it requires the acquisition of basic skills essential for increasing knowledge and understanding. These include thinking skills (as contained in the pack found in God Matters), the ability to make links between illustrative stories and their own lives and those of other people. There are also emotional skills, such as empathy, adaptability and resilience.
Resources and Assessment
In subjects which are included in the National Curriculum, teachers are required to assess and record the performance and progress of pupils.
While RE is not included in the National Curriculum, in our school it has the status of a core subject and should be allocated time and resources equivalent to other core subjects. Teachers observe, assess and record knowledge, concepts and skills and attitudes, which have been taught and learned in RE lessons. We use the assessment specific written for mixed-age classes, linking with the new planning from the diocese in September 2017 in line with changes to the National curriculum assessment arrangements. Every child's outcomes for each unit are recorded and an overall level given at the end of the year, which is reported to parents.
Content of RE in our school
RE presents our pupils with the same academic demands and challenges as any other curriculum area.
It promotes knowledge and understanding of the Catholic faith; its relevance to the ultimate questions of life and the skills required to engage in religious thinking.
Our scheme of work follows the planning written by Ann Fowler, which is supplemented by "God Matters" which has as its point of reference, "The Catechism of the Catholic Church" and the Curriculum Directory. It follows the guidance of the RE Inspectors and Advisers in "Broad Areas of Attainment in RE "and "what are we to teach?"
The Process of Teaching
We adhere to the Areas of Study recommended in the Curriculum Directory of Revelation, The Church, Celebration and Life in Christ and use "God Matters" to do this. Each Area of Study is explored through a range of "God Matters" Units and is revisited in different year groups with an age appropriate content. For example, the Celebration Area of Study is related largely to the "God Matters" Units "Sacraments" and "Prayer, Saints and Feasts", with in depth study of each sacrament taking place at an appropriate age (Sacraments of commitment in upper KS2). Sacraments relating to Christian Initiation, notably Baptism and Eucharist, are frequently revisited.
Assessment Guidelines
Assessment is an on-going process during which teachers make professional, informed judgements. Informal, intuitive assessments are a valid part of the assessment process. Effective assessment in RE will be:
- Formative – helps to decide what the child needs to learn next
- Diagnostic – informs the teacher of what the child knows and understands.
- Summative
- Communicative
- Show progression
- Evaluative – shows effectiveness of teaching and learning
The following approaches may be used:
Assessment through observation:
Informal, professional assessments can be made by observing the child's ability:
- To listen
To ask questions
-
- To interact with others
- To respond to questions
- To work with others
- To understand
- To be still
- To remember
Observation will enable the teacher to ascertain that the task:
- Is understood
- Enables learning
- Is appropriately differentiated
- Presents challenge to pupils
Reception and Key Stage 1:
- General Observation
To listen
- To ask questions
-
- To respond to questions
- To work with others
- To interact with others
-
To be still
- To remember stories
- To be understood
Assessment – End of Task Review
Pupils are able to assess the work they have done. Suggested questions:
- Have I understood the task?
- What do I know and understand now?
- How far have I got?
- How well have I worked with others?
Assessment – End of Lesson Review
End of lesson review:
- Specific questions are asked to confirm that learning objectives have been achieved. The children are encouraged to reflect on and share what they have learnt during the lesson as individuals and as a class. This enables the teacher to assess both the quality of teaching and learning.
Assessment – End of Topic Review
Key Stage 2
Pupils are on task
Pupils are taking part in discussion
They are co-operating with each other
They are selecting their own resources
Preparing a liturgy
To be still
To be understood
To recall stories and events with increasing detail
End of topic review:
Assessment may be made on the work done by the children individually and as a class through:
- Written work – moderation against Assessments grids
- Displays of pictures
- Pupils own self-assessment
- Models
- Celebration
Assessment – Marking and Commenting on Work
A personal verbal dialogue between teacher and pupil is encouraged whenever possible. (See marking guidelines)
Marking in RE should:
- Be consistent with the Marking Policy
- Encourage pupils to reflect
- Be positive and constructive so that it affirms and celebrates success
- Encourages high standards
- Draws attention to key vocabulary
- Relate to the RE content/learning objective
- Encourages future learning. Consistency of approach across the key stage is important
Reporting
- To pupils – provide feedback to the pupils on their achievements and progress
- To parents – open evenings and annual report
- To colleagues – achievement of pupils and area studied by class
- To Governors - meetings with the RE Link Governors, Sara Sampson and Canon David; and Head Teachers report to Governors
Differentiation
Planning a differentiated approach so that all children have access to the whole curriculum and providing effective learning opportunities for all children of all abilities necessitate a flexible approach, including:
- Using a variety of resources
- Using a variety of teaching styles to meet children's different learning styles
- Pace of lesson
- Identifying individual strengths
- Knowledge of child's previous learning experiences
Suggested ways of differentiating
By Presentation:
- Pre teaching of vocabulary and key content
- Increased visual aids
- Scaffolded work where required
- Demonstration
- Different aspect of a problem, dramatic representation
By Task:
Planning of pupil's work to take into account the differences in ability and aptitude. This will address the needs of both the more and less able pupil in the class.
By Outcome:
Open ended tasks:
Quality of response and teacher's expectation in individual pupils;
Pupils know what is expected of them
By Resources:
There are a range of resources available to support the less able pupils and those with English as a second language. This policy will be reviewed in two years, or earlier if necessary.
Appendix
The Role of the R.E Co-ordinator
1. Curriculum Design.
1.1 Formulating a scheme of work and written policy for the curriculum area.
1.2 Ensuring that the curriculum area reflects cross-curricular concerns such as: Multi-cultural issues, equal opportunities and personal and social education.
1.3 Organising the integration of information technology and computer assisted learning
within the curriculum area.
1.4 Devising teaching and learning activities appropriate to the full ability range.
1.5 Fostering curriculum continuity, consistency, balance, match and progression.
1.6 Stimulating cross-curricular approaches
1.7 Organising whole school themes/activities
1.8 Contributing to the formation of the School Development Plan
2. Communication.
2.1 Communicating effectively within the school.
2.2 Acting as consultant to colleagues
2.3 Encouraging positive attitudes towards the curriculum area.
2.4 Informing newly appointed colleagues of school policy in the curriculum area.
2.5 Communicating with parents, governors and the parish community
2.6 Liaising with the Diocesan R.E. Centre
2.7 Liaising with other phases
2.8 Attending cluster meetings
3. Assessment and Monitoring.
3.1 Assessment and evaluation of the curriculum area, ensuring consistency with the school's policy.
3.2 Monitoring standards with the curriculum area – with the help of the Portfolio
3.3 Observing, on occasions, the teaching of the agreed curriculum
3.4 Having oversight of and developing record keeping in liaison with the Assessment Coordinator
3.5 Informing the Governing Body of standards and developments within the curriculum area
4. Resources.
4.1 Evaluating existing resources
4.2 Managing the purchase and deployment of resources
4.3 Budgeting efficiently
5. Professional Development.
5.1 Arranging and organising school-based in-service activities
5.2 Keeping up to date by personal reading
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Strawberry
best soil, water and nutrient management practices
Strawberry
best soil, water and nutrient management practices
A guide to better soil, water and nutrient management practices for the south east Queensland strawberry industry by Zane Nicholls, Ian Layden, John Bagshaw, and Brian Stockwell, DPI&F Lourens Grobler, Queensland Strawberry Growers Association
The Department of Primary Industries and Fisheries (DPI&F) seeks to maximise the economic potential of Queensland's primary industries on a sustainable basis.
This publication has been compiled by Zane Nicholls, Ian Layden, John Bagshaw and Brian Stockwell DPI&F Regional Delivery Group, South East Queensland and Lourens Grobler, Industry Development Officer, Queensland Strawberry Growers Association.
© The State of Queensland, Department of Primary Industries and Fisheries (2008).
Except as permitted by the Copyright Act 1968, no part of the work may in any form or by any electronic, mechanical, photocopying, recording, or any other means be reproduced, stored in a retrieval system or be broadcast or transmitted without the prior written permission of DPI&F. The information contained herein is subject to change without notice. The copyright owner shall not be liable for technical or other errors or omissions contained herein. The reader/ user accepts all risks and responsibility for losses, damages, costs and other consequences resulting directly or indirectly from using this information.
Enquiries about reproduction, including downloading or printing the web version, should be directed to email@example.com or telephone +61 7 3225 1398.
Table of contents
Acknowledgements
Acknowledgements
The authors gratefully acknowledge the use of the Victorian DPI publication 'Improving environmental management. A guide to better soil, water and nutrient management practices for the Victorian strawberry industry.' 1 © State of Victoria, Department of Primary Industries 2002.
Case study growers: John Carmichael, Terrance and Nathan Roy, Rick, Jeff and David Twist, Luigi Coco and Ray and Kim Daniels.
Funding support and administration: Healthy Country program, Pumicestone Region Catchment Coordination Assoc. (PRCCA), South East Queensland Catchments (SEQC) and Natural Heritage Trust (NHT)
Editing, guidance and technical assistance:
Noel Vock (DPI&F)
Design and layout: Cindy Benjamin (DPI&F)
Farm
FLOW
growth
through
good practice
1This publication carries the following disclaimer: 'This material may be of assistance to you but the State of Victoria and its employees do not guarantee that the publication is without flaw of any kind or is wholly appropriate for your particular purposes and therefore disclaims all liability for any error, loss or consequence which may arise from your relying on any information contained in this material.'
Foreword
The Queensland Strawberry Growers Association is committed to supporting healthy, thriving and viable businesses by promoting research, tools and activities which address best practice and improve farm profitability.
With climate change, water availability issues, and the possibility of environmental policy change combined with a rapidly growing population it is important that our industry achieve improvements in water usage, soil and nutrient management while at the same time demonstrating to markets as well as the broader community that our industry is practising responsible farm management.
Best practice plays an important role in achieving these outcomes and these guidelines were formulated to ensure that they include the practices which address the needs of producers.
I believe that the industry will benefit from the application of these guidelines by equipping producers with both practical and sound management practices that will lead to better outcomes for soil health, nutrient inputs, water use efficiency and integrated pest management. This combination of practices will assist producer's to achieve profitability and long term sustainability.
The Queensland Strawberry Growers Association endorses the practices outlined in this document and encourages all strawberry producers to adopt them on their farm. These practices will demonstrate industry commitment to sustainable land practices while also enhancing the quality of our product and local waterways for future generations.
Luigi Coco President, Queensland Strawberry Growers Association, Australia
Introduction
In recent years there have been significant advances in our knowledge of plant breeding, integrated pest management and nutrient management for strawberry production in south east Queensland.
Many producers have taken up the challenge of using continuous improvement programs to move toward more precise methods of farming. This publication aims to provide practical advice to growers so the industry as a whole can meet consumer and government expectations and their own goals for their enterprise.
Ninety-five percent of Queensland strawberries are grown in the coastal region between Brisbane and the Sunshine Coast. Much of this region drains into Pumicestone Passage and Moreton Bay – an area listed internationally as a wetland worthy of protection. It has significant recreational value and commercial fishing and other water-based activities. It is also home to large numbers of migratory birds.
The quality of water draining into this area is therefore of great community concern. Nutrients, soils and other contaminants polluting these waterways can affect marine life, contribute to toxic algae outbreaks, and have led to permanent harvest restrictions for local oyster leases.
The risk of soil and nutrient loss in water runoff from horticultural properties, in many instances, is influenced by factors that are under the control of the farm manager. For example, soil cultivation practices influence soil structure and the incidence of soil compaction, water runoff and soil loss. Irrigation management practices influence the amount of water runoff. The extent of vegetative cover on a property influences soil loss. Other factors, such as storm events, are beyond the control of the farm manager and at times, runoff is unavoidable.
This booklet focuses on the fundamental principles of preventing soil and nutrient loss by:
applying nutrients in the right form, with correct application rates and timing, using recommended methods •
maximising the uptake of nutrients by the crops they are applied to •
maximising infiltration of water where it falls •
maximising soil cover •
reducing the amount of 'external' runoff flowing through an area under production •
safely removing surface water in the event of runoff. •
While the practices outlined are essential to 'good environmental management', they also complement sound farm business management decisions. Like other businesses, horticulture have a duty of care to ensure they do not harm the environment (e.g. contribute to waterway pollution). At a personal level, growers have enjoyed fishing and boating on coastal waters for generations and want to protect the area for their children to enjoy.
Meet the growers
This guide features five strawberry growing businesses. These growers are well-respected for their knowledge and sustainable production practices. Throughout this guide you will find examples of their management practices.
Twist Berries – Rick, Jeff and David Twist are third generation farmers operating the family farm at Chevallum. They have built the farm up to the standard it is today through hard work and 'good honest farming practices'.
4
A & E Coco and Sons – The Coco family began growing strawberries at Elimbah 25 years ago. They usually plant 20 hectares of strawberries and have trialled and implemented many traditional and innovative farm practices. Luigi and John manage the farm's day-to-day operation.
Strawberry Fields – The Carmichael family farm is at Palmview. John Carmichael grows strawberries using many natural products to reduce external inputs. The farm is exceptionally well presented with lovely gardens and picnic areas for customers to enjoy.
Sunray Strawberries – Ray Daniels has 36 hectares under strawberry production at Wamuran. He established the farm using the current best management practice tools.
Coolhaven Farms Pty Ltd – Terrance and Nathan Roy are the third generation on their family property at Beerwah. They recently took over management of the farm from their father.
1. Soil structure and its protection
Good soil structure is vital for maximising soil water intake and plant growth and minimising soil erosion.
Red soils, formed on basalt parent rock, are inherently well-structured but this structure can be damaged by improper management. Soils formed on sedimentary rock – generally grey soils – tend to have a weaker and even more easily damaged structure.
Well-structured soils have a high proportion of water-stable aggregates (large clusters of soil particles) which are held together by electrochemical properties and the resins and gums of organic matter. Bigger pores or air-filled spaces exist between individual aggregates of a wellstructured soil. These pores remain open to receive water and nutrients and as a result, less water runs off the soil surface and plants thrive.
Worm
Organic
matter
Soil
aggregates
Soil
particles
Plants grow
well
Water
Most water
enters soil
Water droplets hitting exposed soil
Larger raindrops in still air hit soil surface aggregates at 30 km/hour and faster if it is windy. Each raindrop blasts individual soil particles upwards and sideways. This effect can easily be witnessed after a heavy storm when fence posts, machinery left in the paddock and even strawberry fruit, are covered by a film of soil particles. On falling back to the soil surface, these individual soil particles fill the pore spaces, which were once open to air and water, forming a crust that impedes water infiltration and increases the volume of runoff.
If the soil is covered with vegetation or mulch, raindrops are intercepted and soil particle detachment and splash are avoided.
Good soil structure
Water tends
to run off
Water
Plants grow
poorly
Source: Caring for Cultivated Soil, 1991
Poorly-structured soils are at greater risk of damage from water droplets and water runoff.
Poor soil structure
Water runoff
When water, either as rainfall or irrigation, falls faster than the soil can absorb it, it begins to flow over the soil surface. Flowing water, particularly when concentrated down bare slopes, has the potential to pick up and transport detached soil particles and associated nutrients.
The transport of soil in flowing water can be minimised if the water flows over stable drainage ways.
REMEMBER: It is the size and number of pores between aggregates of individual soil particles that determine the ease with which a soil can absorb and transport water, nutrients and air to the roots of plants. Damage to soil structure reduces the size
Ripping plays an important role in breaking up compacted layers or hard pans below the soil surface and enhancing water infiltration.
and number of large pores and therefore directly reduces the potential productivity of a soil. To promote good soil structure, particular care must be taken to minimise aggregate breakdown and maximise organic matter levels.
1.1 Cultivation practices
Frequent cultivation, faster tractor ground speed and heavy machinery all contribute to the destruction of soil aggregates and the break down of soil stabilising organic matter. Working on soil that is too wet or too dry accentuates the problem.
Damage to the structure of soils can be observed when soils are dry. Soils that used to be soft and open can set as hard as a brick. To gauge the impact of any particular cultivation practice on your farm, compare worked soil to undisturbed soil, perhaps on a road reserve or under an old fence line.
The following will help to protect or improve soil structure:
Reduce cultivations to the minimum essential number. •
Minimise the number of passes by combining operations such as hilling up and ripping wheel tracks. •
Avoid using heavy machinery on too wet or too dry soils. Cultivate when moisture content makes the soil feel friable – not wet and slippery when the soil sticks, or dry and hard so that it powders. •
Ripping can break up developing hard pans (compacted layers below the soil surface) which restrict water infiltration. Rip on the contour as part of initial ground preparation, when soils are moist and friable. •
Soils are most susceptible to erosion when at their finest tilth. Delay final cultivation until just prior to the preparation of beds. •
Local experience suggests that running a roller over recently cultivated soil reduces the erosion hazard associated with rain events occurring shortly afterwards. •
Narrow compacted wheel tracks channel water and contribute to erosion. Reduce the impact of wheel tracks between rows by using radial or wider tyres on tractors and implements and by ripping wheel tracks. •
Work the soil to move it up the hill to avoid soil build-up at the bottom of slopes (i.e. either plough across or up hill). •
Consider implementing a minimum tillage farm system. •
1.2 Green manure crops
Decomposing plant material or organic matter produces gums and resins which assist in binding soil particles together to form aggregates and pore spaces. This increases the water and nutrient holding capacity of the soil.
Green manure crops produce large quantities of organic matter over a short period of time. They also shield the soil surface from 'bomb-like' rain drops and so protect it against structure damage, soil erosion and nutrient loss. Green manure crops
Incorporating a green manure crop provides valuable organic matter that improves soil aggregate stability and structure along with the water and nutrient holding capacity of the soil.
also introduce nutrients, can break disease cycles and provide competition against weeds.
together (e.g. sweet sorghum and cow pea, maize and cow pea). Consider:
Cereal crops such as sweet sorghum, millet and maize (corn) produce bulk and organic matter. Legume crops fix atmospheric nitrogen and convert it to a form useful to the green crop and subsequent strawberry crops. To get the benefits of both, cereal and legume crops can be grown
Growing green manure crops in between successive strawberry crops. •
Slashing green crops before flowering to minimise seeding, encourage density and avoid weed problems. •
Table 1 – Green manure crops suitable for spring sowing in southeast Queensland.
**Legume seed should be inoculated with the correct Rhizobium bacteria to ensure root nodules that can fix nitrogen and for vigorous plant establishment.
Source: Gardner and Morgan, 1993; Mullen, Holland and Hueke, 2003.
2. Fertiliser, irrigation, chemical and integrated pest management
Nutrients enter waterways attached to soil particles, or dissolved in water runoff. Dissolved nutrients in water can also leach to ground water. To maximise plant uptake of nutrients and minimise nutrients entering waterways or groundwater, actions that reduce water runoff and soil erosion, and maximise plant uptake of applied nutrients, are essential.
2.1 Fertiliser decisions and application
Nutrients such as nitrogen, phosphorus and potassium are essential for strawberry plant growth and fruit production. However, application of excessive nutrients can be both detrimental to the environment and the production of quality fruit, and is of course a waste of money.
Nitrogen and phosphorus in dams, streams and rivers result in excessive water weeds and/or algal growth and degradation of aquatic habitat. Overfertilisation of strawberry plants with nitrogen can lead to excessive leaf growth which has implications on fruit yield, fruit firmness, fruit ripening, the effectiveness of applied sprays and disease control.
The following will assist to improve fertiliser use efficiency:
Base fertiliser decisions on soil test, leaf analysis and plant sap test results that take account of soil type and varietal differences. Leaf analysis and plant sap testing should be conducted throughout the critical flowering to fruiting period. A nutrient monitoring •
These Mottes tubes collect soil water that is used to measure the nutrients available to the plant within the root zone. These measurements also provide the grower information on how much nutrient is leaching beyond the root zone.
consultant can perform these complex tests for you. Seeking recommendations on application rates from your nutrient monitoring consultant over the growing and fruiting season enables the precise plant nutrient requirements to be applied.
Keep fertiliser records to assist future fertiliser management decisions. •
Ensure spreaders are correctly calibrated prior to use. •
Band fertilising, or applying fertiliser to the top of prepared beds prior to planting is preferred to general broadcasting, as it delivers the fertiliser close to plant roots. If broadcasting is unavoidable, apply fertiliser as close to bed-forming as possible and incorporate it into the soil. •
Consider the use of banded, slow-release fertilisers. These fertiliser types extend nitrogen availability to the plant and reduce the nutrient leaching potential. Small scale farm trials will help identify the performance of these fertilisers under local conditions. •
Use fertigation (the application of dissolved fertiliser through a trickle irrigation system) to apply macro elements (nitrogen, phosphorus, potassium, calcium and magnesium). Applying nutrients close to the plant root zone during the growing period in this way, ensures plant nutrient uptake is maximised. Mottes tubes •
Farmers on…
Nutrient management
John Carmichael from Strawberry Fields believes that regular nutrient monitoring has saved him money, assisted in producing a better crop and is beneficial for the environment.
'We presently use fertigation to apply our nutrients. The consultant determines the crop nutrient levels using soil solution tubes and leaf sap analysis to provide the nutrient recommendations.'
Terrance and Nathan Roy from Coolhaven Farms are using field monitoring equipment to help manage their crops.
'We wanted to maximise the nutrient we are
applying so we have added a soil moisture monitor (CropSense) as a management tool. We like its efficiency as it provides constant updates of soil moisture, soil temperature and EC. This allows for precise irrigation and reduces the chance of over fertilising because we can apply it and keep it available where and when it is needed most – at the root zone.'
The Twist brothers are great believers in the benefits of chicken litter and have used it for many years. They understand the importance of proper storage of the chicken litter on-farm. They use the correct stockpiling process where the pile is peaked to create a surface crust that reduces smell and water infiltration. They also believe in limiting the amount of time it is stored to a couple of weeks at the most. 'As part of our farm management we store the litter on a hard pan area that has generous grassed areas surrounding it and gently slopes towards a sediment trap.'
Ensure manure is stored to avoid contamination of surface water and groundwaters. Long term storage areas should be properly bunded.
are commonly used to extract soil water for nutrient analysis (testing).
* Restrict foliar applications of fertiliser to trace elements (boron, manganese, zinc and iron) unless specific macro deficiencies are evident.
* Apply several small applications of fertiliser during the growing season rather than single large applications to ensure maximum nutrient uptake.
* If bulk organic or inorganic fertilisers are used, they should be incorporated immediately if
A stockpile such as this should only be stored for the very short term as it lacks protection from rainfall and does not have a impermeable base. Long term storage will negatively impact on the native vegetation and seasonal melaleuca wetland just metres behind these chicken litter piles.
possible (e.g. chicken litter), or stored for the shortest time possible and as far from dams and water courses as possible. If stored, use the same carefully selected, dedicated storage area all the time and don't disturb stored heaps. Use a relatively impermeable site and minimise drainage movement into and from these sites by using diversion banks, cut-off drains and grassed buffers. Preferably protect the stored heaps from rainfall.
Avoid spreading fertiliser near dams or watercourses. •
Do not apply fertiliser near native vegetation. Native vegetation prefers low fertility conditions. •
Above: A combination of trickle irrigation (beneath plastic, also used for fertigation practice) and mister irrigation (above plastic). Right: A tensiometer in operation.
2.2 Irrigation methods
Irrigation is essential for strawberry production in south east Queensland, but over-watering can be as serious as underwatering. Too much water can cause soil compaction and water-logging, encourage root disease, reduce fruit quality and cause nutrients to leach beyond the root zone making them unavailable to the plant.
The following will help improve water use efficiency:
Base the decision of when and how much to irrigate on soil moisture levels and plant requirements. This will ensure plant uptake is maximised and runoff to surface water and ground water minimised. Consider the use of soil moisture monitoring equipment (tensiometers) to assist irrigation scheduling and improve water use efficiency. •
Apply smaller volumes of water more frequently rather than occasional heavy applications. •
Trickle irrigation is the preferred irrigation method as it applies water close to the root zone and if managed well, results in zero runoff or seepage. •
Overhead sprinkler irrigation is used to assist the establishment of young plants or as a protection measure against frost and heat. In these instances, use micro-jets (misters) and use management techniques which promote good soil structure and which minimise the area of bare soil around strawberry beds. These techniques will ensure high rates of water infiltration and lower rates of runoff and erosion (see the sections on 'Soil structure and its protection' and 'Drainage management'). •
Inspect regularly for damage to irrigation lines and ensure repairs are carried out promptly. •
2.3 Chemical management
Chemical control
If your pest management decision was to do nothing but wait and see, chemicals are often the only realistic control option available. Crop monitoring enables you to select the most suitable chemical for a specific problem or combination of problems.
Factors that you need to consider when selecting a chemical control option are:
the timing of application – the aim should be to target the most vulnerable part of the pest's lifecycle •
the ability to achieve good plant coverage, avoiding excess residues and off-site pollution •
irrigation scheduling •
the withholding period for the product, particularly if nearing harvest •
present and forecasted weather conditions •
whether the product registered for the specific pest •
resistance management – are there any regional resistance management guidelines current for your area? •
the likely impact on natural pest enemies. Beneficial insect populations are heavily disrupted by the majority of pesticides. •
Chemical storage
Chemicals need to be stored in accordance with the AS 2507-1998 standard 'the storage and handling of agricultural and veterinary chemicals, in secure weather-proof containers with impermeable and bunded floors to limit theft, spillage into the environment, flooding or storm damage'. This does not mean you have to spend a fortune on elaborate storage facilities. You do, however, need to be aware of several safety,
Farmers on…
Integrated Pest Management
John Carmichael from Strawberry Fields says they employ a consultant to monitor crop pest levels and to provide recommendations on spray program.
'We have scout reports occurring every two weeks. The (consultant) report recommends when to spray and when to release predators into the plots. When we do spray we only target the areas where severe hot spots are reported.'
Terrance and Nathan Roy from Coolhaven Farms also use pest scouts to monitor pest levels on their farm.
'We believe in the simultaneous pest/predator release strategy for our IPM program. It has been a success to date and we'll continue down this path.'
A predatory mite, Phytoseiulus persimilis, can control two-spotted spider mite (right) infestations.
14
environmental and food safety factors whenever you deal with chemicals. Also consider the workplace, health and safety issues associated with chemical storage and handling.
Read the product label. It is a legal document and provides useful information on how best to use, handle and store the product.
2.4 Integrated pest management
The modern approach to insect pest control involves a reduction in chemical use and relying on a range of complementary control measures in an integrated program known as Integrated Pest Management (IPM).
The key elements to IPM are:
the use of cultural control measures such as crop hygiene and crop rotation •
the use of biological control measures such as naturally-occurring or introduced parasites and predators of insect pests •
using chemicals only where necessary. Softer chemicals are preferred which are compatible with beneficial insects and reduce harm on the environment •
checking the crop regularly to determine when pests are present. This process of monitoring the crop to determine if and when control measures are needed can be done by yourself with some training or, as recommended, use a professional pest monitoring service. •
Biological control measures
Nature provides many mechanisms for keeping a balance between pests and diseases. Working with nature is fundamental to Integrated Pest Management. With careful planning, an effective monitoring program, a good understanding of the cropping system and a willingness to tolerate some pest damage at times, it is possible to control problem insect pests within the farm.
Two-spotted spider mite (Tetranchychus urticae) and other mite species are the major pests of strawberries in Queensland. Control is achieved by utilising the predatory mite (Phytoseiulus persimilis) using the 'pest-in-first' or 'simultaneous release' systems, where spider mite infestations are initiated only to encourage the establishment of the predatory mites. By adopting this management option early in the growing season, protection against mites will remain high for the rest of the season. Other insect pests such as aphids, mealybugs, thrips, small caterpillars and whitefly are controlled by beneficial insects that occur locally such as brown (Micromus sp.) and green (Mallada sp.) lacewings and various ladybird species.
An IPM strategy utilises an array of beneficial insects like the assassin bug for strawberry pest control. An appropriate IPM strategy will lead to a reduction in pesticide use.
3. Drainage management
At times water runoff is unavoidable, and structures need to be put in place and management practices employed to ensure soil and nutrient losses are minimised.
3.1 Grass headlands and buffers
Effort should go into:
minimising the volume of external drainage affecting the site •
preventing irrigation/rainfall runoff from hitting or moving over bare soil •
creating 'safe' stable pathways that slow runoff water to a walk and allow any nutrientladen sediment to drop out before it leaves the property or enters watercourses or dams. •
Evaluating the need for and design of various drainage management strategies (cut-off drains, diversion banks, grassed waterways and sediment traps) or the performance of existing ones, is best done during rainstorms. It is the ideal time to check whether soil particles are moving, whether the rate of water production is greater than the capacity of drains, pipes, banks or waterways and whether intercepted water is being safely delivered to drainage lines and watercourses.
Grass headlands and buffers are uncultivated strips of land sown to permanent grass. Situated above and below strawberry paddocks, they reduce the speed of and filter sediment from runoff water flowing down rows. At the end of the season, leave permanent headlands in place, do not rip across them.
A grassed headland and buffer strip between strawberry rows and natural drainage lines.
The following practices will help drainage management:
Effective headland and buffer width is dictated by slope. The steeper the slope, the wider the headland or buffer will need to be. •
Place headlands and buffers across the slope where water is concentrated or flows over changes in gradient, around dams and adjacent to waterways and be restricted to slopes no greater than 10-15% (diversion banks should be used on steeper slopes). •
Sow headlands and buffers with perennial grasses that are maintained (slashed) to encourage deep rooting and dense and vigorous top growth. A swathe height of 15 cm is recommended for maximum filtration capacity. Suitable grasses include pangola, couch, kikuyu or carpet grass which can handle traffic, as well as wet and dry spells. •
Control broadleaf weeds in headlands and buffers using a selective herbicide. •
Minimise traffic on headlands and buffers, particularly when it is wet. •
˚
3.2 Cut-off drains and diversion banks
Cut-off drains and diversion banks are designed to safely intercept water and divert it away from its natural drainage course to protect cultivated or hard bare areas below. They cut across the slope, intercepting runoff from roads for example, and should discharge into grassed waterways or vegetated buffer strips.
The design and dimensions of cut-off drains or diversion banks will vary from site to site and will generally require surveying. They need to be built on a grade which will ensure water flows in the required direction, but not so fast that it erodes the structure, or so slow that allows sediment to accumulate. They also need to be constructed so that they can cope with the volume of water that would be generated by a 1-in-10 year storm event or greater, depending on the sensitivity of the site below.
The preferred method of design for cut-off drains, table drains and grassed waterways is pictured above.
¸
Source: ARRB Transport Ltd, 'Unsealed roads manual: Guidelines to good practice', 2000.
Cut-off drains
Narrow un-grassed cut-off drains with steep side slopes can be subject to erosion. V-shaped or box (U-shaped) drains concentrate water flow, increasing its depth and ability to cause erosion. •
Build cut-off drains with an excavator and trenching bucket with side slopes (batters) that are stable for the soil type and allow easy maintenance - preferably no steeper than 3 (horizontal) : 1 (vertical). Make them wide with a flat floor and established a good grass cover on the batters and floor. •
Direct drainage from a cut-off drain to a stable discharge area such as a vegetated waterway. •
Diversion banks
A cut and fill or all-fill diversion or graded bank, sown to grass, is an alternative to grass headlands on slopes ranging from 10-30%. Banks should be located more frequently across steeper slopes at a frequency that ensures runoff water between one bank and the next does not develop an erodable velocity. •
Diversion banks can cause some inconvenience when working a paddock but can be made so that they are fully trafficable. The best shapes, for minimum interference, can be constructed using a power grader. •
Direct water from a diversion bank to a stable discharge area such as a vegetated waterway. •
Farmers on…
Erosion management
In 2007 Ray Daniels from Sunray Strawberries wanted to improve his production drainage systems. Post excavation the drains were showing early signs of erosion and Ray wanted to stabilise the banks and slow the runoff coming into it from the adjacent field. So he planted rows of vetiver grass on the banks and in the drain floor 18 months ago with great success. 'Initially the plants were slow to establish until spring but they quickly grew to 1.6 m after 8 months.' Vetiver grass also has a strong sediment trapping ability and, as on the Daniels' farm, can establish very quickly if the environmental conditions are right.
Farmers on…
Inter-row cover crops
Luigi Coco incorporates white clover and rye grass as an inter-row cover crop to protect his top soil from erosion. Luigi prefers this combination over woodchips because 'it is far too expensive now days'.
Luigi is impressed with 'how it handles big storms like we've had this year'. However he is very keen to find another inter-row cover crop that handles the picker traffic better than the clover/rye mix.
3.3 Vegetation cover between rows
The establishment of grass between strawberry rows is an effective way of minimising soil movement between rows. The root system holds the soil while the top growth protects the soil surface from water droplets. It also slows and filters sediment from incoming rainfall or irrigation runoff, improves trafficability, offers a cleaner environment for workers and promotes cleaner fruit by minimising soil splash.
Establish vegetation between strawberry rows and manage it to maximise root establishment and leaf density. •
Some growers sow Jap millet (summer) or feed oats (late summer/early autumn) between the rows and herbicide it off before planting. The resultant mulch stabilises the soil between the rows. Other stabilisation options between rows include the use of sawdust or straw. •
If vegetating is not an option across an entire strawberry farm, give attention to grassing critical areas such as rows located closest to dams and watercourses, in conjunction with other drainage management strategies •
Table 2 lists species suitable for growing in strawberry inter-rows.
Table 2 – Inter-row plant species list for the strawberry industry in south east Queensland.
There are multiple benefits associated with grassing between rows. Note the sedimentation at the ends of the inter-rows in the photo on the right.
3.4 Grassed waterways
Grassed waterways (drainage lines), either built or naturally-occurring, carry runoff from higher land, cut-off drains, diversion banks or other structures into farm dams or watercourses. They can also be used to safely conduct water through a cultivated area if diversion of water around a paddock is impractical. Grassed waterways should be wide and shallow with a level floor. This form allows water to spread out and is easy to maintain. It is preferable to construct these waterways with a power or road grader 12 months in advance of use to allow the grassed floor to properly establish. Alternatively, erosion control matting can be used to protect establishing grasses.
Where appropriate, establish wide, shallow grassed waterways to safely carry water to dams or watercourses. •
Do not use grassed waterways as regular vehicle tracks as developing wheel ruts will become erosion prone. Preferably these waterways should be managed as controlledtraffic areas. •
Maximise grass density in waterways by mowing. Control broadleaf weeds using a selective herbicide. It is recommended that grass height be maintained at 20 cm. •
Grasses that can survive flooding and are suitable for waterlogging soils are Floren bluegrass, bambatsi and Pangola grass. •
Farmers on…
Controlled traffic
Luigi Coco uses 4-row beds as a standard. The large amount of plastic combined with the inter-rows requires good filter strips to slow the overland flows during heavy rains.
Luigi employs grassed waterways to handle and direct all the water during large events, 'If I don't use them, every time it rains I'm going to lose my paddocks, I can't afford that with the price of topsoil.'
Grassed waterway diversion drain managed as a controlled-traffic area.
21
3.5 Sediment traps
Sediment traps or ponds temporarily detain runoff water long enough to reduce its velocity which allows larger eroded soil particles and attached nutrients to settle to the bottom. Sediment traps should be used in conjunction with the other strategies mentioned. They will not prevent soil and nutrient loss by themselves. Much of the good part of the soil (e.g. clay and silt fraction) is lost from sediment traps that overflow; only the 'skeleton' of the soil (large soil particles) are trapped.
A well designed sediment trap will capture all overland flow and allow the sediment to settle out and be retained for future use.
Farmers on…
Sediment traps
Rick, Jeff and David Twist from Twist Berries use sediment traps on their farm to catch any topsoil that does erode during heavy rain. 'We can't afford to lose our top soil – it costs too much to replace – so we use a series of traps to make sure we catch it all during heavy rains.' 'We empty the traps out every year at the end of the growing season and spread the sediment back out over the plots.'
Design traps to suit the soil type, catchment area to be treated and the equipment available for regular cleaning. •
Runoff leaving a sediment trap should flow along stable non-erodable pathways such as a grassed waterway. •
Sediment traps strategically sited within a well-planned erosion control system that uses other soil conservation measures are better than a large single trap acting as a last line of defence at the bottom of the property. •
Earthen traps are the preferred trapping option. Mesh fencing and hay bales placed across a grassed waterway will only have a temporary effect. •
4. Farm tracks
The compacted and exposed nature of farm tracks make these tracks vulnerable to erosion and if not well designed, constructed and maintained, can be a significant source of sediment and nutrients discharged to dams and watercourses.
Track siting and design
Build tracks on the most stable and hardest ground avoiding areas that will require cut and fill, drainage lines and wet or boggy ground. Ideally, they should be located on ridge tops or on areas with little slope and be wide enough to accommodate both vehicles and table drains. •
Pavement
Tracks should be gently crowned or sloped to shed water and minimise the time and distance water travels down them. They should also be supported by trackside or table drains to carry track runoff. •
Tracks that run down or diagonally across a slope, runoffs or low earthen diversion banks can be constructed which direct runoff from the track. On steep grades, place earthen banks 20-30 cm apart and build them on an angle across the track to avoid water ponding, or concentrating and eroding trackside drains. •
Discharge diversion banks or runoffs into nonerodable table drains or vegetated areas, away from dams or watercourses. •
Where possible, establish grass on low use tracks. Hard-wearing grasses suitable for tracks include blue couch, kikuyu, carpet grass, and Pangola. On high use tracks, crushed rock or surface gravel should be used, even if only in difficult sections. •
Restrict major traffic to designated hardwearing tracks, particularly in wet weather. •
Wheel ruts concentrate water flow and start erosion. Change wheel tracks to prevent ruts forming. If ruts do form, prevent erosion by using a shovel to build mini-blocks within the rut. •
Avoid tracks through drainage areas or creeks. It is better to build a bridge or culvert that allows traffic to avoid these wet, sloppy areas. Alternatively, stabilise tracks through creeks and drainage areas with concrete, rocks or gravel. •
If planting trees next to tracks, be mindful of shade. Winter shading of laneways reduces the drying action of sun and wind. •
Farm drains and tracks are an important part of farm infrastructure. They should be a permanent feature; designed, constructed and maintained in a way that makes them an asset to the farm.
Table drains
Like cut-off drains, table drains should be wide with a flat floor and batter slopes no steeper than 3 (horizontal) :1 (vertical). •
Ideally they should be made stable with the use of grasses such as couch, kikuyu, Floren bluegrass, bambatsi, and Pangola that can tolerate periods of waterlogging. Drains that carry water for prolonged periods may •
require rock stabilisation. Aquatic native plants such as Lomandra species or native reeds, which have the added advantage of taking up nutrients, may also be suitable (local NRM & catchment groups, DPI&F and DNRW may be able to provide further advice). Alternatively, vetiver grass is hardy, tolerant of wet conditions, is a very effective nutrient absorber and provides sustained stability to drain floors and slopes.
Table drains should discharge into stable grassed areas or sediment traps before entering dams or watercourses. •
Culverts or pipes
Culverts must be large enough to handle peak flows. They should be spaced at an interval that will prevent water building up to levels that generate erosion (the steeper the track, the more culverts will be required). Culverts should also discharge into dense vegetated areas or sediment traps, well away from streams, to reduce the velocity of runoff, encourage infiltration and trap sediment. •
Sumps or box inlet structures can be used at the entry of culverts to prevent erosion around the culvert and reduce blockages from sediment build-up. •
Construction and maintenance
Conduct track construction and maintenance when soils are moist – not too wet (boggy) or dry (when soils will not compact). Introduce traffic after a sufficient time for compaction and settling. •
Track maintenance should focus on keeping the road crown or slope and drains effective, avoiding V-shaped or U-shaped clearing of table drains and damage to discharge areas. Indicators for maintenance include eroding batters or track surface, wheel ruts, boggy patches and blocked culverts. •
Two examples of drains that require planned actions. The drain above has dimensions compatible with those suggested in this section and only requires the addition of permanent grass cover.
The drain on the left requires an action plan that may involve the reconstruction of the drain dimensions or, at a minimum, a plan that incorporates erosion matting and a mixture of grass seed.
5. Managing dams, wetlands and stream frontages
A vegetated buffer strip consisting of dense perennial grass or native grasses, shrubs and trees slows down runoff and reduces the erosion potential of water entering the adjoining water course or stream. It will also filter sediment and attached nutrients from runoff resulting in cleaner water. This reduces the potential for algal blooms and by reducing sediment build up in dams, means they do not need to be cleaned as often.
In the case of streams, native vegetation offers additional advantages over perennial grass as a buffer. A wider buffer of grasses, shrubs and trees provides habitat for wildlife, beneficial insects, excellent wind protection and spray drift control and stream bank erosion control. Native species from your local area will also establish quickly.
Revegetation stabilises stream banks, filters runoff sediment, attracts wildlife and reduces spray drift.
* Establish perennial grasses in drainage lines that feed farm dams. Avoid spreading fertiliser in these areas unless for maintenance purposes (ensure fertiliser is spread at least four days prior to rain).
* Establish grasses with fibrous roots on dam walls. Do not plant deep-rooted shrubs or trees on these areas.
* Leave a vegetated strip between cultivated areas and streams (refer to Table 3 for recommended widths for different slopes).
Consider the use of vegetation that is native to your area as an alternative to perennial grass for streamside plantings. Lists of appropriate species are available from your local council, DNRW or local catchment care group. It is also worth asking about grants that may be available. •
5.1 Natural buffering of runoff
If weed control is required along streams, only chemicals that are registered for use near waterways should be used. •
Retaining naturally waterlogged low-lying areas like sedgelands, wetlands and vegetated riparian (streambank) zones on the farm property can provide many long-term benefits. These naturallyoccurring zones can trap, remove or treat a range of pollutants, including organic particles, suspended solids (SS), nutrients, pathogens, heavy metals and other toxic particles. Similarly, farm dams or production ponds can be designed
Table 3 – Suggested widths for grassed filter strips in south-east Queensland.
1
Intensity is how much rain falls and the energy with which it falls.
2 Soil erodibility is the potential a soil has to erode.
3 Slope: low = 1-3%; medium = 4-7%; high = 8% and greater
4 Cover: poor = less than 30% groundcover; good = more than 80% groundcover
Source: Karssies K, Prosser I.P (1999) Guidelines for Riparian Filter Strips for Queensland Irrigators.
as constructed wetlands to achieve multiple objectives, such as:
improved irrigation and/or stock water quality •
reduced erosion within the dam and downstream •
trapping nitrogen attached to sediments in surface water runoff •
creating habitat •
providing visual amenity. •
Farm planning should give consideration to the retention of natural wetlands and terrestrial
Determining filter widths using Table 3
Scenario A – Block A receives an average rainfall of 1500 mm (high erosivity). The soil type for Block A is a sandy loam (medium erodibility), a 3% slope (low) and has poor ground cover (less than 30%). The recommended width for the filter strip to slow runoff and trap sediment at the lowest point of the block would be 7 m.
If the soil cover of the block were good (more than 80%) the recommended filter strip width would be just 2 m wide.
Achieving soil cover more than 80% requires inter-row ground cover and traffic areas kept grassed at all times.
habitats including watercourses, lagoons and riparian vegetation. Identification and management of these preferential flow paths should be incorporated as part of a sustainable drainage management scheme. Growers should consider the retention of self-sustaining corridors and pockets of vegetation along rivers, creeks and gullies to help maintain native animals and plants. If constructing a farm dam or production pond there should be provision in the plan for revegetation of the area using a mix of trees, shrubs, grasses and sedges to provide different nutrient and sediment-trapping capabilities.
Scenario B – Block B also receives 1500 mm annual rainfall (high erosivity). The soil is a red brown earth (high erodibility), on a 2% slope (low) and has poor soil cover (less than 30%). A 15 m wide filter strip is required to receive the runoff and allow the sediment to deposit.
With good soil cover (more than 80%) a 5 m wide filter strip would be adequate.
Scenario C – Block C receives 900 mm annual rainfall (medium erosivity). The soil type is a fine sandy clay loam (medium erodibility), on a 4% slope (medium) with good soil cover. A 2 m filter strip is required to slow the runoff and allow the sediment to deposit.
If the same block had poor soil coverage it would require a 13 m wide filter strip.
6. Whole farm planning
Whole farm planning commences with mapping the natural resource features of the property (soil type, slope, drainage, salinity and vegetation) onto an aerial photo. This allows the farm manager to prioritise and make best use of these features when setting up a property, and to decide on those areas that are suitable or unsuitable for cropping. On established properties, an aerial representation of the farm can help identify and map drainage, salinity, erosion and vegetation issues and existing or proposed improvements to help refine the farm management plan.
6.1 Farm assessment
Water
With a farm map or aerial photo in hand, walk around the property – a wet day, when runoff is occurring, is best. •
Mark where water is coming from (roads, paddocks, buildings and parking areas). •
Mark where water is going and how it is getting there (into creeks via erodable or nonerodable pathways such as earthen drains or grassed buffers). •
See Table 4 for agencies that can provide the tools and assistance to develop a farm plan.
Note where water runoff is likely to be a shortterm issue (for example areas to be worked) or long-term issue (for example farm drains). •
Table 4 – Organisations with staff to assist with the development of farm plans (current list as of November, 2008).
Check if the rate of water production is greater than the capacity of drains, pipes, diversion banks or grassed waterways. •
Look at the quality and impacts of runoff water. Is it cloudy or turbid? Is there a difference in the quality of water entering and leaving the farm? Has it resulted in deposition of sediment in the dam? Is it causing erosion of farm tracks? •
Land
The critical information you need to guide your land management decision is an understanding of the soil types and slopes on your farm. Contour maps are widely available from most Councils and from the service providers identified in Table 4.
detailed farm planning. If you have not got this information, include the following steps:
With a map of your farm in hand take a walk around your farm and mark the boundaries of the different soil types. For each area make some notes to describe the soil. •
Mark where there are key changes in slope and estimate the slope % for each. •
Assess the suitability of each different area for production, using Table 5 as a guide. •
Remnant vegetation and wetlands
The Department of Natural Resources and Water (DNRW) has soil survey maps that cover a range of strawberry growing areas. Frequently this information is not at a scale suitable for
Remnant natural areas and wetlands are important to our local wildlife and water quality. While there are regulatory guidelines which farmers are required to meet when considering development and or management of these areas, there are also good reasons to maintain them as part of a production system. Natural areas provide habitat for beneficial predator insects to assist
Table 5 – Land suitability for strawberry production according to soil and slope.
with Integrated Pest Management; they can also provide an ideal location to mount fruit fly traps and can act as windbreaks.
Obtain a copy of the Regional Ecosystems map for your local area (available on line www.epa. qld.gov.au/nature_conservation/biodiversity/ regional_ecosystems/ introduction_and_status/ regional_ecosystem_maps) and mark any remnant vegetation on your property plan. •
Obtain a copy of the EPA Wetland Map for your local area (available on line www.epa. qld.gov.au/wetlandinfo/site/MappingFandD/ WetlandMapsAndData) and mark any mapped wetlands on or near your property on your property plan. Even if wetlands are not on your property, you may need to consider buffer distances in your farm plan. •
6.2 Action planning
Develop a work plan of actions that will:
achieve 'safe' delivery of water equals slow delivery of water over stable, non-eroding drainage ways •
minimise soil and nutrient loss and water runoff a)
'safely' transport unavoidable runoff to drainage lines, dams or watercourses b)
filter any sediment and nutrients from runoff c)
include options like shorter row lengths, cut-off drains, diversion banks, grass buffers, grassed waterways and sediment traps •
match production areas to soil and slope suitability (Table 5) •
protect remnant vegetation and wetlands (or seek approvals to disturb these areas). •
Integrate the action plan into your business plan and forward budgeting. Investigate options such as grants and incentives available for specific aspects of the plan. The agencies listed in Table 4 can assist the landholder in identifying and applying for grants and incentives schemes that are applicable.
Whole farm planning
There are organisations that have accredited staff to assist and guide farmers through the development of a farm plan (see Table 4). These agencies can provide access to all materials (aerial photography, web support tools etc.) required to develop a farm plan.
7. References and further reading
ARRB Transport Research Ltd. (2000). Unsealed Roads Manual: Guidelines to Good Practice.
CSIRO Land and Water (1999). Guidelines for riparian filter strips for Queensland irrigators. Edited by Karssies, L. and Prosser, I. Technical Report 32/99, Canberra.
CSIRO Land and Water (2001). Riparian Land Management Technical Guidelines Volume 1and 2. Edited by Lovett, S., Price, P., Prosser, I. and Karssies, L. Land and Water Australia, Canberra.
Department of Agriculture (1993). Green Manure Crops: The organic alternative for improving soils. Edited by Gardner, B. and Morgan, W. Victorian Government.
Department of Conservation and Environment (1991). Caring for cultivated soils. Halvorsen, L and Hurst, F. Victorian Government.
Department of Conservation and Environment (1991). Soil structure assessment kit: A guide to assessing the structure of red duplex soils. Victorian Government.
Department of Natural Resources and Environment (2002). Improving Environmental Management - A guide to better soil, water and nutrient management practices for the Victorian strawberry industry. Department of Primary Industries, Victoria.
Department of Natural Resources and Water (2004) Soil Conservation Measures: Design Manual for Queensland. Queensland Government.
Department of Primary Industries and Fisheries Queensland (2005). Sown pastures for the coastal Burnett and coastal South East Queensland.
Department of Primary Industries and Fisheries Queensland (1988). Strawberry Pests. Queensland Government Information Series QI88007. Edited by Broadley, R.H., Waite, G.K., Gage, J. and Greber, R.S.
Department of Primary Industries and Fisheries Queensland (1997). Strawberry Information Kit. Agrilink Horticulture Series, Queensland Horticulture Institute. Edited by Vock, N.T. and Greer, G.N.
Department of Primary Industries and Fisheries Queensland (in press) Wetland Management Handbook.
Department of Primary Industries, Victoria (2002) 'Improving environmental management. A guide to better soil, water and nutrient management practices for the Victorian strawberry industry.'
Karssies, K., Prosser, I.P. (1999). Guidelines for Riparian Filter Strips for Queensland Irrigators, Report 32/99. CSIRO Land and Water. Canberra.
Lyons, D., Broomhall, P. and Ay Yo, S. (1999). Sustainable management of nutrition and irrigation for strawberries - some research outcomes. Better Berries Program, Department of Natural Resources Queensland.
Mullen, C., Holland., J. and Heuke, L (2003). Cow pea, lablab and pigeon pea. Agfacts, NSW Agriculture, NSW Government, Australia.
Prosser, I. and Karssies, L. (2001), Designing filter strips to trap sediment and attached nutrients. Land and Water Australia, Canberra.
Salmond, G. and Johnson, B. (2003). Cover crops in pasture establishment for South East Queensland. Department of Primary Industries and Fisheries, Queensland.
Soil Conservation Authority (1979). Guidelines for minimising soil erosion and sedimentation from construction sites in Victoria. Victorian Government, Australia.
State Environment Protection Policy - Schedule F7 Waters of the Yarra Catchment (1999), Environment Protection Act (1970). Victorian Government, Australia.
State Environment Protection Policy - Schedule F8 Waters of Westernport Catchment (2001), Environment Protection Act (1970). Victorian Government, Australia.
State Environment Protection Policy - Waters of Victoria (1998), Environment Protection Act (1970). Victorian Government, Australia.
Victorian Government (1994). Catchment and Land Protection Act.
Strawberry growers across south-east Queensland are implementing farming practices to:
better apply nutrients •
maximise the crop's nutrient uptake •
make best use of rainfall and irrigation •
cover and protect the soil from erosion •
reduce runoff •
improve the quality of runoff leaving their farms •
Farm
FLOW
growth
through
good practice
A FarmFLOW publication
Endorsed by:
Queensland
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Download Study Guide Answers For The Digestive System
Study Guide
Chapter 15: Study Guide. 39. If a person has dysentery , they have a dangerous form of diarrhea 40. Be able to label structures of the digestive system on an image. (This includes a close-up view of the stomach and biliary system)
DIGESTIVE SYSTEM CHAPTER 15 STUDY GUIDE!! Flashcards | Quizlet
DIGESTIVE SYSTEM CHAPTER 15 STUDY GUIDE!! the process by which molecules of amino acids, glucose, fatty acids, and glycerol go from the inside of the intestines into the circulating fluid of the body.
Digestive system study guide Flashcards | Quizlet
Digestive system study guide. STUDY. PLAY. List the organs of the alimentary canal and the accessory organs. Alimentary Canal:mouth, pharynx, esophagus, stomach, small intestine, large intestine ... Support your answer. yes it is part of the large intestine it is only needed for comfort.
Digestive System
Study Guide. Directions: Answer the following questions on your own piece of notebook paper. List the three main functions of the digestive system. break down food into usable nutrients. absorb nutrient molecules into the blood and carry them to the body. eliminate wastes. What is peristalsis?
Digestive System Study Guide
Study guide for the digestive system focusing on vocabulary and labeling diagrams; intended for high school students taking anatomy and physiology.
Digestive System
Portal System. Conditions and Diseases of the Hepatobiliary System; Portal System; Liver. Liver - Accessory Digestive Organ; The Liver; The Liver - Accessory Organ; Function of the Liver; Function of the Liver; Liver Histology; Liver and Gallbladder; The Liver ; Pathology of Digestive System. Digestive System - Pathology; Hepatitis; Hiatal Hernia; Hernia Inguinal; Crohn's Disease
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Popular Study Materials from Anatomy & Physiology 2 blood study guide (exam1) orion digestive quiz 1 respiratory system (exam 2) digestive system in class review (exam 3) lymphatic & immune system (exam 2) blood vessels (exam 1) heart
CHAPTER 35 Study Guide The Digestive System
In your textbook, read about the functions of the digestive system. Use each of the terms below only once to complete the passage. chemical chyme colon enzymes hormones mechanical small intestine three water. The digestive system has (1) major functions. Digestion can be categorized as either (2) or (3) .
Digestive System Teaching Resources | Aurumscience.com
Digestive System Study Guide. View Worksheet; Purpose: This study guide is a condensed listing of the major vocabulary words from this chapter, along with a set of practice questions and diagrams similar to what might be on a written test. The questions and vocabulary are roughly written in the same order as they appear in the lecture. | <urn:uuid:79f92937-b490-4f01-a702-264be5cd9994> | CC-MAIN-2019-26 | http://gbdbio.co.uk/gbdbio-pdf/study_guide_answers_for_the_digestive_system.pdf | 2019-06-24T09:58:53Z | crawl-data/CC-MAIN-2019-26/segments/1560627999298.86/warc/CC-MAIN-20190624084256-20190624110256-00315.warc.gz | 70,287,900 | 610 | eng_Latn | eng_Latn | 0.983112 | eng_Latn | 0.982635 | [
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Teaching Resources:
Secondary Schools
Poem Sorting Through by Liz Lochhead
The poet and her work
Elizabeth Anne Lochhhead was born in Motherwell, Lanarkshire on 26 December 1947. Even though her teachers encouraged her to go to university, she had decided to go to art school by the age of 15. She entered the Glasgow School of Art in 1965 and started writing poetry. Lochhead became part of a group of talented young Scottish writers that included Alasdair Gray, James Kelman and Tom Leonard. At that time she stood out as a rare female presence in Scottish poetry and ever since has been instrumental in inspiring female writers and making space for women in the Scottish literary scene. Lochhead's writing draws on the Scottish oral tradition and has its own brand of distinctively West of Scotland humour and storytelling. Her poetry and plays have won great acclaim and have been very popular, resulting in her following in the footsteps of her friend Edwin Morgan, first by becoming Poet Laureate of Glasgow in 2005 and then Scots Makar in 2011.
The Poem
'Sorting Through' is published in A Choosing: Selected Poems by Liz Lochhead (Polygon Books, 2011)
Choose from the following activities to build your own Stage 3/4 or Senior poetry lessons.
Opening up the poem (reading)
LIT 3-04a/LIT4-04a, LIT 3-06a/LIT4-06a, LIT3-07a/LIT4-07a, LIT 3-16a/LIT 4-16a
NB: Teachers working with this poem should be sensitive to any bereavements that pupils may have experienced.
Key questions
* What is the voice of the poem doing?
* 'The moment she died, my mother's dance dresses / turned from the colours they really were / to the colours I imagine them to be.' What do these lines say about how we remember those who have died?
* Can you work out when the mother's young dancing days were? Use clues and details in the poem to help you find out.
Continued
u
1
Teaching Resources: Secondary Schools
'Sorting Through' by Liz Lochhead
* The sound 's' is very important in this poem and is used to create different effects at different points. Compare the line 'silver shoes/ swinging from their anklestraps as she swaggers' with 'the sadness of dispossessed dresses.' Which contrasting moods are being created here and emphasised by the 's' sound?
* Concentrate on the verbs in the poem – find the past, present and future tense verbs. What clues do these give you to the past, present and future moods of the poem?
* What human qualities does Lochhead give to the clothes? Why do you think she does this?
* Look at the final lines of the poem – what comment does the ending make about the character's attempt to create order?
Research
* Pupils can ask their parents/carers about their youth. It's a great opportunity to get family photo albums out and share old photos and anecdotes. Can pupils bring to school a photo of an older relative when they were young? From this point, they can research more about the fashions, music and daily life at that time. Teachers who are feeling brave may want to bring a photo of themselves as teenagers and share it with the class.
* Find out more about the impact of WW2 on fashions and style in the 1940s. What can you research online or in the library about Utility fabrics? The link below will help.
Climbing inside the poem (discussion and performance)
LIT 3-02a/LIT 4-02a, LIT 3-08a/LIT 4-08a, LIT 3-10a/LIT 4-10a
* Class discussion: how important are the clothes and styles that people choose? Do they say something important about our personalities and preoccupations or are they just superficial and frivolous? How much do we judge people by their appearances, consciously or unconsciously?
* Practise readings and performances of this poem. Which different tones and moods need to be conveyed through voice and expression (e.g. youthful light heartedness, wistfulness, grief etc.)?
Continued
u
2
Teaching Resources: Secondary Schools
'Sorting Through' by Liz Lochhead
Building on the poem (writing)
LIT 3-23a/LIT 4-23a, LIT 3-25a/LIT 4-25a, LIT 3-26a/LIT 4-26a
* Using the photos assembled as research, ask pupils to write poems comparing their parents now to when they were younger.
* Ask pupils to sort through their own wardrobes to find an item which they haven't worn for a long time. Maybe they have grown out of it or it is no longer fashionable. Ask pupils to consider times when they did wear this item. Where were they? What did they do? How did they feel? How does the touch/look/smell of the item make them feel now? Use these reminiscences and feelings as the starting point for a poem which explores the past and the present in terms of the piece of clothing.
* In 'Sorting Through' the mother's clothes are being donated to Oxfam. Charity shops are full of fascinating objects. Challenge your class to visit charity shops and choose objects to write about. (N.B. They only have to look at the object, not buy it).What would the object say? Who did it belong to previously and why did they give it away? Write poems from the objects' point of view.
Further reading and links
Selected Books by Liz Lochhead
Dreaming Frankenstein & Collected Poems (Polygon Books, 1984)
Bagpipe Muzak (Penguin, 1991)
True Confessions & New Clichés (Polgon Books, 1985)
The Colour of Black and White: poems 1984-2003 (Polygon Books, 2003)
A Choosing: Selected Poems (Polygon Books, 2011)
Websites
http://www.scottishpoetrylibrary.org.uk/poetry/poets/liz-lochhead includes biography, poem texts and In the Library
http://www.bbc.co.uk/programmes/p00mr8yj/profiles/liz-lochhead
BBC profile of Liz Lochhead http://www.theguardian.com/books/video/2011/aug/23/liz-lochhead-edinburgh-video
http://www.scottishpoetrylibrary.org.uk/poetry/our-national-poet
SPL page about Liz Lochhead's role as Scottish Makar http://www.1940.co.uk/acatalog/an-introduction-to-utility-clothing.html
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You might hear the word "anxiety" a lot these days. Maybe it's on the news or from friends or family. There have been a lot of things lately that can cause anxiety. But what, exactly, is it? Anxiety is a mental health condition that affects many children and adults. It is a form of stress. With anxiety, children worry too much about many things. They might also worry that the worst may happen. Anxiety might cause physical symptoms too. Children with anxiety could have headaches, stomachaches or tiredness. These symptoms can come on quickly or they can build over time. A lot of times, children with anxiety might not even know what is causing them to feel this way. Some anxiety is normal, but when it is too strong or happens too much, it can be overwhelming. It can get in the way of schoolwork or socializing. It is important to know the signs to look for in your child. They might worry too much for many days or weeks. They might have trouble sleeping or be very tired during the day. If they have trouble focusing or are upset often, it might be a sign of anxiety. So what can you do? It's common for children not to talk about how they feel. They might not know how to say it, or they might be uncomfortable. It's important to talk to your child and ask how they are feeling. Professional help is also available. A mental health professional can help you and your child. There are also medications if the doctor thinks that's best. If you need help finding a provider, call us at 303-751-9021. Or you can find a provider online at coadirectory. info/search-member.html.
Source: kidshealth.org/en/parents/ anxiety-disorders.html#catrecipes
What is Anxiety? . . . . . . . . . . 1
Recipe . . . . . . . . . . . . . . . . . . 2
Future of CHP+ . . . . . . . . . . 2
Parents Corner . . . . . . . . . . . 3
888-214-1101
coaccess.com/chp
888-803-4494 (TTY)
P.O. Box 17470
Denver, CO 80217-0470
Delta Dental Benefits: coaccess.com/chp-memberinformation
RECIPE: Blueberry Oatmeal Squares
Ingredients
1½ cups quick oats
3. Place all of the ingredients into a large
½ cup whole-wheat flour
½ teaspoon baking soda
½ teaspoon salt
1 teaspoon cinnamon
½ cup fresh or frozen blueberries
1 egg
1 cup skim milk
3 tablespoons apple sauce
¼ cup brown sugar
Directions
1. Preheat oven to 350°F (176°C).
2. Coat an 8-inch by 8-inch baking pan with cooking spray.
bowl and mix until just combined.
4. Pour into prepared pan and bake for 20
toothpick inserted minutes or until a
into the center comes out clean.
5. Allow to cool for 5
into squares.
Source: kidshealth. org/en/kids/oatmealsquares.html?WT. ac=ctg#catrecipes
THE FUTURE OF CHP+
We are happy to tell you that Congress has voted to refund Child Health Plan Plus (CHP+). On January 22, Congress voted to continue funding CHP+ for 10 more years. This means you can still go to your same doctor and get the same services. We are excited to continue to be able to help you get the care you need. If you need help finding a provider, call us at 303-751-9021 or visit coadirectory.info/searchmember.
2
minutes and cut
parents corner
We know how important it is to you to keep your child safe. It's important to us too. That's why we want to remind you of a few ways to protect your child's health. Make sure they are wearing sunscreen whenever they go outside. Even if it is cloudy, they can still get a sunburn. Always make sure your child has their seatbelt on in a car. Children should be in a car seat or booster seat until they are at least 8 years old. Teach your child to look both ways before crossing the street, and to never run into the middle of the street. It is also important that children
know if they "see something, say something." If something doesn't look or feel right to them, they should find an adult to tell. Finally, make sure they know where to go or who to call in case of an emergency.
Care Manager Spotlight
We want to hear from you!
FIND A PROVIDER:
Take our short survey and let us know how you want to hear from us in the future. Visit coloradoaccess.wufoo.com/ forms/newsletter-preference to complete this survey.
To find a list of Colorado Access providers near you, visit us at: coaccess.com/chp
Our online provider directory tool can also tell you:
* Which providers are in your area
* Which providers are accepting new patients (call the provider to make sure)
* The languages spoken, other than English, by the provider
Meet Rebecca. Rebecca is a care manager with our transitions of care team. She works with members who have been hospitalized because of chronic illness. She enjoys being able to connect members with providers during a confusing time. Rebecca also gets to help members understand their medical conditions. One thing she likes most about her job is working closely with her coworkers. Together, they can make sure people are using the health care system to get them what they need. Outside of work, Rebecca loves to travel and hike. Sometimes she'll even take her dog, Leia, with her. Born and raised in Colorado, Rebecca loves cheering on the Broncos, Avalanche and Nuggets. Many people might not know that she helped build a water purification system in Nicaragua. She is inspired by her grandmother who taught her to put others before herself. Rebecca is passionate about autism awareness and bringing awareness to those around her. She has worked with students with an autism diagnosis, making sure they have a good quality of life. Rebecca loves learning and has a master's degree in social work. We are so happy that Rebecca is a part of our team!
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Chapter 3
Rational Numbers
LSowatsky
1
3.1B Terminating and Repeating Decimals
I can write fractions as terminating or repeating decimals and write decimals as fractions.
LSowatsky
2
Vocabulary:
Terminating decimal
Repeating decimal
LSowatsky
3
Write Fractions as Decimals
Any fraction can be written as a decimal by using long division
by Unknown Author is licensed
This Photo underCC BY-SA
LSowatsky
4
Examples:
Write -3/8 as a decimal.
LSowatsky
Write 2 1/8 as a decimal.
5
Repeating decimals: have a pattern that goes on forever
Convert 1/3 to a decimal. What do you notice?
LSowatsky
6
What decimal place is this?
0.3
tenth
=
347
1000
0.347
thousandth
Homework:
p. 131 13-27 odd, 29-34
LSowatsky
8
3.1C Compare and Order Rational Numbers
I can compare and order rational numbers.
LSowatsky
9
This Photo by Unknown Author is licensed under CC BY-SA
Numbers that can be written as a ratio of two integers
To Compare Rational Numbers: graph on a number line
Fill in the Blank with <, >, or = to make a true sentence.
This Photo by Unknown Author is licensed under CC BY-NC-SA
Convert Percents to Decimals:
Remove the percent sign
Move the decimal point two places to the left, adding zeros if necessary
Example: convert 20% to a decimal
Example: List the numbers in order from least to greatest. 7 16 ,0.6,0.72 10 25 and
Common Conversions
Homework:
p.136 #8-27
3.2A Add and Subtract Like Fractions
I can add and subtract fractions with like denominators.
Like Fractions: fractions that have the same denominators
Examples: Add. Write in simplest form.
Examples:
Homework:
p.142 #9-20, 24-29
3.2C Add and Subtract Unlike Fractions
I can add and subtract fractions with unlike denominators.
Unlike Fractions: fractions with different denominators
If you have different denominators, have to make equivalent fractions that do have a common denominator
Steps to Add/Subtract Unlike Fractions:
1) Rename the fractions using the least common denominator (LCD)
2) Add or subtract as with like fractions
3) Simplify if needed
Examples:
Real World Example: A bucket was 7/8 full with soapy water. After washing the car, the bucket was only ¼ full. What part of the water was used?
Homework:
p.149 #11-22, 27-34, 37-40
3.2D Add and Subtract Mixed Numbers
I can add and subtract mixed numbers.
Examples:
Rename Mixed Numbers to Subtract
Method 1: Rename
Method 2: use improper fractions
Homework:
p.155 #11-33 odd, 34, 35, 37
3.3B Multiply Fractions
I can multiply fractions and mixed numbers.
LSowatsky
Look for cross cancelling to multiply smaller numbers
Examples:
To multiply mixed numbers: change to improper, then multiply
Homework:
p.163 #9-31 odd, 32, 39-45
3.3D Divide Fractions
I can divide fractions and mixed numbers.
Reciprocal (aka Multiplicative Inverse):
A number multiplied by it's reciprocal equals 1.
Examples:
To divide fractions:
1) Change to improper if there are mixed numbers
2) Change from dividing to multiplying by the reciprocal
3) Multiply
4) Simplify if needed
Examples:
Real World Example: Students are making butterfly houses. The side pieces of the house need to be 8 ¼ inches long. How many side pieces can be cut from a board measuring 49 ½ inches long?
Homework:
p.171 #11-35 odd, 36-42
Chapter Test | <urn:uuid:b9b5a83f-0067-4fa9-b346-252de1953e36> | CC-MAIN-2019-26 | http://mrssowatskysmath.weebly.com/uploads/1/3/3/0/13301598/7th_grade_chapter_3_notes.pdf | 2019-06-24T08:56:35Z | crawl-data/CC-MAIN-2019-26/segments/1560627999298.86/warc/CC-MAIN-20190624084256-20190624110256-00321.warc.gz | 131,350,123 | 922 | eng_Latn | eng_Latn | 0.95143 | eng_Latn | 0.992604 | [
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2)
3)
Al-Qasemi High School
Annual Plan for 12thGrades
2014/2015
English Lessons in Al-Qasemi School
Five lessons of English are part of every Al-Qasemi student's schedule in which the main focus stretches towards fulfilling some of the ministry's
goals listed in the curriculum under the four domains of access to information (from written and spoken texts), appreciation of language,
culture and literature, presentation and the domain of social interaction.
Three textbooks will be used in these lessons.
One lesson will be dedicated to working with students in small groups in an attempt to give each student special attention helping them polish their
skills and develop their abilities. Each class will be divided into 3 "to- some-extent" homogenous groups (why "to-some-extent"? Since they
differ in their abilities but they share (more or less) the same level of
English proficiency).
Textbooks used for 2014/2015
5 POINTERS:
1)
Literature for 5 Points, Option 2, Student's Book/ Naomi Gents –
ECB.
Heinemann- UK- The Wave/ Morton Rhue .
The Longman Dictionary of Modern English – English- English-
Arabic: Pearson Education.
4 Pointers:
1) Literature for 4 Points, Option 2, Students Book- ECB.
2) The Longman Dictionary of Modern English – English- EnglishArabic: Pearson Education.
Lesson Requirements
1. Attendance.
2. Active participation.
3. Adherence and conformity to class rules.
4. Submission of assignments on time.
5. Passing the exams.
Grading Criteria:
1. Participation: 10%.
2. Porject / Presentations 20%.
3. First pre matriculation exam: 30%.
4. Second pre matriculation exam: 40%.
5pointers teaching plan:
First semester:
1. Finishing the English project and approaching its bagrut.
2. Preparing students for module G –the reading comprehension text and the writing: Formal letter, for and against composition, expressing an opinion composition, description and review.
3. Teaching them a short story: The Enemy.
Note: At the end of the first semester students will approach the bagrut exam for both the project and module G.
Second semester:
1. Teaching students a novel : The Wave
Note: At the end of the second semester students will approach the bagrut exam for module F.
4pointers teaching plan:
First semester:
1. Finishing the English project and approaching its bagrut.
2. Review of module E: The reading comprehension text and the listening text.
Teaching students two short stories: Thank You M'AM & The Treasure of Lemon Brown.
Note: At the end of the first semester students will approach the bagrut exam for the project , modules E&D.
Domains (from the New Revised Curriculum)
Domain of Social Interaction
The domain of Social Interaction relates to the ability of learners to interact effectively in English in different social contexts with people from varied linguistic and cultural backgrounds, using informal spoken and written language.
Benchmarks
Students will be able to:
- maintain effective communication using appropriate register for a wide range of social contexts.
- express and elaborate on personal wishes and opinions.
- interact for a wide variety of purposes, such as persuading, discussing and group decision making.
- engage in conversations on a wide range of general topics, such as social and global issues, using language to suit context, audience, and purpose.
Domain of Access to Information
The domain of Access to Information relates to the ability of learners to access information in English from oral and written texts from a wide range of printed and digital media and to make use of that information for a variety of purposes.
Benchmarks
Students will be able to:
- obtain and use information from a variety of longer oral and written texts that deal with less familiar topics, in more complex language.
- obtain and use information by applying knowledge of vocabulary, grammar, punctuation, and text structure.
- follow the development of an argument in a range of texts and use this knowledge as needed.
- identify the features of different text types and use this knowledge as needed.
- transfer information extracted from visual data, such as diagrams.
- independently find and integrate information from multiple sources for a specific purpose.
Domain of Presentation
The domain of Presentation relates to the ability of learners to present ideas and information in an organized, planned manner in a variety of formats in spoken and written English on a wide range of topics, using print and digital media.
Benchmarks
Students will be able to:
- organize and present ideas and information in depth orally and in writing on a wide range of topics, suiting register and text type to purpose and audience.
- summarize and present information from a limited range of sources.
- react to the content of something read, seen, or heard.
- present an argument for or against a particular point of view.
- review and edit presentations based on feedback from peers/teachers.
Domain of Appreciation of Language, Literature and Culture
The domain of Appreciation of Language relates to the ability of learners to appreciate the nature of language and become aware of the differences between English and their own and other languages.
The domain of Appreciation of Literature and Culture relates to the ability of learners to appreciate literature that is written in English and through it develop sensitivity to a variety of cultures.
Benchmarks
Students will be:
- aware that languages use different idiomatic expressions in order to convey the same idea.
- aware of differences in cultural conventions in English and their mother tongues, such as in greetings.
- able to recognize the use of basic literary techniques in a text, such as repetition, personification, rhythm, and rhyme.
- able to understand the historical, social and/or cultural contexts of the text and its author.
- able to reflect on the literary text.
- able to compare different cultural practices, behaviors and traditions with their own, based on the reading of literary texts and other sources.
- able to use the LOTS (lower order thinking skills- basic understanding skills ) and the HOTS (higher order thinking skillscomparing and contrasting, distinguishing different perspectives,
cause and effect, inferring…….) effectively and they will understand the different literary terms (character, characterization, climax, conflict, dialogue,flashback,genre,imagery,metaphor…..) deeply.
Wish you a fruitful year The English Staff | <urn:uuid:788661ac-4ea9-41d3-9aa0-9617cfae2835> | CC-MAIN-2019-26 | http://qasemi.net/Public/files/Eng_Plan_12th.pdf | 2019-06-24T08:53:32Z | crawl-data/CC-MAIN-2019-26/segments/1560627999298.86/warc/CC-MAIN-20190624084256-20190624110256-00321.warc.gz | 153,904,995 | 1,327 | eng_Latn | eng_Latn | 0.959071 | eng_Latn | 0.992268 | [
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National Literacy Trust research report
Mrs Wordsmith Narrative Journey
Pilot evaluation
Anne Teravainen-Goff August 2018
Key findings
- Children have increased their overall knowledge of vocabulary by 50% when taking part in the Narrative Journey programme (increasing from 8.2 points on average before taking part in the programme to 12.3 points following the programme).
- Children were better able to identify synonyms and word pairs for Narrative Journey words after taking part in the programme.
- Analysis of children's writing data suggests that children incorporated more Narrative Journey words but fewer synonyms in their writing after taking part in the programme. This might suggest that children have learned more of the words and want to use them in their writing.
- In addition to increased vocabulary, after taking part in the programme, more children felt that pictures help them to remember new words and that if they know a lot of words, they can improve their writing.
- Children who scored fewer marks in the pre-test increased their knowledge of vocabulary more than their higher-scoring peers. Their score saw a significantly greater increase in the word pairing task but not in the synonym task, suggesting that the word pairings might have been particularly beneficial to the lower-scoring children.
Introduction
Mrs Wordsmith is a vocabulary programme that combines data science and creativity to show children the words they need for school and life. Hilariously illustrated by the Emmy award-winning artists behind Madagascar, this is a research-driven vocabulary product aiming to make learning vocabulary manageable and engaging.
Developed with leading literacy experts, The Narrative Journey illustrates storytelling words for 6-13 years, with the aim to boost their reading and writing age. The words are grouped into six themes: Character, Weather, Taste and Smell, Action, Emotion and Settings. Each set includes a Word of the Day workbook and display stand, Word Pair cards and an illustrated dictionary. The classroom set also includes a teacher's guide, which provides additional data and teaching ideas for each word.
This pilot evaluation explored the benefit of the Narrative Journey on children's vocabulary learning and their attitudes towards it within the classroom. The purpose of this evaluation was also to pilot the vocabulary test based on the Mrs Wordsmith product and the attitudinal questions so that they can be used to conduct a larger-scale evaluation of the product in the future.
Methodology
The National Literacy Trust was commissioned in April 2018 to conduct a pilot evaluation of the Narrative Journey used in four Oasis Academy schools at in Bristol over the summer term of 2018.
Instrument
The vocabulary test was created in collaboration with the Mrs Wordsmith schools team and the National Literacy Trust. The aim was to create a variety of tasks that measure children's knowledge of vocabulary included in the Narrative Journey before and after taking part in the classroom-based vocabulary programme. The test was based solely on the character words in the pack to make learning all 48 of them over one term more manageable.
Three vocabulary tasks were created:
1. Image task: children were asked to match words to corresponding Mrs Wordsmith images from four multiple choice options. Eight words were included in the image task, chosen based on Mrs Wordsmith team's expertise and experience to ensure that the task provides a reasonable challenge without being too difficult.
2. Synonym task: children were asked to match a word to a word with the same meaning. Again, children worked with eight words and chose answers from four multiple choice options.
3. Word pairing task: children were asked to match a total of eight words to words that often go with them in a sentence from a range of four multiple choice options.
In addition to the vocabulary test, the instrument included attitudinal statements about vocabulary learning. These were asked at the beginning of the test and measured on a fivepoint scale ranging from "strongly disagree" to "strongly agree". The statements included in the instrument were:
o Learning new words is fun
o If I know a lot of words, then it can improve my writing
o I find it hard to learn new words
o Knowing a lot of words can make me a better reader
o Pictures help me remember new words better
The test was administered by teachers using a Google form. An initial coding error with the image task led to a loss of 90% of the data for this task in the pre-test. Although the error was fixed as soon as it was noticed, the significant loss at pre-test meant that this aspect of the instrument could not be assessed in this evaluation.
Children completed a writing task before and after the programme, which was then returned to Mrs Wordsmith team for analysis. Pupils were given several prompts made up of words from the Narrative Journey, and chose from a variety of topics. Statistical methods were then used to assess whether children had used more words from the Narrative Journey character pack, their synonyms or collocations after taking part in the programme.
Sample
181 children filled the pre-test and 157 carried out the post-test. 122 responses from three schools matched in the pre- and post-test based on children's initials and date of birth. Demographic information, such as gender and free school meal uptake, was not collected as part of the pilot and data from the writing task before and after the programme were only available for 54 children.
Analysis
The vocabulary test items were coded as "correct" and "incorrect" in both the pre- and post-test. The correct answers were awarded one point and incorrect answers no points. A maximum vocabulary score of 16 was available as there were a total of 16 items in the synonym and the word association tasks. This score was used to analyse the difference in children's vocabulary knowledge before and after taking part in the activities.
As well as looking at the overall vocabulary score, each of the two tasks, the synonym and word association tasks were also analysed separately. As both had eight words, the maximum score was eight points in each task. The analysis also explored the percentage of children who got each item correct in pre- and post-test.
The attitudinal questions scale was coded from 1 (strongly disagree) to 5 (strongly agree)
and the mean difference was explored between pre- and post-test for all the items individually.
All findings presented in this report are statistically significant at the conventional 0.05 level.
Findings
The data show that children have improved their knowledge of vocabulary over the course of the summer term. Before taking part in the programme, children scored an average of 8.2 points out of 16 in the vocabulary test. After taking part, they scored an average of 12.3 points; a mean difference of 4.1 points. This suggests that after the end of the programme, children had increased their vocabulary by 50%.
Synonym task
Children scored statistically significantly higher in the synonym task after taking part in the programme. Their average score increased from 4.3 in the pre-test to 6.2 in the post-test, a mean difference of 1.9 points. This indicates that children have increased their knowledge of the character words by 44%.
Table 1 presents the percentage of children who answered each item correctly in the preand post-test. It shows that while there is a statistically significant increase in identifying the synonyms correctly for most words, some have seen a particular increase. For example, the words "vacant" and "gargantuan" show a particular increase of children knowing their meaning at post-test.
However, the results also show that children were already quite familiar with certain words such as "sheepish" and "impeccable", and the percentage of children who identified synonyms correctly for "cunning" and "bumbling" was not significantly different between pre- and post-test.
Table 1: Synonyms correctly identified
*statistically significant difference between pre- and post-test
Word pairing task
The word pairing task also showed improvement in children's vocabulary. Their scores increased on average by 2.2 points, from 3.9 at pre-test to 6.1 at post-test, an increase of 56%.
Table 2 shows the percentage of children pairing each word correctly in pre- and post-test. While all words have seen an increase in the number of children identifying the word pairs correctly, there is a particularly large increase with words such as "bloodshot" which has seen an 82% increase in the number of correct answers and "shrivelled" which has seen a 72% increase in correct answers between pre- and post-test.
Table 2: Word pairings correctly identified
*statistically significant difference between pre- and post-test
Writing task
Analysis of children's writing data showed that overall, children used more words from the Narrative Journey after taking part. On average, children used 3.9 words before and 5.3 words after taking part (see Table 3). This increase is particularly interesting as the words were available to children in the writing task prompt both in the pre- and post-programme writing task. This might suggest that children learned to use the words accurately during the programme and hence incorporated more in their writing.
However, children used fewer synonyms of these words after the programme activities (4.0 vs. 1.7). This might suggest that children favoured words included in the Narrative Journey set over their synonyms and used them at the expense of other words. Word collocations were not used by children before or after taking part, which may be due to the nature of the task.
Table 3: Average number of words used in children's writing before and after the programme
*statistically significant difference between pre- and post-test
Changes in attitudes towards vocabulary learning
After taking part in the programme, more children felt that pictures help them to remember new words better and that if they know a lot of words, they can improve their writing. As Figure 1 shows, before taking part, just over half the children felt that pictures help them to remember new words better, compared to over three in five after taking part. Similarly, 73.8% of children agreed that knowing a lot of words will make them better writers before taking part compared to 80.4% after taking part.
In contrast, while there also was an increase in the number of children at post-test who agreed that learning words is fun, this difference was not statistically significant. Interestingly, there was a drop over time in the number of children who agreed that knowing a lot of words can make them a better reader, but again, this difference was not statistically significant. The percentage of children who agreed they find it hard to learn new words was similar in pre- and post-test.
**statistically significant change between pre- and post-test
These findings are particularly interesting as more children started to think that knowing a lot of words can improve their writing, but they did not feel the same about reading. It is possible that the writing tasks have helped more children to see the benefit of learning vocabulary. Similarly, it is interesting that while children did not necessarily see learning as more or less fun after using the Narrative Journey, more of them feel that pictures help them learn new words. This might indicate that the novel aspect of using pictures for learning vocabulary was perceived by children as useful and contributing to their learning.
Did any children in particular benefit?
In order to assess whether there were any groups of children who benefited from the Narrative Journey in particular, the sample was divided into "lower" (n= 50) and "higher" (n= 57) -scoring children based on their overall score in the pre-test.
The results show that children who scored lower in the pre-test increased their knowledge of vocabulary more than their higher-scoring peers. Lower-scoring children increased their overall score by 4.6 points (from 5.3 to 9.9) and higher-scoring children increased their overall score by 3.3 points (from 10.9 to 14.2). Interestingly, while lower-scoring children had a significantly greater increase in their word pairing score than their higher-scoring peers (2.7, from 2.3 to 5.0 vs. 1.6, from 5.4 to 7.0), there was no difference in their scores in the synonym task. This might indicate that the word pairings have been particularly beneficial for the lower-scoring children to start learning new words, but they might have not have completely understood the meaning of the words yet.
*statistically significant difference between the groups in the change in their vocabulary score
Conclusion
The findings of this pilot evaluation indicate that children who used Mrs Wordsmith's Narrative Journey increased their knowledge of vocabulary. This is particularly true for children who started with a lower vocabulary score.
In addition to increased vocabulary knowledge, more children feel that pictures help them learn new words and that knowing a lot of words makes them better writers.
Next steps
While the findings suggest that children have learned more words, the small sample size and the absence of a control group mean that it is not possible to attribute the improvement solely to the programme and determine whether the images in particular have made a difference in children's vocabulary learning. In particular, future evaluation should focus on establishing whether children have actually acquired the meaning of the word from the pictures and can use it in a sentence, rather than simply matching the letters and the image.
Future research could also focus on exploring whether the Narrative Journey is particularly beneficial for one group of children based on demographic factors such as gender and socioeconomic status. It would also be useful to test whether picture-based vocabulary learning can be used to improve poorer readers' skills. | <urn:uuid:c8f91cfc-ebac-4af2-8136-2fbad72d8ecc> | CC-MAIN-2019-26 | https://files.eric.ed.gov/fulltext/ED587685.pdf | 2019-06-24T08:53:08Z | crawl-data/CC-MAIN-2019-26/segments/1560627999298.86/warc/CC-MAIN-20190624084256-20190624110256-00325.warc.gz | 441,899,049 | 2,782 | eng_Latn | eng_Latn | 0.999047 | eng_Latn | 0.999265 | [
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The Making of the Fittest:
Natural Selection and Adaptation
ALLELE AND PHENOTYPE FREQUENCIES IN ROCK POCKET MOUSE POPULATIONS
INTRODUCTION
The tiny rock pocket mouse weighs just 15 grams, about as much as a handful of paper clips. A typical rock pocket mouse is 172 millimeters long from its nose to the end of its tail, which is shorter than an average pencil. Its impact on science, however, has been enormous. What's so special about this little mouse?
Populations of rock pocket mice are found all over the Sonoran Desert in the southwestern United States. Two varieties occur widely in the area—a light-colored variety and a dark-colored variety. Similarly, there are two major colors of substrate, or surface material, that make up the rocky desert floor. Most of the desert landscape consists of light-colored sand and granite. Here and there, however, separated by several kilometers of light-colored substrate, are patches of dark volcanic rocks that formed from cooling lava. These areas of dark volcanic rock range in age from 1,000 to more than 1 million years old.
Dr. Michael Nachman of the University of Arizona and his colleagues have spent many years researching the genetics of fur color in rock pocket mice. In particular, they were interested in understanding the forces that shape genetic variation in natural populations.
Investigating the adaptive value of different coat colors in rock pocket mice is an example of how scientists are attempting to connect genotype with phenotype for fitness-related traits. In this type of research, investigators try to find the underlying gene or genes for a given adaptation. Examples of other fitness-related traits that researchers are currently investigating are resistance to the pesticide warfarin in rats, tolerance to heavy metals in plants, and antibiotic resistance in bacteria.
MATERIALS
calculator computer and the Selection Coefficient file found under the "Survival of the Fittest—Battling Beetles" activity at http://www.hhmi.org/biointeractive/classroom-activities-battling-beetles.
PROCEDURE
1. Watch the short film The Making of the Fittest: Natural Selection and Adaptation. As you watch, record the following information.
2. After watching the film, complete Parts 1‒3 that follow.
a. What specific trait did researchers study in this investigation?
___________________________________________________________________________________
b. How does this trait affect the survival of the mice in different environments?
____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________
c. What is the genetic basis of the trait?
____________________________________________________________________________________ ____________________________________________________________________________________
www.BioInteractive.org
The Making of the Fittest: Natural Selection and Adaptation
PART 1: REVIEWING THE PRINCIPLES OF THE HARDY-WEINBERG THEOREM
The genetic definition of "evolution" is "a change to a population's gene pool." "Gene pool" is defined as "the total number of alleles present in a population at any given point in time." According to the Hardy-Weinberg theorem, a population is in equilibrium (and is therefore not evolving) when all of the following conditions are true:
1. The population is very large and well mixed.
2. There is no migration.
3. There are no mutations.
4. Mating is random.
5. There is no natural selection.
To determine whether a population's gene pool is changing, we need to be able to calculate allelic frequencies. Suppose, for example, a gene has two alleles, A and a. Each individual has one of three genotypes: AA, Aa, or aa. If the population is in equilibrium, the overall number of A alleles and a alleles in the gene pool will remain constant, as will the proportion of the population with each genotype. If allele frequencies or genotype frequencies change over time, then evolution is occurring.
Two equations are used to calculate the frequency of alleles in a population, where p represents the frequency of the dominant allele and q represents the frequency of the recessive allele:
p
+
q
= 1.0
and.
The first equation says that if there are only two alleles for a gene, one dominant and one recessive, then 100% of the alleles are either dominant (p) or recessive (q).
The second equation says that 100% of individuals in the population will have one of these genotypes:
AA,
Aa
, and aa.
Let's look at each genotype one by one to understand the equation:
* If p represents the frequency of the A allele, then the frequency of the genotype AA will be p × p, or p 2 .
.
* If q represents the frequency of the a allele, then the frequency of the genotype aa will be q × q, or q 2
* For heterozygotes, we must allow for either the mother or the father to contribute the dominant and recessive alleles. You can think of it as allowing for both genotypes Aa and aA. So, we calculate the frequency of the heterozygous genotype as 2pq.
In rock pocket mice, several genes code for fur color. Each gene has several possible alleles. That's why there is a range of fur color from very dark to light. For simplicity, we will work with two alleles at one gene. The allele for dark-colored fur (D) is dominant to the allele for light-colored fur (d). In this scenario, individual rock pocket mice can have one of three genotypes and one of two phenotypes, as summarized in the table below.
Rock Pocket Mice Genotypes and Phenotypes
The Making of the Fittest: Natural Selection and Adaptation
So, applying Hardy-Weinberg, we have the following:
)
```
p = the frequency of the dominant allele (D q = the frequency of the recessive allele (d) p 2 = the frequency of DD 2pq = the frequency of Dd q 2 = the frequency of dd
```
We can also express this as the frequency of the DD genotype + the frequency of the Dd genotype + the frequency of the dd genotype = 1.
SAMPLE PROBLEM
In a hypothetical population consisting of 100 rock pocket mice, 81 individuals have light, sandy-colored fur. Their genotype is dd. The other 19 individuals are dark colored and have either genotype DD or genotype Dd.
Find p and q for this population and calculate the frequency of heterozygous genotypes in the population.
```
It is easy to calculate q 2 . q 2 = 81/100 = 0.81, or 81% Next, calculate q. q = √0.81 = 0.9 Now, calculate p using the equation p + q = 1. p + 0.9 = 1 p = 0.1 Now, to calculate the frequency of heterozygous genotypes, we need to calculate 2pq. 2pq = 2(0.1)(0.9) = 2(0.09) 2pq = 0.18
```
QUESTIONS
1. If there are 12 rock pocket mice with dark-colored fur and 4 with light-colored fur in a population, what is the value of q? Remember that light-colored fur is recessive.
____________________________________________________________________________________
2. If the frequency of p in a population is 60% (0.6), what is the frequency of q?
____________________________________________________________________________________
3. In a population of 1,000 rock pocket mice, 360 have dark-colored fur. The others have light-colored fur. If the population is at Hardy-Weinberg equilibrium, what percentage of mice in the population are homozygous dominant, dark-colored mice?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
The Making of the Fittest: Natural Selection and Adaptation
PART 2: APPLYING HARDY-WEINBERG TO ROCK POCKET MOUSE FIELD DATA
Dr. Nachman and his colleagues collected rock pocket mice across 35 kilometers of the Arizona Sonoran Desert, which included both dark, rocky lava outcrops and light, rocky, granite areas. They recorded substrate color and coat-color frequencies for each location. Each site was separated from any of the others by at least eight kilometers. The researchers trapped a total of 225 mice. Their data are summarized below.
Field Data Summary
Source of data: Hoekstra, Hopi E., Kristen E. Drumm, and Michael W. Nachman. "Ecological Genetics of Adaptive Color Polymorphism in Pocket Mice: Geographic Variation in Selected and Neutral Genes." Evolution 58, no. 6 (2004): 1329–1344.
QUESTIONS
1. Calculate the overall frequencies of light-colored mice and dark-colored mice caught on light-colored substrates. frequency = number of mice of one color/total number of mice
Frequency of light-colored mice ________ Frequency of dark-colored mice ________
2. Calculate the overall frequencies of light-colored mice and dark-colored mice caught on dark-colored substrates.
frequency = number of mice of one color/total number of mice
Frequency of light-colored mice ________ Frequency of dark-colored mice ________
3. Using the Hardy-Weinberg equation and data from the table above, determine the number of mice with the DD and Dd genotypes on the light, rocky, granite substrate.
Frequency of mice with the dd genotype on light-colored substrate ________
Frequency of mice with the DD genotype on light-colored substrate ________
Frequency of mice with the Dd genotype on light-colored substrate ________
4. Using the Hardy-Weinberg equation and data from the table above, determine the number of mice with the DD and Dd genotypes on the dark, rocky lava substrate.
Frequency of mice with the dd
genotype on dark-colored substrate ________
Frequency of mice with the DD genotype on dark-colored substrate ________
Frequency of mice with the Dd genotype on dark-colored substrate ________
The Making of the Fittest: Natural Selection and Adaptation
5. Which fur color seems to have the greatest overall selective advantage? Use data collected from both dark-colored and light-colored substrates to support your answer.
____________________________________________________________________________________ ____________________________________________________________________________________
6. According to the film, what environmental change gave a selective advantage for one coat color over another?
____________________________________________________________________________________ ____________________________________________________________________________________ ___________________________________________________________________________________
7. In a separate study, 76 rock pocket mice were collected from four different, widely separated areas of dark lava rock. One collecting site was in Arizona. The other three were in New Mexico. Dr. Nachman and colleagues observed no significant differences in the color of the rocks in the four locations sampled. However, the dark-colored mice from the three New Mexico locations were slightly darker than the dark-colored mice from the Arizona population. The entire Mc1r gene was sequenced in all 76 of the mice collected.
The mutations responsible for the dark fur color in the Arizona mice were absent from the three different populations of New Mexico mice. No Mc1r mutations were associated with dark fur color in the New Mexico populations. These findings suggest that adaptive dark coloration has occurred at least twice in the rock pocket mouse and that these similar phenotypic changes have different genetic bases. How does this study support the concept that natural selection is not random?
____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________
8. To determine if the rock pocket mouse population is evolving, explain why it is necessary to collect fur color frequency data over a period of many years.
____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________
PART 3: HARDY-WEINBERG EXTENDED
We can adapt the Hardy-Weinberg equations to investigate what happens to gene frequencies in a population that is evolving. To do this, it is necessary to introduce a new term, selection coefficient. It is defined as "the relative advantage or disadvantage of a genotype with respect to survival and reproductive success." You can also think of it as the relative selection advantage of a specific allele. For example, if there are two alleles present in a population for a particular trait and one allele is 10% more likely to survive than the other allele, then the selection coefficient for that allele is +0.1.
The Making of the Fittest: Natural Selection and Adaptation
QUESTIONS
1. Use the spreadsheet to determine how the selection coefficient (s) influences the phenotype of future generations. Substitute increasingly large numbers for s. Record each new value and describe what happens to the frequencies of p and q over the next five generations.
____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________
2. Explain how the selection coefficient and natural selection are related.
____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________
3. In areas with primarily dark-colored substrate, dark-colored mice have a selective advantage over light-colored mice. Therefore, mice with one or more copies of the dominant Mc1r D allele have a selective advantage over mice with two copies of the Mc1r d allele.
In the film, Dr. Sean Carroll says that with a 1% selection advantage, it takes 1,000 years for 95% of the mice to have the dominant phenotype. With a 10% selection advantage, it would take just 100 years. Use the spreadsheet to verify these facts.
a. Find out how many generations following the first appearance of a dark-colored mutation it would take for 95% of the mice to express the dominant dark-colored phenotype, given a 1% advantage (s = 0.01). Rock pocket mice have approximately one litter of pups a year, so the number of generations will be equal to the number of years. You will not be able to use the graph on the Main Page tab since it only goes up to 100 generations. So, you will need to look at column D of the worksheet called Main Worksheet. Scroll down until the value is greater than 0.95. Record your answer below.
It would take about _____________ generations.
b. Repeat the process for a 10% advantage (s = 0.1).
It would take about_____________generations.
c. What would the selection coefficient need to be for 95% of the mice to have the dominant phenotype in just 50 years? Record your answer below.
The coefficient would need to be about _____________________________________. | <urn:uuid:3ed18e41-4569-4089-bda8-006891abdd76> | CC-MAIN-2019-26 | http://media.hhmi.org/biointeractive/activities/pocketmouse/Mouse_HardyWeinberg_Student.pdf | 2019-06-16T11:06:49Z | crawl-data/CC-MAIN-2019-26/segments/1560627998100.52/warc/CC-MAIN-20190616102719-20190616124719-00256.warc.gz | 115,001,131 | 2,961 | eng_Latn | eng_Latn | 0.992667 | eng_Latn | 0.997663 | [
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Today within our society, the wide sport sector is expanding and developing and is becoming more influential in our lives. This increase in popularity and accessibility has influenced my interest and involvement in this subject and the different aspects involved in sport. My awareness has developed -not just in the practical aspects of sport- but the way in which it is analyzed through newspapers and the media and to a certain extent the business side of it.
I have been drawn in by sport from a young age and my attraction has amplified and my taking part in sporting activity increased. For many years, I have played football week by week and have constructed an understanding of the sport. My knowledge of the professional game has been altered through resources and articles in newspapers and reading and developing opinions based on the writing in front of me. Accomplishment in my exams also encouraged me to further widen my options in a sporting career and showed me that success can be achieved through sheer hard work and perseverance.
Towards the end of my fourth year at High School I attended work experience at a football coaching establishment. This gave me an insight into how organizations, such as coaching, are run and maintained. I worked on administrative tasks and practical aspects of coaching where I gained valuable knowledge and experience. I therefore became further motivated to follow my passion and become involved in what I read about and watch in the media.
