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Edmund Rice College, Carrigaline, Co. Cork
Social, Personal and Health Education (SPHE) Policy incorporating Draft Relationships and Sexuality Education (RSE)
Introduction to Social, Personal and Health Education (SPHE)
SPHE in Post-Primary schools is a compulsory programme for students in the Junior Cycle and builds on the experience of all children at Primary level. It supports the personal development, health and well-being of students and helps them to create and maintain supportive relationships. The holistic aim of education is complemented by a similarly holistic view of health. Good health is not simply the absence of illness and disease. Physical health is one element but it cannot be considered in isolation from emotional, spiritual, mental, social and sexual health. A young person who has a high degree of self worth, a sense of security and a positive self-image will be more pre-disposed to school life and to the variety of learning situations it offers.
Aims of the SPHE Programme (Extract from DES CL 22/00)
- To enable the students to develop personal and social skills
- To promote self esteem and self confidence
- To enable the students to develop a framework for responsible decision making
- To provide opportunities for reflection and discussion
- To promote physical, mental and emotional health and well - being.
Edmund Rice Schools Trust Charter
The aims of the SPHE programme relate closely to the ERST Charter which states that "The Edmund Rice school recognizes that the human person has personal, physical, intellectual, social, spiritual, moral, emotional and aesthetic dimensions and seeks to promote the student's development in all these areas" (page 12).
Responsibility of Schools
The Education Act (1998) states that "A recognised school shall promote the moral, spiritual, social and personal development of students and provide health education for them, in consultation with their parents, having regard to the characteristic spirit of the school. School management, principals and teachers have a duty to provide the best quality and most appropriate social, personal and health education for their students. They also have a duty to protect students in their care at all times from any potentially harmful, inappropriate or misguided resources, interventions or programmes."
Department of Education and Skills Circular Letter 37/2010 states that "Schools are required to teach RSE as an integral component of Junior Cycle SPHE up to Third Year, as outlined in the Junior Cycle SPHE Curriculum Framework produced by the National Council for Curriculum and Assessment (NCCA, 2000). Schools are also required to teach Senior Cycle RSE even in the absence of a timetabled SPHE class. Schools are required to teach all aspects of the RSE programme, including family planning, sexually transmitted infections and sexual orientation.
Elements of the programme cannot be omitted on the grounds of school ethos; however, all aspects of the programme can and should be taught within the ethos and value system of the school as expressed in the RSE policy."
Content of Junior Cycle SPHE
The Junior Cycle SPHE programme consists of a series of modules which are delivered in sequential format. The themes of the modules are as follows:
- Belonging and Integrating
- Self Management
- Communication Skills
- Physical Health
- Friendship
- Relationships and Sexuality Education
- Emotional Health
- Influences and Decisions
- Substance Use
- Personal Safety
Class Organisation and Timetabling
SPHE is delivered throughout the school year and, in line with DES CL 11/03, is allocated one class period per week (40 minutes) for all Junior Cycle students. Students are organized in mixed ability base classes for SPHE class. Some students with special educational needs may need more help and support to cope with the physical and emotional aspects of growing up and this support is available for students both within the SPHE class and outside it via the SPHE teacher, Guidance Counsellor, Year Head and Special Needs Assistant.
Methodology
As outlined in the SPHE support service handbook, "SPHE is person-centered rather than subject-centered". With this in mind, the teaching of SPHE within the classroom is studentcentered and appropriate to the age and development of the student. The class atmosphere is one of respect for the privacy of each individual student and marked by sensitivity and care.
The methodology employed in SPHE is broad based. It encompasses individual and group work, group and class discussions, brainstorming, role play, written assignments, artwork, games, ice breakers, individual and group projects, collage, demonstration, experiential learning and active participation in class activities.
Lesson Plans, Student Workbooks and Resources
SPHE lessons delivered are based on the Lesson Plans and Student Workbooks developed by the Health Promotion Department of the HSE West.
Each SPHE teacher is provided with a Teachers' Resource pack which contains the lesson plans and support material. The Teachers' Resource Pack must be returned at the end of the school year.
Each student is provided with a student workbook (1 st year – Healthy Living, 2 nd year – Healthy Times, 3 rd year – Healthy Choices).
The school will purchase appropriate SPHE teaching materials which have been identified by teachers as useful and which have been approved by the Principal, within the normal budgetary framework and as general school resources allow.
Cross-Curricular Links
SPHE is one of many health promoting aspects of the school curriculum and every staff member contributes to the SPHE programme through the respectful and supportive relationships that are developed and promoted in our school community. Strong cross-curricular links exist between the SPHE and a number of subjects including RE, Science, Home Economics, English, Art and PE.
Staff Development
Staff members are encouraged to engage in SPHE related professional development. The PDST provides training in a wide range of areas related to the SPHE programme and staff members are facilitated in attending. Sharing of best practice and resources amongst SPHE teachers in Edmund Rice College is also encouraged and is facilitated through timetabled subject department meetings.
Confidentiality and Sensitivity
Teachers establish boundaries and rules with the SPHE class to create a safe learning environment. While students are not directly encouraged to disclose personal or private information in a classroom setting, there may be times when they do so. Students are encouraged to seek advice and support for personal issues on a one to one basis after class. Confidentiality is respected by teachers unless a teacher becomes aware that a student needs support or may be at risk, in which case the appropriate actions will be taken i.e. refer to the guidance counsellor or designated liaison person for child protection. The SPHE teacher will act as facilitator and not counsellor. The usual limits of confidentiality as specified above, will apply to any information coming to the attention of the teacher. The teacher will ensure that the information is dealt with in a sensitive and discreet manner.
The Role and Involvement of Visitors
Guest speakers can supplement and enhance the SPHE programme. Presentations delivered by visitors to SPHE classes are consistent with and complementary to the aims of the SPHE programme and the ethos of the school.
The SPHE teacher remains in the classroom throughout the visit and retains a central role in delivery of the core subject matter of the SPHE/RSE programme. The presence of the classroom teacher ensures that the school follows appropriate procedures for dealing with any issue(s) that may arise as a result of the external input(s).
Partnership with Parents/ Guardians
Parents/ guardians are informed in writing at the start of the school year of the topics to be covered in the SPHE programme for their son/ daughter's class group. The ten themes of the modules within the SPHE programme are listed earlier in this policy. Parents/ guardians are welcome to discuss the programme with the SPHE teacher and school management at any time.
Relationships and Sexuality Education (RSE)
RSE is one of ten modules covered in the SPHE progamme and is explored for a number of lessons in each year. RSE is a developmental process through experiential learning in which students participate to help cultivate a healthy attitude towards themselves and others, particularly in the area of sexuality and relationships. Lessons are developmental in nature and age appropriate in terms of content and methodology.
Along with the specific RSE lessons the SPHE programme covers other areas which are pertinent to the development of a healthy attitude to sexuality in oneself and one's relationship with others. These include self-esteem, assertiveness, communication and decision making skills.
Aims of RSE (Extract from DES CL 27/ 2008)
RSE, which is located in the overall framework of Social, Personal and Health Education, has as its specific aims:
- To help students understand and develop friendships and relationships
- To promote an understanding of sexuality
- To promote a positive attitude to one's own sexuality and in one's relationship with others
- To promote knowledge of and respect for reproduction
- To enable pupils to develop attitudes and values toward their sexuality in a moral, spiritual and social framework in keeping with the policy of the school
- To provide opportunities for pupils to learn about relationships and sexuality in ways that help them think and act in a moral, caring and responsible way.
Responsibility and Role of the School in RSE
Department of Education and Skills Circular Letter 27/ 2008 states that "It is the responsibility of the Board of Management of the school to ensure that an RSE programme is made available to all students".
The role of the school in the delivery of RSE is to provide a general education about sexual matters and issues and not to offer individual advice, information or counselling on aspects of sexual behaviour and contraception. However, sources of professional information and advice will be identified when appropriate. Teachers may provide students with education and information about where and from whom they can receive confidential sexual advice and treatment, e.g. their doctor or other suitable agency. Advice offered is not directive and is appropriate to the age of the student.
Explicit Questions
On occasion a question posed in class by a student may be too explicit to be answered directly by the teacher. The teacher may choose to say that it is not appropriate to deal with that question at this time. If the teacher becomes concerned about a matter that has been raised he/she should seek advice from the SPHE co-ordinator or the Principal. When deciding whether or not to answer questions the teacher should consider the age and readiness of the students, the RSE programme content, the ethos of the school and the RSE policy.
Withdrawal of Student from RSE
RSE is an important element of secondary education and students are encouraged to participate fully in all lessons. However, the right of parents/ guardians to withdraw their child from RSE is recognized and the following procedures are followed on receipt of such a request:
- The parents/ guardians of the student concerned are invited to discuss the nature of their concerns with the SPHE teacher, Year Head and/ or Principal
- Consideration is given as to whether the programme can be amended in a way that reassures the parents/ guardians concerned. Care is taken not to undermine the integrity of the RSE programme and the entitlement of the other students to experience the RSE programme in full.
- Parents/ guardians are informed of the fact that students who are withdrawn from class can be vulnerable to teasing and open to questions from other students. Every attempt is made to minimize embarrassment to the student and to cause minimal disruption to the programme.
- Parents/ guardians are informed of the possibility of students receiving inaccurate information from their peers rather than accurate information from their RSE teacher.
- Suitable arrangements for the supervision of the student withdrawn from class are put in place subject to school resources. Parents/ guardians may be required to supervise their child during RSE class time.
Lifestyles
Teachers do not promote any one lifestyle as the only acceptable one for society and therefore it is inevitable and natural that homosexuality and same sex relationships will be discussed during a RSE programme. One of the advantages of exploring issues related to different lifestyles is the opportunity to correct false ideas, assumptions and address prejudice. Discussion is always age appropriate for the students concerned.
The topic of contraception is dealt with in an age appropriate, open manner, looking at all sides of the issues in a non-directive way. | <urn:uuid:87152f96-9692-4a5e-b505-875bfc749bbf> | CC-MAIN-2018-47 | http://erccarrigaline.ie/erc/wp-content/uploads/2017/03/ERC-SPHE-1.pdf | 2018-11-14T03:20:03Z | crawl-data/CC-MAIN-2018-47/segments/1542039741578.24/warc/CC-MAIN-20181114020650-20181114042439-00047.warc.gz | 113,328,243 | 2,485 | eng_Latn | eng_Latn | 0.997601 | eng_Latn | 0.998002 | [
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Jewish Feasts And Festivals #1
In order to fully understand the Jewish religion and people, and to gain a greater perspective of a number of events in the New Testament, one needs to study the Jewish feasts and festivals. The Jewish feasts and festivals were scheduled at specific times in the annual calendar and they were both civil and religious in nature. Some marked the beginning or the end of the agricultural year, while others commemorated historic events in the Jewish nation. All of the feasts were marked by thanksgiving and joyous feasting.
The feasts and festivals of Israel were community observances. The poor, the widow, the orphan, the Levite and the sojourner or foreigner were invited to most of the feasts. The accounts of these feasts suggest a potluck type of meal, with some parts of the meal reserved for the priests and the rest given to those who gathered at the temple or the altar for worship. One of the feasts, Passover, originated in the home and later was transferred to the temple. The rest were apparently observed at specific times during the year and in designated places.
The Jews also had three great "pilgrimage" festivals: Passover, Pentecost and the Feast of Tabernacles. They were very important in the Jewish faith, and every male was expected to observe them (Deuteronomy 16:16). The religious pilgrimage from the various towns and cities to the temple became annual events. In all the feasts and festivals, the nation of Israel remembered its past and renewed its faith in the Lord who created and sustained His people. We will be examining these feasts and festivals in this article and the next. But before considering the feasts, it will be helpful to take a brief look at the Jewish calendar and how the Jews reckoned these events in their year. Following the discussion of the calendar, we will investigate a complete list of all the feasts and festivals observed by the Jewish people.
The Jewish Calendar
The Jewish calendar was based upon the lunar month; that is, the beginning of the month was marked by the new moon. The moon was carefully observed by the people of Bible times. When it appeared as a thin crescent at sunset, it marked the beginning of a new month. The lunar month was about 29 days. Therefore, the first crescent of the new moon would appear 29 or 30 days after the previous new moon. The marking of time in ancient days revolved around the months, seasonal religious festivals and the year.
The first month of the Hebrew calendar was in the spring, around March/ April or the beginning of the spring equinox. In their early history the Israel- ites adopted Canaanite names for the months which were connected with agriculture and climate. Only four of these names are mentioned in the Old Testament. The month Abib, or "ripening of grain" (Leviticus 2:14), was the first month (March/April), which was at the time of barley harvest (Exodus 13:4; 23:15). The month Ziv, or "splendor," referring to the beauty of flowers blooming at that time (1 Kings 6:1, 37), was the second month (April/ May). Ethanim (1 Kings 8:2) was the seventh month (September/October), which occurred during the rainy season. Bul (2 Kings 6:38) was the eighth month (October/November). Its name may have reference to "rain," since this month was between the early and latter rains. These four names were associated with the most important agricultural times of the year.
In its later history the nation of Israel adopted all twelve months of the Babylonian calendar as their civil calendar, but not all of them are listed in the Bible. The seven that occur are Nisan, the first month (Nehemiah 2:1); Sivan, the third month (Esther 8:9), Elul, the sixth month (Nehemiah 6:15); Chislev, the ninth month (Zechariah 7:1); Tebeth, the tenth month (Esther 2:16); Shebat, the eleventh month (Zechariah 1:7); and Adar, the twelfth month (Ezra 6:15). The beginning of this calendar also coincided with the spring equinox.
Since the months were based on the lunar system and since each month averaged 29 1/2 days, the year would be 354 days, or 11 days short of the solar year. In just three years the calendar would be off more than a month. To reconcile the calendar, seven months would be added to the calendar over a 19-year cycle, resulting in an error of only two hours and four minutes by the end of the cycle. Israel adjusted her calendar in a similar fashion by adding a thirteenth month, known as Adar Sheni, whenever necessary. The year in which such an adjustment was made was determined by the Sanhedrin, and ultimately fixed in a permanent manner by astronomical calculation. In a cycle of nineteen years the third, sixth, eighth, eleventh, fourteenth, seventeenth and nineteenth are made leap-years with an average length of 384 days. It is plain, therefore, that the Jewish year has long been, and still is, a luni-solar year. Because this system was developed in harmony with ritual requirements, it is called the sacred Jewish year.
Sabbath/Shabbat
The Hebrew word for Sabbath means "to cease or abstain" and the Sabbath is discussed in Exodus 16:22-30; 20:8-11; 23:12; 31:12-16; 34:21; 35:21-3; Leviticus 23:3; 26:2; Numbers 15:32-36; 28:9-10; and Deuteronomy 5:12-15. Exodus 20:8-11 reminded the nation of Israel to remember that God rested on the seventh day of creation (Genesis 2:2). Israel was reminded of its bondage years when there was no rest (Deuteronomy
5:12-15). This passage fixed the origin of the Sabbath in the bondage of the Hebrews in Egypt.
The Israelites were instructed to include the family, the hired servants, the stranger and even their domestic animals in observance of this holy day. All were commanded to cease from normal labor, even gathering firewood (Numbers 15:32-36) or kindling a fire (Exodus 35:2-3). Later in Jewish history, the Jews were forbidden to travel more than 2,000 cubits or 7/8 of a mile on the Sabbath. Those who violated the Sabbath would be cut off from among the people or could be put to death by stoning (Exodus 31:12-26).
Although the Sabbath was not intended as a day of worship, it did become a day of convocation to the Lord. A specific burnt sacrifice on the Sabbath was required in Numbers 28:9-10. In later periods of Jewish history, prayer and other rituals became the procedure for observing the Sabbath and just prior to the New Testament times, the Sabbath became a day of assembly when the principle synagogue service was conducted.
The Sabbath observance, which occurred every week, had two purposes. First, it symbolized that the nation of Israel had been set apart by the Lord as His special people. Second, it was also a celebration of the fact that the land belonged to God. This is seen in God's provision of a Sabbatical year, which was one year out of every seven when the land would rest from cultivation (Leviticus 25:1-7). The law included the fields of grain and the vineyards. Even that which grew from the planting and pruning of the sixth year was not to be consumed by the owner. Eventually, the cancellation of debts was added to the land rest as a part of the Sabbatical year. Debts to fellow Jews were to be forgiven during this year, although debts of non-Jews might be collected. But the spirit of generosity was encouraged even toward nonJews. Indentured servants were to be granted their freedom. Furthermore, they were also to be provided with generous portions of meat and drink.
After every seven Sabbatical years, or 49 years, the 50th year was set aside as the year of Jubilee. Once the Israelites possessed the land of Canaan, it became their obligation to observe this year (Leviticus 23:15-16; 25:8-55; 27:14-24; Jeremiah 34:8, 14-17; Isaiah 61:1-2). The Jubilee year began with the blowing of the ram's horn. The year of Jubilee was a special year in family renewal. A man who was bound to another as a slave or indentured servant was set free and returned to his own family. If any members of his family were also bound, the entire family was set free. Houses and lands could also be redeemed in the year of Jubilee. The land owned by Levites was exempted from this law; they could redeem their land at any time.
The Sabbath observances were rounded out by the observance of special
Sabbaths where no servile work could be done. The Jews had 52 regular Sabbaths and 7 special Sabbaths. These included the first and last days of Passover (Leviticus 23:7-8), Pentecost (Leviticus 23:21), New Year's Day (Leviticus 23:24-25), the day of Atonement (Leviticus 23:28) and the first and last days of the feast of Tabernacles (Leviticus 23:35-36).
Having laid a significant foundation concerning the Jewish calendar and the regular Sabbath celebrations, the next article will examine the New Moon and the yearly Jewish feasts and festivals and their significance in Jewish life.
Kyle Campbell | <urn:uuid:0f74f701-7524-4225-99f6-49a9dcad268e> | CC-MAIN-2018-47 | http://lawofliberty.com/articles/Resources/01-jewishfeasts.pdf | 2018-11-14T03:22:01Z | crawl-data/CC-MAIN-2018-47/segments/1542039741578.24/warc/CC-MAIN-20181114020650-20181114042441-00019.warc.gz | 190,877,874 | 2,166 | eng_Latn | eng_Latn | 0.992731 | eng_Latn | 0.997975 | [
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When to seek medical help
Make an appointment in the FAST TRACK clinic if the child's breathing becomes rapid.
- The child needs extra effort to breathe, or is struggling to breathe and becomes restless. (Breathing is often noisy with mild croup, but it is difficulty in breathing which is worrying)
- A fever persists despite giving paracetamol or ibuprofen and removing the child's clothes.
Dr Wakeford & Partners Poplar Grove Practice Meadow Way,Aylesbury Bucks HP20 1XB
www.poplar-grove.nhs.uk
E-mail: email@example.com
Opening Times
- The child's colour is pale or going blue. (A normal colour for a child with mild croup is pink or flushed. A change from this to pale or slightly blue is worrying).
Patient Information Leaflet
Croup
www.poplar-grove.nhs.uk
E-mail: firstname.lastname@example.org
Tel: 01296 468580
Mon-Thurs: 0730 – 1930
Friday: 0730 – 1830
Tel: 01296 468580
Fax: 01296 398771
Over 75s Team: 01296 468589
Prescription queries: 01296 468585
Lines open daily between: 0800 – 1230 and
1400 – 1830
- The child is drooling or unable to swallow.
Croup
Croup is a common childhood illness which is an infection of the larynx (voice box) and trachea (windpipe). These are the upper and lower parts of the breathing tube that connects the mouth to the top of the lungs. The usual cause of croup is a viral infection. Several different viruses can cause croup.
Who gets Croup?
Croup most often affects children aged 6 months to 3 years, but any child under 6 can develop it. As children become older, their breathing tube becomes firmer and wider. An infection by a similar virus in an older child or adult may cause a cough or sore throat, but is unlikely to cause breathing problems. Croup often occurs in epidemics in the winter. Boys are more commonly affected than girls. Some children have two or more bouts throughout their childhood.
What are the symptoms of croup?
Cough which is usually harsh and "barking". This croupy cough is due to inflammation and swelling of the vocal cords.
Breathing symptoms. The infection causes inflammation and swelling on the inside lining of the breathing tube. There may also be a lot of thick mucus. A combination of these can cause narrowing of the breathing tube. The narrowed tube may cause noisy breathing (stridor). Breathing may become difficult if the narrowing becomes worse.
Other symptoms include a runny nose, hoarseness and a sore throat. Croup may follow a cold, but can also appear out of the blue. Other cold or 'flu symptoms may also occur.
For example, fever, feeling unwell, being off food and general aches and pains. The symptoms are often worse at night. Typically, during the day a child may have a croupy cough with cold symptoms, but not be too unwell. However, at night, the cough and breathing symptoms often become worse. Symptoms often peak after one to three days and then improve. A mild but irritating cough may last a further week or so.
How serious is croup?
Symptoms are often fairly mild, but sometimes become severe. Croup is common. Many children just get a croupy cough with some cold symptoms. Any breathing difficulty is often mild. Parents can expect to have one or two disturbed nights nursing a coughing child. Most children with croup remain at home and soon recover.
The main concern is if severe narrowing of the breathing tube develops. If this occurs then breathing can become difficult. About 1 in 10 children with croup are admitted to hospital for observation. This is usually if symptoms suggest a narrowing of the breathing tube.
Most children admitted to hospital come home within 24 hours as symptoms usually improve quickly. In a small number of cases, a 'ventilator' is needed to help the child breathe. This is usually just for a short period whilst the infection and inflammation settle down.
What can I do to help a child with croup?
A doctor will normally advise on what to do or whether hospital admission is needed. The sort of advice your doctor may give is as follows:
Give the child lots of cool drinks.
Be calming and reassuring. A small child may become distressed with croup. Crying can make things worse. Sit the child upright on your lap if their breathing is noisy or difficult.
Lower the fever. If a child has a fever (temperature) their breathing is often faster and they appear more ill. To lower a fever:
[x] Remove all the child's clothing if the room is not cold.
[x] Give paracetamol liquid (Calpol, Disprol etc.) or Ibuprofen
Cool air – some people find that it is helpful to have a stroll outdoors, carrying the child upright in the cool fresh air.
Steam used to be commonly advised as a treatment. It was thought that steam may 'loosen' the mucus and make it easier to breathe. However, there is little evidence that this does any good. Also, some children have been scalded by steam whilst being treated for croup. Therefore, steam is not recommended.
Other treatments
A steroid medicine may be prescribed. Steroid medicines help to reduce the inflammation. A single dose often eases symptoms within a few hours. Steroid medicines do not shorten the length of the illness, but they often reduce the severity of breathing symptoms.
Do not give cough medicines which may make a child drowsy. This will not help a child who may need extra effort to breathe.
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Swim 10m wearing clothes
I can swim a minimum of 10m wearing everyday clothes
Exit the water without using steps
I can climb out of the pool without using the steps
Swim 25m using any stroke
I can swim a minimum of 25m using any efficient stroke
Perform a range of movements in deep water demonstrating confidence and competence
I can do a sequence of rolls, twists and turns in deepwater with confidence
Evaluate whether a diet is healthy or not, using vitamins and minerals to justify the answer
I can explain how a typical diet is broken down into the various vitamins and minerals and say whether it is healthy or not
Identify how different food should be eaten for nutritional purposes
I know that different foods give us different benefits and how these should be combined for a healthy diet
Explain the effect that high cholesterol has on the human body
I know that high cholesterol can cause our bloodstreams to narrow or get blocked and this can be very harmful
Understand that endorphins are released during exercise and that these are linked with happiness
I know when I exercise my body produces chemicals called endorphins which make my body feel good
Explain the different parts of sleep and why this is important for the body
I know that sleep helps my physical and emotional health and that there are two main types of sleep (REM / Non-REM)
V 1.0
Using scientific vocabulary, explain what happens to our bodies during and after exercise
I can explain the effect of exercise on my body using scientific language
Explain the difference between good bacteria and bad bacteria
I can explain how some bacteria helps my body and other bacteria can be harmful
Set achievable personal goals and successfully reflect on these, perhaps setting 'next steps'
I can set achievable goals and know the steps to take to achieve them
Explain the various aspects of mental health
I know that 'mental health' is about feeling good about myself, having good friends and family and being focussed on what I want to achieve
Understand different levels of confidence and its effect on life
I know that some people are more confident than others and confidence levels can effect performance
Understand emotional intelligence
I know how to control and influence my feelings
EES for Schools is owned by Essex County Council
Understand that 'being healthy' incorporates body, mind and lifestyle
I understand that 'being healthy' includes looking after my mind and body and having a healthy lifestyle
Identify the impact of a good social life on happiness
I know that if I have good friends and do the activities I enjoy I am likely to be happier
Recognise his/her role in keeping his/her immediate environment safe and healthy and offer suggestions
I can suggest ways that I can help provide a safe and healthy environment
Perform a 'drop-kick'
I can drop a football and kick it accurately, as it bounces upwards
Perform a 'basketball dribble'
I can do a 'basketball' dribble, bouncing a ball between a row of cones, controlling the bounces with my fingers
Strike a ball with a range of bats for accuracy and distance
I can hit a ball using a range of different bats both accurately and for distance
V 1.0
When planning activities and actions, take into account a range of strategies, tactics and routes to success, considering his/her strengths and weaknesses and the strengths and weaknesses of others
I can plan a course of actions against an opponent based on my strengths and their weaknesses
Analyse, modify and refine skills and techniques and how these are applied
I can perform better by taking into account my own previous tactics and also how successful they were
Consider how specific aspects of an activity or performance can influence the outcome and suggest the best possible strategy
I can advise others in my team of the best strategy based on the combined strengths and weaknesses of everyone
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Ancient Aztecs
Welcome to one of the most important societies of pre-Columbian Mesoamerica. Of the three high civilizations of this regionOlmec, Maya, and Aztecthe Aztecs were the last, flourishing during the final centuries before Hernan Cortes landed on the Gulf Coast of Mexico. The activities in this book provide insight into the history, religion, culture, art, and life of the ancient Aztecs. The eight full-color transparencies at the back of the book can be used alone or with specific activities listed in the table of contents.
[PDF] Mau Mau & Nationhood: Arms, Authority & Narration (Eastern African Studies)
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Aztec Facts, Location, & Culture The Aztec empire flourished between c. 13 CE and dominated ancient Mesoamerica. This young and warlike nation was highly successful in Aztecs The Ancient Aztecs Aztec Civilisation Lets take a look at how the ancient Aztec government was structured - who had the power in the Aztec government, and how was that power used? Aztec Sacrifice - Ancient History Encyclopedia Ancient Aztec facts and worksheets about this historical civilization and empire which were the elite of a militaristic empire located in Central Mexico. Ancient America: The Aztec, the Maya, the Inca - HistoryWiz Ancient The ancient Aztec civilization had a perspective on life and afterlife that is remarkably different from the perspectives of many modern cultures. Aztec Culture and Society - Crystalinks Topics. The Incas. The Maya. The Aztecs. Ancient America Books Latin America. Machu Picchu. Inca Site Machu Picchu. chacmool. Aztec Chacmool Aztec Warfare - Ancient History Encyclopedia The Aztec Empire flourished between c. 13 CE and, at its greatest extent, covered most of northern Mesoamerica. Aztec warriors were able to Ancient Aztec Art - Aztec History Ancient Aztec Religion - Aztec History The Aztecs engaged in warfare (yaoyotl) to acquire territory, resources, quash rebellions, and to collect sacrificial victims to honour their gods. The Awesome Aztecs - Aztecs for Kids Ancient. Ancient M. Ancient Me. Ancient Mex. Ancient Mexi. Ancient Mexic. Ancient Aztec r. Aztec ri. Aztec rid. Aztec ridd. Aztec riddl. Aztec riddle. Aztec riddles. Cortes & the Fall of the Aztec Empire (Article) - Ancient History The Tarascans were the archenemies of the Aztecs, carving an me the opportunity to talk about the ancient Tarascan or Purepecha people. Aztec Civilization - The Aztecs were a wandering (nomadic) tribe from northern Mexico and were The Ancient Aztecs - Explores the ancient Aztecs, their religious beliefs, their Aztec - Wikipedia Aztec Art - Ancient History Encyclopedia HISTORY OF THE AZTECS including Mexico City, Aztec sun rituals, Quetzalcoatl, Arrival of Cortes, Cortes and Montezuma, A brutal end. Meet the
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Tarascans: Fierce Foes of the Aztecs Ancient History et Ancient Civilizations: Fact or Fiction? The Aztec empire was still expanding, and its society still evolving, when its progress was halted in 1519 Aztec Civilization - Ancient History Encyclopedia Discover the basic beliefs of the ancient Aztec religion, and how the Mexica people might have thought about the world and the gods Ancient Aztec Facts & Worksheets KidsKonnect Privacy and Cookie Policy Ancient History Index Archaeology Early Humans Aztec Gods & Religion Aztec Myths, Legends, and Stories for Kids Free Online Aztec Games Interactive Quiz about Awesome Aztecs (with answers). Images for Ancient Aztecs What was ancient Aztec art like? What types of themes did the artists enjoy working on? Lets take a look at the art of the Aztecs Aztec History The ancient Aztecs were famous for their temples, their calenders and their religious sacrifices. The Aztec civilisation was one of the many Mesoamerica groups Ancient Aztec Perspective on Death and Afterlife The Christi Center Itzcoatls successor Montezuma (Moctezuma) I, who took power in 1440, was a great warrior who was remembered as the father of the Aztec empire. By the early 16th century, the Aztecs had come to rule over up to 500 small states, and some 5 to 6 million people, either by conquest or commerce. The Aztecs / Mexicas - The Aztecs were a Pre-Columbian Mesoamerican people of central Mexico in the The Mexicas borrowed much of their culture from the ancient Toltec whom Aztec - Wikipedia Privacy and Cookie Policy Ancient History Index Archaeology Early Humans For a long time, the Aztecs were always on the move. The Aztecs had hungry gods. He ran back to the Aztec camp to tell his people what he had seen. Basic Aztec facts: AZTEC TRANSPORT - Mexicolore Aztec Civilization - Learn about the culture, religious rituals, economy, class structure, and importance of ceremonies in this ancient civilization. The Aztec Empire - Aztec History The Aztec Empire, centred at the capital of Tenochtitlan, dominated most of Mesoamerica in the 15th and 16th centuries CE. With military The Aztecs, or Mexica as they called themselves, were the elite of a militaristic empire centered at Central Mexico when the Spanish conquistadores landed in Ancient Aztec Government - Aztec History The Aztec civilization which flourished in Mesoamerica between 13 CE has gained an infamous reputation for bloodthirsty human sacrifice with Human-Environment Interaction - Aztecs for Kids - Mr. Donn Aztecs Find and save ideas about Ancient aztecs on Pinterest, the worlds catalog of ideas. See more about Aztec calendar, Mexican heritage and Aztec culture. Aztecs - Woodlands History homework help Primary Homework Help Perhaps the most well known of ancient Aztec games was ullamaliztli, played on a tlachtli ball court. But there were many other Aztec games and sports, such as 17 Best ideas about Ancient Aztecs on Pinterest Aztec calendar The capital city of the Aztec empire was Tenochtitlan, now the site of modern-day Mexico City. Built on a series of islets in Lake Texcoco, the city plan was based on a symmetrical layout that was divided into four city sections called campans.
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THE CURRICULUM AT FAIRFIELD C.P. SCHOOL
At Fairfield Community Primary School, we aim to provide a safe, secure environment which will promote Happiness and High standards.
We aim to meet the needs and celebrate the achievements of all pupils, who, through high expectations and high standards of teaching will reach their own potential regardless of ability.
We offer equal opportunities to all in the belief that Fairfield children will take their places as productive, valued and tolerant members of society.
It is through the curriculum that we meet the aims of our mission statement. The curriculum is the vehicle for learning. Teaching is the how but the curriculum is the what. The curriculum is the child's learning at Fairfield School.
The early years and primary years are the vital years! Years when key concepts are formed and key skills and knowledge learned. Although children usually join us aged three and leave aged eleven, our curriculum covers all areas of learning for children aged from 0-10 months to programmes of study aimed at children aged 15.
We commit to ensuring that children are productive and valued members of society and as such our curriculum puts emphasis on our children's rights to be able to express their thoughts and understand those of others through speaking and listening, to be able to express themselves through writing, to be numerate and perhaps most importantly to be able to read. These are the core skills.
However we also recognise that we are preparing children for a world requiring skills unrecognisable to even the present generation and at the current rate of change requiring immense adaptability. Our curriculum must therefore provide skills as well as knowledge and attitudes as well as aptitudes. Although we have to place great emphasis on the "basics" we work from the premise that children who are enjoying their work will be more engaged and therefore learn more and that all human beings learn through experience. As one famous teacher from history stated:
"I hear and I forget,
```
I see and I remember, I do and I know!" - Confucius BC 551 – BC 449
```
We provide experiential learning through our "Continuous Provision" in the Foundation Stage and into Year One and then through our thematic topics. Here, through "doing"
experiments, field trips, visits and hosting visitors, the children's learning has real meaning and is then used to promote the basic skills of literacy and often, mathematics.
Our English teaching follows the National Curriculum but is broken into units which have been planned by Lancashire Education Authority. These link reading and writing to the wider curriculum, place great emphasis on speaking and listening as vital components of reading and writing. Most of the literacy units are based on a class text.
Our mathematics curriculum again follows the national curriculum but has an extra emphasis on problem solving and a Visual Calculation Policy. Teachers' planning is supported (but not led by) the Abacus Maths scheme which provides an on line homework programme which is extremely popular and successful in backing up teaching and promoting enjoyment and engagement. Number facts, number bonds and tables learning are essential and rewards are in place to back up the requirement that tables up to 12 x 12 are known by the end of Y4.
Rigour is ensured by the fact the key learning at each year group is underpinned by "non – negotiables". These are what must be achieved so that the curriculum has foundation and structure. Failure to meet "non- negotiables" within any year of learning will mean that a class is already behind as they embark on the next year. This places an unfair burden on a new class teacher and will result in a build up of missed concepts, too heavy to address at the end of a key stage.
Progress along the curriculum is scrutinised at every step and formally at six assessment points within the year. (See Policy for Assessment, Marking and Recording) Children not reaching their potential are identified and interventions put in place to enable this to happen. A key goal for children with Special Educational Needs (SEN) is for them to access the curriculum. (See Fairfield CP School – SEN Offer).
Parents are vital to the curriculum. They are the children's first teachers and spend the highest proportion of time with children. We need parental support in helping children to learn key aspects and to encourage practise of key skills, particularly reading and number facts. Above all we need them to take an interest and ensure that learning is valued.
The details of the different components of the curriculum are provided either in whole below or can be found by clicking on the link for each year group.
We are excited about our curriculum and look forward to the support of all members of the school community in helping us to deliver "Happiness and High Standards".
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Chapter Twenty-Four
Second Guttural Weak Verbs
Vocabulary
| | Weak Verb Designations | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|
| | | | III | | II | | I | | ← Modern designation | Modern |
| | | | l | | :[ | | 'P | | ← Traditional | |
| 1 | | d | | :m | | '[ | | Pe Guttural | | I - Guttural |
| 2 | | l | | :a | | 'v | | ‘Ayin Guttural | | II - Guttural |
| 3 | | x | | :l | | 'v | | Lamed Guttural | | III - Guttural |
| 4 | | l | | :k | | 'a | | Pe ‘Alef | | I – ‘Alef |
| 5 | | a | | 'c | | 'm | | Lamed ‘Alef | | III- ‘Alef |
| 6 | | h | | 'n | | 'B | | Lamed He | | III - He |
| 7 | | l | | :p | | 'n | | Pe Nun | | I - Nun |
| 8 | | b | | W | | v | | ‘Ayin Vav or Yod | | II – Vav or Yod |
| 9 | | b | | :v | | 'y | | Pe Vav or Yod | | I - Vav or Yod |
Second Guttural Verbs
A Second Guttural verb designated as 'Ayin Guttural or II-Guttural is one whose second consonant is one of the gutturals: a, h, x, [, or r. Examples where the second root consonant is a guttural are:
| 2st Root Consonant | Word | |
|---|---|---|
| a | s:a'm | he refused, rejected |
| h | rhm | he made haste |
| x | !:x'B | he tested |
| [ | r:['B | he burned, consumed |
| r | d:r'P | he divided, separated |
Rules of Inflection
All the normal rules for gutturals apply to II-Gutturals.
1. Gutturals cannot be doubled. Since gutturals do not possess a dagesh forte they require lengthening of the preceding vowel.
a. Gutturals a ,r and [ . When a and r (and occasionally [) appear in the second root consonant of the verb, the proceding vowel must be lengthened. The rules are again given as follows:
o Patach ( ; ) is lengthened to Qamets ( ' ).
E
o Hireq ( I ) is lengthened to Tsere ( ).
o Qibbuts ( U ) is lengthed to Holem ( o ).
b. Gutturals h , x and [ . When h, x and [ appear in the second root consonant of the verb, the vowel in the preceding syllable remains short, since h and x are considered to be doubled.
2. Gutturals generally take an "a" class vowel.
a. Qal. The Qal imperfect and imperative forms would normally have a Holem as the stem vowel, but with the II-Guttural it has the "a" class Patach instead.
b. Pi'el. Pi'el perfect 3ms forms normally take a Tsere in the second stem vowel, but IIGuttural verbs take a Patach.
```
That is: r;x.biy not rOx.biy
```
```
That is: %;rEB not %ErEB
```
3. Gutturals normally take compound shevas.
a. A vocal sheva normally stands beneath the middle root consonant, however, the middle root guttural will take a hatef-patach ( ] ).
Practice
I. Memorize the vocabulary
II. What is a weak verb?
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A study of Mare aux Songes in Mauritius: the site of the first discovery of Dodo bones in 1865
By Alan Grihault
Author of the "dodo bird behind the legend" http://www.dodosite.com/ Presented at the 3rth Dodo Research Programme Meeting held in Mauritius on December 2006
Rationale for the Study
George Clark found the first physical evidence that the Dodo had really existed in Mauritius in 1865. This marsh, called Mare aux Songes, locally called Mare aux Dodos, is situated on the Mon Trésor Sugar Estate in the south-east part of Mauritius. After many years of neglect, some effort has been made by the Estate to tidy up the area, but there is little to attract visitors to this important historical site. Even as this Research Paper is being written, the surrounding area is being violently changed, as giant earth movers are breaking down hills, levelling the ground, and transporting away broken rocks by the lorry load. Although the marsh itself is being kept intact, one must hope that this onslaught will not affect the tranquillity of the marsh.
Perhaps this short study, 140 years after George Clark searched and found Dodo bones in the mud of Mare aux Songes, will help to identify the importance of the site as a National Conservation area where Mauritians and tourists may find the ultimate Dodo Experience.
Mauritius
The terra firma of Mauritius was thrust out of the sea nearly eight million years ago:
"The huge primary shield-volcano that covered Plaines Wilhems [a large area of central Mauritius] collapsed, and its ruins were submitted to erosion for thousands of years. Later secondary eruptions sent lava-flows rolling south to meet the sea from Baie du Cap to Mahébourg." (Staub, 1993)
After several million years of weathering the volcanic rock became a fertile place for vegetation to take seed and grow:
"During the Dutch and French occupations the land was covered with an unbroken evergreen forest, extending from near the sea-shore up to the summit of the mountains…" (Koenig, 1912)
Mare aux Songes
This volcanic action, together with erosion and decomposition, left the island of Mauritius with a rugged landscape of mountains, deep ravines, cliffs and rushing rivers, tempered with rolling hills and lazy beaches. Hidden amongst all this, only a short distance from the sea, is a small, insignificant marsh called Mare aux Songes. For thousands of years it acted as a natural shade, and watering area for birds, before man arrived on the island in the 16 th century.
Today, Mare aux Songes is part of the Mon Trésor Sugar Estate and looks very different from when Dodos drank from its still waters, and since its malarial waters were filled by rocks by the British Army in the early 1940s. A hundred and forty years ago, George Clark gave us a description which perhaps captures the marsh as it used to be:
"The Mare aux Songes comprises of an area of four or five acres. It is about a quarter of a mile [sic] from the sea, from which it is separated by low sand hills and basaltic rocks. It is originally a ravine, the bottom of which consisted, like that of most ravines in this country, of masses of basalt varying in weight from a few pounds to several tons. It receives the drainage of about two hundred acres, inclining towards it by a gentle slope. In the course of ages the interstices between these masses of basalt have been filled up by alluvium. A luxuriant growth of fern, sedge, and flags have spread from the borders over the deeper parts of the marsh, forming a mass sufficiently compact to allow of a person‟s walking across it. This covering, by preserving anything beneath it from the action of the atmosphere, is probably a principle cause of the perfect state of preservation in which the bones under it were found.
The Mare aux Songes and the lands around it were covered with thick forests at the beginning of the present century; now not a tree remains. From its sheltered position and the perennial springs which flow in it, it must have afforded a suitable resort for birds of all kinds, and was probably a favourite abode of Dodos and marsh birds."
The marsh can be found less than a kilometre from a small creek at Blue Bay, which can be entered by boat near the present Shandrani Hotel. This creek used to reach further inland towards Mare aux Songes, but in recent times a road has formed a dam preventing tidal water from reaching as far inland as it did in the past.
Tradition has it that pirates used to row up the creeks off Cul du Chaland (Blue Bay) and hide their treasures in caves and rocks further inland (Grihault, 2002):
Early Sugar Estate maps describe Mare aux Songes, and the forests around it, as Fallow Land, so it was always marked on early maps. It was also mentioned in stories telling of how pirates made their way along the creek, and hid their treasure near the swamp, where it would have been well protected from prying eyes.
A Naval Officer, and probable pirate, Bernardin Nagéon de L‟Estang (nicknamed Butin), inherited several treasure maps and treasures while serving at sea during the 1700s. He also acquired about 45 acres of land situated near Ruisseau des Caves, near Mahébourg, [see Map 3], and it was here where he was thought to have finally buried his treasure. In order to safeguard the precise instructions to finding the treasure, Nageon wrote separately to three trusted members of his family. In one letter he wrote:
"I am leaving to enrol and defend my country. In the event of me being killed, I am writing my will, and giving it to my nephew, Jean-Marie Nageon de L‟Estang, Officer of the Reserve, the following -
Half a plot of land at Riviére La Chaux at Grand-Port, Île de France, and the following treasures rescued by the Hindus: I capsized in a creek near Point Vacoas, and I went up a river, and left in a cave all the treasures saved by the Hindus, and they are marked B.N. which is my name."
Nageon died in 1775, but no one knows whether the treasure was found, although hunters have searched the area surrounding Mare aux Songes and near the airport.
The Dodo and Mauritius
During the time when pirates were active in Mauritius, the Dodo was forgotten and was almost wiped out of the human memory. In 1778, Mr. Morel, Secretary of the Port Louis Hospital, made an inquiry amongst the oldest inhabitants of Mauritius, and none of them had any knowledge of the existence of the Dodo. By 1816, at a banquet given by the Governor Robert Farquhar, nineteen guests, who were in their seventies, had never heard of it.
Luckily, not everyone had forgotten about the Dodo, because in 1828, J. S. Duncan, an Oxford zoologist, examined all the available accounts about the Dodo, and wrote a paper for the Zoological Journal called A summary review of the authorities on which naturalists are justified in believing that the Dodo, Raphus cucullatus (Didus ineptus), was a bird existing in the Isle de France, or the neighbouring islands, until a recent period. The paper proved that there really had been a Dodo and it aroused some interest in Mauritius, which by this time had become a British possession. Three educated men formed the Society of Natural History and went looking for Dodo bones.
One member of the Society went to Rodrigues in 1831, and found twelve unusual bones whilst digging in some caves there. These bones were sent to the Andersonian Museum of Glasgow, and to the Zoological Society of London, and one was given to an ornithologist called Hugh Strickland, who placed it in the Cambridge Museum. After studying the bones, they were found to belong to the extinct Pezophaps solitarius (Solitary Walking Pigeon or Solitaire).
Later, in 1848, Strickland and Melville published their great book, The Dodo and its Kindred. It was written on the skeletal evidence of one head (Oxford), one part of a skull (Copenhagen), and two legs (London and Oxford), and the visual evidence of paintings and pictures in some museums and archives.
By 1864, Edward Newton, a Colonial Secretary in Mauritius, and brother to Alfred, the zoologist, had found a few more Solitaire bones in Rodrigues, which encouraged more exploration, and many more specimens of the same bird were found.
George Clark
Another member of the Society of Natural History was George Clark who, according to Pitot (1912) was "a man of quiet manners, occupying an inferior situation, but thoroughly versed in natural sciences, read Strickland‟s book with interest, and made several inquiries in Mauritius concerning the Dodo, without meeting with the slightest success."
Fortunately, Clark never quite gave up his search for the illusive Dodo bones and he explained that "I have been nearly thirty years [sic] a resident in Mauritius; and the study of natural history having been a favourite recreation of my life, the hope of finding some remains of the unique and extinct bird that once inhabited this island led me to make many inquiries and researches, alike fruitless. After many years of expectation, I had given up my efforts in despair, when, some four or five years ago, the late Dr. P. Ayres visited Mahébourg, the place of my residence…on this occasion [we] visited together the site of the old Dutch and French settlements on the coast opposite Mahébourg. Dr. Ayres suggested to me the probability of finding some remains of the Dodo by digging around the ruins of these habitations; but I did not conceive that the plan offered any chance of success."
He had already been puzzled as to why no bones had been found by members of the Society during their constant searches throughout the island. He thought that perhaps the reason lay in the fact that much of the land was either covered by volcanic larva or thick clay, which was not conducive to the laying down of deposits such as bones. The heavy rains would strike this hard surface and wash everything away into rivers before they had time to be buried.
Clark again reasoned that the site he was now looking at with Dr. Ayres, which was at the bottom of La Montagne du Grand Port, was not a likely place to reveal any bones, because they would be washed into the sea during the rainy season. He proposed that the only possible place for success would be in the alluvial deposits found in marshes, and as he was teaching at the Mahébourg Government School, he naturally focussed his attention to the south-east part of the island. He noticed that there were three rivers running into the sea, forming a rather muddy and marshy delta near what is now Sir Seewoosagur Ramgoolam International Airport at Plaisance. He assumed that if any bones had been washed away by these rivers, they would finally be deposited in the mud of the delta…
"My attention having thus been drawn to the subject, I passed in review the various localities in my neighbourhood which might offer the most favourable conditions to encourage research. A marsh about three miles from Mahébourg struck me as a promising spot, and I mentioned it as such to several of my friends; but my time being very full occupied, and my means restricted, I took no steps to verify my suppositions, promising myself, however, to do so at some future period."
The new railway and Harry Higginson
Although lack of time and money held George Clark back from testing this particular theory, he turned his search in another direction. By the early 1860s, railway lines were being constructed in Mauritius, and Clark hoped that the various excavations may result in the disclosure of Dodo bones. The mainline railway which was being constructed near to Clark‟s home was the Midland line which started in Port Louis and went through Curepipe and stations such as Cluny, Rose Belle, Mare d‟Albert, Union Vale and finally Mahébourg. The six mile length of line from Union Vale to Mahébourg passed through the Plaisance Sugar Estate and within a 100 metres of Mare aux Songes, and it was this fact that played an important part in the discovery of Dodo bones.
Although the searches along railway lines resulted in failure, Clark happened to meet a young civil engineer by the name of Harry Higginson, who arrived in Mauritius in 1862 to work on the railway project. This meeting was to be an important one because sometime later, Higginson was inspecting the railway line that passed near to Mare aux Songes. As chance would have it, in the September of 1865, Gaston de Bissy, co-proprietor and manager of the Plaisance Estate, had the idea of using organic mud from Mare aux Songes to fertilise his fields, and had instructed some of his men to dig out the mud. Higginson recorded this event in his Journal:
"Shortly before the completion of the railway [19 th October 1865] I was walking along the embankment one morning when I noticed some coolies removing some peat soil from a small morass. They were separating and placing into heaps a number of bones and various sorts among the debris. I stopped and examined them as they appeared to belong to birds and reptiles, and we had always been on the lookout for bones of the then-mythical Dodo. So I filled my pocket with the most promising ones for further examination.
A Mr Clarke, the Government schoolmaster of Mahébourg, had Professor Owen‟s book on the Dodo so I took the bones to him for comparison with the book plates. The result showed that many of the bones undoubtedly belonged to the Dodo. This was so important a discovery that Clarke obtained leave to go out to the morass and personally superintend the search for more."
As Professor Owen‟s book was not published until August 1866, it seems that Higginson and Clark compared the bones to pictures in Strickland‟s book which had been published earlier. Strangely, Clark does not mention Higginson in his own journal, and he credits his school pupils for alerting him to the discovery of the bones, when he took leave from work and personally supervised the search for more material.
The final search for Dodo bones
"I repaired to this spot, called „La Mare aux Songes‟, and mentioned to Mr. De Bissy, proprietor of the Plaisance Estate, of which this marsh forms part, my hope that, as the bones of one extinct member of the fauna of Mauritius had been found there, those of another, and a much more interesting one, might also turn up. He was much pleased with the suggestion, and authorized me to take anything I might find there, and to give orders to his workmen to put aside for me any bones they found. They were then employed in digging up a sort of peat on the margin of this marsh, to be used as manure…
In September last, some of my scholars, who well know the interest I take in natural history, informed me that a number of Tortoise bones had been turned up in a marsh much as the same description as that I had noticed. I repaired to this spot, called „La Mare aux Songes‟, and mentioned to Mr. De Bissy, proprietor of the Plaisance estate, of which this marsh forms part, my hope that, as the bones of one extinct member of the fauna of Mauritius had been found there, those of another and a much more interesting one might also turn up.
He was much pleased with the suggestion, and authorized me to take anything I might find there, and to give orders to his workmen to put aside for me any bones they might find. They were then employed in digging up a sort of peat on the margin of this marsh, to be used as manure."
Dodo bones are found
After many years of patience and perseverance, George Clark found what he has been looking for…
"…after many fruitless visits to the spot…I resolved on sending some men into the centre of the marsh, where the water was about three feet deep and there, by feeling in the mud with their naked feet, they met with one entire tibia …
The Dodo-bones were imbedded only in the mud at the bottom of the water in the deepest part of the marsh…Encouraged by success, I employed several hands to search in the manner described; but I met with but few specimens of Dodo-bones till I thought of cutting away a mass of floating herbage nearly two feet in thickness, which covered the deepest part of the marsh. In the mud under this, I was rewarded by finding the bones of many Dodos.
By far the greatest portion of these bones might be divided into two dimensions…leading to the belief that the diversity in their respective sizes arose from the difference of sex.
The Table below shows the bones found by George Clark at Mare aux Songes:
| Many | Some | Few |
|---|---|---|
| Metatarsals (feet) | Sternums (breast) | Humeri (wings) |
| Vertebrae (backbones) | Scapulae (shoulder) | Coracoids (shoulders) |
| Tibiae (lower legs) | | Craniums (skulls) |
| pelvic bones (hips) | | Mandibles (upper) |
| Mandible (lower) | | Radii (wings) |
| Fibulae (lower legs) | | Ulnae (wings) |
"All the specimens appear to have belonged to adult birds; and none bear any marks of having been cut or gnawed, or of the action of fire. This leads me to believe that all the Dodos of which the relics were found here were denizens either of this marsh or its immediate neighbourhood, that they all died a natural death, and that they were very numerous in Mauritius, or at least in this part of it. The astonishment of some very aged Creoles, whose fathers remembered Labourdonnais, at seeing a quantity of bones of large birds taken from the mud in this marsh, was really ludicrous. „How,‟ said they, „could these bones have got there? Neither our fathers nor our grandfathers ever knew of any such birds, or heard of such bones being found.
I have opened diggings in several marshes which appear to me likely receptacles for the relics of the Dodo, but I have not found a single bone except in the Mare aux Songes. Several gentlemen, witnesses of my success there, have made experiments in other places, but have obtained nothing."
Cholera and Malaria epidemics
Sadly, at the time of this great discovery, Mauritius was having a very bad time with health problems. First, there were cholera epidemics which killed over 12,000 people in all. Then from 1865-68 there was the Great Malaria epidemic when 70,000 inhabitants out of a total of 350,000 lost their lives. Quite naturally, the population were not very interested in Dodo bones when fever was the only word on every lip, the only thought in every mind and heart.
Elsewhere, the discovery of Dodo bones helped the world of natural science to march forward, but it did little to help medical science to discover how malaria was caused and spread. At that time it was not known that it was caused by mosquitoes living and breeding around the marshes like Mare aux Songes.
Bones for sale
The bones found at Mare aux Songes, helped to make up a number of nearly complete skeletons, but as the bones were mixed up in the marsh, the skeletons were made up from different birds. About a hundred bones were shipped to Richard Owen, who studied them and published his monograph on the Osteology of the Dodo in 1869. Other collections of bones were sent to England and were sold at auction. There is a record that some of these were bought, for £10, by William Flower, who was the Conservator at the Royal College of Surgeons, and from these bones he managed to construct an almost complete articulated skeleton which is still on display.
Some bones found their way to various parts of the world where they were sold privately or at auction. Even Harry Higginson kept some bones that he helped to find, as he records that he sent a full box of these to the museums at York, Leeds and Liverpool, and the York Museum still display the bones donated by their Yorkshire railway engineer benefactor.
The bones were gradually placed in museums in Europe, United States, and South Africa, where they are still being exhibited to this day. One example is the skeleton to be found at the Durban Museum of Natural Sciences which is accompanied with the history of the original purchase:
Of the 10-15 composite and partial dodo skeletons known to exist in various institutions around the world, the Durban Natural Sciences Museum has one of the most complete examples. Here in the South African Museum, we have enough remains to make up an almost complete composite skeleton. Although - as shown in the copy of the receipt - these specimens were acquired in 1865, they have yet to be described in the ornithological literature. They were purchased via the Honourable Edward Newton, the Colonial Secretary, for the sum of twelve pounds sterling from Mr George Clark, a master at the Government School at Mahébourg in Mauritius, who had spent many years searching for dodo bones.
Obviously George Clark must have sold many bones, but he kept some for himself which he left to his children when he died in Mauritius in 1873. The whereabouts of some of these bones came to light in 192122 when his daughter, Edith Bessie Clark, was forced to sell some of them in order to pay her "Rates, Taxes and Gas Bills". She sold some bones at auction, and she offered three bones to Thomas Parkin, who was President of the Hastings and St. Leonards Natural History Society: Here are two letters she sent to Mr. Parkin; the first tells of how she accompanied here father to Mare aux Songes:
Thos. Parkin Esq. High Wickham Hastings
"Tveldene", 16 Sower Park Road, Hastings. April 28th 1921
Dear Mr. Parkin,
I thank you for this morning‟s letter. I am very sorry to learn that you have been ill, and I hope under God‟s blessing you will soon recover you health. I can sympathise with you as I am myself only a poor invalid and scarcely able to walk.
I thank you for all the kind advice about the Dodo bones. A neighbour of mine who seems to know you, Mr. Cousins, advised me to write a short account of my Father‟s discovery of the Dodo bones as people know so little about it. Then the fact that my dear sister and I had gone down to "la Mare aux Songes" when my Father picked up the coracoid bone of the Dodo, is an interesting fact of itself.
These are indeed hard times. I am very sorry for you to have been obliged to diminish your capital. Mine is a very tiny income and I have been nearly ruined by the Rates and Taxes and Gas Bill. Well I can only say that the Lord will help me. He who said: "I will never leave thee now or forsake thee" will surely help me now, so that I may weather the storm.
I am going to write to Stevens the auctioneer and offer some of the Dodo bones that they may be sold by auction. I shall let you know his reply when he write before I send them up to him.
With very kind regards
Yours sincerely
Bessie Clark
The second letter must have accompanied the bones upon the final sale:
Dec. 13 th 1922
Dear Mr. Parkin,
I hope your friend has not altered his mind concerning the Dodo bones you had selected for him, namely the coracoid bone and the two metatarsi.
I have put them in a small box ready for your messenger to take away when she calls. They are good bones and I congratulate you on your choice, especially as regards the coracoid bone as that was the bone my Father picked up on the shores of the marsh "La Mare aux Songes", which led to the discovery of the other bones.
I hope you have quite recovered from your illness.
With very kind regards
Yours sincerely
Edith E. Clark
(Copies from the original letters in the private collection of Ralfe Whistler)
These bones are now part of a collection owned by Ralfe Whistler, whose father was a friend of Thomas Parkin. The presence of these bones in the Whistler household, stimulated Ralfe to become one of the largest collectors of Dodo memorabilia and artefacts in the world.
Contributions by Théodore Sauzier, Louis Thirioux and Paul Carié
In 1889, a Paris solicitor by the name of Théodore Sauzier was visiting Mauritius when he requested permission to search for bones at Mare aux Songes from the Colonial Government. This resulted in the finding of further bones belonging to parrots, water fowl, deer, turtles, aphanapteryx and Dodos. He sent some of his specimens to Sir Edward Newton, who was formerly the Colonial Secretary in Mauritius, and together with Professor Hans Gadow and Alph. Milne Edwards, he constructed an entire skeleton which was presented to the Mauritius Museum.
More bones were found in eroded soil around Le Pouce, Anse Courtois, Vallée des Prêtres (all surrounding Port Louis), and Corps du Garde mountain, by Louis Thirioux, a Port Louis hairdresser. His most important find was an almost complete skeleton from a single Dodo, found somewhere near Le Pouce mountain; the exact site is unknown as unfortunately Thirioux never divulged his exact discovery sites. Initially he gave his finds to the Mauritius Institute in Port Louis, but later he sent specimens to Alfred Newton at the University Museum of Zoology in Cambridge. He sold much of his collection to the Institute for £80, but bought back many of his finds when he became disillusioned with the lack of professional progress shown at the Institute. In frustration, he sent the most important parts of his collection to Alfred Newton, free of charge, and the skeletons and bones of this amateur naturalist have found their way to the Durban Natural History Museum, and to Museums in Paris and Lyon.
Without its treasure of bones, Mare aux Songes would have remained unknown and unrecognised in its topographical depression, surrounded by sugar cane and various other crops. Nearby land became known as Mon Desert in 1783 when it was owned by Allanic de St. Ongal who sold the estate to Jean de Robillard, which later passed to Arnaud Cloupet in 1812. Edouard Cloupet and Jacques Fayolle de St. Felix became the owners in 1833, and Felix Cloupet later inherited the estate. Over the years, additional land was bought, until it had reached an area of 734 acres by 1868, when about 80 acres were under sugar cane. By this time Georges Thomy Thiery inherited the estate, and other estates like Mon Trésor (420 acres) and Magdala (684 acres) were added by the time that Paul Carié and his brothers owned the estate.
Mare aux Songes was originally situated on the Plaisance Estate which belonged to the de Bissy family during the 1800s; the sugar factory being built in 1844. The main additions to the estate took place from 1853 to 1873 which included land at Richfield, Choisy, Ste Helene and Mon Repos. The military aerodrome was completed in 1944, and regular services started in 1945.
Paul Carié was interested in natural history and reported that he excavated the Mare aux Dodo site from between 1910 to 1930, and he also revisited the mountain sites already investigated by Louis Thirioux. Carié, who was unsuccessfully trying to run the Estate while living in France, wrote an a rticle in 1930 in which he describes his finds:
"Mr Thirioux, a Frenchman and a barber by trade, a man of estimable patience and perseverance, spent thirty years searching for precious remains in caves, in places where there had been soil erosion, and at the foot of mountains, where he found intact whole skeletons of Dronte (Dodo) and Aphanapteryx, and the bones of most species of bird, tortoise and lizard."
The company of Mon Trésor and Mon Desert Ltd. was established in 1926 with a total of 2,888 acres of land, and this was further enlarged by the acquisition of Plaisance, Sauveterre, Virginia, Union Vale and Deux Bras. MTMD Ltd was largely owned by Lonrho Sugar Corporation until 1997 when Illovo Sugar Ltd bought Lonrho‟s shares, and in 1998 MTMD was consolidated, incorporating Britannia, Highlands, Benares and other smaller operations. The company‟s major shareholder is now BBHM Ltd who bought Illovo‟s assets in Mauritius in 2001.
Why were bones found in Mare aux Songes?
Pitot (1914) puts forward several reasons why such a collection of bones were found at Mare aux Songes, but then queries his hypothesis because bones of flying birds were also found in the marsh:
"Mr Clark‟s discovery cannot possibly be attributed to mere chance; it was, on the contrary, the result of patient deductions and searches in the very places where fossils were likely to be found. The first explanation of the considerable layer of bones found in Mare aux Songes was that during some hurricane or other atmospheric perturbation, the animals had taken refuge together in the neighbourhood and perished there; and that, either through the action of rains, or a flood, or even an invasion of the sea, their remains had gathered together in that marsh, at a very remote period. This would be probable but for the presence of parrot bones, for it is evident that parrots would not have suffered themselves to be drowned, but would have taken refuge in the forests. The bones could not have proceeded from the mountains either, for being washed from their by the rains, they must, of a surety, have followed the river beds."
The marsh is in a natural depression, so bones would have collected there over a period of many years. The tree lined ravine which runs from Mare aux Songes suggests that there was either a river passing through the marshy site on its way to the creek at Blue Bay, or that the creek itself used to extend as far as the marsh.
During cyclonic weather, the sea would have pushed its way further up the creek, washing all before it, and depositing any debris in the marsh. It is still not known whether the birds were drowned in the marsh by exceptional conditions, or whether they died naturally and were simply washed down into the low lying area.
When George Clark found the bones, no one could remember anything about the Dodos which drank from its waters, as he commented on the reaction of some of the locals after his discovery…
"The astonishment of some very aged Creoles, whose fathers remembered Labourdonnais, at seeing a quantity of bones of large birds taken from the mud in this marsh, was really ludicrous. „How,‟ said they, „could these bones have got there? Neither our fathers nor our grandfathers ever knew of any such birds, or heard of such bones being found."
What is Songes?
Songes (Arum colocasia) is a marsh vegetable which was probably introduced by the French to help feed the slaves on the sugar estates. At one Estate where it grew, there were many complaints when, in 1750, the Estate owner wanted to clear his marshes of the plant. There are several varieties, but the Songes with the black stem is more popular for eating than the variety with the white stem. The plant no longer grows in the marsh which bears its name, and it didn‟t grow in the marsh when the Dodo frequented its borders.
Since the find by George Clark many Estate workers call the site, Mare aux Dodos, and some writers are translating the French and wrongly calling the area, the Sea of Dreams.
Mare aux Songes today
Mare aux Songes was describes by Clark as being about three miles (5 km) from Mahébourg, and a quarter of a mile (400m) from the sea. Recent measurements show that the marsh is actually just less that a kilometre from Blue Bay, and about the same distance from La Cambuse public beach. It is now owned and under the guardianship of the Mon Trésor Sugar Estate, and history shows us that the marsh was considered of little value to the Estate, and as recently as 1987, the site was proposed as a rubbish dumping ground for the nearby Plaine Magnien Municipality; but fortunately this offer was not taken up.
In the early 1990s, a Mrs Glachant from France, who was the very aged daughter of the late Paul Carié, came to Mauritius and paid a visit to Mon Trésor. This visit rekindled an interest in Mare aux Songes, and this was reflected by MTMD Ltd., who initiated several projects as reported in the national press:
Le Mauricien (1993)
Mare aux Songes, where in 1865, a young English teacher, Mr Georges Clark, found some Dodo bones, has been for some time the subject of a rehabilitation plan launched by Mr Robert Antoine, a member of the Administrative Council of MTMD Ltd.
Dr Morion Kondo, Professor at the University of Agriculture in Tokyo, and President of the Research Institute Council of Evolutionary Biology, has just visited the site and he has also visited Isle aux Aigrettes to have a look at the endemic plants of the South East region of Mauritius.
The main aim of the project is to recreate the habitat that was there when the Dodo existed in the area, by reintroducing trees that are specific to that area. There are plans also to do more diggings in the area in the hope of finding more Dodo bones. It is important to note that the marsh was filled in during the war to prevent the spread of malaria.
Professor Kondo was a friend of late Professor Robert Antoine who was then a member of the Board of Directors of Mon Trésor Sugar Estate, and became interested in pursuing researches on the Dodo, a project supported by the son of the then Emperor of Japan, a close acquaintance of Professor Kondo. Initially, five core borings were made at Mare aux Songes to a depth of over 10 metres to give a profile of the marsh which had been drained and filled in 1942 by the British Army. In two of the borings, pieces of bone belonging to the Dodo were identified by Tokyo University:
"This aroused great enthusiasm and a visit by the Prince was being planned when the Emperor passed away; his demise shortly followed by that of Professor Kondo, followed by that of Professor Robert Antoine and the whole project has since been shelved.
The project was to involve a team of zoologists and botanists who would use state of the art techniques to look as well at the fauna, for pollen of indigenous plants growing on the site in ancient times with the aim of creating a garden of such plants on the site.
Mare Aux Songes has since been planted with different species of rare plants known to have been indigenous to the area, pending the taking over of the shelved project by others." (D‟Espaignet, 2001)
The core borings, which have been preserved by the Estate, contain a large element of sand, sandstone and fragments of coral (pers. obs., 2005).
The Estate have tried to preserve the area, and have planted endemic trees in an attempt to bring Mare aux Songes back to its former state. Around the tracks they have planted Bois Boeuf (Gastonia mauritiana), Bois de Chandelle (Dracenna concinna) and Ebony (Diospyres eggretarum), and there is a small forest of the indigenous Bois Blanc (Vitex glabrata), probably planted about 30-50 years ago. There is another small forest of mixed trees (see Map 6). The Estate must be congratulated on the way they have tried to make Mare aux Songes an attractive place despite a lack of awareness by Mauritians and tourists alike:
Le Mauricien (2000)
The Dodos lived at Mare-aux-Songes in a wild environment of rare beauty. This place still exists and can be visited by anyone. The historic place of Mare-aux-Songes is still not known to the public, although it's there that the bones of the Dodo were discovered in 1865. Today, even though there are few signs that remind us of the Dodo, a walk in this wild area is worth the effort. This is made easier, as the site has just been cleared to welcome the public.
The site is surrounded by dry ground with an edging of Eucalyptus, Voyager Palms and Rose Peppers. The remains of the Dodos were found in marshy ground which is now covered with smooth-stemmed reeds, the "voondre". On the sugar estate, nine out of ten know the location of the site, which they call "Mare-aux-Dodos" , but the general public knows very little about the area and it is rarely visited by Mauritians.
At Mare-aux-Songes, we don't go there for the Dodo, but for the silence, which is the key word. It is like a sign of respect; for it's the silence of the Dodos. (Prosper, 2000)
It appears that Mare aux Songes is waiting "off-stage" to be developed in a sensitive way, and is the natural place for a major bird sanctuary and a shrine to the Dodo icon.
With this in mind, a Project entitled "The Dodo Experience at Mare aux Songes" has been proposed by the writer of this Study Paper to the Estate. The first meeting (Alan Grihault/ Christian Foo Kune, Managing Director of the Mon Trésor Sugar Estate) took place on the 15 th June 2005 in order to put forward a number of proposals for the Project. Future meetings have now been arranged, so it seems that this long forgotten and neglected marsh may have an interesting and challenging future after all.
The marsh area is still giving up evidence of the past. Recently, when the Estate was clearing large stones north-east of Mare aux Songes, Griffiths and Middleton (2005; pers. ob.) discovered snail shells belonging to a variety of extinct and rare specimens in the dry hillside…
Report on Land snails of Mare aux Songes, Plaisance, S.E. Mauritius
Site description: Under deep rock piles exposed by bulldozer on eastern side of Mare aux Songes. Collected: O.Griffiths, G.Middleton, June 2005.
Extinct
Tropidophora carinata ; Plegma duponti
Locally extinct, i.e. no longer occurring at the site but still surviving in Mauritius Cyclotopsis conoidea; O.clavula; Gonospira callifera; Microstrophia clavulata; Plicadomus sulcatus; Erepta odontina; Ctenophila vorticella; Pachystyla bicolor; Dupontia sp.
Still survives at site
T.fimbriata; Omphalotropis variegata; O.desjardinsi ; Maurennea poutrini; Louisia barclayi; L.duponti; Gastrocopta microscopica; Nesopupa peilei; N.rodriguezensis; Quickia concisa.
NB only native species listed.
Comments: Fauna typical of wet lowland forest situation. Local extinctions from time of local forest clearing 1830‟s – 1860‟s ?
BIOGRAPHICAL NOTES
Philip Burnand Ayres (1813-1863)
Philip Ayres was born in Oxfordshire, England and arrived in Mauritius in 1856 as the Superintendent of the quarantine stations. In 1859 he was surgeon-in-charge of the Civil Hospital in Port Louis, by 1860 he became the General Sanitary Inspector. He was an active member of the Royal Society of Arts and Sciences of Mauritius. One of his interests was studying the fossil forest of Isle aux Aigrettes. Dr. Ayres died in Port Louis.
George Clark (1807-1873)
George Clark was born in the UK, and was sent to Mauritius with a group of missionary teachers under the Lady Mico Charity, a Protestant Foundation; being appointed on the 11th May 1851 at £177 per year, together with his wife, Elisabeth, at £48 per year. He taught at the Mahébourg Government School, and was later promoted to Headmaster of the Mahébourg Juvenile School in 1868. The Anglican Church in Mahébourg (Christ Church on Maurice Street) was completed in 1856, so George must have worshiped there. He had read about the Dodo in Strickland‟s book (1848), and was interested in finding proof that the Dodo had actually existed in Mauritius by producing physical evidence. He resigned from teaching in December 1872, and died in Mahébourg on the 6th February 1873, after only a few months of retirement.
Harry Pasley Higginson (1838-1900)
The son of a clergyman, Harry Higginson was born and bred in Thormanby, North Yorkshire. He trained in Civil Engineering, and built railways in Latvia, Mauritius, India and New Zealand, where he became Chief Railway Engineer and remained for the rest of his life. He arrived in New Zealand in 1872, and married Florence Kebbell in 1874; producing 7 children. A stained glass window in Wellington Cathedral commemorates his work, and one panel depicts a Dodo.
Alfred Newton (1829-1907)
Alfred Newton was Professor of Zoology at Cambridge University and was a well known ornithologist and author. He made various studies of the Dodo, aided by his brother, Edward, who was stationed in Mauritius. He created a large archive on the Dodo, and produced several Research Papers.
Sir Edward Newton (1832-1897)
Edward Newton was the brother of Alfred, the zoologist at Cambridge. Edward entered the Colonial Service in 1829 when he was posted to Mauritius. He became Assistant Colonial Secretary (1868), and Colonial Secretary until 1877. He helped George Clark in searching for bones, and was the Founder of the Ibis Ornithological Review.
Richard Owen ( 1804-1892)
Richard Owen could be arrogant, difficult and just plain wrong, but he was the pioneer who brought dinosaurs back to life. He was born in Lancaster, England, and showed an early passion for anatomy while he was a medical student at Edinburgh University. He developed the skill of being able to reconstruct extinct creatures from the smallest piece of fossil evidence. An early success was identifying the Giant Moa from a small fragment of bone only six inches long. As Superintendent of Natural History at British Museum for 28 years, he contributed to the study of flightless birds and fossil reptiles, and coined the word dinosaur in 1842. Together with William John Broderip, he wrote his "Memoir of a Dodo" in 1866, which built on the discovery of bones by George Clark. He was Knighted with the Order of the Bath by Queen Victoria. A deeply religious man, he opposed Darwinism and the theories of natural selection, and this running battle with Darwin did little to enhance his reputation, and he constantly disagreed with the ideas of Strickland. He designed the Natural History Museum to look like a church, and spent the last few years of his life completing the Museum and the collections there.
Nicolas Pike (1818-1905)
Lt. Colonel Nicolas Pike was an US Consul, together with being an author and naturalist. In 1849 he was elected president of the Brooklyn Natural History Society, and in 1865 he became president of the Microscopical Society. He arrived in Mauritius as US Consul in 1867, and went on to produced many articles and 500 drawings on fish. His book, "Sub-tropical Rambles…" was published in 1867, and he returned to the USA in 1874.
Théodore Sauzier (1829-1904)
Although born in Reunion, Théodore Sauzier died in Paris where he was a Notaire. He came to Mauritius in 1889, and from then until 1892 he revived the successful search for Dodo bones at Mare aux Songes.
Hugh Edwin Strickland (1811-1853)
Hugh Strickland was born in Yorkshire, but later lived in Apperley, near Cheltenham, England. He was the grandson of Edmund Cartwright the inventor of the power loom. He studied geology at Oriel College, Oxford, but was also interested in fossils and shells. He travelled extensively abroad, as well as becoming an authority on the geology of the Cotswolds.
Hugh joined the Field Club in 1846, and gave a lecture on another of his interests, the Dodo, at the British Association Meeting in Oxford, in 1847. He became Deputy Reader of geology at Oxford, and President of the Ashmolean Society. He published his "The Dodo and its Kindred" in 1848. While studying the geology of a railway cutting at Clarborough, near Retford, he was tragically hit by a train and was killed. His notebook, which was found nearby, contained sketches of the Clarborough Hills. A stained glass window, and dedication to him, can be seen at Deerhurst Church, near Apperley.
Louis Etienne Thirioux (1846-1917)
Louis Thirioux was born in France, but came to Mauritius in 1870 when still a young man, and worked as a hairdresser in Port Louis. He liked to talk to his customers on all subjects, especially about his natural history finds. He explored many caves, rivers and holes, and recorded his finds with great patience. As well as finding the bones of parrots and lizards he also found those of the Dodo. He died in Rodrigues where his son had become a magistrates clerk.
BIBLIOGRAPHY
CLARK, George.
1859, „A Ramble Round Mauritius with some Excursions in the Interior of the Island - A Familiar description of its Fauna and some subjects of its Flora by a country school-master‟ in
The Mauritius Register.
CLARK, George. 1865, „On the discovery of bones of the Dodo in Mauritius‟ inMauritius Commercial Gazette
CLARK, George. 1865, „Account of the late discovery of Dodo remains in the Island of Mauritius‟ in.
Ibis, vol. ii, p 141-
146.
DUNCAN, John Shute. 1828, „A summary review of the authorities on which naturalists are justified in believing that the Dodo, Raphus cucullatus (Didus ineptus), was a bird existing in the Isle de France, or the neighbouring islands, until a recent period‟ in Zoological Journal.
GRIHAULT, Alan. 2002,The Pirates and Treasures of Mauritius, Unpublished book.
GRIHAULT, Alan. 2005,DODO – the bird behind the legend, IPC Publishers, Mauritius.
HACHISUKA, Masauji. 1953, The Dodo and Kindred Birds, H.F. and G. Witherby Ltd, London.
HIGGINSON, Harry Pasley. 1865, „Reminiscences of Life and Travel 1859-1872‟,Personal Journal
KOENIG, Paul. 1912, „Economic Flora‟ in
, New Zealand.
Mauritius Illustrated
, edited by Allister Macmillan, Collingridge, London; re- published by AES, New Delhi (2000).
OWEN, Richard. 1866, Memoir on the Dodo; Introduction by William J. Broderip, Taylor and Francis, London.
PIKE, Nicolas. 1893, Sub-Tropical Rambles in the Land of the Aphanapteryx, Harper and Brother, London.
PITOT, Albert. 1914, „Extinct Birds of the Mascarene Islands‟ inMauritius Illustrated, edited by Allister Macmillan,
Collingridge, London; re-published by AES, New Delhi (2000).
PROSPER, Lindsay. 2000, „Mare-aux-Songes - The Silence of the Dodos‟ in
STAUB, France. 1993,
Le Mauricien(June).
Fauna of Mauritius and Associated Flora, Precigraph Ltd., Mauritius.
STRICKLAND, H.E. and MELVILLE, A.G. 1848,The Dodo and its Kindred, Reeve, Benham, and Reeve, London.
TURSAN D'ESPAIGNET, Jacques. 2001, „Mon Trésor Mon Desert: The last abode of the Dodo‟ for a book project on
Lonrho PLC and its subsidiary Lonrho Sugar Corporation with the focus on the late René Leclézio.
PEOPLE WHO HELPED
```
ALLET, Morro. Forester. APPADOO, Laure. Bishop‟s Secretary. GRIFFITHS, Owen. La Vanille Réserve des Mascareignes. JUMOORTY, Raffick. Forester. MIDDLETON, Greg. Tasmania. Set up National Parks in Mauritius 1991-95. MON TRÉSOR SUGAR ESTATE STAFF: Christian Foo Kune – Managing Director J. Arthur Lagesse Jean Pierre Pilot Mario Olivier Mary Li Chin Ng Vijay Beeharry Michèle Rault Gisele Chicoré NATIONAL PARKS and CONSERVATION SERVICE PIAT, Father George. Mahébourg Roman Catholic Church. RAMDHON, Mrs. Archives Department, Port Louis. RAMJAUN, Ibrahim. Librarian, Bibliotheque Nationale, Port Louis. SENEQUE, Therese; Serge and Marie-Claude. Manioc Biscuit Factory, Mahébourg. TURSAN D'ESPAIGNET, Jacques. Former Managing Director, Mon Trésor Sugar Estate. WHISTLER, Ralfe. Dodo House, Battle, England.
```
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Leveraging Cognitive Technology Tools to Expand Opportunities for Critical Thinking on Data Analysis and Probability in Elementary Classrooms
Jennifer M. Suh
George Mason University, USA email@example.com
The following case studies describe technology-enhanced mathematics lessons in two diverse fifth and sixth grade classrooms at a Title I elementary school near the metropolitan area. The project's primary goal was to design tasks to both leverage technology and enhance access to critical thinking in mathematics, particularly with data analysis and probability concepts. This paper highlights the opportunities that technology-rich mathematics environments afford the teachers and the students in teaching and learning mathematics through critical thinking. In addition, the case studies illustrate how to design and implement mathematical tasks using technology to provide opportunities for higher mathematical thinking processes as defined by the Process Standards of the National Council of Teachers of Mathematics (NCTM, 2000): problem solving, connections, representations, communication, reasoning and proof.
Currently, an important pedagogical consideration for all mathematics educators is to leverage technology to improve mathematics teaching and learning. Often times the challenge in incorporating technology as a mathematics pedagogical tool is that it requires a reconceptualization of the nature and content of mathematics, goals and materials. Technology enhances the ability to present and explore mathematics in novel and efficient ways. By successfully leveraging technology, students who have not typically had learning opportunities which incorporated technology have the ability to gain access to mathematical concepts using cognitive technology tools for exploring and doing mathematics. The notion of improving opportunities and access to technology has been the focus of bridging the digital divide among groups who have physical access to technology and those who have not, especially among socio-economic, racial and geographic groups. The Diversity in Mathematics Education Center's article (2007), "Culture, Race, Power, and Mathematics Education", provides evidence that opportunity gaps can lead to achievement gaps among student groups. These diverse student groups require more opportunities to access high quality instruction in rigorous mathematics learning environments in order to succeed in bridging the achievement gaps.
The focus of the present study was to examine and describe the process of designing mathematical tasks which used technology to both expand access and provide opportunities to elicit critical thinking and reasoning with diverse learners. This research involved the collaboration of classroom teachers and the researcher who jointly planned technology-enhanced mathematics lessons. Two underlying research questions were: 1) what affordances exist in a technology-filled learning environment that promote mathematical thinking? 2) what mathematical processes become amplified by the use of technology tools? This article presents case studies that document the development, implementation and evaluation of lessons designed to leverage technology as a cognitive technology tool.
REVIEW OF RESEARCH LITERATURE
Cognitive Technology Tools
Students in 21 st century schools are growing up in a technology-advanced society where working flexibly and thinking critically with technology to problem solve is an increasingly important skill. Jonassen (1996) defined computers as mind tools that should be used for knowledge construction while learners engage in critical thinking about the content they are studying. According to the Technology Principle in the Principles and Standards of School Mathematics (NCTM, 2000), "Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances student learning" (p. 24). The word "enhances" is what characterizes technology as a tool with high leveraging power because technology has specific affordances that can enrich learning tasks. Some of the affordances of technology in mathematics include the ability to graph, compute, visualize, simulate, manipulate dynamic objects, and give the user immediate and visual feedback. When used appropriately with a purposeful mathematical task, affordances in technology can be used to innovate teaching. Pea (1987) defined cognitive technologies as "technologies that help transcend the limitation of the mind…in thinking, learning and problem solving activities" (p.91). More recently, Zbiek, Heid, Blume, and Dick (2007) highlighted the importance of technology tools in mathematical activities with its externalization of representations, dynamic actions and linkage among multiple representations that promotes representational fluency. One of the affordances of cognitive technology tools is that these external representations displayed on the screen have the potential to provide students with internal mental representations of specific mathematical ideas. The dynamic nature of the tool allows for students to manipulate the objects in the virtual environment beyond the capabilities of their physical counterparts. For example, when manipulating virtual base ten blocks, the user can actually break apart "flats" into "longs" and "longs" into "units" with a hammer tool so that a clear connection is made to the composition and decomposition of numbers; something that is difficult, if not impossible, to do with plastic base ten blocks. In many ways, the breaking apart through the virtual base ten blocks more closely resembles the mathematical idea of composing and decomposing numbers than the traditional trading model. This resemblance has been termed as mathematical fidelity (Zbiek et al., 2007), the degree in which the actions taken on a representation reflect the mathematical behavior. Additionally, there are constraints and support systems that can reinforce the learning processes. For example, the algebra balance applet from the National Library of Virtual Manipulatives (http://matti. usu.edu) has the ability to tilt from one side to another, which facilitates the understanding that equality is represented by the balancing of equations. Constraint systems also exist for virtual manipulatives. Although, one might think of a constraint in a tool as a limiting factor, constraint systems are positive aspects of cognitive technology tools. In fact, many of the constraint systems in the cognitive technology tools eliminate the extraneous cognitive load that may be placed when learning with a physical tool. In Suh's (2005) study with virtual fraction applets, students were better focused on the concept of finding equivalent fractions when using the virtual fraction applets rather than the physical fraction circles. Instead of being distracted by a multitude of loose plastic fraction pieces, students were specifically focused on looking for patterns and analyzing relationships among equivalent fractions. The fraction applet also allows users to add fractions after renaming the unlike denominators. This built-in two-step process in the applet guides students to recognize both that the renaming of fractions is an important prerequisite when combining fractions and that the constraint system eliminates the common student error of "adding across" unlike fractions. This two-step process is an example of a tool having cognitive fidelity (Zbiek et al, 2007), or the degree in which the computer process reflects what takes place in human cognition while solving a problem. Cognitive technology has the potential for broadening the representational tools available to teachers and students. Researchers must recognize that thoughtful incorporation of representations is critical in instructional design. As stated by Hoadly and Kirby (2004), "Seeing the representations work in the learning context and educational environment and trying to optimize those representations is an important part of the design and instruction" (p. 2).
Mathematical Tasks that Elicit Critical Thinking and Reasoning
Current reform efforts are focused on developing students with critical thinking processes. Educational tasks that engage students in critical thinking involve posing and solving rich mathematical problems, making and testing conjectures, looking for patterns, and justifying answers through reasoning and proofs. In an analysis of mathematical tasks used in reform classrooms, Stein, Grover and Henningsen (1996) reported that the tasks used in mathematics learning highly corresponds with the type of thinking processes in which students engage in, thereby influencing student learning outcomes. A mathematical task can be defined by: a) the original mathematical task as represented in curricular/instructional material, b) a mathematical task as set up by teacher in the classroom, or c) a mathematical task as implemented by students in the classroom. Mathematical tasks that are defined as high level tasks involve "doing mathematics" or in other words using formulas, algorithms or procedures with connection to concepts, understanding or meaning (p. 467).
The following research involved the collaboration of a fifth grade mathematics teacher, a sixth grade mathematics teacher and the researcher who jointly planned technology-enhanced mathematics lessons for a diverse student population. The participating school was a Title I elementary school in a major metropolitan area with approximately 600 students: 51% Hispanic, 24% Asian, 16% Caucasian, 3% African American and 6% other. Over 50% of the student population receives either free or reduced lunches. With regards to the diversity of the school population, 44% received English for Speakers of Other Languages services and 49% were identified as limited
English proficient. The goal of the project was to design tasks suitable for a highly diverse population, which leveraged technology into elementary mathematics while enhancing access to critical thinking in data analysis and probability.
CASE STUDIES OF TECHNOLOGY -ENHANCED MATHEMATICS LESSONS
The two case studies focused on the design of technology enhanced mathematics lessons and the technology affordances that supported meaningful mathematics teaching and learning. Research was guided from the initial conceptualization of the idea to the enactment of the lesson in an authentic classroom setting by the following continuous cycle: design, enactment, analysis, and redesign. Through collaborative planning, debriefing and reflection, the teachers and researcher refined the key components of using cognitive technology tools for mathematics teaching and learning. Descriptions of the teaching and learning processes were documented through the following data sources: the analysis of students work, the researcher's memos and narrative reports from the teachers. The following sections will describe the design process and the enactment of the mathematical tasks using technology that provided opportunities for both critical thinking and rigorous mathematics.
The Design Process
To begin, the researcher and teachers reviewed the important curricular objectives for the lesson. Multiple curricular and instructional resources were considered. In particular, technology tools that would enhance learning were discussed. Next, the appropriate technology tool that both possessed mathematical and cognitive fidelity and would also be effective in eliciting mathematical thinking for students was determined. Through the design processes, a planning sheet was created and utilized that allowed the teachers to focus discussions on the important mathematical processes that were afforded by the technology tool (See Figure 1). In particular, focus was placed on the five Process Standards outlined by NCTM: problem solving, connections, representations, communication, and reasoning and proof. While planning the lesson, questions were developed that would elicit important mathematical ideas and help students make connections and create generalizations while simultaneously using the technology tools. Specific questions were asked in order to get students to make connections between the multiple representations, such as, "How are the pictures related to the numbers that are represented on the screen?" Some questions were utilized to motivate students to search for patterns or relationships, such as, "How are things changing as you input different numbers? Is there a pattern, rule or a relationship here? What steps are you doing over and over?" Other questions were intended to guide students in making and testing out conjectures. For example, "Is there information here that lets me predicts what's going to happen? When I do the same thing with different numbers, what still holds true? What changes? What if, I _(did this) then what would happen?" These questions, along with lesson-specific questions, allowed for an important discussion of the mathematical concepts and elicited essential mathematical processes such as connections, problem solving, critical thinking and reasoning and proof.
Case Study 1: Teaching and Learning Data Analysis Using Technology
The ability to make sense of data and understand probability is an important skill in today's technological society where data and information are both exchanged and produced in high volume. The challenge for many elementary teachers is to go beyond the basic level of constructing, organizing, representing and reading data and graphs and delve deeper into the concepts by interpreting, experimenting and conjecturing data representations.
In a 5 th grade classroom, students experimented with statistical data to understand mean, median and mode. In previous years, the classroom teacher reported that students would often confuse the three measures of central tendency. Many students were able to calculate these measures of central tendency but were unable to differentiate the use of one over the other. The teacher reported, "They know the definition [of] and the procedures for finding mean, median and mode but have no idea the significance of each and how they are used in real life."
The goal of the lesson was to design a task that gave students the opportunity to investigate the significance of the three measures of central tendency: mean, median, and mode. To begin the lesson, the class collected information about the number of letters in their names. Their initial data showed that their results ranged from 3 to 11. The class used the box plot applet from the National Library of Virtual Manipulatives (http://nlvm.usu. edu/) to record their data and then discussed the various aspects of the box plot and the measures of central tendency that were displayed on the screen.
Use of Technology to Enhance Mathematical Thinking
Figure 1. Example of the MATH-Technology Integration Planning Sheet
The mean appeared as 5.41. A quick glance at the data chart showed that 5 was the mode. The box also indicated that the 50% of the class names were between 4 and 6 by looking at the lower and upper quartiles. Based on this information, students agreed that the best way to measure the central tendency was to use the mode of 5 since having 5.41 letters was not logical. After interpreting and discussing the results of the box plot, the teacher posed the following problem.
"Class, today the registrar told me that we have a new student from China. And he has a great long name, Tikki tikki tembo-no sa rembo-chari bari ruchi-pip peri pembo. His name means "the most wonderful thing in the whole wide world." (Tikki Tikki Tembo is a well-known Chinese folklore and children's book). "What do you think this name with 50 letters does to our mean, median and mode? Talk with your group about how this will affect our box plot and central tendencies."
Students began to think critically about the relationships between each point of data and the mean, median, and mode. After allowing students to make conjectures and list their ideas on the board, one of the students entered the number 50 into the data set and clicked the UPDATE BOXPLOT button (See Figure 2). Students looked intently at the new box plot and confirmed and refuted their prior conjectures. The discussion led to the extremely important idea of what happens with the presence of outliers; a term introduced after much discussion about the "extreme number". Students engaged in a lively discussion about which was a better measure of tendency when extreme outliers were present. Many students stated that the new mean, which was 7.2, was misleading since 50% of the data centered around 4 and 6. Additionally, students agreed that the mode of 5 and the median were the measures of central tendency that best represented the data.
Another example of using technology to enhance critical thinking with data analysis, specifically box plots, was a problem posed to a 6 th grade class also working on the topics of mean, median and mode. This time, box plots from Illuminations that allowed three box plots to be displayed simultaneously were used (See Figure 3). As a challenge, students were given the following problem:
Can you create three data sets, all of which have 6 data points, a mean of 50, a median of 50, and meet the following criteria?
* Set B: Every data point is either less than 25 or greater than 75.
* Set A: Every data point is between 35 and 65.
* Set C: The difference between every pair of two consecutive data points is the same.
(from Illuminations lesson http://illuminations.nctm.org/activitydetail.aspx?ID=160 )
Opportunities for rich mathematical discourse about both the mean and median and the connections between the procedures of calculating and the concepts of central tendencies were elicited through the use of follow up questions such as: "How are these sets different from one another? How are they alike? Are there other data sets with six points, a mean of 50, and a median of 50 that look different from the three you've created?" One student remarked, "I discovered that as long as pairs of data equaled 100, I had a mean of 50. I used this strategy to meet the statements [criteria]." As students compared different sets of numbers, they were given the opportunities to reason and prove how multiple solutions were possible as long as the given criteria were met.
Both examples illustrate how the use of technology tools amplify the opportunities available for students to interact with the experimental data, make and test conjectures, and confirm or reject hypotheses. The ease of representing different box plots with such efficiency allows for a higher mathematical complexity than merely creating box plots. With the use of technology tools, an increased amount of experimentations and additional time for deeper analysis are incorporated into the learning environment. As Kaput (1992) noted, the impact of technology tools in mathematics learning and teaching is the ability to "off-load" some routine tasks such as computations. In this case creating box plots for each experimental scenario provided learning efficiency in terms of compacting and enriching experiences. This example is not to discount the importance of students' ability to represent data in different graphical forms but many times, student have less opportunities to utilize their interpretative and critical thinking skills due to the curriculum being so densely packed and insufficient time allocated to developing the depth and complexity of mathematical ideas.
Case Study 2: Probability Experiments Via Technology Tools
The overarching themes in probability for the elementary grades according to our national curriculum is threefold: the initial recognition of the nature of random processes, the exploration of the concept of chance through games and experiments, and the comparison of the likelihood of theoretical and experimental events (NCTM, 2000). The latter is an idea that poses common misconceptions for students in earlier grades. In fact, research shows that students have difficulty understanding the "bidirectional relationship between empirical (experimental) and theoretical probability and the role of sample size in that relationship" (Stohl & Tarr, 2002, p. 314).
However, research shows that experimentation using large sample sizes with the Probability Explorer Microworld technology allows students to begin to appreciate the power of the law of large numbers. An example of this research-in-practice is illustrated by the following case study.
A 5 th grade classroom studying the concept of probability engaged in an experimentation using handmade spinners and virtual spinners. The class activity was called "Mystery Spinners", ten spinners were distributed, one to each pair of students. Students were asked to independently look at their spinners, predict the outcome, spin their spinner 30 times and finally record the results as a bar graph. Once the teams of students finished conducting their experiment, their bar graphs were displayed for all to see. The teacher then mixed up the ten spinners and posted them on the board. Students were challenged to match the spinners displayed on the board with the bar graph that they thought was the most likely outcome of the spinner. In the case of many of the spinners, students were able to make accurate matches. However, two spinners resulted in similar outcomes in which each of three colors, green, blue and red had approximately equal amounts. Students argued that spinner A should have had 25% (7 or 8 out of 30) red, 25% blue (7 or 8 out of 30), and 50% green (15 out of 30) because it was ¼ red and ¼ blue and ½ green. The students also felt that spinner B should have had 33.3% red (about 10/30), 33.3% (10/30) blue and 33.3% (10/30) green since it was 1/3 red, 1/3 blue and 1/3 green. This led to a great discussion about theoretical and experimental probability.
The next day, students went to the computer lab and were introduced to the adjustable spinner applet from NCTM's Illuminations website. Through experimentations, students were able to see that with a minute number of trials, an individual could be easily misled as to the composition of the spinner; as in the following illustration with only 10 spins (see Figure 4).
The technology affordances of the spinner applet amplified the mathematical learning opportunities available by allowing the students the ability to adjust the number of spins, to create, and test conjectures, and also appreciate the power of the law of large numbers. One student sat in front of the computer, first testing out the outcomes of ten trials, then 100 trials and then finally 1,000 trials. With each click the student noticed how the experimental probability became closer and closer to the theoretical probability. In addition to the ease of experimentation, the power to click on the third grey button OPEN RESULT FRAME and see the experimental graph and the experimental trials simultaneously was a visual connection to how the outcomes were reflecting the original spinner.
AFFORDANCES OF TECHNOLGY-RICH MATHEMATICS ENVIRONMENTS
Specific opportunities that technology rich mathematics environments afford teachers and students are the abilities to: a) build representational fluency by making connections among multiple representations; b) experiment and test out conjectures which efficiently develop reasoning and proof; and c) facilitate the communication of mathematical ideas through problem solving. Technology applets with dynamic objects and visual tools offer learners multiple representations to consider while learning mathematical concepts. For instance, in the case of the classroom using the spinner applet, the visual representation of the spinner with the experimental graph was linked to the multiple numeric representations of the outcomes, percentages, theoretic probability and experimental probability. Zbiek, Heid, Blume and Dick (2007) stated that "cognitive tools can constrain the possible actions on an external representation to be ones that are potentially mathematically meaningful and it can enforce mathematical rules of behavior of objects on which it acts" and make mathematical consequences more overtly apparent. The dynamic spinner "enforced the mathematical rule of behavior" of the mathematical concept of the law of large numbers. By setting the spin function to take larger trials into consideration, students were able to see how the experimental graph became more like the theoretical graph. These tasks were specifically designed to provide students opportunities to draw logical conclusions and justify both answers and solution processes by explaining why, as well as how they were achieved. In this way, the two classroom case studies demonstrated how the teacher and students actively engaged in the sense making processes. Students were asked to go beyond the obvious in their interpretations and communicate their thoughts clearly and concisely during classroom discourse. As shown in the example with the box plots, the focus of the class was not at the entry level of creating box and whisker plots. Instead the goal was at a more complex level of interpreting each number along the box plot. Additionally, the ability to manipulate the data to see how the mean, median and mode were affected allowed for students to gain a deeper understanding of and differentiate among the central measures of tendency.
Emerging technology in mathematics allows teachers and students to not only easily represent abstract mathematics concepts that are often difficult to illustrate but also gives access to opportunities for rich learning experiences and meaningful class discourse. Mathematics educators and instructional designers need to harness technology's affordances with its constraints and supports systems to design meaningful cognitive technology tools that can help in the teaching and learning of challenging mathematics concepts. Important consideration should be made on characterizing how learning is different or the same in the technological and nontechnological environment. In particular, research should continue to look at the cognitive load that is present in these different environments to see how some extraneous cognitive load posed through mathematical activities can be "off –loaded" so that more of the learner's cognitive capacity can be allocated to the important mathematical learning.
School mathematics curriculum must reflect both the changing societal needs and the demands of schools to growing knowledge about learning and teaching, and capitalize on new developments in order to keep up with the rapidly changing technology. Providing access and opportunity to rich mathematics through technology may be an important catalyst to closing the achievement gaps which are often created due to opportunity gaps that exist in our society. In sum, the mathematics community shares an important responsibility to leverage technology to expand the academic access and opportunities in preparing all students for the skill sets they will need to be successful in the 21 st century.
References
Diversity in Mathematics Education Center. (2007). Culture, race, power, and mathematics education. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 405-434). Reston, VA: National Council of Teachers of Mathematics.
Hoadley, C., & Kirby, J. A. (2004, June). Socially relevant representations in interfaces for learning. Paper presented at the International Conference of the Learning Sciences. Santa Monica, CA. Retrieved June 13, 2006 from www. tophe.net/papers/Hoadley-Kirby-icls04.pdf
Jonassen, D. (1996). Computers as mindtools for schools: Engaging critical thinking (2 nd ed.). Upper Saddle River, NJ: Prentice-Hall.
Kaput, J. (1992). Technology and mathematics education. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning, (pp. 515-556). Reston, VA: Author.
National Council of Teachers of Mathematics. (2000). Principles and standards of school mathematics. Reston, VA: Author.
Pea, R. D. (1987). Cognitive technologies for mathematics education. In A.H. Shoenfeld (Ed.), Cognitive Science and Mathematics Education (pp. 89122). Hilldale, NJ: Erlbaum.
Stein, M. K., Grover, B. W., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33(2), 455-488.
Stohl, H. & Tarr, J. E. (2002). Developing notions of interference using probability simulation tools. Journal of Mathematical Behavior, 21(3), 319-337.
Suh, J. M. (2005). Third Graders' Mathematics Achievement and Representation Preference Using Virtual and Physical Manipulatives for Adding Fractions and Balancing Equations. Unpublished Doctoral Dissertation., George Mason University, 2005.
Zbiek, R. M., Heid, M. K., Blume, G., & Dick, T. (2007). Research on technology in mathematics education: The perspective of constructs. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 1169-1208). Reston, VA: National Council of Teachers of Mathematics. | <urn:uuid:e9be18e0-58eb-4a7b-8edf-6ed819322457> | CC-MAIN-2018-47 | http://mason.gmu.edu/~jsuh4/tenure/part4thru8/papers/Published%20work%202009-2010/08suh.pdf | 2018-11-14T03:16:17Z | crawl-data/CC-MAIN-2018-47/segments/1542039741578.24/warc/CC-MAIN-20181114020650-20181114042447-00010.warc.gz | 217,020,489 | 5,545 | eng_Latn | eng_Latn | 0.968755 | eng_Latn | 0.997304 | [
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WHY GARDEN INDOORS?
In an outdoor environment, nature gives the plant what it needs to grow: sunshine to power photosynthesis, mineral elements to convert into starches and sugars, water to carry food through the plant, and carbon dioxide for plant respiration. But some of these provisions may be more or less than the plant needs, so the resulting environment is seldom "ideal." In a controlled indoor growing environment (whether a large greenhouse or a small home grow room), you - the grower - must supply all of what the plant needs. In the beginning, this method may seem like more work than gardening outdoors, but the ability to control all of the plant's growth factors can result in much greater yields in a smaller amount of space which ultimately means LESS work for you!
INDOOR LIGHTING
Lighting is the most important factor in indoor gardening, and often the biggest financial investment. Outdoors, the sun provides more than enough light energy for plants, but growing seasons and conditions vary widely in different parts of the country. Plus, many people simply don't have the space for an outdoor garden. As long as you have adequate light, an indoor garden can provide you with fruits, vegetables and herbs year round...regardless of what is happening outside.
The main types of lighting for indoor gardens are fluorescent and High Intensity Discharge (HID).
Fluorescent Lights
Fluorescent lights are excellent for starting seeds or rooting clones. Fixtures and bulbs are inexpensive, and the low heat output lets you put them just inches away from your delicate plants. The disadvantage of fluorescent bulbs is the low light intensity--they can grow a plant that is 8-10" tall but then the light simply can't penetrate any further. If the plant grows taller and you keep raising the bulb, lower sections of the plant will not receive adequate light. Using a "full spectrum" fluorescent bulb will give your plants all the necessary wavelengths of light.
High Intensity Discharge (HID) Lights
High Intensity Discharge, or HID, light bulbs have revolutionized the indoor gardening industry in the last 25 years. These bulbs require special ballasts (transformers) and sockets to operate, which are included with light systems. HID light systems are designed to operate on normal household (110v/120v) current, but most can be converted to 220/240 volt operation if desired. These lights are designed for use in home garden rooms and greenhouses, and are completely safe if used with common sense and according to the instructions.
Many types of light bulbs fall into the HID category, but the two best choices for plant growth and maintenance are Metal Halide and High Pressure Sodium.
Metal Halide (MH/MS)
Metal Halide lamps are the best single source of artificial light for indoor gardening. Their balanced light spectrum, similar to the tropical sun, contains the important blue and red wavelengths that plants need for rapid vegetative growth. You can grow your plants from start to finish under a metal halide lighting system. MH lamps come in 175, 250, 400, and 1000 watt sizes. NOTE: Horizontal Metal Halide light systems require the use of a tempered glass safety lens in order to be UL listed for safety.
High Pressure Sodium (HPS)
High Pressure Sodium lamps emit light which is heavily concentrated in the red and orange region of the spectrum. This heavy red light promotes excellent fruit or flower production (as much as 30% more than a metal halide lamp), but the lack of blue spectrum light can sometimes make a plant stretch or become "leggy" during the vegetative growth stage. This type of light is ideal for supplementing sunlight in a greenhouse or sunroom. A High Pressure Sodium system is the most efficient HID light because it has the highest number of lumens per watt (roughly 10-15% more than a metal halide bulb of the same wattage.) HPS lamps come in 150, 250, 400, 600, and 1000 watt sizes. The ideal lighting system would include both a Metal Halide and a High Pressure Sodium lamp. This would produce extremely fast growth as well as increase flowering by 40 percent. To avoid the expense of purchasing two separate lighting systems, you can use a conversion bulb or an enhanced spectrum bulb.
Conversion Bulbs
High Pressure Sodium Conversion bulbs are specially designed to run off a Metal Halide ballast but they put out more lumens, more red spectrum light, and they run off less electricity. Start your crop under the MH bulb and then switch to the HPS conversion bulb when flowering begins. Bulbs that convert MH into HPS are available for 175, 250, 400, and 1000 watt systems. Metal Halide Conversion bulbs allow you to take the opposite approach: grow your plants under the conversion bulb during the vegetative stage, then switch to your regular high pressure sodium bulb for flowering. HPS to MH conversions are only offered in the 250, 400, and 1000 watt sizes.
If you are planning to purchase a system with a conversion bulb, consider which light spectrum you will use most. If you will need mostly the vegetative light spectrum with short periods of flowering light, buy the metal halide system with a high pressure sodium conversion bulb. If you will have a relatively short vegetative phase followed by a longer flowering phase, buy the high pressure sodium system with the metal halide conversion bulb. Either approach will work, but purchasing the system of the type you will use most will give you much more efficiency in the long run.
Enhanced Spectrum Bulbs
If you only want to deal with one bulb through all stages of growth, another option is to use an enhanced spectrum or "corrected" bulb. High Pressure Sodium Son Agro bulbs are engineered to provide 30% more blue spectrum light than a standard HPS bulb. These are available in 160, 270, or 430 watts. Agrosun Metal Halide bulbs are engineered to provide more red spectrum light (38%—49%) than a standard halide bulb. Agrosun bulbs are available for 250, 400, and 1000 watt systems.
Bulb Replacement
Replace metal halide bulbs after 1 to 1 1/2 years of use, and replace high pressure sodium bulbs after 1 1/2 to 2 years of use. The bulbs will continue to light beyond this point but have lost as much as 30% of their lumen output while still consuming the same amount of electricity. When replacing your bulb, it is critical to get the right one for your ballast and reflector configuration. Contact AHL if you have any questions!
Light Movers
You can use an automatic light mover to increase the coverage area and efficiency of your light without using any more electricity. Since the light is always in motion and does not rest above any part of the gar- growing season.
HYDROPONIC GROWTH MEDIA
By definition, a hydroponic medium should offer no nutritive value-its sole purpose is to provide support for the plant and to allow an even distribution of the nutrient solution. An ideal growing medium is sterile, inert, water- and nutrient-retentive, free-draining, non-toxic, and will promote vigorous root development.
Rockwool
Rockwool is the most revolutionary soilless medium to date. Horticultural Rockwool is made of volcanic basaltic rock and a binder which prevents potassium hydroxide and other elements from leaching into the nutrient solution. Rockwool provides 90-95 percent air space between its fibers. It is capable of holding more nutrient solution and more air than any other medium. When the Rockwool is completely saturated, it maintains a ratio of air to water which is ideal for promoting root development: 80 percent nutrient solution, 15 percent air space, and 5 percent Rockwool fibers.
Fired Clay Grow Rocks
Fired Clay Pellets, often called grow rocks, are manufactured by heating clay pellets to very high temperatures, causing them to expand and puff up with air. Grow rocks retain moisture because they are porous, while the irregular shape and rough surface of the rocks promotes free drainage and air circulation. Grow rocks can also be reused from one crop to the next.
Coconut Fiber
Coconut Fiber is an exciting new hydroponic medium that also works great as a soil amendment. The fibers, which are also called coconut coir, are made from the inner husk of coconuts. This renewable resource offers excellent water holding capacity along with free drainage. Coconut fiber is rich in natural rooting hormones and other organic compounds.
Perlite
Perlite, or puffed sand, is a sterile and lightweight medium. It is a good medium for lettuce, cabbage, herbs, and other small crops. Its major drawback is its inability to give good support to the plants. It also tends to promote algae growth more than other media. Perlite is an excellent medium when used in grow bags or when combined with clay pellets in a reservoir or wick system. Perlite should be discarded after only one use.
PLANT FOODS & NUTRITION
All plants need nutrients. Outdoors, plants take certain elements from the earth and combine them with water and air. Using energy from sunlight they create simple sugars, carbohydrates, and proteins to feed both themselves and all living things on this planet. A hydroponic solution must supply all the necessary nutrients in the proper form and ratio for plant growth. All major, minor, and trace elements must be properly balanced and water soluble. The three major plant elements are nitrogen, phosphorus, and potassium—often abbreviated as N-P-K. The three numbers on every fertilizer label refer to the percentages of these three essential elements. The minor elements include calcium, magnesium, sulfur, and iron. The trace elements necessary for good plant development are manganese, boron, copper, zinc, chlorine, molybdenum, and cobalt. Plants need very small amounts of the trace elements, but they are important because they act as catalysts in the solution. Without the right amounts, a plant can't properly utilize the major elements, and may develop deficiencies, disease, reduced growth rates, and poor yield.
Synthetic Nutrients
It is important to use a nutrient that is designed specifically for hydroponic applications. While products like Peter's and Miracle Grow are adequate for soil plants, they will not perform well in hydroponic systems because they lack the proper ratios of trace elements. If you are using a dry or solid nutrient concentrate, make sure it's derived from soluble and chelated minerals. Most hydroponic gardeners use a synthetic (or chemical) liquid nutrient formula, and many excellent brands are available. These liquid nutrients contain all major, minor, and trace elements in exact proportions, and they are usually formulated to keep pH stabile and reduce fertilizer salt build-up. Synthetic nutrients will provide the fast, lush growth that most people associate with hydroponics!
Organic Nutrients
Think of organic nutrients as a raw food source for plants. While a synthetic, or chemically derived, nutrient will contain mineral elements (such as nitrogen, calcium, etc.) that are immediately available to the plant, an organic nutrient (such as bat guano or bone meal) must break down in order to release these mineral foods to the plant. Organic nutrients are excellent for use in soil because beneficial bacteria will speed up this process. In hydroponics, organic nutrients become trickier because these living "catalysts" are not usually present. However, many organic nutrients can be used successfully in hydroponic systems, and some gardeners find that the slower growth rates are worth it for better looking, better tasting produce. Depending on the type of hydro system you use, you will have to decide on the best type of organic nutrient. Consider if clogging will occur (drip emitters, lines, pumps, etc.), and also the different smells associated with organic fertilizers. An organic/synthetic combination will promote the aggressive growth associated with synthetics and the high quality and heavy yield standards of organically grown produce. Using organic nutrients or supplements will improve the overall health, taste, and texture of all types of plants.
Nutrient Cycles
A plant's nutritional requirements change depending upon its stage of growth. Generally, during the vegetative cycle a plant requires high amounts of nitrogen with lesser amounts of potassium and phosphorus. During this stage you should use a Grow formula nutrient. When the plant moves into the blooming or flowering stage, the plant needs more phosphorus and much less nitrogen. During this stage, use a Bloom formula nutrient instead of the Grow formula in order to slow vegetative growth and promote flowering and fruiting. You should also adjust nutrient strength depending on the age of your plants. Feed seedlings and cuttings with a mild strength nutrient solution for the first 2-4 weeks, then increase to a "normal" strength nutrient mixture. After the first month of growth is completed, you can determine the nutrient solution strength according to the needs of your plants. It s best to follow directions on the label, or contact AHL with any questions. It is very easy to over fertilize, and difficult for plants to recover from fertilizer burn. Remember, when it comes to nutrients, less is more!
pH
The pH reading is a measure of a solution's acidity or alkalinity. It is measured on a scale from 1 to 14: an acidic solution has a pH less than 7.0, while an alkaline solution has a pH greater than 7.0. The pH of a nutrient solution or soil is directly related to the plants' ability to absorb the necessary nutrients. Most plants perform best in a hydroponic solution maintained at an average pH of 6.3. Your pH will fluctuate constantly, so check and adjust it daily if possible. You can adjust pH by adding either pH up (base) or pH down (acid) to the water. Household chemicals, such as vinegar, are not recommended because they cannot maintain a stable pH after adjustment. To adjust pH of water already circulating in your system, add the acid (pH down) or base (pH up) to your system, then check pH again in about one hour—after the adjustor has fully mixed and stabilized. For a soil garden, it is not as critical to check and maintain an exact pH because soil is a better buffer for nutrients than a hydroponic solution. However, many soil gardeners will check pH periodically just to make sure everything is OK, and soil gardeners should check pH if the plant shows signs of nutrient deficiency that might be
Total Dissolved Solids (TDS)
A dissolved solids reading, measured in terms of parts per million (PPM), tells you how many parts of a dissolved solid are suspended in a solution. (A reading of 1500 ppm means there are 1500 solid parts dissolved in 1,000,000 parts of solution.) You should maintain your nutrient solution between 600 and 1200 ppm, although ideal levels change from plant to plant, and even from one growth stage to the next. If your dissolved solids reading is too high, add plain water to the solution to dilute the salts. If your TDS reading is too low, add nutrients to increase the concentration in your solution. A TDS reading is a helpful way to judge overall nutrient strength, but it cannot distinguish between different elements, or between dissolved solids that were present in the solution before you added the nutrient. Dissolved solids can only be measured using an electronic TDS meter.
Electrical Conductivity (EC)
Electrical Conductivity (EC) is another way to measure the relative strength of a nutrient solution. (In fact, a TDS meter is actually measuring the electrical conductivity of a solution but converting that data internally before displaying a reading in PPM). As with TDS, the only way to measure EC is using an electronic EC meter. One advantage of using an EC meter is that EC is the standard of measurement in every part of the world other than North America. Another, and more important advantage, is that EC readings are more consistent than TDS readings because different companies use different conversion factors to achieve the TDS reading. Therefore TDS meters from different companies will not necessarily give the same readings in the same solution.
Water Temperature
You should maintain a constant temperature between 70¡ and 80¡F in your nutrient reservoir. This is important, especially during the cool months, to help increase plant performance. Do not increase the temperature above 85¡F as this may cause root damage. You can use an aquarium heater to maintain the temperature in your reservoir. It takes at least 5 watts per gallon to heat and maintain a constant nutrient temperature (for example, a 10 gallon reservoir requires a 50 watt heater). You can also place the reservoir on a piece of Styrofoam or wood to provide some insulation if you are growing on a concrete or tiled floor.
ENVIRONMENT
Air Temperature & Humidity
Most plants grow well with room temperatures between 50¡ and 90¡F, with a median temperature of about 75¡F. Your specific plant's needs will vary: think about where your species of plant originates and try to recreate a similar environment. Plants also need a certain amount of water vapor, or humidity, in the air to help control transpiration (breathing) and prevent wilting. On average, a relative humidity between 25 and 75 percent is good, with the median range around 50 percent. If your room is too hot or too humid for you, it is probably too hot and humid for your plants. Excess heat and humidity should be vented away from the growing area with exhaust fans. Alternatively, you can add a heater if the air is too cold, or a humidifier if the air is too dry. Environmental control equipment can be used to turn on fans when temperature or humidity rises, then turn them off when levels have dropped. You should also use a small circulation fan in your garden area. This fan can run all the time to provide air movement around the plants, strengthening plant stems and providing fresh air to the stomata (the cells on the undersides of leaves where the plant "breathes").
