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F.IF.C.7: Graphing Step Functions www.jmap.org
F.IF.C.7: Graphing Step Functions
1 Morgan can start wrestling at age 5 in Division 1. He remains in that division until his next odd birthday when he is required to move up to the next division level. Which graph correctly represents this information?
Name: ________________________
2 The table below lists the total cost for parking for a period of time on a street in Albany, N.Y. The total cost is for any length of time up to and including the hours parked. For example, parking for up to and including 1 hour would cost $1.25; parking for 3.5 hours would cost $5.75.
Graph the step function that represents the cost for the number of hours parked.
Explain how the cost per hour to park changes over the six-hour period.
F.IF.C.7: Graphing Step Functions
Answer Section
1 ANS: 1
REF: 061507ai
2 ANS:
REF: fall1311ai
The cost for each additional hour increases after the first 2 hours. | <urn:uuid:f1569f87-f893-43ba-a3e4-f2f73701344c> | CC-MAIN-2017-39 | http://jmap.org/Worksheets/F.IF.C.7.GraphingStepFunctions.pdf | 2017-09-26T16:39:03Z | crawl-data/CC-MAIN-2017-39/segments/1505818696653.69/warc/CC-MAIN-20170926160416-20170926180416-00344.warc.gz | 175,600,514 | 239 | eng_Latn | eng_Latn | 0.958639 | eng_Latn | 0.99821 | [
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Learning and memory
Rev Bras Pisquiatr 2004;26(3):207-10
a
Paul Lombroso
Original version accepted in English a Yale Child Study Center, USA
Memory is broadly divided into declarative and nondeclarative forms of memory. The hippocampus is required for the formation of declarative memories, while a number of other brain regions including the striatum, amygdala and nucleus accumbens are involved in the formation of nondeclarative memories. The formation of all memories require morphological changes of synapses: new ones must be formed or old ones strengthened. These changes are thought to reflect the underlying cellular basis for persistent memories. Considerable advances have occurred over the last decade in our understanding of the molecular bases of how these memories are formed. A key regulator of synaptic plasticity is a signaling pathway that includes the mitogen activated protein (MAP) kinase. As this pathway is required for normal memory and learning, it is not surprising that mutations in members of this pathway lead to disruptions in learning. Neurofibromatosis, Coffin-Lowry syndrome and Rubinstein-Taybi syndrome are three examples of developmental disorders that have mutations in key components of the MAP kinase signaling pathway.
The ability to learn something new and then to store the information in long-term memories is part of normal development. As clinicians, we are often asked to evaluate whether a child is developing appropriately. Are particular skills emerging at the appropriate times or are they delayed? For example, important landmarks include the ability to read and interact appropriately with childhood peers. The mechanisms by which children learn to sit and crawl, walk and talk, and develop social skills have been the intensive focus of psychologists and psychiatrist over the years. Several theories that deal with these issues at a systems level have been put forward, including theories from psychoanalytic, cognitive, and learning perspectives.
It is only in the past few decades that investigators have begun to study these questions at the molecular level. 1 What has emerged is a fascinating story of how cells within the central nervous system communicate with each other during learning, and how neurons that are ultimately responsible for facilitating learning and memory accomplish this task.
It is equally interesting to learn how disruptions to these normal processes contribute to developmental disorders. Genes required for normal learning might be expected to lead to specific developmental disabilities when they are mutated. This brief review summarizes the major emerging concepts in the field of developmental disorders. First we discuss different forms of memory. Then we review some of the molecular events within neurons that are required for the formation of such memories. We use three examples to show how disrupting the normal sequence of molecular events leads to specific cognitive disorders. Finally, we discuss directions for future research. Space limitations require that this field be summarized broadly without complete citations on all subjects. Interested readers are encouraged to pursue the additional reading materials listed at the end.
Two central concepts have emerged from recent research in the area of learning and memory. 1 The first pertains to the question, discussed for many decades, of whether specific brain regions participate in specific forms of learning. An earlier view, postulating that the nervous system works en masse to achieve learning and memory, dictated that cortical lesions would produce cognitive deficits that would increase in severity with the size of the lesion. Today, however, it seems clear that specific kinds of tasks are learned within specific brain regions. This view emerged from the study of individuals with very discrete brain lesions accompanied by very distinct memory deficits, work that has been confirmed in experimental animals. Early studies concentrated on the role of the hippocampus for learning and memory. Hippocampal lesions prevent new memories of a particular sort, the type of memory we use to learn new facts or new events. Surprisingly, other types of memories remained intact.
This led researchers to postulate two broad forms of memory, declarative and nondeclarative. Declarative memories are those that we can talk about, such as last night's dinner, or the date of an historic event. Such memories involve conscious thought. We know that the hippocampus is required for the acquisition of these types of memories because lesions in this region prevent individuals from laying down new declarative memories. It is possible, however, to retrieve older declarative memories that were stored before the lesion occurred.
Nondeclarative memories are usually procedural or associative in nature and are often acquired unconsciously. For example, learning to ride a bicycle or playing a musical instrument is a procedural knowledge that depends on the learning of specific motor skills and typically require multiple repetitions. However, there are also aspects of declarative memories imbedded in these examples. You might remember the first bicycle you owned or the color of your music teacher's hair. Those types of declarative memories are processed through the hippocampus. On the other hand, how you learn the skill by which your fingers fly over the piano keys requires activation of the basal ganglia and associated circuitry. Thus, damage to these nuclei impairs procedural learning. Individuals with early stage Parkinson's disease or Huntington's chorea have specific deficits in their ability to learn procedural skills that are not explained by the loss of their motor coordination. Another form of nondeclarative memory is particularly relevant to clinicians. If you are walking in the woods and hear a rattling sound, you may freeze or take defensive actions against what you think is a snake. This type of learning is particularly important for survival, as it involves the fight or flight response. This type of learning, which is sometimes called emotional or associative learning, requires an intact amygdala. Current theories regarding the amygdala and learned fears suggest that this brain region is involved in several psychiatric disorders, including panic attacks, phobias, anxiety disorders, and post-traumatic stress disorder.
The amygdala is often spoken of in the context of learning fearful or other negative emotional responses, but it also participates in processing memories related to positive emotions. For example, the amygdala is activated when children learn to respond to their mother's face and when learning social skills. Amygdala disruption and the consequences for this type of learning have recently been implicated in the development of autism, and may help explain the severe disruption of social relatedness observed in these children. The second central concept to emerge from research on learning and memory is that the formation of long-term memories requires structural and other functional modifications to neurons. A series of critical findings has shown that learning requires morphological changes at specialized points of neuronal contact termed synapses. Synapses change as learning proceeds—new synapses are formed and old ones are strengthened. This phenomenon, termed synaptic plasticity, is seen in all parts of the brain.
Electrical signals called action potentials travel down the neuron's axonal process to reach the synapse. When it arrives at the end of the axon, called the presynaptic terminal, microscopic packages, called vesicles, break open and release one or another of the various neurotransmitters used within the CNS into the synaptic cleft, the space between two neuronal processes. The transmitters diffuse across the narrow synaptic cleft and bind to specific receptors on the opposite side, the postsynaptic site. Neurons communicate within each other in this way, and how this signal is next processed may result in long-lasting synaptic changes, resulting in experience-induced synaptic plasticity.
A series of intracellular events are necessary for the structural modifications to the synapse required for learning .2 An overview of what happens is useful before we turn to some of the details of the molecular events initiated by the incoming signal. When signals arrive at the postsynaptic site, the release of neurotransmitter, or sometimes growth factor, activates intracellular signaling pathways in the postsynaptic cell that ultimately result in the production of new proteins used for synaptic modifications. A tremendous amount of research has been devoted to understanding this process over the last decade. We now know some of the critical proteins in the pathway from the surface of the postsynaptic neuron where the signal arrives to the nucleus of the postsynaptic cell, where genes are activated to produce the proteins needed for synaptic modification.
A key player in these events is a signal transduction pathway known as the MAP kinase pathway. 3-4 Mitogen-activated protein kinases (MAPK) are important signaling proteins activated by neurotransmitters and various growth factors. One member of this family is the extracellular-signal regulated kinase (ERK). The ERK cascade is used in all brain regions where synaptic plasticity occurs, and its activation is required for the formation of new memories. 5 If you block the activity of the ERKs by injecting an inhibitor into a brain region, such as the amygdala, you block the
formation of all forms of learning associated with that structure. Similarly, if you block ERK activity within the hippocampus, you prevent the formation of of hippocampal forms of declarative memories.
ERKs are members of a family of enzymes called kinases. Kinases add a phosphate group to a substrate protein. The addition of a bulky negatively charged phosphate group often leads to a change in the shape of the target protein, called a conformation change, which is a prerequisite to the activation of many proteins. When an appropriate signal arrives at the synapse, a series of proteins are sequentially phosphorylated as a means of amplifying the signal. This cascade of protein activation leads to the regulation of transcription factors, a family of master control genes. 6 Transcription factors bind to regulatory sites of genes and initiate their transcription. In this way, the signal originating at the surface of the postsynaptic neuron is transferred to the nucleus, and a group of proteins is produced that leads to structural changes within that neuron. The neuron becomes more sensitive to future synaptic input of the same kind. For example, a signal that previously was unable to activate the neuron is now able to do so.
A key point in the present discussion is that a series of specific proteins are required for the activation of the ERK pathway, and that activation of this pathway leads to protein synthesis. The signal arriving at the cell surface activates a kinase that sequentially activates other kinases and eventually phosphorylates transcription factors — the final step in the events that lead to the synthesis of new proteins. It follows that disrupting any of the components of this pathway may impair the formation of structural changes within the synapse required for memory. Mutations have recently been discovered in several genes that encode proteins involved in this pathway. Individuals with these mutations develop the developmental disorders that are discussed next.
Neurofibromatosis is an autosomal dominant disease with several clinical features, including neural-derived tumors that appear throughout the body. Approximately half of the affected individuals are also mentally retarded. Interestingly, the mental retardation is not a result of brain tumors, and occurs only with certain types of mutations in the neurofibromatosis gene.
The gene that causes neurofibromatosis (NF1) was recently characterized and several different mutations were identified in affected patients. 7 Variability in the types of mutations (point mutations, insertions, or deletions) reflects the high level of phenotypic heterogeneity in this disorder. The portion of the gene that is mutated determines whether or not the child develops cognitive deficits, in addition to the characteristic benign tumors. In other words, the normal protein associated with this gene has several amino acid domains with specific cellular functions. The site and type of mutation affect one or another of these functions
The protein encoded by the NF1 gene is neurofibromin. One of the amino acid domains of neurofibromin regulates the MAP kinase pathway. Mutations present in this domain result in cognitive deficits. Neurofibromin normally inactivates one of the initial proteins activated by neurotransmitters and growth factors at the cell surface. Mutations within this domain of the protein interfere with its ability to regulate the ERK pathway. The result is that the MAP kinase pathway cannot be turned off. The resulting constitutive activation of the MAP kinases disrupts the ability of this pathway to respond appropriately to incoming neuronal signals. The end result is that normal learning does not occur and individuals with this type of mutation are mentally retarded.
A mutation in a second protein in the pathway leads to CoffinLowry mental retardation syndrome. 8 One of the targets of MAP kinase is a downstream kinase called ribosomal S6 kinase (rsk2). Rsk2 is a protein kinase that rapidly enters the nucleus upon activation. Within the nucleus, it phosphorylates CREB, a key transcription factor. CREB activation is required to bind to target genes and induce their transcription. Mutations in the rsk2 gene once again disrupt the normal cascade from the neuronal surface to the nucleus. As a consequence of mutations to the rsk2 gene, normal gene transcription does not occur and proteins that are required for synaptic modifications are not produced. Normal learning is therefore impaired.
A third disorder associated with mutations in this pathway is Rubinstein-Taybi syndrome (RTS). 9 RTS individuals have a number of characteristic clinical signs including facial abnormalities, broad digits, and mental retardation. Recently, a mutation to the CREB binding protein gene (CBP) was discovered in patients with the RTS phenotype. The CBP protein is required for the normal activation of the CREB transcription factor. As a result of the mutation, CREB does not function properly and the normal complement of proteins is not produced. Once again, synaptic plasticity is disrupted and normal learning cannot occur.
In upcoming years, many laboratories will focus on discovering other mutations in the genes that encode members of the MAP kinase pathway. These are sure to exist and to contribute to the development of mental retardation disorders that today are of unknown origin. Researchers will also determine whether some of proteins that are involved in the MAP kinase pathway are expressed only within specific brain regions. Mutations in these genes might then lead to a variety of psychiatric disorders. For example, many genes are only expressed within specific brain regions and during precise developmental periods. The tissue and time-specific expression of these genes are under the control of various transcription factors. It is plausible that mutations could disrupt the timing or the amount of the proteins that regulate the MAP kinase pathway within neurons of the amygdala, for example, and that these mutations could disrupt the amygdala's ability to mediate the fear response.
The putative mutations in the MAPK pathway could also lead to the pathway being overactive. Affected individuals might then learn too easily or quickly, and associate fear with something that is not a realistic danger. This type of mutation might make some individuals vulnerable to developing panic attacks, specific phobias, or anxiety disorders. This field is changing rapidly, largely because of the use of molecular techniques, which have proven to be powerful additions to our armamentarium as we attempt to understand some of the underlying molecular causes of developmental disorders.
Sponsoring: inexistent
Received 06/06/2004
Accepted 07/12/2004
1. Squire LR, Kandel ER. Memory: From Mind to Molecule. New York: Scientific American Library; 1999.
2. Roberson ED, English JD, Adams JP, Selcher JC, Kondratick C, Sweatt JD. The mitogen-activated protein kinase cascade couples PKA and PKC to CREB phosphorylation in area CA1 of hippocampus. J Neurosci. 1999;19:4337-48.
3. Orban PC, Chapman PF, Brambilla R. Is the Ras-MAPK signalling pathway necessary for long-term memory formation? Trends Neurosci. 1999;22:3844.
4. Atkins CM, Selcher JC, Petraitis JJ, Trzaskos JM, Sweatt JD. The MAP kinase cascade is required for mammalian associative learning. Nature Neurosci. 1998;1:602-9.
5. English JD, Sweatt JD. A requirement for the mitogen-activated protein kinase cascade in hippocampal long-term potentiation. J Biol Chem. 1997;272:19103-6.
6. Impey S, Obrietan K, Wong ST, Poser S, Yano S, Wayman G, et al. Cross talk between ERK and PKA is required for Ca2+ stimulation of CREBdependent transcription and ERK nuclear translocation. Neuron. 1998;21:869-83.
7. Costa RM, Federov NB, Kogan JH, Murphy GG, Stern J, Ohno M, et al. Mechanism for the learning deficits in a mouse model of neurofibromatosis type 1. Nature. 2002;415:526-30.
8. Jacquot S, Merienne K, De Cesare D, Pannetier S, Mandel JL, SassoneCorsi P, et al. Mutation analysis of the RSK2 gene in Coffin-Lowry patients: extensive allelic heterogeneity and a high rate of de novo mutations. Am J Hum Genet. 1998;63:1631-40.
9. Petrij F, Giles RH, Dauwerse HG, Saris JJ, Hennekam RC, Masuno M, et al. Rubinstein-Taybi syndrome caused by mutations in the transcriptional coactivator CBP. Nature. 1995;376:348-51.
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ACTIVITY 6
Classifying Triangles by Sides and Angles: The Seven Types of Triangles in the World
Purpose
To learn about and construct the seven types of triangles that exist in the world: equilateral, right isosceles, obtuse isosceles, acute isosceles, right scalene, obtuse scalene, and acute scalene.
Material
Geometry Sticks.
Geometric Cabinet — triangles drawer.
Montessori Protractor.
Math journals and pencils.
Presentation
* Most Montessori teachers present this concept in Year 2 and review it in Year 3.
* This activity should be presented over several days.
* Invite a student to learn about the seven types of triangles at a table or mat set up with the material.
PART 1: REVIEWING TRIANGLES' SIDES AND ANGLES
* As a review, ask the student to point to one of each of the following in the triangles drawer: equilateral, isosceles, scalene, right, obtuse, and acute triangles. The student may notice that a triangle can have more than one name.
For example, the same triangle may be both obtuse and scalene.
MAKING AN EQUILATERAL TRIANGLE
* Invite the student to choose three sticks all the same length.
* Ask the student to make a triangle on the tack board using the three sticks.
* Say, "What kind of triangle did you form when you used three sticks the same length?" (An equilateral triangle.)
* Ask, "Is there any other kind of triangle you can make with three sticks all the same? (No.)
An equilateral triangle
160
* Invite the student to take the equilateral triangle from the triangles drawer and use the Montessori Protractor to measure all three angles. Ask the student what he/she notices about the angles. (They are all the same. In equilateral triangles, all sides and all angles are the same.)
* Ask the student to draw and label an equilateral triangle in his/her journal.
PART 2: MAKING THREE KINDS OF ISOSCELES TRIANGLES
* Invite the student to put away one of the sticks, leaving two sticks the same length.
* Ask the student what kind of triangle can be made from two sticks the same length. (An isosceles triangle.)
* Encourage the student to make an isosceles triangle by adding a third stick of a different length and closing the figure.
161
An obtuse isosceles triangle
* Ask the student to look at the angles of her/his isosceles triangle and say what type of isosceles triangle it is. Is it a right isosceles triangle, an obtuse isosceles triangle, or an acute isosceles triangle? (The answer will depend on what length of third stick the student chose.)
* Encourage the student to exchange the third stick for a longer or shorter one and again say what type of isosceles triangle it is.
* Encourage the student to continue with different third sticks until he/she has made all three types of isosceles triangles: right, obtuse, and acute.
* Conduct a three-period lesson for the following types of triangles: right isosceles, obtuse isosceles, acute isosceles.
An acute isosceles triangle
* Ask the student to draw and label a right isosceles, obtuse isosceles, and acute isosceles triangle in her/his journal.
MAKING THREE KINDS OF SCALENE TRIANGLES
* Invite the student to put away one of the two similar sticks and replace it with a stick different from both sides of the triangle. The student should now have three different sticks on the tack board.
* Ask the student what kind of triangle can be made from three different sticks. (A scalene triangle.)
* Encourage the student to form a triangle from the three sticks.
* Ask the student to look at the angles of his/her scalene triangle and say what type of scalene triangle it is. Is it a right scalene triangle, an obtuse scalene triangle, or an acute scalene triangle?
162
(The answer will depend on what length of third stick the student chose.)
* Encourage the student to exchange the third stick for a longer or shorter one, again choosing a stick different from the two on the tack board.
* Invite the student to say what type of scalene triangle it is now.
* Encourage the student to continue with different third sticks until she/he has made all three types of scalene triangles: right, obtuse, and acute.
* Conduct a three-period lesson for right scalene, obtuse scalene, and acute scalene triangles.
163
* Ask the student to draw and label a right scalene, obtuse scalene, and acute scalene triangle in his/her journal.
Extensions
* Working independently or with a classmate, practice matching the nomenclature cards for the seven different types of triangles in the world. Check work for accuracy using the control set.
* Invite a student to use three Geometry Sticks all the same length to try to make a right equilateral triangle. What happens?
* Invite a student to use three Geometry Sticks all the same length to try to make a right obtuse triangle. What happens?
* Invite a student to choose a triangle from the triangles drawer. Trace around it in the math journal and label it as one of the seven types of triangles. Continue with all the triangles in the triangles drawer, tracing and labeling each in turn. | <urn:uuid:0ca9deec-290c-4204-a382-07fd320deb3b> | CC-MAIN-2017-39 | http://www.montessoritraining.net/docs/default-source/lower-elementary-curriculum/namc-lower-elementary-math2-sample-pages.pdf?sfvrsn=2 | 2017-09-26T16:22:37Z | crawl-data/CC-MAIN-2017-39/segments/1505818696653.69/warc/CC-MAIN-20170926160416-20170926180416-00349.warc.gz | 523,863,731 | 1,159 | eng_Latn | eng_Latn | 0.997525 | eng_Latn | 0.997738 | [
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Preschool maths and numbers worksheet Free educational kindergarten learning activities Printable worksheets to learn numbers and maths
Name:
2 + 3 =
5 + 2 =
2 + 7 =
9 + 2 =
2 + 10 =
6 + 2 =
www.maths123.com
Early learning skills: maths, numbers | <urn:uuid:8d08c810-aa73-43e6-a223-c97f4c0fdd5f> | CC-MAIN-2017-39 | http://maths123.com/downloads/addition/adding_numbers_worksheet_2_mixed_2.pdf | 2017-09-26T16:15:16Z | crawl-data/CC-MAIN-2017-39/segments/1505818696653.69/warc/CC-MAIN-20170926160416-20170926180416-00348.warc.gz | 222,707,980 | 71 | eng_Latn | eng_Latn | 0.478318 | eng_Latn | 0.478318 | [
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I. Y'tziat Mitzrayim
1. A: The number of Makot.
Q
2. A: She led all of the women in song.
: What is 10?
Q: Who is מרים?
3. A: Blood was smeared all over them.
Q: What was different about the Jews'doorposts and lintels?
4. A: During this maka, many of Bnei Yisrael died.
Q
מכת חושך
5. A: Egyptian cities were built by Bnei Yisrael.
: What was?
Q: What were
פיתום ורעמסס?
6. A: This is how long they ate the מן.
Q: What is 40 years?
7. A: The year of Y'tziat Mitzrayim.
Q: What happened during the year of 2448?
8. A: He jumped into the Yam Suf first.
Q: Who was
נחשון בן עמינדב?
9. A: On that day and date the Korban Pesach was tied to the bedposts.
Q: What happened on the Shabbat, 10 Nissan, of that year?
10. A: These mitzvot were given at Mara.
Q: What are פרה אדומה, שבת, כיבוד אב ואם ודינים?
II. Chametz U'Matza
1. A: The number of pieces of bread distributed for b'dikat chametz.
Q: What is 10?
2. A: Under the stove and behind the fridge.
חמץ
3.
Q: Where must we look for?
A: Entenmann's, Ring Dings and Swiss Fudge Cookies.
Q
גלוסקא יפה
4. A: The time for unworked dough to become chametz.
: What are examples of?
Q: What is 18 minutes?
5. A: Nicknames for the three seder matzot.
Q: What are "כהן, לוי וישראל" at the seder?
6. A: The definition of chametz nuksheh.
Q: What is
חמץ
that even a dog would not eat?
7.
8.
A: A nickname for matza.
Q: What is "לחם עוני"?
A
Q: What is "
: Hebrew category for matza made with egg, but no water.
מצה עשירה
"?
9. A: The rule for methods of kashering kelim.
Q: What is "
כדרך בולעו, כך דרך פולטו
"?
10. A: The two mitzvot asei which have a chiyuv karet.
Q: What is common between ברית מילה and קרבן פסח?
III. Matza Balls
1. A: The ingredients of matza brei.
Q: What are crushed matza and egg?
2. A: Kids play with these during the seder night.
Q: What are walnuts?
3. A: Worrying about matza mixing with things we are drinking.
Q: What is one of the reasons behind not eating "gebrokts?"
4. A: A food that some recipes call for using seltzer.
Q: What are Kneidlach?
5. A: A non-chametz-able matza meal substitute.
Q: What is potato starch?
6. A: Made out of coconuts.
Q: What are macaroons?
7. A: Overall, tastes pretty awful.
Q: What is marror?
8. A: We remember this with the apples in the charoset.
Q: How do we remember the trysts in apple orchards of
מצרים
9. A: We remember this with the charoset.
Q: How do we remember the bricks and mortar of מצרים?
10. A: A Pesach name for animal crackers.
Q: What is מצה זּו?
IV. Har Sinai
1. A: This is the number of דברות.
Q: What is 10?
2. A: The number of sets of לוחות we received at הר סיני.
Q: What is 2?
3. A: HaShem used this to threaten בני ישראל.
Q הר סיני
4. A: Just two of the 10 דברות
: What is?
.
Q: How many
דברות
were said by HaShem?
5. A: This is where בני ישראל were not allowed to go up.
הר סיני
Q: What is?
6. A: It got louder and louder.
Q
שופר
7. A: He was killed at הר סיני by the ערב רב
: What did the sound like?
.
Q: Who was
חור?
8. A: חושך, ענן וערפל.
הר סיני
Q: What was it like at the top of?
9.
A: He was halfway up the mountain.
Q: Where was יהושע?
10. A: The number of days from קריעת ים סוף until arriving at הר סיני.
Q: What is 39?
?
V. The Seder
1. A: He bought the goat for two זוז ים .
Q: Who is אבא?
2. A: The egg reminds us of this.
Q: What is the
קרבן חגיגה?
3.
4.
: It tastes really bitter.
A
Q: What is מרור?
A: We wash our hands with a bracha.
Q רחצה
5. A: He made a sandwich at the seder.
: What is?
Q: Who is
הלל?
6. A: He tried to wipe us all out.
Q: Who is לבן?
7. A: The כרפס reminds us of this.
Q
חומר ולבנים
8. A: He is נחור's father.
: What reminds us of the
Q: Who is
תרח ?
9. A: He saw the writing on the wall.
בלשצר
Q: Who was?
10. A: According to the Ar"i, the reason for the seder plate arrangement.
Q אין מעבירין על המצוות
: What is?
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Preventing Obesity in Children & Teens
Parents of en assume a child will grow out of his or her "baby fat" and are not concerned about the overweight toddler. While the family may think that the child will slim down over time, I am seeing more children have health problems related to weight at an early age. As a pediatrician, parents of en ask excellent questions about their child's growth and development.
a supply of fresh fruit and other low calorie snacks such as yogurt or pretzels can help a child avoid choosing a high calorie food when hungry.
I always start by reminding a family that their child should be seen at least once a year for a complete physical. When there are concerns regarding a child who may be overweight, more frequent visits are required to track weight changes and any other medical concerns.
What causes weight gain?
Weight gain among children is usually the result of the same behaviors that we see in adults, a combination of overeating and too little activity. Families also forget that all juices are full of sugar and can also be a signifi cant source of extra calories that do not benefi t a child.
While there are medical conditions that can also have an eff ect on your child's weight, these are rare and should be identifi ed by a physician.
Why is monitoring children's weight important?
Setting up unhealthy behaviors today sets precedence for overweight children to become overweight and unhealthy adults and brings an increased risk of Type 2 diabetes and heart disease.
What can you do to help your child?
Rather than focusing on your child losing a specifi c amount of weight, parents should guide their children toward healthy eating and exercise habits. Children are much more likely to lose weight and feel good about their bodies if the family as a whole makes activity and dietary changes. If an individual child is placed on a diet, the child is more likely to feel isolated and may actually sneak food.
To start, parents can limit the amount of high sugar, high calorie foods and drinks they bring home from the grocery store. Children cannot snack on high calorie treats if they are not available in the home. Maintaining
T e amount of food is just as important as the quality of food in the house. T e availability of bulk purchasing of diff erent foods such as pretzels or cereals has made it much less expensive to buy a big bag. Families can avoid eating the whole bag at one time by dividing the contents into a number of smaller bags.
Unfortunately, many of the overweight children I see today don't get enough exercise. Encourage your children to join a sports team or play outside. To reinforce an active lifestyle try to participate as a family in physical activities such as walks, trips to the park or bicycling.
Before extra weight can grow into a lifelong problem, children and their parents can take these simple and important steps to improve their physical health both immediately and into adulthood.
T is message is brought to you by Copper Queen Medical Associates.
Douglas Rural Health Clinic 100 E. Fifth Street, Douglas AZ 85607 www.cqch.org
Pediatrician Rachel Camp, MD,MPH
joined the Copper Queen Community Hospital in August and is available at the Douglas Rural Health Clinic for appointments. For information and scheduling, please call 520-3647659. Dr. Camp recently completed her pediatric residency at the University of Rochester, where she practiced at the Golisano Children's Hospital in Rochester, N.Y. In 2009, she received her doctor of medicine degree from the University of Arizona in Tucson, where she also completed a Master's of Public He alth and Bachelor of Science degree in nursing. | <urn:uuid:8a47eb81-59db-45f6-818b-163907011147> | CC-MAIN-2017-39 | http://cqch.org/wp-content/uploads/2015/06/5a3252_779237e1f47b6756e9f20a5a5dc7d098.pdf | 2017-09-26T16:13:01Z | crawl-data/CC-MAIN-2017-39/segments/1505818696653.69/warc/CC-MAIN-20170926160416-20170926180416-00348.warc.gz | 83,489,461 | 750 | eng_Latn | eng_Latn | 0.998601 | eng_Latn | 0.998601 | [
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Science
Animal and human life cycles Healthy eating Plants and what they need to survive
Geography/History
Where is Africa? African animals Comparing climates and lifestyles African tribes and how they differ to British culture
In Literacy we will be writing
Traditional Tales An African Adventure Tale A report about Lions Poems
In Maths we will be looking at
Finding fractions of numbers Telling the time – o'clock, half past, quarter past and quarter to Tessellation Properties of 2D and 3D shapes Recording data on graphs
PSHE
Peer conflict and resolution Change and how to manage this
PE Team Work Invasion Games Athletics
ICT
Programming
Internet Research
Trips and extra-curricular activities
Trip to Marwell Zoo on 22 nd June Parent Sharing Assembly in Term 6
Music
African drumming Rhythm and pulse
Summer Term 5 & 6 Topic
Africa
English Skills
Daily Phonics or Guided Reading sessions Daily Spelling lessons
Art/DT
Weekly Grammar focuses – sentence types, verbs and adverbs, past and present tense, plurals, use of apostrophes
Class Texts: Magic Key stories, Adventure stories, This Mountain, The Papaya that Spoke, Handa's Surprise
RE
Judaism
Islam
Tinga Tinga Art African masks African patterns
Note to Parents
Home learning should consist of daily Spelling, Reading and Times Tables practise Home learning projects will be sent home at the beginning of the term PE kits should be in school every day KS1 assessments will be taking place in May | <urn:uuid:e8d90d09-dab9-4939-8b67-c8b178dd6fb9> | CC-MAIN-2017-39 | http://www.whitleyparkprimaryschool.co.uk/wp-content/uploads/2017/06/Year-2-Africa-overview-summer-17-1.pdf | 2017-09-26T16:26:24Z | crawl-data/CC-MAIN-2017-39/segments/1505818696653.69/warc/CC-MAIN-20170926160416-20170926180416-00352.warc.gz | 630,136,438 | 324 | eng_Latn | eng_Latn | 0.981984 | eng_Latn | 0.981984 | [
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Teaching, Learning and Assessment Policy
1. Policy Statement
1.1 Teaching and learning are the fundamental work of our school. This policy sets out how we will teach children and encourage life long learning.
1.2 The school policy for Teaching and Learning was compiled by the Senior Leadership Team in consultation with the whole teaching staff. This policy was updated in February 2015 and subsequently reviewed and revised annually.
2. Aims
2.1 To create a culture of learning where pupils learn to learn and learn about learning.
2.2 To develop in each pupil a joy of life long learning, both for itself and what it can unlock.
2.3 To ensure children are clear about the purposes of learning and how to go about it.
2.4 To encourage pupils to take responsibility for their own learning, aim for higher achievements and develop a healthy work ethic.
2.5 To motivate children within a stimulating learning environment in which their work and contributions are valued.
3. Entitlement and Inclusion
3.1 Our school aims to be responsive to all aspects of diversity and to increase the involvement and participation of all pupils within the school and its community. We promote inclusive values which are shared between all staff, pupils, governors, parents/carers and the wider community.
3.2 All pupils are entitled to learn in a warm, calm and happy environment where expectations are high and individuality is valued.
3.3 All pupils will have equal access to the curriculum at a level appropriate to their age and ability.
3.4 Children with Special Educational Needs will be given support to access the curriculum at an appropriate level in order for them to reach their full potential.
3.5 All children, including those who have been identified showing mastery in particular areas of the curriculum, will be given opportunities within lessons and through extra curricular activities, to use and develop their gifts and talents.
1
3.6 Staff have a shared understanding of the principles for effective Teaching and Learning at our school. This has led to the development of a list of elements that should be present in all lessons/classrooms. (See appendix)
3.7 All activities are planned in such a way as to encourage full and active participation by all children. The use of VAK (Visual, Auditory, Kinaesthetic) techniques as well as lnclusion Development strategies and resources to promote independence, will be incorporated into all daily lessons. Support programmes will be organised as appropriate in discussion with the Head teacher, Inclusion Manager and individual Subject Leaders.
4. Implementation and Planning
4.1 The New National Curriciculum and the Cambridgeshire schemes of work for RE and Personal Development, form the school's long term plan.
4.2 Teachers plan using age related expectations and outcomes from the New National Curriculum, within subjects, as their starting point combined with pupil assessment (including progress tests, pupil interviews, marked work and observations) for groups and individuals.
4.3 Key Stages plan in Teams to ensure a broad and balanced coverage of the curriculum taking into consideration the needs, attainment and interests of the pupils, so that all children are able to enjoy and achieve as well as to share expertise and experience.
4.4 Medium term planning is based on summative assessment for learning carried out at the end of each half term.
4.5 Short term planning is directly related to formative assessment for learning. Teachers continually reflect upon learning and revise plans as required.
5. Pedagogy and Resources
5.1 Activities are planned to encourage the full and active participation of all pupils, irrespective of ability through Quality First Teaching. VAK and IDP strategies are used to differentiate/ be inclusive as appropriate.
5.2 Questioning is used to encourage children to think more deeply and to share their thought and ideas with others. Teaching ensures that pupils are given access to a range of questions inorder to develop their learning. (See appendix)
5.3 At all stages, regular opportunities are provided for children to discuss and explain their thinking and ideas. It is the teacher's responsibility to create an environment which encourages the development of talk for learning through ,whole class and group discussion as well as talking partners.
5.4 Learning Objectives and Success Criteria are shared with the children in every lesson empowering the children to take ownership of their work and progress.
5.5 Topics or units of work are connected to prior, current and future learning. The children are helped to see how new work follows on from previous learning and cross curricular links are made when possible and appropriate.
5.6 Teachers share the 'Big Picture' with the children. The content and expected outcomes of units of work and individual lessons are shared with the children.
5.7 Teachers expect work to be of a high standard and children are encouraged to take pride in their work.
5.8 Emphasis is given to the application of knowledge and skills relating to to real life contexts in order to enable pupils to see the relevance of what they are being taught. The use of the principles of TASC (Thinking Actively in a Social Context) and Talk for Learning, particularly in Foundation subjects, is being developed to enhance this.
5.9 Generic Resources to support children with their learning are easily accessible within all classrooms and subject specific resources, identified through planning, are provided by teachers as and when required.
5.10 ICT is used where appropriate to enhance the teaching of Core and Foundation subjects – either for the teacher to demonstrate or for the children to practise and apply their learning.
5.11 Children are taught how the 7R's (Resilience, Resourcefulness, Reflection, Responsibility, Reasoning, Respect and Reciprocity) provide the keys to life long learning and these principles are applied throughout the school in assemblies and lessons across the curriculum.
6. The Learning Environment
6.1 The physical learning environment of our school supports the learning of the pupils. Classroms are safe spaces allowing pupils to move around freely and allow for fexible groupings.
6.2 Display reflects the learning process in all areas of learning.
6.3 Successes are celebrated.
6.4 Positive affirmations are displayed (e.g. Class charters, 5Rs) are displayed.
6.5 The layout and organisation of the classroom supports inclusive and interactive teaching approaches.
6.6 Classroom displays support curricular targets
6.7 Key questions and vocabulary are displayed
6.8 Display reflects the whole curriculum
7. Assessment, Recording and Reporting
3
7.1 Assessment for Learning, which finds out what the pupils know and enables teachers to plan next steps, underpins all of the teaching and learning at our school.
7.2 Each class teacher is responsible for assessing, recording and reporting children's progress and attainment.
7.3 Formal and informal assessment is used to inform planning and teaching on a daily basis.
7.4 Children's attainment is recorded against the expectations outlined in the New National Curriculum.
7.5 Parents are provided with written assessments, detailing their child's progress and achievements, including targets, each term, which are discussed with the child at Parent Consulation appointments.
7.6 Assessment results are used by Subject Leaders with the Senior Leadership Team to provide information about whole school trends, standards across the school and to plan future professional development and curricular targets.
7.7 Regular assessment takes place, including review lessons and nationally recognised standardised tests in core subjects.
7.8 Assessments are moderated at moderation meeting within Key Stages and termly with our partner schools.
7.9 Children's work is routinely marked in line with our Feedback and Policy. Children receive regular feedback, which may be verbal or written. Effective feedback will include whether they have met the learning outcome and clear next step targets so that they know exactly what to do to improve further.
7.10 Children are provided with regular opportunities for self and peer assessment, against agreed success criteria, in all sunbjects across the curriculum. This engages pupils in becoming self-critical and independent.
8. Monitoring
8.1 The Head teacher, Senior Leadership Team and Subject Leaders monitor all areas of the curriculum in line with the school's Monitoring and Evaluation Policy through:
Direct observation of teaching
Work scrutiny
Analysis of data
Pupil interviews
Review
9.1 The Senior Leadership Team will review this policy annually. Any suggested amendments will be discussed with the staff and will be presented to Governors when appropriate.
4
Appendix 1
Checklist of essential elements of teaching & learning at Wyton on the Hill
- Visual / text timetable for each day
- Basic skills displays appropriate to age group (s) (e.g. CLIC, VCOP, 7Rs, number lines, alphabet, calculation models, key vocabulary, maps etc)
- Teacher and pupils using modelling / images confidently to support and extend learning
- Teacher and pupils using apparatus confidently and appropriately
- Appropriate resources available for children to select for themselves
- VAK
- Opportunities for structured and meaningful pupil talk
- Opportunities for collaborative learning
- Opportunities for pupils to reflect on their own learning and that of their peers and to identify next steps
- Consolidation of prior learning
- Use of model: Review, revisit, teach, practise, apply
- Use of success criteria that is VAK
- Constructive feedback to all children
- Opportunities for pupils to respond to feedback
- Variety of recording methods
- Differentiation through IDP strategies (promoting a 'growth mindset', rather than capping by ability grouping)
- Challenge work available for all children, based on assessment for learning
- Targeted 'close the gap' group / 1:1 / pair work based on recent assessment
- Personal targets are accessible
- Teaching and Learning is clearly rooted in recent assessment (including marking)
- Opportunities to develop natural curiosity and love of learning
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DRUMMING UP VALUES
ANINTERACTIVERHYTHMEXPERIENCE
School Residency Plan
Presented by Toni Kellar Teaching Artist and Director Roots To Rhythm™
Interactive Development Programs & Rhythm Events firstname.lastname@example.org • 740-838-1343 24718 Lakeland Rd., Senecaville, OH 43780 www.rootstorhythm.com
Target Audience
Grades 3 through 6 (Program can be modified for other grade levels, including K-12)
Scope of Residency
Minimum length: 5 days
Maximum number of classes per day: 4
Number of sessions for each participating class: 5
Time length of sessions: 45 minutes
Preferred timeline: One week for 1 to 4 classroom groups; two weeks for 5 to 8 classroom groups.
Maximum size of classroom groups: 35 students
RESIDENCYDESCRIPTION
In this residency, students will experience hands-on rhythmic improvisation using a world variety of drums and percussion instruments (provided). Through this empowering process, students will develop values of self-esteem, respect, unity with diversity, and teamwork, while also learning rhythmic skills. Toni Kellar, a Drum Circle Music™ Practitioner, Trained HealthRhythms™ Facilitator, and director of Roots To Rhythm, will lead this joyful, interactive, and motivating residency.
DRUMMING UP VALUES
RATIONALE
Character Development From the Interactive Rhythm Experience:
Group rhythmic improvisation provides an effective method to explore themes in positive character development - respect, tolerance, listening, positive communication, self-awareness, motivation, empowerment, and team building. These positive characters are essential building blocks to establishing a well-balanced student, classroom, school, and community, and will help your school district achieve its positive values goals - providing Outcome From Within!™
RESIDENCYCOMPONENTS
Planning Meeting and School Visit
Toni will meet with appropriate teachers, administration, and support staff prior to the residency to discuss and fine-tune the program to meet specific needs or additional interests. Toni will also observe classrooms and tour school at this time to gain an understanding of classroom and school environment.
Professional Development Workshop for Teachers (optional)
* This optional program can be scheduled before, during, or after the classroom residency program. Program is 45 to 90 minutes long.
* Teaching tools to integrate rhythm into the classroom will also be presented, including a study guide.
* It is preferable to schedule it before the residency program if possible so that teachers may fully understand the group rhythmic process that their students will be experiencing.
* This Professional Development Workshop for Teachers can accommodate any or all of the school building staff, including those not involved in the residency program, as a motivating, stress-relieving, and teambuilding component of staff development.
Classroom Sessions
Please see separate Classroom Sessions Outline for details of the five residency sessions: One! Two! Ready! Go! Showtime!
Culminating Event to Share Student Learning (optional)
This participatory performance or assembly would combine all residency program classrooms in one culminating event performing an interactive drumming program. The performance could be during the day for other students and/or parents, or after school for parents/community. Toni will facilitate the performing students along with audience participation. Students may also be involved in creating additional aspects of the performance. Requirements: large assembly space such as a gymnasium or cafetorium; microphone and sound system.
Evaluation
Evaluation forms will be provided to all staff involved in the residency program to assess planning, communication, professionalism, and results of the residency program. Toni will work with partnering teachers to use assessment results to further improve the residency program.
DRUMMING UP VALUES
RESULTS
As a result of participating in this residency, students will:
Know:
* The components of rhythm in the music-making process
* Appropriate ways of communicating with others
* How to play a variety of percussion instruments
* The value of listening to and understanding another's point of view
Be Able To:
* Identify patterns and relationships in rhythm
* Discuss areas of challenge in relationships with others
* Participate in the creative process, develop their innate abilities to express rhythm, and develop listening skills
* Set positive behavior goals
Appreciate:
* How it feels to participate in a shared music-making process
* The values of teamwork and respect
* The joy of rhythm
* Their ability to express their own voice while valuing the voice of others
TEACHER'SR OLE D U R I N G C LASS S E S S I O N S
Teachers are expected to observe in the classroom during the residency sessions, assist if needed, and maintain discipline. Teachers are encouraged to facilitate discussion on residency topics as opportunities arise to promote real-world connections.
LOGISTICALFACTORS
Set-up and space requirements would include:
* A room with adequate space for chairs for each participant arranged in one large circle.
* Ability to set up the space in advance of sessions and keep set-up for duration of residency. The logistics of this program prevent moving the presentations from room to room.
* This room should factor in the music-making experience - a closed space is required.
* Security between classroom sessions for instruments.
* If culminating event option is chosen, microphones and sounds system would need to be provided.
DRUMMING UP VALUES
OVERVIEW OF C L A S S R O O M S E S S I O N S
One!
Activities: Introduce instruments; basic rhythm and music concepts of volume, pitch, tempo, repeating patterns; rhythm activities using drums and percussion instruments; behavior protocol.
Discussion topics: Successful communication tools, listening, respect, teamwork, consequences of personal choices
Two!
Activities: Interactive rhythm activities; opportunities for students to explore self-expression; overview of main groups of instruments; science of sound as vibration.
Discussion topics: Appropriate ways to express one's feelings, respecting others, self-esteem, honoring differences, bullying issues; diversity.
Ready!
Activities: Group improvisational rhythm activities.
Discussion topics: Value of honoring individuality while working respectfully with others, acceptance, responsibility of supporting each other to achieve success.
Go!
Activities: Facilitate process of creating original group rhythmic work.
Discussion topics: Teamwork, respect, trusting others.
Showtime!
Activities: Performance of rhythmic creation for other classrooms or parents/community.
Discussion topics: Joy of the result of successful teamwork and why it worked.
S AMPLE S C H E D U L E S
5 to 8 classroom groups (2 weeks)
3-4 classroom groups (1 week)
Monday: school visit, set-up, teacher workshop
Tuesday: 2-4 "One!" classroom sessions
Wednesday: 2-4 “One!” classroom sessions Thursday: 2-4 “Two!” classroom sessions
Friday: 2-4 "Two!" classroom sessions
Monday: 2-4 “Ready!” classroom sessions
Tuesday: 2-4 “Ready!” classroom sessions
Wednesday: 2-4 “Go!” classroom sessions
Thursday: 2-4 “Go!” classroom sessions
Friday: “Showtime!” interactive assembly program
By arrangement: school visit, set-up, teacher
Monday: 3-4 "One!" classroom sessions
Tuesday: 3-4 "Two!" classroom sessions
Wednesday: 3-4 "Ready!" classroom sessions
Thursday: 3-4 “Go!” classroom sessions
Friday: “Showtime!” interactive assembly program
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CURRICULUM INSPIRATIONS: www.maa.org/ci
MATH FOR AMERICA_DC: www.mathforamerica.org/dc
INNOVATIVE CURRICULUM ONLINE EXPERIENCES: www.gdaymath.com
TANTON TIDBITS: www.jamestanton.com
TANTON'S TAKE ON …
THE PREMISE OF IT ALL
JUNE 2016
Many educators very much like teaching the "box method" for solving quadratics in Algebra II. (See the appendix to this essay for details.) The approach mimics the natural process for solving these equations: it is the method of completing the square – literally! It makes immediate sense and thus requires no formulaic memorization. It is joyful, and it always works. (In fact, use it abstractly to solve 2 0 ax bx c and out pops the famed quadratic formula.)
The approach teaches a powerful principle in mathematics: Symmetry is our friend! Mathematicians will always look for symmetry in a problem and try to use it to their advantage.
Aside: As a simple example, suppose I tell you that I have a rectangle and that the area of this rectangle is 36 square units. What could you tell me about that rectangle? Well, not much. Perhaps it is a 4-by-9 rectangle of area 36, or a 2-by-18
one, or a
1
7 2
-by-
4
4 5
rectangle. We have no hope of guessing its dimensions.
But suppose I now reveal to you that that rectangle is symmetrical, that is, that it is a square. When you suddenly know everything there is to know about that figure!
Finding symmetry in a situation provides hope of developing good understanding of the situation.
However, despite the apparent joy of the box method, I often get queries from educators akin to this.
Okay. The box method is great. But many of my students already know the quadratic formula and find it quicker to solve any given problem using the formula instead. And they do have a point! If a quadratic has decimal coefficients, for instance, isn't the quadratic formula indeed just quicker and easier?
Before I give my true answer to this question I do need to point out that the box method will never let you down! It will always work no matter how awkward the numbers might be. (It just might not be fun.)
I also need to point out that one is always empowered to adjust given questions. For example, if given the task of solving
by hand, I would personally choose to first multiply through by ten and work with the equation.
Similarly, I'd probably choose to multiply
Now my true answer to the question. (And this is indeed a true response: it is the reply I recently gave – tidied up a tad.)
Indeed, if the numbers are awkward and the goal of the day is to just get the numerical answer to the problem, with speed and as little pain as possible, then - absolutely plugging into the quadratic formula is considerably easier, less time consuming, and less mentally taxing than the box method. In this scenario students should, for sure, absolutely go straight for the quadratic formula. I agree with this point.
But here's the odd thing about all this. The premise of this entire education conversation is wrong!
If the goal truly is just to get to the numerical answer to the problem, then actually the smartest and most accurate thing to do is type the quadratic equation into Wolfram Alpha and press enter! (That is how I would personally
So we're playing this game in the classroom that we're pretending that real technology doesn't exist and that we're back in the 1950s where students must do everything with pencil and paper (with the concession we'll let you use the calculator for the unpleasant arithmetic). It is really quite odd if you think about it, and it is odd that the kids have bought into this too.
In this day and age, where answers are easy to get, I say we must acknowledge that, let it happen, but make the answers incidental and secondary. Our work in the classroom is about the mathematical story of quadratics, the development of ideas, the play of ideas, and the human story of the subject. Take, for example, the problem:
A river boat travels upstream for 15 kilometers and then returns to start. The river has a steady current of 2 kilometers per hour and the entire return-trip journey took five hours. If the boat's speed was constant throughout the journey (that is, the speed of the boat relative to the water in which is moves is constant), for how long was the boat traveling upstream?
The work here is in developing a meaningful equation to solve! Solving the actual equation is just the dreary grunge work. Wolfram Alpha is best for that.
But changing this perception of why we are teaching mathematics, that actual numerical answers are incidental, is going to take a big shift. The kids have bought into the idea that, in the end, it is the single answer that counts. After all, all our standardized testing is about getting single numerical answers, under speed! That actually worries and saddens me.
Not sure what I advise you say to your kids, except do have a conversation about this strange mental set-up we are following in the classroom, and to be true to your honest human/math teacher self during it. (And perhaps take some steps towards deemphasizing the focus on numerical answers.)
Comment: If you look at my essay on assessment
http://www.jamestanton.com/?p=968 you'll see in my high-school teaching that I often give quizzes and tests with all the numerical answers supplied, but still leaving big blank space below each question for student work. What message do you think this gave my students?
A RADICAL NOTION
I was recently asked about my views on allowing students use of laptops and internet access in the classroom. My answer is surprising. I am all in! And by "all" I mean all! Imagine allowing students access to all mathematics software, all internet materials, all the time - even during exams and quizzes!
What types of mathematics questions would we teachers now ask our students to answer? (This radical idea thrills me!)
A DASTARDLY QUICK OVERVIEW OF THE BOX METHOD (See the quadratics course at www.gdaymath.com for full details.)
The symmetry of a square really is our friend. Solving the quadratic equation
really is asking for the side length of a square of area 25 . That side length is 5 x . Moving beyond geometry, thinking of this more generally as a problem in arithmetic, we actually see two possible solutions to the equation: 5 x or 5 x . Even though negative side lengths make no sense in geometry, the geometric picture still represents arithmetic truth.
Solving the quadratic equation
is almost as easy as the previous example: Something squared is 49 so that something must be 7 or 7 .
.
Subtracting 3 throughout gives
If we draw a picture of 2 3 x we see it is a square divided into four pieces.
If we had been given the quadratic equation
first, we might not have recognized it as a square in disguise. So, is there a way to recognize quadratics as squares in disguise?
Consider, for example:
Is it a square? Well, there is certainly an 2 x term that comes from a square.
What about the 8x s? Well, looking at the picture of the top of his column, and working to preserve symmetry (keep it a square!), we think to split the 8x into two pieces 4x and 4x as follows.
Something times x gives 4x . We must have the side lengths 4 in this picture.
Completing the picture, we see that there is a final piece of area 16
and the picture shows that the equation
disguise. So we have
Now we have a lovely series of problemsolving challenges to play with!
1. What if I gave you 2 8 15 24 x x ? Draw a picture of a square and you'll see that the number 15 is "wrong"? Oh heavens. What can we do about that?
2. Solve 2 3 5 9 x x . One can do the box method but one ends up with fractions. Is there a way to carry on with the method and avoid fractions? Can we solve the problem of that middle term being odd?
3. Is
2
4 12 3 13
x x
manageable?
4. What would you do with
5. Find a general solution to 2 0 ax bx c using all the pieces of advice you developed just in case b is an odd number and a is not a perfect square.
[Again … All these details are spelled out slowly and properly in my quadratic notes at www.gdaymath.com.]
© 2016 James Tanton firstname.lastname@example.org | <urn:uuid:4405080f-a030-42e9-8ff6-e36a5bf0eb41> | CC-MAIN-2017-39 | http://www.jamestanton.com/wp-content/uploads/2012/03/Curriculum-Essay_June-2016_The-Premise1.pdf | 2017-09-26T16:23:10Z | crawl-data/CC-MAIN-2017-39/segments/1505818696653.69/warc/CC-MAIN-20170926160416-20170926180416-00352.warc.gz | 499,942,412 | 1,915 | eng_Latn | eng_Latn | 0.998424 | eng_Latn | 0.999169 | [
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CURRICULUM INSPIRATIONS: www.maa.org/ci
MATH FOR AMERICA_DC: www.mathforamerica.org/dc
INNOVATIVE CURRICULUM ONLINE EXPERIENCES: www.gdaymath.com
TANTON TIDBITS: www.jamestanton.com
TANTON'S TAKE ON …
SAME QUESTIONS
JUNE 2015
Here are two little questions:
1. Twelve white dots sit in a row. In how many ways can I color two red?
2. How many solutions does the equation 10 x y z possess with x , y , and z each a non-negative integer?
These two very questions regularly make their way into one of my permutations and combinations sessions for educators, or for students. Participants recognize the answer to the first question as
But these two questions are just the same one question in two different guises. I've been trained as a mathematician to always be on the lookout for different costumes enshrouding identical ideas—but I wasn't as a school student. I worry that this is still the case for school students today.
Here's how to connect the two questions:
Each picture of two red dots among twelve has a certain count of white dots to the left of the reds, x of them, say, a certain count of white dots between the two red dots, y of them, and a certain count of white dots to their right, z of them. As there are ten white dots in all, 10 x y z .
question, however, is usually seen as jarring: an algebra question in a class on counting?
2 5 3 10
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Each picture can thus be interpreted as a solution to the algebra equation and, conversely, each algebra solution can be encoded as a picture.
Thus the number of solutions matches the number of possible pictures, 66 of them.
Exercise: How many non-negative integer solutions does the equation 100 a b c d possess?
As soon as one sees how to reinterpret one question, one can't help but want to do it some more. Here are four more questions, each necessarily with answer 66 as each is really the same question again. (Can you see how? Can you add a few more questions to the list?)
3. Twelve dots are drawn on a circle. If I draw a chord between each and every pair of dots, how many chords will I draw in total?
4. A dozen people meet in a room. If each person shakes hands with each and every other person exactly once, how many handshakes take place in total?
5. An ice-cream stand is offering a "megabowl" special: ten scoops of ice-cream from three different choices of flavors. Assuming scoops can jumble about in the bowl, how many different mega-bowl specials are there?
6. How many solutions are there to the equation 13 x y z with x , y , and z each a positive integer?
a series of tasks to be mulled over, reinterpreted, and revisited over and over again!)
Here's a philosophical seventh question that comes from mulling on the counting
process of question 1.
7. How can we use the two red dots among twelve to see, without actually doing the arithmetic, that the sum
Here are my thoughts:
We want to count all possible ways to color two dots red. Let's consider all options for coloring a left dot and see how many choices each scenario leaves for coloring a second dot.
The picture shows that that there are 1 2 3 11 ways to color two dots. Thus sum must thus be 66 .
In general, we realise that
Exercise: a) Use three red dots to show that 1
Mulling on alternative formulations and approaches is fun. (Mathematics is not a series of tasks to be solved. Mathematics is
www.jamestanton.com and www.gdaymath.com
Exercise: For twelve dots drawn on a circle I draw a chord between each and every pair of dots. The dots are non-symmetrically spaced so that only two chords ever pass through a point of intersection. Use a picture to explain why there are 12 4 C intersection points.
For a real challenge… n dots are drawn on a circle and chords are drawn between each and every pair of dots. The dots are nonsymmetrically arranged so that no more than two chords ever pass through an intersection point. Explain why the number of regions in the diagram equals
1
2
4
n
n
C C
.
(See www.jamestanton.com/?p=775 .) By the way, the sequence of numbers that arise from this formula begins 1,2,4,8,16 and then continues 31,57,99,....
PROBLEMS THAT ARE THE SAME IN THE CURRICULUM
To me permutation and combination puzzles are just the same problem over and over again in disguise. (Why do we make this topic so hard?) For example, to count how many ways to select three people from six, just count how many ways to arrange the letters CCCXXX. (C = chosen and X = not chosen). To count how many ways to select the three people in order, just count the number of ways to arrange the letters FSTXXX. (First, second, third, not chosen.) To learn how easy it is to count letter arrangements, see www.gdaymath.com/courses/permutations -and-combinations/ .
Solving 2 3 25 x is a breeze: it simply reads as "something squared is twentyfive." Solving 2 6 9 25 x x is just the same question in disguise. This represents the best way to solve quadratics, to simply recognize each equation as something easy in costume! See details at www.gdaymath.com/courses/quadratics/ .)
Computing 276 12 in grade 5 is identical to computing 2 2 7 6 2 x x x in grade 10. It is the same work in different guises – and Exploding Dots makes this blatantly clear. (See www.gdaymath.com/courses/explodingdots/ .)
Young students have little trouble graphing scatter plots (data points of students' shoe size and height, for example). It is natural and conceptually easy. Yet graphing equations and functions, in general, is unnatural and hard for many students. Why then don't we have students just plot scatter plots all through middle school and refer to all graphing thereafter as scatter plots in different guises: the graph of 2 2 1 x y is the scatter plot of all data points that make this equation true; the graph of a function is the scatter plot of all input/output data pairs. Actually, this is exactly what I am about to advise a new curriculum to do!
© 2015 James Tanton firstname.lastname@example.org
The Common Core State Standards (the A.SSE standards) want students to see structure in expressions, that factoring 4 4 x y , for example, starts off as a standard problem in disguise (to factor 2 2 x y ).
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At Whitley Park Primary and Nursery School Religious Education is inclusive, reflecting the diversity of our community, which in turn nurtures an understanding of, and a respect for Christianity and other major world religions.
We take an enquiry–based approach to the subject and aim to:
- develop knowledge, understanding and awareness of Christianity and other major religions, by posing challenging questions about meaning and purpose in life, beliefs about God, issues of right and wrong and what it means to be human;
- foster a sense of awe and wonder;
- encourage respect for those holding different beliefs, and enabling our children to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ;
- promote spiritual, moral, cultural and mental development;
- equip our children to participate positively in our community and in society at large, with its diverse religions and world views. | <urn:uuid:ba88373e-f753-446d-b39f-c82c260225dc> | CC-MAIN-2017-39 | http://www.whitleyparkprimaryschool.co.uk/wp-content/uploads/2017/07/RE-Mission-Statement-1-1.pdf | 2017-09-26T16:22:41Z | crawl-data/CC-MAIN-2017-39/segments/1505818696653.69/warc/CC-MAIN-20170926160416-20170926180416-00351.warc.gz | 617,008,564 | 180 | eng_Latn | eng_Latn | 0.969164 | eng_Latn | 0.969164 | [
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Glasshouses CP School
Class Weekly Newsletter
News From Class 3
Friday 3rd February 2017
What an exciting week. We had great fun finding out about the mechanics of the human digestive system. I will not go into too many details however, the experiments were much enjoyed by the children though the adults in school may have thought otherwise. Please ask your child for further details! The choir have been practising hard ready for our rehearsal on Sunday then our big performance on Friday 3rd March at the Royal Hall. We are all very excited.
The highlight of the week has been our Harry Potter day today. The Classroom was transformed into the Great Hall at Hogwarts and pupils entered the Classroom by means of Platform Twelve and Three Quarters. The Classroom itself was laid out like the Great Hall and we started the day with sorting children into houses using the sorting hat. We all had to put the hat on and pick out of a cauldron to see which house we were in. Then we made special potions and practised our recently acquired maths skills for quantities. The children's costumes were amazing and they all entered into the spirit of the day ... ……..The magic of Harry Potter was all around school! (Mrs Tee says "Miss Jones you are amazing and give our thanks to your mum for making Hogwarts come alive”)
It has been a lovely week in Class 2. The children have been doing some beautiful artwork about important symbols in their lives, making, playing and evaluating their fabulous ocean drums and practising their French fruits and perfecting their accents!
In numeracy we have been using multiplication and division to solve problems about sea creatures. The children have been brilliant in SPaG at using spelling rules to add – er and –est and in literacy they have started their Big Writes on Kit Wright's poem 'The Magic Box'. Their imagination has been amazing and we hope you will come to our assembly and share some of our exciting learning. We loved meeting Isabella's puppies. They are so tiny and gorgeous and everybody wanted a cuddle! A big thank you to Danielle and Caitlin for bringing them in to show us and to Isabella and Amelia for letting
us meet their lovely little friends!
News From Class 1
Class 1 have been very busy this week. We have loved looking at lots of different fairy tales and traditional stories. This week we have started to think about our own fairy tales and what kind of story we were going to write. We started off by looking at our setting—the castle. The children have created some very imaginative castles, showing off their illustrating skills! I'm excited to see where their creativity takes them next week. We have also been practising our lines for Cinderella—not long to go now so please keep practising at home.
In numeracy, some of the Receptions have been focusing on number formation up to 20! They are looking at the place value of a digit in a number and thinking about what that 1 means in the number 13. They are working so hard and making tons of progress. The Year 1's have been taking charge of their own learning. We look at a new concept together on the whiteboard and then have a think about what we are going to use around the classroom. This week our focus has been looking at the symbol = and really understanding it as a balance. We had to think of two sums that balances (e.g. 7+3=14-4) and we had numicom out, multi-link out, balance scales out, hundred squares out and even cows from the farm out! The children are really thinking mathematically and can quickly work out if their method is making it easier or harder for them.
On Thursday we were very excited to head to Nidderdale Museum. The children are really enjoying learning about Victorian times and by seeing the artefacts up close, it really deepened their understanding of what life was like. We loved the school room and pretending to have a ginger beer from an old fashioned bottle. We also stumbled across Mrs Palmer's diary entry on Tuesday from when she was a little girl at Glasshouses school. We quickly decided we are so pleased school is different and Mrs Tee doesn't keep her slipper in her top drawer for punishments. Please keep reassuring your children that no harm will come to them on Victorian day! | <urn:uuid:64921ab8-70aa-4cfb-8487-8b138d457e49> | CC-MAIN-2017-39 | http://glasshouses.n-yorks.sch.uk/data/documents/Class-Weekly-News-03.02.17.pdf | 2017-09-26T16:20:02Z | crawl-data/CC-MAIN-2017-39/segments/1505818696653.69/warc/CC-MAIN-20170926160416-20170926180416-00352.warc.gz | 158,444,471 | 895 | eng_Latn | eng_Latn | 0.99943 | eng_Latn | 0.99943 | [
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Year 4 Term 1 – Take Home Challenges… What will you choose?
Monster Hunters: Fact or Fiction?
As Authors…
Create your very own rap or song about a monster living in the mill pond.
As Speakers/Performers…
Team up with a friend to create a short drama piece. Imagine you are a monster hunter. Capture the moment you discover the monster.
As Readers…
Discover the secrets of Norse mythology: https://www.storynory.com/category/myths/n orse/ Share these stories with a friend, sibling or adult.
As Historians/Geographers…
Imagine that you have been asked by local people to track the movements of the mystical creature living in the millpond. Create a map which shows its whereabouts.
Explore the local environment with an adult and take photos of your discoveries. Record any plants, habitats and creatures you encounter along the way.
As Scientists…
You can create your very own 'mini-garden' (in a plant pot). You could use real plants or create a mini garden using craft materials.
Imagine that scientists have discovered a new species of frog in the Bewbush Mill Pond. Create a profile for this very unusual creature.
Can you find a mini eco-system in your own garden? Take a picture and share your findings with your classmates.
As Mathematicians…
Create a questionnaire and gather data about the perfect night in from your family and/or friends. Consider the entertainment, the dinner, snacks and drinks. You could present the data in graph form.
Ask an adult or friend to write a number down. You have one minute to tell the person as many facts about that number as possible.
As Designers…
Produce a 'WANTED' poster for a mythical creature living in your home. Perhaps he or she is terrorising the neighbourhood. Include a description of the creature's appearance.
Make you very own pair of wings that you could use to fly to the sun like Icarus. Try to avoid making the same mistakes that he made!
As Children…
Take a selfie of something you are very proud of. Perhaps you have helped an adult to cook a meal or managed to teach a younger brother or sister to tie their shoelaces. Perhaps you taught an adult how to play you favourite game.
Have a go at playing a sport which you have never played before. Perhaps you could take a photo or a video and share it with the class. | <urn:uuid:9343cc7f-15b9-42cf-8e29-8b864cabc44e> | CC-MAIN-2020-45 | https://waterfield.org.uk/wp-content/uploads/2020/10/Year-4-Take-Home-Challenges-Autumn-2020.pdf | 2020-10-26T01:14:53+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00507.warc.gz | 589,207,200 | 483 | eng_Latn | eng_Latn | 0.998415 | eng_Latn | 0.998415 | [
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Weed Eater Safety Tips
Weed eaters are useful and commonly used tools. As with all tools careful operation and following appropriate safety tips helps to manage risks and minimize the chances of personal injury.
1) Wear solid shoes, preferably heavy boots, to protect your feet.
footing possible. Once the engine is running move into a cutting position.
2) Wear shoes with good traction to minimize the risk of slipping and losing control of your weed eater.
3) Wear long pants to protect your legs.
4) Wear relatively tight-fitting clothing and tie back long hair. Loose clothing and long hair can get caught in the moving parts of a weed eater.
5) Consider wearing work gloves to protect your hands.
6) Wear eye protection. For gas powered weed eaters wear ear protection.
7) Know how to operate the weed eater. Start by reading the manual.
8) Use the correct fuel mixture if the weed eater is gas powered.
9) Prior to starting the weed eater make sure the weed eater is in good operating condition and guards are in place.
10) Prior to starting the weed eater, clear the area of stones, sticks, wire, and other debris.
12) While weed eating, pay attention to what you are cutting, and what is going on around you. This is especially important next to roads and other sources of activity.
13) Stop cutting if someone approaches within 30 to 60 feet to avoid striking them with flying debris.
14) When not actually cutting run the engine at an idle.
15) Keep the weed eater's cutting part beneath waist, and preferably knee, height.
16) Stop the engine prior to setting the weed eater down.
17) Turn off the engine and disconnect the spark plug wire when making repairs or working on the weed eater.
18) Allow the engine to cool before refueling the weed eater.
19) Minimize grass and other debris buildup on the weed eater to minimize the fire hazard.
11) Start the engine on firm ground in an open place for maximum control and best
20) After use, secure the weed eater in order to avoid gas spillage and or damage when moving the unit.
Adapted from www.teenlawncare.com/2009/04/26-tips-for-weed-eater-safety.html, Accessed on 6/15/2011. | <urn:uuid:a8f63512-e39a-4bf4-bf16-09733545a5d3> | CC-MAIN-2020-45 | https://www.uaex.edu/farm-ranch/special-programs/docs/weed-eater-safety-handout-6_15_2011.pdf | 2020-10-26T02:03:39+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00506.warc.gz | 935,415,874 | 476 | eng_Latn | eng_Latn | 0.992473 | eng_Latn | 0.992473 | [
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INTERNATIONAL JOURNAL OF NUTRITION
ISSN NO: 2379-7835
Research article
DOI: 10.14302/issn.2379-7835.ijn-20-3458
The Impact of Combining Nutrition Education with Active Choice on the Fruit and Vegetable Consumption Among Second Grade Students
Robyn M. Cafiero 1 , Yeon Bai 2,* , Charles Feldman 3 , Doreen Liou 4
1Executive Director of Whole Body Academy, LLC
2Professor, Dept of Nutrition and Food Studies, Montclair State University, Montclair, New Jersey, 07043,
3Professor, Dept of Nutrition and Food Studies, Montclair State University, Montclair, New Jersey, 07043
4Associate Professor, Dept of Nutrition and Food Studies, Montclair State University, Montclair, New Jersey, 07043
Abstract
Daily intake of fruits and vegetables provides the basis for healthy nutrition. Yet low consumption of fruits and vegetables (FV) persists among school-aged children. Framed by the Social Cognitive Theory, this study aimed to determine the effectiveness of nutrition lessons combined with an active choice intervention on children's FV consumption. Using a quasi-experimental design, 89 second graders were assigned to groups. Students in the experimental group (n=46) received four nutrition lessons combined with nine active choice sessions, while those in the control group (n=43) received active choice sessions only. Responses to pre- and post-intervention surveys that inquired FV knowledge and consumption were compared within and between groups using independent and paired t-tests. Empowered by improved knowledge, self-efficacy and the positive environment created through nutrition lessons and active choice, the experimental group showed improvement in consumption behavior compared to the control group at post-intervention: bringing FV to school and finish eating (69.7 vs. 51.2, p=.05 for fruits; 43.5 vs. 39.5, p=.41 for vegetables); like choosing FV (84.8 vs. 65.1, p=.01); like to eat more FV (80.4 vs. 62.8, p=.16); FV are healthy (100 vs. 95.3, p=.14). The magnitude of improvement is small yet consistent in every aspect of outcome measures. Combining nutrition education with the active choice component showed potential for a larger impact on behavior change among study participants. Parental support and community involvement could enhance the effectiveness of nutrition education in schools.
