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GRADE FOUR
DESCRIPTIVE ‐ LEVEL 1
[x] language is appropriate
[x] sentences are simple, incomplete and run‐on at times
[x] attempts opening and closing
[x]
vague, unrelated message
[x] ideas are unorganized
[x] inappropriate use of conventions
GRADE FOUR
DESCRIPTIVE ‐ LEVEL 1
[x] focused on one idea
[x] inconsistent use of language conventions
[x] little organization
[x] lacks detail
[x] immature language and vocabulary
[x] lacks introduction and concluding paragraphs | <urn:uuid:22c1c6c4-810a-4b2d-b656-a1b0ba06df73> | CC-MAIN-2024-30 | https://www.stf.sk.ca/wp-content/uploads/2015/11/descriptive_grade_4.pdf | 2024-07-20T13:11:57+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763515164.46/warc/CC-MAIN-20240720113754-20240720143754-00667.warc.gz | 841,583,075 | 157 | eng_Latn | eng_Latn | 0.963421 | eng_Latn | 0.965646 | [
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Oahu Shower Tree Mapping
1) Go to iNaturalist.org in your web browser or search for iNaturalist in the app store
3) Open the app
2) Download the iNaturalist app from the app store for your phone
4) Create an iNaturalist account or sign in with an existing one
6) Tap on the magnifying glass in the upper right corner and search for our project:
5) Tap on "Projects" in the lower right corner
a. Oahu Shower Tree Map
b. Tap "Join"
7) Tap on "Observe" in the lower middle
b. Tap "What did you see?" and try to identify the species.
a. Tap on a means to observe. Usually "Camera" is the best unless you took a picture previously and are posting the observation later.
i. Note that all shower trees are under the genus "Cassia" so you can search for that and ID it as such or choose a particular species.
c. Fill in any notes that you might find interesting
ii. The "Rainbow Shower Tree" will come up if you search for it. It's scientific name is "Cassia x nealiae"
d. The time and location should automatically populate
f. If this is a human planted tree (and most shower trees are planted by someone) choose "yes" under "captive/cultivated"
e. For location privacy please leave it set to the default "open" so the shower tree can be located on the map by the project
g. Under "Projects" switch on the "Oahu Shower Tree Map" project
h. Tap on the green "Share" button at the bottom
Well done! Mahalo for adding your tree to the Oahu Shower Tree Map. Please add more wherever you see them. Note that if you observe any birds, insects, etc. on the shower trees, you can make observations about those and add them to the project as well. Unlike the shower trees, however, these other species are probably "wild" and should be marked "no" under "captive/cultivated".
Got questions? Contact us at firstname.lastname@example.org
Find more information with the Friends of Honolulu Botanical Gardens at our website: https://www.friendsofhonolulubotanicalgardens.com/showertreefestival | <urn:uuid:1bcc0f95-4e93-4b3e-a8bf-d9e954b77afb> | CC-MAIN-2024-30 | https://www.friendsofhonolulubotanicalgardens.com/_files/ugd/525fab_9a0c23d90e494d469fc779229245806d.pdf | 2024-07-20T13:21:24+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763515164.46/warc/CC-MAIN-20240720113754-20240720143754-00664.warc.gz | 652,056,544 | 492 | eng_Latn | eng_Latn | 0.991782 | eng_Latn | 0.991782 | [
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June 2013 – Three record high monthly mean streamflows and one record high groundwater level in the Maryland, Delaware, District of Columbia region.
Why is it important for the USGS to collect and analyze water-resources data?
USGS water data are valuable to the public, researchers, water managers, planners, and agricultural users, especially during floods and droughts. These data can be used to assess how water resources respond to changes in climate. Scientists at the USGS have measured streamflow and groundwater levels in wells to assess water resources for over 125 years.
In addition to providing the most extensive set of historical streamflow and groundwater data available to the public, the USGS collects water data and quality-assures the data by employing standardized techniques across the country. The uniformity of the dataset allows for multi-state comparisons and other comparative statistical analyses that better inform policy makers of the possible water resource conditions they might encounter in the future.
The sites used in this water summary were carefully selected to show the response of streamflow and groundwater levels to weather conditions. Ideally, these sites will show no effects from human influences. The streamflow and groundwater data are ranked in comparison to the historical record and summarized. Precipitation and reservoir data are also presented to give a more complete picture of the region's water resources.
USGS June 2013 Water Conditions Summary
Excessive rainfall on the Delmarva Peninsula in June caused monthly mean streamflow to be at the highest June level since record-keeping began at three streams, and the groundwater level in the USGS Wicomico County, Maryland observation well also was at a record monthly high.
About 90 percent of the monthly groundwater levels and monthly mean streamflows at sites used to monitor the response of water resources to changes in climatic conditions in Maryland, Delaware, and the District of Columbia were in the normal to above normal range (above the 25th percentile).
More than 50 percent of the groundwater levels have been normal to above normal since September 2012. Streamflow levels have been normal to above normal since May 2012.
A percentile is a value on a scale from 0 to 100 that indicates the percent of a distribution that is equal to or below it. A percentile between 25 and 75 is considered normal.
For example, a groundwater level in the 90th percentile is equal to or greater than 90 percent of the values recorded for that month.
June 2013 Precipitation and Weather
June rainfall was above the long-term average at all five of the National Weather Service (NWS) stations in Maryland, Delaware, and the District of Columbia and several record highs were set. In Wilmington, Delaware, June rainfall was 13.66 inches, which is a record high June (monthly) rainfall, breaking the record of 9.90 inches in 2003 and among the top 5 highest of any month of the year. Average June rainfall in Wilmington is 3.88 inches. Several daily record highs were set at the Wilmington weather station, such as rainfall associated with Tropical Storm Andrea on June 8 was 3.36 inches which surpassed the June 8 th record of 1.78 inches in 1916. There were four additional days with more than an inch of rain on a single day.
At Georgetown, Delaware, there were five days with more than 2 inches of rain that set new daily high rainfall record each day, including 2.18 inches of rainfall from Tropical Storm Andrea. June rainfall in Georgetown, Delaware was 12.24 inches, which is likely a record June high, but the National Weather Service does not provide this analysis for this weather station.
June rainfall makes up for the 2013 deficit at the five weather stations caused by below average rainfall from February through May. Rainfall was more than double the June long-term average at Ronald Reagan Washington National Airport (9.97 inches) and Baltimore-Washington International Thurgood Marshall Airport (7.81 inches). For the second consecutive month, rainfall at the weather station in Hagerstown, Maryland was the lowest of the five NWS weather stations in the region with 3.93 inches.
June temperatures were more than 1 degree Fahrenheit above the long-term average at all five weather stations, according to the NWS. The NWS normal (long-term average) period used for determining records is from 1981–2010.
Sources:
National Weather Service
MD and DC: http://www.weather.gov/climate/index.php?wfo=lwx
DE: http://www.erh.noaa.gov/phi/
Middle Atlantic River Forecast Center (MARFC): http://www.weather.gov/marfc/Precipitation/Departures
Groundwater
The USGS monitors groundwater levels in unconfined aquifers, providing observations that can be compared to both short-term and long-term changes in climatic conditions. Twenty-six groundwater wells were selected based on the following criteria:
- Located in an unconfined (water-table) aquifer;
- Open to a single, known hydrogeologic unit/aquifer;
- Groundwater hydrograph reflects changes in climatic conditions;
- No indicated nearby pumpage and likely to remain uninfluenced by pumpage, regulated streamflow, or changes related to human activities;
- Minimum period of record is 10 years of continuous/monthly records;
- Minimally affected by irrigation, canals, drains, pipelines, and other potential sources of artificial recharge;
- Well has casing – dug wells are not used;
- Well has never gone dry; and
- Water levels show no apparent hydrologic connection to nearby streams;
- Long-term accessibility likely.
June 2013 Groundwater Levels
Observation well (WI Cg 20) in Wicomico County, Maryland set a new record high for June and the observation well in nearby Somerset County was in the 90 th percentile. Rainfall at the closest NWS weather station in Georgetown, Delaware was 12.24 inches in June, which caused groundwater levels to rise. Groundwater levels were below normal in certain wells in Carroll, Prince George's, and Washington Counties in Maryland. Seventeen of the 26 remaining wells had groundwater levels in the normal range.
Since September 2012, more than 50 percent of the groundwater levels used to monitor climatic conditions in Maryland and Delaware have been in the normal range. Normal is considered to be between the 25th and 75th percentiles.
To access the clickable groundwater map, go to:
http://md.water.usgs.gov/groundwater/web_wells/current/water_table/counties/index.html
USGS observation well WI Cg 20, in Wicomico County, Maryland was at a record June high, exceeding the previous record set in 2009. The record before that was 4.02 feet below land surface in 1979. Since January 2009, there have been seven monthly record high groundwater levels (see black dots on graph below) set at this well and five monthly record lows (red dots on graph below). Record-keeping began in 1949, but many of the record highs and lows have been set during the last 15 years. Last year, the groundwater level was below normal for eight consecutive months starting in January, but it has been normal to above normal since September 2012.
Five-year groundwater hydrographs can be viewed at:
http://md.water.usgs.gov/groundwater/web_wells/current/water_table/counties
These 5-year hydrographs show groundwater levels as a dark blue line, the minimum and maximum monthly values, and the normal range (between the 25th and 75th percentiles) as a white band based on the period of record. The maximum water level is at the top of the blue section and the minimum water level is at the bottom of the blue section in the graph.
Streamflow
Streamflow data are used for many purposes. A few of the most obvious uses are to assess water supply and the risk of droughts and floods. Streamflow data are also used to calculate loads of chemical constituents and assess how biological communities are affected by hydrologic conditions. The USGS operates the most extensive network of streamflow gages in the region.
The streamflow locations chosen for the monthly water summary were selected based on the following criteria:
- Minimum period of record is 10 years of continuous data;
- Watershed areas greater than 5 square miles;
- Streamflow is not regulated, or has relatively natural flow;
- Streamflow data reflect climatic conditions; and
- The surrounding area and watershed are not urban.
June 2013 Streamflow
Monthly mean streamflow was at record high June levels at 3 of the 33 USGS streamgages used to monitor climatic response in Maryland, Delaware, and the District of Columbia. The June record highs monthly mean streamflows were set at Choptank River in Caroline County, Maryland, and Christina River and White Clay Creek in New Castle County, Delaware. All three sites are on the Delmarva Peninsula. Six other sites on the Delmarva Peninsula were in the 90 th percentile range in June. The high streamflow levels are a result of more than 12 inches of rain that the region received. Normal June rainfall is 3-4 inches.
Monthly mean streamflow was normal at 12 streamgages. Normal is considered to be between the 25th and 75th percentiles. Monthly mean streamflows were below normal at three streamgages in western Maryland.
To access the clickable streamflow map, go to:
http://md.water.usgs.gov/surfacewater/streamflow/
Monthly mean streamflow on the Choptank River in Caroline County, Maryland was at a record June high, exceeding the previous record set in 2003. Streamflow had been normal for the prior 5 months, but the abundance of rain on the Delmarva Peninsula led to the record-setting high streamflows. There had been a record high in December 2009 and near-record streamflow in fall 2011 at this site.
Five-year hydrographs can be viewed at:
http://md.water.usgs.gov/surfacewater/streamflow/
The dark line in the 5-year hydrograph represents the monthly mean streamflow for this period and the white band shows the normal range (25th to 75th percentile) based on the period of record. The maximum monthly mean streamflow is at the top of the blue shaded section, and the lowest monthly mean streamflow is at the top of the dark orange area.
Estimated Streamflow to the Chesapeake Bay
The estimated monthly mean freshwater streamflow to Chesapeake Bay was above normal in June 2013, at 83,400 cubic feet per second (ft 3 /s; provisional and subject to revision). Average (mean) monthly streamflow for June is 64,300 ft 3 /s. The normal range for average (mean) monthly streamflow for June is between 40,500 ft 3 /s and 75,000 ft 3 /s, the 25th and 75th percentiles of all June values. These provisional statistics are based on a 76-year period of record.
Data and more information on the freshwater flow to the Bay can be found here: http://md.water.usgs.gov/waterdata/chesinflow/
Reservoir Levels
Reservoir storage at the end of June in the Baltimore reservoirs (Loch Raven, Liberty, and Prettyboy) remained at 100 percent of available storage capacity, with a total of 75.80 billion gallons of water.
Total storage in the Triadelphia and Duckett Reservoirs, which serve parts of Howard, Montgomery, and Prince George's Counties in suburban areas around the District of Columbia, was 99 percent of normal storage capacity, with 10.55 billion gallons in June.
| June 2013 | | Percent available/ normal storage | | Volume (billion gallons) | | Source |
|---|---|---|---|---|---|---|
| | Baltimore Reservoirs | | | | | Baltimore City – Environmental Services Division |
| Liberty | | 100 | | 36.80 | | |
| Loch Raven | | 100 | | 21.20 | | |
| Prettyboy | | 100 | | 17.80 | | |
| | Total | | 100 | | 75.80 | |
| | Patuxent Reservoirs | | | | |
|---|---|---|---|---|---|
| Triadelphia | | 104 | | 5.82 | |
| Duckett | | 94 | | 4.73 | |
| | Total | | 99 | | 10.55 | | <urn:uuid:dd49a0e9-706e-4bc4-bce2-9399b57b3be0> | CC-MAIN-2024-30 | https://md.water.usgs.gov/waterdata/water_conditions/2013/6june2013.pdf | 2024-07-20T12:57:47+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763515164.46/warc/CC-MAIN-20240720113754-20240720143754-00667.warc.gz | 320,409,613 | 2,671 | eng_Latn | eng_Latn | 0.993824 | eng_Latn | 0.997108 | [
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A vellum copy of the Gutenberg Bible—the book that marked the beginning of the printed word in the Western world
Biblia Latina [Gutenberg Bible]. Mainz: Johann Gutenberg, Johann Fust, Peter Schoeffer, ca. 1455. volumes 1 and 2: 15 3/4 inches x 11 3/8 inches (400 x 289 mm); volume 3: 15 7/8 inches x 11 3/8 inches (403 x 289 mm), 3 volumes: 1282 pages.
The Gutenberg Bible—the first major work printed in Europe—takes its name from Johann Gutenberg of Mainz, Germany, who began experimenting with casting movable or reusable type in the 1440s. By about 1450 he had perfected his technique, and soon afterward he began work on the Bible. With backing from Johann Fust, a wealthy Mainz lawyer, Gutenberg and his workmen produced some 160 or 180 copies of the large folio Bible; about a quarter of the total were printed on vellum (fine parchment made from calfskin) and the remainder on paper.
The Bible was finished by March 1455; Aeneas Silvius Piccolomini, later Pope Pius II, described it in a letter to a friend, saying that the script was large and easily read even without glasses. Each copy is nearly 1,300 pages, and measures approximately 16 by 12 inches. Most of the Bibles were bound by their first owners in two volumes; the copy now in the Library of Congress was divided into three volumes in the early sixteenth century and received a new binding of pigskin over wooden boards.
The Library of Congress Gutenberg Bible is one of three perfect examples printed on vellum known today; the others are at the British Library and at the Bibliothèque Nationale in Paris. In all, forty-eight largely complete copies of the Bible survive.
The earliest owners of the Bible now in Washington were the Benedictine monks of St. Blasius, in Germany's Black Forest, who acquired it soon after it was printed and kept it in their monastery until the French Revolution. During the Napoleonic era, as French troops advanced eastward over the Rhine, the monks moved the Bible to a Benedictine abbey in Einsiedeln, Switzerland. Shortly thereafter it, too, became unsafe and the monks fled across the Alps to another cloister on Mt. Pyhrn in Austria. In 1809 the friars found safe haven at the abbey of St. Paul, where the Bible stayed for over a hundred years, until the monastery became desperate for funds following World War I and was forced to sell its greatest treasure.
The Bible, along with 3,000 other incunables, was purchased by the Library of Congress in 1930, creating the foundation for the nation's collection of fifteenth-century books. Congress readily appropriated $1.5 million requested by Librarian of Congress Herbert Putnam even though the country was in the depths of the Great Depression. Today, Gutenberg's Bible is on display in the Great Hall of the Library, viewed by millions of people every year.
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RESILIENT NORTHEASTERN NEW JERSEY
resilient.nj.gov/nenj
Copyright © 2024
New Jersey Department of Environmental Protection
Introduction to Resilient NENJ
Let's talk about something super cool called the "Resilient Northeastern New Jersey Program." This program is like a big superhero team, but instead of capes, they wear hard hats and gardening gloves
You know how sometimes it rains a lot, or it gets really hot outside, and things can get a little tricky? Well, the Resilient Northeastern New Jersey Program is here to help make sure our town in Northeastern New Jersey stays safe an d strong
They have some really smart and caring grown-ups who work together to protect our town from things like big storms, floods, and other problems that might happen because of something called "climate change.
Climate change is like when the weather gets a little mixed up and can sometimes make our town feel not so comfy. But guess what? These superhero grown-ups have a plan! They want to make sure we have clean air to breathe, clean water to drink, and that our homes stay nice and dry, even when it rains a lot.
Here are some things they do to help our town:
Planting Trees: They love planting trees because trees are like nature's air conditioners. They keep our town cool and fresh, just like a big leafy umbrella. 1.
2. Cleaning Up: They organize clean-up days where everyone can help pick up litter and make our town look super neat and clean.
3. Getting Ready for Storms: They practice what to do if there's a big storm so that everyone in our town stays safe and cozy.
So, the Resilient Northeastern New Jersey Program is like our town's protectors. They make sure our town stays strong and safe, just like how our grown-ups take care of us. Isn't that awesome? You can be a little hero too by helping keep our town clean and by being kind to nature!
Resilient NENJ: Max & Jojo's Resilient Adventure
Once upon a time, in a cozy little town in Northeastern New Jersey, there lived two best friends, Max and Jojo. They loved playing outside in their beautiful town, but lately, something strange was happening. The weather was gettin g hotter, and big storms seemed to visit more ofte
One sunny day, while Max and Jojo were playing in their backyard, they noticed that the flowers looked thirsty, and the air felt a bit too warm. They decided to find out what was going on
Max and Jojo asked their parents about the changing weather, and their parents explained that it was because of something called "climate change." They learned that climate change made the Earth's weather act strangely, makin g things too hot or too rain
Max and Jojo wanted to help make their town better, so they decided to visit the local community center to learn more. There, they met friendly people who told them about the "Resilient Northeastern New Jersey" program. It was like a super-duper plan to make their town strong and safe from the changes in the weathe
The program had three important parts:
Planting Trees: Max and Jojo loved trees because they gave shade and made the air cleaner. They decided to join a tree-planting team to help plant more trees in their town. They learned that trees help cool the Earth and make it a bette r place to liv
Cleaning Up: Max and Jojo also joined a group of kids who were cleaning up their local park. They picked up litter and learned that keeping the Earth clean was essential to stopping climate change
Saving Energy: At home, they started turning off lights and appliances when they weren't using them. They also reminded their parents to use less energy because it helped reduce pollution
As Max and Jojo worked with their friends and neighbors, they saw their town become greener, cooler, and safer. The flowers in their backyard were no longer thirsty, and the air was fresher. They knew they were making a big difference
One day, a big storm came to their town, but thanks to the Resilient Northeastern New Jersey program and the hard work of everyone in the town, they were ready. The storm wasn't as scary as before, and their town stayed safe
Max and Jojo learned that by taking care of the Earth and working together, they could make their town resilient to climate change. They also discovered that even kids like them could be superheroes for the environment
And so, Max and Jojo's adventure continued, as they knew that they were helping to make their town and the Earth a better place for everyone to enjoy
Resilient NENJ: Short Story Exercises
Exercise 1 (Ages 5-7): "Climate Detectives"
Objective: Help young readers understand the basic concept of climate change from the first story.
Instructions:
Read the story "Max and Jojo's Resilient Adventure" with the children. 1.
After reading, discuss with the children what they learned about climate change. 2.
Ask them to draw two pictures side by side: one showing a happy Earth with clean air and green trees and another showing a sad Earth with dirty air and no trees. 3.
Encourage them to label their drawings as "Happy Earth" and "Sad Earth." 4.
Ask the children to color the "Happy Earth" picture with bright and happy colors and the "Sad Earth" picture with gloomy colors. 5.
Have a discussion with the children about what they can do to make the Earth happy and healthy, like Max and Jojo did. 6.
Exercise 2 (Ages 5-7): "Nature's Helpers"
Objective: Encourage young readers to think about how they can help the environment, as inspired by the story "Max and Jojo's Resilient Adventure."
Instructions:
Read the story "Max and Jojo's Resilient Adventure" with the children. 1.
After reading, discuss with them the ways Max and Jojo helped the environment, like planting trees and cleaning up their local park. 2.
Provide a list of simple actions that young children can do to help nature, such as "Pick up litter," "Water plants," "Turn off lights when leaving a room," "Recycle paper," "Use both sides of paper when drawing," etc. 3.
Ask the children to choose at least two actions from the list. 4.
Provide a coloring page with a picture of a park, trees, and animals. Ask them to color the picture and then add drawings or stickers to show themselves doing the actions they chose. 5.
Encourage them to share their colored pictures with the group and explain what they did to help nature. This can be a fun and interactive way to reinforce the importance of taking care of the environment. 6. | <urn:uuid:4c639f9f-5fda-4584-a454-43b329eec872> | CC-MAIN-2024-30 | https://www.resilient-nj.com/wp-content/uploads/2024/05/RESILIENT-Workbook-Ages-5-7_reduced.pdf | 2024-07-20T13:23:54+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763515164.46/warc/CC-MAIN-20240720113754-20240720143754-00671.warc.gz | 810,221,809 | 1,427 | eng_Latn | eng_Latn | 0.857414 | eng_Latn | 0.998043 | [
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Information Literacy
Learning Outcome 1: Ability to access relevant sources to fit an information need.
Information need:
* Properly defining an information need includes choosing a focused research topic or a research question.
Search strategy:
* Search strategy includes use of basic search techniques such as keywords and their synonyms, Boolean logic, and limiters.
Learning Outcome 2: Ability to critically evaluate information and its origins to satisfy an information need.
Source Type can be defined as:
* Material Format: article, book, website, video, audio
* Knowledge Level: facts, analysis, opinions, raw data, images, etc
* Information Level: primary, secondary, tertiary
Learning Outcome 3: Ability to use information in an ethical and legal manner. | <urn:uuid:b1b8b4e5-7724-45f2-a4e2-dde71de44f23> | CC-MAIN-2024-30 | https://wne.edu/academic-affairs/assessment/doc/Information-Literacy4.pdf | 2024-07-20T12:05:24+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763515164.46/warc/CC-MAIN-20240720113754-20240720143754-00674.warc.gz | 532,201,755 | 153 | eng_Latn | eng_Latn | 0.943947 | eng_Latn | 0.968528 | [
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Observation and Assessment Policy and Procedure
Observation and assessment is an important part of good educational practice, and reflects the Steiner Waldorf philosophy and educational approach to viewing the child as a unique, active and developing human being. The progress of each child is monitored and supported by staff in collaboration with parents/carers of the child. Assessment is based on the adult's knowledge of child development, and in line with statutory regulation, e.g. the statutory Early Years Foundation Stage (EYFS) for children from birth to 5 and the Developmental Descriptors devised by the Steiner Waldorf Fellowship for children up to 6 years.
Aims
* To know each child's level of development to ensure that planning meets the diverse needs of all the children
* To fully support learning and development
* To value the contributions of and work in partnership with parents/carers
* To provide diagnostic verbal/written feedback
Objectives
* To develop good relationships between a child's parents/carers and their key worker in the setting in order to ensure that information about the child is shared effectively.
* To ensure that learning is a shared process – children learn most effectively when, with the support of a knowledgeable and trusted adult, they are actively involved and interested.
* To ensure that all children feel included, secure and valued.
* To make sure that we build on what children already know and can do.
* To develop the expertise of practitioners so that they know how to respond effectively to the observations they make.
The assessment and reports are compiled by the Kindergarten Teacher/the child's key person.
The regular assessment of each child's development rests upon the following procedures:
* Initial Meeting/Starting Points Assessment:
On entry to the kindergarten, there is a meeting with parents/carers to discuss development in prime areas and to establish background information, including a brief biography forming a picture of the child.
After 6 weeks of observations the child's key person completes the 'Starting points report'. This includes information provided by the parents/carers during the initial meeting. The report highlights the child's development and the next steps to be taken.
* Observations from all staff in contact with the child
Adults in contact with the child observe their development and progress and make notes. These ongoing observations together with photos, drawings and parent/carer contributions, as well as the child's own comments if applicable, contribute to a twice yearly 'Summative Assessment' using the 'Developmental Descriptors' document.
When necessary all staff in contact with the child record unusual incidents or behaviour in the incident/behaviour book in order to assess whether there is any pattern to incidents.
* Twice yearly consultations with parents/carers:
Teachers and parents discuss together the child's development and progress. Suggestions may be made to support the child's learning and development in the home and next steps at Kindergarten will be planned in partnership with parents/carers.
* Child Study:
A more detailed study may be undertaken of individual children which is shared between all teaching staff.
End of year reports:
* Kindergarten/Transition Reporting
The report is written for children under the age of 5. This report is shared with parents/carers and the child's next setting, if applicable.
* End of the EYFS Reporting for 5-year-olds:
The report is written and given to the parents when the child is 5. The areas of learning and development will reflect the EYFS in line with statutory requirements.
* End of Year/Transition Reporting for 6-year-olds:
A summative report is written for the parents/carers and also passed on to the child's next teacher or school. There is a celebration to mark the 'journey to school' and the child and parents/carers will take home a portfolio which highlights the child's achievements during their time in the kindergarten and may contain drawings, paintings, photos and the child's special 6-yar old projects.
Special Educational Needs:
There may be times where the child may need extra support if there are questions around their learning and development or well-being.
We ask parents to sign a parental consent form in order that we may share information with other agencies, speech therapist, doctor etc. Parents will always be informed and consulted should this be necessary.
Reviewed: September 2014/November 2016/January 2019/February 2021
This policy was adapted and reviewed in May 2023 by:
Gabriele Woelfle ………………………….and Angela Rynne………………………….
Roles: Manager and Deputy Manager
Signed on behalf of the trustees: Dr Sue Peat
Role: Chair of Trustees | <urn:uuid:f3756690-a645-4b02-99ca-a2eca845af04> | CC-MAIN-2024-30 | https://northlondonsteiner.org.uk/wp-content/uploads/2023/05/NLRSS_Early_childhood_observation_and_assessment_Policy_and_Procedure2023.pdf | 2024-07-20T12:04:16+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763515164.46/warc/CC-MAIN-20240720113754-20240720143754-00674.warc.gz | 364,088,265 | 938 | eng_Latn | eng_Latn | 0.996323 | eng_Latn | 0.99793 | [
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Woodlands in NSW Dr. Damon Oliver
Introduction
You may not know this, but you have probably all been to a woodland and some of you may be lucky enough to have woodland on your property or near to where you live.
In fact, your school may even have some woodland on it!
So just what is a woodland?
Technically speaking, a woodland is an area of trees which are often spaced well apart and when you look up towards the tops of the trees, their leaves and trunks are far enough apart so that you can still see the sky. This is called the tree canopy because it is like the woodland's roof.
Compared to a forest, the trees in a woodland are spaced further apart and the trees are often not as tall as they are in a forest. If you walk through a woodland it is usually lighter and brighter than walking in a tall forest.
Distribution
Woodlands occur in many parts of NSW and other parts of Australia from the coasts to the inland arid deserts.
If we take a journey starting from the NSW coast and head westward, you can find woodlands in
1. coastal areas
2. Up on the tablelands
3. In the mountains
4. On the western slopes of the Great Dividing Range
5. On the semi-arid inland plains
6. And even in the far western arid areas of NSW
How do woodlands differ?
Woodlands are different from one another for many different reasons.
The amount of rainfall, the types of soils and the altitude play a very important role in how a woodland looks.
Different types of woodlands have different species of trees
Trees like the rough-barked ironbarks, a variety of Box and Gum tree species
And native Cypress Pines trees are just some of the examples of trees that grow in woodlands
Woodland trees can grow to different sizes and the gaps between trees can be different in different areas.
Woodlands also differ from one another by what grows underneath the trees.
In some woodlands, grasses grow under trees (Woodstock photo) these are called grassy woodlands.
In other woodlands shrubs and small trees are more common than grasses. These are called shrubby woodlands.
Temperate woodlands
Today we will focus on one major group of woodlands called temperate woodlands, which were once very common across NSW but are now quite rare
Temperate woodlands once occurred across a large geographic area of the eastern half of NSW where the rainfall is at least 450 mm per year
Why are temperate woodlands threatened?
Temperate woodlands have been cleared in the past for agriculture, grazing, timber, mining and urban developments
On average more than 85% of temperate woodlands have gone since Europeans settled in Australia
In some areas more than 95% of woodlands have disappeared
What we see now are mainly small patches of woodlands that are grazed and some are quite degraded from weeds
Why are temperate woodlands so important?
Well, despite the huge loss of woodlands, the small areas that are left provide habitat for many species of plants and animals like frogs, lizards, mammals and birds
Some of these plants and animals are now also threatened with extinction if we do not look after them
We call these plants and animals 'threatened species'
What makes a good woodland?
Can you think what a good woodland might look like?
Have a think about what kinds of features are important habitat for plants and animals
Some woodlands that have not been grazed heavily by cows, sheep and rabbits still have lots of native grasses and small ground cover plants called herbs and forbs which sometimes have beautiful flowers in spring and summer
A woodland with lots of these native ground plants can provide good habitat for animals like insects, reptiles and small native mammals
A woodland that still has some native shrubs like wattles will provide food and shelter for animals like spiders and birds. Birds often nest in shrubs and feed on the fruits and seeds
Woodland trees of all shapes and sizes provide habitat for all kinds of plants and animals
Young trees or saplings as they are called are important for shelter and provide food for birds and mammals likes possums and gliders. The leaves of young trees are very nutritious and they attract insects which are then eaten by birds and mammals.
What makes a healthy woodland?
Big trees provide lots of different food and habitats for birds, mammals and parasitic plants called mistletoes
Trees with loose bark have lots of spaces for insects, spiders and small reptiles to live under, and they provide food for birds and mammals
Large old trees sometimes have hollows in them – what do you think might live in them? Birds like parrots and owls and mammals like bats, possums and gliders.
A woodland with all or most of these different features is called a high conservation value woodland.
What can you do to help?
So now that you have learnt a bit about our temperate woodlands, what sorts of things can you do to help?
Take a look around your local area
Can you find a patch of woodland?
You and your class could take a field trip, map the area and look for interesting plants and animals
See if you can work out what type of woodland it is by looking in books or checking out the NSW Threatened Species Website
Your school might want to consider looking after a local woodland or you might like to plant some local woodland trees, shrubs and grasses in your school grounds or home garden. | <urn:uuid:f378f43b-6919-4d7a-8d07-4182e609dafd> | CC-MAIN-2024-30 | https://gbwcmn.net.au/sites/default/files/transcript-Woodlands.pdf | 2024-07-20T13:24:51+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763515164.46/warc/CC-MAIN-20240720113754-20240720143754-00673.warc.gz | 243,733,482 | 1,135 | eng_Latn | eng_Latn | 0.999141 | eng_Latn | 0.999168 | [
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People who follow Islam are called
Muslims Muslims believe in one God they call
Allah . This is the same Jewish people but with a different name. Muslims worship in a mosque
. We sho by listening, helping, w respect for leaders
following instructions and example and saying kind words Year 1 –
New Knowledge
Muslims
believe Allah created the world in six days and sent prophets, like Muhammad , who called people to worship only him and follow Allah's instructions. Who is Muhammad (
pbuh )? Muhammad
was the founder of Islam and the of the Qurʾān , Islam's Holy Book. He lived in the country now called Saudi Arabia . Who is the Imam?
Imam is the leader of a
mosque . Imams may lead prayers and services, be community leaders, and help people understand Islam . Why is the Qur'an important to Muslims?
For
Muslims , the Qur'an is the most important source of instruction for how to live life as it is word of Allah . Muslims believe it is the most sacred text and tells Muslims how to live life. How does the teaching of the Qur'an affect a Muslim's life?
The
Qur'anshows Muslims what is right and guides them to become a good Muslim . Qur'an is the Holy Book and word of God and teaches that God was all - knowing and powerful. knowing and powerful. | <urn:uuid:3907dc2e-19ec-4822-926b-9aa8e685df59> | CC-MAIN-2023-14 | https://www.barrowhedges.com/attachments/download.asp?file=3486&type=pdf | 2023-03-29T22:10:01+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949035.66/warc/CC-MAIN-20230329213541-20230330003541-00349.warc.gz | 731,457,879 | 286 | eng_Latn | eng_Latn | 0.998732 | eng_Latn | 0.998732 | [
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Project Green Challenge : Part 2
Summary
George Walfel, Team LCDS Green Committee, Lancaster Country Day School, Lancaster, PA
One of the aspects of our school that we noticed over the years was its overconsumption of energy, and its flat roofs—perfect locations for solar panels. We set to work with organizing the administration of our school. In our meeting, we discussed our plan for a traditional solar installation. In this plan, we would fundraise for the project, and when the solar panels were installed, our school would receive the power. In our meeting, the school brought up another possibility, one that we were not initially sold on. By cooperating with Solar Walk, our school would not have to pay for their installation or their maintenance, while receiving a reduced/fixed rate on our electricity bills for 25 years. The power produced on its roofs will be sent back into the power grid, offsetting our school's carbon footprint. At the 25 year mark, our school will have the ability to buy the system at nearly zero cost and receive all of its generated power. After the meeting, we encouraged our school to pursue a contract with Solar Walk, and our school signed an official Letter of Intent with Solar Walk.
On the other side of our project, reducing power consumption, we met with our Maintenance Director about unnecessary lights in our school. He agreed to let us turn off the lights in the cafeteria and certain hallways during the day because of how many skylights that are present in these areas. We created a schedule for volunteers from our Green Committee to follow in order to turn the lights off daily.
Additional projects we implemented included doubling the surface area of our sustainable community gardens, where all produce is donated to a local food bank. We also met with a compost director from a nearby summer camp to expand our school's composting capabilities. Lastly, we planned many educational activities on sustainability during Earth Week that will reach all the grades in our school. We are also holding a fundraising and celebration event to culminate Earth Month on April 23rd in order to secure funding for future sustainable projects at our school, educate the community on and provide resources for organic home gardening, give away free native plants and sustainable everyday items, and promote awareness for environmentalism in our community. | <urn:uuid:c966fdb6-2f67-4c25-a0f2-6ebdceb246f5> | CC-MAIN-2023-14 | https://projectgreenchallenge.com/wp-content/uploads/2022/04/Summary-George-Warfel-PGC-2021-Part-2.pdf | 2023-03-29T23:17:43+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949035.66/warc/CC-MAIN-20230329213541-20230330003541-00348.warc.gz | 519,732,205 | 465 | eng_Latn | eng_Latn | 0.998959 | eng_Latn | 0.998959 | [
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EUGENE LEBOVITZ
Gene Levobitz believes he survived the Holocaust for two reasons: luck and youth.
"When I was young, I walked seven kilometers a day," he recalls. "In the morning, I walked to my grandparents to bring fresh milk home for breakfast. After school, we went to Hebrew school. Then we played soccer."
Gene, who was born Evzen Levobics, and his older sister and brother grew up in the Czech town of Berehovo, now part of Ukraine. About half the town's 18,000 residents were Jewish. The Lebovicses collected water for washing in barrels. If there was no rain, Shifra Lebovics did laundry in the river.
Gene chopped wood every morning for the kitchen fire. On Friday, before Shabbat , he accompanied his mother to the market to purchase a duck or chicken. Then they took the animal to be plucked and ritually slaughtered. "Berehovo practically closed down on the Sabbath," says Gene, "because 95 percent of the businesses were owned by Jews."
Gene's grandfather was a custom tailor, as was his father, Abraham Lebovics. The tailor shop, which employed eight people, was attached to the family's two-bedroom home. Abraham Lebovics put Gene to work in the shop at age 7. "No matter what happens in your life," he told his son, "all you need is a thimble and a needle and you can work."
Gene played clarinet in his school's marching band, prayed in the synagogue every morning and evening, and, like his father, was an ardent Zionist. Gene was 14 in 1938 when Hungarian fascists occupied Berehovo.
The Zionist Vladimir Jabotinsky had came to the town in 1936, warning about the threats to Jews, Gene recalls, but "we didn't believe what he told us then."
Gene spent 1941 through 1944 in forced labor battalions. In the Budapest ghetto, Gene met Kate Stern, who worked for the Swedish Red Cross under Raoul Wallenberg. They married in August 1944, before Gene was deported to the Mauthausen concentration camp.
At liberation, Gene weighed 104 pounds. He and Kate were smuggled to Italy by the Palestine Brigade. Thwarted by her pregnancy in their hope to reach Palestine, they obtained U.S. visas and arrived in 1946. Within four days, Gene found work in a New York garment factory. He was head designed for the largest coat and suit company in the world, the father of four children – George, Allen, Shari, and Karen – owned a house on Long Island when the Youthcraft Manufacturing Co. lured him to Kansas City to help build the business.
Gene served on the boards of the Hyman Brand Hebrew Academy and Beth Shalom Synagogue. He has been the president of B'nai Brith Lodge 184 and B'nai Brith Council, and has been honored by the State of Israel for raising hundreds of thousands of dollars in bonds. Years after playing clarinet in his school band, Gene shared his love of music and of Jewish tradition by performing concerts for residents of Shalom Geriatric Center.
Gene has spoken to groups about the Holocaust for more than 30 years. He and Kate have nine grandchildren and four great-grandchildren.
Portrait by Gloria Baker Feinstein
Excerpt from From the Heart: Life Before and After the Holocaust ~ A Mosaic of Memories
© 2001 Midwest Center for Holocaust Education | <urn:uuid:defe5e3e-c793-4454-934d-fc585b1f03fe> | CC-MAIN-2023-14 | https://mchekc.org/wp-content/uploads/2021/01/LebovitzEugeneFTHProfile.pdf | 2023-03-29T23:21:54+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949035.66/warc/CC-MAIN-20230329213541-20230330003541-00348.warc.gz | 430,499,298 | 730 | eng_Latn | eng_Latn | 0.999101 | eng_Latn | 0.999101 | [
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LEARNING EXPERIENCE BRIEF
JA IN A DAY
JA More than Money®
■
■Financial Literacy
Entrepreneurship
The learning experience provides a fundamental introduction to financial literacy and entrepreneurship and a practical approach to starting a business. Optional digital assets are offered for some kit materials.
JA More than Money introduces students in grades three through five to financial literacy and entrepreneurship, and to social studies learning objectives that include moneymanagement, goods and services, and global markets. Through hands-on activities and a JA cast of characters serving as symbols for financial literacy and entrepreneurship concepts, students learn a practical approach to starting a business and making smart decisions about managing money.
The JA in a Day model consists of five kit-based, volunteer-led sessions that include primary and secondary objectives from the traditional program. Each JA in a Day session is 35-40 minutes.
LEARNING EXPERIENCE OBJECTIVES
Following participation in the learning experience, students will be able to:
*
Identify the role of money in everyday life
* Explain the basic steps of starting a business
* Think like entrepreneurs and identify a small business they can start
* Analyze the advantages and disadvantages of borrowing money
* Explore the opportunities of global markets
JA'S TURN-KEY VOLUNTEER SOLUTION:
Join Junior Achievement's national network of volunteers and help students in your community connect the dots between what they learn in school and the "business of life" — work readiness, entrepreneurship, and financial literacy.
Personalized Placement
JA works with you to ensure you teach at the location and grade level of your choice.
Comprehensive Training
JA staff provides training and access to online resources so you are comfortable visiting the classroom. You will be trained in classroom management, understanding and delivering the JA curriculum, working with the classroom teacher, and communicating effectively with students.
Minimal Time Commitment
The time commitment is minimal compared to the significant impact you make. This elementary grade learning experience includes five 35- to 40-minute sessions all delivered in a single day.
JA provides you with the session plans and student materials you'll need to make every minute count.
JA Staff Follow-Up and Support
JA staff is available to answer your questions or make suggestions about your volunteer assignment.
JA More than Money
CURRICULUM OUTLINE
skills and become familiar with the key saved in a financial institution, such as a bank or a credit union, and how that money can earn interest.
Session One: The Money Garden Students explore money-management differences between earning, saving, and spending. They learn that money can be 1
Session Two: Create a Business Students learn about the ways in which people's interests and skills can help them 2
identify small businesses they can start.
Session Three: Build a Business Students identify the fundamental steps for starting a small business and develop 3
a basic business plan.
5W's Business Plan Poster
Bingo Cards
Session Four: Run a Business Students explain why financial institutions lend money and why people borrow money for their businesses. Students learn about the advantages and disadvantages of borrowing money, including the need to make interest payments. They record and track financial gains and losses in a simulated environment. 4
Session Five: Global Success 5
Students explore the opportunities and challenges of doing business in global markets.
JA More than Money Fliers
All Rights Reserved
Where’s my
interest?
HA, HA,
HA!
Name
SESSION ONE: THE MONEY GARDEN
I wish money grew in a
If I had a money
garden so that I could
garden, I would save all
A money garden is not
spend as much as I want.
the money I planted.
Sir Spend-a-Lot
DEAR PARENT OR CAREGIVER:
In Junior Achievement’s
JA More than
Money
program, your child will learn about
money-management skills, how to think
like an entrepreneur, and create a small
business. Today, your child learned about
the role of money in everyday life and
the benefits of having a savings account.
Junior Achievement USA
®
is an organization
dedicated to inspiring and preparing young
people to succeed as they grow.
All Rights Reserved
how people get money.
Money has to be
earned.
Super Saver
Ernie the Earner
VOCABULARY
MONEY
anything accepted as payment
EARN
to receive income for labor or services
INCOME
money received as payment for work, goods,
services, rent, or interest
FINANCIAL INSTITUTION
a business that provides money-related services
DEPOSIT
to put money in a bank account for safekeeping
SAVINGS ACCOUNT
an account used to hold money that is not needed
right away
WITHDRAWAL
to take money out of a bank account
INTEREST
money paid for the use of someone else’s money
Guide for Volunteers and Teachers
Guide for Volunteers and Teachers
Upper Elementary Grades
JA More than Money
®
BANKS
Business
Game
™
Junior
Achievement
All Rights Reserved | <urn:uuid:6ddd8c84-c848-4698-a404-286c42a26e61> | CC-MAIN-2023-14 | https://southeasternpa.ja.org/dA/9673ce095d/file/2022-JA_More_than_Money_JAID_Program_Brief%20(2).pdf | 2023-03-29T21:50:11+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949035.66/warc/CC-MAIN-20230329213541-20230330003541-00347.warc.gz | 591,327,579 | 1,034 | eng_Latn | eng_Latn | 0.996863 | eng_Latn | 0.996974 | [
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ISSUE: April 2016
It's that time of year when students are finishing up semesters at colleges and universities across Ontario and are venturing out to their summer jobs. Here are a few topics to consider when talking to your children about their job this summer:
Working on Ladders
Your children may be working with a company that provides construction, maintenance, landscape services, home renovations, window washing, retail jobs or any other jobs that require them to use ladders. Here are some questions you can ask them if they will be on jobs that require them to work on ladders:
* Did the employer or supervisor provide information and training on how to use a ladder and how to work at heights safely?
* Has your supervisor explained what the dangers are and how to do the work safely?
* Have you asked your supervisor if a ladder is being used as a means of doing work, or should you be using an alternative work platform that may be safer?
* Do you understand the dangers and the impact they could have on you?
Heat Stress
As the spring and summer months approach, everyone is at risk of heat stress, especially when working outdoors. If your children will be working in the landscaping, construction, farming or manufacturing sector, or any other sector that may require they work in high-heat settings, you may want to ask them questions along the lines of:
* It look's like its going to be hot today. Are you comfortable asking your supervisor what the company's health & safety policy is for working outdoors when the temperature is so high?
* Have you talked to your supervisor about the option of taking frequent breaks on days like today where it is so hot or seeing if your work can be scheduled for a cooler part of the day? Don't be afraid to ask!
Right to Participate, Know & Refuse
Make sure your children are aware that, as workers, they have three basic rights under the Occupational Health and Safety Act (OHSA):
* The "right to participate" in the process of identifying and resolving health and safety concerns
* The "right to refuse work" that they believe is dangerous
* The "right to know" about any hazards to which they may be exposed
They should also be aware that the Act prohibits employers from punishing them if they exercise these rights. They can learn more by completing Worker Health and Safety Awareness in 4 Steps.
Page 2
Sometimes, it is challenging to communicate with children about things that concern us as parents. Here are a few tips on communicating with your children about health and safety at work:
* Remind them that no job or amount of money is worth an injury – difficult as it may have been to find this job, it would be easier to find another job than to replace fingers, eyes or life. A safe work environment should always be a priority
* Talk to them about their jobs, not just the pay and benefits, but about the actual duties and tasks they take on
* If your children are already working, find out as much as possible about the conditions in which they work
Letting our children earn a living is a great way to help them to become responsible adults. As parents, it is our responsibility to find effective ways to communicate with them about health and safety and their workplace rights.
For more information and resources, please visit the Ministry of Labour Young Worker page or contact the Ministry of Labour through the Contact page. | <urn:uuid:c9f0055b-b2f7-43db-8c70-f24d08ff734b> | CC-MAIN-2023-14 | https://www.livesafeworksmart.net/english/pdf_mainpg/Parent-Guide-Apr2016-EN.pdf | 2023-03-29T22:52:13+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949035.66/warc/CC-MAIN-20230329213541-20230330003541-00349.warc.gz | 952,567,837 | 692 | eng_Latn | eng_Latn | 0.998345 | eng_Latn | 0.998962 | [
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Dakota Pathways: The First Hunters and Farmers SDPB
Word bank
ANTHROPOLOGY ARCHAEODOME ARCHAEOLOGY ARTIFACT BURIALS CACHE CULTURE HUNTER-GATHERER MIGRATION PEMMICAN PETROGLYPHS RUINS
Across
10. The study of the physical remains of human settlement
4. An object produced or shaped by human craft, especially a tool, weapon, or ornament of archaeological or historical interest
7. Location of graves and the artifacts found in and around them
9. A Native American recipe that includes buffalo meat, berries, nuts, and fat that are ground together, and dried
11. Movements of large groups of people
12. The way of life of a group of people. This includes what they wear, how they govern themselves, their religious belief, other rituals, etc.
Dakota Pathways: The First Hunters and Farmers
SDPB
Down
1. Ancient pictures that are cut into stone
2. People who hunted animals and collected plants for food
3. A hiding place used mainly for storing food and valuables of ancient cultures
5. The study of behavior, artifacts, and beliefs of different cultures
6. The remains of something destroyed, disintegrated, or decayed
8. A structure used by archaeologists that allows them to be protected from the weather so they can work on a site year-round | <urn:uuid:39ebc0fa-a0d8-4ae8-a2c4-32c0d459f6ae> | CC-MAIN-2023-14 | https://d1qbemlbhjecig.cloudfront.net/prod/filer_public/kusd-bento-live-pbs/Learn/DakotaPathways/Dakota%20Pathways%20New%202020/Teacher%20Page/First%20Hunters%20and%20Farmers%20/f98924b760_FirstHuntersCWStudent.pdf | 2023-03-29T21:58:10+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949035.66/warc/CC-MAIN-20230329213541-20230330003541-00349.warc.gz | 223,481,032 | 304 | eng_Latn | eng_Latn | 0.991228 | eng_Latn | 0.992674 | [
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Note: Your TA probably will not cover all the problems. This is totally fine, the discussion worksheets are not designed to be finished in an hour. They are deliberately made long so they can serve as a resource you can use to practice, reinforce, and build upon concepts discussed in lecture, readings, and the homework.
1 Planting Trees
This problem will guide you through the process of writing a dynamic programming algorithm.
You have a garden and want to plant some apple trees in your garden, so that they produce as many apples as possible. There are n adjacent spots numbered 1 to n in your garden where you can place a tree. Based on the quality of the soil in each spot, you know that if you plant a tree in the ith spot, it will produce exactly xi apples. However, each tree needs space to grow, so if you place a tree in the ith spot, you can't place a tree in spots i − 1 or i + 1. What is the maximum number of apples you can produce in your garden?
(a) Give an example of an input for which:
* Starting from either the first or second spot and then picking every other spot (e.g. either planting the trees in spots 1, 3, 5 . . . or in spots 2, 4, 6 . . .) does not produce an optimal solution.
* The following algorithm does not produce an optimal solution: While it is possible to plant another tree, plant a tree in the spot where we are allowed to plant a tree with the largest xi value.
(b) To solve this problem, we'll think about solving the following, more general problem: "What is the maximum number of apples that can be produced using only spots 1 to i?". Let f(i) denote the answer to this question for any i. Define f(0) = 0, as when we have no spots, we can't plant any trees. What is f(1)? What is f(2)?
(c) Suppose you know that the best way to plant trees using only spots 1 to i does not place a tree in spot i. In this case, express f(i) in terms of xi and f(j) for j < i. (Hint: What spots are we left with? What is the best way to plant trees in these spots?)
(d) Suppose you know that the best way to plant trees using only spots 1 to i places a tree in spot i. In this case, express f (i) in terms of xi and f (j) for j < i.
(e) Describe a linear-time algorithm to compute the maximum number of apples you can produce. (Hint: Compute f(i) for every i. You should be able to combine your results from the previous two parts to perform each computation in O(1) time).
2 Change making
You are given an unlimited supply of coins of denominations v1, . . . , vn ∈ N and a value W ∈ N. Your goal is to make change for W using the minimum number of coins, that is, find a smallest set of coins whose total value is W .
(a) Design a dynamic programming algorithm for solving the change making problem. What is its running time?
(b) You now have the additional constraint that there is only one coin per denomination. Does your previous algorithm still work? If not, design a new one.
3 String Shuffling
Let x, y, and z be strings. We want to know if z can be obtained only from x and y by interleaving the characters from x and y such that the characters in x appear in order and the characters in y appear in order. For example, if x = prasad and y = JOHN, then it is true for z = praJOsHadN, but false for z = prasadJOHNNY (extra characters), z = praJOHsad (missing the final N), and z = dasarpJOHN (out of order). How can we answer this query efficiently? Your answer must be able to efficiently deal with strings with lots of overlap, such as x = aaaaaaaaaab and y = aaaaaaaac.
(a) Design an efficient algorithm to solve the above problem and state its runtime.
(b) Consider an iterative implementation of our DP algorithm in part (a). Naively if we want to keep track of every solved sub-problem, this requires O(|x||y|) space (double check to see if you understand why this is the case). How can we reduce the amount of space our algorithm uses?
4 Egg Drop
You are given k identical eggs and an n story building. You need to figure out the highest floor ℓ ∈{0, 1, 2, . . . n} that you can drop an egg from without breaking it. Each egg will never break when dropped from floor ℓ or lower, and always breaks if dropped from floor ℓ + 1 or higher. (ℓ = 0 means the egg always breaks). Once an egg breaks, you cannot use it any more. However, if an egg does not break, you can reuse it.
Let f(n, k) be the minimum number of egg drops that are needed to find ℓ (regardless of the value of ℓ).
(a) Find f (1, k), f (0, k), f (n, 1), and f (n, 0).
(b) Consider dropping an egg at floor x when there are n floors and k eggs left. Then, it either breaks, or doesn't break. In either scenario, determine the minimum remaining number of egg drops that are needed to find ℓ in terms of f(·, ·), n, k, and/or x.
(c) Find a recurrence relation for f(n, k). Hint: whenever you drop an egg, call whichever of the egg breaking/not breaking leads to more drops the "worst-case event". Since we need to find ℓ regardless of its value, you should assume the worst-case event always happens. | <urn:uuid:1a7fb6ed-4ddb-4c66-92a1-ed27fa2d6932> | CC-MAIN-2023-14 | https://static.us.edusercontent.com/files/ZrJeJp2VRwAmMZrQzMwfxV6s | 2023-03-29T23:34:28+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949035.66/warc/CC-MAIN-20230329213541-20230330003541-00348.warc.gz | 602,856,057 | 1,244 | eng_Latn | eng_Latn | 0.994994 | eng_Latn | 0.9989 | [
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Worksheet: Speakers and Microphone
Name: __________________________________________ Group name: ______________________
1. Build a microphone/speaker with the Petri dish as your vibrating surface. The thin plastic is ideal for vibrations, and will be effective as a microphone surface.
(a) Center the large top on the template, and glue the magnet to the inside center of the top of the Petri dish with superglue according to the template with a magnet sized ring as a guide for the center of the dish. The glue is at the back of the classroom.
(b) Use all the provided wire to wind a coil on the plastic spool. The more windings you add, the more voltage will be induced, providing a better signal. Wrap neatly and leave 12 inches on both ends to allow for connections. Strip about ½ inch of insulation off the ends of the wire with the steel scraper, used on the wooden block (not the table top).
(c) Glue the spool to the Petri bottom, using the template as a guide for where to glue the spool so it is centered. Before you glue, make sure that the spool seats nicely with the glued magnet in the Petri top.
(d) Route the wire ends through the hole in the bottom Petri dish. Close the Petri dish. Connect the Petri dish to an MP3 player with the 1/8th inch pin plug-double bare wire and alligator leads.
2. Plug the 1/8th inch pin plug end into the "phones" slot in the MP3 player. Be sure that none of the alligator leads touch each other!
(a) Press play on the MP3 player. What happens?
(b) Compare a speaker to an electric motor. How are they the same? What fundamental aspect of magnetism and electric currents do both devices employ to operate?
3. Include an amplifier in the arrangement. Connect the 1/8th inch pin plug-bare wire between the Petri and the amp Ext SPKR plug. Connect the 1/8th inch pin plug-1/8th inch pin plug wire between the MP3 player and the amp INPUT plug.
(a) Turn on the amplifier and the MP3 player. What do you observe, how is this different than without the amplifier?
(b) Explain why the amplifier is used.
4. Now remove the MP3 player and plug the speaker into the amplifier INPUT slot.
(a) Turn on the amplifier by rotating the dial on the right side. Speak into the Petri dish, and observe what happens. Do not put your thumb on the surface with the magnet glued to it or you may "damp" the signal. Record your observations.
(b) What is the name of a device that reacts to sound in this way? _______________________
(c) Now compare this new way of using the speaker to an electrical generator. How are they similar? What fundamental magnetic principle do they both employ to operate?
(d) Explain how the “sound information” is carried through the different media in your setup and how it is converted.
| Sound carried as? | Medium? | Hits which Device? | Converted Using what physical principle? |
|---|---|---|---|
| Sound wave | | | |
| | | Ear | |
| | | Brain | XXXXXXXXXXXXXX |
Do not dismantle your experiment. Instead label it with your name – you will need it next lab. | <urn:uuid:64338f61-e1d1-4ef3-ba26-a0d3dd51bd50> | CC-MAIN-2023-14 | https://wallerberger.at/physics106/WS19-Speakers.pdf | 2023-03-29T22:13:30+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949035.66/warc/CC-MAIN-20230329213541-20230330003541-00348.warc.gz | 676,042,439 | 723 | eng_Latn | eng_Latn | 0.997795 | eng_Latn | 0.998553 | [
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Inclusive Public Art Community Forum Survey
Your phone/email:______________________
What about this project is important to you?
What would you like to art to say?
How can this project be important to New Bern?
What community events would you like to see with this project? Select your top three choices.
A. Educational programs in schools about the artisans
B. A play about the artisans’ lives
C. Mentorships with the artists
D. Lectures on African American resilience
E. Programs on New Bern’s Black community’s unrelenting striving for freedom?
F. Children’s programs on the Black experience? In particular, local Black history.
Marcus Kiser in his statement talks of re-membering history.
Re-membering: To reconstitute or reassemble that which has been distorted in a way that reinforces a more authentic identity story. How do you want New Bern history to be re-membered?
When a person sees the completed artwork what do you want them to feel? Select your top three choices.
Pride
Hope
Resilience
Strength
Fortitude
Warmth
Sadness
Forbearance
Thoughtful
Inspired
Other____________________
What do you think the sculpture should be about? Select your top three choices.
Family
Community
Strength
Freedom
Work
Oppression
Fortitude
Character
Importance of history
Other___________________
Any other comments: | <urn:uuid:855ca075-0c79-4fc1-bcd8-aa80434eadeb> | CC-MAIN-2023-14 | https://www.tryonpalace.org/wp-content/uploads/2022/10/What-about-this-project-is-important-to-you.pdf | 2023-03-29T22:29:09+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949035.66/warc/CC-MAIN-20230329213541-20230330003541-00349.warc.gz | 1,140,301,732 | 288 | eng_Latn | eng_Latn | 0.997005 | eng_Latn | 0.997005 | [
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The Scope and Impact of Bullying
What is bullying?
Children who bully
Bullying is aggressive behavior that is intentional and that involves an imbalance of power or strength. Bullying can take many forms, such as hitting, kicking, threatening another, teasing, namecalling, excluding from a group, or sending mean notes or e-mails. Often, children are bullied not just once or twice but over and over (Olweus, 1993; Roland, 1989; Smith & Sharp, 1994).
Verbal bullying is the most common type of bullying experienced by both boys and girls. Boys are more likely to be physically bullied by their peers (Olweus, 1993; Nansel et al., 2001); girls are more likely to report being targets of rumorspreading and sexual comments (Nansel et al., 2001). Girls are also more likely than boys to bully each other using social exclusion (Olweus, 2002).
How common is bullying?
Approximately 30 percent of all children and youth in grades 6 through 10 have been bullied or have bullied other children "sometimes" or more often within a semester, according to research published in the Journal of the American Medical Association (Nansel et al., 2001).
Effects of bullying
Bullying can have serious effects on children who are bullied. These children are more likely than their peers to be depressed, lonely, and anxious; have low self-esteem; feel unwell; have more migraine headaches; and think about suicide (see Limber, 2002, for summary).
Children who bully tend to have average or above average self-esteem. Other characteristics may include:
* Impulsive, hot-headed personalities;
* Lack of empathy;
* Difficulty conforming to rules; and
* Positive attitudes toward violence (Olweus, 1993).
Children who bully are more likely than their peers to
* Get into frequent fights,
* Be injured in a fight,
* Vandalize property,
* Steal property,
* Drink alcohol,
* Smoke,
* Be truant from school,
* Drop out of school, and
* Carry a weapon, (Nansel et al., 2001, 2003; Olweus, 1993).
Research has also shown that:
* Children who bully are more likely to report that they own guns for risky reasons, such as to gain respect or frighten others (Cunningham et al., 2000); and
* Boys who were identified as bullies in middle school were four times as likely as their nonbullying peers to have more than one criminal conviction by age 24 (Olweus, 1993).
What works in bullying prevention?
There are many school-based bullying prevention programs. Although they vary in size and scope, the most promising programs incorporate the following characteristics:
* A focus on creating a school-wide environmen, or climate that discourages bullying,
* Surveys of students to assess the nature and extent of bullying behavior and attitudes toward bullying,
* Training to prepare staff to recognize and respond to bullying,
* Development of consistent rules against bullying,
* Review and enhancement of the school's disciplinary code related to bullying behavior,
References
Cunningham, P. B., Henggeler, S. W., Limber, S. P., Melton, G. B., and Nation, M. A. (2000). Patterns and correlates of gun ownership among nonmetropolitan and rural middle school students. Journal of Clinical Child Psychology, 29, 432-442.
Limber, S. P. (2002). Bullying among children and youth. Proceedings of the Educational Forum on Adolescent Health: Youth Bullying. Chicago: American Medical Association. Retrieved August 12, 2005, from http://www.ama-assn.org/ama1/pub/upload/mm/39/youthbullying.pdf
Nansel, T. R., Overpeck, M. D., Haynie, D. L., Ruan, W. J., & Scheidt, P. C. (2003). Relationships between bullying and violence among US youth. Archives of Pediatric Adolescent Medicine, 157, 348-353.
Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, J., Simons-Morton, B., & Scheidt, P. (2001). Bullying Behaviors Among US Youth: Prevalence and Association With Psychosocial Adjustment. Journal of the American Medical Association, 285, 2094-2100.
Olweus, D. (1993). Bullying at school: what we know and what we can do. NY: Blackwell.
Olweus, D. (2002, August). Bullying among children and youth. Keynote address presented at the National Technical Assistance Meeting, Safe and Drug-Free Schools Program, U. S. Department of Education, Washington, DC.
Roland, E. (1989). A system oriented strategy against bullying. In E. Roland & E. Munthe (Eds.), Bullying: An international perspective. London: David Fulton Publishers.
Smith, P.K., & Sharp, S. (1994). School bullying: Insights and perspectives. London: Routledge.
* Classroom activities to discuss issues related to bullying,
* Integration of bullying prevention themes across the curriculum,
* Individual and group work with children who have been bullied,
* Individual work with children who have bullied their peers,
* Involvement of parents in bullying prevention and intervention activities, and
* Use of teacher or staff groups to increase staff knowledge and motivation related to bullying. | <urn:uuid:19adef42-3891-4384-9b0b-e7f29e492d6c> | CC-MAIN-2023-14 | https://www.creducation.net/resources/SBN_Tip_11.pdf | 2023-03-29T23:17:28+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949035.66/warc/CC-MAIN-20230329213541-20230330003541-00352.warc.gz | 778,104,877 | 1,173 | eng_Latn | eng_Latn | 0.971006 | eng_Latn | 0.987523 | [
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"A people without the knowledge of their past history, origin and culture is like a tree without roots".
Marcus Garvey
Subject Rationale
When teaching History at Mount Street Academy, we aim to provide a curriculum which caters for the needs of all individual children. We aim to engage, inspire and challenge our children's inquisitiveness so that they will have a broader understanding of the world in which they live. We encourage continuous questioning as it helps ignite the children's passion and interest in learning about their past, origin and culture. We believe that History forms an integral part of the curriculum and that we are historians. Our children/historians will develop an awareness of the past through coherent knowledge and understanding. They will learn about significant individuals who have made a difference nationally and internationally. They will also learn about significant historical events within our local area of Lincoln City. They will study changes within living memory as well as events beyond living memory that are nationally and globally significant. Our children will learn within a chronological framework. This starts right at the beginning of EYFS; in nursery they gain an understanding of themselves, which is then consolidated in Reception. It is paramount a child knows themselves first before they can begin to understand the significance of others.
INTENT
Our History curriculum will include opportunities for our children to:
* Develop historical knowledge throughout their early primary education including knowing key characteristics of the periods taught.
* Develop their understanding of the second order concepts in History, namely: change, continuity, causation, consequence (legacy), similarity, difference and significance.
* Provide a balance of the 'macro' and micro' so children can appreciate the big events and periods of History, but also how it impacted on the lives of those who lived at the time.
* Help children develop an over-arching understanding of chronological knowledge, including sequencing periods of History they have studied and using time lines to visualize the 'big picture'.
* Develop their understanding and use of key historical terms (vocabulary) to develop children's research and communication skills.
Children will develop their skills during their time with us using the Early Learning Goals (the 'Understanding the World' statements) and the National Curriculum (KS1 History objectives) frameworks as the foundation of our curriculum design. Learning History begins with focusing on who each child is, in EYFS, and their families. A child must have an awareness of their own history before they can explore history beyond themselves, in the context of the wider community and the ultimately the world. Nurturing an awareness of personal history from the beginning means children are ready to focus on significant people and events in KS1. This will be planned with the support of curriculum maps, medium term planning and discussion between year groups, to
uphold the links in learning made in Year 1 and Year 2. Eventually it will pave the way for learning of historical periods that the children will study further in Key Stage 2.
In our school, we recognize and value the role that History plays in cognitive development in relation to memory. There are many forms of memory that we use in day to day life. For example, you use procedural memory when riding a bike. For History, declarative memory plays a key role, which is a form of long-term memory.
Within declarative memory we have semantic memory, which is the recall of general facts, and episodic memory which stores memories specific to a person. The retrieval of these memories becomes easier the more a person does it. We use retrieval practice when showing our historical knowledge. This is a strategy in which bringing information to mind enhances and boosts learning. Deliberately recalling information, such as historical facts, forces us to put our knowledge on display and examine what we know.
In class, historical facts are first learned and revisited at different points throughout the term's topic. They are then recalled before beginning a new area of learning. The more times facts are revised the easier they are to retain long term and recall for purpose. Through our History curriculum we will ensure that the children's knowledge of significant people and events are revisited and added to as they move through school.
Children will be encouraged to think like an historian. To become a good historian, one must…
* Be curious about the past
* Be able to think 'in the past' to examine why things happened the way they did and how people once understood the world
* Asks questions about sources
* Back up ideas with facts
* Present facts in a manner that is accessible to all
By the end of KS1, a Mount Street Historian will be able to…
IMPLEMENTATION
At Mount Street Academy, the History curriculum in KS1 is designed to ensure that progression and repetition are being carefully built into the sequences of learning. We respect the age of our children and value the role we have in ensuring they have opportunities to explore varied aspects of History. This is done whilst still establishing that key skills, knowledge and learning are continuously developed.
Long-term plans, for Year 1 and 2 identify when different topics and subjects are taught. The foundation subjects are taught in blocks across the 6 terms that make up the academic year. EYFS have themes that they use to plan each term and also use aspects of 'in the moment planning' to help enhance provision. History can be found throughout the EYFS curriculum such as topics like 'Magical Me' and 'Dinosaur Detectives'.
PowerPoints, books and the internet are primarily used to teach History, for example, the text 'Gracie the Lighthouse Cat' is used as part of our Grace Darling topic. Website links are used to support units of work such as CBeebies or video clips from the History channel. Work is evidenced in topic books which the children use to record their History, geography, RE and science work.
At the beginning of each unit of work, the students will look at an 'Understanding History' board to refresh their subject knowledge. It gives the definition of History and highlights the skills that they will be developing over the year. These skills include creating timelines, using historical vocabulary, asking questions about the past and availing of different sources to find answers.
We are proud to showcase the History work the children have produced. Our History display gives a representation of what History looks like at Mount Street Academy and this is developed over the course of the year.
We incorporate a celebration of History through various Wow Days such as Victorian and Space in Year 1, Dinosaur and Diwali in Reception and projects such as building medieval castles in Year 2.
The majority of the time subjects are taught discretely, however teachers can make horizontal links across subjects. A perfect example of this is how the school acknowledges Remembrance Day: year groups will use a combination of Art and Design, Geography, British values and Literacy, alongside History to mark this very significant day. Below are more examples of how we represent History outside of the core subject:
* Geography e.g. changes in monarchs/ ages and the impact on our locality.
* Art and DT e.g. creating Medieval castles.
* RE e.g. recognizing religious events such as Easter and Diwali.
* Science e.g. space exploration through Neil Armstrong.
* English e.g. writing a letter to Queen Victoria
There are also vertical links across the subject, year on year:
Chronology- EYFS: Being born, growing up and being part of a family and going to school → Year 1: Timeline of Neil Armstrong→ Year 2: Timeline of Grace Darling
Range and Depth of Historical Knowledge- EYFS: Looking at the Christmas story and Easter story and its impact on our lives today→ Year 1: Looking at Mary Seacole and Florence Nightingale and how they changed the approach of healthcare for the better→ Year 2: A comparison of Christopher Columbus and Captain Cook and what doors exploration opened globally.
Developing Vocabulary- EYFS: Sequencing days of the week with the Hungry Caterpillar and using vocabulary like: calendar, yesterday, earlier, before → Year 1: Using different forms of media to portray timelines and using words and phrases like: old, new, then, now and a long time ago→ Year 2: Understand and use 'decade' as 10 years, 'century' as 100 years and 'millennium' as 1000 years.
We value the historical landmarks and key learning opportunities which are abundant in Lincoln City. We know that many of our children will not have visited these places or experienced these opportunities. By learning about significant historical events, people and places in their own locality at the end of Year 1, this sets the children up to explore past events that are significant nationally and globally, at the beginning of Year 2. We recognize that it is our responsibility to create moments which enrich our children's knowledge, understanding and passion for History, starting on their doorstep.
With this in mind, we actively plan opportunities for all children to have experiences which broaden their cultural connection such as from outside agencies (the Lincolnshire Life Museum loaning artefacts or visitors doing dance workshops for Diwali) and embarking on trips ourselves. As a city school, we can embark on many historical visits on foot, which means minimal cost or impact on the environment. Such cultural visits include the Castle, the Cathedral, the Usher Gallery, the Collection and the Lincolnshire Life Museum. The children have a wonderful view of the Cathedral every time they come to school which is inspiring and reminds them that history is all around them.
IMPACT
By implementing all of the above we believe when children leave in Year 2 they will:
* Show confidence in their ability and that they will and can achieve in History.
* Have achieved the objectives relative to their year group.
* Demonstrate a recall of facts in relation to significant people and events, from within and beyond living memory.
* Can explain the importance of past significant persons and events in relation to our lives today.
* Have knowledge of skills such as thread (e.g changes in living memory), chronology, range and depth of historical knowledge, historical enquiry and interpretation and communication and vocabulary specific to the subject area.
* Show a high level of pride in the presentation and understanding of their work.
Assessment:
* The History curriculum map is carefully planned to ensure that children are taught the content of the national curriculum and that the sequence in which it is taught allows progression and revisiting of key knowledge and skills.
* Teachers in KS1 use retrieval practice strategies, such as quizzing and brain dumps to support memory retention and inform judgements as to whether children are making progress and whether they are assimilating old learning with new.
* Opportunities to revisit learning are woven into the sequence of a unit throughout and a 'Big Quiz' will form part of the revisit of multiple topics later in the year. In addition to this, teachers use assessment prompts to check learning at the end of a big term. An example of such a prompt would be "children can recall a significant person from history and explain how their actions made a difference."
The History Subject Leader has a clear role and overarching responsibility for the progress of all children in History throughout the school. Books checks, learning walks, discussion with teachers and interviewing students provides the overall picture of History across school. This supports the monitoring and evaluation of the intent and implementation outlined above, allowing for exploration and appraisal. The key focus for this is to seek:
* Pupil voice: Children can relay facts learned in History and apply this knowledge to how it affects our lives today.
* Evidence in knowledge: Children know that history has shaped who we are and how we came to be. They understand they are also part of history for future generations to learn about.
* Evidence in skills: By teaching children the skills, as outlined above, we are ensuring that they have the foundation and confidence needed to continue to study and grow a love of learning History.
* Breadth and depth: Teachers ensure that local links, outside agencies and primary and secondary sources, within school, are utilized to deliver an impactful and meaningful History curriculum throughout the time the children are with us.
How data is recorded for foundation subjects is due to be remodeled and will be addressed in the coming year. SEF's for Subject Improvement Plans address different areas of the subject, for example, examining what progress looks like in History. Based on findings; strengths, areas of development and next steps are identified. These then provide the basis for the chosen actions which are then outlined on the action plan, in order for the monitoring and evaluation cycle to continue to see improvement in the subject area. | <urn:uuid:effd8214-c88c-4217-b5a3-bf8f844e7090> | CC-MAIN-2023-14 | https://www.mountstreet.anthemtrust.uk/attachments/download.asp?file=40&type=pdf | 2023-03-29T21:58:54+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949035.66/warc/CC-MAIN-20230329213541-20230330003541-00351.warc.gz | 1,019,044,909 | 2,559 | eng_Latn | eng_Latn | 0.998454 | eng_Latn | 0.99851 | [
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I checked a local weather report Tuesday night, and it said Cameron should expect "some snow" on Wednesday. I was prepared for a few flakes.
I always panic when it snows. My car is so light you could play hockey with it in weather like this. Some other people are afraid they might fall on the snow. Kids, however, rejoice in snow. It means no school. And it's a free toy; God just gives it to them. There are endless ways to play with it. You can make snow angels, build forts, and catch it on your tongue. There's nothing like it, and it's gone after a short time. Snow reminds us that we are all one. Somebody lives in a fancier home than you do, has a bigger job than you do, makes better grades than you do, is better looking than you are, but no matter who you are, everybody gets the same snow. Those who are wealthy still have to get the sidewalks shoveled. Those who are poor get to play in it at no extra cost.
Everybody gets the same snow, and at Christmas everybody gets the same Savior. Whether your sins are great or small, whether your faith is strong or weak, you get the same Savior who rescues you from despair.
At a typical Sunday mass after the first reading we sing a responsorial psalm. Today's response does not come from the Book of Psalms. Instead, we sing some verses from the Gospel of Luke. It's a prayer called the Magnificat. According to Luke, after the angel Gabriel appeared to Mary and told her she would bear a child by the power of the Holy Spirit, she went to visit her cousin Elizabeth, who was also expecting a child, even though she was too old to become pregnant. In that meeting, which we call the Visitation, Mary expressed how grateful she was to God for everything that was happening to her. In Mary's eyes, she was not great, but God was great. She sings, "My soul proclaims the greatness of the Lord; my spirit rejoices in God my Savior."
The reason Mary was so grateful had as much to do with us as it did to do with her. She sings, "The Almighty has done great things for me, and he has mercy on those who fear him in every generation." She explains, "God has filled the hungry with good things, and the rich he has sent away empty. He has come to the help of his servant." The Magnificat is about reversals. Those who are rich get nothing special; those who are hungry get everything.
The third Sunday of Advent is traditionally called Gaudete Sunday, after the Latin word for "Rejoice!" On this Sunday we light the pink candle of the wreath, as a sign that Advent is half over and Christmas is drawing near. Advent reminds us to rejoice as we look forward to the great gift we receive each year at Christmas. God, who promised us mercy, sends us a Savior. No matter who you are or what you've done, even if you have committed sins that fill you with shame, God is anxious to rescue you and lift your spirits this Christmas, as Mary rejoiced in God's mercy, and as children rejoice in snow. | <urn:uuid:32b5f2b8-c704-433d-878b-a7df502b5e97> | CC-MAIN-2023-14 | https://paulturner.org/wp-content/uploads/2021/01/a3.pdf | 2023-03-29T23:19:22+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949035.66/warc/CC-MAIN-20230329213541-20230330003541-00354.warc.gz | 508,614,850 | 695 | eng_Latn | eng_Latn | 0.999781 | eng_Latn | 0.999781 | [
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Multi -Grade Classrooms
St. Patrick school is composed of multi -grade classrooms. While some may think this is undesirable for a child learning, but our school believes this to be an added benefit. See benefits below from https://www.edusys.co/blog/what-are-multi-grad-classroom-advantages-
Benefits:
* A Multi-grade class brings together students and teachers while preparing better stages of development in a learning environment.
* Students Performance: Students can develop healthier social relationships, positive attitudes and enhance leadership, organization, listening, sharing, and many other important skills
* Easy-to-Use: Teachers can create effective syllabus and curriculums plans for students
* Improve Learning: Problem-solving, higher-level thinking, and learning methods develop at an earlier point with multigrade classrooms; simply because of the immersion experience that brings students together
* Student-Teacher Relationship: A Single teacher, or the group of teachers responsible for the multi-grade classroom, typically stays with the same students until they graduate to the next level. This garners the opportunity for students to work with the same teachers for several years instead of having to meet new teachers at the beginning of each new school year.
* Pre-learning and Re-teaching: Students are continuously exposed to re-teaching, as they listen in on, and benefit from lessons that are being taught. Students are also exposed to pre-teaching. This both prepares and stimulates the young students thinking.
* Better Classroom Management and Organization
* The teacher can teach two and more grades at the same time | <urn:uuid:20ca7a80-4714-44f2-8a91-30ae33713cf7> | CC-MAIN-2023-14 | https://www.stpatscarleton.com/_files/ugd/a85568_ea83872e7df648c9a8227d5ffacffb76.pdf | 2023-03-29T23:30:06+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949035.66/warc/CC-MAIN-20230329213541-20230330003541-00354.warc.gz | 1,108,462,022 | 314 | eng_Latn | eng_Latn | 0.997492 | eng_Latn | 0.997492 | [
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Using FBA for Diagnostic Assessment in Behavior
Handout 3d: Function-Based Intervention and Positive Behavior Support Plan Worksheet
The functional behavior assessment (FBA) serves as the basis for the development of a Positive Behavior Support Plan (PBSP) that changes environmental conditions (i.e., antecedents and consequences) while providing instruction in the acquisition of new, more appropriate behaviors. Complete each section of the PBSP Worksheet using the information gathered through the functional assessment.
1. Does the classroom environment represent best practice in the areas of classroom structure, instructional management, behavior management, and classroom climate?
If Yes, go to item 2.
If No, determine a plan to improve the classroom environment.
2. Is the curriculum appropriate for this particular student?
If Yes, go to item 3.
If No, develop a plan for curriculum and instructional revisions.
3. Write the hypothesis you developed as a result of the FBA:
Given the circumstances when (slow trigger) _________________________________________ and/or when (fast trigger)_________________________________________________________ occurs, the student does (problem behavior) __________________________________________
in order to (maintaining
function):______________________________________________________________________
6. Based on the function, how will you provide appropriate reinforcement (maintaining consequence) for the replacement behavior/skill?
Reinforcement Procedures
Person(s)
Responsible
7. Based on the function, how will you prevent the target behavior from being reinforced?
Procedures to Withhold Reinforcement
Person(s)
Responsible
8. Crisis management procedures provide a script for what adults will do when behavior is potentially dangerous to self or others (e.g. students or peers). These procedures are strategies that keep students safe; they do not change behavior.
Crisis Management Procedures(If applicable)
Person Responsible
9. How will you monitor progress and effectiveness of the plan?
Data Collection
Person Responsible
How will progress be monitored?
How will data be collected? | <urn:uuid:f9f2f121-79b0-40a5-b888-cedacd595c36> | CC-MAIN-2023-14 | https://intensiveintervention.org/sites/default/files/HO-3d-PosBehavSuppPlanWS_508.pdf | 2023-03-29T23:42:32+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949035.66/warc/CC-MAIN-20230329213541-20230330003541-00355.warc.gz | 376,157,380 | 403 | eng_Latn | eng_Latn | 0.952199 | eng_Latn | 0.992376 | [
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STUMIN
CHEAT CODES MARCH 8, 2023
SMALL GROUP LEADER GUIDE
MIDDLE SCHOOL FOCUS
>> BEFORE GROUP
Week 2 of a 4-week series about the relationship between wisdom and faith
---------------
BOTTOM LINE
Your character matters.
---------------
SCRIPTURE
Look straight ahead, and fix your eyes on what lies before you. Mark out a straight path for your feet; stay on the safe path. Don't get sidetracked; keep your feet from following evil.