Carbon Dioxide (CO2)
Carbon dioxide (CO2) is probably one of the most overlooked requirements for good plant growth. Plant respiration is opposite of human respiration- they breathe in carbon dioxide and breathe out oxygen. Normal air contains 300-400 ppm of CO2, but growing plants quickly use this amount when confined to a small space. Test kits are available to determine how much CO2 is in your air. If you exchange your air regularly—by using a vent fan to bring in fresh air and another fan to exhaust stale air—you can usually give your indoor plants a CO2 level similar to what they would have outdoors. However, if you add much greater amounts of CO2 to the air you can speed up photosynthesis, resulting in faster growth and greater yields. For every increase in CO2 up to 1500 ppm, there is an increase in growth rate. This is called the "point of diminishing return," after which point each increase causes a corresponding decrease in growth rate. You can add CO2 to your grow room by installing a CO2 tank with a regulator and a solenoid valve, then attach this unit to a timer to disperse measured amounts of CO2 at regular intervals. Always place distribution tubing above your plants because CO2 is heavier than air and "falls" as soon as it leaves the tubing. Another option is to run the CO2 tubing into the back of a small oscillating fan which will blow CO2 through the plant canopy. You can also introduce CO2 using special generators which run off natural gas or propane. These generators produce quite a bit of heat, and they must be located directly inside the garden area, so keep this in mind when planning the garden environment.
STARTING PLANTS
Starting Seeds
"Plant propagation" simply means starting plants from seed or clones. Most indoor gardeners prefer to start their own seeds rather than buy seedlings from a nursery. They are usually able to get stronger, healthier plants because they can optimize conditions from the very beginning, plus eliminate the possibility of bringing in an insect or disease. Plus, you can buy exotic seed varieties from all over the country, or even other parts of the world. Gardening is a lot more fun when you aren't limited to the two kinds of boring tomato plants on sale at your local nursery! Hydroponic gardeners benefit the most from starting their own seeds because they can sow them in a soilless medium such as rockwool, which makes the transition to a hydroponic system much easier.
Cloning
The word "cloning" may sound complex and scientific, but the idea is as simple as taking a cutting from a houseplant and rooting it in order to produce another plant. The advantages of cloning are numerous: you can select your best specimen to be the mother plant, meaning that your clones will have the same good genes and growth characteristics; you can speed up your time to harvest because clones are ready for transplanting much faster than plants grown from seed; and clones tend to be more uniform in size and height than seedlings--a big advantage if you are gardening with artificial light.
INSECTS & PESTS
Indoor gardens tend to have fewer insect problems than outdoor gardens, especially if hydroponic systems are used. Many insects spend part of their life cycle in soil, so eliminating that also eliminates those insects. In addition, hydroponically grown plants tend to be stronger and healthier than soil-grown plants, which makes them more resistant to insects. But of course problems do occur sometimes, especially since tiny pests can enter your garden room from other parts of your home, through vent fans, or even on your clothes or shoes! Pests are usually controlled more easily inside than outside because the space is confined, but they may also multiply rapidly without the natural predators that keep their numbers under control outdoors. If you find insects in your indoor garden, there are many ways to eradicate them or at least keep them under control. Most home gardeners prefer milder pesticides, such as those made from the pyrethrum plant, or "insecticidal soap" sprays which kill insects on contact but leave no residue on plants. Plant oil extracts, including neem oil, offer a totally organic method. And more and more growers are using natural predators and parasites. These "beneficial insects" are raised in specialized insectaries and are the most "natural" form of pest control available.
PLANT DISEASES
Plant diseases can be placed into one of three categories: fungus, bacterium, or virus. Most plant diseases are caused by fungi. Many plant diseases are caused or encouraged by poor drainage, poor or unbalanced soil/pH/nutrients, inadequate air circulation, insect damage, or unsanitary conditions. When plants show unhealthy signs, analyze the symptoms. Before assuming it is a disease, first look carefully on the undersides of leaves for a pest problem. Typical symptoms of disease include spots of various sizes and colors, abnormal localized swelling (galls), blights (sudden death of foliage, branches, or flowers), rots (general decomposition of plant tissue), cankers (dead areas on bark or stems which are often discolored and may be raised or sunken), and general dwindling of plant health. There are a few things you can do to help prevent plant diseases. Whenever possible, work in your garden area when foliage is dry. Most bacteria and fungus need moisture to travel from plant to plant. Make sure to wash your hands after removing any diseased plant from the garden. You can also plant disease-resistant plant varieties. Make sure to allow enough space between plants for the air to circulate freely. Fungus can be prevented by controlling temperature and humidity. A fungus can spread like wildfire! Use a fungicide spray if the fungus gets a good start and appears to be spreading. Apply the fungicide at least twice, about 5-10 days apart.
The information in this gude is provided as a service to our customers, but is not intended to be a complete and final source of gardening information. Gardeners are encouraged to read, research, learn and experiment in order to find out which products and methods best meet their needs. While we at AHL are happy to provide information and advice where appropriate, we cannot be held responsible for the success or failure of any individual garden. | <urn:uuid:4919c9d2-85e3-4a1c-bbfb-94c826fa55f1> | CC-MAIN-2018-47 | http://ahlgrows.com/documents/AHL_Indoor_Garden_Guide.pdf | 2018-11-14T02:45:59Z | crawl-data/CC-MAIN-2018-47/segments/1542039741578.24/warc/CC-MAIN-20181114020650-20181114042443-00049.warc.gz | 12,033,225 | 5,339 | eng_Latn | eng_Latn | 0.92708 | eng_Latn | 0.99815 | [
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School Program Name: Native American Life
Name of Sanctuary: Moose Hill Wildlife Sanctuary
Grade Level:
Grades 3 – 5
Location Options:
At the sanctuary or your site
Time:
2.5 hours or combine with a second program for a full-day field trip
For more info:
firstname.lastname@example.org
Program Description
The sanctuary is located at what was the border between the Wampanoag and Massachusetts tribes. During this program students will experience various aspects of local tribal life—hear a legend in the wetu (home), see foods that were gathered and grown, use a fire bow and drill, play games and make a symbolic necklace craft. This field trip program can be held partially indoors if the day is cold or damp. When performed at your school we bring a model of a wetu as well as all of the other supplies.
Significant savings are offered when you select a second program to create a full-day of hands-on learning at Moose Hill. This program combines well with Habitat Hunt, Settling New England or Maple Sugaring (in March). Because of our large trail system and full-day option, we can serve up to 130 students for many programs. We provide a ratio of one Moose Hill teacher-naturalist to 12 to 14 students.
Massachusetts State Curriculum Frameworks
History and Social Science
Subject:
Topic:
History and Geography
Learning Standards
History
3 History #3:
Observe and describe local or regional historic artifacts and sites and generate questions about their function, construction, and significance.
Massachusetts State Curriculum Frameworks
Subject:
Comprehensive Health
Topic:
Physical Health
Learning Standards
Nutrition
PreK-12 Health #3:
Students will gain the knowledge and skills to select a diet that supports health and reduces the risk of illness and future chronic diseases.
Subject:
Comprehensive Health
Topic:
Personal & Community Health
Ecological Health
PreK-12 Health #13:
Students will gain knowledge of the interdependence between the environment and physical health, and will acquire skills to care for the environment.
Massachusetts State Curriculum Frameworks
Subject:
English Language Arts
Topic:
Language
Learning Standards
Discussion
PreK-12 Language #1: Students will use agreed-upon rules for informal and formal discussions in small and large groups.
Questioning, Listening, and Contributing
PreK-12 Language #2: Students will pose questions, listen to the ideas of others, and contribute their own information or ideas in group discussions or interviews in order to acquire new knowledge.
Vocabulary and Concept Development
PreK-12 Language #4: Students will understand and acquire new vocabulary and use it correctly in reading and writing.
Lesson Objectives
Students will know and be able to:
Name three plants that Native Americans gathered, three plants that were grown and three animals that were hunted.
Recognize that animals were hunted for food and hides.
Provide a symbolic meaning for the colors red, white and black.
Explain what skills people practiced when playing certain games.
Listen to a legend and express in words what lesson was being taught by the speaker.
Name two Native American tribes that lived in Massachusetts at the time of European settlement.
Recognize that people are dependent upon their habitat.
Provide two reasons why local native peoples migrated seasonally between ocean and forest habitats.
Vocabulary
Native American
Wampanoag
Massachusetts
matriarchal society
gathered legend
grown
wampum
hunter wetu
skills
fire bow and drill
migration
symbolism
hide
cooking vessel
Assessments
How will the Mass Audubon educator know that the students have met the standards?
Students will touch replicas of historic artifacts (fire bow and drill, cooking vessel and wetu) and learn their function.
Students will observe plant foods and animal skins used by Native Americans.
Students will play games and describe how they would have taught skills necessary for hunting.
Students will participate in answering teacher prompted questions.
Students will demonstrate their understanding of symbolism by participating in a wrap-up activity.
Summarizer
How will the Mass Audubon educator close the lesson to see if students met your objective?
At the end of their food station rotation, students will place foods into the two categories of foods gathered and foods grown. Students will recognize that the foods were natural and unprocessed.
At the end of their craft station rotation, students will tell the symbolic meaning of the colored beads they have chosen for their necklace.
At the end of their legend station rotation, students will determine what lesson was being taught by the legend. They will also touch animal skins
At the end of their game station rotation, explain the skills needed to be successful member of the tribe.
During the return walk students will be asked to provide two reasons why native peoples moved inland at the end of the summer (forest provided animals to hunt and protection from storms).
Notes
Mass Audubon School Programs
At Mass Audubon we strive to create learning experiences that are enriching, innovative, meaningful, and engaging. All our school programs are aligned with Massachusetts Curriculum Frameworks. Our network of wildlife sanctuaries and nature centers located in urban, suburban, and rural communities around the state enable us to have strong relationships with local schools.
Our Education Foundations
Place-based education is an educational philosophy that connects learning to what is local for an individual. We help build conservation communities, working with students and teachers in cities and towns to develop place-based environmental education that is linked directly to their home community.
Inquiry-based learning is focused on teamwork, being learner-centered, questioning ourselves and the world around us, providing a more focused, time-intensive exploration, promoting lifelong learning, communication, and learning as fun.
We are fully committed to creating a positive and supportive environment for all learners.
We strive to be culturally sensitive, recognizing and embracing cultural differences.
Differentiated Instruction
We strive to create a positive learning environment that is inclusive, supportive to all learners, and sensitive to cultural diversity.
Outdoor classroom experiences are structured to meet the needs of the particular learners.
Students work in small groups using hands-on materials.
A variety of educational media are used, including colorful illustrations.
With advance notice, efforts will be made to accommodate all learning styles and physical needs.
Nature exploration is dependent upon the weather and other conditions. A class might observe different wildlife than they expected to see. An outdoor lesson can sometimes provide unexpected, but enriching teachable moments on a natural history topic that was not planned.
Mass Audubon nature centers each have a unique landscape and will customize programs to work best at their particular site.
Our lessons can be adapted to incorporate a classroom teacher's needs when given enough notice. | <urn:uuid:d0860ba0-bc98-46fb-9c39-b48fe2904598> | CC-MAIN-2019-47 | https://www.massaudubon.org/schoolPrograms/brochures/Moose_Hill/moosehill_nativeamericanlife_35.pdf | 2019-11-15T08:48:37 | crawl-data/CC-MAIN-2019-47/segments/1573496668594.81/warc/CC-MAIN-20191115065903-20191115093903-00249.warc.gz | 891,583,316 | 1,370 | eng_Latn | eng_Latn | 0.996014 | eng_Latn | 0.997339 | [
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SCIENCE TAKE-HOME KITS FACILITATOR'S GUIDE GLOWING NAME TAGS
* Aim: To create a circuit on a paper to light up the name tags.
* Materials required:
[x] LED
[x] Copper tape
[x] 3V coin battery
[x] Circuit template (if possible, print on thicker paper like cardstock for better results)
[x] Paper clips
[x] *Glue stick
[x] *Tape
[x] *Scissors
[x] *Hole punch or pen
*These materials are not provided in the kit. Gather these materials from home.
* Watch the experiment video on the website at www.pta.org/stem/athome
* Questions to think before you start:
[x] Have you ever created an electrical circuit on paper?
[x] Does copper tape conduct electricity?
* Instructions:
Make sure to perform the experiment as a team (parent and student). Please read the instructions out loud.
A. Make the name tag
Step 1 - Student: Fold the paper from the center along the double dotted lines so that the circuit and the bulb are on outer sides. The side with the picture of the bulb is the front.
Step 2 - Student: Write your name near the bulb. Decorate the nametag as you please.
HELPFUL TIPS
Adult supervision is required, batteries are dangerous if swallowed.
The longer leg of LED is "+" and shorter leg is "-".
Make sure to place copper tape on the solid lines only.
Secure the paper clip properly, Copper tape should touch the battery on both sides.
B. Add the LED
Step 3 - Parent: Fold the back corner of the sheet along the dashed line outwards. Using a glue stick, stick the folded sheets together (the front side with the lightbulb to the back, but not the flap).
Step 4 - Student: Use a hole punch/pen to make a small hole at the center of the lightbulb image.
Step 5 - Parent: Place the LED light through the hole so the light is on the front. Bend the LED legs so they sit flat along the paper with the longer one extending upward toward the "+" sign and the shorter one going down toward the "-" sign along the gray line.
Step 6 - Student: Secure the legs of LED light using small pieces of copper tape (use scissors to cut the tape). Make sure the two pieces do NOT connect! Stick one piece of tape on the part of the circuit that says, "Tape 1." Stick another piece of tape on the part that says, "Tape 2." Make sure the pieces of tape are the same length as the guiding lines.
C. Complete the circuit
Step 7 - Student: Use copper tape to complete the circuit. Similarly, stick three separate pieces of tape on each of the sections – "Tape 3," "Tape 4," and "Tape 5." Be sure the pieces of tape connect in each corner and are the same length as the guiding lines.
Step 8 - Parent: Place the battery on the circle with the "-" side facing down. It should sit on the copper tape that's inside the battery circle.
Step 9 - Student: Fold the corner of the sheet over the battery and clip it with paper clips. This completes the circuit and lights up the nametag. If it's not lighting properly, you need to better secure the battery. Use clear tape to attach the flap covering the battery to the nametag. Make sure you tape it tightly so that everything sticks firmly together. Also, check to be sure your battery is touching the copper tape.
* The science behind the fun:
Copper is a good conductor of electricity. The copper tape connects the "+" side of the battery to the positive leg of the LED light, and the negative leg of the LED light to the "-" side of the battery. This forms a closed circuit and hence the electricity flows from battery to the LED and the LED turns on.
* Real world application:
Many devices that we use every day require electricity. All these contain electrical circuits. LEDs are also commonly used in decorative string lights, smartphone backlighting, parking garage lighting, walkway, display boards in stores and roads. They are widely used in residential homes too because they are energy efficient, that is they use less electricity than traditional lights.
* Expand your knowledge:
[x] What happens if you replace copper tape with clear tape?
[x] What happens if you flip over the battery? Do the same with the LED and find out what happens.
Did you know?
* Pure copper is reddish orange, soft metal. Copper is used for making cooking utensils, wirings, motors, etc. in cars and trucks.
* Copper is also used in building construction for wiring, plumbing and weatherproofing.
* LED stands for Light Emitting Diode.
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IPM
What is IPM?
IPM stands for Integrated Pest Management. IPM is an effective and environmentally sensitive approach to pest management that uses a combination of commonsense practices. Knowledge about pest biology and habitats are used to select the best combination of common-sense practices that will keep pests under control. In greenhouses, fields, yards, and inside homes and schools, IPM uses a series of steps that result in making pest management decisions that control the pests with the least effect on people, pets and the environment.
Understanding the needs of pests is essential to implementing IPM effectively. Pests seek habitats that provide basic needs such as air, moisture, food, and shelter. Pest populations can be prevented or controlled by creating inhospitable environments, by removing some of the basic elements pests need to survive, or by simply blocking their access into buildings. Habitat modification may be used in combination with traps, vacuums, biological control or pesticides. An understanding of what pests need in order to survive is essential before action is taken.
By anticipating and preventing pest activity and combining several pest control methods, you can achieve long-term results.
Through IPM you will:
* Identify the pests.
* Take away their water.
* Take away their food.
* Take away their hiding places.
* Eliminate the existing population.
* Deny entry into the building.
Key Points
* Integrated Pest Management (IPM) is an approach to managing pests effectively with the least effect on people, pets and the environment.
* IPM focuses on prevention of pests through sanitation and habitat modification. We look at why the pests are there.
* The six steps in IPM are: inspect and investigate, identify and learn, monitor, choose control methods, evaluate and educate.
* Proper identification of pests, knowledge of their biology, and careful monitoring allow us to target our control methods where the pests are, resulting in effective management with the least effect on people, pets and the environment.
* When we use pesticides as part of the IPM program, we choose pesticides with the lowest toxicity that are applied with the least exposure to people and the environment.
Through IPM we identify and fix conditions that contribute to pest problems.
9
Why Not Just Use Pesticides Alone?
After World War II, pesticides became a widely available and very effective way to kill pests. They were considered almost magical in what they could do. But by the 1960s it was becoming apparent that there were downsides to the overreliance on pesticides. Some problems include:
* resistance, when the pest is no longer controlled by the pesticide
* movement away from the site of application
* contamination of food, water, air , and people
* exposure to people, pets and wildlife
* high cost from frequent applications
* kill beneficial organisms like lady beetles.
Pesticides can also be misused or used in such a way that people are exposed to them as much or more than the pests are. The presence of pests can create panic that can lead to overuse.
What is a Pest?
A pest is any living thing (plant or animal) that bothers or annoys us, our pets or animals, damages things we value, occurs where we do not want it, or causes or spreads disease. This is a pretty broad definition, and in fact people don't always agree that something is a pest. A dandelion may be a pest to one person and a wildflower to another. A cockroach can be a pest to one person and food to another!
What is a Pesticide?
A pesticide is any substance or mixture of substances used to prevent, destroy, repel pests or reduce the damage pests cause.
While people often think that pesticides are chemicals aimed at insects, common pesticides include household disinfectants such as bleach and kitchen and bathroom cleaners aimed at bacteria. Other common pesticides include those targeted at insects (insecticides), rats and mice (rodenticides), weeds (herbicides), and fungi (fungicides).
All pesticides sold in the U.S. must comply with the requirements of the Environmental Protection Agency (EPA). Most products are registered directly with the EPA and contain their stamp of approval, an EPA Registration Number, on the label.
Some newer products may contain active ingredients that are considered "minimum risk". These are exempt from EPA registration, but must still comply with minimum EPA standards. These products will not have an EPA number.
Additionally, all pesticides must be sold in the manufacturer's original, unopened container with a complete label. It is illegal to sell pesticides in containers without a complete label.
The IPM Decision-Making Process
The IPM approach to pest management uses a basic decision-making process. While the strategies and tactics may change, the steps taken to determine if and when treatment is needed and which methods to use are the same each time. Instead of remembering many specific "recipes" for pest control, pest managers use this decision-making process for all pests. This process helps determine:
* If treatment is necessary
* Where treatment activity should take place
* When action should take place
* Which strategies and tactics are best to use
The following pages will provide detail on the overall process that we use to answer these questions.
The IPM Steps
IPM follows six basic steps. Each step is described below with examples. Most of the examples in this resource deal with IPM in schools, homes and other buildings. In managing pests of plants, we would still follow the same basic steps, but the monitoring and control methods would be slightly different.
1. Inspect and Investigate
An inspection reveals where the pests are coming from, what pests might be present, and what conditions are present that can contribute to pest problems. This is the detective stage. Clues gathered from talking to people and inspecting the building and grounds provide a picture of pests, areas, and problems that need to be addressed.
Look for:
* pests
* signs of pests and damage caused by pests (droppings, cast skins)
* conditions good for pests
Discover:
* What pests do you have?
* Where are they coming from?
* What are they eating?
The results of the inspection should be recorded on a form showing what was found in each room or area of the building. Maps of the rooms and building should be made or obtained. The initial inspection helps form the basis for an overall pest management plan. Inspection doesn't end when the management plan is written. Inspections need to occur on a regular basis to monitor and evaluate the pest situations.
2. Identify and Learn
Correct identification of a pest is important in IPM. Knowing that it is a bug is not enough. Since different species have different habits and preferences, knowing the exact identification will aid in the management process.
Once the pest is identified, read about its lifecycle, food sources, preferred habitats, special skills, and natural enemies. The best management plan will take all of these factors into account.
For example, house mice are very curious animals and are constant nibblers. They also travel next to walls and other surfaces and travel the same route over and over. The knowledge of this behavior tells us that snap traps placed next to walls where we have seen signs of the mice (droppings, etc.) should be effective at removing the current population. The Norway rat has different habits and would requires different strategies for control. If the actual animals are not visible, then identification requires knowing the difference between rat droppings and mouse droppings, and looking at damage, footprints, and other signs left behind.
3. Monitor
Monitoring is the regular and ongoing inspection of areas where pest problems are occurring or could occur. Information from these inspections is gathered and recorded. Monitoring:
* helps determine if, where and when treatment is needed.
* helps pinpoint infestations and problem areas.
* allows you to evaluate and fine-tune treatments.
Is the population increasing or decreasing? On plants, is the natural enemy population increasing? Has the population reached a level where treatment is necessary? For many indoor and public health pests, the amount we can tolerate is zero or close to zero. In this case, monitoring helps us detect new populations quickly, thus making control easier.
Aids are available to assist in monitoring for many pests. For German cockroaches, we can place sticky traps in places near where we think they are living. Regular checking of the traps will tell us if the population is increasing or decreasing, if the make up of the population is changing (are we catching more nymphs than adults?), and what direction they are traveling in. Sticky traps and other monitoring traps are available for many pests.
4. Choose Control Methods
As mentioned before, IPM emphasizes prevention. We do this by identifying and removing (if possible) the causes of the problems, rather than simply attacking the symptoms (pests).
The information that was gathered in the
previous steps helps determine the best control methods to pick for a particular situation.
Treatment strategies should be:
* least hazardous to human health.
* least disruptive to natural controls in landscapes.
* least toxic to nontarget organisms.
* most likely to be permanent and prevent the recurrence of the pest problem.
* cost-effective in the short and long-term.
* appropriate to the site.
Possible Control Methods Include:
Habitat Modification
In order to prevent pests, we need to learn what about the building or grounds is providing the pests with the habitat they need to thrive. We then modify the habitat so that it no longer provides the pest with a suitable environment in which to live. Habitat modification may involve:
* Sanitation. Frequent and careful cleaning can eliminate food for pests. Reducing clutter takes away hiding places.
* Designing or altering the structure.
Incorporate pest-resistant structural materials, fixtures and furnishings. For example, in commercial kitchens stainless steel wire shelving on rolling casters reduces roach habitats and facilitates sanitation.
* Eliminating sources of water. Fixing leaks and eliminating standing water can take away water and moisture that pests need to survive.
* Eliminating the pest habitat. Caulking, filling holes and fixing broken doors or windows helps keep the pests from returning. Removing dense vegetation near building eliminates rodent hiding places.
Physical
Physical control methods generally involve mechanical or non-chemical ways of killing or removing existing pests. Some choices include:
* trapping.
* vacuuming.
* barriers.
* "fly swatters", or removing pests by hand.
Biological Control
Using natural enemies of the pest is one choice for control. Examples of this are cats (who eat mice) or tiny wasps that lay their eggs inside the eggs of cockroaches.
Pesticides
Pesticides may be used in combination with other control methods. Pesticides chosen for the IPM program are usually used when needed to help eliminate existing populations. Other means such as habitat modification keep the pests from coming back.
We choose the least toxic options and target them at where the pests are living and people will not come into contact with them. Fogs and bombs are not used in IPM.
If we use pesticides, we choose and use them as they are intended. This means reading and heeding all instructions on the pesticide label.
5. Evaluate
Evaluation provides a regular opportunity for participants in the IPM program to examine the monitoring records and check to make sure that the program is addressing the pest problems. This step also allows you to adjust and improve the program. Ask yourself the following questions:
* Were the actions we took necessary or would the problem have gotten better without action?
* Did the actions we took and treatments we used solve the problem?
* Could we manage the problem better next time?
* Do we need more or better information to aid in pest management decisions in the future?
6. Educate
Educating others is an important step through all stages of an IPM program. Information that will help change people's behavior, especially in how they dispose of garbage and store food, plays a very key part in successfully managing pests. Even young children can do their part to take food, water and hiding places away from pests. | <urn:uuid:dcc913e5-522f-4257-ac9d-a02ebc7e7481> | CC-MAIN-2019-47 | https://www.canr.msu.edu/ipm/uploads/files/Community_and_Schools_PDFs/ipmteacherfs.pdf | 2019-11-15T09:07:28 | crawl-data/CC-MAIN-2019-47/segments/1573496668594.81/warc/CC-MAIN-20191115065903-20191115093903-00258.warc.gz | 733,000,445 | 2,461 | eng_Latn | eng_Latn | 0.997361 | eng_Latn | 0.997878 | [
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"Baby"
A baby's first year is marked with many milestones: that first smile, word, step, and tooth. Parents wait anxiously for all of these first-time events—and then boast about them to family and friends on Facebook. But there's one other important "first" in a baby's life that parents need to anticipate: the first dental visit. The Massachusetts Dental Society (MDS), the American Academy of Pediatric Dentistry (AAPD), the American Dental Association (ADA), and the Massachusetts Academy of Pediatric Dentistry (MAPD) all recommend scheduling a baby's first visit to the dentist within six months of the eruption of the first tooth, and no later than your child's first birthday.
A baby's first teeth usually begin to come in between the ages of six months and one year. This first set of teeth, called "primary" or "baby" teeth, are important and should be cared for properly. Not only do primary teeth help young children to speak and chew, but they also act as space holders in the jaw for the permanent teeth that are developing below the gums and that start to come in when the child is 6 or 7 years old.
Those Teeth The Importance of Age-One Dental Visits 1
Parents may wonder why they need to schedule early dental visits for their children. What sort of dental problems could a baby have? An "age-one visit" to the dentist is analogous to a "well-baby visit" to the pediatrician. These early dental visits allow the dentist to check for tooth decay and other things that may adversely affect the teeth and gums, including habits like thumb sucking, which can cause the teeth to misalign.
An "age-one visit" to the dentist is analogous to a "well-baby visit" to the pediatrician.
And, yes, babies can develop tooth decay. Overexposure to sweetened liquids, through a baby bottle, is a risk factor for early childhood caries, known commonly as "baby bottle tooth decay." This condition develops when sugary liquids are given and are left clinging to an infant's teeth for long periods. Many beverages commonly given to babies—including baby formula, milk, and fruit juice—contain sugar. Bacteria in the mouth feed off of this sugar and produce acids that attack the teeth, leading to decay. According to the U.S. Centers for Disease Control and Prevention, early childhood caries is the single most common chronic childhood disease. Nationally, 51 million school hours are lost by children www
massdental.
org.
each year due to dental-related problems. Therefore, having ongoing dental care is extremely important for young mouths. Visiting the dentist early enables the implementation of positive oral health practices that reduce a child's risk of preventable dental disease, such as tooth decay.
What to Expect
During the appointment, the dentist will examine the baby's mouth, teeth, and gums. He or she will evaluate any habits— such as thumb sucking or drinking sugary liquids at bedtime—that could adversely affect the infant's dental health and tooth development, and recommend a future schedule of dental visits for the child.
At this time, the dentist will also show parents how to properly clean the baby's teeth and gums. According to the AAPD, parents should clean the baby's gums with water and a soft infant toothbrush or cloth as early as the first few weeks the baby is home. As soon as the baby teeth begin to come in, parents should start brushing twice daily with a soft toothbrush and a small "smear" of fluoridated toothpaste. These dental visits are also an ideal time to educate parents about positive oral health habits and establish a "dental home" for the child. (A "dental home" is a term used to refer to comprehensive, continuous oral care that is delivered in a setting by a licensed dentist to infants, children, young adults, and those with special needs.)
Parents can establish a positive relationship between their child and his or her dentist by starting dental visits early—and continuing checkups and cleanings every six months. Having a dental home helps establish a positive relationship and trust among the child, the parents, and the dental team. By providing children with a dental home, parents can help them grow into a lifetime of good oral health.
Baby teeth may be tiny, but their need for oral care is not.
www massdental.
org.
Big Tips for Caring for Little Mouths
* Clean the baby's gums with water and a soft infant toothbrush or cloth
* Brush erupted teeth twice a day using a soft toothbrush and a small "smear" of fluoridated toothpaste
* Limit the amount of sugary liquids, such as juice, in the baby bottle
* Schedule the baby's first dental appointment when the first tooth erupts or by age one, whichever comes first
* Follow up with twice-a-year dental visits as your child grows | <urn:uuid:129769b6-89fb-4143-a3bc-d81b96d13be3> | CC-MAIN-2019-47 | https://www.brooklawndentalhealth.com/Account_Data/Account_981/editor/original_sf12_babyteeth1.pdf | 2019-11-15T07:31:54 | crawl-data/CC-MAIN-2019-47/segments/1573496668594.81/warc/CC-MAIN-20191115065903-20191115093903-00254.warc.gz | 710,999,383 | 1,002 | eng_Latn | eng_Latn | 0.999141 | eng_Latn | 0.999185 | [
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Exercise: How to work those abdominals?
Back In School?
Remember back in grade school when you did the Presidential fitness testing? First you found the heaviest kid in class to sit on your feet. Then with your knees bent and fingers interlocked behind your head you attempted to do as many "sit-ups" as possible in 60 seconds. Supposedly this was testing abdominal strength. Wrong!
In The Gym
Then we got older, finished school, got a job and joined the gym. A trainer (in great shape) showed you how to do "ab crunches". So next thing you know you are on your back (again) and doing 100 crunches and not feeling your abs fatigue. Reason: you likely were using all momentum (cheating) as you rapidly went back and forth. The only thing that really happened was strain on your neck! Not good.
Basic Anatomy
How muscles are attached to bone dictate the action or function. The abdominal muscles attach from the rib cage to the pelvis. When they contract they pull the rib cage closer to the pelvis or your pelvis closer to your rib cage, that's it. The abs DO NOT attach to your femur (thigh bone), so any exercise where the knee comes closer to your chest or chest closer to your knee, the primary muscle working is NOT the abs. In this scenario the abs act as a stabilizing muscle group so you will feel them contract, but the primary muscle working is the iliopsoas (hip flexor group).
Why All The Fuss?
The problem is that in most people the iliopsoas group is stronger than the abs. This causes a hyperlordosis (increased low back curve) allowing low back muscles and ligaments to shorten. So if you strengthen them simultaneously you will never overcome this muscular imbalance.
The Neurology
Okay so the basic neurology is that when low back muscles/hip flexors are shortened they are neurologically overly excited, and since they work opposite of the abs they actually neurologically inhibit (turn-off/weaken) the abs. Not good. To properly strengthen the abs we need to change the neurology of these muscle groups BEFORE we do our ab workout. Read on please.
Maximizing Your Ab Workout
So how do we "turn-off" the low back muscles and "turn-on" our abs? The easiest fastest way would be a chiropractic adjustment as that will inhibit the low back muscles and allow the abs to function at a higher level. But if you are at the gym then try this: Find a bench and lie on your side with your leg hanging over the edge. Now contract your low back muscles for 2-5 seconds. (This will actually help turn the low back muscles off). Now take a big breathe in and out and stretch your low back for 15-30 seconds. Repeat this on the other side. This will help "turn-off" your low back muscles and allow your abs to "turn-on" by about 5-15%!
Proper Ab Technique
Now for the crunch. Most people will struggle with crunches on their back as they will likely strain their neck. So try this: In a seated position with good posture, slowly contract your abs, bring shoulders straight done towards your belt line. (DO NOT bend at the waist as this causes the hip flexors to contract, we just covered that). Each contraction should last for 2-5 seconds and you should "feel it"! If you do not you are doing something wrong. Try 3 sets of 10 repetitions. This should definitely be a good and safe ab workout. Enjoy! | <urn:uuid:5400e26e-b14f-4121-8449-899556c5cb69> | CC-MAIN-2019-47 | http://chiropracticpedia.org/PDF/Exercise%20Abs.pdf | 2019-11-15T08:52:25 | crawl-data/CC-MAIN-2019-47/segments/1573496668594.81/warc/CC-MAIN-20191115065903-20191115093903-00260.warc.gz | 31,658,041 | 745 | eng_Latn | eng_Latn | 0.999101 | eng_Latn | 0.999101 | [
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Dear Caregivers:
Today we used some of these books, fingerplays, and other materials in our storytime. Please continue helping your child develop by sharing these at home!
SHARKS
BOOKS TO SHARE LETTER OF THE DAY
Smiley Shark by Ruth Galloway
S s
ASL SIGN OF THE DAY "Shark"
Chomp: A Shark Romp by Michael-Paul Terranova
Never Touch a Shark! by Rosie Greening
Baby Shark: Doo Doo Doo Doo Doo Doo by John John Bajet
Dude! by Aaron Reynolds
Shark Nate-O by Tara Luebbe
I Love Sharks, Too! by Leanne Shirtliffe
If Sharks Disappeared by Lily Williams
Shark Lady by Jess Keating
Slickety Quick: Poems About Sharks by Skila Brown
FUN WITH FINGERPLAYS AND SONGS
The Sharks in the Sea
The sharks in the sea go chomp, chomp, chomp, Chomp, chomp, chomp, Chomp, chomp, chomp! The sharks in the sea go chomp, chomp, chomp,
All day long.
[Verses:
The fish in the sea go swim, swim, swim The crabs in the sea go pinch, pinch, pinch The dolphins in the sea go jump and splash The clams in the sea go open and shut]
Five Sharks in a Bathtub
One shark in the bathtub going for a swim. Knock, knock [clap hands twice] Splash, splash [slap your knees twice] Come on in! [wave to enter with both hands] [Repeat with two sharks, three sharks, four sharks…]
[Final verse:]
Five sharks in the bathtub going for a swim. Knock, knock Splash, splash It all fell in!
Teasing Mr Shark
5 little fish swimming in the sea, Teasing Mr. Shark, "You can't catch me!" Along come Mr. Shark as quiet as can be and SNAPS that fish right out of the sea! [Verses: 4,3,2,1]
Bubble, Bubble, Pop!
One little red fish
Swimming in the water,
Swimming in the water,
Swimming in the water.
One little red fish
Swimming in the water,
Bubble, bubble, bubble, bubble...POP!
[Verses: Increase the number and change the color]
Baby Shark
Baby shark, do, do, do, do
Baby shark.
Mama shark, do, do, do, do
Mama shark.
Grandpa shark, do, do, do, do\
Grandpa shark.
Grandma shark, do, do, do, do
Grandma shark.
Now we swim, do, do, do, do
From the sharks, do, do, do, do.
"Octopus's Garden" by The Beatles (1969)
MORE FUN!
Feed The Shark Alphabet/Color Game
Materials:
Large piece of cardboard
Scissors
White cardstock or construction paper (cut into shark teeth shapes)
Tape
Colored cardstock or construction paper (cut into fish shapes)
Marker
Cut a shark head out of your large cardboard and cut a mouth out of the center.
Tape the shark's 'teeth' along the back of his mouth hole.
Secure your shark to floor/other flat surface with painter's tape or other non-permanent adhesive.
Write letters of the alphabet, numbers, shapes, and/or sight words (depending on your child's age) on each 'fish' and play! You can ask your child to find all the red fish, or to find all the fish with squares drawn on them, etc.
Don't be afraid to use specific vocabulary words with your child! Check out a non-fiction book on sharks and discuss all the different kinds of sharks (hammerhead, great white, tiger, sawnose, etc.).
What do they all have in common? What makes them different from one another? Being able to compare and contrast like this is a powerful early learning skill. | <urn:uuid:4d0b93a0-13d3-4409-8322-b7da7487d3e7> | CC-MAIN-2019-47 | http://lincolnwoodlibrary.org/wp-content/uploads/2019/07/Shark-ST-handout-1.pdf | 2019-11-15T07:50:49 | crawl-data/CC-MAIN-2019-47/segments/1573496668594.81/warc/CC-MAIN-20191115065903-20191115093903-00256.warc.gz | 97,910,300 | 847 | eng_Latn | eng_Latn | 0.990035 | eng_Latn | 0.991929 | [
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SCIENCE TAKE-HOME KITS FACILITATOR'S GUIDE GARDEN IN A GLOVE
* Aim: To see the life cycle of plants and discover what seeds need to germinate.
* Materials required:
[x] 1 Clear plastic glove
[x] Lettuce and tomato seeds (3-4 each). The lettuce seeds are black and tomato seeds are beige.
[x] 1 Pipe cleaner
[x] 5 cotton balls
[x] *Scissors
[x] *Bowl of Water
[x] *Permanent marker
*These materials are not provided in the kit. Gather these materials from home.
* Watch the experiment video on the website at www.pta.org/stem/athome
* Questions to think before you start:
[x] Have you ever grown a plant from the seed?
[x] What do seeds need to germinate?
* Instructions:
Make sure to perform the experiment as a team (parent and student). Please read the instructions out loud.
Step 1 - Student: Write your name and the date with a permanent marker on the clear plastic glove.
HELPFUL TIPS
Step 2 - Parent: On each finger and thumb of the glove, write the type of seed that you plan to put into each of them.
Step 3 - Team Work:
[x] Wet five cotton balls in the water and squeeze out the excess water. Cotton balls should be moist but not dripping wet.
Cotton balls should be moist through the germination process.
Add little water, if cotton balls dry out.
[x] Place 1-2 seeds of the same kind in each cotton ball.
Don't keep the glove in the intense sun.
[x] Place a cotton ball with the seeds attached into each finger of the glove. Make sure you match the seeds to the labels you have put on the glove. Use the marker to push the cotton balls to the end of the fingers of the glove.
Step 4 - Student: Blow into the glove so air fills it completely. Close it with a pipe cleaner.
Step 5 - Parent: Place the glove close to a window or any other place which gets ample amount of light and is warm. You can also tape it to a wall, window or chalkboard.
Step 6 -Parent and Student: Check your seeds each day. In 3-5 days, you should see them beginning to germinate. You can also note your observations in a notebook.
Step 7- Parent: After about 1.5 to 2 weeks, cut the tips of the fingers off the glove and carefully take out the germinated seeds.
Step 8-Team Work: Transplant the germinated seeds into the soil.
* The science behind the fun:
Seeds need light, correct temperature, water and air to germinate. A seed in the glove has all the required things and hence it germinates, and you can see tiny leaves coming out of the seeds. Once these leaves reach adequate size they can be transplanted to nutrient-rich soil to grow.
* Real World Application:
Many fruits, vegetables are grown from the seeds. Generally, gardeners start growing their plants in this way. And once, the seeds have germinated they transplant it into the soil. Gardeners grow their mini gardens consisting of various types of vegetables, fruits like tomato, lettuce, cucumber, broccoli, peas.
* Expand your knowledge:
[x] What happens if you keep the glove in the dark closet?
[x] Try and perform this experiment with dry beans.
Did you know?
* Seeds contain nutrients that help it to sprout.
* The very young plant that grows from the seeds is called seedling.
* Most seeds germinate under dark conditions, but all seedlings require sunlight to grow.
* Beans sprout quickly if you soak them overnight in water. | <urn:uuid:e86fab02-8c91-431a-97df-a160b515796e> | CC-MAIN-2019-47 | https://www.pta.org/docs/default-source/files/programs/stem/2019/bayer/garden-in-a-glove.pdf | 2019-11-15T07:44:22 | crawl-data/CC-MAIN-2019-47/segments/1573496668594.81/warc/CC-MAIN-20191115065903-20191115093903-00261.warc.gz | 939,410,377 | 775 | eng_Latn | eng_Latn | 0.998878 | eng_Latn | 0.998838 | [
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Global Education & Foreign Language Policy
| Status |
|---|
| Review Cycle |
| Date written/ last review |
| Date of next review |
We wish all our pupils to appreciate the richness and diversity of people from different cultures and to be tolerant and unprejudiced to others.
By ensuring a global perspective to our work we can widen the horizons of our pupils, both to their own multicultural society and the world at large, fostering skills of tolerance, cooperation and understanding. The National Curriculum charges us to promote the spiritual, moral and cultural development of pupils and prepare them for the "opportunities, responsibilities and experience of adult life". By having global education and our own cultural heritage as themes in school, we are ensuring we fulfil our obligations and our philosophy.
Strategies to support Global Education
Modern Language Teaching
It is well-known that very young children are usually very receptive to the teaching of foreign languages and that the earlier they can be exposed to new sounds and cultural concepts the more likely they are to maintain an interest in the lives and languages of people in other countries. It is with this in mind that we offer French to all children from Year One onwards. Every child in the school is able to access the teaching as it is differentiated to suit all levels of need.
The aims of foreign language learning are:
* to develop European and global awareness
* to develop an awareness of the nature of language and language learning
* to encourage positive attitudes to foreign language learning and to speakers of foreign languages, and a sympathetic approach to other cultures and civilisations
* to help develop pupils' understanding of their culture
* to develop the language effectively for the purposes of practical communication
The objectives of foreign language learning are:
* to enable all children to experience the French language
* to enable children to carry out basic conversations about themselves
* to enable children to follow simple instructions in the foreign language
* to enable children to carry out shopping tasks and useful holiday skills such as ordering food and buying simple items
* to give children a bank of basic useful vocabulary and expressions
* to develop an enthusiasm for the learning of foreign languages
* to offer an introduction to the geography, history and culture of the countries
* to give a sound start for development at secondary level.
In achieving our aims and objectives, particular attention is given to promoting speaking and listening skills. Some reading and writing are developed, particularly within KS2. The course is based on the QCA scheme of work and uses a variety of resources which includes published schemes, games, songs, puzzles, DVDs using native speakers and internet resources.
Pupils with English as an Additional Language
We hold the view that linguistic and cultural diversity in our school is enriching and should be acknowledged and valued as such. Our aim is to provide an environment which enables all pupils, whose first language is not English, to be equipped with the language, knowledge, skills and understanding needed to participate fully and on equal terms with their peers in all areas of the curriculum and school life.
See the EAL policy for more details.
Global Aspects of the Curriculum
Aspects of global education can be found in:
English
Fairy tales and traditional stories (Year1)
Polar lands (Year 2)
Myths and Legends (Year 3)
Science fiction and fantasy (Year 4)
Biographies linked to Space and sustainability (Year 5)
English book on the rainforest and rainforest stories, poetry (Year 6)
Around the world (Year 1)
Travelling bear (Year 1)
British Isles (Year 2)
Jamaica (Year 2)
Weather round the world (Year 3)
Brazil (Year 4)
Geography of the world (Year 4)
Rivers round the world and North America (Year 5)
Rainforest people and deforestation (Year 6)
Explorers (Year 2)
Egypt and Romans (Year 3)
Tudors (Year 4)
Greece (Year 5)
World War II (Year 6)
Religions of the world e.g. Christianity, Islam, Judaism, Buddhism, Hinduism, Sikhism (how it is practised in the country of origin and what it means to believers in the U.K. today). Looking at similarities and differences.
Geography
History
R.E
P.S.H.E. Equal Opportunities and Multicultural Work
Our attitudes, patterns of behaviour and standards consistently promote courtesy, concern and respect for others. See the P.S.H.E. policy for more details.
To ensure equal opportunities, teachers use teaching methods and curriculum content that are relevant to all pupils in our multicultural society. Multicultural perspectives in the form of global awareness weeks are staged as a way of enriching the education of all the pupils, giving them an opportunity to view the world from different perspectives, helping them to question prejudice and develop open-mindedness, and celebrate the richness of our diverse community. In recent years we have held successful weeks under the banner of 'Latchmere Academy Trust Goes Global'.
Racial harassment is treated as a most serious form of anti-social behaviour. This is reflected in the Equal Opportunities policy, where forms that racial harassment might take, the effect on victims and the school's response to such behaviour are detailed.
Use of students and teachers from other countries
The use of teachers and students from abroad adds to the experience, knowledge and confidence of the children.
We welcome visits from teachers of other countries wanting to observe the British system and the contributions that they can make by talking to the children about their countries. | <urn:uuid:ec82c87d-7a7b-4246-84a7-95eef7290f5d> | CC-MAIN-2019-47 | https://www.latchmereacademytrust.org/wp-content/uploads/2019/09/Latchmere-Academy-Trust-Global-Education-Foreign-Language-Policy.pdf | 2019-11-15T08:04:21 | crawl-data/CC-MAIN-2019-47/segments/1573496668594.81/warc/CC-MAIN-20191115065903-20191115093903-00262.warc.gz | 875,310,900 | 1,142 | eng_Latn | eng_Latn | 0.988684 | eng_Latn | 0.996115 | [
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Assessment
Leadership Skills for Women
Revised Edition
The objectives of this book are:
* To define the qualities of effective leaders
* To present strategies for team leadership
* To address possible problems for the female leader
Assessment Questions for Leadership Skills for Women, Revised Edition
Select the best response.
1. A good leadership style is:
A. One that works for anyone
B. The one that is right for you
2. Leaders who like being team players should avoid:
A. Being patient
B. Being easy-going
C. Agreeing with everyone
D. Being a low risk-taker
3. Leaders who are characteristically outgoing should avoid:
A. Being gregarious
B. Risk-taking
C. Influencing others
D. Talking too much
4. Leaders should:
A. Inspire and motivate
B. Serve the company but have a global outlook
C. Be committed to high productivity
D. All of the above
5. Conflicts between work and personal life:
A. Have little effect upon a true leader's effectiveness
B. Can weaken the effectiveness of leadership
6. Statistics show that women allow themselves to be interrupted 50% more often than men.
A. True
B. False
7. Effective teams do not:
A. Collaborate
B. Accept the leader's vision
C. Avoid conflict
D. Enjoy group problem-solving
E. All of the above
8. Effective leaders make use of team members' styles. For instance, they use the ability of analytical team members to be:
A. Accurate
B. Quick to change
C. Trusting and intuitive
D. Easily influenced
9. A goal:
A. Is a measurable accomplishment
B. Includes time factors
C. Includes cost considerations
D. All of the above
10. You should be organized because:
A. It is a good way to be
B. It helps you meet goals
C. People expect women to be organized
11. You can avoid personal goals conflicting with work goals if:
A.
You put work first
B. You put personal goals first
C. You prioritize your action
12. An effective leader:
A. Works longer hours than the staff
B. Delegates
C. Monitors all work of employees
D. All of the above
13. An accommodating conflict resolution style is:
A. Always appropriate
B. Appropriate if the other person is more experienced
C. Appropriate if the issue is minor and harmony is important
D. Necessary even if you have to make a major concession
14. Ways to manage conflict include:
A. Asking direct questions
B. Making clear your wants and the other person's wants
C. Acknowledging the conflict
D. All of the above
15. To manage unresponsive people, your best approach is to:
A. Avoid involving them
B. Point out that they are unresponsive
C. Give them assignments and a presentation date
D. Any of the above
16. The process of training for optimum work performance is:
A. Coaching
B. Counseling
17. When you must deliver a critical message, a good technique is to:
A. Refer to what a higher authority believes
B. Avoid doing it
C. Offer to solve the problem yourself
D. Use "I" messages
18. Anger is an honest feeling and can be an important safety valve.
A. True
B. False
19. When you feel angry, a productive technique is to:
A. Admit that you are angry
B. Confront the situation or person that trigged the anger
C. Take deep breaths to calm yourself
D. Any of the above
20. An effective "stressbuster" is to live in the moment.
A. True
B. False
21. Success is:
A. Reaching the top of the corporate ladder
B. Doing what you like to do
C. Having an expensive home and car
D. Based on the number of people reporting to you
22. If you like your job but have to do all the work at home, you should:
A. Find a way to hire help
B. Let little things go undone
C. Treat domestic arrangements as management challenges
D. Any of the above
23. A leader with inner confidence can empower others.
A. True
B. False
24. Assertive behavior:
A. Is indirect
B. Communicates superiority
C. Is active, direct, and honest
D. Is competitive
25. To have personal power, you must:
A. Communicate clearly and directly
B. Dress professionally
C. Have a private office
Answer Key for
Leadership Skills for Women, Revised Edition
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Towards a national population assessment for white sharks
A unique combination of acoustic tagging and genetic and statistical analysis is contributing to the first evidence-based estimates of white shark population size and status in Australia.
White sharks are listed as vulnerable under the Commonwealth Environment Protection and Biodiversity Act 1999 and actions to assist their recovery and long-term viability are prescribed in a national recovery plan for the species. A priority action is to develop an effective means of estimating the size of white shark populations and monitor their status (population trend). This would provide a scientific basis for assessing recovery actions, and for local policies governing human-shark interactions: an issue of significant public concern.
one year to the next, how fast sharks grow, and how long they live. Another important factor is at least one count of an age group (such as the number of juveniles or adults) in the population. This gives the model a factual base.
A project led by CSIRO is working to provide a national assessment of white shark population size, and develop national strategies for population monitoring. The project is part of the National Environmental Science Programme (NESP) Marine Biodiversity Hub, an Australian Government initiative that aims to improve the knowledge of key marine species and ecosystems to underpin their management and protection. Tools and techniques employed in the project will build on those developed under the National Environmental Research Program Marine Biodiversity Hub (the forerunner of the NESP).
Innovative approaches needed to build population models
All sharks cannot be seen and counted, so scientists use mathematical equations (population, or demographic models) to estimate population size. Building the models requires knowing how many populations there are, and then, for each population: how often adult females breed, the age at which they start breeding, how many pups are born, how many sharks survive from
An understanding of white shark movement patterns is also needed to distinguish overall trends from local fluctuations in shark numbers (which may simply reflect changes in distribution). White sharks are extremely mobile, migrating across distances of thousands of kilometres. Their abundance in any one region can therefore vary between seasons and from year to year.
All these parameters are difficult to measure for white sharks. Furthermore, any increase in numbers would be gradual and difficult to detect, given the species' slow rate of reproduction. This project is addressing these challenges with a unique application of nursery area surveys, electronic tagging, and a combined genetic and statistical technique called 'close-kin mark recapture'.
Eastern and western populations
Tagging data and genetic evidence suggests two populations of white sharks exist in Australia: an eastern population ranging from Tasmania to central Queensland, and a western population ranging from western Victoria to north-western Western Australia. Initial steps to estimate population size have been taken in eastern Australia where nursery areas have been targeted to estimate the number of juveniles, their survival and their genetic relatedness.
www.nespmarine.edu.au
Acoustic tagging is being used to monitor white shark movement patterns and demographics for use in a population model. Image: Justin Gilligan, NSW DPI
Considerable information has been collected on the population west of Bass Strait, including the electronic tagging and tissue sampling of more than 200 sharks. This field work will be extended, and the data analysed, during this project. Aerial and vessel surveys will also search for nursery areas to provide further options for monitoring.
Monitoring juveniles: abundance, movements and survival
Coastal waters off Port Stephens, NSW, and Ninety Mile Beach in eastern Victoria are the two known east coast nursery areas for white sharks. More than 50 juveniles have been fitted with satellite tracking and long-life acoustic tags to monitor movements, habitat use and survival. Aerial surveys have been trialled to estimate the number of juveniles, and baited remote underwater video systems (BRUVs) will be trialled (with the New South Wales Department of Primary Industries) to test their utility for counting juvenile white sharks, monitoring tagged individuals and estimating size and growth. The novel advance that will be applied and developed in this project, however, involves the estimation of adult abundance.
Close-kin: counting adults from half-sibling pairs
Close-kin mark recapture is being used to provide a direct count of breeding adults. This technique, which has been used to measure southern bluefin tuna stocks, is likely to revolutionise the way that fish (and other animal) populations are assessed worldwide. It uses genetic analysis of tissue samples to identify sharks that are related by sharing one parent (half-siblings). The number of half-siblings in a population is directly related to the number of breeding adults. A smaller adult population will have a larger proportion of related sharks, and vice versa. Furthermore, the age gap between related juveniles indicates breeding frequency. For example, if a one-year old shark and a two-year old shark sampled in the same year have the same mother, that adult must have pupped in successive years.
Extended families reveal population trend
Satellite tracking of white sharks by CSIRO highlights extensive movements between South Australia and north-western Western Australia, and along the east coast including to New Zealand, but limited movements east and west through Bass Strait. Image: CSIRO
over time). Meeting this challenge involves taking the complexity of closekin mark recapture one step further. The same genetic samples could be used to identify animals that share one grandparent and this in turn could be used to estimate the number of adults in the previous generation. Comparing this estimate with the present number of adults would show the generational change in population size, revealing the population trend without the wait for future data.
While the number of related juveniles relates directly to the number of adults that produced the population, it does not show population trend (change
The extension of close-kin mark recapture involves comparing larger components of the white shark genome between individuals and will be tested in this project. If successful, the novel
technique may be applicable to other species for which other methods of population assessment are unreliable or unavailable.
Significant advances in understanding
Providing reliable information on the size and trend of Australia's white shark populations has hitherto been an impossible task. Advances being made in this research ─ measuring key biological parameters using close kin mark recapture, electronic tagging and targeted surveys, and combining these in population models ─ will significantly improve our understanding of white shark populations in Australia.
The NESP Marine Biodiversity Hub is funded by the Australian Government's National Environmental Science Programme. Our goal is to assist decision-makers to understand, manage and conserve Australia's environment by funding world-class biodiversity science.
www.nespmarine.edu.au
Further information
CSIRO
Barry Bruce
T
E
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University of Montana
ScholarWorks at University of Montana
Undergraduate Theses and Professional Papers
2017
The Success of Bottled Water: The Hidden Costs Hurt Us and the Environment
Cassandra Sevigny
University of Montana, email@example.com
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Part of the Economics Commons
Let us know how access to this document benefits you.
Recommended Citation
Sevigny, Cassandra, "The Success of Bottled Water: The Hidden Costs Hurt Us and the Environment" (2017). Undergraduate Theses and Professional Papers. 181.
https://scholarworks.umt.edu/utpp/181
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Running header: SUCCESS OF BOTTLED WATER: HIDDEN COSTS
The Success of Bottled Water: The Hidden Costs Hurt Us and the Environment
Cassie Sevigny
University of Montana
Abstract
Bottled water is consumed worldwide as both a matter of necessity and preference. People who need bottled water live in areas with compromised water sanitation, such as developing countries. People who prefer bottled water despite its higher price tag tend to live in areas that already have ready access to clean water, such as developing countries. These preferences for bottled water stem partly from taste and convenience, but are largely driven by advertising efforts by bottled water companies. The preference for bottled water leads to increased sales as well as increased cost. Costs include damages to health and the environment. Since these effects are not taken into account by bottled water companies and must be borne by others, they are considered external costs. Lack of information outside of biased advertising influences consumers to act differently than if they had full knowledge of the indirect consequences from their purchases. Educational efforts can balance out the information asymmetry between bottled water companies and consumers. This can take the form of a blind taste test, which demonstrates how little taste actually influences water decisions. A practice taste test corroborated studies which state that consumers cannot accurately identify water based on taste. Framing this activity in the context of the personal cost of bottled and tap compared to their similar benefit will help shift consumer perspectives and behaviors, especially in children, before preferences are formed.
Keywords: bottled water, tap water, taste, consumer preferences, education, environment
2
Introduction
In the Western world, we are used to having clean water available to us straight out of the tap in our homes and offices. In regions lacking safe water, such as developing countries or regions where temporary contamination occurs, purchasing water or water filtration devices is necessary. In these regions, bottled water provides significant access to clean water and improves public health. Yet, the bottled water industry sells a large portion of its product to people in developed countries who already have access to clean water. In fact, people consume more bottled water in the U.S. than anywhere else in the world, at a rate of 8-9 billion gallons per year (Saylor et al., 2011). When the costs of bottling water are compared to the benefit this method of clean water provides, bottled water sales are higher than the efficient level. The costs go beyond the price of transportation and materials to include environmental damages from plastic litter, greenhouse gas emissions, and watershed depletion, and health risks. These costs form an externality, as they are not considered when bottled water companies weigh revenues and costs, making them external to the bottled water market. The external costs go ignored largely because consumers lack information about them. To reduce the amount of bottled water consumed to a sustainable level, educational efforts must make consumers aware of the external costs. Presenting children with educational water activities helps them form water preferences based on these costs and their own values so they can make informed decisions about water as adults.
People obtain drinking water through several access points. Surface water supply includes all sources above ground, like rivers and lakes (IMNH, n.d.). Groundwater includes all sources below ground, like aquifers (IMNH, n.d.). Spring water includes
sources that originate below ground and naturally rise to the surface (IMNH, n.d.). Municipal sources typically extract groundwater and pump it through the city for public use (IMNH, n.d., Gleick, 2010). Bottled water companies take advantage of a mixture of sources, including springs and wells (Gleick, 2010). Sometimes they simply take water from the tap, which a municipality has already pumped (Gleick, 2010). Dasani (CocaCola), Aquafina (PepsiCo), Nestle, and Smart Water all sell packaged tap water under the guise of "purified water" (Rega, 2016, Gleick, 2010). The label "purified water" describes tap water that has gone through a filtration process before bottling, and sounds more appealing to people who think tap water is bad (Gleick, 2010).
Bottled water removes water from local watersheds for export elsewhere. Any time water is extracted, it no longer contributes to the local ecosystem. In a municipality, water that the public uses typically undergoes treatment, and then the city returns it to a local body of water. The return of the treated water to the watershed counteracts the effects of its initial removal. With bottled water, however, companies ship the water across the country and the globe, with the local watershed experiencing a net loss in water content. The International Bottled Water Association (IBWA) states that bottled water uses "less than .004%" of the water supply in the US. A paper funded by the Drinking Water Research Foundation reported groundwater withdrawals for bottling commands .019% of the US water supply (Gleick, 2010). While these numbers are comparatively small and may represent an efficient amount when considering total water use, they do not take into account that extraction is localized around particular sources. Extraction sites are not spread evenly across the US, with several companies
concentrating in California and the northeast, so the impacts are also not felt equally (Gleick, 2010, Rega, 2016).
Significant water extraction from a region damages the ecosystem that relies on its watershed. In 2004, bottling company USA Springs wanted to extract up to 300,000 gallons per day from a watershed that supports the cities of Barrington, Nottingham, and several others in New Hampshire (Gleick, 2010). Local officials of Barrington required USA Springs to conduct a ten-day test on the spring from which they wanted to draw water (Glieck 2010). During test, sections of a local wetland critical to the area dried up, indicating that 300,000 gallons per day was unsustainable and clearly detrimental to the ecosystem and the cities' water supply (Gleick, 2010). A similar case in Arizona involved the Sedona Springs Bottled Water Company (Gleick, 2010). In this case, extraction diminished surface water so significantly in Seven Springs Wash and Spur Cross Ranch Conservation Area that the ecosystem saw deaths of native fish, leopard frogs, Mexican black hawks, sycamore and ash trees, and deer grass. Precipitation can replenish surface sources relatively quickly, but aquifers can take years or decades to recover (CWSC, 2017). Even though bottling can harm local ecosystems, consumers do not think about them as effects of purchasing bottled water. Saylor et al. (2011) noted that most of their survey respondents did not consider environmental impacts when choosing between bottled and tap water, indicating that consumers also leave environmental considerations external to their decision of how much bottled water to buy.
Areas experiencing drought already have watershed stress, yet several large bottled water companies source their water from such areas. Arrowhead, Crystal Geyser, Aquafina (PepsiCo), Nestle, and Dasani (CocaCola) all have operations in California
(Rega, 2016, Gleick, 2010), a state that experienced a long-term drought between 2011 and 2017 (CWSC, 2017). The California Water Science Center (2017) explains that while recent precipitation and snowpack levels have officially ended the drought emergency, groundwater was depleted by over-reliance during the drought and lack of replenishment. Continuing to bottle water in regions such as California exacerbates the water shortage for use by the California public.
Other environmental damages occur as a result of the use of fossil fuels at various stages of the bottling process. Gleick (2010) notes that one of his studies found that global production and use of bottled water required 100-160 million barrels of oil in 2007. Oil is a non-renewable resource, which makes its use unsustainable. Bottled water containers are made of plastic, a product of oil, because of its malleability and durability (Gleick, 2010). However, most bottles are not created at the bottling plant which fills them (Gleick, 2010). Bottled water companies instead purchase ready-made bottles from plastic companies and have them shipped to their plants, consuming significant portions of fossil fuels and emitting air pollution in the transport process (Gleick, 2010). Fossil fuels also provide energy for the machines that shape bottles and filter water (Gleick, 2010).
People often think recycling eliminates environmental impacts, but there are several problems with the relevancy of recycling. Consumers trying to be responsible explain that they recycle bottles after use, which assuages their guilt about potential environmental damages without changing their purchase behavior (Saylor et al., 2011, Gleick, 2010). But this does not cancel out all of the energy requirements that go into making the bottle and melting it down for recycling into new bottles. Recycling entails additional energy costs when materials are processed internationally, as was 40% of recycled PET in 2004 (Saylor et al., 2011). Bottling companies also tout that their bottles are 100% recyclable (Gleick, 2010). However, just because a bottle can be recycled does not mean consumers do recycle significantly. In 2007, over 5.6 billion pounds of PET plastic was available for recycling; only 1.4 billion pounds were recycled (Gleick, 2010). That's less than a 25% recycling rate, with other estimates suggesting an even lower rate of 20% (Saylor et al., 2011). Bottled water companies have no obligation to pay for recycling of the bottles, or for mitigation of environmental damage when bottles end up in landfills (Parag & Roberts, 2009). Even if consumers recycled, companies do not source their substantial amounts of plastic from recycling plants. PepsiCo and Coca Cola, two major companies, routinely use less than 10% recycled plastic in their products (Gleick, 2010). Talking about the merits of recycling is useless if companies continue to use materials from non-renewable resources. Recycling reduces the amount of plastic litter, but adds to the usage of fossil fuels. The capacity recycling does have to make plastic water bottles more sustainable is severely under-utilized.
Plastic container aside, the contents of water bottles raise health concerns. Water quality is generally subject to the standards outlined in the Clean Water Act of 1972 and the Safe Drinking Water Act of 1974 (Gleick, 2010). Bottled water and tap water should exhibit equally safe levels of contaminants (Gleick, 2010). "Drinking water" as covered and regulated by federal agencies such as the EPA does not include bottled water (Gleick, 2010). Bottled water instead falls under the jurisdiction of the FDA, as it is defined as a food product (Gleick, 2010). This explains the unhelpful "nutrition label" on water bottles, which display 0% for carbs, fiber, fats, and everything else one expects to find in actual food (Gleick, 2010). Since the FDA regulations only apply to "interstate commerce," 60 to 70% of bottled water falls outside of regulation simply because it never crosses state lines (Gleick, 2010). This leaves consumers uninformed about the actual contents of what they are drinking.
The specific standards for each regulatory agency do not always overlap or inspire confidence. The EPA has stricter guidelines for organismal levels than the FDA (Gleick, 2010). According to 2008 guidelines, municipalities must test their tap water 60 to 420 times per month and provide same-day notice to citizens if any coliforms are found (Gleick, 2010). If coliforms are found, municipalities must test for the presence of a particularly dangerous coliform: E. coli. The FDA only requires weekly tests for coliforms, and permits a small amount of coliforms to remain in water regardless of type (Gleick, 2010). In addition to the possibility of the presence of E. coli in our bottled water, the FDA does not require bottled water companies to notify the public or recall bottles with low but potentially dangerous levels of contamination (Gleick, 2010). When recalls do occur, it is months after the contaminated bottles have been disseminated to the market, and long since bought and consumed (Gleick, 2010). On the other hand, the FDA limits lead content to 5 parts per billion, much below the EPA's limit of 15 parts per billion (Gleick, 2010). Whenever the EPA has an update to drinking water standards, which already occurs infrequently, the FDA has 6 months to update their own regulations or prove that the update is non-applicable to bottled water (Gleick, 2010). "Nonapplicable" seems to mean that the FDA does not believe the contaminant to be present in bottled water, and therefore should not have to test for it at all (Gleick, 2010).
This flawed logic leaves consumers at risk of illness at the whim of bottled water companies, who have the power to test water quality more frequently than required.
Bottled water companies get away with these externalities because they lack incentives to pay for the costs of mitigation. The negative impacts to health and the environment do not directly affect bottled water companies, so they would have to voluntarily consider them. Companies are not interested in incurring extra costs since costs reduce overall profit. Partly this is due to poor or nonexistent regulatory standards such as those regarding health and watershed impacts. Companies have power and incentive to keep regulations weak, as lack of proper regulation means no one can force extra costs onto the companies. They can prevent regulations from passing by lobbying against proposed measures, as they did multiple times against bottle-deposit bills that consumers and city organizations supported (Gleick, 2010). Enforcement of existing regulations is weak as well. The FDA performs few inspections of bottled water, even though 35% of inspections performed between 2000 and 2008 revealed problems (Gleick, 2010). Thus, bottled water companies can and do choose to sell their water without paying for quality tests, environmental impact tests, or responsible bottle disposal, in order to maximize profit at the expense of consumer health and the environment.
A key factor in this market failure is information asymmetry. Information asymmetry refers to an information imbalance: one side of the market, supply or demand, knows more than the other. Consumers could express distaste for the environmentally harmful practices of bottled water companies by refusing to buy the product, which would cut into profit margins. The reduced profitability of bottled water would incentivize companies to reduce production overall, or adjust the ethical ramifications of production to regain their consumer base. Such an adjustment would put the bottled water market back on track to economic equilibrium, with the costs to society and the companies balancing the benefit consumers reap. We do not see this occur because consumers are simply not aware. Some bottled water users admit they do not even know where water comes from or how the treatment process works (Saylor et al., 2011). Lack of basic knowledge about water supply leaves consumers vulnerable to manipulation.
Lack of consumer awareness stems largely from misconceptions about the quality and healthiness of tap compared to bottled water (Hu et al., 2011, Saylor et al., 2011, Gleick, 2010). Since tap water problems must be immediately reported, consumers hear about tainted tap water more often than bottled water (Gleick, 2010). These reports significantly reduce consumer trust in tap water, and contribute to the false assumption that bottled water must be subject to stricter federal regulations (Saylor et al., 2011). Operating under the philosophy of "no news is good news," consumers are more likely to reach for the option they do not hear bad news about, regardless of actual risk (Saylor et al., 2011, Gleick, 2010). In this case, people are 4.8 times more likely to reach for bottled water when they do not trust their tap water (Hu et al., 2011). Saylor et al. (2011) also report that the higher price leads consumers to believe bottled water is of higher quality. This assumption comes from the fact that people expect price to convey the amount of benefit they should receive from a product. Since bottled at tap water are often of equivalent quality in developed countries, the price actually reflects packaging, transportation costs, and the company's profit motive.
Bottled water companies do not attempt to clear up misconceptions, but further contribute to confusing consumers. The confusion occurs because the bottled water
market is a monopolistic competition. In monopolistic competition, producers must differentiate their product, either through content or marketing, to make it seem better than other similar products. This allows the producer to put a higher price on the product and make a positive profit. Since water is a relatively homogenous product, in order to increase sales and profits, each company must make their product appear better than all the other options. As Gleick (2010) puts it: "bottled water advertisers don't try to sell water: They sell youth, health, beauty, romance, status, image, and of course, the old standbys, sex and fear." Many of these lifestyle pitches are reflected in the attractive design of the packaging (Doria, 2006), which often bears pictures of glacier-covered mountains regardless of the true source (Gleick, 2010). Fearmongering campaigns center on the dangers of tap, with bottled water the obvious "safe" alternative (Gleick, 2010). Setting possible contamination aside, Doria (2006) notes that bottled water sales tend to follow along with "health food" trends, as if consumers think bottled water is somehow inherently healthier than tap water. For consumers more concerned with image or status, marketers play up the other aspects – youth, beauty, etc. – to distinguish their water from the rest. Marketing is required to convince consumers that one brand or product is better than another so they will buy it, but when marketing contains lies, or refrains from addressing misinformation, consumers lose money.
Despite slamming tap water, bottled water companies claim that the market for bottled water doesn't compete with tap, because the water sources are not substitutes. A substitute, economically speaking, is a good whose consumption rivals that of another good. Drinking bottled water doesn't reduce tap consumption, they say, but reduces consumption of other bottled beverages, like soda and tea (Gleick, 2010). "40% percent of all water servings are bottled water", the IBWA (2017) boasts in a video on their website, so "bottled water helps people drink more water." Assuming other beverages are the true substitute, we would see people "by switching from soft drinks to bottled water" (IBWA, 2017). Increased bottled water sales would correlate with decreased soft drink sales, and the claim would hold water, so to speak. In reality, many bottled water companies are owned by brands which also produce soft drinks. It's unlikely for Coca Cola to promote Dasani at the expense of Coke, or for PepsiCo to promote Aquafina at the expense of Pepsi, as this would cut into overall sales for the company. While it is true that tap water is used for many purposes bottled water is not, both are in the market when it comes to drinking water (Parag & Roberts, 2009). Regardless of whether companies consider tap and bottled water to be substitutes, consumers do (Hu et al., 2011). This makes sense, as people who choose bottled water over soft drinks may also choose water of any type over soft drinks. A high percentage of bottled water consumption does not mean people consume more water overall, and increased bottled water consumption more likely reduces tap water consumption.
When consumers defend their preference for bottled water over tap water, taste often comes up as a reason (Teillet et al., 2010, Gleick, 2010). We cannot dismiss claims about taste, as people do not actually like the taste of water which has been completely purified (Teillet et al., 2010). Knowledge of the unpleasantness of truly pure water leads bottled water companies to leave or add in minerals to their product (Gleick, 2010). Dasani even formulated a special ratio of minerals to keep taste consistent across their product, which comes from many sources (Gleick, 2010). Tap water gets its taste from whatever minerals are present in the aquifer the water is drawn from, as well as a chlorine flavor when chemical treatments are used (G. Merriam, personal communication, October 26, 2017). Since many bottled waters are literally bottled tap water, there should be little taste difference between the two. But what about spring or glacier water? Based on several blind taste assessments by the media, it turns out that most people prefer tap water over bottled water (Doria, 2006, Ronnow, 2010). A study in France by Teillet et al. (2010) found that people could discern and group water samples according to taste and whether or not the taste was pleasant. When tap was allowed to dechlorinate, participants often created taste categories which contained both tap and bottled water samples (Teillet et al., 2010). Most of the participants, 63.8%, were unable to properly identify a sample, and seemed to like bottled and tap water equally (Teillet et al., 2010). This suggests that a broad variety of tastes exist within both tap and bottled water samples, so taste is an unreliable characteristic for making decisions about all tap or all bottled waters.
People also choose bottled water for perceived convenience. 71% of Canadian bottled water users cite convenience as an important factor in choosing bottled water (DuPont, 2005). As misleading ad campaigns increase demand for bottled water, supply increases to meet it. This makes bottled water easy to find in stores, and the bottle makes it portable, both important aspects of convenience. With the increase in preference for bottled water, preference for its substitute, tap, decreases, so water fountains fall into disrepair and become harder to find (Gleick, 2010). As fountains become harder to find, bottled water becomes even more convenient, perpetuating the cycle. This causes an inequitable distributional effect, as the cheaper option of equivalent or better quality is less available in public areas, forcing lower-income consumers to purchase their water.
Several methods exist for discouraging uses of bottled water. Requiring damage tests would force bottling companies to prove that their extraction would not negatively impact local ecosystems or water access, or set a limit on how much they can sustainably extract. This would reduce the incidence of bottling plants in sensitive regions. "Bottle bills" include a deposit in the price of bottled water, which the consumer only regains by recycling. This provides incentives for consumers to recycle, but such bills face much opposition from companies (Gleick, 2010). A 2013 program in Missoula, Montana called "Hit the Tap" aimed to increase the convenience of tap water by installing new water fountains and upgrading old fountains in high-trafficked or requested areas (Hit the Tap Missoula, 2013). The program also created a map which indicated the location and inspection status of all public fountains within the city to help citizens find access points (Google Maps, 2017).
Given the rampant misleading advertising for bottled water and consumers' lack of knowledge about where water comes from, educational efforts are most relevant for addressing the negative externalities of bottled water. Explanation of the environmental damages caused by bottled water will help consumers understand the costs of their actions beyond the price on the product. To illuminate the variability and inaccuracy of taste preferences, organizations can conduct blind taste tests. Informational campaigns like Hit the Tap's fountain map can help counteract issues of not knowing where to find free tap water, but additional personal experience with negative impacts may also be necessary to adjust people's behaviors (Takacs-Santa, 2007).
Methods
Given the difficulty that changing regulatory processes entails, along with the market power informed consumers have, education is the most effective way to shift the bottled water market to an efficient equilibrium quantity of sales. Pro-environmental behaviors are linked with education during childhood (Paloniemi & Vainio, 2011, IIED, 2007). Children also learn more easily than adults. Specifically I propose an educational activity aimed at children around 9-11 years old. These will be students in the 4 th grade class at Florence-Carlton Elementary, which currently has no water curriculum and lies outside the reach of educational organizations in Missoula, such as the Watershed Education Network and the Missoula Natural History Museum.
The intention of this activity is to make students more aware of differences of value and cost between tap and bottled water. Although tap and bottled water are almost the same in terms of quality, bottled water costs several times more in terms of price and environmental damages. Some taste differences do exist, but it is hard to tell which tastes are associated with bottled or tap waters. Slightly better taste may not be worth the extra personal cost for bottled water. Knowing that choosing bottled water negatively impacts the environment may help some students include this consideration as a personal cost. Making this a hands-on activity will help make the experience more personal and less cerebral, which assists in altering environmental behaviors (Takacs-Santa, 2007).
Design
The activity is a blind taste test within the frame of a hypothetical purchase. Sample A will be Missoula tap water drawn from the local aquifer, which lends high mineral content to the water. Sample B will be bottled water from a spring source, which will also provide high mineral content. Sample C will be Missoula tap water that has been filtered with a Brita pitcher. Sample C will approximate the taste of "purified drinking water," which is simply filtered and bottled tap water (Gleick, 2010). The inclusion of sample C could be easily identified as either tap or bottled water but must be categorized as "tap" (since this is the actual source) to be a correct guess.
First, students will be presented with two cups of water. One will be clear and clean bottled water, the other will be polluted with dirt (or another such unappealing substance) which represents the unclean surface water in many developing countries. The facilitator should remind the students that dirty water could make them sick. The students will have to choose which they would prefer to drink, with the expectation that they will pick the clean water. Then the students will be presented with the three samples. The pouring of each sample will occur behind a screen (such as a cardboard box) to ensure they do not see the source. After each sample, the student will be asked to categorize the sample as "tap," "bottled," or "unsure." After tasting all three samples, they will be told which they got correct. It may also be helpful to demonstrate that, while an individual may guess correctly, overall guesses vary wildly. This can be done by keeping a large tally visible to the students. Keeping a public track of students' guesses also involves social processing in decision-making, which van der Linden (2015) finds makes education more effective at altering behavior. With answers visible, it will be necessary to provide samples in a random order, so students who have already guessed cannot give the right answers to those who have not yet participated.
Since both bottled and tap are accepted forms of drinking water in the US, but bottled water costs significantly more, students will then be presented with two cups of clear clean water to choose between. The facilitator will explain that the bottled sample costs a dollar and hurts the environment, but the tap sample only costs one cent. With only minor differences in taste, the students should understand that the almost-free tap water is more desirable than the bottled water.
I conducted a preliminary test of my activity with students at the University of Montana. The university students I recruited already manage their own budgets, so the frame activity of choosing between two cups of water was left out of the test. They were also asked to close their eyes instead of watching as water was poured behind a screen, as they were trusted to be mature enough to comply. Since Missoula's tap water has a high mineral content from the aquifer and is treated with chlorine, I expected participants to identify it fairly easily. Since both tap and bottled water can be filtered, I expected people to have trouble identifying the source of the filtered water. Since I tested this activity on university students, I expected the majority to rely on tap water because it is cheap and readily available in their homes. I also expected most of the participants to carry reusable water bottles, based on my observations of students attending University of Montana classes.
Results
Eleven university students participated in my activity. Only one preferred and relied on bottled water. The remaining 10 said they relied on tap water. Of the ten who relied on tap water, 6 claimed a preference for tap and 4 had no preference. Cost was the most frequently cited reason for reliance on tap, mentioned by 5 of the 10 tap users, as tap is either free or extremely cheap in comparison to bottled. Linked with low cost is convenience, cited by two tap users. One participant specifically mentioned the inconvenience of having to recycle plastic water bottles, indicating an implicit concern for the environment. Taste was cited as a reason by 2 tap users and the bottled water user. One person also mentioned that tap water irritated their throat. Eight people said they carry a reusable water bottle, including the one bottled water user. The other three participants did not carry a reusable water bottle. Eight participants said the environment (in terms of impact from fossil fuels, plastic in landfills, etc.) factored into their use of tap, all except one of which also carried a reusable bottle. Of these 8, five explicitly mentioned the environment unprompted as a reason for their preference for tap, while the other three did not have a water preference.
The very hard tap and spring water were identified correctly by 7 participants each. Three people mislabeled tap as bottled and two people mislabeled bottled as tap. Four people correctly identified all three samples, including the person who noted mild throat irritation from tap water. People were evenly split on whether the filtered water was tap or bottled – 5 thought it was tap and 5 thought it was bottled, with one person saying "unsure." The confusion surrounding the filtered water matches the fact that both tap and bottled water may be filtered depending on the region and company. Only 2 people took advantage of using the "unsure" option: one said they were unsure what the tap sample was, and the other said they were unsure about all three samples.
Of the two participants that cited taste as a reason for their tap preference, one correctly identified all three samples. The other categorized both tap and bottled water as tap, and categorized the filtered water as bottled. The participant who preferred bottled water for its taste correctly identified all three samples.
Conclusion
While this activity is not an experimental study, the findings do support the general literature. The test activity with university students supported that bottled water and tap are indistinguishable from each other. This is both a result of taste (some participants could not tell the difference) and identical processing (when filtered, people could not identify the source). A higher portion of participants expressed environmental concerns than in other studies, but this is likely due to the small sample size and shared values among the group of students tested. Elementary students do not typically manage budgets on their own as university students do, so when working with children facilitators should illustrate the magnitude of the cost difference. Facilitators can explain that $1 is one thousand times more expensive than 1 cent. Including both the comparison between cups of dirty and clean water and the two clean cups of water will provide context for when benefits exceed costs, and that the socially desirable amount of bottled water sales is not zero, but should be lower.
References
California Water Science Center (CWSC). (2017). California Drought. U.S. Geological Survey. Retrieved from https://ca.water.usgs.gov/data/drought/.
Clerkin, K. (2012). Hit the tap, kick the bottle. Drinking Water Fountains, Retrieved from http://www.drinkingwaterfountains.com/2012/09/27/hit-the-tap-kick-thebottle/.
Doria, M. F. (2006). Bottled water versus tap water: understanding consumers' preferences. Journal of Water and Health, 4(2), 271-276.
DuPont, D. P. (2005). Tapping into consumers' perceptions for drinking water quality in Canada: Capturing customer demand to assist in better management of water resources. Canadian Water Resources Journal, 30(1), 11-20.
Gleick, P. (2010). Bottled and Sold: The Story Behind our Obsession with Bottled Water. Washington, DC: Island Press.
Google Maps. (2017). Hit the tap: Map of Missoula's water fountains. Retrieved from https://www.google.com/maps/d/viewer?mid=12_KQbUODsKj8cq6levBLo418y vU&hl=en_US&ll=46.86873735910461%2C-114.025061&z=11.
Hit the Tap Missoula. (2013). Hit the tap Missoula. Facebook. Retrieved from https://www.facebook.com/Hit-the-Tap-Missoula-621952224533786/
Hu, Z., L. W. Morton, & R. L. Mahler. (2011). Bottled water: United States consumers and their perceptions of water quality. International Journal of Environmental Research and Public Health, 8, 565-578.
Idaho Museum of Natural History (IMNH). (n.d.). What is an aquifer? Retrieved from http://imnh.isu.edu/digitalatlas/hydr/concepts/gwater/aquifer.htm
International Bottled Water Association (IBWA). (2017). International bottled water association. Retrieved from http://www.bottledwater.org.
Rega, S. (2016). Animated map of where your bottled water actually comes from. Business Insider. Retrieved from http://www.businessinsider.com/animated-mapbottled-water-springs-dasani-aquafina-2016-10.
Ronnow, K. (2010). Take a sip and guess: Tap or bottled? Bozeman Daily Chronicle. Retreived from https://www.bozemandailychronicle.com/news/take-a-sip-andguess-tap-or-bottled/article_33296fb4-d8b1-11df-8a98-001cc4c002e0.html.
Paloniemi, R., & A. Vainio (2011). Why do young people participate in environmental political action? Environmental Values, 20(3), 397-416.
Parag, Y. & J. T. Roberts. (2009). A battle against the bottles: Building, claiming, and regaining tap-water trustworthiness. Society and Natural Resources, 22(7), 625636.
Saylor, A., L. S. Prokopy, & S. Amberg. (2011). What's wrong with the tap? Examining perceptions of tap water and bottled water at Purdue University. Environmental Management, 48, 588-601.
Takacs-Santa, A. (2007). Barriers to environmental concern. Human Ecology Review, 14(1), 26-38.
Teillet, E., C. Urbano, S. Cordelle, & P. Schlich. (2010). Consumer perception and preference of bottled and tap water. Journal of Sensory Studies, 25, 463-480.
Van der Linden, S. (2015). Exploring beliefs about bottled water and intentions to reduce consumption: The dual-effect of social norm activation and persuasive information. Environment and Behavior, 47(5), 526-550.
Appendix
Survey Questions
Do you currently prefer tap or bottled water?
Which do you usually drink?
What is the reason for your preference?
Do you carry a reusable bottle?
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COMPUTER APPLICATIONS
(Theory)
(Two Hours)
Answers to this Paper must be written on the paper provided separately.
You will not be allowed to write during the first 15 minutes.
This time is to be spent in reading the question paper.
The time given at the head of this Paper is the time allowed for writing the answers.
This Paper is divided into two Sections.
Attempt all questions from Section A and any four questions from Section B.
The intended marks for questions or parts of questions are given in brackets[].
SECTION A (40 Marks)
Attempt all questions
Question 1.
(j) State the type of errors if any in the following statements:
(i) switch ( n > 2 )
(ii) System.out.println(100/0);
SECTION B (60 Marks)
Attempt any four questions from this Section.
The answers in this Section should consist of the Programs in either Blue J environment or any program environment with Java as the base.
Each program should be written using Variable descriptions/Mnemonic Codes so that the logic of the program is clearly depicted.
Flow-Charts and Algorithms are not required.
Question 4.
Anshul transport company charges for the parcels of its customers as per the following specifications given below: [15]
Class name : Atransport
Member variables: String name – to store the name of the customer
int w
– to store the weight of the parcel in Kg
int charge
– to store the charge of the parcel
Member functions: void accept ( ) –
to accept the name of the customer, weight of the parcel from the user (using Scanner class)
void calculate ( ) –
to calculate the charge as per the weight of the parcel as per the following criteria.
| Weight in Kg | Charge per Kg |
|---|---|
| Upto 10 Kgs | Rs.25 per Kg |
| Next 20 Kgs | Rs.20 per Kg |
| Above 30 Kgs | Rs.10 per Kg |
A surcharge of 5% is charged on the bill.
void print ( ) – to print the name of the customer, weight of the parcel, total bill inclusive of surcharge in a tabular form in the following format :
Name Weight Bill amount
-------
--------- ---------------
Define a class with the above-mentioned specifications, create the main method, create an object and invoke the member methods.
Question 5.
Write a program to input name and percentage of 35 students of class X in two separate one dimensional arrays. Arrange students details according to their percentage in the descending order using selection sort method. Display name and percentage of first ten toppers of the class. [15]
Question 6.
Design a class to overload a function Sum( ) as follows:
(i) int Sum(int A, int B) – with two integer arguments (A and B) calculate and return sum of all the even numbers in the range of A and B.
Sample input: A=4 and B=16
Sample output: sum = 4 + 6 + 8 + 10 + 12 + 14 + 16
(ii) double Sum( double N ) – with one double arguments(N) calculate and return the product of the following series:
sum = 1.0 x 1.2 x 1.4 x …………. x N
(iii) int Sum(int N) - with one integer argument (N) calculate and return sum of only odd digits of the number N.
Sample input : N=43961
Sample output : sum = 3 + 9 + 1 = 13
Write the main method to create an object and invoke the above methods.
4
[15]
Question 7.
Using the switch statement, write a menu driven program to perform following operations: [15]
(i) To Print the value of Z where Z = 𝑥 3 +0.5𝑥 𝑌 where x ranges from – 10 to 10 with an increment of 2 and Y remains constant at 5.5.
(ii) To print the Floyds triangle with N rows
Example: If N = 5, Output:
1
2 3
4 5 6
7 8 9 10
11 12 13 14 15
Question 8.
Write a program to input and store integer elements in a double dimensional array of size 4×4 and find the sum of all the elements. [15]
Sum of all the elements: 73
Question 9.
Write a program to input a string and convert it into uppercase and print the pair of vowels and number of pair of vowels occurring in the string. [15]
Example:
Input:
"BEAUTIFUL BEAUTIES "
Output :
Pair of vowels: EA, AU, EA, AU, IE
No. of pair of vowels: 5 | <urn:uuid:b7eb42d2-344e-41ff-be4a-5985a987a99c> | CC-MAIN-2019-47 | https://www.cisce.org/pdf/ICSE-Class-X-Specimen-Question-Papers-2020/Computer%20Applications_Specimen_2020.pdf | 2019-11-15T07:33:43 | crawl-data/CC-MAIN-2019-47/segments/1573496668594.81/warc/CC-MAIN-20191115065903-20191115093903-00263.warc.gz | 730,319,628 | 1,028 | eng_Latn | eng_Latn | 0.987036 | eng_Latn | 0.992112 | [
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Press Release
More sustainably managed forests would help meet energy needs of one-third of world population
March 21, New York – Expanding the area of sustainably managed forests, especially in developing countries, is essential to meet the energy needs of billions of people who still use wood fuel as their energy source, according to United Nations officials and forest experts at an event held today marking the International Day of Forests.
Today, more than 2 billion people, in rural and urban areas, still rely on wood fuel to meet their primary energy needs such as cooking and heating. Wood based energy accounts for 27 per cent of the total primary energy supply in Africa, 13 per cent in Latin America and the Caribbean and 5 percent in Asia and Oceania, according to FAO estimates.
Forests cover 30 per cent of the Earth's land area, yet they continue to be under threat from unsustainable use, environmental degradation, rapid urbanization, population growth, and the impacts of climate change. Between 2010 and 2015, global forest area saw a net decrease of 3.3 million hectares per year.
"This is an area where we can make a real difference," said Wu Hongbo, United Nations UnderSecretary-General for Economic and Social Affairs. "Sustainably managed forests are productive and resilient ecosystems. They provide people with livelihoods and renewable energy, along with timber, food, shelter, clean air, water and climate benefits. Promoting sustainable forest management can help us achieve the Sustainable Development Goals faster."
Regions with the greatest incidence of poverty, most notably in Sub-Saharan Africa and low income households in Asia, are also the most dependent on fuelwood: "Nearly 90 per cent of all fuelwood and charcoal use takes place in developing countries, where forests are often the only energy source available to the rural poor," said Manoel Sobral Filho, Director of the UN Forum on Forests Secretariat.
"In order to meet this essential need for renewable energy, now and in the future, we need to galvanize efforts to increase the area of sustainable managed forests in these countries," he added.
Earlier this year, the UN Forum on Forests reached agreement on a UN Strategic Plan for Forests that includes a target to expand global forest area by 3 per cent by 2030, an area of 120 million hectares, about the size of South Africa; as well as a target to eradicate extreme poverty for all forest dependent people by 2030.
Developing countries are not the only ones using forests for energy. Bioenergy from forest biomass (in various forms, including pellets and wood processing waste) accounts for about half of Europe's renewable-energy consumption. Countries across Europe are converting their power plants from using only coal to a mix of coal and wood products to meet renewable "carbon neutral" energy goals. It is estimated that about 90 million people in Europe and North America now use wood energy as their main source of domestic heating.
Ongoing efforts in improving cook stoves, and technological advancements in increasing energy efficiency and production of biomass energy, along with growing concerns over reducing fossil fuel dependence, make it increasingly likely that biomass energy from forests will continue to be a source of renewable energy in the future.
Press Release
About the International Day of Forests
The annual celebration of the International Day of Forests raises awareness of the importance of forests and trees, and serves as a platform to highlight challenges and solutions related to sustainable forest management, from around the world.
For more information, please visit: http://www.un.org/en/events/forestsday/
For more information on forest and sustainable development, please visit:
UN Forum on Forests website: http://www.un.org/esa/forests
The Sustainable Development Goal Indicators website: http://unstats.un.org/sdgs
Media contact
UN Department of Public Information
Dan Shepard, T: +1 (917) 963-9495 | E: email@example.com
For more information on the Sustainable Development Goals, please visit: www.un.org/sustainabledevelopment or follow us on Twitter at @GlobalGoalsUN and on Facebook at www.facebook.com/globalgoalsUN . | <urn:uuid:4ad8a122-3ba7-41ef-888d-fc830b58332e> | CC-MAIN-2019-47 | https://www.un.org/esa/forests/wp-content/uploads/2017/03/IDF2017_UN_PR_final.pdf | 2019-11-15T08:48:09 | crawl-data/CC-MAIN-2019-47/segments/1573496668594.81/warc/CC-MAIN-20191115065903-20191115093903-00265.warc.gz | 1,018,095,692 | 847 | eng_Latn | eng_Latn | 0.986007 | eng_Latn | 0.995975 | [
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pple pest management for home gardeners
A
PATTYMCMANUS,DAN
M A H R , a n d
TERYLROPER
A pple trees are popular in yards and gardens throughout Wisconsin. However, the moist, temperate climate of Wisconsin favors a number of disease and insect pests that must be managed in order to produce high-quality fruit. Managing pests will also make trees more tolerant of drought and cold and thereby prolong tree life.
This bulletin outlines basic principles of pest management. While this is not a guide to organic fruit production, where possible we have included strategies that do not rely on pesticides (chemicals that kill pests). Pesticides are often used by commer- cial apple growers because many of the non-chemical pest management methods are impractical for a large orchard. Home gardens, however, usually contain only a few trees, and non-chemical methods should form the backbone of pest management. Limiting pesticide use in the home garden is desirable for the health of people, animals, and the beneficial microbes and insects, which far outnumber the pests. Successful pest management using few or no pesticide sprays depends on understanding the pests' life cycles and weather conditions that favor their survival and growth. Further information on growing apples can be found in the publications listed on page 12.
General pest management strategies
Disease-resistant varieties The cheapest, safest, and simplest way to manage pest problems is to avoid them. The most serious diseases of apple can be avoided by planting disease-resistant varieties purchased from a reputable nursery. In Wisconsin the need for fungicides (pesticides used to control diseases caused by fungi) can be eliminated completely in most years by planting apple varieties resistant to apple scab. See Extension publication Apple Cultivars for Wisconsin (A2105) for information on the relative resistance of apple varieties to diseases.
Most people think about pest management when they find wormy or scabby apples at harvest. Unfortunately, this is too late to manage the pests that have already damaged the fruit. Pest management is a season-long endeavor that should begin even before apple trees are planted. Choosing a suitable planting site, fertilizing as needed, and training and pruning will help trees resist, or at least tolerate, the onslaught of pests. Some general approaches to pest management are described below. Most commercial apple growers enjoy their greatest success when they use a combination of these methods in an integrated pest management (IPM) program. IPM is also successful in the home garden and yard.
While no apple cultivars specifically resistant to insects have been
Is organic apple production for you?
It's difficult to get a high yield of undamaged apples using truly organic methods. Even commercial organic orchards may experience losses of 25% or more, and they rely on relatively laborintensive methods. In some cases, frequent applications of approved organic fungicides and insecticides are needed. If you are willing to use conventional insecticides, you can usually harvest a reasonably good crop with relatively few insecticide applications. In fact, in Wisconsin, it's likely that you can produce better-quality fruit with fewer applications using synthetic pesticides rather than approved organic pesticides. This is especially true if growing varieties that are susceptible to apple scab.
developed, some varieties are more tolerant than others to certain types of pests. For example, apple maggot tends to be more of a problem on early-maturing summer varieties rather than on varieties that mature later in the year.
desirable to destroy other plants for the sake of a few apple trees!
Intervention Intervention includes trapping insects to prevent them from damaging fruit (trapping is described in the insect section). Intervention also includes removing or eliminating alternate hosts and reservoirs for pests. For example, raspberry and blackberry canes can harbor the fungi that cause flyspeck and sooty blotch on apple fruit. Juniper is the alternate host for rust diseases of apple. Wild plum is an important host for plum curculio, which also attacks apples. Obviously, it is not always possible or
Pesticides Pesticides can be applied either preventatively (i.e., before pests or damage are expected) or curatively (i.e., after pests have just reached the level at which they start to cause damage). The preventative approach
Sanitation Many disease and insect pests reproduce or spend the winter on dropped fruit or dead leaves and branches. Therefore, it is a good practice to remove fallen fruit and leaves and dead or broken branches. Insects that infest fruit complete their life cycle after the fruits have fallen to the ground; such fruit should be picked up and destroyed as soon as possible to remove the insects before they complete their life cycle.
is relatively easy because you don't have to take the time to monitor and identify pests. However, this method can be expensive and wasteful because sprays are applied at weekly or bi-weekly intervals, regardless of whether or not pests are present. The curative approach is kinder to the environment, especially beneficial insects and microbes, but it requires monitoring pest numbers and the weather, and understanding pests' life cycles. For optimal tree health and your personal safety, always follow instructions on the product label.
Several different species of fungi, bacteria, water molds, and viruses cause diseases of apple trees. Fungi cause most of the diseases found on apple trees in home gardens. An important exception is fire blight, which is caused by a bacterium. Diseases caused by viruses are usually not a problem on apple trees in Wisconsin and can be avoided by purchasing high-quality stock from reputable nurseries.
Diseases
The life cycles of fungi, water molds, bacteria, and viruses are very different, as are the approaches to disease management. Knowing which type of pathogen you're dealing with is necessary to adopt suitable management strategies. Many apple diseases also occur on crabapple, pear, and related ornamental trees; these plants will be continuing sources of inoculum if you don't manage their diseases as well. Some of the more common diseases and their management are described briefly below. For more information, refer to bulletins and web sites listed at the end of this publication. Your county Extension office can assist you in diagnosing diseases and other pests.
I Apple scab Apple scab is by far the most common disease of apple and crabapple trees in home gardens and yards. Fruit with scab have unsightly brown to black lesions and, in severe cases, deep cracks. Pear trees also get scab, but the pear scab pathogen does not infect apple. Planting scabresistant varieties is the best way for the home gardener to manage scab. Otherwise it is nearly impossible to produce blemish-free apples without applying fungicides.
Management. If you have varieties that are susceptible to scab, the first fungicide spray should be applied when buds show 1 /4 to 1 / 2 inch of green tissue, especially if the weather is rainy or foggy, or rain is predicted. (If the spray has had time to dry following application, a moderate rain will not wash it off.) Most fruit tree fungicides found in garden centers are "protectants," meaning they should be applied before infection.
The scab fungus overwinters in fallen leaves. In the spring, fungal spores are ejected from leaves on the ground. Thus, raking leaves in the fall and again in the spring as soon as the snow melts will help reduce the disease. Apple leaves are susceptible to infection as soon as buds show green tissue in early spring. Infection can occur at temperatures as low as 40°F if trees remain wet for several hours. Thousands of new spores are produced within a single scab lesion, and each spore is capable of starting a new infection. Therefore, if earlyseason infections are not prevented, scab will be a problem all season long, resulting in early defoliation and unattractive fruit. A tree with severe scab will be prone to cold injury in the subsequent winter and might not produce fruit the following year.
Fungicides should be applied every 7 to 14 days through petal fall, unless the weather is exceptionally dry. If there are no scab lesions showing on leaves and young fruit by 4 weeks after petal fall, then no more sprays will be needed to control this disease. However, if scab has developed, additional sprays will be necessary to prevent fruit infections. Most fruit tree fungicides are formulated specifically with scab in mind.
Fire blight is caused by a bacterium that infects plants through flowers and soft, succulent shoots and then spreads internally throughout the tree.
I Fire blight Fire blight can be deadly to apple trees and related plants. In highly susceptible varieties, the disease is almost impossible to control after it has become established and the weather is warm and wet.
Management. Apple varieties and rootstocks differ greatly in their level of resistance to fire blight. If the rootstock becomes infected, the tree is likely to die. Therefore, you should especially avoid susceptible varieties grafted to susceptible rootstocks. Excessive nitrogen fertilization also should be avoided, as this promotes lush new growth, which is highly susceptible to fire blight.
Chemicals have been inconsistent in controlling fire blight. Copper compounds (e.g., Bordeaux mixture) may help kill bacteria that ooze from cankers in the spring. The antibiotic
If fire blight infections are few, they can be pruned out during the growing season by cutting at least 10 inches (more is better) below visible symptoms. If there are too many infections to remove, it's best to postpone pruning until winter when the bacterium is not active.
streptomycin protects flowers from infection but does not control fire blight after symptoms have developed.
I Flyspeck and sooty blotch Flyspeck and sooty blotch appear in late summer as clusters of black dots (flyspeck) and black, sooty smudges (sooty blotch) on fruit. The diseases affect yellow and red apple varieties similarly, but are much more noticeable on lighter-colored apples. The fungi remain in the peel and do not affect the taste or texture of the fruit. The fungi that cause flyspeck and sooty blotch overwinter on many woody plants, especially raspberry and blackberry canes. Dead or weakened apple wood (e.g., fire blight cankers) can also serve as a reservoir for the fungi. Spores are spread by wind and rain during the summer. Disease development is favored by extended rainy periods, especially when evening temperatures are warm (65° to 70°F) and humid.
For more information about this disease, see Extension publication Apple, Pear, and Related Trees Disorder: Fire Blight (A1616).
Management. To the extent possible, remove any undesirable woody plants, since these are potential reservoirs for the fungi. Prune trees to promote air circulation and drying of fruit and foliage.
Management. Although the powdery mildew fungal spores do not require rain to germinate and
I Powdery mildew Powdery mildew is a common disease that can occur on almost all yard and garden plants. Unlike scab, however, powdery mildew is not a major problem on apple every year in Wisconsin. The fungus that causes powdery mildew on apple is different from the species that infect other plants such as lilacs and roses.
infect, infection is favored by humid conditions following rain. Therefore, to promote air circulation and reduce relative humidity within the tree canopy, prune trees in late winter. Many of the scab-resistant varieties are also fairly tolerant of powdery mildew. The fungus overwinters in apple buds and survives best during mild winters and on apple trees growing near heated buildings. The powdery mildew fungus becomes active when shoot growth starts in the spring, and this is when chemical control is most effective.
Phytophthora root and crown rots are caused by various species of the water mold Phytophthora. Several species of Phytophthora are common in Wisconsin soils, but they only cause problems for apple trees if the soil and/or base of the tree remain wet for several days at a time. Such conditions are more common in fall or spring, and this is when Phytophthora is most active. Phytophthora can cause root rot or cankers on the trunk at or just below the soil line (known as the "crown"). Leaves
I Phytophthora root and crown rot
on affected trees are generally
small and pale during early summer and turn reddish in late summer. Because apple trees can regenerate roots, a tree can recover from root infection if soils are moist but not saturated. Trees with crown rot may survive for a few years, but they generally do not recover.
Managing Phytophthora diseases of apple with chemicals is usually ineffective, and the products available for this purpose generally are not carried by garden centers.
Management. Prevention is the best way to manage this disease. It is critical to choose a well-drained site where water does not pool after heavy rains. Planting in light, sandy soil is ideal. If soil is heavy, choose relatively resistant rootstocks such as M.9, Mark, Bud.118, Bud.9, and the Geneva ("G") series; avoid highly susceptible rootstocks such as MM.106 and M.26. Heavy mulching keeps soil wet and should be avoided if drainage is less than ideal. Plastic trunk guards should be loosened or removed during prolonged wet periods. The area surrounding the trunk should be kept free of tall grass and weeds that will retain moisture.
I Rust diseases (cedar apple rust, quince rust, hawthorn rust)
Management. Several apple varieties are highly resistant to cedar apple rust and should be used if eastern red cedars are abundant in the
Rust diseases of apple are caused by several related species of fungi. The rust fungi depend on various species of juniper (especially Juniperus virginiana, the eastern red cedar) to complete their life cycles. In the spring, fungal spores are carried up to a few miles from junipers to apple trees. Obviously, eliminating all juniper trees in the vicinity of your apple trees is not practical.
area. Unlike apple scab, rust lesions on apple do not produce spores that can reinfect apple; only spores from junipers will infect apple leaves and fruit. If fungicide sprays are used, they should be applied every 10 to 14 days, especially if rain is anticipated, starting when apple flower bud clusters are separated (open cluster stage) through about a month after petal fall.
Over 50 types of insects and mites are known to damage apple trees and fruit, but a much smaller number routinely cause sufficient damage to be of concern to home orchardists. Different types of pests can attack the root system, the trunk and branches, the leaves, and the fruit. Those pests that directly attack the fruit are of biggest concern in home apple production. There are four or five very common pests that directly attack apple fruit, sometimes making the fruit totally unusable. It is difficult to control some of these pests without at least some insecticide use. Apple insects are so common that it is impossible to grow fruit without some losses unless control methods are used.
Insects and mites
How much control is needed? For many people, a few bushels of quality fruit are sufficient, especially if they don't have a way to store them. If these are your expectations, you will be able to grow apples with minimal insect control. On the other hand, if you wish to produce a large crop of high-quality fruit, your insect control program will need to be more rigorous. People also have differing views on the use of pesticides. While many are comfortable with the margin of safety required by federal agencies, which is reflected in the label directions, others are more cautious and would prefer to use fewer
pesticides. Some people are comfortable with "organic" pesticides whereas others would prefer to use no pesticides at all.
You should be able to get a high percentage of good quality fruit with only two to four insecticide applications per year, especially if you are willing to use conventional insecticides that generally provide up to 2 weeks of protection. The critical spray periods are at petal fall and 2 to 3 weeks after, and then from mid-July to mid-August. For more detailed spray timing, refer to the table.
We've organized the control discussion for each pest to reflect the different options available, from a conventional insecticide-use program to options that are less dependent on such products. Keep in mind that for some major pests, "least toxic" options may be fairly ineffective or completely unavailable. Also be aware that organic insecticides are not nontoxic; indeed, pyrethrum, an approved organic insecticide, is actually more hazardous to humans than is malathion, a commonly used synthetic insecticide. Further, because many organic insecticides break down very rapidly after they are sprayed, they often have to be used more frequently than synthetic insecticides to achieve the same level of control.
Insect monitoring. One way to achieve good insect control with minimal use of pesticides is to examine the trees regularly to evaluate levels of pest activity. For example, very small developing fruit should be examined every 3 to 4 days for about 2 to 3 weeks after flowering to look for crescent-shaped slits caused by plum curculio. This damage is readily seen. If an unacceptable number of fruit are being damaged, control should begin immediately.
One method of monitoring when certain insects are present is to use insect traps. (A list of suppliers is provided at the end of this publication.) For moths such as leafrollers, codling moth, and leafminers, use sticky traps baited with a synthetic version of the insect's mating pheromone. These traps catch only males, not the egglaying females, and therefore are not effective for control. However, by knowing when the insects are flying, you'll know when eggs are being laid and when insecticides should be used. If you keep track of the numbers of insects trapped from year to year, you'll also know whether a particular pest is more abundant than normal. Apple maggot traps are red sticky spheres that mimic a ripe apple; they are baited with an odor similar to ripe fruit. Unlike sticky traps, this type of trap can be used both to monitor and control apple maggots.
Fruit-damaging insects The most troublesome insects for home apple growers are those that directly attack the apple fruit. Following are brief summaries of the biology, damage, and control of the
The most serious fruit pests of apple occur throughout the entire growing season, from the time the fruit start to develop until harvest. Plum curculio and leafroller damage can begin a day or two after petal fall; codling moth starts about 5 to 10 days later, with a second generation in summer; and apple maggot damage can be seen from early July into September. It's important to know which of these insects are causing problems—only then will you be able to develop a control program that is most effective but with the least input. Your county Extension office will be able to help you diagnose insect injury.
most commonly encountered apple pests. More detailed information on these and other insects is found in the bulletin Growing Apples in Wisconsin (A3565).
Management. Apple maggot is probably the most serious insect problem affecting Wisconsin home apple production. The apple maggot fly is a strong flier that disperses readily to find new plantings to infest. If left uncontrolled, a substantial proportion of fruit will often be attacked. Hawthorn fruits are the natural host of apple maggots and may serve as a reservoir of apple maggots; wild and untended apple trees also serve as reservoirs.
I Apple maggot The adult apple maggot is a fly that lays its eggs under the skin of ripening apples. The eggs hatch into tiny maggots (called railroad worms) that tunnel through the fruit, leaving discolored trails. As the fruit starts to decompose, it falls from the tree. Apples that are infested at harvest may appear sound, but will rot in storage. There is one generation per year, but the egg-laying period is lengthy, from early July to late August or even early September. Earlymaturing varieties tend to be more readily attacked than late-maturing varieties.
Low toxicity control program. Apple maggot is the only apple pest that can be controlled fairly effectively by trapping. Female flies are attracted
to baited, sticky red spheres. Hang traps in trees about 5 feet above the ground by the first of July. Maintain traps through early September by replenishing the lure (check package instructions for timing), and by cleaning the traps and reapplying sticky material if they become coated with insects, leaves, or dirt. For best control, use one trap per 50 to 100 fruit.
Intermediate to conventional
insecticide program. Approved organic insecticides are relatively ineffective against this pest because they break down rapidly after spraying and the adult flies are strong fliers capable of rapidly reinfesting trees from other areas. Conventional insecticides remain active for about 2 weeks after spraying and therefore provide longer control with fewer applications.
Apple maggot traps can be used for monitoring as well as control. For monitoring, only a couple of traps are needed for a small home orchard. Place traps in trees in late June and inspect twice weekly for apple maggot flies. For optimal control, apply a spray as soon as the first fly is caught. Conventional insecticides need to be applied only at 2-week intervals, regardless of whether or not additional flies are caught in the traps. Continue spraying every 2 weeks as new flies are trapped. If you prefer not to use traps, spray during the first week in July and repeat at 2- to 3-week intervals until the end of August. Generally, relatively good results can be obtained with a series of three applications about 3 weeks apart, in early July, late July, and mid-August.
■ Caterpillars—leafrollers and green fruitworms
There are several types of caterpillars (moth larvae), all of which cause similar damage. Most injury occurs soon after fruit set, when the larvae feed on the fruit surface, removing the skin and underlying flesh. The damage usually heals, leaving a brown, corky, surface scar, but with the remainder of the affected fruit sound and usable. These insects also feed on foliage, especially before, during, and shortly after the blossom period, but foliage feeding is usually not extensive enough to hurt the tree, or to reduce fruit quality or yield.
Management. Caterpillars are frequently attacked by beneficial natural enemies, including many types of predatory and parasitic insects. Therefore, although there usually are some caterpillars present, generally the numbers are fairly low and damage is less than 5 to 10%. In severe outbreaks, however, damage may be much greater. Because the injury is only on the fruit surface and the wound usually is self-healing, the damage is easily cut away when the harvested fruit are being prepared for use. Therefore, many home apple growers may choose to ignore this damage and not do anything to control these insects.
Low toxicity control program. Do nothing and accept that some fruit will be damaged, but that these apples can be used for sauce or baking. However, keep an eye on the amount of damage from year to year; if populations build it may be necessary to treat.
caterpillar
Intermediate insecticide program.
Sprays containing the living bacterium Bacillus thuringiensis (Bt) are effective for controlling leafrollers and fruitworms, and are considered safe and acceptable for organic production. Several brands are available; check with your local garden center. Spray residues are very short-lived and applications must be applied once before bloom, once during bloom (Bt does not harm pollinators), and once or twice immediately at the end of the blossom period.
Conventional insecticide program.
Conventional insecticides effectively control these insects; refer to the table. The most important control time is just after bloom (at petal fall); delays will result in some fruit scarring. Conventional insecticides must not be used during bloom to protect pollinators. Occasionally a second generation of leafrollers hatches in midsummer; these can also be controlled with conventional insecticides.
■ Codling moth
This is the proverbial "worm in the apple." The damage is easily recognized by the rotted core with a single straight tunnel to the outside, where the insect piles its waste material. The larva is often pinkish in color and grows to about 2 / 3 inch long. There are usually two generations per year, the first when fruit are young and the second in mid- to late summer. Infested fruit begin to rot internally and often fall from the tree before ripening.
Management. This is a very common insect and one of the most serious pests of apple. It is not unusual to see nearly the entire crop infested in areas where the population is high and no controls have been applied.
Low toxicity control program. There are no good options for low input control. This is a very common pest but tends to be more of a problem in some areas than in others. Codling moth females are relatively weak fliers, and if your fruit trees are isolated from sources of infestation you may be able to successfully produce sound fruit for many years.
codling moth
"Windfall" fruit that drop from the tree early are often infested with insects, usually either codling moth or apple maggot. These should be picked up as soon as they fall and discarded, destroyed, or deeply buried. If burying, cover apples with at least 12 inches of soil. Leaving fruit on the ground or putting them whole onto a compost pile will allow insects to complete their life cycle, resulting in further infestation.
However, it is likely that they will eventually become infested. Be sure to pick up and destroy fallen fruit.
Conventional insecticide program. For maximum fruit protection, spray at petal fall and again at about 2-week intervals for a total of three sprays for the first generation. If necessary, make two to three additional applications for second generation in mid- to late summer.
Intermediate insecticide program. Conventional insecticides are the best option for controlling codling moth; see the table. If the level of infestation in your area is moderate to low, and you are willing to tolerate some fruit loss, two to four insecticide applications per year (one for each generation) may be sufficient. However, these need to be properly timed. Because the insects spend only a very brief time on the outside of the fruit, a protective layer of residual insecticide must be present on the fruit when the eggs hatch. The first egg-laying period starts around the end of flowering and continues for 2 to 3 weeks. If you wish to make only a single application, it should be timed for about 5 to 10 days after the end of bloom. You will get better control of the first generation with two applications, the first made at about 7 days after petal fall and the second about 2 weeks later. It is difficult to say exactly when egg laying for the second generation will occur because of yearly differences in temperatures. For precise timing of sprays for both generations, use pheromone monitoring traps, as described in the insect monitoring section.
plum curculio and damage
I Plum curculio Plum curculio adults are a type of weevil. Adult weevils overwinter in protected locations, such as under firewood, piles of brush, fallen leaves in woodlots, or in overgrown fencerows. They move into apple trees during the blossom period and for 2 to 3 weeks after petal fall.
Management. Plum curculio is a native insect that is best adapted for feeding on stone fruits and tends to be more of a problem in areas where wild plum and wild cherry grow. In some areas, plum curculio is very abundant and, if not controlled, can damage a high percentage of the crop. When low to moderate populations are present, the damage is primarily cosmetic and may be tolerable. Conventional insecticides readily
Female weevils take a few small nibbles out of very young fruit and then cut a small ( 3 /16 inch) crescentshaped slit into the surface of the fruit to lay eggs. As the damaged fruits grow, the affected areas become lumpy and misshapen. Frequently the eggs do not successfully hatch in apples, so the grub-like larval stage may not be present. There is only one generation per year, with damage occurring usually within the first 3 weeks after bloom.
control plum curculio; other methods are less effective. If possible, remove wild or abandoned host plants from the area to reduce overall population levels.
Alternatively, many plum curculios approach a tree by walking across the ground rather than flying. Chickens readily eat these insects, and a fair level of control can be achieved by confining chickens to forage under the trees from the blossom period until about 3 weeks after petal fall. Do not allow chickens into areas that have been treated with pesticides; read the pesticide labels regarding such precautions.
Low toxicity control program. You can jar plum curculio adults from trees by tapping limbs with a padded stick or pipe. First place a sheet under the portion of tree being tapped, and then pick up the insects when they fall to the sheet. This needs to be done two to three times per week for about a month starting during the blossom period. This approach is more practical and effective on small trees (young or dwarf) than on large trees.
Rotenone is an approved organic insecticide that is somewhat effective against plum curculio. It breaks down rapidly in the environment and needs to be applied at least weekly during the egg-laying period.