I have participated in many activities at School both sporting and non-sporting which have helped improve my listening and communication skills. I am currently in the Events Committee at my School, which involves many responsibilities in planning and implementing new ideas for seasonal and formal occasions. It also requires me to be open to others' opinions and include my own input, to reach a conclusion that will benefit for the entire year group. Throughout my High School years, I have also shown a keen interest in specific curricular activities. History has always caught my attention, as I enjoy developing my knowledge in ancient and modern historical events, ranging from the Roman Empire, to the "Great War".
Outside of school, I am frequently occupied working at a large retail store. Here, I have many daily duties in which I must fulfil. I have widened my knowledge of marketing and advertising through observing my superiors in the work place and the various techniques used to attract customers. Involvement with colleagues has allowed me to work in a group and communicate effectively to complete a task. I enjoy indulging in many sporting activity, mainly tennis and football and like to keep up-to-date on sporting news by observing the events taken place on television. I have recently been intrigued by the way in which sport is described and reported in newspapers and have now shown a keen interest in different techniques used in articles and accounts. Reading sporting articles has become a hobby for me and the history of sport over the years has also appealed to me, as it is something I plan on learning about in further education.
The subjects I have previously studied and are currently studying at school have given me many options in a variety of career choice. My exam results have also given me hope to pursue a career in topics that I enjoy greatly, such as history and journalism. Although, my long-time enjoyment in sport and sporting activity has been challenging and satisfying, as I hope my future career will replicate. | <urn:uuid:2384f750-77e6-4df2-bc74-5829d4d7208d> | CC-MAIN-2019-26 | https://www.simpletense.com/wp-content/uploads/2019/05/Journalism.pdf | 2019-06-16T10:41:29Z | crawl-data/CC-MAIN-2019-26/segments/1560627998100.52/warc/CC-MAIN-20190616102719-20190616124719-00258.warc.gz | 882,753,018 | 654 | eng_Latn | eng_Latn | 0.999386 | eng_Latn | 0.999386 | [
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Personal, Social and Emotional Development
- Introducing our Golden Values
- Learning school and classroom routines
- Learning to take turns and share fairly
- Developing confidence and independence in activities
- Introducing 'Stop It, I Don't Like It' and Bubble Time
- Developing trust and cooperation through spacing games in PE and circle time games.
- Exploring different emotions and feelings
Literacy
- Sharing a variety of texts including 'Things I Like' by Anthony Browne and 'Elmer' by David McKee
- Retelling familiar rhymes and stories
- Developing name writing skills
- Developing name recognition
- Introducing the sounds of letters (phonemes) using Jolly Phonics
- Introducing some high frequency words
- Developing letter formation through multi-sensory handwriting activities
- Talking about personal identity through the sharing of scrap books
Communication and Language
- Retelling familiar stories and scenarios through role play
- Discussing feelings and emotions
- Developing listening and attention skills in a range of new situations
- Understanding and following new routines
Learning Journey: Let's Get Started!
Physical Development
- Using small tools to manipulate materials such as playdough and paper
- Using large equipment such as wheeled toys and bikes outside
- Developing correct pencil grip
- Exploring pre-writing skills through 'Write Dance' and other multi-sensory activities
- Practising dressing and undressing for physical activities
- Developing an awareness of personal hygiene
- Weekly yoga sessions
- Exploring co-ordination and footwork –Real PE
(Things I Like/Colour!)
Year Group: Reception Term: Autumn 1 2018
- Learning a variety of number rhymes, stories and songs
This Learning Journey Web gives an overview of this half term's learning across Reception. Learning Journeys will follow children's interests and enthusiasms, so learning contexts may vary from class to class.
Understanding the World
- Developing painting skills
Expressive Arts and Design
- Becoming familiar with the wider school environment
- Becoming familiar with the Reception learning environment
- Becoming familiar with people at school
- Becoming familiar with simple computer programs, including the painting program 'Dazzle'
- Acting out familiar scenarios using small world and role play resources
- Beginning to develop an understanding of the Hindu festival of Diwali Weekly French session with Mme Ellin
- Exploring artistic techniques such as marbling, weaving, printing and collage
- Self-portrait using fine line pen
- Exploring rhythms through circle time games
- Introducing musical instruments and keeping a steady beat
- Learning a variety of songs and rhymes
Weekly music session with Mrs Damant
- Reciting the number names in order
- Developing numeral recognition from 0-5 and beyond
- Counting reliably up to 5, then 10 everyday objects
- Developing an understanding of the value of numbers to 5 and beyond
- Beginning to name a range of 2D shapes
- Exploring, recreating and creating patterns
Mathematics | <urn:uuid:2c785291-3f1a-446c-a7f7-c20ddd407118> | CC-MAIN-2019-26 | http://www.stanfordinfants.co.uk/wp-content/uploads/2014/08/Aut-1-LJ-Web-2018.pdf | 2019-06-16T10:31:38Z | crawl-data/CC-MAIN-2019-26/segments/1560627998100.52/warc/CC-MAIN-20190616102719-20190616124719-00257.warc.gz | 312,096,606 | 629 | eng_Latn | eng_Latn | 0.99252 | eng_Latn | 0.99252 | [
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Unfair Race
Purpose: To examine how the social and economic conditions in a country can affect the health of its people
Activity at a Glance
Core Concepts
* Activity type: Role-playing game
* Age range: Middle school–adult
* Number of players: 4 or more
* Duration: 15 minutes
* Space: Large room or outdoor space
* Facilitation: Required
* Preparation time: 15 minutes
Overview
Players begin by standing in a line, shoulder-toshoulder. They receive a game card that lists nine social and economic characteristics of a country, and each player assumes the role of the country listed on his or her card. The facilitator calls out a characteristic and instructs players to step forward or back, depending on whether a country rates well or poorly with respect to that characteristic. Soon, the line of players is spread apart. After the last characteristic is read, the facilitator announces that there will be a race to a point very near the people in the front-most group. These people, who represent countries with well-functioning healthcare systems, win easily. The group discusses the impact that social and economic conditions can have on people's health.
Participants will understand that:
* Public health has social and economic dimensions (as well as political and geographic).
* Where one lives affects one's health because of each country's differing conditions.
Materials
Facilitator script and a set of 24 game cards
Preparation
* Read the procedure and facilitator script before commencing the activity.
* Photocopy a card for each participant.
* Identify the baseline where people should line up at the start of the game.
* Identify the location of the "finish line" for the race, described in step 6.
continued
Procedure
1. Have the group stand shoulder-to-shoulder at the baseline, forming a straight line.
2. Give each person a card that describes nine social and economic conditions in a country. If there are more people than cards, give out multiple copies of some of the cards.
3. Stand at the baseline with the group and read the following aloud:
Each of you represents the country named on your card. For each of the nine categories, I will read out two different situations. Depending on how your country measures up, I will tell you to move forward either one or two steps. If neither situation applies to you, stay in place for that round.
4. Remain at the baseline and read the situations on the "Facilitator Script" aloud, one at a time.
5. After you have read all nine statements, the group will be fragmented and will no longer be in a straight line. Have each person call out the country he or she represents.
6. Challenge the group to a running race. Choose a "finish line" near the front-most group. Point out this finish line, and then say: On the count of three, we are going to have a race to the finish line I've just pointed out to you. One, two, three, GO!
People holding cards from countries with wellfunctioning public health systems will already be very close to the finish line and will win easily.
7. Gather the group together. Process the activity by discussing the following points:
* What kinds of countries came in first? Last? (People holding cards of countries in the developed world typically come in first. Those holding cards of developing countries typically come in last.)
* Why do you think the race turned out this way? (Answers will vary.)
* What are some of the social and economic factors that influence a country's public health situation? (The quality of public health relates to the quality of a country's economy, financial investment in health care, infrastructure, education systems, and preventive health programs.)
* What are some of the major impediments to good health or good healthcare? (Low per-capita income, lack of clean water, malnutrition, low vaccine rates)
* What kinds of changes would improve the quality of health in the countries that remained near the base line in this activity? (The quality of health would improve with improved economies, increased healthcare spending, better access to clean drinking water, improved nutrition, and expanded educational programs.)
* What does this activity tell you about the health of the people in other countries? (Answers will vary.)
* How do people feel about the fairness of the race? (Answers will vary)
UNFAIR RACE Facilitator Script
1. Average annual income: If the average annual income in your country is:
* above $20,000, take two steps forward.
* between $5,000 and $20,000, take one step forward.
2. Average annual healthcare spending:
This amount includes both public and private healthcare expenditures. If this amount is:
* more than $1,500 per person, take two steps forward.
* between $500 and $1,500 per person, take one step forward.
3. Immunized against measles: If the percentage of people immunized against measles is:
* between 90% and 100%, take two steps forward.
* between 65% and 90%, take one step forward.
4. Number of doctors per 100,000 people:
If your country has:
* more than 200 doctors per 100,000 people, take two steps forward.
* between 50 and 200 per 100,000 people, take one step forward.
5. Average life expectancy: If the average life expectancy in your country is:
* greater than 70 years, take two steps forward.
* between 60 and 70 years, take one step forward.
3
6. Access to clean drinking water: If the percentage of people with access to clean drinking
water is:
* between 90% and 100%, take two steps forward.
* between 70% and 90%, take one step forward.
7. Chance of reaching 5th Birthday:
If the percentage of children in your country who reach their 5th birthday is:
* 95% or more, take two steps forward.
* between 85% and 95%, take one step forward.
8. Malaria Threat: If the malaria threat in your country is:
* low, take one step forward.
* high, take one step back.
9. Enrolled in school: This is the average number of children enrolled in school at the appropriate level for their age, as a percentage of all children of the same age in your country. In your country, if:
* 90–100% of the children are enrolled in school, take two steps forward.
* 80–90% are enrolled, take one step forward.
(Statistics are from the United Nations Human Development Report for 2001–2002)
Albania
1. Average annual income: $4,830/person
2.
Average annual healthcare spending: $150/person
3. Immunized against measles: 96%
4. Doctors: 137 per 100,000 people
5. Average life expectancy: 73.6 years
6. Access to clean drinking water: 97%
7. Infant's chance of reaching 5th birthday: 97%
8. Malaria threat: low
9. Children in school: 97%
Bangladesh
1. Average annual income: $1,700/person
2. Average annual healthcare spending: $58/person
3. Immunized against measles: 77%
4. Doctors: 23 per 100,000 people
5. Average life expectancy: 61.1 years
6. Access to clean drinking water: 97%
7. Infant's chance of reaching 5th birthday: 92%
8. Malaria threat: high
9. Children in school: 87%
Bolivia
1. Average annual income: $2,460/person
2. Average annual healthcare spending: $125/person
3. Immunized against measles: 79%
4. Doctors: 76 per 100,000 people
5. Average life expectancy: 63.9 years
6. Access to clean drinking water: 83%
7. Infant's chance of reaching 5th birthday: 93%
8. Malaria threat: high
9. Children in school: 94%
Botswana
1. Average annual income: $7,770/person
2. Average annual healthcare spending: $381/person
3. Immunized against measles: 90%
4. Doctors: 29 per 100,000 people
5. Average life expectancy: 41.4 years
6. Access to clean drinking water: 95%
7. Infant's chance of reaching 5th birthday: 89%
8. Malaria threat: high
9. Children in school: 81%
Brazil
1. Average annual income: $7,770/person
2. Average annual healthcare spending: $573/person
3. Immunized against measles: 93%
4. Doctors: 206 per 100,000 people
5. Average life expectancy: 68.1 years
6. Access to clean drinking water: 87%
7. Infant's chance of reaching 5th birthday: 96%
8. Malaria threat: high
9. Children in school: 86%
Canada
1. Average annual income: $29,480/person
2. Average annual healthcare spending: $2,792/person
3. Immunized against measles: 96%
4. Doctors: 187 per 100,000 people
5. Average life expectancy: 79.3 years
6. Access to clean drinking water: 100%
7. Infant's chance of reaching 5th birthday: 99%
8. Malaria threat: low
9. Children in school: 100%
China
1. Average annual income: $4,580/person
2.
Average annual healthcare spending: $224/person
3. Immunized against measles: 79%
4. Doctors: 164 per 100,000 people
5. Average life expectancy: 70.9 years
6. Access to clean drinking water: 75%
7. Infant's chance of reaching 5th birthday: 96%
8. Malaria threat: low
9. Children in school: 93%
Costa Rica
1. Average annual income: $8,840/person
2. Average annual healthcare spending: $562/person
3. Immunized against measles: 94%
4. Doctors: 160 per 100,000 people
5. Average life expectancy: 78.1 years
6. Access to clean drinking water: 95%
7. Infant's chance of reaching 5th birthday: 99%
8. Malaria threat: low
9. Children in school: 87%
Equatorial Guinea*
1. Average annual income: $29,780/person
2. Average annual healthcare spending: $106/person
3. Immunized against measles: 51%
4. Doctors: 25 per 100,000 people
5. Average life expectancy: 49.1 years
6. Access to clean drinking water: 44%
7. Infant's chance of reaching 5th birthday: 85%
8. Malaria threat: high
9. Children in school: 85%
*much higher than the regional average due to oil production
Ethiopia
1. Average annual income: $780/person
2. Average annual healthcare spending: $14/person
3. Immunized against measles: 52%
4. Doctors: 3 per 100,000 people
5. Average life expectancy: 45.5 years
6. Access to clean drinking water: 24%
7. Infant's chance of reaching 5th birthday: 83%
8. Malaria threat: high
9. Children in school: 46%
India
1. Average annual income: $2,670/person
2. Average annual healthcare spending: $80/person
3. Immunized against measles: 67%
4. Doctors: 51 per 100,000 people
5. Average life expectancy: 63.7 years
6. Access to clean drinking water: 84%
7. Infant's chance of reaching 5th birthday: 91%
8. Malaria threat: low
9. Children in school: 83%
Japan
1. Average annual income: $26,940/person
2. Average annual healthcare spending: $2,131/person
3. Immunized against measles: 98%
4. Doctors: 202 per 100,000 people
5. Average life expectancy: 81.5 years
6. Access to clean drinking water: 100%
7. Infant's chance of reaching 5th birthday: 99%
8. Malaria threat: low
9. Children in school: 100%
Rx for Child Survival™
5
Kenya
1. Average annual income: $1,020/person
2. Average annual healthcare spending: $114/person
3. Immunized against measles: 78%
4. Doctors: 14 per 100,000 people
5. Average life expectancy: 45.2 years
6. Access to clean drinking water: 57%
7. Infant's chance of reaching 5th birthday: 88%
8. Malaria threat: high
9. Children in school: 70%
Mexico
1. Average annual income: $8,970/person
2. Average annual healthcare spending: $544/person
3. Immunized against measles: 96%
4. Doctors: 156 per 100,000 people
5. Average life expectancy: 73.3 years
6. Access to clean drinking water: 88%
7. Infant's chance of reaching 5th birthday: 98%
8. Malaria threat: low
9. Children in school: 100%
Mozambique
1. Average annual income: $1.050/person
2. Average annual healthcare spending: $47/person
3. Immunized against measles: 58%
4. Doctors: 2 per 100,000 people
5. Average life expectancy: 38.5 years
6. Access to clean drinking water: 57%
7. Infant's chance of reaching 5th birthday: 80%
8. Malaria threat: high
9. Children in school: 60%
Namibia
1. Average annual income: $6,210/person
2. Average annual healthcare spending: $342/person
3. Immunized against measles: 68%
4. Doctors: 29 per 100,000 people
5. Average life expectancy: 45.3 years
6. Access to clean drinking water: 77%
7. Infant's chance of reaching 5th birthday: 93%
8. Malaria threat: high
9. Children in school: 78%
Rwanda
1. Average annual income: $1,270/person
2. Average annual healthcare spending: $44/person
3. Immunized against measles: 69%
4. Doctors: 2 per 100,000 people
5.
Average life expectancy: 38.9 years
6. Access to clean drinking water: 41%
7. Infant's chance of reaching 5th birthday: 82%
8. Malaria threat: high
9. Children in school: 84%
Saudi Arabia
1. Average annual income: $12,650/person
2. Average annual healthcare spending: $591/person
3. Immunized against measles: 97%
4. Doctors: 153 per 100,000 people
5. Average life expectancy: 72.1 years
6. Access to clean drinking water: 95%
7. Infant's chance of reaching 5th birthday: 97%
8. Malaria threat: low
9. Children in school: 59%
6
Sweden
1. Average annual income: $26,050/person
2. Average annual healthcare spending: $2,270/person
3. Immunized against measles: 94%
4. Doctors: 287 per 100,000 people
5. Average life expectancy: 80.0 years
6. Access to clean drinking water: 100%
7. Infant's chance of reaching 5th birthday: 99%
8. Malaria threat: low
9. Children in school: 100%
Syria
1. Average annual income: $3,620/person
2. Average annual healthcare spending: $427/person
3. Immunized against measles: 98%
4. Doctors: 142 per 100,000 people
5. Average life expectancy: 71.7 years
6. Access to clean drinking water: 80%
7. Infant's chance of reaching 5th birthday: 97%
8. Malaria threat: low
9. Children in school: 98%
Thailand
1. Average annual income: $7,010/person
2. Average annual healthcare spending: $254/person
3. Immunized against measles: 94%
4. Doctors: 30 per 100,000 people
5. Average life expectancy: 69.1 years
6. Access to clean drinking water: 84%
7. Infant's chance of reaching 5th birthday: 97%
8. Malaria threat: high
9.
Children in school: 86%
United Kingdom
1. Average annual income: $26,150/person
2. Average annual healthcare spending: $1,989/person
3. Immunized against measles: 83%
4. Doctors: 164 per 100,000 people
5. Average life expectancy: 78.1 years
6. Access to clean drinking water: 100%
7. Infant's chance of reaching 5th birthday: 99.3%
8. Malaria threat: low
9. Children in school: 100%
United States
1. Average annual income: $35,750/person
2. Average annual healthcare spending: $4,887/person
3. Immunized against measles: 91%
4. Doctors: 279 per 100,000 people
5. Average life expectancy: 77.0 years
6. Access to clean drinking water: 100%
7. Infant's chance of reaching 5th birthday: 99%
8. Malaria threat: low
9. Children in school: 97%
Viet Nam
1. Average annual income: $2,300/person
2. Average annual healthcare spending: $134/person
3. Immunized against measles: 96%
4. Doctors: 54 per 100,000 people
5. Average life expectancy: 69.1 years
6. Access to clean drinking water: 77%
7.
Infant's chance of reaching 5th birthday: 96%
8. Malaria threat: high
9. Children in school: 94%
7 | <urn:uuid:567330af-76ab-440b-b812-8a00442182ee> | CC-MAIN-2019-26 | https://www-tc.pbs.org/wgbh/rxforsurvival/campaign/givetime/pdf/Rx_Unfair_Race.pdf | 2019-06-16T11:57:40Z | crawl-data/CC-MAIN-2019-26/segments/1560627998100.52/warc/CC-MAIN-20190616102719-20190616124719-00259.warc.gz | 639,966,140 | 3,935 | eng_Latn | eng_Latn | 0.980394 | eng_Latn | 0.994938 | [
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Name :
Grading TA:
* Integrity: By taking this exam, you pledge that this is your work and you have neither given nor received inappropriate help during the taking of this exam in compliance with the Academic Honor Code of Georgia Tech. Do NOT sign nor take this exam if you do not agree with the honor code.
* Devices: If your cell phone, pager, PDA, beeper, iPod, or similar item goes offduring the exam, you will lose 10 points on this exam. Turn all such devices offand put them away now. You cannot have them on your desk.
* Academic Misconduct: Academic misconduct will not be tolerated. You are to uphold the honor and integrity bestowed upon you by the Georgia Institute of Technology.
– Keep your eyes on your own paper.
– Do your best to prevent anyone else from seeing your work.
– Do NOT communicate with anyone other than a proctor for ANY reason in ANY language in ANY manner.
– Do NOT share ANYTHING during the exam. (This includes no sharing of pencils, paper, erasers).
– Follow directions given by the proctor(s).
– Stop all writing when told to stop. Failure to stop writing on this exam when told to do so is academic misconduct.
– Do not use notes, books, calculators, etc during the exam.
* Time: Don't get bogged down by any one question. If you get stuck, move on to the next problem and come back once you have completed all of the other problems. This exam has 5 questions on 6 pages including the title page. Please check to make sure all pages are included. You will have 50 minutes to complete this exam.
I commit to uphold the ideals of honor and integrity by refusing to betray the trust bestowed upon me as a member of the Georgia Tech community. I have also read and understand the requirements outlined above.
Signature:
1. (9 points)
For each of the following vocabulary terms, write a concise 1-2 sentence definition. Be brief, and to the point.
(a) [3 pts] argument
Solution: argument - A value provided to a function when the function is called. This value is assigned to the corresponding parameter in the function.
(b) [3 pts] proprioception
Solution: Sensors that detect internal state. On your scribbler, stall, time and battery voltage are examples of internal sensors. For you, proprioception allows you to know the relative position of parts of your body, which allows you to do things like touch your nose with your eyes closed.
(c) [3 pts] sequence
Solution: Any of the data types that consist of an ordered collection of elements, with each element identified by an index.
2. (6 points)
For each of the following multiple choice questions, indicate the best answer by circling it.
(a) [1 pt] What value is referenced by the variable x after this code is executed?
```
x = 1 count = 0 while count < 4: if x % 2 == 0: x = x + 1 else:
```
```
x = x - 1 count = count + 1
```
A. 3 B. 2 C. 1 D. 0 E. -1 F. -2 (b) [1 pt] Convert 9{ 16 } to decimal (base 10): A. A B. 9 C. 7 D. 1C E. 42 (c) [1 pt] In 1964, Douglas Engelbart demonstrated the worlds first: A. Transistorized Computer B. Mouse C. Tape Drive D. Vacuum Tube E. Solid State Memory (d) [1 pt] Pretend you are the python interpreter and the following code is executed. What happens? myList = [0,10,-2] for x in range(10,15): if x % 3 == 0: print("Yes") if myList[x//10] == 10: print("Second") A. An exception is generated B. "Second" is never printed. C. "Second" is printed exactly twice. D. "Second" is printed exactly four times. E. "Second" is printed exactly five times. F. "Yes" is printed exactly twice. (e) [1 pt] Which line of the following code raises the first exception? The code has no typos. Assume "input.txt" is valid and readable, with multiple lines of text. Line 1: x = open("input.txt") Line 2: lines = x.readline() Line 3: for aVar in lines: Line 4: lines = lines.replace("\n","") Line 5: close.x() A. Line 1 B. Line 2 C. Line 3 D. Line 4 E. Line 5 (f) [1 pt] A file named "potato.txt" has three complete lines as follows: Apple Banana Cake The following code is run: f = open("potato.txt", "r") for line in f.readlines(): print( line ) f.close() How many total lines are printed to the console? A. 0 B. 1 C. 3 D. 4 E. 6
```
3. (5 points) Assume you have a file oldFriends.txt with the following contents: Zara, 24 Michael, 18 Ceci, 28 Laura, 30 Luis, 45 Examine the following code: def myFriends(oldfile, newfile): infile = open(oldfile, "r") friends = infile.readlines() infile.close() friends.sort() outfile = open(newfile, "w") for friend in friends: newFriend = friend.split(",") if int(newFriend[-1]) < 30: outfile.write(friend) outfile.close() myFriends("oldFriends.txt", "newFriends.txt")
```
Write down the contents of the newFriends.txt after the code above is executed:
```
Solution: Ceci, 28 Michael, 18 Zara, 24 Grading Rubric: +1 no quotes anywhere! +2 Friends are in alphabetical order +2 only frends with a number less than 30 are listed.
```
4. (10 points)
Write a function named square. This function will cause your robot to move in a square. The function will accept one integer parameter, representing the length of one side of the square in inches.
You may assume that your robot moves one inch per second (forward or backwards), and turns 360 degrees in a time of 2 seconds (when traveling at full speed). When the function finishes running, it should beep in celebration and return the total distance travelled by the robot, in inches (excluding turns, as the robot does not "travel" while rotating).
You may assume that from Myro import * has already been executed, and that the correct init(...) call has already been made, so your robot is ready to execute myro robot movement functions.
```
Solution: def square( numInches): for i in range(4): forward(1,numInches) turnLeft(1,0.5) #Turn 90 degrees! beep(1,800) return 4*numInches Grading: 2 points for a correct header with parameter 2 points for iterting 4 times (for, while, recursion, or just repeating the code!) 2 points for traveling one/each side length correctly. (-1 if they get it right once but mess up the others) 2 points for turning one/each 90 degree corner exactly 90 degrees (0.5 seconds at full speed) (-1 if they get it right once but mess up the others) 1 point for a beep at the end. 1 point for returning the correct answer.
```
5. (10 points)
Write a function named rankDays which takes in one parameter, aList. The list will be a list of tuples, with each tuple containing information in the format (Number Processed, Day of Week). The Day of Week will be a string (either "Monday", "Tuesday", "Wednesday", "Thursday", or "Friday"), and the Number Processed will be an integer. You should create and return a dictionary which has the day's "rank" (a number 1-5, with 1 corresponding to the day with the largest number of items processed) as a key and the corresponding day of the week as the value. The ranking criteria will be on the numbers of items processed each day. You may assume that no two days will share the same number of items processed (i.e. each day will have a uniquely different number of items processed).
Example test case:
```
>>> aList = [(456, "Monday"), (371, "Tuesday"), (2316, "Wednesday"), (1371, "Thursday"), (17, "Friday")] >>> myDict = rankDays(aList) >>> print(myDict) {1: 'Wednesday', 2: 'Thursday', 3: 'Monday', 4: 'Tuesday', 5: 'Friday'}
```
```
Solution: def rankDays(aList): myDict = {} aList.sort(reverse = True) rank = 1 for item in aList: myDict[rank] = item[1] rank = rank+1 return myDict Grading: +1 correct function header +1 uses dictionary to store values +2 the keys in the dictionary are the numbers 1..5 +3 correctly ranks days based upon number of items processed. (-1 if sort order is backwards) +2 the value of each key is the correct day in the week. +1 returns a dictionary -2 if assigning none to a critical variable (e.g. alist=alist.sort() )
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THE WORD THIS SUNDAY
SUNDAY, May 22, 2016
Most Holy Trinity Sunday
FIRST READING
When the Lord established the heavens I was there, when he marked out the vault over the face of the deep… —Proverbs 8:22-31
PSALM
O Lord, our God, how wonderful your name in all the earth! —Psalm 8
SECOND READING
—Romans 5:1-5
Therefore, since we have been justified by faith, we have peace with God through our Lord Jesus Christ,
GOSPEL
Jesus said to his disciples: "I have much more to tell you, but you cannot bear it now. But when he comes, the Spirit of truth, he will guide you to all truth." —John 16:12-15
REFLECTION QUESTION
How do you see your family life as a reflection of the Trinity?
THE CHURCH THIS WEEK
MONDAY May 23
Fr. Kapaun was a U.S. Army chaplain during the Korean War; he stayed with injured soldiers and tirelessly served them in a POW camp. He is the most-decorated chaplain in U.S. history.
Servant of God Emil Kapaun (1916–1951)
National Day of Prayer and Remembrance for Mariners and People of the Sea
TUESDAY May 24
Mary got the nickname "the ecstatic saint" because of her mystical experiences of prayer. Five books were filled with her visions.
St. Mary Magdalene de' Pazzi (1566–1607)
WEDNESDAY May 25
Bede—a scholar who was dedicated to learning, writing and teaching—was considered a saint even when he was alive. Bede published the first English language poem.
St. Bede the Venerable (672–735)
THURSDAY May 26
Philip went to Rome to revitalize the Church with wit and spirit of friendship. He liked to take people to other churches, singing and picnicking along the way.
St. Philip Neri (1515–1595)
FRIDAY May 27
Augustine and forty monks were sent by Pope Gregory the Great to evangelize England; he became the first bishop of Canterbury.
St. Augustine of Canterbury (d. 605)
SATURDAY May 28
Born in Haiti and brought to New York a slave, he became a successful hairdresser; he used his wealth to care for his master's family, as well as the poor.
Venerable Pierre Toussaint (1766-1853)
THE WEEKS AHEAD
1 week to Corpus Christi (May 29)
Get reflection questions and Scripture resources in Breaking Open the Word at Home at pbgrace.com.
2 weeks to Memorial Day (May 30)
2 weeks to World Priest Day (June 3)
THE BREAD is copyrighted © by Gracewatch Media and published weekly. Families can subscribe for free and find more resources at Peanut Butter & Grace, pbgrace.com. Parishes and schools, please support this ministry by purchasing a very affordable redistribution license at gracewatch.media.
Get Your Grace On
PRAY
Prayerfully preview the Scriptures for this Sunday with your kids. Our readings celebrate the Holy Trinity—the community of God. How do you see God as a relationship of love in the readings?
something that includes "the trinity"; onion, celery and carrots, or onion, celery and green peppers.
TALK
Teach younger kids to pray the Sign of the Cross this week, and teach older kids about the meaning behind this basic prayer with Stephen Beale's "21 Things We Do When We Make the Sign of the Cross" at CatholicExchange.com.
In preparation for Memorial Day, teach your kids the amazing true story of Servant of God Fr. Emil Kapaun; search online for numerous excellent resources. What does his story teach us about the true meaning of "service"?
Pray for mariners and others who work on the sea this Monday for the National Day of Prayer and Remembrance for Mariners and People of the Sea. You'll find prayer resources at the U.S. Catholic bishops' website for the Apostleship of the Sea, usccb.org/aos.
One of our Saints this week, the Venerable Bede, died while praying a Trinitarian prayer: "Glory be to the Father, and to the Son, and to the Holy Spirit. As in the beginning, so now, and forever." This week, add this prayer to the end of your normal prayers.
CELEBRATE
Paschal Mystery
in the Sacraments
Have your kids look at the Compendium of the Catechism of the Catholic Church (available online) #224–232, then let them choose questions to pose to you; they get points if they can "stump" you, you get points if you answer correctly. See the full rules at "Stump the Parents" at pbgrace.com.
Sample questions:
What are the sacraments and which are they? (#224)
What is the relationship of the sacraments to Christ? (#225)
What is the link between the sacraments and the Church? (#226)
If you have younger children, make or find a traditional symbol of the Trinity and place it on your home prayer table. Traditional symbols include trefoil (the shamrock), the pansy, or the Trinitaria, a delicately perfumed white flower with three petals. Or make a triangle surrounded by rays, with an eye looking out from the center. As you make your symbol of the Trinity, talk about the unity of the three persons in one God.
You can also plant a Trinitarian garden. In medieval gardens, strawberries were planted because of their three point leaves. What other plants could you put in there? This might become a family prayer garden.
SERVE
Venerable Bede recorded the first Old English poem, "Caedmon's Hymn." Look it up to see what Old English looks like—it's not Shakespeare—and it is a beautiful poem about God's creation. Google the story of Caedmon, too. He was a poor, uneducated cow herder who was given this poem by an angel to share because he was sad that he couldn't write one himself. How do you see God filling in where you fall short? What beauty have you created when you partnered with God?
Memorial Day is coming. In the next few weeks, pray for those who have lost their lives defending ours. A way to honor the sacrifice that many of our military have made is to take care of those who continue to defend us. Check out your local VFW to see if they have any ways you can serve. Look up charities like Wounded Warriors or Warriors' Angels Program to see what they need.
At dinner this Sunday, share some foods with a Trinitarian theme. Italian Rainbow Cookies have three colors—they make a good dessert! Or cook
St. Mary was given some strange gifts. She had mystical visions called "ecstasies" and was able to bilocate (be in two places at once). Why do you think God makes things like that happen? Why do you think that only some people are given those gifts? Do you have to have extraordinary gifts like that to be great?
What is the sacramental character? (#227)
What is the relationship between the sacraments and faith? (#228)
Why are the sacraments efficacious? (#229)
For what reason are the salvation? (#230)
sacraments necessary for
What is sacramental grace? (#231)
What is the relationship between the sacraments and everlasting life? (#232)
THE BREAD
& Grace, is copyrighted © by Gracewatch Media and published weekly. Families can subscribe for free and find more resources at Peanut Butter
pbgrace.com.
Parishes and schools, please support this ministry by purchasing a very affordable redistribution license at gracewatch.media. | <urn:uuid:b354a09f-8b65-45ee-aef9-cbfded97b479> | CC-MAIN-2019-26 | https://www.pbgrace.com/wp-content/uploads/2016/05/bread-16-5-22.pdf | 2019-06-16T10:31:37Z | crawl-data/CC-MAIN-2019-26/segments/1560627998100.52/warc/CC-MAIN-20190616102719-20190616124719-00263.warc.gz | 855,627,164 | 1,648 | eng_Latn | eng_Latn | 0.996886 | eng_Latn | 0.997949 | [
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USG-1.4 Analyze the institutional and organizational structure of government that allows it to carry out its purpose and function effectively, including the branches of government and legitimate bureaucratic institutions.
Authority
(Continued)
USG-1.5 Evaluate limited government and unlimited government with regard to governance, including rule of law, the role of constitutions, civil rights, political freedom, economic freedom, and the ability of citizens to impact or influence the governing process. USG-2.1 Summarize core principles of United States government, including limited government, federalism, checks/balances, separation of powers, rule of law, popular sovereignty, republicanism, individual rights, freedom, equality, and selfgovernment.
USG-2.3 Analyze the British heritage that fostered development of the core political principles of American government, including the Magna Carta, the Petition of Right (1628), the Glorious Revolution, the English Bill of Rights, and the Mayflower Compact.
USG-2.5 Evaluate significant American historical documents in relation to the application of core principles (e.g., the Virginia and Kentucky Resolutions, the Ordinance of Nullification, the Seneca Falls Declaration, the Emancipation Proclamation, Martin Luther King Jr.'s "Letter from a Birmingham Jail"), the eleventh through the twenty-seventh amendments to the Constitution, and critical Supreme Court cases.
USG-3.1 Evaluate the Constitution as the written framework of the United States government, including expression of the core principles of government, federalism, checks/balances, separation of powers, rule of law, popular sovereignty, republicanism, individual rights, freedom, equality, and self-government.
USG-4.1 Evaluate the role of the citizen in the American political process, including civic responsibilities and the interaction between the citizen and government.
USG-4.3 Evaluate the role and function of common avenues utilized by citizens in political participation, including political parties, voting, polls, interest groups, and community service.
USG-4.4 Analyze the process through which citizens monitor and influence public policy, including political parties, interest groups, the media, lobbying, donations, and candidate support.
USG-4.5 Evaluate the importance of civil rights and civil liberties for citizens in American political culture and the protective role of the national government through the Bill of Rights, the judicial system, and the Fourteenth Amendment.
Writing
English 1- English 4
Standard 1: Write arguments to support claims with clear reasons and relevant evidence.
Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
Standard 4: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.
Standard 5: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.
Communication English 1- English 4
Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one's own views while respecting diverse perspectives.
Standard 2: Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.
Standard 3: Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information.
support.
Writing
English 1- English 4
USG-4.5 Evaluate the importance of civil rights and civil liberties for citizens in American political culture and the protective role of the national government through the Bill of Rights, the judicial system, and the Fourteenth Amendment.
USG-4.6 Explain how fundamental values, principles, and rights often conflict within the American political system; why these conflicts arise; and how these conflicts are and can be addressed.
Standard 1: Write arguments to support claims with clear reasons and relevant evidence.
Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
Standard 4: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.
Standard 5: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Communication
English 1- English 4
Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one's own views while respecting diverse perspectives.
Standard 2: Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.
Responsibility
(Continued)
Justice
(Continued)
Correlation of Foundations of Democracy Series- High School Level to the South Carolina Social Studies Academic Standards [2011] and the South Carolina College- and Career-Ready Standards for English Language Arts, Grades 9-12 [2015] Updated May 2017
relation to the application of core principles (e.g., the Virginia and
Writing
English 1- English 4
Kentucky Resolutions, the Ordinance of Nullification, the Seneca Falls Declaration, the Emancipation Proclamation, Martin Luther King Jr.'s "Letter from a Birmingham Jail"), the eleventh through the twenty-seventh amendments to the Constitution, and critical Supreme Court cases.
USG-3.4 Analyze the organization and responsibilities of local and state governments in the United States federal system, including the role of state constitutions, the limitations on state governments, the typical organization of state governments, the relationship between state and local governments, and the major responsibilities of state governments.
USG-4.1 Evaluate the role of the citizen in the American political process, including civic responsibilities and the interaction between the citizen and government.
USG-4.3 Evaluate the role and function of common avenues utilized by citizens in political participation, including political parties, voting, polls, interest groups, and community service.
USG-4.5 Evaluate the importance of civil rights and civil liberties for citizens in American political culture and the protective role of the national government through the Bill of Rights, the judicial system, and the Fourteenth Amendment.
USG-4.6 Explain how fundamental values, principles, and rights often conflict within the American political system; why these conflicts arise; and how these conflicts are and can be addressed.
Standard 1: Write arguments to support claims with clear reasons and relevant evidence.
Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
Standard 4: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.
Standard 5: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Communication
English 1- English 4
Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one's own views while respecting diverse perspectives.
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Topic:
Prime Areas
Communication and Language
40-60
- Uses talk to organise, sequence and clarify thinking, ideas, feelings and events.
ELG
- They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions.
- They give their attention to what others say and respond appropriately, while engaged in another activity.
- They answer 'how' and 'why' questions about their experiences and in response to stories or events.
- They use past, present and future forms accurately when talking about events that have happened or are to happen in the future.
Exceeding
- Children listen to instructions and follow them accurately, asking for clarification if necessary.
- After listening to stories children can express views about events or characters in the story and answer questions about why things happened.
- They can carry out instructions which contain several parts in a sequence
- They recount experiences and imagine possibilities, often connecting ideas.
- They use a range of vocabulary in imaginative ways to add information, express ideas or to explain or justify actions or events.
Activities
- Role play stories
- Oral storytelling
- Talking tins
- Helicopter stories
- Drama workshop
- Red Riding Hood – Adults role play
Physical Development
40-60
- Uses simple tools to effect changes to materials.
- Handles tools, objects, construction and malleable materials safely and with increasing control.
- Begins to form recognisable letters.
- Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed.
- Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks.
- Shows understanding of how to transport and store
- equipment safely.
- Practices some appropriate safety measures without direct supervision.
ELG
- Children show good control and co-ordination in large and small movements.
- They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
Exceeding
- Children can hop confidently and skip in time to music.
- They hold paper in position and use their preferred hand for writing, using a correct pencil grip.
- They are beginning to be able to write on lines and control letter size.
- Children know about and can make healthy choices in relation to healthy eating and exercise.
- They can dress and undress independently, successfully managing fastening buttons or laces.
Activities
- Sports day activities – link to fairy tale books where possible.
- Dance session with a parent
Personal, Social and Emotional Development 40-60
- Confident to speak to others about own needs, wants, interests and opinions.
- Can describe self in positive terms and talk about abilities.
- Beginning to be able to negotiate and solve problems without aggression, e.g. when someone has taken their toy.
- Explains own knowledge and understanding, and asks appropriate questions of others.
- Takes steps to resolve conflicts with other children, e.g. finding a compromise.
ELG
- They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities.
- Children talk about how they and others show feelings, talk about their own and others' behaviour, and its consequences, and know that some behaviour is unacceptable.
- They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
- Children play co-operatively, taking turns with others.
- They take account of one another's ideas about how to organise their activity.
- They show sensitivity to others' needs and feelings, and form positive relationships with adults and other children.
Exceeding
- They can talk about the things they enjoy, and are good at, and about the things they do not find easy.
- They are resourceful in finding support when they need help or information.
- They can talk about the plans they have made to carry out activities and what they might change if they were to repeat them.
- Children know some ways to manage their feelings and are beginning to use these to maintain control.
- They can listen to each other's suggestions and plan how to achieve an outcome without adult help.
- They know when and how to stand up for themselves appropriately.
- They can stop and think before acting and they can wait for things they want.
- They understand someone else's point of view can be different from theirs.
- They resolve minor disagreements through listening to each other to come up with a fair solution.
Activities
Goldilocks Tuff tray – bowls, broken chairs.
Specific Areas
Literacy 40-60
- Hears and says the initial sound in words.
- Can segment the sounds in simple words
- and blend them together and knows which letters represent some of them.
- Links sounds to letters, naming and sounding the letters of the alphabet.
- Begins to read words and simple sentences.
- Writes own name and other things such as labels, captions.
- Attempts to write short sentences in meaningful contexts.
ELG
- Children read and understand simple sentences.
- They use phonic knowledge to decode regular words and read them aloud accurately.
- They also read some common irregular words.
- They demonstrate understanding when talking with others about what they have read.
- Children use their phonic knowledge to write words in ways which match their spoken sounds.
- They also write some irregular common words.
- They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
Exceeding
- Children can read phonically regular words of more than one syllable as well as many irregular but high frequency words.
- They use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary.
- They can describe the main events in the simple stories they have read.
- Children can spell phonically regular words of more than one syllable as well as many irregular but high frequency words.
- They use key features of narrative in their own writing.
Summer 1
Week 1: Introduction to Fairy tales – The Jolly Postman
Week 2: Settings
Week 3: Characters
Week 4: Problems and solutions
Week 5: Storytelling
Summer 2
Week 1:
In the forest
Week 2:
– Goldilocks, Red Riding Hood, Three Little Pigs
In the forest
– Goldilocks, Red Riding Hood, Three Little Pigs
Week 3:
In the town
- Jack and the beanstalk, The Gingerbread Man,
Elves and the shoemaker
Week 4:
In the town
- Jack and the beanstalk, The Gingerbread Man,
Elves and the shoemaker
Week 5:
In the countryside
The Enormous Turnip.
– Three Billy Goats Gruff, The Ugly Duckling,
Maths – Numbers 40-60
- Counts objects to 10, and beginning to count beyond 10.
- Selects the correct numeral to represent 1 to 5, then 1 to 10 objects.
- Finds the total number of items in two groups by counting all of them.
- Records, using marks that they can interpret and explain.
ELG
- Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number.
- Using quantities and objects, they add and subtract two singledigit numbers and count on or back to find the answer.
- They solve problems, including doubling, halving and sharing.
Exceeding
- Children estimate a number of objects and check quantities by counting up to 20.
- They solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups.
Resources
Tens frame
Numicon
Number beads
Cuisenaire rods
Number line
Flash card numbers
Elves and the Shoemaker –
Pairs, groups of two, doubling.
Jack and the Beanstalk –
Groups of 5 and sharing into equal groups, estimate beans in a jar.
Goldilocks –
Teddy bears picnic, halving and sharing.
Maths - Space, shape and measure 40-60
- Beginning to use mathematical names for 'solid' 3D shapes and mathematical terms to describe shapes.
- Can describe their relative position such as 'behind' or 'next to'.
- Uses everyday language related to time.
- Beginning to use everyday language related to money.
ELG
- Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.
- They recognise, create and describe patterns.
- They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
Exceeding
- Children estimate, measure, weigh, compare, order objects, and talk about properties, position and time.
Activities
Elves and the Shoemaker –Capacity, measuring length.
Jack and the Beanstalk –Height, size
The gingerbread Man –Money – Week 3
Goldilocks –Positional language, weight
Red Riding Hood– Maps, journeys, distance from house to Grandmas
Three little Pigs– Time (morning, noon, night, evening) ordinal language,
money, problem solving.
.
Focus Areas
Expressive Arts and Design 40-60
- Understands that different media can be combined to create new effects.
- Manipulates materials to achieve a planned effect.
- Constructs with a purpose in mind, using a variety of resources.
- Selects tools and techniques needed to shape, assemble and join materials they are using.
- Chooses particular colours to use for a purpose.
ELG
- Children sing songs, make music and dance, and experiment with ways of changing them.
- They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
- Children use what they have learnt about media and materials in original ways, thinking about uses and purposes.
- They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.
Exceeding
- Children develop their own ideas through selecting and using materials and working on processes that interest them.
- Through their explorations, they find out and make decisions about how media and materials can be combined and changed.
- Children talk about the ideas and processes, which have led them to make music, designs, images or products.
- They can talk about features of their own and others work, recognising the differences between them and the strengths of others
Activities
- Pictures of me – Sketch book
- Junk modelling – castles
- Colour mixing – Front cover of a story
- Creating melodies to fairy tales
- Clay – Gingerbread man (design, make, evaluate)
RE
Bible stories – Noah Ark – link to maths problem solving.
RE Wow Day – Judaism
School Value
Service
Giving as well as receiving
Talents
Helping others
Truthfulness -
Being honest
The girl who cried wolf
Understanding the World
40-60
- Looks closely at similarities, differences, patterns and change. ELG
- Children talk about past and present events in their own lives and in the lives of family members.
- They know that other children don't always enjoy the same things, and are sensitive to this.
- They know about similarities and differences between themselves and others, and among families, communities and traditions.
- Children know about similarities and differences in relation to places, objects, materials and living things.
- They talk about the features of their own immediate environment and how environments might vary from one another.
- They make observations of animals and plants and explain why some things occur, and talk about changes.
Exceeding
- Children know the difference between past and present events in their own lives and some reasons why people's lives were different in the past.
- They understand that different people have different beliefs, attitudes, customs and traditions and why it is important to treat them with respect.
- Children know that the environment and living things are influenced by human activity.
- They can describe some actions which people in their own community do that help to maintain the area they live in.
- They know the properties of some materials and can suggest some of the purposes they are used for.
- They are familiar with basic scientific concepts such as floating, sinking, experimentation
- Children find out about and use a range of everyday technology.
Activities
- Trip to Rushmere Country Park – 7 th June 2019
- Trip to Berkhamsted Castle – 2 nd May 2019
- Visit the allotment
Phonics
Continue Phase 3 and begin Phase 4
- Teaching and applying consonant diagraphs and vowel diagraphs.
- Segmenting for writing simple VC, CVC, CVCC, CCVC, CVVC words
- Read high frequency words
- Learn how to spell tricky words
- Reading two syllable words like sunset
- Formation of letters
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Anti-Bullying Policy
Epinay School will not tolerate bullying in any form. We firmly believe that every student should feel safe, secure and valued when attending this school. Therefore bullying is regarded as a very serious matter.
There is no legal definition of bullying. However, it's usually defined as behaviour that is:
- repeated
- intended to hurt someone either physically or emotionally
- often aimed at certain groups, for example because of race, religion or belief, sex or sexual orientation, age, disability, gender reassignment / identity, pregnancy or maternity.
It takes many forms and can include:
- physical assault
- teasing
- making threats
- name calling
- cyberbullying - bullying via mobile phone or online (for example email, social networks and instant messenger)
- prejudice based bullying incidents including HBT
Whatever type of bullying behaviour happens, three factors are usually common:
- It is deliberately hurtful behaviour;
- It is a form of abuse which happens more than once and over a period of time;
- The person being bullied cannot defend themselves.
As part of our Anti Bullying strategy, we actively support and promote the following guidelines and information:
Aims
- To create a climate where bullying and prejudice based incidents are not accepted;
- To enable students to develop / practice appropriate social skills;
- To teach the values which render bullying to be unacceptable;
- To ensure that all school staff, students and parents/carers know how they can both prevent bullying from starting and respond if it happens;
- To empower victims of bullying to seek help and support'
- To help students who bully to change their behaviour;
- To involve every – staff, students, parents / carers and governors in acting against bullying and wherever it occurs.
Objectives:
- Providing students and parents / carers with information and advice;
- Providing staff with relevant training as necessary;
- Discussing bullying issues within the curriculum including LGBT+ issues and forms of discrimination;
- Regularly using assembly time to raise the issue of bullying;
- Displaying anti bullying messages around school;
- Recognising the achievements of all our students and celebrating success publicly;
- Affording students opportunities and responsibility for shaping our school community and practices;
- Regularly reinforcing the importance of the school rules;
- Treating every reported incident of bullying seriously;
- Continually monitoring the incidents of bullying and conducting surveys of students and parents/carers.
Ways of preventing bullying:
We believe that everyone can help to prevent bullying from starting in the first place and can take action if they find out this is happening.
Staff will:
- Ensure victims of bullying are listened to, taken seriously and informed of what action will be taken. Give reassurance that all possible steps will be taken to ensure their safety;
- Act discreetly to ensure that problems are dealt with sympathetically ensuring the victim is not discriminated against;
- Ensure that parents/carers are contacted and kept informed on what action the school decides to take;
- Contact parents/carers of those carrying out the bullying and inform them of the school's actions;
Inform parents/carers of students involved in bullying of possible future action.
What can a student do if they are being bullied?:
Do not retaliate by becoming a physical or verbal bully yourself;
Do not keep it a secret. Talk about it to a staff member, family or friends;
There are many adults in school who want to help – they can help to decide how to handle the situation and take necessary action;
Tell the bully to stop.
Guidelines for parents/carers:
- Parents/carers are reminded of the importance of taking an active interest in their child's school / social life – discussing friendships, the school day, break and lunch times, journeys to school, etc;
- If parents/carers think their child is being bullied or have reason to believe their child is bullying another student, contact the school immediately. School staff will listen to any concerns and where necessary arrange a meeting to discuss.
Anti bullying procedures
Any member of staff who observes or whom a bullying incident is reported to should:
- Listen carefully to the student, give them sufficient opportunity to discuss their concerns, describe what it is, has been happening and treat what they say seriously.
- Reassure the student that they have done the right think and thank them for either reporting the bullying themselves and/or agreeing to discuss the matter. Give them the support by assuring them that school will take appropriate action.
- If it is established that the incident was an one off then it should be dealt with accordingly. A note should be made on the student's diary that they have reported an incident as bullying. If an incident of bullying is prejudice based, staff will report using the school's prejudice document to SLT or MAKW.
- If a pattern of bullying behaviour is established then the member of staff should record the details on an incident sheet and report this information to the safeguarding team.
A senior member of staff will then:
- Interview the bullied student and ask them to talk about their feelings and worries, avoiding direct questions about incidents, though trying to establish all involved.
- Contact parents/carers and inform them of the situation and the intended course of action. This will enable better of their child when they return home and may assist with gathering further information.
- Explain to the bullying student/s how the bullied student/s is feeling without discussing the details of the incidents or allocating blame. The bullied student/s may be present if they wish.
- Clarify with the bullying individual or group that they are responsible and can do something about. The focus is continually upon a solution to the problem rather than apportioning blame.
- Ask the bullying individual or group in turn to identify ways in which they could help the bullied student/s feel happier in school. Approving of suggestions but not seeking promises of exactly how, when and what they are going to do.
- Conclude the meeting by re-emphasising the individual's or group's responsibility to solve the bullying problem.
- Arrange to meet again to review how successful the remedial actions have been.
- After an agreed period of time see all concerns individually to see how things have been going. The objective being is to establish that the bullying has stopped and the bullied student/s is satisfied and feeling better,
- Record the actions of the process and further action should this prove necessary.
- If bullying situations do not improve and bullying behaviours continue then school will consider:
- Involving parents/carers directly and inviting them in for a meeting;
- Devising a behaviour management plan;
- Rearranging class groups or dynamics;
- Referring for counselling/therapy;
- Excluding bullies.
Bullying in the community
We are very aware that bullying is also an issue for many young people outside of school. Students may experience bullying behaviour within their home or communities.
If this matter is reported to us then we regard this equally as serious as bullying occurring in school. We will support where possible.
Date Approved by Governors
June 2021
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Can You Recall?
Dear Reader,
We earnestly hope that you have read this book with a great deal of pleasure and that in the course of your journey you encountered many personalities, places and facts that you found interesting, thought provoking, stimulating or inspiring. Some were, perhaps, unknown or little-known to you previously, as was the case for us. Maybe, you felt pride and awe as you encountered a particular person, place or event.
Above all, we hope that you, like us, have come to a fuller realisation that our place "Grange" is very special indeed, and that a great debt of gratitude is owed to so many over the past years, decades and centuries, who, in a variety of ways, ensured that Grange and its heritage was handed on in good order to succeeding generations.
What follows are 200 questions, presented randomly, based on the book content, intended to moderately test your powers of recall; the correct answer in each case, may be found on the book page indicated aer the question. It is just a little fun really, but if you fail to answer at least thirty questions correctly, you might consider re-reading the book! Good Luck from the Book Committee!
1. When was Grange National School built? (12)
2. In what year was foundation stone laid for the existing Grange Church? (5)
3. For which parish hurling team did Egan Clancy, Senior play? (627)
4. How many cathedrals did Bishop Hogan build in the USA? (125)
5. Who was the great track athlete to hail from Grange? (267)
6. Who was the musician who lived in the New Line and was a postman? (628)
7. Knockfennel is largely limestone, what is the other constituent of Grange Hill? (608)
8. What was the name of Major Ged O'Dwyer's renowned show-jumper? (279
)
9. Which pair won the handball tournament mentioned by John G Clancy? (629)
10. What is an 'orthostat'? (242)
11. What did Maureen Cregan uncover in her garden some decades ago? (168)
12. What are the two holes at the back of an anvil called? (402)
13. Name the Croker responsible for the saying "I doubt it says Croker"? (374)
14. Why had two feet to be taken off the walls of Grange Church? (5)
15. Which side was victorious in the Battle of Holycross in 1942? (540
)
16. In which year and month was Seoirse Clancy, Mayor of Limerick, murdered? (361)
17. How many Dublin marathons did Jackie O'Connell run? (505)
18. Name one of Brendan Madden's hunting dogs? (382)
19. At what speed does Grange Parish on Planet Earth orbit the Sun? (641)
20. What was the other purpose of the wide bench at the Brosnan home? (294)
21. When was Holycross FC founded? (445)
22. Who read the welcome to Count de Salis and wife on behalf of tenantry? (315
)
23. What former pupil of Grange NS became a bishop? (15)
24. Approximately, how deep is Lough Gur? (607)
25. Who was the IRA Officer in Charge at the Grange Ambush? (82)
26. When did the former Shop in Upper Grange close its doors? (149)
27. e old avenue to Caherguillamore House is now called? (63)
28. What drink did the Wall Street Journal visitor to Lough Gur have? (376)
29. Who was the last Croker to live at 'e Grange'? (373)
30. Who was awarded "Personality of the Day" at an athletics event in June 2003? (270)
31. Who was the 'dog slipper' at Sunday coursing in the Grange Corcass? (630)
32. How did Grange Village get its former name of 'Sixmilebridge'? (169
)
33. Where are "e ree Hail Marys" to be found? (169)
34. How far is it from Grange to the Sun? (637)
35. What is the diameter of Grange Stone Circle? (236)
36. Surname of English man who encouraged Ged O'Dwyer's horsemanship? (66)
37. Name one item presented to Grange Church by the PTAA? (258)
38. When was Grange Creamery closed? (357)
39. With what family did Ged O'Dwyer take refuge when wounded in action? (196)
40. How did a man answer a Judge when asked if he was ever cross-examined? (32)
41. How high is Knockfennel? (608)
42. Name the five Volunteers who died at Caherguillamore in December 1920? (208)
43. What did Martin O'Dwyer ask of his mother in a letter from prison? (349)
44. What is the name given to the largest stone in Grange Stone Circle? (236)
45. What was the name of the original well supplying the Group Water Scheme? (413)
46. Who managed two All-Ireland (GAA) winning teams in 2002 and 2004? (214)
47. What Bishop came to Grange Church to celebrate the life of Bishop Hogan? (125)
48. How were wheels banded at the Madden Forge? (404)
49. In what month in 1920 did the Grange Ambush take place? (
81
)
50. On the day that Grange NS closed, for who was it both first and last day? (
21
)
51. How many months old was Austin Cregan when he started national school? (162)
52. For what exactly did "Toastie" O'Connell trade four shot geese? (100)
53. Who won Grange ICA Guild competition for 'the nicest egg cup' in 05/1998 (39)
54. Who was known as the 'Bloody Judge'? (64)
55. Who lived at the home of Tony Clancy before his occupation of it? (441)
56. For what club team did Ned Treacy play club hurling? (621)
57. What did 14-year-old Jerry O'Riordan buy with money won in a fundraiser? (
570
58. Before electricity, how did Moira Dillon's home keep food chilled? (110)
59. Who organised collection of money and gold for Minister Michael Collins? (365)
60. What is the area of Lough Gur? (
607
)
)
61. Why did John Donworth 'out-dance' Michael Flatley? (233)
62. Name three female teachers of former Grange National School? (15)
63. When Grange Creamery closed, who purchased the buildings? (357)
64. In what year did the ESB switch on electricity for the Grange locality? (48)
65. What spectacle did John Hogan (Bishop) see when at school at Holycross? (122)
66. Where did Paddy Carmody and John J Hourigan go aer the pub in urles? (253)
67. In what year did 'e Night of the Big Wind' occur? (632)
68. How long does it take a ray of sunlight to reach Grange? (643
)
69. Where did Volunteers convene prior to setting out to the Grange Ambush? (82)
70. Which Grange man chaired the Bruff-Grange PTAA for some years? (257)
71. To which family did John Joe Hourigan deliver post to five generations? (247)
72. Who was Holycross FC's top raffle/draw ticket seller? (453)
73. What flower species was the favourite in Mike/Kitty O'Brien's garden? (143)
74. Where overseas did a Grange man become stuck in a li for two hours? (509)
75. Who was the priest who attended Mayor Seoirse Clancy as he lay dying? (370)
76. Before the 'New Line' was built, what was the Grange-Bruff road route? (470)
77. Which hedge-school teacher taught John Hogan (Bishop) at Caherguillamore? (120)
78. What happened to Jim Donoghue's horse at the creamery? (171)
79. In what year did Anthony Madden win a Minor All-Ireland hurling medal? (213)
80. When did Grange National School close? (21)
81. Name one 'away competition' won by the Grange Guild ICA? (58)
82. To what USA city did Egan Clancy Senior immigrate? (627)
83. Name of doctor arrested by Crown forces at Caherguillamore House dance? (197)
84. Name two people who worked at Grange Creamery? (357)
85. Did Major Ged O'Dwyer officially attend the Berlin Olympics of 1936? (283)
86. Why did Tony Hourigan stay at home from school on pig killing day? (251)
87. What trio regularly swam the lake from Knockfennel to Ash Point and back? (386)
88. How much gold do scientists believe is contained deep within Planet Earth? (641)
89. In what century/decade was Lough Gur drained to the Camogue River? (297)
90. From where in Ireland did the Bulfin clan come to settle in Grange? (408)
91. Name two famous Irishmen who befriended Mayor Clancy at university? (362)
92. Who participated in "Donncha at Bantry" (RTÉ) in the 1980s? (103)
93. e surname of two brothers who saw action at the Grange Ambush? (81)
94. In what town did Toastie O'Connell pray in the wrong church? (95)
95. From what British prison was Martin O'Dwyer released? (351)
96. Jack Clancy, T O'Connell & Dáithí Ó hÓgáin in Co Minor Final – year? (578)
97. What was the name of Ged O'Dwyer's donkey? (66
)
98. What family name was previously associated with Reardon's Pub? (540)
99. Name one of Tony Barry's greyhounds? (519)
100. Which Count de Salis had the final association with Lough Gur House? (314)
101. Where is the field known as "e Lodge" located? (514)
102. Name trio who absconded from a Silent Retreat to go to the Gaelic Grounds? (99) 103. In what year was the Lough Gur Group Water Scheme turned on? (434) 104. Where can the ancient Holy Water Font found at Cregan's house be seen? (167) 105. What colour is Moira Dillon's cat? ( 111) 106. What did Jim Kirby usually say when he was tired? (108) 107. What did Johnny Brien offer Hazel Ní Ógáin to say the 's..t' word? (580) 108. Why had Patrick O'Neill (Bishop) some notoriety as a horseman? (468) 109. What was remarkable about the daily attire of "Boss Keeffe"? (152) 110. What was the surname of e Earl of Sandwich? (309) 111. Who was last female pupil registered at Grange NS? (221) 112. e species of endangered bird of prey to be found at Bourchier's Castle? (611) 113. How many times did Mike "Barlow" O'Donnell go to Lisdoonvarna? (187) 114. How are the McGuinness family of New York connected with Grange? (495) 115. How did Danny O'Dwyer carry his gear to sports day in Castlecomer? (269) 116. A relative of an old Grange family is in the 'Hall of Fame' at Bruff Garda Station? (503) 117. What was the registration number of Pat O'Dwyer's Anglia? (277) 118. What is encased in the altar at Grange Church? (8) 119. What was the phone number of George Shinnors's veterinary practice? (323) 120. What classification of Irish people were known as "Soupers"? (115) 121. Where did Paddy Bulfin work before he took up psychiatric nursing? (413) 122. Who owned a field known as "Banogue"? (409) 123. Who was the Vicar of Bruff who fed the starving masses? (117) 124. Who was the first baby delivered by the young midwife, Frances? (459) 125. What unusual item did Tom Lynch ask a pupil to bring to school? (414) 126. Who deserted goal-keeping duties to pursue a hare? (411) 127. Who wore the mixed scents Eau de Cologne and Knockainey Calf? (513) 128. Per the 1901 Census who owned the Clancy residence in Lower Grange? (440) 129. e connection between Ardnacrusha and a former hair salon in Bruff? (177) 130. What make and model of tractor did Joe Ahern sell to Holycross FC? (589) 131. Name of Grange woman on Fedamore camogie team? (412) 132. e electricity wire from a transformer to a premises is called? (47) 133. Name one of Toastie O'Connell's two dogs? (96) 134. In what century/decade was Lough Gur House built? (298) 135. Aer 'e Big Wind', what deaths were reported at Caherguillamore? (635) 136. What was a lady's bourdaloue used for? (262) 137. When was the Grange ICA Guild established? (58) 138. What did the Grange Ambushers use to block the Main Road? (82)
139. Name former Holycross FC player who now plays in a Spanish League? (455)
140. How many marathons did Canon Browne run? (77)
141. Where did Sheila Fitzgerald teach before coming to Grange NS? (57)
142. How heavy was the pike caught by David Sheahan in Lough Gur? (615)
143. Who blew the first whistle at Rugby World Cup 2011? (54)
144. Trick question: What is your name? You have just five seconds! (295)
145. How many 'tanners' were in an old pound sterling? (385)
146. Who wrote "Glenanaar"? (64
)
147. How many people died as a result of the Great Famine? (114)
148. Name one of Mick O'Dwyer's greyhounds? (273)
149. What was Davy Hogan's occupation at the Galloway Estate? (579)
150. What is the dominant fish species in Lough Gur? (615)
151. Who was Mayor Clancy's housekeeper? (367)
152. Why did Maureen O'Carroll pass her house twice? (110)
153. What 'magic' did Holycross FC Manager, T O'Connell keep in his bag? (454)
154. Why did Annie O'Keeffe keep a 'wattle'? (156)
155. Who had a passion for VW Beetles? (271)
156. Where in Grange would you find a bone fragment of a saint? (302)
157. Who was an early mistress of John Montagu? (310)
158. Name one celebrity met by a touring Grange ICA party? (60)
159. Who was 'Dublin' John? (500)
160. Who gave Mike Barry a li home on a Honda? (625)
161. Precisely, where is the 'Money Hole'? (534)
162. Who was Beveridge? (285)
163. To what parish in the USA was Fr John Donworth first appointed? (428)
164. Name of song that Joe Ahern liked to sing? (588)
165. With whom did Jerry O'Riordan 'dig out' foxes and badgers? (573)
166. e profession of Patrick Purcell of e Square, Bruff? (496)
167. Who were "Strawmen"? (341)
168. Why was Tommy O'Connell so shaken up at Drombanna? (460)
169. Why did Nigel Baring leave Rockbarton? (67
)
170. In the erection of electricity poles/cables, what's a "dead man" for? (47)
171. In his 1988 folklore story what did Danny O'Riordan encounter? (336)
172. In days well gone, why would I pretend your garden was mine? (340)
173. Who would you ask for world-class advice on the art of barbecuing? (300)
174. How high did Mike Barlow O'Donnell jump to win at a sports event? (189)
175. In olden days, a snug in a pub could have a special purpose? (340)
176. Where precisely was Jerry O'Riordan born and reared? (569)
177. What species of bird is Pochard? (612)
178. e Bruff front-row forward recalled by Mike – O'Donnell? (187)
179. What delicacy was favoured by Sr Labore Sheahan? (263)
180. Where was Mass said while the present Grange Church was being built? (5)
181. What was unique about Tim O'Donnell's home in Rahin? (494)
182. Michael Weekes – selector for county senior team for how many years? (213)
183. What was Austin Cregan's golf handicap in his prime? (173)
184. How did a Lough Gur dairy farmer test poteen for impurities? (378)
185. Name a pub in Bruff mentioned in the "e Fair at Bruff"? (398
)
186. Number of All-Ireland titles held by Éire Óg dancing club? (103)
187. How did Maddens acquire the Lower Grange forge? (403)
188. Why Holycross FC was stripped of its Desmond League Shield honours? (448)
189. What colour was Seamus Byrne's Lamborghini? (619)
190. What transport did George Shinnors VS initially use in his rounds? (323)
191. Which two sporting clubs were most important to omas Conway? (23)
192. In what sport was Anthony Bourke a noted anchor man? (321)
193. What colour did Patrick O'Neill (Bishop) paint his hurley? (466)
194. Why did Austin Cregan need a spirit-level in a Travelling Creamery? (356)
195. How did Tom Casey oen take a li home from school in summertime? (599)
196. Who sang "Sinbad the Sailor" and "e Egg" at Grange NS party? (19)
197. Identity of 'beggar' oen seen by Egan Clancy outside a church in Dublin? (444)
198. What is any one of these: "Muezzin" "Humus" "Laban"? (343)
199. What local sporting event did John Bourke celebrate in a poem? (603)
200. Who won a BBC Radio competition for singing in 1952? (413)
So, you didn't manage to answer thirty questions correctly! You are short one or two! Well, here are ten bonus questions to help you avoid embarrassment. Good luck!
1. What was the surname of "Mammy Jug"? (497)
2. Who were the young cowboys and Indians in Camass? (296
)
3. Where did omas Bulfin park his horse & trap while at Mass in Grange? (190)
4. What was the Spillane family connection with Grange? (499)
5. How many games did George Clancy referee in RWC 2015 Pools stage? (56)
6. What is reputed to be buried at an old entrance to Caherguillamore House? (65)
7. Who is the international soccer referee who came from Meanus? (456)
8. Name a Grange man who chaired the Group Water Scheme? (433)
9. Name two GAA Clubs who wanted Jerry O'Riordan to play for them? (575)
10. What colour is/was your hair? (Have you an old photo!)
RECORD your first-time score for POSTERITY! Truthfully now!
Name: Score: Date:
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Section 3: Response
Section 3.3 - Medical Emergencies
"Medical emergencies" are those possible life-threatening situations arising from health conditions as well as unintentional and intentional injuries. Examples include cardiac arrest, serious illness or condition, seizures, playground accidents and serious athletic injuries that require emergency medical treatment. School administrators and local emergency medical personnel typically have primary responsibilities in responding to medical emergencies. For a full list of what to do when a medical emergency occurs, contact the school Secretary.
3.3.A Student Out of Control
If a student is on the verge of becoming out of control, a paraprofessional or teacher will step in and use their best judgement to mitigate the situation. It is our goal not to remove the child from the classroom unless it is absolutely necessary.
If the situation escalates and the student becomes a danger to other students, staff or himself, the Principal or other members of the administration will intervene and attempt to have the student willing remove themselves from the room. If the student is unwilling to remove themselves from the classroom, the rest of the class will relocate to another room in the building (i.e. the library or book room) and continue their lesson. The paraprofessional and/or Principal will remain with the student and work with them on ways to alleviate the crisis.
Once the child is prepared to walk to the office, they will be monitored by the Principal or another member of the Behavioral Intervention Team until they are deemed ready to rejoin their class. In the event that a student's behavior only escalates, law enforcement may be called.
If a student is considered out of control more than once in a calendar month, staff members who work directly with the student will meet with parents and evaluate or create a behavior plan.
3.3.B Seizures
Seizures can be common with people who have preexisting medical conditions such as epilepsy, but can also happen unexpectedly for a multitude of reasons. Below is a list of symptoms to look for:
1. Muscles may become rigid or make convulsive movements.
2. Purposeless activity such as lip smacking with impaired consciousness.
3. Eyes may roll back or off to the side.
4. Non-responsive to verbal cues.
If a student or staff member is experiencing any of these symptoms, please use the following instructions.
1. Call the main office or Principal immediately.
2. Ease the person to the floor.
3. Note the time the seizure begins and ends.
4. Protect the person from injury.
5. Place something under their head.
6. Clear the area of hard, sharp objects.
7. Do NOT leave the person alone.
8. Do NOT try to restrain the person.
9. Do NOT place anything in the person's mouth.
3.3.C Asthma/Reactive Airway
Asthma is a respiratory condition marked by spasms in the bronchi of the lungs, causing difficulty in breathing. It usually results from an allergic reaction or other forms of hypersensitivity. Symptoms include, but are not limited to:
1. Difficulty breathing.
2. Wheezing/coughing.
3. Difficulty talking and walking.
4. Nose opens wide to breathe.
5. Bluish color around the lips.
If a student or staff member is experiencing any of these symptoms, please use the following instructions.
1. Call or accompany the person to the main office immediately.
2. Calm and reassure the person.
3. Help the person to a sitting position.
4. Encourage slow breathing in through the nose and out through pursed lips.
5. May offer sips of water.
6. Do NOT leave the person alone.
3.3.D Diabetes
Diabetes is a metabolic disease in which the body's inability to produce any or enough insulin causes elevated levels of glucose in the blood. Diabetes may cause low blood sugar which can have adverse effects on a person. Symptoms of low blood sugar include shakiness, hunger, irritability, sweating, fatigue, behavior changes, incoherency, combativeness, and disorientation.
If a student or staff member is experiencing any of these symptoms, please use the following instructions.
1. Generally, the person needs to eat something when having low blood sugar.
2. Call or accompany the person to the main office immediately.
3. If it is a student and they have an Individual Health Care/Emergency Plan, please follow it.
4. Do NOT leave the person alone.
3.3.E Allergies
An allergy is a damaging immune response by the body to a substance, especially pollen, fur, a particular food, or dust, to which it has become hypersensitive. Allergic reactions can be range from acute to fatal and the severity of the symptoms can change quickly and potentially progress to a life=threatening situation. Symptoms to look for include:
1. Itching and swelling of the lips, tongue and/or mouth.
2. Itching and/or a sense of tightness in the throat, hoarseness or a hacking cough.
3. Hives, itchy rash, and/or swelling.
4. Nausea, abdominal cramps, vomiting and/or diarrhea.
5. Shortness of breath and/or wheezing.
6. Weak pulse or passing out.
If a student or staff member is experiencing any of these symptoms, please use the following instructions.
1. Call or accompany the person to the main office immediately.
2. If it is a student and they have an Individual Health Care/Emergency Plan, please follow it.
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THE COMIC BOOK MOUSE THE MOUSE WHO EXITS THE COMIC BOOK (T1)
In focus:
* Social skills (D5)
Task1: What does the landscape look like?
S10 T1 D5 L1 P3
Idea Bazaar – some ideas:
Students create elements of the landscape. Discuss the differences between real and comic landscapes.
Every solution is good!
Any kind of tool and material can be used! You can use the ideas and the list of materials from the Idea Bazaar, use your own ideas or just let the children to solve the problem using their creativity.
Task2: What does a mouse look like?
Students create a mouse with movable mouth and limbs.
Every solution is good!
Any kind of tool and material can be used! You can use the ideas and the list of materials from the Idea Bazaar, use your own ideas or just let the children to solve the problem using their creativity.
* Building environment out of ArTeC Blocks
* Building environment out of recycled materials
* Drawing
* Creating computer graphics
For details of the different solutions, see the Idea sheets!
Developmental fields: In focus:
In addition:
* Spatial orientation
* Fine motor skills
* Creativity
* Attention concentration
* Subject concentration – Natural Sciences
* Talent development
Idea Bazaar – some ideas:
* Building a mouse out of ArTeC Blocks
* Cutting and binding a cardboard mouse
* Drawing series
* Animation editor
For details of the different solutions, see the Idea sheets!
Developmental fields:
In addition:
In focus:
* Fine motor skills
* Spatial orientation
* Creativity
How to manage output:
Hang the pictures on the wall, on a big poster, and ask the children to arrange them according to a rule they decide.
Store the objects in a wardrobe, to protect them from falls. Attach a label with the name of the group!
* Attention concentration
* Subject concentration – Drawing, IT
* Talent development
THE COMIC BOOK MOUSE THE MOUSE WHO EXITS THE COMIC BOOK (T1)
In focus:
* Social skills (D5)
Task3: How can you communicate with someone who does not understand you?
S10 T1 D5 L1 P4
Idea Bazaar – some ideas:
Students talk about communication and languages.
Have you ever been laughed at?Have you ever been bulled?
Students talk about their experience of being bullied or laughed at, of the circumstances, reactions, solutions, and feelings.
They dramatize and act out the given situation.
You can use the Act it out! cards from the Idea Bazaar.
Task4: How would you communicate in a country where you don't know the language?
Students collect what they would need in a foreign country.
They create their own sign language for these needs.
Every solution is good!
Any kind of tool and material can be used! You can use the ideas and list of materials from the Idea Bazaar, come up with your own ideas or just let the children be creative.
For details of the different solutions, see the Idea sheets!
Cut out the situation cards!
Choose the focus that you want the children to deal with! Give them the appropriate situation card!
Help them to build the situation if needed!
Developmental fields:
In focus:
* Social skills
* Inclusion strategies
* Communication strategies
* Empathy
* Text comprehension
Idea Bazaar – some ideas:
* Brainstorming about needs in a new environment
* Collecting types of sign languages
* Making the props
For details of the different solutions, see the Idea sheets!
Developmental fields:
In focus:
* All skills
* Life skills
* Algorithmic thinking
* Attention
* Creativity
How to manage output:
Take a video/audio record of the dramatized situation!
In addition:
* Subject concentration – Arts, IT
* Talent development
In addition:
* Life skills
THE COMIC BOOK MOUSE THE MOUSE WHO EXITS THE COMIC BOOK (T1)
A comic book mouse, tired of living between the pages of a comic book and eager to change the taste of meat with that of cheese, took a big leap and found himself in the world of flesh-and-blood mice.
"What did you say?" whispered the other mice, startled by that strange word.
"Squash!" he immediately exclaimed, smelling a cat.
"Sploom, bang, gulp!" said the mouse, who spoke only comic book language. "It must be Turkish,"
mouse, observed
an old
bastard serving
who had
been
Mediterranean in
the retired.
before he
address him in Turkish.
And he
tried to
The mouse looked at him
"Ziip, fiish, bronk."
in wonder
and said,
"No, It is not Turkish," the navigator concluded. "Then what is it?"
So they called him Vattelapesca and kept him a bit like the village idiot.
"Vattelapesca."
"Vattelapesca," they asked him, "do you like parmesan or gruyere better?"
"Good night," laughed the others.
"Spliiit, grong, ziziziir," replied the cartoon mouse.
The little ones, then, would pull his tail on purpose to hear him protest in that funny way, "Zoong, splash, squarr!"
S10 T1 D5 L2 P3
Suggestions
* Discuss how movements are made. Make some movements together and the children should perceive the phases of their own movements
* Discuss why the mouses couldn's understand each other. What are the basics of communication?
* Build a simple figure of a mouse with movable legs, arms or mouth from ArTeC Blocks
In focus:
*
Social skills (D5)
Goals of the lesson:
* text comprehension
* problem solving
* decision making
* organizing group work
Main features and interactions of the characters
Character Features Interactions
Mouse Walks,
stops, interacts
Talk to each other
The navigator
Walks,
stops, interacts
Other mice Walks,
interacts
Talk to Vattelapesca
How to use the character card:
Each student fills in their own Character card:
* writes the name of the character
* their features, movements, reactions, etc.
* thinks over the phases, tools and materials of the robot's building
* collects the elements of the environment, other accessories, things to be built
Students can use more pieces of each part of the Character card if needed!
Mouse Navigator Mice
Walk Stop interact
Book Outdoor places
The main actions of the story Media files needed Divide the text segment into pieces Make a list about things needed
Walk Stop interact
Book Outdoor places
The main actions of the story Media files needed Divide the text segment into pieces Make a list about things needed
Suggested materials
* ArTeC Blocks (at least the 112 pcs set) and ArTeC robotics set (2 Studuino motherboards, 6 Touch Sensors, 2 Buzzer, 3 IR Photoreflectors, 1 Accelerometer, 2 servo motors, 2 DC motors)
* Mindmap or Chart draft, Storyline
* Character cards and Robotic task card template
* Pencil
* Video of hedgehog movements
How to fill in the Robotic card?
THE COMIC BOOK MOUSE THE MOUSE WHO EXITS THE COMIC BOOK (T1)
In focus:
* Social skills (D5)
Goals of the lesson:
* text comprehension
* problem solving
* decision making
* expressing movement
Suggestions Walking
* Discuss how movements are made
* Make some movements together to imitate a mouse
Choose the robot's „activity" and its programming complexity according to the Character task card, the developmental aim and the programming level that fits the child's skills. More Robotic cards can be filled in if needed (for clarification or for differentiation).
* Show movable anatomical models to the children
* Build a simple figure with movable legs, arms or mouth from ArTeC Blocks
* Speaking
* Imitate the movements of moving the mouth so that it seems real.
* Collect ideas about how speaking can be represented by robot parts.
• Programming DC motor (2.a, 2.b)
• Programming servo motor
• Moving elements mounted on a servo motor to a given angle (3.a)
• Programming waving movement (3.b)
• Testing and programming Touch sensor
• Starting and stopping DC motors by pressing the same or different buttons or Touch Sensors (4.b, 4.c)
• Using Buzzer (6.a)
• Testing IR photoreflector (7.a)
• Avoiding obstacles, (7.c,d)
• Moving forward until the black line is found (7.e)
S10 T1 D5 L3-4 P4
A Comic Mouse is a moving device, or programmed robot. The other characters can be moved with axes.
THE COMIC BOOK MOUSE THE MOUSE WHO EXITS THE COMIC BOOK (T1)
Ideas for robots on different programming levels
The Comic Mouse forwards to the Navigator Mouse.
The Navigator Mouse is also approaching and sniffs the cheese. They try to make conversation.
The Comic Mouse moves in a maze. The Sailor Mouse is controlled by an accelerometer and a Touch sensor.
The Comic Mouse moves randomly, the Navigator Mouse controlled by remote control.
PROG1
PROG2
The mouse who exits the comic book
P1 Puppeteering
a.) Build the Comic Mouse
* The DC motor is driven directly from the batteries
* Comic Mouse rolls up to the Sailor Mouse and the little mice.
b.) Comic Mouse mounted on robot carriage
* Its program starts automatically on switch-on and rolls forward for 5 seconds to the Navigator Mouse and the group of little mice.
P2 Comic Mouse and Navigator Mouse talking
* Build the Comic Mouse as in P1 b).
* 2 Touch sensors and 1 Buzzer are attached
* When one Touch sensor is pressed, it starts and when the other Touch sensor is pressed, it stops and the Buzzer mounted on it sounds in a high-pitched tone.
* Build the Navigator Mouse Robot.
* 1 Touch sensor, 1 servo motor and 1 Buzzer are connected.
* Its program starts automatically when the robot is switched on.
* The robot moves forward, stops when the Touch sensor is pressed and the servo motor lifts its head, while the Buzzer emits a low-pitched sound.
P3 Comic Mouse and Sailor Mouse meet
* Build the Comic Mouse, as in P2, 1 IR photoreflector is connected.
* The Comic Mouse moves forward with random changes of direction.
* When the IR photoreflector detects the Navigator Mouse, it stops and the Buzzer sounds a high-pitched tone.
* Build the Sailor Mouse robot, as in P2, we connect a 5button remote control console to it.
* The Navigator Mouse can be controlled with 4 Touch sensors, so we guide it in front of the Comic Mouse.
* By pressing the 5th button, the servo motor in the neck of the Navigator Mouse moves the robot's head up and down, and the Buzzer sounds a deep tone.
PROG3
S10 T1 D5 L3-4 P5
PROG4
P4 Comic Mouse looking for the way
* Build the Comic Mouse, as in P2, we connect 3 IR Photoreflectors, 1 Buzzer and 1 Touch sensor, mount a servo motor in its neck.
* The Comic Mouse detects and avoids obstacles by means of 1-1 IR Photoreflectors placed on the sides of the mouse.
* When the 3rd IR Photoreflector, mounted in front, detects an obstacle, it stops.
* When the Touch sensor is pressed, a servo motor built into the neck moves the head left and right and turns the Buzzer on with a high-pitched sound.
* Build the Navigator Mouse robot, as in P2, an Accelerometer and 1 Touch sensor are attached.
* The Navigator Mouse can be controlled with an accelerometer, so you can guide it to the Comic Book Mouse and press its push button.
* When you press the push button on the Navigator Mouse, the servo motor mounted in its neck moves its head up and down and the Buzzer sounds a low tone. | <urn:uuid:6307f970-047d-48ff-a766-a2e1df1e84a5> | CC-MAIN-2023-06 | https://www.riderobotics.eu/wp-content/uploads/2022/11/S10_T1_D5.pdf | 2023-02-03T06:22:20+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00020.warc.gz | 976,111,103 | 2,551 | eng_Latn | eng_Latn | 0.993162 | eng_Latn | 0.996685 | [
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The Compass Award Frequently Asked Questions
Award Requirements
Q. Can I start the Award before I am 10 years old?
A. No. Students must be 10 years of age to be included in the insurance cover.
Q. I am in Year 7 and I wish to commence the Award. Do I have to work through Levels 1 and 2 before I start Level 3?
A. No. You can go straight into Level 3, although you can do levels 1 and 2 if you have time.
Q. Is there a special starting date?
A. No. You can commence the Award at any date, but obviously, if you wish to complete a level within the school year, the sooner you start, the better.
Q. When do I have to finish?
A. You should aim to complete Level 4 by your 14th birthday.
Q. Can I do two levels at the one time?
A. No. You must complete one level at a time. Generally you should aim to complete one level each year, so that by the time you are 14, you are old enough to start your Duke of Edinburgh's Award Bronze level.
Q. Does the time I've spent on Level 3 count towards the time I will have to spend on activities in Level 4?
A. No. Each level is separate.
Q. I've lost my book. What should I do about getting a new one?
A. Contact the Award office, so that a replacement can be sent to you. There is a fee for replacement books.
Sections of the Award - General
A. The aim of the Award is to challenge you and to extend your skills and build confidence. You will need to go outside your day to day 'comfort zone'. Therefore whilst you may use a school activity you should demonstrate that you have done something extra in your own time.
Q. Can I complete activities I choose in class or during school time?
Q. Do the activities have to be done via a club or outside school organisation?
A. No, you can join a team or do it on your own, concentrate on something you're already doing or try something completely different - it's up to you.
Q. Can I do the same activities from for each Level of the Award?
A. You can stay with the same activity, but you should be setting harder goals and work on improving and building on skills. However, the spirit of the Award is to try new things and seek new challenges and you should always look on each new level as an opportunity to commence something new.
Leaders in youth development
T: (03) 8412 9333 | www.awardsvic.org.au | E: email@example.com | facebook.com/Dukeofedvictoria
Sections of the Award - General (continued)
Q. Can I change the activity half way through a level?
A. You are encouraged to stick at something as long as possible. However, if the activity is proving too difficult, you may change. We want you to have fun, but before you change, discuss the matter with your teacher and parents. There may be a way of modifying the first activity so that you can complete the requirements.
Q. Can I count one activity for different parts of the Award?
A. Yes, but only if you set different goals within that activity, placing a different emphasis on each section so you don't double count any time you spend on the activity. However, you are strongly urged to try something new, which offers different challenges.
Q. How do I tell if my activity is counted as Volunteering rather than a Hobby/Skill?
A. The important element of Volunteering, is that you are helping someone else. The Hobbies/Skill section is for you to improve something for yourself.
Q. How do I tell if my activity is counted as Physical Activity or a Hobby/Skill?
A. Physical Activity should increase your heart rate or physical strength, whereas a Skill increases your knowledge and understanding. It is a more passive activity.
Sections of the Award - Specific
A. The performance of dance is Physical Recreation, as you are becoming fitter through your involvement and increasing your heart rate. To be included as a Skill your efforts would need to be more passive; you could concentrate on the theory or history of ballet or choreography.
Q. Is ballet (or any type of dancing) counted as a Hobby/Skill or Physical Activity?
Q. Is yoga a Hobby/Skill or Physical Activity?
A. Becuase you are increasing your heart rate and becoming fitter it counts as a Physical Activity. However, as for ballet, if you study the history behind yoga it would then be a Skill.
Q. Can I volunteer at a friends shop and count it towards my Volunteering or Hobbies/Skill Section?
A. No, it can't be counted for either section because it is benefitting the business and not the community.
Q. Can I count umpiring as Volunteering?
A. Yes, as long as you are not being paid for doing it.
Q. Can I count umpiring as Physical Activity?
A. Yes, if the purpose of doing it is to increase your fitness level and it is done without payment.
Q. Is learning to handball or kick a football Physical Activity or Hobby/Skill?
A. Even though you are learning a new skill it is still a Physical Activity, because you are getting active and increasing your heart rate.
Q. Can I count the LOTE subject I am learning at school as my Hobby?
A. Yes, but you would need to go beyond the classroom and homework activities set by your teacher and do extra activities in your own time.
Leaders in youth development
T: (03) 8412 9333 | www.awardsvic.org.au | E: firstname.lastname@example.org | facebook.com/DukeofedVictoria
Assessors
A. It should be someone over the age of 18 who has special knowledge or experience of your activity and can report on your progress.
Q. Who can be my Assessor?
Q. Can my parents or brother/sister be my Assessors?
A. It is recommended that you go beyond your family whenever possible. However, for some activities your parents may be the only choice because they have been with you as an escort on an excursion or walk.
Q. Can my peers be my Assessors?
A. No, but they may be involved with your instruction.
Exploration (specific to Level 4 - 2 days & 1 night expedition)
A. Yes, provided that you take on a major role in leading and organising the activity and that your parents have a suitable level of experience.
Q. Can I count camping with my family?
Q. Can I stay in a caravan park or youth hostel?
A. Yes, however it is recommended that you experience living in a tent.
Q. Do school camps count?
A. Yes they can, provided they meet the Award requirements and you play a significant part in the planning, training and preparation. A school camp, where you stay in huts and eat meals prepared for you, would not qualify.
Q. Is traveling from school to the camp destination counted in the time requirement?
A. No. The activity commences when you start walking with your pack, get into a kayak or hop on a bike.
Q. Who is in charge of the expedition?
A. The exploration must be supervised by an adult who accepts responsibility of the group while on the exploration. The Award office expects that the leader or instructor properly prepares you for the expedition by providing training beforehand. If there is concern about safety, the adult has the right to call off the trip until conditions or circumstances improve. On the trip you and your peers may decide to elect a Participant leader, who can help make decisions like where to set up tents & when to eat. If your parents are not accompanying you, you will need to get parent permission forms signed.
Q. What do I need to do for my report/reflection?
A. You need to write brief details about the purpose and results of the trip in your Record Book. You may also choose or be asked to provide an additional report/reflection such as a written or oral report or you may chose to draw pictures or take photos. Remember that your trip should not just be a journey, but a specific mission to learn something new about a location, the history or geography.
Changing schools
A. You can continue to complete the requirements of The Compass Award at another school which is operating the program. If you change schools, please ask your Coordinator to contact Awards Victoria so that your records can be amended. It may also be possible to complete The Award as an Independent Participant. You are always welcome to seek advice from Awards Victoria.
Leaders in youth development
T: (03) 8412 9333 | www.awardsvic.org.au | E: email@example.com | facebook.com/AwardsVictoria
Q. What should I do if I change schools?
........................................
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The Muscular System Anatomy And Physiology Coloring Workbook Answers
Reinforce your understanding of musculoskeletal anatomy with fun, hands-on review and practice! Ideal for independent anatomy review or as a companion to Muscolino's The Muscular System Manual: The Skeletal Muscles of the Human Body, this unique study tool provides more detailed coverage of musculoskeletal anatomy than any other coloring book available and helps you develop the working knowledge of muscles you'll need for successful manual therapy practice. A unique focus on musculoskeletal anatomy reinforces concepts specific to manual therapy to help you study more efficiently. More than 650 high-quality, anatomically detailed illustrations enable easier, more effective review. Accurate, streamlined coverage of musculoskeletal information simplifies your review process and emphasizes concepts essential to manual therapy. A clean, consistent 2-page layout clearly illustrates the relationship between muscles and surrounding muscle groups. Fill-in-the-blank self-study exercises with accompanying answer keys help you prepare for exams. Did You Know? feature in every muscle spread provides additional details to strengthen your understanding of musculoskeletal structures and functions. Short-answer review questions for each body region test your knowledge and help you learn to interpret anatomic information. A companion Evolve Resources website enhances your review experience through interactive study tools including downloadable audio pronunciations of muscle names, crossword puzzles, Name That Muscle review exercises, drag-and-drop labeling activities, and supplementary information on musculoskeletal topics such as innervation, arterial supply, and mnemonics for remembering muscle names.
Designed specifically for manual therapy students, this unique anatomy coloring book concentrates on musculoskeletal anatomy to help students better understand this important information. Other body systems are also covered, providing students with a complete review of anatomy. Providing more detailed coverage of the musculoskeletal system than other coloring books available, it is ideal for use as a primary study tool for reviewing anatomy . The Muscular System Manual. Chart Includes Detailed Diagrams of: muscular system deep muscles - front deep muscles - lateral deep muscles - rear muscles of the head arm leg hand foot The Musculoskeletal Anatomy Coloring Book Features: A unique focus on musculoskeletal anatomy reinforces concepts specific to manual therapy to help you study more efficiently. 100 Unique Pages.Glossy Paper. Pages.8.5 by 11-inch. anatomically detailed illustrations enable easier, more effective review. Accurate, streamlined coverage of musculoskeletal information simplifies your review process and emphasizes concepts essential to manual therapy. A clean, consistent 2-page layout clearly illustrates the relationship between muscles and surrounding muscle groups. Fill-in-the-blank self-study exercises with accompanying answer keys help you prepare for exams. Did You Know? feature in every muscle spread provides additional details to strengthen your understanding of musculoskeletal structures and functions. Short-answer review questions for each body region test your knowledge and help you learn to interpret anatomic information. Coverage of musculoskeletal information is not only accurate, but also streamlined for manual therapy students so unnecessary information is eliminated. A studentfriendly layout is clean and uncluttered ? consisting of a 2-page layout for each muscle/muscle
Don't move a muscle--read all about them! Did you know that... Without muscles you couldn't blink--or even breathe! Nearly 700 muscles control your life. Big or small, a muscle is made up of just one cell. Exercise doesn't give you more muscles, but it strengthens the ones you have. Discover how muscles make us move--and see what it really looks like under your skin. Describes the various parts of the muscular system, and discusses exercise, the effects of diet on the muscles, muscular diseases, and related topics.
group ? to help students learn about aspects of the individual muscle and then look immediately at how it corresponds to the entire surrounding group of muscles. Thank You. This is a Pageburst digital textbook; the product description may vary from the print textbook. The Muscular System Manual by Dr. Joseph E. Muscolino makes the study of musculoskeletal anatomy easier and more engaging with a highly visual approach! This innovative, vibrantly illustrated atlas details the muscles and bones of the human body with unrivaled clarity and helps you build the strong anatomic understanding needed for success in practice. A full-color, student-friendly design with special icons that direct you to the CD and Evolve site, and checkboxes that help you to keep track of what you need to learn and what you have mastered. Notes on Functions section explains each muscle's mover, antagonist, and stabilization functions to help you learn and retain content instead of just memorizing it. Palpation boxes include numbered steps instructing how to palpate each muscle so you can apply this assessment skill in practice. Expert author, Dr. Joseph E. Muscolino, shares his 24 years of experience as an educator to make this the most complete resource on musculoskeletal anatomy available. Evolve Resources include: Audio files for muscle name, attachment, and action review Terminology crossword puzzles Name That Muscle review exercises Drag 'n' Drop labeling activities Additional appendices supplementing The Muscular System Manual Review questions NEW & UNIQUE! Full-color anatomic illustrations drawn onto photos of the human body present muscles and bones in physical context to help students confidently identify musculoskeletal structures. NEW & UNIQUE! A bound-in companion CD-ROM enables students to examine muscles and bones layer-by-layer through an interactive review of the muscles in each body region. NEW & UNIQUE! Downloadable audio files on the companion Evolve website familiarize students with each muscle's name, attachments, and major actions, allowing for study anywhere. Content organized by functional group mirrors the way this material is most often taught, making this book more user friendly for the classroom. Expanded coverage of muscles, including new content on eccentric and stabilization functions, myofascial meridians, pelvic floor muscles, and more make this the most complete musculoskeletal reference available.
"With more than 700 illustrations and a new full-color design, this manual presents all of the body's muscles in an easy-to-understand format. Its molecular approach lets you choose the level of depth you need - from simply the basics to the most advanced level." - back cover. A clear, simple guide for students of anatomy as well as an excellent resource for athletes, massage therapists, and anyone interested in the workings of the human body, this userfriendly book is organized around six muscle groups. They include muscles of the face head, and neck; the trunk; the shoulder and upper arm; the forearm and hand; the hip and thigh; and the leg and foot. Each of the groups is given a distinctive color to make it easy to identify, and each muscle is shown in its relationship to the skeleton. Each gets a complete profile, including origin/insertion, action of the muscle, which nerve controls it, movements that use it, and exercises and stretches that strengthen it. The Concise Book of Muscles shows students exactly how to locate and identify specific muscles, highlighting those that are heavily used and therefore subject to injury in a variety of sports and activities. This expanded edition of a leading anatomy reference book includes 20 muscles not previously covered, adding greater depth to the original edition while remaining accessible and affordable.
28" x 22" Quick Study laminated quick reference guide poster.
The aim of this treatise is to summarize the current understanding of the mechanisms for blood flow control to skeletal muscle under resting conditions, how perfusion is elevated (exercise hyperemia) to meet the increased demand for oxygen and other substrates during exercise, mechanisms underlying the beneficial effects of regular physical activity on cardiovascular health, the regulation of transcapillary fluid filtration and protein flux across the microvascular exchange vessels, and the role of changes in the skeletal muscle circulation in pathologic
states. Skeletal muscle is unique among organs in that its blood flow can change over a more than 20-fold on average during intense exercise, while perfusion of certain individual white muscles or portions of those muscles can increase by as much as 80-fold. This is compared to maximal increases of 4- to 6-fold in the coronary circulation during exercise. These increases in muscle perfusion are required to meet the enormous demands for oxygen and nutrients by the active muscles. Because of its large mass and the fact that skeletal muscles receive 25% of the cardiac output at rest, sympathetically mediated vasoconstriction in vessels supplying this tissue allows central hemodynamic variables (e.g., blood pressure) to be spared during stresses such as hypovolemic shock. Sympathetic vasoconstriction in skeletal muscle in such pathologic conditions also effectively shunts blood flow away from muscles to tissues that are more sensitive to reductions in their blood supply that might otherwise occur. Again, because of its large mass and percentage of cardiac output directed to skeletal muscle, alterations in blood vessel structure and function with chronic disease (e.g., hypertension) contribute significantly to the pathology of such disorders. Alterations in skeletal muscle vascular resistance and/or in the exchange properties of this vascular bed also modify transcapillary fluid filtration and solute movement across the microvascular barrier to influence muscle function and contribute to disease pathology. Finally, it is clear that exercise training induces an adaptive transformation to a protected phenotype in the vasculature supplying skeletal muscle and other tissues to promote overall cardiovascular health. Table of Contents: Introduction / Anatomy of Skeletal Muscle and Its Vascular Supply / Regulation of Vascular Tone in Skeletal Muscle / Exercise Hyperemia and Regulation of Tissue Oxygenation During Muscular Activity / Microvascular Fluid and Solute Exchange in Skeletal Muscle / Skeletal Muscle Circulation in Aging and Disease States: Protective Effects of Exercise / References Joe Muscolino's The Muscular System Manual: The Skeletal Muscles of the Human Body, 4th Edition is an atlas of the muscles of the human body. This approachable, yet detailed, musculoskeletal anatomy manual provides both beginner and advanced students with a thorough understanding of skeletal muscles in a compartmentalized, customizable layout. Each muscle spread shows the individual muscle drawn over a photo of the human body, with an arrow to indicate the line of pull of the muscle, and explains: the muscle name, the origin of that name, Greek and Latin derivations, pronunciation, attachments, actions, eccentric contraction function, isometric contraction function, innervation to two levels of detail with predominant levels in bold, and arterial supply to two levels of detail. This new edition also features robust Evolve resources, an updated art program, and new chapter review and critical thinking questions that encourage you to apply what you have learned to prepare for practice. UNIQUE! Overlay art, consisting of over 380 full-color anatomical illustrations of muscles, bones, and ligaments drawn over photographs, helps identify the positions of muscles and bones in the human body. UNIQUE! Electronic Muscle and Bone Review Program features a base photograph with a skeleton drawn in and a list of every muscle for each major region of the body so students can choose any combination of muscles and place them onto the illustration - allowing them to see not only the muscle attachments, but also the relationship among the muscles of the region. Complete muscle coverage in an easy-to-understand layout makes this text appropriate for novices to anatomy, as well as intermediate and advanced students. Content organized by body region and includes information on how muscles in that region function together and large drawings of the muscles of that region so you can go directly to the topic you are studying. Covers the methodology for each muscle with information for learning muscle actions to explain the reasoning behind each action - and encourage you to learn and not just memorize. A four-color, student-friendly design with sections clearly boxed throughout and checkboxes that help you keep track of what you need to learn and what you have mastered. Customizable format, with checkboxes and numbered lists in each muscle
remarkably large range. Compared to blood flow at rest, muscle blood flow can increase by
layout, presents basic muscle information for the beginning student in bold type and more advanced information in regular type. Palpation boxes include bulleted steps instructing how to palpate each muscle so you can apply this assessment skill in practice. Evolve website for instructors includes TEACH Resources, a Test Bank, and an image collection so instructors can easily access all of the materials they need to teach their course in one place - and track through the course management system provided via Evolve. Evolve website for students includes access to audio of the author reading aloud muscle names, attachments, and actions for the muscles covered in the book, labeling exercises, and more to enrich your learning experience. NEW! Chapter objectives summarize key points and give you a framework for what to expect as you read through each chapter. NEW! End-of-chapter review questions further reinforce material once you have read and studied the chapter. NEW! A critical thinking question at the end of each chapter engages you with the material and challenges you to apply information to real-world scenarios. NEW! Video clips demonstrating joint actions on Evolve bring to life the material presented in the Basic Kinesiology Terminology chapter, with live action video of the joint actions. NEW and UPDATED! Bony landmarks and more muscles added to the muscle program on Evolve so you can not only see even more muscle combinations, but also see the bony landmarks labeled for the region. UPDATED! Upgraded line drawings enhance your comprehension of each topic presented through visual representation.