- Proverbs 4:25-27 NLT
---------------
GOALS OF SMALL GROUP
To help students understand what good character is and why it's valuable to their lives, and to encourage them to see how the choices they're making now can impact their character
THINK ABOUT THIS: This week, we're talking about how wisdom helps us build character. Though they may be familiar with the word, be sure to define what you mean by character as you begin the conversation. Character is who we are, even when no one is watching. It's the way we choose to live and treat others. And good character comes with the help of God's wisdom in our lives! As you talk this week, focus the conversation around what good, strong character looks like instead of talking about what makes bad character. You don't want to inadvertently shame or call out a student who may not be applying wisdom to their own character just yet! So, focus on the good to encourage them in who they can become as they walk with Jesus. And who's the best example for good character? Jesus Himself! So, point your group to the character of Jesus as a model for them to look to. It's not so much about changing their behaviors to try to become someone different. Instead, it's about letting the wisdom of the Holy Spirit into their hearts to make them more like Jesus.
>> DURING GROUP
This guide is a suggestion, not a formula. Adjust the questions and activities as needed, and don't feel like you need to do, or ask, everything you see here.
DISCUSS THIS:
* If you had to list three qualities about yourself on your social media bio that describe your character, what would you choose? Do you think the people you know well would choose the same qualities to describe you? Why or why not?
* In your own words, how would you explain "character"?
* How does someone build good character?
TRY THIS:
* Scatter the provided scenario cards in the middle of your group and ask your students to talk about how they'd respond with character/wisdom in each situation.
* If you have extra time, talk about some favorite movies or TV shows and ask, "Where did someone show good character?"
* End by discussing things they know about Jesus that model good character.
DISCUSS THIS:
* Why do you think character matters?
* How are wisdom and character connected?
* How might the choices you make impact your character?
* What's one thing you can do today to build good character?
* Share about a recent choice you made that showed good character.
STUMIN
CHEAT CODES MARCH 8, 2023
SMALL GROUP LEADER GUIDE
HIGH SCHOOL FOCUS
>> BEFORE GROUP
Week 2 of a 4-week series about the relationship between wisdom and faith
---------------
BOTTOM LINE
Your character matters.
---------------
SCRIPTURE
Look straight ahead, and fix your eyes on what lies before you. Mark out a straight path for your feet; stay on the safe path. Don't get sidetracked; keep your feet from following evil.
- Proverbs 4:25-27 NLT
---------------
GOALS OF SMALL GROUP
To help students understand what good character is and why it's valuable to their lives, and to encourage them to see how the choices they're making now can impact their character
THINK ABOUT THIS: Reputation may be a tricky subject for your students. For some, the reputation they have is the one they want. For others, their reputation feels unfair, undeserved, and unchanging no matter what. There's a tension here for students in that, for better or for worse, they have little control over what others think of them. Instead of focusing on the reputation they have, focus the conversation on character. Developing character is one thing they can control. Encourage students to develop character not so that others will notice but because they want to be the person God made them to be—a person who chooses wisdom and walks in integrity no matter what!
>> DURING GROUP
Create meaningful conversations. Adjust the questions as needed and ask thoughtful followup questions as the conversation unfolds. Don't feel like you need to answer every question.
DISCUSS THIS:
* In your own words, tell us what "reputation" means to you.
* What things might make up a high schooler's reputation?
* On a scale of 1 to 10, how much control do you think someone has over their reputation?
* In what ways can the reputation you have feel frustrating or unfair?
* In today's message "character" was defined as "who we are, even when no one is watching." How would you describe "character" in your own words?
* On a scale of 1 to 10, how much do you think about the choices you make on a daily basis?
* How might being more intentional with your day-to-day choices impact your character?
* How might focusing on developing a good character impact your reputation?
* What's one way you can work on developing character this week through
* the way you treat other people.
* the way you show up and work hard at practice or at school.
* the choices you make that impact your life and the lives of others.
* the friends you let influence your life.
* the way you connect with and look to God for wisdom. | <urn:uuid:3a85a82e-435e-4d1f-8867-390a2125e514> | CC-MAIN-2023-14 | https://popmn.org/download/mar-8-leader-guide/ | 2023-03-29T22:17:24+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949035.66/warc/CC-MAIN-20230329213541-20230330003541-00355.warc.gz | 519,093,802 | 1,206 | eng_Latn | eng_Latn | 0.997575 | eng_Latn | 0.997633 | [
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Engineering Mathematics I
Due: Sept. 30, 2022
Homework Set 4 (Revised)
Read sections Z3.4, Z3.8.
Section Z3.8(a)
1. A mass weighing 96 pounds stretches a spring 8 feet.
(a) Determine the amplitude and period of motion if the mass is initially released from a point 2 feet below the equilibrium position with a downward velocity of 1 ft/s.
(b) How many complete cycles will the mass have made at the end of 4π seconds?
2. After a mass weighing 25 pounds is attached to a 8-foot spring, the spring measures 13 feet. This mass is removed and replaced with another mass that weighs 16 pounds. The entire system is placed in a medium that offers a damping force numerically equal to the instantaneous velocity.
(a) Find the equation of motion if the mass is initially released from a point 1 foot below the equilibrium position with an upward velocity of −4 ft/s.
(b) Write your solution in the amplitude-phase form given in class.
3. A mass weighing 36 pounds stretches a spring 2 feet. The mass is then attached to a dashpot that damps the motion with a force equal to β times the velocity, where β is a positive constant.
(a) Write the equation of motion for the displacement x(t).
(b) Find the values of β such that the motion is overdamped, underdamped, and critically damped.
4. Consider the series RLC circuit shown in the figure above. There is an initial voltage on the capacitor of V0.
(a) Use the fact that the sum of the voltages around the loop must be zero to obtain the ODE
Initially, the current is I0.
(b) Show that the resulting initial conditions are
(c) Under what conditions will the circuit be underdamped? overdamped? critically damped?
(d) Solve the system when L = 1, C = 1/5, I0 = 2, R = V0 = 4.
5. Consider two species in a closed environment: a predator (population f) and its prey (population h). An early model for the evolution of the populations is, after suitable nondimensionalization,
One fixed point of this equation (where ˙ h = ˙ f = 0) is (h, f ) = (0, 0). (Clearly if there are no specimens to begin with, the size of the populations will not change.)
(a) Find the other, more realistic fixed point (h∗, f∗). To examine what happens in the neighborhood of the populations near the fixed
point in (a), we let
(b) Show that if we substitute (4.3) into (4.2) and take the limit that ϵ → 0, the resulting system for x and y is
(c) Reduce the system (4.4) to a single second-order ODE for x(t).
(d) Show that the solution to the system (4.4) is given by
x(t) =c
1
cosαt+c
2
sinαt,
Section Z3.4
(For the problems in this section, use the method of undetermined coefficients.)
6. Find the general solution to the differential equation
Be sure to account for all ω.
7. Find the solution to the system
8. Find the general solution to the differential equation
9. Find the general solution to the differential equation
10. Consider the equation
(a) Find the solution.
(b) Show that y(π) ≈ 3.
. | <urn:uuid:55ad190e-8729-456c-be3e-c20620031034> | CC-MAIN-2023-14 | https://www1.udel.edu/dedwards/m351/f22hw4.pdf | 2023-03-29T23:43:39+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949035.66/warc/CC-MAIN-20230329213541-20230330003541-00354.warc.gz | 1,196,165,655 | 787 | eng_Latn | eng_Latn | 0.941727 | eng_Latn | 0.987073 | [
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THE HOLOCAUST IN POLAND
Polish Jewry was devastated during the Holocaust. In the space of six years, 95% or more of Poland's Jewish population was murdered and centuries of Jewish history and culture were razed.
World War II began when Germany invaded Poland on September 1, 1939. Between then and the time Warsaw surrendered on September 27, the German military had murdered approximately 20,000 Jews and bombed approximately 50,000 Jewish-owned factories, workshops and stores in more than 120 Jewish communities.
With its conquest, Poland was divided into three parts. Western and north central Poland (the districts of Pomerania, Brandenburg, Saxony, Upper and Lower Silesia and Danzig), with their ethnic German populations, were annexed to the German Reich and became part of Greater Germany. Their Jewish and Polish ethnic inhabitants were deported eastward into the central region, while the German ethnic inhabitants of the Baltic areas were moved in to replace them. South central Poland (the largest district, which included the cities of Lublin, Krakow, and Warsaw) became a German colony called the General Government (Generalgouvernment) under Governor-General Hans Frank. Eastern Poland (with a Jewish population of about 1 million) was occupied by the Soviet Union, in keeping with the German-Soviet Treaty of Non-Aggression that had been signed on August 23, 1939, a week before the war started.
Within months of the occupation, the Nazis began to target the Jews. Several hundred synagogues were destroyed and restrictions were placed on Polish Jews. All Jewish stores were forced to display a Star of David. Upon doing so, they were raided and forced to pay large sums of money to the Germans. Jews were not allowed to own bank accounts and there were limits on the amount of cash they could store in their homes. Jews were not allowed in to work in textiles and leather.
By orders of the Wehrmacht (the German Army), Jews and Poles of Jews of military age at the time of the invasion were arrested and subsequently murdered. On October 26, 1939 Hans Frank introduced compulsory labor for Jews aged 14 to 60. On November 23, 1939 the wearing of the Jewish star is made compulsory throughout occupied Poland for all Jews over the age of ten.
THE GHETTOS
In order to separate the Jews from the rest of society, the Nazis deported Jews from the Polish countryside and concentrated them in the towns and cities of the General Government in areas accessible to railroad transport.
The first ghetto was established in October 1939 in Piotrków Trybunalksi. Within a year, by late fall of 1940, the Nazis had established hundreds of ghettos in Poland. The largest ones were in Warsaw, Lodz, Kraków, Lublin, Lwow and Radom. Within another year, after their June 1941 invasion of the Polish territories that had been annexed by Soviet Union at the outbreak of the war, the Nazis established hundreds of ghettos in the former Soviet territories, too. The ghettos in Bialystok, Czestochowa, Kovno, Minsk, and Vilna were the largest of these.
The Nazis forced all Jews and all the people they defined as Jews to move into the ghettos, leaving behind their homes, jobs, and most of their possessions and property. Most people were given very little time to pack up and move into the ghettos - for example, the Jews of Warsaw were given 10 days (October 12- October 31, 1940). In smaller communities, they were often given even less time -- 2 days or even a few hours.
The Nazis also restricted how much people could take with them. Sometimes this was limited to how much they could pack into a wagon, wheelbarrow, or carriage. Sometimes this was limited to how much each individual could carry in a couple of suitcases or knapsacks, thus, most people entering the ghettos were very poor.
In the bigger cities, the Nazis surrounded the ghettos with walls of brick, cement, barbed wire or wood and kept all entrances and exits locked and guarded and executed anyone caught trying to leave.
Each ghetto had a Jewish community council called a Judenrat. Its members were chosen by the Nazis and its job was to oversee daily operations and activities. Many ghettos also had Jewish police forces, which were used to enforce Nazi regulations.
Conditions in all the ghettos were so brutal that daily life became a constant struggle with death. First among these was overcrowding. The large ghettos were extremely overcrowded. For example, by 1941, in the Warsaw Ghetto, the Nazis confined more than 400,000 people in an area of about 100 square blocks – or an average of 7 persons per room.
Lack of food was a constant problem. In most Polish ghettos, the Nazis allowed only 184 calories per person per day. If people wanted more food, they had to buy it illegally on the "black market." Such food was very expensive, because it had to be smuggled into the ghettos secretly at great risk, since smuggling was punishable by death. Most Jews had no money with which to buy extra food, and so they went hungry or starved to death. In the larger ghettos, like Warsaw and Lodz, 15% to 20% of the inhabitants starved to death in the first eighteen months.
Contagious diseases, such as typhus and hepatitis, raged virtually unchecked through the ghettos. The overcrowding, especially in the big ghettos, strained sanitary facilities and plumbing. People could not keep themselves or their clothes clean because soap was almost unobtainable and hot water was limited. Nor could they protect themselves from the harsh winters because heating fuel was scarce and worn out clothes and shoes could not be replaced.
The Nazis considered every Jew over the age of ten a raw resource to be used and used up. They forced some people to perform backbreaking manual labor. Others worked long hard hours in ghetto workshops and factories. For this they received nothing more than starvation rations. Still, for a little while, a work permit represented a lifeline when the Nazis began to break up the ghettos and deport people to the death camps. Children had to grow up very quickly. They, too, could be drafted into forced labor details in ghetto workshops and factories or assigned to local duties, like cleaning the streets. Often, especially after older able-bodied people were taken away, children became the sole support of their families.
Terror was a fact of daily life in the ghettos. The Nazis had absolute power of life and death over ghetto inhabitants. They could do whatever they chose to anyone they chose whenever they chose, without having to account for their deeds. People leaving their families in the morning were never sure that they would return to them in the evening.
However, despite the brutality, hardships, and terror, people in the ghettos struggled desperately not just to stay alive but to live. They performed concerts and plays. They organized secret schools and religious observances. They joined political groups and maintained secret presses and radios. They organized soup kitchens, hospitals, and orphanages. They recorded their experiences in poems, diaries, journals, photographs, and art - all of which were forbidden. Some even celebrated marriages.
This concentration of the Jewish population would eventually make it easier for the Nazis to deport them to the death camps. By 1942, all Polish Jews were either confined to ghettos or hiding. That summer, the Nazis began liquidating the ghettos and within 18 months almost all of them had been emptied. Most of the Jews taken out of the ghettos were either murdered in brutal massacres or taken in cattle cars to one of the six death camps in Poland (Chelmno, Treblinka, Belzec, Sobibor, Auschwitz-Birkenau, and Majdanek) where most of them were killed in gas chambers. Only a very small number were "selected" for concentration camps and slave labor camps.
THE "FINAL SOLUTION"
On January 20, 1942, senior officials of the German government met to coordinate various branches of the military and civilian administrative machinery of the Reich into a system for implementing the mass murder of all of European Jewry. They called this "the final solution of the Jewish question."
This meeting, chaired by Reinhard Heydrich and called the Wannsee Conference, made massmurder an official policy of the state and laid the organizational groundwork for the full-scale, comprehensive murder operation, which began immediately after the conference adjourned.
By the spring of 1942, the Nazis had established six death camps in Poland: Chelmno (also called Kulmhof), Treblinka, Majdanek, and Auschwitz-Birkenau. The sites were chosen because they were located in semi-rural areas but were close to railway lines so that the victims could be transported easily. The Germans shipped thousands of Jews to them each day. Within a few hours of their arrival, the Jews had been stripped of their possessions and valuables, gassed to death, and their bodies burned in specially designed crematoriums. The gas used was either carbon monoxide (engine exhaust) piped into gas vans or through stationary engines into gas chambers or Zyklon B, a form of crystalline prussic acid that was also used as an insecticide in some camps.
Chelmno, Sobibor, Belzec, and Treblinka were established almost entirely for the purpose of killing Polish Jewry. Almost all the victims in these four camps were Jews; a few were Roma (Gypsies). Very few individuals survived these four camps, where most victims were gassed immediately upon arrival.
Auschwitz-Birkenau and Majdanek were also concentration camp and slave labor camps. Auschwitz-Birkenau became the killing center where the largest numbers of European Jews and Roma were killed. Majdanek also had numerous Soviet POWs.
In the last months of the war, as the German armies retreated westward in the face of the Soviet advance, the Nazis dragged thousands of starving and sick prisoners from the eastern camps on death marches for hundreds of miles or packed them into cattle cars without food and water on trips that lasted several days or even weeks. By the time these victims reached their final destination - the concentration and slave labor camps in Germany, Austria, and Czechoslovakia most of them were dead. Those who survived the trip found that conditions in the western camps were not only extremely brutal but also chaotic, as there was no food, insufficient enclosed shelters, and typhus and other contagious diseases reached epidemic proportions.
Soviet soldiers, moving westward across the Soviet Union and Poland between July 1944 and January 1945, were the first to liberate major Nazi camps like Majdanek and Auschwitz. At Majdanek in July 1944 they found only a handful of Soviet prisoners of war, a few Poles, and almost no Jews. At Auschwitz-Birkenau, in January 1947, they found only 7,650 sick and exhausted prisoners. The others (some 58,000) had been forced westward on death marches. | <urn:uuid:7ceecce6-8af6-44da-adf5-2b28e44c00a4> | CC-MAIN-2023-14 | https://mchekc.org/wp-content/uploads/2021/01/AppendixCPoland.pdf | 2023-03-29T23:01:27+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949035.66/warc/CC-MAIN-20230329213541-20230330003541-00355.warc.gz | 446,349,823 | 2,344 | eng_Latn | eng_Latn | 0.998498 | eng_Latn | 0.998901 | [
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Q. What is a Cross Connection?
A. A cross connection is a permanent or temporary connection between potable drinking water and anything which can pollute or contaminate the water supply.
Q. What is Cross Connection Control?
A. Cross connection control is, simply a program that is designed to take the safeguards necessary to protect one of the worlds most essential assets..... water. Only through education and the combined cooperation, of the public and the water purveyor, can we insure a safe supply of drinking water.
Q. What is backflow?
A. Tallahassee's Water distribution system is designed to keep the water flowing from the distribution system to you the customer. However, when hydraulic conditions within the system deviate from the "normal" conditions, water flow can be reversed. When this backflow happens, contaminated water can enter the distribution system.
Q. What causes backflow?
A. Backflow is possible in two situations, backsiphonage and backpressure. Backsiphonage occurs when there is a sudden reduction in the water pressure in the distribution system, such as during firefighting or when a water main breaks, water flow can be reversed. This can create a suction effect, drawing the non potable substance into the potable water system. Backpressure is created when pressure in a nonpotable system, such as in a recirculating system containing soap, acid, or antifreeze, exceeds that in the potable system that provides make up water to the system. This can force the potable water to reverse its direction of flow through the cross connection. Nonpotable substances can then enter the potable water system.
Q. How can backflow be prevented?
A. The City of Tallahassee recognizes four methods of backflow prevention:
Double Check Valve Assembly
Air Gap
Reduced Pressure Principal Assembly
Pressure Vacuum Breaker Assembly
The Cross Connection Control Section of the Water Quality Division will determine which type of protection is required based on the degree of hazard that the property represents to the potable water supply.
Q. What is a backflow assembly?
A. A backflow prevention assembly is an approved, testable assembly which uses valves, in different configurations, to prevent polluted or contaminated water from reversing direction and flowing backward.
Q. How is an assembly approved?
A. An approved backflow prevention assembly has gone through an approval process at the Foundation for Hydraulic Research and Cross Connection Control at the University of Southern California. This is a two step process consisting of laboratory tests and a twelve month field test. Only assemblies completing the entire testing procedure are recognized by The City of Tallahassee as approved backflow prevention assemblies.
Q. How do I know if I need a backflow prevention assembly?
A. A member of the Cross Connection Control Staff will visit your property to do an evaluation for backflow requirements. You will receive a letter providing you with the guidelines and what action you need to take to insure compliance with the City of Tallahassee's requirements
Q. Is there a general compliance schedule and process?
A. Yes. Unless you make other arrangements with the City of Tallahassee Cross Connection Control Section, the backflow assembly must be in compliance within 45 days from the date of the initial compliance notification. Upon failure to install you will receive a follow up notice. And if after 90 days, you have not responded, you will receive a notice informing you that your water service may be discontinued unless you achieve compliance. If at any time during this process you have a problem meeting this compliance schedule, it is extremely important that you contact the Cross Connection Control Section immediately, at 891-1247, and make special arrangements for an extension.
Q. Who can install a backflow prevention assembly?
A. The installation of the backflow prevention assembly is the responsibility of the customer. The assembly may be installed by a property owner, plumbing contractor, or a general contractor, subject to the Code of Ordinance of the City of Tallahassee, Florida, Chapter 7, Building and Construction. Permits are required to install these assemblies. Permits are issued by The City of Tallahassee Building Inspection Department. Please call 891-7083 for additional information on permits.
Q. Where should a backflow prevention assembly be located?
A. Generally, the backflow prevention assembly must be located as close as possible to the water service connection (typically not to exceed 5 feet), but must remain on private property. Contact the City of Tallahassee Cross Connection Control Section for information on variances.
Q. Who is responsible for the testing and maintenance of the backflow assembly?
A. It is the sole responsibility of the customer to ensure that the assembly is in satisfactory operating condition at all times. The City of Tallahassee Cross Connection Control Section will send notices to the customer advising them when an annual test is required on their backflow assembly. The customer must contact a recognized Backflow Assembly Tester to perform the test. If any repair work or maintenance is performed on the assembly, a recognized Tester must retest the assembly immediately and submit the test results to the Cross Connection Control Section.
Q. How do I find an approved Certified Tester?
A. The City of Tallahassee's list of recognized Assembly Testers can be obtained here or be provided upon request from the Cross Connection Control Section. Due to the fact that test prices vary among testers, you may want to call several Certified Testers to obtain quotes for your test. | <urn:uuid:48cc3478-ff18-4438-ada1-a9c619ca8c08> | CC-MAIN-2023-14 | https://test.talgov.com/Uploads/Public/Documents/you/cccpagequest.pdf | 2023-03-29T22:32:29+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949035.66/warc/CC-MAIN-20230329213541-20230330003541-00355.warc.gz | 629,750,406 | 1,117 | eng_Latn | eng_Latn | 0.994849 | eng_Latn | 0.995106 | [
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STRENGTHENING AND GROWING SAFE ROUTES TO SCHOOL
Transportation Bill Reauthorization Recommendations
Background
The federal Safe Routes to School (SRTS) program was first created in August 2005 through Section 1404 of SAFETEA-LU, and authorized at $612 million in funding over five years, through September 2009. Already more than 4000 elementary and middle schools around the country are benefiting from millions of dollars made available through SRTS, which are awarded through each state's Department of Transportation.
The purpose of this funding is to allow and encourage more children to safely walk and bicycle to school. The bulk of these grants allow schools and communities to retrofit and build roads, sidewalks, bike lanes and pathways to allow children to more safely walk and bicycle to school. A smaller percentage of funding (10 to 30%) supports non-infrastructure activities, including walking and bicycling safety education, driver awareness campaigns, more robust enforcement of speed limits and traffic safety rules, promotional events to encourage more children to walk and bicycle, and more. By improving the safety and prevalence of walking and bicycling to and from school, children and their communities benefit from reduced traffic congestion, better air quality, and healthier lifestyles.
Safe Routes to School: Addressing National Problems
Safe Routes to School programs work to enable more children to safely walk and bicycle to school. Just 15% of children currently walk or bicycle to school today, down from nearly 50% in 1969. Successful Safe Routes to School programs result in a number of wide-ranging benefits for communities, all of which tie into federal priorities:
The Problem
Safe Routes to School Has an Answer
Obesity and Physical Inactivity
* Nearly one-third of all children are overweight or obese or at risk and childhood obesity rates have skyrocketed nearly five-fold in forty years.
For each hour of driving per day, obesity increases 6 percent, but walking for transportation reduces the risk of obesity.
* Less than 20% of adolescents get the Surgeon General's recommended sixty minutes of physical activity a day, and 23% of children get no physical activity a day.
Walking one mile to and from school each day generates two-thirds of the recommended sixty minutes of physical activity a day. Plus, children who walk to school have higher levels of physical activity throughout the day.
Traffic Safety and Congestion
* Approximately 23,000 children age 14 and under were injured and 429 were killed while walking or bicycling in the United States in 2006.
Private vehicles account for half of school trips between 1/4 and 1/2 mile—a distance that is easily covered by walking or bicycling.
* Half of children struck by cars near schools are hit by parents driving other children to school.
* As much as 20 to 30% of morning traffic is generated by parents driving their children to schools.
A California study showed that schools that received SRTS infrastructure improvements yielded walking and bicycling increases that were often in the range of 20 to 200%, and it generated up to a 49% decrease in child bicycle and pedestrian collision rates.
Poor Air Quality and Harmful Car Emissions
* Researchers have found that one in three schools are located in air pollution danger zones. Air pollution can exacerbate chronic respiratory conditions, such as asthma.
* Asthma is on the rise in the United States, with one in ten children now suffering from this disease. 14 million school days are missed each year due to asthma.
Returning to 1969 levels of walking and bicycling to school would save 3.2 billion vehicle miles, 1.5 million tons of carbon dioxide and 89,000 tons of other pollutants—equal to approximately twenty percent of the carbon dioxide savings generated by the entire American public transit system in 2005 or keeping more than 250,000 cars off the road for a year.
Schools that are designed so children can walk and bicycle have measurably better air quality.
Reauthorization Recommendations
The Safe Routes to School National Partnership (SRTSNP) is extremely pleased with the impact that the SRTS program is having around the country. Within months of the passage of SAFETEA-LU, the Federal Highway Administration issued guidance to the states to help them establish their SRTS program guidelines and processes. Three years after the law was originally passed, all states now have coordinators in place and all have issued at least one round of application guidelines. Hundreds of grants have already been awarded, totaling over $350 million and benefiting more than 4,000 local schools across the nation.
Safe Routes to School is essential for helping schoolchildren be safe, healthy, and active on their way to and from school. It also helps communities find solutions to traffic congestion, poor air quality, and high rates of childhood obesity and related diseases. That is why we strongly urge Congress to continue and increase its support for Safe Routes to School in the reauthorization of SAFETEA-LU, and make some small policy improvements to the operation of the SRTS program.
Specifically, the Safe Routes to School National Partnership urges Congress to:
* Increase Funding: At its current funding level of $612 million over five years, demand is far exceeding available funding.
o With the high cost of fuel, school districts all across the country are cutting bus routes. Critical safety improvements are needed at most schools to make walking and bicycling safe for the increased numbers of children who may now have to get to school on their own.
o Nationally, state DOTs are receiving approximately three times as many applications as they can fund—in some states, this ratio is as high as ten times as many applicants as awardees.
o Nationally, the ratio of funding requested to funding awarded is even higher—applicants are requesting approximately five times as much funding as what can be awarded.
o At the current funding level, just 6% of schools around the country can benefit from SRTS funding. And, even in these 6% of schools, they are receiving funding for only a small portion of the needed upgrades and activities to make them safe for student pedestrians and cyclists.
o Across the country, the average grant size is approximately $180,000. It would take over $17 billion to award the average grant to each elementary and middle school to ensure that the most basic safety upgrades and educational and encouragement curriculums are provided.
Based on the demonstrated need and interest for this program, we recommend Congress provide increased funding for SRTS, with the bulk of the funding to be awarded to the states by formula, while reserving 15% for those states that provide matching funds, thereby increasing the reach of federal dollars. States would also be required to ensure funds are distributed in a fair and equitable manner, including low-income communities and urban, rural, and suburban areas.
SAFE ROUTES TO SCHOOL NATIONAL PARTNERSHIP
* Expand Eligibility: Add high schools to eligible applicants ensure that children can continue their habits of walking and bicycling to school as they grow. We also recommend allowing up to 10% of infrastructure funding to be used to create safe routes to bus stops, as long as the bus stops serve a significant number of children and are outside the two-mile radius of the school.
* Reduce Overhead and Delays: Ensure effective use of federal dollars and avoid unnecessary delays in local project implementation by requiring the Federal Highway Administration and States to ease administrative burdens posed by title 23 and the Common Rule guidelines, while retaining protections for labor and the environment. Currently, even small projects are subject to the same rules and regulations as multi-million dollar highway projects, posing challenges and delays for cities, schools, and nonprofits that implement these projects.
* Support Evaluation and Research: Add a strong emphasis on research and evaluation. We recommend Congress require FHWA to create a comprehensive evaluation plan, including regular and reliable data collection, that will allow for the evaluation of the impact of SRTS at the local, state, and national level on all of the legislative goals of the program. Currently, the Federal Highway Administration strongly encourages states to evaluate their projects, but does not require it. We also recommend giving FHWA the authority to conduct research that will advance knowledge about SRTS, either through the research title or by utilizing a 2.5% set-side of overall funding. We also recommend the appointment of a new task force to provide guidance on strategies and progress for the overall implementation and evaluation of the SRTS program.
* Build it Right: Ensure that new roads and schools are built right the first time, with attention to the needs of pedestrians and bicyclists. We recommend that Congress create an intergovernmental working group with representatives from relevant federal and state agencies and other stakeholders to issue recommendations on siting schools in the neighborhoods they serve. We also recommend that Congress require state Departments of Transportation, MPOs and local municipalities to adopt "complete streets" policies to consider the needs of all users—whether walking, bicycling, taking public transportation, or driving—in all transportation projects. This will reduce the number of schools that need SRTS funding in future years to retrofit existing roads and paths.
For more information on these recommendations, please contact Margo Pedroso, Policy Manager, with Safe Routes to School National Partnership, at firstname.lastname@example.org or 301-292-1043.
About the Safe Routes to School National Partnership
Launched in August 2005, the Safe Routes to School National Partnership is a fast-growing network of hundreds of organizations, government agencies and professional groups working to set goals, share best practices, secure funding, and provide educational materials to agencies that implement Safe Routes to School programs. The Safe Routes to School National Partnership's mission is to serve a diverse national community of organizations that advocates for and promotes the practice of safe bicycling and walking to and from schools throughout the United States. www.saferoutespartnership.org | <urn:uuid:1f489383-535a-4f6c-9e1d-8b1d2f354d94> | CC-MAIN-2023-14 | https://saferoutespartnership.org/sites/default/files/pdf/SRTS_reauthorization_recommendations.pdf | 2023-03-29T23:26:12+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949035.66/warc/CC-MAIN-20230329213541-20230330003541-00358.warc.gz | 555,233,629 | 2,064 | eng_Latn | eng_Latn | 0.998232 | eng_Latn | 0.998526 | [
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Using computer software to teach optics
Azita Seyed Fadaei
Department of Physics, Shahid Bahonar Teacher Training Center, Hafez Street, Tehran, Iran.
E-mail: firstname.lastname@example.org
(Received 2 August 2010; accepted 10 September 2010)
Abstract
Learning concepts related to specific phenomena becomes easier and more effective when learners are allowed to experiment them with their own senses. Optics, basic phenomena can be perceived by seeing, although sight is also involved through images, text, video and real life experiments and animation. Science classrooms are filled with the voices of teacher and students, it is clear that communication and learning in the classroom are achieved by more than just linguistic tools. Therefore a learning tool which involves the sense of seeing should be welcomed, specially if it is easy to implement. Two cometer software are used for creating the facility to help students try to explore optics phenomena, at the virtual space.
Keywords: Optics, Computer Software, Looking Glass.
Resumen
Aprender conceptos relacionados a fenómenos específicos se vuelve fácil y más efectivo cuando a los educandos se les permite experimentar con sus propios sentidos. Fenómenos ópticos básicos pueden ser percibidos viendo, aunque la vista está también involucrada a través de imágenes, texto, video y experimentos de la vida real y animación. Las clases de ciencia se llenan con las voces de los maestros y estudiantes, es claro que la comunicación y la enseñanza en el salón de clases es alcanzada por algo más que sólo herramientas lingüísticas. Por lo tanto, una herramienta de enseñanza que involucra al sentido de la vista debe de ser bienvenida, especialmente si es fácil de implementar. Dos programas de software para computadora son usados para crear la facilidad de ayudar a los estudiantes a tratar de explorar fenómenos ópticos en el espacio virtual.
Palabras clave: Óptica, Software Computacional, Vidrio para mirar.
PACS: 01.40.Fk, 42.15.-i, 01.50.H-
I. INTRODUCTION
Research has shown that analogical approaches can enhance students learning. For example the findings of the study indicated that the teacher use of a cart with wheels moving obliquely over different surfaces as an analogy for refraction of light in a Physics class successfully engendered conceptual change in student learning about the refraction of light [1].
ISSN 1870-9095
equations, tables, charts, movies, simulations and other forms of virtual and mathematical expression. In respect of the teaching of light, the teaching about the nature and function of scientific models should occur at the same time geometrical optics is taught as the ray scientific model is used extensively [3].
In addition there are various proposals for teaching approaches and variety of multimedia tools.
In a virtual environment, like computer simulations the learner as the player can control and create situations. Whereas students can only engage in rule-based activities and practice their predictions .Furthermore computer simulations allow the learner to visualize and test their thinking [2].
Especially when two multimedia tools or software are gathered the teaching goals will be accessed easy.
Lat. Am. J. Phys. Educ. Vol. 4, No. 3, Sept. 2010 The natural languages of science is synergistic integration of words, diagrams, pictures, graphs, maps,
In this plan we want students to summarize data from real-world situations by collecting, organizing, and analyzing data, draw statistical inferences from charts, tables and graphs. Use mathematical language and concepts to validate and communicate the solutions to given problems in oral written and graphic forms [4].
These goals of Physics education can be considered by using PowerPoint and Looking Glass software to teach optics. The see tool presented here is based on the Looking Glass (LG). Nevertheless, the fact that the demo of Looking Glass is available on the web, makes it an ideal choice through teaching Optics during the education time(about only one mount in semester) for implementing this see tool. In this experiment the PowerPoint and Looking Glass software are gathered to teach optics in high schools .In this
way the photos from nature and images from LG software can gather and we can plan the lessons by students more attractive. The students are interested in this method, because the usage of this software is easy to learn. Specially, when the Optics lab comes to help us for learning Optics. Many learning activities can be devised using this software application with using camera and PPT (PowerPoint software) and real laboratory experiments. Because of financial and local limitation we try to use only demo version to show the using of electronic teaching does not need many possibilities.
In this plan, the photos from nature and images and movies from LG software and the diagrams and charts are created by PPT and movies form lab and nature can be gathered. In addition the concepts are created by students and it is more attractive .They plan their ideas about nature and express them in the virtual space, this individual activity make them to construct rather than receive. The main steps to plan this method are as follows.
II. PRODUCING MOTIVATIONS
At the first step the students are invited to see and find optical phenomena in the nature, the propagation, reflection and refraction of light. This observation helps them to be ready for the next step of learning optics. Question:
Write two properties of the image of the concave mirror. (FIGURE 1)
Then students are encouraged to presents their answers about questions by taking photo using a camera. Different optics phenomena, including a reflection from plate or spherical mirrors, can be photographed by students. Pictures are presented immediately and the results should be understood by examining the model representation. The students take photos of interested images in mirrors and they can explain the differences between images. (FIGURE 1) The photos may be shown in a computer and video projector but we have a plan!
FIGURE 1. Photos taken by students to distinguish the differences between images in two kinds of mirrors
In this step the students try to do simple experiments and will suggest the relationship between distances of objects and images. The laboratory will be a journey of exploration of the mysterious nature of light. With experiments they study the straight propagation of light, the laws of reflection, refraction and the formation of images in the eye and the perception of distance.
III. USING COMPUTER SOFTWARE IN OPTICS
In this step we want to choose a software to show Optics concepts were considered by students.
Some of the questions can help us to select the user friendly software are:
Is it easy to start using the software?
Are the design comprehensible and the image quality satisfactory?
Is the function of control elements evident?
Are the software requirements clear and of adequate proportion? [5].
When we use Looking glass all of answers are "yes", so it is a good choice to use it.
LG (Looking Glass) is a geometric optics construction set that allows students to create and explore situations involving several objects, lenses, mirrors and images. This software takes an interactive, visual approach to physics. Looking Glass will help students develop an intuition for the effect of lenses and mirrors on light rays. Students will gain a better understanding of the Optics behind the images. By creating and exploring their own lenses and mirrors with Looking Glass, students encounter many of the core concepts in optics. The students can change kinds of mirrors and distances and see the produced images, also they can check their answers for several kinds of images, depends on object distance from mirror, and also find the relation between p, q, f in spherical mirrors.
IV. PLANNING AND SOLVING NUMERICAL OPTICS PROBLEMS
In this step students plan and solve problems of mirrors .In this way they can gain their abilities to organize concepts about Images in mirrors and its formula, how to use it to calculate q and predict the kind of image.
Many of image places in spherical mirrors can be predicted by Eq. (1):
Mathematics is the strong device to find the relation between optical quantities. So in Optics' problems students use this equation. It helps students to understand the behavior of the light through using LG they can compare the mathematical results of solution and the modeling results of light and mirrors in this software. After that they can recognize their mistakes in solution.
In this step we suggest PPT to gather all concepts the students had understood.
PPT (PowerPoint) is a software with these abilities: Slide transition and animation, adding clip art, sound, movies to the presentation. A complexion of all resources (is created by LG) and presenting it (by PPT), is the scientific way to use all of these languages in meaningful and appropriate ways, to be able to functionally integrate them in the conduct of scientific activity. There are strong commonalities in how individuals appear to think about the natural world.
FIGURE 2. (a)A photo of the special kind of image in concave mirror in LG. (b) A print screen of LG on a PPT slide.
Learning scientific knowledge involves a passage from social to personal planes and the process of learning is consequent upon individual sense-making by the learner, learning is mediated by various semiotic resources, the most
Azita Seyed Fadaei important of which is language, graphics, pictures, photos, movies, simulations. They practice concepts by talking to others", and they use it in talking to them in talking to their selves.
V. CONCLUSION
This method can help teachers to teach optics using contents and scenes from LG movies, allow convenient use in ordinary Physics classes, produce moving picture files by capturing scenes from LG. and they can motivate and help students understand Optics principles by collecting documents from LG, scanning materials, using cameras to capture images, capturing and using digital video from nature and lab work, saving LG to media, saving information. And they can make students take part in the learning activities, and present PPT in class.
Results shows the understanding optics concepts could be easier by this method. Especially the comparison of arithmetical and geometrical solution of optics problems can help students to know their mistakes or misconceptions. Questionairs for understanding and finding the arithmetical solution and predicting the correct result for optics problems shows that this method is useful for teaching optics for students. (FIGURE 5)
REFERENCES
[1] Sandra, K., Abell, N., Hand book of research on Science Education (Lawrence Erlbaum Associates, New Jersey, 2007), p. 380.
[2] Park, Y., Teaching and Learning of Physics in cultural contexts, (World Scientific Publishing, Danvers, USA, 2004) p. 324.
[3] Hubber, P., Year 12 Students'Mental Models of the Nature of Light, Proceeding GIREP conference, (2006), pp. 355–361.
[4] Wiley, D., Creating E-Portfolios Using PowerPoint a guide for educators (Sage Publication, L2004) p. 45.
[5] Benedict, M., Report and Recommendations on Available Multimedia Material for Teaching Optics at Schools and at University Level, Proceedings of the European Workshop MPTL-8 (2003). | <urn:uuid:79c59657-b546-405d-978e-14f0204c18d7> | CC-MAIN-2017-30 | http://www.lajpe.org/sep10/434_Azita_Seyed.pdf | 2017-07-24T22:35:51Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00085.warc.gz | 489,305,117 | 2,325 | eng_Latn | eng_Latn | 0.988457 | eng_Latn | 0.995542 | [
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Bug Mania
Rubrics
Level 4
* Student can accurately describe an invertebrate and an arthropod and can list at least four characteristics of insects.
* Student can describe what aquatic macroinvertebrates are, understands that some are pollution tolerant and some are pollution intolerant species, and can describe how this is related to assessment of stream health.
* Student understands the differences between complete and incomplete metamorphosis and can list the different stages of each life cycle.
* Student understands that aquatic microorganisms can be both beneficial and harmful to humans and can list several benefits and problems they cause.
Level 3
* Student can accurately describe an invertebrate and an arthropod and can list at least three characteristics of insects.
* Student can describe what aquatic macroinvertebrates are and understands that diversity of these organisms is an indicator of stream health (without necessarily knowing why).
* Student understands the differences between complete and incomplete metamorphosis and can list some of the stages of each life cycle.
* Student understands that aquatic microorganisms can be both beneficial and harmful to humans and can list at least one benefit and one problem they cause.
Level 2
* Student has difficulty describing either invertebrates or arthropods and can list at least two characteristics of insects.
* Student has a slightly inaccurate definition for aquatic macroinvertebrates and does not realize that diversity of these organisms can indicate stream health.
* Student understands metamorphous but not the differences between complete and incomplete metamorphosis and has trouble listing the different stages of each life cycle.
* Student understands that aquatic microorganisms can be both beneficial and harmful to humans and can list at least one problem they cause, but cannot list any benefits they provide.
Level 1
* Student has difficulty describing either invertebrates or arthropods and has difficulty listing characteristics or examples of insects with accuracy.
* Student has an inaccurate definition for aquatic macroinvertebrates and does not understand how their assessment can relate to stream health.
* Student does not understand metamorphosis or the different stages in the life cycle
* Student understands that microorganisms live in water, but does not understand how they affect humans. | <urn:uuid:ab7bd7c4-81f9-4e43-b103-2026eff3b133> | CC-MAIN-2017-30 | http://phinizycenter.org/wp-content/uploads/2016/08/Bug-Mania-16-17.pdf | 2017-07-24T22:59:20Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00086.warc.gz | 251,667,129 | 438 | eng_Latn | eng_Latn | 0.997409 | eng_Latn | 0.997409 | [
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Interstellar Cinderella
By Deborah Underwood Illustrated by Meg Hunt
A futuristic retelling of a classic tale with a strong female character and a science fiction twist.
Audience:
* K-5
Synopsis:
Told in rhyming four-line stanzas, Interstellar Cinderella is a futuristic retelling of the classic tale with a strong female character and a few twists. Instead of housekeeping, this Cinderella has serious mechanical skills. With the help of her robotic fairy godmother, Cinderella takes off in a special spacesuit and ends up fixing the Prince's broken down starship, leaving only her dropped socket wrench behind as a clue to her identity. Her skill using tools leads her not to marriage, but to a job as the prince's chief mechanic-- her dream come true!
Author Website:
* http://deborahunderwoodbooks.com/index.html
Illustrator Website:
* http://meghunt.com/index
Curricular Connections:
* Figurative language
* Rhyming text
* Folklore retelling
* Vocabulary building/ rich language
* Genre twist on a literary classic
* Determination/Perseverance
* using hands-on/kinesthetic modalities
Lesson Ideas:
* Pair this new Cinderella story with a more traditional telling like that of Charles Perrault, Marcia Brown, Paul Galdone, or Amy Erlich. Focus on how the changing of the setting, in both TIME and PLACE changes the details of the story in several ways.
* Cinderella is a folktale, but putting it in this outer-space setting crosses over into Science Fiction. Discuss Science Fiction as a genre and have students pick out where in the story the elements of science fiction can be found.
* Compare and contrast Interstellar Cinderella with a traditional Cinderella story using a two column chart or Venn Diagram.
For older students, have them rewrite another tradional folktale using a futuristic setting.
*
o Option: use the Fractured Fairytale generator at http://www.readwritethink.org/files/resources/interactives/fairytales/
o Though set in the future, the illustration technique used in Interstellar Cinderella is reminiscent of illustration styles from the 1950's and 1960's. If available, compare some period books or advertising to see how this style may have influenced Meg Hunt in her limited color and stylistic choices for this book.
* Illustrations Analysis
Discussion ideas:
* Which minor characters are robots instead of animals?
* How is present and future technology used in the story?
* How is the identity test to find the real Cinderella different from fitting into a glass slipper?
* How are gender roles different?
* What elements of the traditional story are still present and help make the story feel familiar?
* Talk about Cinderella being a stronger female character in this story.
* Vocabulary – rich language -- examine the use of words and phrases that may not be familiar to students-- (space and technology terms, tool names, etc)
* The ancient Cinderella folktales are thousands of years old and therefore in the public domain. Discuss copyright and intellectual property in relation to this author using someone else's story as the basis for her own.
Online Resources:
* Author/Illustrator Online Interview
* MatthewWinner's Let's Get Busy Podcast with the author: http://www.busylibrarian.com/2015/05/deborah-underwood-lgbpodcast-ep-148.html
http://mrschureads.blogspot.ca/2015/05/the-interstellar-cinderella-trifecta.html
* http://edsitement.neh.gov/lesson-plan/cinderella-folk-tales-variations-plot-and-setting
* http://www.womenyoushouldknow.net/interstellar-cinderella-a-sonic-socket-wrench-totingspaceship-fixing-heroine-who-rescues-the-prince/
* http://archive.adl.org/education/curriculum_connections/spring_2008/
Common Core Anchor Standards:
* CCSS.ELA.Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
* CCSS.ELA.Literacy.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
* CCSS.ELA.Literacy.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Suggested Companion Titles:
o http://www.ala.org/offices/resources/multicultural
* A list of Cinderella retellings can be found here:
o https://dpl.bibliocommons.com/list/share/362500057_dplbooklists_kids/369411977_dp l_cinderella_stories
o The Quiet Book
* Other Books by Deborah Underwood
o The Loud Book
o Here Comes Santa Cat
o Here Comes the Easter Cat
o Here Comes Valentine Cat
o 28 nonfiction titles about people, places, animals and science topics.
o Sugar Plum Ballerinas series co-written with Whoopi Goldberg | <urn:uuid:62465319-76d8-499c-b906-3410c2e35c57> | CC-MAIN-2017-30 | http://maslmd.org/wp-content/uploads/2016/10/Interstellar-Cinderella.pdf | 2017-07-24T22:34:16Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00086.warc.gz | 204,633,797 | 1,108 | eng_Latn | eng_Latn | 0.982591 | eng_Latn | 0.985357 | [
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¿Qué deportes te gustan?
Sort the sports into groups, those you like and those you do not. Then answer the questions below in Spanish.
¿Qué deportes practicas?
¿Qué deportes benefician a la salud?
¿Qué deportes te gusta mirar en la televisión? | <urn:uuid:7b6253e1-9243-46cd-be50-b553c4bcea7e> | CC-MAIN-2017-30 | http://printablespanish.com/freebies/QueDeportes.pdf | 2017-07-24T22:35:29Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00085.warc.gz | 270,034,987 | 62 | eng_Latn | eng_Latn | 0.504467 | eng_Latn | 0.504467 | [
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American Marten Reintroduction FAQ's
Why is the Game Commission considering the reintroduction of American Martens?
* The American Marten is a native species to Pennsylvania that was extirpated 100 years ago due primarily to human caused deforestation.
* Bringing species back to a community where they are currently absent is an important step towards ecological restoration, increasing biodiversity, and returning ecological processes such as seed dispersal or rodent population management.
* Species restoration supports economic growth within the outdoor recreation industry as well as considers the cultural importance to Indigenous peoples.
* The Game Commission found that Pennsylvania does have suitable habitat within the state, that negative impacts to other species and from other species would be minimal, and that the public strongly supports restoration.
Isn't the release of another predator just going to cause or add to the further decline of species such as the wild turkey, northern goshawk, ruffed grouse, Allegheny woodrat, or rabbits?
* As part of the Feasibility Assessment the Game Commission conducted extensive diet research from across the marten's range and found that marten eat primarily rodents, followed by a high percentage of insects and plants. Species such as grouse and rabbits are eaten infrequently while species such as turkey, including eggs and poults, and northern goshawk, were not identified as prey items in the diet research.
* American marten weigh between 1-3 lbs. and are the same size as the American mink and the same length as an adult fox squirrel.
* American martens have large home ranges averaging over 3.2 mi² and populations have relatively low density in comparison to many of the above-mentioned species.
* There is significant range overlap and coexistence with marten and many of these species throughout the northeast and upper mid-west.
* American martens require a diverse and structurally complex forest habitat which aligns with many of the habitat requirements of these species.
Is the American marten a threat to livestock such as chickens?
* No, martens are a species that require un-developed habitat and shy away from any human development. If poultry is protected from weasels and mink, they will be safe from martens.
Will reintroduction of the marten inhibit land management practices such as forestry or oil and gas development?
* No, this will be considered an experimental population and will not be classified as threatened or endangered or a Species of Greatest Conservation Need.
Will there be restrictions on trapping regulations when targeting other species where martens are found?
* No, because Pennsylvania does not allow body-gripping traps outside of an established waterway, martens won't experience mortality from trapping as seen in other states. Although they may accidentally be caught in a foothold, a trapper can easily release them back into the wild. | <urn:uuid:5a5ede38-d583-4535-afe7-8d9f6a79ddf5> | CC-MAIN-2023-14 | https://www.pgc.pa.gov/Wildlife/WildlifeSpecies/Documents/Am%20Marten%20Reintroduction%20FAQs.pdf | 2023-03-29T22:31:19+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949035.66/warc/CC-MAIN-20230329213541-20230330003541-00358.warc.gz | 1,037,766,474 | 572 | eng_Latn | eng_Latn | 0.997592 | eng_Latn | 0.997592 | [
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Newton St Cyres History Group
Christmas Traditions
By the time you read this report, Christmas 2021 will be truly packed away, but our CAHZoom meeting in December was suitably seasonal. On Friday 10 th December, Dr Paul Cleave talked about Christmas Traditions. Dr Cleave is an Honorary Research Fellow at the University of Exeter, and a food historian with a particular interest in Devon. He has addressed the History Group before, on Wartime Recipes and on Christmas Recipes in Devon. If you were there you will remember that he brought samples of the recipes for us to try, but sadly this is not possible in the virtual world.
Dr Cleave started by reminding us that in early December, as he was speaking, the buildup to Christmas and food preparation was going on as it has done for generations – making a cake, puddings, mincemeat and maybe a chocolate log. A main theme of his presentation was to explain how many of these customs are still observed today, although in a different form. Many of the traditions are Victorian in origin, and re-reading 'A Christmas Carol' by Dickens, was recommended for its descriptions of Christmas food.
Using as his some of his sources menus and cookery books from the 20 th century, Dr Cleave mentioned the local connections of a recipe book belonging to Lady Walker, who had lived at The Beehive, and also a book on 'Coping with Christmas' by Fanny and Johnnie Cradock, whose editor, Alison Leach, lived locally for some years. A photo of a typical Devonshire farm kitchen of the 1920s was shown, where food would have been prepared on an open hearth with trivets and a cauldron, although in living memory a Christmas dinner could be taken to the local baker for roasting in his oven.
Another tradition was a 'gooding'. The Western Times reported in 1875 that at Newcombes House in Crediton, on Christmas Eve, the squire would hand out 2/6d or more to anyone who called who was in need, and that many others would do the same. These days the same impulse to help translates into charity giving at Christmas.
Another aspect that links the present with the past is a vegetarian Christmas. It was fascinating to see a 1908 menu featuring lentils, macaroni cheese, stuffed tomatoes, a savoury pie and mock goose for Christmas lunch. This was from 'A Manual of Vegetarian Cookery' by Dr Black, who had moved to Torquay for his health and established the Dartmoor Hotel at Belstone with a vegetarian regime. He acknowledged that the recipes were from his cook.
page 22
During the 1920s, changes in society started to mean that people were having to manage their homes with fewer servants, and this resulted in books on advice, with recipes, being written and published by society ladies. Dr Cleave referred to some of these. Lady Jekyll recommended serving a Lemon Syllabub with Christmas Pudding. On trying out this idea, he found that it worked very well, as the lemon cream cut through the richness of the pudding, and yet still used traditional ingredients. He commented that although the books are nearly a century old, you can get ideas from them.
Lady Jekyll was sister-in-law to Gertrude Jekyll, the famous garden designer, and wrote for The Times on matters such as managing weekend parties and picnics. Mrs Martineau, also a talented gardener and cookery writer, suggested that when children have left home for 'a winter sports holiday', it is good to invite friends and neighbours who are 'waifs and strays' to come to share a Christmas meal.
She describes in detail how to decorate the table and what to serve: chilled grapefruit, a soup, sole with fried banana, turkey with whole chestnuts braised in stock and vegetables, and a Christmas pudding, but also mince pies without a lid and with vanilla ice cream and poached pears as a refreshing combination, cheese straws and then a desert of exotic fruit.
A Victorian game of Snapdragon
'Snapdragons 'was a popular seasonal game at the time, when large muscatel raisins in a dish were heated and flamed in brandy and you had to pick one out of the flames. I have never tried this but it must have used a lot of brandy, I imagine!
These days there are quite a few cookery schools in the south-west, but 1920s Devon had an expensive cookery school, Harcombe House at Uplyme, run by Mrs Winifred Francillon, who wrote 'Good Cookery' as a training manual. The Christmas dinner was a very traditional meal of roast turkey and sausages or goose, sage and onion stuffing, apple sauce, and a rich gravy with bread sauce, all companied buy an array of the usual vegetables. Dr Cleave observed that glossy supermarket magazines today still use these traditional recipes, which hark back to Mrs Beeton.
Another parallel with the present was the option of buying and having delivered a complete Christmas dinner, at least in Exeter. Deller’s Restaurant and Café of Bedford
Street offered Christmas and New Year celebrations, and they specialised in Christmas Puddings, making hundreds, all carefully costed, including the cloth and wrappings. Promotion of British produce and supporting farmers is also nothing new. A Fortnum and Mason catalogue of 1927 features Devonshire Cream and Butter, and they also sold Christmas Hampers, costing from one to five guineas. Buying produce from the British Empire was encouraged. The chef to King George V offering a recipe full of spices, rum and fruit from countries within the empire.
During the Second World War, these rich and lavish recipes were no longer possible, but the government considered that Christmas was very good for morale and rationing was varied accordingly. Suitable recipes were distributed and a 1944 leaflet entitled 'Festive Food' was purposely made bright and cheerful, and even though there was not a great deal of food in the shops. Dr Cleave had been shown, by Bill Mitchell of Mitchell's Bakery, Crediton, papers owned by Bill's father and grandfather, in which were recipes given out to professional bakers from a wartime research bakery.
They recommended ways of making the best use of the ingredients available and adhering to government regulations; for instance, icing on a cake was not allowed. Also from this period were a series of letters, which included Christmas greetings to a young airman from Enterlake Farm, Yeoford, who had been posted to India in autumn 1944, just after his marriage. Together they build up a picture of the preparations for a wartime Christmas, and the detail sheds light on the constraints of the time. The Christmas cake was made late because there were not the ingredients to make it rich enough to keep. There was carol singing to raise money for the Red Cross to buy presents for soldiers, but the children were warned that Santa would not be able to make his usual journey and there would be fewer presents for them.
Dr Cleave ended by comparing present-day advice and recipes with those of earlier years. He quoted an amusing extract from Fanny Cradock's book 'Christmas Countdown' from January throughout the year, and saying that without preparations, Christmas can be 'sheer hell for the average wife and mum'! Nevertheless, the planning and looking forward to Christmas, with food being central, is handed on from generation to generation. Although things evolve, many are elements endure.
There were interested questions after the talk ended, and it was a most fascinating and also comforting talk on the way that Christmas food has been enjoyed and celebrated over the years.
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Deborah Sampson
Hello, my name is Deborah Sampson. As a young woman, I dressed myself up as a soldier named Robert to fight in the Continental Army. I was wounded twice, but no one found out that I was a woman. When a doctor discovered my secret, I was released honorably from the military. After the war, with help from Paul Revere, congress granted me retirement money for my service. Later I became a teacher and enjoyed retelling my experiences as a soldier.
Dress like a soldier with a bandaged leg. Carry a musket (provided by program presenter). After speaking, limp back to your chair as if you were hurt from your injury.
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Inspiring the Next Generation of Inn novators
Students, Parents and Educators Speak about Science Education Up
Natio onal Findings on Science Education from Speak k Up 2007
Reported and Contributed by:
Project Tomorrow and PASCO scientific July 2008
www.tomorrow.org
Inspiring the Next Generation of Innovators
Students, Parents and Educators Speak Up about Science Education
EXECUTIVE SUMMARY
Today's leading technological thinkers assert that our nation's people must achieve basic STEM literacy (science, technology, engineering, and math) if we expect to solve the greatest challenges of the 21 st century. While some of today's students will be producers of scientific knowledge, it's likely that the majority will be knowledge consumers. As democratic decision-makers, all consumers will have an important supporting role in the advancement of science, which will include taking-up new technologies, funding research, and critically assessing the validity of new assertions. Solving 21 st century problems will be a collective responsibility.
Today's students, however, see learning science largely as a means to high school graduation. Less than 40 percent see learning science as important for making informed decisions in the future. This perspective might be an outcome of how students are learning science, as curricula are still largely focused on the memorization of facts. Educators and researchers argue that inquiry methods are essential for the development of scientific literacy, yet just one fourth of teachers say they're using these methods. But all is not lost. Students report they are open to learning science and pursuing STEM careers—intrigued by opportunities to participate in hands-on, group-oriented, "fun" experiences, as well as by opportunities to meet with professionals and use professional-level tools. Students are most motivated to learn science when they do authentic science rather than focus only on the knowledge science has already produced.
Methods
This report presents the findings from Project Tomorrow's 2007 Speak Up Survey, informing international discussions about how to improve science learning in the 21 st century through an exploration of student, teacher, parent, and school leader attitudes about science education. Project Tomorrow administered its survey in all 50 United States, the District of Columbia, American Department of Defense Schools, Canada, Mexico, and Australia. The top participating states included: Texas, California, Arizona, Illinois, Alabama, Maryland, North Carolina, Pennsylvania, Florida, and Michigan.
Project Tomorrow surveyed 319,223 K-12 students, 25,544 teachers, 19,726 parents, and 3,263 school leaders. Respondents were from 3,729 schools and 867 districts. Ninety-seven percent were from public schools; three percent were from private schools. School locations were 32 percent urban, 40 percent suburban, and 29 percent rural. Forty-three percent of the schools were Title I eligible, and 29 percent had a more than 50 percent minority population attending.
In addition to data, this report includes quotes from student and teacher replies to open-ended questions about their especially interesting or fun learning experiences in science and math. As appropriate, the quotes were edited for spelling, grammar, and length. Project Tomorrow also included quotes from its "Innovators' Road Trip" program, which were from evaluations written by student and parent participants, grades 9-12, who attend high school in Orange County, California.
Highlights from Project Tomorrow's 2007 Speak Up Survey
* Fifty-seven percent of K-12 school administrators gave a passing grade to their school for preparing students for jobs of the future, but only 47 percent of teachers and 43 percent of parents agreed. Among middle and high school students who assessed themselves as advanced tech-users, only 23 percent indicated that their schools were preparing them well.
* While inquiry-based curricula are seen as one means for students to achieve scientific literacy, in 2007 only 25 percent of science teachers used such curricula in their classrooms. Today's students will be expected to collaboratively tackle 21 st century problems, yet only 16 percent of teachers reported they are assigning projects that help students develop problem-solving skills.
* Students report that their especially fun or interesting learning experiences using science and math have been hands-on and group-oriented.
* When asked about the essential features of their imagined ultimate science classroom, the leading answer for students in grades K-2 and in grades 9-12 was "teachers excited about science." Students in grades 3-5 were more interested in "fun experiments" (69 percent). Other highly essential features for students in grades 3-12 were "real tools" (standard lab and technologybased tools) and being able to do "real research," including online research on computers.
* Teachers reported that the 21 st century tools having the greatest potential to increase student achievement in science specifically are: (1) animations to help students visualize difficult concepts; (2) interactive simulations to practice scientific expertise; (3) standard lab tools and apparatus (such as microscopes and Bunsen burners). If they were to consider integrating the tools into their science instruction, the factors most influencing them would be available funding and the cost of the tools. After funding, "best practices" most influence school leaders to improve science education.
* Most students who participated in the Project Tomorrow Speak Up 2007 survey are open to pursuing a job or career in a STEM field. Thirty-two percent of middle school students and 38 percent of high school students reported they are somewhat or very interested in STEM jobs or careers. Twenty-one percent more students in grades 6-12 indicated "maybe" they are interested in a STEM career. College scholarships, conversational interactions with professionals, visits to STEM companies, using tools professionals use, and hands-on learning opportunities have potential to further students' interest.
Science education in the 21 st century: Blending factlearning with inquiry-based methods to prepare students for varying roles in meeting global challenges
In Project Tomorrow's Speak Up 2007 national survey, most adults agreed that improving science education should be a national priority. School leaders agreed most frequently (84 percent), followed by parents (71 percent) and teachers (69 percent). What it means to "improve science education," however, is a subject of emerging international understanding. Science curricula have traditionally included basic preparation in the three sciences: chemistry, biology, and physics. Science professionals have heavily influenced the design of these curricula, which focus largely on science fact-learning and memorization, to ensure that students develop a foundation to pursue science degrees (Osborne and Dillon, 2008).
Some STEM professionals, academics, and technology thinkers assert that preparing students to solve 21 st century problems will require a far different strategy. Science education must—now more than ever—expand to help students as they prepare for their role as consumers of scientific knowledge. In addition to students actually doing authentic science, in which they ask their own questions and answer them using a variety of scientific methods, students must also learn about science – its "big ideas," range of methods, fundamental practices and relevance to everyday life. This is especially true for future nonscientists, who are arguably the majority of today's students (Reinhold, 1990). It is also true for future scientists who are increasingly specialized in their fields. Specialization requires scientists to properly evaluate knowledge generated in fields outside of their focus (Osborne, 2007).
What makes a good knowledge consumer? Wellcome Trust, an independent charity funding new curriculum development in the United Kingdom, contends that scientific literacy is essential to participation in a 21 st century democracy:
Scientifically literate citizens should be able to understand the important ideas of science and their impact on our environment and culture, so that they can appreciate why these ideas are valued. They should be able to evaluate sources of information and assess risk and probability both in order…to make personal decisions, and to take part in democratic discussions. They should also be able to respond critically to media reports of science, and hold and argue an opinion on issues with a science component.
21 st century STEM careers: What global problems are today's students preparing to address?
In February 2008, the US National Academy of Engineering released the Grand Challenges for Engineers in the next half century, as determined by an international group including 18 of today's leading technology thinkers.
The leaders asserted that STEM education must help today's students prepare to be both consumers and producers of knowledge in conquering old and new threats to personal and public health. Among other things, today's students will work to:
* Make solar energy economical
* Provide energy from fusion
* Provide access to clean water
* Reverse engineer the brain
* Advance personalized learning
* Develop carbon sequestration methods
* Restore and improve urban infrastructure
* Engineer the tools of scientific discovery
* Advance health informatics
* Prevent nuclear terror
* Engineer better medicines
* Enhance virtual reality
* Manage the nitrogen cycle
* Secure cyberspace
More information: www.engineeringchallenges.org
And they should have the foundation to acquire further scientific knowledge throughout their lifetimes.
The US National Academy of Engineering likewise states that engineers and educators, among others,
"Jobs in the 21 st century, even those outside STEM fields, will increasingly demand a technologically literate workforce. All students must have basic STEM literacy in order to be full and active participants in our increasingly technologybased democracy."
must "encourage and promote improved STEM education in the schools and enhanced flow of technical information to the public at large—conveying not just the facts of science and engineering, but also an appreciation of the ways that scientists and engineers acquire the knowledge and tools required to meet society's needs." Securing funding and political support for the advancement and adoption of new technologies is necessary for addressing the challenges citizens face in the 21 st century. According to the United States National Science Board, this will require public understanding of how science, technology, engineering, and math together inform our knowledge of the material world. They will also need to understand that there is no absolute certainty.
United States National Science Board October 2007
Inquiry-based curricula, designed to put students in selfdirected situations to learn about science, is increasingly seen by academics and educators as one means to scientific literacy for the 21 st century. The Center for Inquiry-Based
Learning at Duke University explains, "In [inquiry-based learning] situations, students take the initiative to observe and question phenomena; pose explanations of what they see; devise and conduct tests to support or contradict their theories; analyze data; draw conclusions from experimental data; design and build models; or any combination of these." Yet take-up of inquiry-based learning methods has been slow, partially because conventional structures have not yet adjusted to accommodate the practice. "The inquiry approach, while lauded by educators, is still not prevalent in the classroom. This may be the result of multiple factors, such as amount of classroom time, lack of effective means for students to conduct independent investigations, the difficulty of incorporating abstract concepts with inquiry, and lack of teacher expertise and experience" (Kubicek, 2005).
Project Tomorrow's Speak Up 2007 survey results provide timely insight into these and other discussions about how to improve science education. The results contribute to the public understanding of the skills that students, parents, teachers, and school leaders across the United States report are essential for meeting 21 st century challenges, with specific insights about how their science education contributes to their ability to attain those skills. The results also help explain how students and their parents experience science education, what sort of learning methods they seek and their interest in STEM careers. Teachers' results indicate how they are facilitating science learning, including whether they are employing inquiry-based methods, and their perceived barriers to the implementation of inquiry-based curricula. School leaders (e.g., school and district administrators) report their perspectives about technology use and what influences them to improve science education.
Science education in 2007: Students experience limited connections to skills needed to meet 21 st century challenges.
Students' least important reasons for learning science: informed decision-making, problem solving
Students in grades 6-12 understand they need skills that position them to be good consumers of STEM knowledge in the 21 st century. They indicated that the five most important skills for their success include the ability to learn new things, creativity, knowing how to use technology effectively, communication skills, and ability to work with people all over the world. Though still strongly supported, the sixth most important skill set was problem-solving and critical thinking (62 percent).
Yet students did not see a connection between learning science and attaining these skills. Only 38 percent thought learning science would help them to make informed decisions in the future, and just 40 percent saw it as a means to developing problem-solving and critical thinking skills. Twelve percent of students said learning science is not important for their future. For most, learning science is important simply because it is required. They need to learn science, or at least earn science credits, in order to graduate from high school (57 percent) and get into college (56 percent).
Among parents of students in grades K-12, the most important reason for their children to have a good understanding of science is for problem solving and critical thinking. Only 36 percent of parents thought so, however. About one quarter of parents indicated that a good understanding of science is needed for their children to be successful.
Less than half of students, teachers, and parents reported their school was preparing students for 21 st century jobs.
While 57 percent of K-12 school administrators gave a passing grade to their school for preparing students for jobs of the future, only 47 percent of teachers and 43 percent of parents agreed. Teachers with students closer to professional life were less likely than teachers of younger students to report that their school was doing a good job of preparing students for 21 st century jobs, as is illustrated in Figure One on page six.
Teachers and students who assessed themselves as "advanced" tech-users were least likely to indicate their schools were doing a good job, compared to "average" and "beginner-level" users. Advanced-level teachers were two times as likely as other teachers to say their schools were not preparing students for future jobs. Among the self-assessed "advanced" middle and high school students, only 23 percent indicated that their schools were preparing them well.
"We must prepare students for jobs that are not yet in existence. To do this, the most important thing they can learn is to think . Of absolute necessity are classes that include open-ended questioning, creativity, and problemsolving . . .These all lead to deeper and more complex ways of thinking."
Female special education teacher Los Lunas Middle School Los Lunas, New Mexico
One in four science teachers use inquiry-based investigations to guide student learning.
Doing a "good job" of preparing students for future jobs may require helping students achieve scientific literacy. As described earlier, inquiry-based curricula are seen as one means for students to learn about science. In 2007, however, only 25 percent of science teachers used such curricula in their classrooms. Today's students will be expected to collectively tackle 21 st century problems, yet only 16 percent of teachers reported they are assigning projects that help students develop problem-solving skills.
Teachers' most-used strategies for teaching science vary by grade level. Hands-on activities were the most frequently employed strategy among teachers of elementary (grades K-5) and middle school (grades 6-8) students. Elementary school teachers also frequently used inquiry-based investigations and
"I love labs in science. It is not like taking notes, which is really boring for me. [Labs] get me understanding more because I can be active. I think that many like to be active to learn."
kit-based materials. Lecturing was not among the top five strategies primarily used by elementary school teachers.
Girl, eighth grade Notre Dame Preparatory School Towson, Maryland
In contrast, middle school teachers' second and third mostused strategies were lecturing and "making it relevant." They also frequently employed inquiry-based investigations and demonstration lessons. High school teachers most frequently lectured, and then employed hands-on activities and "making science relevant."
The strategies teachers use also vary by their technological capabilities. Teachers who assessed themselves as "advanced" are far more likely to explore scientific concepts using multimedia, interactive simulations, and probeware 1 than those who assessed
1 Prevailing views of using probeware in science assume that students use electronic sensors and computing technologies to collect, visualize, analyze and present data.
themselves as "average" or "beginner-level" users (47 percent compared to 29 percent and 17 percent, respectively). Eleven percent of the advanced group is using probeware in the classroom to facilitate the collection, visualization, analysis, and presentation of scientific data, but only five percent of the average-level users and two percent of beginner-level users are doing the same.
K-12 teachers reported that the barriers to further incorporating inquiry-based methods into their classroom are lack of time (23 percent), inadequate equipment or materials (16 percent), lack of funding to purchase materials (14 percent), pressure to conform to "prescribed" curriculum (12 percent), district and/or school focus on state science assessments (11 percent), and inadequate space to conduct scientific investigations (10 percent).
Students have few opportunities to use technology for school work in the easily-accessible, highlyinteractive and customized ways they use it outside of school, but teachers are open to change.
While school administrators aim to protect young people with firewalls and filters, students report that the tools are blocking Web sites they need for learning. In 2007, this was high school students' number one obstacle to using technology at their schools (53 percent). For middle school students, two obstacles tied for the greatest barrier (39 percent each): "there are rules against using technology at school" and "teachers limit technology use." It's likely that when students face obstacles to using technology at school, they also face obstacles to inquiry-based learning opportunities which can include online research, visualizations, and games.
Students reported that other major obstacles to using technology at school are not being able to access email accounts and slow Internet access. Perhaps these are the reasons why just 34 percent of teachers communicate with students via email. Teachers are certainly online; just not with students. Ninety
"Students need to understand what they are learning, not just apply rote knowledge. In order to facilitate this learning, games and technology must be utilized."
percent of teachers, parents, and school leaders use email to communicate with one another about school.
Female math teacher Marine View Middle School Huntington Beach, California
Students' increased access to mobile computing devices might now mean that the instruments in their backpacks and pockets—not to mention their high-speed Internet at home (which 90 percent of them have, according to parents)—are far more useful to them for learning and communicating than the tools at school. Sixty-five percent of students in grades 9-12 said their school could make it easier for them to work electronically by allowing them to use their own laptop, cell phone, or other mobile device. Sixty-six percent of school leaders and 51 percent of teachers said the most significant benefit of incorporating such devices into instruction would be to increase student engagement in school and learning.
Games could also increase student engagement, according to 65 percent of teachers. Outside of school, 64 percent of students in grades K-12 regularly play online or electronics-based games. Besides winning, students reported that they like to play because of the competition with their peers (48 percent). Middle and high school students indicated that they like finding ways to be successful at the games (46
percent) and the high level of interactivity (44 percent). About half reported that the value of gaming technologies for learning is that games make it easier to understand difficult concepts and would engage them more in the subject. Fifty-six percent of students in grades K-2 reported that gaming would help them learn more about a subject.
Just 11 percent of K-12 teachers reported they are incorporating gaming into their instruction, but over half said they would be interested in learning more about integrating gaming technologies into the classroom. Forty-six percent said they would also be interested in professional development to help them bring gaming into their practices. Without differentiation by gender, subject taught, or years of experience, teachers thought games could address different learning styles (65 percent), focus on
"Learning games that provide an opportunity to explore topics and receive instant feedback, as well as do so in an entertaining and fun manner, could increase student productivity in the classroom, especially for those who struggle with learning from direct instruction techniques. I would like to see an increase in well developed math and science educational games that can be implemented in classroom settings, as well as open up possibilities for personal study or homework."
Male math teacher Mountain View Youth Development Center Charleston, Maine student-centered learning (47 percent), and develop problem-solving and critical thinking skills (40 percent).
Students reported their most interesting science-learning experiences are hands-on and grouporiented.
Just two percent of teachers indicated that a barrier to teaching inquiry-based science is lack of student
"My all-time favorite science project was from last year. My teacher let us go into groups and we had to build a bridge out of toothpicks. But he made it challenging because he made it as if we were real builders."
Girl, ninth grade Melbourne Senior High School Melbourne, Florida interest. In an open-ended question, Project Tomorrow asked students in grades 3-12 to describe an especially interesting or favorite learning experience in science or math. Some students suggested that science can be inherently interesting, but a large number reported that their science and math curricula—as employed in their learning environments—are often not. A large portion of K-12 students who have experienced hands-on, tangible activities and group-oriented learning methods in STEM subjects found them to be the most interesting. For some, having a choice between individuallyoriented learning, such as working on a research-project on a computer over time, or working in groups was best. Students
also communicated that, in their preferred situations, learning is fun.
"I liked it when I did a project on some of the animals from Florida. I was able to work alone and on the computer. I love projects about studying animals and their natural habitat. I would like to tell about how much fun it is to either work in groups or [alone]."
Girl, sixth grade
Lewis Carroll Elementary School - Brevard County, Florida
"Last year in Geometry, our final project was to build a scale model of an actual house. This project was different from the same old boring posterboard and essay projects that we're always doing and allowed me to use my creativity."
Boy, 11 th grade Eleanor Roosevelt High School - Greenbelt, Maryland
"My favorite science activity was when we experimented with water and corks. I like it because it is not hard-core learning that stresses me out; I can just play with things and learn at my own pace while interacting with my group members."
Girl, fifth grade Newport Coast Elementary School - Newport Beach, California
Additionally, middle and high school students frequently mentioned their most interesting learning experiences involved using interactive and advanced technology tools and engaging in activities with real-world relevance. Other interesting experiences included teaching other students, learning outside of their normal environment, such as having class time outdoors, or doing something unusual inside their classrooms, such as moving around. Students also appreciated when science and math teachers worked together to assign one creative project that employed skills from—and earned credit for—both courses.
Students in grades 3-5 placed a lot of value on fun activities, particularly when the activities yielded unexpected results, such as a battery and two wires lighting up a light bulb. Activities that gave them a sense of accomplishment, and especially new activities they had never done before, such as "dissecting owl pellets," were favorites. This age group persistently said that their most fun activities were also the most academically challenging.
"Excited teachers," "fun experiments," and "real" tools and experiences might boost students' interest and achievement in science.
Essential features of students' "ultimate science classroom" overlap with the experiences they said were most fun or interesting in their 2007 science learning. The most essential feature among students in grades K-2 and in grades 9-12 was "teachers excited about science." Of all the choices, "excited teachers" was also the factor K-12 parents indicated would have the greatest impact on improving their children's science education. In fact, almost half of students in grades K-2 who reported they did not like science said if "teachers made it fun" their interest would
For science and math learning, challenging activities are also the most fun.
Many students in grades three to five clearly like a challenge, especially when the "hard" task involved creativity and inquiry.
***
"My favorite lesson is when the science teacher taught us how to make some pennies clean. What makes it my favorite is that it is very challenging and it uses many thinking [skills].
Boy, fourth grade Armstrong G. Elementary Intl. Studies Chicago, Illinois
"[I liked] the activity where we had to make up and solve our own math problems. It's my favorite because it challenges me. Making sure I don't give myself easy problems is really hard."
Boy, third grade Windsor Hills Elementary School Baltimore, Maryland
"My favorite [science] activity would probably be this year when . . . we had to see if we could light a light bulb using a D-cell [battery], mini light bulb, and two wires. We actually could but it was very difficult. You had to be very creative."
Girl, fourth grade Roy O. Andersen Elementary Newport Beach, California
"My favorite is a science project called [Biome in a Box—ecology]. This is my favorite because I get to challenge my brain."
Girl, fifth grade Pasteur Elementary School Chicago, Illinois
increase. Students in grades 3-5 were far more interested in "fun experiments" (69 percent), however. "Excited teachers" were the fifth highest answer for this age cohort (41 percent).
"Working with other students on projects" was the second most important feature for middle and high school students (53 percent) and third most important for students in grades 3-5 (44 percent). Only 30 percent of parents thought the ability to work in groups was important, however. It's possible that group work is a more valuable approach for 21 st century learners, who are able to call on one another easily via online communication. Since they are expected to work collaboratively as consumers and producers of scientific knowledge in the 21 st century, working well in groups is likely to be an important skill.
Just one in five students said "reading the science textbook" was essential for their "ultimate science classroom." Students who reported that science is not important to their future were more likely than other students to report that reading a textbook is essential (32 percent of high school students; 35 percent of middle school students).
Students seek fewer poster-board projects and more "real" tools that professionals use.
Other highly essential features of the "ultimate science classroom" for students in grades 3-12 were "real tools" (standard lab and technology-based tools) and being able to do "real research," including online research on computers. For middle and high school students, animations for visualizing difficult concepts and interactive simulation tools were also important, as illustrated in Figure Two.
As described earlier, middle and high school students frequently mentioned that their most interesting learning experiences in science and math courses involved using interactive and advanced technology tools and engaging in activities with real-world relevance. They urged educators to make learning more interesting by "ditching" the poster-board projects and embracing the varying technologies and professional-level tools available for learning, including standard lab equipment such as microscopes, visualization and animation software, and computers and the Internet for online research. The students' remarks further reinforce their idea that using "real tools" would be an essential part of an ultimate science classroom.
"Last year in geometry, our final project was to build a scale model of an actual house. This project was different from the same old boring poster board and essay projects that we're always doing and allowed me to use my creativity."
Boy, 11th grade - Eleanor Roosevelt High School - Greenbelt, Maryland
"In my chemistry honors class we were assigned an online research paper. This was very interesting because it allowed us to utilize the Internet and to discover how chemistry is used every day, whether it be in the kitchen or in medicine."
Girl, 10th grade -Florida Virtual School
"In math, we are using a new program called Geometer's SketchPad® [a mathematics visualization software application]. I like it because it is using our laptops and extends math past the textbook and paper."
Girl, 10th grade - Notre Dame Preparatory School - Towson, Maryland
"I like working hands-on in a science setting where we have telescopes and advanced technology to help us in what we are studying. I feel that this helps us really understand what we are learning. I also feel that this will help us enjoy science more."
Girl, seventh grade Cardinal Pacelli Elementary School Cincinnati, Ohio
Students in all grades K-12, along with their teachers, indicated that laptops are the most essential tool needed in their imagined "ultimate school." Likewise, school leaders indicated laptops were the tool with the greatest potential for increasing student achievement and success. Parents ranked laptops eighth, however, when Project Tomorrow asked where they would invest their school's technology funds to boost student achievement.
Parents would invest in students' access to online databases for research (53 percent), which was the second choice among students, teachers, and school leaders for their "ultimate school." Parents would equally commit financial resources to "online access to classroom materials, lectures, and resources." Perhaps asserting that more information is key to their ability to co-facilitate their children's learning at home, parents would next invest to streamline families' communication with teachers (45 percent). This includes portals that provide parents with information about their children's attendance, grades, and school calendars (48 percent).
Teachers reported that if integrating 21 st century tools or strategies into their classrooms they would be most influenced by funding availability, followed by ease of integration into the classroom.
In addition to selecting tools essential for an ultimate school, teachers chose which 21 st century tools have the greatest potential to increase student achievement in science specifically. Their top three tools overlapped with students' ideas: (1) animations to help students visualize difficult concepts;
(2) interactive simulations to practice scientific expertise; (3) standard lab tools and apparatus (such as microscopes and Bunsen burners). The responses were the same despite teachers' years of experience and self-assessed technological ability, although more advanced users sensed the tools—even standard lab tools—would be useful in increasing achievement than beginner users.
| 21st century tool | Advanced-level | Average-level |
|---|---|---|
| Animations | 51% | 43% |
| Simulations | 50% | 40% |
| Standard tools | 42% | 36% |
| Projection systems | 39% | 28% |
| Interactive whiteboards | 38% | 28% |
If considering integrating 21 st century tools into their science instruction, the factor most influencing them would be available funding and the cost of the tools (27 percent). Twenty-four percent responded "ease of integration into the classroom," 15 percent responded "research or best practices" and 14 percent responded "demonstrated improvements in student achievement." Fourteen percent also said they would consider the supporting curricular resources such as teaching guides, lesson plans, and Web sites.