Intermediate to conventional insecticide program. Conventional insecticides readily control plum curculio. Generally two applications are sufficient, the first at petal fall and the second about 10 to 14 days later. In areas of very high numbers, three applications may be necessary at 10-day intervals. Refer to the table. To use the least possible amount of insecticide, monitor young fruit twice weekly starting a few days after petal fall, and do not treat until you see egg-laying scars.
Plant-damaging insects attack leaves, stems, or branches. Usually there is no need to control for these pests, but occasional intervention may be needed.
Plant-damaging insects
I Aphids Various types of aphids feed on apple foliage. Some produce a white, cottony, waxy material that is easily seen. Others cause leaves to twist and curl. Even though the damage appears dramatic, it usually is of minor consequence to tree health or fruit quality. Aphids have many natural enemies (predators, parasitic wasps, and fungal diseases) that keep them in check. Large populations can be controlled with insecticidal soaps or conventional insecticides.
I Scale insects A few types of scale insects attack apple trees. The most common is San Jose scale. These are very tiny insects, up to 1 /16 of an inch in diameter and covered with a grayish hard waxy "scale." They usually feed on branches, but may also feed on leaves and fruit. On green or yellow fruit there is a red halo surrounding each insect. Scales are sap-sucking insects and large numbers can severely stress trees, even to the point of killing branches. San Jose scale can be controlled before flowers open using dormant oil sprays or by using conventional insecticides 1 to 3 weeks after petal fall. Thorough coverage of trunk and branches is essential.
spotted tentiform leafminer
spider mite
I Spider mites Spider mites are very tiny creatures, only about 1 / 50 of an inch in size, and are usually dark reddishbrown in color. They feed on the leaves by sucking out sap and other leaf components, including the green chlorophyll. Usually spider mites are under good biological control from tiny predatory mites, as well as common predators such as lady beetles and lacewings. In addition, heavy rains wash many off of trees, and high humidity slows their feeding and reproduction.
Occasionally they occur in large enough numbers to cause the leaves to turn bronze-colored; this affects the overall health of the tree and may reduce fruit size or quality. On small trees, many can be washed off with a forceful stream of water. Insecticidal soaps and summer spray oils are somewhat effective. If populations are high in late summer, thousands of deep red overwintering eggs may be laid around the tips of the stems; these are readily visible with a magnifying glass. These can be controlled with a dormant oil spray applied before flowers open in the spring.
I Spotted tentiform leafminer Spotted tentiform leafminer is a tiny caterpillar that feeds within the leaf, causing a speckled, blister-like leaf mine about 3 /4 inch long. These are common insects and a few mines can be found on almost every apple tree. Low population levels do not hurt the trees or fruit. The insect is usually heavily parasitized by tiny stingless wasps, and only occasionally are enough present to cause damage in home orchards. The beneficial wasps are killed by conventional insecticides, and leafminer outbreaks may be a sign of too much insecticide use. By reducing unnecessary insecticide usage, the natural balance will eventually be regained.
Weeds
Leafminers overwinter in fallen leaves. Raking and burning the leaves in the fall will kill a substantial portion of the overwintering population. If leaf mining becomes severe, insecticides containing permethrin or bifenthrin are effective controls if properly timed early in the insect's life cycle. Once the mines are visible on the upper leaf surface, chemical control is not effective. Petal fall is an important time to control. These products are broad-spectrum insecticides which will be harmful to beneficial insects.
Weeds and other vegetation are not typically thought of as pests, but they may reduce yields and fruit quality by competing for light, water, and nutrients. They may also harbor insect and disease pests. Grasses are particularly competitive. Many grasses have expansive and finely divided roots that intercept moisture and nutrients before they reach tree roots. Further, mowing or trimming close to trees can injure the trunks, especially on young trees. To limit weed competition and to protect trunks from insect, disease, and physical damage, keep a vegetation-free area that has a 2- to 3-foot radius around each tree.
A mulch of wood chips, shredded bark, sawdust, straw, or other organic material can be used to inhibit weed growth. However, organic mulches should be kept to a minimum if the soil is heavy or poorly drained. Decorative stones or gravel are also effective, but will not offer complete weed control. Do not mound mulches up against the trunk. Instead, spread them in a "donut" fashion, keeping the deepest area several inches from the trunk. Mulches need to be renewed each year to remain effective. Killing existing vegetation with a nonresidual herbicide before applying mulches will give better results.
Mechanical control Mechanical control of vegetation includes cultivation and mulches. Shallow cultivation every few weeks with a sharp hoe or shovel will eliminate young seedlings and older weeds. Be careful not to damage the trunk or roots growing near the surface. Don't use a rototiller near trees, as this will harm them. Perennial weeds are the most difficult to manage using cultivation.
Some weed barrier fabrics are also effective, but should be covered with an organic mulch to prevent sunlight damage to the fabric.
Chemical control Herbicides can be used to kill weeds growing under apple trees. Check the label to ensure that they are registered for use on specific plants before applying. For controlling weeds that are already growing, apply glyphosate. Glyphosate kills actively growing annual and perennial weeds. It is a nonselective, nonresidual herbicide that will kill desirable plants as readily as weeds. It is selective only through selective appli- cation. For the most benefit to apple trees, apply glyphosate in the spring or early summer. Before spraying, thoroughly protect trunks of young trees with plastic wrap or aluminum foil. Remove and discard the wrap once the spray has dried. Glyphosate must be used according to label directions. No residual herbicides are recommended for home orchards.
While weeds are controlled by applying herbicides to the ground, disease and insect pests are generally controlled by applying fungicides and insecticides directly to trees. The timing of sprays, relative to tree growth, is as important as the type of spray used. The following table lists the most appropriate chemicals and when to apply them. Garden centers vary in the products they carry. Therefore, rather than recommending specific products, we suggest you check product labels for active ingredients and then use the product as directed on the label. Many generalpurpose fruit tree sprays, sometimes called "home orchard" sprays, contain a fungicide such as captan plus one or more insecticides (for example, malathion or carbaryl). While convenient, these sprays may result in excessive insecticide use that can kill beneficial insects along with the pests.
Use of chemical pesticides
The recommendations in the table should be similar to those on product labels. However, if you find any differences, follow the directions on the product label. It is illegal and potentially dangerous to use pesticides in a manner inconsistent with the product label. Check labels and read the comments and footnotes in the table for important information about possible toxicity to plants and incompatibility of certain chemicals.
APPLEPESTMANAGEMENT
About this table
The insect control recommendations in the following table relate to a more conventional insecticide program that will maximize protection from insect injury. If you live in an area with low insect pressure, or if you simply prefer to use fewer pesticides, refer to the management recommendations for each of the pests.
The date at which apple trees reach various developmental stages depends on the variety and weather. During a warm spring, trees move quickly from one stage to the next; during a cool spring, trees may remain at a given stage for several days. For example, an extra scab spray may be needed between "open cluster" and "full bloom" if this period lasts longer than 10 days, especially if there is rain. Sprays are generally not needed at intervals shorter than 7 days.
Spray schedule for apple trees
Spray timing
Spray schedule for apple trees (continued)
a Copper is an active ingredient in many products. Bordeaux mixture (copper sulfate + hydrated lime) can damage fruit if applied later than green tip. Also, copper and lime are incompatible with certain other pesticides (e.g., captan), so check labels for these warnings.
b Sulfur should not be used on days when temperatures are expected to exceed 85°F as damage to foliage and fruit is possible.
c Carbaryl can cause fruit to fall from the tree if applied within 3 to 4 weeks after bloom, until fruit is approximately 1 inch in diameter.
APPLEPESTMANAGEMENT
Additional information
Common Tree Fruit Pests (NCR063)
Apple, Pear, and Related Trees Disorder: Fire Blight (A1616)
Diseases of Tree Fruits in the East (NCR045)
Tree Fruits: Insect and Disease Management for Backyard Fruit Growers In the Midwest (AIDEA3)
Eastern Tent Caterpillar (A2933)
For related information on growing apple trees, the following publications are available from your county Extension office or from the publications web site of University of Wisconsin-Extension Cooperative Extension: cecommerce.uwex.edu
Publications
I General Information Apple Cultivars for Wisconsin (A2105)
Growing Apples in Wisconsin (A3565)
Fruit Crop Pollination (A3742-E)
Home Fruit Cultivars for Northern Wisconsin (A2488)
Rootstocks for Fruit Trees in Wisconsin (A3561)
Home Fruit Cultivars for Southern Wisconsin (A2582)
Training and Pruning Apple Trees (A1959)
When Are Apples Ripe?
Walnut and Butternut Toxicity(A3182)
I Disease and insect pests
(A3743-E)
Apple Disorder: Sooty Blotch and Flyspeck (A3173)
Watercore of Apple (A3280)
Cornell University— nysipm.cornell.edu/ factsheets/treefruit
Virginia Polytechnic Institute and State University— ento.vt.edu/Fruitfiles/ VirginiaAppleSite.html
Web sites The following sites have useful information and photographs of apple pests and diseases. Note that biological information and controls that are listed on these sites may be substantially different from those recommended in Wisconsin.
Penn State University— ssfruit.cas.psu.edu/ PomeFruits.htm
North Carolina State University: ipm.ncsu.edu/apple/ contents.html
West Virginia University— caf.wvu.edu/kearneysville/ wvufarm1.html
Sources of pest management equipment and supplies
Gempler's— gemplers.com 800-382-8473
Great Lakes IPM— greatlakesipm.com 800-235-0285
University of WisconsinExtension does not advocate these sources over other sources of pest management supplies.
References to pesticide products in this publication are for your convenience and are not an endorsement of one product over other similar products. You are responsible for using pesticides according to the manufacturer's current label directions. Follow directions exactly to protect the environment and people from pesticide exposure. Failure to do so violates the law.
Apple, Flowering Crab, Hawthorn, Juniper Disorder: Cedar-Rust Complex (A2598)
Copyright © 2006 by the Board of Regents of the University of Wisconsin System doing business as the division of Cooperative Extension of the University of Wisconsin-Extension. All rights reserved. Send copyright inquiries to: Cooperative Extension Publishing, 432 N. Lake St., Rm. 103, Madison, WI 53706.
University of Wisconsin-Extension, Cooperative Extension, in cooperation with the U.S. Department of Agriculture and Wisconsin counties, publishes this information to further the purpose of the May 8 and June 30, 1914 Acts of Congress. An EEO/AA employer, the University of Wisconsin-Extension, Cooperative Extension provides equal opportunities in employment and programming, including Title IX and Americans with Disabilities (ADA) requirements. If you need this information in an alternative format, contact Cooperative Extension Publishing or Equal Opportunity and Diversity Programs, University of Wisconsin-Extension, 501 Extension Building, 432 N. Lake Street, Madison, WI 53706, firstname.lastname@example.org, phone: 608-262-0277, fax: 608-262-8404, TTY: 711 Wisconsin Relay.
Authors: Patty McManus is professor of plant pathology, Dan Mahr is professor of entomology, and Teryl Roper is professor of horticulture, College of Agricultural and Life Sciences, University of Wisconsin-Madison and University of Wisconsin-Extension, Cooperative Extension. Produced by Cooperative Extension Publications, University of Wisconsin-Extension.
This publication is available from your Wisconsin county Extension office (www.uwex.edu/ces/county) or from Cooperative Extension Publishing. To order, call toll free: 877-WIS-PUBS (877-947-7827) or visit our web site at learningstore.uwex.edu. | <urn:uuid:3f82842e-2cf2-4cde-8c7e-a81c663342d8> | CC-MAIN-2019-47 | https://cdn.shopify.com/s/files/1/0145/8808/4272/files/A2179.pdf | 2019-11-15T07:40:52 | crawl-data/CC-MAIN-2019-47/segments/1573496668594.81/warc/CC-MAIN-20191115065903-20191115093903-00267.warc.gz | 348,329,555 | 9,008 | eng_Latn | eng_Latn | 0.990144 | eng_Latn | 0.998377 | [
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Activity Twelve
All Aboard the Citizen Ship
Aim
to identify the motivations for young people voting or not voting
Age
12 years and older
Time
40 minutes
Materials
Role cards, marker, flipchart paper.
Scenario
"Young people from around the world have been brought on the Citizen Ship to Temptation Island. Their task is to come up with a plan to tempt young people to vote. A media conference will be held following discussions to debate young people's attitude to voting and to make recommendations to the world's governments".
What to do
Brainstorm on the word 'voting' or 'politics'. Divide the participants into smaller groups and read out the scenario.
Give each group a role card. Ask the groups to discuss their character's attitude to voting and to come up with recommendations that their character would make to the government to tempt young people to vote. This depends on the role card they receive, some are positive about young people voting and some are negative.
After 10 minutes the groups take their places for the media conference to debate the reasons for young people voting or not voting and recommendations for encouraging young people to vote. Ask for a volunteer
Take Action!
In Northern Ireland:
■ What age do you have to be to register to vote? You can register to vote if you are 16 or 17 and will be 18 within the lifetime of the electoral register. You cannot vote until you are 18.
■ Who can register? You can register to vote in all UK elections and referendums if you are a British, Irish or Commonwealth Citizen. European Union Citizens resident in the UK may register to vote in local and European elections.
■ Where can you register to vote? Between August and October, an electoral registration form will be delivered to your home. When you receive it, you need to make sure your details are correct and send it back to your electoral registration office as soon as possible. If you don't receive a registration form, contact your electoral registration office to ask for one or you can download a registration form from www.aboutmyvote.co.uk
MAKING A DIFFERENCE■SECTIONTHREE
to chair the media conference. Write down the reasons and recommendations on flip chart paper.
Following the media conference tell the participants that the Citizen Ship can only take some of the participant's home due to heavy cargo. Based on arguments put forward, ask the group to choose who should travel and who will be left behind. Ask those left behind on the island how they feel. How do the people on the Citizen Ship feel?
In the large group, ask the participants:
■ Are the reasons that young people vote or don't vote the same for young people in your area?
■ What are the barriers to young people voting?
■ How do you think young people could be encouraged to vote?
2 2
Role Cards
My name is Francis and I'm from Sierra Leone, one of the poorest countries in the world after years of civil war. I participated in the elections as an election observer, to make sure the voting was fair and free. People were too scared to vote in the last election but this time the big difference is peace. It's very important to vote. Young people say they've been marginalised. But now we've been given this opportunity, we need to take advantage of it. (Source: CAFOD)
My name is Kiere and I'm from London. The feeling of going to vote for the first time was amazing. I wasn't only exercising my right to vote, but was also able to express the anger and disappointment I felt with the Government for the war with Iraq. It is so empowering to know you are playing a part, however small. It made me realise how disconnected we are as young people from politicians.
(Source: www.votesforwomen.org)
My name is Hungama and I come from Afghanistan. My sister and I queued in the cold for hours at our local high school to vote for a new president of Afghanistan. I am optimistic and believe that my vote will help to change Afghanistan for the better. Under the Taliban regime, women were not allowed to vote.
(Source: Care Canada)
My name is Daniel and I'm British. If the media are to be believed, young people are more interested in voting for the winner of Big Brother than the next government. When you ask a lot of young people who they are going to vote for they say "I'm not going to vote" or even: "I don't care about politics". If people don't vote when they have the chance, they don't have a right to complain that the government does something they don't like. It annoys me when people don't vote because they just can't be bothered. (Source: www.stateofthevote.org/survey)
My name is Olena and I'm from the Ukraine. I think voting should be compulsory. In this case everybody will be obliged to participate in voting by giving their opinion. It's really important. But unfortunately some people don't vote because they don't have time to make it to the polling station or it is very far away and travel is expensive. So it'd be great to have different types of voting: by post or Internet.
(Source: www.bbc.co.uk/worldservice)
My name is Nafisi and I come from Iran. Iran has the lowest voting age in the world at 15. It's good that we can vote at 15. Unfortunately it makes no difference if we vote or not as the officials do whatever they want. The opposition candidates were disqualified from the last election. I don't trust officials to help us. For this to happen the people must use their own ideas and thoughts. (Source: Bulb Magazine, Issue 1)
I'm Sarah from Wales. I live with my mum in a small flat in Cardiff. My mum never voted, so why should I? We never talk about politics so voting just isn't an issue. I wouldn't know how to vote and I don't really think my vote would make a difference anyway.
(Source: Electoral Commission)
My name is Liam and I'm from Ireland. I don't vote because I don't understand what politicians are on about and if I did I know it wouldn't be about any issues I'm interested in. Politicians ignore young people because we don't have any money and many young people aren't registered to vote.
(Source: Electoral Commission)
I'm Francisco and I come from Sao Paolo in Brazil. In my opinion, voting shouldn't be compulsory. Because where there is voting, in a democracy, then, you must have right of choose, including not vote. I'd like to vote by the Internet, because sometimes you need either to travel or are doing something else.
(Source: www.bbc.co.uk/worldservice)
MAKING A DIFFERENCE■SECTIONTHREE23 | <urn:uuid:98f8ebe6-a908-4519-937d-18311d4af6b4> | CC-MAIN-2018-43 | http://www.youthdeved.ie/sites/youthdeved.ie/files/All_Aboard_the_Citizen_Ship.pdf | 2018-10-18T12:14:26Z | crawl-data/CC-MAIN-2018-43/segments/1539583511806.8/warc/CC-MAIN-20181018105742-20181018131242-00274.warc.gz | 600,582,536 | 1,474 | eng_Latn | eng_Latn | 0.999098 | eng_Latn | 0.999183 | [
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Table of Contents
Overview
Using the CARS and STARS Plus Series
CARS Plus Series
Diagnose needs of the class by administering 5 Pretests
STARS Plus Series
Benchmark during instruction to monitor progress, using 5 longer tests
Assess mastery by administering 5 Post Tests
What are the CARS and STARS Plus Series?
The CARS and STARS Plus Series are a comprehensive resource that allows you to identify and teach essential reading comprehension strategies. As the diagram above indicates, the CARS Plus Series is the assessment component and the STARS Plus Series is the instruction component.
CARS Plus Series
The CARS Plus Series is a diagnostic reading series that allows you to identify and assess a student's level of mastery for each of 6 reading strategies. It contains Pretests, Benchmarks and Post Tests. This ten-level series is designed for students in years P to 8. The CARS Plus Series helps teachers place students in the companion STARS Plus Series for reading instruction and remediation.
Instruct the class in 1 to 6 strategies, based on students' needs (differentiate instruction using Books P–H)
Book P in both the CARS and STARS Plus Series features the following 6 reading strategies:
* Understanding What Happens and Why
* Finding the Big Idea · Finding Details · Putting Things in Order · Making a Guess · Figuring Things Out © Hawker Brownlow Education
STARS Plus Series
The STARS Plus Series is a prescriptive reading series that provides essential instruction in the same 6 reading strategies as the diagnostic CARS Plus Series. This ten-level series is also designed for students in years P to 8. The STARS Plus Series provides precise instruction in and practice with the strategies students need to master in order to achieve reading success.
How do I get started with the CARS and STARS Plus Series?
As shown in the diagram on page 4, the CARS Plus Series is used to diagnose the needs of the class, monitor students' progress and assess students' mastery of the strategies. The STARS Plus Series is used to instruct the class in targeted reading strategies, based on the diagnosis from the CARS Plus Series.
To get started, use the following steps:
Why do the CARS and STARS Plus
Series concentrate on 6 reading strategies?
The reading strategies in these series were based on reviews of the following:
* Current research on reading comprehension
* Gaps in basal or core reading programs
The strategies in both series cover a range of areas that lead to success in reading comprehension:
* Literal comprehension
1. Diagnose
Administer the fi ve pretests in the CARS Plus Series to diagnose the needs of the students in your class. (See the CARS Plus teacher guides for additional information.)
2. Instruct
Based on the results of the CARS Plus diagnosis, assign specifi c strategy lessons in the STARS Plus Series to remediate areas that need improvement and reinforcement. Or, you may have students complete an entire STARS Plus student book in order to build and reinforce students' basic knowledge of reading strategies. (See pages 7 and 10–11 for information about differentiating instruction.)
3. Benchmark
Use the fi ve Benchmarks in the CARS Plus Series and the Review Lessons in the STARS Plus Series (see page 6) to monitor students' progress.
* Inferential comprehension · Metacognitive strategies © Hawker Brownlow Education
4. Assess
Use the fi ve Post Tests in the CARS Plus Series and the Final Review in the STARS Plus Series (see page 6) to assess mastery of the strategies taught in the STARS Plus Series.
* Vocabulary and concept development
Practice in these reading strategies will lead to success on tests as well as improve students' overall reading comprehension.
How do researchers defi ne the relationship between skills and strategies?
According to Regie Routman (2000), strategies are the thinking, problem-solving processes that the learner deliberately initiates, incorporates and applies to construct meaning. At this point, the reading strategies become instinctively incorporated into one's reading.
According to Affl erbach et al. (2008), when a reading strategy becomes effortless and automatic, the strategy has become a skill. Reading skills operate without the reader's deliberate control or conscious awareness.
What is in the STARS Plus student book?
Strategy Lessons
Each student book contains 6 strategy lessons, one lesson for each reading strategy. Each ten-page lesson provides instruction and practice in the targeted reading strategy. Students look at pictures and answer strategy-based selected-response questions.
The strategy lessons are scaffolded, providing a gradual release of support. Each lesson moves from modelled instruction to guided instruction to modelled practice to guided practice to independent practice. (See Features of a STARS Plus Lesson on pages 12–16 for more information about the strategy lessons.)
Review Lessons
A two-page review lesson follows every two strategy lessons. Students answer 6 questions that focus on the target reading strategies in the two previous lessons.
Final Review
An eight-page fi nal review gives practice in the 6 reading strategies. Students answer 24 selectedresponse questions that focus on all the reading strategies in the book.
What is in the STARS Plus teacher guide?
Overview
Information about using the CARS and STARS Plus Series and the Classroom Reading System, including:
* Suggested Pacing Chart
* Features of a STARS Plus Lesson
* Research Summary
* Reproducible Strategy Bookmarks
Ten-page guides for each STARS Plus studentbook lesson, including a facsimile of each studentbook page with correct answers and these special features:
Lesson Plans · Introductory Activity · Understanding the Strategy · Connecting with Literature © Hawker Brownlow Education
How can I provide differentiated instruction using the STARS Plus Series?
There are two easy ways to provide differentiated instruction in the classroom using the STARS Plus Series.
By Reading Strategy
Use the results from the Pretests in the CARS Plus Series to diagnose the individual needs of the students in your classroom.
Then use STARS Plus Book P to provide targeted instruction in one specifi c strategy or in several strategies to remediate areas that need improvement and/or reinforcement.
Or, you may wish to provide instruction using the entire STARS Plus Book P to build students' basic knowledge of all the reading strategies.
By Reading Level
Students in the same classroom are likely to be reading at different skill levels (below year level, at year level or above year level). You can use the levelled books in the STARS Plus Series (Books P–H) to meet this need.
To enable this type of differentiated instruction, the sequence of the strategies and the page numbers across the books in the STARS Plus Series are the same from lesson to lesson (with some exceptions in Books P–C). So all students in the classroom receive the same reading-strategy instruction but work with appropriately levelled reading passages.
How can I assess students' progress in the STARS Plus Series?
After students have been placed into the STARS Plus Series, based on the diagnosis from the CARS Plus Pretests, several methods may be used to assess students' progress in the STARS Plus Series.
You may use classroom observation to monitor and informally assess students' mastery of the strategies taught in each STARS Plus lesson.
You may also use the following to formally assess students' mastery of the strategies:
A review lesson follows every two strategy lessons. The reviews may be used to assess students' mastery of the reading strategies taught in those two lessons in the STARS Plus student book.
A fi nal review follows all 6 strategy lessons. The fi nal review may be used upon completion of the student book to assess students' mastery of all 6 reading strategies.
These fi ve tests may be used throughout instruction in the STARS Plus student book (after the CARS Plus Pretests and before the CARS Plus Post Tests) as individual progress-monitoring tools to monitor students' progress in applying all 6 reading strategies.
STARS Plus Review Lessons STARS Plus Final Review CARS Plus Benchmarks © Hawker Brownlow Education
CARS Plus Post Tests
These fi ve tests may be used upon completion of the STARS Plus student book to assess students' overall mastery of all 6 reading strategies. The results of the CARS Plus Post Tests may be compared with the results of the CARS Plus Pretests to assess students' mastery of the reading strategies.
STEP BY STEP
Page 9
SAY: Turn to page 9. On this page, you are going to do the same thing that you did on page 8. Put your finger on number 4. The directions say: Look. Draw a line. Look carefully at the picture in the box. This picture is missing the big idea. Draw a line from the picture to the circle that shows the correct big idea.
Proceed in the same manner to complete numbers 5 and 6. Then move on to correct and discuss the three responses.
The line from picture 4 should be drawn to the basket of apples. The apples are the big idea that belong with the fruit display.
The line from picture 5 should be drawn to the merry-go-round. The merry-go-round is the big idea that belongs with the other rides.
The line from picture 6 should be drawn to the boy and the suitcases. The boy and the suitcases are the big idea that belong with the aeroplane.
Explore with the students why each circle picture is a big idea belonging to one of the pictures in the box. When the discussion is fi nished, ask the students to close their book.
© Hawker Brownlow Education
STEP BY STEP
Page 17
SAY: Turn to page 17. Now put your finger on the number 4. Look at the picture in the box. It shows the main idea. Next, look at the detail in each circle. Which detail may be added to the picture? Is it detail A or detail B? Circle the letter of the correct answer.
Pause as the students respond. The students should circle B. Discuss with the students why circle B is the correct answer. The main idea of the box is Creatures with Wings. The detail found in circle B is a bee. This detail tells more about the main idea. Provide the same directions for numbers 5 and 6.
In number 5, the students should circle A. The main idea of the box is Things with Wheels. The detail found in circle A is a skateboard. This detail has wheels and tells more about the main idea.
In number 6, the students should circle A. The main idea of the box is Things Worn on the Head. The detail found in circle A is a cap. This detail tells more about the main idea. When the discussion is completed, ask the students to close their book.
© Hawker Brownlow Education
SKILL DEVELOPMENT
* Details tell more about the main idea.
* Details make pictures clearer.
AT A GLANCE
Students practise fi nding details that tell more about the main idea of pictures.
STEP BY STEP
Page 18
Explain to the students that details can help readers fi gure out what a picture or story is about. Ask the students to describe specifi c objects in the classroom. Some possibilities are a desk, a board, a map, a plant, etc. For example: "A tall plant sits in the sun near a window. The plant has pink fl owers and dark green leaves." Discuss which words are the details. Tell the students to note how the details help to provide a clear and better picture of the plant.
SAY: Open your book to page 18. The lesson is called Choosing Details. (Pause to make sure all students are on page 18.) Put your finger on the number 1. The directions say: Look. Draw a line. Look carefully at the picture in the box. This picture could use one more detail. The detail can be found in one of the circles. Draw a line from the picture to the circle that shows the correct detail.
Pause as the students draw the line. Proceed in the same manner to complete numbers 2 and 3, allowing ample time for the students to draw the line from each picture to the circle that shows the correct detail.
Correct and discuss the three responses.
© Hawker Brownlow Education
The line from picture 1 should be drawn to the pair of oars.
The line from picture 2 should be drawn to the car. The line from picture 3 should be drawn to the tennis racket. | <urn:uuid:d6e63894-8997-486e-8c14-aebb8404789a> | CC-MAIN-2018-43 | http://files.hbe.com.au/downloads/STARS%20P%20Teacher%20Guide.pdf | 2018-10-18T11:54:36Z | crawl-data/CC-MAIN-2018-43/segments/1539583511806.8/warc/CC-MAIN-20181018105742-20181018131242-00275.warc.gz | 123,442,864 | 2,596 | eng_Latn | eng_Latn | 0.99759 | eng_Latn | 0.998622 | [
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PICTURE QUIZ? Identify the twenty-five faces below and write your answers on the attached sheet
21 22 23 24 25
Identify the twenty-five faces on the hand-out & write your answers below.
TEAM NAME:
________________________
| | PICTURE | | NAME |
|---|---|---|---|
| | 1 | Patrick McGoohan | |
| | 2 | Ivana Trump | |
| | 3 | Duncan Bannatyne | |
| | 4 | Gwyneth Paltrow | |
| | 5 | Christopher Cazenove | |
| | 6 | Kate Blanchett | |
| | 7 | Dick Van Dyke | |
| | 8 | Julie Graham | |
| | 9 | Jeff Bridges | |
| | 10 | Jade Goody | |
| | 11 | Lord David Steele | |
| | 12 | Farrah Fawcett | |
| | 13 | John Cleese | |
| | 14 | Katherine Jenkins | |
| | 15 | Kate Beckinsale | |
| | 16 | Dalai Lama | |
| | 17 | Lily Allen | |
| | 18 | Evander Holyfield | |
| | 19 | Jane Goldman | |
| 20 | 20 | Fabio Capello | |
| 21 | | Abbey Clancy | |
| | 22 | Val Kilmer | |
| | 23 | Zsa Zsa Gabor | |
| | 24 | Michael J Fox | |
| | 25 | Liv Tyler | |
Identify the twenty-five faces on the hand-out & write your answers below.
TEAM NAME:
________________________
| | PICTURE | NAME |
|---|---|---|
| | 1 | |
| | 2 | |
| | 3 | |
| | 4 | |
| | 5 | |
| | 6 | |
| | 7 | |
| | 8 | |
| | 9 | |
| | 10 | |
| | 11 | |
| | 12 | |
| | 13 | |
| | 14 | |
| | 15 | |
| | 16 | |
| | 17 | |
| | 18 | |
| | 19 | |
| 20 | 20 | |
| 21 | | |
| | 22 | |
| | 23 | |
| | 24 | |
| | 25 | | | <urn:uuid:acdcd753-01ad-4580-9967-b1c9346b0576> | CC-MAIN-2018-43 | http://romillyquiz.co.uk/WordPDF%20Files/PQW29032015.pdf | 2018-10-18T12:13:08Z | crawl-data/CC-MAIN-2018-43/segments/1539583511806.8/warc/CC-MAIN-20181018105742-20181018131242-00274.warc.gz | 325,909,475 | 644 | eng_Latn | eng_Latn | 0.999203 | eng_Latn | 0.999441 | [
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Muscle of the Month
Abdominals
A wall, consisting of 3 layers of muscle on the sides of the torso, and one layer of muscle in the anterior centre of the torso. The muscle layers are:
Rectus abdominis
Visible as a "six pack." Bends the upper body toward the leg Internal and External oblique
Twists the torso and bends the upper body toward the legs Transverse Abdominus.
Acts as a natural weight belt, keeping your insides in. This muscle is essential for trunk stability
Sit ups – Main target – Rectus Abdominis
* Lie on your back
* Bend at your knees
* Place your arms across your chest or clasp hands behind your neck
* Slowly raise your shoulders toward your knees during a two-count, keeping your lower back firmly against the ground
* Count to two again as you lower your shoulders back to the ground under control
* Never pull with your hands behind your neck. This forces your neck vertebrae into a bad position
* During the exercise, focus on the contraction of the abdominal muscles
* This exercise can be done on the fitball
Ball Roll Out – Main Target – Rectus Abdominis
* Grab a Fitball
* Kneel and place you forearms on the ball with your hands clasped together and your arms bent
* Roll the ball to the starting position: directly below your shoulders
* Slowly roll the ball forward as far as you can extending your arm's without falling to the ground
* Focus on using your abs to roll the bar back to the starting position
* Make sure not to arch your back
* Repeat
Lying bent Knee raises – Main Target – Rectus Abdominis
* Lie on your back with your feet on the floor and knees slightly bent
* Place your hands under your head for comfort and not support
* Slowly draw your knees toward your chest until they form a 90° angle with the floor
* Squeeze your Abdominals during the entire motion
* Return your legs to the starting position in a slow and controlled fashion
* Your back should remain comfortably against the floor during the entire motion
Muscle of the Month
* Exhale while lifting your legs
* Inhale when returning your legs to the start position
One leg crunches – Main target – Obliques
* Lie on your back with your right leg straight and your left leg bent with the left foot resting on the floor
* Raise your right leg a foot off the ground
* Do a crunch with your upper body while bending your right leg, bringing your right knee to your midsection
* Do as many repetitions as you can
* Then repeat with the left leg
* Do not twist
Side Raises – Main target – Obliques
* Grab a stability ball
* Lie sideways with your hip resting on the ball and your feet against the bottom of a wall as if to anchor yourself
* Lower your torso as far as you can. (This brings you to the starting position)
* Raise your torso as high as you can
* Pause
* Than lower under control and repeat
* When finished, switch sides and repeat the exercise
Side Bends – Main Target – Obliques
* Stand with feet shoulder width and a half apart
* Hold a dumbbell in one hand at your side
* Keep your legs and the hand holding the dumbbell straight
* Bend your torso directly to the side the dumbbell is on
* Slowly rise back to an erect posture and repeat
* Once finished, grab the dumbbell with the other hand
* Repeat the exercise on the opposite side
Oblique Crossover – Main Target – Obliques
* Lie on your back, knees bent, so your left foot is resting flat on the floor
* With your right knee bent, place your right foot across your left knee
* Your neck and head should be relaxed with your left hand at the side of your head and your right hand on the left side of your abdominals
* Curl your body up with a twisting movement, bringing your left shoulder toward your right knee
* "Unwind" as you slowly lower yourself back to the floor
* Touch your shoulders to the floor and repeat
* After completing the set number of reps on the left side, switch to the right side and do the same
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Cold Damage to Fruit Trees
Happy New Year! 2014 is off to a cold start! The subfreezing temperatures in January have everyone talking about the "Polar Vortex" and the deep freeze. Not only has it been cold, but it has been wet as well. Gardeners with fruit trees may be wondering how the cold weather will impact fruit crops in the Mid-South.
Buds and woody tissue of many fruit crops in Tennessee may have suffered significant cold injury as a result of the severe freeze events on January 5th, 6th and 7th. The degree of damage that a fruit tree receives will be dependent on numerous factors. These factors include type of fruit, variety/rootstock combination, health of the plant, duration of the cold, magnitude of the cold, weather conditions leading up to the cold event, cultural practices, and the health of the plant leading up to the onset of dormancy last fall. From these factors, you can see how important it is to maintain a healthy plant. It is too early to assess the full extent of any damage that may have occurred. It could be spring, or possibly summer, before this is possible.
Apples will do better than most fruit trees. They are more resistant to cold than most of the other fruit trees. The peach tree bud crops are probably thinned down but there may be enough surviving buds to still result in a good crop. Apricots are more severely damaged because of the shorter chilling requirement and some dehardening of the buds may have already occurred by the time of the cold event. This is why apricots are not suggested as a crop for Tennessee. Figs may have suffered both bud and woody tissue damage. Some of the shoots may have been killed to the ground if they were not protected.
Healthy plants that maintained a good crop of leaves up until the time they went dormant this past fall should show less damage than those that had premature defoliation. The earlier the leaves drop, the weaker the plants will be. Weak plants cannot tolerate cold stress as well as healthy ones. Cold tolerance is related to stored reserves in the plant. Diseases, insects or low fertility can cause early leaf loss and weaken the plant.
So is the tree surviving? Live buds on many crops will swell. Use a sharpened knife to cross section buds which will allow you to examine the tissue inside. A healthy bud should be light green in color. Tissues that are tan or brown in color are damaged or dead. You can also scrape the bark of the shoots to reveal healthy wood that is white or light in color. If this tissue is brown or tan in color, damage has occurred.
Evaluating damage following subfreezing temperatures is the first step in maintaining a healthy tree. Please take time to examine your fruit trees for the conditions that were emphasized above. Don't assume the worst and think that your fruit crop cannot be saved.
I am certainly looking forward to warmer temperatures. I have had my fix of cold weather for now! Until next time, happy gardening! | <urn:uuid:0787ea18-1010-492e-b09e-c07d34a31acc> | CC-MAIN-2018-43 | http://memphisareamastergardeners.org/resources/cold_damage_to_fruit_trees.pdf | 2018-10-18T12:27:52Z | crawl-data/CC-MAIN-2018-43/segments/1539583511806.8/warc/CC-MAIN-20181018105742-20181018131242-00278.warc.gz | 231,781,647 | 640 | eng_Latn | eng_Latn | 0.999314 | eng_Latn | 0.999431 | [
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Hi Teachers!
Thank you so much for bringing your students to CLIMBING WITH TIGERS! We were so happy to be able to share this magical experience together.
As you may know, this play is based on a book that was co-written by 9-year-old Nathan Glad, and Dallas Graham, who founded the Red Fred Project. This organization's goal is to write a book with a critically ill child in each of the 50 states. The story was then adapted for the stage by Troy Duetsch.
We've partnered with an education consultant to bring you two activities to help tie CLIMBING WITH TIGERS into your curriculum.
We hope your students enjoyed the show, and remember, sometimes our dragons help us!
-All of us at Salt Lake Acting Company
About the Play
SLAC proudly partners with Flying Bobcat Theatrical Laboratory and the Red Fred Project to present the world premiere of CLIMBING WITH TIGERS. Adapted for the stage by Troy Deutsch, CLIMBING WITH TIGERS is a story by 8-year-old Nathan Glad who was born with Osteogenesis Imperfecta (brittle bones disease) and Dallas Graham who founded the Red Fred Project, which Graham describes as "a silver-starred, magical collaboration through which I co-create original stories in the form of self-published books with 50 children with critical illnesses across the 50 states." Through a captivating combination of music, storytelling, animation, and film, CLIMBING WITH TIGERS tells the story of a little black bird named Blue who dreams of one day being able to fly.
This play started as a book, and needed to be adapted for the stage by a playwright. Troy Deutsch adapted CLIMBING WITH TIGERS to the stage. He read the book and added more information to the story. He wrote the lines for the actors and birds, and made all of the characters come to life! A script looks very different than a book. Here is an example of what a script looks like:
Meet Nathan & Dallas! The co-writers of CLIMBING WITH TIGERS, the book!
NATHAN GLAD is the happiest boy you will meet. He takes nothing for granted and is completely genuine in his passion for people and life. You will never find a more grateful boy; in fact, his first spoken words were "gank you." Nathan's condition is Osteogenesis Imperfecta or O.I. for short (also known as Brittle Bones). He breaks his bones on average once a month—usually a long bone like a femur or humerus. He has been through a dozen surgeries to place rods in his legs and arms—to both straighten and strengthen his bones. Nathan's biggest goal right now is to walk. He is working hard at physical therapy to get to the point where he can stand and, hopefully, someday take his first steps! Nathan loves playing baseball for his miracle league team, the Angels, and is fascinated with speedy things (cars, motorcycles and rockets).
DALLAS GRAHAM is the founder and creator of the Red Fred Project: a children's book collaboration between himself and 50 children with critical illnesses across the 50 states. He created Red Fred and his colorful friends, The Jolly Troop, six years ago and has been telling stories with them ever since. Dallas is a photographer, graphic designer, writer, and enjoys discovering creative ways of connecting people through their stories. He has produced a number of personal and community driven projects and can't seem to turn off his "idea" switch. The Red Fred Project is a culmination of three of his favorite things: narratives, hope and children.
Lesson: Climbing with Tigers Narrator Creator
Materials: "Climbing with Tigers" book, paper, pencils or devices.
Time: 45 Minutes
Core Standards and Objectives:
Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
ELA Grade 4: Reading: Literature Standard 6
ELA Grade 6: Reading: Literature Standard 6
Explain how an author develops the point of view of the narrator or speaker in a text.
Plan:
Students will work in groups to promote friendship, teamwork, and working together to rewrite the "Climbing with Tigers" book with different narrators. The book is written in third person omniscient (an "all knowing" third person narrator). Students will explore how the story would be different if told by Blue, and then two other characters. After reading the story or seeing the play "Climbing with Tigers" begin the following plan.
1- Discuss the different types of narrators, first person and third person. Talk about how they are different and how a story would sound different as told by a character or by an omniscient narrator.
2- Brainstorm what the story would sound like if {insert any character from "Climbing with Tigers} was telling the story.
3- Assign students to groups of three and ask each group to rewrite their favorite part of the story (just 2-3 pages) as Blue and then as another character of their choice.
4- Have students share their stores and compare and contrast how the story sounded from different points of view.
Take it further:
*Have students discuss conflict resolution, as we all are the narrators to our own story, how might a disagreement look differently from your friend's point of view?
*Students choose their favorite fairy tale and switch the narrator to that of the villain. How did the story change?
Art Link:
*Have students put a "wall" around their desk so other students can't see. Give descriptions of a picture (any picture), at least 10 instructions. Then, do a gallery walk to see how everyone "saw" the picture differently. This is a lot like how the narrator of the story can change how we feel or "see" the story in our head.
Lesson: "As Brave As Blue Story Map"
Materials: Story Map Graphic, Paper, Pencil, "Climbing with Tigers" book
Time: 45 Mins
Core Standards and Objectives:
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
ELA Sixth Grade: Reading: Literature Standard 3
ELA Fourth Grade: Reading: Literature Standard 3
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
ELA Fourth Grade: Reading: Literature Standard 7
Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
ELA Writing Standard 3
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
c. Use a variety of transitional words and phrases to manage the sequence of events.
e. Provide a conclusion that follows from the narrated experiences or events.
Plan
1- Teachers will show students an image of a story map and talk about the different elements.
Students will make a story map after reading "Climbing with Tigers" about a story in their life where they've had to be brave.
2- Students will brainstorms situations when they've had to be brave.
4. Students will share in small groups.
3. Students will draw their own story map that tells about a time when they were brave.
Take it further:
*Students illustrate their story map and post it in the classroom.
*Students turn their story map into a story and "publish" it either on paper or digitally.
*Students create fictional stories using the story map as a group to teach a lesson.
Technology Link:
*Create a digital book that illustrates their story using Story Kit, Demibook Composer, or another app/program on a device or computer.
*Students create their story map using the Popplet Lite (free) app on an iPad.
*From the class twitter account, tweet out encouraging messages to other students to be brave.
Thank you to our CLIMBING WITH TIGERS sponsors
Larry H. & Gail Miller Family Foundation
The Henry W. and Leslie M. Eskuché Foundation
Dorsey & Whitney Foundation
KeyBank Foundation
R. Harold Burton Foundation
Richard K. and Shirley S. Hemingway Foundation
Pure Water Solutions
Salt Lake City Arts Council
Storagecraft Technology Corporation
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Second Grade Math Learning Targets
20152016
REGIONAL SCHOOL UNIT #22
RSU #22 is committed to the optimal learning of all students. As RSU #22 continues to move towards meeting 2018 graduation expectations, we have elected to look at proficiency learning targets K12. Rather than only the high school being responsible to report student proficiency, we have created some initial targets at each grade level. We know that some children may be able to meet standards beyond the targets listed at the grade level. We also know that some students will need more time to meet the expectations.
Standards Scored on the Report Card:
Counting and Cardinality
* Knows skip counting by 2's.
* Knows the difference between even and odd numbers.
Operations and Algebraic Thinking
* Understands addition as putting together and adding to numbers within 20. Understands subtraction as taking apart and taking from numbers within 20. Understands addition and subtraction can be represented in an equation form.
* Understands the commutative, identity, and associative properties of addition.
Number and Operations in Base Ten
* Understands that the three digits of a threedigit number represent amount of hundreds, tens, and ones.
Measurement and Data
* Understands the value of a collection of coins.
* Understands the rules for exchanging coins and bills.
* Understands time can be measured to the nearest quarter hour on an analog and digital clock.
* Understands a simple set of data can be organized in a variety of ways.
* Understands that length and distance can be measured using an appropriate measurement tool.
* Understands the rules for estimating, measuring, and expressing the length of an object to the nearest inch and centimeter.
* Understands that time can be measured to the nearest 5 minutes using A.M. and P.M. on an analog and digital clock.
Geometry
* Understands defining attributes of the following shapes: triangle, quadrilateral, pentagon, hexagon, trapezoid, rectangle, square, rhombus.
Additional Concepts Introduced:
Counting and Cardinality
* Read, write, and model with manipulatives whole numbers up to 10,000.
* Count on by 25's and 100's.
Operations and Algebraic Thinking
* Represent and solve problems involving addition and subtraction.
* Work with equal groups of objects to gain foundations for multiplication.
* Continue and describe simple numerical and nonnumerical patterns; find rules for patterns and use them to solve problems.
* Use and explain strategies to add and subtract 2digit numbers.
* Demonstrate, describe, and apply change, comparison, and partsandtotal situations.
* Use strategies to estimate solutions for addition and subtraction problems.
* Use repeated addition, arrays, and skip counting to model multiplication.
* Use the <, >, = symbols.
* Use equal groupings and equal sharing to model division.
* Calculate and compare values of coin and bill combinations.
* Add and subtract dollars and cents.
Number and Operations in Base Ten
* Use place value understanding and properties of operations to add and subtract.
* Use tally marks and numerical expressions to find equivalent names for numbers.
* Identify the values of digits in numbers up to 10,000.
* Order and compare whole numbers.
* Use materials and drawings to represent and explain fractions as equal parts of a region or collection.
* Use manipulatives and drawings to model equivalent names for ½.
* Use area models to compare fractions.
* Read and write money amounts in dollarsandcents (decimal) notation.
Measurement and Data
* Show and tell time to the nearest halfhour; write time in digital notation.
* Relate addition and subtraction to length.
* Calculate and compare values of coins and bills.
* Use graphs to ask and answer simple questions and draw conclusions.
* Read temperature to the nearest degree on both Fahrenheit and Celsius scales.
* Find the maximum, minimum, mode, and median of a data set.
* Use the language of probability to describe events.
* Count unit squares to find the area of rectangles.
* Describe relationships between days in a week and hours in a day.
Geometry
* Reason with shapes and their attributes.
* Draw line segments.
* Identify parallel and nonparallel line segments.
* Identify and describe 3dimensional shapes.
* Create and complete simple 2dimensional symmetric shapes or designs. | <urn:uuid:98b3b2e7-b0d7-4e39-9a1b-cf70d5361d7b> | CC-MAIN-2018-43 | http://www.rsu22.us/wp-content/uploads/2015/09/Second-Grade-Learning-Targets-2015-2016.pdf | 2018-10-18T12:01:06Z | crawl-data/CC-MAIN-2018-43/segments/1539583511806.8/warc/CC-MAIN-20181018105742-20181018131242-00278.warc.gz | 542,536,259 | 1,519 | eng_Latn | eng_Latn | 0.995629 | eng_Latn | 0.995943 | [
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ALCA Weekly News
Look What We've Learned This Week! (see reverse side for more ☺)
Kindergarten
In Phonics, we learned letters Ii, Uu ,and Ee. We also practiced cursive writing for letters u, i, and e. In Math, we learned numbers 1-6. In Social Studies we are learning about family, community, good conduct and manners. In addition to everything listed above, we are learning colors and shapes! We have had a busy week!
2 nd Grade
We have been reviewing in all subjects including: Phonics, Arithmetic, Writing, Language and Reading. We are working hard in Music and in Art and our First Phonics Test was this Friday!
6 th Grade
In Math, we have been learning measurements. For English, we are studying diagramming of sentences. In History, we are studying the American's Creed, Indians and North America. And for Science, we have been learning about flowers!
7 th – 12 th grade
In English class, all grades have been working on Capitalization and Paragraph Writing.
We have all been very busy in our Math classes! 7 th grade has been studying the concept of "casting out 9s" and 8th grade has been learning about least & greatest common multiple/factor. 9 th and 10 th grade math (Algebra I and Algebra II) have been studying equations. In our 12 th grade Consumer Math class, we have been learning about insurance.
In History & Science classes we are reviewing for our quickly approaching tests next week!
Again, please review the Quiz/Test calendars that were sent home last Tuesday to know exact test dates!
A Note From the Principal….
We have had a GREAT 2 nd week of school and students have settled nicely into their daily routine!
A couple reminders to Parents:
1. Please make sure you are reviewing the Quiz/Test Calendars that were sent home last Tuesday. All students have completed and are reviewing Unit 1 in their books and will be having their 1 st test next week!
2. Please make sure you are checking your child(ren)'s textbooks to make sure all homework assignments are completed. Students do have some class time to work on assignments, but if they are unable to complete the assignment during the allotted time, this is considered homework and needs to be completed before the next day of class.
3. Chapel Attire – Please make sure your child is wearing the proper chapel attire including ties for the boys. ☺
ALCA Weekly News
Look What Else We've Learned This Week!
Bible
In Pastor VanLue's Bible class, the students have learned the scriptures Mark 16:15-20. They have also had a test on what they have learned to this point about Spiritual Warfare. (Your child's test was sent home this past week) Students are currently working on memorizing 2 Corinthians 10:3-6 (see below) and will need to know these scriptures by this Tuesday August 25!
Art
Kindergarten- We are learning how to use scissors and to color properly!
2 nd Grade – We worked on cutting skills for a picture we colored!
Middle School & High School – We started working on our collage for Labor Day!
Music
This week we learned about 5 different genres of music and their individual histories. We also participated in a songwriting challenge with our classmates!
Scriptures to know for Bible Class by Tuesday, August 25!
For though we walk in the flesh, we do not war after the flesh: (For the weapons of our warfare are not carnal, but mighty through God to the pulling down of strong holds;) Casting down imaginations, and every high thing that exalteth itself against the knowledge of God, and bringing into captivity every thought to the obedience of Christ; And having in a readiness to revenge all disobedience, when your obedience is fulfilled.
Save the Date
9/7 – Labor Day – No School! ☺
9/14 – Board Meeting @ 7:00 PM
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Muscle of the Month
Glutes
The Gluteus Maximus is one of the largest and strongest muscles in the body.
The Gluteus Maximus originates along the pelvic bone crests and attaches to the rear of the thigh. Not shown are the Gluteus Medius and Minimus, which lie directly underneath the Gluteus Maximus.
The primary function of the Gluteus Maximus is hip extension (moving the thigh to the rear). The Gluteus Medius and Minimus serve to abduct (move away from the centerline of the body) the leg.
Gluteus
maximus
Iliotibial
band
Squats
* Keeping the head up and the back straight bend your knees until they reach no more than 90° then straighten
* Ensure your knees do not come forward over the front of your toes
* Extend both arms forward to assist with balance when doing a squat
* If required hold on to a secure handle/door frame, etc for better balance
* This exercise can be done with a stability ball, dumbbells and barbells!
Lunges
* Stand upright with your feet shoulder width apart
* Take a 2-3 foot step forward
* Once the stepping foot is planted, the upper body and the front knee should not move forward during the lowering and rising of the body
* Keeping the upper body vertical, dip your lower body straight down until back knee comes close to the ground
* Hold the tension in the front of your leg, then raise your body straight up and return to starting position
* You may do repeated repetitions on a single leg before switching or alternate legs
* You may use dumbbells to add resistance
Muscle of the Month
Lying Single Leg Lift
* Lie on your left side on the floor, both legs in line with the torso and left leg slightly bent
* Rest your head on your arm and place right hand on floor in front of chest for support
* Keeping torso stationary, lift right leg as high as you can without rolling forward or backward
* Lower leg to starting position
* Perform one set of repetitions, then repeat with the opposite side
* Strengthens upper hip and gluteus medius (side of bottom)
Glute Kick Backs
* Position yourself on the floor resting on your hands and knees
* Bend and pull your right knee in to your chest
* Straighten your leg, lifting it upwards and backwards, extending your knee and hip as far as possible
* Be careful to complete the movement slowly and deliberately
* Perform one set of repetitions, then repeat with the opposite side
Glute lift with Raised Leg
* Start on your back (there should be a small, natural, arch under your lower back)
* Holding your back stable in that same position push your hips up – bridging from your shoulders to your feet
* Hold that position for 10sec, then, still maintaining the same arch in your back, slowly lower yourself down to the floor
* Repeat 10 times
* As your strength improves you can increase the difficulty by lifting one foot off the floor when raised into the bridge position
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Bowdon Nursery School - Parent's Handbook 2017-2018
Contents:
1. About us
2. Who we cater for and when
3. Our staff
4. Curriculum & Early Years Foundation Stage
5. What the children do during their session
6. Our happiness pledge
7. Meals and snacks
8. You're new to our Nursery
9. How we communicate with each other
10. What your child needs to bring and what to wear
11. Free Early Years Entitlement, 30 hour offer, Quality Premium and Fees
12. How to apply and admissions
13. Assessment and progress procedures
14. Behaviour policy
15. Further Policies and procedures
16. Special educational needs and disability
17. Parking
18. Terms and conditions
Thank you
1. About us
- We have both term time only and 46 weeks a year places available.
- We are registered with Ofsted to provide Early Years Education.
- We are a privately owned Nursery and we are open to all in our community.
- We are located at Bowdon Church of England Primary School, Grange Road, Bowdon, WA14 3EX.
- Our aim is to ensure that every child progresses towards school readiness throughout the year for a happy transition into primary school.
- A qualified early years teacher will plan and oversee the quality of our curriculum.
- The Nursery is situated in a separate building adjacent to the infant wing of the school. The Nursery has its own dedicated garden/play area.
- Our Nursery has a Christian ethos at its heart to nurture strong moral values including kindness, sharing and tolerance. We welcome all children from our community regardless of their faith.
- We are privileged to be part of Bowdon Parish community. We have a close relationship with Bowdon Church School and its teachers as well as with the Bowdon Parish Ministry Team.
2. Who we cater for and when
Our Nursery is intended for children in the year prior to reception age. Children need to be 3 years old by 31 st August to be able to join the Nursery in the September after their 3 rd birthday. We accept children wearing nappies and will support you when your child begins the transition to independence.
Opening times
- We are open for 46 weeks of the year.
- We open at 7.45am each morning and close at 5.30 p.m. On Fridays we close at 4.30 p.m.
- At Christmas we take 2 weeks off and Easter we take 2 weeks off. These will be the same school holiday as Bowdon Church School. We close for a further 2 weeks in late August. You are only charged fees for your regular booking pattern on days when we are open.
A number of different session lengths are available to support parents/carers with their commitments such as work or caring responsibilities.
Our aim is to be as flexible as possible and minimise childcare costs to parents/carers where possible. There are many options of session lengths and these can be different on different days. Sessions are pre-booked in advance.
Three different start times are available, 7.45 a.m., 8 a.m. or 8.15 a.m. Sessions end at 3.30 p.m., 4.30 p.m., 5 p.m. (excluding Friday) or 5.30 p.m. (excluding Friday)
Children can be dropped off later than the session time starts and can be collected earlier, however fees will still apply as per your regular booking pattern. Please notify us in advance so that we can be ready for you.
If you prefer half or shorter days then these are available at our preschool at Bowdon Parish Centre. Sessions lengths of 3 ½, 4 ½ or 5 ½ hours are available during term time for children aged 2 to 4 years old.
3. Our staff
Bowdon Nursery School has a team of five staff, with three each day when there are 22 children in attendance. There will be a qualified early years teacher as one of the members of staff.
4. Curriculum & Early Years Foundation Stage
Bowdon Nursery School follows the Early Years Foundation Stage (EYFS) and our curriculum covers the following seven areas set out in the EYFS:
1. Personal, social and emotional development
Involves helping children to develop a positive sense of themselves and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups and to have confidence in their own abilities.
2. Physical development
Involves providing opportunities for young children to be active and interactive; to develop their co-ordination, control, and movement. Children must also be helped to understand the importance
of physical activity and to make healthy choices in relation to food.
3. Communication and Language
Involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; to speak and listen in a range of situations.
4. Literacy Involves encouraging children to link sounds and letters and to begin to read and write. Children are given access to a wide range of reading materials to ignite their interest.
5. Mathematics Involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; to describe shapes, spaces and measures.
6. Understanding the world
Involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the
environment.
7. Expressive arts and design
Involves enabling children to explore and play with a wide range of media and materials as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play and design and technology.
Our staff will consider each child's individual needs, interests and stage of development when planning and providing activities and learning experiences and will undertake regular assessments of the children in the form of learning journeys. These will be completed by the child's key worker and discussed with the parent/carer.
When a child joins Bowdon Nursery our staff will complete an age appropriate progress check assessment which will be shared with parent/carer. We typically do this several weeks after a child has started to allow them to settle in. This means we gain a truer picture of their current development.
It is helpful for your child's previous nursery to send us a Transfer Report detailing your child's progress.
5. What the children do during their session
7.45 am – 8.25 am
Children arrive no later than 8.25 am when the school perimeter is secured for the day.
Children and parents/carers are welcomed.
Children place their coats and bags on their own peg.
Parents/carers are welcome to accompany their child into the Nursery class if their child needs them to be there to settle in.
Each child collects their photo name card to be used at registration, they are then free to explore.
Staff are available to speak to parents/carers.
Throughout the day our teachers set up stimulating activities for the children. There is a significant period of time to choose their own activities both inside and outdoors.
Staff will support each child's learning with a 'next steps' plan for that child, as well as planned activities designed around topics and skills.
Small groups of children at a time are invited for adult led activity (craft / art / story telling & language / maths games / physical activity / singing / baking). It is vital that children are given the autonomy to self select their activities where possible.
11.30 am
Staff accompany the children for their school lunch, prepared by Trafford Food Services. Children eat in the school hall with their Nursery staff assisting them.
There are then further optional adult led activities or more free play throughout the afternoon.
3.15 pm
There is a story and prayer.
3.30 pm – 5.30 pm Children are collected at their pre booked session finish times.
4.40 pm
A light tea is served in the Nursery classroom with our staff.
6. Our happiness pledge
We give you our 'happiness pledge' – if within the first six weeks you feel that your child hasn't settled then you won't have to give notice. We hope you would talk to us first, as there might be that little bit of something extra or different we can do.
7. Meals and snacks
Children arriving at 7.45 or 8 a.m. will be served a light breakfast. We offer early morning and afternoon snacks prepared by Trafford Food Services.
Lunch is served in the school hall with food prepared by Trafford Food Services (the same options as are available to the primary school children). It consists of a main course and a dessert with milk or water. Continuity of care is very important to young children and therefore our own Nursery staff will always accompany the Nursery children, helping them with choices and assisting them when needed throughout the lunch period. Children staying beyond 4.30 pm will be offered tea. This is prepared by Trafford Food Services and served in our classroom.
You can choose to provide your child with a packed lunch/tea as an alternative to the school meal. Packed lunches will need to follow healthy options; no crisps, fizzy drinks, sweets or chocolate.
It is assumed that all children will be taking the meals provided by the Nursery unless told otherwise. The costs for meals are added to your monthly invoice. Meals are provided to you at the cost to the Nursery.
8. You're new to our Nursery
At Bowdon Nursery School we believe that solid relationships with both children and parents/carers are the key to a happy and successful nursery experience for all. We will do all we can to make the start for you and your child as smooth as possible.
Before the big day arrives you can visit us to tell us more about your child's likes, dislikes and needs. We do this by completing a document called 'Starting Points - All About Me'.
Our settling in process is bespoke to each child and we will talk about what will work best for you and your child when you visit us or register.
How we communicate with each other
We will send you a newsletter update by email every month to give you a summary of what we plan to do over the following weeks. If you'd like extra people on the list such as Grandad or Auntie or a childminder just let us know and we can inform them too. The newsletter is intended to let you know what our learning topics are so that you can discuss them with your child. We also use the newsletter to let you know of important events such as outings, special visitors to Nursery or reminders appropriate to your child's age.
Our staff are available at the beginning and end of each session for updates. If you would like a more formal, lengthier discussion then please ask so that we can arrange an appointment time.
When children start at Nursery, families are asked to give some information about their child's interests. This information is noted down in a document called 'Starting Points, All About Me'.
All children have a key person who is responsible for maintaining individual records and act as a first point of contact for families. Staff encourage parents/carers to speak to them regularly and always if they have any concerns about their child.
We use an online journal to record observations of your child and you will receive log in details when your child starts Nursery. The journal enables you to see your child's progress with photos and for you to tell us about your child's accomplishments at home. If your child is cared for by another early years provider (nursery or child minder) we will work together ensuring your child's next steps and records are shared.
We offer formal parental consultations twice per year. Further parent consultations can be arranged when needed.
Once a year we ask parents/carers to complete a satisfaction questionnaire, but please don't wait, we are always interested to know your thoughts.
10. What your child needs to bring and what to wear
All children will need to bring with them (depending on the weather):
| In cold or wet weather | In warm or sunny weather |
|---|---|
| wellies (these can be left with us), hat, scarf, gloves waterproof trousers if possible an umbrella if your child likes raindrops water proof coat, the longer the better for wet play | always apply sun screen prior to arrival sun hat sunglasses if you have them water proof jacket, the longer the better for wet play |
Plus......
Page
9.
5of9
- A spare set of clothes for all children, including underwear and socks (we love messy play, particularly water)
- Please put all of the extra belongings in a drawstring gym bag if possible (these are easy to order online
- If your child wears nappies please supply nappies and wipes in their named bag
What to wear
- Clothing such as trousers with elasticated waists and t-shirts are best along with a jumper or cardigan. Long sleeved tops and long trousers are best in summer to protect from the sun.
- Wear clothes and footwear that your child can fasten independently.
- We will be doing messy craft, painting and playing outdoors everyday so your Sunday best clothes are best kept for Sunday!
- Please avoid clothing such as dungarees and shoes with laces, unless your child can tie laces.
- We have chosen not to ask the children to wear a uniform; we think it's nice to save the excitement of a uniform for 'big school'.
- It's greatly appreciated if you can label bags, clothes and shoes with your child's name.
11. Free Early Years Entitlement, 30 Hour Offer, Quality Premium and Fees
From September 2017 the government is implementing increased funded hours for parents who are eligible. This is known as the 30 hour offer. To learn more about eligibility please see Trafford's website:
http://www.trafford.gov.uk/residents/children-and-families/early-education/30-hours-free-childcare.aspx
This means some working parents could be eligible for 30 hours of funded childcare rather than 15 hours.
Free Early Years Entitlement (FEYE) – please read carefully
The Local Authority offers a universal Free Early Years Entitlement (FEYE). It is for 15 hours per week from the term after a child's 3 rd birthday until a child joins primary school. All children are entitled to receive this universal benefit.
There are a limited number of FEYE places that are completely free and these will be offered to families who can demonstrate they are in financial need, for example in receipt of a type of benefit.
The FEYE will be fully administered by the Nursery on your behalf. FEYE is for 15 hours per week, for 38 weeks (term time only).
Further hours beyond the 15 hours of FEYE will be charged at standard private fee rates and during non term time weeks. Application for funding can be made on Trafford Council's website.
Quality Premium with FEYE or the 30 hour offer
Once the free places have been allocated to families in financial need, then all other places will be allocated with a Quality Premium charged alongside the FEYE. The Quality Premium fee will be £1.78 per hour of the FEYE claimed.
The Quality Premium enables the Nursery to offer a very high level of care and education, going beyond the statutory requirements on staffing and providing resources, consumables and experiences that are not included in the FEYE payment made to nurseries.
Should you wish to take only 15 hours of nursery education per week you can choose 2 x 7.5 hour sessions. Should you wish to take 30 hours of funded childcare then calculate the session lengths that suit your needs. Private fees will be charged for non term time weeks, unless you have chosen a term time only place.
Our pricing may appear complicated. This is because we offer many different session times in order to ensure parents/carers have flexibility to pay for the hours they need. Please see the following examples of how to calculate fees. Alternatively, please contact Mandy Herrington to ask for an individual quote.
Example 1
A child takes 2 x 7.5 hour sessions from 8 a.m. to 3.30 p.m. per week (15 hours per week in total) for 46 weeks of the year. During term time weeks, parents are eligible for 15 hours of FEYE, with an accompanying Quality Premium fee of £1.78 per hour. A Nursery lunch is taken at a daily charge of £2.40. The fees will be calculated as follows.
The term time weekly cost for the 15 hours is £1.78 x 15, plus £4.80 for the 2 lunches = £31.50 for 2 days in term time.
The non term time cost for 15 hours is the standard private fee rate of £5.55 per hour x 15, plus £4.80 for 2 lunches = £88.05
Example 2
A child takes 4 x 9 hour sessions from 8 a.m. to 5 p.m. per week (36 hours per week in total) for 46 weeks of the year. During term time weeks, parents are eligible for 30 hours of FEYE, with an accompanying Quality Premium fee of £1.78 per hour. A Nursery lunch is taken at a daily charge of £2.40. Afternoon tea is taken at a daily charge of £2.00. The fees will be calculated as follows.
The term time weekly cost for the 30 hours is £1.78 x 30 = £53.40. The term time weekly cost for the additional 6 hours is charged at the private fee rate of £5.55 per hour = £33.30. The cost of lunches is 4 x 2.40 = £9.60. The cost of afternoon tea is 4 x £2.00 = £8.00. So the total cost per week, during term time = £104.30.
The non term time weekly cost for 36 hours is 36 x £5.55 = £199.80. The cost of lunches is 4 x 2.40 = £9.60. The cost of afternoon tea is 4 x £2.00 = £8.00. So the total cost, per week during term time = £217.40.
In order to calculate your weekly Nursery costs:
1. Count the total number of hours your child will attend per week.
2. During term time if using the full 15 hours of FEYE add £1.78 x 15 (NOTE: if you qualify for the 30 hour offer then add £1.78 x 30)
3. Add the number of lunches at £2.40, and teas at £2.00.
4. Calculate the number of hours after the 15 hours of FEYE and multiply by the private fee rate of £5.55 (NOTE: if you qualify for the 30 hour offer then calculate the number of hours after the 30 hours of FEYE and multiply by the private fee rate of £5.55)
5. This is your total weekly cost during term time.
6. During non term time, add the total number of hours and multiply by the private fee rate of £5.55 per hour, add the number of lunches at £2.40, and teas at £2.00.
7. This is your total weekly cost during non term time.
Privately paid fees – the table below gives daily fee rates
Our fees for privately funded places are £5.55 per hour plus a small charge for lunch (£2.40) and / or tea (£2.00):
| Session Length | Time Start | Time Finish | Session basic cost | Lunch charge | Tea charge | Total session cost |
|---|---|---|---|---|---|---|
| 7 and ¼ hours | 8.15 am | 3.30 pm | £40.24 | £2.40 | N/A | £42.64 |
| 7 and ½ hours | 8.00 am | 3.30 pm | £41.63 | £2.40 | N/A | £44.03 |
| 7 and ¾ hours | 7.45 am | 3.30 pm | £43.01 | £2.40 | N/A | £45.41 |
| 8 and ¼ hours | 8.15 am | 4.30 pm | £45.79 | £2.40 | N/A | £48.19 |
| 8 and ½ hours | 8.00 am | 4.30 pm | £47.18 | £2.40 | N/A | £49.58 |
| 8 and ¾ hours | 7.45 am | 4.30 pm | £48.56 | £2.40 | N/A | £50.96 |
| 9 and ¼ hours | 8.15 am | 5.30 pm | £51.34 | £2.40 | £2.00 | £55.74 |
12. How to apply and admissions
Please complete the online registration form. This is available on the Bowdon Church School website and on the Bowdon Nursery School website.
When a place is offered to you, a £200.00 deposit is requested to confirm your booking. This deposit is retained and deducted from your final invoice. Bookings are made with the intention of children attending for the whole year on a term time only or 46 week a year basis prior to their start in a reception class.
Admission criteria
1. Children of Bowdon Church School teaching staff.
2. Children who will be have a sibling attending Bowdon Church School in the year in which the child joins Nursery.
3. Other local children.
Please note that Bowdon Church Primary School has an admissions policy that is entirely separate from the Nursery. A place at the Nursery does not guarantee a place at Bowdon Church Primary School.
13. Assessment and progress procedures
Observations of your child are regularly recorded to help staff to plan activities to help develop each child's progress. Every few months a tracking exercise is completed by your child's key worker to assess the development of each child. This information can be seen by you at any time, and will be shared with you at your parental consultation. A report is written when a child leaves to join primary school and this is shared with you and a copy given to the school your child will be joining.
14. Behaviour policy
Children will be encouraged to:
- Share and show consideration to other children and staff.
- Listen to adults during large and small group activities.
- Look after toys and equipment and help to tidy up.
- Take turns to speak during large and small group activities and listen to their friends when it is their turn to speak.
- Keep some areas as quiet and peaceful as possible (book corner, listening area).
Children will be praised and encouraged when they behave appropriately. Inappropriate behaviour will be dealt with quickly and quietly by:
- Asking a child to move away from an activity.
- Explaining to the child why the behaviour is inappropriate.
- Encouraging a child to apologise.
If there is a concern about a child's behaviour this will be discussed with the parent/carer. Staff will ask any adult visiting the Nursery to use a positive approach to children's behaviour and allow a member of staff to deal with situations quietly and calmly.
15. Further Policies and procedures
During your child's settling in sessions you can read our full policies and procedures.
16. Special educational needs and disability
We aim to work with parents/carers and, if appropriate, outside agencies to support every child at the preschool whatever their needs. We have a dedicated Special Educational Needs and Disability Coordinator.
We follow our Educational Needs and Disability policy; this is in the policy manual and is available for you to read.
We ask parents/carers to inform staff of any concerns they may have regarding their child and staff will speak to parents/carers if a concern arises at Nursery.
17. Parking
There are five spaces available for parents/carers of Nursery children. These spaces are for drop off and pick up, not as waiting spaces. The spaces are on the right hand side as a vehicle drives through the entrance gates. Please read the information on the sign adjacent to the car parking spaces. A permit will be issued to your family and the area will be regularly monitored.
18. Terms and conditions
Please see the separate document named Terms and Conditions for more detail.
Thank you
Thank you for reading our handbook. If there is anything else you would like to know or discuss then please do let us know. If there is something you think we should include in this handbook then we would be interested to know your thoughts.
Bowdon Nursery School t: 07912 205 469 - administration and enquiries
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Handwriting
Spelling
Writing
Provide a suitable place for writing, let your child sit at a table or somewhere with a nice flat surface, with paper, pencils, pens or keyboard to allow them to write.
Give your child time to plan their writing and discuss and record ideas, it may take them a long time to think about what they are writing, be patient.
Encourage your child to compose and rehearse sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures. Use 'Think it, Say it, Write it, Read it'. Children should think their sentence first, say it aloud, write it down then read it back to check.
In narratives, encourage children to create settings, characters and plot and in non-narrative material, using simple organisational devices (for example, headings and sub-headings). Encourage children to organise paragraphs around a theme.
If children ask you to spell words, ask them to sound out the words and write them independently. It is better that they have sounded out and written a word phonetically than you having told them how to spell it, they can check it in a dictionary afterwards.
Children should evaluate and edit their work by proofread for spelling and punctuation errors and proposing changes to grammar and vocabulary.
Ask your child to read their own writing aloud using appropriate intonation and controlling the tone and volume so that the meaning is clear.
Finally, allow children to write about what they are interested in. They could write stories, diaries, information texts, letters, instructions texts or poems.
Reading
Reading with your child is vital. Research shows that it's the single most important thing you can do to help your child's education. It's best to read little and often, so try to put aside some time for it every day.
Think of ways to make reading fun - you want your child to learn how pleasurable books can be. If you're both enjoying talking about the content of a particular page, linger over it for as long as you like.
Books aren't just about reading the words on the page, they can also present new ideas and topics for you and your child to discuss.
Tips for helping your child to enjoy books:
Schedule a regular time for reading - perhaps when you get home from school, in the morning or just before bed.
Look for books on topics that you know your child is interested in – they don't have to just be school reading books! Maybe books on rocks and fossils, animals, cookery or a certain sport.
Make sure that children's books are easily accessible in different rooms around your house.
Visit the library as often as possible - take out CDs and DVDs as well as books.
Ask your child questions about the text that they are reading using Why…? What…? How..? What..?
See www.literacyforpleasure.wordpress.com for more information
Spoken Language
At Cheadle Primary we value our pupils' ability to communicate, reason and explain: speaking and listening skills underpin all areas of the curriculum and as such are given a high status in the planning and delivery of all subjects.
Our children will be taught:
To listen and respond appropriately to adults and their peers To ask relevant questions to extend their understanding and knowledge
To use relevant strategies to build their vocabulary
To articulate and justify answers, arguments and opinions
To give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
To maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
To use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
To speak audibly and fluently with an increasing command of Standard English
To participate in discussions, presentations, performances, roleplay/improvisations and debates
To gain, maintain and monitor the interest of the listener(s) To consider and evaluate different viewpoints, attending to and building on the contributions of others
To select and use appropriate registers for effective communication.
Dear Parents/Carers,
We have created this booklet to support you in helping your child with English at home. While your child is in Year 3 and 4, they will be working in class to cover all aspects of the English curriculum in school. However your support at home is invaluable to enable them to consolidate their learning. There are sections on reading, writing, spelling, grammar, spoken language and handwriting.
The reading section of this booklet will provide some guidance on how to read with your child in Year 3-4. Books are a rich source of new words for your child. Words you would not use in everyday conversations appear in books. Children need to have a wide vocabulary to understand the meaning of books, so read aloud and share books as often as you can, even as your child moves into KS2. It is very important that children's comprehension skills are increased by talking about characters, settings and events to help them to understand what they have read.
The writing, grammar and spelling sections offer guidance on how to learn spelling patterns, the grammar knowledge that is expected of children in Year 3 and 4 to allow them to understand how to construct sentences. Writing is a fundamental skill that your child will learn at school but should also be practised at home to become confident. Children should be encouraged to read their writing to edit and improve their texts.
The handwriting section of this leaflet shows the correct letter formation for each letter in cursive script. In Year 3-4 children are expected to begin to join their writing and begin to write using pen.
We look forward to working with you in Year 3-4 to develop your child's English skills!
The Year 3-4 Team.
Cheadle Primary School
"We aim to be outstanding in all we do"
Supporting your child with
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Conservation through Collaboration
photo courtesy of Placer Land Trust
The Foothills
of Bear River frontage.
The watersheds of the Bear and Yuba rivers, in the Sierra Nevada foothills, are initmately linked to California's history, sense of place, and way of life. Their emblematic grasslands and rolling oak woodlands are rich in plant and animal diversity, provide critical habitat for threatened and endangered species, and host much needed outdoor recreation. The Bear and Yuba Rivers also carry vital water from Sierra Nevada snowmelt to homes and farms across the State.
Harvego Bear River Preserve
Placer County's Bruin Harvego Bear River Preserve offers the many environmental, economic and scenic benefits these foothills provide. As one of the largest intact oak woodlands ranches in the Sierra Nevada foothills, it was listed as high priority for protection in a 2008 regional conservation assessment. Its 1,773 acres include blue oak woodlands, annual grasslands and rangelands, seasonal wetlands, and riparian corridors - a diversity of available habitat for species of special concern, including the foothill yellow-legged frog, the black rail, and the western pond turtle.
Hikers and other nature lovers can find both excitement and solitude at Harvego Bear River Preserve, only a 20-minute drive from Interstate 80 in Auburn. The ranch's Bald Rock Mountain offers sweeping views of the High Sierra and the Central Valley, while the property includes nearly three miles
In 2009, The Trust for Public Land, Placer Land Trust, and Bear Yuba Land Trust formed the Northern Sierra Partnership to conserve the waterways, ranchlands, and oak woodlands of the Placer, Nevada, and Yuba county foothills. The conservation of Harvego Bear River Preserve is a cornerstone project in this strategic effort, linking to other conservation properties on both sides of the Bear River and helping to create a north-south wildlife corridor that includes protected lands along Coon Creek, home to some of the last remaining Chinook salmon in Placer County.
I
Landscape Connections
photo courtesy of Bear Yuba Land Trust
Conservation Assessment for the Yuba River Watershed Foothills, Mark White, PhD, Conservation Biology Institute, October 2008
Threats to Natural Resources
Located just outside Auburn, Harvego Bear River Preserve was slated for a residential subdivision offering easy access to jobs in Auburn and Sacramento. Given its scenic location along the Bear River in the state's fastest-growing county, the property was at risk for residential development. The slow-down of the housing market provided the conservation community with one last opportunity to protect this special place and its valuable resources.
Successful Conservation
As planned, a system of hiking trails will connect Harvego Bear River Preserve to Placer County's Hidden Falls Regional Park to the south, creating an unparalleled recreational experience in the Sierra Nevada foothills.
The Placer Land Trust and The Trust for Public Land purchased the 1,773-acre Harvego Bear River Preserve in 2010 for 9.5M with primary funding from Placer County and the State of California's Wildlife Conservation Board. The local community – including the seller, Lloyd Harvego contributed over $1M to the project. Placer Land Trust owns the property and will protect it from development while implementing management strategies that will conserve wildlife habitat, protect riparian areas, promote sustainable agricultural practices, and mitigate for climate change. Eventually, a public trail system would give visitors access to the ranch's rivers, hills, and other natural features.
Conservation Resources
Vital water resources and riparian habitat on the Bear River
Wildlife habitat including oak woodlands, annual grasslands, and wetlands
Landscape connections to nearly 6,500 acres of protected lands in Placer and Nevada Counties Recreational opportunities including wildlife viewing and hiking
Northern Foothills Partnership
Placer Land Trust
Alyse Weyman Sierra Nevada AmeriCorps Partnership, Outreach Coordinator 530-272-5994 x 211 or email@example.com
Jeff Darlington
530-887-9222 or firstname.lastname@example.org
Executive Director
Harvego Bear River Preserve Property Facts
Location: Placer County on the Bear River, a 20-minute drive from Auburn on Interstate 80
Size: 1,773 acres
photo courtesy of Megan Wargo
Bear Yuba Land Trust Marty Coleman-Hunt Executive Director 530-272-5994 x3 or email@example.com
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Proposal to Trade Aid UK Foundation
Since 2004 Village Water has supported safe water, hygiene and sanitation promotion for more than 200,000 people in rural Africa.
The impact of our work in Kalwhizi Village .
The need
In rural Zambia, 49% of people still lack safe water, and in Mozambique it is a shocking 63%. Most people use water from unprotected scoop holes or rivers for drinking, cooking and washing.
Rural sanitation is even worse. 7 in 10 Zambians and 9 in 10 Mozambicans practise open defecation as they lack basic facilities. Eye and skin infections are common and diarrhoea, preventable and easily treatable when people know how, still kills 30 children under five every day in Zambia and Mozambique.
With half the population in both countries under 15 years old, a lack of safe water, decent hygiene and sanitation is a barrier to them fulfilling their potential. When young people are sick, or needed at home to fetch water, they miss school. In addition, many girls simply drop out of education once they reach puberty due to inadequate facilities and poor attitudes and knowledge around menstrual hygiene.
The Village Water Way
Safe water on its own has a limited impact, so we adopt an integrated approach to improve hygiene practices, sanitation facilities and water quality in villages, schools and health centres, where people spend their day. Our aim is to reduce waterborne disease and school absenteeism by over 80% across our project area.
We start with participatory hygiene promotion so people understand the benefits of changing their habits to reduce diseases. We then demonstrate how to build low-tech sanitation facilities using locally available materials and community labour, including latrines and handwashing stations. Once completed, we will fund the constrcution of a protected water point.
School and village committees oversee activities and start collecting funds for future repair needs. Every village has a nominated repair person who receives training and a simple tool kit and ensures the pump is cleaned and functioning smoothly. More serious repairs are done by trained manual drillers, funded by the community.
This is the old water source used by the 127 children and 99 adults living in Kalwhizi village before Village Water intervened in late 2015.
Just 5 families in Kalwizhi had any sort of toilet when we first visited. After hygiene education, all 32 households built pit latrines & tippy taps. The community recognised that the lack of sanitation was the cause of their ill health.
Building local capacity
The village headman told us: 'I cannot hide the truth that people in my village have no toilets; everyone here knows how we suffer from diarrhoea, dysentery and so many other diseases. Yes, we have to change.''
Our model supports in-country partners to deliver project activities appropriate to the local environment. We work with non-governmental organisations and local authorities, supporting them with training, resources and materials to ensure that they have the skills to develop, implement, monitor and report on project activities.
Village Water, registered charity in England & Wales (1117377) & Scotland (SC044129)
Since 2011 we have invested in developing manual drilling as a low-cost, safe and appropriate technology, helping establish local enterprises to service the growing demand for water. Drillers can reach areas with poor road access and complete a well in one day, compared to the weeks needed for dangerous manual digging. In 2017 we are trialling the technology in new locations to advocate for its use with the Government alongside the preferred mechanical drilling model in order to reach the Sustainable Development Goal for water by 2030.
Delivering lasting change
The impact of improved water and sanitation extend way beyond counting the number of people reached. More important are the health benefits which enable communities to develop.
Our data, gathered at various stages shows us how households have changed. 2016 results include:
Village Water continues to support communities and to monitor pump functionality to ensure that our methods are having the desired long-lasting impact. A recent study of 531 water points constructed between 2004 & 2016 showed 98% of them were fully functioning.
The children of Kalwizhi celebrate their new waterpoint in December 2015. During a follow-up visit in December 2016 we found the water point working well, all households still have a pit latrine and improved hygiene practices. Cases of diarrhoea have dropped by 100% and eye infection by 33%.
One community member told us 'Since the coming of Village Water, disease prevalence has reduced. Diarrhoea and eye infections were common but now we are enjoying health from our safe and clean source of water.'
Once families enjoy better health, they tell us they have more time and energy to invest in farming, their children's education, and on income earning opportunities, such as market gardening and livestock.
Our 2017 Programme:
From April 2017 to March 2018, we will support water and sanitation, including menstrual hygiene and flood resistant latrines, in 66 communities and schools in Zambia and Mozambique; trial manual drilling in different locations and invest in ensuring the new Mozambique programme is well resourced and supported.
How your support could help:
Village Water would like to ask the Trustees of Trade Aid UK Foundation to consider supporting our work with a grant of £4,600 This will support a community of approximately 150 people in Zambia with safe water, sanitation and hygiene education in 2017.
| Programme activity | | Cost £ | |
|---|---|---|---|
| Well construction | | 144,783 | |
| Pump refurbishment | | 36,000 | |
| Mozambique set up & development | | 80,518 | |
| Manual drilling advocacy | | 27,600 | |
| Sustainability study | | 18,000 | |
| Monitoring & evaluation | | 52,676 | |
| Support costs | | 60,561 | |
| | Total | | £420,138 |
| | Secured to date | | £148,033 |
| | Still to raise | | £272,105 |
Thank you for your consideration
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Volume 3 | Number 2
12-2014
Creative Work: The Rabbit
Catherine Cole University of Wollongong, email@example.com
Follow this and additional works at: http://ro.uow.edu.au/asj
Recommended Citation
Cole, Catherine, Creative Work: The Rabbit, Animal Studies Journal, 3(2), 2014, 57-60. Available at:http://ro.uow.edu.au/asj/vol3/iss2/10
Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: firstname.lastname@example.org
Animal Studies Journal
Article 10
Creative Work: The Rabbit
Abstract
Creative work by Catherine Cole, University of Wollongong.
Catherine Cole University of Wollongong
The boy turns the pages of the book, his fingers carefully tracing the words as he reads. It is a sunny day and Jim and Annie are going to a farm. He looks carefully at Jim in his neat blue shirt. Annie is wearing a red and white dress. She has golden hair like her brother and very blue eyes. They smile on each page, waking in beds covered with striped blankets, going to school in an orange bus, eating pink ice creams with their friends. The farm has a cow and a field with an apple tree. Some chickens peck at the ground. Jim will milk the cow and Annie will collect the eggs, the boy reads. There is one brown egg and six are white.
The teacher gives the class a different book each week, old books, their blue covers written on already by other children. The boy finds something companionable in the previous readers' words and little sketches, as though they are pointing out things that he might miss. In one book Jim and Annie have been to the zoo, in others to the circus and to a supermarket to buy food. They have visited a friend in hospital and Jim has decided he'll become a doctor when he grows up. They have gone on holidays to a far-away mountain and learned how to ski on its snowy slopes.
The boy likes the books with animals in them best. The black and white cow gazes at him over a white painted fence. The chickens peck at bright green grass. A yellow bird sits in the branches of the apple tree, its head thrown back, musical notes rising from its open mouth. When Jim goes with the farmer to milk the cow a little dog goes with them. Jim and Annie have many opportunities to play with animals. The boy hopes for such times one day.
The boy's mother sits in the corner and listens to him read. Sometimes she repeats the words after him.
Let's buy some oranges today, Jim.
Watch me ski, Annie.
Sometimes the boy prefers to read silently, it helps him store the words in his head, to imagine the world of Jim and Annie better, the lives that go on after the story has ended, when the hens are back on their perches and the cow is milked. The dog and the farmer will sleep after helping Jim to milk the cow. The boy has even made up his own Jim and Annie stories, placing them both in parks and schoolrooms and markets such as the one in his old village. He can't imagine them fitting into his village. He would advise them not to smile so much, or laugh or shout too loudly as they did when they ate their ice creams and slid down the snowy slopes.
'Read, read,' his mother says so he makes some more words for her. Look, it's raining Jim, and she says them back to him.
The boy looks at the dog, the cow, the chickens. Hears the sounds they make though he doesn't make these sounds out loud. He would like to hear the dog bark. It would make a high sound because it is just a little dog. The chickens would make a deep clucking which would rise in pitch if they became agitated or afraid. In the past he has been guilty of chasing chickens, of enjoying the acceleration of their clucking as he ran after them. He has never chased a cow or any big animal. Not a donkey or a goat though he has been tempted to do so. To run after any animal now seems improbable: not even Jim or Annie could do that in here.
When he reaches the end of the story the boy goes back to the start. It is easier to read it the second time around, to pronounce the words more confidently once he knows how the story ends. It is Saturday and Jim and Annie are going to their uncle's farm. What the boy would like to see in this story is a little furry rabbit. There has not been one in any story so far though Jim and Annie have seen tigers and elephants and horses and pigs. At the zoo they stretched their heads backwards to take in the height of a giraffe and laughed at the monkeys in their cages. Their uncle's farm would be the ideal place for a rabbit. There is plenty of grass under the apple trees. The rabbit might even eat one of the fallen apples, though the boy is not sure if this should be part of a rabbit's diet. He will have a rabbit one day, this is his dream, a white rabbit with
long white ears through which you can see the pink flush of the skin underneath. A nose as pink as Annie's and Jim's cheeks and eyes as pink and glistening as the ice cream they ate.
'Read,' his mother says and he pretends not to hear.
His rabbit will live in a neat box into which he will place clean straw each day. When the weather is good he will let his rabbit out to hop around on the grass. His fingers long for the touch of soft fur, thick and sweet scented, the warm pulsing body of the animal underneath. In a market in his old country the market trader let him stroke a rabbit once. He gazed into rabbit eyes fringed with long lashes and touched his own nose to the rabbit's twitching one. If he can afford it one day he will buy a boy and a girl rabbit and they will have many babies, and then, like Jim and Annie, they will have a farm.
Now his mother is making the sad sound she often makes, so low it is sometimes hard to hear it. He stares down at the book, at the primary brightness of it, not wanting to turn his head. It is the sound of a very low note from an ancient musical instrument or the deep growl of a wild dog. He has heard it so many times now he wonders if this is what links human beings to animals, some wild thing inside each person that attempts to escape through their mouths. In this place he has heard it rise from the throats of all the women but also from some of the men. They sit silently, sometimes they rock, and when they try to speak there comes instead this deep, terrible note, so low it could be the last breath of the dying. He waits until it has passed but then it comes again so he opens his book and reads more loudly.
What a lovely day to go to the farm, Annie.
I hope the chickens have laid some eggs, Jim.
It has passed.
He hears the rustle of his mother rising. She touches her hand to his back, says, 'come'. He puts the book neatly on the pile by his bed and follows her through the centre and outside into the sun. Some women are sitting under an awning and they call to his mother softly. 'Go,' she says towards the swings that have been set up for the smallest children. 'Play'. He looks across at the children there, swinging slowly backwards and forwards in the heat. Can she not see he is too old for their games? The centre's children don't go high like Jim and Annie when they rode on the swings at the circus, their feet pointing upwards so you could see the soles of their shoes. He would rather go back inside and look at his books, but he wants to please his mother. He does not want her to growl again like an animal. When she is in the sun with the other women the sound, for the moment at least, goes away.
He walks instead to the centre's perimeter and looks towards the outer fence with the barbed wire on top. From here he often listens to the sounds of passing cars and the voices of people waiting to come in to visit. There is nowhere secret here in which to hide a rabbit, even if he could ask a visitor to sneak one in for him. And there is so little grass there is nothing for a rabbit to eat.
He waits for his mother until the dinner bell. They eat then watch television. He reads his stories. They pray. Once he used to impress his teacher with each newly learned word and the way in which he understood Jim and Annie and the bright and free lives they led. Once he used to tell his teacher about the life he would lead when he was allowed to go with his mother to a new home, a farm perhaps with a cow and chickens and a dog and lots of rabbits, though the teacher told him that rabbits on farms are not popular in Australia. Or perhaps he and his mother could just live in a square house and a garden like those he saw from the bus when they brought them here. But it has been so long he doesn't bother the teacher any more with his dreams. Annie and Jim will remain the same age in the blue books with other children's messages scrawled across them but he is getting older and his dreams, like his memories of the village and its animals, the chickens and hard working donkeys, the goats and rabbits, are beginning to fade. Jim and Annie will live their bright and simple lives, milking a cow, collecting the hens' eggs, stroking the pliant fur of a little dog who understands through the touch what a burden it is to be a human sometimes.
The lights are out and he calls goodnight to his mother. Her reply is soft. 'May God watch over you, my son.' He prays for her to sleep well too, free from nightmares, for what they have lost, for the dead, for the living. He prays for his longed-for rabbit.
Just as he is slipping towards sleep he hears again that low, desperate, animal growl. Does it come from his mother? The whole building seems to sigh it. And then from his own throat he hears a more terrible sound. The cry of the rabbit as the market trader took it from its box for a customer and with one neat, sharp crack, broke its neck. | <urn:uuid:dd4f7b4f-f022-4f86-b120-5868e43df460> | CC-MAIN-2018-43 | https://ro.uow.edu.au/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1123&context=asj | 2018-10-18T11:01:07Z | crawl-data/CC-MAIN-2018-43/segments/1539583511806.8/warc/CC-MAIN-20181018105742-20181018131242-00280.warc.gz | 800,283,075 | 2,194 | eng_Latn | eng_Latn | 0.932353 | eng_Latn | 0.999566 | [
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Resources:
English Language Arts:
* Reading Wonders (K-5):
https://www.mheducation.com/prek-12/program/microsites/MKTSP-BGA07 M0.html
❏ Reading Wonders uses a rich range of diverse print media that was created to teach the rigor, intent, and depth of the standards. The program provides support for building a strong reading foundation, access to complex text, finding and using text evidence, engaging in collaborative conversations, and writing to sources.
* Wilson Fundations (K-2):
https://www.wilsonlanguage.com/programs/fundations/
❏ Wilson Fundations is a comprehensive reading, spelling, and handwriting program. It focuses on critical foundational skills that emphasizes phonemic awareness, phonics/word study, high frequency word study, reading fluency, vocabulary, comprehension strategies, handwriting, and spelling.
* Collections (6th):
https://www.hmhco.com/programs/collections
❏ Collections enables students to improve their reading and analyzing of complex texts, hone their ability to determine evidence and reason critically, and learn to communicate more effectively in a variety of ways.
Math:
* Go Math (K-6)
https://www.hmhco.com/programs/go-math
❏ Go Math develops mathematical understanding by following the instructional model of: Engage, Explore, Explain, Elaborate, Evaluate. It provides a wealth of differentiated instruction resources across interactive platforms.
Science:
* National Geographic Learning (K-5)
https://ngl.cengage.com/assets/html/nxg/
❏ National Geographic Learning enables students to master science and engineering skills needed to succeed in the 21st Century. It is a comprehensive program that provides complete coverage of the Next Generation Science Standards, has built in science inquiry to promote scientific practices, and includes National Geographic Explorers and scientists to inspire students through real-world science.
* Integrated iScience (6th):
https://www.mheducation.com/prek-12/program/integrated-iscience-2017/M KTSP-QIF20MO.html?page=1&sortby=title&order=asc&bu=seg
❏ Integrated iScience engages students with project-based learning activities to demonstrate how science solves real-world problems. It meets the needs of the Next Generation Science Standards as well as provides active, hands-on explorations of concepts.
Social Emotional Learning:
* Sanford Harmony (K-6)
https://online.harmonysel.org/
❏ Sanford Harmony is designed to foster communication, connection, and community both inside and outside of the classroom.
Personalized Learning Platforms:
* Waterford (K-2)
https://www.waterford.org/waterford-early-learning/
❏ Waterford is a personalized learning software that adapts automatically to give each student a unique learning experience tailored to his or her own skill level and pace. It is based on two core curricula: Reading and Math & Science.
* ST Math (K-6)
https://www.stmath.com/visual-math-program-learning-games
❏ ST Math teaches math foundational concepts visually, then connects the ideas to the symbols and language. This enables students to tackle unfamiliar math problems, recognize patterns, and build conceptual understanding without language barriers. ST Math is mastery based and each student has their own personalized journey to ensure that they are building and demonstrating a strong conceptual foundation.
* IXL (K-6)
https://www.ixl.com/
❏ IXL provides online content to support lessons in LA and Math as well as individualized guidance, and real-time analytics.
* Membean (6th):
https://membean.com/
❏ Membean is a vocabulary program that builds students' word consciousness. It schedules learning and repetitions to ensure that what students learn is not forgotten, utilizes engaging content such as audio, video, and word pictures, and customizes a learning program for every student based on their skill level and speed of progress.
Assessments:
* New Jersey State Assessment: (3-6)
https://www.nj.gov/education/assessment/resources/
❏ NJSLA (New Jersey Student Learning Assessment) is the assessment given in Grades 3-6 to determine student proficiency of the grade level or content skills expectations detailed in the New Jersey Learning Standards. NJSLA is given in English-Language Arts, and Mathematics.
❏ The New Jersey Student Learning Assessment for Science (NJSLA-S) measures student proficiency with the New Jersey Student Learning Standards for Science for students in grade 5. The science standards require assessment tasks that examine students’ performance of scientific and engineering practices in the context of crosscutting concepts and disciplinary core ideas. The three-dimensional nature of the standards requires more complex assessment items and tasks.
School Assessment:
* Linkit! Benchmark Assessment (K-6)
https://www1.linkit.com/
❏ Linkit Benchmark Assessments are an assessment for , not of , learning. It measures student progress towards meeting end of year expectations in Language Arts and Math. Linkit! is given in the fall, winter, and spring and is aligned with the New Jersey Student Learning Standards. In addition to teacher observations, curriculum assessments, formative and summative assessments, teachers can use this to help determine which standard/skill requires individual or small group intervention and/or additional whole class focus.
* BRIGANCE Early Childhood (K)
https://www.curriculumassociates.com/products/brigance/early-childhood?GTM_ ProductCard
❏ BRIGANCE Early Childhood is a criterion-referenced assessment that measures a child’s performance on a specified set of skills over time. These skills include physical development, language development, literacy, mathematics and science, daily living, and social and emotional development. The assessment is given before entering Kindergarten. The BRIGANCE helps Kindergarten teachers identify strengths and needs, evaluating school readiness, and planning for individualized instruction. | <urn:uuid:c72a1d59-e5c1-4cd9-982d-1aa6f3f750a4> | CC-MAIN-2024-30 | https://resources.finalsite.net/images/v1699250733/mansfieldtsdorg/tnoq7locgedcgdmdhpte/curriculuminformation_2022-post.pdf | 2024-07-24T12:19:33+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518277.99/warc/CC-MAIN-20240724110315-20240724140315-00685.warc.gz | 427,362,633 | 1,215 | eng_Latn | eng_Latn | 0.983816 | eng_Latn | 0.985557 | [
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RECENT CONSERVATION ACHIEVEMENTS OF UK OVERSEAS TERRITORIES AND CROWN DEPENDENCIES, AND THEIR CONTRIBUTIONS TO NATIONAL AICHI BIODIVERSITY TARGETS (2013)
CONTRIBUTORS:
Karim Hodge, Department of Environment, Government of Anguilla Nicola Weber, Stedson Stroud, Ascension Island Government Alison Copeland, Department of Conservation Services, Government of Bermuda Mervin Hastings, Conservation & Fisheries Department, British Virgin Islands Tim Austin, Gina Ebanks-Petrie, Dept. Environment, Cayman Islands Government Nick Rendell, Environmental Planning Department, Falkland Islands Government Liesl Mesilio-Torres, Department of the Environment, Government of Gibraltar Tara Pelembe, St. Helena Government Jennifer Lee, Government of South Georgia & South Sandwich Islands Trevor Glass, Tristan da Cunha Conservation Department Elizabeth Charter, Department of Environment, Food and Agriculture, Isle of Man John Pinel, States of Jersey, Department of the Environment
COMPILED BY:
Mat Cottam
17 July 2013
CONTENTS
PAGE
2. SUMMARY
4. MAPISCO PROJECT
5. POTENTIAL ROLES FOR AICHI TARGETS
6. STRATEGIC PLAN FOR BIODIVERSITY 2011-2020 (AICHI BIODIVERSITY TARGETS)
8. Fig.1 Table showing respondent's opinions on the practical application of promoting the link between local biodiversity achievements and the Aichi Targets.
9. Fig.2 Table showing Aichi Targets which individual Overseas Territories and Crown Dependencies regard they have made most progress towards over the past five years.
10. Fig.3 Table showing Aichi Targets which individual Overseas Territories and Crown Dependencies regard will be the highest priority for them over the next five years.
11. Fig.4 Table showing number of achievements reported under each Aichi Target by individual Overseas Territories and Crown Dependencies.
AICHI ACHIEVEMENTS
UK Overseas Territories
12. Anguilla
14. Ascension
16. Bermuda
18. British Virgin Islands
20. Cayman Islands
22. Falkland Islands
24. Gibraltar
28. St Helena
30. South Georgia and South Sandwich Islands
32. Tristan da Cunha
Crown Dependencies
34. Isle of Man
36. Jersey
38. REFERENCES
SUMMARY
At a meeting of UK Overseas Territories and Crown Dependencies, to review progress of the UK Overseas Territories Strategy for Biodiversity (Royal Botanic Gardens Kew, March 2013), attendees were asked to provide feedback on the Strategic Plan for Biodiversity 20112020, Aichi Biodiversity Targets.
Responses were received from Anguilla, Ascension Island, Bermuda, British Virgin Islands, Cayman Islands, Falkland Islands, Gibraltar, St Helena, South Georgia and South Sandwich Islands, Tristan da Cunha, Isle of Man and Jersey. Due to capacity limitations, no response was received from Turks and Caicos, Montserrat and Pitcairn.
Attendees were asked for feedback relating to four distinct areas of the Aichi targets:
1. Opinions were sought on the practical application of promoting the link between local biodiversity achievements and the Aichi Targets (Fig.1).
2. Aichi Targets which attendees felt they had made most progress towards over the past five years (Fig.2).
3. Aichi Targets which attendees regarded would be the highest priority over the next five years (Fig.3).
4. To list any local achievements or initiatives (initiated, completed or on-going over the past five years) which might be regarded as contributing to the Aichi Targets, (Summary Fig.4 - see individual tables for details.)
All respondents agreed that promoting the link between local biodiversity achievements and the Aichi Targets might be of practical benefit in attracting funding from the UK (Fig.1). The majority believed this might also apply to international funders, and equally, that such an approach may be useful in helping to define research or conservation management priorities locally. Opinion was more equally divided over whether making such a link would be useful in attracting increased support from local politicians, however, as has already been indicated 1; the opportunities and barriers presented by "political will" are highly variable between individual Territories. Overall, only one respondent thought this process was probably of little practical use.
Strategic Goal A: Address the underlying causes of biodiversity loss by mainstreaming biodiversity across government and society
Respondents displayed a high degree of uniformity across the board, with most agreeing that the greatest progress had been made with Target 1 – Awareness (Fig.2). Target 2 – Integration ranked second. Target 3 – Incentives, and Target 4 – Consumption, showed least progress in most cases. This observation is backed up by the reporting of achievements (Fig.4), with large numbers of education and integration projects reported, but generally fewer examples of solid incentives and sustainable production and consumption forthcoming. A comment from Jersey may reflect the situation in other Crown Dependencies and Territories: "Despite giving Target 1 a score of 1, this only reflects the lack of movement on the other Targets... Target 1 .. (is)… difficult, or impossible to measure. Some might argue that the measure of education and awareness initiatives working is the extent to which they are translated into solid gains for the environment in the form of effective policies and incentives, and adoption of sustainable production and consumption practices. Priority targets for the next five years may support this observation (Fig.3), with Target 2 – Integration prioritised above Target 1 – Awareness, and with Target 4 – Consumption ranked a close third.
Strategic Goal B: Reduce the direct pressures on biodiversity and promote sustainable use.
In this section responses were more mixed, however, overall Target 5 – Habitat loss, Target 6 – Sustainable fisheries and Target 9 – Alien Invasive Species ranked as high progress areas. Target 7 – Sustainable Agriculture, Target 8 – Pollution and Target 10 – Climate change generally ranked as areas of least progress (Fig.2). The ranking of these progress targets was markedly similar to the priority targets set for the next five years (Fig.3), indicating that current priorities are anticipated to persist in the future. With regard to actual achievements, (Fig.4), Target 5 – Habitat loss and Target 9 – Alien Invasive Species score most highly. Target 8 – Pollution also shows a good deal of activity, though much is policy or legislative in nature, and so will require effective enforcement to actively contribute towards the target.
Strategic Goal C: To improve the status of biodiversity by safeguarding ecosystems, species and genetic diversity
Similar progress was reported on Target 11 – Protected Areas and Target 12 – Extinction (Fig.2). In all cases, Target 13 – Genetic diversity ranked lowest for progress. Over the next five years, this ranking remained the same, with Target 11 – Protected Areas the top priority (Fig.3). Once again, in all cases, Target 13 – Genetic diversity ranked lowest with the majority of territories reporting no achievements at all, or that this target was not applicable to them (Fig.4). Both crown dependencies, however, reported some achievements under this target.
Strategic Goal D: Enhance the benefits to all from biodiversity and ecosystem services
Target 14 – Ecosystem services ranked most highly for achievements, with Target 12 – Carbon stocks second (Fig.2). In all cases, Target 16 – Nagoya protocol ranked lowest for achievement, with only one territory reporting any progress. This order of target ranking remained the same for conservation priorities over the next five years (Fig.3), with Target 14 – Ecosystem services becoming a clearer priority in the future.
Strategic Goal E: Enhance implementation through participatory planning, knowledge management and capacity building.
All respondents (with the exception of BVI) reported most progress with Target 17 – Action Plans (Fig.2). Target 19 - Information sharing ranked second, with Target 18 – Traditional Use and Target 20 – Financial Support reporting least progress. Over the next five years, these targets showed a significant shift in ranking, with similar priority assigned to Target 17 – Action Plans and Target 19 - Information sharing (Fig.3). Target 20 – Financial Support ranked a close third, with Target 18 – Traditional Use generally regarded as the lowest priority. While several respondents described measures in place or under way, towards generating funds in-country for the purposes of environmental conservation, the contribution of Darwin and OTEP funding was highlighted in several individual responses, underlining the importance of these funding sources to Aichi Target achievement in the UK Overseas Territories and Crown Dependencies.
Overall future Aichi priorities for UK Overseas Territories and Crown Dependencies:
GOAL A: Target 1, 2, 4
GOAL B: Target 5, 6, 9
GOAL C: Target 11, 12
GOAL D: Target 14
GOAL E: Target 17, 19, 20
MAPISCO PROJECT
The Methodology for the Assessment of Priorities for International Species Conservation (MAPISCO) is a scoring method which enables species to be ranked on the basis of their combined contribution to a selection of co-benefits linked to the Aichi Targets. By linking the conservation benefits of individual species to a suite of ecosystem co-benefits, MAPISCO enables identification of which species contribute the most to a range of conservation targets.
The methodology is designed to be expandable, adaptable and usable; enabling the ranking of species on a scientific basis, towards informing conservation strategy and policy, while at the same time incorporating weighting elements designed to provide the flexibility required to facilitate changing policy requirements.
In the final report 2 , the five co-benefits selected for inclusion into the methodology were:
1. Habitat and area conservation (Aichi Targets 5 and 7)
2. Sustainable harvesting of fish, invertebrates and aquatic plants (Aichi Target 6)
3. Conservation of genetic diversity, in particular of wild relatives of cultivated plants and domesticated animals (Aichi Target 13)
4. Conservation of provisioning of ecosystem services (Aichi Target 14)
5. Prevention of species extinctions (Aichi Target 12)
MAPISCO has the capacity to highlight unseen potential and efficiencies with respect to species conservation, and may be of interest to some UK Overseas Territories and Crown Dependencies, however, it is likely to be of greater interest and value to some than to others.
One of the acknowledged limitations of MAPISCO is that it requires suitable data sources for operation. Data sources selected by MAPISCO are open access, however, in the case of small island populations, many species remain data deficient. The methodology, while not especially complicated, requires some learning and understanding, and is demanding of research and technical time; elements which may place an unacceptable burden on capacitylimited departments and organisations.
In the case of many Territories, IAS present a disproportionate impact on the environment. While the MAPISCO report outlines that the methodology is expandable to further cobenefits (including IAS), IAS are not included as a selected co-benefit, and no worked example of this is provided, possibly due to a lack of suitable data-sources. Conversely, Conservation of genetic diversity, (Target 13) which is incorporated as a MAPISCO cobenefit did not rank highly for the UK Overseas Territories and Crown Dependencies in this questionnaire.
Perhaps the greatest determinate of the value of MAPISCO, or any similar science-based approach, is "political will", and this is an element which has been indicated to be highly variable across Territories 1 . Cultural and "popular" bias can be overpowering drivers for or against sound conservation practice. MAPISCO is likely to be most effective in Territories which are comparatively well-resourced with regard to professional staff and finances, and where political will is actively supportive of conservation objectives, and takes note of sound scientific advice.
POTENTIAL ROLES FOR AICHI TARGETS
Those familiar with the biodiversity of the Overseas Territories and Crown Dependencies will already be aware of their disproportionate biological value and diversity. Equally, those familiar with the conservation work undertaken in these small islands, will know that human resources and capacity are major limiting factors. When capacity is limiting and the requirement for conservation management is a premium, reporting can quickly become burdensome. When faced with new challenges on a daily basis, small teams of conservation managers are likely to prioritise tackling new challenges, rather than reporting on old achievements. Despite this, the overwhelming majority of respondents to this questionnaire agreed that promoting the link between local biodiversity achievements and the Aichi Targets might have numerous practical benefits (Fig.1).
Given the apparent willingness of the the UK Overseas Territories and Crown Dependencies to step up to the plate of Aichi Target reporting, it would seem that there is a real potential for the UK to access detailed and targeted CBD-reporting from its most biodiverse regions. The Methodology for the Assessment of Priorities for International Species Conservation (MAPISCO), outlines a scoring method which enables species to be ranked on the basis of their combined Aichi Targets. If a MAPISCO-type approach was applied to the regions of the UK most likely to return high-value Aichi Target responses, it would seem likely that the regions which ranked most highly would include those with the most natural biodiversity… assuming that reporting of target achievements from these regions was effective. To these ends, reporting of target achievements by the government departments and non-governmental conservation organisations of the UK Overseas Territories and Crown Dependencies should be facilitated and encouraged.
In order to improve Aichi Target reporting from the UK Overseas Territories and Crown Dependencies, the following recommendations are made:
1. With many UK Overseas Territories and Crown Dependencies highly dependent on funding from the UK, grant application and reporting criteria should, where appropriate, clearly match Aichi targets.
2. Where additional reporting is required, the UK should take steps to minimise the reporting burden on the limited human resources of the UK Overseas Territories and Crown Dependencies. An example of this would be the pre-population of CDB responses for UK Overseas Territories and Crown Dependencies by JNCC, (July 2013).
3. The UK should consider in full the potential value of Aichi target contributions from the UK Overseas Territories and Crown Dependencies, and encourage active reporting of contributory achievements. Given that respondents to this survey have demonstrated an overwhelming interest in linking conservation achievements to the Aichi targets, steps should be taken to ensure that this happens. Were the UK to increase funding availability for Aichi targets of greatest priority to UK Overseas Territories and Crown Dependencies, that would provide a solid basis for a reciprocal arrangement of improved, Aichi-linked reporting.
Sarah Brennan (Falklands Conservation), on behalf of FC Trustees, returned the following comment: Although a response covering the last 5 years might wish to focus primarily on the positive achievements, given the challenges identified at the Kew workshop, it would surely be appropriate to indicate the difficulties in effectively addressing, inter alia, issues like waste management, capacity building and environmental education.
With improved Aichi-targeted funding and corresponding targeted reporting, such challenges could be better addressed, enabling the UK Overseas Territories and Crown Dependencies to fulfil their potential for Aichi target achievement.
STRATEGIC PLAN FOR BIODIVERSITY 2011-2020 (AICHI BIODIVERSITY TARGETS)
In decision X/2, the tenth meeting of the Conference of the Parties, held from 18 to 29 October 2010, in Nagoya, Aichi Prefecture, Japan, adopted a revised and updated Strategic Plan for Biodiversity, including the Aichi Biodiversity Targets, for the 2011-2020 period. The Aichi Targets comprise twenty individual targets, set within five Strategic Goals, as follows:
Strategic Goal A: Address the underlying causes of biodiversity loss by mainstreaming biodiversity across government and society
Target 1: By 2020, at the latest, people are aware of the values of biodiversity and the steps they can take to conserve and use it sustainably.
Target 2: By 2020, at the latest, biodiversity values have been integrated into national and local development and poverty reduction strategies and planning processes and are being incorporated into national accounting, as appropriate, and reporting systems.
Target 3: By 2020, at the latest, incentives, including subsidies, harmful to biodiversity are eliminated, phased out or reformed in order to minimize or avoid negative impacts, and positive incentives for the conservation and sustainable use of biodiversity are developed and applied, consistent and in harmony with the Convention and other relevant international obligations, taking into account national socio economic conditions.
Target 4: By 2020, at the latest, Governments, business and stakeholders at all levels have taken steps to achieve or have implemented plans for sustainable production and consumption and have kept the impacts of use of natural resources well within safe ecological limits.
Strategic Goal B: Reduce the direct pressures on biodiversity and promote sustainable use.
Target 5: By 2020, the rate of loss of all natural habitats, including forests, is at least halved and where feasible brought close to zero, and degradation and fragmentation is significantly reduced.
Target 6: By 2020 all fish and invertebrate stocks and aquatic plants are managed and harvested sustainably, legally and applying ecosystem based approaches, so that overfishing is avoided, recovery plans and measures are in place for all depleted species, fisheries have no significant adverse impacts on threatened species and vulnerable ecosystems and the impacts of fisheries on stocks, species and ecosystems are within safe ecological limits.
Target 7: By 2020 areas under agriculture, aquaculture and forestry are managed sustainably, ensuring conservation of biodiversity.
Target 8: By 2020, pollution, including from excess nutrients, has been brought to levels that are not detrimental to ecosystem function and biodiversity.
Target 9: By 2020, invasive alien species and pathways are identified and prioritized, priority species are controlled or eradicated, and measures are in place to manage pathways to prevent their introduction and establishment.
Target 10: By 2015, the multiple anthropogenic pressures on coral reefs, and other vulnerable ecosystems impacted by climate change or ocean acidification are minimized, so as to maintain their integrity and functioning.
Strategic Goal C: To improve the status of biodiversity by safeguarding ecosystems, species and genetic diversity
Target 11: By 2020, at least 17 per cent of terrestrial and inland water, and 10 per cent of coastal and marine areas, especially areas of particular importance for biodiversity and ecosystem services, are conserved through effectively and equitably managed, ecologically representative and well connected systems of protected areas and other effective area-based conservation measures, and integrated into the wider landscapes and seascapes.
Target 12: By 2020 the extinction of known threatened species has been prevented and their conservation status, particularly of those most in decline, has been improved and sustained.
Target 13: By 2020, the genetic diversity of cultivated plants and farmed and domesticated animals and of wild relatives, including other socio-economically as well as culturally valuable species, is maintained, and strategies have been developed and implemented for minimizing genetic erosion and safeguarding their genetic diversity.
Strategic Goal D: Enhance the benefits to all from biodiversity and ecosystem services
Target 14: By 2020, ecosystems that provide essential services, including services related to water, and contribute to health, livelihoods and well-being, are restored and safeguarded, taking into account the needs of women, indigenous and local communities, and the poor and vulnerable.
Target 15: By 2020, ecosystem resilience and the contribution of biodiversity to carbon stocks has been enhanced, through conservation and restoration, including restoration of at least 15 per cent of degraded ecosystems, thereby contributing to climate change mitigation and adaptation and to combating desertification.
Target 16: By 2015, the Nagoya Protocol on Access to Genetic Resources and the Fair and Equitable Sharing of Benefits Arising from their Utilization is in force and operational, consistent with national legislation.