Corresponding author: Yeon Bai, PhD, RD, Professor, Dept of Nutrition and Food Studies, Montclair State University, Montclair, New Jersey, 07043, Email: firstname.lastname@example.org
Keywords: Fruits and vegetable consumption, nutrition education, social cognitive theory, active choice
Received: Jun 25, 2020
Accepted: Jul 12, 2020Published: Jul 14, 2020
Editor: Burcu AK CIMEN, Research Assistant, Faculty of Fisheries, Marine Sciences of Basic Sciences
Department, University of Çukurova, Turkey.
Introduction
Childhood obesity is a national concern, with 13.9% of 2- to 5-year olds classified as obese 1 . It is not surprising that the consumption of fruits and vegetables among younger populations is considerably lower than the guidelines provided by the United States Department of Agriculture (USDA) 2 . Data from the 2009-2010 National Health and Nutrition Examination Survey revealed that while many youth consume some fruits and vegetables daily, they often do not meet the USDA guidelines 2 . For children facing food insecurity, access to convenient and affordable fruits and vegetables is particularly important 3 .
personal factors, behavior, and the environment 11,12 . There is an emphasis on social influences while highlighting both external and internal reinforcements. Reinforcements, expectations and expectancies can influence whether individuals engage in a particular behavior 13 . When SCT is applied in education, the teacher is merely a facilitator. The students are actively engaged and take actions in various ways 8 . To date, few studies have looked at SCT applied in an active learning environment as a means to increase the consumption of fruits and vegetables during lunchtime through an active choice intervention.
The purpose of this study was to determine whether nutritional lessons in addition to an active choice intervention were a significant factor in increasing students' consumption of fruits and vegetables compared to engaging empowerment selectively through exposure, environment, and active choice to create behavior change.
Study Design
With the rise of dual-working households, teaching children proper nutrition education is a shared responsibility between the school and within the home 4 . The type of food children consume is important to address, as a previous study disclosed that French fries represented nearly 25% of their vegetable intakes 4,5 . Research has indicated dietary habits adopted in childhood will likely continue through adulthood 6 . Therefore, it is imperative to expose children to a variety of fruits and vegetables at a young age to decrease the neophobic tendencies of trying new foods as they get older. Methods
Recent studies provide overwhelming evidence that students learn best when they are actively engaged and play a major role in the learning process, as demonstrated in the Active Learning Model 7-9 . It has been demonstrated that students engaged in active learning lessons, generally understand and apply the learned concepts throughout their lives 8 . Engaging in an active learning environment can result in a sense of motivation, pride, and independence that can positively affect behavior 9 . Unfortunately, this approach has not been embraced within the traditional learning models implemented in many American schools and universities. In order to provide experiential learning, which involves learning through doing, novel active learning programs have been similarly designed around learning models suggested in the Confucian proverb: "I hear and I forget, I see and I remember, I do and I understand" 10 .
This study was framed under the Social Cognitive Theory (SCT). A central construct is reciprocal determinism, reflecting a dynamic interaction among
Using a quasi-experimental design, this study was conducted in one elementary school, located in a suburban town in northern New Jersey. The investigation targeted the second graders in the school. Second grade was chosen because this is when students begin learning about healthy eating based on the school's health curriculum. Among the four classes of second graders, two classes were divided into the experimental group and the remaining two classes were designated as the control group. The experimental group received both nutritional lessons on the importance of fruits and vegetables and participated in an active choice intervention during lunchtime, whereas the control group participated in the active choice intervention only (using the active learning model). Each of the theory constructs was addressed in the nutrition lessons as well as in active choice intervention (Table 1) 14 .
A pre- and post-intervention survey was administered to determine if there were any significant changes in the overall fruit and vegetable consumption behavior within and between groups. The survey contained basic demographic questions as well as
Table 1. Social Cognitive Theory and Connection to Intervention
| Construct | Definition |
|---|---|
| Reciprocal Determinism | The dynamic and reciprocal interaction of person (individual with a set of learned experiences), environment (external social context), and behavior (responses to stimuli to achieve goals) |
| Behavioral Capability | A person’s actual ability to perform a behavior through essential knowledge and skills |
| Observational Learning | The ability to reproduce an action after witnessing and observing the behavior performed by others |
| Reinforcements | The internal or external responses to a person’s behavior that affect the likelihood of continuing or discontinuing the behavior |
| Expectations | The anticipated consequences of a person’s behavior |
14 Bandura A. (1986). Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice-Hall.
questions about fruits and vegetables. Students were asked about their preferences, opinions, and consumption behaviors: e.g. frequency of bringing fruits and vegetables to school, whether they consume their home-brought fruit and/or vegetable, and whether they selected fruit or vegetable during the lunchtime active choice intervention.
assent forms were completed before the study began. Parents were instructed to disclose any fruit or vegetable allergies their child may have. Particular items of produce were excluded during the intervention for very few students that had allergies to these fruits or vegetables.
Active Choice Intervention During Lunchtime
The study took place between February and April 2016. The study protocol was a combination of different investigations adapted from previous research 6-8 . The present study offered an intervention design that combined the SCT constructs and Active Choice principles to increase fruit and vegetable consumption behavior, as opposed to previous research lacking theoretical frames. The Superintendent of Schools and the elementary school's principal gave permission for this study, and the Institutional Review Board approved the protocol. Parental consent and child
Both the experimental and control groups received the Active Choice intervention during lunchtime. This intervention continued for a total of nine sessions, with each session lasting approximately 20-minutes. It consisted of a decorated table stand with fruit and vegetable selections in the lunchroom. Verbal praise was made by the adult table attendee when a selection was made. Before lunch time, students were given two colored tickets: red for fruits and green for vegetables. The experimental and control groups had a different shade of the colored tickets to easily decode
Freely Available Online
each group. The tickets allowed the researcher to examine how much of each fruit and vegetable were taken by each group.
Once the students settled themselves at their lunch table, they were able to approach the fruit and vegetable table, which was decorated with laminated pictures of fruit and vegetable art. The table also had a colorful menu displayed so the students could see what their options were for the particular day. Both the colorful menus had the names of the fruit or vegetable and a picture directly below the name. The menu was displayed on a poster size paper using a playful font in order to be more attractive to the second graders.
Each intervention day, students had a choice between two fruits and two vegetables. The decision to provide more than one option for fruits and vegetables was to increase self-efficacy as well as to elicit participants' consciousness-based decision making. This tends to be more deliberate, slow, and analytical than spontaneous, affective decisions 15 . The students gave their ticket(s) to the school nurse, a lunch aide, or the researcher attending the lunch table if they wanted a fruit and/or vegetable. Those tickets went into a special bag labeled "used." Unused tickets (if the students wanted only one or none of the items) went into a special "unused" bag to easily cross-reference the data from the remaining fruits and vegetables at the end of each session.
Once a student submitted a ticket or tickets, self-efficacy was reinforced through partaking in the intended behavior. The students were able to ask questions about the fruit or vegetable if they were unsure what they were. Using this newly gained information, the students in both groups were able to use the tickets to make their own choice (consciousnessbased decision).
The students were not coerced to take the fruits and vegetables. However, they received some sort of praise from the lunch aides, the principal, the school nurse or the researcher when they were eating something they chose as a means to promote a sense of positive reinforcement, as per the study protocols. This intended admiration from authority figures prospectively assured the students that they were doing something
good and while receiving approval from adults. Still, it was of their own free will to select what they wanted, if they wanted anything at all.
Nutrition Lessons Intervention
The experimental group received four 30-minute nutrition lessons based on the constructs of the SCT (reciprocal determinism, behavioral capability, expectations, self-efficacy, observational learning [modeling], and reinforcements) and the importance of eating fruits and vegetables to increase behavior change (See Table 1). The first nutrition lesson included an educational video about the importance of consuming fruits and vegetables, and a game in which students guessed what fruit or vegetable was inside a brown sandwich bag without looking inside, but by touching it with their hands. They were then offered pre-cut samples of those fruits and vegetables to taste. The second lesson taught students how to distinguish healthy foods from unhealthy foods and allowed students to acknowledge the role of individual tastes and preferences when choosing foods to eat. The third lesson involved an interactive game in which the students identified fruits and vegetables based on their colors and were encouraged to eat these foods in a variety of colors. Finally, the fourth lesson prompted the students to create edible artwork using pre-cut fruits and vegetables. Students were separated into small groups and given an image to recreate with the provided fruits and vegetables. After each group was finished, the students were encouraged to view and taste the artwork that the other groups created.
Data Analysis
The data for the active choice intervention were gathered through ticket collection, as well as through the raw count of fruits and vegetables taken on each particular day. It was difficult to determine food waste because the participants would often forget to deposit their empty or partially eaten fruit/vegetable bags in the basket that was labeled 'finished or uneaten produce.' Hence, the number of fruits and vegetables taken was regarded as consumed (actual fruit and vegetable consumption). The ratio of total number of fruits or vegetables taken to the number of fruits or vegetables offered was calculated and compared between groups at
the conclusion of the intervention using independent t-test.
The participating students' demography was summarized by a descriptive analysis. A paired t-test within groups was performed to determine if the behavior (bringing fruits and vegetables to school to eat) changes occurred after the intervention. An independent t-test was performed to test if the behavior difference between groups at post-intervention was significant. Chi-square analysis was employed to analyze the nonnumeric data.
Results
Participant Demography
There was a total of 92 second grade students divided into four separate classes in this school, with a total of 51 girls and 41 boys. Their ethnic backgrounds included 49 Caucasian/White, 16 Asian, 11 Hispanic/ Latino, 13 Interracial, 2 African American/Black, and 1 Alaskan/Native American. No students in this grade qualified for free or reduced lunch (at the time of the research), and only 4% of the population were either non-native English speakers or had a learning disability.
the intervention: 4.7 vs. 2.3% (p=.48). Similarly, a smaller proportion of students in the control group liked choosing a healthy snack during lunch after the intervention compared to before the intervention: 65.1 vs. 69.8% (p=.63). Many students in both groups disclosed that they brought fruits (from home) as snacks more often than vegetables. When asked whether they preferred fruits or vegetables, over 50% of students indicated fruit preferences in both groups. When asked to select the types of fruits and vegetables they liked most, both groups were similar in the order of their preference (see Figures 1 and 2).
Fruit and Vegetable Consumption During Active Choice Intervention
Among the total 92 second graders in the school, 89 students participated in this study (96.7% participation rate): 46 in the experimental group and 43 in the control group. The experimental group consisted of 61% female, 39% male, 58% 7-year old, and 42% 8year old. The control group consisted of 56% female, 44% male, 62% of 7-year old, and 38% 8-year old.
Participants' Preference and Opinions About Fruits and Vegetables
After the intervention, 100% of the students in the experimental group specified that they thought fruits and vegetables were good [healthy] for them and 84.8% liked the option to choose a healthy snack during lunch. This was an improvement of their opinion compared to their responses before the intervention, though the magnitude of improvement was small and statistically insignificant (See Tables 2 and 3). On the other hand, the opinion of students in the control group negatively changed after the intervention. A higher proportion of students in the control group reported that they denied or were unsure if fruits and vegetables were good for them after the intervention compared to before
During nine sessions of active choice intervention, students in the experimental group were more likely to consume both fruits and vegetables than those in the control group. On average, the experimental group consumed 81.2% of fruits offered and 77.7% of vegetables offered. The control group consumed on average 73.4% of fruits offered and 62.1% of vegetables offered. The difference between groups was significant for vegetable consumption (p=.01), while fruit consumption was statistically similar (p= .13) (See Table 4).
Fruit and vegetable consumption behavior was also measured in a survey by asking how many days of the week students brought either fruits or vegetables from home to eat and whether they finished what they brought in. Students in the experimental group brought fruits and vegetables to school more days in a week post- than pre-intervention: fruits (2.67 pre- vs. 3.00 post-, p=.37), vegetables (1.74 pre- vs. 2.02 post-, p=.47). When this behavior (bringing fruits and vegetables to school) was compared to students in the control group, it was consistently more frequent for those in the experimental group at both pre- and post-intervention. Among students in the experimental group, it was apparent that there was an increase in their intention to eat fruits and vegetables during lunch as they brought them to school more days in the week after the intervention. However, this increment was not statistically significant: fruits p = .94; vegetables p=.05).
At the conclusion of the intervention, students in the experimental group showed higher likelihood of
Table 2. Pre- and post-intervention survey comparison within groups
| Survey Questions | | Experimental Group (%) | | | | |
|---|---|---|---|---|---|---|
| | | Pre- | Post- | p | Pre- | Post- |
| If I bring fruit to eat with lunch, I… | Finish eating all | 63.0 | 69.7 | .94 | 44.2 | 51.2 |
| | Take back home | 21.7 | 15.2 | | 23.3 | 30.2 |
| | Throw out leftover | 6.5 | 6.5 | | 2.3 | 0 |
| | Do not bring fruit | 8.7 | 8.7 | | 30.2 | 18.6 |
| If I bring vegetables to eat with lunch, I… | Finish eating all | 52.2 | 43.5 | .05 | 46.5 | 39.5 |
| | Take back home | 15.2 | 26.1 | | 11.6 | 23.3 |
| | Throw out leftover | 6.5 | 4.3 | | 7.0 | 0 |
| | Do not bring vegetable | 26.1 | 26.1 | | 34.9 | 37.2 |
| Do you like to choose fruit or vegetable during lunch | Yes | 78.3 | 84.8 | .23 | 69.8 | 65.1 |
| | No | 2.2 | 8.7 | | 4.7 | 4.7 |
| | Unsure | 19.6 | 6.5 | | 25.6 | 30.2 |
| Do you think fruits and vegetables are good for you? | Yes | 95.7 | 100 | .36 | 97.7 | 95.3 |
| | No/Unsure | 4.3 | 0 | | 2.3 | 4.7 |
| Which do you like more, fruits or vegetables? | Fruits | 52.2 | 50 | .73 | 58.1 | 58.1 |
| | Vegetables | 0 | 4.3 | | 4.7 | 4.7 |
| | Both | 45.7 | 45.7 | | 37.2 | 34.9 |
| | Neither | 2.2 | 0 | | 0 | 2.3 |
Table 3. Post-intervention survey comparison between groups
| Survey Questions | | Post-Intervention | | |
|---|---|---|---|---|
| | | Experimental | Control | p |
| If I bring fruit to eat with lunch, I | Finish eating all | 69.7 | 51.2 | .05 |
| | Take back home | 15.2 | 30.2 | |
| | Throw out leftover | 6.5 | 0 | |
| | Do not bring fruit | 8.7 | 18.6 | |
| If I bring vegetables to eat with lunch, I | Finish eating all | 43.5 | 39.5 | .41 |
| | Take back home | 26.1 | 23.3 | |
| | Throw out leftover | 4.3 | 0 | |
| | Do not bring vegetable | 26.1 | 37.2 | |
| Do you like to choose fruit or vegetable during lunch | Yes | 84.8 | 65.1 | .01 |
| | No | 8.7 | 4.7 | |
| | Unsure | 6.5 | 30.2 | |
| Do you think fruits and vegetables are good for you? | Yes | 100 | 95.3 | .14 |
| | No/Unsure | 0 | 4.7 | |
| Which do you like more, fruits or vegetables? | Fruits | 50 | 58.1 | .58 |
| | Vegetables | 4.3 | 4.7 | |
| | Both | 45.7 | 34.9 | |
| | Neither | 0 | 2.3 | |
| Do you want to eat more fruits & vegetables? | Yes | 80.4 | 62.8 | .16 |
| | No | 4.3 | 11.6 | |
| | Unsure | 15.2 | 25.6 | |
Table 4. Number of fruits and vegetables offered during active choice intervention
Freely Available Online
Figure 1. Preferred Fruits
| | Fruits | | | | | | Vegetables | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Day | Experimental | | | Control | | | Experimental | | | Control | | |
| | Offered | Taken | Ratio | Offered | Taken | Ratio | Offered | Taken | Ratio | Offered | Taken | Ratio |
| 1 | 45 | 40 | 89 | 42 | 35 | 83 | 45 | 40 | 89 | 42 | 34 | 81 |
| 2 | 44 | 40 | 91 | 42 | 38 | 90 | 44 | 37 | 84 | 42 | 30 | 71 |
| 3 | 42 | 34 | 81 | 42 | 32 | 76 | 43 | 32 | 76 | 42 | 20 | 48 |
| 4 | 45 | 37 | 82 | 40 | 20 | 50 | 45 | 34 | 76 | 40 | 19 | 48 |
| 5 | 41 | 33 | 80 | 39 | 24 | 62 | 41 | 33 | 80 | 39 | 26 | 67 |
| 6 | 43 | 31 | 72 | 39 | 34 | 87 | 43 | 33 | 77 | 39 | 21 | 54 |
| 7 | 44 | 32 | 73 | 40 | 25 | 63 | 44 | 31 | 70 | 40 | 17 | 43 |
| 8 | 45 | 40 | 89 | 39 | 28 | 72 | 45 | 28 | 62 | 39 | 31 | 79 |
| 9 | 45 | 33 | 73 | 41 | 31 | 76 | 45 | 38 | 84 | 41 | 28 | 68 |
| Total | 394 | 320 | 81 | 364 | 267 | 73 | 394 | 306 | 77 | 364 | 226 | 62 |
finishing fruits (69.7 vs. 51.2%, p=.05) and vegetables (43.5 vs. 39.5%, p=.41) that they brought in from home to eat. A higher proportion of students in the experimental group also expressed their 'wanting' to eat fruits and vegetables than those in the control group (80.4 vs. 62.8%, p=.16). A significantly higher proportion of students in the experimental group liked to choose fruits and vegetables during active choice intervention than those in the control group (84.8 vs. 65.1, p=.01). (See Table 3).
Discussion
The findings from this study suggest that the additional intervention element (nutrition lesson) given to the experimental group had a positive effect on every aspect of the behavior change. Students who received both nutrition lessons and active choice intervention showed positive behavior changes in 'bringing fruits and vegetables from home to eat' as well as 'likelihood of finishing' what they brought in. It is noteworthy that the vegetable consumption (selected from the active choice table) during lunch exhibited the most impressive and significant difference compared to the control group.
A strength of this study is in the theoretical framework applied in the intervention. While a number of previous studies employed various strategies to improve fruit and vegetable consumption for school children, many have not combined theoretical avenues, which could lead to more sustainable outcomes 16-19 . The present study offered an intervention design that combined the constructs of the SCT and active choice principles to increase fruit and vegetable consumption behavior.
The role of the SCT provided a guided theoretical framework in which reciprocal determinism reflected the continuous interaction among personal factors, the environment, and behavior (active choice concept). The interactive connection among these three components are crucial because if one changes, the other two components will also be affected. Another significant component to the SCT is self-efficacy. Allowing students to have repeated measures of exposure, an easy to follow set of instructions, and a sense of connection or importance between themselves and the behavior at hand can help promote mastery of skills, thus can increase one's level of self-efficacy.
The nutrition lessons allowed the students in the experimental group to be introduced to and develop a familiarity with a variety of fruits and vegetables through the senses of taste, touch, smell, and sight. The nutrition lessons overall had a positive impact on the behavior regardless of the magnitude or statistical significance of the difference between groups. The fact that 100% of students in the experimental group acknowledged the benefits of fruits and vegetables
indicates that the knowledge and familiarity gained from the nutrition lesson played a role in students' behavior to select (from active choice table) and bring (from home) fruits and vegetables. It should be noted that although behavioral capability is not necessarily essential for the behavior change to occur, positive associations have been found between nutrition knowledge and fruit and/ or vegetable intake 20 .
Additional evidence of the impact of nutrition lessons was displayed in students' responses to the survey question asking if they liked to choose healthy snacks during lunchtime. At pre-intervention, students in both groups showed similar enthusiasm to choose their own healthy snack during lunchtime. However, students in the experimental group displayed much improved enthusiasm at post-intervention, whereas those in the control group expressed increased uncertainty regarding whether they liked to choose healthy snacks during lunchtime. This tendency could be attributable to the knowledge and familiarity students gained during nutrition lessons. The nutrition lessons allowed those participants not only to understand the health impacts that are associated with a diet filled with fruits and vegetables, but also how including fruits and vegetables in your diet could be fun, exciting, and nutritious.
As shown in the current study, students in both groups demonstrated a preference of fruits to vegetables. For example, behaviors such as bringing more fruit than vegetables from home to eat, selecting more fruit than vegetables from the active choice table support this notion. This tendency is not surprising because it is an individual's natural predisposition to prefer sweet foods over those that are sour or bitter 16 . However, the experimental group improved their liking of vegetables after the intervention. The exposure to the nutrition lessons had an impact on the increase of vegetable preferences, which, in turn, offset the fruit preference. Similar findings were represented during a study in 2004 where the Cafeteria Power Plus project was implemented to increase the consumption of fruits and vegetables during lunch as a multi-component intervention. The results from the Cafeteria Power Plus project demonstrated that environmental changes in cafeterias could significantly impact the fruit and vegetable consumption of elementary school students.
However, the authors suggested that classroom curricula and parental involvement could bolster the effects of such environmental interventions 5 .
The positive role of the nutrition lesson element available only to experimental group was evident in behavior change as well during active choice. Nutrition lessons exposed the students to repetitive content along with additional understanding of why fruits and vegetables are healthy. Sometimes a preview was given to the experimental group of what fruits and vegetables were going to be on the menu, while some days the researcher would talk to them about the selection of produce that was given during previous intervention days. Moreover, a stronger rapport was developed with the experimental group and the researcher than with the control group because the researcher was able to spend more time with those students during the nutritional lessons. This supports the notion that the overall design combining nutrition education with an active choice component displayed a potential success for a larger impact on fruit and vegetable consumption 5 .
The most important construct of the SCT, self-efficacy, is demonstrated when the participants exhibit confidence in their ability to perform the behavior at hand 13 . For this particular study, the participants were actively engaging in the behavior by approaching the fruit and vegetable table and looking at the menu during each intervention day. At that point, the participants were able to decide whether they wanted a fruit, a vegetable, both a fruit and a vegetable, or nothing at all. Even if the students (no matter which group they were in) did not take a fruit and/or vegetable that day, they still engaged in the intervention process and exposed to the selections. The mere behavior of walking up the fruit and vegetable table and viewing the selections presents the willingness [intention] to attempt the behavior change, and the potential change in the future.
It is possible that the consumption of fruit and vegetables during the active choice intervention sessions could have been increased or decreased due to peer-to-peer encouragement. Although this type of study is not designed to present a peer pressure situation, many times children are exposed to peer pressure without even recognizing it. A student in one
Freely Available Online
group may be a friend with a member in another group.
Their verbal or non-verbal (facial expressions) could have determined a participant's selection of fruit and/or vegetable or determined if they were not going to take any produce for that day. Peer pressure, however, does not always have to be negative. In many ways peer pressure can be used to encourage others to do things they would not normally do because they are unsure about the outcome 21 . If a participant encourages another participant to try a new fruit and/or vegetable or try something they like, the other participant may be more likely to engage in the behavior because they have the support of their friend 22 .
family practices, and community involvement could assist in enhancing the effectiveness of this program design.
Acknowledgements
There was no grant funding for this study. The researchers appreciate all participants, the school administrators, staffs, graduate assistant, and family who made this study possible.
Conflict of Interest
There is no conflict of interest.
Affiliations
Authors' affiliation at the time of this study is Montclair State University
References
1. Centers for Disease Control and Prevention. (2019). Childhood obesity facts. Overweight and obesity. https://www.cdc.gov/obesity/data/childhood.html
2. Nielsen SJ, Rossen LM, Harris DM, & Ogden CL. (2014). Fruit and vegetable consumption of U.S. youth, 2009–2010. https://www.cdc.gov/nchs/ products/databriefs/db156.htm
3. Centers for Disease Control and Prevention. (2018). State indicator report on fruits and vegetables, 2018. Atlanta, GA: Centers for Disease Control and Prevention, U.S. Department of Health and Human Services
4. Witt K & Dunn C. (2012). Increasing fruit and vegetable consumption among preschoolers: evaluation of Color Me Healthy. Journal of Nutrition Education and Behavior. 44(2), 107-113.
There are several limitations in this study. There was not a wide array of participants with different socioeconomic statuses, geographic locations or ethnic backgrounds. Restricting the study to only one school in one town in northern New Jersey limited the generalizability of the findings. Time was another limiting factor for this study. Although this study established a baseline for future studies, other researchers may want to consider utilizing an entire school year with multiple follow-up periods, and possibly continue into the following school year to establish reliability in this type of intervention. The use of self-reported data in the form of surveys was also a limiting factor. Lastly, food waste was an area the researchers originally planned to measure, however, due to the participants' inconsistency with placing the empty or partially empty bags in the designated area, accuracy of measuring plate waste was unattainable. Additional administrators during the intervention could facilitate a more accurate measure of the plate waste.
Conclusions
Nutrition education programs in schools and communities need to be more effective in promoting confidence when adopting healthy eating behaviors among youngsters. Nutrition lessons combined with the active choice intervention showed a promising effect to improve fruit and vegetable consumption behavior of the children in this study. An important element in behavior change, self-efficacy, was reinforced in active choice. The nutrition lessons strengthened the individual's intention to change the behavior. Combining supplementary components such as parental/guardian,
5. Perry CL, Bishop DB, Taylor GL, Davis M, Story M. et al. (2004). A Randomized school trial of environmental strategies to encourage fruit and vegetable consumption among children. Health Education & Behavior. 31(1), 65-76.
6. Hakim S & Meissen G. (2013). Increasing consumption of fruits and vegetables in the school cafeteria: the influence of active choice. Journal of Health Care for the Poor and Underserved. 24, 145-157.
7. Florida State University. (2011). Chapter 8: Using active learning in the classroom. Instruction of
Freely Available Online
Florida State Handbook, 75-102. Retrieved from https://distance.fsu.edu/docs/instruction_at_fsu/ Chptr8.pdf
8. Kalem S & Fer S. (2013). The effects of the Active Learning Model on students' learning, teaching and communication. Educational Sciences: Theory & Practice. 3(2), 455-461.
encourage healthy eating in children. The Journal of Human Resources. 48(4), 855-872.
19. Upton D, Upton P, & Taylor C. (2012). Increasing children's lunchtime consumption of fruit and vegetables: an evaluation of the Food Dudes programme. Public Health Nutrition. 16(6), 1066-1072.
9. Prince M. (2004). Does active learning work? A review of the research. Journal of Engineering Education. 93(3), 223-231.
10. Vaillancourt R. (2009). "I Hear and I Forget, I See and I Remember, I Do and I Understand." The Canadian Journal of Hospital Pharmacy. 62(4), 272–273.
20. Rasmussen M, Krølner R, Klepp KI, Lytle L, Brug J et al (2006). Determinants of fruit and vegetable consumption among children and adolescents: A review of the literature. Part I: quantitative studies. International Journal of Behavioral Nutrition and Physical Activity. 3(1), 22.
11. Bandura A. (2004). Health promotion by social cognitive means. Health Education and Behavior. 31 (2), 143-164.
12. Knol L, Myers H, Black S, Robinson D, Awololo Y. et al. (2016). Development and feasibility of a childhood obesity prevention program for rural families: Application of the Social Cognitive Theory. American Journal of Health Education. 47(4), 204-214.
21. Cullen KW, Baranowski T, Rittenberry L, Cosart C, Hebert D et al (2001). Child-reported family and peer influences on fruit, juice and vegetable consumption: reliability and validity of measures. Health Education Research Theory & Practice. 16(2), 187-200.
13. Gaines A & Turner L. (2009). Improving fruit and vegetable intake among children: A review of interventions utilizing the Social Cognitive Theory. California Journal of Health Promotions. 7(1), 52-66.
14. Bandura A. (1986). Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice-Hall.
15. Peters E, Hess TM, Västfjäll D, & Auman C. (2007). Adult age differences in dual information processes: Implications for the role of affective and deliberative processes in older adults' decision making. Perspectives on Psychological Science. 2(1), 1–23.
16. Kral T, Kabay A, Roe L, & Rolls B. (2010). Effects of doubling the portion size of fruit and vegetable side dishes on children's intake at a meal. Obesity. 18(3), 521-527.
17. Baranowski T, Diep C, Baranowski J. (2013). Influences on children's dietary behavior, and innovative attempts to change it. Annals of Nutrition and Metabolism. 62(3), 38-46.
18. Just D & Price J. (2013). Using incentives to
22. O'Niell E. (2012). The degree of peer influences on children's food choices at summer camp. Retrieved from http://tigerprints.clemson.edu/cgi/ viewcontent.cgi?article=2325&context=all_theses (1325) | <urn:uuid:75ad77b3-ddb3-47aa-a6ac-e583f9bce3fd> | CC-MAIN-2020-45 | https://openaccesspub.org/article/1398/ijn-20-3458.pdf | 2020-10-26T00:58:12+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00508.warc.gz | 477,324,696 | 8,255 | eng_Latn | eng_Latn | 0.891529 | eng_Latn | 0.996796 | [
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Dear Family,
My class is starting Unit 1, Sort and Classify. I will be learning how to describe positions and how to sort and classify objects by color, size, and shape. I will also be learning how to compare sets of objects and make simple graphs. You can help me learn these vocabulary words, and we can do the Math Activity together.
From, sort To group objects together that are alike in some way
position words Words to describe location, such as top, bottom, before, after, between, inside, and outside
inside
outside
graphs Using a picture that can help you easily compare numbers or amounts
Education Place
Visit www.eduplace.com/camaf/ for
* eGames and Brain Teasers
* Math at Home in other languages
Play "I Spy." Use sentences like these:
* I spy two things that have the same color (size, shape). What are they?
* I spy something that is on the middle (top, bottom) shelf. What is it?
These books link to the math in this unit. We can look for them at the library.
* Where's That Bone? by Lucille Recht Penner Illustrated by Lynn Adams
* Sorting and Sets by Henry Pluckrose
* Gray Rabbit's Odd One Out by Alan Baker | <urn:uuid:8b65e31c-afa4-4d52-b337-bf4a39651626> | CC-MAIN-2020-45 | http://eduplace.com/math/hmcam/letters/pdf/k/khmmca_pe01_fl_en.pdf | 2020-10-26T02:11:24+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00508.warc.gz | 35,124,987 | 268 | eng_Latn | eng_Latn | 0.997729 | eng_Latn | 0.997729 | [
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June 3 rd Circle Time Activities
1. Click here to watch today's circle time video
2. Choose an activity to do with your child (click on the underlined link)
- Click on the link for a W is for Water virtual PUZZLE – you can change the cut and number of pieces to make it easier or more challenging
- Rhyme and Rhythm in ASL! Water Water Rain – Did you know that you can create rhythm and rhyme in ASL? Watch this wonderful video to learn how the translation is in the email.
- Make a special snack from Davana "Edible Pond" see attached document
- Davana created step by step instructions for how to make rain clouds using a few simple ingredients such as shaving cream and food coloring – it is an art science experiment - see attached document
- Try the skittle science experiment Jessica did in her circle time video at home – see attached document
- Watch the make a rainbow at home video click on the link
- Sing and sign The Rainbow Song from Signing Time click the link
Kelli's Occupational Therapy Corner
Hi families,
During these challenging times, I hope you are holding your little ones close. Watching the latest happenings in our country, I reflect on my own journey as a parent of an African American child, and the importance of talking about race to children of all ages. Children notice differences from the beginning of their development, and normalizing difference is very important at the pre- school age. Here is a link to one resource for information for families:
https://www.instagram.com/theconsciouskid/?ck_subscriber_id=6600 96639
And to go along with our water theme this week, here are some fun & super easy water activities that strengthen fine motor skills. Fine motor skills involve the movements of small muscles that require your child's brain to coordinate between the action and what they are seeing. Developing those muscles includes actions like grasping, holding, pressing, or using a pincer grip (holding something between the fore-finger and thumb).
https://www.pinterest.com/otkidsense/fine-motor-activities-withwater/
Take care, Kelli Howie, OTR/L, MOT | <urn:uuid:90bc3852-49e9-448f-a6dd-931ac543d51c> | CC-MAIN-2020-45 | https://www.ceid.org/uploads/1/2/7/5/127557362/june_3rd_jessica_cirlce_time_and_activities_theme_water.pdf | 2020-10-26T01:59:27+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00506.warc.gz | 652,128,866 | 456 | eng_Latn | eng_Latn | 0.996218 | eng_Latn | 0.99671 | [
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Title
Body Warm Up with Simple Maths
Year level suggested
Years F-5
Useful for
Brain breaks Body coordination Confidence Concentration
Learning intention
To engage students in learning simple Maths, as well as using their body and keeping the beat
Steps
1. Tap head 8 times
2. Tap shoulders 8 times
3. Tap knees 8 times
4. Tap toes 8 times
5. Repeat with 4 taps on each body part
6. Repeat with 2 taps
7. Repeat with 1 tap
Variations
Choose different speeds
Choose different multiples eg: 6, 3, 1; odd/even numbers
Divide the class in half – one half follow the pattern backwards; keep the tapping steady! Now have a student lead the exercise!
Questions
How many taps on the head in this exercise? How many taps altogether in this exercise?
Curriculum links
Music
* Explore and Express Ideas
* Music Practices
Dance
* Explore and Express Ideas
Maths
* Number and Algebra
Health and Physical Education
* Movement and Physical Activity
Capabilities
* Personal and Social
– Social Awareness and Management, Collaboration
This program is proudly supported by MSO Development Partner, Berry Street.
Mini lesson plan
Materials
A clear space in the classroom
Need support?
EmailPizzASSIST
and quote
, firstname.lastname@example.org
PizzASSISTin the subject line | <urn:uuid:db7c1345-d0ee-4934-9042-730605c49a3a> | CC-MAIN-2020-45 | https://melbournesymphonyorchestra-assets.s3.amazonaws.com/assets/File/5927.pdf | 2020-10-26T01:20:05+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00506.warc.gz | 413,345,655 | 300 | eng_Latn | eng_Latn | 0.982179 | eng_Latn | 0.982179 | [
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26
NINE OF THE DIRTIEST US FISHERIES
CALIFORNIA SET GILLNET FISHERY
DISCARDED 65 %
* More than 30,000 sharks and rays as well as valuable fish were discarded as waste over three years
CALIFORNIA DRIFT GILLNET FISHERY
63 % DISCARDED
* Almost 550 marine mammals were entangled or killed over five years
Protecting the World's Oceans
OCEANA
GULF OF ALASKA FLATFISH TRAWL FISHERY
35 % DISCARDED
NORTHEAST BOTTOM TRAWL FISHERY
35 % DISCARDED
* More than 34 million pounds of fish are thrown overboard in one year, including 2 million pounds of halibut and 5 million pounds of cod
* More than 50 million pounds of fish are thrown overboard every year
NEW ENGLAND & MID-ATLANTIC GILLNET FISHERY
16 % DISCARDED
* More than 1,200 endangered sturgeon were captured in one year
* More than 2,000 dolphins, porpoises and seals were captured in one year
MID-ATLANTIC BOTTOM TRAWL FISHERY
33 % DISCARDED
* Almost 200 marine mammals and 350 sea turtles were captured or killed in one year
ATLANTIC HIGHLY MIGRATORY SPECIES LONGLINE FISHERY
SOUTHEAST SHRIMP TRAWL FISHERY
64 % DISCARDED
SOUTHEAST SNAPPERGROUPER LONGLINE FISHERY
* Thousands of turtles are killed annually
* For every pound of shrimp landed, 1 pound of finfish is discarded
66 % DISCARDED
* More than 400,000 sharks were captured and discarded in one year
DISCARDED 23 %
* More than 75 percent of the wasted fish are highly valuable tuna, swordfish and other billfish
Numbers in yellow represent the percent of total catch discarded.
Data compiled from the 2014 NMFS National Bycatch Report unless otherwise noted. Bycatch estimates for the two Pacific fisheries were
OCEANA.ORG 27
derived from recent observer data. See full report for complete citations. | <urn:uuid:b49caea4-e94a-468b-b2b2-8aa7266fe82e> | CC-MAIN-2020-45 | https://oceana.org/sites/default/files/Bycatch_Map_FINAL_hires.pdf | 2020-10-26T01:30:28+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00509.warc.gz | 443,984,358 | 506 | eng_Latn | eng_Latn | 0.964489 | eng_Latn | 0.964489 | [
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Pest Control Information Sheet
The grey squirrel (Sciurus carolinensis)
Information about Squirrels
The grey squirrel (Sciurus carolinensis) is an introduced species which is now common throughout most of England. Squirrels are often viewed as an attractive addition to our wildlife and they regularly frequent gardens. However, they may become a nuisance and, where they gain access to buildings, the chewing of materials, including electrical wiring, can cause damage and pose a fire hazard. They also strip bark from trees, which causes serious economic damage in woodlands. Competition for food and habitats with the native red squirrel (Sciurus vulgaris) has contributed to the decline of the red squirrel.
Biology
Grey squirrels usually have their young either in dreys (nests made of twigs and leaves) or in holes in trees. They will also breed in roof spaces where they may build their nests from loft insulation or other available materials. Grey squirrels do not hibernate but are less active during periods of cold weather. They normally have two litters each year; the first in February to March and a second in June to July. The litter size averages three to four, and the young are independent at about three months of age.
Control
Typical methods of trapping include Cage Trapping and using spring traps. In come case poisons can be used. Details of the controls we can offer and our terms and conditions are on the next page. We will only assist where squirrels are getting into buildings, we can not help with squirrels in gardens.
The law requires that whatever control method is chosen it is fatal. Under the Wildlife and Countryside Act 1981 it is illegal to release grey squirrels or to allow them to escape into the wild, and those releasing captured squirrels risk prosecution.
Proofing Buildings
Once control measures have been successful it is essential that building works are undertaken to repair damage, and block holes to prevent other squirrels getting back into buildings.
Crushed wire netting, metal sheeting or other suitable materials can be used to block any entry points. It is important that all access routes are identified but no action taken until it can be confirmed that no squirrels remain within the site to be protected. Baffles attached to rainwater down pipes or cables and wires may assist in reducing access to roof spaces. However, the climbing abilities and ingenuity of squirrels should not be underestimated.
The removal of tree branches, which are in close proximity to walls and roofs, will eliminate potential access routes.
Avoiding the spillage and availability of bird or pet foods will assist in reducing attraction to squirrels. The use of squirrel-proof bird feeders may help in this respect.
Office Use Only: UNCLASSIFIED
Civic Offices
Merrial Street
Newcastle
Staffs
ST5 2AG
Services from us
What will Officers do ?
[x] Officers will use either a cage trap or a spring trap to catch grey squirrels
[x] We will ensure that the correct trap is chosen for your circumstances
[x] We will place the trap in the most appropriate, safe location where we believe it will be effective. We can not guarantee that we will successfully catch the problem squirrel(s)
Cage Trap
Spring Trap
The law requires that this type of trap is checked daily.
We may ask for your help to check if a squirrel has gone into the trap.
We will deactivate the trap at weekends or when we know we are unable to visit.
An officer will show you how you can safely close the trap by pressing down on the trap treadle
How much will it cost ?
[x] Our current charges are detailed on our website at www.newcastle-staffs.gov.uk , or available by calling our Customer Services Team on 01782 742590
How often will an Officer need to visit ?
[x] The number of visits we make depends upon the scale and complexity of the problem and the treatment method used.
[x] Squirrels are far from predictable and we can not be sure if the treatment will be effective immediately, or take some time. Typically we make 4-6 visits.
What will I need to do ?
[x] The officer will explain how you can assist – this depends on the type of trap we are using.
Cancelling a request / Terminating our Services
[x] You may terminate our services at any time, but will be required to return our property, and pay any charges incurred.
Rev July 2015
Office Use Only: UNCLASSIFIED
Email email@example.com
We need to check the trap regularly.
This trap has a very strong spring which can amputate limbs.
Under no circumstances should you touch the trap once it has been set. | <urn:uuid:b0dd570d-0488-4d6a-a501-707970505bcf> | CC-MAIN-2020-45 | https://newcastle-staffs.gov.uk/sites/default/files/IMCE/Environment/PestControl/Squirrels.pdf | 2020-10-26T01:36:17+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00509.warc.gz | 435,209,416 | 972 | eng_Latn | eng_Latn | 0.999361 | eng_Latn | 0.999379 | [
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Ginger Bug
A ginger bug is a culture of beneficial bacteria made from fresh ginger root, sugar and water.
It is similar to a sourdough starter for bread or a kombucha SCOBY. The ginger imparts its flavor as it naturally ferments and creates a mixture of beneficial bacteria. It is alive and needs to be fed regularly. Use it to make delicious probiotic soda!
Ingredients:
3 Tablespoons fresh grated organic ginger (skin included)
2 Tablespoons sugar or honey
2 cups distilled, filtered or well water
Instructions:
In a large glass jar, place all ingredients and stir. Cover loosely (I use a coffee filter or cheesecloth rubber banded to the top of the jar). Allow it to ferment in a warm spot in your kitchen.
Every day for about 5 days, mix in an additional 2 T. of grated ginger, 1 T. of sugar or honey and 2 T. of water into your jar. The ginger will begin to foam and bubble at the top and will take on a yeasty fragrance.
Once it begins to ferment it will look like this
After about 5 days, it is ready to use. Store it in the refrigerator and feed it once a week (2 T. ginger, 1 T. sugar or honey and 2 T. water) for the first few months. Once it becomes very vigorous, you can feed it every few months and it will stay alive! | <urn:uuid:5324c5eb-5ffb-4b71-967c-011bf6142c05> | CC-MAIN-2020-45 | https://www.haywoodlibrary.org/DocumentCenter/View/3681/DIY-Ginger-Bug-Instructions?bidId= | 2020-10-26T01:56:12+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00510.warc.gz | 755,422,236 | 296 | eng_Latn | eng_Latn | 0.998126 | eng_Latn | 0.998126 | [
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THE QUANTITY THEORY OF MONEY - FISHER'S EQUATION OF EXCHANGE – CASH BALANCE APPROACH
The Quantity Theory of Money seeks to explain the factors that determine the general price level in a country. The theory states that the price level is directly determined by the supply of money. The quantity theory of money is based directly on the changes brought about by an increase in the money supply. The quantity theory of money states that the value of money is based on the amount of money in the economy. Thus, according to the quantity theory of money, when the supply of money increases the, the value of money falls and the price level increases. We know that inflation is persistent rise in the price level. Hence, on the basis of this definition, the quantity theory of money also states that growth in the money supply is the primary cause of inflation.
Value of Money
The basic causal relationship between the price level and the value of money is that as the price level goes up, the value of money goes down. The "value of money" refers to what a unit of money can buy whereas the "price level" refers to the average of all of the prices of goods and services in a given economy. A unit of money has its denomination printed on it known as the "face value," but the unit only has tangible value in relation to what a person can buy with it. This is called its "purchasing power." The purchasing power of a given currency changes over time due to variations in supply and demand, but in general it slowly loses value as the price level rises.
Price Level
In contrast to the value of money, which is expressed in units, the price level is an aggregate. Because it is difficult, confusing and nearly impossible to accurately average all prices for all goods and services in an economy, the price level is most commonly analyzed by finding the price of a theoretical collection of goods and services. The price level inevitably increases over time due to inflation, though in most economies this increase is gradual.
Relationship
As the price level increases over time, the value of money decreases. In most countries, the price level increases slowly with inflation and changes in supply and demand. Like most things in economics, there is a market for money. The supply of money in the money market comes from the Central Bank. The Central Bank has the power to adjust the money supply by increasing or decreasing it. The demand for money in the money market comes from consumers. The determinants of money demand are infinite. In general, consumers need money to purchase goods and services. If there is an ATM nearby or if credit cards are plentiful, consumers may demand less money at a given time than they would if cash were difficult to obtain. The most important variable in determining money demand is the average price level within the economy. If the average price level is high and goods and services tend to cost a significant amount of money, consumers will demand more money. If, on the other hand, the average price level is low and goods and services tend to cost little money, consumers will demand less money. The value of money is ultimately determined by the intersection of the money supply, as controlled by the Central Bank and money demand, as created by consumers. The value of money, as revealed by the money market, is variable. A change in money demand or a change in the money supply will yield a change in the value of money and in the price level. The change in the value of money and the change in the price level are of the same magnitude but in opposite directions.
Velocity
The most important variable that intervenes the effects of changes in the money supply is the velocity of money. Velocity of money is defined simply as the rate at which money changes hands. If velocity is high, money is changing hands quickly, and a relatively small money supply can fund a relatively large amount of purchases. On the other hand, if velocity is low, then money is changing hands slowly, and it takes a much larger money supply to fund the same number of purchases. The velocity of money is not constant. Instead, velocity changes as consumers' preferences change. It also changes as the value of money and the price level change. If the value of money is low, then the price level is high, and a larger number of bills must be used to fund purchases. Given a constant money supply, the velocity of money must increase to fund all of these purchases. Similarly, when the money supply shifts due to the Central Banks policy, velocity can change. This change makes the value of money and the price level remain constant.
The relationship between velocity, the money supply, the price level, and output is represented by the equation M * V = P * Y where M is the money supply, V is the velocity, P is the price level, and Y is the quantity of output. P * Y, the price level multiplied by the quantity of output, gives the nominal GDP. This equation can thus be rearranged as V = (nominal GDP) / M. Conceptually, this equation means that for a given level of nominal GDP, a smaller money supply will result in money needing to change hands more quickly to facilitate the total purchases, which causes increased velocity. The equation for the velocity of money, while useful in its original form, can be converted to a percentage change formula for easier calculations. The velocity equation can be used to find the effects that changes in velocity, price level, or money supply have on each other. When making these calculations, remember that in the short run, output (Y), is fixed, as time is required for the quantity of output to change.
Let's try an example. What is the effect of a 3% increase in the money supply on the price level, given that output and velocity remain relatively constant? The equation used to solve this problem is (percent change in the money supply) + (percent change in velocity) = (percent change in the price level) + (percent change in output). Substituting in the values from the problem we get 3% + 0% = x% + 0%. In this case, a 3% increase in the money supple results in a 3% increase in the price level. Remember that a 3% increase in the price level means that inflation was 3%.
In the long run, the equation for velocity becomes even more useful. In fact, the equation shows that increases in the money supply by the Central Bank tend to cause increases in the price level and therefore inflation, even though the effects of the Central Bank's policy is slightly dampened by changes in velocity. This results a number of factors. First, in the long run, velocity, V, is relatively constant because people's spending habits are not quick to change. Similarly, the quantity of output, Y, is not affected by the actions of the Central Bank since it is based on the amount of production. This means that the percent change in the money supply equals the percent change in the price level since the percent change in velocity and percent change in output are both equal to zero. Thus, we see how an increase in the money supply by the Central Bank causes inflation.
The velocity of money equation represents the heart of the quantity theory of money. By understanding how velocity mitigates the actions of the Fed in the long run and in the short run, we can gain a thorough understanding of the value of money and inflation. There are two versions of the Quantity Theory of Money: (1) The Transaction Approach and (2) The Cash Balance Approach. Let us discuss them in detail.
QUANTITY THEORY OF MONEY (QTM)
Fisher's Equation of Exchange or the Transaction Approach
Irving Fisher an American economist put forward the Cash Transaction Approach to the quantity theory of money. He in his book The Purchasing Power of Money (1911) has stated that the value of money in a given period of time depends upon the quantity of money in circulation in the economy. It is the quantity of money which determines the general price level and the value of money. Any change in the money supply directly affects the general price level and the value of money inversely in the same proportion. In Fisher's words, ―Other things remaining unchanged, as the quantity of money in circulation increases, the price level also increases in direct proportion and the value of money decreases and vice versa‖. For example, if the quantity of money in circulation is doubled other things being equal the general price level will be doubled and the value of money is halved. Similarly if the quantity of money is halved the price level will be halved and the value of money doubled. In Fisher's Cash Transactions Version of Money, the general price level in a country, like the prices of commodities, is determined by the supply of and demand for money.
(a) Supply of Money: The supply of money consists of the quantity of money in circulation (M) and the velocity of its circulation (V) i.e., the number of times the money changes hands. Thus MV refers to the total volume of money in circulation during a period of time. For example, if the total money supply in Pakistan Rs. 5,000 billion and its velocity per unit of time is 10 times, then the total money supply would be Rs.5,000 x 10 = Rs.50000 billion.
(b) Demand for Money: People demand money not for its own sake. They demand money because it serves a medium of exchange. It is used to carry every day transactions. In short, the demand for money is for the exchange of goods.
Assumptions of the theory
(1) Full employment: The theory is based on the assumption of full employment in the economy
(2) T and V are constant: The theory assumes that volume of trade (T) ii the short run remains constant.
So is the case with
velocity of money
(V)
which remains
unaffected.
(3) Constant relation between M and M1. Fisher assumes constant relation between currency money M and credit money (M1).
(4) Price level (P) is a passive factor. The price level (P) is inactive or passive in the equation. P is affected by other factors in equation i.e., T, M, M1, V and V1 but it does not affect them.
Equation of Exchange:
The Cash transaction version of the quantity theory of money was presented by lrving fisher in the form of an equation. Thus Fisher's transaction approach to the Quantity Theory of Money may be explained with the following equation of exchange.
MV = PT
Where,
M is the total supply of money V is the velocity of circulation of money P is the general price level T is the total transactions in physical goods.
This equation is an identity, that is, a relationship that holds by definition. It means, in an economy the total value of all goods sold during any period (PT) must be equal to the total quantity of money spent during that period (MV). Fisher assumed that (1) at full employment total physical transactions T in an economy will be a constant, and (2) the velocity of circulation remain constant in the short run because it largely depends on the spending habits of the people. When these two assumptions are made the Equation of Exchange becomes the Quantity Theory of Money which shows that there is an exact, proportional relationship between money supply and the price level. In other words, the level of prices in the economy is directly proportional to the quantity of money in circulation. That is, doubling the total supply of money would double the price level.
It may be noted that the above Fisher's Equation include only primary money or currency money. But modern economy extensively uses demand deposits or credit money. It was on account of the growing importance of credit money that Fisher later on extended his equation of exchange to include credit money. Thus, the equation of exchange can be represented as follows:
Here,
P is the price Level
M is the quantity of money
V is the velocity of circulation of M
M1 is the volume of credit money
V1 is the velocity of circulation of M1
T is the total volume of goods and Trade
Fisherian relation between M and P can be explained with the help of a diagram. The figure below shows equi-proportionate changes between M and P. As quantity of money increases from M0 to M1, price level rises from P0 to P1. Similarly, when the quantity of money increases from M1 to M2, the price level increases from P1 to P2 making the changes in the quantity of money equal to the changes in the price level.
Fisher's Transaction Approach can explain the causes of hyperinflation that occurs during war or emergency. It can also explain certain long term trend in prices. But it cannot explain normal peace time inflation. This shortcoming has been modified by the Cambridge version or the Cash-Balance Approach.
Criticism of the theory:
The quantity theory s subjected to the following criticism.
(1) Unrealistic assumptions: The theory is based on unrealistic assumptions. In this theory P is considered as a passive factor. T is independent. M1, V, V1, are constant in the short run. All these assumptions are covered under ―Other things remaining the same.‖ In actual working of the economy, these do not remain constant; hence, the theory is unrealized and misleading.
(2) Various Variables in the transaction are not independent. The various variables in transaction eqi4ation are not independent as assumed in the theory The fact is that they very much influence each other For example when money supply (M) increases the velocity f money (V) also goes up Take an other case. Fisher assumes (P) is a passive factor and has no effect on trade (T). In actual practice, when price level P) rises, it increases profits and promotes trade (T).
(3) Assumption of full employment is wrong. J. M. Keynes has raised en objection that the assumption of full employment is a rare phenomenon in the economy and the theory is not real.
(4) Rate of interest ignored. In the quantity theory of Fishers, the influence of the rate of interest on the money supply and the level of prices have been completely ignored. The fact is that an increase or decrease in money supply has an important bearing on the rate: of interest. An increase in money supply leads to a decline in the rate of interest and vice versa.
(5) Fails to explain trade cycles. The theory fails to explain the trade cycles. It does not tell as to why during depression, the increase in money supply has little impact on the price level, Similarly, in boom period the reduction in money supply or tight money policy may not bring down the price level G. Crowther is right in saying, ―The quantity theory is at best an imperfect guide to the cause of the business cycle‖.
(6) Ignores other factors of price level. There are many determinants other than M, V, and T which have important implication on the price level. These factors such as income, expenditure, saving, investment, population consumption etc have been ignored from the purview of the theory.
The Cash Balance Approach (Cambridge Approach)
Fisher's approach can be viewed as deterministic. Essentially, Fisher argued that, given the full employment volume of transactions and the speed with which the financial system could process payments, the quantity of money that agents required to hold was effectively determined. Alfred Marshall, A.C. Pigou, D.H. Robertson and J.M. Keynes at Cambridge School made an alternative formulation of the quantity theory of money which is known as Cash Balance equation. Like Fisher, the Cambridge School assumed that money was only held to expedite transactions and had no further purpose. Thus, if the money supply increased, agents holding the increased money stock would seek to get rid of it. However, the emphasis in this approach concentrated on establishing the quantity of money that agents would voluntarily desire to hold. The Cambridge school were in effect attempting to set out a theory of the demand for money.
The Cambridge approach emphasises that there are alternatives to holding money in the shape of shares and bonds. These assets yield a return which can be viewed as the opportunity cost of holding money. As interest rates rise, agents will economise on money holdings and vice versa. Another factor that will influence money holdings is the expected rate of inflation. If inflation is expected to be high, then the purchasing power of money will fall. This will prompt agents to buy securities or commodities as a hedge against inflation. The Cambridge economists regarded the determination of value of money in
terms of supply and demand. The supply of money is exogenously determined by the banking system. Therefore, the concept of velocity of circulation is altogether discarded in the cash balances approach. On the other hand, the concept of demand for money plays the major role in determining the value of money. The demand for money is the demand to hold cash balance for transactions and precautionary motives. Thus, the cash balance approach considers the demand for money not as a medium of exchange but as a store of value. The Cambridge equations show that given the supply of money at a point of time, the value of money is determined by the demand for cash balances. When the demand for money increases, people will reduce their expenditures on goods and services in order to have larger cash holdings. Reduced demand for goods and services will bring down the price level and raise the value of money. On the contrary, fall in the demand for money will raise the price level and lower the value of money.
Marshall's Equation
We may express the idea of Marshall in the form of an equation as follows:
M = kPY where M stands for the exogenously determined supply of money, k is the fraction of the real money income (PY) which people wish to hold in cash and demand deposits, P is the price level, Y is the aggregate real income of the community. Thus, the price level P = or the value of money (the reciprocal or price level) is = .
Pigou's Equation
Pigou was the first Cambridge economist to express the cash balance approach in the form of an equation and his equation can be expressed as:
P = where P is the purchasing power of money (the value of money which is the reciprocal of the price level), k is the proportion of total real resources or income (R) which people wish to hold in the form of titles or legal tender, (Real Income), and M refers to the number of actual units in legal tender money.
The demand for money, according to Pigou, consists not only of legal money or cash but also bank notes and bank balances. In order to include bank notes and bank balances in the demand for money, Pigou modifies his equation as:
Where, c is the proportion of total real income actually held by people in legal tender including token coins, (1-c) is the proportion kept in bank notes and bank balances, and h is the proportion of actual legal tender that bankers keep against the notes and balances held by their customers.
Pigou's equation explains the reason behind the value of money and also the motive behind people keeping larger or smaller proportions of their income in the form of money. During a period of rising prices, as the value of money decreases, people want to hold smaller proportion of their income in the form of cash while during the period of depression, as the value of money is rising; people want to keep larger proportion of their income in the form of cash.
Criticisms of Cash Balance Approach
The main drawbacks of the cash balance theory are as under:
(1) Use of Purchasing Power for consumption goods. The Cambridge economists give undue importance the purchasing power of money in term of consumption goods. The theory ignores speculative motive of demand for money.
(2) Role of rate of interest ignored. The cash balance theory excludes the role of rate of interest in explaining the changes in the price Level which is very important in 1nf the demand for money.
(3) Unitary elasticity of demand. The Cambridge equation assumes that the elasticity demand for money is unity. This is not realistic in the dynamic society of today.
(4) Real income not the sole determinant of K. According to the Cambridge equation, real income only determines the value of K i.e., the cash held by people. The fact is that other factors as price level; banking and business habits of the people, political conditions in the country can influence the value of K.
(5) Simple Truism. The Cambridge equation, like the Fisherian equation establishes proportionate relationship between the quantity of money and the price level. M = KPY. The theory does not explain as to how and why this relationship between the two is established.
(6) K and T assumed constant. The Cambridge economist like Irving Fisher also assumes that K and T remain constant. This is possible in a static situation but not in dynamic conditions.
(7) No explanation of business cycles. The Cambridge equations do not provide any explanation for the business cycles.
Ccomparison between Transactions and Cash Balance Approaches
There are similarities as well as dissimilarities between the Transactions and Cash balance approaches.
Similarities
1. Same conclusion about M and P: The basic conclusion in both the approaches is the same that the value of money or the price level is a function of the quantity of money.
2. Similar Equations: The two approaches use almost similar equations.
3. Both approaches consider that money serves as a medium of exchange in the economic system.
Dissimilarities
There are a lot of differences between the Transactions approach and Cash Balance approach of the quantity theory of money which are given below.
1. Functions of Money: The Fisherian approach lays emphasis on the medium of exchange function of money while the Cambridge approach emphasises the store of value function of money.
2. Flow and Stock: In Fisher's approach money is a flow concept while in the Cambridge approach it is a stock concept.
3. V and k Different: In Fisher's equation V refers to the rate of spending and in Cambridge equation k
refers to the cash balances which people wish to hold.
4. Nature of Price level: In Fisher's equation, P refers to the average price level of all goods and services. But in the Cambridge equation P refers to the prices of final or consumer goods.
5. Nature of T: In Fisher's equation, T refers to the total amount of goods and services exchanged for money, whereas in the Cambridge equation T refers to the final or consumer goods exchanged for money. | <urn:uuid:ba739bfb-deab-4069-8237-3f983dadaa00> | CC-MAIN-2020-45 | https://www.rbcec.in/wp-content/uploads/2020/04/Funcntions-of-Money.pdf | 2020-10-26T00:37:58+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00509.warc.gz | 882,840,355 | 4,606 | eng_Latn | eng_Latn | 0.99819 | eng_Latn | 0.998641 | [
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Halloween 2020 COVID-19 Guidance
As Iowans prepares to celebrate Halloween, IDPH wants to remind all that COVID-19 is still circulating in Iowa and encourage all Iowans to continue to take precautions to protect the health of themselves and their families. Many traditional Halloween activities can be high-risk for spreading viruses. For 2020 Halloween festivities, IDPH strongly encourage Iowans to follow CDC's guidance when deciding what is appropriate for their families as described below.
Lower risk activities
These lower risk activities can be safe alternatives:
* Carving or decorating pumpkins outside, at a safe distance, with neighbors or friends
* Carving or decorating pumpkins with members of your household and displaying them
* Decorating your house, apartment, or living space
* Having a virtual Halloween costume contest
* Doing a Halloween scavenger hunt where children are given lists of Halloween-themed things to look for while they walk outdoors from house to house admiring Halloween decorations at a distance
* Having a Halloween movie night with people you live with
* Having a scavenger hunt-style trick-or-treat search with your household members in or around your home rather than going house to house
Moderate risk activities
* Participating in one-way trick-or-treating where individually wrapped goodie bags are lined up for families to grab and go while continuing to social distance (such as at the end of a driveway or at the edge of a yard)
* Having a small group, outdoor, open-air costume parade where people are distanced more than 6 feet apart
o If you are preparing goodie bags, wash your hands with soap and water for at least 20 seconds before and after preparing the bags.
* Attending a costume party held outdoors where protective masks are used and people can remain more than 6 feet apart
o Do not wear a costume mask over a protective cloth mask because it can be dangerous if the costume mask makes it hard to breathe. Instead, consider using a Halloween-themed cloth mask.
o A costume mask (such as for Halloween) is not a substitute for a cloth mask. A costume mask should not be used unless it is made of two or more layers of breathable fabric that covers the mouth and nose and doesn't leave gaps around the face.
* Going to an open-air, one-way, walk-through haunted forest where appropriate mask use is enforced, and people can remain more than 6 feet apart
o If screaming will likely occur, greater distancing is advised. The greater the distance, the lower the risk of spreading a respiratory virus.
* Visiting pumpkin patches or orchards where people use hand sanitizer before touching pumpkins or picking apples, wearing masks is encouraged or enforced, and people are able to maintain social distancing
o If screaming will likely occur, greater distancing is advised. The greater the distance, the lower the risk of spreading a respiratory virus.
* Having an outdoor Halloween movie night with local family friends with people spaced at least 6 feet apart
o Lower your risk by following CDC's recommendations on hosting gatherings or cook-outs.
High risk activities
Avoid these higher risk activities to help prevent the spread of the virus that causes COVID-19:
* Having trunk-or-treat where treats are handed out from trunks of cars lined up in large parking lots
* Participating in traditional trick-or-treating where treats are handed to children who go door to door
* Attending crowded costume parties held indoors
* Going on hayrides or tractor rides with people who are not in your household
* Going to an indoor haunted house where people may be crowded together and screaming
* Using alcohol or drugs, which can cloud judgement and increase risky behaviors
* Traveling to a rural fall festival that is not in your community if you live in an area with community spread of COVID-19
Other recommendations:
If you have COVID-19 or may have been exposed to someone with COVID-19, you SHOULD NOT participate in in-person Halloween festivities and SHOULD NOT give out candy to trick-or-treaters
For Parents/Guardian:
* Only accept factory-wrapped treats. Avoid homemade treats made by strangers.
* If taking your children trick-or-treating, limit the number of houses you visit and ask your children to maintain at least six feet distance from treat-givers. For small children, consider holding the bag for them.
* Wipe off candy wrappers with sanitizing wipes when you arrive home. (NOTE: Never wipe unpackaged food with sanitizing wipes.)
* Stay local. Avoid the urge to attend events in another town – it can lead to greater spread of the virus.
* If your child is at greater risk of complications from COVID-19, contact your doctor before allowing participation in Halloween activities.
* Think before you go. Use the CDC's guidance on deciding to go out to assess what's best for you and your family when it comes to celebrating this year.
* Get vaccinated against the flu. Consider getting the flu vaccine before Halloween to keep you healthier overall. While the flu vaccine will not protect against COVID-19, it can minimize your risk of getting sick or being hospitalized from the flu.
For Community Members:
o Refrain from having children select their own treats from a bowl/common container. Leave individual grab bags (or paper cups) filled with goodies outside your door for children to take.
* If your community hosts trick-or-treating this year, do it more safely.
o If you can, watch and wave to trick-or-treaters through a window. Or, leave Halloween treats outside the door where friends and loved ones live for a contact-free way of celebrating.
For Operators of Events/Attractions:
* Utilize the Iowa's coronavirus website for updated COVID-19 activity in your county and Iowa.
* Follow all state requirements and guidelines for Consumer, Retail, Services & Entertainment sectors, as well as any local requirements or guidelines.
* Do not allow groups to intermingle. Reduce capacity to allow for six feet social distancing between groups as well as employees/volunteers at all times. Reinforce distancing with markers or dividers.
* Pre-sell tickets to ensure capacities are limited.
* Have hand sanitizer readily available to all participants.
* Consider eliminating common seating areas or play areas where children and others might congregate. If seating is provided, keep it outdoors, separate benches/tables by at least six feet or use dividers, and sanitize between each use.
* Notify your local health department immediately if you learn that someone with COVID-19 has visited your attraction.
For more information:
CDC Holiday Celebrations Guidance CDC Considerations for Events and Gatherings | <urn:uuid:860ca0b0-9427-4b5b-8d4a-ac853f336466> | CC-MAIN-2020-45 | https://marionph.org/wp-content/uploads/2020/10/IDPH-2020-Halloween-Guidance.pdf | 2020-10-26T01:06:45+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00512.warc.gz | 423,138,001 | 1,334 | eng_Latn | eng_Latn | 0.99657 | eng_Latn | 0.997227 | [
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Nursery News
Our topic is
Nursery Rhymes
This week in Nursery
We read the story 'Pete the Cat and His Four Groovy Buttons'. We designed t‐shirts and decorated them with buttons.
Literacy
We are reading the story 'Meg and Mog' and talking about witches.
Next week in Nursery
Songs and Rhymes
Maths
We are using blocks to build a house for a witch. We are talking about sizes and shapes.
We are learning the song 'Witches' Brew' Watch it here
Expressive Art and Design
We are making firework pictures using differ‐ ent colours.
If your child has learnt to do some‐ thing new at home, we'd love to hear about it. Please email us and send us pictures to the class emails below:
nurseryphotos@kingsgate‐pri.camden.sch.uk
We will include these achievements in your child's learning journey.
Understanding the World
We are using sticks, twigs, leaves and mud to make mud pies and spells. | <urn:uuid:16093a74-8247-4360-a85a-10b6f0d1e5bd> | CC-MAIN-2020-45 | http://kingsgateprimaryschool.org.uk/newsletters/2020_2021/2020_10_16_Nursery.pdf | 2020-10-26T01:08:33+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00512.warc.gz | 69,850,886 | 336 | eng_Latn | eng_Latn | 0.999206 | eng_Latn | 0.99921 | [
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Science and Education
Managing Birds in Urban Landfills
Mansoureh Malekian* 1
Worldwide, many bird species are at the risk of extinction for various reasons, including poisoning with chemicals and heavy metals. Habitat degradation had negative impacts on birds and various birds search for food in the rubbish, due to lack of food in their natural habitats. Unsuitable disposal of waste is one of the causes of bird poisoning in garbage dumps. A large amount of waste is produced in cities every day. These human wastes are not only of nutritional value, but also the bacteria and viruses present in them and the residuals of chemicals, drugs and pesticides threaten the life of the birds. Managing the humans -bird interactions in such areas require the recognition of species and reasons for their attraction as well as the assessment of the risks to humans. These species may be rare and threatened by extinction, or contribute to the transmission of diseases by migrating to different regions. In order to control the bird population in landfills, various techniques have been proposed, including restricting the birds' physical access to waste by covering it with thick plastic layers or other materials, outside of working hours by the waste management authorities. Increasing the efficiency of waste processing operations and reducing waste piling time are also effective in reducing the presence of birds. Restoration of natural habitats such as wetlands, in the long term, can help to improve the natural habitat of birds and provide them with natural preys. Managing the vegetation and green spaces, reducing water resources in the environment, and the use of drip irrigation are low-cost methods that help reduce the presence of birds. Scaring off birds, using noise or human presence and installing sonic and ultrasonic bird repeller have been used in different countries and recommended depending on species and regional conditions.
Keywords: Biodiversity, Birds, Garbage, Landfill, Disease Transmission.
* Author for Correspondence, Associate Professor, , Tel: +9833911024; Fax: +9833912840; E-mail: firstname.lastname@example.org
1 Department of Natural Resources, Isfahan University of Technology, Isfahan, Iran | <urn:uuid:eed268b7-5f2e-4650-afdc-6b4b0ff3f071> | CC-MAIN-2020-45 | http://www.sciencecultivation.ir/far/pdf/sc19/en/7-19.pdf | 2020-10-26T01:34:37+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00512.warc.gz | 181,137,333 | 432 | eng_Latn | eng_Latn | 0.993375 | eng_Latn | 0.993375 | [
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Building/assembling
a 3D printer
in an educational environment
Compendium of experiences
2012-2014
Summary
This documents describes experiences of building a 3D printer in an educational environment. Learners from six organisations in five European countries have assembled a 3D printer. The training contexts were different in rhythm, level, institutional frame, models chosen. This documents synthesises the approaches chosen by partners and provides their feedback. It will be useful for organisations willing to implement such activities.