"Science is becoming highly technological. Look into today's careers and provide us with the tools, space, time and money we need (not what we think is fun— what we truly need) to prepare these kids for high-tech jobs."
Female K-2 multiple subject teacher Crestview Elementary - New Boston, Texas
Fifty-eight percent of school leaders indicated that funding is the factor most influencing their plans to improve science education. School leaders also indicated that best practices (44 percent), demonstrated improvements in student achievement (38 percent) and resources to support curriculum (37 percent) are highly influential. Figure Three illustrates the factors influencing this group.
Students are open to STEM careers, and would be further interested given increased interaction with professionals and their tools.
Efforts to increase students' interest in learning science are partially inspired by the global desire for more students to pursue STEM careers. It's useful to know if specific methods or incentives might encourage students more than others. Figure Four illustrates that most students who participated in the Project Tomorrow Speak Up 2007 survey are open to pursuing a job or career in a STEM field.
Thirty-two percent of middle school students and 38 percent of high school students reported they are somewhat or very interested in STEM jobs or careers. Twenty-one percent more students in grades 6-12 indicated "maybe" they are interested in a STEM career. In the same age cohort, 47 percent of students reported that learning science is important because they "might want a job that uses science." More than half of students in grades 3-5 indicated they might want such a job.
Parents, too, are open to STEM careers for their children. More than half of parents said they are likely to encourage their children to pursue a job in a STEM field. Seventy-one percent said their willingness to recommend the STEM field depended on their children's interest in the subjects.
Just 12 percent of students indicated they wouldn't pursue a STEM career because STEM subjects are "not interesting." Only four percent of students in grades 3-8 and three percent of those in grades 9-12 indicated that STEM subjects are "too hard" to be of career interest.
Scholarships, hands-on activities, and exposure to professionals and tools professionals use will stimulate students' interest in STEM careers.
Despite their level of interest in STEM jobs or careers, students indicated that similar strategies would be among the top-five most likely to boost their motivation to pursue a STEM field: college scholarships, using tools professionals use, hands-on learning opportunities, conversational interactions with professionals, and visits to STEM companies. Figure Five illustrates that the students who were more interested in STEM careers are likely to be more intensely motivated to pursue a STEM career when exposed to the various strategies, and that—among the top five strategies—some are likely to be more effective than others depending on the level of interest. It's possible the differences are related to how committed the students are to the idea of pursuing STEM fields and/or how much they sense they need to learn about STEM fields before they pursue them further.
Students who indicated they were "yes" or "somewhat" interested in STEM careers, for example, reported they would be most motivated by scholarships, while students who were "maybe" interested preferred talking with professionals. Using professionals' tools was the second most-motivating factor among the students who said "yes, interested" but fourth for students who said they were "somewhat" or "maybe" interested in STEM careers. Among the "somewhat" and "maybe" interested students, hands-on activities were the second most-motivating.
Conversational interaction with STEM professionals; visits to STEM companies
Just five percent of teachers surveyed indicated that they introduced students to science professionals as an instructional strategy. Yet when Project Tomorrow asked about factors that would increase their interest in STEM careers, middle and high school students clearly indicated that interactions with professionals and professionals' job environments would be highly influential. Three out of the students' top five responses sought direct exposure to professional-level STEM activities and tools, among them, "talking to career professionals about their jobs" (40 percent) and "visiting companies or places where science, technology, engineering or math are used daily" (35 percent). Virtual field trips were slightly less influential than the real visits, appealing to one third of the students.
Gaining exposure to STEM careers via one-time visits and conversational interactions edged out exposure through employment and programmatic experiences. Twenty-eight percent reported a part-time job in the field would increase their interest in STEM fields, although 58 percent of students who said "yes" they were interested in pursuing a STEM career were interested in a part-time job. One quarter indicated that after-school programs would be influential.
Using tools professionals use
Students reported their desire to use professionals' tools. Thirty-eight percent of students indicated that their interest in STEM careers could be improved if they had opportunities to "use advanced technology, laboratory devices, or professional tools." Recall, students also indicated that using professionallevel tools in their science learning environments would be a major factor influencing their interest in learning science.
College scholarships
Scholarships to college for studying STEM subjects would be a real incentive to pursue a STEM career for 38 percent of students. Thirty-one percent of parents said scholarships would influence them to recommend a STEM career to their child.
Students take advantage of "Innovators' Road Trips" to interact with STEM professionals
Putting the Speak Up 2007 findings into practice, Project Tomorrow has been piloting "Innovators' Road Trips" near the organization's home in Orange County, California. The Road Trips are a unique opportunity for high school students to gain a first hand, behind the scenes perspective on careers in the high tech industry through specially structured tours, lab visits and meetings with company and university engineers, technologists and scientists.
Evaluating the 2008 visits to Western Digital, Emulex, and the University of California at Irvine School of Information and Computer Sciences, one student said, "It left a bigger impact on me than I believed it would. I think that engineering is a type of job that will be beneficial to me in the future." Another wrote that the experience "told me to keep an open mind about careers in technology."
Parents of two participants wrote, "It definitely gave our sons a good [perspective] in considering their career options for the future. Our sons are looking forward to the next opportunity to visit and explore the real workplace again."
STEM professionals were equally ecstatic about the opportunity to interact with tomorrow's scientists. Communicating their passion for science, they sensed, is an important way to bring more bright minds into STEM fields.
CEO of Project Tomorrow, Julie Evans, said, ""The 'Innovators' Road Trip' is a win-win for students and business professionals. It gives students the opportunity to ask professionals real questions about their career and career pathway; while providing professionals the opportunity to learn how to promote their profession to students."
"One science thing that I did that was fun was DNA electrophoresis. This project was a smartly applied lesson because it showed a real world use of what we were learning about."
Hands-on learning opportunities
Boy, 10th grade Fairfax County Public Schools Virginia
Thirty-six percent of students reported that hands-on learning opportunities would increase their interest in pursuing a STEM career. Among high school students, this was the most important strategy. Additionally, more than 30 percent of students said their interest would increase with classroom instruction that ties academic material to real world problems.
From Posters to Probeware: Science Education for 21 st Century Learners
For today's students, science is in nearly all of the objects and ideas that surround them (Osborne, 2007). It's in their handheld communication devices, on countless television series featuring forensics, in the games, computer programs, and networking Web sites they spend hours mastering, and in many of the political and moral dilemmas of our time, including the debates about global warming and embryonic stem cell research. Yet in their schools most young people experience science as the memorization and repetition of facts, often culminating in the anything-but-interactive, yet very familiar, poster board projects. As one student put it, "[You] solve a [problem], tell how you did it, and put it all on a poster. Ewww." Students are motivated and interested in science when they get to do hands-on, group-oriented learning, but their opportunities to do so are few.
We expect that students will be able to use 21 st century tools to solve 21 st century problems, and that all will have a role in doing so as citizens of a democracy. The Project Tomorrow Speak Up 2007 findings make clear, however, that while students take science courses and use technology, there is hardly a marriage of the two. Students want to use the technology available to them at home and in their backpacks, but are restricted from doing so at school. Instead they use the schools' equipment, which is not likely to be as up-to-date and high speed. They long to do "real research" using "real tools." They hope, somewhat, for the latest animations and visualization software—even probeware for electronic measurement. Yet they're more focused on what many would consider to be simpler goals, such as improving their access to computers and the Internet to learn science and other subjects. Furthermore, students are open to STEM careers, but sense they need a lot more information about what it is that STEM professionals do. The practice of authentic science is something to which they're simply not well exposed.
School leaders and teachers indicated that when making decisions about improving science education in their schools and classrooms, funding availability is their foremost concern. In today's political and economic climate, it would be easy for educators and others to dismiss any potential for change as very difficult; perhaps not possible. Yet it is this very barrier that might bring about the most creative ideas for moving toward learning environments where students can achieve scientific literacy. If students' home access to technology is better than their in-school access, and STEM companies are willing to host students, how can we take advantage of these opportunities while still enabling students to access to guidance from teachers? With "ease of integration into the classroom" being another major consideration for teachers, in what ways might we adjust conventional school structures (such as class periods, or "seat time") to accommodate the learning methods necessary for achieving STEM literacy?
In answering these and other questions, the challenge before educators, as well as business and policy leaders, is to take seriously the attitudes of students regarding their experience with science learning, as well as their ideas about what would motivate them to decide to learn science and participate as a consumer and/or producer of science outputs in the 21 st century. Learning is something that students do, encouraged and assisted by adults, rather than something adults do—or "deliver"—to students. As humans, and citizens of a democracy, young people choose whether they will learn. Therefore, their motivation must be a central focus. Any strategies for "improving science education" must be aware of this reality, lest they fail to achieve their desired goals.
Works Cited
Center for Inquiry-Based Learning. "What is inquiry?" Duke University. http://www.ciblearning.org/about.inquiry.php
Kubicek, J.P. 2005. "Inquiry-based learning, the nature of science, and computer technology: New possibilities in science education." Canadian Journal of Learning and Technology 31. http://www.cjlt.ca/content/vol31.1/kubicek.html
National Academy of Engineering. February 2008. "Introduction to the Grand Challenges for Engineers." http://www.engineeringchallenges.org/
National Science Board. October 2007. "National Action Plan for Addressing the Critical Needs of the U.S. Science, Technology, Engineering, and Mathematics Education System." http://www.nsf.gov
Osborne, J. 2007."Science Education for the Twenty First Century."Eurasia Journal of Mathematics, Science & Technology Education,3(3): 173-184. http://www.ejmste.com/v3n3/EJMSTE_v3n3_Osborne.pdf
Osborne, J.and J.Dillon. January 2008. "Science Education in Europe: Critical Reflections." Nuffield Foundation.
Reinhold, R. 1990. "Science Under Scrutiny: Losing the Race." New York Times, January 7.
Wellcome Trust. Date N/A. "Science for life: A new GCSE aims to prepare pupils for a life in a world dominated by science." http://www.wellcome.ac.uk/index.htm
Appendix
Students Speak Up about their favorite science and math lessons Selected quotes from Speak Up 2006
Students report they like doing new activities…
My favorite project we did this year is inventions. I liked it because we got to use more of our imagination in doing something that will help or community, ourselves or someone else. 5 th grade girl, Pasteur Elementary School, City of Chicago School Dist 299, IL
My favorite science lesson is doing the experiments and discovering new things. 5th grade girl, Thomas Jefferson Elementary, Baltimore City Public Schools, MD
My favorite project is this year when we dissected owl pellets. I have never dissected anything at all in my life, so when I found out that we would be dissecting owl pellets, I was very excited. 5 th grade girl, Bridge Elementary School, City of Chicago School Dist 299, IL
My favorite science project is the M&M investigation. It is my favorite because it helps me on solving problems and how to investigate.
4th grade girl, Aldridge Elementary School, City of Chicago School Dist 299, IL
My favorite science project is the "Eco System" last year. It was about a week project. It is my favorite because it was the first time I had done a long project.
5
th grade girl, Newport Coast Elementary, Newport-Mesa Unified, CA
I like last year's science fair because I got to see things explode and I got to see things I never thought exist[ed].
5
th grade boy, Bouchet Elementary Math & Science Academy, City of Chicago School Dist 299, IL
The "New And Improved" project because we had to use our imaginations to do this project. We had to use our imagination by making up an invention that we think is going to appear in the future. 5 th grade girl, Govans Elementary, Baltimore City Public Schools, MD
My favorite science project is to do chemicals. It's my favorite because, I like to mix things and see what they form.
4
th grade girl, Solomon Elementary School, City of Chicago School Dist 299, IL
I like science it's really cool you could use tools that you have not seen before or used.
5
th grade girl, Reilly Elementary School, City of Chicago School Dist 299, IL
My favorite subject is science because I learn new things and I like to learn.
3
rd grade boy, Alcott Elementary School, City of Chicago School Dist 299, IL
Students report that science is fun, challenging and unexpected results…
I think science is my favorite project because it helps me learn more then parents and teachers do. 5th grade girl, Haley Elementary Academy, City of Chicago School Dist 299, IL
I like [the] airplane experiment in science because you can see what you did wrong if the airplane doesn't go far enough, and you can hang out with all of your friends. It's a really fun experiment to do in science.
5 th grade girl, Harbor View Elementary, Newport-Mesa Unified, CA
My favorite lesson is when the science teacher taught us how to make some pennies clean. What makes it my favorite is that it is very challenging and it uses my thinking.
4th grade boy, Armstrong G Elementary Int`l Studies, City of Chicago School Dist 299, IL
My favorite science lesson was preparing for the science fair. I did a project on the solar system. Just making the planets was really good for me because my parents made me do it all alone. It was hard but they told me that I could do it and I did.
4 th grade boy, Cecil Elementary, Baltimore City Public Schools, MD
..when we touched liver, hearts, lungs, and brains from a pig. I liked it because it was cool and squishy.
5th grade girl, Bridge Elementary School, City of Chicago School Dist 299, IL
Last year we had a biochemist come in teach us how to mix properlyadded chemicals and substances. It was fun because we all thought it would be boring but when he mixed two chemicals foam started to come out of the beaker and smelled like oranges
7th grade boy, Herbert C. Hoover Middle School, Brevard County School District, FL
I liked the science lesson when we made ice cream to show how you can freeze a liquid and it will become a solid. I liked this because it was fun making the ice cream, and also fun to eat it! 4 th grade girl, Andersen (Roy O.) Elementary, Newport-Mesa Unified, CA
My favorite project from last year was about batteries because it was cool seeing it light up in my hands.
5 th grade boy, Haines Elementary School, City of Chicago School Dist 299, IL
Students' favorite science lessons are interactive and hands-on....
I liked last year's ecosystem and dissecting the owl pellets. I liked dissecting owl pellets because you got to see what the owl ate. The reason I liked the ecosystem was because I liked planting, feeding and caring for stuff.
5 th grade girl, Newport Elementary, Newport-Mesa Unified, CA
Stomp Rocket Lab. It was a fun way of physically understanding physics and put the idea into concrete terms. It was different because it was hands on, outdoors, and something different. 11th grade girl, Eau Gallie High School, Brevard County School District, FL
It was last year in fourth grade we did a science project about plant cells and we had to make them with clay. It is my favorite because you can have fun with working with science and you don't even know your doing science because you have to much fun.
5 th grade boy, Taylor Elementary School, City of Chicago School Dist 299, IL
This year we built rollercoasters. It was a hands-on project, it was fun, and it was a mixture of math and science. We need more hands on activities because you do learn from them and they make learning much more fun.
6th grade girl, Columbia Elementary School, Brevard County School District, FL
Something fun that we did in science was acting like we were bears and we tried to see who would survive the best. It was my favorite because we got to go outside and got to run around. I would tell my school to listen to the children's ideas of they want to do.
6th grade boy, Cardinal Pacelli Elementary School, Archdiocese of Cincinnati, OH
Well in science biology we do experiments online and it's cool. It shows you instead of reading it to you. Start using online activities!
9th grade boy, Miami Sunset Senior High School, Dade County School District, FL
My favorite science lesson is when we used a microscope to see a plant cell. ..I [had] never done before but I realizedhow cool it was! th
5 grade boy, Armstrong G Elementary Int`l Studies, City of Chicago School Dist 299, IL
My favorite science lesson that we did was when we were learning about using the magnifying glasses measuring things with rulers.
3 rd grade girl, Cecil Elementary, Baltimore City Public Schools, MD
We once did a Biology lab by breeding fruit flies and determining which genes were passed [on]. I enjoyed it because it was a hands-on experience.
12th grade girl, Notre Dame Preparatory School, MD
The experiment about sublimation was interesting to me. We used dry ice to see what sublimation was. To make other science activities as fun and interesting as this one, they should have experiments using things that aren't seen everyday.
8th grade girl, Robert C. Fisler, Fullerton Elementary, CA
In physics, we learned about circuits with interactive lessons that were really fun and easy to use. They helped me understand the lessons better. I think if they used that type of lesson again, it would be really fun!
12th grade girl, Florida Virtual High School, Florida Virtual School, FL
For science this year we were put into groups and we had to come up with lyrics to a song based on a real song (example, YMCA). We had to include science terms like atoms, neutrons, protons, and everything having to do with an atom and then we had to explain what each was while singing it to a good tune. I thought it was interesting and a very good way to understand what each part was. It was my favorite because making up songs helps me learn a subject well.
8th grade girl, Cardinal Pacelli Elementary School, Archdiocese of Cincinnati, OH
My favorite project was this year when we had to turn a solid into a liquid into a gas -with a candle, a spoon and ice water. It is my favorite because I never had an experience like this.
5
th grade girl, Govans Elementary, Baltimore City Public Schools, MD
My favorite project was when we rubbed the balloon on our hair and it stuck to some of the objects. It was my favorite project because it was fun and funny and really, really cool. 4 th grade boy, Newport Coast Elementary, Newport-Mesa Unified, CA
My favorite science project was last year and it was about habitats. The project involved making a certain habitat out of a shoe box.I liked this project because it involved artwork and science.
4
th grade boy, Bridge Elementary School, City of Chicago School Dist 299, IL
My favorite science project is when we had to feel the dirt and how it changed when water was splashed on it. What the difference is how you feel the dirt and I love to feel the dirt and play in it. 5 th grade boy, Medfield Heights Elementary, Baltimore City Public Schools, MD
My favorite thing is a project that I did last year and it was about Saturn. It was my favorite becauseI [had] chance to teach someone about what I know about Saturn. th
4 grade girl, Armstrong G Elementary Int`l Studies, City of Chicago School Dist 299, IL
Science is already great the way it is.Kids like science because it has alot of hands on activities and that makes us want to learn more .Math could be more interesting if we did more hands on work. 6th grade girl, Columbia Elementary School, Brevard County School District, FL
I like taking the nature walk. When we took our nature walk we were studying about leafs. For example we were talking about living and non living things.
5th grade girl, James Mosher Elementary, Baltimore City Public Schools, MD
I took Biology last year and one of the things that I remembered very well where we had to grow our own bacteria and fungus and then examine them under a microscope, and I thought it was really cool because learning became truly interactive.
9th grade girl, Florida Virtual High School, Florida Virtual School, FL
In science two years ago we did skits relating to what we learned in class and I thought that was really fun to make a skit and to watch the others. It was also a fun way to learn about real life situations relating to science.
7th grade girl, Notre Dame Preparatory School, MD
Last year in science class we got to dissect a frog, I thought it was a good lesson because we got to finally have a hands on experience. I would like to do more hands on experiences in class. 7th grade girl, Cardinal Pacelli Elementary School, Archdiocese of Cincinnati, OH
Right now in science we are about to launch our rockets we have been working on.This is really cool because it's like a hands-on project.This was different because like we actually got to build it ourselves and it was really, really, really cool
6th grade girl, Briarmeadow Charter, Houston ISD, TX
Students' favorite science lessons encourage exploration…
A science activity that I did this year was quite interesting. I had to keep a log of my family's water use, thinking of everything that used any water. I also had to keep a list of my personal use. I liked it because it involved me in the assignment.
12th grade girl, Florida Virtual High School, Florida Virtual School, FL
I enjoyed making a balloon powered race car for science. This project was especially interesting because we get to be creative and find the best way to make our race car work. I would tell my school that they should have a structured, but yet creative project or lesson so that everyone can find their interests.
7th grade girl, Herbert C. Hoover Middle School, Brevard County School District, FL
This year, we used a USB microscope called the Proscope that let us look closely at objects in science. This is different because we were able to explore on our own rather than be forced to stay within certain boundaries for experiment. If our school let us explore a little more freely in math and science rather than follow set lessons, maybe students would be more apt to listen.
7th grade boy, Robert C. Fisler, Fullerton Elementary, CA
I am currently working on a science research project called the effects of magnetism on electrostatics. I like it because I chose the project and control how I do it.
7th grade boy, Herbert C. Hoover Middle School, Brevard County School District, FL
Drawing the blueprints of my dream house (Geometry). It was fun because I had been imagining this house in my head and it was fun to be able to put on paper. I would tell them to make their lesson short and sweet, like that one because the human brain can absorb so much. 12th grade girl, Florida Virtual High School, Florida Virtual School, FL
I got to make a presentation to teach the rest of my class. I got to teach my classmates and they liked it. Students teaching students would help everyone learn
10th grade boy, Eau Gallie High School, Brevard County School District, FL
My favorite project from last year was the Inquiry project. It is different from other projects because we got to choose what our topic was, and that is why I love it so much. 4 th grade girl, Armstrong G Elementary Int`l Studies, City of Chicago School Dist 299, IL
I designed a theme park using Newton's three laws and other physics terms. 6th grade girl, Tropical Elementary School, Brevard County School District, FL
I made a boat out of straws and tape. I wanted to see how many beans it could hold before it sank. I liked it because I got to build things and test out what I built. I think that my school should have more activities where we can make things.
7th grade boy, Poe Middle, Fairfax County Public Schools, VA
Last year in Geometry, our final project was to build a scale model of an actual house. This project was different from the same old boring poster board and essay projects that we're always doing and allowed me to use my creativity.
11th grade boy, Eleanor Roosevelt High School, Prince George`s County Public Schools, MD
My freshman year of highschool my teacher gave us a project in which we had to develop our own solar powered car. It was my favorite project because we were able to break the common classroom atmosphere and spend time developing something that was our own.
11th grade boy, Melbourne Senior High School, Brevard County School District, FL
I did a science project this year and it was a waterwheel. It was fun because I got to design it and build it.
8th grade girl, Florida Virtual Middle School, Florida Virtual School, FL
Students report they like to work in groups…
I guess it would have to be the one about biomes that were doing right now. It would be my favorite because it is something I can work with friends.
5th grade girl, Pasteur Elementary School, City of Chicago School Dist 299, IL
My favorite thing was making a space ship. It is my favorite because we got to build it… we were in groups making the space ship and because we each brought a thing to make the space ship. th
4 grade girl, Solomon Elementary School, City of Chicago School Dist 299, IL
A favorite science activity I did a while ago was creating a volcano in a group project. Learning how to do new things with fellow classmates is fun and motivational. It makes the students want to put more effort into it and work on the project than individual work.
9th grade boy, High Point High, Prince Georges County Public Schools, MD
I like it when we go into little math groups and so it is easier to learn from your mistakes and the other kids can help you with your problems in math.
6th grade girl, Lewis Carroll Elementary School, Brevard County School District, FL
My favorite activity was when we dissected a frog in 6th grade. I liked how we could see the actual frog not a picture of one. Lessons are fun when you get to work in groups and see actual live things, like animals in science.
7th grade boy, Cardinal Pacelli Elementary School, Archdiocese of Cincinnati, OH
Students' favorite science and math lessons incorporate technology…
I like working hands on in a science setting where we have telescopes and advanced technology to help us in what we are studying. I feel that this helps us really understand what we are learning. I also feel that this well help us enjoy science more.
7th grade girl, Cardinal Pacelli Elementary School, Archdiocese of Cincinnati, OH
My favorite activity was in my science class when we were able to use probes that were hooked up to a computer enabling us as students to measure the acidity of certain chemical. We were also given clues to help us figure out which chemical it was. This was interesting because we were able to work in groups and brainstorm on a puzzle that was mind boggling. It was an interactive assignment that required critical thinking and allowed us to learn while we were having fun. 12th grade girl, Miami Central Senior High School, Dade County School District, FL
A science lesson I did last year that was especially interesting to me was learning about the periodic table through interactive software. What was different about it was that it was online and that the students could interact with it. I would like to tell my school to make the Internet projects more interactive to get the same feel as my favorite activity.
9th grade girl, Notre Dame Preparatory School, MD
In science I like to go to the science lab because you get to work with instruments. I like to work with math because sometimes you get to work with fun activities.
4 th grade girl, Airport Elementary, Weslaco ISD, TX
Last year I liked the inquiry project… because we got to use technology for our research. 4 th grade girl, Armstrong G Elementary Int`l Studies, City of Chicago School Dist 299, IL
In math, we are using a new program called Geometer's SketchPad I like it because it is using our laptops and extends math past the textbook and paper.
10th grade girl, Notre Dame Preparatory School, MD
I enjoyed making charts and PowerPoint presentations for Science and Math projects. These are my favorite subjects, I liked being creative while doing the assignments. I would like to tell my school that having a variety of creative assignments helps to keep learning fun and interesting.
11th grade girl, Florida Virtual High School, Florida Virtual School, FL
I had to create a PowerPoint on an element of my choice in chemistry this year. I chose Carbon. It was especially fun and interesting for me because I enjoyed making the PowerPoint. I love being creative and being able to add creativity to my project was fun.
10th grade girl, Notre Dame Preparatory School, MD
An interesting project would be our science song about atoms and elements. It's my favorite because it was fun and creative unlike all the other boring projects. Let us use laptops to help us with our research
8th grade girl, Cardinal Pacelli Elementary School, Archdiocese of Cincinnati, OH
I really liked doing GeoSketch it is a really good way to figure out rules of Geometry without having a teacher just tell you. It reinforces the concepts.
10th grade girl, Notre Dame Preparatory School, MD
In my anatomy class we frequently do web activities that allow us to see how parts of the body such as muscles, bones, and organs function.
12th grade girl, Notre Dame Preparatory School, MD
We took online tests and quizzes. We also learned lots of things by researching and actually experiencing lots of different things. I don't like to make keynotes, but I love to take photos and make movies out of them, or make music out of garage band.
7th grade girl, Robert C. Fisler, Fullerton Elementary, CA
Students' favorite science lessons are relevant to the world around them...
Last year I had to design a house that was self-sufficient on energy. We had to apply what we learned about energy use of products and apply to a real life situation. I would tell them to make it apply to a real life situation, like we did.
12th grade boy, Melbourne Senior High School, Brevard County School District, FL
My favorite science lesson when we were working on living creatures. These projects make me feel more interested in the world, what is happening in the world and about all kinds of germs. 5th grade girl, Reilly Elementary School, City of Chicago School Dist 299, IL
To make everything interesting to students you should do things with the students that interest them. My favorite thing to do is be hands on because I learn everything much better. 12th grade girl, Space Coast Junior/Senior High School, Brevard County School District, FL
I did a project on an illness for my anatomy class- the most fun part was researching the disease and learning more about the disease. I think all math and science projects can be interesting if they can be applied to real life situations in any way.
11th grade girl, Notre Dame Preparatory School, MD
In biology, we went around the school & took samples from surfaces [and] grew the bacteria in a Petri dish. It helped us get a better view of biology in our lives, which can be hard because bacteria [are] so small. Also, we got to walk around & be creative about where our samples came from. We need more interactive, hands-on activities, especially for chemistry. Chemistry is really hard because you can't even see what you're learning.
10th grade girl, Notre Dame Preparatory School, MD
I had to do an assignment in math about how CDs work, which was easily the most enjoyable and entertaining assignment recently, because it gave me a chance to find out how something that I use every day works. I'd like to tell my school that the assignments like that are the most fun assignments out of all of the ones given to me, because it teaches me about something relating to the subject, but it also makes itfun, in that I learn about how something that I use every day works. 9th grade boy, Florida Virtual High School, Florida Virtual School, FL
I liked this project when we learning about the solar system. I choose to do a model over [an] essay. I made a model of the solar system using Styrofoam balls. The reason why this is my favorite project is because I love making models.
6th grade girl, Sherwood Elementary School, Brevard County School District, FL
A project that I have done this year was a science project that tested what types of material could create snowflakes using Styrofoam cups and dry ice. It was different because the predictions made were very close to the outcomes.
11th grade girl, Eleanor Roosevelt High School, Prince George`s County Public Schools, MD
A science or math lesson that I have done that was especially fun or interesting to me was when I got to make lollipops in Chemistry. The thing that was different about this lesson was that it showed how science can be used in every day life for something,
12th grade girl, Eleanor Roosevelt High School, Prince George`s County Public Schools, MD
I enjoyed making a food commercial in science using the steps of advertising to persuade people to but the item. It was really fun to film and act it out. I would like to do more things like this in the future 6th grade girl, Cardinal PacelliElementary School, Archdiocese of Cincinnati, OH
One Science thing that I did that was fun was DNA electrophoresis. This project was a smartly applied lesson because it showed a real world use of what we were learning about.
10th grade boy, Louise Archer Elementary School, Fairfax County Public Schools, VA
The project itself is not the important part. What is important in ANY subject, and almost always not a part of any of them, is relevance to our lives and our futures. MAKE THEM RELEVANT!
11th grade girl, Florida Virtual High School, Florida Virtual School, FL
Students' favorite science lessons encourage career exploration…
My favorite subject in school is science because it's cool how people experiment on liquids. People like to figure out to make new medicine for people all around the USA. When I grow up I want to be a scientist.
5 th grade girl, Gray Elementary School, City of Chicago School Dist 299, IL
I had to interview an engineer for my engineering class. At first, I didn't want to do it, but the person I interviewed was in chemical engineering, my field of choice. I ended up learning valuable information for my own academic future.
12th grade boy, Miami-Dade Virtual School, Dade County School District, FL
Last year I did a rocketry project for my physical science test. I always have enjoyed using rockets and studying rocketry science and learning how to build these crafts. I would like to do something like this for a job. I want to be an aerospace engineer.
9th grade boy, Palo Verde High School, Clark County School District, NV
About Project Tomorrow's Speak Up Initiative
Speak Up is a national initiative of Project Tomorrow (formerly known as NetDay), the nation's leading education nonprofit organization dedicated to ensuring that today's students are well prepared to be tomorrow's innovators, leaders and engaged citizens of the world. Since fall 2003, the annual Speak Up project has collected and reported on the views of over 1.2 million K-12 students, teachers, administrators and parents representing over 14,000 schools in all 50 states. The Speak Up data represents the largest collection of authentic, unfiltered stakeholder input on education, technology, 21 st century skills, schools of the future and science instruction. Education, business and policy leaders report using the data regularly to inform federal, state and local education programs. For additional information, visit www.tomorrow.org.
About PASCO scientific
PASCO scientific, the sponsor of this report, is a leading developer of innovative, technology-based solutions for hands-on science. PASCO's team of over 165 includes former and current teachers, educational researchers, instructional designers and engineers. Throughout its more than 40-year history, PASCO has focused exclusively on science education—designing, developing and supporting better ways of teaching and learning science. Teachers and students in more than 100 countries throughout the world use PASCO solutions. For additional information, visit http://www.pasco.com/.
About the author
Kim Farris-Berg, who authored this report using data analysis conducted by Project Tomorrow, is an independent consultant working with a variety of clients to involve students as co-creators of education policy and practice. She integrates authentic student voices with current major discussions about how to improve K-12 and higher education. Most recently, Farris-Berg is working to develop online facilitated user networks where young people document their experiences and ideas.
PASCO scientific 10101 Foothills Boulevard Roseville, CA 95747 1-800-772-8700 1-916-786-3800 www.pasco.com
Project Tomorrow 15707 Rockfield Blvd, Suite 330 Irvine, CA 92618 949 609-4660 www.tomorrow.org
"Inspiring the Next Generation of Innovators" is available for download:
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I have never really preached about women in general to my congregation. Serving as a female minister to a community of men and women, I have always felt that my presence as a woman was a strong enough statement in its own right. My church, the Unitarian Church of Montreal, was the first Unitarian church in Canada, founded in 1842. In the 170 years of its history, I am the 11 th settled minister, and the very first woman. I can tell you that it was an adjustment for my congregation. It took them time to get used to having a female minister. The minister before me had been a big, tall man with a booming voice. He could be relaxed in the way he dressed, and in the way he spoke. He was a man, and just being a man gave him immediate authority in the church and in the city. But for me, as a small woman, I had to work hard to claim authority – something I have thankfully gained over the years.
Later today, I will speak during the Women's Ecumenical conference about how our Unitarian Universalist theology tells us that women are equal to men. We believe in the inherent worth and dignity of every person. We honour women just as we honour men. This is central to our faith. But I can tell you that this was a lesson that took me a long time to learn and to fully embody for myself. So, maybe the only story about women that I can tell you is my own story.
I will never forget crossing the border the day I left the United States to immigrate to Canada to become the minister of the church in Montreal. I arrived with all my documents and papers. When I explained that I would be serving as a pastor of a church, the immigration officer, a woman, looked at me in shock. "You are a minister?" she asked. "You, a girl? I mean a woman? You can do that?"
"Yes," I explained. "In my religious tradition, women can be ministers."
To my surprise, the woman smiled, "I wish I could come to your church," she said.
Far away from here, in cold, cold Canada, in the province of Quebec, where I live, the people were once ruled by the Catholic Church for hundreds of years. This is something that the province of Quebec has in common with the Philippines. In our case, it was the French Catholic Church that came to power. At the same time that Spain was colonizing Mexico and the Philippines, France was colonizing the Eastern parts of North America. The French sent their priests and friars to Quebec. They said they were there to "civilize" the people. For hundreds of years, the Catholic Church had complete control over Quebec society. It ran the schools, the hospitals, the social service institutions and, by influence, it ran the government.
Like here, the majority of the people in Quebec were raised as Catholics. They knew no other religion. But all of that changed in the 1970s, when we had what we call the Quiet Revolution. The French-speaking majority took over the government. They took over all of the institutions that had been run by the church. Basically, they threw the Catholic Church out of power. They did it quietly, without violence, through a democratic vote. Overnight, the Church was gone, and thousands of people abandoned the Church, because they were very angry at the Catholic Church and what it had done during all its years in power.
Today, when you talk to older women who grew up during the days when the Catholic Church controlled Quebec, they tell bitter stories. They remember how the village priests had forced them to have many children. It was common for women to have as many as 20 children, because the priests told them it was their responsibility to give birth to as many French Catholic children as possible. The older women remember the cruelty of the priests in the small villages, and how they abused and shamed women. They remember how the priests took their money and their lands. They remember how they were told that they were less than whole, how they were second class citizens who had no rights, who would not be heard. These women's hearts grow cold when they speak of the past and they have told these stories to their daughters. It is hard for them to imagine that religion can be good. They remember too much of the bad. But when they meet a woman who is a minister, their hearts begin to soften. They begin to remember the parts of their faith that still have meaning for them. In those moments, I am especially grateful for this path I have taken.
When I was a child, I never imagined that I could become a minister. My parents were not religious, but they decided it was important for my older brother and I to have some religious education. You see, my mother was Jewish, and my father was half Jewish. His mother, my beloved Grandma Dora (my lola), was a Ukrainian Catholic, who immigrated from Eastern Europe to the United States when she was 13. Growing up, my family often told me that I looked like my Grandma Dora, and that I was as tough as she was. Sometimes that was a compliment, sometimes not.
My Grandma Dora was a brave woman. As a teenager in a strange new country, she lied about her sewing skills and got a job working in a factory that made women's dresses. When my grandma Dora's father died a few years after she arrived in the US, her mother got remarried to a terrible man. He was a cruel and abusive stepfather. To get away from him, my Grandma Dora married my grandpa Manny (my lolo) – a Jewish salesman who sold buttons and ribbons to the factory. Manny rescued Dora from her unhappy life, but their marriage was very unusual for its time. It was rare for a Catholic to marry a Jew, and in the end it wasn't a very happy marriage. My grandparents fought over my father's religious education, and then my grandfather lost his job and never tried to work again. My grandmother courageously left my grandfather and supported herself and her two sons on her own. That too was a very unusual thing for a woman to do at that time.
Still, my father chose to introduce us to his father's religion, even though his parents' fighting had soured him on the idea of God. When I was four years old and my brother was nine years old, my father and mother took us to the Temple, a Jewish synagogue, in our city.
I loved the Temple, and I loved everything about being Jewish. I became very faithful, and I discovered a deep love of God. "When I grow up," I told my family, "I'm going to marry a rabbi." My whole family laughed. They thought it was very funny that I would be so religious. There were no women rabbis or women ministers in those days. I had no role models, so I imagined that marriage was the only way I could live a life of faith.
When my brother turned 13, he decided to leave the Temple. On that same day, my father and mother told me that they did not believe in God. I was shattered and heart broken. All my faith and love of God was torn away from me. They told me that I could continue going to the Temple alone, but I said no. I was only 8 years old. I didn't have the strength to be different from the rest of my family. But that change left a big hole in my heart. I carried that emptiness with me for many years.
Over time, it was my mother who became my greatest role model. Of course I loved her as a small child. She was the centre of my world. We were very close, but as I became a teenager, our relationship became strained. We fought a lot. Maybe this is a very North American thing for daughters and sons to try and distance themselves from their parents. Sometimes, the closer we feel to each other, the harder we fight. I look back and regret my terrible behaviour! Thankfully, my mother was very loving and patient. She also understood about children and how they develop. That was her field of expertise. My mother was a college teacher who worked among the poorest students in the city of Chicago. She taught her students how to become preschool teachers. Although I didn't realize it at the time, her values were very Unitarian Universalist.
She taught her students to honour the good that was inside each child. She showed them through science and through love that children grow and flourish when you don't hit or beat them. Many of her students had been raised to believe that you had to literally beat the devil out of the child. "Spare the rod, spoil the child," is what they had been told. But my mother showed her students how to set limits and how to encourage children to think for themselves. One year, when I was 16, I was a student in my mother's class. For three months, I studied alongside her students and I saw how much they admired and respected her. I began to see my mother in a new light, and I began to learn from her how we can touch people's lives. I know that through her work my mother changed the lives of her students and they in turn changed the lives of their own children and the children they taught. So much goodness rippled out from my mother, touching thousands of lives.
Like my Grandma Dora, it was my mother who really supported our family. My father was a musician and was often out of work. My mother worked hard to made sure there was always a roof over our heads and food on the table. Even with such a strong role model, it took me a long time to find my own voice. I doubted myself for many years, just as my mother often doubted herself, despite all the success she had known. I didn't believe I could be a good student. I didn't think I was smart enough for college, and it was only thanks to some friends who believed in me that I did finally go to university. But then it took me many more years to find my way back to faith and into seminary to study to become a minister.
Thirty-one years ago, I married my husband David. Since David was raised as an Episcopalian and I as a Jew, we needed to find someplace that would be willing to perform a wedding for us. We were so grateful when young Unitarian Universalist minister agreed to marry us. After we were married, my husband longed to find a religious community, but I wasn't sure I could ever feel comfortable as a member of a church. Finally, with my baby son in my arms, we found our way to a Unitarian Universalist Church, close to where we lived at that time. There, in that church's sanctuary, I found myself coming home. Tears came to my eyes as I felt myself reconnecting with God for the first time in so many years. There, among the Unitarian Universalists, I found my faith again and I have never let go. It was the church that gave me the courage to find my voice, and it wasn't long before people were telling me that I would become a minister. "No," I said, "that job is too hard. I could never be a minister."
Yet, something kept calling me – perhaps it was God. It took another 15 years before I felt brave enough, strong enough and ready enough to become a minister. When I finally decided to enter seminary, I called my mother on the phone. I told her my plans and I told her how worried I was. "Mom, maybe I'm too old to do this. I will be almost 50 by the time I finish my schooling and become a minister," I told her. "You'll be fifty anyway," she said. Those words have always reminded me that it is never too late to find your voice or to follow your dreams. Sadly, my mother died just before I graduated from seminary. "Don't worry," she told me during her last days of life, "I'll be there. My body will be gone, but my spirit will be there watching you."
How often we women censor ourselves. Too often we are afraid to speak. Yet how powerful we can be when we do allow ourselves to speak. In seminary I met amazing women who inspired me, who taught me that what I did would matter in the world, that a woman can indeed be a minister. Eight years after my mother's death, and so many years after the death of my Grandma Dora, I am carrying their spirits out into the world. Through all that they taught me, I am touching as many lives as I can, softening the hearts of women in my new found home of Quebec, and coming here to walk among you, as you touch my life. These are such great blessings.
My path has been a long path, but I am grateful for every step. To the women here this morning (and to the men), this is my prayer for all of you: May you never let go of your dreams. May you claim your voices. May you share your strength and encourage the women around you to grow. And may you pass on your courage to your daughters just as you pass it on to your sons. I pray that the spirit of all the brave women you have known bless you, keep you and be with you always.
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1. Which title best completes the partial outline below?
I. __________
A. No government without consent of the governed
B. High cost of defending territories outside the United States
C. United States tradition of non-involvement
A) America's New Immigration Policy
B) Reasons for Overseas Expansion
C) Causes of the Spanish-American War
D) Arguments Opposing Imperialism
2. Base your answer to the following question on the map below and your knowledge of social studies.
Which title would be the most accurate for this map?
A) Ending Colonization in Latin America
B) Promoting Trade with Latin America
C) Humanitarian Aid in the Western Hemisphere
D) United States Intervention in the Caribbean Area
Intervention in Latin America
A) establish new colonies
B) protect economic and security interests
C) raise the living standards of Latin Americans
D) stop the flow of illegal drugs into the United States
3. In the late 19th and early 20th centuries, the United States became involved in Latin America primarily to
Base your answers to questions 4 and 5 on the quotation below and on your knowledge of social studies.
"Chronic wrongdoing . . . may . . . ultimately require intervention by some civilized nation, and . . . adherence . . . to the Monroe Doctrine may force the United States . . . to the exercise of an international police power."
– Theodore Roosevelt, 1904
A) policy of Dollar Diplomacy
B) Big Stick policy
C) conservation policy
D) Peace Corps
4. This statement helped provide justification for President Theodore Roosevelt's use of the
A) Middle East
B) Southeast Asia
C) Soviet Union
D) Latin America
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1. Base your answer to question on the passage below and on your knowledge of social studies .
... The Congress of the United States notwithstanding, and the Supreme Court of the United States notwithstanding, with all deference and respect, I differ with them all, and know that I am right and that they are wrong. The Constitution of the United States as it is protects me. If I could get a practical application of the Constitution it would protect me and all women in the enjoyment of perfect equality of rights everywhere under the shadow of the American flag ....
- Susan B. Anthony, Speech to the Senate
Judiciary Committee, January 23, 1880
The basic problem identified in this speech was addressed in 1920 by
A) a constitutional amendment granting suffrage to women
B) an executive order allowing women to serve in the military
C) a Supreme Court decision granting women additional privacy rights
D) a law allowing women to petition the government
2. The women's rights movement in the early 20th century focused its efforts primarily on securing
A) a cabinet position for a woman
B) reform of prisons
C) civil rights for all minorities
D) suffrage for women
3. What was the main goal of the Seneca Falls Convention (1848)?
A) to obtain equal rights for women
B) to make the public aware of environmental problems
C) to correct the abuses of big business
D) to organize the first labor union in the United States
4. A study of the women's movement in the United States would show that
A) the National Government granted rights to women long before state governments did
B) the gains made by women usually took considerable periods of time
C) women received voting rights before African-American males did
D) wartime employment slowed progress toward gender equality
5. Base your answer to question on the cartoon below and on your knowledge of social studies.
Information in the cartoon most clearly supports the conclusion that by 1914
A) states along the East Coast had granted full voting rights to women
B) women could vote only in state elections
C) most states had approved at least some voting rights for women
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How high school students use time: a visual essay
Mary Dorinda Allard
H igh school students have many demands on their time, and how they choose to spend that time on any given day depends on a variety of factors, such as the age and the sex of the student. Data from the American Time Use Survey (ATUS) show how much time per day, on average, high school students devote to leisure ac tivities, household activities, work, and homework. ATUS data also reveal differences in students' use of time between weekdays and weekend days.
mary (or main) activities. (Information about other activities they were engaged in during these pri mary activities is not collected.) Data were collected throughout 2003–07; however, for this essay, data are restricted to months when most high school students attend school—that is, September through May.
In the ATUS, which is administered to individu als age 15 and older, survey respondents are asked about the activities they performed "yesterday." The survey obtains information about respondents' pri
This essay was prepared by Mary Dorinda Allard, an economist in the Division of Labor Force Statistics, Bu reau of Labor Statistics. E-mail: firstname.lastname@example.org.
All data in this visual essay refer to students ages 15 to 19 who were enrolled full time in high school. While most of the data used here are for those in grades 9 through 12, a small number of eighth-grade students may be included in the estimates.
1. High school students divided the hours of an average schoolday among many activities
Working
Eating
Travel
Other
Sleep
Grooming
Leisure and sports
Educational activities
NOTE: Estimates are for September through May, 2003–07. Schooldays are nonholiday weekdays on which high school students ages 15 to 19 attended class.
Together, sleeping and engaging in educational activities accounted for almost two-thirds of high school stu dents' time on an average schoolday. On average, students slept for 8.1 hours and performed educational activi ties, such as attending class and doing homework, for 7.5 hours. •
Students split the remaining time among a range of activities: leisure and sports activities (4.0 hours); travel (1.1 hours); grooming (0.8 hour); eating (0.8 hour); working (0.5 hour); and other activities, such as volunteering, shopping, and doing household activities (1.2 hours). •
2. Some activities were more popular among male high school students, and other activities were more popular among female high school students
Seventy-nine percent of male high school students watched TV on an average day, compared with 75 percent of female high school students. •
Female high school students were more likely than male high school students to do homework on an average day—50 percent of females did so, compared with 37 percent of males. Female students also were more likely than male students to do household activities (such as housework, cooking, and lawn care)—54 percent of fe males did so on an average day, compared with 37 percent of males. •
Male high school students were more likely than their female counterparts to engage in sports and exercise activities on an average day: 37 percent of males played sports, whereas 21 percent of females did. Forty-three percent of male students and 27 percent of female students played games and/or used a computer for leisure on an average day. •
3. Male and female high school students spent their leisure time differently
Average hours per day
Average hours per day
NOTE: Estimates are for September through May, 2003–07. Data are averages of all days of the week for high school students ages 15 to 19.
Male high school students spent 1.2 hours more doing leisure activities on an average day than did female high school students (5.7 hours, compared with 4.5 hours). •
Male high school students spent more time than female high school students watching TV (2.2 hours, compared with 1.9 hours), playing games and/or using a computer for leisure (1.1 hours, compared with 0.5 hour), and doing sports activities (0.9 hour, compared with 0.4 hour). Female high school students spent slightly more time socializing (1.0 hour) than did their male counterparts (0.8 hour). •
54 Monthly Labor Review • November 2008
4. High school students slept more on Sundays than on any other day of the week
High school students slept more on Sundays (10.7 hours) than they did on any other day of the week, and they slept least on Fridays (8.4 hours). They slept an average of 10.0 hours on Saturdays and 8.7 hours per day Monday through Thursday. •
High school students slept later in the morning on weekend days than they did on weekdays. At 7 a.m. on weekdays, about 25 percent of high school students were asleep, compared with about 85 percent on Saturdays and Sundays. •
On average, high school students went to sleep later on Friday and Saturday nights than they did Sunday through Thursday. At 11 p.m. Sunday through Thursday, about 70 percent of high school students were asleep, as opposed to about 45 percent on Friday and Saturday nights. •
5. High school students spent different amounts of time doing activities on weekdays and weekend days
Average hours spent
doing the activity
Average hours spent
NOTE: Estimates are for September through May, 2003–07. Weekday holidays are excluded. All estimates are for high school students ages 15 to 19.
About 15 percent of high school students worked on an average weekday and an average weekend day. On days that students worked, they spent more time doing so on weekend days than on weekdays (5.0 hours, compared with 3.5 hours). •
Forty-nine percent of high school students did homework on an average weekday, compared with 30 percent on an average weekend day. On days that students did homework, they studied for 2.4 hours on weekend days and 1.7 hours per day on weekdays. •
Seventy-five percent of high school students watched television on an average weekday, compared with 81 per cent on an average weekend day. High school students who watched television did so for almost an hour longer on weekend days (3.3 hours) than they did on weekdays (2.4 hours). •
6. High school students with a parent who had a bachelor's degree or higher were more likely to do homework on an average day
NOTE: Estimates are for September through May, 2003–07, and are for high school students ages 15 to 19 who lived with at least one parent. Data are averages of all days of the week. If the high school student lived with two parents, the educational attainment of parents was determined by the parent with the highest educational attainment.
On an average day, 39 percent of high school students whose parent(s) had less than a bachelor's degree did homework, compared with 52 percent of those with a parent who had a bachelor's degree or higher. •
In addition to being more likely to do homework on an average day, high school students whose parent(s) had higher educational attainment spent more time, on average, doing homework. Twenty-four percent of students with a parent holding a bachelor's degree or higher spent 2 or more hours doing homework, compared with 13 percent of those whose parent(s) held less than a bachelor's degree. •
7. The activities high school students did varied by age
Fifty-one percent of high school students ages 17 to 19 drove on an average day, compared with 25 percent of students ages 15 to 16. •
Older high school students were more likely to work, shop, and do volunteer activities on an average day than were younger high school students. Among students who worked, those ages 17 to 19 worked almost an hour longer than students ages 15 to 16—4.4 hours, compared with 3.5 hours. Regardless of age, high school students who volunteered spent slightly more than 2 hours doing so, and those who shopped did so for about 1 hour. •
High school students ages 15 to 16 were more likely than those ages 17 to 19 to do household activities, play games and/or use a computer for leisure, and engage in sports and exercise activities. •
8. There are many activities that employed high school students were less likely to do on workdays than on nonworkdays
NOTE: Estimates are for September through May, 2003–07, and are for high school students ages 15 to 19. Workdays are days on which high school students did some paid work or income-generating activity, such as babysitting.
Sixty-five percent of employed students watched TV on days that they worked. By contrast, 80 percent of students without a job watched TV on an average day. Among those who watched TV, employed students spent about an hour less doing so on workdays than did students without a job (1.9 hours, compared with 2.8 hours). •
On nonworkdays, 29 percent of employed high school students participated in sports activities. However, on workdays, only 19 percent of employed students played sports. •
Forty-six percent of high school students who were not employed did homework on an average day, compared with about 40 percent of those who were employed. Employed high school students were about as likely to do homework on workdays as on nonworkdays. •
Forty-one percent of employed high school students shopped on nonworkdays, whereas 26 percent shopped on workdays. Thirty percent of students who were not employed shopped on an average day. •
9. Employed high school students were less likely to eat with one or more parents on weekday workdays
NOTE: Estimates are for September through May, 2003–07, and are for high school students ages 15 to 19. Weekday holidays are excluded. Workdays are those on which high school students did some paid work or income-generating activity, such as babysitting.
Employed high school students were less likely to eat with a parent sometime during the day on weekdays they worked than on weekdays they did not work. (Thirty-five percent of employed high school students ate with a parent on an average weekday on which the students worked, compared with 60 percent on a weekday they did not work.) By contrast, 52 percent of those who were not employed ate with a parent on an average weekday. •
On an average weekend day, more than 50 percent of high school students ate with a parent, regardless of the student's employment status. •
10. The company that high school students kept varied by activity
NOTE: Estimates are for September through May, 2003–07. Estimates are averages of all days of the week for high school students ages 15 to 19. Percent spent with "others" includes time spent with friends, neighbors/acquaintances, and other household and non-household members.
Shopping was the activity that high school students were most likely to do with family members. Of the time that high school students spent shopping, they spent about 61 percent with family members; 26 percent of the time, they were with others. Only 13 percent of students' shopping time was spent alone. •
High school students typically ate with others as well. Students were alone only 15 percent of the time they spent eating. •
Homework was typically done alone. High school students spent 77 percent of homework time alone; about 16 percent of homework time was spent with family members. • | <urn:uuid:4656e541-822c-4b03-abe4-c8a87d9022c9> | CC-MAIN-2017-30 | https://www.bls.gov/opub/mlr/2008/11/art4full.pdf | 2017-07-24T22:28:21Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00090.warc.gz | 748,877,289 | 2,484 | eng_Latn | eng_Latn | 0.9989 | eng_Latn | 0.999414 | [
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Ukulele Quiz: Intervals (5 minutes, v. 1)
In each bar, name the notes and the interval between them. | <urn:uuid:ffbf92d1-d04d-44f7-8073-52604df5aaa3> | CC-MAIN-2017-30 | http://ukuleleintheclassroom.com/extras/quizzes_C6/Ukulele_Quiz_(major&minor_intervals)(C6).pdf | 2017-07-24T22:35:21Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00089.warc.gz | 347,295,842 | 50 | eng_Latn | eng_Latn | 0.953839 | eng_Latn | 0.953839 | [
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Does Community Education Make a Difference?
Alan Rhodes
Bushfire CRC Project C7: Developing an evaluation framework for community safety programs.
Identifying factors influencing decision making in relation to householder preparedness and response to bushfires
Household and neighbourhood preparation and effective response to the bushfire risk are essential to ensure community safety.
Understanding how people make decisions in response to the bushfire risk is an important step in developing effective education programs. Figure 1 identifies the logic of the decision making necessary for people to be prepared and to respond effectively to a bushfire, some of the factors influencing the decision making process, and several critical contextual conditions.
Goal: Safety of life
Goal: Safety of life
and property
and property
Limits of fire
Limits of fire
service capacity
service capacity
to protect
to protect
Aware
of risk
Recognise
could happen
to them
Consider what
to do
Decide what
to do
Plan and
prepare
Fire natural part of
Fire natural part of
environment and will
environment and will
occur periodically
occur periodically
Well prepared and
Well prepared and
defended house
defended house
will survive
will survive
bushfire
bushfire
Outcomes expectancies
Outcomes expectancies
Normative influences
Normative influences
Self efficacy
Self efficacy
Risk perception
Risk perception
and critical awareness
and critical awareness
Perceived
Perceived
responsibility
responsibility
and locus of control
and locus of control
Intentions
Intentions
Decision making
Decision making
context
context
Logic of
Logic of
decision making
decision making
Factors influencing
Factors influencing
decision making
decision making
Situational factors
Situational factors
influencing
influencing
response in a
response in a
bushfire
bushfire
e.g severity of fire and
e.g severity of fire and
perceived capacity
perceived capacity
Planning and
Planning and
implementation
implementation
intentions
intentions
Take appropriate
protective action
Exploring the association between participation in education programs and level of preparation and intended response to bushfires
A survey of 600 residents of high bushfire risk areas in Victoria was conducted during early 2005 to explore some of the factors influencing decision making and also the association between attendance at CFA's community education programs and household preparation and intended response to a bushfire. Preliminary analysis shows a statistically significant association between the participation in the program and higher levels of household preparation (Figure 2) and higher levels of adoption of more appropriate protective action intentions (Figure 3).
Future work in this project will involve developing a more elaborated model of the decision making process and the factors influencing people's decisions. This model will be used to guide evaluation of several key community education programs. Data will be collected through observation, interviews and surveys to identify the ways in which education programs may be able to influence the adoption of more effective preparation and response to bushfires.
© Bushfire CRC Limited 2005 | <urn:uuid:d46c958e-4c4a-4b09-a78c-bf3cfedabf48> | CC-MAIN-2017-30 | http://bushfirecrc.com/sites/default/files/managed/resource/doescommunityeducationmakeadifference.pdf | 2017-07-24T22:30:13Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00091.warc.gz | 49,775,142 | 636 | eng_Latn | eng_Latn | 0.990521 | eng_Latn | 0.990521 | [
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Grand Valley State University ScholarWorks@GVSU
Features
Hauenstein Center for Presidential Studies
2-18-2008
It's Washington's Birthday, Not Presidents' Day
Gleaves Whitney Grand Valley State University
Follow this and additional works at: http://scholarworks.gvsu.edu/features
Recommended Citation
Whitney, Gleaves, "It's Washington's Birthday, Not Presidents' Day" (2008). Features. Paper 27. http://scholarworks.gvsu.edu/features/27
This Article is brought to you for free and open access by the Hauenstein Center for Presidential Studies at ScholarWorks@GVSU. It has been accepted for inclusion in Features by an authorized administrator of ScholarWorks@GVSU. For more information, please contact firstname.lastname@example.org.
GLEAVES WHITNEY
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FEBRUARY 18, 2008 4:00 A.M.
It's Washington's Birthday, Not Presidents' Day
The Republic should go back to publicly celebrating the American Cincinnatus.
People ask why a few of us presidential junkies would like to see Presidents' Day changed back to Washington's Birthday. The technical explanation has to do with a misguided law called HR 15951 that was passed in 1968 to make federal holidays less complicated. The real answer is simply this: George Washington is our greatest president, and too few American children know why.
George Washington earned the respect even of his former enemy, King George III, by doing something exceedingly rare in history: When he had the chance to increase personal power, he decreased it — not once, not twice, but repeatedly.
During the American Revolution, Washington put service before self. His personal example was his greatest gift to the nation. It has often been said that the "Father of our country" was less eloquent than Jefferson; less educated than Madison; less experienced than Franklin; less talented than Hamilton. Yet all these leaders looked to Washington to lead them because they trusted him with power. He didn't need power.
Washington knew that the bold American experiment in self government under the rule of law could survive only if leaders exercised selfrestraint and accepted institutional limits on executive power. He believed that leading virtuously was more important than anything he could write or say. This is why Washington has been compared to two great republicans of Ancient Rome — Cincinnatus, who traded his sword for a plow, and Cato the Younger, who died defending the republic against the tyranny of Julius Caesar.
Consider all the times that Washington put service before self.
In 1775, when he accepted command of the Continental Army, he promised Congress that he would resign his commission when the war was over. Once the British withdrew, he was true to his word, and surrendered command of an army fiercely loyal to him. In a moving scene before Congress on December 23, 1783 (then assembled in Annapolis, Maryland), Washington pledged loyalty to the civilian government he had served. He thereby established the principle that our nation's military would always be under civilian rule.
Earlier in the 1780s, Washington had been approached twice by army officers who promised their support if he decided to seize civilian power. In one famous incident in 1782, Col. Lewis Nicola wrote a letter urging Washington to overthrow Congress and become America's king. The commanding general scolded Nicola the very same day.
In 1783, Washington caught wind of officers wanting to stage a coup d'état against Congress. The so-called Newburgh Conspirators were frustrated that Congress was not paying them what had been promised when the nation desperately needed their sacrifice. Washington would not be moved — that die would not be cast. On the Ides of March, he called the men together and sternly reprimanded them for losing faith in the idea of America. The new nation had a chance to succeed only if its leaders and military adhered to the rule of law.
When King George III heard that Washington would resign his commission to a powerless Congress, he told the painter Benjamin West: "If he does that, he will be the greatest man in the world."
Washington returned home to Mount Vernon in December 1783. Like Cincinnatus, he put down his sword and took up his plow, making him the most trusted man in America. Delegates to the Constitutional Convention of 1787 selected him to be their president, knowing he would not abuse his position to aggrandize himself. And a grateful nation unanimously elected him president of the United States in 1789 and again in 1792, because they knew he would devote all his energies to serving the new nation.
Washington, when convinced that he had done all he could to help the country, retired after two terms as president. True to principle, he relinquished the power that was his for the taking. It was an example of selfless leadership that inspires Americans and the world to this day. Why don't more American children know that?
– Gleaves Whitney is director of the Hauenstein Center for Presidential Studies at Grand Valley State University. | <urn:uuid:0db55633-3325-43f9-ab83-1ceff44f9607> | CC-MAIN-2017-30 | http://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1020&context=features | 2017-07-24T22:43:54Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00090.warc.gz | 280,298,445 | 1,057 | eng_Latn | eng_Latn | 0.994532 | eng_Latn | 0.998879 | [
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Track mobility
Loophole or second chance
Maarten L. Buis
Maarten L. Buis
Track mobility
Introduction
- Germany has a tracked educational system,
- and track placement happens early at about age 10.
- This tends to increase educational inequality.
- However, not everybody stays in their assigned track.
- This track mobility is an intentional part of the system.
- One of the hopes is that this 'second chance' reduces the negative impact of tracking.
- However, what kind of children will use such a 'loophole'?
Questions
- To what extend was parental background associated with track-mobility?
- To what extend did this influence of parental background on track-mobility matter for the influence of parental background on the highest achieved level of education?
Maarten L. Buis
Track mobility
Why would track-mobility have a positive impact on educational inequality?
- One of the problems with early tracking is that at age 10 it is hard to predict which track is right for each child.
- Therefore, parental background can play a stronger role
- When children can become mobile they are necessarily older, so merit may play a stronger role at mobility compared to the initial track placement
- One can be mobile by obtaining a higher level of general secondary education within vocational education.
- These classes could act as a 'safe haven' for working class children to get higher levels of eduction.
- This way educational inequality during track-mobility may be less strong or even benefit disadvantaged children.
Why would parental background influence upward track-mobility?
- Upward track-mobility is not free
- it involves entering a new class and often a new school
- it is uncertain whether one is successful
- If upward mobility is necessary for maintaining the same status compared the parents, then mobility is also associated with a big benefit.
- Moreover, higher school levels are less 'foreign' for children of higher educated parents, reducing the uncertainty.
- Together, this leads to the prediction that children from higher educated parents are more likely to be upwardly mobile.
Maarten L. Buis
Track mobility
Why would parental background influence downward track-mobility?
- Downward track-mobility often involves a decision between repeating a year versus moving down a track.
- Downward mobility can be assumed to be more costly if it involves ending up in a lower level of education compared to the parents.
- So children from higher educated parents are predicted to more often prefer repeating a year over downward mobility.
The German educational system
- Two forms of primary education: Grundschule and Volksschule
- After that one can enter three forms of General secondary education: Hauptschule, Realschule, Gymnasium,
- or sometimes postpone the choice by entering a Gesamtschule.
- After General Secondary education one can enter vocational education, a Fachhochschule, or a university.
Maarten L. Buis
Track mobility
Types of track-mobility
- You can enter a form of general secondary education, find that it is not for you, and move up or down.
- You can stay in your original level, but obtain a different diploma.
- You can finish your diploma, and than obtain an extra diploma
Data
- The data come from the adult cohort of the NEPS, which is part of a large German panel study.
- Though in this study I only use the retrospectively reported educational careers.
- I only use West-Germans older than 30 and born before 1977.
- This leaves 7,933 observations
- as explanatory variables I used
- the respondent's sex,
- birth year, and
- the sum of parent's education in pseudo-years.
Maarten L. Buis
Track mobility
Model
- An adaptation of the Mare model: a set of (multinomial) logistic regressions conditional on being at risk.
- For example: Everybody who entered Hauptschule is at risk of finishing Hauptschule, entering Realschule, or finishing Realschule.
Relating effects on passing transitions to effects on the final outcome
- This describes the process of attaining education.
- This process leads to an end-result: the highest attained level of education.
- From the Mare model you can also derive an effect on the highest attained level of education.
- This effect on the highest attained level of education is a weighted sum of effects on each transition
- A transition receives more weight when
- more people are at risk
- passing or failing that transition is not almost universal
- the expected gain in level of education from passing is higher
Maarten L. Buis
Track mobility
Track placement
Track-mobility within general secondary education
Maarten L. Buis
Track mobility
Track-mobility after general secondary education
Vocational and Tertiary education
Maarten L. Buis
Track mobility
Grundschule versus Volksschule
Initial track placement
Maarten L. Buis
Track mobility
Track after entering Gesamtschule
Mobility after entering Hauptschule
Maarten L. Buis
Track mobility
Mobility after entering Realschule
Mobility after entering Gymnasium
Maarten L. Buis
Track mobility
Mobility after finishing Hauptschule
Mobility after finishing Realschule
Maarten L. Buis
Track mobility
Mobility after finishing Abitur
Mobility after finishing Vocational, Hauptschule
Maarten L. Buis
Track mobility
Mobility after finishing Vocational, Realschule
Mobility after finishing Vocational, Abitur
Maarten L. Buis
Track mobility
Mobility after finishing Fachhochschule
Decomposing the effect
Maarten L. Buis
Track mobility
Conclusions
- parental education tend to have a positive influence on upward track-mobility and a negative influence on downward track-mobility.
- All forms of track-mobility increased the inequality of educational outcome, but especially track-mobility in the form of obtaining an extra general secondary diploma after finishing a general secondary diploma. | <urn:uuid:7014a161-5e91-465d-a5dd-dc54d01a346a> | CC-MAIN-2017-30 | http://maartenbuis.nl/presentations/tilburg15.pdf | 2017-07-24T22:29:21Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00090.warc.gz | 192,249,256 | 1,349 | eng_Latn | eng_Latn | 0.854906 | eng_Latn | 0.996399 | [
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Summer Cabbageball Rules
- There are 10 people on the field, 5 guys and 5 girls. (you may contend with less, but guys may not exceed the number of girls.)
- The team must play the field guy, girl, guy, girl. example: if there is a guy on first a girl must play second. If a guy pitches a girl must catch. Outfield is set as guy, girl, guy, girl.
- When batting must bat guy, girl, guy, girl...
- Men bat opposite handed. Ladies bat how they wish.
- There is NO LEADING or sliding. If there is a runner on base and they get off the bag before the ball is hit, THEY ARE OUT! Even if a batter swings and misses and you get off the bag you are out.
- If a guy batter walks, the girl batting behind him has the option to walk and the guy gets second base. If the girl chooses not to walk, the guy just gets first.
- NO BUNTING or half swings, or you are automatically out.
- The pitch must be pitched with an ARCH and served from the pitchers box with a one step motion.
- When the ball is hit, if it lands fair and goes foul before it reaches first or third base it's a foul ball. If it is touched by a defender before it goes foul it's a live ball. If a batter is struck by his/her own hit and they are outside of the batter's box then the batter is out.
If you have a bat and want to bring it, feel free.
If anyone has any questions don't hesitate to email Jacob Matherne @ email@example.com | <urn:uuid:385ccf0a-34a4-442f-87c4-12b6307f388d> | CC-MAIN-2017-30 | https://steamevents.org/img/AdultCabbageballRules.pdf | 2017-07-24T22:33:19Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00089.warc.gz | 736,738,196 | 346 | eng_Latn | eng_Latn | 0.99948 | eng_Latn | 0.99948 | [
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Diversified Water Supply Sources Central to Staying Prepared for Long-Term Needs
Background
With more water available, 2016 was much less stressful than the prior couple of years. It rained a little more, snowed in the mountains and was just cold enough to keep the snowpack intact long enough to provide water for the state's reservoirs in the spring and summer months. The drought isn't over; it's just not as severe. The northern part of the state is recovering, but the Central Valley, Central Coast and Southern California still are designated as in an extreme or exceptional drought status. The new water year started out with a wet October but segued into a dry November. It is impossible to predict what kind of water year 2016–2017 will be, so it is reasonable to prepare for another dry winter.
The previous year showed that everyone could conserve water. When the Governor imposed mandatory water conservation measures in 2015 to reduce potable urban water usage by 25% of 2013 levels statewide and imposed curtailments of farmers' water rights, business, agriculture, water districts and residents stepped up and turned off the water spigot. Lawns turned brown, cars stayed dusty, new drought-resistant landscaping cropped up, businesses looked for innovative ways to reduce water usage, and farmers found ways to grow using less water.
Because there was more water available in 2016, mandatory water conservation measures were lifted mid-year in favor of requiring water districts to undergo a stress test to show that they had a three-year source of water. Most of the districts were able to meet the requirement. Once the requirement was met, some water districts stopped their conservation measures, but many others modified them, keeping in place such measures as two-daya-week outdoor water schedules and no hosing down driveways. When lifting the mandatory conservation measures, the Governor told the state agencies involved with water to develop a longterm plan to improve conservation in the state. Two other major benefits of more water in the system were that senior water rights holders on the main rivers and tributaries were not subject to curtailments and there was no need to provide a barrier to salt water intrusion into the Sacramento-San Joaquin Delta.
The State Water Resources Control Board (SWRCB) released its long-anticipated draft proposal to update the water quality requirements for salinity in the South Delta and new flow objectives for major tributaries of the San Joaquin River for fish, causing an outpour of heated comments. SWRCB also released a working draft proposal for the Sacramento River flow objectives that was equally controversial.
Meanwhile, the Governor's proposed twin tunnels project proceeded. The long process of public hearings before the SWRCB commenced mid-2016 and likely will go on for many more months, well into 2017. The first set of hearings were about the
Department of Water Resources petition for new water intakes and what if any injuries to other water users, flood protection and environmental justice would occur. The second set addresses fish and wildlife, recreation, and other public trust issues.
In December 2016, just before the statutory deadline, the California Water Commission adopted regulations defining what constitutes public benefits for water storage projects seeking funding from Proposition 1, the Water Quality, Supply and Infrastructure Improvement Act of 2014. A variety of storage proposals already are cued up pending finalization of the regulations.
The U.S. Environmental Protection Agency continues to pursue expanding its jurisdiction over more water bodies, resulting in more regulations under the Clean Water Act. In December 2016, U.S. Senator Dianne Feinstein (D-San Francisco) and Congressman Kevin McCarthy (R-Bakersfield) made a last-minute maneuver inserting language into a bill that would give California federal drought relief. The bill passed the U.S. House of Representatives and U.S. Senate by healthy margins and was signed by President Barack Obama on December 16, 2016.
Conditions at End of 2016
California is chronically short of water, even in normal years. But after five dry years, parts of the state remain in extreme to exceptional drought status (see map). Most of the rain in 2016 fell in the far north region of the state, while much of the need is in the coastal, central and southern portions of the state.
Weather forecasters initially believed that 2016–2017 would be a dry winter based on a La Niña system prevailing in the Pacific Ocean. However, their prediction of a wet winter for 2015–2016 never materialized. So while the beginning of this water year has been significantly wetter than average, it's far too early to know what kind of water year will ensue. Some areas of the state could remain dry. What is known is that it will take a series of wet years and mild to normal summers to break the ongoing drought statewide. Rain is certainly an important factor to break the drought, but real relief comes down to the amount of snowpack in the Sierra Nevada mountain range. The eightstation index in the Northern Sierra has been running far below average for the last few years, but shows the first sign of recovery this winter. The snowpack from these areas fills reservoirs during the spring snow melt.
Many major reservoirs, lakes and dams around the state ended 2016 on the low side, but a few are slowly beginning to come around. In the north, Shasta Reservoir was at 74% of capacity at the end of 2016—up from 34% at the end of 2015; Folsom Lake was at 42% compared to 28% the previous year; and Lake Oroville was at 56% compared to 30% the previous
Expanding Opportunity An Agenda for All Californians
2017 Business Issues and Legislative Guide
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year. Moving toward the middle part of the state, Don Pedro Reservoir was at 74% compared to 36% the previous year, New Melones was at 26% compared to 14% the previous year, and San Luis Reservoir was at 60% compared to 27% the previous year. In the southern part of the state, Diamond Valley Lake was at 70% of capacity compared to 39% the previous year, Perris Lake was at 38% compared to 36% the previous year, and Castaic Lake was at 54% compared to 38% at the end of 2015.
major reservoirs can hold 5.8 million acre-feet, with annual deliveries averaging up to 3 million acre-feet.
While reservoir levels are higher than last year, once again it is important to note that the most significant factor will be the snowpack in the Sierra Nevada mountains. The eight-station index is showing positive signs for the beginning of the 2017 water year with an observed 168% of average.
The new water year began October 2016 with 4.9 million acre-feet of water in six key federal Central Valley Project (CVP) reservoirs. While it is 2 million acre-feet more than what the CVP began with last year, it still is far below the 15-year average carryover of 6.4 million acre feet. One acre-foot is enough water to cover one acre of surface area to a depth of one foot and is enough water for a family of four for one year.
The CVP, operated by the U.S. Bureau of Reclamation, is one of the world's largest water storage and transport systems. Its 22 reservoirs have a combined storage of 11 million acre-feet, of which 7 million acre-feet is delivered in an average year. In comparison, the California State Water Project's (SWP) 20
The CVP typically provides irrigation water critical to about 3 million acres of agricultural land in the San Joaquin and Sacramento valleys and along California's Central Coast, but that was significantly reduced in 2014 due to drought conditions. The CVP also provides urban water for millions of people and industrial water essential to the San Francisco Bay Area's economy and for the environment, wildlife, fishery restoration and hydroelectric power production.
Similarly, the SWP stores water and distributes it to 29 urban and agricultural water suppliers in Northern California, the San Francisco Bay Area, the San Joaquin Valley, the Central Coast, and Southern California. Of the contracted water supply, 70% goes to urban users and 30% goes to agricultural users. The SWP provides supplemental water to approximately 25 million Californians and about 750,000 acres of irrigated farm land. The SWP is beginning the water year in far better shape than last year with just over 85% of total average storage. Together the two projects are the backbone of the state's water system serving cities and farms.
Drought
The ongoing and persistent drought has changed the water landscape in California. Even though 2010 and 2011 were wet
precipitation years, and 2015 was wetter than previous years in parts of the state, not enough rain and snow fell to recover storage levels. 2014 was the third driest in 119 years of records and 2015 continued the drought cycle. There is no real relief for the state in wet years because California is chronically short of water, even in normal years, which the state has not had in more than five years. The only way to resolve the chronic shortage is to move forward with a comprehensive, long-term fix for the Delta, which is how water is moved around the state, plus increased storage and conveyance capabilities. Reuse, recycling, desalination, and conservation are all necessary tools to complete the water strategies for the state. Preparedness through diversification is how to ensure California has an adequate water supply.
Initial water allocations for 2017 are 20% of the requested contract amount from the SWP. Initial allocations for 2016 also were 10% of the contract amount, but increased to 60% from a wetter-than-anticipated winter. The allocation is always conservative, because it doesn't reflect that the state normally receives more than 90% of its snow and rain from December
Changed Conditions
When the State Water Project (SWP) was constructed, the population was about 15.85 million. The SWP was designed to supply water for the next 25 million people, bringing the population to about 40.85 million by 2040. According to the California Department of Finance, California's population passed 39 million in 2015, surpassing the population growth models used in the SWP almost 26 years earlier. California has less water available due to the reduced draw from the Colorado River per legal agreement, a court settlement requiring restoring water flows to dry parts of the San Joaquin River, Owens River watershed and the CVP due to environmental reallocations. There are many more restrictions on how water is moved within the state, especially through the Sacramento-San Joaquin Delta. Many in the environmental community contend that climate change threatens to make future droughts even more severe.
For the first time in 75 years, in 2015 the State Water Resources Control Board (SWRCB) imposed restrictions called curtailments on some of the most senior water rights through April. The initial forecast of the CVP water supply allocations for the contract year (which begins March 1) will be made in February. Allocations will be adjusted monthly or more often to reflect the updated snow pack and runoff. The April 1, 2016 data from the CVP indicates that contractors north of the Delta received 100% of their allocation, and allocations south of the Delta ranged from 5% to 55% for agriculture and urban respectively.
While higher than last year, water levels in some reservoirs remain low throughout the state. Even if the state were to have a very wet winter, it would not be enough to recover because many of the state's dams and reservoirs serve a dual purpose of water storage and
flood control and can't be allowed to fill completely. As noted in a February 2016 Sacramento Bee article, "Federal dam operators recently increased the flows out of Folsom Lake by thousands of acre-feet a day as a precaution against flooding. They did so even as the reservoir sat 40% empty." The operators were simply adhering to a 30-year old manual by the U.S. Army Corps of Engineers that requires Folsom Lake to release water when the lake level rises to a specific height. This is done in order to ensure that there is sufficient room in the lake to buffer any storms that may occur. If no storms occur after the increased release, however, the water was simply moved for no reason. These requirements, combined with court-ordered cuts in water deliveries, slow groundwater recovery, and limited storage capabilities create challenges for all of California's water users.
holders, those with pre-1914 rights. The order affected 276 rights held by individuals and several agricultural water districts, amounting to 1.2 million acre-feet of waters. Curtailments had been imposed on the junior rights holders in 2014 and 2015 to ensure senior water rights holders would have access to water during the drought, a requirement of state law that governs water rights priorities. More than 10,000 holders of "junior" water rights—those awarded after 1914 and another set awarded after 1953—were required to cease diverting water from certain rivers and streams. Water rights holders can be individuals, cities, counties or water districts. Curtailments were lifted late in the year, but can be reinstated if nature does not provide enough water.
Because there was more water available in the system,
Source: California Department of Water Resources curtailments were not needed in 2016, when SWRCB held back even more water than in 2015 at Shasta Reservoir in an effort to save the endangered winter-run Chinook salmon. It appears that this approach had positive impacts on the salmon run. Figures released by the federal government show that about twice as many winter-run salmon were counted in the Sacramento River by late 2016 compared to 2015, and the percentage of fish
killed by river conditions fell dramatically.
Winter-run salmon require cool water—56 degrees or cooler—on the Sacramento River. If the temperature rises too high, the eggs and juveniles die off. Salmon have a three-year spawning cycle, which places them in jeopardy considering the die-off from 2014 and 2015.
Holding back larger amounts of water in Shasta Lake is seen
as successful for the salmon this year, but it means less water for downstream farmers and cities. Business and agricultural representatives commented that this year's plan was too rigid and could deprive them of sorely needed water supplies if the same plan is implemented in the future.
Mandatory Conservation Measures
Water conditions improved enough so that in May 2016 Governor Brown suspended the mandatory statewide conservation measures he imposed in 2015 with the proviso that they could be reinstated if conditions worsened. He also directed state agencies to prepare a plan to achieve long-term efficient water use and drought-preparedness goals. The draft plan's fundamental premise is that efficient water use helps all of California better prepare for longer and more severe droughts caused by climate change.
Some of the actions in the draft plan will require legislation for new and expanded state authority. The plan represents a shift from statewide mandates to a set of conservation standards applied based on local circumstances, including population, temperature, leaks and types of commercial and industrial uses. For instance, communities in hotter and drier climate zones will receive irrigation allowances that reflect evaporation levels. Cities have until 2025 to fully set and meet the budgets, and risk state enforcement if they fall short.
Key Points of Draft State Water Plan
* Permanent bans on wasteful practices, such as hosing driveways and excessive landscape watering.
* Technical assistance and financial incentives for water suppliers to implement leak prevention, detection, and repair programs.
* Collecting information about innovative water conservation and water loss detection and control technologies.
* Requiring agricultural water suppliers to quantify water use in their service areas and describe measures to increase water use efficiency.
* Cities and counties must have draft contingency plans for droughts up to five years (three years is the current stress test level).
* Full compliance with water use targets for urban water suppliers by 2025.
* Planning and preparing for continued and future drought and water shortages.
The draft plan leaves many of the finer details of carrying out conservation proposals to be worked out. Initial statements from the business community are favorable and recommend a technical working group to help develop a board framework for compliance when dealing with the commercial, industrial and institutional sectors. The comment period closed in December and the final plan is expected to be adopted sometime in January 2017. At the same time, the State Water Board will consider whether it must extend its existing emergency water conservation regulations as required by the Governor's recent executive order. The SWRCB already took action to maintain mandatory reductions in communities that could not verify they have enough water to withstand three more years of severe drought.
Costs of Drought
California lost more than 1,815 full- and part-time jobs in the agricultural sector and approximately 80,000 acres were fallowed as a result of water shortages in 2016, according to the University of California, Davis. Economic losses are estimated at $247 million of farm-gate revenues. Those losses were concentrated in the Central Valley south of the Delta. When spillover effects to other sectors of the economy are considered, the estimated total loss is about $600 million and 4,700 full- and part-time jobs statewide due to drought in agriculture. Despite the drought, overall agricultural value and employment grew statewide.