The Muscular System ManualThe Skeletal Muscles of the Human BodyMosby The Muscular System chart graphically portrays front and rear views of the male musculature. Other images include muscles of the abdominal wall, the outer muscles of the back and a plantar view of the foot. Heavy cover stock with protective varnish for durability. This program provides an exciting description of the muscular system by comparing and contrasting skeletal, smooth, and cardiac muscle. It also discusses the anatomy and physiology associated with muscle contraction.
All the important facts that you need to know compiled in an easy-to-understand compact format study review notes. Learn and review on the go! Use Quick Review Study Notes to help you learn or brush up on the subject quickly. You can use the review notes as a reference, to understand the subject better and improve your grades. Easy to remember facts to help you perform better. For all student levels. Perfect study companion for various standardized tests. Finally, a female version of the popular Peter Bachin Muscular System chart! The Female Muscular System Anatomical Chart shows anterior and posterior views of the muscular system. It also illustrates the right half of the diaphragm, the muscles of the posterior abdominal wall, the muscles of the right hand (palmar view) and the muscles of the left foot (plantar view).
Designed specifically for manual therapy students, this unique anatomy coloring book concentrates on musculoskeletal anatomy to help students better understand this important information. Other body systems are also covered, providing students with a complete review of anatomy. Providing more detailed coverage of the musculoskeletal system than other coloring books available, it is ideal for use as a primary study tool for reviewing anatomy .The Muscular System Manual. Chart includes detailed diagrams of: muscular system deep muscles - front deep muscles - lateral deep muscles - rear muscles of the head arm leg hand foot The Musculoskeletal Anatomy Coloring Book features: A unique focus on musculoskeletal anatomy reinforces concepts specific to manual therapy to help you study more efficiently. More than 50 Unique Pages.Glossy Paper. Pages.8.5 by 11-inch.anatomically detailed illustrations enable easier, more effective review. Accurate, streamlined coverage of musculoskeletal information simplifies your review process and emphasizes concepts essential to manual therapy. A clean, consistent 2-page layout clearly illustrates the relationship between muscles and surrounding muscle groups. Fill-in-the-blank self-study exercises with accompanying answer keys help you
prepare for exams. Did You Know? feature in every muscle spread provides additional details to strengthen your understanding of musculoskeletal structures and functions. Short-answer review questions for each body region test your knowledge and help you learn to interpret anatomic information. Coverage of musculoskeletal information is not only accurate, but also streamlined for manual therapy students so unnecessary information is eliminated. A studentfriendly layout is clean and uncluttered ? consisting of a 2-page layout for each muscle/muscle group ? to help students learn about aspects of the individual muscle and then look immediately at how it corresponds to the entire surrounding group of muscles. Thank You. Only a master designer, the Creator God of the universe, could be responsible for such complexity in the human body! An exploration of the awe-inspiring creation that is the human body. God created bodies that are both delicate and powerful, as well as incredibly complex. Explore the structure, function, and regulation of the body in detail. This junior high anatomy & physiology curriculum opens with the building blocks of the human body - the cells. Even the bones and muscles that give us strength and speed depend on many types of cells. Throughout the book you will learn things to do to keep your body healthy, though in a fallen, cursed world things are bound to go wrong, such as disease and injuries. As our journey through the human body progresses, it will be evident that this marvelous structure did not
Start your journey into the human body with cells, bones and muscles. Our resource takes you through a fascinating study of anatomy with current information. Begin with cells, the building blocks of life. Build your own cell by sculpting the different parts. Move into tissues, organs and systems to discover all the different systems that make the human body function. Next is the skeletal system. Invent your own alien skeleton using the different bones found in the human body. Understand that these bones are held together with joints and cartilage. Finally, end this part of the journey with the muscular system. Find out the difference between skeletal, smooth and cardiac muscles before identifying voluntary and involuntary muscle movement. Aligned to the Next Generation State Standards and written to Bloom's Taxonomy and STEAM initiatives, additional hands-on experiments, crossword, word search, comprehension quiz and answer key are also included.
arise by chance. You will understand why God inspired the Psalm writer to say that the human body is "fearfully and wonderfully made"!
Our most popular chart is now available in a large format, 42 inches wide x 62 inches
This is a collection of multiple choice questions on the skeletal system, muscular system and CNS. Topics covered include functions of the skeletal system, classification of bones, characteristics of bones, axial skeleton, appendicular skeleton, an overview of the muscular system, skeletal muscle, contraction and relaxation of skeletal muscle, muscle metabolism, muscle tension, types of muscle fibers, movement, and naming skeletal muscles. These questions are suitable for students enrolled in Human Anatomy and Physiology I or General Anatomy and Physiology.
high. Printed on durable, tear-resistant flexible plastic, with a write-on/wipe-off surface (with dry erase pen), this oversize chart is perfect for teaching and demonstration. Three eyelets across the top make it easy to hang. The chart contains the classic muscular system illustrations by Peter Bachin. It shows anterior and posterior views of the muscular system and also illustrates the right half of the diaphragm, the muscles of the posterior abdominal wall, and the muscles of the right foot.
The muscular system inside the human body is a wonderful piece of natural machinery. Look into it, study it and learn to love it. The purpose of this educational book is to introduce the subject in a fun manner. This way, absorption and retention of information will be most effective on young children. Grab a copy now!
? Master the muscular system, benefit from realistic medical anatomy illustrations that coloring the different detailed muscles of the body and then comparing them with a labeled version; which you can also color. ? Human Anatomy & Physiology Coloring , having a better understanding and learning the muscular system in detail can be achieved through coloring, coloring will improve your studying ability and help increase your reference recall by fixating the anatomical images in your mind for easy visual recall later on just from the simple physical activity of coloring. ? Activity process , the hold activity process of coloring is intended to imprint on your memory the different shapes and location of each muscles, which will help you to visually recall later the different shapes and location of each muscle, biology. ? Interactive approach , so instead of hours and hours and hours of memorization, the muscular system coloring book will help you learn through an interactive approach. Table of Contents DEDICATION Studying The Muscular System Unlabeled and labeled illustrations 1. ANTERIOR MUSCLE UNLABEL 2. ANTERIOR MUSCLE LABELED 3. POSTERIOR MUSCLE UNLABEL 4. POSTERIOR MUSCLE LABELED 5. LATERAL MUSCLE UNLABEL 6. LATERAL MUSCLE LABELED 7. ANTERIOR LATERAL POSTERIOR MUSCLE UNLABEL 8. ANTERIOR LATERAL POSTERIOR MUSCLE LABELED 9. DEEP ANTERIOR MUSCLE UNLABEL 10. DEEP ANTERIOR MUSCLE LABELED 11. DEEP POSTERIOR MUSCLE UNLABEL 12. DEEP POSTERIOR MUSCLE LABELED 13. DEEP LATERAL MUSCLE UNLABEL 14. DEEP LATERAL MUSCLE LABELED 15. DEEP ANTERIOR LATERAL POSTERIOR MUSCLE UNLABEL 16. DEEP ANTERIOR LATERAL POSTERIOR MUSCLE LABELED 17. HEAD LATERAL MUSCLE UNLABEL 18. HEAD LATERAL MUSCLE LABELED 19. HEAD ANTERIOR LATERAL MUSCLE UNLABEL 20. HEAD ANTERIOR LATERAL MUSCLE LABELED 21. ARM ANTERIOR MUSCLE UNLABEL 22. ARM ANTERIOR MUSCLE LABELED 23. ARM POSTERIOR MUSCLE UNLABEL 24. ARM POSTERIOR MUSCLE LABELED 25. ARM LATERAL MUSCLE UNLABEL 26. ARM LATERAL MUSCLE LABELED 27. ARM ANTERIOR LATERAL POSTERIOR MUSCLE UNLABEL 28. ARM ANTERIOR LATERAL POSTERIOR MUSCLE LABELED 29. LEG ANTERIOR MUSCLE UNLABEL 30. LEG ANTERIOR MUSCLE LABELED 31. LEG POSTERIOR MUSCLE UNLABEL 32. LEG POSTERIOR MUSCLE LABELED 33. LEG LATERAL MUSCLE UNLABEL 34. LEG LATERAL MUSCLE LABELED 35. LEG ANTERIOR LATERAL POSTERIOR MUSCLE UNLABEL 36. LEG ANTERIOR LATERAL POSTERIOR MUSCLE LABELED 37. HAND PALMAR MUSCLE UNLABEL 38. HAND PALMAR MUSCLE LABELED 39. HAND ANTERIOR MUSCLE UNLABEL 40. HAND ANTERIOR MUSCLE LABELED 41. HAND POSTERIOR MUSCLE UNLABEL 42. HAND POSTERIOR MUSCLE LABELED 43. HAND PALMAR ANTERIOR POSTERIOR MUSCLE UNLABEL 44. HAND PALMAR ANTERIOR POSTERIOR MUSCLE LABELED 45. FOOT ANTERIOR MUSCLE UNLABEL 46. FOOT ANTERIOR MUSCLE LABELED 47. FOOT MEDIAL MUSCLE UNLABEL 48. FOOT MEDIAL MUSCLE LABELED 49. FOOT PLANTER MUSCLE UNLABEL 50. FOOT PLANTER MUSCLE LABELED 51. FOOT ANTERIOR MEDIAL PLANTER MUSCLE UNLABEL 52. FOOT ANTERIOR MEDIAL PLANTER MUSCLE LABELED About The Author Reinforce your understanding of the musculoskeletal anatomy! Musculoskeletal
will help you master the muscular system with effortlessness while you're having fun
Anatomy Coloring Book, 3rd Edition is a must if you're taking massage, physical
therapy, chiropractic, orthopedic, and all other manual and movement therapy courses. This latest edition includes online access to The Muscular System Manual's companion Evolve site, which lets you view informative videos, take practice tests, and more! Focused specifically on musculoskeletal anatomy, this fun, interactive and engaging coloring book includes 635 high-quality illustrations. Each chapter focuses on key anatomic parts of the skeletal system, muscular system, nervous system, and arterial system; plus, composite drawings of all body systems and structures provide a complete look at the anatomy you will need to know in practice. UNIQUE! Did You Know? feature in every muscle spread provides additional details to strengthen your understanding of musculoskeletal structures and functions. UNIQUE! Short-answer reviews test your knowledge and help you learn to interpret anatomic information. A unique focus on musculoskeletal anatomy reinforces concepts specific to manual therapy to help you study more efficiently. More than 630 high-quality, anatomically detailed illustrations enable easier, more effective review. Accurate, streamlined coverage of musculoskeletal information simplifies the review process and emphasizes concepts essential to manual therapy. A clean, consistent page layout clearly illustrates the relationship between muscles and surrounding muscle groups. Fill-in-the-blank selfstudy exercises with accompanying answer keys help you prepare for exams. NEW! Online access to The Muscular System Manual, 4th Edition's Evolve site, enhances your review experience through interactive study tools including videos, The Interactive Muscle Program, practice test questions, Name That Muscle exercises, and more. NEW! Updated anatomy artwork helps you understand individual muscles as well as how they correspond to surrounding muscle groups.
The Comparative Structure and Function of Muscle is based upon a series of lectures given at the University of Lancaster over the last seven years, and it follows a natural division into structure, electrophysiology and excitation and mechanical activity. Within each section, an attempt is made to cover all muscle types in as wide a range of animals as the literature will allow. This book comprises 10 chapters, with the first one focusing on the fine structure of skeletal muscle. The following chapters then discuss the fine structure of cardiac and visceral muscle; the innervation of muscle; the ionic basis of the resting potential; the action potential and the activation of muscle; electrical activity and electrochemistry of invertebrate skeletal muscle; electrical activity of invertebrate and vertebrate cardiac muscle; the electrical activity and electrochemistry of visceral muscle; the mechanics of muscle; and excitation-contraction coupling and relaxation. This book will be of interest to practitioners in the fields of anatomy and the health sciences.
Classic illustrations by Peter Bachin. Shows anterior and posterior views of the muscular system. Also illustrates right half of the diaphragm, muscles of the posterior abdominal wall, and muscles of the right foot.
The muscular system is made up of three different kinds of muscles: skeletal muscles, smooth muscle, and heart muscle. But what does each kind of muscle do? And where in the body are they located? Explore the muscular system in this engaging and informative book.
Evolve eBook The Evolve eBook gives you electronic access to all the textbook content. Using Evolve eBooks, you will be able to search our entire Elesevier eBooks library, highlight key passages, take notes that you can share with your frients, and
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Get Free The Muscular System Anatomy And Physiology Coloring Workbook Answers
create folders to organize study materials. An online version gives you convenient access at no extra charge. Save valuable time with this easy-to-use, completely customizable study tool! Book Description The Muscular System Manual by Dr. Joseph E. Muscolino makes the study of musculoskeletal anatomy easier and more engaging with a highly visual approach! This innovative, vibrantly illustrated atlas details the muscles and bones of the human body with unrivaled clarity and helps you build the strong anatomic understanding needed for success in practice. It is essential for our quality of life to have healthy muscles. Tragically, the loss of even a single protein can have dramatic effects on muscle functioning and quality of life. This book is about skeletal muscles, their physiological complexity and molecular functioning in health and disease. The range of topics varies from the fascinating events at the level of the cross-bridges, the aging process of skeletal muscles, ischemia-reperfusion, inflammatory myopathies and mitochondrial function, muscular dystrophy and the regulation of skeletal muscle mass in health and disease. This book is written by internationally acclaimed researchers and expert research groups and provides state of the art understanding of the plasticity of skeletal muscle, information that is vital for health professionals who deal with diverse chronic disease conditions. Copyright: 4a740ed733975011c6ef1fe3c5a6f0be | <urn:uuid:0b5512f4-f0f6-4516-9b8b-5bdf96726103> | CC-MAIN-2023-06 | https://www.treca.org/furn./margin/the_muscular_system_anatomy_and_physiology_coloring_workbook_answers_pdf | 2023-02-03T07:23:21+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00022.warc.gz | 1,048,518,358 | 5,922 | eng_Latn | eng_Latn | 0.976631 | eng_Latn | 0.99534 | [
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Vocabulary
Static News
The North Atlantic Treaty also called the North Atlantic Alliance, is an intergovernmental military alliance between 30 member states – 28 European states, the United States, and Canada. Established in the aftermath of World War II on the insistence of the Truman administration in the United States, the organization implements the North Atlantic Treaty, which was signed on 4 April 1949.
4 April 1949
Formation Headquarters Brussels, Belgium
Chairman of the NATO Military Committee
Lt. Admiral Rob Bauer
Grammar
GENERAL RULES OF CONVERSION ACTIVE VOICE TO PASSIVE VOICE:
1. The subject in the active voice becomes the object in the passive voice and the object in the active voice becomes the subject in the passive voice.
2. Put 'by' in front of the subject in the passive voice.
3. Use 3rd form of verb + is/ am/ are/ was/ were/ been/ being according to the tense in passive voice.
4. There is no passive voice of present/ past/ future perfect continuous sentences and future continuous.
5. Generally, passive voice can be made of transitive verb i.e. verbs which have an object attached to them.
6. Sentences of an intransitive verb cannot be converted into passive voice. They laughed- No passive The laughed at- The teacher was laughed at by them.
In the first sentence, there is no object thus it cannot be converted into passive voice. But in the second sentence 'teacher' is the object thus its passive voice is possible.
Blue Represents the Vocabulary
Yellow Represents the Static News
Red Represents the Grammar
Vocabulary
Static News
The BSE SENSEX (also known as the S&P Bombay Stock Exchange Sensitive Index or simply SENSEX) is a freefloat market-weighted stock market index of 30 well-established and financially sound companies listed on the Bombay Stock Exchange. The 30 constituent companies which are some of the largest and most actively traded stocks, are representative of various industrial sectors of the Indian economy.
Published since 1 January 1986, the S&P BSE SENSEX is regarded as the pulse of the domestic stock markets in India. The base value of the SENSEX was taken as 100 on 1 April 1979 and its base year as 1978–79. On 25 July 2001 BSE launched DOLLEX-30, a dollar-linked version of the SENSEX.
Grammar
PREPOSITIONS OF TIME:
Basic examples of time prepositions include: at, on, in, before and after. They are used to help indicate when something happened, happens or will happen. It can get a little confusing though, as many different prepositions can be used. Prepositions of time examples in the following sentences are in bold for easy identification.
For example:
I was born on July 4th, 1982.
Blue Represents the Vocabulary
Yellow Represents the Static News
Red Represents the Grammar
Vocabulary
Static News
The Thomas Cup, sometimes called the World Men's Team Championships, is an international badminton competition among teams representing member nations of the Badminton World Federation (BWF), the sport's global governing body. The championships have been conducted every two years since the 1982, amended from being conducted every three years since the first tournament held in 1948–1949.
India is the current champion, having won its first title after beating title holders Indonesia 3-0 in the 2022 edition.
Grammar
Finished actions, states or habits in the past.
1. We use it with finished actions, states or habits in the past when we have a finished time word (yesterday, last week, etc.).
EXAMPLE: I went to the cinema yesterday.
2: We use it with finished actions, states or habits in the past when we know from general knowledge that the time period has finished. This includes when the person we are talking about is dead.
EXAMPLE : Leonardo painted the Mona Lisa.
Unreal or imaginary things in the present or future. We use the past simple to talk about things that are not real in the present or future.
EXAMPLE : If I won the lottery, I would buy a house.
I wish I had more time!
Blue Represents the Vocabulary
Yellow Represents the Static News
Red Represents the Grammar
Vocabulary
Static News
Securities Appellate Tribunal was mainly established to hear an appeal against the order passed by the SEBI (Securities and Exchange Board of India) or by an adjudicating officer under the SEBI Act, 1992.
Chitra Ramkrishna is an Indian businesswoman and the former CEO of the National Stock Exchange. In March 2022, she was arrested by the CBI for her involvement in the 'yogi scam'.
The Securities and Exchange Board of India is the regulatory body for securities and commodity market in India under the ownership of Ministry of Finance, Government of India. It was established on 12 April 1988 and given Statutory Powers on 30 January 1992 through the SEBI Act, 1992.
Grammar
PAST PERFECT TENSE describes a completed activity in the past. It is used to emphasize that an action was completed before another action took place. Basically, it describes an event that happened in the past before another event in the simple past tense was completed in the past.
For Example:
Krishna had baked a cake before you arrived. (It means Krishna's action happened before his/her arrival)
They had painted the fence before I had a chance to speak to them.
Blue Represents the Vocabulary
Yellow Represents the Static News
Red Represents the Grammar
Vocabulary
Static News
The UEFA Champions League is an annual club football competition organised by the Union of European Football Associations and contested by top-division European clubs. It was founded in 1955.
Bayern München e. V., also known as FC Bayern or Bayern Munich, is a German professional sports club based in Munich, Bavaria. It is best known for its professional football team, which plays in the Bundesliga, the top tier of the German football league system.
Grammar
Non-finite Verbs are not actual verbs. They do not work as verbs in the sentence rather they work as nouns, adjectives, adverbs, etc. Non-finite verbs do not change according to the number/person of the subject because these verbs, also called verbals, do not have any direct relation to the subject. Sometimes they become the subject themselves. Basically, Non-finites are of three types: gerunds, infinitives and participles.
Blue Represents the Vocabulary
Yellow Represents the Static News
Red Represents the Grammar
Vocabulary
Static News
Vijay Amritraj is an Indian sports commentator, actor and retired professional tennis player from Madras. He was awarded the Padma Shri, India's 4th highest civilian honour, in 1983.
Ramesh Krishnan is a tennis coach and former professional tennis player from India. As a junior player in the late 1970s, he won the singles titles at both, Wimbledon and the French Open
Grammar
Non-finite Verbs are not actual verbs. They do not work as verbs in the sentence rather they work as nouns, adjectives, adverbs, etc. Non-finite verbs do not change according to the number/person of the subject because these verbs, also called verbals, do not have any direct relation to the subject. Sometimes they become the subject themselves. Basically, Non-finites are of three types: gerunds, infinitives and participles.
Blue Represents the Vocabulary
Yellow Represents the Static News
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CHAPTER V
CONCLUSION
The problem of adolescence rebellion which is presented by the author through Rafe in Patterson & Tebbetts' Middle School: The Worst Years of My Life reveals the reasons why a teenager like Rafe has become very rebellious as he reaches the most significant stage of human development, adolescence. The analysis describes Rafe's rebellion as a respond toward the problems which influence his psychology. The causes that take part of Rafe's rebellious behaviour are family's issue, depression, and school bullying. Furthermore, this chapter also discusses the impacts of Rafe's rebellion toward him and his surroundings.
The family's issue which occurs in Rafe's life is portrayed as Rafe's being not satisfied to be in his family. The family's issue that turns him into a rebellious teenager is his mother's situation. Carl, his mother's boyfriend, is described as a very influencing person in Rafe's rebellion. Rafe's feeling of not being loved properly by his parents has made him pressed. A frustration feeling arises as the occurance of Carl's humiliation on Rafe is found. Therefore, being frustrated or humiliated by someone can lead a teenager to have a rebellious behaviour.
Depression, as another reason of Rafe's rebellion is also analysed. The feeling where Rafe is being pressed by his loss is mostly illustrated in the novel. The loss that is caused by the death of Leo, Rafe's twin brother, is one of the reasons why he suffers from depression. Leo passed away when they were only three years old of meningitis. Although Rafe does not really know his twin brother well, but he looks difficult to admit the death of Leo. As becoming an adolescence, Rafe still can feel the existence of Leo. It is described in the story that Rafe thinks that Leo is still around as his imaginary friend. The refusal of the death of his twin brother has indicated that Rafe is suffering from depression. This situation has made Rafe unable to control himself.
The other reason of Rafe's rebellion is school bullying. During the adaption life on his new environment, Rafe has to face a very serious situation. As a new transfer student in Hills Village Middle School, Rafe feels difficult to make an adaptation into a new society. Moreover, one of the reasons why Rafe does not feel comfortable is because a matter of bullying. Miller, his new friend is the student who bullies him. Miller does not like the presence of Rafe in his class. Miller does want anyone to become as mean as him. So, Miller starts to bully and disturb Rafe. However, Rafe tries to show everyone that he is not a weak person.
A vengeful feeling has lead Rafe to resist the authority of Miller. Rafe even tries to fight the superiority and domination of Miller by making some rebellious behaviours.
The rest of the discussion is about the impacts of Rafe's rebellion toward himself and his surroundings. One of the positive impacts of Rafe's rebellion by breaking school's rules is that he successfully make a good connection with his new friends through a rebellious way after making a turmoil during his class. In short, the rebellion that Rafe made by breaking school rules reflects his willingness to get the attentions from the others or to obtain fun and excitement. While, the negative impact of Rafe's rebellion is where Rafe has to take the school punishment as the result of the risk behaviour. His willingness to get the attentions from the others leads him to do such a rebellion.
While, toward his surrounding, the positive impact of Rafe's rebellion has almost no evidence except his family's issue that is finally over. The conflict among Carl or "Bear" and all of the member of Rafe's family comes to an end as Carl left them. Because of Rafe's rebellion, his mother finally realized that Carl is not a man who deserve to be the step-father of her children. While, there are negative impacts caused by Rafe's rebellion toward his surroundings. As it discussed in the previous chapter, Rafe's mother becomes the one who surely feels the negative impacts of her son's rebellion. She definitely feel sad knowing that his son shockingly has done a forbidden thing like breaking school's rules. Moreover, a good reputation of Hills Village Middle School and all of the teacher in it is being questioned as the effect of Rafe's vandalism. | <urn:uuid:c05aebf6-8c79-4492-bbd7-487b3fc5cd07> | CC-MAIN-2023-06 | http://repository.untag-sby.ac.id/840/6/BAB%20V.pdf | 2023-02-03T07:15:53+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00027.warc.gz | 36,971,914 | 895 | eng_Latn | eng_Latn | 0.9993 | eng_Latn | 0.999308 | [
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Early Learning Center
Attendance Center for Kindergarteners in Effingham Community Unit #40
Parent Handbook 2022-2023
Effingham Unit #40 Kindergarten Handbook for Parents and Students
Early Learning Center Jennifer Fox, Principal Deb Blankenship, Secretary Phone Number: 540-1460 Fax Number 540-1484 www.effingham.k12.il.us 3224 S. Banker St. Effingham, IL 62401
INTRODUCTION
Welcome to the Early Learning! Our kindergarten staff hopes this will be a positive and productive year for your child. To help make the year go as smoothly as possible, this handbook has been prepared so that you can become familiar with Effingham Unit #40 policies and procedures, as well as the daily operations of the Early Learning Center.
The office at the Early Learning Center (ELC) is open from 7:30 a.m. to 3:30 p.m. The school day for ELC students is from 8:15 a.m. to 2:50 p.m. We encourage ELC students to arrive no sooner than 8:00 a.m. unless they are eating breakfast or when the first bus arrives. It is VERY IMPORTANT that children at ELC arrive by 8:15 a.m., or they will be considered tardy and miss the "building blocks" of our reading curriculum by not being there for the beginning of our school day.
I wish you and your child a wonderful experience at our schools. Do not hesitate to call me at any time if I can assist you in any way this school year. The best way to reach me is by calling 217-540-1460 at ELC. I look forward to a wonderful year with you and your child!
Jennifer Fox
ABSENCES
Parent Responsibilities:
Parents have responsibility for requiring and promoting their child's regular school attendance, the first step in achieving academic success. Unless the circumstances make it impossible, all requests for excused absences during a trip or vacation must be approved by the PRINCIPAL at least seven (7) days in advance of the absence. Please submit a written request. In any case, the parent/guardian must notify the PRINCIPAL or TEACHER as soon as possible prior to the proposed absence.
Kindergarten Absence Notification Policy:
A parent/guardian must: (1) upon child's enrollment, provide telephone numbers to the Building Principal and update them as necessary; and (2) authorize all absences and notify the school in advance or at the time of the child's absence. Students are required to attend school daily unless they are ill. For students, parents must call the school by 9:00 a.m. to report any absences. Students are also required to be at school on time. If the child is not at school, phone calls will be made to the parents and all emergency contacts. If the school cannot reach anyone by phone, a home visit will be made by the principal, another district administrator, and/or School Resource Officer. Please schedule doctor/dentist appointments during school holidays or teacher institute days. If this is not possible, doctor appointments should be scheduled after 3:00 p.m. Refer to the Effingham Unit #40 School Handbook for additional excused/unexcused absence information.
ACCIDENTS – EMERGENCY INFORMATION
Despite our best efforts, accidents sometimes happen at school. If a serious accident occurs, parents/guardians will be called and asked to come to school for the child. If parents cannot be reached, the person designated at registration, as "Person to Notify In Case of Emergency" will be called. If neither the parent nor the emergency contact can be reached, the child will be taken to the hospital.
It is important that all medical information in our computer system be accurate, as it is the school's main source of information in any emergency. Parents should inform the school secretary immediately if the home address, home or work phone, designated emergency contact person, or any other data changes.
ASBETOS MANAGEMENT PLAN NOTIFICATION
The US EPA published their AHERA (Asbestos Hazard Emergency Response Act) Regulations in 1986. The federal regulation required that all local education agencies (LEA's) have their buildings inspected for asbestos-containing building materials (ACBM), to have a written Asbestos Management Plan developed, and to institute an Asbestos Operations and Maintenance (O&M) Program to train in-house personnel how to properly manage and work around the ACBM in their buildings. This notification serves as the annual notification which is required to be sent to all school district employees, parents, groups and organizations to explain the Management Plans and any current relevant activities. The purpose of this Annual Notification is to explain the status and availability of the Asbestos Management Plan, to review recent asbestos-related activities in the school district, and to list the asbestos-related activities that are planned to take place in the upcoming calendar year. The Management Plans are available for review in the main office at all school buildings and at the Board Office, 2803 South Banker Street, Effingham, IL 62401. Questions pertaining to asbestos are to be directed to Jason Fox at (217) 540-1500, the asbestos coordinator.
BIRTHDAY CELEBRATIONS
Students are welcome to celebrate birthdays within their classroom. Treats which can be served as individual portions are preferred. The Board of Education of Effingham Unit #40 School District is committed to providing a learning environment that supports and promotes wellness, good nutrition and an active lifestyle and recognizes the positive relationship between good nutrition, physical activity and the capacity of students to develop and learn. As such, we encourage parents to choose healthy options when providing birthday treats. Items such as 100% juice boxes, dried fruit, single serve applesauce, pretzels, reduced fat crackers, low-fat pudding cups, string cheese and granola bars are ideal. Students will not be allowed to hand out treats in other classrooms, as this procedure causes unnecessary disruptions. Games, party hats, decorations, helium balloons are best left to be given at home. We prefer to have the children not bring take-home treat bags. Students with summer birthdays are welcome to prearrange a date during the school term to celebrate their birthday. Please do not choose the last week of school for this celebration. We also want to notify parents if they are taking photographs at a birthday party at school, those pictures cannot be posted on an outside media source, such as Facebook, if that picture contains images of other students in the classroom. Do not send invitations to be handed out at school unless you invite every student in that class. If wanting to invite one or two students, please mail invitations from home. The school office cannot provide addresses or phone numbers due to privacy issues.
BREAKFAST & LUNCH
Breakfast and lunch are served daily at ELC. Cafeteria menus are sent home once a month. Unit 40 cafeterias operate by using the Cafeteria Billing System. This is a debit and credit system. At ELC, students will be issued a card with their student number. Students who lose or damage their card will be charged $4.00 for a replacement. Parents will be notified when this happens. Parents should send payment in a sealed envelope with their child's name, student number and teacher's name written on the outside. Parents may deposit money on a monthly or weekly basis, the first school day of each week. Checks are preferred and should be made payable to Effingham Unit 40.
A report of student balances will be sent home every other Friday of each month. It is important that you review the balance. The principal also makes phone calls to remind parents of negative balances when it reaches an enlarged amount.
All bus children arriving at school prior to 8:00 a.m. will go immediately to the All Purpose Room. Breakfast is served from 7:30 a.m. to 8:30 a.m. Talk to your kindergartener about eating breakfast at school. Sometimes a student sees other children eating and thinks he/she should do the same even if breakfast was eaten at home. Teachers cannot monitor this situation. We do have a breakfast supervisor at that time, but it is very hard for the cooks to monitor who should or should not be eating breakfast. We do not want to surprise parents with breakfast charges when they may not be aware that their child is eating at school. By the same token, we do not want the children to be hungry in the morning. If a child tells us he/she is supposed to eat, we usually let him/her eat and contact parents later if money is owed. Communication between parents, children and teachers is the key.
BUS SERVICE
All Unit #40 bus-riding students will be assigned to one bus stop at the beginning of their day and one stop at the end of their day which is not necessarily the same stop. Parents will be asked at registration to designate one pickup location and one drop-off location for each child. A child may be picked up or dropped off at a stop along the same route that he/she normally rides. In order for the child to be picked up or dropped off at another stop along his/her route, a note must be sent to the school office the day before or that day so that the transportation department can be notified. Please refer to the Effingham Unit #40 School Handbook for all district bus information. Loss of bus privileges may last from one day to a school year. Notification is made to the Building Principal when the bus driver turns in a Bus Conduct Notice. This information is discussed with the student, and a copy is sent home to parents.
CHILD ABUSE
School personnel are mandated by law to report any suspected child abuse, including neglect. Referrals are made to the Department of Children and Family Services.
CLOTHING
Please make sure your child is dressed appropriately for recess at school. Children are taken outside most days unless it is raining or severely cold. Shirts advertising alcoholic beverages, tobacco products or violence, or those with obscene or questionable sayings will not be permitted. If clothing worn to school is found to be improper, parents will be called to have a change of clothing brought to school. Hats are not to be worn inside the school building.
Students do not have to wear expensive clothes. Clean, neat clothing is what needs to be worn. It is recommended that female students wear shorts under their dresses and skirts for playground purposes. We also do not recommend children wearing flip-flops or clogs to school. Loose fitting shoes make it difficult to run, climb and walk on the playground.
COMPUTERS
Parents complete an "Acceptable Use of Electronic Networks" form during registration.
DISCIPLINE
See attached sheets at the end of this booklet.
EARLY DISMISSAL FOR EMERGENCY
From time to time, there will be early dismissals, school closures due to weather and other events unforeseen and not included in a school calendar. In the event of such circumstances, the school will provide information to the radio stations. We urge you to tune to WCRC-FM (95.7), WXEF-FM (97.9) or WKJT-FM (102.3), especially during bad weather, to find out the latest information on school cancellations. Please refer to the Effingham Unit #40 School Handbook for further information.
Effingham Unit #40 also participates in "School Messenger". This program allows Unit 40 to contact all parents in an emergency situation. At registration, parents/guardians are asked to list the phone numbers at which they can be contacted during the school day. If the "School Messenger" phone number provided at registration should change after school has begun, it is extremely important that a parent/guardian contact the school with an updated phone number.
FIELD TRIP
In order to provide consistency and uniformity on field trips, the following guidelines are listed.
- The classroom teacher will choose chaperones, as needed, to accompany the class on the field trip.
- All chaperones are to ride the school bus with students to and from the field trip destination. Chaperones are to assist with the student supervision from the beginning of the field trip until the end. Chaperones should not use tobacco products during the trip. We must set a healthy and positive example for the children.
- Younger children are not allowed to accompany parents on the field trip.
- Parents are strongly discouraged from attending separately in a vehicle so that the numbers are kept to a minimum at the field trip destination.
- If students bring their own lunch, the lunch must have food that does not require refrigeration.
- Each child must have a parental permission form signed by parent or guardian.
- Students are not allowed to be picked up from the field trip location except under extreme situations such as illness or a family emergency.
GRADING & STUDENT RECORDS for KINDERGARTEN STUDENTS
For kindergarten students, homework may be sent home at the discretion of the teacher but will be kept to a minimum. Homework is intended to reinforce skills that are taught in the classroom as well as develop the "homework habit". A kindergarten report card is issued four times a year at the end of each quarter. The calendar is available on the Unit #40 website.
HEALTH INFORMATION
Sick Children
We need your help. If your child appears to be ill or does not feel well, please let him/her stay home from school. Keeping your child at home when he/she is ill helps to prevent the spread of cold, flu, etc., to the other children. Often during the year children become ill at school. If a child's temperature reaches 100 degrees, if he/she has diarrhea, and/or if the child is vomiting, a health risk exists for other children. Since our schools are not equipped with sickroom facilities, parents will be called at home or at work. If you cannot pick your child up, please make arrangements to have someone else pick him/her up as soon as possible. Please stop by the office to sign out the child before taking him/her home. A child must be fever-free for 24 hours before he/she is allowed back to school.
Medication
Parents and guardians have the primary responsibility for administering medication to their children. Administering medication during school hours or during school-related activities is discouraged unless it is necessary for the critical health and well being of the student. Non-prescription medication will not be given to children (example: aspirin, cough medicine, etc.) at any time by any of the kindergarten personnel. In order for prescription medication to be administered at school, the student's parent and physician must complete the school district's "Doctor's Medication Authorization Form" picked up at registration or from the school's office. Additional medical information is available in the District Handbook.
LOCKED DOOR POLICY
As of the 2006/2007 school year, it has been a district-wide policy that all doors of all schools are locked down during the school day. At ELC, doors are locked from 8:30 a.m. to 2:30 p.m. This policy was enacted as a safety precaution for students. If you come to ELC during "lock down" hours, please enter the front doors and then push the button located next to the interior doors. Be prepared to state your name and purpose for coming to the school.
LOST AND FOUND
Articles are kept for a period of time after being found. These may be re-claimed by describing the lost article. Articles left at the end of the year will be gathered and given to a local charity. To help safeguard your child's belongings, please label all possessions and clothing with your child's name.
MULTI-TIER SYSTEMS OF SUPPORT
Our district implements Multi-Tier Systems of Support (MTSS) which is based on the premise of intervening early to prevent failure and to maximize the effectiveness of grade level curriculum and instruction. Providing every P12 student differentiated, high-quality instruction matched to their specific needs to be successful in our education system through a system of support for academic, behavioral and social-emotional student needs. MTSS is grounded in the belief that ALL students can learn and achieve high standards. A comprehensive system of tiered interventions is essential for addressing the full range of students' academic and behavioral needs. Collaboration among educators, families, and communities is the foundation of effective problem solving. For additional information regarding MTSS in your child's school, please contact the school.
NON-CUSTODIAL PARENTS
In divorce cases, both parents have all the rights of the Act, unless a state law or court order provides for the contrary. However, a non-custodial parent cannot violate a specified visitation court order by actually visiting with the child on school grounds or by physically removing the child from school grounds. In joint custody judgments, both parents will always have equal rights and privileges regarding the child's educational progress. If a child is not residing with a parent who has joint custody and he/she wants a copy of the child's reports, calendar of events, etc., that parent should request the information from the child's teacher in writing. We also would appreciate self-addressed stamped envelopes, and the teacher would gladly mail all classroom information to the other parents.
PARENT DROP-OFF PROCEDURES
At ELC, children coming to school by car should be dropped off at the front door. During the first days of school, there will be a teacher to help the child out of the car and direct him/her where to go. When children become familiar with the drop off routine, they will be expected to exit the car on their own. If you need to come inside with your child, you MUST park your car in the parking lot or along the street. Do not park on the blacktop in front of the school. We strongly encourage parents of children at ELC to not drop off students any sooner than 7:45 a.m. but by 8:15 a.m.
PARENT PICK-UP PROCEDURES
You must send a note to the teacher in the morning when your child will be Parent Pick-Up. We cannot take your child's word that he/she will be Parent Pick-Up. We MUST have a note or a phone call. No child may be picked up by a person other than a parent/guardian during the school day without a written note, signed by the parent/guardian. A note must also be sent when a child who usually rides a bus will be picked up after school. For the child's safety, please indicate in the note WHO will be picking up the child.
At ELC, parent pick-up time is 3:00 p.m. Class ends at 2:45 p.m. Please wait to get in line with all the other vehicles for Parent Pick-Up, and your child will be put in your car as you drive up. DO NOT park your car and come into school to pick up your child. Bus pickup begins at 2:50 p.m. in the same area. Please wait to get in line with all the other vehicles for parent pick-up. A teacher will escort each child to his/her car. Please display the visor card provided by your child's teacher.
If you plan to pick up your child before dismissal, please send a note in the morning or call in. For your child's safety, please come in to the office to sign your child out. When you sign your child out, we have a record of who picked up the child. This saves a lot of confusion if the child is not on his/her regular bus, does not get off at the regular bus stop, or some adult or sibling does not know where a child is after school.
PETS AT SCHOOL
Children will be allowed to show a pet at school if the parent brings the pet. We would prefer this pet be related to a class theme, and the final decision will be left up to the teacher. Pets are not allowed on the bus. Also for the children's safety, pets can only be shown outside. They are not allowed in the buildings due to accidents and allergies.
PLAYING OUTSIDE
Local medical authorities have advised us that the cold air associated with Illinois winters does not by itself present a health hazard to normal healthy children who are properly dressed, and that we should encourage children to play outside during the winter months. Please be sure children are appropriately dressed for the season. Put your child's name on all hats, gloves, scarves, warm winter coats, and boots. All students will go outside for play periods when the outside temperature is not extreme.
Other weather conditions, such as wind chill factor, will be taken into consideration when deciding whether or not children will go outside. We will use the following guideline when determining whether or not to go outside. If the actual air temperature or the wind chill factor is below 20 degrees Fahrenheit, we will stay inside. In changeable weather, please send a jacket even though it may be warm at the end of the day. Some recesses are early when it is still quite chilly.
If a child is recovering from a serious respiratory illness a parent may request that the child remain inside for a few days. Requests for children to remain indoors for extended periods of time require a doctor's verification.
TOWELS FOR REST TIME
Each child must bring a regular size bath size towel with his/her name on it for rest time. Teachers will send the towel home occasionally to be laundered. Children will rest after lunch for a short time.
TOYS
Please DO NOT send toys with your child, unless requested by a teacher for a special day. Many times the pieces become broken, and the child gets upset. It is very difficult to identify the toys that children think they bring.
VISITORS
You are always welcome at the school. However, visitors to school are required by state law to report to the office whenever they enter a school building. We will have a place for you to sign in and sign out when entering and leaving the building.
- All volunteers must sign in and sign out in the office when they come in and go from the building. If you bring your child to school after 8:15 a.m., you must sign in at the office. This is very important for attendance records.
- If you come in for any other reason, you must sign in and out.
- If you wish to have a conference with your child's teacher, please call to set up an appointment.
VOLUNTEER PROGRAMS
All volunteers and field trip chaperones in Unit #40 schools must go through the district volunteer training and background check procedures.
Early Learning Center "High Five" Behavior
In the Hallway:
1) Walk slowly and safely.
2) Hands are behind back.
3) Follow the person in front of you.
4) Stay quiet.
5) Go directly to your destination.
In the Classroom:
1) Keep hands and feet to self.
2) Use kind words.
3) Follow directions.
4) Raise hands.
5) Be ready to work.
In the Lunchroom:
1) Walk to your table and stay seated.
2) Eat quietly.
3) Wait your turn.
4) Use manners.
5) Clean up your area.
Bus
1) Line up single file at the bus door.
2) Stay seated and wait your turn to enter and exit.
3) Listen to the driver.
4) Use appropriate language.
5) Keep backpack on your back and your hands to yourself.
Please take note…..the bus rules will be reviewed at the beginning of the school year and again in January to refresh the children's memory of those important rules of being a safe bus rider!
Building Rules, Cafeteria Procedures, and Playground Rules
General Building Rules:
1) Do not bring candy, toys, or electronics in the building unless the teacher has given permission for a special event.
2) Show respect for the teachers and other students in the class.
3) Be quiet and walk in the hallway.
4) Take care of our school building. Any abuse or misuse of school property is not tolerated.
Cafeteria Procedures:
1) Quiet, indoor talking is permitted.
2) Students should raise their hand for supervisor attention.
3) Manners are expected at all times.
4) Students are expected to follow the supervisor's directions at all times.
Playground Rules
1) Students will keep hands and feet to themselves. (Fighting, pretend fighting, pushing, hitting and kicking are not allowed.)
2) Students will slide down the slide sitting only, never climbing up the slide.
3) Students will not jump from the swings or off of the equipment.
4) Students will only run on the grass.
5) When the whistle is blown 3 times, children are to line up and will walk into the school in an orderly fashion.
6) Students will stay off the fence.
7) All balls and playground toys will be used in the grass or on the concrete.
Early Learning Center Discipline
A goal of Effingham Unit #40 schools is to teach students self-discipline. Children are expected to follow rules and be good citizens. They have rights, but they also have responsibilities. Positive behavior will be rewarded. Inappropriate behavior will be dealt with consistently and effectively.
Classroom teachers and staff will explain school and class rules to all students. We would appreciate it if parents would discuss this at home also. It is important that a strong partnership is formed between parents and the school regarding discipline at home and discipline at school. We expect parents to follow through with supporting our discipline efforts at school. If a student does not follow the rules, classroom consequences will be followed. If this does not change the behavior, or if the behavior is very serious, the building principal will be notified.
At the Early Learning Center in response to the federally mandated program "Response to Intervention," we have implemented the "High Five Behavior" program. This program explains and teaches appropriate behavior to students within the various locations at school and on the bus. Behaviors are explicitly modeled, practiced, and reviewed at the beginning of the school year and after winter break, as well as being embedded in the daily expectations throughout the entire year. The program is intended to be proactive and positive. Students earn high five tickets for positive choices and modeling the expected behaviors which they may spend in a weekly shopping trip to the High Five store. Other high five rewards include special treats and assemblies throughout the year. This process also includes the use of a School Conduct Notice and Warning Slip form that address both major and minor infractions.
Each teacher (or other school personnel when students are under his/her charge) is authorized to impose the building level disciplinary measures outlined in the "disciplinary techniques" section of this document. District administration along with the Board of Education may also impose suspension, expulsion, or in-school suspension, whichever is appropriate and in accordance with the policies and rules on student discipline. Teachers, other certified employees, and other persons providing a related service for or with respect to a student, may use reasonable force as needed to maintain safety for other students, school personnel, or other persons, for the purpose of self-defense or defense of property. The behavior expected from students at school is a combination of common courtesy and safety considerations. The following behaviors will not be tolerated at the Early Learning Center:
1. Placing hands, feet, etc. on another person in a disrespectful manner (including but not limited to slapping, hair pulling, pinching, kicking, biting, head butting, spitting, wrestling, punching, or fighting in any manner.)
2. Possessing any controlled substance, look-a-like drug, designer drug, unauthorized medication, drug paraphernalia, tobacco, tobacco products or syringes not required for authorized medical purposes or supervised use
3. Vandalizing or destroying school property (including but not limited to throwing objects)
4. Possessing dangerous objects or weapons (including but not limited to knives, guns, or look-a-like representations of such items, matches, and lighters, etc.)
5. Physical abuse, severe profanity, willful defiance, or inappropriate hand gestures toward others
6. Theft of any classroom objects or property of others.
7. Bullying will not be tolerated. This is defined as any form or type of aggressive behavior that does physical or psychological harm to someone else and/or urging other students to engage in such conduct. Prohibited aggressive behavior includes, without limitation, the use of violence, force, noise, coercion, threats, intimidation, fear, bullying, or other comparable conduct. Juvenile authorities including the School Resource Officer will be notified whenever the conduct involves illegal drugs (controlled substances), look-alike drugs, alcohol, weapons or look-alike weapons.
8. Wearing clothing or accessories that are inappropriate or cause disruption in a school setting or impose safety concerns
The previously listed behaviors will be dealt with using the following list of disciplinary techniques:
- Reflective Listening
- Time away (in or out of the classroom)
- Withholding privileges (including but not limited to loss of recess)
- Parent contact (call, letter, e-mail, etc.)
- Behavior chart
Depending upon the severity of the discipline issue, or if there is no improvement in the child's behavior, the child will be referred to the building administrator and the following action may be taken:
- Counseling Referral
- Temporary removal from classroom to the office
- Paying for or replacing damaged or stolen property
- Remaining after school including "late stays" (parent/guardian will be responsible for picking up their child)
- Loss of field trips and/or special events hosted at the schools
- In/Out of school suspension
- Suspension of bus privileges (bus conduct notices only)
- Contact of School Resource Officer
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Taiwanese Cinema Development and Ruling over Indigenous Peoples in the Early Japanese Colonial Period
Hsien-Cheng Liu, Kun Shan University, Taiwan
The Asian Conference on Asian Studies 2019 Official Conference Proceedings
Abstract
Taiwanese cinema began in the era of Japanese rule. In the early days of Japanese Colony, indigenous peoples fought fiercely against the Japanese colonial government and ruling the indigenous areas became the primary work of the colonial government. On the one hand, the colonial government used military force and pressure to force indigenous peoples to submit. On the other hand, the colonial government adopted a conciliatory approach to educate indigenous peoples so that they could submit to the concept of Japanese rule and become citizens of the Japanization. For the measures of education, the colonial government actively used films as a tool to civilize indigenous peoples who were unable to speak or write in the ruler's language, thus contributing to the origin of Taiwanese cinema. This study attempted to use the methods of historical data collection and literature analysis to re-examine Taiwan's early days of Japanese Colony when the colonial government introduced the then emerging film media to record the living conditions of indigenous peoples through film images, and to publicize the superiority of the international and Japanese social development at that time through the film's tour show mechanism in an attempt to deter indigenous peoples' resistance through these images and further carry out its ruling and educational purposes on indigenous peoples, and in this context, the development experience of Taiwanese cinema in colonial period was gradually initiated.
Keywords: Taiwanese cinema, Indigenous Peoples study, Japanese Colonial Period, Film history.
iafor
The International Academic Forum www.iafor.org
I. Introduction
Taiwanese cinema was launched in the Japanese Colonial Period. During the early period, indigenous people resisted the Japanese colonial government strongly. Governance of indigenous people areas became the priority of the Japanese colonial government, which, on one hand, forced indigenous people to yield by armed suppression, and on the other hand, civilized them by conciliation. Thus, indigenous people became Kominka citizens under the Japanese governance. However, by political suppression or conciliation, when coping with illiterate indigenous people who spoke different language, Japanese colonial government used cinema as the tool to cultivate indigenous people and publicized governance outcomes. It resulted in the earliest format of Taiwanese cinema.
By collection of historical data and literature review, this study reorganizes how Japanese colonial government governed and controlled indigenous people by cinema in the policy to rule indigenous people (called "the Aboriginal Management" in the past) before Musha Incident in 1930 in Taiwan. Through three historic dimensions, origin of production of Taiwanese cinema, movies are tools of the civilization and movies are witnesses of colonizers' armed suppression, it clarifies movie interaction and practice between colonizers and indigenous people in early Japanese Colonial Period of Taiwan to explore historic development of Taiwanese cinema.
II. Production of Taiwanese cinema was launched by filmmaking of indigenous people's lives
In September 1899, cinema have appeared in Taiwan. Thus, development of film industry was associated with the Japanese Takamatsu Toyojiro. In 1901, he arrived in Taiwan with the negatives of 10,000 meters and was supported by the police department at the time. With five indigenous people of Alishan as guides, he approached the mountain areas and filmed indigenous people's living situations (Tanikawa, S., Hayashi, K.,, 1915, pp. 12-13).These films not only launched the production of Taiwanese cinema, but also served for the colonizers to introduce indigenous people's situations in Taiwan to the Japanese society.
In 1907, Introduction of Taiwan produced by Takamatsu Toyojiro upon the authorization of Government-General of Taiwan has been regarded as the first milestone of the production of Taiwanese cinema. The film was customized for Tokyo Expo in 1907. It was expected to be shown in Taiwan pavilion in the year. Afterwards, because of Takamatsu Toyojiro, it was shown not only around Taiwan, but also in several places of Japan with indigenous people. Production of this film relied on great amount of resources and it took nearly two months with the shots of 206 scenes. The negatives of 20,000 meters from Japan were all finished. The content of the film includes five parts: (1) Taipei; (2) Jinshan and Keelung; (3) railways and local visits; (4) "aboriginal area"; (5) armed suppression on the aborigines. Two of them are related to indigenous people. In addition, according to the report of the journalist in the filmmaking team, the most remarkable scene is "armed suppression" on indigenous people:
The police officers planned to advance the defense troop to the mountain and assembled and admonished the aborigines of Wulai tribe. The aborigines left with resent. The advancement began from the forest, cutting down the big trees to open the roads, passing dangerous bridge and climbing the rock; the aborigines hided in the forest along the road to attack the troop; after pursuit and the battle of shooting, the aborigines arrived in the mountain. The troop bombed the aboriginal tribes and the aborigines escaped everywhere and they got electric shock by touching the wire netting. Aboriginal women lamented the declination of aboriginal tribes and advised the able-bodied men to yield. After recognizing their sincerity, the police officers allowed them to surrender their arms and held serious submission ceremony. Women and men thus danced together (Yeh, 1998, pp. 74-76).
In this film, it shows that Japanese colonial government applied advanced equipment and advantageous force of police to occupy indigenous people's territory in order to expand political domain and enhance industry and profits of mountain forest. Finally, in order to survive, indigenous people could only yield to the Japanese. It seems that the film revealed that indigenous people in Taiwan were under control. However, in-depth meaning of images showed the extreme gap of power between colonizers and those colonized.
III. Cinema are tools for colonizers to show the authority and civilize indigenous peoples
For Japan, cinema are introduced from Europe and America and are important symbols of westernization. In order to govern indigenous peoples, Japanese colonial government demonstrated their power to the residents in aboriginal tribes with superiority by new invention of western cinema similar to powerful military strength. In governance strategy of Office of the Governor-General, early measure of civilization was to arrange the visits in Japan or Taipei for indigenous people. In 1900, Alishan indigenous students "Avari (アバリ)" visited Japan by the planning of Japanese colonial government. In this trip, they not only visited the latest political, economic and military facilities and drilling around Japan, but also watched the movies ( Office of the Governor-General of Taiwan, 1901). Since then, the visits planned by Japanese colonial government have been associated with indigenous people's film watching experience. According to the report of Taiwan Nichinichi Shimpo on February 4, 1905, after indigenous people tribes such as Sha Ying Ho tribe, Xiao Nan Shi tribe and Da Nan Shi tribe in Miaoli were submitted, the government arranged their visits of military exercises of the army and related movie watching in Miaoli in order to intimidate them and suppress their resistance (Taiwan Nichinichi Shimpo, February 4, 1905).
In 1907, Takamatsu Toyojiro promoted his accomplished film An Introduction to the Actuality of Taiwan in Japan with the trailer and arranged the company of five indigenous people from Da Bang tribe of Tsou in Alishan. At the time, Taiwan Nichinichi Shimpo reported the indigenous people's visit in Japan:
In Yokosuka, they visited warship and shipyard and they were inexpressibly surprised. At the imperial residence of Aoyama, they visited the day of the emperor's royal progress and were amazed by the guarded foreign ambassadors and high officials in formation. They were frightened by the emperor's progress and attempted to show their respect. They still dreaded after returning to the hotel. They were speechless as being overwhelmed by the grandeur (Taiwan Nichinichi Shimpo, December 26, 1907).
The previous report was the paper held by Japanese colonial government. During the visit in Japan, indigenous people were amazed by military force, imperial residence of Emperor of Japan and ceremony. They were speechless and it seemed that they were shocked by this "great" colonial mother country. In this trip, Takamatsu Toyojiro's An Introduction to the Actuality of Taiwan shown around Japan was authorized by Government-General of Taiwan for "Taiwan pavilion" of "Tokyo Expo" in the year. The purpose was to introduce political facility and customs of Taiwan which was claimed as "new model of colony of the around" (Yeh, 1998, pp. 72-73). Besides Tokyo Expo, it was shown in different places around Japan. The fellow indigenous people became not only the "exhibits" of Japanese colonial achievement, but also the witnesses of the advancement of the mother country.
These indigenous people who could participate in the visits held by Japanese colonial government were selected, examined and promoted by the government. They were the heads or powerful ones in the tribes. Although they witnessed the advancement of the mother country and were civilized, the influence was limited to these tribes. When the movies were prevailing, tourism activities combined the showing of the film and expanded the scope of promotion.
In April, 1912, Government-General of Taiwan held the third round of indigenous people's visit in Japan and authorized "Embade(エムバデ) corporation" of Japan to film the documentary (Taiwan Nichinichi Shimpo, July 26, 1912). The film recorded indigenous people's visits of military installations and scenic spots in Tokyo, Akabanecho, Nagoya, Kyoto, Osaka, Hiroshima and Nara Prefecture and the film was published by Taiwan branch of Patriotic Women's Association. The preview was in the residence of high officials and afterwards, it was played around Taiwan (Taiwan Nichinichi Shimpo, July 27, 1912). In February 1913, the film of the visits was shown in Ku Ba Bo tribe, Jin Yang tribe and Pi Ya Hao tribe of Nanao in Yilan and Liu Mao An tribe, Si Ji tribe and Pi Ya Nan tribe in Xitou. Besides, in the report of Miyazaki department of police of Sutayan (スタヤン), it presented the indigenous people's acquisition after watching the movie:
Except for the people who have visited Japan and Taipei, they were amazed by the visits which were incredible. After watching this movie, they believed that it was true and recognized the situations when visiting Japan and their popularity everywhere. In addition, as to the function of camera, they not only were impressed but also claimed it as the miracle. They were impressed by the great number of firearms in Japan and the grandeur of streets in Tokyo.
"In Japan, there are troops, warships and hydrogen balloons as many as leaves. If we resist Japan and are immediately suppressed, our houses and fields will be destroyed, …. "They believed that movies were not manmade and they were the miracles (History of Aboriginal Governance of Taipei State: Old Yilan Government (IV), 2014, p. 1630).
Japanese colonial government invited the powerful ones in indigenous tribes to participate in the visits to introduce them the advancement of political, economic and military development in Japan. Thus, they were amazed and submitted to colonial governance and avoided the resistance. In addition, by cinema, Japanese colonial government expanded the limited effect of tourism to the tribes and it became important cultural measure to govern indigenous people. Through the images of these visits, it revealed the advantage of military force of Japan. Since indigenous people's knowledge of the cinema was limited and they even thought that movies were not manmade and they were miracles. Thus, the government showed the deification of legitimacy of their governance.
Department of Police of Government-General of Taiwan, in the ceremonies of shrines in Taiwan, in order to introduce current situation of Taipei governed by Japan to indigenous people, from October 26 to November 3, 1917, selected 30 indigenous people from the tribes in Xitou and Nanao to visit Taipei. In the following official report of Department of Police, it extracted two 2 indigenous people's acquisition after watching the movie in the trip of Taipei:
We watched the movie in the school in the south of the city, …then we saw the picture of Emperor of Japan in the military parade. It was impressive that the number of troops was as many as leaves or bees. In the picture of the attack on Qingdao, we saw the flying jets and Japanese army which won the foreign ones. We were glad. How can Japanese military be so tough? (History of Aboriginal Governance of Taipei State: Old Yilan Government (IV), 2014, pp. 1836-1839)
In the movie, indigenous people saw that the troops in military parade of Emperor of Japan were as many as leaves or bees. Through the attack on Qingdao with advanced jets, Japanese colonial government civilized indigenous people by visits in Japan and cities of Taiwan. Did it successfully impress the indigenous people?
The head of Seediq at the time, Mona Rudo, has participated in the second round of "visit in Japan" held by Japanese colonial government in 1911. The said government intended to civilize them by their witness of civilization of the city and impressive military force. Thus, indigenous people could be submitted to the Japanese governance. Certainly, in this visit, he realized that the number of the Japanese were as many as the stones in Jhuoshuei River and the soldiers were as many as leaves in the forest. Nevertheless, he also recognized the gentleness of the police in Japan. The colonial police in the hometown Wushe were rude and unreasonable. They beat up or arrested the people (Teng, 2000, pp. 106-107). Although he witnessed the power and advancement of Japan, with long-term inequality and oppression, in October 1930, he led the people to launch the internationally known resistance, "Musha Incident", which destroyed the colonial result of more than 30 years of governance on indigenous people and smashed the exaggeration of the number one colony in the world.
IV. Cinema are witnesses of colonizers' armed suppression on indigenous people
In the strategies of indigenous people governance of Government-General of Taiwan, they civilized the obedient indigenous people with conciliation and adopted armed suppression on resistant indigenous people. Military suppression required funds and legitimacy. Japanese colonial government of Taiwan integrated "Taiwan Patriotic Women's Association" at the time and Takamatsu Toyojiro's "Tong Jen Society" to launch tour showing of cinema to collect the budget and rescue funds to suppress indigenous people. In 1904, Patriotic Women's Association requested the construction of three branches in Taipei, Taichung, and Tainan from the headquarters of Tokyo. In 1905, "Taiwan branch of Patriotic Women's Association" was established in Taipei and in 1909, it was named officially "Taiwan Patriotic Women's Association". Members of the said organization were mostly the wives of high officials of Japanese colonial government in Taiwan. Their early tasks were to provide aids to families of the deceased and injured in the suppression or prevention of the aborigines (Takenaka, 2007, p. 163). At the time, the Governor-General Sakuma Samata actively executed armed suppression on indigenous people. The said organization provided abundant budget and rescue funds and became one of the main financial support to suppress indigenous people.
As to fund raising, Patriotic Women's Association cooperated with Takamatsu Toyojiro's "Tong Jen Society" which owned showing system of the theaters around Taiwan. On the one hand, they collected related funds by tour showing of cinema and theaters owned by Tong Jen Society. On the other hand, it assisted with the police to shoot the films of military suppression in order to publicize military force action and collect the funds of suppression. In September 1909, Patriotic Women's Association cooperated with Tong Jen Society to raise rescue funds. It included 2 echelons and lasted for 7 months. The movies were shown in 18 theaters in Taiwan to collect rescue funds of suppression and the collection was significantly successful. Annual collection was thus fixed. Therefore, in 7 years from 1909 to 1915, it held 6 rounds of movie tour in Taiwan and collected a total of 43959 Yen (Oohashi, 1941, pp. 136-143).
In order to reveal the difficulty to manage the defense troops in Taipei and Yilan and severe situation of military suppression on indigenous people to raise rescue funds, from 1910, Tong Jen Society dispatched the cinematographer to shoot the situations in the battlefields. It included three rounds. The first round was launched on July 12 of the same year and finished on July 20. It invited Tsuchiya Hisaharu from Osaka as the cinematographer. Since the shooting time was summer in Taiwan with high temperature, the film base of the rolls of films from Japan could be easily melted which reduced and destroyed the rolls. After solving the problem, he shot 6000 meters of film (Taiwan Nichinichi Shimpo, September 28, 1910). The preview was in the residence of high officials on September 26. The film was shown in 3 days in Rong Zuo of Taipei from October 9 and was sensational. There were 3221 person-time of audiences. Subsequently, it was shown in school of mandarin, secondary school and police college and around Taiwan (Oohashi, 1941, p. 141). The second round was launched on October 13. Tsuchiya Hisaharu followed civil administration official to inspect the submission of indigenous people and returned to Taipei on October 19 to continue the showing of the movie in different places.
The third round was in October 1912. Since the previous two rounds were sensational, with the recommendation of Takamatsu Toyojiro, they invited Nakazato Tarou to be battlefield cinematographer. Department of aboriginal affairs hired him with authorization. On October 31, the photographer followed the official Uchida and Commanding General Ohtsu to Lidongshsan command center. When shooting the film at battlefield, he was abruptly shot by the indigenous people hiding in brushwood ( Government-General of Taiwan, 1999, p. 311). Tamio Miyazaki and Changde Tsuchiya were thus dispatched to Lidongshan to continue the film shooting (Taiwan Nichinichi Shimpo, December 20, 1912). In December 1916, Patriotic Women's Association was reorganized and terminated the documentary business with Tong Jen Society. Finally, the equipment and films were gifted to Taiwan Education Association. Since then, although tour showing system of the movies has continued, they were mostly "national policy movies" for civilization, aboriginal control policy or promotion of wars of Japanese colonial government. Related films were no longer produced. In 1921, aboriginal management section of Department of the Police founded the team of cinema. Office of the Governor-General established official movie making organization on governance of indigenous people. The task referred to not only cultivation of indigenous people, but also education and entertainment service for the Japanese working in indigenous areas.
V. Conclusion
Early production of Taiwanese cinema was controlled by the colonizers and the films mostly focused on indigenous people. It means the colonizers attempted to comprehend and approach the aboriginal tribes by cinema and introduce the evolution of the indigenous peoples by cinema to demonstrate their governance outcomes. These movies also recorded the colonizers' suppression of indigenous people by superior armed force. Thus, the earliest or the most essential images in development of Taiwanese cinema should refer to indigenous people. The images of indigenous people were focused by cameras through anthropology. They appeared as the exotic customs watched by people. They were the subjects controlled. Thus, from the colonizers' perspectives, various kinds of image productions related to indigenous people resulted in visual format of the earliest development of Taiwanese cinema.
References
Government-General of Taiwan (Ed.). (1999). Volume 2 of Administration Record of Indigenous Peoples during Japanese Colonial Period (II). (C. H. Sung, Trans.) Nantou City: Taiwan Historica.
Office of the Governor-General of Taiwan. (1901, 1 1). Travel journal of Alishan aboriginal students "Avari(アバリ). Taipei: Office of the Governor-General of Taiwan. doi:00004647001
History of Aboriginal Governance of Taipei State: Old Yilan Government (IV). (2014). 1630. Yilan County: Institute of Yilan County History and Council of Indigenous Peoples.
Oohashi, T. (1941). Patriotic Women's Association: History of Taiwan branch. Taipei: Taiwan branch of Patriotic Women's Association.
Taiwan Nichinichi Shimpo, February 4.(1905, 2 4).
Taiwan Nichinichi Shimpo, December 20. (1912, 12 20).
Taiwan Nichinichi Shimpo, December 26. (1907, 12 26).
Taiwan Nichinichi Shimpo, July 26. (1912, 7 26).
Taiwan Nichinichi Shimpo, July 27. (1912, 7 27).
Taiwan Nichinichi Shimpo, September 28. (1910, 9 28).
Takenaka, N. (2007). History of Life in Japanese Colonial Period: Meiji (1985-1911). (L. B. Tsai, Trans.) Taipei: China Times Publishing.
Tanikawa, S., Hayashi, K.,. (1915). In Memory of Suppression in Aboriginal Areas: History of Taiwan Development. Taipei.
Dana Sakura: Truth of Musha Incident and Story of Obing Tado.
Teng, H. Y. (2000). Taipei: Taiwan Interminds Publishing.
Yeh, L. Y. (1998). History of Taiwanese cinema During Japanese Colonial Period. Taipei: Taiwan Interminds Publishing. | <urn:uuid:4a414883-3a99-42e3-98f9-257eb81f32c3> | CC-MAIN-2023-06 | https://papers.iafor.org/wp-content/uploads/papers/acas2019/ACAS2019_51243.pdf | 2023-02-03T06:12:19+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00025.warc.gz | 466,564,640 | 4,582 | eng_Latn | eng_Latn | 0.911858 | eng_Latn | 0.997067 | [
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Ministry of Environment, Solid waste Management and Climate Change
(Environment and Climate Change Division)
Ken Lee Tower, Barracks Street, Port-Louis
Tel No.: 2036200 Fax: 210 5751 Email: email@example.com
GUIDELINES FOR DRAWING AND PAINTING COMPETITION 2023 FOR PRIMARY SCHOOL PUPILS OF GRADES 5 AND 6
The Ministry of Environment, Solid Waste Management and Climate Change in collaboration with the Ministry of Education, Tertiary Education, Science and Technology is inviting all primary school pupils of Grade 5 and Grade 6 to participate in a drawing and painting competition.
-CRITERIA FOR PARTICIPATION:
Eligibility: Open to primary school pupils of Grades 5 and 6 (State, private grantaided and private non-aided fee-paying primary schools)
Size of artwork – A3 (Other sizes will be not acceptable)
Dimension of artwork –2D (NOTE: Some relief collage is acceptable) No artworks in 3D will be accepted.
Material on which artwork to be done: Paper or any appropriate support as per the concept (example paper, thick paper, cardboard/carton, etc..)
Drawing and painting materials: mixed media: water colours, wax crayons, coloured pencils, etc.. or any other drawing/ painting/ artwork material.
Children are also encouraged to make use of natural materials (e.g. leaves, barks from trees, sand, etc..) as well as already used, discarded and scrap materials (e.g. soft drink caps, shirt buttons, cloth rags, etc…).
-THEME OF DRAWING AND PAINTING COMPETITION:
"Air pollution is not a joke. It will make us choke! Let's care for the air: Stop Air pollution!"
Under this theme, pupils can depict one or a combination of the following and may include a message/slogan (optional):
[x] the effects of air pollution,
[x] remedial actions to reduce the impacts of air pollution, and
[x] how the children foresee Mauritius or the World in the future.
This list is not exhaustive; pupils may illustrate any other concept/ideas related to the theme.
-DEADLINE FOR SUBMISSION: 17 February 2023
-SUBMISSION PROCESS:
Details of participants: At the back of the artwork, the pupil should clearly indicate the following details:
a. Full name and age of the pupil;
b. Name of primary school and Grade of pupil;
c. The seal of the school;
d. Parents/ legal guardian's address and contact number.
Phases in the competition:
Submission of artworks by students to Head of Schools: 17 February 2023
Submission of artworks by all of Head of Schools (State, private grant-aided and private fee-paying secondary schools) to Education Zone Directorates: by latest 24 February 2023
Arrangements will be made by the Ministry of Environment to collect the entries from the different Zone Directorates.
Assessment of artworks: March- April 2023
Announcement of selected nominees: Around end of April 2023
Announcement of 3 winners per Educational Zone and Award Ceremony: Around start of June 2023
- PRIZES:
Students: 3 Cash Prizes per Educational Zone
1 st prize- Rs 10,000
2 nd prize- Rs 8,000
3 rd prize- Rs 6,000
⮚ Certificates of participation will be awarded to those participants having satisfied the minimum criteria.
Schools: A shield will be awarded to the primary institutions of the 12 finalists.
- CONDITIONS OF PARTICIPATION:
1. Number of submission per pupil – One.
2. Pupils should clearly indicate the following details at the back of their artworks; Full name, postal address, contact number, age, grade and name and seal of school. In the absence of these details, the artworks will be disqualified.
3. The decision of the jury panel shall be final and irrevocable.
4. The Ministry of Environment, Solid Waste Management and Climate Change reserves the right to publish best artworks on the website of the Ministry of Environment, whilst acknowledging the schools and the participants.
5. Educators and parents should guide children in the creative process and should ascertain that the entry is the sole and original creation of the child. All entries sent should be authenticated by the seal of the school. The seal of the school should be affixed on the verso of the entry.
6. The jury members reserve the right to call candidates to replicate their artworks during a final round, under their supervision.
For further queries, please contact officers of the Ministry of Environment, Solid Waste Management and Climate Change (Information & Education Division) on Tel: 203 6200 / 57085729 | <urn:uuid:2871b53b-9095-4aee-92c2-8edf8366b789> | CC-MAIN-2023-06 | https://environment.govmu.org/Documents/events/Guidelines%20for%20Drawing%20and%20Painting%20Competition%202023%20for%20Grade%205%20and%206%2011.01.2023.pdf | 2023-02-03T06:40:43+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00026.warc.gz | 253,607,865 | 1,033 | eng_Latn | eng_Latn | 0.990957 | eng_Latn | 0.99174 | [
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Section 3: Response
Section 3.2 - Critical Incidents
"Critical incidents" are events requiring an immediate response by public safety agencies and are managed by school administrators only until public safety officials arrive. They typically involve activation of a school Crisis Management Team. Critical incidents include but are not limited to natural and technological disasters and security emergencies that adversely affect the normal operation of the school. Examples include tornados, severe weather incidents, terrorist attacks, fire, hazardous material spills, school shootings, situations involving hostage and/or kidnapping, threats involving weapons, etc.
3.2.A General Procedures
When reporting a building crisis that requires assistance of emergency responders, please take the following actions:
Step 1: CALL 9-1-1
1. Give the dispatcher a detailed report of the situation.
2. Tell the 9-1-1 dispatcher exactly where the person in charge (most likely the Superintendent or Principal) can be found and a description of the person in charge.
3. Report the crisis at once to the Superintendent: Jason Bailey, 605-999-7228 (cell phone)
4. The Superintendent or Principal will designate a person to wait outside for emergency personnel and direct them where to go.
What to do Next:
1. Activate the Crisis Management Team.
2. Communicate the nature of the crisis to students and staff by activating the signal to evacuate or by making the announcement to secure classrooms.
3. Set up the Command Post and stay put.
4. Notify Fire Fighters or Police Officers of the location of disabled students.
5. Dispatch a team to assigned areas, checking restrooms, vacant rooms, and lockers.
6. Secure all doors to the building, if appropriate.
7. Confirm roll count of students at the Command Post.
5. Secure all records and office valuables in a safe place.
6. If it is necessary to send anyone to a hospital by ambulance, a staff member must ride along and stay with the injured person until their family member arrives.
In the event that a crisis occurs causing a power outage, the backup generators will automatically trigger the emergency lighting. However, it is a good idea for teachers to have a flashlight in their rooms to help children move safely throughout the building.
3.2.B Threatening Call Checklist
1. Use a "Threatening Call Report" to record as much information as possible. While it is unlikely that the caller will stay on the line long, attempt to get a record of as much information as possible.
a. A copy of the "Threatening Call Report" can be found in Appendix C at the end of this guide.
2. Upon receipt of a call that threatens harm to people or facilities, the person receiving the call should make every attempt to:
a. Prolong the conversation as much as possible.
b. Identify background noises.
c. Note distinguishing voice characteristics.
d. Determine the caller's knowledge of the facility.
3. During the call, attempt to signal another person to notify the Superintendent immediately.
4. When the caller hangs up, the person receiving the call will immediately use the same phone line that the threat came in on and DIAL *57, which is the trace option through the phone company.
5.
Notify the Superintendent of the threat. The Superintendent will then determine whether to search, evacuate, call the police, etc.
6. Share the last call trace information with the police officer.
7. The Superintendent will make all necessary calls to the authorities and evacuation sites.
3.2.C Bomb Threat
In the event that a staff member receives a call indicating that there is a bomb in the school, the following general procedures should be followed:
1. Follow steps 1-7 from the "Threatening Call Checklist" section outlined above.
2. The Superintendent will decide whether to evacuate the school immediately and search the facility or make a preliminary search prior to any other action.
3. The Superintendent will alert staff members via email, then make an announcement for everyone to check their email. This is the signal for staff members to search their areas.
a. Staff members should look for items that don't belong in their room or nearby hallways and report suspicious items to the administration.
4. Prior to evacuating the building, the Superintendent, Principal or designee will conduct a search of the school grounds immediately outside of the building to determine if it is safe to exit the building. A custodian will search the roof of the building, as well.
5. Alert the staff and students that a situation has arisen that requires evacuation of the school building. Ask students to "please remain calm and stay with your class and teacher. We will evacuate the building when the fire alarm sounds." Call 911 to notify them you are using a fire alarm to evacuate the building.
6. If there is time, bring the Crisis Management Policy binder with you.
7. The Superintendent shall establish an emergency command post at St. Stephen's Catholic Church in Bridgewater or First Baptist Church in Emery. Please see the section titled "Outside Command Post Locations" for addresses and alternate locations.
8. Take attendance as soon as possible.
a.
Current enrollment lists will be located in the Crisis Management Policy binders.
9. Red and green cards are located in the Crisis Management Policy binders. Teachers will hold up these cards after taking attendance in order to alert administration of a missing child.
a. Green Card: All students are accounted for.
b. Red Card: A student is missing.
10. Staff should supervise and reassure students throughout the duration of the emergency. Staff should also make an effort to keep students together in their assigned emergency groups.
11. Use the bullhorn or portable loudspeaker (if available) to communicate with students and faculty about the search. Reassure them that the school will be thoroughly searched before students are asked to return to the building.
12. The Superintendent will notify police officials who will then check the hallways, classrooms, and storage areas for suspicious items.
13. Do Not use cell phones or radios within a block of the building during a bomb threat. They could potentially activate a bomb.
14. If students are to return to the building, explain the precaution that has been taken to make sure the building is safe.
a. The Superintendent will direct students and staff to return to a specific class period.
15. Students who want to leave must have parent/guardian permission confirmed by an administration member. They must sign out with a specific departure time noted. A copy of the "Emergency Release Form" can be found in Appendix A of this guide.
16. A debriefing session will be held for school staff, law enforcement officers, firefighters, ambulance personnel and other responders to discuss the event, review the response effort and identify areas to be improved. Debriefing sessions may need to be conducted for students, staff, parents and other community members depending on the extent of the crisis.
3.2.D Assault
An assault is the intentional infliction or attempt to inflict bodily harm upon another person. Early intervention may reduce or eliminate escalation of the incident. When the assault occurs:
1. Notify building administration and call 9-1-1.
2. Ensure the safety of students and other staff.
3. Disperse onlookers and keep others from congregating.
4. Do not leave the victim alone and ensure first aid is rendered if needed.
5. Seal off the area to preserve evidence for law enforcement.
6. Gather as much information to relay to the police.
a. Note the name and/or description of assailant.
b. If the assailant has left the building, determine direction and mode of travel.
c. If assailant leaves in a vehicle, provide a description of the vehicle and license number.
d. Identify any witnesses.
e. Describe the type and number of injuries.
7. The Superintendent or Principal will determine if a lock-down is necessary.
8. Administration will notify parents or legal guardians of students involved.
9. Administration will document all actions taken by staff and compete incident reports.
3.2.E Fight/Disturbance
Not all fights are criminal in nature. Many fights or disturbances are spontaneous behavioral situations that should not elicit a significant response from law enforcement. They should be handled by school staff and follow school district disciplinary policies and procedures.
When a fight or disturbance occurs:
1. Notify building administration.
2. Ensure the safety of students and other staff.
3. Disperse onlookers and keep others from congregating in the area. Don't let the crowd incite participants.
4. Separate participants.
a. A teacher or Principal may use reasonable force when it is absolutely necessary under the circumstances to correct or restrain a student or prevent bodily harm or death to another.
5. Ensure that first aid is rendered to all injured parties.
6. Administration will notify parents or legal guardians of students involved.
7. Administration will document all actions taken by staff and compete incident reports.
3.2.F In Case of Fire
In the event of a fire, the fire alarm will be activated to signal everyone in the building to evacuate immediately. At the sound of the fire alarm, all students must walk as rapidly as possible into the hall and out the nearest exit without crowding or running. Smoke is just as dangerous as fire, as most fire deaths are due to smoke inhalation. Teachers must use their best judgement when using the predetermined fire escape routes.
If there is adequate time, the clerical staff must attempt to close all vaults/fire files and secure all records.
Once the fire alarm sounds, all teachers must:
1. Check to see that all students are out of the room, that windows and doors are closed and that lights are turned off.
a. Doors should be shut, but not locked so that firefighters can sweep the room.
2. If there is time, bring the Crisis Management Policy binder with you.
3. Following the closest fire escape route, escort students across the street on either side of the building to the predetermined safe areas.
a. The safe areas are at least 50 feet away from the building, but the distance may need to be extended depending on the wind direction, the location of the building on fire, the direction from which the fire is arriving, and the location of fire equipment.
4. If the primary route is blocked or dangerous, use closest, safe exit.
5. Take attendance as soon as possible.
a. Current enrollment lists will be located in the Crisis Management Policy binders.
6. Red and green cards are located in the Crisis Management Policy binders. Teachers will hold up these cards after taking attendance in order to alert administration of a missing child.
a. Green Card: All students are accounted for.
b. Red Card: A student is missing.
7. Reassure students throughout the duration of the emergency.
8. Make an effort to keep students together in their assigned emergency groups.
The fire emergency crew will check hallways, classrooms and storage areas to make sure everyone is out of the building. The students and staff will remain outside until a fire department official has declared the area safe. Under no circumstances should an employee attempt to fight a fire that has passed the stage where it can be put out with a fire extinguisher.
3.2.G Hostage or Shots Fired Situations
Any staff member or student who observes an intruder carrying a weapon (firearm, knife, etc.) in the building or on the school grounds should gather the following information:
1. Last known location of the intruder.
2. Direction of travel.
3. Description of the individual.
4. Information on the type of weapon.
5. Number of hostages.
6. Number of injuries.
Notify the Superintendent, Principal or designee right away. One of these individuals will then:
1. Call 9-1-1 immediately.
a. Stay on the line with the 9-1-1 dispatcher. Be prepared to describe the exact location of the hostage situation.
2. Use the intercom system to alert staff members to lockdown the entire building.
a. The lockdown code will be "CODE HUSKIES."
3. If possible, school bells or alarms should be switched off to avoid confusion. If bells/alarms can't be disabled, announce to disregard all bells and alarms.
4. Systematically contact each classroom via the phone system to gather information about the status of students and staff members.
a. A "Room Status Checklist" will be used to take notes on the conditions in each classroom.
b. A copy of the "Room Status Checklist" can be found in Appendix A of this guide.
5. Gather and record information about the incident.
a. Who is the hostage taker (name, physical description, clothing description, etc.)?
b. Who is being held (number of hostages)?
c. Lay of the room.
d. What are the intruder's motives and emotional state?
e. Are there significant health problems of anyone directly involved?
f. Are there any weapons observed? If so, what?
6. Meet the responding officer at the designated contact site.
a. Take a set of building keys and a school floor plan map to the contact site and point out the last known location of the intruder on the map.
As soon as the police are on-site, they will take control of the scene in accordance with police department policy. From there, the following tasks will take place:
1. After the building is secure, under the direction of the police, students and staff will move to a designated secure relocation site. The school building and grounds are considered a crime scene so no police will supervise any movement on campus until their investigation is completed.
2. Information and instructions for parents will be shared through the media as well as through text or email notifications.
3. Police and school officials will work together to designate a place and time to communicate with the media. They will also decide who will speak to the media and what information will be shared.
4. Police will determine when the students will be released at the relocation site. Prior to release, the students will be screened to determine if they have knowledge that may be helpful to the incident's investigation.
5. Prior to leaving, students must have parent/guardian permission confirmed by an administration member. They must sign out with a specific departure time noted. A copy of the "Emergency Release Form" can be found in Appendix A of this guide.
6. A debriefing session will be held for school staff, law enforcement officers, firefighters, ambulance personnel and other responders to discuss the event, review the response effort and identify areas to be improved. Additional debriefing sessions will be conducted for students, staff, parents, and other community members.
3.2.H Classroom Lockdown Procedures
Lockdown procedures are used to protect occupants from potential dangers in the building (i.e. threats, intruders) or external threats that may enter the building. The following procedures will be utilized during a lockdown:
1. When the intercom system or phone system alerts a lockdown, staff members will clear all students from the hallways or bathrooms and have them go to the nearest classroom.
a. Please note any students who are missing from your class and/or any extra students in your classroom.
2. Students and staff members will be confined to their room until notified of evacuation plans or that the situation is clear.
3. Staff members will lock all doors and windows and turn off the room lights.
4. Staff members will have students move away from windows and doors and sit near an interior wall out of the line of sight from the hallway windows.
5. Remind students to remain quiet, no talking.
6. Use red and green cards to communicate with emergency responders. Place the appropriate colored card in the doorway window or under the door. One should also be placed on an outside window if the room has outside windows.
a. A green card in the window indicates the classroom is safe.
b. A red card indicates that emergency assistance is needed as soon as possible.
c. No card will indicate to law enforcement the need to enter the room, as the intruder may be present.
7. Once your room is secured, DO NOT leave the room until escorted by police officers or you are given permission to leave by the administration.
3.2.I Intruder in Your Room Procedures/Shots Fired
If the intruder gains access to your room, staff members and students directly involved in the incident should follow orders from the subject without heroics. If the intruder tells a teacher or others to leave the room or area, the people need to leave to avoid angering the intruder. The following are instructions to avoid escalating the situation.
1. Attempt to calm and distract the subject to gain time for police response.
2. Avoid soliciting demands.
3. Avoid bargaining or making concessions.
4. NEVER exchange yourself or anyone else for a hostage.
5. Avoid giving orders to the intruder.
6. Do not make suggestions to the intruder.
7. DO NOT ask acquaintances or family members to talk to the subject.
If you are contacted by the office while the intruder is in the room, respond with the phrase "WE ARE LOCKED DOWN."
In the event an intruder begins shooting or assaulting people in your room, the students and staff members should exit the room, leave the building through the nearest exit and run immediately to the command post location.
3.2.J Tornado Warnings
Because tornadoes can occur with little, if any, warning, minutes and even seconds can mean saving lives. Tornado drills will be conducted throughout the year to ensure all students and staff know where the tornado safe areas are. Students and staff must also practice the "Drop & Tuck" position, which is the best way to sit during a tornado to prevent major injuries. These procedures are outlined below.
"Drop & Tuck" procedures:
* Face the interior wall.
* Drop to your knees and roll forward to the balls of your feet.
* If physically unable to kneel, a person may sit on the floor.
* Tuck your head down and place your hands on top of your head and neck.
* Do not lie flat on the ground.
In the event of a Tornado Watch:
1. The school office personnel will continuously monitor the weather and relay any changes/updates to the Principal.
2. The Principal will inform teachers that a Tornado Watch is in effect.
3. Teachers will review the "Drop & Tuck" procedures with students.
If a Tornado Warning is in effect (tornado has been sighted in the McCook or Hanson county areas either visually or on radar), the following actions will be taken:
1. Inform the Superintendent of the Tornado Warning.
2. Office personnel will continue to monitor the weather.
3. All students must be brought into the building.
4. Ensure all outside doors are closed.
If the tornado warning occurs at the end of the school day, children will not be dismissed from school until the tornado is clear of the area.
If a tornado has been sighted or reported in the vicinity of either school, the following actions will be taken:
1. An administrator will make the following announcement over the intercom: "We are in a tornado warning, please take shelter according to the tornado emergency plan."
2. Teachers will lead all students to their predetermined safe place in a calm, orderly manner. Walk, do not run.
3. Teachers should turn off lights and shut doors once everyone has exited the room.
4. Stay away from windows and large open rooms like gyms and auditoriums.
5. Once at the designated safe areas, everyone should "Drop & Tuck."
6. Teachers will then take attendance.
After a tornado:
1. Carefully render aid to those who are injured until emergency personnel arrives.
2. Lead students out of damaged parts of the school to avoid falling debris.
3. Ensure nobody is using cell phones, matches or lighters, in the case of leaking natural gas pipes or fuel tanks nearby.
4. Set a calm example for students at the disaster scene, and reassure those who are shaken.
If a tornado has hit the building, it can be unsafe for students and staff to go outside or move throughout the building. The best action is to stay put until emergency personnel gives further direction. If a teacher believes their area is unsafe and that their students are at risk, the teacher will escort their students to the nearest safe location. They will wait there for emergency responders to give instructions.
If a tornado warning occurs while students are on a school bus, the bus driver should take the following steps:
1. Stop at the closest available building which can be used as a shelter. Get students inside until all the "all clear" is announced.
2. Advise students to seek cover and place themselves in a protected position, covering their head and face.
3. If suitable shelter is not available, have the students disembark and lie flat in the lowest area available.
3.2.K Death of a Student/Staff at School
In most cases, no determination of death will be made at the school site. CPR and other first aid measures should be continued until the ambulance arrives to take the person to the emergency room. It may be appropriate to send a staff member to the emergency room to meet the family, stay with them, and report information back to the school administration.
To help students and staff deal with the crisis, follow these steps:
1. The Superintendent will notify the Principal (or vice versa) immediately.
2. The Superintendent will activate the Crisis Management Team, team counselors trained to assist students and staff in dealing with the crisis (area clergy, area counselors, and Cornbelt Coop counselors and psychologists).
3. The Crisis Management Team members will meet to develop a plan of action and responsibilities will be delegated at that time.
4. When school is not in session, an email will be sent to alert staff members.
5. A staff meeting, including all persons employed at that building, will be held to:
a. Present facts of crisis and answer questions.
b. Relay school district policy in a crisis.
c. Identify high-risk students and develop strategies to deal with student reactions.
d. Present a plan for individual classroom meetings.
6. An announcement will be prepared for teachers to read to students in their classrooms.
7. Teachers in the classroom will:
a. Allow students to discuss concerns.
b. Acknowledge student feelings.
c. Dispel rumors.
d. Let students know where counseling is available.
8. The Crisis Management Team will provide counseling to staff and students. | <urn:uuid:9936bc50-f562-4c97-9697-bd36a99f4fc9> | CC-MAIN-2023-06 | https://www.bridgewater-emery.com/_files/ugd/b12068_b17f7582ff8a416ea2760c278dc3b3d1.pdf | 2023-02-03T08:10:36+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00027.warc.gz | 699,923,050 | 4,587 | eng_Latn | eng_Latn | 0.999281 | eng_Latn | 0.999392 | [
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From:
Sent:
To:
DPIE W Regional Water Strategies Mailbox firstname.lastname@example.org SUBMISSION Far North Coast Regional Water Strategy
Cc:
Subject:
SUBMISSION - Far North Coast Regional Water Strategy.
I have been a resident of the Terania Creek area for close to 40 years, and like many people, was drawn to this region because of the beauty of this rainforest region and its communities. I have worked and volunteered many hours over the years, to protect the natural environment and support the community.
I object to the proposed dam on Rocky Creek at The Channon/Dunoon on the grounds of habitat loss and the impact on the natural beauty of the Northern Rivers region.
Habitat and biodiversity loss is one of the biggest threats to humanity at this time. As big a threat as climate change.
Scientists agree that Earth is facing a biodiversity crisis, losing species 100 to 1000 times faster than the normal background rate of extinction, resulting in the sixth period of mass extinction in the history of Earth. Similarly, the Earth ecosystems that support human life are degrading at an equally alarming rate.
"The biodiversity crisis – i.e. the rapid loss of species and the rapid degradation of ecosystems – is probably a greater threat than global climate change to the stability and prosperous future of mankind on Earth. There is a need for scientists, politicians and government authorities to closely collaborate if we are to solve this crisis', Carsten Rahbek, Director for the Center for Macroecology, Evolution and Climate, University of Copenhagen.
Australia is a signatory to the UN Convention on Biological Diversity. Because it is a treaty to sustain the rich diversity of life on Earth, it is crucially concerned with species extinctions and ecosystem degradation.
The process towards extinction is mainly caused by habitat degradation, whose effect on biodiversity is worsened by the ongoing human-induced climate change.
In NSW and around Australia habitat loss still goes on unabated. (
https://www.sydney.edu.au/news-opinion/news/2020/06/05/australia-isn-t-doing-enough-to-preserve-biodiversity.html)
We know the proposed dam will destroy koala corridors that have been actively protected by local landcare projects in recent years. As well, platypus populations known to be in the existing creeks will lose their habitat. Dams destroy shallow creek habitats for platypus and also damage the flows to waterways below dams.
In a year when we have lost 3 billion native animals, it is madness to be destroying known habitats where they are thriving in our region. We need to look for other solutions to water management. Habitat loss, as well as impacting flora and fauna, also impacts on insect populations. Insect populations have decreased worldwide by more than 40% and a third of insects are in danger of extinction. Ecologists say foremost among the factors behind the decline are habitat changes wrought by humans.
(
https://www.nationalgeographic.com/animals/2019/02/why-insect-populations-are-plummeting-and-why-it-matters/
)
Knowing what we do about the impact of the destruction of habitat and ecosystems, we cannot afford to destroy yet another area of natural beauty in our region. I hope you seriously consider my reasons for objecting and look for alternatives to protect our Northern Rivers region. | <urn:uuid:13a92444-1c73-4ac1-9a85-96ea14f6a428> | CC-MAIN-2023-06 | https://www.dpie.nsw.gov.au/__data/assets/pdf_file/0005/502394/submission-162.pdf | 2023-02-03T07:24:26+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00029.warc.gz | 761,742,252 | 682 | eng_Latn | eng_Latn | 0.99652 | eng_Latn | 0.99652 | [
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Talking with Pat Mora
The award-winning author, poet, and champion of bilingual literacy talks about her work, bookjoy, and Día's fifteenth birthday. By Jeanette Larson
It's difficult to put labels on Pat Mora's writing, and that's a good thing for her readers. She is a picture-book author, biographer, poet, educator, advocate, and more. Since her first book for children, A Birthday Basket for Tía, in 1992, Mora has been a champion of bilingual literacy. Her writing frequently reflects the multicultural life of the Southwest, and she also tells the stories of important but overlooked people, such as Tomás Rivera and Sor Juana Inés. Mora writes poetry for every age group, from simple rhymes for very young children to haiku for teens and sonnets for adults. With the publication of Doña Flor: A Tall Tale about a Giant Woman with a Great Big Heart in 2005, Mora entered the realm of tall tales, adding a new character to the pantheon of exaggerated heroes.
A successful writer for more than 25 years, Mora has also used her talents as an activist for bilingual literacy. Seamlessly incorporating Spanish words into text that is mostly in English, Mora's writing often mirrors the natural code-switching speech patterns of children who grow up in bilingual communities. When Mora talks about bookjoy, a word she coined to convey the pleasure readers experience, her face glows with a passion for sharing words in many languages. Her commitment to reading in every www.booklistonline.com/booklinks
"I'm a writer because I learned bookjoy early
in my life thanks to my mom, aunt, teachers, and librarians. . . . Books weave through my life, enriching my days."
language is also embodied in El día de los niños/El día de los libros, the annual literacy holiday she started in 1996. This year Día celebrates its Quinceañera, turning 15 on April 30, and I took the occasion as an opportunity to talk with Mora about her work and the inspirations for her bookjoy.
BKL: You write poetry about some interesting subjects. How do you decide on topics?
BKL: What was your journey to becoming a writer and poet?
Mora: The journey begins in a house with books. Aren't those of us who grow up in such a house fortunate? My childhood home was in the border city of El Paso, Texas. I'm a writer because I learned bookjoy early in my life thanks to my mom, aunt, teachers, and librarians. I loved poetry, hearing the old-fashioned rhymes, memorizing rhythms I still feel. Books weave through my life, enriching my days. How deeply grateful I am to those who taught me to love and play with words in English y en español.
Mora: Often I write about my loves— family, the desert, Mexican culture. I'm also curious, so I savor stories and imagine the lives of others. For example, when I assigned myself a book of teen love poems thanks to the suggestion of a Texas librarian, I let myself imagine and listen to a variety of voices—girls and boys. We humans have various dimensions. I have an orderly side that sees to it that I answer e-mails and organize my travel—what some would label left-brain work. When I create enough quiet, I let my less linear and more creative side surface and explore.
BKL: Do you consider your poetry to be a means to cultural understanding and communication?
Mora: I certainly hope to communicate with all kinds of readers, but when I begin a poem, I'm immersed in the pleasure and challenge of listening to
23
words. Like any writer, I consciously and unconsciously choose topics, stories, and ideas that are influenced by who I am, where and how I was raised, where I've traveled, what I've experienced. Ideally, we bring ourselves to the page.
BKL: You haven't written any novels in verse. Have you considered that format for telling any of your stories?
Mora: Interesting question. Poetry is my favorite genre. It's challenging to place a poetry manuscript, and it's difficult to have a poetry book widely read by any age group. To be honest, it's usually hard enough for a Latina to have a manuscript accepted without that added fiction-in-poetry hurdle.
BKL: Is there a poem by someone else that you wish you had written?
Mora: There are countless poems I wish I had written! I'm a devoted fan of the Chilean poet Pablo Neruda, a Nobel Prize winner. I wrote Adobe Odes (2006), inspired by his odes. I love the poetry of Mary Oliver and recently have been reading Carol Ann Duffy. Writing for children, teens, and adults and writing in various genres means I'm longing daily to write more and better in many formats.
BKL: Which of your books was the most challenging for you to write and why? Mora: The family memoir House of Houses (1997) was probably the most challenging for me. I hadn't planned to write it, but once I embarked, it was a puzzle, to figure out how to construct a word house for the various stories. I soon hope to begin a YA version of House.
BKL: What research do you do while writing a nonfiction picture book such as A Library for Juana?
Mora: I read Sor Juana Inés' work and books about her and saw a film about her. Though she's Mexico's most famous poet and her work is memorized throughout the Spanish-speaking Americas, I'd never heard about her until I began writing poetry for adults.
Writing about her and about Tomás Rivera was a way of introducing them to children, families, teachers, and librarians who might not know these important voices.
by caring. It's her heart rather than her brawn that helps her solve problems. I thoroughly enjoyed the exaggerations that are part of tall tales.
BKL: There seems to be a resurgence of interest in creating tall tales. What was the genesis of Doña Flor? How is writing a tall tale different from writing any other story?
Mora: Didn't most of us who went to elementary school in the United States read about the massive Paul Bunyan and see images of him and Babe the Blue Ox? I sure remember them. A few years ago, I had a thought: We need a tall tale about a giant bilingual woman. Who knows where such ideas come from? We live in a world that glorifies size, force, and violence. As I began to talk to my husband about the story and play with possible scenes, I realized that I wanted Doña Flor to be motivated
Sweet story: Some years back a teacher in Delaware who had shared Doña Flor with her middle-grade English language learners stood up at a presentation I was giving and, hugging the book, said, "We love Doña Flor because she's so big and we feel so small." Doña Flor would love that she's helping.
BKL: You appear to move effortlessly between writing for various audiences from preschool through adult. Do you approach writing in any specific way for each group?