Strategic Goal E: Enhance implementation through participatory planning, knowledge management and capacity building.
Target 17: By 2015 each Party has developed, adopted as a policy instrument, and has commenced implementing an effective, participatory and updated national biodiversity strategy and action plan.
Target 18: By 2020, the traditional knowledge, innovations and practices of indigenous and local communities relevant for the conservation and sustainable use of biodiversity, and their customary use of biological resources, are respected, subject to national legislation and relevant international obligations, and fully integrated and reflected in the implementation of the Convention with the full and effective participation of indigenous and local communities, at all relevant levels.
Target 19: By 2020, knowledge, the science base and technologies relating to biodiversity, its values, functioning, status and trends, and the consequences of its loss, are improved, widely shared and transferred, and applied.
Target 20: By 2020, at the latest, the mobilization of financial resources for effectively implementing the Strategic Plan for Biodiversity 2011-2020 from all sources, and in accordance with the consolidated and agreed process in the Strategy for Resource Mobilization, should increase substantially from the current levels. This target will be subject to changes contingent to resource needs assessments to be developed and reported by Parties.
Fig.1 Table showing respondent's opinions on the practical application of promoting the link between local biodiversity achievements and the Aichi Targets. (Y) yes, (-) no.
| | Anguilla | Ascension Island | Bermuda | British Virgin Islands | Cayman Islands | Falkland Islands | Gibraltar | Montserrat | Pitcairn | St Helena | South Georgia & SSI | Tristan da Cunha | Turks and Caicos Is. | Isle of Mann | Jersey |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Signatories to CBD | | √ | | √ | √ | | √ | | | √ | | √ | | √ | √ |
| I think that promoting the link between local biodiversity achievements and the Aichi Targets... | | | | | | | | | | | | | | | |
| … may be useful in attracting international funding. | Y | Y | Y | Y | Y | Y | Y | | | Y | Y | Y | | | - |
| … may be useful in attracting funding from the UK. | Y | Y | Y | Y | Y | Y | Y | | | Y | Y | Y | | | Y |
| … may be useful in attracting increased support from local politicians. | Y | Y | - | Y | - | Y | Y | | | - | - | - | | | Y |
| … may be useful in helping to define research or conservation management priorities. | Y | Y | - | Y | Y | Y | Y | | | - | Y | Y | | | Y |
| | Anguilla | Ascension Island | Bermuda | British Virgin Islands | Cayman Islands | Falkland Islands | Gibraltar | Montserrat | Pitcairn | St Helena | South Georgia & SSI | Tristan da Cunha | Turks and Caicos Is. | Isle of Mann | Jersey |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Signatories to CBD | | √ | | √ | √ | | √ | | | √ | | √ | | √ | √ |
| Goal A: Targets | | | | | | | | | | | | | | | |
| 1: AWARENESS | 1 | 1 | 1 | 1 | 1 | 1 | 2 | | | 1 | 1 | 1 | | 2 | 1* |
| 2: INTEGRATION | 2 | 2 | 2 | 2 | 3 | 2 | 1 | | | 2 | 3 | 3 | | 3 | 3 |
| 3: INCENTIVES | 3 | 4 | 3 | 4 | 3 | 3 | 3 | | | 4 | 4 | 4 | | 1 | 2 |
| 4: CONSUMPTION | 3 | 3 | 4 | 3 | 4 | 4 | 4 | | | 3 | 2 | 2 | | 4 | 4 |
| Goal B: Targets | | | | | | | | | | | | | | | |
| 5: HABITAT LOSS | 2 | 3 | 2 | 1 | 5 | 6 | 2 | | | 2 | 5 | 3 | | 2 | 1 |
| 6: SUSTAINABLE FISHERIES | 3 | 2 | 4 | 4 | 2 | 1 | 1 | | | 5 | 1 | 1 | | 1 | 2 |
| 7: SUSTAINABLE AG. | 4 | 6 | 6 | 5 | na | 3 | na | | | 1 | 6 | 4 | | 5 | 4 |
| 8: POLLUTION | 4 | 5 | 5 | 6 | 3 | 2 | 2 | | | 3 | 3 | 5 | | 2 | 6 |
| 9: ALIEN INVASIVE SPECIES | 2 | 1 | 1 | 2 | 1 | 4 | 4 | | | 4 | 2 | 2 | | 2 | 5 |
| 10: CLIMATE CHANGE | 3 | 4 | 3 | 3 | 4 | 5 | 5 | | | 6 | 4 | 6 | | 6 | 3 |
| Goal C: Targets | | | | | | | | | | | | | | | |
| 11: PROTECTED AREAS | 1 | 2 | 2 | 1 | 1 | 2 | 2 | | | 1 | 1 | 1 | | 1 | 2 |
| 12. EXTINCTION | 2 | 1 | 1 | 2 | 2 | 1 | 1 | | | 2 | 2 | 2 | | 2 | 1 |
| 13: GENETIC DIVERSITY | 3 | 3 | 3 | 3 | 3 | na | na | | | 3 | 3 | 3 | | 3 | 3 |
| Goal D: Targets | | | | | | | | | | | | | | | |
| 14: ECOSYSTEM SERVICES | 2 | x | 2 | 1 | na | 1 | 1 | | | 1 | 1 | 2 | | 2 | 1 |
| 15: CARBON STOCKS | 2 | x | 1 | 2 | na | 2 | 2 | | | 2 | 2 | 3 | | 1 | 2 |
| 16: NAGOYA PROTOCOL | 3 | x | 3 | 3 | na | 3 | 3 | | | 3 | 3 | 3 | | na | na |
| Goal E: Targets | | | | | | | | | | | | | | | |
| 17: ACTION PLANS | 1 | 1 | 1 | 4 | 1 | 1 | 1 | | | 1 | 1 | 1 | | 1 | 1 |
| 18. TRADITIONAL USE | 3 | 4 | 3 | 2 | 4 | 2 | 2 | | | 2 | 4 | 4 | | 3 | 2 |
| 19: INFORMATION SHARING | 2 | 2 | 2 | 3 | 2 | 3 | 3 | | | 3 | 2 | 3 | | 1 | 4 |
| 20: FINANCIAL SUPPORT | 2 | 3 | 4 | 1 | 3 | 4 | 4 | | | 4 | 3 | 2 | | 4 | 3 |
Fig.2 Table showing Aichi Targets which individual Overseas Territories and Crown Dependencies regard they have made most progress towards over the past five years (1= greatest progress, higher numbers = least progress).
NOTE: Average values are based on rankings provided. Some respondents returned paired rankings, perhaps underlining the difficulty of arbitrarily ranking equally important environmental targets.
COMMENT FROM JERSEY: Despite giving Target 1 a score of 1, this only reflects the lack of movement on the other Targets. I consider Target 1 to be difficult, or impossible to measure. Our Education Department, whilst following the National curriculum, and teaching biodiversity in core subjects, do not cooperate on implementation.
Fig.3 Table showing Aichi Targets which individual Overseas Territories and Crown Dependencies regard will be the highest priority for them over the next five years (1 = highest priority, higher numbers = lower priority).
| | Anguilla | Ascension Island | Bermuda | British Virgin Islands | Cayman Islands | Falkland Islands | Gibraltar | Montserrat | Pitcairn | St Helena | South Georgia & SSI | Tristan da Cunha | Turks and Caicos Is. | Isle of Mann | Jersey | Average |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Signatories to CBD | | √ | | √ | √ | | √ | | | √ | | √ | | √ | √ | |
| Goal A: Targets | | | | | | | | | | | | | | | | |
| 1: AWARENESS | 2 | 2 | 1 | 2 | 3 | 1 | 2 | | | 3 | 2 | 3 | | 1 | 4 | 2.2 |
| 2: INTEGRATION | 2 | 1 | 3 | 1 | 1 | 4 | 1 | | | 1 | 3 | 1 | | 1 | 2 | 1.8 |
| 3: INCENTIVES | 4 | 4 | 2 | 4 | 4 | 3 | 3 | | | 2 | 4 | 4 | | 3 | 3 | 3.3 |
| 4: CONSUMPTION | 3 | 3 | 4 | 3 | 2 | 2 | 2 | | | 4 | 1 | 2 | | 4 | 1 | 2.6 |
| Goal B: Targets | | | | | | | | | | | | | | | | |
| 5: HABITAT LOSS | 2 | 3 | 1 | 1 | 1 | 5 | 2 | | | 1 | 5 | 4 | | 4 | 1 | 2.5 |
| 6: SUSTAINABLE FISHERIES | 4 | 1 | 4 | 4 | 4 | 1 | 1 | | | 2 | 1 | 1 | | 1 | 5 | 2.4 |
| 7: SUSTAINABLE AG. | 4 | 6 | 5 | 5 | na | 2 | na | | | 5 | 6 | 2 | | 5 | 3 | 4.3 |
| 8: POLLUTION | 4 | 5 | 6 | 6 | 5 | 6 | 3 | | | 3 | 3 | 5 | | 3 | 2 | 4.3 |
| 9: ALIEN INVASIVE SPECIES | 3 | 2 | 2 | 3 | 3 | 3 | 3 | | | 4 | 2 | 3 | | 2 | 3 | 2.8 |
| 10: CLIMATE CHANGE | 3 | 4 | 3 | 2 | 2 | 4 | 4 | | | 6 | 4 | 6 | | 6 | 6 | 4.2 |
| Goal C: Targets | | | | | | | | | | | | | | | | |
| 11: PROTECTED AREAS | 2 | 1 | 2 | 1 | 1 | 1 | 1 | | | 1 | 1 | 2 | | 1 | 1 | 1.3 |
| 12. EXTINCTION | 2 | 2 | 1 | 2 | 2 | 2 | 2 | | | 2 | 2 | 1 | | 2 | 2 | 1.8 |
| 13: GENETIC DIVERSITY | 3 | 3 | 3 | 3 | 3 | na | na | | | 3 | 3 | 3 | | 3 | 3 | 3.0 |
| Goal D: Targets | | | | | | | | | | | | | | | | |
| 14: ECOSYSTEM SERVICES | 2 | x | 1 | 1 | na | 1 | 1 | | | 1 | 1 | 1 | | 1 | 1 | 1.1 |
| 15: CARBON STOCKS | 3 | x | 2 | 2 | na | 2 | 2 | | | 2 | 3 | 2 | | 1 | 2 | 2.1 |
| 16: NAGOYA PROTOCOL | 3 | x | 3 | 3 | na | 3 | 3 | | | 3 | 2 | 3 | | na | na | 2.9 |
| Goal E: Targets | | | | | | | | | | | | | | | | |
| 17: ACTION PLANS | 2 | 1 | 2 | 3 | 1 | 2 | 2 | | | 4 | 1 | 2 | | 1 | 1 | 1.8 |
| 18. TRADITIONAL USE | 3 | 4 | 4 | 4 | 4 | 3 | 3 | | | 3 | 4 | 4 | | 4 | 3 | 3.6 |
| 19: INFORMATION SHARING | 2 | 2 | 1 | 2 | 2 | 1 | 1 | | | 2 | 2 | 3 | | 1 | 4 | 1.9 |
| 20: FINANCIAL SUPPORT | 2 | 3 | 3 | 1 | 3 | 4 | 4 | | | 1 | 3 | 1 | | 1 | 2 | 2.3 |
NOTE: Average values are based on rankings provided. Some respondents returned paired rankings, perhaps underlining the difficulty of arbitrarily ranking equally important environmental targets.
Fig.4 Table showing number of achievements reported under each Aichi Target by individual Overseas Territories and Crown Dependencies.
| | Anguilla | Ascension Island | Bermuda | British Virgin Islands | Cayman Islands | Falkland Islands | Gibraltar | Montserrat | Pitcairn | St Helena | South Georgia & SSI | Tristan Da Cunha | Turks and Caicos Is. | Isle of Mann | Jersey |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Signatories to CBD | | √ | | √ | √ | | √ | | | √ | | √ | | √ | √ |
| Goal A: Targets | | | | | | | | | | | | | | | |
| 1: AWARENESS | 13 | 5 | | 6 | 7 | 5 | 5 | | | 5 | | 5 | | 5 | 4 |
| 2: INTEGRATION | 6 | 2 | | 5 | 4 | 5 | 7 | | | 5 | | 3 | | 3 | 3 |
| 3: INCENTIVES | 2 | - | | 1 | - | 2 | 6 | | | 1 | | - | | 3 | 1 |
| 4: CONSUMPTION | 2 | 1 | | 2 | 4 | 3 | 4 | | | 1 | | 1 | | 1 | 5 |
| Goal B: Targets | | | | | | | | | | | | | | | |
| 5: HABITAT LOSS | 4 | 3 | | 2 | 7 | 4 | 4 | | | 5 | | 2 | | 3 | 3 |
| 6: SUSTAINABLE FISHERIES | 4 | 2 | | 3 | 1 | 4 | 2 | | | 2 | | 2 | | 4 | 2 |
| 7: SUSTAINABLE AG. | 2 | - | | 2 | 1 | 2 | - | | | 1 | | 2 | | 1 | 1 |
| 8: POLLUTION | 2 | - | | 2 | 2 | 1 | 5 | | | 5 | | - | | 3 | 3 |
| 9: ALIEN INVASIVE SPECIES | 4 | 6 | | 5 | 7 | 4 | 3 | | | 3 | | 2 | | 3 | 3 |
| 10: CLIMATE CHANGE | 1 | 2 | | 2 | 3 | 1 | 4 | | | 1 | | - | | 1 | 4 |
| Goal C: Targets | | | | | | | | | | | | | | | |
| 11: PROTECTED AREAS | 2 | 4 | | 2 | 4 | 3 | 3 | | | 2 | | 2 | | 3 | 3 |
| 12. EXTINCTION | 3 | 4 | | 3 | 6 | 1 | 2 | | | 3 | | 2 | | 4 | 1 |
| 13: GENETIC DIVERSITY | - | - | | - | 1 | - | - | | | - | | - | | 2 | 1 |
| Goal D: Targets | | | | | | | | | | | | | | | |
| 14: ECOSYSTEM SERVICES | 4 | 2 | | 3 | - | 2 | 5 | | | 1 | | 1 | | 1 | - |
| 15: CARBON STOCKS | 1 | - | | 2 | - | 2 | 1 | | | 1 | | - | | 2 | - |
| 16: NAGOYA PROTOCOL | - | - | | - | - | 1 | - | | | - | | - | | - | - |
| Goal E: Targets | | | | | | | | | | | | | | | |
| 17: ACTION PLANS | 2 | 1 | | 1 | 1 | 3 | 4 | | | 1 | | 1 | | 1 | 1 |
| 18. TRADITIONAL USE | 1 | - | | 1 | 1 | 2 | - | | | 2 | | - | | - | 1 |
| 19: INFORMATION SHARING | 1 | 2 | | 1 | 2 | 2 | 5 | | | 2 | | 1 | | 2 | - |
ANGUILLA
RESPONDENTS: Karim Hodge, Department of Environment, Government of Anguilla.
Strategic Goal A:
Address the underlying causes of biodiversity loss by mainstreaming biodiversity across government and society
Target 1: AWARENESS
1. A 15 Minute DVD titles " Biodiversity is our Business" and a Poster on "Biodiveristy if Our Business"
2. Anguilla National Trust Annual Summer Programme for Kids
3. Department of Environment on Radio programme, The Zone ( weekly) and In Touch Radio (
Monthly) Programmes on Environment by the various Natural Resource Dept
4. Anguilla National Trust Weekly Environment Programme
5. Creation of Publication Entitled, " Geography of Anguilla" and "Cartographic Illustrations of Anguilla"
6. Department of Environment Open House Week for Environment 2010, 2011, 2012
7. Environment in the Classroom Initiatives with Department of Education
8. Climate Change Public Awareness Initiatives
9. Nature Fest 2011 Two weeks programme
10. Department of Environment Kids Environment Camp
11. Pesticide and Toxic Chemical Awareness weeek in 2010, 2011 and 2012
12. Department of Environment Public presentations on National Ecosystem Services
13. Redevelopment of the Department of Environment Website
Target 2: INTEGRATION
1. Green Economy Workshop Outputs being implemented
2. Mitigation Working Group under the National Disaster Management Committee
3. Technical Environmental Meeting
4. Biodiversity and Environment data integration of using the National GIS into the national development planning process
5. Climate Change Policy Development
6. Vulnerability and Capacity Assessment of Climate change on the Tourism Sector
Target 3: INCENTIVES and SUBSIDIES
1. Integration of Renewable Energy into the existing electricity grid.
2. Tax breaks on renewable energy technology.
Target 4: SUSTAINABLE PRODUCTION and CONSUMPTION
1. Environmental mainstreaming in progress to inform strategic decision making within the government by improving the development planning process.
2. Prevention of over fishing by the improved enforcement of legally regulated closed seasons of commercial reef fisheries
Strategic Goal B:
Reduce the direct pressures on biodiversity and promote sustainable use
Target 5: HABITAT LOSS
1. Habitat Mapping of the terrestrial and marine Habitats
2. Wetland Ecosystem Research Project: Department of Environment
3. Anguilla National Trust Wetland Project: Building A Foundation for Wetland Conservation
4. National Ecosystem Assessment Scoping Exercise
Target 6: SUSTAINABLE FISHERIES
1. Prevention of over-fishing by the enforcement of legally regulated closed seasons of commercial fisheries.
2. Re-evaluation of the existing Marine Protected Area Network for No Fishing and Regulated Fishing.
3. Initiate the Development of a National Ocean Governance Policy.
4. Initiate the development of an integrated Coastal Zone Management Plan.
Target 7: SUSTAINABLE AGRICULTURE, AQUACULTURE and FORESTRY
1. Soil amelioration project for building resiliency to climate change in the agricultural sector
2. Develop and Draft Soil Management Policy for Agriculture.
Target 8: POLLUTION
1. The development of a Pesticide and toxic chemicals study for Anguilla.
2. The development of a Waste Oil study for Anguilla.
Target 9: ALIEN INVASIVE SPECIES
1. Department of Fisheries ongoing Lion Fish target programme.
2. Eradication of rats and mice from Dog Island.
3. GIS mapping of invasive plant species across Anguilla.
4. Compilation of information on alien invasive species on mainland Anguilla.
Target 10: CLIMATE CHANGE
1. The creation and approval by House of Assembly of the Anguilla Climate Change Policy.
Strategic Goal C:
To improve the status of biodiversity by safeguarding ecosystems, species and genetic diversity
Target 11: PROTECTED AREAS
1. Approve and bring into force the Biodiversity and Heritage Conservation Act.
2. Approve and bring into force the Trade in Endangered Species Act.
Target 12: EXTINCTION
1. Department of Fisheries monitoring of Sea turtle populations through a tagging programme.
2. Department of Fisheries monitoring of Sea turtle population nesting beaches programme.
3. Department of Environment Iguana delicatissima monitoring programme.
Target 13: GENETIC DIVERSITY
Strategic Goal D:
Enhance the benefits to all from biodiversity and ecosystem services
Target 14: SAFEGUARDING ECOSYSTEM SERVICES
1. Department of Environment ongoing National Ecosystem Assessment- Scoping Exercise Project.
2. Anguilla National Trust ongoing wetland bird monitoring programme.
3. Ongoing water quality monitoring programme in Anguilla, wetland and marine.
4. Habitat Mapping- Terrestrial and Marine Project.
Target 15: CARBON STOCKS
1. The creation and approval by House of Assembly of the Anguilla Climate Change Policy.
Target 16: NAGOYA PROTOCOL
Strategic Goal E:
Enhance implementation through participatory planning, knowledge management and capacity building
Target 17: NATIONAL BIODIVERSITY ACTION PLAN
1. The National Environmental Management Strategy (NEMS) was developed and approved in 1999, revised in 2005 and is presently going through its third revision. The Department of Environment will use and implement the relevant outputs from the Greening the Economy exercise in the NEMS.
2. Anguilla Biodiversity Strategy and Action Plan Approved.
Target 18: TRADITIONAL KNOWLEDGE and USE
1. Existing knowledge of the natural environment taken into consideration in development projects.
Target 19: INFORMATION SHARING
1. The use of GIS and sharing of data with National GIS Office within the Department of Physical Planning to promote better understanding of the remaining distribution and condition of threatened habitats and species through the Department of Environment programmes.
Target 20: FINANCIAL SUPPORT FOR IMPLEMENTATION of STRATEGIC PLAN FOR BIODIVERSITY
1. The Approval of the Climate Change Policy which has the need for the establishment of an approved Climate Change Trust Fund.
ASCENSION ISLAND
RESPONDENTS: Nicola Weber, Stedson Stroud, Ascension Island Government.
Strategic Goal A:
Address the underlying causes of biodiversity loss by mainstreaming biodiversity across government and society
Target 1: AWARENESS
1. OTEP funded Environmental Education Project (2005-2007).
2. OTEP funded Green Mountain National Park Education and Visitors Centre (2009-2011).
3. Darwin Initiative funded Shallow Marine Survey Group Expedition (2012-13).
4. Darwin Initiative Biodiversity Action Plan Project (2012-2014).
5. Flora and Fauna International Flagship Species Grant - Operation Land Crab.
Target 2: INTEGRATION
1. Darwin Initiative Biodiversity Action Plan Project (2012-2014).
2. Marine Biodiversity and Fisheries project (proposal to be submitted to Darwin Initiative Sept. 2013).
Target 3: INCENTIVES and SUBSIDIES
Target 4: SUSTAINABLE PRODUCTION and CONSUMPTION
1. Marine Protection Ordinance 2013 as part of the Darwin BAP Project.
Strategic Goal B:
Reduce the direct pressures on biodiversity and promote sustainable use
Target 5: HABITAT LOSS
1. Endemic Plant Restoration Projects (2 x OTEP funded projects and now part of core activities).
2. Removal of invasive plants from turtle nesting beaches (core activity).
3. EU funded South Atlantic Invasive Species Project.
Target 6: SUSTAINABLE FISHERIES
1. Marine Protection Ordinance 2013 as part of the Darwin BAP Project.
2. Marine Biodiversity and Fisheries project (proposal to be submitted to Darwin Initiative Sept. 2013).
Target 7: SUSTAINABLE AGRICULTURE, AQUACULTURE and FORESTRY
(No agriculture, aquaculture or forestry on Ascension Island)
Target 8: POLLUTION
(No industry or farming on Ascension - pollution comparatively low)
Target 9: ALIEN INVASIVE SPECIES
1. EU funded South Atlantic Invasive Species Project.
2. Core Activities.
3. Rat and Myna Bird Control Programmes (AIG Environmental Health Department core activities).
4. MSc student project: Diet and distribution of the invasive ship rat on Ascension (part of Darwin BAP project).
5. Biocontrol on the Mexican thorn, prickly pear and lantana (CABI).
6. Biosecurity on planes and ships identified as an important area for future work.
Target 10: CLIMATE CHANGE
1. Turtle nesting beach temperature monitoring (2002 - present).
2. Sea temperature monitors (deployed 2012 as part of Darwin SMSG project).
Strategic Goal C:
To improve the status of biodiversity by safeguarding ecosystems, species and genetic diversity
Target 11: PROTECTED AREAS
1. National Protected Areas Ordinance (2003).
2. Designation of Green Mountain National Park (2005).
3. South Atlantic Overseas Territories Protected Areas Workshop hosted on Ascension (2013).
4. Improving Ascension Island's Protected Areas Network - Draft legislation submitted as part of Darwin BAP project.
Target 12: EXTINCTION
1. Anogramma ascensionis (Ascension parsley fern) rediscovered in the wild (2010) and in cultivation at Kew and on-Island.
2. Critically endangered endemic plants all in cultivation and seed banks have been created.
3. Green turtle nesting population increasing at a significant rate (2012/13 was the biggest nesting season on record).
4. Endemic frigatebird Fregata aquila nesting back on mainland (2012).
Target 13: GENETIC DIVERSITY
(No farmed or domesticated animals, no agriculture or cultivated plants on Ascension.)
Strategic Goal D:
Enhance the benefits to all from biodiversity and ecosystem services
Target 14: SAFEGUARDING ECOSYSTEM SERVICES
(Not applicable - Ascension Island was largely barren and any ecosystem services now come from introduced species e.g. erosion prevention and water catchment on Green Mountain.)
Possible exception is our fish stocks:
1. Marine Protection Ordinance 2013 as part of the Darwin BAP Project.
2. Marine Biodiversity and Fisheries project (proposal to be submitted to Darwin Initiative Sept. 2013).
Target 15: CARBON STOCKS
(Not applicable - as above. Carbon sequestration largely associated with introduced species.)
Target 16: NAGOYA PROTOCOL
(Not applicable - no genetic research for commercial applications conducted on Ascension.)
Strategic Goal E:
Enhance implementation through participatory planning, knowledge management and capacity building
Target 17: NATIONAL BIODIVERSITY ACTION PLAN
1. Darwin Initiative Biodiversity Action Plan Project (2012-2014).
Target 18: TRADITIONAL KNOWLEDGE and USE
(No indigenous population however there is a local recreational fishery.)
Target 19: INFORMATION SHARING
1. OTEP funded project: Reassessing the size of the green turtle nesting population on Ascension (2011-2012).
2. OTEP funded Endemic Plant Project - IUCN listings for all 7 of our endemic plants (2008-2010).
Target 20: FINANCIAL SUPPORT FOR IMPLEMENTATION of STRATEGIC PLAN FOR BIODIVERSITY
1. Access to Darwin Plus and other funding bodies.
BERMUDA
RESPONDENTS: Alison Copeland, Department of Conservation Services, Government of Bermuda
Strategic Goal A:
Address the underlying causes of biodiversity loss by mainstreaming biodiversity across government and society
Target 1: AWARENESS
1. Ongoing coverage of biodiversity topics in the media.
2. Public education campaigns on various topics (e.g invasive species)
3. Environmental education opportunities for school age children are widely available - e.g. camps, field trips and lessons
4. Opportunities for awareness raising in adults occurs - e.g natural history courses, public lectures, field trips by NGOs
Target 2: INTEGRATION
1. Integration is included in the BSAP, but not fully implemented.
Target 3: INCENTIVES and SUBSIDIES
Target 4: SUSTAINABLE PRODUCTION and CONSUMPTION
Strategic Goal B:
Reduce the direct pressures on biodiversity and promote sustainable use
Target 5: HABITAT LOSS
1. Southlands land swap - green space at Southlands turned into a national park and developers given brownfield site by government.
2. Degradation is being reduced by habitat restoration projects.
Target 6: SUSTAINABLE FISHERIES
1. Fisheries regulations revised 2010.
2. Marine resources plan published by Dept. of Environmental Protection (2011)
3. High seas marine protected area in the Sargasso Sea.
4. Proposed no-take zone within Bermuda's EEZ - the Blue Halo initiative.
Target 7: SUSTAINABLE AGRICULTURE, AQUACULTURE and FORESTRY
Target 8: POLLUTION
1. Ecotoxicology research in wetlands - Bermuda Amphibian Project.
2. Road drain remediation.
3. Waste Litter Control Act revision.
4. Sediment monitoring at cruise ship pier.
Target 9: ALIEN INVASIVE SPECIES
1. Pending legislation.
2. Ongoing rat and mosquito control by the Health Dept.
3. feral bird control programme dept. of Conservation Services.
4. Lionfish taskforce formed and Darwin Grant received by the taskforce in last round. Culling is ongoing by Ocean support foundation and taskforce.
5. Red-eared slider control programme at the Dept. of Conservation Services.
6. Invasive plant culling in nature reserves and parks - Bermuda government.
7. Invasive plant culling by corporate volunteers and school groups, led by government workers and local NGOs.
Target 10: CLIMATE CHANGE
1. Climate change working group formed within government.
2. Various local coral reef monitoring programmes are ongoing.
3. Ocean acidification research being conducted at BIOS.
4. Mangrove mapping - to monitor storm and sea level impact.
Strategic Goal C:
To improve the status of biodiversity by safeguarding ecosystems, species and genetic diversity
Target 11: PROTECTED AREAS
1. Southlands added to national park system.
2. Proposed no-take zone within Bermuda's EEZ - the Blue Halo initiative.
3. Saragasso sea MPA.
4. Inland waters (pending).
5. Amendments to the parks act added new terrestrial and marine protected areas - both NGO and government-owned nature reserves have been added in the last 5 years - including Eve's pond and
Vesey nature reserve.
Target 12: EXTINCTION
1. Active recovery efforts for governor laffan's fern, which is extinct in the wild, have been ramped up recently and numbers have increased. It will be reintroduced to the wild soon.
2. Other plants with critically endangered or endangered status have been seed banked and are under active propagation locally and overseas. They are being actively planted in protected areas.
3. Ex situ breeding and husbandry programmes have been initiated for 4 endangered endemic animals.
4. Revisions to the protected species act in 2012 increased the penalties for destruction of endangered species.
Target 13: GENETIC DIVERSITY
1. Population level genetic study of formerly economically valuable, and now endangered, Bermuda Cedar tree have been carried out.
Strategic Goal D:
Enhance the benefits to all from biodiversity and ecosystem services
Target 14: SAFEGUARDING ECOSYSTEM SERVICES
Target 15: CARBON STOCKS
1. OTEP-funded blue carbon study on seagrasses in Bailey's Bay restoration of large parts of Cooper's Island from degraded industrial site back to woodland, mangrove and salt marsh – ongoing.
Target 16: NAGOYA PROTOCOL
Strategic Goal E:
Enhance implementation through participatory planning, knowledge management and capacity building
Target 17: NATIONAL BIODIVERSITY ACTION PLAN
1. Bermuda NBASP first published in 2003.
2. Implementation of the first BSAP is ongoing.
3. Revision and updating of the first BSAP is ongoing - new BSAP will be published in 2014.
Target 18: TRADITIONAL KNOWLEDGE and USE
Target 19: INFORMATION SHARING
Target 20: FINANCIAL SUPPORT FOR IMPLEMENTATION of STRATEGIC PLAN FOR
BIODIVERSITY
BRITISH VIRGIN ISLANDS
RESPONDENTS: Mervin Hastings, Conservation & Fisheries Department, British Virgin Islands
Strategic Goal A:
Address the underlying causes of biodiversity loss by mainstreaming biodiversity across government and society
Target 1: AWARENESS
1. Conservation & Fisheries Environmental Month Programme.
2. National Parks Trust (NPT) Annual Arbour Day Activities.
3. Marine Awareness Guide.
4. Sustainability Network Committee Established - THE NATURAL STEP.
5. Creation of an Environmental Atlas of the BVI for Students.
6. Best management practices: A guide for Reducing Erosion in the BVI.
Target 2: INTEGRATION
1. NPT Darwin Plus project to conserve plant diversity and establish ecosystem base approach to management.
2. NPT integration of new areas in the System Plan of Protection Area in the BVI.
3. Stakeholders Meeting to develop a framework for beach management.
4. Integration of GIS and Biodiversity data into the national development planning process.
5. British Virgin Islands Sustainability Capacity Building Programme Initiated following THE NATURAL STEP.
Target 3: INCENTIVES and SUBSIDIES
1. Introduction of an Environmental Green Pledge Award for sustainable business practices.
Target 4: SUSTAINABLE PRODUCTION and CONSUMPTION
1. Environmental mainstreaming in progress to inform strategic decision making within the government by improving the development planning process.
2. Prevention of over fishing by the enforcement of legally regulated closed seasons of commercial fisheries.
Strategic Goal B:
Reduce the direct pressures on biodiversity and promote sustainable use
Target 5: HABITAT LOSS
1. NPT development of a Forest Management Plan as part of the Darwin Plus Project (2013-2015).
2. Declaration of the Marine and Terrestrial Protected Area Network Identified in the System Plan of Protect Area.
Target 6: SUSTAINABLE FISHERIES
1. Prevention of over fishing by the enforcement of legally regulated closed seasons of commercial fisheries.
2. Zoning within the Proposed Marine Protected Area Network for No Fishing and Regulated Fishing.
3. Increase enforcement and patrolling of the commercial fisheries sector by Conservation & Fisheries Department.
Target 7: SUSTAINABLE AGRICULTURE, AQUACULTURE and FORESTRY
1. NPT development of a Forest Management Plan as part of the Darwin Plus Project (2013-2015).
2. Experimental aquaculture project for lobster farming on going and well managed.
Target 8: POLLUTION
1. The development of a sustainable yachting policy for holding tanks by the Ministry of Natural Resources & Labour.
2. The development of a waste management strategy by the Department of Waste Management.
Target 9: ALIEN INVASIVE SPECIES
1. Creation of a NGO (Reef Guardians) to specifically target the control of lionfish populations.
2. Eradication of goats at Great Tobago National Park - 3rd largest Frigate Bird colony in the Caribbean.
3. Reduction of mongoose population on 2 outer islands by NGO - Jost Van Dyke Preservation Society.
4. GIS mapping of invasive plant species across the BVI through NPT Darwin Plus Project.
5. Compilation of information on alien invasive species on three islands profiles - OTEP funded project by Island Resources Foundation.
Target 10: CLIMATE CHANGE
1. The creation and approval by Cabinet of the Virgin Islands Climate Change Adaptation Policy.
2. Creation of a Best management practices: A guide for Reducing Erosion in the BVI.
Strategic Goal C:
To improve the status of biodiversity by safeguarding ecosystems, species and genetic diversity
Target 11: PROTECTED AREAS
1. Declaration of the Cabinet approved Systems Plan of Protected Areas for the BVI.
2. Zoning of the Protected Area Network using IUCN management categories.
Target 12: EXTINCTION
1. Updating IUCN redlist with known threatened plant species through the NPT Darwin Plus Project.
2. NPT creation of a recovery plan for the critically endangered Anegada Rock Iguana Cyclura pinguis.
3. Continued monitoring of Sea turtle populations through a tagging programme.
Target 13: GENETIC DIVERSITY
Strategic Goal D:
Enhance the benefits to all from biodiversity and ecosystem services
Target 14: SAFEGUARDING ECOSYSTEM SERVICES
1. Declaration of important Mangrove ecosystems as protected areas due to their importance as hurricane shelters for the marine industry.
2. Continuation of the mangrove replanting programme by NPT.
3. Continuation the water quality monitoring programme in the BVI.
Target 15: CARBON STOCKS
1. The creation and approval by Cabinet of the Virgin Islands Climate Change Adaptation Policy.
2. National Parks Trust (NPT) Annual Arbour Day Activities.
Target 16: NAGOYA PROTOCOL
Strategic Goal E:
Enhance implementation through participatory planning, knowledge management and capacity building
Target 17: NATIONAL BIODIVERSITY ACTION PLAN
1. The National Environmental Action Plan developed by CFD will be updated using the outputs from the Sustainability Capacity Building Program.
Target 18: TRADITIONAL KNOWLEDGE and USE
1. Existing use of traditional fishing grounds taking into consideration in the Marine Protected Area Zoning process.
Target 19: INFORMATION SHARING
1. The use of GIS and sharing of data with National GIS committee to promote better understanding of the remaining distribution and condition of threatened habitats and species through the NPT Darwin Plus project.
Target 20: FINANCIAL SUPPORT FOR IMPLEMENTATION of STRATEGIC PLAN FOR BIODIVERSITY
1. The establishment of the cabinet approved Climate Change Trust Fund.
2. Implementation of the Sustainable Finance Plan for the Protected Area Management Plan.
3. The continued participation in the Caribbean Challenge Initiative with The Nature Conservancy and other Stakeholders.
CAYMAN ISLANDS
RESPONDENTS: Tim Austin, Gina Ebanks-Petrie, Dept. Environment, Cayman Islands Government.
Strategic Goal A:
Address the underlying causes of biodiversity loss by mainstreaming biodiversity across government and society
Target 1: AWARENESS
1. By 2020, at the latest, people are aware of the values of biodiversity and the steps they can take to conserve and use it sustainably.
2. National Biodiversity Action Plan and associated outreach activities
3. Darwin Marine Parks Review - multiple consultation efforts.
4. Draft National Conservation Legislation public consultation process
5. Lionfish eradication programme and ongoing public education.
6. Public education process surrounding Grouper Moon project, sharks and stingrays.
7. DOE and National Trust public education including DOE local TV network 'Environment Break,' school visits, targeted campaigns, social media, websites and newsletters.
Target 2: INTEGRATION
1. Draft National Conservation Law - includes requirement to consult on environmental issues prior to approvals and provisions for EIA.
2. Native Tree guidelines and Storm Water Management guidelines available at the Planning Department
3. Continued use and development of environmentally relevant GIS layers for review of planning applications.
4. Development of Turtle Friendly Beach Lighting Guidelines
Target 3: INCENTIVES and SUBSIDIES
Target 4: SUSTAINABLE PRODUCTION and CONSUMPTION
1. All new Government building built to LEED certification standards
2. Development of a National Energy Policy
3. CUC "CORE" Programme and Government requirements for renewable energy generation
4. Government incentives for solar power
Strategic Goal B:
Reduce the direct pressures on biodiversity and promote sustainable use
Target 5: HABITAT LOSS
Target 6: SUSTAINABLE FISHERIES
1. Darwin Marine Parks Review implemented.
2. Protection for Stingrays, Manta and Eagle Rays.
3. Continued enforcement of local Marine Conservation Laws
4. National Biodiversity Action Plan
5. Grouper Moon programs for locally important Nassau Grouper aggregations.
6. Monitoring of locally important Queen Conch populations
7. Monitoring and management of nesting turtle populations
Target 7: SUSTAINABLE AGRICULTURE, AQUACULTURE and FORESTRY
1. Aquaculture Policy to support small scale sustainable projects and ensure avoidance and minimisation of impacts to biodiversity.
Target 8: POLLUTION
1. DOE Water Quality Monitoring Programme for North Sound and George Town Harbour.
Water Authority permitting requirements for deep well disposal and trade effluent disposal in marine environment.
2. Port Authority Zero Discharge Policy for all shipping.
Target 9: ALIEN INVASIVE SPECIES
1. National Biodiversity Action Plan as overarching policy.
2. Endangered Species Trade and Transport Law - passed but not yet implemented - border control measures and between island transport of species of concern.
3. Lionfish Control Programmes
4. Pilot cat eradication programme in Sister Islands (Cayman Brac and Little Cayman).
5. Monk Parakeet eradication efforts.
6. Amendments to local legislation to remove protection for invasive Green Iguana.
7. RSPB funding to address alien invasive species (biosecurity) as part of regional initiative.
Target 10: CLIMATE CHANGE
1. National Energy Policy developed.
2. Draft National Climate Change Policy developed.
3. Darwin Marine Parks Review addresses marine ecosystem resiliency specifically for climate change.
Strategic Goal C:
To improve the status of biodiversity by safeguarding ecosystems, species and genetic diversity
Target 11: PROTECTED AREAS
1. The draft National Conservation Legislation provides the legal framework for terrestrial and marine protected areas.
2. Darwin Marine Parks Review proposes a robust network of integrated marine parks covering between 40-50 per cent of the marine shelf (0-200ft).
3. The CI National Trust currently targets ecologically important areas for acquisition (e.g. Mastic Forest Reserve, Booby Pond Reserve and Little Cayman Iguana nesting habitat) which in addition to the CI Government Animal Sanctuaries brings terrestrial protection to approximately 5% of the total landmass.
4. CI Government has executed a 99 year peppercorn lease for approximately 100 acres of xerophytic shrubland (important iguana habitat and threatened ecosystem) with the CI National Trust to form the Collier Wilderness Reserve.
Target 12: EXTINCTION
1. The National Biodiversity Action Plan remains key.
2. The Blue Iguana Recovery Programme successfully downgraded the local blue iguana population from IUCN Critically Endangered to Endangered.
3. The Red List for the Cayman Islands Flora prepared and published in 2008.
4. The Flora of the Cayman Islands republished and updated 2012.
5. The QEII Botanic Park continues to propagate locally threatened species including Hohenbergia caymanensis and Pisonia margaretae.
6. Cayman Islands' participation in the Millennium Seed Bank project in collaboration with Royal Botanic Gardens Kew.
Target 13: GENETIC DIVERSITY
1. The Draft National Conservation legislation has provisions for genetically modified species. See 6 above.
Strategic Goal D:
Enhance the benefits to all from biodiversity and ecosystem services
Target 14: SAFEGUARDING ECOSYSTEM SERVICES
Target 15: CARBON STOCKS
Target 16: NAGOYA PROTOCOL
Strategic Goal E:
Enhance implementation through participatory planning, knowledge management and capacity building
Target 17: NATIONAL BIODIVERSITY ACTION PLAN
1. National Biodiversity Action Plan drafted and widely available although supporting legislation (NCL) remains in draft form.
Target 18: TRADITIONAL KNOWLEDGE and USE
1. Traditional use provisions included in the draft National Conservation Legislation.
Target 19: INFORMATION SHARING
1. DOE Monitoring Programmes in place and widely reported - data used to support legislative and policy recommendations.
2. Well developed local GIS database available country wide with significant technical capacity developed and utilised within the DOE.
Target 20: FINANCIAL SUPPORT FOR IMPLEMENTATION of STRATEGIC PLAN FOR BIODIVERSITY
1. The Draft National Conservation Law outlines the appropriate mechanisms for access to the Environmental Protection Fund currently in place since 1997 and includes provisions for the supplementing of the Fund through fees and penalties under the law.
FALKLAND ISLANDS
RESPONDENTS: Nick Rendell, Environmental Planning Department, Falkland Islands Government.
Strategic Goal A:
Address the underlying causes of biodiversity loss by mainstreaming biodiversity across government and society
Target 1: AWARENESS
1. Falklands Conservation community programmes.
2. Falklands Conservation children education 'watch-group'.
3. School children wildlife trips supported by FIG.
4. Environmental Mainstreaming Group.
5. Eco-tourism high level interaction.
Target 2: INTEGRATION
1. Falkland Islands Biodiversity Strategy (2008-18).
2. Falkland Islands Structure Plan (2001-15).
3. Biodiversity Action Plan Project (2013-15).
4. Environmental Mainstreaming Group (comprises key Govt depts and private sector reps).
5. Scoping the feasibility of undertaking an ecosystem assessment for South Georgia and the Falkland Islands (Darwin Plus Project).
Target 3: INCENTIVES and SUBSIDIES
1. Agricultural subsidies have been phased out. FIG Dept of Agriculture Farm Improvement
Programme places emphasis on holistic farming. Organic certification in recent years has encouraged further improved farming practices.
2. Energy subsidy on wind turbines has been a success with over 90% of farm settlements utilising wind power. Six turbine wind farm in Stanley the capital produces over 40% of total electricity requirements for Stanley. Development of wind power facility at the MoD Mount Pleasant base is planned in the near future.
Target 4: SUSTAINABLE PRODUCTION and CONSUMPTION
1. Six turbine wind farm in Stanley the capital produces over 40% of total electricity requirements for Stanley. Development of wind power facility at the military base is planned in the near future.
2. Environmental Mainstreaming Group in place to mainstream environment in Govt and private sector initiatives.
3. Import substitution Programme in place.
Strategic Goal B:
Reduce the direct pressures on biodiversity and promote sustainable use
Target 5: HABITAT LOSS
(Habitats: semi natural extensive grazing land. No native trees.)
1. Habitat mapping scoping project completed 2013. Provides feasibility for full island-wide habitat mapping.
2. Protected Areas Strategy Project will identify key sites for protection.
3. Minimal development outside of Stanley. EIA (currently draft) legislation will scrutinise development.
4. Habitat restoration scoping project.
Target 6: SUSTAINABLE FISHERIES
1. Strong commercial offshore fisheries management and science.
2. National Plans of Action NPOAs in key fisheries.
3. Seabird bycatch mortality understood and stable / dropping in FI waters.
4. Agreement on Conservation of Albatrosses and Petrels (ACAP) officer post.
Target 7: SUSTAINABLE AGRICULTURE, AQUACULTURE and FORESTRY
1. Semi natural extensive grazing land: holistic sustainable grazing practises widely used.
2. Experimental aquaculture projects underway - well managed.
(No forestry.)
Target 8: POLLUTION
(Very few pollution sources in the Falklands. Most are regulated with minimal impacts on the environment.)
1. Fishing waste mitigation has reduced plastics littering on coastline.
Target 9: ALIEN INVASIVE SPECIES
1. Rat eradication programme.
2. RSPB prioritisation exercise.
3. Invasive Plants Strategy being finalised.
4. Earwig biological control feasibility.
Target 10: CLIMATE CHANGE
1. Climate Change modelling and impact assessment project.
Strategic Goal C:
To improve the status of biodiversity by safeguarding ecosystems, species and genetic diversity
Target 11: PROTECTED AREAS
1. Protected Areas Strategy Project (2011-14): review of protected areas network.
2. Marine Spatial Planning exercise planned.
3. Ramsar recognition at two sites.
Target 12: EXTINCTION
1. SAPs/HAPs in Biodiversity Strategy in place for key species. To be completed though stand-alone project 2013-15.
Target 13: GENETIC DIVERSITY
(No cultivated plants or domestic animals with genetic diversity concerns in FI.)
Strategic Goal D:
Enhance the benefits to all from biodiversity and ecosystem services
Target 14: SAFEGUARDING ECOSYSTEM SERVICES
1. Scoping the feasibility of undertaking an ecosystem assessment for South Georgia and the Falkland Islands (Darwin Plus Project).
2. Ecosystem Services scoping assessment.
Target 15: CARBON STOCKS
1. Habitat restoration scoping project .
2. Environmental Mainstreaming Group.
Target 16: NAGOYA PROTOCOL
1. Genetic resources referenced in FI Biodiversity Strategy. No legislation.
Strategic Goal E:
Enhance implementation through participatory planning, knowledge management and capacity building
Target 17: NATIONAL BIODIVERSITY ACTION PLAN
1. Biodiversity Strategy 2008-18. Reviewed in 2011.
2. Biodiversity action planning project will bring SAPs up to date.
3. Climate Change Project aims to climate-proof Biodiversity Strategy in 2014 review.
Target 18: TRADITIONAL KNOWLEDGE and USE
1. Sustainable Gentoo penguin egg collection is allowed for human consumption according to traditional practises, under legislation.
2. Shooting of common duck species traditionally eaten is permitted on seasonal basis.
Target 19: INFORMATION SHARING
1. South Atlantic Environmental Research Institute (SAERI) established 2012.
2. GIS Centre - about to be established through SAERI.
Target 20: FINANCIAL SUPPORT FOR IMPLEMENTATION of STRATEGIC PLAN FOR BIODIVERSITY
1. Limited funding available currently. Potential funding availability if oil development increases FIG income.
COMMENT: Sarah Brennan (Falklands Conservation), on behalf of FC Trustees: Although a response covering the last 5 years might wish to focus primarily on the positive achievements, given the challenges identified at the Kew workshop, it would surely be appropriate to indicate the difficulties in effectively addressing, inter alia, issues like waste management, capacity building and environmental education.
GIBRALTAR
RESPONDENTS: Liesl Mesilio-Torres, Department of the Environment, Government of Gibraltar.
Strategic Goal A:
Address the underlying causes of biodiversity loss by mainstreaming biodiversity across government and society
Target 1: AWARENESS
1. Yearly education programmes are run by Department of the Environment throughout all schools and age groups.
2. Quarterly environmental public awareness days held at town centre.
3. Quarterly environmental newsletter publication by Department of the Environment.
4. World Environment Day held yearly and hosted with participation of all schools and parents.
5. Clean-up the World Day is organised locally in conjunction with local NGOs, 100% voluntary public participation.
Target 2: INTEGRATION
1. Gibraltar Biodiversity Action Plan (2005-15).
2. Upper Rock nature Reserve - a management and Action Plan (2005-15).
3. Southern Waters of Gibraltar Management Scheme (2012-15).
4. The management of marine living resources in the waters around Gibraltar (Report) 2013.
5. Nature Conservancy council (comprises key Gov. depts. and private sector reps).
6. Gibraltar Environmental Action and Management Plan.
7. Gibraltar Climate Change Programme.
Target 3: INCENTIVES and SUBSIDIES
1. During 2012 Government of Gibraltar commissioned carbon footprint assessment and review of all government operations, with a view to quantify and reduce carbon emissions as well as introduce green accounting policy into mainstream reporting.
2. Through the Development and Planning Commission all building developments are assessed on environmental rankings such as energy consumption, impact on biodiversity, emissions and efficiency of building materials used.
3. Air quality monitoring network setup-up across Gibraltar, with public access via to live information via web-browser.
4. Water quality monitoring programmes assess coastal and ground water quality on a monthly basis.
5. Gibraltar wide educational and infrastructure recycling programme has been rolled out during 2012.
6. The management of marine living resources in the waters around Gibraltar (Report) 2013.
Target 4: SUSTAINABLE PRODUCTION and CONSUMPTION
1. Scoping and feasibility study of renewable energy sources (photovoltaic and solar thermal) are being undertaken by the Gibraltar government for all public building energy requirements.
2. Import duty deduction on electric vehicle imports.
3. 90% of all street cleaning operations and carried out by electric vehicles.
4. New power station to be constructed using best available technologies.
Strategic Goal B:
Reduce the direct pressures on biodiversity and promote sustainable use
Target 5: HABITAT LOSS
1. "There are two SACs / SPAs within Gibraltar and each have a management plan: (1) UKGIB0001 Rock of Gibraltar - Upper Rock Nature Reserve: Management & Action Plan, and (2) UKGIB0002 Southern Waters of Gibraltar - Southern Waters of Gibraltar Management Scheme. The overall direction is managed by Department of the Environment and implemented through agents and contracted ecological specialists.
2. GIS terrestrial Habitat mapping project completed May 2013.
3. Protected Areas Strategy Project will identify key sites for protection.
4. Legislative requirement for Environmental Impact Assessments and more stringent Appropriate Assessments (in line with the Habitats Directive) of all projects that could impact protected areas.
Target 6: SUSTAINABLE FISHERIES
1. National Plans of Action to protect key habitats / species; Southern Waters of Gibraltar - Southern Waters of Gibraltar Management Scheme & entirety of British Gibraltar Territorial Waters covered under report "The management of marine living resources in the waters around Gibraltar" 2013.
Target 6: SUSTAINABLE FISHERIES cont.
2. The Department of the Environment is leading the process of surveillance monitoring for the Marine SAC. Surveillance monitoring of terrestrial and marine Annex 1* habitats includes:
* Monitoring of Annex II & IV listed species*.
* Monitoring of non-EU listed species and endemic species
* As listed in the Habitats Directive. Locally important species also protected and monitored in line with the Nature Protection Act 1991.
Target 7: SUSTAINABLE AGRICULTURE, AQUACULTURE and FORESTRY
(No agriculture, aquaculture or forestry in Gibraltar.)
Target 8: POLLUTION
1. Environmental Action and Management Plan launched 2013, serves as the road map for the implementation of a myriad of green principles aimed at reducing pollution. It establishes general policy goals, identifies specific action points and sets out tentative timeframes for the achievement of these goals. Plan available from https://www.gibraltar.gov.gi/environment/environment#publications
2. Active and rigorous monitoring and enforcement of all marine commercial activities within British Gibraltar territorial waters. All commercial activity standards enforced through Gibraltar Marine Authority in conjunction with environmental key performance indicators provided by the Department of the Environment.
3. Government support and involvement in numerous pollution reduction initiatives such as Clean up the world and World Environment Day.
4. Gibraltar wide environmental education programme has been in operation since 2006.
5. Waste management Plan 2011 fulfils the requirements of the new EC Waste Framework Directive 2008/98/EC. The Plan provides a framework to enable decisions to be taken for efficient and sustainable waste management of all waste arising in Gibraltar and Information on the different waste streams and treatment options including forecasts of waste streams in the future.
Target 9: ALIEN INVASIVE SPECIES
1. Invasive species control programme in place and managed through agents and contracted specialists. Programme also forms part of the MOD's Integrated Rural Management Plan for MOD estates in Gibraltar. The overall direction is managed by Department of the Environment.
2. Active removal of invasive plant species in place and managed through agents and contracted specialists, integrated in Integrated Rural Management Plan for M.O.D estates. The overall direction is managed by Department of the Environment.
3. Protection of endemic vegetation and restoration of natural habitats commenced in 2005 and ongoing programme is in operation through agents and contracted specialists.
Target 10: CLIMATE CHANGE
1. Preliminary Climate Change modelling and impact assessment undertaken in 2012 / 2013 under EU Cities Adapt climate Change project.
2. The Gibraltar climate change programme published under guidance of Climate change committee steering group.
3. Climate change forum includes representatives of the private and public sector alongside representatives of academia.
4. Scoping and feasibility study underway for Gibraltar specific climate change risk analysis in conjunction with University of Manchester.
Strategic Goal C:
To improve the status of biodiversity by safeguarding ecosystems, species and genetic diversity
Target 11: PROTECTED AREAS
1. "There are two SACs/SPAs within Gibraltar, each with their own management plan: (1) UKGIB0001 Rock of Gibraltar - Upper Rock Nature Reserve: Management & Action Plan and (2) UKGIB0002 Southern Waters of Gibraltar - Southern Waters of Gibraltar Management Scheme. The overall direction is managed by Department of the Environment and implemented through agents and contracted specialists.
2. National Plans of Action to protect key habitats and species; Southern Waters of Gibraltar Southern Waters of Gibraltar Management Scheme & entirety of British Gibraltar Territorial Waters covered under Report "The management of marine living resources in the waters around Gibraltar" 2013.
Target 11: PROTECTED AREAS cont.
3. "Wildlife (Gibraltar) Ltd., have been contracted to monitor terrestrial habitats and species of community interest. The Department of the Environment is leading the process of surveillance monitoring for the Marine SAC. Surveillance monitoring of terrestrial and marine Annex 1 habitats includes:
* Monitoring of Annex II & IV listed species.
* Monitoring of non-EU listed species and endemic species
Target 12: EXTINCTION
1. Invasive species control programme in place and managed through agents and contracted specialists, integrated in Integrated Rural Management Plan for M.O.D estates. The overall direction is managed by Department of the Environment. This plan plays a pivotal role in the conservation of the Barbary Partridge (Alectoris barbara) which is under predation pressure from feral cats.
2. The Silene tomentosa (Gibraltar Campion) was thought to be extinct by 1992, however it was later re-discovered in 1994, when it was found growing in the Rock of Gibraltar Nature Reserve. Following this re-discovery, it was propagated at the Millennium Seed Bank and the type specimen is kept at the Royal Botanic Gardens, Kew in London. Silene tomentosa is currently found growing wild only on the rocky outcrops of the Rock of Gibraltar.
Target 13: GENETIC DIVERSITY
(No cultivated plants or domestic animals with genetic diversity concerns in Gibraltar.)
Strategic Goal D:
Enhance the benefits to all from biodiversity and ecosystem services
Target 14: SAFEGUARDING ECOSYSTEM SERVICES
1. Southern Waters of Gibraltar Management Scheme (2012-15).
2. The management of marine living resources in the waters around Gibraltar (Report) 2013.
3. Gibraltar fully complies with the requirements of the EU Water Framework and Marine Strategy Framework Directives. These ensure the protection coastal ecology and water quality, unique and valuable habitats, drinking water resources and bathing waters. No agriculture or forestry in Gibraltar.
4. Environmental Action and Management Plan launched 2013, serves as the road map for the implementation of the Government's key green principles. It establishes general policy goals, identifies specific action points and sets out tentative timeframes for the achievement of these goals.
5. Active and rigorous monitoring and enforcement of all marine commercial activities within British Gibraltar territorial waters. All commercial activity standards enforced through Gibraltar Marine Authority in conjunction with environmental key performance indicators provided by the Department of the Environment.
Target 15: CARBON STOCKS
1. No Deforestation, wetland drainage or other types of habitat change and degradation permitted under Gibraltar Nature Protection Act 1991.
Target 16: NAGOYA PROTOCOL
Strategic Goal E:
Enhance implementation through participatory planning, knowledge management and capacity building
Target 17: NATIONAL BIODIVERSITY ACTION PLAN
1. Gibraltar Biodiversity Action Plan (2005-15).
2. Upper Rock Nature Reserve - a management and Action Plan (2005-15).
3. Southern Waters of Gibraltar Management Scheme (2012-15).
4. The management of marine living resources in the waters around Gibraltar (Report) 2013.
Target 18: TRADITIONAL KNOWLEDGE and USE
Target 19: INFORMATION SHARING
1. Gibraltar environmental report is published annually by the Department of the Environment and available in print version from the Department of the Environment or can be downloaded as PDF documents from the Department of the Environment website.
2. Under EU Directive 2007/2/EC - Gibraltar has successfully converted all spatial, geographical and environmental data into GIS format, these are scheduled for open publication in 2013 according to Directive deadlines.
3. All air quality and bathing water quality research and findings are publicly available through webbrowser application access, as well as published in the yearly in the annual environmental report.
Target 19: INFORMATION SHARING cont.
4. All Gibraltar Terrestrial and Marine Biodiversity Management and Action Plans are available in print version from the Department of the Environment or can be downloaded as PDF documents from the Department of the Environment website.
5. All Department of the Environment newsletters are available in print version from the Department of the Environment and can be downloaded as PDF documents from the Department of the Environment website.
Target 20: FINANCIAL SUPPORT FOR IMPLEMENTATION of STRATEGIC PLAN FOR BIODIVERSITY
1. Limited external funding available currently. Most projects are funded locally by the Government of Gibraltar. Further potential funding sources will be sought in new round of Life+ funding during 2014.
ST. HELENA
RESPONDENTS: Tara Pelembe, St. Helena Government
Strategic Goal A:
Address the underlying causes of biodiversity loss by mainstreaming biodiversity across government and society
Target 1: AWARENESS
1. Annual environment week.
2. Annual marine awareness week.
3. Monthly newsletters.
4. Quarterly newsletters.
5. Communications strategy.
Target 2: INTEGRATION
1. Effective management of the environment one of 3 national goals in the islands sustainable development plan.
2. Environment a key component of the National Economic development plan
3. First National environmental management plan created integrates biodiversity.
4. Environmental impact assessment built into the planning process.
5. Environmental assessments of policies and decisions required.
Target 3: INCENTIVES and SUBSIDIES
1. Import tax incentives for green products being considered.
Target 4: SUSTAINABLE PRODUCTION and CONSUMPTION
1. Green guidelines for all business sectors developed (will be signed off 2012/13).
Strategic Goal B:
Reduce the direct pressures on biodiversity and promote sustainable use
Target 5: HABITAT LOSS
1. Network of 14 National Conservation Areas designated.
2. Wirebird species action plans formalised.
3. Environmental legal framework for species and habitat protection to be strengthened (new law being drafted).
4. EIA built into the planning process.
5. New government department created to manage the environment.
Target 6: SUSTAINABLE FISHERIES
1. Sustainable fisheries plan being developed.
2. Fisheries licenses being revisited .
Target 7: SUSTAINABLE AGRICULTURE, AQUACULTURE and FORESTRY
1. New agricultural policy developed.
Target 8: POLLUTION
1. Pollution incident reporting system set up.
2. Pollution incidents being followed up and addressed.
3. Pollution policy being developed.
4. Legislation for pollution in draft new environment law.
5. Monitoring pollution - funding being sought through this round of Darwin.
Target 9: ALIEN INVASIVE SPECIES
1. IAS regional strategy developed.
2. Biosecurity being strengthened and developed through new biosecurity policy.
3. IAS control being implemented in key restoration and research areas.
Target 10: CLIMATE CHANGE
1. Climate change policy being developed.
Strategic Goal C:
To improve the status of biodiversity by safeguarding ecosystems, species and genetic diversity
Target 11: PROTECTED AREAS
1. 14 NCA boundaries delineated in 2012/13 area to be determined, but likely to be 17%).
2. Marine MPA to be developed in the next year - baseline survey work for this being carried out.
Target 12: EXTINCTION
1. Red-listing project underway to assess species conservation status (Plants).
2. Invertebrate project underway to provide baseline for inverts.
3. Marine baseline survey underway.
Target 13: GENETIC DIVERSITY
Strategic Goal D:
Enhance the benefits to all from biodiversity and ecosystem services
Target 14: SAFEGUARDING ECOSYSTEM SERVICES
1. Being developed through the NCA designation and management planning process.
Target 15: CARBON STOCKS
1. Being developed through Darwin community forest project.
Target 16: NAGOYA PROTOCOL
Strategic Goal E:
Enhance implementation through participatory planning, knowledge management and capacity building
Target 17: NATIONAL BIODIVERSITY ACTION PLAN
1. National Environmental Management Plan signed off 2012/13.
Target 18: TRADITIONAL KNOWLEDGE and USE
1. Research permitting system created (needs to be formally approved).
2. Local knowledge projects instigated (marine local knowledge).
Target 19: INFORMATION SHARING
1. Information being made available online - SHG website.
2. St. Helena biological records database created.
Target 20: FINANCIAL SUPPORT FOR IMPLEMENTATION of STRATEGIC PLAN FOR BIODIVERSITY
1. Darwin funding sourced by Government and NGOs.
2. Government funds division and provides some funding to NGOs.
SOUTH GEORGIA AND SOUTH SANDWICH ISLANDS
RESPONDENTS: Jennifer Lee, Government of South Georgia & South Sandwich Islands
Strategic Goal A:
Address the underlying causes of biodiversity loss by mainstreaming biodiversity across government and society
Target 1: AWARENESS
1. Updated visitor briefing DVD distributed to all visitors to the Territory.
2. New guide to SG flora and fauna published.
3. Marine Protected Area Management Plan published including background on marine ecosystems and their conservation.
Target 2: INTEGRATION
(Not applicable.)
Target 3: INCENTIVES and SUBSIDIES
(Not applicable.)
Target 4: SUSTAINABLE PRODUCTION and CONSUMPTION
1. Marine Stewardship council certified fishery for toothfish and icefish.
2. Fisheries quoaters within total allowable catch set by CAMLAR.
3. The South Georgia and South Sandwich Islands Marine Protected Area Order (2013) enshrines in legislation one of the largest sustainably managed MPAs on the planet. It includes no take zones and strict management measures to protect, fish, benthos, and fish dependent predators.
Strategic Goal B:
Reduce the direct pressures on biodiversity and promote sustainable use
Target 5: HABITAT LOSS
(Not applicable.)
Target 6: SUSTAINABLE FISHERIES
1. Worlds largest marine protected area has been declared', including seasonal closure of fishery and no take zones.
2. No harvesting of terrestrial biota.
3. The South Georgia and South Sandwich Islands Marine Protected Area Order (2013) enshrines in legislation one of the largest sustainably managed MPAs on the planet. It includes no take zones and strict management measures to protect, fish, benthos, and fish dependent predators.
Target 7: SUSTAINABLE AGRICULTURE, AQUACULTURE and FORESTRY
(Not applicable.)
Target 8: POLLUTION
1. Research station at King Edward Point gets approximately half its power from hydro electric.
2. Strictly enforced measures to prevent litter from fishing boats (e.g. no packing bands allowed on bait boxes).
Target 9: ALIEN INVASIVE SPECIES
1. Comprehensive biosecurity measures in place and reviewed annually.
2. Reindeer eradication underway.
3. Rat eradication underway.
4. Weed management strategy in place.
Target 10: CLIMATE CHANGE
(Not applicable.)
Strategic Goal C:
To improve the status of biodiversity by safeguarding ecosystems, species and genetic diversity
Target 11: PROTECTED AREAS
1. All land is crown owned and is afforded a high level of protection under the Wildlife and Protected Areas Ordinance.
2. The South Georgia and South Sandwich Islands Marine Protected Area Order (2013) enshrines in legislation one of the largest sustainably managed MPAs on the planet. It includes no take zones and strict management measures to protect, fish, benthos, and fish dependent predators.
Target 12: EXTINCTION
1. By-catch mitigation measures in place and have reduced seabird by-catch to negligible levels
Target 13: GENETIC DIVERSITY
(Not applicable.)
Strategic Goal D:
Enhance the benefits to all from biodiversity and ecosystem services
Target 14: SAFEGUARDING ECOSYSTEM SERVICES
Target 15: CARBON STOCKS
(Not applicable.)
Target 16: NAGOYA PROTOCOL
(Not applicable.)
Strategic Goal E:
Enhance implementation through participatory planning, knowledge management and capacity building
Target 17: NATIONAL BIODIVERSITY ACTION PLAN
1. There is an Environmental Charter and Plan for Progress which guide environmental policy decisions.
Target 18: TRADITIONAL KNOWLEDGE and USE
(Not applicable.)
Target 19: INFORMATION SHARING
(Not applicable.)
Target 20: FINANCIAL SUPPORT FOR IMPLEMENTATION of STRATEGIC PLAN FOR BIODIVERSITY
(Not applicable.)
TRISTAN DA CUNHA
RESPONDENTS: Trevor Glass, Tristan da Cunha Conservation Department
Strategic Goal A:
Address the underlying causes of biodiversity loss by mainstreaming biodiversity across government and society
Target 1: AWARENESS
1. Tristan had a wake up call when the container ship MS Oliva ran aground at Nightingale in 2011 and oil and soya was spread around the island and Inaccessible, which is a world heritage site. Many islanders were involved in the rehabilitation of penguins and the oil clean up, raising the profile of Tristan's unique biodiversity on island.
2. Baited traps are set around the area where the ship ran aground and poison placed in bait station are set around the area.
3. NZ Christmas tree eradicated off the new volcano, and the side of the mountain. Garlon is injected into the tree to kill the roots.
4. Tristan Biodiversity Action Plan 2012-2016 was updated with input from Tristan Government heads of departments. One of the plan's actions is to mainstream biodiversity issues through all government programmes, policies and plans.
5. Tristan Studies which covers study of the Tristan da Cunha's native flora and fauna and issues of conservation, biodiversity and sustainability, is integrated into the school curriculum.
Target 2: INTEGRATION
1. The Tristan Strategic Sustainable Development Plan (2009) aims to ensure that the conservation of biodiversity is mainstreamed into future activities when reviewed.
2. Objective 1 of the Tristan BAP 2012-2016 aims to integrate conservation into all Government programmes, policies and plans.
3. Objective 1.4.1 of the Tristan BAP aims to produce policies that require infrastructure/development projects to undergo environmental impact assessments.
Target 3: INCENTIVES and SUBSIDIES
Target 4: SUSTAINABLE PRODUCTION and CONSUMPTION
1. The commercial Tristan Rock Lobster fishery received Marine Stewardship Council (MSC) certification in 2010 and annual audits commenced in 2012. Total Allowable Catch (TAC) quotas are in place and regularly reviewed with input from Marine Resource Assessment and Management (MARAM) at the University of Cape Town.
Strategic Goal B:
Reduce the direct pressures on biodiversity and promote sustainable use
Target 5: HABITAT LOSS
1. An OTEP-funded Baseline Vegetation Survey of the island of Tristan was carried out in 2011/12 to assess the distribution and abundance of native and introduced plant species, to inform future conservation management of the island's habitats.
2. Invasive plant management for selected priority species is implemented at all the four main islands of Tristan da Cunha.
Target 6: SUSTAINABLE FISHERIES
1. Marine Stewardship Council certification for the Tristan Rock Lobster fishery was achieved in 2010.
2. Quotas for Total Allowable Catch (TAC) are in place, applied and regularly reviewed.
Target 7: SUSTAINABLE AGRICULTURE, AQUACULTURE and FORESTRY
1. An agricultural advisor visited Tristan in 2012 to assess and advise on agricultural practices.
2. Training was given to agriculture department staff on island as well as one member of staff receiving training in the Isle of Man.
Target 8: POLLUTION
Target 9: ALIEN INVASIVE SPECIES
1. Some invasive alien plant species are controlled eg. NZ Flax (Phormium tenax) at Nightingale and Inaccessible.
2. Control of NZ Christmas Tree (Metrosideros excelsa) has taken place and is ongoing in some areas at Tristan.
Target 10: CLIMATE CHANGE
Strategic Goal C:
To improve the status of biodiversity by safeguarding ecosystems, species and genetic diversity
Target 11: PROTECTED AREAS
1. Gough Island and Inaccessible Island were designated as Ramsar Wetlands of International Importance in 2008.
2. Some 44% of the land area of Tristan da Cunha has been set aside for conservation and a joint 'Gough and Inaccessible Islands World Heritage Site Management Plan April 2010-March 2015' came into effect in 2010.
Target 12: EXTINCTION
1. Studies into the breeding biology and ecology of Northern Rockhopper Penguin (Eudyptes moseleyi) were carried out in 2012/13 and in 2013/14 will continue in order to inform conservation management for this Endangered species.
2. The Critically Endangered Tristan Albatross (Diomedea dabbenena) is threatened by predation from House Mouse (Mus musculus) on Gough Island. A Feasibility Study for the Eradication of House Mice from Gough Island (the principal breeding site of this endemic species) was published in 2008 and logistics for a potential eradication will be trialled and assessed in 2013.
Target 13: GENETIC DIVERSITY
Strategic Goal D:
Enhance the benefits to all from biodiversity and ecosystem services
Target 14: SAFEGUARDING ECOSYSTEM SERVICES
1. Objective 1.5. in the Tristan BAP aims to monitor the sheep stock levels and to reduce the number of feral sheep on the Base on Tristan. Erosion of soil and changes in vegetation composition caused by the impacts of feral sheep may affect the long-term hydrology of the island.
Target 15: CARBON STOCKS
Target 16: NAGOYA PROTOCOL
Strategic Goal E:
Enhance implementation through participatory planning, knowledge management and capacity building
Target 17: NATIONAL BIODIVERSITY ACTION PLAN
The original Tristan Biodiversity Action Plan was reviewed and updated for the years 2012-2016 and is being implemented.
Target 18: TRADITIONAL KNOWLEDGE and USE
Target 19: INFORMATION SHARING
1. Objective 6 of the Tristan BAP aims to increase knowledge in Tristan's key habitats and species.
Target 20: FINANCIAL SUPPORT FOR IMPLEMENTATION of STRATEGIC PLAN FOR BIODIVERSITY
1. Funding was received from OTEP for projects - Biodiversity Management Planning 2010-12; Baseline Vegetation Survey of Tristan 2011-12. Darwin Plus is funding a Marine project at Tristan.
ISLE OF MAN
RESPONDENTS: Elizabeth Charter, Department of Environment, Food and Agriculture, IOM.
Strategic Goal A:
Address the underlying causes of biodiversity loss by mainstreaming biodiversity across government and society
Target 1: AWARENESS
1. We held 3 Bioblitzes in 2011 and 2012.
2. Marine biodiversity course is now accredited.
3. Regular marine lectures.
4. New Environmental Education Network established 2012.
5. Regular news releases, newsletter and website www.manxbiodiversity.org and facebook page.
Target 2: INTEGRATION
1. Marine biodiversity objectives integrated into draft Manx Marine Plan, based on the ecosystem approach.
2. Biodiversity team members moved into the environment, fisheries, forestry and agricultural divisions of Department of Environment Food and Agriculture to integrate delivery of biodiversity objectives.
3. Biodiversity continues to be a material consideration in planning applications.
Target 3: INCENTIVES and SUBSIDIES
1. Countryside Care Scheme (single farm payment scheme for farmers) has cross compliance requirement not to destroy habitats without DEFA permission.
2. Fishermen allowed to fish within fisheries management zone of Marine Nature Reserve if can show it is sustainably managed.
3. Agri-environment Scheme has been reviewed in last 2 years.
Target 4: SUSTAINABLE PRODUCTION and CONSUMPTION
1. EIA assessments implemented as good practice on land and marine planning proposals would make EIA necessary for most developments in the sea.
Strategic Goal B:
Reduce the direct pressures on biodiversity and promote sustainable use
Target 5: HABITAT LOSS
1. Countryside Care Scheme for farmers controls habitat loss on participating farms.
2. Survey of a sample of undesignated sites of nature conservation importance, in lowlands, taking place 2012-13, to ascertain the level of habitat loss, change and deterioration.
3. Planning system recognises the importance of biodiversity in planning decisions (Island Strategic Plan - towards a sustainable Island).
Target 6: SUSTAINABLE FISHERIES
1. Now 4 % of the sea is in Marine Nature Reserve, closed area to dredging and trawling gear, or ranched shellfish production.
2. MSC accreditation for Manx Queenies (queen scallops).
3. Shellfish conservation measures in place (size, season and gear).
4. Members of shark family being tagged and tracked; tope and basking sharks.
Target 7: SUSTAINABLE AGRICULTURE, AQUACULTURE and FORESTRY
1. Area in tiers 2 and 3 of agri-environment scheme (active conservation management) 5,028 ha or 12,422 acres - 11% of farmland.
Target 8: POLLUTION
1. Water Pollution Act 1991 fully enacted, pollution events investigated and cautions and prosecutions progressed.
2. In 2012 a record number of rivers classified as "good" and "excellent". 94% of Manx rivers are of "good" or better chemical water quality and 98% are "fair" or better"
3. 89% of bathing water passed the standards laid down in 1976 EC Bathing Water Directive.
Target 9: ALIEN INVASIVE SPECIES
1. Dutch Elm Disease, sudden oak death and Japanese knotweed being controlled by Dept of Environment, Food and Agriculture on own land (£300,000 in 2012).
2. The schedule of plant species which are invasive and need to be prevented from spreading in the wild through the Wildlife Act has been revised.
3. Coordination with UK biocontrol project (psyllid bug). Giant Hogweed mostly destroyed following work over the last 10-20 years.
Target 10: CLIMATE CHANGE
1. Government has set target that by 2050 the island will reduce levels of CO2 emissions to 80% of their 1990 level.
Strategic Goal C:
To improve the status of biodiversity by safeguarding ecosystems, species and genetic diversity
Target 11: PROTECTED AREAS
1. 2673 ha (6597 acres) or 4.55% of land is designated Area of Special Scientific Interest. Designation continues.
2. Now 4 % of the sea is in Marine Nature Reserve, closed area to dredging and trawling gear, or ranched shellfish production.
3. Area in tiers 2 and 3 of Manx Agri-environment Scheme (active conservation management) 5,028 ha or 12,422 acres - 11% of farmland.
Target 12: EXTINCTION
1. Manx Plant Conservation Audit completed in 2012
2. Manx Birds of Conservation Concern listed and about to be published.
3. Conservation project centred on basking sharks (DNA and tracking).
4. Wildflowers of Mann project has been rescuing and propagating endangered plant species for reintroduction into safe and suitable sites.
Target 13: GENETIC DIVERSITY
1. Wildflowers of Mann project promotes use of native wildflower species.
2. Product of Designated Origin for Loaghtan sheep has conserved genetic type.
Strategic Goal D:
Enhance the benefits to all from biodiversity and ecosystem services
Target 14: SAFEGUARDING ECOSYSTEM SERVICES
1. Drain blocking on moorland has ensured peat oxidisation is reduced and healthy moorland habitats maintained.
Target 15: CARBON STOCKS
1. Carbon stocks in soils assessed. The total amount of C stored in Isle of Man soils is 4.76 million tonnes. This is equivalent to 17.45 million tonnes of CO2.
Target 16: NAGOYA PROTOCOL
(Not applicable.)
Strategic Goal E:
Enhance implementation through participatory planning, knowledge management and capacity building
Target 17: NATIONAL BIODIVERSITY ACTION PLAN
1. Draft of first Strategy ready for public consultation. Action plan to follow by July 2014.
Target 18: TRADITIONAL KNOWLEDGE and USE
Target 19: INFORMATION SHARING
1. Three main biological databases have been merged into one and made available in and outside government.
2. Gaps in knowledge being identified and specialist being brought in to train and increase knowledge, (recently have trained in lichens, ferns and fungi).
Target 20: FINANCIAL SUPPORT FOR IMPLEMENTATION of STRATEGIC PLAN FOR BIODIVERSITY
1. Baseline funding availability has been quantified. DEFA £463,000. MNH not yet available. £50,000 available in National Biodiversity Fund for biodiversity work which not a government responsibility.
JERSEY
RESPONDENTS: John Pinel, States of Jersey, Department of the Environment.
Strategic Goal A:
Address the underlying causes of biodiversity loss by mainstreaming biodiversity across government and society
Target 1: AWARENESS
1. The Jersey Conservation Volunteers has been developed into a group which meet monthly to carry out conservation projects.
2. Eco-Active is a departmental, public awareness initiative with several themes (energy, waste, etc) which includes biodiversity.
3. Proposed changes, later this year, to our Development Control (Planning) system, will ensure that biodiversity is addressed better in terms of mitigation of impacts.
4. School groups (mainly Primary ) continue to carry out site visits with the Natural environment Team to learn about local biodiversity issues.
Target 2: INTEGRATION
1. The 'State of Jersey' is a five-yearly report which provides progress on a number of measures including biodiversity issues.
2. Proposals in place to develop a local ecosystem services study, but nothing in progress at present.
3. Currently working on an amended development control process which takes better account of biodiversity issues and requires comprehensive mitigation.
(Hoping to do a local evaluation of ecosystem services in next few years).
Target 3: INCENTIVES and SUBSIDIES
1. Single area payments to agriculturalists are now linked to conditionality (for positive biodiversity measures).
(The local agricultural industry is dependant upon the 'Jersey Royal' potato. This is a very hungry and unsustainable crop. The reduction of impact on ecosystem services is very important locally.)
Target 4: SUSTAINABLE PRODUCTION and CONSUMPTION
1. Sustainable lobster fishery in local waters.
2. Food security strategy being developed.
3. New (reduced pollution) energy from waste plant constructed to deal with Island's waste.
4. Target of 36% set for recycling materials.
5. Investigations into renewal energy production in local waters are ongoing.
Strategic Goal B:
Reduce the direct pressures on biodiversity and promote sustainable use
Target 5: HABITAT LOSS
1. Currently working on an amended development control process which takes better account of biodiversity issues and requires comprehensive mitigation.
2. Protected area strategy in draft.
3. National Park management plan in draft.
Target 6: SUSTAINABLE FISHERIES
1. Sustainable lobster fishery in local waters.
2. Food security strategy being developed.
(Sustainable consumption is a difficult target, not likely to be met in the current global economic model. It Is not likely to be politically acceptable. It is unrealistic to expect a small island community with a very high standard of living to be sustainable in current economic models.)
Target 7: SUSTAINABLE AGRICULTURE, AQUACULTURE and FORESTRY
1. The local agricultural industry is dependant upon the 'Jersey Royal' potato. This is a very hungry and unsustainable crop. The reduction of impact on ecosystem services is very important locally.
(It is unlikely that agricultural support would be sufficient to offset negative impacts of agriculture, though efforts continue to be made to reduce inputs.)
Target 8: POLLUTION
1. Efforts are continuing to be made to reduce nitrates in ground water.
2. Successful enforcement work against agrochemical pollution of surface and ground water ongoing.
3. Educational / enforcement of legislation and scheme for catchments in addition to codes of good agricultural practice ongoing.
Target 9: ALIEN INVASIVE SPECIES
1. NNS strategy in development.
2. Management and eradication programmes ongoing for various species.
3. Proposals for cross administrative region working to support NNS management.
Target 10: CLIMATE CHANGE
1. Energy efficiency programme well-funded.
2. Energy policy in draft.
3. Low carbon nuclear power is main source of electricity.
4. Proposals to develop local tidal / wave / wind electricity generation.
Strategic Goal C:
To improve the status of biodiversity by safeguarding ecosystems, species and genetic diversity
Target 11: PROTECTED AREAS
1. Protected area strategy in draft - implementation will be developed.
2. National Park management plan in draft.
3. Habitat corridors proposals in development.
Target 12: EXTINCTION
1. Ongoing work to support the most threatened species locally.
Target 13: GENETIC DIVERSITY
1. Island herd of Jersey cattle well managed, but greater need to stop importation of 'wild plants' which erode genetic integrity of native provenance.
Strategic Goal D:
Enhance the benefits to all from biodiversity and ecosystem services
Target 14: SAFEGUARDING ECOSYSTEM SERVICES
Target 15: CARBON STOCKS
Target 16: NAGOYA PROTOCOL
Strategic Goal E:
Enhance implementation through participatory planning, knowledge management and capacity building
Target 17: NATIONAL BIODIVERSITY ACTION PLAN
1. Draft proposed for 2014.
Target 18: TRADITIONAL KNOWLEDGE and USE
1. Marine Resources Strategy out for public consultation (less relevant for Jersey, however, traditional industries such as fishing are well supported).
Target 19: INFORMATION SHARING
(Rather like Target 1, this is unclear and difficult to implement.)
Target 20: FINANCIAL SUPPORT FOR IMPLEMENTATION of STRATEGIC PLAN FOR BIODIVERSITY
1. Funding for nature conservation has been improved following successful bids in 2013.
2. Capital funds for site management sourced from 2014 – 2016.
REFERENCES:
1 Cottam, M. ed. (2013). The UK Overseas Territories Biodiversity Strategy - Review of Progress. UKOTA, Joint Nature Conservation Committee.
2 Grainger, M., McGowan, P., McKenzie, A., Minderman, J., Rodriguez, J., Rosser, A., South, A., Stead, S., Whittingham, M., Fleming, V., McGough, N., Salmon, T., Sigsworth, M., Stott, A. and Whitmee, D. (2013). Method for the Assessment of Priorities for International Species Conservation. Joint Nature Conservation Committee. | <urn:uuid:a77e324b-6cad-4de0-92d4-31468e086b80> | CC-MAIN-2018-43 | http://jncc.defra.gov.uk/pdf/ot_AICHIREPORT17-07-2013-14-04-submitted.pdf | 2018-10-18T11:37:42Z | crawl-data/CC-MAIN-2018-43/segments/1539583511806.8/warc/CC-MAIN-20181018105742-20181018131242-00283.warc.gz | 184,467,776 | 24,376 | eng_Latn | eng_Latn | 0.90666 | eng_Latn | 0.983805 | [
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| | Date | | Review Date | | Drawn up by | Committee Approving |
|---|---|---|---|---|---|---|
| Spring 2021 | | Spring 2024 | | Tanya Lorimer | | |
St Thomas Becket Catholic Primary School Drugs Policy
This policy is developed as part of a whole school ethos to develop healthy children with high self-esteem who are able to take responsibility for their own learning and actions.
Purpose
The purpose of the school drug policy is to:
* Clarify the legal requirements and responsibilities of the school
* Reinforce and safeguard the health & safety of pupils and others who use the school
* Clarify the school's approach to drugs for staff, pupils, governors, parents/carers and the wider community
* Give guidance on developing, implementing and monitoring the drug education programme
* Enable staff to manage any drug related incidents on the premises
* Ensure that the response to drug-related incidents complements the approach to drug education and values and ethos of the school
* Provide a basis for evaluating the school drug education programme and management of drug-related incidents
The drug policy applies to the school site and playing fields including pupils, staff, governors, parents/carers, and anyone else visiting the school. It also includes all pupils and staff/helpers on school trips.
Definition of Drugs
The term 'drugs' includes:
All illegal drugs
All legal drugs including alcohol, tobacco, E cigarettes and volatile substances which can be inhaled
All over-the-counter and prescription medicines.
Statement on drugs
St Thomas Becket Catholic School prohibits within the school premises or grounds the introduction, selling or use of illegal drugs or the misuse of legal drugs or substances.
Appropriate steps will be taken to deal with any drug-related incidents which occur.
The school's policy Supporting pupils with medical conditions will be referred to when necessary. The first concern in managing drugs is the health & safety of the school community and meeting the pastoral needs of pupils.
Responsible staff member
The senior member of staff responsible for drug related issues is Mr Campbell (Headteacher)
The safe guarding lead is Anne Harper. (Deputy Head)
Drug Education at St Thomas Becket Catholic School
The school's drug education programme is part of a whole school approach to the health education of pupils. Current National Guidance states that the purpose of drug education should be:
To give young people the knowledge, skills and attitudes to appreciate the benefits of a healthy lifestyle and relate them to their own actions, both now and in their future life.
To provide accurate and up to date information on drugs and their effects on health and on the risks and legal aspects of drug taking so that pupils are enabled to distinguish fact from myth.
Aims of drug education
To give pupils information about drugs and help them develop the skills and attitudes to make healthy and safe decisions about drugs, alcohol, tobacco and medicines
To achieve this, our drug education programme will help pupils:
Gain knowledge and understanding about the effects and risks and dangers of drugs and correct myths and misunderstandings
Develop skills to make informed decisions, including communication, self-awareness, negotiation, finding information, help and advice, helping others and managing situations involving drugs
Develop skills to manage situations involving drugs including assessing and avoiding risks, assertiveness and refusal skills and helping others
Explore their own and other peoples' attitudes to drugs, drug use and drug users, including challenging stereotypes and dispelling myths and exploring media and social influences
Where is it taught in the curriculum?
Teaching about drugs, alcohol and tobacco is taught through PSHE, Life Bus, NSPCC, Citizenship and in science where it is required in the National Curriculum.
What is taught?
We reflect the requirements and guidance in the science National Curriculum, the nonstatutory framework for PSHE Education Programme of Study Key stages 1-5 and citizenship.
The school uses 'The Coram SCARF' materials (Life Bus) which follow the themes set out by the PSHE association.
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Key Stage1 focuses on what are safe and unsafe substances, what medicines are, why people take them and how to take them safely, being ill and getting better and what to do if someone persuades you to take something dangerous.
Key Stage 2 focuses on what a drug is, the effects and risks of drugs including tobacco and alcohol, managing peer influences and resisting pressure to take risks and be able to make safe decisions.
Our curriculum ensures that we are covering both the statutory requirement in science to teach Year 6 to recognise the impact of drugs on the way their bodies function and the nonstatutory science guidance to teach Year 6 how some drugs and other substances can be harmful to the human body and the relationship between diet, exercise, drugs, lifestyle and health.
Management of drugs at school
School's view about the use of drugs
This school does not permit the possession, use or supply of any illegal or legal drug, which takes place within the school boundaries. This covers; on or near the school premises; within the school day and during term time; on school visits; school journeys and at school social events.
These rules apply equally to staff, pupils, parents and carers, governors and those working and visiting the school.
Management of authorised legal drugs
This school has agreed that there are circumstances, when some legal drugs are authorised for use in school. These are prescribed medicines, hazardous chemicals (and solvents) and alcohol.
(i) Medicines
In most cases, staff do not administer medicines at school to pupils unless it would be detrimental to health or attendance not to administer and only with parental written consent. Details about managing medicines can be found in our policy on supporting pupils with medical needs.
Schools are allowed to keep a salbutamol inhaler for use in emergencies. It is only for children who have written parental consent, who have been diagnosed with asthma and prescribed an inhaler or who have been prescribed an inhaler as reliever medication. Please refer school protocol for using the emergency inhaler as part of our supporting pupils with medical conditions policy.
Asthma inhalers and Epinephrine auto-injector (Emerade, EpiPen, and Jext) held in school with written parental consent, are kept secure with safe and easy access for school staff authorised to administer. Children's personal inhalers are taken on all off-site visits and held by the accompanying school staff.
Staff are aware of any serious medical conditions which affect pupils in their class. Where possible the School Nurse will be informed of any children attending the school with medical conditions. Advice will be sought from medical teams involved with the pupil and
4
parents to ensure they have an appropriate care plan and that school staff are trained to administer any medication required for the day to day management of their condition in school or during a medical emergency.
(ii) Hazardous chemicals and volatile substances (solvents)
Arrangements for the secure and safe storage of chemicals eg for cleaning are set out in the Health and Safety Policy (Section 3.5)
In the event of a child or adult who is required to use medical sharps to address the management of their health condition (e.g. insulin or gluco blood testing) a medical sharps disposal bin will be provided. (It is the responsibility of the adult concerned to inform the school so that the appropriate disposal bin can be provided). In the event of a case, then the medical care plan procedure will be implemented. Advice will be sought from the School Nurse regarding the management of the sharps and sharps bin on the school site.
(iii) Alcohol
There are occasions when alcohol is authorised at school during parent's events and staff social events.
Smoking Policy
St Thomas Becket is a smoke free school and staff, parents, pupils and visitors are not allowed to smoke anywhere on school premises or in sight of the school. Smoke free signage is prominent around our school grounds.
We display information about giving up smoking on displays around the school and on parent and staff notice boards.
E-cigarettes (sometimes known as nicotine vaporisers)
The use of E-cigarettes is not permitted by anyone at any time whilst on school premises.
Definition of a drug-related incident
In this school, a drug-related incident includes any incidents involving any drug that is an unauthorised and therefore not permitted within the school boundaries.
* Drug related incidents in a primary school rarely involve illegal substances but can involve:
* Pupils smoking cigarettes in school
* Pupils selling cigarettes to other pupils,misusing another pupils' asthma inhaler,disclosing concern about a family member who has a drug problem or giving medicines to another pupil
* A parent/carer collecting their child whilst drunk
* A teacher with information about the illegal sale of cigarettes at a local shop
* A member of the public phoning the school to say they have seen pupils outside school who they think may be involved in a drug related incident.
* The school keeper finding used syringes in the playground
School responses to drug/ -related incidents
In all drug-related incidents the following principles will apply:
* The head teacher or deputy will be informed immediately
* The needs of the pupil(s) will be considered whilst also taking account of the needs of the school as a whole.
* All situations will be carefully considered before deciding on the response
* Parents/carers will be involved at an early stage and throughout any investigation
* Support agencies, including the police will be involved as appropriate and in keeping with legal requirements
* A range of responses will be considered including disciplinary and counselling/supportive responses.
* Permanent exclusion will not be the automatic response and will only be used in the most serious cases and as a final resort
* Decisions about the response will depend on the severity of the situation, whether the offence is one of a series or a first time and whether the person involved is putting themselves and others at risk. The Head teacher, in consultation with key staff will decide an appropriate response.
* Any action taken will be in line with the school's behaviour policy.
* Incidents will be reported initially to the Chair of Governors
Possible responses might be:
(i) Support and counselling
If a pupil has a concern about drugs or has been involved in a drug related incident or is at risk of drug misuse, we will seek support from the appropriate agencies and if appropriate refer to a specialist agency or school counsellor.
(ii)Sanctions
Where a school rule related to drug use, is broken, sanctions will be given. The type of sanction will depend on the nature and degree of the offence. Decisions about sanctions will be made by the Headteacher and consistent with the behaviour policy. In the unlikely event of an incident involving illegal drugs, permanent exclusion will be considered.
Procedures for managing incidents
Reporting a drug-related incident
All drug-related incidents are reported to the Headteacher and/or Deputy Headteacher.
We will inform Police immediately any incident involving a suspected illegal drug.
Recording the drug-related incident
All drug-related incidents are recorded using a drugs incident form. The form is given to the Headteacher and kept confidential in the school office. (See Appendix 1)
In all drug-related incidents the Headteacher, in consultation with key staff, will decide on the responses, including the use of sanctions and/or counselling and support.
It is very rare for primary-age pupils to misuse drugs in school, however we believe it is important to be prepared should such an incident occur.
Discovery/observation
When a person is discovered using, supplying or holding a substance that is not permitted on school premises and which is described in this policy.
If the substance is suspected to be illegal, staff can take temporary possession of it
* It will be confiscated, in the presence of a second member of staff as witness
* The sample will be sealed in a plastic bag with details of the date and time of the seizure/find and witness present and stored in a secure location (eg a safe or lockable container) with access limited to the Head and Deputy Head
* In case of a pupil, he/she will be removed to a safe place and supervised. Senior staff may wish to question the pupil.
* The police will be notified immediately, who will collect it and store or dispose of it, in line with locally agreed protocols.
* We will inform the pupil's parents/carers and they will be asked to come into school, unless it is not in the best interests of the child to do so
* We will record details of the incident, including the police incident reference number
* Identify any safeguarding concerns and develop a support and sanctions response including internal exclusion whilst investigations are carried out.
If the substance is legal (but unauthorised in school) it will be disposed of or handed to the parent/carer.
Searches
Staff are allowed to confiscate pupil's property, as a disciplinary penalty, where reasonable to do so, including substances, whether legal or not.
If staff find other substances which are not believed to be illegal/controlled drugs these can be confiscated where staff believe them to be harmful or detrimental to good behaviour.
If school staff are unable to identify the legal status of a drug, it should be treated as an illegal drug.
If a member of staff has reasonable grounds for suspecting that a pupil is carrying illegal drugs on them or in their personal property, they will ask the pupil to voluntarily produce the substance, in the presence of two members of staff.
In circumstances where a pupil refuses to do this the police will be contacted and asked to attend to carry out a search.
We will keep a record of the search and inform parents if a substance is found.
Teachers can search pupils' bags/trays and in circumstances where a member of staff believes drugs have been stored there, they will seek the pupils' consent and search with a
senior member of staff present. If consent is refused the decision to search will be taken by the Headteacher.
Dealing with drug-taking materials
School site staff make regular checks of the school grounds and know how to deal with drugtaking materials, including needles, in line with health and safety advice.
Pupils taught what to do if they come across needles on the school premises and know not to touch needles and to inform a member of staff immediately.
Disclosure when a pupil discloses to a member of staff that he/she has been using drugs, or is concerned about someone else's drug use.
In these situations, staff will be non-judgemental and caring and will show concern for the pupil. Pupils know that teachers cannot promise total confidentiality. The Headteacher or Deputy and the designated safeguarding officer should be informed as soon as possible..
Intoxicated parents/carers
Our schools rules for drugs apply to all people who are on the school premises and we expect that parents/carers will adhere to these rules. If a parent/carer comes to school and appears to be under the influence of drugs or alcohol, they will be asked to leave. If they have come to collect their child, we will sensitively offer to phone for someone else to come and collect the child. If we are concerned that the child is at risk then we will follow the Child Protection procedures.
Needs of pupils
We are sensitive to the needs of students whose parent/carers or family members have problems with drugs. Where problems are observed or suspected or a pupil discloses problems, we will assess the pupils' welfare and support needs and if needed, involve external support for the child and, where appropriate, for the family.
Confidentiality
Pupils need to be able to talk in confidence to staff without fear of being judged or told off. The welfare of children will be central to our policy and practice. However, teachers cannot promise total confidentiality in order to seek specialist help if needed. This is made clear to pupils through the PSHE and citizenship programme. Information about a pupil in relation to drugs will follow the same procedure as for other sensitive information. If teachers have any concerns about the welfare of children, they must inform the designated officer.
Parents/Carers
The school welcomes parents/carers who wish to share with us, their concerns about drugs. We signpost up to date information about drugs and where they can get further information, help and advice.
The following web pages may be of use:
NSPCC:https://www.nspcc.org.uk/preventing-abuse/keeping-children-safe/drugs-alcohol/
Mind: https://www.mind.org.uk/information-support/types-of-mental-health-problems/drugs-recreational-drugsalcohol/?gclid=EAIaIQobChMIt_W51J7w2QIVIQvTCh0r0wGbEAAYAiAAEgI45vD_BwE#.WqtntfnFJdg
Frank: http://www.talktofrank.com/worried-about-a-child
Parents/carers will be informed immediately if their child has been involved in a drug-related incident. However there may be some exceptional situations where involving the parents may put the child at risk and in these cases, the school will exercise some caution. The decision will be taken by the Headteacher in liaison with the designated child protection officer with the child's welfare a priority.
This policy is reviewed every two years by the Head Teacher and Governors.
If an incident should occur, the policy is reviewed in the light of that incident.
The review will include feedback from the evaluations of drug education, included in the annual review of PSHE and Citizenship.
DfE and ACPO drug advice for schools: Advice for local authorities, headteachers, school staff and governing bodies September 2012 (latest version at March 2018) (https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/270169/drug_a dvice_for_schools.pdf)
Appendix 1
Drug Related Incident Record Form
Tick to indicate one or more of the following:
Emergency Intoxication
Suspicion, on premises
Suspicion, off premises
Discovery, on premises
Discovery off premises
Pupil Disclosure
Parental Disclosure
Parent/Carer express
Name:
Form completed by:
Form/class:
First Aid Given Yes No:
Date of incident:
If Yes Name of person/s:
Time of incident: Time first aid given:
Ambulance called: Yes/No
Time:
Drug involved (if known):
(E.g. alcohol, prescription drug, ecstasy, cannabis etc)
Sample found? (yes / no) Informed police / Destroyed at time:
Witness name:
Where retained:
Senior staff involved:
Brief description of symptoms/situation:
Action taken: (e.g. other agency involved; Drug Education Advisor/ Police/ drug agency consulted about the drug; referral to Healthy Schools Drug Prevention Team for assessment and or intervention or alternative to exclusion programme).
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Tariff Wars and the Politics of Jacksonian America: New Perspectives On
The Tariff of 1828, also known as the 'Tariff of Abominations,' was a highly controversial piece of legislation that sparked a heated debate over the role of government in the economy. The tariff imposed high duties on imported goods, which led to increased prices for consumers and businesses. This, in turn, led to a decline in trade and economic growth.
The debate over the tariff also led to the formation of the Nullification Crisis, which threatened to tear the United States apart. The crisis was resolved through compromise, but it left a lasting legacy of division and debate over the issue of tariffs.
Tariff Wars and the Politics of Jacksonian America (New Perspectives on Jacksonian America)
by Brian Michael Jenkins
4.5 out of 5
Language: English
File size: 6792 KB
Text-to-Speech: Enabled
Screen Reader: Supported
Enhanced typesetting: Enabled
Word Wise: Enabled
Print length: 299 pages
In recent years, there has been a renewed interest in the Tariff of 1828 and the Nullification Crisis. This interest has been fueled by the rise of economic nationalism and the growing debate over the role of government in the economy. New scholarship on the tariff and the crisis has shed new light on these events and their significance for American history.
The Tariff of 1828
The Tariff of 1828 was passed by Congress in response to a petition from American manufacturers who claimed that they were being harmed by competition from imported goods. The tariff imposed high duties on a wide range of imported goods, including wool, cotton, iron, and glass. The duties were so high that they effectively doubled the price of some imported goods.
The tariff was immediately unpopular with consumers and businesses who relied on imported goods. The tariff led to increased prices for a wide range of goods, from clothing to tools. It also led to a decline in trade and economic growth. The tariff was also deeply unpopular in the South, where it was seen as a way to protect Northern manufacturers at the expense of Southern consumers.
The Nullification Crisis
The Nullification Crisis was a political crisis that erupted in 1832 over the issue of the Tariff of 1828. The crisis was led by John C. Calhoun, the vice president of the United States under Andrew Jackson. Calhoun argued that the tariff was unconstitutional and that states had the right to nullify it within their borders.
Jackson strongly opposed Calhoun's position and threatened to use force to collect the tariff. The crisis was resolved through compromise, but it left a lasting legacy of division and debate over the issue of tariffs.
New Perspectives on the Tariff of 1828 and the Nullification Crisis
In recent years, there has been a renewed interest in the Tariff of 1828 and the Nullification Crisis. This interest has been fueled by the rise of economic nationalism and the growing debate over the role of government in the economy. New scholarship on the tariff and the crisis has shed new light on these events and their significance for American history.
One of the most important new perspectives on the tariff is that it was not simply a dispute over economic policy. The tariff was also a political issue that reflected the growing divide between the North and the South. The North was becoming increasingly industrialized, while the South was still largely agrarian. The tariff was seen by many Southerners as a way to protect Northern manufacturers at the expense of Southern consumers.
Another new perspective on the tariff is that it was not simply a debate over the role of government in the economy. The tariff was also a debate over the nature of the American Union. Calhoun's argument that states had the right to nullify federal laws was a direct challenge to the authority of the federal government. The Nullification Crisis was a test of whether the United States was a truly united nation or whether it was simply a collection of independent states.
The Tariff of 1828 and the Nullification Crisis were two of the most important events in American history. These events shaped the course of American politics and the development of the American economy. New scholarship on the tariff and the crisis has shed new light on these events and their significance for American history.
The Tariff of 1828 and the Nullification Crisis were two of the most important events in American history. These events shaped the course of American politics and the development of the American economy. New scholarship on the tariff and the crisis has shed new light on these events and their significance for American history.
The debate over tariffs continues to this day. There are those who argue that tariffs are necessary to protect American jobs and businesses. Others argue that tariffs are harmful to the economy and that they lead to higher prices for consumers.
The debate over tariffs is a complex one with no easy answers. It is a debate that has been going on for centuries and it is likely to continue for many years to come.
Tariff Wars and the Politics of Jacksonian America (New Perspectives on Jacksonian America)
by Brian Michael Jenkins
4.5 out of 5
Language: English
File size: 6792 KB
Text-to-Speech: Enabled
Screen Reader: Supported
Enhanced typesetting: Enabled
Word Wise: Enabled
Print length: 299 pages
Exploring the Complexities of Identity and Resilience in Chris Crutcher's "Losers Bracket"
Chris Crutcher's "Losers Bracket" is a powerful and poignant novel that explores the intricate web of identity, resilience, and the challenges...
BWWM Enemies to Lovers Billionaire Romance: A Captivating Journey of Passion and Prejudice
In the realm of romance novels, the enemies-to-lovers trope stands as a captivating pillar, captivating readers with its thrilling blend of conflict, chemistry, and the... | <urn:uuid:dd6e67ae-f47c-42db-8f66-7aa95ea40a63> | CC-MAIN-2024-30 | https://bookclub.deedeebook.com/book/Tariff%20Wars%20and%20the%20Politics%20of%20Jacksonian%20America%20New%20Perspectives%20On.pdf | 2024-07-24T12:04:31+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518277.99/warc/CC-MAIN-20240724110315-20240724140315-00690.warc.gz | 122,477,256 | 1,193 | eng_Latn | eng_Latn | 0.996974 | eng_Latn | 0.999302 | [
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PATIENT & CAREGIVER EDUCATION
Helping Your Child After the Death of a Parent
This information explains how to help your child after the death of a parent.
Understanding Your Child's Grief
For all children, the death of a parent is devastating. No matter how old your child is, you may feel you need to protect them from the sadness and confusion you're feeling. Like adults, children may need help understanding and adjusting to life after loss. Remember that how your child grieves will depend on their age, understanding of death, and how those around them are grieving.
Grieving children
Children express grief differently than adults. They may have short and intense bursts of emotion following the death of their parent. They may also have physical reactions, like pain and aches in their body or changes in their sleep schedule. Some children may express their grief through changes in their behavior. They may struggle with routine tasks or behave in ways they never have before. They may grieve in short periods with breaks in between. For example, your child may cry or seem sad one moment, then ask to go out and play the next. Other children may not show any signs of sadness or grief.
Grieving teenagers
While younger children may not fully understand death, teenagers will have a more mature understanding. Teenagers are in a stage of life where they're forming their own identity, thoughts, and emotions. It's common for them to
have a wide range of emotions when their parent dies. Some may feel that their identity within the family has changed and may take on adult responsibilities. Teenagers may need privacy as they grieve. Be sure to let them know they can talk to you for support.
Helping Your Child
Helping your child may be hard as you cope with your own grief. If you're having trouble talking to your child, ask a family member, friend, social worker, psychologist, or religious or spiritual leaders to support and help you.
Here are some ways you can help your child cope with their loss.
Share your own thoughts and feelings
It's normal to want to avoid crying in front of your child, but expressing your emotions can show them healthy coping skills. Share your own feelings about losing your loved one. It can be helpful for your child to hear what you're feeling and can help them express their own feelings. If your family follows a religion or spirituality practice, you may find it helpful to include your beliefs in the conversation.
Be direct when talking about death
Avoid using phrases like "passed" or "went away" when talking about death. This can be confusing for a child and will have them wondering if their parent will wake up or come back. Being honest and direct can help your child understand what has happened and learn healthy ways to cope. Some families use religion or spiritual practices to help a child understand that a parent is not physically here. If you find that helpful, ask a religious or spiritual leader for help.
Honor their memory
Having ways to honor your loved one's memory can be healing for both you and your child. Revisiting family traditions or making new ones is one way you and your family can stay connected to your loved one. Different cultures
and faiths have rituals to honor someone's memory. Sometimes families create their own rituals like getting together for a special meal, planting a garden, visiting one of their favorite places, or celebrating their birthday. Whatever choices you make, remember that there's no right or wrong way to honor a loved one's memory. Try to do what feels most comfortable for your family.
Going to the Funeral
The decision to have your child be part of a funeral or memorial service is up to you and your child. Giving your child the option to attend allows them to grieve with their family. If your child attends the funeral, make sure to let them know what to expect beforehand. You may also want to think of ways to include them in the ceremony. They can write a letter or draw a picture to put in the casket or make a collage of photos of their parent to display.
At the funeral, be mindful about how your child is feeling and check in on them. You may find it helpful to arrange to have someone your child trusts to take breaks with them. If your child wants to leave the room, let them. Your child may have more questions about death after the funeral or memorial service.
Resources for You and Your Family
MSK resources
No matter where you are in the world, there's support available to you and your family. Memorial Sloan Kettering (MSK) offers a range of resources for grieving families and friends. You can learn more about these resources at www.mskcc.org/experience/caregivers-support/support-grieving-familyfriends
Talking with Children About Cancer Program
Talking with Children About Cancer is a program to help support adults receiving cancer treatment as they parent their children and teenagers. Our social workers offer family support groups, individual and group counseling, connections to resources, and guidance for professionals in the community
including school social workers, school psychologists, guidance counselors, teachers, and school staff. To learn more visit, www.mskcc.org/experience/patient-support/counseling/talking-with-children
Bereavement Program
646-888-4889
MSK offers services through our Bereavement Program to help family and friends who have lost a loved one. People who have lost someone close to them to cancer may find it helpful to talk with others who are also grieving. The Departments of Social Work and Psychiatry and Behavioral Sciences offer support groups and education programs for people who have lost someone to cancer. Services include short term individual counseling, resources for bereaved children, bereavement groups for adults, and links to community resources.
To learn more, or to join a bereavement support group, call the Social Work Department at 646-888-4889.
MSK Counseling Center
646-888-0200
Some bereaved families find counseling helpful. Our psychiatrists and psychologists lead a bereavement clinic that provides counseling and support to individuals, couples, and families who are grieving, as well as medications to help if you feel depressed.
Spiritual Care
212-639-5982
Our chaplains are available to listen, help support family members, pray, contact community clergy or faith groups, or to simply be a comforting person and a spiritual presence. Anyone can request spiritual support, regardless of formal religious affiliation.
Additional resources
There are books, educational resources, and community support programs available for parents and children. For more information about these programs, call your social worker or visit
www.mskcc.org/experience/patient-support/counseling/talking-with- children/resources
Helpful websites
The Dougy Center: The National Center for Grieving Children and Families www.dougy.org
The Dougy Center provides support to grieving children, teens, young adults, and families. They provide online resources and tools to help support and guide families who are grieving.
Red Door Community
212-647-9700
www.reddoorcommunity.org
Provides meeting places for people living with cancer and their family and friends. Gives people a place where they can meet others to build support systems. Offers free support and networking groups, lectures, workshops, and social events. Red Door Community used to be called Gilda's Club.
Helpful books
Books for adults to help children and teens cope with grief
Guiding Your Child Through Grief
Author: James P. Emswiler
The Grieving Child: A Parent's Guide
Author: Helen Fitzgerald
Helping Children Cope with the Loss of a Loved One: A Guide for Grown Ups
Author: William C. Kroen
How Do We Tell the Children? A Step-by-Step Guide for Helping Children
Two to Teen Cope When Someone Dies
Author: Dan Schaefer and Christine Lyons
Preparing Your Children for Goodbye: A Guidebook for Dying Parents
Author: Lori Hedderman
Take My Hand: Guiding Your Child Through Grief
Author: Sharon Marshall
Talking about Death: A Dialogue between Parent and Child
Author: Earl A. Grollman
Books for children about death, dying, and grief
Always by My Side
For ages 4 to 8
Author: Susan Kerner
Everett Anderson's Goodbye
For ages 5 to 8
Author: Lucille Clifton
Gentle Willow: A Story for Children about Dying
For ages 4 to 8
Author: Joyce C. Mills
The Fall of Freddie the Leaf
For ages 4 and up
Author: Leo Buscaglia
The Goodbye Book
For ages 3 to 6
Author: Todd Parr
Lifetimes: A Beautiful Way to Explain Death to Children
For ages 5 and older
Author: Bryan Mellonie
The Memory Box: A Book about Grief
For ages 4 to 9
Author: Joanna Rowland
I Miss You: A First Look at Death
For ages 4 to 8
Author: Pat Thomas and Leslie Harker
The Next Place
For ages 5 and older
Author: Warren Hanson
Sad Isn't Bad: A Good-Grief Guidebook for Kids Dealing with Loss
For ages 6 to 9
Author: Michaelene Mundy
Samantha Jane’s Missing Smile: A Story About Coping with the Loss of a Parent
For ages 5 to 8
Author: Julie Kaplow and Donna Pincus
Saying Goodbye to Daddy
For ages 4 and older
Author: Judith Vigna
Tear Soup: A Recipe for Healing After Loss
For ages 8 and older
Author: Pat Schwiebert
What on Earth Do You Do When Someone Dies?
For ages 5 to 10
Author: Trevor Romain
When Dinosaurs Die: A Guide to Understanding Death
For ages 4 to 7
Author: Laurie Kransy Brown and Marc Brown
Where Are You? A Child's Book about Loss
For ages 4 to 8
Author: Laura Olivieri
Activity books for children about death, dying, and grief
Help Me Say Goodbye: Activities for Helping Kids Cope When a Special
Person Dies
For ages 5 to 8
Author: Janis Silverman
When Someone Very Special Dies: Children Can Learn to Cope with Grief
For ages 9 to 12
Author: Marge Heegaard
If you have questions or concerns, contact your healthcare provider. A member of your care team will answer Monday through Friday from 9 a.m. to 5 p.m. Outside those hours, you can leave a message or talk with another MSK provider. There is always a doctor or nurse on call. If you're not sure how to reach your healthcare provider, call 212-639-2000.
For more resources, visit www.mskcc.org/pe to search our virtual library.
Helping Your Child After the Death of a Parent - Last updated on August 15, 2022 All rights owned and reserved by Memorial Sloan Kettering Cancer Center | <urn:uuid:5674cf04-0cd0-4236-95e8-00a9e9c5ae18> | CC-MAIN-2024-30 | https://www.mskcc.org/pdf/cancer-care/patient-education/helping-your-child-after-death-parent | 2024-07-24T12:27:48+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518277.99/warc/CC-MAIN-20240724110315-20240724140315-00695.warc.gz | 772,169,985 | 2,296 | eng_Latn | eng_Latn | 0.962702 | eng_Latn | 0.995462 | [
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Wild Dog Books Teachers' Notes
Going To The Desert
Synopsis
Deserts are habitats or ecosystems that receive very little rain. Deserts are dry and arid, and they can be hot or they may be cold. A surprising fact is that the largest desert, Antarctica, is freezing all the time. The desert is home to some remarkable creatures that have evolved and adapted to these harsh environments.
Writing style
The Going To series has been designed for very early readers and reluctant readers. Text is succinct and simple, with no more than a few sentences on a page. The large format images relate directly to the text, so young readers have multiple entry points to engaging with the information.
Study notes
Students should make a list of all of the animals features in Going To The Desert. Next to each animal, write one adaptation that helps the animal survive in the desert. Students may need to research the meaning of the word 'adaptation'. They may also need to extend your research beyond the text of the book. This can be done as a visual poster or chart, and can be displayed or discussed with the class.
Meerkats are one of the animals featured in Going To The Desert that live in Africa. Students should find Africa on the map and then research where meerkats live, and mark those areas on a copy of the map. You may like to show the students episodes of Meerkat Manor. Clips and other information can be found on the internet at: Animal.discovery.com/fansites/meerkat/meerkat.html
Students should research the meaning of the following words:
* burrow
* mongoose
Students should choose one other desert from another country or continent, and research an animal that is found in this environment. What adaptations does this animal have that help them survive in their own desert environment? Are they similar or different to the animals found in the African desert? This can be presented as a chart or visual poster.
Develop a crossword puzzle with the names of the desert animals featured in the book. Use the facts about them as clues.
Play a game of 'celebrity head', labeling students as the desert animals without their knowledge. They need to try and guess which animal they are by asking questions, for example, do I burrow?
Design some posters for the classroom with illustrations of the animals and the facts about them.
The Spotted Hyena is considered an apex predator. Students should research the meaning of the word 'apex predator.' Students should research and write a report on hyenas
Marketing and promotion
Going To The Desert is part of the Going To series. Other titles include Going To The Rainforest, Going To The Outback, Going To The Ocean, Going To The Poles, Going to Antarctica and Going To The Grassland. | <urn:uuid:8237ad00-0e55-436d-8ca7-9845c378e0cf> | CC-MAIN-2024-30 | https://wdog.com.au/wp-content/uploads/2024/06/Going-to-the-Desert-TN.pdf | 2024-07-24T11:09:54+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518277.99/warc/CC-MAIN-20240724110315-20240724140315-00695.warc.gz | 539,005,785 | 563 | eng_Latn | eng_Latn | 0.994544 | eng_Latn | 0.998703 | [
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SOURASHTRA COLLEGE (Autonomous), Madurai-4
Best Practice-1 for the year 2022-2023
1. Title of practice:
"National Cadet Corps (NCC) - Developing students as patriotic citizens"
Objectives of the Practice:
The NCC unit of the college provides exposure to the cadets by engaging them in community development, youth exchange, adventure training, awareness campaign for the overall development with the following main objectives:
1) To develop discipline and ideals of self-service amongst cadets.