```
Berlin-Brandenburgische Auslandsgesellschaft (BBAG) e.V. (DE) CEPS (ES) Droit et Devoir (BE) Greta du Velay (FR) Nieuwland Opleidingen BV (NL) TimeLab (BE)
```
More info on http://declicin.info
This project has been funded with support from the European Commission. This document reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
CEPS
1. Participants
The group in Barcelona are 12 youngsters (10 females and 2 males). And the ages are between 17 to 23. The level of education is 5 university, 6 Secondary Education, 1 Professional training center.
2. 3D printer selected
In this project we have to work on building a 3D printer and its use with a youth group. The printer we have chosen is a BCN3D (first edition - http://reprapbcn.wordpress.com/2012/12/14/the-bcn3d-printer-newreprap/). This printer is part of the project called RepRap OpenSource. The machine uses the principle of operation FDM printed layer by layer any geometry that is within your capabilities or volumetric resolution.
BCN3D printer can work with ABS or PLA layers of height between 0:15 (150microns) and 0.35 mm. It can be used with any 3D printing software offered free but configured with Marlin firmware and software Slic3r. This device allows us to delve into 3D technology impressions and enjoy unique items at very low cost within acceptable time.
Fields of work can range from BCN3D use particular to engineering, to architecture, to artistic projects or own their own reproduction machine.
3. Rhythm of the workshops
The workshops are developed from 10th of may 2013 to 26th july 2013
4. Feedback from the trainers
The possibility of introducing 3D printing, to work with young people across their work motivation, we think is very positive. Generates curiosity and desire to learn because the result is tangible.
5. Organisation of the workflow
The group work one day per week, teachers work more time because they need to prepare the sessions. The organization for the sessions on building 3D printer are a part of the group work with the manual and the kit, piece by piece, and the other part of the group read and prepare the next step with the manual and the rest of pieces. The last step is connecting wires and prepare for the first printing. The evolution of printing different models become from a cubes to calibration to a delicate and difficult pieces, this work was developed individual an in group for solving problems.
6. Share of tasks / skills
The team work was put on play different skills from the group, and others are trained during the process.
- understand instructions in other languages (manual, videos, software).
- translating in to mother tongue (manual, videos, software).
- team work (adjusting building printer, search and identify pieces, helping building, search and find solutions).
- production of the objects (find objects in digital repositories, build they own objects via modelling software).
7. Problems solved
The kit of a 3D printer is not an easy plug and play system. This is delicate and is needed expertise in electronics, calibration and drivers. In internet a lot of manuals, tutorials and forums improving the knowledge, but a big part is essay and error by the building team. The part with more complexity is the equilibrium between the object designed and the flow for print.
8. Skills developed
Different skills are worked by the team during the workshop.
- Communication in the mother tongue (communication into the team and with the teachers).
- Communication and understanding technical text and videos in foreign languages
- Mathematical competence and basic competences in science and technology. (Building, software, electronics).
- Digital competence (search, find and design).
- Learning to learn (focused on all new knowledge they access).
- Sense of initiative and entrepreneurship (in problem solving without the help of the trainers, creating they own 3D objects).
Group composition
2 teams
| 14 people | Male | 31 years to 53 years | - Being job seeker - Be 18 years old - Have maximum lower secondary education certificate (without qualification) | No experience |
|---|---|---|---|---|
| 6 | Male | 18 years to 21 years | - Students at university | No experience |
3D printer
Rap Man 3.2: Build Manuel
Rap Man 3.2: Printer Kit/Bit from Bytes
Rap Man 3.2: Alibre Inc
Rap Man: Rep Rap Wiki
Axon 2: Use Manuel
Google Sketchup: Tutorial
Python: Programming language
Meshlab Software
Rhythm of the workshops
Two days per week
From March 2013 to May 2013 (First Group)
From September 2013 to January 2014 (Second Group)
Feedback from the trainers
To assemble our 2 printers and print 3D objects allows our trainees' acquire a hands-on experience with mechanics, electronics and design.
More ever they learn how to work in team, how to develop professional attitudes and how to develop competences in order to launch in industry.
Organisation of the workflow
Morning theory and practice afternoon
Share of tasks
Tasks are shared between trainees. There are who called the documentation and those involve mounting and assembly of the printer, who uses the printer software and those print the finished objects and finally changes tasks between trainees end again.
Problems solved
a) Assembly is quite difficult but very well documented
b) Calibration problem at the first but problem solved
c) Each moving the printer you must tighten and check all
d) Finishing problem but problem resolved
Skills developed
a) Assembling a 3D printer
b) Installation, configuration and use of software 3D printer
c) Autonomy, organizing, listening, creativity, group work, sharing.
d) Motivation
Droit et Devoir
e) Personality
Theoretical knowledge applied
a) Basic electronics and mechanics
b) Basic geometry
c) Basic 2D and 3D drawing
d) Flowing software: axon 2, sketch up, mesh lab, ske inforge; python, netfabb, autocad
Links with the industrial environment during the process
Polytechnic Faculty of Mons (U-Mons), microelectronics department: our trainees built the 3D printer with students of the university
Collaboration with an industrial high school, so that our trainees take courses in drawing 2D and 3D.
Their student can print their home works with our 3D printer.
Few private customers lead broken parts for printing.
Greta du Velay
Group composition
The group involved in the building of the 3D printer was composed by 8 young learners (6 males/2 females), aged from18 to 25 years old.
The learners, with mental disabilities, had a low educational level. They are recognised as disabled workers and are supposed to be able to find a job in an open, non protected environment. They participate in a training program in the Greta du Velay to achieve this objective.
3D printer selected
Foldarap :http://reprap.org/wiki/FoldaRap/fr
The reasons for this choice are: the simplicity of the structure, the portability of the machine, the reduced number of printed pieces that compose it. A part of the building instruction was in French and the inventor of the machine was easily accessible. Also it seemed easy to build.
Rhythm of the workshops
3 hours per week (from January 2013 to May 2013)
In total around 25 hours have been needed for the group to finish it.
Organisation of the workflow
At the beginning of the workshop, everybody could work on the 3D printer. Each group had a role: building parts, electronics parts, soldering parts...
The first tasks are simple and consists of:
- Getting information about printer on the dedicated wiki (list, text, image, video)
- Research on appropriate components
- First installation to test the assembling
- Final screwing.
Then it requires a smaller group of students (4) to work on the mechanical parts (belts, motors, shafts, rods). The process is more complex:
- Getting information about printer on the dedicated wiki (list, text, image, video)
- Research on appropriate components
- Taking measures and checking angles and parallels
- First installation to test the assembling
- Test of tension straps, threaded spindles
- Searching the resistance points
- Final assembly
Then comes the electrical part also with a small group of learners, the steps requires more advanced skills (basic knowledge of electricity, good motor skills):
- Getting information about printer on the dedicated wiki (list, text, image, video)
- Research on appropriate components
- Stripping / tinning
- Connecting / screwing
- Using a multimeter
The last part is the plugging of the printer, the last checks and the calibration of the machine. The skills used are many: in addition to those mentioned above, the capacity to detect malfunctions, analyse then and correct them. The computer tool is used at this stage with the following software: Slic3r and Pronterface that develop a good knowledge of platforms:
- Looking for information in the wiki
- Installation of libraries and software
- Elaboration of procedures for testing motors, nozzles...
- Identification of problems
- Analysis
- Correction
- Communicating (at this stage, it is possible to ask for help or advice from the community through forums, chat, Skype...)
Share of tasks
A first group of 3 people has checked all parts. Then, the work was divided in two groups according to their skills, one devoted to the mechanical part to assemble the aluminium structure with plastic parts, the other working more on the electronic tasks (discrimination of different components, soldering, isolate, connecting...). When the machine was fully assembled, it became difficult to work together around (as it is small). Only three people have participated to the first tests of the firmware, to calibration purposes at the last axes settings. In the meantime, learners not involved with the 3D printing have learned to use a 3D program (Tinkercad) or practiced programming Arduino.
During this period also learners could make practice periods in companies. It reduced the number of learners being together at the same time in the workshop.
Problems solved
A wiki is available to guide the construction process. The French wiki is less complete than English, so learners has to translate some information and they became familiar with some English words.
The wiring diagram of the engines on the motherboard was wrong. We had to try several times to find the right one.
Some "stop stops" were not filled in, we had to place them ourselves, without explicative scheme.
Problems to fix the printed piece: we spent a lot of time to test the ideal temperatures, with different materials to put on the surface of the trail.
Establishment of a protocol to set the "z offset" (distance between the nozzle and the bed): we print four points on either side of the platen to be sure of the flatness of the whole thing.
At the end, the plastic parts of the printer have melted (by being exposed behind a window in the beginning of the summer period). Everything had to be reprinted and we had to re-assemble the FoldaRap.
Overall comment:
The construction went very well. Students are highly motivated and eager with the outcome. Beyond the skills used and learned during this period, the tangible experience of teamwork around an ambitious project was unanimously perceived as pleasant and rewarding.
The main difficulty was to organise the work sequences. As the project was developing, only 3 or 4 people could work around the printer. So we had to organise other related activities so that the whole group could work around 3D printing.
Skills developed
Interpretation of a plan
Welding
Assembling
Work in collaboration
Test sockets
Calculation
Foreign language (English)
Software knowledge (Slic3r, Pronterface)
Logical processes (imagine, lay on paper, 3d model, print, test, check, solve problems...)
Fine motor skills
Manual dexterity
Use of appropriate tools
Workstation maintenance
Nieuwland Automatisering BV (NL)
Participants
The group had 24 participants.3 Female and 21 Male. The age was between 19 and 52. All the participants in the group have a medical indication, meaning they are entering the project through the regional health care services. The average education is secundary vocational education. Two participants have an Ict education.
3D printer selected
Ultimaker 3 D printer was selected. This printer has the production capacities the group wanted it to have. It can work with more then one single material thus allowing more experimentation and production of different objects. It also is a well designed and tested 3D printer. This implicates that there no are hardly any start up problems with the machine. Besides the hardware component, the software component was an important factor in the decision. The availability of open source software for this printer is an advantage of this machine. The group used mostly the internet to collection the information necessary for the decision. Also the made a visit to a fablab in Utrecht to get information from users.
Rhythm of the workshops
October 2012 to April 2013
Feedback from the trainers
The 3 D printer was a very good addition for the participants of the project in Alphen aan de Rijn. Besides being an attraction for new participants, the 3 D printer project enabled the participants to encounter new technique and offered them a change of deepening their curriculum.
Organisation of the workflow
A team was formed with the target of selecting, buying and building a 3 D printer and to print objects. The printed objects should be fitted for use else where in the project so the printer must be able to produce good usuable products.
So the team had to select the printer as if it should be used in a commercial environment. The next step after the selection was the assembling and fine tuning, installing the software and then test printing some objects. After the selection phase and the assembly phase came the production phase. In this phase, individual partcicpants should be able to design and print an object.
Share of tasks
The following tasks were performed by members of the team accordingly to their talents:
- reading and translating the manual to the
- construction team memebers
- researchers for the right software and installing it on the computers
- fine tuning the printer after its first prints
- production of objects
- adjustment of the project website and presenting objects on it
Problems solved
After assembling the 3 d printer and installing the software it turned out that the printing of objects was not accurate enough. So the team had to check every part of the printer and the software in order to find out the cause of the malfunctioning. It turned out that the printerhead was not installed in a proper way. After rebuilding that part a process of fine tuning the printerhead started and the problem was solved.
Skills developed
The team developed some skills. However, the group exist of people with serious mental handicaps and diseases. For some the presence during the workshop was an archievement. For others the technical part of construction the machine was a new skill developped. Working in a team as such was a novelty for most of the participants. So the most skilled developped were related to that interaction in the team
Theoretical knowledge applied
- knowledge of the printing process of certain objects
- best printing materials necessary for certain objects
- knowledge of different types of printers
- knowledge of different types of software
Links with the industrial environment during the process
The printed objects should be used in an other department of the Spoor 11 project. The Spoor 11 project has a department for packing sweets. So small containers for sweets, special designed containers and such products should be designed to be cheap, fast to print and use as a commercial product to improve the sales of the sweets.
TimeLab
Participants
| Printer | nb. of participants | Male / female | Age | Level |
|---|---|---|---|---|
| Ultimaker -1 | 6 | Female | 20-30 years | All participants have a job |
| Prusa i3 | 4 | 2 girls, 3 boys | 14-17 years | Secondary school |
3D printers selected
There are loads of 3D printers, all of which have advantages and disadvantages. They offer a wide range of options in materials to print, sizes of printable objects, usability, speed and quality. 3D Printer kits are far cheaper than "ready to print" devices. They arrive as kits to be assembled by the end user.
Building a 3D printer can be a full DIY experience and we recommend to choose a model that has already been built by someone in your community/school/organisation. Members of our community as well as our lab manager already had experience in building Ultimakers and Prusa's. Below you will find the basic information needed for getting started.
Prusa i3 €600
www.reprapworld.com (based in the Netherlands) English manual can be downloaded from supplier website http://reprap.org/wiki/Prusa_i3_Buyers_Guide
Ultimaker €995 + Controller €80
www.ultimaker.com
English manual can be downloaded from supplier website
Controller: SD card printing
| | Prusa i3 |
|---|---|
| Desktop space | 400 x 400 x 400 mm |
| Build volume | 200 x 200 x 170 mm |
| Speed | Depends on stepper motors |
| Quality | |
Useful resources
Make: 3D Printing
Developed by MAKE Magazine, introduces a wide range of 3D printers and their capabilities. ISBN: 978-1- 457-18293-8
Make: Ultimate guide to 3D printing (a supplement to the bi-monthly Make magazine)
Makezine.com (ISBN: 978-1-457-18302-7)
The workshop
Space
When you are planning to build a 3D printer with a group of people, find a place that allows you to spread out your tools, machine parts and documentation. The space should have wifi to allow easy online access in case you need to look up extra information or view a youtube video etc.
Tools and materials required
* Cordless screw driver with a 2mm hex bit
* Screw drivers
* Soldering iron
* Cutter knife
* Pliers
* Hex keys (1.5, 2 and 3 mm)
* Soldering tin
* Tape measure
* Wires
* Wifi
* Laptop
* Projector and screen
* Plenty of power sockets for laptops, projector and printer
* USB stick
* Pen and paper
* Metric calliper
Working in teams
Analyse your manual and try to find an already built printer and divide the activities in such a way that teams can be formed. Teams that can work simultaneously. For the Prusa i3 – we split the workload as follows:
1. Team A
* x-axis and z-axis
2. Team B
* y-axis, extruder, heated bed
3. Team C
* installing software onto electronics board
Activities when team A and B are finished
- soldering wires onto motors
- soldering end stops
- assembly of all components
Coach / tutor
Make sure that you have one or two supervisors / teachers / trainers that have a good knowledge of software and computers. We found that building the hardware of the printer is relatively easy for youngsters, but that the software part is the hardest challenge. In order to get optimal results, a great deal of tinkering is required. A poorly calibrated extruder can have adverse effects on the prints.
On both occasions (building the Ultimaker in 2012 and building the Prusa in 2014) we arranged for a team of trainers to help the participants build the printer. We find it helpful to include people in the process that have already experience in building the exact type of printer that you are planning to build. Be aware that 3D printer models are rapidly changing and that each new version is slightly different from the previous.
Manual / documentation
Try to find the manual for the right version of printer that you are building. In our case we downloaded the free English manuals from the webshops that we bought the kits from. We have experienced no problems with understanding the language, but comments were made that there weren't enough pictures in the manuals. Therefore we emphasize the importance of having a working example present during the workshop so that participants can take a closer look at the example.
Feedback from the participants
We learned from the teenagers who built a 3D printer in just one day that this activity was really fun and different from what they normally do in school. They enjoyed making the video as well. Unfortunately there was not enough time to design their own objects and print them, so we downloaded 3D designs from www.thingiverse.com.We invited them back to the lab the week after the 3D printer was completed to work with the 3D printer that they had built themselves.
Video
A stop motion video was made to document the process of building a Prusa i3 with young people. The video can be found online on timelab's youtube channel "timelab Gent"
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Resilient and Equitable Renewable Portfolio Standard for New Orlea ns
A Renewable Portfolio Standard (RPS) is . . .
* a requirement that utility companies increase the percentage of energy generated by renewable sources, like solar, wind, geothermal;
* a way of reducing the use of fossil fuels that contribute to climate change and worsen air quality;
* an opportunity for homeowners, renters, and business owners to participate in generating and using renewable energy with benefits that include lower utility bills.
Types of Renewable Portfolio Standards
The most popular type of RPS sets a target year when renewable energy comprises a specific percentage of the total energy production.
In New Orleans, a Renewable Portfolio Standard can be designed to . . .
Example: California's RPS requires renewable energy to comprise 44% of total production by 2024; 52 % by 2027; 60% by 2030; 100% clean energy by 2045.
Another type of RPS requires a specific amount of power to be generated by renewable energy sources.
Example: Iowa's RPS requires 105 megawatts (MW) of power to be generated by renewable sources.
Energy companies comply with a RPS by confirming generation by renewable resources, or obtaining Renewable Energy Credits (REC's) that represent 1 MWh of renewable energy generation.
To promote a diversified range of renewable energies and ensure the utilization of certain technologies, many RPS include:
* "Carve-Outs" that require a specific technology to meet the required percentage of the overall renewable energy production
* "Credit Multipliers" that award additional renewable energy credits for electricity produced by certain technologies
* reduce the energy cost burden on low income households which is the second highest in the nation
* support community solar projects
* develop rooftop solar programs for multi-family housing
Many clean energy advocates recommend a RPS for New Orleans that requires 15% of energy production from renewable sources by 2022, 25% by 2025, 40% by 2029, 55% by 2033 and 100% by 2040.
In March 2019, the City Council passed a resolution to allow for initial drafting of an RPS. A decision by the Council is expected in 6-7 months (Dec. 2019).
Louisiana is one of 13 states without a RPS. The majority of other states without a RPS are also in the southeast.
New Orleans residents have demonstrated resilience by installing rooftop solar on their homes. As a result, New Orleans is one of the leading cities in the US that generate the most solar energy from rooftop solar.
Renewable Portfolios in US so far
* 29 states, Washington DC, and 3 territories each have a RPS.
* 8 states and 1 territory have a Renewable Portfolio Goal (non-enforceable target).
* Massachusetts, New Jersey, New York, Oregon, Vermont all have requirements of 50% or greater, while California, Washington, D.C, Hawaii, Washington, Puerto Rico have clean standards of 100%. | <urn:uuid:2adfd7ef-3f71-49a1-b24c-f93aa78377c4> | CC-MAIN-2020-45 | https://www.efno.org/uploads/1/0/5/6/105637723/final_rps_info_sheet_4.pdf | 2020-10-26T01:06:18+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00514.warc.gz | 693,185,872 | 629 | eng_Latn | eng_Latn | 0.967935 | eng_Latn | 0.99398 | [
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LESSON PLAN
Level:
Grades 8 to 12
About the Author:
Charity Laboucan and Tracy Duncan, Planned Parenthood Edmonton, and Sonya Thompson, Film Classification Services, Alberta Community Development.
Duration:
30 minutes
Marketing to Teens: Introduction
Overview
This introductory lesson helps students understand how pervasive and influential advertising is in our culture and how teenagers are actively targeted by advertisers.
Learning Outcomes
Students demonstrate:
* an awareness of the many different types of advertisements they encounter daily
* an understanding about how they, as consumers, are influenced by these commercial messages
* an appreciation of their position as a desirable demographic for advertisers
Lesson
Whether or not they realise it, teens already know a lot about advertising. Many ads are targeted specifically at them and there are advertisements everywhere.
Ask your students to brainstorm the reasons why advertisers would want to target teens. Answers might include:
* Teenagers are important targets for advertisers since many of them have high disposable incomes (money from allowances or part time jobs that they can spend on things they like or want, but don't necessarily need).
* Teenagers are important targets for advertisers because companies need to build brand loyalty. They want people to start using their products when they are young and continue using them for the rest of their lives.
How do marketers reach teens?
* Ask students about some of the places they see ads. Answers might include some of the following: in bathrooms, on the net, bus shelters, bike racks, food packaging (fast food packaging, cereal boxes), matchbooks, billboards, coasters, under the ice at hockey games, on people's clothes, on shopping carts, on busses.
* Which of these locations do they consider to be the best for reaching teens?
* Ask students where they see ads in school. Answers may include the following: pop machines, scoreboards, clothes, book covers.
* Ask students to think of a place where there is no ads.
Place a sign at each end of the room (do this before the class starts). One will have "agree" on it and one will have "disagree" on it. Tell students they should place themselves along a continuum depending on whether or not they agree with the following statements.
Read the statements aloud, and give the students time to position themselves. After they have positioned themselves, ask them why they stood where they did.
* "I can ignore most advertising."
* "Songs from commercials stick in my head."
* "I have made a conscious effort to look like someone specific I have seen in an ad."
* "Some ads make me feel bad about myself or inadequate."
Ask them to write an entry in their media journals in response to the statement: "Advertising does not really affect me."
Evaluation
* Media journal entries
This lesson has been adapted from Seeing Beyond the Glam, a peer education workshop from the Expecting Respect Peer Education Program. The original workshop is designed for secondary students who want to conduct workshops with other students about advertising and its impact on teenagers. Adapted with permission.
For more information about the Expecting Respect Peer Education Program program or to obtain a copy of Seeing Beyond the Glam, e-mail firstname.lastname@example.org | <urn:uuid:99313f47-e6fe-4ea2-ac95-3f5153000abc> | CC-MAIN-2020-45 | https://mediasmarts.ca/sites/default/files/pdfs/lesson-plan/Lesson_Marketing_to_Teens_intro.pdf | 2020-10-26T02:53:39+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00513.warc.gz | 422,336,257 | 650 | eng_Latn | eng_Latn | 0.998722 | eng_Latn | 0.998871 | [
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FACT SHEET
DOWNY MILDEW OF BASIL
Dr. Yonghao Li Department of Plant Pathology and Ecology The Connecticut Agricultural Experiment Station
Basil downy mildew is a new, destructive disease in the United States and has been confirmed in more than 30 states since it was first found in Florida in 2007. All cultivars of sweet basil (Ocimum basilicum) are susceptible to the disease. Downy mildew can cause leaf discoloration, distortion, and necrosis, which may result in quality and yield reductions, or even complete yield losses of field- and greenhouse-grown basil crops, as well as in home gardens.
SYMPTOMS AND DIAGNOSTICS
The initial symptoms of basil downy mildew are yellowing and chlorosis of leaves (Figure 1), which can be mistaken for a nutrient problem. As symptoms develop, yellow patches are restricted by large veins and a grayish-purple fuzzy growth
(sporangiophores and sporangia) may be visible on the lower surface of infected leaves in humid and wet conditions (Figure 2). This distinguishing characteristic is often more noticeable in the morning. As the disease progresses, infected leaves turn brown and scorched (Figure 3).
DISEASE DEVELOPMENT
Basil downy mildew is caused by a funguslike organism, Peronospora belbahrii. The pathogen cannot survive winters in Connecticut. However, in warm areas where basil can grow year-round, it can survive on living hosts from year to year. Airborne sporangia formed on the infected leaves can be dispersed long distances via wind. The pathogen can also be transmitted through contaminated seeds and infected plant materials. Spore germination and infection
1
require at least 85% relative humidity or free water on leaf surfaces. So, high humidity, mild temperature, poor air circulation, and extended periods of leaf wetness are favorable for disease development.
MANAGEMENT
Resistant varieties and species: Some varieties in O. basilicum are less susceptible to downy mildew, such as 'Cinnamon', 'Red Rubin', 'Red Leaf', and 'Mr. Burn's Lemon'. Lemon and spice type basils (O. × citriodorum and O. americanum) are moderately resistant to the disease, such as 'Lemon Std', 'Lemon', 'Lime', 'Spice', 'Blue Spice', and 'Blue Spice Fil'.
Disease-free seeds and transplants: Purchase disease-free or steam-treated seeds from certified and reliable suppliers. Before purchasing seedlings, check for any suspicious symptoms on plants especially on the plants from the south where the disease occurs earlier.
Cultural practices: Minimize leaf wetness and reduce humidity by using drip irrigation, watering plants in the morning, increasing plant spacing, and providing good air movement between plants. For growing basil in outdoor containers, plants can be brought inside when humidity is high (overnight and on rainy days) to reduce favorable conditions needed for spore germination and infection. Scout for the disease and destroy infected plants when they are found in the early season. When basil downy mildew is detected in nearby areas, harvesting basil crops early before they are damaged by the disease may prevent economic losses.
Fungicide application: Among the fungicides registered for use in Connecticut are phosphorus acid (Fosphite and Alude) and potassium bicarbonate (Armicarb O and Milstop). Streptomyces lydicus (Actinovate AG), Bacillus amyloliquefaciens (Double Nickel 55), extract of Reynoutria sachalinensis (Regalia), neem oil (Trilogy), and hydrogen dioxide (OxiDate) are OMRIapproved for organic production. Fungicide applications can protect plants from infection, but are unlikely to cure infected plants. Fungicide labels are legal documents, so be sure to read and follow label instructions.
April 2015
Dr. Yonghao Li The Connecticut Agricultural Experiment Station
Department of Plant Pathology and Ecology 123 Huntington Street, P.O. Box 1106 New Haven, CT, 06504
E-mail: email@example.com
Phone: (203) 974-8601
Website: www.ct.gov/caes | <urn:uuid:1f31bb0c-7c75-4174-bdcd-c085d074a91f> | CC-MAIN-2020-45 | https://portal.ct.gov/-/media/CAES/DOCUMENTS/Publications/Fact_Sheets/Plant_Pathology_and_Ecology/DOWNYMILDEWOFBASIL041415pdf.pdf | 2020-10-26T02:06:17+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00516.warc.gz | 468,050,829 | 887 | eng_Latn | eng_Latn | 0.98522 | eng_Latn | 0.989631 | [
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Year 2 th
Tuesday 9 June
Morning Message
Happy Tuesday Year 2. We hope you ready to do some learning.
Miss Baldwin is going to read you a story called 'You can't take an elephant on the bus' by Patricia Cleveland-Peck. We hope you enjoy it. Here
Riddle answer: A map
Today's riddle: What word is spelt wrong in the dictionary?
Writing
Today we would like to use your writing speech skills to create a dialogue between the Trolls, Branch and Poppy.
It could be about protecting their land or about something they might be looking at.
You can write your paragraph on the worksheet- here
Reading
Today's comprehension is an extract from The World's Worst Class by Joanna Nadin.
The comprehension can be found here.
Mathematics
Summer Week 7, Lesson 2
Carry out the non- unit fractions activity - Here. Watch the video before completing the activity - Here
Then carry out today's brain buster - Here
Year 2 th June
Tuesday 9
Computing To Dos
Today for computing have a go at the following activities:
Purple Mash > Computing > 2Do It Yourself > Pairs
Create your own 'Ocean' themed game!
Subject Specific
In Science we would like you to watch the BBC video of the Life Cycle of a Dandelion here then draw the life cycle of the Dandelion on the worksheet- here.
Question for the day
Who is the messiest person in your house?
Weekly Spellings
Practise your spellings by writing them out and then drawing around them to show ascenders and descenders. See below. Make sure you look at the shape of the word after.
Television, treasure, usual, measure, pleasure, decision, vision, leisure, version, visual | <urn:uuid:c9238b55-3925-4255-8bce-14776c42ca86> | CC-MAIN-2020-45 | https://arkfranklinprimary.org/sites/default/files/Y2%2009.06.20.pdf | 2020-10-26T00:24:58+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00518.warc.gz | 220,027,636 | 375 | eng_Latn | eng_Latn | 0.995661 | eng_Latn | 0.996232 | [
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The Budding Activist
FICTION for readers in grades 3 and up
Flush by Carl Hiaasen (JF HIA, CD JF HIA)
Corruption, environmentalism, civil disobedience, the power of persistence.
Amina's Voice by Hena Khan (JF KHA)
Islamophobia, conformity, bravery, the power of your voice.
(Bonus: It takes place in Milwaukee!)
One Crazy Summer by Rita Williams-Garcia (JF WIL) 1968, Civil Rights, Black Panther Party, the power of poetry.
Front Desk by Kelly Yang (JF YAN) Immigration, racism, poverty, the power of writing.
phplonline.org
262-246-5182
The Budding Activist
NON-FICTION for readers in grades 3 and up
Protest Movements: Then and Now by Eric Braun (J303.48 BRA) Learn how the protest movements of the 1960s came to be and what and how people are protesting now.
You Are Mighty: A Guide to Changing the World by Caroline Paul (J303.484 PAU) Make a sign, write a letter, volunteer, sit-in, or march! There are lots of tactics to choose from, and you're never too young to change the world.
Marley Dias Gets It Done and So Can You! by Marley Dias (J305.23 DIA) Marley Dias started the #1000blackgirlbooks campaign when she was in 6th grade!
Better Together: Creating Community in an Uncertain World by Nikki Tate (J307 TAT)
Explore how working together allows us to create healthy, productive, safe communities where people look after each other.
Gaia Warriors
by Nicola Davies (J363.738 DAV) Stories from people around the globe and their bit to protect the planet.
Philanthroparties! A Party Planning Guide for Kids Who Want To Give Back
By Lulu Cerone (J793.21)
This 18 year old author has great ideas of fun, creative ways for you, your friends, and family to throw a party that ultimately helps your community.
12 Children Who Changed The World
by Kenya McCullum (J920 MCC) Don't think that just because you are a kid, you can't make a difference.
Good Night Stories for Rebel Girls: 100 Tales of Extraordinary Women
by Elena Favilli (J920.72 FAV)
You don't have to be a girl for these amazing, powerful women to inspire you. | <urn:uuid:4f0f8e88-040d-4a35-b619-a26ad6e91eac> | CC-MAIN-2020-45 | https://phplonline.org/wp-content/uploads/2020/02/budding-activist-JF.pdf | 2020-10-26T00:59:22+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00517.warc.gz | 492,916,151 | 524 | eng_Latn | eng_Latn | 0.987229 | eng_Latn | 0.987229 | [
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MATTHEW
AND THE SOHO ENTERPRISES
Rita McLean
Matthew Boulton (1728-1809) was undoubtedly a leading figure in the West Midlands Enlightenment. During his sixty-year career he changed the face of manufacturing, was instrumental in the development of steam engineering and established a Mint to produce coins and medals. He also ventured into many other business pursuits, engaged in a range of social causes and economic campaigns and pursued a multitude of personal interests. A fascinating figure, the full story of Matthew Boulton's life and works has yet to be told.
A Thirst for Knowledge
Matthew Boulton was born in Birmingham in 1728. His father was a manufacturer of 'toys' – the name given to small articles in silver and cut steel, such as buttons, buckles and other trinkets. Samuel Smiles, the nineteenth-century biographer of Boulton and James Watt (1736-1819), records that Boulton was educated at a private academy in Deritend, Birmingham, and that before reaching adulthood he had 'introduced several important improvements in the manufacture of buttons, watch-chains, and other trinkets'.
developing a steam engine, which were underway prior to him meeting James Watt. Boulton's correspondence with John Whitehurst, a clock and scientific instrument maker from Derby, illustrates their collaboration on making pyrometers and hygrometers – instruments to measure the heat expansion of metals. Whitehurst later supplied Boulton with movements for the clocks made at his Soho Manufactory and provided technical advice and assistance on the development of Watt's steam engines.
Any study of Boulton's life and work reveals his continual interest in broadening his knowledge. By his late
twenties he had begun to assemble a library spanning literary works and scientific treatises. No doubt he also attended some of the scientific lectures and demonstrations that were common in Birmingham.
A Meeting of Minds
By the late 1750s Boulton had begun to establish friendships with scientifically-minded individuals such as Erasmus Darwin (1731-1802), John Whitehurst (1713-1788) and Benjamin Franklin (1706-1790). By 1758, both Boulton and Darwin were conducting experiments on electricity. In the same year, Boulton met Benjamin Franklin and the two carried out electrical experiments together. Within a few years they were corresponding on the subject of Boulton's experiments on
34
The Lunar Society
Boulton, Darwin and Whitehurst, together with other like-minded individuals formed the Lunar Society. By the late 1760s this group of 'philosophical' friends included William Small (17341775), Richard Lovell Edgeworth (1744-1817), Thomas Day (1748-1789), James Keir (1735-1820) and Josiah Wedgwood (1730-1795). During the next two decades James Watt, William Withering (1741-1799), Samuel Galton (1753-1832), Jonathan Stokes (1755-1831) and Robert Augustus Johnson (1745-1799) joined this circle.
In terms of Boulton's life and work, the Society's significance is the degree to which many of the members were concerned with supporting and assisting virtually all of his business activities. They provided scientific and technological advice in such fields as metallurgy, assaying, steam engineering, chemistry, mineralogy and exact measurement; and on occasion www.historywm.com
BOULTON
contributed financial support for his projects. Furthermore, the Society provided him with a group of friends whose company was stimulating. His house at Soho became one of their regular meeting places, arranged on afternoons on or near to the time of the full moon – hence the name 'Lunar' – to benefit from the light on their journey home.
Manufacturing and Money
Boulton joined his father's business after his schooling and by his early twenties had taken over its management. We know little of his operations prior to the late 1750s, but after this his activities are documented in considerable detail. In 1759, Matthew Boulton's father died. It may well have been in the aftermath of this event that Boulton felt free to develop the business on a more grandiose scale. However, the fact that he married into money helped give him the financial means to do so. Only a month before his father's death, his first wife Mary died. She was the daughter of a wealthy Lichfield mercer and had received a marriage settlement of £3,000 (which today equates to around £250,000) as well as some land near Lichfield.
Within a few months of Mary's death, he began to court her sister Ann, who had also received £3,000. Some nine months later they married. Boulton and his second wife's financial position became further enhanced through inheritances arising from the death of Mary and Ann's brother Luke Robinson in 1764. This undoubtedly allowed Boulton to feel secure enough to invest in his manufacturing enterprises and bolstered his ability to raise capital to support these endeavours. Although the Robinson family assets were important, for many years Boulton's businesses were also financed by a staggering array of loans.
Beginning of the Soho Manufactory
The expansion of Boulton's manufacturing concerns began around 1761, when he leased thirteen acres at Soho in Handsworth – much added to over the following decades. This site provided him with a watermill to power machinery for grinding and polishing the metal components of the buttons, buckles and other toys he manufactured. Initially his activities at Soho concerned the production of toys, and the first improvements and additions to the industrial buildings were carried out to accommodate buckle and button making.
www.historywm.com
The expansion of Boulton's manufacturing concerns began around 1761, when he leased thirteen acres at Soho in Handsworth – much added to over the following decades. This site provided him with a watermill to power machinery for grinding and polishing the metal components of the buttons, buckles and other toys he manufactured.
35
Within a few years, an ambitious programme of expansion began. By 1765 Boulton decided to concentrate his manufacturing operations at Soho and to diversify into producing larger articles in plated silver. He embarked on the construction of a grandiose building, which became known as the 'principal building' and was subsequently depicted in many engravings. By 1768 Matthew Boulton claimed to have established 'the largest Hardware Manufactury in the World' and in that same year a visitor from Vienna recorded seeing there 'a prodigious number of watch-chains, tortoiseshell boxes, gilt and mother-of-pearl chains, plated ware and belt clasps in the Turkish fashion'.
Fothergill, Toys and Royal Patronage
Boulton's toy-making activities were conducted through a series of business partnerships, the first of these being a twenty-year alliance with John Fothergill who invested heavily in the business himself and also contributed his extensive experience of this trade throughout Europe. The buttons, buckles and other toys were sold to customers by a variety of means, through retailers, merchants or agents and in some cases by Boulton himself. He was assiduous in cultivating customers in the highest echelons of society; as the leaders of fashion, their endorsement helped promote sales.
Even before establishing the Soho Manufactory, Boulton achieved an entrée into the royal household by travelling to London in 1759 to present an inlaid sword to one of the princes. He reported to his future wife Ann that he had seen Prince Edward wear it in public, that the Prince of Wales had asked for one of a different pattern, and that he had been granted an audience with 'all the Royal family' the next day.
Pair of Apollo and Diana candelabra in ormolu, bronze and marble, Boulton and Fothergill, c. 1775
Despite the undoubted manufacture of a significant volume of products, Boulton's success in portraying Soho as a hive of industry which led the way in technology and production methods, and the sales made to the nobility and aristocracy, the business during his partnership with Fothergill was highly unprofitable. Behind the scenes there was disorganisation: the lack of a sound pricing structure for the products, difficulties in fulfilling orders and controlling stock as well as recovering payments from customers.
Luxury Products
Alongside the larger articles in silver, Boulton started to manufacture high-quality items in Sheffield Plate and ormolu (items made from or decorated with gilt brass or bronze). The quantity of candlesticks, vases, dishes, trays, ewers, perfume burners, clocks, furniture mounts and other pieces produced at Soho was prodigious. However, although Boulton did establish a reputation for being a 'great silversmith' and was described by Josiah Wedgwood as the 'most complete manufacturer in England in metal', by and large these businesses were not highly profitable, and in some cases, notably ormolu, were loss-making concerns.
By the early 1780s, the ormolu trade had largely ceased and Boulton had turned in new directions: to developing a steam engine business in partnership with James Watt and embarking on a range of minting projects.
Watt and Steam Engines
Despite the considerable difference between decorative metalwares and steam engineering, Boulton's metalworking activities lay behind the establishment of his partnership with Watt.
Soon after his arrival at Soho in 1761, Boulton grappled with the inadequate water supply at the site, which affected the efficiency of his watermill. Water was crucial to powering the machinery used to grind, scour and polish the metal components of the toys he was producing. He explored the idea of using a steam engine to provide power, though it is not clear whether he envisaged a pumping engine to feed water to his mill or an engine that directly powered the metal-working machinery.
Courtesy Birmingham Assay Office
36
Silver sweetmeat basket by Boulton & Fothergill, 1774
www.historywm.com
Otaheite Medal commemorating Cook's second Pacific voyage.
The Soho Mint
Of all the enterprises Boulton pursued, his Mint business was the one he was most passionate about. He became involved in minting projects from 1772, when he was commissioned by Joseph Banks to supply medals to commemorate Captain Cook's second voyage to the Pacific. Over the following decades he established at Soho the first steam-powered Mint in the world. During the late 1790s he secured the first of a series of contracts to supply the Government with a new copper coinage, but before and beyond this turned out numerous coins, tokens and medals.
www.historywm.com
By 1768, Boulton had constructed some kind of experimental steam engine at Soho, but once he became aware of Watt's progress in this field his attention turned to persuading him to come to Soho. After Watt's arrival in 1774, the long process of developing steam engineering began in earnest. The 'Kinneil' engine that Watt had been developing in Scotland was transported to Soho and applied to providing a regular flow of water to the mill wheel. In time, engines were erected to directly power some of the machinery at Soho.
Matthew Boulton did not just confine his ambition to providing steam power to aid production at Soho. He recognised the potential of steam power for a wide range of applications. His often-quoted vision was 'to serve all the World with Engines of all sizes'. Between them Boulton, Watt and their successors did indeed bring this to fruition.
Understanding Boulton
Although the Soho Manufactory has not survived, his former home, Soho House, continues to exist and after a programme of restoration and refurbishment in 1995, was opened to the public as a museum. The displays at Soho House depict many of the aspects of Boulton's life and times and showcase examples of the spectacular products made at the Manufactory.
The other major survivals related to Boulton and his circle are in the 'Archives of Soho', housed in Birmingham Central Library. These papers extensively document Boulton's personal life and interests and his business endeavours.
Much has been written about Boulton, particularly in recent years, yet his story is still not fully told. The only biography exclusively devoted to Boulton is that by H.W. Dickinson in 1936. Having initially been surprised that no author had previously attempted a biography, he soon came to the conclusion that it was because 'the aspects of Matthew Boulton's life were so many that to do justice to them no single author could hope to command the qualifications that are necessary to enable him to do so'. Dickinson presented his work 'only as a step in the right direction'. ●
TRIBUTE TO A REMARKABLE MAN
'Had Mr B. done nothing more in the world than what he has done in improving coinage, his fame would deserve to be immortalized, & if it is considered that this was done in the midst of various other advocations, & at an enormous expense for which he could have no certainty of an adequate return, we shall be at a loss whether to admire most his ingenuity, his perseverance or his munificence.'
'Mr Boulton was not only an ingenious mechanic, well skilled in all the practices of the Birmingham manufacturers but possessed in a high degree the faculty of rendering any new invention of his own or others useful to the publick by organizing & arranging the processes by which it could be carried on, as well as promoting the sale by his own exertions & by his numerous friends & correspondents.'
These words - from James Watt's memoir of his business partner provide a sense of some of the skills that underlay Matthew Boulton's extraordinary accomplishments.
Rita McLean is an independent consultant working in the museums and heritage sector. She was formerly Director of Birmingham Museums & Art Gallery.
Further Reading
Malcolm Dick (ed.), Matthew Boulton: a Revolutionary Player (Brewin, 2009). H. W. Dickinson, Matthew Boulton (Babcock & Wilcox, 1936, reprinted Cambridge University Press, 2010).
Shena Mason (ed), Matthew Boulton: Selling What All the World Desires (Yale University Press, 2009).
Kenneth Quickenden, Sally Baggott and Malcolm Dick (eds.), Matthew Boulton, Enterprising Industrialist of the Enlightenment (Ashgate, 2013). Jenny Uglow, The Lunar Men (Faber, 2002).
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You can start anywhere, but the first question is starred.
MKNC Scavenger Hunt
Sturgeon
Pond
Butterfly
Garden
Formal
Backyard
Native
Plant
Garden
Kiosk
5-6
th
Grades
Construction
Zone
Eagle
Nest
MK Nature Center Scavenger hunt for 3-4 th graders
Find a sign, read it and then answer the question. Not all the signs at the Nature Center will be in this scavenger hunt. The questions will be in order as you walk around the nature center. You can start anywhere but the star on the map will be question #1.
1. Read the sign. From where you are standing, can you see signs of animals? If so, what is it? If not, keep looking and write or draw it here when you find it.
_______________________________________________________________
Read the sign: Then move to the first bridge and look down. Usually, there are no fish here. Fish need food, water, shelter and space for habitat. What do fish NOT have here?(circle 1 or more)
Food? Water? Shelter? Space?
As you sit near this sign, next to the water, name some things you have seen so far in each category: Try and list 7 in each category:
Biotic Abiotic
From your list, name one biotic item that is dependent on one abiotic item.
5. Read the sign. Look at the bubbles in the window. How are those bubbles being made ?
Draw one thing that wild trout will eat (look at the sign). Label your drawing.
5. When you get to this window (the largest viewing window), take a look at the fish. Then sit down and list some interesting things that you:
SEE:
SMELL:
FEEL:
HEAR:
6. Read the sign. How do hawks and owls live in the same habitat without fighting over food?
7. Take a seat on the sturgeon bench before you go on the long bridge. When you go on the bridge, circle the items you see from the list below:
Sturgeon
Trout
Duck
Goose
Beaver dam
Trash
Animal scat (poop)
An animal shelter
Water that is moving
Water that is still
Crayfish
8. How are trout and sturgeon mouths different? What does that tel you about where they look for food?
9. Read the sign: From the list of animals on the sign, which ONE can make a hole (cavity) in a dead tree?
What might happen to the other animals who use cavities… if the animal who makes the cavities leaves the habitat?
10. Read the sign: Every animal in nature has a job. It is called a "niche." What is a worm's niche/job in nature? (hint: there is more than one correct answer).
If you were asked to come up with a question and design an experiment and you had the entire nature center to do it….what scientific question would you ask and how would you test your hypothesis? (pretend you had all the time and money you needed).
Idaho Department of Fish and Game (IDFG) adheres to all applicable state and federal laws and regulations related to discrimination on the basis of race, color, national origin, age, gender, disability or veteran's status. If you feel you have been discriminated against in any program, activity, or facility of Idaho Fish and Game, or if you desire further information, please write to: Idaho Department of Fish and Game, P.O. Box 25, Boise, ID 83707 OR U.S. Fish and Wildlife Service, Division of Federal Assistance, Mailstop: MBSP-4020, 4401 N. Fairfax Drive, Arlington, VA 22203, Telephone: (703) 3582156. This publication will be made available in alternative formats upon request. Please contact the Department of Fish and Game for assistance. Costs associated with this publication are available from IDFG in accordance with section 60-202, Idaho Code. MKNC Scavenger Hunt/53911,54911/7-12020/200/Sara Focht/Photos by IDFG | <urn:uuid:fb77bd7b-c75d-4135-b725-d11bcb8381fe> | CC-MAIN-2020-45 | https://idfg.idaho.gov/sites/default/files/mk-nature-center-scavenger-hunt-5th-6th-grades.pdf | 2020-10-26T01:16:37+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107890108.60/warc/CC-MAIN-20201026002022-20201026032022-00518.warc.gz | 368,044,709 | 880 | eng_Latn | eng_Latn | 0.984053 | eng_Latn | 0.998484 | [
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Promoting Green Infrastructure in the Hudson River Watershed
HRWA initiates an outreach to build support for green infrastructure
By Katy Dunlap, Hudson River Watershed Alliance Coordinator
Many efforts to protect the Hudson River watershed are currently underway. Successful efforts require taking a holistic look at the problems affecting the watershed and implementing creative interdisciplinary solutions. That's where green infrastructure comes into play. The term "green infrastructure" is broad and has many meanings. Of particular interest to watershed wonks, is the use of green infrastructure to manage wet weather, such as stormwater runoff.
On the federal and state government level, there has been a shift toward using these softer green infrastructure techniques rather than traditional hard engineering approaches. In fact, President Obama and the 111th Congress supported this policy when they passed the federal stimulus bill, or the American Recovery and Reinvestment Act of 2009 (ARRA). Under ARRA, twenty-percent (20%) of stimulus funds allocated to each state's revolving fund program must to be set aside for green infrastructure projects. In NY, that means that approximately $103 million is available for green infrastructure projects related to water and wastewater projects.
This spring, New York announced the Green Innovation Grant Program (GIGP), estimated to provide $35 million for green infrastructure projects. HRWA, with support from the NYS DEC Hudson River Estuary Program and the New England Interstate Water Pollution Control Commission, have reached out to all of our stakeholders to make sure that green infrastructure funds go toward projects in the Hudson Valley.
What are Green Wet Weather Management Practices?
Green wet weather infrastructure includes a variety of practices, at various scales, that manage and treat stormwater and that maintain and restore natural hydrology by infiltrating, capturing and reusing stormwater, or by enhancing evapotranspiration. Here are a few examples of these practices:
Green Streets Projects
A Green Streets Program is a combination of green infrastructure practices in transportation rights-of-way, which can be applied to new development, redevelopment or retrofits. A Green Streets project can be as simple as a retrofit or it can be more comprehensive and include stormwater street planters between the sidewalk and the curb, stormwater curb extensions that transform the curb lane into a landscaped area, or rain gardens implemented on a neighborhood or community-wide scale.
Wet Weather Management Systems for Parking Areas and Other Impervious Surfaces
Focused on parking areas or other impervious areas, these practices mimic natural hydrology and reduce effective imperviousness of the site.
www.
clearwater.
org
Porous Pavement
Porous pavement is a permeable pavement surface with an underlying stone reservoir that temporarily stores surface runoff before it infiltrates into the subsoil. Porous pavement is ideal for low traffic or overflow parking areas.
Bioretention
Bioretention areas, such as rain gardens, are engineered landscaping features designed to treat stormwater runoff, which can be installed in parking lot islands and landscaped buffer areas.
Surface runoff is directed into landscaped areas and is filtered and infiltrated through the mulch and soil in the system.
Green Roofs
Green roofs are designed to support plants and mitigate effects on water quality by filtering, absorbing, and detaining rainfall. They can be added to existing structures as a thin vegetated sheath, or can be more intensive with trees, walkways, and larger vegetation.
Constructed Wetlands
Constructed wetland systems are engineered marshes designed to manage stormwater and achieve pollutant removal.
Hydromodification to Establish or Restore Riparian
Lands Establishing or restoring riparian buffers, floodplains, wetlands and other natural features through revegetation programs promotes natural treatment and infiltration of stormwater.
Downspout Disconnection
Disconnecting downspouts, or roof leaders, diverts stormwater from combined sewers and storm sewers and redirects stormwater to a rainwater capture system, rain garden, rain barrel, or other green infrastructure practice.
This new shift in policy, backed by funding, presents an opportunity for Hudson Valley communities to implement programs that can protect our water resources, by using natural systems and by implementing practices to help or replace gray infrastructure to reduce sewer overflows, storm water runoff and the urban heat-island effect, as well as increase the beauty and livability of neighborhoods and cities.
clearwater navigator
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Pest Control Information Sheet
May Bug or Cockchafer: Melolontha melolontha
Description
These beetles are red-brown in colour and vary from 25 to 30mm in size. They are heavy-bodied beetles and have shiny wing covers.
They are relatively common, but can cause alarm when seen for the first time.
Adult cockchafers feed on forest ands fruit tree leaves, in particular oaks, beech, maple, sweet chestnut, walnut and plum. They can sometimes cause considerable damage to vegetation.
Life Cycle
The adults appear in April-May (hence the common name May Bug) and fly, singly, particularly at dusk towards a feeding site. They are attracted to lights.
Female cockchafers bury up to 200 small eggs in soil. The larva takes three years to mature into an adult cockchafer and whilst in the larval stage, when they are known as 'white grubs', can destroy crops by attacking the roots. Crops affected can include cereals, potato, strawberries, meadow grasses, fruit or forest trees.
The larva, after three years is 40-46mm in length, with a white body, which is curved, and a blackish extremity to the abdomen.
The Borough Council's Pest Control Service does not provide a treatment service to treat this garden pest.
Civic Offices
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Labels and Stars in CQUniversity Mail for CQUniversity Students
Explaining Labels and Stars
Stars enable students to highlight messages a to make them easier to find.
To star a message, click the faded star icon beside any message or conversation (example right).
Labels are like folders. They are useful for organising an Inbox and categorising messages. Labels enable students to:
- Open a label from the left menu to see all messages with that label
- See labels on your messages in your Inbox, so you can quickly identify different types of messages
- Search for all messages with a label
Create a Label
1. Click the "Labels" drop-down menu and select "Manage labels".
Alternatively, click "Settings" (in the topright corner) —> "Labels".
2. Enter the name of the new label in the "Create a new label" field
3. Click "Create".
4. To apply a label to a message, drag the message to a label's name in the left menu.
Alternatively, select the message and then select a label from the "Move to" drop-down menu.
Change the colour of a Label
1. Click on the faded square located to the left of the label's name in the side menu.
2. Select a colour from the palette that appears. The change is instantly applied to all messages with that label.
3. To remove a colour, click "Remove colour" below the colour palette.
http://cqunitech.cqu.edu.au
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Media Release
Fascinating ancient Sahara site celebrated for World Wetlands Day
Tunis, Tunisia: A remote seasonal salt lake on the edge of the Sahara leads a list of 15 new Ramsar Wetlands of International Importance being declared in the country on World Wetlands Day, February 2.
Chott Elguetar, a 7,400 ha site with an intermittent lake, is vital to the survival of the threatened Scimitar Oryx, Addax and Dama Gazelle. It also contains traces of human religious and industrial activity that have been dated back 40,000 years.
WWF has welcomed the announcement, noting that Tunisia's designation of 15 new Ramsar Sites nearly doubles the country's total, to 35.
"These designations are the result of a long process that requires effort and time from the government and conservation groups," said Faouzi Maamouri, Coordinator of the WWF office in Tunisia.
"But even with everything this country has been through recently, there is a strong commitment to protecting wetlands and the services they provide for both people and nature."
The Ramsar Convention, so named for its signing in the Iranian city of the same name, is an intergovernmental treaty to maintain and conserve Wetlands of International Importance – or Ramsar Sites. These include rivers, lakes, marshes, mangroves, coral reefs and other natural or human-made wetlands.
The new sites in Tunisia include structures such as dams and reservoirs, as well as natural wetlands. Many of them contribute directly to human well-being by supporting agriculture or fisheries. Others provide habitat for vulnerable or endangered birds and mammals.
Highlights in addition to Chott Elguetar include:
Barrage de Sidi El Barrak – 2,734 ha; one of the most important dams and reservoirs in Tunisia for irrigation and supplying drinking water to the cities of Tunis and Sfax.
Barrage Oued Ermal – 620 ha; a dam and reservoir that provides a vital habitat for several waterfowl at various critical stages of their life cycle. It is a nesting place for Cattle Egret, Spoonbill, Eurasian Coot, Shoveler Ducks, Plover, Gadwall, Avocet, Black-winged Stilt, Northern Lapwing, Common Snipe, Marbled Duck, Marsh Harrier, Kingfisher, Water Pipit, Skylark and Chiffchaff.
Marais d'eau douce Garaet Douza – 1,400 ha; a seasonal freshwater marsh surrounded by a circle of mountains, which give it a wonderful landscape. It is a good site for the promotion of Saharan ecotourism, as it is a natural wetland that has not been adversely affected by agriculture and harbours a wealth of biodiversity.
Tunisia isn't the only country expanding its list of Ramsar Sites. Since the beginning of 2012, Indonesia, Estonia, Romania, France and Kazakhstan have added new sites.
"World Wetlands Day is a moment to reflect on the freshwater ecosystems that we all depend on," said Denis Landenbergue, WWF International Freshwater Manager. "But the recent additions to the Ramsar List – and others to come in the near future – show that the work to conserve wetlands happens all year. As one of five international organization partners that have been with the convention since the beginning, WWF is proud to support Ramsar."
For further information:
Gretchen Lyons, tel: +41 22 364 9043/+41 79 916 0136
email: firstname.lastname@example.org
About WWF
WWF is one of the world's largest and most respected independent conservation organizations, with over 5 million supporters and a global network active in over 100 countries. WWF's mission is to stop the degradation of the earth's natural environment and to build a future in which humans live in harmony with nature, by conserving the world's biological diversity, ensuring that the use of renewable natural resources is sustainable, and promoting the reduction of pollution and wasteful consumption.
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AIR INFILTRATION REPORT
Air infiltration -- it is a problem in most every building. Not only is it costly, but for the people who live or work in a drafty environment it can be uncomfortable as well.
It is easy to understand air infiltration. In the summer, heat may enter a building through small cracks around windows, doors and other openings. Of course, air conditioned air escapes from these same cracks. In the winter, this problem is compounded by something known as "chimney" or "stack" effect. Essentially, hot air rises and escapes through the openings near the top of the structure while cold air is drawn in through cracks or openings near the bottom of the building. The chimney effect can cause air movement as high as 10 m.p.h.!
Every cubic foot of infiltrated air will be heated or cooled at your expense. Over the course of a year, the additional energy costs really add up. But, it is not necessary to settle for a drafty environment.
Sealeze Brush Weatherseals are the most effective weathersealing solution.
Brushes prevent 98.5% of air infiltration and are three times more effective than vinyl.
Brush Weatherseals are durable and almost never need to be replaced. Sealeze brushes generally last the life of the door.
Brush is most effective
Sealeze Brush Weatherseals allow significantly less air leakage than vinyl seals. what does that mean? For a 10' x 10' sectional door, over a six-month heating season, Brush Weatherseal will keep out an additional five million cubic feet of air -- that is five million cubic feet of air you will not be heating! and with high wind on large doors such as airport hangars, Sealeze Brush Weatherseal is the only weatherseal that works at all.
Brush has a short payback period
No discussion of energy savings would be complete without mentioning the payback from your investment. Sealeze Brush Weatherseal generally pays for itself in savings in about one year! And considering it has a life expectancy of at least 10 years, brush offers a considerable return over its lifetime. Exact payback calculations are dependent on a number of variables unique to each situation. However, a study by the U.S. Navy on energy conservation in aircraft hangars found nylon brush seals to be the superior weatherseal material.
This chart shows the relative amounts of air leakage among three different sealing scenarios. The test was conducted on a 10' x 10' residential garage door. Flow rates are measured in cubic feet per minute per square foot of door opening (cfm/ft²).
| Simulated Wind Speed | No Weatherseal | Vinyl seal on Top & Sides |
|---|---|---|
| 15 mph | 6.24 cfm/ft² | 0.30 cfm/ft² |
| 25 mph | see note | 0.64 cfm/ft² |
| 50 mph | see note | see note |
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ITIHAAS celebrates
The Purana Quila
International Day of Monuments & Sites on 16 th April 2019 at
In Partnership with UNESCO & ASI
ITIHAAS - Indian Traditions and Heritage Society celebrated International Day of Monuments & Sites on the 16th of April 2019 at The Purana Quila in partnership with UNESCO & the Archeological Survey of India.
This year ITIHAAS entered its 15 th year of work. ITIHAAS celebrates World Heritage Day every year to raise the awareness about the preserving human heritage, diversity of the world's built monuments and heritage sites. This year the students were invited for a competition that involved creating a 3-D exhibit from waste material on any UNESCO World heritage site in India. The teams researched and picked any 3 sites and from those 3 they were asked to create the exhibit on any one.
The students were divided into two categories i.e. the junior school (grade 3 to 5) and Middle school (grade 6 to 8). They worked in teams.
Email: email@example.com
Website :
www.itihaas.net
©ITIHAAS 2019
The students were enthusiastic & took active participation in preparing & creating their exhibit.
The competition was judged by Mirtili Kaffe, (UNESCO, Culture), Mr. Arun Kumar (A freelance artist working with many well-known Galleries across India), Mr. P. Sreenivasan, (Co-founder, Career Launcher), Moulshri Joshi (An Architect)
Students with the Temple at Konark. A model made from waste.
Winners & Runners Up were declared post the event. This year the winners were The Srijan School, Model Town from Junior category & Delhi Public School, Sector 45, Gurgaon & Evergreen School, Vasundhara Enclave from Middle category & the Runners Up were Delhi Public School, Sector 45, Gurgaon, Bal Bharati Public School, Pitampura from Junior category & Rabea Girls' Public School, Lal Kuan & G.D. Goenka School, Rohini, Sector 22 from Middle category.
The event ended with the students getting winners & runners up certificates as well as participation certificates to all the teams who participated from UNESCO and ITIHAAS.
The hill railways of Darjeeling
Email: firstname.lastname@example.org
Website : www.itihaas.net
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Secretary Moore TPs on Resilience December 5, 2023
* In the context of our changing environment – where we are seeing more severe storms more often, extended periods of drought, heat waves both earlier in the summer and later in the fall, and increased health risks from air pollution and disease – the State of Vermont is continuing to take steps to better cope with and effectively recover from a wider range of environmental conditions.
* To be able to anticipate, prepare for, and respond to weather extremes – is to become more resilient.
* And there are both infrastructure and natural systems components of thinking about resilience in the face of climate change.
o Vermonters and Vermont communities need access to clean water, safe roads and bridges that can withstand high flows, and affordable, energy-efficient housing.
o Vermont's wildlife – animals and plants – species and ecosystems – require connected habitats that support their ability to adapt and move across the landscape.
* That said, resilience is not synonymous with eliminating all risk.
* Obviously, the path of every storm, rainfall amounts, and what debris ends up where is different, so it can be difficult to make a direct comparison between events, but all indications are that the programs and projects undertaken to repair the damage created by Tropical Storm Irene and improve resiliency performed well this summer.
* In the coming years, it will be imperative to continue to build on this work and implement the programs and projects to both "build back better" AND make proactive investments that enhance resilience.
* To my mind, this work can be organized into four broad categories:
o Investing in nature-based solutions
o Floodproofing and hardening existing infrastructure that needs to remain in vulnerable locations
o Designing and maintaining reliable infrastructure, not only in current but also future climate conditions
o Being ready with fast, effective response and recovery
* Providing a little more detail on each of these:
o Nature-based solutions focus on the conservation and restoration of different areas of the landscape … actions like protecting and restoring wetlands and floodplains… and giving rivers more room to spill over their banks without causing catastrophic flooding. As well as conserving strategic large, woodland tracts to ensure forests remain forests –both soak away stormwater and protect biodiversity.
o Importantly, many nature-based solutions really pull "double duty" in our clean water work, and as a result we have made significant investments in these types of projects over the last 8 years.
- Replanting an estimated 328 acres of forested riparian buffers
- Restoring 109 acres of floodplain
- Purchasing easements of nearly 1,500 acres of riparian corridors, and
- Conserving and restoring almost 1,200 acres of wetlands
- Supporting the conservation of more than 26,500 acres of land with explicit natural resource protections
o A specific example of this type of work is the Water Street River Park in Northfield.
- Flooding along the Dog River during Tropical Storm Irene damaged 18 homes in Northfield's Water Street neighborhood. The Town worked with effected property owners and FEMA to secure flood buy-outs that both
* Helped landowners to move out of harm's way; and
* Allowed the town to acquire and restore a five-acre contiguous area of floodplain – right outside Northfield's downtown
- That five-acre area is now known as the Water Street River Park and it has walking paths used by community members and their dogs, as well as access to the river for wading and fishing.
o The park has reduced flood risk and enhanced the downtown.
o Floodproofing or hardening infrastructure are changes made to reduce or eliminate flood damage to buildings, including things like water and wastewater facilities, in areas where it is impractical to relocate to a less vulnerable location.
- An example here is investments made in the Waterbury State Office Complex following Tropical Storm Irene
* Specifically, all mechanical, electrical and plumbing systems in the complex were moved from basement areas to higher floors, and the basement was then filled and structurally reinforced, so that the lowest floor elevation of those historic buildings is now above the 500-year flood level.
* As a result, the Waterbury State Complex experienced minimal damage from the July 2023 flooding and was fully open and operational within two weeks' time.
o Making infrastructure design decisions with not only current but also future climate conditions in mind… and keeping up with needed maintenance and improvements. Things like ensuring the reliability (or removal) of the hundreds of dams throughout Vermont, as well
as replacing undersized culverts and bridges with wider – sometimes referred to as bankfull width – structures that, in turn, limit damage during flood events.
- One need not look any further than Vermont Routes 100 and 107 in the Bethel - Killington - Stockbridge area. Following Irene, these roadways needed to be fully reconstructed, and as part of that work damaged or destroyed bridges were replaced by new structures with increased waterway openings.
- In addition, hundreds of tons of large diameter rock was used to reinforce particularly vulnerable sections of the roadway.
- And although 100 and 107 required temporary closures during the July (and early August) rains due to flooding, the roadways reopened quickly and required relatively modest repairs.
o And finally, fast and effective response is essential to supporting the safety and wellbeing of Vermonters in the face of climate change
- Some of the best examples here can feel relatively mundane, but are important – things like established, collaborative relationships between ANR River Engineers and town road foreman, and developing emergency permitting guidelines and the ability to waive the 30-day public comment period during a declared state of emergency.
* Ultimately, we know we need to continue to work to curb our greenhouse gas emissions AND invest in the programs and projects that will make Vermont more resilient.
o The team at ANR, including our Climate Action Office, helps improve resiliency through science-based monitoring and analysis, information sharing, public outreach and technical assistance, and providing grants and cost-share to support the implementation of sustainable and effective projects.
* We know that we can't simply snap our fingers and become resilient… it requires a long-term commitment and a workable plan
* This afternoon you will hear from key program leaders at ANR, and our strong partners at VEM, who will share more specific information, from their vantage points, about how we identified and have systematically worked to address impacts from this summer's floods – including issues related to rivers, dam safety and landslides.
* And then you will hear about on-going work to further enhance landscapelevel resilience, the importance of which was further emphasized by the floods – including hazard mitigation work led by VEM and tools being developed by the Climate Action Office to help Vermont municipalities better identify and address their vulnerabilities.
* Although there are days where it can certainly seem like a small silver lining as communities continue the hard work of recovery, the impact of the coordination, education, planning and implementation that Vermonters engaged in since Irene was validated during this summers' flooding – reinforcing the value of our approach to improving and enhancing resilience across the Vermont landscape. | <urn:uuid:a0aee305-ade2-40ff-96da-d6a499ea7a03> | CC-MAIN-2024-42 | https://legislature.vermont.gov/Documents/2024/WorkGroups/Senate%20Natural%20Resources/Agency%20of%20Nat%20Resources/W~Julie%20Moore~Remarks%20on%20Resilience%20from%20the%20Agency%20of%20Natural%20Resources~12-5-2023.pdf | 2024-10-08T02:13:44+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253512.20/warc/CC-MAIN-20241008014115-20241008044115-00344.warc.gz | 314,746,067 | 1,441 | eng_Latn | eng_Latn | 0.996448 | eng_Latn | 0.997957 | [
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Climate Justice 101: The World We Have, The World We Want
Trainers:
Learning Objectives:
* Learn new anti-oppression vocabulary
* Understand how climate change and systems of oppression are connected and interrelated
* Understand our shared challenges and our shared solutions
* Understand that fighting climate change requires us to reach beyond individual-oriented solutions and address the root causes of exploitation and oppression
Achievement Objectives:
* Critically analyze a case study about climate justice
* Situate SIM and real life examples within the climate justice movement and our broader movements for justice
Time Needed: 1 hour 35 minutes (95 minutes)
Normal = say out loud Underlined = flipchart this! Italics = trainer notes/instructions Bold = key point
Anchor: The ANCHOR step invites learners to reflect on past experiences which relate to the learning of the session. (e.g. "Think back to a time when ___. What did that feel like?")
1. Our Liberation is Bound Together [5 min]
In Anti-Oppression 101 and 201, we reflected on our own identities and the ways they intersect to create our positionality in the world. In this session, we will continue to unpack systems of oppression that operate in our world, and tie them to the concept of climate justice. To begin, let's reflect on these quotations.
"If you have come here to help me, you are wasting your time. But if you have come because your liberation is bound up with mine, then let us work together." - Australian indigenous activist group.
"Nobody's free until everybody's free"
– Fannie Lou Hamer
Spend a moment reflecting on these quotations, then turn to a partner and discuss what they might mean for our work as organizers.
Add: The ADD step introduces new information and tools for learners to consider.
2. What is the Threat of Climate Change? [15 min]
Before we dive into what climate justice is, let's make sure we are all of the same page about the threat of climate change. At the most basic level, climate change is the catastrophic results of a planet that is heating up due an increase in greenhouse gases in our atmosphere. Much of our greenhouse gas emissions come from burning fossil fuels - coal, oil, and gas. We will learn more about extraction and fossil fuels in Climate Justice 201. But for now: What are some expected impacts of climate change? What impacts are we already seeing?
Looking for answers like: Rising sea levels, forest fires, drought, melting permafrost/ice caps, change in animal/plant life, changes in the ability to grow food, larger and more frequent storms. Write answers on one half of a flipchart paper, and label this side physical changes.
Now, ask the participants to name the human costs of each of these physical changes. Say: Now, what are the human costs of these scientific realities? Who is most impacted, and what might those impacts look like? If the first physical change on your list is sea level rise, you might say: For example, if we look at rising sea levels, who is most directly impacted? Look for: coastal cities and island nations. What do those impacts look like? What kinds of costs will communities feel associated with rising seas? Look for: loss of land, livelihoods, and homes. Disruption of daily life, poverty, and increased insecurity.
Follow this line of questioning with 3-4 more examples the participants provided, in each instance honing in on the human costs of climate change. Write these answers on the other half of the piece of flipchart paper labeled "human costs". Help participants move from "climate change causes sea level rise and changes animal migration" to "climate change will cause a refugee crisis as people are forced out of their homes" and "climate change will impact our food system and could make food more expensive, which will hit poor folks the hardest."
*Note: This also can be illustrated as a concept map if it is easier for you to draw a map of ideas than create two categories. Discuss with your co-facilitator how you would like to facilitate this section!
*Note: Depending on your audience, you may want to offer participants an image to draw ideas from. Perhaps an image of a neighborhood with some green space, a lake, or and ocean. Invite participants to draw in pairs what kinds of impacts are likely to happen. Then, in a large group ask what impacts they came up with, and decide as a facilitator if it is physical or human changes. This method may be useful for groups less familiar with climate change.