As the price of water increases, the profit margin for waterintense business enterprises decreases, creating an uneven playing field for California businesses such as agriculture, chip manufacturers, breweries, utilities and hospitals.
Ultimately, cyclical or ongoing droughts will result in higher production costs for businesses, more pressure on the state's groundwater resources, higher prices for produce and other food products, and explosive fire seasons that will be hard to combat, given limited resources—especially water. California's 2016 fire season saw about 6,898 fires burning approximately 559,916 acres (combined Cal Fire and U.S. Forest Service numbers), which is very costly to fight in terms of water and budget pressures. So far, 102 million trees have perished from drought conditions, adding significantly to the fuel load in the forests. Ancillary to the cost of fighting fires is the cost to prevent mudslides in areas denuded of vegetation.
Prices continue to rise, much to the dismay of ratepayers, because using less does not mean paying less, as the fixed costs of buying and delivering water, and maintenance and operations costs must be met regardless of much water is used. Looking into the future when droughts will continue to be cyclical, many localities are expected to step up local conservation with new rules and stronger enforcement. Further exacerbating the issue is that much of the piping carrying drinking water and sewage is aging and must be replaced in order to meet tightening water quality standards.
Outdoor watering restrictions burden the warmer parts of the state, such as the Central Valley, causing a trade-off of less water usage but increased energy costs as a result of operating air conditioning when temperatures are in the 100s for days at a time. Trees and lawns keep temperatures more moderate and provide defensible space as required by fire safety rules.
Proposition 218
In general, the intent of Proposition 218 (passed in 1996 to amend the California Constitution by adding Articles XIII C and D) is to ensure that all taxes and most charges on property owners are subject to voter approval. Voters also were given the ability to reduce or repeal charges by voter initiative. In the case of benefit
assessments, benefits must be calculated based on the benefit received by the parcel. Water districts are subject to Proposition 218 when setting rates. A recent court decision ruled that a water district incorrectly imposed a tiered rate structure penalizing higher tier users without showing the relationship of the tier to the cost to the district of providing the water.
One of the Governor's mandated conservation measures is implementation of conservation pricing: Use more, pay more. The difficulty for water districts is showing the conservation measures' benefit per parcel as required by Proposition 218. Most local agencies handle changes in rates by mailing notices to each parcel owner giving information about the rates and the reasons for the changes. If the majority of constituents protest the changes, the district cannot impose them.
Looming on the horizon is the State Water Board strategy of using stormwater as a water supply source, which would require an affirmative vote of the people to impose because it is a new assessment not covered by Proposition 218. The SWRCB started Phase 1 of a three-phase project stretching over four years by contracting with the California State University, Sacramento Office of Water Programs to provide a stormwater capture and use report. Additionally, the Governor has been vocal about the need to provide lifeline rates for low-income users, which cannot be blended into a rate increase for all ratepayers as there would be no equitable benefit per parcel.
At the end of 2015, a coalition including the Association of California Water Agencies, the California State Association of Counties and the League of California Cities filed a constitutional amendment initiative that would create a new, optional funding method local agencies could use at their discretion to finance stormwater, flood control and other waterand sewer-related projects, and pursue conservation-based water rates or lifeline rates for low-income households. The measure was submitted to the Attorney General's office for title and summary as a potential statewide ballot initiative. The measure would amend Article X of the California Constitution, which deals specifically with the management of the state's water supplies. The proposed amendment seeks to create an optional funding method in Article X while preserving the ability for public agencies to continue establishing rates under existing law found in Article XIII D. The proponents did not pursue the initiative or a legislative fix in 2016.
Groundwater: The New Frontier
Unlike almost all other Western states, California never has had a comprehensive system for regulating groundwater. A body of common law grew that governs extraction and use of groundwater. Management generally has been in the form of plans developed by local agencies that focused primarily on information gathering. Farmers and other groundwater users have pumped at will without having to obtain government approvals.
Changing demands over time—like shifting to more water-intensive crops, new environmental restrictions on the
availability of surface water, and increased urban usage—have resulted in chronic overdraft and noticeable increases in soil subsidence (permanent loss of below-ground storage capacity) in many basins and sub-basins. Just about everyone agrees that something has to be done to prevent further losses.
The Legislature passed a comprehensive groundwater management package of bills in the waning days of the 2013–2014 session. Three bills taken together—SB 1168 (Pavley; D-Agoura Hills), SB 1319 (Pavley; D-Agoura Hills) and AB 1739 (Dickinson; D-Sacramento)—enacted the Sustainable Groundwater Management Act (SGMA). The bills were developed over several months by legislative consultants and included many meetings with stakeholders. The process was very challenging for all parties with many versions of the bills in circulation at the same time. The organization of the bills is confusing with many ambiguous provisions. It is a foregone conclusion that litigation will ensue and unintended consequences are inevitable.
Key Provisions
* Each groundwater basin or sub-basin will be regulated separately. There are 127 of them designated as "high" or "medium" priority by the Department of Water Resources (DWR) that will be required to comply with the Act. "Low" and "very low" priority basins may be considered later.
* Existing local agencies overlying each basin will be given both the mandate and a broad array of tools to regulate groundwater in their basin or sub-basin. Key among those tools is the ability to limit extractions and to impose fees related to groundwater use.
* The goal of regulation will be to achieve "sustainability." Sustainability generally means bringing the basin or sub-basin into balance by eliminating overdraft. Local agencies will make that determination based on local conditions.
* For portions of regulated basins not served by existing local agencies, the county overlying will be the default agency unless landowners quickly form a new local agency.
* For basins or sub-basins covered by multiple local agencies, those agencies must coordinate their individual plans, or form a joint powers authority or some similar mechanism to develop a single plan for the basin or sub-basin.
* For basins or sub-basins in which regulation is mandatory, deadlines will be established for local agencies to assume the groundwater regulation role by July 1, 2017 and to adopt a "groundwater sustainability plan" by January 31, 2020 in some basins and January 2022 for others. If those deadlines are missed, or if DWR determines that a plan is not adequate or cannot achieve the sustainability goal, the State Water Resources Control Board will have the authority to impose its own "interim" plan until an acceptable local plan is in place.
* Groundwater sustainability plans and progress toward meeting the sustainability goal will be evaluated every five years.
* Plans will not establish or determine groundwater rights. They will govern how those rights are exercised.
* Metering and reports of groundwater use will likely be required from each groundwater user.
The SGMA does not mandate groundwater pumping restrictions or require the imposition of groundwater fees, but allows both. It's hard to imagine the basins or sub-basins achieving sustainability without imposing some sort of pumping restrictions or limitations. Looking at the amount of work needed to design plans to achieve basin sustainability and then to implement the plans, fees are going to be necessary.
The question of "grandfathering" existing wells or historical uses is largely unaddressed in the legislation. Those are important issues in adjudication actions. If the plans become too cumbersome or burdensome, it is very likely that there will be movement toward adjudication. It is important to reiterate that the SGMA does not establish, determine or confirm water rights. It regulates the exercise of those rights. However, adjudication will establish or determine water rights
Two issues of importance were resolved in 2015. A streamlined adjudication process supported by business and agriculture was adopted that reduces the burden of groundwater adjudications on both the courts and claimants without altering the law of groundwater rights and without disrupting the SGMA. Second, DWR implemented new basin boundary regulations that effectively give local agencies an additional six weeks to prepare their requests for any basin boundary changes. Also, DWR established a new web-based reporting system that allows local agencies to submit basin boundary modification requests and provides public access to view the information. Much of 2016 was consumed with basin boundary modification requests and creation of groundwater sustainability agencies, which has proven to be very controversial.
Bay Delta Conservation Plan aka California WaterFix
The Bay Delta Conservation Plan (BDCP) was a key part of the 2009 comprehensive water package that addressed California's long-term water strategy. It is a 50-year, ecosystem plan to restore fish and wildlife species in the Delta in a way that provides for the protection of reliable water supplies while minimizing impacts to Delta communities and farms. The BDCP has been the works for more than seven years. It focuses on the Sacramento-San Joaquin Delta, where water is diverted to serve 25 million Californians and 3 million acres of farmland.
One of the most controversial elements of the plan is the proposal to construct two tunnels that have the capacity to move 9,000 cubic feet of water per second, which is much lower than an earlier proposal of 15,000 cubic feet of water per second. The tunnels would divert a portion of the Sacramento River's flow at three intakes proposed near Courtland, routing the water to existing diversion pumps near Tracy. The goal is to avoid reverse flows in the estuary caused by the current diversion pumps, which are one cause of ecological trouble in the Delta. The new intakes also would have modern fish screens, which the current intakes do not. The proposed tunnels are routed to the east side of the valley to reduce impacts to the Delta. The BDCP described and analyzed 15 alternatives, but the twin tunnels alternative was the preferred alternative.
Critics caution that the new intakes simply move the harm to endangered fish species to a different part of the estuary, damage the Delta as a community and potentially jeopardize the agricultural economy. Proponents warn that one big earthquake in the Delta would leave 25 million people living south of the Delta with very limited water supplies.
The mandated Environmental Impact Report/Environmental Impact Statement (EIR/EIS) was released for public comment in late December 2013 and closed in July 2014. A Draft Implementing Agreement also was circulated for 60 days ending in July. Thousands of comments regarding the twin tunnels alternative led to the state and federal agencies deciding to make changes and recirculate the environmental documents in April 2015 with the comment period closing in October 2015.
The biggest change was in Alternative 4 and the twin tunnels. The new Alternative 4A includes the conveyance facilities proposed under Alternative 4, but does not include the elements of a habitat conservation plan, which is now separate and embodies a different regulatory approach for gaining necessary permits and authorizations for implementation under the state and federal endangered species acts.
In January 2016, DWR announced the establishment of a Joint Powers Authority comprised of public water agencies that guide how DWR will collaborate with local agencies on the design and construction of WaterFix, if government agencies approve permits and public water agencies vote to fund the project.
DWR asked for the addition of three new points of diversion in the Sacramento-San Joaquin Delta for the WaterFix mid-year as a part of the tunnels project. The SWRCB started a series of public hearings to hear testimony and comments from interested parties regarding any injury to water users, flood protection and environmental justice issues from the proposed new diversion points. A second set of hearings will address fish and wildlife, recreation, and other public trust issues. The public hearings are scheduled to run through part of 2017.
Also, DWR and the U.S. Bureau of Reclamation submitted a revised biological assessment with the request to begin the formal consultation process under the federal Endangered Species Act, Section 7. The BDCP/WaterFix plan is moving along through the regulatory process, running a little behind schedule. EcoRestore, the companion habitat conservation plan, is moving toward construction of habitat restoration projects it announced in the early part of 2016.
'Stop Blank Checks' Initiative Fails
Proposition 53, the "Stop Blank Checks" initiative, failed to pass in November 2016. The initiative tried to do two things. It required California voter approval for state projects that would use more than $2 billion in state revenue bonds, and before that
vote, it required a full disclosure of the total cost of any state revenue bond project great than $2 billion.
These simple requirements placed the Delta tunnels project in peril. The heart of the project's financing scheme is the use of revenue bonds, repaid from users' water rates. A requirement for a public vote for a revenue bond for the Delta tunnels is akin to a statewide referendum on the project itself. Moreover, a future measure to authorize the revenue bond would require a "yes" vote to sustain the project, which traditionally is harder and more expensive to secure than a "no" vote.
The Governor was the lead opponent to the initiative, helped by a large coalition of business and labor leaders, including the California Chamber of Commerce, that ran a vigorous and successful campaign to stop Proposition 53.
Water Quality
SWRCB is in the process of updating the Water Quality Control Plan for the Bay-Delta to establish flow and water quality objectives needed to reasonably protect beneficial uses, including fish and wildlife. There are two proposals—one the San Joaquin River and its tributaries, and a second one for the Sacramento River and its tributaries.
The San Joaquin River proposal released in September 2016 immediately drew criticism from agriculture, business and water districts, and praise from the environmental community. The proposal recommends between 30% and 50% of the river's unimpaired flow be dedicated to fish. Average unimpeded flow is about 20% under current conditions. Staff suggested a starting point of 40%.
The issue, according to SWRCB, is that the San Joaquin River Watershed does not produce enough water to both meet existing human demands and support a healthy ecosystem. Requiring more water to remain in the river for the reasonable protection of fish and wildlife will reduce the quantity of surface water available for other uses. Implementing the flow proposal is expected to result in a 7% to 23% reduction in water available for human use. According the SWRCB, implementing the 40% flow proposal could result in an average increase in groundwater pumping of 105,000 acre-feet per year. The current deficit in groundwater supplies is about 45,000 acre-feet per year. Agricultural water supply deficits have the potential to increase over time as pumpers must come into compliance with the SGMA.
SWRCB staff estimated a $64 million loss a year to agriculture. Farm groups believe the loss to be closer to $150 million, idling possibly 240,000 acres of Central Valley farmland and significant job losses. Land values in affected parts of the valley will drop steeply with the loss of surface water depressing property tax and sales taxes revenues limiting county and city services to some of the neediest residents of the state. Businesses operating in the valley, especially small businesses, will be hard-pressed to survive under these conditions.
Water and irrigation districts told SWRCB the potential
loss of water supplies affects how districts will meet water conservation measures and groundwater sustainability goals. Business will be further adversely affected by the reduction in water supplies through higher costs to secure water and limitations on growth potential.
The Sacramento and Delta Flow Requirements are much less well-developed. A working draft was released in October 2016 with preliminary figures for unimpaired flow reductions ranging from 35% to 75% to improve habitat and provide flows that support native species and nonnative species. The draft is in the early stages and there will be opportunities for public participation and comment as the planning process moves forward.
Ideally, the SWRCB would like to negotiate voluntary reductions with water rights holders in advance of the final plans. That is unlikely as a number of water rights holders, water agencies and landowners have said publicly that they will challenge SWRCB's authority to impose cuts to their rights.
Water Bond
Proposition 1 –Water Quality, Supply and Infrastructure Improvement Act of 2014
Passage of Proposition 1 is a key element to the success of the state's long-term strategy to provide an adequate supply of water in future years. A water bond had been pending on the ballot since 2009 when a major package of bills was passed that laid out the inextricable linkages between the health of the Delta and California's statewide water supply management practices and policies.
The strategy covered governance for the Delta; put in place the Bay Delta Conservation Plan to restore fish and wildlife species in the Delta in a way that protects reliable water supplies while minimizing impacts to Delta communities and farms; mandated urban and agricultural management plans, recycling plans and new conveyance in the Delta. Passage of Proposition 1 was the last piece needed to complete the strategy.
The bond was much slimmer at $7.5 billion than the original bond of $11.4 billion, but funds investments in water projects and programs as part of a statewide, comprehensive water plan for California. Of keen interest to the business community is the $2.7 billion for water storage capacity. It funds a share of new water storage projects to add flexibility to the state's water system and creates more places to store water in wet times for use later. Funding is not tied to specific projects; dollars are being allocated on a competitive basis to projects ranging from local and regional surface storage to groundwater storage and cleanup to reservoir reoperation. Bond funds are for "public benefits" of projects only, such as improved water quality, flood control and habitat restoration.
Storage was a critical component of the business community's support for the bond. Storage is needed to control the amount and timing of water flowing through the Delta to meet endangered species requirements, which affects
the amount of contracted water available for farms and cities downstream. It also provides the opportunity to store more water in wet years to offset needs in drier years. It may offset cutbacks already in place for the Delta smelt and salmon.
The bond not only provides funds for increased storage; it also provides funds for projects that lead to more reliable sources of water. For instance, cleaning up groundwater provides more local supplies. Increased recycling also increases the amount of water available for drinking water. Substituting recycled water for outdoor usage on landscaping, golf courses, parks, etc. could be a major water savings. Funds invested in strategies to treat wastewater to drinking water quality as is done in Orange County and contemplated in San Diego County are well spent.
The California Water Commission (Commission) is tasked with allocating the money among eligible projects. With input from the public and the aid of a stakeholder advisory group of which the CalChamber was a member, the Commission developed and adopted regulations in late December 2016. The regulations were submitted to the Office of Administrative Law (OAL) to start the process of finalizing the regulations. OAL could take up to a year to approve the regulations, but hopefully will act sooner. Project proponents have been tracking the work of the Commission in order to have their projects ready to meet requirements for consideration.
Federal Issues Pending
Drought Legislation
In a last-minute move before Congress recessed for the year, Senator Feinstein and Congressman McCarthy added a rider to S. 612, the Water Infrastructure Improvements for the Nation Act (WIIN), which passed the House and Senate and was signed by President Obama on December 16, 2016. S. 612 was amended to include the Water Resources Development Act of 2016, which contains traditional funding for water projects, and California drought legislation negotiated by Feinstein and McCarthy.
The drought language is very important to California. Of key importance are the provisions that balance the state's ability to move water at certain times of the year to benefit downstream users such as farmers, businesses and cities and still protect endangered species. The movement of water is critically important to combat drought conditions existing in the state.
The funding provided in S. 612 will promote local water supply development, water recycling and reuse, desalination and water storage projects. Expanding water storage is a top priority for the CalChamber. It is essential that the state has the ability to capture water in wet years or during storms, store it, and move it to areas in need, especially in dry years.
Also, the additional funding for loans and grants will help communities struggling with aging water infrastructure, dry wells and poor water quality. Expanding the existing Water Infrastructure Finance and Innovation Act to include drought mitigation projects will expedite much-needed infrastructure, especially in low-income communities.
Other provisions allow conservation fish hatcheries for Delta smelt and Chinook salmon to enhance populations, programs to remove predator fish that prey on endangered species in the Stanislaus River and a similar pilot program in the Delta. Regulations
The U.S. Environmental Protection Agency (EPA) and the U.S. Army Corps of Engineers have proposed rules under the Clean Water Act that will have a huge impact on ordinary business activities by dramatically expanding federal authority over water and land uses across the country. By redefining what constitutes "waters of the United States" governed by the federal Clean Water Act, the proposed rule could expand federal jurisdiction over waters from 3.5 million river and stream miles to well over 8 million river and stream miles.
The proposal also would likely result in more stringent stormwater management requirements, which would affect retailers, companies with large parking lots, "big box" stores, etc. The two agencies are overreaching in an attempt to replace longstanding state and local control of land uses near water with centralized federal control.
Some impacts include making most ditches into "tributaries," resulting in routine maintenance activities, and on-site ponds and impoundments subject to permits costing around $100,000 or more, affecting agriculture and local/state agencies; new permitting requirements likely would trigger additional environmental reviews adding years to the completion for ordinary projects; and there is a real possibility that in order to get permits, project proponents will have to agree to mitigate environmental "damage" with costly restoration/mitigation projects. Ditches can be dug on farms for irrigation purposes, along highways and roads for runoff, stormwater purposes, in housing developments to avoid flooding or ponding, etc.
The CalChamber joined with 375 trade associations and chambers in voicing strong objections to the proposal, requesting that the agencies withdraw it and start over. Despite opposition, the agencies went forward to finalize the rule. Several states and private parties filed lawsuits in federal district courts challenging the rule. In October 2015, the U.S. Court of Appeals for the Sixth Circuit stayed the rule while it sorted out whether the courts of appeal or district courts have jurisdiction to handle challenges filed by various states and private parties. Ultimately, the Sixth Circuit decided jurisdiction lies with it and oral arguments are expected in spring 2017. Industry groups, states and environmentalists argued that challenges to the U.S. EPA and Army Corps waters of the United States rule should be decided at the district court level, while the government agencies held the opposing view.
What to Expect in 2017
More fine tuning to the Sustainable Groundwater Management Act is anticipated. Below is a short list of some of the outstanding issues:
* Define groundwater recharge beneficial uses.
* Sideboards for groundwater and surface water connectivity.
* Increase the minimums up from 2 acre-feet.
* Allow for a three- to four-year timeframe for setting up governance.
* Set up a regulatory framework for unique basins.
* Clarify basins or sub-basins or areas defaulting to Water Board jurisdiction.
* Clarify what "equity" is with tribes.
The list is daunting and will take time to work. There is real concern that if the local agencies can't work through logistical problems with designing plans or if the plans are too burdensome, there will be a rush to adjudicate, which will take years, even with the recent changes to the adjudication process.
The CalChamber is part of a coalition formed to support the BDCP/California WaterFix. Californians for Water Reliability includes business leaders, family farmers, labor, community leaders, elected officials, water experts and others focused on generating support to improve the security of California's water supplies through supporting the WaterFix. The business and agriculture communities should be prepared to comment at every opportunity in favor of the plan.
Now is not the time to be diverted away from the main goal of developing additional storage. Project applicants should review the regulations and following the guidance documents provided by the Water Commission to ensure that all application requirements are met. It is important to get applications in early because the amount of funding available will be quickly exhausted.
The State Water Resources Control Board's proposed plans for the San Joaquin River and the Sacramento River need to be closely watched. Regulators should be contacted and apprised of the severe consequences to agriculture and business if the plans are adopted. Comments should be submitted at every opportunity.
The issue of how to address the Governor's desire to fund low-income lifeline rates, and how to charge for stormwater infrastructure will probably lead to a discussion of a public goods charge in the coming years. Environmental justice advocates will continue to pressure the business community to help fund low-income water infrastructure needs.
On federal issues, business and agriculture should watch federal EPA closely as it continues to administer the current regulations on waters of the United States while waiting for the U.S. Court of Appeals for the Sixth District to decide the consolidated cases before it and ultimately if the new rules will be applied.
How much California water laws and regulations will be affected by the change in administration in Washington, D.C. remains a question. It is important that the business community watch what is happening and stay engaged with federal issues more now than ever before.
CalChamber Position
The CalChamber supports a comprehensive solution to California's chronic water shortage. It is vitally important that all Californians have an adequate and reliable source of water while safeguarding the environment. Developing additional water supplies and conveyance facilities can no longer be postponed without subjecting the state to long-term economic damage. One serious earthquake or a series of Delta levee failures could leave millions of people and businesses without a water supply for the foreseeable future. Every means of providing more water should be vigorously pursued. Preparedness through diversification is the path to a comprehensive solution to California's water future.
Staff Contact Valerie Nera Policy Advocate
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Penny, what did you learn in class?
Although I am not very good at English writing, I tried very hard to write some good sentences over the semester.
During this English writing class, I learnt a lot about how to write a paragraph with colourful words and sentences. We discovered that when we use different words to describe situations in a story, it can effect a readers' emotions, so we have to use words that are suitable. In addition to the words, we have to check our grammar carefully and try to link our sentences together. | <urn:uuid:4c1c78cf-e3ae-482f-97db-ddb13ea7ee56> | CC-MAIN-2017-30 | http://www.chrisbauman.com.au/Content/Documents/Penny's%20comments.pdf | 2017-07-24T22:38:51Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00091.warc.gz | 387,170,387 | 110 | eng_Latn | eng_Latn | 0.998105 | eng_Latn | 0.998105 | [
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Do you know?
Ten Things Everyone Should Know about K-12 Students' Views on Digital Learning Ten Things Everyone Should Know about K-12 Students' Views on Digital Learning
Use the Internet to help with homework at home? #1.
Over 50% of students in grades 6-12 say that they do that at least weekly; for 29% of high schoolers, it is a daily event with 68% saying their primary Internet access is through a 3G/4G device.
Teacher – I have a question! #6.
30% of students say that being able to text their teacher during class (and getting a personalized response) would help them be more successful in science.
Learning anytime, anyplace, any pace? #2.
41% of students who have not taken a fully online class would like to take a virtual class; they see the #1 benefit as being able to learn at their own pace.
What do kids think about flipped classrooms? #3.
6 out of 10 students say it would be a good way for them to learn.
Pixel or print – what is your reading style? #4.
1/3 of students in grade 6-8 say their preference is to read a digital book for schoolwork; put that hard copy book away – 44% of students want to read on a digital reader.
Who is today's gamer? #7.
75% of students in Kindergarten through second grade are using computers and mobile devices to play educational games on a regular basis.
Tweet-tweet? #8.
34% of high school students are Twitter users now – a three-fold increase since 2011 when only 11% of students acknowledged tweeting as part of their social media profile.
Where do kids do school group projects in 2013? #9.
They do them on Facebook – 38% of students say that they regularly use Facebook to collaborate with classmates on school projects.
Learning via YouTube? Yes, 29% of students have used an online # 5 . # 5 .
Students are mobilists! #10.
video to help them with their homework.
Students' personal access to mobile devices has reached several significant tipping points: 80% of students in grades 9-12, 65% of students in grades 6-8 and 45% of students in grades 3-5 are smartphone users now; middle school student tablet access doubled from 2011 to 2012 with 52% of those students now tablet-enabled.
Source: Speak Up 2012 National Research Project Findings – the results of the authentic, unfiltered views of 364,240 K-12 students nationwide. Learn more about Speak Up and other research findings from Project Tomorrow on digital learning at www.tomorrow.org. | <urn:uuid:090c6be9-6da4-41db-8200-7ffe4e176705> | CC-MAIN-2017-30 | http://www.tomorrow.org/speakup/pdfs/SU2012_StudentTop10.pdf | 2017-07-24T22:45:15Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00091.warc.gz | 567,120,635 | 583 | eng_Latn | eng_Latn | 0.999503 | eng_Latn | 0.999503 | [
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www.sdc.me.uk
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Listen to today’s Gospel reading. Then complete the crossword with these clues.
1. The first Apostle Jesus chose to go with him.
2. The name of the second Apostle.
3. A voice was heard saying, "This is my S____."
4. One of the two persons who appeared next to Jesus.
5. Jesus' clothes became dazzlingly w_______.
6. A c________ came over, covering them in shadow.
7. Peter said, "This is w_________."
8. The second person who appeared next to Jesus.
9. Peter wanted to make three t______.
10. All this happened on a high m__________.
11. The name of the third apostle who saw all this. | <urn:uuid:13b67f58-0f18-4e8a-a433-892820f0907c> | CC-MAIN-2017-30 | http://sdc.me.uk/sundayliturgy/worksheets/f-0806-transfiguration_b.pdf | 2017-07-24T22:48:14Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00092.warc.gz | 280,715,248 | 207 | eng_Latn | eng_Latn | 0.999271 | eng_Latn | 0.999271 | [
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I. Grade Level: grades k-3
II. Objectives:
a. To understand the different roles of the family members living in Florida in 1898.
b. To examine the daily life of children their age living in Florida in 1898.
c. To discuss the differences between life in 1898 and today in Florida.
III. Standards:
a. Sunshine State Standards (2006):
i. Social Studies: Time, Continuity, and change: Standard 2: know methods of communication from long ago and the technological developments that facilitated communications (e. g., speaking by gestures; transmitting stories orally; the use of pictographs, hieroglyphics and different alphabets; writing by hand and printing with machines).
ii. Social Studies; Time Continuity, and change: Standard 1: compares everyday life in different places and times and understand that people, places and things change over time. And knows a family history through two or three generations.
IV. Vocabulary:
a. Candle: a wax or tallow cylinder with an embedded wick that is burned for illumination.
b. Wick: a fiber core in the center of a candle; this is the part of the candle that is burned for illumination.
c. Paraffin: a waxy white or colorless substance that comes from petroleum and used to make candles.
d. Churn: a device in which cream is beaten vigorously to make butter; can be made of wood or pottery.
e. Livestock: the collective term for the animals found on a farm, i.e. horses, mules, cattle, pigs, chickens, etc.
f. Rope Winder: a hand cranked machine used to twist several pieces of twine into rope.
g. Hoe: a garden implement with a long handle and a think, flat blade that is used to break up and move soil.
h. Lamp: a vessel holding liquid fuel that is burned through a wick for illumination.
Activity 1: Story Telling (Mother)
V. Materials: None.
VI. History: During this time there were limited resources in photography and printing. A printer would only come to a local town if the community was large. And if this printer came to a Florida community most likely he would be producing newspapers and advertisements for local businesses. Most printing production was in far off cities.
Post-Trip Lesson Plan Daily Life
Therefore information about a family's heritage and knowledge would be passed by word of mouth. The mother of the family was in charge of keeping track of kinfolks and relatives. Mothers also remembered and passed down folk rhymes, stories, songs, party games, and folk remedies. When no school teacher was available, the mother taught her children everything she knew.
VII. Procedures: Discuss the importance of story telling and the mothers' role in passing down information. Then as a class create your own (oral) fictional family, family tree and stories that a mother living in Florida in 1898 would share with her children.
VIII. Assessment: This is a collaborative project within the classroom and can be graded based on assessing your students understanding of the history of story telling and the daily life of someone living in Florida in 1898.
IX. Open-Ended Questions:
a. What do you know about your family history?
b. Who told you about your family history?
c. How is family heritage preserved?
d. What rhymes, stories, and songs have your mother and father taught you?
Activity 2: The Daily Life (Father)
X. Materials:
a. Construction paper
b. Crayons, colored pencils, markers
c. Scissors (only if constructing an image)
XI. History: The father cleared the land, built the home, plowed, planted, and hunted the surrounding area for game for the table. His was a constant battle, both a conflict with wildlife as well as nature. He was responsible for all heavy outdoor chores and for assigning chores to the boys in the family. He taught them the proper use of the muzzle loading rifle or shot gun, the axe, saw, knife, and all other tools necessary. He taught hunting, trapping, and fishing skills. The father shared his knowledge of livestock care, herding cattle, riding, and plowing. These skills were necessary in order to help when extra hands were needed around the homestead.
XII. Procedures: Discuss the history of passing skills down between farther and child as explained above. Then hand out construction paper to the students in your class and have them either construct or draw an image based on a skill or piece of information that their father (or possibly mother) passed down to them (e.g. how to ride a bike, how to catch a fish, how to wash the dog). Post the drawings/constructions around the room and see the variety of skills and information learned. Discuss the open-ended questions.
XIII. Assessment: The students should be graded based on based on the completion of their construction and how they used the information they learned from the history of the daily life (father).
XIV. Open-Ended Questions:
a. What skills have your father and mother taught you?
b. What skills were children taught by their father in 1898?
c. How are these skills similar and/or different?
Activity 3: Worksheet: Children and Chores
XV. Material:
a. Worksheet: Children and Chores
b. Writing utensil
XVI. History: When children became old enough to do so, they went to school. When not is school, they were busy with their chores around the home. Since there was always much to be done, the family would get up before daylight and go to bed after dark. Families would try to finish chores before dark since they did not have electric lighting and would be forced to rely on candles or lamps when dark. These candles would be made by the children by dipping the wick into wax or paraffin. The children were also in charge of making butter for the family to eat. This was done by milking cows, turning the milk into cream, and using this cream to churn the butter in a butter churn. Usually the boys in the family were in charge of the livestock (or animals) on the farm; they would feed and tend to the animals daily. While the girls in the house would sew, do the laundry, and beat rugs. The family would have a small vegetable garden with green beans, cow peas, tomatoes, Irish potatoes, sweet potatoes, collard and mustard greens, beets, watermelons, herbs, and sugar cane, which the children and mother would tend. This was done by using a hoe, a garden implement with a long handle and a think, flat blade that is used to break up and move soil. When rope was needed the children would use a rope winder to twist twine into rope. A final chore of the children was to sweep the yard. This kept the debris away so that dangerous animals could be spotted, the tracks of hunting prey would be seen, and during the dry season created a barrier for fire. As you can see children had many chores to complete daily, along with school tasks, social gatherings, and games, a child's life was full of activity.
XVII. Procedures: Discuss the history of children and their chores which is written above (the vocabulary words for this lesson plan are underlined throughout the paragraph). Then hand out the worksheet Children and Chores to the class. Have the children complete the worksheet. Then answer the open-ended question collectively.
XVIII. Assessment: The students can be graded based on completion of the worksheet.
XIX. Open-Ended Questions:
a. What chores do you do around your house?
b. What chores did children do at your age living in Florida in 1898?
c. How do you think life was different in 1898?
Name: _____________________________________ Date: _____________________
Post- Trip Lesson Plan
Worksheet: Children and Chores
Instructions: Color in the worksheet below and answer the questions.
How do you or your Parents wash Clothing:
Where does Butter come from Today:
This Woman is Churning Butter.
Name: _____________________________________ Date: _____________________
How do we get Milk now:
This Girl is Milking a Cow.
Where does Meat come from for Dinner Today:
Name: _____________________________________ Date: _____________________
How do we get Water Today:
This Boy is Collecting Wood for the Fire to stay Warm.
What do we use to stay Warm Today: | <urn:uuid:c8cff804-92b1-4439-9a70-10ce9f054347> | CC-MAIN-2017-30 | http://crackercountry.org/pdffiles/lessonplan/DailyLifelessonplan(K_3).pdf | 2017-07-24T22:49:55Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00093.warc.gz | 67,025,674 | 1,740 | eng_Latn | eng_Latn | 0.989083 | eng_Latn | 0.999211 | [
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March 2016
Picture Story
Teacher Notes and Activities
Something Wonderful
By Raewyn Caisley and Illustrated by Karen Blair
Publisher: Viking/Penguin ISBN 9780670078455
$24.99
Sam likes to pull things apart and put them back together, and think about how things work. But he is sometimes so busy doing this, he forgets his chores on the family farm.
Then one day he creates something truly wonderful...
Themes:
- Discovery
- Invention
- Creative Thinking
- Importance of Dreaming
Discussion Points:
- Looking at the cover, before reading the story, what do you think it could be about? Compare your answers after reading it to see how close you were.
- With all the things that Sam did, how would you describe him?
- Are you at all like Sam? Have you ever done or tried to make the things that Sam did. Explain.
- Why did Sam forget to do his chores? How did his parents react to this?
- Why do you think his Mum and Dad reacted differently?
- Do you sometimes get distracted too?
- When Sam went in the shed and started to build something, did you guess what he was trying to make? Do you think it will make a difference to life on the farm?
- Discuss how important it is to 'invent' things?
- Think about a simple task that you do everyday. Can you think of something that would make that job easier?
Act vit es:
i
- As a class, research ten things that have been invented in the past 100 years. Rank them according to how important and life changing they have been. | <urn:uuid:d60e4315-01fe-4b37-99d5-1ebac72d37f8> | CC-MAIN-2017-30 | http://lamontbooks.com.au/media/62026/march-2016-ps-something-wonderful.pdf | 2017-07-24T22:31:49Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00091.warc.gz | 178,301,338 | 339 | eng_Latn | eng_Latn | 0.998732 | eng_Latn | 0.998732 | [
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A DVO C AC Y T O O L S
HOW TO CALL YOUR LEGISLATOR
This is an effective way to make your voice heard. It's easy and doesn't take much time.
Why Do It?
Many legislators want to know what the public considers important. They will be very interested in your opinion if you voted for them or not. Even if you don't always see eye to eye with your representative, it is still valuable for them, and for your community, to know what your priorities are, what you care about and what you'll pay attention to.
Remember: a good quality public education and the impact it has on our economy is supported by the vast majority of Pennsylvanians, regardless of political party. There is support for strong public education among political representatives and leaders of both parties as well. Calling Representatives, Democratic and Republican, is a way to show them that once the campaigns are over, they need to pay attention to all constituents and the prosperity of the entire Commonwealth.
A Call Is Easy and Goes Something Like This
- Introduce yourself and identify yourself as a constituent.
- Give an example of your personal experience when possible.
- State your topic and say WHAT you care about, SUPPORT or OPPOSE, WHY
- ASK for a FOLLOW UP RESPONSE
Example of a Phone Call Script
Hi this is Susan Pennsylvanian, I am a constituent of Representative Handshaker, and I am calling because I strongly support public education and I am very concerned about the impact of budget cuts on my school, and on our community.
The person answering your call will say something like: I'd be glad to take your information, the Representative isn't available right now, but we want to know your opinion/care about hearing from people in the community.
[Example of something specific]: My 2 nd grader's class went from 22 to 28 kids this year, and I think that is nuts! The kids are getting less individual attention, and I just don't agree that this is the right solution to a state budget problem – we can't cut education, it is the thing that will re-build our economy! Instead of looking at gimmicky and unproven reforms (like vouchers) I really think we need to figure out how to deliver a high quality education to every child.
The issue of public education is my top issue as a voter and taxpayer!
I am interested in the Representative's position on these cuts (or other issues that you are interested in) and would like to hear back about it. My address/email/phone is…. Thank you. | <urn:uuid:8ff100c6-3767-48e3-a749-531462507162> | CC-MAIN-2017-30 | http://educationvoterspa.org/wp-content/uploads/2015/11/How_to_Call_Your_Legislator_Handout.pdf | 2017-07-24T22:35:39Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00091.warc.gz | 95,097,152 | 538 | eng_Latn | eng_Latn | 0.999017 | eng_Latn | 0.999017 | [
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The Life Cycle of Lice
An adult louse is about the size of a sesame seed.
There are three forms of head lice.
Louse is the term used to describe an adult. An adult louse is about the size of a sesame seed and tan to grayish-white in color. Adult lice may live up to 30 days on a person's head, and the female can lay between 100 to 200 eggs during that lifespan.
Nit is the term for a louse egg. They are very hard to see and may be confused with hair spray droplets or dandruff. Nits are oval and usually yellow to white.
Nymph is the term for a newly hatched baby louse. It differs from an adult louse only in size. Nymphs mature into adults in about 7 days.
When a female louse finds its way onto the head of a person, she starts laying eggs, or nits, along with a glue that firmly attaches the nits to the hair close to the scalp. An adult female can deposit 6-8 nits in 2 days!
In a week or so, the nits hatch, and the newborn lice take their first meal of blood from the person's head by attaching itself to the hair shaft, an inch from the scalp.
It takes about 10 days for a newborn louse to become an adult. Once an adult, the female louse can start laying eggs. This means it only takes 16 days for an egg (nit) to become a female louse capable of laying more eggs! Adult lice live for 9-10 days, making the total life span of a louse from egg to adult about 25 days.
How Lice Spread
Lice spread from person to person when people are in close contact or when they share clothing or personal items that have been in contact with the head or neck -- coats, scarves, hats, brushes and combs.
Remember...
Lice do not fly or jump; they can only crawl.
Lice can infest anyone...young, old, rich, poor, clean or dirty.
Avoid sharing personal items such as hats, coats, brushes, combs, and pillows.
Nit Tips . . .
Nits are hard to remove from the hair.
Nits feel like little grains of sand stuck to the hair. You may feel them before you see them.
Dandruff can be flicked off with your finger. Nits cannot.
Nits are tiny and yellowish-white. Dandruff is larger and white. | <urn:uuid:3f96fb90-da9b-4a14-a525-5f945a160380> | CC-MAIN-2017-30 | http://www.biconet.com/personal/infosheets/TheLifeCycleofLice.pdf | 2017-07-24T22:41:57Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00091.warc.gz | 373,529,913 | 529 | eng_Latn | eng_Latn | 0.999074 | eng_Latn | 0.998717 | [
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An original symbol
After increasing its size by 2 points
The same symbol, by increasing its size by 2 points
Picture line symbol | <urn:uuid:54230e42-c866-4d06-b8d8-6e1e47641047> | CC-MAIN-2017-30 | http://www.cartotalk.com/index.php?app=core&module=attach§ion=attach&attach_id=1736 | 2017-07-24T22:38:07Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00091.warc.gz | 383,187,210 | 30 | eng_Latn | eng_Latn | 0.998276 | eng_Latn | 0.998276 | [
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This is a Circle
By Chrissie Krebs Publisher: Random House ISBN 9780857988058 $24.99
This picture book begins like any ordinary 'name the shape' book. But soon strange animals appear and decide to play with the shapes and objects in increasingly silly and unexpected ways.
Teacher notes have been based on those prepared by the publisher, Random House. A full version is available at www.randomhouse.com.au, including various worksheets.
Themes:
- Identifying shapes and objects
- Problem-solving and cooperation
- Identifying emotions
Discussion Points and act vit es:
i
- Read the blurb on the back of the book. What do you feel about it? What kind of things are you now expecting to see inside the book? What questions do you have about what could be in the story?
- Name the four types of animals that you see in the book. As a class, see if you can think of five facts about each animal.
- Have you seen all of these types of animals in real life? Where are you most likely to see each animal? (You could think of a country, or a type of place, such as in a home, in a zoo, in a wildlife park, on a farm or in a national park.)
- Do you think the way the animals in the story behave is realistic? Can you think of two things each animal does that might be realistic, and two things each animal does that might not be realistic?
- Imagine you were going to re-write this story featuring only native Australian animals. Which four animals would you choose? Which Australian animal do you think would be most like the bear, the goat, the cat and the fox? (Hint: think about what personality you think the animals might have, not just how they look.)
- Were there any words in the book that you didn't know? Can you work out from the illustration what the word means?
- Do you think the animals in the story get along? Would you want to play with them? Why?
- How do you think the animals could get down from the giant box? What kind of skills or items would they need to help them get down?
- When you read the book, why do you think some words are made bigger than others?
March 2016
Early Childhood
Teacher Notes and Activities | <urn:uuid:2bc35497-eacc-4214-94bd-7d74d46fdda7> | CC-MAIN-2017-30 | http://lamontbooks.com.au/media/62017/march-2016-ec-this-is-a-circle.pdf | 2017-07-24T22:29:02Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00095.warc.gz | 180,235,081 | 476 | eng_Latn | eng_Latn | 0.998612 | eng_Latn | 0.998612 | [
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Guilford County Schools students and teachers started using new Common Core State Standards (CCSS) for the 2012-2013 school year. CCSS replaces the North Carolina Standard Course of Study as a clear way to understand what students are expected to learn, so parents and teachers know how to help them reach those goals. The standards were created using feedback from thousands of K-12 teachers and experts in education and are being used by 46 states and the District of Columbia.
UNDERSTANDING THE COMMON CORE STATE STANDARDS
Here are the most-common questions, and answers, about CCSS:
1. WHY DO WE NEED COMMON CORE EDUCATIONAL STANDARDS?
We need standards to ensure that all students, no matter where they live, are prepared for success in postsecondary education and the workforce. Common standards will help ensure that students are receiving a high-quality education, no matter what school they attend, across the United States. Using the same standards across the country will also provide a greater opportunity for educators to share experiences and best practices that will improve our ability to best serve the needs of students.
2. HOW DO THE COMMON CORE STATE STANDARDS DIFFER FROM THE PREVIOUS NORTH CAROLINA STANDARD COURSE OF STUDY?
The CCSS provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.
3. WHY IS THE COMMON CORE STATE STANDARDS INITIATIVE IMPORTANT?
These standards are a first step toward ensuring our children are getting the best possible education, no matter where they live. The CCSS enables participating states to work together to:
* Make expectations for students clear to parents, teachers, and the general public;
* Encourage the development of textbooks, digital media, and other teaching materials aligned to the standards;
* Develop and implement comprehensive assessment systems to measure student performance against the CCSS. These will replace the existing testing systems that too often are inconsistent, burdensome and confusing, and
* Evaluate policy changes needed to help students and educators meet the standards.
4. WILL MORE STANDARDS MEAN MORE TESTS?
No. States that choose to adopt these CCSS will be able to pool information and resources to develop a shared set of high-quality tests to better evaluate student progress. The goal is not to have more tests, but to have smarter and better tests that help students, parents, and teachers.
Go to our website,
www.gcsnc.com.
Click on the Parents tab, then Current Parents, then the Common Core link.
UNDERSTANDING THE COMMON CORE STATE STANDARDS
5. HOW ARE THE ASSESSMENTS CHANGING?
The state assessments have been modified to assess the CCSS in a number of ways. The state assessments will have a combination of multiple choice and constructed-response questions. The mathematics assessments will include sections for students to use calculators, as well as areas where calculators are not permitted. You can find more specific information about the North Carolina assessments at: http://www.ncpublicschools.org/acre/ assessment/online/.
6. HOW HAS GCS PREPARED TEACHERS FOR THE CHANGE?
During the 2011-12 school year, GCS trained all district math and English language-arts teachers. Teacher leaders and administrators worked with curriculum specialists to create units and resources using a model that connects standards, instruction and assessment. During 2012-13, teachers new to the district will participate in online professional development.
7. HOW WILL STUDENTS, PARENTS, AND TEACHERS BENEFIT FROM COMMON CORE STATE STANDARDS?
The standards do not tell teachers specifically how to teach, but they do help teachers figure out the knowledge and skills their students should have. This allows teachers to tailor lessons and environments to best fit their classrooms. Standards also help students and parents by setting clear and realistic goals for success. Standards are a first step – a key building block – in providing our young people with a high-quality education that will prepare them for success in college and work. Of course, standards are not the only thing that is needed for our children's success, but they do provide a road map for our teachers, parents, and students.
8. WHERE DO I LEARN MORE?
Go to our website, www.gcsnc.com. Click on the Parents tab, then Current Parents, then the Common Core link. | <urn:uuid:6539c80f-3397-457a-9056-cead2cf93441> | CC-MAIN-2017-30 | http://mainecla.org/wp-content/uploads/2014/03/CooksonMCLAspring2014.pdf | 2017-07-24T22:29:18Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00094.warc.gz | 200,174,124 | 930 | eng_Latn | eng_Latn | 0.997383 | eng_Latn | 0.997498 | [
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Ellie's Story: A Dog Purpose Novel
By W. Bruce Cameron
Grade Levels: grades 4 – 7
Synopsis:
Who rescued who? Since she was a puppy Ellie was chosen and trained to be a search and rescue dog for Jakob. Told from her point of view, Ellie not only picks up on the scents of who she is trained to find, but she picks up on her trainer, Jakob's sadness. After Jakob is shot during a search and rescues mission she is transferred to another trainer, Maya, who also is in need of a canine friend. With Maya she goes to El Salvador on the biggest rescue mission of her life, uncovering bodies from an earthquake rubble. But what happens when a search and rescue dog loses her strong sense of smell? Find out what kind of work they can do then and an amazing miracle at the end.
Author's Website: http://brucecameron.com/
This is the only one of his books appropriate for this audience. His other works that are YA:
* A Dog's Purpose
* A Dog's Journey
* The Dogs of Christmas
* Emory's Gift
Curriculum Connections:
* CCSS.ELA –Literacy. RL.5.6 – Describe how a narrator's or speaker's point of view influences how events are described.
o Students can discuss how the book would have been different if it weren't told from Ellie's point of view.
* CCSS.ELA. – Literacy. RL.5.2 – Determine the theme of a story, or poem from details in the text, including how characters in a story or drama respond to challenges; summarize the text.
o Students can discuss how Jakob and Maya responded to the challenges of training search and rescue dogs. They can also discuss how Ellie dealt with the challenge of losing her sense of smell.
Lesson Ideas:
* Research search and rescue dogs training. Ask inquiry questions and research to find the answers.
* Use the discussion questions in the appendix to have a literature circle discussion
Websites for research
* American Rescue Dog Association: http://www.ardainc.org
* National Association for Search and Rescue: http://www.nasar.org
Suggested Companion Titles:
Fiction:
* Cracker Cythia Kadohata
* A Dog's Life Ann Martin
* Sheep Valerie Hobbs
* Mountain Dog Margarita Engle
* Racing in the Rain: My Life as a Dog (Young Reader's Edition) – Garth Stein
Nonfiction:
* Search and Rescue Dog Heroes – Linda Bozzo
*
Search and Rescue Dogs – Jessica Rudolph
Professional Reviews:
* Booklist Online – 11/1/15
* Kirkus reviews – 02/01/15
* Voice of Youth Advocates -04/01/15
* School Library Journal – 03/01/15 | <urn:uuid:a7a6ddb1-b111-4159-abf2-a40f2d7bd5f6> | CC-MAIN-2017-30 | http://maslmd.org/wp-content/uploads/2016/10/Ellie.pdf | 2017-07-24T22:29:41Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00094.warc.gz | 204,435,035 | 592 | eng_Latn | eng_Latn | 0.991045 | eng_Latn | 0.998557 | [
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Wilson Area School District Planned Course Guide
Title of Planned Course: Acoustic Guitar for Beginners
Subject Area: Music
Grade Level: 9-12
Course Description: In this course, students are introduced to the parts of the guitar, elements of music (melody, harmony, rhythm), music terminology and symbols, guitar terminology and symbols, chords and progressions, musical genres (folk rock, country, blues, spirituals and patriotic). Students will perform individually and together in "guts" recitals and in ensembles. Students will perform daily either in ensemble or alone. They will perform proficiencies (tests) individually to show below average/proficiency/mastery of the material. Students will be given multiple time to demonstrate mastery. Their final "guts" recital will be a song from a genre of their choice.
Credit for this course: One Full Academic Year / 0.6 credits
Curriculum Writing Committee: Ann R. Hockin
Curriculum Map
August: Introduction to the Guitar and is parts. Tuning, care and labeling the instrument.
September: D and A chord progressions using I, IV, V7, I format. 1 st position natural note scale. Time signature, staff, bar lines, steady beat. Songs in Key of D and A. Tuning using electronic tuners as well as tuning the guitar to ITSELF using the 55545 method.
October: Music terms: Chord, progression, scale, key, I, IV, V7 and what these mean. Guitar terms: Guide, common, relative fingers in relation to chords. G and E chord progressions and songs in the Key of G and E.
November: Strum patterns, rest stroke. Understanding rhythm/counting (note and rest values). Am and Dm chord progressions. Song in the Key of Am and Dm.
December: Learning to play the melody. Treble clef pitch names. Learning pitch names of string 5 and 6. Playing melodies on these strings. C chord progression and songs in the Key of C.
January: Learning pitch names of string 3 and 4; 1 and 2. Play melodies on these strings. Continue rhythm/counting study.
February: Playing Harmony-Trios. Introduction to Barre Chords
March: Root/5 th strum patterns. 12 bar Blues pattern. Whole and Half steps using the format of a major scale and the introduction of accidentals (Sharps/Flats)
April: Playing Bass guitar-learning a different way to play the root/5 th . Bass chards and exercise. The three-player combo: rhythm, bass, melody.
May: Playing arpeggios, block chords and finger plucking using PIMA
June: Final written exam and "guts" recital.
Wilson Area School District Planned Course Materials
Course Title: Acoustic Guitar for Beginners
Text Book:
First Year Guitar H.O.T. (Hands on Training) by Nancy Lee Marsters Edited by Edward Prasser and Leo Welch
Supplemental Books:
- How to Play Guitar: Phase 1-Ernie Ball, 1979
- Easy Way to Guitar- Mel Bay Publ. 1973
- Modern Guitar Method-Grade 1-Mel Bay Publ. 2005
Teacher Resources:
- Old Town School of Folk Music Songbook
- Hal Leonard 2008
- The Three Chord Song Book
- Country Western Song Book
- Beatles Anthology
- www.chordie.com
- www.ultimate-guitar.com
- www.freemusic.com
- www.musictheory.com
Unit 1: Introduction to the Guitar
Time Frame: 1 week
State Standards: 9.1 B, 9.1 H
Essential content/objectives: At the end of this unit, students will be able to:
- Identify the parts of the guitar
- Proper care and Identification of a guitar
- Tune a guitar using a digital tuner
- Identify high and low pitches and pitches that are higher/lower than a first pitch
- Use correct body posture and LH (left hand) RH (right hand) positions
- Let's get started-learn the D and A7 chords and basic down strum
Core Activities: Students will complete/participate in the following:
- Label guitar case with name/phone number
- Drill to memorize the names of the parts of the guitar
- Use polish and a soft cloth to clean the guitar's exterior
- Practice hearing high and low pitches; differentiate this terminology with loud and soft
- Play 2 notes and determine if one is higher or lower
Extensions: Students must take home guitars to practice. Students can practice with each other on identifying the parts of the guitar. Students and teacher can correct body posture and LH/RH positions.
Remediation:
- One-on-one assistance
- Remediation before and after school or during a study hall
- Sign out of study halls when the teacher has lessons or a prep period to practice
Instructional Methods:
- Direct instruction
- Guided practice
- Individual/group practice
- Oral and aural review
Materials & Resources:
- HOT teacher/students books
- Student/teacher guitars
Assessments:
- Questioning
- Direct observation
- Quiz on guitar parts
- Show me good posture and the correct LH/RH position
- Individual playing of and correction of the D and A7 chords during class
Curriculum Scope and Sequence
Planned Course: Acoustic Guitar for Beginners
Unit 2: Music and Guitar Terms; Chords and Alternate Tuning Method
Time frame: 8 weeks
State Standards: 9.1 B, 9.1 C, 9.1 G, 9.2 B
Essential content/Objectives: At the end of this unit, students will be able to:
- Keep a steady beat using down strum and recognize the symbol for it
- Demonstrate the correct fingerings for the 1 st position natural scale
- Demonstrate the correct LH position for the D and A chord progressions
- Play Skip to My Lou, He's Got the Whole World, Swing Low Sweet Chariot, Michael Row Your Boat, and Oh Susannah and others from supplemental books
- Use the alternate 55545 tuning method to tune the guitar to itself
- Define the following music terms: Chord, progression, scale, key, I, IV, V7, bar line, double bar, time signature, treble clef, measures
- Define the following guitar terms: Guide, Common, Relative fingers
Core Activities: Students will complete/participate in the following:
- With the teacher, practice keeping a steady, down-beat strum
- Learn how to read a chord diagram and determine LH placement on the correct string/fret for the D, G, A7, A E7, C and D7 chords
- Drill and practice all 7 chords until mastery
- In a group and alone, will practice all of the songs listed above
- Study/practice in a group/alone the 1 st position natural note scale on page 22 in the HOT student book, always saying the pitch names aloud!
- Engage in classroom dialog about the music terms listed above and what these mean and how they apply to guitar playing
- Practice playing chord progressions in order to make meaning of the guitar terms listed above
- On two different days throughout this unit, student guitars will be de-tuned, keeping the 6 th string tuned to the correct E. Using the 55545 tuning method, students will go to an alone, quiet place in the music department to tune their guitars
Remediation: One-on-one time during assigned class time or before/after school or on a study hall.
Extensions: Use websites to seek alternate song repertoire.
Instructional Methods:
- Direct instruction
- Group discussion
- Group/individual guided practice
- Peer collaboration
- Modeling
Materials & Resources:
- HOT student/teacher/CD
- Teacher song books
- Online songs
Assessments:
- Teacher Observation/Correction
- Quizzes/ tests #1 and #2 in HOT teacher's manual
- "Guts" recitals-students must choose one song from each of the 4 chord progressions and play in front of their peers for teacher/ensemble critique and a pass/fail grade
- Individual private proficiencies #1 and #2 using rubrics in the HOT teacher's manual
Unit 3: More Guitar Chords/Songs; Rhythm and Counting; Strum patterns; Musical Staff Pitch Names (melody)
Time Frame: 8 weeks
State Standards: 9.1 A, 9.1 B, 9.1 C, 9.1 G, 9.2 C, 9.3 A, 9.3 D
Essential content/objectives: At the end of this unit, students will be able to:
- Demonstrate the LH position for E, Em, Am chord progressions
- Play Comin' Round the Mountain, Wade in the Water, Greensleeves, Deep Blue Sea, Joshua and Wayfaring Stranger using steady down-beat strum pattern
- Count simple and advanced rhythms ALOUD
- Strum patterns in 4/4, 3/4 and 6/8 on page 94 in the HOT student book. They will apply these to repertoire they know and demonstrate via a "guts" recital
- Explain the lines and spaces of the treble clef
Core Activities: Students will complete/participate in the following:
- Learning the lines and spaces of the treble clef by using the 1 st position natural note scale
- Developing rhythm and counting music vocabulary while studying about note and rest values. Practice counting aloud all note/rest values, first on individual strings and then with chords, in ensemble and alone
- Learning about different time signatures 3/4, 4/4, 3/8, 3/2
- Use individual strings to practice the rhythm exercises, then single chords and eventually chord progression (changing the chord at the beginning of each measure) in a group and alone using the 1 + 2 + 3 +, etc. method found on pg. 27 in the HOT student book
- Practicing, in a group/alone, strum patterns from pg. 94 and choose which ones go best with songs in 3/4 and 4/4
- Learning the pitch names of the 1 st position scale and how these are placed on the musical staff. Students will begin with the lower pitches found on the 5 th and 6 th strings. In ensemble, they will drill the fingerings then drill the location on the staff, always saying the pitch names aloud. Drill the melodies for the 5 th and 6 th strings on pg. 32 of the HOT student book
- Review of all of the chord progressions and rhythms and do random chord progressions
Remediation: One-on-one assistance during classroom instruction, before/after school and during study halls. Students must practice at home to reinforce classroom learning.
Instructional Methods:
- Direct instruction through modeling
- Guided group/individual practice
- Peer collaboration
Materials & Resources:
- HOT student/teacher/CD
- Guitars
- Supplemental song books
Assessments:
- Teacher Observation/correction of LH/RH/body posture
- Quizzes and tests #3 and # 4 in HOT teacher's manual
- "Guts" recitals on songs in E, Em and Am
- Proficiencies on E, Em and Am chord progressions/random chord progressions using proficiencies 3, 4 and 5 in the HOT teacher's manual
- Worksheets 1, 2 and 3 in the HOT student book
Unit 4: More Musical Staff Pitch Names; Keep on with the rhythms; C Chord Progression, Harmony and Melody
Time Frame: 6-8 weeks
State Standards: 9.1 A, 9.1 B, 9.1 C, 9.1 D, 9.1 G, 9.2 C
Essential content/objectives: At the end of this unit, students will be able to:
- Describe and demonstrate the musical pitch location for the pitches found on string 3 and 4, then string 1 and 2
- Describe and demonstrate the C chord progression: C, F, G7
- Describe and demonstrate the melody/harmony by playing in teacher-assigned Trios
Core Activities: Students will complete/participate in the following:
- Learn the correct LH position for the C, F, G7 chords on p. 17 in the HOT student book and play the song given in the Key of C: The Old Gray Mare, She Wore a Yellow Ribbon
- Practice and drill the fingerings and pitch names of the 3 rd and 4 th string: D, E, F, G, and A and their location on the musical staff saying the pitch name aloud and then playing the melodies on p. 22 in the HOT student book
- Practice and drill the fingerings and pitch names of the 1 st and 2 nd strings: B, C, D, E, F, and G and their location on the music staff saying pitch names aloud then playing the melodies on p. 34 in the HOT student book
- Review of rhythms, counting and all chord progressions in ensemble
- Playing in teacher-assigned Trios. There are 6 trios on pages 35-36 in the HOT student book. Each trio must play all 6 trios. Students must play 2 part I's, 2 part II's and 2 part III's. Within their trio, students are to work collaboratively to decide who will play which parts
- Memorize musical staff pitch placement
Extensions: Students must take guitars home to practice the melodies that form the trios.
Remediation:
- One-on-one in class assistance before/after school and study halls
- Free on-line guitar lessons
- Use of www.musictheory.com
Instructional Methods:
- Direct instruction using modeling
- Peer collaboration
Materials & Resources:
- HOT teacher/student/CD
- Supplemental song books for songs in the Key of C
Assessments:
- Teacher/Peer observation and critique
- Quizzes
- Individual proficiencies # 6-8 and students will play all melodies on strings: 5 & 6, then 3 & 4, then 1 & 2 in HOT teacher's manual
- Group Trio Proficiency #10 in HOT teacher's manual
- "Guts" recital on songs in the Key of C
Unit 5: Accidentals; Major Scale Pattern (WWH,W,WWH); C Major Scale; Major/Minor Chords; Root/5 th of each chord; 12 bar blues chord and strum patterns.
Time Frame: 4 weeks
State Standards: 9.1 A, 9.1 B, 9.1 C, 9.3 C
Essential content/objectives: At the end of this unit, students will be able to:
- Describe and demonstrate the root and 5 th of each chord
- Describe and demonstrate the C major scale and the pattern of Whole (W) and Half (H) steps
- Differentiate between major and minor chord tonalities
- Describe and demonstrate the chord and strum patterns for the 12 bar blues
Core Activities: Students will complete/participate in the following:
- Learning and knowing the 12 bar blues chord and strum patterns on pgs. 79-80 in the HOT student book. I chord for 4 measures (m.), IV for 2 m., I for 2 m., V7 for 1 m., IV for 1 m. and the I for 2 m. Caution: This is not necessarily the pattern for all blues songs, just for the 12 bar blues. They will practice and memorize this 12 bar blues pattern using the E chord progression
- Learning and finding the root of each chord (the chord name = the root) and practice root/strum in each chord progression
- Playing major scales on pgs. 88-89 in HOT student book. Students will learn and see chords are made up of triads (3 or more pitches played at the same time). The C scale will be notated on the board followed by group discussion, questions and answers to facilitate comprehension. Each pitch of the scale will show the correct chord played above that pitch. Students will play a C major scale using their knowledge of the 1 st position natural scale. Students will play the correct chord corresponding to the scale pitch: I, ii, iii, IV, V, vi, vii (d), I. They will learn that capital roman numerals are major and lower case roman numerals are minor
- Review and play the 1 st position natural scale and describe all the frets that are skipped? Using pgs. 37-39 in the HOT student book, students will learn and know whole and half steps. They will practice the chromatic scale which is playing all of the pitches on all of the frets-no skipping!! They will say pitch names aloud both ascending and descending
- Review rhythms/counting/random chords
Extensions: Guitars go home for practice of blues songs which students can find in teacher song books or online.
Remediation:
- One-on-One during class, before/after school or study halls
- Use of www.musictheory.com
Instructional Methods:
- Direct instruction using modeling
- Guided practice in ensemble/alone
- Peer collaboration
- Oral/aural review
Material & Resources:
- HOT student/teacher/CD
- Supplemental songbooks
- Old Town School Song Book
Assessment:
- Worksheet #4 (HOT student book) p. 114 Accidentals and #8 p. 118 W/H steps
- Test #3 and #4 (HOT Teacher's manual)
- "Guts" recital on a blues song of choice
- Proficiency #9-HOT Teacher's Manual, the Root and 5 th of all chords
- Play chord progressions
- Play the root on beat 1 and the 5 th on beat 3 in a 4/4 time signature
Unit 6: Playing Bass and The Three Player Combo: Bass/Rhythm/Melody. Brief Introduction to Barre Chords
Time Frame: 2-3 weeks
State Standards: 9.1 A, 9.1 B, 9.1 C, 9.1 G
Essential content/objectives: At the end of this unit, students will be able to:
- Explain and demonstrate a different format for playing the root and 5 th
- Play simple bass/rhythm charts
- Form their own 3-player combos and perform for the class
Core Activities: Students will complete/participate in the following:
- Review all chord progressions and chords in random order
- Review all chromatic pitch names
- Review Counting and rhythms
- Memorize the different Root/5 th patterns for each chord (pgs. 42-43 in the HOT student book). Students will compare this new approach to the old and discuss which they prefer
- Split class in half having:
o One group play rhythm and the other play the root (bass) of all chord progressions and reverse groups
o Bass playing group play the root on beat 1 and the 5 th on beat 3
oStudents play the Simple Rhythm/Bass charts on p. 43 of the HOT student book
- Choose their own trio members to play the three person combos. Practice AURA LEE on p. 22 of the HOT student book. All 3 students must play each part of the combo: rhythm, bass, melody and present to the class
- Brief overview of Barre Chords and how these are formed using the "picture" of the E, Em, Am, E7 chords
Extensions: Students can choose any song from any teacher-supplied song book, HOT book or online songs to form a 3-person combo.
Remediation: One-on-one during class, study hall or before/after school
Instructional Methods:
- Direct instruction using modeling
- Peer collaboration
- Guided group and individual practice
Materials & Resources:
- HOT teacher/student/CD
- Supplemental song books
- Online resources
Assessments:
- Teacher Observation
- Class/Teacher Critique of combo performance
- Test #5 and 6
- Proficiency on AURA LEE Combo using the Ensemble Self Evaluation I in the HOT Teacher's Manual
- "Guts" recital on a song of choice using Root/5 th in 4/4 time, with Root on Beat 1 and 5 th on Beat 3
Unit 7: Finger-Plucking using PIMA, Key Signatures, Final Project
Time Frame: 4 Weeks
State Standards: 9.1 A, 9.1 B, 9.1 C, 9.1 G
Essential content/objectives: At the end of this unit, students will be able to:
- Identify and know PIMA
- Know the difference between free and rest strokes
- Recognize and know both ascending and descending arpeggios chords
- Play finger-plucked block chords
- Present a final "guts" recital
Core Activities: Students will complete/participate in the following:
- A review of random chords, rhythms, counting, pitch names and staff locations
- Overview of Key Signatures and name the pitches of scales using the WWH, W, WWH format up to 4 sharps and 4 flats and see these notated on the board
- PIMA finger-plucking: P=pulgar (thumb); I=indice (index); M=medio (middle) and A=anular (ring). P will always play the root/5 th . I will play the 3 rd string, M will play the 2 nd string and A will play the 1 st string. This is found on p. 55 HOT student book
- Play the C Major Scale using I and M, then with a guitar pick as per p. 56 in the HOT student book
- Use of the RH for playing arpeggios in the finger-plucking style. Exercises on pgs. 6164 in the HOT student book will be used. Students will recognize the Am, E, and Dm chords in music notation arpeggios
- Prepare for their final arpeggio proficiency by playing and diligently practicing Exercises 1-9 on pgs. 65-67 in the HOT student book. Students will play with the teacher, one exercise at a time to work for mastery. Three exercises per day for one week will cover all 9 exercises. The ensuing weeks will be for guided practice, both in ensemble and alone, to master these exercises
- Choose a song of choice for a final "guts" recital. Students must choose the style of presentation-playing the melody or rhythm or finger-plucking based on the song's style and in collaboration with the teacher for final approval.
Extensions: Students can choose any song from any teacher-supplied song book, HOT book or online songs to form a 3-person combo.
Remediation: One-on-one during class, study hall or before/after school
Instructional Methods:
- Direct instruction using modeling
- Peer collaboration
- Guided group and individual practice
Materials & Resources:
- HOT teacher/student/CD
- Supplemental song books
- Online resources
Assessments:
- Teacher Observation
- Class/Teacher Critique of performance
- Arpeggio proficiency
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Read Skillfully
A Proud Flight
CCSSR1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Long ago, people looked to the sky and saw birds fly. They wondered if there was a way they could fly like birds. People made up myths about flying. A myth is a story that has imaginary people and places in it.
A myth that people in Greece made up was about a young man. The young man was called Icarus. In the story, he and his father, Daedelus, were imprisoned by an evil man. They were kept on an island. They could not escape because there were high walls. The island was surrounded by water.
His father was an inventor. He invented wings made from bird feathers. He used wax to get them to stick to a frame shaped like a wing. They would use the wings to escape.
Because they were made with wax, the wings could melt if they got hot. So Daedelus warned his son not to fly close to the sun. At that time, which was hundreds of years ago, people did not know how very far away the sun is. The story comes from Greece, where the sun feels very hot in summer.
You probably guessed what happened next. Daedelus and Icarus used the wings to escape. They flew over the walls. They flew away from the island. They were flying across the sea.
But Icarus forgot what his father had warned him about. He forgot to stay away from the sun. There were no clouds. The sun shone brightly. It melted the wax. The feathers fell off the wings. They would no longer support him in the air. So he fell to the sea.
Daedelus was sad to see his son fall into the sea. But he could not help him. He knew this could happen. That was why he had tried to tell his son how dangerous it was to fly close to the sun.
In Greece, many times people told myths to educate other people. There were three lessons to learn from this myth. First, you should listen to your parents. Second, you should not take dangerous chances. What is the third lesson? That is for you to figure out.
What is a lesson people can learn from this story?
Underline the parts of the story that show that is the lesson you can learn. | <urn:uuid:764a932d-9350-4e24-bae5-590d0da24d20> | CC-MAIN-2017-30 | http://teacher.depaul.edu/Documents/4thGradeMythaboutIcarusandDaedelus.pdf | 2017-07-24T22:30:13Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00093.warc.gz | 308,759,779 | 535 | eng_Latn | eng_Latn | 0.999732 | eng_Latn | 0.999732 | [
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LOW STREAM FLOW ADVISORY THOMPSON – NICOLA REGION
CONSERVING WATER IS EVERYONE'S RESPONSIBILITY
CURRENT WATER SUPPLIES
Rivers in BC's Southern Interior are currently experiencing very low stream flow conditions. The Nicola basin and all its tributaries as well as the tributaries to the South Thompson are at or below record low flows.
Why are we experiencing these low water flows?
This winter produced a below normal snowpack and we have since then experienced a dry, hot spring and summer. Rainfall across the Thompson-Nicola was only 40-60 per cent of average between April and June, and it has remained well below average through July. Temperatures in this area from late May to mid-July have also been hotter than normal, generally in the 25-33 degree range. The prolonged heat and abundant sunshine has caused rapid evaporation of soil water and surface water, causing river levels to recede quicker than usual.
How low are water flows?
Rivers in the Nicola basin, including the Nicola River (above Nicola Lake) and the Coldwater River (at Brookmere and Merritt), are currently at or below their extreme low flows of record for this time of year. The flow record for the Nicola River extends back to 1915, indicating the extreme nature of these low flow conditions. These rivers usually experience their lowest flows of the year in late August and early September, at the end of the summer.
Rivers throughout southern portions of the South Thompson basin are also experiencing very low flows. These include the Salmon River at Salmon Arm, the Eagle River at Malakwa, Chase Creek, the Bonaparte River and other South Thompson tributaries.
Significant, prolonged and widespread rainfall is required to ease the severe low flow conditions, but with the expected hot and dry weather in the current forecast for the Thompson-Nicola, river levels are expected to continue to drop into August.
The B.C. government is closely monitoring the situation.
For information on drought and additional resources visit:
http://www.env.gov.bc.ca/wsd/public_safety/ drought_info/index.html
IMPLICATIONS
The very low water flows we are experiencing are affecting water supply in various regions; lower than normal lake and reservoir levels and reduced groundwater levels are also expected. In some areas, fish and other aquatic organisms are already being affected.
DRINKING WATER
Low water levels can result in warmer water temperatures and an increase in the concentrations of nutrients or contaminants, which can lead to poor water quality. It's critical to ensure that there is an alternate drinking water source available for all communities. If you have an alternate supply tested for water quality now, you will be better prepared if the need arises to use that secondary supply in the future. Plan in advance if disinfection or similar measures are likely to be necessary, and be prepared for more intensive monitoring if your supplies experience low water levels. For information and updates on the Provincial Drinking Water Program, visit:
www.hls.gov.bc.ca/protect
FISH AND AQUATIC ECOSYSTEMS
Low water levels in streams can be deadly for fish. When water levels drop in rivers and streams, fish and other aquatic life can be stranded in small pools. Low water flows can also lead to higher water temperatures, which increase stress and deaths in fish and other aquatic species. Low water can also expose physical barriers that prevent fish from reaching spawning grounds and may affect fish that have already been identified by the Species At Risk Act as endangered species.
For information regarding fish habitat protection and the brochure "Complying with the Fisheries Act", visit:
www-heb.pac.dfo- mpo.gc.ca/publications/publications_e.htm
GROUNDWATER
Groundwater and surface water are fundamentally interconnected. It is often difficult to separate the two because they "feed" each other. Aquifers are major sources of drinking and irrigation water. They also interact closely with streams, sometimes discharging water into a stream or lake, and sometimes receiving water from that very stream or lake. It is because of this connection that groundwater must also be conserved in times of low water levels. For more information on groundwater visit:
http://www.env.gov.bc.ca/wsd/plan_protect_ sustain/groundwater/library/faq_grdwater.ht ml
AGRICULTURE
Many of the sources for irrigation water in British Columbia are surface water supplies that are snowmelt-fed and therefore at risk during low flows. Low flow conditions can limit the water available for irrigation during the growing season for many crops, and during the hottest and driest part of the summer. Without appropriate amounts of water, many crops will be stressed. A single summer's low flows can have long-term impacts on crops that take longer to establish themselves, such as fruit trees and grape vines. This, in turn, has the potential to considerably affect economic prosperity and food supplies of entire regions, To learn about improving irrigation efficiency and different strategies for managing during times of reduced water availability, visit:
http://www.agf.gov.bc.ca/resmgmt/publist/W ater.htm#drought
FOREST FIRES
Local water supplies may be used to fight forest fires, leaving communities to use alternative sources that may not meet provincial drinking water standards. For information on forest fires and reducing the risk to personal property from wild fires, visit: bcwildfire.ca
WHAT YOU NEED TO DO
Withdrawal of water for domestic, agricultural and industrial use contributes to low streamflows. Reducing water use and carefully managing vulnerable water supplies will help ensure that there is sufficient water to last throughout the end of summer and autumn.
If you share your water source with other licensees, you are encouraged to work together, conserve and share your water and consider in-stream needs.
Water conservation tips include:
* Check for leaks in infrastructure, pipes and hoses, and encourage water users to do the same
* Implement watering restrictions, and for home owners, promote watering only early in the morning, not during the hottest point of the day, and on gardens only—not driveways, roads or sidewalks.
* For agricultural irrigation, implement an irrigation scheduling program using real-time weather data from www.farmwest.com
* Improve water system efficiencies when and wherever possible.
* Educate large users and your local community on the supply system and the need for water conservation.
* Implement drought response and water conservation plans.
* Communicate with your customers and community about low water levels and what they can do to reduce water waste.
Visit www.livingwatersmart.ca for more conservation tips.
NEXT STEPS
Given the extremely low stream flow conditions in the Nicola and South Thompson water basins, local government and water suppliers should implement water restrictions and examine which stage of these restriction is necessary at this time. They should also determine whether it's necessary to stop filling public fountains and watering public parks, gardens, medians and other similar areas.
The B.C. government and Fisheries and Oceans Canada are identifying the need to issue requests for water conservation and provide low streamflow advisories to local governments, local water suppliers and key stakeholders. If stream flows remain at or below record levels, and if water conservation measures are not effective, restrictions based on priority water licence rights may be imposed. Government may limit the number of, or impose restrictions on, new licences, regulate storage or place conditions on existing licences.
As conditions deteriorate, more extreme emergency measures may be necessary.
REGULAR UPDATES
The status of stream flow and precipitation conditions in the province are provided on the River Forecast Centre website: www.env.gov.bc.ca/rfc/
Resource information on drought can be found at:
http://www.env.gov.bc.ca/wsd/public_safety/ drought_info/index.html
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Eastern Michigan University DigitalCommons@EMU
Senior Honors Theses
Honors College
2004
Using Drama as an Effective Method to Teach Elementary Students
Mandie M. Moore
Follow this and additional works at: http://commons.emich.edu/honors
Part of the Educational Methods Commons
Recommended Citation
Moore, Mandie M., "Using Drama as an Effective Method to Teach Elementary Students" (2004). Senior Honors Theses. 113. http://commons.emich.edu/honors/113
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Using Drama as an Effective Method to Teach Elementary Students
Degree Type
Open Access Senior Honors Thesis
Department
Teacher Education
Keywords
Drama in education
Subject Categories
Educational Methods
Using Drama as an Effective Method for Teaching Elementary Students
By: Mandie M. Moore
Introduction: Getting Involved
"Tell me, and I'll forget. Show me, and I may not remember. Involve me, and I'll understand" (An Old Native American Proverb). I remember reading this quote at some point during my college education and thinking that there was much truth to it. Too often I sat through lecture after lecture wondering how I was going to remember all this new information. That was until I took my required U.S. Government course. This professor (whether he knew it or not) taught us using drama. The entire class was involved in a simulation of the government, in which we took on roles of real people. In school, social studies was never my favorite subject. I think that it may have bored me so much that I never bothered trying to understand it. For the first time, I was involved in learning social studies. From this point on, I decided that when I teach my elementary students, I would involve them.
I learned how I would involve my students after taking several communication and theatre arts courses. A study by Kaaland-Wells in 1994 showed that "teachers who had taken a college drama course were more likely than the others to feel that it should be a part of all teacher training, and they were more likely to view it as effective" (Wagner 12). My passion for children and teaching inspired me to do further research into this method. I wanted to reach the students as my professor did for me and bring them to a higher level of understanding of the topics I teach. My belief is that knowledge is power and students should love to learn. While I feel that all of the arts can be influential learning tools, drama is especially powerful. Betty Jane Wagner, an educator who has worked closely with and shared many ideas with Dorothy Heathcote, an expert in the field of drama in education, asserts her opinion of drama. "Drama is powerful because its unique balance of thought and feeling makes learning exciting, challenging relevant to real-life concerns, and enjoyable" (9). As educators, if we are not providing a fun and meaningful learning environment for our children to learn, then we are not doing our jobs.
Research indicates that using drama in the classroom as a means of teaching helps students learn academically, socially, and developmentally. "The use of drama as a tool for teaching is not new. Historically, both drama and theatre have long been recognized as potent means of education and indoctrination. The ways they are used today, however, are new, and they differ in a number of respects from the ways they have been used in the past" (McCaslin 271). Arts advocates and educators have recently started to explore the use of drama as an integrated way of learning the curriculum.
I strongly believe that the arts should be employed in every classroom. It can reach students who otherwise couldn't be reached, and challenge students who have already grasped the concepts. Drama provides a fun means of learning. It brings the affective back into the classroom, an institute where emotions and learning are categorically divided. Recent brain research proves that emotions are linked with learning. When we connect to the concept emotionally, we will have a better understanding of it. When we teach using the arts we are linking prior experiences with new stimuli. Teaching using drama brings emotion and learning together.
Most importantly of all, using drama to teach in the elementary classroom gets students involved and gives them the power to have a key role in their education. Jeffrey D. Wilhelm, who wrote the article, "Drama is Imagining to Learn: Inquiry, Ethics, and Integration through Drama," writes, "Through drama, students became a part of the learning process rather than mere observers or inactive receptacles of the rich experience of learning; in this way, their learning was deeper, more sustained, and infinitely more complex" (1). This paper will demonstrate the validity of using drama to teach students and the elementary curriculum. Through research of the arts, drama in particular, and a close look at how people learn, one can attest that teaching using drama can enrich the classroom environment.
Purpose of Research
"We conduct research in order to understand our field, to learn how to become more effective teachers, and to explain to those outside our field why we use drama as a way to educate students" (Wagner 1). The purpose for researching drama in education, is to determine whether using drama is an effective method for teaching elementary students. The research will demonstrate to educators and the like, why they should integrate drama into the elementary curriculum. This paper will not attempt to advocate drama as the only method of teaching, but rather as a supplement to traditional teaching methods. Through further examination on recent brain research and how people learn, one can conclude that using drama can be a successful way to teach elementary students. All educators can employ the method of using drama to teach all subject areas. Children learn in different ways, so an effective teacher will employ many different teaching strategies in attempt to reach all of his or her students.
Today's elementary classroom is very much controlled by the state. It is an age of standards and benchmarks. "Brain-based research validates that learning is individually specific. This implies that standardized materials, instruction, and practices may actually diminish or inhibit learning" (Lawson 2). The specific curriculum benchmarks and standardized tests provide very little leeway for teachers to deviate from. Since funding for the schools depends on whether the students meet standardized test score requirements, many educators find themselves teaching to the test. This can cause educators to cover a significant amount of information over a short period of time. This will result in
students gaining a large quantity of knowledge with very poor quality. This exact phenomenon is proven by a study done by Preston Feden and Robert Vogel who compared textbooks in the United States to those in other countries:
According to one study, math textbooks in the United States cover 175 percent more topics, yet German students outperform American students in math achievement. Why? The answer is that the human brain can only absorb so much information at a time. By concentrating more on less information, students are better able to retain and use knowledge (2).