2) To provide opportunity to build character, confidence and develop leadership skills.
3) To provide a suitable environment for all round development with the sense of duty.
4) To motivate the students to choose career as Army officer.
Context:
With the Moto 'Unity and discipline' NCC of our college is providing opportunity to the youth for their overall development with a sense of duty, discipline, commitment, dedication and social service.
The NCC unit of the college started in 1974 under Company Commander Major. D. R. Subramaniyan (1974-1997), followed by Capt. T. K. Visnuram (1997-2013) and Capt. K. R. Srinivasan (2013 to till date) with 52 cadets every year.
The NCC is open to all the students of the college on a voluntary basis. A student desirous of being enrolled in the NCC unit can apply to the NCC through NCC officer of the college and by filling the prescribed form. The selection takes place at two levels. Physical fitness and general knowledge at the college level and the final selection interviews are conducted by the commanding officer of the concerned unit.
The Practice:
NCC of the college is actively organising, training and motivating the young cadet by involving them in community service, National and cultural integration and social awareness programme instilling in them the spirit of harmony, compassion towards cultural, regional, linguistic, communal, social economic and religious diversities. The NCC provides exposure to the cadets by involving them in Swachh Bharat Abhiyan, save the environment and plastic free India initiatives, blood donation, celebration of international Yoga Day, awareness on health, AIDS, hygiene, cancer throughout the year spreading a positive message to the masses.
The NCC unit of the college provides training to the cadets who are significantly contributing in the field of social welfare and Community development by engaging them in the following activities:
* Adventure Training: Enhancing the leadership skills, team spirit and self-confidence, adventure based and group activities are organised by the NCC unit during a seven day camp which provides cadets an opportunity to explore the topography as well as experience different weather conditions and adventurous living under camp conditions.
* Awareness Programs: The NCC cadets actively participate in awareness drives on health, hygiene, drug abuse, through rallies, Campaigns, conducting competitions.
* Environment Consciousness: The cadets of the NCC unit participate in environment awareness campaigns on waste segregation, plastic management and water conservation and also carry out tree plantation throughout the year within their community and neighbourhood making a connect with nature. The NCC unit of the college is closely associated with the Swachh Bharat Mission and the cadets devotedly participate in interactive cleanliness awareness campaigns, rangoli, rallies with placards encouraging and motivating the people in the community.
* National Integration and Cultural Diversity: The NCC unit observes the special days like Constitutionday, Independence Day, Youth Day, NCC Raising Day, Republic Day, International Girl Child Day, International Yoga Day to promote national integration and make cadets understand the rich cultural heritage of the country.
* Social responsibility: The cadets are involved in numerous community-based learning activities making them socially responsible. The NCC unit of the college in collaboration with various clubs like NSS, YRC and RRC donate blood periodically.
* Evidence of Success:
NCC unit organize numerous activities for the cadets throughout the year providing them opportunity to develop their personality, character, confidence, and leadership skills.The success of our NCC unit is reflected in the result of NCC B and C certificate examination.Also many of our NCC cadets get placed in army and uniform service regularly.The success can be seen in the performance of the cadets in various activities conducted at college level.
| Date | Event |
|---|---|
| 15.8.2022 | Independence Day Parade |
| 25.9,2022 | Mountaineering Camp |
| 27.12.2022 | Guard of Honour at Convocation ceremony |
| 17.5.2022 to 26.05.2022 | TSC IUC Camp |
| 10.8.2022 to 17.8.2022 | CATC Cum GP RDC |
| 25.1.2023 | Cleaning campus |
| 26.1.2023 | Guard of Honour at Republic day function |
| 10.2.2023 | Weapon Guard of Honour at Graduation day ceremony |
| 6.4.2023 | Social Awareness Rally – “Say NO to Drugs” |
| 7.7.2023 | Cleaning in Public Space |
Problems and Resources Required:
The cadets have to spend a lot of time away from the campus for participating in NCC activities inside and outside the campus due to which they miss classes, regular studies and other academic activities of the college. Because of the academic pressure some students do not join NCC as physical activities and outstation camps consume time, affecting their studies.
Best Practice-2 for the year 2022-2023
1. Title of the Practice:
Inculcating social responsibility through Rotaract activities.
2. Objectives of the Practice
The College takes efforts to make students and faculty to be aware of their responsibilities towards the societal issues. The college is strongly committed to become a socially responsible organization and works to support the community for high standards of social responsibility. The institution takes effort to nurture the social responsibilities among the students. The following are the objectives of the college for inculcating social responsibility
- To encourage and enable the students to excel in the social services by providing guidance and support.
- To develop the leadership skills.
- To foster an environment for involving in social activities.
- To emphasize respect for the right of others, based on recognition of the worth of each individual.
- To provide opportunity for young people to address the needs and concerns of the community and nation.
3. The Context
Sourashtra College encourages the students to participate in the activities that promote awareness of the social issues by volunteering through club activities. The college has several clubs and associations like NSS, YRC, Young Indian club, Red Ribbon Club, Rotaract Club, ECO Club, Women Empowerment Cell etc., for promoting social activities. The students are structured through awareness campaigns on regular time intervals. The participation of the students in those activities that promote the communal harmony and environmental sustenance is being encouraged. The institution also promotes sustainable lifestyles by encouraging the use of environmentally friendly products and practices. The institution believes that by inculcating these values and providing the opportunities, our students can be developed into morally and ethically responsible citizens.
4. The Practice
At the beginning of the odd semester, the coordinator and volunteers of Rotaract club approach the students for membership drive, explaining their goals. The Staff coordinator explains the objectives of the club and provide guidance for developing healthy attitude towards social responsibility. The club organizes regular meetings. Many seminars, awareness programs are organized for the students to create better rapport with the community.
The club has organized various programs like, awareness on health, Yoga day celebration, Blood Donation Camp, Celebration of National and International day, etc.,. The following social attitudes are strongly inculcated among the students through the club activities.
* SOCIAL RESPONSIBILITY: The students responsibly volunteer in local community service activities to create a better world. Inviting guest speakers who speak about the important issues related to social responsibility. The speakers talk about their own experiences and inspire students to be more socially responsible. The Rotaract club offers students a great opportunity to develop their leadership qualities by availing oneself by means of committing himself for social service.
* LEADERSHIP - Rotary and the world views Rotaractors as future leaders. Rotaract will invariably put the students into a leadership mindset during meetings and projects. The students get to experientially learn about leadership. In case that is not enough, there are lot of formal leadership training/skill development programmes that help the students become a leader in their profession and in the society.
* UNDERSTANDING - Rotaract offers the students a wonderful perspective to look at their community needs. Rotaract is a platform for the students to understand their community needs better. The students have enough resources, time and goodwill to understand the apparent and real issues of the society. The students can develop the understanding to provide a sustainable solution.
* NETWORKING - Rotaract provides the students an opportunity to meet like-minded young people in their society, country and the world. This networking opportunity helps the students to develop international and inter community understanding in a much better and simpler manner.
* CHANCE - Rotaract offers the students a chance to evolve and experiment their ideas. The students are provided with enough support to make their idea successful and also enough freedom to learn from their success or failures.
5. Evidence of Success
The following events were conducted by Rotaract Club for the academic year 2022-2023
| S. No | Date | Name of the Programme/Event | No. of Participants |
|---|---|---|---|
| 1 | 02.06.2022 | International Yoga Day Celebration | 17 |
| 2 | 07.08.2022 | Marathon Programme Gandhi Museum | 05 |
| 3 | 12.08.2022 | Homeopathy Programme & Corona Vaccination and Booster Camp | 25 |
| 4 | 15.08.2022 | Independence Day Celebration | 20 |
| 5 | 01.10.2022 | National Blood Donation Day | 15 |
| 6 | 18.11.2022 | Railway Junction Cleaning Programme | 17 |
| 7 | 20.12.2022 | Blood Donation Programme | 15 |
| 8 | 12.01.2022 | Vivekananda’s Birth Day celebration was organized by Rotaract Club of Sourashtra College, Madurai-4 through virtual | 29 |
| 9 | 14.01.2023 | Pongal Day Celebration | 25 |
| 10 | 24.01.2023 | Eye Checkup Camp | 10 |
| 11 | 25.01.2023 | Road safety Programme Helmet awareness Programme | 05 |
| 12 | 25.01.2023 | National Voters Day | 25 |
| 13 | 26.01.2023 | Republic Day Celebration | 20 |
| 14 | 13.03.2023 | Campus Cleaning Programme | 10 |
6. Problems Encountered and Resources Required
1. Fund and Time constraints are major limitation to conduct various development programs.
2. Involving girl students in social responsibility activities is also difficult.
3. Since the students are engaged throughout the day in class rooms, extra- curricular activities need to be conducted only after working hours. | <urn:uuid:1637624d-ad87-4d38-9138-22ecdc9ccd41> | CC-MAIN-2024-30 | http://www.sourashtracollege.com/images/iqac/NCC%20as%20Best%20Practice%201%202022%20-%202023.pdf | 2024-07-24T12:50:05+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518277.99/warc/CC-MAIN-20240724110315-20240724140315-00696.warc.gz | 59,104,332 | 2,374 | eng_Latn | eng_Latn | 0.99602 | eng_Latn | 0.996347 | [
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Review Exercise – Term 1
Part 1
1. Simplify 2 3 – 3
2. If 10 0.5247 = 3.348 find the value of lg 0.3348'
3. According to the information in the figure, what fraction of the area of ABCE is the area of AFE?
4. If A 3 = x 3 – y 3 + 3x 2 y – 3xy 2 express A in terms of x and y'
5. A new solid is constructed by pasting together the square bases of two identical square based right pyramids. If the surface area of the new solid is 384 cm 2 , find the area of a triangular face of each pyramid.
8. The mass of a sphere made of a special type of material is 120 g. If the mass of 1 cm 3 of the material is 4g, find the volume of the sphere.
9. B and C in the figure are two fixed points that lie 10 cm from each other. Sketch the loci of the point A such that the area of the triangle ABC is 20 cm 2 .
6. Simplify: x – 1 2 1 – 1 – x
7. Evaluate: log 3 27 – log 4 16
C
B
10. If lg 5 = 0.6990 find the value of lg 20'
11. Show that the area of the curved surface of a cylinder of height the length of its diameter, is equal to the surface area of a sphere of the same diameter.
12. Find the value of 20 by taking that 5 = 2.23 12.
13. Show that the area of the quadrilateral ABCD in the figure is equal to the area of the triangle ADE.
14. Evaluate: 75 × 2 3 .
Part II
1. (i) If x 1 x + = 3 then find the value of x 3 1 x 3 + .
2. (i) For what value of x is 2 lg x = lg 3 + lg (2x – 3)
(ii) If 2 lg x + lg 32 – lg 8 = 2 determine x.
(iii) Find the value without using the logarithms table.
(iv) Simplify using the logarithms table and give the answer to the nearest second decimal.
A
3. (a) The side CD of the parallelogram ABCD in the figure has been produced to X. The line drawn through C parallel to AX, meets the side AD produced at Y.
(i) Name a triangle which is equal in area to the triangle AXY. Give reasons for your answer.
(ii) Prove that the area of the triangle XDY is half the area of the parallelogram ABCD.
B
(b) By using only a pair of compasses and a straight edge with a cm/mm scale,
(i) construct the triangle ABC such that AB = 5.5 cm, ABC = 60 o and BC = 4.2 cm.
(ii) construct the rhombus ABPQ of area twice that of the area of triangle ABC.
4. O is any point on the side BC of the parallelogram ABCD. The line drawn through A parallel to DO meets CB produced at P. AO produced meets DC produced at Q.
(i) Based on the above information, sketch a figure and include the given data.
(ii) Write down the relationship between the area of the parallelogram ABCD and the area of the triangle ADO.
(iii) Prove that the area of triangle ABP is equal to the area of triangle BOQ.
5. The base radius and perpendicular height of a solid right circular cone are respectively 7 cm and 12 cm.
(i) Find the volume of the cone.
(ii) If the base radius of the cone is kept fixed and the perpendicular height is doubled, how many times more would the volume of the new cone be than that of the original cone?
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back touched
walk forwards slowly
walk backwards slowly
arm touched
turn right slowly
turn left slowly
Robot Challenges Assessment SheetNameClass
RC4
I did this well
I worked with my team to evaluate ideas and choose the best features to make.
I drew a detailed robot design.
I worked with my team to construct our robot.
I listened to other members of my team, taking their ideas seriously.
I lead my team as _____________ captain, helping everyone to play a part.
I tested and debugged our robot and programming.
We took part in the competition and learnt (fill in what you learnt).
I debugged a part of my program or fixed a part or our construction.
I did this ok or I did this a little
I tried this but it didn't work or I didn't do this at all
Sticker
I got this sticker for
Sticker
I got this sticker for
Sticker
I got this sticker for
Robot Challenges Assessment Sheet
Name
Class
| RC5 B = Where you are before the project A = Where you are after the project | | I don’t understand what it is yet. | I know what it is but don’t do it yet. | I do it a little. | I do it a lot. |
|---|---|---|---|---|---|
| 1 | I can evaluate my solutions against set criteria. | | | | |
| 2 | I can design criteria to evaluate my creations. | | | | |
| 3 | I can contribute useful ideas to a partner or group. | | | | |
| 4 | I can encourage others to share their ideas. | | | | |
| 5 | I lead using all the people talent in my group. | | | | |
| 6 | I learn from setbacks and don’t let them put me of.f | | | | |
| 7 | I can persevere even if the solution is not obvious. | | | | |
| 8 | I look for a range of solutions to the same problem. | | | | |
| 9 | I look for how a project can be extended. | | | | |
| 10 | I can break complex problems into parts. | | | | |
| 11 | I can concentrate on the most important part of a problem. | | | | |
| 12 | I can identify patterns in problems & solutions. | | | | |
| 13 | I can adapt existing ideas to solve new problems. | | | | |
| 14 | I make predictoins about what will happen. | | | | |
| 15 | I experiment through predicting, making, testing & debugging. | | | | |
| 16 | I can develop, test and debug until a product is refined. | | | | | | <urn:uuid:c9a1cc29-468a-4918-8b28-cb7be058bef9> | CC-MAIN-2024-30 | http://code-it.co.uk/wp-content/uploads/2018/07/crumblescheme_chapt11_Robot_challenges_worksheets.pdf | 2024-07-24T13:04:15+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518277.99/warc/CC-MAIN-20240724110315-20240724140315-00692.warc.gz | 7,243,458 | 665 | eng_Latn | eng_Latn | 0.995362 | eng_Latn | 0.999347 | [
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BETTER HEALTH & LONGEVITY TIPS
DIET
Eat clean macronutrients. The three "macros" – carbohydrates (CHO), fat, and proteins – are all necessary for the average human to function properly and remain healthy. Consume whole foods like fresh or frozen fruits and vegetables, whole grains, lean proteins, fatty fish, beans, and legumes. REDUCE the number of processed foods, added sugars, high sodium, and saturated fats. It isn't easy because so many food products today contain them, but emphasize these: Vegetables: Load up on these, especially the leafy greens. All veggies provide many essential vitamins and minerals and very few calories.
Fruit: Like vegetables, loaded with vitamins and minerals. Although they contain more calories than vegetables, they also contain more water to facilitate optimal hydration.
Whole Grains: Make sure the label reads whole grain. Many breads contain refined grains and thus lack fiber and other nutrients. Oats, whole-wheat bread, barley, and quinoa are excellent options.
Lean Proteins: Choose more hormone-free chicken, turkey, fish, and lean red meat. Eggs, low-sugar Greek yogurt, and low-fat dairy products are also healthy. Minimize hormone-laden, deep-fat fried, and cured animal products.
Beans and Legumes: They are an inexpensive source of good carbs, fiber, and protein. Any bean, edamame, and lentils are the options.
Nuts and Seeds: Great between-meal snack food. Plain, raw, roasted, or minimally salted nuts and seeds (not the flavored ones as they contain added sugar). Choose peanut butter with only two ingredients: peanuts and some salt.
Time Restricted Eating
Try to eat all meals within an eight-to-10-hour period. The time after your last meal (including sleep) is a necessary fasting period where your body undergoes many important restoration/clean-out processes for good health. Examples:
- First meal at 6:00 AM, last meal at 4:00 PM. (nine-hour window)
- First meal at 9:00 AM, last meal at 6:00 PM. (10-hour window)
Consume 8 oz. of water every hour. If working out, divide your body weight by 30 = the number of oz. to drink every 15:00 to 20:00.
Consume 2-3 servings/day of fermented food to improve your gut microbiome. A healthy microbiome positively affects both physical and mental health. Try these: Plain yogurt, Kimchi, REFRIGERATED sauerkraut & pickles, Kefir, Kombucha, and brine.
Consume healthy Omega-3 fats. Fat is needed to maintain many body functions, especially healthy poly- and monounsaturated. Fatty fish, like salmon, tuna, and sardines – along with olive and canola oil, and avocados, are great healthy fat options that contain healthy Omega-3 fatty acids.
General diet tips:
* Become a nutrition label reader: no label means no additives (i.e., right from the ground, vine, or tree), and anything with more than four ingredients likely contains unhealthy additives. If 85% of your daily food intake is from products with less than four ingredients, you're on the right path.
* Breakfast: Your first meal of the day – either upon rising or a few hours later should consist of a healthy carb and protein source.
* Protein intake: aim for one gram/pound per body weight. Because most people do not get enough of it, it should be consumed at each feeding even though one's daily supply can be obtained in different meal combinations (i.e., three to six feedings/day). Therefore, it is more practical to spread out the total daily intake because one usually eats multiple meals within their eight-to-10-hour food intake window.
* Avoid the added sugar and processed food staring you in the eyes at the grocery store checkout aisle. On that point, approximately 73% of all grocery store products contain added sugar!
* Avoid vending machine food. Most of it is junk, including those high-sugar drinks.
* Those sugary drinks (sodas, energy drinks, fruit drinks) either have a lot of calories or contain artificial sweeteners that trigger the insulin response that encourages fat gain and resultant mitochondrial dysfunction EVEN THOUGH THEY POSSESS ZERO CALORIES!
* Packaged meals, microwave meals, frozen pizza, instant noodles, chips, and any food with a long list of hard-to-pronounce ingredients contain emulsifiers, high sodium, HIDDEN SUGAR, and other "extend-the-shelf-life" chemicals that are not healthy.
* Get those Omega 3 and EPA fats daily and add fermented foods for improved gut and brain health.
EXERCISE
Strength training at least two times/week. Work all major upper and lower body muscles with high effort using time-efficient workouts and progressive overload protocols. Five to seven exercises for one hard set each have been shown to work well, provided you give 100% effort and always attempt to progress each workout. Therefore, one does not need to train four or more days per week using a high volume of multiple sets and many exercises. If you spend many hours in the gym weekly, you're either not working hard, doing too much, or unnecessarily overtraining your body.
IMPORTANT POINT: A "Cardio" effect can be gleaned from strength training if you go hard on each set and minimize the rest time between exercises. Yes, it will be physically and mentally challenging. However, if you push yourself, that approach will elevate your heart rate the entire session, thus providing an added benefit: no need to complete additional time-consuming conventional "cardio" workouts each week that could create more scheduling issues.
Bottom line: An effective strength training workout can be completed in less than 30 minutes, including a warm-up and cool-down. And if you minimize the rest between exercises, it will elevate the heart rate for a cardio effect. Get in, suck it up, and get it done, then move on to other important things in your life.
High-Intensity Interval Training (H.I.I.T) can be implemented if you're completely obsessed with "doing cardio." Understand this: the high-effort, minimal restbetween-exercises strength training is all that most people need to improve many physical metrics (strength, endurance, fat loss). However, if you have time and cannot deal with not doing "Cardio," I suggest implementing time efficient H.I.I.T. that can be completed in under 15 minutes. Examples:
Using an electronic device like a stair stepper, elliptical machine, rower, or climbing device, alternate a hard all-out effort with an easier back-off segment, such as:
:40 hard/:20 easy for 10 minutes.
1:00 hard/:30 easy for 15 minutes.
5:00 easy warm-up followed by :30 hard/:30 easy for 10 minutes.
3:00 warm up followed by :20 hard/:10 easy for seven minutes. Design your own but make it challenging.
Zone 2 cardio can be added IF YOU HAVE TIME (and in place of H.I.I.T.) two to three days/week on separate days, or before strength training workouts. Remember, if you complete the strength training workouts with high effort with minimal rest time between sets - or if you opt for H.I.I.T. workouts – those can be considered cardio and should be sufficient to help you reach your health goals. If that harder work scares you and you have valuable time (because it is timeconsuming), Zone 2 cardio would involve at least 30 to 60 minutes of continuous effort at a level where you can maintain a conversation (i.e., brisk walking or slow running). So, it's your choice: choose higher-effort and time-efficient strength training and H.I.I.T. or add lower-effort and lengthier zone 2 cardio.
COLD THERAPY
Cold emersion in water up to the neck has been shown to offer many health benefits, including:
* Increased brown and beige adipose fat which facilitates fat loss.
* Increased metabolism.
* Increased hormones which improve focus & mood.
* Decreased inflammation.
* Increased acclimation to cold.
* Increased testosterone & sex drive.
* Decreased anxiety.
* Enhanced benefits of fasting when used during T.R.E.
Any tub, container, or commercially sold tank that allows for total body emersion up to the neck is ideal, but Cryotherapy, cold showers, or a cold pool or lake will also work using the following protocol:
* Use an "uncomfortable" temperature between 60 0 to 40 0 Fahrenheit, but not too cold as it may shock the heart.
* :30 to 1:00 in/out without drying off. Repeat every 1:00 to 3:00.
* The key is to activate the shiver response by emersion → get out → no drying → back in. That activates the hormone succinate to enhance brown and beige adipose tissue function relative to fat burning.
* One to five times per week for a total of 10:00 to 12:00/week.
* Over time, slowly decrease the water temperature as you become more comfortable.
* The best time of day for it is early to midday as any later time may interfere with the body needing to decrease its temperature to get into deep sleep.
GET SUNLIGHT EARLY
It sounds crazy (and often impractical to do), but getting direct sunlight early in the day sets your daily biological clock to optimize many biological functions:
* Exposure to sunlight sets your Circadian clock to allow you to sleep on a regular schedule. It sets in motion an internal "timer" that prepares you to fall asleep approximately 16 hours from the time you rise in the morning.
* Optimizes the function of the billions of cells you possess.
* Enhances the hormone melatonin which has a positive effect on bone mass, puberty, and antioxidant functions.
* Triggers the increase of the hormone cortisol which augments wakefulness and alertness in the morning.
* Sunlight exposure to the skin increases the motivation to mate via increases in testosterone and estrogen. STUDY: more light increases sex hormones and vitamin D3 due to increasing the P53 pathway. The p53 pathway is also a major tumor suppressor that prevents the proliferation of irregular cells via regulating DNA repair, and cell progression, deterioration, and death.
* Improves spleen and immune system function.
IMPORTANT:
* View sunlight first thing when rising in the morning within 30-60 minutes.
* Look toward the sun – NOT DIRECTLY AT IT – for at least 5:00.
* Viewing through windows, car windshields, and sunglasses does not count as they block needed ultraviolet light.
* On cloudy days it will still work but increase the viewing to 10:00 of exposure.
* On very dark or rainy days LED ring lights can be used.
* If there is no direct sunlight and you use artificial light, try to get outside as soon as possible.
DO BREATHING EXERCISES
Note these:
* We all face stressful events, some occasionally and multiple times per day, and breathing exercises can help decrease that stress.
* Proper breathing is underrated, and learning how to master that innate function can enhance overall health.
* Nasal breathing by itself has many benefits, including the ability to inhale more oxygen and reduce the amounts of airborne viruses and bacteria hovering in the air around you.
* Some people over breathe and some under breathe. Over breathing can result in increased excitability, a decreased ability to learn due to the over-stimulation of neurons, and the inability to keep CO2 in the body long enough. Under breathing for many occurs during sleep and causes decreased O2 intake and sleep apnea which can cause daytime sleep issues, headaches, stress, and snoring.
* You can improve the following during the inhale process:
- The ability to remember things.
- Peripheral vision due to dilating pupils.
- The ability to learn better.
* For nasal inhaling, specifically it:
- Increases brain function.
- Allows the Olfactory system to optimally sense environmental chemicals.
- Decreases reaction time.
- Increases nitric oxide gas which results in muscles relaxing and capillaries dilating.
- Improves facial aesthetics (i.e., skin texture, straighter teeth).
- Decreases snoring during sleep.
* Ideal breathing results in inhaling O2 at approx. six liters/minute with 12 shallow in & out breaths.
* Breathing tests and exercises:
CO2 tolerance test – how well you control CO2.
1. Inhale via the nose until full.
2. Start a timer/clock & exhale slowly through the nose until the lungs are empty:
- <:20 = low CO2 tolerance (use :03 for the box breathing test below).
- :25-:45 = moderate tolerance (use :05-:06 for box breathing).
- >:50 = high tolerance (use :08-:10 for box breathing).
Box breathing – THROUGH NOSE.
1. Inhale for above CO2 tolerance test time.
2. Hold for the same time.
3. Exhale for the same time.
4. Hold for the same time.
5. Repeat that "4-side" process for 2:00. Doing box breathing 2-3 times/week offers these benefits:
- Increased phrenic nerve control of the diaphragm.
- Increased mechanical control of breathing (diaphragm movement).
- Improves the ability to inhale the normal six liters of O2/minute.
Physiological sighing – Do this for 5:00 and with your eyes closed.
It decreases stress, increases the quality of sleep, and improves mood.
1. NOSE inhale on a 3-count: long deep inhale → 2) a short inhale → 3) one last short but sharp inhale (which allows the collapsed Alveoli to reinflate).
2. Exhale through MOUTH on a slow 6-count.
Cyclic hyperventilation – deliberate hyperventilation.
It involves the completion of 25 total breaths of inhaling actively, then actively or passively exhaling.
It creates deliberate anxiety to increase adrenaline release.
It triggers the gasp reflex because it senses a threat due to a high CO2 level that needs to leave the body.
SLEEP
Getting proper sleep is HUGE. It is one of the most important behavioral tools a person can control for optimal health.
Think about this:
Take an average person who has minimal energy expenditure during the day. They sit most of the day, perform minimal exertion tasks (i.e., some walking, a few stairs climbed, computer work), do not exercise, and watch television or surf the Internet at night. To accomplish those minimal energy-using tasks alone, ideally, they need to eat healthy meals and get adequate sleep at night to recover and re-energize for the ability to do it again the following day.
Now, take a person who does the above and energy-depleting exercise sessions multiple times each week. Their energy demands are much greater, which places even more emphasis on adequate sleep and nutrition.
Finally, take a person on their feet most of the day working a physically active job (i.e., construction worker, athlete, other long-hour manual laborer). Their need for adequate sleep and nutrition is even more important, especially if they, too, engage in demanding exercise sessions on top of their highly active workday.
The point is that to remain alive and have the ability to function at a high level even when energy expenditure is minimal like the first example - adequate sleep is a biological necessity. And the greater the physical stress incurred, the more important it becomes.
During sleep two stages are cycled through: rapid eye movement (REM) and nonREM sleep. Usually, there are four to six cycles per night, each lasting 90 minutes. During these stages, specific processes are undertaken which facilitate the recovery and regeneration of many body parts and functions.
Non-REM sleep has three sub-stages:
- Sub-stage 1 which is the transition between wakefulness and sleep.
- Sub-stage 2 is when you fall asleep.
- Sub-stage 3 is called slow-wave/deep sleep. One usually spends more time in this stage early in the night. It is important for cleaning out the brain (when you essentially "get away from yourself" to be ready for the next day).
REM sleep:
Normally more REM sleep occurs later during sleep.
During REM sleep the brain is active, similar to the activity during waking hours.
Dreams normally occur during REM sleep.
Skeletal muscles are normally inactive during REM sleep to prevent one from acting out dreams.
It is during REM sleep when:
- Skill learning and cognition occur.
- Growth hormones are released in large amounts.
- Protein synthesis occurs. It's time to repair and rebuild body tissues, including muscle.
DO NOT SMOKE TOBACCO & DO NOT DRINK ALCOHOL
Easier said than done, but if you are a smoker or a drinker, quitting immediately is the best move you can make to improve your health right now. Smoking for sure is the number one worst habit a human can do. Regarding drinking, ideally going cold turkey is the best option, but even cutting back is better than nothing.
SMOKING:
What person in their right mind would inhale toxic smoke and other chemicals into their lungs where clean oxygen is needed for optimal cell function? On the surface it is insane, however, the power of nicotine controls so many due to its highly addictive nature making it difficult to quit.
Needless to say, smoking tobacco offers zero health benefits. It wreaks havoc on the human body in ways we've known for decades:
It causes lung cancer, heart disease, stroke, lung diseases, diabetes, and chronic obstructive pulmonary disease (COPD) including emphysema and chronic bronchitis, diabetes, an increased risk of tuberculosis, certain eye disorders, and immune system dysfunction, including rheumatoid arthritis. But wait, there are more:
* Erectile dysfunction.
* Ectopic pregnancy.
* Decreased bone density.
* Increased risk of colorectal cancer.
* Cleft lip and cleft palate.
* Fertility issues.
* Gum disease.
Seriously, find a way to quit if you smoke. No one is forcing a cigarette to your lips. You are. Know that quitting is possible because it's a matter of behavioral modification that MANY have successfully done. Breaking that habit can be done if you are mentally strong enough to abstain for the first 10 days, your toughest stretch. If you can then make it 20 more days, it will be easier each day due to changing your routine of normal nicotine triggers.
DRINKING:
The popular advice from medical professionals was that "one or two drinks per day" was at one time acceptable, but that has recently been found to be specious. More recent research suggests that any amount over a week, and week after week, can lead to:
* Thickening of the brain cortex.
* Neurodegeneration of other brain regions.
* Increased the risk of cancer, especially breast cancer by 4 to 13% even at <10 grams of alcohol per day (i.e., one beer, one glass of wine).
* Altered gene expression in all cells.
* Decreased testosterone levels.
* Increased female hormone estrogen levels in males.
* A disrupted gut microbiome because alcohol can:
- Kill good bacteria in the gut which alters the entire gut microbiome.
- Result in bad bacteria leaking from the gut (Leaky gut syndrome).
- Increase inflammatory cytokines produced in the liver which leads to programming the brain to drink more.
Like smoking, quitting drinking can be done by using behavioral modification: change your environment/triggers for alcohol, suck it up for the first 10 days, and hold on for 20 more to become free of addiction. Millions have done it, and you can, too. | <urn:uuid:1f882663-dfe2-4621-8f4a-470b4dd3d4c0> | CC-MAIN-2024-30 | https://www.tomkelso.com/_files/ugd/822ba8_4407ca1c6e15416aada9126a41ad570a.pdf | 2024-07-24T12:42:56+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518277.99/warc/CC-MAIN-20240724110315-20240724140315-00699.warc.gz | 880,039,067 | 4,117 | eng_Latn | eng_Latn | 0.997266 | eng_Latn | 0.998337 | [
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The Law Of The Supreme Creator (Part 1)
THE FOLLOWING LECTURE ON THE SRIMAD BHAGAVATAM CANTO 3, CHAPTER 9, BRAHMA'S PRAYERS FOR CREATIVE ENERGY, TEXT 13, WAS GIVEN BY HIS HOLINESS BHAKTI CHARU SWAMI IN ISKCON UJJAIN, INDIA ON 1 JANUARY 2008.
Transcription : Her Grace Ranga Radhika Dasi
Editing : Ramananda Raya Dasa
Om Namo Bhagavate Vasudevaya
Om Namo Bhagavate Vasudevaya
Om Namo Bhagavate Vasudevaya
Srimad Bhagavatam, third Canto, chapter nine 'Brahma's Prayers For Creative Energy', text thirteen.
pumsam ato vividha-karmabhir adhvaradyair danena cogra-tapasa paricaryaya ca aradhanam bhagavatas tava sat-kriyartho dharmo 'rpitah karhicid mriyate na yatra
Synonyms:
pumsam — of the people; atah — therefore; vividha-karmabhih — by various fruitive activities; adhvara-adyaih — by performance of Vedic rituals; danena — by charities; ca — and; ugra — very hard; tapasa — austerity; paricaryaya — by transcendental service; ca — also; aradhanam — worship; bhagavatah — of the Personality of Godhead; tava — Your; sat-kriya-arthah — simply for pleasing Your Lordship; dharmah — religion; arpitah — so offered; karhicit — at any time; mriyate — vanquishes; na — never; yatra — there.
Translation:
But the pious activities of the people, such as performance of Vedic rituals, charity, austere penances, and transcendental service, performed with a view to worship You and satisfy You by offering You the fruitive results, are also beneficial. Such acts of religion never go in vain.
Purport:
Absolute devotional service, conducted in nine different spiritual activities — hearing, chanting, remembering, worshiping, praying, etc. — does not always appeal to people with a pompous nature; they are more attracted by the Vedic superficial rituals and other costly performances of social religious shows. But the process according to the Vedic injunctions is that the fruits of all pious activities should be offered to the Supreme Lord. In Bhagavad-gita (9.27), the Lord demands that whatever one may do in one's daily activities, such as worship, sacrifice, and offering charity, all the results should be offered to Him only. This offering of the results of pious acts unto the Supreme Lord is a sign of devotional service to the Lord and is of permanent value, whereas enjoying the same results for oneself is only temporary. Anything done on account of the Lord is a permanent asset and accumulates in the form of unseen piety for gradual promotion to the unalloyed devotional service of the Lord. These undetected pious activities will one day result in full-fledged devotional service by the grace of the Supreme Lord. Therefore, any pious act done on account of the Supreme Lord is also recommended here for those who are not pure devotees.
[End of Purport]
pumsam ato vividha-karmabhir adhvaradyair danena cogra-tapasa paricaryaya ca aradhanam bhagavatas tava sat-kriyartho dharmo 'rpitah karhicid mriyate na yatra
But the pious activities of the people, such as performance of Vedic rituals, charity, austere penances, and transcendental service, performed with a view to worship You and satisfy You by offering You the fruitive results, are also beneficial. Such acts of religion never go in vain.
So Brahma is praying to the Supreme Personality of Godhead. Brahma had been instructed by the Lord to create this material nature, the universe. This is actually the secondary creation aspect. The primary creation or the principal creation, original creation was done by Vishnu Himself, Mahavishnu, lying on the Causal Ocean, as He was breathing. The bubbles caused by His breathing are the universes. Originally those universes were hollow inside, empty inside, like a bubble. Inside the bubble, what do you have? Inside the bubble you have air. There is nothing, just air. The space is vacant. So then Mahavishnu expanded Himself as Garbhodakasayi Vishnu and He entered into each of these universes and filled half of the universe with water generated out of His body. From His own body He generated the water called Garbhodaka water, and then He laid on that water on the Ananta Sesha, a bed created by Ananta Sesha. Then from the navel of Garbhodakasayi Vishnu a lotus came out and Brahma was situated on that lotus.
The first created being, Brahma, was directly generated out of the navel of the Supreme Personality of Godhead. And initially Brahma didn't know what to do, because Brahma just came, he saw that he is sitting on a lotus and that lotus was actually situated on a vast pool of water, and he was sitting there. Brahma did not have any knowledge of where he came from, who he was. He just appeared. Brahma was not born like the babies are born, then they gradually grow. Brahma directly came from the navel of the Lord and he was fully conscious. But he was conscious of the present, but he didn't have any memory of the past. That is the situation of every living entity all the way up to Brahma in this material nature. When they are born, what happens? Most of the time when one is born he doesn't have any recollection of his past. When you were born did you remember anything? Did you remember how it was like in the mother's womb? Did you remember how it was like before you died in a previous body? Or how it was while we were dying in our previous body? Do you remember how the Yamadutas came and dragged us out of that body and subjected us to all kinds of punishment? So that is the birth in the material nature. We get a new body and we don't have any recollections of the past. The memory begins from that point onwards. Some faint memory remain in the subconscious mind or in the subtle body, very faint memories, but no distinct memories of the past.
So then Brahma received the mercy of the Lord in the form of Gayatri mantra and meditating on the Gayatri, Brahma could see the Lord face to face. And Brahma was instructed by the Lord what to do. What was the purpose of Brahma's coming to this material nature? The purpose of Brahma's coming to the material nature was to create the universe. The universe was hollow. There was nothing, just Garbhodakasayi Vishnu lying, but in order to create the universe what was needed? The need was for many, many people to come, many souls to come and acquire material bodies. So that creation, that aspect of the creation which is known as the secondary creation, was caused by Lord Brahma.
The first aspect of creation is the way it appeared from Lord Mahavishnu. That's the first aspect which is known as 'sarga' aspect of the Bhagavata Purana. The Puranas have ten symptoms. How many of you remember those ten symptoms. Okay, Shyama Piyari? Your hand went up first.
Devotee: atra sarga visarga sthanam ca utthaya manvanatra isanukatha nirodha mukti ashraya
Okay. So now tell me, what are they?
Devotee: sarga, visarga
Sarga means what?
Devotee: primary creation
Very good
Devotee: visarga means secondary creation
Okay.
Devotee: sthanam, the place. Posanam means to look after, to maintain.
Okay, then utthaya? [to another devotee:] You go on from poshanam.
Devotee: poshanam is maintenance of devotees.
Maintenance of devotees, yeah. Then utthaya.
Devotee: Utthaya is creative impetus.
Creative impetus, utthaya, then?
Devotee: manvantara is the change of Manus. Isanukatha is the pastimes of the
Supreme Lord. Then…
Nirodha.
Devotee: Nirodha….
Okay, good. Ganganarayana?
Devotee: Niratas ca sayanam, how the universe is situated in the universal form.
Okay, very good, and mukti.
Krishna Himself, the summum bonum. So a Maha Purana must have these ten symptoms. Now here, what is being described? The visarga aspect, the secondary creation which started from Brahma. So the Lord instructed Brahma. This creation in the material nature takes place in which mode? The mode of passion. Brahma is the controller of the mode of passion and the creation actually takes place in the mode of passion and Brahma is the presiding controller of that specific mode. The material creation takes place in the mode of passion. Then maintenance takes place in which mode? Maintenance takes place in the mode of goodness and destruction takes place in the mode of ignorance. So creation, maintenance and destruction are conducted by three different modes. Of these three the creation aspect was done by Lord Brahma.
Devotee: mukti [unclear] and ashraya is Krishna Himself.
So after being instructed Brahma is now offering his prayers to the Supreme Personality of Godhead. In this particular verse Brahma is actually indicating that how one should act. Like, we notice there are different types of activities. In this material nature we see that some people just act without any consideration for the consequences. They just do things for their immediate benefit. They act just for their sense gratification. Those acts are irresponsible acts. Then responsible acts begin by following the instructions. Like, for example, we go to a country and we know there are the laws of that country. We follow those laws. If somebody doesn't follow the law, then what will happen? If someone goes to a country but doesn't follow the law then he will be arrested and be punished. But when one follows the laws then what happens? Then he lives peacefully, lives happily and he gets the benefit. Now, in a higher sense, in a greater sense there is a broader concept of law. When you go to a country, the country has its laws, but in a broader sense the whole creation the country has the law given by the king of that country or the government of that country. But who is the King of kings? The Supreme Creator. The Supreme Creator also, does He have a law? Did He give the law? Yes, and those laws are known as dharma. Dharmam tu sakshad bhagavad-pranitam. [SB 6.3.19] The laws that are given by the Supreme Personality of Godhead are known as dharma.
Now, when we consider dharma what do we find? Dharma is giving the indications: do this and do not do that. Just like in a country there are do's and do not's, abide by the law and don't break the law. Don't tell a lie. Don't steal. Don't inflict any unnecessary pain to others. So these are the basic principles of dharma, the do's and do not's. And then it goes to a higher consideration. Do not try to enjoy in this material nature whimsically. There is a systematic way of doing it. You want to enjoy? Yes, very good. You want to enjoy, but in order to enjoy what do we have to do? We have to act in an appropriate way. In order to enjoy, you have to do certain things, say for example, austerities is one thing, charity, dana means charity, tapasya means austerity. You undergo some difficulties in order to achieve something greater. Give in charity, if you have something in excess then give it to others who don't have it. That is called charity. Then sacrifice, in simple words sacrifice means pay the bills. At the end of the month doesn't the state expect that you pay the bill? Electric bill, the electric supply you got for the month, and then you have to pay the bill. You got the water supply, you have used the roads. You are getting all these facilities so you pay the bill. Pay the bill to whom? To the higher authorities.
And there are some higher authorities in the universal consideration also. Just as there are departments and departmental heads in the state, in the broader consideration, in the universal consideration there are higher authorities of different departments. Like there is also a water department, fire department, sun department, moon department, education department, finance department. And there are different heads of those departments and they are known as 'devas' and 'devis.' Like the controller or the head of the water department is Varuna. The head of the fire department is Agni. The head of the wind department is Pavana. The head of the rain department is Indra. The head of the education department is Sarasvati. The head of finance department is Lakshmi. So these are the devas and devis who are different departmental heads. Now when you get the facilities from them you have to pay the bill for getting those facilities. Paying those bills is actually the sacrifice. I have received this facility so now I am offering you the payment for the bills, the bills I am paying.
Now, when you pay the bills then what happens? The supply continues. If you don't pay the bills then what happens? The supply will be cut off. And when you pay the bills then you get other facilities. Not so much in India, but it is very common in countries like America. If you pay the bill in time and all, then they give reduction. Okay, you paid the bill for three months in time, the fourth month you don't have to pay the bill, or we will come and install you some new facilities in your house for the electric department. So this is how they offer these facilities as a recognition of your good deeds. So these aspects are known as dharma. But although there are different departments but ultimately when they take those bills, payments, ultimately what do the departmental heads do? They offer them to the state government. Or if we consider a state with a king then they offer it to the king.
The normal condition of ruling is through monarchy. Nowadays the monarchy is gone, therefore instead of monarchy, instead of one king there has been democracy. Due to their irresponsible acts, when the kings became very tyrannical, became independently whimsical and tyrants then the kings were thrown out. People did not want that king because what is the responsibility of a king? Is the king's business to exploit or is the king's business to protect? An ideal king gives protection but due to the influence of Kali when the kings became independent, generally the kings used to function under the guidance of the saintly personalities. Those saintly personalities are known as the brahmanas. Does a saint appear according to his birth? Is there any family of saints? Generally it is not by birth. We can't say that only from a certain family all the members will become saints. The ultimate consideration of a saint is by his qualification. Unfortunately, again due to the influence of Kali, the main consideration became birth, not the qualification. When sometimes in the family of a saint a demon was born and he was recognized as a saint, then what will happen? The demon will act like a demon but he is identified or recognized as a saint, and then there will be trouble. And this is how the Vedic culture was actually destroyed. The emphasis was given on the birth but not on qualification.
Anyway, the actual structure was, the kings, the rulers, the kshatriyas, the kshatriyas are very powerful individuals. They are very powerful. They are actually in the mode of passion. So because they are in the mode of passion they are very powerful. And the saintly people are in the mode of goodness. So these very powerful rulers, the warriors, they used to function under the guidance of the saintly personalities. That's why they never acted independently. They acted under the guidance of their superiors. But those people, those who were superiors, they were not into enjoying in this material nature. Being in the mode of goodness they were withdrawn. They didn't even live in a crowded place, in a city or even towns. They lived away from everything in a solitary place. There they used to have their 'tapovana', tapovana; a garden to perform their mediation and austerities. Generally those places used to be in a very serene atmosphere on a bank of a river and there they would perform their spiritual activities. Whereas the powerful kings, because they are in the mode of passion, they had a natural tendency to enjoy and the freedom was given to them. Yes, you can enjoy but while you are enjoying you have to also give protection. There will be people who will be under you. They will serve you but you have to give them protection. So that is how the civilized human society was structured. They used to perform, the kshatriya, the word kshatriya means kshatat trayate iti kshatriya: one who gives protection from injury. Kshat means injury and trayate means gives protection or delivers. Who did they give the protection? To their citizens, those who were subordinate to them. The king had his citizens, subjects, and those subjects used to act on behalf of the king and the king used to give them protection. How? Just as a father gives protection to his children, and just as grown up children also help the father, the citizens, grown up and capable citizens used to give the support and help and service to the king. So this is how there used to be a mutual interdependence. But when the Kaliyuga began then the brahminical structure, brahminical culture was lost. The brahmanas were not qualified. They were not actually situated in the mode of goodness. They were not qualified with the brahminical qualifications or saintly qualifications of being compassionate, being merciful, being learned, being wise and being detached. Instead, what they became? They became ignorant. They became exploitative and they became enjoyous. So as a result of that they started to use their position. They were pretending to be saints but they were actually trying to exploit everybody. So when they started to behave like that, the kings thought, "Why should we act under these rascals? Who are these? These are a bunch of exploiters. So why should we function under these people?" So the kings became independent and when they became independent and there was no one to guide them, the kings became gradually tyrannical. They became tyrants. Instead of giving protection to their citizens they started to exploit their citizens. They started to exploit to such an extent that the citizens became completely disgusted with these kings and then they tried to get rid of them.
Actually, in the Western history this phenomena became very prominent, very clear, very distinct, especially in countries like France and Russia. Actually the first revolution came in France, the French Revolution. At that time Louis XVI the citizens of the country were suffering so much. They didn't have any food to eat, whereas the king was living in extreme luxury. They were living in extreme luxury, exploiting people, extracting from them any form of tax for their enjoyment without even considering how they are going to eat, that they were starving, there was no food. And then they went in protest in front of the palace of the king. And Louis XVI's queen, Marie-Antoinette, she asked why they are screaming and shouting like that. So she was told, "Because they don't have any bread to eat." And her comment was, "Then why don't they eat cakes? If they don't have bread, let them eat cake!" So this is how unconcerned and ignorant those people actually became, and the result was a revolution. When a person is dying, he doesn't have any hope for anything, then what will happen? He'll become ferocious. And then they destroyed that monarchy. They killed everybody. Whenever they found any trace of royalty, any royal blood in somebody, they just put him under the guillotine. They created a device. A big blade would be hanging and the person would be kept underneath and they would let the blade drop: chop! The head would get chopped off. So that is how they were killing, thousands of people were killed under the guillotine in that French Revolution. So in this way the monarchy was abolished and instead of monarchy came democracy; for the people, by the people, of the people.
Anyway, this is how the history changed but actually the human civilization prior to that for thousands of years always maintained this system of monarchy, the king. And the king would not be whimsically acting. The king would not act whimsically. The king would be following a very specific system. The laws were not given by the king. The laws were given by the saintly personalities of the past, Samhitas, especially Manu Samhita. Manu Samhita gave the law for the mankind. Now who is Manu? Manu is the first progenitor of mankind, the original man, and from him came the mankind or Manava. Do we see the link? Man and Manu. The word man has come from Manava. Manu's offspring are manavas, just as Danu's offspring are Danavas.
Diti's offspring are Daityas. Like that. So Manu is the father of mankind and Manu gave the law for the mankind. What is the law meant for? The law was meant for a peaceful situation in the human society.
Why there is law? Is the law just to exploit people? No, the laws are there to create a peaceful atmosphere. Laws are there to bring order in the society. Law and order: you follow the law, there will be order. If you don't follow the law, what will happen? A very wonderful, a very classical example of that is, you go to the big cities in India, where you see that there is no traffic law, especially in cities like Calcutta. Nobody follows the traffic law. There the rule is might is right. The light is saying red, they just won't stop and drive away. And what will happen as a result of that? There will be complete chaos. But if they maintain the law then what would've happened? The flow would have continued if the traffic is actually maintained by the lights. Red light means stop and green light means go. So when it is green light then you can go, but if it is red light you should stop. But not to follow the law means, "I don't care for the red light. I am not going to stop, I'll carry on." And the result will be accident. So that is why it is important to follow the law. Law brings order. And breaking the law means crime. You break the law, there will be crime. It's a criminal act not to abide by the law. And the crime is dealt with punishment. If you commit a crime, if you break the law, you'll be punished. But nowadays what is happening? Between the crime and punishment another factor has come in. That's called bribe. So you break the law, you give bribe, you won't be punished. And as a result of that the whole society has become so chaotic. So what should a man actually do? A civilized individual, what should he do? He should abide by the law and order. He should abide by the law in order to create order in the society. So in the broader sense, that law is called dharma. You follow the law, you will be rewarded. You break the law, you'll be punished. So then comes these two considerations: 'papa' and 'punya' (piety and sin). You abide by the law, there will be piety. You break the law, there will be papa (sin). And as a result of sin what will you get? You'll get punishment. As a result of punya or piety you will get reward.
So that is what Brahma is pointing out and then Brahma in this particular verse is pointing out that ultimately all these pious activities must be done for the sake of pleasing the Supreme Personality of Godhead. So papa and punya also have a temporary consideration. Both papa and punya have temporary consideration. You get some piety and you get rewarded. But once you get the reward, piety is something like getting some asset, getting some money. Piety is like subtle money. You have money, you can fulfill your desire. But after you spend the money then what happens? It's minus. It's gone. Then you have to go and earn some more money in order to get what you wanted. So the first consideration is, don't commit sinful activities but act in a pious way. Don't break the law, follow the law. Follow the path of dharma, don't go against the rules and regulations as such. The result will be: you will be rewarded. But those rewards are actually temporary. You get punya, like, say you have a hundred rupees and you go and buy something that costs ninety rupees. Then ninety rupees is gone. Then if you want to buy something for two hundred rupees, then what you have to do? You have to go again and work and earn the money and then only you can buy that. So that's why these results of punya are temporary.
But in this particular verse Brahma is saying that when this punya is offered to the Supreme Personality of Godhead then the benefit of that is permanent. Say, for example, what happens, you got some asset, you got some money, now you go and offer that money to the king. The king will take the money and then what will the king say? He'll say that, "Very good. I have recorded that you have given it to me." And there, there is no diminution, especially when that is offered to the Supreme Personality of Godhead. Like, I was talking of the departmental heads and the king. The departmental heads collected but then they offer it to the king. So devis and devas are the departmental heads, but the Supreme Personality of Godhead, Krishna or Vishnu, is the Supreme King of kings. And all the demigods, the devas, whatever they are receiving as an act of sacrifice from you eventually they offer it to the king. Just like the departmental heads, when they collect tax or when they collect the bills, they offer it to the treasury. The treasury belongs to the king.
So, similarly, in the supreme consideration the devas and devis, they are the different departmental heads but Krishna is the Supreme Personality of Godhead. Therefore in Sanskrit we find these two expressions: devas (devatas) and Bhagavan. Indra, Chandra, Varuna, Ganesha, they are devas., and Sarasvati etcetera are devis. They are not Bhagavan but krishnas tu Bhagavan svayam. [SB 1.3.28] Ete camsa-kalah pumsah krishnas tu Bhagavan svayam. Bhagavan means the Supreme Personality of Godhead who is one without a second. Devas and devis are in the material nature but Krishna is in the spiritual sky, beyond this material nature.
So Brahma is actually saying, he is offering the prayers to Narayana who appeared in front of him, he is saying that, "Charity, austere penances and transcendental service performed with a view to worship You and satisfy You, by offering You the fruitive results are also beneficial. Such acts of religion never go in vain." So the ultimate consideration of religion is to submit to that Supreme Personality of Godhead and offer everything unto Him including ourselves. That is the final consideration and that point is known as the unalloyed devotional service to the Lord or pure devotion to the Supreme Personality of Godhead.
Thank you very much. Does anybody have any question? [To be continued] | <urn:uuid:b88a4d20-f842-4ab3-9111-3de47950bc97> | CC-MAIN-2024-30 | http://ebooks.iskcondesiretree.com/pdf/His_Holiness_Bhakti_Charu_Swami/02_-_Srimad_Bhagavatam/SB_03-09-13_-_The_Law_of_The_Supreme_Creator-01_-_2008-01-01_ISKCON_Ujjain.pdf | 2024-07-24T13:06:00+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518277.99/warc/CC-MAIN-20240724110315-20240724140315-00697.warc.gz | 8,398,135 | 6,030 | eng_Latn | eng_Latn | 0.909358 | eng_Latn | 0.998988 | [
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Brought to you by the City of Ann Arbor Volume 1, Issue 5 | September 2019
AHO
On Aug. 1, the Michigan Department of Environment, Great Lakes and Energy (EGLE) hosted a utility stakeholder group to support their regulatory development process for PFAS. I was able to participate in this work group representing the City of Ann Arbor, and was able to share our concerns on how this group of chemicals may be regulated by the state in the future, while the science and health effects are still being developed and studied. EGLE was very receptive to receiving feedback and will be sharing a draft regulatory framework for comment over the coming months.
MONTHLY WATER QUALITY DASHBOARD
Utility stakeholder group meeting.
in drinking water. Recently, the state launched a public awareness campaign regarding some of these changes, so I wanted to highlight the city's plan to address the new requirements in three specific areas: lead and copper sampling, service line inventory, and service line replacement.
This month, I would like to focus on a different topic, Michigan's new Lead and Copper Rule (LCR). The updated 2018 LCR requires communities to locate and prioritize lead pipes for removal and decreases the action limit for lead
Sampling
Ann Arbor is well positioned to implement recent changes to the LCR because we are one of the communities who have been consistently below the regulated action levels. Because of our consistently low levels, the city is on a three-year monitoring cycle. Next summer (2020) is the city's scheduled sampling for lead and copper. If you are interested in seeing our 2017 results, you can find them in the city's annual drinking water quality report.
Service Line Inventory
Currently, Public Works staff is working to complete a preliminary water service line inventory by December 2019. This involves reviewing historical records for information on water service line material and any changes that have been made since initial installation. Per the new LCR, the city must verify our inventory results by 2025. However, the city has set a more aggressive goal to complete this work by 2022. The city intends to use its upcoming residential water meter replacement project to verify the inventory results. As part of this
Did you know:
Good news! The City of Ann Arbor was awarded a $1.3 million grant from the Michigan Department of Environment, Great Lakes and Energy to assist us in our PFAS removal efforts. This grant will be used to pay for replacing the granular activated carbon in the city's filters, replacing valves and flow meters necessary to accommodate the new granular activated carbon, and water sample analyses.
Did you know the City of Ann Arbor Fire Department transitioned to a PFAS-free firefighting foam usage in 2018.
......................... continued on page 2
Contact us! 734.794.6426 • email@example.com • www.QualityWaterMatters.org
............. continued from page 1
project, the city's water meter replacement contractor will have scheduled access inside customer's homes and businesses and will be able to verify the service line material of construction. You will receive more information about the city's meter replacement program directly to your home in the coming months from the city's Public Works Department.
Service Line Replacement
Lead line replacement for residential service lines must begin in 2021 prior to the lead inventory verification deadline. In 2021, the city must begin to replace 5% of identified lead service lines per year. Lead service lines include those galvanized service lines that are or were connected to lead.
Currently, the city's Public Works Department is working to complete our preliminary lead inventory for residential service lines, so we do not have a replacement plan identified yet. Part of this plan will include coordinating lead line replacements with water main and road projects to minimize service disruptions. We also will be discussing how to prioritize replacement of at-risk lines that have been identified in homes due to test samples. More information about our planning efforts will be communicated as we progress.
Brian Steglitz
Brian Steglitz, P.E., Drinking Water License F-1, Water Treatment Plant Manager, Ann Arbor resident
HURON RIVER WATERSHED COUNCIL
Water champions
This year, 29 superb college and master's level students joined the Huron River Watershed Council as interns, working alongside staff and other volunteers to accomplish some of our most critical river protection and restoration work. We strive to give each a meaningful
Program. Focusing on assessing and measuring local streambank erosion, they collected data to update the watershed management plan for the Ann Arbor area. They also worked to educate Scio Township residents on the presence of a newly found invasive plant called stiltgrass, taught K-12 students as part of HRWC's STEM-focused streamside education program, coordinated our youth snorkeling program, deployed a pilot microplastics monitoring project, maintained local green infrastructure, and engaged the public on behalf of HRWC.
WASHTENAW COUNTY HEALTH DEPARTMENT
What are harmful algal blooms?
Cyanobacteria, also known as blue-green algae, are a natural part of lakes, rivers and ponds. Some species can produce toxins, called cyanotoxins, that can make humans and animals sick. When conditions are right, these organisms can rapidly increase to form cyanobacteria blooms, or HABs.
What does a harmful algal bloom look like?
Not all algal blooms contain toxins, but it is difficult to tell by looking at a bloom whether it is harmful. Also, the amount of toxins in a bloom can change over time. HABs can be a variety of colors such as blue, green, blue-green, brown, white, purple or red. HABs can look like scum in the water that may have small flecks, foams or globs.
What are the health effects on people?
Skin contact with water containing cyanobacteria may cause irritation such as rashes, hives or skin blisters. It may also cause runny eyes and noses or asthma-like symptoms. Thoroughly rinse off with fresh water if the skin comes into contact with an algal bloom. Swallowing large amounts of water containing cyanotoxins while swimming, wading or playing in the water may cause flu-like symptoms, gastrointestinal illness or neurotoxic symptoms. Recreational water sports like boating and jet skiing may create water spray into the air that can produce an aerosolized toxin (from tiny droplets in the air) if HABs are in the water.
If you suspect you have had contact with or swallowed water containing cyanotoxins, and experience any of the symptoms listed above, consult your health care provider and/or call Poison Control at 800.222.1222. If symptoms are severe, seek emergency medical attention as soon as possible.
What are the health effects on pets or livestock?
If you see a bloom, do not allow your pets or livestock to come into contact with it – especially dogs. Dogs are more likely than humans to drink the water and can swallow a lot of water for their size. When they groom themselves, dogs can potentially swallow cyanotoxins collected in their fur. Symptoms of illness from cyanotoxins often appear more quickly in animals than in humans – sometimes in minutes to a few hours.
Dogs should be thoroughly rinsed off or bathed with fresh water after contact with water that may contain algae, even if it's not toxic algae. Contact your veterinarian immediately if pets or livestock show signs of illness.
What should I do if I think I've found a HAB?
We are so grateful for the contribution of these water champions! Visit www.hrwrc.org/about/staff/jobs for more information about positions.
professional experience that will inform their education and career choices going forward. Most of the students participated in our Aquatic Field Internship
You cannot tell if a bloom is toxic just by looking at it. Stay out of the water and do not let children or pets play in the water or near the shoreline where algae are present. Suspicious-looking algae can be reported to EGLE by calling the Environmental Assistance Center at 800.662.9278 or sending an email to firstname.lastname@example.org. For more information, go to: www.michigan.gov/egle/0,9429,7-135- 3313_3681_3686_3728-383630--,00.html
Contact us! 734.794.6426 • email@example.com • www.QualityWaterMatters.org | <urn:uuid:b8845b71-aea7-4364-83e4-c3a7ad1e3f68> | CC-MAIN-2024-30 | https://www.a2gov.org/departments/water-treatment/PublishingImages/Pages/default/quality_water_matters_newsletter_2019_SEPTEMBER.pdf | 2024-07-24T12:19:19+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518277.99/warc/CC-MAIN-20240724110315-20240724140315-00698.warc.gz | 554,127,968 | 1,753 | eng_Latn | eng_Latn | 0.998255 | eng_Latn | 0.998351 | [
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Friday 8 th March 2024
In phonics this week, the children have been revising digraphs and trigraphs previously learnt. We have focused on the following sounds along with their catchphrase: er (a bigger digger) and air (chair in the air). The children have been reading various words with these sounds in. We have also reviewed double
letters (also known as digraphs) in words this week such as: bb in rabbit, gg in bigger, mm in hammer and nn in cannot. The children are becoming more confident using their phonic knowledge to decode and blend longer words such as these. Longer words with two or three syllables have also been a focus this week. The children clap out each syllable in the word and then we focus on decoding the sounds in each syllable before blending them altogether to read the word. The children know this as 'chunking'. Here are some of the words the children have been learning: laptop, fantastic and corner.
In maths this week the children have been continued with the phase 'Building 9 and 10.' The children have been recognising numbers to 10 and adding two small amounts totalling up to 10 as they played bingo. The children are becoming more familiar with a ten frame and used ten frames this week to carry out subtraction calculations. The children started with 10 counters in their ten frame and then rolled a dice, took that many counters away to find the answer to the subtraction and see how many counters were left on the ten frame. We are also starting to use the ten frames to visualise number bonds to 10, as you can see below. There are 7 purple counters and 3 orange counters, so 7 and 3 make 10.
Although World Book Day was yesterday, we have been celebrating all week! The children have been sharing their favourite books with friends and we have buddied up with year 3 and 4 children to have some fantastic shared reading sessions. Book day was the highlight though and the children's costumes were fabulous! The children joined the rest of the school in the hall to celebrate and we also had the opportunity to make bookmarks and posters for recommendations of our favourite books to go in our book corner.
We have had a very creative and arty week, preparing for the Mothering Sunday presentation. The children thought very carefully about the colours and detail they added to the portraits they created and, I'm sure you agree, that the pots of tulips look fabulous too! The children also enjoyed learning the songs and the spoken pieces about their mums – their loud, clear voices and confidence in performing have really impressed me! We hope you enjoyed it too.
Have a lovely weekend and Happy Mothering Sunday!
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Day 6: Use appropriate tools strategically
Objective: You will use tools to aid the problem-solving process and predict what actions are necessary for the task to be accomplished. Assess what could have made the task easier or more difficult.
Rationale: Meaningful learning should be generalizable and applicable to real life. You will learn to use tools (formulas, strategies, techniques, etc.) to be dynamic in solving problems.
Goal: Make learning real and meaningful by applying learned knowledge to solve new problems.
Key Terms: appositive, Americans with Disabilities Act (1990)
Materials & Resources:
Social Studies: ADA Accessibility Standards Now Include Parks (Pittsburgh Parks Conservancy) ELA: Effective Interviewing; Creating Good Questions; Appositive Phrases; Example Quotes
ACTIVITIES:
Social Studies
* Summarize the Americans with Disabilities Act*. Why is it important? How does it drive the design process to accommodate everyone in different spaces?
* Read the article: ADA Accessibility Standards Now Include Parks
* Analyze the quote from the article: "While it seems obvious that a goal in the design of a new playground is to allow a disabled child to play easily with other children, less obvious is the fact that a disabled parent also would need to be able to reach her child (disabled or not) in case she falls or gets hurt."
* Write one thought you had while reading the article about the ADA applied to parks.
- How would your green space design accommodate disabled people?
* Write one question you have. What still makes you curious? What might you need to have clarified?
ELA
* Interview 1-2 people to add more voice and perspective to help enhance your argument (ideally from
other age groups, gender, role, etc.)
* Apply an appositive phrase to identify each interviewee in your text.
Math
* Describe, in your own words, what you think unit price is.
* Apply Use linear regression for proportion concepts to determine unit price of an item when increasing scale and scope of an order.
1 yard = $29 5 yards = $130
- How much would 80 yards of mulch cost?
- With a mulch budget of $1,650, how many yards of mulch can you get?
* Design your own math problem using linear regression to determine unit price at different increments. Use a table to show the unit prices at different increments.
Science
* Connect Reach out to a medical professional (a nurse, nurse practitioner, physician's assistant, doctor) to ask them about additional health benefits of Green Spaces in the community. ("How do you think people in our community would benefit from more nature space? Are you familiar with any health benefits associated with time spent in nature?" And so on…) Make sure you ask for their permission to use the information you are collecting. This will also enhance your argument.
* Reflect After speaking with a medical professional (or reading their research), explain how your new learning will influence the design of your own community green space.
* Remember, you can reach out to your own doctor as a resource. If you are unable to have a conversation with a healthcare professional, please write down facts about each of the areas listed below:
a. How do green spaces improve mental health?
b. How do green spaces improve emotional health?
c. How do green spaces improve physical health? | <urn:uuid:668a4b83-ad16-4de5-a8ec-d0b9556022d9> | CC-MAIN-2024-30 | https://www.wqed.org/wp-content/uploads/2023/11/9-12_Day_6.pdf | 2024-07-24T13:38:52+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518277.99/warc/CC-MAIN-20240724110315-20240724140315-00698.warc.gz | 907,122,108 | 687 | eng_Latn | eng_Latn | 0.997963 | eng_Latn | 0.998041 | [
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Name: ____________________________________________
Date: _____________________
Global Studies
AIM: Why did the United States drop the Atomic Bomb on Japan?
Some Allied officials believed that an invasion of Japan would cost a million casualties or more. In bloody battles on the islands of Iwo Jima and Okinawa, the Japanese had shown that they would rather fight to the death than surrender. Some Japanese pilots chose to become kamikaze pilots who undertook suicide missions, crashing their explosive-laden aircraft into US warships. They hoped that this would stop the Allies and save their country from defeat.
While Allied military leaders prepared for an invasion, US scientist offered another way to end the war. Since the early 1900s, scientists had been working on splitting the atom. If successful, this allowed them to create an explosive far more powerful than anything known to man. In July 1945, the first successful test of an atom bomb took place in Alamogordo, New Mexico. News of this success was brought to new president Harry S. Truman, who had taken over after the unexpected death of Franklin D. Roosevelt. The Allies issued a warning to Japan to surrender or face “utter and complete destruction…a rain of ruin from the air the likes of which has never been seen on this Earth.” When the Japanese ignored the deadline, the US took action. On August 6, 1945, and American plane dropped an atomic bomb on the city of Hiroshima. The bomb instantly killed 70,000 people. Japan again refused to surrender and another atomic bomb was dropped on August 9, 1945 on the city of Nagasaki, killing 40,000 people. Still, the Japanese refused to surrender. Finally, Emperor Hirohito stepped in and forced the government to surrender. On September 2, 1945, the formal peace treaty was signed and World War II was over.
DOCUMENT #1:
An Allied demand for an immediate and unconditional surrender was rejected by the Japanese military so the US government felt it was necessary to drop the atomic bomb on Japan to bring about the end of World War II.
…The most striking result of the atomic bombs was the great number of casualties. The exact number of dead and injured will never be known because of the confusion after the explosions. Persons unaccounted for might have been burned beyond recognition, crushed beyond recognition in the falling buildings, disposed of in one the mass cremations of the first week of recovery, or driven out of the city to die or recover without any record remaining…The survey believes the dead at Hiroshima to have been between 70,000 and 80,000, with an equal number injured; at Nagasaki over 35,000 dead and somewhat more than that injured…
…The flash of the explosion, which was extremely brief, emitted radiant heat traveling at the speed of light. Flash burns thus followed the explosion instantaneously…
…Survivors in the two cities stated that people who were in the open directly under the explosion of the bomb were so severely burned that the skin was charred dark brown or black and that they died within a few minutes or hours…
1. Describe the effects of dropping the bombs. _______________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________
2. Compare the scale of destruction in Hiroshima with that in Nagasaki. ___________________________________
___________________________________________________________________________________________ ___________________________________________________________________________________________
DOCUMENT #2:
In February, 1947, former Secretary of war Henry Stimson wrote an article for Harper’s Magazine justifying the reason for dropping the atomic bomb on Japan.
… The possible atomic weapon was considered to be a new and tremendously powerful explosive, as legitimate as any other of the deadly explosive weapons of modern war. The entire purpose was the production of a military weapon; on no other ground could the wartime expenditure of so much time and money have been justified. …
3. What was one of Secretary of War Stimson’s justifications for dropping the atomic bomb?
___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________
DOCUMENT #3:
An eye witness account of the Hiroshima atomic bomb.
I lay there buried alive under our house when the bomb hit our city. The bomb started great fires. The fires came nearer and nearer to us as workers tried to reach us. "Hurry!" they cried to one another as the flames came nearer. At last the workers reached us and pulled me and my mother out from under everything, before the flames reached us.
Now later, as I thought of the pilot of the plane that dropped the atomic bomb on our city, I cried, "I hate him. I hate him." The people with marked faces from the effects of the bomb made me cry, "I hate him." I saw people suffering a terrible, slow death. Again and again I cried, as I saw these people, "I hate that pilot, I hate him!"
I HATED HIM
Now some time later I was in the USA and that pilot appeared in a meeting I attended. As I looked at him, I hated him with a bitter hatred.
But then I listened to what he told us of his experience the day when he dropped the bomb on our city. I heard him say, "When I flew over the city after we dropped the bomb, I cried, 'O God, what have I done'." I realized he found it difficult to speak of that day. He could hardly speak for tears.
As this happened I suddenly realized my hatred of him was wrong. It only made me unhappy also. As I did this, it was as if a heavy load fell off my shoulders.
4. What were the conditions like in Hiroshima right after the atomic bomb was dropped? ____________________
___________________________________________________________________________________________ ___________________________________________________________________________________________
5. How did the Japanese feel about the people who bombed them? ______________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________
DOCUMENT #3:
Here is an image of models of the city of Hiroshima before and after the dropping of the atomic bomb.
6. What was the effect of the dropping of the atomic bomb on the city of Hiroshima? ________________________
___________________________________________________________________________________________ ___________________________________________________________________________________________
7. Judging by the amount of damage to Hiroshima, do you think the casualty numbers of 70,000 to 80,000 dead are correct? Why? _______________________________________________________________________________
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School Districts Donate Edible Foods
At the end of every school year and prior to other school breaks, school kitchens typically have edible foods such as produce, dairy products, and baked goods that would spoil or reach expiration dates before school resumes.
In 2007, King County Green Schools Program worked with Food Lifeline and Northwest Harvest to achieve collection of over 5,000 pounds of food from five school districts. What would have gone to waste instead provided 3,900 meals to hungry families in Washington. Donating leftover food items also may reduce disposal costs for school districts.
To participate, follow these three simple steps.
1. Review Food Donation Guidelines below to learn which types of items the organizations will accept, how you need to handle the food to keep it safe for consumption, and to answer other questions.
2. Use the lists on page 2 to determine which organization your school district should contact first for collection of its leftover edible food.
3. Contact the organization to request a pickup of food. The organizations may refer you to a local food bank or other nonprofit organization that can provide pick up.
Food is transported in temperature-controlled vehicles and handled by drivers who have received food safety training.
Contacts
Food Lifeline: Nicole Acinelli at 206-545-6600, ext. 231,
Northwest Harvest: Barbara Cerna at 206-923-7451
email@example.com
Food Lifeline
Northwest Harvest
If the organization listed for your school district cannot accept your food or provide collection, call the other organization. If your district is listed under both organizations, then call either one.
The organizations can safely accept:
- Whole fresh produce without significant decay.
- Prepared foods chilled to 40F that have not been served or placed on a buffet.
- Chopped fresh produce packed separately in food-grade packaging.
- Chilled perishable packaged foods such as juice and cheese in their original packaging.
- Dairy products 40F to expiration date.
- Meat, poultry, fish chilled to 40F or frozen.
- Shelled eggs.
- Baked goods (day-old bread, bagels, and other bakery items).
- Frozen foods in original packaging.
- Canned and packaged goods in original packaging.
The organizations cannot accept:
- Foods that have been served or put on a buffet table.
- Foods that have been kept in the danger temperature zone for more than 2 hours.
- Foods that have been previously reheated.
- Foods with damaged or compromised packaging, resulting in the loss of a sanitary barrier protection.
- Produce with significant decay.
- Any food containing alcohol.
- Frozen foods with severe freezer burn.
- Open, punctured, bulging, or seriously damaged canned goods.
- Sushi or any seafood intended for raw consumption.
- Home canned or home jarred products.
Perishable foods past the original manufacturer's "sell by" (or "best if used by") date are suitable for donation, but not foods past a "use by" date.
Distressed foods: Foods that have been stored for a long time, gone through a fire, or suffered another disaster may still be safe. Contact the food safety program of your public health agency to ask if these foods can be safely donated under the specific circumstances.
Questions and Answers
Q. Are there minimum quantities to qualify for a pick up?
A. There is no set minimum quantity, but the organizations will compare the cost of the recovered food to the cost of collection. Quantities available will determine urgency of food pickup. If the organizations cannot pick up your food, they usually can refer you to one of their member agencies (typically a local food bank).
Q. Will the organizations be able to pick up food quickly if a district experiences a power outage or freezer/refrigerator equipment failure? How quickly?
A. The time between receiving a request for pick up and providing collection depends on the extent of the power outage and the quantity of food to be picked up. If the organizations are not suffering the same exposure, it may be possible for them to pick up the foods.
Q. After we request a pick up, how long will it take to get a pick up? How much notice is preferred?
A. Longer notice will allow the organizations to include the pick up into their regular collection schedules. But do not hesitate to call when you have edible food that you cannot use. If the organizations cannot provide a pick up, you may be able to deliver the food, but please call to confirm that the organizations will accept the food and to ask for driving directions.
Q. Does food need to be in one location such as a central district facility?
A. One location is preferred unless you have large quantities at multiple locations.
Q. Will districts be held liable?
A. On October 1, 1996, President Clinton signed the Bill Emerson Good Samaritan Food Donation Act to encourage donation of food to non-profit organizations for distribution to needy individuals. This law makes it easier to donate. Here's how:
- The law protects donors from liability when donating to a nonprofit organization, and from civil and criminal liability should the product donated in good faith later cause harm to the needy recipient.
- Congress recognized that the provision of food close to the recommended date of sale is in and of itself not grounds for finding gross negligence. For example, cereal can be donated if it is marked close to code date for retail sale. (See Act text for further definitions.)
- The law standardizes donor liability exposure so that donors and their legal counsel no longer have to investigate liability in 50 states. The law also sets a liability floor of "gross negligence" or intentional misconduct for persons who donate grocery products. | <urn:uuid:f85485ce-cf8d-4c65-afff-4b8e26ed33c4> | CC-MAIN-2024-30 | https://your.kingcounty.gov/dnrp/library/solid-waste/Programs/green-schools/food-waste-school-districts-donate-foods.pdf | 2024-07-24T12:19:36+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518277.99/warc/CC-MAIN-20240724110315-20240724140315-00701.warc.gz | 922,093,034 | 1,164 | eng_Latn | eng_Latn | 0.997811 | eng_Latn | 0.998121 | [
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Mechanics of Writing – MLA (Chapter 3)
* Spelling
* Punctuation
* Italics
* Names of Persons
* Numbers
* Titles of works in research papers
* Quotations
* Capitalization
MLA: THE MECHANICS OF ACADEMIC WRITING
Aravind R Nair, Dept. of English, SH College, Thevara
Spelling
* Consistency
* Quotes retain native spelling
* Use a single dictionary.
* Word division
* Do not use automatic hyphenation
* Do not divide words between lines
Italics
* Style of type in which characters slant to the right.
* Why use it? – More visually pleasing than underlining.
* Usage
* To indicate words and letters referred to as words and letters
* Shaw spelled Shakespeare without the final e.
* The words albatross probably derives from the Spanish and Portuguese word alcatraz.
* Foreign words in an English Text
* The Renaissance courtier was expected to display sprezzatura, or nonchalance, in the face of adversity.
* Exceptions – eg, a quotation entirely in another (Caesar said, "Veni, vidi, vici".
* Common latin phrases like ad hoc, etc, et al are not italicized. non English titles of works
* Emphasis
* We must conclude that the text…
* The work does include instances of…
Names of Persons
* First and subsequent uses of names
* The first instance should be the name in full without any change from the source.
* Subsequent instances can be shortened to the last name only.
* In casual references/references to very famous people, the first name can be used in isolation eg Shakespeare, Mozart etc.
* Titles of persons
* Do not use formal titles (Mr, Mrs, Ms, Dr., Prof. etc)
* Names of authors and fictional characters
* Simplified names permitted (Vergil for Publius Vergilius Maro)
* Pseudonyms are acceptable
* Fictional characters referred to in the same way as they appear in the work. Dr. Jekyll etc.
Numbers
* The convention is to use only arabic numerals. Roman numbers are not used.
* Spell out if numbers are used infrequently otherwise use numerals. Eg: In the ten years covered by the study, the number of participating institutions in the United States doubled, reaching 90, and membership in the six-state region rose from 4 to 15.
* For dates, use either the day-month-year style (22 July 2008) or the month-day-year style (July 22, 2008).
Punctuation
* Purpose: to ensure clarity and readability
* Commas
* Used before coordinating conjunctions (and, but, for, not, or, so, or yet) Eg: The poem is ironic, for the poet's meaning contrasts with her words.
* Can be omitted if the sentence is short. Eg: Wallace sings and Armstrong plays the piano.
* Commas are used to separate items (words, phrases or clauses) in a series.
* Used between coordinate adjectives. Eg: Critics praise the novel's unadorned, unaffected style.
* Used to set off a comment or an aside from main sentence. Eg: The Tudors , for example, ruled for over a century..
* Used to set off non-restrictive modifiers. Eg: Isabel Allende, the Chilean novelist, will appear at the arts forum tonight
Punctuation continued… Commas
* Used to set off alternative or contrasting phrases. Eg: It is Julio, not his mother, who set the plot in motion.
* Do not use a comma between subject and verb. Eg: Many characters that are initially significant and then disappear [no comma] are portraits of the author's friends.
* Do not use a comma between the parts of compound subjects, objects or verbs.
* Use comma in a date whose format is month, day and year. Eg: He was born on January 15, 1929, and died on April 4, 1968.
* Don't use a comma if the date format is day, month and year. Eg: He was born on 15 January 1929 and died on 4 April 1968.
* No commas between a month or a season and a year. Eg: I passed the exam in sprng 2007. I passed the exam in April 2007.
Punctuation continued…
* Semicolons
* A) Between independent clauses not linked by a conjunction.
Eg: The coat is tattered beyond repair; still, Akaky hopes the tailor can mend it.
* B) between items in a series when the items contain commas.
Eg: Present at the symposium were Henri Guillaume, the art critic; Sam Brown, the Daily
Tribune reporter; and Maria Rosa, the conceptual artist.
* Colons
* Used when the first part of a sentence creates a sense of anticipation about the part that follows.
* Always type a space after a colon.
* When introducing a list, elaborating a point already made, making the formal expression of a rule or principle.
Eg:
The reading list includes three Latin American novels: The Death of Artemio Cruz, One Hundred Years of Solitude, and The Green House.
The plot is founded on deception: the three main characters have secret identities.
Many books would be briefer if their authors followed the logical principle known as Occam's razor: Explanations should not be multiplied unnecessarily. (A rule or principle after a colon should begin with a capital letter.)
Punctuation continued…
* Dashes and Parentheses:
* Dashes indicate a sharper break in continuity than commas. Parentheses make a still sharper one.
Commas < Dashes < Parentheses
* Use sparingly
* To enclose a sentence element that interrupts the train of thought.
The "hero" of the play (the townspeople see him as heroic, but he is the focus of the author's satire) introduces himself as a veteran of the war.
* To set of a parenthetical element that might be misread if set off with commas.
The colors of the costume-blue, scarlet, and yellow-acquire symbolic meaning in the story.
* To introduce words that summarize a preceding series.
Ruthlessness and acute sensitivity, greed and compassion-the main character's contradictory qualities prevent any simple interpretation of the film.
Punctuation continued…
* Hyphens.
* Hyphens are shorter than dashes. Used most commonly with compound words.
* Compounds
* hard-and-fast
* hard-boiled
* Early-thirteenth-century art
* Sports-loving crowd
* Fear-inspired loyalty
* better-prepared ambassador
* best-known work
* ill-informed reporter
* lower-priced tickets
* well-dressed announcer
* Scholar-athlete
* Many exceptions. Always consult a dictionary.
Punctuations continued…
* Apostrophes (')
* Used to indicate possession (firefighters' trucks), contractions (can't, won't) and plurals of alphabets (p's and q's, three A's).
* Quotation Marks
* Used around a word or a phrase given in someone else's sense or in a special sense or purposefully misused. Examples:
* A silver dome concealed the robot's "brain."
* Their "friend" brought about their downfall.
* Used around translations of foreign words or phrases. Example:
* The word text derives from the Latin verb texere 'to weave.'
* Periods, Question Marks and Exclamation Points
* End punctuations. Avoid exclamation points in research writing except while directly quoting a source.
* Use a single space after a concluding punctuation.
Titles of Works in the Research Paper
* Capitalization and Punctuation
* Always take the title from the title page, not the cover or inner pages.
* Omit special typographic characteristics
Titles continued…
* Capitalize the first word, last word and all principal words.
* Titles of works must be italicized
* Use quotation marks for titles of articles, essays, stories, poems published within larger works, web sites, lectures, unpublished works etc.
* Names of scriptural works, religious documents etc are not italicized. Eg Koran, Bible, Upanishads, Genesis, Gospels etc.
* Specific laws, acts, political documents, musical compositions, buildings and monuments, seminars, workshops, cources etc are not italicized or put within quotes.
Quotation Marks
* Effective when used selectively.
* Quote only parts that are particularly interesting, vivid, unusual, or apt, and keep all quotations as brief as possible.
* Over quotation can bore your readers and indicates lack of original thought.
* Accuracy of quotations in research writing is extremely important.
* Any changes to the original must be indicated clearly.
* You must construct a clear, grammatically correct sentence that allows you to introduce or incorporate a quotation with complete accuracy.
* Or you may paraphrase the original and quote only fragments, which may be easier to integrate into the text.
Quotation Marks continued… Quoting Prose
* If a prose quotation is less than four lines in length, it requires no special emphasis, put it in quotation marks and incorporate it into the text. Eg: "It was the best of times, it was the worst of times," wrote Charles Dickens of the eighteenth century.
* Individual words or phrases can be quoted. Eg: For Charles Dickens the eighteenth century was both "the best of times" and "the worst of times."
* Quotations can be placed anywhere in a sentence. Eg: Joseph Conrad writes of the company manager in Heart of Darkness,"He was obeyed, yet he inspired neither love nor fear, nor even respect."
"He was obeyed," writes Joseph Conrad of the company manager in Heart of Darkness, "yet he inspired neither love nor fear, nor even respect."
* If a quotation ending a sentence requires a parenthetical reference, place the sentence period after the reference.
Eg: For Charles Dickens the eighteenth century was both "the best of times" and "the worst of times" (35).
* For quotes of more than four lines, set it off from your text by beginning a new line, indenting one inch from the left margin, and typing it without adding quotation marks. Such a quote is usually introduced by a colon.
* If you quote only a single paragraph or part of one, do not indent the first line more than the rest. Eg: At the conclusion of Lord of the Flies, Ralph and the other boys realize the horror of their actions:
The tears began to flow and sobs shook him. He gave himself up to them now for the first time on the island; great, shuddering spasms of grief that seemed to wrench his whole body. His voice rose under the black smoke before the burning wreckage of the island; and infected by that emotion, the other little boys began to shake and sob too. (186)
Quoting prose contd…
* If you need to quote two or more paragraphs, indent the first line of each paragraph an additional quarter inch.
* Indent only the first lines of the successive paragraphs. Eg: In Moll Flanders Defoe maintains the pseudo-autobiographical narration typical of the picaresque tradition:
My true name is so well known in the records, or registers, at Newgate and in the Old Bailey, and there are some things of such consequence still depending there relating to my particular conduct, that it is not to be expected I should set my name or the account of my family to this work....
It is enough to tell you, that ... some of my worst comrades, who are out of the way of doing me harm ... know me by the name of Moll Flanders.... (l)
Quoting Poetry and Drama
Ellipsis
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ASG Newsletter February 1, 2018
MESSAGE IN A BOTTLE Palo Verde College
The Origin of Black HistoryMonth
The story of Black History Month begins during the summer of 1915 in Chicago, Illinois. Carter G. Woodson went to Washington, D.C. to participate in a national celebration of the 15th anniversary of emancipation. Thousands of African Americans traveled from far and wide to witness the exhibits that showed just how far their people had come since slavery was abolished.
In 1924, college friends of Woodson created Negro History and Literature Week, later renamed Negro Achievement Week. In 1926, Woodson released a statement announcing Negro history week to be held in February. He built Negro History Week around traditional days of commemorating the black past.
The 1960s had a very dramatic effect on the study and celebration of black history. By the end of the decade, even before Woodson's death in April of 1950, Negro History Week was well on its way to becoming Black History Month.
It's commonly believed that Woodson chose February to include the birthdays of two Americans who were heavily involved in shaping black history, Abraham Lincoln and Frederick Douglass.
| The Origin of Black History Month | 1 |
|---|---|
| History of Valentine’s Day | 2 |
| ASG Welcome Back Event | 3 |
| The Pirates of Penzance | 4 |
| Blood Drive | 5 |
Woodson, inspired by this celebration decided to start an organization dedicated to promoting the scientific study of black life and history.
Later that year, Woodson met with A.L. Jackson and three others and they formed the Association for Study of Negro Life and History (ASNLH).
"Love is the only force capable of transforming an enemy into a friend" – Martin Luther King Jr.
The History of Valentine's Day
The origins of Valentine's day go all the way back to ancient Rome, with a festival held in midFebruary called Lupercalia. In honor of Saint Valentine, the Christian church had chosen to have Valentine's day celebrated in midFebruary. Historians are unsure which St. Valentine the holiday is was made to honor, as there was more than one St. Valentine during this time. At the end of the 5th century, Pope Gelasius had declared February 14th as the official Valentine's day. Not until the 1300's was Valentine's associated with love and romance. The first written
valentine greetings appeared in the 15ht century & in the 17th century it became a tradition of exchanging Valentine's day cards and letters. Valentine's Day soon caught on in the US and today it is estimated 1 billion Valentine cards are sent every year.
ASG WelcomeBack Event
Palo Verde College's ASG held their annual welcome back event on January 30th from 10 AM to 2 PM. All students were welcome to drop by the student activities center and enjoy free food and activities.
Good luck with your spring classes PVC Students. Remember if you need a place to study or just hang out feel free to visit the Student Ac-
The Piratesof Penzance
The Palo Verde College Choir in association with Rotary Club of Blythe will be putting on a play called Pirates of Penzance . The event will be held on Wednesday, February 7th in the PVC "Ted Arneson" Theater. Tickets are $10.00, Reception starts at 6:45 PM & Performance starts at 7:30 PM. Make sure to support the PVC Choir.
Blood Drive
Blood drive will be held Thursday, February 15 from 10 AM to 3 PM in CS 123/124. Please be sure to drink plenty of fluids, eat a healthy meal and get a good night's rest prior to donating. One donation can help save as many as 3 people's lives! You can schedule a donation time, by signing up in the ASG room. (CS 133) For any more information, please visit www.lstream.org.
Palo Verde College
Associated Student Government
Jasmine Gima President
Alessandra Carrillo Vice President
Maria Lind Secretary
Melissa Farmer Business Manager
Sunil Lal Student Trustee
Gregorio Mendez Historian
Jesse Rangel Commissioner of Publicity
Staci Lee Advisor
ASG meeting are held every Tuesday @ 11:00 in the Student Activities Center all students are welcome to attend.
Address: Palo Verde College *One College Drive* Blythe, CA 92225* Room CS133
Phone: (760)-921-5519
Fax: (760)-921-3608
Email: firstname.lastname@example.org
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Bangkok Information
Bangkok is one of Asia's most cosmopolitan cities. Created the Thai capital in 1782 by the first monarch of the present Chakri dynasty, Bangkok is a national treasure house and Thailand's spiritual, cultural, political, commercial, educational and diplomatic centre. Major tourism attractions include glittering Buddhist temples, palaces, timeless 'Venice of the East' canal and river scenes, classical dance extravaganzas, an almost legendary nightlife, and numerous air-conditioned shopping centres selling Thai silks, cottons, gemstones, bronze and pewterware and many more internationally admired handicrafts. Bangkok exceeds 1,500 square kilometers in area. Its population of over 6 million means that approximately one in every ten Thais is a Bangkokian.
Introduction
Major Attractions
The Grand Palace & Wat Phra Kaeo (Chapel of the Emerald Buddha)
Wat Phra Kaeo , situated in the same compound of the Grand Palace, is a treasure house of Thai arts, and houses the Emerald Buddha, the most revered Buddha image in Thailand. Three main buildings inside the temple which form up a glittering scene are the Golden Stupa, enshrining the relics of the Buddha, the Phra Mondop or the Library, housing the Tripitaka or a Buddhist scripture, the Royal Pantheon which is a pavilion used for keeping statues of deceased kings of Chakri dynasty. Besides, the 178 section mural paintings which depict the story of the Ramayana are the superb masterpiece of Rattanakosin artisans. The compound of Wat Phra Kaeo and the Grand Palace is open daily from 8.30 a.m. to 3.30 p.m..
The admission fee is 200 baht , including the entry to the Royal Thai Decorations & Coins Pavilion in the same compound and to Vimanmek Mansion Museum on Ratchawithi Road.
Sanam Luang (Phramen Ground)
This oval public ground in front of the Grand Palace enclave is used for various royal ceremonies, including the Royal Ploughing Ceremony each May, and is edged by several noteworthy institutions.These include the Fine Arts Department, Thammasat University, and the National Museum, which houses a superb collection of artifacts and objects dating from the Bronze Age. The National Theatre regularly stages classical dance drama performances, the National Gallery houses a collection of traditional and contemporary paintings by leading Thai artists, and Lak Muang (City Pillar Shrine) on the southeast corner of Sanam Luang, contains a stone pillar placed there by King Rama I as the foundation stone for his new capital of Bangkok. Lak Muang is believed by many to have the power of granting wishes.
Admission to the National Museum is 40 baht. The museum is open every day except Mondays and Tuesdays and annual holidays, 9.00 AM until 4.00 PM. The National Theatre can be contacted at 224-1342 on weekdays (8.30 AM-4.30 PM) for details of current programmes.
Admission to the National Gallery is 30 baht. It is open to public everyday except Mondays, Tuesdays, and public holidays from 9.00 a.m. to 4.00 p.m.
Wat Pho (Temple of the Reclining Buddha)
This large and extensive temple neighbours the Grand Palace enclave and contains a gigantic gold plated Reclining Buddha some 46 metres long and 15 metres high, and with inlaid mother-of-pearl soles.
Wat Arun (Temple of Dawn)
This famous Chao Phraya riverbank landmark, diagonally opposite the Grand Palace, is best known for a porcelain encrusted 79-metre central pagoda (phra prang) which sparkles in the sun.
Vimanmek Palace (The Celestial Residence)
Or Vimanmek Mansion Museum, located on Ratchawithi Road behind the National Assembly, is the world's largest golden teak building. The 3-storey palace contains 81 rooms, halls and ante-chambers. A guided tour inside the building is provided to visitors. Other buildings in the same compound are also used as museums and display various items and art objects. The compound is open daily from 9.00 a.m. to 4.00 p.m. Admission fee is 50 baht.
Wat Traimit (Temple of the Golden Buddha)
Located at the end of Chinatown's Yaowarat Road, near Hualampong Railway Station, this temple houses an ancient solid gold seated Buddha image, three metres in height and weighing five and a half tons.
Wat Benchamabophit (The Marble Temple)
Located in Si Ayutthaya Road, near Chitralada Palace, this unique marble temple was constructed during the reign of King Chulalongkorn (1868-1910), employs European ecclesiastic details, such as stained glass windows, and contains a superb cloister collection of bronze Buddha images.
Wat Suthat & The Giant Swing
Located on Bamrung Muang Road, this temple is noted for its superb 19th-century murals in the main chapel. The distinctive Giant Swing outside the temple was once used in Brahmanic ceremonial long since discontinued.
Wat Saket (The Golden Mount)
Wat Saket's major feature is the Golden Mount, dating from the 1800s, which overlooks Ratchadamnoen Avenue. The golden chedi houses relics of Lord Buddha and offers a panoramic view of historic Bangkok. Other inner-city temples that merit visits include Wat Mahathat, a Buddhist university edging Sanam Luang, Wat Ratchabophit on Ban Mo Road, Wat Intharawihan on Wisutkasat Road, with its 32-metre-high standing Buddha image, and Wat Ratchanatdaram, behind the Rama III Memorial Park on Ratcha-damnoen Avenue, with its pink Loha Prasat.
Royal Barges National Museum
The shed is open everyday from 9.00 a.m. to 5.00 p.m. Admission fee is 30 baht.
This shed, where several royal barges are displayed, is located near Phra Pin Klao Bridge. The barges were used on royal occasions and formerly served as war vessels. The most beautiful barge is "Suphannahong" used by the king only when he made his royal river procession for the Kathin ceremony, a Buddhist tradition of offering robes to monks, usually during October to November. The unique design and decorative details of each barge should be of great interest to all visitors.
Jim Thompson's Thai House
Admission fee is 100 baht. Open everyday, 9.00 AM until 4.30 PM.
This remarkable Thai-style house, was the work of Mr.Jim Thompson, an American who came to Thailand at the end of the Second World War and revived the Thai silk industry. His house, now a museum, is at the end of Soi Kasemsan 2 opposite the National Stadium on Rama I Road. On permanent display are Mr.Thompson's collection of Asian artifacts and many other fabulous antiques. Volunteer guides explain the collection to visitors.
Suan Pakkard Palace
Admission fee 50 baht. Open Monday through Saturday, from 9.00 AM until 4.00 PM.
Located on Si Ayutthaya Road, this complex of five Thai-style houses occupies a beautiful garden and houses an important collection of Asian antiques. A lacquer pavilion is decorated with sumptuous late Ayutthaya period (1350-1767) gold-leaf Murals.
Pasteur Institute Snake Farm
Admission fee is 40 baht. Venom is extracted from the snakes every day, at 10.30 AM and 2.00 PM on weekdays, and at 10.30 AM on public holidays.
Located near Chulalongkorn Hospital, on the corner of Henri Dunant and Rama IV roads, the Snake Farm contains a collection of poisonous snakes which are 'milked' daily for their venom in order to produce invaluable anti-snakebite serum.
Dusit Zoo Located beside the Royal Plaza, Bangkok's oldest zoo contains a collection of popular African and Asian mammals and birds in an ornamental garden.
Admission fee is 10 baht. The zoo is open every day from 8.00 AM until 6.00 PM.
Kamthieng House
Admission fee is 100 baht. Open daily except Sundays and Mondays from 9.00 a.m. to 5.00 p.m.
This is a classic northern-style teak house, originally constructed in Chiang Mai more than 200 years ago and donated to Siam Society by its owners. It is located at 131 Soi Asoke (Sukhumvit Soi 21). A variety of Thai flora can be seen in its garden. Also on display are items used daily by Thai farmers and fishermen.
Bangkok Doll Museum
The museum is open daily, except Sundays, from 8.00 AM until 5.00 PM. Call (02) 2453008 for more information.
Located on Soi Ratchataphan , off Ratchaprarop Road, this museum exhibits dolls from many countries including Thai dolls in both classical and tribal costumes.
King Rama IX Park
Admission fee is 10 baht. The park is open daily from 6.00 AM until 6.00 PM.
This 200-acre botanical garden-cum-public park is located deep inside Sukhumvit Soi 103 (Udomsuk) and was opened in 1987 to commemorate the 60th birthday of His Majesty King Bhumibol Adulyadej.
Siam City Park
Located in suburban Minburi, some 30-minutes east of the Lat Phrao flyover, this water amusement park contains a man-made sea with artificial surf, whirlpools, fountains, waterfalls and towering sliders. Satellite attractions include a children's playground, aviaries, open zoo and botanical garden. Admission fee is 200 baht for adults,150 baht for children. Open daily from 10.00 AM until 8.00 PM.
Safari World
Admission fee is 400 baht for adults, and 300 for children. The complex is open daily from 9.00 AM until 5.00 PM.
This 300-acre complex is also located in Minburi, via Km 9 on Raminthra Road. The complex is divided into four sections, namely a Safari Park populated by African and Asian mammals, a Bird Park, a Macaw Island, and a Games Corner.
The Chao Phraya River & Bangkok's Canals (Khlongs)
Nineteenth-century Bangkok was laced with canals, giving the capital the designation 'Venice of the East'. Surviving canals, and the Chao Phraya River (River of Kings) provide memorable vignettes of a traditional waterborne way-of-life that has remained essentially unchanged over the centuries. The river and canals may be conveniently explored by public transport.
Express Boat Trip/Bangkok-Nonthaburi
An express boat service on the Chao Phraya River connects Bangkok with the northern neighbouring province of Nonthaburi, starting from the Wat Ratsingkhon Pier near Krung Thep Bridge. The fare is 7 baht. Major sights include the Memorial Bridge, Wat Arun, the riverine Grand Palace and Thammasat University. The most convenient boarding points areTha Chang Pier near the Grand Palace, and Tha Phra Chan Pier near Thammasat University. The express boat service operates daily from 6.00 AM until 8.00 PM.
Khlong Mon
Boats leave every 30 minutes, daily, from 6.30 AM until 6.00 PM, from Tha Tian Pier behind Wat Pho. The single fare is 4 baht. Picturesque sights include canalside temples, orchards, orchid farms and perpetually fascinating vignettes of waterborne life.
Khlong Bang Waek
Boats leave the Memorial Bridge Pier every 15 minutes from 6.00 AM until 9.30 PM. The single fare is 10 baht. Scenic attractions include canalside temples and orchid farms.
Khlongs Bang Khun Wiang & Bang Yai
Boats leave Tha Chang Pier near the Grand Palace every 20 minutes between 6.15 AM and 8.00 PM. The single fare is 10 baht. Scenic attractions include canalside temples, the Royal Barge Boatsheds, Thaistyle houses and the early morning Khu Wiang Floating Market which operates between 4 and 7.00 AM.
Chao Phraya River
Riverine Bangkok offers some of the capital's most arresting sights, particularly at night when the weather is cooler and light reflections bestow the Chao Phraya River with flickering magic and romance. An ideal way of combining dining with riverine enchantment is to enjoy a river dinner cruise.
Dinner Cruises
Special Interests
This unique martial art of 'Muay Thai' can be seen in its commercial form throughout the week at two major boxing stadiums, Lumphini, on Sunday, Tuesday, Friday and Saturday, and Ratchadamnoen, on Monday, Wednesday and Thursday. Programmes generally feature eight bouts, and commence at 6.00 PM.
Thai Boxing
Buddhist Meditation
The headquarters of the World Fellowship of Buddhists (WFB) at 33 Sukhumvit Road, between Soi 1 and Soi 3, is the most convenient place to learn about Thai Buddhism and meditation in certain Bangkok temples. The WFB conducts a meditation class in English each Wednesday from 5.00 PM until 8.00 PM.
Cultural Performances
Thai and international cultural performances, including orchestral performances, ballet, mime and jazz and pop concerts, are frequently staged at the National Theatre (Tel: 224-1342 ) at Sanam Luang, the Thailand Cultural Centre (Tel: 247-0028) on Ratchadaphisek Road, and the Queen Sirikit National Convention Centre (Tel: 299-3000-9 ) on New Ratchadaphisek Road. Details of current events can generally be found in Bangkok's major English language newspapers.
Traditional Thai Massage
This therapeutic and highly soothing form of massage purportedly evolved from rishis (forest-dwelling Brahmin hermit asetics) who relieved the physical stress of extended periods of meditation by adopting certain postures. A school of traditionalThai massage is located in Wat Pho (Tel:221-2974), where a two-week course costing 4,500 baht is taught for anyone interested in mastering this arcane art.
Thai Cooking The Thai cuisine gains increasing international favour. Visitors wishing to learn how to cook Thai food can contact the Thai Cooking School at the Oriental Hotel (Tel: 437-6211, 437-3080), the Modern Housewife Centre (Tel: 2792831-4), or the UFM Food Centre Co. Ltd. (259-0620-30) for full details.
Shopping
Shopping is one of Bangkok's major attractions. Favourite purchases include Thai silks and cottons, modern and traditional jewellery featuring precious gemstones such as sapphires, rubies, emeralds and diamonds, semi-precious stones including opals, jades, topazes, turquoises and zircons,silverware,nielloware, pewterware, bronzeware, ceramics, specially high-fired celadon, leather goods, woodcarvings, paintings, custom-tailored clothing and any of the one thousand and one items produced by skilled Thai artisans. Bangkok is one of the most competitively priced cities in Asia. Friendly bargaining in most stores and markets ensure favourable prices and service. There are six clearly defined city shopping areas:
Phatphong/Suriwong/Silom Area
Major hotels include the Montian and Dusit Thani. Numerous shops, and department stores, sell jewellery, gemstones, antiques, ceramics, leather goods, men's and women's clothing, handicrafts, Thai silks and cottons, electrical and photographic goods. The area comprises Bangkok's major commercial and nightlife centre.
Mahesak/Silom/New Road Area
Principal hotels include the Shangri-la, Oriental and Sheraton Royal Orchid. The area is a major gemstone dealing and jewellery manufacturing area. Boutiques, art galleries, department stores and shopping arcades, including the River City complex, sell a wide range of items, with particular emphasis on antiques, tailored clothing, and contemporary Thai and Asian paintings.
Bangkok Information
Phloen Chit /Pathumwan Area
Principal hotels include Le Meridien, the Hyatt Erawan, Arnoma, Regent, Imperial and Siam-Intercontinental. The area encompasses several department stores and shopping centres, such as the World Trade Center, Siam Square, Siam Centre and Mahboonkrong. Almost everything the shopper needs may be found within this area. Thailand's principal duty-free shopping outlet is located on the 7th floor of the World Trade Center.
Sukhumvit Area
Principal hotels include the Landmark, Ambassador and Sheraton Grande. Concentrated largely between Soi Nana (Soi 3) and Soi Asoke (Soi 21), several shops, shopping centres and department stores offer a broad range of Thai and imported items. The Nana Entertainment Complex on Soi 4 is one of Bangkok's favourite nightlife areas.
Pratunam/Petchaburi Road Area
Principal hotels include the Amari Watergate and Indra regent. The area is best known for its inexpensive readymade clothing, which is sold partly in a street market, where determined bargaining is required for best prices.
Banglamphu
This riverine section of Bangkok is favoured by back-packers for its budget accommodation. The area offers inexpensive items, especially readymade clothing, leather goods, footwear, cosmetics and curios. Bargaining is recommended.
Principal Markets
An approximately 35-acre public park on Phaholyothin Road, opposite the Northern Bus Terminal, and known locally as Suan Chatuchak, is the site of a popular weekend market which sells at least one thousand different local products including pets, handicrafts, plants, fresh fruit, antique reproductions, shoes, toys, clothing and domestic utensils. The weekend market is open on Saturday and Sunday from dawn to dusk, or approximately 7.00 AM until 6.00 PM.
Chatuchak Weekend Market
Bang Rak Market
Located on New Road, between Silom and Sathon roads, this market offers a particularly large selection of cut blooms and orchids. Lovely garlands made principally of jasmine are a specialty.
Thewet Market
Lining the bank of Khlong Phadung Krung Kasem off Samsen Road, this market is best known for potted plants.
Lang Krasuang Market
Facing Khlong Lot, on Atsadang Road, between the Royal Hotel and Interior Ministry, a row of shophouses sell moderately priced second-hand goods, including antique cameras and typewriters, musical instruments, radios, and all manner of electrical goods. Bargaining is essential.
Woeng Nakhon Kasem
Better known as 'Thieves Market', located between Yaowarat Road and New Road, near Phahurat, this area sells antiques, including Thai and Chinese objets d'art, porcelain, brassware, copperware and furniture inlaid with mother-of-pearl. Bargaining is essential.
Dining/Nightlife
represented in specialty restaurants located throughout the city. Quality Thai and Chinese food is ubiquitous in outlets as diverse as coffee shops and
Simply stated, Bangkok is one of the best eating places in the world, for gourmet and gourmand alike. Almost every major cuisine in the world is street front restaurants,
Transportation
markets and food centres found in shopping arcades, department stores and hotels. Several complimentary English-language tourism guides, available at hotel reception desks, provide comprehensive listings of choice eating places. The classified advertisement pages of Bangkok's most popular English language newspapers are another reliable source of information for good dining. Bangkok's nightlife is almost legendary. Nightlife outlets are found citywide. Beyond hotels, the most popular nightlife areas are the Phatphong area between Silom and Surawong roads, the Soi Nana and Soi Cowboy areas on Sukhumvit Road, and the New Phetchaburi Road area between Sukhumvit Soi 21 and 71. Aforementioned complimentary English-language tourism magazines list the most popular outlets, such as bars, discotheques, restaurants featuring Thai classical dance and cocktail lounges.
Buses
Public buses are plentiful and cheap, with a minimum fare of 3.50 baht to most destinations within metropolitan Bangkok. Air-conditioned buses have minimum and maximum fares of 8 and 20 baht respectively. Airconditioned microbuses charge a flat fare of 30 baht on all routes. A Bus Route Map is available at most hotels, bookshops and the TAT office on Ratchadamnoen Avenue for 35 baht.
Taxis
Hotel taxis have fixed rates. Taxis cruising city streets are metered. They charge a minimum of 35 baht, for the first 3 kilometres, and approximately 5 baht per kilometer thereafter.
Tuk-Tuks
These three-wheeled 'open-air' motorized taxis are popular for short journeys. Fares must be bargained in advance. Minimum fares, for journeys of up to 3 kilometres, are approximately 30 baht.
Festivals
Besides nationally celebrated events on public holidays, including Buddhist holy days and the traditional Thai New Year, Songkran, celebrated each April, Bangkok hosts a number of important annual events. They include:
New Year's Celebrations
Generally celebrated on January 1, located around Sanam Luang, and marked by early morning Buddhist merit-making, and afternoon and evening folk entertainment.
Royal Ploughing Ceremony
Staged every May at Sanam Luang, and presided over by H.M. the King, to mark the official commencement of the rice-planting season.
H.M. the Queen's Birthday
Celebrated each August 12. Public buildings, particularly in the Ratchadamnoen and Grand Palace areas are illuminated at night.
Chulalongkorn Day
Celebrated each October 23, principally beside the equestrian statue of King Chulalongkorn (reign: 1868-1910), the monarch generally credited with saving Thailand from western colonialisation, and who modernized his country, besides abolishing slavery.
Trooping of the Colours
Celebrated each December 3, preceding H.M. King Bhumibol's birthday, the elite Royal Guards swear anew their allegiance to their monarch in a colourful ceremony in the Royal Plaza.
H.M. the King's Birthday
Celebrated each December 5 with Buddhist merit-making, spectacular evening illuminations in the Grand Palace and Ratchadamnoen areas, and public entertainment principally in the form of folk dramas and open-air filmshows at Sanam Luang.
Hotels in Bangkok | E-Biz-Travel.com
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firstname.lastname@example.org
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Compost
Facts about Composting
Alive: Compost is a living thing. The microbes, fungi, bacteria and worms all help to break the material down to usable products for the plants. Don't put in things that will damage these microbes.
Diversity: Compost is like a cake, you need different ingredients to make it work well. You can compost anything that was alive once. In a cake some things are needed in large amounts others in smaller. As a guide use 5 times the amount (volume) of carbon to nitrogen rich material (list of examples below).
Air: Compost gets a bad smell when there is insufficient air and anaerobic bacteria can thrive. Add sticks, twigs and material that will keep the air in. Look at a compost turner or fork to turn it over ever couple of weeks if necessary.
If you follow the steps of ADAM you will produce good compost.
Moisture: Like all good cakes compost needs water but not too much, Put rinsing water in the bucket of scraps and add to the compost. Compost is ready when it looks like loose soil.
To improve compost
When ready mix good handfuls of "clumping kitty litter" in the compost. It's clay and helps to hold in water.
Add a sprinkle of rock dust over compost near the top to add vital minerals. This can be purchased from most garden centers.
Only put food scraps in a closed bin system. In an open pile it attracts flies and vermin.
For more information visit our website: www.mrc.wa.gov.au
Email : email@example.com
Contact: 9306 6303
Trouble Shooting
"Smelly" Too much moisture "nitrogen" products – put in more leaves, sticks and straw – mix to add air.
"Too dry – won't breakdown" – add water. Always place compost bin close to water supply.
"Cockroaches everywhere" – always bury a compost bin at least 20cm into the ground to stop mice, cockroaches etc. Never put food scraps on an 'open' compost pile.
"Taking ages to breakdown" – check water, add a bit more "nitrogen" (manure, coffee, food scraps, green grass, and fresh weeds).
"Maggots!" – probably coming from meat or dairy. Cover them with dirt and leave compost unopened for 2 weeks. They will die and become compost!
"When is it ready?" – when it looks like loose soil and is not hot.
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Combating Hate Speech
ECRI General Policy Recommendation No. 15: Key Topics
SELECTED RECOMMENDATIONS
Hate speech poses grave dangers for the cohesion of a democratic society, the protection of human rights and the rule of law.
Action against the use of hate speech should serve to protect individuals and groups of persons rather than particular beliefs, ideologies or religions.
Restrictions on hate speech should not be misused to silence minorities and to suppress criticism of official policies, political opposition or religious beliefs.
KEY MESSAGE
■ Effective action against the use of hate speech requires
- Recognition of the fundamental importance of freedom of expression, tolerance and respect for equal dignity;
- Identification of the conditions conducive to the use of hate speech and taking appropriate measures to remove them;
- The involvement and commitment of a wide range of private and non-governmental actors, in addition to public ones.
1. Raise public awareness of the importance of respecting pluralism and of the dangers posed by hate speech but also demonstrate both the falsity of the foundations on which it is based and its unacceptability, by
- Combating misinformation, negative stereotyping and stigmatisation;
- Developing specific educational programmes for children, young persons, public officials and the general public;
- Supporting non-governmental organisations, equality bodies and national human rights institutions working to combat hate speech;
- Encouraging speedy reactions by public figures to hate speech that not only condemn it but which also seek to reinforce the values that it threatens.
2. Provide support for those targeted by hate speech both individually and collectively, by
- Endeavouring to help them, through counselling and guidance, to cope with any trauma and feeling of shame suffered;
- Ensuring that they are aware of their rights to redress and are able to exercise them;
- Encouraging and facilitating their reporting of the use of hate speech, as well as the reporting of it by others who witness such use;
- Sanctioning detrimental treatment or harassment of any person complaining about or reporting on the use of hate speech.
3. Provide support for self-regulation by public and private institutions (including elected bodies, political parties, educational institutions and cultural and sports organisations) as a means of combating the use of hate speech, by
- Encouraging the adoption of codes of conduct which provide for suspension and other sanctions for breach of their provisions and ensuring their effective implementation;
- Encouraging political parties to sign the Charter of European Political Parties for a non-racist society;
- Promoting the monitoring of misinformation, negative stereotyping and stigmatisation.
FACTS AND FINDINGS
"Amongst the findings of ECRI's country monitoring … have been the explicit publication in certain media of clearly racist content, the praise of Nazism and the denial of the Holocaust, the use of offensive language and stereotypes in connection with particular minorities and the making of derogatory comments about persons belonging to them on the streets, in schools and in shops, as well as actual calls for the use of violence against them and certain campaigns against the use of minority languages … the use of hate speech has not been limited to ones that are extremist and outside the mainstream. Thus, the employment of a rude tone in many parliaments and by state officials has been found to contribute to a public discourse that is increasingly offensive and intolerant
… Furthermore, attempts by public figures to justify the existence of prejudice and intolerance regarding particular groups, which only tends to perpetuate and increase hostility towards them, have also been noted. Not all the hate speech in use is so explicit, with some publications relying on "coded" language to disseminate prejudice and hatred." Explanatory memorandum to ECRI General Policy Recommendation No. 15.
"The Internet has become an important vehicle for promoting racism and intolerance. Hate speech through social media is rapidly increasing and has the potential to reach a much larger audience than extremist print media were able to reach previously." ECRI Annual Report 2014.
4. Clarify responsibility under civil and administrative law for the use of hate speech while respecting the right to freedom of expression and opinion, by
- Determining the particular responsibilities of authors of hate speech, internet service providers, web fora and hosts, online intermediaries, social media platforms, online intermediaries, moderators of blogs and others performing similar roles;
- Ensuring the availability of powers, subject to judicial authorisation or approval, to require the deletion of hate speech from web-accessible material, to block sites using hate speech, to enjoin the dissemination of hate speech and to compel the disclosure of the identity of those using it;
- Providing standing for those targeted by hate speech, equality bodies, national human rights institutions and interested non-governmental organisations to invoke these powers.
ECRI – USEFUL LINKS
ECRI General Policy recommendation No. 15 Combating Hate Speech. http://www.coe.int/t/dghl/monitoring/ ecri/activities/GPR/EN/Recommendation_N15/REC-152016-015-ENG.pdf
ECRI General Policy Recommendation No. 7 National legislation to combat racism and racial discrimination. http://www.coe.int/t/dghl/monitoring/ecri/activities/ GPR/EN/Recommendation_N7/Recommendation_7_ en.asp
ECRI General Policy recommendation No. 6 Combating the dissemination of racist, xenophobic and antisemitic material via the Internet. http://www.coe.int/t/dghl/ monitoring/ecri/activities/GPR/EN/Recommendation_ N6/default_en.asp
Additional Protocol to the Council of Europe Convention on Cybercrime. https://www.coe. int/en/web/conventions/full-list/-/conventions/ rms/090000168008160f
The European Commission's Code of Conduct on Countering Illegal Hate Speech Online.