Mora: Effortlessly? Finding the time to write is hard, at least hard for me. Growing Día to reach what I believe is its potential requires significant amounts of time. When I manage to
create the quiet I spoke about earlier, I select my project (to choose my projects is a gift) and write, striving eventually to create delight or opportunities for reflection for those whom I hope will sink into the story or poem. Once I have a draft, I begin to imagine an ideal reader for that specific piece. My newest book, Zing! Seven Creativity Practices for Educators and Students, for example, is a book of letters. I so enjoyed having an intimate conversation with teachers, librarians, professors, and others who, like me, want to develop their creative selves and want to support the creative potential of all their students.
BKL: You started El día de los niños/ El día de los libros as a way to promote and support bilingual literacy. How has the celebration changed since it began 15 years ago?
much more of a challenge than I ever expected. How open are we to fostering bookjoy in all children, including the underserved? Día, as this daily commitment to linking all children to books, languages, and cultures is known, has grown thanks to the dedication of many, particularly up to now librarians. REFORMA, the National Association to Promote Library and Information Services to Latinos and the Spanish Speaking, an American Library Association (ALA) affiliate, was my first organizational partner. In 2004, ALA's Association for Library Service to Children's board asked to be Día's national home.
Mora: Like any mom I'll say that the journey has been a challenge, www.booklistonline.com/booklinks
If we want our nation to be a country of readers, those committed to sharing bookjoy need to work together to inspire communities in nurturing reading families. Creative in our daily joint efforts, we then enjoy culminating Día celebrations across the country in April. The major
Children celebrate El día de los niños/ El día de los libros in grand style in Book Fiesta!, written by Pat Mora and illustrated by Rafael López.
celebrations are often on April 30, but communities select what works for them. In honor of Día's fifteenth anniversary, I'll be posting 15 Día Nuggets, 15 lists of 15 Día resources and ideas, on my website, www.patmora.com, and on my blog, http://sharebookjoy .blogspot.com.
BKL: Embedding Spanish words in your writing has become something of a trademark for you. Why do you use that technique?
Mora: I grew up bilingual and have no memory of not speaking both beautiful languages. Both my parents were bilingual, so luckily, English and Spanish were part of the rhythm of our home. I wish I were trilingual; I learn words wherever I travel internationally. As I tell students at all levels, I feel blessed that I know two languages and have them as resources for my writing. I feel passionately about helping those living in the United States to feel proud of their home languages—they are valuable resources in our global world.
BKL: What more can librarians and teachers do to inspire and motivate young people to read, especially in situations where their families do not value reading?
Mora: I explore this topic at length in Zing! As the lucky ones who are print rich, we can coach parents and families in how to support the reading habit. When I speak to Spanish-speaking parents, which is always an honor, I stress that it isn't necessary to speak English to support print literacy, nor is it necessary to read English. We know that non-English-speaking parents, particularly those with limited economic resources, often feel intimidated by our educational systems, including libraries. When we involve them as our literacy partners, we can illustrate how to use a picture book, for example, as an occasion for discussing the illustrations and
25
For more on Mora's work and El día de los niños/El día de los libros, visit the Book Links website at www .booklistonline.com/booklinks and click on "Web Connections."
story and for having the children read to us. Parents who do not value reading come in all colors and from various economic brackets, of course. The challenge of championing reading not only for pleasure and knowledge but also as essential in a democracy is significant in our diverse country—but, ah, the glory of making our rhetoric a reality!
BKL: What has winning awards, such as the Tomás Rivera Mexican American Children's Book Award and the Pura Belpré Award, meant to you? Do these awards inspire writers and illustrators? Is there any award that you cherish more than others?
for the honor but try to remember that ultimately what matters is that the books do their work in the world. In the field of children's books, teachers, librarians, and parents assist the book's journey.
BKL: What are you currently reading and who are some of your favorite authors?
Mora: Because of Zing! I'm currently reading On Becoming an Artist: Reinventing Yourself through Mindful Creativity (2005), by Ellen J. Langer, a painter and psychologist. I've mentioned some of the poets I enjoy. I've read much more nonfiction in the last few years. Novelists whose work has amazed me in the recent past include Carol Shields, Marilynne Robinson, and Elizabeth Strout. To end where I started, I feel so fortunate to savor bookjoy daily.
Sampling Mora
Doña Flor: A Tall Tale about a Giant Woman with a Great Big Heart. Illus. by Raúl Colón. 2005. 40p. Knopf, $15.95 (9780375823374); Dragonfly, paper, $7.99 (9780375861444); lib. ed., $17.99 (9780375923371). Also available in a Spanish edition. PreS–Gr. 3.
A Library for Juana: The World of Sor Juana Inés. Illus. by Beatriz Vidal. 2002. 40p. Knopf, $15.95 (9780375806438). 861. Gr. 2–5.
Tomás and the Library Lady. Illus. by Raúl Colón. 1997. 40p. Knopf, $17 (9780679804017); Dragonfly, paper, $6.99 (9780375803499). Gr. 2–4.
Yum! ¡Mmmm! ¡Qué Rico! Americas' Sproutings. Illus. by Rafael López. 2007. 48p. Lee & Low, $17.95 (9781584302711). Also available in a Spanish edition. 811. PreS–Gr. 3.
Mora: A big thanks to those who founded and maintain these awards to ensure that work by Latinos is being recognized. Awards please publishers and attract readers. Each award I've received is a thrill, a validation. I've lived long enough to know, though—and I often tell beginning writers this—that awards reflect the tastes and values of award committees. I'm immensely grateful
Zing! Seven Creativity Practices for Educators and Students. 2010. 152p. Corwin, paper, $23.95 (9781412978392). 371.102.
Book Fiesta! Celebrate Children's Day/Book Day: Celebremos El día de los niños/El día de los libros. Illus. by Rafael López. 2009. 40p. HarperCollins/Rayo, $17.99 (9780061288777). PreS–Gr. 3.
Dizzy in Your Eyes: Poems about Love. 2010. 176p. Knopf, $15.99 (9780375843754); lib. ed., $18.99 (9780375945656). 811. Also available in an e-book edition. Gr. 7–12.
Jeanette Larson is an independent library consultant in Pflugerville, Texas. Her book El día de los niños/El día de los libros: Building a Culture of Literacy in Your Community through Día will be published by ALA Editions in April 2011. | <urn:uuid:10f45b2e-26d6-4ef4-a12e-ed1f8fcd7462> | CC-MAIN-2023-06 | https://www.patmora.com/images/educators-booklinks2011.pdf | 2023-02-03T07:03:58+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00029.warc.gz | 954,204,360 | 3,228 | eng_Latn | eng_Latn | 0.996662 | eng_Latn | 0.998525 | [
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2022-2023 Diven Elementary School Counseling Plan
Contact Information:
Mr. Steve Mastronardi, LMHC Diven School Counselor
607.735.3717
email@example.com
Table of Contents:
Mr. Mastronardi, School Counselor
Elmira City School District Mission Statement
The Elmira City School District is a dynamic and innovative learning organization dedicated to developing learners of character who value their educational experience and can compete globally and contribute locally by collaborating with students, families, and community partners to provide meaningful opportunities in a safe and engaging environment for all."
ECSD Core Beliefs
[x] We believe that…
[x] All decisions should be based on what is best for students.
[x] Community support and collaboration is fundamental for student learning.
[x] Family engagement and support is critical to student success.
[x] Everyone deserves a safe and accepting learning environment.
[x] Developing a sense of pride in our school community is essential.
[x] High expectations require high levels of commitment and support for all.
[x] All individuals will be accepted, respected, and valued for who they are.
[x] Effective communication is vital. The educational experience must prepare students with the skills to be career and college ready.
[x] All students need various opportunities to be involved, actively engaged, and connected.
[x] We must embrace change as an opportunity for growth.
School Counseling Program Mission Statement
"At Elmira City School District, diversity, equity, and inclusion are at the core of who we are. As School Counselors, we support the mission of the ECSD by providing a comprehensive, developmentally age appropriate and sequential school counseling program. We focus on the needs, interests and issues related to the stages of student growth through academic excellence, social emotional learning, and career development. In partnership with students, staff, family, community members and employers, we will prepare students to become effective learners of character, achieve success in school, live successful and rewarding lives, and develop into contributing members of a diverse and changing world."
School Counseling Program Vision Statement
"All students in the Elmira City School District are unique, talented, and diverse learners who engage in the promotion of social responsibility, acceptance and appreciation in a diverse community while demonstrating academic and career readiness."
2022-2023 Diven Elementary School Counseling Plan
District Goals from the 2022-2023 Elmira City School District Comprehensive School Counseling Plan:
1. Social Emotional Commitment:
We commit to fostering students' social emotional learning through a system of supports that identify and meet the needs of students and families and will be monitored through program data points.
2. Academic/Attendance Commitment:
We commit to providing support and targeted interventions intended to improve attendance and academic engagement.
3. College, Career and Civic Readiness Commitment:
We commit to preparing all students to become successful adults and productive members of society.
Goal 1: Social-Emotional Commitment:
Students will gain self-awareness, self-regulation, and social problem-solving skills that will foster social emotional growth and development.
Proactive Strategies/Programs and Interventions: Individual Level:
* Individual conferencing and goal setting with students struggling with the transition back to school and/or other social-emotional issues
* Check-ins as needed to support students for success academically, behaviorally, and socially
* Connect students with school-based programs and activities that will increase student involvement and positive connection with school
* Referrals to outside agencies to provide students with more intensive supports as needed
Small Group Level: (6 weeks)
* Identified students participate in academic success and social/emotional focused group counseling as appropriate and needed
Classroom Level:
* Provide monthly classroom lessons on each of the district identified monthly themes, providing additional lessons as requested
* Support Restorative/Relational Practices initiatives in each classroom, when possible, to support positive school climate/culture
* Support the implementation of Second Step lessons
Grade Level:
* Review student data (attendance, behavioral, academic, etc.) for trends to determine need of more targeted interventions at specific grade level
School-Wide:
* Support the implementation of the district MTSS plan for Social-Emotional Learning
* Create and distribute a staff needs assessment to gain feedback on possible needed supports and programming
* Provide school staff with information regarding available social/emotional supports within the building and through community agencies
* Promote Community in Schools programming with staff
* Assist with promoting the PBIS program and programs that promote positive behaviors
* Assist with promoting student attendance
* Assist with the identification and addressing of possible barriers to a positive school climate/culture Family Engagement:
* Create and distribute a Family Needs Assessment to determine supports most needed by families
* Share monthly counselor newsletter in digital and paper format with all families
* On-going communication with families regarding school initiatives, events, and opportunities for involvement through digital messages and information flyers sent home
* Home-visits as necessary
* Team meetings as necessary
* Meetings with parents and other service providers as necessary
Community Engagement:
* Connect families to needed supports such as CIS and other community agencies to assist with attendance and virtual learning engagement improvement plans
* Connect families to community resources that assist with food, clothing, healthcare, housing, and other identified needs that may be impacting student growth and development
Expected Outcomes:
* 75% completion of ECSD climate focused surveys (administered in the Fall and Spring)
* Reduction in superintendent hearings by 2%
*
Reduction in VADIRs by 5% & Reduction in office referrals 5%
Progress Monitoring/Evaluation:
* Results from school climate survey (ex. such as Whole Child Survey, building made survey, etc.)
* Student referrals (self, parents, or staff referrals) to School Counselor
* Referrals made to outside agencies
* Analysis of student data points (attendance, behavioral, academic, etc.) pre/post referral and use of interventions
* School-wide analysis of student data (attendance, behavioral, academic, etc.) to monitor for trends and impact of MTSS SEL plan and other building level initiatives
* Analysis of anecdotal notes (student self-reflections, staff needs assessments, family needs assessments, etc.) to assess impact of program initiatives and interventions
Goal 2: Academic/Attendance Commitment:
Increase quarterly attendance district wide by 5% for the 2022-2023 school year. Our goal is to increase student time in class and minimize all non-COVID related absences.
Proactive Strategies/Programs and Interventions:
Individual Level:
* Establish an attendance improvement plan for those students identified with low attendance when needed
* Check-ins as needed to support students for success
* Connect students with school-based programs and activities that will increase student involvement and positive connection with school
* Referrals to outside agencies to provide students with more intensive support
Small Group Level: (6 weeks)
* Identified students participate in academic success and/or social-emotional focused group counseling as appropriate and needed
Classroom Level:
* Provide monthly classroom lessons on each of the district identified monthly themes, providing additional lessons as requested
* Support Restorative/Relational practices and initiatives in each classroom, when possible, to support positive school climate/culture
* Support the implementation of weekly Second Step lessons
Grade Level:
* Utilize town meetings to instruct on monthly theme
* Review student attendance data for trends to determine the need for more targeted interventions at specific grade levels
School-Wide:
* Create and distribute a staff needs assessment to gain feedback on possible needed support and programming
* Provide school staff with information regarding available social/emotional supports withing the building and through community agencies
* Promote Community in Schools programming with staff
* Help organize student recognition activities such as Town Meetings and awards assemblies
* Assist with promoting the PBIS program and programs that promote positive behaviors
*
Assist with promoting attendance
*
Assist with the identification and addressing of possible barriers to a positive school climate/culture
Family Engagement:
* Proactive phone calls home to parents prior to and/or early in the school year for students who have historically struggled with attendance/engagement
* Create and distribute a Student Needs Assessment to determine supports most needed by students
* On-going communication throughout the year for students who struggle with attendance and engagement
* Share monthly counselor newsletter in digital and paper format with all families
* On-going communication with families regarding school initiatives, events, and opportunities for involvement through digital messages and information flyers sent home
* Home visits as necessary
* Team meetings as necessary
* Meetings with parents and other service providers as necessary
Community Engagement:
* Connect families to available supports such as CIS and other community agencies to assist with attendance, behavioral and mental health needs
* Connect families to community resources that assist with food, clothing, healthcare, housing, and other identified needs that may be impacting student attendance academic and social/emotional growth and progress
* Serve as a liaison between the school and community agencies to assist with on-going coordination of services and communication regarding progress toward identified goals
Expected Outcomes:
* Reduction in the number of Administrative Referrals for attendance by 5%
* Reduction in absences and tardies by 5%
Progress Monitoring/Evaluation:
* Running monthly attendance reports at the district and building levels to identify students who are not attending (unexcused absences)
* Keeping track of data including a log with phone calls and emails sent from the parents/guardians of the student who is not attending
* Student referrals (self, parents, and staff referrals) to School Counselor
* Referrals made to outside agencies and contact with outside agencies to follow up as needed
* Analysis of student data points (attendance, behavioral, academic, etc.) pre/post referral and use of interventions and modify interventions as necessary
* Analysis of anecdotal notes (student self-reflections, staff needs assessments, family needs assessments, etc.) to assess impact of program initiatives and intervention
Goal 3: College, Career and Civic Readiness Commitment:
By June 30, 2023, All students in the district will complete Career Plans during the 2022-2023 School Year.
Proactive Strategies/Programs and Interventions:
Individual Level:
* All students will complete a Career Plan (Starting in January)
* Follow-up with students who missed the Career Plan lesson
Small Group Level: (6 weeks)
* Identified students participate in academic success and social/emotional focused group counseling as appropriate and needed
Classroom Level:
* Paws in Jobland lessons with all grade levels (April)
* Goal setting activities done as part of monthly classroom lessons with follow-up at different points in the school year
* Civic Readiness is addressed through lesson topics that include the themes of friendship, respect, communication skills, etc.
Grade Level:
* Assist in transition programming for rising 2 nd grade students to ensure counseling and school staff is informed of relevant information to promote a successful transition, academically and socially, for all students
School-Wide:
* Career Spotlights/Guest Speakers
Family Engagement:
* Share information on Career Plan activity in Counselor Newsletter and provide parents/guardians option to request a copy of their child's completed plan
Community Engagement:
* Invite community representatives to participate in Career Day and other school events wherever possible
Expected Outcomes:
* 100% completion of Career Plans District Wide
Progress Monitoring/Evaluation:
* School Counselors will support the documentation of career development via Career Plans.
* School Counselors will encourage student participation in multiple career development learning and exposure opportunities to create meaningful real-world connections.
2022-2023 Diven School Counseling Program Calendar
July-August:
* Attend relevant professional development trainings/workshops
* Participate in district counseling program planning as requested
* Prepare materials for classroom lessons/groups for upcoming school year
* Review student data (attendance, behavior, academic) for the purpose of program planning and implementing proactive support for students and families
* Advisory Council meetings with Director of Student Services to update district counseling plan
September:
* Provide classroom lessons to all classes: Topic- Counselor Introduction/School Readiness
* Re-connect with community agencies to review student support
* Promote attendance awareness
* Proactive outreach to families in need of additional support
* Needs Assessment surveys to staff and families
* Monthly Character Trait: Responsibility
October:
* Provide classroom lessons to all classes: Topic – "DASA/Empathy/Respect"
* Start small group counseling- outreach teachers
* Attend parent/teacher conferences as requested
* Coordinate DASA themed activities school-wide to promote anti-bullying
* Coordinate and promote building level Unity Day
* Monthly Character Trait: Respect
November:
* Provide classroom lessons to all classes: Topic-"Mindfulness"
* Attend parent/teacher conferences as requested
* Review marking period one of student data
* Monthly Character Trait: Gratitude
December:
* Provide classroom lessons to all classes: Topic- "Feelings Identification/Self-Regulation"
* Monthly Character Trait: Generosity
January:
* Provide classroom lessons to all classes: Topic- Careers (Career Plans)
* Review second marking period and mid-year student data (attendance, behavior, academic, etc.)
* Coordinate Great Kindness Challenge
* Monthly Character Trait: Kindness
February:
* Provide classroom lessons to all classes: Topic- Friendship/Healthy Communication and Social Problem-Solving Skills
* Monthly Character Trait: Caring/Friendship
March:
* Provide classroom lessons to all classes: Topic- "Erin's Law"
* Attend parent/teacher conferences as requested
* Review marking period three student data
* Monthly Career Skill focus: Communication
* Monthly Character Trait: Honesty/Integrity
April:
* Provide classroom lessons to all classes: Topic-"PAWS in Jobland"
* Coordinate with Parley Coburn Counselor on scheduling transition programming for current 2 nd grade students
* Monthly Career Skill focus: Valuing others' opinions
* Monthly Character Trait: Acceptance/Inclusion
May:
* Provide classroom lessons to all classes: Topic-"Perseverance/Grit"
* Review career plans to ensure 100% completion
* Monthly Character Trait: Perseverance/Grit
June:
* Provide classroom lessons to all classes: Topic-"End of Year Reflection/Future Goal Setting"
* Help support transition presentation for rising 2 nd students
* Transition meetings with Parley Coburn Elementary
* Monthly Character Trait: Positivity
Additional Activities (Completed as needed)
* Provide crisis, career, family, conflict resolution and mediation sessions as appropriate
* Provide group and individual counseling with students
* Parent communication via phone calls, emails, or appointments regarding progress of their student
* Wrap around team support as requested
* Attend building CSE, 504 and RTI as requested
* Faculty/Staff support
* Support and promote district initiatives such as Restorative Practices, Community Schools, etc.
* Collaboration with community agencies
* Complete referrals to outside agencies as requested
* Collaborate with district school counselors on the elementary school counselor newsletters
* Attend KidTalk meetings
* Attend district level school counseling meetings if scheduled
* Continuously communicate with district counselors to support students who transfer
*
Attend Superintendent hearings as scheduled
* Support school programming activities such as "Town Meetings", awards assemblies, school carnival, school dances, family events, etc.
Incoming PreK-K:
Participate in meetings and meet-n-greet
Open House
Support teachers, as needed
Classroom Teacher Conferencing, as needed, regarding class lists
Ongoing communication with families, as needed, regarding transition process
Between Grade Levels (within building):
"Moving Up Day"- June- each class will move to a classroom at the next grade level to get to know a teacher and do a fun activity such as the transition form and modify as needed
Classroom Teacher Conferencing, as needed, regarding class lists
Ongoing communication with families, as needed, regarding transition process
Rising 3 rd Graders
School Tour
Student Completed Transition Forms
Counselor Meeting to share forms and information including agency involvement
Classroom Teacher Conferencing, as needed, regarding class lists
Ongoing communication with families, as needed, regarding transition process
New Enrollees
Individual Tours
Contact prior school counselor (within district/outside district if possible)
Assign a peer buddy, if possible
Classroom Teacher Conferencing, as needed, for new student
Ongoing communication with families, as needed, regarding transition process
Direct Student Services
School Counseling Classroom Lesson Rationale:
Lessons are provided monthly by the school counselor to all classrooms and give students the opportunity to learn new information, strategies and skills that will positively impact their academic, personal/social and career development.
Classroom Lessons-Topics Offered:
September: "Counselor Introduction and Support/School Readiness"
* Lesson focuses on introducing the school counselor to all students, explaining to students the role of the school counselor, and sharing how they can ask for support from the school counselor; additional emphasis is made to promote school readiness and skills for success both academically and socially.
* School-wide focus area: Responsibility
October: "DASA/Empathy/Respect"
* Lesson focuses on promoting dignity, empathy, and respect among all students. Specific emphasis is placed on helping students understand the difference between conflict and bullying, identifying
Transition Plan
bullying type behaviors, steps to take in bullying situations, and identifying and building of positive behaviors to eliminate bullying and promote "dignity for all", kindness and respect.
November: "Mindfulness"
* Lesson focuses on helping students find focus and reduce stress by returning to the present moment. Activities will teach students to tune into their senses to ground themselves when experiencing stress or feeling overwhelmed.
December: "Feelings Identification/Self-Regulation"
* Lesson focuses on building an awareness and understanding about feelings, expression of feelings, and positive coping skills to appropriately manage feelings.
January: "Careers"
* Lesson focuses on helping students explore possible career options in their future as they relate to personal interests and strengths. Students will complete an interest inventory as part of this activity if appropriate.
* School-wide focus area: Integrity
February: "Friendship/Healthy Communication"
* Lesson focuses on qualities of a good friendship, how to make and keep friends, and how to manage common social problems that arise in friendships in a pro-social manner (Conflict Resolution). Affective language (I-Messages) will be taught and practiced by all students. Additionally, the lesson supports the Restorative Practices initiative promoted by the district.
March: "Erin's Law/Personal Safety"
* Lesson focuses on helping students learn about and understand steps they can take to stay safe. Additionally, the lesson will help students to identify safe adults that they can ask for help or support. Students will understand the importance of telling an adult if they feel unsafe physically or emotionally.
April: "Career…PAWS in Jobland"
* Lesson focuses on completing the district, grade level specific career plans. Students will be asked to reflect on their strengths, areas needing improvement, personal and school interests, and personal goals as they relate to possible career options in the future.
May: "Perseverance/Grit"
* Lessons focus on the skills/characteristics necessary for students to overcome obstacles and failures in pursuit of their goals. Students will learn positive behaviors that lead to academic success, potential barriers interfering in academic success, and the use of coping skills.
June: "Positivity/End of Year Reflection"
* Lesson focuses on having students reflect on their growth throughout the school year, celebrate success and set goals for the summer and upcoming school year.
Additional topics covered based on classroom request/need
Small Group Counseling Purpose: (6 weeks)
The purpose of small group counseling is to give students the opportunity to work in a small group setting, with peers, to learn new strategies and skills that will contribute to their overall success in the school setting and community.
Small Group Counseling- Examples of Possible Topics:
"Anger Management":
Group focuses on helping students identify situations that trigger feelings of anger and frustration, physical and behavioral manifestations of their anger, and to develop positive coping skills to appropriately manage their anger.
"Social Skills":
Group focuses on helping students learn strategies that help them to have positive social interactions with others. Social skills covered include, but are not limited to, active listening, communication strategies, sharing, working with others and social problem-solving skills.
"Organization/Study Skills":
Group focuses on helping students learn strategies to help with personal, organization, and study skills that will help lead to academic success. Students will develop a personalized plan based on their unique organization and study skill needs.
"Self-Esteem":
Group focuses on helping students identify their personal strengths, talents and abilities and utilizes this information to help build self-confidence that will lead to academic and personal success.
"Friendship":
Group focuses on helping students identify qualities of positive friendship behaviors and to work on strategies that will help them build and maintain positive friendships with peers. Friendship building skills covered will include listening, communication strategies, sharing, working with others and social problemsolving skills.
"Making Good Choices":
Group focuses on helping students learn critical self-management skills that will help them to find more success in the classroom and school setting. Activities will include an emphasis on listening, following directions, communication and impulse control strategies and skills.
"Anxiety-Coping Skills":
Group focuses on helping students who struggle with anxiety to identify triggering situations and develop positive coping and calming skills that will better help them manage and work through these emotions in a positive manner.
*Additional topics offered based on grade level/building need
Individual Counseling: (Short-term 4-6 weeks)
* Provided as needed
* Students, teachers, administrators, support staff, or parents can request a meeting
* Meeting time is arranged in cooperation with classroom teacher
* Follow-up is provided to students as needed
* Outside counseling referrals made for students needing additional, more intensive support
Indirect Student Services
Collaboration/Consultation Purpose:
The role of an elementary school counselor is to support and advocate for all students. This is done through a variety of activities and services provided. A critical element of supporting all students is to team and collaborate with school-based and community stakeholders. Through the processes listed below, the school counselor at Riverside Elementary consults with teachers, administrators, students, families, and community agencies to identify and collaborate on targeted supports that best meet the needs of all students and families.
School Based Collaboration and Consultation Activities:
* RtI/Team/CSE/504/KidTalk Meetings
* Parent/Teacher/Counselor Conferences
* Informal Student Observations
* Staff Presentations/Trainings
Community Based Collaboration and Consultation Activities:
* Agency Referrals
* School/Agency/Family Meetings
* Agency Communication Liaison
* Building Contact for Various Community Schools Programs
Family/Community Engagement
Family/Community Engagement Initiatives:
A critical component of the school counseling program at Riverside Elementary is the emphasis on family and community engagement. Families are encouraged to participate in school-related activities and to openly communicate with the school to address any needs that may arise. The school counselor at Riverside Elementary will make every effort to include families and community agencies in programming related to the counseling program. Furthermore, the school counselor will attend and play an active role in supporting school-wide programming and activities whenever possible.
* Parent phone calls
* Monthly Elementary School Counselor Newsletter
* Messages posted on Schoology account
* Family Needs Assessment
* Open House
* Awards Ceremonies
* Parent/Career Day Presenters
* School Events
Data/Program Assessment
Data Driven Model:
The school counseling program at Riverside Elementary will follow a data driven model. As identified by the American School Counseling Association, school counselors need to use data for four reasons: (1) Identify school counseling program goals (2) Monitor student progress to close the achievement gap (3) Assess and evaluate programs (4) Demonstrate school counseling program effectiveness (ASCA, 2019). A combination of process, perception, and outcome data will be utilized to measure the effectiveness of the school counseling plan at Riverside Elementary. Using the goals outlined in the school counseling plan, a report will be shared with the building and district administrators at the end of the school year to reflect on the effectiveness of the interventions implemented, identify future needs, and begin planning for the next academic year.
Data Sets Used to Measure School Counseling Program Initiatives and Interventions:
* Attendance data
o Absences
o Late Arrivals
o Early Releases
* Behavioral data
o Discipline Referrals
o Suspensions
o Detentions
o Superintendent Hearings
* Academic data
o State Test Scores
o NWEA Assessments
o Reading/Math Inventories
* Observation/Anecdotal Information
o Information derived from classroom/school observations
o Information shared by families/agencies
o Responses to surveys, pre/post tests
School Counseling Program Data Collection/Assessment
* School Counseling Monthly Program Report
* Classroom Lesson Questioning, Pre/Post Test, Exit Tickets/Lesson Activities, etc.
* Small Group Counseling Pre/Post Test
* Individual Student Goal Achievement (related to work with school counselor)
* End of Year School Counseling Program Report
Sample Monthly School Counseling Report
(Each counselor sends to Deb Knoll each month) | <urn:uuid:1297381f-cece-426e-81ce-6921170ece19> | CC-MAIN-2023-06 | https://cdn5-ss10.sharpschool.com/UserFiles/Servers/Server_20680068/File/2022-23%20Diven%20SC%20Plan.pdf | 2023-02-03T07:15:34+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00028.warc.gz | 175,528,870 | 5,202 | eng_Latn | eng_Latn | 0.91179 | eng_Latn | 0.99076 | [
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Increasing Physical Activity as We Age
Stretching
LaVona Traywick, Ph.D. Assistant Professor Gerontology
Katie Cobb, B.S. County Extension Agent Family and Consumer Sciences
Arkansas Is Our Campus
Visit our web site at: http://www.uaex.edu
Introduction
Stretching is a form of exercise in which a specific skeletal muscle or muscle group is deliberately elongated (stretched) to its fullest length in order to improve the muscle's elasticity and restore comfortable muscle tone. Most endurance and strength exercises, along with some balance exercises, naturally cause muscles to contract and flex—which is why regular stretching should be part of any exercise program. Stretching results in increased muscle control, range of motion and flexibility.
Flexibility is an important part of physical fitness. Some types of physical activity require more flexibility than others. For example, it takes more flexibility for dancing than jogging. However, improved flexibility will help with everyday activities such as bend ing over to tie your shoes or reaching up to get a book off a high bookshelf.
Why Is Stretching Important?
So why stretch? Stretching can be helpful in many ways. It can help prevent injuries, reduce muscle tightness and tension, help you feel more relaxed, help
coordination, increase your range of motion and help maintain your level of flexibility so that you do not become stiff. After exercise, stretching can help prevent muscle soreness and stiffness. And, it feels good if done correctly!
* Stretching increases flexibility. Flexible muscles can improve your performance in daily activities so that tasks such as lifting packages, getting dressed or hurrying to catch a bus become easier and less tiring.
* Stretching improves range of motion. Good range of motion in your joints keeps you in better balance, which will help you stay mobile and less likely to fall.
* Stretching improves circulation. Stretching increases blood flow to your muscles. Improved circulation can speed recovery after muscle injuries.
*
Stretching relieves stress.
Stretching relaxes the tense muscles that often
accompany stress.
FSFCS34
Right Vs. Wrong Way to Stretch
The right way to stretch is relaxed, holding the stretch with your attention on the muscles being stretched. You should feel a stretch but not pain. The wrong way is to bounce up and down or to stretch to the point of pain. Stretch ing the wrong way can be harmful. Your muscles, if pushed too far, will contract, or tighten. This means that you are trying to stretch but your muscles are reacting by tightening. Stretching too far or bouncing can cause pain, as well as damage to the muscles. It is possible to hurt yourself stretching if you are in a hurry and not relaxed, you push too far too soon or if you are not paying attention to your body. After endurance exercise, cool down first and get your heart rate close to normal before stretching.
Stretching Tips
Warm Up First
Target Major Muscle Groups
Pace Yourself
Do Not Bounce
Focus on a Pain-Free Stretch
Relax and Breathe Freely
Warm Up First
Should you stretch before you warm up or warm up before you stretch? Warm up! Before you begin stretching, be sure your muscles are warm. A warm-up actually increases the body temperature of the muscles, hence the term "warm." A pre-exercise warm-up prepares your muscles by increasing the movement of blood through your tissues, making the muscles more limber. A warmed muscle both contracts more forcefully and relaxes more quickly. Any stretch ing is best performed after your muscles are warm, so only stretch after your warm-up or completion of another exercise routine.
Stretching muscles when they are cold may lead to a tear.
Several minutes of general movement (walking, swinging arms or arm circles) is recommended to warm up muscles and get blood moving. One of the best ways to warm up is to perform the exercise at a slow pace. In general, a warm-up should take about 5 to 10 minutes and result in a light sweat and increased heart rate; however, both the inten sity (how hard) and duration (how long) will depend on the fitness level of the person.
Summary
Stretching can be done by anyone regardless of age, flexibility or athletic ability level. Whether you sit in an office all day, drive a truck, do housework or deliver mail on foot, you can do some simple stretches. You can stretch any time you like: at home, at work, in the car, after exercise. Think like a cat and stretch after sleeping. Stretch at work to relieve tension, and move around a bit. Stretching is especially helpful if you have been sitting or standing for a long time or when you feel stiff. You can stretch during the day while watching television, listen ing to music or just sitting and talking. Stretching is also beneficial after exercising.
If you have a chronic condition or an injury, you may need to modify your stretching. For example, if you have had shoulder surgery, you may not want to lift your arm over your head for a little while. Discuss with your doctor or physical therapist the best way to stretch.
Sample Stretches
It is recommended to do two to five repetitions of each stretch while holding the stretch for 20 to 30 seconds.
Slowly move into the desired position for the stretch. Do not bounce or jerk. There are many levels of flexibility. You may not be able to hold the stretch for the full count or in the full exten sion when first beginning. Relax. Take a deep breath. Repeat the stretch trying to stretch further and hold longer.
Upper Back Stretch (Stretches the upper back through the shoulder area)
1. Stand (or sit) with feet shoulder-width apart, arms at side. See Figures 1 and 2: Starting position, front and side.
2. Raise arms in front. Clasp hands together and rotate hands so that palms face out.
3. Slightly round the shoulders. Press palms away from body, stretching the upper back and shoulders. See Figures 3 and 4: Upper back stretch (front view and side view).
Chest Stretch (Stretches the chest with slight stretch in the arms)
1. Stand with arms down by side and feet shoulder-width apart. See Figures 1 and 2.
2. Extend both arms behind and clasp hands together with arms straight.
3. Keeping shoulders back and down, slowly lift arms up behind until a stretch is felt. See Figures 5 and 6: Chest and arm stretch (front view and side view).
Figure 1. Starting position, front.
Figure 3. Upper back stretch, front view.
Figure 5. Chest and arm stretch, front view.
Figure 2. Starting position, side.
Triceps Stretch (Stretches the upper arm with slight stretch for shoulder)
1. Stand (or sit) with feet shoulder-width apart, arms at side. See Figure 7: Triceps stretch starting position.
2. Raise one arm overhead. Bend arm at the elbow. Reach hand back to touch the shoulder blade of the same arm.
3. Bend and reach opposite arm up behind back with palm facing out to clasp other hand. See Figure 8: Triceps stretch.
4. Repeat on the opposite side.
Note: Fingertips do not have to touch. One side may stretch farther than the other side. Use a towel to help stretch if needed—hold one end of the towel in one hand. Drape the towel down your back. Reach behind lower back to grasp the towel with other hand.
Cross Shoulder Stretch (Stretches the shoulder with a slight stretch for the triceps)
1. Sit (or stand) in a sturdy chair making sure the back is straight and feet are firmly placed on the ground. See Figure 9: Cross shoulder stretch starting position.
2. Keeping shoulders straight, bend the right arm at the elbow and reach across your chest.
3. Place left hand on the right elbow to gently support and ease the right arm closer to your chest. See Figure 10: Cross shoulder stretch.
4. Repeat on the opposite side.
Figure 7. Triceps stretch starting position.
Figure 9. Cross shoulder stretch starting position.
Quadriceps Stretch (Stretches the thigh muscle)
1. Stand with feet shoulder-width apart and knees straight but not locked. Stand behind a sturdy chair to hold on to for balance if needed. See Figure 11 for quadriceps stretch starting position.
2. Bend the left leg back. Grab foot with left hand, being sure to keep knee pointed toward the floor.
3. Gently pull leg until a stretch is felt in thigh. See Figure 12: Quadriceps stretch.
4. Repeat with the right leg.
Note: Use a towel if you cannot reach your ankle. Loop the towel around foot and hold both ends of the towel. Gently pull the towel up until a stretch is felt in the thigh.
Hamstring Stretch (Stretches the back of the leg)
1. Stand, facing the front of a sturdy chair, with feet shoulder-width apart and toes pointing toward the chair. See Figure 13: Hamstring stretch starting position.
2. Keeping back straight, lift one leg up and place the heel of foot on the seat of the chair, toes flexed. Be sure the other foot is flat on the floor, directly below you. See Figure 14: Hamstring stretch.
3. If a stretch is felt in this position, hold it. If not, use a taller chair OR lean forward from the hips (not waist) until a stretch is felt. Repeat with the other leg.
Figure 11. Quadriceps stretch starting position.
Figure 13. Hamstring stretch starting position.
Calf Stretch (Stretches the calf muscle, the muscle on the back of the leg between the knee and ankle)
1. Stand behind a chair, slightly farther than arm's length away with feet shoulder-width apart. See Figure 15: Calf stretch starting position.
2. Place hands on the chair for balance.
3. Step forward with one leg bending the knee. Keep the opposite leg straight. Be sure both feet are flat on the floor and toes are facing forward. See Figure 16: Calf stretch.
4. For a deeper stretch, keeping the front knee at a 90-degree angle, move the foot on the opposite leg slowly back until a stretch is felt.
Repeat with the other leg.
References
Anderson, B. (2000). Stretching (Rev. ed.). Bolinas, CA: Shelter.
Garrick, J. G. and P. Radetsky. (2000). Anybody's Sport Medicine Book: The Complete Guide to Quick Recovery From Injuries. Berkley, CA: Ten Speed Press.
Figure 16. Calf stretch.
Exercise and Physical Activity: Your Guide From the National Institute on Aging. (2009). National Institute on Aging and the National Institutes of Health. Government Printing Office. Publication No. 09-4258.
2008 Physical Activity Guidelines for Americans: Be Active, Healthy, and Happy! (2008). Washington, DC: U.S. Department of Health and Human Services; Government Printing Office. ODPHP Publication No. U0036.
www.MayoClinic.com/health, "Stretching: Focus on Stability," by the Mayo Clinic Staff. Written Feb. 21, 2009; retrieved May 4, 2009.
www.thestretchinghandbook.com, "Warm Up Activities and Stretching Exercises," by Brad Walker; retrieved May 4, 2009.
Printed by University of Arkansas Cooperative Extension Service Printing Services.
LAVONA TRAYWICK, Ph.D., is assistant professor - gerontology with the University of Arkansas Division of Agriculture in Little Rock and KATIE COBB, B.S., is county Extension agent - family and consumer sciences for White County in Searcy.
Issued in furtherance of Cooperative Extension work, Acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture, Director, Cooperative Extension Service, University of Arkansas. The Arkansas Cooperative Extension Service offers its programs to all eligible persons regardless of race, color, national origin, religion, gender, age, disability, marital or veteran status, or any other legally protected status, and is an Affirmative Action/Equal Opportunity Employer. | <urn:uuid:87e86ae5-f25a-4f1e-9f28-3b093247bb64> | CC-MAIN-2023-06 | https://www.uaex.uada.edu/life-skills-wellness/health/docs/Stretching%20FS.pdf | 2023-02-03T06:22:34+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00028.warc.gz | 1,053,101,619 | 2,547 | eng_Latn | eng_Latn | 0.991006 | eng_Latn | 0.997476 | [
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Pupils in Year 3 should be taught to:
Reading:
Develop positive attitudes to reading and understanding of what they read by:
* listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
* using dictionaries to check the meaning of words that they have read
* reading books that are structured in different ways and reading for a range of purposes
* increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
* preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
* identifying themes and conventions in a wide range of books
* discussing words and phrases that capture the reader's interest and imagination
* recognising some different forms of poetry (e.g. free verse, narrative poetry etc)
Understand what they read, in books they can read independently, by:
* checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
* asking questions to improve their understanding of a text
* predicting what might happen from details stated and implied
* drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
* identifying main ideas drawn from more than one paragraph and summarising these
* identifying how language, structure, and presentation contribute to meaning
Retrieve and record information from non-fiction
Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say
Reading assessment evidence in Year 3 should focus on:
Different forms of poetry; stories; plays; non-fiction; fantasy stories; reference books or textbooks; use of dictionaries; whole books; library use; drama and multi-modal text. In addition to this, pupils should be provided with opportunities to:
* develop positive attitudes to reading
* develop wider breadth and depth in their own reading
* read silently
* decode accurately and fluently at age-appropriate level
* develop fluency, expression and enjoyment of reading
* justify their views about what they have read independently
* improve comprehension through high-quality discussion with the teacher and each other
* develop their knowledge and skills in reading non-fiction from a wider range of subjects
* take part in effective discussion more independently
* broaden their vocabulary
English Curriculum Overview - Year 3
Writing:
In Spelling:
* use further prefixes and suffixes and understand how to add them
* spell further homophones
* spell words that are often misspelt
* place the possessive apostrophe accurately in words with regular plurals [for example, girls', boys'] and in words with irregular plurals [for example, children's]
* use the first 2 or 3 letters of a word to check its spelling in a dictionary
* write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far
In Handwriting:
* use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left un-joined
*
increase the legibility, consistency and quality of their handwriting, [for example, by ensuring that the downstrokes of letters are parallel and equidistant, and that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch]
In Composition:
Plan their writing by:
* discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
* discussing and recording ideas
Draft and write by:
* composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures English appendix 2
* organising paragraphs around a theme
* in narratives, creating settings, characters and plot
* in non-narrative material, using simple organisational devices [for example, headings and sub-headings]
Evaluate and edit by:
* assessing the effectiveness of their own and others' writing and suggesting improvements
* proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
* proofread for spelling and punctuation errors
* read their own writing aloud to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear
In Vocabulary, Grammar and Punctuation:
Develop their understanding of key concepts by:
* extending the range of sentences with more than one clause by using a wider range of conjunctions, including: when, if, because, although
* using the present perfect form of verbs in contrast to the past tense
* choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
* using conjunctions, adverbs and prepositions to express time and cause
* using fronted adverbials
* learning the grammar for Year 3
Indicate grammatical and other features by:
* using commas after fronted adverbials
* indicating possession by using the possessive apostrophe with plural nouns
* using and punctuating direct speech
* use and understand grammatical terminology accurately and appropriately when discussing their writing and reading
Use and understand the grammatical terminology accurately and appropriately in discussing their writing and reading
English Curriculum Overview - Year 3
Continue to develop independent spelling by:
* use further prefixes and suffixes and understand how to add them
* spell further homophones
* spell words that are often misspelt
* place the possessive apostrophe accurately in words with regular plurals [for example, girls', boys'] and in words with irregular plurals [for example, children's]
* use the first 2 or 3 letters of a word to check its spelling in a dictionary
* write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far
Develop their understanding of key concepts (set out in English Appendix 2 table below) by:
* extending the range of sentences with more than one clause by using a wider range of conjunctions, including: when, if, because, although
* using the present perfect form of verbs in contrast to the past tense
* choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
* using conjunctions, adverbs and prepositions to express time and cause
* using fronted adverbials
* learning the grammar for Year 3 (set out in the English Appendix 2 table below)
Indicate grammatical and other features by:
* using commas after fronted adverbials
* indicating possession by using the possessive apostrophe with plural nouns
* using and punctuating direct speech
Use and understand the grammatical terminology accurately and appropriately in discussing their writing and reading
English - Appendix 2: Vocabulary, grammar and punctuation
English Curriculum Overview - Year 3
Text
Rabbit and Bear Julian Gough and Jim Field
Animal Fiction
* Identify common features and themes in stories with familiar settings; analyse plots and suggest reasons for actions and events.
* Identify author viewpoint with reference to text.
* Draw inferences such as inferring character's feelings, thoughts and motives from their actions, and justifying inferences with evidence
* Predict what might happen from details stated and attempt to predict from details implied
* Explore how different views might be expressed/explained/justified
* Narrative – Write a character description of Bear based on information and events from the text.
* Balanced Argument - Write a balanced argument about whether Rabbit should steal Bear's food.
* Extend sentences using a wide range of conjunctions, e.g. when, because, although
* Identify words in past and present tense
* Use nouns or pronouns appropriately for clarity and cohesion
* Prefixes: 'dis' and 'in' e.g. dislike, invisible etc.
* Prefixes: 'im' e.g. impossible, immediately etc.
* Suffixes: 'ous' e.g. cautious, famous, dangerous etc.
* Suffixes: 'ly' e.g. gently, simply, suddenly etc.
Reading
Writing
Grammar & Punctuation
Spelling
Anisha Accidental Detective Serena Patel
English Curriculum Overview – Year 3
The Iron Man Ted Hughes
The BFG Roald Dahl
Mystery
* Identify with characters and make links with own experience when making judgements about their actions.
* Identify with characters and make links with own experience when making judgements about their actions.
* Infer characters' feelings, thoughts and motives from their actions e.g. "He wasn't happy there – that's why he ran away."
* Identify features that writers use to provoke readers' reactions e.g. descriptive and emotive language.
* Through reading explore how different views might be expressed and explained
* Identify common features and themes in stories with familiar settings; analyse plots and suggest reasons for actions and events.
* Narrative – Write part of the story from a character's viewpoint in role. Include direct speech.
* Explanation - Write an explanation about how to create 'mehndi' hands. Include time connectives to structure the text and chronological order.
* Use conjunctions to express time and cause
* Use adverbs to express time and cause
* Use prepositions to express time and cause
* Use fronted adverbials
* Suffixes: 'ture' e.g. adventure, mixture, picture etc.
* Homophones: Words with the same sound but different spelling/meaning e.g. where/wear etc.
* Suffixes: 'ation' e.g. temptation, cancellation etc.
Science Fiction/ Fantasy Fiction
* Identify features that writers use to provoke readers' reactions e.g. descriptive and emotive language.
* Understand how writers use figurative and expressive language to create images and atmosphere.
* Identify author viewpoint with reference to text e.g. "The writer wants us to be afraid of him by saying he has a scar across his face."
* Express personal responses to non-fiction
* Be able to explain the meaning of words in context e.g. using dictionaries or knowledge of spelling convention
* Be able to locate key information for a purpose
* Narrative – A reount of when the Iron Man fell from the cliff.
* Report – Write a newspaper report about a possible sighting of the Iron Man.
* Use commas after fronted adverbials
* Use apostrophes to show possession
* Use speech punctuation correctly
* Use paragraphs to group related materials
* 'c' sound: Words containing 'c' sound spelt 'ch' e.g. chemist, school etc.
* 'sh' sound: Words containing 'c' sound spelt 'ch' e.g. chef, charade etc.
* Short 'i' sound: Words containing 'i' sound spelt 'y' e.g. syllable, mystery etc.
* Suffixes: 'ion' e.g. correction, collection, location etc.
Fantasy Fiction
* Identify main ideas from more than one paragraph e.g. use evidence from across a text to explain events and/or ideas Explore how different views might be expressed/explained/justified
* Identify the main ideas from more than one paragraph
* Comment on the effect of scene changes, e.g. moving from a safe to a dangerous place to build tension.
* Identify the range of conjunctions used to link events and change scenes. Read and follow increasingly complex instructions
* Read and compare examples of instructional texts, evaluating their effectiveness
* Be able to locate key information for a purpose
* Narrative - Write a retelling of an aspect of the story when the other giants played pranks on the B.F.G.
* Instructions - Write instructions for how to trap the other giants in the story. Include imperative verbs.
* Use the present perfect form of verbs instead of simple past tense
* Use inverted commas to punctuate direct speech
* Identify a phrase
* Identify different sentence types, e.g. statement, question
* Suffixes: 'ian' e.g. politician, magician, electrician etc.
* Prefixes: 're' e.g. replay, rewind, refresh, rewrite etc.
* Homophones: Words with the same sound but different spelling/meaning e.g. whether/weather etc.
Crazy Mayonnaisy Mum Julia Donaldson
Diverse Poetry
* Express personal responses to fiction or poetry
* Be able to explain the meaning of words in context e.g. using dictionaries or knowledge of spelling conventions
* Understand how language in different texts or poems appeals to readers.
* Identify features that writers or poets use to provoke readers' reactions e.g. descriptive and emotive language.
* Understand how writers use figurative and expressive language to create images and atmosphere.
* Discuss how language is used to create emphasis, humour, atmosphere or suspense
* Narrative – Retell the content of a poem in the form of a story. Develop the characters and the setting.
* Poetry - Write a poem in the style of Julia Donaldson. Include rhyming couplets and descriptive vocabulary.
* Identify different sentence types e.g. exclamation, command
* Use the present perfect form of verbs.
* Use the present perfect form of verbs instead of simple past tense
* Prefixes: 'anti' e.g. antifreeze, antisocial, anticlockwise etc.
* Prefixes: 'super' e.g. supermarket, superstar, supersonic etc.
* Prefixes: 'sub' e.g. subway, submarine, subheading etc. | <urn:uuid:0e7669c4-573f-415f-872d-9c3f3e626606> | CC-MAIN-2023-06 | https://www.bernardgilpin.com/_files/ugd/a00810_ea9474d0a8914c568abca501b1b33743.pdf | 2023-02-03T07:26:44+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00030.warc.gz | 694,419,533 | 2,773 | eng_Latn | eng_Latn | 0.995183 | eng_Latn | 0.996036 | [
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MTBN.NET PLR Library
Text and Word PLR Article Packs available at PLRImporter.Com
Category: Reptiles File: Snakes As Reptile Pets_utf8.txt
Snakes As Reptile Pets
Most common snakes kept as pets in the reptile category are the corn snakes and the Royal Python. Pythons do have teeth and will bite even though they kill their food by constriction. A python can possibly live to be 40 years old when conditions are right and has been known to be the longest snake on record, reaching well over 30 feet in length! While this is the exception to the rule, it should still be a consideration when choosing a snake for a reptile pet.
You must know the proper requirements for your snakes before you commit to keeping more than one in the same enclosure. All snakes are not the same! Feeding them together is discouraged as well. Some snakes eat other snakes, too, so be careful about your choices. There are people who live in the country who will keep the king snake alive simply because it is known to kill other harmful snakes.
There are different types of corn snakes and different types of pythons. Know your type before you purchase. Some make better choices than others for pets. Don't touch your snake if it's in the water bowl and has developed milky eyes. This could be a sign of shedding. Because the snake has limited vision, it could strike out at you in defense, not knowing you won't intend to harm it.
There are things that could make your snake reluctant to eat. Force feeding is not a good idea. Illness, stress, shedding, temperature, humidity, and occasional fasting may make your snake's appetite change.
The anaconda is not the longest snake ever known, but it is the heaviest. Although anacondas have been kept in captivity, it is not advisable. For one thing, it isn't fair to the snake. Their natural environment is a river. Some people have gone so far as to keep venomous or dangerous reptiles for pets, including rattlesnakes. This is highly discouraged, especially in homes containing children or the elderly.
Wildlife shows make the adventures with reptiles seem fun and exciting. But most people should note that these people who interact with the snakes and other reptiles are experienced, trained professionals. They didn't become enlightened overnight.
Scaled reptiles are classified as Squamata, which includes lizards and snakes. Detachable jaws are one of the fascinating talents of the snakes. The other qualification to inclusion as a Squamata is the scaly skin or shields.
Snakes are thought to have evolved from lizards---but most people are far more
MTBN.NET PLR Library
Text and Word PLR Article Packs available at PLRImporter.Com
Category: Reptiles File: Snakes As Reptile Pets_utf8.txt scared of snakes than they are of lizards! It's ironic that the snake evolved from the lizard, yet lizards are one of the small animals the snake is known to eat.
Some snakes can climb trees to steal eggs from the bird nests. They've even been known to devour the unfortunate bird left guarding the eggs. Because the snake swallows its food whole, digestion is more complicated and tiresome for the reptile. This will cause the snake to regurgitate if disturbed during digestion so it can escape danger.
Yes, snakes can be interesting pets and interesting reptiles. Just make sure you know what you're dealing with before you attempt to make contact! | <urn:uuid:52204a1f-107f-4a82-9967-a2145a5d2579> | CC-MAIN-2024-22 | https://geekzonebooks.com/library/PLRtxtTopdf/134K_articles_PDF/Reptiles/Snakes%20As%20Reptile%20Pets.pdf | 2024-05-20T12:08:37+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058278.91/warc/CC-MAIN-20240520111411-20240520141411-00675.warc.gz | 243,034,308 | 747 | eng_Latn | eng_Latn | 0.998973 | eng_Latn | 0.999082 | [
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Selecting Anchoring Phenomena for Equitable Three-Dimensional Teaching
Design of Module:
* This module provides a process that could be used in identifying phenomena that could be used to anchor a unit of instruction that supports three-dimensional student learning.
* This module is divided into five sessions. Each session builds upon one another to provide a scaffolding in understanding and identifying phenomena.
* This module is designed to be administered in 45 min PLC sessions. However, the timeline and work sessions can be adjusted to best fit the systems schools and districts already have in place.
* Module facilitators might be a department chair, teacher leader or curriculum specialist, etc. With that in mind, the facilitator notes include content information and potential talking points intended to provide support to a facilitator who does not have extensive science experience.
* Pre-service teacher faculty may wish to utilize this module as pre-service teachers are thinking about unit and lesson development.
Goals of Module:
* Explain to a peer the role of phenomena and design challenges in science teaching, with a particular focus on equity and justice.
* Generate working definitions of phenomena, design challenges and disciplinary core ideas.
* Identify phenomena related to a bundle of performance expectations.
* Experience how phenomena can be introduced at the start of a unit in order to launch a student-driven series of questions.
Session A: Experiencing an Anchoring Phenomenon
* Experience how phenomena can be introduced at the start of the unit, in order to launch a student driven series of questions.
Session B: What are Phenomena?
* Generate working definitions of phenomena, design challenges and disciplinary core ideas.
o Participants participate in the Phenomenon Game to uncover principles that distinguish between these three ideas.
* Explain to a peer the role of phenomena and design challenges in science teaching—with a particular focus on equity and justice.
Session C: Analyzing Performance Expectations
* Analyze a bundle of performance expectations for each of the three dimensions.
* Brainstorm phenomena related to the bundle of performance expectations.
Session D: Selecting Phenomena
* Select a phenomenon related to a bundle of three-dimensional standards we have analyzed.
* Use tools to elicit student interest and related experiences to help select a phenomenon.
Session E: Taking Stock
* Experience on way to introduce phenomena.
* Build an initial sequence for a unit that is based on student questions.
* Help students make connections to their own ideas and experiences.
This resource has been modified from ACESSE Resource E and is provided through OER (Open Educational Resources) Commons Platform and provided through a Creative Commons license (CC BY-SA). The Advancing Coherent and Equitable Systems of Science Education (ACESSE, or "access") project brings together partners from educational research and practice to tackle a pressing problem in education: how to make state systems of science education more equitable and coherent. The project is based on deep collaboration between the University of Colorado Boulder, University of Washington and the Council of State Science Supervisors (CSSS). It is funded by the National Science Foundation (NSF) through Award DRL-156 1300. | <urn:uuid:bb9c32af-f7f9-49c7-8e01-fc57e8d49ad0> | CC-MAIN-2024-22 | https://www.education.ky.gov/curriculum/standards/kyacadstand/Documents/Anchoring_Phenomena_Module_at_a_Glance.pdf | 2024-05-20T12:28:08+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058278.91/warc/CC-MAIN-20240520111411-20240520141411-00675.warc.gz | 677,224,968 | 630 | eng_Latn | eng_Latn | 0.992978 | eng_Latn | 0.994264 | [
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Curriculum Intent Statement
The Curriculum
The curriculum has been developed by using and widening the National Curriculum in order to produce a broad and balanced progressive, sequential long term plan with consideration of the local area and resource and student need. All aspects of which comply with legislation and national guidance, this includes the teaching of Relationship and Sex Education (RSE) with Health and Careers Education, Information, Advice and Guidance (CEIAG) across school.
The aim of this curriculum is to ensure that the skills and knowledge gained in phase 1-3 prepares students for subject specific qualification based learning in phase 4 and 5.
Why this - 25% to 30% of youth sports injuries occur in organised sports therefore multi-skills are crucial working on overall balance, coordination, agility and speed. This enables them to complete everyday tasks and access a range of activities, it also gives experience of interacting with other people, objects and their surroundings and enhances communication skills through playing cooperatively with others. Progressing these skills onto invasion games/ gymnastics and trampolining allows development of a variety of skills that can prolong involvement in sport in later life. Trampolining helps people with autism, sensory issues and special needs to tackle anxiety and relieve stress. The rhythmic action of trampolining can be very soothing. Trampolining is an effective tool for self regulation during stressful times (build up to Christmas/routine changes) and can also provide students with a great sense of fun and well-being.
Why now - Phase 1 and Phase 2 focus on multiskills as these are the fundamental skills required across various sports, these are skills that are transferable, therefore Phase 3 and Phase 4 progress onto applying those multiskills into game situations whether that be competitive or non-competitive. In PE, the term 'multi-skills' is typically used to indicate a variety of movement, thinking and communicating skills that are the foundation of different sports or physical activities. It is beneficial to do this now as students tend to be in new classes, therefore giving the opportunity for team work within the games to build relationships.
Phase 1, 2 and 3 move on to gymnastic activities. Being able to move, communicate and think about what you're doing while playing a certain sport is crucial in PE. Gymnastics and trampolining activities support students with organisational and sequencing skills and ideas, facilitated indoors which is appropriate to inclement weather conditions.
Builds on - Within Phase 1 and 2, we focus on multi-skills which are the fundamental skills required across a lot of different sports. When students reach Phase 3 they then develop these skills into game play showing understanding of good sportsmanship. Phase 4 progress onto leading games allowing the opportunity to develop their leadership, communication and social skills. As students move through the SOW it links to previous knowledge taught and builds on through a sequenced approach. As students progress through the phases they also build on their knowledge of rules within the sport. For the gymnastic element students are able to learn basic sequencing from Phase 1 and 2, whilst developing balance and control. This is then used on the trampoline in Phase 3, where students continue to develop their gymnastic technique and create routines of varying difficulty.
Prepares for - The strand is linked to a key component of the accreditation route many of our students take at KS4 and gives opportunities to develop organisational skills, confidence and leadership skills which are important in the world of work and adult life. Many of our students also go on to study sport at post 16 and this provides the key knowledge required. It culminates in knowledge around drug and alcohol abuse, leading a healthy active lifestyle, and understanding the importance of keeping physically and mentally fit, to equip students with the knowledge to make healthy lifestyle choices as they approach adulthood.
Spring - Orienteering, health related fitness and inclusive/tennis activities.
Why this - Orienteering can support children's wider cognitive development, such as problem-solving, planning and evaluating their performance, as well as helping children to develop an understanding of basic map reading and navigation. By the end of Phase 2 students have generally gained the skills they need within orienteering, and therefore it is more appropriate to move on to an activity which will prepares them for later life, therefore they move onto health related fitness, ready for phase 4 when they participate in fitness for life preparing them for adulthood. Due to the obesity rates in the Local area being high, and life expectancy lower than the National Average, it is essential that we equip students with the knowledge of different ways to stay fit and healthy.
We also focus on tennis during spring term as tennis requires the brain to be creative and involves a combination of planning, tactical thinking, agility, and coordinating different parts of your body which our students struggle with. Regular physical activity is also associated with a reduced risk of diabetes, obesity, osteoporosis and colon/breast cancer and with improved mental health.
Why now - The spring term requires both inside and outside sports to be utilised due to changing weather conditions, orienteering and tennis both fit this criteria. We are part of the Wanderers Sports Association and tennis competitions take place in this term which allows practice and participation, these activities may spark interest in a new sport or hobby which students can pursue in their leisure time. During spring 1, orienteering is linked to the topics from the maths and ICT scheme of work, where positional language is a focus.
Builds on - As students move through the SOW it links to previous knowledge taught and builds on through a sequenced approach. Students develop and master their skills in Orienteering, tennis and fitness year on year, as well as constantly building on cardiovascular fitness and muscular endurance from term to term. As students progress through the phases they also build on their knowledge of rules within sport and develop their leadership skills.
Prepares for - The strand is linked to a key component of the accreditation route many of our students take at KS4 and gives opportunities to develop confidence and leadership skills which are important in the world of work and adult life. Many of our students also go on to study sport at post 16 and this provides the key knowledge and skills required. It culminates in knowledge around drug and alcohol abuse, leading an healthy active lifestyle, and understanding the importance of keeping physically and mentally fit, to equip students with the knowledge to make healthy lifestyle choices as they approach adulthood
Work towards meeting the targets based on EYFS play based learning and good practice. Be able to balance and strike a range of adapted equipment suitable for inclusive tennis stations/games.
Students will develop their skills from using adaptive equipment to specific tennis equipment. They will participate in inclusive tennis stations that will specifically target certain skills and techniques further, ready for match play.
Students will apply their previously learnt tennis skills and techniques into tennis drills and games applying fair play, respect and rule following. Within game play students will be decision making, problem solving, planning and using tactical skills whilst also accepting responsibility for their own actions and mistakes.
Develop and coach around tennis.
Summer - athletics and summer games
Why this - South Tyneside is one of the 20% most deprived districts/unitary authorities in England and about 26% (6,500) of children live in low income families. Life expectancy for both men and women is lower than the England average. Students need to understand their body (to protect it and understand boundaries), how it functions (to recognise illness/abnormalities) and how to look after it (diet, exercise, abuse of it) to live long healthy lives. The DFE has stated that physical inactivity is the 4th leading risk factor for global mortality accounting for 6% of deaths globally. People who have a physically active lifestyle have a 20-35% lower risk of cardiovascular disease, coronary heart disease and stroke compared to those who have a sedentary lifestyle. Regular physical activity is also associated with a reduced risk of diabetes, obesity, osteoporosis and colon/breast cancer and with improved mental health. Students must have an understanding of how to have a healthy and balanced lifestyle through exercise, healthy eating and maintaining a good state of mental health. Taking part in athletic activities and summer games gives students the opportunity to experience activities which are easily accessible in adulthood, whilst also encouraging the use of the local area, outdoor facilities and offer a free/less expensive opportunity to take part in exercise.
Why now - Athletic activities and summer games are both heavily reliant on being able to play in the outdoor environment. They are both seasonal sports which will be on TV therefore students' interest levels will be higher at this time due to the exposure. We are part of the Wanderers' Sports Association and practice and participate in associated competitions, as well as a Quick Cricket Festival.
Builds on - As students move through the SOW it links to previous knowledge taught and builds on through a sequenced approach. Students develop and master their skills in athletic activities and summer games year on year, as well as constantly building on cardiovascular fitness and muscular endurance from term to term. As students progress through the phases they also build on their knowledge of rules within the sport, and develop their leadership skills.
Prepares for - The strand is linked to a key component of the accreditation route many of our students take at KS4,and gives opportunities to develop confidence and leadership skills which are important in the world of work and adult life. Many of our students also go on to study sport at post 16 and this provides the key knowledge and skills required. It culminates in knowledge around drug and alcohol abuse, leading a healthy active lifestyle, and understanding the importance of keeping physically and mentally fit, to equip students with the knowledge to make healthy lifestyle choices as they approach adulthood.
Summer Games
Work towards meeting the targets based on EYFS play based learning and good practice. These will concentrate on the development of specific skills such as catching and throwing, and develop ability to work with others
Summer Games Students will develop throwing and catching techniques and begin to apply them to adapted game situations, such as kick rounders, quick cricket etc. Students will increase their accuracy and hand eye coordination through targeted activities.
Summer Games Apply their previously learnt skills to more complex game situations. students will increase their knowledge of rules linked to each of the sports and begin to understand scoring systems required for a full game.
Leadership through Summer Games
Students will show a good understanding of the rules within each of the sports (e.g. Cricket, rounders) and demonstrate this through officiating and coaching within lessons. They will also use knowledge of the skills required within the sports to lead simple drills and games.
From the long term plan a scheme of work has been produced and implemented which has high and equal aspirations for all learners and incorporates:
* PFA links
* Cultural Capital links
* Reading opportunities
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Academic Integrity Policy at the Gymnasium Bäumlihof
1. Rationale/statement of purpose for the policy
At the Gymnasium Bäumlihof we strive to enable and encourage students to take on responsibility for their own work and their own behaviour. We believe that - especially in this age of digital innovation - being academically honest is complex and contains many potential pitfalls for students.
In the document Academic honesty in the IB educational context (2014) it is stated that
" […] students experience a set of emotional pressures—the pressure to perform on summative assessments, the stress of the university admission process and time pressures—exerted by a system that can be seen to reward the individual's end result over the work (individual or collective) required to get there (p.16)."
In order for students at the Gymnasium Bäumlihof to cope better with these pressures, we have created this policy and hope it will be both informative and supportive for students, teachers and parents alike.
2. Forms of academic dishonesty
We believe being academically dishonest occurs when students "attempt to present others' academic work as their own" (Jensen et al, 2002). This can appear in the following forms 1 :
* Cheating: to break a rule or law usually to gain an advantage at something. In the academic context, cheating is especially related to testing, where it can include copying other students' answers, illegally obtaining a copy of the exam prior to the exam date or using written notes during the exam
* Collusion: secret cooperation for an illegal or dishonest purpose; in contrast to collaboration, where students work jointly together authorised by the educator, collusion is working together when it is not permitted or authorized by the educator. This can include working with others on assignments when group work has not been allowed, working together with other students during an individual written or oral exam or dividing group assignments unequally.
* Fabrication: to create or make up (something) in order to trick people. This can include falsifying data for experiments or other studies, creating interviews which have not been held or listing real sources (e.g. in a thesis paper) which were not used while researching.
* Facilitating academic dishonesty: Helping other students to act in an academically dishonest way. This could mean helping someone to cheat on an exam or doing their work which is to be submitted.
* Plagiarism: the act of using another person's words or ideas without giving credit to that person. Plagiarism includes copying another's work word for word,
1 Certain definitions according to Merriam Webster Online Dictionary (www.merriam-webster.com) and the De Pauw University policy on Academic Dishonesty.
rewriting someone else's work with only minor changes and to summarising work without acknowledging the source.
* Multiple submission: The submission of work which has previously been submitted, either by the student him-/herself or by another student.
* Electronic Dishonesty: The act of using network access in a way that affects a class or other students' academic work. Examples include using someone else's authorised computer account to send and receive messages, breaking into someone else's files, gaining access to restricted files, disabling others' access to network systems or files, knowingly spreading a computer virus or hacking into the school's computer system.
* Deception and misrepresentation: an act or statement intended to make people believe something that is not true; to describe (someone or something) in a false way especially in order to deceive someone. This can include lying about your work or other details, forging signatures, taking credit for group work where the student's participation was not significant, especially compared to the other group member's, reading condensed or translated material rather than the assigned text or giving a false excuse for missing an exam or a deadline.
* Sabotage: the act of destroying or damaging something deliberately so that it does not work correctly; in the context of education this can mean destroying someone else's work either in order to gain an advantage or for another person to gain a disadvantage.
3. Responsibilities of students, teachers and the school
We believe that both teaching and learning should be used to develop positive behaviour in order for students to understand that they must demonstrate clearly that they complete their work honestly and authentically.
Students should be able to differentiate between using material to complement their work and plagiarising. They should also be aware that being academically dishonesty can appear in various different forms, i.e. writing a research paper, writing an exam, holding an oral presentation and working as a group. Furthermore, they must be aware of the consequences they face should they use sources incorrectly.
Teachers should provide opportunities where students learn to use sources correctly in order to support their own work. Furthermore, students should be given opportunities to practice research and using sources correctly whilst being given feedback on their work. Teachers should also make the students aware of the consequences of misconduct.
The school should create structures where a comfortable environment benefits students in their learning, supports teachers in their instruction and sensitises parents to the issues of academic honesty.
An attempt must be made by the whole school to be sensitise to the pressures that summative assessment and the consequent results can produce both towards students and teachers.
For information the school's teaching system see Special Educational Needs Policy Gymnasium Bäumlihof, for information on assessment of student's work in the IB DP see Assessment Policy Gymnasium Bäumlihof.
4. Procedures of instructing students on academic honesty
For students to be able to work with resources responsibly we want each student to receive instruction in the following areas:
1. What academic dishonesty consists of and why it should be avoided
2. How academic dishonesty can be avoided
3. How to research sensibly and appropriately, both online and elsewhere
4. Why citing is important and how to cite correctly
5. What the consequences of malpractice are
The school has developed a system where the students learn what academic integrity means and how it is achieved. In grade 12, the students visit a workshop given by the librarian on academic integrity. In the same year, two subject teachers guide the students in writing their first academic papers. In grade 13, at the beginning of the DP course, the DP Coordinator instructs the students on points 1., 2. and 5. according to both the expectations of the IB and of the school, and subject teachers discuss points 15 in class with regards to the Internal Assessments that are to be written. Furthermore, whilst writing their Extended Essays students receive continual guidance from their supervisors regarding points 3. and 4. There is also a workshop for students three months into this process which focuses especially on plagiarism and citing correctly (point 5).
5. Consequences of malpractice
We take a very strict stance on students not following the correct procedures and believe any incidence of students consciously enhancing their own work in an academically dishonest way should be sanctioned heavily. These sanctions can take on the following forms depending on the incident, the severity of the malpractice, the number of offences and the age of the student:
- deduction of points/marks
- informing the student's parents about the malpractice
- discussing the malpractice with the school principal
- temporary or permanent expulsion from school or exclusion from writing the final exams
The students are informed about the consequences of malpractice before they start their project(s). Should tendencies of malpractice become apparent to the supervisor during the work in progress, the consequences depend on the maturity and the awareness of the malpractice; it can range between lecturing the student on academic honesty to having to choose a new topic to failing the project or in its final consequence, the final exams.
Should students work in an academically dishonest way during the Swiss state "Maturaarbeit" (an equivalent of the IB DP Extended Essay), the Maturaarbeit will not be accepted, they will not be able to take the final exams and will be required to retake the final year of school. The student is informed that the final Maturaarbeit/EE is checked against plagiarism with the Copy-Stop programme.
6. Review of policy
This policy will be reviewed every two years.
7. Sources:
Jensen, L.A. et al. (2002). It's Wrong But Everybody Does It: Academic Dishonesty Among High School And College Students. Contemporary Educational Psychology. 27, 209-228.
De Pauw University: Types of Academic Dishonesty. URL:
http://www.depauw.edu/handbooks/academic/policies/integrity/types/ retrieved October 9 th , 2014
Gymnasium Bäumlihof: Leitfaden Maturaarbeit 2021, p. 9
Written by Jonathan Lee in May 2015. Final update by Isla Ward 29.4.2021 | <urn:uuid:83caa332-90ec-447f-8333-cb832c707fa4> | CC-MAIN-2024-22 | https://www.gbbasel.ch/schule/unsere-4-angebote/international-baccalaureate/praesentation/academic-integrity-policy-2021.pdf/@@download/file/Academic%20Integrity%20policy%202021.pdf?inline=true | 2024-05-20T12:22:48+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058278.91/warc/CC-MAIN-20240520111411-20240520141411-00677.warc.gz | 692,389,182 | 1,831 | eng_Latn | eng_Latn | 0.995139 | eng_Latn | 0.998074 | [
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HOW PREDICTIVE ANALYTICS WORKS AGAINST THE CONSUMER
Kacey Lowenstein - April 2023
Predictive analytics is a type of data analytics that uses statistical algorithms and machine learning techniques to analyze data and make predictions about future events or trends. It involves using historical data to identify patterns and trends, which can then be used to make predictions about future outcomes.
The process of predictive analytics typically involves several steps, including data collection, data cleaning and preparation, feature engineering, model selection, and model training and evaluation. Once a model has been trained, it can be used to make predictions about new data or future events.
Predictive analytics has a wide range of applications in various fields, including finance, healthcare, marketing, and manufacturing. It can be used to forecast customer behavior, identify potential fraud, optimize pricing, and improve decisionmaking in a variety of other contexts.
The type of data required for predictive analytics depends on the specific problem you are trying to solve and the type of prediction you are trying to make. However, in general, the data should be relevant, accurate, and representative of the problem domain.
Some of the common types of data used in predictive analytics include:
1. Historical data: This is data that has been collected over time and can be used to identify patterns and trends.
3. Unstructured data: This is data that is not organized in a structured format, such as text data from social media or customer feedback.
2. Structured data: This is data that is organized in a structured format, such as in a database or spreadsheet.
4. Behavioral data: This is data that captures how people or systems behave, such as clickstream data on a website or sensor data from a machine.
5. Demographic data: This is data that captures information about individuals, such as age, gender, income, and location.
In addition to the type of data, it's important to ensure that the data is accurate, complete, and representative of the problem domain. Data cleaning and preprocessing techniques may be required to transform and normalize the data before it can be used for predictive analytics.
Pricing analysis is one of the most common applications of predictive analytics in business.
Predictive analytics can be used to analyze historical pricing data to identify patterns and trends, and to develop models that can be used to predict the optimal price for a product or service. These models can take a variety of factors into account, such as customer demand, competitor prices, and product features, to help businesses set prices that maximize profits. By analyzing historical data and identifying patterns and trends, predictive analytics can be used to develop models that can help businesses predict how different price points will affect customer behavior, such as demand, sales, and revenue.
For example, a company might use predictive analytics to analyze sales data and identify the optimal price points for different products or product bundles. They can also use predictive analytics to identify which customers are most likely to respond to price changes, and to develop targeted pricing strategies for different customer segments.
Correspondingly, it could be used to determine which factors influence customer behavior, such as demographics, purchase history, and product features. This information can then be used to develop pricing models that consider these factors and help businesses set prices that optimize revenue.
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Our Land. Our Future.
16 th meeting of the Conference of the Parties to the Convention to Combat Desertification (UNCCD COP16)
Riyadh, Saudi Arabia, 2-13 December 2024
Land. We walk on it every day. It feeds, clothes and shelters us. It sustains our economies, our lives and livelihoods.
But we have the power to bring land back to life. We can turn degradation into restoration. We can go from devastating droughts and floods to robust economies and resilient communities. And we can ensure that those who depend on land the most have a say in how decisions are made.
Today, the future of our land is on the line. We are degrading 100 million hectares of healthy and productive lands each year. Our soils—which take up to hundreds of years to form—are being depleted in a matter of minutes. Droughts are hitting harder and more often, with women and girls affected first and worst. Three out of four people in the world are projected to face water scarcity by 2050. The proverbial well may soon run dry.
For this, we need to scale up ambition and investment. To deliver a moonshot moment for land. We need to restore 1.5 billion hectares of degraded lands by 2030. To halt, prevent and reverse degradation, achieving the goals of the UN Decade on Ecosystem Restoration. To have a collective agreement on how to tackle worsening droughts. To feed growing populations without converting more land or depleting our soils. And to deliver secure land rights for all in all parts of the world.
UNCCD is one of the three major treaties known as the Rio Conventions— alongside climate change and biodiversity. We cannot stop the climate crisis today, biodiversity loss tomorrow, and land degradation the day after. We need to tackle all these issues together—and healthy land is at the heart of reaching global climate, nature and sustainable development goals.
As the global voice for land, the UN Convention to Combat Desertification (UNCCD) is the world's foremost platform where governments, businesses and civil society come together to discuss present-day challenges and chart a sustainable future for land.
This is what will be at stake at the UNCCD COP16 in Riyadh, Saudi Arabia in December 2024, coinciding with the Convention's 30th anniversary. COP16 will be a landmark event for accelerating action on land and drought resilience and a gamechanger for the green transition in Saudi Arabia, the region and beyond.
What is COP16 and why does it matter?
* The Conference of the Parties (COP) was established by the Convention as its main decision-making body. It is made up of UNCCD's 197 Parties (196 countries and the European Union) and is responsible for guiding the Convention so that it can respond to global challenges and national needs.
* UNCCD COP16 will be a landmark event to raise global ambition and accelerate action on land and drought resilience through a people-centred approach. It will coincide with the Convention's 30th anniversary.
* UNCCD COP16 will be the first major UN conference hosted by the Kingdom of Saudi Arabia. It will also be the first time a UNCCD COP is held in the Middle East and North Africa (MENA) region, which knows firsthand the impacts of desertification, land degradation and drought.
* At COP16, countries are expected to decide on collective actions to:
- boost drought preparedness, response and resilience,
- accelerate restoration of degraded land between now and 2030,
- ensure that land continues to provide climate and biodiversity solutions,
- scale up nature-positive food production,
- boost resilience to escalating sand and dust storms,
- strengthen women's land rights to advance land restoration, and
* UNCCD is a people-focused Convention where civil society and indigenous peoples, farmers and scientists, women and youth, local authorities and the private sector can come together in support of sustainable land stewardship.
- promote youth engagement, including decent land-based jobs for youth.
* COP16 is expected to catalyze new initiatives on land restoration and drought resilience. It is also set to leave a strong legacy, building on the G20 Global Land Initiative, as well as Saudi and Middle East Green Initiatives.
Land restoration is an urgent, worthwhile and achievable goal to address multiple global crises
Now is the time to turn commitments into action
* Up to 40 per cent of the world's land is degraded, affecting half of humanity and with dire consequences for our climate, biodiversity and livelihoods. If current trends continue, restoring 1.5 billion hectares of land by 2030 will be necessary to achieve a land-degradationneutral world.
* Between 2015 and 2019, at least 100 million hectares of healthy and productive land were degraded every year—adding up to twice the size of Greenland.
* Global voluntary commitments to restore degraded land have reached one billion hectares by 2030. Almost half of these are pledged under the UNCCD. Through the Global Land Initiative, the Group of Twenty (G20) members have pledged to halve land degradation by 2040.
* Breathing life back into land yields multiple benefits for people and nature. Every dollar invested in restoring degraded lands brings between $7-30 in economic returns. Policy and economic incentives are urgently needed to unlock a trillion-dollar restoration economy.
* At COP16, governments, businesses and civil society are expected to scale up and speed up land restoration in all parts of the world as a cost-effective solution to reach sustainable development goals.
Drought resilience:
No region is immune to drought, but all countries can prepare to better withstand its impacts.
* Droughts are hitting more often and harder all over the world –up by 29 per cent since 2000 – driven or amplified by climate change but also the way we manage our land. Sustainable land management is the key to building resilience to drought.
* Building resilience for both women and men is essential to reduce the high human, social and economic costs of drought—from impacts on food, water and energy security to displacement and conflict.
* Investing in drought resilience is one of the most costeffective actions countries and regions can take, with returns of up to 10 times the initial investment.
* The International Drought Resilience Alliance (IDRA) is a coalition of 36 countries and 28 international organizations that aims to change how the world tackles the growing drought risks. COP16 will be an opportunity to further expand and strengthen IDRA.
* At COP16, countries are set to come together to reach a collective agreement on how to tackle worsening droughts in an inclusive way, so that the communities most affected can contribute their ingenuity, and to catalyze new investments in drought resilience.
Land is at the heart of the sustainable development agenda
* Healthy land can accelerate the achievement of all 17 Sustainable Development Goals (SDGs). Optimizing how land is used and managed across the landscape can contribute to climate and biodiversity targets, close the food gap, and promote human health and wellbeing.
* A growing world population drives growing demand for natural resources. By 2050, 10 billion people will share our one planet – depending on healthy land for their livelihoods.
* Food systems are the single biggest driver of land conversion, deforestation, and biodiversity loss. Scaling up nature-positive production is necessary to feed the world and protect the planet. We don't need to convert more land if we manage the land already in use better and rehabilitate degraded land.
* The world's land is a vital line of defense against climate change, contributing up to 30 per cent of mitigation efforts to keep global temperature increase below 1.5°C threshold by 2050.
* Land degradation is not just an environmental problem. It increases the risk of declining human health and the spread of new diseases. It is also the driver of forced migration and conflicts over scarce resources.
* At COP16, countries will come together to accelerate efforts to sustainably manage and restore land as a key driver of economic growth, prosperity and wellbeing, and to advance the SDGs.
A people-centered approach:
Greater equity and secure land rights are urgently needed to protect and restore our rapidly degrading land.
* Drought, land degradation and desertification – all of which are becoming more frequent – are impacting women and girls first and worst. Local communities, indigenous peoples and vulnerable groups, such as people with disabilities, are often disproportionately affected.
* One billion young people live in developing countries, regions directly dependent on land and natural resources for sustenance. Global land restoration commitments can only be achieved with the involvement of youth who have the power to transform their communities.
* Women produce half the world's food yet own less than one-fifth of all land and make up 70 per cent of the world's hungry. Governments must eliminate legal barriers to women and girls' land ownership, ensure women can inherit land, and better involve women in land management, conservation, and restoration.
* As humanity is becoming increasingly urban, the vital connection to land is weakening. For many young people, living from and working on land is no longer an attractive option. Unlocking decent land-based jobs and business opportunities for youth is an investment in future land stewardship.
* At COP16, countries will come together to consolidate commitments and actions to secure land rights, promote social and intergenerational equity and ensure that those who depend on land the most are an integral part of decision-making.
* Often economically disadvantaged, indigenous peoples and local communities are amongst the richest when accounting for their natural capital. Areas managed by local communities are characterized by lower rates of deforestation and land degradation. It is crucial to preserve traditional and local knowledge and recognize its key role in land restoration.
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From raw materials to cement
All over the world, cement is one of the most important building materials. Whether for houses, bridges or tunnels, we cannot imagine our modern world without it. Join us for a short tour to experience how cement is made: starting with the extraction of raw materials and ending with the finished product.
Extracting raw materials Crushing and transportation
Raw material preparation I:
Burning
Storage and homogenisation
Quarry
Crusher
Raw material preparation II: Drying and raw grinding
Blending bed
Additional components
The most important raw materials for making cement are limestone, clay and marl. These are extracted from quarries by blasting or by ripping using heavy machinery. Wheel loaders and dumper trucks transport the raw materials to the crushing installations. There the rock is broken down to roughly the size used in road metalling.
Roller grinding mill
Ball mill
Raw meal
silos
Cyclone preheater
Calciner
Preheater kiln
Grate preheater
Lepol kiln
Clinker
Raw meal
silos
The crushed material is transported into the raw material storage of the cement plant by conveyor-belts, cableways or railways and also in exceptional cases with trucks. Once there it is stored in blending beds and homogenised.
The burning of the raw meal at approx. 1,450°C is carried out in Lepol or preheater kilns that work by varying methods, the main difference being in the preparation and preheating of the kiln feed. By chemical conversion, a process known as sintering, a new product is formed: clinker.
The desired raw mix of crushed raw material and the additional components required for the type of cement, e.g. silica sand and iron ore, is prepared using metering devices. Roller grinding mills and ball mills grind the mixture to a fine powder at the same time as drying it, before it is conveyed to the raw meal silos for further homogenisation.
Clinker silos
Roller press
Ball mill
Anhydrite
Gypsum
Limestone
Blast-furnace
slag
Cement silos
Packaging machine/
Palletiser
After burning, the clinker is cooled down and stored in clinker silos. From there the clinker is conveyed to ball mills or roller presses, in which it is ground down to very fine cement, with the addition of gypsum and anhydrite, as well as other additives, depending on the use to which the cement is to be put.
Quality control and environmental responsibility
Focus on quality
Quality is of paramount importance. This is why the whole production process is monitored and controlled from a central control room where all the data from the plant and the laboratory come together. Highly qualified production controllers operate and safeguard the plant.
Environmental responsibility
Environment is a central issue. The quarries from which we extract our raw materials are returned to a natural state or put to agricultural use. We are increasingly opting for renaturation, thus helping to preserve biological and species diversity.
Focus on energy and climate protection
The finished cement is stored in separate silos, depending on type and strength class. From there it is mainly loaded in bulk form from terminals onto rail or road vehicles as well as onto ships. Only a small proportion of the cement reaches the customer in the form of bags that have been filled by rotary packers and stacked by automatic palletising systems.
With efficient production processes and the increasing use of alternative fuels and raw materials, we make an important contribution to protecting our climate. Group-wide standards for environmental protection and occupational health and safety help us to ensure that our ambitious goals are implemented worldwide.
HeidelbergCement has activities in 50 countries and its goal of sustainable development is shared by all Group areas and business lines. We are building on the three pillars of sustainability: economy, ecology and social responsibility. We create added value for our customers, employees, suppliers and shareholders. We preserve natural resources – the basis of our economic activity. And we recognise our social responsibility at our locations and towards our employees.
HeidelbergCement is member of:
World Business Council for Sustainable Development
HeidelbergCement Headquarters
Berliner Strasse 6
69120 Heidelberg
Germany
Phone: +49 62 21-481-227
Fax: +49 62 21-481-217
www.heidelbergcement.com
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ENGLISCH
Fact Sheet Multilingualism in the Family
Is your child growing up multilingually? Congratulations! This is a unique opportunity. Children generally have no difficulty learning an additional language in a multilingual environment. You can support your child during this process.
ENGLISCH
Which language should be spoken at home? – The parents' native languages!
It is usually best if the mother, the father and other family members each speak to the child in the language in which they feel most comfortable and confident.
This is typically your native language. Your child needs you as a role model in your native language. This will help your child to learn your language and enable him or her to learn other languages more easily.
Regular attendance at preschool helps children learn German
Children make mistakes and mix up their languages!
Don't worry if your child doesn't speak German fluently when starting preschool. Continue speaking to your child in your own native language. He or she will learn German when communicating with the caregivers, teachers and other children at preschool. So that this works, it is very important for your child to attend preschool regularly. The more often your child plays with German-speaking children in places like preschool, the playground or the gymnastics club, the faster he or she will learn German naturally.
It is not unusual for children to make certain kinds of mistakes when they start learning a new language. These mistakes often demonstrate that the children are on the right track to learning German. For example, they may leave out the definite article („gib mir Blatt" instead of „gib mir das Blatt") or use the wrong preposition ("bei Baum" instead of "auf dem Baum"). In addition, multilingual children frequently mix up their languages for a certain period of time: "I can werfen the ball." This is a sign of increasing language ability. If you are unsure or have questions, ask your child's preschool teacher or pediatrician.
My child suddenly only wants to speak German!
Speaking is fun!
Some families have reported experiencing phases in which their children refuse to speak the family's language and only want to speak German. This is not a cause for concern. Keep speaking your own native language with your child. Your child's language ability will continue to develop even if he or she only listens to you speak. Plus, you can rest assured that he or she will eventually go back to speaking the family's language.
Talk to your child often and a lot about his or her experiences. Tell stories, read books aloud and engage in language-based play together. No matter which form of linguistic interaction you choose, you will encourage your child to associate positive feelings and experiences with his or her native language and in turn support his or her linguistic development.
Growing up multilingually is an opportunity!
You can help your child learn multiple languages by offering frequent opportunities to speak and experience the languages in a variaty of different situations. Your native language and culture should be meaningful for your child, as should German, the language of the community in which you are living. It is essential that you demonstrate a positive attitude toward all of your child's languages. This will motivate your child to use his or her languages actively and to expand his or her linguistic ability, both in your family's languages and in German. In doing so, you will prepare your child optimally for preschool and primary school.
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How can you make your websites more accessible?
Introduction
Students and prospective students depend on the information available on the university websites in choosing and following a study programme. The same applies to university facilities and organisations. However, these websites are not always accessible for all students. Students with a functional impairment sometimes have trouble deciphering the information provided on the websites due to the nature of their impairment. These are students with a visual impairment (including colour blindness), students with a hearing impairment, students with a motor impairment, students with dyslexia, and students with ADHD or an autism spectrum disorder.
The same problem arises elsewhere in society. To ensure digital accessibility for persons with an impairment, guidelines were therefore formulated for designing websites and mobile applications. These guidelines can be found in the Web Content Accessibility Guidelines (WCAG), Version 2.1.
Tips for improving accessibility
WCAG is based on four principles: operable, perceivable, understandable, and robust.
Operable
* Be consistent. Make sure the order of menu items is the same on all pages. That way, visitors who do not have a visual overview of the page can still know where they are.
* Keyboard control. Blind students do not use a mouse but a keyboard to navigate. Make sure that the website (and all content, such as forms) can be operated by keyboard.
* Heading list. Make sure that your headings accurately describe the content. Students who use screen readers sometimes scan a heading list with all heading texts. They need to do so to get an overview. Blind students, for example, cannot scan a text. Headings should therefore convey clear and accurate information.
* Skiplinks. Skiplinks are in-line links to specific content section on the page. By using skiplinks you can save users with screen readers from having to go through the entire menu to access a specific section.
* Page title. When using speech software, the page title at the top of the browser tab is the first thing that is read out. It is therefore important to make this title unique and representative of the content.
* Images and links. Sometimes, an image is also at the same time a link. A blind student, however, cannot read where this link leads to. In such cases, include the link as alt-text under the image.
* Flashing content. Students with epilepsy can get a seizure from light flashes. Make sure that elements do not flash more than three times per second.
Perceivable
* Lay-out. Some students with a disability benefit from a calm web page. Students with ADHD or autism benefit from a calm lay-out.
* Images. Images cannot be perceived by students with a visual impairment who use supporting reading software. Make sure your images are accompanied by descriptive alt text. The same applies to graphs, input fields on forms, and captchas. Avoid using text in images as the only way to convey information. You can always use the alt text to provide a description of the image and point to the presence and function of the text.
* Subtitles and audio descriptions of videos. For students with a hearing impairment, it is important that videos are subtitled. Live videos can be supplemented with live captions, using the options offered by this tool. An audio description describes visual details that cannot be perceived via sound. These include actions, characters, settings, and texts that are visible on screen. For more information on this topic, see the ECIO fact sheet 'Captioning of lesson materials' (below).
* Audio. For audio files, provide a transcription of the text under the audio file.
* Colour use and contrast. References based on colour (red or blue button) cannot be perceived by students who are colour-blind. Add alt text. Provide enough contrast between text and background colour. Opt for shading contrast rather than colour contrast for graphs.
* Zoom. Offer the option of zooming in.
* Hyperlinks. Add relevant text for hyperlinks and screen information. Don't use 'Click here'. Students who use screen readers sometimes scan a link list with all hyperlink texts. They need to do so to get an overview. Blind students, for example, cannot scan a text. Hyperlinks should therefore convey clear and accurate information.
* Downloads. Indicate the file type and size of downloads.
* E-mail links. For e-mail links, indicate the full e-mail address
* Tables. Use the th element and scope element for row and column headings. Give tables a title.
* Formulas. The best tool for writing formulas is MathML. If that does not work, you can also write out the formulas.
Understandable
* Text. Put the most important information, followed by a good summary, at the top. Use simple language, akin to polite informal language. Opt for words used by your visitors. Try to avoid bureaucratic jargon or words known only to the organisation.
* Font type and size. Preferably use fonts such as Helvetica, Arial, Verdana or Calibri, font size 12, line spacing 1.5.
* Abbreviations. Use as few abbreviations as possible.
* Numbers. Write figures as numbers, unless they do not refer to specific facts (a few hundred). The same applies to ordinal numbers (2nd and 3rd).
* Quotes. For longer quotes, use the block-quote element.
* Visual images instead of text. For students who struggle to read longer texts, the use of icons and summarising images can help. Remember, however, to include alt text under
images for students with a visual impairment. You can be more inclusive by providing information both as text and as an image.
* Creating headings and sections. Capture information about the structure of a text (headings, sections) in the HTML code. This makes the structure and text accessible for screen readers.
* Clear headings and titles. Make sure that your headings and titles accurately describe the content. Discuss one topic per page.
* Different language or text structure. Code a change of language in words or sentences in the CMS. The same applies to your text structure. Only then will the reading software read the text in the right language and order. Preferably use a single language. Students with dyslexia sometimes have trouble with multiple languages.
* Hyperlinks. Use hyperlinks to refer to other content. This saves the visitor search work and ensures that they do not have to click too much. Add relevant text for hyperlinks and screen information. Don't use 'Click here'. Students who use screen readers sometimes scan a list with links. Links should therefore convey clear and accurate information.
Robust
* Parsing. Make sure your HTML code is faultless. Screen readers sometimes stumble over grammatical errors, so make sure you have full start and end tags.
* Name, role, value. Make sure you are consistent in your use of name, role, and value. It is important that self-programmed elements on websites behave as the original: name, role, and value should all display the same behaviour.
More information:
Digitoegankelijk.nl (Dutch only)
Manual on how to write accessibly for the web (Dutch only)
ECIO Captioning of lesson materials (Dutch only)
Contrast and Colour Accessibility
W3C Maths Home
Writing out formulas
Leiden University Fenestra Disability Centre Plexus Student Centre firstname.lastname@example.org
Tel: 071 527 80 25
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ESSAY QUESTION PAPER – UPSC Civil Services IAS Mains – 2018
Write two essays, choosing one topic from each of the following Sections A and B, in about 1000-1200 words each:
SECTION A
1. Alternative technologies for a climate change resilient india
2. A good life is one inspired by love and guided by knowledge
3. Poverty anywhere is a threat to prosperity everywhere
4. Management of indian border dispute a complex task SECTION-B
5. Customary morality cannot be a guide to modern life
6. The past is a permanent dimension of human Consciousness and values
7. A people that values it's privileges above it's principles loses both
8. Reality doesn't confirm to ideal, but confirm it
ESSAY QUESTION PAPER – UPSC Civil Services IAS Mains – 2019
Write two essays, choosing one topic from each of the following Sections A and B, in about 1000-1200 words each:
SECTION A
1. Wisdom finds truth
2. Values are not what humanity is, but what humanity ought to be
3. Best for an individual is not necessarily best for the society
4. Courage to accept and dedication to improve are two keys to success
SECTION B
5. South Asian societies are woven not around the state, but around their plural cultures and plural identities
6. Neglect of primary health care and education in India are reasons for its backwardness
7. Biased media is a real threat to Indian democracy
8. Rise of Artificial Intelligence: the threat of jobless future or better job opportunities through reskilling and upskilling
ESSAY QUESTION PAPER – UPSC Civil Services IAS Mains –
2020
Write two essays, choosing one topic from each of the following Sections A and B, in about 1000-1200 words each:
Section A
1. Life is long journey between human being and being humane
2. Mindful manifesto is the catalyst to a tranquil self
3. Ships do not sink because of water around them, ships sink because of water that gets into them
4. Simplicity is the ultimate sophistication
Section B
1. Culture is what we are, civilization is what we have
2. There can be no social justice without economic prosperity but economic prosperity without social justice is meaningless
3. Patriarchy is the least noticed yet the most significant structure of social inequality
4. Technology as the silent factor in international relations
ESSAY QUESTION PAPER – UPSC Civil Services IAS Mains – 2021
Write two essays, choosing one topic from each of the following Sections A and B, in about 1000-1200 words each:
Section A
1. The process of self-discovery has now been technologically outsourced.
2. Your perception of me is a reflection of you; my reaction to you is an awareness of me.
3. Philosophy of wantlessness is Utopian, while materialism is a chimera.
4. The real is rational and the rational is real.
Section B
5. Hand that rocks the cradle rules the world.
6. What is research, but a blind date with knowledge!
7. History repeats itself, first as a tragedy, second as a farce.
8. There are better practices to "best practices".
ESSAY QUESTION PAPER – UPSC Civil Services IAS Mains –
2022
Write two essays, choosing one topic from each of the following Sections A and B, in about 1000-1200 words each:
Section A
1. Forests are the best case studies for economic excellence
2. Poets are the unacknowledged legislators of the world
3. History is a series of victories won by the scientific man over the romantic man
4. A ship in harbor is safe, but that is not what ship is for
Section B
5. The time to repair the roof is when the sun is shining
6. You cannot step twice in the same river
7. A smile is the chosen vehicle for all ambiguities
8. Just because you have a choice, it does not mean that any of them has to be right
ESSAY QUESTION PAPER – UPSC Civil Services IAS Mains – 2023
Write two essays, choosing one topic from each of the following Sections A and B, in about 1000-1200 words each
Sections A
1. Thinking is like a game . It does not begin unless there is a opposite team
2. Visionary decision making happens at the intersection of intuition and logic
3. Not all who wander are lost
4. Inspiration for creativity springs form the effort to look for the magical in the mundane
Sections B
5. Girls are weighed down by restrictions. Boys with demands - two equally harmful disciplines
6. Mathematic is the music of reason
7. A society that has more justice is a society that needs less charity
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GS 3 SCIENCE & TECHNOLOGY QUESTIONS
2021
1. How is the S-400 air defence system technically superior to any other system presently available in the world? (Answer in 150 words)
2. What are the research and developmental achievements in applied biotechnology? How will these achievements help to uplift the poorer sections of society? (Answer in 250 words)
3. The Nobel Prize in Physics in 2014 was jointly awarded to Akasaki, Amano, and Nakamura for the invention of Blue LEDsin 1990s. How has this invention impacted the everyday life of human beings? (Answer in 250 words)
2020
1. What do you understand by nanotechnology and how is it helping in the health sector?
2. How is science interwoven deeply with our lives? What are the striking changes in agriculture triggered off by science-based technologies?
3. COVID-19 pandemic has caused unprecedented devastation worldwide. However, technological advancements are being availed readily to win over the crisis. Give an account of how technology was sought to aid the management of the pandemic.
2019
1. What is India's plan to have its own space station and how will it benefit our space programme?
2. How can biotechnology help to improve the living standards of farmers?
3. Give an account of the growth and development of nuclear science and technology in India. What is the advantage of a fast breeder reactor programme in India?
4. How is the Government of India protecting traditional knowledge of medicine from patenting by pharmaceutical companies?
2018
1. Discuss the work of 'Bose-Einstein Statistics' done by Prof. Satyendra Nath Bose and show how it revolutionized the field of Physics.
2. Why is there so much activity in the field of biotechnology in our country? How has this activity benefitted the field of biopharma?
3. With growing energy needs should India keep on expanding its nuclear energy programme? Discuss the facts and fears associated with nuclear energy.