Research on drama in education will inform future and present elementary school teachers the benefits of maintaining a dramaintegrated classroom.
What is Drama?
Drama is the act of using the imagination to become someone or something other than yourself. It can take one any place to any period of time. It is only limited by the imagination, the participants' fear of risking, or the leader or teacher's set limitations. Richard Courtney, a professional in the area of drama in education defines drama as, "The human process whereby imaginative thought becomes action, drama is based on internal empathy and identification, and leads to external impersonation" (vii). Courtney believes also that "life is a drama." Humans are always acting and improvising. When we meet someone for the first time, we improvise our conversation. Life has no script written for us, however, we can use role-play to practice the anticipated situation (1).
In their book, Imagining To Learn, Jeffrey Wilhelm and Brian Edmiston define drama simply as, "wondering, 'What if…?' and then interacting with others in a drama world as if that imagined reality was actual" (3-4). Through looking at these definitions of drama, one can see the impact it could have in the classroom. "Asking 'What if…?' is not an optional question in the curriculum—imagining possibilities is the core of understanding other people, other times, and other places" (Edmiston 4).
"Watching children working in drama provides fascinating insights into the richness of their imaginations, the skill with which they negotiate with one another, their present level of critical thinking, and the sophistication of the language they use" (Verriour 7). Gavin Bolton calls the form of drama used to teach in the classroom, "dramatic playing." "Dramatic playing is characterized by a high degree of spontaneity as teacher and students work to create a fictional world in which they assume roles to explore issues that are of concern to them" (Verriour 9). Most professionals in the area of drama in education would define drama very correspondingly. They would all agree that drama is the act of participants joining in an imagined world and taking roles of others. By doing so, students are able to learn through other perspectives and act as one would in the imagined situation. Drama, although not new to humans has had an integral impact on history and those who lived through it.
Drama and theatre arts have been around since ancient times. "Most familiar to us in the Western world is the theatre of ancient Greece, which developed from celebration and dance into a golden age of theatre" (McCaslin 271). This form of art and its artists were highly respected. "Plato, in The Republic, advocated play as a way of learning. Aristotle urged education in the arts, distinguishing between activities that were means and those that were ends" (McCaslin 271). Many cultures have found using drama to teach religion to be very successful. "The medieval church taught through the medium of mystery plays and in doing, helped to restore theatre to its proper place as a great art form" (McCaslin 271). Drama was used to teach, and as a form of entertainment.
The ideas of using drama as a medium for teaching are not new ideas. However, the western world has yet to widely accept the use of drama as a teaching medium for the elementary curriculum. Much of the research on drama in education today can be accredited to scholars in England, Australia, New Zealand, and Canada. Some arts advocates have succeeded in bringing drama and theatre arts into the schools as an entirely separate program. Even this is still lacking in numerous
schools. Although drama in education is not a new idea, recent brain and educational research is causing it to grow in popularity. Educators who use drama to teach their students are finding it to be a very successful method and therefore, are spreading the word.
Drama is a Way of Life
Drama is a natural, innate form of learning for children. As young as toddlers, children play house and pretend to be doctors, teachers, or some other career, which fascinates them. These children are using drama to practice for or imitate life. In her book, Dramatic Play in Childhood- Rehearsal For Life, V. Glasgow Koste includes a text taken from a cereal box, in which attempts to explain the importance of dramatic play. "Playing is one of the most powerful ways for a child to learn. He looks at the world around him and plays what he sees—going to the office, driving a bus, make-believe stores or parties and on and on. He tries different ways of acting, assumes various roles and challenges himself with all sorts of problems" (Koste 2). Dramatic play helps children prepare for life and cope with growing up. It allows children to explore and make sense of the complexities of life without experiencing failure.
Since dramatic play is so innate in children, it should be carried on into the elementary classroom. It is something that children are very good at and love to do. "Children bring with them to the classroom the
universal human ability to play, to behave, "as if" ; many children spontaneously engage in such dramatic play from as young an age as ten months" (Wagner 9). It is very natural for a child to use his or her imagination to transform him or herself even as young as infantry. They are experts in the field. Renowned psychologist, Sigmund Freud states, "We ought surely to look in the child for the first traces of imaginative activity. The child's best loved and most absorbing occupation is play. Perhaps we may say that every child at play behaves like an imaginative writer, in that he creates a world of his own or, more truly he rearranges the things of his world and orders it in a new way that pleases him better…" (Koste 1). When children transform themselves their imagination is set free. They are then able to make connections between their previous experiences and the unknown. It is this connection that helps children and adults learn best.
Drama is a way of life. It is embedded in each and every person's lives from birth to death. We naturally use drama to learn, explore, and solve problems in new and difficult situations. John Dixon states, "The taking on of dramatic roles, the dramatic encounter with new situations and with new possibilities of the self is not something we teach children but something they bring to school for us to help them develop" (Wagner 9). Not only should teachers use drama to teach the elementary curriculum, but also use drama to teach the students. The educator's job in the classroom is to teach students the curriculum and help them become life-long learners. To become a life-long learner or someone who uses their skills to teach himself and solve everyday problems, the person must acquire some basic social and problem solving skills. Drama is a great way to develop these skills.
It is quite difficult to process something that has no personal meaning to us when we are learning something new. Perhaps it is put best by saying, "Facts are empty without being linked to context and concepts" (Perry 1). When we learn something new, we connect it to something we already know. For example, if someone has never seen or experienced the ocean before, but listens to someone describe the ocean and how it looks, they will process this by connecting it to their prior experiences. Maybe this person has been to a big lake with waves and a beach where people play in the sand and swim. This person already has a similar experience to that of going to the ocean, so their idea of the ocean is better understood. The ideas of connecting new information with something we already know have been affirmed by Robert Vogel, who has studied cognitive science as it applies to education, for fifteen years. "According to research, the human brain, when learning, strives to make connections. 'The brain does not learn in isolation,' says Vogel. Lessons have to be taught in a way so that the new knowledge connects to something the student already know, he says" (2). Drama can do that for the brain since it is a way of life. It is a practice we are born with. We know drama, so we can connect it with new ideas learned in school.
Also, drama allows the learner to explore their experiences in using their imaginations.
How to Use Drama in the Classroom
Putting on plays for an audience is not what is meant by using drama in the classroom. The goal is not to teach acting and performance skills. The goal is to teach the core curricular areas using drama. Betty Jane Wagner, an internationally recognized authority on composition instruction and the educational uses of drama, states of the purpose of role play, "The role playing is improvisational, not scripted and memorized to present a performance for an audience. The emphasis is on drama as an intentional teaching strategy to enhance learning in a particular curricular area" (5). There are many ways in which drama can be integrated into the elementary classroom. Drama can be a way to teach all subject areas. Language arts, social studies, and science are subject areas, which are very successful in using drama. "It is particularly effective in making a historical event come alive for students," says Wagner (5).
A real life example seems to be the best way to illustrate how drama can be used in the classroom. When I student taught a second grade class last year, one of the required benchmarks to meet was to teach about Thanksgiving. Instead of telling the students about Thanksgiving, I let them be the teachers. I assigned them each to a
group, which would cover a specific topic of Thanksgiving. (Mayflower, Pilgrims, Native Americans, feast) I told the class that their group was to choose some way to teach the class about their topic. Without influencing their decisions, I noticed that every one of the groups chose to use role play to teach their classmates. It was an immediate, unanimous decision made by all groups to use drama to teach the class. This told me that children most definitely love using drama to learn.
On the day they were to teach, it was amazing to see the students in role. They really imagined themselves back in time to the first Thanksgiving. Students came dressed to look their parts. Many of them did extra research on their own to learn what their Pilgrim role would look and act like. While each group went in front of the room to teach, the class was intensely involved in the learning. Since this experience those second graders are experts on Thanksgiving. This class voluntarily went above and beyond their given requirements to learn.
This is just one example of how drama was used as a method of teaching in the elementary classroom. Role-play can be a very powerful teaching tool. This and different aspects of drama can be used to teach all the curriculum areas. Holly Giffin, Ph.D. writes, "In the field of education there is tension between the growing concern that children meet external, culturally-approved standards, and the growing body of research and theory suggesting that learning is far more complex and
individualized than the standard-makers ever thought" (Koste xiii).
Educators must take this into consideration when teaching children.
Theoretical Framework
For many years famed psychologists have viewed drama as a way of learning. While studying the growth of humans cognitively, psychologists have found that drama provides a sound foundation for development. "Lev Vygotsky and Jerome Bruner both see cognitive growth as dependent upon interactive play and upon children imagining themselves acting in worlds that are developmentally a bit above their actual physical and intellectual level. Both provide a solid foundation for using drama in the classroom as a way that deepens and enlarges understanding" (Wagner 15).
"Dr. Howard Gardner, co-director of Project Zero at Harvard University's Graduate School of Education, has developed a theory of multiple intelligences which suggests that our school systems, which reflect our culture, teach, test, reinforce, and reward primarily two kinds of intelligence--verbal and logical-mathematical" (Dickinson). Dr. Gardner has suggested that students learn in many different ways. We all have different intelligences that reflect how we learn and what interests us. Gardner names at least five separate intelligences that humans may comprise. If educators teach their students knowing that there are other intelligences besides only verbal and logical, then
students will have better chances of learning. "They [intelligences] include visual/spatial, bodily/kinesthetic, musical, interpersonal, and intrapersonal intelligences" (Dickinson). Gardner has recognized each of these intelligences as equally important to learning. "These intelligences provide the foundations for the visual arts, music, dance, and drama, and through these art forms most students will not only find the means for communication and self-expression, but the tools to construct meaning and learn almost any subject effectively" (Dickinson).
The following diagram from Carolyn Chapman's, "If the Shoe Fits…How to Develop Multiple Intelligences in the Classroom," illustrates the ways drama could engage each of Gardner's seven intelligences. Each one of the intelligences is accompanied by an example of how drama would develop this intelligence. See figure 1.1 below.
Through Gardner's theories, it is evident that drama is a highly effective means of reaching students with intelligences that are not reached through traditional teaching methods. The intelligences are inherent in creative drama. The application of multiple intelligences to education is a mass movement among teachers that is only just beginning. Hopefully, using drama as a teaching strategy will be the foundation for future developments of multi-intelligence teaching approaches. "Instruction for cognitive skills and objectives without affective dimensions may be efficient but not effective" (Lawson 2).
Much of my own knowledge and ideas about education and learning are based on the Constructivist Theory. This theory deems that humans do not learn by soaking up external sources, but rather we learn by actively making our own meaning. "One theoretical viewpoint about modern educational Drama emerges from the ideas of educators such as Rousseau, Montessori, Bruner, and Dewey. They say that learning happens through active participation, or as Dewey states "learning by doing (Courtney 1). Drama is a form of "learning by doing." Dewey also stressed the importance of the imagination. He called imagination the "gateway through which meanings are derived from past experiences that are carried into the present" (Iannone 307). Creative drama is engrossed by the participant's use of imagination. The curriculum should integrate the imagination or aesthetic world with the cognitive world of the
student. "John Dewey's, 'learning by doing' theory shaped the progressive era in education" (Wagner 15).
The benefits of drama move far beyond the cognitive aspects. Although it can be a powerful way to teach the elementary curriculum, it can also be a prevailing approach to teaching the students themselves. Students learn valuable social skills, and develop proficiency for continued success in life. Richard Courtney believes that children must act out their thoughts with physical actions. They do not have the ability to act it out in their head, or "mind's eye," as adults do. (Courtney 1). Drama, which involves imaginative transformation and reflection on experiences, helps students expand their ability to act out thoughts in their minds. This skill is necessary for organizing thoughts and problem solving situations in everyday life. "When a significant event is coming up, we frequently rehearse it beforehand in our minds" (Wagner 16). The skill of playing thoughts out in your mind is also essential for reading comprehension. This is what we do when trying to understand a difficult text. The reader "pictures" what is happening in the text to better understand it.
Drama is also beneficial because of how much the participants engage with each other. This helps to develop valuable social skills in young children. In order for children to be able to learn, they have to feel safe and comfortable. The engagement with each other in drama builds trust and strong relationships. These ideas parallel that of the Social Cognitive Theory.
Brain Research
To really understand how drama has a positive impact on learning, one must first be familiar with how humans learn. "The value of using drama in education is supported by research into how people learn. 'Much recent brain research demonstrates how the arts are able to tap into areas of experience and knowledge which are as significant to the development of learning skills as the traditional 'three R's',' says Juliana Saxton, who is the co-chair of drama in education conferences" (Conference 1). Each person learns best a little differently. Some learn best by visualizing, some by audible, and some by kinesthetic. However, not every person falls into one of these categories. In fact, many people would confess that they remember something best by using a combination of all three types of learning. This is why teachers must utilize all methods of teaching in the classroom. Using drama can be of benefit to all types of learning.
Studying the brain would provide insight as to how humans learn and what methods would be successful to apply in the classroom. "We are on the verge of a revolution: the application of important new brain research to teaching and learning. This revolution will change school start times, discipline policies, assessment methods, teaching strategies, budget priorities, classroom environments, use of technology, and even the way we think of the arts and physical education" (Jensen 1). It seems logical that educators would naturally take current brain research into consideration when teaching. However, until only recently there has been technology, which has allowed us to study the brains of living people. Dr. Bruce D. Perry, M.D., Ph.D., is an internationally recognized authority on brain development and children in crisis. He states, "Over the last 40 years we have learned more about the human brain than in the previous 400 years. Educators and neuroscientists have been trying to put this knowledge to work by transforming the information of basic and clinical neurosciences into practical insights for the classroom" (1).
Brain research has allowed us to explain many aspects of behavior and learning in the classroom. "We now know the biological roots of impulsive and violent classroom behavior. Many of our conventional educational beliefs are being shattered like glass" (Jensen 2). With the explosion of discoveries with new technologies, we are able to adapt our ways of teaching to best suite the way that our students learn. It is clear that emotions are linked to learning. Hands-on learning is a more effective means of learning, being involved in the learning is powerful, and we learn best by connecting new ideas with old. Each of these ideas can be emphatically proven through recent and extensive brain research.
A depiction as to exactly what process the brain goes through when we learn would clarify why drama would help one learn. James R.
Lawson, author of the article, "Brain-Based Learning," describes this process. The brain undergoes an electrochemical process in which information is transferred from one neuron to the next. The brain is made up of billions of these nerve cells called neurons (1). "Neuron connections are flexible, webbed, overlapping, and redundant. Internal and external stimuli collaborate in the formation of pathways and patterns of excited neurons. The more frequently pathways or patterns of neurons are used the stronger the pathways and patterns become" (Lawson 1). It is important that these pathways and patterns become stronger because as they do it becomes more probable that they will be created again. "Simultaneous excitation of multiple pathways and patterns create growth of new neuron connections, thus increasing the potential of the brain to learn" (Lawson 1). This is a simplified description of the physiology of the brain and how it learns. It is important when teaching to connect the new material with student's past experiences because it is this "simultaneous excitation" that helps us learn.
Drama is a teaching method, which would allow students to explore the curriculum using several of Gardner's multiple intelligences. Students are fully involved in learning with drama. They are immersed into the subject. Their bodies, minds, and emotions are extremely active when they become engrossed in the drama. A common misconception is that the brain is like a storage unit, which can store and retrieve
information at any given time; the brain is an exceptionally complex system of making connections and creating new information. "The human brain is the most complex system on earth, yet it is too often used in schools primarily as a simple device for storage and retrieval of information" (Dickinson 1). Teachers who orally lecture students, loading them with facts and figures, and then test them on what they remember, are not teaching with the brain in mind.
During drama activities, the student's schema or prior knowledge of the subject is activated to really come to a complete understanding. Essentially, when we learn, we are synthesizing. We are merging our prior knowledge with the fresh information and creating something new in our minds. "Each brain is unique. Genetic and environmental factors influence learning and the connections between cells are created by an individual's unique experiences" (Lawson 1). Drama is such a great way of synthesizing because of how involved the participants must be. They must recall their schema prior to the drama and use their new knowledge to create the drama. When the drama is over, there is room for reflection. Reflection is often a step that is overlooked in traditional teaching methods. "Students do not just act in drama—they also reflect on the meanings of actions as they consider the consequences for different people. Reflection is dialogic when the students evaluate actions from the point of view of a person affected" (Edmiston 60).
Eric Jensen asserts, "Today's educators should embrace a more complex, 'whole-systems approach' to understanding the brain" (Jensen 4). Instead of recognizing the brain as two separate and diverse hemispheres, educators should know that both sides of the brain are equally critical to learning. The left and right hemispheres work together. The prior theory that only the left side of the brain controls academic learning, while the right side controls the arts is out dated and has been proven otherwise with new research. "In general, the left hemisphere processes things more in parts and sequentially…Suffice it to say that the old biases about music and arts being 'right-brained frills' are out dated" (Jensen 8). The figure of the brain below (2.1) shows functions of different areas of the brain. New research divides the brain into four areas. Each area is called a lobe. Figure 2.2 illustrates where the frontal, parietal, temporal, and occipital lobes are located in the brain. From both figures, it is clear that drama would activate a wide area of the brain. (Jensen)
Figure 2.1
Figure 2.2
The frontal lobe is involved in creativity, judgment, and problem solving. In drama, the student is creating something new. Their imaginations are activated and many times students work together to solve problems in drama. Problem solving in drama comes in two forms. First, it is part of the learning experience. For example, a class is studying the Oregon Trail and pioneer days. The teacher has informed the class that they are all pioneers on the Oregon Trail. She has already read them some books on the Oregon Trail, so the students have some background knowledge that will be accessed. The students must work together to problem solve how they will eat, cross large bodies of water, and overcome other obstacles set up by the teacher that would mimic real problems the pioneers faced. Each student in this class is creatively problem solving in this drama. They are using their best judgment and retrieving their schema about the Oregon Trail.
The second way problem solving is practiced with drama is socially. Most drama in education is done in groups or with the whole class. Students run into problems where, for example, they do not agree on a solution or action the rest of their group is taking. Wagner states, "Participants in drama must negotiate their roles. Unless they can agree and cooperate, the game is over" (28). Like all group work, students must problem solve how they will handle this conflict of interest. This type of problem solving helps students become life long learners. Most definitely as adults we all face problems in our social lives. Whether
problems occur at home, school, or in the workplace we all use problemsolving skills to resolve issues. Drama in education calls for more group work, so students obtain the crucial skills needed throughout life. It is quite evident that the frontal cortex part of the brain is very much triggered using drama.
The frontal cortex is not the only area of the brain that is indispensable in use with drama. Other parts of the frontal lobe are needed for speaking, senses, and some motor skills. "The temporal lobes (left and right sides) are above and around the ears. This area is primarily responsible for hearing, memory, meaning, and language. There is some overlap in the function of the lobes" (Jensen 9). The middle area of the brain is responsible for emotions among other tasks. This area known as the limbic system makes up about 20 percent of the brain. (Jensen). This is a vast section of the brain, which is utilized by participants of drama. During drama, students not only engage their senses, but they also maintain an emotional tie to the topic. Students are encouraged to take on a full body role throughout drama activities, which includes feeling their role's emotion.
Emotions and Learning
In the example of the Oregon Trail simulation, students took on their role's emotions as well. For instance, they became excited when they were able to accomplish or solve one of their problems. They
showed disappointment and anger when they failed at finding food or other difficult situations. Not only did the students learn about the Oregon Trail, but they also learned how the pioneers lived and felt. "The brain learns best when it processes cognitive, affective, and psychomotor information simultaneously" (Lawson 2). The participants of the drama were processing all this information at once. These experiences completely enriched their understanding.
Students elicit speech, senses, emotions and motor skills when occupied with a drama activity. Therefore, educators who use drama in the classroom are adopting the "whole-brain" approach to learning. Many different parts of the brain are being activated. This generates a much bigger possibility that the students will learn the subject. The area of the brain that operates emotions makes up 20 percent of the entire brain. Until modern brain research began focusing on emotions, educators did not associate emotions with learning. Now that this connection has been made, it seems obvious that emotions can positively impact the way we learn. "They (the arts) provide rich multisensory experiences that engage the whole mind-body-emotional system" (Dickinson ).
Emotions can be in the form of a positive past experience, or what the drama participants feel when they are actively in role of an imagined figure. "Facts and information become relevant when they are relevant to the lives of the people the students imagine" (Edmiston 4).
Hands-on Learning and the Brain
Not only has it been proven that emotions and personal experiences advance learning, but hands-on approaches to teaching progress learning as well. Studies such as those done by Lynn O'Brien of Specific Diagnostic Studies find that only 15 percent of the population learn the strongest through auditory means. Forty percent of the population learns the strongest through visual means and 45 percent of the population learn best by kinesthetic or hands-on types of teaching. The kinesthetic learners need manipulatives and other hands-on activities to conceptualize and grasp concepts. "Understandably, many of them have difficulty learning in conventional classrooms since very little hands-on learning is available in most classes after early primary grades" (Dickinson 1).
Drama in the classroom can really benefit the kinesthetic learners. Students are almost always moving around and actually creating something using their bodies during drama activities. It would be very typical to an observer of a drama-integrated classroom to see students working together out of their seats. Students may be engaged in creating scenes, producing role-plays, and spontaneously using their imaginations to learn. One might hear a whole class discussion or small group discussions reflecting on experiences. The students are involved and actually doing something in addition to just listening. "Students
have to do something with information they learn, and then they can process information more deeply. Students need to use what they have learned to reinforce it" (Feden 1). Drama is doing just that. It is taking the information and creating something new with it, which makes it relevant to the student. Although it may seem obvious that this type of learning would benefit young children, many classrooms have yet to adopt the model.
Brain research has now proven that children cannot maintain the extensive attention span that some teachers require of their young students. Dr. Perry makes the analogy of the brain fatiguing as a muscle would. "Learning requires attention. And attention is mediated by specific parts of the brain. Yet, neural systems fatigue quickly, actually within minutes. With three to five minutes of sustained activity, neurons become 'less responsive'; they need a rest (not unlike your muscles when you lift weights)" (Perry 1). This is why children will not learn when lectured to over a significant period of time. Their attention is lost, unless they are somehow involved in the learning process. Dr. Bruce Perry goes on to give an example of what would happen to a child who was given facts over a lengthy amount of time. Perry explains what happens to the child in terms of the research done on the brain and learning by exemplifying what is happening in the child's mind:
So, if this child hears only factual information, she will fatigue
within minutes. Only four to eight minutes of pure factual lecture can be tolerated before the brain seeks other stimuli, either internal (e.g., daydreaming) or external (Who is that walking down the hall?). If the teacher is not providing that novelty, the brain will go elsewhere. Continuous presentation of facts or concepts in isolation or in a nonstop series of anecdotes will all have the same fatiguing effect — and the child will not learn as much, nor will she come to anticipate and enjoy learning (1).
Drama, among other hands-on teaching methods, allows students to learn without losing their attention.
Conclusion
Research indicates that drama is effective in teaching the elementary curriculum. It can easily be adapted and integrated to teach all subject areas. It is proven to be successful through personal experiences, recent brain research, and a study of widely accepted learning theories. "Human beings are storytelling primates. We are curious, and we love to learn. The challenge for each teacher is to find ways to engage the child and take advantage of the novelty-seeking property of the human brain to facilitate learning" (Perry 1). This is the reason and the purpose for the research I have done. Today's education system often put children through unnecessary stress. This stress
translates to a negative attitude towards school and learning. It burns out our natural instinct to want to learn. Learning cannot take place unless the child has a motivation and is stimulated through engaging activities.
Drama gives educators the opportunity to teach their students in a way, which would create a love for learning. It provides valuable problem solving, social, and creative skills. Drama embraces the child's imagination and emotions, which in many classrooms are shunned. The values of drama and all of the arts are indicated in the National Standards for Arts Education. "…Students of the arts disciplines gain powerful tools for: understanding human experiences, both past and present; learning to adapt to and respect other's (often very different) ways of thinking, working and expressing themselves; and making decisions where there are no standard answers" (Martin 30).
Perhaps the most important point of all is that participants of drama are being involved in the learning. They are engaging in activities and immersed in the roles, which they assume. We are naturally equipped with the ability to use drama in our lives. It can be said that drama is a way of life. We use drama from birth to death to overcome difficult situations, prepare ourselves, or learn something new. Drama activates the whole brain and also engages many different kinds of intelligences. It reaches students who need a challenge, as well as
students who are not reached through traditional teaching methods. "Given the importance of the arts in human knowing, especially in light of Gardner's work on multiple intelligences… it is not surprising that there is a growing body of research and anecdotal evidence that the arts can play important roles in helping all students…" (Darby 308).
If educators want to reach their students and teach them in the most effective possible way, then they will integrate drama and the arts into their classroom. The impact that this kind of authentic learning can make on a child is priceless. The cognitive, affective, and psychomotor dexterity that is gained by using drama create motivated, intelligent, lifelong learners.
Brian Edmiston sums up the value and power of using drama in the classroom very well. He calls the type of learning in which students are actively engaged in the subject and have some control of their learning, "student inquiry." He writes:
Organizing the curriculum around student inquiry has begun to be recognized as a powerful way to move students beneath the facts and beyond a skill-and kill approach to learning. Inquiry that centers on students' questions and real world issues is intrinsically motivating, engages students in high level critical creative thinking, and connects the classroom to the world—past, present, and future. Teachers are freed from being the authority to being
an authority who can guide, assist, and wonder with students— but most of all we are freed to ask questions with students and join together in joint explorations (133).
Perhaps someday in the near future classrooms will be littered with drama-integrated lessons. Educators will take recent research into consideration and build their methods around these new findings. Teachers will embrace the world of drama and give their students the opportunity to learn in a fun and invited environment. When this day comes there will no longer be "three R's," but rather "four R's," where the arts are given equal values as compared to reading, writing, and arithmetic. Not only can the arts be an extra enrichment and area of study, but they also can be used to teach the curriculum and the students.
Works Cited
Chapman, Carolyn. "If the Shoe Fits…How to Develop Multiple Intelligences in the Classroom."
Courtney, Richard. Dramatic Curriculum. London: Heinemann Educational Books Ltd., 1980.
Darby, Jaye T., and James S. Catterall. "The fourth r: The arts and learning." Teachers College Record. V.96, n.2. 1994: 299-328.
Dickinson, Dee. "Learning Through the Arts." New Horizons for Learning. Seattle: New Horizons for Learning, 2002.
Edmiston, Brian, and Jeffrey D. Wilhelm. Imagining To Learn: Inquiry, Ethics, and Integration Through Drama. Portsmouth, NH: Heinemann, 1998.
Feden, Preston, and Robert Vogel. "How the Human Brain Learns is the Basis for New Teaching." January 7, 2003.
http://www.lasalle.edu/univcomm/2003/cognitive.htm
<
>
Iannone, Ron. "Imagination: The missing link in curriculum and teaching." Education. V.122, n. 2. 2001: 307-309.
Jensen, Eric. Teaching with the Brain in Mind. Virginia: Association for Supervision and Curriculum Development, 1998.
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Koste, V. Glasgow. Dramatic Play in Childhood: Rehearsal for Life Portsmouth, NH: Heinemann, 1995.
Lawson, James, R. "Brain-Based Learning." 2001.
http://coe.sdsu.edu/eet/Articles/brainbased/start.htm
Martin, Anna Marie. "Why theater should be integrated into the curriculum." NASSP Bulletin. V.82, n.597. 1998: 30-33.
McCaslin, Nellie. Creative Drama in the Classroom & Beyond. Studio City, CA: Players Press, 1998.
Perry, Bruce D., M.D., Ph.D. "How the Brain Learns Best." Instructor Magazine. 2004.
http://teacher.scholastic.com/professional/bruceperry/brainlearns.htm
<
>
Verriour, Patrick. In Role: Teaching and Learning Dramatically. Ontario: Pippin Publishing Limited, 1994.
Wagner, Betty Jane. Dorothy Heathcote, Drama As A Learning Medium. Washington, D.C.: National Education Association, 1976.
.
-----Educational Drama and Language Arts: What Research Shows Portsmouth, NH: Heinemann, 1998.
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5 Parental Monitoring Tips
Adapted for Somali translation
| Tip 2 | | Tip 3 | | Tip 4 | |
|---|---|---|---|---|---|
| Network | | Reinforce & Enforce | | Check In Often | |
| | Get to know your teen’s | | Before your teen goes | | Before your teen goes to |
| | friends, and their parents. | | out, remind him/her of | | a party, ask him/her if |
| | Talk with other parents | | your rules. Always | | adults will be present, |
| | about your rules for your | | enforce your rules. | | and confirm this with |
| | teen. | | | | other parents. |
| | Why? | | Why? | | Why? |
| | Parents can work | | When parents believe a | | Engaging with your teen |
| | together to prevent | | behavior is wrong, kids | | shows that you care |
| | dangerous behaviors. | | are less likely to drink. | | about them, and that you |
| | Share information about | | | | care about their behavior. |
| | your teens’ activities. | | | | |
Adapted from Maine Office of Substance Abuse's 5 Parental Monitoring Tips, in collaboration with Minority Health Program of the City of Portland Public Health and Human Services.
5 Parental Monitoring Tips
Adapted for Somali translation
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Vol
A Pedagogical Approach to Detective Fiction
Agustín Reyes-Torres
Universitat de València, Facultad de Magisterio
Departamento de Didáctica de la Lengua y la Literatura
Primer piso - Despacho nº 6
Avenida dels Tarongers 4, 46022 Valencia, Spain
Tel: 34-963-864-072 / 34-646-402-826 E-mail: email@example.com
Received: November 22, 2011 Accepted: November 28, 2011 Published: December 1, 2011
doi:10.5539/ies.v4n5p33 URL: http://dx.doi.org/10.5539/ies.v4n5p33
Abstract
One of the main concerns when teaching a foreign language is how to encourage students to read and become interested in its literature. This article presents detective fiction as a pedagogical tool that provides the key elements to make it appealing for young readers. In this way, the mystery, the action and the suspense in the story; the figure of the detective; or the fact that the end of the story is always morally acceptable turn this literary genre in a magnificent reading to practise the target language and explore the social and cultural issues portrayed. The aim of my work is to present a series of activities related with the detective fiction of international writers such as Sir Arthur Conan Doyle, Francisco González Ledesma, Abdelilah Hamdouchi and James McClure that demonstrate the pedagogical value and practical use of detective fiction.
Keywords: Detective fiction, Literature, Multicultural, Pedagogical value
1. Introduction
Recent articles on the teaching of literature address two main questions: How can teachers enable and encourage more students to read literature today? What can teachers do to increase the likelihood that more language students will become lifelong readers of literature? (Nance, 2010). A good answer to both of these questions is the use of detective fiction in the foreign language classroom. Currently, detective fiction is one of the most globalized, most popular, and best selling of commercial literary genres. Many students find it appealing due to the mystery, the action and the suspense in the story; or maybe it is due to the figure of the detective, or the fact that the end of the story is always morally acceptable. One way or the other, all these elements provide a superb opportunity to use detective literature as a pedagogical tool in the Foreign Language class to practise the target language, be it English or Spanish (or any other language), and to explore issues of cultural interaction and a diverse range of significant historical and political moments in different countries all over the world.
Detective fiction's current integration of multicultural social concerns occurs frequently in the plot, the setting, the characters or the criminal investigation. Sir Arthur Conan Doyle, for instance, presents a renowned Sherlock Holmes who rationally solves all kind of mysteries but who also enjoys a very particular lifestyle and displays an interesting outlook of British society that could provide excellent cultural material for discussion. In the same way, Inspector Ricardo Méndez, the detective created by the Spanish writer Francisco González Ledesma, is an old and unusual policeman who has been patrolling the streets of Barcelona for almost 30 years. He shows the social and cultural changes that the city has undergone in the first decade of the 21 st Century. Like him and like Holmes, there are other detectives all over the world that illustrate the many ways in which cultural diversity is posed by international writers. Some of these could be Abdelilah Hamdouchi in Morocco, James McClure and Deon Meyer in South Africa, HRF Keating in India, Robert van Gulik in China and Walter Mosley in the United States.
2. Pedagogical Value and Educational Goals of Detective Fiction
These writers have used the hardboiled detective story and the hardboiled hero to make powerful statements about the reality in which they are immersed. Thus, as their novels move through the investigation of a serious crime, their work combines three educational goals for the literature course in the Foreign Language classroom: the development of individual mind, for which students must reflect critically on ethical, intellectual and aesthetic models; a knowledge of other cultures which, by comparison, invites students to explore and consider other cultural values and
Published by Canadian Center of Science and Education
33
traditions different from theirs; and the development and practice of language skills while reading, discussing and writing about the different literary works.
Teachers from high schools through universities are carrying out curricular reforms which will allow them to keep up with the changes in the teaching approaches to second language acquisition, and they are looking for didactic materials to discuss social and cultural issues. Detective fiction, in this respect, provides one striking option. The aim of this article is to present a selection of detective novels and short stories that may demonstrate the pedagogical value and practical use of this literary genre.
To start with, a good introduction to detective fiction could easily be done through a study of the figure of Sherlock Holmes. It is likely that some students have already heard of him and have even read some of his adventures previously. The teacher should show them some pictures of him as represented in popular culture to prompt them to talk about him and see how much they know about this emblematic character. Visual stimuli, in this case, can be of use as it would help students realize how Holmes is a rather popular figure. A similar task could be done with other well-known detective heroes such as Agatha Christie's Miss Marple or Raymond Chandler's Philip Marlowe. The initial objective is to make students feel somewhat acquainted with the topic. For this purpose, it would also be recommended to show other photos of other detectives on popular TV series such as Jessica Fletcher from Murder, She Wrote, Dale Cooper from Twin Peaks or Horatio Cane from CSI Miami. The novels and the TV series in which all these detectives appear revolve around the investigation of a crime or mystery and students normally find both the story's plot and the character appealing.
3. Classic Detective: Sherlock Holmes and "The Three Students"
As with the reading of any other literary work, to start working on it, the teacher should carry out an introduction to the author and the story. In this case, Conan Doyle's story selected, "The Three Students", comes from the collection The Return of Sherlock Holmes (1903) and is only six pages long, so that the length can facilitate the reading for any intermediate-level reader. Given that Conan Doyle's work has been widely translated, this reading could be done in English by English learners or in Spanish by Spanish learners, depending on the teacher and the target language. An example of the pre-reading questions could be:
a) What does the title of the story suggest? How could it be related to a mystery that Sherlock Holmes has to investigate?
b) What are some of the most famous universities in the United Kingdom?
c) Imagine the students that attended these universities at the end of the 19 th Century. What do you think they were like?
d) If you were given the opportunity to obtain the question for an exam the night before you take it, what would you do? Would you cheat?
Since the story of "The Three Students" deals with college life and the case in which Holmes gets involved is an academic issue, students should easily relate to it. While the students should do the actual reading at home, the discussion should take place in class. Its content would probably trigger moral and cultural questions. Among others, the objectives of this unit are to foster reading, individual reflection and later class work.
The post-reading questions would be aimed at checking the students' comprehension skills and then at engaging them in a further discussion. Some of these questions could be:
a) Who demands Sherlock Holmes' help to investigate a crime? Why?
b) Where did the crime take place? Who is the suspect?
c) As a reader, could you figure out how to solve the crime?
d) Is there a moral in the story? What is it?
These types of questions could be applied to any kind of classic detective fiction. Moreover, more time could also be spent discussing the historical context, the portrayal of society and the social classes, the concept of honor and the old emphasis of the university academic curriculum on the study of Greek.
4. Inspector Méndez in Contemporary Spain
From the reading of a classic literary work like Sherlock Holmes, we would move on now into the noir or hardboiled novel, a detective fiction subgenre that has its origins in the United States but that has quickly spread in many countries in the last decades. This type of story is more urban and focuses not only on the crime but on the social aspects that surround it. Normally, it represents a strong critique of society in which the boundary between good and evil is not easily discernible. In this way, González Ledesma's books with Inspector Méndez as the protagonist
34
ISSN 1913-9020 E-ISSN 1913-9039
Vol constitute an enjoyable and relevant reading experience for learners of Spanish as a second language. They are a remarkable representation of cultural and social matter in contemporary Spain and, once again, it would be recommended to start with short stories since the main goal is to have students engage in their work and make them feel capable of doing it.
Méndez (2006) consists of twenty-two short stories in which the eponymous protagonist is an uncommon detective difficult to typify. He doesn't believe in the law, but he believes in street justice. A survivor of another era, honest and skeptical, he has been hardened by the slums of Raval, the bourgeois name given by the Health Inspectors to the old Red Light District (Barrio Chino) of Barcelona. Méndez is a street dog and street dogs do not follow orders. However, he characterizes himself for his humanity. The language of the book, although occasionally coarse, mixes tenderness and lyricism with doses of irony and humor. Unfortunately, González Ledesma's work has not been translated, so this reading could only be done in the Spanish language class.
Two accessible short stories could be "El arte de mentir" and "La serpiente vieja". As with the unit on Sherlock Holmes, every story should be preceded by a pre-reading activity and followed by a post-reading one. For "La serpiente", a possible list of questions could be:
a) Discuss the title. Do you think it could refer to Méndez? How?
b) Describe the characteristics of a snake. Why is it important that the snake is old?
c) In your opinion, is justice subjective or objective? Expand.
This story deals with Méndez's personal conflict between solving a case using the law, that is, taking the criminal to court, or alternatively, using street justice. The reading comprehension and discussion could be based on the following questions:
a) Why do you think Méndez pays the bail to let the rapist get out of jail?
b) What is Méndez's boss reaction?
c) In your opinion, is Méndez a compassionate or a corrupted cop?
While reading this story, the Spanish learner might notice the contrast between Sherlock Holmes and Méndez, between the classic detective novel and the noir, and between Conan Doyle's and González Ledesma's writing style. It is probably a good moment to discuss these differences and study their distinctive features in more depth.
5. Abdelilah Hamdouchi: Multicultural Detective Fiction in Morocco
Although traditionally, there has been little attempt to read detective fiction in relation to the Foreign Language class, it is evident that due to the widespread exposure that this literary genre has had in the last decades, it definitely offers a wide range of opportunities as pedagogical material, especially in English. Detective novels are considered familiar, accessible, and unthreatening by readers who might be resistant to other texts. Also, much contemporary detective fiction explores issues of cultural interaction, race, class, gender and ethnicity. In this respect, the detective genre shows that the process of literary globalization is evident. However, it also demonstrates that globalization does not produce a homogeneous type of detective novel. Interestingly enough, the same conventions, disseminated and shared all around the world, produce very distinct results (Hardt, 2002). Every author in every country is distinguishable from another due to the local aspects that differentiate his or her work. As a result, one can conclude that while detective fiction writers maintain the same formula in their plots, their literary works reflect significant differences as far as the fictional world they depict. Homogenization thus becomes heterogeneous, which is the multicultural aspect that can be explored for a didactic purpose.
In order to illustrate this idea, this paper will now focus on two detective novels: The Final Bet (2001), and The Song Dog (1991), and on how they can be approached from a pedagogical perspective to be used in the foreign language class. In this case, the teaching goal shifts towards the development of the students' reading and analysis skills, so an upper-intermediate or advanced level of English would be expected.
Written by Abdelilah Hamdouchi, The Final Bet (2001) deals with the murder of a rich elderly French woman named Sophia who lived in Casablanca, Morocco, in the late 1990s.The main suspect is the woman's husband, a Moroccan man named Othman, who is over forty years her junior; the motive is explained as being that Othman would be the sole beneficiary to Sofia's estate should she die, and the reader does not know until the end of the story whether he is the real murderer or not. Throughout the course of the novel, aspects of Moroccan life highlight the fear of authority and the inconsistency among the police procedures that are a mainstay in the country. The murder of a French woman receives more attention than if a Moroccan woman had been killed, and the police consider Othman, a Moroccan man, a suspect while refusing to look elsewhere, which illuminates the unfair treatment and discrepancy among ethnicities.
Published by Canadian Center of Science and Education
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As with any good detective novel, as the story goes by, the reader is presented with a victim, a weapon, a clear motive, a suspect and, in this case, several detectives. But there is much more than that. Students would also learn about Morocco, its culture and its history and its idiosyncrasies. Because Morocco was colonized by the French, that culture still plays a very strong role in Moroccan life, largely because most of the population still speaks French and France is still regarded as a higher culture and thus a model to follow. In the same way, Morocco also appears to have an uncertain idea of what it is supposed to be as a country, due to so much outside influence. Morocco is in the Northern part of Africa, but is rejected by other African nations that claim that Morocco is not African enough. Morocco is only a couple of miles from Spain, and has had a lot of European influence through colonialism, but it is not considered European, either. The majority of Morocco's population is Muslim, which is considered a Middle Eastern characteristic, but the Middle East does not claim them, either. In conclusion, Morocco is a cultural identity in and of itself which is currently in the process of change.
Before the reading, and in order to have students reflect on the importance of the setting in which the novel takes place, the following questions could be of use.
a) If you were to write a detective novel in Morocco, in what city would the investigation take place?
b) What would be the characterization of the detective?
c) Who would be the victim? And the criminal?
d) Would there be any foreigners involved?
e) Would there be good guys and bad guys? Who are they?
f) What cultural issues could be included?
Throughout the literary analysis, we will see how the detective figure in The Final Bet is not a typical sleuth; he is a lawyer by the name of Ahmed Hulumi, and he uses his knowledge of the legal system to devise a plan to make the police see that there are other possible alternatives to Othman being the murderer. Hulumi uses qualities that mix both classic detective fiction and hardboiled detective fiction. It is classic in the way that he deduces the needed information from clues, and it is hardboiled because he gets involved in the action and goes to investigate areas where he is not technically supposed to go. In this way, he is the epitome of the change which is coming to Morocco: he is classically trained as a lawyer under the Arab track, but he commends Western police methods because they assume that a person is innocent until proven guilty, whereas in this area of the world, a man is guilty unless he can be proven innocent. Hulumi represents a new Moroccan generation that demands justice and democracy.
In contrast, Hamdouchi portrays the remnants of past political rule through Moroccan police and Detective Alwaar. We learn that the latter was trained in a time when "slapping [and] kicking a suspect or sending them down to the torture room" (p.16) was just part of the job. Significantly, now that he is not allowed to do so, Alwaar complains that this "transitional period makes [him] feel out of place" (p.16). Hamdouchi does an excellent job in this novel of portraying how the state of authority needs to be reformed in order to accommodate the basic rights of a human being. He uses detective fiction to denounce important social and political issues in Morocco such as how a lawyer should be able to be present during police questioning to avoid bribing and torture, to avoid, that is, the old colonial ways.
Some questions for the students to trigger the subsequent discussion could be:
a) A fundamental condition of the multicultural novel is that it represents speaking subjects in a field of multiple discourses. Culture must be understood as an open-ended, creative dialogue of subcultures, of insiders and outsiders, of diverse factions. Focusing on the characters, explain how this novel can be considered a multicultural detective novel.
b) The novel constitutes a dialogical interplay of voices: Sofia, Othman, Naeema, Detective Alwaar, Jacques, Hulumi, Boukrisha and Asila, Monsieur Bernard, the Commissioner, Selwa, Tharya, Othman's parents. Explore the representation of the different characters, their social roles and perspectives.
c) Who are the intended readers of this book? Justify your answer.
d) In what ways does Othman represent or not the typical Moroccan man?
e) Discuss the different ways in which the writer creates suspense throughout the first chapters.
f) Discuss the writer's representation of Othman's parents. In your opinion, why doesn't the father believe his son?
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g) Moroccan society is changing slowly and adopts France as a model to follow. France represents a modern and civilized society. However, in this novel, the killer is a French man. What does this contradiction symbolize? What does the fictional murder performed in the novel say about Western culture?
6. James McClure's Novels: Postcolononial Detective Fiction in South Africa
The next novel to study for a didactic purpose is The Song Dog (1991), by South African writer James McClure, in which he portrays the disturbing effects of colonialism. South Africa was ruled under the peculiar system of apartheid for over fifty years. Under this system, racial segregation was legalized and endorsed (Walder, 1998). The people of South Africa were divided into three different groups: white, black, and colored. James McClure's detective series depict South Africa during apartheid rule, specifically during the 1960's and 1970's. He uses detective fiction to bring to light the unfairness of apartheid rule.
Due to the relevance of the subject, this novel should be introduced with some basic explanation on postcolonial literature and a discussion on the topics of discrimination, racism and the legal culture of prejudice that existed in South Africa. Some questions for the pre-reading activity could be:
a) Postcolonial criticism seeks to understand the ideological forces (political, social, psychological issues) that pressed the colonized to internalize the colonizers' values. On the other hand, it also studies the resistance of colonized people against their oppressors (Tyson, 2006). How would you feel if your country was suddenly colonized? How would you react?
b) Why do you think that James McClure chose detective fiction as the literary framework to write his novels?
c) In this novel, there is a white detective and a black detective that are forced to work together. What kind of relationship do you think they have?
a) Read and comment on the following rules that the "Legal culture of prejudice" endorsed in South Africa (Lookwood, 1983, p.458):
- It is impermissible for a white to criticize a fellow white in front of a nonwhite.
- It is impermissible for whites to engage in sexual activities with nonwhites.
- Nonwhites are required to be deferential towards whites.
- Whites should lump all nonwhites into categories and not distinguish individual characteristics.
- Nonwhite homicide victims are to be given a lower priority than white homicide victims.
- Black police officers are not permitted to interrogate white suspects.
In this novel, the tag team of detectives are named Tromp Kramer and Mickey Zondi. These two men represent extreme opposites in South Africa's apartheid society, and yet have managed to form a team based on respect and camaraderie. Tromp Kramer is an old school Afrikaner who admits to being unfair, and yet knows that his job requires him not to make assumptions based on class, color, or religious belief. He is appealing as a character, however, because he is smart, dedicated to his work, and has an earthy appeal that sets him apart from the rest of society. When a person talks to him you know he is not going to soften his speech to make them feel more comfortable; he is going to tell it like it is and leave them to deal with it.
On the other hand, Mickey Zondi is an interesting contrast to Kramer's bluster. Zondi too has a well-developed sense of humor, and he is gifted intellectually with a photographic memory, an astounding command of languages, and a double consciousness from which he can glean information from both sides of South African society, the colonizer and the colonized. Zondi is a black Zulu native that was educated in a Catholic school, has worked in a white man's house as a servant, and now works on the Trekkersburg Police Force. He is informed of the white man's way of life, and at the same time is able to bridge the gap between being aware of white culture and being a member of black society. He is able to ascertain information and go to places where a typical white police officer would not be able to go. In Mickey Zondi's case, his cultural hybrid nature has benefitted him significantly. He is the more settled of the two detectives, content to have a family and spend time with them, which is something Kramer could never let himself do because his life is his work.
An interesting aspect to observe in The Song Dog is how, although Kramer has his biases and reinforces the traditional view on the superiority of the white men, his attitude towards Zondi gradually changes after they meet and start working together. While he must play the part of the superior when the two are in public, in private he feels comfortable calling Zondi by his first name instead of using the derogatory term kaffir; the two men joke with each
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other, share cigarettes, and share feelings. This kind of relationship between a white man and a black man would have been completely taboo during apartheid, but out of mutual respect for each other they maintain a friendship, regardless of social norms. This turns out to be the key for the success in their investigation. On a different level, it can also be read as McClure's personal hope for the end of racism in South Africa.
Reading questions for the students' discussion could be:
a) Discuss the mysterious initial references to the title of the novel. What do they mean?
b) The words and actions of the characters have a strong relevance in this novel and they mean more to us than the character themselves. Discuss how the words and actions in chapter 20 are significant in the representation of Kramer and Zondi.
c) Discuss the importance of Zondi's appearance for the development of the investigation.
d) Important to the understanding of the Kramer-Zondi relationship is what is not said. In your opinion, why are certain things not said? Explore what is "not said or done" in The Song Dog.
Finally, it is necessary to note that in the two novels discussed, both authors stick to typical detective conventions by not having the murderer be the first suspect. In Hamdouchi's The Final Bet the murder is committed in Morocco, but it is of one French person by another. Likewise, in McClure's work the murder is actually part of a serial killing by a psychopathic Afrikaner policeman. It is the colonizers who commit the crimes in both of these post-colonial locations. The violence inherent in the colonial system has been carried over, creating people who commit atrocious acts. The use of detective fiction allows Abdelilah Hamdouchi and James McClure to entertain as well as engage pertinent social issues in a critical way.
7. Conclusion
To conclude, one last activity based on the detective fiction that the students have read can be to ask them to imagine a situation in which Sherlock Holmes, Detective Alwaar, lawyer Hulumi, Tromp Kramer and Mickey Zondi meet up for dinner. The goal for them is to be creative and imagine what kind of conversation they would have. They could discuss their cases, their concept of justice or their cultural differences. Students would thus have the opportunity to enjoy themselves using these texts as a didactic tool to put into practice their language skills.
The reading and analysis of these detective novels by four different authors, Donan Coyle, González Ledesma, Abdelilah Hamdouchi and James McClure, demonstrate how detective fiction constitutes an attractive introduction to other cultures and an extraordinary material to be used in the Foreign Language class. Through identifications with the characters and the understanding of the social concerns represented, readers can experience something of the conflicts that Holmes, Othman, or Zondi face and reflect on how those conflicts vary according to different cultural outlooks and expectations. Their stories thus provoke discussions of crucial issues and the examination of the depiction of society by writers of different countries.
References
Conan Doyle, Sir A. (2007). The return of Sherlock Holmes (1903). London: Headline Book Publishing.
González Ledesma, F. (2006). Méndez. Barcelona: Almuzara.
Hamdouch, Abdelilah. (2008). The final bet. Cairo: American University Press.
Hardt, M., & Negri, A. (2002). Imperio. Buenos Aires: Paidós.
Lockwood, B. B., Jr. (1983). A Study in Black and White: The South Africa of James McClure. Human Rights Quarterly, 5 (4), 440-466. http://dx.doi.org/10.2307/762230
Nance, K. A. (2010). Teaching literature in the languages. Boston: Prentice Hall.
McClure, J. (1992). The song dog. New York: Warner Books
Tyson, L. (2006). Critical theory today. A user-friendly guide. New York: Routledge.
Walder, D. (1998). Post-colonial literatures in English: History, language, theory. Malden, MA: Blackwell Publishers.
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VALUES
Values provide us with the unconscious why of all of our actions. They are the reasons we do things and the way we evaluate what we have done. They are most often single words or short phrases that stand for abstract concepts we are expressing in our lives. Our values come from our environment. We acquire our values haphazardly, without a coherent purpose. Some of the sources of our values are our families, our friends, our church or religion, our schools, our geography (regional), our economic standing and of course, the mass media.
We acquire values in different periods.
* From age 0 to about age 7 we are in the imprint period. This is similar to the imprint period of animals and birds when they take on the behaviours of those around them. For people we take on the values of those around us whether they later serve us or not.
* From about age 7 to about age 14 we are in a modelling period when we act like or emulate others. This is the period when children often have heroes.
* From about age 14 to about age 21 we are in a socialisation period when the opinions of the society around us are very important to us.
* We also acquire values during times of stress, trauma or significant emotional events (SEE's). The values acquired in these times are most often away from values or things we do not want in our lives.
Because our values are unconscious, we often do not know what they are specifically.
Most people have never examined their values to see if the values they acquired as a child are still supportive of who they want to be as an adult. Often the values we acquired as a child are appropriate, sometimes they are not. It is the inappropriate and outgrown values we are working with, so that more appropriate and empowering values become the norm.
One of the commonest sources of self sabotage or of failing to attain our desired goals is values conflicts. Two basic forms of value conflicts might be:
* The first of these is away from values. Since the unconscious mind does not process negatives, if we state a value as not X, the message that our unconscious mind keeps getting is X. So, for example if you had somewhere acquired a value of "not poor" what your unconscious mind would keep hearing and proving for you is "poor" the result would be a lot of work and being always on the edge of poverty; or you might make money and have it not be satisfying. One of the tasks in the values process is to identify all "away from" values and remove the limiting decisions and held emotions that generate this conflict.
* The second type of values conflict that we often find is incompatible values. These might be towards-towards values that are inconsistent or some other pattern. An example of this might be someone who had values of security and excitement. Once pointed out, these kinds of conflicts are typically very easy to resolve.
BELIEFS
Our beliefs are a very powerful force on our behaviour. It is common wisdom that if someone really believes they can do something they will do it, and if they believe something is impossible no amount of effort will convince them that it can be accomplished. Beliefs like "It's too late now," " There's nothing I can do anyway," can often limit a person from taking full advantages of their natural resources and unconscious competence. Beliefs, which we hold about ourselves and what is possible in the world, greatly impact our day to day effectiveness. All of us have beliefs that serve us, as resources as well as beliefs that limit us.
What beliefs do:
* Beliefs act as a filter. You learn to pay attention to what is important and delete what is not. It tells you what you can't do in the present, and what you can do in the future.
* Beliefs structure your experience and tell you what to pay attention to.
* Beliefs determine your response at any given time.
* Beliefs predispose you to act in certain ways – we act as is our beliefs are true.
* Beliefs give purpose to our lives, set outcomes, and help us know what to do and how to be.
* Beliefs help us make sense of our experience – when we're not sure our beliefs make connections.
* Beliefs define the map of reality we act out of.
Even the beliefs that others have about us can affect us. This was demonstrated in an enlightening study in which a group of children who were tested to have average intelligence was divided at random into two equal groups. One of the groups was assigned a teacher who was told that the children were "gifted". The other group was given a teacher who was told that the children were "slow learners". A year later the two groups were re-tested for intelligence. Not surprisingly, the majority of the group that was arbitrarily identified as "gifted" scored higher than they had previously, while the majority of the group that was labelled "slow" scored lower! The teacher's beliefs about the students affected their ability to learn.
Our beliefs can shape, effect or even determine our degree of intelligence, health, relationships, creativity, even our degree of happiness and personal success. Yet, if indeed our beliefs are so powerful a force in our lives, how do we get control of them so they do not control us. Many of our beliefs were installed in us as children by parents, teachers, social upbringing and the media before we were aware of their impact or able to have a choice about them. It is possible to restructure, unlearn or change old beliefs that may be limiting us and imprint new ones that can expand our potential beyond what we currently imagine?
One of the interesting things about beliefs is that because they are on a different level than behaviour and capabilities, they do not change according to the same rules.
The thing to realise about beliefs is that they are not intended to match existing reality. They are intended to provide a motivation and a vision so that your actual behaviour can begin to develop and rise to meet them.
A belief is not a strategy; it is not a "how to"; it is not a behaviour. A belief is a generalisation about a relationship between experiences. Beliefs are views about yourself, others and the world that determine the decisions you take and the way you behave in everyday situations.
Beliefs installed early by parental influence might be:
* "When she is good she is very very good but when she is bad she is wicked"
* "She always had to work hard to pass her exams whereas her brother always found it so easy!"
* "He is like Jackyl and Hyde"
* "What you want and what you get are two different things!"
* "You'll never get what you want in this world unless you work hard for it!"
* "What you give out comes back in abundance"
* "You're stupid" "You're so clever"
* "Honesty is the best policy"
* "Forgive and forget"
* He who asks, doesn't get.
You can change your beliefs so that you build your own set of beliefs to support the way you want to be. You need not carry around redundant or even limiting belief systems that belong to someone else or a younger you. You can choose to create your own empowering set of beliefs instead.
Beliefs are emotionally held thoughts about ourselves, others and situations. They are not based on fact but on our perception of events at the time they were formed. Some useful beliefs to presuppose to be true are:
* Every person is unique
* There is no such thing as failure, only the opportunity to learn and receive feedback. Behind every interaction there is a positive intention
* Every person makes the best choice available to them at the time.
* The meaning of my communication is its effect
* The person with the most flexibility in the way they think and behave has the best chance of succeeding
* There is a solution to every problem
* Presuppose the life you want – choose!
Our beliefs and our values are a part of the fabric that makes us who we are. What we hold to be true about ourselves and what is deep down important to us are at the heart of who we are as people.
We tend to live our lives in a way that is designed to prove our beliefs to ourselves. One thing is sure – whatever you believe, you are right (in your world) and you will do whatever you can, consciously and unconsciously, to prove this is the case.
Your beliefs determine your capabilities, which in turn drive your behaviour, which leads to the results that you get, and which influence events and people around you.
'I can't believe you said that!' said Alice.
'Can't you? the Queen said in a pitying tone. 'Try again: draw a long deep breath, and shut your eyes.'
Alice laughed. 'There's no use trying,' she said: 'one can't believe impossible things.' 'I dare say you haven't had much practice,' said the Queen. 'When I was your age I always did it for half an hour a day. Why, sometimes I've believed as many as six impossible things before breakfast.'
Lewis Caroll "Through the Looking Glass" CH.5
IT'S ALL IN THE STATE OF THE MIND
If you think you are beaten, you are. If you think you dare not, you don't. If you think you'd like to win, but can't It's almost a clinch you won't.
If you think you'll lose, you've lost For out in the world you'll find Success begins with a fellow's will, It's all in the state of the mind.
For many a race is lost Ere even a race is run, And many a fellow fails Ere even his work's begun.
Think big and your deeds will grow. Think small you'll fall behind. Think that you can and you will. It's all in the state of the mind.
If you think you're outclassed, you are,
You've got to think hard to rise, You've got to be sure of yourself Before you can win a prize.
Life's battles don't always go To the stronger or faster man, But sooner or later the man who wins Is the fellow who thinks he can
Poem taken from Professor Barnard | <urn:uuid:fc69b7b0-4799-4995-8621-22c914d70f35> | CC-MAIN-2017-30 | http://hdpartnership.co.uk/pdf/the%20why%20of%20Values%20AND%20BELIEFS%20W.pdf | 2017-07-24T22:31:54Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00097.warc.gz | 129,551,721 | 2,130 | eng_Latn | eng_Latn | 0.998107 | eng_Latn | 0.999406 | [
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Decoding your son's learning style
by Erica Ehm Toronto Post City Newsmagazine 01-07
I HAD HEARD rumblings in the schoolyard that the transition into Grade 1 could be tough, especially for a child starting a French immersion program. With great relief, I watched my son Josh adapt very well. It was only after receiving an ominous note from his teacher that I realized there were issues.
"Josh is having trouble with his fine motor skills and is falling behind."
I panicked. This cannot be my child. My genes are smart. The teacher must be mistaken.
Once Josh started bringing his work home, it was clear she wasn't exaggerating. His handwriting was verging on illegible. His worksheets were incomplete. His numbers and letters were often backwards.
At home, persuading my son to do his homework was a nightmare. He'd moan, crumpling into a pile on the floor. I want my son to love the process of learning. Clearly, we were not on the right path.
If Josh wouldn't do his homework, I'd do mine. I contacted Barry Macdonald, author of Boys Smarts: Mentoring Boys for Success at School and leading educator who counsels schools and parents on how best to teach boys.
First, Barry believes teaching should be left to the teacher. However, it is imperative we communicate with teachers to express concerns and insights about our children. If the teacher isn't receptive to adapting their technique, a conversation with the principal would be the next step. Incorporating humour into the learning process is essential. Research has shown that by making learning fun it literally activates the whole brain.
Another key to learning is the child's state of mind. The ultimate headspace for enhanced retention is relaxed alertness. When stressed, a portion of the brain shuts down. This resonated with me. My son is an introvert. Put him in a boisterous social situation, he shuts down. He needs one-on-one attention.
Be mindful of double discipline. For example, when a child brings home a bad report card it doesn't help if parents openly express their disappointment in the child. Rather, our job is to help build the child's self-esteem and foster a love of learning.
And finally, Barry stresses the importance of understanding your child's developmental stage. No matter how great the teacher, if the child's brain isn't ready to learn what's being taught, it just won't sink in … yet.
Armed with this information, I nervously sat down with Josh's teacher for our mid-year report card chat. To my delight, she was receptive to all the quirky insight I had about Josh and agreed it would be best to reshape her teaching approach with him.
Which goes to show, if you do your homework, you get results. I'm looking forward to the day my son is able to understand this. | <urn:uuid:ac49438a-16b7-41c7-86b1-4931c69766f4> | CC-MAIN-2017-30 | http://mentoringboys.com/pdfs/Toronto%20Post.pdf | 2017-07-24T22:32:48Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00095.warc.gz | 202,303,393 | 589 | eng_Latn | eng_Latn | 0.999587 | eng_Latn | 0.999587 | [
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Pinching the Giants: Tricksters of the World
Tricksters are as common to cultural folklore as spices are to cuisine. Just as with food, you'll discover that the staples of each trickster tale are similar, and it is often the seasoning that makes the specific offering unique. Tricksters are almost always small, discernibly powerless animals or people, who use their wits, guile, and instincts to survive and thrive in a world ruled by the strong, powerful, and often ruthless. The trickster is the master of manipulation: using flattery, promises of wealth and fame, and an exaggerated sense of their own fear and weakness to obtain a desired outcome. The trickster wins food, fortune, and sometimes immortality, and we always smile. We smile, especially if we are children, because the trickster represents our own unbridled desires. Though power, strength, or wealth might not be in your providence, a strong set of wits can be developed and used by anyone. We can all be the trickster in our own tale. What better character for a child to relate to?
"But wait," I hear you cry, "this trickster character is amoral! I don't want children identifying with him!" OK, the trickster is often amoral. He/she survives at almost any cost. If you look closely enough, though, those who are truly good are never the ones sacrificed or used by the trickster. The power hungry, the vain, the high and mighty; those who should know better are the trickster's prey, and in this an additional lesson is learned. Rather than thinking that your birth determines your future, the trickster makes his/her own future. So too can your students if, like a trickster, they use the organ that grows between their ears. These tales exist in every part of this wide world, and that should tell you something about the powerful resonance of their message.
Unfortunately, the first of this two-show series has been lost to posterity. The first story, Dilino and the Dragon, is a Czech tale about a clever gypsy who uses his wits, or rozum, to make a dragon believe that he is stronger than the beast. Tales From Knockmany features Ireland's most famous giant and his better half. With wit and finesse Fin M'Coul's sweet wife Oonogh saves him from the biggest and meanest of old Ireland's giants. Both stories can be found in popular collections of folklore. The third tale can be found in the 3rd installment of 'Kids Who Save the Day.' Zordack the Hero of Marblehead is a contemporary tale about a modern trickster who uses his wits to save his town. Finally The Fly, a Vietnames story in Show 2, is also a trickster tale in which a peasant boy protects his family from a greedy landlord by the use of his wits.
Show II begins with pictures and retellings of new stories that students created and sent in response to show 1. They are both compelling and hysterical. The story of a bully whose name is Bully and a cognitively challenged giant called Duh will have you laughing, but there is more than humor in these tales. These children have embraced the concept of the trickster and reinvented him in their own words. As you watch, remind your students that they can do this as well.
Story 1–Molly Whoopie
This tale from Scotland echoes the structure of Jack and the Beanstalk so closely that you will be sure the two are related. Molly, who has a bit more chutzpah and better verbal skills, could be Jack's slightly smarter twin sister! There will be a few words in the story that your students are not familiar with. I have consciously kept them as part of the tale. Too many adaptations of stories completely water down the unique cultural variables that a story offers in the name of 'understanding.' If a story engages a child's heart and imagination, they will reach for these words and enlarge both their vocabulary and their cultural awareness.
CURRICULUM EXTENSIONS:
Vocabulary:
Words that emerge from experience are better understood and remembered than ones that sit lifelessly in spelling lists. Following are the three words in the tale that are probably new to your students' vocabulary. After they hear the story, remind them of each word and where it was in the tale, and ask them to come up with definitions. You will probably discover that context is a more efficient teacher than lists and definitions.
Treacle: a medicinal drink
Scabbard: a sheath for holding a sword
Cudgel: a short, thick stick used as a weapon
Conceptual Understanding:
What is a trickster? Molly (the small, overtly powerless, youngest sister) was the trickster in the story. Can the students recall the tricks she played? Which of these things were 'tricks' and which were simply solid thinking, speed, or courage at work?
* Talking the giant's wife into taking them into her house
* Switching the necklaces of gold for those of straw
*
Getting the King to marry his sons to her sisters
* Getting the sword from above the giant's bed
* Getting away from the giant over the Bridge of The One Hair
* Getting the giant's gold coins
* Tricking the giant into putting her in a bag and leaving his home
* Tricking the giant's wife into the bag
* Marrying the king's youngest son
Creative Writing:
If you had to steal the sword, the coins, and the ring from a giant, how would you do it?
Kindergarten – Grade 2: Draw a story board of your adventure
Grades 2 – 3: Create illustrations and write the key words of the story beneath each picture. Share stories and illustrations in groups of two.
Grades 4 – 6: Rewrite the story with yourself as the hero or heroine and your solutions to the various problems.
Imagination and Learning Modalities:
Imagination is an important part of learning. Without our imaginations, how could we solve problems that have yet to appear? Without imagination, how can we envision a better life for our peers, our community, and ourselves? Unfortunately the relentless testing that has become part of the US educational system has no time, ability, or desire to measure this all-important skill. It is up to us, seditious parents and educators, to nurture it and thus, to nurture the future.
Ask children to create the world of Molly Whoopie: the Forest of the Giants, the Bridge of the One Hair, and the Land of the Kings. This is a wonderful opportunity to consider Howard Gardner's model of multiple intelligences and observe more about how your students learn. Offer them modalities to express the world of Mollie Whoopie via various intelligences:
* You can describe the world of Mollie Whoopie with words, and tell us about her world. (Linguistic Intelligence)
* You can draw, tell, or make a grid of the world, showing us the size differences between the Forest of the Giants and the Land of the Kings. (Logical/Mathematical Intelligence)
* You can draw or create a sculpting (shoe box or clay or whatever materials are available) of Molly's world. (Visual/Spacial Intelligence)
* You can create a movement sequence that demonstrates the two worlds. I choose to avoid the word 'dance' because it holds such a negative resonance for many boys. (Kinesthetic Intelligence)
* You can create a song or rap or rhythm sequence describing the world of Molly Whoopie. (Musical Intelligence)
* You can create a map of the plant and animal habitats for the world of Molly Whoopie. (Nature/Sensing Intelligence)
* You can give the children the opportunity to share their work with a large group. (Interpersonal Intelligence)
There are other intelligences, but this list is a good starting point. You might offer any 2 or 3 modalities for them to explore, and the one they choose will offer you a window onto the way each child learns.
Cognitive Development–Sequencing and Recall (Preschool – Grade 2):
Ask children to draw a picture of an image from any one point in the story. As a class, order the pictures on the board (use tape or tacks) in the order they need to appear to represent the story. Invite one or two children to retell the story from the pictures.*
(Be sure to acknowledge each child's individual vision. These pictures can give you a good sense of their listening skills, their imagination, and of any personal experiences or issues that might have been reignited by this tale.)
Social/Emotional Development:
Preschool – Grade 2: Like Hansel and Gretel these girls we abandoned to the woods because their family had no food left to give them. Don't we all wish this was an issue long left in another era? Unfortunately it is not. If this is not an issue for a child listening to this tale, this detail will fly right over them. If it is an issue, you will see it in the way the child listens and hears this part of the story. Don't be afraid to tell these stories. Note the children who are deeply engaged by this aspect of the tale. If time allows ask them questions about their home, food, safety, and other issues in a non judgmental, conversational way. If the child will not talk with you, ask them to draw their house. Ask them who lives there? Where the kitchen is? What's in it? If you sense there is a real problem and you have the social service resources, refer them to these.
Grades 3 – 6: Empathy is a quality that deepens our living. Invite your students to talk about hunger. Depending upon their ages you might:
* Invite them to bring one nonperishable food item from their home to be donated to a local food pantry
* Invite someone from a local hunger organization/food pantry to come and talk with them about hunger.
* Explore why hunger is a growing rather decreasing issue and invite them to develop ideas and projects that can address this growing need.
Story 2–Brer Rabbit and the Tar Baby
This might well be the most well known of the Brer Rabbit tales, but the rabbit has traveled far and wide and appears as a trickster in tales from multiple cultural origins. The rabbit has caused havoc in Africa, Cambodia, North America, the Caribbean, and many other lands. Joel Chandler Harris (1848-1908) and his wife were two of the first to record written versions of what they titled the "Uncle Remus" tales. They retold them in the thick southern dialect they imagined to be used by black slaves. There is both wisdom and a deep humor to these tales. Contemporary writers have often reinterpreted these stories for modern audiences. My favorite retelling is Julius Lester's Tales and More Tales of Uncle Remus.
CURRICULUM EXTENSIONS:
Cognitive Development (Sequencing and Recall):
Same exercise as above.
Character and Vocabulary Development:
Try the exercises described in this article: Human Sculptures: Story Through Motion, available on my website, www.storiesalive.com under the articles tab.
Geography and History:
Map how Rabbit came out of Africa, through the Caribbean, to the American south. Map how rum from the Caribbean was purchased in New England, taken to Africa, and traded for human chattel. The slaves were then imprisoned in the hold of slave ships and brought through the Caribbean islands to the American south, where they worked to produce the molasses that was turned into rum. Can you understand why this process was called the 'triangle trade?' If you choose to take it, this is a good doorway into slavery, an institution that has shaped racial and regional relationships throughout the history of the United States.
Literature and Writing:
Go to your library and find some other rabbit tales from African, Caribbean, or North American native cultures. Make a chart of Rabbit's characteristics and the tricks he plays in each story. Look for the similarities and differences. The characteristics shared among all cultures are those that we share as a human race. What is unique will tell you about each specific culture of origin. Can your students write an original rabbit tale? (The younger they are the more structure they will need.)
Kindergarten – Grade 1: Give them a storyboard with the blocks filled in with scenes representing a rabbit tale. Ask them to make up a story based on the sequence of pictures. You can write the story down for them.
Grades 2 – 3: Ask the students to create a storyboard. Give them an opening and ending sentence. Have them create pictures of the story that move from the open prompt to the end you provided. They can then share them orally or write them down.
Grades 4 – 6: Ask students to create a story in which Rabbit tricks someone high and mighty in their world. Offer them various modalities in which to share it: making a picture book, telling the story verbally, writing the story, or acting out the story in small groups.
The possibilities of using these stories to extend your ongoing curriculum objectives are endless. Please share the new ones that you devise or to offer feed back: firstname.lastname@example.org
* link to Curriculum Guides Empowering Children to Tell | <urn:uuid:e32edacc-ef75-4b74-b463-8d5ff33f5426> | CC-MAIN-2017-30 | http://storiesalive.com/wp-content/uploads/2015/08/Program-4-Pinching-the-Giants-Tricksters-of-the-World.pdf | 2017-07-24T22:51:23Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00095.warc.gz | 300,577,440 | 2,747 | eng_Latn | eng_Latn | 0.998281 | eng_Latn | 0.998761 | [
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1. The Great Migration during World War I refers to the movement of
A) factory workers from the Northeast to the Sun Belt
B) communists deported to Russia as undesirable aliens
C) African Americans to northern cities to find work
D) refugees fleeing from eastern Europe to the United States
2. The "clear and present danger" principle stated by the Supreme Court in Schenck v. United States (1919) had the effect of
A) prohibiting the president from implementing a military draft
B) preventing the wartime internment of citizens
C) restricting the formation of defense alliances
D) limiting freedom of speech during wartime
8.2
3. Base your answer to question on the posters below and on your knowledge of social studies.
The United States government published these World War I posters to encourage Americans to
A) increase military enlistments
B) reduce the use of consumer goods
C) invest in the war effort
D) conserve scarce resources for the military
4. During World War I, President Woodrow Wilson used his wartime powers to
A) Win passage of quota acts
B) grant all women the right to vote
C) expand freedom of the press
D) increase government control of the economy
5. What was the primary reason many African Americans migrated to the North both during and after World War I?
A) More economic opportunities existed in the North.
B) Few chances to gain political office were available in the South.
C) Racism and discrimination had been eliminated in the North.
D) Southern cities were overcrowded. | <urn:uuid:8f7c9f02-538e-487b-9a69-a3c5b5286669> | CC-MAIN-2017-30 | http://msmcdermottssocialstudies.yolasite.com/resources/8.2%20WWI%20at%20Home.pdf | 2017-07-24T22:49:28Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00095.warc.gz | 212,665,632 | 322 | eng_Latn | eng_Latn | 0.998008 | eng_Latn | 0.998008 | [
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Walker Books Classroom Ideas
Outline:
*Notes may be downloaded and printed for regular classroom use only.
ISBN: 9781922179593
ARRP: $19.99
NZRRP: $24.99
My Dead Bunny
by Sigi Cohen illustrated by James Foley
October 2015
Notes © 2016 Walker Books Australia Pty. Ltd. All Rights Reserved
Family versus zombie bunny!
"My dead bunny's name is Brad; his odour is extremely bad. He visits me when I'm in bed, but Bradley wasn't always dead..." A hilarious rhyming tale about a zombie bunny who comes back to visit his owner.
Author/Illustrator Information:
Sigi Hallis Cohen was born and raised in Port Elizabeth, South Africa, and currently lives in Perth, Western Australia. He has a degree in English literature and a compulsion for matching words that rhyme. Sigi started on limericks and moved on to rhyming couplets, then to sonnets, then to writing children's verse. In the meantime, he embarked on a career in law to alleviate the stresses of writing children's picture books. My Dead Bunny is his first book.
Born in Western Australia, James Foley is the eldest of three children. James started his illustration career in primary school by drawing cartoons for the school newspaper. Unfortunately, the paper only lasted one issue, probably because his class faked a fire in the school hall using smoke machines to get their story on the front page. James started working more officially as a freelance illustrator in 2003 when he drew his first cover for the Western Australia's weekly Quokka newspaper. James enjoys presenting workshops at schools and libraries and is always delighted to see the natural enthusiasm children bring to drawing, especially when they draw just for themselves and don't care if it's "good enough" or not. In the Lion was his first book with Walker Books Australia. For more information, please visit his website: www.jamesfoley.com.au.
How to Use These Notes:
This story works on many levels. The suggested activities are therefore for a wide age and ability range. Please select accordingly.
classroom.walkerbooks.com.au
1
Walker Books Australia
Ph +61 2 9517 9577
Locked Bag 22
Fax +61 2 9517 9997
These notes were created by Steve Spargo. For enquiries please contact: email@example.com
Newtown, N.S.W., 2042
Discussion Questions and Activities:
Walker Books Classroom Ideas
Colour
Setting
Why is the book mainly in black and white? Why is green the only spot colour? And why this particular shade of green? What does this green make you think of? Why are the zombies coloured green? What would happen if the zombies were black and white like everything else?
More info: https://jamesfoley.com.au/2016/03/29/my-deadbunny-movie-influences-part-4-colour-scheme/
James was influenced by the classic black-and-white monster movies such as Frankenstein (1931) and The Invisible Man (1933), and kid-friendly scary movies like ParaNorman (2012), Monster House (2006) and Frankenweenie (2012). Find movie posters for these movies and compare them to the illustrations in this book. What similarities can you see?
Medium
James used photographic textures for the illustrations – real pictures of peeling wood, old wallpaper, roof tiles and dead grass. Identify some examples of this in the book. Why do you think he used these? What effect does it give?
Check out this blog post to see what the images would have looked like without the textures: https://jamesfoley.com.au/2016/06/03/how-i-use-texture-inillustrations-plus-4-free-texture-sites/
Texture timelapse:
https://youtu.be/yU04Wt_FMd8
Point of View ("Camera Angles")
When the family bury Bunny Brad, why is the "camera" in the grave, pointing up? What feeling does this give? What does it allow you to see?
When the men in white take the sister away, why is the "camera" on an angle? What feeling does this give? What does it allow you to see?
When Bunny Brad follows the family to the Grand Hotel, why is the camera behind his head? What does the illustrator want us to see? Why don't we see Bunny Brad's face (and do we need to)?
More info:
https://jamesfoley.com.au/2016/03/22/my-dead-bunnymovie-influences-part-3-cliches-and-camera-angles/
classroom.walkerbooks.com.au
How does the setting contribute to the spooky feel of the book? What spooky details are included in the illustrations? Have you seen a spooky house like this in movies before? Which movies?
More info:
https://jamesfoley.com.au/2016/03/17/my-dead-bunnymovie-influences-part-2-haunted-houses/
Character Design
Look at Bunny Brad in the front endpapers, when he's alive. How would you describe the outlines? What shapes is he made of? Why do you think he is drawn this way? Now look at Bunny Brad in the back endpapers, when he's a zombie. How would you describe these outlines? What shapes is he made of? Why do you think he's drawn this way?
More info:
* Drawing hands https://jamesfoley.com.au/2015/08/11/1-simple-tip-fordrawing-hands/
* Body language https://jamesfoley.com.au/2015/08/18/drawing-onbody-language/
* Video tutorial - how to draw Bunny Brad https://jamesfoley.com.au/2015/08/13/how-to-drawbunny-brad-from-my-dead-bunny/
* Early character sketches https://jamesfoley.com.au/2016/01/05/early-sketchesfor-my-dead-bunny/
* Meet the cast https://jamesfoley.com.au/2015/07/28/meet-the-castof-my-dead-bunny-part-1/ https://jamesfoley.com.au/2015/07/30/meet-the-castof-my-dead-bunny-part-2/ https://jamesfoley.com.au/2015/08/04/meet-the-castof-my-dead-bunny-part-3/
* Other zombie animal designs https://jamesfoley.com.au/2015/06/21/attack-of-thezombie-animals/
Cover Design
What do you like about the cover? What would you change? Why do you think this image was chosen for the cover? Why these fonts? Why this layout? Have a go at redesigning the cover. Check out the other drafts that James made here: https://jamesfoley.com.au/2016/03/15/designing-the-coverfor-my-dead-bunny/
2
Walker Books Classroom Ideas
Book Trailer
What do you like about the trailer? What would you change? Why do you think James chose this music? https://jamesfoley.com.au/2015/09/03/20150901-booktrailer/.
Compare it to the original Frankenstein trailer (https:// www.youtube.com/watch?v=bKyiXjyVsfw). What are the similarities between the two trailers?
Rhyme
My Dead Bunny is written in rhyming couplets. That is, the rhyme scheme is AA, BB and so on.
His odour is extremely
"My dead bunny's name is Brad;
He visits me when I'm in bed, bad .
But Bradley wasn't always dead…"
More picture books from Walker Books:
In The Lion by James Foley HB 9781921720321 PB 9781922077134
Classroom ideas
classroom.walkerbooks.com.au
Bee & Me by Alison Jay HB 9781910646052
available
Experiment with writing your own rhyming couplet. Try to write four or five couplets as a story. Did you find this task easy or difficult?
Continuing the Story
At the end of the story the boys think about digging up Billy's dog, Roxanne. Write a sequel to My Dead Bunny about what happens next. Illustrate your story in a similar style to James Foley's illustrations.