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The Truth about Columbus
Millions of people around the world celebrate Columbus Day every October 12. The tale of Christopher Columbus, the legendary Genoese explorer and navigator, has been retold and rewritten many times. To some, he was an intrepid explorer, following his instincts to a New World. To others, he was a monster, a slave trader who unleashed the horrors of the conquest on unsuspecting natives. What are the facts about Christopher Columbus?
The Myth of Christopher Columbus
Schoolchildren are taught that Christopher Columbus wanted to find America, or in some cases that he wanted to prove that the world was round. He convinced Queen Isabella of Spain to finance the journey, and she sold her personal jewelry to do so. He bravely headed west and found the Americas and Caribbean, making friends with natives along the way. He returned to Spain in glory, having discovered the New World. What's wrong with this story? Quite a bit, actually.
Myth #1: Columbus wanted to prove the world was not flat.
The theory that the earth was flat and that it was therefore possible to sail off the edge of it was common in the middle ages, but had been discredited by Columbus' time. His first New World journey did help fix one common mistake, however: it proved that the earth was much larger than people had previously thought.
Columbus, basing his calculations on incorrect assumptions about the size of the earth, assumed that it would be possible to reach the rich markets of eastern Asia by sailing west. Had he succeeded in finding a new trade route, it would have made him a very wealthy man. Instead he found the Caribbean, then inhabited by cultures with little in the way of gold, silver or trade goods. Unwilling to completely abandon his calculations, Columbus made a laughingstock of himself back in Europe by claiming that the Earth was not round, but shaped like a pear. He had not found Asia, he said, because of the bulging part of the pear near the stalk.
Myth #2: Columbus persuaded Queen Isabela to sell her jewels to finance the trip.
He didn't need to. Isabella and her husband Ferdinand, fresh from the conquest of Moorish kingdoms in the south of Spain (Granada), had more than enough money to send a crackpot like Columbus sailing off to the west in three second-rate ships. He had tried to get financing from other kingdoms like England and Portugal, with no success. Strung along on vague promises, Columbus hung around the Spanish court for years. In fact, he had just given up and was headed to France to try his luck there when word reached him that the Spanish King and Queen had decided to finance his 1492 voyage.
Myth #3: He made friends with the natives he met.
This one is partially true. The Europeans, with ships, guns, fancy clothes and shiny trinkets, made quite an impression on the tribes of the Caribbean, whose technology was far behind that of Europe. Columbus made a good impression when he wanted to: for example, he made friends with a local chieftain on the Island of Hispaniola named Guacanagari because he needed to leave some of his men behind.
But Columbus also captured other natives for use as slaves. The practice of slavery was common and legal in Europe at the time, and the slave trade was very lucrative. Columbus never forgot that his voyage was not one of exploration, but of economics. His financing came from the hope that he would find a lucrative new trade route. He did nothing of the sort: the people he met had little to trade. An opportunist, he captured some natives to show that they would make good slaves. Years later, he would be devastated to learn that Queen Isabella had decided to declare the New World off-limits to slavers.
Myth #4: He returned to Spain in glory, having discovered the Americas.
Again, this one is half-true. At first, most observers in Spain considered his first voyage a total fiasco: he had not found a new trade route and the most valuable of his three ships, the Santa Maria, had sunk. Later, when people began to realize that the lands he had found were previously unknown, his stature grew and he was able to get funding for a second, much larger voyage of exploration and colonization.
As for discovering the Americas, many people have pointed out over the years that for something to be discovered it must first be "lost," and the millions of people already living in the New World certainly didn't need to be "discovered." But more than that, Columbus stubbornly stuck to his guns for the rest of his life. He always believed that the lands he found were the easternmost fringe of Asia and that the rich markets of Japan and India were just a little further away. He even put forth his absurd pear-shaped Earth theory in order to make the facts fit his assumptions. It wasn't long before everyone around him figured out that the New World was something previously unseen by Europeans, but Columbus himself went to the grave without admitting that they were right.
Christopher Columbus: Hero or Villain?
Since his death in 1506, Columbus' life story has undergone many revisions. He is vilified by indigenous rights groups, yet was once seriously considered for sainthood. What's the real scoop?
Columbus was neither a monster nor a saint. He had some admirable qualities and some very negative ones. He was not a bad or evil man, simply a skilled sailor and navigator who was also an opportunist and a product of his time.
On the positive side, Columbus was a very talented sailor, navigator and ship captain. He bravely went west without a map, trusting his instincts and calculations. He was very loyal to his patrons, the King and Queen of Spain, and they rewarded him by sending him to the New World a total of four times. He took slaves from those tribes that fought him and his men: he seems to have dealt relatively fairly with those tribes that he befriended, such as that of Chief Guacanagari.
But there are many stains on his legacy as well. Ironically, the Columbus-bashers blame him for some things that were not under his control and ignore some of his most glaring actual defects. He and his crew brought awful diseases, such as smallpox, to which the men and women of the New World had no defenses, and millions died. This is undeniable, but it was also unintentional and would have happened eventually anyway. His discovery opened the doors to the conquistadors who looted the mighty Aztec and Inca Empires and slaughtered natives by the thousands, but this, too, would likely have happened when someone else inevitably discovered the New World.
If one must hate Columbus, it is far more reasonable to do so for other reasons. He was a slave trader who heartlessly took men and women away from their families in order to lessen his failure to find a new trade route. His contemporaries despised him. As governor of Santo Domingo on Hispaniola, he was a despot who kept all profits for himself and his brothers, and was loathed by the colonists whose lives he controlled. Attempts were made on his life and he was actually sent back to Spain in chains at one point after his third voyage. During his fourth voyage, he and his men were stranded on Jamaica for a year when his ships rotted: no one wanted to travel there from Hispaniola to save him. He was also a cheapskate: after promising a reward to whomever spotted land first on his 1492 voyage, he refused to pay up when sailor Rodrigo de Triana did so, giving the reward to himself instead because he had seen a "glow" the night before.
Previously, elevation of Columbus to a hero caused people to name cities (and a country, Colombia) after him and many places still celebrate Columbus Day, but nowadays people tend to see Columbus for what he really was: a brave, but very flawed, human being.
Sources:
Herring, Hubert. A History of Latin America From the Beginnings to the Present.. New York: Alfred A. Knopf, 1962
Thomas, Hugh. Rivers of Gold: The Rise of the Spanish Empire, from Columbus to Magellan. New York: Random House, 2005.
The Truth about Columbus: Use the reading 'The Truth about Columbus' and the space provided to answer these questions.
1. Where was Christopher Columbus from?
2. Columbus didn’t prove the world wasn’t flat- what did he really prove?
3. What did Columbus think the Earth was shaped like?
4. How do people think Isabella and Ferdinand financed Columbus’s trip?
5. How did Isabella and Ferdinand finance Columbus’s trip?
6. Fill in the blank: Columbus captured natives to use as slaves. This was because his voyage was one of ____________ not one of exploration.
7. What did Columbus “stick to his guns” about for the rest of his life?
8. How many times did Columbus travel to the New World?
9. Fill in the blank: Columbus was neither a _______________ nor a saint. He had some admirable qualities and some very negative ones. He was not a bad or __________man, simply a skilled sailor and navigator who was also an ____________________________ and a product of his time.
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Interviewee:
Karyl Louwenaar
Interviewer:
Robin Sellers
Date of interview:
May 2, 2007
Category:
FSU (College of Music)
Status:
Open
Tape location:
Box #55
Sellers: Tell me a little bit to start with, if you will, about where you grew up and how you got your musical training. You might want to start by telling me where your name came from.
Louwenaar: It's a strange one, I know. I grew up in western Michigan; I was born in Grand Rapids, Michigan, and we lived in a small town about seven miles southwest of Grand Rapids called Grandville. Both uses of the word "grand" are named for the Grand River. Grandville is along the road between Grand Rapids and Holland, which is on Lake Michigan. The entire area was very heavily Dutch, Dutch immigrants. My grandparents' generation. I call myself a "purebred American wooden shoe" because all four of my grandparents were from the Netherlands.
Sellers:
When did they come to this country?
Louwenaar: Oh, I wish I knew more about that. I started doing some research on it a few years ago. Now that I'm retired, I can probably pick up on it and do a lot more. It was late nineteenth century. My father was born in 1910, so they must have come right around the turn of the century. My mother's family was a little older; she was near the end of eleven children, and so that family (my grandparents on that side were older), they had come earlier. The name Louwenaar actually looks terrible and difficult to pronounce, but if you break it down into the two words that are represented there in the Dutch language, "naar" means near, it's the Dutch word for near, and "louwe" comes from the name of a lake or a sea in northern Holland which on some earlier maps is actually spelled Lauwer. So my ancestors on my father's side lived naar the Lauwe, so the name was Louwenaar.
Sellers:
Makes sense.
Louwenaar: Well, I explain it to my students that way and they don't have quite so much trouble with it. And by the way, this is an aside, this is probably not part of the interview – do you know Mike Douma in history? He's from that same town, from Grandville. He's doing his masters and then his doctorate on the Dutch settlement in Grandville.
Sellers: Was there music in the family?
Louwenaar: Yes, my mother was a musician. My father liked music but he didn't play any instrument or so. But my mother was near the end of a line of eleven children, and I don't know who taught the earliest ones, but the older children then ended up teaching the younger ones as they came along how to play the piano. My mother became ill when she was a junior in high school. We think from the way she described it she must have had mononucleosis, and she had to drop out of school. After she got better, it was too late to get back into that school year and she never finished high school. But in order to earn a little money, she started giving piano lessons in people's homes. She never had any formal training but she was an excellent musician; she had all the right instincts of a musician.
Sellers:
Was there a piano in her home?
Louwenaar: Yes, there had been a piano in her home where the eleven children grew up. Of course, we had a piano in our home, and I kept going to it and fooling around. So when I was five, she started giving me lessons. She always felt – she didn't realize how good a musician she was, and she felt limited because she didn't have much instruction. So when I was eight, she sent me to another teacher. And later, after the kids were out of the house, she began to teach again. She had up to forty students at one point and the students just loved her. Then she petered off, she let it peter off. But yes, we had plenty of music. My brother was not musical. Actually, he's very musical but he never learned an instrument. But my sister is actually a music therapist, my younger sister.
Sellers:
There's a lot of music in your family.
Louwenaar: Mm-hmm.
Sellers:
When you graduated from high school did you go to music training?
Louwenaar: Yes. I went to Wheaton College in Wheaton, Illinois, and I was a performance major in piano. I got a bachelor of music degree in piano performance from Wheaton in '62, 1962. I was born in '40.
Sellers:
From there what did you do?
Louwenaar: I did a master's degree at University of Illinois in Urbana-Champaign (or Champaign-Urbana). I wanted to finish in one year but I was unable to do so. I needed to do a little bit more work, one semester, but I didn't need to stay the whole two semesters. So actually I job hunted and Wheaton hired me to teach. And so for the first semester that I taught at Wheaton, I was driving back and forth for two hours and twenty minutes. Each week I stayed three days in one city and four in the other that first semester. But I managed to get my recital done and finish my degree. Then I stayed at Wheaton actually for a total of five years. I didn't think I would do that, but I did.
Sellers:
That was as a piano instructor?
Louwenaar: Instructor, yes. I also taught some theory, music theory.
Sellers:
When did the interest in harpsichord and things like that flower?
Louwenaar: Actually, that started at the University of Illinois. There was a musicology professor there by the name of George Hunter who played the harpsichord but he was familiar somewhat with a lot of early instruments. I don't know whether he's the one who was responsible for getting a good harpsichord for the University of Illinois, but it was in his office and he gave lessons on it. I was very fascinated; I took those lessons my second semester. During that semester, the Dutch harpsichordist Leonhardt, Gustav Leonhardt, came and played on that harpsichord in a large Methodist church in downtown Urbana or Champaign. I heard that recital and I couldn't believe what he was able to do with this harpsichord that has no dynamics, because it was very dynamic and interesting playing. I was hooked from then on.
After the five years at Wheaton, I went to the Eastman School of Music in Rochester, New York, to do a doctorate.
Sellers:
A doctorate is fairly unusual for a music professor, is it not?
Louwenaar: No, not any more, no. In fact, this school, Florida State University, was I believe the first school in the country to institute a doctoral music degree in performance.
Sellers: It seems that a lot of the professors who I've interviewed from the College of Music have been professors but have not had a doctorate.
Louwenaar: Yes, but those in my generation and now the newer ones, it's pretty well expected. Our younger piano colleagues that we've hired in the last few years both have doctorates. It's not absolutely required, but it's pretty normal now because it's offered generally in the country.
Sellers:
When did you finish your doctoral studies?
Louwenaar: I stayed at Eastman for two years, and of course that took care of the course work but not the — their written document they called a "dissertation," and it was actually registered by University Microfilms in Ann Arbor. Most schools now don't call it a dissertation because part of what normally is the dissertation are the performances that you have to do for the degree. They called theirs a dissertation. At the point when I had finished those two years, I was not interested in writing a dissertation, but I was very interested in going abroad before I got into another job. So I applied for a grant, a Fulbright, but what I got was one from the German government, from the German Academic Exchange Service, Deutscher Akademischer Austauschdienst, DAAD, the "DAAD," as we called it. I spent two years in Germany, in Cologne. I didn't really have to take any classes there, I was there to study piano and German culture and so forth. But I learned as soon as I arrived there that there was a harpsichord professor, so I took both piano and harpsichord. Then in January of my first year, my piano
professor died very suddenly. I was having so much fun with harpsichord and I'd studied piano for so many years – in fact, I was learning music to play in a public recital in Cologne – I thought, "I don't need to have any more lessons, I can do the recital by myself." So I went to this manager who produced local concerts and did it that way. I continued to study harpsichord only, with permission from the DAAD. (It's like changing your major, and I had to go to their offices). I stayed there for two years, was able to do some traveling around Europe. Before I went, I ordered a Tourist Delivery VW, one of the red-orange color – tangerine color, that I drove all over Europe for a year and a half. I got it in the spring of my first year.
Sellers:
Did you bring it back with you?
Louwenaar: Yes, shipped it back.
Sellers:
Do you still have it?
Louwenaar: No.
Sellers:
Oh, that's a shame.
Louwenaar: Yeah, it is in a way. But no air conditioning, and it was not very suitable here. So I sold it after one year at FSU.
Sellers:
How did you end up at Florida State?
Louwenaar: Oh, that's an interesting story and I like to tell it, actually, to graduate students who are job hunting, to encourage them. During my second year in Cologne, I knew I had to get a job somewhere because one extension is all you get from the DAAD. So I was registered with the Eastman job search bureau and also with a business in Chicago called Lutton's Music Personnel Service. You've heard of it? And for Lutton's, if you got a job through them, of course you had to pay them a fee from your first year's earnings. But nevertheless – and they had the same system as Eastman where they would send out double postcards announcing the jobs. Well, first of all, you had to file all your credentials with both places and then they would send notices. If you were interested in applying for a particular position, you would tear the card apart and send one half back to them saying, "Yes, send my paperwork." Then as the candidate searching, I would have to write a cover letter, send my vita and other papers – no letters of recommendation, they were all in the files that those two agencies provided – and a tape recording. That was the system. I actually made a trip back to the States at my own expense. I had gotten a little work over there, actually, playing harpsichord as part of a small chamber orchestra, and I had enough money to fly myself back here. I had three interviews at different places, but not at Florida State. After I visited family, then I went back to Germany without any kind of offer, without any kind of job. So I kept applying for other positions as I learned about them. It got to be late May and I didn't have a job yet, but it was a long holiday weekend, Pentecost Weekend, which they call Pfingsten. So a friend and I decided to toot down to the
Black Forest; I hadn't been there yet, so we were going to go. I came back to my apartment at about seven o'clock on Friday evening and found a letter in the mail – not an announcement from either Lutton's or Eastman, but a letter from Wiley Housewright, Dean of this School of Music. I opened it and it said, "We have a position open and I have learned about you from Lutton's – " and I immediately saw red because Lutton's had not sent me the card! This was totally unsolicited, and that's not the way it was supposed to work.
Sellers:
What year was this?
Louwenaar: 1972. Then my second thought was, "Okay, so why did he do this? It's getting late in the year and he doesn't want 150 applicants," because piano jobs were running about 150 that year. And so he called them [Lutton's] and got them to bypass the system and send a small collection of names of people they thought might be appropriate. So I had a better chance. Well, a holiday weekend, everything closing up, and it was seven o'clock on Friday. The post office was open only till noon the next day and I had only one set of my papers that I was supposed to send out – you know, the resume and all that. I had only one set left. No place to copy it. So I called a friend – I had made friends with a German family and there were a couple of brothers and their families, and one of the brothers had a business and I knew he had a copy machine. So I called him, and he agreed to meet me at his office on Saturday morning to make copies of my stuff. I got it all together and I got it to the post office and mailed it just before it closed at noon for the long weekend, and I went off to the Black Forest. Oh, I also called my mother who was sending out my tapes for me. She had sent the last tape she had available to the University of Hawaii. So I asked her to call the University of Hawaii immediately on Monday morning – that was a one-year position – and have them, whether they heard the tape or not, send that tape straight to Florida State as fast as possible, and I went off for the weekend.
Sellers: Well, what did Wiley say in his letter that made you want to do all of this after you calmed down?
Louwenaar: I needed a job!
Sellers:
But did you know anything about Florida State?
Louwenaar: One of my friends at Eastman had graduated from Florida State with her master's degree, that's all I knew. I knew that it was a pretty good school and kind of large. But at that point I didn't care, I just wanted a job. I needed a job. I wasn't choosey.
Sellers:
Had you ever heard of him?
Louwenaar: No, I had never heard the name.
Sellers:
But it sounded good.
Louwenaar: Hey, a job! And it was a piano job. So I came back from the Black Forest on Tuesday evening. On Thursday evening my phone rang, and it was Wiley Housewright, and he offered me the job on the phone.
Sellers: Had he gotten your paperwork?
Louwenaar: Yes. I was surprised, but he'd gotten the paperwork. I had told him in the letter that I had already made one trip to the States, that I could not afford to make another trip, but that I would be available if he wanted me to perform. He offered me the job on the phone, and he told me then that there was some interest in my application because of the fact that I'd had a little experience with harpsichord, because they had just gotten the school on a waiting list for a harpsichord from William Dowd in Boston. However, it was a piano position, and of course I had to win the job on my "piano chops," as we say. So we talked for a little while and then he said, "Well, are you interested?" I said, "Yes, of course." So then he offered me a salary and he said, "Will you have your doctorate finished?" I said, "No." He said, "Well, I have to knock that down by $500." I said, "That's fine" [Laughter]. I won't tell you the figure, but nothing like today [Laughter].
Sellers:
Oh, I'm sure. [Laughs]
Louwenaar: I hung up on the phone, I just burst into tears. I could not believe it. The questions just flooded into my mind. Did the tape arrive? Was he doing this without consulting the piano faculty? Did he have any input from anybody else? I mean, who was this guy, what was he up to?
Sellers:
Not knowing of course that he didn't need any of that, being who he was.
Louwenaar: Well, I didn't know him. I was absolutely on pins and needles until I got the actual letter from him, which took over a week. I came here sight unseen. I stayed in Germany as long as I could in August and then I flew back to Michigan, because when I left Rochester, my parents – you know what parents do – they drove out to Rochester, my dad pulling his trailer. They loaded all my stuff, they took it to Michigan; they towed my car to Michigan – not the trailer, the car. They had their car and my car full of my belongings. I flew back to Michigan, loaded up my stuff and then he pulled the trailer, drove me down here in late August, I guess it was. School started then – it was the quarter system – so it started in September.
Sellers:
So this would have been August of '72.
Louwenaar: '72. I had no car for a while.
Sellers:
Had you ever been South before?
Louwenaar: My mother's oldest sister had moved to Miami during the construction boom
back in the, whatever —
Sellers:
Twenties.
Louwenaar: The twenties – because she had married a very fine carpenter who, in fact, with his colleagues down there did all the doors on the Fontainebleau Hotel. He was a furniture maker not just a carpenter. So we had made a trip during Christmas break when I was fourteen. The family all hopped in the car on Christmas Day (took the tree down early) and went down there.
Sellers: So you had seen the South in the wintertime.
Louwenaar: Yes. I just knew it was going to be beastly hot and I wouldn't like that, and I wouldn't stay long, you know. I needed a job, so I'll teach there for a few years and then I'll go where I want.
Sellers: Then you got here in August, which is only surpassed by September in its beastliness.
Louwenaar: We got out of the car at my apartment complex, and my mom and my dad and myself, and nobody said a word. We just started unloading. It was just drip immediately, you know. But the apartment was nicely air conditioned, of course.
Sellers:
How had you gotten the apartment?
Louwenaar: The Dean's secretary sent me a lot of information about apartments and I had just picked it out. Anyway, I learned after I got here that the tape had arrived, the piano faculty had met on Wednesday afternoon, their usual meeting time. They listened to three tapes and they chose mine, or they evaluated three applications and listened to the tapes and chose mine. Between that day and Thursday when he called me, he told me later, he got on the phone and called people whose names he found in the materials from Lutton's (I don't know if he had the other stuff with the letters, but the letters would have been the same) because he didn't want to spend the money and take the time to bring me over. He felt confident enough from that to actually hire me sight unseen. He said he'd never done that before and never did it after. I feel to this day that God just picked me up from Germany and planted me in Tallahassee. When I got here, I didn't like the heat but it turned out to be the perfect job for me. They were interested in having me do something with harpsichord. They never thought I was going to do as much as I did – I got a little carried away. I've worked under four deans here and every one of them was just outstanding. They all had the same attitude, which was to support the faculty, to help them do what they feel they need to do in order to do their jobs well. I could not imagine having had a better and more suitable job for me or a more congenial place, collegial. I mean, I've just had the best time here. I'm ready now to do something else, because I did thirty-five years here and then five years at Wheaton, so that's forty years of college teaching. That's kind of a nice round number and time to close it off. Do some travel. Except I married a man who's ten and a half years younger than I, and he two years ago found the best job he's ever had. So he's not quite ready to travel yet. He loves to travel, so he's going to find a way. He's looking toward maybe fall, this big project he's working on —. Maybe he'll be able to break out.
Sellers: When you got here, what was your teaching schedule?
Louwenaar: I taught just piano lessons, and I was in the corner studio which was that corner of the building, the southeast corner on this floor, which is a huge room. It was Carlisle Floyd's room, the composer, who also taught some piano. He was a very fine pianist. I believe I taught in the mornings and he taught in the afternoons. I had just piano students (let me grab one of my class books) — I think it was probably about twenty — September '72 to December '74, piano lessons [looking through class books]. Oh my goodness, I gave an 'F' the first semester. [Counts number of students] – twenty-one. But, the basic load was twenty.
Sellers: Now was this a course that the students were vetted for before they got here, or was this the beginning piano course —
Louwenaar: They had to audition. These were all – I believe they were all music students that had been admitted to the School of Music at that time (now it's the College of Music) on the basis of their audition.
Sellers:
How did you find their ability?
Louwenaar: I didn't have any really outstanding ones at the beginning, but I had a lot of good what we call "principals." There's performance major and then there's principal, and the principal level is for someone who is majoring in another area of music like music theory, music history or something like that. They still have to be able to make music whether it's voice or an instrument. But the requirements are not quite so high as to the level of playing, the amount of time expected to practice, and you know, repertoire to learn, the level of the repertoire and so forth. It looks as though I didn't have any majors at the beginning. I think I had all principals and maybe some secondaries who are just students who are majoring in another area of music and they're not required (or they may be required) to take piano even though their primary instrument is flute or something; then they take "secondary" lessons. I had students outside the College of Music who were competent to take secondary lessons – like physics students who had studied piano. Sometimes they played better than the music secondaries. After '73, it looks like the same load. Oh, interesting. The guy who got an "F" the first semester ended up with a 'B-' the second semester; he learned something.
Sellers: That makes you feel good, doesn't it?
Louwenaar: Yeah, it does, actually. Oh, this is interesting. Right away, the winter quarter of that first year, I taught six harpsichord students – and that was in a class, I remember. The
school had an old harpsichord, a different type that was not historically accurate. Kind of heavy, different kind of sound, not the nice resonant sound. It was sort of a cross between the modern piano and a harpsichord —
Sellers: You had said that Dr. Housewright had put the school on the list for a harpsichord.
Louwenaar: Edward Kilenyi, who was a piano professor here, apparently had accomplished that, I'm sure through the Dean, but it was his idea apparently or he's the one who pushed for it.
Sellers: So there was a real one coming?
Louwenaar: Yes, right. I got to do the specs and so forth for that about two and a half years later. That's a clavichord over there [pointing across the room], it dates from the '50s; that's also not historically accurate, but it's actually got a good sound and it's very stable. Professor Kilenyi was also very, very interested in clavichord and he played on it sometimes. He was just interested in historical keyboard instruments. The harpsichord that they had then he would play. But he also saw that the new type of harpsichord, which was more historically accurate, sort of began to sweep over the country at that time. It started in Europe, you know; they would make copies of the actual instruments that were in museums, the finest ones they could locate. The sounds are much more beautiful and full and rich, actually, maybe not quite as loud in some places. Those other ones with the cast iron frames, they could make them bigger, but the sound was not that of historical harpsichords.
Sellers:
Did you have students that were interested in the harpsichord?
Louwenaar: Well, that first year I had six who took it as a class. It took a little while to get harpsichord passed through the channels to actually add it to the catalog, of course. I don't know any more how long that took, to be honest. I didn't have anybody major in harpsichord for a very long time. They were principals. But over the years that I've been here, there were between five and ten who got very interested and got a little bit carried away. One of them actually ended up playing in an international competition in Edinburgh.
Sellers: As the years went by, did you see any kind of a change in the students? Were they coming to you better prepared or —
Louwenaar: Not in harpsichord.
Sellers:
Not in harpsichord, okay. How about in piano?
Louwenaar: Yes. I would say they did come better prepared over time. Although I had some good ones. You know, piano has been part of the curriculum in colleges and pre-college training for a very long time and there were some very good pianists back then. I didn't get to teach them because I was new and young and they, if they had a chance to request a teacher, would request the well known ones like Kilenyi, James Streem, and Leonard Mastrogiacomo.
Sellers: Did that bother you?
Louwenaar: No, no. I had to earn my way up, I had to earn my stripes like everybody.
Sellers: What was the day to day relationship between the younger faculty and the older faculty? Did you interact with them on a pretty regular basis or was it kind of a "stand back and look at them in awe?" How did that work?
Louwenaar: No, we interacted, I think very nicely and very well. I was not a babe in the woods; I was thirty when I took the job – thirty-two, sorry. I'd been to Europe for two years and I'd taught for five years. You know, a master's was a year and a half, and a little over two years at Eastman.
Sellers: So you weren't completely starry eyed?
Louwenaar: No, but I was with Kilenyi, because I knew that he had quite a career and so forth. It was a very long time before I got around to calling him by his first name. All the other colleagues were on a first name basis immediately.
Sellers: You said that you worked with four deans and that they had all been very supportive. Tell me a little bit about each one and your perception of them.
Louwenaar: Dean Housewright had already been here, of course, a long time when I came. His field was music education (you probably know that). He was very supportive of my efforts, but I actually didn't have a lot of contact with him. I didn't have need to, actually. Mr. Mastrogiacomo was the coordinator for the keyboard area when I came, and we were all on the same floor. At that time Dr. Boda taught piano, Carlisle Floyd taught some piano; those were both composers. Tommie Wright, of course. And those people had been here for a long time; there were actually maybe eight people teaching piano but not full time. The composers were often teaching mostly composition. Housewright, I respected him, I liked him. I had no fights with him or anything like that. He was very supportive.
I got to order the harpsichord and write the specifications for it. That turned out to be an interesting process because I had to write the specs – I'd never done anything like that before. I tried to write the specs in such a way that Dowd would be the only viable bidder, because they had to go out for bid. Sure enough, somebody else came in and underbid him. So then I had to write a justification for going with the higher bid.
Sellers: Why did you particularly want Dowd?
Louwenaar: Well, actually, Eddie Kilenyi had gotten us on that list but I supported that.
William Dowd and Frank Hubbard in the Boston area began working together back in the late '60s, I believe, to make replicas of some of the harpsichords that they saw in museums, they had seen in museums. They were at Harvard, or had just graduated from Harvard or something, but they knew each other from Harvard. I don't know whether they had initially already been to Europe and seen some over there, but right there in Boston, the Museum of Art, they have fine instruments. I think some of those were there at that time. The one instrument after which our particular harpsichord was copied is in the Yale collection of instruments, and of course that's just up the road – or down the road. So they were part of a larger movement also in Europe on the part of people making harpsichords to go back to the historical harpsichord, because it actually had a more appealing and much better sound than these factory ones that had sprung up.
Sellers:
So you had a lot of faith in this manufacturer?
Louwenaar: Absolutely, there was no doubt about that. Nobody could touch him at that time. And that continued for a very long time.
Sellers:
So was that your justification? Did that work?
Louwenaar: Yes, it worked, and that was the justification then, that Dowd was the best builder in the country and a school like this deserves the best quality, it will hold up the best over time, and so forth and so on. Fortunately, this other bidder who had underbid had a shop in Michigan, and I had been there once when I was home in the summer. He worked out of the barn in back of his house, and he did not have a lot of experience and training and so forth. But he was interested in harpsichords and he wanted to make harpsichords. The one sticking point that I had placed in there that I thought might stop him – I called him about it, since I'd met him – I said, "Do you do this?" He said, "Yeah, I'll do anything you want." Anyway, that was my justification, that he would not produce a fine instrument. But then at somebody else's suggestion I asked Professor Kilenyi to write something also, and he did a half sheet handwritten, and his last sentence was, "A harpsichord by this man would be a dead loss in a few years." [Laughter] So this had to go all the way up to the director of purchasing for the state of Florida, and fortunately he understood the difference between a musical instrument and a desk or a chair for an office.
Sellers:
Some of them don't. [Laughter]
Louwenaar: So the University paid $5,500 for that instrument, and it came in '75, and if we were to put it on the market now, the asking price would be $30,000 or more.
Sellers: Have the harpsichords themselves appreciated that much or —?
Louwenaar: Yes, because it's a Dowd and it turned out to be a very successful instrument. With each one being handmade, each one is different from every other one. There are some that, even from a shop that is that good, aren't as good as others. Ours is not the finest one he ever
made, but it's a very, very good one. Within a couple of years I realized that – well, even before the instrument came, I knew that the tuner that we had here, the tuner technician, knew nothing about harpsichords. So I thought maybe I should learn something. I got a small grant from the Foundation to spend the Christmas break in the Dowd shop in Boston. Bill Dowd was quite a character. He could be very acerbic. He could bite your head off if he didn't like something; very intense man. Brilliant man, but very outspoken. He was very helpful to me. He himself showed me how to do the quills. He let me work on an instrument that they had in the shop; he took out all the quills from one octave, all the jacks, the mechanism, and he gave me a set of jacks for which I had to make new quills using his instructions. He showed me how to voice them and cut them so they'd have the right sound and all that. He also taught me how to tune, and I feel very privileged to have had that week in the shop, even though – this is during Christmas break in Boston and the heat went out – it was 45 degrees in that shop for day after day after day. But that's probably like old Europe, eighteenth century Europe. [Laughter]
Sellers:
That's the conditions they were working in.
Louwenaar: Anyway, that's the story of the first harpsichord.
Sellers:
The next dean?
Louwenaar: The next dean was Bob Glidden, Robert Glidden. He was also just very supportive of the whole harpsichord business – we got another one in 1980. I can't remember when Glidden came, actually, but we got another Dowd harpsichord. Well, before we got that one, we did get a smaller, single manual instrument made by a couple guys in central Florida. They knew much more about woodwork and the case work than about the musical side of it. Later on we had somebody else re-do parts of it, and actually we still use that one a lot. It was redone by a man who used to work in the Dowd shop; he was the shop foreman. He's been down here three times to work on it and the two Dowds at the school. Dowd closed his shop a number of years ago; he retired and he refused to let anybody else make instruments under his name, so there's a limited supply of Dowds, which is why it's $30,000 or more. But the man who was his shop manager took all the pieces and parts that were left over to his house. So he travels around the country servicing old Dowds. I think there were a total of maybe 500, I'm not sure about that. Ours is No. 315.
Sellers:
Is there a younger generation that's able to do that?
Louwenaar: There has been, and most of them learned under Dowd. But I just had a visit from one last Saturday who made an instrument for me in the early '90s. He was coming through because his son was in school here. It had taken seven years, but he was finally graduating! [Laughter] The graduation was Friday night, he called me Saturday morning. He said, "This is Richard Kingston." I said, "Oh, where are you?" He said, "I'm in Quincy." I said, "WHAT!" So he came over to my house and checked out the instrument and we spent a couple of hours talking. But he told me that he's going to close his shop at the end of the summer. He's got back problems and so forth. He's made over 300 of them. And a couple of others in his
generation, which is between 40 and 50, who did very fine work also are either in the process of closing or they're already closed. He thinks that all of the really good instruments that that generation (the next generation after Dowd) made, along with the Dowds, will continue to appreciate because it's a limited supply now with those names on them.
Sellers:
But is his generation training the next generation to maintain them?
Louwenaar: Well, to maintain, probably not. But anybody who buys a harpsichord who is a serious musician learns how to take care of it, because it's constant maintenance; it's a nightmare.
Sellers:
Why?
Louwenaar: They don't have a cast iron frame, so they're all wood.
Sellers:
So they warp?
Louwenaar: Exactly, they can warp. And they react to temperature and humidity like this.
Very quickly.
Sellers:
And a regular house is not climate controlled to the extent that you need.
Louwenaar: Right. Of course, in the old days in Europe, they had some of the same thing, same issues. But they didn't have the climate extremes that Florida has. In fact, I had an instrument that I ordered from a Dutch maker for a number of years, and it had a very beautiful sound but it didn't like even these winters. I tried to keep the humidity up enough in the winter. Mine did okay but it started to develop a few problems so I got rid of it, actually. But a colleague of mine at Oberlin liked mine so much, she ordered one from him; and in the twenty percent humidity at Oberlin Conservatory and at her house in the winter, it really did kind of fall apart. He took that one back.
Sellers:
Yet he wouldn't have been responsible for the climate.
Louwenaar: No, but he - the first one he ever placed in this country was mine, and then hers, I believe, might have been the second one. He's had a few more in this country but not very many because I think he didn't want to make changes, because they would affect the sound. It had a wonderful sound, both mine and hers.
Sellers:
You just couldn't keep it working or keep it together.
Louwenaar: Right. So anyway, that was during the Glidden time. By that time Baroque Ensemble had started and I was teaching a class in continuo playing, which is a style of playing in the Baroque period where the keyboard player is looking at a part or a full score that has just the bass line notes and then numbers which indicate the harmonies, the intervals above the bass that provide the harmony. It's kind of a code that you have to learn. It has to do a lot with music theory, understanding, and the style of music. So I started that class and I taught it all these years.
Sellers:
Were you involved in the creation of the Baroque Ensemble?
Louwenaar: Yes. It wasn't my idea to do it. One of the students who was studying harpsichord came to me and said, "I think we need to have a baroque ensemble." I said, "Okay." [Laughter]
Sellers:
Talk a little bit about that. How'd you get faculty and the students together?
Louwenaar: Well, that didn't involve the faculty; that was just for the students.
Sellers:
There is a faculty ensemble, is there not?
Louwenaar: There has been. I don't know what's going to happen to it now.
End side A
Sellers:
So you had a student and he came to you —
Louwenaar: Yes. At the beginning, we would just have two or three other students and we were playing on the old harpsichord with modern instruments. The thing about baroque playing, baroque performance instruments, is that the pitch was lower then, and in fact modern violins that were made in the seventeenth century, in order to play as modern violins with steel strings, they've been changed. They've been reinforced to allow more tension on the strings, to raise the pitch to 440. Actually over time it came up gradually in Europe. So the whole neck of the instrument has been bent down. The baroque violin is a little more flat; it doesn't have that kind of bend that you see. And the bridge is higher to support the tension on the strings now. So at the beginning, we had all modern instruments – modern oboe, modern violins and so forth. The impetus for getting some period instruments here at the school came the first time that the opera department wanted to do a baroque opera with a period instrument orchestra. That was [??] (It will come to me when I'm not trying to think of it).
Sellers:
We can fill it in.
Louwenaar: Yes, we're going to have to. I'll blurt it out mid-sentence.
Sellers:
Think of something else.
Louwenaar: I want to say Monteverdi’s Poppea . I think that was probably it, but I’ll be
certain later. So they brought in a fellow from New York who played the big lute called a "theorbo," and we had two harpsichords in the pit. By that time, the early music ensemble had been formed by Dr. Kite-Powell. They had their own harpsichord, a smaller one, that actually a friend of mine in Atlanta had and wanted to get rid of and so they bought it; they got a good deal on that. It was appropriate for what they wanted to do. So that and our small single were in the pit. So for the performances of Poppea, the school was able to purchase three baroque violins. By that time Karen Clarke had gotten interested and was playing baroque violin, and her husband George Riordan had taken an interest in baroque oboe. We had some recorders. The oboe wasn't part of that orchestra. In other words, there was already an interest formed then. Then we were able to get a baroque cello – maybe we got that for that performance, too. But now we have about five or six violins, we have a viola; we have a cello; we have, of course, recorders; we have baroque flutes, we have a baroque bassoon. There are baroque trumpets that Bryan Goff sometimes brings out. They're all a different form of the modern instruments. Generally they're a more mellow sound. Baroque horn has no valves. That's probably the most challenging one. We have baroque trombones but we haven't worked with them for a while. Later through the early music department with Jeff Kite-Powell, they also bought small tympani like they used to have. So we have baroque tympani, also. He's got a whole collection of the renaissance and even some medieval instruments in the early music room in the other building. And also a continuo organ, a small cabinet organ that you can wheel around that is used also as part of the orchestra and sometimes to accompany choral singing.
Sellers: Will you continue with that career even though you retire?
Louwenaar: Well, that's been a bit of an issue here recently because my position was a piano position and it really needs to remain as a piano position. But there aren't very many people out there like me who do both piano and harpsichord on pretty much the same professional level. So, next year Dr. Corzine is retiring; he's our organist. A lot of organists also play harpsichord, and there may be even more organist/harpsichordists out there than pianist/harpsichordists. Traditionally the organ teaching load has not been as high, although its been coming up recently. Anyway, the decision was made by the dean to do the search this year that's just past for just a piano position, and they have found somebody and I understand she's coming in. Then next year they will search for an organist/harpsichordist to cover these things. But many College of Music faculty have gotten used to being able to have these experiences for their students. The viola teacher will recommend to some of the better students in particular, "You know, you ought to take baroque ensemble for a little while and get interested, get used to it." Because when particularly string players, but also some wind players, when they go off after they graduate and they get jobs in various places, they can probably pick up some money on the side if they can do the baroque instruments, particularly if they're in large cities. Also, it just enriches the whole program here, because now we have of course very modern music, and we have very, very early music, and we have baroque, which is kind of middle-early. Now we also have a fortepiano, which is an early type of piano from the time of Mozart – a copy of one, of course. The flute professor, for example, is very concerned about her flutists because she herself does not play baroque flute but she encourages the students to do so. There's a class even for baroque flute, and this last semester she was teaching on the London program and the FSU graduate that was
hired to teach for her that semester had good experience in baroque flute, so she taught a baroque flute class and there were seven people in it. And it wasn't even required, but they just wanted to. The school has a number of flutes.
Sellers: Seems to me that the music students are a group that are very much willing to take more than what is required.
Louwenaar: That seems to be the case.
Sellers: They're here for the love of the music and they want to learn, where in a lot of other colleges and schools the students are here because they need to get a degree to get a job.
Louwenaar: Our music students need jobs, too. You're right.
Sellers: There's so much extra involved in a music degree, and the learning and practice, and dedication that comes with learning things, that I think it makes them much more goaloriented in a professional way rather than a money-making way.
Louwenaar: Right. You’re correct about that.
Sellers:
We were running down deans.
Louwenaar: Oh. [Laughter]
Sellers:
Running down the list of deans! [Laughter]
Louwenaar: Better said. The next one was Jon Piersol, of course. And in terms of support of the early music stuff, he just pretty well continued. Of course, Don Gibson has only been here two years and he's got to deal now with my retirement and what to do with the whole thing. He's very interested and very supportive. And back to that, there is a plan for me to do some part time teaching during just one year, the next year, to cover. But I told him that I really don't want to do it more than one year. So that sort of put the pressure on him to find somebody who can do it because like I said, forty years —! I've loved it and I still love what I do, you know, and have done. But it's just time to reinvent myself, at least to some extent.
Sellers: What do you think are some strong points about the FSU College of Music?
Louwenaar: I think the strongest point is the professionalism, the level of competence and professionalism across the board, on the part of the faculty, the deans; the standards are high and they know what they're doing.
Sellers: else?
If you were trying to talk a student into coming here as opposed to somewhere
Louwenaar: What I tell them is that this is a good place. The people, not just the music, the people are good. They're supportive, they're helpful to the students, we get along. We have our differences; we're musicians, after all, you know, we're temperamental. But it doesn't last long, and if it becomes a problem, it's dealt with swiftly and professionally. I have been saying all these years, we're here for the students, to help them, to help them prepare and get ready for what they're going to be doing when they leave. I tell the parents, if their kids come here, they'll be treated right.
Sellers: Maybe not weak points, but if there's something that you could change before you left, what might that be?
Louwenaar: Oh, I haven't thought of that. Well, frankly, I would like to see someone in this early music business (it would require another faculty position, which is not likely to happen) who does nothing but that. All of us who do, who are involved in early instruments, and also the voice teachers who deal with students who want to sing in that style, it's a sideline. And although I got approval years ago for a performance degree on both the bachelor's and master's level in performance in harpsichord, no one has ever done it. I've had inquiries; people come here and audition. And I know it's because it's not a big program. They go to places like Indiana. I just got a message from a young woman who auditioned here, came down and auditioned in person and I showed her around and everything. I think she would have liked to have studied with me; and this past year there was another one who would like to have studied with me. But there's not enough going on. There's not much of a baroque orchestra like some schools have now. The University of North Texas, for example, they have a huge program. Somebody poured a whole bunch of money into that. They've got seven or eight harpsichords, they've got a full orchestra of all early instruments. They just sort of built a new department, and we don't have that kind of money, we don't have the facilities, either, to handle what they've got. I don't think it's part of the vision for the future. So I think while everybody's interested in it and wants to encourage it, I think it will probably – in this school, unless some drastic changes happen – will remain an integral part of the school and an important one, but not a large one. There won't be a separate department of early music, for example, I don't think. If the resources were available and the space and so forth, I would like to see that happen here. I would have liked to have seen it happen. I never pushed for it because, frankly, I didn't think it was realistic for the entire picture, the entire situation here, including space.
Sellers:
What have I not asked you that you would like to add?
Louwenaar: I don't know; I've never done an interview like this before.
Sellers:
Well, I think you've been very thorough.
Louwenaar: Well, that means you've been thorough, asking questions that pull it out of me. I've had a wonderful time here. I can't imagine having been in a better place. I wouldn't have stayed here if it hadn't been good. I did apply for two other jobs in the earlier years, and one I withdrew my application even before they got around to deciding who they wanted to invite because I decided I wasn't interested in that after all. The other one, actually I went to interview, and when I came back from the interview I was kind of interested in going to that school if they offered it to me, but by the next day I had changed my mind on that one. Well, they didn't offer it to me, so I had no decision to make. So sometimes it's good to interview somewhere else and come back and realize how good you have it here.
Sellers:
So you came and you've been here 35 years?
Louwenaar: Thirty-five years. The five years at Wheaton earlier, that's 40 years of college
teaching.
Sellers:
Sounds like a good place to end it.
Louwenaar: I think so.
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The Earth Element
The earth element is related to fruitfulness and life ripening. It is about spiritual growth and maturity. Its purpose is to multiply our seeds and bring forth much fruit.
In the Four Seasons metaphor, each of the four seasons is associated with an element and a geographical direction. Spring is associated with wood and east. Summer is associated with fire and south. Fall is metal and west, and winter, water and north. According to the ancient Chinese laws, this leaves one element unaccounted for: Earth. Earth is the geographic center and serves as a reference point for all the other directions. Earth therefore represents the here and now, or in other words, wherever you go, there you are. Because the earth is the center point for everything, nothing can exist without it. From Mother Earth we derive our nourishment, support, and life. The farmer plants his crop in her fertile soil, and we all depend on her for the food that feeds us and the atmosphere from which we draw our breath. Earth was considered special in ancient China because it represented the source of all other elements, the center from which all else arises. The four seasons and the other elements manifest in the earth element.
Earth also represents the transition that is always present and especially noticeable and dramatic at the time of seasonal change. As winter turns into spring, a struggle often ensues; warm days are followed by freezing temperatures. The winter does not always go away quietly. At the right time we need to plant and fertilize. As spring turns into summer, temperatures rise but could suddenly drop and turn colder again with late spring showers lingering before summer settles in. We labor in anticipation of our harvest as we water and weed our crop. Ready or not, summer transforms into fall, the leaves change color and fall to the earth, and we harvest our experiences. Winter often storms in with a cold blast that brings everyone inside to slow down and reflect. With sudden and drastic changes, we need to adapt to weather and temperature just as we adapt to changes in our circumstances, in every moment, to take proper action in each life situation.
With a change of season can come intense metamorphosis in nature and in our lives, as well. The earth element represents transition. We pass through many seasons in a lifetime, in a business, in relationships, even during a single day. Just as in nature, the seasons or circumstances in our personal life often change drastically or suddenly. Transitions can cause great tumult physically, mentally, and emotionally. Earth, then, is our center, and in a stable, balanced earth, we stand on a solid foundation of goodness, morals, and ethics. It is important to stay centered, present, and calm in the midst of the storm. From this concept, most likely, we get the sayings, "down to earth," and "keeping both feet on the ground."
Jack, a fifty-one-year-old male, was the owner of a commercial janitorial company that had major corporations and businesses as clients nationwide. Jack had seen me for different ailments in the past, and on this particular visit came in with pain on top of his left ankle and foot. He was not even sure how he injured it, but thought it might have been while running on a treadmill without wearing his custom made shoe inserts (orthotics). He also suffered a lesser pain on the bottom of his right foot inside the heel. The pain made him limp and unable to workout, which was an important part of Jack's life. He was a man of excellent fitness; in fact any twentyfive-year-old would have been envious of his physique.
I explained to Jack that his main symptom on top of the left ankle and foot was most likely related to his stomach and spleen meridian. I asked him if he'd recently had a hard time being present, if his mind was constantly going, if he was craving sweets, or if he had any sleeping problems. Jack then proceeded to tell me that lately he was obsessively, night and day, thinking about all the things he needed to do to take care of his business. He was exhausted because he kept waking up in the middle of the night and was unable to stop thinking about the business and go back to sleep. Jack, who always followed a very strict and healthy diet had lately been too busy to eat at regular times, skipped meals, and started craving sweets. I told Jack that the most common injuries occur when a person is not present. Thinking about work, while working out is not a good idea. I asked Jack why his thoughts were obsessing about the company that he had owned for years. I told him there had to be a cause for him to have obsessive thoughts, as there had to be a cause for his pain.
Jack told me that his company had grown and transformed dramatically over a very short time. The company had gone from 600 to 1,200 employees in the last four months. Clearly the growth of his company was something Jack desired, but he was not ready for everything to change so fast. He had hired one vice president and two regional managers but was not letting them do their work. Instead he was trying to do their job, getting involved in everything, just as when the company had half the employees. He was trying to do everything, all over the country, all the time. His mind was never present or "at home," as he was jumping from one thing to another, anxious and nervous that he'd miss or forget something. His newly hired vice president even told him he had to let him do his job. Clearly Jack couldn't possibly micromanage and multi-task to be involved in all things as his company grew.
Everything was moving faster and faster and Jack was not grounded and at peace with his present reality. He was in counter-balance. His left foot showed symptoms of stomach and spleen with an earth imbalance. His right foot showed symptoms related to the kidney meridian and winter. The earth imbalance caused his anxiety, obsessive worrying, inability to be present or sleep, and cravings for sweets. The winter imbalance was indicated by fear of giving up control and of failure. Jack was trying to find his center and balance in his company's growth, but his mind was worrying about things that had not happened yet (the future). He had one foot stuck winter (fear of moving forward and giving up control) and the other foot failing to gain balance and stability (in the present) as his company was taking off.
After releasing acu-points points on Jack's stomach and spleen meridian on his left foot, ankle, and lower leg, he left pain-free without a limp. With some coaching, Jack realized he could only be in one place at one time, doing the job of one person at one time, and that there are only so many hours in a day. He needed to restore balance by sleeping through the night, being present with his wife and children, not skipping meals, and being present and engaged in his workouts. Jack needed to let the people he hired do their jobs. He needed to restore balance and harmony to his life.
The earth is our stable center. It rotates on its own axis, each time around giving us day and night. And it revolves around the sun, creating the four seasons. If you lack a stable center, there's nothing to grasp onto when everything around you starts to move and change. Earth is not a season, but ever present in and between all four seasons. This means that every time we are out of balance in any season (life situation), we are out of balance in earth.
Stan, a fifty-four-year-old man in corporate management, is another example of an earth imbalance. Stan was a runner who ran three to four marathon races per year (he averaged fifty miles per week) and he came to see me for chronic knee pain that had plagued him for ten months. He had seen family doctors and orthopedic doctors, and he had x-rays and MRIs that showed nothing wrong. The doctors told him that his pain was caused by an inflammation under the kneecap from overuse as well as friction caused by uneven pulling and improper tracking of his kneecaps. He had extended physical therapy without any relief. Finally, a cortisone injection gave him relief for six weeks, until his pain came back as bad as ever. He was taking antiinflammatory over-the-counter medication so he could continue his running. He felt pain and discomfort the first mile running, until the medication and endorphins kicked in. After the run, his knees would swell up and get stiff. Still, he continued his running routine.
In my office Stan was unable to squat or step up on a two-foot-high treatment table without experiencing sharp knee pain. I could immediately tell that Stan was obsessive about his running and that he stubbornly would keep running as long as he could walk, and I suspected that he was out of balance in the Earth element and that he had blockages in his stomach and spleen/pancreas meridians. I started to ask questions related to an Earth imbalance to see if my suspicions were correct. I asked, "When you run, what do you think about?"
"I think about everything except running," said Stan.
"That is part of the problem!" I said.
"What do you mean?"
"Do you have a hard time being present, in other words does your mind wander a lot?"
Stan told me that he constantly multitasked and found his mind wandering at work. But he believed that was an asset that made him successful managing employees and tasks. He admitted his girlfriend often complained he wasn't "there" when they spend time together, but he quickly added but all women say that.
"Do you have a hard time falling asleep or staying asleep because you can't turn your mind off?" I asked.
"Yes I do. How did you know?" replied Stan.
"All your symptoms follow a pattern of an imbalance. Do you also have heartburn or acid reflex symptoms?" I said.
"Yes, I've had problems with acid this last year. I take Tums to keep it under control." Stan looked around my office for a moment and then pointed to a picture of a Harley Davidson motorcycle on the wall. "Do you ride?"
"I used to, sold it ten years ago. Do you have a bike?"
"Yes, I do," said Stan proudly. "I have a Harley Road King."
Seeing an opportunity, I asked, "What do you think about when you ride your Harley on the freeways?" I saw the lights go on in Stan's head.
"I think about nothing else than riding," he said.
"Exactly, and what would happen if you thought of something else?"
"I could die or be in a serious accident," he said.
"When you run, you need to think about nothing else than being the runner, paying attention to every part of your body and your breathing as well as the environment you are in. Being in the here and now, paying attention while running, will make your running experience and performance better than ever. There is a reason it is illegal to send text messages on your cell phone when you are driving your car. If you are not present while driving, you might be in an accident. You do not read a book or think about your work when you make love to your girlfriend. If you do, the experience will not be very good. Being present in whatever you are doing, at work or spending time with your girlfriend, will improve your performance and enhance the experience. If your mind is present when you are lying in bed to sleep it cannot be somewhere else, thinking about what you need to do tomorrow or what you should have done yesterday. If you get present and aware of breathing, deeply and relaxed from your diaphragm, you will most likely not experience the heartburn anymore."
As I kept talking to Stan, I found out that a couple of years ago he was divorced from a thirty-year-long marriage. He was never at peace while with his wife. His job required him to travel a lot, so he was hardly ever home. He started to run, and when he was home he went for long runs or kept himself busy by washing the family's three cars. He was running away from his unhappy marriage, constantly on the road running or traveling. Thirty years of habits are hard to break; no wonder his mind was always on the go. When his children left for college and his job changed and no longer required traveling, he realized he could not stay married.
I released stomach and spleen acu-points around Stan's knees and in his thigh muscles (rectus femoris and vastus lateralis). Then I stretched those muscles and showed Stan how to stretch them daily by himself. After the session, Stan was able to do a deep squat and step up on my treatment table without any pain whatsoever. He said, "I haven't been pain free like this in a long time. When can I go running?"
"You can go running right away, as long as you promise to stop running immediately the second your mind thinks of anything other than your running, breathing, and surroundings. Then you can start running again as soon as you are able to be present, in mind and body in your running again. This way you will train yourself to be present in your running at all times, since having to stop repeatedly will get very annoying. This running will become meditative and more fulfilling. It will also bring you peace and make you calmer. You will run with greater ease and with less or no pain."
Stan came back for his second visit three weeks later and reported that he was running with no pain in his knees. He was more present in his running, his everyday breathing, as well as in his work and his relationship with his girlfriend. He had not had any heartburn since his first visit. However, Stan claimed that he still experienced some stiffness and discomfort in his knees, but now he mostly felt it as he woke up in the mornings. I asked him if he immediately sprung out of bed as his alarm sounded, thinking about what he had to do that day. Stan said, "Yes, kind of."
I told him it was important to be present and aware of one's body when waking up. Stretching gently and being in a state of gratitude for what we have and for our life will help us transition into the new day. The transition from rest to action needs to be harmonious. Jumping out of bed in the same way a punched-out boxer stands up when the bell rings will cause an immediate fight-or-flight reaction. Such a reaction is stressful and causes increased muscle tension that will be experienced in our weak links, or in other words, our injured areas that have less tolerance for additional tension. From the second we wake up, to the second we fall asleep; we must be present and aware to maintain balance in earth, and all four seasons as well.
The shape of earth is a perfect circle that symbolizes our planet, a pregnant mother, fertile soil, as well as a seed. The earth follows a cyclic rhythm, like ebb and flow of the tide. Earth therefore represents the completion of an entire seasonal cycle. A well-rounded life and harmonious completion of the cycles of life signifies a balanced earth element. A person with earth not centered often experiences a disturbance in cyclic rhythms, such as breathing cycle (too shallow, too fast, or holding breath), sleeping cycle (cannot fall asleep or stay asleep), digestive cycle, metabolic cycle, blood sugar balance, and hormone cycles, etc.
Balance in Earth…….The Way To Be
In the Four Seasons System, each season is related to a specific action, or "doing." The earth element is about "being" present. As the ancient Chinese philosopher and spiritual father of the movement of Taoism, Lau-Tsu so simply put it, "The way to do, is to be."
Each season has its purpose. In spring, we fertilize and plant, meaning we get clarity about our intentions, change approaches that did not work and commit ourselves assertively to beginning a new cycle. In summer, we water and weed our tender crop, passionately and joyfully engaged. In fall we bring in the harvest, accepting with empathy what we've reaped. In winter, we store energy and preserve our harvest by remembering and appreciating what we've learned throughout the year, and the earth represents being calm and present through all four phases of successful doing. Completion of a cycle leads to greater success in the next, and the next, and the next. This is how the seed principle works - to multiply, with each go around as we mature and learn to master the divine wisdom of the Four Season System. Being in harmony with the natural flow of the seasons is vital to a balanced earth and fulfilled, successful life. A balanced earth will assure maturity and spiritual growth.
Fullness, wholeness, success, harmony, and stability in all cycles of life are what being centered is all about. The fruits of the spirit: love, peace, faith, gentleness, patience, integrity, kindness, generosity, loyalty, tolerance, and self-control are qualities reflected in someone who has mastered balance in the earth element and is staying on the path of the Four Seasons System. The truly balanced person radiates love and peace; a kind of order and harmony emanates from within (their center). They aren't governed by chaotic, desperate, and frantic external energy.
Balanced earths live in the moment. They do not dwell on past failures or disappointments or obsess about future worries. Coming from a place of full awareness of their thoughts and belief systems, they deal with one thing at a time, staying calm and present while taking proper action in each season or life situation. The balanced earths are at home in their own flesh, at ease wherever they may be. The mark of a mature, balanced person is how well you can stay calm and present when all kinds of external energy swirls around you. It's not that a centered person experiences less trouble than others. We all experience stress and troubled times, especially in periods of change. The difference lies in how you interpret and manage the situation, how stressed you get, and how long you stay stressed out (not present.) If your earth element is in balance, you can remain present and calm while riding out the storms of life, because you know that resisting reality could result in emotional chaos and mental confusion, which can lead to more stress, tension, and disease.
Staying in the moment allows balanced earth to solve problems, envision solutions, and "think outside the box" using imagination and creativity. Your imagination can be your best friend or worst enemy; it could be used for good, or for your own destruction. A calm mind and balanced earth can find solutions in the most stressful and chaotic of situations, or on the other hand, imagine chaos, stress, or negativity to the point of obsession. Whatever your mind thinks is what you will bring upon yourself through the law of attraction. Like attracts like. Every thought you have is a seed planted in your mind, and if dwelled upon that seed will manifest. A centered earth is reflected by present awareness of all thoughts and belief systems (not obsessing), dealing with one thing at a time, staying calm and present while taking the proper actions in each season or life situation. A balanced earth is aware of his or her thoughts and questions whether or not they are true before reacting to situations. Individuals, who are not in balance with earth, dwell on the thoughts that don't serve them and therefore cause tension, pain, and suffering.
Your mind can be your own worst enemy. For example, Dorothy, a fifty-five-year-old recreational tennis player, came to see me for pain in her left lower back that radiated into her front left thigh and shin to the top of the foot. She had a surgical procedure two months prior to remove parts of a bulging disc to take pressure off the nerve that traveled down her leg. She was quite disappointed that she still had the same leg pain she had before the surgery and that she was not able to return to playing tennis. She gave me the exact date she had stopped playing tennis, to the day. Tennis was her life. I asked her how often she used to play and she said seven days a week. She had not played for eight months and had gained fifteen pounds from lack of exercise and eating too much sweets and carbohydrates.
When I assessed her, I found her left foot to be flat (pronated) and her left front thigh muscle (rectus femoris) was too tight, causing her left hip to rotate forward in the front and elevate in the back. She said that the leg pain came and went, but got worse the longer she was on her feet, making it impossible for her to return to playing tennis. Her shin and thigh pain followed the stomach meridian. I started to tell her that pain along the stomach meridian often was related to anxiety, worrying, obsessive behavior, and an inability to be present. Dorothy told me that she always worried. She worried for her son who was a police officer; she knew his work schedule by heart so that she knew when to worry. Her daughter commuted to college and Dorothy worried about whether or not she'd reach her destination. She had her daughter call when she left and call a second time when she arrived. If the second call did not come within the time Dorothy expected it to, she started to worry. She worried about the family business. She told me that, years ago, she was diagnosed with cancer. It was a benign form and her prognosis was very favorable. However, she worried about that too. Her doctor told her she needed to find something to do that could be a distraction to her worrying. She had played tennis in high school and took it up again. She soon became obsessive, playing tennis every day of the week. She had replaced one obsessive behavior with another.
I told her I believed her excessive tennis play, pounding on a cement court with a flat foot seven days a week, and her constant obsessive worrying caused her back and leg pain. Not everyone is open to this kind of thinking. Dorothy did not want to play less and did not believe she could ever stop worrying. She did not want to believe her own behavior could be the cause of her pain. So Dorothy did not return to see me for a second visit, and if I had to guess, her earth imbalance and obsessive worrying are probably still causing her problems.
Balanced emotions for the earth element are calm, present, and in harmony. Unbalanced earth will experience negative emotions. They will either experience the negative emotion of a hypo-active nature: depression. Or they will experience the negative emotion of a hyper-active nature: anxiety. Because earth is not a season but ever present in all seasons at all times, anxiety and depression are the two most common negative emotions. Any time a person is out of balance in any season he or she will experience anxiety or depression coupled with the negative emotions for the season they are stuck in. All negative emotions are feedback on whether we are doing or not doing what we are supposed to do in the present season. When a person is aware they will be calm and experience the balanced emotion of whatever season they are present in. So many people struggle with a mild anxiety or depression that many believe it is part of life, when in fact it is a feedback telling us that we are not present or in harmony with our life situation. A more severe imbalance could manifest as an emotional roller coaster. A person who is always worrying about what is ahead or depressed about what is in the past is never "home" or present.
Anytime a person is not calm and present, they are not breathing correctly. If one breathes deeply and slowly from the diaphragm, they will become present in their breathing and experience calmness. If a person experiences anxiety or depression, their breathing is too shallow, too fast, or they are holding their breath. It is impossible to be present, breathe deep, slow diaphragmatic breaths, and experience anxiety or depression at the same time. Any symptom of pain, dysfunction, or disease of the stomach or spleen/pancreas meridians is related to an accumulation of tension (stress)and a blockage of circulation (Chi). Here are some common symptoms that result when the earth element is out of balance and there is a blockage of circulation in the stomach or spleen/pancreas meridians.
* Digestive problems.
* Obesity.
* Headaches and dizziness.
* Sinus problems, primarily pressure in sinuses under the eyes.
* Neck pain from the collarbone to below the jaw and behind the ear.
* Epigastric spasms (problem swallowing).
* Shallow breathing.
* Hiatal hernia.
* Heart burn.
* Acid reflux.
* Hyper- or hypo-acidity.
* Vomiting.
* Gagging.
* Burping and belching.
* Stomach pain.
* Gastritis.
* Abdominal pain.
* Hypo- or hyperglycemic.
* Emotional instability.
* Eating disorders, including anorexia or bulimia.
* Lethargy and depression.
* Obsessive and anxious.
* Stubborn or obstinate behavior.
* Female infertility.
* Autoimmune disorders.
* Blood disorders.
* Sleep disorders.
* Metabolic disorder.
* Hormonal disorders, particularly menstrual.
* Anterior hip and groin pain.
* Front thigh pain.
* Knee pain or joint dysfunction.
* Pain along the shinbone and shin splints.
* Pain on top of the ankle and foot.
* Bunions.
Carol, a forty-year-old working mother, came to me because she experienced pain in her mid-back and solar plexus area when she took a deep breath. She had heartburn and lived on Tums antacid medication. She worked from home so she could watch her children and their nanny at the same time, and upon questioning she revealed she was never present, always trying to do more than one thing at a time. She was skipping meals, not present enough to be aware that she was hungry. She often felt dizzy from low blood sugar. Carol even woke up in the middle of the night and could not fall asleep because her mind was working. She sat at a desk in front of a computer and phone all day long and admitted to slouching and working in bad posture.
I explained that one reason for her stomach acid problem could be that she did not use her diaphragm muscle to breathe properly. When under stress and not present and calm, we use muscles between our ribs and in our neck to breath in a less efficient way. As any muscle that is not used on a regular basis the diaphragm would become stretched out and flaccid, allowing the stomach and acid to be pushed up into the chest cavity. Treatment that relieved tension in trigger and acu-points in the lower ribcage on the back and abdomen gave her immediate relief. But I told her that if she did not change her behavior - improve her posture, become mindful, breathe deeply taking relaxed diaphragmatic breaths, stay present, do one thing at a time, and balance her blood sugar by eating something every three hours - her symptoms would most likely return.
How to Achieve Balance with Earth
Being present means awareness and the easiest way to find awareness is through the breath. By developing an awareness of your breathing, you can control each individual breath to be fully present in this moment. Controlling the breath you are taking right now is controlling the only thing you have any control over: this moment. You could take a deep, slow, relaxed, diaphragmatic breath and feel calm, present, and in harmony. The longer you maintain relaxed, deep breathing, the more present and peaceful you will be.
Breathing affects your emotions as well. If you breathe shallow, fast breaths or hold your breath, you will experience anxiety or depression. Anxiety is defined as nervousness about things that have not happened yet, not being present. If you worry about things ahead and feel anxious, your breathing will be shallow and fast. Depression is defined as being upset about something that already happened, another form of not being present. If you hold your breath you are holding on to the past and most likely harboring upset emotions about something that already happened. In both cases, the future and the past are something we do not have any control over. The only way we can have constructive thoughts, be creative, feel calm, and be at peace is when we are present. The only way to be present is to breathe deep, slow, relaxed, diaphragmatic breathing.
Unfortunately the most common behavior under stress is one that does not serve us; holding our breath or quick shallow breathing associated with stress and fight-or-flight response. If we instead were present, calm, with relaxed breathing, our body and brain would be fully oxygenated and energized to perform under any circumstance at levels beyond what we could imagine. Poor breathing causes oxygen deprivation, negative emotions, and tension, which affect our ability to perform to our maximum capacity both in body and mind. If you've ever watched a tied basketball game go down to the last seconds, the team with the ball will often call a timeout. This allows everyone to take a deep breath, get present, and get clear on a play and a strategy. This is done so that the opportunity to win the game is not wasted by stressed-out players running up the floor like chickens without heads, not knowing what to do with the ball. Anytime you find yourself in a stressful situation you can call a time-out in your own head. This awareness will allow you to take a couple of deep breaths, get calm and clear about what you can do, and have control over right here and right now.
Another form of awareness is posture awareness. Bad posture affects the breathing and breathing affects your posture. In fact, it is impossible to slouch and breathe deep, slow, relaxed, diaphragmatic breaths at the same time. Try it for yourself. Close your eyes and perform three or four deep, slow, relaxed breaths. Pay attention to how your posture changes automatically. To breathe correctly you relax your shoulders, let them move back and drop down. You bring your head back, straighten your neck, and open your chest up. When you are breathing incorrectly you are using muscles in your ribcage and neck to breath, or not using any muscles by holding your breath. This inefficient breathing does not provide your muscles and brain with enough oxygen, causing your muscles to contract, your mind to tense, and your emotions to be stressful.
The final awareness to cultivate is emotional awareness. Your emotions affect your posture and your posture affects your emotions. Likewise, your emotions affect your breathing and your breathing affects your emotions. When you see someone who is depressed, unassertive, melancholic, apathetic, or careless, their posture looks defeated and slouched forward. When you see someone who is anxious, angry, frenzied, grieving, or fearful, they are carrying tension in their neck, and chest, shrugging their shoulders. When you are present, at peace, calm, assertive, in joy, engaged, passionate, empathetic, still, courageous and careful, your posture will be erect and your breathing will be deep and calm.
Try this for yourself. Whenever you feel anxiety, depression, or any other stressful emotion, straighten your posture by bringing your shoulders back and down, bring your head back, straightening your neck, and open up your chest. You will find that you cannot maintain a correct posture and your stressful emotion at the same time. Another thing you can try when you feel good, happy, and engaged in any life situation is to deliberately slouch and sit in a bad posture. You will find that you cannot maintain a poor posture and feel good at the same time. We have all seen the body language of someone who is depressed or defeated, as well as someone who is anxious, angry, fearful, or tense.
In ancient martial arts, masters in kung-fu and karate have long known that staying relaxed by breathing deep and slow in the most intense combat will allow the practitioner to reach a higher state of mind and body. In this state everything is effortless, as if everything around the individual is moving in slow motion and he has all the time in the world. His mind is quick and creative. His muscles are powerful, and his reflexes react with the speed of light. We have all experienced this effortlessness at one time or another - a time when our mind was limitless; a time when we stopped thinking and just became what we did; a time when out of nowhere, we got great ideas or created something beautiful; a time when our bodies performed with ease as if on autopilot. In sports this state of body and mind is referred to as being "in the zone." I call it being present, and mastery of the Four Seasons wisdom is striving to experience this state as often as possible and for durations as long as possible.
Your breathing, your posture, and your emotions all provide you with feedback to internally monitor if your body and mind are in balance or not. Once you have awareness of this, you can begin to use it to your advantage by correcting your breathing and posture. You can start to question why your emotions are negative. What are you doing or not doing? Are you stuck in a season repeating a pattern? You can start to question if your thoughts and belief systems are stressful and if they serve you or not. The only reason you experience stress is because you believe a stressful thought in your mind. You can be aware of what you think, say, or do and the consequences that follow. You can question if what your mind perceives as stressful is true and real or not. When you manage to stay calm, peaceful, and present, you can stay grounded, no matter what external circumstances you are in. Practice being aware and present in each and every moment of your day. With a proper posture and relaxed deep breathing, your body and mind can perform beyond your greatest imaginations.
For full and complete information about the Earth metaphor as well as all self help improvement applications, buy and read the book;
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Ohio Department of Health (ODH) Division of Family and Community Health Services (DFCHS) Bureau of Child and Family Health Services (BCFHS) Child and Family Health Services Program (CFHS) Program Standards 2014
Child and Adolescent Health Direct Care Standards
Pediatrics was developed as a specialty of care more than a century ago to address the needs of infants, children and adolescents. Children represent unique challenges compared to adults, including rapidly growing bodies and brains, remarkable resilience in recovery from both illness and injury and a medical history that has not yet been written. Because of this, practitioners who care for children and youth share a responsibility to ensure children and families have the information and tools they need to maintain health and support normal physical, mental and emotional growth.
The role of the pediatric provider has evolved over time. Since 1960, the rate of chronic diseases in children has increased more than 300 times. In addition, evidence now confirms that while nearly half of adults in the U.S. have a chronic disease, much of this burden has its roots in childhood. And yet, while specific components of pediatric health care have evolved over time, the core component of all care is the provision of high-quality anticipatory guidance. Families turn to their healthcare provider more than any other resource for information on their child's health. It's this practitioner's role to care for the immediate needs of the child and family, while delivering information on developmental milestones, routine medical care, guidance on sleep hygiene, physical activity and nutrition, and many other topics at every visit and for every patient.
To accomplish this, practitioners can use several tools to plan and organize appropriate office visits for well-checks and acute care. Beginning in 1990 and recently updated, the Bright Futures Guidelines provides a comprehensive approach to well child care and prevention for all health care providers. Included in the guidelines are the Recommendations for Preventive Pediatric Health Care. This one page chart shows the most critical sensory, developmental, and physical screenings from birth through 21 years. Together with additional tools, practitioners can appropriately address both the present needs of the child and prepare the family for the months and years to come.
Andrew Wapner, DO, MPH
Chief Medical Officer, Ohio Department of Health
Table of Contents
Overview
The CFHS Program recommends following Bright Futures as the minimum guidelines for child and adolescent health visits. CFHS recommends children less than 1 have at least 5 well child visits per year and children between ages 1 to 2 at least 3 visits per year. The purpose of these visits is to help identify children at risk for health problems, developmental problems, and/or disabling conditions.
Bright Futures was developed by the American Academy of Pediatrics (AAP) and offers guidelines for Health Supervision from infants to adolescents.
Bright Futures is divided into ten themes that recur in each stage of child development. Bright Futures also includes health supervision guidance and anticipatory guidance for the 31 recommended visits from infancy through late adolescence. In addition to the guidelines provided in Bright Futures, CFHS has provided additional information and links.
Download the 3rd Edition Guidelines here:
http://brightfutures.aap.org/3rd_Edition_Guidelines_and_Pocket_Guide.html
Download the Bright Futures 3 rd Edition Pocket Guide here:
http://brightfutures.aap.org/pdfs/BF3%20pocket%20guide_final.pdf
Bright Futures Themes
Promoting Family Support
Promoting Child Development
Promoting Mental Health
Promoting Healthy Weight
Promoting Healthy Nutrition
Promoting Physical Activity
Promoting Oral Health
Promoting Healthy Sexual Development and Sexuality
Promoting Safety and Injury Prevention
Promoting Community Relationships and Resources
Bright Futures: Nutrition focuses on health promotion and disease prevention for infants, children, adolescents, and families. Food and eating are presented as both healthful and pleasurable. The guide promotes positive attitudes toward food and offers guidance on choosing healthy foods.
The Nutrition Guide is downloadable section-by-section and the Nutrition 3rd edition Pocket Guide is also available for download. View both at http://brightfutures.aap.org/nutrition_3rd_Edition.html
Guidelines for Child and Adolescent Health Care
The following links provide assistance for child and adolescent health care visits/screenings and are based on current practice and on professional practice standards from the American Academy of Pediatrics.
Bright Futures Visit Forms and Developmental, Behavioral, Psychosocial, Screening and Assessment Forms – http://brightfutures.aap.org/tool_and_resource_kit.html
Ohio Medicaid Healthchek is Ohio's Early and Periodic Screening, Diagnosis and Treatment (EPSDT) Program. It provides a group of services to children and teens younger than age 21 which include: prevention, diagnosis and treatment. The purpose of Healthchek is to discover and treat health problems early. If a potential health problem is found, further diagnosis and treatment are covered. http://medicaid.ohio.gov/FOROHIOANS/Programs/Healthchek.aspx Healthchex Screen Forms available at:
http://www.odjfs.state.oh.us/forms/findform.asp?formnum=03518
The child and adolescent health measures and strategies, along with their corresponding eligibility criteria and benchmarks, are found on the CFHS Components Grid in the current RFP. The Components Grid is used to populate the perinatal health measures, strategies and benchmarks on the CFHS Program Plan. In order to be funded for child and adolescent health the CFHS agency must clearly meet the eligibility and justification criteria for each proposed child and adolescent measure and strategy. Benchmarks have been developed for all CFHS measures and are used to measure progress toward achieving CFHS goals. A CFHS agency must use only those measures identified by ODH in the most recent Request for Proposal and their corresponding benchmarks for each strategy. Benchmarks cannot be altered. However, additional benchmarks for specific activities should be included in the program plan.
Additional resources have been provided for the following topics:
Ages and Stages Questionnaire
A developmental screening tool to screen infant sand young children one month to 5 ½ years old. It is available in English, Spanish and French.
http://agesandstages.com/
Breastfeeding
ODH Policy on Infant Feeding
ODH, in alignment with the American Academy of Pediatrics, recommends exclusive breastfeeding for six months, followed by continued breastfeeding as complementary foods are introduced, with continuation of breastfeeding for one year or longer as mutually desired by mother and infant.
Policy:
http://bit.ly/odhinfantfeedingpolicy
Fact sheet:
http://bit.ly/odhinfantfeedingpolicyfactsheet
ODH Infant Feeding and Safe Sleep Policies Video can be accessed on Ohio Train. Course Title: Infant Feeding and Safe Sleep Policies. Course ID: 1047754
Source: American Academy of Pediatrics. (2012). Breastfeeding and the Use of Human Milk. Pediatrics. 129(3), e827-e841. Available at http://pediatrics.aappublications.org/content/129/3 / e827 .f u ll. h tml
Additional breastfeeding resources can be located at
http://www.odh.ohio.gov/odhprograms/cfhs/cf_hlth/cfhs1.aspx. It is recommended direct care agencies should maintain a list of local resources.
Growth Charts
The CDC requires health care providers use the World Health Organization (WHO) growth charts to monitor growth for infants and children ages 0 to 2 years of age and use the CDC growth charts to monitor growth for children age 2 years and older in the U.S.
http://www.cdc.gov/growthcharts/who_charts.htm
Hearing Resources
http://www.odh.ohio.gov/~/media/ODH/ASSETS/Files/cfhs/hearing%20and%20vision%20sc reening%20for%20children/hgresources.ashx
Hearing Screening for Infants
http://www.helpmegrow.ohio.gov/en/Infant Hearing/Infant Hearing.aspx
Hearing Screening Requirements & Guidelines for School-based Preschool & K-12 schools http://www.odh.ohio.gov/odhPrograms/cfhs/hvscr/hvscr1.aspx
Immunizations
The goal of the Ohio Department of Health Immunization Program is to reduce and eliminate vaccine-preventable diseases among Ohio's children, adolescents and adults. The ODH Immunization Program seeks to prevent vaccine-preventable diseases with currently available vaccines. The site also includes the CDC's Recommended Immunization Schedules. http://www.odh.ohio.gov/odhprograms/dis/immunization/immindex1.aspx
Infant Safe Sleep
ODH Policy on Infant Safe Sleep
In all activities and publications, ODH programs and subgrantees shall adhere to the infant safe sleep standards as endorsed by the American Academy of Pediatrics (AAP) in their Task Force on Sudden Infant Death Syndrome's report, SIDS and Other Sleep-Related Infant Deaths: Expansion of Recommendations for a Safe Infant Sleeping Environment, released in October, 2011.
Policy:
http://bit.ly/odhinfantsafesleeppolicy
Fact Sheet:
http://bit.ly/odhinfantsafesleeppolicyfactsheet
ODH Infant Safe Sleep Resource Guide available at http://www.odh.ohio.gov/odhprograms/cfhs/cf_hlth/cfhs1.aspx.
ODH Infant Feeding and Safe Sleep Policies Video can be accessed on Ohio Train Course Title: Infant Feeding and Safe Sleep Policies. Course ID: 1047754.
Source: Policy Statement: SIDS and Other Sleep-Related Infant Deaths: Expansion of Recommendations for a Safe Infant Sleeping Environment, Pediatrics, October, 2011. www.pediatrics.org/cgi/doi/10.1542/peds.2011-2284.
Lead Screening
In 1988, the Lead Control Act was passed which authorized the Centers for Disease Control and Prevention (CDC) to initiate program efforts to eliminate childhood lead poisoning in the United States. In November 1997, the CDC published "Screening Young Children for Lead Poisoning: Guidance for State and Local Public Health Officials." This document did not change the previous case management guidelines published in 1991, but modified recommendations regarding screening children for lead poisoning.
ODH supports lead poison screening guidelines and has developed recommendations for Ohio. There is no safe level of lead in the blood. Any confirmed level of lead in the blood is a reliable indicator that the child has been exposed to lead. All blood lead test results, by law, are required to be reported to ODH by the analyzing laboratory. More information, including Ohio Lead Testing Requirements and Medical Management Recommendations, available at: http://www.odh.ohio.gov/odhprograms/cfhs/lead_ch/leadch1.aspx
Mental Health
The Department of Health and Human Services, Centers for Medicare and Medicaid Services, published an informational bulletin on Prevention and Early Identification of Mental Health and Substance Use Conditions. This includes web sites for numerous organizations within the medical community that have issued screening and clinical guidelines as well as learning opportunities and additional information for professional development and training. http://medicaid.gov/Federal-Policy-Guidance/Downloads/CIB-03-27-2013.pdf
Bright Futures incorporates the AAP recommendations of an assessment of psychosocial and mental health and substance use at all well-child visits, newborn to age 21. The AAP also released an extensive toolkit for its members to assist them in the identification and treatment of these conditions among their patients.
Bright Futures-Developmental, Behavioral, Psychosocial, Screening and Assessment forms available at http://brightfutures.aap.org/tool_and_resource_kit.html
Bullying
The U.S. Department of Health and Human Services (DHHS) manages stopbullying.gov which covers topics such as types of bullying, who is at risk, prevention measures and action steps, and additional resources. http://www.stopbullying.gov/
Drug and Alcohol
Substance Abuse and Mental Health Services Administration (SAMHSA) provides leadership and devotes its resources - programs, policies, information and data, contracts and grantstoward helping the Nation act on the knowledge that behavioral Health is essential for health; prevention works; treatment is effective; and people recover from mental and substance use disorders. http://www.samhsa.gov/
The Partnership at Drugfree.org translates the science of teen drug use and addiction for families. This web site contains a wealth of information, tools and opportunities to help prevent and get help for drug and alcohol abuse by teens and young adults. http://www.drugfree.org/
Physician Leadership on National Drug Policy's (PLNDP) Position Paper on Adolescent Drug Policy. "Adolescent Substance Abuse: A Public Health Priority. An evidence-based, comprehensive, and integrative approach."
http://www1.spa.american.edu/justice/documents/2991.pdf
The National Institute on Drug Abuse (NIDA), a component of the National Institutes of Health (NIH), created this web site to educate adolescents ages 11 through 15 (as well as their parents and teachers) on the science behind drug abuse. http://teens.drugabuse.gov/
National Institute on Alcohol Abuse and Alcoholism (NIAAA), in collaboration with AAP, developed "Alcohol Screening and Brief Intervention for Youth: A Practitioner's Guide." It is designed to help health care professionals quickly identify youth at risk for alcohol-related problems.
http://www.niaaa.nih.gov/Publications/EducationTrainingMaterials/Pages/YouthGuide.aspx
Socio/Emotional
AAP's Resource Guide for Healthy Start Staff: The Socio Emotional Development of Young Children.
http://www.nationalhealthystart.org/site/assets/docs/NHSA_SocialEmotional_2.pdf
AAP's Evidence-Based Child and Adolescent Psychosocial Interventions is intended to guide practitioners, educators, youth, and families in developing appropriate plans using psychosocial interventions. http://www.aap.org/en-us/advocacy-and-policy/aap-healthinitiatives/Mental-Health/Documents/CRPsychosocialinterventions.pdf
AAP's Clinical Practice Guideline: "ADHD: Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents. http://pediatrics.aappublications.org/content/early/2011/10/14/peds.20112654.full.pdf+html
Strategies for System Change in Children's Mental Health: A Chapter Action Kit was developed out of a need to strategize how the AAP chapters can address the growing mental health needs of children and adolescents that pediatricians and other primary care clinicians who provide medical homes face. http://www.aap.org/en-us/advocacy-andpolicy/aap-health-initiatives/Mental-Health/Documents/finalcak.pdf
Ages & Stages Questionnaires: Social-Emotional (ASQ:SE): A tool to screen infants and young children to determine who would benefit from an in-depth evaluation in the area of social-emotional development. http://agesandstages.com/asq-products/asqse/what-isasqse/
Nutrition
According to the Centers for Disease Control and Prevention (CDC), in 2010, more than one third of children and adolescents were overweight or obese.
Choose My Plate
The United States Department of Agriculture's (USDA) Choose My Plate provides practical information to individuals, health professionals, nutrition educators, and the food industry to help consumers build healthier diets with resources and tools for dietary assessment, nutrition education, and other user-friendly nutrition information. http://www.choosemyplate.gov/
Ounce of Prevention
The Ounce of Prevention is Worth a Pound toolkit was developed to address the growing epidemic of childhood obesity through prevention. By providing the nutrition and physical activity messages and routinely reviewing the child's height and weight, it is hoped that many cases of childhood obesity will be prevented. It is important for this messaging to begin at birth during well-child visits or other health-care provider appointments, i.e., WIC Program, Child and Family Health Services, HeadStart, childcare, after-school programs,
etc., since a child's eating habits are formed by the time they are 2 years old. http://www.healthyohioprogram.org/healthylife/ounceofprevention/ounce.aspx
Ohio Adolescent Health Partnership (OAHP) Strategic Plan
http://prodauth.odh.ohio.gov/sitecore/shell/Controls/Rich%20Text%20Editor/~/media/0DC 4A77E0F7E4153AE19C5A92A0C2204.ashx
Ohio Adolescent Health Partnership (OAHP)—Strategic Plan 2013-2020
The 2013-2020 strategic plan is intended to provide a framework for broadly addressing adolescent health and raising awareness about the health status of youth and the systems that support their health in Ohio.
http://www.odh.ohio.gov/odhprograms/chss/ad_hlth/Ohio%20Adolescent%20Health%20Partn ership.aspx
Oral Health
Oral Health is important to the overall health and well-being of children and adolescents. Dental caries is a preventable disease and the most common chronic disease in children. Children should have their first dental visit when the first tooth erupts or no later than the 1 st birthday. The purpose of the guidelines is to help CFHS staff work with their clients to improve oral health by providing information on the following topics:
- Instruction in oral hygiene
- Appropriate use of fluoride
- Topical Application of fluoride varnish
- Caries-Risk Assessment
- Early Childhood Caries
- Information on dental sealants
- Referral and assistance in obtaining professional dental care
Help Me Smile
This training and accompanying materials provide healthcare professionals working in a home-based capacity with anticipatory guidance, assessment tools, educational flip cards and handouts to promote proper oral health practices for families and children. The training is divided into 7 modules: Introduction; The Dental Caries Process; Diet and Oral Health; Fluoride; How to Assess a Families Oral Health; Dental Home; and How to Use the Help Me Smile materials. The educational materials are divided developmentally (topics included are fluoride, brushing, flossing, dental decay, nutrition and "lift-the-lip" protocol), assessment tools, and handouts for parents and can be viewed at the National Maternal and Child Health web site: www.mchoralhealth.org/Materials/Multiples/HelpMeSmile https://oh.train.org (Course ID #1024583 1.1 Contact Hours) or http://www.odh.ohio.gov/odhprograms/ohs/oral/oral1.aspx under Education and Materials (web-based training for home visitors and other healthcare professionals)
Bright Futures
Bright Futures offers a pocket guide which may be viewed online or as a PDF download and is excerpted from Bright Futures: Guidelines for Health Supervision of Infants, Children & Adolescents. It offers an overview of preventive oral health for five developmental periods: pregnancy & postpartum, infancy, early and middle childhood, and adolescence. www.brightfutures.org/oralhealth/about.html
Ohio Department of Health (ODH)
ODH's web site offers a variety of information on Oral Health for the healthcare professional.
Topics: Baby's 1 st dental visit, Bottle Water and Fluoride, Dental 1 st aid, Dental Sealants, Early Childhood Cavities, Fluoride Varnish, and Taking Care of your Child's teeth. http://www.odh.ohio.gov/odhprograms/ohs/oral/oral1.aspx
At a glance fact sheets: Provides information on- access to dental care, school-based sealant program, community water fluoridation, oral health resources for nondental healthcare professionals, oral health data, options (the Ohio Partnership to Improve Oral Health through access to Needed Services and school-based fluoride mouth rinse program. http://www.odh.ohio.gov/en/odhprograms/ohs/oral/oralfaq/aag.aspx
Smiles for Ohio: Fluoride Varnish Training for Primary Medical Care Providers Serving Young Children Enrolled in Medicaid (web course)
http://www.ohiodentalclinics.com/curricula/smiles/index.html or http://www.odh.ohio.gov/odhprograms/ohs/oral/oral1.aspx under Education and Materials
Testing water for fluoride:
http://www.odh.ohio.gov/en/odhprograms/ohs/oral/oralprev/fluoridation.aspx In the last paragraph there is a hyperlink to a document that explains how to get a fluoride analysis done: how to test a private well or other water source for fluoride.
Dietary Fluoride Supplements:
http://www.odh.ohio.gov/odhPrograms/ohs/oral/oraltopics/flsched.aspx
Oral Health and Pregnancy:
http://www.odh.ohio.gov/~/media/ODH/ASSETS/Files/ohs/oral%20health/NMCOHRCOralH ealthPregnancyConsensus4_13.ashx http://www.odh.ohio.gov/~/media/ODH/ASSETS/Files / oh s / o ral% 2 0 h ea lt h / p r eg na n cy andor alhealth9_09.ashx
Oral Care for people with developmental disabilities:
http://www.nidcr.nih.gov/NR/rdonlyres/A66A6758-802E-49CF-906F-
CE07F40C4E84/0/DevDisabilities.pdf http://www.mchoralhealth.org/PDFs/SHCNfactsheet .p d f
Physical Activity
CDC's Division of Nutrition, Physical Activity, and Obesity (DNPAO) DNPAO utilizes a public health approach to address the role of nutrition and physical activity in improving the public's health and preventing and controlling chronic diseases. The scope of DNPAO activities includes leadership, policy and guidelines development, surveillance, epidemiological and behavioral research, intervention development, technical assistance to states and communities, training and education, communication, and partnership development.
http://www.cdc.gov/nccdphp/dnpao/index.html
The 2008 Physical Activity Guidelines for Americans, issued by the U.S. Department of Health and Human Services, recommend that children and adolescents aged 6-17 years should have 60 minutes or more of physical activity each day. Activity should vary between aerobic exercise, muscle-strengthening and bone-strengthening. It is important to encourage young people to participate in physical activities that are appropriate for their age, that are enjoyable, and that offer variety. http://www.cdc.gov/healthyyouth/physicalactivity/guidelines.htm
Let's Move
Let's Move! is a comprehensive initiative, launched by the First Lady, dedicated to solving the challenge of childhood obesity within a generation, so that children born today will grow up healthier and able to pursue their dreams. Combining comprehensive strategies with common sense, Let's Move! is about putting children on the path to a healthy future during their earliest months and years. Everyone has a role to play in reducing childhood obesity, including parents, elected officials from all levels of government, schools, health care professionals, faith-based and community-based organizations, and private sector companies. http://www.letsmove.gov/
Sleep
Bright Futures offers guidelines for the different states of sleep, typical sleep patterns for infants/children, and guidance for establishing a routine sleep pattern. Additional information is available through Ohio Adolescent Health Partnership (OAHP).
http://prodauth.odh.ohio.gov/sitecore/shell/Controls/Rich%20Text%20Editor/~/media/64762E FFB8804E84A420EDD8912D65C6.ashx
Speech and Language Resources
National Institute on Deafness & Other Communication Disorders
Discusses how speech and language develop, the milestones for speech and language development, difference between a speech and language disorder, hearing checklist for parents, what parents should do if speech & language appears to be delayed, research being conducted and where to go for more information.
http://www.nidcd.nih.gov/health/voice/pages/speechandlanguage.aspx
American Speech-Language-Hearing Association:
Guidelines for parents on how children hear and talk: birth to 1 year, 1 to 2 years, 3 to 4 years, and 4 to 5 years.
http://www.asha.org/public/speech/development/chart.htm
Universal Precautions
All direct care agencies are expected to follow required guidelines for universal precautions. http://www.cdc.gov/niosh/topics/bbp/universal.html
Vision Resources
http://www.odh.ohio.gov/~/media/ODH/ASSETS/Files/cfhs/hearing%20and%20vision%20sc reening%20for%20children/Vision%20Resource.ashx
Save our Sight Program
The focus of the Save Our Sight Fund is to provide early detection of vision problems and the promotion of good eye health and safety. http://www.saveoursight.org/
Amblyope Registry
A statewide program which serves the needs of children with amblyopia (lazy eye). The program increase knowledge about amblyopia, its treatment and prevention. The registry helps provide free eye patches for treatment of amblyopia, as well as case management services, free literature and other important services to help families.
http://www.ohioamblyoperegistry.com/
Vision Screening Guidelines for School-Based Preschool & K-12 schools Preschool:
http://www.odh.ohio.gov/~/media/ODH/ASSETS/Files/cfhs/hearing%20and%20vision%20sc reening%20for%20children/2011guidelines.ashx
School-Age (K-12):
http://www.odh.ohio.gov/~/media/ODH/ASSETS/Files/cfhs/hearing%20and%20vision%20sc reening%20for%20children/visionconservationprogramspoliciesforchildrenrequirementsan drecommendations.ashx
CFHS Clinical Monitoring Guidelines
- Clinical protocols are reviewed and signed at orientation and annually by all clinicians.
- Clinical protocols should exist for each area of service and for medical emergencies.
- Maintain a record of annual inspection and calibration of equipment.
- Universal precautions are utilized at appropriate times.
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First Grade News
December 11, 2017
Holiday Books and Traditions
Do you and your family have favorite holiday books or a favorite tradition/craft you would like to share with the class? If so, Please contact me and we can set up a time for you to visit our classroom and share with us. We would love to have parents visit and share with the class!
ACORD Food Pantry
We will be visiting the ACORD Food Pantry on Tuesday, December 19th. Please help us stock the shelves for the holidays: below please find a list of supplies needed to support the pantry. Anything your family can donate would be greatly appreciated. Coffee, cereal, meals in a can (chili, Chef Boyardee, beef stew, etc), peanut butter & jelly, tomato products (paste, sauce, diced, etc.), soup, grains (rice pilaf, couscous, quinoa, etc), condiments (ketchup, mustard, relish, mayo, salad dressing, etc) and baked beans. You can send in donations anytime between now and 12/19.
Classroom Volunteers
We would love to open our classroom to Volunteers beginning in January. If you would like to volunteer in our classroom please let me know and we will make sure you have everything you need before the holidays.
Volunteer Times:
Reading Block: Monday, Tuesday, Thursday, or Friday (2:00-2:45)
Writer's Workshop: Monday, Tuesday, or Friday (11:45-12:15)
Science Investigations: Tuesday (10:35-11:25)
Math Block: Friday (9:00-9:50)
Volunteer opportunities will be first come first served, and we will only be looking for 1-2 volunteers per time slot.
If you have time, and you would like to help us in the classroom we would love to have you with us!
Literacy
Writer's Workshop is quickly becoming a favorite part of the day for some first graders: we are working on building stories around "small moments" from our daily lives and working on slowing down to remember the conventions of writing. We are looking for capital letters at the beginning of sentences, finger spaces in-between words, punctuation at the end of sentences, and neatest handwriting.
During our daily Fundations' lessons we are practicing tapping for spelling and reading, writing closed syllable words, learning how to write dictated words and sentences. We have added digraphs, bonus letters and the welded sound "all" to our spelling rules.
During Reader's Workshop we have been reading personal narrative texts: during our study of personal narratives, we are exploring how stories are put together, the different elements of stories, and the features authors and illustrators use to tell their stories (patterns, speech bubbles, thought bubbles, multiple illustrations on a pages, or illustrations that are spread across two pages). During this time we also meet in small reading groups to practice targeted literacy skills, along with decoding, and comprehension. Alongside reading groups children work independently and/or in small groups to practice different types of reading as well as skills from Writer's Workshop and Fundations.
Math
During Math Block we are focused on numbers up to ninety-nine: we are working on comparing numbers, building numbers, and taking numbers apart. We are also working on counting larger quantities efficiently using Tens and Ones. We are just beginning to work with story problems using different mathematical tools and strategies.
Science
Science is quickly becoming another favorite time of the day for many children: since the beginning of the year, we have worked on Scopes studying Sound, Behavior of Light, and Communication. It was fascinating to see the children's faces when they made string phones and realized that they actually worked and that different materials made sound travel better than others. Our new science program is giving children the opportunity to investigate scientific phenomena in a way that is supporting new understandings and deepening understandings that were already in place. We are in the middle of a Scope based on external animal traits how they help animals survive.
Social Studies
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Literacy
Every child has the right to learn (Article 28)
This term Year 2 will be reporting on and studying our local environment and then comparing it to a foreign destination, including the countries of our classes' pupils. We will also be creating leaflets and posters to inform and persuade people to go to a holiday destination, before finishing with a review of our own little holiday. Children will also be writing postcards and examining menus ahead of our exciting trip to a local French café! Year 2 will continue to develop their storytelling skills using the plan-draft-editpublish format. They will draw stories from other cultures to inspire their writing.
IPC Summer — Hooray.. Let's go on holiday!
We hope to link this topic with a little excursion of our own so keep an eye out for a letter soon.
Geography learning objectives:
holiday locations and their own country.
know about some similarities and differences between different know how land and buildings are used by people for holiday activities.
Know about the weather in some of their holiday destinations.
Art learning objectives:
begin to know how people can harm or improve the environment.
know about some of the ways holidays are represented in art.
To be able to use and comment on works of art from a wide variety of be able to use and evaluate work on a variety of materials and processes.
places and situations.
Sport
PE will continue to take place on Thursday mornings. Children must come to school dressed in their full PE kit and bring their full uniform (including appropriate footwear) to change into afterwards. The Owls will also have weekly Athletics sessions to build team game skills ahead of Sports Day. These will take place on Monday afternoons and require the full PE kit to be brought to school.
SATs
KS1 SATs will take place throughout the month of May. The majority of the children will sit two Maths papers (arithmetic and reasoning), and reading comprehension papers. These will take place internally.
The aim of the SATs is to provide us with an indication of your child's progress in order to support the teacher's end of year assessment. We will ensure that the delivery of SATs does not adversely impact your child's wellbeing as this is always our first priority. Please do not hesitate to ask us for further support/advice regarding SATs.
Summer term 2018 Curriculum map OWLS
TOPIC: Hooray.. let's go on holiday!
Computing
Children will continue to build coding skills and enhance their awareness of e-safety throughout the Summer term.
SEAL
Every child has the right to feel safe in school (Article 36)
Our topic this half term is 'Relationships and Changes', where we will be thinking about getting ready for the move into Key stage 2.
Mathematics Mastery
Every child has the right to learn (Article 28)
Numbers within 1000 Exploring calculation strategies Multiplication and division (3x and 4x)
Children will draw on their knowledge of place value to identify hundreds, tens and ones in 3-digit numbers. They will also further explore calculation strategies using the four operations (addition, subtraction, multiplication and division.) The Year 2s will have the opportunity to work on pre-SATs example questions involving applying these strategies and problem-solving.
Supporting Your Child at Home
We are rapidly approaching the end of the school year and, in the coming weeks, the Year 2 children will take the statutory tests for the end of Key Stage 1 to determine their level before going into Key Stage 2. Your child's teacher will be assessing your child in Reading, Writing and Maths. You can support at home by reading every day as this is so important in developing the core skills of reading, speaking, listening and writing. It is essential that you also practise basic number work with your child, including learning all their number bonds and their timetables (2, 5 & 10). Please ask us if you would like to know more about your children's needs and how you can support them.
Reminders and Enrichment Activities
Every child has the right to play (Article 31)
Please continue to read with your child on a daily basis and sign their Reading Log.
The children enjoy weekly French lessons with a native speaker.
Homework (including Conquer Maths) will continue to be sent out on a Thursday and be due back the following Tuesday. Stay tuned for information on upcoming trips!
Literacy
Every child has the right to learn (Article 28)
This term Year 2 will be reporting on and studying our local environment and then comparing it to a foreign destination, including the countries of our classes' pupils. We will also be creating leaflets and posters to inform and persuade people to go to a holiday destination, before finishing with a review of our own little holiday. Children will also be writing postcards and examining menus ahead of our exciting trip to a local French café!
Year 2 will continue to develop their storytelling skills using the plan-draft-editpublish format. They will draw stories from other cultures to inspire their writing.
IPC Summer — Quelle chance; c'est les Vacances!
We hope to link this topic with a little excursion of our own so keep an eye out for a letter soon.
Geography learning objectives:
holiday locations and their own country.
know about some similarities and differences between different know how land and buildings are used by people for holiday activities.
Know about the weather in some of their holiday destinations.
Art learning objectives:
begin to know how people can harm or improve the environment.
know about some of the ways holidays are represented in be able to use and evaluate work on a variety of materials and processes .
art.
be able to use and comment on works of art from a wide variety of places and situations.
Sport
PE will continue to take place on Thursday mornings. Children must come to school dressed in their full PE kit and bring their full uniform (including appropriate footwear) to change into afterwards. The Foxes will also have weekly Athletics sessions to build team game skills ahead of Sports Day. These will take place on Monday afternoons and require the full PE kit to be brought to school.
SATs
KS1 SATs will take place throughout the month of May. The majority of the children will sit two Maths papers (arithmetic and reasoning), and reading comprehension papers. These will take place internally.
The aim of the SATs is to provide us with an indication of your child's progress in order to support the teacher's end of year assessment. We will ensure that the delivery of SATs does not adversely impact your child's wellbeing as this is always our first priority. Please do not hesitate to ask us for further support/advice regarding SATs.
Summer term 2018 Curriculum map
FOXES
TOPIC: Quelle chance: c'est les Vacances!
Computing
Children will continue to build coding skills and enhance their awareness of e-safety throughout the Summer term. SEAL
Every child has the right to feel safe in school (Article 36)
Our topic this half term is 'Relationships and Changes', where we will be thinking about getting ready for the move into Key stage 2.
French language
The children will continue to have daily phonics sessions (Taoki) to build their speaking, listening, reading and writing skills. They will be encouraged to communicate in French throughout the day wherever possible.
Mathematics Mastery
Every child has the right to learn (Article 28)
Numbers within 1000
Exploring calculation strategies Multiplication and division (3x and 4x)
Children will draw on their knowledge of place value to identify hundreds, tens and ones in 3digit numbers. They will also further explore calculation strategies using the fouroperations (addition, subtraction, multiplication and division.) The Year 2s will have the opportunity to work on pre-SATs example questions involving applying these strategies and problem-solving.
Supporting Your Child at Home
We are rapidly approaching the end of the school year and, in the coming weeks, the Year 2 children will take the statutory tests for the end of Key Stage 1 to determine their level before going into Key Stage 2. Your child's teacher will be assessing your child in Reading, Writing and Maths. You can support at home by reading every day as this is so important in developing the core skills of reading, speaking, listening and writing. It is essential that you also practise basic number work with your child, including learning all their number bonds and their timetables (2, 5 & 10). Please ask us if you would like to know more about your children's needs and how you can support them.
Reminders and Enrichment Activities
Every child has the right to play (Article 31)
Please continue to read with your child on a daily basis and sign their Reading Log.
Homework (including Conquer Maths) will continue to be sent out on a Thursday and be due back the following Tuesday.
Stay tuned for information on upcoming day trips! | <urn:uuid:d93a68ab-e65f-43e1-a620-1e940bdd1413> | CC-MAIN-2018-30 | http://shaftesburypark.wandsworth.sch.uk/wp-content/uploads/2018/04/Summer-yr-2.pdf | 2018-07-18T23:45:24Z | crawl-data/CC-MAIN-2018-30/segments/1531676590362.13/warc/CC-MAIN-20180718232717-20180719012717-00219.warc.gz | 330,769,938 | 1,835 | eng_Latn | eng_Latn | 0.998723 | eng_Latn | 0.998706 | [
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Fact Sheet
Prediabetes
What is prediabetes?
Risk factors that increase your chances of developing prediabetes include
Blood glucose (sugar) is produced by the body from the foods you eat. Insulin, a hormone produced by the pancreas, takes glucose from the bloodstream and carries it to your cells where it is used for energy. This process keeps the amount of glucose in your blood from getting too low or too high.
Prediabetes is a condition in which blood glucose levels are higher than normal but not high enough for a diagnosis of diabetes. Over time, having too much glucose in your blood puts you at risk for heart disease and stroke, and for developing type 2 diabetes.
Did you know?
Older adults are most at risk for developing prediabetes, but children and adolescents also can have this condition.
Who is at risk of developing prediabetes?
According to the Centers for Disease Control and Prevention, about 79 million American adults age 20 years or older have prediabetes. As the population ages and becomes more overweight and inactive, the number of adults with prediabetes continues to increase. The number of children and young adults with prediabetes is also rising.
* Being overweight or obese
* Not getting enough exercise
* Having a family history of type 2 diabetes
* Being age 45 years or older
* Having an African American, Latino/Hispanic, or American Indian family background
* Having had gestational diabetes (diabetes during pregnancy) or giving birth to a baby weighing more than 9 pounds
Pancreas
How do you know if you have prediabetes?
Prediabetes has no visible signs or obvious symptoms. Three blood tests are used to check the levels of glucose in your blood and diagnose this condition:
* Fasting blood glucose test (FBG). Blood is drawn after you fast (go without food) overnight or for at least 8 hours.
* Oral glucose tolerance test (OGT). You must fast for at least 8 hours. Blood is drawn before you drink a sugary solution and again 2 hours after.
* Hemoglobin A1c (HbA1c) test. This blood test gives an estimate of your average blood glucose during the past 3 months.
| What your test results mean | | |
|---|---|---|
| Normal Blood Glucose | Prediabetes | Diabetes |
Why should you take prediabetes seriously?
Each year about 1 out of 10 people with prediabetes develops type 2 diabetes. If left untreated, diabetes can cause blindness, kidney failure, nerve damage, heart disease, and stroke. Even when blood glucose levels are slightly high, as they are with prediabetes, your risk for heart disease and stroke increases.
How do you prevent and treat prediabetes?
You can prevent prediabetes (and type 2 diabetes) even if diabetes runs in your family. Most people with prediabetes can avoid progressing to diabetes with lifestyle changes that include
* Eating a balanced meal plan, low in fat and high in fruits, vegetables, and whole grains
* Getting regular physical activity (a half-hour five times a week)
* Maintaining a healthy weight (if you are overweight or obese, losing just 5 to 10 percent of your weight can help lower your chances of developing type 2 diabetes )
Editors
The Hormone Health Network offers free, online resources based on the most advanced clinical and scientific knowledge from The Endocrine Society (www.endo-society.org). The Network's goal is to move patients from educated to engaged, from informed to active partners in their health care. This fact sheet is also available in Spanish at www.hormone.org/Spanish.
While lifestyle changes are the first choice to treat prediabetes and prevent diabetes, medications may be an option. Several drugs have been proven to lower the risk that prediabetes will progress to diabetes. However, these drugs can have side effects. Also, research studies have shown that the effects of drugs used to prevent diabetes wear off after stopping the drug. So a healthy diet and exercise are still the best and safest ways to prevent diabetes.
Because of the link between type 2 diabetes and obesity, medicines that help with weight loss may also lower the risk of developing diabetes.
Questions to ask your doctor
* Do I need to be checked for prediabetes?
* If I have prediabetes, should I be checked for type 2 diabetes? How often?
* Should I take medicines to treat my prediabetes?
* What are the benefits and risks of prediabetes medicines?
* How can I lose weight if I need to?
* Should I see an endocrinologist for my care?
Resources
* Find-an-Endocrinologist: www.hormone.org or call 1-800-HORMONE (1-800-467-6663)
* Hormone Health Network diabetes information: www.hormone.org/Diabetes/index.cfm
* American Diabetes Association: www.diabetes.org/ diabetes-basics/prevention/pre-diabetes
* Mayo Clinic: www.mayoclinic.com/health/prediabetes/ DS00624
* National Diabetes Education Program (National Institutes of Health–NIH): ndep.nih.gov
* National Diabetes Information Clearinghouse (NIH): diabetes.niddk.nih.gov/dm/pubs/insulinresistance | <urn:uuid:0bd41eb5-b3be-454a-ad1f-fca526168d3b> | CC-MAIN-2018-30 | http://pie-endo.com/sites/all/files/DIABETESPT/prediabetes1.pdf | 2018-07-18T23:50:02Z | crawl-data/CC-MAIN-2018-30/segments/1531676590362.13/warc/CC-MAIN-20180718232717-20180719012717-00216.warc.gz | 280,350,442 | 1,115 | eng_Latn | eng_Latn | 0.99721 | eng_Latn | 0.997085 | [
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Sample vacation options
-Vacations may offer children who live in one home primarily during the school year important opportunities to spend time with the other parent.
Sample 1 - During the child's off-track periods, the parents alternate weeks of custodial responsibility with the exchange to occur on Friday evening.
Sample 2 - During the child's summer vacation, the parents reverse the custodial plan so that the child is residing primarily in the home of the parent with whom he or she had less time during the school year.
-As children mature, however, they also have interests and activities such as camp or summer school and parents may wish to ensure that the children can continue to participate in these activities.
Sample 1 - The parents agree to maintain the child's regular attendance at a selected program and build the summer or off-track plan around that activity.
-Some parents wish to establish in their parenting plan a set period, such as two-weeks, of uninterrupted time so that each parent can take a vacation with the child.
TIPS TO MAKE YOUR HOLIDAY AND VACATION PLAN STRESS FREE Tips to make your holiday and vacation plan stress free
* Include a start and end date and time. For example, if you and the other parent are sharing winter break, make sure to include the day and time of the exchange.
* Consider your child's school schedule in planning the return dates after holidays and vacations. Children often need time to settle in before returning to school from less structured activities.
* Be prompt and stick to the schedule. · Help your child keep in touch with both of you. If your child is with you, provide him or her the opportunity to send a card, or to call or email the other parent. When your child is not with you, make sure that you write, email or telephone whether or not your child does so.
* Coordinate gift-giving. Help your child select or make a card or gift for the other parent and extended family.
* Create new traditions and ways to celebrate holidays and birthdays.
For copies of other brochures in the "Creating a Parenting Plan" series or to schedule a mediation appointment, contact Family Court Services at (213) 974-5524, press 3.
For the Parents And Children Together (PACT) schedule, please call (888) 889-9900.
Rev. 8/2007
Holiday & vacation options
Creating a Parenting Plan: Creating a Parenting Plan: Creating a Parenting Plan: Creating a Parenting Plan:
Los Angeles Superior Court
www.lasuperiorcourt.org
The importance of a holiday and vacation schedule
The best parenting plan is one created by parents that meets the unique needs of the children and parents. A key part of any parenting plan is how special days and school vacations will be handled when parents are not living together. Holidays and vacations offer children opportunities to deepen ties to extended family, to share in family traditions and to enjoy the company of their parents without the demands or work and school. When these important occasions are not included in a family's parenting plan, the family may experience more stress at these times as they struggle to agree on a way of sharing at the last minute. As tension between the parents mounts, the children are often drawn into the controversy and what could have been positive experiences become tainted by memories of conflict and anger. On the other hand, when parents can tell their children reassuringly about how special times will be shared, the children experience a sense of safety and security.
In most parenting plans, holidays and vacation periods take priority over the regular schedule. This brochure describes some factors to consider in planning for holidays and vacations.
Will holidays be divided or alternated?
* Divided Parents split the holiday itself or the holiday weekend. This option may be particularly suitable for young children.
Sample of Split Holiday:
Parent A - 9 a.m. to 3 p.m.
Parent B - 3 p.m. to 9 p.m.
Sample of Split Holiday Weekend:
Parent A - Friday, 6 p.m. to Saturday, 6 p.m.
Parent B - Saturday, 6 p.m. to Sunday, 6 p.m.
Alternated - One parent has the children on set holidays in even years and The other parent has the children on set holidays in odd years.
Sample of Alternated Holidays: In even-numbered years, the children are with Parent A on Holidays 1 and 3 and with Parent B on Holidays 2 and 4. In odd-numbered years, the children are with Parent B on Holidays 1 and 3 and with Parent A on Holidays 2 and 4.
What are other holiday options?
* Regular Schedule - Parents make no special provisions for holidays and follow their regular parenting schedule; the children then celebrate holidays with whomever they are residing at the time.
* Monday Holidays - Parents provide that a legal or school holiday occurring on a Monday will extend the weekend twenty-four hours to include the holiday.
Sample Holiday Schedule
When you attend the Parent and Children Together (PACT) class, you will receive a holiday plan worksheet which you can use to develop a way to share holidays. (See sample below.) Having in mind which holidays are important to you and how you wish to share them will increase your likelihood of agreeing on a plan with the other parent.
| 12/31 at 6:00 p.m. until 1/1 at 6:00 p.m. | Dad | Mom |
|---|---|---|
| After school until 8:00 p.m. | Mom | Dad |
| 7/4 at 10:00 a.m. until 7/5 at 10:00 a.m. | Dad | Mom |
| W e d n e s d a y a f t e r school to Sunday at 6:00 p.m. | Mom | Dad |
| To be arranged | Dad | Mom |
| To be arranged | Mom | Dad |
| 12/24 at 10:00 a.m. until 12/25 at 10:00 a.m. | Dad | Mom |
| 12/25 at 10:00 a.m. until 12/26 at 10:00 a.m. | Mom | Dad |
How will you provide for your child's vacation time from school?
First consider your child's school schedule and whether he or she is on a "traditional" schedule with a long summer break and brief breaks in the Winter and Spring or on a "track" schedule where there may be several longer breaks throughout the year. Some parents elect to continue their school-year plan during vacation periods, while others establish a different schedule during the child's vacations. | <urn:uuid:eeed25bb-3690-4fdd-97cc-b986d192eb4c> | CC-MAIN-2018-30 | http://purposedrivenlawyers.com/files/parentingholiday.pdf | 2018-07-18T23:34:50Z | crawl-data/CC-MAIN-2018-30/segments/1531676590362.13/warc/CC-MAIN-20180718232717-20180719012717-00218.warc.gz | 289,840,603 | 1,387 | eng_Latn | eng_Latn | 0.998422 | eng_Latn | 0.998651 | [
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Mathematics Public Lesson I "Geometric Construction"
Date of the lesson: Wednesday, January 18, 2006
Teacher: Suzuki, Akihiro
1. Class Lower Secondary Grade 1 (Grade 7), Homeroom No. 4 (21 Boys, 20 Girls)
2. Unit Plane Figures
3. Goals of the lesson
This lesson addresses the following learning goal stated in the National Course of Study:
(1) To enhance students' ability to construct basic geometric figures with foresight while deepening their understanding of plane figures.
b. To help students understand the basic geometric construction processes such as construction of angle bisector, perpendicular bisector of a segment, and perpendicular line to a given line.