In all of these instances, frontline communities are the ones who are facing the brunt of these impacts. Frontline communities are those that face the first and worst impacts of climate change and extraction. They are often made of people who already hold marginalized identities.
Apply: The APPLY step invites learners to utilize the new information in a task, challenge, or focused conversation. (e.g. practice, application, case studies, compare, etc.)
3. Case Study Analysis [20 min]
Have participants break into small groups [not SIM groups, try and mix it up!] to read through three climate justice case studies - here are three you can use! Have the groups choose the four core roles of facilitator, messenger, coordinator, and community care. After reading the case study, have the facilitator of each group lead the small group through these questions:
1) What happened in the case study we read? What were the physical changes that the community faced, and what were the human costs?
2) Who were the frontline communities your case study?
3) What is the root cause of both the physical changes and human costs as described in your case study?
With five minutes left, make sure to ask the group to make sure the messenger knows what they would like to convey to the group about their case study from their conversation.
Add: The ADD step introduces new information and tools for learners to consider.
4. Case Study Shareback [15 min]
Have each group's messenger share back from the groups conversation. Share backs should include an overview of the case study, as well as one to two highlights from their conversation of the case.
As groups shareback, make sure to ask them what they found was the root cause of the injustice they saw. As groups share, write the root causes and the physical and human costs on a piece of flipchart paper (with this drawing of a river and forest if you wish). After everyone has shared back, say:
Often, the root causes of a problem are obscured. Just like a river, the headwaters are often buried deep in the mountains, covered by forest. As a river approaches the ocean, it grows and becomes more clear. When we talk about problems, it is important that we see their root, their headwaters.
Ask participants: What are the similarities between our case studies? Do they share the same headwaters? Take a few hands, then say:
Climate Justice requires that we address this entire river - and particularly the headwaters, the root of injustice. To struggle for climate justice is to understand the interconnectedness of life and that our task at hand includes not only ecological considerations like protecting trees and rivers but also into the realms of social, political, and economic inequities. We analyze issues systematically, as opposed to symptomatically.
Climate justice is an ever emerging concept, with an ever emerging definition. A simple one that we like is - Climate Justice: Centering justice in climate solutions.
We also wanted to highlight two other definitions that can be found in Organizing Cools the Planet (pg. 19), and in your handout.
"Climate Justice is a vision to dissolve and alleviate the unequal burdens created by climate change. As a form of environmental justice, climate justice is the fair treatment of all people and freedom from discrimination with the creation of policies and projects that address climate change and the systems that create climate change and perpetuate discrimination." - Environmental Justice and Climate Change Initiative
"Climate Justice is a struggle over land, forest, water, culture, food sovereignty, collective and social rights; it is a struggle that considers "justice" at the basis of any solution; a struggle that supports climate solutions found in the practices and knowledge of those already fighting to protect and defend their livelihoods and the environment; a struggle that insists on a genuine systematic transformation in order to tackle the real causes of climate change… Climate Justice addresses four key themes: root causes, rights, reparations and participatory democracy." - Demanding Climate Justice section of Hoodwinked in the Hothouse, published by Rising Tide North America
5. Shared Challenges, Shared Solutions [10 min]
Looking at injustice this way helps us to see that all of us here working for justice, in the climate movement, but in other movements as well, have shared challenges and shared solutions. So, what other problems in our everyday life are people in other movements trying to change?
Take a few hands - you are looking for examples like: police brutality, unequal pay, lack of pay, violence, lack of voice, etc.
Thinking about the root of this river (the headwaters), what are the root of these challenges that the climate movement might share with other movements (and all movements with each other)? Why?
Take a few examples, and write them on one half of a flipchart. Answers may look like: corrupt politicians, white supremacy, colonialism, the patriarchy, corporations, capitalism, etc.
This is a great list! Now, what are some solutions that we share across movements? What do each of our movements want our world to look like?
Take a few examples, and write them on the other half of the flipchart. Answers may look like: Autonomous communities that have control over their own resources, healthy and happy communities, communities that are free of police and can hold themselves accountable, communities free of state and interpersonal violence, etc.
Great, these are all wonderful examples of how our liberation is bound together - or the idea of collective liberation.
Flipchart what is underlined, and then have a participant read the whole quote from their handout.
"Collective liberation means recognizing that all of our struggles are intimately connected, and that we must work together to create the kind of world we know is possible. We believe that every person is worthy of dignity and respect, and that within systems of oppression everyone suffers.
Collective Liberation is not just a value, but an action. When we work together across the barriers kept in place to divide us, we strengthen our organizing. When combined, our diverse identities and experiences give us the tools to dismantle systems of economic and social oppression, and to create a world in which all people are seen as fully human." - United Students Against Sweatshops
Apply: The APPLY step invites learners to utilize the new information in a task, challenge, or focused conversation. (e.g. practice, application, case studies, compare, etc.)
6. What Does This Mean For Us? [20 min]
"The biggest thing I have learned from nature is the importance of relationships… a given social movement isn't a list of organizations, or campaigns, or even individuals; it's the set of relationships *between* organizations, campaigns, individuals, etc." - Farhad Ebrahimi in Emergent Strategy (pg.96)
Have participants get back into the groups they were discussing case studies in. This time, ask them to draw a map of our movements for justice. This could look like a concept map, or like a map of the US, or the world, or something else entirely - as long as the map is demonstrating the relationships between movements. Ask participants to position the climate justice movement on the map, as well as each of our SIM campaigns, and the case study we just read. Ask participants to also add the movements they have read about on the news, or have participated in in their communities. After 15 minutes, allow participants to post their maps on the walls of the training space. Direct participants to begin to look at their friends maps.
Away: The AWAY step invites learners to connect their new understanding to the real world context of their lives. (e.g. a personal action plan, commitment, projection into future, etc.)
7. Takeaways [5 mins]
Direct participants to as they look at their friends maps, find a buddy in the room to share the most important thing they will be taking away from this session.
8. Pluses and Deltas [5 mins]
Collect feedback on the training session by asking Sproggers for training pluses (things that went well) and deltas (things that could have gone better/could be improved/that are growth zones). | <urn:uuid:4d775827-bcce-4b3b-9321-5f9e4f4c0376> | CC-MAIN-2024-42 | https://www.powershift.org/sites/default/files/resources/files/Climate%20Justice%20101_%20The%20World%20We%20Have%2C%20The%20World%20We%20Want%20%5B2019%5D.pdf | 2024-10-08T02:42:23+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253512.20/warc/CC-MAIN-20241008014115-20241008044115-00344.warc.gz | 794,381,436 | 2,614 | eng_Latn | eng_Latn | 0.997656 | eng_Latn | 0.998472 | [
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DOI: 10.51818.104.22.168
The Bi-Racial Moment in Post-Bellum Virginia: The Readjuster Party
by Richard F. Welch
L argely overlooked, or at least undervalued, in the current debates over America's racial history is the story of individuals and movements who challenged entrenched injustice, oppression, and discrimina tion prior to the twentieth century's civil rights movement. Specifically, the po liticized and racially charged academic milieu has made it risky for historians to focus their energies on instances in which white people sought to form co alitions with blacks to work for change. Little wonder, then, that Nikole Han nah-Jones, primary author of the New York Times's 1619 Project, declared erro neously in the Project's lead article, "For the most part, black Americans fought [to secure rights] alone." 1
in Virginia in the late 1870s and ear ly 1880s. During a period of reaction against the Constitutional and legal pro tections for recently emancipated Afri can Americans, the Readjusters sought to forge a bi-racial political movement with the goal of implementing statewide economic and political reforms. Unusual in its membership and program, it was even more striking for its leader—for mer Confederate general William Ma hone.
Even if these efforts failed to achieve long-term goals, their study is crucial for an accurate understanding of America's past and the development of its nation al character. One prominent movement overlooked by historians and race ac tivists is the Readjuster Party that arose
The Readjuster movement emerged from disputes over Virginia's state debt, an argument rooted in class antagonisms but that affected racial politics as well. Arguments over the state debt, sub merged during "radical reconstruction," burst onto the public stage after 1870 when Virginia regained full statehood status. Those who owned antebellum bonds insisted that Virginia honor the bonds at the denominations and rates in effect in 1861. The Funders, as they were called, tended to be from the pre-war elite. Their opponents, the Readjusters,
argued that post-war conditions, par ticularly the widespread destruction of farms and infrastructure suffered during the struggle, dictated that the state's debt be revised downwards. Readjusters also pressed for increased funding for pub lic schools, state institutions, and public works.
In contrast, the Conservatives or "Bourbons" sharply cut support for pub lic schools to stave off default and bank ruptcy. Indeed, in 1878, the Conserva tive gubernatorial candidate declared it would be "better for the state to burn the schools" than repudiate the state debt. 2 For many if not most Virginians, black and white, who couldn't afford private education, this was a slap in the face at their hopes of advancement for them selves and their children. The Readjust ers organized around an unexpected leader: former Confederate general, and railroad entrepreneur—William Mahone.
Mahone, descended from Irish im migrants, was born December 21, 1826. His family was respectable, though a long way from the planter elite that dominated the Virginia government. Demonstrating an early appetite for en gineering, young Mahone was attract ed to "internal improvements"—pub lic works—the vogue for which was sweeping the nation, though more in the north than the south. He was particular ly drawn to the revolutionary marvel of railroads whose potential for reordering transportation, and much else, fired his imagination.
After completing his education at Virginia Military Institute, Mahone be
gan his career as a surveyor with the Or ange and Alexandria Railroad in 1849. By 1860 he had risen to the presidency of the Norfolk and Petersburg Railroad and became a leading promoter of rail road expansion as the engine of Virgin ia's prosperity. The onset of the Civil War put his ambitions and projects on hold, though he would return to them after 1865. Mahone's antebellum politics are unclear, but he followed his native state in its withdrawal from the union and commenced a career as a Confederate of ficer. Mahone served through Appomat tox, and returned to Norfolk to resume his railroad career.
Mahone began rebuilding Virginia's largely destroyed railroad system. Start ing as president of the Southside Rail road, he began consolidating railroad lines in southern Virginia. When the depression of 1873 forced railroad reor ganization, Mahone entered politics not only to protect his railroad interests, but also to further his long-held belief that Virginia's future demanded modern ization—both economic and social. He was very much a "New South" man, one of many southern leaders who sought to promote growth and prosperity through industrialization, economic di versity, and education. As far as Mahone was concerned there could be no "New South" without African Americans.
During the period of radical Repub lican control, when Virginia was under military occupation, Mahone support ed the Conservative Party's effort to re store civilian government. By the mid1870s, however, he became disenchanted
with the Bourbons, whom he viewed as blocking the cause of modernization in Virginia, and threw in his lot with the Readjusters. He soon became the face and energy of the movement.
By 1877, Mahone was forcefully push ing the Refunders two key interconnect ed objectives: reducing the debt and supporting public education. Though he himself was blocked from gaining the governor's seat in 1877, twenty-two Re adjuster "independents" were elected to the Virginia House of Delegates, and the movement showed no signs of slowing down.
Mahone early recognized that the Readjusters needed African Ameri can votes to ensure success. Following emancipation in 1865, black Virginians enthusiastically embraced their new ly guaranteed political rights including voting. Indeed, despite increasing im pediments after 1886, most black men exercised their right to the franchise until 1900. 3 Mahone and his lieutenants reached out to black leaders, then large ly Republican, assuring them that their concerns would be addressed, and they would share in any patronage within his gift. 4 Mahone's outreach was partly per sonal; he believed blacks were entitled to both their civil rights and a voice in gov ernment. He also understood that with the white vote split between Conserva tives and Readjusters, the black vote was crucial to the new party.
In February 1879, the Readjusters held their "People's Convention" at Mo zart Hall in Richmond, effectively an nouncing the birth of a new political party in Virginia. Most of the delegates had been liberal Conservatives, but there were many Republicans, and some Greenbackers, another protest party sup ported by debtors. The convention was conspicuously bi-racial with black dele gates attending "in response to the call which convened the people of Virginia without distinction of color." 5
The ensuing campaign season was heated and sometimes raucous. Throughout the spring primaries, the Readjusters created strong local orga nizations, the effectiveness of which stunned the Conservatives. Public meetings and debates were marked by name-calling and resorts to class antag onisms. Heckling and fist fights broke out, and reports circulated that dueling, thought to be extinct, was making a comeback among the more hot-headed members of each side. 6
Already strong in the southern and southwestern parts of the state populat ed largely by less affluent whites with a traditional sense of grievance toward the Tidewater elites, the Readjusters pur sued the black vote. Rebuffing Bourbon criticism of the black presence in their ranks, the Readjusters declared they pre ferred the "honest Negro" to "Bourbon Republicans." 7
The election was a blow-out for the Readjusters, a feat they repeated two years later. The new movement took both chambers of the Virginia legisla ture and the governor's chair. As expect ed, the Readjusters performed strongest among whites and former Conservatives in the southwest and Shenandoah Val
ley, while scoring heavily among blacks and Republicans in the Tidewater and Southside. 8 In any event, the election signaled the beginning of a Readjust er ascendancy which lasted until 1885, and with it the dominance of William Mahone who was elected to the United States Senate in 1881.
The elections of 1879 and 1881 pro duced a major realignment of Virginia's politics. Mahone cut his already frayed ties with the Conservatives while they, in turn, amalgamated with the nation al Democratic Party. Mahone moved in the opposite direction, aligning himself with Republicans in both Washington and Virginia, and ultimately creating the "Republican Party of Virginia." To many, it seemed as if the Readjuster vic tory heralded the triumph of the "New South" portending a bright future for the Old Dominion.
Readjuster prospects grew brighter following Mahone's decision to caucus with Republicans in the Senate which gave the GOP control in that body. In re turn Mahone received 2,000 patronage jobs with which to reward his followers and build his organization. 9 By 1882, the new party was at its zenith controlling Virginia's executive, legislature, and courts as well as both U.S. Senate seats.
The Readjusters wasted no time in implementing their agenda. West Vir ginia was declared liable for one-third of the state's pre 1863 debt, and new bonds were issued at rates in line with Virgin ia's ability to pay. Collections from de linquent taxes and charges against rail roads netted a surplus that was used to implement the other main plank in the Readjuster program: support and expan sion of public schools and other educa tional institutions. In general, the Read juster program was most beneficial to small farmers, blacks included. 10
The effects of the Readjuster educa tion policy were immediately apparent. Between 1879, the last year of Funder rule, and 1880, the first of Readjuster administration, the number of schools, teachers, and expenditures doubled. 11 This included both white and black schools which were counted separate ly as the institutions were segregated. Additionally, the Normal and Collegiate Institute, now Virginia State University, was established for blacks in Petersburg. Provisions for modernized mental insti tutions were also implemented, with a facility set aside for black patients, again in the black majority city of Petersburg. Items of particular concern to black Vir ginians, including the abolition of the poll tax and ban on public whipping posts, a legacy of slavery, were enacted. Effective measures were also taken to suppress the resurgence of dueling. The state's Confederate past was respected through the continuation of appropri ations for disabled southern soldiers. The party's commitment to education as an avenue of modernization continued with funding for the State Agricultural and Mechanical College and the Virginia Military Institute. Lastly, the Readjusters turned to voting which had sometimes been tainted by irregularities and pur sued measures to ensure a "free ballot, a full vote, and a fair count." 12
Overseeing this remarkable list of ac complishments stood the incongruous figure of William Mahone. Though his dandified taste in dress might suggest theater, his organizational abilities were authentic. As Chairman of the (Readjust er) State Executive Committee and Vir ginia's senior senator he was the source of power, patronage, and strategy. Under his leadership, the Readjusters created a political machine beyond anything then existing in the South. Indeed, its closest analogs were the Democratic organiza tions forming in northern cities.
Controlling federal patronage in Vir ginia, Mahone posted his followers and allies in any and all places within his purview—postmasters, inspectors at federal installations, including the Navy yards, and various bureaucratic posi tions. While the Readjusters reserved certain leadership posts for their white leaders, e.g., Congressional seats and high-profile state offices, blacks took seats on school boards, juries, city coun cils, and sometimes local police. Blacks demanded, and got, authority to place black teachers in African American schools. Mahone consulted with black leaders to ensure blacks received an ad equate share of federal patronage as a reward for their support. At the height of Readjuster power African Americans comprised 27 percent of the Virginians employed at the Treasury, 11 percent at the Pension's Bureau, 54 percent in the secretary's office, and 38 percent at the Post Office. 13
The Democrat/Conservatives raged impotently at their sudden reversal of fortune that they laid, with some accu racy, at the former Confederate general's feet. He was denounced as a traitor for allying with Republicans in the Senate, and his party was derided as "a drove of hogs [driven by] a hog driver."
Mahone was unmoved. He under stood the crucial role blacks played in his coalition, though he did not view it in the negative light of his adversaries. As for his deepening alliance with Re publicans, Mahone countered that fail ure to do so would "surrender Virginia, himself and all her people to Bourbons," reactionary, retrograde, inimical to prog ress and beneficial primarily to the al ready established and wealthy. 14
What infuriated the Democrats most was Mahone's promotion of African Americans to positions of authority. While some of this was political calcu lation, Mahone also recognized the val ue, and necessity of tapping the energies and talents of approximately one-third of Virginia's population that was black. As early as 1877 he advocated public ed ucation for all Virginians regardless of race. "The best interests of the state," he declared, "demand that the large class of persons recently admitted to the privi lege of citizenship should receive careful and complete instruction." 15
In 1889, as his political career was ending, Mahone expanded on his as sessment of the importance of the black population to Virginia.
The colored man is here to stay, and he is an essential factor in our labor system. His place cannot be supplied. He is in great measure the life-giving power to allow industrial pursuits.
His labor contributes to the wealth of the state and the more we enlarge his capabilities and stimulate his efforts the greater will be his con tributions. . .
The colored man is by instinct a Republican, and naturally a [economic] protectionist, as, in my judgement, every man who is dependent upon the sweat of his own brow ought to be." 16
The inclusion of protectionism re veals another element in Mahone's and Republican-Readjuster policy. It had long been a Republican principle, inherited from their Whig progenitors, that the United States needed a wall of protective tariffs to shield American industry from cheaply made goods produced in Eu rope, particularly Britain. Such a policy, in their view, benefitted both business and labor by shielding them from for eign competition and cheaper labor.
Mahone's thinking regarding black participation in Virginia's economy led him to reconsider the effects of slavery on Virginia. Despite his Confederate past, he concluded slavery had been in imical to Virginia's economic and so cietal advancement. Linking it to pro tectionism's archenemy, free trade, he argued
Slavery, no matter where or in what form it ex isted, has been and is the consort of free trade because it lived and yet languished by slave la bor. It was there that the class [of whites] which owned no slaves and was dependent upon the sweat of their brow for sustenance was kept back and down in the race of life by the enforced competition with slave labor. 17
Mahone was a nineteenth century man in a particular place in time. His concept of a bi-racial coalition as the engine of progress in Virginia did not extend to social equality. Blacks could vote, secure an education, participate in the workforce, and, locally, hold office. But there were limits. The Readjuster/ Republicans gave few statewide offices to black followers. He also accepted seg regation as a given with the races having their own separate institutions, schools, universities, hospitals, churches. What ever its limitations, his overall support for black participation and achievement was turned against him by those op posed to the strong African American participation in his movement.
If imitation is the sincerest form of flattery, the Conservatives showered Mahone with praise. Once they recov ered from the shock of the Readjuster victories, they commenced building a statewide political organization to rival his. Merging with the national Demo crats and adopting their name, the "Bour bons" declared Virginia's recalibration of the state's debt and bond program a done deal, thus removing the unpopular Funder albatross from their necks. They then unleashed strident appeals to the "color line" to split the Readjuster coali tion on racial lines. The state election of 1883 saw the first collision between the rejuvenated Democrats and Mahone's followers.
The growing friction between Read juster biracial government and Demo cratic insistence on white domination exploded in Danville Virginia three days before the state elections in 1883. On November 3, a sidewalk shoving match
between white and black men escalated into a confrontation between a crowd of African Americans and a smaller num ber of armed whites, leaving five blacks dead. Armed white Democrats quickly seized control of Danville, while Dem ocratic newspapers and speakers placed the blame for the shooting on "the Ma hone Ring." 18 "Mahone's orators," a Dem ocratic Congressman later declared, "had inflamed the minds of the colored peo ple to a dangerous pitch." 19
As Democrats stoked panic over "Af ricanization," the Readjusters proved unable to organize an effective counter narrative in the few days before the vote. In a close election Democrats took con trol of state government and expelled or harried Republicans from state and lo cal offices as thoroughly as Mahone had scrubbed them away three years before. Moreover, town charters were rewritten, and congressional districts redrawn to favor Democrats. The entire state elec toral system effectively fell under their control.
In 1884, Democrat Grover Cleveland won the presidency and Mahone shortly lost the Federal patronage that had been a source of much of his power and influ ence. In the next gubernatorial election, the Democrats put up a candidate whose Civil War record was the equal to Ma hone's, and whose name was revered by almost all white Virginians—Robert E. Lee's nephew and former cavalry com mander, Fitzhugh Lee. Lee took the gov ernor's chair and the following year Ma hone was ousted in his bid for reelection to the Senate. A conservative Democrat spoke for most in his party when he ex ulted that "Virginia is rescued from the Domination of the Traitor and Scoun drel Mahone, and the Negroes." 20
The Democrats electoral victories effectively ended the Readjuster's mo ment—and promise. To forestall a Re adjuster/Republican comeback, Demo crats doubled down on blatant appeals to racial solidarity and racial division. The very element that had given the Re adjusters their strength and potential, the uniting of black and non-elite white voters, was turned against it. The bi-ra cial party was charged with "hybridizing Virginia," a Democratic operative declar ing that "if the [Readjuster]coalition had a face it was mulatto." 21
The Democratic assault was relent less. Elections were couched in terms of a choice between white or black gov ernment with no possibility of anything in between. Readjusters, they claimed, favored miscegenation—which they did not. They had made no moves to re peal Virginia's statutes banning interra cial marriage. The Readjuster policy of uniting whites and blacks along lines of interest, recognizing the civil rights of blacks as valid, were denounced as assaults on white privilege. 22 The Dem ocratic grip on Virginia tightened inex orably. A revised election law in 1884 awarded them two of three election judges in every voting precinct in Vir ginia. Voter fraud, suppression, and in timidation quickly ensued. 23 It would get worse.
The aging general made one more at tempt at political office, running for gov
ernor in 1889. But by this time the debt crisis, education, and social reforms they helped achieve made their issues less salient. The Readjusters rose to power when the state was threatened with fi nancial collapse and in need of social and economic reforms that were blocked by the Bourbons. After the Readjusters straightened out the bond-debt crisis and blazed new paths in education and social reforms, many of their white fol lowers were at least relatively content, and their support for the new party fell off.
The bi-racial nature of the Readjust ers always made it vulnerable to attacks from conservative or reactionary ele ments in the white population. Slavery was barely gone thirty years, and many older whites could not adjust to any semblance of black equality, no matter how limited.
But even as they consolidated their strangle hold on Virginia's government in the late 1880s and 1890s, Democrats remained troubled by the unbidden specter of the bantam-sized, flowing beard ex-Confederate general leading a bi-racial, class-based populist political movement to the electoral barricades. They took steps to render such an unwel come event impossible. In 1894 Virginia adopted the secret ballot. On the surface a positive stride towards free elections, the law's written signature requirement disenfranchised many illiterate blacks and a not inconsiderable number of sim ilarly disadvantaged poorer whites.
In 1902, Democrats sealed their goal of one-party rule through the creation of a new state Constitution. Only eighteen percent of eligible voters bothered to cast their ballots in the referendum au thorizing the constitutional convention whose avowed purpose was suffrage restriction—effectively black disenfran chisement. 24
The new voting criteria restricted suf frage to Union or Confederate veterans or their descendants, those who could demonstrate an ability to read and ex plain a section of the new Constitution, and payment of a poll tax. 25 The revised blueprint of government was not sub mitted to citizens for approval, it was simply declared in effect. As a result, black voting crashed and the white elec torate was nearly halved. 26 With effec tive opposition crushed, Virginia's Dem ocratic majority proceeded to impose the Jim Crow system in virtually every area of the state's social, economic, and political life.
Was another outcome possible? Could the Readjusters have held on and flourished? Perhaps a leader less auto cratic than Mahone, one who lacked his habit of alienating friends and allies, would have helped. On the other hand, without him the movement would nev er have coalesced into the force it be came, however short-lived. Lastly, if the presidential election of 1884 had had a different outcome, and Mahone and his followers held on to federal patronage, perhaps they could have survived as a viable opposition. Not likely, but un knowable.
There were other attempts at form ing bi-racial political parties or organi
zations in the South before 1900, but none of them enjoyed the success of the Readjusters, and none threatened white only segregationist parties as they had. Despite their ultimate failure they pointed to a new, and more equita ble path towards government, one that maintained the intent of the Civil Rights amendments while also challenging en trenched moneyed interests. They were remembered in Virginia, and elsewhere, as either a vision deferred, or a night mare to be avoided.
As for Mahone, he returned to private life. He had been relatively wealthy in his railroad years and had invested heav ily in lead mines in western Virginia as well as in Washington, DC real estate. These had proven to be far less lucrative than he assumed.
William Mahone died in Washing ton October 8, 1895. His body was re turned to Petersburg and buried in the Blandford Cemetery, where so many of his former comrades also slept. But his ghost refused to lie still.
Richard F. Welch is an historian of American histo ry, Western civilization, and Irish history. He taught at the C.W. Post campus of Long Island University and at Farmingdale State College. The author of several books and articles, Welch also worked as an historical consul tant, museum exhibit curator, and editor of Long Island Forum, a regional history magazine.
1. Nikole Hannah-Jones, "Our democracy's founding ideals were false . . . ," 1619 Project, New York Times, August 14, 2019, https://www.nytimes.com/ interactive/2019/08/14/magazine/black-histo ry-american-democracy.html.
2. Jane Dailey, Before Jim Crow. The Politics of Race in Postemancipation Virginia, (Chapel Hill: University of North Carolina Press, 2000), 30.
3. Nelson Morehouse Blake, William Mahone of Vir ginia. Soldier and Political Insurgent. (Richmond: Garrett & Massey, 1935), 88.
4. Ibid., 47.
5. Blake, 176.
6. C.C. Pearson, "The Readjuster Movement in Vir ginia," The American Historical Review, 21, no. 4, (July 1916), 743.
7. Ibid., 744
8. Blake, 182.
9. Dailey, 57.
10. Pearson, 189.
11. Ibid.
12. Ibid., 192.
13. Daily, 77.
14. Blake, 212.
15. Ibid., 149.
16. Ibid., 247
17. Ibid.
18. Dailey, 119.
19. Ibid., 124.
20. Blake, 261.
21. Dailey, 141.
22. Ibid., 148.
23. Ibid.
24. Ibid., 164.
25. Ibid.
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Kitehawk Learning Spelling Program
Dictation Exercises Units 2-31 to 2-34
Choose sentences from the following or create your own sentences.
All words in the dictation are from, or derived from previous lists in Level 1 and Level 2. Explore the concept of questions and the need for a question mark. Give rule clues where list words (nouns) are used in the plural form (italics). Remember conjugate verbs with 's' added are not plurals (like likes, swim - swims). Correct comma placement is not essential at this level.
Unit 2-31 short /i/ sound
1. The school in the middle of the city will win the football game.
2. Last night the lightning hit the tree near the church yard.
3. Which book on the list will you bring with you to read?
4. Listen and you will hear the boat sails hitting the ropes as the wind gets stronger.
5. Get a pencil and write a list of the jobs you have to finish.
6. Has he taught himself how to print?
7. Can you give him a lift to the train station?
8. The boys played a trick on the little puppy.
Unit 2-32 /th/ sounds
1. The three boys made something out of wood and painted it green.
2. I want to thank my mother for the clothing she gave me for my birthday.
3. Mother asked me to brush my teeth before bedtime.
4. They're going to the circus together, without their fathers.
5. For more than a month the other foxes were very hot and had to cool themselves in the creek.
6. There are both thin and thick trees on the south side of the road.
7. These people think this new thing won't work
Unit 2-33 /or/ sound (or aw al au a)
1. I was lucky to find my small boat under the water.
2. I went for a walk and caught eight fish and some prawns on the south side of the lake. (prawns – noun plural)
3. Last August my father taught me something new.
4. Have you heard what about the cause of the awful crash at dawn this morning?
5. I saw the fox fall onto the straw and crawl away.
6. I will call her and we will get together and talk about the new parking law.
7. Was the cut on his jaw caused by the sharp claw?
8. Would you like me to bring some raw fish to your birthday party?
Unit 2-34 /ar/ sound; /er/ sound (ar; er or ear)
1. On the farm there was a herd of healthy goats that live in the yard.
2. The four large station dogs began to bark when they heard the loud noise.
3. There is hardly any wool left in the world this winter to make new clothing.
4. Only some sharks can be harmful to people who swim.
5. Just after the start, he hurt his arm as the car turned a sharp corner and hit a hard rock.
6. Each person in the army has a card with their name and address on it.
7. The star can only be seen on the dark night.
8. Are the scissors sharp? | <urn:uuid:0c1bc0de-efa3-4162-bad7-1bbe87ee5c7a> | CC-MAIN-2024-42 | https://kitehawk.net/wp-content/uploads/2019/11/Dict-2-31-34.pdf | 2024-10-08T03:29:49+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253512.20/warc/CC-MAIN-20241008014115-20241008044115-00347.warc.gz | 309,523,227 | 679 | eng_Latn | eng_Latn | 0.999428 | eng_Latn | 0.999325 | [
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Treasure Hunt
by Jennifer Clare
"There's nothing to do!"
"I'm boooooored!"
"Please can we play on your tablet?"
"You are so mean!"
The twins had only been off school for a week of the summer holiday and had already exhausted their parents‟ patience. There had been bike rides and a trip to the park, ice creams, a longer screen time allowance, and even a movie night.
Yet now, surrounded with toys, art supplies, and books galore, the twins were hanging backwards off the couch, complaining.
Their parents looked at one another. They'd be thrilled to have ample free time to play, draw and read.
"Read the new comics Nana sent you."
"Blah."
"Start working on your summer school project."
"Not yet!"
"Well, then go clean your rooms."
"Noooo!"
"You're so unfair!"
"A bit of work never hurt anyone. And your socks smell. So gather up the washing, make your beds, and tidy up. Go!"
Aside from the grumbling coming from upstairs as the twins slammed doors and threw themselves on the furniture, there was a brief oasis of calm. Both parents breathed a sigh of relief.
"I have a plan. Tonight, when they're asleep, we'll make a map of the back garden. Let them play pirates. We won't hear from them for weeks."
"Really? I wish I had your faith! They're driving me nuts. Fingers crossed this works. Whatever it takes, count me in."
Soon after bedtime, two shadowy figures tiptoed into the backyard, walking heel to toe across the dark lawn. They wrote notes on a piece of dirty paper with a stump of charcoal and made cryptic noises such as 217 paces North by Northeast and South 47 to the tree.
The next morning, the twins complained about not being able to watch television all day and eat chocolate spread out of the jar.
They dawdled getting dressed, knocked over a vase of flowers throwing their socks at each other, and were about to be sent to their rooms when a knock on the door revealed a wizened figure holding a small wooden box.
It shuffled back and forth, eyes down and hat pulled low. "I has something fer the young 'uns. I b'lieve this is what they were seeking."
The twins looked around, perplexed.
"The cure for what ails you lies within," it said, shoving the box into the twins‟ hands and limping rapidly around the corner.
```
"What is it?" "Quick! Open it!" "Lemme!" "Stop squabbling. Let's open it carefully. It looks very old."
```
The box opened with a low creak, revealing a purple silk bag. Inside was a yellowing scroll sealed with a blob of black wax embossed with a faint skull and crossbones.
Carefully they prised the seal off, and unrolled the paper to find a tattered map with a big red X in the centre. Enigmatic notes were written in faded ink along the side:
N x NE 37 E 13 S x SW 42 Due W 13 SE 23
One a day to treat what ails you. Two pillars guard the home's egress. Third is safety, shelter, storage. Dig near granite to find success.
"Look – is that a tree?"
"That might be a little building."
"And that might be a fence or a hedge."
"What do the numbers mean?"
"And what‟s that poem about?"
The twins looked out the window at the garden, then at one another.
"That could be our apple tree."
"The little building could be the shed."
"THERE COULD BE TREASURE IN OUR GARDEN!"
"Can we look for it? Can we?"
"Of course! Go for it! Dig for treasure in the back garden. There are tools in the shed. See what you can find."
"But first you'll have to figure out what all those numbers mean. No digging until you're sure that X marks the spot."
Finally sitting down to a cup of coffee in peace, the parents watched as the twins argued over the tools, who would be boss, who got to hold the map, and where to begin.
"You need a little coconut oil near your hairline, dear. A bit of that makeup is showing. That was a good disguise.”
"Yeah, they didn't have a clue, did they? And listen to that quiet...Bliss."
The children ran back into the house for their Scout compasses, grabbing two apples on their way out the door. For the next few hours, until lunchtime, they walked around and around the garden, tried to make sense of the compass, double-checked with the map, and argued over how many steps to take and in which direction.
Their parents asked if they'd figured out where the treasure was.
"We don't know for sure."
"That poem doesn't make any sense."
"We walked all over the garden."
"You'll figure it out. Now grab those apple cores and wash your hands for dinner."
"An apple a day keeps the doctor away!"
The twins looked at each other.
One a day to treat what ails you.
"Maybe that's the apple tree! We have to start from there!"
"And the next bit could be near the pavement - Two pillars guard the home's egress.
It could mean the concrete posts holding the garden gate!"
"What's the next bit?"
Third is safety, shelter, storage.
"That could be the shed!"
"But how does it fit together?"
"I still don't know what the last bit means."
Dig near granite to find success.
"You'll have to sleep on it, and figure it out tomorrow. We're having pizza for dinner, so you two pirates will have to leave it until then."
"And tomorrow morning you need to clean your rooms properly."
"Or you'll have to walk the plank!"
The next morning the twins were up early, washed and dressed. As soon as they'd loaded their breakfast bowls in the dishwasher they went upstairs and spent a quiet hour, squabble-free, tidying their rooms and making their beds.
"Who stole our children?! I have to admit I like these two substitutes."
"It's us! We just want to get back into the garden to figure out the clues."
"We were going to take you swimming. After all, we don't want you to be bored."
"We don't need entertainment. We just want to crack on with our treasure hunt."
"Well, if you're sure.."
The back door slammed before the sentence ended.
The parents looked at one another and smiled.
Dig near granite to find success.
"What can that mean? There's no rocks here."
"Maybe there were when the map was made. It looks pretty old."
"Or we might be looking at it all wrong."
The twins tried turning the map upside down and sideways but were still perplexed.
"Let's use our senses. What do we see?"
"Nothing! That's why it's so frustrating!"
"What do we feel?"
"Impatient. We must be close to the treasure."
"What sounds are there?"
The twins listened carefully but couldn't hear anything but children laughing at the park and the drone of a lawnmower.
"Wait...I think I've got it. You know when we're doing gardening and whoever's mowing hits something with the mower in the middle of the lawn and it scrapes?
What if that's the tip of a big rock?"
"That could be it! Let's go check!"
For the next few hours, there was only the clink of tools hitting rock, trowels and shovels moving earth, and grunts and huffs of exertion from the twins.
At last, the first sods were turned over, and the children began to dig.
Slowly, the tip of a large rock emerged, and the patch of dirt around it grew as they dug deeper. Soon the little hole extended half a metre.
They found worms and some beetles that ran away from the light. And finally, their hard work paid off - with a bit of rusty wire. A rock shaped like a rocket. And an old piece of Lego.
Dejected, they trudged into the house for lunch.
"Let's see your treasures, then. Nice! We can display them in this old curio cabinet. There are twelve cubbyholes – see if you can find something interesting for each one."
"Yo ho ho. C'mon, me hearties!"
"You scurvy sea dog!"
Laughing, they ran out of the house and picked up their tools once more.
Another hour of digging produced a penny, a rusty screw, and most of an old tobacco tin.
They'd laid an old tarp on the grass for the dirt, and they periodically sifted through it with a colander from the kitchen cupboard.
There was a buckle. A small green marble. And part of a white clay pipe.
"Pirates were definitely here."
"We've just got to keep digging!"
But before they could get started again, they were called into the house for dinner.
"So annoying. Just when we were getting somewhere,"
"That marble won't stay. It keeps rolling around."
"I'll get a blob of Blu-Tac to stick it down."
The twins woke up early and were back at the rock as soon as they could.
"It's got to be here somewhere. Keep digging!"
"What if it's UNDER the rock?"
"I don't think so. Pirates would want to be able to get their treasure easily. It‟s got to be somewhere close."
Digging diligently until noon, the twins unearthed two musket balls, a buckle, and a broken piece of pottery. Each piece was placed in the curio cabinet after lunch.
"You're doing great. Look how you're digging in time!"
"Yeah, but we've filled up all the cubbyholes with junk and there's still no treasure."
"Never mind. Maybe the pirates came back years ago and took it away."
"But then why would one show up and knock on the door with a map?"
"Hmm. Good point. Well, what do you want to do?"
"KEEP DIGGING!"
The twins hurried back outside
"What are we going to tell them when they don't find anything, CleverClogs?"
"I didn't think about that. I thought maybe we could fob them off with a bag of chocolate coins in the hole."
"I don't think they'll appreciate that. Not with how old everything else is.
"We could bury something ancient-looking."
"Like what?"
"I dunno. We could find something at the antique market, maybe?"
"Maybe...I thought they'd have lost interest before now."
"Me, too. Turns out our twins have perseverance."
The trench was deep enough now to stand in and circled the rock, but the twins still hadn't reached the bottom of it.
"I'm getting tired."
"Me, too."
"But I don't want to quit."
"No way. Let's go once more around and see if we find anything."
They dug for another five minutes when they heard a dull thud. Dropping to their knees, they picked at the spot with their trowels, and gradually exposed a piece of crumbling wood. Inside was a decrepit piece of leather. And inside that...
"GOLD!"
"We found it!"
Grabbing their parents and a camera, they carefully photographed the hole, then took the decaying pieces of timber and pouch and set them aside. Inside were ten gold coins.
"Ooh, twins, you did it! You actually found treasure!"
"Let's take this to the museum and see what they can tell us."
"You have ten Roman coins here, from Vespasian, Hadrian, and Constantine. The earliest ones date back to about 70 AD, and the rest are from around 300 BC."
"Can we keep them?"
"We'll have to report the find. It's good that you took photos. We'll send a team round to take a seismic survey and some drone images to see if there is anything else there."
"Are we rich?"
"Probably not. But we'll make a display here in the museum and take your pictures, and record how you found them. And there will probably be a small cash reward, as well."
"Whoo-hoo! We can buy an xbox!"
"And I can get some plants for the new rock garden you dug for me." | <urn:uuid:5cacc0db-529e-4b0b-b17e-efb35f51e298> | CC-MAIN-2024-42 | https://www.bellevueartsfestival.co.uk/_files/ugd/5e7737_6a65a2f2d72b4ae2b96a28ec0266c288.pdf | 2024-10-08T02:51:11+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253512.20/warc/CC-MAIN-20241008014115-20241008044115-00348.warc.gz | 581,003,123 | 2,555 | eng_Latn | eng_Latn | 0.999844 | eng_Latn | 0.999858 | [
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Prior Learning: Early experiences of working with paper and card to make simple flaps and hinges. Experience of simple cutting, shaping and joining skills using scissors, glue, paper fasteners and masking tape.
| | Curriculum | Learning Intention/possible activities |
|---|---|---|
| Investigate and Evaluate ➢ explore and evaluate a range of existing products | | What is a vehicle? Examine pictures of vehicles and toy vehicles and discuss the names of different vehicles. What is this vehicle used for? Examine pictures of vehicles and toy vehicles and discuss the purposes of different vehicles. What features can you see on a vehicle? Label the parts of a vehicle. How does a car move? Examine, name and understand the terms axle, wheels and chassis. Know the difference between a fixed and free axle. |
| Design ➢ design purposeful, functional, appealing products for themselves and other users based on design criteria | | What different materials do you think we could use for the axles and wheels? Show a range of materials and discuss suitable materials for wheels, chassis and axle. |
| ➢ generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology | How can I create and decorate the body of a vehicle? Show a range of materials and discuss suitable materials for the body of a vehicle e.g cartons, cereal boxes. Discuss combining boxes. What kind of vehicle can I make and how? Design a vehicle using set criteria. The vehicle must have wheels that make the vehicle move, axles and a body. |
|---|---|
| Make ➢ select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] ➢ select from and use a wide range of materials and components, including construction materials, textiles according to their characteristics | Can I follow a design to make a working wheeled vehicle? Follow designs to create a wheeled vehicle. How can we make sure we are working safely and sensibly when we are making our vehicles? Use tools safely and understand why this is important. |
| Evaluate ➢ evaluate their ideas and products against design criteria | What was the most difficult part to make on the vehicle? Evaluate a finished product, discussing the things that went well and the things that could be improved. |
Thinking Deeper: How are vehicles modified to ensure disabled access?
Links to other subjects:
* Subject Specific links- Geography – transport surveys
* Personal Development – Health and Safety rules, keeping safe when using a selection of materials
* SMSC – social – Ability to enquire and communicate ideas, designs and evaluations. Work independently and collaboratively to develop products
* Cultural Capital – identify transport use in the local area.
* Careers – what vehicles are used in careers? Ambulance, royal mail trains, planes and automobiles, delivery vans, busses
* British Values – Rule of Law - Health and safety laws. Laws of traffic on the roads.
* Equality – disabled access to vehicles and why this is important. What amendments need to be made to vehicles to ensure wheelchairs users can access vehicles? | <urn:uuid:e40e38d7-6d91-4c7f-9a9a-4cbeec014721> | CC-MAIN-2024-42 | https://eschoolscms.blob.core.windows.net/production/schools/41/resource-items/RpNToGVLoE70sypLMMoSTEBtR1pWMNHDeIJVqofh.pdf | 2024-10-08T02:46:11+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253512.20/warc/CC-MAIN-20241008014115-20241008044115-00349.warc.gz | 208,223,266 | 671 | eng_Latn | eng_Latn | 0.995674 | eng_Latn | 0.996742 | [
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Health in Action Project
Aztecs: Sacrifice and Self-Sacrifice
Pillar: Positive Social Environments
Division: III
Grade Level: 8
Core Curriculum Connections: Social Studies
I. Rationale: Students develop an understanding of how the Aztec worldview influenced their choices, decisions, and customs. Religion and government were directly linked in the Aztec Empire and one particular ritual was deeply embedded in both - the practice of human sacrifice to appease the Gods. Students will relate Aztec sacrifice to sacrifice in other contexts by discussing the concept of sacrifice for the common good and debating how far they can go to sacrifice for the common good. Students brainstorm different forms of sacrifice for the common good and decide when a particular sacrifice is justified and when is it a violation of individual rights. Students will then have the opportunity to participate in a service learning opportunity by performing a small sacrifice to benefit someone else.
II. Pillar Focus (Positive Social Environments):
The students will:
- provide examples of present-day sacrifices and explain the benefits of these sacrifices.
- discuss and come to a consensus about when the costs of a sacrifice exceed the benefits.
- brainstorm small sacrifices made in the school, home, and community settings.
- participate in a service learning opportunity by performing a small sacrifice to benefit someone else.
III. Curriculum Outcomes: Grade 8 Social Studies
8.3 Worldviews in Conflict: The Spanish and the Aztecs General Outcome
Through an examination of Spanish and Aztec societies, students will demonstrate an understanding and appreciation of how intercultural contact affects the worldviews of societies.
Specific Outcomes
Values and Attitudes
8.3.1 appreciate how a society's worldview influences the society's choices, decisions and interactions with other societies (C, I)
Knowledge and Understanding
8.3.4 assess, critically, how the Aztecs were affected by the Spanish worldview by reflecting upon the following:
* What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish? (TCC, I, CC)
* How did the Aztec civilization's worldview influence the Aztecs' choices, decisions and customs? (TCC, CC, PADM)
8.S.1 develop skills of critical thinking and creative thinking:
* re-evaluate personal opinions to broaden understanding of a topic or an issue
* generate creative ideas and strategies in individual and group activities
8.S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
* consider the needs and perspectives of others
* demonstrate leadership within groups where appropriate
8.S.6 develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community:
* volunteer with organizations, projects and activities that ensure the growth and vitality of their community
IV. Materials:
- Reference books about Aztec civilization and religion
- Overhead projector, screen and transparency
- Chart paper or overhead projector for brainstorming list
- Student copies of Small Sacrifices (attached)
V. Procedure:
Anticipatory Set:
Many ancient civilizations and religions practiced some form of human or animal sacrifice to appease the gods and ensure prosperity. Even today, some cultures practice ritual sacrifice of bits of food or crops to ensure continued abundance. However, no one practiced human sacrifice to the degree of the Aztecs in their devotion to appeasing the gods. The Aztecs didn't always practice human sacrifice. Sometime around 1450, the growing Aztec empire was experiencing severe drought that lasted for four years and destroyed their valuable corn crops. The Aztec priests encouraged the people to sacrifice blood to the gods to regain their favor. In desperation, the Aztecs sacrificed thousands of people in a few weeks. By awful coincidence the rain came and restored the corn crops. With this powerful evidence, what do you think the Aztec leaders learned? Soon the practice of human sacrifice became a necessary ritual to maintain the lifestyle they built. This leads us to wonder how far we should go to sacrifice for the common good.
1. Read sections of student texts and reference books about the different gods and religious practices of the Aztecs either aloud or in small groups to gain an understanding of the Aztec religious structure. Discuss and record student responses to the following questions:
How are religion and government linked in Aztec society?
Who are some of the major gods and what do they represent?
Why are some gods feared and some loved?
Why is war such a major part of the Aztec culture?
How do they view life after death?
Compare Aztec stories to tales from other religions. How are they similar and how are they different?
2. Have a class discussion about the nature of sacrifice. Ask students if they have heard about any other cultures that practiced human sacrifice in the past? (religious wars, Biblical sacrifice, and individual sacrifice for a cause). Consider the purpose behind human sacrifice. Did they always have the common good as the ultimate goal? How are these examples the same and different from the Aztec sacrifices?
3. Discuss the lengths that a community might go to in sacrificing for the common good. What is the relationship between individual rights and community responsibility in this case? Were these people denied individual rights? Do you think their actions are justified?
4. Brainstorm a list of characteristics and motivations of someone who helps the community. Discuss whether these identified characteristics would accurately describe the Aztecs who performed human sacrifice. Would the practice of human sacrifice be an example of giving for the common good? Include the following points in the discussion: The Aztecs used mostly captives for their sacrifices. Victims were promised a place of highest honor in the after-life. They treated victims kindly with food, drink and a medication to help them relax before the sacrifice.
5. Display the following quotes to help guide student discussions about the meaning of the sacrifice.
"In this world it is not what we take up, but what we give up, that makes us rich." (Henry Ward Beecher)
"They never fail who die in a great cause." (Lord Byron)
"If you're outraged at conditions, then you can't possibly be free or happy until you devote all your time to changing them and do nothing but that. But you can't change anything if you want to hold onto a good job, a good way of life and avoid sacrifice." (Cesar Chavez)
"No sacrifice short of individual liberty, individual self-respect and individual enterprise is too great a price to pay for permanent peace." (Clark H. Minor)
"We can offer up much in the large, but to make sacrifices in little things is what we are seldom equal to." (Johann Wolfgang von Goethe)
6. Collectively generate a list of ways that entire nations and individual citizens sacrifice for the common good. Attempt to draw out ideas related to the sacrifices of soldiers, relief workers, medical workers, fire fighters, etc. Expand the discussion to include suicidal sacrifice and people who kill themselves for a religious cause.
- Talk about the motivations and costs of each type of sacrifice.
- Focusing on one example from the brainstormed list at a time, discuss the point in which the costs exceed the benefits of the sacrifice.
- Talk about the balance of individual rights and community responsibility in each example.
- Discuss when an act of sacrifice seems like a selfish rather than selfless act.
- Compare the acts of sacrifice of today with the acts of sacrifice by the Aztecs.
- Pass out Attachment One: Small Sacrifices. Brainstorm a list of small ways that individuals make sacrifices for others or the common good at school, at home and in the local community (letting your sister have the last yogurt, giving up study hall to help someone with a project, etc.). Students write down these examples and evaluate them for themselves. Students may add their own ideas later.
- Ask students to come up with one small way to make a sacrifice for the common good. They may use the examples on the worksheet or come up with a unique plan. Give them a time limit to carry out their small sacrifices.
- When the students make their sacrifices, they must write an evaluation of the act describing the action, the benefits, the opportunity costs, and whether the act was worth it.
VI. Extensions/Variations:
1. Discuss the lack of understanding and tolerance on the part of Cortes' people. They judged the Aztecs harshly and referred to them as barbarians even though they had a rich culture and successful civilization. They didn't attempt to understand their culture or lifestyle but destroyed them instead. If the Spanish had been more open-minded and tolerant of diverse cultures, would the Aztec culture have evolved and survived?
2. Have students put the human sacrifices of the Aztecs on the worksheet (Attachment One: Small Sacrifices) and evaluate the benefits and opportunity costs.
VII. Assessment Ideas:
- The students write a paragraph evaluating the costs and benefits of their acts of sacrifice in comparison to the Aztec practice of human sacrifice. The paragraph should compare these two acts of sacrifice by demonstrating an understanding of the concepts of sacrifice, selflessness, opportunity costs and common good.
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Mariela Zechter - Writing Sample: Women's History Month Script
I drafted the following script for an upcoming Women's History Month themed video by the Constitutional Accountability Center.
Since the early days of the American revolution, our nation's history has been marked by the work of social and political visionaries who molded its legal and judicial landscapes.
However, the impact made by countless brilliant women along America's Arc of Constitutional Progress goes largely unrecognized.
But as we celebrate Women's History Month, we can truly begin to appreciate the magnitude of their work on behalf of future generations to secure their inclusion in the iconic phrase, "We, The People."
In 1880, Belva Ann Lockwood became the first woman to argue a case before the Supreme Court after spending five years lobbying Congress to pass a law granting female lawyers admission to the Supreme Court Bar.
Over the course of the century that followed, our federal judiciary slowly gained female faces, each bringing along an array of unique experiences and perspectives to the courts.
Nearly 100 years after Belva Ann Lockwood argued her first case before the Supreme Court, Sandra Day O'Connor became the Court's first female Justice.
Three women now sit on the Supreme Court, marking a dramatic shift in the composition of our nation's highest court, which benefits everyone.
The Constitution's text, history, and values promise equality for everyone in America, and our nation needs to tap into the talents of more women with the skills, knowledge, and commitment necessary to enforce equal justice under law.
So this month, we champion the women in America who have demonstrated that commitment, and who work every day to bend the Arc of our Constitution even further towards progress. | <urn:uuid:4242eeb7-044e-41f7-8c4d-ec47aba90f66> | CC-MAIN-2024-42 | http://marielazechter.com/wp-content/uploads/2019/06/Mariela-Zechter-Writing-Sample-Womens-History-Month-Script.pdf | 2024-10-08T01:50:56+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253512.20/warc/CC-MAIN-20241008014115-20241008044115-00347.warc.gz | 21,260,775 | 336 | eng_Latn | eng_Latn | 0.997487 | eng_Latn | 0.997487 | [
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Teaching Children How to Adapt
By Cindy Jett, LICSW Last updated: 8 Oct 2018
~ 3 MIN READ
We try to create a world of structure and predictability for our children. We work hard to give them routines, a regular schedule and consistent expectations. We aim to make their lives predictable, stable, safe and secure. As they grow up, we hope that this early experience will be internalized as a kind of centeredness, and that they will be solid in a world of flux and change. In addition to providing children a safe and secure beginning, how can we prepare them for the ups and downs of life? One way may be to actively foster a positive attitude toward change.
A positive attitude does not require a Pollyanna naiveté or the repression of feelings. Instead, it involves realistically assessing the positive and negative sides of an impending change. On the positive side, change is an opportunity to expand one's experience. It is life-enhancing, renewing, and essential to wellbeing. On the other hand, when change involves loss, it means actively grieving and processing feelings. And when a change presents obstacles, it means being proactive and confident that one can affect his fate for the better.
The following are some strategies that parents can use to foster such an attitude in children:
1. As much as we try to make our children's lives safe and predictable, they will experience changes from time to time, sometimes dramatic changes. As parents, we can use these experiences as an opportunity to actively teach our children how to be adaptable. The first step is to observe your child over a period of time. Notice how your child reacts to the prospect of change. Is there a pattern? Does s/he generally dig in their heels? Does s/he become anxious and fearful? Or does s/he look forward to new experiences? These patterns and attitudes can carry into adulthood. The goal is to change negative patterns and attitudes now before they become entrenched.
2. When your child is faced with a new situation or impending change, talk with him/her about their feelings. Sometimes this is easier said than done. Depending on the child's age, temperament and background, s/he may not be able to discuss their feelings directly. If a child has trouble articulating how s/he feels, approach it indirectly. Perhaps bring up a parallel example from your own life and discuss how you felt at the time. With younger children, it is helpful to use a picture book in which the main character goes through similar experiences.
3. Allow your child to grieve over losses change has brought in his/her life. Acknowledge the losses as real and comfort him/her in their sadness. If a child is not permitted to express their sadness, it can heighten anxiety and possibly lead to depression.
4. Discover the picture in your child's head. A child's feelings about an impending change are directly correlated to his/her understanding of what is happening. If the child is telling themselves that they will move to a new neighbourhood, and be shunned by the neighbourhood kids, it makes sense that s/he is feeling sad and fearful. Ask your child specifically what s/he thinks the future will hold once the change occurs.
5. Look for catastrophic thinking. Catastrophic thinking is black and white thinking, but with just the black. Look for the use of the words like "never," "always," "everyone," and "no one." Some examples might be "I'll never make any friends at my school,"
"Everyone already has friends," or "No one will want to be friends with me." These statements might feel like reality to the child but they are not. It is your job to challenge these statements and help your child develop a more balanced view of what the future may hold. If you repeatedly challenge catastrophic thinking, your child will pick up on the technique and begin to use it themselves.
6. Prepare the child in case some of their fears are realised. For example, if nobody talks to the child in the new neighbourhood suggest that s/he strike up a conversation and introduce themselves. Obviously, if the child is very shy or there are other obstacles, you should adjust your suggestions accordingly. Also, ask the child if s/he can think of solutions. Teaching a child to be proactive as a response to change will have immeasurable benefits over a lifetime. Proactive people feel more in control of their circumstances, and that is directly correlated with life satisfaction.
7. When appropriate, ask the child to try to envision a positive outcome. Encourage them to think of all the wonderful possibilities that a change might bring. This exercise teaches a child to think optimistically. Again, after enough repetition, the child may adopt this technique themselves.
8. After a change has occurred and a child has adapted, call attention to their success. Remind them of their "picture in their head" and contrast it with the reality of the situation. This will help them be able to reality-test future thinking. | <urn:uuid:607b7841-f37b-4826-af8d-09608884a61a> | CC-MAIN-2024-42 | http://www.westbridgfordinfants.co.uk/attachments/download.asp?file=16&type=pdf | 2024-10-08T03:22:34+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253512.20/warc/CC-MAIN-20241008014115-20241008044115-00351.warc.gz | 55,573,944 | 1,009 | eng_Latn | eng_Latn | 0.998269 | eng_Latn | 0.998244 | [
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ANCIENT GREECE – Trade
The physical geography of Greece A look at the map of Greece will make it clear that trade, on that rocky extension into the Mediterranean, will be and was largely by water. The mountains are rough and the roads through them are impassable and slow—to this date. Homer's world, the first we know of in Greece, was evidence enough for the lasting condition of the country; both of Homer's epics are sea or sea-shore centered.
Growth of trade in the 8th to 4th centuries B. C. E. By the time of Homer—can we target the 12th-8th centuries B.C.E.?—Eastern Mediterranean trade has begun to develop, though seafaring, rather than trade, is still the dominant practice. By the seventh century B.C.E. maritime trade has fully begun, among the regions and small cities of the Eastern Mediterranean. Greek culture had diversified to the point where there were over four hundred Greek outposts scattered around the Mediterranean; all of them hungry for Greek goods, and many of them producing and distributing the goods. (Among the goods being distributed were cereals, wine, olives, figs, pulses, eels, cheese, honey, meat {especially from sheep and goats}, tools {e.g.: knives}, perfumes, and fine pottery, especially Attic and Corinthian wares.)
Conditions favoring trade The prosperity of the Greek poleis increased substantially by the seventh century B.C.E. At that period coinage, in place of barter, was introduced along the Asia Minor coast; coinage served to facilitate economic transactions and to undergird the beginnings of a larger scale market for Greek products. (The spread of literacy was equally important, at this time, for it enabled traders to coordinate, give written contracts, and verify documents.) It was in the seventh century that trade in wine and oil grew rapidly, and small factories, such as for pottery making, and hiring fifty or sixty employees, sprung up around Athens to supply bulk needs overseas. For such developments larger cargo ships were constructed, and a banking and lending system was developing, which enabled major entrepreneurs to lend—at high rates, 12% to l00 %--to aspiring captains of maritime investment. By the end of this period the range of ocean trading, among the Greek cities, included colonies in Southern Russia, the Black Sea, and southern Italy and France.
Government oversight of trading For the most part the Athenian government, about which we know most, permitted trade to flow freely in and out of its ports. (Far the largest of these was Piraeus, the port of Athens itself). The exception to this laissez faire trade occurred in war times, when taxes on foreign goods had to be levied, and when strict control was maintained over exports of wheat—a commodity of which the Athenians themselves rarely had enough, and which they needed badly for their own foodstock. To assure ample supplies of especially needed commodities, market-supervisors were appointed, in Athens, with the responsibility of enforcing limitations on trade.
Hellenistic trade After the death of Alexander the Great at the end of the fourth century B.C.E., Greek trade expanded widely, to the ends of the Empire of Alexander—to India and France, for example, and most lucratively to Alexandria in Egypt, which became a rich entrepot for the profusion of Egyptian products. Not only was vast wealth at stake, in this commercial activity, but the spread of Greek culture, throughout the civilized world, was immensely enhanced.
Readings
Hopkins, Clark, The Discovery of Dura-Europos, New Haven, l979.
Kinzl, K.H., ed., A Companion to the Classical Greek World, New York, 2010.
Discussion questions
Does the growth of Greek trade intermesh with the development of Greek culture—epic, drama, lyric, architecture? What evidence do you see for such an interaction? Is it the case today that trade and the arts are mutually reinforcing?
Homer writes about a seafaring culture. Is there evidence in his epics of nautical trading practices? Do you see merchants, buyers, or commodities in the Iliad and the Odyssey?
It was a common classical Greek belief, forcefully and influentially expressed by Aristotle, that buying and selling are the work of inferior men, dully involved with their own self-interest? Does that attitude persist at all to our time? Has the idea any merit? | <urn:uuid:6956e01c-23d0-42dc-a39f-ffae5ba06bf1> | CC-MAIN-2024-42 | https://humanitiesinstitute.org/__static/c84a00eb5a10cd0db8c084ca631ce161/greece-trade(2).pdf?dl=1 | 2024-10-08T01:58:36+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253512.20/warc/CC-MAIN-20241008014115-20241008044115-00351.warc.gz | 264,710,594 | 920 | eng_Latn | eng_Latn | 0.997616 | eng_Latn | 0.997003 | [
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Australian Garden History Society
Oral History Programme 2010
(continuing a project begun in 2002)
This interview is one of a series of interviews being conducted throughout Australia with early members of the Australian Garden History Society. A number of interviews were conducted in 2002/2003 but the project was not completed. A second round of interviews was conducted in 2010. The Australian Garden History Society was formed in 1980 and these interviews will play a crucial part in recording the formation and early days of the Society. The Australian Garden History Society is funding these interviews. Copies of the interviews will be lodged in the State Library of Victoria, and where appropriate another State Library or the National Library of Australia. The master copy will be retained at the office of the Australian Garden History Society.
This interview with Mr Victor Crittenden, OAM, former President of the ACT, Monaro and Riverina Branch, based in Canberra, was conducted by Roslyn Burge on Wednesday, 20 th October 2010 at Mr Crittenden's home in Canberra
Restrictions The word "actually" is used liberally in the interview. This word has been selectively edited from the transcript of interview. All use of any written quotes or any audio extracts of this interview must follow the text in the transcript – deleting the word "Actually" unless it is used in the written transcript.
Technical details:
Length:
3 hours 45 minutes
Equipment: Edirol R09HR with two Rode NT3 external microphones
Recording: WAV - 16:44 KHBZ
Victor, thank you for your time this morning for the Society's Oral History Project. If we could just start with some brief biographical details. If you could give me your full name and your date of birth.
Well, my full name is Victor Crittenden, only one Christian name, and I was born on the 27 th of April 1925 in Hamilton, a suburb of Newcastle.
Were your parents living there at the time?
Yes. My parents were living there at the time. They came from Maitland, but my father was working in Newcastle and when they married, they moved from Maitland to Newcastle and that's where my older brother was born and I was born two years later after him. Actually, he died at the age of five when we were still living in Newcastle. He died of meningitis. My mother, I don't think, ever really recovered from that. He was, of course— I shouldn't say it, but he was the favourite son. Well, I was only a two year old when he died, but he was— he was named after my uncle, my father's brother, who was killed in the First World War. My father
Mr Victor Crittenden, OAM
was injured seriously in the First World War. He was paralysed from the waist down for two years after he was buried alive in France. The uncle that was killed was killed in the Battle of Gaza— the Battle of Bathsheba actually— and he's buried in Gaza at the— well, still there. I mean, it's a war cemetery there. So he was my father's— I suppose, almost a father figure for my father. He was somewhat older than my father, and his father, my grandfather, was not home very often. He was a bullock driver and so he was not home very much and so the older brother took over the father sort of role, and so when my brother was born, he was named after the father— the brother that was killed in the Middle East. I would say he was fighting with Lawrence of Arabia.
You're right about the impact of the death of a child on the family and how that ricochets through a family.
Yes. Well, my mother was very ill afterwards for quite some time and it wasn't until six years later that she had another child, a daughter, that was my sister. So we grew up as two children in
1
the family, that was all, and we were very close. We used to play together and spent a lot of time with each other and so she— well, even when she married we still remained very close and I used to spend every Christmas with her and her husband and her children. They lived in Bathurst. Well, as children we both had our own gardens in every house we moved to.
Why did you move so often?
Well, it was a matter of not having large sums of money. It was mainly during the depression and father— my father lost his job in Newcastle in the depression and lost all his money. He'd invested his money in a shirt factory in Newcastle. They had difficulty paying back the loans of the bank, so the bank took over the business. Didn't— no compensation at all. Didn't get a thing and so we lived for a while on the block of— well, the block of land he'd bought— my father had bought to build a house— was sold so that we had some money to live on. And my mother always complained that she had to sell her piano so that they could have food to eat— so that we could eat. And finally he got a job up in the country and we moved up to Quirindi, which is up in the northern tablelands, up south of Tamworth.
What was he doing there?
He was a shopkeeper. He used to— well, he worked in a shop and was in charge of— usually in charge of a menswear department. That was what he did in Newcastle, and when he went to Quirindi, he took over the menswear department in the department store in Quirindi. There he did a very good job on it. And we lived there then for three years. I went to school. I was just six years old when I went to— when we went to— not went to Queensland— when we went to Quirindi and then I started school in Quirindi and spent three years there. And then mother started a garden, she was a keen gardener, and I had a garden also in Quirindi and that was where I first learnt how to grow things from cuttings.
What sort of things did you grow?
Mother always loved roses and she had along the front fence of the house a lot of polyanthus roses and when they were all pruned, I pinched off with some of the prunings and put them in my garden and they all grew.
Do you still grow roses today?
I still have some roses, yes, yes, but mostly shrub roses, the old-fashioned roses, which I have read about, liked the stories about the early roses. So my roses are basically— they all need, very badly, need attention at the moment, but being
Mr Victor Crittenden, OAM
shrub roses they don't have to be pruned in quite the same way. So I still have some roses.
When we spoke on the telephone, Victor, you mentioned too that you'd bought bulbs.
Oh, yes, yes. That was when we were living in Ashbury. We did finally, when we settled in in Sydney, we did finally— bought a house in Sydney in Ashbury, which is just near — well, it's halfway between Ashfield and Canterbury and we always claimed that's why it was called Ashbury. They took the "Ash" from Ashfield and the "bury" from Canterbury, called it Ashbury. It was a suburb that was built in the 1920s, late 1920s, so it was a bungalow suburb, and we bought a house there. Well, we lived there in a rented house for a year or two and then bought a house in Ashbury. That was just before the Second World War actually. And mother was then able to enjoy herself buying all sorts of roses and putting them all over the garden.
Was there a garden in the house when you went there?
A sort of garden, but it wasn't very much actually. It was a buffalo lawn in the front and a couple of little garden beds, and nothing much in the back except some fruit trees, mainly peach trees and a nectarine tree. Oh, and a large— oh, what sort of tree was it? Oh, I can't think what it was, but we cut that one down. 1 But there was also a Queensland wattle tree, which was a lovely tree, in the back garden. It's the only one I've ever seen. So those were— that was all there was really in the house— in the garden at the time.
But we established a large vegetable garden in the back which was run by mother during the war, of course, father was away in the Army, and I had— it was a corner block and I had the job of mowing the grass.
You say that with a note of disdain.
Yes. I didn't enjoy pushing a mower around the footpath area of the garden. It was mainly paspalum.
And you went to Homebush Boys (School) from there?
Yes, yes. Well, when we moved to Sydney we stayed with my aunt who lived in Hurlstone Park. Don't know if you know where Hurlstone Park is, but it's .....
I know where it is.
Near Summer Hill, yes. She lived in Hurlstone Park and we stayed with her when we first went
1 Pepper tree
2
to Sydney because father didn't have a job at that time, and her daughter, Bobby, a little girl— she was always called Bobby— used to go to Canterbury Girls School and so when we were staying with Aunt Sibyl I was taken off to the same school. It was two (primary) schools, a girls school and a boys school side by side, at Canterbury, and so I was enrolled in the boys school in Canterbury and that's where I continued to go to school, even when we moved to Summer Hill. I used to walk— it was about a mile and a half — to school each morning. And so I stayed at Canterbury and then when we moved from Summer Hill to Ashbury, which is the other side of Hurlstone Park near Canterbury, I still went to Canterbury Boys School, primary school, in, oh, the 1930s and when I completed my schooling there, I was not considered good enough to go to Canterbury High School or Fort Street High School, which was a specialist school in those days, still is I think. And because I'd had a rather broken primary school, I hadn't done particularly well in my final year at Canterbury Boys School so they sent me off to Homebush, which was quite a trip.
Every day I had to walk up to the bus, which I suppose was only about a quarter of a mile, and then I caught the bus to Ashfield and then I caught the train from Ashfield to Homebush and walked from Homebush Station another half a mile or more up to the school. So that was what I did each day. I did fairly well at Homebush and finally sat for the Intermediate Certificate, got a few As and a few Bs and then that was sufficient to take me then to Canterbury.
They considered I was good enough then, of course, to go to Canterbury to go on and do the Leaving Certificate, as it was called in those days, but I didn't finish actually. I left school after fourth year and went to work as my father was having problems with his war injuries and I decided that it was up to me to do something. So I went to work in a warehouse in Sydney, a good old warehouse called Sargood Gardiners. They still exist, but not— they had a big warehouse in York Street, just next door to what is now a famous hotel.
Not the Grace?
Yes, yes.
I think the name may still even be there on the building. Was it on the building?
Oh, Sargood Gardiners, yes, I think it is, yes.
I know the name. I've seen the name.