2017
1. Stem cell therapy is gaining popularity in India to treat a wide variety of medical conditions including leukaemia, Thalassemia, damaged cornea and several burns. Describe briefly what stem cell therapy is and what advantages it has over other treatments?
2. India has achieved remarkable successes in unmanned space missions including the Chandrayaan and Mars Orbiter Mission, but has not ventured into manned space missions, both in terms of technology and logistics? Explain critically
2016
1. What is allelopathy? Discuss its role in major cropping systems of irrigated agriculture.
2. Discuss India's achievements in the field of Space Science and Technology. How the application of this technology has helped India in its socio-economic development?
3. Why is nanotechnology one of the key technologies of the 21st century? Describe the salient features of Indian Government's Mission on Nanoscience and Technology and the scope of its application in the development process of the country.
2015
1. How can the 'Digital India' programme help farmers to improve farm productivity and income? What steps has the Government taken in this regards?
2. To what factors can the recent dramatic fall in equipment costs and tariff of solar energy be attributed? What implications does the trend have for the thermal power producers and the related industry?
3. What do you understand by 'Standard Positioning Systems' and 'Protection Positioning Systems' in the GPS era? Discuss the advantages India perceives from its ambitious IRNSS programme employing just seven satellites.
4. What are the areas of prohibitive labour that can be sustainably managed by robots? Discuss the initiatives that can propel research in premier research institutes for substantive and gainful innovation.
5. Discuss the advantage and security implications of cloud hosting of servers vis-a-vis in-house machine-based hosting for government businesses.
6. India's Traditional Knowledge Digital Library (TKDL) which has a database containing formatted information on more than 2 million medicinal formulations is proving a powerful weapon in the country's fight against erroneous patents. Discuss the pros and cons of making this database publicly available under open-source licensing.
2014
1. Can overuse and the availability of antibiotics without doctor's prescription, the contributors to the emergence of drug-resistant diseases in India? What are the available mechanisms for monitoring and control? Critically discuss the various issues involved.
2. Scientific research in Indian universities is declining, because a career in science is not as attractive as our business operations, engineering or administration, and the universities are becoming consumer-oriented. Critically comment.
3. In a globalised world, intellectual property rights assume significance and are a source of litigation. Broadly distinguish between the terms – copyrights, patents and trade secrets.
2013
1. Bringing out the circumstances in 2005 which forced an amendment to the section 3(d) in Indian Patent Law, 1970, discuss how it has been utilized by the Supreme Court in its judgement in rejecting Novartis' patent application for 'Glivec'. Discuss briefly the pros and cons of the decision.
2. What do you understand by Fixed-Dose drug Combinations (FDCs)? Discuss their merits and demerits.
3. What is a digital signature? What does its authentication mean? Give various salient built-in features of a digital signature.
4. How does 3D printing technology work? List out the advantages and disadvantages of the technology.
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INSPECTION REPORT
Benson Church of England Junior School
Benson, Wallingford
LEA area: Oxfordshire
Unique reference number: 123125
Headteacher: Mrs L Neely (acting)
Lead inspector: Sandra Tweddell
Dates of inspection: 22nd – 24 th November 2004
Inspection number: 266411
Inspection carried out under section 10 of the School Inspections Act 1996
© Crown copyright 2005
This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.
Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.
INFORMATION ABOUT THE SCHOOL
Type of school:
Junior
School category:
Voluntary Controlled
Age range of pupils:
7 – 11
Gender of pupils:
Mixed
Number on roll:
107
School address:
Oxford Road
Benson Wallingford Oxfordshire OX10 6LX
Postcode:
Telephone number:
01491 202502
Fax number:
01491 201546
Appropriate authority:
Governing Body
Name of chair of governors: Mrs P Cooper
Date of previous inspection: November 1998
CHARACTERISTICS OF THE SCHOOL
The school is a small Church of England junior school taking pupils mainly from the local village or neighbouring villages, all of which are relatively favoured. The pupils' attainment on entry is above average. Although a separate school, it is run jointly with a neighbouring infant school which is about 15 minutes walk from the junior school. The headteacher and deputy headteacher are responsible for both schools and subject co-ordinators work across both schools. Almost all pupils are of white UK heritage and all are proficient in speaking English. The number of pupils with special educational needs is about the same as most schools as is the number of pupils with a statement of special educational need. The number of pupils who are eligible for free school meals is well below average. The two schools are about to be amalgamated and because of the building works, which were taking place during the inspection, one class was situated in the infant school. At the time of the inspection, the school was being led and managed by the deputy headteacher in the capacity of acting headteacher.
INFORMATION ABOUT THE INSPECTION TEAM
The inspection contractor was:
Penta International Upperton House The Avenue Eastbourne East Sussex BN21 3YB
Any concerns or complaints about the inspection or the report should be made initially to the inspection contractor. The procedures are set out in the leaflet 'Complaining about Ofsted Inspections', which is available from Ofsted Publications Centre (telephone 07002 637833) or Ofsted's website (www.ofsted.gov.uk).
REPORT CONTENTS
PART A: SUMMARY OF THE REPORT
OVERALL EVALUATION
Pupils receive a satisfactory education and the value for money provided by the school is sound. However, this is an underachieving school because, until recently, staff were focused on ensuring all pupils reached average standards and lost sight of the need to challenge the more able pupils. As a result the pupils' achievement is unsatisfactory. Standards are broadly average but too few pupils attain a high level. The leadership and management are satisfactory. The acting headteacher has set a clear agenda for improvement but the outcomes are not yet evident in terms of higher standards and improved achievement.
The school's main strengths and weaknesses are:
* Achievement is unsatisfactory but the acting headteacher is focusing on high achievement and the capacity to improve is good.
* Pupils have a trusting relationship with the staff.
* Parents hold the school in high regard and have respect for the acting headteacher.
* Teaching is satisfactory overall but there is an unacceptable variation of quality.
* Provision for pupils with special educational needs is good.
* Provision for personal development is good; pupils behave very well and have positive attitudes.
* Although secure, financial management is unsatisfactory.
Two issues from the last inspection have been tackled satisfactorily. The school day has been lengthened and subject co-ordinators are managing their subjects better. Assessment has improved. However, there has been a decline in standards so improvement since the last inspection is unsatisfactory. Another area where improvement has been unsatisfactory is helping pupils to understand the richness and diversity of the cultures of the world.
STANDARDS ACHIEVED
Key: A - well above average; B – above average; C – average; D – below average; E – well below average
Similar schools are those whose pupils attained similarly at the end of Year 2.
Achievement overall is unsatisfactory because the expectations of more able pupils have been too low. Their progress has been slow although it is now accelerating. Pupils of average ability achieve satisfactorily and pupils with special educational needs achieve well because the provision is targeted on their needs. Standards in English, mathematics, science and information and communication technology (ICT) are broadly average, but standards are improving in mathematics because of management action by the acting headteacher and the co-ordinator. In 2004, girls did better than boys, but for the past three years, boys have done better than girls.
Pupils' personal development including provision for moral and social development are good. Provision for cultural and spiritual development is satisfactory. Behaviour is very good and attitudes are positive, except when teaching lacks sparkle when many pupils react passively. Attendance is good.
QUALITY OF EDUCATION
This is satisfactory. The quality of teaching, learning and assessment is satisfactory, although there is too great a variation between effective teaching and that which is dull. A small amount of teaching is unsatisfactory. The recent improvements in teaching in most, but not all of the classes, have not had time to improve the achievement of more able pupils. Strengths in teaching are the relationships between teachers and pupils which contributes to a positive learning environment and the support given by the teaching assistants. Unsatisfactory teaching is due to the poor match of task to the ability of more able pupils and teaching that does not motivate because the pace of the lesson is too slow so pupils, especially boys, lose interest. New systems for tracking the progress of pupils using assessment are used inconsistently.
Links with parents and the community are good and pupils are looked after well. The curriculum is satisfactory. It covers what is needed but is sometimes taught unimaginatively. The current accommodation is unsatisfactory because it is affected by the building of the new school.
LEADERSHIP AND MANAGEMENT
These are satisfactory. The acting headteacher has analysed what needs to be done to raise the achievement of more able pupils and her actions have already improved the quality of education for all pupils. She has set a clear educational direction for all staff. Governance is satisfactory. Governors have managed plans for the amalgamation of the two schools and the new building well and they understand the strengths and weaknesses of the school. They do not ask key questions of senior management to assure themselves that the school is doing all it can for the pupils. They have handled the projected deficit in the budget prudently. The systems used for financial management do not enable the budget to be managed strategically by the headteacher. All statutory requirements are met.
PARENTS' AND PUPILS' VIEWS OF THE SCHOOL
Parents are pleased with the ethos of the school and the values taught to their children. They agree that their children enjoy school, make good progress and children behave well. A few have concerns about bullying and the information they receive about their child. The inspection found their views are justified except for bullying as the school has good systems to deal with any that occurs. Reports are satisfactory and are currently under review. Pupils say they have to work hard, they receive help when stuck and they can confide in at least one adult in the school. A small number have concerns about behaviour and only half find lessons to be interesting and fun. The inspection team agree with most of these views although found progress to be unsatisfactory and behaviour very good.
IMPROVEMENTS NEEDED
The most important things the school should do to improve are:
* Raise standards by ensuring that more able pupils achieve as they should,
* Ensure that teaching in each class is equally good,
* Improve financial management.
PART B: COMMENTARY ON THE INSPECTION FINDINGS
STANDARDS ACHIEVED BY PUPILS
Standards achieved in areas of learning, subjects and courses
Standards in all subjects are average but achievement in years 3 to 6 is unsatisfactory.
Main strengths and weaknesses
* Standards are too low because more able pupils have not been achieving as they should.
* Pupils with special educational needs and lower attaining pupils often achieve well.
* Standards in mathematics are rising because of determined action by senior management.
Commentary
Standards in national tests at the end of Year 6 – average point scores in 2004
There were 36 pupils in the year group. Figures in brackets are for the previous year
1. The above table shows that in 2004, standards in English, mathematics and science were broadly average. For the last three years, standards have been lower than they should because more able pupils have not been sufficiently challenged and so have not attained the high standards of which they are capable. The reason is that leadership and management was focused on ensuring that all pupils reached average standards and lost sight of the need to extend more able pupils.
2. Achievement is therefore unsatisfactory and recent actions to tackle the underachievement have not had time to be effective. However, the inspection found that achievement in most lessons for all groups of pupils is usually satisfactory and often good. This finding is supported by the work in pupils' books which shows a recent improvement in achievement in English, mathematics and science. The acting headteacher has strengthened the monitoring of teaching and from this, has targeted professional development of staff using the support of the local education authority. These actions have improved the quality of provision all round but particularly in mathematics. In many subjects now, more able pupils are given work that challenges them so that they are beginning to achieve as they should.
3. Another method brought in by the acting headteacher is the idea of tracking pupils to show whether they are progressing appropriately. Although some staff have more confidence than others in using the information, this is beginning to help raise standards of writing.
4. Boys have attained more highly than girls except for last year, when this was reversed. Boys lose interest more quickly when the teaching does not motivate them. Generally however, their attitudes are usually as positive as girls.
5. Pupils with special educational needs achieve well. They make this good progress because the school organises support that includes them in all activities. Pupils are given clear targets based on their needs and these are monitored carefully. Support staff know their pupils well and work effectively so that pupils can engage with the lessons. This is also true of lower attaining pupils, who also achieve well. The support each pupil has varies according to his or her needs. These
needs have been agreed with each child's parents and are the basis of targets for improvement. The school co-ordinator monitors each pupil's progress and gives good support to all staff.
6. The focus of the inspection was English, mathematics, science and ICT. Other subjects were sampled and standards were found to be broadly average. The exception was singing where standards were lower than would be expected as pupils lack enthusiasm, have difficulty sustaining notes and sing with little expression. This was the only aspect of music that was observed, so an overall judgment on standards cannot be made. Some paintings are of a high quality, pupils show originality of expression and good techniques of colour mixing and brushwork.
7. Standards have fallen since the last inspection because of low expectations, but the action by the acting headteacher is starting to have an effect and the achievement of pupils is improving.
Pupils' attitudes, values and other personal qualities
Pupils' attendance and punctuality are good. Their attitudes to work and learning are good and behaviour in lessons and around the school is very good. The provision for pupils' personal development is good.
Main strengths and weaknesses
* Very good relationships between pupils and very good behaviour ensure an orderly environment and contribute positively to pupils' achievement and development.
* Pupils' good attitudes to work and learning are exemplified by good attendance but in some classes their natural enthusiasm for learning is not effectively encouraged.
* The school's ethos of care helps pupils to develop their personal and social skills but the opportunities to develop awareness and understanding of other cultures are limited.
Commentary
8. Pupils' behaviour and their relationships with one another and adults are very good and have improved since the last inspection. The pupils are polite, articulate, friendly and understanding. At breaks pupils organise themselves into groups and become very involved in their chosen activities. Whether pupils are skipping or playing football they encourage one another and are happy to celebrate their own and others' achievements. Pupils know and understand the expectations of behaviour and follow routines in a quiet and accepting manner. All pupils were coping extremely well with the upheaval caused by the building of the new school. Movement around the school is always orderly and pupils naturally observe common courtesies of holding open doors and acknowledging greetings. In lessons pupils follow instructions without fuss, share equipment harmoniously, take turns unselfishly and generally work in a calm and positive manner. Records show, and both pupils and parents confirm, that rare instances of unacceptable behaviour are quickly and effectively dealt with. The school is a safe and orderly environment.
9. Pupils have good attitudes to school and to their work. They say, and parents confirm, that they are happy and like attending the school. Attendance levels are good and above the national median for similar schools across the country. Unauthorised absence is low and the school has effective systems in place to follow up unexplained absence and to support any pupils or parents having problems. Whilst pupils like school and show a natural interest in the work they are expected to do, many are compliant and do not demonstrate real excitement and enthusiasm for their learning. In discussions they respond to questions politely and positively but there were very few examples of pupils initiating discussion and bursting to describe what they were doing. In some classes, particularly in the younger ones, pupils are not being given sufficient chances to explore topics independently or to develop their enthusiasm for learning.
10. The ethos of care is strong and as a result, pupils are secure and content with well developed social skills. The school encourages the qualities prevalent in an orderly society, such as trust and respect, and through lessons and assemblies, pupils are beginning to understand the
values, beliefs and feelings that have an impact on human lives. Spiritual development is patchy; there are good examples of provision but opportunities are lost to help pupils appreciate the wonder of the world in which they live. Pupils have a good understanding of the difference between right and wrong and a growing awareness of values such as honesty. They are taught to respect the feelings of others and they are helped to think through the consequences of their actions. In most classes, pupils are given chances to discuss and reflect on society's values but as was the case at the last inspection the opportunities to learn about alternative faiths and cultures in preparation for life in the wider community are still unsatisfactory.
Attendance
Attendance in the latest complete reporting year (%)
The table gives the percentage of half days (sessions) missed through absence for the latest complete reporting year.
Exclusions
Ethnic background of pupils
Exclusions in the last school year
The table gives the number of exclusions, which may be different from the number of pupils excluded.
The exclusion was a rare occurrence and was a necessary action to safeguard staff, the pupil concerned and other pupils.
QUALITY OF EDUCATION PROVIDED BY THE SCHOOL
The quality of education is sound. Teaching, learning and assessment are satisfactory. Links with parents and the community are good and pupils are cared for well.
Teaching and learning
Teaching, learning and assessment are satisfactory.
Main strengths and weaknesses
* Much of teaching and learning are now good, but there is a small amount of unsatisfactory teaching.
* Pupils are passive when they are not motivated by the teaching.
* Relationships are strong and pupils are very well behaved which contributes to a pleasant learning environment.
* Assessment is starting to be used to raise the achievement of the more able, but its use is inconsistent.
*
Teaching assistants make a good contribution to pupils' learning.
Commentary
Summary of teaching observed during the inspection in 17 lessons
The table gives the number of lessons observed in each of the seven categories used to make judgements about lessons
11. The above table shows that although a high proportion of lessons are good or better, there is an unacceptable range. The unsatisfactory teaching is due to a slow pace and over dominance by the teacher, so that pupils have little opportunity to learn by exploring their own ideas. In these lessons, many pupils, especially the boys, switch off. The acting headteacher has picked this up through her monitoring and is starting to tackle it.
12. The features of good teaching are high expectations so pupils, especially the more able, are challenged and are not allowed to be lazy. Alongside this, lessons move at a swift pace so pupils are kept on their toes. These features were observed in a very good art lesson. Pupils were designing patterns in the style of William Morris and Charles Rennie Mackintosh. The teacher began with examples of their work ensuring that she used specialist vocabulary, which she had written for them to see. She went on to demonstrate how they might design their own and followed this with a demonstration using an ICT program. Pupils sat entranced as the patterns took shape, and by now, they were on the edge of their seats, wanting to have a go for themselves. When they started work, their concentration was intense.. Another feature was that the teacher had planned the lesson so that there were different levels of challenge for different groups of pupils. Achievement in this lesson was very good.
13. Other strengths are questions that provoke thought so that pupils extend their understanding. In English, pupils are often invited to discuss a point in pairs. This helps them to work out their ideas and to learn from others. All teachers are skilled in managing the behaviour of pupils, so that all can listen and learn. The very good behaviour of pupils supports their learning well. Very good relationships create an atmosphere that encourages pupils to try, even if they know they may be wrong.
14. In some of the satisfactory lessons, the teaching was competent but lacked sparkle so pupils were unmotivated. This may the reason for a large number of pupils indicating in the questionnaire that lessons were not fun or interesting. In these lessons, pupils were passive which adversely affected their achievement.
15. The teaching of pupils with special educational needs is good. During most lessons special work is prepared that allows full access to the lesson and enables the pupils to participate and achieve well. This good teaching is often led by teaching assistants who work under the guidance of the teaching staff and who make a great impact on the quality of the work. Teaching assistants contribute effectively to all pupils' learning. They are well prepared and many have a good knowledge of the pupils and their individual needs. They are great assets in all classrooms.
16. Pupils are assessed regularly and the information from assessments is now plotted on a chart so that teachers can see if their classes are making the progress they should. Some, but not all, teachers are making very good use of this information. In a very good lesson, pupils were asked to write a section of a book as a film. The lesson began with pupils critically, but sensitively, analysing each other's writing. The comments were constructive, such as do not repeat, say more, describe the issue. From the discussion, objectives were set for the next step of the writing. These were driven by the pupils' individual targets for writing. Every pupil was involved and one described the lesson as exciting. Achievement for all groups of pupils was very good.
17. Although teaching is not as good as in the last inspection, the evidence indicates that management actions, coupled with the enthusiasm of most teachers, are raising the quality.
The curriculum
The curriculum is satisfactory as is the provision for the enrichment of the curriculum and the extra curriculum activities. Resources are satisfactory, but the accommodation is currently unsatisfactory as it is affected by the building of the new school.
Main strengths and weaknesses
* The provision for pupils with special educational needs is good
* The use of ICT to enrich the curriculum is unsatisfactory.
* There is a team of good assistants to support the teaching staff.
* Provision for personal development is good.
Commentary
18. The curriculum of the school covers all the required areas of study and a strong emphasis is appropriately placed on mathematics, English and science. The curriculum ensures that average attaining and lower attaining pupils achieve as they should, but more able pupils underachieve as they are not challenged. The school development plan identifies enrichment of the curriculum as a priority; this is highly appropriate.
19. Since the last inspection satisfactory improvements have been made. The greatest improvement is in the provision for pupils with special educational needs. The school has now fully implemented national guidance for literacy and numeracy and improvements in ICT have been made. However, ICT is not used in all subjects to support learning and teaching.
20. The curriculum is enhanced by a number of activities that help make the school a more exciting place. Staff give generously of their time to lead residential trips that are arranged for both Years 5 and 6 pupils every year. These contribute well to their social and academic development. Physical activities after school include netball, football and rounders which support attainment in physical education. The arts are supported with visiting musicians, poets, and artists. A team of visiting music teachers teach the wind instruments, the violin and the keyboard benefiting those pupils who study these instruments.
21. Pupils are well prepared for the moves into the local secondary schools and the movement of pupils from the infant school into the junior school is made easy for each child.
22. The provision for personal, social and health education is good. A national scheme is used which covers all areas of the subject. It is taught as a separate subject and aspects such as citizenship, are beginning to be woven into other subjects. The provision contributes effectively to the good personal development of all pupils.
23. The resources and staffing for pupils with special educational needs are very well managed with a very well qualified co-ordinator leading a skilled team of teachers and teaching assistants. Adaptations have been made to the school to enable physically handicapped children to fully access the building and to receive the treatment that they may need.
24. The school is well staffed and satisfactorily resourced. The teaching staff are well deployed. They are effectively supported by a team of teaching assistants who contribute well towards the curriculum of the school. This partnership is a strength. The school is satisfactorily resourced for most subjects but in some areas, for example stop watches for science investigations, the lack of availability inhibits effective teaching. It is of credit to the school that the school building is used so well during this time of major upheaval. The school lacks play space, the hall is an entrance way and the noise from the builders is disruptive. However the school still offers a welcoming and safe environment.
Care, guidance and support
Procedures to ensure pupils' care, welfare, health and safety are good. Good quality support and advice help pupils to make progress. Pupils' views and opinions are valued and are increasingly being sought.
Main strengths and weaknesses
* The school looks after pupils effectively.
* Pupils enjoy very good and trusting relationships with staff.
* Good and increasing opportunities are being made available to ensure pupils' involvement in their own development and in the work and development of the school.
Commentary
25. Good and improved arrangements for child protection are in place and the school is both vigilant and sensitive in exercising its responsibilities. All staff show high levels of care for pupils and good procedures ensure that the school is a safe and orderly environment conducive to learning and development. In lessons and at breaks appropriate supervision is always provided. Good systems ensure that identified hazards and safety concerns are quickly eliminated. Appropriate rules relating to internet access are in place and closely followed.
26. Pupils arrive at the school with well developed social awareness and skills. They readily accept the routines and show respect for all adults in the school. As pupils gain confidence they show few inhibitions and are happy to follow instructions and to seek clarification or help if they do not understand or if they have any concerns. In the pupil questionnaire, the vast majority of pupils say they know who to approach with problems and observation and discussions around the school indicate that pupils enjoy trusting and open relationships with staff.
27. Good and increasing numbers of opportunities are being created for pupils to express their views and to become involved in their own development and in the day-to-day work of the school. In some lessons pupils are regularly asked to give an opinion on their own work and performance. All pupils are involved in negotiating, agreeing and reviewing their own personal and social development target. This new system is highly valued by pupils who talk enthusiastically about their achievement. Whenever necessary the school organises individually tailored support packages to minimise any disruption to learning and personal development. Another relatively new initiative, the school council, is taken very seriously by pupils and provides a good forum for pupils to make suggestions on how to improve school routines and facilities. The introduction of water dispensers, improvements to the playground and incorporation of a "chill room" (where pupils can go if upset) in the new buildings are direct outcomes of requests from the school council.
Partnership with parents, other schools and the community
The school enjoys a good and supportive partnership with parents. There are good, productive links with the wider community. Links with other schools are satisfactory and developing.
Main strengths and weaknesses
* The partnership with parents and carers is enhanced by the frequency and level of contact and by the good quality information made available on pupils' progress and development.
* The school draws effectively from the local community to broaden and enhance children's development.
* Transfer arrangements are good and ensure a smooth transition for pupils when they enter the school and when they move on to secondary school.
Commentary
28. A strong partnership exists between the school and parents. Views expressed by parents indicate high levels of satisfaction with the school and widespread pleasure at the progress they see their children making. An overwhelming majority say their children like attending and agree that behaviour is good, that children are expected to work hard and that leadership and management are good. Parents comment favourably on the consistently high level of care shown towards pupils and there is broad agreement that the school is effective in encouraging maturity and preparing children for the next stage of education.
29. A few concerns were expressed about the impersonal style of annual reports and about bullying. On entry to the school parents are fully involved in the settling in process and the school works hard to establish the link with home. Effective communication is maintained through the homework book, telephone calls, newsletters, parents' evenings, social events and the formal annual report. Reports provide a good overview of what pupils know, understand and can do together with good summaries of social and personal development. The acting headteacher is aware of and shares parental concern over the impersonal nature of the annual report and is currently reviewing the format.
30. Records show that there are isolated incidents of name calling and mild bullying but there is clear evidence, confirmed by pupils, that these are effectively and sensitively dealt with. Formal evenings and social events are very well attended and an active Friends Association raises significant funds for the school that are used to support the curriculum. Parents are quickly involved if problems occur and the school is always available if parents have any concerns. The school welcomes and values parental opinions and always takes note of suggestions for improvement. Some special evenings designed to help parents support children's education at home have been arranged but attendance has been disappointing.
31. The school is increasingly outward looking and enjoys good links with the wider community. Various community groups use the school regularly and the resources and skills in the local community are well used to enhance pupils' learning and understanding of the wider world. Pupils visit local museums, parks, theatres and libraries. There are regular opportunities for older pupils to go on residential visits and frequent visitors to the school include the police, theatre groups and community members with particular skills and experience. For example local veterans of World War 2 have been in to talk to share memories and experiences with pupils. There are few opportunities to learn about other faiths and cultures
32. The very close working relationship with the infant school ensures that when they transfer, pupils and their parents receive very good support and help over the transition period. Similarly there are good links with secondary schools which ensure comprehensive information exchange and a smooth transfer for pupils. The school is at an early stage in developing links with other schools, but there has already been some collaboration between staff over curriculum development and training.
LEADERSHIP AND MANAGEMENT
Leadership, management and governance are satisfactory and the clear agenda for improvement is raising standards.
Main strengths and weaknesses
* The acting headteacher has set a clear direction for improvement, backed by an appropriate action plan.
* Financial management is unsatisfactory.
* Leadership and management are unsatisfactory in English.
* Induction of new staff is good .
* Professional development is starting to be used to improve the provision.
* The leadership and management of special educational needs are very good.
Commentary
33. The acting headteacher was appointed to the position in January 2004. Her role as deputy carried the responsibility for leadership and management of the infant school, technically a separate institution. Both schools are being amalgamated in September 2005 and the past two years have been spent in preparation for the amalgamation. The acting headteacher has many commitments at the infant school, including teaching, so has not had the time to manage the junior school as she would wish. .
34. Despite this, she has acted with determination to raise the attainment of more able pupils. She is tightening the management systems to support her aim of high achievement. Weak teaching has been identified through monitoring and staff deployment has been used effectively to compensate for the weaknesses. As a result, teaching in most of the classes is now good and the underachievement of the more able pupils is improving. She has drawn up an action plan, based on her monitoring. The priorities are highly appropriate. The effect of this could not be gauged fully as it is too new, but one improvement is in mathematics, where a combination of support from the local education authority, professional development for all staff and the attendance by the subject co-ordinator at a management course has improved the provision.
35. The governing body is made up of experienced and new governors. Governors have been proactive in decisions about the building. They have ideas about a strategic plan for the future school, but have been waiting for the return of the headteacher before committing their thoughts to paper. They have a good understanding of the strengths and weaknesses of the school, although, apart from the governor for special educational needs, they have not carried out many visits because of the impending amalgamation. The report issued by the governor who visited provided good information for the governing body. Governors are aware that they need to extend their skills of asking strategic questions to satisfy themselves that the school is doing all it can for pupils.
36. Subject co-ordinators have responsibilities across both schools. The last two inspections have judged the monitoring of the curriculum by co-ordinators as unsatisfactory. This has improved over the past two years and is now satisfactory. All co-ordinators have time to review provision in their subjects, which includes some observation of lessons. All have drawn up a sound development plan for their subject. The curriculum is therefore secure. .Co-ordinators also understand the strengths and weaknesses within their subjects. The leadership and management of English are unsatisfactory. Although an extensive analysis of test results has been done and a development plan produced, there has been little action to ensure that the more able pupils achieve as they should. Individual teachers are using their own expertise to ensure this happens.
37. New staff are supported well when they join the school. The procedures for their supervision are of a high quality.
38. The leadership and management of special educational needs are very good. The coordinator has very good records of each child. She has identified clearly their needs and has worked with each child's parents and with the teaching staff to see that progress is monitored and targets are achieved. She manages a very good team that includes visiting teachers, teaching assistants, and staff from the local education authority. Special arrangements have been made so that physically handicapped pupils, are able to fully access the school curriculum.
Financial information
39. Usually, a table is here showing financial information for the last year. The finances of both schools are handled as one, so the information could not be obtained.
40. The last audit in 1999 judged that financial procedures were good, but made recommendations. Some of these have not been carried out with the result that it is difficult to
retrieve information either for use on a day-to-day basis, or for the headteacher to plan strategically. An appropriate priority on the school development plan is improved financial management.
41. The school went into deficit as reserves had been used and an application for capital funding was not made in 2002. Governors acted quickly once they realised there was a deficit and sought advice. New systems have been planned, although they are still not effective because the school is having problems with the software. This has caused difficulties with forward planning and with setting the budget for the current financial year. Savings have been made through prudent financial management by the acting headteacher and chair of finance committee. The acting headteacher has also put in controls, such as asking staff to submit all requests for orders to her so she can screen them in the interest of efficiency. The deficit is beginning to reduce because of these actions. The local education authority has agreed to the deficit..
PART C: THE QUALITY OF EDUCATION IN SUBJECTS
SUBJECTS IN KEY STAGE 2
ENGLISH
Provision in English is satisfactory
Main strengths and weaknesses
* Lower attaining pupils and those with special educational needs often achieve well.
* There is an unacceptable range of teaching quality from unsatisfactory to very good.
* Leadership and management of the subject are unsatisfactory,
* The information from tracking is not used consistently by all teachers to ensure all groups of pupils achieve as they should.
Commentary
42. Standards have dropped since the last inspection because the school has focused on ensuring that all pupils reach average standards and staff have not been enabling higher attaining pupils to reach the standards of which they are capable. Standards have been broadly average for the past two years but in comparison with similar schools have been well below average. The acting headteacher has recognised this and has brought in support from outside to help subject coordinators improve their practice. She has also introduced a method of tracking the progress of all pupils against what they should be achieving. This has been effective and much teaching now takes good account of the needs of different groups of pupils. One example from Year 6 is quoted in the paragraph on teaching. Although the bulk of the provision in most classrooms is now satisfactory or good, it has not had time to impact on standards. However, the progress of pupils in Year 6 is accelerating and at this stage of the school year, standards are above average. Taking this into account along with most of the teaching being at least satisfactory, overall provision is judged to be satisfactory.
43. The co-ordinator has spent much time in analysing what needs to be done and the development plan from this identifies appropriate priorities. The analysis and resulting plan are too recent to have had an effect on the consistency of provision across the school. The recent information from tracking the progress of pupils is used inconsistently across the school.
44. Despite significant time given to teaching spelling, pupils do not transfer this learning into their writing. Spelling lists are appropriately different for the range of abilities, and the groups of words have similar patterns of letters which is good practice. However, the words are taught in isolation from pupils' own writing, so have little relevance. Similarly the teaching of grammar is often remote from the needs of pupils. A great deal of time is devoted to teaching handwriting, even in Year 6. This is unnecessary for the many pupils whose handwriting is impeccable. Time is given to all these activities rather than to build on the pupils' many skills with language that they bring from home and the infant school. Monitoring of the provision has not picked up these weaknesses.
45. The achievement of average pupils is broadly satisfactory and that of below average pupils and those with special educational needs is often good. This is because the expectations of teachers of these pupils is appropriate. In some year groups however, these pupils, especially boys, underachieve. This is because the teaching is dull and plods along, so pupils become bored. The boys switch off quickly, although they do not misbehave as most pupils in the school are compliant. In one example of unsatisfactory practice, the full lesson was spent on teaching adverbs to the whole class. There was a limited opportunity for the pupils to extend their learning through discussion as most of the time, the teacher talked and gave pupils little opportunity to develop their ideas.
46. Teaching overall is satisfactory because of the range in quality. Much is lively and engages pupils. In some lessons, pupils are eager to write and enjoy the lessons, be it re-writing a piece of prose as a play or trying to write complex instructions from their notes. A teacher in Year 3 made the teaching of verbs exciting through her enthusiasm and skilled adaptation of the national strategy for literacy. In this lesson, pupils eagerly discussed a wide range of verbs and then used them to make their writing come alive. In another lesson, a teacher courageously tried out a new idea in a literacy lesson. The aim was to teach pupils how to make notes then use them to write instructions. The teacher began by demonstrating how to make a complex shape to hold sweets for Christmas. Pupils watched eagerly, then made notes with great concentration. Pupils of average ability, including many boys, folded paper before writing their instructions whilst more able pupils wrote without recourse to practical support. These two groups of pupils learned well because of their interest and the achievement of both groups was good.
47. Most pupils have a wide vocabulary that they use well both in discussion, when they are given the opportunity, and in their writing. Many are prepared to put forward a point of view and in Year 6, to argue their case with maturity. Time used for teaching reading is used well. Many pupils are avid readers and read appropriately challenging books. For example, one girl is reading Tolkien's trilogy. She said that she found the first volume difficult, but persevered and is enjoying the second. She was also making comparisons between the film and the book and thought that the film had missed out some features that she found interesting from her reading. Some younger pupils say that they enjoy reading, but are put off by having to write a review of every book they read. Although reviewing books is good practice, these pupils lose interest if asked to write a review each time they read a book.. There are some highly skilled writers in the school, including boys. Their writing is lively and manipulates language well. The improved focus on more able pupils in most classes is ensuring that their writing develops as it should.
48. Progress since the last inspection has been unsatisfactory as standards have fallen.
Language and literacy across the curriculum
49. Most pupils use their skills of language and literacy satisfactorily in all subjects. They know how to use information books and understand how to find books in the library for their research. The library has not been available as the area had to be used for storage during the rebuilding which has adversely affected the confidence of some lower attaining pupils. Most pupils present their work well using a range of methods such as charts or lists and in science, they explain their findings from experiments with care.
MATHEMATICS
Provision in mathematics is satisfactory.
Main strengths and weaknesses
* While pupils achieve standards close to those expected nationally they do not achieve well in comparison to schools in similar contexts
* The quality of the teaching is not consistent. The more able pupils are not always challenged
* Pupils with special educational needs are very well supported
* The use of ICT to further develop mathematical understanding is unsatisfactory.
* Areas for improvement are well identified by the acting headteacher and the subject leader and action has already been taken to improve the subject.
Commentary
50. At present standards in Year 6 are in line with those expected nationally with indications that those standards are improving. Pupils enter the school with standards that are above average but the achievement of pupils throughout the whole school is unsatisfactory. In the 2004 national tests, standards were similar to those in most schools, but in comparison with similar schools, were well
below average. An examination of the work of the Years 3 and 4 pupils, in particular, shows a lack of challenge. This represents a decline since the last inspection.
51. Standards of teaching and learning are satisfactory overall though vary across year groups. In the good teaching in Year 5 the pupils were excited when they had to plan a journey for a visitor to England. They worked within given criteria and while planning the journey, exercised their mathematical skills to calculate number problems using methods they had been taught earlier in the lesson. All the pupils were involved, the less gifted were well supported and the gifted were challenged. After a good lesson in Year 6, the pupils explained how important it was to use percentages and demonstrated that they could translate decimal and vulgar fractions into percentages in their heads and using, when appropriate, a calculator. In the two lessons seen in Years 3 and 4 the pupils were not fully involved. The less able pupils were well supported but the more able were not challenged and lacked interest. In these lessons the volume of work was not high and in an unsatisfactory lesson the pace was far too slow and resulted in very little work being completed and the pupils becoming restless.
52. The school has problems with using ICT because of access to the suite made worse by the building work. However, ICT is not used sufficiently to support pupils' learning of mathematics..
53. The subject is well led by a co-ordinator who has risen to the challenge of improving standards. She has created, with the staff and governors, an action plan that identifies the need to improve mathematics and has outlined how this is going to be done. She has built on the good procedures introduced by the acting headteacher to enable her to track the progress of pupils through the school. This information is used to create targets to challenge both the teachers and the pupils. She has visited classrooms to watch classes in action and has recommended courses of action for different teachers. The school has the support of the local education authority and teachers within the school have received guidance and additional training. There is evidence that the good management is having an effect and the standards of work are improving.
Mathematics across the curriculum
54. Pupils make satisfactory use of their number skills in other subjects. They use measuring and recording skills in their scientific experiments. They used a computer program to enter data and create a graphical representation of shoe sizes.
SCIENCE
Provision for science is satisfactory
Main strengths and weaknesses
* The achievement of the more able pupils is not good enough
* The use of ICT to extend the depth of challenge in science work is unsatisfactory
* The temporary subject leaders are aware of the strengths and weaknesses within the subject and are analysing performance
* Pupils with special educational needs are well supported
Commentary
55. Standards in Year 6 have been in line with or above national expectations for all schools nationally in the last two years but in comparison with similar schools in 2004 were well below average. Pupils enter the school with standards above those to be expected nationally and more able pupils leave with standards below what can be expected. Examination of the current work suggests that this is still the case but the school recognises this weakness and is tackling the problem. Standards have declined since the last inspection because more able pupils have not been challenged to attain highly.
56. Pupils enjoy science and in Year 3 during a good lesson the pupils were excited as they planned to test the strength of large and small magnets. They were preparing for an investigation by planning an experiment. They could explain what the requirements for a fair test would be. Good teaching was motivating the pupils well and they were achieving good results. Pupils in another class had grown seeds and had studied how plants grow and what they need to grow well but in general these pupils were not challenged and they were not being given the opportunities to develop an understanding of good scientific investigation. In another class, pupils investigated the effect of air resistance on spinners that had been weighted with paper clips. In this lesson the pupils were very enthusiastic and took a keen interest in the outcomes of the investigation. Pupils supported by a teaching assistant achieved very good results and could explain the outcomes. The rest of the class were somewhat hampered by a lack of stopwatches but had laid the foundations for good scientific enquiry and could see why some tests were fair and others were not.
57. The teaching is not consistent and work seen varies in content and quality. Able pupils are not always challenged. There was no evidence to show how teachers use ICT to further motivate and challenge scientific learning and understanding.
58. The subject is led by two temporary co-ordinators. They are using good procedures to help them to track pupils' progress through the school. This information has informed the development plan for the subject and is a good basis to launch improvement. Subject guidance helps to provide a consistent approach and the co-ordinators monitor the planning to ensure that the subject is taught. Resources for science are unsatisfactory and as a result investigative work is hindered.
INFORMATION AND COMMUNICATION TECHNOLOGY
Provision in information and communication technology is satisfactory
Main strengths and weaknesses
* Pupils are making good progress in developing their keyboard skills in ICT
* The new curriculum leader is giving a good lead.
* ICT is not used to develop independent learning and challenge the more able pupils
Commentary
59. Pupils in Year 6 attain standards in keyboard skills that are better than national expectations. They confidently use tool bars within a word processing programme to alter text, insert pictures, modify pictures, move text and pictures into boxes and insert boxes within boxes. They can log on to the computer and choose appropriate programmes. They quickly and efficiently draw pictures and are competent in searching the internet to research topics. This represents an improvement since the last inspection when ICT was described as needing development. This improvement has been assisted by the development of computers in every classroom as well as a group of 11 stations at the rear of the Year 6. At present, this means that this class has to exchange rooms with any class requiring access to the suite which is sometimes difficult to arrange as the room is needed by the class.
60. Achievement in ICT when it is taught as a separate subject is satisfactory. Teaching and learning are also satisfactory. Pupils in Year 3 have secure skills and manage text and pictures well enough to create effective displays of their English work. Pupils in Year 4 used the suite of computers to follow logical instructions that directed the pupils to draw geometric shapes. They enjoyed this work and were enhancing their keyboard skills alongside their mathematical understanding. Pupils in Year 5 enthusiastically entered data into tables and converted the information onto graphs. Good teaching had taught these pupils the importance of accurate fields and given the pupils the confidence to experiment. These pupils were enthusiastic and achieving well.
61. The school is adequately resourced with computers in each classroom and the temporary suite. ICT is led and managed by a newly appointed co-ordinator. She has a firm vision for the future of the curriculum.
Information and communication technology across the curriculum
62. The use of ICT in many subjects is unsatisfactory, but is not helped by the poor facilities due to the building works. The school's two interactive white boards were used to good effect to enhance the teaching and learning in a literacy lesson. ICT was used to present the pupils written work, for example to design a leaflet on a publishing program to advertise a holiday venue. The pupils in Year 5 could account for how much more effective a CD Rom could be instead of the usual encyclopaedia. However, in mathematics and science, computers are not used well across the school as an aid to enrich the curriculum
HUMANITIES
63. History and geography were sampled during the inspection. Religious education will be inspected by the diocese at a later date. The school is led by a co-ordinator who supervises both history and geography. The leadership and management of humanities have improved since the last inspection as the co-ordinator has time to manage the subject and is working to a development plan.
64. One lesson was observed in history and the teaching and learning were good so all groups of pupils achieved well. Discussion with pupils about history showed that many enjoy the subject. They use their skills of research effectively, including some use of the internet, despite the difficult accommodation at the time of the inspection because of the building works. Pupils in Year 6 understand about cause and effect and many have a good knowledge of the history of Benson village, partly because they are taken to look at historical features of the village. Pupils in Year 6 were extremely interested in post war Britain because of the exciting way the teacher had prepared them for research. This contributed well to their skills of independence.
65. No teaching was seen in geography and so a firm judgment can not be given. Evidence was collected from an examination of pupils' work and interviews with Year 6 pupils. This was the situation at the time of the last inspection. The school follows a cycle of topics so that the pupils gain an all round balanced geographical understanding of their position within the world. Pupils in Year 3 have this understanding and are able to understand and show where they are along the Thames valley, within the British Isles and on a world map. Pupils in Year 4 have developed their understanding of map work and have drawn maps to illustrate their route to school. These carefully drawn maps include keys to the symbols. In Year 5, pupils have compared their own way of living with the way in which children grow up in Benares. The Year 6 pupils remembered this past work with pleasure and were looking forward to future studies next term.
CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS
66. Art and design, music, design and technology and physical education were sampled. A new co-ordinator took up responsibility for the leadership and management of music in November so has had little opportunity to lead and manage the subject. No lessons were observed as they took place at the end of the week, although instrumental tuition was observed. Pupils have the opportunity to learn to play the clarinet, keyboard and violin. Those who take up the opportunity enjoy learning these instruments and achieve well because of the individual tuition. Singing in assembly and hymn practice is unsatisfactory. Pupils sing with little expression and enthusiasm; they do not sustain the notes and the volume is muted.
67. Some of the art and design on display is of a high quality, particularly paintings in the style of Van Gogh and self portraits based on the work of Picasso. Some of the latter were produced using ICT and showed good skills in manipulating the program. An example of a very good lesson is described in the paragraph on teaching. Leadership and management of the subject have improved
since the last inspection and are now satisfactory. The co-ordinator makes good use of the time that is given to manage the subject. All pupils have a sketch book, but in most classes, these are not used as drafts to develop their ideas which would support high standards.
68. During the inspection no lessons were seen in physical education. This was the same during the last inspection. Games activities were severely limited due to the adverse effects of the building work on the life of the school. National guidelines are followed and the pupils regularly experience physical activities including games and dance. Pupils have the opportunity of attending clubs after school to pursue football, rounders and netball. Pupils in Year 6 enjoyed their dance with the class teacher leading them into improvisations to represent jungle animals. Once the school takes possession of its new field and playground and the school hall ceases to be used as a main entrance, the full curriculum for physical education can be re-instated.
69. During the inspection evidence for design and technology was collected from looking at pupils' past work and the two lessons that were seen, one in Year 4 and one in Year 5. Year 3 pupils had used design skills to make and decorate a coffin for an ancient Egyptian. They had used collage and stitched patterns carefully and had enhanced their understanding of the ancient Egyptians. During the Year 4 lesson the pupils had designed a frame for a Chinese birthday card. This lesson was one of a series linked to the class studies of the China. The pupils enjoyed working carefully in a very quiet and peaceful atmosphere. They developed their construction skills, took great pains to use calligraphy to label the cards and used ribbon, card, pasta and paint to decorate their frames. In the Year 5 class the pupils had developed a detailed plan to show how a cam can be used to alter motion. They were now constructing and decorating the machine. The co-ordinator monitors progress of the subject, which is an improvement since the last inspection.
PERSONAL, SOCIAL AND HEALTH EDUCATION
70. Planning for the subject is good and the subject is led well. Time given to manage the subject, introduced by the acting headteacher, has enabled the co-ordinator to produce a development plan and to meet with people with expertise from outside the school in order to develop the subject. The school is a member of the Healthy Schools Initiative and also has links with agencies such as the emergency services. Each class has time for the subject, through time set aside for discussion or through direct teaching about subjects such as personal safety. Pupils in Year 6, for example, have considered what it feels like to be afraid and from this, gone on to learn about how to avoid accidents and to keep healthy. A lesson with pupils in Year 5 on healthy lifestyles was well planned and the use of ICT maintained the pupils' interest. The lesson was lively and the pupils' enthusiasm harnessed well into a discussion. The teacher used questions effectively to challenge the learning of each group of pupils. More able pupils faced probing questions. The results of the good provision can be seen in the good personal development of pupils and their care for one another.
PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS
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A Guide To Starting School
This is a very important and special time and we really want this to be an exciting and happy experience for your child, as well as for you. Talking about starting school in a fun and enthusiastic way will help your child feel more confident in making this next step.
We will provide a booklet all about our school during the pre-school visits and sharing this with your child will help support you with this. Many parents ask us how they can help prepare their child for school. Every child will be at different stages in their development and have different experiences, strengths, interests and abilities. However we have listed some activities that will help support your child's development at home and support them in making their transition into school. If you have any worries about your child starting school, please come in and talk to us.
Communication and Language
Personal, Social, Emotional Development
Physical Development
- Talk, talk, talk. Talking with your child is probably the most important way that you can support your child's development. A lot of the Early Years curriculum is based on children's talk.
- Listen to your child and give them opportunities to talk to you. Children who ask questions constantly are the children who want to learn.
- Encourage your child to listen to you or other people without interrupting and help them understand simple conversation and instructions.
- Practise with your child if needed so they can confidently ask for help or express their feelings using appropriate words and sentences.
- Can other people understand what your child is saying? Please let us know if you are aware of any difficulties so that we can support your child together.
- Praise your child for following simple rules and instructions. At school we 'listen and do.' Children who are used to following rules and instructions at home find it easier to adjust to the expectations at school.
- Give your child plenty of practice with playing with others, taking turns and sharing. Limiting the number of toys that they have out when playing with other children will help them develop their social skills and sharing skills. Playing games with your child where you take turns, share and don't always win will help them learn to take turns and know that it is still fun even when we don't win.
- Help your child learn words to describe their feelings (e.g. happy, sad, excited, cross, shy, worried). Stories give lots of opportunities to talk about different feelings and consequences of actions.
- Praise your child for saying' please' and 'thank you'.
- Encourage regular bedtimes well before starting school if you have not already done so; you may be surprised at just how tired your child can be when they start school.
- Help your child to become independent when getting dressed/ undressed so they will be able to get changed for P.E and be able to put on their jumpers or coats. We can help with tricky fastenings.
- Practise if needed so that your child can use the toilet, wipe themselves, flush the toilet and wash their hands by themselves without being reminded. If your child has any toileting issues please let us know.
- Praise them for trying new foods and help them to use a knife and fork.
- Allow your child plenty of experience with running, climbing, jumping and playing with a ball. Visits to the park or time to be outside in the garden playing with outdoor toys or digging in sand or soil will help develop your child's gross motor skills.
- Encourage your child to develop their fine motor skills by using paintbrushes, pegs, scissors, play dough and play dough tools. Drawing in sand and or 'painting' with water is fun too!
- Encourage your child to use pencils or crayons- chunky ones are best to start with- and give your child lots of opportunities to make marks.
Literacy
- There are lots of stories about starting school. A visit to your local library can provide a wide range of stories about this next step. E.g. Harry and the dinosaurs go to school. Topsy and Tim start school.
- Share books every day. Look at books together. Talk about the pictures, the characters, the setting. Ask questions about what is happening and what might happen next. Children who listen to bedtime stories have a head start when learning to read.
- Tell stories together. Playing with small world toys such as animals, cars, dolls or teddies and using them to make up simple stories. Children love to make up stories as they play and you can help encourage, support and develop their stories by playing with them and talking about the stories you are making together.
- Encourage your child to recognise their first name so they will be able to find their tray, peg and named belongings. Write your child's name in lots of places so they get to recognise it. Making your child's name with magnetic letters will help your child recognise and order the letters of their name. It is not expected that your child will be able to write their name, however if you are practising at home please use one capital letter at the beginning and then lower case letters . e.g. Ben not BEN. Make it fun by writing in sand or with paint or different mark making tools.
- Share nursery rhymes and rhyming stories with your child. Make up nonsense rhymes.
Mathematics
- Count everything, all the time! You can count toys as you play, the number of jumps along a path, blue cars when out for a walk, apples in a bag, steps up to bed and so on.
- Look out for different numbers around you- door numbers, car registrations, prices in shops etc.
- Find different shapes around you- look out for circles, triangles, squares and rectangles.
- Help develop your child's mathematical language by using words such as tall, long, short, heavy, light, full, empty. Develop positional language by using words such as in front, behind, on top, under, beside, next to etc.
- Baking offers lots of opportunities for counting and weighing.
- Playing dice games give opportunities for counting and counting on.
- Collect objects that begin with different sounds. For example you can make a pretend silly soup by collecting objects such as a sock, stone and s…? Emphasise the first sound in the words as you say them- c-up, d-og etc.
Understanding the World
- Look at different animals and plants. Encourage your child to talk about their observations and make simple comparisons by talking about similarities and differences. Support their understanding and language development by naming different animals, plants, body parts etc. and finding out about new living things or objects.
- Play with sand, water, messy stuff?
- Experience as many different places and cultures as possible, ensuring that you and your child feel comfortable with this.
- Talk about past events. Look at baby photos together to see how your child has changed. Talk about family celebrations, holidays and visits you have experienced encouraging your child to recall events and talk about them.
- Use age appropriate technology e.g. I-pads, cameras, electronic toys.
Expressive Arts and Design
- Build models out of construction toys, bricks or recycled materials e.g. boxes, yogurt pots.
- Listen to different sorts of music and dance/ move with it. Sing songs together. Make up silly songs and sounds.
- A teddy bears picnic gives opportunities for counting, sharing and shopping.
- Encourage your child to explore different materials such as paint, glue, collage, crayons. Try making small and large pictures.
- Join in with your child to play make believe gamespretend to go shopping or have a teddy bears picnic or party. Children love dressing up; some old clothes are fine for this.
There are lots of ideas here for you to explore to help prepare your child for school. Please don't worry if there are some things that your child is finding difficult. Children start school at many different stages of development and some are quite a bit younger than others. Explore the activities you feel your child is ready for. Come in and talk to us about any concerns and ask questions- that way we can work together to help the transition to school run as smoothly as possible for your child. | <urn:uuid:eb99e1cf-1374-4ba5-b57b-367580a4e3db> | CC-MAIN-2024-22 | https://langham.essex.sch.uk/wp-content/uploads/2023/01/Supporting-your-child-starting-school-leaflet.pdf | 2024-05-20T12:59:16+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058278.91/warc/CC-MAIN-20240520111411-20240520141411-00692.warc.gz | 315,362,976 | 1,673 | eng_Latn | eng_Latn | 0.998066 | eng_Latn | 0.998163 | [
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Ambrose Grainger (1897 – 1938)
Ambrose Grainger was born in Clay Cross in 1897. His parents were Emlen Grainger (1860 – 1939) and Eliza Case (1865 – 1928). Ambrose was their sixth child..
Until the early 19 th century, Clay Cross was a small village known as Clay Lane, but increasing demand for coal and other minerals trebled the population by 1840. The railway 'mania' of the 1840s witnessed expansion northwards facilitated by the Clay Cross tunnel dug in 183738. Whilst tunnelling under Clay Cross they discovered vast quantities of commercial grade coal. Clay Cross became a boom town. The 'Liverpool Party' of Stephenson engineers formed the Clay Cross Company in 1839 which they funded from their considerable resources. As well as sinking a number of shafts, there were coke ovens, brickworks, limeworks, iron furnaces and a foundry. The Stephensons also built more than 400 miners cottages. Alma Square was built by the Stephensons.
On the 1901 Census, the family had moved to Whitwell in Derbyshire and they were living on Colliery Row. Ambrose was 4 years. His father was working at Whitwell Colliery which was sunk by the Shireoaks Colliery Company in 1890-1891. Colliery Row had been built by the Shireoaks Colliery Company to provide homes for the miners, and distinquished by the black coloured brickwork at each end of the row of terraced houses. The map below shows how close Colliery Row was to the colliery.
On the 1911 Census, Ambrose was 14 years old and already working as an underground pony driver. During the Great War he signed up on 4 th September 1915 and joined the Royal Army Service Corps (R.A.S.C.) as a driver. R.A.S.C. was responsible for land, coastal and lake transport, air despatch, etc. He was discharged on the 28 th February 1919, due to sickness. His service number was T4/212533. He had served in Salonika. The Salonika campaign began on 5 th October 1915 with the landings at the port of Salonika in Greece.
On the 20 th December 1919, Ambrose was awarded the Silver War Badge. The badge was awarded in the United Kingdom and the British Empire to service personnel who had been honourably discharged due to wounds or sickness from military service in World War 1.
Silver War Badge
The award sheet shows that Ambrose received the award under Kings Regulation 392 para XV1A – Surplus to military requirements (having suffered impairment since entry into the service). On the 2 nd October 1920 he received the British War Medal and the Victory Medal. The British War Medal is a campaign medal that was awarded to officers and men of the British and Imperial forces for services in World War 1. The Victory Medal was issued to all those who received the 1914 Star or the 1914-15 Star, and to most of those who were awarded the British War Medal.
In 1920 Ambrose married Gertrude Bromley (1900 - 1951). They had two children
Victor Grainger 1921 – Thomas Grainger 1927 - 2004
In 1932, Ambrose used his Army driving skills and set up a bus company. In June 1932 he was given a licence to operate a bus service from Clowne to Langwith Colliery. This services ferried miners back and forth, including his own relatives. It is not clear if this was a part time or full time occupation.
Ambrose Grainger had worked at the Markham Pit for five months, previously being engaged at Langwith Colliery for 11 or 12 years. Ambrose is believed to have met his death after rescuing his brother, Thomas. Ambrose was among the first to experience the full force of the explosion. Going back he found his brother with a fractured thigh. He carried him to safety and then returned to do more rescue work. That was the last seen or heard of him.
At the time of the disaster, Ambrose, with his family were living at 9 Mansfield Road in Clowne.
A year after Ambrose was killed, his relatives placed several 'In Memoriam' notices in The 'Derbyshire Times and Chesterfield Herald'
GRAINGER – In loving memory of a dear husband and father, AMBROSE GRAINGER, who died May 10 th 1938
- From his loving Wife, Victor and Thomas
"Silent memories"
GRAINGER – Treasured memories of my dear brothers, JOHN and AMBROSE, also nephew EMLEN killed in Markham Pit Disaster May 10 th 1938.
"Their death was sudden, the blow severe, We little thought their end so near"
- From Lawrence, Lily and Johnnie. Clowne
Parents
Father: Emlen Grainger (1860 – 1939)
Emlen Grainger was born in Clay Cross in July 1860. His parents were John Grainger (1827 – 1889) and Anne Dove (1829 – 1879). On the 1961 Census, Emlen was living with his parents at 149 Chapel Row in Clay Cross. His father was employed as a coal miner. In 1871, Emlen was 10 years old and still living in Clay Cross on Tunnell Row. On the 1881 Census Emlen, a ged 21 had left home and was boarding with Kirkland family at 103 Newstead Colliery, Newstead Priory. He was employed as a coal miner at the Newstead Colliery which had opened in 1875.
In 1885 he married Eliza Case (1865 – 1928) in North Wingfield. On the 1891 Census, Emlen, his wife, and three children were living on Alma Square. John William had just been born. Emlen and his growing family were living on Colliery Row Whitwell on the 1901 Census. In 1911 Emlen was living at 64 Neale Street in Clowne.
He retired after the death of his wife in 1928.
Emlen witnessed the death of two sons, one severely injured and the death of a grandson in 1938. He never recovered from the effects of this blow and five months before his death, while spending a holiday with his oldest daughter, Sarah, he had a seizure.
He died on 9 June 1939 at the age of 79. He had been a underground miner for 56 years and had lived in Clowne for thirty years
Mother: Eliza Case (1865 - 1928)
Eliza Case was born in Stonehouse, Plymouth in 1865. The Royal Navy, at the time, had significant operations in Stonehouse. Her parents were Stephen Case (1837 – 1870) and May Ann Laurence (1836 – 1909). Her father died when Eliza was five years old. On the 1871 Census, Eliza was living with her widowed mother and two older siblings, in Leicester at 21 Milton Street. Her mother married Abraham Kenning on 14 February 1881, and on the Census of that year, Eliza is living with her mother, stepfather and siblings in Clay Cross. Her stepfather was employed as an earthenware dealer.
In 1885 Eliza married Emlen Grainger in North Wingfield, which is just to the north of Clay Cross.
Between 1887 and 1907, Eliza and Emlen have 10 children, 5 boys and 5 girls.
Eliza died on the 23 August 1928 at the age of 62 in Clowne.
Wife: Gertrude Bromley (1900 – 1952)
Gertrude Bromley was born 8 December 1900 in the Rotherham area. Her parents were Wilfred Bromley (1874 - 1952) and Emma Jane Fox (1873 - 1939). Her father had been born in Birstall, near Batley and her mother came from Hanging Heaton in Yorkshire.
On the 1901 Census Gertrude was living with her parents and two older siblings in the Northfield parish of Rotherham. Her father was a hewer. Gertrude and her family moved to Warsop in Nottinghamshire. On the 1911 Census they were living at 5 Queen Street in Warsop. Her father was employed as a contractor at a local colliery.
Gertrude married Ambrose in 1920 and they had two children, Victor and Thomas.
Gertrude died in 1951. | <urn:uuid:c7be9b75-2070-4c1b-94ae-40a9397c358b> | CC-MAIN-2020-40 | https://markhamstorymine.org/wp-content/uploads/Ambrose-Grainger.pdf | 2020-09-21T13:19:07+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00100.warc.gz | 522,996,529 | 1,868 | eng_Latn | eng_Latn | 0.997865 | eng_Latn | 0.99828 | [
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Prevention or repression
Some reflections on early Salesian Education and modern theories of Empowerment
Repressive System. Empowerment is a At the heart of the Salesian tradition of education is the so called Preventive System. This was the name given to Don Bosco's style of education after a lecture that Don Bosco gave to his French Cooperators in 1887 in which he contrasted the Preventive System with what he characterised as the
modern term used in educational discussion to focus on enabling the learner to become independent and self-motivated.
In that lecture Don Bosco wisely took the view that fear as a motivating force for children was disabling and hence a system based on punishments failed to win over or change the hearts of the young or help them to learn. Therefore, he counselled the educator to look to win over the hearts of the young by becoming an animating presence among them. He should always begin with what they enjoyed, especially in terms of games and active recreations as well as music, singing and theatre, and bring them gradually to a deeper awareness of the beautiful, the true and the good and thus to God, the Giver of all that is Good.
The context in which Don Bosco first evolved his System was that of the Oratory which was of its nature both a voluntary and fast flowing youth activity. The pace of activities had to match the relatively short span of attention of youngsters who were used to manual rather than intellectual activities, and for whom Don Bosco evolved the Oratory model. Assistance in that context meant getting the youngsters involved in the various activities and seeing when they were losing interest and moving them on to something else, gradually seeing the opportunity for a word in the ear and the catechism and worship which was at the heart of the activities.
The early stories of the clerics Rua and Cagliero shocking the Turinese clergy by running through the streets on the way to their various assignments in the city's oratories speak of a freshness of approach and an energy and vigour that characterised the emergence of the preventive style of education. Sensitive leadership was the principle that guided the young Salesians and quickly involved them in looking after and leading others. Those famous sodalities actually were training sessions for peer mentors or youth leaders who were engaged in the same apostolic enterprise with Don Bosco.
When this model was transferred to the much more institutionalised and stable environment of a large boarding school, what had begun as a flexible style of youthwork rather like a skilled sailor matching the wind and the waves with his sails and rudder, was in danger of becoming a rigid system, of almost total control. When the voluntary element diminished or disappeared then the danger of the system becoming repressive was very strong.
In Don Bosco's practice this presence/assistance among the young was, no doubt, a creative and active way of engaging young people at the Oratory in a friendly relationship, and where, till his late middle age, Don Bosco would run races and be actively engaged in recreation with his boys. It is also clear that with the advent of boarding schools as the predominant Salesian apostolate, what began as a technique for outreach to young people from the streets that had lost their trust and confidence in adults, became a form of almost complete supervision and control.
Sadly the title that Don Bosco gave to his lecture The Preventive System narrowed the educational focus of a style which was really still evolving. The focus on prevention, apart from Don Bosco's equal emphasis on reason, religion and loving kindness as the basis of an educational relationship, could easily put a very exaggerated emphasis on control. This was made even more unbalanced when it was read in the light of his famous summing up of the Preventive System as "letting the youngsters know the rules of the Institute and then assisting them without respite, by advising them, by guiding them, and correcting them" or in other words, as he concluded awkwardly, "in putting them in the impossibility of committing faults (mancanze, which could also be translated as sins)." (Quoted in F Desramaut Spiritualita Salesiana: Cento Parole Chiave LAS, Roma, 2001, p573)
This concern with putting youngsters in the impossibility of committing sin soon became an unhealthy preoccupation in some Salesian boarding schools. The insistence that the Salesians constantly supervise the youngsters meant that not only was any exercise of personal freedom immensely limited but the Salesians themselves became negatively preoccupied, with unhealthy consequences for their own mental state. Such a quasi-totalitarian approach was resisted strongly by the early English and Irish Salesians.
In the first formal Canonical visitation of the English Province in 1908, Fr Paul Virion, the Provincial of Paris from 1902-1919, commented specifically on the lack of acceptance of the Salesian idea of assistance, the traditional Salesian word for looking after youngsters in unstructured situations. He wrote in his report:
"Moreover one can say that there is no supervision. They say that assisting as it is conceived in general in Salesian houses is repugnant to the English character, which prefers to be left to its own initiative and conscience. It is true in part and agrees with the education that is given in the families and in the other Colleges in this country. But the other thing they dislike is the hard work and self-denial which is needed to give an acceptable assistance which is not indiscreet nor humiliating for the boys and which nonetheless assures morality among them. Particular friendships are flourishing." (ibid p574)
We can sum up by saying that the Salesian preventive system, especially in its reductionist form ran into serious opposition among many of the English and Irish confreres who saw it as a foreign interference in the natural freedom in which youngsters should grow up. This opposition was in serious danger of being misinterpreted by some of the Italian Salesians as laziness or some sort of complicity in sins against Holy Purity. In this regard see Fr Albera's circular letter of 1917 which repeated the old formula but strengthened it by saying: "In second place this optimism can even be the cause that leads to a lack of that vigilance with the pupils that the preventive system itself suggests in order to put them in the moral impossibility of offending God." (ibid) Such an extravagant claim, however well intentioned, does clearly attempt to rob the individual young person of a fundamental moral freedom and does a terrible disservice to those who tried to implement it.
In conclusion we have to re-vision the Salesian Preventive System for a very different era, where youngsters are immensely conscious of their personal freedom and where concerns about child protection might well discourage efforts to accompany young people at all. We need then, to recover that zeal for souls (Da mihi animas) which drove Don Bosco and the early Salesians to find new ways of reaching out to young people with an offer of genuine friendship which supports their learning, their search for meaning and true freedom which is always at the heart of the Salesian Educational approach. | <urn:uuid:72a29a29-31f5-49e7-b373-a811f252eb23> | CC-MAIN-2020-40 | https://www.salesians.org.uk/uploads/footprintspreventionorrepression.pdf | 2020-09-21T12:34:30+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00099.warc.gz | 1,079,393,833 | 1,447 | eng_Latn | eng_Latn | 0.997869 | eng_Latn | 0.997842 | [
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Curriculum Standards
Performance Indicators&
Sample Activities
For Children of Ages Five and Six or
those in Grade One
Word Bank
Advent
Christmas
Genuflect
Easter
Eucharist
Forgiveness
Mass
Lent
Baptism
Christian
Good Friday
Holy Thursday
Holy Spirit
Apostle
Bible
Our Father
Glory Be
Sign of the Cross
Hail Mary
Angel of God
Morning and Evening Prayer
Prayer
Grace Before and After Meals
Give Sacred Scripture a special place in the classroom.
Encourage a reverent and prayerful attitude in the place of worship.
Parents should be encouraged to help children learn the required prayers at home.
Foster participation in the prayer and worship of the parish community.
For use with children of ages five and six or those in Grade One.
1-PV
Standard #1 Faith
Present an understanding of the human need for God based on revelation and faith.
Performance Indicator
~Identify ways that God shows love for us and how we can respond.
Where in your catechetical materials did you find the performance indicator?
Assessment : How will you know that the children learned or are able to perform the indicator?
Some Sample Activities
Provide the children with some very special stationary. Explain that they are going to write a very special letter. They may use words they know and add pictures to the letter, as well. Ask them to write a 'Dear God' letter of thanks that can be collected, copied and mailed home to parents.
Engage the children in a discussion about how God gifts us with special people in their lives. Ask the children to draw a picture that shows three of the people they most need in their lives. Ask them to include something in the picture showing what makes these people important to them.
Make a rainbow banner together entitled "God's Promise". Take time to read the Genesis story of Noah's ark and talk about God's covenant with us.
Take time to discuss where we find God's love for us in our world. Allow time for the children to work together to make a "Where is God?" collage.
Children can participate in a drama reenacting the story of creation by using simple props, fabric, etc. to show God's special gifts.
Other activities I found useful...
For use with children of ages five and six or those in Grade One.
Standard #2 Scripture
Read, understand, interpret and apply Scripture to life.
Performance Indicators
~Express that the Bible contains God's Word for God's people.
~Point out ways that God speaks to us through the Bible.
Assessment : How will you know that the children learned or are able to perform the indicators?
Where in your catechetical materials did you find the performance indicators?
Some Sample Activities
Read selections from the prophets and the Gospels. Be sure to show the children where you found the stories in God's Word.
Act out a parable that Jesus told. Talk about what God is telling us in the story.
Read a Bible story, God's Word, to the children and ask them to draw a picture of their favorite part. Then have the children put the pictures in the correct sequence.
As a group, create a mural from a Bible story that you have read, or color a large picture of Jesus. Ask the children what the picture is saying about God.
Other activities I found useful...
For use with children of ages five and six or those in Grade One.
Standard #3 Doctrine & Dogma
Illustrate a basic understanding of doctrine and dogma in light of the creed.
Performance Indicators
~Recall that Mary is the Mother of God.
~Articulate that Jesus is the Son of God and came to bring us God's Word. ~Recognize the Holy Spirit as the Spirit of God sent by Jesus to be with us always. ~Express that the Catholic Church is a family of believers and a community of Jesus' followers.
Assessment : How will you know that the children learned or are able to perform the indicators?
Where in your catechetical materials did you find the performance indicators?
Some Sample Activities
Learn the Hail Mary together. Discuss its meaning and pray it often.
Ask the children to work together to create a large mural showing all the different kinds of people who make up the parish family. Hang the mural in a prominent place for all to see.
Read the infancy narrative from St. Luke's Gospel to the children. Ask the children to recount what they learned about Mary and Jesus.
Gather families to plant seeds. Read the parable of The Sower and talk about how God's Word is like the seeds.
Engage the children in a discussion about some of the problems families face, and act out scenes of forgiveness to demonstrate how we are called by Jesus to forgive one another.
Other activities I found useful...
For use with children of ages five and six or those in Grade One.
Standard #4 Trinity Recognize the Trinity as God.
Performance Indicators
~Relate that God wants us to be happy and always forgives us.
~Examine how Jesus, the Son of God, teaches us about God.
~Recognize that the Holy Spirit can help us make good choices so we can live together in peace.
Assessment : How will you know that the children learned or are able to perform the indicators?
Where in your catechetical materials did you find the performance indicators?
Some Sample Activities
Allow the children to draw a triangle depicting images of God the Father as Creator, God the Son as Savior, and God the Holy Spirit as Advocate. Challenge them to take it home and explain it to their families.
Design a "Gifts of the Spirit" banner or bulletin board that shows the ways in which the Spirit can help us make good choices.
Invite parents and children to recall a time when they were forgiven, and then relate this to God's love.
Arrange for the children to hear and then role-play a parable that depicts forgiveness.
Read a Gospel story together that tells about how Jesus taught us about God. Invite conversation from the children about what Jesus told us about God.
Other activities I found useful...
For use with children of ages five and six or those in Grade One.
Standard #5 Church Illustrate a basic understanding of Church.
Performance Indicator
~Identify and celebrate the liturgical seasons of Advent, Christmas, Lent and Easter.
Assessment : How will you know that the children learned or are able to perform the indicator?
Where in your catechetical materials did you find the performance indicator?
Some Sample Activities
Gather the children and their families together for a springtime nature walk to look for and gather signs of new life. Connect the discoveries to the resurrection of Jesus.
Provide time for the children to make a New Life album out of items collected on the springtime walk with their families. Allow creative drawings to be added to help personalize each album, and then talk about what the albums illustrate. Be sure to include the concepts of new life and transformation.
Pray the Way of the Cross in the Church during Lent. Invite families to join you.
Invite the children to participate in making symbols for and decorating a Jesse Tree, or have them create a paper wreath to take home for Advent.
Invite families to help their children list all of the sacramental events they have seen and talk about what was celebrated at each event.
Make special "Birth of Jesus" storybooks. Ask the children to pretend they were in a stable in Bethlehem and write in the storybooks what they saw and heard. They should also add illustrations.
Other activities I found useful...
For use with children of ages five and six or those in Grade One.
Standard #6 Community
Demonstrate an appreciation for faith community as the primary way we come to know God.
Performance Indicators
~Recognize that we are Catholic Christians. ~Describe how the Church is a special and sacred place. ~Illustrate ways the parish is a community.
Assessment : How will you know that the children learned or are able to perform the indicators?
Where in your catechetical materials did you find the performance indicators?
Some Sample Activities
Provide time for the children to make individual illustrations of what it means to be Catholic, and then create a class poster using the illustrations.
Encourage families to celebrate Sunday Mass regularly together. Help them understand how the parish family is like their own.
With the assistance of an adult, have the children photograph or video various ministries being performed in the parish. Share the pictures and discuss how people are using their gifts and talents in each ministry. Discuss the different ways people in the parish are involved in helping others.
Arrange for the children and their families to tour the church building.
Other activities I found useful...
For use with children of ages five and six or those in Grade One.
Standard #7 Creation
Exercise responsible stewardship for the gift of creation.
Performance Indicators
~Identify that creation is a gift from God. ~Acknowledge that life is precious in plants, animals and persons. ~Explain that as Christians we accept responsibility for all of God's creation and promise to care for it.
Assessment : How will you know that the children learned or are able to perform the indicators?
Where in your catechetical materials did you find the performance indicators?
Some Sample Activities
Help the children make badges for each other that identify the wearer as a person who cares for all living things.
Challenge the children to take on a specific responsibility for part of God's creation, e.g. care for a pet or clean up a yard.
Assist the children in writing a play about God's precious gift of life. Help them make finger puppets to act out the play.
Provide materials for the children to make a banner entitled "God Made Everything Good."
Encourage the children to use their own creative abilities to write a poem, a prayer or a song about God's gift of nature.
Other activities I found useful...
For use with children of ages five and six or those in Grade One.
Standard #8 Sacraments
Demonstrate the importance of sacraments, with an emphasis on the centrality of the Eucharist, in the life of Catholics.
Performance Indicators
~Explain that sacraments are celebrations and signs of Jesus' love. ~Recall that Jesus shares himself with us in a special meal. ~Understand that in Baptism we become members of God's family and receive new life.
Assessment : How will you know that the children learned or are able to perform the indicators?
Where in your catechetical materials did you find the performance indicators?
Some Sample Activities
Provide pictures of each sacrament for the children to look at and ask them to explain how Jesus shows his love in each.
Show a video like Grandma's Bread, Amanda Goes to Mass, or What Changed Michael?. Talk about the video together.
Role play a baptism with the children and talk about the signs and symbols of the sacrament.
Read a story together about healing and
Discuss with the children how each of us is initiated into the various groups we join and relate the experiences to the sacraments of initiation.
discuss what it means to be healed. Take time to relate this to the sacraments of Penance/Reconciliation and the Anointing of the Sick.
Enlist the help of parents or other relatives to assist the children in listing the ways the sacrament of Matrimony can be a sacrament of service.
Encourage children to discuss with their parents the importance of attending Mass on Sunday as a family.
Other activities I found useful...
For use with children of ages five and six or those in Grade One.
Standard #9 Discipleship
Examine a variety of Christian vocations as a response to the baptismal call.
Performance Indicator
~Offer activities that illustrate the ways that Jesus taught us how to live.
Assessment : How will you know that the children learned or are able to perform the indicator?
Where in your catechetical materials did you find the performance indicator?
Some Sample Activities
Discuss with the children the many ways they can help at home and ask them to identify one specific way to show more respect for their parents. Encourage the children to live this out at home for the next week.
Ask the children to list the leaders in their own parish, and then discuss with the children the unique role each leader plays in the community.
Provide magazines and other resources that show pictures of families (single person, couples, one-parent families, two-parent families, etc.) doing things to help each other. Allow the children to cut them out and make a poster with the pictures.
As a group, help the children make a mobile or a paper chain that depicts the stories from Jesus' life that teach us how to live.
Invite a religious, priest, married couple and a single person to talk about the ways in which each serves God and His people.
Other activities I found useful...
For use with children of ages five and six or those in Grade One.
Standard #10 Human Dignity
Acknowledge and affirm the dignity of the human person and community.
Performance Indicator
~Recognize that we care for people of different cultures and races.
Assessment : How will you know that the children learned or are able to perform the indicator?
Where in your catechetical materials did you find the performance indicator?
Some Sample Activities
Help the children create a collage on poster board called "All God's Children." Include of people from different cultural, ethnic and racial backgrounds.
Invite the children to interview their parents about their own ethnic and religious heritage. Using a globe, point out that God's people are all over the world.
Read the story of the loaves and fishes to the children. Have them participate by acting out the story, and then discuss how it relates to caring for others, especially those different from us.
Other activities I found useful...
For use with children of ages five and six or those in Grade One.
1-10
Standard #11 Human Interaction / Sexuality Apply Catholic principles to interpersonal relations.
Performance Indicator ~Show ways we can express love of family.
Assessment : How will you know that the children learned or are able to perform the indicator?
Where in your catechetical materials did you find the performance indicator?
Some Sample Activities
Create and celebrate a prayer service about God's life, including the song, "We Are the Children of the World".
Invite family members to make a list of the things each person does for the rest of the family, emphasizing special talents of each family member.
Encourage families to hold hands during morning prayer, meal prayer and bedtime prayer.
Help the children write a parable together showing ways they can love their friends and family.
Teach the children a song about ways to treat others with respect.
Engage the children in a discussion about right and wrong and loving vs. hurtful actions. Discuss what makes the actions loving or hurtful and right or wrong.
Other activities I found useful...
For use with children of ages five and six or those in Grade One.
1-11
Standard #12 Social Justice
Know, critique and apply social justice principles to personal and societal situations.
Performance Indicator
Demonstrate how we show concern for the poor and the suffering.
Where in your catechetical materials did you find the performance indicator?
Assessment : How will you know that the children learned or are able to perform the indicator?
Some Sample Activities
Organize a clothing drive, a Lenten rice bowl program, a Thanksgiving food basket collection, a Christmas giving tree or food pantry collection for the children and their families to participate in as a way to share with others.
Invite a member of the parish social justice committee to visit and discuss his or her work with the poor.
Allow the children to draw cards for shut-ins and ask the families to help deliver them.
Read and reflect together on the Gospel stories of Jesus caring for the poor and outcast.
Other activities I found useful...
For use with children of ages five and six or those in Grade One.
1-12
Standard #13 Community Service
Engage in service to the community (e.g. family, parish, local, national and global) in response to the Gospel call.
Performance Indicator
~Describe how we are helpful and loving to our parents, teachers and friends.
Assessment : How will you know that the children learned or are able to perform the indicator?
Where in your catechetical materials did you find the performance indicator?
Some Sample Activities
Help the children develop a picture story of themselves helping other people.
Brainstorm with the children about ways they can show God's love at home, school and Church.
Provide special stationary for the children to use to write a love note to God telling what they'll do for another person this week.
Provide materials for the children to make posters showing ways to be kind to parents, teachers and friends.
Other activities I found useful...
For use with children of ages five and six or those in Grade One.
1-13
Standard #14 Moral Conscience
Develop a moral conscience informed by Church teachings.
Performance Indicator
~Demonstrate how we live good lives with the help of the Holy Spirit.
Where in your catechetical materials did you find the performance indicator?
Assessment : How will you know that the children learned or are able to perform the indicator?
Some Sample Activities
Create mini diaries for the children and ask them to keep track for one week of how they are led by the Holy Spirit to do good deeds.
Allow time for the children to tell stories about choices they made; identify which were good choices and which were not.
Allow time for the children to talk about how they learn right from wrong.
Help the children memorize Jesus' Law of Love. Encourage them to recite it for their parents at home and share one way they can live it.
Read aloud the Bible story of Moses receiving the Ten Commandments at Mt. Sinai. Talk about how the commandments help us live good lives.
Ask the children to draw a picture of how they feel when they choose not to do good.
Other activities I found useful...
For use with children of ages five and six or those in Grade One.
1-14
Standard #15 Catholic Tradition of Prayer
Know and participate in the Catholic tradition of prayer.
Performance Indicators
~Recognize that prayer is listening to and talking to God. ~Demonstrate how Jesus teaches us to pray.
~Recite the Sign of the Cross, the Our Father and the Hail Mary. ~Discuss why morning, mealtime and night prayers are important.
Assessment : How will you know that the children learned or are able to perform the indicators?
Where in your catechetical materials did you find the performance indicators?
Some Sample Activities
Encourage the children to pray quietly to God daily.
Ask parents to help you teach the children the prayer responses for Mass.
Read Scripture stories to the children about Jesus praying.
Together, write intercessions for a group or family prayer service.
Invite the children to interview various adults, asking them to explain their understanding of the Our Father.
Re-read the Gospel together from Sunday's liturgy and discuss how it relates to the children's lives this week.
Provide opportunities for the children to pray spontaneously.
Other activities I found useful...
For use with children of ages five and six or those in Grade One.
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As recommended by gov.uk
Week 11 06/07/2020
Take a picture while you work through this booklet and tweet us @ClassroomSecLtd using the hashtags #CSKids and #HomeLearningHero to be in with a chance of winning a month's subscription to classroomsecrets.co.uk.
Monday – Regular and Irregular Polygons
1. Using your knowledge of regular and irregular polygons, complete the 'Number of Sides' row. Then draw lines to match the shapes to the correct section of the table.
2. Put an 'X' next to the regular polygons.
3. Has Shamir sorted these shapes correctly? Explain your answer.
Irregular
Hexagon
Regular
Pentagon
Irregular
Pentagon
Regular
Quadrilateral
Number
of sides
Shape
Regular Polygon
Irregular Polygon
Has exactly 5 sides
Not 5 sides
A
E
C
D
B
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Monday – Recognising Modal Verbs
1. Put an 'X' in the box to identify the modal verb in each sentence below.
A. Despite the weather forecast, the school trip will still go ahead tomorrow.
B. Dad said we could go and play outside once we had finished our homework.
C. During the winter, we might need to turn the heating on as our house gets cold.
2. The modal verbs are underlined in the sentences below. Write T (true) or F (false).
A. The school disco will be amazing because all of my friends are going to be there.
B. Our projects must be handed in on Friday before we break up for half-term.
C. We ought to do our homework before we go out to play football.
3. Rewrite the sentence below using a different suitable modal verb.
Although Tom is a striker, he will need to play in goal for the match on Saturday.
How does it change the meaning of the sentence?
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Tuesday – Reasoning about 3D Shapes
1. Use the nets of the 3D shapes to complete the table.
2. The children have lost their shapes. Match the children to the correct 3D shape.
3. True or false? The following shape is a rectangular-based pyramid.
Hexagonal
prism
Triangular
pyramid
My shape
has square
faces.
My shape
has 6
rectangular
faces.
My shape only
has triangular
faces.
My shape has
two
pentagonal
faces.
Lola
Tom
Kara
Jemal
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Tuesday – Using Modal Verbs
1. Circle the modal verb in each of the sentences below.
A. You must see the new art exhibition, it's fascinating!
B. If you practise extremely hard, you may win the competition.
C. That poor dog ought to go to the vets!
D. You should go and visit your Grandma as she's unwell.
2a. Fill in the blank in the sentence below with a modal verb to show possibility.
The hotel have been nicer if it had been redecorated.
2b. Fill in the blank in the sentence below with a modal verb to show certainty.
The policeman tell us the right direction to go.
3a. Rewrite the sentence below to make it more certain.
3b. Rewrite the sentence below to make it less certain.
should
may
can
should
could
will
Katie isn't feeling well so she should stay in bed.
After all the planning, it will be the best party ever.
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Wednesday – Reflection
1. Put an 'X' in the box of the images showing the correct reflection.
A.
2. Shapes 1 and 2 are reflected in the dotted line. Write the letter of the correct reflected image.
3. Hassan has correctly reflected three shapes. Do you agree? Explain your answer.
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Wednesday – Plural and Possessive
1. Underline the possessive noun in each sentence below.
She's coming with her friend's sister.
The children's parents all dressed up as their favourite
superheroes.
The house's windows needed cleaning.
My teachers' desks are neat and tidy.
2a. Circle the correct plural form of the noun to complete the sentences below.
The beaches / beachs' on the East coast have lovely views.
The fairy's wings / wings' were broken.
2b. Circle the correct possessive form of the noun to complete the sentences below.
The dogs' / dog's noses were covered in mud.
The colourful bird is ours / our's.
3. Is the sentence below punctuated correctly?
Explain why.
All of the horses' hooves had been cleaned and checked.
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Thursday – Translation
1. Which translation of Shape A has been translated 6 right and 4 down. Put an 'X' by the correct number.
2. Shape C has been translated four times. Write the translation for each.
3. Imogen has translated Shape B 5 right and 2 up.
Do you agree? Explain your answer.
A
2
1
3
If I switch the numbers around, Shape B will still arrive at the position of Shape 1.
C 1
2
3
4
1
2
3
2. Shape C has been translated four times. Write the translation for each.
3. Imogen has translated Shape B 5 right and 2 up.
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Thursday – Relative Clauses
1. Put an 'X' in the box for each sentence below that indicates the relative pronoun.
.
.
A. This is the girl who found the dog.
B. I ordered a pizza, which I always enjoy.
C. She finally got to see the film that everyone was talking about.
2. Put an 'X' in the box of the sentences that have correctly included a relative clause.
3. Add your own relative clauses to the sentences below. Include the relative pronouns who, which or that.
A. Mum bought me a
B. I live near London
C. My best friend Josie broke her leg yesterday.
A. Mum, who had just finished work, made herself a nice cup of tea.
B. John liked the new car, which he'd bought with his own money.
C. The bike, who had a flat tyre, had to be pushed home.
D. I don't like sitting on the chair that has the wobbly leg.
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Friday – Reading Comprehension
Sir Bradley Wiggins Biography
Read the text on the following pages then answer the questions below.
1. When and where was Bradley Wiggins born?
2. What does the word 'decorated' mean in the sentence below?
'Bradley has become one of the most decorated British athletes.'
3. Read the 'Early Life' paragraph. Find and copy the word which means skilled and qualified?
4. List three events where Bradley won gold medals.
5. Read the first paragraph of 'Early Life'. Find and copy a synonym for each of the words below.
6. Why did Bradley not compete in any major track races between 2005 and 2007?
7. Write three facts about the Tour de France that we learn from the text.
reliable
dream
practise
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Friday – Reading Comprehension
Sir Bradley Wiggins Biography (continued)
8. List Bradley's 2016 achievements.
9. Why does the author compare Bradley's top speed to that of a car travelling on a motorway?
10. Number the events 1- 5 to show the order in which they occurred in Bradley's life.
Won 5 gold medals at the Rio Olympics.
First British athlete for 40 years to win 3 medals in one Olympic Games.
Competed in the 'Six Days of Ghent' competition.
Won the Individual Pursuit at the Junior World Championships.
Awarded Sports Personality of the Year.
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Friday – Reading Comprehension
Sir Bradley Wiggins Biography
Sir Bradley Marc Wiggins is a British road and track cyclist. He has won both the World Championships and the Olympic Games. He is in fact, so far, the only cyclist to win the Tour de France and an Olympic gold medal in the same year, in 2012. He is also the only person to win a Grand Tour and a gold medal in track cycling. He has won a multitude of medals and has become one of the most decorated British athletes for the Olympic Games.
Early Life
Bradley Wiggins was born on the 28th April, 1980 in Ghent, Belgium. He moved to London with his mother when he was young and learned to ride a bike in Hyde Park. Bradley grew up without really knowing his father; all he knew was that he was a professional cyclist. Bradley loved sports. In fact, when Bradley was young, he trialled to play for West Ham United football club.
Professional Career
Bradley won the individual pursuit at the UCI Junior Track Cycling World Championships in 1998, only six years after being inspired by Chris Boardman. Later on in 1998, he won his first senior silver medal at the Commonwealth Games, which was a team pursuit. In the Olympic Games in Sydney in 2000, Bradley won bronze in the team pursuit and came fourth in the Madison with Rob Hayles. Later on in the same year, he won silver in the team pursuit at the Track World Championships in Manchester. In 2001, Bradley was able to achieve medals on the road as well as on track, winning the Cinturón a Mallorca and Flèche du Sud - two annual road races held in Spain and Luxembourg. Bradley also collected several track medals that year.
Bradley was first encouraged to try cycling after watching Chris Boardman in the 1992 Olympic Games. It became his ambition. Bradley started his career racing on the track. He was invited to train at the Manchester National Cycling Centre as a youngster and at the time people could already see that Bradley had the talent to go far. Bradley is a consistent rider; during his career, he has won so many medals, titles and competitions that it would be impossible to include them all in one biography. Instead, Bradley has written four books to tell his tale.
In 2004, Bradley became the first British athlete in forty years to win three medals in one Olympic Games. He won a gold, a silver and a bronze that year in Athens, Greece. For the next three years, however, Bradley did not compete in any major track races and spent his time focussing on road racing.
Bradley competed in the Track World Championships, winning three golds in 2008. Later that year, he was awarded with two gold medals in the Beijing Olympics. Wiggins took a break from track racing after the 2008 Olympics as he wanted to pursue his career further in road racing. In 2009, Bradley earned 4th place in the iconic Tour de France. The Tour de France is an annual cycling event that takes 200 riders along a 2000-mile course around France, over 23 days – a taxing tournament!
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Friday – Reading Comprehension
Sir Bradley Wiggins Biography
He won the 2012 Paris–Nice, the 2012 Tour de Romandie, and the 2012 Critérium du Dauphiné, before winning the Tour de France the same year. Wiggins became the first Britain ever to win the Tour de France, a race in which the winner of each stage of the race wears a yellow jersey.
At the age of 32, and in recognition for his success in cycling, Bradley was voted to be the BBC Sports Personality of the Year, which was awarded by the Duchess of Cambridge.
2016 saw more medals for Bradley. He won a gold and silver medal in the Track World Championships and had more success at the Olympic Games. Wiggins competed in Rio de Janeiro in 2016 and came away with another gold medal to add to his collection. So far he has won five gold Olympic medals, one silver medal and two bronze medals – and that's just for the Olympic Games!
2016 was rumoured to be the final year for Bradley's career in racing. After the Rio Olympic Games, Bradley announced that his final event would be the Six Days of Ghent in November 2016.
It has been logged that Bradley's top speed reached 68mph during a time trial - that's just as fast as a car would reach when travelling down a motorway!
Family
Bradley is married to Catherine whom he met during the 2002 Commonwealth Games. Catherine and Bradley have two children together, Isabella and Ben. They live in their family home in Eccleston, Lancashire. Bradley's home is close to the Manchester Velodrome, which is the home of Team Sky and British Cycling.
Interests
Bradley is a huge fan of classic scooters and guitars from the 1960s and 1970s and owns his own collection.
He is a keen supporter of other sports such as football and rugby and is an avid fan of Liverpool Football Club and Wigan Warriors rugby club in particular.
Bradley started his own foundation, named the Bradley Wiggins Foundation, in 2012 to encourage people to take up exercise and sport. Unfortunately, in 2016, the foundation ceased to continue.
Wiggins speaks fluent French as he spent a lot of time training in France alongside French cyclists.
Bradley also enjoys writing and has written four books in total that talk about his training and his achievements in cycling.
This worksheet is part of our
Year 5
Home Learning Pack for
Week 11.
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13
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Alexander Alekseevich Borisov (Vologda Oblast 1866 - Arkhangelsk Oblast 1934)
Encampment in the Snow
signed 'A. Borissoff' (lower left), also signed with initials and dated '906' (lower right) oil on board 35 x 52 cm (13¾ x 20½ in)
This painting of a traditional choom settlement on the backs of a river was executed during Alexander Alekseevich Borisov's final expedition to the far north in 1906. The work is both a testimony to the conditions that Borisov had to tolerate during his trips and to his independent style. The board is covered with swirls of paint chosen for their muted tones, and despite the presence of the encampment one gets a sense of the great immensity and loneliness that Borisov must have felt in such surroundings. The ground has thawed somewhat and the villagers have left out an up-turned kayak, a pot, two sleighs and skins drying on a line. There are more permanent dwellings in the background and one wonders if Borisov was one of the last people to witness these people abandoning their nomadic way of life for a less romantic and settled alternative. Despite this poignant subtext of abandonment, the overall effect is one of calm. The influence of Arkhip Ivanovich Kuindzhi (1842-1910), one of Borisov's tutors whilst at the Imperial Academy of Arts, St. Petersburg, is notable, see for example Moonlight in a Winter Forest. As with Kuindzhi, the paint takes over with vast areas of colour, intensifying the expressive nature of the Russian landscape.
Between 1894 and 1906 Borisov organised several expeditions to the far north for scientific and ethnographical purposes. During this period he painted numerous landscapes and was praised as being one of the first artists to open up the Arctic. There he was amazed by the beauty of the vast landscape with its arctic tundra. Paintings from this period include Afternoon on Novaya Zemlya (1894), The Kara Sea (1896) and and the Tretyakov's Nenets by a Choom, Malye Karmakuly, Novaya Zemlya,which was painted in the same year and is comparable to the present work. Both works manage to depict the lifestyle of the indigenous people whilst simultaneously conveying the isolation of the vast, untouched landscape. This ability to explore ethnographic themes, within the context of beautifully rendered landscapes is a recurring feature of Borisov's work. From 1898 he also painted a series of genre scenes featuring the Samoyed people of Siberia. Borisov's numerous trips to the far north and his interest in its ethnic groups such as the
Samoyed people is in keeping with a cultural move to embrace all things Russian; its native people, its true landscape and the rejection of more traditional neo-Classical ideals.
Borisov was born into a peasant family in Vologda Oblast, on 2 November, 1866. He began his artistic career as an icon painter for the Solovetskii monastery, where he ended up working for over forty years. In 1888 he was accepted as a student at the Imperial Academy of Arts where he studied under the guidance of two great Russian painters, Kuindzhi and Ivan Shishkin. Borisov lived in St. Petersburg until 1909 and then moved to the Arkhangelsk Oblast where he died in August 1934. During his lifetime Borisov exhibited at the Imperial Academy of Arts, the Moscow Society of Lovers of Art and also with the Peredvizhinki, (The Wanderers). He held a series of solo exhibitions at St. Petersburg, Vologda, Veliky Ustyug, Moscow and elsewhere abroad. The Borisov Museum in Arkhangelsk is devoted to both his work and his dedication to opening up the Arctic to artistic representation through his tireless expeditions.
Artist description:
Borisov was born into a peasant family in Vologda Oblast, on 2 November, 1866. His artistic career began as an icon painter for the Solovetskii monastery. In 1888 he was accepted as a student at the Imperial Academy of Arts where he studied under the guidance of two great Russian painters, Kuindzhi and Ivan Shishkin. Borisov lived in St. Petersburg until 1909 before moving to Arkhangelsk Oblast where he died in August 1934. During his lifetime Borisov exhibited at the Imperial Academy of Arts, the Moscow Society of Lovers of Art and also with the Peredvizhinki, or 'The Wanderers'. He held a series of solo exhibitions at St. Petersburg, Vologda, Veliky Ustyug, Moscow as well as in cities abroad. The Borisov Museum in Arkhangelsk is devoted to Borisov and his tireless dedication to opening up the Arctic to artistic representation through his expeditions to Russia's Far North.
Collections
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Dyslexia and English Language teaching: a case of identifying needs and planning for support for secondary one students
Background
Catering for students with special learning needs is an issue of concern for inclusive education in Hong Kong. This article describes an attempt by English teachers at a Tai Po secondary school to support dyslexic students in learning English in S1. The school adopted a whole school approach which included both inclass and withdrawal support. The teachers' competency gradually developed from understanding the nature of dyslexia, to attempting to identify particular problems and devising support measures through holistic curriculum planning and deployment of resources.
Level
S1
Strategies used
Dyslexic learners may show weakness in areas of speed of processing, short-term memory, attention, poor reading and spelling skills, memory and interpreting and remembering messages, sequencing and organising information, auditory and/or visual perception, and motor skills (Levine, 1984; Peer, 2000). Turner and Pughe (2003) further note that for dyslexic students, the diffi culty is a cognitive one, affecting those language skills associated with the written form. The weaknesses will affect their learning across the school curriculum.
In terms of teaching, multi-sensory techniques emphasise direct teaching of all new materials, and maintaining teacher-student interaction. Krzyz˙ak (2006) describes involving the use of more of the child's senses, especially the use of touch and movement (kinetic learning) in this approach.
Whereas a multi-sensory approach was an instructional strategy usually adopted in the withdrawal mode in the 1970s and early 1980s, a whole school approach may include both in-class mode and withdrawal mode and caters for students with features of dyslexia through coordination of various stakeholders. Using a whole school approach, teachers can devise some strategies to help dyslexic learners through holistic planning and effective deployment of resources. The school case in this article is an example of using such an approach.
What happened
Recent school policy
To sustain a recent effort to care for the needs of dyslexic students, the school tried to strengthen a special education curriculum in English. Two teachers were nominated to work with the Language Learning Support Section (LLSS) of EMB on a project aimed at devising support measures for dyslexic students in their English language curriculum. The collaborative project aimed at improving teachers' competency in dyslexia diagnosis and remediation; and supporting students' learning. To achieve the two goals, the following work was undertaken this year.
1. Understanding of dyslexia
The teachers' understanding of the nature of dyslexia, managing classroom behaviour and teaching techniques increased through sharing of the literature in regular project meetings.
268
2. Identifi cation of needs of focus students
The teachers could not simply rely on the initial information provided to them on S1 students with dyslexic features. An understanding of the students' specific difficulties and how they may affect classroom performance can enable the teacher to adopt teaching methods and strategies to help them be successfully integrated into the classroom environment. The teachers started by identifying the weaknesses of students in basic English proficiency by examining the daily work, e.g. dictation results, handwriting and spelling problems etc. in a unit of work. Then, the two teachers each selected two students from their own classes as a pilot study giving support focussed on their dyslexia. They opened profi les for the four students to keep track of the students' work, their learning problems and progress.
Both teachers found that the students had great difficulty in spelling and reading. For example, one student made a common dyslexic mistake of directionality when he wrote 'Monbay' as 'Monday.' Student character was also seen as a factor affecting the learning motivation of the students. The teachers also tried to diagnose the four focus students with the help of a dyslexia assessment instrument. The teachers interviewed the students to learn more about their ways of learning, interests and needs. This enriched the profi les of the students and helped the teachers in making pedagogical decisions.
3. Curriculum adaptation and strategic use of resources
In the second term, school resources were further tapped to support the students. Some major curriculum and timetabling changes were made.
(i) The students were re-grouped on the basis of examination results. In this way, three of the focus students were put into a smaller sized class where the teacher could pay more attention to individual students.
(ii) Because some students were observed to have low self-esteem, a confidence-building exercise was devised. At a cross-curricular Valentine's Day function, students had to follow written instructions and a schedule given to them. This helped those weak in organisation and management skills to practise these skills for communication. The teachers also arranged a food ordering role play in a restaurant to create an authentic communication experience.
(iii) After S7 classes had ceased in March, the Native-speaking English Teacher (NET) was able to give the students extra time on Tuesdays for phonics and sound discrimination.
(iv) In late April the teachers formed a special study group of eight students, including the four focus students, that received weekly tutorials. These tutorials aimed to provide consolidation of lesson content and to address particular problems faced by the students.
4. Classroom instruction
(i) The teachers adopted a multi-sensory approach using realia and video tapes to help students master the meaning of new words in English lessons.