Sad, the Dog
Footpath Flowers illustrated by Tull
by JonArno Lawson by Sandy Fussell
Suwannakit
Classroom ideas available
HB 9781921529641
PB 9781406365672
HB 9781406362084
Classroom ideas available | <urn:uuid:c96b50a3-8f75-491b-a5d0-2f43c433314c> | CC-MAIN-2017-30 | http://lamontbooks.com.au/media/69146/my-dead-bunny-classroom-ideas.pdf | 2017-07-24T22:44:01Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00097.warc.gz | 173,116,058 | 1,820 | eng_Latn | eng_Latn | 0.995303 | eng_Latn | 0.995931 | [
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'You don't want my pain'
Heroin addict's mother makes impression with eighth-graders
By Eileen FitzGerald
THE NEWS-TIMES
2002-04-07
Even with the 500 Broadview Middle School eighth-graders jammed together on bleachers the day before Easter break, the gym was silent.
Ginger Katz stood before the students and spoke quietly about her son, Ian, who died from a heroin overdose in 1996 at the age of 20.
The day Ian died, she told the students, as pictures of her son flashed onto a screen, he had used drugs for the first time after being clean for three and a half months.
She described how her only son had rocked her to sleep that last night and then returned to his own room to take the fatal drug dose.
In eighth grade, Ian started smoking cigarettes and tried marijuana and beer. His spiral into drug abuse reflects national research. It shows that if a child smokes marijuana before he or she is 15, then 60 to 80 percent of them will use cocaine by the age of 18.
"Some of you will never do drugs. Some of you will. And some of you will get addicted,'' Katz of Norwalk, told the students. "If you go home, your parents can't save you." She relayed the message that is the heart of her work and the organization she began, "The Courage to Speak Foundation."
"Find three to five adults you can say anything to. We all have pain,'' she said simply. "Adults have life experience. Tell some of your secrets, something deep inside. It is so healing and will help you get to the other side" of the pain, she said. "Have the courage to speak if you have a friend in trouble or if you have a problem."
Katz told the students that Ian always would promise to do better, and would tell her not to worry. He straddled both worlds for a time before addiction collapsed both worlds and killed him.
He played baseball, soccer, and lacrosse in middle and high school and had a black belt in karate. He would do well for a while and improve his grades. Then the drug user's deception would cause him to do things like switch a urine sample so the drug would not show. He started college at the University of Hartford.
"A person who is addicted has to lose everything," she said. "They steal, deal and find ways to be enabled by others."
That means they are allowed to continue a behavior without a consequence, she said.
Alyssa Gorski, 13, said the talk would affect her decisions in the future.
"I think that I would say something to an adult I can trust. I wouldn't want anyone I know to end up like this. It's really sad," Alyssa said. "I think people will look at this and reflect on it and know they don't want to get into it."
Christopher Waldo, 14, was surprised people can't stop doing drugs.
"It's scary that that was really happening and that he kept on doing it,'' Christopher said. "He couldn't stop."
Ginger and Larry Katz created the Courage to Speak Foundation in 1997 and have shared their story more than 300 times to schools and parent groups in their effort to reduce drug use among young people.
"It's smart what they are doing," said Gabrielle deAquino, 14. "They're alerting us to what is wrong and right. It will help a lot of teen-agers. It will open kids' eyes and show teen-agers how dangerous this was to do."
Still, Stephanie West, 13, wasn't certain she could tell an adult about a friend's activities. Stephanie said she would encourage a friend to talk to a counselor but would be reluctant to talk about their activities to an adult.
"I would go to counseling with them if they wanted and help them. I would support them," she said. "Sometimes I separate myself from other kids. Even if you don't do anything and you're around them you can smell like you were smoking."
Katz has found that her perspective as a mother captures the attention of the students as she urges to them to avoid Ian's path.
"Kids go to risky behavior if they keep things inside, it could be promiscuity, driving too fast, or doing drugs. They don't know how to get it out," she said in an interview following her presentation.
"And that's my message, to have the courage to speak,'' she said. The world has changed and parents don't have the time or make the time to spend with their children. Yet, she said, the priority is for parents to talk to their children and find out what's going on in their lives.
Research by the National Center on Addiction and Substance Abuse at Columbia University showed that the number one deterrent to children using drugs is parent conversations about the topic, she said.
The reality is that every child will be approached to use drugs, so it is their resolve that will be crucial, she said.
But, once a child is suspected of using drugs, it must be confronted.
"There's a world of pain when you find out your child is using drugs and many parents retreat," because the challenge is daunting, she said. "If you see something, take action. It doesn't go away and the addiction is very rapid.''
A child under 15 can suffer health damage from chronic alcohol abuse within 15 months. In contrast, it takes a 30-year-old 10 years to suffer the same damage. Young people have growing organs, which means their substance abuse causes organ damage and chemical changes to the brain.
"The number one risk for adult addiction is young age. The younger you are when you start using the more likely you are to become addicted," said Elizabeth Jorgensen, coordinator of adolescent substance abuse services at Danbury Hospital.
One of the problems for adolescents today is the change in the drug culture, she said. No longer are kids clearly divided into groups called freaks or drug users, the jocks, who might drink a little, and the brains.
"Marijuana is acceptable. There is a lack of a cultural stigma against it,'' Jorgensen said. Connecticut has the highest rate of substance abuse among young people in the country, with the median age for marijuana use 11.9 years of age; that means seventh graders, she said.
"Developmentally, at this age, acceptance by peer groups is absolutely primary. Even if they know substance abuse is against everything they've been taught to believe,'' Jorgensen said. "Drugs are so much more prevalent and it's harder for kids to find uncontaminated groups. That's the reality today."
Many kids who don't use drugs or drink illegally today are sitting at home weekends.
Parents who don't believe that have their heads in the sand, she said.
Another problem for middle- and high-schoolers today is that their parents grew up in the 1970s and 80s, which had the highest drug rate of all time, she said.
"We have a high expectation that our children will experiment with drugs and alcohol and if we don't keep checking up on them they are going to," she said. "It's our job to set limits. It's their job to test the limits."
The growing number of drugs, the increasing strength of available drugs and the increasingly young age kids are using drugs make it urgent for parents to intervene. Still, drug use is not a given. The culture can change, if one considers that a decade ago no one would have imagined that smoking could be banned in public places or restaurants. "Drug and alcohol use does not need to be a guarantee. It's a learned behavior. Even if a certain percentage of adults would take responsibility, we could reduce the number one reason for deaths among 16 to 24 year olds,'' Jorgensen said.
Students need to hear the message about avoiding drugs and alcohol over and over, from people like Katz as well as, repeatedly from parents.
"Parents have to be the first voice, the 100th voice and the 1,000th voice on the issue,'' Jorgensen said. "Parents have to pay attention. We've got to catch them early."
Katz said she tried to address her son's addiction but failed. She insisted early on that he had a problem but came upon doctors and counselors who did not agree and that stalled interventions. Soon, his age gave him rights to reject treatment or tests that could have helped.
That's why she urges students and parent groups not to stand by once they know there is a problem with a child.
"If you do not address it you could have my experiences and you don't want my pain,'' Katz said.
The Web site of Courage to Speak is www.CouragetoSpeak org.
Katz's e-mail address is firstname.lastname@example.org.
Contact Eileen FitzGerald at email@example.com
or (203) 731-3333.3
Mission Statement
"Saving lives by Inspiring Youth to be Drug Free."
The Courage to Speak Foundation, Inc. is a nonprofit organization, which fosters open communication about the prevention of alcohol and other drug use among young people through education and awareness.
The Purpose of the Program n To encourage every person to take responsibility to combat substance abuse and addiction.
Create a safe environment for an honest dialogue.
Inspire the courage to decline the offer of drugs and alcohol.
Inspire youth to find adults in their lives with whom they can share their secrets and get the help they need.
To offer a support group for parents and other family members to come together and heal. To create a speaker's bureau consisting of individuals whose children lost their lives to substance abuse.
"There is not a day that goes by that we don't think about Ian. He is in our hearts and he always will be. We will never forget the way he made us laugh or how he cared about his family and friends. We know God is holding him in the palm of his hand."
Because the sunflower looks up to heaven, I chose it as our logo.
— Ginger Katz www.CouragetoSpeak.org is funded by the Connecticut Department of Mental Health and Addiction Services. | <urn:uuid:18f1d358-cc48-4b59-a536-3614dc4e0a5b> | CC-MAIN-2017-30 | http://www.couragetospeak.org/Portals/0/Pdf-file/Newsartilcedanburynewstimes.pdf | 2017-07-24T22:33:09Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00096.warc.gz | 412,594,195 | 2,102 | eng_Latn | eng_Latn | 0.999684 | eng_Latn | 0.999791 | [
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DATA SHEET Title of Literary Work: ____________________________________Student Name: _____________________
Author: ___________________________________________
Provide info. about the period in which the work was written (literary, historical, philosophical, etc.; at least three facts/key ideas)
Date of Original Publication: __________________________
Identify and explain the use and effect of three DIFFERENT literary techniques or devices – include quoted examples from the work with citation (NOT symbolism, metaphors, or motifs—put those on the back)
Identify the genre & explain how this work fits the genre (“fiction” or “nonfiction” is NOT specific enough) Genre type:
Explain how it fits the genre:
Identify the setting(s) & explain the significance of each (be specific of particular locations within the literary work)
Provide plot points - use bullets or graphic organizer (Cover the entire plot with all significant events, from beginning to end – at least 10 key points)
Technique/Device Type:
Quoted Example:
Explain:
Technique/Device Type:
Quoted Example:
Explain:
Technique/Device Type:
Quoted Example:
Explain:
DISCLAIMER: Be original. Excessive similarity between your work and another student's work is considered academic dishonesty and is grounds for dismissal from the Pre-AP/AP course and/or forfeiting credit for the assignment.
Characters: Fill in EACH box (only exception is if the literary work has less than 8 characters total)
dynamic (D)
| Relationship to Other Characters | Explain purpose/function of character _____ _ |
|---|---|
Identify and explain key metaphors (M), symbols (S), and/or motifs (F) in the work [3 total]
Provide and explain at LEAST two themes of the work (COMPLETE statements that provide a universal message—no use of you/your/we; no commands (“Do not…); no mentioning of specific characters/events in the theme itself)
Theme:
Quoted Example:
Explain how quote shows the development of the theme:
Type (circle):
M S
F
Quoted Example:
Analyze the M/S/F in the quote:
Type (circle):
M S
F
Quoted Example:
Analyze the M/S/F in the quote:
Type (circle):
M S
F
Quoted Example:
Analyze the M/S/F in the quote:
Theme:
Quoted Example:
Explain how quote shows the development of the theme:
DISCLAIMER: Be original. Excessive similarity between your work and another student's work is considered academic dishonesty and is grounds for dismissal from the Pre-AP/AP course and/or forfeiting credit for the assignment. | <urn:uuid:b9aa7cfc-87c6-41fe-bf71-bcba6c7ce838> | CC-MAIN-2017-30 | http://images.pcmac.org/Uploads/CalallenISD/CalallenISD/Sites/DocumentsCategories/Documents/AP_ELA_IV_DATA_SHEET_2017-2018.pdf | 2017-07-24T22:45:51Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00096.warc.gz | 159,130,915 | 547 | eng_Latn | eng_Latn | 0.995967 | eng_Latn | 0.997072 | [
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Swimming Course Descriptions
Parent and Child Aquatics (6 months to 24 months): Provides experiences and activities for children to:
* Learn to ask for permission before entering the water.
* Learn how to enter and exit the water in a safe manner.
* Feel comfortable in the water.
* Explore submerging to the mouth, nose and eyes and fully submerging.
* Explore buoyancy on the front and back position.
* Change body position in the water.
* Glide on the front and back with assistance.
* Perform combined stroke on front and back with assistance.
* Learn how to play safely.
* Experience wearing a U.S. Coast Guard-approved life jacket.
* Plus age-appropriate water safety topics.
Preschool 1 (2 to 3 years old): Orients children to the aquatic environment without parents and helps them gain basic aquatic skills.
- Enter water using ramp, steps or side
- Exit water using ladder, steps or side
- Blow bubbles through mouth and nose
- Submerge mouth, nose and eyes
- Open eyes underwater and retrieve submerged objects
- Front glide and recover to a vertical position
- Back glide and recover to a vertical position
- Back float
- Roll from front to back and back to front
- Tread with arm and hand actions
- Alternating and simultaneous arm and leg actions on front
- Alternating and simultaneous arm and leg actions on back
- Combined arm and leg actions on front and back
- Plus age-appropriate water safety topics
Preschool 2 (3 to 4 years old): Helps children gain greater independence in their skills and develop more comfort in and around water. Getting them ready to enter Learn to Swim Level 1.
- Enter water by stepping in from a deck or low height
- Exit water using ladder, steps or side
- Bobbing
- Open eyes underwater and retrieve submerged objects
- Front float
- Back glide and float and recover to a vertical position
- Roll from front to back and back to front
- Tread water using arm and leg actions
- Combined arm and leg actions on front and back
- Finning arm action on back
- Plus age-appropriate water safety topics
Swimming Course Descriptions
Learn-to-Swim (children approximately 5 years through teen)
Designed to help participants achieve maximum success, Learn-to-Swim courses are based on a logical, six-level progression that helps swimmers of varying ages and abilities develop their water safety, survival and swim skills.
Level 1—Introduction to Water Skills: Helps participants feel comfortable in the water.
- Enter water using ramp, steps or side
- Exit water using ladder, steps or side
- Blow bubbles through mouth and nose
- Bobbing
- Open eyes underwater and retrieve submerged objects
- Front and back glides and recover to a vertical position
- Back float
- Roll from front to back and back to front
- Tread water using arm and hand actions
- Alternating and simultaneous arm and leg actions on front
- Alternating and simultaneous arm and leg actions on back
- Combined arm and leg actions on front and back
- Plus age-appropriate water safety topics
Level 2—Fundamental Aquatic Skills: Gives participants success with fundamental skills.
- Enter water by stepping or jumping from the side
- Exit water using ladder, steps or side
- Fully submerge and hold breath
- Bobbing
- Open eyes underwater and retrieve submerged objects
- Rotary breathing
- Front, jellyfish and tuck floats
- Back glide and recover to a vertical position
- Front glide and recover to vertical position
- Roll from front to back and back to front
- Tread water using arm and leg actions
- Change direction of travel while swimming on front or back
- Combined arm and leg actions on front and back
- Finning arm action
- Plus age-appropriate water safety topics
Swimming Course Descriptions
Level 3—Stroke Development: Builds on the skills in Level 2 through additional guided practice in deeper water.
- Enter water by jumping from the side, fully submerge then recover to the surface and return to the side
- Headfirst entries from the side in sitting and kneeling positions
- Bobbing while moving toward safety
- Rotary breathing
- Back float
- Survival float
- Change from vertical to horizontal position on front and back
- Tread water
- Flutter and dolphin kicks on front
- Scissors and breaststroke kicks
- Front crawl and elementary backstroke
- Plus age-appropriate water safety topics
Level 4—Stroke Improvement: Develops confidence in the skills learned and improves other aquatic skills.
- Headfirst entries from the side in compact and stride positions
- Swim underwater
- Feetfirst surface dive
- Survival swimming
- Open turns on front and back
- Tread water using 2 different kicks
- Front and back crawl, elementary backstroke, breaststroke, sidestroke and butterfly
- Flutter and dolphin kicks on back
- Plus age-appropriate water safety topics
Level 5—Stroke Refinement: Provides further coordination and refinement of strokes.
- Shallow-angle dive from the side then glide and begin a front stroke
- Tuck and pike surface dives, submerge completely
- Front flip turn and backstroke flip turn while swimming
- Front and back crawl, elementary backstroke, breaststroke, sidestroke and butterfly
- Sculling
- Plus age-appropriate water safety topics
Level 6—Swimming and Skill Proficiency: Refines the strokes so participants swim them with ease, efficiency, power and smoothness over greater distances. Level 6 is designed with "menu" options that focus on preparing participants for more advanced courses, including the Water Safety instructor course, or other aquatic activities, such as competitive swimming or diving. Each option also includes applicable water safety topics.
Options include the following:
- Fitness Swimmer
- Personal Water Safety
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Unit I Reading: Significant Figures
Laboratory investigations usually involve the taking of and interpretation of measurements. All physical measurements obtained by means of instruments (meter sticks, thermometers, electrical meters, clocks, etc.)are to some extent uncertain. If, for example, the mass of an object is determined by means of a Dial-O-Gram balance, the measured mass will be uncertain by at least + 0.01 gram. If the object were now weighed on progressively more accurate scales, the uncertainty in the mass of the object would get progressively less, but regardless of the precision of the measuring device, any instrumental measurement is to some extent uncertain. The degree of uncertainty in physical measurements can be indicated by means of significant figures. Consider, for example, a measurement of the length of the object as indicated below, with three differently calibrated meter sticks.
Observe that when measuring the length of the object with the uncalibrated meter stick (top) the actual length of the object in Figure 1 can only be estimated, and then only to the nearest tenth of a meter, or as 0.3 meter (one significant figure).
Measuring the length of the object, however, with a meter stick calibrated in tenths of a meter (center stick in Figure 1) it is obvious that the length of the object is greater than 0.2 m but less than 0.3 m. Once again, it would seem to be reasonable to estimate the length of the object to the nearest tenth of the smallest calibration or to the nearest hundredth of a meter; thus 0.27 m. It might actually be as short as 0.26 m or as long as 0.28 m, so 0.27 m (to the nearest hundredth of a meter) seems to be the most reasonable estimate of the object's length. This measurement has two significant figures indicating less uncertainty in the second measurement than in the first.
Measuring the length of the object with a meter stick calibrated in hundredths of a meter (lower stick in figure 1), the length of the object could be estimated to tenths of the smallest calibrations (centimeters) or the measured length could be estimated to the nearest millimeter; nearer to 0.270 m than to 0.269 m or 0.271 m. Note that this measurement has three significant figures indicating less uncertainty in this measurement than in either of the other two preceding measurements. Thus, the number of significant figures in a measurement indicates the precision of the measurement and not the absolute length of the object.
Once the logic of significant figures is accepted, some simple rules are useful for their implementation.
Rule 1- which digits are significant: The digits in a measurement that are considered significant are all of those digits that represent marked calibrations on the measuring device plus one additional digit to represent the estimated digit (tenths of the smallest calibration).
The zero digit is used somewhat uniquely in measurements. A zero might be used either as an indication of uncertainty or simply as a place holder. For example, the distance from the earth to the sun is commonly given as 1,500,000,000 km. The zeroes in this measurement are not intended to indicate that the distance is accurate to the nearest km, rather these zeroes are being used as place holders only and are thus not considered significant.
Rules for zeros:
1. All non-zero digits in a measurement are considered to be significant.
3. If a decimal point is expressed, all zeroes following non-zero digits are significant; e.g., the measurement 30.00 kg has four significant figures.
2. Zeroes are significant if bounded by non-zero digits; e.g., the measurement 4003 m has four significant figures.
4. If a decimal point is not explicitly expressed, zeroes following the last non-zero digit are not significant, they are place holders only; e.g., the measurement 160 N has two significant figures.
5. Zeroes preceding the first non-zero digit are not significant , they are place holders only; e.g., the measurement 0.00610m has three significant figures.
As an example, take the process of finding the average of the following series of measurements:
```
to = 20.78 s t1 = 20.32 s t2 = 20.44 s tav = ( to + t1 + t2 + t3 + t4 + t5 + t6 ) ÷ 7 = 20.73 s t3 = 21.02 s t4 = 20.81 s t5 = 20.63 s t6 = 21.12 s
```
The rule developed earlier in this discussion suggested that we should retain, as significant figures, all digits those values we were certain of plus one estimated digit. With this rule, we would retain the digit in the tens column because all of the data values in this column are the same (we are certain of these values). We would also retain the digit in the units column because, even though there are some differences in this column, the rule says we may retain one digit that is estimated (value of the digit in this column is uncertain).
The rule then suggests that we should retain only 2 digits ( tens and units) for tav, and after rounding, the best value would be tav = 21 s.
Rules for addition and subtraction with significant figures:
1. Change the units of all measurements, if necessary, so that all measurements are expressed in the same units (kilograms, meters, degrees Celsius, etc.).
2. The sum or difference of measurements may have no more decimal places than the least number of places in any measurement.
```
For example: 11.44 m 5.00 m 0.11 m 13.2 m 29.750 m
```
But since the last measurement (13.2 m) is expressed to only one decimal place, the sum may be expressed to only one decimal place. Thus 29.750 m is rounded to 29.8 m.
```
Consider the quotient: 294,921 cm 2 ÷ 38 cm. What should the answer be? 8,000 cm, or 7,800 cm, or 7,760 cm, or 7,761 cm?
```
The question is what uncertainty do we wish to express in a product or quotient? To answer this question we might wish to examine the above example. Recall that the last digit in each measurement is an estimated digit so the product might be as large as 7,970.86 cm (maximum value), or as small as 7,562.05 cm (minimum value).
Observe that while the digits in the thousands column are both the same, the values of the digits in the hundreds column vary. Therefore, the quotient would be 7,800 cm, to two significant figures. Note that the number of figures in the quotient is the same as the least number of significant digits in either the divisor or the dividend. If we were to test many examples, we would find this relationship to hold true in most cases, leading to the following rule.
Rules for multiplication and division with significant figures:
Students typically make one of two mistakes: either they keep too few figures by rounding off too much and lose information, or they keep too many figures by writing down whatever the calcualtor displays. Use of significant figure rules helps us express values with a reasonable amount degree of precision.
When multiplying or dividing, the number of significant figures retained may not exceed the least number of digits in either the of the factors.
Example: 0.304 cm x 73.84168 cm. The calculator displays 22.447871. A more reasonable answer is 22.4 cm 2 . This product has only three significant figures because one of the factors (0.304 cm) has only three significant figures, therefore the product can have only three.
Another example: 0.1700 g ÷ 8.50 L. The calculator display of 0.02 g/L, while numerically correct, leaves the impression that the answer is not known with much certainty. Expressing the density as 0.0200 g/L leaves the reader with the sense that very careful measurements were made. | <urn:uuid:7f32b219-5c86-4d0c-b48d-8d94591bce20> | CC-MAIN-2017-30 | http://physics.unm.edu/Courses/Rand/lab1/1.%20Lab%201%20Prelab%20Reading.pdf | 2017-07-24T22:27:59Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00098.warc.gz | 245,057,346 | 1,720 | eng_Latn | eng_Latn | 0.997782 | eng_Latn | 0.998209 | [
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Landscapes on the Edge
New Horizons for Research in Earth Surface Processes
Chemical, physical, biological, and human processes constantly reshape Earth's surface, at scales ranging from particles to continents and from nanoseconds to millions of years. These processes form a complex network of interactions and feedbacks, but currently, these interplays are not well understood, and challenging questions face science and society: How did Earth surface processes interact to create the landscapes of today? How will changing processes shape landscapes in coming years? This report identifi es nine grand challenges in this emerging fi eld of study and proposes four high-priority research initiatives.
Over geologic spans of time, Earth's shifting tectonic plates, atmosphere, freezing water, thawing ice, fl owing rivers, and evolving life have shaped Earth's surface features. The resulting hills, mountains, valleys, and plains shelter ecosystems and interact with all life, and provide a record of Earth surface processes that extends back through
Earth's history. Despite rapidly growing scientifi c knowledge of Earth surface interactions and feedbacks, and the increasing availability of new monitoring technologies, understanding of how interconnected processes generate and degrade landscapes is incomplete. Scientists are challenged to take full advantage of the extensive archive that Earth's surface provides.
future climate change on the landscapes of coastal areas or the Arctic.
In recognition of the need for a more complete understanding of processes that shape Earth's surface, the National Science Foundation requested that the National Research Council assess the fundamental questions in Earth surface processes, identify challenges and oppor tunities in this area of study, and outline the research needed to meet these challenges.
Earth surface science has helped solve practical problems such as restoring ecosystems and maintaining water supplies, and will allow scientists to anticipate and predict the effects of changing conditions, such as the impact of
New technologies now allow scientists to examine Earth's surface in greater detail than ever before. Together with an interdisciplinary approach to the emerging science of Earth surface processes, the report suggests that these developments will aid in the planning of environmental restoration efforts and will guide policy for such issues as hazard reduction and environmental protection. The report suggests focusing research efforts on
National Academy of Sciences • National Academy of Engineering • Institute of Medicine • National Research Council four high-priority research initiatives that will facilitate progress towards a new understanding of Earth's surface.
Nine Grand Challenges Facing Earth Surface Processes
Analysis of the current state of Earth surface science allowed the report's authoring committee to identify nine challenges that provide opportunities for progress in this emerging fi eld of study.
Earth's Surface as a Record
1. What does our planet's past tell us about its future?
Earth's landscape is a record of its own evolution— features like mountains, the heaps of sediment left in the wake of a retreating glacier, or mud at the bottom of rivers, provide a record of Earth's environmental conditions that extends back through time. New tools and techniques to analyze this extensive natural record will help scientists understand the processes that shaped Earth and predict how changing Earth surface processes will shape the landscapes of the future.
2. How do geopatterns on the Earth's surface arise and what do they tell us about processes?
Geopatterns range from the branching patterns of river networks to the repeated ridges of sand dunes stretching across a desert. These patterns provide
insight into the Earth processes that shape landscapes—for example, the path of a river illustrates patterns of erosion, and the balance of nutrients in a soil can tell the tale of long-past chemical fl uxes. Now, new observational tools and powerful ways to present spatial data, as in geographic information systems, can help scientists to understand how geopatterns form.
The Shaping of Earth
3. How do landscapes record climate and tectonics?
Tectonic plates, pieces of the jigsaw puzzle of Earth's crust, are hard, dense, and change slowly. In contrast, Earth's atmosphere is fl uid, light, and rapidly changing. Despite these differences, the atmosphere can help shape Earth's surface, with consequences for climate, the evolution of landscapes and biological communities. This concept is illustrated in Figure 1, which shows how the movement of tectonic plates can shape the topography of a mountain range with impacts on local climate.
4. How do biogeochemical reactions at Earth's surface respond to and shape landscapes?
The chemical erosion and weathering of bedrock creates soil, essential for anchoring and nourishing life, and also contributes to landscape evolution and nutrient cycles. In addition, the breakdown of
Figure 1. A mountain range is infl uenced by climatically controlled erosion.
bedrock feeds back to potential effects such as the chemistry of groundwater and rivers and soil nutrients content.
A. Two converging tectonic plates form mountains, whose topography infl uences climate. The increased precipitation causes erosion, which can infl uence the shifting of tectonic plates. Image modifi ed from Willet, 1999.
B. The topography of New Zealand's South Alps causes clouds to bank along the northwestern side of the mountain range. The increased precipitation leads to erosion, tectonic deformation and uplift. Image courtesy of the SeaWiFS project, NASA/ Goddard Space Flight Center, and ORBIMAGE.
5. What transport laws govern the evolution of the Earth's surface?
For a quantitative understanding of the impacts of factors such as climate, hydrology, geology and erosion on landscapes, a set of mathematical laws to defi ne fundamental the rates of processes such as landslides, glacial erosion, and chemical erosion are required. These mathematical laws will allow researchers to understand the mechanics and rate of landscape change.
6. How do ecosystems and land-
scapes co-evolve?
How different would the Earth be if life had never evolved? Living organisms break rock into soil particles, exhaust gases to the atmosphere, and alter the chemistry of Earth's surface. The presence of living organisms can make otherwise dense and solid ground permeable, and can cause rainfall and snowmelt to enter the subsurface, infl uencing the form and pace of surface erosion and biogeochemical cycling, and affecting climate, hydrology, erosion and topography. An understanding of the linkages among living ecosystems, Earth surface processes, and landscapes, will be needed to fully understand Earth's changing surface.
Changing Earth Surface Processes, Changing Landscapes
7. What controls landscape resilience to change?
Geological and modern records of changing landscapes show that Earth's surface changes under the infl uence of drivers such as climate, plate tectonics, volcanism, and human activities—and when conditions change with suffi cient magni-
tude and duration, landscapes can be altered irreversibly. Some changes are gradual, and others are abrupt, ranging from the millennia it takes for glaciers to move across the landscape to the seconds it takes for a landslide to occur or for a levee to fail. The conditions that lead to these landform transformations are diffi cult to predict, and few landscape changes have been well monitored. A comparison of neighboring landscapes affected by differing processes can provide information on the magnitude and duration of changes that alter landscapes beyond the range in which they can recover.
human-constructed dams have changed the fl ow of water and sediment through river networks, causing the collapse of aquatic ecosystems and erosion of deltas, wetlands and beaches. Human-induced climate change can also melt glaciers and release huge volumes of ice and water, altering water supplies and fl ood hazards. Understanding, predicting, and adapting to changing landscapes increasingly altered by humans is a pressing challenge which falls squarely within the purview of Earth surface science. Research on the interactions between humans and landscapes will be needed to meet this challenge.
8. How will Earth's surface evolve in the Anthropocene?
The term "Anthropocene" has emerged to denote a new geologic period in which the human population dominates the Earth system. For example,
9. How can Earth surface science contribute to a sustainable earth surface?
As a result of scientifi c understanding of the causes and cumulative long-term effects of human-induced changes, a consensus has emerged in society that at least some disrupted and degraded landscapes should be restored or redesigned. Research in Earth surface processes brings knowledge of how major environmental drivers will affect restoration efforts and guide decision making in developing a sustainable living surface for future generations. An example comes from the Marmot Dam in Oregon, a hydroelectric dam built in the early 20th century. Environmental restoration efforts led to the removal of the dam and a stream restoration project, but when the dam was removed, sediment stored in the reservoir was rapidly mobilized, leading to a sudden, unforeseen pulse of sediment downstream. Nevertheless, salmon migrated past the dam site within several days of the removal of the dam.
Research Initiatives
To make progress in addressing the nine grand challenges, the committee suggests a collaborative approach to the emerging fi eld of Earth surface science, integrating expertise from Earth, atmospheric, climate, ocean, biological, geographic, engineering and social sciences. In addition, the application of new technologies will fuel advances towards these four research initiatives.
[x] Interacting Landscapes and Climate
Reaching a quantitative understanding of climatic controls on Earth surface processes, and the infl uence of landscape on climate over timescales from individual storm events to the evolution of landscapes, will shed light on the connection between landscapes and climate.
[x] Quantitative Reconstruction of Landscape Dynamics across Time Scales
Developing detailed reconstructions of the evolution of Earth's surface, based on information recorded in landscapes and in sedimentary records, will provide information on how Earth's surface has changed over various time scales.
[x] Co-evolution of Ecosystems and Landscapes
New ways of measuring how the living and nonliving worlds interact, and an increasing ability to link biological processes with changing landscapes, present the opportunity to forge a new understanding of the co-evolution of ecosystems and landscapes and to address pressing problems of future environmental change.
[x] Future of Landscapes in the Anthropocene
Substantial advances have been made in the understanding of the range and extent of human impacts on Earth-surface systems. These advances, coupled with technological breakthroughs, opens the path to answering a fundamental and urgent question—how can we predict and respond to rapidly changing landscapes that are increasingly altered by humans?
The Committee on The Challenges and Opportunities in Earth Surface Processes: Dorothy J. Merritts (Chair), Franklin and Marshall College, Lancaster, Pennsylvania; Linda K. Blum, University of Virginia, Charlottesville; Susan L. Brantley, The Pennsylvania State University, University Park; Anne Chin, University of Oregon, Eugene; William E. Dietrich, University of California, Berkeley; Thomas Dunne, University of California, Santa Barbara; Todd A. Ehlers, University of Michigan, Ann Arbor; Rong Fu, University of Texas, Austin; Christopher Paola, University of Minnesota, Minneapolis; Kelin X. Whipple, Arizona State University, Tempe; Elizabeth Eide (Senior Program Offi cer), National Research Council.
The National Academies appointed the above committee of experts to address the specifi c task requested by the National Science Foundation. The members volunteered their time for this activity; their report is peer-reviewed and signed off by both the committee members and the National Academies. This report brief was prepared by the National Research Council based on the committee's report.
For more information, contact the Board on Earth Sciences and resources at (202) 334-2744 or visit http:/ nationalacademies.org/besr.
Copies of Landscapes on the Edge: New Horizons for research in Earth surface processes are available from the National Academies Press, 500 Fifth Street, NW, Washington, D.C. 20001; (800) 624-6242; www.nap.edu.
Permission granted to reproduce this brief in its entirety with no additions or alterations. Permission for images/fi gures must be obtained from their original source. | <urn:uuid:29afbf96-4e79-494f-b202-0e36a5d85da0> | CC-MAIN-2017-30 | http://dels.nas.edu/resources/static-assets/materials-based-on-reports/reports-in-brief/earth_surface_processes_final.pdf | 2017-07-24T22:42:41Z | crawl-data/CC-MAIN-2017-30/segments/1500549424931.1/warc/CC-MAIN-20170724222306-20170725002306-00098.warc.gz | 77,002,774 | 2,478 | eng_Latn | eng_Latn | 0.992178 | eng_Latn | 0.993662 | [
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Chart of the Week: How South Africa changed, and didn't, over Mandela's lifetime
Over the course of Nelson Mandela's 95 years, South Africa evolved from a white-ruled British dominion to a republic representative of its majority-black population. But while the country has changed politically and demographically, economically it still looks much as it did nearly a century ago, divided along racial lines.
This infographic from The Economist shows how economic disparities between South Africa's major racial groups (measured in real per-capita income) have grown over time. The gap between whites and all other groups grew wider till about 1970; white income growth flattened out in the 1970s and 1980s, as sanctions hobbled the country's economy. But as sanctions were lifted after the collapse of the apartheid regime, whites and Asians (mostly of Indian descent) have benefited the most while black incomes have been nearly flat.
Note: Figures in South African rand. Current exchange rate: $1 US = 10.35
rand. Source: Statistics South Africa
According to South Africa's 2011 census, average annual household income for blacks was 60,613 rand (roughly $8,700 at the then-current exchange rate), about a sixth the average annual income among white households and a quarter that of Asian households. Mixed-race (or "coloured" in South African parlance) households had an average income about twice that of blacks. (Note that those figures are in current dollars, and so aren't directly comparable to the inflation-adjusted ones in the Economist chart.)
The other trend the Economist's graphic makes clear is how much faster South Africa's black population is growing relative to other racial groups. Blacks made up 79.2% of the country's 51.8 million people, according to the 2011 census, up from 77.4% in 1996; whites were 8.9% of the population, down from 11% in 1996. (The population shares of mixed-race and Asian people have stayed fairly constant.)
Category: Chart of the Week
Topics: Sub-Saharan Africa | <urn:uuid:4b38e2df-f4aa-498b-a443-27ab69107173> | CC-MAIN-2019-22 | https://romancatholicworld.files.wordpress.com/2013/12/chart-of-the-week-how-south-africa-changed-and-didn_t-over-mandela_s-lifetime-pew-research-center1.pdf | 2019-05-20T08:27:56Z | crawl-data/CC-MAIN-2019-22/segments/1558232255837.21/warc/CC-MAIN-20190520081942-20190520103942-00336.warc.gz | 630,800,005 | 438 | eng_Latn | eng_Latn | 0.998219 | eng_Latn | 0.998389 | [
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Guidelines for Interpreting and Scoring Benchmarks
7.2 Standards are adopted across the curriculum and include integration of the religious, spiritual, moral, and ethical dimensions of learning in all subjects.
I. What does this benchmark indicate for school performance?
Benchmark 7.2 is about using clearly defined academic standards as the basis for every part of the curriculum AND making sure that the standards and the resulting curriculum show that this is a Catholic school. It's about 1) having recognized, approved standards AND 2) integrating elements of Catholic identity.
At the same time, learning in every subject in a Catholic school should also require students to consider the knowledge, skills, and understanding related to that subject from a perspective of faith and a Catholic worldview. This means that the standardsbased curriculum in every subject also cultivates student interest and engagement in discussion and a deepening understanding of Catholic values, beliefs, and teachings as these authentically relate to the subject matter. The curriculum integrates religious, spiritual, moral, and ethical considerations in ways that fit the topic, theme, or content and are developmentally appropriate.
Effective academic standards combine subject area knowledge and skills, pedagogical expertise, and understanding of cognitive and social/emotional development to delineate what students should know and be able to do at the end of a designated period of instruction. Rigorous standards designate learning goals that are challenging yet doable with effective instruction. Local Catholic schools use well developed national, state, and/or diocesan standards to insure that the subject area learning expectations in their own curriculum meet or exceed widely accepted expectations for college and career readiness.
II. As a review team member, what evidence do I look for?
Here are a few fundamental guiding question ask in order to be able to determine the extent to which the learning described in Benchmark 7.2 is taking place: Look at the written curriculum at every grade, in every subject or course: •
*
Benchmark 7.2 Developed by CHESCS Guidelines Taskforce 2014
Is it easy to identify which outside academic standards it is based on?
Are the standards widely accepted as valid?
Guidelines for Interpreting and Scoring Benchmarks
7.2 Standards are adopted across the curriculum and include integration of the religious, spiritual, moral, and ethical dimensions of learning in all subjects.
Are the standards rigorous (set challenging expectations)?
* Are the standards appropriate to the subject and developmental level of the students? •
Do the standards allow for Catholic identity elements?
* Are grade and course standards aligned with school-wide standards? •
* Is it clear that the written curriculum as stated could not be plopped down and taught as is in a public school without any revision? (In other words, what can a reviewer easily see in this curriculum that can be taught explicitly because this is a Catholic school?)
* Can one easily find Catholic identity elements in the curriculum based on the standards? (Look for such things as use of texts and other resources that relate to Catholic values, beliefs, teaching; look for essential questions that ask students to consider the underlying values or presence of principles of social justice in the content; look for assignments and/or assessments that ask students to integrate knowledge and understanding of the topic with Gospel values; look for assessments, assignments or activities that ask students to consider the ethical/moral implications of the content; look for assessments, assignments, activities that ask students to critique actions, decisions, applications related to the content that are contrary to Catholic values and beliefs, etc.)
* Can one answer these questions affirmatively for all of the school's curriculum? Most? Some? Only here and there?
III. What are the key differences between the levels of the rubric?
At level
3-Fully Meets Benchmark,
Benchmark 7.2 Developed by CHESCS Guidelines Taskforce 2014
it is easy to identify specific, valid, outside academic standards (national, state, or diocesan) in the agreed-upon written curriculum in every subject across all grades. Clearly, the school expects teachers to intentionally address standards when they develop a curriculum. Furthermore, it is easy to find Catholic identity elements in the written, standards-based curricula in every subject
Guidelines for Interpreting and Scoring Benchmarks
7.2 Standards are adopted across the curriculum and include integration of the religious, spiritual, moral, and ethical dimensions of learning in all subjects.
At level 4-Exceeds Benchmark
across all grade levels. For a school at Level 3, curriculum in general gives evidence of both standards and Catholic identity. If outside standards are generally present but Catholic identity elements are not generally present, the school does not fully meet the benchmark.
,
At level both the quality and the pervasiveness of the academic standards increases. The written curriculum in every subject and across grades delineates specific, valid, outside academic standards that are judged to be challenging and rigorous in preparing students for college, career, and life. The written curriculum for all subjects, courses, and grades (including at the unit level) articulates rigorous standards AND the resulting curriculum integrates Catholic identity elements at the course/grade level and at the unit level. 2-Partially Meets Benchmark,
At level one can identify specific, valid, outside academic standards (national, state, or diocesan) in only parts of the written curriculum. Clearly, the school has not set expectations for teachers to intentionally address standards when they develop curricula. Sometimes it happens, and sometimes it doesn't. Similarly, one can find Catholic identity elements in only some of the written, standardsbased curricula in every subject across all grade levels. It is important to note that for a school to operate at level 2, there must be indication of outside standards in parts of the curriculum. If the school's written curriculum shows some evidence of integration of Catholic identity elements but there is virtually no indication of outside standards, the school does not function at level 2. 1-Does Not Meet Benchmark,
NOTE: There are three essential components to look for in rating school performance on this benchmark: 1) the existence of an agreed-upon [written] curriculum, 2) identification of outside academic standards which are addressed in the curriculum, and 3) integration of Catholic identity elements as discussed above.
one finds virtually no indication of outside standards in the agreed-upon written curriculum. Integration of Catholic identity elements is random and/or ad hoc, included by individual teachers but not identified in the agreedupon written curriculum. A school with no agreed-upon written curriculum operates at level 1.
Benchmark 7.2 Developed by CHESCS Guidelines Taskforce 2014
Guidelines for Interpreting and Scoring Benchmarks
7.2 Standards are adopted across the curriculum and include integration of the religious, spiritual, moral, and ethical dimensions of learning in all subjects.
All three elements must be present consistently throughout the curriculum for Level 3. When all three components permeate everything at high quality, the school operates at Level 4. If there is no agreed-upon curriculum and/or no outside standards, the school operates at Level 1. If there are standards but not much integration of Catholic identity, the school operates at Level 2.
IV. What are some key suggestions for improvement?
To move from level 1 to level 2, Identify valid national, state, or diocesan academic standards
* curriculum.
* · Ask teachers to map the standards onto the existing curriculum. · As teachers begin to explicitly address the standards in their curricula, identify authentic connections with Catholic identity elements as well. To move from level 2 to level 3 , · Initiate a curriculum development/review process in which teachers write curricula for all subjects and across grades that clearly identify both academic standards and integration of Catholic identity elements. Set clear expectations that every teacher will actually teach this agreed upon
To move from level 3 to 4, • Engage in ongoing curriculum review in which teacher teams (PLCs) expand the rigor of the standards for subjects and grade levels and the richness of integration of Catholic identity. • Extend written curriculum to the unit level.
V. What are key terms for common understanding? (Refer to the Glossary for the key terms listed below.)
Academic standards Rigorous Academic Standards Catholic Identity Elements Religious, spiritual, moral, and ethical dimensions of learning
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Setting:
The best settings are those that are so vivid they almost feel like they are a character unto themselves. If a setting lives and breathes with the story and characters, the reader will feel as if he or she is actually there.
[Special note to sci-fi/fantasy authors: Setting is especially important when you are creating a world. While authors setting a story in New York can count on people to conjure up their own images of that city (especially if they've been there!), no one but you knows what your invented world is like until you write it down. It is important that you construct your settings well and that you convey them strongly in your story.]
1. What is the name of your setting?_______________________________________
2. Where is it located? _________________________________________________ _________________________________________________________________
3. What does your setting look like? (Include plants, animals, and any buildings in your description.) ___________________________________________________
_________________________________________________________________ _________________________________________________________________ _________________________________________________________________
4. What draws people to your setting? What drives them away? _______________
_________________________________________________________________ _________________________________________________________________
5. What is the most unique aspect of your setting? ___________________________
_________________________________________________________________ _________________________________________________________________
6. What are the unusual social customs in your setting? _______________________
_________________________________________________________________ _________________________________________________________________
7. How many people live or work in your setting? ___________________________
8. What is a typical day like for a person in your setting? _____________________
_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________
9. Is your setting isolated or surrounded by other populated areas? How does this affect your setting? _________________________________________________
_________________________________________________________________ _________________________________________________________________
10. How do your characters interact with your setting? ________________________
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SEXUAL HEALTH AND HIV PREVENTION INSTRUCTION
Definitions
Comprehensive sexual health education means education regarding human development and sexuality, including education on pregnancy, contraception, and sexually transmitted infections. (Education Code 51931)
HIV prevention education means instruction on the nature of human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS), methods of transmission, strategies to reduce the risk of HIV infection, and social and public health issues related to HIV and AIDS. (Education Code 51931)
```
(cf. 6142.8 - Comprehensive Health Education) (cf. 6143 - Courses of Study)
```
Age appropriate refers to topics, messages, and teaching methods suitable to particular ages or age groups of children and adolescents, based on developing cognitive, emotional, and behavioral capacity typical for the age or age group. (Education Code 51931)
Medically accurate means verified or supported by research conducted in compliance with scientific methods and published in peer-reviewed journals, where appropriate, and recognized as accurate and objective by professional organizations and agencies with expertise in the relevant field, such as the federal Centers for Disease Control and Prevention, the American Public Health Association, the American Academy of Pediatrics, and the American College of Obstetricians and Gynecologists. (Education Code 51931)
General Criteria for Instruction and Materials (All Grade Levels)
The Superintendent or designee shall ensure that the district's comprehensive sexual health and HIV prevention instruction and materials: (Education Code 51933)
1. Are age appropriate
2. Are factually and medically accurate and objective
3. Align with and support the following purposes as specified in Education Code 51930:
a. To provide students with the knowledge and skills necessary to protect their sexual and reproductive health from HIV and other sexually transmitted infections and from unintended pregnancy
b. To provide students with the knowledge and skills they need to develop healthy attitudes concerning adolescent growth and development, body image, gender, sexual orientation, relationships, marriage, and family
1
c. To promote understanding of sexuality as a normal part of human development
d. To ensure students receive integrated, comprehensive, accurate, and unbiased sexual health and HIV prevention instruction and provide educators with clear tools and guidance to accomplish that end
e. To provide students with the knowledge and skills necessary to have healthy, positive, and safe relationships and behaviors
4. Are appropriate for use with students of all races, genders, sexual orientations, and ethnic and cultural backgrounds; students with disabilities; and English learners
(cf. 0410 - Nondiscrimination in District Programs and Activities)
(cf. 1312.3 - Uniform Complaint Procedures)
(cf. 6174 - Education for English Language Learners)
5. Are available on an equal basis to a student who is an English learner, consistent with the existing curriculum and alternative options for an English learner as otherwise provided in the Education Code
6. Are accessible to students with disabilities, including, but not limited to, the provision of a modified curriculum, materials, and instruction in alternative formats and auxiliary aids
7. Do not reflect or promote bias against any person in protected categories of discrimination pursuant to Education Code 220
8. Affirmatively recognize that people have different sexual orientations and, when discussing or providing examples of relationships and couples, shall be inclusive of samesex relationships
9. Teach students about gender, gender expression, and gender identity, and explore the harm of negative gender stereotypes
10. Encourage students to communicate with their parents/guardians and other trusted adults about human sexuality and provide the knowledge and skills necessary to do so
11. Teach the value of and prepare students to have and maintain committed relationships such as marriage
12. Provide students with knowledge and skills they need to form healthy relationships that are based on mutual respect and affection and are free from violence, coercion, and intimidation
(cf. 5145. 3 - Nondiscrimination/Harassment)
13. Provide students with knowledge and skills for making and implementing healthy decisions about sexuality, including negotiation and refusal skills to assist students in overcoming peer pressure and using effective decision-making skills to avoid high-risk activities
14. Do not teach or promote religious doctrine
Components of Sexual Health and HIV Prevention Education (Grades 7-12)
The district's comprehensive sexual health education and HIV prevention education for students in grades 7-12, in addition to complying with the criteria listed above in the section "General Criteria for Instruction and Materials," shall include all of the following: (Education Code 51934)
1. Information on the nature of HIV and other sexually transmitted infections and their effects on the human body
2. Information on the manner in which HIV and other sexually transmitted infections are and are not transmitted, including information on the relative risk of infection according to specific behaviors, including sexual behaviors and injection drug use
3. Information that abstinence from sexual activity and injection drug use is the only certain way to prevent HIV and other sexually transmitted infections, and that abstinence from sexual intercourse is the only certain way to prevent unintended pregnancy
The instruction shall provide information about the value of delaying sexual activity while also providing medically accurate information on other methods of preventing HIV and other sexually transmitted infections and pregnancy.
(cf. 5141.25 - Availability of Condoms)
(cf. 5146 - Married/Pregnant/Parenting Students)
4. Information about the effectiveness and safety of all federal Food and Drug Administration (FDA) approved methods that prevent or reduce the risk of contracting HIV and other sexually transmitted infections, including use of antiretroviral medication, consistent with the Centers for Disease Control and Prevention
5. Information about the effectiveness and safety of reducing the risk of HIV transmission as a result of injection drug use by decreasing needle use and needle sharing
6. Information about the treatment of HIV and other sexually transmitted infections, including how antiretroviral therapy can dramatically prolong the lives of many people living with HIV and reduce the likelihood of transmitting HIV to others
7. Discussion about social views on HIV and AIDS, including addressing unfounded stereotypes and myths regarding HIV and AIDS and people living with HIV
This instruction shall emphasize that successfully treated HIV-positive individuals have a normal life expectancy, all people are at some risk of contracting HIV, and that testing is the only way to know if one is HIV-positive
8. Information about local resources, how to access local resources, and students' legal rights to access local resources for sexual and reproductive health care such as testing and medical care for HIV and other sexually transmitted infections and pregnancy prevention and care, as well as local resources for assistance with sexual assault and intimate partner violence
9. Information about the effectiveness and safety of FDA-approved contraceptive methods in preventing pregnancy, including, but not limited to, emergency contraception. Instruction on pregnancy shall include an objective discussion of all legally available pregnancy outcomes, including, but not limited to:
a. Parenting, adoption, and abortion
b. Information on the law on surrendering physical custody of a minor child 72 hours of age or younger, pursuant to Health and Safety Code 1255.7 and Penal Code 271.5
c. The importance of prenatal care
10. Information about sexual harassment, sexual assault, adolescent relationship abuse, intimate partner violence, and sex trafficking
Professional Development
The district's comprehensive sexual health education and HIV prevention education shall be provided by instructors trained in the appropriate courses who are knowledgeable of the most recent medically accurate research on human sexuality, healthy relationships, pregnancy, and HIV and other sexually transmitted infections. (Education Code 51931, 51933, 51934)
The Superintendent or designee shall cooperatively plan and conduct in-service training for all district personnel who provide HIV prevention education, through regional planning, joint powers agreements, or contract services. (Education Code 51935)
(cf. 4131 - Staff Development)
In developing and providing in-service training, the Superintendent or designee shall cooperate and collaborate with the teachers who provide HIV prevention education and with the California Department of Education (CDE). (Education Code 51935)
The district shall periodically conduct in-service training to enable district personnel to learn new developments in the scientific understanding of HIV. In-service training shall be voluntary for personnel who have demonstrated expertise or received in-service training from the CDE or Centers for Disease Control and Prevention. (Education Code 51935)
The Superintendent or designee may expand HIV in-service training to cover the topic of comprehensive sexual health education for district personnel teaching comprehensive sexual health education to learn new developments in the scientific understanding of sexual health. (Education Code 51935)
Use of Consultants or Guest Speakers
The Superintendent or designee may contract with outside consultants or guest speakers, including those who have developed multilingual curricula or curricula accessible to persons with disabilities, to deliver comprehensive sexual health and HIV prevention education or to provide training for district personnel. All outside consultants and guest speakers shall have expertise in comprehensive sexual health education and HIV prevention education and knowledge of the most recent medically accurate research on the relevant topic(s) covered in the instruction. The Superintendent or designee shall ensure that any instruction provided by an outside speaker or consultant complies with Board policy, administrative regulation, and Education Code 5193051939. (Education Code 51933, 51934, 51936)
(cf. 6145.8 - Assemblies and Special Events)
Parent/Guardian Notification
At the beginning of each school year or at the time of a student's enrollment, the Superintendent or designee shall notify parents/guardians about instruction in comprehensive sexual health education and HIV prevention education, as well as research on student health behaviors and risks, planned for the coming year. The notice shall advise parents/guardians: (Education Code 48980, 51938)
1. That written and audiovisual educational materials to be used in comprehensive sexual health and HIV prevention education are available for inspection
2. That parents/guardians have a right to excuse their child from comprehensive sexual health or HIV prevention education, or research on student health behaviors and risks, provided they submit their request in writing to the district
3. That parents/guardians have a right to request a copy of Education Code 51930-51939
4. Whether the comprehensive sexual health or HIV prevention education will be taught by district personnel or outside consultants
If the district chooses to use outside consultants or to hold an assembly with guest speakers to deliver comprehensive sexual health or HIV prevention education, the notification shall include: (Education Code 51938)
a. The date of the instruction
b. The name of the organization or affiliation of each guest speaker
c. Information stating the right of the parent/guardian to request a copy of Education Code 51933, 51934, and 51938
If the arrangements for instruction by outside consultants or guest speakers are made after the beginning of the school year, the Superintendent or designee shall notify parents/guardians by mail or another commonly used method of notification no fewer than 14 days before the instruction is given. (Education Code 51938)
(cf. 5145.6 - Parental Notifications)
Nonapplicability to Certain Instruction or Materials
The requirements of Education Code 51930-51939 pertaining to instructional content, teacher training, and parental notification and consent shall not apply to the following: (Education Code 51932)
1. A description or illustration of human reproductive organs that may appear in a textbook, adopted pursuant to law, if the textbook does not include other elements of comprehensive sexual health education or HIV prevention education
(cf. 6142.93 - Science Instruction)
2. Instruction or materials that discuss gender, gender identity, gender expression, sexual orientation, discrimination, harassment, bullying, intimidation, relationships, or family and do not discuss human reproductive organs and their functions
Regulation
SAN DIEGO UNIFIED SCHOOL DISTRICT
approved: December12, 2017
Effective: February 1, 2018
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Spain is a good country for a cheap holiday
Cheap holidays to Spain are available all throughout the cold period. To get the cheapest Spain holiday price possible, you'll be looking at a time outside of the peak periods – summer time, Christmas and Easter -, although you can still pick up a cheap Spain holiday in early May and late October when the temperatures aren't so hot .If you visit Spain outside the peak seasons you'll notice that drinks are considerably cheaper, but the price of food will stay at roughly the same price as it is in the United Kingdom, so it might help you get a cheap holiday if you book into half board accommodation.
May is a good time for a cheap Spain holiday if you're interested in checking out some of their festivals. The first of the month is the Spanish Labour Day which is celebrated all over the country. In Madrid between the 12th and 21st of the month the Fiesta de San Isidro takes place, with parties, parades, bull fights and dances all over the city.
In September the busy summer season is starting to come to an end and resorts become less crowded. It's a good time to visit Spain if you're looking for a cheap holiday to a place with temperatures higher than those in the UK at this time, however you probably won't get the heat or sunshine that's traditionally associated with Spain's summer months.
If you're interested in visiting some of the countries fascinating landmarks while on your cheap Spain holiday, then October is probably a perfect time to do so. Prices will be coming down, and the number of tourists in the area will be too, so you won't need to spend so long queuing for places such as the many art galleries and museums throughout Barcelona and the rest of the country
1. Comprehension exercises (2 points)
1.a. According to the text (0.5 points)
a. They recommend you to visit Madrid in May because of its festivals.
b. Spain is a cheap country when we talk about food and drinks.
c. The inexpensive seasons are Christmas, Easter and summer
1.b. According to the text (0.5 points)
a. In Spain you shouldn't expect so nice weather in September as in early summer.
b. In September every place is absolutely full of people.
c. In Spain the temperature in September is the same as in August.
1.c. If you want to go to museums and art galleries, October is good because there are less people around.
(Answer 'True' or 'False' AND write the sentence supporting this idea) (0.5 points)
-
1.d. To make the most of your money, you should book a hotel with breakfast and lunch or dinner included.
(Answer 'True' or 'False' AND write the sentence supporting this idea) (0.5 points)
-
2. Do the following grammar exercises according to the instructions given (2 points)
2.a. Rewrite the sentence. Use the words in brackets and a gerund or infinitive (0.5 points)
- I'll never forget meeting you for the first time!
- (To remember) I'll
2.b. Turn the two sentences into a clause containing a relative pronoun (0.5 points)
- That is the girl. Her sister is in my Science class.
-
2.c. Complete the reported question below (0.5 points)
- Did you check his heartbeat?
- The doctor asked the nurse
2.d. Write the appropriate verb form of the verb in brackets (0.5 points)
- This time tomorrow I (to dance) at a party.
3. Identify ONLY FOUR words from their definitions (1 point)
- Obtainable accessible or ready for use or service.
- The most extreme possible amount or value.
- End to end.
- An arrangement whereby a guest or resident pays, usually at a fixed rate, for room, breakfast, and one other daily meal offered in a hotel or boarding house (2 words).
- A ceremonial procession including people marching.
- Fair and sunny weather suitable for outdoor activities.
4. Write a summary of the text of about 30 – 45 words using your own words (2 points)
5. Write a composition of about 100 – 150 words on ONLY ONE of the following topics (3 points)
5.a. Describe your favourite holidays in Spain – beach, mountain or both.
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The Vietnam War… Historical Analysis
As World War I came to a close, a young Vietnamese patriot named Nguyen That Thanh arrived in Paris to speak with the powerful men negotiating the terms for peace. On behalf of his people living within the French empire in Indochina, Thanh sought to lobby the Western leaders for greater rights. He hoped to take American President Woodrow Wilson up on his promise of "self-determination," the principle of national sovereignty, and free Vietnam from colonial rule. But Thanh, like many other advocates of colonial independence who descended upon the Paris peace talks, discovered that the pledge was too good to be true. The British and the French refused to enforce self-rule for their colonies, and despite Thanh's direct appeal to President Wilson, the three powers ultimately ignored the young Vietnamese nationalist.
In the following years, Thanh, disillusioned by the Western democratic process, pursued new and more radical solutions to imperial rule in his country. He had been deeply impressed by the success of the 1917 Russian Revolution, and by the ability of the Bolsheviks to rally support among the Soviet masses. So in the 1920s, while still in France, he joined the Communist Party. With the adopted name Ho Chi Minh, meaning "enlightened one," he planned to take his teachings home to Vietnam to awaken his own people, to unite and train them, and to lead them in their own revolution.
Ho Chi Minh's Declaration of Independence
By 1941, Ho Chi Minh was preparing for the independence movement in Vietnam; but it appeared that the struggle would not be against French rule after all. World War II was under way, and the Japanese—allied with Germany and Italy against Britain and France—had seized French Indochina. Minh, along with fellow Vietnamese nationalists, organized the Viet Minh, a military league committed to the fight for Vietnamese selfrule. Aided by both the Soviet Union and the United States during the war years, the Viet Minh waged a guerilla campaign against the Japanese occupation. When in August 1945, Japan surrendered to the Allied powers and relinquished its holdings in Indochina, Ho Chi Minh became confident that he and the Viet Minh would at last gain control of the country. So sure was the nationalist leader of this fate that in early September he announced the creation of the Democratic Republic of Vietnam. Directly referencing the American Declaration of Independence, Minh addressed his people: "All men are created equal. They are endowed by their Creator with certain inalienable rights. Among these are Life, Liberty, and the pursuit of Happiness."
But another opportunity for decolonization had been only an illusion. Allied leaders overruled Ho Chi Minh, agreeing that postwar Vietnam would be split in two; Minh's nationalist forces did not gain control over either the North or the South, and no Western power recognized his Democratic Republic. What's more, France wanted to reclaim its lost colony. But Ho Chi Minh and the Viet Minh were well prepared to resist those efforts, and by the end of 1946, the Franco-Vietnamese War had begun.
To Prevent the Spread of Communism
Meanwhile, with the end of World War II, the United States and its one-time ally, the Soviet Union, clashed over the reorganization of the postwar world. Each perceived the other as a significant threat to its national security, its institutions, and its influence over the globe. To the United States, the USSR was a Communist menace, intent on spreading its anti-democratic ideals by any means necessary. American foreign policy, then, became increasingly dedicated the destruction of governments perceived as friendly to the Soviet power, and to the preservation of those regimes willing to fight Communism.
World War II had sparked anti-colonial movements across the globe, and the United States government had, for the most part, supported self-determination for colonized nations. But the U.S. knowingly contributed to the expansion of imperialism by vowing to support the French against Ho Chi Minh's struggle to establish an independent—and Communist—Vietnam. With the Soviet threat growing, concerns over a Communist takeover in Vietnam far outweighed anti-imperialist ideals.
Sacrificing Democracy for Democracy
But the Communists succeeded in Vietnam; in 1954, with the decisive Viet Minh victory at the battle of Dien Bien Phu, French forces surrendered and agreed to a set of treaties. In these Geneva Accords, the French accepted the Viet Minh's demands to evacuate all troops from Vietnam. Though northern and southern regions remained divided, the Accords stated that in two years unification would be possible through the implementation of nationwide free elections. In July 1956, the Vietnamese people would have a chance to decide whether they preferred to unite under a Communist regime (based in the North) or under a pro-Western (pro-French) government.
As the first President of the Democratic Republic of Vietnam in the North, Ho Chi Minh hoped to avoid further setbacks and see national elections administered in 1956 as promised. Minh considered by many Vietnamese— in the North as well as the South—to be the valiant hero of their liberation, was confident that he would win the election against any opponent representing the government in the South. But Minh's plan for the peaceful reunification of Vietnam all depended on whether the Geneva Accords would be observed by the South Vietnamese government, its leader Ngo Dinh Diem, and the Western power supporting both—the United States. Diem's regime and the United States government refused to acknowledge both the Accords and the plan for national elections. Again, Ho Chi Minh's plan for Vietnamese independence had been foiled.
In an effort to strengthen a democratic, anti-Communist state in South Vietnam in opposition to Minh's Communist regime in the North, the United States inadvertently produced a tyrannical, autocratic government. Premier Diem, much to the dismay of leaders in Washington, was an extremely unpopular leader who refused to allow his people to participate in the democratic process and instead punished his opposition. Still, for eight years, the U.S. government poured military and economic aid into South Vietnam to bolster Diem's regime, a partnership that would set the stage for the most disastrous war in American history.
America's Fatal Illusions
By the end of 1964, the American War in Vietnam was in full swing. But against whom, exactly, were the Americans fighting? It wasn't entirely clear to U.S. political and military leaders. By the early 1960s, the communist-led National Liberation Front (NLF) and its military arm, the Viet Cong, had launched a full-scale guerrilla revolution against Ngo Dinh Diem and the American-supported Republic of Vietnam in the South. The NLF and the Viet Cong were founded in the South and largely independent of the North. Yet, in order to crush the resistance in South Vietnam, the United States launched an aggressive campaign against Ho Chi Minh and the government in North Vietnam. Why?
It may seem illogical, but in fact it made perfect sense to leaders in Washington who assumed that revolting factions in South Vietnam were controlled by Communist powers in the North, who were, in turn, supported by the Communist regimes in China and the Soviet Union. To destroy the resistance in the South—and to defend against the spread of Communism throughout the globe—it seemed vital to crush the regime in North Vietnam.
American leaders made grave errors in escalating the war in Vietnam. Several presidents, and their political and military advisors, presumed that aerial bombardment in the North would ease the ground war in the South by cutting off supply lines to the Viet Cong and ultimately forcing Communist leaders to surrender. During the ten most brutal years of the Vietnam War, the United States clung to two fatal illusions: it assumed that military might and superior firepower would win the war, and it underestimated—and, frankly, misunderstood—the fierce nationalism that drove the Vietnamese resistance and justified inconceivable sacrifices. Cluster bombs, napalm air strikes, search and destroy missions, water torture, deadly chemical sprays, and huge numbers of casualties (by 1967, some 3,000 Vietnamese casualties were reported each month) did little to break the will of the American enemy, and never ensured a U.S. victory.
The Unwinnable War
The reality was that the Vietnam was not about two separate countries; for the Vietnamese, this was a war about one country with two warring factions, and the weaker of those two had essentially been created and certainly bolstered by the U.S. The aim of the American war campaign—to grind down the enemy until the Communists in the North agreed to abandon their bid for control of the South—was impossible.
By the time the United States realized that the war was utterly unwinnable, it was already too late. In 1973, when President Nixon withdrew the last U.S. ground troops, nearly 60,000 Americans were dead, thousands more suffered from the physical and psychological repercussions of the brutal warfare in the jungles of Vietnam, and the American people had learned to distrust their leaders and to question their nation's essential values.
In 1975, South Vietnamese government forces surrendered to the NLF and the North Vietnamese Army. Vietnam was, at last, united—and united under a Communist government. The U.S. had officially failed to achieve its original objectives. A nation accustomed to grand victories suffered its first major defeat; the "longest war" was a military, political, and social disaster, one that would haunt Americans for decades.
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The Eustachian tube connects the back of the nose to the middle ear, the space under the eardrum. Its job is to pass small bubbles of air up from the nose into to middle ear, keeping it air-filled. When the middle ear is air –filled it is happy, the eardrum is floppy and able to transmit sound effectively.
When the bubbles of air don't pass up the tube, then the middle ear isn't air filled and a partial vacuum develops under the eardrum, sucking it in. In a little while, fluid is sucked in to the middle ear from the surrounding tissues. Later on, the fluid becomes viscous and sticky and is known as glue.
Glue can bind up the movement of the little linked bones which interface with the inner ear, and leads to hearing loss, a feeling of pressure or under water in the ear, and discomfort and mild disequilibrium.
Young children are most at risk of glue ear , as their Eustachian tubes are narrow and floppier and so more prone to collapse and blockage. In early childhood, frequent colds and Flus cause swelling of the tube , adding to the difficulties the immature tube faces.
Grommets are little hollow cylinders which keep a hole in the eardrum open, allowing air to travel into the middle ear and keep it healthy, effectively bypassing the dysfunctional Eustachian tube. Glue is suctioned out at the time of placement. One set of grommets is enough for most kids but repeat grommets may be required in a third.
By the time the child reaches age 7 or so, a lot of their head growth has happened and the Eustachian tube has become more robust and is performing closer to adult level. Consequently, even those kids who have been dependent on grommets to keep glue away usually grow out of this dependence.
Everyone's body has its weak points (e.g a bad knee) and rarely the Eustachian tube is a persistent weak point in some adults. Unfortunately there is no easy fix for persistent Eustachian tube dysfunction and the problem has to be addressed by bypassing it and getting the best out of it that is possible.
Improvements in Eustachian tube function can be obtained by prolonged nasal steroid spray use ( particularly if there is intercurrent sinusitis) , blowing the otovent nasal balloon up repeatedly and in children , removing the adenoid which can overgrow the opening of the tube and be a reservoir for infections right next to the tube.
Chronic Eustachian tube dysfunction is thought to be the behind the genesis of cholesteatoma, a trapped ever-enlarging sac of skin in the middle ear, dissolving everything in its path as it enlarges. More complex surgical cures are required for this condition.
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Calculate the greenhouse gas emissions from your meeting
The following pages will help you to work out the greenhouse gas emissions from your meeting.
Even if you do not have your own meeting house, your use of a building for meeting for worship will involve some greenhouse gas emissions. You might need to talk to whoever manages the building to find out about energy use, and consider how much should be allocated to your meeting.
We will calculate your emissions in kg of CO 2 -equivalent gases. Some activities produce gases including methane and nitrous oxide which have a much larger climate impact per kg than CO 2 .
Unless you are very good at mental arithmetic you will need a calculator!
Members and attenders at your meeting may be interested in working out their own emissions.
A calculation guide GHG calculating emissions to accompany this leaflet is available from Laurie Michaelis at:
firstname.lastname@example.org
01433 659329
Travel to meeting:
This section accounts for CO2 from energy use by vehicles, other exhaust emissions, and emissions in vehicle manufacture and disposal.
Find out how far each Friend travels to meeting, and what transport mode they use. Add up the distance travelled by each mode, and use the following table to work out the total transport emissions. Remember to count both directions of travel!
| Transport mode | Miles per week (count return trips!) | Multiply by |
|---|---|---|
| 4x4, “people carrier” or sports utility vehicle | | 40 |
| Standard family car | | 20 |
| DI diesel engine | | 15 |
| Ultra small/efficient car | | 10 |
| Train, bus or under- ground | | 5 |
| Motorbike | | 10 |
| Bicycle or walk1 | | 5 |
| Total Travel to Meeting Score | | |
1 Notional accounting for emissions from additional food use for those on a typical diet. These emissions will be much lower for vegetarians and those consuming mostly organic foods. See Your contribution to climate change.
Energy
This section accounts for greenhouse gas emissions from electricity and fuel use.
You will need to know how much fuel and electricity you use per year.
- For gas and electricity it is best to use actual meter readings taken a year apart.
- If possible, take the average over several years to allow for variations in weather.
- If the meeting house is used by other groups, you will need to decide how much of the energy consumption to allocated to Friends and how much to other users.
| Energy source | Amount used | Multiply by |
|---|---|---|
| Standard, non- renewable electricity | kWh | 0.5 |
| Gas: new meters older meters2 | m3 100 ft3 | 1.8 5 |
| Fuel oil | litres | 2.7 |
| Coal | kg | 2.5 |
| Renewable electricity | kWh | 0.05 |
| Total Meeting Energy Score | | |
2 It isn't always clear on the meter that it is measuring hundreds of cubic feet but it is. Don't count the coloured figure at the end. If you aren't quite sure what the units are, check against your bill, which will give your consumption converted to kWh. One cubic metre of gas is roughly 10kWh; 100 cubic feet (what used be called a gas "unit") is roughly one therm or 28kWh.
Materials and waste
This section accounts for emissions produced in manufacturing materials and disposing of waste.
| | Amount per week in kg | Multiply by |
|---|---|---|
| Waste left out for the normal collection | | |
| Paper | | 26 |
| Glass | | 18 |
| Metal | | 240 |
| Plastic including film/bags | | 260 |
| Kitchen and garden waste | | 40 |
| Sanitary waste | | 30 |
| Waste sent for recycling | | |
| Paper | | 20 |
| Glass | | 13 |
| Metal | | 120 |
| Plastic | | 200 |
| Composted food and garden waste and cardboard | | 0 |
| Building waste | per skip | 1000 |
| Total meeting score for waste | | |
It is very hard to find reliable estimates of emissions associated with construction. The main source of greenhouse gases is manufacture of materials, especially cement, bricks and steel. Emissions are of the order of 500kg per square metre of floor space.
If your meeting house was built or extended in the last 50 years, add 10kg per square metre of new building to your annual GHG emission total.
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New York State Next Generation Mathematics Learning Standards Unpacking Document (DRAFT)
GRADE: 7
DOMAIN: Ratio and Proportional Reasoning
CLUSTER: Analyze proportional relationships and use them to solve real-world and mathematical problems.
Students build upon their reasoning about ratios, rates, and unit rates to formally define proportional relationships and the constant of proportionality. Reasoning is extended about ratios and proportional relationships by computing unit rates for ratios and rates specified by rational numbers. Their analysis is applied to relationships given in tables, graphs, and verbal descriptions. Students relate the equation of a proportional relationship to ratio tables and to graphs and interpret the points on the graph within the context of the situation.
Grade Level Standard:
NY-7.RP.2 Recognize and represent proportional relationships between quantities.
NY-7.RP.2a Decide whether two quantities are in a proportional relationship.
Note: Strategies include but are not limited to the following: testing for equivalent ratios in a table and/or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.
NY-7.RP.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
NY-7.RP.2c Represent a proportional relationship using an equation.
NY-7.RP.2d Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.
PERFORMANCE/KNOWLEDGE TARGETS (measurable and observable)
* Analyze ratios in a table or diagram to determine if the ratios are equivalent and if possible, identify the constant of proportionality/unit rate.
* Calculate the constant of proportionality/unit rate given a verbal description of a proportional relationship.
* Graph ratios on a coordinate plane to determine if the ratios are proportional by observing if the graph is a straight line through the origin.
* Identify the constant of proportionality/unit rate given a graph of a proportional relationship.
* Using a graphical representation of a proportional relationship in context, explain the meaning of any point (x, y), including (0,0).
* Explain that the y-coordinate of the ordered pair (1, r) corresponds to the unit rate and explain its meaning in context.
* Write and explain an equation that models a proportional relationship between two quantities.
* Explain what the constant of proportionality means in the context of a given situation.
ASPECTS OF RIGOR
Procedural Conceptual Application
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
NY-6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 and use rate language in the context of a ratio relationship.
NY-6.RP.3a Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
NY-6.RP.3bSolve unit rate problems.
NY-6.EE.7 Solve real-world and mathematical problems by writing and solving equations of the form x + p = q; x – p = q; px = q; and 𝑥 𝑝 = q for cases in which p, q , and x are all nonnegative rational numbers.
NY-6.EE.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another. Given a verbal context and an equation, identify the dependent variable, in terms of the other quantity, thought of as the independen t variable. Analyze the relationship between the dependent and independent variables using graphs and tables and relate these to the equation.
MATHEMATICAL PRACTICES
FOUNDATIONAL UNDERSTANDING
The following pages contain EXAMPLES to support current instruction of the content standard and may be used at the discretion of the teacher and adapted to best serve the needs of the learners in the classroom.
Students work with tables, graphs and equations as frames of reference to understand the constant of proportionality, connecting their work and understanding of unit rates to constants of proportionality. Work with this standard also reinforces work with from standards in the Expressions and Equations (Inequalities) domain, specifically 7.EE.4 Use variables to represent quantities in a realworld or mathematical problem and construct simple equations and inequalities to solve problems by reasoning about the quantities.
What does it mean for there to be a proportional relationship between quantities?
Proportional To (description): Measures of one type of quantity are proportional to measures of a second type of quantity if there is a number 𝑘 so that for every measure 𝑥 of a quantity of the first type, the corresponding measure 𝑦 of a quantity of the second type is given by 𝑘; that is, 𝑦 =𝑘x . The number 𝑘 is called the constant of proportionality.
Steps to determine if the quantities in a table are proportional to each other:
2. If the value of 𝐵 𝐴 is the same for each pair of numbers, then the quantities in the table are proportional to each other.
1. For each row (or column), calculate 𝐵 𝐴 , where A is the measure of the first quantity and B is the measure of the second quantity.
Example 1: Identifying a Proportional Relationship
The following example, Pay by the Ounce Frozen Yogurt, is taken fromEngageNY Grade 7 Module 1,lesson 2.
A new self-serve frozen yogurt store opened this summer that sells its yogurt at a price based upon the total weight of the yogurt and its toppings in a dish. Each member of Isabelle's family weighed his dish, and this is what they found. Determine if the cost is proportional to the weight.
Students can determine the unit rate from each of the four given scenarios and use that reasoning to justify whether there is a proportional relationship between cost and weight.
Each unit rate is 0.40, meaning that for every 1 ounce, the cost of a dish of yogurt is $0.40.
An equation that models the relationship between cost and weight would be c=0.40w, where c represents the cost of a dish of yogurt that weighs w ounces. Students can graph the ratio pairs to see that the proportional relationship forms a straight line that goes through the origin. Should the point (0,0) be on the graph? Why?
Students should be able to take a given point on the graph and explain the meaning behind its coordinates in terms of the situation. Students should determine how to utilize the graph to identify the constant of proportionality. Special attention should be given to locating which point on the graph helps to easily identify the unit rate, in this case the point (1,0.40).
If a dish of yogurt weighs 6 ounces, how could we determine the cost?
The following pages contain EXAMPLES to support current instruction of the content standard and may be used at the discretion of the teacher and adapted to best serve the needs of the learners in the classroom.
Example 2: Identifying a Non-Proportional Relationship
The following provides an example of where the relationship presented is not proportional, taken from EngageNY Grade 7 Module 1, lesson 5.
* Isaiah sold candy bars to help raise money for his scouting troop. The table shows the amount of candy he sold compared to the money he received.
* Is the amount of candy bars sold proportional to the money Isaiah received?
* How do you know?
| 𝒙 Candy Bars Sold | 𝒚 Money Received ($) |
|---|---|
| 𝟐 | 𝟑 |
| 𝟒 | 𝟓 |
| 𝟖 | 𝟗 |
Students should see that there is no constant value that can be multiplied by the number of candy bars sold to get the corresponding money received. Students can be asked to create ratio pairs that would show a proportional relationship between the amount of candy sold and the money received as follows:
* Using the ratio provided, create a table that shows that money received is proportional to the number of candy bars sold. Plot the points in your table on the grid.
| 𝒙 Candy Bars Sold | 𝒚 Money Received ($) |
|---|---|
| 𝟐 | 𝟑 |
| 𝟒 | 𝟔 |
| 𝟔 | 𝟗 |
| 𝟖 | 𝟏𝟐 |
Students can write an equation that relates the money received to the number of candy bars sold, identifying the constant of proportionality in this case with 1.5.
y=1.5x
Characteristics of graphs of proportional relationships:
1. Points appear on a line.
2. The line goes through the origin.
Students can also add a point to the graph that identifies the constant of proportionality (unit rate), in this case (1, 1.5) and explain that point in context. How do the other points help identify the constant of proportionality? Students will need to determine whether the graph involves just the plotting of points or the drawing of a line depending on the characteristics of the quantities involved.
The following pages contain EXAMPLES to support current instruction of the content standard and may be used at the discretion of the teacher and adapted to best serve the needs of the learners in the classroom.
Example 3: To Be or Not to Be Proportional
Students can be presented with various scenarios, deciding if the scenario presented represents a relationship that is proportional, like the following:
* During Jose's physical education class today, students visited activity stations. Next to each station was a chart depicting how many calories (on average) would be burned by completing the activity.
Calories Burned While Jumping Rope
𝟎
𝟑
𝟒
𝟐
𝟏
Is the number of calories burned proportional to time? How do you know?
* Would you expect the relationship between the number of books a person buys at a bookstore and the total cost of the books to be proportional? Explain your answers and include any assumptions you made? (Proportional Relationships 7.RP.A Conceptual Understanding and Application Mini-Assessment by Student Achieve Partners).
* Joseph earns $15 for every lawn he mows. Is the amount of money he earns proportional to the number of lawns he mows? Make a table to help you identify the type of relationship.
* At the end of the summer, Caitlin had saved $120 from her summer job. This was her initial deposit into a new savings account at the bank. As the school year starts, Caitlin is going to deposit another $5 each week from her allowance. Is her account balance proportional to the number of weeks of deposits? Use the table below. Explain your reasoning.
Have students come up with their own scenarios that represent proportional and non-proportional relationships. They should describe the situation and create a table and/or graph to justify why or why not the proportional relationship exists. For proportional relationships, students should identify the constant of proportionality and explain its meaning in the context of the situation. Examples can be found in lessons 4, 5 and 6 of EngageNY Grade 7 Module 1. Once again, depending on the scenario, students will need to determine whether the graph involves just the plotting of points or the drawing of a line depending on the characteristics of the quantities involved.
Example 4: Illustrative Mathematics, Art Class (content licensed under CC BY-NC-SA 4.0)
The following pages contain EXAMPLES to support current instruction of the content standard and may be used at the discretion of the teacher and adapted to best serve the needs of the learners in the classroom.
Example 5: Proportional Relationships Involving Fractions
The following example from EngageNY Grade 7 Module 1, lesson 15, shows a proportional relationship that involve fractions.
Using the graph and its title:
* Describe the relationship that the graph depicts.
* Identify two points on the line and explain what they mean in the context of the problem.
* What is the unit rate?
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page).
River of Life
A once foul and rancid-smelling nullah could be transformed into a haven for birds and nature lovers. It could even become a river.
Winnie Yeung reveals how.
like in the case of Seoul's Chonggyechon River, an underground sewer that the Korean government resurfaced, cleaned and turned into a river as part of an ambitious attempt to go green. The Hong Kong government did nothing as bold as this. Everything happened because of a series of coincidences.