It was quite a substantial brick and stone building.
Mr Victor Crittenden, OAM
There were some fine buildings along York Street, fine warehouse buildings.
Yes, there were a lot of warehouses along there, yes. So I worked there in the soft good furnishings area, which I enjoyed doing, curtain .....
For someone who may listen to this in a hundred years time, what are those items?
Mainly curtains, carpets and blinds, the sort of— they're soft good— it was a soft good warehouse and it dealt mainly in men's and women's clothing and soft furnishings. It didn't have any hard furnishings. Didn't have any tables or beds or any of that sort of thing, but all the soft furnishings that you have for a house.
Could I ask you, Victor, that's a big choice to make to leave school and to take on the responsibilities for bringing money into your family. Was that your ambition?
No, no. My ambition was to go to university and I had to put that on hold. I thought I would go and do some night courses at the technical college in Sydney, but I didn't get round to doing that.
What area were you looking or thinking of going into?
I wanted to be an architect. I'd built houses, model houses and mud houses in the garden ever since I can remember.
Did you build them with gardens?
Oh, they always had a garden, yes. I had a whole village of them at one stage.
Did you?
With gardens and roads and a church and all modelled mostly out of clay, and I would always arrange a garden around the house and— the houses and what have you, usually with a fountain in the garden. I always— I built a palace, the clay palace, and it had a garden with a fountain in the— always had a fountain.
Is that because you lived in a house with a fountain?
No, no, no, never had a fountain in the (garden) — I had a childhood image of a palace and the image of a palace always had fountains. I think it must have been from Versailles or something like that. And then it was— interior it always had chandeliers.
Heavens, that's a very detailed palace.
Yes, well— and so ever afterwards, every house I've had, I've owned, has had a chandelier in it.
3
Oh, that's a lovely story. In fact, that reminds me, I'd like to go back. Is it always the same chandelier in the house?
No, no, no, no, no. I've usually left the chandelier in the house, or the apartment, when I sold it with the rather romantic idea that the chandelier belongs to the house, not to me.
Again, when we spoke on the telephone you spoke about these bulbs that we're .....
Oh, the bulbs, yes, let's get back to the bulbs.
Well, I'm interested because there's that same theme that you spoke of always having bulbs with each house you've gone to.
Yes. Well, this was as a child I— this was when I was working in Sargood Gardiners. I used to go off at lunchtime, usually to the bookshops, and— but sometimes I would call into Selfridges, which was a— well, it was like the American five and ten cents stores, you know, it was the cheap store and it used to sell all kinds of things. I think you would compare it perhaps to the Reject Shops these days.
Was this in York Street as well?
No, they were opposite each other in Pitt Street, close to where the famous arcade is, the Royal Arcade in— goes from George to Pitt. It's still there.
The Strand?
The Strand. No, it's The Strand, that's right, yes. There were a number of arcades, but in what is now the Pitt Street Mall, Selfridges was on one side of the road and Coles was on the other side of the road.
Ah, yes, I know where you are.
And I would sometimes call in there to buy something or to look for something and they always had a plant section. You could buy your plants in little bundles, and it had bulbs. They used to have roses at the appropriate time all wrapped up in a piece of cloth around the root. And I bought a rose there— it was a white rose, Karl Frau Druschki [Frau Karl Druschki] I think it's called— for the centrepiece in my little garden. I like white roses, but my mother wouldn't have white flowers in the garden.
There was a general feeling that white flowers were sometimes funereal.
Yes. They reminded her of the grave of her favourite son. I shouldn't use the word "favourite" because it gives a wrong impression that I wasn't the favourite son sort of thing. But, no, she wouldn't have any white flowers in the garden, particularly she disliked jonquils.
Mr Victor Crittenden, OAM
With their lovely fragrance.
Yes. They used to grow them in the cemetery because, you know, you plant the— and they would come up each year, so you would have these on the grave in the cemetery, so she wouldn't have them in the garden at all.
So how did she feel about you bringing home a white rose?
She didn't worry about that actually. She didn't impose her likes and dislikes on us. One of the things, she wouldn't drink tea. That was another one of her peculiarities you might say. I don't know the reason for it, but there must have been some reason in her childhood. Perhaps it made her sick on some occasion so she wouldn't have tea. She always had coffee. That was a time when coffee was an unusual drink in Australia. She always had coffee and father always had tea.
Of course, this question has nothing to do with the Garden History Society, but I'm curious, what sort of coffee? Did she drink that chicory .....
Yes, she did actually.
In the bottle?
That's right.
Yes. Very popular at a time.
Coffee and chicory, yes.
So, again, returning to the bulbs.
And get to the bulbs. Yes, the bulbs I bought at Selfridges and they were supposedly daffodils, and I planted them in my garden and they came up and flowered, but they weren't— they were small and they weren't a single flower on them, so technically they weren't really daffodils. They're fritillias or something. I did find out the name once. But, no, they came up and flourished and each year I would plant a few more around the place and so they remained and during the war mother took over, of course. She took over my area of garden when I was not there. I was in the Army. And she planted some of them in the front garden and they flourished in the front garden, and every spring the front garden would be a mass of these yellow .....
Very beautiful.
..... yellow what I still call daffodils. And so when I established— when I bought a house in Armidale— this is taking me on quite a few years— I took some of the bulbs from the garden in Sydney, where mother was still living, and planted them in my garden in Armidale and then when I moved from Armidale to Canberra I took some of the bulbs with me and I planted them in
4
the first house I rented in Canberra, and when I moved from there and finally moved to this house I bought some of them with me.
So they've been my daffodil bulbs from childhood. And one of the reasons, of course, I like daffodils was because at school we were taught two famous poems about daffodils; "I Wandered Lonely as a Cloud", and the other is "Fair daffodils, we weep to see thee haste away so soon", which were poems that we had to learn and I always thought I liked those because they associated me with my gardens and what have you.
And so my daffodils have continued to divide and, as I think I said to you the other night, I thought I'd lost them during the drought because they just disappeared, but this year they shot up and two of them flowered. So I've got my heritage daffodils back.
That's lovely.
Yes, so we did get back to the daffodils finally.
That's good. I don't want to spend too long, because the Garden History Society will think I've come here and we've never got to the Society yet, but I am curious to see your leap from Sargoods to Armidale. Could you just tell me very briefly about that?
Oh, yes. Well, when I turned 18 in Sargood Gardiners I went into the Army and spent the next four years in the Army. No garden experiences in the Army, except there was in St Ives— you know St Ives in Sydney— I was for a time in an Army holding station in St Ives.
Was that at the showground?
It was at the showground, but the commander of that particular— had his headquarters in another part of St Ives where he owned a very large block of land and so the Army was paying him rent to have his headquarters in this large block of land and he used the men, his soldiers, to develop his garden.
Were you one of those soldiers?
I did actually do some help in the garden in his place. I think after the war he built a large house on the block of land and he had his garden already beautifully established. I don't know who— I don't know which man he was, so I can't give you his name, but that was my only connection with gardens during my time in the Army.
So what happened after the war?
After the war, I came out and went to university. Did get there, finally. Actually, I hadn't
Mr Victor Crittenden, OAM
intended to. When I was in the Army, I started to do some courses by correspondence. The Army had an Army education system and I started to do some courses to get my entrance to— well, get my Higher School Certificate, in effect, but I thought I would go on and become a school teacher and I'd go to teachers college and get a scholarship and become a teacher. I gave up the idea of— I'd given up the idea of becoming an architect. I said I was too old to start.
Too old. Well, you haven't let that bother you subsequently.
It would take me another five or six years to get— and I'd be too old then. So I thought I'd be a school teacher. So at the end of the war they had a whole series of tests for young men coming out of the Army to see what they might be suitable to go on and do and I took all these tests and then I was interviewed and I said that I had planned to go to teachers college and become a school teacher, primary school teacher, and the fellow, a young man, said to me, "Oh, why don't you go to university and then become a high school teacher?" And I said, "Oh, I don't think I'm good enough", being a shy retiring type person I was. I was. And he said, "Oh, yes, there's no reason why you couldn't go to university. Your level is well above the average university student." My ego took a jump and so I said, "Oh, well, okay, I'll go to university then." So they put me down and said they would give me a scholarship to go to university.
This was for— returned servicemen were given this option of a scholarship to study for their new career, and so I came out of the Army about the middle of the year, 1946 I think it was, and I said, "Well, I've got to get a university entrance", and I said, "Well, I will have to sit for the Higher School Certificate and they said, "Oh, well, you can go and study", sort of go back to school, I suppose, "and do that next year." That would have been 1947. So I said, "Oh, okay."
When I went home, I decided that— I had another friend who was in exactly the same position and he lived not very far from me and we both talked about this and we said, "I think we should try the Higher School Certificate ourselves and see how we go. It will be good practice anyhow if we're going to have to do it again next year", and so together we studied by ourselves for the Higher School Certificate, put in our enrolments as private students to go and sit for the Higher School Certificate, and we sat for the examinations and we both failed in the same subject, one subject. We passed in everything else, but we failed in geography, both of us, the same subject. And then they said, "Oh,
5
well, we can allow you to keep your subjects for the Higher School Certificate that you've passed, but you can then sit for the one you failed in at the university." The university used to run special examinations .....
Yes.
..... for entrants, and so we both sort of went and sat for the geography in the university courses. I passed.
Were you working throughout this time?
No, I wasn't. This was when we got out of the Army. I had still— I had my deferred pay and my pay continued for some time after I got out until we got ourselves organised, but, no, I then— I mean, I then got my scholarship after I got my university— however, my friend he failed in geography again.
Oh dear.
So what did he do? He went to the State Library of New South Wales to their library course and he became a librarian, and then he studied at university— night university and finally got his degree that way. So I then went through university and got my degree and then I went to teach. I still went teaching, but I didn't go into the public school. I went to a private school. I went down to Victoria to Geelong College 2 , which is a Presbyterian private school in Ballarat, and spent a year there teaching and then I moved from there down to Geelong College, which is also Presbyterian. I'm not a Presbyterian, I'm Church of England, but it was Presbyterian school who accepted me as a teacher down there. I didn't have any teaching qualifications, but they had a system there where you could take your examinations for a teaching certificate while you were teaching, an intern sort of way of learning, and so I did get my teaching certificate from Victoria.
But at the time I was in Geelong, I had a friend down there who was also a teacher in Geelong (College) and one day— we were great friends. He was a marvellous person. He taught me an enormous amount of things about living and .....
How do you mean?
Well, he was the person who pushed me into studying things. When I was in Geelong he said, "Oh, you don't want to just sit back on that degree you got in Sydney. That's fine, but you should do something else, you know." And so he persuaded me to enrol in a course from London University, London, England, and— London University used to run external courses
2 Correction: Ballarat College at Geelong
Mr Victor Crittenden, OAM
for the colonies, and so I enrolled in a course to study to be a— it was a course in economics. It was a Bachelor of Science in Economics from the University of London. He was doing a course himself in that area, a bit further on than me, and he then persuaded me to do that. 3
So I was— well, I was quite happy to do it and so I said, "Okay." So I enrolled to do that and I sat for the first year's examinations and failed, at least you had eight subjects, you were studying by yourself, you didn't have— because I'd already done my Higher School Certificate by myself so I was quite able to, and I had John, my friend, to help in the study, but I failed in one subject.
Rather like your geography.
Statistics.
Oh.
That's a very difficult subject to teach yourself. So I failed in that and so I said, "Oh, well, I'll repeat the year." And you couldn't carry anything over. You had to repeat the whole lot all over again.
Oh no.
That was part of their rules in the University of London.
So this was in your spare time while you were teaching in Geelong?
That's right, that was in my spare time.
And this gentleman who was such a great friend to encourage you in your extracurricular studies, has he seen all the— do you still keep in touch with him? Has he seen the work that you've done since .....
Oh, yeah. He's now dead. We're coming to John. John— I can still remember, we were in Geelong and we were sitting on the headland looking out over Corio Bay, which is the bay on which Geelong is situated, Port Phillip area, and he said, "Oh, I've been given a scholarship." And I said, "That's marvellous. Where and how?" And he said, "It's a scholarship to do a PhD in the University of Toronto in Canada."
His father had connections in Canada. His father was a doctor who had studied in Canada, so that was the reason, I suppose, why he got a scholarship to the University of Toronto. He apparently applied for it. And I said, "Oh, that's marvellous. Oh, what am I going to do without
3 Professor John P. Matthews, Queens University, Canada (he married a Canadian and never returned to Australia) .
6
you to encourage me on?" He said, "Oh, why don't you come to Canada?"
Oh.
And I sat there for a few moments and said— he said— I at that stage had been toying with the idea of studying to be a librarian from my other fellow friend in Sydney who told me all about being a librarian and so I thought about doing it, and I'd told John about this and he said, "Well, there's a very good library school, the University of Toronto. It's a university library school. There isn't a university library school or course in Australia." So he said, "Why don't you come to Canada and you can do a library course there?" And I said, "Oh, that's a good— yes, okay, I'll come to Canada", just on— no sort of ums and ahs, I just said, "Oh, yes, okay, I'll come to Canada." So we set about organising our trip to Canada.
And how long did you live there?
I was there for four years.
It's very interesting. Sometimes life's biggest decisions turn on sixpence, as they say.
Yes, yes. Well, anyhow, I did get to Canada. I did study at the University of Toronto and became a Bachelor of Library Science, which was the library degree, and then got a job for two years in the University of Toronto library. I'm sorry, I'm getting us off gardens.
Well, it would be— I think it would be good to return to the gardens.
But I came back from Canada to Armidale at the University of New England. So that's how I filled in that particular period. Gardens.
Just before we come to gardens, just one last question about education. It's clearly been a pursued and a lifelong journey for you. Is that something your parents instilled in you or would you say that it was more encouraged by your fiend and colleague, John?
No. It was my father actually who used to always say, "You should go to university." He never went to university, never went to high school even, but he always said— oh, he wanted me to be an engineer. I think he had a childhood ambition to have been an engineer, a civil engineer, building bridges and, you know, roads and things like that, but he never did achieve that. But, yes, "You should be an engineer. That's a good job to— that will get on in the world", sort of thing. He said, "Well, you should go to university." And so sometimes when we drove into Sydney in the bus from Ashbury, we would drive past the university and he'd say, "There's the university. That's where you
Mr Victor Crittenden, OAM
should go." So I suppose I was indoctrinated with the idea of going to university from childhood.
Did your mother influence you as well?
My mother was— yes, she was also enthusiastic. She always said she regretted that she could never go to high school when she was a girl because in those days when she was a girl you had to pay to go to high school. High schools were not free like primary schools.
And that wasn't something her parents could afford?
Her parents— well, she was a family of nine children and, of course, boys were the ones that had to be educated. One of my mother's brothers, who's a half brother, he did become an engineer. He was educated to become an engineer and he eventually became an engineer in a mining company in China. And I've still got some postcards from China from that particular uncle and a couple of little Chinese paintings that he'd sent home to his mother, my grandmother. And so he became an engineer, so that was one engineer in the family.
And the other— my mother's favourite brother— . She went to work in a shop in Maitland. They lived in Maitland. She went to pay for her favourite brother to go through the technical college to become a draftsman, and he eventually became a draftsman at the Australian Gaslight Company in Cabarita and so it was my mother who provided the money for him to be able to go to there.
So she was very keen on educating for a future job, not going off and working. So Sargood Gardiners was just a stopgap sort of job for me, because I knew I would be going into the Army in a year or so's time. So that's filled in the gap I think.
Most tidily. So shall we revert to the Garden History Society?
Yes, please. Yes, Garden History Society.
I'm curious what you knew about the Society before it began.
Well, I joined the English Garden History Society. I came across that in the library at some stage. I came across their publication, so I said, "Oh, I'm interested in all that." So I wrote off to them in London and asked about the Society and what have you and I joined the English Society.
Do you remember when that was?
Oh.
In the seventies?
7
It must have been in the seventies, yes.
So what prompted you then to join that organisation?
Well, I've always been interested in houses, as I've said, and gardens and in Armidale I bought an old house and restored it. And then I said— it was an 1880s house, lovely little house, with a two attic— I've always wanted a house with attics.
I won't dare ask you why.
It's just a childhood dream, I guess. And that's the little house I bought and the first thing I bought for it, of course, was a chandelier, and it desperately needed a lot of work on restoration, so I set to restore the house. And at the same time, it was a house on a double block and it had the remnants of a garden and a number of plum trees and so I said, "Oh, well, if I'm restoring the house, I've got to restore the garden too", so I set to and restored the garden.
Did you join garden clubs or local groups?
No, I didn't join a garden club or any local groups. No, I just set about doing the restoration and reorganising it the way I thought it should be done from studying gardening books and .....
So you were studying gardening books at that time?
Oh, yes. I started my garden book collection when I was in Armidale and the first garden history type book I bought was Mrs Rolf Boldrewood's book on The Garden in Australia. She wrote her book in the 1890s, and this was a little book I bought. [The Flower Garden in Australia, 1893]
When I was in Armidale I had started buying old gardening books. I was— being a mad keen librarian and gardener, it was obvious that I would buy old garden books. So I started my collection of gardening books at that particular stage. And so that was the reason for my interest in garden history and the Garden History Society in England. That was a sort of a crossover between the two sorts of things.
So you began your book collection in the sixties, say?
Yes, yes, that's right, yes.
Would you purchase them from overseas or buy them locally?
No, they were Australian gardening— well, I bought both. I bought a lot of gardening books about— Australian gardening books, but I also bought a lot of gardening books about mainly gardeners rather than gardens. I mean, Gertrude
Mr Victor Crittenden, OAM
Jekyll and all of those, I bought those, some of which I bought overseas.
One set of Marion Cran. I don't know if you know Marion Cran. She was an English garden writer, wrote a whole series of books about buying gardens or restoring gardens and what have you in the 1920s— or 1910s and 1920s, and I bought that in Melbourne at— oh, what was the name of the famous little bookshop in Melbourne that did all sorts of— can't think it offhand— and I bought a set of her books in Melbourne and then I bought various other books in second-hand shops in Sydney. I bought a copy of the first Australian gardening book.
What was your feeling when you purchased that?
Well, I knew about it. It was published in Sydney in 1836, Thomas Shepherd's book called The Horticulture of New South Wales and it was the first book about— it was about vegetables, of course - about gardening.
It was the first gardening book published in Australia and I'd looked around for that for ages and it never appeared. I think there was a copy in the Mitchell Library. That was the only one sort of thing. And I was in the little bookshop below the Royal Australian Historical Society's building run by Margaret Woodhouse, and I was talking to Margaret Woodhouse about books. I often popped in there walking down from the Mitchell Library where I was always doing some research of some sort, and I was talking to her and said, "Oh, I've been trying for years to find this gardening book by Thomas Shepherd called The Horticulture of New South Wales." She said, "Oh, I've got a copy." She said, "It's not in very good condition. You can have it. It's not very expensive." Oh. So it was in— I mean, the interior was in good condition, the cover was a mess, and so I bought it from her, oh, for only a few— not very much at all. I can't even remember what the price was, but it was just a very small price.
So I bought that and so I had the first gardening book. Not only that, but I then bought the second gardening book which was also by Thomas Shepherd and it was called of all things Landscape Gardening in Australia, and it was published in 1836 in Sydney.
What was your response when you purchased these two books?
Great excitement. I think the one I got from the second gardening book was perhaps slightly greater than the one from the second one, the landscape gardening one, which I bought or had bought for me in an auction in Tasmania.
8
A famous book collector in Tasmania had a collection which was sold by auction, and I knew that this book was part of the— from the catalogue I knew this book was on sale and I said, "Oh, I can't get to Tasmania to go to the auction", so I rang up a bookseller in Melbourne that I knew slightly and I said, "Oh, are you going to the auction in Tasmania for the"— he was a second-hand bookseller, and he said, "Oh, yes, I am." And I said, "Will you bid for me for a book in the auction?" And he said, "Oh yes", he said, and then he said, "Oh, how much do I bid for? What's your top price?" And I said, "No, I haven't got one. I want it no matter what the price is."
So I was all in needles and, you know, sort of a— couldn't settle. And he finally rang me up and said, yes, he'd bought it for me. I was just so excited, I didn't ask the price. Oh, I did finally get round to saying, "Yes, how much am I up for?" And he said, "Oh, it was five hundred and something dollars." I said, "Oh. All right. Okay, that's fine." It wasn't until I got the book that I found out the original owner of it. It was the first gardening— second gardening book, Landscape Gardening in Australia and it was owned by the famous painter— oh, now, don't ask me.
Victor, we can always come back and fill in the momentary blanks.
Yes, well, it's a famous painter who painted a painting of his garden in Tasmania.
Oh, not Glover?
Glover, that's right. Yes, Glover (John Glover), and his signature is in the front of the book, and the painting, of course, of his garden is in the Art Gallery of South Australia.
What a thrill.
So here I received this marvellous book and it was beautifully bound and it's a delightful book. I think it's a— well, it's the treasure of Australian gardening books. So, anyhow, I still own it.
How wonderful.
And I still don't know what I'm going to do with it. I think I'll give it to the National Library. It should go to the State Library of Tasmania, but I'm not very happy with the State Library of Tasmania because they didn't reply to my letter when I offered them something, so I thought, well, I'll give it to the National Library where perhaps it should be anyhow. I did think of the National Gallery because of its connection with Glover, but I thought, no, no, no, I'll— it's a
Mr Victor Crittenden, OAM
book, so I'll give it to the National Library. So that's my present idea.
It seems to me, as you speak, from your body language and your twisting and turning, that this subject of where you put the book is also something that's giving you pleasure to ponder upon?
Oh, yes, yes. Actually in my will I've bequeathed the Australian garden collection to the University of Canberra where I was the Foundation Librarian and where the Clough collection is, Richard Clough's Collection of gardening books, and I catalogued the collection and it's published as the Clough Collection, and I thought, well, my gardening book collection— they teach landscape gardening at the university. It's a course, a degree course, at the university and I thought, well, perhaps my Australian gardening books should be at the University of Canberra. So that's where, at the moment, they're bequeathed at the moment, but I haven't told— or have I? I think I might have told them that I have bequeathed it to them. So, yes, that's the reason why I've been— well, at my age I've been toying with what I do with my various book collections.
I've got a number of different collections of Australian literature and Australia history and 18 th century English history and so on, so, yes, I've been toying with all sorts of ideas as to where I should deal with that, whether I should leave them or whether I should just put them out for auction.
I'll leave you to ponder that thought. But it makes me wonder, just before we do come to the Garden History Society, about whether you— were you aware of people like Richard Clough and his collecting at that same time or were you in a vacuum collecting about garden history?
At the beginning I was in a vacuum. It wasn't until after I came to Canberra and after I met Richard Clough and met some people at the Garden History Society that I began to realise, of course, that I wasn't in a vacuum. I'd just thought I was— well, I was doing something that was rather eccentric, you might say, collecting these old Australian gardening books. And I know when I started doing my bibliography of Australian gardening books, I was doing some of it in the National Library because they've got a very good collection of gardening books, and someone at the National Library asked me what I was doing and I said, "Oh, I'm doing a bibliography of Australian gardening books." They said, "What? What a crazy subject to be doing." And I said, "Well, now, I don't think it's crazy. I think they're a very important part of
9
Australian publishing, Australian literature and therefore we should have a bibliography of them and they should be studied."
As I said, they were among the first books published in Australia. Almanacs were the first books that were usually published in the very early days in Australia, but gardening books followed very quickly on, and the first almanacs had a gardens piece in them. The very first almanac that was published in Sydney had a section on gardening, and I said, "Because Australian gardening conditions were so different from England, they needed Australian information about gardening and so they published things about gardening. The first gardening books were important." And he said, "Oh, yes, I suppose you're right, you know." So after his first reaction of, "Goodness me, why are you publishing— working on a silly subject that that"— I didn't realise when I started, of course, all that. It came as I studied them.
Victor, were you doing this at the same time you were working as a librarian at the University of Canberra or did this work on your publications and your bibliography and your garden books happen in your retirement?
Oh, no, no, no, it happened while I was still working. It started in Armidale when I started collecting some Australian gardening books because I was restoring my garden in my little house in Armidale and when I came to Canberra I just continued. And when I found that the National Library had this collection of gardening books, I asked them if I could have— I started using them and then I asked if I could have a desk in the Petherick Room which they had very early on for scholars that were dealing with particular research work in the Library, and they said, "Oh, yes, we'll give you a desk."
And that was— that must have been right at the beginning of the 1970s, because I came to Canberra in 1968, and so they gave me a desk in the Petherick Room then and I was in a desk sitting next to the research assistant for our famous historian, Manning Clark, who was doing the research for Manning Clark's big history, and here was me sitting beside her doing my bibliography of Australian gardening books.
Audio File 2
As I said, I did write to the Garden History Society in London and joined the Garden History Society and mainly to get their publication, of course, but I went off on leave from the University of New England. I went off on leave to England. And so I wrote to the Garden History Society in England before I left and said,
Mr Victor Crittenden, OAM
"I'm coming to England. Is it possible for me to go on one of your garden meeting tours in England?" And they wrote back and said, "Oh, yes, we can organise that for you." So I went off to England and went on one of their garden tours, their annual conference and their garden tours. It was marvellous actually. I said, "Oh, isn't this wonderful." And so I went and visited some famous English gardens. I've been visiting English gardens in England ever since, not necessarily with the Garden History Society, but .....
But this first one was in the sixties?
Yes, yes. And so I became all enthusiastic about Garden History Societies and all the rest of it and continued, and when it was suggested by a group of people in Melbourne that they should form a Garden History Society, you couldn't hold me back. I said, "Well, I've got to go down to Melbourne for that meeting." So I went down to Melbourne for the first meeting which formed the Garden History Society at a famous house in— oh, I can't remember the name.
Perhaps Rippon Lea?
No, it wasn't Rippon Lea. It was another place where the first meeting was held actually. Oh, I can't remember.
We can fill in that detail.
Yes. Anyhow, I was there, was most enthusiastic about forming the Garden History Society and said I wanted to be a member, of course, and anything I could do to help. And when I got back to Canberra I said, "Oh, we really should have a branch." So I wrote down to them and suggested that we should have a branch of the Australian Garden History Society in Canberra. I didn't persist with that. I think the Garden History Society people, the new committee and what have you, in Melbourne were very busy organising and getting the Garden History Society off the ground that they didn't respond to my letter, and shortly after that I spoke to Dick Ratcliffe, Richard Ratcliffe, in Canberra about the idea and he said, "Oh, that's a marvellous idea. Yes, we should do that." He was a landscape gardener in Canberra and was interested in the restoration of early gardens, as well as creating new ones, and so he said, "Yes, we should do something about that."
Well, shortly after that I went on a sabbatical leave away from Canberra for a year. The University of— well, it was the Canberra College of Advanced Education— gave me a year's sabbatical leave to go and study in England as I was researching the First Fleet. I was doing my bibliography of the First Fleet. So I set off to England to do the background
research on the First Fleet. In between times I would go and visit a few historic gardens, of course, while I was there. So it wasn't until I came back that I found that Richard, Richard Ratcliffe, had formed a branch of the Australian Garden History Society in Canberra while I was away, and so I immediately got onto Richard and he said, "Oh, we need a treasurer." I said, "Okay. I must become involved", so I joined the committee. It was in its— it might have been its second year by that stage and I joined the committee as the treasurer. I was never very good at being treasurer, but I usually found at the end that I had to put in some of my own money to make the books balance.
That's taboo.
Anyhow, I continued on with the Canberra Branch of the Australian Garden History Society and when Richard retired from that, of course I became the President of the— well, it was called the president in those days— the President of the Canberra Branch and it now, of course, has to be the chairman or the chair or the chairperson, I'm not quite sure which, of the ACT Monaro and Riverina Branch. So that is how I eventually became involved in the Australian Garden History Society.
You mentioned that you heard that it was happening in Victoria. How did that news filter through?
I can't remember. I can't remember how I heard it.
And tell me about the first meeting. What was the atmosphere at that first meeting?
Oh, it was exciting actually. This group of people in Melbourne at this house were all— I mean, you couldn't hold them back … there wasn't any doubt about it being a Garden History Society and— well, there were people like, I'm pretty sure, Peter Watts because he was a Victorian at that particular stage. He was involved in the National Trust.
That's right.
That must have been where I— that must have been how I found out about the proposal, because I'm a life member of the National Trust in New South Wales. So it must have been through the National Trust, I think, that I became aware of the meeting in Melbourne.
One of the questions that the Society is keen to know is, what was the atmosphere in society at that time that allowed for a society of garden history enthusiasts and practitioners to form a society?
Mr Victor Crittenden, OAM
It probably came from the gardening magazines, I think. I'm thinking of Jean Galbraith and The Garden Lover, the magazine, Victorian magazine, and her writings about gardens and the restoration of gardens and it was a sort of garden sort of— an atmosphere of growing importance of the past gardens. I know interest in Edna Walling, for instance, another Victorian influence, interest in her gardens and the gardens that she had created in Melbourne and her books, of course, became, you know, the sort of ideal gardening books. I eventually had the pleasure of publishing an Edna Walling book which hadn't been published in her lifetime. The Australian publishers refused it.
Why so?
It was a messy collection, if you like. If Edna Walling garden lovers can excuse me, but the book itself was not very well constructed. It really wasn't properly finished. It was a collection of her thoughts and travels and what have you about Australian wildflowers basically, not about the design of gardens and it wasn't the sort of romantic creation of gardens that she was famous for from her other books. It was a book— well, it's called Wildflowers in Australia and it was mainly about her discovery of wildflowers on her travels in her motorcar trips around Victoria, South Australia and New South Wales where she wrote about finding all these sort of wildflowers in their natural state. I thought it was a lovely thing when I bought it— oh, when I found it. I got a copy from Jean Galbraith in Melbourne who had a copy of the manuscript and she sent it to me. Oh, when I wrote to Jean Galbraith I wrote to her and asked her whether she had any writings. I knew she'd published lots in The Garden Lover and I wrote to her and asked if she had any manuscripts in her bottom drawer about her writing. She wrote back and said, no, she didn't have any, that all of her things she'd written had been published, namely in The Garden Lover, and there was a— but there was an old manuscript of Edna Walling's if I might like to look at it. So I said, "Yes, please send it to me." I didn't say post haste. So she sent it to me and that's when I found this particular manuscript and I read it and reread it and thought, yes, it needs a bit of reorganising and perhaps a bit of an addition in some way to close it off properly and what have you.
So I wrote to the poet in Melbourne— again names escape me— who'd written a couple of the poems that appeared in this manuscript. She was a friend of Edna Walling's and had been, well, to Edna Walling's gardens and actually stayed with Edna Walling in her country place that she had down on the coast road, the South Coast road. And she wrote back— I wrote to her and said, "I've got this manuscript which has got some of your poems in
it." Delightful poems they were. And I said, "I think that she needs— I think the manuscript needs a poem to conclude the book and have you got something that can be used?" She wrote back and said, "I'll write you a poem for it", and she did and it just fitted in nicely and concluded the book.
I reorganised it slightly, got Jean Galbraith to check the garden— well, the names of the plants of the gardens and so we put it together, Jean Galbraith helped. I gave some subtitles which tied the thing together a little bit, didn't add any text, and then I organised the publication. Oh, Jean Galbraith then said— oh, was it Jean Galbraith or was it Jean Galbraith? No, it wasn't Jean Galbraith. It was Edna Walling's niece, who lives in Queensland. I don't know if she's still alive. I had to contact her about the book because the copyright of the ownership of the manuscript was really her property, and she was all enthusiastic about having it published and she said, "Oh, I've got some Edna Walling photographs." So she sent me this great pile of Edna Walling photographs.
Oh, how wonderful.
So I included the Edna Walling photographs in the book, or at least a lot of them, which fitted in with the various parts of the text, and then I had— the printer that I got to do it, I said I wanted the photographs done in sepia, not in black and white, as one of Edna Walling's books was published with the photographs in sepia. That's a sort of dark brownie sort of— I said I want them done— and we had all sorts of experiments with various methods of printing the photographs in sepia and finally came up with what I thought was a very good reproduction. And so I published it and then I said to Jean Galbraith, "I want to launch the book in Melbourne." So she said, "Oh, yes." And I said, "Will you launch it?" She said, yes, she would.
So we decided to launch it at that famous bookshop that I can't remember now what the name of it is. It's the name of the woman that ran it. 4 Anyhow, the woman had died by then and the bookshop had been closed— no, it had been moved to another spot, but I still wrote to them and I said I wanted to put— would it be possible to launch the book there in their bookshop and they said, "Oh, yes, yes. No problem at all." So I had the books all sent down to Melbourne and saw Jean Galbraith, met her for the first time.
Oh, you'd had all this discussion by .....
By correspondence, yes. No emails in those days.
No, no.
4 Margareta Webber Bookshop
Mr Victor Crittenden, OAM
And so we organised the launch and I'm not sure, I can't remember now who we organised to come to the launch. I think it was the Garden History Society, but I wouldn't be sure. Anyhow, we launched the book in Melbourne and Jean Galbraith did it beautifully. I have a funny joke about— I thought, oh, I'll go into Myers, who have a bookshop in Myers, and see if they will have some copies of this Jean Galbraith— not Jean Galbraith— Edna Walling gardening book. And so I went in to see the buyer and the manager of the— he wasn't available. He was far too busy to see a person like me publishing books, you know. I'm not Angus & Roberston or any of the famous booksellers.
So his assistant said, "Oh, well, if you leave a copy of the book and we'll get back in touch with you." They did. He actually wrote me a letter, which I still have somewhere, saying, "Sorry, we're not really very interested. Our customers wouldn't be interested in this sort of book." Oh, it was addressed not to me, but to Miss Edna Walling, "Not interested in your self-published book", and I couldn't stop laughing. Here was a person in Melbourne, a bookseller presumably, in a famous bookstore where all the famous gardening ladies in Melbourne would have been going to saying, "Oh, no, no, our people wouldn't be interested in your"— obviously didn't know anything about gardening and gardening books or didn't bother to ask anybody. I mean, I was just— well, I was floored. I would have thought, well, really, that gives me my impression of Myers.
Apart from that man whose ignorance you remember well, how was the book received otherwise?
It's the only book I've ever published where I've finally sold all the copies. Yes. I published them. It didn't sell a lot immediately, but it did over a period of time. It sold the whole of the edition that I published.
Is it worth doing a second print run?
I decided not to do it. I thought, well, I'll wait until they do second copies of all of Edna Walling's other books before I dive into selling the Wildflowers in Australia.
It must be very hard for you to perhaps— I'm guessing it must be hard for you to answer this question, but is there one book that's given you greater pleasure than another in producing?
I don't know. I think it was a book that was— which I still have copies of— which didn't sell very well and this was Jean Galbraith's book and it's about restoring a garden, about two people in Melbourne who were actually friends (of Jean Galbraith). It's based on a real story. Two friends who bought an old garden in the Dandenongs and
set about restoring it and Jean Galbraith tells that particular story. It was published in The Garden Lover as a serial and I discovered it in Berkelouw's Bookstore in Berrima. You know Berkelouw's the booksellers have a famous, well, book barn they have, but down in the property, in the house itself, in their property they have their antique collection and I was let loose in their antique collection and I was going through all sorts of things and I came across this pile of magazines and I thought, I wonder what that is, and it was a set of old Garden Lovers and I sort of opened it and there was this story about two— it was called Two in a Garden in the serial. I gave it a different— called it Doongala, the Restoration of a Garden, when I published it. But I sat down in Berkelouw's and started to read it. I couldn't put it down. I finally picked them all up and said to Berkelouw, "I must have this. I don't care what it costs. I must have it."
So why did that book give you so much pleasure?
Because I like the book, I like the story and, as I say, having spent some of my own time restoring a garden, it just clicked in some way, and I like the characters and the way in which they did it. They set about the garden the way in which Jean Galbraith told the story and somehow it was me rather than— that's why it gave me so much pleasure, and particularly also when I went down to Melbourne at one stage and called on Jean Galbraith in her house and garden in Tyers and she took me around the garden. And we went back into the house which was full of all kinds of odd old things, like old people often do have— don't look round— collections of all sorts of things and there were some paintings on the wall and I said, "Oh, that's nice, isn't it?" She said, "Oh, yes, that's a painting of the garden that my friends restored in the Dandenongs. She was a painter and she painted these paintings of her garden." So I said, "Oh, can I— can I please use the painting for the book?" So she said— she gave them to me. I said, "Okay."
Oh, how generous.
And so one of them is the cover of the book when I republished it. And all of those sort of things tied together, that's the reason why that is the one that has given me the most pleasure actually. I mean, I did have a similar sort of pleasure, in a way, from the Edna Walling book and meeting Edna Walling's niece in— she now lives in Queensland. And often it's the connection with the people connected with the books that makes them special in that sort of way.
I've noticed that most of your books have the person about whom you're writing in the title and it's the person rather than their work or
Mr Victor Crittenden, OAM
their garden which predominates, but that isn't the case with the Garden History's publications which are based around the house and the garden that you have worked on, Fifield and the other publications.
Yes, yes. Well, they weren't my publications.
But you worked on all of those, didn't you?
I worked on them, yes, but I didn't impose my view.
What prompted the Society to put the work in those gardens that it did into the booklets?
That was Richard Ratcliffe. He started us off on that. He said that we should be researching the historic gardens in the Canberra area, that it's part of our job as the branch of the Australian Garden History Society: we should be researching the gardens and so we said, okay, yes, let's do that and we started off with Durham Hall, Durham Hall in Braidwood, and Durham Hall is an old garden and an old house and the owner of it at that particular time became a member of the Garden History Society.
I'm not sure how you pronounce their surname.
Royds.
Royds.
Yes. And so we started off by visiting the garden, doing a plan of the garden as we could see it at the time and what parts of it were old and what had been new, what had been added, when it had been added. Then we went through and Richard said— this was Richard Ratcliffe— said that we should identify the plants in the garden and see if we can identify any of the older plants in it and the trees and when they may have been introduced. And so we then set about writing this all up and saying, well, we should publish all this, and so that became the first publication of the gardens in the Canberra district. And Richard continued that, well, until he died. And we moved from that to other gardens. We had great fun restoring another historic garden in the Braidwood area which had a direct Canberra connection in that it was originally started by a woman, the first Australian born novelist, woman novelist, who published a book, not about gardens, in Australia. It was published in Australia and ..... 5
What was her name?
I knew you were going to ask that. [Anna Maria Bunn. The Guardian]
We can add that later.
5 Correction: Author was not born in Australia.
Names are not my suit actually.
We can add that.
She was the sister of the fellow who owned Yarralumla Homestead and her other brother owned Woden Homestead and she went to live with the brother that lived in the Woden Homestead and has left us a sketch of the garden that she designed in Woden. And then she eventually went with her son to live in the property in Braidwood which she had inherited from— her husband had owned it, or been granted it in Braidwood, and they'd built a house there. And she then went to live with her son in the house in Braidwood— oh, it's out of Braidwood, which still exists and it's still in its original condition, and she designed the garden there which is still in its original form and we then set about— it was covered in all sorts of— I mean, it was a wilderness and we uncovered it. We tunnelled through some of this wilderness. [St Omer]
Goodness.
Found the rock edgings of her original garden and the paths and then, well, with the enthusiasm of its present owner, who is a descendant of hers, and his wife we then set about restoring the garden, as the Garden History Society, and writing it all up, identifying the plants, doing all those things again and then we published that as a book.
As I go through the newsletter, which I did yesterday at Judy Pearce's home, I see that there's a thread of encouraging people to come along to working bees: getting people involved was something that the Society— every Society I guess— sees its role as, but was it difficult to get people to be involved in those working bees?
No, no. You always got a number of people, not large crowds. Some people liked just coming to visit and seeing gardens and what have you, but there were quite a number of people who were enthusiastic gardeners who wanted to sort of get involved and were, well, delighted to be able to crawl around under the bushes to find anything and start to clear the debris and the overgrown shrubs and all the rest of it to get it back to some order into the garden actually.
Is that work you enjoyed?
Oh, yes, yes, I enjoyed it. It was always fun to see the garden in its original state and then think about how it would have looked when it was originally done and you think, oh, would those trees have been there at that particular time or have they grown up from seedlings since. You know you sort of try and get a sense of the history of the garden and its original creation actually and think how it could have looked. You can't really restore it to that and it destroys the history of it, of course, if
Mr Victor Crittenden, OAM
you try and take it right back to its original, but you have to get some concept of the original feel of the garden to restore it actually. So that's one of the difficulties about garden history and restoring and preserving gardens is that you're restoring something that is not static; it changes. Well, it's the same with houses too, of course. You can't restore it to its original. You couldn't live in it actually, as I found in Armidale when I sort of started restoring a house there actually. I thought, well, I can't go back to cooking the dinner on a fuel stove.
I might just pause .....
PAUSE
So I've turned the machine back on, Victor, and we're endeavouring once again to return to the Society. Whereabouts did the committee meet?
The committee met at the Ratcliffes' house. We usually met late afternoon or after 5 o'clock. We usually had coffee and something to eat. His wife usually provided a cake or something sweet. And we'd sit there and we'd sit around in his sitting room and have our meeting in his house actually. That is— we didn't meet anywhere else actually. We didn't have a headquarters or a building. We didn't use the National Trust. That happened later actually, when we used the National Trust building. No, it was Dick Ratcliffe's house in the suburb in the northern parts of Canberra— no, southern part of Canberra actually, and we went in through his garden. I remember one day he was very cross when he came— when we met because two girls had come into his garden and picked the daffodils and he caught them doing it and he gave them— yes. So he was very cross about the whole thing actually. But you know little schoolgirls going home, oh, lovely flowers, let's go and pick them, you know, oh …
So you met monthly?
We met monthly, yes, and we usually had— at that time Astrida [Upitas] was the secretary. I think she was Latvian actually, or at least her family had come from Latvia. I don't know if she— I don't think she was— she may have been born in Australia actually, but she had a Latvian background because I know she at one stage told us about her exciting trip back to visit Latvia actually and— but she was a very— one of those— she was blonde, very curly haired blonde girl, or woman I should say, she was married.
But she was so enthusiastic, one of those sort of really enthusiastic sort of people about everything they did actually. She was marvellous actually, and she was our secretary,
yes, and we would sit round and discuss our latest problems or our latest project.
Were there many problems?
No, there weren't any problems, I suppose, except deciding what we were going to do and how we were going to do it, you know. We had to organise things. We did always seem to— we always had something in Canberra itself.
Our main historic gardens were mostly out of Canberra. We always had an afternoon tour of a particular district or particular part of old Canberra looking at some of the old gardens. This was another one of Richard Ratcliffe's ideas, and we would all gather at a particular open spot, one of the little parks or what have you in the area, and we always had something to eat and drink at those as a sort of gathering, getting people together, and organising a picnic spread, so to speak, and drinks.
I used to often find myself organising the drink section and wandering around filling up people's glasses or getting them a glass of something, not always— sometimes some alcohol, not a lot, and sometimes a soft drink or something like that. And then we would give them the plan. We always had a plan of the tour and the gardens that we were going to visit that we had organised for having them open for the people who were agreeing to let us have a look through their garden. Some of them would say, "Oh, but our garden is a terrible mess, no, no, no." They hadn't had time to sort of tidy it up. I said, "Don't worry about that. We're not looking at it from an aesthetic beautiful garden point of view, we're history— garden history, you know. We're interested in the plants and the shrubs and the trees and how they're put together rather than whether there's a nice pretty collection of annuals in the front garden bed.
So in a sense, were you educating the community about the Society as well in that?
In a way we were actually in that people were more familiar sometimes— well, we would usually get at least one new member from our tour actually. One of them would say, "Oh, this is a wonderful idea, isn't it, actually? Oh, I'd love to join", you know.
And, of course, this is a precursor to the Open Garden Scheme which came later.
Yes, it was. Yes, it was before the Open Gardening Scheme, yes, and the Open Gardening Scheme rather took over, I suppose, in many ways and our garden tours of the district. We did do one of the Braidwood area in which we visited a number of gardens because there are some historic old gardens in the Braidwood area.
Mr Victor Crittenden, OAM
Mrs Royds, their family had another garden which is quite famous in the area and she organised us to visit that. So we had, oh, three or four gardens in the Braidwood area that we could visit in a garden day actually. And I have a feeling we did one which was over a weekend actually. We stayed overnight in Braidwood.
There was a weekend. I remember reading it in the newsletter. You also wrote up the proceedings of the Blue Mountains conference.
Well, it wasn't actually the proceedings of. This was the New South Wales Branch ran a garden tour of the Blue Mountains actually and we went from Sydney up into the Blue Mountains and we stayed at Mount Victoria in a rather funny old house, at least it was— was it a boarding house or an old hotel in Mount Victoria where we stayed overnight actually. I remember I stayed in a room and there were four men in the room. It was quite— it was a room that was— well, it occupied two or three rooms actually, but they all opened into one another, if you know what I mean, and there were four of us actually. One of them snored. I don't know if I did. But that was our garden tour of the Blue Mountains. And then we went and visited a number of gardens in Mount Wilson and when I came back from that tour I said I think I'll write a little booklet about our tour of the various gardens in that particular area. So I wrote the book and then looked up a bit about the various people who'd owned the various gardens, their history and whatever, and so I wrote this little book called— and I called it An Autumn Visit actually and that was basically the tour of the gardens in the Mount Wilson area of the Blue Mountains actually.
Just coming back to your committee, that early committee, Ken Taylor was also a member?
I don't remember Ken Taylor being a member, not during the early period at the time. I don't think he was actually. He was a lecturer at the Canberra College of Advanced Education, the landscape gardening courses, but that was a bit later actually. He became involved later actually, not during my period actually, I don't think, unless it was towards the end of mine. Yes. No, he wasn't really an early member of the ACT Branch. 6
What about Joan Fry?
6 Mr Crittenden was overseas in 1982 when Ken Taylor was Branch Secretary. Mr Taylor was then Head of Landscape Design Course, School Environmental Design, CCAE
Joan Fry was an early member, yes. She was one of our staunch supporters and used to help with all sorts of things. She'd come to all the garden visits and she'd come to the, well, the surveys of the various gardens that we set about restoring and surveying. She lived in a house also in the north side of Canberra— no, south side of Canberra. Yes.
There was also Lyn Meredith.
Lyn Meredith, yes, yes. He was part of our group. I can't remember any stories about Lyn. He was rather a shy sort of— well, I shouldn't use the word "shy", but he wasn't a pushy person. He didn't push himself forward actually, but he came and did things. Very knowledgeable and a great help with garden plants and things like that actually.
Then when you were President, your Vice President was Olive Royds?
Yes, yes. Olive used to come in for our meetings each month from Braidwood, drove herself in, leaving her husband to cook his meal. She always complained, "I leave him things and what do you think he eats? He goes and boils some eggs and has a couple of boiled eggs for dinner instead and he's not supposed to be having all these eggs."
But, no, Olive was a marvellous person. Very fond of Olive actually. She was so keen. She would come in every day and— every meeting and drive herself in, drive herself back to Braidwood each night. I always had the Garden History meetings in my place here actually. I always had them down in the sitting room and in the winter months I would always— when they arrived I would always have a bowl of soup, so everyone would sit down with a plate or a bowl of soup and some toast or what have you, and then perhaps some coffee afterwards and sit round and have our meeting in the sitting room downstairs actually, and they were pleasant. They were a pleasant meeting, not terribly formal.
But do you feel that led— how do you feel that influenced the Society?
I think it did in many ways. It made it more of a friendly group rather than people sitting round a table— coming in and sitting round a table, having discussion and going off. I mean, we would often— like I am talking today actually— talk about some other things as well as the business of the meeting actually. We'd often say, "No, we must get down to business", you know.
At one time in the newsletter I see there were concerns about the Society making itself
Mr Victor Crittenden, OAM
relevant and not seeming to be exclusive and to make them cutting edge. They used that very contemporary phrase "cutting edge". Was there a need for that?
No, I don't think so. That wasn't my idea actually. No, that I think came about with the introduction of the professional landscape gardeners. They wanted to make it more professional.
I saw the Garden History Society as a group of enthusiasts rather than a group of professionals actually. We had that problem also earlier on with the plant people.
I remember at one stage at a conference in Hobart there was a great discussion and conflict actually where a group of people wanted to change the Society into a horticultural society, the history of plants rather than the history of gardens and we were most emphatic, another group of us, were most emphatic that it had to be a Garden History Society, not a plant history society, and that was put to the vote and, of course, fortunately it was defeated, that it wasn't going to be a plant history society. And that's been one of the problems we get, in groups who want to change the Society to what they think the Society should be all about, not necessarily garden history actually.
Is that something that's happened throughout the history of the organisation?
Yes, and it still happens actually. I think that the Society is going a bit too much towards the professional landscape gardeners and it won't be long before they will be saying, "Well, we really should say it's the Garden History and Landscape Society." They will want to fit in landscape. That will be the first process actually. So that's my prediction actually. You always get— well, I mean, it's understandable, I suppose. They think, "Oh, yes, this is a great Society, this is marvellous, but I think it needs a bit more towards what we're more interested in", sort of thing actually.
Is that in the Canberra Branch?
Well, I've not been involved in the Canberra Branch now for some years actually, so I can't really say. It's just my observation with the general trend of the Garden History Society itself actually and the fact that, well— well, the things in the journal, for instance, itself actually. We're getting too much, too much I think, or getting more of the landscape aspect of it, not the garden aspect. They keep saying, of course, landscape is garden, you know, it's— no, no, no, which I don't believe a word of.
You don't?
No, no.
So what to you is a garden?
A garden is— to be a garden is a personal thing actually. Its is a …. It is something that's created by a person for their own enjoyment, and there are other aspects of it, preservation of various plant species and what have you, but basically a garden is a personal thing, not a— I mean, if it's a botanic gardens it's a society thing, not a personal thing actually, and if it's landscape it's nobody's.
Could one play devil's advocate and suggest it's a collective ownership?
You know what I think about collective ownerships?
No, I don't. Why don't you tell me?
Having lived in an apartment block that is collectively owned, yes, quite. I don't think— only sections of it are owned by the person who is occupying it, so to speak, and so a collective garden isn't, in my opinion, a garden at all actually. A landscape is— well, it's not owned by anybody. It's owned by the government actually more than anything else and you don't want the government involved in any of these things.
That was one of the ideas in the— amongst the aims that the Society saw its role as advising owners and perhaps government bodies on different areas of aspects of garden history. Is that something you saw that it fulfilled or had value?
Oh, yes, I suppose so, except that governments don't take any notice of societies.
Is that the case in Canberra where you were so close to government instrumentalities?
Yes.
Literally physically close.
We fought tooth and nail to save a garden in Canberra. We didn't get anywhere because the government organisations were opposed.
Which garden is that, Victor?
It was Harold White's garden on Mugga Way up in the— which was a beautiful garden which he had created in the garden and we got it registered, but they didn't enforce the registration and the people that bought it let it go to ruin so that they could get rid of it and what have you, and it was then sold to a person that wanted to redevelop the whole area, build himself a stately mansion, redo the garden and what have you, and we fought it, but we didn't win.
The government— we got no support from the government heritage group. They opposed it. It
Mr Victor Crittenden, OAM
went to court actually. We actually had a court case over it actually.
The Garden History Society fighting the case actually. We had a barrister who gave his services, a nice bloke actually, to support us. A quite well known historian actually he was. And the opposing group brought a barrister from Sydney to— I know I had a— I really did dislike him actually. I kept asking the chairman if he would please repeat his question, the barrister's. He was one of those barristers that would go on and on and on in his question and then at the end say, "Do you agree?" And I would say to the chairman, "Would you ask the barrister to repeat his question?" He finally gave up with me actually eventually. But that's what barristers do. I mean, they .....
As you tell this story, Victor, your body language is very— conveys a sense of the frustration that this must have imposed upon the Society to have to do this battle and then to lose it.
Yes, yes. Well, our President at that time— was it Jocelyn? Yes, Jocelyn. Can't think what her surname is. 7
Is this the National President, Jocelyn .....
No, no, no, no, no. This is the local branch.
Right.
And she was very nervous in her presentation. She'd never appeared in a court as a witness or anything actually. Well, neither had I actually, but I by that stage wasn't going to take any jumped up Sydney barrister telling me— so anyhow, yes.
But Richard Ratcliffe was one of the witnesses. He spoke very well on the importance of the garden as a historic garden. And then there was Judith Baskin who was— Judith was— she was a friend of Sir Harold White. Well, she was a librarian from the National Library, Judith was actually, and she'd known Sir Harold right from the very early stages of the garden actually. So she was one of the main agitators of preserving the garden actually and she spoke well on the importance of the garden as a Canberra garden, particularly a garden from the point of view of Canberra residents, particularly those in the Mugga Way area and the embassies.
Because Sir Harold used to have a morning tea— well, it wasn't morning tea, it was morning drinks, I suppose, in his garden every Saturday morning and all of these important people in Canberra, the ambassadors and the top people in the government and the Prime Minister and, you know, they would all turn up at this meeting in his garden. It was a
7
Correction: Virginia Berger
lovely garden with a fairly— it was a large garden. It probably cost him the earth to keep it going actually in Canberra with its— well, with its water restrictions and its rates and taxes and what have you.
There was a lovely description in one of your branch newsletters about a cocktail party that the Society had had in the garden.
Yes.
They talked about the design and the layout and so on.
We had a couple of meetings in the— cocktail party type meetings in Sir Harold's garden actually. He was very welcoming to the Garden History Society and its aims and he would open the garden for us, particularly in the spring. He'd let the wisteria go wild and it had grown up and all the trees of the driveway and in the spring there would be this massive view of lilac all the way down the driveway and it was magnificent actually.
Is that still there?
No, no, no. That's been demolished by the people who bought it and destroyed it.
Victor, did you have those morning drinks through your association with Sir Harold as a fellow librarian? How did that come about?
I was never greatly involved in it. I did go to a couple of them, but I was— I lived on the other side of the lake and my connection with the National Library was not— well, not a close connection in that sort of way actually. I always claim that one of the reasons I got the job in Canberra, when I came to Canberra to start the new library at the Canberra College, Sir Harold White was a member of the committee that interviewed, and so I always claim Sir Harold got me the job, yes, and I had the pleasure, of course, of being invited to all the grand events at the opening of the new National Library when it was opened in 1986 actually. No, no, no. No, no, no, not 1986— 1968 actually. I'm getting my dates back to front. Yes, quite.
You spoke then about the aims, he was supportive of the aims of the Society. When you began in Canberra, did you take on the aims of the Society nationally or add to that with your own aims or create different aims?
No, we didn't add anything at all actually. We accepted the aims that the Society had decided on and they were the aims of our group actually, our branch. Some of the things we did, I suppose, like the tours of gardens, we invented ourselves, but they didn't become our aims. They were just part of our work.
Mr Victor Crittenden, OAM
One of the other places that I also saw through the newsletter, there was a— caused certain discontent was the Peninsula— is it the Acton Peninsula?
Oh, the Acton Peninsula. Oh, yes. Well, the Acton Peninsula is historic Canberra-wise because it was where the first ACT settlement sort of began, where the … where you might say the city began. I mean, when the city was named in 1911, it was created on Capitol Hill where Parliament House now stands, but the Acton Peninsula was where the offices of the organisation, Burley Griffin and all the rest of it were established. They were established on the Acton Peninsula, where the Canberra Hospital eventually was built, the one that we blew up.
Yes.
Yes. So anyhow, that was where the various offices of the— and that was right through from the various earliest stages of the ACT and, well, there was some agitation about the destruction of some of the trees on Acton Peninsula that had been planted at that particular time and that was where the business of whether this should be preserved or not— we didn't win.
So those trees have gone?
Yes, yes, yes. They blew up the hospital and built the National Museum on it so that they could preserve the bits but not the trees. I think the car park took the trees actually.
Was there much relationship between Canberra and the other groups, the other branches, New South Wales, Victoria and so on?
In the early days there was a lot of cooperation between the Canberra branch— or the ACT Branch and the Southern Tablelands Branch. That's in Braidwood. 8
They're closer geographically as well.
Not Braidwood— Berrima.
Berrima.
Partly because the secretary of the Society lived in Berrima.
The secretary of the Canberra Society?
No, the main secretary. The secretary of the Society lived in Berrima, Tim .....
Oh, Tim North?
Tim North.
8 Correction: Berrima.
Oh, he was the federal secretary at the time, that's right.
Yes. And that was part of our connection. When our branch first started, Tim North wasn't the secretary, I don't think. He lived in Sydney down near— he had a terrace house down in .....
Was it Edgecliff?
Edgecliff? Near the retirement village, the Anglican retirement village in— oh, near where the Holdsworth Gallery— near Queen Street.
Oh, yes. Woollahra.
In Woollahra, that's right, yes. He had a townhouse there because I can remember I used to, when I was in Sydney, often walk through Woollahra to the galleries there, particularly the Holdsworth— was it the Holdsworth Gallery?
There was a Holdsworth Gallery.
Yes, the Holdsworth Gallery there which was one of my favourite galleries where I bought a few paintings over the years.
I should say that we're at your home and I really expected to be surrounded by books, but instead I'm surrounded by beautiful artwork.
Well, there's plenty of books if you look in the study and the bedrooms upstairs. Yes. Yes, well, I've collected paintings ever since I was a child actually.
From your— you mentioned your aunt— no, your mother's aunt who gave you the postcards from China when we began much earlier this morning.
Don't let's get back to that.
We won't.
Yes.
You were Treasurer at one time, but always in small societies raising funds is an issue. Was that something for the Society here?
We weren't really into running things to raise money actually. We were more interested in doing things rather than raising money actually. I know you raise money to help support historic gardens, but that wasn't one of our aims and so we weren't really involved in raising money actually.
You mention a stall— the newsletter refers to a stall you held regularly at Lanyon, at their .....
Oh, yes. Yes, we did raise money.
A little.
Yes, a little.
Mr Victor Crittenden, OAM
A little. It was never huge amounts.
No, no, no. Yes, that was part of our aim in preserving historic plants actually. We would do a stall at Lanyon and sell plants from our historic gardens. Olive Royds would pot up all sorts of things from her garden in Durham Hall. Richard Ratcliffe would pot up things from his garden. Oh, we had a couple of other people. Joan Fry was another one who used to pot up things for the stall from her garden. There was another member of our staff enthusiastic. Oh, I can't remember what her name was.
Is that something you did, Victor?
I did a bit actually. Yes, I did some of my English Daisies. They're the ones that flower in October. The Cottage Shasta Daisy, English Cottage Shasta Daisy. I think it's Shasta Minor or something, not the big ones. Some of them are flowering at the moment actually. I had the front garden practically covered with these at one stage, but they all got— most of them got killed off by the drought. But, no, they were my favourite because they were the ones that flowered in October. The big Shasta Daisies, I had some of those too actually, flower in— oh, Christmas time, December actually. But these, they only grow about that high actually. They're quite short actually, and they're not big flowers. They're a small daisy flower actually.
But I know I remember at one of the stalls at Lanyon talking a woman into buying a pot of these saying how marvellous they were, that they spread easily and they flower in October. So I sold her those. I remember we actually visited her garden at some stage on one of our garden tours, and I can't think of what her name is or what the garden was, but when we arrived there were all these daisies and she said, "You told me they would spread everywhere. They're marvellous." So I had one success at any rate.
Did you enjoy those sorts of days at Lanyon?
Oh, yes, they were great fun actually. I sometimes think I should have been a salesman.
So what else would you have sold beside daisies?
Well, I would sell anything that was on the stall actually. I would talk to people and say, "Oh, yes, this does so and so and so and so. You really should have one of these."
Actually, you mention there that those days were great fun and, in fact, in reading the newsletters again in preparing for today there did seem to be a very nice warmth that, if one can detect those things from a newsletter, it wasn't all crisp and efficient.
Oh, no, no, no. No, no, no, it wasn't anything like that at all. Everyone would just turn up with their things in the car or in a trailer and we'd erect the tables and say, "Oh, what have you got this time?" And sometimes buy some of them before they went on official sale. No, it was a friendly group. I mean, the Garden History Society was a friendly society in many ways actually. We all got on well together. Some people may have thought we were not serious enough sometimes, but we were serious in our aims and what we did, but we always enjoyed ourselves doing it actually, and I think that's the important thing about a society. If you all just sit round going "Er, what was that about? Oh, we don't agree with the constitution. We should change the constitution", oh. I always say let's forget the constitution and do what we want.
INTERVIEW BREAK
Yes, quite.
You were also a member of the National Management Committee for quite a time.
Yes.
How were those meetings?
They weren't always quite so friendly. I got myself into trouble a few times actually, because I disagreed.
Do you remember what you disagreed with?
Oh, yes. I disagreed when the chairman and the secretary made a decision about something without informing the committee.
Do you remember what the issue was?
I prefer not to speak about it actually.
Okay. Of course, of course.
It's one of those things that I rather sort of made my presence felt. The secretary actually resigned from the Society over it all, so I would prefer not to go into that actually. That was only one of my conflicts with the chairman or chairwoman.
But in general, how did you feel about representing the ACT Branch on the National Management Committee?
How did I feel about it? Well, I thought it was important for the views of the ACT Branch to be heard, and I expressed them. Whether they were always accepted was immaterial really. I just presented what I felt was the ACT Branch's opinion on all sorts of matters relating to the national management of the Society actually. I, for instance, at one stage discussed with the branch about the matter of changing the logo of
Mr Victor Crittenden, OAM
the Society— this wasn't the recent one, this was earlier— and we agreed that it was not a good idea actually and so when it was discussed at the national meeting, I opposed any change to the logo. They dropped the idea fortunately at that stage. I argued that a logo is intended to give you an identity and if you changed the logo you have to start and create a new identity and so you're destroying everything you've done before. That's why I opposed it.
I didn't have a say in the most recent change of the logo. I think it was a disaster myself, personally, and I don't like the new logo of the Garden History Society. I opposed— well, I didn't oppose him, but I know it was Peter Watts' idea to create a new logo. I still disagree in changing a logo actually. I think you're destroying your history actually by changing the logo, no matter what arguments you produce in favour of having a new logo, because it tells people more about your society or something. Perhaps I shouldn't say it, but I say that the new logo should be the logo for a tree destruction society, not a garden history society because it is the cross-section of a tree to show its history, but you have to destroy the tree in doing it. So that's why I say it's a tree destruction society not a garden history society. And that's now gone into the record, good. I still don't like it actually.
What was the— I'm trying to think what was the early logo.
It was a floral wreath, in effect, actually.
Oh, yes.
A wreath of flowers which was done by our original patron, Joan Law-Smith.
Joan, yes, yes.
And it's about flowers and, of course, the landscape people don't like flowers. They want the landscape as the .....
Usually at the end of an interview I ask people is there anything that I haven't asked them about that they want to discuss, but clearly you've put your issues up front.
Well, yes. I don't see any reason why I shouldn't say them.
The National Management Committee is a group from all around the country with different climates, different communities. Apart from issues that— are there issues of melding together that you would like to talk about that really indicate how the Society functioned, how it moved, how that committee moved it forward and continued to evolve the ethos?
Well, I think one of the important moves in the Society was the creation of the garden history database which was created by Richard .....
Aitken.
Richard Aitken, that's right. Richard Aitken— to pull together all the material about garden history and from that, of course, was to be the book, The Oxford Companion to Garden History in Australia. That, I think, is one of the important things that moved garden history forward into garden history, not just garden looking. Up until that time most of the activities were visiting gardens.
The history of the gardens was done by the ACT Branch by doing the history of various gardens, and Melbourne took on a number of gardens it had supported and assisted in repairing and restoring, and Tasmania, of course, was always a very strong garden history group and so that those three states or three branches of the Society were the ones who were primarily interested in garden history, whereas the other states' branches came to it a bit later, I suppose, and perhaps their views may have been somewhat different in that— although South Australia Garden History Society has always been a good advocate of the historic gardens of South Australia.
Queensland is very much behind, I think, in advocating the ideas of the Society and Western Australia always is isolated on the other side of the continent. The area that I think New South Wales has neglected is the New England area, the Northern New South Wales area. It's well supplied by the ACT Branch on the southern, because we include the Monaro and what have you, and we've got the Southern New South Wales Branch in Berrima and the Sydney Branch, but anything north of Sydney is neglected, and that's another area that New South Wales should be promoting, I think.
It has Northern New South Wales in its title, the Sydney Branch. I think it's Sydney and Northern New South Wales or Northern New South Wales and Sydney.
Yes, but it doesn't do anything.
Is that a question perhaps of volunteering and people's time, as you must have encountered to some extent in ACT?
Well, perhaps they haven't promoted it. You've got to promote things. They don't just happen automatically actually, I don't think actually. I think there was some recent sort of move for the New South Wales Branch to do something in Armidale, was it? I mean, there are hundreds of historical gardens in Northern New South Wales.
Mr Victor Crittenden, OAM
As you know.
Well, of very long standing actually, not just 20 th century, 19 th century.
I was going to ask— this leads on in a fashion to the question I was going to ask you about the centrality of Victoria and Melbourne to the Society, the development of the Society, and I wonder— well, there's probably a couple of questions, so I won't do your barrister's trick, but there's a question of locality and there's a question of geography and I wonder if in New South Wales the geography of the state doesn't lend itself as easily in access, transport, the time involved in getting to these northern places that perhaps may not prevail in the ACT or may not prevail in Melbourne?
Well, yes, this is a problem actually and it's a problem not only in New South Wales, but in Queensland and in Western Australia, probably South Australia as well. It's a geography problem actually, but there is a Northern New South Wales area that used to have a new state movement actually. There was even a referendum on having a new state for the New England area, an ideal spot for another branch actually. But what is the central organisation and the national committee doing about it? Not asking— did they ask New South Wales to try and establish a branch in New England actually? Set it in Armidale perhaps or anywhere else. Well, they've got a university in New England, so it's a centre where there are educated people, you might say, who would be interested in that sort of thing.
So that's my feeling about the Society. It's centred in Melbourne. It wasn't always centred in Melbourne. The national committee wasn't originally in Melbourne at all actually. It was moved there from when Tim North gave up his secretaryship in Berrima. It was then moved by— the President of the Victorian Branch organised it to be located in the Botanic Gardens in Melbourne. She organised for it to be established with the secretary and the headquarters in Melbourne. So that is why it's now still in Melbourne. But the Victorian Branch always was a very strong part of the Garden History Society. That's where it started, in effect, actually.
Why did it start there?
It started through the— I think it started through the National Trust of Victoria who always regarded Victoria as the garden state anyhow, and the historic houses that they had, like Rippon Lea and— oh, I can't think of what the other one is. It was the garden that was restored as well as
the house actually, and it was the garden and the house that was open for exhibition.
Not Werribee Park?
Oh, no, no, no, no, it's not Werribee Park. Yes, I know Werribee Park quite well because I lived in Geelong for some time.
Of course, of course. But you mentioned the National Trust. Could the National— just playing devil's advocate here, could the National Trust in New South Wales, in Sydney perhaps, have also brought forth the Garden History Society or is there a difference in tone or ethos or style?
Yes. I think in New South Wales the National Trust was, in the beginning, the early days, was much, much more interested in the houses, in the buildings. It was preserving the buildings, gardens didn't come in until much, much later actually.
I know the first fight that the National Trust in New South Wales had was to preserve a building, a house, where there was a plan to put a road through, a super highway through, and they fought the battle to— they didn't win, of course, and the house was destroyed. But that was what got the New South Wales Branch going and so they then from there went on essentially preserving houses.
The Trust?
The Trust, yes, sorry.
So could one suggest that the Garden History Society could not have evolved out of New South Wales but only from Victoria?
Well, that probably is true actually. I mean, Melbourne had always carried on about its marvellous Botanic Gardens, and they are. They're wonderful actually. Although Sydney's Botanic Gardens are older and, in my opinion, much better, but that's because I've got Sydney connections, I guess. I love the Melbourne gardens actually. Every time I go to Melbourne I go for a walk through the gardens, no matter what I've gone to Melbourne for. Usually end up in the art gallery afterwards. I have a few stories I could tell about that too, but I won't.