(ii) Students were exposed to the topic vocabulary and target sentence structures not only in the initial input but also in revision, quizzes, tests and re-tests, each time with a variety of format, layout and content.
(iii) The teachers viewed skills training as important. They helped the students build up memory skills in their spelling. For example, a teacher taught her students to memorise the word 'bitter' by associating it with a previously learned word 'butter'. Students were taught to identify and highlight the key words, which were taught in the previous lessons. Scanning skills helped students guess the meaning of longer language patterns, and hence fostered their understanding of the target language.
269
Building a dyslexia-friendly environment in schools
Inclusive education school policy
(school principal, middle managers)
Recurrent identifi cation of needs of focus students
(teachers and EMB offi cer)
Curriculum adaptation and
strategic use of resources (panel head, teachers, NET)
Capacity building of teachers
(supported by external organisations)
Keeping
in touch
with
parents
Classroom teaching
School level support
Curriculum level planning
Teaching and learning
Impacts
The most successful part of the lessons was that the teachers could see some improvements in student learning even though the progress might be slow. For the focus students, at first they were passive, shy and with low self-esteem, unwilling to learn English at the beginning of the school term. Then they improved, feeling more comfortable and confi dent in answering questions and trying to fi nish the tasks on time. The results of dictations and tests and also their motivation have been improving.
Having seen their improvements in learning words and sentence patterns, the students become more confi dent in dealing with assessments which are used to evaluate students' learning on the recurring language items. Even though the progress has been slow and not remarkable at this stage (as it is in many such classrooms), the students understand that they are being helped on the way. The two teachers have also acquired competency in diagnosing the problems and planning for dyslexic students.
270
Facilitating factors
The school had a clear policy on special education. The principal and middle managers ensured that the ethos of the school was dyslexia-friendly and informed parents of the dyslexia policy on many occasions. The support from the panel head, the NET, and the LLSS offi cer relieved much pressure on the two young teachers in managing this new challenge. All these added to the favourable conditions for building a dyslexia-friendly learning environment.
Diffi culties and suggestions
The teachers are still facing diffi culties when teaching dyslexic students. For instance, the students do not want to be labelled as 'special students'. Therefore, the teachers integrated some challenging items in handouts and tests, which students could choose to answer or omit. They also differentiated the assessments by setting core and non-core parts and kept track of the progress and motivation of the students.
Another difficulty is that the teachers had to adjust the learning objectives from time to time according to students' learning abilities, thus slowing down the planned schedule of work. However, it was pleasing for the teachers to note some improvements in student learning as they had focussed on individual needs.
Students with special learning diffi culties can still master a language if they can learn a series of techniques which facilitate their memory of language elements. As this case shows, teachers play an important role in developing these skills, by taking into account their students' interests, expectations and actual needs.
References
Krzyz˙ak, A. (2006). Dyslexia in the Language Classroom: Practical Guidelines for Teachers. The Internet TESL Journal, Vol. 12, No. 1, January. Retrieved October 24, 2006, from http://iteslj.org/Techniques/Krzyzak-Dyslexia. html
Levine, M. (1984). Learning Abilities and Disabilities. Harvard University Medical School Health Letter, pp.1-2. Peer, L. (2000). What is Dyslexia? in Smythe, I.(ed.) The Dyslexia Handbook 2000, 67. Reading: British Dyslexia Association.
Turner, E. & Pughe, J. (2003). Dyslexia and English. London: David Fulton.
Buddhist Tai Kwong Middle School Cecilia CHU (Language Support Offi cer)
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ORBOST SECONDARY COLLEGE eLEARNING POLICY
Rationale & Aim:
Orbost Secondary College endeavours to support, enhance, enable and transform teaching and learning to provide rich, diverse and flexible learning opportunities for this digital generation. We strive to build confident, resilient students with a skillset that allows them to:
- Expand their knowledge and understanding.
- Create through inquiry processes.
- Communicate, share and work collaboratively in local and global environments.
- Learn to work legally, ethically and safely as responsible users and creators.
- Develop new thinking, learning and problem solving skills to support their ongoing development as they navigate their way through digital environments in future learning.
"We may be remote but we are not isolated"
Implementation:
- Our school provides staff and students with access to a wide variety of information resources accompanied with the skills necessary to filter, analyse, interpret and evaluate information encountered.
- All students and staff at our school have filtered internet and email access.
-
All students and staff have their own password protected account for the school network and for online services.
- Students will be held responsible for all activity that occurs under their log-in and password.
- Student behaviour must be consistent with the school's values, Student Code of Conduct and OSC eLearning Agreement when engaging in activities with any learning technologies and programs at school.
- The school strives to ensure that information published online by students or the school is of a high standard and meets legal requirements in relation to copyright, safety and decency.
- Consequences of publishing, accessing or failing to notify the coordinators of inappropriate material may include the removal of access rights.
- Signed parent consent and student agreement must be completed in order to gain access to the internet and to publish work, photos or videos online (see eLearning Agreement).
- Privacy of students, parents, staff and other users is recognised and respected at all times.
- Staff are expected to utilise and integrate technologies, including online learning opportunities, into their programs for all students.
- The use of mobile phones by students at School is in accordance with the Mobile Device Policy.
- Consequences for serious incidents may include; criminal charges, suspension, expulsion, loss of privileges, counselling, conciliation and/or other consequences consistent with the Student Code of Conduct.
- The school continues to provide appropriate professional development and support for all staff.
Evaluation:
- This policy will be reviewed as part of the school's regular review cycle.
_______________________________
__________________________
School Council President
Principal
RESPONSIBLE USE OF LEARNING TECHNOLOGIES
This document is provided to make all users aware of the responsibilities associated with efficient, ethical, and lawful use of learning technologies. Consistent with the Student Code of Conduct, students will be denied access to school computers and/or the Internet for a time to be determined by the College and may face further disciplinary action consistent with the Student Code of Conduct, if they violate any of the terms detailed below.
Please note: Learning technologies is a term used to describe a broad range of technologies that are used to support teaching and learning. Mobile devices include, but are not limited to mobile phones, cameras, camcorders, robotics, 3D Printers, USBs, iPods, MP3players, portable hard drives laptops and any other learning technologies.
Parent/Guardian Responsibilities
- Talk to your child/children about the importance of conducting themselves appropriately online.
- Talk about ensuring respectful communication at all times and making choices to protect their personal information.
- Read the eLearning policy and eLearning agreement and sign in the appropriate place.
School Responsibilities
- Provide Internet access to students.
- Integrate cyber safety into the curriculum.
- Provide Internet filters for inappropriate content.
- OSC reserves the right to review, monitor, and restrict information stored on or shared whilst at school.
- Provide staff guidance to aid students in the 'Best Practise' of learning technologies and help assure student compliance of the eLearning agreement.
Students Responsibilities
- Use computers/devices in a responsible, safe and ethical manner.
- Adhere to the OSC Student Code of Conduct concerning behaviour and communication which apply to all mobile devices.
- Use all technology resources in an appropriate manner so as to not damage them.
- Monitor all activity on their account(s) and take the necessary and appropriate steps to protect their privacy.
- Always logout and secure their device after they are done working.
- Report any e-mails containing inappropriate/abusive language and/or subject matter to their teacher or coordinator.
- Ensure that their personal information is protected at all times. This includes usernames, pin numbers and passwords.
Student activities strictly prohibited include (but are not limited to):
- Illegal installation or sharing of copyrighted materials.
- Sending, accessing, uploading, downloading, or distributing offensive, profane, threatening, pornographic obscene, or sexually explicit materials.
- Use of chat rooms for non-educational purposes.
- Internet/Computer Games deemed inappropriate by teachers.
- Downloading apps without teacher permission.
- Spamming-Sending mass or inappropriate emails.
- Accessing other students' accounts, files, and/or data.
- Use of the school's internet for illegal activities.
- Use of anonymous and/or false communications.
- Sharing personal information online unless under teacher instruction to do so.
- Transmission or accessing materials that are obscene, offensive, threatening or otherwise intended to harass or demean recipients.
ORBOST SECONDARY COLLEGE E-LEARNING AGREEMENT
The School provides free access to the internet and selected Online Services. This eLearning Agreement also applies to students during school excursion, camps and extra-curricular activities.
GENERAL USE
I agree to the following:
- Use computers and networks, the internet and e-mail, and any other learning technologies at school in a responsible manner as directed by my teacher.
- Bring my laptop to school every day and ensure it is fully charged.
- Take my laptop to the 'Charging Station' in the IT Service Centre, at recess or lunch, if the battery does not stay charged throughout the day.
- Keep my laptop in its case when transporting it around the school or to and from home.
- Keep food and drinks away from the laptop at all times.
- Immediately report any accidents or breakages to my parents/guardians and the IT technician/s.
- I understand that I will be allocated personal logins and passwords and I will be responsible for all activity that occurs under my logins and passwords. I will therefore not share this information with others.
- Act responsibly and not use the device to find, create or send information that might be harmful, inappropriate or hurtful to me or to others.
- Only take photos or record audio/video for educational purposes.
- Photos, video and audio recordings will only be used for educational purposes. Students will seek verbal permission from individuals involved (including teachers) before taking photos or recording audio/video and seek written permission from individuals before publishing and/or sending photos, audio or video to anyone else or online. Permission forms are accessible to students via Student Shared and it is both the student and teachers' responsibility to ensure permission is granted and filed by the teacher for future reference.
- I will adhere to the school's Mobile Device Policy.
USE OF THE INTERNET
During class time, I will
- Only use my laptop for purposes outlined by my teacher/s.
- Protect my privacy rights and those of other students by not giving out personal details including full names, telephone numbers and images.
- Use the internet in line with the OSC Student Code of Conduct and use respectful and appropriate language when I communicate and collaborate online.
- Only use the internet for educational purposes and use the equipment the way it is intended to be used.
- Use social networking sites for educational purposes as directed by teacher/s.
- Not deliberately enter or remain in any site that has obscene language or offensive content (eg racial, sexual or violent content).
- Abide by copyright procedures when using content on websites (ask permission to use images, text, audio and video and cite references where necessary).
- Think about how I use content posted online and not simply copy and paste information from websites.
- Not interfere with network security or Internet proxies.
- Not interfere with another user's data or attempt to log onto the network with a username or password that is not my own.
- I will not to share account names and passwords with anyone unless requested by staff or technicians when servicing the mobile device.
- Talk to a teacher or coordinator if:
o I feel that the welfare of other students at the school is being threatened by online activities.
o I come across sites which are not suitable according to OSC standards.
o Someone types something I don't like, or makes me and/or my peers feel uncomfortable, or asks me to provide information that I know is private.
- I will not use the internet or networks at school to access web pages, computer files, newsgroups, chat groups or other materials that would be considered offensive in the judgement of the college, or infringe the Student Code of Conduct.
-
I will be a responsible user and creator and work legally, ethically and safely at all times.
- I will be courteous and use appropriate language when communicating online and will report any instances of inappropriate communication to a teacher or coordinator.
- I will accept responsibility in regard to copyright protected material and plagiarism. I will not download and redistribute software, games, music, graphics, videos or text unless authorised to do so by the copyright owner, and will not attempt to present somebody else's work as my own.
- I will not distribute names, addresses, credit card details or telephone numbers of myself or others via the Internet or school network unless required by the College to do so.
- I will keep a copy of 'Responsible use of Learning Technologies' and 'eLearning Agreement' on my laptop at all times.
- Seek teacher permission before uploading any content to websites, blogs, etc.
PARENT/GUARDIAN ELEARNING AGREEMENT
Please tick each of the boxes below:
I have read the 'Responsible Use of Learning Technologies' document and 'eLearning Agreement' carefully and understand the significance of the conditions. I understand that any breach of these conditions may result in my child's/children's Internet privileges being suspended and/or revoked and may lead to further consequences as deemed suitable by the coordinator and/or principal team.
I understand that this eLearning agreement also applies to students during school excursion, camps and extra curricula activities.
I understand the school will provide adequate supervision and that steps have been taken to minimise risk of exposure to unsuitable material.
I have read and signed the Parent Consent Forms for both Office 365 and Google Apps.
Please tick the appropriate boxes below:
I consent to my child using the Internet at school for educational purposes in accordance with the eLearning Agreement outlined above.
I consent to my child having their first name (last initial) published on the school's website.
I consent to my child having their photo published on the school's website.
I consent to my child corresponding with others, using email or other online services.
PARENTS NAME:
PARENTS SIGNATURE:
DATE:
STUDENT ELEARNING AGREEMENT
Please tick each of the boxes below:
I have read the 'Responsible Use of Learning Technologies' document and 'eLearning Agreement' carefully and understand the significance of the conditions and agree to adhere to all of the terms outlined in these documents.
I understand that any breach of these conditions may result in my Internet privileges being suspended and/or revoked and may lead to further consequences as deemed suitable by the coordinator and/or principal team.
I understand that this eLearning agreement also applies during school excursion, camps and extra curricula activities.
STUDENTS NAME:
STUDENTS SIGNATURE:
DATE: | <urn:uuid:d3e979d6-f827-4042-8bc0-fe3f6b2aa8d1> | CC-MAIN-2020-40 | http://orbostsc.vic.edu.au/index.php?option=com_dropfiles&format=&task=frontfile.download&catid=10&id=15&Itemid=1000000000000 | 2020-09-21T12:54:48+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00104.warc.gz | 102,569,577 | 2,404 | eng_Latn | eng_Latn | 0.997001 | eng_Latn | 0.997727 | [
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Unbelievably Fantabulous, 10-Yard Hike TIME: 30-60 min.
OBJECTIVES: Iowa Core
Science
1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
Physical Education
* P.E. Standard 3 - Participates regularly in physical activity.
MATERIALS & RESOURCES:
* One magnifying glass per person
* Small jars for observation
* Several bug boxes
* Pencils and paper or notebook
* Simple field guides on insects, fungi, etc. (optional)
DIRECTIONS:
1. Distribute magnifying glasses.
2. Explain that you are going on a long hike. Build up the need for stamina & persistence. It's a 'long' hike! If you have not already done so, explain how to use magnifying glasses and hand out the jars.
3. Proceed to the area you have chosen. Spread the group out, two arms' lengths apart, with you in the middle. Have everyone who is able (including you) get down on hands and knees. Tell the group the hike is from "here to there" (approximately 10 yards), and they are to find every living thing (on or slightly below the ground) they can in that space.
4. Magnifying glasses and fingers are their only tools. Crawl with them and make much of your own discoveries, sharing them with others. Point out the change in perspective when sitting or crawling on the earth as compared to standing. Also talk about the difference in perspective between humans and the very small organisms you're likely to encounter. Sometimes, humans have very different perspectives because we see things from different a different viewpoint.
5. Help the group figure out things they don't understand or recognize. Share in the excitement.
6. You may wish to hand out notebooks or field guides so participants can draw their findings.
7. If you collect anything in your jars and bug boxes for later observation, make sure you release them promptly after identification.
8. Gather the group at the end of the hike. Review and list what they discovered.
9. Discuss the implications of this miniature world.
10. You may want to try another hike in a different area or park. You can reuse all of your materials, and if you've provided a small notebook it will be easy to make comparisons.
BRIGHT SPOTS:
What happened when you crawled on your hands and knees? How did hiking on your hands and knees change your perspective? How do you think you'll see things differently when you take a hike now that you've taken one on your hands and knees? | <urn:uuid:51bf5cb5-cffa-430a-a2ec-2940f9f85227> | CC-MAIN-2020-40 | https://nextstepadventure.com/wp-content/uploads/2020/05/10-yard-hike.pdf | 2020-09-21T13:24:07+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00103.warc.gz | 555,534,654 | 543 | eng_Latn | eng_Latn | 0.998682 | eng_Latn | 0.998616 | [
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Ginormous Garbage Pile and the
Once there were two little raccoons, a brother and a sister named Joe and Emily Raccoon.
Joe Raccoon was very careful with all his toys. He always cleaned up right after dinner.
But Emily Raccoon was very messy.
After dinner each night, Joe and Emily's mom told Joe to wash the dishes. She told Emily to take care of the recycling. Then their mom went to lie down and rest after a hard day at work.
Joe washed and dried the dishes. But Emily just took the recycling and put it in with the trash. She didn't rinse out the cans and bottles or let them dry for recycling. She didn't think about things you can't recycle. She just threw everything into a big pile in the backyard.
One night when their mom came home from work, she said, "Something smells bad!" Joe and Emily and their mom went around the house sniffing.
"Uh-oh," said Mom. "Something is behind the house."
They all ran outside to the backyard. There was a GINORMOUS pile of garbage.
There was old food and plastic bottles and metal cans. There were old pizza boxes and broken toys and a big cardboard box. What else do you think was in the pile?
"Oh, no," said Mom. "What are we going to do with all this garbage?
Emily was sorry she had made the big mess. "I'm sorry, Mom," she said.
"We can clean it up now," said Joe, who had learned about recycling at school. "Recycling is important. It helps the Earth and all the people and animals stay healthy."
Joe, Emily, and their mom got to work sorting the recycling.
"Everything we recycle has to be clean and dry, with no food on it," Mom said. "Otherwise, it can't be recycled."
Joe rinsed out the metal cans and the plastic bottles, and set them aside to dry.
Emily piled up all the clean cardboard, newspapers, magazines, and old mail.
Mom put stuff you can't recycle, like dirty pizza boxes, food scraps, and plastic bags into the garbage can.
When they were done, it was dark, but everybody felt great. All the garbage went into the garbage can. All the empty, clean and dry recycling items went into the recycling bin.
"Mom," said Emily, "I'm going to learn all about recycling."
"It's as simple as one, two, three," said Joe.
"Number one is knowing what you can recycle and what you can't recycle."
"Number two is rinsing out and drying," said Mom as they went inside.
"And number three is putting everything into the recycling bin without any plastic bags." | <urn:uuid:6a99cf6e-cd1e-41c7-8102-bbaac62974ff> | CC-MAIN-2020-40 | https://recyclingsimplified.com/wp-content/uploads/2020/04/Story-Emily-Racoon-PreK-2-Active-Learning-Together.pdf | 2020-09-21T12:37:32+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00101.warc.gz | 627,464,368 | 561 | eng_Latn | eng_Latn | 0.999663 | eng_Latn | 0.999872 | [
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Make Your School Zone A "No Bully Zone"
Stories about school-based bullying have unfortunately become a regular feature in the news cycle. The frequency of such stories seems to be on an uptick since the November election, however they are also a part of an overall increasing trend of bullying in the United States.
School districts everywhere are concerned about bullying. Obviously bullying can negatively affect the safety and culture of the learning environment. But districts also have another concern: legal and insurance risks that bullying can cause. Since bullying in some circumstances can legally be considered a type of unlawful harassment and/or unlawful discrimination, this creates additional risks for school districts.
Bullying itself doesn't happen in a single way, to a single group, or at a specific venue.
Often bullying victimizes students who are demographically placed in federally protected classes. Such a classification can remove barriers to legal action in federal court; an action which removes state liability caps from financial judgments. This creates heightened risk for financial claims against your general liability insurance policies. While a district can't prevent all bullying, the legal test is often whether a school district is making an attempt to fulfill their legal responsibilities to create a safe environment. This means districts should have policies, processes, and resources in place to help curtail bullying on their campuses.
We know from data that bullying can happen across all demographics, actions, and venues.
Simply put: Any child can be bullied for any reason, in any way, from the lunch room to their social media account.
Districts have multiple avenues to identify resources to assist them in their anti-bullying efforts, including:
- Government entities: Both the federal and state government have resources online available to schools to help them prevent bullying. Examples include www.stopbullying.gov from the federal government, and the Wisconsin Department of Public Instruction has an entire section of their website dedicated to bullying prevention. Both sites also have tools to help identify risks, response resources, assessment tools, and sample policies for your use.
- Non-profits: There are plenty of non-profit organizations that focus on curbing bullying and harassment. Examples include the Wisconsin Safe and Healthy Schools Center and CyberWise.
- Insurance carriers/brokers: Your insurance partners may have access to resources designed to help minimize this risk. Reach out to your carrier or insurance broker to understand if they have resources available to assist your efforts.
Takeaway: No school is exempt from bullying and the risk exposures that come with it. If a district hasn't addressed this topic yet, we encourage them to aggressively address the situation. If a district has addressed it, now is a great time to review their policies and procedures to make sure they are up-to-date with the latest resources.
Marty Malloy is an Account Executive and the Director of Education & Government Practice at M3 Insurance.
About M3
M3 Insurance offers insight, advice and strategies to help clients manage risk, purchase insurance and provide employee benefits. We are committed to being experts in both the products we represent and the industries we serve. Our people advance M3's competitive advantage in the marketplace, and our focus on community builds better places live and work. M3 is consistently ranked a top 100 broker in America. | <urn:uuid:2cd84e3a-5829-4142-bfd6-33814e815ef5> | CC-MAIN-2020-40 | https://www.wasb.org/wp-content/uploads/2017/04/M3_20170105_bullying.pdf | 2020-09-21T12:12:38+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00106.warc.gz | 1,141,194,157 | 646 | eng_Latn | eng_Latn | 0.998701 | eng_Latn | 0.998701 | [
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DESERTS!
Sand __ are pretty to look at, but dangerous to walk on This country was once very green and fertile, but is now a desert Deserts cover one __ of the earth's land area In the desert areas of the Southwest US there are many __ towns An __ is a place in a desert with water and maybe shade The Gobi, Kalahari and Namib deserts are on this continent Prickly pear and saguaro are types of __
__ is a common industry in some deserts A trick of light from the desert heat that appears like water Desert covering parts of California, Utah, Arizona and Nevada People who wander through the desert without a permanent home The __ is the largest desert at 3.5 million square miles Desert temperatures can be __, from over 100 to below freezing You will often find deserts on the __ side of a mountain range Cold blooded animals like __ enjoy the warm desert sun Black Widows and Tarantulas are __ types found in the desert If a desert gets 10-20 inches of rain a year it is considered __-__ The __ is a cold desert where penguins live Camels or __ are common forms of desert transportation __ and wallabies are found in the Great Sandy Desert Many desert animals are __ to avoid the heat during the day If a __ blows in, cover your eyes and find shelter Venomous __ are found on each continent, except Antarctica When traveling through a desert wear sunscreen to avoid getting __ Loose plant symbolic of US deserts and ghost towns Drink lots of water to avoid __
A __ enjoys sunning itself, but will warn you if you disturb it Deserts don't get much __ throughout the year
©2006 Clue Search Puzzles™ All Registered Trademarks are the properties of their respective owners. Visit us at www.ClueSearchPuzzles.com
Enter unused letters from puzzle, in order:
Copy boxed letters to form your hidden message:
ERXENEDNJNAMUSAOIHROPOORAGEDIARNSTSDNSUDGADSENIIMNKCEHMROASOOCIESBFEGIMISUTORWISRSTITRLRFESNAKCSETPALACMYEGTLAEHNVIUBORIACMSDAMONAPNCITCRATDIRTARAHASBECUSOTVPRATTLEASNKEMETYISUNBURORCGDSMEEMTRPOENOITARNYHEDLNRDDTDSTADRAWIZEE
Solve Hundreds of Clue Search Puzzles Covering All Kinds of Topics for FREE! No Membership or Email Required! Visit us at www.ClueSearchPuzzles.com ___________________________ | <urn:uuid:b647abd1-4503-4929-8875-b0c4d509da73> | CC-MAIN-2020-40 | http://cluesearchpuzzles.com/DESERTS.pdf | 2020-09-21T13:02:12+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00105.warc.gz | 29,285,337 | 662 | eng_Latn | eng_Latn | 0.920704 | eng_Latn | 0.920704 | [
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For Immediate Release October 17, 2018
Contact:
Karry Rathje Public Information Manager 435.673.3617 firstname.lastname@example.org
UTAH'S WATER STORAGE PREVENTS STATE OF EMERGENCY ON PUBLIC WATER SYSTEMS
Utah Governor Gary Herbert signed an Executive Order on October 15 declaring a state of emergency due to drought. The order allows state and federal resources for drought-affected communities and agricultural producers. The Washington County Water Conservancy District (district) supports this effort and appreciates the governor's awareness of water's essential role in all facets of our lives—from providing food and drink to supporting jobs, industry and a high quality of life.
"This low water year could have put the entire state of Utah in a drought emergency if it weren't for one thing – water storage," said Ron Thompson, general manager of the district. "Utah is blessed to have nearly 100 reservoirs that store water close to communities, ensuring our citizens and businesses have the water needed to survive."
Reservoirs exist to store surplus water for use in periods of drought – their primary function is to supply water to sustain the population and economy. Secondary benefits include recreational, environmental, financial and social purposes.
Recent media reports have noted that Utah's reservoirs are currently below average levels. "Water managers sleep easier when reservoirs are full, but reservoirs weren't designed to be full all the time," said Thompson. "It's normal to see highs and lows. Keeping reservoir levels as high as possible is a community effort. We can, and all should, be a little more mindful of how much water we use knowing that what we save today will be available for us tomorrow."
Washington County, the driest region of the state, entered 2018 with a "below dismal" snow year with only eight percent of normal snowpack. Fortunately, 2017 was a good water year and most of the county's local reservoirs were full going into 2018. "Washington County residents are literally living off reservoir storage this year," said Thompson.
Current reservoir levels in the county are: Quail Creek 57 percent, Sand Hollow 75 percent, Gunlock 38 percent, Ivins 54 percent and Kolob 0 percent.
About Washington County Water Conservancy District
Washington County Water Conservancy District is a not-for-profit public agency established in 1962 to manage Southern Utah's regional water needs. The district oversees the development, stabilization, management, acquisition and conservation of water resources in Washington County in an ongoing effort to provide a safe, reliable water supply for current and future generations. Visit www.wcwcd.org for more information. | <urn:uuid:d16d1d39-5e98-4cd0-885d-8874fe21be53> | CC-MAIN-2020-40 | https://www.wcwcd.org/wp-content/uploads/2018/10/Emergency-Drought-Response.pdf | 2020-09-21T11:56:07+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00104.warc.gz | 1,142,714,409 | 544 | eng_Latn | eng_Latn | 0.998019 | eng_Latn | 0.998019 | [
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FACULTY/STAFF GUIDE FOR ACCOMMODATIONS SERVICES
2019-2020
Iowa Central Community College
TABLE OF CONTENTS
Contents
FORWARD
Iowa Central Community College is proud of its increasingly diverse community of students. In addition to students from 41 states and 30 countries, it also includes students with disabilities. Nationally, more students with disabilities are pursuing a college education than ever before. This trend is reflected at Iowa Central where the number of students seeking accommodation services increases annually.
This guide is intended as a resource for faculty in working with accommodated students. In this guide, faculty will find information about various types of disabilities, characteristics of students with those disabilities, and faculty and student responsibilities.
Effective communication and collaboration are essential to our students' academic success here at Iowa Central Community College. The Iowa Central Accommodations office looks forward to working with you and the students enrolled in your courses and programs. Without your support, the creation of an environment that welcomes diversity would be impossible. By working collaboratively, we strengthen the services we provide to students.
INTRODUCTION AND OVERVIEW OF SERVICES
It is the responsibility of Iowa Central Community College to accommodate students with disabilities. The Accommodations Office works with each student individually to determine and implement reasonable accommodations based on documentation and a personal intake session. Educational and accommodation history will be reviewed at this this session along with evidence to show that the student has a disability. Evidence and/or documentation must support the need for accommodations and/or services. The Accommodations Coordinator encourages students to maintain regular contact with our office. This contact provides the opportunity for the Accommodations staff to guide students and to work with them proactively to resolve problems that may arise. Our purpose is to remove barriers for students with disabilities to ensure equal access to educational opportunities.
The Accommodations Office serves as a resource for faculty and staff to work with students with disabilities. We are here to answer questions, consult, and to provide information and services for accommodating students.
The role of the Accommodations Coordinator is the following:
* Assessing, monitoring, and evaluating the needs of the students and developing appropriate initiatives to meet a student's needs.
* Ensuring compliance with federal and state laws and regulations with regards to students with disabilities
* Promoting self-advocacy, independence and skill development
* Maintaining confidentiality of student information
* Facilitating communication between students, faculty and staff
LEGAL FOUNDATIONS
It is important to note that there are two federal laws which prohibit discrimination against individuals with disabilities. The Americans with Disabilities Act (ADA) of 1999, along with the Amendments Act of 2008, prohibits discrimination on the basis of disability in employment, state and local government, public accommodations, commercial facilities, transportation and telecommunications. Section 504 of the Federal Rehabilitation Act states, "[n]o otherwise qualified person with a disability in the United States…shall, solely on the basis of disability, be denied access to , or the benefits of, or be subjected to discrimination under any program or activity provided by any institution receiving federal assistance"…
An individual with a disability is defined by the ADA as "…a person who has a physical or mental impairment that limits one or more major life activities, a person who has a history or record of such impairment, or a person who is perceived by others as having such impairment." The term "qualified" in post-secondary education means that the student meets the academic and technical standards required for participation in the class, program, or activity but has a physical and/or mental impairment that limits one or more major life activity, including, but not limited to, caring for one's self, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing and working. Major life activities may also include school related tasks such as learning, reading, concentrating, thinking, and communicating.
All students with disabilities must have equal access and equal opportunity to participate in all aspects of higher education. Postsecondary schools are required to provide auxiliary aids and services to ensure that no individual is excluded or treated differently.
The Family Education Rights and Privacy Act (FERPA) gives students the right to confidentiality. The Accommodations Office will not discuss a specific student's circumstances or record with anyone (including parents or guardians) without that student's express permission.
LEGAL FOUNDATIONS
Following is a summary of the requirements of current law and what law does not require.
What a college or university MAY NOT do:
* Limit the number of qualified students that have a disability.
* Make pre-admission inquiries as to whether an applicant has a disability.
* Exclude a qualified student with a disability from any course of study.
* Discriminate against a student's eligibility for scholarships on the basis of a disability or provide less financial aid to students with disabilities than is provided to other students.
* Counsel students with a disability into more restrictive career paths.
* Evaluate student achievement using methods that discriminate against a student's actual achievement.
* Establish rules and policies that have the effect of limiting participation of students with disabilities in educational programs or activities.
What the Law requires:
* Students must be evaluated on ability, not disability.
* Accommodations must be provided when students have educational limitations that affect the ability to acquire information or to demonstrate knowledge of the course material in a standard way.
* Equal access to instruction, services, activities, and facilities of the college.
* Student's right to privacy.
* Equal, not preferential treatment.
What the Law does NOT require:
* The law does not require changing standards of grading policies because a student has a disability.
* The law does not require providing accommodations to a student who has not provided documentation relevant to his/her disability of accommodation needs.
* The law does not require providing personal devices such as hearing aids, wheelchairs, or glasses.
* The law does not require providing accommodations that would fundamentally alter the nature of the program, class or course or that would substantially modify academic program standards.
FACULTY RIGHTS AND RESPONSIBILITIES
Faculty Rights:
* Are not required to directly provide the accommodation but must allow the identified reasonable accommodation.
* Deny a request for an accommodation if the student has not been approved for such accommodation.
* Check on the validity of a student's accommodated services.
* Consult with the Accommodations Office about appropriate academic accommodations.
* Insist that quizzes/exams that are administered outside the classroom be done so in a secure manner.
* Maintain academic standards of the course.
* Receive verification of a documented disability in the form of an accommodation letter produced by the Accommodations Office.
* Be treated respectfully by all students.
* Refuse, especially after collaboration with the Accommodations Coordinator, a request for an unreasonable accommodation, adjustment, or auxiliary aid or service that imposes a fundamental alteration of a program or activity.
* Expect the student to initiate accommodation requests.
Faculty Responsibilities:
* Include the following statement in each course syllabus: If you have a request for an accommodation based on the impact of a disability, it is Iowa Central's policy that you contact the Academic Assistance & Accommodations Coordinator to discuss your specific needs and to provide supporting information and documentation, so we may determine appropriate accommodations. The Office for Accommodations is located in the Academic Resource Center, and it can be reached by calling 515-574-1045. For online information about accommodations, please go to www.iowacentral.edu/accommodations.
* Send all exams/quizzes to the testing center with the accommodated test cover sheet. Include any pertinent information regarding the specific exam.
* Upon request, provide lecture notes, PowerPoints or other note taking aids.
* Make yourself available to students to discuss accommodations and clarify information.
* Maintain student's right to privacy and confidentiality.
* Submit book orders in a timely manner to allow time for books to be put in electronic format.
* Allow adjustments to desks, tables or chairs or specific seating, if a preference in a classroom would allow a student to better utilize his/her accommodations.
FACULTY RIGHTS AND RESPONSIBILITIES
* Evaluate students on their abilities, not their disabilities.
* Are not allowed to ask a student if he/she has a learning disability, even if the student is experiencing difficulty in class. You may refer students to the Accommodations Office, if you suspect a student has a learning disability.
* Are not allowed to set a limit for the number of accommodations provided during semester OR the number of students with disabilities in a classroom.
* Understand the policies and law regarding students with disabilities.
* Apply the same grading criteria to students with disabilities as those without (e.g., a student's extra time should not be taken into consideration when grading).
* Implement best practices in teaching to reach a diversity of learners.
* Are not allowed to refuse a request for an academic accommodation.
* Work to ensure that all audio-visual materials used in class are accessible (e.g., that videos shown are captioned for students with hearing impairments and that equipment used has captioning capabilities, that videos shown will be made with auditory description in some way or that written transcripts will be provided, etc.)
* Hold all students to same essential course requirement and grading standards.
* Utilize only media products with open or closed captioning, and/or provide an alternate format such as a script or written transcript.
STUDENT RIGHTS AND RESPONSIBILITIES
Student Rights:
* Equal access to academic content and educational opportunities.
* File a formal or informal complaint if discrimination is occurring.
* All records and documentation maintained by the Accommodations Office are confidential and protected from disclosure unless so desired by the student.
* Request by students for accommodations is voluntary. Not all students with disabilities want or require accommodations.
* As determined on an individual basis, reasonable and appropriate accommodations.
* Receive all documentation from the Accommodations Office in a timely manner.
* Stop using an accommodation at some point in the semester.
* Request additional accommodation at some point during the semester, if the need arises.
* Appeal decisions regarding accommodations and auxiliary aids.
Student Responsibilities:
* Identify himself/herself in a timely manner as a student in need of accommodations.
* Meet with the Accommodations Coordinator at least once a semester to arrange accommodations.
* Complete the Request for Accommodations form.
* Provide any and all necessary documentation relevant to the disability that verifies the nature of the disability and the need for specific accommodations.
* Visit with instructors in a timely manner regarding granted accommodations.
* Make reasonable decisions related to their education and act as their own advocate.
* Immediately report any problems or concerns associated with the granted accommodations.
* Read the syllabus provided in each course and complete assignments independently and on time.
* Utilize reasonable accommodations in a manner that protects the integrity of the academic process.
* Understand that they are responsible for their own behavior at all times and are held to the same standards of behavior as all college students.
* Notify the Accommodations Office of changes in disability status (e.g. worsening of condition), class/course changes, and challenges encountered.
* Follow procedures with faculty and the Accommodations Office to get the appropriate accommodations (e.g. testing procedures).
SERVICE AND ASSISTANCE ANIMALS
As established and defined by the American with Disabilities Act (ADA), service animals shall not be excluded from facilities or activities of Iowa Central Community College. Neither service nor assistance animals are to be considered as pets because of the direct relationship they play as an accommodation for an individual with a disability. Service and assistance animals cannot fundamentally alter the nature of the College's services. Students are responsible for complying with all applicable laws and regulations concerning their animals including vaccination, licensure, leash control laws, cleanup rules, and animal health.
SERVICE ANIMALS
Service animals are dogs that are individually trained to do work or perform tasks for the benefit of an individual with a disability, including a physical, sensory, psychiatric, intellectual, or other disability.
Examples of work or tasks include, but are not limited to:
* uiding people who are blind
* Alerting people who are deaf
* Pulling wheelchairs for those with limited mobility
* Assisting an individual during a seizure
* Providing non-violent protection or rescue work
* Retrieving items such as medicine or the telephone
* Providing physical support and assistance with balance and stability
* Reminding a person with a mental illness to take prescribed medications
* Helping an individual with psychiatric and/or neurological disabilities by preventing or interrupting impulsive or destructive behaviors.
ASSISTANCE ANIMALS
Assistance animals are animals that provide emotional support or comfort that alleviates one or more identified symptoms or effects of a person's disability. Assistance animals do not need to be individually trained to perform a task and can include animals other than dogs. Assistance animals are sometimes referred to as "comfort animals" or "emotional support animals". Assistance animals may be a reasonable accommodation, if there is an identifiable relationship between the disability and the assistance the animal provides.
FREQUENTLY ASKED QUESTIONS
1. What if I don't really believe a student really needs an accommodation? The Accommodations Coordinator bases his/her recommendation on medical documentation, educational information and professional knowledge of a student's disability. If you receive a Student's Notification form, that student's request for accommodations has been granted. A denial of a legitimate request is a violation of the student's civil rights.
2. If a student with a disability is already getting a good grade in my class, why is it necessary to provide accommodations?
Students with disabilities must have equal opportunity as established by law. In order to have equal opportunity, the student may require accommodations: extended test time, test read to them, etc.
3. What should I do if I have not received a Student Notification form from the Accommodations Office, but instead the student speaks with me personally to negotiate accommodations?
Refer him or her to the Accommodations Office. Providing an accommodation without verification can establish a precedent which may give an unfair advantage or the perception of an unfair advantage.
4. What if an accommodation does not work in my class?
Please speak with the Accommodations Coordinator to discuss possible alternative accommodation options that will suit the needs of the student and your course.
5. Why don't all students request accommodations at the beginning of the semester?
Students are allowed to request accommodations at any time throughout the semester. It is recommended that students should complete their accommodation request early in order to utilize their accommodations throughout the semester. Please note that accommodations become effective the date the instructor has been provided the Student Notification letter; accommodations are not retroactive.
6. What if a student asks for a test accommodation the day before an exam?
Accommodations are set up uniquely for each student. However, it is encouraged that students set up testing procedures two business days in advance with the testing center. Students are also encouraged to remind their instructors that they have test accommodations.
FREQUENTLY ASKED QUESTIONS
7. Is a student required to disclose his or her disability?
No, student is not required to disclose their disability. It is also not appropriate to ask the student to disclose that information.
8. Can students taking Online Courses receive accommodations?
Yes, all student accommodation notifications are communicated directly to both the instructor and the Distance Learning Department by the Accommodations Coordinator.
9. What if a student with a disability causes discipline problems?
Students with disabilities are expected to adhere to the same Code of Conduct as all Iowa Central Community College students. Even if you believe that the behavior is a manifestation of their disability, the issue related to discipline should be referred to the Accommodations Office for guidance.
10. What do I tell other students regarding the exam accommodations for students with disabilities?
Nothing! Confidentiality is extremely important, so you should refrain from discussing any information regarding a student's disability in the presence of other students and/or faculty without the student's consent.
11. What if I give the entire class extra time for a test? Do I still need to give the accommodation of additional extra time to the student?
Yes, the law states that you must provide extended time beyond what the class is provided for each exam.
12. Can parents be involved in the Accommodations process?
This is a student choice. Students will need to complete a Release of Information form if a student wants to allow parents to communicate with the Accommodations Coordinator. However, this consent form does not give faculty permission to communicate with parents of students; it only gives the Accommodations Coordinator the ability to communicate what the student wishes.
FREQUENTLY ASKED QUESTIONS
13. A student told me he would be missing class regularly. Should I accommodate him for missing deadlines?
Students that receive accommodations are to meet the same criteria and deadlines as their peers. Students with a chronic condition may request to have assignments turned in an alternative format.
14.The student has an accommodation of a test reader? Do I need to read the test to the student?
No. Arrangements will be made in the Iowa Central Community College Testing Center for a reader for the student. However, please have your test to the Testing Center two days in advance.
15. How should I grade the work of students with accommodations?
You should grade the work of students with accommodations for documented disabilities the same as you would grade the work of any other student.
16. How do I refer a student to Accommodations Services?
Use of the following options are permissible: gain permission from the student to contact office and include them in on an email, walk them over to the Accommodations Office and/or encourage the student to make an appointment to inquire about services offered. Always keep the door open for communication.
17.By providing accommodations for a student with a disability, am I giving him or her an advantage over other students in my class?
Offering accommodations provides educational equity, not advantage; it is, in fact, "leveling the playing field". Academic accommodations allow students with disabilities the same opportunities as their peers to demonstrate their academic potential.
18.Are faculty/staff allowed to ask an individual about a service animal's purpose if one enters their office or classroom?
Two questions may be asked: 1) Is the dog a service animal required because of a disability? 2) What work or task has the dog been trained to perform? You cannot ask about a person's disability, require a special identification card or training documentation for the dog.
A disability can occur at any time during a person's lifetime. While some disabilities may be readily visible, most are not obvious. Many students also have multiple disabilities. The following pages provide information on various types of disabilities that students in your courses may have. Although this list is not comprehensive, listed are disabilities/medical conditions that might qualify for accommodation consideration.
ATTENTION DEFICIT/HYPERACTIVITY DISORDER (AD/HD)
ADHD is one of the most common neurobiological disorders that can affect or interfere with a person's ability to sustain attention or focus on a task or delay impulsive behavior. Its core symptoms are inattention, impulsivity, and over-activity.
Characteristics and Associated Difficulties:
* Inability to sustain attention
* Memory problems
* Lack of close attention to details
* Poor time management
* Inadequate organizational skills
* Forgetful in daily activities (e.g., missing appointments) or being prepared for class
* Reading comprehension difficulties
* Inability to listen selectively during lectures, resulting in poor note-taking
* Lack of organization in written work
* Lack of perseverance
* Interrupts
* Often talks excessively
* Failure to understand instructions
* Is easily distracted by extraneous stimuli that are usually and easily ignored by others.
* Procrastinates
AUTISM SPECTRUM DISORDER (ASD)
ASD is a developmental disorder that is characterized by deficits in social behavior, use of language and executive functioning (planning, organizing, prioritizing, goal setting, etc.). Students with ASD tend to have communication deficits, such as responding inappropriately in conversations, misreading nonverbal interactions. It is important to note that the characteristics of ASD can vary greatly in individuals from very mild symptoms to much more severe.
Characteristics and Associated Difficulties:
* Poor or unusual eye contact.
* Problems asking for help or taking another's point of view.
* Problems with organization including initiating, planning, carrying out and finishing a task.
* Difficulties with transitioning between tasks.
* Tend to be visual learners.
* Literal understanding of language=difficulty with interpreting idioms, sarcasm and words with double meanings.
* Comments and questions may be repetitive.
* Problems with abstract thinking concepts.
* Written text consists of continuous, unduly prolonged declarations or statements.
* Unusual language characteristics (e.g., exaggerated length of utterances, embedded sentences, or locked in wording).
* Inattention to the listener's needs, clumsy communication and interpersonal interaction.
LEARNIN DISABILITIES
A learning disability is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. Dyslexia, dyscalculia and dysgraphia represent a few terms that describe specific learning disabilities that can impact a student's learning.
Dyslexia: language-based learning disability that is characterized by difficulties with accurate word recognition, decoding, spelling, writing and listening. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede vocabulary and background knowledge.
Dyscalculia: learning disability that affects the student's ability to solve arithmetic problems and grasp math concepts. Students with dyscalculia can have difficulty with both simple and complex math functions and problem solving.
Dysgraphia: learning disability that affects the written formation of letters or words. Students with dysgraphia have difficulty with handwriting, copying and note-taking.
Characteristics and Associated Difficulties:
* Oral and/or written expression
* Reading comprehension an basic reading skills
* Problem solving
* Ability to listen selectively during lectures; this results in note-taking problems
* Mathematical calculation and reasoning
* Interpreting social cues
* Time management
* Memory, sequencing and organization
* Following directions and concentrating
* Visual-motor planning
CHRONIC HEALTH CONDITIONS/MEDICAL DISABILITIES
Students may have chronic medical conditions that are not visible but that pose serious difficulties in an educational setting. Chronic health conditions that impact a major life activity may be considered for possible accommodation. A condition does not necessarily qualify for accommodations. Medical documentation must substantiate how the condition impacts the major life activity. Medical disabilities may include chronic illnesses such as asthma, arthritis, diabetes, Crohn's disease, migraines, renal disease, auto-immune disease, multiple chemical sensitivities, cardiac conditions, cancer, fibromyalgia, Multiple Sclerosis, Lupus and epileptic/seizure disorders. Functional limitations and abilities will vary widely even within the same type of disability, thus accommodations also vary greatly and will be determined on an individual basis.
eneral Considera tions:
* Fatigue may affect his or her attention in class
* Condition may fluctuate or deteriorate over time resulting in the need for or type of accommodation varying
* Side effects of medication can cause reduced stamina, inattentiveness and lack of ability to concentrate, as well as dizziness and disorientation.
* A student may need to leave the classroom unexpectedly but is still responsible for any missed instruction.
* Occasional absence or tardiness may be unavoidable.
* Chronic health problems may create secondary disabilities such as depression and anxiety.
* Progress of illness is unpredictable. Periodic remissions may allow for added energy and euphoria, while exacerbations may require hospitalization.
MENTAL HEALTH DISABILITIES
Students with mental health disabilities are a growing population on college campuses. These disabilities are often referred to as invisible because students may experience symptoms without those around them being aware. Mental health disabilities cover a wide range including depression, anxiety, bipolar disorder, posttraumatic stress disorder and chronic mental illness.
Characteristics and Associated Difficulties:
* Trouble with focusing and completing work on time.
* Medications to help alleviate symptoms may have side effects such as drowsiness and disorientation.
* Negative attitudes and behavior.
* Psychological impairments may result in additional symptoms such as poor concentration, irritability, fatigue, anxiety, apathy, perception problems, physical symptoms, and learning disabilities.
* Memory loss and decreased processing/response time.
* Stress can exacerbate symptoms.
PHYSICAL/SENSORY DISABILITIES
Physical/sensory disabilities include deafness, limited mobility and visual impairment. Auxiliary services such as sign language interpreting, barrier free access to buildings, and assistive technology serve as means to create equity and access to programs and facilities.
Deaf and Hard of Hearing: A hearing impairment is a condition involving the entire range or spectrum of hearing loss. Deafness refers to a severe hearing loss, and a person suffering from it may use sign language, speech reading, and other nonverbal communication. More individuals in the United States have a hearing impairment than any other type of physical disability.
Characteristics and Associated Difficulties:
* iving inappropriate responses
* Speaking in an unusually loud or soft voice
* Appearing to pay attention but not actively participating in class discussions
* Responding with nods and smiles but no further comments
* Be skilled at lip reading but many are not; only 30 to 40 percent of spoken English is distinguishable on the mouth and lips under the best conditions
* Have difficulties with speech, reading and writing skills, given the close relationship between language development and hearing.
* Using American Sign Language (ASL) as their first language, with English as their second language
* Withdrawn, introverted, shy, or conversely, demanding and frustrated behavior
Visual Impairment: Depending on the condition, a student with a visual impairment may experience a wide variety of difficulties with sight. While one student may be blind, another student may have spotty vision. Some blind students may need to use a service dog to assist them to get around campus.
* "Totally blind" students learn via Braille or other nonvisual media.
* "Legally blind" indicates that the student has less than 20/200 vision in the more functional eye or a very limited field of vision (20 degrees at the widest point).
* "Low vision" generally refers to a severe vision loss and near vision. These students use a combination of vision and other senses to learn.
Mobility Impairment: Many types of orthopedic or neuromuscular disabilities can impact mobility. These disabilities may include cerebral palsy, spinal cord injuries, muscular dystrophy, amputation, stroke and arthritis. Functional limitations and abilities vary widely; the same diagnosis can affect students very differently. Mobility disabilities range from lower body disabilities, which may require use of canes, walkers, or wheelchairs, to upper body disabilities, which may include limited or no use of the upper extremities and hands.
Characteristics and Associated Difficulties:
* Chronic fatigue or pain
* Difficulty maintaining stamina
* Difficulty walking, standing, lifting, or sitting for a long time
* Lateness to class or attendance
* Problems with physical access to, and movement in classrooms and labs
* Difficulty manipulating objects, such as pages, pens, computers, and lab equipment
GLOSSARY OF DISABILITY RELATED TERMS
Accommodation
An adjustment to make a program, facility, or resource accessible to a person with a disability.
Alternate format text
Accessible PDF or otherwise electronically formatted texts that are compatible with a screen reader.
Alternative media
Print material that has been converted to a format that enables a print impaired person to read the materials. This includes, but is not limited to, taped materials, Braille, electronic text, and enlarged print.
Americans with Disabilities Act (ADA)
Americans with Disabilities Act of 1990. This comprehensive federal civil rights law makes it unlawful to discriminate in private sector employment against a qualified individual with a disability. The ADA also outlaws discrimination against individuals with disabilities in state and local government services, employment, public accommodations, transportation, and telecommunication.
Assistive/Adaptive Technology:
Equipment or software items designed or used to compensate for areas of disability or impairment. It allows persons with disabilities the same access to information and production as their peers.
Auxiliary aids
Services, equipment, and procedures that allow students with disabilities access to learning and activities in and out of the classroom. They include, but are not limited to, sign language interpreters, real time captioning services, adaptive technology, alternative media, exam accommodations etc.
Captioning
Text that is included with video presentations or broadcasts that enables people with hearing impairments to have access to the audio portion of the material.
Cognitive
A broad term that refers to any class of mental "behaviors" such as reasoning or problem solving. Awareness with perception.
GLOSSARY OF DISABILITY RELATED TERMS
Disability
As defined by the Americans with Disabilities Act (ADA): "(A) a physical or mental impairment that substantially limits one or more major life activities of an individual; (B) a record of such an impairment; or (C) being regarded as having such an impairment."
Documentation:
Comprehensive written validation of a person's disability and the functional limitations of the disability provided by an appropriate professional qualified to make a specific type of diagnosis. This documentation must be given to service providers before appropriate services, accommodations and auxiliary aids can be approved.
Exam accommodations
Legally mandated services that allow students with disabilities to exhibit their knowledge on exams by using auxiliary aids which include, but are not limited to, extra time, a reader/scribe, computers, large print, distraction reduced environment.
Extended testing time
Allows students extra time to complete their exam. The goal is to accurately assess the student's mastery of the material when time is not a factor. The most common time accommodations are time and one half and double time.
Hearing impairments
Complete or partial loss of ability to hear caused by a variety of injuries or diseases including congenital defects.
Major life activities
Functions such as caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, working, and participating in community activities (Americans with Disabilities Act of 1990).
Mobility Impairment
Disability that affects movement ranging from gross motor skills such as walking to fine motor movement involving manipulation of objects by hand.
GLOSSARY OF DISABILITY RELATED TERMS
Qualified individual with a disability
An individual with a disability who, with or without reasonable modification to rules, policies, or practices, the removal of architectural, communication, or transportation barriers, or the provision of auxiliary aids and services, meets the essential eligibility requirements for the receipt of services or the participation in programs or activities provided by a public entity (Americans with Disabilities Act of 1990).
Section 508 of the Rehabilitation Act
Legislation that requires federal agencies to develop, procure, and use accessible electronic and information technology.
Service dogs:
Animals that are professionally trained to assist persons with visual impairments in daily functions and activities. Service dogs are working animals and must be allowed in all classes. They are not to be petted or fed by others but rather should be treated as professional attendants.
Universal design
Designing programs, services, tools, and facilities so that they are useable, without modification, by the widest range of users possible, taking into account a variety of abilities and disabilities.
Vocational Rehabilitation Act of 1973
Act prohibiting discrimination on the basis of disability which applies to any program that receives federal financial support. Section 504 of the Act is aimed at making educational programs and facilities accessible to all students. Section 508 of the Act requires that electronic office equipment purchased through federal procurement meets disability access guidelines.
Non-Discrimination Statement
It is the policy of Iowa Central Community College not to discriminate on the basis of race, color, national origin, sex, disability, age (employment), sexual orientation, gender identity, creed, religion, and actual or potential parental, family or marital status in its programs, activities, or employment practices as required by the Iowa Code §§ 216.6 and 216.9, Titles VI and VII of the Civil Rights Act of 1964 (42 U.S.C. §§ 2000d and 2000e), the Equal Pay Act of 1973 (29 U.S.C. § 206, et seq.), Title IX (Educational Amendments, 20 U.S.C. §§ 1681 – 1688), Section 504 (Rehabilitation Act of 1973, 29 U.S.C. § 794), Age Discrimination Act of 1975 (34 CFR Part 110), and Title II of the Americans with Disabilities Act (42 U.S.C. § 12101, et seq.). If you have questions or complaints related to compliance with this policy, please contact Kim Whitmore, Director of Human Resources, phone number 515-574-1138, email@example.com; or the Director of the Office for Civil Rights, U.S. Department of Education, Citigroup Center, 500 W. Madison, Suite 1475, Chicago, IL 60661, phone number 312-730-1560, fax 312-730-157 | <urn:uuid:8e8ca8d0-58fa-4a45-a51d-9808945c7d5f> | CC-MAIN-2020-40 | https://www.iowacentral.edu/ARC/accommodations/FacultyGuideAccommodationsServices19-20.pdf | 2020-09-21T12:21:40+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00104.warc.gz | 920,632,640 | 6,821 | eng_Latn | eng_Latn | 0.956372 | eng_Latn | 0.995847 | [
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FREE TO SERVE | #KUCserves
General steps to follow:
1. Ask the Lord how He wants to use you, surrender to Him, listen to Him, obey Him, and go forth.
2. Decide what you will do for one hour this week to serve Him.
a. Glorify and honor the Lord in whatever you chose to do.
b. Be happy and joyous as you serve.
c. Be safe and healthy - Follow general safety guidelines set forth by leaders. Please evaluate your own personal safety measures in regards to the safety for yourself and for those around you. We do not want you to get infected or for you to infect others.
d. Share your experience with someone so that God can be glorified even more. Remember it's not about you or for you, it's unto the Lord and others need to see Him glorified in action and deeds.
3. Contact Pastor Kendal at firstname.lastname@example.org with your testimony that glorified God as you served. He would like to put 100+ testimonies of Facebook
Here we go, here are ONE HUNDRED practical ways you can serve…
A.) Serving from home (No need to go out of the house)
1. Pray, this is the best thing we can do always and at all times!
2. Fast one day a week to pray for others and the current situation.
3. Stay connected. Daily go to the Kalihi Union Church website www.kalihiunion.org or Kalihi Union Church Facebook page.
4. Calling people you know, to care and pray with them.
5. Ask Pastor Clive to be a part of the KUC phone tree. He can give you a list of names of people connected to KUC who live in your area.
6. Send a text.
7. Send a postcard or mail a card/letter.
8. Zoom or group chat with others from KUC.
9. Help with online tech that can be done from home but shared within KUC websites.
10. Update information in the KUC virtual prayer room.
11. Edit KUC videos being put up daily.
12. Come up with creative ideas for those making video being put up online. (Ex. JoAnna came up with the idea for Pastor Kendal to do his KUC video for "Near and Far"
13. Make DVD of video messages so that those who don't have internet can watch the messages.
14. Helping admin Zoom meetings
15. "Speak it!, Teach it!, Preach it!" Share a testimony or a message from the Lord. Send projects to Pastor Kendal
16. Make a homemade mask to share with others.
17. Write or contact a missionary to encourage them.
18. Using tech to connect with KUC youth.
19. Using tech to connect with KUC children.
20. Using tech to connect with KUC families.
21. Using tech to connect with KUC singles.
22. Using tech to connect with KUC people who are discouraged or grieving.
23. Using tech to connect with KUC Kapuna.
24. Sing a worship song! (Sing it from your balcony like Buddy Makapagal) or, Record it and put it up on social media.
25. Record a biblical story time for children or others to see.
26. Create something artistic and share it with others online to be inspired by our creator God.
27. Write, journal, make a poem or create a song that can uplift someone who reads it. (J.R.R. Tolkien has stated that it was boredom that prompted him to write The Hobbit.)
28. Create a blog.
29. Discover a "NEW" way you can literally bless a family member that is home with you. (Clean dishes, make dinner, etc.) Ask "How can I help you today?"
30. Direct people to God honoring websites that you trust. Knowing that it can be a blessing to others as a resource. (Ex. www.kalihiuinon.org)
31. Brush up on a new language so that you can communicate the Gospel with others.
32. Transcribe messages into written form for hearing impaired or those who prefer to read.
33. Encourage online giving to the church.
34. Give your "Stimulus check" to a ministry or someone in need.
35. Plant a garden with the intent that you will share some of it's crop/flowers with others.
36. Clean your house and figure out things you want to donate. Pastor Kendal will be hosting a Blessing Exchange when the time is appropriate. Sorry we are not storing any donations at KUC at this time but put it on the side for when the time comes.
37. Make blank homemade cards that can be given out.
38. Make homemade crafts that can be given out.
39. Make a prayer shawl or quilt that can be given out.
40. Help with Graphic Design for promotion material at KUC.
41. Find an online message and make a "Viewing party" on Facebook.
42. Memorize Scripture that can be shared with someone at a later time.
43. Learn a new skill or trade that can be used to bless someone at a later time.
44. Send a care package to a deployed soldier.
B.) Serving those around you (Might need to go out of your house)
45. Asking those you encounter "How can I pray for you?"
46. Comfort the broken-hearted.
47. Give Scripture to someone.
48. Join an Ohana group. (Most are meeting via Zoom at this time)
49. Teach a Zoom Sunday School at the 9:00 hour on Sundays.
50. Making artistic creations and share it with others.
51. Delivering groceries and other items in need to those who aren't going out.
52. Check up on neighbors to see how they are doing.
53. Wave hello when you pass by someone and if not wearing a mask, smile at people. Be friendly to people.
54. Bake/Cook and share/deliver it to someone.
55. Velohana - Bicycle repairs. If you or someone you know needs help fixing their bike this is available. There
will also be some fitness training available in the new gym set up! Ask Will at Velohana for details!
56. Touch a Heart - Order online and receive delicious food that you can eat or share with others. Pick up is on Wed between 11am-1pm
57. Kalihi Waena Elem. is collecting children's books, board games and puzzles to give to their students. Please bring donations to Kendal's office.
58. Collect Personal Protective Equipment (mask, gloves, etc) to donate to those that need it.
59. Donate needed supplies to those who don't have it. (Ex. Toilet paper, rice, cleaning supplies, soap, etc.
60. Pass out or leave Gospel tracts in areas people will come by and pick up.
61. Repair or help with home maintenance for Kapuna or those that can't go out of their homes. Maybe it's the good old fashioned "Clean their yard".
62. Fix tech that "isn't working" for those who aren't experienced technologically.
63. Help a student with their homework. Maybe, online tutoring?
64. Connect with someone you can mentor/disciple.
65. Adopt an "Aunty" or "Uncle" at KUC who you will look out for as if they were your real grandparents.
66. Care for those who are pregnant or with young children.
67. Buy someone a lunch.
68. Buy someone a good book.
69. If you are entrepreneurial, donate your product to those in need.
70. Help someone showcase their gifts and talents. You may know someone who has gifts they can use for greater purposes, encourage them to share it.
71. Listen to others. Put aside your own agenda and focus on what someone else has to say.
72. Pay it forward. When you are at the grocery store, food place, etc. pay for the person behind you with no strings attached.
73. On garbage day pull the garbage cans back to the neighbors houses.
74. Be a friend to those who don't deserve it.
75. Celebrate Birthdays, Anniversary's, momentous occasions and honor special days for people.
C.) Serving at KUC (Need to come to Kalihi Union Church to accomplish)
Note: Contact Chuck or one of the Pastors before starting one of these projects on campus.
76. Prayer walk, or pray with others who are at KUC (be safe and healthy).
77. Cut the lawn grass.
78. Trim trees and bushes.
79. Raking or picking up leaves.
80. Sweep/Mop regularly used areas.
81. Clean/disinfect areas of high use.
82. Clean bathrooms and wash basins.
83. Fill in diesel gas in our refrigerator truck.
84. General help with Manna Ministry every Thurs from 9am-11am,
85. Manna ministry needs help with bagging groceries.
86. Manna ministry needs help with distributing groceries, to those that come.
87. Manna ministry needs help with set up and clean up.
88. Security walk (and you can pray as well) around the KUC campus.
89. Office volunteer work. (Organize files, answer phone calls, etc)
90. Sanctuary cleaning.
91. Various fix it projects.
92. Set up and prep for Sunday morning.
93. Clean up and close down after Sunday morning. (Ex. Close shoji doors, put equipment away, etc.)
94. Empty trash cans around campus.
95. Clean windows.
96. Helping those who are homeless who come to campus. Seeing to needs that we can meet. (Ex. Giving a prepared food bag)
97. Bring in donations that can be given to others in need. (Ex. Cleaning supplies, toiletries, books, etc.)
98. Learn how to do the audio and video tech (sound booth) for the sanctuary and use your skills on Sunday.
99. Bring a flower arrangement that can be used for Sundays.
100. Make signs/posters that encourage others. These can be put up in the bulletin boards around campus.
Feel free to add to these list, the lists are not exhaustive. When we ask the Lord, He will creatively give us ideas and ways we can serve Him ongoing. Be ready, be encouraged. You are blessed to be a blessing! | <urn:uuid:ce2a1aa1-4204-4845-b477-4fad86853653> | CC-MAIN-2020-40 | https://www.kalihiunion.org/wp-content/uploads/2020/05/FreeToServe_100ways.pdf | 2020-09-21T11:36:30+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00105.warc.gz | 954,359,364 | 2,163 | eng_Latn | eng_Latn | 0.998431 | eng_Latn | 0.998529 | [
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PACIFIC WAXMYRTLE
Morella californica (Cham. & Schlecht.) Wilbur
Plant Symbol = MOCA6
Contributed by: USDA NRCS National Plant Data Center
Alternative Names
California bayberry, California wax myrtle, bayberry, pacific bayberry, western bayberry, Myrica californica (MYCA13)
Uses
Ethnobotanic: Wax from the pulp of the fruit was used to make aromatic candles. The wax was also used in making soups. A gray-brown and a maroonpurple dye was obtained from the fresh or dried berries (Grae 1974). This species was easily grown and valued especially on the Pacific Coast for its berries and evergreen leaves (Wyman 1965).
Agroforestry: Myrica californica is used in tree strips for windbreaks. They are planted and managed to protect livestock, enhance production, and control soil erosion. Windbreaks can help communities with harsh winter conditions better handle the impact of winter storms and reduce home heating costs during the winter months. They also provide shade and wind protection during the summer, which aids in the reduction of cooling bills.
Plant Guide
Status
Please consult the PLANTS Web site and your State Department of Natural Resources for this plant's current status, such as, state noxious status, and wetland indicator values.
Description
General: Pacific waxmyrtle (Myrica californica) is a large evergreen shrub or small tree, ten to thirty-five feet high. The leaves are alternate, simple, five to ten centimeters long with resin dots, and are slightly sticky and fragrant when crushed. The fruit are purplish, single seeded berries, coated with a white wax, ripening in the early autumn and usually falling during the winter. The bark is smooth, compact, dark gray or light brown on the surface and dark redbrown internally (Sargent 1961).
Distribution: Pacific waxmyrtle occurs in canyons and hill slopes of the coastal region from the Santa Monica Mountains of Los Angeles County northward to Del Norte County, and north to Washington (McMinn 1939). For current distribution, please consult the Plant profile page for this species on the PLANTS Web site.
Adaptation
Myrica californica thrives in wet soil conditions and is drought tolerant. It grows best in full sun in an open position and can tolerate light shaded areas. This species prefers a peaty soil or lime free loamy soil.
Establishment
Propagation from Seed: Seeds are best sown as soon as ripe in the autumn in a cold frame. Stored seeds will germinate faster if they go through a three-month period of cold stratification and then are sown in a cold frame. As soon as the seeds are ripe, place them in seed trays or containers. When seedlings are large enough to handle, place them in individual pots and grow them in a cold frame for the first winter. Plants should be planted into their permanent positions in the late spring or early summer.
Management
In exposed situations, the wax myrtle forms a little more than a bushy arborescent shrub but in protected areas it becomes a medium sized tree, much branched and densely leafy, with a gray warty unfissured bark (Howell 1949). Plants injured by fire sprout from the heavy root crown (Ibid.).
Plant Materials <http://plant-materials.nrcs.usda.gov/>
Plant Fact Sheet/Guide Coordination Page <http://plant-materials.nrcs.usda.gov/intranet/pfs.html>
National Plant Data Center <http://npdc.usda.gov>
Cultivars, Improved and Selected Materials (and area of origin)
Available through native plant nurseries within its range. Contact your local Natural Resources Conservation Service (formerly Soil Conservation Service) office for more information. Look in the phone book under "United States Government." The Natural Resources Conservation Service will be listed under the subheading "Department of Agriculture."
References
Britton, N.L. 1908. North American trees. Henry Holt & Company, New York, New York
Farrar, J.L. 1995. Trees of the northern United States and Canada. Iowa State University Press, Ames, Iowa.
Grae, I. 1974. Nature's colors-dyes from plants. MacMillan Publishing Company, New York, New York.
Howell, J.T. 1949. Marin Flora: manual of the flowering plants and ferns of Marin County, California. University of California Press, Berkeley & Los Angeles, California.
McMinn, H.E. 1939. An illustrated manual of California shrubs. University of California Press, London, England.
McMinn, H.E. & E. Maino 1963. An illustrated manual of Pacific Coast trees. University of California Press, Berkeley, California.
Pojar, J & A. MacKinnon 1994. Plants of the Pacific Northwest coast: Washington, Oregon, British Columbia, and Alaska. Lone Pine Publishing, Redmond, Washington.
Preston, R.J., Jr., 1989. North American trees. 4 th ed. Iowa State University Press, Ames, Iowa.
Rehder, A. 1990. Manual of cultivated trees and shrubs: hardy in North America. 2 nd ed. Dioscorides Press, Portland, Oregon.
Sargent, C.S. 1961. Manual of the trees of North America. Vol. 1. Dover Publications, Inc., New York, New York.
Thomas, J.H. 1961. Flora of the Santa Cruz Mountains of California. Stanford University Press, Stanford, California.
Wyman, D. 1965. Trees for American gardens. The MacMillan Company, New York, New York.
Prepared By:
Jammie Favorite formerly USDA, NRCS, National Plant Data Center Baton Rouge, Louisiana
Species Coordinator
M. Kat Anderson
USDA, NRCS, National Plant Data Center, c/o Plant Sciences Dept., University of California, Davis, California
Edited: 19jun02 jsp; 060802 jsp
For more information about this and other plants, please contact your local NRCS field office or Conservation District, and visit the PLANTS Web site<http://plants.usda.gov> or the Plant Materials Program Web site <http://Plant-Materials.nrcs.usda.gov>
The U.S. Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, sex, religion, age, disability, political beliefs, sexual orientation, and marital or family status. (Not all prohibited bases apply to all programs.) Persons with disabilities who require alternative means for communication of program information (Braille, large print, audiotape, etc.) should contact USDA's TARGET Center at 202-720-2600 (voice and TDD).
To file a complaint of discrimination write USDA, Director, Office of Civil Rights, Room 326-W, Whitten Building, 14th and Independence Avenue, SW, Washington, DC 20250-9410 or call 202-720-5964 (voice or TDD). USDA is an equal opportunity provider and employer.
Read about Civil Rights at the Natural Resources Convervation Service. | <urn:uuid:32664e65-f230-4f4b-936e-9d89d4eb2bd1> | CC-MAIN-2020-40 | https://plants.usda.gov/plantguide/pdf/cs_moca6.pdf | 2020-09-21T13:19:43+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00104.warc.gz | 570,934,711 | 1,561 | eng_Latn | eng_Latn | 0.935711 | eng_Latn | 0.974208 | [
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SUPERVISED AGRICULTURAL PROJECTS
* In all agriculture classes, students are required to have a supervised agricultural project.
* Generally, students involved in the Agriculture Program take a core curriculum of classes, in doing so your student is in an agriculture class every year in high school. Every year the student must complete another project or another 50 hours on an existing project, if the student has breeding animals.
* The project requires 50 hours minimum to be put in each year. (25/semester)
* This project is 20% of your student's grade, depending on the agriculture class they are taking every year.
* This project does not mean that your student will pass or fail the course they are enrolled in based on hours, effort, or success of the project. It is only a percentage of their grade base on a 100% grading scale.
* All of the teachers in the agriculture program strive to help the students achieve to their fullest potential. If the students achieve 100hrs each year they may be eligible for the State Farmer, the highest degree a high school student can earn in this leadership organization.
Types Of Supervised Agricultural Projects
* ALL PROJECTS MUST BE APPROVED BY THE SUPERVISING AGRICULTURE TEACHER!!
* Projects can include; nursery/greenhouse, landscaping, livestock, poultry, rabbits and any project centered around agriculture that the Agriculture teacher approves.
Contracts And Responsibilities
* All students no matter the project will be responsible for signing a contract that will clearly explain the requirements and level of responsibility required from the student before the project begins. The contract will stipulate rules/regulations, consequences if responsibilities are not upheld. All contracts are to be signed by: parents, students & agriculture teacher before the project begins.
* All records for the Supervised Agricultural Project will be kept in the students' record books and graded by the agriculture teacher on a weekly basis. This will ensure that student, teacher and parent can and will be informed of students' progress on a regular basis.
* If the contract is not signed by all of the above-mentioned parties and all terms agreed upon, a project will not take place, the student will take a zero on that percent of their grade in the agriculture class that they are enrolled in at the time.
Costs
* Livestock/Poultry/Rabbits
* Landscape/ Gardening projects vary depending on how extensive the project is, from zero cost to unlimited expense.
** These are only estimates, and are subject to change. Rabbits and Poultry are based on market prices and the quantity desired at the time.
Livestock/Animal Projects
* Projects are to be done outside of classroom instruction time period.
* ALL PROJECTS MUST BE APPROVED BY THE AG TEACHER!
* Projects can occur at home or on the school facilities.
* A contract will be signed by all parties involved, negotiating time period of the project, money involved, feed, and time responsibilities.
* It is the student's responsibility to obtain a buyer.
* $100 DEPOSIT (NON – REFUNDABLE) WILL BE REQUIRED FOR ALL BUYERS
* The student, the parent and the teacher will sign the agreement that will stipulate that the animal is being raised for educational and personal gain of the student, and will be consumed by the buyer. (This applies to market projects only!)
* The buyer can be anyone: parents, neighbors, friends, businesses, etc. The reason for the buyer is to ensure that when the project comes to an end (60-120 days later) the animal gets butchered, the student has completed their responsibility, and the buyer gets home grown, quality meat in their freezer.
The object of the project is to give the students the opportunity to get hands on experience:
*
-Raising, caring, and feeding livestock
- Public relations and Sales (finding a buyer)
- Responsibility
-Time management
- Valuable on-the-job skills
* Showing an animal at the Orange County Fair requires the students to continue feeding their animal twice a day, cleaning the pen once a day, and attending required weekly meetings and complete their project tasks through August 1 st . If you have any questions ask the Ag teacher.
* The animal is for exhibit at the Orange County Fair in July. The animal will only go through the auction if it is deemed to be "market ready" by the presiding judge. The student will be able to sell their market project if they meet all of their contractual obligations.
Landscape/Nursery Projects
* Projects must be done outside of the classroom instruction time period.
* ALL PROJECTS MUST BE APPROVED BY THE AG TEACHER!
* Projects generally occur at home, such as: landscaping in the back yard, front yard, constructing a pond, lawn mowing business, anything requiring labor, beautification, or some type of construction or improvement.
* Generally students choose to landscape a part of their parents yard. This is just an example of a project a student can do, there are many more possibilities, please talk to your agriculture teacher if you have any questions or ideas about the project your child would like to pursue.
* A contract will be signed by all parties involved, negotiating time period, pay (if applicable), supplies, and scale of the project.
* Students will learn these valuable skills from this project:
-Responsibility
-Time Management
-Record Keeping
-Plant and Tool ID
-Valuable on-the-job skills | <urn:uuid:dac9f8fa-1111-43b5-ad55-07bd68035b6d> | CC-MAIN-2018-26 | http://www.buenaparkffa.com/uploads/1/2/6/9/12691395/supervised_agricultural_projects.pdf | 2018-06-18T05:15:22Z | crawl-data/CC-MAIN-2018-26/segments/1529267860089.11/warc/CC-MAIN-20180618051104-20180618071104-00455.warc.gz | 392,060,763 | 1,106 | eng_Latn | eng_Latn | 0.998417 | eng_Latn | 0.998481 | [
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This Month in History
East India Company's rule of India ended as the Crown took over its territories in 1858, James (Gentlemen Jim) Corbett, boxing champion, born in 1866, Nicholas Breakspear (Pope Adrian IV), only English Pope, died in 1159.
the Second World War ended with the surrender of Japan in 1945*, Thomas Telford, engineer, died in 1834.
[*This is the date of the signing of the surrender document although the UK denotes 15th August as Victory Over Japan Day, commemorating the announcement of the formal surrender.]
Cromwell defeated a Royalist army at the Battle of Worcester in 1651, Britain introduced the Gregorian calendar in 1752 so that 3rd September became 14th September, Allied forces invaded Italy in 1943.
Palestinian terrorists killed two and took nine Israeli athletes hostage at the 1972 Munich Olympic Games (all the hostages were later killed).
first V2 rocket hit London in 1944, King Richard I (the Lionheart) born in 1157.
Henri Toulouse-Lautrec, painter, died in 1901.
American Express cards launched in the UK in 1963.
terror attacks on the World Trade Centre, New York in 2001.
Roald Dahl, writer, born in 1916, James Wolfe, general, died in 1759.
Napoleon entered Moscow in 1812, Princess Grace of Monaco (aka Grace Kelly) died in 1982.
tanks were used for the first time in the Battle of Flers-Courcelette in 1916, Alexander Fleming discovered penicillin in 1928, Titus Oates, Protestant plotter, born in 1649, Dame Agatha Christie, novelist, born in 1890, Isambard Kingdom Brunel, engineer, died in 1859, William Seward Burroughs, adding machine pioneer, died in 1898, Willy Messerschmitt, aircraft designer, died in 1978.
Post Office Savings Bank established in 1861, Britain's first Women's Institute formed in 1915 in Llanfairpwllgwyngyllgogerychwyrndrobwllllantysiliogogogoch, Lauren Bacall, actress, born in 1924, Lloyd Grossman, broadcaster, born in 1950, King Henry V (reigned 1413-1422), born in 1387, Maria Callas, soprano, died in 1977.
foundation stone laid for the new William Farr School building by Mrs William Farr in 1958, Soviet Army invaded Poland in 1939, Camp David agreement between Israel and Egypt signed in 1989, Damon Hill, racing driver, born in 1960.
,
Lance Armstrong, cyclist, born in 1971, Samuel Johnson, writer, born in 1709, Greta Garbo actress, born in 1905.
George Cadbury, chocolate manufacturer, born in 1839, William Lever, soap manufacturer, born in 1851, Thomas Barnardo, philanthropist, died in 1905.
in 1519 Magellan set sail on a voyage around the world and in 1522 one of the ships made it back to become the first to circumnavigate the globe, Attila and his Huns defeated at the Battle of Chalons in 451, Britain came off the gold standard in 1931.
the first TV commercial (for Gibbs SR toothpaste) broadcast on ITV in 1955, Anne of Cleves, fourth wife of Henry VIII, born in 1515, Michael Faraday, chemist, born in 1791.
Julio Iglesias, singer, born in 1943, Bruce Springsteen, singer, born in 1949, Sigmund Freud, psychoanalyst, died in 1939.
first blood transfusion performed in Guy's Hospital in 1818.
Olivia Newton-John, singer, born in 1948, Bryan Ferry, musician, born in 1945, Sir Barnes Wallis, engineer, born in 1887, James Keir Hardie, founder of the Labour Party, died in 1915.
Society of Jesus (Jesuits) formed in 1540, Gracie Fields, singer, died in 1979.
twinning agreement with Moncé en Belin signed in Welton in 1974, Gamal Abdel Nasser, Egyptian leader, died in 1970.
the London police began duty in 1829, Richard II (1377-1399) deposed by Henry Bolingbroke (Henry IV) in 1399, Gwyneth Paltrow, actress, born in 1973, Lech Walesa, President of Poland 1990-1995, born in 1943, Miguel de Cervantes, writer, born in 1547, Horatio Nelson, naval commander, born in 1758, Billy Butlin, holiday camp pioneer, born in 1899.
Peace in our Time declaration by Neville Chamberlain in 1938. | <urn:uuid:b164295a-dbe5-4bfe-9a7f-d27504958c1b> | CC-MAIN-2020-40 | https://weltonnews.files.wordpress.com/2020/08/this-month-in-history-1.pdf | 2020-09-21T12:03:26+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00108.warc.gz | 697,635,439 | 1,075 | eng_Latn | eng_Latn | 0.950325 | eng_Latn | 0.978371 | [
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Windy Loves… Peaches!
How do peaches grow? On a plant in the ground? NO. On a bush or vine? NO. Peaches grow on a tree!
Peaches and Nectarines are the same fruit, except for one major difference: Peach skin is fuzzy, while nectarines are smooth.
Peaches are best when eaten raw, but can be added to fruit salads, eaten with yogurt or granola, and made into many other yummy treats. Peaches are naturally sweet so they don't need anything added to enjoy this delicious treat.
Get creative! Peaches, sliced in half and placed on the grill for a few minutes are also very delicious.
Did You Know that...?
Peaches are good for you! They are full of:
- Vitamin A – great for making your eyes strong!
- Vitamin C – supports a healthy immune system to keep you from getting sick
- Fiber – aids in digestion for your tummy
- Beta Carotene – again – good for the eyes and immune system (similar to carrots – remember that?)
Prepare at Home
Homemade Peach Sorbet
Ingredients
4 medium – peach
2 tablespoon – honey
1 tablespoon – lemon juice
Directions
- Slice and freeze peaches. (Leave the skin on, or peel if you want!)
- In a high powered blender or food processor combine peaches, honey to taste, and lemon juice. Process until smooth. Depending on your blender or food processor, you may need to add a little bit
of water.
- Eat immediately for a softer texture, or transfer into a freezer container, cover and freeze for 3-4 hours or until firm.
© 2012-2018 BioVentures, LLC, All Rights Reserved
Child:
Wash the peaches.
Parent:
Peel and slice peaches.
Peaches are so soft that your child can cut with a plastic knife.
Child:
Play with the peach pits, explore them with your senses
Child:
Pour all ingredients into the blender.
Parent:
Blend peaches until smooth.
Both: Enjoy your refreshing and healthy snack!
Play with your Food…
While you are preparing fresh peaches, use the time to teach new words and healthy eating.
New words:
- Have your child smell, touch, taste, and look at the peach. Is the peel smooth or fuzzy? What does the peach look like? Is it all one color or does it have many colors? Ask them to smell the peach and then describe it to you.
- Slice open a peach and have your child describe what they see. Is it juicy? What color is inside? What is that thing in the middle? Explain to them that the peach seed is protected inside the woody husk, and this is called the peach pit. What does the pit look like? How does the pit feel?
Library Books about Peaches and Healthy Food
Reading and talking about books is the best way to school success. Take a trip to your local library and let your child pick a book or two about healthy foods.
James and the Giant Peach – by Roald Dahl (Recommended for ages 9+)
Each Peach Pear Plum – by Janet and Allen Ahlberg (Recommended for ages birth-5 years old)
Peach and Blue – by Sarah Kilbourne (Recommended for ages 58)
Peaches on the Beaches – by Brian P. Clearly (Recommended for ages 5-6)
Ruby's Peaches – by Cindy Madara (Recommended for ages 4-8)
Three Perfect Peaches – by Cynthia C. DeFelice & Irene Trivas (Recommended for ages 4-8)
© 2012-2018 BioVentures, LLC, All Rights Reserved | <urn:uuid:03b1e80f-6365-4d1e-b857-4c5409469272> | CC-MAIN-2020-40 | https://windywise.org/PDFiles/peach/Peaches_WISE%20Parent%20Handout.pdf | 2020-09-21T12:05:35+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201699.38/warc/CC-MAIN-20200921112601-20200921142601-00107.warc.gz | 696,720,461 | 762 | eng_Latn | eng_Latn | 0.997718 | eng_Latn | 0.997909 | [
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2010 Drinking Water Quality Report
Contents
4
City of Hemet Water Department 3777 Industrial Avenue Hemet, California 92545
What is in this report?
Our water sources
The purpose of this report is to inform City of Hemet water customers about the sources and quality of our drinking water. The report includes details about where the City of Hemet's water originates, what it contains, and how it compares to standards set by regulatory agencies. All water suppliers are required by federal and state law to prepare and provide a brief annual water quality report to their customers.
In 2010, your drinking water met all U.S. Environmental Protection Agency (USEPA) and State drinking water health standards. The City of Hemet drinking water system did not violate any of the maximum contaminant levels or any other water quality standards.
Need more information?
If you have questions about this report, contact Armando Torres, Water Quality /Conservation Specialist at (951) 765-3711 or by email email@example.com.
Espanol
Este informe contiene informacion muy importante sobre la calidad de su agua de beber. Favor de leerlo a hablar con alguien que lo entienda bien. Para asestencia en espanol llame 765-3710.
The City of Hemet has two water supply sources. Local groundwater is pumped from both the Hemet and San Jacinto Groundwater Basins by eleven deep wells. Nine wells are in the Hemet Groundwater Basin and two wells are in the San Jacinto Groudwater Basin. Stormwater collected in basins infiltrates into the soil to eventually replenish our groundwater supply. In addition, the City of Hemet has one connection with Eastern Municipal Water District. This connection is used only as needed to supplement our water supply.
Source Water Assessment
An assessment of the drinking water sources for the City of Hemet was completed in June 2002. City of Hemet wells are not considered vulnerable to any potential activities associated with contaminants detected in the water supply. The wells are considered most vulnerable to the following activities: sewer collection systems, a fire station, high density housing, and transportation corridors or road right of ways. To review a copy of this report, contact Ron Proze, City of Hemet Water Superintendent at (951) 765-3710.
Public Participation Opportunity
The Hemet City Council meets twice each month on the second and fourth Tuesday at 7:00 PM in the Council Chambers located at 450 E. Latham Avenue.
Public comment is accepted during "Communications from the Public" on the agenda.
City of Hemet 2010 Drinking Water Quality Report
Why is there anything in drinking water?
How do drinking water sources become polluted?
Drinking water, including bottled water, may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the USEPA's Safe Drinking Water Hotline (1-800-426-4791).
In order to ensure that tap water is safe to drink, USEPA and the California Department of Public Health (Department) prescribe regulations that limit the amount of certain contaminants in water provided by public water systems. Department regulations also establish limits for contaminants in bottled water that must provide the same protection for public health.
Special precautions to those vulnerable to contaminants
Some people may be more vulnerable to contaminants in drinking water than the general population. Immuno-compromised persons such as persons with cancer undergoing chemotherapy, persons who have undergone organ transplants, people with HIV/AIDS or other immune system disorders, some elderly, and infants can be particularly at risk from infections. These people should seek advice about drinking water from their health care providers. USEPA/Centers for Disease Control (CDC) guidelines on appropriate means to lessen the risk of infection by Cryptosporidium and other microbial contaminants are available from the Safe Water Drinking Hotline (1-800-426-4791).
The sources of drinking water (both tap water and bottled water) includes rivers, lakes, streams, ponds, reservoirs, springs, and wells. As water travels over the surface of the land or through the ground, it dissolves naturally-occurring minerals and, in some cases, radioactive material, and can pick up substances resulting from the presence of animals or from human activity.
Contaminants that may be present in source water include:
Microbial contaminants, such as viruses and bacteria that may come from sewage treatment plants, septic systems, agricultural livestock operations, and wildlife.
Inorganic contaminants, such as salts and metals, that can be naturallyoccurring or result from urban storm water runoff, industrial or domestic wastewater discharges, oil and gas production, mining, or farming.
Pesticides and herbicides that may come from a variety of sources such as agriculture, urban storm water runoff, and residential uses.
Organic chemical contaminants, including synthetic and volatile organic chemicals, are by-products of industrial processes and petroleum production, and can also come from gas stations, urban storm water runoff, agricultural application, and septic systems.
Radioactive contaminants, can be naturally-occurring or be the result of oil /gas production and mining activities.
Important health information
Nitrate: Nitrate in drinking water at levels above 45 mg/L [milligrams per liter—equivalent to parts per million (ppm)] is a health risk for infants of less than six months of age. Such nitrate levels in drinking water can interfere with the capacity of the infant's blood to carry oxygen, resulting in a serious illness; symptoms include shortness of breath and blueness of the skin. Nitrate levels above 45 ppm may also affect the ability of the blood to carry oxygen in other individuals, such as pregnant women and those with certain specific enzyme deficiencies. If you are caring for an infant, or you are pregnant, you should ask advice from your health care provider.
Lead in Drinking Water: If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water is primarily from materials and components associated with service lines and home plumbing. The City of Hemet Water Department is responsible for providing high quality drinking water, but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using water for drinking or cooking. If you are concerned about lead in your water, you may wish to have your water tested. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline or at http://www.epa.gov/safewater/lead.
City of Hemet 2010 Drinking Water Quality Report
2010 WATER QUALITY DATA TABLE
KEY TO ABBREVIATIONS
AL
Action Level
MCL Maximum Contaminant Level
MCLG Maximum Contaminant Level Goal
Micro ohms A measure of conductivity (electric current in water)
N/A
Not Applicable
ND
Non-Detected
pCi/L
ppb
NTU Nephelometric Turbidity Unit (a measure of water cloudiness)
PHG ppm
IMPORTANT DRINKING WATER DEFINITIONS
Maximum Contaminant Level (MCL): The highest level of a contaminant that is allowed in drinking water. Primary MCLs are set as close to the PHGs (or MCLGs) as is economically and technologically feasible. Secondary MCLs are set to protect the odor, taste, and appearance of drinking water.
Maximum Contaminant Level Goal (MCLG): The level of a contaminant in drinking water below which there is no known or expected risk to health. MCLGs are set by the U.S. Environmental Proectection Agency.
: The highest level of a
Maximum Residual Disinfectant Level (MRDL)
disinfectant allowed in drinking water. There is convincing evidence that addition of a disinfectant is necessary for control of microbial contaminants.
Picocuries per liter (a measure of radioactivity)
Public Health Goal
Parts per billion
Parts per million
The level of a contaminant in drinking water below which there is no
Public Health Goal (PHG):
known or expected risk to health. PHGs are set by the California Environmental Protection Agency.
MCLs for contaminants that affect health along
Primary Drinking Water Standard (PDWS):
with their monitoring and reporting requirements, and water treatment requirements.
Maximum Residual Disinfectant Level Goal (MRDLG): The level of a drinking water disinfectant below which there is no known or expected risk to health. MRDLGs do not reflect the benefits of the use of disinfectants to control microbial contaminants.
Regulatory Action Level (AL): The concentration of a contaminant, which, if exceeded, triggers treatment or other requirements that a water system must follow.
City of Hemet 2010 Drinking Water Quality Report
Keep our water clean! Please!
Preventing pollution is much easier and less costly than cleaning up after the fact. Here are some simple pollution prevention activities that can easily be incorporated into daily activities:
Lawn Care—Excess fertilizers and pesticides applied to lawns and gardens wash off and pollute streams. In addition, yard clippings and leaves can wash into storm drains and contribute nutrients and organic matter to streams.
[x] Avoid overwatering your lawn.
[x] Use pesticides and fertilizers sparingly; use only recommended amounts; use organic mulch and safer pest control methods whenever possible.
[x] Don't sweep or blow yard waste into the street or storm drains.
Auto Care—Washing your car and degreasing auto parts at home can send detergents and other contaminants through the storm drain system. Dumping auto fluids into storm drains is like dumping the materials directly into a waterbody.
[x] Use a commercial car wash that treats or recycles its wastewater, or wash your car on your yard so the water infiltrates into the ground.
[x] Repair leaks and dispose of used auto fluids and batteries at designated drop-off or recycling locations.
Pet Waste—Pet waste can be a major source of bacteria and excess nutrients in local waters.
[x] When walking your pet, remember to pick up the waste and dispose of it properly. Flushing pet waste is the best disposal method. Leaving pet waste on the ground allows harmful bacteria and nutrients to wash into the storm drain and eventually into local waterbodies.
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A History of the Korean Anarchist Movement
Ha Ki-Rak
Contents
1. Prologue
A. People's Struggle for Self-Liberation- Until the Dawn of the Modern Age
In the course of developing from the primitive family society to the tribal society and further to the union of tribal societies, there emerged the three ancient kingdoms; the Kokuryo dynasty (37-668), the Baekje dynasty (346-660) and the Silla dynasty (356-935).
Before the modern age, land was the major means of production. Once a group of conquerors with a king at their summit had formed a ruling class, they would put the land under their control and establish a system that was exploitative of the farmers. This was the so-called state.
Seen from this point of view, the successive kingdoms, such as the United Silla dynasty (676-935), the Koryo dynasty (935-1392) and the Lee dynasty (1392-1910) were not heterogeneous in essence. Throughout the rule of the dynasties, there had been intermittent outbursts of revolt from the farmers whenever the exploitation became unbearable. This not only vitally wounded the dynasties, but also the ability of the farmers of support themselves.
A vicious circle occurred whenever a dynasty was replaced with another.
Let us take for example the foundation of the Lee dynasty. Upon the establishment of the dynasty, the new regime confiscated all the large private farms owned by Koryo dynasty dignitaries and re-divided them among the new civil and military bureaucratic classes.
Farmlands in the country were re-divided among royal families, bureaucrats, distinguished subjects, provincial powerful families and offices and public organisations in central and provincial areas. The farmers cultivating the lands were forced to pay a land tax of more than half their products to the owners and authorities. Therefore, although the owners of the lands and the tax collectors had changed, the situation for the farmers remained the same. In addition, the centralistic bureaucratic system of the Lee dynasty had divided the people into castes such as the Yang-ban (aristocrats of civil and military), the middle class, ordinary class and lower class, in order to limit their social position and wealth from birth. This caste system was supported by the Neo-Confucian ideology.
At the end of the Lee dynasty, the tax-free lands of various officials gradually increased, while the taxable lands decreased less and less. To make the situation worse, officials of various ranks collected several kinds of arbitrary taxes for the private avarice, while the provincial officials imposed a tax called the To-kyeol, which imposed extra rates on top of existing taxes, such as the 'wasteland tax' on uncultivated lands. They charged one pil (a bundle of clothes) of military cloth for one adult man. The average exchange rate of the cloth to rice was one pil to 6 du (=0.496 English bushels ) of rice, which was a higher rate per unit than the land tax of 4 du. Furthermore, in the case of a family with two grown men (father and sun for example), the amount of cloth amounted to 12 du, and in the case of three men, as much as 18 du, making the tax too heavy a burden for farmers.
Unable to bear the burden of over-taxation, many farmers had to abandon their lands to become drifting people. In this case, their relatives or neighbours were forced to pay the tax for these drifters. There was a relief system of cereals lent to the poor, but this system resulted in officially managed usury to exploit the poor.
To make matters worse, floods, frequent in the 19th Century, and cholera, which prevailed in 1821, put the whole nation in chaos. The exploitation of the disorder by the land military and cereal repayment administrations drove the farmers to resist. Many farmers who had been forced to abandon their lands became robbers, while the farmers who remained suffering the misadministration at last stood up in revolt across the country, attacking office buildings and dispelling corrupt officials sporadically throughout the 19th Century. The society contained many contradictions that could not be resolved without the system of exploitation being fundamentally reformed. It was a problem that could not be solved by any means other than a social revolution, but the people had not yet been so enlightened as to launch an organised revolutionary movement.
B. Realism Movement as an Ideology of Farmer's Revolution
The Realistic School at the end of the Lee dynasty busied itself with the reform plans of the land system in order to resolve the accumulated contradictions of the feudal society.
Yu Hyang-Won (1622-73) proposed the Kyun-Jeon System (Average Land Own System) presupposing in the preface of his book Su-rok that "once the economic world is in order, everything will be solved." Lee Ik (1681-1763) pointed out that while the Kyun-Jeon System appeared to be reasonable, it was not that practical, and proposed the Upper Limit System, whose purpose was to put the upper-limit in buying land, thereby preventing the land annexation and gradually proceeding to reach the ideal state of the Kyun-Jeon System. That is to say, it was a policy of protecting poor farmers. Chung Dasan (1760-1833), one of the greatest realistic scholars of the Lee dynasty, proposed the Yeo-Jeon System. He asserted that the Kyun-Jeon System would be contrary to the principle of the farmer's ownership of the land and couldn't prevent land annexation. Nor could Lee Ik's theories, taken by themselves, save the country from its condition. When asked as to what the motive of writing his book Kyeung Se Yu Pyo, he said, "When I think deliberately about our society, there is not a thing in it which is not ill. If we do not heal the disease now, our nation will come to ruin without doubt."
Influenced by Yu Hyang-Won, Lee Ik and other realistic thinkers, the young Dasan came into contact with the recently introduced Catholic religion, making him a reformist mind of a kind rare at the time.
He passed the Kwa-Keo (examination for government officials) early on, and became an official. He was loved, and his talents recognized, but he was persecuted as a Catholic in 1801 during the Heresy Affair and exiled to the remote Jeon-Nam province. Here he observed and experienced the miserable lives of the farmers around him and it was during this period of his unhappy exile that he proposed the Yeo-Jeon System.
Dasan daringly proposed that in order to bring about social reform, land should be divided into Yeo (village community of roughly 30 families) units and be commonly owned and cultivated, and that the products be divided in accordance with the amount of labour-imput. He said, "The man who farms land will have the land, while the man who does not farm land will not have the land, in compliance with the principle of farmer's ownership of the land."
"There is no demarcation land of my land and your land in the lands of a Yeo; the whole people of the Yeo own the land and cultivate is collectively. They will name a manager who records the daily work of each Yeo person and the products will be divided according to the work days…
The man who participates in the farming will receive his share of the grains, while the man who does no participate in the farming will not get a share. A craftsman will exchange his crafts for grains. And a merchant will buy grains with his money. Sp there will be no difficulties in their living.
Sa (intellectuals, aristocrats) will also have to participate in the productive activities; otherwise they won't be able to receive any share of the grains at harvest time. True, the proposal of my Yeo-Jeon System is to solve these problems. Why should the man who has the title of Sa try to grab the products of the land and swallow the fruits of labour without toil? Because the men with the title Sa eat without doing any work, the benefits coming from the land are not developed to their full extent and the ill of the society continues to accumulate.
If the men of Sa realise the facts that they wouldn't be able to receive any share unless the work hard, they will participate in the faring willingly. Some of them will choose to be craftsmen or merchants instead of being Sa; some of them will engage in the works of developing the technique of farming by improving seeds, conducting agricultural experiments, making better farming machines and tools and promoting irrigation systems and so on. They will be able to develop the agricultural industries to help the farmers. Some of them will engage in the education of the farmer's children and in the training of adult farmers. So there will be an appropriate reward for their mental work. A day of mental work will be counted as several days of manual work according to their contribution."
Here Dasan supported the public's freedom of occupation in general but rejected the principle of an idle and unproductive exploiting class.
Dasan was optimistic about the difference of wealth among people of the Yeo inter-village, which would be adjusted naturally by way of free migration. "It is natural for people to follow benefit, just as water naturally flows to the lower place." In case there were abundant lands to cultivate but a shortage of hands, or adversely, too many people for the lands, populations would move to even things out, without administrative enforcement, just as water flows.
The Yeo-Jeon System is based on the assurance that the people have the right to live on the free will of the individual. The Yeo rejects any kind of enforcement, asking 'why should we need enforcement when the dignity of labour is esteemed as the sacred right of human life?' and asserting that 'freedom of an individual and social solidarity would make a beautiful harmony to build the spiritual basis of society, with a morality summed up by self-help, cooperation and diligence.'
Dasan discussed the origin of political power as follows in his Tang-ron (Tang being an emperor's name in old China): "Where does the king come from at all? Has he come from Heaven? Or has he sprung up from the earth? A representative will be selected by five families to form a Yeo meeting, representatives selected by the Yeo conferences form a county council, representatives of the county councils get together to form a national congress and they select a representative, this man will be the king.
If there are 64 dancers in the yard, we select a man among them as the conductor to lead the dance party. If he accomplishes his work successfully, the audience will applaud him as 'our conductor.' If he fails to do so he will be dragged out to be replaced by another able one. A representative of a group is the same."
He placed the so-called chief (representative) of any group at the same level as a conductor of an orchestra. The right of appointment and dismissal would always lies with the people who were members of the group. He asserted a direct democracy based on the right of recall by the people.
We find an ideology of self-liberation in Dasan. However, his age was not right to accept his ideas. His voice remained as an empty echo of a scholar in exile. It took another century for his theory to receive the proper social response.