In the late 90s, the Drainage Services Department redirected the filtered wastewater from Sha Tin to the Kai Tak Nullah because the geography of the area made it difficult for the water to flow out to Tolo Harbor. This new source of water flowing into the Kai Tak Nullah diluted the original dirty water and completely transformed it. Within no time at all it was less stinky and the waters ran clear.
Now more than 20 species of fish can be found in the nullah and every evening, white egrets fly to this new unlikely fishing spot to catch their supper. All of a sudden there is a healthy ecosystem emerging from one of the filthiest spots in the city.
And this has given people ideas—what if the nullah becomes a river, or more specifically, what if it reclaims its status as the Long Jin River, which it was about 150 years ago (see box, opposite page)? One of these thinkers is former legislator Chan Yuen-han who recently retired from her political career having left Legco last year. Now she wants to spend more time focusing on projects like the Kai Tak Nullah development which she has spent more than a decade working on. Despite her commitment to the project, Chan has not always been a big fan of the nullah-cum-river—at first she wanted to cement it. "The public opinion was leaning towards covering the nullah to widen the road back then," she remembers. "Sealing it seemed to be more feasible than any other option." But then another coincidence occurred. In 2005, after the government decided to seal the 16 nullahs in Hong Kong, it turned out that they didn't actually have a big enough budget that year. They delayed the project but nothing ever happened and this allowed Kai Tak Nullah to be revitalized into what we see today in San Po Kong.
"It's really a coincidence," she says. "If they went ahead with the project we wouldn't have the opportunity to think about developing the nullah today."
Chinese University architecture professor Wallace Chang, who has been lobbying the government to beautify Kai Tak Nullah with Chan since 2006, believes the development of Kai Tak Nullah will create the perfect opportunity to integrate this once-hated nullah back into the community.
Growing up in a public housing block next the nullah, Prof. Chang remembers how he and his friends always sneaked into the nullah to play, despite his parent's disapproval. "When the nullah was so hated by the community, it got detached from the whole area," he says. "But by nature, this is part of the district—it is a stream coming from Diamond Hill down to the waters, and it serves as a wind passageway along Choi Hung Road for the district."
It was a chain of simple coincidences which set about the miracle transformation of the Kai Tak Nullah from a stinky, dirty ditch into what now looks like a fresh and clean river. Not so long ago it was a concrete sewage channel running across Diamond Hill all the way down to San Po Kong and the old Kai Tak airport in Kowloon. It wasn't supposed to be this way—the nullah was originally designed to allow rainwater to flow back into the harbor to prevent flooding. But as industry and housing boomed in the 1960s and 70s, rainwater was joined by sewage and wastewater, turning the nullah black, disgusting and smelly.
Local residents hated it (although many were to blame for the pollution) and passersby walked at the speed of light to avoid the rancid stench. Many other nullahs in the city have been covered up and at one point this was suggested as a way of improving the living environment in San Po Kong.
But if you take a walk past the nullah today, or simply have a look at the pictures on this page, you will hardly believe your eyes. In dramatic contrast to its disgusting past, the nullah now looks clean, is far less smelly and there are even fish swimming around in the water. Residents no longer avoid the area and some actually wander down to the water's edge to have a look at what's beneath the surface. It's as if the residents of San Po Kong have suddenly gained a river from out of nowhere.
This didn't happen because of some government master plan,
HK MAGAZINEFRIDAY, november 20, 2009
Cutting across the district from north to south also makes the river the perfect tool to integrate the whole district, especially when the government has a grand plan to develop the south of the Kai Tak district. Prof. Chang thinks that if the government is going to develop the nullah as part of this new Kai Tak plan, they should not only integrate the old neighborhood of San Po Kong, but also rejuvenate it so it coexists harmoniously with new developments. One such successful story is the Chonggyechon River, which not only brought a breath of fresh air into the concrete city of Seoul, but also became a spot where people could hang out.
"We are not talking about completely purifying the water in the Kai Tak nullah to make it a river with potable water," says Prof. Chang. "But imagine what a river in the middle of a district could achieve—green and water in the middle of a residential neighborhood. That's priceless." Several ideas are buzzing around including putting grass along the two riverbanks, or simply removing all the barriers and fences so the public can actually walk along the water. Once the riverfront is opened up and the water quality improved, the opportunity for development will be limitless.
care. They are positive towards developing it and they even stop by to enjoy looking at the nullah now." Among them is 61-year-old Mr. Chan, who has been living in San Po Kong for more than 40 years with his family. He talks while he is watching a little white egret (pictured left) hunting for food in the nullah. "Yes, who would have thought the water would be clear now," he says while pointing at the egret. "A river would be nice."
However, even after years of persuasion, the government still seems unmoved by the proposals. Chan says: "The government needs to be braver and take action." Meanwhile, Prof. Chang wishes to use the power of the community to put pressure on the government. There are 23 schools in San Po Kong which are now developing a special school curriculum for students to study conserva- tion, ecology and sociology in relation to the
nullah. Five of them are actually located along the nullah. A festival called "GREEN—through the Kai Tak River" is currently taking place at the river and also at art gallery 1a space, with workshops, forums and exhibitions to promote public awareness. "Hong Kong people have no concept of rivers, especially a clean river running across an urban area,"
Prof. Chang says. "Kai Tak Nullah would be a
When Chan Yuen-han started to advocate for the development of the Kai Tak Nullah instead of cementing it, residents were upset. "They really hated me because they did not want to even see the nullah for another day. No one cared about the nullah then and they didn't see any reason to improve it," she remembers. "But today they actually good opportunity to bring this concept to
■
our society."
"GREEN—through the Kai Tak River" runs until December 13. 1a space, Unit 14, Cattle Depot Artist Village, 63 Ma Tau Kok Rd., To Kwa Wan, 2529-0087. For more information, go to hk.myblog.yahoo.com/kaitakriver.
The History of the Kai Tak Nullah
It was originally the Long Jin River and dates back at least 150 years. It runs in front of many rural villages including the 600-year-old Nga Tsin Wai Village, which is the oldest existing village located in an urban area of Hong Kong. It will soon be demolished for redevelopment. During World War II, the Japanese army used stones from walls they tore down at the nearby walled city in Kowloon City to strengthen the two sides of the river. Those stones remain as part of the main wall of the nullah today.
HK MAGAZINEFRIDAY, november 20, 2009
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CHALLENGES ENCOUNTERED BY LEARNERS OF ENGLISH AS A SECOND LANGUAGE
JAYTI ANAND
SHALINI ANAND
Assistant Professor Invertis University Bareilly (UP) INDIA
Assistant Professor Invertis University Bareilly (UP) INDIA
With the objective of keeping pace with the globalization, it becomes quintessential to observe and realize the need and importance of ever increasing demand of English. In recent years English has achieved a lot of recognition as English is considered as the common official language worldwide which has created a plethora of scope for ample number of jobs across the world.
INTRODUCTION
English is not just an official language but a language of immense scope for jobs.But still there are many people who aren't fluent with this language to keep abreast with the growing demand for English we need to go to the roots as to what are the challenges encountered by learners of English as a second language . The aim of this paper is keenly observe and rectify the problems of learners.
Challenges are:
1. Advanced technology
2. Environment
3. Interest
4. Teaching pedagogy
5. Slangs
6. Mixing the grammar of the native language to that of English.
JAYTI ANAND SHALINI ANAND1P a g e
7. Vocabulary
With the passage of time and enhanced need to fulfill the requirements of globalization, English language has strengthened its roots in almost all the different business, academic and service activities. It has become essential among masses to obtain the flair of this international language to find a flow in their commercial and day to day activities. Children who have an association with this language right from the beginning find it much simpler than those people who have a strong association with the vernacular language and in the later stage when they grow up learning may become very challenging as it does not simply involve words,but also the flair in the usage of words. In the quest for taking up English as a second language one may be faced with endless difficulties. One of the difficulties may be difference between your language and English language. Let us take an example of Chinese language in which alphabets are missing. It majorly has symbols, now studying English Language especially in the grown up stage comes up as an extreme complex task. Another difficulty arises in terms of practice. Any new thing or language needs to be practiced for a person to get the flair. In cases where everybody speaks his own language at home or society, it becomes a challenge again if you are not able to practice what you are learning. It becomes difficult when you don't receive help from others or there is nobody to check you.
At other times difficulty arises when there is a large work load in schools wherein there is a mixed kind of strength of students who are fast learners and who are already exposed to English language and another type of strength is of students who are slow learners plus newly exposed to this language.
In rare cases even attitude can be a trouble being faced by the English learners. For example in cases of a strong cultural background learners may find English as an evil necessity and they may not want to put dedication into something for which they already possess hard feelings.
Fear of embarrassment also comes up as a difficulty among most of the learners of English Language.People who have never been exposed to this language and now because of globalization requirement have to take it up may be the ones who face the fear of embarrassment to a great extent as it happens in most of the dragon nations that is their negotiation with Americans and Europeans they get submissive or keep getting cautious against blunders and common mistakes. Other people in the same category may also face problem in the form of
- Comprehended grammar structure in the language
- Pronunciation
- Usage of words
JAYTI ANAND SHALINI ANAND2P a g e
- Reply in own language first and later translate in English.
- Vocabulary
The list of difficulties is still long as again in most of the cases and especially in countries like India we see that this language is taught and learnt only as a subject to pass the exam, however to understand it as a skill becomes unrealistic in such a scenario. When we talk about learning it as a skill it includes all the various critical skill sets like
- Reading
- Writing
- Thinking
- Speaking
- Listening
When the purpose is only confining the language within textbook or classroom then the integration factor gets lost somewhere which is required in facilitating our day to day activities with the help of a language to communicate in real world with real people.
In many cases it is considered as a foreign language and where it is not required people do not invest their time and resources into it and because of it we are not able to build up a stable language learning environment.
Another obstacle and harassment may come in the form of usage of English language as it is a very neat and clean language. The letters in the alphabet are only twenty six but a single mistake can lead you to an unpardonable situation especially when the words have multiple meanings.
A FEW EXERCISES THAT MAY HELP.
Now that we are through with the stumbling blocks in the way of learning English as a second language, let us also peep into various big and small exercises that may help open avenues for the easy learning of this language.
Mingling up with crowds where English is commonly spoken.
One may frequently visit places where English is largely spoken as this helps generate interest in a person to establish close connectivity with masses of diverse expressions, flow of speaking, accent and other things in the common language.
JAYTI ANAND SHALINI ANAND3P a g e
Come out of the misconception of fluency.
It has been generally observed that while learning English language people start emphasizing much on fluency approach. This is dangerous because the focus is lost and both the content and fluency get damaged. True learners always go step wise and not in a haste to know everything overnight.
First understand your native language better.
It is always significant to know your own language well. If you are not well versed with your first language you may end up in taking a lot of time in translation of the content or may be the meaning of the translated content differs.
Depend upon vocabulary usage rather than mugging up.
This is a healthy way to learn English as a second language as the usage of words may help a person learn in a situation mode . Simply mugging up may be a trouble as it rarely helps people in developing themselves in what they are learning.
1996. The past, present and future of English rhythm. In M. Vaughan-Rees (ed.), Changes in pronunciation, Newsletter of the IATEFL Pronunciation Special Interest Group. Whitstable: Inter- national Association of Teachers of English as a Foreign Language, 8–13.
Eco, Umberto. 1995. The search for the perfect language. Oxford: Black- well. Foley, James A. Ed. 1999. English in new cultural contexts. New York:Oxford University
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Rivers, W. (1966) Listening comprehension. Modern Language Journal 50(4): 196-204.
Rooks, G. (1988) The non-stop discussion workbook 2nd ed. New York: NewburyHouse.
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1: Good Morning ; The Magic Garden / Marigold
Good Garden Magic has 2 ratings and 0 reviews. Takes the good old-fashioned household tips of our mothers and grandmothers and presents them with a moder.
Growing herbs you will eventually make part of your spellwork allows you to build both a deep knowledge of and a relationship with those plants from the time they are embryos in the seed until they are mature and ready to harvest; this can add a great deal of power and focus to your work. Working in a magical garden builds skill and confidence in personal paths in magic as well as demonstrating how powerful outside forces are--you see the results of your own decisions but also of factors outside of your control. Folks often discuss how spirits are involved in initiation and guidance in witchcraft and other magical practices. Plant spirits can play those roles if you open yourself to their direction, and of course the garden is the perfect place for learning to communicate with these spirits. They become aware of you and come to know you as you honor them by tending the herbs that embody them. Make it a comfortable place to be, bring your magical practice into it and allow it to enter your magical practice , start small and know your limits, and make appropriate sacrifices. Try to open yourself to the spirits of the place before you site your garden. You want a good site physically for the plants, but also spiritually--for them and for you. You can do this simply by wandering about your potential garden area at different times of the day and opening yourself up to what is there. You should get a feel for which areas will benefit cultivated plants. In fact, I wonder if part of the attraction to some of these herbs for witches in the past was that they could grow in areas that might not be so easily visible to neighbors or passers-by. Top Garden Interaction A garden is a meeting place between human culture and plant culture. Both sides have to give in order to meet and work together. How does this work? Well, if you like to plant in rows, then make the rows far enough apart so you are comfortable walking between them and will linger. I have done this by using old cardboard boxes or newspapers 6 sheets thick and overlapped covered with mulch, which is great for keeping down weeds and making a nice, soft and biodegradable and relatively inexpensive place for me to walk and from which to work with and learn from my plants. So make it a place you want to spend time in. You can do this in even a very small area, as long as you feel at ease there. It all depends on how comfortable you make that area feel for you and your plants. You can easily shift them around to view, for instance, the bees working your agastache in the morning or the grey fox scooting across your garden at dusk. A nice built-in is an old tree stump, most of which are good for sitting or for planting--I had a nice half hollow stump at my old place that made a great planter for pansies and then for mints. Top Magical Practice in Your Garden There are many ways to bring your magical practice into your garden. If you like to cast a circle, you can make a circular planting that will mark that for you. If you are doing the Abramelin operation, the garden is the place for your retreat, which does not have to be any more sophisticated than some poles with wood trellising lashed to them then add some nice vines to increase the privacy. I enjoy connecting with Hermes, so I pile rocks at the corners of my garden. In my last place, I made a Priapus a Greek sort of scarecrow by pruning a staghorn sumac appropriately. You can usually create an area of some privacy in any garden by using shrubs, treillises, or wire fences with vines growing on them. If nothing else, most gardens can support a bean teepee--a bunch of poles tied together at the top like a teepee that pole beans travel up, creating a private place inside. If you can, it is nice to make a small sleeping area so that at least one fine night in the summer you can sleep outside with your plants and allow them to speak to you through dreams or aid you in astral work. A mulch bed is nice for this, as it is soft and aromatic, but a hammock also works. Whatever your practice, it will be potentiated by occurring in a natural place you have made yours. Top Start Small Some of the most difficult advice for a gardener to take is to start small. Every year I buy way too many seeds and start way too many plants. But a smaller garden can be better cared-for and thus a happier and more productive garden. I had only a few pots but chose decorative ones and only certain plants that I felt especially sympatico with. I loved sitting out there, and so did the cats. It was relaxing and a great place for astral work. That way, you can focus on the daily tending and learning from a garden instead of being frustrated by doing more than you can at the moment. If you are starting out, choose plants that are easier to germinate and
forgiving of human mistakes, like clary sage, black-seeded poppy, elfwort, sage, vervain, yarrow. Then try some seeds that have more persnickety germination requirements, like cinquefoil and black nightshade and powerful banefuls like henbane, belladonna, and foxglove. Save monkshood, wolfsbane, and mandrake for when you have more experience under your belt. Gradually you will build not only your gardening confidence but your wortcunning. With gardening, as with any magical practice, patience and diligent work pay off. But both gardening and magic teach us that the process itself can be as rewarding as the goal. Top Borders Learn from Saturn and maintain your borders. Although this flies in the face of the assumptions of permaculture, for much gardening, a distinction must be made between what is garden and what is not-garden. Your plants will benefit from not only your attention but a certain focus on them in the yard itself. They will grow bigger and happier if they have their own space and are not having to compete with grass, for instance. Sometimes a border can be as inconspicuous as simply hoeing where your garden is and not hoeing elsewhere, but I have found that for me it is good to make the border a little more emphatic. I have often used rocks dug up from the very rocky soil I have here to simply line my garden borders, but in the past I also used little low fences or even simply cardboard covered with mulch which is an great way to deal with turf. Top Sacrifices Many witches talk about giving something back to the land when they harvest and tuck some tobacco, for instance, in the soil. I think when you care for a garden, you are always giving something back to the land. Every time you fertilize, water, or add compost, you are giving something back to the land. Every time you groom your plants and pick off marauding bugs, you are giving something back to the land. Whether you till under or use raised beds or mulching, you are giving something back to the land. I think this is the best kind of offering you can make and one that is peculiar to us as humans. Top The Sanctity of Garden Work For me, there is nothing that brings me as close to the spiritual world as working in my garden. Make it as pleasant as you can so you will do more of it. Choose good tools that you know will serve you long and well, and care for them. Smudging them at the beginning and end of the season is also a nice thing to do. Treating a garden tool like a wand, because for the green witch, it IS a wand. Top As Above, So Below Alchemy teaches us that the great and the small, the high and the low, are linked and influence each other wonder if this is where Hegel got his unity of opposites idea. This plays out in the garden not only in terms of how we interact with seeds but also in terms of time. Gardening by the Moon, the signs, and the procession of the equinoxes can bring a very satisfying unity to your garden and magical work. I think that much of magic is in those tiny changes. Top All Gardens Are Magical A garden can focus on Elementals, planetary influences all Venus herbs, for instance , a particular deity, or particular spellwork, such as protection or love magic. My attraction to Saturn plants is part of my preoccupation with borders and interest in the Underworld, so growing these plants helps me learn about those aspects of myself and point out directions for my magical practice. Top Whether your garden is on your windowsill or a few acres, private or open to visitors, half-wild or a knot garden, it can be productive for you. All gardens give some kind of harvest, be it of herbs, veggies, fruit, flowers, or the lessons of wortcunning, of patience, of determined struggle, and of being able to see the past, the present moment, and the future at the same time. If your garden produces nothing but renewal, it is a bountiful garden and a blessed place. Roth; No reproduction without permission. All seeds come with growing directions, and there are lots of ideas about uses on the site:
2: Raised Bed Gardens and Small Plot Gardening Tips | The Old Farmer's Almanac
Celia Toler has been a passionate gardener since the age of eight, growing sweet peas in her parents' vegetable garden. She has visited gardens all around the world in her capacity as a journalist for several gardening magazines.
Herbs also may have medicinal properties. The magical practitioner can draw upon either aspect when performing a spell. Following are three key herbs I use in my work, and the magical properties associated with each I will discuss additional herbs in the Forum: Rosemary has many uses in magic. The primary associations of rosemary are: Rosemary is associated with the Sun and with the zodiac sign of Leo. Thyme has numerous magical properties. It is available as an essential oil, it can be burned as incense and the leaves can be made into poultices and teas. Thyme is associated with two planets, Mercury and Venus; with the element of water; and with Taurus and Libra. Lavender can be used in dream pillows, as incense and as an essential oil. Lavender is associated with the planet Mercury; with the element of air; and with Gemini and Virgo. Harvest herbs in the morning after the sun has dried the dew but before the heat of the day sets in. Use a sharp magical knife a bolline to cut herbs; the knife should be consecrated specifically for this purpose. Thank the plant for its gift, and offer it something in return, perhaps some water, organic fertilizer or mulch. Harvest only the amount of herbs needed, except when pruning the plants, to ensure healthy growth for the following season. The most prevalent ingredients of magic spells are processed botanicals, especially dried plants, herbs and oils. Drying plants preserves them for extended use, allowing you to work with plants out of season and with those that are cannot be grown in your region. Dried botanicals frequently are sold already chopped, cut or powdered. As these actions usually need to be done before spell casting, purchasing botanicals that are ready to be used can save time and effort. There is a caveat, of course. Leaves and blossoms, even chopped often retain their characteristics, such as aroma, and so are easily distinguishable. You are unlikely to confuse rose with peppermint or hibiscus! Roots on the other hand - often the most magically potent part of the plant - once chopped or powdered are fairly indistinguishable one from the other. It is not uncommon for unethical or ignorant vendors to substitute one root for another. If you need a distinct root, buy the whole root and grind and powder it yourself, even thought this can be difficult and time consuming. This is the only way to guarantee that you are receiving what you want. The only way to maintain control over what may be a pivotal ingredient. Familiarize yourself with herbs and other botanicals. If you grow plants or have access to fresh ones, it is quite easy to dry them yourself. Hang botanicals upside down in small bunches. Allow the botanicals to hang in a well-ventilated area away from direct sunlight until dry. Herbs for Magic Here are some magic uses for herbs and botanicals: Aconite â€" Protection and Invisibility. Also called wolfsbane, monkshood, blue rocket. Adders Tongue â€" Healing. African Violet â€" Spirituality and Protection. Also known as magic mushroom, redcap, death angel and death cap. Ague Root â€" Protection. Alkanet â€" Purification and Prosperity. Allspice â€" Money, Luck and Healing. Almond â€" Money, Prosperity and Wisdom. Aloe Vera â€" Protection and Luck. Aloes, Wood â€" Love and Spirituality. Althea â€" Protection and Psychic Powers. Alyssum â€" Protection and Moderating Anger. Amaranth â€" Healing, Protection and Invisibility. Anemone â€" Health and Protection. Angelica Leaves â€" Protection and Healing. Apple Bark â€" Leadership, Negativity and Power. Arabic Gum â€" Purify Negativity and Evil. Arbutus â€" Protection and Exorcism. Arnica - Bruises and Sprains. Do not apply to broken skin. Do not take internally. Asafetida â€" Exorcism, Purification and Protection. Aspen â€" Eloquence and Anti-Theft. Avens â€" Love, Purification and Exorcism. Avocado Fruit â€" Love, Lust and Beauty. Balm, Lemon â€" Love, Success and Healing. Banana â€" Fertility, Potency and Prosperity. Barberry - Digestion and Antiviral. Do not use during pregnancy. Barley Grass â€" Love, Healing and Protection. Bayberry Bark â€" Money. Bedstraw, Fragrant Love.
3: Garden Magic Top Soil - - Do it Best
The good garden blog is about sharing garden inspiration and ideas from historic gardens around the world and some right next door. Garden stories explore garden history, design, and the garden people behind famous and not-so-famous gardens.
December 31, About 15 years before Edith Wharton wrote her Pulitzer Prize winning The Age of Innocence, she published an important book that played a big role in reviving the Italian renaissance garden. Together they sparked a renewed interest in Italian style garden making, especially among English speakers. To address the steeply sloping site Tribolo created a series of terraces in front. Arriving from below, each terrace is experienced one at a time. The only consistent element is that the villa is visible at all times as an orienting feature. All paths lead to the villa. The Medici coat of arms shaped out of plant material decorates the upper terrace. At the base of the property clipped hedges and flowers surround a massive central fountain. Further up, there is a water basin, squares punctuated by individual palm trees, and green houses. At the top, plants are clipped into geometric forms including one in the design of the Medici coat of arms. From above, the terraces are visible all at once; they lead to a breathtaking view of the valley and mountains beyond. But what stood out most for me was the restraint and simplicity of sculpture. The only sculpture is a small fountainhead set into a grotto. A refreshing change from so many other Italian renaissance gardens that are stuffed with amazing statuary. A tank below the upper terrace feeds the fountain below; it was described by Edith Wharton over years ago. For example, of Villa Petraia Wharton explains, "The Tuscan villas, for the most part, are smaller and less pretentious in style than those erected in other parts of Italy A fine example of this Noted chiefly for a fountain Like other Florentine villas of this quarter, where water is more abundant, Petraia has a great oblong viscera, or tank, beneath its upper terrace. Without much time to plan my visit I was just happy to get myself out there. Armed with my poor Italian I had no choice but to start knocking on doors to ask for help. Bless her heart, she had gone in to call me a cab; five minutes later a car pulled up to take me back to Florence. Another wonderful day in a garden. Click here for more Italian garden stories. Wishing everyone all the best in the new year. Edith Wharton fueled a renewed interest in the Italian renaissance garden with her book. American illustrator Maxfield Parrish painted the watercolors used to illustrate the book. His work captures the dreamy garden magic that Wharton describes.
4: Growing a Witch's Garden - Seeds from Alchemy Works
Note: Citations are based on reference standards. However, formatting rules can vary widely between applications and fields of interest or study. The specific requirements or preferences of your reviewing publisher, classroom teacher, institution or organization should be applied.
Not having read the fir Iris Harper has the gift, or the curse as her mother called it. The ending was so sweet, it put a smile on my face and gave me goosebumps. The references to magic are subtle and not showy at all, it makes you feel like it could be real. Tracey Norman did a great job narrating this one, her pace was perfect and her accent lovely. Iris was voiced as a crotchety old woman, but without grating on my nerves, and Bex was voiced as sweet and personable. It was a light and easy way to spend 3 hours. I was voluntarily provided this free review copy audiobook by the author, narrator, or publisher. The witches in her family all have special talents or "afflictions", as they are regarded. More importantly, she is compelled to give others what they need, even if it makes no sense to her at the time. A young woman named Rebecca Becs comes to her for help with her employer. After resisting his advances, she Iris is a witch in the town of Pendleford. After resisting his advances, she is accused of stealing as retribution. The employer turns out to be none other than the son of the man that Iris was once engaged to. This knowledge conjures up old, painful memories for Iris. But will she help? The story was very entertaining and I really enjoyed it. The narration was wonderfully done. Tracey Norman has the loveliest voice and was such a pleasure to listen to. I would recommend The Garden of Magic. This review is my honest opinion.
5: The Smart Witch: Herbalism
The Garden of Magic is a prequel to The Language of Spells, although it probably doesn't matter too much which order you read the series in. New readers will find this novella a good taster to see whether or not this is the kind of book they'd enjoy, and existing readers can get to learn more about Iris, Gwen's great Aunt.
Why is the child in the poem happy? What does the child want to do? How would you wish them when you leave school in the evening? What do you see around you during the day and at night? Draw in the two boxes given below and colour the picture. Day Night Write two words each from the two pictures you have drawn. A big fat worm lives in the mud. A leaf falls in the mud. Tell each other an interesting thing you have seen The Magic Garden The magic garden was in a school playground. It was very pretty. Sunflowers and roses stood high against the wall. There were also marigolds, poppies and pansies. The sunshine fell on this garden more than on any other and the flowers danced and sang happily. One sunny morning the flowers were talking to the birds. They dig the ground so well! It was indeed a magic garden because it had fairies too. They New words magic, garden, gardeners, playground, sunshine, golden, dreaming 1. Why did the flowers love the little children? Why did the birds love the children? Name five flowers growing in the magic garden. What sounds could the children hear in the garden? Talk time Roses I like roses Most roses are red. Are there blue roses? I have not seen any blue roses! Which one is your favourite flower? Learn its name in English. Say aloud Team time Activity â€" 1. Put each flower carefully between the pages of an old book. Stick the pressed flowers carefully in your scrap book. Write the name of each flower. Name two words in each petal which you see in a garden. Imagine you have a big garden. What would it look like? Draw a picture here. What would you like to grow in your garden? Write three sentences giving the names of the flowers that you might like to grow in your garden.
6: Formats and Editions of Good garden magic : back-to-basics gardening in a flash [www.enganchecuban
WorldCat is the world's largest library catalog, helping you find library materials www.enganchecubano.com more ››.
Upon closer inspection, however, it starts to make sense. The amino acids, proteins, enzymes and natural sugars that make milk a food for humans and animals are the same ingredients in nurturing healthy communities of microbes, fungi and beneficial bacteria in your compost and garden soil. Using milk on crops and soils is another ancient technique that has been lost to large scale modern industrial agriculture. Milk is a research-proven fungicide and soft bodied insecticide - insects have no pancreas to digest the milk sugars. Wagner Bettiol, a Brazilian research scientist, found that milk was effective in the treatment of powdery mildew on zucchini. His research was subsequently replicated by New Zealand melon growers who tested it against the leading commercially available chemical fungicide and found that milk out-performed everything else. To their surprise, they also found that the milk worked as a foliar fertilizer, producing larger and tastier melons than the control group. Recently David Wetzel, a Nebraska farmer completed a 10 year study on applying milk at different rates to his pastures, and recorded the results with the help of the local Agricultural Extension agent Terry Gompert , a university soil specialist, a weed specialist and an insect researcher. What they found was amazing- the grass production was drastically increased; the soil porosity or ability to absorb air and water doubled; microbe activity and populations increased; cows were healthier and produced more milk on treated pastures; the brix or sugar level in the pasture tripled, indicating more nutrients were stored in the grass than before. Grasshoppers abandoned the treated pastures- the sugars are a poison to soft bodied insects as they do not have a pancreas to process the sugars. This also explains why insects will leave healthy, high brix level plants alone, as they contain more sugars than the stressed and sickly ones. Milk Works As Fertilizer. Use as a spray on the compost and garden soil prior to planting, and as needed when insects appear. Spray directly on the insects and around the areas they inhabit. When combined with molasses, it becomes a highly beneficial soil drench. Continue Reading Molasses Feeds Micro-Organisms Molasses is a viscous by-product of the processing of sugar cane or sugar beets into sugar. Sulfured molasses is made from young sugar cane. Sulfur dioxide, which acts as a preservative, is added during the sugar extraction process. Unsulfured molasses is made from mature sugar cane, which does not require such treatment. There are three grades of molasses: The third boiling of the sugar syrup makes blackstrap molasses. The majority of sucrose from the original juice has been crystallized and removed. The calorie content of blackstrap molasses is still mostly from the small remaining sugar content. However, unlike refined sugars, it contains trace amounts of vitamins and significant amounts of several minerals. Molasses is a very valuable addition to the compost pile, as well as to the garden itself. Unsulfured blackstrap is the preferred variety, due to the mineral content, but any of the unsulfured ones will do fine. The benefits beyond the minerals are the natural sugar content that will feed the microorganisms in the compost or soil of the garden. The readily available sugar content will skyrocket the microbial activity. Blackstrap molasses is also commonly used in horticulture as a flower blooming and fruiting enhancer, particularly in organic hydroponics. Use the before mentioned mixture in the drip system, or sprayed alongside the roots of fruiting vegetables as they start to flower to increase their flowering and fruiting. Add 3 Tablespoons of molasses to the milk spray solution mentioned above and use to feed plants during the height of growing season. Hungry, high production plants such as tomatoes, peppers, eggplant, melons, etc. A fringe benefit of spraying the milk and molasses mixture on the garden is a biologically friendly weed population control. Many broadleaf weeds thrive on diets high in available nitrates and potassium diets, common with commercial fertilizers. The calcium in milk helps to compensate for what is unavailable in the soil, while the increased biological activity from both the milk and molasses releases unavailable phosphorus and create soil conditions that are unfavorable to germination of weed seeds. For a more in-depth look at other proven but unique approaches to creating great compost and healthy, fertile and vibrant garden soil, read our article "Compost- Nourishing Your Garden Soil" where we show how to stack several techniques to super-charge your compost. Stephen Scott is an heirloom seedsman, educator, speaker,
soil-building advocate, locavore, amateur chef, artist and co-owner of Terroir Seeds with his wife, Cindy. They believe in a world of healthy soil, seed, food and people. Everyone has a fundamental need for vibrant food and health, which are interrelated. They welcome dialogue and can be reached at Seeds UnderwoodGardens. Visit their website and sign up for their Newsletter for more education like this! He said he fed the pumpkin with milk. Now I know he was not lying and milk is a natural fertilizer. Mixing it with molasses is a great idea, the combination has to be a super nutritious natural fertilizer. And if you have a really large yard, do you use end hose sprayer with the mixture? It would be too much to try to hand spray my entire yard with pump spray!
7: "Italian garden-magic" â€" the good garden
Recommended as an amendment when preparing soil for all types of outdoor plantings, including vegetables, flowers, shrubs, and trees. Blend of peat and sand adds to moisture retention.
8: The Garden of Magic by Sarah Painter
Carole Demas and Paula Janis perform in The Magic Garden.
9: Philadelphia's Magic Gardens - All You Need to Know BEFORE You Go (with Photos) - TripAdvisor
Michigan Peat's Garden Magic product line includes a broad selection of quality soil and amendment products to meet the different needs of budget-minded home gardeners.
Heraclides of Pontus on the motions of venus and mercury Alan C. Bowen and Robert B. Todd Executive speaking Unforgettable desserts Big rock by lauren blakely Dates in Neurology The Perfection of Determination Step Families (Lets Talk About) GRE practicing to take the geology test. Toward an ecumenical fundamental theology Mastering the instructional design process Converting the planted feature story into a full-page direct response ad for your product or service CompTIA Project Certification BOOK 2 CDs 2003 Objectives, MeasureUp IEDPROJECT Annotated Instructors Edit Georgia, historical and industrial V. 1. Memoir and poems. Interest rate parity. Chronicle of Scottish poetry The American heritage first dictionary Records of the U.S. Department of State relating to the internal affairs of Finland, 1950-1954 Physicians cancer chemotherapy drug manual 2013 Line by line using java itext Misfortunes Daughter (SIGNED) Conventional IT valuation The writer-director behind / Paradoxes of leadership Is medicine an ivory tower? Financial institutions instruments and markets 6th edition Encyclopedia of optimization Anaesthesia and Analgesia for Day Surgery The Recruiters Almanac of Scripts, Rebuttals and Closes RELAP5/MOD3.2 post test calculation of the PKL-experiment PKLIII-B4.3 The Houghton Mifflin anthology of short fiction New plane geometry, by Wooster Woodruff Beman . and David Eugene Smith . The measure of divine love How japan became a developed country A statistical history of the American presidential elections. Beyond informality, claiming dignity Implementing IBM(R Rational(R ClearQuest(R) Understanding Bharata natyam Jennys birthday party Dietary management of and behavior change in children and adolescents with high cholesterol Linda Snetsel | <urn:uuid:c088806f-bcbc-4618-8a68-0bd642a4f46e> | CC-MAIN-2019-22 | https://www.enganchecubano.com/good-garden-magic-87v65.pdf | 2019-05-20T08:45:32Z | crawl-data/CC-MAIN-2019-22/segments/1558232255837.21/warc/CC-MAIN-20190520081942-20190520103942-00340.warc.gz | 766,898,801 | 6,037 | eng_Latn | eng_Latn | 0.992074 | eng_Latn | 0.998635 | [
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Compass Bible Church
Compass KIDS
Characteristics of Children
1 st & 2 nd Graders
Because 1 st & 2 nd graders are like this:
Physically
Teach them like this:
Full of energy and active but growing at a slower rate. Small motor skills are developing. Girls are ahead of boys in small motor development. Willing to try most anything after overestimating their own abilities. Easily distracted. Easily catch childhood illnesses.
Mentally
Eager to learn therefore likes to write and read. Enjoys games involving words and numbers. Thinks in concrete terms, beginning to develop reasoning skills. Likes both fact and fantasy. Has good imagination. Has ability to memorize. Attention span 10-15 minutes.
Socially
Desires to please the teacher. Acceptance by peer group is important. Wants to make friends. Dislikes criticism. Winning and being first are important. Selfcentered, taking turns is difficult. May try to dominate social situations. Likes to talk.
Emotionally
Easily excited. Experiencing new and intense feelings. Moves between emotional extremes. May have difficulty controlling behavior. May resist personal demands. Shyness and fear can be overcome with familiar surrounding and routine.
Spiritually
Beginning to understand concepts about God's love, creator, his greatness, but has difficulty with not seeing a physical presence. Has faith in prayer. Has questions about death and heaven.
Put lots of activity into your teaching. Allow for plenty of movement involving a variety of motor skills. Provide opportunities for slower spaced activities and rest as the child still tires easily.
Teach them like this:
Provide opportunities to write and read. Avoid forcing a child to read as reading skills are just developing. Provide Bible games involving words and numbers. Avoid symbolism. Distinguish between fact and fantasy. Teach memory verses. Change pace several times during the hour using a variety of activities.
Teach them like this:
Provide non-competitive activities when child can interact with others with minimal amount of criticism. Provide opportunities to take turns. Show equal amounts of attention and praise to each child. Praise the group as they work well together
Teach them like this:
Maintain a calm atmosphere in the class and be calm yourself. Establish boundaries and guidelines for the class and review weekly with the class. Never let an activity get out of control. Teach cooperation and obedience.
Teach them like this:
Help the child see God in nature, in answered prayer and modeling faith in God in your own actions. Provide opportunities for prayer and acknowledge answered prayer. Be sensitive to the developing spirituality in a child but do not "play on emotions" to lead a child to Christ. Answer questions openly and honestly as they arise keeping in mind the child's limitations in grasping concepts that are not concrete. | <urn:uuid:27e2f5d5-85c5-4a15-ba70-de0014fa9e83> | CC-MAIN-2019-22 | https://www.compasschurch.org/files/kids/teams/1st_and_2nd_Graders.pdf | 2019-05-20T08:27:34Z | crawl-data/CC-MAIN-2019-22/segments/1558232255837.21/warc/CC-MAIN-20190520081942-20190520103942-00340.warc.gz | 740,785,195 | 605 | eng_Latn | eng_Latn | 0.997685 | eng_Latn | 0.997685 | [
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HERITAGE INTERPRETER (NOC 5212)
Job Definition 1:
A heritage interpreter classifies and catalogues museum and gallery artifacts; constructs and installs exhibits and displays; restores, maintains and stores museum and gallery collections; frames artwork; conducts guided tours; performs other functions in support of curatorial and conservation activities. They are employees in museums and galleries, interpretive centres, botanical gardens, cultural centres, nature sanctuaries, aquariums, zoos, industrial sites, science centres, adventure travel sites, historic and heritage sites and other locations.
Additional Occupational Information 2 :
Heritage interpreters are educators and may be employed by parks, museums, aquariums, art galleries, industrial sites, interpretive centres, adventure travel sites, tour companies, zoos, botanical gardens, and other businesses and organizations. They engage and enlighten participants about a specific subject area and its importance, as well as provide general information about the Canadian experience and our collective identity.
Through the work of heritage interpreters, participants gain an intellectual and emotional connection to the subject matter presented. To forge this connection, heritage interpreters use two types of products: personal and nonpersonal. A personal interpretive product is, for example, a guided hike or museum tour. An interpreter accompanies participants to give insight and perspective. Without an interpreter, but with publications, signs and/or exhibits, a tour is considered a nonpersonal interpretive product. Both types of products are developed by heritage interpreters through an ongoing process of research, planning, implementation, evaluation and revision.
1 Essential Skills Profile for Heritage Interpreters (NOC 5212), Canadian Tourism Human Resource Council, 2010
2 National Occupational Standards for Heritage Interpreters, Canadian Tourism Human Resource Council, 2010
Overview:
This Occupational Language Analysis (OLA) presents Canadian Language Benchmarks (CLB) competencies and typical listening, speaking, reading and writing tasks performed at a competent level by heritage interpreters. The tasks are illustrative only, and do not provide a complete sample of what a heritage interpreter does on the job. Other essential skills such as numeracy and computer skills are beyond the scope of the OLA. The content of the OLA was validated by people employed in the occupation and by CLB experts. It was developed by a Registered OLA Analyst using three key resources:
* the Canadian Language Benchmarks 2000, Centre for Canadian Language Benchmarks and Citizenship and Immigration Canada
* the National Occupational Standards for Heritage Interpreters, Canadian Tourism Human Resource Council
* the Essential Skills Profile for Heritage Interpreters, Canadian Tourism Human Resource Council
For a more complete picture of the competencies that are needed to perform this occupation, refer to these source documents.
How to Read this Occupational Language Analysis:
The titles, numbers and sequence of categories are based on the Canadian Language Benchmarks 2000, which address four major skill areas Speaking, Listening, Reading and Writing. CLB competencies (language descriptors) are entered at the left margin and followed by a number indicating the benchmark level (1 – 12) for each competency. Sample occupational tasks (work/task descriptors) drawn from the Essential Skills Profile or the National Occupational Standards are indented and italicized underneath each competency and referenced to their source, as follows:
Note: In this national occupational standard, the word product refers not only to brochures and other documentation created by heritage interpreters; product also refers to programs developed by interpreters. All users of interpretive products (e.g. learners, students, guests, visitors) are referred to as participants.
Comparative Ratings:
The following chart compares typical and most complex essential skills ratings for heritage interpreter, based on the Essential Skills Profile, to the corresponding range of CLB ratings, as suggested in Relating Canadian Language Benchmarks to Essential Skills: A Comparative Framework 3 . These are general ranges and there may be some language tasks that fall outside of this range.
Common Conditions of Communication:
3 Relating Canadian Language Benchmarks to Essential Skills: A Comparative Framework; Centre for Canadian Language Benchmarks, 2005
Skill: Speaking
I. Social Interaction
Interpersonal Competencies
Express and respond to compliments or congratulations. (CLB 5)
recognize others’ achievements (NOS-D7.3)
Open, maintain and close a short routine formal conversation. (CLB 6)
interact with co-workers, managers, suppliers and the public (ES-OC)
Express and respond to gratitude, appreciation, complaint, disappointment, dissatisfaction, satisfaction and hope. (CLB 7)
acknowledge feedback, e.g. thank participant for responding (NOS-C6.2)
provide positive reinforcement [to team] (NOS-D7.3)
Respond to a minor conflict or complaint. (CLB 8)
handle complaints from customers (ES-TS)
(talk to) unruly, uncooperative and interruptive participants (ES-TS)
solve problems: take participants aside, if possible; focus on issues, not personalities; clarify details, seek to understand differences of view; confirm understanding (NOS-C6.3)
discuss possible solutions…discuss action to be taken…confirm participant’s satisfaction (NOS-C6.3)
minimize discussions that could become emotional (NOS-D10.1)
Comfort and reassure a person in distress. (CLB 8)
reassure participants [in emergency situations] (NOS-E10.3)
maintain control in event of participant’s death: keep group calm; be compassionate (NOS-E10.3)
Conversation Management
Confirm own comprehension. (CLB 7)
confirm understanding, e.g. paraphrase (NOS-C6.3)
Use a number of strategies to keep the conversation going: hold the floor; resume after interruption; change topic. (CLB 7)
stay on topic, i.e. bring topic back to discussion at hand if it digresses (NOS-C5.1)
Manage conversation. Check comprehension. (CLB 8)
check that message is understood, e.g. ask for feedback (NOS-C5.1)
highlight or recap important material to reinforce messages (NOS-C5.1)
Use a variety of strategies to keep conversation going. (CLB 8)
communicate to facilitate interaction, discussion or thought processes, often using drama or storytelling (ES-OC)
use a variety of language techniques, such as analogies, metaphors and poetry (ES-OC)
personalize content for individuals, e.g. adapt information during conversation (NOS-A1.1)
adapt communication to meet audience needs (NOS-C4.1)
address barriers presented by receivers, for example: adapt to perceived problem; present information in several ways (NOS- C4.2)
encourage speaker to elaborate, e.g. use probing questions to seek additional information (NOS-C4.3)
diversify methods used to provoke participants (NOS-C5.1)
relate materials to participants in age-appropriate manner, e.g. adjust level of language and examples used in descriptions; provide appropriate amount of information (NOS-C5.1)
relate subject to participants’ experiences (NOS-C6.1)
Encourage others to participate. (CLB 8)
involve participants [when conducting personal interpretation] (NOS-A1.2)
use interactive participation: facilitate hands-on, experiential activities (NOS-A1.2)
encourage everyone to participate (NOS-C5.1)
balance and facilitate dialogue between multiple points of view (NOS-C5.1)
ask participants with first-person experiences or prior knowledge to share with group (NOS-D7.6)
Phone Competencies
Carry on a brief phone conversation in a professional manner. (CLB 8)
respond to enquiries, e.g., telephone (NOS-D7.9)
schedule group sessions over the telephone (ES-OC)
II. Instructions
Give a set of instructions dealing with simple daily actions and routines where the steps are not presented as a point-form sequence of single clauses. (CLB 6)
instruct public and co-workers on various health and safety issues, e.g. provide instruction on topics such as camping etiquette, regulations and how to avoid bear attacks (ES-OC)
assign routine tasks to other workers (ES-WWO)
provide support, direction and information (NOS-A1.2)
delegate tasks and/or responsibilities, when appropriate; follow up to ensure that tasks are completed (NOS-D7.5)
Give/pass on instructions about an established familiar process or procedure (technical and non-technical). (CLB 8)
orient new employees (ES-WWO)
communicate guidelines and legislation to participants (NOS-D8.1)
III. Suasion (Getting Things Done)
Ask and grant permission. (CLB 3)
ask permission before entering private property (NOS-D8.1)
Ask for, offer, and accept assistance. (CLB 3)
ask for assistance (NOS-E10.1)
Call for emergency assistance. (CLB 5)
call emergency number or other authorities (NOS-E10.3)
obtain assistance from tour staff [in emergency] (NOS-E10.3)
Make a simple formal suggestion; provide reason. (CLB 6)
recommend information sources to participants so that they can seek additional information (NOS-A2.3)
encourage participants to act after interpretive experience, for example: join organization; donate money; volunteer (NOS-B3.4)
encourage participants to explore subjects beyond limits of product; direct participants to seek subsequent experiences that reinforce messages, for example: offer additional sources of information (NOS-C5.1)
provide constructive criticism (NOS-D7.3)
encourage commitment from participants [to sustainability]: attempt to gain long-term commitment beyond immediate experience; provoke further thought and actions; share factual information to dispel myths and change perceptions (NOS-D8.1)
enhance participants’ experiences by promoting, for example: sites; local, regional and national areas; return visits to sites (NOS-D9.1)
set behavioural expectations at beginning of product: explain reasons, e.g. staying on path protects participants from contact with poisonous plants (NOS-E10.2)
suggest participant seek medical treatment (NOS-E10.3)
Give and respond to a warning; discourage others. (CLB 7)
remind groups of sensitive areas and may speak to individuals directly to reiterate the importance of staying on trails (ES-TS)
respond to inappropriate behaviours (ES-TS)
inform participants of restrictions (NOS-D7.8)
provide accurate information about hazards; communicate potentially dangerous situations to participants and supervisor (NOS-E10.1)
Request a word. Ask for and respond to recommendations or advice. (CLB 7)
seek supervisory/organizational feedback and approval (NOS-B3.4)
research cultural norms: talk to group leader (NOS-D7.6)
keep up to date with legislation: seek advice from professional sources (NOS-D7.8)
seek counseling (NOS-E10.1)
Make an extended suggestion on how to solve an immediate problem or make an improvement. (CLB 7)
in products for specific groups…(suggest) possible changes (ES-TS)
suggest alternatives for activities that are not working well (ES-TS)
offer feedback to support co-workers in the development of accurate, articulate and engaging products (ES-TS)
make suggestions to create or improve sustainability (NOS-D8.1)
Indicate problems and solutions in a familiar area. (CLB 8)
repeat request to discontinue behaviour, if undesirable behaviour continues; follow up as needed, e.g. ask participant to leave (NOS-C6.4)
Propose/recommend that certain changes be made in a familiar area. (CLB 8)
suggest alternatives for activities that are not working well (ES-TS)
IV. Information
Presentations
Give a presentation to describe and explain a complex structure, system or process based on research. Use a diagram to support the explanations. (CLB 8)
communicate historical, scientific and technical information, using a variety of techniques, to groups and individuals, e.g. present public talks using illustrative media (ES-OC)
lead guided tours (ES-OC)
present learning sessions to children on field trips (ES-OC)
provide presentations at predetermined times and places, e.g. amphitheatre, campfire, auditorium (NOS-A1.1)
conduct personal interpretation via: outreach, e.g. classroom programs, via webcam (NOS-A1.1)
(lead) hikes, boat tours, themed walks or museum tours (NOS-A1.1)
give information about character and setting; describe way of life; discuss clothing, dialect, objects or artifacts (NOS-A1.2)
demonstrate effective public speaking skills, for example: use correct pronunciation and articulation; avoid using fillers, such as um, uh, ah; adapt communication to meet audience needs (NOS-C4.1)
engage audience by demonstrating enthusiasm, exuberance and passion (NOS-C5.1)
facilitate clear understanding [when delivering interpretive product] (NOS-C5.1)
deliver oral presentations with help of visual aids; describe process while demonstrating; deliver presentation while circulating artifacts among participants (NOS-C5.1)
(deliver) community presentations to encourage understanding and awareness (NOS-D9.1)
Give a demonstration, briefing, oral report or position paper. Argue a point. (CLB 9)
(give verbal) demonstrations, e.g. cannon firing, maple syrup production, archaeological restoration (NOS-A1.2)
describe process while demonstrating (NOS-C5.1)
Interaction One-on-One
Ask for and provide detailed information related to personal needs, varied daily activities and routine work requirements.
(CLB 7)
share feedback with appropriate colleagues, e.g. co-workers, supervisors (NOS-C6.2)
debrief [safety] situations with supervisor (NOS-E10.1)
Ask for and/or provide detailed information related to personal needs, varied daily activities and routine work requirements.
(CLB 8)
conduct market research by…talking to colleagues (ES-TS)
report evaluation results to supervisor (NOS-B3.6)
keep up to date with changes in legislation: liaise with supervisor, other interpreters (NOS-D7.8)
Interaction in a Group
Participate in a small group discussion/meeting: express opinions and feelings; qualify opinion, express reservations, approval and disapproval. (CLB 7)
participate in formal group discussions with those they supervise and co-workers, managers or supervisors (ES-WWO)
discuss methods of improving work processes, product quality and allocation of responsibilities (ES-WWO)
participate in formal discussions about work processes or product improvement; have opportunities to make suggestions on improving work processes (ES-WWO)
share knowledge; show respect for team members’ ideas; support team decisions and teamwork (NOS-D7.3)
communicate with co-workers and supervisor to: coordinate efforts (NOS-D7.5)
Participate in a debate/discussion/meeting on an abstract familiar topic or issue. (CLB 8)
lead participatory workshops (ES-OC)
participate in professional organizations related to interpretation, for example: Interpretation Canada, Canadian Museums Association; Interpretive Guides Association; Association Québécoise d’Interprétation du Patrimoine; National Association of Interpretation (NOS-D7.7)
participate in workshops, seminars, courses and conferences (NOS-D7.7)
Skill: Listening
I. Social Interaction
Identify verbal and non-verbal details of social exchanges, including styles of greetings, leave-taking and introductions. (CLB
3)
listen until message is complete (NOS-C4.3)
Identify factual details and inferred meanings in dialogues containing compliments, invitations, and offers; discussion of interests, likes/dislikes and preferences. (CLB 5)
determine participants’ time restrictions (NOS-C6.1)
Identify mood/attitude of participants. (CLB 6)
assess participants’ levels of interest and engagement in product. For example, they consider participants’ body language, eye contact (ES-TS)
watch for nonverbal behaviours that may indicate speaker’s feelings (NOS-C4.3)
watch nonverbal behaviours (NOS-C5.1)
assess nonverbal behaviours, e.g. nodding may indicate interest (NOS-C6.1)
Identify stated and unspecified details, facts and opinions about situation and relationship of participants containing expression of and response to gratitude and appreciation, complaint, hope, disappointment, satisfaction, dissatisfaction, approval and disapproval. (CLB 7)
listen to complaints, explore solutions and try to resolve issues (ES-TS)
(listen to) observations and comments from past participants (NOS-B3.1)
II. Instructions
No communication tasks for this category were found in the source documents. These tasks may, in fact, exist for this occupation and will require individual assessment in each work context.
III. Suasion (Getting Things Done)
Demonstrate comprehension of details and speaker's purpose in suggestions, advice, encouragements and requests. (CLB 6)
(use) active listening, e.g. nod, use encouraging words, empathize with speaker (NOS-C4.3)
confirm understanding, e.g. paraphrase (NOS-C4.3)
respond to questions (NOS-C5.1)
determine participants’ needs and expectations: (listen) to group leader, teacher or translator (NOS-C6.1)
IV. Information
Identify main idea (which is not explicitly stated) organization and specific details in extended oral presentations. (CLB 8)
take appropriate safety training, e.g. first aid, Workplace Hazardous Materials Information System (WHMIS) (NOS-E10.2)
Identify facts, opinions and attitudes in conversations about abstract and complex ideas on a familiar topic. (CLB 8)
obtain current data from scientists, e.g. biologists, archeologists, historians, curators (ES-DU)
obtain oral histories from community members (ES-DU)
listen attentively and…participate in product questions and answers (ES-TS)
conduct product development research by…conducting interviews (ES-TS)
acquire information about subject area: conduct interviews (NOS-B3.3)
Skill: Reading
I. Social Interaction Texts
Get information from personal notes, e-mail messages and letters. (CLB 4)
read correspondence (ES-RT)
receive email messages (ES-CU)
Identify factual details in moderately complex notes, e-mail messages, letters and announcements containing cancellations of arrangements, apologies. (CLB 6)
read email messages, weblogs and electronic postings written by co-workers and colleagues (ES-RT)
II. Instructions
Understand and follow moderately complex written instructions for seven to 10-step procedures. (CLB 5)
scan material safety data sheets (MSDS), information cards and posters to learn about hazardous materials covered by Workplace Hazardous Materials Information System (WHMIS) (ES-DU)
Follow a set of written instructions on 10- to 13- step everyday procedures related to simple technical and non-technical tasks. (CLB 7)
refer to maintenance or operating manuals that give information about how to install, operate, maintain and repair equipment (ES-RT)
[read] site emergency plan [instructions] (NOS-E10.2)
Follow coherent extended instructional directions. (CLB 8)
read technical manuals… providing instructions on how to assemble exhibits (ES-RT)
read product content, such as scripts, dialogues, directions, workshop outlines, instructions for guided walks and travel directions to specific locations (ES-RT)
Follow formal instructions of advisory, instructional texts, and instructions for a familiar process/procedure that require integration of several pieces of information. (CLB 9)
read curriculum materials, such as textbooks and online educational resources, to prepare product (ES-RT)
III. Business/Service Texts
Find information in formatted texts: forms, tables, schedules, directories. (CLB 3)
access contact information for other interpretive sites within contact databases (ES-CU)
Get information from short business brochures, notices, form letters and flyers. (CLB 3)
[read] print materials, e.g. brochures, pamphlets (NOS-A1.3)
Find information in formatted texts: forms, tables, schedules, directories. (CLB 4)
obtain data from collection management sheets and inventory lists (ES-DU)
Identify factual details and some inferred meanings in moderately complex business/service texts, including formatted texts. (CLB 5)
obtain data from itineraries, timesheets and work schedules for events (ES-DU)
scan…calendar, diary and day-planner entries (ES-DU)
[read] interpretive signs, e.g. plaques, road signs, trail signs, panels (NOS-A1.3)
Identify factual details and some inferred meanings in moderately complex texts containing assessments, evaluations, advice. (CLB 7)
review ratings and statements in completed comment cards to determine the effectiveness of delivery approaches (ES-TS)
[use style manuals such as] Canadian Style: a Guide to Writing and Editing (NOS-C4.4)
Identify factual and inferred meanings in written proposed solutions, recommendations and proposals; and in statements of rules, regulations, laws and norms of behaviour. (CLB 8)
read training manuals in order to train staff (ES-RT)
read federal and provincial/territorial legislation that pertains to operation of sites and product (ES-RT)
[read and] apply policies (ES-TS)
locate appropriate legislation; review pertinent legislation (NOS-D7.8)
Locate and integrate three or four pieces of information contained in moderately complex formatted texts. (CLB 8)
read technical manuals. For example…manuals describing historic weapons (ES-RT)
IV. Informational Texts
Get the gist, key information, and important detail of simple explicit one- to two-paragraph texts. (CLB 3)
check short- and long-term [weather] forecasts (ES-TS)
Demonstrate comprehension of standard maps, basic diagrams, basic graphs. (CLB 5)
conduct market research by scanning tourism statistics (ES-TS)
Demonstrate comprehension of a one- or two-page moderately complex extended description, report or narration on a familiar topic. (CLB 7)
read museum notes for background information on exhibits (ES-RT)
refer to field guides to obtain information and updates (ES-RT)
read magazines to keep up with current issues and topics of interest to the public (ES-TS)
conduct market research by…reading industry newsletters (ES-TS)
Demonstrate comprehension of moderately complex tables, graphs, diagrams, and flow charts. (CLB 7)
obtain data from trail maps, geological maps and topographical maps (ES-DU)
Demonstrate comprehension of factual details and inferred meanings in an extended description, report or narration when events are reported out of sequence. Draw conclusions. (CLB 8)
scan research reports and scientific and scholarly journals for information (ES-RT)
obtain data from archival documents, such as cryptic text and historical documents that are difficult to understand (ES-DU)
read relevant and current publications, including specific programming information and general trends in industry (NOS-D7.7)
read publications, e.g. newspapers, trade journals, association newsletters (NOS-D7.8)
Identify main idea(s) and identify ways in which the supporting details develop the main idea(s) in complex texts by reorganizing the text into an outline format. (CLB 9)
[read], analyze, synthesize and evaluate information found in reference materials and insert findings into product (ES-TS)
acquire information about subject area: read original documents; review onsite materials and training products (NOS-B3.3)
Comprehension of complex process flow charts, graphs, pictographs and diagrams by expressing them in alternate forms. (CLB 9)
interpret data in scale drawings and historical construction drawings to create and manipulate displays and to direct facility renovations (ES-DU)
interpret data in graphs and tables. For example, they scan migration tables, timeline representations and other visual presentations (ES-DU)
Trace, summarize and evaluate the development of arguments in complex expository or argumentative texts (e.g., in a rational inquiry paper or in a problem-solution paper). (CLB 10)
read detailed field reports and lengthy research reports to obtain historical and contextual information with which to supplement presentations (ES-RT)
Information Literacy/Reference and Study Skills Competencies
Access and locate three or four pieces of information in on-line electronic reference sources (e.g., World Wide Web, library databases), if available, or from print reference sources. (CLB 7)
use reference materials to find information requested by customers (ES-TS)
conduct product development research by reading (ES-TS)
use research tools, e.g. Canadian Tourism Commission (CTC) nine types of travellers, Canadian Association of Zoos and Aquariums (CAZA) segmenting tool (NOS-C6.1)
read current reference materials [about cultural norms] (NOS-D7.6)
maintain personal resource file (NOS-D7.7)
research demographics, e.g. age, income, gender, culture; research tourism trends (NOS-D9.1)
Access/locate several pieces of information in on-line electronic reference sources. (CLB 8)
conduct product development research by…researching using the Internet (ES-TS)
use keyword searches and Internet browsers to visit various historical websites when conducting research for product (ES-CU)
(access) information…through reputable websites (NOS-B3.3)
Skill: Writing
I. Social Interaction
No communication tasks for this category were found in the source documents. These tasks may, in fact, exist for this occupation and will require individual assessment in each work context.
II. Recording/Reproducing Information
Reduce a page of information to a list of seven to 10 important points. (CLB 5)
cite sources according to organizational citation protocol (NOS-A2.1)
credit sources (NOS-C4.4)
III. Business/Service Messages
Convey simple business messages as written notes. (CLB 3-4)
create labels and lists (ES-DU)
Fill out forms. (CLB 5)
complete expense claim forms (ES-DU)
record statistics; complete forms (NOS-D7.9)
Convey business messages as written notes. (CLB 5-6)
produce pamphlets, overheads and other product materials (ES-CU)
produce letters, memos and reports (ES-CU)
Fill out moderately complex forms. (CLB 6-7)
create work schedules for staff, and operational schedules for facilities and exhibits (ES-DU)
create itineraries and timelines for events (ES-DU)
create attendance records using tables and graphs (ES-DU)
develop schedules to meet the needs of participants, clients and supervisors (ES-TS)
create spreadsheets with attendance statistics (ES-CU)
establish schedule (NOS-D7.5)
record and confirm bookings (NOS-D7.9)
Convey business messages as written notes to pass on routine information, make requests, or respond to recommendations and warnings. (CLB 7)
write form letters and standardized memos to accompany forms, such as evaluation forms (ES-W)
write information updates for staff and information centres (ES-W)
record details [of conflict] (NOS-C6.3)
document problem and steps taken [after responding to undesirable behaviour] (NOS-C6.4)
report damage, loss or deterioration of sites or artifacts (NOS-D8.1)
document [safety] situations (NOS-E10.1)
document [emergencies, including]: time and location of incident; nature of emergency; names of parties involved, e.g. witnesses, driver, injured participants; emergency procedures followed (NOS-E10.3)
Fill out forms and other materials in pre-set formats with required brief texts. (CLB 8)
write sections of job descriptions and operational policies and procedures (ES-W)
Write short suggestions and reports as memos and pre-set form reports. (CLB 9)
write evaluations for interpretive product (ES-W)
write interpretive concepts and plans (including interpretive and text strategies) for sites and interpretive product (ES-W)
write proposals, e.g. those working in specialized, rural sites may write proposals to acquire funding for projects (ES-W)
conduct audience research by designing…participant surveys (ES-TS)
design evaluation, e.g. develop questions to ask participants (NOS-B3.6)
11
IV. Presenting Information
Write a short text about a personal or familiar situation. (CLB 3)
create signs for trails, and labels for slides and exhibits (ES-DU)
Write one or two paragraphs to: relate a familiar sequence of events, tell a story; provide a detailed description and comparison of people, places, objects and animals, plants, materials, or routines; or to describe a simple process. (CLB 6) write comments and notes in logbooks, journals and daily reports (ES-W)
write comments about [tourism] products on social media postings (NOS-D9.1)
Write three or four paragraphs to narrate a historical even; to tell a story; to express or analyse opinions on a familiar abstract topic; or to provide a detailed description and explanation of a phenomenon or a process. (CLB 8)
write and edit public service announcements (ES-W)
write content for exhibit materials, displays and signs (ES-W)
write text for brochures (ES-W)
prepare interpretive materials and presentations for other interpreters’ work (ES-TS)
Write a paper, essay, report or story to narrate a sequence of events from the past. (CLB 9)
write pre- and post-visit activities for product (ES-W)
write seasonal and annual reports (ES-W)
Write a paper, essay, report to describe and compare complex ideas, phenomena or processes. (CLB 9)
write scenarios for product targeted to specific audiences, including school groups (ES-W)
write product materials and scripts (ES-W)
write research papers (ES-W)
develop introduction, body and conclusion [for interpretive product] (NOS-B3.4)
use interpretive writing techniques; write clear and engaging products (NOS-C4.4)
12
For more information about:
Canadian Language Benchmarks or Occupational Language Analyses
National Occupational Standards for Heritage Interpreters
Essential Skills Profiles
Contact:
Centre for Canadian Language Benchmarks,
400 – 294 Albert Street,
Ph. (613) 230-7729
Ottawa, ON K1P 6E6
Fax: (613) 230-9305
email@example.com www.itsessential.ca
Canadian Tourism Human Resource Council,
Ottawa, Ontario
151 rue Slater Street, Suite/bureau 608
K1P 5H3
www.cthrc.ca
Tel: (613) 231-6949
Fax: (613) 231-6853
Human Resources and Skills Development Canada, http://www.hrsdc.gc.ca/eng/workplaceskills/essential_skills/general/home.shtml
Skills Information Division Human Resources Partnerships Human Resources and Skills Development Canada 112 Kent Street, Tower B, 21st floor Ottawa, Ontario K1A 0J9
Registered in Ottawa this 30th day of March 2012
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BEYOND THE TEXTBOOK
July 2017
Happy holidays!
At the moment the weather has been very kind to us and hopefully it will continue through your summer break. Do have an enjoyable and restful time.
Teaching maths without words
This TED video would be ideal for your first CPD session of the new academic year getting the teaching staff to think of their approach to teaching maths. The statistics in the video show that visual maths is the winner!
If more teachers took heed of the message in the video the pupils will be more responsive and there will be a better understanding of mathematics. The more dice, counters, playing cards and manipulatives in the classroom the better!
This month's puzzle
Crossing the stream
Mr and Mrs Softleigh and their two sons and their dog had to cross a stream in a small boat which was capable of carrying 150 pounds (lb). But Mr Softleigh and his wife each weighed exactly 150lb and each of their two sons weighed 75lbs. And then there was a dog! How did they all succeed in getting across?
Ideal PDF booklet for the summer holidays
I have found this booklet with hundreds of ideas which the pupils can do with their families during the long summer break. It is also an informative source for teachers to apply everyday activities in their lessons.
Click here for the booklet.
Maths is Magic!
There are many exciting activities for pupils in Years 6 to 9 which they can tackle. I am sure it will increase their interest in mathematics. Activities come from Murderous Math, NRICH, The Math Lab and other prominent groups. Click here for the magic moment!
www.weareteachers.com is an amazing source of activities not only covering mathematics.
DCBEAGLE Challenges
Some of the challenges in the Christmas term are nearly full. Do register before going on yoour summer break.
| Thursday 21 September | Year 5 Maths |
|---|---|
| Friday 22 September | Year 4 Maths |
| Tuesday 26 September | Year 6 Maths |
| Thursday 28 September | Year 5 Maths |
| Friday 29 September | Year 4 Maths |
| Wednesday 04 October | Year 6 Maths |
| Thursday 05 October | Year 4 Maths |
| Monday 09 October | Year 5 Maths |
| Tuesday 10 October | Year 6 Maths |
| Tuesday 31 October | Year 6 Maths |
| Tuesday 07 November | Year 4 Maths |
| Friday 10 November | Year 4 Maths |
| Thursday 16 November | Year 6 Maths |
| Tuesday 21 November | Year 5 Maths |
| Thursday 23 November | Year 6 Maths |
| Friday 24 November | Year 5 Maths |
Click here to see my full portfolio. Do remember these are free for participating schools and because of this they are very popular.
Puzzle solution
The two sons cross – one returns – Father crosses – other son returns – the two sons cross – one returns – Mother crosses – other son returns – the two sons cross – one returns to pick up the dog – eleven moves in all
Final words
Why did the 30-60-90 triangle marry the 45-45-90 triangle?
A: They were right for each other
Why didn't the number 4 get into the nightclub?
A: Because he is 2 square
Why did the obtuse angle go to the beach?
A: Because it was over 90 degrees
The next newsletter will be waiting for you when you return in September. Happy holidays!! | <urn:uuid:54a4f7cc-8e35-4dbe-9053-48d77fba11ab> | CC-MAIN-2019-22 | https://dcbeagle.com/jul17bttnewsletter.pdf | 2019-05-20T09:14:50Z | crawl-data/CC-MAIN-2019-22/segments/1558232255837.21/warc/CC-MAIN-20190520081942-20190520103942-00339.warc.gz | 463,720,518 | 736 | eng_Latn | eng_Latn | 0.999614 | eng_Latn | 0.999677 | [
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All units practise skills in reading, writing, listening and speaking based around particular structures and vocabulary. Specific study skills are listed separately.
9 He's been saving his money for months. Pages 52–57
They've been waiting for ages. He has been saving his money for months.
Spending and saving.
Matching: parts of speech and abbreviations
Describing animals.
10 A helping hand. Pages 58–63
I enjoy doing … He doesn't mind doing …
Jobs around the house.
11 How things used to be. Pages 64–69
I have just made a cake. Children used to write on slates. She said that her favourite toy was a rocking horse.
present.
School equiment, past and
Toys, past and present.
12 Mountain adventure. Pages 70–75
He said that it was cold. He said that the path looked very steep.
Mountaineering.
A climber fell from the path.
13 Inventions. Pages 76–81
It was invented in 1897. The clothes were put into the box.
14 If I had a horse, … Pages 82–87
If I had a horse I would call it Star. It's so boring. At last we saw a ship.
15 Welcome home! Pages 88–93
The orchids look pretty, don't they? It was so loud!
16 Read me a story. Pages 94–99
This book is so funny you will laugh out loud.
Detective stories.
Matching: vocabulary practice Alphabetical order: words with the first 2 letters the same Spelling: irregular plurals
Parts of speech: words which have more than one meaning (adj./v./n./adv.)
Parts of speech: finding verb tenses using verb tenses
Matching: vocabulary practice Alphabetical order: words with first 3 letters the same Spelling: irregular plurals
Parts of speech: adjectives – finding comparatives and superlatives
Parts of speech: nouns – irregular plurals
Parts of speech: adjectives
I think it was … because …
17 How did they do that? Pages 100–105
Perhaps they built rafts. I think they used to … He knew that people had travelled …
Coasts and the environment. Diving.
Matching: abbreviations to full forms expanding abbreviations
18 Volcanoes. Pages 106–111
The volcano erupts quickly and noisily. Revision
Grammar round-up Pages 112–116
Irregular verbs list Page 117
Word list Pages 118–119
This page has been downloaded from www.macmillanenglish.com/younglearners
© Macmillan Publishers Limited 2010
Volcanoes.
Matching: vocabulary practice Alphabetical order: list of 10 words Spelling: add 2 letters
Inventions. Animals and the homes they build.
Leisure activities and sports.
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Lesson Thirteen
Context
Key Developments in the 1930s
The aim of this lesson is to enable you to learn about:
* the Simon Commission
* the Salt March
* the Round Table Conferences
* the Government of India Act 1935
* Jinnah and the Muslim League
In the last lesson, we studied Gandhi's aims, methods and role in campaigning for Indian independence from British rule; we also looked at a variety of attitudes towards social issues in India between 1917 and 1929. In this lesson we will be studying further moves towards independence in the 1930s.
Oxford Open Learning
The Simon Commission
The Government of India Act of 1919 had promised a Commission within ten years to review the effectiveness of the arrangements it announced. (To review the terms of this Act, please refer back to Lesson 11.) So in 1927 the British government announced a Commission that would go to India, gather information and produce a report.
Indian nationalists were very angry when they learned that no Indian person would be a member of the Commission. It was to be made up of seven British Members of Parliament and included Clement Attlee, (who was actually the British Prime Minister in 1947 when India did become independent). Its chairman was to be Sir John Simon.
When the Simon Commission arrived in India in February 1928, the Indian National Congress organised a nationwide hartal (strike) in protest at the lack of Indian representation on the Commission. The Commission was met by large crowds of protesters, many carrying black flags. There were protest demonstrations organised by Congress in every major city it visited. Police responded strongly, using their lathis (sticks) with vigour. The worst incident took place in Lahore, the major city of Punjab. There a prominent nationalist, Lala Lajpat Rai, was badly beaten by police during a demonstration. Although badly injured, he spoke at a meeting that evening "Every blow aimed at me is a nail in the coffin of British imperialism he said. He never recovered his health and he died in late November that year.
The Simon Commission published its seventeen-volume Report in 1930. It recommended that all the Provinces of British India should become self-governing. (British India was divided up into large Provinces such as Bombay or Bengal, each with its own Governor or senior official.)Its findings were the basis of the Government of India Act of 1935.
The Salt March
The Government of India levied a tax on any salt produced in India whether for domestic or commercial purposes. Indian nationalists suspected that this was to protect the export of British salt as well as to earn a small amount of revenue. On 12 March 1930, Gandhi set out from the Sabarmarti ashram at Ahmadabad on a march to the sea at a place called Dandi, some 390 kilometers away on the Gujarat coast. At Dandi he planned to make salt from the salty mud on the beach without paying the salt tax demanded by the authorities and so break the law. (Anyone making salt in India in 1930 had to pay a tax on it even if they were only making a small amount for personal use and making it in a public place. This tax helped to protect the salt industry in the UK.)
Activity 1
It was a protest against the rules imposed on India by the British. It was to be a peaceful protest and it is sometimes called the Salt Satyagraha.
Many joined the march before it eventually reached Dandi on 6 th April. News of the march spread around the whole of India and there were many demonstrations against the salt tax all over the country. The next month Gandhi planned a march to the Dharsana Salt Works but he was arrested on 5 May , a few days before this march was due to set off. There were even more demonstrations around India when news of his arrest became known. Some 80,000 Indians were arrested by the authorities as a result of these disturbances.
The Government of India made no immediate concessions over the Salt Tax but for many Indians the campaigns brought them into active participation in the struggle for independence. The Salt Satyagraha showed that millions right across India were now prepared to risk beatings by police, arrest and even imprisonment for the nationalist cause. Gandhi had become an inspirational, even revered, leader. Millions of Indians and not just his immediate followers now called him Mahatma (Great Soul) Gandhi.
As an active nationalist living in Madras (over 1800 kilometers from Gujarat), explain to a friend why you have been inspired by Mahatma Gandhi to join the struggle for independence by demonstrating against the Salt Tax in April 1930.
Round Table Conferences
The Simon Commission had been received in India with so much hostility that the British government arranged a series of 'Round Table Conferences' in London between 1930 and 1932. These conferences were supposed to bring together all of the parties interested in the future of India and enable them to discuss the way forward to independence. The name implies that they were to be gatherings where everybody invited has an equally important voice, but as the conferences were to be in London, the British government issued the invitations and set the Agenda, these conferences were not very equal. Those invited to attend included the Muslim League, the Indian National Congress, the Indian Princes, representatives of the Sikh, Buddhist and Untouchable communities and some of the smaller Hindu nationalist parties, as well as representatives of the British Government. Even so, it was a great improvement on the process of the Simon Commission with its seven British MPs and their visit to India in 1928.
An important shift in British public opinion showed that it now seemed to be accepted on all sides that India was heading for independence from Britain in some form. The British Government had stated that 'Dominion status' similar to Canada or Australia, was the logical outcome of the process of constitutional change before the publication of the Simon Commission Report in 1930, but that rather vague statement did not appeal to the Indian National Congress and Indian nationalist feelings.* That all shades of opinion in India were now getting together to discuss how minority interests could be protected in an independent India was an important advance within India itself.
*'Dominion status: a dominion was a self-governing colony, or autonomous state within the British Empire. Canada was formerly called 'The Dominion of Canada' but this name is no longer used. Countries with dominion status are now referred to as 'the
Commonwealth, but each country is self-governing and independent.
The First Conference was officially opened in London by King George V on 13 November 1930. It was to last three months until January 1931. The chairman was the British Prime Minister at the time, Ramsay MacDonald. The Indian National Congress were invited but did not attend. Many of its leaders, including Gandhi, were in jail. Leaders of India's Muslims did attend, as did B. R. Ambedkar representing Untouchables. Although the Indian National Congress wished to be seen as representing the interests of all communities in India, this was not always how it was perceived by some minority communities. Gandhi, in particular, was insistent that it should be accepted that the INC spoke for all Indians. That the INC did not persuade all communities that it represented their interests as well as those of the majority Hindu community is at the heart of many of the arguments about Indian independence and the tragedy of Partition in 1947. As noted above, Untouchables had their own association and voice at the Conferences, as did India's millions of Muslims through The Muslim League. So, too, did leaders of the Sikh community and a number of the rulers of India's many princely states. There was useful talk at the Conferences about guarantees for India's minority communities and much discussion about an All-India Federation, but there could be no real progress without Congress representation. This first conference ended in January 1931.
In March 1931 the Viceroy (the top British official in India) Lord Irwin, had a meeting with Mahatma Gandhi. The outcome of their discussions became known as the Gandhi-Irwin Pact. This was an agreement that Congress would suspend all its campaigns of protest in India and take part in the Round Table Conference in London. In return, Lord Irwin offered 1) to release all nationalist prisoners then in jail except those found guilty of killing British officials; 2) to withdraw all laws that prevented the nationalists from campaigning, and 3) to abandon the Salt Tax for individual production.
Gandhi accepted these terms on behalf of Congress and attended the Second Round Table Conference in September 1931 as the only representative of Congress. This conference lasted for three months until December 1931. As usual, he upstaged everyone else there. Both British officials and the Indians present all wore formal suits. The Indian Princes swept around London impressively in their grand cars. Small and slim, Gandhi arrived on foot wearing sandals and dressed in a traditional dhoti and loin cloth, made of Khadi cloth. He stayed in a house in London's East End, the poorest part of the city. By dressing as he did and by staying in the East End of London rather than at some grand hotel in the centre of the city, Gandhi was making clear that he was an ordinary, simple man and understood how ordinary people thought. Other delegates to the Conferences did not mistake the criticism of their own grand ways that was implied by Gandhi's modest approach. In a speech at the end of the conference in December 1931 he said of the East End:
In that settlement, which represents the poor people of the East End of London, I have become one of them. They have accepted me as a member, and as a favoured member of their family. It will be one of the richest treasures that I shall carry with me. Here, too, I have found nothing but courtesy and nothing but a genuine affection from all with whom I have come in touch. I have come in touch with so many Englishmen. It has been a priceless privilege to me…
While in England for the second Round Table Conference, he visited the cotton mills in the Lancashire town of Darwen, and was mobbed by cheering factory workers there:
It has enhanced and deepened my irrepressible faith in human nature that although English men and English women have been fed upon lies that I see so often disfiguring your Press, that although in Lancashire, the Lancashire people had perhaps some reason for becoming irritated against me, I found no irritation and no resentment even in the operatives. The operatives, men and women, hugged me. They treated me as one of their own. I shall never forget that.
Activity 2
I am carrying with me thousands upon thousands of English friendships. I do not know them but I read that affection in their eyes as early in the morning I walk through your streets. All this hospitality, all this kindness will never be effaced from my memory, no matter what befalls my unhappy land. I thank you for your forbearance.
At the Conference Gandhi argued against separate arrangements for the minority groups of India, including Indian Muslims and untouchables. He argued that an independent India could represent all communities. Two weeks before this Second Conference, the Labour government in Britain had fallen and Ramsay MacDonald was now the Prime Minister of a National government dominated by the Conservative party, with different political ideas and aims. The British side was further distracted by a major economic crisis. On 21 September the new National Government was forced to leave the Gold Standard* and allow the value of the pound to find its own exchange level, especially against the US dollar, in order to protect British exports. This economic crisis and political uncertainty was certainly a distraction for the British delegation to the Conferences and did nothing to secure a successful outcome. Most delegations left London for India after the Second conference.
* the Gold Standard was a system of exchange whereby bank notes could be exchanged for their value in gold. It is no longer in use.
As one of the cotton mill workers in Darwen, Lancashire, shown In the photo above, describe to a friend Mahatma Gandhi's to the mill in September 1931.
The outcome of the first two conferences was disappointing. It was useful to have gathered so many shades of Indian nationalist opinion, if only to confirm just how complex a problem faced the British Government as far as Indian independence was concerned. The debates informed many of the parts of the Government of India Act of 1935. However, no firm decisions were taken or agreements reached at the Conferences themselves.
The Third Conference lasted just a few weeks from November to December 1932. In the absence of all other delegations, little was achieved at this short conference. Most of the main Indian politicians had left London and returned home. The one notable event was that an Indian Muslim college student attending the conference, Chaudhury Rahmat Ali Gujjar, then studying law at Cambridge, coined the term PAKISTAN for a Muslim Indian homeland. The word means 'Land of the Pure' and the P is taken from Punjab, the A from Afghan Province (North-West Frontier Province), the KI from Kashmir, the S from Sindh and the TAN from Baluchistan. Gujjar was not an official Muslim League delegate to the conference, but was an active and interested nationalist. The following year he published a pamphlet in India called 'Now or Never'. This idea was later taken up by Jinnah and The Muslim League and a separate Muslim homeland for Indian Muslims became official League policy in 1940.