However, the Teaching Guide for the Course of Study further states,
Not only construction of geometric figures is a fundamental skill important in the study of geometric figures but also it serves the purpose of motivating students to become interested in the study of geometric figures, deepening their ways of observing and thinking, and facilitating logical examination of geometric figures.
The goal of this lesson will include this development of mathematical ways of observing and thinking. In particular, the lesson is positioned as an opportunity to facilitate logical examinations of geometric figures.
Up to this point, through manipulation of concrete objects such as cutting or folding papers, students have studied the basic ideas of geometric figures and symmetries. By considering the question, "How can we think about the situation if manipulation of concrete objects is not possible?" they developed generalizations.
In teaching drawing of geometric figures, the focus of instruction shifts from actual manipulation such as cutting and folding to construction with compass and ruler. This transition involves not only a change in the tools of drawing but
also a shift toward more abstract treatment and logical examination of geometric figures.
Therefore, in today's lesson, I would like students to understand the necessity for logical examination of geometric figures based on construction activities.
In today's lesson, we use a figure (called Landolt Ring) that is found in the chart used for vision examinations. This figure was previously used in the study of direct and indirect proportion. At that point, students actually measured various distances as well as cut and folded the figure. Today's lesson is built on those experiences.
4. Instruction Plan
(1) Basics of plane figures .. 2 lessons (2) Symmetrical figures .. 4 lessons
(3) Construction .. 4 lessons
Rules of construction, construction of perpendicular bisector, circles .. 2 lessons (today’s lesson is the first of the two)
Construction of perpendicular lines, angle bisectors …………. 1 lesson
Other construction ………………………………………. 1 lesson
5. Flow of the lesson
(1) Goals
By determining the diameter of a Landolt Ring using a variety of methods, students will develop the procedure for constructing perpendicular bisector and examine rules of construction.
(2) Materials
Worksheet, compass, ruler, chart for the vision examination
(3) Steps of instruction
20
5
(3) draw perpendicular bisectors of chords then, using the point of intersection as the center, determine the diameter.
・ Whole class problem solving
T: Before we start discussion, please review and revise <Method> and <Why the method is correct> you wrote in your notebook.
If some students cannot write their methods and the rationale, allow them to simply list some key terms.
For those students who are more advanced, have them think about how to write their ideas so that others can more easily understand it.
Discussion
(1) Have students share their <Method> and <Why the method is correct>, and critique each other's idea.
(2) Identify both good and not-so-good points of each shared idea.
(3) From the viewpoint of "accuracy," summarize those methods that can be considered as construction.
* Conclusion of the lesson
(1) Rules of construction
* Ruler is used only to draw a line connecting 2 points
* Compass is used to draw either a circle or copy a length (2) Which methods shared in today's lesson can be considered as construction? [What was constructed?]
(3) What were you able to do by constructing perpendicular bisector? [What were you able to determine?]
While circulating
・Do students have their own ideas?
・Can they express their ideas using their own words? Evaluate by checking students writing in their notebooks.
* Were they able to identify the method of constructing perpendicular bisector?
* Were they able to think about the rules of construction?
Evaluate by listening to students' comments during the discussion. | <urn:uuid:594c203c-7664-477f-b68d-6768e7dbb167> | CC-MAIN-2018-30 | http://globaledresources.com/resources/apec/APEC7thLP_EUSL.pdf | 2018-07-18T23:43:45Z | crawl-data/CC-MAIN-2018-30/segments/1531676590362.13/warc/CC-MAIN-20180718232717-20180719012717-00216.warc.gz | 148,276,277 | 950 | eng_Latn | eng_Latn | 0.977531 | eng_Latn | 0.996233 | [
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Black Holes: Eccentric Enigmas of Space
Matthew Murray
17 July 2017
Math 190s | Dr. Hubert Bray
Duke University
Introduction
Black holes are certainly some of the most puzzling astronomical objects that exist. For the most part, the laws of physics abide to the vast blanket that is spacetime, but black holes represent exceptions to some of these laws. While they were initially predicted by Einstein's general theory of relativity, for a while, Einstein, as were many other scientists, was very skeptical as to whether or not black holes actually existed. General relativity, as well as the Schwarzschild metric, tells us that anything can be compressed into a black hole if it is crushed into a small enough space known as its Schwarzschild radius. The Schwarzschild radius of any mass (M) can be given using the following equation:
In this equations, "R s " represents the Schwarzschild radius, "G" represents a gravitational constant, M represents the mass of the object in kilograms, and "c" represents the speed of light, which is about 2.998 x 10 8 km/s. With the mass of the Earth being about 5.972 x 10 24 kg, and the gravitational constant equaling 6.67408 × 10 -11 m 3 kg -1 s -2 , one can calculate that the Schwarzschild radius of the Earth equals about 0.00887 meters (0.887 centimeters), the size of a small marble. Once any object reaches this miniscule radius, it will become so dense that nothing, not even light, will be able to escape the black hole. As further noted by general relativity, any object that enters through the event horizon of a black hole must travel to a single point: the singularity. While theoretically anything, even humans, can be compressed into black holes, in reality, only certain sized stars–the rule of thumb is that it must be a star of at least 10 solar masses–can really be compressed into black holes due to the presence of Hawking Radiation. Put simply, in 1974 Stephen Hawking proposed a theory that black holes emit
subatomic particles called Hawking Radiation until they rid themselves of their energy and evaporate completely. The theory also states that very small black holes lose more mass, meaning that most miniature black holes evaporate very rapidly. The other factor to take into consideration is that smaller stars (such as the sun) simply do not have enough enough mass to exert the gravitational force upon themselves that is needed to become a black hole.
Parts of a black hole
In order to properly search for a black hole, researchers must first understand the basic structure and main components of one. The part of a black hole researchers most directly look for is the event horizon. The event horizon is often referred to as the entrance of the black hole–as it contains the Schwarzschild radius–and is a point of no return, meaning that once an object passes the event horizon, that object is physically incapable of escaping the black hole. Outside observers also cannot see beyond the event horizon due to its incredibly miniscule radius.
At the center of a black hole lies the point of greatest density, the singularity. Once something reaches the singularity some of the most basic laws of physics break down, as nothing, not even light, can escape the black hole's infinite amount of density and gravity. Renowned American physicist Kip Thorne further describes the singularity as "the point where all laws of physics break down." Once an object reaches the singularity it is instantly 1 "spaghettified" due to the various gravitational forces that are being exerted on it from nearly every direction and as a result loses its dimensionality completely. Unfortunately, due to Roger Penrose's Principle of Cosmic Censorship, singularities are always hidden behind event horizons, and since no light can escape from an event horizon, singularities cannot be seen or directly observed. There is however one exception to this hypothesis: the singularity that caused the Big Bang. 2
The other main portion of a black hole is the accretion disk, a disk of stellar material that spirals toward the black hole. Because the matter in this accretion disk may have to give up a lot of energy in order for it to fall into a black hole, accretion disks can sometimes be extremely bright, even more bright than the light of billions of stars combined. 3
1 http://www.physicsoftheuniverse.com/topics_blackholes_singularities.html
2 https://en.wikipedia.org/wiki/Cosmic_censorship_hypothesis
3 http://minerva.union.edu/vianil/web_stuff2/Structure_of_Black_Holes.htm
How do we detect black holes?
One of the greatest challenges in searching for black holes is that they are inherently invisible, meaning that scientists cannot observe black holes with the same telescopes that they use to view stars, planets, galaxies, etc. Nonetheless, scientists are able to detect black holes by observing the effect they have on their surrounding matter. For example, when a black hole passes through an area of interstellar matter, gas, dust, and other debris that have not already fallen into the black hole may form an accretion disk around it. As noted previously, accretion disks contain particles at the edge of black holes that move at incredibly high speeds and have been heated to millions of degrees. These particles, which continuously circle the black hole in lieu of falling into it, rapidly rub and bump against each other before arriving at the event horizon. The physical contact between the particles then emits extremely high radiation that scientists are able to detect. Nonetheless, scientists must be cautious of the fact that the particles can be surrounding a space object this is not a black hole, so one must mathematically verify the presence of the black hole by examining the quality of the radiation from the accretion disk, which allows scientists to detect the speed of the moving particles. The speed of the particles can then be used to calculate the size of the dense object, and if that object is below its Schwarzschild radius, they know that they have found a black hole. 4
X-rays have proved to be another source of detecting black holes. X-rays are emitted when a star passes a black hole. As the star passes, the black hole may accelerate the star toward itself and cause matter from the star to accelerate to speeds close to the light, thereby emitting x-rays. NASA has recently developed a telescope called NuSTAR that specializes in identifying 5 the sources of x-rays. Similar to how medical x-rays can travel through layers of skin to capture images of a patient's bones, NuSTAR can see past all the gas and dust that surrounds a black hole to see the area near the event horizon. The NuSTAR instrument consists of two grazing telescopes. Once launched into orbit, the two telescopes are able to communicate with each other and detect high levels of energy by extending their respective focals. NuSTAR is currently exploring the depths of space and has been doing so since its launch on June 13, 2012. Two 6 other powerful x-ray telescopes that are currently orbiting the Earth include the Chandra X-ray Observatory and the XMM Newton telescope, both of which have been able to identify hundreds of x-ray sources.
Moreover, scientists can also detect black holes through extreme gamma ray bursts that form when black holes collide with neutron stars to produce other black holes. These gamma ray bursts (GRB's) are often brighter than supernovae and more than one trillion times brighter than
4 https://science.nasa.gov/astrophysics/focus-areas/black-holes
6 https://www.nasa.gov/feature/jpl/chorus-of-black-holes-sings-in-x-rays
5 http://hubblesite.org/explore_astronomy/black_holes/encyc_mod1_observatories.html
the sun. GRB's were accidentally discovered in the 1960's when US military satellites were looking to see if the Soviets were honoring the nuclear treaty established between the two superpowers. Because nuclear reactors release gamma rays, the satellites contained gamma ray detectors. While the Soviets did honor the treaty–no nuclear reactions were set off–they did 7 detect gamma rays far off in space that were later determined to come from black hole collisions.
There are two main types of GRB's: long bursts and short bursts, both of which can be associated with the formation of black holes. Long bursts, which last anywhere from two seconds to a few hundred seconds, averaging a duration of about 30 seconds, occur when extremely massive stars die in supernovae. Occasionally, these collapsing stars form black holes near their cores. Short bursts–as implied by their name–are briefer, lasting last anywhere from a few milliseconds to 2 seconds long with an average duration of 0.3 seconds. In addition to the fact that they are shorter, shorts bursts are about ten times dimmer than their counterparts but do emit more energetic gamma rays. Unlike long bursts, short bursts are not well understood by the scientific community and remain a mystery to most astrophysicists, as they were not discovered until 2005 when telescopes captured images of short burst afterglows but did not see evidence of a supernova. As stated by George Ricker, head of NASA's HETE satellite, the first short burst observed on July 9, 2005 initially came across as "the dog that didn't bark." Nonetheless, 8 several hypotheses regarding their causes do exist. The leading theory is that they occur when two neutron stars collide to form a black hole or when a neutron star collides with another black hole to form a larger black hole. The collision–whether it is between two neutron stars or a black hole and a neutron star–would be incredibly powerful and send gravitational waves rippling
7
8 https://science.nasa.gov/science-news/science-at-nasa/2008/20oct_briefmystery
https://imagine.gsfc.nasa.gov/science/objects/bursts1.html
through space time. Scientists are currently trying to develop more advanced gravitational wave detectors, with the most notable one Laser Interferometer Gravitational-wave Observatory (LIGO) located at various locations across the US.
This graph shows the number of bursts observed by the BATSE instrument on the Compton Gamma-ray Telescope.
Another strategy used to pick out black holes involves examining the orbits of astronomical objects that circle the center of galaxies. Scientists can analyze characteristics of what the stars are actually orbiting to see if it is a black hole. By examining the speed of the speed of the star's orbit, researchers can then calculate the mass and density of the object that is being orbited and thereby determine if it is below its Schwarzschild radius. This method has been used several times to detect supermassive black holes that are commonly found at the center of galaxies. An interesting note regarding orbiting is that orbiting a black hole is no different than orbiting any other celestial body. So, if the Sun were to collapse into a black hole, even though it would be less than 6 kilometers across, the Earth, as well as the rest of the planets in the solar system would continue to orbit the black hole, as the gravitational force exerted by this black hole would be the same because it would have the same mass.
One the most notable recent international collaborations that sought to directly view the immediate environment of a black hole was the Event Horizon Telescope (EHT). Put simply, the EHT team sought to capture images of the black hole's internal environment at the same
resolution in which scientists can currently do with the event horizon, and achieve this all from the surface of the Earth. Initially, the EHT team sought to improve a technology called very long baseline interferometry (VLBI). VLBI involves linking various radio dishes together to create a virtual planet-sized telescope. Since the recordings at each satellite station have to be stable 9 enough so that there are not "jitters" in between signals, the team decided to use atomic clocks called Hydrogen Masers that time-stamp the recorded data. Hydrogen Masers have proved to be so precise that they lose only 1 second every 100 million years! Furthermore, in order to ensure simultaneous recordings the telescopes are synced every one millionth of a second using GPS clocks.
To reiterate, the EHT functions mainly by collecting light from black holes using various telescopes distributed throughout the Earth. Once the light has given the scientists a sense of the fundamental structure of the black hole, the team then uses imaging algorithms to fill in the gaps, or in other words, give themselves a sense of what the rest of the black hole looks like. The algorithms and captured light are then used to generate an image. An analogy the EHT team often uses to give the public a better understanding of their processes is to think of the measurements they record as notes in a song. Searching for a black hole, as well as developing an image of it, with these often scattered measurements is like trying to name a song while hearing only broken, unconnected notes. 10
The EHT team started its most recent search on April 4, focusing on two black holes: Sagittarius A*, the black hole at the center of the Milky Way Galaxy, and a much more massive black hole, M87, at the center of nearby galaxy Virgo A. The team set off in search of these
9 https://en.wikipedia.org/wiki/Very-long-baseline_interferometry
10 http://eventhorizontelescope.org/
black holes with six different synchronized radio telescopes spread throughout the globe in the following locations: Arizona Radio Observatory Submillimeter Telescope (US), James Clerk Maxwell Telescope (US), Large Millimeter Telescope (Mexico), IRAM 30-Meter Telescope (Spain), Atacama Pathfinder Experiment (Chile), South Pole Telescope (Antarctica).
This image is an unlabeled diagram of the various telescope locations of the EHT.
One should note that this attempt was the first time the EHT team used the Atacama Pathfinder Experiment (ALMA) and the South Pole Telescope, both of which were key contributors in the trial's success. ALMA
proved to be crucial because its ability to spot incredibly small objects from far distances–even a golf ball on the moon–which helped when trying to locate the small event horizons of both black holes. While the actual image capturing process proved to be an immense success, a full portrait will not come about until a few months, as the data from the telescopes must be flown from the South Pole to Germany (it cannot be transferred electronically) in about 5 months to see if a picture can be produced. 11
Problems that come with looking for black holes
In addition to the important fact that black holes cannot be directly seen, there are several other problems that one must deal with when searching for black holes. To start, black holes are fairly rare, as most stars–like red dwarves–are not massive enough to become black holes. Red dwarf is a term used to describe cool objects, whether they be K- and M-dwarfs or brown dwarfs
11 http://news.nationalgeographic.com/2017/04/black-hole-event-horizon-telescope-pictures-genius-science/
(which are not true stars due to the lack of hydrogen fusion in their cores). Their characteristics include burning at a lower temperatures (reaching a maximum temperature of just 6,380ºF), making them much dimmer than the sun. Once they burn through their supply of hydrogen red dwarfs will become white dwarfs–dead stars that do not undergo fusion–and once they burn through their heat they become black dwarfs. The fact that most stars do not become black holes–as roughly 1 in every 1,000 will become a black hole–means that black holes are somewhat rare. 12
Albeit being a fairly inaccurate representation of a black hole, this picture demonstrates the difficulty of observing a black hole because they seem to blend in with the rest of space if one were to zoom in. While the Milky Way (and most galaxies) has about 100 million black holes, most of these are invisible and only about a dozen have been identified.
Notable Black Hole Discoveries
In addition to the recent discoveries made by the EHT, another remarkable discovery has been recently made as a group of researchers from the University of New Mexico (UNM) found a pair of supermassive black holes with a combined mass that is 15 times that of the sun. The two
12 https://www.space.com/23772-red-dwarf-stars.html
were found orbiting each other in galaxy called 0402+379, which is an outstanding 750 million light years away from Earth. The team used the Very Long Baseline interferometry (VLBI) and was eventually able to measure the radio frequencies emitted by the black holes to try and draw out their orbit which measured out to be a staggering 24,000 years. 13
Moreover, a solid amount of progress has also been made with regards to black holes within the Milky Way. In 1964, Cygnus X-1 was the first black hole to be discovered, and was finally identified as a black hole in 1971, as researchers were able to detect it through its strong x-ray emissions. Cygnus X-1 is a stellar black hole with a mass of about 14.8 solar masses and is about 5 million years old. The closest black hole to Earth is A0602-00. Detected through x-rays 14 in 1974, A0602 is only 2800 light years away and weighs about 9-13 solar masses. 15
The black hole that is currently of most interest to astrophysicists is Sagittarius A*. Sagittarius A* is by far the largest black hole in the Milky Way and was discovered in 1974 as an astronomical radio source. Like most supermassive black holes in elliptical galaxies, Sagittarius A* migrated to the galactic center of the Milky Way in a process known as mass segregation, which is likely what enabled it to accumulate such a large size.
Conclusion
Like most objects in space, there is almost an innumerable amount of black holes, and what researchers have actually seen so far is only a tiny fraction of the black holes that actually exist. While us, mere mortals will never be able to fully wrap our heads around the enigmas that are black holes, researchers have and will continue to make progress at understanding these anomalous figures of the universe.
13 https://www.sciencealert.com/orbiting-supermassive-black-holes-have-been-observed-for-the-first-time
14 https://en.wikipedia.org/wiki/Cygnus_X-1
15 https://en.wikipedia.org/wiki/A0620-00
"A0620-00."
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Cassella, Carly. "Orbiting Supermassive Black Holes Have Been Observed For The First
Time." ScienceAlert
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Cowen, Ron. "Astronomers May Finally Have the First Picture of a Black Hole."
National Geographic
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"Cygnus X-1." Wikipedia
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"Event Horizon Telescope." Event Horizon Telescope
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<http://eventhorizontelescope.org/science>.
"Gamma-ray Bursts." NASA
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Greicius, Tony. "Chorus of Black Holes Sings in X-Rays." NASA . NASA, 27 July 2016.
Web. 16 July 2017.
Mastin, Luke. "Main Topic: Black Holes and Wormholes." The Physics of the Universe
Physics of the Universe, n.d. Web. 16 July 2017.
Phillips, Tony. "Brief Mystery: What Are Short Gamma-ray Bursts?" NASA
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Oct. 2008. Web. 24 July 2017.
Redd, Nola Taylor. "Black Holes: Fact, Theory, & Definition." Space.com . N.p., 9 Apr. 2015. Web. 16 July 2017.
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Redd, Nola Taylor. "Red Dwarfs: The Most Common and Longest-Lived Stars."
Space.com . N.p., 21 Dec. 2016. Web. 16 July 2017.
Schodel, R., A. Eckart, C. Iserlohe, R. Genzel, and T. Ott. "A Black Hole in the Galactic Center Complex IRS 13E?" (n.d.): n. pag. 21 Apr. 2005. Web. 16 July 2017.
<https://arxiv.org/pdf/astro-ph/0504474v1.pdf>.
"Very-long-baseline Interferometry." Wikipedia Web. 16 July 2017.
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Viani, Lucas. "The Structure of Black Holes." Structure of Black Holes . N.p., n.d. Web. 16 July 2017.
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Pablo Picasso (1881-1973) Figure Composition
Born in Malaga, southern Spain, Picasso is often mistakenly thought to be French. This is due to his adopting France, and in particular, Paris as his home from a very early age. He showed incredible ability when still very young, and was encouraged by his art-teacher father to pursue studies in fine art. Picasso studied first in Barcelona , moving quickly to Paris, the accepted centre of all things artistic. Far from rich, Picasso lived in the artists' quarter of Montmartre, in the city's poorer eastern district. Here he mixed with circus performers, music hall divas and other artists.
1902 - 04
From 1900 Picasso struggled and sold little. His paintings were of his fellow downtrodden, forgotten émigré Parisians. The colours were dull and muted, often cold and bleak looking. This body of work is commonly known as Picasso's 'Blue Period', with all of the depressed emotion the name suggests, (e.g. Old Man with Guitar, 1903)
1904 - 06
Famously fond of the opposite sex, Picasso has been linked with a string of women, (See section on Picasso's Women). Marrying and becoming a father for the first time lifted the painter out of this down period, giving his images a more cheerful and optimistic quality.
His figures actually look happier, healthier; with more animation about them, (e.g.Acrobat & Young Harlequin, 1905). This more positive attitude was to be more important, pivotal in fact, than Picasso could ever have imagined. The character of this work lends it the title 'Rose Period', (or 'Pink Period').
In 1906, the art dealer Ambrose Vollard bought all of Picasso's paintings from this 'Rose Period'. He paid handsomely for the works and this turn around in the young Picasso's fortunes had massive implications. The security this provided allowed Picasso to relax and experiment with his talents, painting for his own exploration, rather than with a view to what he could sell. A move towards abstraction was the result.
Picasso plundered the wealth of international influence that Paris' status as Europe's centre afforded it. In the African and Oceanographic Museum he was drawn to the figure carvings and masks of African ceremonial rituals. Harsh angles and symbolic representations of figures, inspired by these images began appearing in his sketches. The influence can clearly be seen in:
Les Demoiselles d' Avignon, (The Young Ladies of Avignon), 1907. Figure Composition
A hugely important painting, this grouping of nude female figures is credited with being the image that signals the opening of 'Modern Art'. Picasso takes a triangular composition, (familiar to us from an earlier Cezanne image), and drastically reduces his representation of realism. The strong outlines of his Blue and Rose period figures remain, but the shapes become far more angular. Colour and Form are used minimally, with the paint being applied in flat surfaces, roundness barely attempted. Cezanne's simplification to geometric shapes is advanced to the point where whole sections of each female figure seem difficult to understand. Their twisted poses, brutally sharp limbs and features challenge the viewer as much as their nudity.
It is almost unnecessary to note that this painting caused an immense scandal upon its unveling. Indeed, we are still quite shocked by it even today.
1906 – 1914 Analytical Cubism
Picasso collaborated during this period with his friend and fellow painter, Georges Braque. Picasso is commonly held as the father of Cubism, and Braque's contribution is somewhat forgotten by popular versions of history. In truth, Picasso's character as expert self-promoter is the thing that ensured his place in history. As we will see, many others across Europe were arriving at similar conclusions to Picasso around this period.
Analytical refers to the pairs' reduction of the curves and forms of recognizable items.- e.g. the human figure or still life objects – to flat, angular, directional 'planes'. These were investigated using a limited range of colours and tones. Mainly dull, muted palettes.
Picasso described Cubism as trying to capture several views of the same thing simultaneously. This is perhaps the simplest way in which we can approach cubist images and try, as we naturally always do, to make sense of them.
Portrait of Henry Kahnweiller, 1911 by Picasso
Violin and Palette, 1910 by Braque
Next came the experimentation with sections of the actual objects themselves being employed in the artworks. Built up almost collage like, paintings began to contain sections of actual newspaper, string and wood veneer. These were also often built-up like a relief sculpture, rising out of the canvas. This use of nontraditional painting materials gave this technique the name Synthetic Cubism.
e.g.Still Life with Newspaper, 1912 , by Georges Braque.
The bravery of dealers like Ambrose Vollard in supporting such experimentation plays a very important part in the evolution of 20 th century art. The money they provided allowed artists like Picasso and Braque to widen the horizons, experimenting with more and more daring ideas.
Throughout his life, Picasso began and ended relationships with a string of women. These relationships are well documented in his portraits. See for example:
Portrait of Dora Maar, 1937
Picasso's hatred of Fascism was well known and amply illustrated in his anti-war statement of 1937. He made a very blatant and controversial condemnation of the massacre at Guernica, a small Spanish town near his birthplace that was mercilessly bombed in a bid to warn off growing revolutionary forces.
Guernica, 1937
Yet, he was one of the few artists who did not flee Paris during the Nazi occupation during WWII. Despite the Fascist forces' noted mistrust of anything out of the ordinary, it is reported that they were intimidated by his reputation and fierce character.
Pablo Picasso is the most famous of all early abstract artists, but he was by no means a lone voice. All across Europe – in Britain, Germany, Italy and even further east in Russia – artists were expanding their experiments towards semiabstraction, simplification and emphasizing the geometric. Look at some of these for comparison. See if you can find examples that you interest / excite you as much , or more than the better known Picasso or Braque examples:
1900 – 1914 was a period of European history that witnessed much change. Art is always a social history document and we see these changes reflecting in the images of the day. Not just things like the birth of the motor car, electric light, photography, but also the rise of fascism, revolution and prevailing wish for social change. Much of this was halted by WWI in 1914. The war had a huge impact on those discussed above, especially the Italian Futurists. | <urn:uuid:0d6895df-8fac-470d-abf9-7e9a38f0b761> | CC-MAIN-2018-30 | http://leith.edin.sch.uk/arts/resources/pdf/PicassoNotes.pdf | 2018-07-19T00:19:49Z | crawl-data/CC-MAIN-2018-30/segments/1531676590362.13/warc/CC-MAIN-20180718232717-20180719012717-00223.warc.gz | 218,899,858 | 1,418 | eng_Latn | eng_Latn | 0.999003 | eng_Latn | 0.998954 | [
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11 'Back To School' Parent Tips
Life Tip
It's time to re-train your child's brain
Where did the summer go? Fall is just around the corner and "back to school" is on many parent's minds. The challenge is getting school back on the mind of your "live-in" student. If you want your child to hit the ground running academically this school year, then it's time to retrain their brain.
Schools around the globe provide a system of routines for maximizing learning that is specific to each student's age and ability. Unfortunately, these routines have been breached with approximately 90-days of vacation and they need to be re-established prior to the first day of class. Here are 11 tips to help your student establish routines for a successful school year.
1. Re-set sleep patterns. Seven to ten days prior to the first day of school start the process of regular sleep. Wean the student off of going to bed late and sleeping late. Yes...you'll probably cave to the "Mom, it's my last weekend before school, why can't I stay up late?" However, sleep patterns are crucial for reaching peak performance during the first class period and maintaining it until the bell rings to go home. Start this process sooner than later and help maintain it all year. Good luck on this one. Be bold. Be consistent.
2. Re-set eating habits. Once school begins the eating patterns of the student need to be set so that they can maintain a high level of energy throughout the day. The routines of breakfast, snack, lunch, snack and after-school snack prior to homework need to be implemented. In fact, the entire nutrition of the student needs to be well thought out 7-10 days before school begins. Someone other than the student needs to be the chief, family nutritionist.
3. Exercise the brain. Just like NFL conditioning and exhibition games that prepare each football player for the upcoming season, your student needs to warm up and begin to hone the basics of math, reading and writing prior to the school year. To allow your brain to stagnate for three months without reading is a travesty for super-learning and learning itself. Is it too late? It is what it is. But begin now to encourage reading and writing at least 7-10 days prior to the first day of school. If school textbooks for the upcoming year are available, start there with the first several chapters. In addition, math skills can easily erode over the summer. Have your student review the previous year's math basics before they go to the next level.
4. Set academic goals. Establishing well-defined goals is one of the hallmarks of a champion. Each student needs these academic goals with corresponding strategies and tactics for reaching them. Set goals for each class and hold your student accountable.
5. Identify priorities. Football games, dances, playing video games, watching television, social media, homework, sports, extracurricular participation and friends are all part of each school year. Does academics top the list of priorities? When is homework to be accomplished? Before dinner? After school? After dinner? When can I watch my favorite TV shows? This 90-minute to 120-minute homework routine needs to be placed in your student's schedule before the school year. Sunday night is a great night to prepare for the upcoming school week. This is a routine they can take into their adult life.
6. Social media. This activity gets its own mention. I believe Smart phones aren't always smart. This device is your student's pipeline to the rest of the world with emphasis on their peer group. Self-discipline and concentration don't always mesh with the cell phone. No cell phone usage during homework. Period. No cell phone usage after certain hours (you decide the nightly cell phone curfew). As a student or guide to a student, you need to know three things about social media. What is my responsibility? What is my authority? And lastly, what will I be held accountable. Monitor this activity. You don't need surprises. Keep abreast of where and when your student goes on the web and with whom they communicate.
7. Risk and reward. This subject needs to be addressed frequently with your student. Every thing they do or don't do has a positive or negative consequence. What is the risk of doing this activity? What is the reward (or consequence) of doing this activity? The risk and reward "talk" needs to be given and repeated often.
8. Ask questions. Tell and yell does NOT work as a form of communication. Many of us have been raised with this form of information delivery. In order to turn your student into a viable and responsible decision-maker, then great questions will eventually produce great answers and ultimately great actions. Asking questions that can easily be answered with a terse and or mumbled yes or no are NOT great questions. Prepare this type of communication and be consistent. "What are your goals for grades and how are you going to accomplish this?"
9. The peer group. Birds of a feather flock together. Interview, research and keep tabs on ALL of your student's friends during the school year. This definitely includes monitoring ALL social media. If you're paying the phone bill, then it's your phone NOT their phone. Your student's "circle of friends" is the main influencer of how they approach homework, speech, dress, music and any other behavior. Police the peer group. Also, meet all parents of your child's friends. This will tell you a lot.
10. Get ready Mom and Dad. Yes, as parents we need to prepare to assist our live-in students in setting, organizing and managing the best routines for maximum learning. This also pertains to family activities such as dinner, chores, family outings, sibling behavior, and community service. Of course, your student's priority is preparing for their academic year and maintaining good grades. But do NOT forget family. This institution is the fabric of our country and needs constant building and repair. Make your student an integral part of the family. Keep them in the loop of all upcoming activities. Make the family name a brand each family member is proud to showcase in the community.
11. Allow for freedom of choice. Academic champions study with great self-discipline and commitment. They make sacrifices and choices. However, all students need some time to blow off steam and just hangout with friends or do nothing while chilling alone. Allow your student the time in their busy schedule to do this. Just be moderate. Grades first.
As parents we have the sole responsibility, accountability and the authority to oversee the education of our children. We can become best friends with them later in life. For now, we are the guides, mentors and coaches. We must be consistent in this endeavor. Be the coach. Be the teacher. Be the guide. Parent! This verb is NOT always cool, but it will reap dividends.
Pay now or you and your student will pay later.
Good luck Mom and Dad. You are the role models our students, schools, and communities need. Our country's future depends on it.
Have an awesome school year!
By Jim Fannin
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3.4 Ice-breakers
135
© Kvinna till Kvinna 2011
3.4 Ice-breakers
| Title | Selection considerations | When to use | Timing |
|---|---|---|---|
| Calling out names | A fun way to build connections, high energy, light and fun, can get a little loud! | Day One or early on Day Two | 15 minutes |
| Core movement | This is very nice way for the group to move and laugh together. It is high energy but also offers grounding and is a good release of tension. Consider physical differences and the preferences of participants and cultural adaptations | Anytime | 20 minutes |
| Trust and boundaries | Good to address group dynamics and build connections | Anytime | 30 minutes |
| Miming | Quick and easy, this is a good way to gauge the mood of participants; a nice way to lighten or shift heavier energy. | Anytime but good at the end of a day or a difficult session | 15 minutes |
| Circle massage | Good for tension release, consider participants’ physical preferences | Anytime | 15 minutes |
| Human knot | Good for building the group, as a fun and energetic ice-breaker | Mid-workshop (not appropriate for closing) | 20 minutes |
| Reciprocity web | A simple and useful way to close by connecting participants beyond the workshop | Closing | 30 minutes |
| Goodbye cocktail party | A fun way to close and express appreciation for each other | Closing | 30 minutes |
© Kvinna till Kvinna 2011
Calling Out Names
Required materials: none
Time: 15 min
summary:
key explanation points:
This is a fun, upbeat icebreaker to shift group energy and build connections that involves shouting out the name of the person next to you in a circle.
* Ask participants to stand in a circle, look to their left, and ask that person their name.
* Explain that the name of the person on your left is the name you will use in the exercise.
* Next, ask everyone to gently bend over and clap quietly, repeating that one person's name to the left.
* Slowly, ask everyone to lift their bodies up, and to make their clapping and voice louder and louder until they are shouting out the person's name next to them.
Facilitation notes:
* Facilitators should take the group through the exercise once, so that everyone understands, then repeat it once, or as many times as the group wishes.
Alternative option:
* Facilitators could have one participant stand in the middle in turn, and have the group call out their name as described above. This would take longer than 15 minutes.
* Participants could call out the name of the person to their left in the first round, then switch to the person to their right in the second round.
© Kvinna till Kvinna 2011
format: Group exercise,
Icebreaker
Core Movement 39
Required materials: none
Time: 20 min
summary:
key explanation points:
This is a fun and energetic exercise, which is simply semi-structured, culturally and physically appropriate movement to get participants moving their 'core', or the center of their bodies. It can be adapted to any group, with care for cultural sensitivity and awareness of participants' mobility.
* Ask each participant to demonstrate a favourite dance move or any movement or stretch.
* One option is describing a South African tradition where older women teach young women about sexuality, using the term 'fuduwa', which means to mix. Adolescent girls are taught how to move their hips. Get everyone to move their hips in a mixing motion and shout 'fuduwa'!
* This is a fun way to get participants laughing and moving around, and reminds us of the importance of fun and pleasure. This could be adapted or completely replaced by dance movement from different regions (that is, you could incorporate Nepali arm movements, Arabic belly dance movements, Latin American flamenco or salsa).
format: Group exercise, Icebreaker
Facilitation notes:
* Use this when participants need an upbeat and somewhat physical energiser.
* Almost every culture enjoys some form of traditional movement (dance, martial arts, stretching) that releases the stress and tension that gathers in the 'core' of our bodies (the abdomen and pelvic area).
* Depending on the cultural context, gender mixture and the physical preferences of the participants, select an appropriate method to get the group moving their core area for five to ten minutes.
Alternative option:
* For a more reserved group, do a series of simple rotation and stretching exercises, begin by gently rotating the head, then the neck, shoulders, hips, knees and ankles. Draw on martial arts techniques here (tai chi, qi gong, taekwondo or aikido), or on gentle movement from pilates or yoga. This should be done gently and with care.
© Kvinna till Kvinna 2011
format: Group exercise, Icebreaker
Exercise:
Trust and Boundaries40
Required materials: none
Time: 30 min
summary:
key explanation points:
This is a strong exercise to support participants in expressing their boundaries and equally, to feel trust in others.
* Ask two people – preferably who do not know each other – to pair off.
* They should stand 10–15 feet apart, facing each other.
* Explain that one person is going to walk, one will stand still, and that the person who is standing is learning what feels okay to them in terms of physical space.
* Explain to the standing person that they can use three motions that are signals: first, both hands at your sides and up (stop!) – means the walker has to stop, even if they have not started walking; second, arms halfway down, palms out – they can come very slowly; and third, palms open, arms down – you can come towards me.
* Both partners have to maintain eye contact the whole time.
* Ask the other person to walk towards their partner very slowly.
* Ask the standing person to feel in their bodies the person coming towards them, and to use the signals that feel right to either stop them or to encourage them to come closer
* Some people may never be able to put their arms down – that is fine, the walker needs to know that. The
pair can repeat the exercise a few times to gauge this within themselves. They do not have to use all of those movements; they can mix them up.
* The partners then switch roles.
* Once the group has observed the exercise, ask everyone to pair up and to practice the exercise with their partners, making sure that everyone has a chance to play both roles.
Facilitation notes:
* After the exercise, facilitators can give participants an opportunity to reflect on how it felt for them, in both roles. It should have given participants an opportunity to feel and clearly communicate their own boundaries, and to also understand their own power to protect themselves, to receive support and experience trust.
© Kvinna till Kvinna 2011
Miming
Required materials: none
Time: 15 min
summary:
key explanation points:
This is a simple exercise that can be used at any point in the day to help participants to express their feelings without words. It is fun and easy, but also reveals a lot about the mood of the group.
* Ask each participant to go into the middle of the circle and 'mime' how they feel (that is, show without words, just movement).
* This can also be helpful feedback for the evaluation process.
format: Group exercise,
Icebreaker
Facilitation notes:
Participants may initially feel shy to express themselves, but as they warm up, they will tend to be very creative, moving and funny.
© Kvinna till Kvinna 2011
Circle Massage 41
Required materials: none
Time: 15 min
summary:
key explanation points:
Circle massage is an energising and fun exercise that is good at a point of low energy or after an emotional session. This is a simple massage process, done in a circle with everyone working on the shoulders of the person in front of them. It is good for group trust building.
* Invite participants to stand up and turn to the right. Move closer into the circle so that each person can comfortably reach the back of the person next to them.
* Ask participants to give the person in front of them a massage. They must first ask the permission of the person to do this, and also ask them to tell them if it is too strong or too light.
* Tell them to keep it simple, but if they need instructions, facilitators can suggest that they can work on the trapezius muscles and the back; then a head rub; and finish with brisk back circles (clockwise for energy, counter-clockwise to relax) down the spine.
* After a few minutes, ask everyone to turn to the left, and to do the massage for the person who is now in front of them (this will be the person who had given them the first massage).
format: Group exercise, Icebreaker
Facilitation notes:
* A massage circle can be lots of fun. It is very helpful if the group is tired and needs to be energised. Within this playful context, most people do not have the fears they might have with a one-on-one massage. This is also a good dynamic for some participants who might be embarrassed to touch each other during a seated massage.
* In using different kinds of massage, it is important for group leaders to be aware of reactions. Always work slowly and respectfully with the person's permission. Some individuals might choose just to observe the group doing massage, because they fear being touched or their own emotional reaction. Participants should feel completely free to make choices that are healthy for them and should in no way feel pressured to participate in any activity.
© Kvinna till Kvinna 2011
Human Knot 42
Required materials: none
Time: 20 min
summary:
key explanation points:
This is an energetic, and slightly complex exercise that builds trust and cohesion in the group by asking participants to form a 'human knot' by joining hands as a group, and then untangle the knot without unclasping hands.
* Ask participants to form a circle, shoulder-to-shoulder. Encouraging/urging participants to stand closer can be a subtle way of helping to prepare them for what is about to happen.
* Ask participants each to place a hand in the middle of the circle and to grasp another hand.
* To learn names and spark some fun, ask participants to introduce themselves to the person with whom they are holding hands.
* Then ask participants to put their other hand in the middle, grasp a different person's hand, and introduce themselves.
* Don't let participants let go of hands – if they do, some will be tempted to think the activity might is over, but it is only just beginning.
* Explain to participants that what you would like them to do is to untangle themselves, without letting go of hands, and form a circle.
* There will be a mixture of reactions, often including nervous laughter, amusement, excitement, trepidation, strong suspicion that it cannot be done; others may view the task as a somewhat sadistic or inappropriate joke. Some group members will have conducted the task
page 1/2
format: Group exercise, Icebreaker before, but this does not really matter – each time it is unique.
* Participants may change their grip to increase their comfort, but they are not to unclasp and re-clasp in a way that would undo the knot.
* Stand back and see what happens.
* Be prepared to see little progress for quite some time (up to 10 minutes). However, once the initial unfolding happens, the pace towards the final solution usually seems to quicken.
* As each occasion is unique, there are also odd times when a very fast solution emerges – too easily. In such cases, ask a group to try the task again – it is typically a bit harder the second time around. Occasionally, the task seems too hard and participants seem to make almost no progress. Let them struggle for about 10 minutes, then offer the group one unclasp and re-clasp
– they need to discuss and decide what would be most useful.
* Most of the time a full circle takes shape, but occasionally two or even three interlocking circles emerge. So, the task really is to sort the knot into its simplest structure.
© Kvinna till Kvinna 2011
Human Knot
facilitation notes:
* Be aware that the activity involves close physical proximity and touching potentially in sensitive places!
good position to lead – do they try to dominate inappropriately or do they sit back appropriately and just do what they can?
* The ideal group size is about 10, but it can be done with anywhere from seven to 16 people. Much higher or lower and the task does not really work. The more members of a group, the more difficult the task, partly because of the complexity, and partly because there is physically less room to move.
* If there are two or more groups doing the task simultaneously, have the groups reasonably spaced out, so they do not feel distracted by a sense of competition.
* Stay at a moderate distance, allowing the members of the group to engage in the activity without feeling that they are being too closely observed; but maintain good hearing contact and be ready to step in to answer questions or change the direction of the activity quickly when appropriate.
* Slowly wander around the circle, moving in and out as appropriate – for instance, if you want people to use names in every communication, this needs to be reinforced in a friendly, but firm, way, several times.
* It is relatively easy to notice who is talking, who is not, who seems comfortable, who does not. Also note that sometimes, the natural leaders are not in a
* Often this activity speaks for itself as an ice-breaker. However, because it can be quite challenging, and because people often will have been pulled in all sorts of directions (literally), be prepared to have at least a short debrief, asking, for example: 'how well did you think the group worked together?'; 'what could have been done differently?'; or 'what do you think you have learned from this activity that can be applied in future activities?'
page 2/2
format: Group exercise,
Icebreaker
© Kvinna till Kvinna 2011
Reciprocity Web 43
Required materials: One blank index card per participant, Coloured ball of yarn
Time: 30 min
summary:
key explanation points:
Facilitation notes:
This is a good closing exercise that asks participants to write down a commitment to improve their integrated security for which they need support. Through the exercise, they are paired with another participant who will follow up with them to offer encouragement and support.
* Have everyone write down one task on an index card related to their integrated security that they will commit to, and that they would like support for. They should put their name on one side of the card and the task on the other. All cards should then be folded with just the name showing and put in the centre of the room.
* Participants are then asked to select randomly one card from the pile and just look at the name on the card without opening it. If anyone has accidentally selected his/her own card, they can exchange it with the person to their left until everyone has someone else's card.
* The group stands in a circle and one person is given a ball of coloured yarn. They should take one end of the ball, call out the name of the person's card they are holding, and throw the ball to them. This should continue until all names have been called.
* As the group stands with a web in front of them, the facilitator should explain that the person who has your card should contact you in the next week just to check in and ask how they can support you with your task.
This exercise helps to 'cement' a sense of commitment to taking the workshop process forward for individuals and to continue to build connections between participants.
Alternative option:
If you can't find a ball of yarn for the exercise, try to be creative and use something playful, like stress balls or balloons. This keeps the exercise light, fun and positive.
© Kvinna till Kvinna 2011
format: Group exercise
Time: 30 min
Exercise:
Goodbye Cocktail Party 44
Required materials: Glasses of water (one per participant), Optional – low key music
summary:
key explanation points:
Facilitation notes:
This is a light and fun closing exercise that give participants an opportunity to express their appreciation for each member of the workshop group.
* Give everyone a glass of water and have them circulate among each other and tell each person in the group what they appreciate about them.
* Every participant should have a chance to speak to every other participant.
This is a simple but very warm way of giving each participant an opportunity to thank the others for the gift of their presence and for their support.
© Kvinna till Kvinna 2011
format:
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Why is bone health important?
Why are vitamin D and calcium important to bone health?
Bone is a living tissue that is constantly breaking down and being replaced. Throughout life, your body balances the loss of bone with the creation of new bone. You reach your highest bone mass (size and strength) at about age 30. After that, you begin to lose bone mass.
Over time, bone loss can cause osteopenia (low bone mass) and then osteoporosis, a condition in which bones become weak and are more likely to break (fracture). Fractures can cause serious health problems, including disability and premature death.
Getting enough vitamin D and calcium is important in keeping your bones healthy and reducing your chances of developing osteopenia or osteoporosis. Regular, weight-bearing exercise also helps keep your bones strong.
Did you know?
Vitamin D is the only vitamin made by your own body. Other vitamins, like A, B, and C only come from food and supplements.
Vitamin D allows your body to absorb calcium. Calcium is necessary for building strong, healthy bones. Without enough vitamin D and calcium, bones may not form properly in childhood and can lose mass, become weak, and break easily in adulthood. Even if you get enough calcium in your diet, your body will not absorb that calcium if you don't get enough vitamin D.
Healthy Bone
Osteoporosis
What is vitamin D?
Vitamin D is a fat-soluble vitamin, which means it is stored in the body's fatty tissue. People normally get vitamin D through exposure to sunlight, which triggers vitamin D production in the skin.
Vitamin D is found naturally in very few foods. In the United States, it is routinely added to milk and infant formula. Other good food sources are egg yolks and some types of fish such as salmon and mackerel. Vitamin D is also available in nutritional supplements.
You probably don't get enough vitamin D if you
* spend little time in the sun or use a strong sunblock
* have very dark skin
* are over age 50, when the body is less able to make and use vitamin D efficiently
* have certain medical conditions such as diseases of the digestive system that interfere with fat and vitamin D absorption
* are very overweight, because vitamin D can get "trapped" in body fat and be less available for the needs of the body
What is calcium?
Calcium is a mineral with many functions. Most of the body's calcium is stored in the bones and teeth where it supports their structure. Calcium mainly comes from the foods you eat.
Good sources of calcium include dairy products (milk, cheese, yogurt); calcium-fortified products (foods and beverages with added calcium); canned fish with bones; and green, leafy vegetables. Like vitamin D, calcium is also available in supplements.
Recommended Daily Intake of Vitamin D and Calcium for Adults
| | Vitamin D |
|---|---|
| Under age 50 | 400 to 800 International Units (IU) |
| Over age 50 | 800 to 1,000 IU |
You may need extra calcium if you
* are a post-menopausal woman
* eat few or no dairy products
* have a digestive disease that interferes with nutrient absorption
Editors
Steven T. Harris, MD
Benjamin Leder, MD
Dolores Shoback, MD
Questions to ask your doctor
* How much calcium and vitamin D do I need?
* How do I know if I'm getting enough?
* Should I take a calcium or vitamin D supplement? How much should I take?
* Should I be tested for vitamin D deficiency?
* What else can I do to keep my bones strong?
Resources
* Find-an-Endocrinologist: www.hormone.org or call 1-800-HORMONE (1-800-467-6663)
* Hormone Health Network osteoporosis information: www.hormone.org/osteoporosis
* Centers for Disease Control and Prevention: www.cdc.gov/ nutrition/everyone/basics/vitamins/calcium.html
* National Institute of Child Health and Human Development (National Institutes of Health–NIH): www.nichd.nih.gov/health/ topics/bone_health.cfm
* National Osteoporosis Foundation: www.nof.org
* Osteoporosis and Related Bone Diseases Resource Center (NIH): www.osteo.org or call 1-800-624-BONE | <urn:uuid:7e6dfe1d-3d40-4914-a7c8-a6823514a015> | CC-MAIN-2018-30 | http://pie-endo.com/sites/all/files/METABOLICPT/calcium1.pdf | 2018-07-18T23:42:29Z | crawl-data/CC-MAIN-2018-30/segments/1531676590362.13/warc/CC-MAIN-20180718232717-20180719012717-00223.warc.gz | 293,281,872 | 931 | eng_Latn | eng_Latn | 0.995803 | eng_Latn | 0.996158 | [
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Chapter
You Came Here to Die, Didn't You
Book Club Discussion Questions
Discussion Questions
You Came Here to Die, Didn't You
Book Club Discussion Questions
Why do you think this is so?
What was the purpose of the NAACP? What were their chief strategies?
I Have a Dream:
Alienation
Pages 44 to 46
If a student is under age, when is it appropriate to ask him/her to go against his/her parents’ rules?
Pennies from
Heaven
Pages 47 to 49
Why were churches so important to the Civil Rights Movement?
I Have A Dream:
New Comer
Pages 51 to 55
How will you decide what school your children will go to? Some parents choose to wait in line to get their children into the “best” schools?
Shouldn't all schools be equally good? Why aren't they?
Hogshead Stew
Pages 56 to 59
What's the worst thing you've ever eaten?
What would have to happen to make you eat it again?
We Don't Go By
That Law Down
Here
Pages 60 to 66
When should states’ rights overrule federal rights? How are human rights related to states rights and federal rights?
Pass the Bedpan,
Please
Pages 67 to 69
How important is being neat and clean when you are dealing with other people?
How can you be clean if you don’t have the facilities to do so? How would being clean influence trying to get a job?
The Problem with
Hormones
Pages 70 to 76, and 84 to 85
It was dangerous to date outside one’s race in the South. What reasons might a parent use to convince his or her child to only date within his/her own race, religion, or ethnic group?
A Line in the Sand:
Canvassing,
Registration Day and Promise
Pages 77 to 83,
Is it responsible for people to vote if they can’t read and write? What were people trying to accomplish by registering and voting?
You Came Here to Die, Didn't You
Book Club Discussion Questions
110 to 111
You Came Here to Die, Didn't You
Book Club Discussion Questions
Looking Back
Pages 126 to 129
What strategies might the Movement have used other than civil disobedience?
Would they have had different consequences?
Would civil disobedience work in dealing with the problems facing the nation today like gay rights, immigration, the economy, and others? Why or why not?
Appendix H
Pages 171 to 173
Why do so few people vote today? What might we do to get more people to vote?
Should voting be mandatory as it is in some countries like Australia?
If there are questions you think I should add, please contact me on my website at sherielabedis.com | <urn:uuid:6dcb5fae-c013-4011-94d3-15e84a62d045> | CC-MAIN-2018-30 | https://sherieholbrooklabedis.files.wordpress.com/2014/07/discussion-questions.pdf | 2018-07-18T23:47:45Z | crawl-data/CC-MAIN-2018-30/segments/1531676590362.13/warc/CC-MAIN-20180718232717-20180719012717-00220.warc.gz | 737,997,693 | 591 | eng_Latn | eng_Latn | 0.935522 | eng_Latn | 0.997481 | [
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Lesson 12
今日の発音のコツ TODAY'S TIPS FOR PRONUNCIATION 1
Assimilation② 同化②
Instructions: Repeat after your tutor.
課題: 先生の後について繰り返しましょう。
後ろにくるto（無声の発音）を受けて、前の単語の最後 の音が変わります。
2 今日のダイアログ TODAY'S DIALOGUE
HINTS
Some of the people invited to the party couldn’t come.
パーティに招待された何人 かは来られなかった。
All of the dishes made by Aki’s mother were delicious.
アキのお母さんによって作 られた料理はすべて美味し かったです。
Satoshi: How was Aki’s birthday party last Saturday?
Miku: It was great. Some of the people invited to the party couldn’t come, but more than 20 people were there.
Satoshi: Wow! Did you enjoy the food, too?
Miku: Yes, very much. All of the dishes made by Aki’s mother were
delicious.
Instructions: First repeat after the tutor and then practice each role. 課題: 先生の後について繰り返した後、それぞれの役を練習してみましょう。
Copyright (C) 2015 Human Academy Co., Ltd.
Lesson 12
パーティの報告と物の説明
語いと表現 VOCABULARY AND EXPRESSIONS 3
Instructions: First repeat after your tutor and then read aloud again by yourself. 課題: 先生の後について繰り返した後、今度はひとりで発音してみましょう。
過去分詞 (名詞を修飾する役割）
Some of the people invited to the party couldn't come.
パーティに招待された一部の人たちは来ることができなかった。
This is a letter written by my grandmother.
これは祖母によってかかれた手紙です。
練習 PRACTICE 4
Instructions 1: Introduce famous places in Japan.
課題1: 日本の有名な場所を紹介しましょう。
◆Mt. Fuji is a mountain in Japan ( 登られる ) by many climbers and tourists.
◆Sky Tree is a tower ( 建てられた) in 2012 in Tokyo and now it's very popular among tourists.
◆Kyoto is a place ( 訪れられる ) by many tourists from many countries.
Instructions 2: What language is spoken? Please say a sentence by filling in a blank.
課題2: 何語が話されていますか。空所を埋めて文を言ってみましょう。
・( ) is the language spoken in Japan. ・( ) is the language spoken in France. ・( ) is the language spoken in Italy.
振り返り SELF EVALUATION 5
Good
Average
Poor
①名詞を修飾する過去分詞の使い方を理解できる
②名詞を修飾する過去分詞を使って物や話されている 言葉を説明できる
今日の授業の感想
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EWG's DIRTY DOZEN CANCER PREVENTION EDITION
Scientists are only beginning to investigate how certain chemicals may interact to contribute to cancer development. But given that we live in a sea of chemicals, it makes sense to begin reducing exposures to ones we know are bad actors.
Here are EWG's tips for avoiding 12 harmful chemicals that have now been found to also disrupt cancer-related pathways—known as cancer hallmarks.
1.
HOW TO AVOID
Bisphenol A (BPA)
An industrial chemical used to make plastics that are used in food and beverage containers and the linings of most food and beverage cans.
2.
Atrazine
One of the most widely used herbicides, applied to the majority of U.S.-grown corn.
3.
Organophosphate Pesticides
Widely used insecticides that target the nervous systems of insect pests.
Instead of canned foods, opt for fresh food and food that comes in glass jars or waxed cardboard cartons. When purchasing canned foods or plastic products, buy those that indicate they are made without BPA. Avoid plastics marked "PC" (for polycarbonate) or recycling #7, which may contain BPA. Finally, say no to cash register receipts, since they're often printed on thermal paper coated with BPA.
HOW TO AVOID
Atrazine can be a contaminant in drinking water supplies, especially in agricultural areas. Consider a drinking water filter certified to remove atrazine by consulting EWG's Water Filter Buying Guide.
HOW TO AVOID
Buy organic produce when you can, especially to avoid produce with the highest pesticide residues.
CONTINUE
4.
Dibutyl Phthalate (DBP)
Widely used in nail polish until 2006. That use was voluntarily halted, but it is still an ingredient in soft and flexible plastics such as shower curtains, raincoats, food wraps and bowls.
5.
Lead
Harms almost every organ system in the body and has been linked to a staggering array of health effects, including lowered IQ, miscarriage, kidney damage, nervous system problems and hormone disruption.
6.
Mercury
Along with its organic form, methylmercury, it is toxic to the brain, kidneys, liver, heart and nervous system. Mercury exposure during pregnancy is highly dangerous to the developing fetus, leading to impaired development of the brain and nervous system.
7.
PFCs
Per- or polyfluorochemicals, widely used to make, among other things, water-, grease- and stain-repellent coatings.
HOW TO AVOID
Limit use of soft plastics for purposes such as storing food and limit the use of PVC plastics.
HOW TO AVOID
Use EWG's Water Filter Buying Guide to limit your exposure from drinking water, and be careful when removing crumbling old paint—a major source of exposure.
HOW TO AVOID
Some seafoods—especially canned albacore tuna, swordfish and some types of sushi—are especially high in mercury. Use EWG's Seafood Calculator to determine which fish is safest for you to consume.
HOW TO AVOID
Find products that haven't been pre-treated with stain repellents and skip home-applied treatments of carpets and furniture; limit fast food and greasy carryout foods that often come in PFC-treated wrappers; choose clothing that doesn't carry Gore-Tex or Teflon tags as well as fabrics labeled stain- or water-repellent; avoid non-stick pans and kitchen utensils; don't use microwaveable popcorn bags; and finally, select personal care products without "PTFE" or "fluoro" ingredients.
8.
Phthalates
Common industrial chemicals used in PVC plastics to make vinyl toys soft, as well as in solvents and synthetic fragrances.
9.
Diethlyhexyl Phthalate (DEHP)
The most commonly used of a class of phthalates that may be associated with alterations in thyroid hormone levels.
10.
PBDEs
Chemical fire retardants widely used in polyurethane foam products manufactured before 2005, including upholstered furniture, mattresses, pillows, couches, carpet padding and electronics. Although they have been taken off the market, they are incredibly persistent and continue to be a reason for concern.
11.
Triclosan
An ingredient in many liquid hand and dishwashing soaps as well as many personal care products.
12.
Nonylphenol
Widely used ingredient in industrial and consumer products such as detergents, paints, personal care products and plastics.
HOW TO AVOID See #9.
HOW TO AVOID
Phthalates may be used as a fragrance ingredient in products. Since it isn't listed separately on labels, choose personal care, cleaning products and air fresheners without "fragrance" on the ingredient list. Plastics also often contain phthalates, so avoid cooking or microwaving in plastic and give your children wooden or phthalate-free toys. Many products—from lawn furniture to some clothing (such as raincoats) to shower curtains—contain DEHP vinyl. Try to avoid them.
HOW TO AVOID
Avoid foam products manufactured before 2005 and look for those made after 2014. Read labels, visit manufactures' websites and ask what chemicals are used on their products. Use a vacuum fitted with a HEPA filter to remove particles from your home.
HOW TO AVOID
Forgo antibacterial soap and other antibacterial products, such as toothbrushes, toys and cutting boards.
HOW TO AVOID
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Dowdall Elementary School Annual Report 2013-2014
Our mission at Dowdall Elementary School is to educate our students by meeting the diverse needs of individuals in a safe, supportive environment.
School Annual Education Report (AER) Cover Letter
August 18, 2014
Dear Parents and Community Members:
We are pleased to present you with the Annual Education Report (AER) which provides key information on the 2013-2014 educational progress for Dowdall Elementary School. The AER addresses the complex reporting information required by federal and state laws. The school's report contains information about student assessment, accountability and teacher quality. If you have any questions about the AER, please contact Kelly Fisher, principal, for assistance.
The AER is available for you to review electronically by visiting the following web site www.kearsley.k12.mi.us or you may review a copy from the Dowdall office.
The state has identified some schools with the statues of Reward, Focus or Priority. A Reward school is one that is outperforming other schools in achievement, growth, or is performing better than other schools with a similar student population. A Focus school is one that has a large achievement gap in 30% of its student achievement scores. A Priority school is one whose achievement and growth is in the lowest 5% of all schools in the state.
Last year, Dowdall Elementary was identified as a Reward school. As of the time of this report, Dowdall has none of the designations above. Some of the key initiatives being undertaken at Dowdall Elementary school to accelerate student achievement and close persistent gaps in achievement include:
* Multi-Tiered System of Support with a focus on good classroom instruction, Tier 2 and Tier 3 intervention support for targeted students with specific focus on students with special needs.
* Differentiated instruction
* Frequent monitoring of student achievement through formative, interim and summative assessments
* Realignment of curriculum and assessments to meet the new Common Core State Standards
More specific data and initiatives to accelerate student achievement and close persistent gaps in achievement can be found below in the status of the 3-5 year school improvement plan.
State law requires that we also report additional information.
1. PROCESS FOR ASSIGNING PUPILS TO THE SCHOOL
All students in grades 2 and 3 are assigned to Dowdall Elementary School. Students qualifying for placement in our categorical special education program(s) are assigned to the building where that program is housed. Kearsley Schools also participates in the State of Michigan Schools of Choice program Section 105 and 105C for students from other schools who wish to enroll in the district.
2. STATUS OF THE 3-5 YEAR SCHOOL IMPROVEMENT PLAN School Improvement Goals for 2013-2014
1. Reading Goal
All Dowdall students will demonstrate improvement in reading comprehension across the curriculum.
2. Writing Goal
All Dowdall students will engage in frequent, purposeful writing to become proficient writers across content areas.
3. Math Goal
All students will be proficient in mathematics. Students in grades 2-3 will demonstrate mathematical understanding, operational skills, and mathematical communication skills.
1. Reading Goal: All students in 2nd and 3rd grade will be proficient in reading across the content areas.
Objective: 67.5% of students will be proficient in reading by June 2014 as measured by the MEAP with a yearly increase of 2.19%.
Strategies:
1) Teachers of reading will implement delivery of instruction using common core aligned curriculum.
2) Teachers will be trained in Reading Workshop to help all students reach grade level state standards.
3) Teachers will develop common instructional interventions to address the areas of C-Comprehension, A-Accuracy, F-Fluency, E-Engagement.
4) Teachers and intervention staff will provide extended learning opportunities and supplemental interventions for struggling readers and subgroups in order to increase their proficiency in reading.
Activities:
Reading Workshop Professional Development—Teachers participated in a district provided teacher lab with a focus on the reading workshop components.
Collaborative Inquiry—(Data Days and Grade Level Staff Meetings)
Literacy Coach-Teachers collaborated with and received reading instructional support from the literacy coach.
Curriculum and Common Assessment Development
b. Continued alignment with Common Core Standards
a. Teachers implemented MAISA curriculum reading units
c. Created a Common Rubric---Reading Behaviors and the DRA 2 assessment
Dowdall Family Night—Fall 2013—This evening focused on helping families understand the purpose of reading just right books, the new common core standards and supporting their reader at home.
d. Began creating common unit assessments to assess student achievement. Teachers monitored student progress and used data to inform instruction and interventions.
Science Curriculum—There was an increased amount of time spent on instruction and reading of non-fiction texts and academic vocabulary.
One Book, One School—Encourage families to read aloud at home during our March is Reading Month
Reader's Notebooks—Teachers used these to engage students in responding to their reading
Intervention Activities
Leveled Literacy Intervention-LLI is used for our struggling 2 nd graders on a daily basis with our highly qualified LLI intervention teacher. LLI provides targeted reading strategies to these identified students.
Title One Interventionists—Use the Common Interventions based on CAFÉ to support our identified struggling readers.
Progress Monitoring-Dowdall staff will use data from the STAR Reading Assessment, DRA progress monitoring and to evaluate student's reading achievement, monitor progress, inform instruction and prescribe interventions.
Positive Behavior Intervention Support (PBiS): PBiS initiatives will support teacher efforts to promote positive learning environments and increase student time on task.
Special Education Services -Identified students will receive the support services needed.
English Language Learner Services-Students needing ELL services will receive the appropriate accommodations.
Summer School Literacy Camp-Students who do not meet end of the year reading benchmarks for 2 nd and 3 rd grade will be invited to attend an intensive 4 week literacy focus extended summer opportunity.
Evaluation Process The following metrics are used to evaluate the efficacy of the reading goal.
* Teacher survey
* STAR Data
* MEAP scores
* DRA scores
*
* Best practice research
Compare with Last Year's Progress
The scores that follow depict student progress in Reading. These results will assist staff in evaluating the effectiveness of our interventions.
This year 3 rd grade saw a decrease in reading MEAP proficiency. They went from a 73% proficiency ranking to a 58% proficiency ranking.
As a whole, our 4 th grade increased their reading MEAP proficiency from 70% to 75%, creating a gain of 5%.
Our 3 rd grade Special Education students also saw a decrease in proficiency. They went from a 36% proficiency ranking to a 25% proficiency ranking.
Our 4 th grade Special Education students saw a significant increase in proficiency, moving from a 33% proficiency ranking to a 53% proficiency ranking, creating a gain of 20%.
Comparing our current 4 th grade to their 3 rd grade experience, there was a 2% increase for students without disabilities and a 3% decrease for our students with disabilities.
Developmental Reading Assessment Developmental Reading Assessment
Dowdall's 2 nd Grade Reading DRA Data (2011-2014) Percentage of 2 nd graders at or above grade level
Percent of 2 nd graders making a year's growth on DRA
DRA Data (2011-2014)
Percent of 3 rd graders at or above grade level
Percent of 3 nd graders making a year's growth on DRA
Recommendations for further improvement:
Our plan for 2014-2015 is to enhance our Tier 1 reading instruction.
[x] Reading with a purpose & modeling
[x] Improve/Increase shared reading and close reading.
[x] Close reading instruction with scaffolding
[x] Improve reading conferences, guided reading, and strategy groups
[x] Engaging students in deeper conversations about more rigorous complex text.
Reading Workshop Teacher Labs (round two) will continue to train teachers in an effective reading workshop model.
Continue instructional dialogue about Reader's Notebooks (responses, expectations, etc.)
Look at the impact of our common Tier 2 interventions and make adjustments as needed.
2. Writing Goal: All students in grades 2 and 3 will engage in frequent, purposeful writing to become proficient writers across content areas.
Objectives:
* 43% of Dowdall students will be proficient in Writing on the MEAP by June 2014.
Strategies:
1. All teachers of writing will implement delivery of curriculum with Common Core aligned standards based on the MAISA Language Arts units for writing in order to improve the content (ideas and organization) and readability (conventions) of student writing. All Dowdall writing teachers will differentiate instruction using writing workshop.
2. All teachers of writing will implement writing across content areas.
3. All teachers of writing will use multiple measures to identify and provide interventions for at-risk students in order to improve their writing proficiency.
What we accomplished this year:
Evaluation Process:
The Writing Team identified the following Data Sources to measure improvement:
* MEAP
* Grade Level Writing assessments
MEAP results:
In the fall of 2013, the 4th graders increased in MEAP writing proficiency from the previous year. In fact, when compared to the previous 3 school years, a higher percentage of students scored in the proficient range.
The 4th grade special education students saw an increase in writing proficiency from the previous year as well. However, they are still significantly below the percentage of proficient writers from the year 2011.
Grade Level Assessment Data for Writing
Second Grade Narrative Writing
Third Grade Narrative Writing
Second Grade Informational Writing
Third Grade Informational Writing
Second Grade Opinion Writing
15
Third Grade Opinion Writing
In all cases, students increased their proficiency in all types of writing from 9-24% from the fall pre assessments.
Plans/Implications For Next Year:
* We will continue training and support with implementation of MAISA writing units.
* We will implement a schedule of common content area writing assignments.
* We will continue monitoring and adjusting common writing assessment prompts and rubrics.
* We will align implementation of MAISA writing and reading units to capitalize on immersion opportunities.
* We will more specifically identify conventions expectations for spelling and punctuation on grade level rubrics.
* We will implement our protocol for common assignment collection folders.
* We will develop common grade level "no excuses" word lists.
* We will seek research-based writing interventions.
* We will identify common grammar and conventions lesson resources in alignment with MAISA units.
* We will continue to explore solutions to the gender gap.
3. Math Goal: All students will be proficient in mathematics. Students in grades 2-3 will demonstrate mathematical understanding, operational skills, and mathematical communication skills.
Objective: 40 % of all students will demonstrate proficiency in math by year end 2014, as measured by MEAP Proficiency Targets.
Strategies:
1) Teachers will deliver instruction using the CCSS 8 Math Practices.
3) Teachers will develop instructional interventions to address the needs of struggling learners and subgroups to develop fluency in the basic facts in order to increase achievement.
2) Teachers will have all students write about mathematical thinking and problem solving.
4) Using multiple measures, teachers will identify and provide intervention for at-risk math students in order to improve math proficiency.
What we accomplished this year:
1.Teachers participated in district provided training on math workshop.
2.The math team worked with curriculum coordinator to implement the Georgia Units of Study, develop a pacing guide, and create common unit assessments. Classroom teachers received support to implement the new curriculum with particular attention to number sense, problem solving, and fluency.
3. Common unit assessments were developed to assess student achievement.
4. All teachers will increase math instructional time to seventy minutes per day, including classroom instruction and intervention.
Intervention Activities:
1. Dowdall staff used data from the STAR Math Assessment to evaluate student's math achievement, monitor progress, inform instruction and prescribe interventions.
2. Targeted students received additional time and support in the area of mathematics using iPads, computers, and a web based intervention program to increase math learning and improve math skills.
3. Teachers trained parents at a school-wide Family Math Night in order to help their child with math at home.
4. Positive Behavior Intervention Support supported teacher efforts to increase student time on task and reduce disruptions in learning.
5. Time was allotted through staff meetings and data days in order to examine data, identify interventions, and process instructional strategies within and across grade levels.
MEAP data:
+ Looking at this year's 3rd graders, last year's 2 nd grade students, although we are still not reaching our AMO, nor are we surpassing the county and state, our students continue to increase their proficiency from the previous year's cohort.
+ This year, we were only 2 percentage points behind the county and state in math and we had an 11% increase in proficiency overall from last year's cohort whereas the county saw a modest gain of 4% and the state saw a 1% decrease.
+ Looking at this year's 4 th graders, last year's 3 rd graders , we see that although we made a nice increase last year, our scores dropped back 2% at the district level this year while both the county and state increased 1% .
+ However, when we look at the third grade proficiency scores from last year, we see that this cohort continues to be making gains in proficiency (+3%).
+ To identify a possible cause for this year's decline, when evaluating MEAP Item Analysis, it was noted that unit pacing and topic coverage was atypical last year. The issue was addressed this year at the grade level.
+ Comparing our 3 rd grade students who receive services, we see that this year, their proficiency has dropped 3%, compared to last year's cohort. Rather than decreasing the gap (-17%), we increased it even further to nearly double (30%).
+ Looking at our 4 th grade students who receive services, we see that they increased 7% from last year's cohort. However, when we look at the 3 rd grade proficiency scores from last year, we see that this cohort decreased it's proficiency by 1%.
+ There is still a significant gap between our subgroups. Addressing this needs to continue being a priority. Our females continue to outperform our males and our economically disadvantaged subgroup continues to lag behind our overall population.
STAR Data:
STAR assessment data:
+ As we had hoped, as the year progressed both 2 nd and 3 rd grade students in intervention groups gradually increased their proficiencies leading to 80% of 2 nd grade and 72% of 3 rd grade at/above grade level on STAR math.
Grade Level Basis Skills tests:
+ We created timed quarterly Pre/Post Basic Fact assessments at each grade level to monitor students' fluency with their facts. 50 facts are assessed each marking period.
+ The ultimate goal is 80% fact mastery across all subgroups. Although we are not there yet,we did note an overall increase in proficiency from pre to post test.
+ We will continue to work towards the 80% goal with our targeted interventions.
+ When we compare the scores of subgroups at each grade level, we see that our 2 nd grade % proficient differs between 4-11% while our 3 rd grade differs between 16-24%.
+ We will continue to work towards the 80% goal with our targeted interventions.
Future Plans:
+ Our plan for the 2014-2015 school year is to maintain instructional time at 70 minutes daily which will include instruction and intervention, identifying minimum expectations for math interventions.
+ We will continue to explore our options for enhancing our students' Depth of Knowledge through the 8 Math Practices as we continue our transition into the Common Core State Standards and the Georgia Curriculum with the support of a Math Coach.
+ Continue to work with the Math Coordinator and Math Coach to identify grade level content area vocabulary and common assessments.
+ Continue to familiarize ourselves with targeted interventions including those that include technology. Implement tri-folds in order to create intervention programming uniformity.
+ Continue to find ways to involve families in mathematics including continued implementation of Math Awareness Month and Family Nights.
A BRIEF DESCRIPTION OF EACH SPECIALIZED SCHOOL
The Genesee Intermediate School District and its 21 local school districts in Genesee County provide special education for nearly 10,000 students. Special services for students with special needs, age 0-25, are available to Kearsley students.
The goal of special education is to ensure that students learn skills needed for functional independence within our community. Students are placed in special education through the Individualized Educational Planning Committee process, where parents, local educators and special education staff analyze and develop programs for each student. Individualized programs are tailored to each child's needs. GISD's special education schools teach:
* Academic skills
* Independent living skills
* Communication skills
* Job training and prevocational education
* Social living habits and self-care
A Special Education Parent Advisory Committee, made up of representatives from each school district, advises the GISD Board of Education regarding operation and coordination of special education services within Genesee County.
Students Enrolled in Special Education
The Genesee Intermediate School District and its 21 local school districts in Genesee County provide special education for nearly 10,000 students. Special services for students with special needs, age 0-25, are available to Kearsley students.
The goal of special education is to ensure that students learn skills needed for functional independence within our community. Students are placed in special education through the Individualized Educational Planning Committee process, where parents, local educators and special education staff analyze and develop programs for each student. Individualized programs are tailored to each child's needs. GISD's special education schools teach:
* Academic skills
* Communication skills
* Independent living skills
* Job training and prevocational education
* Social living habits and self-care
A Special Education Parent Advisory Committee, made up of representatives from each school district, advises the GISD Board of Education regarding operation and coordination of special education services within Genesee County.
In 2012/2013, Kearsley Community Schools had students enrolled in the following GISD center-based and Project CHOICE classrooms:
15 students attend the Elmer A. Knopf Learning Center (for students with cognitive, autistic impairments and/or other impairments). Last year 13 students attended these programs.
12 students are educated at the Marion Crouse Instructional Center and 5 students attend the Transition Center. Last year 14 students attended programs here.
20 students are in early childhood programs and services. Last year 20 students participated in these programs.
405 students are enrolled in local special education programs at Kearsley. These include classes for learning disabled, cognitively impaired and speech and language impaired. Last year 443 students were enrolled in local special education programs.
1 student attended Michigan School for the Deaf. Last year, no students were enrolled in this program.
Upon leaving GISD's special education programs, follow-up data indicate that students are well prepared for adult life, within the limitation of their disabilities.
CORE CURRICULUM
Michigan defines "core curriculum" as the essential curriculum content which all students must learn in order to progress through the various educational levels. There are also the areas which are tested through the Michigan Education Assessment Program (MEAP). Michigan core areas include: language arts, mathematics, science, and social studies. Kearsley Community Schools has continued to review, develop, and implement curriculum in the core areas as well as in the following departments: career technical education, fine arts, world languages, physical education, and technology.
Curriculum writing is an ongoing process. The continuing development of curriculum is based upon the needs of students and society, recommendations from national educational studies, and state requirements. Ongoing alignment with state standards and trends continues to be a major goal in district curriculum efforts. Kearsley has developed the District Curriculum Council process to organize curriculum efforts and to provide communication across grade levels, buildings and departments.
Curriculum committees have been established for each content area. Each committee studies current issues, reviews and updates district curriculum, and examines materials (current and new) needed to deliver this curriculum. After implementation of curriculum and materials, committees monitor progress and make adjustments before beginning the DCC cycle again.
Core committees are revisiting developed curriculums to ensure alignment with the Common Core State Standards (CCSS). In addition, these committees continue to develop curriculum and instructional materials to prepare our students to be successful on local assessments as well as on the challenges of state and national assessments. As the state implements testing changes, the Kearsley committees continue to check this alignment.
For information regarding the curriculum at Kearsley Community Schools, please contact April Yorks, Curriculum Coordinator at firstname.lastname@example.org.
Language Arts Curriculum
An aligned language arts program has been implemented in grades K-12. Reading curriculum and instruction focuses on the development of reading skills and strategies as well as the ability to analyze, evaluate, and respond to literature. Students work with a variety of text materials, developing the tools necessary to access and create meaning from both narrative (story) and expository (informational) selections. Emphasis has been placed on being strategic readers, learning how to navigate different text formats and genres. The writing process is also a key focus of the language arts program, as well as writing for different purposes and audiences. Attention continues to be given to the importance of writing within all content areas.
During the 2013-2014 school year, teams of teachers in grade K-8 continued to work on aligning the curriculum and materials with the new Common Core State Standards (CCSS). The CCSS guide the focus of district study of story types/genres, writing forms, and grammar elements among other language arts components. State assessments also guide curriculum and instruction, with reading assessments of narrative and informational text. The MAISA (Michigan Association of Intermediate School Administrators) Language Arts materials have been adopted by the Kearsley district in grades K-8. Curriculum work focuses on unpacking the lessons, pacing the units of student, and developing common assessments. Emphasis continues on both reading and writing conferring to target student skill development. All grade levels continue to look at common assessments to gather data to inform curriculum and instruction.
Kearsley Community School District teachers in grades K-8 continue to implement reading workshops in their classrooms. This method of instruction allows for students to receive instruction and select books at their own level. During the 2013-2014, teachers participated in Lab Classroom professional learning. This lesson study format allowed teachers to visit model classrooms within the district with a focus on reading workshop. Teachers then debriefed and made plans for implementation in their own classrooms.
Teachers in grades K-5 continue to develop a deeper understanding of the Developmental Reading Assessment (DRA2) and its impact on instruction. This assessment gives important reading data across classrooms, buildings and grade levels. More importantly, the assessment guides reading instruction as teachers are able to target small group reading lessons based upon information gathered through the DRA2.
During the 2013-2014 school year, teachers continued to implement the Words Their Way program in grades K-5. This program helps students to understand how words work from letter recognition and phonics to spelling patterns, affixes, and word origins. Students are assessed within the program, and small, flexible instructional groups are formed based on individual student abilities and challenges. This program develops skills and understanding in both reading and writing.
Science Curriculum
Curriculum is aligned for grades K-12. Further curriculum revision continues to be needed as we respond to state and federal changes in curriculum expectations and assessment. Although there are not new Core Curriculum Standards for science content, there are new literacy standards for science. The K-8 Michigan Educational Assessments are administered in the fall, with science assessed at grades five and eight. High school juniors are assessed in science in the spring, as part of the Michigan Merit Exam. Science teachers have made many adjustments to curriculum and instruction in order to meet the expectations established by the No Child Left Behind federal legislation. The focus for the 2013-2014 school year was on the Science and Engineering Practices. The district is waiting for the adoption of the Next Generation Science Standards for further curriculum development.
Math Curriculum
As a district, math data was analyzed in an effort to determine how to best support students in math. In looking to improve our students' understanding of math and their math achievement, this year teachers implemented the Georgia Department of Education Math Units of Study. In addition, Weston teachers completed a book study on Math Work Stations by Debbie Diller in an effort to deepen their understanding of math workshop and math workstations. Several Weston teachers also imitated another book study on Nicki Newton's book Guided Math. The kindergarten and first grade teachers attended professional development sessions led by Dr. Nicki Newton to further understand the depth of knowledge that the CCSS requires of our students. More professional development will be provided next year to support staff in the continued implementation of math workshop and workstations, new math units of study, common math assessments, and tiered math interventions. In addition, students will be provided seventy minutes of math instruction and intervention or enrichment throughout the school day.
Social Studies Curriculum
Social Studies curriculum development at all levels K-12 continues to be focused on the GLCEs (Grade Level Content Expectations) and the HSCEs (High School Content
Expectations) and their impact on curriculum and instructional alignment. In addition, the new CCSS (Core Curriculum State Standards) have been adopted by the state. Although there are no specific CCSSs for social studies, there are standards focusing on literacy that have an impact in this area.
The Michigan Citizenship Consortium Curriculum has been used as a framework for curriculum at Kearsley. This framework allows for an aligned curriculum K-11 in social studies with each year building a foundation for students for the next year. During the 2013-14 school year, the instructional units and supplementary materials, where available, continued to be implemented in grades K-7 and used as a framework for 8 th grade US history, 9 th grade US History and Geography, 10 th grade World History and Geography, and 11 th grade Civics and Government and Economics.
In the elementary grades, the MiC3 (Michigan Citizenship Consortium Curriculum) is used to organize the units of instruction for the year.. As lessons become available, teachers will blend the lessons from this year with the MiC3 lessons. Assessment will also be the focus of work for next year. Next year, teachers will continue to implement the units and lessons and work to develop accompanying assessments.
STUDENT ACHEIVEMENT RESULTS FOR NATIONALLY NORMED ACHIEVEMENT TESTS
STAR Assessment data is used to provide nationally-normed data for students in grades 2-8. This assessment was given three times (September, January, and May) during the 2012-2013 school year. STAR data provides information to teachers regarding student achievement in reading and math. This data is nationally normed. Teachers use the data to inform instruction and to determine interventions for struggling students. STAR data for Dowdall elementary is reported above.
PARENT-TEACHER CONFERENCES
*Note: Dowdall changed to a 2
nd & 3 rd grade bldg. in 2011-12
PTO Officers:
PTO Officers:
President:
Mrs. Leslie Timm
Vice President: Mrs. Kristin Palmer
Secretary:
Mrs. Teresa Senften
Treasurer: Mrs. Rebecca Boggs
Parental Involvement Opportunities:
Parents can be involved at Dowdall as classroom and building volunteers, classroom special events helpers, and active PTO members and volunteers. This year for the first year a Parent Advisory Committee (PAC) was created as a subcommittee to PTO for the purpose of advising teachers and administration on issues of curriculum and school improvement.
Dowdall's Parent/Teacher Organization is active in securing program enhancements for Dowdall students. Through profits gained from the Fall Fundraiser, Boxtops for Education, and VG's incentive program, the following purchases were made:
* classroom supply reimbursements
* purchased books for One School, One Book program
* news periodicals for students
* purchased snack for Read-a-thon in March
* book give-aways
* refreshments for Open House
* Library Books and periodicals
* paid for field trip transportation per grade level
* popcorn Fridays
* Santa Bazaar
* snacks for Parent/Teacher Conferences and Teacher Appreciation Week
* fall and spring Book Fairs
* books for Summer Reading program
* Popsicles for Field Day
* Sponsored McDonald's family nights
* Mulch replacement for our playground
Building Staff Development
During 2013-14 all certified Dowdall staff members participated in the MDE AdvancEd School Improvement process serving on one of our three aforementioned Goal Teams: Reading, Writing or Math.
This year, professional staff development identified to support our goals took place on half days secured in our calendar for this purpose, as well as one and two hour meetings identified for that purpose. Staff meeting time throughout the year was also used for professional development. Professional Development included focus on the following:
* Training in Guided math principles from Dr. Nicki Newton
* Inservice on Math Curriculum Units
* Training on running Reading Workshops
* Inservice on Calkin's Writing Units
* Creation of Content area writing prompts
* OSHA informational meeting
* PBIS framework training
* McKinney-Vento informational meeting
* Website and IPad usage
* DRA fidelity checkup
* Creation of Standards based report card
Additionally, the district literacy coach conducted grade level assessment wall meetings to monitor and adjust in support of struggling readers. She also worked with teachers one-on-one to design reading interventions. Dowdall staff met in grade level teams to analyze STAR data, devise interventions and plan for progress monitoring in reading and math for students who were in the intervention categories on the STAR.
Building Technology Report:
Dowdall continues to develop the uses of technology for instruction. Teachers are supported by district and building technology service personnel.
* Students tested using STAR in the Fall, Winter and Spring, data was used to determine intervention activities
* all report cards are completed electronically via Synergy
* all district assessments are scored and reported via Datawise
* Attendance is taken using Synergy
* "Q Click" program, which allows for real time assessment of students' response to specific questions
* Disciplinary incidents are reported and recorded through Synergy
* GENNET/ ITV lab located in the library.
* DRA data is submitted through Datawise
* Classrooms utilized the computer lab with high-speed internet to support content learning
* Smartboards in all special education classrooms and for check out in general education classrooms
* Classrooms utilized the computer lab with high-speed internet to intervene with students at-risk with programs such as MobyMath and Xtra Math
* IPads for all teachers
* Media Projectors in every classroom
* 2 IPad labs of 30 tablets for use in Math Intervention
* Document Cameras in every classroom
* Apple TV in every classroom
* Classroom televisions
* Video
* Digital Camera
* Alpha Smart 3000 portable keyboards
SI Building Chairs:
Nancy Rousseau – 2 nd Grade Teacher
Cindy Hutchinson-2 nd grade Teacher
Amanda Crowl – 2 nd grade Teacher
Janice Billing – 3 rd grade Teacher
Aimee Kihn – 3rd grade Teacher
Allison Roberts – 3rd grade Teacher
Sara Saint Amour – 3 rd grade Teacher
The staff of Dowdall Elementary is proud of the work accomplished during the 2012-2013 school year. We appreciate the continued support of parents, staff and our community. Together we can make a difference.
Sincerely,
Kelly Fisher, Principal, Dowdall Elementary School | <urn:uuid:21df5031-af0c-4bfa-9146-acd2b6fa5453> | CC-MAIN-2018-30 | http://kearsleyschools.org/UserFiles/Servers/Server_368656/File/Dowdall%20AER%20School%20Cover%20Letter%202013-2014.pdf | 2018-07-18T23:59:28Z | crawl-data/CC-MAIN-2018-30/segments/1531676590362.13/warc/CC-MAIN-20180718232717-20180719012717-00228.warc.gz | 196,389,819 | 6,795 | eng_Latn | eng_Latn | 0.944716 | eng_Latn | 0.9966 | [
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Faculty Publications and Presentations
Liberty University DigitalCommons@Liberty University
School of Education
1-11-1999
Fetal Alcohol Syndrome: Implications for Educators
Beth E. Ackerman Liberty University, firstname.lastname@example.org
Follow this and additional works at: http://digitalcommons.liberty.edu/educ_fac_pubs Part of the Education Commons
Recommended Citation
Ackerman, Beth E., "Fetal Alcohol Syndrome: Implications for Educators" (1999). Faculty Publications and Presentations. 8. http://digitalcommons.liberty.edu/educ_fac_pubs/8
This Article is brought to you for free and open access by the School of Education at DigitalCommons@Liberty University. It has been accepted for inclusion in Faculty Publications and Presentations by an authorized administrator of DigitalCommons@Liberty University. For more information, please contact email@example.com.
Fetal Alcohol Syndrome: Implications for Educators
Beth Ackerman
Available from Eric Clearinghouse on Disabilities and Gifted Education
Abstract
Fetal alcohol syndrome has been recognized as one of the most common causes of mental retardation and has also been indicated as a cause for a variety of other learning and developmental disabilities. This paper provides a discussion of definitions, historical precursors, and prevalence figures for fetal alcohol syndrome and highlights relevant medical and behavioral characteristics. The paper also addresses the educational implications of working with children with fetal alcohol syndrome in terms of instruction and curriculum.
Fetal Alcohol Syndrome: Implications for Educators
Educators and child care providers today face a new community of children identified as one of the fastest growing populations at-risk for learning difficulties in the United States (Kinnison, Sluder, & Cates, 1996). This growing population is due to exposure to drugs and alcohol prenatally. A key contribution is prenatal exposure to alcohol. Fetal Alcohol Syndrome (FAS) is new recognized as the leading known cause of mental retardation in the Western World (Burgess & Streissguth, 1992). Some startling facts have come to light concerning the exposure of children to conditions that can negatively affect their learning and create risks of cognitive disabilities and school failure (Price & Stevens, 1992). It is imperative that school personnel understand and comprehend the concept of FAS and the implications for instruction and curriculum for students who are FAS-affected so that appropriate efforts are made to assist these children in their school and community experience.
Definitions
A teratogen is a prenatal exposure that may adversely affect the developing fetus (Bothuis, Dyke, Dyken, & McBrien, 1996). Alcohol is a teratogenic drug. Exposure to alcohol during gestation can damage an embryo or fetus (Bookstein, Barr, Sampson, & Streissguth, 1996). The term fetal alcohol syndrome was coined in the United Stated by Jones, Smith, Ulleland, and Streissguth in the early 1970s in a report of their study of eight unrelated offspring born to chronically alcoholic mothers. These offspring showed a pattern of abnormal growth and physical characteristics (Howard, McLaughlin, & Williams, 1994). FAS is correctly diagnosed when children meet the following three criteria: growth deficiency; a specific pattern of minor anomalies; and central nervous system (CNS) damage (Streissguth, 1997).
Other children who are exposed heavily to alcohol before birth may have one or two of these primary features, but not all three. According to Streissguth (1997), children who have only some of the characteristic of FAS are often said to have fetal alcohol effects (FAE) or possible fetal alcohol effects (PFAE). Children with FAS are not necessarily more severely affected than those with FAE, but they most often will be. The term FAE has been criticized because it is not officially recognized as a "diagnosis". Consequently, it is often more difficult for children with FAE to get needed services because they do not have a medical diagnosis. However, the FAE concept is widely used and recognized among parents and clinicians (Streissguth, 1997). Children with FAE may be in need of the same type of services as those with full FAS.
Historical Precursors
It has been known since Biblical times that alcohol ingestions during pregnancy resulted in fetal abnormalities. In Scripture, this is reflected in passages such as this: "Behold thou shalt conceive and bear a son: now drink no wine or strong drinks" (Judges 13:7). Centuries later, during the "Gin Epidemic" in England (1720-1750), when cheap gin was popular and widely available, a rise in the number of children who were retarded and physically malformed led to admonishments about drinking during pregnancy. The College of Physicians called for a gin tax to discourage heavy drinking. In 1736 a report warned that "unhappy mothers habituate themselves to these distilled liquors, whose children are born weak and sickly, and often look shriveled and old" (cited by Warner & Rosett, 1975, p.1395)
At the turn of the 20 th century, reports began to appear on children of alcoholics in many countries. In 1899, Dr. William Sullivan, a prison physician, published a study of 120 female "drunkards". He found that the pregnancies of these women resulted in stillbirths and infant deaths 2 ½ times more often that those of their sober female relatives. In the 1950s, a medical thesis from Paris described 100 children born to alcoholic mothers and fathers who had malformations very similar to those now recognized as constitution FAS (Streissguth, 1997). Nevertheless, it was not until 1973 that Jones and Smith first described the fetal alcohol syndrome and their work resulted in worldwide attention to the condition as a birth defect (Streissguth, 1997). This influence can be observed in the increase in research between 1973-1993 in which there were over 550 extensively researched cases of FAS (Cook & Shelton, 1993). Educators now have the foundation for a database sufficient to provide better services to this unique population.
Prevalence
Although formal prevalence studies have been conducted, data remains inconsistent on the prevalence of FAS. In the United States, prevalence estimates have been posited with a range from 3.5 in 1000 births to 1.3 in 1000 births dependent on the population (Hawks, 1993; McLaughlin & Williams, 1994). Worldwide figures place the rate of FAS at about 1.9 per 1000 live births in the general population (McCuen, 1991). However, these statistics are probably conservative in that they reflect only those children who have actually been identified, referred and diagnosed with these conditionings. It remains likely that many of the young people who are affected may remain unidentified.
FAS and FAE are problems that have a significant impact on our social and educational services. The cost to society is enormous and has been estimated at $596,000 per child with FAS throughout his/her lifetime (Streissguth, 1991). In 1987, individuals with FAS were estimated to require residential and support services exceeding an annual total cost of $1 billion (Bonthius, Dyke, Dyken, &McBrien, 1996). These figures adjusted for the late 1990s would reflect a much greater financial impact.
Research results demonstrate that FAS and FAE occur more frequently among some population groups in the United States (Burgess & Streissguth, 1992). For example the overall Southwestern Native American rate is 1978-1982 was 4.2 per 1000 or nearly twice the 2.2 per 1000 for the United States at the time (May, 1994). Nevertheless, FAS and FAE can occur among any women who drink during pregnancy, so these conditions should not be thought of as particular to any racial or ethnic group (Burgess & Streissguth, 1992). With approximately 35,000 newborns each year having been exposed to drugs including alcohol (Price & Stevens, 1992), it is clear that educators will need to play an important role in the lives of these children.
Characteristics
These are a series of distinctive characteristics which may describe individuals with FAS. Characteristics most often discussed in research can be categorized generally as medical and behavioral. The discussion of behavioral considerations will be more extensive due to their greater relevance for educators.
Medical Characteristics
FAS is a medical diagnosis. As mentioned above, FAS is diagnosed when children meet three criteria. The first criteria is growth deficiency which can be detected both prenatally or postnatally. This growth deficiency can affect height, weight and/or head circumference (Piersel & Shriver, 1994). The second criterion is a specific pattern of minor structural anomalies that most notably includes facial features such as small eye openings, drooping eyelids, a receding chin, small teeth, a short ruptured nose, a smooth philtrum (i.e., the ridges between the nose and the lips), and a thin upper lip (Cook & Shelton, 1993). The third criterion is evidence of CNS damage, which may include microcephaly (i.e., small size of the brain), tremors, hyperactivity, fine or gross motor problems, attentional deficits, learning disabilities, intellectual or cognitive impairments, or seizures. Mental retardation and developmental delays also qualify as CNS criteria, but like the other single items listed here, are not necessary conditions for accurate diagnosis (Streissguth, 1997).
Other medical or physical characteristics have been discovered among individuals with FAS. Cook and Shelton (1993) highlighted heart defects as well as poor skin and muscle tone. Joint anomalies, small distal phalanges (i.e., fingers), small fingernails, and small hypoplasia (i.e., tapering finger nail) are other common medical characteristics found in individuals with FAS (Bonthius et al., 1996; Streissguth, 1997). These main characteristics of prenatal exposure to alcohol result in the diagnosis of fetal alcohol syndrome.
Behavioral Characteristics
The effects of exposure to alcohol on cognitive and behavioral development has become and important research focus in recent years (Jacobson & Jacobson, 1996). Researchers have found that although children with FAS and FAE are, of course, unique individuals, many share a common behavioral profile (Burgess & Streissguth, 1992).
They may not exhibit all the characteristics or they may have some of the characteristics to a greater or lesser extent. However, clearly there are certain common behavioral characteristics with children with FAS. Using the term broadly, the behavioral characteristics that are most frequently discussed include the domains of motor, social, language, and cognitive development (Cates, Kinnison, & Sluder, 1996).
Behavioral characteristics have the greatest implications of educators. Once a child with FAS enters school, the learning and behavioral problems typically become apparent as the normal and social academic expectations become a setup for failure and frustration (McCreight, 1997). Everyday school expectations can present extreme difficulties for these children.
Studies have suggested that children with FAS have underdeveloped muscle tone and poor reflexes (Cates, et al., 1996). This may be what underlies some of the problems in motor development. Children diagnosed with FAS were more likely to perform lower on measures of reaction time, finger tapping, grip strength, and motor-speed precessions compared to children not diagnosed with FAS (Piersel & Shiver, 1994). Through infancy and early childhood, they may experience delays in walking. They may be clumsy or immature with their use of tools such as crayons or small toys. Motor-performance deficits at 4 years of age have been correlated with mothers who exhibit "heavier" drinking patterns (Piersel & Shiver, 1995). This deficit may affect how well young children interact with other students because of potential inability to perform tasks at play (Cates et al., 1996).
The most discussed characteristic of individuals with FAS involve their social development. Small children with FAS and FAE are often very engaging and may be extremely active. This high level of activity and distractibility most often causes parents or teachers to refer them for evaluation (Burgess & Streissguth, 1992). Some parents have reported that their children are so active and impulsive that they fear for their safety (Streissguth, 1997). In a related vein, Becker (1990) reported that 80% of children with FAS experience attention deficit disorder which can have a significant effect on their educational success. Times of transition become more difficult for these students. They tend to be more impulsive with their feelings and reactions. Without the ability to pay attention, the child cannot concentrate on, or follow through with, a given task. However, the difficulty with attention is not limited to learning situations or to school. It is a constant factor in the child's life and may interfere with the ability to play, to participate in team activities, and to comply with normal social expectations (Streissguth, 1997).
Individuals with FAS also lack a sense of personal boundaries which provide emotional protection and prevent individuals from invading the personal space of others. According to Streissguth (1997), children who lack personal space and have inappropriate and excessive curiosity are often disliked and shunned by their peer group. The manifestation of this trait often results in poor self-esteem (Price & Stevens, 1992).
Poor impulse control can be a direct result of attention deficit disorder, information processing deficit, and poor personal boundaries (Forness & Kavale, 1994). This constellation of problems frequently results in children putting themselves in dangerous or forbidden situations. Further, it has been indicted for being one of the major reasons for stealing. Sixty percent of the adolescents and adults with FAS, and 14% of the children, had documented differences with the legal system. Shoplifting/theft was the most frequent crime (Streissguth, 1997).
Another social deficit commonly found in individuals with FAS is the inability to relate behavior to consequences. It is difficult to understand a cause-and-effect relationship when the individual can not always process the information that links the cause to the effect (Streissguth, 1997). This difficulty results in students exercising poor judgment (Burgess & Streissguth, 1996) which also makes it problematic for parents and/or teachers to find a relevant consequence for a child with this condition. Because the natural or logical consequences used by most parents and/or educators often have little or no value in terms of teaching the child personal responsibility, these individuals may have no sense of connection to societal rules (Streissguth, 1997). "Societal rules" may be considered to be those that generally require little teaching past early childhood because they are self-evident. For example, most children past the age of five would see the danger in running out in front of a car. However, an individual with FAS may be just as likely to run in front of a car at age 30 as they are at age five (McCreight, 1997). They fail to realize their vulnerability and frequently place themselves in serious danger.
Because of these social characteristics, adolescence is a challenging time for individuals with FAS. They have difficulty comprehending and/or responding appropriately to others' feelings and needs. As noted above, they may be impulsive and aggressive, demonstrate unpredictable behavior, and may have trouble with the law (e.g., lying, stealing, vandalism). These deficits often result in low self-esteem and limited motivation. Streissguth (1997) reported that the majority of adolescents had experienced a disrupted school experience with suspension being the most frequent one.
Prenatal alcohol exposure directly influences cognitive development. Deficits in intellectual functioning have been reported frequently in groups of children with
FAS/FAE who were given standard IQ tests (Streissguth, 1997). The average IQ of students with FAS has been reported as 65 to 70, with the range being between 30 and 105 (burgess & Streissguth, 1996). Children with FAE are in the mentally retarded range, it is erroneous to assume that all children with FAS are mentally retarded (Streissguth, 1994). Because achievement in school appeared is positively correlated with performance on intelligence scales, it is not surprising that children diagnosed with FAS and FAE who received low scores on the intelligence scales also demonstrated low performance in the classroom on achievement measures (Piersel & Shiver, 1994).
Children with FAS and FAE display difficulties carrying out sets of activities (Streissguth, 1997). For example, if a teacher asks a student to open a math book and do problems one through ten, the student must understand to first get out the textbook, the pencil, the paper, and clear the desk of anything that is distracting. Then the student must understand which question to begin with, what order to follow, and how much time to spend on each question. After all this, the student must begin the work, stay on task, use prior knowledge of the subject, and complete the task. For most people this process is not thought out consciously. While it is not uncommon for students with FAS and FAE to have minimal learning problems (Griffeth, 1992), the disabilities, may spread across the learning spectrum. If every aspect of learning has a problem, no matter how small, then the ability to learn is severely affected and the child can miss much of what is being taught (Burgess & Streissguth, 1992).
Information processing deficit is a common characteristic of individuals with FAS (Streissguth, 1997). Such problems include the inability to translate information into appropriate action and failure to generalize the information from one situation to another.
The child may be able to repeat everything that has been said, but the fact that the child can hear and repeat it does not mean he can figure out what to do with it. For example, a teacher may ask a student with FAS or FAE to get out their journals. If the children had never heard of a notebook referred to as a journal, they would not know what to remove from their desks.
Children with FAS or FAE may have problems with the ability to perceive patterns or common threads, and the ways in which life is presented to us everyday (Streissguth, 1997). The patterns involved in routines may be invisible to these children and therefore, every day of school is the first day.
One of the most difficult problems for students with FAS or FAE involves their short term memory (Streissguth, 1997). This may also be connected with some of their other deficits because the child's focus of attention is constantly changing, and the processing disorder prevents the brain from properly analyzing, channeling, and storing information. Consequently, it may also be quite difficult for these children to learn from their own experiences (Burgess & Streissguth, 1992), and thus, for example, they may repeat the same mistakes.
Students with FAS or FAE often experience difficulty with abstractions. The child is unable to generalize learning to new situations. This often causes problems with time and money skills as these ideas change and shift. Streissguth (1997) reported that 95% of the people she studied could not handle money regardless of their background, age or any other factor.
Children with FAS also frequently experience problems with language development. Individuals with a lower IQ may encounter speech problems that take the form of perseveration (repeating a word or over and over). Those with higher IQ scores may have problems with articulations, talking too quickly, interrupting, or mumbling (Griffeth, 1992). They may also experience difficulties with opposites. For example, they may say "up" when they meant to say "down". Children with FAS may experience consistent problems with grammatical errors. All young people tend to have these problems in language development. However, students with FAS do not always outgrow these errors (Griesbach & Polloway, 1990).
Implications for Instruction and Curriculum
Children who are exposed prenatally to alcohol may present a variety of challenges for educators. The behavioral and academic characteristics associated with individuals with FAS or FAE require that we investigate the implications for instruction and curriculum. Educators should be concerned with providing an appropriate educational program and planning for early intervention, targeting functional skills, teaching communication and social skills, managing challenging behaviors, and collaborating with parents.
Providing and Appropriate Program
It is important when considering implications for educators that we discuss the type of setting in which children with FAS will receive there services. Because children with FAS exhibit an average IQ of 70 (McLaughlin & Williams, 1994), some of these students will be educated with children who are mentally retarded. However, children with FAE or children with FAS who have a higher IQ may need programs more typical of children with learning disabilities or emotional and behavioral disorders (Kavale & Forness, 1994). Streissguth and her associates in 1991 (as cited by McLaughlin &
Williams, 1994) conducted an extensive follow up examination of 61 adolescents and adults with FAS. They found adolescents with FAS were served in various setting including regular classes (6%), self-contained classrooms (28%), outside of any school system (15%), and in sheltered workshops (9%).
When considering how to meet the needs of these unique individuals, we should first consider our goals as educators. Most educators would agree that we want students to become productive and independent members of society. This is not to say that all children will become independent, but that they should have opportunities to function in normal settings with as little support as necessary (Burgess & Streissguth, 1992). The principles guiding the design of instructional programs should be to encourage independence and productivity among students.
Early Intervention
Like children with other disabilities, children with FAE and FAS benefit from early diagnosis and intervention. It is the responsibility of school personnel to refer children who may have been prenatally exposed to alcohol for evaluation which may lead to a medical diagnosis.
It is important for educators to see early on that these students need much encouragement and support to achieve the same success as other peers. FAS is a lifelong disability that requires continuous educational programming (Burgess & Streissguth, 1992). Educators should guide the learning of appropriate, functional skills and to decrease the occurrence of inappropriate behaviors (Streissguth, 1997).
Targeting Functional Skills
Developing a prescriptive curriculum for students with FAE or FAS would be unwise because the ages and abilities of such students vary (Burgess & Streissguth, 1992). It is important that instead these students be recognized as having unique needs. The academic curriculum is important, but students also need to be taught the skills that will help them survive and function in the real world. A functional curriculum encompasses daily living skills and vocational training. A functional program is considered to be one of the most complete models for students that are mentally retarded (Saint-Laurent & Lessard, 1991). It can be as concrete as riding a bus, ordering food at a restaurant, and filling out job applications, or as abstract as interacting with peers and learning the skills for keeping a job (Burgess & Streissguth, 1992).
Teaching Communication Skills
As noted above, one of the characteristics for children with FAS or FAE was speech and language problems. In order for these students to experience success with peer relations and job skills, it is important they be taught functional communication skills (McCreight, 1997). To be functional, communication must be both purposeful and successful in the natural and daily environments experienced by the communicator (Butterfield & Arthur, 1995). Educators need to watch children's attempt to communicate and shape those attempts into appropriate words or actions (Burgess & Streissguth, 1992). When considering communication, it is important not only to focus on language, but on the verbal, gestural, and behavioral skills that allow us to live and participate in social environments (Streissguth, 1997). These skills can be added to the curriculum and can also be taught with "teachable moments." For example, a student with FAS may want a crayon and rather than asking for it, he may impulsively grab the crayon. This instance is a great time to teach the child an appropriate communication strategy.
Teaching Social Skills
Social isolation is tragically common among students with FAS or FAE (Burgess & Streissguth, 1997). Poor communication, the inability to predict the consequences of their behavior, poor boundary skills, and impulsivity all contribute to difficulty maintaining relationships (McCreight, 1997). Teaching social skills can be a critical addition to the curriculum. Social skills can be defined as "learning behaviors that are necessary to get along successfully in a majority of social situations" (Sheridan, 1997, p.2). Teaching communication and social skills does not need to be seen as a separate curriculum, but rather a component of the functional curriculum (Burgess & Streissguth, 1992).
Managing the Child's Behavior
There are four considerations when dealing with any student who has difficulty managing their own behavior. The first is the classroom environment (Mignana & Weinstein, 1993). The classroom should always have a positive atmosphere, and the rules, consequences and expectations should be clear. The second consideration is to conduct a functional behavioral assessment to determine why a student is not behaving appropriately. What happened before the negative behavior? What was the child trying to communicate when misbehaving? What is the function of the behavior? The third consideration is to determine what response the student is receiving from his behavior. The final consideration is teaching the child self-management skills (Swick, 1991).
When dealing with students who are FAS or FAE, it is important to remember their frequent lack of ability to communicate appropriately. An individual behaves a certain way in an effort to communicate. Educators typically see problem behaviors as malicious or attention seeking, but a student may be trying to communication a thousand things (Burgess & Streissguth, 1992). These children need to be taught an alternative form of communication (Streissguth, 1992). For example, a student may throw a pencil because it is broken. The child should learn the appropriate thing to say is "My pencil is broken." The teacher should also find reinforce the appropriate behavior by providing meaningful rewards and consequences (Sheridan, 1997).
It is important to allow students to grow rather than not to "control" them (Burgess & Streissguth, 1992) and thus the concept of self-management is very important. We need to teach these students to function independently or with as little support as necessary. It should be a goal for educators that a child with FAS or FAE will manage their own behavior.
Collaborating with Parents
Working together, the teacher and parents can more effectively provide the support that children with FAS/FAE need. They can help each other understand and monitor these children who are usually dependent on external support (Streissguth, 1997). Collaboration means that parents and schools work together in the best interest of the child. Not only can the school guide the parent with ideas and information, but the parent can also provide the school information on their experiences. Although schoolparent collaboration is the ideal, it is not always possible. School personnel may encounter the challenge of mothers that are still abusing alcohol. Educators can provide the parents with additional resources and support to help them overcome the disease of alcoholism. Unfortunately, the school may provide the primary support for students with FAS/FAE from troubled homes. In these situations the school can become more than an institution of learning and may serve as a haven of understanding and sound advice (Streissguth, 1997).
Discussion
Given the prevalence of students with FAS/FAE, it is important that school personnel develop an understanding and awareness of the needs of these students. History has warned us of the dangers of prenatal alcohol exposure. The last 15 years of research have confirmed history's warnings by providing sufficient information regarding the medical, and behavioral characteristics of individuals with FAS/FAE. It is now the responsibility of educators to provide these students with appropriate educational programs. The students need to be taught functional, communication, and social skills. We also need to help the students manage their behavior. It is important to collaborate with parents and provide them with sufficient support. It is our duty to maximize the potential of these students by continually educating ourselves regarding their educational needs.
References
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Warner, R.H., & Rosett, H.L. (1975). The effects of drinking on offspring: An historical survey of the American and British literature. Journal of Studies of Alcohol, 36, 1395-1420. | <urn:uuid:94304bd3-6003-447c-976b-da0400999059> | CC-MAIN-2018-30 | https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1007&context=educ_fac_pubs | 2018-07-17T04:15:51Z | crawl-data/CC-MAIN-2018-30/segments/1531676589557.39/warc/CC-MAIN-20180717031623-20180717051623-00097.warc.gz | 627,981,477 | 7,150 | eng_Latn | eng_Latn | 0.956773 | eng_Latn | 0.996107 | [
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Interviews with Selkirk Montessori Students- Art as Intervention (Dec. 2016) By Tasha Henry
Eli: We honoured the children who didn't get to eat with their parents.
Natasha: It is sad because people were in residential schools and they had to be or else they would just get taken away by the government.
Tovah: I liked this project because I liked how Monique Gray Smith shared everything with us and took a lot of her time to teach us. We also learned about "Whale Child" from Carol Simpson.
Peyton: It's kind sad that the Europeans came and changed everything and moved First Nations and took away their culture.
Vivian: The experience at the Art Gallery felt different because not many people get to make art installations.
Natasha: And not many people get to eat at the table. The children didn't get to sit at the tables with the adults. The children would make their own language to communicate.
Peyton: it is good to know what happened before in history before we came.
Rhys: I learned about the residential schools and that they took people away from their families. It was fun doing the trip to the gallery. I liked meeting all the First Nations people who came into our classroom. I like the symbols in my drawing and the black and red colours on the white plate.
Garnet: This history is true and sad. I am happy we did the installation and it is always fun to be on the news. Five people chose to put their plates it the corner of the installation because the table was too loud. The reason I didn't draw an Orca, is because I wanted to draw my own symbols.
Cecilia: I like the way that we actually created something that some other people didn't get to. These symbols are about what other people didn't get to do, that we can so right now. Children in residential school didn't get as much freedom as we do right now. I like the way that all the other people were trying to make a symbol on the plates in the First Nations culture, to resemble the art work. I learned that some cultures can be easy to take away but some cultures are so strong and can't be taken away. Cultures are extremely important to all people. It is really hard to think about the things that happened to First Nations, but their culture survived.
Ana: We are happy that we are the only class that actually did this and that we saw a lot of famous artists and we are lucky to see them like Nicholas Galanin, because he was a DJ and an artist and he let us see his art as he was making it. Butch Dick did the murals near Victoria Gymnastics and now I know his art work. He is Songhees. We are lucky that we have a good school and good teachers because we don't have to go to residential schools.
Adison: I like that some people learned that not everything is for yourself you have to make things for others as well and learn about other cultures.
Cole: At the Art Gallery we got to meet a famous artist. I learned he doesn't keep his art work he likes to leave the installations for other people to learn from.
Jolie: I put my plate under the table because children might crawl under the table to steal the teacher's food at residential school. It was a fun experience because I like art and I liked placing my plate in the gallery exhibit.
Isabella: I put my plate under the moose hide because some children did not get food to symbolize the children who didn't get any food. The Art Gallery was fun because I like making art.
Lucy: We wanted to paint something from the ocean because I am from the Alert Bay coastal tribe. We put our plate on the table because we wanted to do that for some people didn't get to eat on the table.
Sadie: I wanted to put my plate on the table because some kids were forced to be quiet at the table.
Mabel: Lots of people were at residential school who didn't get their traditional things. It was a nice project because we reuniting children in a way and saying that "you are a good person and this shouldn't have happened to you!".
Layla: I thought this was really fun knowing that this was something traditional and they would celebrate and have festive cultural experiences. When I made the drawing I felt I was learning about the culture and doing something kind for them by drawing their designs.
Jamie: The kids couldn't see their parents for a long time. So we honour them.
Keaton: The reason we did this project is we thought it would be good to make modern art. I`ve never done something like this before. The First Nations children were not always treated well and many didn't want to go to school.
Soren: We made this to remember the First Nations children who were not called their actual names and they cut their hair and they didn't think about or care about what their actual beliefs were. They made them speak English.
Napier and Nathan: We put our plate at the edge of the table, kind of upside down so it looked like it was in the position that someone would sit at the table. So it would look like someone was making this art. The plates represent light, First Nation Arts, animals and the culture of First Nations people. It was fun and interesting to draw new art and learn from masters. I thought the installation was really nice with all the plates laid out.
Shion and Colton: We chose the turtle symbol because the shell has faces on it. We liked the eagle because when I think of First Nations I see feathers. I really like the feather because when Arlene came in she said that for every feather she finds she looks up and says "thank you". We drew the moon and painted it yellow. We put our plate above the fireplace so that people could remember the people that didn't get to have these plates in residential school. The fireplace is a symbol of First Nation hope.
James: Me and Jai thought that our plate should tell a story to honour First Nation's culture. We chose a legend to paint to honour them. We drew the killer whale who ate all of the salmon and made two tribes suffer in hunger. Eagle picked up killer whale and took him up to the sun to be judged. I put my plate away from everyone else's because the people were trying to destroy their culture and keep it away from them. Our plate represents the culture that was taken away from the kids.
Kingston: I really like this experience. It was fun, and I learned drawing skills from Native Art. The symbols on my plate are the moon and feathers. The serpent is from the story "The Salmon Twins" by Carole Simpson.
Angelina: The sun on my plate represents light and brightness instead of darkness. At the Art Gallery we smelled the beautiful oak trees and we made an installation.
Shea. The meaning of this project was to make kids feel they belong and show them we care. The reason we put peace signs and hearts on our plate is because we hope there is peace on earth and we care about the people who were in residential school.
Maciah: We put our plate on a shelf on a smaller table because maybe not all kids got to sit at the table and maybe had to sit on the floor. It was meaningful because we are bringing back some thoughts of First Nations kids who were forced to go to residential schools.
Lewis: We were drawing First Nations drawings and mixing them with our own symbols: rocks, masks, ravens, frogs a sea serpent, otter, and mushrooms.
Zane: We put our plate on the table for First Nations people and their struggles at school.
Carson: On one side of our plate is one stripe of red and red dots and the other side is black dots. There is an orca, turtle and owl. We chose the images because they were interesting. Tai: We first outlined our plate and then coloured it in red and black. We made one big animal all connected. We put our plate near a window representing First Nation's people. Ben D: This was important because we get to remember the people in residential schools. Lily: We drew a snake because to us a snake represents bravery. And First Nations children are very brave. | <urn:uuid:1ba743aa-3349-4d24-b3b6-c41223e718e5> | CC-MAIN-2018-30 | http://aggv.ca/sites/default/files/images/imce/interviews-selkirk_1_1.pdf | 2018-07-19T00:17:32Z | crawl-data/CC-MAIN-2018-30/segments/1531676590362.13/warc/CC-MAIN-20180718232717-20180719012717-00226.warc.gz | 11,902,214 | 1,719 | eng_Latn | eng_Latn | 0.997855 | eng_Latn | 0.998687 | [
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今日の発音のコツ TODAY'S TIPS FOR PRONUNCIATION 1
Contraction① 短縮①
Instructions: Repeat after your tutor.