C. The Peasant Revolutionary War
Choi Jae-Woo (1824-1864), founder of the Dong Hak Movement, was a descendant of a fallen aristocracy. He grew up in a country troubled from within and without. In the early 19th Century, many popular uprisings broke out. In addition, there were natural disasters and contagious diseases that made people's lives unbearably painful. In the later part of the 19th Century, the western powers invaded the east like a mountainous wave. Choi's love for his country made him ask, "How can the society be made secure? How can the people be saved from hunger and misery caused by the political insecurity?" It was not a situation to be viewed with the static attitude of quiet scholars, but rather, an urgent one requiring revolutionary action.
During the 1860's, many peasant rebellions occurred against the oppressive government. It was required to organise the people's energy into a unified revolutionary force. In response, Choi Jae-Woo declared a new social idea, both against the western religion of Roman Catholicism and the deteriorated Confucianism. This new idea was the so-called Don Hak, Dong meaning 'eastern' and Hak meaning 'study'.
The doctrine of the Dong Hak can be summarized as follows: Man is Heaven, we must respect Man as Heaven, Man and Heaven are one and the same. Choi declared absolute liberalism and was against any form of inequality, being resolutely against feudalism, despotism and domination, all kinds of exploitation and discrimination, such as aristocrat and commoner, legitimate and illegitimate, master and slave, man and woman, old and young, rich and poor and so on.
His clear sense of history was well expressed in his characteristic view of revolution. He divided history into two periods, the Ante-Heaven Period and the PostHeaven Period, Heaven meaning the enlightenment or dignity of man. He claimed that history up to his time was the Ante-Heaven Period, but that the new history of the Post-Heaven Period would begin with his new idea. The Ante-Heaven Period was represented as the 2000 years that the people were oppressed under the tyranny of the successive dynasties, while the Post-Heaven Period would be free of all kinds of oppression.
The peasant revolts that occurred in the Yeungnam, Honam and Kiho provinces were subdued in 1863, but insurrections continued intermittently. In the 1890s, peasant riots broke out again. Lord Daewon, the then ruler of Korea, was badly in need of funds for the reconstruction of the Kyoungnbok Palace, and he sold government posts to raise the fund. The officials who bought these posts levied heavy taxes on the people to compensate for their expense, thus accelerating the vicious circle.
In addition, the monopolistic Japanese pillage trades through the ports (Wonsan and Pusan) that were opened to foreign trade was sending the social and economic situations into uncontrollable confusion. The severe droughts that occurred at the Honam province (a granary of Korea) during the periods of 1867-77 and 1888-89 made the situation worse. Now, not only the farmers but the fishers and miners staged riots, and groups of bandits appeared all over the country. The uprisings by the provincial people to repel the governors now changed the character of the uprisings into armed revolts. Under such conditions, the Dong Hak Movement spread across the southern provinces.
Choi Jae-Woo was executed in March 1964, on the charges of deluding the world and deceiving the people. The follower's petition for his pardon was completely ignored.
Some leaders of the Dong Hak recognized that peaceful demonstrations would have no effect on the administration, and finally decided to organise a peasant's liberation force and undertake armed resistance. National security and welfare for the people (to break down the antagonism of the feudal classes, oppose oppression and exploitation and achieve human liberation) was the motto under which the revolutionary farmers gathered.
The peasant army occupied Goboo on January 10th, 1894 (lunar calendar), Kamku and Buan on the April 4th, Heungduk and Kohgang on April 8th and Mooju and Jangsu on April 9th successively. The victorious army snowballed as they marched, punishing the avaricious officials and confiscating weapons, and when it took up its position at Mount Kosan in Mujang on April10th, the strength of the army had reached about 10 000 soldiers. The manifesto declared at the time stated:
"… All officials of higher and lower ranks are neglecting the emergency of this country and only seeking the enrichment of individual and prosperity of his clan, considering the Kwa-Keo as means of money-making and so the examination hall has become the market place for trading… Without paying attention to the national debts, government officials are busy indulging in luxury and lewdness with an insolent attitude, leaving the people exploited and reduced to great misery… We, people of this country who are peasants cultivating the national land and live on farming, cannot look on this with indifference. Right here, we are united in one mind and in one force to declare our just determination with death to stand to save the nation and people…"
Jeung Bong-Joon, Seon Wha-Joong, Kim Gae-Nam of Honam Volunteer Corps.
The peasant army defeated the government army at Youngkwang on April 13th, Hampyong on April 16th, Changsung on April 23rd and occupied Jeonju, capital of the Honam province, on April 27th.
The peasant army made it its supreme purpose to win without shedding blood and made it its policy to minimize casualties even if they did have to fight. Among the 14 principles of the army, they expelled degenerated local officials, did not pursue defeated and running enemy, treated those who surrendered well and protected the poor and sick. They marched ahead with flags inscribed with these principles, maintaining military discipline strictly. Thus the peasant army occupied 53 guns (counties) that produced about half of the country's grain, just 4 months after they revolted at Koboo, administering the areas, establishing the Farmer's SelfRule Committees, abolishing feudal class discrimination, re-dividing the farmlands and others, similar to the situation of the Spanish farmlands during the Spanish Revolution in July 1936.
Upon hearing the urgent news of the defeat of the government army in Jeonju area, the central government hurriedly sent reinforcements. But the reinforcements dispatched were reduced to half their original strength by the time they arrived in Jeonju area owing to mass desertions. There were two severe clashes on the 1st and 2nd of May, but the government army could not suppress the revolutionaries by force because of their encirclement by the revolutionary army, which had by now been also reinforced and now numbered in the tens of thousands. The revolutionaries also had to be careful because of rumors that the government was employing foreign troops to suppress them. The government, however, was forced to accept the revolutionary proposals, and a tentative peace treaty was concluded in Jeonju on May 7th.
The reform proposals included the removal of exploitation and deprivation at the hands of degenerated local officials, liberation of slaves, abolition of the feudal caste system, punishment for those making illicit exchange with foreign countries (thus excluding foreign invasion powers), the abolition of public and private debts and the fair re-division and redistribution of farm lands. As a result, the government submitted to the established realities in the liberated areas of Honam province and the revolutionary army stopped its military advance, satisfied with its gains. Following the treaty, the peasant revolutionaries developed their self-rule institution, 'Jipkangso', in the 53 emancipated areas, redressing the feudal caste system and administering farmlands by the farmers themselves.
This movement was about to extend all over the country. Indeed, it was working as an opportunity to finally divide the 2000 years of Korean history into the AnteHeaven Period and the Post-Heaven Period. The rulers themselves initiated all the preceding struggles, with the suppressed and exploited people gaining no benefits whatsoever, no matter which party of rulers won. But in this peasant revolution, we can see the successful class struggle for farmer's self-liberation.
But the monster of royal authority, which had lasted two thousand years, would not withdraw without sacrificing more blood. The head of the ruling class, the king, tried to suppress his own people by bringing in foreign troops in order to preserve his power. This shows that the ruling classes of different nations are homogenous even though they belong to different countries and that the ruling and ruled classes are more heterogeneneous even though they belong and live in the same country. The king secretly requested Chung (China) to dispatch reinforcements. It was July 12th, 1894, that the Chung fleet gathered in Asan Bay. Two days earlier, Japan sent its own troops to Seoul on the pretext of protecting its legation and people. On July 24th, Japanese troops invaded the king's palace, replacing the pro-Chinese government with a pro-Japanese government. On July 25th, the Japanese fleet defeated the Chinese fleet in Asan Bay and attacked Chinese army units at Asan and Kongju. Japanese troops marched on Kongju behind Korean government troops and killed with artillery and machine guns about one hundred thousand peasant soldiers who were gathering there. By November, the Lee dynasty was on the verge of ruin. Dasan, long before, had predicted, "if the diseases were not cured now, the downfall of the country would come without fail." Unfortunately his prophecy came to be realised within one hundred years.
We can outline the 2000 years of Korean history from the viewpoint of the exploitation of the farmers who cultivated the land belonging to the ruling class, as represented by royal authority. In this case, the exchange of several dynasties meant only the reorganisation of the ruling class, with no change in the exploitative relation. But as this exploitation became severer, it instigated the farmers to revolt against their rulers. And as the revolts occurred frequently, the peasants came to realise their real situation. This self-consciousness was systematised in the Yeo-Jeon System and Tang-ron by the realist scholar Jeong Dasan and put into practice by the revolutionary army of the Dong Hak.
The feudal ruling class was old and degenerated to the degree that it was unable to suppress the revolutionary power and had to invite foreign imperialist powers to preserve its remaining days. Thus, the Korean people had to be subjected to a hard test under a new ruler for the next half century.
Japanese imperialism was able to exert its evil influence over Korea and China only after the demolition of the Dong Hak peasant revolution. It proceeded on to the Chung-Japan War (1894-95), the Russo-Japanese War (1904-05), the annexation of Korea (1910), the establishment of a puppet government in Manchuria (1932), the Sino-Japanese War (1937), the German-Italian Japanese axis (1940) and the Pacific War (1941). Likewise, it was only after the German Nazis' assistance to Franco in destroying the Spanish Revolution in 1937 that they annexed Austria and
Czechoslovakia and initiated the Second World War with the invasion of Poland. Thus, two invasive powers of the East and West joined hands in the Second World War. Even though there was a lag of about 40 years in the beginnings of these struggles and in the tempo of the subsequent interventions, we can evaluate that the 1894 Korean Peasant Revolution and the 1937 Spanish Revolution were of the same world-historical significance in terms of their characteristics as people's liberation fronts against feudalism and exploitation and that they were international wars, interfered with by foreign military forces.
2. Korean Anarchists struggle against Japanese Imperialism
Outlines:
The modern Anarchist movement of Korean began to spread among the fighters who fled to China after the March 1st 1919 Independence Movement (3.1 Movement for short), as well as students and laborers who had gone over to Japan.
The 3.1 Movement was a struggle against Japanese rule. There were over 2 million people in the movement. Over 1500 demonstrations were conducted, with 7500 killed, 16000 wounded and 700 houses and 47 churches destroyed. It was a heroic struggle against Japanese imperialism, with bloodshed across the country.
The modern Anarchist movements of Korea had their roots in the front lines of the 3.1 Movement. Anarchism in Korea opened up with two eminent events in 1923. In China, journalist Shin Chai-Ho, one of the best writers of time, died in Yeosoon prison in Manchuria, where he was serving 10 years for having drafted and announced the Korean Revolutionary Manifesto. In Japan, there occurred a plot to kill the Japanese emperor with bombs, the so-called High Treason Case by Park Yeol and others.
Lee Hwae-Young , Shin Chae-Ho, Yu Ja-Myeong, Lee Eul-Kyu, Lee Jeong-Kyu, Jeong Wha-Am and Paik Jeung Ki organised the Korean Anarchist Federation in China, publishing as its organs Justice Bulletin, Recapture (Conquest) and others. In Japan, Park Yeol, Jeong Tae-Sung, Kim Chung-Han, Hong Jin-Yu, Choi KyuJong, Yuk Hong-Kyun, Seo Dong-Seong, Noguchi Hinji, Jang Sang-Jung, Ha SaeMyeong, Hang Hyeon-Sang, Kurihara Krzuo, Seo Sang-Kyeong, Ogawa Shigeru, Kaneko, Niyiama Shodai and others formed an anarchist group called Futeishya, 'Revolt', in 1922. Although being largely Korean, Japanese anarchists also joined this society.
China by the 1910s was in confusion owing to rival chiefs at the end of the unsuccessful 1911 Revolution that ended in an anticlimax, and the invasion of the coast areas by capitalist powers. The difficulty for the country lay in calling for national unity, democracy and industrial modernisation. The Han people desired to establish an independent nation by overthrowing the Chung dynasty and to defend the country against the penetration of Western powers. The Anarchists of China could not ignore this long-fostered national wish. The spirit of anarchism prompted their enthusiasm and work. The 3.1 Movement in Korea burst out in 1919, and the 5.4 Movement in China had the same spirit and background. The Korean Revolutionary Manifesto drafted by Shin Chae-Ho was the answer to such common international situations.
The situation in Japan was quite different. Having completed her task of modernisation for about half a century and having been victorious in the Sino-Japanese War and Russo-Japanese War, Japan was becoming a capitalist, imperialist power. So there was a working class growing rapidly, along with a severe socialist movement.
Under these conditions, the Korean Anarchist movement in Japan naturally saw the national liberation struggle as being closely connected to that of working class liberation, while in China, the movement put its emphasis on organising a united front to attain Korea's independence. The latter thus retained a heavily nationalistic character, while the former inclined significantly to the left, in connection to the Japanese labor movement. The difference of the socio-political situation in these two countries was responsible for this divergence in the attitude of the Korean anarchist movement. The Anarchist movement in Korea itself can be characterised as having been a merging of these trends.
Generally speaking, the Korean Anarchist movement from 1920 to 1980 can be divided into two eras around August 1945. During the former era, which covers colonial rule, the Anarchist movement was directed to overall resistance to and the thorough destruction of the Japanese occupation, so it was anti-imperialist, antimilitarist, anti-state, anti-government and against the politics of power in general. During the latter period, after the Japanese surrender, the movement objectives became much more constructive. Now, their concern centered on the problem of how to build a society in compliance with Anarchist ideals. The energy that had been spent on destruction had to be poured into the construction of a new society.
From this viewpoint, the following classification of stages can be made;
A. The Former Era- period preceding August 15 1945, which is characterised as the era of national struggle for independence.
1. The quickening period (1920-24)
Announcement of the Korean Revolutionary Manifesto and the plot to assassinate the Japanese emperor.
2. The organising period (1925-30)
Sporadic organisations developed into the formation of a united federation.
3. The fighting period (1931-45)
Fighting against a series of Japanese invasions- the Manchurian Incident, the Sino-Japan War and the Pacific Ocean War.
B. The Latter Era- period after August 15, 1945, which is characterised as an era of struggle to build a new society.
1. Federation of the Free Society Builders.
2. Korean Anarchist General Federation.
3. The Independent Workers and Farmers' Party.
4. Federation of Independent Koreans.
A. The Former Era
1. Quickening Period
a. The Korean Revolution Manifesto
The 'Korean Revolution Manifesto' was the main program of the Korean Anarchist Federation in China and was the spiritual succession of the Dong Hak Peasant Revolution of 1894 and the continuation of the 3.1 Movement.
The gist of the Manifesto is as follows: it begins with a violent the tone, stating, "Burglar Japan violently usurped our independent right and deprived our nation's right to live."
It continues to point out the vampiric acts of exploitation by Japanese imperialists one by one and condemns their barbarous persecution separately, saying that "based upon the abovementioned facts we declare that the burglar politics of Japan is the enemy of our nation's existence and that it is our proper right to overthrow the imperialist Japan by revolutionary means." It is a declaration of war denying and kind of compromise.
Next, the manifesto enters into the character of the revolution. "The revolution in the past was a 'revolution' in which people remained being ruled as before even though the power of A was transferred to the power of B by the so-called revolution, because people were the slaves of the state dominated by the privileged power class that kept control over the people."
The revolution that I mean by can be called the 'people's revolution' or 'direct revolution', because it is a revolution for the people by the people themselves. As it is the direct revolution of the people, the degree and scope exceeds the mathematical measurement and the results of the strife do not follow the ordinary rules of war, so the people without money and soldiers will defeat the king with millions of troops and billions of wealth, going further to drive out the foreign invaders. Therefore the first step of our revolution must be the people's decision to fight by themselves.
The Manifesto clearly distinguishes between the 'political revolution', which is no more that an exchange of the political powers, and the 'social revolution', which changes the social structure fundamentally. It requires people's firm decision to fundamentally change the social structure itself by their own power. It was the reconfirmation of the Dong Hak Peasant Revolution in 1894.
How is it possible for the people to determine to start the direct revolution?
"People are not awakened by the appeal of godly-men, saints and heroes saying, 'People! You must awake!' but by the people themselves recognizing their unequal, unreasonable and unnatural social status, and especially the far-sighted people, the revolutionary forerunners of the whole people."
The Manifesto regards the subject of revolution not as a 'nation', which is a general and abstract concept, but as 'people', which is a concrete substance, and at the same time it stresses the forerunning role of the anarchists in revolution.
Who are the so-called 'people'? "They are the people who are suffering hunger, cold, poverty; their wives and children starving and crying, being pressed to pay taxes and private debts; and those who can not live or die because of their having no freedom of action. They are the people who are starving and ragged due to the oppression and exploitation by the power. But there is one way left for these people. It is the way of revolution. Brave ones with their righteous indignation and the weaker ones longing to escape from the unbearable pains, realised that there is a way of revolution rather than to die in hunger. If the whole people start the revolution in this way and make a united stride forward continuously, than in the end the sly and violent burglar Japan could be driven out. So let us stand up to make our way ahead to open up our new life overthrowing the control of the burglar. A bomb-throwing would be stronger than hundreds of thousands of soldiers and a revolt would be more powerful than hundreds of thousands of copies of newspapers and magazines."
This is the strategy and the tactics of the revolution. The Manifesto urges people to stand up against Japan in accordance with the situation and capacity of individual people. Active or passive un-cooperation and disobedience such as worker's strikes, refusal to pay land rent by farmers, refusal to pay taxes by the general people should be done according to the individual person's situation and the direct action of violence by fighters requires the mobilization of every possible method. We remember that many anarchist fighters threw bombs into the enemy strongholds. The plot by Park Yeol is only one of the many methods.
"Gentlemen and rich men in the various parts of the country shall be met with violence if they hinder or slander our movement by words or actions even if they do not hinder our revolutionary movement openly."
The Manifesto warns against the anti-revolutionary elements remaining within the nation. It also regards destruction as another important aspect of the direct revolution.
"Revolution begins with destruction. But it is not destruction for the sake of destruction it destruction for construction. Without the will to construct, we should not destroy. Without destruction we cannot make a new construction. Construction and destruction is only a superficial distinction. From the spiritual viewpoint, destruction is construction.
First, we wish to destroy the control of the foreign nation. It is because the Korean people's right of independence has been deprived by Japan, a foreign nation. We must expel it out of this land to build the independent life of the Korean people.
Second, we wish to destroy the privileged class. Why? It is because there are burglar groups of the privileged class and their followers who rule the Korean people. We must reject these elements to build a free independent Korea.
Third, we wish to destroy the economic system of exploitation. Why? Because it is a system that enriches the privileged class while leaving the people to starve. We are trying to destroy the pillage system in order to protect the Korean people's right to live.
Fourth, we wish to destroy social inequality. Why? It is because all the political and economic inequalities stem from the social inequality.
Fifth, we wish to destroy the slavery culture. Why? It is because until now the culture was the means of defending the privileged and it has been used as a dope to enslave people."
I have made a brief description of the Manifesto and it can be condensed to the destruction of foreign control and its pillage system, social and cultural injustice and inequality, in order to construct an independent nation with an economy, culture and society of the people and for the people.
"…People are the subject of our revolution. Violence and a refusal to compromise are the most reliable weapons for the revolution. By means of the combination of violence and nonviolence, we Korean people we drive out the burglar Japan, reform all the unreasonable institutions fundamentally, and construct an ideal Korea, where no human could be oppressed by another, and no society be deprived. Let us stand up to attain this goal!"
This is the conclusion of the Manifesto. It defines the people as the subject of any revolution. With the same logic, the main body to 'build an ideal Korea' also should be the people. An ideal Korea consisting of a people's economy, people's culture and people's society is a country where all kinds of political oppression and economic exploitation have ceased to exist. It is a society administered for several months by the peasant revolutionary army and it is the principle of 'land for the cultivators' proposed by Dasan. In our present society, we can add to the principle of 'machines for workers'.
In 1928, the Korean Anarchist Federation in China organised the Eastern Anarchist Federation composed of comrades from the Far Eastern countries, such as China, Japan, Taiwan, Vietnam and others, and published their bulletin DongBang (The East). To procure the funds, some comrades dared to forge international money orders. Shin Chae-Ho was affiliated with this case and was arrested. Sentenced to a 10-year imprisonment, he died in Yeosun prison. The Eastern Federation adopted the Manifesto drafted by Shin Chae-Ho as its formal program. The Federation confronted 'the proletariat of the world especially that of the eastern colonies' with 'the international capitalistic imperialism' and appealed for the firm union of the workers of the whole world for the liberation of the proletariat. The movement front was enlarged to the scope of international imperialist power versus the international suppressed people originating from one ruling nation versus one ruled nation.
b. The High Treason Case
The predecessor of the Heuk-Woo-Hwae (Black Comrade's Society), the HeukRo-Hwae (Black Worker's Society), composed of Park Yeol and others was the planner of the case. Park Yeol, who went to Tokyo after the 3.1 Movement, organised the Korean Working Student's Group with Chung Tae-Sung, Kim Chun-Hae and others in 1919 and organised the Heuk-Ro-Hwae in connection with Japanese anarchists such as Osugi Sakae, Iwasa Sakutaro and others, publishing Korea Revolts.
In the 20th Century, the Japanese imperialists started to invade all Asian countries and ruthlessly oppressed the socialist movement in Japan. For example, in 1910 the executed Kotoku Shusui, the leader of the Japanese anarchists and forged the so-called 'High Treason Case' in retaliation to his Commoner's Newspaper, which opposed the Russo-Japanese War and blamed the invasion of Korea on Japan. During the Tokyo Earthquake in September 1923, they killed Osugi Sakae and his wife, also eminent anarchist leaders. These testify to the facts of their internal oppression.
Te reason that drove the Japanese imperialists into such ruthless actions of the Devil were the Russian Revolution during the period of 1905 to 1917, the rice riots throughout Japan in 1918, the worldwide panic after the First World War, the overall uprising of the Korean people in 1919, the explosively developing labor movement and increasing leftist power in Japan and many other international and internal events that excited their conservative nerve.
Following the barbarous repression of the 3.1 Movement in 1919, the Japanese imperialists made a false rumour about the great Tokyo Earthquake in 1923 and made the Japanese people 'hunt' more than 6000 innocent Korean workers indiscriminately and arrested all the so-called Japanese and Korean anarchists under the pretext of arrest for protection. Of course the members of the Korea Revolts society and their friends were included.
They shamelessly forged 'a great treason plot by anarchists' about the arrested people in order to hide their crimes against God and man committed during the
Earthquake. It was their cunning trick to obscure international eyes and ears. It was possible for them to collect many radical articles from Korea Revolts to justify their persecution. This is the so-called 'High Treason Case' by Park Yeol and others. Park Yeol and Kaneko Fumiko (his wife) were sentenced capital penalty, but were later reduced to penal servitude for life. Kaneko Fumiko died in prison and Park was released on October 27th, 1945. His friends who were involved and imprisoned returned to Korea after release and became leaders of the anarchist movement in Korea.
2. Organising Period
The internal and external situation and its background in the 1910s.
The power's enthusiasm to obtain colonies since the 1910s came into keener competition and in the early 20th Century, when the confrontation and rivalry became sharper, the international alliances were made in order to maintain the balance of power. The Berlin Treaty, the Three Nation's League and the Three Nation's Negotiation were examples.
In the Far East, the Anglo-Japanese Alliance was concluded to stop the march eastward policy of Russia and the Asian policy of Germany. After that, the RussoJapanese War broke out in 1904.
On the other hand, after the Opium War (1830) and the Boxer Rebellion (1900), China was becoming a contest area of the world powers, which invaded parts of China by means of semi-permanent occupation of the land under so-called leased territories. In addition, the newly emerged Japanese Empire, which had won both the Sino-Japanese War and the Russo-Japanese War, was growing stronger as a member of the imperialist powers, which were invading the northern part of China.
As a result of the Portsmouth Peace Treaty of 1905, Japan established the Residency-General in Korea in 1906, depriving Korea of its diplomatic rights. Finally on August 29th, 1910, the Korea-Japan Annexation Treaty was forced upon Korea. Thus, Korea became a complete colony of imperialist Japan and the Government-General was established.
The armed peace that was maintained under the seriously conflicting interests of countries could not last long. The First World War broke out at last. During the five years of the war that started in July 1914, anti-war movements occurred in the European countries.
As the war prolonged and both sides engaged in desperate fighting, Russia, a member of the Triple Entente, encountered the March Revolution of 1917 and the Russian Empire collapsed. The provisional government led of Kerenskij was established, but was incompetent to lead the revolution in the right way. The Bolshevik Party led by Lenin, the left wing of the Social-Democratic Party, took over the government from Kerenskij in November of the same year. It concluded a separate peace treaty with Germany at Brest-Litowsk and strengthened its dictatorial power by oppressing the other revolutionary movements with the armed forces of its faction, composed of discharged officers and soldiers. This dictatorial government defeated the sailor's revolt at Kronstadt and the farmer's revolt in the Ukraine led by the anarchist Makhno, which the government denounced as an anti-revolutionary movement manipulated by the Western imperialists. So the truly revolutionary way of the people was interrupted. In such a way, the Russian Revolution was counter-attacked by the Bolshevik government. But the influence of the Russian Revolution was tremendous among the colonies and semi-colonies that did not know the facts. The Revolution was not expected at all and came as a great shock to the politicians of the warring countries, who were also astonished by the destruction and consumption of the war.
In 1918, President Wilson of the United States announced the '14 principles for peace', the aim of which was to control the territorial ambitions and the national hostilities of the imperial powers that caused the war, and to adapt to the nations that had been occupied the principle of self-determination, thus establishing an eternal peace for mankind.
Excited by this announcement, the Korean people rose in nationwide revolt, demanding independence for Korea on the first day of March 1919. The 3.1 Movement had an enormous influence on the weaker nations of Asia directly and indirectly. Anti-Dutch revolts occurred in the Celebes Islands in the same year, peasants revolted in Western Java, Burma revolted demanding self-government and the 5.4 Movement occurred in China.
On the other hand, while the European nations were engaged in the war, in 1915 the Japanese imperialists were enforcing China under the Chung Dynasty, in order to acquire secret permission on 21 items, such as the concessions over Shantung and Fukien Provinces, seizure of the German leaseholds along the Tsingtao Peninsula and Kiaochow Bay and the postponement of the lease period of the Liatung Peninsula, which included Talien and Lushun.
The 21 items of the secret treaty ended in smoke. The Tsingtao Peninsula and Kiaochow Bay were returned to China owing to the 5.4 Movement staged by the students of Peking University. The Anti-Japanese movement spread throughout China. Representatives of South and North China exposed the Japanese plots at the Paris Peace Treaty, the Washington Conference and at every other chance.
The colonial rule of Korea by the Japanese imperialists for about 10 years until the outburst of the 3.1 Movement was the rule of the saber completely. This period of time was characterised by frequent guerilla wars staged against the Japanese all around the country, and the garrison army stationed in Korea suppressed all revolts. After suppressing the 3.1 Movement by ruthless measures, the colony policy of the Japanese imperialists was forced to be transferred from the rule of the saber to a conciliatory policy by the name of the cultural policy. They organised the 'Toyo Colonisation and Development Company', whose main roles were to actively enforce the land exploitation and to encourage Japanese immigration into Korea. To effectively accomplish the works, they provided the Japanese immigrants with monetary favour to practice usury on the poor Korean people and acquire commercial supremacy in the cities and rural areas. In addition, they gave Japanese officials and employees of banks and companies a special bonus that was the same amount as their salaries upon the pretext of the colonial services allowances. So a great number of poor Koreans who lost their lands and means of living in their homeland had to go over to Japan to sell their labor for subsistence or had to be removed to Manchuria and Russian territory in order to get new places to live, Korean refugee's numbers increased in proportion as Japanese immigrants into Korea increased. About one million Koreans went over to Japan and about two million immigrated to Manchuria.
It was the Japanese police system that supported such policies of exploitation. The Japanese police net was organised rigidly and carefully. Two divisions of the regular Japanese army were dispatched to replace the garrison. The so-called 'cultural policy' of Japan was, generally speaking, the exploitation policy.
Outline: Two monumental events guided the Korean anarchist movement. They are the 'Korean Revolution Manifesto' adopted by the Korean anarchist group in China and the so-called 'High Treason Case' of Park Yeol and others in Tokyo. The former is the theory of anarchist revolution and the latter is the event symbolizing the practical side. The two events occurred simultaneously and the influence caused ever-widening repercussions in the Korean anarchist movement. The quickening period proceeded gradually into the organising period.
Inland, various anarchist movements were occurring sporadically, mainly in Seoul, Taegu, Pyongyang and other areas. In November 1929, a national Federation was organised by the Kwanseo Black Friend League and finally succeeded in organising the Korean Anarcho-Communist Federation (KACF), which was an underground organisation on a national scale.
In China, the Korean Anarchist Federation in China (KAFC) was organised in Peking in 1924. This Federation joined hands with the Eastern Anarchist Federation (EAF), which was organised in Shanghai in 1928, and the front was enlarged to an international scale. After 1930, the KACF organised the Korean Youth Federation in South China (KYSFC) as the wartime system. In July 1929, the Korean Anarchist Federation in Manchuria (KAFM) was organised at Haelim in North Manchuria and conducted the movement for a local self-rule federation, but the fighting against the Japanese invasive army made it wise tactically to retreat to Shanghai to join with the KYSFC, leaving part of the underground organising structure behind. They continued the anti-Japanese struggle. In Japan, many organisations in Tokyo and Osaka continued the anarchist movement.
a. Kiho Province
1) League of the Black Flag
Hong Jin-Yu, Seo Sang-Kyeong and others who had been affiliated with the High Treason Case of Park Yeol returned to Korea after their release and rallied the comrades to organise the League of the Black Flag in December 1924. It was, however, detected by the police in May 1925 and all members, including Shin Young-Woo, Seo Jeong-Sup, Han Byeong-Hee, Lee Bok-Won, Seo Cheoung-Sun, Lee Chang-Sik, Kawk Cheol, Lee Ki-Yong and others were arrested.
The Dong-A Ilbo (daily newspaper of the greatest publication in Korea) of October 28th, 1925, reported the case with the headline 'A trial of Anarchists: League of the Black Flag being Arrested Before its Organisation.' Ten defendants were sentenced one year of imprisonment each.
2) Manifesto of the Nihilist Party
The Dong-A Ilbo of January 5th, 1926, reported the following article: "On the 4th of the hopeful new year, a secret publication with the title 'Manifesto of the Nihilist Party' was distributed all around the city, the content being extremely radical …the stamp was dated 3rd of January, Kyeongseoul (Seoul) post office…. Being greatly surprised, all police stations in the city started researching."
The Manifesto is very similar in its ideas and style as the Korean Revolution Manifesto. It concludes, "People suffering painful life under the oppression of the violent enemy! Come to the banner of the Nihilist Party! Let us destroy the enemy by one stroke! Long live the Korean Revolution!"
The affiliated persons were as follows:
Yun Woo-Yeol (23 years old), a member of the Taegu Youth Federation and also a member of the Free Trade Union.
Ha Eun-Sa (23 years old), a member of the Kyeongseong Youth Group.
An Byong-Hoe (37 years old), a lecturer at Hanseong Kang-Sup-Won (short training course).
Yang Myoung (24 years old), a writer.
Lee Yoon-Jae (38 years old), a Russian language teacher of Kyeongseong Young Men's Association and also a Korean linguist.
3) Yicheon Freedom Group
The Dong-A Ilbo of August 24th, 1929, reported, "Lee Eun-Song and about one hundred youths of Icheon, Kwangwon province, organised a secret society of anarchists. The large scope and the minuteness of the society surprised the examining judges of the case. The defendants were reduced to four men, but the affiliated persons are more than one hundred."
The decision of the defendants who were indicted for violence against the law for maintenance of the public peace (the worst law) and violence against the publication law as follows:
Yun Yong-Wha, 5 years demanded and sentenced to 4 years.
Lee In-Ha, 5 years demanded and sentenced to 4 years.
Lee Eun-Song, 5 years demanded and sentenced to 3 years.
Kim Soon-Hee, 5 years demanded and sentenced to 3 years.
4) Chungju Artists Movement Society
Starting from May 1929, the police extended the search net throughout the Chung-Cheong province and arrested all the affiliated members of the Chungju Artists Movement Society and sent all defendants to the Kyeongseong provisional court on March 5th, 1930. Sentences for this case were reported by the Dong-A Ilbo of March 13th as follows;
Kwon O-Don (30 years old), 6 years demanded and sentenced to 5 years.
An Byeong-Ki (27 years old), 6 years demanded and sentenced to 5 years. Kim Hak-Won (26 years old), 6 years demanded and sentenced to 5 years. Jeong Jin-Bok (30 years old), 6 years demanded and sentenced to 5 years. Seo Jeong-Ki (32 years old), 6 years demanded and sentenced to 5 years. Kim Hyeon-Kuk (26 years old), 2 years demanded and sentenced to 2 years.
The defendants claimed that the Artists Movement Society was purely a society of the artists movement both in name and practice, but the prosecutor asserted that it was a secret society for the anarchist movement and applied the worst law for maintenance of public peace. Even the Japanese police with the best reputation for research could not offer the sufficient evidence to justify their prosecution. But there was no doubt that all the defendants were anarchists. The defendants, such as Seo Sang-Kyeong and Seo Jeong-Ki had been affiliated with the Black Flag League case in 1924, having been imprisoned for one year each in the Seodaemun prison, and Seo Sang-Kyeong had been affiliated in the High Treason Case. Imperial Ordinance No. 129 revised the new law for maintenance of public peace that was applied to the Artists Movement Society Case on July 29th, 1928, and its first application to this case in Korea drew the attention of the public.
The gist of the revised law was as follows:
"Paragraph 1 of Article 1. Those who organised a society to change the national structure, and the staff of the society and others who engaged in the leading role shall be punished with death, or penal servitude for life, or imprisonment of more than 5 years (first part). 2. Those who participated in the society knowing the facts or those who conducted the acts to accomplish the purposes of the society shall be punished with servitude or imprisonment of more than 2 years (last part)."
The Artists Society Movement was, as the defendants of the case asserted, not a secret society whatsoever for form's sake, but was planned as a society of pure artists. No doubt their intention was to publish a bulletin of anarchist arts and literature covering creation and the theories of anarchism. And so the Japanese authorities must have tried to check the movement desperately despite their unreasonable application of the laws.
5) Argument in Proletarian Literary Arts
The socialist movement in Korea started abroad and developed in the early 1920's. This can be seen in the cases of both Bolshevism and anarchism. In the first case there was a competition between the Shanghai group and the Irkutsk group of Korean communists, and in the organisation of the first, second, third and fourth Korean Communist Party during 1925-28. In the second case there was also an organisational movement starting in China and Japan. It was then developed into the Black Flag League in Seoul, the League of Truth and Fraternity in Daegu, organisations in every district in the years 1925-30 and the organisation of the Korean Anarcho-Communist Federation.
With this situation as a background, the Korean Artist's Proletarian Federation (KAPF) was organised in July 1925. And the socialist's theory gradually got sharp and deep. It was featured by the literary activity of Lee Hyang and Kweon KuHyeon in the anarchistic camp and by the establishing of the Artist's Movement Society, even though this was aborted.
Some anarchists joined the KAPF, but in the activities of the movement the anarchists and the Bolsheviks could not agree on literary theory. We can find this fact in the literary arguments of Kim Hwa-San against Park Young-Hee, Han Seol-Ya, Yoon Ki-Jeong and Im Hwa in the year 1927.
Park Yeon-Hee, the central figure of the KAPF, developed an extreme opinion, saying that the purpose of all literary art was to make all works statements of political propaganda, that literary works that are not political propaganda are not proletarian art, and that works which are not proletarian art are not literary art. The literature of Marxism is a means of serving the victory of a class (the proletariat). The young group of the KAPF denounced pure literature and caused conflict within the organisation, arguing that a literary movement is exclusively a political movement.
As the Bolshevik tendency within the KAPF increased, Kim Hwa-San, the anarchist, opposed it. He argued in accord with the principle that "There can be anarchistic literature and Bolshevik literature within proletarian literature. The anarchist can create proletarian literature according to his own view of life and society, just as the Bolshevik can create proletarian literature in accord with his own view." He went on: "But in Korea, there is not a clear distinction. The movement of proletarian literature advocates the Marxist viewpoint or a vague communism, with the mistaken result that the communist movement of Korea is led by the Marxist brand of Russian Communism. The same mistaken idea that the liberating movement of the proletariat means the movement of Marxism is also within the movement of the KAPF." He blamed the blindness of those who were furthering the Bolshevik trend. He believed "The mistakes of petty followers, who have no understanding of proletarian literature and think that proletarian literature must be Marxist and follow Marxism blindly, will be cleared up gradually. Proletarian literature will be and should be divided between the anarchistic group and the Bolshevik group in the proletarian theoretical system. By this way, in that division the danger can be expected comes from the intolerant and exclusive persistence of the Bolshevik literary men, whose tendency is now widely accepted. After tomorrow, namely after the division I anticipate, they will show this tendency more distinctively." (See Kim Hwa-San, 'New Development of Literary Theory and Class,' in The Literary World of Korea, Vol.5, No.3, 1927, March, pp.14-16). This thesis of Kim Hwa-San with the subtitle 'A Brief Review of Bolshevistic Literary Men,' develops his own sincere literary theory of anarchism and warns that the movement of proletarian literature is losing the real meaning and value of original art through Bolshevik arbitrariness.
Kim Hwa-San argues against Park Yeong-Hee's statement that, "Art in the struggling period is only a propagandistic instrument for social revolution." Kim HwaSan says, "I am surprised to hear this blind argument because of its ignorance and lack of recognition. Can this argument really be supported? Is literature really and instrument of propaganda? …Park Yeong-Hee thinks that art is right even though it is not perfect artistically and that the duty of art in the period of struggle can be performed if it helps to promote social revolution. But this kind of theory cannot be a literary theory, and this kind of art cannot be art. If its only purpose is to propagandise for social revolution, neglecting the necessary condition and the completeness as art, it is only a propaganda leaflet. (Ibid. pp.17-18). Even though we advocate The Literary Theory of Class, we do not deny the conception of the old pure art theory as a whole. Without neglecting the necessary conditions and the completeness of art as art, we only change the content and the form of art based on the consciousness of class. The nature of art is an everlasting constant. To be everlastingly constant does not mean that the content and the form of art are everlasting but that the essential element that contributes to mankind are everlasting. Although this is the art of the proletariat, they should not neglect the essential element of art." (Ibid.)
Kim Hwa-San then distinguishes justifiably between the changeable and the unchangeable in art. But he does not explicitly specify what these elements are, Insofar as he cannot specify this, he cannot conclude his argument. He expresses the unchangeable in art by saying, "The nature of art is everlasting constant." What is that nature? And what is the necessary element of art? He should have explained these concretely. The necessary element of art lies in "the emotional expression of the idea. Therefore it could be the emotional expression of the reality. 'The idea' or 'the reality' which is expressed otherwise than emotionally cannot be a poem or a work of literature, even though it could be an academic thesis. In the emotional expression of the idea, the genre of art is divided according to the materials that are used for that expression, namely the materials such as words, sounds, stones, and bronze metal. But all art in every field has an external element in common. The work that does not have this element cannot be artistic work and cannot be appreciated emotionally even though it can be a propagandistic poster or an academic thesis. Kim Hwa-San omitted these facts.
Lastly, Kim Hwa-San adds a point regarding the literary theory of Lenin, the founder of the Bolshevik literary. He says, "Lenin is a politician of communism. Therefore his literary theory can only be an expression of politics. His literary theory does not even suggest what the nature of literature is or what communistic literature is like, but it is a political literature view like the communist state's constitution. To follow this crude literary theory blindly and to emphasize literature as a political means is not a desirable behaviour on the part of those who are interested in literature." He goes on, "There is no harm if the communist politician uses for his purpose artistic works which are already made. But to demand the making of artistic works for the purpose of propaganda is an excessive demand of the communist politician. Of course, a politician does not know about literary art well, and he who thinks about politics constantly can not evaluate art correctly. But if he finds the possibility of using literary art as political means, he always does so without hesitation." (Ibid.)
But which works of literature are to be used for political ends? Only works that have artistic value. And in what does the artistic value of such works lie? They must have the element of 'emotional expression.'
And this is an autonomous principle in the creation of works that fulfill the criterion of art. Without following this principle a valuable work cannot be created. The principle accomplishes the conclusion in a work of the eternal essential qualities of art. The idea of proletarian art is to liberate the proletariat. The idea of bourgeois art is to give freedom to the bourgeoisie. These ideas are different. But whatever the aim of art may be, it should be conveyed by an emotional expression and it should follow the autonomous principle of its creator, because it is art.
This is what distinguishes the masterpiece from the common work. Works that are expressed emotionally according to the autonomous principles are masterpieces, and the works that are not like the above are common works or poor works. A work that follows the politics of a politician uncritically cannot be a masterpiece. And the works that are not masterpieces cannot be effective in political propaganda. If you govern an artistic creation by principles of economics or law, you will make the word fail. This is because the autonomous principles cannot be replaced by other principles in governing the domain of the artistic world. This is as clear and obvious as the sun and cannot be refuted. Nevertheless the Bolshevist literary theory makes precisely this unjust demand.
Library.Anarhija.Net
Ha Ki-Rak A History of the Korean Anarchist Movement 1986
http://libcom.org/forums/history/ history-korean-anarchist-movement-ha-ki-rak-11032012
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Developing Creative Leadership - Jeanette Plauché Parker 2004 The authors provide an overview of leadership in the crucial grades of 6-12. Drawing upon theories based on cognitive leadership, affective leadership, and the role of leadership in gifted education, leadership is discussed as it pertains to research projects, problem solving, interpersonal communication, and decision-making. Reducing School Violence Through Conflict Resolution - David W. Johnson 1995
In this book, David and Roger Johnson offer an approach that involves interrelated programs for preventing violence and helping students learn to resolve conflicts constructively. The authors discuss how schools can create a cooperative learning environment where students learn how to negotiate and mediate peer conflicts and teachers use academic controversies to enhance learning.
50 Activities for Conflict Resolution - Jonamay Lambert 1999-01 This collection of activities, self-assessments, and exercises is especially useful as a resource to introduce the issue of conflict and its resolution as a part of workshops on management, leadership, communication, negotiation and diversity. The book is fully reproducible and flexibly organized in two sections. Part One includes twenty-five interactive group learning activities to explore conflict and provide practice in skills that help to resolve it. Part Two consists of twenty-five individualized exercises and assessments that are ideal for pre-work prior to group training sessions, or they can be distributed to participants for their own self-development. All of the activities and assessments are reproducible and include participant materials and notes for the instructor Selected Contents Part One: Group Workshop Activities: Two Responses to Conflict: Fight or Flight; How Can We Both Win? A Quick Demonstration; Individual Conflict Styles: A Zoological Approach; Approaches to Conflict: Role Play Demonstration; When Conflict Creates Stress, Don't Just Stand There...; Introduction to Listening: A Self Inventory; Red Flags; Benefits and Barriers: Exploring Third Party Intervention; Mismatched? Are You Reading the Non-Verbal Cues?; Constructive or Destructive Conflict: Lessons to be Learned; Gaining a Different Perspective; Assumptions: Who Needs 'Em?; Portrait of a Peacemaker; What Kind of Question is That?; Third-Party Mediation; Formulating Clear Agreements Part Two: Individualized Exercises and Assessments: Self-Assessment in Dealing with Differences; Analyzing A Conflict: Is It
Worth Getting Into?; In the Heat of the Moment; How to Deal with Hot Uncovering the Hidden Agenda; Your Turn: A Non-Judgmental Exercise;
Buttons; Resolving a Conflict through Planning; Mediation: Test Your Knowledge; First Thoughts About Others: Perception IQ Quiz; Supportive Listening: What's Your Score?; Escalate vs. Acknowledge: The Choice is Yours; Eight Different Points of View The Pfeiffer Book of Successful Team-Building Tools - Elaine Biech 2007-09-24
Year after year, consultants, trainers, and human resource professionals have come to rely on The Pfeiffer Annuals to provide them with the most current and quality tools on a wide variety of topics. In this book, editor Elaine Biech and contributors to the Annuals have honed in on the important theme of team building to create the first topic-specific book in The Pfeiffer Annuals series. The Pfeiffer Book of Successful TeamBuilding Tools, 2nd Edition, includes an innovative ten-block model for building a high-performance team and draws on the best-on-the-topic articles from thirty-five years of Annuals volumes.
Bullying and conflict resolution - 2003
Handbook of Conflict Management Research - Oluremi B. Ayoko 2014-07-31
This unique book draws together current thoughts and research in conflict management. Specifically, it brings a wealth of knowledge from authorities in the field on emerging issues such as power in conflict, cognition and emotions in conflict, leading
Supervision: Concepts and Practices of Management - Edwin C. Leonard 2015-01-01
Differentiate yourself in a competitive marketplace with SUPERVISION: CONCEPTS AND PRACTICES OF MANAGEMENT, 13E. A blend of traditional management concepts and emerging insights, the text draws from the authors' firsthand business experience to deliver the leadership skills hiring managers want but rarely find in new recruits. This comprehensive single source for supervisory management expertise addresses the most critical challenges in business today, including globalization, economic turbulence, transitional and temporary workers, virtual employees, technology, outsourcing, and downsizing. Hands-on and practical, the text complements chapter readings with skill-building techniques and captivating video cases from well-known organizations, letting you experience supervisory roles yourself. Special attention to diversity and ethics also helps you develop a better sense of life beyond the classroom and enhances the text's extensive coverage of communication, decision making, conflict resolution, and other essential supervisory skills. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
The Big Book of Conflict Resolution Games: Quick, Effective Activities to Improve Communication, Trust and Collaboration -
Mary Scannell 2010-05-28
Make workplace conflict resolution a game that EVERYBODY wins! Recent studies show that typical managers devote more than a quarter of their time to resolving coworker disputes. The Big Book of ConflictResolution Games offers a wealth of activities and exercises for groups of any size that let you manage your business (instead of managing personalities). Part of the acclaimed, bestselling Big Books series, this guide offers step-by-step directions and customizable tools that empower you to heal rifts arising from ineffective communication, cultural/personality clashes, and other specific problem areas—before they affect your organization's bottom line. Let The Big Book of ConflictResolution Games help you to: Build trust Foster morale Improve processes Overcome diversity issues And more Dozens of physical and verbal activities help create a safe environment for teams to explore several common forms of conflict—and their resolution. Inexpensive, easy-to-implement, and proved effective at Fortune 500 corporations and mom-and-pop businesses alike, the exercises in The Big Book of ConflictResolution Games delivers everything you need to make your workplace more efficient, effective, and engaged.
The Family Therapy Progress Notes Planner - David J. Berghuis 2004-07-22
The Family Therapy Progress Notes Planner contains completeprewritten session and patient presentation descriptions for eachbehavioral problem in The Family Therapy Treatment Planner.The prewritten progress notes can be easily and quickly adapted tofit a particular client need or treatment situation. Saves you hours of time-consuming paperwork, yet offers thefreedom to develop customized progress notes Organized around 38 main presenting problems that range fromfamily business conflicts and inheritance disputes to alcoholabuse, physical/verbal/psychological abuse, and religious/spiritualconflicts Features over 1,000 prewritten progress notes (summarizingpatient presentation, themes of session, and treatmentdelivered) Provides an array of treatment approaches that correspond withthe behavioral problems and DSM-IV-TR(TM) diagnostic categories inThe Family Therapy Treatment Planner Offers sample progress notes that conform to the requirementsof most third-party payors and accrediting agencies, including theJCAHO and the NCQA
Collaboration and Technology - Valeria Herskovic 2012-08-27 This book constitutes the proceedings of the 18th Collaboration Researchers' International Working Group Conference on Collaboration and Technology, held in Raesfeld, Germany, in September 2012. The 9 revised papers presented together with 12 short papers were carefully reviewed and selected from numerous submissions. They are grouped into five themes that represent collaborative learning, social media analytics, conceptual and design models, formal modeling and technical approaches and collaboration support in emergency scenarios. Human Resource Management - Ashok Yakkaldevi
High Conflict Violent and Separating Families - Vivienne Roseby 1997-08 Revision of the author's thesis (Ph. D.)--University of Wisconsin.
Conflict Resolution for the Helping Professions - Allan Barsky 2014-05-07
Barsky's hands-on text provides the theory, skills, and exercises to prepare readers for an array of conflict situations. It encourages developing professionals to see themselves as reflective practitioners in the roles of negotiators, mediators, advocates, facilitators, and peacebuilders. Readers will learn how to analyze conflict situations and develop theory-based strategies that can be used to intervene in an ethical and effective manner. Examples and exercises demonstrate how to apply conflict resolution skills when working with individuals, families, groups, organizations, and diverse communities. Conflict Resolution for the Helping Professions is the only current conflict resolution textbook designed specifically for social work, psychology, criminal justice, counseling, and related professions.
Resources in Education- 1998
Conflict Resolution - 2003
Cover subtitle: communicate, negotiate, consolidate Includes blackline masters.
No Kidding About Bullying - Naomi Drew 2018-04-17 Practical, research-based activities for educators to teach students positive skills and attitudes to increase kindness and prevent bullying. With new lessons, an added foreword, and a revised introduction, this updated edition of No Kidding About Bullying gives educators and youth leaders hands-on activities to prevent bullying in schools and help kids in grades 3–6 cope with the effects of bullying when it does occur. Based on a nationwide survey of more than 2,000 students and teachers, this flexible resource can be used alone or as a complement to anti-bullying and character education programs already in place. Each of the 126 lessons may be completed in 20 minutes or less and include games, roleplays, group discussions, art projects, and language arts exercises that build respect, empathy, and kindness. Digital content includes student handouts from the book and bonus materials.
Conflict Resolution For Kids - Pamela S. Lane 2013-11-19
Providing a format for a conflict resolution children's group, this guide is invaluable for the group facilitator - the teacher or counsellor in a school or mental health residential treatment program. It explores theoretical background in facilitating a children's group, and includes numerous activities and concrete tools for implementation of a group process lab.
Co-operative learning activities provide task-orientated "ah- ha!" experiences for children working on their interpersonal and problemsolving skills.; Appropriate for use with children in grades K-6, it is also useful as a supplemental textbook in school counsellor education curriculum.
Kids Working It Out- Tricia S. Jones 2002-12-03
Kids who understand how to manage conflict successfully can transform their schools into safer and kinder places to learn. Kids Working It Out offers educators and parents a guide to the most current and effective school-based conflict resolution programs and shows how these programs can make a positive difference in our schools. Throughout the book, students and teachers share their stories of what it's really like in today's schools and reveal how Conflict Resolution Education, has shaped their experiences. Kids Working It Out covers a wide range of topics-- curriculum integration, peer mediation, restorative justice, and others-- and shows what it takes to implement an effective program in any school, and any community.
Creative Conflict Resolution - William J. Kreidler 1984-01-01 Educational resource for teachers, parents and kids!
The Handbook of Conflict Resolution - Peter T. Coleman 2014-04-07 Praise for The Handbook of Conflict Resolution "This handbook is a classic. It helps connect the research of academia to the practical realities of peacemaking and peacebuilding like no other. It is both comprehensive and deeply informed on topics vital to the field like power, gender, cooperation, emotion, and trust. It now sits prominently on my bookshelf." —Leymah Gbowee, Nobel Peace Prize Laureate "The Handbook of Conflict Resolution offers an astonishing array of insightful articles on theory and practice by leading scholars and practitioners. Students, professors, and professionals alike can learn a great deal from studying this Handbook." —William Ury, Director, Global Negotiation Project, Harvard University; coauthor, Getting to Yes and author, The Third Side "Morton Deutsch, Peter Coleman, and Eric Marcus put together a handbook that will be helpful to many. I hope the book will reach well beyond North America to contribute to the growing worldwide interest in the constructive resolution of conflict. This book offers instructive ways to make this commitment a reality." —George J. Mitchell, Former majority leader of the United States Senate; former chairman of the Peace Negotiations in Northern Ireland and the International Fact-Finding Committee on Violence in the Middle East; chairman of the board, Walt Disney Company; senior fellow at the School of International and Public Affairs, Columbia University "Let's be honest. This book is just too big to carry around in your hand. But that's because it is loaded with the most critical essays linking the theory and practice of conflict resolution. The Handbook of Conflict Resolution is heavy on content and should be a well-referenced resource on the desk of every mediator—as it is on mine." —Johnston Barkat, Assistant SecretaryGeneral, Ombudsman and Mediation Services, United Nations Building Moral Communities Through Educational Drama - Betty Jane Wagner 1999
Fills a wide gap in the research literature on effective teaching strategies to build better social skills, conflict management competence, and deep understanding of history, literature, and social interactions and organization.
Human Resource Management - Robert N. Lussier 2014-12-11 Human Resource Management: Functions, Applications, and Skill Development, Second Edition, featuring the 2013 Society for Human Resource Management (SHRM) Human Resource Curriculum Guide, explores important HRM concepts and functions with a strong emphasis on skill development, critical thinking, and application. In this fullyrevised edition, all 210 required SHRM topics are noted within the chapter content as Robert N. Lussier and John Hendon prepare students to develop HRM skills they can use in their personal and professional lives. Students stay engaged through a wide variety of activities and tools that allow them to immediately apply HR functions and concepts.
Pacific OCS Region Eighth Information Transfer Meeting : Conference Proceedings : May 11 to 13, 1993, Red Lion Inn, Santa Barbara, California - 1993
The Family Therapy Progress Notes Planner - David J. Berghuis 2010-07-09
The Bestselling treatment planning system for mental health professionals The Family Therapy Progress Notes Planner, Second Edition contains complete prewritten session and patient presentation descriptions for each behavioral problem in The Family Therapy Treatment Planner, Second Edition. The prewritten progress notes can be easily and quickly adapted to fit a particular client need or treatment situation. Saves you hours of time-consuming paperwork, yet offers the freedom to develop customized progress notes Organized around 40 behaviorally based presenting problems, including family-of-origin interference, depression in family members, divorce, financial conflict, adolescent and parent hostility, friction within blended families, traumatic life events, and dependency issues Features over 1,000 prewritten progress notes (summarizing patient presentation, themes of session, and treatment delivered) Provides an array of treatment approaches that correspond with the behavioral problems and DSM-IVTRTM diagnostic categories in The Family Therapy Treatment Planner, Second Edition Offers sample progress notes that conform to the requirements of most third-party payors and accrediting agencies, including CARF, The Joint Commission (TJC), COA, and the NCQA Presents new and updated information on the role of evidence-based practice in progress notes writing and the special status of progress notes under HIPAA
Conflict Resolution- Gail Sadalla 1990
Conflict Resolution Education- Donna K. Crawford 1996
International Commercial Mediation Training Role -plays - Greg Bond 2015
Bully Prevention- Elizabeth A. Barton 2006-05-16
Make your school safer for all children with a practical anti-bullying program! This revised edition addresses the growing concern about bullying and school violence with practical strategies that can be applied immediately. Excellent for use in both elementary and secondary classrooms, this book provides the tools to plan and implement a schoolwide anti-bullying program and discusses: The relationships among bullies, victims, and witnesses Case studies and vignettes Role plays for use with students Guidelines for intervening in bullying situations
Skills Based Health Education - Book Only - Mary Connolly 2011-01-06 Skills - Based Health Education provides pre-service and practicing teachers with the pedagogical foundation and tools to develop a comprehensive PreK-12 health education program using the National Health Education Standards. Rather than solely focusing on teaching content, an approach which can prove ineffective in developing healthy behaviors, readers learn to teach the content and skills their students need to be healthy and prepared for the 21st century. The book addresses each one of the national standards with specific directions regarding how to apply the standard, and performance indicators to plan and implement performance tasks that target instruction to a student need. Readers are shown how to establish student need, select content and skill performance indicators to meet the need, and plan and implement assessment and instruction. PowerPoint Presentations and a TestBank are available as free Instructor Downloads. Companion website includes lessons, units, and other support materials to enhance teaching and learning.
The Guide to Reflective Practice in Conflict Resolution - Michael D. Lang 2019-03-08
Designed as a manual, Lang's Guide will help mediators incorporate the values and habits of reflective practice into their professional work in order to become resilient, resourceful and competent practitioners. The book presents practical, easy-to-understand descriptions of practitioner thinking and the application of theory and core beliefs. | <urn:uuid:82b0d7f8-a1ca-42b4-8c60-a7da03ccdd07> | CC-MAIN-2022-49 | https://fnv.com/trackid?ID=46978&FileName=Role%20Play%20For%20Conflict%20Resolution.pdf | 2022-11-27T11:27:39+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710237.57/warc/CC-MAIN-20221127105736-20221127135736-00040.warc.gz | 303,316,683 | 5,377 | eng_Latn | eng_Latn | 0.992305 | eng_Latn | 0.9932 | [
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Mercy Regional College
Last Review: March 2018
Next Review: March 2023
Sunsmart Policy and Procedures
Rationale
A healthy balance of the sun's ultraviolet (UV) radiation exposure is important for health. Too much UV from the sun can cause sunburn, skin damage, eye damage and skin cancer. Australia has one of the highest rates of skin cancer in the world. Two in three Australians will develop some form of skin cancer before they are 70. Overexposure to UV during childhood and adolescence is known to be a major cause of skin cancer. Sun protection is needed whenever UV levels reach three and above. In Victoria average UV levels are three and above from September to the end of April. During these months, particular care should be taken between 10am – 3pm when UV levels reach their peak.
This UV policy has been developed to ensure that all students and staff attending Mercy Regional College are protected from over-exposure to the harmful ultraviolet rays of the sun. This policy documents our sun protection practices in the areas of behavior, curriculum and environment. These practices will be applied to all school activities including sports carnivals, excursions and camps. It is to be implemented throughout Term 1 and Term 4.
Objectives
The administration and staff at Mercy Regional College will endeavour to:
* Ensure that all students and staff maintain a healthy UV exposure balance.
* Encourage the entire school community to use a combination of sun protection measures whenever UV Index levels reach 3 and above.
* Work towards a safe school environment that provides shade for student's staff and the school community at appropriate times.
* Encourage safe UV exposure whenever UV Index levels are high.
* Assist students to be responsible for their own sun protection.
* Ensure that families and new staff are informed of the school's UV radiation policy.
GUIDELINES
Behaviour
* Encourage all students and staff to wear sun protective hats that shade the face, neck and ears during recess, lunchtime and during sporting activities and other high risk activities. Note. During sports classes, baseball caps are worn where a broad brimmed or bucket hat may be impractical. These hats are requirements of the school uniform.
* Apply at least SPF 30+ broad-spectrum water-resistant sunscreen before all outdoor activities and re-apply every two hours. (Staff need to be aware of the use-by date of the sun screen and replace when necessary.)
* The summer uniform/dress code includes longer style dresses and shorts which are knee length. The students wear clothing with sleeves and collars that are made from a closely woven fibre and cover the collarbone and shoulders.
Mercy Regional College: Sunsmart Policy & Procedures
* Staff will encourage students to use sunscreen and provide time for students to apply sunscreen before going outside.
* Students who are exposed to high UV levels, without appropriate UV protection (Including sun hat) will be advised by staff to move to areas within the school that provide shelter and shade.
* Students and staff are encouraged to wear close fitting, wrap-around sunglasses that meet the Australian Standard 1067 (Sunglasses: Category 2, 3 or 4) and cover as much of the eye area as possible.
School Organisation
* School Uniform – Include a Sun Smart hat as part of the school uniform.
* Physical Education and Sport Education – All students to be protected from the sun during outdoor physical education and sport classes by wearing a hat and applying sunscreen.
* Camps and Excursions - Suitable hats, clothing and sunscreen should be required for all camps and excursions. These items should be listed on the parent permission form.
* Where possible, outdoor activities/events will be scheduled to minimise time in direct sun e.g. earlier in the morning or later in the afternoon. Maximise the use of indoor and shade facilities.
* Staff are encouraged to act as role models by using a combination of sun protection measures (sun protective clothing and hats, sunglasses, sunscreen and shade) when outside.
* Families and visitors are encouraged to use a combination of sun protection measures (sun protective clothing and hats, sunglasses, sunscreen and shade) when participating in and attending outdoor school activities.
Curriculum
* Educational programs on skin cancer prevention and healthy UV exposure for vitamin D are incorporated into appropriate areas of the school curriculum.
* Appropriate UV exposure measures are regularly reinforced and promoted to the whole school community through a variety of channels such as newsletters, staff meetings and school assemblies.
* Students are encouraged to be involved in initiatives to promote and model appropriate UV exposure measures to the whole school community.
Professional Development
* Appropriate UV exposure measures are included in staff handbook to enable staff to work safely outdoors and to encourage them to be positive role models.
* New staff are given a copy of this policy.
Environment
* Ensure there is adequate provision of shade within the school grounds for students and staff.
* In considering future planning and budgeting a shade audit may be required to provide a safe UV environment.
References:
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INQUIRY-BASED SCIENCE EDUCATION AS A REVISION STRATEGY
Ivana Sotáková, Mária Ganajová, Mária Babinčáková
Introduction
In the recent decades, it is recommended to use active inquiry methods in teaching and learning science. Inquiry, investigation, application of knowledge in new situations and on new problems and solutions are the best methods for students to develop their cognitive processes and performance skills (Pellegrino & Hilton, 2012).
According to multiple researchers, IBSE is based on the constructivist approach (Eisenkraft, 2003; Llewellyn, 2002; White & Frederiksen, 1998). One of the models emphasizing the constructivist principles is the 5E Educational Model consisting of 5 phases: Engage, Explore, Explain, Elaborate, and Evaluate (Bybee et al., 2006).
An effective strategy is to implement Inquiry-Based Science Education (IBSE) in teaching as well as learning (Anderson, 2007; Brickman et al., 2009; Bruder & Prescott, 2013; Furtak et al., 2012; Harlen 2013; Krajcik et al., 2001; Minner et al., 2010; Rocard et al., 2007; Sadeh & Zion, 2009; Schroeder et al., 2007; Wilcox et al., 2015).
From the students' viewpoint, inquiry is an active approach to learning that includes investigation of the surrounding world, which prompts the formulation of questions, discovering, and testing the findings to achieve deeper understanding. During the process, students collect and record information which they subsequently present in different ways; they also work with other information sources (books, videos, Internet), and communicate with others (peers, teacher, experts, etc.). Drawing meaningful conclusions requires reflection, discussion, comparison of findings with others, interpreting obtained information, and application of new knowledge in different contexts (Ash & Kluger-Bell, 2000). In IBSE, the teacher changes from an authority/leader to a guide (Windschitl, 2002).
Researchers have specified several different levels of inquiry based on the amount of information provided to the students (e.g. helping questions, instruction on the investigation procedure, instruction for data processing, etc.) or how much the teacher governs the activity and helps the students (e.g. asking questions, commenting, instructing, etc.) (Banchi & Bell 2008; Bell
Abstract: The research aim was to identify the effect of revising the thematic unit "Changes in Chemical Reactions" using IBSE (based on confirmation inquiry) in the 8th grade of secondary school. This thematic unit is taught in chemistry lessons in the 2nd term of the 7th grade. A set of activities verified by a piece of pilot research was used to implement IBSE based on confirmation inquiry using the 5E Educational Model. The research was performed in ten Slovak secondary schools during the 1st term of the 2017/2018 school year. This research employed the quasi-experimental methodology involving pre-test–post-test two-group design. The research sample consisted of 292 8th grade students. They were divided randomly into a control (n=149) and experimental (n=143) group, and the intervention took place during 10 lessons. Cognitive tests based on the revised Bloom's taxonomy were used to measure students' knowledge and skills before and after revision. The results indicate that using IBSE (based on confirmation inquiry) in the revision phase is more effective than teaching without using IBSE in terms of developing conceptual understanding. It affects the lower and higher cognitive processes (understanding, application, and analysis) and stimulates learning mainly in students with lower academic performance.
Keywords: chemistry education, cognitive processes, confirmation inquiry, secondary school.
Ivana Sotáková, Mária Ganajová Pavol Jozef Šafárik University in Košice,
Slovakia Mária Babinčáková Pavol Jozef Šafárik University in Košice, Slovakia Charles University in Prague, Czech Republic
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et al., 2005; Buck et al., 2008; Fradd et al., 2001; Rezba et al., 1999; Walker, 2007). For example, the 5-level inquiry model (Table 1) designed in the ESTABLISH project (European Science and Technology in Action: Building Links with Industry, Schools and Home).
Table 1 Inquiry levels as proposed in the ESTABLISH project (ESTABLISH, 2010)
The research of IBSE implementation in teaching and learning has proven the effect of IBSE in developing conceptual understanding (Kirschner et al., 2006; Laksana et al., 2019; Marshall & Horton, 2011; Minner et al., 2010; Schroeder et al., 2007), problem-solving abilities in students (Prince & Felder, 2007), developing critical thinking (Aksela, 2010; Baker et al., 2008), developing cognitive and scientific skills (Barron & Darling-Hammond, 2008; Brickman et al., 2009; Kirschner et al., 2006; Lederman et al., 2014; McLoughlin et al., 2012), promoting motivation and interest (Rocard et al., 2007; Škoda et al., 2015; Wang et al., 2015), and developing positive attitudes to science (Hattie, 2009; Llewellyn, 2013). IBSE allows for better understanding of the scientific procedures and develops scientific literacy (Bass et al., 2009; Goodrum & Rennie, 2007; Harlen, 2004; Marshall & Alston, 2014; Marshall et al., 2016; Minner et al., 2010). It is suitable for all types of students: low as well as high performing ones (including the gifted students), boys and girls, all age groups (Trna et al., 2012).
The ambiguous results of research comparing IBSE with other teaching methods may result from the fact that often, teaching methods used in the control groups have not been clearly defined, merely referred to as "traditional teaching methods" with no further specification, or there has been no control group at all.
However, there are also studies that have shown no significant influence of IBSE on students' learning process or their learning outcomes (Chang & Mao, 1999; Schneider et al., 2002; Von Secker & Lissitz, 1999) no improvement in terms of understanding natural phenomena (Khisfe & AbdEl-Khalick, 2002) or enhanced understanding of scientific procedures (Berg et al., 2003; Klahr & Nigam, 2004).
Research Problem
The main aim of science education in Slovakia is to develop science literacy and capabilities necessary for future scientific work (ŠPÚ, 2014). The individual cycles of the OECD PISA international comparative assessment (Programme for International Student Assessment) have been pointing out since 2003 that Slovak students' performance in scientific literacy are below the OECD average (OECD, 2019). Slovak students understand and remember what they are taught in science lessons, however they fall behind their peers in other OECD countries in terms of higher-order cognitive processes such as application, analysis, assessment, and creativity. They have difficulties
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with independent reflecting on science phenomena and connections, assessing and formulating hypotheses, searching for and proposing solutions, interpreting the obtained data, drawing conclusions, and supporting their arguments with evidence (Miklovičová et al., 2017). Slovak students are acquiring knowledge and skills on the lower cognitive process level when the traditional lecture-based model is used. Can their knowledge and skills be enhanced through IBSE-based revision? In many studies, IBSE strategies have been implemented into teaching and learning to present the learning content in an accessible way (acquisition of knowledge and skills) on the given level of education (ISCED) in the respective year as provided in the educational standards. Many teachers believe that revision can be performed using different conditions and situations to enhance students' knowledge and skills (Kang, 2016; Montessori, 2017; Petlák, 2004).
Research Aim and Research Questions
The aim of the presented research was to identify the effect of revising the thematic unit "Changes in Chemical Reactions" using IBSE (based on confirmation inquiry) in the 8th grade of secondary school. The learning outcomes in the revision with the implementation of IBSE were compared with the learning outcomes of teaching without using IBSE. Cognitive tests with items in different domains of the revised Bloom's taxonomy were used to measure the learning outcomes (knowledge and skills) – a pre-test was given before the revision and a post-test was given afterwards. The tests' results were compared, and the obtained data were processed to evaluate the effect of teaching methods.
The research questions were defined as follows:
1. How much does revision using IBSE (confirmation inquiry) affect students' conceptual understanding?
2. Which students, in terms of academic performance, benefit from revision using IBSE?
Research Hypotheses
The research hypotheses verified within the research reflect the above-mentioned main research aim. The following hypotheses were formulated and tested:
H 01 : Before the revision, the knowledge and skills of the experimental group and the control group are the same.
H 02 : After the revision, the knowledge and skills of the experimental group and the control group are the same.
H 03 : After the revision, the knowledge and skills of the experimental group and the control group in the cognitive process categories (remember, understand, apply, and analyse) are the same.
H 04 : Before and after the revision, the knowledge and skills of the experimental group in terms of academic performance are the same.
Research Methodology
General Background
Pre-test and post-test two-group design was employed in the research (Cook & Campell, 1979). Within a specified period of time, an experimental intervention was performed within the experimental group while the control group remained unaffected. The teaching method as an independent variable was manipulated to identify its effect on the dependent variable (in this case, knowledge and skills). Both groups were tested using the same methods before and after the experiment.
The research was performed in the first term of the 2017/2018 school year – from September to mid-October. The research was conducted at ten secondary schools in five regions of Slovakia (Prešov, Košice, Trenčín, Trnava, and Žilina regions). The selection of schools and teachers was deliberate. All 11 teachers (all women with more than 10 years of experience) who participated in the research took the "Innovative Methods in Teaching Chemistry and the Development of Key Competences in Students" course at Pavol Jozef Šafárik University in Slovakia. The course consisted of 8 contact lectures and 2 e-learning distance lessons. The course included lectures during which the teachers learned about the IBSE theory and inquiry activities pertaining to general, inorganic, and organic chemINQUIRY-BASED SCIENCE EDUCATION AS A REVISION STRATEGY
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istry topics. Subsequently, the teachers performed selected inquiry activities themselves. In the distance lessons, the teachers designed inquiry activities for a selected topic.
Ethical Considerations
The participation of teachers and students in the research was voluntary. The participants were given an Information Sheet and a Consent Form in advance. Before the research began, they were informed about their role in the research, time schedule, and data publishing. Information about students was obtained from the teachers based on the written consent of their parents (legal guardians). For the purpose of statistical processing and evaluation of the data collected, all teachers and students were assigned identification codes to maintain their anonymity.
Sample
The research sample consisted of 292 8 th grade students. 135 (46.2%) participants were male and 157 (53.8%) female. The students were aged 13–14. The experimental group consisted of 143 (49%) students and the control group consisted of 149 (51%) students. Table 2 summarizes the number and percentage of students based on genders and academic performance in chemistry at the end of the 7 th grade (1=great performance to 5=fail).
Table 2 Characteristics of the experimental and control group
Content Area
In Slovakia, secondary school students start learning chemistry as a separate subject in the 7 th grade (ISCED 2). The "Changes in Chemical Reactions" thematic unit is taught in the second term of the 7 th grade. The formal SA standard for "Changes in chemical reactions" covers (ŠPÚ, 2014):
* • Performance standards: provide real life examples of exothermic and endothermic reactions, perform experiments to measure thermal changes during chemical reactions, record the results in tables and interpret them, distinguish slow and quick reactions, perform and evaluate experiments investigating how different factors influence the rate of a chemical reaction.
* • Content standards: thermal changes during chemical reactions (exothermic and endothermic reactions), rate of chemical reactions, examples of slow and quick reactions, factors affecting the rate of chemical reactions.
In the 7th and 8th grades, there are two chemistry lessons per week/66 lessons per term. In the 8th grade, 10 lessons are designated to revise the learning content from the 7th grade. The curricula for teaching in the 7th grade and revising in the 8th grade are identical.
Confirmation Inquiry Activities
For the purpose of the "Changes in chemical reactions" thematic unit, a set of five inquiry activities was created within the National project "IT Academy – Education for the 21st Century". The activities were created according to the 5E Educational Model and focused on confirmation inquiry (second level of inquiry according to the hierarchy designed in the Establish project). Two lessons were designated for each inquiry activity. The inquiry activities are described in Appendix A.
The activities created were verified during a pilot research performed in the second term of the 2016/2017 school year; the sample consisted of 450 students taught by 25 teachers. The design-based research (DBR) methodology was used in this research. Based on the research results, the activities were optimised (Sotáková et al., 2020).
Characteristics of Confirmation Inquiry Activities
In confirmation inquiry activities students worked in pairs or groups of 3–4. First, students learned about the problem from a worksheet (based on the 5E Model): e.g. how crushing of a sodium bicarbonate tablet affects its reaction with vinegar. Students' task was to formulate their assumptions about the expected outcome. Subsequently, students verified their assumptions in practice, formulated their explanations (based on the experiment) and recorded them in the worksheets. In the phase of knowledge and skill enhancement, students applied them in new, real-life situations (e.g. correct fire setting methods, proper chewing of food, limescale removal). In course of the lesson, the teacher guided the students by asking suitable questions.
As an example, "The Effect of Temperature on the Rate of Chemical Reactions" inquiry activity was selected for demonstration (Table 3). The aim of this activity was to perform and evaluate an experiment to verify how temperature affects the rate of chemical reaction between vinegar and sodium bicarbonate.
Table 3
"The Effect of Temperature on the Rate of Chemical Reactions" inquiry activity
Engage
In this phase, the teacher tries to engage the students and motivate them to investigate the presented phenomenon. They ask questions such as:
1. What are the properties of vinegar and what is it used for?
2. What are the properties of sodium bicarbonate and what is it used for?
3. Do you know how vinegar and sodium bicarbonate react?
4. Which factors could affect how vinegar and sodium bicarbonate react?
In this phase, the teacher can examine students' knowledge and ideas to collect, record, and identify possible misconceptions.
The teacher divides
Explore
Task 1: Try to estimate how the temperature of vinegar can influence the course of its reaction with sodium bicarbonate. Write down your assumptions.
students into pairs or groups of 3–4 and hands them worksheets.
Subsequently, students verify the effect of temperature on the course of this chemical reaction.
Since students will perform the experiment on their own according to the instructions, it is necessary to warn them about the safe use of chemicals and laboratory instruments. The teacher prepares the instruments and chemicals in advance according to the number of student pairs or groups. Instruments: 3 identical volumetric flasks (100 ml), 2 graduated cylinders (50 ml), 2 beakers (400 ml), 3 identically sized balloons, funnel, spatula, filtration paper, scales
Task 2: Perform the experiment according to instructions.
Chemicals: vinegar, sodium bicarbonate, water
Note: Flasks with vinegar need to be dipped in cold and warm water respectively before the reaction – so that the difference between the rate of chemical reactions is visible.
Students perform the experiment to observe the reaction of vinegar and sodium bicarbonate using simple apparatus (flask with a balloon on its neck) at different temperatures (one 400 ml beaker is half-filled with cold water and the other with warm water). The ambient temperature will be used for comparison.
INQUIRY-BASED SCIENCE EDUCATION AS A REVISION STRATEGY
(P. 499-513)
Explain
Task 3: Answer the following questions.
In this phase, the teacher aims to confront students' results with their knowledge and possible misconceptions identified in the previous phase.
1. Write down what you observed 10 seconds after pouring sodium bicarbonate into vinegar.
2. In Figure 1, mark the course of the reaction in the banks dipped in cold and warm water respectively to clearly show, which reaction was quicker.
3. Correct the statements (cross out what is incorrect). In the flask dipped in cold water more/fewer bubbles were produced and the rate of reaction was higher/lower. In the flask dipped in warm water more/fewer bubbles were produced and the rate of
reaction was higher/lower.
4. Write down which balloon was blown up more quickly.
5. Write down the name of the gas that blew up the balloons.
6. Did crushing the sodium bicarbonate tablet the reaction rate?
7. Write whether the higher temperature of the vinegar increased or decreased the rate of this reaction.
Task 4: Discuss in your group and explain how the change of temperature affects the rate of chemical reactions.
Elaborate
Task 5B: Discuss in your group, then answer the following questions.
Task 5A: Provide examples of other substances whose reaction with vinegar you would like to see. (Examples: reaction of vinegar with egg shells, chalk or mussel).
1. Why do we keep food in a fridge or freezer?
2. Why does food cook sooner in a pressure cooker than in a normal pan?
Evaluate
Task 6: Students evaluate their own knowledge and skills by filling in the table focused on meta-cognition. In Table 3 they record the knowledge and skills learned on the occasion, in Table 2 they record the information they consider the most interesting, and in Table 1 they write a question whose answer they still do not know.
This phase focuses on formulating questions developing higher-order cognitive processes, thus helping students develop their skills, judge, evaluate, analyse, and interpret the results of their work.
Instrument
Tests
Standardised cognitive tests were used as the research instrument for the pre-test and post-test (Rabčan et al., 2019). Both the pre-test and the post-test consisted of 10 items focusing on different domains of the revised Bloom's taxonomy (Anderson & Krathwohl, 2001). The tests were comparable, they included the learning content of the "Changes in chemical reactions" thematic unit according to the content and performance standards defined in the formal SA standard (ŠPÚ, 2014). The items focused on the following categories of a) knowledge dimension: factual (1 item), conceptual (8 items) and procedural (1 item), and b) cognitive process dimension: remember (1 item), understand (4 items), apply (4 items), and analyse (1 item) (see Table 4). As for the task type, 5 items were single-choice questions and 5 were open questions with short answer. These items were developed and standardized by the National Institute for Certified Educational Measurements of Ministry of Education, Science, Research and Sport of Slovak Republic. Unfortunately, the database did not contain items pertaining to the "evaluate" and "create" domains.
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Figure 1 The effect of temperature on the reaction rate between vinegar and sodium bicarbonate
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Table 4 Pre-test and post-test items based on the revised Bloom's taxonomy
Procedures
Before the beginning of the research the teachers took a 20-question self-assessment survey (Holloway, 2015). The questionnaire consisted of questions assessing their use of IBSE in chemistry by means of five subscales focused on the 5E educational model (Engage, Explore, Explanation, Elaborate, Evaluate). Questions were rated on a 5-point Likert-type scale: 1=almost never, 2=rarely, 3= sometimes, 4=often, 5=very often. A high overall score indicated that IBSE was used frequently, while a low score indicated that the traditional lecture-based approach prevailed. All teachers achieved medium scores as they reported using the IBSE (5E Educational Model) at least 70% of the teaching time. The teachers for the research were selected deliberately to ensure comparable IBSE skills.
After the pre-test, both groups proceeded to revise the "Changes in chemical reactions" thematic unit in the course of 10 lessons from September to mid-October 2018. In the experimental group, revision was performed using IBSE (confirmation inquiry) and in the control group IBSE was not used at all. In the experimental group revision was carried out using the five inquiry activities. Students worked in pairs or groups of 3-4; students with different academic performance were mixed. In the control group, teachers revised the topic using methods of their choice, e.g. questions & answers, oral and written revision, textbook studying, demonstration experiments, laboratory work.
At the beginning of September 2018, all students took the pre-test. Its goal was to identify and compare their level of knowledge and skills in the "Changes in chemical reactions" thematic unit taught during the previous school year in the period from February to June 2018. The pre-test results showed that all classroom groups were at a statistically similar level (p>.05). Therefore, the classroom groups were subsequently randomly assigned to either the control (n=8) or experimental (n=7) group.
After 10 lessons focused on revising the "Changes in chemical reactions" thematic unit, all students were administered the post-test.
Data Analysis
Students' pre- and post-tests were evaluated. 1 point was awarded for each correct answer; 0 points were awarded for an incorrect answer; the maximum score was 10 points. Data were processed using Excel and analysed. The overall test score was analysed as well as specific scores for different cognitive process categories and individual items. The reliability of the tests results was calculated using the Cronbach's alpha (Cronbach, 1951) and equalled for the pre-test (α=.693) and for the post-test (α=.702). Also, normal distribution of the results was controlled for total scores, grouped items, and for each item separately, using the Kolmogorov-Smirnov test. The Kolmogorov-Smirnov test confirmed that the obtained data showed non-normal distribution (p<.001), therefore the non-parametric Mann-Whitney U test was used to compare the data of the control and experimental groups.
Statistical analyses were performed using SPSS version 18 (SPSS Inc., 2009). In all data analyses, the pvalue <.05 was considered significant.
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Research Results
The Mann-Whitney U test results for the pre-test and post-test can be seen in Tables 5 and 6.
Table 5 The Mann-Whitney U test results in pre-test
It can be seen that the mean success rate in the experimental and control group is comparable in Table 5. The H 01 hypothesis was formulated and tested to verify this assumption.
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In Table 6, it can be seen that the experimental group scored higher in the post-test than the control group. As for the cognitive process dimension measured by the post-test, the EG scored higher than the CG in all categories observed.
A comparison of pre- and post-test results in the EG listed according to the academic performance of respective students (Table 2) indicated that revising the learning content using IBSE (confirmation inquiry) was effective. Hypotheses H 02 to H 04 were formulated and tested to verify these assumptions.
Hypothesis Testing
The criteria for decision making in Mann-Whitney's U test are as follows: if p>.05, H 0 is accepted; if p<.05, H 0 is rejected. The Mann-Whitney U test results for hypothesis testing can be seen in Table 7.
Table 7 Statistic verification of research hypotheses – results
* Level of significance=.05.
Discussion
At the beginning of revision in September 2018, a pre-test was administered to identify the actual effect of the traditional lecture-based teaching model used previously, from February to June 2018. In the pre-test, students scored higher in remembering and understanding, but lower in the higher-order cognitive processes such as application and analysis (see Table 5). These results were comparable with Slovak students' results in the PISA 2018 international comparison measuring science literacy (OECD, 2019).
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The question was whether revising using IBSE could affect the results.
Therefore, an experiment was performed to compare the learning outcomes produced by using two different teaching methods – teaching with and without using IBSE (based on confirmation inquiry) during 10 lessons. In both groups, learning outcomes were measured using a post-test. The data obtained this way were processed to evaluate and summarise the effect of teaching methods.
1. The findings indicate that in the revision phase, the implementation of IBSE (confirmation inquiry) was more effective than teaching without using IBSE in terms of developing conceptual understanding. It was confirmed by the post-test results in which the experimental group scored better than the control group and the difference was statistically significant (p<.001) (see Tables 6 and 7). This result is consistent with the research results confirming the effect of IBSE strategies on improving students' conceptual understanding (Blanchard et al., 2010; Kireš et al., 2016; Kirschner et al., 2006; Minner et al., 2010; Nieswandt, 2007; Prince & Felder, 2007; Sever & Güven, 2014). The results in the cognitive process, application, and analysis show that IBSE helps develop higher-order cognitive skills (HOCS). This result relates to the fact that IBSE supports HOCS by using questions, critical thinking, and problem-solving (Anderson, 2002; Oliviera, 2010; Lemlech, 1998; Zoller, 2011).
2. According to the post-test results, the experimental group scored statistically better in the three analysed cognitive process categories: understanding, application, and analysis (see Tables 6 and 7). It relates to the fact that deeper understanding of the learning content is achieved when students learn actively (Piaget, 1973). However, no statistically significant difference between experimental and control groups was confirmed in the category of remembering. It has to do with the fact that in Slovakia, teaching aimed at remembering is preferred, which is consistent with the PISA results of 2006–2018 (OECD, 2019). These findings indicate that using IBSE to revise in teaching and learning can help Slovak students develop HOCS, which is a way to also improve their results in PISA testing.
3. Students worked in pairs or groups of 3–4; students with different academic performance were mixed to learn from each other so that higher-achieving students helped their peers who learned from them. For students who tend to be less active in front of the whole class, group work represents an opportunity to participate. The biggest statistical difference in the levels of knowledge and skills before and after the revision was identified in students with lower academic performance (grade 3–4) in the experimental group (see Table 7). These findings are consistent with the outcomes of studies confirming the influence of IBSE on academic performance (Berg et al., 2003; Pandey et al., 2011; Witt & Ulmer, 2010).
The results obtained may have been influenced by the following:
Students in the EG obtained knowledge and skills by means of laboratory work included in the activities. It represents a suitable form of teaching in terms of IBSE application (Abrahams & Millar, 2008; Hofstein et al., 2005; Högström et al., 2010; Millar & Abrahams, 2009) as interconnecting inquiry activities with practical tasks provides a great potential to develop skills, abilities, and also scientific thinking in students.
Activities verified during the pilot research and subsequently optimised were used in the revision phase (Sotáková et al., 2020).
The implementation of confirmation inquiry into teaching students in this age group may also have influenced the research results. However, the published research works have not clearly confirmed whether confirmation inquiry in teaching is effective, see e.g. Blanchard et al. (2010) who have identified significantly better post-test results in students taught using guided inquiry in comparison to students taught using confirmation inquiry. Similarly, to Lederman et al. (2008) the aforementioned research team has recommended to combine confirmation and guided inquiry. However, in this research, IBSE was used to teach secondary school students who are still considered beginners at learning, therefore they should have access to direct instructions clarifying the concepts and work procedures required by the respective subject (Clements & Battista, 1990; Mayer, 2004) – which is the goal of confirmation inquiry (Bruck et al., 2008; National Research Council, 2000; Rezba et al., 1999).
The limits of using IBSE in teaching include insufficient explanation of IBSE in curricula-related documents, teachers' training in using IBSE or lack of time necessary to perform inquiry activities, and insufficient practical equipment in schools. In this research, these problems were eliminated by using verified activities that took into account the necessary amount of time (2 lessons), commonly available tools and chemicals. Further limits of this
If a teacher does not have access to ready-made, verified activities, or if they have little experience in IBSE, the differences may not be that significant. As supported by research results, developing IBSE teaching skills is not easy for teachers either (Capps & Crawford, 2013; Colburn, 2000; Wallace & Kang, 2004).
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research included the available sample of secondary school 8-graders, the difficulty of the "Changes in chemical reactions" thematic unit, and a relatively short implementation period of IBSE into teaching.
The activities designed for the "Changes in chemical reactions" thematic unit are high quality as confirmed by the fact that they were included in the methodology guide for teaching chemistry in the 7th grade of secondary schools and 2th year of 8-year grammar schools (Vicenová & Ganajová, 2019). This manual was published with a recommendation clause from the Scientific Grant Agency of the Ministry of Education, Science, Research and Sport of the Slovak Republic. Most Slovak teachers working at secondary and 8-year grammar schools use it in teaching.
Conclusions and Implications
The presented research aimed to identify the effect of IBSE implementation (confirmation inquiry) in learning content revision on the development of conceptual understanding. Until now, no pedagogical research focused on using IBSE in revision has been published.
The research results confirmed the effect of using confirmation inquiry to revise and enhance understanding of the given topic in younger students.
The findings indicate that in the revision phase, the implementation of IBSE (confirmation inquiry) was more effective than teaching without using IBSE in terms of developing conceptual understanding. A detailed analysis of the items tested showed that implementing IBSE (confirmation inquiry) helped develop the higher-order cognitive processes such as application and analysis. The statistical analysis also showed that the investigated differences were statistically significant. The implementation of IBSE (confirmation inquiry) stimulated learning mainly in students with lower academic performance (i.e. students with grades 3–4). IBSE helped these students develop conceptual understanding in the most pronounced way.
Indirectly, it confirms that future teachers should be trained in IBSE application; before this idea is implemented in teacher training provision of quality ready-made activities could help.
Although in Slovakia, concepts such as "increasing the quality of upbringing and education", "increasing the availability of quality education and upbringing", or "modernisation of education and upbringing" are widely referred to, the actual practice is at a standstill. The requirement to implement IBSE is stipulated in the state educational programmes in Slovakia, but its application in educational practice is very slow, mainly due to the inertia of the educational system.
The aforementioned findings suggest new tasks for the creators of educational policies and teachers in Slovakia.
The creators of the educational programmes should initiate specific changes to the state educational programmes and offer specific verified activities in the respective methodology guidelines to provide teachers with guidance. Moreover, these activities should be accessible in the digital form in a central digital storage with free licences, the development of which has been contemplated in Slovakia for some time.
Last but not least, continuous specialised and methodological support for (future) teachers must be provided to help them select and adapt the learning contents and create school educational programmes. This way, students would be exposed to the long-term and complex impact of IBSE.
Acknowledgements
This research was supported by the grants VEGA No. 1/0265/17 "Formative Assessment in Natural Sciences, Mathematics and Informatics" and KEGA No. 004UPJŠ-4/2020 "Creation, Imple-mentation, and Verification of the Effectiveness of Digital Library with the Formative Assessment Tools for the Natural Sciences, Mathematics and Informatics at the Elementary School".
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Marshall, J. C., & Alston, D. M. (2014). Effective, sustained inquiry-based instruction promotes higher science proficiency among all groups: A 5-year analysis. Journal of Science Teacher Education, 25(7), 807-821. https://doi.org/10.1007/s10972-014-9401-4 Marshall, J. C., & Horton, R. M. (2011). The relationship of teacher facilitated inquiry-based instruction to student higher-order thinking. School Science and Mathematics, 111(3), 93-101. https://doi.org/10.1111/j.1949-8594.2010.00066.x
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Appendix
A. "Changes in chemical reactions" thematic unit: description of confirmation inquiry activities
Inquiry activity
1 Exothermic and endothermic reactions
The activity focuses on exothermic and endothermic reactions. Students investigate the thermal changes in chemical reactions of vinegar with sodium bicarbonate vs. sodium bicarbonate (solution) with calcium chloride. They enhance their knowledge of exothermic and endothermic reactions by learning about their practical use (self-heating or cooling sachets, self-heating cans).
Factors affecting the rate of chemical reactions
3 The effect of temperature on the rate of chemical reactions
2 The effect of concentration on the rate of chemical reactions
4 The effect of surface area on the rate of chemical reactions
The goal of the activity is to verify the effect of various factors on the reaction rate between vinegar and sodium bicarbonate in practice. Students observe the course of this chemical reaction using simple apparatus (flask with a balloon on its neck). The chemical reaction rate is affected for example by diluting vinegar, increasing its temperature, or crushing the sodium bicarbonate tablet. These factors affect the speed with which the balloon is inflated by the released carbon dioxide. Students apply this knowledge to explain real-life situations such as setting fire, food storage methods, or kettle limescale removal.
5 The effect of catalysts on the rate of chemical reactions
This activity focuses on catalysts. Students verify how the presence of ash or sand affect how a sugar cube burns in practice. They enhance their knowledge about caramelisation and the function of catalytic converters in cars. They also learn about the lactase enzyme and its role in lactose digestion (milk sugar) and the reasons why lactose intolerance can emerge.
Received: March 29, 2020
Accepted: June 02, 2020
Cite as: Sotakova, I., Ganajova, M., & Babinčakova, M. (2020). Inquiry-based science education as a revision strategy. Journal of Baltic Science Education, 19(3), 499-513. https://doi.org/10.33225/jbse/20.19.499
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Four Seasons Lesson Plan Teachingenglish
Heterogenität im Klassenzimmer ist Alltag und eine Herausforderung. Auch Englischlehrkräfte sind aufgefordert, dies mit speziell zugeschnittenen Lernarrangements zu berücksichtigen. Maria Eisenmann führt daher nicht nur in die Theorien von Heterogenität, Differenzierung und Inklusion ein, sondern stellt individualisierende Methoden und Lernstrategien für die Praxis des Unterrichts vor.
This handbook is for elementary staff who work with English Language Learners, but who don't have specialized training in English language acquisition.It provides a thorough picture of English Language Learners, and offers practical strategies for teaching.
Teaching English Abroad
Your Blueprint for Building Cohesive Lessons
A comprehensive guide for teachers of AS/A2 level English Language
Teaching English to Children of Eleven to Sixteen
Toward Free Conversation and Communication in the Foreign Language Classroom
Spencer Nicholl, a self-professed adrenaline junky, was once unaware of the ultimate source of life and adventure. As a result, he continually welcomed risk and the unknown while seeking epic experiences and the subsequent rush the only way he knew how. In a fascinating narrative, Nicholl chronicles his life experiences fueled by a thirst for adventure that placed him on a trajectory that only left him craving more. While detailing his journey through childhood and then from college to the Alaskan bush for a two-year hiatus, Nicholl candidly reveals how his youthful desire for excitement and to fill a great emptiness inside eventually led him on a dangerous brown bear hunt—and to a life-changing revelation that the source of true adventure was in building a relationship with God. While sharing how this revelation changed his direction and moved him beyond North America to embrace many diverse experiences, Nicholl encourages seekers to step into their own adventures, guided by God. "... Story after story of raw adventure guaranteed to reawaken you to something God has hardwired into each one of our souls." —Doug Pollock, speaker and author of God Space
Teaching English culture through CALLLetras
Life Stories of an Adrenaline Junky
Practical Plans for Teaching English in Elementary Schools
Teaching English: Differentiation and Individualisation
Teaching English as an International Language
Teaching English Language Learners
The Principles and Practice of Teaching English
Combine constructivist methods and culturally responsive instruction to improve educational equity. As the population of English Language Learners (ELLs) grows, educators need new strategies to effectively promote second language acquisition and literacy development in all content areas. By linking constructivist pedagogies to ELL instruction, Constructivist Strategies for Teaching English Language Learners provides a culturally responsive approach that builds on students' experiences and strengths. Sharon Adelman Reyes and Trina Lynn Vallone supply in-depth classroom examples and grade-level connections to help readers apply constructivist methods in teaching ELLs. Designed for inclusive classrooms with diverse student backgrounds and abilities, this hands-on guide examines: Perspectives on second language acquisition and learning ; Program models for ELLs ; Instructional practices informed by critical pedagogy ; Examples of constructivist classroom programs ; Mainstream and bilingual teachers, ESL specialists, principals, and teacher leaders will find the conceptual foundation and practical methods needed to promote academic success for ELLs.
There have been many great and enduring works of literature by Caribbean authors over the last century. The Caribbean Contemporary Classics collection celebrates these deep and vibrant stories, overflowing with life and acute observations about society. Sunrise Orphanage is a happy place until the great sickness comes to the country, when the ten orphan children are left to fend for themselves. Normal life breaks down, and people do what they can to survive. Threatened with being taken to a labour camp, the children's only alternative is a perilous journey across the island. Sanctuary awaits them at Last Man Peak, but will they be able to reach it? Unforeseen danger waits at every turn. No one can be trusted. The arduous trek would be challenging enough even without the need to avoid capture - capture which would mean the labour camp, or possibly something much worse. The journey, with only their wits and courage to help them, will change their lives for ever. Suitable for readers aged 11 and above.
Office of Education
Methods of Teaching English
Teaching English Language Learners in Secondary Subject Matter Classes
Teaching English in the United Kingdom
Teaching English Linguistically
Twenty Essays
Birds, Buds and Blooms Teacher's Guide is one of the components of Languages4kidz, Inc. English 4 Toddlers Program. Birds, Buds and Blooms Teacher's Guide is broken down into 12 lessons. Each lesson introduces children and their parents to basic vocabulary, lovely songs, finger plays, stories, poems and games about the Seasons and very especially about the Spring Season and the changes we perceive in nature. Spring means new life and flowers blooming, rainy weather and windy weather, feathered friends and little bugs. Lessons 1-2 focus on vocabulary related to greetings and introductions as well as introducing children to weather related vocabulary and the four Seasons. Lessons 3-8 focus on activities related to the Spring Season. Children learn about things we do and celebrate during this Season, and have an opportunity to plant their own seeds, take care of them and watch them grow. Songs and creative movement activities help children at this early age continue developing their English language skills as well as differentiating their bodies from the world around them, using their hands, mouths and eyes to explore the things in their immediate environment. Lessons 9-11 introduce children to the fascinating world of birds, bugs and butterflies. These animals are fascinating creatures and are sure to catch the attention of most toddlers. Lesson 12 is the last lesson on the Birds, Buds and Blooms unit. It is a "celebration" for children's accomplishments. Each lesson in this Teacher's Guide includes at the beginning valuable information regarding the materials necessary to conduct the classes and vocabulary and structures that need to be introduced and/or practiced. Throughout this Teacher's Guide, you will find more information to help you focus on important teaching components. There are Information Boxes that provide statements that elaborate or give additional information about specific activities; Language Learning Boxes that focus your attention on relevant issues regarding language development and special Icons that facilitate the identification and location of activities in the lesson plans. Each lesson includes activities for the following: - Welcome! - All Together - Playful Time - Relaxing Time - Story Time - Wrap-up! With this Teacher's Guide you can start teaching using whole language in context right away with minimal investment of time researching and creating your own lesson plans. Together with the Picture Books, Enrichment activities Booklets, CDs with songs, finger plays and rhymes, Languages4kidz Teacher's Guides provide you with the tools necessary to implement the program, and make it easy for children to gradually acquire and build up their vocabulary and communicative competence, catch up or improve their English language skills. Birds, Buds and Blooms Unit Package has the following components: Birds, Buds and Blooms Teacher's Guide with Enrichment Activities Booklet What's out there? Picture Book Spring is here! Picture Book What should I wear? Picture Book, and Birds, Buds and Blooms CD with songs, finger plays, rhymes and read alouds. Each item is sold separately on Amazon.
Teaching English Language 16 - 19
Generally, in language teaching, the emphasis is on the development of four separate skills: listening comprehension, reading comprehension, writing, and speaking. However, language teachers and scholars often refer to a fifth skill, which is culture. It is difficult to imagine language teaching without referring in one way or another to the target culture; therefore, culture has always been present in the teaching process. But what does this skill imply and how should it be included into the teaching–learning process? Compared to grammar or vocabulary, culture is more difficult to define; therefore, it is not clear what and how it should be taught. "TEACHING ENGLISH CULTURE THROUGH C.A.L.L." se adreseaza studentilor,cadrelor didactice inscrise la diverse examene de perfectionare sau interesate de alternative in predare.Lucrarea este unica prin multitudinea de situatii prezentate, abordarea unei teme de actualitate in contextul predarii prin intermediul calculatorului si al integrarii culturii in predarea limbii engleze precum si prin utilitatea planurilor de lectii ce insotesc partea aplicativa.