'Now or Never' by Chaudhury Rahmat Ali Gujjar, published in 1933 in India
Government of India Act 1935
This very long and complicated piece of legislation put together ideas that had come from the Round Table Conferences. It was an attempt by the government of India to meet some of the many demands it faced – from Congress, the Indian Muslims, the Princes, the Untouchables, the Sikhs, and others.
The Act included the following terms:
1. The old system of government of the Provinces of British India such as Bombay or Bengal called 'dyarchy' established by the Government of India Act 1919 was to be scrapped. Instead there was to be a large amount of self-government, with a majority of Indians on the Provincial Councils. However, the British Governors of these Provinces held important reserve powers.
2. A new system of voting was introduced, having direct elections to the Councils that would run the Provinces, expanding the electorate in India from seven to thirty-five million.
3. A Federation of India was proposed to include all of British India and some or all of the Princely States.
4. There was to be a major re-organisation of India, with Burma and Aden being split off and the Muslim-majority area of Sind separated from Bombay Province.
5. The establishment of a Federal Court for India.
This Act was full of safeguards to protect British interests in India. Provincial Governors were left with emergency powers which seemed to mean that they could take back control if they considered British interests in India were under serious threat. It was, however, about as liberal a piece of legislation as the Conservative majority in the British House of Commons would accept.
The Act was not well received in India. The most moderate nationalists may have accepted, it but Congress did not. The Indian Princes rejected the idea of a Federation of States, fearing that their interests would not be properly protected in such an arrangement. A new Viceroy, Lord Linlithgow, was sent to India in 1937 to put the Act into practice.
Jinnah and the Muslim League
Mohammed Ali Jinnah was a British-trained barrister like Mohandas Gandhi, but in other respects quite different from the Mahatma. Born in Sind in 1876, he went to London as an apprentice in a shipping company before studying law. After becoming became a successful barrister he returned to India in 1896 and joined the Indian National Congress.
Activity 4
The All-India Muslim League was founded in Dhaka in 1906. At the time Jinnah thought that they were too focused on fighting for the rights of India's millions of Muslims. However, he joined the Muslim League in 1916, and by 1919 he was their President.
In 1916 Jinnah had been one of the Muslim League leaders who reached an agreement with Congress called The Lucknow Pact. Under this agreement, Congress and the Muslim League would work together to put pressure on the Government of India to grant further freedoms for Indians. This was a considerable change of direction for the Muslim League as it meant recognizing the legitimacy of British India if only to work towards its end.
As a Muslim League supporter of Jinnah living in Lunknow in 1919, write a letter home to your family in Karachi explaining why you think him a good champion of the rights of Indian Muslims.
In 1920 Jinnah resigned from the Indian National Congress mainly because he thought Gandhi's methods would lead to further tensions between Muslim and Hindu communities in India. For the remainder of the 1920s he worked hard to find a way towards an independent India that would protect the rights of all communities, especially Muslim and Hindu.
In 1923 Jinnah was elected as a member for Bombay of the new Legislative Assembly. This was the governing assembly for Bombay Province as established under the system known as dyarchy by the Government of India Act of 1919. He attended the First Round Table Conference in London in November 1930 as leader of the Muslim League delegation but was frustrated by the lack of progress there. He continued to seek guarantees of the rights of India's millions of Muslims.
In 1931 he returned to India where he became very ill. His sister Fatima supported him and became a close adviser. He returned to London that year, intending to resume his career as a barrister in the UK, but he was persuaded by many Muslim leaders to return and take charge of the Muslim League.
In 1933 the idea of a separate Pakistan for India's Muslims was published in a pamphlet by Chaudury Rahmat Ali and received much attention. Jinnah was converted to the idea. His failure to work with Congress had convinced him that 'The Two Nation Theory' which stated that the rights of India's Muslims could only be protected in a country separate from an independent India, was the right basis for working towards independence. The idea of Pakistan now gained the support of the Muslim League, the main Muslim political voice. It became official League policy after their meeting in Lahore in 1940.
Self Assessment Test: Lesson Thirteen
1. Why did the British Government announce in 1927 that a Commission under Sir John Simon would visit India the following year, and why did this arouse hostility among Indians?
2. Who was Lala Lajpat Rai?
3. What was the Law in India in 1930 on producing salt?
4. Why were The Round Table Conferences that took place in London 1930-32 given this name?
5. How did Mahatma Gandhi upstage every other delegate to the Second Round Table Conference in 1931 by his dress and behaviour?
6. What new method for governing the Provinces of India was proposed by the Government of India Act of 1935?
7. What safeguard did the Government of India have in the Act of 1935?
8. Why did Mohammed Ali Jinnah resign from Congress in 1920?
9. Who was Fatima Jinnah?
10. Why did Jinnah come to support the idea of Pakistan?
Suggested Answers to Activities
Activity One
Well Kanta, although Gujarat is a long way from us here in Madras, Bapuji is an inspiration to all us nationalists. Why, he is listened to with great respect by all the Leaders of Congress, despite the fact that he has never run for office at all.
The Salt Tax is iniquitous and just one example of how the British oppress us. The Salt March led by the Mahatma last month was a brilliant way for us to show our feelings. It is not easy for the British or their police to deal with. Now we hear that Mahatmaji has been arrested by the British and will probably be thrown in jail. So much for British justice!
There will be such protests, against the arrest and against the Salt Tax that even the British will have to notice. I don't care if the police break my head with their lathis. Some things are just too important. Why not join us this evening, Kanta?
You never saw the like Enid. There I was just coming out of the mill after my shift. It was a cold November day and most of us were in thick coats. I saw a crowd gathering and there was this policeman with big moustaches. Carrying a long stick. He looked kind, so I went to stand beside him.
There in the middle of the crowd was a tiny man wearing the strangest things I have ever seen – sandals, a shawl thing round his thin shoulders and a sort of cotton nappy. He looked very cheerful and quite at home, if that's possible. The girl next to me in the crowd told me that his name was Gandy and that he was from India. It's very hot there I believe.
In his part of India, my Dad has told me since, they have lots of cotton mills. He wants us here in Lancashire to stop exporting cotton cloth to them because it ruins their industry. It seems reasonable to me, so long as it doesn't mean fewer jobs here in Darwen. Times are hard enough. They gave him three cheers but I wasn't sure so I didn't join in.
From the main terms of the Government of India Act of 1935 it is clear to me why Congress did not accept it. They would have liked the self-government in Provinces and an end to the system of 'dyarchy', as well as the much expanded electorates that would vote in these administrations. However, the many safeguards and
Activity Two
Activity Three
Activity Four
reserve powers built into the Act by the British made it unacceptable. In emergencies, the British could still retain control.
Dear Parents
I am so far away from you and I miss you all so. Here in Lucknow, the Muslim League is very strong although the way things are going, our leader Mohammed Ali Jinnah is getting more convinced than ever that we Muslims will find it hard to get fair treatment in an independent India.
I think he is a wonderful man, a skilled barrister and very keen to keep within the law. Not for him all those actions of Gandhi in Gujarat – breaking the law and then getting large crowds to protest even more. They are bound to encourage lawlessness and Muslims in India will suffer.
I trust Mohammed Ali Jinnah. He knows how power works in India and has spent many years in London. People listen when he speaks. Even when we negotiated that Pact here in Lucknow three years ago and had to swallow a big change, we accepted that. If we have to work with the British to benefit Muslims in the end, anything is worth it.
Please say hello to my sister Shazia. Your loving daughter Uzma | <urn:uuid:84516129-847e-4737-a0a7-4fc59eca3a80> | CC-MAIN-2019-22 | https://www.ool.co.uk/wp-content/uploads/International-GCSE-History-Sample-Lesson-22072014-1.pdf | 2019-05-20T09:50:52Z | crawl-data/CC-MAIN-2019-22/segments/1558232255837.21/warc/CC-MAIN-20190520081942-20190520103942-00340.warc.gz | 880,763,444 | 4,813 | eng_Latn | eng_Latn | 0.998716 | eng_Latn | 0.999265 | [
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Atwood's Store
AT THE ATWOOD HOUSE
by spencer grey
People of a certain age clearly remember the Atwood Store that was operated by members of the Atwood family on Main Street until Gladys and Tyler Atwood retired in 1965. Little changed since it was established there by Levi in 1899; it was the last family operated traditional grocery store in Chatham.
The original store was opened in 1849 by Tyler's grandfather, Levi Atwood, in a small building beside his barn that was next to his house on Pond Street, now the beginning section of Stage Harbor Road adjacent to the Oyster Pond. In spite of its size, it was packed with barrels of molasses and bags of grain. In addition to groceries, the store carried dry goods, including velvets, silks, fine embroideries, and millinery. His stock was so complete that the usual reply to the question of where to buy something was, "You can get it at Levi's." Travel to Boston was not easy in those days, as it involved taking the stage coach to Harwich to pick up the train for Boston. For that reason people in Chatham were delighted to have a store with such a variety of goods. In the beginning Levi was assisted by his wife, a young clerk named Cornelia Mayo, and his son Sidney. After a few years Levi Atwood phased out the dry goods and concentrated on groceries. An early photograph of Levi and Sidney in The Pond Street store suggests that it was little more than a large shed.
When Mr.Atwood died in 1898, Sidney and his brother Tyler assumed control of the business and carried it on together for a while, but Sidney soon bought out his brother. Realizing that the location on Pond Street was inadequate for the size of their business, he moved the store to Main Street and enlarged it. It first opened at that location on Thursday, May 11, 1899. An early photograph of that store shows six shelves against a wall that are totally filled with canned goods. His stock was extensive, as indicated by an advertisement that appeared in the local newspaper toward the end of the 19th century. The store offered sugar "especially granulated and of the very best quality." In addition, it was possible to buy molasses, kerosene, vinegar, starch, tapioca, raisins, currants, citron, corn, canned peaches, and pickles by the gallon. Besides food, the Atwoods offered croquet games, children's hoops and sticks, enameled table covers, and curtain fixtures. A photograph of the store taken in about 1918 shows that they were keeping up with the times, as two motorized delivery wagons await their orders while parked on the side of the building. In 1920 they doubled the size of the store, making it the same size as the building still across from the Wayside Inn.As described by L. Sidney Atwood in his history of the store, this enlarged store measured 20 by 50 feet. Asecond floor measuring 20 by 30 feet carried a stock of linoleums, rugs, tires, accessories, hardware, paints, oils, crockery, rope, and oil stoves. Another room on the second floor carried kitchenware, boots, and oil cloths. The sidewalk in front of the store at this time had a gasoline pump ready for any automobiles that might pass buy in need of fuel.
By 1925 the store employed five grocery men, a meat cutter, and a bookkeeper. During the summer season there were two extra clerks, an assistant meat cutter and an office assistant. Three cars were kept busy making deliveries, and at the peak of the summer it often was necessary to add an extra car and two delivery bicycles.
The experience of shopping at the Atwood Store remained unchanged throughout its years of operation. Its wooden counters and creaking wooden floors were a constant. Instead of endless aisles of shelves designed for self-service, the customer at Atwoods stood before one of the wooden counters with varnished wooden tops and paneled facades painted white with black trim. The goods for sale filled the floor to ceiling shelves that lined three sides of the building, and a clerk stood behind the counter to pick your items off the shelves as you read off your shopping list. Once everything was on the counter, the clerk would list the prices of your items on a large paper bag and add the columns to arrive at your total.
While Tyler Atwood was relatively soft spoken and reserved, his wife, Gladys, was strong-minded and a great talker with a sharp sense of humor. For those she knew well, she would share her amusing stories, some of them even slightly off-color. Upon their retirement, Mr. Atwood had worked in the store for most of his 75 years, or as his wife put it, "ever since he was old enough to look over the counter." Gladys had worked in the store from the moment she became an Atwood in 1913.
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Put Your Phone Away or Get Ready to Pay
Distracted Driving Is a Growing and Deadly Threat
* Too many drivers are ignoring their responsibilities behind the wheel.
* According to the National Highway Traffic Safety Administration, 3,477 people were killed and an estimated 391,000 injured in motor vehicle crashes involving distracted drivers in 2015. That is a 9-percent increase in fatalities as compared to the previous year.
* Texting while driving has become an especially problematic trend among millennials. According to NHTSA, young drivers, 16 to 24 years old, have been observed using handheld electronic devices while driving at higher rates than older drivers since 2007.
* Nine percent of all drivers, 15 to 19 years old, involved in fatal crashes were reported as being distracted at the time of the crashes in 2015. This age group has the largest proportion of drivers who were distracted at the time of fatal crashes.
* Handheld cellphone use while driving is highest among 16 to 24 year old drivers, but female drivers 15 to 39 years old are most at-risk for being involved in a fatal crash involving a distracted driver.
* Female drivers with a cell phone have been more likely to be involved in fatal distracted driving crashes as compared to male drivers every year since 2011.
Put Your Phone Away or Get Ready to Pay.
* Don't follow the pack, be a leader. When you get behind the wheel, be an example to your family and friends by putting your phone away.
* In 46 States, Washington, DC, Puerto Rico, Guam and the U.S. Virgin Islands, texting while driving is an illegal, ticketable offense.
* Speak up. If your friends text while driving, tell them to stop. Listen to your passengers; if they catch you texting while driving, and tell you to put your phone away, put it down.
* No one likes to be called out by a friend for doing something wrong, but it's even worse to get caught by law enforcement and end up paying a fine. | <urn:uuid:ad0903a8-3441-44d9-b536-37fd1b25fda2> | CC-MAIN-2019-22 | https://www.cityofmesquite.com/DocumentCenter/View/8264/12857a-2017-u-drive-u-text-u-pay-factsheet?bidId= | 2019-05-20T08:35:01Z | crawl-data/CC-MAIN-2019-22/segments/1558232255837.21/warc/CC-MAIN-20190520081942-20190520103942-00339.warc.gz | 752,898,877 | 419 | eng_Latn | eng_Latn | 0.999094 | eng_Latn | 0.999094 | [
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St Peter's Catholic Primary School School Newsletter 9 Friday 6
th November 2015
www.st-peters-pri.gloucs.sch.uk email@example.com
| Local Parish Mass Times | St Peter’s | English Martyrs |
|---|---|---|
| Saturday | 6pm | |
CURRICULUM INFORMATION
The table below details what your child will be learning from Monday
| Year Group | Maths | English | Science |
|---|---|---|---|
| Reception | Count out a set number of objects / Combine groups | Hear sounds in words | |
| Y1 | Number Bonds | Fantasy Stories | Materials |
| Y2 | Multiplication and Sorting | Journey Stories | Materials and their properties |
| Y3 | Multiplication and Division | Historical Stories | Rocks and Soils |
| Y4 | Multiplication | Journalistic writing | Sound |
| Y5 | Division | Diaries | Properties and changes of materials |
| Y6 | Ordering, adding and subtracting fractions | Historical Stories | Living things and their habitats |
PIED PIPER CHRISTMAS CONCERT – WEDNESDAY 2 nd DECEMBER, 7.30pm AT ST PETER'S CHURCH, GLOUCESTER
The school choir is singing at the above concert. If you would like to purchase tickets for this event they are available here in school priced at £3 for adults and £1 for children aged 4 and over. Children aged 3 and younger are free as long as they sit on an adult's lap. Tickets will be available here in school until Friday 13th November. After this date they can be purchased on the door at the event.
ADMISSIONS
If your child will have their 5 th birthday between 1 st September 2016 and 31 st August 2017 they are entitled to start in the autumn term of 2016. If you would like your child to be considered for enrolment to St Peter's please ask at the school office for an information pack. The closing date for the Local Authority application form is 15 th January 2016 and the return of our information sheet is 22 nd January 2016.
WALKING YOUR DOG TO SCHOOL
May we respectfully ask all dog owners to clear up any mess your dog makes on your walk to school. Many thanks.
OPERATION CHRISTMAS CHILD
If any family still wishes to donate a box to Operation Christmas Child, please send the box in as soon as possible as the charity will be collecting boxes from the school during w/c 09/11/15. Many thanks.
BOYS' FOOTBALL TEAM
Well done to the boys' football team who were victorious in a league match at Harewood yesterday, winning 2-0. The team consisting of: Benji, Reuben, Joe, Regan, Kynan (c), Justin, Amani and Kevin were solid throughout the game and looked in control throughout. They did well to convert their chances with goals coming from Regan and Kevin in the second half. They played with a good passing style of football and the team's work ethic and performance bodes well for upcoming matches.
GIRLS' FOOTBALL TEAM
We were at home to Carlton Juniors and played a fabulous match winning 9-0. The team were a credit to the school and showed good sportsmanship throughout. The player of the match was Esme from 6JW.
SCARLET FEVER
We have had two cases of Scarlet Fever in KS1 reported to us. The following information has been taken from the NHS Choices website www.nhs.uk/Conditions/Scarlet-fever
Scarlet Fever Symptoms
Scarlet fever usually follows a sore throat or a skin infection, such as impetigo, caused by particular strains of streptococcus bacteria. Initial symptoms usually include a sore throat, headache and a high temperature (38.3C/101F or above), flushed cheeks and a swollen tongue. A day or two later the characteristic pinkish rash appears. It usually occurs on the chest and stomach before spreading to other areas of the body, such as the ears and neck.
The symptoms of scarlet fever usually develop two to five days after infection, although the incubation period (the period between exposure to the infection and symptoms appearing) can be as short as one day or as long as seven days.
The rash feels like sandpaper to touch and it may be itchy. On darker skin the rash may be more difficult to see although its rough texture should be apparent.
When to seek medical advice
Scarlet fever usually clears up after about a week, but if you think you or your child may have it, see your GP for a proper diagnosis and appropriate treatment.
E-SAFETY/CYBERBULLYING
On Wednesday, all children took part in E-safety/Cyberbullying workshops led by Barabarani Education Services. EYFS and Key Stage One children considered the fun and risks of computers, as well as the importance of "not talking to strangers" in the real world and when playing games online. The session then considered what bullying is and how we should behave towards others. Children in Key Stage Two were given a basic understanding of keeping safe in the real and the virtual world. They looked at the positive use of technology and what it means to abuse technology. Children also considered safer use of gaming sites (all KS2 children) and safer use of social network sites such as Moshi Monsters, Facebook, Twitter, Instagram and Snapchat etc (children in Years 5 & 6). After school, parents were invited to join staff in an awareness session which set out the dangers to which young people are exposing themselves, identifying signs of concern and aiming to provide some tools for staff and parents.
"Once you've posted a picture on a social network site, it stays on the internet forever. So think before you post." Ella Y5
"We learnt about being safe on the internet and not talking to strangers online." Janelle Y3
"Computers are weapons. They are alright used in the right way, but used in the wrong way they can hurt people." Rihanna Y4 "If you fall out with your friends, that's not bullying." Alex Y1
SECOND HAND UNIFORM REQUIRED
The PFA are asking for donations of good quality second hand uniform especially: ties, jumpers and cardigans. Any donations can be handed to reception. Thank you in advance.
LOST IPHONE 5
A parent has lost her iphone5 en route to school this week. If anyone has any information regarding this could they please get in touch with the school office.
CHRSTMAS SHOPPING TRIP TO CARDIFF
St Peter's Under 5's are organising a Christmas shopping trip to Cardiff on Sunday 29 th November. They will be leaving school at 8.15am and leaving Cardiff at 4.30pm. The cost of the trip is £8.50 per adult and £6 for children and OAPs. Please book your tickets at Playgroup.
HOUSE POINTS (to 5 th November 2015)
| Weekly Totals | | Cumulative Totals | |
|---|---|---|---|
| Earth | 154 | Wind | 1257 |
| Wind | 144 | Fire | 1121 |
| Water | 131 | Water | 1115 |
DINNER MENU – w/c 9 th NOVEMBER
| Tuesday | Cottage Pie | Veggie Bangers & Mash | Jacket Potato with Tuna |
|---|---|---|---|
| Wednesday | Roast Chicken | Mushroom & Lentil Bake | Jacket Potato with Beans |
| Thursday | Chicken Curry & Rice | Feta, Tomato & Spinach Quiche with New Potatoes | Jacket Potato with Tuna |
| Friday | Salmon Fish Fingers | Vegetable Enchiladas | Jacket Potato with Beans |
DATES FOR YOUR DIARY
| Fri 13th November | 2LN | Class Assembly | 9.15am |
|---|---|---|---|
| Fri 13th November | KS1 and KS2 | Disco | |
| Mon 16th November | Y6 | Cycle Training | All Week |
| Fri 20th November | 5SS | Class Assembly | 9.15am |
| Fri 27th November | 3KM | Class Assembly | 9.15am |
| Mon 30th November | Whole School | St Andrew’s Day – wear blue | |
| Weds 2nd December | Whole School | Christmas Lunch | Lunchtime |
| Weds 2nd December | Choir | Pied Piper Christmas Concert at St Peter’s Church | 7.30pm – 9.30pm |
| Sat 5th December | Christmas Fayre | | 2.00pm – 4.00pm |
| Weds 16th December | Y3 and Y4 | Christingle | 5.30pm/6.00pm |
| Thurs 17th December | EYFS | Nativity | Arrive at school for 5.30pm for a 6.00pm start |
| Tues 22nd December | Whole School | Mass | 9.15am Everyone welcome |
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Developmental Science 11:2 (2008), pp F1–F7
DOI: 10.1111/j.1467-7687.2007.00670.x
Blackwell Publishing Ltd FAST-TRACK REPORT
Young children's spontaneous use of geometry in maps
Anna Shusterman, 1 Sang Ah Lee 2 and Elizabeth S. Spelke 2
1. Department of Psychology, Wesleyan University, USA
2. Department of Psychology, Harvard University, USA
Abstract
Two experiments tested whether 4-year-old children extract and use geometric information in simple maps without task instruction or feedback. Children saw maps depicting an arrangement of three containers and were asked to place an object into a container designated on the map. In Experiment 1, one of the three locations on the map and the array was distinct and therefore served as a landmark; in Experiment 2, only angle, distance and sense information specified the target container. Children in both experiments used information for distance and angle, but not sense, showing signature error patterns found in adults. Children thus show early, spontaneously developing abilities to detect geometric correspondences between three-dimensional layouts and two-dimensional maps, and they use these correspondences to guide navigation. These findings begin to chart the nature and limits of the use of core geometry in a uniquely human, symbolic task.
Introduction
Humans often are characterized as the 'symbolic species' because of our capacities to learn and use a rich array of symbol systems, including natural language, pictures and signs (Deacon, 1997; DeLoache, 1995; Goodman, 1976). Geometric maps are a particularly useful system for representing, communicating about, and guiding navigation through the surrounding environment (Newcombe & Huttenlocher, 2000; Uttal, 2000; Gentner & Rattermann, 1991). All mobile animals represent the surrounding space for purposes of navigation, but only humans supplement their mental representations by creating and using external maps.
participants showed greater sensitivity to Euclidean distance/ angle than to sense. 1 Third, participants showed greater sensitivity to geometry when no distinctive landmarks were present than when one such landmark was present. The findings were taken to provide preliminary evidence for a system of core knowledge of geometry, common to people with widely divergent experiences.
Recent research suggests that map understanding is universal across humans (Dehaene, Izard, Pica & Spelke, 2006; see also Newcombe & Uttal, 2006). Adults and 6- to 10-year-old children in an urban US community and in a remote Amazonian indigenous group were presented with an arrangement of three containers in a large, navigable space, and with a two-dimensional paper map of the arrangement. While participants viewed the map with their backs to the containers, a single location was indicated on the map, corresponding to the location of a hidden object. Their task was to find the hidden object in the correct container, based on the location indicated on the map. Although the US adults performed better than the other three groups, adults and children in both societies performed well above chance and showed the same characteristic error patterns. First, they performed better when the object was hidden at a landmark, whose distinctive color and outline shape were indicated on the map. Second,
As critics of this research pointed out, the development of this system of knowledge remains largely unknown (Newcombe & Uttal, 2006). Because the participants were at least 6 years old, and because they all lived in cultures providing exposure to geometric patterns, it is not clear when or how the capacity to use maps emerges. Moreover, each trial of the above experiment provided informative feedback to the participants, and trials with landmarks always preceded trials without landmarks. It is not clear, therefore, whether humans lacking map experience can use geometric information in maps in the absence of feedback, and whether they do so more effectively in the absence of distinctive landmarks.
Recent studies of animals reared in controlled environments provide evidence that sensitivity to distance and sense relationships in the surrounding spatial layout emerges without prior exposure to a geometrically structured layout (Chiandetti & Vallortigara, 2008), although the salience of these relationships, relative to non-geometric color cues, is enhanced by such experience (Brown, Spetch & Hurd, 2007; see also Gray, Bloomfield, Ferrey, Spetch & Sturdy, 2005). Such animals do not use maps,
1 Because the experiment used only triangular configurations, distance and angle were confounded in this task.
Address for correspondence: Anna Shusterman, Wesleyan University, Department of Psychology, Judd Hall, 207 High Street, Middletown, CT 06459, USA; e-mail: email@example.com
however, so these experiments do not shed light on the origins and development of human understanding of spatial symbols. Research with younger children provides the best means to address this question.
Past research provides mixed evidence concerning young children's ability to extract and use geometric information in maps. In one set of studies, 4- to 5-year-old children were given maps of landmarks within their classroom. After some training, children successfully used the featural information in the maps as direct cues to landmarks, but they failed to use geometric relationships among objects to specify such locations (Liben & Yekel, 1996). In other studies, 3- to 4-year-old children were presented with simpler maps lacking featural information and indicating only the geometric properties of the array. After brief training, children successfully used the maps to specify target locations, both when the orientations of the map and the layout were aligned (Huttenlocher, Newcombe & Vasilyeva, 1999; Vasilyeva & Huttenlocher, 2004) and when they were not (Vasilyeva & Bowers, 2006). The contrasting findings in landmark-rich and landmark-free environments raise the possibility that landmarks diminish sensitivity to geometric information for children, as they may for adults (Dehaene et al., 2006). However, the tasks used in these studies differed in many ways, and no previous studies of map-reading have systematically varied landmark cues. Furthermore, no past experiment, to our knowledge, has investigated whether young children use geometric information in maps without training or feedback on the task.
The present experiments addressed these questions. In two experiments, we presented preschool children with a variation of the map task of Dehaene et al. (2006). Because past research has suggested that understanding maps as representations of the environment emerges at about 4 years of age (e.g. Bluestein & Acredolo, 1979; Vasilyeva & Bowers, 2006), 4-year-old children were tested. To investigate children's spontaneous use of distance, angle and sense information, the task used linear as well as triangular arrays and involved no mention of geometry or training on the use of geometric information. We used a placement task rather than a finding task, both because placement tasks are easier for children at this age (Huttenlocher, Vasilyeva, Newcombe & Duffy, in press) and because they allowed us to provide neutral, uninformative feedback on children's performance. We asked: (a) if preschool children spontaneously detect and use the correspondence between geometric relationships in a simple map and in a layout of objects, (b) if they show the same signature error patterns found in past research with older children, and (c) if they show enhanced attention to geometry under conditions where no landmark is present.
Experiment 1
Experiment 1 investigated young children's spontaneous use of simple maps of three-object arrays. On each trial, children placed a toy in one of three containers arranged in a line or triangle, after the correct container was indicated on a map. The map consisted of three forms, arranged to preserve the containers' distance, angle, and sense relations, but differing from the corresponding array in dimensionality (2D rather than 3D), size (about 12 times smaller), and orientation (variable across trials). Two of the containers and corresponding forms were identical; the third container and corresponding form were distinctive and served as a landmark. On each trial, the experimenter arranged the containers behind the child's back, presented a map, indicated the target location on the map, and then encouraged the child to place an object at that location in the 3D array.
Method
This method followed that of Dehaene et al. (2006), with five changes. First, children were tested individually in the laboratory or in an empty classroom, observed only by the experimenter and by a parent or teacher. Second, a placement task was used, providing no informative feedback across trials. Third, trial order was counterbalanced. Fourth, the experiment included trials with objects in a linear arrangement, as well as the triangular arrangements previously tested. Finally, to shorten the testing session for 4-year-old children, we divided the original task into two experiments.
Participants
Seven boys and 11 girls (Mage = 50.6 months, range 41– 62 months) were tested at a local daycare center (n = 14) or at the Laboratory for Developmental Studies at Harvard University (n = 4). All participants received a small toy for their participation, and those who traveled to the lab received a $5 travel reimbursement.
Materials
Children viewed 18 laminated maps printed on 21 cm × 28 cm paper. Each map depicted three shapes (two gray circles and a red square), one of which was starred. The shapes were arranged in an isosceles triangle, a right triangle, or a straight line. Three objects (two gray buckets and a red box, about 20 cm tall and 20 cm wide) were arranged on the floor about 2 meters away, with the 28 cm side of the map scaling up to 3 meters of space (Figure 1). Small toys served as the objects to be placed.
Design
Maps were presented in six blocks of three trials each. Each block included a single array type (isosceles, right, straight) presented at a single orientation (egocentric or allocentric relation between map and world), and each of the three target locations. The order of target locations,
array types, and orientation was fully counterbalanced within and across subjects using a Latin-squares design.
Procedure
The experimenter introduced children to the map game with three warm-up trials. In the first trial, only the red box was present in the room, and a single starred red square was shown on the map. Children were instructed to stand squarely in front of the maps with their backs to the array, and to point manually to the star on each trial before placing Froggy in one of the containers. The experimenter said, 'This picture tells us where Froggy wants to sit. Froggy wants to sit where the star is. Can you point to the star? Great, can you put Froggy where he wants to go?' Children were encouraged to place Froggy in the red box on the floor if they did not do so spontaneously. Either the child or the experimenter retrieved Froggy for the next trial. The second and third practice trials used the red box and one gray bucket. Children received one practice trial with each location as a target. Because no practice trial involved more than two objects, geometric information was not available to specify the object's correct location. Children then received the full set of 18 three-object maps using the same procedure.
Analyses
Overall percentage of correct placement of the toy was compared to chance (33%). Effects of orientation (egocentric, allocentric), array (isosceles, right, linear), and hiding location (A, B, C) were analyzed using ANOVAs.
To assess landmark use, we compared success on trials with hiding locations at the landmark (A) to success on trials at locations B and C. To assess sensitivity to geometry (distance, angle, or sense in different conditions), we computed the percentage of correct placement at B or C out of total searches at B or C on trials for which one of those locations was correct, and compared this proportion to chance (50%).
Results
Figure 1 presents children's performance on each type of trial. Overall, children performed well above chance on this task (mean 70% correct, compared to 33% chance, t(17) = 16.46, p < .0001). A preliminary analysis revealed no effects of map orientation (70% correct at each orientation, t(17) = .08, ns), so subsequent analyses collapsed across this variable.
Children performed more accurately when the indicated location was the unique landmark than when it was one of the other two locations, 99% vs. 56% correct, t(17) = 11.151, p < .0001. On non-landmark trials, children selected a non-landmark container 99% of the time, compared with 66% chance, t(17) = 32.3, p < .0001.
Children's use of geometry, defined as the ability to select between the two non-landmark locations, was only marginally above 50% chance: 56% correct, t(17) = 1.83, p < .09 (Figure 2). Geometric performance was above chance for the right triangular array, 63% correct, t(17) = 2.20, p < .05, but not for the isosceles array, 50%, t(17) = 0, ns, nor the linear array, 56%, t(17) = 1.18, ns. Children showed higher sensitivity to geometry in the
right triangular array than in the isosceles triangular array, t(17) = 2.20, p < .05, providing evidence for use of distance and/or angle relations. Use of geometry in the linear array was intermediate between, and not significantly different from, use of geometry in the other arrays, each t(17) < 1, ns.
Discussion
In this experiment, preschool children showed two distinctive abilities in their map use. First, they showed highly consistent use of the landmark as a direct cue to the object's location. After minimal training, children consistently chose the distinctive container when it was the correct location indicated on the map, and they avoided that container when it was not, replicating numerous experiments providing evidence for children's use of landmarks in maps (Bluestein & Acredolo, 1979; Liben & Yekel, 1996; Dalke, 1998). Second, children showed reliable use of distance or angle to distinguish between the two identical containers in the array. Although children failed to distinguish between unmarked locations on the sole basis of distance information (in the linear array) or sense information (in the isosceles array), they successfully used distance and angle together to choose between the two unmarked objects in the right triangular array.
Although children's use of geometry was limited, it is striking because the task involved no training of attention to geometry and no feedback concerning its use. These findings, therefore, provide the first suggestive evidence that some metric properties of the environment are encoded and used spontaneously by preschool children in a symbolic task.
A comparison of the results of the present experiment to those of Dehaene et al. (2006) reveals several converging patterns of map use by young children and adults. Both studies found higher accuracy when the target location was the landmark object itself. When the target location was one of the two featurally identical objects, participants in both experiments avoided the unique landmark. Nevertheless, one clear difference between the studies emerged: Dehaene et al. (2006) found no differences in performance between the two triangular arrays, whereas the present experiment revealed an advantage for the right triangular over the isosceles array.
Children's use of geometry on the right triangle array could be explained in two different ways. First, children may abstract geometry relative to the landmark. For example, when children were asked to place an object at one of two identical containers forming the right triangle, they may have chosen the corner at the appropriate distance and angle from the landmark box. Alternatively, children may abstract geometric relations irrespective of the landmark. The findings of Dehaene et al. (2006) and of past studies of children's map use (e.g. Liben & Yekel, 1996; Vasilyeva & Bowers, 2006) cast doubt on the first possibility and suggest that landmark representations and geometric representations compete with each other. As we noted, however, this possibility has not been tested directly in experiments that equate for other stimulus and task effects.
The next experiment was undertaken for this purpose.
Experiment 2
Experiment 2 tested 4-year-old children's map use with a purely geometric map devoid of landmarks. A new group of children was tested by the same method as Experiment 1: a placement task involving no feedback and preceded by practice trials involving no informative geometry. In contrast to Experiment 1, the three containers in the array and three forms on the map were identical and therefore could be distinguished only by their distance, angle, or sense relations. If children encode geometry only in relation to landmarks, then they should fail to place objects correctly in this task. If children are equally sensitive to geometry regardless of landmarks, then performance in Experiment 2 should resemble that of Experiment 1. Finally, if geometric and landmark representations compete for children's ability to use maps, then children may show more consistent use of distance, angle, or sense in Experiment 2, because no distinctive landmark is present.
Method
The method was the same as in Experiment 1, except as follows. Eight boys and 10 girls (Mage = 50.4 months,
range 48–55 months) were tested in the laboratory. As in Experiment 1, the three warm-up trials used one red box (Trial 1) or one red box and one gray bucket (Trials 2 and 3); therefore, the practice trials were not informative about the geometric relations relating the map to the array. All subsequent maps in Experiment 2 depicted three identical gray circles, and all arrays presented three identical gray buckets.
Results
Figure 1 presents children's performance on each type of trial. Overall, children performed above chance on this task, 53% correct, compared with 33% chance, t(17) = 4.95, p = .0001. A preliminary analysis revealed no effects of map orientation (48% allocentric vs. 58% egocentric, paired-samples t(17) = 1.444, ns), so subsequent analyses collapsed across this variable.
Children performed reliably above 33% chance on the linear array (68% correct, t(17) = 5.54, p < .001), and the right triangular array (51% correct, t(17) = 6.29, p < .001), but not on the isosceles triangular array (40% correct, t < 1, ns). Performance on the three types of arrays differed reliably, F(2, 16) = 5.28, p < .02. Post-hoc t-tests revealed significantly better performance on the linear than on the right triangular array, t(17) = 2.53, p < .05, or the isosceles triangular array, t(17) = 3.26, p < .01, and no difference between the two triangular arrays, t(17) = 1.56, ns.
To test for sensitivity to distance, we analyzed children's accuracy on trials where the target location was the most distant object. Across the three arrays, children successfully selected the distant object 58% of the time, compared with 33% chance, t(17) = 4.53, p < .001. When the target location was at one of the two objects closest to each other, children avoided the more distant object (80% choice of a closer object, compared with 66% chance, t(17) = 4.49, p < .001), indicating sensitivity to distance information.
A final set of analyses directly compared performance in Experiment 2 to that of Experiment 1. The presence of a distinctive landmark in Experiment 1 yielded superior performance overall when trials at the landmark itself or its analog were included in the analysis, 70% vs. 53% correct, t(34) = 3.77, p = .001. A further analysis tested how the presence of the landmark affected children's sensitivity to geometry, focusing only on correct placement at the two locations equivalent to the non-landmark locations in Experiment 1 (i.e. locations B and C). As in Experiment 1, a geometry score was computed for each child as the proportion correct placement at B or C, removing those trials where the child went to location A, the analog of the landmark. Overall, children used geometric relationships more often in non-landmark trials than in landmark trials (68% vs. 56%, t(34) = 2.30, p < .05; Figure 2). This effect was observed on trials with the right triangular array, 81% vs. 63%, t(34) = 2.12, p < .05, and marginally on trials with the linear array,
74% vs. 56%, t(34) = 1.96, p = .06, but not on trials with the isosceles triangular array where performance was at chance in both experiments (53% vs. 50%, t(34) < 1, ns). The presence of a landmark therefore diminished children's sensitivity to the distance and/or angular relationships among the objects.
Discussion
In Experiment 2, children spontaneously detected the geometric correspondences between simple 2D maps and 3D object arrays. Children showed more sensitivity to geometry in the absence of a landmark, in Experiment 2, than in the presence of a landmark, in Experiment 1. These findings provide evidence that preschool children spontaneously access and use geometric relations between objects in a map task, with no prior training and with no feedback. The findings converge with and extend the findings of Dehaene et al. (2006), revealing map-using abilities in a population with little experience of maps.
The results shed light on the geometric relations that children can extract from a map. First, children represented and used the distances between two objects, consistent with previous findings from other tasks (Huttenlocher et al., 1999). Children reliably selected the most distant object of the set of three identical objects, even when the objects were arranged in a line and therefore could not be distinguished by their angular relationships. Children also used distance and/or angle on trials with the right triangular arrays, although we do not know whether children were relying on one or both of these cues because they are correlated in triangular arrays. In contrast, children showed no use of sense relations in the isosceles triangular array. Children's failure to use sense information replicates Experiment 1 and contrasts with the findings of Dehaene et al. (2006) with adults and older children. It is not clear whether the higher sensitivity to sense information in those studies stems from the older age of the participants or the presence of feedback in Dehaene's retrieval task.
The comparison between Experiments 1 and 2 provides further evidence for children's use of landmarks. Performance was higher overall when a distinctive landmark was present in the array and indicated on the map. Children used the distinctive landmark in Experiment 1 when asked to place an object there and avoided that landmark when asked to place an object elsewhere. While the landmark benefited overall performance, it competed with geometric cues. Children showed greater sensitivity to distance and angle when they were tested without a distinctive landmark (Experiment 2) than when they were tested with the landmark (Experiment 1). These findings replicate Dehaene et al. (2006), in a design that compares the effects of landmarks independent of feedback and practice. They accord with past findings that young children can perform well on tasks involving purely geometric maps (e.g. Vasilyeva & Bowers, 2006)
but less well on tasks involving multiple distinctive landmarks (e.g. Liben & Yekel, 1996).
General discussion
Two experiments provide evidence that preschool children spontaneously use geometric information in maps. In a task requiring children to place an object into a container corresponding to a marked location on a simple three-object map, 4-year-old children selected the correct container. This was especially the case when all three containers were identical (Experiment 2) and distinguishable by their distance and angular relations (in the linear and right triangular arrays). Because this task was a placement task rather than a finding task, children's success did not depend on feedback over multiple trials. 2 Furthermore, because practice trials were limited to one- and two-object maps with no informative geometric relationships, children used the geometric cues in the absence of any task instruction. To our knowledge, this is the first study demonstrating young children's spontaneous use of geometric relations in maps.
The present studies help clarify the kinds of information encoded and used most readily by children. First, landmarks reliably guided children's map-based navigation, but only as direct cues to an object's location. Although children, in principle, could use the relative spatial position between the landmark and one of the identical containers, children did not exploit this additional information – they performed no better at those containers when a landmark was present than when it was absent.
Second, children spontaneously encoded and used distance information in the map task, succeeding at linear arrays in which only relative distances specified the target. In contrast, children showed no sensitivity to sense information, as they failed to distinguish between the two symmetrical locations in the isosceles triangular arrays. Although children succeeded in the right triangular arrays, their use of angle information cannot be determined with the present method, as distance and angle are correlated in all triangular arrays (see also Uttal, 1996). The primacy of landmarks as direct cues, and the relative ordering of distance, angle and sense information, accord with past findings from studies of adults and older children (Dehaene et al., 2006).
Finally, our experiments provide evidence that landmark and geometric representations compete with one another in map tasks. Children showed less consistent use of geometry when a landmark was present (Experiment 1) than when it was not (Experiment 2). These findings replicate those of Dehaene et al. (2006), in a counterbalanced design without feedback. Thus,
2 Accordingly, we found no change in performance between the first and last three trials (for Experiment 1, mean 76% vs. 65% correct, respectively, t(17) = 1.24, ns; for Experiment 2 mean 52% correct for both blocks, t(17) = 0).
sensitivity to geometry is greatest when landmarks are not available.
These studies reveal that symbolic map use emerges early in development, but they do not shed light on the causes of its development. We suspect that children at this age have not been taught to use maps to guide navigation, but two kinds of experience may foster the development of map use in young children. First, young children are immersed in natural language, a symbol system par excellence. Although language was not used in these tasks to describe or call attention to relevant geometric relations in the maps, the experimenter did refer to objects while pointing to the map, and her use of language may have cued children to the maps' symbolic function (Newcombe & Uttal, 2006). Second, children are bathed in visual representations such as pictures (DeLoache, 1995), raising the possibility that they received prior informal training in interpreting visual symbols. Future studies could focus on the role, if any, of these experiences in the development of map understanding.
Most importantly, the present findings provide evidence that children spontaneously access and use knowledge of geometry in a novel symbolic task. Recent research provides evidence that preschool children similarly harness their pre-existing, non-symbolic representations of number to make sense of new tasks of symbolic arithmetic (Gilmore, McCarthy & Spelke, 2007). Together, these findings suggest that culture-specific, uniquely human skills are supported by early-developing systems of representation that are universal across cultures. Instruction in the use of maps, graphs, and other visual symbols may be enhanced by teaching strategies that build on children's spontaneously developing symbolic abilities.
Acknowledgements
We thank Alexandra Russell for assistance with the research. This work was supported by NSF predoctoral fellowships to AS and SAL and by NIH grant HD-23103 and NSF grant REC-0196471 to ESS.
References
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Chiandetti, C., & Vallortigara, G. (2008). Is there an innate geometric module? Effects of experience with angular geometric cues on spatial re-orientation based on the shape of the environment. Animal Cognition, 11 (1), 139–146.
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Dehaene, S., Izard, V., Pica, P., & Spelke, E.S. (2006). Core knowledge of geometry in an Amazonian indigene group. Science, 311, 381–384.
DeLoache, J.S. (1995). Early symbol understanding and use. In Douglas L. Medin (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 33, pp. 65– 114). New York: Academic Press.
Gentner, D., & Rattermann, M.J. (1991). Language and the career of similarity. In S.A. Gelman & J.P. Byrnes (Eds.), Perspectives on thought and language: Interrelations in development (pp. 225–277). New York: Cambridge University Press.
Gilmore, C.K., McCarthy, S.E., & Spelke, E. (2007). Symbolic arithmetic knowledge without instruction. Nature, 447, 589– 591.
Goodman, N. (1976). Languages of art: An approach to a theory of symbols. Indianapolis, IN: Hackett Publishing Company.
Gray, E.R., Bloomfield, L.L., Ferrey, A., Spetch, M.L., & Sturdy, C.B. (2005). Spatial encoding in mountain chickadees: features overshadow geometry. Biological Letters, 1, 314– 317.
Huttenlocher, J., Newcombe, N., & Vasilyeva, M. (1999). Spatial scaling in young children. Psychological Science, 10, 393–398.
Huttenlocher, J., Vasilyeva, M., Newcombe, M., & Duffy, S. (in press). Developing symbolic capacity one step at a time. Cognition.
Liben, L.S., & Yekel, C.A. (1996). Preschoolers' understanding of plan and oblique maps: the role of geometric and representational correspondence. Child Development, 67, 2780–2796.
Newcombe, N.S., & Huttenlocher, J. (2000). Making space: The development of spatial representation and reasoning. Cambridge, MA: MIT Press.
Newcombe, N.S., & Uttal, D.H. (2006). Whorf versus Socrates, round 10. Trends in Cognitive Sciences, 10, 394–396.
Uttal, D.H. (1996). Angles and distances: children's and adults' reconstruction and scaling of spatial configurations. Child Development, 67, 2763–2779.
Uttal, D.H. (2000). Seeing the big picture: map use and the development of spatial cognition. Developmental Science, 3, 247–264.
Vasilyeva, M., & Huttenlocher, J. (2004). Early development of scaling ability. Developmental Psychology, 40, 682– 690.
Vasilyeva, M., & Bowers, E. (2006). Children's use of geometric information in mapping tasks. Journal of Experimental Child Psychology, 95, 255–277.
Received: 11 October 2007
Accepted: 28 November 2007 | <urn:uuid:df2af3aa-1ce0-4fd4-b143-25d30fd5536f> | CC-MAIN-2019-22 | https://www.harvardlds.org/wp-content/uploads/2017/01/Shusterman_YoungChildSpontMap-1.pdf | 2019-05-20T09:35:43Z | crawl-data/CC-MAIN-2019-22/segments/1558232255837.21/warc/CC-MAIN-20190520081942-20190520103942-00342.warc.gz | 802,581,194 | 6,968 | eng_Latn | eng_Latn | 0.950307 | eng_Latn | 0.994154 | [
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Probability Qualifying Exam
January 2014
1. Roll a fair, six-sided die 10 times. Find the numerical probability that each side appears at least once.
2. Let X be the sample median of 1001 U 0,1 iid random variables. Find a good numerical approximation for the 75 th percentile of the distribution of X .
3. A box contains 100 white balls and 3 black balls, identical except for color. Draw balls randomly from the box, one-by-one and without replacement. Let N be the number of the draw on which the first black ball is drawn. (So, for example, 2 N if the first draw is white and the second draw is black.) Find the mean and variance of . N
4. Let X and Y be independent Exponential random variables with mean 1. Let exp 2 exp U X Y 2 2 2exp exp V X Y and let , g u v be a joint density for U and V which is as continuous as possible. Find the value of 3 ,3 g e e .
5. Customers arrive at a single-server queue according to a Poisson process with rate 1. They are served in order of arrival, but any customer who arrives when there are already two customers present (one being served and one waiting for service) departs immediately without being served. Suppose that all customers require exactly one time unit of service.
a. For what fraction of the time is the queue empty, with no customers present?
b. What fraction of customers leave without being served?
6. Customers enter a certain store according to a Poisson process, with rate one per minute, during the time when the store is open. Customers stay in the store for an amount of time which is uniformly distributed between 0 and 10 minutes (unless they're in the store at closing time, when all remaining customers are kicked out). The store is open from 9am until 9pm each day. What is the expected number of minutes after 9am until the first time that a customer leaves the store (or until 9pm, in the extreme unlikely event that there are no customers all day)? Give a numerical value.
7. Let 1 2 , ,... X X be 0,2 iid U random variables, and let 1 / n n i i X X n . Let 3 . n n Y X Find constants a and b so that a n n Y b converges in distribution to a limiting distribution with variance 1, and identify that distribution. | <urn:uuid:fbc17371-2275-4c18-855d-0554df8fe475> | CC-MAIN-2019-22 | http://www.math.purdue.edu/files/academic/grad/qualexams/MA51900/MA51900_2014_JAN.pdf | 2019-05-20T09:12:54Z | crawl-data/CC-MAIN-2019-22/segments/1558232255837.21/warc/CC-MAIN-20190520081942-20190520103942-00342.warc.gz | 302,036,755 | 625 | eng_Latn | eng_Latn | 0.996263 | eng_Latn | 0.996263 | [
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⋆
QUALIFYING EXAMINATION JANUARY 2003 MATH 519 - Prof. Sellke
Grading: Ten points for each problem
1. Find the greatest possible value of E(XY ), if X is Exponential (λ = 1) and Y is discrete uniform on {1, 2}. Justify your answer.
2. Let X1, X2, . . . be iid Exponential (λ = 1) random variables. Let Mn = max{X1, . . ., Xn }. Find constants cn so that the difference Dn = Mn − cn converges in distribution, and find the limiting distribution.
3. Let X1, X2, . . . be iid Exponential (λ = 1) random variables, and let Ln = min{X1, . . ., Xn }. Show that the quotient L 2 n Ln converges in distribution, and find the c.d.f. of the limiting distribution.
4. Let (X, Y ) be a random point in R 2 , distributed uniformly on the interior of the unit circle. Find the density of T = X + Y .
5. Each day, starting on January 1, 2002, Professor Sellke has recorded the value of a standard normal random variable, generated according to the precepts of Professor H. Rubin. Each day's random variable is independent of those that came before. So, on December 31, 2002, Sellke recorded the 365th value on his list, and on January 1, 2003, Sellke recorded the 366th value.
Whenever Sellke records a value bigger than all his previous values, he puts a big red R beside it, the R standing for "record". So, the value for January 1, 2003 got an R if and only if it was bigger than all the 365 values generated in 2002.
(a) (3 points) What is the expected number of records among the 365 values that Sellke generates in the year 2003?
(b) (7 points) Give a number which approximates the probability that there will be exactly 3 records among the 365 values for the year 2003?
6. Let X1, Y1, X2, and Y2 be independent, standard normal random variables. Let C1 be the circle in R 2 with center at the origin and the point (X1, Y1) on its edge. Let C2 be the circle in R 2 with center at the origin and point (X2, Y2) on its edge. Find the probability that |area(C1) − area(C2)| < 1, that is, that the area within circle C1 differs from the area within circle C2 by less than 1. | <urn:uuid:6ad38418-afc3-422b-baa8-0495dfd360ee> | CC-MAIN-2019-22 | http://www.math.purdue.edu/files/academic/grad/qualexams/MA51900/MA51900_2003_JAN.pdf | 2019-05-20T09:28:25Z | crawl-data/CC-MAIN-2019-22/segments/1558232255837.21/warc/CC-MAIN-20190520081942-20190520103942-00342.warc.gz | 302,007,515 | 597 | eng_Latn | eng_Latn | 0.987381 | eng_Latn | 0.987381 | [
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________________
Name
Date________________
8 Comma Rules (Practice Quiz)
Directions: Add commas to the following sentences where needed.
Section 1: Lists of three or more.
1. My three favorite foods are pasta pizza and ice cream.
2. I need to call Sally Tom Brad and Kelly about the party.
3. The brown fluffy large dog ran across the street.
4. I have to run to the store get my hair cut and pick up the kids from daycare.
5. Jessica sings with power passion and strength.
6. The colors of the sunset include red orange yellow and pink.
Section 2: Separating Independent Clauses.
1. I like to run but not when it's hot.
2. We can go to the grocery store or we can go to the mall.
3. I do not want a dog nor do I want a cat.
4. Karen wants to go to the farm yet her sister does not like farms.
5. We will go to the grocery store for we are out of food.
6. The car needs repairs but we cannot afford the costs.
Section 3: Separating Independent and Dependent Clauses.
1. When I get to the mall I will go to the food court.
2. After ten minutes I asked the nurse about the medicine.
3. Because the car broke down I had to call for help.
4. When the flight lands I will hug my family.
5. Until the gas prices go down I will work two jobs.
Section 4: Separating phrases that are not essential from the rest of the sentence.
1. Tomorrow Wednesday we will take a trip to the zoo.
2. My brother a 22 year old male graduated from college today.
3. I like video games but my sister on the other hand does not.
4. You however are very sunburned.
5. John for example likes to work.
Section 5: Using commas to separate quotes.
1. "Gas is too expensive" said the experienced driver.
2. "Ouch" screamed the boy after he was stung by a bee.
3. The sister told the brother "of course I will pick you up."
4. "Ready, Set, Go" yelled the mom before the treasure hunt.
5. The crowd cheered "Happy Birthday" as the party started.
6. "Yes" said the girl to her mother "I am on my way home."
Section 6: Introductory Elements.
1. Yes we can find a place for you to stay over the weekend.
2. I'm sorry I did not understand what you said.
3. Excuse me you left your bag on the counter.
4. Wait I think we need to make a left turn up ahead.
5. Unfortunately my favorite flavor was sold out.
6. Well you can call again tomorrow to see if Mr. Roberts is in.
Section 7: Separating towns, states, and countries.
1. Paris France is my favorite place to visit.
2. The capital of the United States is Washington D.C.
3. Taylor Lives in Nashville TN.
Section 8: Separating days and months.
1. Today is Tuesday June 10 th 1992.
2. The Summer Olympics will begin on Friday August 8 th 2008.
3. His Birthday is on February 23 rd 1972. | <urn:uuid:549ba843-6461-4e04-a5d1-556835395b73> | CC-MAIN-2019-22 | http://englishforeveryone.org/PDFs/Commas%20Practice%20Quiz.pdf | 2019-05-20T08:25:51Z | crawl-data/CC-MAIN-2019-22/segments/1558232255837.21/warc/CC-MAIN-20190520081942-20190520103942-00342.warc.gz | 70,301,023 | 683 | eng_Latn | eng_Latn | 0.999785 | eng_Latn | 0.999809 | [
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Reading Activities
Guided by key Teaching at the Right Level (TaRL) principles, Pratham has created a number of engaging, fun games and activities over the years. This page attempts to show just a few of the activities that are used in TaRL classrooms. Notice how activities incorporate the main TaRL principles: in particular, see how reading, writing, speaking, and listening are incorporated into most activities and how children's engagement and active participation is centred.
TaRL implementers can create their own activities based on TaRL principles or tweak activities and materials to suit their own contexts when needed. Please also note that, before implementing TaRL, it is important to understand the holistic TaRL approach, rather than a few pieces of the approach and to engage with further process support from the TaRL Community before launching a TaRL programme.
1. Informal Chat
Before each class, instructors encourage children to chat, tell stories, and feel comfortable in the classroom. This helps them to express themselves, and to practice using their oral language skills. This sets the tone for all TaRL classes – throughout the class, children speak more than instructors and actively participate.
Levels: All
Activity format: whole group 1
Steps:
1. Begin by greeting the class and then talk about something relevant to the children (for example, "On my way to school…."). Speak clearly and carefully, using proper intonation and pronunciation, and use full sentences. This part of the activity strengthens children's listening and language comprehension skills and models the correct way of speaking to a group of people.
a. What did you think of the story?
2. Ask children to think about your story and the way you told it. Guiding questions could include:
b. How did I tell the story? What kind of voice did I use?
3. Ask children to share similar stories, encouraging as many children as possible to share.
c. Who wants to tell a story like me?
Materials: None.
1 Whole group refers to all the children in a level, taught by one instructor (in some cases, depending on the availability of instructors, levels are grouped, such as beginner and letter level to form a class)
1
2. Picture Reading
Instructors use pictures to spark class discussions. They encourage children to use complete sentences when talking, and to think creatively when discussing the picture. Instructors are careful to use pictures showing familiar scenes to help children engage. This activity often takes place at the beginning of class, to draw children in and, similar to the informal chat activity, to set the tone for the rest of the class.
Levels: All
Activity format: whole group
Steps:
1. Hold up a picture and ask children to describe what they see.
3. Once a few children have said something, ask children to use the picture to create a full spoken sentence.
2. Pass the picture to the children, so they can get a closer look.
4. Try to encourage as many children as possible to participate.
The activity can be extended by asking children to create a story using the picture. When introducing the activity, ask children to come up with a word to describe the picture, particularly for children at the beginner and letter levels. Once they're comfortable with this, move on to encouraging them to use full sentences.
Materials: A picture of a scene familiar to the children.
3. Paragraph reading
Every day, at each level, the whole group practices reading a simple paragraph together. Remember, regardless of their current learning level, children should have the opportunity to practice reading simple texts and following along as the text is read. Following along as texts are read helps children to strengthen their listening skills, to become familiar with the process of reading text, and models proper reading behaviour (clear and fluent reading with correct intonation and pronunciation).
Levels: All
whole group
Activity format:
Steps:
1. Stick a simple paragraph on the board or wall.
3. Ask children to listen carefully as you read the paragraph. Ask children not to repeat after you, but to simply listen and follow along on the board. Read clearly, at a steady pace, and place your finger under the words as you read to help children follow along.
2. Give each child their own booklet with the same paragraph.
4. Ask children: "how did I read?". Start a short discussion, helping them to think about intonation, timing, punctuation and vocal projection (depending on the class level). This discussion helps children to recognise the importance of reading aloud.
5. Then, ask a few children to read the paragraph for the class, just as you did.
6. Give as many children as possible the opportunity to read for the class and encourage a discussion about reading styles.
7. Encourage children to follow along in their own booklets.
At the beginner, letter, and word level, children begin to understand the process of reading and discover a joy for daily reading.
Materials: A simple paragraph written on the board or a piece of chart paper; a booklet with paragraphs for each child (in some contexts, instructors create their own booklets for the class, writing them in notebooks). Note: it is important that stories are created with context in mind. Children should be introduced to reading through simple, engaging texts centring on topics that are familiar and interesting to them.
4. Mind Map
Children learn to plan and organise words and sentences through a fun activity that asks them to brainstorm and map out their ideas before forming words, paragraphs, or stories. The Mind Map activity is adjusted for each level. The activity is initially done as a whole group activity, to give children practice, after which it can be done in small groups, and individually as well.
Levels: Adapted for all
Activity format: whole group, small group, and individual
Steps:
1. Ask children to brainstorm a few words 2 . If they need help, prompt them by asking about their favourite things.
3. Once you have a variety of words written on the board, ask children to pick one. Circle the word they pick and erase the others.
2. As children shout out words, write them on the board. Acknowledge all of their ideas and allow children to express themselves freely, encouraging full participation. If children get stuck on one topic (for example: school, textbook, pen, teacher), encourage them to think outside of the box and come up with a completely different word.
4. Ask children to identify connecting words (for example, if the circled word is tree, children might say: green, fruit, garden, etc.), draw lines and write the connecting words around the chosen word.
2 For children at the word and paragraph levels.
5. Once a number of words have been written, ask children to come up with sentences using the circled word and one connecting word. At this stage, children can say the sentences without writing them. Again, encourage as many children as possible to participate.
7. This activity can be varied for children at the beginner and letter levels, by beginning with letters and connecting them to vowels to form phonemes. For story-level children, the activity can be expanded by asking children to brainstorm ideas, phrases, or sentences rather than words.
6. Split children into smaller groups and ask them to repeat the activity in their groups. Once they have written their own mind maps, ask them to write sentences in groups. If children have a good grasp of the activity, they can create their own sentences individually and link them up to form a short paragraph or story.
Materials: chalk; writing surface (floor or board)
5. Phonetic/Syllabic chart
The phonetic chart helps children to begin to connect the sounds they hear with specific written letters and combinations of letters. Instructors use the chart for beginner and letter level children, who need practice recognising sounds, matching them to letters, and combining sounds to form words. Children have their own small versions of the chart, which they can take home to practice forming words. The class reads the chart for a few minutes every day. This daily exposure to the phonetic chart in a low-pressure environment helps children to tease apart the different sounds within words and to begin to recognise the written shapes representing them.
Levels: beginner and letter
Activity format: whole group, small group, and individual
Steps:
1. Try to begin by connecting the chart to something the children already know: for example, ask children for their favourite word. Encourage them to pay attention to the sounds in the word. If children choose the word "dog," ask them to think carefully about the sounds: "d" "o" and "g." Then, find these sounds on the chart. This helps children to connect familiar words to the less familiar symbols on the chart.
3. Ask children to read the sounds as you point and identify the phonemes in their own chart. Begin by going from left to right (for example, if reading in English). Make sure to place your finger under each sound as you read. Then, vary the order, reading from right to left, horizontally, vertically, and at random. Asking children to identify phonemes out of order makes sure that they're actually remembering which written phonemes represent which sound, rather than remembering a sequence of sounds.
2. Begin by asking children to listen and watch you carefully. Read the phonemes on the chart.
4. After demonstrating this a few times, ask children to volunteer to read the chart for the class in a similar way.
6. Instructors can choose to focus on different parts of the chart on different days.
5. This activity flows nicely into other phonetics activities – children can begin to find their classmates' names, their favourite foods, and to see how the words they know match up to the written symbols on the chart. They can also practice reading the chart in their small groups or individually.
Materials: A large phoneme chart (sometimes called a syllabic chart; in some places, TaRL instructors use chart paper to create their own chart based on a smaller printed copy they receive at training), small copies of the phoneme chart for each child.
6. Copy Writing
At earlier stages, children need extensive practice holding the writing instrument and forming letters. Through copying out printed sentences and checking each other's work, children begin to recognise correctly formed letters and words, as well as appropriate spacing and punctuation for sentences.
Levels: beginner and letter
individual
Activity format:
Steps:
1. There are many ways for children to practice their writing. At the beginner and letter levels, children need a great deal of practice holding the chalk or pen and forming the letters.
3. Ask children to copy the paragraph into their own notebooks.
2. Have a paragraph written on the board and begin by reading it in a whole group setting.
4. Get children to swap notebooks with a classmate and check their classmates' work for errors.
Materials: chalk, writing surface (board or floor), pens or pencils, and notebooks
7. Kambeba Game (Basket game)
The Basket Game (known as the Kambeba Game in some Zambian classrooms) is a fun way to reinforce children's letter and phoneme recognition at the beginner and letter levels.
Levels: beginner and letter
whole group
Activity format:
Steps:
1. Children sit or stand in a circle.
3. Begin singing the song and passing the basket around.
2. Show children the basket (or any other container) of letters/phonemes/syllables and explain the game: "We're going to sing a song and pass the basket around. Whoever is holding the basket when the song stops should pick a card at random, read it to the class, and show the letter to their classmates."
4. Suddenly stop singing. When the song stops, the child picks a card at random, reads it out to the class, and comes up with a word containing the phoneme.
5. When introducing the game, begin with asking children to read the card. Once children understand the game and feel confident, extend the game by including word creation tasks: ask children to use the chosen card to either say or write out a word with the help of the phonetics chart. The game can also be extended to writing activities in small groups.
Materials: A basket, bag, or other container; phonetics chart
8. Word-Building Games
This activity helps children to recognise the individual sounds within familiar words, an important foundational skill for reading (phonological awareness).
Levels: beginner, letter, word
Activity format: whole group and small group
Steps:
1. Divide the class into two groups.
3. Ask the second group to think of a word that begins with the ending letter or sound of the first word. Write this on the board underneath the first word.
2. Ask the first group of children to think of a word. Write their chosen word on the board.
4. Repeat this process, until there is a list of words on the board.
This activity can be done with the ending or beginning sounds of the word. It can be done as a whole group or in small groups. Note: there are a number of games involving word and sentence-building. To help children recognise and manipulate vowel sounds, instructors might introduce a similar rhyming game, asking children to come up with words that rhyme. Beginner and letter level children use homemade flash cards to form their own words in small groups. Word and paragraph level children are prompted to create their own sentences using given words.
9. Title Games
Levels: story
Activity format: whole group
Children at the story level, who can already read fluently, can begin to strengthen their comprehension skills. In these TaRL activities, children practice drawing conclusions and making inferences.
Steps:
1. Write a story title on the board, but not the whole story. Make sure to use a story the children haven't read before.
3. Ask the class what they think the story might be about. Encourage them to be creative and to base their guesses on the title.
2. Read the title clearly, and then ask the children to read the title.
4. This activity can be extended in a number of ways. You could go on to introduce the whole story and have the class discuss whether their guesses were close to the actual story. Alternatively, ask children to come up with their own stories using the title, either as a whole group, in small groups, or individually.
Materials: chalk and writing surface (board or floor)
10. Story Writing Activities
At the word, paragraph and story levels, children begin to write their own stories. They might begin simply by writing short sentences or paragraphs, and progress to essays. Children practice writing stories as a whole group, take turns to write sentences in small groups, or practice individually. At the paragraph and story levels, children regularly practice writing on their own. Instructors might provide a topic or title or ask children to think of their own topics. Learners often read and discuss their stories, considering whether the story makes sense, and whether sentences are grammatical correct. Instructors provide one-on-one attention to learners during individual writing activities, helping them with grammar, punctuation, and spelling, and encouraging their creativity.
Levels: word, paragraph, story
Activity format: whole group, small group, individual
The activity described here is often referred to by Pratham as "Go Ahead". It helps to create excitement about story writing and shows children that their own creativity and imagination is important.
Steps:
1. Divide the class into groups and ask each group to appoint a leader.
3. Remind children of these important points for story-writing before they begin:
2. Ask each group leader to create a sentence and write it on the floor to begin the story.
a. Make sure all the sentences connect to create a story that makes sense.
c. Make sure the whole story is in the same tense (if the first sentence is in past tense, make sure the story is consistently in past tense)
b. The last few sentences should provide a clear end to the story.
4. After the group leader has created a sentence, ask children to take turns going around the group to write sentences. Every child should get a turn, until a full story is written out.
6. Give children a chance to discuss the story in their groups: does the story make sense? Does it flow nicely? Does it have an ending? What else could be added?
5. Once each group has written their story, ask the group leader to read the story for the whole group.
7. Throughout the activity, encourage children to use their imaginations and express themselves freely.
Materials: Chalk, writing surface (floor or other surface), notebooks, pens or pencils
11. Reading Comprehension Activities
At the paragraph and story levels, instructors aim to strengthen children's reading comprehension. An important part of TaRL comprehension activities is discussion. Children are encouraged to engage actively with texts through discussion, and often come up with questions about the text for their classmates to answer. As a whole group, children learn by listening to the facilitator and their classmates discussing stories and share their own thoughts with the class. In small groups, children help each other to grapple with more challenging questions based on stories. Working together helps children who might struggle to answer the questions by themselves and gives children the opportunity to practice with the help of their classmates. Individual activities strengthen children's skills, making sure that they have grasped the concepts. When children do individual activities, facilitators move around the room to praise children's successes and spot which children might need more help.
Levels: paragraph and story
Activity format: whole group, small group, individual
Steps:
1. When the whole group reads a story together, begin by asking children to listen carefully as you read. Read the story in a clear voice, being careful to use proper intonation and pronunciation, and to place your finger under the words as you read.
3. After reading the story together, children can get into their small groups. There are a number of small group activities that children can do based on a given story:
2. Then, ask a few children to read the story to the whole group, reminding them to read clearly, with proper intonation and pronunciation.
a. Mind mapping the story – help children to recall facts and events in the story, and to properly summarise the story in their own words.
b. Question competition – each group comes up with a question about the story and the other groups have to answer. Ask children to come up with questions about facts in
the story; questions that require inferring the meaning of difficult words; finding synonyms or antonyms for particular words, etc.
4. To give children individual practice, ask them to answer a series of comprehension and inference questions based on the story.
Materials: a story; chalk; writing surface (floor or board); notebooks; pens or pencils
Creating new Teaching at the Right Level activities or games:
When TaRL implementers decide to create new level-appropriate games or activities, they consider the core Teaching at the Right Level principles, as well as the specific reading and mathematics skills they wish to address. When they try out these new games or activities, they reflect on the practical aspects (classroom space, time, whether each child is able to participate), and observe whether the game or activity helps children to grasp key concepts. | <urn:uuid:1d04ff22-52cc-4fcb-bf7d-9fc4d2366ff3> | CC-MAIN-2019-22 | https://www.teachingattherightlevel.org/wp-content/uploads/2018/10/Reading-Activities.pdf | 2019-05-20T08:50:20Z | crawl-data/CC-MAIN-2019-22/segments/1558232255837.21/warc/CC-MAIN-20190520081942-20190520103942-00344.warc.gz | 943,543,771 | 3,944 | eng_Latn | eng_Latn | 0.9961 | eng_Latn | 0.997329 | [
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BIOENERGY KEY MESSAGES
Overview:
- Bioenergy from woody biomass has the potential of contributing to the nation's energy supply and increasing its energy independence.
- Wood to energy technology can play a significant role in the mixture of "green," renewable energy sources used in the future of America.
- The biomass industry has the potential to produce jobs and economic benefits in small communities across the region.
- The South is already producing an array of wood energy products including: wood pellets, hog fuel for process heat, and wood chips for electricity generation.
- New facilities are under construction to produce ethanol and bio-diesel from wood chips.
SRS Bioenergy Research:
- The Station has conducted bioenergy/biomass research for decades.
- Today, our scientists are working to gain knowledge and develop the tools needed to support this expanding technology.
- Researchers are calculating and estimating biomass production and costs.
- Also, SRS is working to increase economic opportunities for private landowners and industry.
- For example, the Forest Inventory and Analysis program estimates the amount of forest land and volume throughout the region and uses the information to calculate estimates of potential biomass for energy production.
- Other SRS researchers installed a biomass gasification unit to analyze how electrical output varies depending on the type of material (tree species or tissue, even woodwaste) used.
- In addition, Station scientists are working with industry to modify biomass bundler equipment to reduce the cost of biomass collection and transport to make it more profitable for landowners and companies.
- Scientists use innovative field and lab research to advance biofuels feedstock production and to provide forest land and volume information to produce current biomass estimates for energy production.
- RWUs continue to work with partners, including universities and industry, to promote biofuels research and development ventures. | <urn:uuid:49917029-7fef-4a27-9caa-ebc8cbd1b02d> | CC-MAIN-2019-22 | https://www.srs.fs.usda.gov/bioenergy/docs/bio_key_messages.pdf | 2019-05-20T09:39:16Z | crawl-data/CC-MAIN-2019-22/segments/1558232255837.21/warc/CC-MAIN-20190520081942-20190520103942-00344.warc.gz | 933,024,615 | 362 | eng_Latn | eng_Latn | 0.996532 | eng_Latn | 0.996532 | [
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/Top 5 Times + Places
How well do you know your teen's mental health?
One of the biggest challenges parents and caregivers face with their teens is engaging them in meaningful conversation. Attempts to do so are often met with one-word replies, grunts, blank stares, restlessness, or teens just playing on their phones.
Finding the right time and place to talk to your teen are critical factors for success. While we offer some ideas, the best time and place to talk with your teen is anytime and anywhere where both you and your teen are comfortable.
Here's our list of the top 5 times and places to start the conversation:
1 - In the car
For many parents and caregivers, driving your teen to and from school, sporting events, lessons, and friends' houses seems like an endless task. It does, however, afford the sometimes rare occurrence of private time with your teen.
A car can be a comfortable environment for your teen since it minimizes eye contact, which some teens can find a little nerve-wracking. It also has the added benefit that when the conversation ends, the radio can be turned back up, offering an easy transition into lighter topics.
Although your teen may be playing on their phone or looking out the window, they are most likely listening to what you have to say.
2 - Mealtimes
Consider mealtimes an opportunity to share with and listen to your teen nonjudgmentally on a variety of different topics. It's a good time because, as we eat, our blood sugar levels begin to moderate and we're able to stay focused and engaged throughout the conversation.
Eating together as a family has proven benefits. Studies show that participating in family dinners are linked to positive behaviours such as lower rates of substance abuse, teen pregnancy and depression, as well as higher grades and self-esteem. 1
The table should be a safe zone where everyone can unwind, catch up on each other's activities, and share the positive and challenging aspects of the day. To limit distractions, you may want to consider setting some rules such as having no electronic/mobile devices, not answering phone calls or text messages or reading/working at the table.
jack. org
rightbyyou.ca
/Top 5 Times + Places
3 - Spending Time Together
Rather than simply starting a conversation with your teen, consider talking while doing something together. It could be something simple like going for a walk, taking the dog out or throwing a ball around together in the park. Or, it might involve attending a sports game or event together. Even better is doing something together that your teen suggests.
Because of the developmental processes of adolescence, and particularly the way the teenage brain develops, involving teens in achieving higher levels of something active offers a greater chance of engagement. 2
4 - While Being Entertained
Try watching a movie, YouTube video or TV show with your teen and use the situations that arise in these shows to spark a conversation and solicit their thoughts on how they would react in similar situations. Entertainment can offer a great entry into a conversation with your teen as the situations shift focus away from them and towards characters they may identify with.
Teens often enjoy talking about celebrities, music or the latest movies. Using pop culture is a great way to start a conversation, even if you know very little about the subject – it gives your teen the opportunity to fill in any gaps and bring you up to speed.
5 - On Their Time
You never know when or where your teen will be in the mood to talk. Giving them control over when or where (and even what to talk about) is key. It may be at midnight when they get home from a night out with their friends or it may be when you're trying to make dinner for the family. But, whenever it does strike, be sure to seize the opportunity – be available and listen actively and nonjudgmentally.
1 Dr. Anne K. Fishel, http://thefamilydinnerproject.org/resources/faq/
2 Chris Hudson, http://understandingteenagers.com.au/blog/go-with-the-flow-10-ways-to-easily-engage-teenagers/
rightbyyou.ca jack
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AL NOOR YEAR PLAN – PSCHE
Subjects Covered: PSHE/CITIZENSHIP/RE/SRE/E-SAFETY/SEAL/ISLAMIC STUDIES* (Includes navigate characteristics)
Year
Autumn 1
st
Half
Autumn 2nd Half
Spring 1
st
Half
Spring 2
nd
Half
Summer 1
st
Half nd
Summer 2 Half
| Year 2 | PSHE | Taking part - developing skills of communication and participation | Unit 02:Choices | Animals and Us | | |
|---|---|---|---|---|---|---|
| | CITIZENSHIP | | | | People who help us - the local police | People who help us - MPs |
| | RE | | | Other World Religions (British Religious Cultural Heritage Week – Christianity) | Other World Religions | Other World Religions |
| | ECONOMICS | Covered in Mathematics – learning about money, counting using money, including word problems involving everyday situations. | | | | Earn and Saving - Money through gaining a job |
| | SRE | | | | | |
| | E-SAFETY | Hectors World | | | | |
| | SEAL | New beginnings | Getting On and Falling Out Say No to Bullying | Going for goals | Good to be me | Relationships |
| | Islamic Studies* | Pillars of Iman/ Make excuses | Pillars of Islam/ Backbiting | Taharah/Envy & Gratitude | Salah/ Good actions & Hopes for good | Yusuf (AS)/Minding your own business |
| Year 3 | PSHE | Unit 3a Developing a healthy, safer lifestyle. | | | Unit 1a Developing confidence and responsibility & making the most of their abilities. | |
| | CITIZENSHIP | | | Unit 4a Developing good relationships and respecting the differences between people | | Unit 2a Preparing to play active role as citizens |
| | ECONOMICS | Covered in Mathematics – learning about money, counting using money, including word problems involving everyday situations. Bake and sell biscuits to earn money to buy their class pet. | | | | Earn and Saving |
| | RE | | | Other World Religions (British Religious Cultural Heritage Week – Judaism) | Other World Religions | |
| | SRE | | | | | |
| | E-SAFETY | | | Cyber Safety- CEOP – Lee & Kim | | |
| | SEAL | New beginnings | Getting On and Falling Out Say No to Bullying | Going for goals | Good to be me | Relationships |
| | Islamic Studies* | Wudhu & Salah, Hajj/ Struggling against desire | Zakariyyah &Yahya, Isa (AS) & Christmas/ Avoid carrying malicious reports | Tawheed Ar-Rububiyyah, Idrees (AS)/ Not attached to this world | Hood & Saalih (AS)/Contented & Satisfied | Shu’ayb & Ayyub (AS)/Tawakul in Allah |
| Year 4 | PSHE | Self Esteem | | Develop confidence and responsibility | | Husband, Wife, Parents & Siblings (Different Families) |
| | CITIZENSHIP | | Democracy Local Council – Local MPs | | | Respect for property |
| | ECONOMICS | | | Borrowing money and Protecting information | | |
Other World Religions
RE
(British Religious Cultural
Other World Religions
| | SRE | | | | | Husband, Wife, Parents & Siblings (Different Families) |
|---|---|---|---|---|---|---|
| | E-SAFETY | | Using the Internet - Chat | | | |
| | SEAL | New beginnings | Getting On and Falling Out Say No to Bullying | Going for goals | Good to be me | Relationships |
| | Islamic Studies* | Serah: Hijrah to life in Madinah/ A time for this and Time for that | Seerah: pre- Badr to Battle of Badr/ Does not commit oppression and does good to others | Tawheed & Shirk – Story of Ibrahim (as)/ Parents- ties of kinship | Neighbours/ Generosity | Categories of Tawheed/ Orphans |
| Year 5 | PSHE | In the Media QCA Ref: Unit 11 | Democracy for young citizens QCA Ref: Unit 10 | Democracy for young citizens QCA Ref: Unit 10 (Mayor of London and GLA) | In the Media QCA Ref: unit 11 | Unit 5 Respect for Property |
| | CITIZENSHIP | | | | | |
| | ECONOMICS | Covered in Mathematics – learning about money, including solving numerical problems and word problems involving everyday situations. | | | | |
| | RE | Other World Religions | Other World Religions | Other World Religions (British Religious Cultural Heritage Week – Buddhism) | Other World Religions | Other World Religions |
| | SRE | | | | | Changes – Growing Up |
| | E-SAFETY | | | Cyber-Bullying Game On | | |
| | SEAL | New Beginnings | Getting On and Falling Out Say No to Bullying | Going for goals | Good to be me | Relationships – including other family types |
| | Islamic Studies* | Wudhu & salah – Arkaan, Wajibaat & Mustahabat/ Cursing & defamation | Other prayers: Istiqaa, Duha, EId, Janazah, Khusuf, Taraweeh/ Visiting, including the ill and guests | The elderly & children/ Making peace between all | Moosa & Haroon: Birth, Prophethood and Fir’awn/Mercy | Living as Muslim in Plural Britain Social behavior & etiquette |
| | PSHE | | | | Drugs | Where people get help |
| | CITIZENSHIP | Responsibilities, rights and duties | Democracy (EU & Houses of Parliament) | Responsibilities, rights and duties | | |
| | ECONOMICS | Covered in Mathematics – learning about money, including solving numerical problems and word problems involving everyday situations. Managed cake and bake sale in January with support from teachers, problem solving and mental arithmetic involving money to receive payment and give change. | | | Earning money, taxes, saving and protecting | |
| | RE | | | Other World Religions (British Religious Cultural Heritage Week –Sikhism) | | Other World Religions |
| | SRE | | Protected characteristics- Different Families – Equality Act Homophobic Bullying | | | Relationships inc other family types |
| | E-SAFETY | | | E-Safety- Using social media safely | Cyber Bullying- Game on | Online danger – grooming and radicalisation |
*Islamic Studies across the year has incorporated Navigate characteristics as well as additional character building topics to cover the school ethos as well as SMSC regulations.
* See Computing SOW switched on computing for additional integrated e-safety teaching for each year groups
SG
CLASS
1
2
3
4
5
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