Are they to do with the Garden History Society?
No.
I have a feeling you have many stories.
Yes. Well, I think that was the reason why. Melbourne always saw itself as a garden state, a garden— Melbourne is a garden city and not just
Mr Victor Crittenden, OAM
the Botanic Gardens, but its other gardens, ones in behind Parliament House in Melbourne.
And what about the Western District and the outer gardens, country gardens?
Yes. Well, some of the stately homes in the Western District of Victoria had magnificent gardens and they are written about and talked about in all kinds of ways, more so than any in New South Wales. Our stately homes were usually much more restricted in their size and we didn't have— I say "we"— New South Wales didn't have the same boom in gardens, in houses, country houses and what have you that Victoria had and that was partly because Melbourne became an industrial city and that was protected by protectionists. Victoria was a protectionist state, protected its buildings, protected its— not its buildings, but its industries and so the industry flourished in Melbourne and that had the boom after the gold rushes and all that.
New South Wales was a free trade state, so it didn't develop the industries and so didn't develop quite the same ethos of wealthy country people building their magnificent houses and creating their wonderful gardens and what have you, that Victoria did.
So that was why Victoria has always considered itself pre-eminent in gardens. I mean, it has these garden festivals and garden— even today it still has this garden consciousness. I know its motorcars at one stage used to have the "Garden State" on them at one stage actually. And that's the reason why it would start in Victoria actually. That's where the Open Garden Scheme started, in Victoria. So it was obvious.
Peter Watts speaks about the 'tone' of the Society being different then. Do you have any thoughts about that?
Well, that gets me back to my thing about landscape gardeners. No, the feeling was that it was the Dame Elisabeth's sort of set, you might say, that were the people who owned beautiful gardens that were, I suppose, the backbone of the creation of the whole idea and the whole concept of the idea. You were wanting to preserve and promote the beautiful gardens that people in Melbourne had created actually, and so you had the ladies who wanted to have a garden history society which was, you might say, a ladies' society.
How was the tone different in Canberra?
Well, Canberra being a public service town, it differed in that it was looking at things from a government point of view actually, I think, and gardens were part of the promotion of Canberra as a garden city and that's why they've gotthat's why Canberra has got such an enormous quantity of trees in that you sort of set up a suburb and plant trees and then build houses. I mean, when I came to live in Cook, the only trees were that group of trees in the little park opposite.
No, it's ..... (6.50.47)
There were no other trees in Cook at all. So now you drive through Cook, all these gums trees all down all the streets and, you know, they've all been created since 1968. So it's a different concept of— and that's why our Garden History Society perhaps, ACT Branch, might be more interested in trees rather than in flowers.
And your publications have all been, except for the Ainslie one, they've been on old gardens. Ainslie was on more recent gardens.
Yes, yes. We didn't do one on Sir Harold White's garden, which is something we should have done, of course, but, no, they've all been on old gardens and we've always looked out of Canberra, not in Canberra. I mean, we've looked in Canberra on our garden tours within the city, but not as part of our program of— well, we were restoring old gardens, in effect, the old ones, but we've not done surveys of gardens in Canberra actually, except for the Ainslie one, which is a more recent one where we did a district or a particular area of particular gardens. Ainslie was one of the old suburbs and, well, there have been a few problems about trees in that area too recently where our ACT government wants to cut down the trees.
We're not left in any doubt about your views on that. But in terms of surveying and so on, I also recall reading in the newsletter that there was a workshop here in your garden which you used as the example.
Oh, yes.
Could you tell me about that then?
Yes. Well, we wanted— Dick [Radcliffe] had written a booklet about surveying gardens and he showed how to draw up a plan and then once you've got your ground plan of the garden, you then look at the planting of the garden and the trees and what have you. Oh, you put the trees and what have you in the plan, if it's got any. And then we decided that we would sort of do a garden and get people who wanted to to come and draw up the garden, do the basic plan first and put in the other bits, the plants, the trees and what have you, and we discussed where we would do it and I said, "Well, you can do my garden if you like." I said, "It's not a— it would be an easy garden in many ways because it's a courtyard garden and it's formal." It's not—
Mr Victor Crittenden, OAM
don't look at it at the moment. I've lost my gardener at the moment, and my lawnmower man and— yes, okay. Well, anyhow, it's a formal garden. It's in … a walled garden actually. The whole of the backyard is walled with a brick wall, eight foot high, and a piece down the bottom where you go down some steps and into another area. And it's a formal garden with a piece of lawn, a square, a pergola down one side and what have you. I said it's a sort of straightforward plan in that if you want to sort of draw up an easy plan … you don't have to have the curves of some driveway or what have you. It was to be the back garden. So they said, "Oh, yes, that's a good idea."
So they organised it. Richard Ratcliffe said he would supervise it. And so people came with their sheets of paper and pencils and rulers and all the rest of it and he showed them how to go about drawing up plans of my garden actually. I know one girl, or one woman, said, "Did you know that your central point in your garden is off centre?" I said, "Well, I'm not surprised. I did it by eye." Because I've got a square garden in the middle of the square part of the lawns and the central part of that has got an urn in the middle of it and so it's slightly off centre.
[Difficult to distinguish] … might agree with that. You also in the minutes— or the newsletter I remember there was a great mention of the fantastic lunch that you and Joan Fry and Olive Royds put together.
Oh.
Do you remember that as well?
No, I don't remember that at all actually. I've prepared so many fantastic lunches. But, no, I don't remember that one in particular actually. But Joan Fry was very good, and Olive. Both of them were fantastic cooks and did marvellous jobs with providing us with appropriate things.
All our meetings, whenever we met on a garden visit to Braidwood gardens or what have you, we always had a fantastic afternoon tea.
The Society, as you know, is documenting people's stories and recollections in this way with this oral history, but one of the things that your group looked at doing was having a visual record, a sort of logbook, scrapbook. You talked about it. I wondered if that ever came to fruition.
No, I don't think it did actually. To do something like that you need one person who is enthusiastic who will do it and everybody else was too busy doing all the other things for it to really get off the ground actually. It's a good idea to do that, but, no, it's— well, we took
photographs of all the gardens that we visited, but we never ever put them all together as a single database or logbook or what have you. So that, no, we never ever did achieve that actually, which is a pity actually. I don't know that the national group has ever produced a group of material on its various annual meetings and district conferences actually.
We've gone to a number of different places … in Tasmania we've been in Launceston and Hobart, a number of ones in Victoria. We've been in South Australia at least twice, if not more. We've been to them in New South Wales. We've had two annual conferences and garden tours in Canberra. We've had one in Queensland in Toowoomba and I think there was a recent one in Western Australia, wasn't there?
There was. And I think the one next month is in Tasmania again.
Yes, yes. Well, Tasmania is a favourite spot because it's got so many lovely gardens actually, and it's got a climate, of course, that is different from the rest of Australia actually. It's much more green. That's why Mr Brown is green.
Are you going to the conference?
No, I'm not actually. I've pretty well given up going to conferences. I find it too difficult to get around so much actually, getting in and out of buses and even getting myself there to the place I find a bit of a chore actually and so, no, I've given up. Most of the people I knew no longer go to these. I haven't created a new group of friends and acquaintances in the Garden History Society, so, no, I haven't been for a few years now actually.
Was there a favourite amongst the conferences?
I don't know actually. I think the one in Western Victoria I enjoyed, particularly because I was seeing things that I didn't know about and I hadn't seen and I hadn't seen photographs of, and I saw gardens there which were just superb. Actually, I think I wrote an account of that for the journal actually.
In the journal of the Society?
Yes, yes. That was the Western District of Victoria. I can't now remember what year it was even actually.
Well, the record— the time can always be added into that. [Ballarat 1984?]
Yes. But, as I say, it was an area that I didn't know and I'd never been in and, as I say, I've never read anything about the gardens or the houses or what have you from that particular part
Mr Victor Crittenden, OAM
of Australia and so I found that fascinating, and I loved it actually. I mean, I've loved the tours of Tasmania, both the Hobart one and I think two in Launceston area because they were gardens that I knew about and houses and buildings that I knew about as well, and that was like meeting a lot of old friends actually and seeing them in person rather than seeing them from a book or from photographs.
Do you think the Society— how do you feel the Society juggles that mix of the intellectual academic development with the conference papers and then the social aspect and the garden viewings afterwards?
Yes. Well, in the early days we used to sort of argue that there should be more papers. We should have more of the garden history and then have a look at the beautiful gardens. A lot of people were more interested in the gardens and looking at the gardens rather than sitting and hearing about the history of a particular garden or about gardens, historic gardens in particular, and it's a difficult mix.
I think the Society has managed now to come to a good mix actually by having a group of lectures and then having sometimes the garden visits in between, sometimes then the gardens and then following it with a special garden tour afterwards for those people that are not particularly interested in sitting listening to a lecture, because you've got both sorts of people actually and some people couldn't stand sitting listening to someone talking about these things, even with a nice collection of slides.
Of course, the ACT Branch had its winter seminars regularly. Do you remember those?
Oh, yes, yes, yes. They were a success but not a raging success, you might say, actually. As I say, some people are not particularly interested in sitting and listening to— perhaps they are more so nowadays than they used to be, but .....
I spoke to Stuart Read and he recalled one at Cooma which— I think it was a Pat Boley or Pat Bolling, a name like that, and he raved about the paper.
I don't remember the one at Cooma. I'm just trying to think actually.
It was in winter and in the newsletter they said it was the best time of year to have a conference in Cooma because you could see the structure of the garden and the vegetation.
No, I don't remember that one. Oh, wait a minute, yes, I do. Trisha Dixon was involved in organising it. Oh, yes, yes, yes. Yes.
You've organised so many.
Yes. Trisha Dixon became the president— the chairman after me actually, after I was president. Trisha Dixon, you know, of course, is— she lives in Cooma actually, and— yes, she lives in a property out of Cooma and has a lovely garden herself actually which is a historic garden. And, yes, she organised the tour of the garden in Cooma actually, and that really was a marvellous— as you say, you could see the garden structure when it no longer had its luxuriant green coverage actually, and that is an interesting thing. That takes me back to the garden that we restored in Braidwood where I said, you know, the garden was smothered in foliage and we had to climb through underneath all of the foliage to find the structure of the garden, and that's sometimes difficult to see the structure of a garden until you actually— well, in a place where there's a lot of deciduous trees when you can actually see what is underneath it all actually and what holds it all up.
Just referring to my notes for that, I think it was '94 and it was an August winter seminar and you spoke on Erudite Literature for the winter months.
Oh, did I. Oh. Don't remember that. Yes. Well, I'd always been interested in winter flowers and winter— mainly winter flowers actually, and what you could grow in the winter when you could have some flowers. That came from my interest in the English garden writer, Beverley Nichols. Beverley Nichols was— actually, in many ways Beverley Nichols started me off on garden history. He wrote a number of books about gardens in England. He's a bit, well, romantic type novels about his gardens and the people that were involved in it and what he did with the garden, and his cats. And I remember buying— when I came back from Canada I bought a copy of one of his books at a book sale called Merry Hall. It's called Merry Hall and it was about his buying of an old house in England in the country. He'd previously written earlier books about old houses in the country but this particular one was about an old house which is the manor house and he bought this manor house called Merry Hall and moved into Merry Hall which he then started to restore and restore the garden in Merry Hall. It was far too big for him and the garden was far too big and elaborate. Well, not elaborate, but it was just far too big, surrounded by elm trees, enormous elm trees. Well, he set about chopping them all down actually, and he ....
INTERRUPTION
Victor, we were just talking about Beverley Nichols when the CD expired. So would you like to just .....
Mr Victor Crittenden, OAM
Oh, Beverley Nichols, as I say, was the first person who— well, he set me off on the whole thing because he said in one of his books that you must own your garden. It's no use trying to create a garden when you are renting, renting a house or if you don't own it. You've got to own the garden, own the land that it is on and so that set me off. And I'd been living in Armidale for a couple of years in a nice little garden flat actually and I said to myself, Beverley Nichols said I must own a garden, so I must buy myself a house.
That wasn't something your parents inculcated in you?
No, no, no, no. It was the comment in Beverley Nichols that hit me and I said, oh. So I then set off to find a house. I wanted an old house. As I said to the agent, "I want an old house in bad condition." He didn't believe me, of course. I wanted a house that I could restore, you know. I didn't want one that had already been beautifully painted and had a perfect garden with a green lawn sweeping down to— I said, "No, I want an old house with a wreck of a garden that I can work on."
And what was the reaction of your friends to this?
Oh, they thought I was mad. I know someone who came to see me just after I'd acquired this little house and they said, "What on earth did you buy an old house like this for?" And my mother when she saw it she said, "You're stupid." So anyhow— so it was Beverley Nichols that set me off on that and started me off on my career as a garden historian, I suppose, in some ways actually and creating my own garden in the way I wanted it and so that was all .....
Was it hard for you to leave that garden?
That was the hardest thing of all, to leave my house and garden in Armidale, and I said, well, I want my own library. I want to be able to work on and create and develop a library, my library, not doing someone else's. Because up until that time I'd been deputy librarian at New England, University of New England, where I was doing what someone else wanted and someone else's concept of what he thought was a good library. Oh, he was a very good boss and I learnt a lot from him, but I wanted my own library and so I said, well, I'm not going to have to sit round here for the next 20 years until he dies, and then I might not get the library anyhow, so I reluctantly said, when they offered me the job in Canberra, I will move to Canberra and start a new life in Canberra, and very regretfully I left my little old house with its chandelier.
Have you been back to see what's happened to its garden?
I've never been game to go and have a look. I've always believed the saying "never go back". It's never the same and you're invariably disappointed when you see it actually. I know I did this when I first went to— when I first visited Florence— not Florence, but I have been back— to Venice. I just simply loved Venice and I was a much, much younger person then and I was by myself and I just— Venice to me was magic and so I said I'm never going back. And it's the same with the gardens.
I don't want to go back and have a look at the garden of our old house in Ashbury and I don't want to go and have a look at my little house in Armidale because it won't be mine any more. It will be somebody else's and it will be different and I prefer to remember it as it was for me actually. So, yes— so anyhow, that was when I bought my old house … tt was in need of reconditioning indeed.
You speak about wanting to start your own library and I don't— I daren't, not I don't— you're holding up your hands in horror. You've been so generous this morning with your time and your recollections for the Society about the Society, but this is just a sort of a slight tangent that perhaps we should put the egg timer on for so it only goes for three minutes, but you were— at the same time you were involved with the Society you were also publishing a raft of publications. How did you manage the involvement of your work, the work of the Garden History Society and the work of your publishing?
Well, when I came to Canberra to create a library, I had to start from scratch. There was nothing. I was given a room, a telephone, a telephone book, which is the first book in the library, and a secretary and they said, "There it is. We need you to give us a library." So I had to create a library from the ground up, from nothing, and so the first two years I was in Canberra I spent creating a library. I rented a house— I rented two houses, I had to move from one to the other, and at the same time I was having this house built. When I came to Canberra I had a look at— they didn't have any old houses that were disreputable or needing attention.
On that note, did you think of living outside of Canberra?
I did and I did at one stage have a thought of buying one of the old houses in Bungendore, which is out of Canberra. Then I thought, oh, it's a bit too far out. Nowadays it's almost a
Mr Victor Crittenden, OAM
suburb. And so I said— I looked at all these houses and I didn't like any of them at all. They all had pokey little dining rooms and pokey little living rooms, I thought. They had nice kitchens and nice bathrooms. I said, I'm not interested in kitchens and bathrooms. I want a house that I can enjoy the space, you know.
Anyhow, I finally— the bloke who was showing me round the various houses in Canberra took me back to the office to see what else he could find from his books and on the wall there was a picture, a photograph hanging on the wall of this house, and I'd seen this picture before in Armidale in a magazine and I thought, oh, I like that, it's nice, isn't it? Oh, yes. And so I saw this on the wall and I said to the fellow, "If you could show me that house, I'd buy it right away." He said, "Oh, that's no problem. We'll build it for you." I said, "You're on. Let's go and look for land." So he then took me round looking for land. And they did build it actually.
And did you build the garden, your garden here?
Yes, yes, I did that myself actually. I designed the layout and the pergola and the walls and all the rest of it, and they were all built at the same time as the house actually. It was all planned beforehand. I wasn't going to have any lawn in the front. As you can see, I don't have a lawn in the front. I was just going to have a wild garden in the front. It's certainly wild now. And my formal garden in the back with the balcony of the house looking out over the garden and the back verandah opening out onto the garden, the formal garden, and the wisteria over the pergola, which is all in massive bloom at the moment. Yes.
But coming back to your other library, it's not the library at the college— I've used the word loosely— the library of your publications.
Oh, I see.
You have ..... (6.38.49) all of that at the same time?
Yes. Well, I didn't do any publishing, although I started the Mulini Press, which is the publishing— my publishing company, so called with a one-man show, I started that in Armidale, in my little house in Armidale. It started on a very old hand-operated duplicator, you know. My first publication was a publication on it, and then I published a couple of other little things in Armidale.
When I came to Canberra I put that on hold because I was spending all my time creating a library, keeping an eye on this house, which the builder went broke on it. He had 52 houses in construction and went broke. When this house
was just— it had just got to the lockup stage, it wasn't completed. The receiver took over his 52 houses. Mine was the last to be finished two years later. So that was all happening while I was creating my library, my job time library actually, the one at the College.
But you were still working at the library at the College when you began your involvement in the Garden History Society?
Yes, yes, yes.
When did you retire?
Twenty-two years ago.
In '88— '86?
Eighty-six, yes. Yes, it was July the— the 4 th of July. I said it's my Independence Day. 1986, yes, that was when I retired.
I've only made a note of some of the books that are more garden history and I've resisted putting down your other vast panoply of publications, but you've been incredibly busy in your retirement.
Well, I always keep saying I've been lazy actually. Yes. Well, I continued the Mulini Press while I— more or less as a hobby while I was working in the Canberra library, the Canberra College Library, and I said, well, when I retire I'm going to become a full-time publisher. So I did. When I retired I said, well, now, I don't know— I had a number of books that I'd already published, including the Edna Walling book and Jean Galbraith book. They had been, I think— I think they were published when I was still working at the College Library actually. However, when I retired I then settled down to become a full-time publisher concentrating more on Australian literature, early Australia literature, 19 th century.
All the books that— or a lot of the books that were published is serials in newspapers that never got published as books because English publishers were not interested in all that stuff. So I've been publishing those books. And about 10 years ago, 10 years ago probably, I started on the John Lang project, which was the republication of all of John Lang's books.
John Lang was the first Australian born novelist. He was born in Parramatta in 1806. Don't know if it was 1806. No, no, sorry, 1816. He was born in Sydney in Parramatta in 1816. His mother was also Australian born, so he was the second generation Australian born. She was born on Norfolk Island in the 1790s actually. He was born in 1816 in Parramatta, grew up in Sydney, educated in Sydney and wrote his first novel in Sydney which was published in England
Mr Victor Crittenden, OAM
anonymously, and I've discovered since, nobody knew about this one, I discovered it was published anonymously and he never, ever claimed it officially and it was a best seller in England, and he never claimed it.
He could never claim it because he used his boss in Sydney— he worked as a clerk for William Charles Wentworth and Wentworth was a bit of a bully actually. He had a mistress who had his three children before he married her— who lived in a property called Petersham, after which the suburb is named, next door to Ashfield which is where John Lang's mother had a property.
And so he based his character on William Charles Wentworth and the character in this novel is a man who has political ambitions and falls in love with a ballet dancer. It's set in England. It's not set in Australia— this ballet dancer but he can't marry her, she's a ballet dancer. A gentleman can't marry a— and a gentleman that's after political ambitions and what have you couldn't even think of marrying a ballet dancer. He persuades her to come and live with him. That's in John Lang— let's stop.
I have to put on record that we've been talking for almost two hours and usually by that time people are flagging and I think the reverse is happening. You're full of enthusiasm about your latest subject and I .....
Yes, yes. Well, you should have stopped me at three minutes.
Well, we need to return to the Garden History Society just briefly because I think it is time to wind it up and leave your publications for the next interview. But just as we wind up, what has been your— what do you feel has been your most significant contribution to garden history?
I think my Bibliography of Australian gardening books is my chief contribution actually. 9 Perhaps the publications of some of the books I have published. I've published Thomas Shepherd's Landscape Gardening in Australia, Jean Galbraith's book about restoring a garden in the Dandenongs, Edna Walling's book on Australian wildflowers. Those I think are probably my chief contributions. I mean, the little things I started en route are The Cottage garden in Australia, which is called The Front Garden actually.
9 A history of Australian gardening books and a bibliography, 1806-1950, , Victor Crittenden, Canberra, Canberra College of Advanced Education Library, 1986
I started off the craze for cottage gardens with my little book on cottage garden in Australia. That came from a Canberra woman who is— Polly Park, I don't know if she was— she's an American. She lives in— I think she's still alive, lives in Canberra. She's mad keen on garden history and she created a series of tiny historic gardens in her suburban plot. She had a tiny walled garden, an Arabic garden, and she wrote a ook about them and in it she said she was going to write a book about cottage gardens in Australia but she couldn't find any material. Well, I mean, what she meant was she couldn't find any written material, any books about it. And I said to her one day, "I'll see what I can do."
So I went researching on cottage gardens, or The Front Garden, as I called it, in Australia and so I wrote this little book about the cottage garden. I called it The Front Garden: the Cottage Garden in Australia, which was a history of the front garden from the First Fleet onwards where the first garden plant was the geranium and the fact that each little hut that was erected in Sydney at the time had the garden in front of it, a vegetable garden, of course, and those were the first front gardens and from that developed The Front Garden: the Cottage Garden in Australia. I always claimed that Australia gave everybody— because of the way in which it built its houses back from the street it gave everybody, even the poorest person, a cottage garden, a front garden. So anyhow, that was my book about the cottage garden so .....
And that was coming out at about the time that the Garden History Society was developing?
Yes. I think I might have preceded the Garden History Society actually.
Yes, yes.
I know I dedicated the book to Polly Park actually.
And also looking back, what do you see about the Society? Has that fulfilled your expectations?
Oh, yes, I think so actually. I think it's done for Australia what the English Garden History Society has done for gardens in England actually. It's made them the important part of the— well, of the landscape, I suppose, actually, an important part of the cities and the country in that it's made people— I mean, there always were gardens, but it's made everybody aware of the beauty and the value of the historic gardens actually, and they keep— well, it keeps on actually.
Mr Victor Crittenden, OAM
And so now we're pretty well on the way to, well, preserving them. Even if we don't actually physically preserve them, we're preserving them in other ways actually, in books and records and that way, and hopefully some of them will be preserved in some form for our people in the future actually. And there I said "actually" again.
You've been very generous today and we've encompassed a range of areas. Is there anything that I haven't asked you about that you'd like to record?
Well, I don't think so, really, actually. Actually, actually.
It's like a bell when it's started.
We haven't talked much about trees.
Would you like to talk about trees?
Particularly Australian trees. I've always loved gum trees. As a child I ran a little magazine of my own, a little one. I was only— well, I suppose I might have been— I was at high school actually. Actually. I was at high school and I started to run with a— I had another friend down the road who— we started a little society, just the two or three of us, and we each produced a little magazine and his was Arthurian. He was keen on Arthur's knights of the noble— well, you know, all that sort of business, and I started mine and I was interested in trees and in houses and I remember I— I've still got them actually. I wrote an article— which I must look up actually sometime— about Australian gum trees because English people hated the gum trees, said they were dreadful, scraggy sort of things and I wrote a gum tree in favour— wrote a story about the gum tree and in favour of the gum tree and what I thought, the gum tree was beautiful and I painted a painting of a gum tree in this magazine actually. Actually.
Well, in fact, that reminds me that I saw amongst the writings in the newsletter that you went to visit St Johns Church when there was an issue back in '92 about two gum trees that were in the churchyard. Were you picked for that very purpose because of your interest in trees or did you go wearing your .....
No, I went wearing my Garden History— but I do love gum trees. I love them actually. And I can remember in Quirindi, when I was a little boy at high school, we used to go down to a park which was a wilderness because it was during the depression and the council had neglected everything in the town at that particular time, and there was a group of tennis courts, because my mother and father both played tennis at the tennis
courts and I was just left to wander round in this wilderness, and I eventually found a statue of Queen Victoria in this park completely obliterated by gum trees. I loved the gum trees and I said, why don't they take the statue out and put it out where it can be seen. Yes. So that was— and it was living in the country in Quirindi that I first became a fan of the Australian gum tree. I saw the country as it really is, not from it was in Maitland or in Newcastle or in Sydney. I saw it in the country, and you'd go out for a walk in the country, up a mountain called Who'd A Thought It.
What a splendid name. Just on a slightly kindred tack before we wind up today. I understand you're learning French?
Yes. Well, I did French at school, not very well. I wasn't very good at it. I didn't do well at it at all at school, but one of my interests, apart from garden history, literature, et cetera, et cetera, et cetera, is Napoleon and I became fascinated with a book about Napoleon which gave the story of Napoleon and his son and it was the story of Napoleon's romance with Josephine and it went on to talk about the life of his son.
But I suddenly became— well, not suddenly, I suppose, over a period of time I became interested in the fact that Napoleon wasn't just a general who went round and lost the Battle of Waterloo, he was an interesting man. He had a fascinating life and he fell in love with this beautiful woman and he wrote a series of love letters to her. And, oh, it must be about 10 or 15— no, it must be longer than that. It was while I was still working in the College library. I found a book in a bookshop in French of Napoleon's love letters to Josephine, so I bought it. I've got a Napoleonic collection actually, but that's another thing. So I bought this book and it's been sitting in my library, my personal library, ever since and recently I thought I really would like to be able to read these letters, so I thought, well, I'll start teaching myself French on what little bit I can remember from school. So I started teaching myself French. I would then do it each morning. I got some tapes which I found very useful, teaching me to speak it, and I got some books and would do— each morning I would do a diary. My diary for the day was written in French.
And have you read the letters yet?
I've started. I'm not— I'm translating them. I have some of them on the computer. I'm very slow. I do about a sentence or two each morning. And perhaps by the time I die, not for another 10 years or 15 years or so, and I might have finished. But they're beautiful, actually marvellous. I got a completely different
Mr Victor Crittenden, OAM
impression of Napoleon and I think he was the genius of the 19 th century actually, and he transformed France, completely transformed France. Reconstructed, not restored, he reconstructed France. So anyhow, that is my French bit. I am still persisting with my French. I keep saying, well, you've got to persist in these things you know, otherwise you don't get anywhere.
Well, I think it shows you're still persisting with all these things. Victor, thank you for your contribution to the Society's Oral History Project.
It's been a pleasure actually. I love talking.
INTERVIEW CONCLUDED
Copyright© Australian Garden History Society 2010. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form for commercial purposes wholly or in part (other than circumstances outlined in any agreement between the interviewer or the interviewee and the Society) without prior written permission. Permission may be granted subject to an acknowledgment being made. Copying for private and educational purposes is permitted provided acknowledgment is made in any report, thesis or other document which has used information contained in this interview transcript. | <urn:uuid:9311377b-409e-41c4-a060-b9c3f1dc70b4> | CC-MAIN-2024-42 | https://www.gardenhistorysociety.org.au/wp-content/uploads/2019/08/Interview-Transcript-Victor-Crittenden-OAM-20-Oct-2010.pdf | 2024-10-08T03:40:39+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253512.20/warc/CC-MAIN-20241008014115-20241008044115-00349.warc.gz | 673,964,298 | 31,677 | eng_Latn | eng_Latn | 0.999646 | eng_Latn | 0.999754 | [
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Public Utilities Regulatory Commission Queen's Park St. George's Grenada W.I P.O Box 2443
Tel. 473 437-1602
Email: email@example.com
SUCCESSFUL SUMMER SCHOOL OUTREACH PROGRAMME BY THE PURC
St. George's, Grenada, 16 th September 2024 – The Public Utilities Regulatory Commission (PURC) is pleased to announce the end of a successful educational outreach campaign to summer schools across the island.
In July/August 2024, a team from the Communications Department of the PURC visited twenty-two (22) Summer Schools across Grenada. During the visits, a total of seven hundred and fifty-nine (759) children and eighty-five (85) facilitators were sensitised on the roles of the PURC, which include:
1. Informing the public on renewable energy, energy efficiency, and energy conservation to reduce carbon emissions.
2. Creating renewable energy programs to increase the penetration of renewable energy into the national grid.
3. Acting as the independent regulator of the electricity sector.
The parish of St. George had the largest number of children served – three hundred and fifty (350), followed by St. Andrew – two hundred and seventy-four (274). Due to the passage of Hurricane Beryl, visits to Carriacou and Petite Martinique were cancelled.
Chief Executive Officer of the Commission, Mr. Andrew Millet, remarked, "The PURC is committed to enhancing public awareness on renewable energy solutions and energy efficiency, hence we are proud to have reached so many young minds through our Summer School Outreach Program. This demonstrates the Commission's dedication and commitment to the cause, and we plan to extend our visit to our sister islands in 2025".
Presentations to the children highlighted various types of renewable energy, using local and relatable examples where possible. The Team also focused on encouraging behavioural changes to conserve energy and tips on becoming more energy-efficient by identifying energy-saving products commonly found in households. This effort aims to reduce the island's overall carbon emissions. The children won prizes for participating in competitive sessions and at the end of the presentations, each child received PURC promotional items, including bags, bottles, folders, pens, pencils, and pamphlets encouraging them to become Renewable Energy Champions.
Facilitators welcomed the PURC's visit, which added valuable variety to their programs. Mrs. Sherin La Borde-Julien of SJ's Tutoring in Marli, St. Patrick's expressed her gratitude: "I applaud the PURC's Communication Team for incorporating their Summer School Outreach into our summer program as it catered to added variety. The children were excited to learn about renewable energy, and the facilitators and I gained valuable insights about the PURC's mandate".
Kizzy Abraham, Program Officer from the Grenada Sustainable Development Trust Fund (GSDTF) joined the Communications Team on some of the school visits, educating children about the importance of conservation and their role as environmental stewards. Ms. Abraham stated, "Participating in this summer program for kids on renewable energy and conservation has been an incredibly rewarding experience. Watching young minds light up with curiosity and passion for preserving our planet has reaffirmed the importance of educating future generations about renewable energy and sustainability".
The Commission looks forward to making 2025 Summer School Outreach even bigger with the inclusion of Carriacou and Petite Martinique. Mrs. Allecia Mason, Consumer and Public Affairs Officer at the PURC concluded that "It was indeed an honour and a pleasure to engage with so many summer schools, helping to raise awareness of renewable energy among young and impressionable minds. Our goal was to inspire them to share this message with their parents, family, and friends. We also encouraged the children to consider careers in the renewable energy sector, as it offers significant benefits not only to them but also to the world at large".
Presently, the Commission supervises two renewable energy initiatives to facilitate Grenada's transition towards sustainable energy usage and reduce our reliance on fossil fuels - diesel. The Self Generation Program (SG) empowers individuals to generate electricity for personal use, sell surplus energy to GRENLEC, or opt for a non-interconnected system to retain the energy they generate. Secondly, the Commission oversees the Small-Scale Independent Power Producers Program (SSIPP), which allows investors to sell all their generated energy to GRENLEC. Efforts are being made to implement a Large-Scale Independent Power Producers Program (LSIPP), where larger entities can generate and sell substantial amounts of energy to GRENLEC. All the programs will contribute significantly to the national grid and advancing our renewable energy goals.
For more information about the PURC and our pioneering renewable energy programs, visit our website at www.purc.gd or connect with our dedicated team at 437-1602/536-7872.
###
About PURC:
The Public Utilities Regulatory Commission (PURC) was established by PURC Act no. 20 of 2016 (as amended). The Act generally speaks to Public Utilities but hitherto only the Electricity Sector has come under the purview of the PURC. Our Mission is to ensure reliable and sustainable utility services at fair and reasonable prices.
Media Contact:
Phone: 1-473-405-7279
Email: firstname.lastname@example.org
Website:
www.purc.gd
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Confidentiality
What is confidentiality?
- The safeguarding of information that is personal and private
* Pay status (what you earn)
* Social Security Number
* Any type of ID numbers/passwords, etc.
* Date of Birth
* Personal finances
* Can you think of anymore?
* Medical Information
*
Confidentiality applies in all the following situations:
- Benefits enrollment
Group Discussion:
- Have the group identify areas at RTC that require confidentiality, such as what goes on in groups, what people say, attendance, etc.
Group Discussion:
- How do Facebook, texting, and other social media threaten privacy?
-
Who has access to YOUR information?
- Only those with a "need" to know.
- Only those whom you share your information.
WHO is bound to keep confidentiality?
- Human Resources
- Anyone who is in a supervisory role
- Your peers
- YOU
-
IT'S Important to "think privacy"
We all have a right to privacy. What is Privacy?
- - -
Information about YOU is:
- Your personal property – no one you do not authorize has any right to this.
- What are some types of personal property information you have?
What are the results of a breach of confidentiality, or lack of confidentiality?
1. Loss of trust
2. Loss of confidence in others
3. Loss of loyalty
4. Loss of Self Esteem - Humiliation
5. Betrayal
6. Loss of relationships
7. Loss employment status
8. Loss of acceptance as a group/family member
9. Legal problems (law suits, etc.)
10. Possible Incarceration
Ticket
Welcomed clients to Rehab education group this morning. After checking in with how everyone was doing at work and in their work search went on to discuss concept of "confidentiality" and what this means in terms of privacy and personal information. Group discussed their understanding of confidentiality and privacy. Confidentiality explained in terms of personal information, work place information, medical, spiritual, and all treatment issues as examples of confidential information. Examples of how confidentiality is breached with gossip and how ethical behavior is compromised with this.
Individual Note:
Client participated in group discussion and was able to give personal examples of privacy issues. Eagerness to learn seems high and defensiveness low. Willing to engage.
Plan:
- Continue working on work ethics and respect for self and others in the workplace.
- Continue working on issues associated with job/career success. | <urn:uuid:95c11d26-0589-4954-86c3-d02afa2249a3> | CC-MAIN-2024-42 | http://rainbowtreatmentcenter.net/wp-content/uploads/2021/02/Confidentiality-Class-and-Handout-Ticket.pdf | 2024-10-08T01:50:17+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253512.20/warc/CC-MAIN-20241008014115-20241008044115-00354.warc.gz | 24,170,515 | 510 | eng_Latn | eng_Latn | 0.994244 | eng_Latn | 0.996744 | [
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Effective Ways of Improving Speaking Skills
Salikhova Nodira Nurullaevna
Senior teacher at the department of English literature and translation studies
Abstract: This article aimed to investigate useful strategies and important tactics of improving speaking skills and inform about how to speak fluently and without mistakes, how to enhance speaking. And it explores some of the most effective ways of learning speaking, such as practicing regularly, immersing oneself in the language, seeking out conversation partners, and utilizing technology and resources. By combining these approaches, language learners can improve their speaking skills and become more fluent and confident communicators.
Key words: communication, lexicon, comprehension, presenattion, speaking skillsd
Introduction.
Learning English can be likened to the process of constructing a house, where the initial focus is on establishing a solid foundation. For English language learners, grasping the fundamental elements of the language is essential in laying the groundwork for developing proficient speaking skills and effective communication akin to that of native speakers.
Effective communication is essential in personal and professional settings, and speaking confidently and articulately is key to successful communication. Whether you are presenting, conversing, or attending meetings, strong speaking abilities can greatly impact how your message is perceived. Yet, for many people, public speaking and verbal expression can be daunting and anxiety-inducing.
Efficient methods
10 Efficient Methods to Enhance Speaking Abilities
1. Broaden Your Lexicon
2. Engage in Regular Practice Sessions
3. Focus on Pronunciation and Clarity of Speech
4. Enhance Listening Comprehension
5. Refine Nonverbal Communication Skills
6. Organize Your Presentations
7. Address Stage Fright
8. Solicit Constructive Criticism
9. Embrace Public Speaking Engagements
10. Continuously Reflect and Improve
Enhance your lexicon
Miasto Przyszłości +62 811 2928008 .
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The foundation of improving English communication skills lies in expanding your vocabulary. Having a strong grasp of word meanings enables you to construct coherent sentences during conversations.
1. Familiarize yourself with the three categories of vocabulary
Understanding the three types of vocabulary assists in identifying which words to focus on learning. For instance, mastering 150 basic sight words can serve as a gateway to acquiring more advanced vocabulary. The initial category of vocabulary aids in developing the ability to comprehend complex and intricate words.
The three distinct types of vocabulary to guide you in expanding your word repertoire include:
- Basic sight words or commonly used words
Basic sight words are straightforward terms with singular meanings that are frequently encountered in everyday language. The Dolch Word List comprises 315 common words encompassing verbs (e.g., laugh, show), nouns (e.g., machine, audience), and adjectives (e.g., pretty, cheerful).
Commence your journey of learning common English words through methods like flashcards, interactive exercises utilizing digital resources, and consulting a compact dictionary.
- Context-specific words
Once you have grasped the essence of common vocabulary, delve into high-frequency words prevalent in academic settings, literature, and real-life discussions. Unlike basic sight words, context-specific words possess multiple interpretations.
For instance, the term "fine" can connote exceptional quality (fine performance), powdery texture (fine sand), or a monetary penalty (speeding fine). The key challenge for learners lies in deciphering the context surrounding a word to extract its intended meaning.
Engaging in activities such as joining a book club, participating in English-oriented forums, and conversing with native speakers can aid in navigating words with diverse connotations.
- Content-specific words
Content-specific vocabulary pertains to specialized terminology within fields like Science, technology, business, medicine, law, politics, and sports. To acquaint yourself with less common terms, immerse yourself in literature related to your areas of interest. For instance, if you wish to delve deeper into the realm of Science, explore captivating scientific facts through reading materials.
Regularly practicing is key to enhancing speaking skills. Consistent practice helps you become more comfortable with verbal expression. Here are some techniques to improve your practice routine:
- Practice reading aloud: Select a variety of materials like books, articles, or speeches and read them out loud. Focus on your pronunciation, tone, and pace.
- Record and review: Record yourself speaking on different topics and review the recordings. Identify areas for improvement, such as filler words or unclear speech.
- Engage in conversations: Look for opportunities to have discussions with others, whether it's with friends, colleagues, or language exchange partners. Practice articulating your thoughts clearly and succinctly.
- Join public speaking groups: Consider becoming a member of organizations like Toastmasters International, where you can take part in structured speaking activities and receive feedback from peers.
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Conclusion
Ultimately, improving your ability to communicate verbally necessitates commitment and ongoing work. Utilizing the following ten valuable methods through regular practice, focusing on pronunciation and clarity, broadening your vocabulary, honing your listening abilities, refining nonverbal communication, organizing your speeches, addressing anxiety, actively seeking input, seizing speaking chances, and reflecting on your progress, will enable you to evolve into a more assured and influential speaker. Keep in mind that effective speaking is a continuous process, and every speaking engagement presents a chance for development. Embrace the journey, stay dedicated, and witness your speaking capabilities thrive.
Литература:
1. MADANIYATLARARO MULOQOTDA INGLIZ TILINI O'QITISHNING KOMMUNIKATIV KOMPETENSIYALARI SN Nurulloyevna Buxoro davlat universiteti ilmiy axboroti 1 (5), 302-308
2. INTERCULTURAL COMMUNICATION AND CULTURAL DIFFERENCES NN Salikhova Innovative Development in Educational Activities 2 (6), 338-343
3. THE HISTORY OF SONNET AND ITS TYPES SN Nurullayevna, MZ Nuriddinovna SCIENTIFIC ASPECTS AND TRENDS IN THE FIELD OF SCIENTIFIC RESEARCH 1 (8), 260-264
4. Ingliz va O'zbek tillarida qo'llaniladigan undovlarning ma'no turlari SN Nurulloyevna Buxoro davlat universiteti ing ilmiy axboroti, 5
5. Using interjections in Uzbek and English languages SN Nurullayevna Pindus Journal of Culture 2 (5), 212
6. Interjections as units that express graduality NN Salikhova, ND Djumayeva, FE Yuldasheva Journal of Critical Reviews 7 (6), 1114-1116 MACRO CLASSROOM MANAGEMENT WITH SHORTAGE OF BOOKS NN Salikhova Теория и практика современной науки, 63-65
7. TWO METHODS FOR DEVELOPING FLUENCY OF READING OTO QOLLANILADIGAN, IM YORITILISHI Интернаука 11 (15 Часть 2), 48
8. Verbal communication from linguistic's point of view SN Nurulloyevna Spanish journal innovation and integrity
9. F. Narzullayeva, Jahon va o'zbek tilshunosligida so'z va polisemantizm - ЦЕНТР НАУЧНЫХ ПУБЛИКАЦИЙ (buxdu. uz), 2024 https://scholar.google.com/scholar?oi=bibs&cluster=16535005349932422763&btnI=1&hl=en
10. Comparative analysis of english proverbs and aphоrisms in uzbeki FO Narzullayeva, AB Asadov - Best Journal of Innovation in Science, Research and …, 2023
11. FO Narzullayeva - Innovative Development in Educational Activities, 2023types of transformation in Uzbek and English languages. GRAMMATICAL TRANSFORMATIONS IN UZBEK AND ENGLISH LANGUAGES https://scholar.google.com/scholar?oi=bibs&cluster=16288581761549737229&btnI=1&hl=en
12. GRAMMATICAL TRANSFORMATIONS IN UZBEK AND ENGLISH LANGUAGES FO Narzullayeva - Innovative Development in Educational Activities, 2023
Miasto Przyszłości +62 811 2928008 .
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13. TILNING NOMINATIV VA EKSPRESSIV FUNKSIYALARINING O'RGANILISHI F Narzullayeva ЦЕНТР НАУЧНЫХ ПУБЛИКАЦИЙ (buxdu. uz)
14. Linguistic Units Representing Members of the Human Head in English and Uzbek Languaculture SR Narzullayeva, Firuza Olimovna, Mirzoyeva Spanish Journal of Innovation and Itegrity 12 (No:12 for the month of …
15. Phraseological Use of the Units Representing the Human Head in English and Uzbek Languages FO Narzullayeva, GR Ergasheva Spanish Journal of Innovation and Itegrity 12 (No:12 for the month of
16. Аnаlysis of Phrаseologicаl Units with the Somаtic Component FO Narzullayeva Pindus Journal Of Culture, Literature, and ELT 2 (No: 5 for the month of May
17. ИНГЛИЗ ВА ЎЗБЕК ТИЛЛАРИДА «HEAD (БОШ)» СЎЗИНИНГ ИБОРАЛАРДА ИФОДАЛАНИШИ F Narzullayeva ЦЕНТР НАУЧНЫХ ПУБЛИКАЦИЙ (buxdu. uz) 3 (3)
18. Отличительные особенности восклицательных слов в разговорном языке N Salixova центр научных публикаций (buxdu. uz) 5 (5
19. Comparative Analysis of Interjections in the Contexts of Uzbek and English Languages NN Salikhova Eurasian Research Bulletin 7, 189-191
20. Interjections in the Contexts of Uzbek and English Languages NN Salikhova Indonesian Journal of Innovation Studies 18
21. Comparative Analysis of Interjections in the Contexts of Uzbek and English Languages. Eurasian Research Bulletin, 7, 189–191
22. NN Salikhova
Miasto Przyszłości +62 811 2928008 .
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Highland 2024/2025 Jazz Band Auditions Piano
General Information
There are two jazz bands at Highland Middle School. These ensembles, Jazz 1 and Jazz 2, use "traditional" jazz band instruments (saxophones, trumpets, trombones, guitar, piano, bass, and drums). An audition is required in order to be considered for Jazz 1, and rhythm section instruments only in Jazz 2. Exact dates for the auditions and extra-help sessions will be posted outside the band room at the beginning of the year. They will also be available on the jazz audition website (https://bit.ly/HMSjazz).
Every seat in each jazz band is open at the start of the school year. Placement in either jazz band as a 6 th or 7 th grader does not guarantee placement in that same band or a higher band the following year.
Directions for the Music
Attached to this note is the audition material for next year's jazz auditions. Included are portions of songs that Jazz 1 will be performing. Do not worry if some of it seems difficult. The audition material must challenge students from grades 6 through 8. If more than four students audition, not all of them will be placed into a jazz band. Each jazz band will take only up to two pianists. The first selection is a ballad called, "Prayer Meetin'." Play this selection with straight eighth notes. The second selection is a Latin tune called, "Children of Sanchez." Play this selection with straight eighth notes and hard accents. Metronome markings are indicated for each selection. If these are too fast for you it is O.K. to audition at a slower tempo, but students performing well at the correct speed will score higher than students playing well at a slower speed.
Listening to the Music
Recordings of this music are available online - See the jazz audition website (https://bit.ly/HMSjazz) for the link.
**** Special Piano Notes ****
1. Students who are comfortable with chord symbols and chord voicing are encouraged to try different voicing than the ones suggested in these selections. These students should make it clear to the band teachers that they are using their own voicing when they take their audition. Students unfamiliar with this technique should not worry about it, though it is an important skill to learn in the future.
2. Students who are unable to play both hands at the same time may audition one hand at a time. Students who are able to play both hands at once (well and at the correct tempo) will score higher than students who must play one hand at a time.
Highland Jazz Auditions September 2024
Piano
There are two songs for this jazz audition. Each has two parts.
#1 "Prayer Meetin'"
Below is the melody from "Prayer Meetin'". At your audition, you will play this part first. It will show off your ability to play right hand melodies.
‰ Jœ
J
Highland Jazz Auditions September 2024
Piano
There are two songs for this jazz audition, Each has two parts.
#1 "Prayer Meetin'"
Special Note:
Below is an excerpt from "Prayer Meetin'". It corresponds with the last 8 measures of the melody you performed in the first part of your audition. As you play these measures, Mr. Swartzloff will play the melody on his saxophone along with you.
Gospel/Pop Ballad q = 69
4
jœœœ#
jœ
j
5
jœœœ#
jœœ
œ w
Highland Jazz Auditions September 2024 Piano #2 "Children of Sanchez" - Melody
There are two songs for this jazz audition. Each has two parts.
Special Note:
Below is the melody from "Children of Sanchez". At your audition, you will first play this melody. This part of the audition will be used to show off your ability to play melodies with straight eighth notes and right hand melodies with various articulations.
& bbb 4 4 Medium Latin q = 112
Highland Jazz Auditions September 2024
"Children of Sanchez" - Piano Part
Piano
Special Note
Below is an excerpt from the actual piano part from "Children of Sanchez". On beat 4 of the second measure below, Mr. Swartzloff will play the melody on his saxophone (the melody from the previous melody page, starting at the pick up to measure 10). Your rhythms should be played as printed, and if you know how, you should "comp" in measures 3-10. You may change the voicings if you would like to. You and/or your private teacher may simplify any of the chord voicings if that will help you.
b b
b
b
b
B mi7
Fm
b
b b
J
b
b
b b
J
J
b
b
b
b b œ
J
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Literacy
In English, we will begin by reading the story, 'Mini Rabbit Not Lost'. The outcome will be to rewrite the story, in more detail, for a key stage 2 audience. Our next unit of work will be poetry. We will focus on the poems 'The Magic Box' and 'Words Are Ours'. The children will revisit sentence level work from Year 2 and focus on building and using a rich and varied vocabulary. We will start to learn the Year3/4 statutory spellings as well as working on various spelling patterns and rules. We will have daily guided reading sessions, in which we will focus on the key skills of fluency, vocabulary, and comprehension. Handwriting: we will revisit how to form cursive letters, starting on the line and continue to work on ensuring letters are evenly spaced and the correct size when joining.
PSHE - Being me in my world.
The children learn to recognise their self-worth and identify positive things about themselves and their achievements. They talk about: new challenges and how to face them with positivity, the need for rules and how these relate to rights and responsibilities, about choices and consequences, working collaboratively and seeing things from other people's points of view, about different feelings and the ability to recognise these feelings in themselves and others.
Art—3D Art
We will work collaboratively to make a 'balloon' bowl and take inspiration from Howard Hodgkin to decorate it.
French
Our focus for this term will be to introduce France and start to learn simple greetings and numbers to
Science
We will learn about forces, friction and magnetic attraction. We about forces in the context of pushing and pulling, and will identify different actions as pushes or pulls. The children will work scientifically and collaboratively to investigate friction. We will work in a hands on way to identify magnetic materials and conduct an investigation into the strength of different types of magnet and explore the way magnetic poles can attract and repel. We will use our understanding of magnetic attraction to design and create a magnetic game. We will develop scientific enquiry skills and work on making observations, predictions and conclusions.
Year 3
Maths
We will start the term by learning all about place value. This is key for the children's development in maths as a solid understanding of place value is the bedrock of maths! We will recap numbers to 100 before quickly moving onto numbers up to 1000, with a focus on partitioning numbers to 1000, counting in 10s, 50s and 100s. The second unit of work (this might cross over half term) is Addition and Subtraction. The children will recap number bonds to 20 and then will look at adding and subtracting 1's and 10's from any given number to 100. They will then start adding and subtracting two 2 and 3 digit numbers using concrete materials to help them.
RE
Rowan class
Autumn 1 2024
PE
PE will be on Wednesday and Friday and will be taught by Mr. Holmes. Children can come into school in PE kit on these days and will stay in PE kit. Please ensure your child has the correct named Sauncey Wood PE kit; white t-shirt, black plimsolls for inside, black trainers for outside, black shorts or jogging bottoms and a black top.
We will be introducing Islam. This term will focus on life as a Muslim.
Computing
We will be developing our understanding of digital devices, with an initial focus on inputs, processes, and outputs. We will start by comparing digital and non-digital devices.
Geography
This half term we will be learning about the UK. We will learn about: the main geographical regions and their identifying human and physical characteristics, key topographical features (hills, mountains, coasts, rivers) and land use patterns, and how these have changed over time . We will name and locate the UK's capital cities. We will also use the eight points of the compass and four figure grid references in map work. | <urn:uuid:0126fdec-17ff-48e0-8b41-e820688d6216> | CC-MAIN-2024-42 | https://www.saunceywood.herts.sch.uk/_files/ugd/1aa1be_1f92f984ff0a4e25bcab234589d75551.pdf | 2024-10-08T03:54:36+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253512.20/warc/CC-MAIN-20241008014115-20241008044115-00355.warc.gz | 834,433,178 | 831 | eng_Latn | eng_Latn | 0.998879 | eng_Latn | 0.998879 | [
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P-C-A
Nombre________________________________________
History of the Spanish Language
Fecha_________________________pd_______________
1. In the year ________________, _________% of the world's population will speak Spanish equaling about 900 million people.
2. The root of Spanish comes from the _____________________language.
3. All dialects from the latin language are called _____________________languages.
4. Name the 5 dialects: _______________________, _______________________, _______________________,
_______________________, _______________________
5. Who invaded Spain in the 8 th century leaving an indelible influence on the language?
_______________________
6. How many words in the Spanish dictionary are a direct influence from the Arabic language? _______________________
7. What does “Al” mean in Arabic? _______________________
8. Give one example of a word in Spanish that is a direct reflection of the Arabic influence.
_______________________
9. How long did the Moors rule Spain? _______________________
10. Who decreed Castilian as the official language of Spain?_______________________
11.
When was the last Moorish king ousted from Spain? _______________________
12. After discovering the new world, what influenced the Spanish language?
___________________________________________________________________________________________________________________
13. Name one word that came from the Inca Indians language of Quechua. _______________________
14. Name one word that came from the Aztec language of Nahuatl. _______________________
15. Today, Spanish is the language of _______________________ million people.
16. It’s the official language in _______________________ countries.
17. It’s the 2 most taught language in the US behind Chinese. True False
18. Name at least 2 famous people whose native language is Spanish. _______________________
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Mesker Park Zoo Animal Highlight:
Name: CLementine
Species: Reticulated GIraffe
Fun Facts:
* Researchers have concluded that there are four distinct species of giraffe (see the graphic below for more info).
* Clementine arrived at Mesker in June of 2018. you can identify Clem by her unique "frankenstein" shaped spot on her neck.
* Did you know that giraffe's feet are as big as dinner plates? That about 12 inches across!
Be a Giraffe Hero!
Wild giraffe populations have been declining due to poaching and habitat loss. What can you do to help giraffes?
* Be loud for the quiet giant. Tell everyone that giraffes need help and are endangered.
* Grow trees! Giraffes and other animals are hurt by deforestation in their native habitat. You can help animals, where you live, by planting native trees.
* Give money or time to organizations, like your local zoo or SAFE, that are working to save giraffes.
* Refuse to buy things that are made of giraffe body parts, like fur, tail hair, and bones.
Go to the "Celebrating Africa's Giants" webpage to learn more!
Complete the crossword puzzle with what you have learned!
Down:
1. Giraffe feet are as big as a ______ _____.
3. What is the name of one of our giraffes?
4. Be LOUD for the _____ _____.
6. Be a giraffe ____.
7. You can help naive animals where you live by planting native ____.
Across:
2. Something that is causing giraffe populations to decline. 5. ______ to buy things that are made out of giraffe body parts.
7. Something you can give to organizations that are trying to save giraffes.
8. How many species of giraffe are there? | <urn:uuid:5edb456a-c5ce-4b75-81a3-0f4154e8826a> | CC-MAIN-2024-42 | https://meskerparkzoo.com/wp-content/uploads/2024/10/Giraffe-Kids-Page.pdf | 2024-10-08T03:57:11+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253512.20/warc/CC-MAIN-20241008014115-20241008044115-00355.warc.gz | 339,128,128 | 382 | eng_Latn | eng_Latn | 0.998391 | eng_Latn | 0.998391 | [
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St George's Catholic Voluntary Academy
Art Policy
Aims of the Policy
At St. George's Catholic Academy, we are committed to high quality teaching and learning in art to raise standards of achievement for all children. All staff and governors have been consulted in developing this policy, which summarises expectations and common working practices. It reflects what has been agreed in terms of approach and consistency and makes explicit the best practice in art to which the school aspires. It also reflects the aims and objectives of the school and supports its vision.
Learning is the purpose of the whole school and is a shared commitment. At St. George's Catholic Academy, we recognise that education involves children, parents, staff, governors, the community, diocese and the local authority, and that for optimum benefit, all should work closely together to support the process of learning within art. Working in partnership, we aim to:
- provide a Christ-centred, supportive, positive, healthy, caring and safe environment, which has high expectations and values all members of the school community;
- recognise the needs and aspirations of all individuals and provide opportunities for all pupils to make the best possible progress and attain the highest personal achievements; to enable them to 'grow in faith and have faith in growing'.
- ensure children can develop competent individuals, within a broad, balanced, exciting and challenging art curriculum;
- provide rich and varied contexts and experiences for pupils to acquire, develop and apply a broad range of knowledge, skills and understanding;
- provide an art curriculum which promotes the spiritual, moral, social, cultural, physical, mental and emotional development of the pupils;
- develop individuals with lively, enquiring minds, good thinking skills, self-respect, self-discipline and positive attitudes;
- encourage all children to be enthusiastic and committed learners, promoting their self -esteem, self-worth and emotional well-being;
- develop children's confidence and capacity to learn and work independently and collaboratively.
Issue No 1
September 2024
Art Curriculum – Statement of Intent
At St. George's, we want our children to gain a coherent understanding of a broad range of art techniques and a knowledge of a variety of well known artists and artisans. We desire a language rich curriculum that will inspire our children so that they are curious to know more about art. Our children should gain a knowledge and an understanding of a broad spectrum of artists and acquire an ability to utilize many different techniques to create their own pieces of artwork.
Curriculum Intent Model
1. Curriculum drivers shape the breadth of our art curriculum. They derive from an exploration of the backgrounds of our students, our beliefs about high quality education, and our values. They are used to ensure we give our students appropriate and ambitious curriculum opportunities.
2. Cultural capital gives our students the vital background knowledge required to be informed and thoughtful members of our community who understand and believe in British values.
3. Curriculum breadth is shaped by our curriculum drivers, cultural capital, subject topics and our ambition for students to study the best of what has been thought and said by many generations of academics and scholars.
4. Our art curriculum distinguishes between the different topics and 'threshold concepts'. Art topics include the specific skills and artists that are studied.
5. Threshold concepts tie together the subject topics into meaningful schema. The same concepts are explored in a wide breadth of topics. Through this 'forwards-andbackwards engineering' of the curriculum, students return to the same concepts over and over and gradually build understanding of them.
6. The threshold concepts in art are: Generating ideas, Using sketchbooks, Making skills (including formal elements), Knowledge of Artists and Evaluating and analyzing.
7. For each of the threshold concepts there are Milestones, each of which includes the procedural and Knowledge categories in each subject, give students a way of expressing their understanding of the threshold concepts.
8. Knowledge organisers help students to relate each topic to previously studied topics and to form strong, meaningful schema.
9. Cognitive load theory tells us that working memory is limited and that cognitive load is too high if students are rushed through content. This limits the acquisition of long-term memory. Cognitive science also tells us that in order for students to become creative thinkers, or have a greater depth of understanding they must first master the basics, which taken time.
10. Within each Milestone, students gradually progress in their procedural fluency and semantic strength through three cognitive domains: basic, advancing and deep. The goal for students is to display sustained mastery at the 'advancing' stage of understanding by
the end of each milestone and for the most able to have a greater depth of understanding at the 'deep' stage.
11. As part of our progression model, we use a different pedagogical style in each of the cognitive domains of basic, advancing and deep. This is based on the research of Sweller, Kirschner and Rosenshine who argue to direct instruction in the early stages of learning and discovery based approaches later. We use direct instruction in the basic domain and problem based discovery in the deep domain. This is called the reversal effect.
Implementation: Planning and Teaching of Art
12. Our curriculum design in art is based on evidence from cognitive science; three main principles underpin it:
12.1. Learning is most effective with spaced repetition.
12.2. Interleaving helps pupils to discriminate between topics and aids long-term retention.
12.3. Retrieval of previously learned content is frequent and regular, which increases both storage and retrieval strength.
13. In addition to the three principles we also understand that learning is invisible in the short-term and that sustained mastery takes time.
14. Continuous provision, in the form of daily routines, replaces the teaching of some aspects of the art curriculum and, in other cases, provides retrieval practice for previously learned content. Lessons begin with a Revisit session to help maintain and embed the learning.
15. The planning and teaching of art is organised into a series of cycles in each Key Stage. Cohesion has been developed between the cycles, helping the children gain a sound knowledge of artistic techniques and build a portfolio of knowledge of different artists over the two Key Stages. Children study a range of topics which include a number of famous artists: From Clarice Cliff, looking at Art Deco, in Key Stage 1, through to Van Gogh, looking at PostImpressionism, in Key Stage 2. In EYFS the children focus on basic fine motor skills to ready them for Key stage 1. Skills such as cutting, sticking, colouring, pencil grip and modelling with clay are vital for them to be able to access learning throughout their schooling.
16. A number of Knowledge Categories are identified for each of the cycles. These are taken from this list: Media and Materials, Techniques, Process, Colour Theory, Artists and Artisans, Effects, Visual Language, Styles and Periods.
17. Vocabulary is specifically identified in the planning for each of the cycles. Tier Two vocabulary is that which drives the learning in art and helps determine the kind of tasks the children undertake. Basic tasks may be driven by words such as, list, choose or describe.. More advanced or deep tasks may be driven by
words such as, create, replicate or research. Tier Three vocabulary used in each Cycle is that which is specific to that aspect of the topic. For instance, when learning about L.S.Lowry, words such as industrial and charcoal are specific to the topic being studied at that time.
Impact
Because learning is a change to long-term memory, it is impossible to see impact in the short term.
We use probabilistic assessment based on deliberate practice. This means we look at the practices taking place to determine whether they are appropriate, related to our goals and likely to produce results in the long run.
We use comparative judgment in the tasks we set in comparing a student's work over time.
We use lesson observations to see if the pedagogical style matches our depth expectations.
Art - Subject Leader
The Subject leader has a variety of roles. These include:
- taking the lead in policy development and quality assuring art knowledge organisers, resources and art plans throughout the school;
- supporting colleagues in their development and implementation of art knowledge organisers, resources and art plans and in assessment and record-keeping activities;
- monitoring progress in art and advising the Senior Leadership Team on action needed; taking responsibility for the purchase and organisation of central resources for art;
- using release time to support colleagues;
- keeping up-to-date through research and continuing professional development.
Organisation
The learning environment in art will be managed in such a way as to facilitate different styles of learning.
Opportunities will be made for:
- whole class teaching;
- group work, organised according to appropriate criteria (i.e. ability, mixed ability, friendship, etc);
- one to one teaching;
- conferencing;
- collaborative and active learning in pairs or groups;
- independent learning.
The classroom will be organised to facilitate learning and the development of independence. For example:
- resources available to study art;
- labels and posters should be used wherever possible/appropriate to reflect the language diversity in the school;
- pupils will be involved in the maintenance and care of all art equipment and resources. Classrooms provide a stimulating and purposeful learning environment, including thought provoking and stimulating displays to include knowledge organisers and helpful resources that document the learning journey through art in the class.
Differentiation
So that we always have the highest possible expectations of individual learners and so they can demonstrate what they can do, understand and achieve, teachers will differentiate the curriculum according to individual needs by:
- pace;
- challenge:
- mastery:
- content;
- task;
- relevance;
- resources;
- extension;
- autonomy;
- teacher/adult support.
Differentiated tasks will be detailed in the planning of each Cycle. Teachers will adapt their pedagogical content approach based on the progression through the cognitive domains (see below).
| | Basic | | Advancing | Deep |
|---|---|---|---|---|
| Acquiring knowledge. | | Applying knowledge. | | |
| Knowledge is explicit and unconnected. | | Knowledge is explicit and connected. | | |
| Relying on working memory. | | Drawing on long-term memory, freeing working memory to consider application. | | |
| Procedures processed one at a time with conscious effort. | | Procedures being automatic. | | |
| Understands only in the context in which the materials are presented. | | Sees underlying concepts between familiar contexts. | | |
| New information does not readily stick. Schemes are limited. | | New information is linked to prior knowledge. Schemas are strong. | | |
| Struggles to search for problem solutions. Relies on means-end analysis. | | Combines searching for problem solutions with means-end analysis. | | |
| Requires explicit instructions and models. | | Uses models effectively. | | |
Assessment, Recording and Reporting
There will be two summative assessments each year of pupils' work in art in order to establish the level of attainment and progress and to inform future planning. Formative assessment is used to guide the progress of individual pupils. It involves identifying each child's progress in areas of the art curriculum, determining what each child has learned and what therefore should be the next stage in his/her learning.
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WINTER HOLIDAY HOME ASSIGNMENT ( CLASS VII) 2017-2018
Solve all the given Questions in your Class Work Copy only.
1. A number is increased by 10 % and then the increased number is decreased by 10% .
Find the net increase or decrease per cent.
2. The population of a town increases 8% annually. If its present population is 142560 what was it a year ago?
3. Gunpowder contains 75% Nitre and 10 % of Sulphur, and the rest of it is Charcoal. Find the amount of Charcoal in 8Kg of gunpowder.
4. A watch when sold at a profit of 6% yields Rs 870 more than when it is sold at a Loss of 6%.Find the cost price of the watch.
5. A sum of money at Simple Interest doubles itself in 8 years 4 months. In how much time will it treble itself?
6. One side of a triangle is produced and the exterior angle so formed is 120 0 .If the interior opposite angles be in the ratio 3:5, find the measure of each angle of the triangle.
7. Two poles 9 m and 14 m stand upright on a plane ground .If the distance between their feet is 12 m ,find the distance between their tops.
8. A man goes 24 m due East and then 10 m due North. How far is he away from his initial position?
9. If two triangles have their corresponding angles equal, are they always congruent? If not, draw two triangles which are not congruent but which have their corresponding angles equal?
10.Are two triangles congruent if two sides and an angle of one triangle are respectively equal to two sides and an angle of the other? If not then under what conditions will they be congruent ?
11.The base of an Isosceles triangle is 12 cm and its perimeter is 32 cm .Find its area.
12.The diameter of a wheel of a car is 70cm. How many revolutions will it make to travel 99 Km ?
13.The inner circumference of a track is 220 m and the width of the track is 7m. Calculate the cost of putting up a fence along the outer circle of the track at the rate of Rs 50 per meter.
14.DEFINE :a)Pythagoras Theorem b)Converse of Pythagoras Theorem c)Angle Sum Property d)Triangle Inequality
15. DEFINE :
a)
Centroid c) Circumcenter
b)
Incenter d) Orthocenter | <urn:uuid:376cd6f7-579c-419f-a382-dd8b4fade1e9> | CC-MAIN-2018-22 | http://davgandhinagar.com/HighlightNewsDoc/16f7b627-a989-4207-9615-9ff8ff81361e_Home%20Workd%20VII%20(Math).pdf | 2018-05-27T07:36:34Z | crawl-data/CC-MAIN-2018-22/segments/1526794868132.80/warc/CC-MAIN-20180527072151-20180527092151-00022.warc.gz | 65,892,761 | 543 | eng_Latn | eng_Latn | 0.996407 | eng_Latn | 0.996407 | [
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Dear Teachers,
This guide has been developed as preparation and follow-up for your screening at the Reel Fun Film Festival of the film "A Dios Momo".
Discussion Questions
1. How does a person's socio-economic status determine what privileges they have in life?
2. Is learning to read a right or a privilege?
3. How is life in Canada different from life is Uruguay? Similar? (You may wish to complete a Venn Diagram as a class)
Lesson 1
Student Objectives
* Understand the importance of learning basic skills such as reading and writing.
* Write a persuasive essay
* Use examples to convince others of your point of view
Materials
* Copy of the movie A Dios Momo
* Persuasive essay format
* Persuasive essay rubric
Procedure
1. View the movie A Dios Momo
2. Discuss the importance of reading and writing
3. Brainstorm possible arguments as to why you need to read and write to survive.
4. Introduce students to persuasive writing techniques( Introduction, Thesis Statement, Body and Conclusion)
5. Write a persuasive essay on the following topic;
What is more important; the ability to read/write or helping your family to survive?
Alternate assignment:
Write a newspaper article detailing the importance of reading/writing in society.
Student Objectives
* Explore the importance of reading in society
* Understand different points of view
* Create a song
Procedure
1. View the movie A Dios Momo
2. Discuss the role the watchman played in the movie
3. Ask students to focus on the technique used to teach Obdulio to read. Why do they think this technique was successful.
4. The Murgas songs are sung during important carnivals in Uruguay. Create a song using satire just as those that the watchman uses with Obdulio. Ask the students to use subject matter that they think would make someone want to learn to read.
Alternate Assignment:
Have students create a poster to promote reading and literacy. | <urn:uuid:48d5aac4-7af4-4e03-82d3-02f60a428818> | CC-MAIN-2018-22 | http://reelfunfilmfest.com/2007/guides/A_Dios_Momo_Study_Guide.pdf | 2018-05-27T08:05:10Z | crawl-data/CC-MAIN-2018-22/segments/1526794868132.80/warc/CC-MAIN-20180527072151-20180527092151-00021.warc.gz | 244,945,453 | 414 | eng_Latn | eng_Latn | 0.995674 | eng_Latn | 0.996206 | [
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2018 Shelton FLL Lego Robotics Info Packet
(1) What is FIRST Lego Robotics?
FIRST ® LEGO ® League (FLL) is an exciting international robotics program that ignites an enthusiasm for discovery, science, and technology in kids ages 9 to 14. It is the result of a partnership between the LEGO ® Group and the FIRST ® (For Inspiration and Recognition of Science and Technology) Organization. To learn more about the FIRST organization visit their website: http://www.usfirst.org.
Each FLL team works over the course of a few months to build a competitive robot using the MindStorms NXT / EV3 LEGO ® Product and program it to complete specified tasks for State and Regional competitions. In addition to the tasks which are directly related to the LEGO ® products (i.e. building and programming), the FLL teams are also expected to research a topic to learn something about it and then create some form of informational presentation. This presentation can take the form of anything that the students come up with from a live-action skit, to a PowerPoint presentation, or an informational poster board. The purpose of this task is to get these students thinking about the problem presented and how they can work to solve this problem. This year's challenge has been announced and it is called Into Orbit.