課題: 先生の後について繰り返しましょう。
主語とBe動詞はよく短縮されて発音されます
I am → I'm You are → You're She is → She's He is → He's They are → They're We are → We're
2 今日のダイアログ TODAY'S DIALOGUE
Terry: I want to travel in Japan, but I haven’t decided where to go.
Anne: How about going to Hokkaido? It’s cool even in summer.
Terry: Sounds like a good idea. Please let me know what to do there.
Anne: I recommend you go to Sapporo Clock Tower.
Instructions: First repeat after the tutor and then practice each role.
課題: 先生の後について繰り返した後、それぞれの役を練習してみましょう。
Copyright (C) 2015 Human Academy Co., Ltd.
Lesson 17
語いと表現 VOCABULARY AND EXPRESSIONS 3
課題: 先生の後について繰り返した後、今度はひとりで発音してみましょう。
Instructions: First repeat after your tutor and then read aloud again by yourself.
To不定詞 : where to ～ どこに～するか what to ～ 何を～するか、when to ～いつ～するか
I want to know where to visit in the Philippines.
私はフィリピンでどこを訪問すべきかを知りたい。
Please let me know what to do by next Monday.
次の月曜日までに何をすべきか教えてください。
I'm not sure when to hand in my homework.
私はいつ宿題を提出すべきかわかりません。
PRACTICE 4
練習
Instructions 1: Ask your tutor the following questions.
課題1: チューターに次の質問をしましょう。
Your Role: Please tell me where to visit in the Philippines.
Your Tutor: You should go to ( ).
Your Role: Please let me know what to do there.
Your Tutor: I recommend you ( ).
Instructions 2: Answer the following questions.
課題2: 次の質問に答えましょう。
Please tell me where to visit in Japan.
Your Tutor:
Your Role: You should go to ( ).
Your Tutor: Please let me know what to do there.
Your Role: I recommend you ( ).
振り返り SELF EVALUATION 5
Copyright (C) 2015 Human Academy Co., Ltd.
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Learning Resource: Post-performance Drama and Literacy Sessions Key Stage 2 | Years 5 & 6 | Ages 9 – 11
Curriculum links
These resources enliven key aspects of the PSHE Curriculum:
Preparing to play an active role as citizens. Pupils should be taught...
2a to research, discuss and debate topical issues, problems and events
2c to realise the consequences of anti-social and aggressive behaviours, such as bullying and racism, on individuals and communities
2e to reflect on spiritual, moral, social, and cultural issues, using imagination to understand other people's experiences
Developing good relationships and respecting the differences between people. Pupils should be taught...
4a that their actions affect themselves and others, to care about other people's feelings and to try to see things from their points of view
4d to realise the nature and consequences of racism, teasing, bullying and aggressive behaviours, and how to respond to them and ask for help
Learning outcomes
These resources are designed to continue to embed ideas explored in What the Thunder Said into children's learning, across a variety of areas including literacy.
Summary
Pupils will consider aggressive behaviours and reflect on moral, social and cultural issues, largely by using their imagination to understand other people's experiences. They will consider how their actions affect themselves and others, and learn how to respond to aggressive behaviours or feelings. These session plans may be adapted or combined to suit the needs of your pupils. We'd be very pleased to hear your feedback, or any suggestions you have for developing these resources further.
"We hope that through engaging with the resources, children will be able to explore the themes and subjects behind the play and directly connect these to their own experiences, using creativity and imagination." Marigold Hughes, Schools Producer
About Theatre Centre
Theatre Centre is a professional theatre company touring new plays for the benefit of children and young people. A registered charity, Theatre Centre has been commissioning new writing and touring to schools and venues across the UK since 1953. We work closely with artists, young people and teachers to ensure we consistently create high-quality, life-enhancing theatre experiences for young audiences. Find out more about our current touring productions via our website at www.theatre-centre.co.uk or give us a call on 020 7729 3066.
Contents
Session plans:
Resources:
Activity Sheet 1: Script Extract
Activity Sheet 2: Toilets After Chris's Fight, Part 1
Activity Sheet 3: Toilets After Chris's Fight, Part 2
Activity Sheet 4: How to Deal With Bullies – Conducting a Survey
Activity Sheet 5: A Happy Soul – Body Outline
Activity Sheet 6: Choosing the Right Friends
Session 1: Creating your own "Yowler"
Aim:
- To enable children to gain a more rounded understanding of their fears and how to overcome them.
Resources:
- Pictures of frightening characters from stories/TV programmes/films
- Paper
- Glue
| Introduction | The “Yowlers” are creatures that stalk the wasteland, hooded creatures | | |
|---|---|---|---|
| | smelling people’s fear and sucking out their souls. The action of the wasteland | | |
| | could be seen to be conjured from Toilets’ imagination, as a way of helping him | | |
| | think through the challenges of his real life. In this sense, the “Yowlers” are | | |
| | symbols of what Toilets is most scared. | | |
| Drawing a | Ask the children to think about what their Yowler might look like. Hand out | | |
| Yowler | some pictures of frightening or “bad” creatures/characters from films/stories/TV | | |
| | shows. Explain that they are going to create their own Yowler and ask them to | | |
| | make a collage of the characters/creatures that they would like to base their | | |
| | Yowler on. Finally, ask the children to draw a picture of their Yowler. | | |
| The Yowler’s | Ask the children to think about where the Yowler lives and what its home looks | | |
| home | like. This “homeland” should be drawn around the Yowler. | | |
| Bringing the | Ask the children to complete the following sentences to find out more about | | |
| Yowler to life | the habits and behaviour of their Yowler: | | |
| | My Yowler would use their (e.g. sense of smell) to find people. By day | | |
| | they (e.g. sleep) and by night they (e.g. look for victims) . They | | |
| | feed on people’s (e.g. fear and souls) . | | |
| Defeating a | In What the Thunder Said, Toilets manages to defeat the Yowlers by playing | | |
| Yowler | with them and making them laugh; doing these things make Toilets less | | |
| | scared, which means the Yowlers can’t smell his fear and they disappear. Ask | | |
| | the children that they need to make a list of five things that they would do to | | |
| | defeat the Yowler, i.e. five things that make them feel calm and happy. | | |
| Diary entry | Explain that they are going to write a diary entry in which the following thing | | s |
| about a | happen: | | |
| Yowler | | | |
| | | A character of their choosing meets a Yowler. | |
| | | The Yowler confronts her/him. | |
| | The character manages to overcome the Yowler. | The character manages to overcome the Yowler. | |
| | When they are writing, encourage them to use all the information they have | | |
| | gathered about the Yowler, as well as adding in plenty of description and | | |
| | suspense. | | |
Session 2: What Happened to Chris?
Aim:
- To encourage the children to consider why people might become violent and what are some of the possible causes of their behaviour.
| Activity | | | | |
|---|---|---|---|---|
| | Warm up: | Ask the children to get into groups of four/five and make two “frozen pictures” | | |
| | Frozen | or “photographs” of the following moments: | | |
| | pictures | | | |
| | | | Their journey into school. | |
| | | An activity that happened at the weekend. | An activity that happened at the weekend. | |
| | | Present and explain that you will return to this technique later in the session | | . |
| | Discussion on | Ask the children to get into pairs and to talk to their partner about the following | | |
| | violence | question: “why do you think people become violent?” Then, bring the pairs | | |
| | | together again, collect these ideas and note them on the board. You can | | |
| | | perhaps put forward some of the following questions: | | |
| | | | How do you think people feel when they hurt someone? | |
| | | | Do you think that seeing violence lots makes someone more likely to | |
| | | | act violently? | |
| | | How would you feel if one on your friends acted violently towards you? | | |
| | Chris’s first | Get the children into groups of four/five. Ask them to imagine that Chris is | | |
| | “fight” | perhaps about nine or ten years old and that he hasn’t been in any fights. Tell | | |
| | | them that they are going to think about the first fight that Chris ever saw. | | |
| | | Explain that they are going to make three frozen pictures which will show what | | |
| | | happened to Chris just before, and just after, seeing his first fight: | | |
| | | 1) The first picture should show Chris with a friend of his, playing | | |
| | | together. | | |
| | | 2) The second picture should show someone approaching them. | | |
| | | 3) The third picture should show his friend being “picked on” and Chris | | |
| | | watching. | | |
| | | You can “thought-track” the students as they do this – placing your hand on | | |
| | | their shoulder and asking them to say what they are thinking. | | |
| | Chris and | In the same groups, explain to children that they are now going to consider | | |
| | further fights | what happens next, i.e. what makes Chris decide to be violent. Explain that | | |
| | | they are going to make three more pictures: | | |
| | | 1) The first picture should show Chris not helping his friend. | | |
| | | | The first picture should show Chris not helping his friend. | |
| | | 2) | The second picture should show him making friends with the “bullies”. | |
| | | 3) | The third picture should show Chris in a fight. | |
| | | Again, you can thought track the students to find out what they are thinking. | | |
| | Discuss and | Reflect on the activities of the session and emphasise the consequences of | | |
| | close | making the choice to act violently. | | |
Session 3: Chris's Fight
Aim:
- To help children understand the own emotions that might arise from witnessing acts of violence and how to make themselves feel better.
Resources:
- Activity Sheet 1
Session 4: Toilets After Chris's Fight
Aim:
- To enable the children to reflect on the feelings and actions that can arise after witnessing violence.
Resources:
- Activity Sheet 2
- Activity Sheet 3
| Activity | Description |
|---|---|
| After Chris’s Fight | Using the table on Activity Sheet 2, explain to the children that they are going to think about what Toilets might have been feeling/doing after he saw Chris fighting. Ask them to describe what he is doing at the top of the box and write what he is feeling at the bottom. They can also draw a picture to show either what he is doing or how he is feeling. |
| How Toilets is feeling | Ask the children to look at the picture in the first box: how is Toilets feeling? If it was you, what would you do to make yourself feel better? |
| Making yourself feel better | In the boxes on Activity Sheet 3, ask the children to replace Toilets with themselves and write what they are doing and how they are feeling. See the example. Talk about how this might affect how they felt later on. They could make themselves feel better as soon as they had seen this fight happening, would change the way they felt in two days-time? Encourage partner talking and then discuss as a class. |
Session 5: Imagination and Real-life Problems
Aim:
- To enable children to develop the way in which they relate to stories.
- To enable children to learn more about how they can draw upon fiction and imagination to make sense of their own lives and surroundings.
| Activity | | | | |
|---|---|---|---|---|
| | | Explain that difficult situations, with friends and family members are a normal | | |
| | | part of life; sometimes, small problems can arise – sometimes larger ones can. It | | |
| | | is often hard to know how to deal with these situations. Stories can help us | | |
| | | understand ourselves and situations better because they can hold a “mirror” up | | |
| | | to our lives and help us think about what could possibly happen. | | |
| | Real life | Ask the children to think about a friendship or a family relationship that was a bit | | |
| | relationships | tricky – perhaps something happened that made them upset or angry. | | |
| | | Emphasise the fact that it doesn’t have to be something that happened recently, | | |
| | | it can be something that happened in the past. Also, explain that if they would | | |
| | | prefer not to use real life, they can make something up. | | |
| | | Ask them to think back to this “situation” and to try and freeze one moment in | | |
| | | their head. Ask if they can do a drawing of this moment, with a line underneat | | h |
| | | explaining what is happening. | | |
| | Using reality | Explain that they are going to transform this reality into a “fictional” story and | | |
| | to create | that first of all, they are going to think about their characters. Explain that they | | |
| | fiction: | are going to turn their human people into animals, by doing the following: | | |
| | characters | | | |
| | | | Think about some characteristics of each of your characters (maximu | m |
| | | | of four) and see what animals would suit the characteristics of these | |
| | | | people. For example, if there is someone that is very headstrong, you | |
| | | | could turn them into a goat. If someone moves very fast or talks very | |
| | | | quickly, maybe they could become a jaguar or a cheetah. Do a drawin | g |
| | | | for each of your animal characters, with a few sentences underneath | |
| | | | explaining a bit about them. | |
| | | | Think about where you would like to set your story: what kind of | |
| | | | landscape would you like to use, think about the sounds/sights and fe | el |
| | | | of the place of your location. Is it hot or cold, gentle or fierce? Is it | |
| | | | connected to the animals that you have chosen? Tell the children to pair | |
| | | | up with the person next to them and describe the setting for their story | . |
| | | | Re-cap on some of the events of your real-life situation. Make a note o | f |
| | | the answers next to the questions: | the answers next to the questions: | |
| | | How did the “characters” come together and meet each other? What was the | | |
| | | “problem”? How was the problem solved? | | |
| | Using reality | Once they have re-capped on this, ask them to replace the human characters | | |
| | to create | with the animal characters. Then, ask them to invent a story that is based on a | | |
| | fiction: story | similar sequence of events. Explain that they can exaggerate certain parts of | | |
| | | the story or make bits funnier. Once the stories have been written, ask if | | |
| | | anybody wants to read theirs to the class. | | |
Session 6: How to Deal with Bullies: Conducting a Survey
Aim:
- To enable children to listen to other people's views on bullying and put their own in context.
- To help develop the children's research skills through creating and undertaking questionnaires.
Resources:
- Activity Sheet 4
9
Session 7: A Happy Soul
Aim:
- To encourage children to identify what makes them feel positive, happy and calm and to know what factors threaten these states.
Resources:
- Activity Sheet 5
Session 8: Choosing the right friends
Aim:
- To enable children to reflect on how they make friends, what they might want to look for when making friends and what they might want to avoid.
Resources:
- Activity Sheet 6
| Activity | | |
|---|---|---|
| What makes a good friend? | | |
| | Partner | Ask the children to pair up with someone and talk to their partner about what |
| | discussion | they think makes a good friend. Regroup and collect thoughts. |
| Top 5 | Top 5 | On the basis of what they have talked about and through hearing ideas from |
| | | other children, ask them to list their top five “qualities” of being a good |
| | | friend. Once they have done this, ask them to list five actions, attitudes or |
| | | “behaviours” that would stop them being friends with someone. |
| Bringing it to life | | |
Session 9: Interview with Ed Harris – What the Thunder Said Playwright
Aims:
- To enable children to understand some of the thought process behind the development of the play.
- To encourage the children to consider the techniques behind writing a play.
Resources:
- Video, available from www.theatre-centre.co.uk/education
Session 10: Interview with Dr. Natasha Kirkham – Developmental Psychologist
Aims:
- To enable children to understand some of the thought process behind the development of the play.
- To facilitate the children's understanding of an interview and how to ask/answer questions.
Resources:
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Internet Safety
* Help your children to understand that they should never give out personal details to online friends they do not know offline.
* Explain to your children what information about them is personal: i.e. email address, mobile number, school name, sports club, arrangements for meeting up with friends and any pictures or videos of themselves, their family or friends. Small pieces of information can easily be pieced together to form a comprehensive insight in to their lives and daily activities.
* Make your children aware that they need to think carefully about the information and pictures they post on their profiles. Inform them that once published online, anyone can change or share these images of them.
* It can be easy to forget that the internet is not a private space, and as result sometimes young people engage in risky behaviour online. Advise your children not to post any pictures, videos or information on their profiles, or in chat rooms, that they would not want a parent or carer to see.
* If your child receives spam or junk email and texts, remind them never to believe their contents, reply to them or use them.
* It's not a good idea for your child to open files that are from people they don't know. They won't know what they contain—it could be a virus, or worse - an inappropriate image or film.
* Help your child to understand that some people lie online and that therefore it's better to keep online mates online. They should never meet up with any strangers without an adult they trust.
* Always keep communication open for a child to know that it's never too late to tell someone if something makes them feel uncomfortable.
Supporting your children to use the internet safely
As children grow up, parents and carers have to teach them a variety of things to ensure that they are equipped to face the challenges of the modern world. We have to teach them how to cross the road safely, how to deal with strangers and how to engage with other children and adults appropriately in a variety of different settings, including the home, school and in the world at large.
When our children go out to play we want to know where they are going. We satisfy ourselves that they know how to get there without any mishaps or being exposed to any real dangers en route, that they will be safe when they get there and that they will be with responsible people throughout. Typically, when our children come home we ask them if everything was OK. We take a very close interest.
Using the internet safely requires similar skills, which is why it is important that parents and carers find out more about the internet for themselves.
In the overwhelming majority of cases, the benefits of the internet easily outweigh any drawbacks. To keep it that way, parents and children need to know that there are places on the internet which promote racial hatred, contain violent images or pornographic material all of which adults, as well as children, may find distressing. Regrettably it is also true that certain sites will attract a number of adults with a highly inappropriate interest in children.
Beyond these dangers, other websites have the potential to harm impressionable young people through the presentation of extremist views. Sites may be very disrespectful of other people's religious beliefs or cultural backgrounds or seek to distort history. Sites may also promote anorexia or self-harming, for example, in ways which might attract the attention of a particular child who could, at that moment, be going through a vulnerable or difficult phase in their life. There are other more insidious threats around too. Without the experience to distinguish between genuine and misleading messages, children may be fooled by scams of various kinds.
There are however, a few simple steps which parents can take to help their children use the internet safely.
Some simple ways to keep children safe online
* Get to know your child's online habits. Children are inquisitive. They will look to explore the internet as much as they do the real world. Knowing the sites they go to, the people they meet there and what they do will help to keep children safe.
* Stay alert to any sudden changes in mood or appearance, or to any major change in habits or to increased secretiveness. These are often tell-tale signs that something is not right.
* Keep lines of communication open - tell your child they can always talk to you or another trusted adult, such as a teacher, if they do end up in some sort of trouble on the internet. Make children aware that there are things on the internet which may distress them.
* Spend some time surfing the internet yourself. The more that you know about the internet, the better able you are, in turn, to help your child navigate around it without coming to any harm.
* Install internet filtering software showing a Child Safety Online Kitemark on your computer. Filtering products with a Kitemark have been independently tested to provide a simple and effective means of support to parents, helping to ensure that a child's online experience is a safe one. The Kitemark scheme is sponsored by the Home Office and Ofcom.
* Be aware of professional sources of help. These include:
* www.thinkuknow.co.uk: the main UK Government website with advice for parents on how to keep children safe online
* www.ceop.police.uk: the Child Exploitation and Online Protection Centre (CEOP) is the Government body dedicated to eradicating abuse of children. Concerns about inappropriate contacts between a child and an adult, including online, can be reported directly to CEOP.
* www.iwf.org.uk: the Internet Watch Foundation (IWF) works to remove illegal material from the internet. If you have found any material you believe to be illegal e.g. child sex abuse images, other obscene material or material which incites racial hatred, you can report it to the IWF.
* A number of specialist websites contain general advice that may be of help to parents. These include www.nspcc.org.uk, www.nch.org.uk, www.barnardos.org.uk, and www.bullying.co.uk.
* Other sites can offer parents support on broader issues. These include www.parentlineplus.org.uk and www.parents.org.uk. | <urn:uuid:a8583308-313c-45f1-8c2f-57e452e9a32a> | CC-MAIN-2018-30 | http://oakleyjuniorschool.co.uk/wp-content/uploads/2014/02/Internet-Safety.pdf | 2018-07-17T03:44:57Z | crawl-data/CC-MAIN-2018-30/segments/1531676589557.39/warc/CC-MAIN-20180717031623-20180717051623-00108.warc.gz | 273,312,007 | 1,251 | eng_Latn | eng_Latn | 0.998009 | eng_Latn | 0.998064 | [
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Child Deaths in Mahoning County 2019
Ages
* 25 child deaths in 2019
* 19 fetal deaths in 2019
o 20 (80%) deaths were infants (birth up to 1 year of age)
[x] 6 infant deaths (30%) were post-neonates (end of the first month after birth to one year of age)
[x] 14 infant deaths (70%) were neonates (birth-28 days)
o 2 death (8%) was a 5-9 year old
o 3 deaths (12%) were teens (10-14 years old)
Residence
* 8 were in Austintown, Boardman, Poland, and Struthers
* 28 in Youngstown
* 8 others occurred in other townships and villages in Mahoning County
Race/Ethnicity - 19 were black; 17 were white; 4 biracial; 4 were unknown race; 4 were Hispanic ethnicity
Sex - 29 were male; 14 were female; 1 unknown
Manner and Cause of Child Death by Age Group, 2019
| Manner | Cause | | 0-1 | | 1-12 | | 1-4 | | 5-9 | | 10-14 | | 15-17 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | | | Months | | Months | | Years | | Years | | Years | | Years |
| Natural | | | | | | | | | | | | | |
| | Congenital Anomaly | 1 | | | | | | 1 | | | | | |
| | Prematurity | 10 | | 1 | | | | | | | | | |
| | Pneumonia and other infections | | | | | | | | | 1 | | | |
| | Other Medical/perinatal | 1 | | | | | | | | | | | |
| Accidental | | | | | | | | | | | | | |
| | MVC | | | | | | | 1 | | 1 | | | |
| | Asphyxia or positional asphyxia | 1 | | 4 | | | | | | | | | |
| Homicide | | | | | | | | | | | | | |
| | Struck By/Against | | | 1 | | | | | | | | | |
| Suicide | | | | | | | | | | 1 | | | |
| Undetermined | | | | | | | | | | | | | |
| | Undetermined | 1 | | | | | | | | | | | |
| Total | | 14 | | 6 | | 0 | | 2 | | 3 | | 0 | |
Child Deaths in Mahoning County 2010 - 2019
Ages
* 289 child deaths between 2010 and 2019
[x] 139 infant deaths (68.8%) were neonates (birth-28 days)
o 202 (69.9%) deaths were infants (birth up to 1 year)
[x] 63 infant deaths (31.2%) were post-neonates
o 15 deaths (5.2%) were 5-9-year olds
o 33 deaths (11.4%) were preschool-age (1-4 years old)
o 13 death (4.5%) were 10-14-year olds
o 26 deaths (9%) were teens (15-17 years old)
Residence
* 35 in Boardman (12.1%)
* 166 in Youngstown (57.4%)
* 22 in Austintown (7.6%)
* 9 in Poland (3.1%)
* 11 in Canfield (3.8%)
* 46 in all other cities, villages, and townships in Mahoning (15.9%)
Race – 145 were black (50.2%); 130 were white (45%); 9 were biracial (3.1%); and 5 were other (1.7%)
Sex – 161 were male (55.7%); 128 were female (44.3%)
Source: Mahoning County Public Health
Trend Data of Mahoning County Infant and Child Deaths
Based on Manner of Death, 2004-2019
Mahoning County CFR Board 2019 Child Deaths Review and Recommendations
Accidental Deaths
* Car owners should follow manufacture car maintenance scheduling to ensure proper operation of a vehicle
* ATV owners should participate in education/safety courses to learn proper maintenance and operation of ATVs
Asphyxia/Unsafe Sleep Environment
* Education on the avoidance of parental use of alcohol in combination with bed-sharing
* Education emphasizing that nothing is in the crib with the child, regardless of age, including bumper pads and blankets (use of sleep sacs instead)
* Education needs to take place with all caregivers regardless of whether they are first time parents, have prior children, or payer source; and with fathers
* Increased offering of parenting classes, infant care classes, or home visiting programs
* Help parents to adequately process the safe sleep information and work through any barriers (not just providing the education) to help in the actual implementation of the safe sleep steps
* Providing safe seep education, in multiple languages and low reading levels
* Increased knowledge of low English-speaking population on the use of 911 and emergency services
* Encourage the development of a comprehensive county wide safe sleep education campaign
* Crib maintenance guidelines should be included with the state safe sleep message
Homicide Deaths
* Increased social services and parenting programming for dads
* Provide Like Skills education in high schools
Source: Mahoning County Public Health
Suicide
* Increased funding and recommend appropriate staffing and adequate patient assessment for proper treatment and placement of high needs children
2019 Examples of Some Community Initiatives
* Promoted Window Covering Safety Month in October 2019
* Mahoning County is aggressive working to become a "trauma informed community"
* QPR trainings are being conducted throughout the county to prevent suicide deaths
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| Top 10 cities with |
|---|
| Least weather variety |
| Based on temperature variation, precipitation, wind, severe |
| weather |
| 1. San Francisco, California |
| 2. San Diego, California |
| 3. Los Angeles, California |
| 4. Santa Barbara, California |
| 5. Eureka, California |
| 6. Long Beach, California |
| 7. Honolulu, Hawaii |
| 8. Santa Maria, California |
| 9. San Luis Obispo, California |
| 10. Kahului, Hawaii |
| Top 10 hail prone cities |
|---|
| Based on frequency and severity of hail |
| 1. Tulsa, Oklahoma |
| 2. Amarillo, Texas |
| 3. Oklahoma City, Oklahoma |
| 4. Wichita, Kansas |
| 5. Dallas/Fort Worth, Texas |
| 6. Arlington, Texas |
| 7. Denver, Colorado |
| 8. Colorado Springs, Colorado |
| 9. Shreveport, Louisiana |
| 10. Kansas City, Missouri/Kansas |
| Top 10 Tropical storm / Hurricane prone cities | |
|---|---|
| Average # of years with no storm. Totals based on data from 1871- 2007, hitting within 60 miles of the city | |
| 1. Cape Hatteras, North Carolina | 2.49 |
| 2. Delray Beach, Florida | 2.54 |
| 3. Hollywood, Florida | 2.58 |
| 4. Deerfield Beach, Florida | 2.58 |
| 5. Boca Raton, Florida | 2.58 |
| 6. Florida City, Florida | 2.63 |
| 7. Grand Isle, Louisiana | 2.63 |
| 8. Ft. Pierce, Florida | 2.69 |
| 9. Miami, Florida | 2.69 |
| 10. Ft. Lauderdale, Florida | 2.69 |
| Top 10 Tornado states | |
|---|---|
| Ave number of tornadoes per 10,000 square | |
| Miles, occurring from 1953-2004 | |
| 1. Florida | 9.4 |
| 2. Oklahoma | 8.2 |
| 3. Kansas | 6.7 |
| 4. Iowa | 6.6 |
| 5. Illinois | 6.2 |
| 6. Indiana | 6.1 |
| 7. Mississippi | 5.7 |
| 8. Maryland | 5.7 |
| 9. Louisiana | 5.6 |
| 10. Texas | 5.2 |
| Top 10 Thunderstorm | |
|---|---|
| Cities | |
| Ave annual number of thunderstorms | |
| 1. Fort Myers, Florida | 89 |
| 2. Tampa, Florida | 87 |
| 3. Tallahassee, Florida | 83 |
| 4. Gainesville, Florida | 81 |
| 5. Orlando, Florida | 80 |
| 6. Mobile, Alabama | 79 |
| 7. W. Palm Beach, Florida | 79 |
| 8. Lake Charles, Louisiana | 76 |
| 9. Daytona Beach, Florida | 75 |
| 10. Vero Beach, Florida | 75 |
| Top 10 Earthquake prone states |
|---|
| # of earthquakes in the last 30 years |
| Centered in the state |
| 1. Alaska |
| 2. California |
| 3. Hawaii |
| 4. Nevada |
| 5. Washington |
| 6. Idaho |
| 7. Wyoming |
| 8. Montana |
| 9. Utah |
| 10. Oregon |
| 10 hottest cities | |
|---|---|
| Average annual temperature, F | |
| 1. Key West, Florida | 77.7 |
| 2. Miami, Florida | 75.6 |
| 3. W Palm Beach, Florida | 74.6 |
| 4. Ft. Myers, Florida | 73.9 |
| 5. Yuma, Florida | 73.9 |
| 6. Brownsville, Texas | 73.6 |
| 7. Orlando, Florida | 72.4 |
| 8. Vero Beach, Florida | 72.4 |
| 9. Corpus Christi, Texas | 72.1 |
| 10. Tampa, Florida | 72.0 |
| 10 driest cities | |
|---|---|
| Ave annual precipitation in inches | |
| 1. Yuma, Arizona | 2.65 |
| 2. Las Vegas, Nevada | 4.19 |
| 3. Bishop, California | 5.61 |
| 4. Bakersfield, California | 5.72 |
| 5. Phoenix, Arizona | 7.11 |
| 6. Alamosa, Colorado | 7.13 |
| 7. Reno, California | 7.49 |
| 8. Winslow, Arizona | 7.64 |
| 9. El Paso, Texas | 7.82 |
| 10. Winnemucca, Nevada | 7.82 |
| 10 all-time hottest | |
|---|---|
| Temperatures | |
| Obtained from state temperature | |
| Records, NCDC | |
| 1. Death Valley, California | 134 |
| 2. Lake Havasu, Arizona | 128 |
| 3. Laughlin, Nevada | 125 |
| 4. Lakewood, New Mexico | 122 |
| 5. Alton, Kansas | 121 |
| 6. Steele, North Dakota | 121 |
| 7. Ozark, Arkansas | 120 |
| 8. Tipton, Oklahoma | 120 |
| 9. Seymour, Texas | 120 |
| 10. Usta, South Dakota | 120 |
| 10 coldest cities | |
|---|---|
| Average annual temperature, F | |
| 1. International Falls, Minnesota | 36.4 |
| 2. Duluth, Minnesota | 38.2 |
| 3. Caribou, Maine | 38.9 |
| 4. Marquette, Michigan | 39.2 |
| 5. Sault Ste Marie, Michigan | 39.7 |
| 6. Fargo, North Dakota | 40.5 |
| 7. Williston, North Dakota | 40.8 |
| 8. Alamosa, Colorado | 41.2 |
| 9. Bismarck, North Dakota | 41.3 |
| 10. St. Cloud, Minnesota | 41.4 |
| 10 wettest cities | |
|---|---|
| Ave annual precipitation in inches | |
| 1. Hilo, Hawaii | 128.00 |
| 2. Quillayute, | |
| | 104.50 |
| Washington | |
| 3. Astoria, Oregon | 69.60 |
| 4. Blue Canyon, | |
| | 67.87 |
| California | |
| 5. Mobile, Alabama | 64.64 |
| 6. Tallahassee, | |
| | 64.59 |
| Florida | |
| 7. Pensacola, Florida | 61.16 |
| 8. New Orleans, | |
| | 59.74 |
| Louisiana | |
| 9. W Palm Beach, | |
| | 59.72 |
| Florida | |
| 10. Miami, Florida | 59.55 |
| 10 all-time coldest | |
|---|---|
| Temperatures | |
| Obtained from state temperature | |
| Records, NCDC | |
| 1. Prospect Creek, Alaska | -80 |
| 2. Rogers Pass, Montana | -70 |
| 3. Peters Sink, Utah | -69 |
| 4. Riverside, Wyoming | -66 |
| 5. Maybell, Colorado | -61 |
| 6. Tower, Minnesota | -60 |
| 7. Parshall, North Dakota | -60 |
| 8. Island Park Dam, Idaho | -60 |
| 9. McIntosh, South Dakota | -58 |
| 10. Couderay, Wisconsin | -55 |
| 10 windiest cities | |
|---|---|
| Ave annual wind speed in mph | |
| 1. Blue Hill Observatory, Massachusetts | 15.4 |
| 2. Dodge City, Kansas | 14.0 |
| 3. Amarillo, Texas | 13.5 |
| 4. Rochester, Minnesota | 13.1 |
| 5. Casper, Wyoming | 12.9 |
| 6. Cheyenne, Wyoming | 12.9 |
| 7. Great Falls, Montana | 12.7 |
| 8. Goodland, Kansas | 12.6 |
| 9. Boston, Massachusetts | 12.5 |
| 10. Lubbock, Texas | 12.4 |
| 10 sunniest cities | |
|---|---|
| Annual percent of possible sunshine | |
| 1. Yuma, Arizona | 90% |
| 2. Las Vegas, Nevada | 85% |
| 3. Phoenix, Arizona | 85% |
| 4. Tucson, Arizona | 85% |
| 5. El Paso, Texas | 83% |
| 6. Flagstaff, Arizona | 79% |
| 7. Fresno, California | 79% |
| 8. Reno, Nevada | 79% |
| 9. Sacramento, California | 78% |
| 10. Albuquerque, N.M. | 76% |
| 10 cloudiest cities | |
|---|---|
| Ave number of cloudy days per year | |
| 1. Astoria, Oregon | 240 |
| 2. Quillayute, Washington | 240 |
| 3. Olympia, Washington | 229 |
| 4. Seattle, Washington | 227 |
| 5. Portland, Oregon | 223 |
| 6. Kalispell, Montana | 213 |
| 7. Binghamton, New York | 212 |
| 8. Beckley, West Virginia | 211 |
| 9. Elkins, West Virginia | 211 |
| 10. Eugene, Oregon | 209 |
| 10 most humid cities | |
|---|---|
| Ave relative humidity in % | |
| 1. Quillayute, Washington | 83.0 |
| 2. Olympia, Washington | 78.0 |
| 3. Port Arthur, Texas | 77.5 |
| 4. Lake Charles, Louisiana | 77.0 |
| 5. Apalachicola, Florida | 76.5 |
| 6. Gainesville, Florida | 76.5 |
| 7. Corpus Christi, Texas | 76.0 |
| 8. Eugene, Oregon | 75.5 |
| 9. New Orleans, Louisiana | 75.5 |
| 10. Houston, Texas | 75.0 |
| 10 least humid cities | |
|---|---|
| Ave relative humidity in % | |
| 1. Las Vegas, Nevada | 30.5 |
| 2. Phoenix, Arizona | 37.0 |
| 3. Yuma, Arizona | 38.0 |
| 4. Tucson, Arizona | 39.0 |
| 5. El Paso, Texas | 42.5 |
| 6. Albuquerque, New | |
| | 44.5 |
| Mexico | |
| 7. Winslow, Arizona | 46.0 |
| 8. Grand Junction, | |
| | 48.0 |
| Colorado | |
| 9. Winnemucca, Nevada | 48.5 |
| 10. Reno, Nevada | 50.5 |
| 10 least rainy cities | |
|---|---|
| Number of days per year with rain | |
| 1. Yuma, Arizona | 17 |
| 2. Las Vegas, Nevada | 26 |
| 3. Bishop, California | 29 |
| 4. Santa Barbara, California | 30 |
| 5. Long Beach, California | 32 |
| 6. Los Angeles, California | 35 |
| 7. Great Falls, Montana | 35 |
| 8. Phoenix, Arizona | 36 |
| 9. Bakersfield, California | 37 |
| 10. San Diego, California | 42 |
| 10 rainiest cities | |
|---|---|
| Number of days per year with rain | |
| 1. Hilo, Hawaii | 277 |
| 2. Quillayute, Washington | 210 |
| 3. Astoria, Oregon | 191 |
| 4. Elkins, West Virginia | 171 |
| 5. Syracuse, New York | 171 |
| 6. Buffalo, New York | 169 |
| 7. Marquette, Michigan | 168 |
| 8. Sault Ste Marie, Michigan | 166 |
| 9. Erie, Pennsylvania | 165 |
| 10. Binghamton, New York | 162 |
| Top 10 dirty air cities |
|---|
| Based on long-term particle pollution |
| 1. Los Angeles, California |
| 2. Bakersfield, California |
| 3. Pittsburgh, Pennsylvania |
| 4. Visalia, California |
| 5. Fresno, California |
| 6. Detroit, Michigan |
| 7. Hanford, California |
| 8. Cleveland, Ohio |
| 9. Atlanta, Georgia |
| 10. Chicago, Illinois |
| 10 most uncomfortable cities |
|---|
| Average combination of summer heat and humidity |
| 1. Phoenix, Arizona |
| 2. Corpus Christi, Texas |
| 3. San Antonio, Texas |
| 4. Dallas, Texas |
| 5. West Palm Beach, Florida |
| 6. Miami, Florida |
| 7. Waco, Texas |
| 8. Houston, Texas |
| 9. Montgomery, Alabama |
| 10. New Orleans, Louisiana |
| Best cities for allergies |
|---|
| Based on pollen counts from 1999-2002 |
| 1. Grand Rapids, Michigan |
| 2. Milwaukee, Wisconsin |
| 3. Seattle, Washington |
| 4. San Francisco, California |
| 5. Minneapolis, Minnesota |
| 6. Chicago, Illinois |
| 7. Syracuse, New York |
| 8. Salt Lake City, Utah |
| 9. Los Angeles, California |
| 10. Denver, Colorado |
| Worst cities for allergies |
|---|
| Based on pollen counts from 1999-20002 |
| 1. Kansas City, Mo/Ks |
| 2. Louisville, Kentucky |
| 3. Tampa/St. Pete, Florida |
| 4. Tulsa, Oklahoma |
| 5. Atlanta, Georgia |
| 6. Austin, Texas |
| 7. St. Louis, Missouri |
| 8. Sacramento, California |
| 9. Orlando, Florida |
| 10. Indianapolis, Indiana |
| Largest annual temperature | |
|---|---|
| variation | |
| Change in average temperature between | |
| summer and winter | |
| 1. Fairbanks, Alaska | 90.8 |
| 2. Bettles, Alaska | 90.0 |
| 3. International Falls, MN | 88.8 |
| 4. Fargo, North Dakota | 87 |
| 5. Williston, North Dakota | 86.6 |
| 6. Aberdeen, South Dakota | 86.5 |
| 7. McGrath, Alaska | 86.2 |
| 8. Bismarck, North Dakota | 86.1 |
| 9. Alamosa, Colorado | 85.9 |
| 10. St. Cloud, Minnesota | 85 |
| Top 10 Tornado prone cities |
|---|
| Ranked by tornadoes per 1,000 miles |
| 1. Oklahoma City, Oklahoma |
| 2. Tulsa, Oklahoma |
| 3. Dallas - Ft. Worth, Texas |
| 4. Wichita, Kansas |
| 5. Springfield, Missouri |
| 6. Kansas City, Kansas/Missouri |
| 7. Ft. Smith, Arkansas |
| 8. Little Rock, Arkansas |
| 9. Jackson, Mississippi |
| 10. Birmingham, Alabama |
| 10 snowiest cities | |
|---|---|
| Ave annual precipitation in inches | |
| 1. Blue Canyon, California | 240.8 |
| 2. Marquette, Michigan | 128.6 |
| 3. Sault Ste Marie, Michigan | 116.7 |
| 4. Syracuse, New York | 111.6 |
| 5. Caribou, Maine | 110.4 |
| 6. Mount Shasta, California | 104.9 |
| 7. Lander, Wyoming | 102.5 |
| 8. Flagstaff, Arizona | 99.9 |
| 9. Sexton Summit, Oregon | 97.8 |
| 10. Muskegon, Michigan | 97.0 |
Chart data sources: The National Climatic Data Center, Riskmeter Online, Hurricane City ,
,
Weatherpages.com
National Lung Association, Sperling's Best Places
Fastest warming
12 hour warm-up: 83 degrees.
From -33 in the morning to 50 by late afternoon in Granville , ND on February 21, 1918
15 minute warm-up: 42 degrees.
From -5 to 37 degrees in Fort Assiniboine , Montana on January 19, 1893
7 minute warm-up:
34 degrees in Kipp, Montana in 1896
Fastest Cooling
24 hour chill: 100 degrees. This record has been broken and is now 103 °F From 44 to -54 below zero in Browning, Montana on January 23-24, 1916.
.
12 hour chill: 84 degrees
From 63 to -21 below zero in Fairfield, Montana on December 24, 1924.
2 hour chill: 62 degrees.
From 49 at 6:00am to -13 at 8:00am in Rapid City , South Dakota on January 10, 1911
15 minute chill: 47 degrees.
From 55 at 7:00am to 8 at 7:15am in Rapid City , South Dakota on January 10, 1911
Interesting U.S. weather facts
Through August 2007, the U.S. experienced its hottest year ever. During the month of August, more than 8,000 new heat maximum and minimum records were set or tied across the country.
In Hawaii, where surface temperatures are always above 50F, there is snow. Between 1 and 2 feet of snow falls each year in the mountains above 5,000 feet.
The coldest football game ever played was the NFL Championship Game on December 31, 1967 in Green Bay, Wisconsin between the Green Bay Packers and Dallas Cowboys when the temperature fell to -13. The 2007 NFC Championship game in Green Bay between the New York Giants and Green Bay Packers was the third coldest game in history with a temperature of -1 and wind chill of -23.
The longest rain-free period in the United States was 767 days (2 years, 37 days), from October 3, 1912 to November 8, 1914 at Bagdad, California.
A world record rainfall occurred at Holt, Missouri on June 22, 1947 when it rained 12 inches in just 42 minutes. This averages to over 1/4 of an inch of rainfall per minute.
On July 4th, 1956 in Unionville, Maryland 1.23 inches of rain fell in 1 minute.
The average yearly temperature of New York, St. Louis and San Francisco differs by only 1.8F degrees.
Which is the least rainy city - Seattle, New York City or Miami?
Although on average Seattle is cloudy 227 days a year, it only receives 39 inches of rain per year, compared to New York City (42 inches) and Miami (60 inches).
Is Chicago really "The Windy City?"
Of the 262 major weather reporting stations in the United States, 27% or 72 stations average higher annual wind speeds than Chicago that averages 10.3 mph.
For example, New York City's annual wind speed is 12.2 mph.
Due to Florida's proximity to the equator, the state receives more than a hundred times the UV exposure that Maine does.
Cheyenne, Wyoming averages the most hail storms in the United States per year with 10 and Tulsa, Oklahoma experiences the most severe hail storms annually.
The United States leads the world with an average of over 1,000 reported tornadoes each year. A distant second is Canada with an average of approximately 100 reported tornadoes. Kansas has received the most F5 tornadoes since 1880.
Oklahoma encounters the highest number of significant and violent tornadoes per square mile.
Of the total reported tornadoes in the United States each year, 20 can be expected to be F5 tornadoes with winds over 200 mph and nearly complete destruction.
Data sources:
Charts 1-2 Weatherpages,
Chart 3 Riskmeter,
Chart 4 Hurricanecity,
Charts 5-8 Nation Climatic Data Center,
Charts 9-10 NOAA,
,
Charts 11-30 National Climatic Data Center
Charts 31-32 National Lung Association,
Charts 33-34 Bestplaces
QUESTIONS / COMMENTS – Contact Dan Baker
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161980 Timeline RGAG.indd 1
Ready-to-Decorate ™ My Timeline Posters
Congratulations on your purchase of this Really Good Stuff ® Ready-to-Decorate ™ My Timeline Posters—an easy way for students to create personalized timelines for any subject area.
the event.
®
This Really Good Stuff product includes:
* 64 Ready-to-Decorate ™ My Timeline Posters
* This Really Good Stuff ® Activity Guide
Introducing the Ready-to-Decorate ™ My Timeline Posters
Before introducing the Ready to Decorate ™ My Timeline Posters, make copies of this Really Good Stuff ® Activity Guide, cut apart the reproducibles, and file the pages for future use. Or, download another copy of it from our Web site at www.reallygoodstuff.com. Cut the timelines apart along the dotted line and distribute them to your students for a variety of activities.
To create a demonstration timeline, you may wish to laminate one of the Ready-to-Decorate ™ My Timeline Posters. This way, you can demonstrate specific timeline assignments to your entire class each time you do a timeline process. After you have done your demonstration, simply wipe off the laminated timeline to use it again.
Copy and distribute the My Timeline Worksheet Reproducible. Reproduce another copy onto a transparency and place it on your overhead projector to review the planning process for a timeline with your class. Choose a simple topic that all students can relate to, like A Day at School. Hang the demonstration Ready-toDecorate ™ Timeline Poster on a bulletin board or classroom whiteboard so that all your students can see it. Explain to your class that these Posters are a way for them to show a sequence or a process. Explain that each box has space for the date of an event, a line to describe the event, and a box to illustrate
Write the timeline title on the line provided on the overhead, and have your students do the same on their copy of the reproducible. Tell students to write their name and the date in the provided spaces on their reproducible. Brainstorm with students the things that you do in your classroom during one school day and list them on your classroom board. Together, narrow the list down to the 10 most important events in the school day, circle those events, and number them on the classroom board in the order that they occur. Explain to students that they are to use this reproducible to organize their thoughts before they actually do any writing on a Timeline Poster, and that they are to copy the information from the transparency onto their reproducible as you work through the planning process together.
Ask students what time the first event on your list happens, and write that time on the overhead transparency in the Date/Time column next to the number 1. Explain that for this Timeline you will be writing a time here, but for other Timelines, students may be writing a day, a date, a month, or a year. Ask students what occurs at that time and record that information in the What Happened column. Continue this process until you have gone through all 10 events that you numbered on the classroom board. Then demonstrate how to place the information into a timeline on the laminated Timeline Poster.
Student-made Timelines
Once the class is familiar with how to create a timeline, use these Timeline Posters across your curriculum for different events, processes, and sequences. Each time you do a timeline project, supply your class with copies of the My Timeline Worksheet Reproducible for planning purposes. In addition, give students the option of using different
All activity guides can be found online:
10/29/13 1:45 PM
Ready-to-Decorate ™ My Timeline Posters
tools—such as digital photography, collage, paint, markers, crayons, pens, or pencils—to do the writing and artwork on their final Poster, as appropriate for the particular project.
Language Arts Timeline
Here are a few ideas to get you started:
* record the sequence of a book
* illustrate the sequence of an article
* highlight an author's life
* show how-to instructions for a process, such as a recipe or craft
* plan for a creative piece of writing
Math Timeline
Here are a few ideas to get you started:
* record the steps used to solve a math problem or word problem
* write "how to" instructions, such as how to find area, how to find perimeter, and how to solve an equation
* illustrate the invention of different mathematical tools
* highlight an important mathematician's life
Science Timeline
Here are a few ideas to get you started:
* write the steps of an experiment
* record the observations during an experiment
* illustrate the invention of different scientific tools
* highlight an important scientist's life
* list the timeline of scientific discoveries
Social Studies Timeline
Here are a few ideas to get you started:
* record the timeline of events during a certain time period
* list directions to travel to a certain place
* demonstrate a typical school day
161980 Timeline RGAG.indd 2
* illustrate a student's weekend
* highlight a student's life
* write the history of your school, community, city, state, and/or country
Build a School-year Timeline
Use 10 of the Timelines to build a month-by-month, school-year timeline: Cut apart five Timelines and post them side-by-side in an accessible area to create one long timeline. Title each section with the name of the month and at the beginning of the month, work with students to identify 10 events to place on the Timeline. Remember to include student birthdays, field trips, holidays, vacations, testing days, as well as other special occasions and important events. Choose students each month to color pictures in the boxes and label them. At the end of each month, have the class review the events on the timeline. At the end of the year, spend some time reviewing the events of the school year together.
Giant Classroom Timeline
Use the Large Timeline Sheet Reproducible to create a classroom timeline of any length: This reproducible has space for a picture, a description, and a date for one timeline event. Make as many copies as you need for the length of the timeline you want to make. Hang a piece of yarn or a thin strip of paper on the wall to form the timeline. Either complete each reproducible yourself or ask students to do so, adding a description, picture, and date for each event. Hang the filled-in reproducibles along the timeline in order, connecting them to the timeline using yarn, paper strips, poster putty, or tape. A few ideas for this timeline include books the class has read together, classroom events on each day of school, a news headline from each day of the school year, or events that take place in any unit of study.
®
10/29/13 1:45 PM | <urn:uuid:8f80b6da-ad95-465c-91cf-6de73c5f7521> | CC-MAIN-2020-45 | https://dkc1jod44tx5p.cloudfront.net/media/pdfs/161980.pdf | 2020-10-25T02:16:09+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107885126.36/warc/CC-MAIN-20201025012538-20201025042538-00117.warc.gz | 297,352,420 | 1,440 | eng_Latn | eng_Latn | 0.998233 | eng_Latn | 0.998347 | [
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Waterhemp (Amaranthus tuberculatus)
By Dr. Tim Seipel, MSU Extension Cropland Weed Specialist
Identification and Biology Waterhemp is an annual in the pigweed family (Amaranthaceae). Other pigweeds in Montana include red root pigweed, which can look very similar to waterhemp. Stems of waterhemp are smooth and lack hairs, which help to distinguish it from red root pigweed which has fuzzy hairs along the stem. Its inflorescence is longer, thinner, and more branched than that of red root pigweed. Leaves are egg shaped and have a long petiole (leaf stem). Unlike red root pigweed, water hemp is dioecious (separate male and female plants). Because of this, waterhemp must outcross to make seed, and genetic diversity is high meaning the species can adapt readily to different environments. Waterhemp can germinate throughout the growing season but typically does so May through June.
Introduction Waterhemp (Amaranthus tuberculatus) is a pigweed native to North America. This weed of crop fields, especially soybean and corn in the Midwest, is problematic because of prolific seed production and evolved herbicide resistance. In August 2020 we documented the first population in Montana. Waterhemp was found in a wheat and an adjacent sugar beet field in Roosevelt county. In the 1990s waterhemp was identified in eastern North Dakota and has rapidly spread there over the last decade; more recently it has spread farther west. Resistance to ALS-inhibiting herbicides (Group 2, e.g. Glean, Ally) and glyphosate (Group 9) is so widespread that we assume resistance to both modes of action. Herbicide resistance complicates management and increases the threat to Montana's crop production. Waterhemp has been ranked as one of the most troublesome weeds to manage according to the Weed Science Society of America.
Habitat and Spread Waterhemp is mostly found in croplands but also occurs in wet areas along sloughs or in disturbed areas such as roadsides and waste areas. It can be very problematic in irrigated fields.
waterhemp
red root pigweed
Photo: Tim Seipel
Management options Since waterhemp has only been documented once in Montana, be on the lookout. Early identification and control are key to minimizing its spread and impact. Monitor fields and field edges, and keep equipment clean as it is one of the easiest ways to move pigweed seed from one area to another. Research has shown that herbicide programs include multiple applications of residual herbicides. If you suspect you have waterhemp, contact your local Extension agent. Montana State University is committed to helping to limit the spread and manage the species (https://ipm.montana.edu/cropweeds/).
Impacts Waterhemp reduces crop yields especially when infestations are dense, and herbicides have been mostly ineffective at controlling the species. There are effective herbicides in corn and soybean, but limited post-emergent options for pulse crops, flax, canola, sunflower and other minor crops make control very difficult. | <urn:uuid:fda1cffc-468c-44f3-bcd1-196bee51911d> | CC-MAIN-2020-45 | http://msuinvasiveplants.org/documents/extension/weed_posts/2020/September%20Weed%20Post_Waterhemp.pdf | 2020-10-25T02:24:25+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107885126.36/warc/CC-MAIN-20201025012538-20201025042538-00118.warc.gz | 73,226,629 | 650 | eng_Latn | eng_Latn | 0.996536 | eng_Latn | 0.996536 | [
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Hepatitis A Fact Sheet
What is Hepatitis A?
Hepatitis A is a liver disease caused by a virus. It can cause jaundice (a yellowing of the skin and eyes), fatigue, abdominal pain, loss of appetite, nausea, diarrhea, and fever. The average time from exposure to when symptoms start is usually 25 to 30 days but can vary. Some infections may not be recognized, and all symptoms may not be present.
How is Hepatitis A spread?
Hepatitis A is spread from person to person by putting something in the mouth that has been contaminated with the stool (feces) of a person with hepatitis A. For this reason, the virus is more easily spread in areas where there are poor sanitary conditions or where good personal hygiene is not observed.
Most infections result from close contact with a household member or sex partner who has hepatitis A or from infected children in a daycare setting. Casual contact, as in the usual office, factory, or school setting, does not spread the virus.
How can a person prevent this illness?
* The hepatitis A vaccine is the best protection. The vaccine has an excellent safety record. Soreness at the injection site is the most frequently reported side effect.
* Short-term protection against hepatitis A is available from immune globulin. It can be given before and within 2 weeks after coming in contact with HAV.
* Always wash your hands with soap and water after using the bathroom, changing a diaper, and before preparing or eating food.
Who is Most At Risk of Infection?
* People who live with infected individuals
* Sexual partners of infected persons
* Persons, especially children, living in areas with increased rates of hepatitis A (talk to your doctor or health department if you have any questions)
* Persons traveling to countries where hepatitis A is common (for more information see www.cdc.gov/travel/)
* Men who have sex with men
* Injecting and non-injecting drug users
* Persons with occupational risk
* Persons with chronic liver disease
Vaccine Recommendations
* Men who have sex with men
* Injecting and non-injecting drug users
* Persons with clotting-factor disorders (for example, hemophilia)
* Persons with chronic liver disease
* Children living in areas with increased rates of hepatitis A
* Travelers to areas with increased rates of hepatitis A
* Any healthy person over the age of 2 can receive the vaccine (talk to your doctor)
How are Hepatitis A infections diagnosed and treated?
A blood test is needed to diagnose hepatitis A. Talk to your doctor or someone from your local health department if you suspect that you have been exposed to hepatitis A or any type of viral hepatitis.
Are there long term consequences to a Hepatitis A infection?
Those who have had the virus cannot get it again. There is no long-term infection but there can be consequences for those with liver conditions. About 15% of those infected will have prolonged or relapsing symptoms over a 6-9 month period.
For more information please visit: www.cdc.gov/ncidod/diseases/index | <urn:uuid:c5632d6c-1059-446f-bd07-26073aba271a> | CC-MAIN-2018-30 | http://health.hamiltontn.org/Portals/14/AllServices/CommunicableDiseases/Epidemiology/Hepatitis%20A%20Fact%20Sheet.pdf | 2018-07-17T03:33:04Z | crawl-data/CC-MAIN-2018-30/segments/1531676589557.39/warc/CC-MAIN-20180717031623-20180717051623-00111.warc.gz | 162,036,183 | 642 | eng_Latn | eng_Latn | 0.997632 | eng_Latn | 0.998141 | [
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Year 4 – Animals, including Humans
Language for Learning
Through the activities in this topic, pupils should understand and use key scientific words precisely - spelling these words correctly. This includes - words with precise scientific meanings (e.g. weight and mass), words with different meanings in scientific and everyday contexts (e.g. drag) and words relating to scientific enquiry (e.g. variable).
| Key Scientific Words | |
|---|---|
| Key Word | Definition (Meaning) |
| Digestive System | The parts of our body that help us process food. |
| Mouth | Part of the digestive system where the breakdown of food begins. |
| Teeth | Part of the digestive system used to cut through and grind up food. |
| Oesophagus | A tube that is part of the digestive system – the oesophagus goes from the mouth to the stomach. |
| Stomach | Part of the digestive system which temporarily stores and begins to break down food using chemicals. |
| Small Intestine | Part of the digestive system where food enters our blood. |
| Large Intestine | Part of the digestive system that takes water out of waste food. |
| Producer | An organism that is able to make its own food. |
| Consumer | An organism that has to eat other organisms to stay alive. |
| Organism | A living thing. |
| Carnivore | An animal that only eats meat. |
| Herbivore | An animal that only eats plants. |
| Predator | An animal that catches and eats other animals. |
| Prey | An animal that is caught and eaten by another animal. |
| Food chain | A way of showing which organisms eat which organisms. |
Key Concepts
The digestive system is all the parts of our body that help us to process the food that we eat. The basic parts of the digestive system are shown below:
Each part of the digestive system has a function. The simple functions of the basic parts of the digestive system are shown below:
Mouth: Begins to break down food using teeth.
Oesophagus: Squeezes the food down towards the stomach.
Stomach: Temporarily stores food and begins to break it down using chemicals.
Small Intestine: Where food enters our blood.
Large Intestine: Removes water from waste food.
We use teeth to help us cut through food and grind it up. There are different types of teeth with different functions. The incisors and canine teeth help us to bite through food. The molars and premolars grind up our food.
An animal that hunts other animals is a predator. What it hunts is its prey. We can show which organisms eat which organisms using a food chain. Different words are used to describe what the organisms do in a food chain.
Plants are producers because they can produce their own food. A living thing that eats other living things is a consumer because they consume another living thing.
Pictures/words adapted from Pearson Education Limited 2003 © | <urn:uuid:fb993489-dd90-4011-bb57-cac1b9a1786c> | CC-MAIN-2020-45 | https://img1.wsimg.com/blobby/go/6bd893b4-a34e-4893-ab50-e0b4ac89b18d/downloads/Year%204%20-%20Animals%2C%20including%20Humans.pdf?ver=1601380035242 | 2020-10-25T03:17:32+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107885126.36/warc/CC-MAIN-20201025012538-20201025042538-00119.warc.gz | 347,384,301 | 622 | eng_Latn | eng_Latn | 0.998827 | eng_Latn | 0.998827 | [
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Hundred Chart Blank 120 Fill In Hundred Chart
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Blank 120 Fill In Hundred
Charts and Printables Hundreds Chart Basic 120 Chart Basic 120 Chart. This is plain version of a printable 120 chart, including charts that are missing numbers as well as a blank 120 chart that the student must fill in to use.
120 Chart Fill in all numbers from Page 5/27
Hundred Chart 2 through 100 on this blank hundreds chart. Kindergarten to 2nd Grade. View PDF. Hundreds Chart (Rounding Arrows) ... This is a printable 120 chart in full color. Each column is color-coded to help students see the number patterns. Kindergarten to 2nd Grade. View PDF.
Printable Hundreds
Charts This packet is filled
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Hundred Chart with: a 120 chart, 15 Fill-In the missing number pages, 6 Start the Count sheets, and 6 Number Puzzlers pages. You also get a blank Start the Count Sheet and Number Puzzlers Sheet to create your own. This resource was designed to be as easy as 1, 2, 3.
Blank 120 Chart Worksheets & Teaching Resources Page 7/27
Download Ebook Blank 120 Fill In Hundred Chart | TpT
After she started writing them down on her own, I decided it was time to create a blank 120 chart that would be easy for her to fill-in. While most charts only go to 100 (hence the name "Hundred Chart"), I made ours go to 120. The higher she can count, the better! Here are the 120 charts that we used.
Hundred Chart Counting to 120 – Free Printable Charts
4 Hundreds Charts. Liven it up with this color version of a printable 100s chart. The are versions of this number chart that are missing numbers, plus a completely blank hundreds chart for kids to fill in and use for reference.
Hundreds Chart Welcome to The 120 Page 9/27
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Hundred Chart Chart Partially Filled (A) Math Worksheet from the Number Sense Worksheets Page at Math-Drills.com. This Number Sense Worksheet may be printed, downloaded or saved and used in your classroom, home school, or other educational environment to help someone learn math.
Blank 120 Fill In
120 Chart Partially Filled (A) Page 10/27
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Hundred Chart • Fill in the rest of the numbers in the hundred chart. VARIATION: Allow pairs of students to challenge each other. One student has a blank hundred chart. The other partner has a preprinted hundred chart so that he/she can check his/her partner's work as they "play" with the hundred chart. Blank Hundred Chart 1 email@example.com Page 11/27
Blank 120 Fill In
Download Ebook Blank 120 Fill In Hundred Chart
Blank Hundred Chart - Mathwire.com
Print the Blank 100's chart in PDF One of my favorite worksheets of all time in math is the Hundred's Chart. These charts can be used with learners in grade 1 through to grade 4 or as long as needed.
100s Chart Worksheets to Teach Counting Click on the picture Page 12/27
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Hundred Chart above to snag your free 120 Charts and Fill in the Missing Number worksheets. I made these to align to the new Common Core Standards. I had 100 charts but not 120 charts! I am sure if your district has adopted a Common Core based math program, you are going through the same thing.
Blank 120 Fill In
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Hundred Chart in the Missing Number - Classroom Freebies
This generator makes number charts and lists of whole numbers and integers, including a 100-chart, for kindergarten and elementary school children to practice number writing, counting, and skipcounting.You can decide how much of the chart is pre-filled, the border color, skipPage 14/27
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This pack includes 4 printable charts that are ready to go! INCLUDED RESOURCES (9 PAGES): 1 Blank 100 Chart 1 Filled 100 Chart 1 Blank 120 Page 16/27
Hundred Chart Chart 1 Filled 120 Chart Please note that this product is NOT FOR COMMERCIAL USE, although most of my products are. Thank you for understanding. RELATED PROD...
FREE Hundreds
Chart Printables: 100 and 120 {A Hughes ... Second graders will strengthen their understanding of ones and tens with this Page 17/27
Hundred Chart hundreds chart. Students will fill in the missing numbers up to 120 and then answer questions using the chart. ... Hundreds Chart Review: 1-120. Share this worksheet ... Give him a fun challenge with these fillin-the blank pieces of the chart. 1st grade. Math. ...
Hundreds Chart Review: 1-120 | Worksheet | Page 18/27
Hundred Chart Education.com Posts about blank 120 chart written by VangPow. Splat Square 1 – 100 and Splat Square 0 – 99 – Use 7 different colors in these two versions of a hundreds chart. Only 1 color may be used per number. Also, there's Splat Square Reveal 1 – 100 and Splat Square Reveal 0 – 99.. Hundreds Chart – Print a hundreds chart from this pdf file.. Blank Page 19/27
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blank 120 chart – Line Between As a thank you for reaching my first 100 followers I have added this 17 page set of 120 charts (and more!) to my store. Included in this set are the following charts:- Write numbers to 120- Odd and Even numbers to 120- Fill in the missing numbers to 120Page 20/27
Hundred Chart 101-200, 201-300, 301-400, 401-500, 501-600,...
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Build number sense by having students work with a Hundreds Chart and 120 Chart. Find activities and games for the 100 and 120 Charts on my blog. Use the printable fill-in pages in math stations, Page 21/27
Hundred Chart small groups, or for math homework. Use these worksheets for the 100th Day of School or the 120th Day o...
Hundreds Chart and 120 Chart Printables | 120 chart ... Form ST-120, Resale Certificate, is a sales tax exemption certificate. This certificate is only for use by a purchaser who: A – is registered Page 22/27
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Department of Taxation and Finance New York State and ... How can this blank 100 number squares help Page 23/27
my teaching? This blank 100 number square is great for use in various areas of the classroom. Use it as a display reference on a classroom wall or as a part of your core teaching on multiplication and manipulating numbers. ... * New * Blank 120 Square. Space Themed 100 Number Square. Giant Hundred (100 ...
Hundred Chart
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Number Square (teacher made) Welcome to The One Hundred Chart Partially Filled (A) Math Worksheet from the Number Sense Worksheets Page at Math-Drills.com. This Number Sense Worksheet may be printed, downloaded or saved and used in your classroom, home school, or other educational environment to help Page 25/27
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| Safety and Emergency Measures 10610 Physical Education / Extra- Curricular Sports Safety | |
|---|---|
| | Effective: |
| | References: |
| | Status: |
Preamble
Physical activity contributes to students' physical, academic, and social well-being and is an important part of the educational program. Participation in a variety of learning activities enhances learning. The Regina Catholic School Division (RCSD) supports physical education activities that align with curriculum and determines approval of these activities.
RCSD is committed to ensuring a physical education program, grounded in instructional and supervisory practices that value student safety as the major priority. All physical education programs or activities must be developmentally appropriate for students. All activities must be related to the instructional program of the schools and be part of the Saskatchewan Ministry of Education physical education curricula.
RCSD recognizes that no physical education program or activity is entirely risk-free. The focus of the school division is to ensure that the benefits of a particular activity do not over-weigh the inherent probability of injury.
Definitions
1. Approved Activities
These activities are permissible providing they have been evaluated for safety concerns identified in the Regina Catholic Schools: A Safety Handbook for Physical Education and Extra-Curricular Sports, 2017.
2. Approved Grade-Limited Activities
These activities are permissible at specified grade levels, providing they have been evaluated for safety concerns as outlined in the Regina Catholic Schools: A Safety Handbook for Physical Education and Extra-Curricular Sports, 2017.
Application
1. This application applies to the instruction and conduct of physical education in the classroom, gymnasium, playground, and other appropriate areas, including non-school property.
2. The standard of care applied to the physical education program or activities is that exercised by a careful parent of a large family.
3. RCSD recognizes many authorities that refer to safety guidelines. These authorities include governing bodies of provincial sports, the medical community, local experts, and Saskatchewan High School Athletics Association. In addition to these authorities, the Saskatchewan Physical Education: Safety Guidelines for Policy Development, April 1998 informs the RCSD Safety Handbook for Physical Education and Extra-Curricular Sports, 2017. Notwithstanding the importance of written guidelines, they should not replace common sense, professional judgement and diligence in the application of an appropriate standard of care.
4. Roles and Responsibilities
Safety is everyone's responsibility. General safety principles apply to everyone, not only students. Board members, teachers, in-school administrators, and other staff and community members who help with physical education classes shall observe an acceptable standard of care. The prevailing standard of care the court applies to physical education activities is that exercised by a careful parent/guardian of a large family. The following points outline particular roles and responsibilities:
a. Catholic Education Centre
i. Identify foreseeable risks. Take precautions to minimize these risks.
ii. Maintain school division administrative applications in place to deal with emergencies.
iii. Offer certified First Aid and CPR support to all supervisory and teaching staff.
iv. Provide plans for ongoing upgrades and maintaining of facility infrastructure.
v. Develop inspection procedures and schedules for all physical activity.
b. School-Based Administrator (Principal)
i. Communicate school procedures to deal with emergencies.
ii. Ensure that all staff follows safety provisions in place for transportation of students when leaving the school campus.
iii. Communicate guidelines for monitoring staff qualifications and training, specific to activities.
iv. Provide a first aid kit that is easily accessible by staff and volunteers.
v. Ensure that the Health Information Form is completed for each student.
vi. Ensure that staff has access to student health information.
c. Teachers/Staff/Authorized Personnel
i. Follow the same safety procedures and wear the same protective equipment as students when participating in physical education activities. This includes wearing running shoes in the gym.
ii. Be familiar with student health information.
iii. Teach activities suitable for the age, mental, and physical condition of the participants. Refer to Regina Catholic Schools: A Safety Handbook for Physical Education and Extra-Curricular Sports, 2017.
iv. Have students participate in progressively taught and properly executed activities while avoiding unnecessary dangers inherent to the activity.
v. Perform a pre-activity check to ensure the facility and equipment is adequate and meets safety requirements.
vi. Identify foreseeable risks and take precautions to minimize these risks.
d. Parents
i. Provide designated school personnel with adequate information about the special medical needs of their children by completion of a health information form.
ii. Support their children and the school staff in implementing safe physical education practices.
e. Students
i. Assume a level of responsibility for their personal safety that is appropriate for their age and level of skill.
ii. Actively participate to benefit from instruction.
iii. Follow school expectations concerning behaviour and cooperation.
5. Consideration of Supervision
a. Teachers, staff or authorized personnel should establish routines, rules of acceptable behaviour and student responsibilities at the beginning of the year and reinforce them throughout the school year.
b. Teachers, staff or authorized personnel who observe unsafe behaviour must stop the activity and provide corrections for students. All staff must deal with individual students who are endangering the safety of themselves and/or others according to school expectations.
c. Discuss risks and safety concerns with students and parents to make them aware of the potential risks.
d. All third party instructors, coaches, and supervisors must be appropriately qualified and a teacher must be present and in charge at all times. With approval by the Director or designate third party instructors, coaches and supervisors can lead activities without a
7.
Regina Roman Catholic Separate School Division # 81
teacher present.
e. When supervising various physical education activities there are varied levels of supervision required. There is "direct supervision," "on-site supervision," and "in-the-area supervision". These levels of supervision are further defined as:
i. Direct supervision – activities that are higher in risk and require constant monitoring.
ii. On-site supervision – spread out activities that do not require constant monitoring.
iii. In-the-area supervision – activities that cover large areas where constant visual supervision is not possible.
f. The Regina Catholic Schools: A Safety Handbook for Physical Education and ExtraCurricular Sports, 2017 recommends suggested levels of supervision.
6. Safety Equipment
a. The first aid kit should be stocked and accessible. If the activity is off campus, a first aid kit must be brought along.
b. Emergency phone numbers and student health information should be accessible. Sports teams must carry this information when they travel.
c. Students shall wear appropriate clothing and footwear for that activity. "Sock feet" are inappropriate.
d. Students must remove or cover jewellery before participating in physical education activities.
e. Supervisors shall strive to ensure equipment fits properly and is appropriate of the skill level of the individual and the activity.
f. Students must wear protective equipment for a specific activity as outlined in the Regina Catholic Schools: A Safety Handbook for Physical Education and Extra-Curricular Sports, 2017.
Instructional Guidelines
The following instructional guidelines apply:
a. Teach skills in a proper and logical progression.
b. Games and activities should reflect the skills taught.
c. The following of rules and etiquette as outlined by staff and/or facility.
8. Approved Physical Education Activities
The following activities are permitted when conducted within the restrictions outlined in the Regina Catholic Schools: A Safety Handbook for Physical Education and Extra-Curricular Sports 2017.
,
| Approved Activities | |
|---|---|
| | Aquatics: Swimming, Synchro, Lessons, Water Polo, |
| | Water Sliding, Diving |
| | Basketball |
| | Benches/Chairs |
| | Bowling: 5 Pin, 10 Pin, Lawn Bowling, Bocce Ball |
| | Broomball |
| | Cheerleading |
| | Cross Country Running |
| | Cross Country Skiing |
| | Curling |
| | Cycling |
| | Dance, Rhythmics |
| | Fitness Activities: Aerobics, Circuit Training, Resistance |
| | Training, etc. |
| | Football: Flag and Touch |
| | Floor Hockey |
| | Golf |
| | Gymnastics: Educational and Off-site |
| | Horseshoes |
| | Ice Hockey/Ringette |
| | Lacrosse (Soft) |
| | Low Organized Games (e.g. Kinball, tag, scoop ball, |
| | skipping) |
| | Martial Arts (Self Defence) |
| | Orienteering/Geocaching |
| | Parachute Activities |
| | Racquet Sports: Badminton, Pickle Ball, Racquetball, |
| | Squash. Other sports that require a racquet or |
| | paddle |
| | Relaxation Exercises (e.g. yoga, tai chi) |
| | Rugby (Non-Contact) |
| | Scooter Boards |
| | Shinny (Hockey without Skates) |
| | Shoreline Fishing |
| | Skating (Ice) |
| | Snowshoeing |
| | Soccer |
| | Softball |
| | Team Handball/Tchoukball |
| | Tennis |
| | Tetherball |
| | Tobogganing |
| | Track and Field: Long Jump, Triple Jump, Sprints, |
| | Distance and Relays |
| | Ultimate Frisbee |
| | Urban Trekking |
| | Volleyball |
| | Wrestling |
Note: If an activity is not listed you must contact the Physical Education Consultant.
9. Activity Review Process
a. A request to add or delete an activity must be made in writing to the Regina Catholic Schools Sports Safety Council. This council will meet annually to review requests or as need arises.
b. The Regina Catholic Schools Sports Safety Council will consist of individuals with expertise in Physical Education, including an elementary teacher, a high school teacher, an in school administrator, a supervisor or senior administrator, and the physical education consultant.
c. Decisions will be based on:
i. Ministry of Education physical education curriculum requirements.
ii. Recommendations of Saskatchewan Physical Education Safety Guidelines.
iii. Saskatchewan High Schools Athletic Association rulebook.
iv. Previous best practices in the school division.
v. Policies from other school divisions within and outside Saskatchewan.
vi. Individual evaluations of each activity from a "risk versus gains" perspective. | <urn:uuid:adebc167-dfa4-4ccf-b07c-acd0b68e0700> | CC-MAIN-2020-45 | https://www.rcsd.ca/Division/AdministrativeApplications/Documents1/Series%2010000%20%E2%80%93%20Safety%20and%20Emergency%20Measures/10610%20-%20Physical%20Education-%20Extra-Curricular%20Sports%20Safety.pdf | 2020-10-25T01:53:32+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107885126.36/warc/CC-MAIN-20201025012538-20201025042538-00119.warc.gz | 858,025,916 | 2,180 | eng_Latn | eng_Latn | 0.989948 | eng_Latn | 0.991044 | [
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Understanding Human Rights
Author: Maja Nenadović
Theme
Introductory class to the concept of human rights and its related contradictions and challenges
Context
Human rights are regularly mentioned and used as justification or legitimization of certain actions in society (e.g. public demonstrations), but students rarely get the chance to explore the paradoxes, challenges, contradictions and difficulties inherent in the tensions between the human rights theory, and practice. This lesson plan seeks to offer an opportunity to expand the students' understanding of human rights in their complexity and to inspire their curiosity and interest in this topic.
Goals
→ Raising awareness about human rights
→ Building critical thinking about human rights and tensions between their theory and practice
→ Avoiding the simplified approach to human rights that focuses on rights alone, and omits the focus on responsibilities, duties and obligations
→ Providing opportunity for students to re-examine their own attitudes
→ Building students' argumentation and public speaking skills
→ Interactive, whole-class involvement throughout the 45 minutes class
Learning Outcomes
→ Students are able to name and explain several human rights, and the duties, obligations, responsibilities that could be linked to them
→ Students can critically assess and identify the source of several human rights dilemmas
→ Students are able to argue multiple perspectives on a given human rights dilemma or controversy
Material & Equipment Needed
Projector, laptop and speakers; soft ball (plush toy) for throwing; Universal Declaration of Human Rights (UDHR infographic, if needed: www.facinghistory.org/sites/default/files/Ch11_Image06_2.jpg)
Duration: 45 minutes (standard lesson)
Overview of lesson activities (process)
Introduction & Exercise: 10 minutes
The class starts with an introductory TED-ed short film by Benedetta Berti, 'What are the Universal Human Rights?': https://www.youtube.com/watch?v=nDgIVseTkuE
The film watching is followed by the Rights Vs Responsibilities exercise.
The exercise starts with all the students standing up, and needing to 'earn' their 'right' to sit down.
The activity runs as follows: the teacher throws the soft ball to the first (random) student, who needs to list/identify one human right. (If needed, they have to explain what this human right is about, give an example.) The student can then throw the soft ball to another student (randomly), and take a seat. The teacher asks the second student to identify to possibly corresponding responsibilities, duties, obligations in relation to the human right that the first student identified. After s/he has explained what the responsibilities are, the second student can also sit down. Before doing so, s/he throws the soft ball to the third student, whose turn it is then to identify (name, explain if needed) another human right. The exercise continues until all the students are seated.
The teacher's role is to actively facilitate, encourage the students with (leading) questions and correct vague, or incorrect answers.
For example: if the first student (Jane) identifies 'freedom of speech', the teacher asks the second student John (who got the ball) 'What is your responsibility, obligation or duty, in relation to Jane's freedom of speech?'
Note that in many cases, the students will fall into the pitfall of using vague language, and respond something along the lines of, 'I am not allowed to interfere with her freedom of speech. I should respect her freedom to say what she wants or believes in.' In this case, you continue prodding, and ask John, 'What are you not allowed to do?!' The correct answer would be, 'Forbid her, or prevent her from expressing her opinion (publically).' It is useful to continue prodding in this case, and ask, 'But what if Jane uses hate speech, and says bad things about a minority group in the society?'
John will likely offer a more nuanced response, identifying that freedom of speech, while important, may have some limitations.
Free2Choose Activity: 15 minutes
Free2Choose is an educational tool developed by the Anne Frank House. In various countries, students have created short films that highlight contemporary human rights dilemmas in their environment, and then interviewed people on the street to gather multiple different opinions about the topic. Discussing these human rights dilemmas is a useful tool for getting the students to understand that there are boundaries to human rights, and that it is not always easy to determine which right or freedom is more important than another.
The teacher should first check the Free2Choose YouTube channel, and select 1 or 2 short films that are the most suitable for their class, age, current events/issues in the school/city/country:
https://www.youtube.com/user/Free2chooseCreate
2
After watching the selected short film with the class, the teacher should pause the film at the moment towards the end when the human rights dilemma or the discussion question is once again displayed on the screen.
Proceed to divide the class into smaller groups (with no more than 6 students in each group). Each group should have a soft ball, or a crumpled piece of paper that can serve as an improvised soft ball for this Agree/Disagree Ball Toss Exercise.
Before the assignment can start, the teacher should choose 2 students (e.g. Jane & John), to demonstrate the assignment rules to the rest of the class. Starting with the posed question/dilemma, the teacher should offer an argument/elaborated opinion, and then toss the ball John, and say, 'You agree with me.' John now needs to provide an argument that supports the teacher's originally stated argument/opinion/standpoint on the discussion question.
When John throws the ball to Jane, he instructs her what perspective to argue, by saying, 'You disagree with me.' (or, 'You agree with me.')
The point of the exercise is that the students are always alert as they never know when the ball will come their way. They also have to think quick on their feet because the standpoint from which they are expected to argue the discussion question is not necessarily one that they share or identify with.
The rules within the small groups (minimum 4, maximum 6 members) are:
a) You stick with what you are instructed to argue (even if it contradicts or opposes your own, personal opinion);
b) You are not allowed to repeat an argument that someone else used before;
c) Everyone in the groups provides an argument twice (ideally, 3 times if there is time).
The teacher's role during this exercise is to walk around and listen in on different arguments offered in various groups.
Final discussion: 10 minutes
In the last part of the class, the teacher asks the students to reflect on their experience of the discussions: what did they like? What did they find challenging or difficult? Did anything surprise them during this class?
Sources:
Already listed within the lesson plan.
Additional Information
For implementing the 'Adaptation Alternative' option, see the Jigsaw Method of Cooperative Learning, explained: https://www.schreyerinstitute.psu.edu/pdf/alex/jigsaw.pdf (in English)
3
Assessment & Evaluation Options
The class is designed to involve all the students, actively, in its implementation. Some students might be more enthusiastic than others, but all should take part in the discussions and exercises. You can test the learning outcomes in students by offering them another human rights dilemma or short film at the beginning of the next class, and ask them to list 3 arguments in favor of the question, and 3 arguments against the proposed question, in order to test their retention of knowledge and critical thinking ability.
Homework Ideas
The above noted assessment can also be offered as homework, so that students need to work on it prior to the next class.
You can also offer students to choose one question (or get one randomly assigned to them) on the basis of which they would need to write short essays (maximum 500 words), for e.g.:
(1) Why are there tensions between human rights theory and practice?
(2) Why is citizenship and statehood often the key prerequisite to getting one's human rights realized? (Alternatively, why do countries not accept all refugees when they, as all other human beings, should have the freedom of movement?)
(3) What is the human right that you find most interesting/fascinating, and why?
Adaptation Alternatives
For a more advanced group, you can do a group jigsaw exercise where the class is divided into 3 groups, and each group needs to study one generation of human rights.
The groups do brief online research, study the additional material provided by the teacher, and then explain/present the others in the group their findings.
A class debate between three groups could then be facilitated, to see which generation of human rights is more important, or more relevant, for the world we live in today.
The content of these materials does not reflect the official opinion of the European Union. Responsibility for the information and views expressed in the materials lies entirely with the author(s).
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MARCH NEWSLETTER
Randal Wagner, Principal Shashana Hare, Vice Principal
PAISLEY ROAD PUBLIC SCHOOL
INSIDE THIS ISSUE:
Special points of interest:
- March Break – March 12-16th
- March 21 st - 4:30 p.m. Moses Beaver Gratitude Garden Opening
- March 23 rd Music Friday
- March 30 th Good Friday (no school)
Celebrating customs and traditions from all around the world is what we love to do!
If you would like to help us celebrate these events or have a day of significance to add, please contact your child's teacher, Mr. Wagner or Mrs. Hare. We welcome any suggestions; it would be great to hear from you!
Except in cases of emergency, your child should know that you are picking them up. End of day dismissal begins at 3:10 p.m. All students are expected to be picked up by 3:20 p.m.
Other Non-Routine After-School Pick Ups or Early Appointments:
To avoid unnecessary disruptions to classroom learning, we request that all early pickups be arranged with your son/daughter before school or a note is placed in the child's agenda. We cannot guarantee that your child's class will be in their normal classroom for messages to be relayed appropriately.
Your help with this is greatly appreciate.
Information from Public Health
March is Nutrition Month! Starting from a young age, inspiring children to shop, cook and prepare food can set them up for a lifetime of healthy eating. A great way to teach kids about food is to let them shop and cook with you. Kids are also much more likely to eat what they make, so cooking at home is a great tip if you have picky eaters.
Here are four tips to get your kids involved in cooking:
1. Pick a recipe together: Children need to be part of the plan from the beginning, and it helps if they prepare something that they love to eat. Shop for groceries together too!
2. Keep it fun! Imaginative play helps kids get deeply involved. Make a theme night or turn your kitchen into a restaurant or reality cooking show.
3. Be a role model: If you're excited, they will be too. Try a new food, describe the flavour and be adventurous to inspire your eaters to do the same. Get other members of the family involved.
4. Be cool about the mess: Spills and accidental messes happen, and it's important to remain calm about little mishaps. Keep kitchen towels handy for cleaning up spills.
| Sunday | Monday | Tuesday | Wednesday | Thursday | Friday |
|---|---|---|---|---|---|
| | | | | 1 | 2 |
| 4 | 5 | 6 | 7 | 8 | 9 Music Friday |
| 11 | 12 | 13 | 14 | 15 | 16 |
| | | MA | RCH BR | EAK | |
| 18 | 19 | 20 | 21 | 22 | 23 Music Friday |
| 24 | 26 | 27 | 28 | 29 | 30 Good Friday School Closed |
MARCH INTERESTING FACTS & DATES
Did you know that March is named for the Roman God Mars!
March 2 nd – Dr. Seuss Birthday
March 2 nd NASA astronaut Scott Kelly returned from space after one full year, setting a new record for the longest uninterrupted trip to space.
March 17 th – St. Patrick's Day
March 21: The 10th anniversary Twitter founder Jack Dorsey inaugurating the social media site with its profound first tweet: "just setting up my twttr"
March 24 – Harry Houdini's Birthday
March 25 – 1882 1 st Pancake made
March 29 – 1886 Coca Cola invented
EARTH HOUR
Join the global Movement! Celebrate Earth Hour on March 24th at 8:30pm.
Earth Hour's mission is uniting people to protect the planet by raising awareness of about climate change and encouraging positive action.
Earth Hour is more than an event. It is a movement that has achieved massive environmental impact, including legislation changes by harnessing the power of the crowd.
Ideas for your family to do for Earth Hour!
A simple event can be just turning off all non-essential lights on March 24th from 8:30-9:30 pm. For one hour, focus on your commitment to our planet. To celebrate, you can:
- prepare a candle lit dinner
- talk to your neighbours, or invite people over
- stargaze, or go camping in your backyard
- play board games, or charades
- host a concert, or a sing-a-long
- create or join your own community event
- have an Earth Hour every month!
The possibilities are endless!
LIBRARY NEWS
The library has been a very busy place this February! Our Kindergarten and Primary classes have begun reading Blue Spruce and Le Prix Peuplier. They are preparing their passports to vote for their favourite book at the end of April and join in on a celebration in May. Students in our Junior Forest of Reading clubs (Le Prix Tamarack, Silver Birch Fiction, Non-Fiction or Express) are off to the races reading books in the various clubs.
Many students read books from our Black History Month Collection and shared their reflections through art for our February Library Contest! Some great learning! Some fun prizes for the students!
The Forest of Reading also has opportunities for students this year:
Please explore the link to learn more about it. http://accessola2.com/forest/ParentToolkit/story_html5.html
Thanks to the Parent Council for their long term support of the Forest of Reading Program!
Two School, One World Treaty with St. Joseph's Catholic School
Our two schools have been continuing our classroom environmental treaty promises, every month a class from each school get together to exchange the Wampum belt for display in alternating schools. This February all of our students and all students from St. Joseph's Catholic school added a fingerprint to a collaborative fingerprint wampum belt as a way to remember our commitments to the earth. This project has helped us learn from Indigenous people and learn some truths about the history of Canada. Working together with a neighbourhood school has been great for building new relationships and sharing our environmental responsibilities. The students have been keeping their promises and really show they understand the importance of treaties. Paisley Cares! Have a Heart Initiative!
Students showed they cared this February extending kindness and writing letters in support of equity for First Nations students. They created a heart message to be sent to First Nations school communities or wrote to their MP or PM to express their thoughts. For more information click here: https://fncaringsociety.com/have-a-heart
We have some incredible opportunities to perform. Our choir will be able to perform O'Canada at the Storm Game on March 29th. We will be preparing a couple songs for the UGEMTA festival on April 25th and the Education Week Opening May 7th. We will meet every Monday second recess for the next several weeks to prepare to perform some music together. Go Paisley Panthers! Grade 6 E-textiles and Maker Club
Sewing meets circuits in this club. M. Woolfrey, Ms. Richer and a group of Grade 6's have been making wearable circuits. Using conductive thread, LED and micro-motors students have designed a wearable creation to keep. Great work E-textiles club. Students who completed their projects will now be building BristleBots (Bringing scrub brushes and motors together) to make a robot they can battle and race. Perhaps these Bristlebots can help with the housework at home! | <urn:uuid:49997bfe-17c0-42bb-bf31-be23874854c2> | CC-MAIN-2020-45 | https://www.ugdsb.ca/paisley/wp-content/uploads/sites/21/2018/03/march2018.pdf | 2020-10-25T02:04:47+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107885126.36/warc/CC-MAIN-20201025012538-20201025042538-00125.warc.gz | 935,842,320 | 1,645 | eng_Latn | eng_Latn | 0.997223 | eng_Latn | 0.998459 | [
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Canoeing and kayaking - health benefits
Summary
Both canoeing and kayaking involve paddling a small craft through water.
The best way to learn how to paddle is to join a local club – contact Canoeing Victoria for further information.
Make sure your preparation and skills are adequate for the paddling activity you have planned.
Both canoeing and kayaking involve paddling a small craft through water. They are low-impact activities that can improve your aerobic fitness, strength and flexibility. Canoeing and kayaking can be done as a hobby, a competitive sport or as a fun activity on holidays. You can paddle on rivers, lakes and the sea.
Difference between canoe and kayak
While 'canoe' and 'kayak' are often used interchangeably, a few basic differences include:
Canoe – this is an open vessel and the person either sits or kneels inside the canoe and uses a single-bladed paddle to push the craft through the water.
Kayak – this is an enclosed vessel and the person sits inside the kayak with legs extended and uses a double-bladed paddle.
There are exceptions – some canoes may be enclosed and some kayaks may be open depending on their intended use.
Types of paddling activities
In most cases, the craft is adapted or designed to fit the demands of the intended environment. Some of the
different types of canoeing and kayaking activities include:
Flatwater recreation – this is what most people imagine when they think of canoeing or kayaking. You can take a gentle paddle down a calm river, do some sightseeing in calm ocean waters or explore an inland lake system.
Sea kayaking – this is paddling in the sea. Sea kayaking is becoming a popular water sport in Australia.
Sailing – the canoe or kayak is fitted with a sail.
Surf kayaking – the kayak is typically fitted with a fin, rather like a surfboard.
Sprint racing – this is a sprint race across calm water.
Ocean racing – this is a race in white water (ocean). This discipline requires extreme skill and fitness.
Marathon racing – this is a lengthy race, for example, down a long river such as the Murray.
Slalom – the person must, against the clock, negotiate a white water course. This includes steering around obstacles (typically, poles suspended over the course).
Canoe polo – two teams of five players each must compete to score the most goals using a water polo ball.
Freestyle – is a whitewater canoe discipline where the paddler performs a range of acrobatic tricks and manoeuvres on a river feature such as a wave or hole.
Wildwater – is the ultimate combat, human versus river. Athletes must manage a 4.5 metre-long, 11 kilogram, very unstable, composite craft down a river anywhere from flatwater up to grade 4 rapids.
Health benefits of canoeing and kayaking
Canoeing and kayaking are low impact activities that can improve your aerobic fitness, strength and flexibility. Specific health benefits include:
Improved cardiovascular fitness
Increased muscle strength, particularly in the back, arms, shoulders and chest, from moving the paddle
Increased torso and leg strength, as the strength to power a canoe or kayak comes mainly from rotating the torso and applying pressure with your legs
Reduced risk of wear-and-tear on joints and tissues, since paddling is a low impact activity.
Other benefits of canoeing and kayaking
Some other good reasons to paddle include:
Kayaking and canoeing can be peaceful and meditative or can be exhilarating – depending on where and how you do it.
Paddling is a great way to enjoy our waterways.
Preparing for canoeing and kayaking
General tips for beginners include:
Join a club – the best way to learn how to paddle is to join a local club. Contact Canoeing Victoria for further information. While it's possible to learn a great deal about the sport through reading, lessons will improve your technique, reduce your risk of injuries and help you become more aware of safety issues when on the water.
Be a competent swimmer – since paddling involves the occasional tip into the water, make sure you are a competent swimmer. If necessary, brush up on your swimming technique.
Try before you buy – paddling can be an expensive pastime. Consider borrowing or hiring equipment at first until you are sure that you enjoy canoeing and kayaking enough to pay for a full kit.
Basic kit for canoeing and kayaking
The exact requirements of a full kit differ slightly depending on the type of paddling you plan to do and the demands of the waterway, but a basic kit should include:
canoe or kayak
appropriate paddle
personal floatation device (PFD), such as a life vest or jacket.This is mandatory when paddling in Victorian waters
helmet
wetsuit
wetsuit booties
appropriate clothing
spray deck, which is a cover that helps to keep water out of the craft.
What to take when canoeing and kayaking
Items you should take with you when you paddle include:
first aid kit
repair kit
drinkable water
small pack of high energy foods
dry clothes contained in a waterproof bag
mobile telephone inside a waterproof container.
Sea kayaking – extra equipment
The risks of sea kayaking call for extra safety equipment. In addition to the basic kit and items listed above, a sea kayaker would need:
waterproof torch that floats
bilge pump and bailing device
distress signal devices such as orange smoke sticks, red flares, parachute distress rocket or dye markers
compass
spare paddle
marine radio.
Health and safety suggestions for canoeing and kayaking
General suggestions include:
Learn how to paddle from experienced teachers. Contact your local club.
Know how to use your first aid kit. Take a first aid course if necessary.
Make sure your preparation and skills are adequate for the planned paddling activity.
Be visible to other crafts. Put reflective tape or fluorescent paint on your helmet, life jacket and canoe or kayak.
Always wear your personal floatation device and helmet.
Make sure you know about potential hazards in the proposed waterway. Seek local knowledge if paddling in a location for the first time, consider air and water temperature, currents, tides and wave action.
Check weather conditions before you paddle.
Don't paddle alone. Always tell someone about your plans, including where you intend to paddle and when you expect to be back.
Dress for the conditions. Apply 30+ SPF sunscreen (or higher) to all exposed areas of skin.
Avoid dehydration. Take plenty of water to drink.
Keep your equipment in good repair.
Where to get help
In an emergency, call triple zero (000)
Bureau of Meteorology Tel. 1196 – for latest weather forecasts
Canoeing Victoria Tel. (03) 8846 4120
Victorian Sea Kayak Club
Smartplay Tel. (03) 9674 8777
Transport Safety Victoria – Maritime Safety Tel. 1800 223 022
Sports Medicine Australia
Tel. (03) 9674 8777 – for first aid courses
Things to remember
Both canoeing and kayaking involve paddling a small craft through water.
The best way to learn how to paddle is to join a local club – contact Canoeing Victoria for further information.
Make sure your preparation and skills are adequate for the paddling activity you have planned.
This page has been produced in consultation with and approved by:
Smartplay
Content on this website is provided for information purposes only. Information about a therapy, service, product or treatment does not in any way endorse or support such therapy, service, product or treatment and is not intended to replace advice from your doctor or other registered health professional. The information and materials contained on this website are not intended to constitute a comprehensive guide concerning all aspects of the therapy, product or treatment described on the website. All users are urged to always seek advice from a registered health care professional for diagnosis and answers to their medical questions and to ascertain whether the particular therapy, service, product or treatment described on the website is suitable in their circumstances. The State of Victoria and the Department of Health & Human Services shall not bear any liability for reliance by any user on the materials contained on this website.
For the latest updates and more information, visit www.betterhealth.vic.gov.au
Copyright © 1999/2020State of Victoria. Reproduced from the Better Health Channel (www.betterhealth.vic.gov.au) at no cost with permission of the Victorian Minister for Health. Unauthorised reproduction and other uses comprised in the copyright are prohibited without permission. | <urn:uuid:34e5d1bd-a3a7-4edd-923d-528534bf441f> | CC-MAIN-2020-45 | https://www.betterhealth.vic.gov.au/health/HealthyLiving/canoeing-and-kayaking-health-benefits?viewAsPdf=true | 2020-10-25T02:36:19+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107885126.36/warc/CC-MAIN-20201025012538-20201025042538-00125.warc.gz | 627,554,919 | 3,109 | eng_Latn | eng_Latn | 0.997608 | eng_Latn | 0.998209 | [
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Listening – what's it all about?
Learning to listen
How does listening develop?
Remember the ears are just the pathway for sound; the brain is where listening really happens.
As a function of the brain it is affected by cognitive or other central difficulties
The ability to discriminate, identify and comprehend sounds, including the sounds of language, requires the establishing of links (synapses) within the brain. Synapses grow at a very rapid pace in the early years of life which are the optimum years for learning. Neural plasticity is greatest in the early years of life.
However, whilst the number of synapses is increasing, some have to be pruned with weaker connections being deleted whilst stronger, more important connections are reinforced. For example, during the first year of life a baby's ability to discriminate between all speech sounds reduces so that they can concentrate on the phonemes of their mother tongue.
As listening develops, the following evidence emerges in the early stages:
It may relate to receptive skills:
* Interest in / turning towards sounds (detection)
* Increased interest when the sound changes (discrimination) and improvements in the ability to focus attention
* Responding in a way that shows identification of sounds
* Increasing oral language that demonstrates understanding (comprehension)
Or expressive skills:
* Increased vocalisation
* Emerging words
* Recollection of patterns of words / sentences
The ability to use the information from speech requires:
* Period of exposure to sound
* Developing sound awareness and interest in sound
* Discriminating sounds – environmental
* Discriminating supra-segmental, phonological speech information – nursery rhymes / syllabic patterns / rhyme & alliteration
* Discriminating individual speech sounds / phonemes
* Identifying the source and meaning of environmental sounds
* Identifying speech sounds leading to varied vocalisation, proto-words & language
* Listening, attending to and understanding sounds in the presence of competing noise
* Complex auditory comprehension combined with cognitive or other demands
Several perspectives or "hierarchies" of auditory development have been presented over the years, based on typical development.
Some terminology commonly seen in materials and resources related to auditory development in deaf includes:
* Auditory detection / awareness – presence / absence of sound
* Auditory attention – anticipation & attention to auditory signals (especially speech) over increasing length of time
* Distance hearing – attending to sounds at a distance
* Localisation – turning to find the sound source
* Auditory discrimination – perceiving and differentiating differences in sounds
* Auditory self-monitoring / auditory feedback – monitoring information through listening and modifying speech production based on what was heard especially as it relates to duration / rhythm / pitch / loudness / phonemes
* Auditory identification – recognising the source or meaning of a sound; association of objects etc. with a word or parts of words e.g. cats indicating plurality etc.
* Auditory memory – storing / remembering / recalling auditory information & language from listening
* Auditory sequential memory – as above but including the order in which items are presented
* Auditory processing – to make cognitive judgements about what was heard
* Auditory comprehension –to synthesise understanding of auditory information and relate it to known information in a variety of situations
Usually four basic stages of development are described:
- Detection
- Discrimination
- Identification
- Comprehension
However these are not hierarchical.
Listening becomes more complex as it develops, expanding in depth and breadth as auditory information becomes more meaningful. However it is not linear but interrelated - discrimination of more subtle differences interweaves with identification and comprehension
Children become increasingly able to meet the demands of listening alongside other cognitive / physical / sensory demands as other skills develop and Executive Function matures. | <urn:uuid:7757a9be-46d3-4aff-928d-b154c9190273> | CC-MAIN-2020-45 | https://ewing-foundation.org.uk/wp-content/uploads/2019/08/Listening-development.docx.pdf | 2020-10-25T01:45:13+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107885126.36/warc/CC-MAIN-20201025012538-20201025042538-00125.warc.gz | 303,854,339 | 759 | eng_Latn | eng_Latn | 0.993876 | eng_Latn | 0.99456 | [
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SUPPORTING OUTDOOR LEARNING AT SCHOOL
SCHOOL GROUNDS IDEAS
Extend your classroom outside in almost all weathers and utilise every aspect for learning experiences. NB: These ideas must be applied in compliance with current government advice on shared outdoor spaces and resources.
WALLS (A blank canvas)
* Paint a fractions wall or times tables grids
FURNITURE (Make it multipurpose)
* Mark out different angles in the brickwork
* Create a blackboard with a hardwood panel and blackboard paint
* Paint or fix on targets with number scores
* Create a transverse horizontal climbing wall
PLAYGROUND (Keep it open)
* Zone areas using colours, giant shapes, or themes e.g. countries.
* If adding traffic flow paths, use number or letter sequences to direct flow and recite on the move. (Alternatively, paint a river, trainline etc.)
* Paint a compass rose and human sundial
* Create a signpost to different countries of the world using accurate directions (can link with playground zones)
* Include recycling bins to teach sustainability
SHELTER (Extend outdoor time)
* Create multiple sheltered areas for gathering groups or individual quiet time.
* Semi-permanent to permanent options include: Sail canopies, army/ forest school style parachutes (can be set up by professionals to be permanent), living willow arbours (fast growing). You could also extend your school roofline with corrugated plastic. You can even hook a shower curtain onto a hula hoop for a one-person space.
* A grouping of poles of different heights can be used to: string up a tarpaulin, make a paracord maze, string up a washing line for hanging work or trails; distance individuals for working. The poles themselves can be painted up with measurements, fractions etc.
* Paint up a table as a board game and let children find natural materials for pieces. (Put dice in a clear ball and affix the ball to the table with rope.)
* Create a zone divider from upright logs. Paint these in repeating colours and add numbers to the tops. Use for seating (colours will help space children); as stepping stones and practice for number sequencing.
* Likewise, make seating a learning tool or game element (e.g. lay out as a Ludo board).
* For additional temporary shelter, use large tarpaulins and rope or bamboo canes with a tarpaulin or old sheet.
Bringing nature nearer
SUPPORTING OUTDOOR LEARNING AT SCHOOL
FREE PLAY/SOFT MATERIALS
WILDLIFE (Any space helps)
More than just sensory: brilliant for maths, literacy, geography and history (archaeology).
* Make a mud kitchen or even just a mud patch.
* Create simple sand pits and water play areas from old containers (you can space these out). A tyre lined with a tarpaulin also works well.
GARDEN ELEMENTS
The garden doesn't need to be large or on green space. Anything helps. Repurpose pallets, tyres, and old containers of any type;
* Build a raised bed from pallets
* Secure a pallet upright and hang containers from it
* Make flowerpots from welly boots or milk containers
* Grow from vegetable scraps and waste seeds
* Include a compost heap: fantastic for learning about sustainability, soils, invertebrates, food chains etc..
* Grow climbing and trailing plants up bare walls and structural elements.
* Create a simple weather station and take records. Children can make the rain gauge and wind spinner. Have a thermometer and hygrometer but also experiment with other natural weather gauges (e.g. pinecones).
* Hang bird boxes, bird feeders and bug hotels
* Create a minibeast area from logs, upturned flowerpots, spare tiles and scraps of carpet; anything they can hide under. (Ideally, place in the shade.)
* Consider a wildlife pond, however small. They can be very cheap but will need to be made safe.
* Plant native species for maximum impact and learning.
TRAILS AND INTERPRETATION
* Fix up permanent identification sheets by native species of plant; a minibeast sheet by the minibeast area; a birds sheet by the bird feeder.
* Hang or fix heavy-duty zip-lock wallets around the grounds for trails and lesspermanent information. Have several colourcoded sets so different learning activities can run simultaneously. E.g. blue = maths trail; red = year 1 nature poems.
TIPS
* Involve pupils as much as possible in design and implementation: A great opportunity for interdisciplinary and cross-school working.
* Repurpose (upcycle) materials wherever possible. Put word out and you will be surprised what is available. Web search for upcycling ideas.
* Make sure to include active and quiet areas (wildlife will prefer the quiet areas too).
* Find links to grounds development ideas here.
* We recommend Learning Through Landscapes' excellent guide on safe use of grounds during Covid 19.
Above: Bright Horizons Early
Years.
Left: Backyard Boss
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Joseph Kleponis – Two Poems
Daily Games
In the summer before the summer of jobs, cars, and girlfriends, there was baseball – every morning, every afternoon, and stretching into twilight.
Hot, sweaty, covered in infield's dust, we played game after game, in heat and in humidity, even when Edgar's simple cousin knew "It's too hot to play baseball" we played and played some more.
In centerfield, Ace would drift, backward or forward, whatever was needed to make an effortless catch. Frenchie pounded fastball after fastball until he learned a curve that took us half a day to solve.
Richie, Dave, Ratso, Petey, Johnny, Eddie, Steve-o and me, along with others who floated in and out hung out at the varsity diamond, even though none of us would ever have the talent the talented possessed.
We played on, oblivious of the obvious: that games at some time have to end called short by obligation or other interests.
We argued rules, compared strategies, and shared what passed for secrets.
Who knows what we learned, if anything, on those summer days?
Baseball as a metaphor is a conceit for poets, playwrights, and storytellers spinning tales that cast hitters as legendary strongmen, pitchers as slayers of hubris and muscles, coaches as wily judges of men and motivation.
We were just playing a game in long days of heat – learning the angles – judging distances – calculating when to take a chance – trying our hardest not to be gamed by the game within the game that, for a summer, was daily life.
Our Bubba
He had a name his parents gave him when he was born, and it was surely recorded in city ledgers and church books, too, when he was christened, but we didn't know his name, or if we did, we forgot it.
The teachers may have called him by his name, but we didn't listen, or it didn't register with us like so much the teachers said.
Maybe his mother, grandmother, or the lady next-door called him by his name, but we didn't hear it.
We called him Bubba because his little sister called him Bubba because she couldn't say brother and never said his name.
We wanted him on our side in baseball, basketball, or football because he was big, strong, agile – he helped us learn the games; he watched over us; he was, after all, our Bubba.
After high school, he joined the military, where he surely had a name, and they did not call him Private Bubba. But we really do not know. We heard he was stationed in Hawaii, and we imagined Bubba surfing. More recently it was reported he had retired to Alabama, perhaps, with a wife, and three kids: Billy, Sue, and Ray.
The years have passed and all of our hang-outs – Louie's, the A&W, the Rialto – are either gone or changed, but their names remain embedded in our memories, cementing their identity, like the name Bubba, the name of our brother, whose name we never knew.
Joseph Kleponis has taught English and American Literature in schools north of Boston. His poetry has been published in numerous journals including, The Aurorean, Eucalypt, First Literary Review -East, Leaflet: the Journal of the New England Teachers of English, and Penmen Review of Southern New Hampshire University, Methuen Life as well as Muddy River Poetry Review. | <urn:uuid:521b007b-4d71-452d-b69f-e7d9f191f276> | CC-MAIN-2020-45 | https://muddyriverpoetryreview.webs.com/Joseph%20Kleponis-2.pdf | 2020-10-25T02:12:23+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107885126.36/warc/CC-MAIN-20201025012538-20201025042538-00123.warc.gz | 447,883,807 | 730 | eng_Latn | eng_Latn | 0.999101 | eng_Latn | 0.999226 | [
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Vocabulary Bingo This unusual version of Vocabulary Bingo stimulates studentdirected learning processes by asking the students to (1) choose the vocabulary words, (2) create their own unique Bingo cards, and (3) invent the game clues using synonyms, antonyms, and fill-in-the-blank sentences. Steps: 1.
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This STAAR vocabulary building game is designed to expose students to challenging words found on the 4th and 5th grade released STAAR Reading assessments. Definitions for these tough words have been written in studentfriendly language on individual cards. To play, students draw definition cards f...
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ROMANCE ACTION & ADVENTURE MYSTERY & THRILLER BIOGRAPHIES & HISTORY CHILDREN'S YOUNG ADULT FANTASY HISTORICAL FICTION HORROR LITERARY FICTION NON-FICTION SCIENCE FICTION | <urn:uuid:8d0898f7-4691-48af-bcfc-74f3a132718e> | CC-MAIN-2020-45 | http://dogadaj.com/5th_grade_vocabulary_bingo_card.pdf | 2020-10-25T02:46:22+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107885126.36/warc/CC-MAIN-20201025012538-20201025042538-00122.warc.gz | 32,847,000 | 2,171 | eng_Latn | eng_Latn | 0.947827 | eng_Latn | 0.992606 | [
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Geometry Foundations For Geometry Answers
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Answer Keys | geometry
Foundations of geometry is the study of geometries as axiomatic systems. There are several sets of axioms which give rise to Euclidean geometry or to nonEuclidean geometries.
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Solutions Key 1 Foundations for Geometry CHAPTER ARE YOU READY? PAGE 3 1. C 2. E 3. A 4. D 5. 7 1_ in. 2 6. 2 _1 cm 2 7. 100 yd 8. 10 ft 9. 30 in. 10. 15.6 cm 11. 8y 12. 7.-2x + 5613. -x-14 14. -2y + 31 15. x + 3x + 7x = 11x = 11(-5) = -55 16. 5p + 10 = 5(78) + 10 = 390 + 10 = 400 17. 2a-8a = -6a = -6(12) = -72 18. 3n-3 = 3(16) -3 = 48 -3 = 45 19. (0, 7) 20. (-5, 4)21. (6, 3) 22. (-8, -2)23 ...
01.05 GEOMETRY FOUNDATIONS ACTIVITY.docx - Answer the ...
Foundations of Geometry, Second Editionis written to help enrich the education of all mathematics majors and facilitate a smooth transition into more advanced mathematics courses. The text also implements the latest national standards and recommendations regarding geometry for the preparation of high school mathematics teachers—and encourages students to make connections between their college courses and classes they will later teach.
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two or more points on the same line. coplanar. points that lie on the same plane. line segment. part of a line consisting of 2 pts & all pts btw them. endpoint. a point at one end of a segment or the starting point of a ray. ray. part of a line that starts at an endpt & extends forever in one direction.
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View 01.05 GEOMETRY FOUNDATIONS ACTIVITY.docx from MATH 256 at University
Page 1/4
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For each line l there is a one-to=one correspondence from l to | R such that if P and Q are points on the line that correspond to the real numbers x and y , respectively, then . Thus if both points P and Q overlap on each other then the distance between these two points is zero.
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Foundations of Geometry, Second Edition is written to help enrich the education of
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This deeper analysis of the foundations of geometry was enhanced by the discovery in 1826 of the non-Euclidean Lobachevskii geometry. Results justified by the use of Euclidean geometry on the basis of the same principles and concepts as in the $ Elements $ appeared in the works of G. Peano (1894), M. Pasch (1882), M. Pieri (1899), D. Hilbert, and others.
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Holt McDougal Geometry Foundations for Geometry Chapter Test Form C continued 12. Find the area of a rectangle with a length of x + 3 meters and a width of 2x meters. Express your answer in terms of x. _____ 13. The area of a triangle is 8.25 square centimeters. If the base of the triangle
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Memorize Ions Project - HELP
(MISC)
| Monotomic Ions | | Polyatomic | | Acids |
|---|---|---|---|---|
| | | Ions | | |
| H1+ | hydrogen ion | C H O 1- 2 3 2 | acetate ion | HC H O 2 3 2 |
| Al3+ | aluminum ion | NH 1+ 4 | ammonium ion | HCl |
| At 1- | astatide ion | CO 2- 3 | carbonate ion | HF |
| B 3+ | boron ion | ClO 1- 3 | chlorate ion | HNO 3 |
| Ba 2+ | barium ion | ClO 1- 2 | chlorite ion | H PO 3 4 |
| Be 2+ | beryllium ion | CrO 2- 4 | chromate ion | H SO 2 4 |
| Br 1- | bromide ion | Cr O 2- 2 7 | dichromate ion | |
| Ca 2+ | calcium ion | OH- | hydroxide ion | |
| Cl 1- | chloride ion | ClO1- | hypochlorite ion | |
| Cs 1+ | cesium ion | NO 1- 3 | nitrate ion | |
| F 1- | fluoride ion | ClO 1- 4 | perchlorate ion | |
| Ga 3+ | gallium ion | PO 3- 4 | phosphate ion | |
| In 3+ | Indium ion | SO 2- 4 | sulfate ion | |
| I 1- | iodide ion | | | |
| K 1+ | potassium ion | | | |
| Li 1+ | lithium ion | | | |
| Mg 2+ | magnesium ion | | | |
| Na 1+ | sodium ion | | | |
| O 2- | oxide ion | | | |
| Po 2- | polonide ion | | | |
| Rb 1+ | rubidium ion | | | |
| Se 2- | selenide ion | | | |
| Sr 2+ | strontium ion | | | |
| Te 2- | telluride ion | | | |
| Tl 3+ | thallium ion | | | |
remember - the charges on all the monotomic ions can be figured by what column they are in
For groups 6 (16) and 7 (17) change the ending to -ide when the atom forms an ion.
For groups 1, 2 & 3 (13) use the name of the metal for the name of the ion. | <urn:uuid:5a1bea42-5a15-4e62-8055-2828deef316a> | CC-MAIN-2020-45 | http://www.mrwiggersci.com/chem/(X(1)A(0m67n8rC1gEkAAAAYjZkMjAxNDktYzFjMC00NjNhLTkyNjktYTQ0NTJjOTgxNzUx1fzYLWYEb92Zo2sbQ4SxfTIo4v41))/Std_Forms/memorize_ions_project_help.pdf | 2020-10-25T03:06:24+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107885126.36/warc/CC-MAIN-20201025012538-20201025042538-00129.warc.gz | 162,115,045 | 656 | eng_Latn | eng_Latn | 0.982481 | eng_Latn | 0.982481 | [
"eng_Latn"
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1511
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2.09375
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What happens when Cyanuric Acid in a pool is too high?
What is Cyanuric Acid (CYA)? – Cyanuric Acid is a chlorine stabilizer for swimming pools.
What does CYA do? – CYA forms a weak bond with free chlorine in the pool water, protecting it from the sun's ultraviolet rays to reduce chlorine loss. Properly managed, CYA has been shown to reduce the amount of chlorine needed to maintain the minimum chlorine residual in an outdoor pool.
What are Dichlor and Trichlor? – Dichlor and Trichlor, also known as chlorinated isocyanurates, are two solid chlorine compounds that are widely used in outdoor swimming pools that contain cyanuric acid. Dichlor usually comes in a granular form and Trichlor is often sold in a tablet for use in an erosion feeder for small commercial pools, such as those at hotels and motels. Stabilized chlorine (dichlor or trichlor) should be used in outdoor swimming pools only.
Procedure for testing for CYA in your pool:
http://www.ask.com/youtube?q=How+do+I+figure+out+how+much+water+to+drain+from+my+pool+to+Lower+ Cyanuric+Acid&qsrc=1&o=0&l=dir&qo=serpSearchTopBox
What happens when CYA in a pool is too high? – CYA Levels exceeding a threshold of 70 parts-per-million of cyanuric acid reduces the effectiveness of the chlorine in a pool. The amount of time it takes to kill bacteria lengthens as the concentration of CYA increases. The ideal level for CYA is 30-50 ppm. CYA levels should be tested at least once per week if you are using dichlor or trichlor.
I have an indoor pool. Should I use cyanuric acid? – No. It should never be used in indoor swimming pools, spas or hot tubs. Remember that CYA is intended to reduce the loss of free chlorine caused by the sun's ultraviolet rays. Indoor pools are not exposed to direct sunlight and therefore, there is no benefit in adding CYA to the indoor pool water.
My pool has Cyanuric Acid levels above 30 ppm. How can I reduce them? – Unlike chlorine, CYA is never used up and accumulates in the pool water as a waste product. Once you have added it to the pool water, it will remain in the water. The best way to reduce CYA is to partially drain the pool and add fresh water.
Determining how much water to drain from the pool & replace with fresh water:
http://www.ask.com/youtube?q=what+do+you+do+when+the+pool+cyanuric+acid+is+too+high&v=vzwig7Zr05g &qsrc=472
As a rule of thumb, for a CYA of >70, you should drain the percentage of your pool to match the percentage you want to reduce CYA to get the level down to 30.
Examples: For a CYA of 90, if you want to reduce the CYA 2/3's down to 30, you should reduce the pool volume by 2/3’s
For a CYA of 120, if you want to reduce the CYA 3/4's down to 30, you should reduce the pool volume by 3/4's | <urn:uuid:a264edcc-1d66-4c3c-a3fd-ee6283e4beb4> | CC-MAIN-2020-45 | https://www.mahoninghealth.org/wp-content/uploads/file/Documents/Documents/Pool%20and%20Spa%20Information/What%20happens%20when%20cyanuric%20acid%20in%20a%20pool%20is%20too%20high.pdf | 2020-10-25T02:10:06+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107885126.36/warc/CC-MAIN-20201025012538-20201025042538-00126.warc.gz | 787,224,113 | 723 | eng_Latn | eng_Latn | 0.998154 | eng_Latn | 0.998154 | [
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] | false | docling | [
2740
] | [
2.671875
] | 3 | 1 |
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