Successful Practices in the Junior High School
Practical Plans for Teaching English
A Comparative Study
An Account of Day-to-day Practice
Are you looking for an exciting opportunity to travel and work abroad? Teaching English as a foreign language is a fun and rewarding career choice if you want to see the world. Whether you're a trained teacher, newly qualified or want to travel the globe, Teaching English Abroad is the most comprehensive guide to finding and securing a teaching job abroad. Packed with hundreds of different schools and placements across 90 countries from South Korea to Australia, there are a huge range of opportunities to choose from, including both long and short-term placements. Teaching English Abroad provides all the essential information you need, region by region, so you have a safe and successful trip. Inside find out: How valuable qualifications are to teaching abroad Which ELT courses available, lasting from a weekend to 3 years Where to search for jobs from recruitment organisations to websites How to prepare for your trip abroad and overcome any issues How other teachers found their work from personal accounts Now in its 16th edition, this new edition includes more than 50 new employer listings - from Switzerland to Taiwan, Georgia to Kenya, and Hungary to Bolivia.
Report of the Federal Security Agency
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
Report of the Commissioner of Education [with Accompanying Papers].
Research in Education
Annual Index
Birds, Buds and Blooms
Modern Methods of Teaching English in Germany
Adventuresome Soul
This book is for secondary subject matter teachers and administrators who work with English language learners (ELLs) in subject matter classes. It is also for college professors who prepare pre-service teachers to work with those students. The book brings together insights from linguistic, socio-cultural, educational, cognitive, developmental perspectives of what it means for ELLs to learn both English and subject matter knowledge in English as a second language. It delineates unique challenges that ELLs experience, offers ELLs' learning stories, and suggests concrete strategies with classroom teaching examples across academic disciplines. The 2nd edition broadens the scope of the 1st edition in several aspects. Specifically, it includes two chapters about secondary ELLs' previous educational experiences in their home countries, a chapter on subject matter lesson planning with ELLs in mind with teacher collaborative strategies, and more principle- based and field-tested effective instructional and assessment strategies for working with ELLs.
Learn to: Put an EFL course programme together from scratch Let your students loose in skills classes – from reading to listening Deliver grammar lessons in a logical and intuitive way Cope with different age groups and capabilities Your one-stop guide to a career that will take you places If you thought that teaching a language that's second nature to you would be easy, think again! Explaining grammar, or teaching correct pronunciation while simultaneously developing your own skills as a teacher can be a huge challenge. Whether you're on a training course or have already started teaching, this book will help launch your career and give you the confidence and expertise you need to be a brilliant teacher. Make an educated decision – decide between the various courses, qualifications and job locations available to you Start from scratch – plan well-structured lessons and develop successful and effective teaching techniques Focus on skills – from reading and writing, to listening and speaking, get your students sounding and feeling fluent Get your head around grammar – teach students to put sentences together, recognise tenses and use adjectives and adverbs All shapes and sizes – tailor your lessons to younger learners, one-to-ones, exam classes and Business English learners Open the book and find: TEFL, TESOL, EFL – what all the acronyms mean The best course books and materials to supplement your teaching Advice on running your class and handling difficulties Lesson plans that you can use in the classroom Activities and exercises to keep your students on their toes Constructive ways to correct and assess your students' performance Ways to inject some fun into your classes Insider information on the best jobs around the world 'An invaluable manual for anyone thinking of embarking on a TEFL journey. Michelle Maxom's step-by-step guide provides practical tips to get you started and offers key advice to help unleash the creative English language teacher within.' – Claire Woollam, Director of Studies & a Teacher Trainer at Language Link London
Teaching English Today
2nd Edition
A Linguistic Approach
Teaching English as a Foreign Language For Dummies
A Handbook for Elementary Teachers
Classroom Practices in Teaching English, 1967-1968
This uniquely structured and practical resource book will empower teachers new to the study of language to feel confident about leading a stimulating and successful course. Covering all areas of linguistic investigation across the different exam board specifications, this accessible text rooted in theoretical perspectives is underpinned by years of teaching experience and is rich with practical classroom activities. Each of the sections included in this book is either an examined area of study from the AS and A2 specifications or deals with the supporting frameworks of linguistic analysis, and is helpfully split into two parts: An overview of how to teach that area of study, and a discussion of the appropriate level of knowledge that students will require; Individual lesson ideas and plans, with resources provided throughout. Teaching English Language 16 – 19 opens with a brief introductory section that outlines the reasoning behind taking an investigative approach to the study of language. A sequence of suggested lesson ideas for the opening lessons of a typical course, amounting to some eight lessons with homework research and discussion preparation tasks, is also included. Students on initial teacher education courses, as well as practising teachers undertaking the teaching of language for the first time, will welcome this highly practical resource. Introduction 1. How We Read The Process of Reading Reading Poetry 2. Aesthetic Reading: Poetry The Thing Itself Some Pedagogical Principles Implications for Teaching Poetry General Impl
Notes and Comments on Teaching English Overseas
7-12
Supplement to Video-tape Inservice Program on Teaching Second Languages, Instructor's Manual
Annual Report of the Commissioner of Education
Ideas for Teaching English, Grades 7-8-9
Resources in Education
The Mathematics Lesson-Planning Handbook, Grades 6-8 Teaching English Constructivist Strategies for Teaching English Language Learners
Ever feel burdened by mathematics lesson planning? Your blueprint for designing Grades 6-8 math lessons that enhance state standards and address the learning needs of students is here. This indispensable handbook guides you step-by-step to plan math lessons that are purposeful, rigorous, and coherent. The effective planning process helps you Clarify learning intentions and connect goals to success criteria Structure lessons to fit traditional or block schedules Select the formats and tasks that facilitate questioning and encourage productive struggle Includes a lesson-planning template and examples from Grades 6-8 classrooms. Empower yourself to plan strategically, teach with intention, and build an individualized and manageable set of mathematics lesson plans.
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Copyright : africanamericanstudies.coas.howard.edu
Report of the Commissioner of Education Made to the Secretary of the Interior for the Year ... with Accompanying Papers Guide for Teaching English is Our Language, Grades 1 and 2 The Mathematics Lesson-Planning Handbook, Grades 3-5
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Virtual.1798-X
Fighting to the last Man - The Rebellion of 1798 [I]
Folklore about Gaelic heroes, handed down from the ancients, aims at fostering noble demeanour, a love of community and a sense of discipline and learning. This instilled a determination to defend our laws and values, to help our Celtic people survive during migration, in times of well-being and times of subjugation. Echoes of our past, going back 5,000 years, permeate the unhybridised Irish language. Gaelic people suffered unsparing pressures down the years and the rising of 1798 stands out in this regard.
The United Irishmen was a society formed in 1791. The Irish leaders, driven to rise up by colonial imposition, were inspired by the American Revolution (1775–83) and the French Revolution (1789). The aim of the movement was to gain freedom for Ireland. In 1796, England began a campaign to suppress the United Irishmen, who wanted to form a national government, with 'an equal representation of all the people'. The emblem was an embellished Celtic harp, bearing the words -
Equality. It is new and strong and shall be heard.
The Society had many principled Church of Ireland Protestants in its leadership. Members were mostly Catholic and Dissenters (mainly Ulster Presbyterians). These last were also victims of severe, English Penal Laws, said to be 'a machine of wise and elaborate contrivance… for the oppression, impoverishment and degradation of a people… as ever proceeded from the perverted ingenuity of man'. In the 17-1800s, the English ruling classes, not the English people, used religion as a guide to distinguish friend from foe.
The rebels cropped their hair short, in the French revolutionary style, being called 'Croppies'. Local risings began by the Spring of 1798. The rebels, armed with farm instruments, had no forces or organisation to speak of. They were as desperate as they were idealistic. English Militias conducted widespread executions of volunteer members of the United Irishmen, to undermine them.
A cohort of fully acculturated (anglicized) people was long established here, with no tie to principle: spies readily operated for the English. So the Town Major, Henry Sirr, Dublin's police chief, seized ten of the leaders, on 12th March, 1798, in the house of the Presbyterian, Oliver Bond, a woollen merchant. He and two others were sentenced to death in a 'show trial', a term deriving since then from European history.
The charismatic Theobald Wolfe Tone, the leader of the United Irishmen, sought rights for his Presbyterian and Catholic countrymen. He and Napper Tandy (son of a Quaker ironmonger, a man of conviction and principle), went to Paris to ask Napoleon Bonaparte for help. Napoleon said to Wolfe Tone: "Mais, vous êtes brave (Goodness, you are courageous)". Lord Edward FitzGerald (1763 - 1798) was active in the service of Britain in the American War of Independence and the Irish Parliament. However, he was a leading member of the United Irishmen , on the grounds of conscience, and he decided to revolt unaided. On the eve of the uprising, he was fatally wounded during the arrest. The movement was not halted.
Sir Ralph Abercromby, the English Commander-in-Chief in Ireland, planned to use collective punishment of the populace. Troops were sent to live at 'Free Quarters' in disturbed areas, with orders to requisition food, cattle, fodder and to break the people by any means. Widespread house burnings, confiscation of food, torture and rape followed. Turning the island into a concentration camp was not enough.
General Lake replaced Abercromby. He believed in selective punishment. The law was suspended. He could take action 'if necessary beyond that which can be sanctioned by the law'. Lake himself said: "I am convinced that the contest must lay between the army and the people".
A) In Athy, Co Kildare, on the 1st of May, 1798, Triangles first appeared. A victim was secured to a wooden triangular structure and then flogged to death, if they had not information to give. There were righthanded and left-handed floggers. They flogged in unison. Tiring floggers had replacements, to ensure torture continued, removing skin, muscle and blood.
B) Portable 'Traveling Gallows' were used for Half-hangings. Victims were hanged over a soldier's back or from a wooden structure. They were revived, each time they lost consciousness from the strangulation.
In another procedure - called 'Picketing' - the victim was left hanging but could choose to stand awhile, if he were able, on sharp pointed stakes. When close to death, this victim would also be let down, revived and hanged again. This would be repeated until it was as well to leave the victim hanging. In all cases, the outcome was a horrifying death.
C) For Pitch Capping, a conical cap filled with boiling pitch (tar), was fitted to victim's head. The boiling tar ran down the face and into the eyes and mouth. When the pitch had cooled, the cap was pulled off, with most of the scalp. Shears were used to remove long hair – often with the ears too. Sometimes gun-powder was added to the boiling tar, which was then set alight.
Boiling tar could also be poured directly into the victim's eyes and mouth. As doing this invariably proved quickly fatal, the method was used as a form of execution.
Civilians were tortured and killed at will. The rebels often faced guns, armed with only pikes, normally used for gathering hay. At least eleven priests fought beside their people: some were killed in battle and four were hanged. The most famous was the Wexford priest, Father John Murphy, of Boolavogue. He was stripped, flogged, hanged and beheaded and his corpse burned.
In Ulster, Presbyterian rebels captured Antrim town for a few hours on the 7th June but were then driven out 'with great slaughter' by government artillery. In Wexford, on 21st June, General Gerard Lake surrounded Vinegar Hill, with a force of 20,000. Battle was joined. For about two hours, the rebels, with their women and children, were shelled. Armed with farm implements, they were cut down. The rebellion in the South-east was over.
By July of 1798, General Lake had quelled the rising around the country. The English Occupation had so distressed the people that men, women and children had willingly faced death. The method of crushing the rebellion, such as it was, may well have been one of those things about which, on the 18 of May, 2011, HM Queen Elizabeth II, said "things which we would wish had been done differently or not at all".
Général Humbert's Napoleonic Republic of Connaught 1798 [II]
Much of the information provided on these events was written down from the oral accounts of local people. They came from the short-lived Republic of Connaught. Their stories are kept in the Folklore Department of Ballinamore Library, County Leitrim.
Connacht had escaped from the pillage of General Lake. On the 22nd of August, 1798, le Général Humbert came from France, at Killala, Co Mayo. Flying an English flag, he easily took the town. Many volunteers joined him, including men from Dún Chaocháin, Co Mayo. The extreme impoverishment of the people struck the French.
After a 15-mile march at night, Humbert arrived in Castlebar on August the 27th, 1798. A combined force of 2,000 French and Irish routed a force of 6,000 English soldiers. The defeat became known as the 'Castlebar Races', for the headlong flight of the English. Huge quantities of guns and equipment were abandoned, including General Lake's personal luggage. Following the French victory, thousands of volunteers flocked to join Humbert. On August the 31st, 1798, Humbert set up the Republic of Connaught and appointed one John Moore as its President.
Lake wanted revenge for his earlier, humiliating defeat. Humbert left Castlebar, under cover of darkness. On Friday, September the 7th , his forces routed 100 troops guarding Ballintra Bridge. He tried to destroy it, to slow General Lake down, but English snipers prevented this. Humbert's forces passed through Drumshanbo – to rest on Dristernan Hill. At Cloodrumin, British forces led by Crawford opened fire on Humbert's rearguard. His forces halted to face the pursuers, who retreated, at full gallop, suffering considerable losses.
Following this engagement Crawford did not engage with Humbert's forces, until Lake joined up with them much later, at Ballinamuck. Humbert considered proceeding to Granard, where he thought thousands of United Irishmen from the Midlands would join him. However, it came to light that over 2,000 United Irishmen had been defeated at the Battle of Granard. Armed with pikes, the Rebels had been no match for the English forces. When the Battle of Granard was over, the English took surviving Croppies to the church at Granard, to hang them.
A Commander at Granard, called Heppenstall, was called 'The Walking Gallows'. From Wicklow, he was powerfully built and had the reputation of casually acting as jury, judge and executioner. It was said if he mistrusted a 'peasant' he met by along the road, "he would punch him down and then seize him, half- or wholly unconscious, and hanged him on his back until he was dead".
Similarly at Granard, Heppenstall threw a victim over his shoulder - with a rope around his neck - and jumped around until the victim was dead. When the English grew tired of hanging, any prisoners still alive were tied up and left lying on the street overnight. In the morning a herd of cattle was driven over them. Anyone still alive, once again, was shot. In the days which followed, an orgy of burnings floggings and shootings of local people began, to deter anyone from joining Humbert.
Humbert continued along what is locally called the Old French Road, from Fenagh, to meet up with the rest of his forces. Late on the 7th of September, Humbert reached Cloone with a weary and tired group of soldiers.
Humbert received a deputation from local United Irishmen: they promised him 10,000 recruits, if he could wait until the following day. Later again, at 10pm, General Charles Cornwallis, the 1st Marquess Cornwallis, who was serving since June, 1798, as both Lord Lieutenant of Ireland and Commander-in-Chief of Ireland, left Carrick, with his troops, for Mohill. He learned that Humbert was staying the night in Cloone. He sent word to Lake to proceed there. Lake was somewhere close to Keshcarrigan and must march through the night.
At Cloone, Humbert's men ate and rested. On the 8 th of September, Humbert's forces left the townland. The French and Irish went towards Ballinamuck, leaving Keeldra Lake and going into Cattan and Fearglass, in the parish of Gortletteragh.
Cornwallis' army had reached Mohill. He knew that Humbert was heading for Ballinamuck. He sent his troops ahead of Humbert, to cut him off. General Lake was following Humbert. The combined English force was about 35,000. It was now only a matter of time before Humbert was caught at Ballinamuck. His forces numbered something short of 2,000. The battle took place on a warm Saturday morning, the 8 th of September.
Humbert's army was outnumbered and could only put up a token resistance. The French surrendered and were taken prisoners of war. No quarter was shown to the Irish. The English charged into them, killing all they could. On the 9 th of September, many people went to the battlefield at Ballinamuck. Amongst them was a man from Killeshandra, who wrote: "There lay dead about five hundred. I went with many others to see them. How awful! To see that healthy mountain covered with dead bodies, resembling at a distance flocks of sheep – for numbers were naked and swelled with the weather".
In the days and weeks following the battle, the Yeomanry from Leitrim, Longford, and Cavan scoured the countryside, looking for rebels who had escaped. Tradition handed down tells us that a fleeing Rebel was caught at Fenagh and hung from a tree outside the late Jimmy Joe McKiernan's (local Sculptor) House. William Brady from Keshcarrigan was caught helping Rebels to flee across a bog, a few miles from Ballinamuck. He was tried and sentenced to be hanged by the neck, until dead. Afterwards his head was to be severed from his body and placed on the most conspicuous part of Cavan town. Prisoners brought to Carrick-on-Shannon were not court-martialled.
One account said: "After the action at Ballinamuck, the regiment marched to Carrick-on-Shannon where, in the courthouse, there were a couple of hundred rebels. An order arrived from Cornwallis directing a certain number of them to be hanged without further ceremony – and a number of bits of paper were rolled up with the word 'Death' being written on the number ordered to be killed; and, with those in a hat, the Adjutant Captain Kay entered the courthouse and the drawing of lots began. As fast as a wretch drew the fatal ticket, he was handed out and hanged at the door... It was a dreadful duty to devolve upon any regiment". Another account says: "19 hanged, with remaining prisoners sent to another regiment to follow our example".
Two places of execution were used in Carrick-on-Shannon. Prisoners not hanged at the first site were sent to the second. Yet other prisoners were exported, as slaves, to colonies like Australia and Tasmania. The French were treated as prisoners of war and all were returned to France. An exchange of British prisoners held in France ensured their safe return. In Ireland, executions, punishments and reprisals went on for weeks after the battle of Ballinamuck. During the first two weeks of September, 1798, more soldiers and bigger armies than local people had ever seen, marauded across the Leitrim and the Fenagh countryside. 'Free Quarters' was fully exploited: robbery, rape and murder of young and old was carried out by soldiers with free rein to do what they wanted.
Adelia M. West, an Anglo-Irish lady, wrote in her memoirs "My mother told me that the autumn of '98 was the finest she ever saw, it was like Summer through November and on to Christmas. She cut a large bunch of roses in the garden at Annadale [in Kiltubbrid] but, though flowers were unusually plentiful, food was scarce. And the poor misguided, ignorant people were in many places starving."
The disconnect between dying people and their masters is noteworthy. Éire, Banba and Fodhla, our three Princesses - of the Land and People, of their Defence and of Learning - had overseen another stage in their relegation into obscurity. And Famine was yet to come, in 1845.
The Redmonds – 1798 [III]
My father, Seán Réamonn (RIP), told me that many of our kinsmen perished on Vinegar Hill. Our family is centered around the town of Ballygarret. The name, being Norman, derives from Old German. Norman families became 'Hiberniores Hibernis ipsis (more Irish than the Irish themselves.).
http://www.askaboutireland.ie/reading-room/history-heritage/history-of-ireland/wexford-connections-the-r/
The Redmonds were one of the oldest Anglo-Norman families in County Wexford. Dispossessed of their lands in the 1650s, for keeping to their religious principle, the family became involved in commerce and shipping in the late 18 th century. They set up a private bank in 1770, which withstood the major banking crisis of 1820.
William Archer Redmond (1825-1880) was one of Ireland's first Home Rule MPs, elected for Wexford Borough in 1872. He married Mary Hoey of Dunganstown, Co. Wicklow. They lived at Ballytrent House near Rosslare Harbour, Co Wexford. Their two sons, John Edward Redmond (1856-1918) and William (Willie) Hoey Kearney Redmond (1861-1917), served as Irish Parliamentary Party MPs until their deaths.
Ballytrent House Wexford Library Services
The Redmonds have a connection with the Macamores area. It stretches from Kilmuckridge to Castletown and inland as far as Camolin, with Ballygarret being at the heartland of the area.
The current word Macamore is derived from the name of a local Gaelic chieftain Daibhibh Mór, who's son MacDaibhidh Mór controlled this area in the 13th and 14th century. As the Irish language was being extinguished in Wexford, the name must become anglicized, as Mac David-Mór and MacDamóre. The word which survives for the old territory is 'The Macamores'. Like other old areas such as The Duffry in NW Wexford, these old Gaelic-controlled territories existed prior to the Norman county-boundary systems and their boundaries still exist today.
In John O'Hart's book 'The Irish Gentry', this particular strand of MacDamóres sept is said to be related to the MacVaddock, who were directly descended from 12th century figure, Moroch MacMurrough - who was Diarmuid's brother. The MacDamore name/territory appears in various maps, and attached is copy from the 1570's which I got from the British Archives, showing the name appearing just west of present day Ardamine. The map is not the most accurate but it still gives us a good picture of the place and has interesting reference points.
O'Hart also claims that there other anglicised versions of Mac Damóre surname surviving including Davidson, Davis, Davison, Davy and Daveys. However there are two surnames which stand out to me, they are the Waddocks and the Redmonds. Now, the Waddocks are easy enough to trace however the Redmond surname, which there are plenty in this area, is the most interesting.
It is generally claimed that the all the Wexford/Irish Redmonds are a direct descendant of that famous 12th century Norman, Raymond le Gros, however I was told differently years ago by a man form Kilmuckridge and here is why. O'Hart claims that 'The patrimony of the 'MacDavid Mór' family lay about Glascarrig, Co. Wexford, and is now known as the Macamores. Redmond MacDavid Mór was the chieftain of the sept AD 1611'. Note the first name is 'Redmond'.
While in KW Nicholls book on 'Gaelic and Gaelised Ireland in the Middle Ages' it is claimed that: "the family, known as the Clann Réamuinn who was a tenant to the Crown in Courtown between 1309 - 1334, assumed in the early seventeenth century the surname of Redmond". So if we were to follow this, which I do, our Redmond's in the Macamores are not directly related to Raymond le Gros. They simply borrowed the Norman first name of 'Raymond' and, with the Irish tradition of borrowing the fathers name, it became a surname over time. Borrowing Norman first names wasn't uncommon for many Gaelic families in this area and we can see examples to this day locally of first names that have passed on from generation to generation: Raymond Kavanagh and Myles O'Connor are just two that spring to mind.
What really drives the nail home in this argument for me, has to be the variant of Redmond which is found around the Gorey area, MacRedmond. There are very few Norman names in Wexford with a Gaelic prefix, so this also adds volumes to this argument. Finally the sheer volume of Redmond families in the area says a lot. In Ballygarrett alone, there are so many Redmond families and most are not related. In fact there were so many with the same first and second name, that they retained the old Gaelic naming system up until recently, where you would be identified with your fathers first name. For example you will find names like Pat 'Ned' Redmond, Mary 'Jim' Redmond etc. If that wasn't good enough to identify who you were, you would be differentiated by your physical appearance or occupation ie The 'Gow' Redmond or 'Red Pat' Redmond etc
The Redmond's in this part of Wexford are the closest we have to the original McDamór family line. https://www.facebook.com/TheMacamores/
Éire Foghla Banba
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Helmut Kiesewetter – a short introduction into his life and art
Helmut Kiesewetter works as a painter, photographer, object and installation artist as well as in the performative arts. His works comprise ice and video installations, theatre projects, art actions, drawings, over-paintings and also classical oil paintings on canvas.
Helmut Kiesewetter is born in Frankenhain, Thuringia, later part of the GDR, in 1947. The scenery of the Thuringia Forest influences him strongly: woods, brooks, snow. His painting stems from the graphic arts, which may have to do with his experience of winter seasons there.
From early childhood on the boy draws and paints. His mother is a teacher, drawing on the black board a lot. In his father's engineering office there are always pencils, coloured pencils, India ink pens. A painter from the neighbouring village shows the boy in his second year how to do watercolours. A watercolour of a bird feeder in snow is his first achievement.
At the age of nine, he flees with his family to West Germany. The adjustment to his new life is very hard for him. Children mock at him because he speaks Thuringian dialect. He withdraws into painting.
At the age of ten he sees Dürer's early self portrait and begins to draw deliberately, with silver pencil, of course. Later, staying with his grandma, he draws flower bouquets, lemon squeezers, faces, and he listens to the broadcast on the landing on the moon.
But before the boy gets his first camera, a Bella. He occupies himself with black-and-white technique, takes photos of trees, flowers, a cactus that blossoms one day only. This interest in photography will remain all his life. As a youth he works in a nursery during school holidays, planting seedlings. He buys a tape recorder with the money earned. He interviews people, records music. It is his way of creating his own radio programme and a way of getting in contact with people: "The tape recorder saved me." He starts showing an interest in radio plays and modern literature.
At the same time he collects art postcards as models for his drawings, they are his treasure. In "LuxLesebogen" volumes he finds biographies of artists which he studies closely. When he enters a museum for the first time with his parents, he is already acquainted with Picasso, Braque, Bonnard, and many great masters. "At the age of 13 I was sure: I'll be a painter."
Difficult experiences in hospitals after severe accidents and early political activity following the students' protests in the seventies and eighties have a strong impact on the youth and young adult. When he is conscribed in the army he refuses service and becomes an acknowledged conscientous objector.
For a short moment he thinks of studying medicine, has already registered at a university but soon gives up this idea. While working on his portfolio of application for the academy of arts he studies philosophy, art history and archeology at Cologne University. In 1971 he is accepted at Düsseldorf Art Academy; it is the era of Joseph Beuys whose influence on the academy and the world of arts is enormous. Kiesewetter closely follows everything that happens around Beuys. As a painter and sculptor to be he studies with his teacher Beate Schiff in her sculptor class and later with Ed Callahan. He learns how to make egg tempera and oil paint, enlarges his expressive potential and finishes his studies as a master student. After passing his final exams in philosophy and art with distinction he starts teaching at a grammar school. In his free time he develops his art further. In 1992 Kiesewetter presents his first solo exhibition. A period of extensive exhibition activity in art clubs, galeries and museums begins. Exhibitions take place in Trier and Berlin, Winterthur (Switzerland) and Rome (Italy), where he shows his works, together with Jan Fabre, in the renowned Opera Paese Gallery; in Perth (Australia) in the Institute of Contemporary Art or lately in the Museo Calle O'Daly in Santa Cruz de la Palma (Spain). In his adopted hometown of Wuppertal he shows his works in the Von der Heydt Museum resp. Barmer Kunsthalle and, every year, in his artist's workshop.
At the beginning of the nineties the long-term cooperation with director Roland Brus and the theatre group of homeless people "Die Ratten 07" at the Berliner Volksbühne am Rosa-LuxemburgPlatz begins. For over ten years aesthetic experiments test the limits between politics, society and art in various arrangements. Here Kiesewetter plays a great role as a dramatic advisor, a conceptual and creative partner and as a source of inspiration for dealing with texts, actors, space and aesthetic means. In 1995 this work is awarded the "Förderpreis der Akademie der Künste".
This cooperation leads to a series of productions such as " Anatomie der Morgenröte" at the Prater/ Volksbühne in 1996; "Schwarze Löcher", Akademie Schloss Solitüde in 2000; a performance together with the renowned representatives of modern music Chiyoko Slavnics and Ute Wassermann as well as the performance of two old men in a public place acting how to survive in a black box.
At Alexanderplatz in Berlin and in Tegel prison the double project "Tegel Alexanderplatz" is created as a cooperation between prisoners and actors and reminiscent of the great Berlin novel by Döblin. Another project called "Was bleibt ist große Zuversicht" in a new form of documentary theatre, based on original documents, stages the party funding scandal of the Kohl era. In 1996 "In den Augen eines Fremden" by Wolfgang Maria Bauer is staged at the Lee Strasberg Institute in Los Angeles and in 2001 "La Noche continúa", a production with fringe groups, is presented at the Festival del Mercosur as a world premiere at the opera Teatro San Martin of Córdoba (Argentina).
Introduction into Kiesewetter's work
If there is some kind of artistic intention intrinsic in Kiesewetter's work it is, perhaps, the idea of affecting the viewer in his physical existence and of activating all his senses through the plasticity of objects. With the help of different artistic procedures the artist intends to create situations and experiences that can, in fact, touch human beings. What he wants to achieve is to convey new ideas, to make visible and perceptible what is hardly noticeable, to sharpen people's perception of life in all its different forms: Kiesewetter's aim is to make existence itself vibrate.
His artistic practice therefore aims at creating atmospheres. In the process he applies various principles of composition. The painter often works with diptycha and triptycha. In general, his paintings seem to grow across the frame into space as they seem to deny their boundaries. They tend to expand. The painter is pleased when his paintings seem to relate, quasi through the air, one to the other, because of the way he has arranged them. He calls this phenomenon "moments of vibrations" like in music. In this process it is of vital importance to him to create ambiguity, balance and dynamic movement.
Kiesewetter also combines painting or photography with art installation. He creates different atmospheres by changing the floor material in the exhibition rooms. Thus a "walk-in" space comes into being, the floor covered either with water, or paper, or wood chips, or hay or salt. The floor becomes a sculpture, a "walk-in" painting, a zone of experience for the visitor. The material is always very consciously chosen in relation to the place. Thus a dynamic interaction takes place between the material on the floor, the media exhibited and the place of exhibition. An example: For the exhibition of drawings and paintings – mainly linear at the time – at the Brühler Kunstverein Kiesewetter chooses hay because of its linear structure. Or he spreads ten tons of wood chips on the smooth floors of Simmern Castle in order to bring the surrounding woods into the building.
The rooms have a very sensual appeal: the smell of paper, the fragrance of wood, the splashing of water. These installations enable the viewer to easily leave his everyday life behind and enjoy a different kind of contemplation. Kiesewetter appeals to the viewer's physical state. In 1996 he has ten cubic metres of used paper shredded and spread on the floor of the Trierer Kunstverein.
The visitors sink in deep. They pick up snippets reading them as if there were secret messages written. Children do somersaults. The abstract paintings on the walls smell of fragrant essences. The used paper smells musty. The artist gives out masks, not only for allergic people. This protection hints at a possible contamination:" ...the contamination of painting, floor, and viewer." At the same time the masks stress the presence of the olfactory dimension.
In the exhibition "Trockne meine Füße" ( 1996) Kiesewetter presents abstract photography in a room whose floor is covered with water. The photographs are reflected in the water. Barefoot or with overshoes the visitors enter the basin (8x5m); doing so they enter another element. In this room installation Kiesewetter brings up the topic of the camera as a mirror and reminds us of the development of the photograph in the lab where suddenly something becomes visible, something appears that has already been there. An action at the opening day completes the scene and highlights Kiesewetter's holistic approach. The artist invites visitors to ritual foot washing: kneeling in front of them he balms their feet with fragrant essences.
Photography
As a photographer Kiesewetter is nowadays only interested in abstract subjects. It is important to him that his photos keep a certain strangeness. The artist wants to change the medium considered representative of reproducing reality into a world of "adventure, imagination and new dimensions". He aims at setting into motion the creative potential of the viewer. Instead of witnessing his focus is on presence. In contrast to painting it is more difficult to address people in a holistic way by photography. The haptic perception is missing and one always feels the mechanics of the apparatus. But through the choice of the subject and the way of printing Kiesewetter tries to give the photograph "its own existence". What he exhibits should be something that "I don't know, that seems so strange to me that it gets me interested." At a time in which we are overfed by millions and millions of pictures Kiesewetter is looking for pictures taken in our world but, nevertheless, appearing new: photographs that bring in something unexpected thus challenging anew the artist himself as well as the viewer.
Plug-in objects
"Plug-in" objects have been part of Kiesewetter's work since 1993 and shown in exhibitions since 1996. The artist has always been a passionate collector of "objets trouvés", taken from nature as well as from the world of ready-mades. He puts objects together that do not belong together. They come from very different contexts. Their characteristic quality: form and material have to be fitted in such a way that the chosen parts are fixed only by plugging them together, without using any adhesive agents.
One element of the object "Easy Rider" is the skull of a roe buck. A tuning fork sticks in one of its nostrils. The work is presented on a high, thin rod. The skull is bent forward a bit so that the work reminds us of a motorcyclist racing through time. The tuning fork resembles an antennae. It seems as if a sound is introduced into the nostril of the skull. Thus the artist hints at the senses of hearing and smelling and at a heightened awareness that allows him to receive signals which otherwise cannot be identified.
The tuning fork, a tool that helps every orchstra worldwide to be tuned, embodies the world's acoustic awareness focussed on the standard pitch and thus representing cultural norms and discipline. The roe buck's skull, a relic of nature, is called "Easy Rider" and therefore represents an American cult object. Kiesewetter conjures up reminiscences of Walt Disney's Bambi: how the artificiality of the comic makes Bambi to a global symbol of innocence and purity. The plug-in object playfully suggests a closeness to nature of Hollywoood's culture industry and opens up a scope of reflexion about man, nature, technique, death and about sound and experience beyond norms and discipline.
Art Installations
In 1996 Kiesewetter creates his first ice installation. In "Helpi, Kalle und Lampi, Trier minus 37°" Kiesewetter refers to his work experience in the perennial cooperation with the theatre company of homeless people "Die Ratten 07". A newspaper announcement saying that three homeless people from Trier froze to death was the starting point of this spectacular and provocative installation. The group exhibition is called "Heilig Rock"; it refers to Jesus's shirt that is shown on the occasion of a historical pilgrimage in Trier Cathedral. Kiesewetter establishes another context by asking three homeless people to let him have their clothes. He freezes these clothes in a big water basin reminiscent of and installed like a tomb. Dimly, the clothes are hidden underneath the ice, like a corpse. A shoe protrudes a bit. Unease spreads and a child is scared. During the exhibition the visitors watch the ice melting, a process that takes seven days. The topic of the installation is the danger of people freezing to death in the streets and hints at interpersonal cold-heartedness. Influenced by Beuys Kiesewetter
certainly wants to remind us, like Beuys, of warmth and energy. At the same time we see another typical element of Kiesewetter's art in this installation: the apparition of objects- the apparition of basic human substance and of an underlying truth.
Kiesewetter develops other ice installations: To create "Die Entscheidung der Ingenieure" in the Opera Paese Gallery he meets a life-long prisoner in a high-security prison; for "Iceolation" in Perth he meets an HIV-patient. He asks both persons for their clothes. In both cases he meets with resistance and difficulties. Kiesewetter's text written for the opening of the exhibition in Italy exemplifies his conceptual thinking and demonstrates the political dimension of this work. Quoting Pasolini he describes modernity as a cold storage house, civilisation as a machine meant to discipline human beings. Against the mechanisms of structural violence, power and equalisation Kiesewetter positions art as a counterforce. Here the artistic process of thawing becomes elementary and vital in the defence against numbness and insensitivity.
However, in his artistic practice Kiesewetter is never concerned with clear-cut statements, but with what he calls keeping options open. That is why his paintings do not have titles at all whereas his installations generally have ambiguous titles.
For the exhibition "Weltausstellung" Kiesewetter creates the installation "hört auf". He contrasts abstract modern oil paintings with a video installation. Six monitors are in a water basin. Kiesewetter has prisons filmed on each of the continents, always in the last hour of the day, at dusk. We listen to the original sound track, we hear sounds of the surroundings, sporadic cries or calls of the prisoners and their families waiting in front of the building. It is about prison as the exemplary place in the world and the world as a prison. Only the monitor with the picture of an iceberg in the Antarctic does not yet show a prison. In this way the artist tells us about the flow and standstill of time and about the silence of pictures. A lot of things remain mysterious. The ambivalent title of the work means 'stop it', but also 'listen'. It means a statement and an appeal. It hints at an end, at death, but at the same time it is something open-ended.
"In der Schwebe" from 1997 is also about the controlling power of time. Moreover the installation is a refence to one of the most famous means of transport in Wuppertal – the suspension railway. On the floor there is a big mirror that reflects the visitors, above there are two pairs of steps, reminiscent of columns. On one pair there is a birth cloth of baby, on the other a burial cloth of a dead person. In between there is a metronome ticking in the rhythm of the artist's pulse beat on the opening day. Thus the work explores the beginning and the end of life and tells us in a poetic and existential manner about the length of our lifelong way, about presence, absence and moments of human anxiousness.
Painting and Drawing
Painting is the central part of Kiesewetter's work. His painting comes from the graphic arts. At the beginning there is pure pencil drawing: the early pencil drawings dating back as far as 1971 often emanate something romantic. Though the drawings are abstract they are often reminiscent of mountains, clouds, fire. Kiesewetter often experiments with shades of grey from dark to light grey in search for plasticity, which goes back to his study of sculpture.
Copy-Art
From 1985 on Kiesewetter starts experimenting with photocopying. He creates "copy-art" works which he shows in his first exhibition in 1992. He uses the copier as a kind of static camera to render surfaces and volumes: drawings, but also small objects serve as models which he moves on the copier during the copying process. In this way he blurs, draws and changes the form. What has been a concrete object becomes blurred and abstract. Dynamic works come into being that show various layers composed like a montage.
Kiesewetter is fascinated by time and blurredness. And he thinks that like in sculptures it is motion that creates the form. Years later he will move not the object but the camera when taking photos: in so far these works of copy-art already anticipate what will develop later.
New Materials for Art: Tipp-Ex, Fragrant Essences and Cochineal
Kiesewetter introduces new materials into his art. In 1987 the discovery of Tipp-ex as a painting material opens up a new dimension in the work of the artist. The chemical substance of Tipp-ex inspires him because of its malleable quality. It can do both cover up and remain transparent; it mixes well with the paint and dries quickly. " It is the perfect binding agent in order to mould and shape the paint coats and their crusted surface." ( A.M.Bonnet ) At that time Kiesewetter works only on paper, mostly soft hand-made paper, which he imprints and digs in with his pencils: in this way tears and cracks, wounds and scars form on the paper surface.
At the same time, since the mid-eighties, he starts mixing Eichenmoos, iodine tincture, fragrant essences into his paint, studying the effect closely, or painting exclusively with essences. A quasi alchemistic process which aims at appealing to the viewers' senses and conveying olfactory experiences.
In the nineties, on the island of La Palma, Kiesewetter discovers the natural dye of conchineal for his painting. In a cumbersome process he collects the lice from the cactuses and works the dye of the tiny animals directly on the surface of the painting. The substance is very sticky, if put on very thickly little bumps form, highlighting the plasticity of the surface.
It is the conchineal that leads him to colour. When working with Tipp-ex and pencil grey was prevailing whereas now the deep purple hues add a new energy to the paintings and fascinate the artist.
The crumbly Tipp-ex on the smooth surface of the painting and the energetic colour of the conchineal gradually lead Kiesewetter to oil painting. He tries to stress the plasticity of the Tipp-ex. He tries acrylic paint but finds it " too artificial, powerless and obtuse."
In contrast oil painting allows for more forming and working through of the material; he is able to create three-dimensional paintings by drawing the paint three or four centimetres from the surface of the canvass into space. The expensive resinous Mussini paint helps that the paint strokes stay exactly like they were drawn by the painter.
When trying out and mixing Tipp-ex and oil paint he notices that paper as a carrier of the painting is no longer strong enough. And as, at the same time, his paintings continually gain in size, he decides to start using very stable, industrially made canvass.
This carrier enables Kiesewetter to apply more and more layers. With a fine pointed brush he draws the paint and gives the surface very complex relief structures. The industrially manufactured canvass is transformed into an organic body. The painting becomes an object expanding into space.
The forming of shadows that one can already see in the Tipp-ex paintings becomes very distinct and part of the painter's composition. Depending on the light incidence there are either diffuse or hard shadows which change colours essentially. For instance, yellow turns into pure olive in the shadow. Kiesewetter keeps working on to enlarge the colour range by including shadow effects.
Working with a fine brush allows him to create very delicate effects. And the finer the brush points the more fascinating it is for the viewer's sense of touch. The immediacy of Kiesewetter's latest paintings makes the viewer want to touch the little oil colour peaks to find out if they are really so pointed or if it is an illusion.
Thus there is a broad spectrum of colours available to the painting process. Also the application of various layers of oil paint enlarges the painter's creative potential enormously: sometimes he works into the moist, mixes colours, forms streaks, other times he lets the paint dry up in order to accentuate existing structures.
Right from the beginning Kiesewetter loves the colour grey because of its ambiguity and potentialities. Grey already contains all the other colours. Paradoxically he thinks that, although he works with all colours, it is his particular task to contrast the colours in such a way that they neutralise each other so that, in the end, he succeeds in creating the quality that the colour grey owns. When using complementary or neighbouring colours Kiesewetter wants to avoid unambiguousness trying to create a kind of oscillation in a continuous process of balancing different colour effects.
Therefore the process of painting is very time-consuming. Often Kiesewetter spends hundreds of hours on one painting because he is concerned with creating both friction and complexity. At the same time the artist reveals the process of painting which becomes visible like layers in archeology : underneath the painting there are lots of others. On top there is the latest version, beneath there are older layers, only partly visible. Kiesewetter invites the viewer to explore minutely the excavations of colour, to do excursions into foreign areas; across mountains of colours, valleys, caves, calderas and vast plains.
It is very time-consuming to read these pictures in their complexity. But how does the artist succeed in attracting the viewer's attention and making him interested in an abstract picture?
One answer may be that Kiesewetter's work does not convey clear-cut messages and emanates a strange fascination. This helps the viewer to concentrate on a painting even if he was not interested in the first place. Kiesewetter's paintings do not only appeal to our sight, but to deeper layers of experience. The polyvalence and openness of his work offers the viewer a broad spectrum of points of reference to his own experience in the world of art and in life. The experience of strangeness and familiarity almost occur simultaneously.
Another aspect of fascination may be the following: Kiesewetter's paintings are understood as individually made. Like in handwriting the artist's personality becomes visible. In the painting each area is different; the dimension of the unique and the distinctive is emphasized.
In a world of serial industrial manufacture, mechanical and structural equalisation, and continuous repetition we find originality and authenticity in Kiesewetter's work. All his artistic practice can be understood as a contribution against the increasing disappearance of the individual in modern times and against the danger of rigidity.
Kiesewetter's holistic approach combines the analytic-conceptual with the sensual-haptic element. With his art works and his theatrical productions he touches the viewer individually in order to set into motion in him a creative process of developing and deepening of ideas:
a sculpture-like process that the artist understands as the genuine elixir of life.
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ON THE NET
Finding Song Lyrics Online
Jean W. LeLoup SUNY Cortland Robert Ponterio SUNY Cortland
Most foreign language teachers enjoy studying song lyrics as authentic text in their classes. Songs can be used at all levels and for a wide variety of activities and purposes such as comprehension, vocabulary introduction, illustration or recognition of grammar structures, and reinforcement of topics. Traditional or new children's songs, musical classics, or the latest pop hits are all fair game. The rhythm and melody of songs can make the words and expressions easier to remember and more enjoyable for students than other sorts of texts. But providing written support for the lyrics can sometimes be a problem. Photocopying the lyrics from the album cover might not meet the needs of a specific activity if some modification, such as blanking out some words or adding definitions, is required. Retyping or transcribing the lyrics takes time that the teacher might not be able to spare, though, of course, transcribing lyrics is a good listening activity for us teachers as well as for our students. The Internet has become a useful source of song lyrics that can be copied into a word processor and transformed into an activity for class use.
Sometimes these lyrics can be easy to find, but teachers often ask us for help locating songs that they have searched for in vain. We will explore some of the kinds of sites where song lyrics may be found and describe some techniques that can help teachers use WWW search engines to locate the lyrics to a particular song more quickly.
When searching for song lyrics, one needs to think a bit differently from the way one might approach searching for other kinds of information online. Many teachers begin by looking for a good Web site for song lyrics. Although there are some sites that do present a selection of lyrics as a corpus, in most cases this is not a productive search strategy because the songs are generally not collected in one place but rather distributed around the Internet in millions of different sites.
Where can one find these songs? Record labels often have official Web sites for their artists that provide a variety of information about their activities and usually add a "discography" and/or "lyrics" section that might include song lyrics. This site for Patricia Kaas is managed by Sony Music:
http://www.sonymusic.fr/kaas/
Some companies seem to be very protective of their control of the lyrics and have even closed down private sites that put lyrics online. Official and unofficial fan club sites sometimes duplicate or replace the function of record label in promoting the artist. For example, discography and lyrics pages for Mecano can be found at the MecanoWeb site:
http://www.geocities.com/~mecanoweb/LETRAS.html http://www.geocities.com/mecanoweb/DISCOGRAFIAmecano.html
Other private sites by individual music fans are another option, and these might be located anywhere in the world.
http://members.es.tripod.de/Ananta/letras/mecano.htm
Many individuals might have a reason to include the text of a particular song on a Web page. If you need the lyrics for all of the songs on an album, the most efficient search strategy will likely be different than if you simply need to find a particular song.
There are many search engines for the Web whose results will be similar, so it is not necessary to use any particular site. Some people have a preference for a certain search engine, and this is fine. A few favorites are Altavista.com, Google.com, Snap.com, Yahoo.com, Lycos.com. Many search engines allow the user to specify sites in a particular language, but this is generally not useful as few Web sites bother to label their language. So including a language in the search might even prevent finding the pages you need.
The most important feature to use when searching for songs is using quotation marks to identify a string of words that go together. "Twinkle, twinkle little star" should locate the title that we intend to find, but without the quotation marks we might also find "The little star will twinkle brightly." Careful use of quotation marks will eliminate false hits -- pages that match the search criteria even though they are not what we want. The more false hits we get, the harder it is and the longer it takes to track down what we really need. But quoting strings that are too long can have the opposite result if some small difference in the text makes the string in the Web page slightly different from the search string. For example, if the title in the Web page appears on two separate lines:
Twinkle, Twinkle
Little Star
Our search might miss the very page we are looking for.
Every search is a matter of narrowing or widening the search parameters depending on whether we are getting too many false hits or not enough good hits. Quoting strings tends to narrow the search, so use fewer quotes if the search results seem too narrow, more quotes if the results seem too wide.
But just what should we be searching for? A problem for many novice Web searchers is that they begin by searching for words that identify the topic rather than words that will appear on the pages they hope to find. For example, very few pages of song lyrics include the word "lyrics," so do not use the word "lyrics" in the search for the words of a particular song. However, the word "lyrics" might be effective in looking for a collection of lyrics of many songs. Of course, a page in Spanish will probably use the word "letras" rather than "lyrics," so don't forget to consider the various possibilities in the languages that you use. Most song lyrics pages include the name of the artist and the song title, but not all of them do. In addition, the artist name and song title are the elements most likely to be present in some fancy format that might prevent the search engine from seeing them correctly.
Clearly, the words that will always be on any page containing the lyrics of a song are the words of the song itself, and these are invariably the most effective search parameters. The words "Twinkle, twinkle little star" are in the song but are also the title, so that search will bring up many pages that include only the titles of songs and not the lyrics. The search string "how I wonder what you are" will be more likely to find only pages with the lyrics of the song. Be sure to consider how common an expression is when selecting search criteria. For instance, "what you are" is a string that we can expect to find in many contexts other than this song. Less common expressions from the song will be more effective: "above the world," "diamond in the sky." Some songs also have different versions whose lyrics may vary. This is something to consider depending on whether one is looking for a particular version or all versions of a song.
A search for
Twinkle "how I wonder" "above the world" diamond is likely to locate the pages we want very effectively. The addition of words from other stanzas might help us eliminate pages that only include the first stanza. In short, the best search strategy is to include only words and short phrases that must appear in the pages we hope to find.
To locate sites that provide the lyrics of many songs -- for example, all the songs on a particular album -a different approach is required. In this case one might find either a page with a list of song titles and links to the words of each song, or a long page with the lyrics of many songs. In the first case a search for a couple of titles might work; in the second case, expressions from the lyrics of several songs will be more effective. The problem with searching for titles is that far too many pages will be found that list titles without providing the lyrics. In this case, adding the search term "lyrics" or an appropriate substitute in the targeted language might help.
One example of a useful collection of lyrics is the "comptines" page of the "Premiers pas sur Internet" site for French children: http://www.momes.net/comptines/index.html, including the words and often the music for hundreds of children's songs.
There are times, though, when the list of titles can be of use. Some sites that sell CDs online also provide audio excerpts of individual songs. This can be a useful tool for the language teacher in search of new music in the target language, especially for teachers who do not often get to travel to countries where the language is spoken.
A caveat: once you find the lyrics, check them out carefully before using them. Many Web pages contain errors and misspellings. The lyrics on many pages will require corrections before they are shared with students. Copy and paste them into your favorite word processor; read them carefully while listening to the song, and use the spell check.
Now that we've discovered how to find these lyrics, what can we do with them in the FL classroom? As was previously noted, many FL teachers like to use songs as authentic materials in their curriculum. Songs can be used in a variety of ways for FL instruction. A search of the FLTEACH archives from January 1, 1999 to the present using the keywords "song lyrics" yields at least 146 hits, ranging from postings that are requesting aid in finding lyrics and using them to detailed messages describing grammar and other language lessons that are enhanced by the use of songs and their lyrics. One example of a lesson that uses lyrics for literacy in the L2 was profiled in a previous column: Literacy: Reading on the Net. A sample message by Kathy White from the FLTEACH archives offers nearly 40 suggestions for activities using music and songs in the FL classroom.
Another FLTEACH post by Claudia Irigoin offers song activities from a workshop presentation given in Argentina. The purpose of the workshop was to help teachers motivate students in writing in English (an L2 there). You might also wish to expand repeated portions of songs to make it easier for students to follow along. For listening comprehension, some words or phrases may be replaced by underlining to allow students to fill in the blanks: a cloze task. Definitions or translations of phrases may be added in the margins or footers. Grammatical elements may be highlighted. The text, thus modified, can become a useful tool for language study.
Using songs is a wonderful way to make the target language accessible to language learners. It is a universal medium, and speaks volumes about cultural origin, language patterns, and usage. The power that songs contain is underscored by George Jellinek (WQXR-FM): "The history of a people is found in its songs." On a more basic level, music and songs are simply the stuff that life is made of: "Give me a laundry list and I'll set it to music" (Gioacchino Antonio Rossini). | <urn:uuid:50fd1943-096f-4c7f-a902-92da6acda9f6> | CC-MAIN-2022-49 | https://scholarspace.manoa.hawaii.edu/server/api/core/bitstreams/ee20855e-9e2e-40a4-bc07-cdd165693bb1/content | 2022-11-27T12:00:54+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710237.57/warc/CC-MAIN-20221127105736-20221127135736-00049.warc.gz | 547,736,279 | 2,226 | eng_Latn | eng_Latn | 0.999351 | eng_Latn | 0.999492 | [
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1 Making Written Things Easier to Understand
Contents
4
6
7
8
10
12
14
3
Introduction
All people communicate.
Communication is a basic human right. Each person has their own ways of understanding and being understood.
Some people communicate using words, signs, pictures or objects.
Some people move parts of their body to communicate.
Some people use sounds to communicate.
It is important to take the time to get to know how a person communicates and understand how to make communication work well.
Good communication enables people to understand and take ownership of information that is about them and their lives.
We want to make sure that disabled people can easily speak up about what is important to them.
Everyone should be involved in making choices and decisions about their lives.
This book is about making written information easier to understand.
It may help you to write for someone with a learning disability, someone who finds reading difficult or someone who is learning to read in English as a second language.
The ideas in this book are just the beginning. We still need to check that people understand. We may need to try different things for different people and different situations.
The Accessible Information Standard was updated in 2017.
All NHS providers and adult social care service providers need to follow it.
They must ask people about their communication needs.
They must find ways of meeting those needs. They must keep a record and share it with anyone in their team who needs to know. This should lead to people getting information in a way that they understand.
We have used the Accessible Information Standard to update this book.
5
Ways to share information
Not everything needs to be written down. Think about the best way of getting your message across.
Lots of people find a conversation in person easiest to understand.
Sometimes you have a message to share with lots of different people.
A video can be helpful.
It lets people see your body language or real images of things you are talking about.
Some things need to be written down. It gives the person a record that they can keep and look back on later.
It is good for short and factual information like appointment letters.
Plan your document so it has a clear message. Make it organised and easy to follow. Take time to check your document. Get someone else to read it and check it makes sense.
Making a document easy read doesn't mean taking out important information.
It should just be an easier version of what everyone else gets to read.
Make it personal
Just using easy words and pictures doesn't mean that everyone will understand.
Check that the person understands and try another format if they don't.
Plan plenty of time for the person to read and understand the information.
Make time for the person to read through it with you or someone else and talk about it.
Some people can't read at all. Using large, clear pictures or objects of reference may be more helpful.
Check what picture clues the person likes. Some people use Photosymbols. Some people prefer PECS symbols (Picture Exchange Communication System), where each word has a symbol that goes with it.
If you are using photos, use real photos where possible.
For example, a picture of the person's own doctor is better than a stock image of a doctor.
7
Make your words easier to understand
Font size 10 Font size 12 Font size 14 Font size 16 Font size 18 Font size 20
No fancy fonts for your text
Long sentences are difficult to understand and make reading very awkward especially when the sentences could be broken down in to smaller chunks and made easier to read without too much hassle or difficulty.
However But
Use at least size 14 font
You should always use font size 14 as a minimum on all documents. For people with a visual impairment, this may need to be made bigger.
1
Use a clear font
Use a simple font such as Arial or Century Gothic. 2
They are much easier to read and understand.
Keep your sentences short
Only put one piece of information in each sentence.
Complicated sentences should be split up to make them easier to understand.
Use easy words
Always use easy words.
Don't use big words.
They make documents hard to understand.
3
4
Councillor - A
Councillor is elected by local people to make decisions on the services the council provides.
BLOCK CAPITALS CAN MAKE READING LONG PASSAGES OF TEXT DIFFICULT, as can italics and underlined text
Date: 10th December
2020
Time: 10.30am
Coloured backgrounds and cluttered pages make reading more difficult.
5
6
7
8
Explain words clearly
Not all hard words can be made easy.
If you need to use a hard word explain what it means.
Keep formatting simple
Avoid using italics, block capitals or underlining.
Use bold to make important information stand out
This could include things like headings, phone numbers, times or dates.
Make good use of contrast and white space.
Use black writing on a white background where possible. Leave space between paragraphs.
9
Make your pictures easier to understand
1
Putting in a picture can help people understand things.
Pictures can be helpful when talking about people, places, times or actions.
Put photos on the left hand side of the page. 2
Text goes on the right hand side.
3
4
Pictures should be at least 4cm by 4cm.
The pictures are just as important as the text.
Some people will need larger pictures.
Choose the right picture or photo for the text.
Always use pictures or photos that people can easily recognise. Use a real picture from the person's life if you have it.
5
Use the same picture each time so people learn what it means.
When you find a photo or picture that works well to support people to understand something, keep using it.
Use pictures that add meaning.
Try to read your document without looking at the text. 6
The pictures or photos used should be able to give you all of the information you need.
Make the best of your pictures.
7
Start with a large, clear image. Take care not to squash or stretch the image when you edit it. Display your images in colour, not black and white.
11
Meetings and appointments
People may need support in meetings or appointments to understand written information, even when we use easy words and pictures. 1
Give people time before a meeting or appointment to read through any papers. This is especially important if they are going to have to make a decision based on the information. 2
Letters, leaflets or paperwork should be sent out as early as possible. This gives the person time to ask someone to help them understand. 3
Check that the person has support to plan what they are going to say. They may want to write down any questions or key points they want to raise before the meeting or appointment. 4
Remind the person that they can bring a supporter to a meeting or appointment to help them to take part, take notes or follow up actions afterwards. 5
6 Remember to use clear language when you are talking. Avoid jargon or acronyms. Speak to the person, not their supporter.
There should only be one set of minutes and agenda for a meeting, not two. Minutes can be easy to read without missing out information that everyone needs. 7
There should be an easy way for the person to stop the conversation if they don't understand. In larger meetings, some people use a red card or a buzzer for this. 8
13
Some examples of Easy Read
Dear Helen,
Please come to your review meeting. This meeting is about your support. We will talk about what is working well and what you want to change.
It is on Friday the 12th of May.
It is at 10.30am.
Kamal's Work Plan
Work starts at 8am.
I like to get to the office at 7.50am to put my things away and make a coffee.
If I am the first person in the office I need to switch the alarm off. I put the code in.
I need to check my emails for any new jobs.
Louise will send me an email to tell me what we are working on each week.
15
No one is too disabled, or too affected by mental health difficulties, to live an ordinary life
Changing Our Lives
Tel: 0300 302 0770
Email: email@example.com
Web: www.changingourlives.org
Twitter: @positive_lives
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Music Theory Practice Papers 2021 Model Answers, ABRSM Grade 7 Oct 26 2022 "Model answers for practice papers for ABRSM's Grade 7 Theory exams."--Publisher's description.
Brain Quest Grade 7 Sep 25 2022 Brain Quest is beloved by kids, trusted by parents, used and recommended by teachers. It's the curriculum-based, fast-paced, question-and-answer game that challenges kids on the stuff they need to know, when they need to know it. It's the brand that says "It's fun to be smart!" And it delivers. For the fourth edition every deck is thoroughly revised and includes 20 percent new material. The content aligns with national and state standards and is overseen by the Brain Quest Advisory Board, a panel of award-winning educators, each a recent state teacher-of-the-year award winner or a recipient of the prestigious Milken Educator Award. The covers and cards have a refreshed design, giving Brain Quest a cooler, updated look.
Spectrum Reading Workbook, Grade 7 May 21 2022 Strong reading skills are the basis of school success, and Spectrum Reading for grade 7 will help children triumph over language arts and beyond. This standards-based workbook uses engaging texts to support understanding story structure, key ideas, details, and knowledge integration. --Spectrum Reading will help your child improve their reading habits and strengthen their ability to understand and analyze text. This best-selling series is a favorite of parents and teachers because it is carefully designed to be both effective and engagingÑthe perfect building blocks for a lifetime of learning. Assessment Prep for Common Core Reading, Grade 7 Jun 17 2019 Assessment Prep for Common Core Reading is designed to help students acquire the skills and practice the strategies needed to successfully perform on CCSS assessments. Each 64-page book includes test-taking tips, instructional resources, practice assessments using Literature, Informational Text, and paired passages. The workbooks in this series are also aligned with Common Core State Standards for English Language Arts and Literacyin History/Social Studies and Technical Subjects. Mark Twain Media Publishing Company specializes in providing captivating, supplemental books and decorative resources to complement middle- and upper-grade classrooms. Designed by leading educators, the product line covers a range of subjects including mathematics, sciences, language arts, social studies, history, government, fine arts, and character. STAAR Subject Test Mathematics Grade 7: Student Practice Workbook + Two Full-Length STAAR Math Tests May 29 2020 Get the Targeted Practice You Need to Ace the Texas STAAR Math Test! STAAR Subject Test Mathematics Grade 7 includes easy-to-follow instructions, helpful examples, and plenty of math practice problems to assist students to master each concept, brush up their problemsolving skills, and create confidence. The STAAR math practice book provides numerous opportunities to evaluate basic skills along with abundant remediation and intervention activities. It is a skill that permits you to quickly master intricate information and produce better leads in less time. Students can boost their test-taking skills by taking the book's two practice STAAR Math exams. All test questions answered and explained in detail. Important Features of the 7th grade STAAR Math Book: A complete review of STAAR math test topics, Over 2,500 practice problems covering all topics tested, The most important concepts you need to know, Clear and concise, easy-to-follow sections, Well designed for enhanced learning and interest, Hands-on experience with all question types, 2 full-length practice tests with detailed answer explanations, Cost-Effective Pricing, Powerful math exercises to help you avoid traps and pacing yourself to beat the STAAR Texas test. Students will gain valuable experience and raise their confidence by taking 7th grade math practice tests, learning about test structure, and gaining a deeper understanding of what is tested on the STAAR math grade 7. If ever there was a book to respond to the pressure to increase students' test scores, this is it. Published By: The Math Notion www.mathnotion.com
Georgia Milestones Assessment System Grade 7 Summer Math Workbook Nov 22 2019 Prepare for the GMAS Math test with a perfect workbook! GMAS Summer Math Workbook is a learning math workbook to prevent Summer learning loss. It helps students retain and strengthen their Math skills and provides a strong foundation for success. This workbook provides students with a solid foundation to get ahead starts on their upcoming school year. GMAS Summer Math Workbook is designed by top test prep experts to help students prepare for the GMAS Math test. It provides test-takers with an in-depth focus on the math section of the test, helping them master the essential math skills that test-takers find the most troublesome. This is a prestigious resource for those who need extra practice to succeed on the GMAS Math test in the summer. GMAS Summer Math Workbook contains many exciting and unique features to help your student scores higher on the GMAS Math test, including: Over 2,500 standards-aligned math practice questions with answers Complete coverage of all Math concepts which students will need to ace the GMAS test Content 100% aligned with the latest GMAS test Written by GMAS Math experts 2 full-length GMAS Math practice tests (featuring new question types) with detailed answers This Comprehensive Summer Workbook for the GMAS Math is a perfect resource for those GMAS Math test takers who want to review core content areas, brush up in math, discover their strengths and weaknesses, and achieve their best scores on the GMAS test. Published By: The Math Notion www.mathnotion.com
Test Prep Grade 7 Dec 24 2019 "The Advantage Test Prep Series helps prepare students to perform better on test by familiarizing them with test formats, questions types, and content." -- Page 4 of cover.
6 Full-Length Georgia Milestones Assessment System Grade 7 Math Practice Tests Oct 22 2019 Prepare for the Georgia Milestones Assessment System Grade 7 Math test with a perfect practice book! The surest way to practice your GMAS Math test-taking skills is with simulated exams. This comprehensive practice book with 6 full length and realistic GMAS Math practice tests help you measure your exam readiness, find your weak areas, and succeed on the GMAS Math test. The detailed answers and explanations for each GMAS Math question help you master every aspect of the GMAS Math. 6 Full-length Georgia Milestones Assessment System Grade 7 Math Practice Tests is a prestigious resource to help you succeed on the GMAS Math test. This perfect practice book features: Content 100% aligned with the GMAS test Six full-length GMAS Math practice tests similar to the actual test in length, format, question types, and degree of difficulty Detailed answers and explanations for the GMAS Math practice questions Written by GMAS Math top instructors and experts After completing this hands-on exercise book, you will gain confidence, strong foundation, and adequate practice to succeed on the GMAS Math test. Published By: The Math Notion www.mathnotion.com Explorations in Literature Answerkey Grade 7 4th Edition Nov 03 2020
SBAC Math Practice Grade 7 Feb 06 2021 Get the Targeted Practice You Need to Excel on the Math Section of the SBAC Test Grade 7! SBAC Math Practice Grade 7 is an excellent investment in your future and the best solution for students who want to maximize their score and minimize study time. Practice is an essential part of preparing for a test and improving a test taker's chance of success. The best way to practice taking a test is by going through lots of SBAC math questions. High-quality mathematics instruction ensures that students become problem solvers. We believe all students can develop deep conceptual understanding and procedural fluency in mathematics. In doing so, through this math workbook we help our students grapple with real problems, think mathematically, and create solutions. SBAC Math Practice Book allows you to: Reinforce your strengths and improve your weaknesses Practice 2500+ realistic SBAC math practice questions math problems in a variety of formats that provide intensive practice and study Two Fulllength SBAC Practice Tests with detailed explanations ...and much more! This Comprehensive SBAC Math Practice Book is carefully designed to provide only that clear and concise information you need. Published By: The Math Notion www.mathnotion.com Summer Math Workbook Grade 7 May 09 2021 Prepare for the 7th Grade Math with a Perfect Math Workbook! Summer Math Workbook Grade 7 is a learning math workbook to prevent summer learning loss. It helps you retain and strengthen their Math skills and provides a strong foundation for success. This Mathematics Book provides you with a solid foundation to get ahead starts on your upcoming Maths Exams. Summer Math Workbook Grade 7 is designed by top math instructors to help students prepare for the Math course. It provides students with an in-depth focus on the Math concepts, helping them master the essential math skills that students find the most troublesome. This is a prestigious resource for those who need extra practice to succeed on the Math Exams. Summer Math Workbook Grade 7 contains many exciting and unique features to help your student scores higher on the Math tests, including: Over 2,500 standards-aligned 7th Grade Math Practice Questions with answers Complete coverage of all Math concepts which students will need to ace the Math tests Content 100% aligned with the latest math courses 2 full-length Math Practice Tests Grade 7 with detailed answers This Comprehensive Summer Workbook for Grade 7 is a perfect resource for those Math takers who want to review core content areas, brush up in math, discover their strengths and weaknesses and achieve their best scores on the math test. Published By: The Math Notion www.mathnotion.com
Word Problems, Grade 7 Dec 16 2021 Spectrum(R) Word Problems for grade 7 includes practice for essential math skills, such as real world applications, multi-step word problems, variables, ratio and proportion, perimeter, area and volume, percents, statistics and more. Spectrum(R) Word Problems supplement to classroom work and proficiency test preparation. The series provides examples of how the math skills students learn in school apply to everyday life with challenging, multi-step word problems. It features practice with word problems that are an essential part of the Common Core State Standards. Word problem practice is provided for essential math skills, such as fractions, decimals, percents, metric and customary measurement, graphs and probability, and preparing for algebra and more.
Bible Truths a Testpack Answer Key Grade 7 3rd Edition Aug 20 2019 Answer key for tests for use with Grade 7 Bible Truths A (3rd edition) for ease of grading.
6 Full-Length FSA Grade 7 Math Practice Tests Dec 04 2020 Prepare for the FSA Grade 7 Math test with a perfect practice book! The surest way to practice your FSA Math test-taking skills is with simulated exams. This comprehensive practice book with 6 full length and realistic FSA Math practice tests help you measure your exam readiness, find your weak areas, and succeed on the FSA Math test. The detailed answers and explanations for each FSA Math question help you master every aspect of the FSA Math. 6 Full-length FSA Grade 7 Math Practice Tests is a prestigious resource to help you succeed on the FSA Math test. This perfect practice book features: Content 100% aligned with the FSA test Six full-length FSA Math practice tests similar to the actual test in length, format, question types, and degree of difficulty Detailed answers and explanations for the FSA Math practice questions Written by FSA Math top instructors and experts After completing this hands-on exercise book, you will gain confidence, strong foundation, and adequate practice to succeed on the FSA Math test. Published By: The Math Notion www.mathnotion.com
Spectrum Math Workbook, Grade 7 Mar 19 2022 Spectrum Math for grade 7 keeps kids at the top of their math game using progressive practice, math in everyday settings, and tests to monitor progress. The math workbook covers algebra, geometry, statistics, proportions, ratios, and more. A best-selling series for well over 15 years, Spectrum still leads the way because it works. It works for parents who want to give their child a leg up in math. It works for teachers who want their students to meet—and surpass—learning goals. And it works to help children build confidence and advance their skills. No matter what subject or grade, Spectrum provides thorough practice and focused instruction to support student success.
Assessing Language - Grade 7 (eBook) Feb 18 2022 Milliken's new "Assessing Language" series for Grades 4-8 gives teachers a rich variety of reproducible standards-based assessments. Each book contains 56 grade-appropriate worksheets suitable for monitoring skill retention as well as practice and reinforcement.
Go Math! Assessment Resource With Answers Grade 7 Jul 11 2021
6 Full-Length Common Core Grade 7 Math Practice Tests Mar 07 2021 Prepare for the Common Core Grade 7 Math test with a perfect practice book! The surest way to practice your Common Core Math test-taking skills is with simulated exams. This comprehensive practice book with 6 full length and realistic Common Core Math practice tests help you measure your exam readiness, find your weak areas, and succeed on the Common Core Math test. The detailed answers and explanations for each Common Core Math question help you master every aspect of the Common Core Math. 6 Full-length Common Core Grade 7 Math Practice Tests is a prestigious resource to help you succeed on the Common Core Math test. This perfect practice book features: Content 100% aligned with the Common Core test Six full-length Common Core Math practice tests similar to the actual test in length, format, question types, and degree of difficulty Detailed answers and explanations for the Common Core Math practice questions Written by Common Core Math top instructors and experts After completing this hands-on exercise book, you will gain confidence, strong foundation, and adequate practice to succeed on the Common Core Math test. Published By: The Math Notion www.mathnotion.com
Preparing Students for Standardized Testing, Grade 7 Apr 20 2022 Familiarize students in grade 7 with the format and language of standardized tests using Preparing Students for Standardized Testing. This 128-page book is organized in a clear, concise way so that the lessons and tips build students' confidence and practice tests support skill reinforcement. This book covers topics such as vocabulary, language mechanics and comprehension, math computation and problem solving, scientific process, history and culture, government, and geography. The book includes reproducibles and an answer key.
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Georgia Milestones Assessment System Subject Test Mathematics Grade 7: Student Practice Workbook Feb 24 2020 Get the Targeted Practice You Need to Ace the GMAS Math Test! Georgia Milestones Assessment System Subject Test Mathematics Grade 7 includes easy-to-follow instructions, helpful examples, and plenty of math practice problems to assist students to master each concept, brush up their problem-solving skills, and create confidence. The GMAS math practice book provides numerous opportunities to evaluate basic skills along with abundant remediation and intervention activities. It is a skill that permits you to quickly master intricate information and produce better leads in less time. Students can boost their test-taking skills by taking the book's two practice GMAS Math exams. All test questions answered and explained in detail. Important Features of the 7th grade GMAS Math Book: A
complete review of GMAS math test topics, Over 2,500 practice problems covering all topics tested, The most important concepts you need to know, Clear and concise, easy-to-follow sections, Well designed for enhanced learning and interest, Hands-on experience with all question types, 2 full-length practice tests with detailed answer explanations, Cost-Effective Pricing, Powerful math exercises to help you avoid traps and pacing yourself to beat the GMAS Georgia test. Students will gain valuable experience and raise their confidence by taking 7th grade math practice tests, learning about test structure, and gaining a deeper understanding of what is tested on the GMAS math grade 7. If ever there was a book to respond to the pressure to increase students' test scores, this is it. Published By: The Math Notion www.mathnotion.com
Spectrum Reading Workbook, Grade 7 Sep 20 2019 Strong reading skills are the basis of school success, and Spectrum Reading for grade 7 will help children triumph over language arts and beyond. This standards-based workbook uses engaging texts to support understanding story structure, key ideas, details, and knowledge integration. Spectrum Reading will help your child improve their reading habits and strengthen their ability to understand and analyze text. This best-selling series is a favorite of parents and teachers because it is carefully designed to be both effective and engaging—the perfect building blocks for a lifetime of learning. Spectrum Test Prep, Grade 7 Oct 14 2021 Spectrum Test Prep Grade 7 includes strategy-based activities for language arts and math, test tips to help answer questions, and critical thinking and reasoning. The Spectrum Test Prep series for grades 1 to 8 was developed by experts in education and was created to help students improve and strengthen their test-taking skills. The activities in each book not only feature essential practice in reading, math, and language arts test areas, but also prepare students to take standardized tests. Students learn how to follow directions, understand different test formats, use effective strategies to avoid common mistakes, and budget their time wisely. Step-by-step solutions in the answer key are included. These comprehensive workbooks are an excellent resource for developing skills for assessment success. Spectrum, the best-selling workbook series, is proud to provide quality educational materials that support your students' learning achievement and success.
Assessing Language - Grade 7 (ENHANCED eBook) Nov 15 2021 Milliken's new "Assessing Language" series for Grades 4-8 gives teachers a rich variety of reproducible standards-based assessments. Each book contains 56 grade-appropriate worksheets suitable for monitoring skill retention as well as practice and reinforcement.
STAAR Math Practice Grade 7 Apr 27 2020 Get the Targeted Practice You Need to Excel on the Math Section of the STAAR Test Grade 6! STAAR Math Practice Grade 6 is an excellent investment in your future and the best solution for students who want to maximize their score and minimize study time. Practice is an essential part of preparing for a test and improving a test taker's chance of success. The best way to practice taking a test is by going through lots of STAAR math questions. High-quality mathematics instruction ensures that students become problem solvers. We believe all students can develop deep conceptual understanding and procedural fluency in mathematics. In doing so, through this math workbook we help our students grapple with real problems, think mathematically, and create solutions. STAAR Math Practice Book allows you to: Reinforce your strengths and improve your weaknesses Practice 2500+ realistic STAAR math practice questions math problems in a variety of formats that provide intensive practice and study Two Full-length STAAR Practice Tests with detailed explanations ...and much more! This Comprehensive STAAR Math Practice Book is carefully designed to provide only that clear and concise information you need. Published By: The Math Notion www.mathnotion.com biotechnology, and more! Each
FSA Math Practice Grade 7 Jan 05 2021 Get the Targeted Practice You Need to Excel on the Math Section of the FSA Test Grade 7! FSA Math Practice Grade 7 is an excellent investment in your future and the best solution for students who want to maximize their score and minimize study time. Practice is an essential part of preparing for a test and improving a test taker's chance of success. The best way to practice taking a test is by going through lots of FSA math questions. High-quality mathematics instruction ensures that students become problem solvers. We believe all students can develop deep conceptual understanding and procedural fluency in mathematics. In doing so, through this math workbook we help our students grapple with real problems, think mathematically, and create solutions. FSA Math Practice Book allows you to: Reinforce your strengths and improve your weaknesses Practice 2500+ realistic FSA math practice questions math problems in a variety of formats that provide intensive practice and study Two Full-length FSA Practice Tests with detailed explanations ...and much more! This Comprehensive FSA Math Practice Book is carefully designed to provide only that clear and concise information you need. Published By: The Math Notion www.mathnotion.com Science, Grade 7 Aug 24 2022 Spectrum Science is sure to captivate students' interest with a variety of fascinating science information! The lessons, perfect for students in grade 7, strengthen science skills by focusing on scientific tools, ecosystems,
Assessment Prep for Common Core Mathematics, Grade 7 Apr 08 2021 The Assessment Prep for Common Core Mathematics series is designed to help students in grades 6 through 8 acquire the skills and practice the strategies needed to successfully perform on Common Core State Standards assessments. Covers geometry, ratios and proportional relationships, the number system, expressions and equations, and statistics and probability. Each book includes test-taking strategies for multiple-choice questions, test-taking strategies for open-ended questions, and answers and diagnostics. -- Mark Twain Media Publishing Company specializes in providing captivating, supplemental books and decorative resources to complement middle- and upper-grade classrooms. Designed by leading educators, the product line covers a range of subjects including mathematics, sciences, language arts, social studies, history, government, fine arts, and character.
MCAS Subject Test Mathematics Grade 7: Student Practice Workbook + Two Full-Length MCAS Math Tests Jun 29 2020 Get the Targeted Practice You Need to Ace the Massachusetts MCAS Math Test! MCAS Subject Test Mathematics Grade 7 includes easyto-follow instructions, helpful examples, and plenty of math practice problems to assist students to master each concept, brush up their problem-solving skills, and create confidence. The MCAS math practice book provides numerous opportunities to evaluate basic skills along with abundant remediation and intervention activities. It is a skill that permits you to quickly master intricate information and
Summertime Learning Jul 19 2019 Heres the question parents ask at the end of every school year: How can we help our kids prepare for the next school year, while allowing them to enjoy their summer vacation? Heres the perfect answer: short lessons presented in a daily schedule for 8 weeks. The MondayThursday lessons cover a variety of grade-appropriate subjects. Fridays lessons are fun, brainteasing kinds of activities. Each book for Grades PreK6 includes over 300 stickers that can be used to track progress and reward good work.
produce better leads in less time. Students can boost their test-taking skills by taking the book's two practice MCAS Math exams. All test questions answered and explained in detail. Important Features of the 7th grade MCAS Math Book: A complete review of MCAS math test topics, Over 2,500 practice problems covering all topics tested, The most important concepts you need to know, Clear and concise, easy-to-follow sections, Well designed for enhanced learning and interest, Hands-on experience with all question types, 2 full-length practice tests with detailed answer explanations, Cost-Effective Pricing, Powerful math exercises to help you avoid traps and pacing yourself to beat the MCAS Massachusetts test. Students will gain valuable experience and raise their confidence by taking 7th grade math practice tests, learning about test structure, and gaining a deeper understanding of what is tested on the MCAS math grade 7. If ever there was a book to respond to the pressure to increase students' test scores, this is it. Published By: The Math Notion www.mathnotion.com
ACT Aspire Subject Test Mathematics Grade 7: Student Practice Workbook + Two Full-Length ACT Aspire Math Tests Jul 31 2020 Get the Targeted Practice You Need to Ace the ACT Aspire Math Test! ACT Aspire Subject Test Mathematics Grade 7 includes easy-to-follow instructions, helpful examples, and plenty of math practice problems to assist students to master each concept, brush up their problem-solving skills, and create confidence. The ACT Aspire math practice book provides numerous opportunities to evaluate basic skills along with abundant remediation and intervention activities. It is a skill that permits you to quickly master intricate information and produce better leads in less time. Students can boost their test-taking skills by taking the book's two practice ACT Aspire Math exams. All test questions answered and explained in detail. Important Features of the 7th grade ACT Aspire Math Book: A complete review of ACT Aspire math test topics, Over 2,500 practice problems covering all topics tested, The most important concepts you need to know, Clear and concise, easy-to-follow sections, Well designed for enhanced learning and interest, Hands-on experience with all question types, 2 full-length practice tests with detailed answer explanations, Cost-Effective Pricing, Powerful math exercises to help you avoid traps and pacing yourself to beat the ACT Aspire test. Students will gain valuable experience and raise their confidence by taking 7th grade math practice tests, learning about test structure, and gaining a deeper understanding of what is tested on the ACT Aspire math grade 7. If ever there was a book to respond to the pressure to increase students' test scores, this is it. Published By: The Math Notion www.mathnotion.com
Roadmap to the MCAS Grade 7 English Language Arts Jul 23 2022 If Students Need to Know It, It's in This Book This book develops the English and language arts skills of seventh graders. It fosters skill mastery that helps them succeed both in school and on the Massachusetts Comprehensive Assessment System (MCAS). Why The Princeton Review? We have more than 20 years of experience helping students master the skills needed to excel on standardized tests. Each year we help more than 2 million students score higher and earn better grades. We Know the Massachusetts Comprehensive Assessment System Our experts at The Princeton Review have analyzed the MCAS, and this book provides the most up-to-date, thoroughly researched information possible. We break down the test into its individual skills to familiarize students with the test's structure while increasing their overall skill level. We Get Results We know what it takes to succeed in the classroom and on tests. This book includes strategies that are proven to improve student performance. We provide • content review based on Massachusetts standards and objectives • detailed lessons, complete with skill-specific activities • 2 complete practice MCAS English language arts tests.
Spectrum Language Arts, Grade 7 Aug 12 2021 An understanding of language arts concepts is key to strong communication skillsÑthe foundation of success across disciplines. Spectrum Language Arts for grade 7 provides focused practice and creative activities to help your child master parts of speech, vocabulary, sentence types, and grammar. --This comprehensive workbook doesnÕt stop with focused practiceÐit encourages children to explore their creative sides by challenging them with thought-provoking writing projects. Aligned to current state standards, Spectrum Language Arts for grade 7 includes an answer key and a supplemental WriterÕs Guide to reinforce grammar and language arts concepts. With the help of Spectrum, your child will build the language arts skills necessary for a lifetime of success.
Mathematics Practice Workbook Grade 7 Mar 27 2020 Get the Targeted Practice You Need to Excel on the Math Section of the Mathematics Test Grade 7! Mathematics Practice Workbook Grade 7 is an excellent investment in your future and the best solution for students who want to maximize their score and minimize study time. Practice is an essential part of preparing for a test and improving a test taker's chance of success. The best way to practice taking a test is by going through lots of math questions. High-quality mathematics instruction ensures that students become problem solvers. We believe all students can develop deep conceptual understanding and procedural fluency in mathematics. In doing so, through this math workbook we help our students grapple with real problems, think mathematically, and create solutions. Mathematics Practice Workbook allows you to: Reinforce your strengths and improve your weaknesses Practice 2500+ realistic math practice questions math problems in a variety of formats that provide intensive practice and study Two Full-length Practice Tests with detailed explanations ...and much more! This Comprehensive Math Practice Book is carefully designed to provide only that clear and concise information you need. Published By: The Math Notion www.mathnotion.com
Grammar Grade 7 Jun 10 2021 Grade level: 7, e, i, t. Reading Engagement, Grade 7 Jun 22 2022 Get your students engaged in a love of reading with this exceptional classroom supplement. It provides instructional reading practice for below-average and/or reluctant readers, independent reading activities for the average reader, and supplemental reading for the more competent readers in your classroom. Designed with high-interest, lowreadability stories perfect for students in seventh grade, it also includes a reading level analysis for reading selections and answer keys. Mark Twain Media Publishing Company specializes in providing captivating, supplemental books and decorative resources to complement middle- and upper-grade classrooms. Designed by leading educators, the product line covers a range of subjects including mathematics, sciences, language arts, social studies, history, government, fine arts, and character. Mark Twain Media also provides innovative classroom solutions for bulletin boards and interactive whiteboards. Since 1977, Mark Twain Media has remained a reliable source for a wide variety of engaging classroom resources.
6 Full-Length PARCC Grade 7 Math Practice Tests Sep 01 2020 Prepare for the PARCC Grade 7 Math test with a perfect practice book! The surest way to practice your PARCC Math test-taking skills is with simulated exams. This comprehensive practice book with 6 full length and realistic PARCC Math practice tests help you measure your exam readiness, find your weak areas, and succeed on the PARCC Math test. The detailed answers and explanations for each PARCC Math question help you master every aspect of the
PARCC Math. Published By: The Math Notion www.mathnotion.com 6 Full-length PARCC Grade 7 Math Practice Tests is a prestigious resource to help you succeed on the PARCC Math test. This perfect practice book features: Content 100% aligned with the PARCC test Six full-length PARCC Math practice tests similar to the actual test in length, format, question types, and degree of difficulty Detailed answers and explanations for the PARCC Math practice questions Written by PARCC Math top instructors and experts After completing this hands-on exercise book, you will gain confidence, strong foundation, and adequate practice to succeed on the PARCC Math test. Published By: The Math Notion www.mathnotion.com
Access Free Crosswalk Coach Grade 7 Answers Free Download Pdf
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European Planetary Science Congress
EPSC
Scientific rationale and concepts for in situ probe exploration of Uranus and Neptune
O. Mousis (1), D. Atkinson (2), M. Amato (3), S. Aslam (3), S. Atreya (4), M. Blanc (5), B. Brugger (1), S. Calcutt (6), T. Cavalié (7), S. Charnoz (8), A. Coustenis (7), M. Deleuil (1), M. Dobrijevic (9), T. Encrenaz (7), F. Ferri (10), L. Fletcher (11), T. Guillot (12), P. Hartogh (13), M. Hofstadter (2), R. Hueso (14), and the Icy Giants Team (1) Aix Marseille Université, CNRS, LAM, UMR 7326, 13388, Marseille, France (firstname.lastname@example.org), (2) JPL, Caltech, Pasadena, USA, (3) NASA GSFC, Greenbelt, USA, (4) University of Michigan, Ann Arbor, USA, (5) IRAP, CNRS/Université Paul Sabatier, Toulouse, France, (6) University of Oxford, Oxford, UK, (7) LESIA, Observatoire de Paris, Meudon, France, (8) Institut de Physique du Globe, Paris, France, (9) Université de Bordeaux, LAB, Floirac, France, (10) Università degli Studi di Padova, Padova, Italy, (11) University of Leicester, Leicester UK, (12) OCA, Laboratoire Lagrange, Nice, France, (13) Max-Planck-Institut für Sonnensystemforschung, Göttingen, Germany, (14) Departamento Física Aplicada I, Universidad del País Vasco UPV/EHU, ETS Ingeniería, Bilbao, Spain
Abstract
Uranus and Neptune, referred to as ice giants, are fundamentally different from the better-known gas giants (Jupiter and Saturn). Exploration of an ice giant system is a high-priority science objective, as these systems (including the magnetosphere, satellites, rings, atmosphere, and interior) challenge our understanding of planetary formation and evolution. The importance of the ice giants is reflected in NASA's 2011 Decadal Survey, comments from ESA's SSC in response to L2/L3 mission proposals and results of the 2017 NASA/ESA Ice Giants study. A crucial part of exploration of the ice giants is in situ sampling of the atmosphere via an atmospheric probe. A probe would bring insights in two broad themes: the formation history of our Solar System and the processes at play in planetary atmospheres. Here we summarize the science driver for in situ measurements at these two planets and discuss possible mission concepts that would be consistent with the constraints of ESA M-class missions.
Solar System formation
To understand the formation of giant planets and the origin of our Solar System, statistical data obtained from the observation of exoplanetary systems must be supplemented by direct measurements of the composition of the planets in our Solar System. A giant planet's bulk composition depends on the timing and location of planet formation, subsequent migration and the delivery mechanisms for the heavier elements. By measuring the chemical inventory in at least one of the ice giants, and contrasting these with measurements made (i) at Jupiter by the NASA Galileo probe and the Juno mission, (ii) primitive materials found in small bodies, and (iii) the composition of our parent star and the local interstellar medium, much can be revealed about the conditions at work during the formation of our planetary system.
Planetary Atmospheric Processes
Uranus and Neptune provide a tantalising opportunity to sample atmospheric processes in environments not found elsewhere in our Solar System – namely the complex, cloud-dominated weather layers of cold icerich giants. Remote sensing has revealed stark differences between these two worlds – sluggish Uranus, with its fine banding, extreme axial tilt and negligible internal heat source; and vigorous Neptune, with its episodic cloud outbursts and polar vortices. But remote sensing is challenging without in situ "groundtruth". A probe would (i) provide access to chemical species that have not been previously detected due to the low atmospheric temperatures; (ii) reveal the vertical temperature, chemical and aerosol structure down to at least 10 bar; (iii) determine the vertical changes to ice giant winds as a function of depth; and (iv) reveal how energy is transported upwards through an ice giant atmosphere. A probe to Uranus, Neptune, or both worlds would provide a vital counterpoint to our understanding of atmospheric processes on the H2dominated gas giants, Jupiter and Saturn.
Mission concepts
Different mission architectures are envisaged, all based on an entry probe that would descend through the stratosphere and troposphere under parachute down to a minimum of 10 bars. Future studies will focus on the trade-offs between science return and the added design complexity and cost of a probe that could operate at pressures greater than 10 bars. Three possible mission configurations can be envisaged (with different risk/cost trades):
* Configuration 1: Single Probe + Flyby Carrier/Relay. The probe would detach from the carrier several weeks to months prior to probe entry. The carrier trajectory would be designed to enable probe data relay during over-flight as well as performing approach and flyby science;
* Configuration 2: Two Probes + Flyby Carrier/Relay. Same as in Configuration 1 but in the case of a two-planet mission (Saturn/Uranus or Uranus/Neptune) that uses the same spacecraft and probe designs;
* Configuration 3: Single Probe + Orbiter (similar to the Galileo Orbiter/Probe). Following the probe descent mission and relay, the carrier spacecraft would transition to an orbit around Uranus or Neptune, and continue to perform orbital science.
In the three configurations, the carrier/orbiter would be equipped with a combination of Radioisotope Thermoelectric Generators (RTGs), secondary batteries and possibly a set of primary batteries for phases that require a high power demand, for example during the probe entry phase. Note that NASA and ESA agreed that a flyby with probe (Configuration 1) does not meet the science requirement for the next mission to the ice giants (NASA Ice Giants Science Definition Team Report, 2017).
Payload
To meet the mission science goals and measurement requirements, a model payload would include a Mass Spectrometer, an Atmospheric Structure Instrument (also dedicated to the measurement of the atmospheric electricity), a Doppler Wind Experiment, a Nephelometer, and a Net-Flux Radiometer. For budgetary and technological reasons, ESA does not have currently the capacity to prepare a standalone mission. However, in the context of NASA-ESA cooperation, ESA could provide an entry probe to a US ice giant flagship mission. Additional contributions could be also supplied by EU states independently from ESA. Such a probe, whose design would be very close to that of a Saturn entry probe, would fit well into the envelope of an ESA M-class mission. | <urn:uuid:17a4d834-2e56-49af-a8c7-4583155d440a> | CC-MAIN-2022-49 | https://meetingorganizer.copernicus.org/EPSC2017/EPSC2017-299-2.pdf | 2022-11-27T12:18:17+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710237.57/warc/CC-MAIN-20221127105736-20221127135736-00051.warc.gz | 434,709,435 | 1,552 | eng_Latn | eng_Latn | 0.971224 | eng_Latn | 0.978484 | [
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Changing Transportation Routes
Every day before we go to school, our mother has to leave. She has to walk twelve blocks to get to the bus stop. Then she takes the bus to work. She is a commuter. But some days it is raining or snowing. We really think it's terrible that there isn't a bus that comes closer to our street.
At school, we learned about the city transit system. It includes buses, trains, and even trolleys. It is a public system. We have to pay for the rides, but the government pays a lot, too. The government gets its money from taxes. If you own your own car and drive to places, then you use private transportation.
I said to my mother, "We pay taxes. This is a public transportation system. It is our system. It should come closer to our home. I do not want you to have to walk so far to get to the bus."
She agreed that would be great. But she said it would take more than one family to get the bus line to change. I said I would ask my teacher about it. We could do a study and maybe get a petition.
Our teacher had told us about service learning. That is a way of learning when you study something, learn something, and help make your community better. I thought that having the bus be more available to us would be a great way to do service learning.
My teacher liked the idea. He talked with the principal. They said we could do the study. So our class surveyed all our parents. How many of them had to walk how many blocks to the bus stop, we asked. How many would use the bus more if it was easier to get to.
We collected our survey data. Then we made a table. We found that 90% of all the parents would use the bus more if it was easier to get to. We also found that only 20% of the parents could get to it easily, just by walking five blocks. For all the others, it took between six and 12 blocks. My mother was one of the people with the longest walks to the bus.
We made a map. We showed how the bus route could be changed to reach people better in our community. We showed where it could stop. We looked at corners to make sure the bus could turn on different blocks. Then my teacher called the alderman. He asked the alderman if we could meet to talk about our study.
We met with the alderman. She was impressed. She said we had done a really good job of figuring out the problem and a solution. She promised she would talk with the head of the transportation system about it.
We thought that something would happen quickly, but it didn't. Just when we were giving up, our teacher got a call. It was from the transportation office. They said we were getting the change we asked for.
Now my mother only has to walk four blocks to get to the bus. So she can leave later. When she leaves in the morning, if it is raining of snowing, she always says, "I am so glad you got the bus route changed."
What is a lesson people can learn from this story? | <urn:uuid:589172f1-95ec-46f2-bc8f-0d29cc42389a> | CC-MAIN-2018-47 | http://teacher.depaul.edu/Documents/ChangingTransportationRoutesFiction.pdf | 2018-11-14T02:16:45Z | crawl-data/CC-MAIN-2018-47/segments/1542039741578.24/warc/CC-MAIN-20181114020650-20181114042438-00045.warc.gz | 317,280,059 | 698 | eng_Latn | eng_Latn | 0.999784 | eng_Latn | 0.999784 | [
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animal farm comprehension check pdf
Animal Farm Chapter 3 Worksheet: review questions on chapter three of Animal Farm. Students compare and contrast major characters and describe characters’ attitude. Students compare and contrast major characters and describe characters’ attitude.
Animal Farm Worksheets | Ereading Worksheets
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Animal Farm Comprehension Check Questions And Answers Pdf syllabus for b.a.i, b.a.ii, b.a.iiiâ€―english language b.a ... - b.a.i english language paper second
Animal Farm Comprehension Check Questions And Answers PDF
Animal Farm: A study guide - Teacher’s Book 8 Chapter I Pre-reading Predictions Students read the paragraph from Chapter I and make predictions about old Major’s dream, what it will be about, what he will say, and what it may mean for the animals of Manor Farm. Comprehension Students choose the right answer as they read the chapter. 1. B. On a farm. 2.
George Orwell’s - The Curriculum Project
1. Make a presentation comparing Animal Farm to North Korea. 2. Write a short story about an event in Korean history using the Animal Farm allegory. 3. Pretend that the events in Animal Farm happened in 10 days (10 chapters = 10 days). Write and present a news report (like KBS or MBC news) that looks at the rise and fall of Animal Farm. You may use PPT. 4.
Animal Farm Workbook - Mister Ambrose
In this Animal Farm comprehension questions worksheet, students review chapter 1 of the Orwell novel. Animal Farm Comprehension Questions And Answers >>>CLICK HERE<<< The Question and Answer section for Animal Farm is a great resource to ask questions, find. Answered by 5,000+ animal farm studyguide answers chapters 1-4 Animal Farm Quiz Words: Lists 1-3.
Animal Farm Comprehension Questions And Answers
Animal Farm Chapter Eight Questions. The reading comprehension questions found in this set focus on chapter 8 of Animal Farm.
Animal Farm Chapter Question Worksheets
Chapter-by-chapter Comprehension Questions: These literal, inferential, and analytical comprehension questions are perfect for homework or classwork. They can form the basis of class discussions or reading journals.
ANIMAL FARM - George Orwell ~ Comprehension Questions
Whymper's entry into the Animal Farm community initiates contact between Animal Farm and human society, alarming the common animals. Jessie and Bluebell- (according to Sparknotes) Two dogs, each of whom gives birth early in the novel.
Animal Farm Comprehension Questions Flashcards | Quizlet
Title: Animal Farm Chapter One Questions Author: Worksheet Library Subject: Test students' understanding
of Chapter 1 of Animal Farm with this set of reading comprehension questions.
Animal Farm Chapter One Questions - Worksheet Library
Animal Farm is short and contains few words that will hamper the reader’s understanding. The incidents in the novel allow The incidents in the novel allow for much interactive learning, providing opportunities for students to dramatize certain portions, to expand on speeches,
Animal Farm TG - Penguin Books
Learn animal farm reading comprehension with free interactive flashcards. Choose from 448 different sets of animal farm reading comprehension flashcards on Quizlet.
animal farm reading comprehension Flashcards and Study
6. Where is the farm located? 7. According to Old Major, who is the enemy, and why? 8. What is the one fate that no animal will escape, according to Old Major? 9. What does Old Major suggest to the animals to rid themselves of the tyranny of human beings? 10. Which animal had to be voted into comradeship? 11. What motto does Old Major give the animals? 12.
by George Orwell - DedicatedTeacher.com eStore
Name: _____ Animal Farm . Chapter 7 . 1. What are some of the problems that the animals face during the winter? _____ _____ 2.
Chapter 7
Animal Farm quiz that tests what you know. Perfect prep for Animal Farm quizzes and tests you might have in school.
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activities: key stage 3 THE PRODUCTION
The programme:
Find the introduction welcoming the audience to the production in the programme or on the Playing Shakespeare site. Patrick Spottiswoode, Director of Globe Education, describes how, when he was at school, the experience of actually seeing plays performed helped him to appreciate them much more than simply reading them. Having seen the play, with a fellow student list the ways in which the experience helped you to enjoy Twelfth Night.
The opening sequence:
1) Think about the start of Twelfth Night when you saw the production at the Globe. You will remember that the actors were on stage leading the audience in singing.
2) With a group of fellow students discuss why you think the director decided to begin the play in this way. You might think about the idea of the festival of Twelfth Night and the way this was a time of partying and fun in Shakespeare's time.
3) Next, make a list of all the parts of the performance you saw where this element of partying and fun was emphasised.
Staging the production:
1) Make a list of the features you saw on the stage during Twelfth Night at the Globe. To help you, look at the photographs of the rehearsals on the 'Week Six' page of the 'Week by Week' section of the Playing Shakespeare web-site.
2) With a group of fellow students, discuss why you think the designer of the production might have made the stage look like this. Think about the life-saving ring and the rope on the stage, the clock with no hands and the way the walls seemed to be the colour of rust.
3) Next discuss the start of the play when you saw it at the Globe. Instead of the usual opening in Count Orsino's court, the director decided to start with the shipwreck which brought Viola and Olivia to Illyria. How does the way the stage looks link with this way of starting the play?
Playing Shakespeare with Deutsche Bank
Playing Shakespeare with Deutsche Bank
Modernising Shakespeare:
1) When you saw Twelfth Night at the Globe, you will have noticed ways in which the play had been made to appear as if it is modern, such as Feste playing a piano or Sir Toby wearing a party hat.
2) With a group of fellow students make a list all the things you noticed that made the play appear more modern.
3) Next decide how these differences might have made it easier for young people to understand and enjoy the play. For instance, the way Malvolio dressed for the scene where he appears in front of Olivia might be funnier for modern audiences than if he had appeared in Elizabethan clothes.
4) Add explanations to your list to show how each idea helped to make the play seem clearer for young people.
Costumes:
1) When you saw Twelfth Night at the Globe, you will have noticed that the costumes for the characters were quite modern. To remind you, look at the photographs of the rehearsals on the 'Week Six' page of the 'Week by Week' section of the Playing Shakespeare website.
2) With a group of fellow students, discuss your feelings about the costumes. For instance, how well did you think the costumes for Viola and Sebastian make them look like twins?
3) Print off one of the pictures showing the costumes from the website and annotate the image with your ideas about how the costume helped the audience to understand the character. For instance, you could mention how Olivia's black clothes made the audience understand she is mourning the death of her brother. | <urn:uuid:613418de-a788-45d4-98c7-ab3132bb9fec> | CC-MAIN-2018-47 | http://2016.playingshakespeare.org/sites/default/files/public/attachments/KS3-%20The%20Production.pdf | 2018-11-14T02:42:41Z | crawl-data/CC-MAIN-2018-47/segments/1542039741578.24/warc/CC-MAIN-20181114020650-20181114042439-00047.warc.gz | 1,442,211 | 724 | eng_Latn | eng_Latn | 0.998571 | eng_Latn | 0.998778 | [
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