More details on the challenge for this and previous year's challenges are available on the FLL website: http://www.firstlegoleague.org/challenge
The Shelton FLL teams are mentored by the Shelton High School Robotics Team, the Gaelhawks. They will be working closely with us throughout the work sessions leading to the competitions. Many of these students are previous members of the Lego League and have a great deal of experience to share. To find out more about the SHS Gaelhawks visit their website: http://www.shsrobotics.org.
(2) What is expected of a team member?
Like any team sport, participation on this team will require dedication and commitment. Work sessions will take place at Shelton High School every Saturday morning from 8:30 AM – 1:00 PM. There may also be several after-school and/or evening sessions as well. The Shelton Qualifying tournament will take place on a Saturday in November 2018. The State Championship will take place on a Sunday in December 2018.
Due to the limited amount of work sessions it is imperative that students attend all work sessions. If a student misses excessive sessions they may not be able to participate in the competitions.
But, most importantly, the main tenet of the FIRST programs is a notion of "gracious professionalism". This phrase was coined by one of the founders of FIRST and is intended to convey a spirit of intense competition and paired with personal integrity and respect for your opponents. A willingness to do your best to live up to this expectation is a requirement for anyone on this team. This is a school-related activity and therefore all school behavior policies apply as well.
(3) How do I join?
The application for this year's FIRST Lego Robotics Team is attached. There is an ONLINE APPLICATION that can be found here:
https://www.surveymonkey.com/r/J5QR6S9
Just fill out the application carefully and submit it by May 23, 2018 at 7PM (This is a very competitive application process. There are approximately 810 open slots each year and usually 40-50 applicants. Do your best to answer questions carefully and completely. Good Luck!) | <urn:uuid:e829ed2b-35ea-42d1-9d85-233b4b8ce91c> | CC-MAIN-2018-22 | https://echalk-slate-prod.s3.amazonaws.com/private/districts/376/resources/c863c3c7-8ec4-435f-a917-ad6ae797a017?AWSAccessKeyId=AKIAJSZKIBPXGFLSZTYQ&Expires=1841926792&response-cache-control=private%2C%20max-age%3D31536000&response-content-disposition=%3Bfilename%3D%22LEGO%25202018%2520info%2520packet.pdf%22&response-content-type=application%2Fpdf&Signature=V55OLNWqd9zW3KZfpigPCCYS8gU%3D | 2018-05-27T07:48:29Z | crawl-data/CC-MAIN-2018-22/segments/1526794868132.80/warc/CC-MAIN-20180527072151-20180527092151-00019.warc.gz | 554,358,378 | 724 | eng_Latn | eng_Latn | 0.999248 | eng_Latn | 0.999258 | [
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Championing Your Child:
Helping Your Child Develop A Positive Self-Image*
By Cliff Crain, MFT
There are many ways to help your child build inner strength and a positive selfimage. The sooner a parent starts, the easier it is to be successful. The most important thing is TO START NOW!
The single biggest factor in achieving the goal of nurturing your child's inner world and developing a strong, self confident, self-reliant individual is by modeling what it is we hope to achieve. Therefore, we most diligently work on our own self-esteem, becoming all we can be. This is accomplished by taking classes on self-development and doing our own therapy when needed.
Another way to help our children is by saying those things they need most to hear at each stage of their development. Below is a partial list of affirmations you can use with your child/children. These affirmations CAN NOT be used too much, so use them freely and generously. Good luck.
______________________________________________________________________
Directions: Find a way to share these affirmations, based upon the child's age, with your child regularly. These might be great to add to your child's bedtime routine.
0-1 years of age: I am so glad you are my son/daughter.
I like you just the way you are.
I will never leave you. You can count on me.
Your needs are OK with me.
I like taking care of you.
In all the world, there has never been another like you.
I will give you all the time you need to get your needs met.
I am so glad you are a boy/girl.
I love preparing food for you and spending time with you.
__________, I love you just the way you are.
I am here to take care of your needs. You do not need to take care of mine.
It is OK for you to be taken care of,____________.
__________, it is OK to be curious, to want, to look, and to
touch things. I will make it safe for you to explore.
It’s OK to say no, ____________. I am glad you want to be you.
It is OK for both of us to get mad. We will work out our problems.
It is OK to feel scared when you do things your way. It's OK to feel sad, and to cry, when things do not work out. I will never leave you. You can always count on me. You can be you, and still count on me being there for you.
2-3 years of age:
4-5 years of age:
I love watching you learn things. I love watching you grow up.
I love and value you,___________.
_________, I love watching you grow and learn.
I will be here for you to test your boundaries and find out your limits.
It is OK for you to think for yourself. You can think about your feelings & have feelings about what you are thinking.
I like your life energy. I love watching you play.
I will set limits for you and help you find out who you are.
I love your curiosity about your body and about life.
It is ALWAYS OK for you to ask me questions.
I love you just the way you are,___________.
It is OK for you to be different; to have your own ideas on things.
It is OK for you to feel differently than other people.
It is OK for you to imagine things without fearing they will come true. I will help you separate fantasy & reality.
I like that you are a boy/girl.
It is always OK for you to cry, even though you are growing up.
It is good for you to find out the consequences of your behavior.
You can ask for the things you want.
You can ask questions if something seems confusing.
You are not responsible for Mom and Dad being happy!
You are not responsible for family problems.
It is OK to explore and to make mistakes.
6-10 years of age: _________, you can be who you are at school. You can
stand up for yourself and I will support you.
It is OK to learn to do things your way.
It is OK for you to think about things and try them out before making them your own.
You can trust your judgments. You need only take the consequences of your choices.
You can do things your own way.
It is OK to disagree. We can agree to disagree.
I love you just the way you are,___________.
You can trust your feelings. If you are afraid, tell me.
It is OK to feel afraid. We can talk about anything.
You can dress like the other kids, or you can choose to dress differently.
You deserve to be happy. Let me help you.
I am willing to be with you, to support you, no matter what.
Teenage years:
No matter what anyone says or does, know that you are a worthwhile person.
I will always love you, even if you make bad choices!
I am always on your side, even if it does not feel that way. If you ever want to talk, I love to listen and learn more about your world.
I love watching you grow up.
I love just hanging out with you.
Know that we can talk or not. I am happy being with you.
We can always agree to disagree.
If you want something, remember: IF YOU WANT TO G-E-T,
YOU NEED TO A-S-K !
I am so glad you are my son/daughter.
Please let me know if I do anything that upsets you. We can discuss anything.
_______________________________________________________________
* Much of the information contained in this "Championing Your Child" came from John Bradshaw's book Homecoming (Bantam, 1990). This article was first published in BPP Edition #2, December 2005.
Lighten up and enjoy each precious moment with
Lighten up and enjoy each precious moment with your kids!! your kids!!
Center for Creative Living www.4creativeliving.com | <urn:uuid:8b6d30b0-3213-48b1-9c21-d81e7c771961> | CC-MAIN-2018-22 | http://4creativeliving.com/files/125433053.pdf | 2018-05-27T07:32:26Z | crawl-data/CC-MAIN-2018-22/segments/1526794868132.80/warc/CC-MAIN-20180527072151-20180527092151-00025.warc.gz | 5,294,119 | 1,231 | eng_Latn | eng_Latn | 0.999779 | eng_Latn | 0.999874 | [
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Ages and Stages Tip Sheet
Infants and Toddlers Ages 0 to 2
How infants and toddlers are affected by media is important to their overall health and development. This tip sheet will help you understand how media can positively and negatively affect how they think, act, learn and grow. Use this information as a guide to help you choose media that are best for your infant and toddler.
Media, Infants, and Toddlers
The American Academy of Pediatrics suggests that parents set media limits for their children based on their child's individual needs. Below are some suggestions for how to best use media with your infant or toddler:
Video
- Some videos claim that your baby will become smarter by watching them, but evidence shows that this is not true. Help your baby learn real-world skills through playing games like peek-a-boo or other screen-free activities.
- Background TV can distract infants and toddlers while they play, taking time away from the activities they are doing and the skills they are learning. Turn off the TV when they are eating, playing, and sleeping.
Music
- Listening to music can help infants and toddlers with their brain development and increase their language skills. Play instrumental or music with toddler-friendly lyrics at soft volumes, so that they can move to the music or begin to sing along.
- Playing games with music, such as clapping along to a song, can help toddlers develop coordination skills and learn how to interact with others. Listen to music with a beat and play games with your baby as you listen.
Reading Materials
- Reading to your infant or toddler will help lay the foundation for your child's developing language skills. Choose books that are written for young children and that your baby enjoys.
- Reading with your child can help strengthen the parent-child bond. Talk to your infant and toddler about what is happening in the book, and point out interesting facts and pictures beyond the text.
Video Chat
- Interacting through video chat can help infants and get to know distant friends and family, and may help with their language development. Use video chat like FaceTime and Skype with your baby to interact with far away friends and relatives when unable to meet in person. | <urn:uuid:7f21a541-9dc6-4fd1-af80-ef134e43b767> | CC-MAIN-2018-22 | http://cmch.tv/wp-content/uploads/Tip-Sheet-Infants-and-Toddlers.pdf | 2018-05-27T07:56:20Z | crawl-data/CC-MAIN-2018-22/segments/1526794868132.80/warc/CC-MAIN-20180527072151-20180527092151-00023.warc.gz | 58,886,499 | 440 | eng_Latn | eng_Latn | 0.99831 | eng_Latn | 0.99831 | [
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Properties of Bulk matter(Hydrodynamics)
1. Two capillary tubes of equal length and inner radii 2r and 4r respectively are added in series and a liquid flows through it. If the pressure difference between the ends of the tube of the whole system is 8.5 cm of mercury, find the pressure difference between the ends of the first capillary tube
2. Two equal drops of water falling through air with a steady velocity v. If the drop[s coalesced, What will be the new steady velocity
3. Water stands at a height H in a tank whose sides are vertical. An orifice is made at the depth h on one o the walls. The emerging stream of water strikes at a distance R from the tank on the floor. Find the relation for R in terms of h, and H. When R is maximum, how h and H are related
4. Water flows through a tapering horizontal tube of radii of cross section r1 =20 and r2 = 10 cm. The velocity of water at the points for the radius of cross section r1 is v1 = 2 m/sec. Find the force imparted by the emerging water at the other end of the tube
5. The rate of steady volume of water through a capillary tube of length l and radius r under a pressure difference of P is V. This tube is connected with another tube of same length but half the radius in series. Then find the rate of increase of steady volume through them is (the pressure difference across the combination is P).
6. The velocity of water in a river is 18 km/h near the surface. If river is 5 m deep, find the shearing stress between the horizontal layers of water. The coefficient of viscosity of water = 10 -2 poise.
7. If terminal speed of a sphere of gold (density = 19.5 kg/m 3 ) is 0.2 m/sec in a viscous liquid (density = 1.5 kg/ m 3 ). Find the terminal speed of a sphere of silver(density = 10.5kg/m 3 ) of the same size in the same liquid
8. There is a hole in the bottom of the tank having water. If total pressure at the bottom is 3 atm( 1 atm = 10 5 Nm -2 ), then find the speed of the water flowing through the hole
9. At what speed the velocity head of water is equal to pressure head of 40 cm of Hg
10.Water flow at a speed of 6 cm/sec through a tube of radius 1cm. Coefficient of viscosity of water at temperature is 0.01poise. Calculate the Reynolds number. Is it a steady flow
11. An air bubble of diameter 2 mm rise steadily through a solution of density 1750 kg/m 3 at the rate of 0.35 cm/sec. calculate the coefficient of viscosity of the solution. The density of air is negligible
12.A rectangular tang is filled to the brim with water. When a hole at its bottom is unplugged, the tank is emptied in time T. In what time, the tank half filled with water will be emptied out | <urn:uuid:65229e0a-df24-4eca-91ab-877363d7057b> | CC-MAIN-2018-22 | http://sidiphysics.com/files/documents/properties-of-bulk-material%28Hydrodynamics%291.pdf | 2018-05-27T07:31:58Z | crawl-data/CC-MAIN-2018-22/segments/1526794868132.80/warc/CC-MAIN-20180527072151-20180527092151-00024.warc.gz | 266,021,058 | 667 | eng_Latn | eng_Latn | 0.995819 | eng_Latn | 0.995819 | [
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The problem goes like this: If you throw an object upward, and you know that it reaches 50% of its maximum height after 2 s, what is the maximum height.
So we know: Acceleration: −9.8 𝑚 𝑠 2 and time: 2𝑠 = 0.5𝑦
Maximum height equals: 𝑣 2 2 = 𝑔ℎ
Time needed to reach 50% of maximum height: ℎ = 𝑣𝑡− 𝑔𝑡 2
So, we have system of equations:
Or:
Substitute (1) equation to second:
We have quadratic equation with roots:
Or for height:
Answer: 228 or 6.7 m | <urn:uuid:7b0cf2cc-51a8-45f2-84c0-b8986e392da1> | CC-MAIN-2018-22 | https://www.assignmentexpert.com/homework-answers/physics-answer-35164.pdf | 2018-05-27T08:15:19Z | crawl-data/CC-MAIN-2018-22/segments/1526794868132.80/warc/CC-MAIN-20180527072151-20180527092151-00033.warc.gz | 708,265,720 | 162 | eng_Latn | eng_Latn | 0.986305 | eng_Latn | 0.986305 | [
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Understanding the world
-To learn about maps, globes and atlases.
-To learn about different types of transport and about different occupations.
-To learn how Chinese New Year is celebrated. (Jan 28 th )
- To develop joining skills (making vehicles).
- To develop computing skills including iPad photography and rugged racers.
Our Value this half term is: Responsibility
Mathematics
- To develop positional language.
-To recognise numerals 0 to 20.
-To be able to order and compare these numbers by saying which is less or more.
-To count forwards and back to/from 20 and beyond.
-To say 1 more and 1 less than a given number up to 10 then later up to 20.
-To begin to understand the value of numbers beyond 10 and up to 20 i.e. 11 is ten and one more.
-To compare the weight of 2/3 objects, and begin to measure using a non standard unit.
-Name and describe some flat and solid shapes.
-Identify and create simple patterns.
- To begin to add and subtract using 2 single digit numbers.
Physical development:
- To experiment with different ways of moving.
- To jump off objects and land appropriately.
- To handle tools, objects, construction and malleable materials safely and with control.
- To use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed.
- To begin to form recognisable letters using a precursive script.
Key Learning for the topic: We are going on a journey!
Reception 2018 Spring Term (first half)
Key Texts
Mrs Armitage on wheels –
Quentin Blake
The Naughty Bus Jan-Oke Various non-fiction books about vehicles
Personal, social and emotional:
- To know that everyone is good at different things and that we learn to do more things as we get older.
- To have a developing respect for the cultures and beliefs of others.
Expressive arts and design
-To learn to sing a range of songs and to play along with different
instruments.
-To explore mark making using a variety of tools and techniques.
-To learn to create observational drawings of vehicles.
-To use imagination in roleplay areas and with 'small world'.
-To learn about collage and help to make a group collage.
Communication, language and literacy:
- To say the sounds that all single letters represent.
- To begin to learn some digraphs – these are 2 letters that make 1 sound e.g. sh, ch, ai
-To hear and say sounds at the beginning, middle and end of words.
-To be able to ask questions and find out the answers.
-To write for a variety of purposes; posters for the transport role-play, messages, brochures, booking forms, tickets etc.
-To write familiar stories.
-To be able to form letters with a pre-cursive script.
- To read a range of familiar and common words and simple sentences independently.
- To show an understanding of the elements of stories e.g. characters, sequencing of events, openings.
- To find out information from nonfiction books.
- To understand that people have different needs, views and feelings that need to be treated with respect.
- To work as part of a group, taking turns and understanding agreed codes of behaviour.
Building Learning Power
We will be revising the skills that Incy,and Busy and Buzz have been teaching us and learning their catch phrases! We will introduce Boggle the Bear. Boggle helps our children to become reflective and think carefully about how to overcome obstacles within their learning. Boggle models how to plan effectively, using knowledge and everyday experiences to support learning. Boggle also teaches children how to review and adapt to improve their learning and to enjoy talking about the progress they are making.
This outlines the curriculum coverage intended for the half term. Due to the way the curriculum is mapped out over the year there may be specific subjects that are not focused upon in a particular topic. This topic guide may be amended at times to reflect changing needs and circumstances, to enable flexibility in capitalising upon the educational potential of unforeseen special events, children's' interests and 'one offs'. | <urn:uuid:36bd686b-70a0-44c0-8079-c8ecc1f05350> | CC-MAIN-2018-22 | https://s3-eu-west-1.amazonaws.com/jotter2.files/8166367?response-content-type=application%2Fpdf&response-content-disposition=inline%3Bfilename%3Dcurriculum-overview-we-are-going-on-a-journey-spring-term-1--2018.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20180527%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20180527T081118Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=664d43364e7f8d33fa88ed6d7b1c09803c2a86c45b9c5d4f58297bb4ef8538cf | 2018-05-27T08:11:19Z | crawl-data/CC-MAIN-2018-22/segments/1526794868132.80/warc/CC-MAIN-20180527072151-20180527092151-00031.warc.gz | 659,399,758 | 846 | eng_Latn | eng_Latn | 0.998243 | eng_Latn | 0.998243 | [
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PREVENTING SLEEP PROBLEMS By Barton D. Schmitt, M.D.
THE PROBLEM
Parents want their children to go to bed without resistance and sleep through the night. Parents look forward to a time when they can again have seven or eight hours of uninterrupted sleep. Newborns, however, have a limit on how many hours they can sleep, usually four or five. By 2 months of age, some 50% of infants can sleep through the night. By 4 months, most infants have acquired this capacity. It may not develop, however, unless you have a plan. Consider the following guidelines if you want to teach your baby that nighttime is a special time for sleeping, that his crib is where he stays at night, and that he can put himself back to sleep. It is far easier to prevent sleep problems before 6 months of age than it is to treat them later.
**********************************************************************************
Newborns
* Place your baby in the crib when he is drowsy but awake. This is very important; without it the other preventive measures will fail. Your baby's last waking memory should be of the crib, not of you or of being fed. He must learn to put himself to sleep without you. Don't expect him to go to sleep as soon as you put him down. It often takes 20 minutes of restlessness for a baby to fall asleep. If he is crying, rock him and cuddle him, but when he settles down try to put him in the crib before he falls asleep. Handle naps the same way. This is when your child learns to put himself back to sleep after normal awakenings. Don't help him when he doesn't need any help.
* Hold your baby for all fussy crying during the first three months. All new babies cry some during the day and night. If your baby cries excessively, the cause is probably colic. Always respond to a crying baby. Gentle motion and cuddling seem to help the most. Babies can't be spoiled during the first three or four months of life. Even colicky babies have a few times each day when they are drowsy and not crying, however. On these occasions, place the baby in the crib and let him learn to comfort himself and put himself to sleep.
* Carry your baby for at least three hours a day when he isn't crying. This practice helps reduce fussy crying.
* Do not let your baby sleep for more than three consecutive hours during the day. Attempt to awaken him gently and entertain him. In this way, the time when your infant sleeps the longest will occur during the night. Note: Many newborns can sleep five consecutive hours and can be taught to take this longer period of sleep at night.
* Do not feed a bottle-fed baby if he cries less than two and a half hours after the last feeding (two hours for breastfed babies). Crying is the only form of communication newborns have. Crying does not always mean your baby is hungry. He may be tired, bored, lonely, or too hot. Hold your baby at these times or put him to bed. Don't let feeding become a pacifier. Babies who feed too often during the day become hungry at frequent intervals during the night.
* Make middle-of-the-night feedings brief and boring. You want your baby to think of nighttime as a special time for sleeping. When he awakens at night for feedings, don't turn on the lights, talk to him, or rock him. Feed him quickly and quietly. Provide extra rocking and play time during the day. This approach leads to longer periods of sleep at night.
* Don't awaken your baby to change diapers during the night except when they are soiled or you are treating a bad diaper rash. If you must change your child, use as little light as possible (a flashlight, for example), do it quietly, and don't provide him with any entertainment.
* Don't let your baby sleep in your bed. Once he is used to sleeping with you, moving him to his own bed is extremely difficult. While it's not harmful for your child to sleep with you, you probably won't get a restful night's sleep. So why not teach him to prefer his own bed? For the first two or three months, you can keep your baby in a crib next to your bed if you wish.
* Choose a late bedtime (10 p.m. or 11 p.m.) and give the last feeding then. Try to keep your baby awake for the two hours before bedtime. Going to bed at the same time every night helps him develop good sleeping habits.
2-month-old babies
* Try to delay middle-of-the-night feedings. By this age your baby should be down to just one feeding during the night. Before preparing a bottle, try holding your baby briefly to see if that will be enough to satisfy her. If you must feed her, give one or two ounces less of formula than you would during the day. If you are breastfeeding, nurse for less time at night. As your baby gets close to 4 months of age, try nursing on just one side at night. Never awaken her for a nighttime feeding except at your bedtime.
* Move your baby's crib to a separate room. By 3 months of age, your baby should be sleeping in a separate room. This helps parents who are light sleepers to speek better. Also, your baby may forget that her parents are available if she can't see them when she awakens. If separate rooms are impractical, at least put up a screen or cover the crib railing with a blanket so that your baby can't see your bed.
4-month-old babies
* Try to discontinue the 2 a.m. feeding before it becomes a habit. By 4 months of age, a bottle-fed baby does not need to be fed more than four times a day. Breast-fed babies do not need more than five nursing sessions a day. If you don't eliminate the night feeding at this time, it will become more difficult to stop as your child gets older. Remember to give the last feeding at 10 p.m. or 11 p.m. If your child cries during the night, comfort him with a back rub and some soothing words instead of with a feeding. Note: Some breast-fed babies who are not gaining well may need to be supplemented with formula or cereal several times during the day to help them go without nighttime nursing.
* Make middle-of-the-night contacts brief and boring. Comfort your child as little as possible between 10 p.m. and 6 a.m. All children have four or five partial awakenings each night. They need to learn how to go back to sleep on their own. If your baby cries for more than five minutes, visit him but don't turn on the light, play with him, or take him out of his crib. Comfort him with a few soothing words and stay for less than one minute. This brief contact usually isn't enough to encourage your baby to keep waking you up every night. If your child is standing in the crib, don't try to make him lie down. He can do this by himself. If the crying continues, you can check your baby every 15 to 20 minutes, but do not take him out of the crib or stay in the room until he goes to sleep. (Exception: When you believe he is sick or afraid.)
* Don't allow your baby to hold his bottle or take it to bed with him. Babies should think that the bottle belongs to the parents. A bottle in bed leads to middle-of-the-night crying because the baby inevitably reaches for the bottle and finds it empty or missing because it has fallen to the floor.
6-month-old babies
* Leave the door of your child's room open. Children can become frightened when they are in a closed space and are not sure that their parents are still nearby.
* Provide a friendly soft toy for your child to hold in her crib. At the age of 6 months, children start to be anxious about separation from their parents. A stuffed animal, doll, or blanket can be a security object that comforts your child when she wakes up during the night.
* During the day, respond to separation fears by holding and reassuring your child. This contact lessens nighttime fears and is especially important for mothers who work outside the home.
* Provide prompt reassurance for middle-of-the-night fears. For mild nighttime fears, check on your child promptly and reassure her, but keep the interaction as brief as possible. If your child panics when you leave or vomits with crying, stay in the room until she is either calm or asleep. Do not take her out of the crib. But provide whatever else she needs for comfort without turning on the light or talking too much. At most, sit next to the crib with your hand resting on her body. These measures will calm even a severely upset infant.
1-year-old children
* Establish a pleasant and predictable bedtime ritual. Bedtime rituals, which can start in the early months, become very important to a child by 1 year of age. Children need a familiar routine. Both parents can be involved at bedtime, taking turns reading or making up stories. Both parents should kiss and hug the child "goodnight". Be sure that your child's security objects are nearby. Finish the bedtime ritual before your child falls asleep.
* Once your child has been put to bed, make sure he stays there. Some older infants have temper tantrums at bedtime. They may protest or even refuse to lie down. Ignore these protests as well as any ongoing questions or demands your child makes and leave the room. Enforce the rule that your child must not leave the bedroom. If he comes out, return him quickly to the bedroom and avoid any conversation. If you respond to his protests in this way every time, he will learn not to try to prolong bedtime.
* Don't worry about the amount of sleep your child is getting. Different people need different amounts of sleep at different ages. The best way you can know that your child is getting enough sleep is that he is not tired during the day. Naps are important to your children, but keep them less than two hours long. Children usually stop taking morning naps between 18 months and 2 years of age and give up afternoon naps between 3 and 6 years of age.
* If your child has nightmares or bedtime fears, reassure him. Never ignore your child's fears or punish him for expressing them. Everyone has four or five dreams a night. Some of these are bad dreams. If nightmares become frequent, try to determine what might be causing them, such as something your child might have seen on television.
Raymond A. Kahn, M.D. Dean J. Gmoser, M.D. Elissa Atlas, M.D. Karen Urbani, M.D. 5819 Highway 6 South, Suite 330 Missouri City, Texas 77459 (281) 499-6300 | <urn:uuid:4674c91c-3ac1-42be-a2ee-084096ee737f> | CC-MAIN-2018-22 | http://www.pediatricsaroundthebend.com/forms/Preventing%20Sleep%20Problems%20Handout.pdf | 2018-05-27T08:01:58Z | crawl-data/CC-MAIN-2018-22/segments/1526794868132.80/warc/CC-MAIN-20180527072151-20180527092151-00030.warc.gz | 437,394,620 | 2,329 | eng_Latn | eng_Latn | 0.999139 | eng_Latn | 0.999184 | [
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PRIORY WOODS SCHOOL AND ARTS COLLEGE STUDY SUPPORT AND EXTENDED SCHOOLS POLICY. SEPT 2017
"Study support is learning activity outside normal lessons which young people take part in voluntarily. Study support is accordingly, an inclusive term, embracing many activities – with many names and many guises. Its purpose is to improve young people's motivation, build their self-esteem and help them become more effective learners. Above all it aims to raise achievement."
(Extending Opportunity: a national framework for study support, DfEE 1998, Study Support – A national framework for extending learning opportunities DfES 2006 )
Education Extra identifies three main types of study support activity as:
- 'extending' activities which build upon learning and experiences in the classroom and extend curriculum areas (eg, homework clubs, drama, music, sport)
- 'enabling' activities which set out to reinforce basic and core skills of literacy, numeracy, ICT and other more 'personal' life skills
- 'enrichment' activities which promote learning in any number of areas which are not covered by the curriculum (eg, fishing, orienteering, circus skills)
"An Extended School is a school which recognises that it cannot work alone." (DfES 2004)
AIMS
- To contribute to meeting the outcomes of Every Child Matters
- To widen pupil's experiences and provide new opportunities for learning
- To promote personal development and in particular self confidence and self esteem
- To provide opportunities for pupils to experience success and to raise achievement
- To provide opportunities to acquire and practise life skills
- To promote positive behaviour and the development of relationships between pupils, staff and other adults
- To promote independence and a sense of responsibility
- To provide activities which meet the 'Core Offer' for Extended Schools.
- To promote the skills needed to be successful learners.
- To promote community links with partner schools for sport and arts activities.
Reviewed Spring 2018
Next review date Spring 2020
OBJECTIVES
- To provide a range of 'enabling', 'extending' and 'enrichment' opportunities throughout the school
- To ensure equality of opportunity for all pupils regardless of ability, gender or race
- To develop a differentiated programme of opportunities and activities that reflect the changing needs and maturation of the pupils attending Priory Woods
- To encourage staff and parents to support and become involved in Study Support and Extended Education activities
- To pursue partnerships with other schools and the community through our Specialist Status.
SUMMARY OF STUDY SUPPORT/EXTENDED SCHOOL ACTIVITIES
LOWER SCHOOL
- Hydrotherapy – Complex & PMLD
- Lower School Sports Club
- Rebound Therapy
- Environmental Outings - Half a Day
- Arts and c
- Class & KS Outings - Full Day
- Make It Club
- Trampoline Club
- Summer Play Scheme
UPPER SCHOOL
- Youth Club
- Football club
- Art Club
- Country Dancing Club
- Cook It Clubs
- Environmental Outings - Half a Day
- Hydrotherapy- Complex & PMLD
- Class & KS and curriculum outings - Full Day
- Summer Playscheme
- Residential Holidays
- Use of Gymworld coaches and facilities
- THRIVE
POST 16
- Range of clubs as Upper School
- Leisure Centres – Life & Leisure Skills
- College – Access Courses
- Other Educational Establishments – Vocational
- Summer School
- Cook It
- Residential Holidays
OCCASIONAL EVENTS
- Hexham Dance Festival
- Erasmus project events.
- Theatre visits/ in school residencies
EXAMPLES OF COMMUNITY AND COMMUNITY USE ACTIVITIES
- Water Babies use our pool.
- Family Learning, e.g. 'Stay and Play'
- Stephen Knox centre uses our pool.
- Provision of arts activities to and with partner schools
- We are a placement for local schools (including Special schools), and students from various universities.
MEDICATION FOR PUPILS ON STUDY SUPPORT/EXTENDED SCHOOLS ACTIVITIES.
- All pupils who are out of school for activities during school hours can take emergency medication that is normally kept in school. Staff supporting the students will be aware of the protocols regarding this medication.
- For out of school hours extended activities which take place within school premises, parents are required to send emergency medication as the nurse is not on the premises to access medication kept in school. For out of normal school hours extended schools activities off the school premises, medication again must be sent in by parents. Failure to do so will mean that the young person cannot attend the activity.
- On day visits, staff will take the school supply of medication for pupils who require this and would normally have it administered by the nurse whilst in school. | <urn:uuid:82b474d9-de6d-4871-b958-90537f2001f2> | CC-MAIN-2018-22 | http://priorywoods.middlesbrough.sch.uk/attachments/download.asp?file=1230&type=pdf | 2018-05-27T07:43:33Z | crawl-data/CC-MAIN-2018-22/segments/1526794868132.80/warc/CC-MAIN-20180527072151-20180527092151-00028.warc.gz | 224,591,435 | 991 | eng_Latn | eng_Latn | 0.988835 | eng_Latn | 0.993523 | [
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My placement
When did you complete your placement ? (dates and duration)
______________________________________________________________________________________ ______________________________________________________________________________________
Where did you work ? (company type, city or village, area)
______________________________________________________________________________________ ______________________________________________________________________________________
Give some details about the company (size, activity, production, staff and specificities)
______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________
Tasks and skills
What did you do there ?
interesting instructive boring hard funny
tiring
easy
You can give the name of a task (eg « pruning the trees, cleaning the greenhouse » etc.), or write a sentence (eg « when I got to drive the tractor, when I made the coffee » etc.)
Choose one of the tasks and give details about it
Name of the task : ___________________________________________________________________
Purpose of this task : _________________________________________________________________
Place : _______________________________________________________________________________
Tools used : __________________________________________________________________________
Detail the operations to complete this task
______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________
Complète la carte avec le vocabulaire manquant.
Tips
Généralités sur l'entreprise
Pour parler de généralités, on emploiera le présent simple.
exemples
The company is
located ...
They produce
...
There are
nworkers
The speciality of this company is
...
The tomatoes are
grown organically
Parler de son expérience
Pour raconter des évènements passés et terminés on emploira le preterit (ed, on ne prononce pas le « e »)
```
exemples (verbes réguliers) I complete//d a 3 week training session... For 3 weeks, I worke//d with a viticulturist I helpe//d installing the young plants in the greenhouse I transplante//d the new plants from the greenhouse to the field I enjoye//d working outside with the other workers exemples (verbes irréguliers) Everyday, I went to the greenhouse to cut flowers I saw how they produce salads I learnt how to grow lettuce
```
Raconter les tâches effectuées
```
Il s'agit d'évènements passés et terminés, on emploiera le preterit exemples I did some repotting, spraying and watering I had to snap off the damaged or dead leaves They made me carry millions of pots I watere//d the plants, carrie//d the trays...
```
Décrire une tâche particulière
Il s'agit d'une généralité, on emploiera le présent simple
Le « on » n'existe pas en Anglais, pour expliquer une tâche on utilisera «you»
Pour présenter et enchaîner les différentes étapes de la tâche : First... then... then...
```
Quelques amorces utiles you need (to) = exprimer un besoin you want to = préciser un objectif you must / you have to = obligation you mustn't = interdiction you should / you had better = recommandation, conseil you can = possibilité
```
Outils et matériels – Tools and gear
```
you cut the flowers with a pair of pruning shears you have to use gloves to handle the roses
``` | <urn:uuid:0233318c-94ad-4ac0-92d5-60619e03369e> | CC-MAIN-2018-22 | http://another-teacher.net/IMG/pdf/my-placement_cc-bysa_s-busuttil.pdf | 2018-05-27T08:07:39Z | crawl-data/CC-MAIN-2018-22/segments/1526794868132.80/warc/CC-MAIN-20180527072151-20180527092151-00028.warc.gz | 17,369,360 | 698 | eng_Latn | eng_Latn | 0.594359 | eng_Latn | 0.968734 | [
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1. The mass of Jupiter is 1.9×10 27 kg and then that of sun is 1.99×10 30 kg. The mean distance of the Jupiter from sun is 7.8×10 11 m then calculate the gravitational force that sun experience on Jupiter and. Assuming that Jupiter moves in circular orbit around the sun, calculate the speed of the Jupiter. G = 6.67×10 -11 Nm 2 kg -1 .
2. The identical bodies each of mass m are located at vertices of an equilateral triangle with side r. At what speed must they move if they all revolves under the influence of one another's gravitation in a circular orbits circumscribing the triangle while still preserving the equilateral triangle.
3. A body weights 900g wt. on the surface of earth. How much will it weight on the surface of Mars whose mass is one-ninth and radius onehalf that of earth.
4. A rocket is fired from earth towards moon. At what distance from the moon is the gravitational force on the rocket is zero. Mass of earth 6×10 24 kg; mass of moon is 7.4×10 22 kg and orbital radius of moon is 3.8×10 8 m. Neglect the effect of the Sun and other Planets
5. Estimate the mass of the sun, assuming the orbit of earth around sun to be a circle and the of diameter 1.49×10 11 m, and G= 6.66×10 -11 Nm 2 kg -2 .
6. Three mass m, 2m, 4m are placed on three vertexes of a rt. Angled triangle ABC, where AB = BC = L. Find the magnitude of the resultant gravitational pull on body at A due to bodies at B and C.
7. The identical bodies each of mass m are located at vertices of a rectangle. Find the net gravitational force on the point where two diagonals of the rectangle intersect each other. Here side of rectangle are in the ratio of 1:2.
8. The identical bodies each of mass m are located at vertices of a square having each side 'a'. Find the net gravitational force on the point where two diagonals of the square intersect each other.
9. The identical bodies each of mass m are located at vertices of a cube having each side '2a'. Find the net gravitational force on the point where all diagonals of the cube intersect each other.
10.Evaluate the value of g for earth if Mass of earth 6×10 24 kg and radius of earth 6400 km. G = 6.67×10 -11 Nm 2 kg -1 . | <urn:uuid:74cbadce-5abd-40ce-b7f0-e90d4aac4857> | CC-MAIN-2018-22 | http://sidiphysics.com/files/documents/numerical-gravitaion1.pdf | 2018-05-27T07:34:05Z | crawl-data/CC-MAIN-2018-22/segments/1526794868132.80/warc/CC-MAIN-20180527072151-20180527092151-00030.warc.gz | 270,024,961 | 562 | eng_Latn | eng_Latn | 0.992639 | eng_Latn | 0.992639 | [
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Answer on Question#38156 – Physics – Other
A bat flies at a steady rate of 4 m/s emitting 90 kHz sound wave and is flying towards a wall. It detects a reflected signal at s frequency………….kHz. Given speed of sound=340m/s.
Solution:
The bat hears fw coming from the wall. If v = 4 m s is the magnitude of bat speed, V = 340 m s is a speed of sound and f w the frequency the wall receives (and reflects). Bat is moving source and wall is stationary observer.
Solve equation relative to fw:
Answer: c) 91.1 kHz | <urn:uuid:6810d843-d54d-473f-a02a-d0251f412edb> | CC-MAIN-2018-22 | https://www.assignmentexpert.com/homework-answers/physics-answer-38156.pdf | 2018-05-27T08:15:22Z | crawl-data/CC-MAIN-2018-22/segments/1526794868132.80/warc/CC-MAIN-20180527072151-20180527092151-00033.warc.gz | 708,469,571 | 131 | eng_Latn | eng_Latn | 0.990764 | eng_Latn | 0.990764 | [
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BEGINNING SOLID FOODS
Beginning Finger Foods
- Bananas, sliced
- Cooked or canned fruits, diced
- Orange sections, peeled and membranes removed
- Apples, grated or cooked
- Potatoes, yams, sweet potatoes – baked/boiled and diced
- Rice - steamed (short grain is stickier)
- Yellow vegetables (carrots, squash) baked and diced
- Noodles - bite size pieces
- Mashed potatoes - fried as pancakes
- Fruit breads, heavy, not crumbly (banana, applesauce, etc.)
- Pancakes or French toast cut in strips (no syrup)
- Toast
- Crackers, unsalted
- Cheese - grated, sliced or sticks; melted on toast, crackers and cut in strips or bite size
- Unsweetened cold cereals (Cheerios, Puffed Wheat or Rice) - dry or with milk
- Yogurt - spread on toast or bread
- Eggs - scrambled semi-firm (milk makes fluffy)
- Cottage cheese (large curd) - plain or spread
- Fish sticks
- Hamburger - small pieces
- Chicken and turkey, thinly sliced or diced
- Pureed meats on toast or bread, cut in small pieces
- Tuna fish, drained
NOT RECOMMENDED BEFORE 18 – 24 MONTHS:
Corn, leafy vegetables, bacon, chips, raw carrot sticks, nuts, popcorn
Advanced Finger Foods
- Melon balls, cubes or slices
- Apples - peeled and sliced thin
- Fresh fruit, peeled and sliced
- Avocado - diced
- Grapes - seedless
- Berries - seedless
- Raisins - over 18 months
- Potatoes and yams - cooked and cut in strips
-
- Cherry tomatoes - cut in half
Broccoli and asparagus tips
- Green beans
Cauliflower
- Peas - fresh or serve frozen
-
- Beans - garbanzo, kidney, baked
- Spaghetti - plain or with sauces
- French fries - note high fat content
- Macaroni - different shapes add interest
- Bread sticks
- Biscuits
- Bagels
- Eggs - hard boiled
- Casseroles - macaroni and cheese
- Peanut butter on toast, bread or celery
- Hamburger, meat loaf
- Meat balls - bite size
- Organ meats - steamed (do not overcook)
- Meats - cooked, thinly sliced
- Hot dogs, link sausage (high salt, fat, additives)
- Processed luncheon meats, cut in strips or bite size | <urn:uuid:4d3742c4-8422-4dcb-9c77-a3d2519faf01> | CC-MAIN-2018-22 | http://www.pediatricsaroundthebend.com/forms/Beginning%20Solid%20Foods.pdf | 2018-05-27T08:08:41Z | crawl-data/CC-MAIN-2018-22/segments/1526794868132.80/warc/CC-MAIN-20180527072151-20180527092151-00032.warc.gz | 445,760,633 | 547 | eng_Latn | eng_Latn | 0.983427 | eng_Latn | 0.983427 | [
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In an English country garden Year 1 Homework Summer Term 2018
Welcome to your Summer Term Homework.
This topic will last for a term. We hope you enjoy the tasks and look forward to sharing your children's work with the class. These are only ideas. We will share all work that the children bring in from home. Obviously sometimes there are days when we have more time than others so please do not expect your child to have shown it on the day it comes in.
Possible Homework dates : 23.4.18, 7.5.18, 4.6.18, 18.6.18, 2.7.18 and 16.7.18, .
1 Let us know
2 Make us smile
Tell us about your favourite vegetable. How does it grow?
4 Make it
Design your own board game. Will you base it on snakes and ladders or another game? What are the rules?
Take a picture or draw a picture of a view that you like. Why do you like it?
5
Investigate
Go to the park or an outdoor space. How many creatures can you see or hear? How can you record this?
3
Can you find out?
Look at a book by Beatrix Potter. Choose a character and find four words to describe them.
6 Design
Can you design and make a crown fit for a King or Queen? | <urn:uuid:32bc9bf8-8aa2-42bf-9c2b-6de9bbcbf054> | CC-MAIN-2018-22 | http://billingshurstprimary.org.uk/pdfs/letters/rec-ks1/2017-2018/Yr1_Summer_homework_2018.pdf | 2018-05-27T07:43:07Z | crawl-data/CC-MAIN-2018-22/segments/1526794868132.80/warc/CC-MAIN-20180527072151-20180527092151-00029.warc.gz | 38,636,729 | 294 | eng_Latn | eng_Latn | 0.99874 | eng_Latn | 0.99874 | [
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Acceleration on an inclined plane using photo gates.
The acceleration of an object sliding down a frictionless incline is given by 𝑎= 𝑔sin 𝜃 where 𝑔 is the acceleration of gravity and 𝜃 is the angle of the incline. A toy car with small wheels is not entirely frictionless and the wheels will have some rotational inertia but if friction and the wheels are small, the car will roll down an incline at an acceleration close to that of a frictionless object.
We can measure acceleration if we know the speed of the car at two locations on the incline. Additionally we need either the time elapsed between the two measurements or the distance between the two measurements. If 𝑣! is the first speed and 𝑣 the speed at some time t later then acceleration can be calculated from 𝑣= 𝑣! + 𝑎𝑡. If the distance, x, between the two speed measurements is known the acceleration can be calculated from equation 𝑣 ! −𝑣! ! = 2𝑎𝑥 .
The following method is used to measure the resistance change in a photo-resistor when light shining on it is blocked. 1 A smart phone app (AudioTime+) 2 outputs a 4009 Hz frequency signal through the headset port into the circuit shown below and records the return signal from the microphone input. Two photo-resistors are in series between the headset output and input to decrease the signal amplitude when light is blocked to either photo-
resistor.
Circuit with a photo-resistor to make speed measurements using a smart phone. R1 = 10kΩ, R2 = 220Ω, C = 0.1μF. The headphone jack is a standard four-pole jack. A single photo-resistor is shown but two or more can be placed in series to make multiple measurements. The photo-resistors used here have a resistance of about 120 kΩ in the dark and 5 kΩ under lamp light.
The picture at right shows a setup using a
homemade inclined plane, two photo-
resistors, two lamps, the circuit above and a
smart phone. The toy
car with a card attached can be seen in the upper left.
The signal does not drop instantly when the resistor is blocked but rather tapers off to a minimum while blocked. Also, due to hysteresis effects, the dip in the graph when the photo-resistor is blocked is slightly asymmetric. To avoid these problems we used a double flag method where the time from the beginning of two separate dips is used for timing purposes. 3 In this method a card with a
notch cut out is placed on the moving object so that two dips are produced at each photo-resistor when the object passes and blocks the light to each resistor. The photo gate is marked as blocked at the time when the amplitude of the gradual signal drop is 80% of the peak, unblocked signal. The time marked at the first dip to the second dip is the length of time the object takes to pass the photo-resistor.
Average velocity at each resistor is calculated from 𝑣!"# = ! ∆! where d is the distance from the leading edge of the card to the leading edge of the second flag (the trailing edge of the notch). The time, ∆𝑡, from when the card enters the gate until the notch has passed is measured from the app. The figure below shows the amplitude of the recorded return signal from a notched card passing a single photo-resistor. Time is marked when the signal drops by 80% as the first flag passes the resistor at 1.1318s and again at 1.2352 s as the trailing flag passes. The total time the object was at the resistor is given at the bottom of the screen as 0.1035 s.
Procedure:
1. Cut a cardboard card with a notch, measure the distance from the leading edge to the edge of the second flag (the end of the notch) and attach it to the toy car.
2. Start the AudioTime+ app.
3. Press the + sign on the lower left to record; press to stop.
4. Start recording, let the car roll down the incline, making sure the attached card passes between the lamps and both photo-resistors. Then stop the recording by pressing .
5. Use pinch and squeeze to enlarge the graph until only the first dip is on the screen.
6. Pressing the icon places a line at the time when the signal drops to 80%.
7. Use pinch and squeeze to enlarge the graph until only the second dip is on the screen.
8. Pressing the icon places a line at the time when the signal drops to 80% at the second dip. The time duration of when the gate is blocked, ∆𝑡, is given in the lower right (0.10352349 s in the example). The speed at the first photo-resistor is 𝑣! = ! ∆! where d is the distance from the leading edge of the card to the leading edge of the second flag (the trailing edge of the notch).
9. Repeat for the two dips corresponding to the second photo-resistor to get the speed, v, at that resistor.
10. To find the time, t, between the two speeds use the button to find the time when the first resistor was blocked and again to find the interval between the first and third dip. Do this again to find the time from the second dip to the fourth dip and average these two time intervals to find t, the average time it takes the car
3
to get from the first resistor to the second.
11. Acceleration down the incline is given by 𝑎= (𝑣−𝑣!)/𝑡.
References
1) K. Forinash and R. Wisman, 'Smartphones- Experiments with an External Thermistor Circuit', The Physics Teacher, Vol. 50 No. 9 (2012) p566.
2) R. Wisman and K. Forinash, 'Mobile Science – AudioTime+'. November 2013. Google play @ https://play.google.com/store/apps/details?id=edu.ius.audiotimeplus
3) Unpublished manuscript by Michael D. Edmiston at Bluffton University, http://www.bluffton.edu/~edmistonm/double.flag.timing.pdf | <urn:uuid:4ff94683-1962-4922-a403-5b0f11ecc838> | CC-MAIN-2018-22 | http://mobilescience.wikispaces.com/file/view/InclinePlane.pdf | 2018-05-27T07:31:57Z | crawl-data/CC-MAIN-2018-22/segments/1526794868132.80/warc/CC-MAIN-20180527072151-20180527092151-00039.warc.gz | 185,266,700 | 1,338 | eng_Latn | eng_Latn | 0.954463 | eng_Latn | 0.998705 | [
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Foods lower your cancer risk to help
Make fruits, vegetables, beans and whole grains the biggest part of every meal. Use this list next time you visit the grocery store.
Grains
Wild or brown rice (regular or instant)
Whole grain pasta
Lentils
Bread
Whole grain bread, tortillas or buns
Cereal
Bran flakes
Oatmeal
Snacks
Popcorn
Whole grain tortilla chips or crackers
Hummus
Almonds (plain, unsalted)
Condiments
Olive oil
Canola oil
Low-fat or fat-free salad dressing
Spices
Turmeric
Beverages
Juice (100% juice, no added sugar)
Green or white tea (tea bags or loose)
Produce
Sweet potatoes
Broccoli
Cauliflower
Brussels sprouts
Bok choy
Spinach (preferably organic)
Kale or collard greens (preferably organic)
Peas (fresh or frozen)
Romaine lettuce
Edamame
Tomatoes (no salt added if canned)
Garlic
Pears
Oranges
Red or purple grapes (preferably organic)
Fresh or frozen berries (preferably organic)
Protein
Lean chicken or turkey
Lean fish such as salmon, halibut, redfish or red snapper
Tofu
Black, red or pinto beans (low sodium)
Garbanzo beans/chickpeas (low sodium)
Dairy
Skim milk
Low-fat cheese
Eggs or egg substitutes | <urn:uuid:6630f2c0-1d44-4b98-88db-4415f101f5a5> | CC-MAIN-2018-22 | https://www.mdanderson.org/content/dam/mdanderson/documents/publications/focused-on-health/FoodsGroceryList_2016_6x9.pdf | 2018-05-27T08:01:20Z | crawl-data/CC-MAIN-2018-22/segments/1526794868132.80/warc/CC-MAIN-20180527072151-20180527092151-00036.warc.gz | 783,850,828 | 431 | eng_Latn | eng_Latn | 0.873414 | eng_Latn | 0.873414 | [
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Below are some websites and activities that will help your child extend their learning within our topic this term.
http://www.roalddahl.com/roald-dahl/stories/a-e http://www.biography.com/people/roald-dahl-9264648
https://www.quentinblake.com/
http://www.bbc.co.uk/newsround/35579345
https://www.activityvillage.co.uk/roald-dahl-books https://kidskonnect.com/people/roald-dahl/
Outside school learning
This term we will be learning about Roald Dahl and his books. To help with this you could read one of his books together. Talk about the story and discuss whether you enjoyed it or not. You could always go the Roald Dahl museum and learn about him and his life.
You could always watch the films, such as Fantastic Mr Fox, The BFG or James and the giant peach.
Watch a YouTube video and learn how to draw like Quentin Blake. | <urn:uuid:83811b78-266d-472f-986c-daf697be60eb> | CC-MAIN-2018-22 | http://billingshurstprimary.org.uk/pdfs/letters/rec-ks1/2017-2018/Year_2_extended_learning_opportunities_Summer18.pdf | 2018-05-27T07:44:26Z | crawl-data/CC-MAIN-2018-22/segments/1526794868132.80/warc/CC-MAIN-20180527072151-20180527092151-00036.warc.gz | 34,600,774 | 202 | eng_Latn | eng_Latn | 0.994372 | eng_Latn | 0.994372 | [
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GREEN BUILD DESIGN:
Building Heating
- Solar Hot Water Heating System
Building Cooling
- Natural Ventilation System
Rainwater
- Rainwater Harvesting System
GREEN BUILD MATERIALS:
Concrete Mix
- Fly Ash
Window Glazing
- Low E2
- 1" Insulated glass
Window Frames
- Thermally Broken
Carpet
[Patcraft "Homeroom II"]
- Eco Solution Q Premium Branded Fiber
- Ecoworx Backing
Linoleum
[Armstrong Marmorette]
- Low-Emitting Resilient Flooring
- Recycled Content 10% or 20%
- Rapidly Renewable Resource
GREEN DESIGN ENVIRONMENTAL BENEFITS:
Solar heating can reduce and sometimes eliminate the use of energy from sources that pollute the environment. See the informational sheet titled "Shorebird Park Nature Center Solar Hot Water System."
On a warm day buildings are often hotter inside than the air outside. Natural ventilation is a method of circulating cool air through a building. Cool air is pulled into a room via low louvers. As this air warms, it rises, and is eventually released through high placed windows.
Rainwater harvesting is the collection of rainwater for use during the dry season. This system reduces the environmental impact caused by the collection and distribution of domestic water. See the informational sheet titled "Shorebird Park Nature Center Rainwater Harvesting System".
GREEN MATERIAL ENVIRONMENTAL BENEFITS:
Fly ash is generally captured from the chimneys of coal-fired power plants. The reuse of fly ash helps to reduce landfill waste. It can be reused to replace up to 30% by mass of Portland cement—the binding material in a concrete mix. Additionally, fly ash increases the strength, durability and chemical resistance of the concrete.
Solar control glass, also called Low E2, is a good glass for hot days because, in addition to improving the insulating ability of windows, it also limits solar heat gain by blocking passage of infrared and some ultraviolet rays. When compared to tinted window coatings, solar control glass allows a higher level of visible light to pass through a window with less solar heat gain reduction.
Aluminum window frames are more durable in the harsh ocean environment, but metal is a very poor insulator. A thermal break is a concealed band of insulating, high-density plastic that separates the outer metal frame from the inner metal frame. Thermal breaks can significantly reduce the transfer of hot and cold temperatures between the interior and exterior of the window.
Eco Solution Q Premium Branded Fiber with 25% Recycled Content Ecoworx Backing is 100% PVC free.
Eco Solution Q fiber and EcoWorx backing are among the first Cradle to Cradle products in the world. Here's how it works: We use Raw Materials are used to make a product. That product gets purchased and used. After it has served its useful life, that product gets broken down into raw materials again and used to make the very same kind of products.
Linoleum is a floor covering made from renewable materials such as solidified linseed oil (linoxyn), pine rosin, ground cork dust, wood flour, and mineral fillers such as calcium carbonate, and is most commonly backed with burlap or canvas.
Tackboard
Woven with 100% Polyolefin, a nonallergenic material that will not mildew, rot, or support the growth of bacteria.
Construction Method
- Modular Construction
- Factory Built Off-site
Modular construction provides an alternative to building at the site. This method can reduce cost and make green buildings more affordable.
Building materials are used more efficiently in a factory setting, reducing waste.
Below are pictures of the building being placed at the site. | <urn:uuid:5163891f-e55a-41d1-9e9d-88f5a9647e29> | CC-MAIN-2018-22 | https://www.cityofberkeley.info/uploadedFiles/Parks_Rec_Waterfront/Level_3__-General/AShorebird_Green_Buildclassroombrochurex.pdf | 2018-05-27T07:28:53Z | crawl-data/CC-MAIN-2018-22/segments/1526794868132.80/warc/CC-MAIN-20180527072151-20180527092151-00038.warc.gz | 704,094,465 | 777 | eng_Latn | eng_Latn | 0.984383 | eng_Latn | 0.995577 | [
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E
Free Exam for 2011-16 VCE study design
Engage
Education
Foundation
Units 3 and 4 Physical Education
Practice Exam Solutions
Stop!
Don't look at these solutions until you have attempted the exam.
Any questions?
Check the Engage website for updated solutions, then email firstname.lastname@example.org.
Section A – Multiple-choice questions
Question 1
The correct answer is D.
Question 2
The correct answer is C. Note that answers A and B are incorrect as children are considered to have cognitive limitations, whereas older adults are considered to have memory limitations.
Question 3
The correct answer is B. When muscle contract, the veins are squashed together and the blood in them is forced towards the heart (this is the muscle pump). During inspiration, the veins in the abdomen and thorax are emptied and blood flows towards the heart (this is the respiratory pump). Venoconstriction reduces the capacity of the venous system, forcing blood towards the heart.
Question 4
The correct answer is C.
Question 5
The correct answer is A.
Question 6
The correct answer is C. Stroke volume is a measure of how much blood the heart ejects with each beat.
Question 7
The correct answer is B. Carbohydrates should make up around 55-60% of your diet. Carbohydrates are stored as glycogen which is the body's preferred source of fuel during exercise. Fats should make up 25-30% of your diet. Fats are the main source of fuel at rest and during prolonged submaximal exercise. Protein should make up 10-15% of your diet. It is used to build and repair muscle tissue.
Question 8
The correct answer is A. Glycolysis is the breakdown or glycogen. Aerobic glycolysis is the breakdown of glycogen to produce ATP, carbon dioxide, water and heat. Anaerobic glycolysis is the breakdown of glycogen to produce lactic acid, lactate, hydrogen ions and ATP.
Question 9
The correct answer is B. Short-interval training would result in anaerobic adaptations, such as an increase in fast-twitch muscle fibre concentration. An increase in myoglobin would result from aerobic training. Myoglobin is present in muscle cells. It transports oxygen from the blood to the mitochondria.
Question 10
The correct answer is D.
Question 11
The correct answer is D. An increase in diastolic filling time means blood has more time to enter the heart, and therefore more blood enters the heart. Increased left ventricular volume means more blood enters into the left ventricle, and therefore more blood is ejected from the left ventricle.
Question 12
The correct answer is B.
Question 13
The correct answer is B. It is the only option that refers to a MUSCULAR response to exercise.
Question 14
The correct answer is D. 400 metre sprinters accumulate lactic acid which is best removed with active recovery.
Question 15
The correct answer is A. B is incorrect because although the total amount of RBC increases with endurance training, the total concentration decreases as there is a large increase in plasma volume.
Section B – Short-answer questions
Marks allocated are indicated by a number in square brackets, for example, [1] indicates that the line is worth one mark.
Question 1a
- The lactate inflection point is the point at which lactate production is equal to lactate removal. [1 mark]
-
The lactate inflection point is the point beyond which lactate production exceeds lactate removal. [1 mark]
Question 1b
- Lactate tolerance refers to the body's ability to perform when lactate has accumulated in the blood. [1 mark]
Question 1c
- The LIP refers to the point before lactate begins to accumulate, whereas lactate tolerance is measured after lactate begins to accumulate. [1 mark]
- For lactate tolerance to occur, the LIP must first occur. [1 mark]
Question 1d
- Engage in training sessions just above the athlete's LIP, for example, at around 90% max heart rate. [1 mark]
Question 1e
- A 5000 metre runner. [1 mark]
- A high LIP would allow the 500 metre athlete to maintain a high speed for a longer period of time, whereas the other sprinters would not accumulate extreme amounts lactic acid in their short races. [1 mark]
Question 2a
- Dehydration results in a drop in blood plasma volume, thereby making blood more viscous. [1 mark]
- This results in a decrease in the amount of blood (and therefore oxygen) being delivered to muscles, resulting in slowed energy production (and therefore inability to sustain a required exercise intensity). [1 mark]
- PC is broken down more rapidly than any other fuel to provide energy. [1 mark]
- Therefore, when PC stores are depleted, the body is forced to use other fuels such as glycogen and fats which provide energy more slowly (and therefore the athlete is forced to slow down). [1 mark]
- Hydrogen ion accumulation causes muscles to become acidic. [1 mark]
- The acidic environment slows down enzyme activity, which slows down the breakdown of glucose. Therefore the athlete has to decrease their exercise intensity. [1 mark]
Question 2b
- During training, athletes should drink small amounts of fluid regularly to match fluid losses with fluid intake. [1 mark]
- Immediately after a training session, athletes should drink 1-1.5 litres of water for every 1kg lost. [1 mark]
Question 2c
- Cold shower [1 mark]
- Ice vests [1 mark]
- Hydration [1 mark]
Question 2d
- It maintains a higher oxygen intake which assists in the hastening the removal of lactate. [1 mark]
- It creates a muscle pump which increases the rate of oxygen supply and removal of waste via the circulatory system. [1 mark]
Question 3a
- Health-related fitness components are directly related to good health and physical wellbeing, whereas skill-related components are related to a person's physical performance in motor skills. [1 mark]
- Both influence our ability to engage and perform in physical activity. [1 mark]
Question 3b
- Muscular strength and muscular endurance are health-related fitness components, whereas muscular power is a skill-related fitness component. [1 mark]
- Muscular strength refers to the maximal force that can be generated by a muscle or muscle group in one maximal effort, [1 mark] whereas muscular endurance involves repeated contractions over a longer period of time. [1 mark]
- Muscular power is different in that it involves exerting a force more rapidly. [1 mark]
Question 3c
| 3 - 6 | 3 - 6 |
|---|---|
| 1 - 6 | 3 - 6 |
| Slow | Fast |
| 2 – 3 mins | 2 – 3 mins |
Question 3d
- Joint structure – different joints allow for different ranges of motion. [1 mark] Body and muscle temperature – increased temperature increases elasticity and decreases
stiffness of muscles. [1 mark]
- Age – flexibility changes throughout growth and development and peaks in mid to late twenties. [1 mark]
- Gender – depending on the joint being measures, there is generally different flexibility between males and females. [1 mark]
Question 4
Creatine phosphate replenishment
Question 5a
- EPOC occurs to repay the oxygen deficit that occurs at the start of exercise. [1 mark]
- It helps to remove the lactic acid that accumulated during oxygen deficit when the body had to rely on the anaerobic energy systems. [1 mark]
Question 5b
- Perform a warm-up before starting an exercise bout. [1 mark] This means that the body will rely more upon the aerobic energy systems and so anaerobic by products will not build up.
- Engage in a long-term aerobic training program [1 mark] to increase the capacity of the cardiovascular system. This means the body will be more efficient in removing wastes and so less oxygen will be required at the end of exercise.
Question 6a
Myoglobin exists in muscle cells, where it transports oxygen from haemoglobin to mitochondria. [1 mark]
There would have been an increase in Tom's myoglobin concentration. [1 mark]
Question 6b
- Tom would have an increase ventilatory efficiency, [1 mark] meaning that the amount of oxygen required to breathe is less.
This is because Tom's respiratory muscles have become more efficient in using oxygen and so more oxygen is available to be delivered to the working muscles. [1 mark]
- Tom would have increased pulmonary diffusion. [1 mark]
- Tom would have a greater alveolar-capillary surface area and so oxygen is transferred more readily between the lungs and the capillaries. [1 mark]
Question 6c
- VO2 max is the maximum amount of oxygen that can be used in one minute during maximal exercise. [1 mark]
- It is possible to train above your VO2 max. VO2 max refers to the capacity of the aerobic system, but the anaerobic systems can be used to supply more energy, enabling us to train above our VO2 max. [1 mark]
Question 7a
- Sam's ventilation rate would have increased, as both her tidal volume and respiratory rate would have increased to cope with the increased energy demand. [1 mark]
- There would be an increased alveolar-capillary diffusion rate as a higher concentration of CO2 is being produced in her body. [1 mark]
Question 7b
- Sam's cardiac output would have increased, as both her stroke volume and heart rate would have increased. [1 mark]
- Sam's venous return would also have increased as a result of the muscle pump and respiratory pump. [1 mark]
- Sam would have experienced a redistribution of blood flow as blood was redirected towards the working muscles. [1 mark]
Question 7c
- Sam would have increased motor unit recruitment as the brain increases the messages sent to activate motor neurons in the working muscles. [1 mark]
- Sam would have decreased energy substrates as ATP is quickly used up to produce energy. [1 mark]
- Sam would also have increased lactate due to anaerobic production of ATP. [1 mark]
Question 8a
- At an individual level, Miss Johnson targets psychological factors (e.g. motivation) by educating the children about the benefits of physical activity. [1 mark] If the children understand how engaging in handball will benefit them, they will be more likely to want to join in. [1 mark]
- On an interpersonal level, Miss Johnson provides the children with social support by putting them into teams. [1 mark]
- The children will be more excited to exercise as they have classmates to exercise with, making it more fun. [1 mark]
- In regards to the physical environment, Miss Johnson supplies the teams with a ball and an area. [1 mark]
- Ensuring that the children have equipment readily available enhances their ability to engage in the program. [1 mark]
- At an organisational policy level, Miss Johnson has secured class time in which the children can exercise. [1 mark]
- As it is part of the school day, children will have the time to engage in the program. [1 mark]
Question 8b
- The program is likely to be successful because it targets all four levels of the SEM, meaning it incorporates many factors that positively influence physical activity engagement. [1 mark]
Question 8c
- Miss Johnson could give prizes to the weekly competition winners. [1 mark]
- Miss Johnson could get professional European handball players to come and show the students cool tricks and skills. [1 mark]
Question 9
Question 10a
- Zara could use progressive muscle relaxation. [1 mark]
- She should progressively tense and relax her major muscle groups, working from head to toe. [1 mark]
Question 10b
- Decreased ability to metabolise glucose for energy. [1 mark]
- Increased levels of circulating stress hormones. [1 mark]
- Decreased activity of HGH essential for tissue repair, therefore increasing risk of injury. [1 mark]
- Increased moodiness/perceived exertion. [1 mark]
Question 10c
- Eliza could use mental imagery. [1 mark]
- She should picture herself winning the regatta and celebrating with her friends afterwards in order to motivate herself to do well. [1 mark]
Question 11a
- WADA publishes the lode each year which outlines banned substances and methods. [1 mark]
- WADA aims to protect athletes' fundamental right to participate in drug-free sport [1 mark] and ensures an accepted and coordinate approach to anti-doping programs at a national and international level. [1 mark]
- ASADA's roles include detection, deterrence and enforcement of doping free sport in Australia. [1 mark]
Question 11b
- The substance or practice has the potential to enhance or enhances sport performance. [1 mark]
- The substance or practice represents actual or potential health risk to the athlete. [1 mark]
- The substance or practice violates the spirit of sport described in the Code. [1 mark]
Question 11c
2 benefits: [1 mark each]
- Increased muscle bulk, power and strength
- Increased aggression
- Increased speed of recovery
2 side effects: [1 mark each]
- Dependence
- Depression
- Testicular atrophy
- Male breast enlargement
- Higher LDL cholesterol
Question 11d
2 benefits: (1 mark each)
- Mask fatigue
- Increased alertness/aggression
- Improved muscle reaction
- Improved anaerobic performance
2 side effects:
- Anxiety
- Restlessness
- Cardiac arrhythmia
- Dependence
Question12a
- It is a measure of the difference in oxygen concentration between the arterioles and the venuoles. [1 mark]
- It indicates how much oxygen the muscles are extracting from the blood. [1 mark]
Question 12b
- It increases during exercise [1 mark] as the muscles need to extract more oxygen from the blood as they need to use the oxygen to create energy to meet the increased demand of physical activity. [1 mark] | <urn:uuid:5db958a8-80a2-497f-a926-779ef6315a1e> | CC-MAIN-2021-21 | http://engageeducation.org.au/engagedownloads/Practice%20Exams/2015/PE/Exam%20Solutions.pdf | 2021-05-09T23:29:35+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989018.90/warc/CC-MAIN-20210509213453-20210510003453-00588.warc.gz | 17,663,749 | 3,009 | eng_Latn | eng_Latn | 0.994992 | eng_Latn | 0.997924 | [
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Tel: 0121 772 1601
Email: email@example.com
Head Teacher: Mr K.Holmes www.bordsgrn.bham.sch.uk
Dear Parents,
Thank you for your on-going support with your child home learning. Please find below the work we would like you to complete for this week (w.b. 1.2.21). Remember you can submit the work via the year group email. We should see some work submitted at least once a week, across arrange of subjects. Please make sure you title the email with you child's name. We are sending certificates to children who are completing lots of work, and as teachers when we see the work we can use it to plan the next set of work for your child. Your teacher will email you back some feedback once the work is sent in.
firstname.lastname@example.org
Don't Forget our weekly Live Zoom sessions on Monday afternoons!
Phonics
Reading
Maths
Fine Motor/writing
Wider Curriculum
| Listen carefully to each sound. Can you identify what is making the sound in school? https://youtu.be/rVwAvifDARA | Listen to Miss Billett read Scared of a Bear https://youtu.be/ b34dODc5zJ0 | Learn all about the number 6 https://youtu.be/oi9tq0PTH7k Have a go at completing the activity sheet below about the number 6 | Draw around your foot and other people’s in your home. The picture below will show you what to do. |
|---|---|---|---|
| Join in with the song and move to the beat! https://youtu.be/9sS0OeABaFs | Listen to Miss Akhtar read Little Red Riding Hood https://youtu.be/ aA2fbM_HWzQ | Watch and join in with Miss Billett’s counting activity https://youtu.be/mkApbtBvceY | |
| Practise clapping the syllables in your name. https://youtu.be/FcjlwbpN9EA | Listen to Miss Billett read Where’s My Teddy? https://youtu.be/ Pe3c0spXhbc | Watch and join in with Miss Billett’s counting actions and sounds activity https://youtu.be/Lz16m9dv5Sg | Making Playdough Watch Miss Billett making playdough https://youtu.be/RuqaEJ95e5Y Make playdough with an adult. Mix the ingredients, knead the mixture and then have fun! Playdough Recipe |
| What is in the bag? Alliteration activity with Miss Billett https://youtu.be/4m4pRFGWsw w | Listen to the story Can’t You Sleep Little Bear https://youtu.be/ u1aJimzuzbg | Full and empty - Learn about what full and empty mean. https://www.bbc.co.uk/iplayer/epi sode/b0bc2c0k/kit-pup-series-1-8- full-and-empty Now you can try some of the activities suggested on the activity sheet below. | |
| Challenge Oral blending https://youtu.be/w1NvuYDqBBI | Listen to Miss Billett read My Friend Bear https://youtu.be/ o5UwBOf3m_8 | Challenge Select 1 to 5 or 1 to 10 depending on your child. https://www.topmarks.co.uk/lear ning-to-count/teddy-numbers | Challenge https://www.doorwayonline.org.uk/activities/let terformation/ Name writing/Letter formation - Select the letters for your child’s name in order, remember to start the name with a capital letter. If your child is not ready to write their full name start with just the first letter. |
Fine Motor Control activity
Place your foot on a piece of paper and draw around it to draw the outline of your foot. You could use a pencil, pencil crayons, wax crayons or felt tip pens. Repeat with your other foot or other people's feet in your home. Can you compare the sizes? Whose feet are the biggest? Whose feet are the smallest? | <urn:uuid:7230792f-8e18-42f5-b451-f16a0e87229d> | CC-MAIN-2021-21 | https://www.bordsgrn.bham.sch.uk/wp-content/uploads/2021/02/nur-210201.pdf | 2021-05-09T23:26:04+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989018.90/warc/CC-MAIN-20210509213453-20210510003453-00587.warc.gz | 715,576,040 | 897 | eng_Latn | eng_Latn | 0.968851 | eng_Latn | 0.99736 | [
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Seals Goal Setting Form
(for a Swimming Year: 1 September to 31 August )
Name: ______________________________.
Date of Birth: ___________ Age: _____. Squad: __________________
No1 event: ______
No2 event: ______
No3 event: ______
Best Swimming Experience so far: __________________________________________________ ______________________________________________________________________________
Goals
How are you going toachieve these?
1.
2.
3.
1.
2.
3.
1.
2.
3.
Whats your ulitmate swimming ambition?
Date goals discussed: _____________________
Signed Swimmer: _______________
Signed Coach: _______________
Seals Guide to Goal Setting
* Think about what you would like to achieve in swimming. Goals should be achievable yet challenging and personal to you. Even if you don't think you can do something but wish to – write it down.
* Your ultimate swimming goal can be anything:
o Everything starts as a dream, a thought, a mental image'
o Goal setting allows you to put a plan together to realise this dream.
* Use these guidelines to set your own goals for swimming:
o Training Goals: your short-term goals should be based on setting goals for each session that will help you achieve your medium and long term goals. Attendance or skill development comes under this section.
o Open Meets: You should aim to enter galas in order to keep your PB's up to date and aim to achieve qualifying times for Counties and Regionals
o Lifestyle Goals: what can you do outside of the pool to help your swimming?
SMARTER MODEL
Specific: to the event or skills. Instead of saying "I want to improve my 100m Freestyle" you could say what you want to improve about it. For Example "I want to improve my turns and underwater phase for my 100m freestyle. This will give you a specific focus to work on in training.
Measurable: ensure that progress can be compared to previous times.
Achievable: Agreed, realistic goals for the time period chosen between coach and the performer.
Realistic: setting a goal that is suitable for your ability. Challenging but within reach.
Time-bound: The goals need to be set with a completion time frame in mind.
Exciting: exciting goals will inspire and reward the performer.
Recordable: Provides feedback and motivation. Also helps monitor progress. | <urn:uuid:84f96e5f-307d-42ec-9741-c36f7a892cba> | CC-MAIN-2021-21 | http://www.saffronseals.org.uk/wp/wp-content/uploads/2019/11/Seals-Goal-Setting-Form_Final.pdf | 2021-05-09T23:25:43+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989018.90/warc/CC-MAIN-20210509213453-20210510003453-00588.warc.gz | 85,440,814 | 476 | eng_Latn | eng_Latn | 0.860141 | eng_Latn | 0.998822 | [
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Wetland Restoration Project Cedar Niles Future Park Site Johnson County Park & Recreation District
Thomas R. Biebighauser November 29, 2014
Introduction
Opportunities for restoring wetlands to help the environment were identified on land owned by Johnson County Park & Recreation District (JCPRD) near Olathe, Kansas. Wetlands were designed to improve habitat for a diversity of animal and plant species, and to implement direction contained in the master plan for the Cedar Niles Future Park Site. The restored wetlands would be attractive to look at and be fascinating and safe places for children and adults to explore. Taking action to restore wetlands would also reduce flooding, improve water quality, and recharge groundwater.
Locations for restoring wetlands at the Cedar Niles Future Park Site were identified by Thomas R. Biebighauser, Dr. Eliodora Chamberlain (US EPA Region 7), Jeanne Christie (Association of State Wetland Managers), Jason Daniels (US EPA Region 7), Monte Fiegel (JCPRD), Matthew Garrett (JCPRD), Bill Maasen (JCPRD), Cliff Middleton (JCPRD), and Jeannette Schafer (US EPA Region 7) on October 20 & 22, 2014.
Wetlands would be built so they fill naturally from rainfall and snowmelt. No pumps, pipes, or diversions from streams would be used to maintain water or plants in the wetlands. The wetlands would attractive and function like natural wetlands.
Roads would not be built to access the wetland restoration sites. Existing roads and stream crossings would be used to move heavy equipment to worksites for construction. Soil removed to restore the wetlands would not be moved off site.
The wetland restoration projects were designed to accomplish the following objectives:
1. Implement a portion of the Master Plan for Cedar Niles Future Park
2. Provide habitat for uncommon frogs, toads, salamanders, and crustaceans
3. Improve habitat for wood ducks, great blue herons, and turtles
4. Increase wildlife viewing opportunities
5. Improve the beauty of the landscape
6. Provide exciting places for the public to explore
7. Increase opportunities for students to learn outdoors
8. Improve water quality
9. Replenish groundwater
10. Reduce flooding
11. Improve habitat for pollinators such as butterflies and bees
12. Strengthen partnerships with other agencies and volunteers
13. Provide a training opportunity for natural resource managers
14. Reduce mosquito numbers
Background
Over 48-percent of the wetlands in Kansas were lost to drainage from the 1780s to 1980s 1 . A majority of the natural wetlands in Johnson County have been historically modified or destroyed. Many of these wetlands were drained to improve land for farming. Wetlands were dried by digging deep and shallow ditches, and by installing buried drain lines made from wood, rock, clay, and plastic. Wetlands were also filled and leveled using soil.
Ditches, surface inlets, and drain line outlets can be observed in Johnson County. Many of the ditches that were dug were once natural streams that formed long and sinuous wetlands. The natural streams on level ground contained braided channels with numerous beaver ponds along their length. These natural streams were moved and channeled to dry land for crop production.
Many of the ditches that were dug years ago are eroding because of head-cuts that have formed in them. These head-cuts are causing a deepening and widening of the ditches, resulting in significant erosion. As the ditches erode they cause the elevation of groundwater to drop further below the surface, resulting in greater drainage of surrounding wetlands.
Problems associated with historic drainage activities continue today in Johnson County. Soil erosion along stream banks is common. Large trees growing in riparian areas are falling into the streams as stream banks collapse. The wetlands normally associated with floodplains have been filled with soil, increasing runoff. The modifications made to the landscape are not expected to heal over time without implementing the restoration practices identified in this report.
Johnson County supports wetland restoration. The County has recently completed two wetland projects, one at Shawnee Mission Park (http://www.olssonassociates.com/ourprojects/shawnee-mission-lake/index.html), and another along the Blue River.
Purpose and need
The Master Plan for Cedar Niles Future Park shows wetlands being built near the confluence of Cedar and Little Cedar Creek, in the rapidly growing city of Olathe, only 25-minutes from Kansas City.
1 Dahl, T.E. 1990. Wetlands losses in the United States 1780's to 1980's. U.S. Department of Interior, Fish and Wildlife Service, Washington, D.C. 21pp.
(http://jcprd.com/pages/img/08_Reike_Sunflwr_CedarNiles/Oct_08_CedarNiles_Mastrplan/08 _oct_CedarNiles_North_Mastrplan_lg.pdf).
Restoring wetlands at Cedar Niles Future Park Site would have the following ecological benefits:
1. Improved water quality by filtering surface water runoff
2. Flood control and groundwater recharge
3. An increase in water storage on the landscape; which is especially important during drought periods
4. Improved habitat for rare plant species
5. Improved habitat for rare animal species such as the crawfish frog
6. A more scenic landscape
7. Increased opportunities to view wildlife
The wetlands would provide habitat for a diversity of animals and plants, and provide the public with interesting places to explore. Wetlands may be constructed at low cost at the Cedar Niles Future Park Site to control erosion, clean runoff, restore the elevation of groundwater, increase wildlife habitat, and improve wildlife viewing opportunities. Wetlands would also add to the beauty of the future park landscape.
Wetlands provide great opportunities for outdoor learning. Students can be taught science and mathematics by experiencing lessons firsthand. The wetlands would increase opportunities for outdoor recreation.
The successful techniques developed for restoring wetlands by the Center for Wetlands and Stream Restoration may be used to complete these wetland projects. 2 The restored wetlands would appear natural, and require little, if any maintenance. Heavy equipment would be used to control erosion, loosen compacted soil, restore the wetlands, and recharge groundwater.
Actions would be taken to control non-native invasive plants that are growing on the wetland restoration sites. These plants may be controlled prior to construction, or be removed by heavy equipment during construction and be buried in and near the new wetlands, providing control while sequestering carbon. Exposed soil would be seeded to wheat, native grasses, and wildflowers, and then covered with straw to reduce the potential for erosion and the colonization by non-native plants.
2 Biebighauser, Thomas R., 2011. Wetland Restoration and Construction – A Technical Guide. The Wetland Trust, New York, 186pp.
Site Selection
Sites were selected that appeared to be drained and filled wetlands. The actions needed to restore wetlands at Cedar Niles Future Park Site were identified by using hand-held sampling tools. The current and historic elevation of groundwater at each site was determined by using a 48-inch long tile probe and a 48-inch long soil auger. The soil texture at each location was identified by using maps, a soil auger, and by using the ribbon test.
A construction level and clinometer was used to measure slope on each site. The perimeter of each work area was marked so that it had no more than a 2-percent slope, and changed 18inches or less from upper to lower edge.
A GPS was used to record the location of each possible wetland project. Photographs were taken of each work area. Plastic ribbons were used to mark the perimeter of each possible wetland area. A detailed Wetland Design Form and a budget were prepared for each wetland restoration site.
Access
Heavy equipment would be used to restore wetlands described in this report. The routes that heavy equipment would use for access would be planned in advance, and marked using brightly colored plastic ribbons. The access routes would follow existing roads as much as possible. The heavy equipment would be taken across Cedar Creek using existing crossings. Shrubs and trees would not be cleared to create access. It would be difficult to find the access routes after the projects are completed. The heavy equipment contractor would be guided by Tom Biebighauser.
Project design
A primary objective of this project is to restore wetlands so they appear and function like natural wetlands. The following factors would be used to guide the restoration of each wetland project. The finished habitats would appear natural, benefit wildlife and plants, and require little, if any maintenance:
1. Streams would not be blocked or dammed. The risk of wetland failure is high when streams are dammed. One generally armors with rock or uses concrete to reinforce spillways of wetlands built by damming streams. Dams that cross streams are expensive to design and build. They also require extensive review and permitting, along with
regular inspections and maintenance. Wetlands that are built by damming a stream are often short lived and soon fill with sediment.
2. No above ground dams higher than 6-inches would be built to restore wetlands. Above ground dams with steep slopes require maintenance by regular mowing to prevent trees and shrubs from taking root and causing damage. Above ground dams must be inspected regularly for breaches and for damage caused by beaver and muskrat burrowing. In addition, building high dams requires extensive review and permitting.
3. Water control structures would not be used. Instead, wetlands would be designed and built to obtain desired hydro-periods. Water control structures often become points of failure in a wetland project. Beaver can block them and they can be vandalized. In addition, each water control structure can be expected to leak over time.
4. Any head-cuts that threaten wetlands would be controlled as part of each project. Head-cuts downstream from a site can advance into a wetland and cause failure, much like a drainage ditch. Head-cuts located upstream from a wetland project can erode, and fill the wetland with soil. Head-cuts would be controlled by installing buried vertical grade control structures. The vertical grade control structures would generally be made from rock that is at least 8-inches in diameter. They may also be made from large diameter trees under special circumstances. The structures would be buried across the floodplain, immediately upstream from each head-cut to be controlled. In addition, the banks on either side of the eroding ditches would be sloped to reduce sheer stresses, and to prevent water from going round the buried structure.
5. The restored wetlands would be supplied naturally with groundwater, and with surface water runoff. No pumps or wells would be used to supply the wetlands with water.
6. The slopes surrounding each restored wetland would generally be made gradual, averaging 5-percent or less.
7. The spillways constructed for each restored ephemeral and emergent wetland would be made to become wet-meadow wetlands. Buried vertical grade control structures would be added to spillways if needed to prevent erosional head-cuts from forming.
8. The soil removed for building wetlands would be spread on site and not hauled away. The size and shape of each wetland designed took in consideration the disposition of soil removed to build the wetland. The excess soil would always be placed so that it would not cause flooding of homes, buildings, roads, trails, and farm fields.
9. Some of the soil that is removed to build wetlands would be placed so that it would become saturated and form wet-meadow wetlands. This soil would not be compacted. The hydrology of the wet-meadows would be maintained by water flowing from the restored wetlands.
10. Much of the soil that is removed to build wetlands would be placed in naturally appearing ridges and mounds around the wetlands to be restored. This soil would provide sites for planting wildflowers, trees and shrubs. The wildflowers would provide great benefits to pollinators such as bees and butterflies. Planting the exposed soil
would be optional, as native species of plants are expected to colonize the site over time.
11. The soil removed from restoring the wetlands would not be compacted. The soil would be placed loosely so it would not erode, and would provide excellent conditions for supporting wildflowers, trees, and shrubs.
12. The area surrounding each proposed wetland site would be examined to make certain that rare species of plants or animals are not negatively affected by restoration activities.
13. Required permits would be obtained prior to construction.
14. Heavy equipment would be cleaned prior to construction to avoid introducing nonnative plants to wetland restoration locations.
15. New roads or trails would not be built to access work sites. The heavy equipment would be "walked" carefully between trees and shrubs to each area. The machines would not disturb the ground with blades or buckets while accessing work sites. It would be difficult to see where the heavy equipment has traveled after the project is completed.
16. Desirable plants growing on each site would be carefully removed and, saved, and replanted following restoration activities. Heavy equipment would be generally used to accomplish this task.
17. Heavy equipment would be used to remove non-native vegetation, topsoil, and organics from each work site. The topsoil and organics would be saved for later spreading in and around the completed wetlands to further improve habitat for plants and animals.
18. Heavy equipment would be used to dig shallow depressions for each wetland. Excess soil would be spread near each work site and blended into the surroundings. The soil would be loosened and planted to native trees, shrubs and wildflowers for pollinators.
19. Below surface-groundwater dams would be constructed as needed to increase wetland success. The groundwater dams would not be visible and would help disable subsurface water flow in ditches, buried drainage structures, and thru permeable layers of sand and gravel.
20. Naturally appearing pit and mound topography would be formed in the wetlands to improve plant and animal diversity.
21. Large and small woody debris would be added to the wetlands to improve habitat for plants and animals.
22. Where possible ditches located along the base of hills would be reshaped to restore a sheet-pattern of water flow down the hillsides. Deep constructed diversion ditches would be filled. This would involve removing organic material from each ditch, placing mineral soil in the ditch, and compacting the mineral soil so that water would not follow the ditch underground. Topsoil, and woody debris would be placed over the filled ditch. The area surrounding each contoured ditch could be planted to native trees, shrubs, and wildflowers.
23. Areas of compacted soil would be loosened and may be planted to native trees, shrubs, and wildflowers. An excavator would be used to loosen compacted soils to a depth of
18-inches or more. The loosened soil would be rough graded with pits and mounds. Treated areas would absorb runoff and not erode. Wheat would be sown by hand on exposed soils for erosion control. Straw would be spread by hand for mulch to control erosion, and to provide conditions for plant germination and growth.
Amphibian habitat needs
These actions may be taken to restore the wetlands so they provide habitat for pond breeding amphibians:
1. The wetlands should be made shallow so they dry by the end of September. This will prevent fish from living in the wetlands that prey on amphibians and their eggs. The periodic drying of the wetlands would also reduce possible colonization by the American bullfrog that also preys on amphibians.
2. Hibernation sites can be created by making mounds of vegetation and woody debris in the wetlands. These mounds can be built from root masses and clumps of vegetation.
3. Hiding cover can be improved around the restored wetlands by scattering logs, large woody debris, and piles of rock.
4. Wetlands of various shapes, sizes, and depth can be restored in each area to provide for seasonal amphibian habitat needs.
Logs and snags
Large woody debris and vertical snags should be placed in wetlands to improve habitat for animals and plants. Large diameter logs placed in and near wetlands can be expected to be used by birds and insects for perches, and turtles for basking. Snags would also used by birds for perches, and by bats for roosting.
Mosquitoes
The restored wetlands can be expected to lower mosquito numbers. The dragonfly larvae, damselfly larvae, salamander larvae, and invertebrates that thrive in the restored wetlands can be expected to control mosquitoes. Swallows, bats, and dragonflies will consume adult mosquitos. The wetlands should become population "sinks" for mosquitoes.
Cedar Niles Future Park Wetland Project
Heavy Equipment
The wetlands should be constructed by using heavy equipment with skilled operators. The Wetland Design Form prepared for each project lists the type and size of heavy equipment needed to complete each project. At a minimum, the heavy equipment should meet the following specifications:
Excavator: 100 Series 80HP or larger 22,500lbs minimum Bucket that is 42-inches wide with thumb attachment On tracks, not wheels or
Excavator: 200-Series
148 HP minimum 47,000lbs minimum Bucket that is 60-inches wide with thumb attachment On tracks, not wheels
One should generally use a 100 or 200-Series Excavator to build the wetlands. Here are some of the advantages of using a larger excavator for wetland construction:
1. The excavator can stay in one place and reach a large portion of the work area. This saves destroying surrounding vegetation because the machine does not have to encircle the work area to remove soil.
2. The large excavator does not have to move the soil a number of times, greatly speeding progress. A mini excavator must swing the soil a number of times across the work area. The longer reach means less moving, which is especially important when using pads or logs to stay afloat on saturated soils.
3. The unit cost of moving soil is less for a large excavator compared to a smaller machine.
For compacting soils, one of the following pieces of heavy equipment are recommended:
Wheel loader with operator
With rubber tires Rated net power = 154HP minimum Operating weight 30,479lbs minimum Bucket capacity 4.0 yrd³ or greater
or
Backhoe Loader with Operator
Large size with rubber tires 90HP minimum 19,000lbs minimum
Contracting
Service contracts should be used to hire heavy equipment and operators to complete the wetland project. Under a Service Contract, the heavy equipment and operator are hired by the hour for completing the work. The award of the service contract may be based on a combination of factors that include: ability to provide the required heavy equipment, performance operating heavy equipment, experience restoring wetlands, and price. The price for building these wetlands will be greatly reduced if the contractor is paid by the hour, not by the job for building the wetlands
Copies of requisitions and contracts that include an experience questionnaire, equipment questionnaire, and specifications are available from Tom Biebighauser, who is also available to be on site directing the construction of each wetland.
Buried utilities
For safety a check for buried utilities must be conducted prior to building the wetlands described in this report. All buried utilities that are in the area should be marked so they can be avoided. The wetlands should not be built unless this critical step is completed. It is the law that one calls 811 before digging, and it can take 3-days or more for the utility companies to respond and check for buried utilities.
Permits
Permits may be required before proceeding with the restoration of wetlands described in this report. Johnson County is asked to coordinate permitting needs with appropriate state and federal agencies.
Wetland and Stream Restoration Photos
Photographs showing some of the wetlands restored by Tom Biebighauser are available for viewing at:
School Wetlands https://picasaweb.google.com/105985116543820569589 /S ch oolW et l ands#
Arizona Wetland Construction
https://picasaweb.google.com/105985116543820569589/ArizonaWetlandConstruction
Tulaberry Farm Wetland Restoration Project
https://plus.google.com/photos/105985116543820569589/albums/5916157203616332017?authkey=C N-Lh8qpxr6mQg
Dix River Stream and Wetland Restoration Project https://picasaweb.google.com/105985116543820569589
t#
Queens Wetland Restoration Project
https://picasaweb.google.com/105985116543820569589/QueensWetlandRestorationProject#
Slabcamp Creek and Stonecoal Branch Stream and Wetland Restoration Project
https://picasaweb.google.com/105985116543820569589/SlabcampCreekStonecoalBranchStreamAndW etlandRestorationProject#
Wetlands Built Using Liners
https://picasaweb.google.com/105985116543820569589/WetlandsBuiltUsingLiners#
Wetland Construction from Deep Ponds
https://picasaweb.google.com/105985116543820569589/WetlandConstructionFromDeepPonds#
Wetlands Restored in Autumn
https://picasaweb.google.com/105985116543820569589/WetlandsRestoredInAutumn#
Wetlands Restored and Created https://picasaweb.google.com/105985116543820569589 /W et l andsR est ored A ndC reat e d#
/DixRiverStreamAndW
etl andR
estorationProjec
Wetland Restoration Books
Detailed information describing how wetlands may be restored can found in these books:
1. Thomas R. Biebighauser. Wetland Restoration and Construction - A Technical Guide Upper Susquehanna Coalition, 186 pages, 2011.
.
2. Thomas R. Biebighauser, Wetland Drainage, Restoration, and Repair, Lexington, KY, University Press of Kentucky, 2007.
Planting
It is recommended that the soil exposed from restoring wetlands be seeded to wheat, native grasses, and wildflowers for erosion control. All areas of exposed soil should be covered with a layer of wheat, oat, or native grass straw to reduce erosion and to increase plant survival. Hay should not be used as it contains too many weeds that are difficult to control later. Native trees and shrubs may also be planted on areas that are seeded and mulched.
Restoration Practices
The Wetland Restoration projects would be implemented using the techniques described in the books by Thomas R. Biebighauser Wetland Restoration and Construction - A Technical Guide, and Wetland Drainage, Restoration and Repair. The Wetland Design Forms attached to this report were also prepared by Thomas R. Biebighauser, who has restored over 1,700 wetlands in 21-States and two Canadian Provinces.
Volunteer Involvement
Volunteers would be welcomed to help implement these wetland restoration projects. Volunteers may take an active role in the construction, planting, and monitoring of each wetland restoration project. Volunteers can help monitor construction, control erosion, establish native plants, and control non-native species. They may also work to measure project success by completing plant and animal surveys.
Training
The actual restoration of these wetlands may be accomplished as part of a Hands-on Wetland Restoration Workshops instructed by Tom Biebighauser. Tom works in partnership with agencies and organizations to instruct practical training sessions where participants learn about wetlands and how to restore them by becoming actively involved
Cedar Niles Future Park Wetland Project
in the construction and planting of wetlands. Tom has instructed Hands-on Wetland Restoration Workshops across North America for 11-years. The training program has been effective at encouraging individuals to initiate wetland and stream restoration programs in their communities.
Construction monitoring
Tom Biebighauser is available to assist with implementing the wetland restoration projects identified in this report. Tom can be onsite monitoring construction, responding to concerns from the public, and providing training. Please contact him if you have any questions about these projects.
Summary
Wetlands may be restored at the Cedar Niles Future Park Site to provide habitat for a diversity of animals and plants. Implementing wetland restoration projects would reduce flooding, clean runoff, replenish groundwater, and improve habitat for plant and animal species. The restored wetlands may be built at a low cost and would require little, if any maintenance. The wetland projects may be completed in combination with the instruction of a Hands-on Wetland Restoration Workshop, where people in the community and agency personnel receive practical training in wetland restoration techniques. Completing these wetland restoration projects would help the environment and strengthen relationships between agencies, nonprofit organizations, and the public.
Prepared by:
Thomas R. Biebighauser Wildlife Biologist and Wetland Ecologist Wetland Restoration and Training LLC 3415 Sugar Loaf Mountain Road Morehead, KY 40351
E-mail: firstname.lastname@example.org
Website: www.wetlandrestorationandtraining.com
606-784-6175 (home)
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ARTIST
Arnold Gassan
TITLE
Portrait, Steve Goff, Rockport, Maine
DATE
1976
DIMENSIONS
8 in H x 9 in W
MEDIUM
Photogravure
IMAGE NOTES
Arnold Gassan box
CATALOGUE NUMBER
1997.009
ARNOLD GASSAN
GENDER
Male
CITIZENSHIP
United States
CULTURAL HERITAGE
European-American
LIGHT WORK RELATIONSHIP
Donation, 1997 Workshop, 1974
LIGHT WORK PUBLICATIONS
Contact Sheet 173
BIOGRAPHY
Arnold Gassan is a widely recognized authority on photographic processes and on the history of the art of photography. His two texts, 'A Chronology of Photography' and 'A Handbook for Contemporary Photography' are important resources for all photographers today. Most importantly, Arnold is a prolific and progressive photographer/printmaker of exceptional talent. He is currently Chairperson of the Photography Department of Ohio University
ESSAYS
Train of Thought: Serial Images from the Light Work Collection Train of Thought presented the work of five photographers from the Light Work Collection, including Hollis Frampton, Arnold Gassan, Peter Max Kandhola, Judy Natal, and Aaron Siskind. Several photographs from each artist were exhibited with the intention of providing viewers, especially students, an opportunity to follow an artist through many different stages and approaches to one idea or subject and the chance to witness and consider their creative process through multiple images. Through the generosity of Robert and Joyce Menschel, Light Work recently received a donation of 150 photographs, including fifteen silver gelatin prints by preeminent photographer and educator Aaron Siskind (1903–1991). The images by Siskind included in this exhibition are strong examples of his interest in exploring the formal and abstracted views of urban decay—peeling paint, torn signs, and bits of graffiti. Like the other artists in this exhibition Siskind's work documented and ordered the world he encountered around him, with a unique ability to show us the profound beauty of the ordinary. Siskind viewed the photograph as a unique physical object in its own right, in contrast to many images today that exist only virtually. He stated, "When I make a photograph I want it to be an altogether new object, complete and self-contained, whose basic condition is order —(unlike the world of events and actions whose permanent condition is change and disorder)." Train of Thought included a variety of "altogether new objects," as each of the artists included can be said to have uniquely documented and ordered their world. Artist Judy Natal combined images made over a ten-year period while traveling the world to create her portfolio, The Hermetic Alphabet, a series of twenty-six silver gelatin prints. Natal used the alphabet as a structure on which she could organize and connect a series of seemingly random, ambiguous images. As the work moves us through the alphabet from A to Z, Natal investigates language, landscape, and travel. Arnold Gassan, a widely recognized authority on photographic processes as well as the history of photography, created the series Elegy in dedication to his mentor and teacher Minor White. The rich, elegant surfaces and tonal range of Gassan's images are created using the labor-intensive, antiquated process of photogravure. His images show familiar rural scenes of clotheslines, picket fences, landscapes, and portraits of friends and family. The exquisite care he takes in printing points to his belief that, "the photograph often leaves a residue of un-verbalized meaning." No Birds Do Sing in Blue Sky, a collection of eighteen unique silver gelatin prints by Peter Max Kandhola, continues his exploration of death and grief, an idea he has approached with several different photographic mediums over the years. In this series the artist scratches and distresses his negatives as a visual metaphor. His purpose for manipulating the negative is described in his statement that, "images come and go, they flicker unsolved, and time builds itself around them. We invent explanations which also remain unsolved, but we also retain the meaning of episodes in our past life, a museum of images." ADSVMVS ABSVMVS is a portfolio of chromogenic prints by Hollis Frampton, an artist and educator who worked in both still photography and the avant-garde film movement known as "New America Cinema," which flourished in the 1960s and 1970s. He used his camera to record and order his unique collection of plant and animal specimens found in his travels, including road kill and delicacies from an Asian grocery. Each color photograph is paired by text of the object's Latin name, history, and mythology. Although his texts borrow the language and model of scientific classification, his version is quirky, personal, and humorous. His array of oddities and the stories of their discovery relay an artist's creative process of trolling his neighborhood for inspiration. Photographers and artists often seek an underlying structure or pattern in the world around them. As hundreds of students walked through this exhibition, some carrying cameras and a photo assignment, they were able to see how five different artists went fishing for inspiration and made, as Siskind said, "order out of chaos." Mary Lee Hodgens | <urn:uuid:9e0e27f8-a25a-4814-ab99-53ad299015b0> | CC-MAIN-2021-21 | https://collection.lightwork.org/Detail/artworks/1997.009/view/pdf/export_format/_pdf_ca_objects_summary | 2021-05-09T23:37:21+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989018.90/warc/CC-MAIN-20210509213453-20210510003453-00588.warc.gz | 202,441,948 | 1,091 | eng_Latn | eng_Latn | 0.576903 | eng_Latn | 0.997292 | [
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Reading with Book Trust
If you finish your reading books from school, you can read stories online with Book Trust.
| Step 1 | Search ‘Book Trust Storybooks’ in your web browser and click the link. Or go straight to https://www.booktrust.org.uk/books-and- reading/have-some-fun/storybooks-and- games/ |
|---|---|
| Step 2 | Scroll and search the library for the story you want to read. |
| Step 3 | The story will load. |
You can watch with sign language to learn some actions or read along as you would with a book.
Step 4
Step 5
Record your reading in your Reading Log. | <urn:uuid:86a33001-8b50-409c-89fa-180de0208edd> | CC-MAIN-2021-21 | https://arkkingsacademy.org/sites/default/files/Book%20Trust%20Guidance_3.pdf | 2021-05-09T23:12:18+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989018.90/warc/CC-MAIN-20210509213453-20210510003453-00589.warc.gz | 122,919,096 | 152 | eng_Latn | eng_Latn | 0.996142 | eng_Latn | 0.996142 | [
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LESSON PLAN
Drew the Screw
An I Like to Read® Book Level E Written and Illustrated by Mattia Cerato
Drew the screw has a job to do. What will it be?
Objectives: Identify words with long u vowel teams. Identify: who, what, where, when and why in the story, identify the main idea, make text to world connections.
Guided Reading Level: E
Grade Level: 1
Interest Level: Pre-K-2
Common Core Strands in the Guide:
RL.K-1.1, 2, 3, 4, 5, 6, 7/RL.K.10
Reading Literature:
Reading Foundational Skills: RF.K-1.3, 4
Writing: W.K-1.1, 2, 3, 7, 8
Speaking and Listening: SL.K-1.1, 2, 3, 4, 5, 6
Language: L.K-1.1, 2, 4, 5, 6
BEFORE READING
1. Discuss and identify the role of the author and illustrator.
2. How does the title of the story help us understand what the story will be about? (main idea)
3. Discuss the title. What is a screw? (a tool)
4. Why do people use tools? (to get things done)
5. Write the word tool on the board. Say, "Tools help people get things done. They help people achieve a goal."
6. Why are tools useful?
7. Look at the front and back cover illustrations. Tell the students that the cover is a continuous cover. If you open the book flat, the cover illustration continues from front to back.
8. Brainstorm the names of common tools, including the ones on the cover of the book. Write the names of these tools on a chart.
9. Who do you know that uses tools?
10. Why do you think the author, Mattia Cerato, named the screw Drew? (rhymes)
11. What other words rhyme with Drew?
12. Look at the illustrations. How do you know that this book is fiction? (The tools have eyes.)
13. Read/listen to find out about Drew and the other tools.
DURING READING
1. Who is the main character? How do you know?
2. Who is telling the story?
3. Where does the story take place? Setting? (a boy's garage, yard)
4. When does the story take place?
5. What is happening in the story? (The boy is using the tools for different jobs.)
6. Have students make the following connections as they read:
Read to find out why . . .
the pencil makes lines the tape measures the saw cuts the hammer hits the clamp holds things the drill makes holes the screw goes up
7. Why does the boy need all of these tools? What is the boy's goal? (The boy is building a tree house.)
Read the book again
8. What information do you get from the pictures?
9. What details does the illustrator use in the pictures to let you know things are moving?
10. What details does the illustrator use to let you know how the characters feel?
11. What information do you get from the words?
12. Have students read in pairs.
AFTER READING
Word Work
1. What other words rhyme with Drew and screw? (crew, dew, few, grew, new, view, you, zoo, moo, boo, due, goo, glue, Sue, flew, too, shrew, stew) Write down the students' responses.
2. Write the vowel teams ew, oo, ue, ou on a chart. Have students separate the words into common spellings.
3. Visit www.rhymezone.com and search for Drew and screw. See how many more words you can find.
4. Say the name of each tool. Complete each sentence using the words and phrases from the story: makes lines, measures, cuts, hits, holds things, makes holes.
5. What does Drew the Screw do?
6. What is a tool that you use? Write a sentence about it and draw a picture. How does the tool help you reach a goal?
7. Discuss what is the most important tool in the toolbox? Why?
8. Research a tool that is not in the story. Write about it. Explain what it looks like, what it is made out of and what it is used for. Draw or print out a picture of the tool.
9. Sequence the events in the story. Then retell the story to a friend.
10. Find tools in the classroom and around your school. Discuss how the tools help people reach their goals. Create a class Toolbox Book.
The hammer ________________
The tape ________________
The drill ________________
The saw ________________
The pencil ________________
The clamp ________________
Lesson Plan prepared by Marla Conn, reading/literacy specialist and educational consultant
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Chatterpix
View/Download the Chatterpix App
Brief Description
Chatterpix is a fun app for students to create a video of an inanimate object which is able to come alive and speak in order to show what students know.
Detailed Description of Use:
Chatterpix is an app that enables students to showcase their learning through a creative means. Students can take a simple picture of a shape, like a square, or of a person from history, such as George Washington, and they can write a paragraph about what they wish the description to be. Then, they can use the app in order to have the shape or the person speak as the students record. These videos can then be shared and saved.
For a version that does not allow sharing via email, Facebook, and YouTube, download "ChatterPix Kids" which is designed for kids with no sharing features.
Additional Resources:
Lesson Plan Ideas for Chatterpix
Resource Contact: email@example.com | <urn:uuid:e7df8a09-0420-4624-95cc-b3e7c399d693> | CC-MAIN-2021-21 | https://kcsteachertools.com/InstructionalResources/137.pdf | 2021-05-09T22:39:44+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989018.90/warc/CC-MAIN-20210509213453-20210510003453-00590.warc.gz | 375,512,366 | 205 | eng_Latn | eng_Latn | 0.997913 | eng_Latn | 0.997913 | [
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Fats, Oils, and Grease Disposal Tips
Safe use
Disposing
Never pour fats, oils, grease, or food down the sink, in the toilet or bath, or any other plumbing.
Fats, oils, and grease are used in and result from cooking. They include:
- Food scraps
- Meat fats
- Lard
- Cooking oil
- Butter and margarine
- Sauces and more
These things are often liquid when they are hot but become solid when they cool.
When you pour fats, oils, or grease products down the sink or other plumbing, they cool and become solid inside your pipes. This can clog the pipes and cause backups.
Your toilet, bathtub, and sinks are all connected, so pouring fats, oils, or grease down one of these can impact all the plumbing in your home.
If you are having plumbing or water problems and the cause is fats, oils, or grease in your pipes, you may be charged the cost of repair.
− Tenants are asked to store fats and grease in disposable containers with lids, such as metal or glass jars.
− The containers can then be placed in the garbage.
− Cooking oil does not solidify when cooled, so there is a chance the container can break and oil can be spilled.
− Used cooking oil should be cooled and put into a covered plastic bottle, labeled, and also put out for garbage collection.
− Residents who are disposing of more than one litre of used cooking oil must take it to a City of Edmonton Eco Station.
To avoid these problems, it is important to dispose of fats, oils, and grease properly.
For more information about fats, oil, and grease, check out Epcor's website "Store it, don't pour it". | <urn:uuid:e9b9da32-790b-4e41-8267-165a0de56d92> | CC-MAIN-2021-21 | https://civida.ca/wp-content/uploads/2020/10/fats-oils-and-grease-disposal-tips.pdf | 2021-05-09T22:58:10+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989018.90/warc/CC-MAIN-20210509213453-20210510003453-00590.warc.gz | 204,910,842 | 361 | eng_Latn | eng_Latn | 0.999383 | eng_Latn | 0.999383 | [
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Year R Learning Journey
Week beginning 26 th April
This week our topic will be 'Planting and Growing'
Sounds of the week:
This week we will get our hands muddy and get planting and growing our own beans and vegetables! We are going to be thinking about what the seeds need to grow and write instructions on how to plant a seed using time words and bossy words.
In maths we will be learning how to add and subtract. Then we will be using our skills to solve practical problems.
Words of this week:
some come put
Please remember:
* Read every day with your child for at least 15 min. talk about the book and make a record in their reading logs. Reading at home regularly does make a difference!
* Every day your child needs to bring a named water bottle.
* P.E. DAY — Both classes have PE on Friday morning. Please leave your child's PE kit bag at school. Please remember to remove all jewellery on this day, or cover earrings with tape.
ur oi
Home Challenge:
- Encourage your child to write sentences independently. Can they remember to use finger spaces, capital letters and full stops?
- Sing and learn our keywords https://www.youtube.com/watch?v=R 087lYrRpgY
- Play a game of pairs or snap using your keyword rainbow flashcards that we send home. Can you write your keywords? Can you think of a sentence with a keyword and write it down?
- Practise simple addition and subtraction. Work out addition and subtraction using objects or a number line. Ask your child's teacher if you would like some number lines to take home.
- Can your child record their addition and subtraction number sentences?
- Get your hands muddy and plant some plants at home! Talk to your child what do plants need to grow.
You could take a photo of your home challenge and email to email@example.com so we can all share and celebrate your wonderful work. | <urn:uuid:8aabe04f-1f76-4ac0-a812-27b0406a399a> | CC-MAIN-2021-21 | https://www.tannersbrookpri.org.uk/wp-content/uploads/2021/04/23.04.2021-Year-R-Learning-Journey.pdf | 2021-05-09T21:46:37+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989018.90/warc/CC-MAIN-20210509213453-20210510003453-00590.warc.gz | 1,088,252,819 | 399 | eng_Latn | eng_Latn | 0.998967 | eng_Latn | 0.998967 | [
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Brief Description
A learning tool to let your student study anything.
| Content Area(s) | Learning Audience | Instructional Focus |
|---|---|---|
| • English Language Arts • Math • Science • Social Studies • Music • Visual Arts • CTE • Healthful Living • World Languages | • K-2 • 3-5 • 6-8 • 9-12 • AIG • ESL • EC | • Academic Conversations • Digital Learning • Student Engagement |
Detailed Description of Use:
Quizlet is a web-based platform that helps students study information. Teachers can either create a review activity from scratch or they can search for previously created review activities to copy. The quizlet can be shared easily, for example it can be assigned in your Google Classroom, a link can be sent through Remind, or the vocabulary terms can be found via a QR code. The students can practice on their own and there are a couple of game options. In the live mode (game mode), students have the ability to practice their academic conversations.
Additional Resources:
Resource Contact: firstname.lastname@example.org
Quizlet
Quizlet | <urn:uuid:52563871-d137-4ad3-9e8d-fb611fe45da4> | CC-MAIN-2021-21 | https://kcsteachertools.com/InstructionalResources/138.pdf | 2021-05-09T22:50:40+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989018.90/warc/CC-MAIN-20210509213453-20210510003453-00591.warc.gz | 358,180,681 | 249 | eng_Latn | eng_Latn | 0.997376 | eng_Latn | 0.997376 | [
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nable future possible
Cleanaway - Making a sustai Cleanaway's Waste Education Incursion
Thank you for your interest in the Cleanaway's schools Waste Education Program. Please find below further information about the program.
This program is free to schools because the City of Mandurah in partnership with Cleanaway have sponsored the program.
The program consists of two, one-hour sessions for each class. These sessions are normally a week apart.
Overall Program Objectives
The Primary School Waste Education Program has been designed to educate students in Year 1 – Year 6 about waste minimisation and management through implementing reduce, reuse and recycle principles.
As children are recognised as great agents of change, they will be encouraged to take what they learn from the program and utilise the principles within school, at home and within the community. Children will learn concepts and approaches for sustainable practices that should be carried forward into adult life.
For learning suitability, the program has been segmented into two age groups:
1. Years 1 - 3
2. Years 4 - 6
The key components of the program remain the same, only program delivery and activities differ.
The program consists of two sessions (approximately 60 minutes each session). The second session reviews, consolidates and builds on the learning experiences from session one.
Key components:
* Educate students about the importance of waste management and minimisation through reducing, reusing and recycling (3R's) as many resources as practicable
* Explain how to adopt the 3R's, and why implementing these is important for the environment
* Explain what happens to recyclables post kerbside collection at the Materials Recovery Facility (MRF)
[Document Title]
Version:
Page 1 of 2
Key activities
Session One
* Local Council bin systems
* Discussion about Landfill and the problems with traditional landfill - changes that have occurred to try and reduce these problems. Activity – "How long it takes for things to break down in landfill." (Year 4 to 6)
* Reduce – Making smart choices – look at the choices we make when we buy things. – Activity "Zero waste lunches." (Year 1 to 3) Or "How much waste in your shopping"(Year 4 to 6)
* "What can we do?" "Reduce, Reuse, Recycle"
* Reuse – Looking at ways we can reuse the things that come into our homes – Activity: "What can I make with waste items"
* Recycle – Looking at the things that go in our recycling bin.
Activity: "Recycling bin" sorting activity.
Session Two
* Watch a video of Cleanaway's MRF (Materials Recovery Facility) South Guildford – Activity "Quiz"
* Discussion on Natural Materials used to make our recyclables – renewable and non-renewable resources - Activity matching game. (Year 4 to 6)
* Other things we can recycle in our communities – Sorting activity. (Year 1 to 3)
At the end of the program participants should understand:
* Local Council bin systems and what belongs in each bin.
* How to adopt waste management principles that minimise the amount of waste generated
* How to segregate waste correctly
* The principles of 3R's – Reduce Reuse Recycle
* The relevant bin system and products that can be recycled in their municipality
* What happens to recyclables once they are collected and taken to the MRF
* What a MRF is and the impact of contamination on clean loads
* The implications and associated problems caused by land-filling waste
* The impact recycling has on the preservation of precious resources and reducing life-style GHG emissions
Program Requirements
The program consists of two, one-hour sessions for each class. These sessions are normally a week apart.
You need a minimum of 3 classes in your school to participate to make a booking.
To make a booking:
The presenter needs a room to setup in for the day, which has an electronic whiteboard or a projector and screen as the presentation is in PowerPoint form with hands on activities and there is also video footage for the students to watch.
Contact Cleanaway's Education Officer: Vivienne Fepuleai
email@example.com
Mobile: 0438 951 392
[Document Title]
Version:
Page 2 of 2
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Google Forms for Student Assessment
Tutorial: Using Google Forms for Student Assessment
Brief Description
Google Forms is a question-based tool used to gather data.
| Content Area(s) | Learning Audience | Instructional Focus |
|---|---|---|
| • English Language Arts • Math • Science • Social Studies • Music • Visual Arts • CTE • Healthful Living • World Languages | • Professional • K-2 • 3-5 • 6-8 • 9-12 • AIG • ESL • EC • Other | • Assessment • Differentiation • Enhancement • Student Engagement • Vocabulary |
Detailed Description of Use:
Google Forms is an amazing tool that allows you to collect a wide variety of data from your students digitally. You can create surveys, quizzes, exit tickets, and tests. The data from this tool is collected in one place (a single Google Sheet) and can be accessed from your Google Drive, therefore eliminating the stacks and stacks of papers. Tests and quizzes can be set up to automatically grade answer submissions. Check out the Google Sheets-Conditional Formatting resource.
Additional Resources:
Google Forms + Flubaroo for Online Assessments
Resource Contact: firstname.lastname@example.org | <urn:uuid:1d2ad386-25f2-40b7-b793-3f250f8d8a24> | CC-MAIN-2021-21 | https://kcsteachertools.com/InstructionalResources/139.pdf | 2021-05-09T23:00:21+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989018.90/warc/CC-MAIN-20210509213453-20210510003453-00592.warc.gz | 377,664,103 | 257 | eng_Latn | eng_Latn | 0.995721 | eng_Latn | 0.995721 | [
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Section 4.1: A New Curriculum
Creating Space for Aboriginal Perspectives
There are many ways in which the lives of young people across this land would benefit from a revised and enhanced curriculum and pedagogy infused with Aboriginal histories and contemporary themes.
There are also a number of ways in which all the Peoples of Turtle Island – this nation now known as Canada – could benefit from a more comprehensive understanding of each other.
As an introduction to this exploration, we begin with a story told by a Canadian of European settler heritage in the CAAS network, who recently visited 'Ksan Village, the Gitxkan historical museum in the north central region of British Columbia. Although generally well informed about Aboriginal cultures, something surprised this visitor during the tour of the Village.
'Ksan Totem Poles:
What I Learned on my Summer Vacation
While in northern British Columbia among the Gitxkan People this past summer, I visited the small historical 'Ksan Village. 'Ksan is a museum that displays the Gitxkan culture and history. Visitors to 'Ksan are also invited to travel to several other sites through the Gitxkan territory to view Totem Poles. These have been relocated into accessible groupings where the art and story of several different carvers can be compared.
At 'Ksan Village, near the Skeena River and amongst the long plank houses and beautiful trees, are several Totem Poles.
Our guide was a young fellow who had just finished attending a local (Canadian) high school and was headed towards Vancouver in the Fall for University. Sadly, he seemed to know little of the traditional stories of his People. Our young guide tripped over many questions from our group of tourists, but was able to deliver the set presentation effectively.
As we approached one of the Poles, I noticed that it had several traditional figures underneath towards the bottom of the Pole - and at the top sat a squat but rugged looking White Man - replete in suit, tie, top-hat and briefcase. I instantly acknowledged this as the "Oppressor Man", a phrase I recalled from a Jimmy Cliff song - a 1970's reggae song from Jamaica. I was thinking to myself: yes, this is where the White Man has always sat, right on top of the Indigenous Peoples, pushing them down. He is here because of his great weight and all the detrimental impact he has had on their People. These thoughts I had in the flash of an eye. Wafting forward from my childhood was a saying, a warning, an explanation: one must always look to see, who is at the top of the Totem Pole?
The young fellow took us to the base of this Pole and explained its origins. He explained that it was carved to commemorate the opening of 'Ksan Village, and represents the fact that various Canadian governments collaborated with the Gitxkan People to make this historical village possible. "You will
notice," said our guide, "that the figures from the ground up represent our Clans, and that at the top is the figure representing the help of the Canadians in making this historic museum village possible. We place the figures on the Pole in this order because we always put the most significant figures at the bottom – after all, they are holding everything else up. The bottom figures must bear the weight, and they support all of the others above them, who are relying on them. So the figure on the bottom is the most important."
That day at 'Ksan Village I saw once again that I know very little about the Original Peoples, and their histories and cultures of this land that is my home. I have been learning this over and over again since the fateful day in the "Hot Summer" of 1990, when - with the Crisis at Oka blaring through the media - I decided the time had come to do some learning.
For more than ten years now, I have gone through a painful period of exploration requiring me to be as humble as possible and to remember that I must first be immobile and then crawl before I can toddle, and that I must walk before I can run. I understand this process as a pedagogical one - to be clear, as the process of being willing to give up my biases, ignorance, stereotypes, misinformation and Euro-cultural blinders.
I have to be constantly vigilant in remembering that whenever I look at anything, I am using my own European ancestral (dominant North American cultural) viewfinders. It's like having double vision – only instead of obscuring what I see it brings both perspectives into focus.
I expect and believe that I will and must always continue to be a humble student in the act of learning about this land, the First Peoples of this land, and my relationship to both. My life, my mind and my heart have been fulsomely enriched by this effort. Unlike the vast majority of Settler (non-Aboriginal) Peoples in Canada, I count among my friends many Native persons. My friends come from a wide variety of First Nations, urban communities, walks of life, traditions and professions. Now I know something about Turtle Island – this land I was born in and stand on – and I am at peace with being here.
One important lesson we can draw from this "totem-pole story" is that the concept of culture has deep meaning. This is particularly true when culture is used in its traditional, anthropological sense, to describe specific historically-developed ethno-cultural communities (as compared, for example, to the ways in which it is also used to label specific aspects of a specific contemporary group practices and values – i.e. 'popular culture').
As this totem-pole vignette suggests, culture is not just a matter of quaint food, dance and other "strange" practices. Rather, culture is the totality of the ways of life of any group of people. It is the ways that people perceive, conceptualize and live in the world, the ways in which they understand and think about the world, the sum total of their beliefs, their values, their ideas, their spirituality, and all of the things they do - individually and collectively. While both the Canadian visitor and the Aboriginal guide saw the same image at the top of the totem pole, they had diametrically opposing views about what it was, what it represented, and why it was there. This is understandable considering that these two opposing perceptions were based on very different sets of values, social and political locations, cultural understandings and lived experiences.
Canadian society will be much stronger when everyone, including young people, has deepened their understanding of the culture of its founding Peoples. As a result of building this cross-cultural understanding, Canadians will be better prepared to understand the many other ethnic and racial groups or cultural communities which make up our country. In the words of a non-Aboriginal student who responded to our SAS survey,
These teachings/stories are very significant in that it gives a person a "sense" of where Aboriginal Peoples have come from, fosters respect for their cultures, and encourages knowledge of these things for all young people today. [Yukon college student - Canadian]
As the 'Ksan Totem Pole story's narrator relates, it is important to always remember the racial or ethnic positions from which we view the world, speak, and interpret things. This helps us to see things from more than one perspective, building our capacity to perceive and be informed by both our own respective ethno-racial locations and that of others. In so
doing, our collective learning, as well as the teaching in which we all engage as we learn, will be enriched, more comprehensive and especially satisfying.
Many Aboriginal people look to the day when Canada acknowledges all its founding Peoples. This must, of course, include the fifty or more different cultural and linguistic groups of Indigenous Peoples who have been on this land since "time immemorial (Dickason, 1992:64). " Further, Canadians must begin to develop an understanding of Aboriginal Peoples' worldviews and spiritualities, and the political, social, cultural and educational issues this report begins to address.
Whose Interest Does "Multiculturalism" Serve?
Canada as a nation can be strengthened by a polity of shared, broad understandings about the deep meanings of the concept of culture - including a shared understanding about the importance of the culturally different ways in which people come to perceive, learn about, know, and understand their worlds. Viewing culture as a perspective that all Peoples possess and live by means discarding the concept of one, subsuming "Canadian" culture and rejecting the bland notion of "multiculturalism."
Repressive legislation such as The Indian Act is supported by individual, institutional and systemic racism. Aboriginal Peoples are socially, culturally, economically and geographically tethered into marginalized places in their own lands (at best) or made invisible (most frequently). The invisibilization and marginalization of Indigenous Peoples has been enforced by a pervasive educational pedagogy (the pedagogy of oppression), which is historically designed to achieve social goals of forced assimilation and cultural eradication. This harsh experience of Aboriginal Peoples' reality bears no resemblance to the Canadian program of "multiculturalism".
Knowledge and understanding of the historical and contemporary concerns and cultures of Aboriginal Peoples will immediately begin reversing the damage of the past several hundred years of cultural invasion, repression and other failed strategies for elimination of the socalled "Indian Problem." 1 This new understanding of Aboriginal cultures and histories will
build on, and at the same time critique, the Canadian government's attempt over the past decades to promote cross-cultural understanding through a policy of "multiculturalism." It will strengthen Aboriginal and Canadian cultures, promoting healing and movement towards a consensus on a new, restructured relationship between First Peoples and Canada (RCAP, 1996:Vols.1-5).
When we think of the education of students in Canadian classrooms, it is clear why Aboriginal students would find irrelevant program initiatives purportedly designed to accommodate and integrate them into the mainstream educational system. Clearly, these students' experiences of the many ways in which they have already been socially, culturally, economically and politically marginalized would only be reinforced by framing Canadian culture within this "multiculturalism" paradigm (however well-intentioned).
Canada's origins lie in the First Peoples' relationship to the land, their spirituality, beliefs, values and other life systems. Canadian school curricula and teachers must offer knowledge and understanding of the traditions of the First Peoples of this land, Aboriginal Peoples, and their relationship to this land. This learning will provide a more fertile social environment for addressing the many issues between Aboriginal Peoples and the settler and newcomer ethno-racial cultural populations who have made Canada their home.
Developing a Society Responsive to Diversity Through an Antiracist Curriculum
Canada as a nation can benefit in yet another way from an enhanced exploration of Aboriginal cultures in the curricula of its schools. Inclusion of this content across school curriculum will permit a pedagogical investigation of another set of important social issues that require enhancing: the awareness of all Canadians about Canada's complex culture. This would widen the understandings of young Canadians about the importance of viewing and treating all cultures in a sensitive and equitable manner. Across Canada, the terms "race" and "ethnicity" are found in common discourse, and used in a number of ways. Depending upon context, these are sometimes benign usages. However, for many people, these two terms also act as a code for an array of strongly held beliefs about social difference. All too
often, these terms are grossly misunderstood and misused, particularly during highly emotional discussions and debates about perceived social "problems" in our communities. Even well intentioned people find themselves caught up within these highly discriminatory and anti-social meanings because they have not had the opportunity to explore their complex meanings.
Creative opportunities can be provided, especially through discussions about specific cultural groups, so that young people come to understand the ways in which these concepts/terms can, and should, be used. This can occur without reference to the unsupportable and discriminatory meanings that have unfortunately permeated the common lexicon.
For example, in the context of encouraging cross-cultural understandings among all Canadians, school curricula should explore the ways in which the concept of "race" has often been used (and continues to be used) to attribute negative social characteristics to entire racial groups. Canadian textbooks no longer blatantly describe entire cultural groups as being "shifty" or "dark" or "secretive." However, unfortunate and erroneous generalizations like these continue to be voiced in the common vocabulary. Look at these two comments from respondents to the CAAS' Student Awareness Survey. The first comes from a Social Services student who identified as Canadian and said s/he had learned nothing about Aboriginal Peoples "until college":
Alcoholism is a problem in the aboriginals [sic]. They get addicted to it and it then destroys them.[I work with them, and to resolve it, I would] educate them more and help them understand that it is in their genes. They can't handle the alcohol without getting addicted. [Ontario college student Canadian]
The second comment is from a Canadian university student who is also burdened with bias,
...[An issue for Aboriginal Peoples is] land taken away from them. [I would resolve it by] Whatever. Why don't they just stop fighting and get a job and fit in, that's what they want so stop trying to stick out. [Atlantic university student - Canadian]
On a wider scale, recent world events have done little to improve this situation. As we have seen, much of the response of the media and of government officials themselves – in particular, religious and racial profiling and stereotyping – serves only to maintain discriminatory values and beliefs which have been pervasive for much too long in Canadian society.
The racialization of individuals and groups, that is, the identification of individuals and groups by race and ascribing particular negative qualities to them, is part of the practice and structure of racism and colonialism - the subjugation of one cultural group by another (as illustrated in the quotes from students, above). Racism is not simply individuals' attitudes, but a structural reality. By this we mean the ways in which established structures operate to limit the participation, opportunities and possibilities of certain groups of people in our society. A social stratification system, which regulates the access some groups have to power, privileges and resources in our society works to maintain a system of inequality through which colonization, racism, classism, ethnocentrism, sexism and xenophobia operate.
An enhanced discussion of Aboriginal history and culture in schools across our nation would do much to alter negative impressions and opinions about concepts like "race" and "ethnicity." Canada would certainly benefit by having its young people be truly knowledgeable about the deep meanings of race, ethnicity, culture and cultural groups as one non-Aboriginal college student responded perceptively to our national survey:
I think they have contributed by surviving the assimilation attempts, genocide of culture, etc, demonstrating their innate strengths and spiritual connections regarding family, environment and growth. [Yukon college student - Canadian]
Building Respect for Difference, Diversity and Common Ground
Canada will benefit directly from enhanced understandings about concepts such as culture, race and ethnicity. From this new understanding, young people would gain an awareness of the nature and extent of diverse cultural groups across our country. Canada is a land of many groups who pride themselves on their cultures. The extent of these cultures must be
understood and respected. Most important in this new curriculum is the development of an understanding that different cultures represent important differences in worldviews, i.e. how different Peoples perceive, think, believe and understand the world around them. While there may be an argument to be made about the importance of "unity" in regards to some aspects of a nation's existence, as anti-bias educators we definitively argue for the importance of supporting cultural difference or diversity among Peoples. As respect is manifest for a diversity of beliefs and ideas, Canada will be progressing towards our goal of a democratic, pluralistic society.
An encouraging number of the SAS respondents see the benefits of inclusion of Indigenous knowledge in Canadian curriculum as a way of providing more space for Indigenous worldview in Canadian culture. When speaking of the contributions that Aboriginal Peoples have made to Canadian culture, two students from opposite ends of Canada answered as follows:
...[Aboriginal Peoples] provide diversity, different perspective on society.... Religious practices display love of mother nature and other human beings (should enlighten the rest of us). [Atlantic university student - Canadian]
European dominance has not allowed a lot of influence or contributions but hopefully in the very near future these influences will emerge to provide sustainability in future development. [British Columbia university student - Canadian]
We have much to learn from Indigenous Peoples of Turtle Island; knowledge that can teach us all about respecting our part and place within this land, shouldering our responsibilities towards others and towards the natural world, honouring and respecting our children by taking care of their world. The first step in this direction is obviously to help Canadians understand the histories, perspectives and worldviews of the Aboriginal Peoples of Turtle Island.
Towards the Honest Practice of a Canadian Human Rights Culture
In summary, we return to a basic issue of importance to all Peoples across this land – the
right to respectful and equitable treatment in their homes, in their neighbourhoods, in their schools, in the media, and in every institution (public or private) which intersects with their lives. Again, one of the SAS respondents, a Canadian university student from southern British Columbia, sheds some light on how inadequately the schools have addressed these matters. The student's reflection exposes the embarrassment that coming generations of Canadian leaders feel about these complex, unresolved issues:
Aside from reading Copper Sunrise, I don't recall much Aboriginal culture or history lessons... Most of my understanding comes from the radio and listening to peers and others...The negative way in which Canada has traditionally dealt with the Natives/Aboriginals has contributed to a fractious outlook on solving issues. I think it takes Canada down a notch or two in terms of being an internationally recognized just society. [British Columbia university student - Canadian].
As innumerable official reports continue to note, Canada is not yet, in reality, a just society. We have still some considerable distance to travel in this journey. Clearly, this journey is crucial, not only for those who already live in Canada but also for those who hope to make our country their new home.
There are many ways in which this journey – a journey described in this report as learning about Walking in Beauty towards tolerance, respect and justice. This journey can, and must, be accelerated. A vital, essential step is to ensure that Canada's Original Peoples are portrayed in classrooms across Canada. This enhanced understanding of Aboriginal histories and cultures must include an understanding of the ways in which Aboriginal Peoples have been treated in the past by the dominant settler cultures, and how the Peoples continue to be negatively affected by these unequal relations. Through this pedagogy, young Canadians will come to see the importance of diverse cultures existing, side by side, in our nation. Only in this way, will Canadians of all ages come to see the importance of treating every person equitably, regardless of background and culture.
Acknowledging Aboriginal History
CAAS is committed to developing new strategies for the integration of content concerning
Aboriginal Peoples into the general curriculum for all grades from kindergarten to grade twelve. Analysis of the data from the Student Awareness Study (SAS) research, presented in The South, demonstrates that recent Canadian high school graduates are not well informed about some of the most basic facts regarding the cultures and histories of the Aboriginal Peoples of this land. Most university students, for example, are familiar with Greek and Roman mythology as well as the epic Homeric and Norse sagas. Settler and newcomer Canadians have much to learn from Indigenous stories and knowledge across Turtle Island.
If it is worth our while to be aware of the myths [sic] 2 of the ancient Egyptians, Greeks and northern Europeans, it is just as important for us to be aware of the myths [sic] of the land in which we live. It might be said that until we know the ancient collective dreams of what we like to call 'our land' and 'our nation,' we cannot know ourselves or be in any full sense a part of the land. (Leeming and Page, 1998:ix-x).
Over the past several years, there has been steady progress in the promotion of First Nations' culture and history throughout the country. There has been some positive movement among provincial and territorial education authorities towards developing curricula that incorporate Aboriginal Peoples' cultures, histories and language education.
Although these are encouraging developments, a great deal remains to be done in order to achieve a fuller integration of Indigenous content into the general curriculum for all students. With few exceptions, the current approach favoured by most departments of education is to present Indigenous content in separate units or in specially designed "Native Studies" programs and courses. Beyond any doubt, these are important additions to the curriculum. However, they are offered only at the secondary level and are primarily seen, by the education community, as being offered for the benefit of Aboriginal students. 3
CAAS knows that Aboriginal and non-Aboriginal students and their communities would benefit from improved general public awareness about Aboriginal histories and cultures. Aboriginal Peoples' oral traditions provide a vast storehouse of evidence that not only includes stories and legends but also specific memories of historical events that have been
passed down from one generation to the next. In recent history, Aboriginal oral account has proven reliable and, in some cases, even more so than written accounts of events. A remarkable confirmation of this fact is found in the recent oral history of the North-West Rebellion in which the authors gathered oral evidence from the elders from many of the First Nations Peoples in that region. These collective accounts have seriously challenged the official records of the events and they have contributed to a revision of the history of the entire episode in Canadian history (Stonechild and Waiser, 1997).
Recent Canadian jurisprudence also upholds the value and validity of traditional Indigenous oral histories. In the Supreme Court of Canada's 1997 ruling on Delgamuukw, regarding Aboriginal title to the Gitxkan and Wet'suwet'en territories in north-central British Columbia,
The 1997 decision stated that traditional lands are "owned" by the entire Aboriginal community using and occupying them. The court also reaffirmed the value of oral evidence in determining traditional patterns of land ownership (Kevin Reed, 1999:63, emphasis added).
Many other examples can demonstrate the documentary value of oral tradition, and as these come to light they promise to expand our understanding of many key events over the last several centuries of Canadian history. Admittedly, stories and legends are but one source of historical evidence. An increasing number of Indigenous cultural centres and museums also actively promote education and research. Some of these include the Woodland Cultural Centre (near Brantford, Ontario), Kay-Nah-Chi-Wah-Num (in Manitou Rapids, Ontario), Wanuskewin (north of Saskatoon), Batoche (in Rosthern, Saskatchewan - although a national historic site and not Mètis-run, it appropriately presents Mètis perspectives), and the 'Ksan Historical Village and Museum (in The Hazeltons, British Columbia). 4
Lessons on Walking in Beauty from Aboriginal Histories
The infusion of Aboriginal Peoples' histories and experiences with living on this land into "Canadian" history and other curricula offers valuable learning opportunities for all students. Canadians have much to learn from examples of how Indigenous knowledges have enabled
Original cultures to dynamically and historically adapt to environmental change. An intimate relationship with and respect for nature is an integral part of Aboriginal Peoples' spirituality and worldviews. This commitment to "right relations" has enabled First Peoples to face the many challenges posed by their environment and other circumstances of life.
Over the course of the last ten thousand years, or more, climatic changes and other environmental challenges served as catalysts for large-scale cultural and technological transformations on Turtle Island. Due to the northern conditions of climate and soil, many Indigenous cultures in Canada innovated and adapted to continue to exist. For example, Inuit cultures demonstrate the strength of Indigenous knowledge as a path for living in harmony – walking in beauty – with all of creation. In a natural environment that is profoundly challenging for human beings, changes in climate over the millennia had a significant impact in what is now known as the Arctic and sub-Arctic regions of Canada.
In particular regions, climatic cooling had profound effects that were sometimes personal and local in nature. Indigenous cultural groups of this region were traditionally comprised of extended family units that lived relatively isolated and independent lives for much of the year. The onset of sudden climatic cooling retarded the growth of vegetation, which meant that animals, like the muskox that lived on vegetation, declined in numbers or disappeared altogether. This, in turn, resulted in starvation and apparently threatened the survival of some cultural groups (McGhee 1996). The existence today of Inuit cultures demonstrates their ultimate success in meeting these challenges.
As some cultures struggled to adapt to a colder climate, others were forced to cope with the challenges brought on by a warmer climate. The Dorset of the eastern arctic, for example, had adapted well to the colder arctic climate; they had developed a hunting economy that made use of prolonged winter conditions and the extensive sea ice. Unlike the Inuit, they did not make use of boats and open water gear. The sudden shift towards a warmer climate several hundred years ago favoured the Inuit cultures, who – in a relatively short span of time – replaced the Dorset culture (McGhee 1996). (Interestingly, dramatic change in climate
was one factor that made it impossible for the Norse Peoples to continue in nearby settlements they had established (McGovern, 2000).)
The forces of nature have shaped, and continue to shape, all human societies. Expanding the continuum of Canadian history, by inserting a broader awareness of this aspect of human connectedness, offers us a profound opportunity to develop a humbler understanding of the impact environmental changes will have in the future. It may even help us to develop a critical analysis of these kinds of events, preparing us for current and impending environmental challenges.
Human beings currently face many challenges in addressing environmental, in particular climatic, changes that threaten the viability of all life forms on earth. Now more than ever, we need to open our thinking to include Indigenous knowledges that offer a time-honoured key to "Walking in Beauty" with all of creation. For Canadian students, a number of valuable lessons can be learned from being exposed to this more expanded vision of history, in that it will:
- reinforce the importance of the intimate relationship that exists between culture and the environment;
- emphasize the critical role that climate and the land have in determining cultural adaptation and technological innovation;
- above all, demonstrate how the experience of place and climate creates an inseparable bond linking Aboriginal Peoples' cultures with all future generations of Canadians.
A more inclusive history of Canada will extend to all Peoples – Indigenous, established settlers, or newcomers – a sense of personal and collective connection. We have much to learn, as human beings, from All Our Relations on Turtle Island.
Section 4.2: Building a Pedagogy of Respect and Honesty
Canada's schools should offer the best opportunity for broad public education on these matters. The classroom should also offer the opportunity for safe exploration of controversial matters. Teachers are already mandated to develop skills in cross-cultural understandings, critical analysis and problemsolving. Schools have stepped into the debates for respect and protection of the natural environment, as well as giving major support to various international human rights campaigns.
They have taken up the fights against racism and sexual abuse. They have played key roles in the campaigns against harmful lifestyle choices, such as cigarette smoking, drug use and unprotected sex. Students often work together with teachers on projects of 'social welfare', to help vulnerable persons in their communities or elsewhere. Arguably, some of these efforts have been more successful than others, in some locales more so than in others. However, schools do this kind of work.
Over the past few decades there has been a massive movement, within the halls and practice of pedagogical science, to address many social issues through public education's curricula or messaging. We have seen the inclusion, in Canadian classrooms, of multicultural perspectives, environmental education, anti-bias learning, equity hiring programs and more. We know that this has been beneficial for students and Canadian society in general, despite the persistent concern that some of these initiatives may be fraught with contradictions. While there has been social gain from these new curricula, much of the gain arises from the profound efforts of a small group of dedicated educators. An even smaller, wonderful group
of educators have taken up the challenge to realize this kind of change regarding the presentation of Aboriginal Peoples in Canadian classrooms. But, progress is slow.
On a Positive Note... Teaching and Learning About Walking in Beauty
In the Student Awareness Study Survey (SASS), a few students expressed their satisfaction with the learning they had done in school about Aboriginal Peoples' history, cultures and contemporary issues. In the responses, most commonly named positive experiences were with Aboriginal teachers, alternative programs within the education system, and other educational or recreational programs outside the regular classroom. Of particular note were: Children of the Earth alternative high school in Winnipeg, a live-in Long-House cultural immersion education opportunity with elders in Vancouver, and some on-Reserve First Nations teachers and schools.
Many students felt that the quality of learning opportunities was much better in university than in elementary and secondary school; a view frequently expressed by students from the University of Northern British Columbia, in particular. 5 Common to both Aboriginal and Canadian students is the sense that teaching of Aboriginal history and culture was most effective when provided in a cultural immersion and/or Aboriginal-led environment.
One of the most encouraging aspects of this survey was the fact that a number of students demonstrated a positive, caring approach to finding ways to resolve some of the crucial issues between Aboriginal and non-Aboriginal Peoples. Some could even identify really positive ways to begin to tackle current problems:
An issue for me is that people in general view Aboriginals as "dirty", drunk. Personally, I do not view Aboriginals in this manner because I have been brought up properly... I continue to work at this! [Ontario/Canadian]
[A current issue is] Lack of knowledge and understanding of these people in our culture... [and one way to resolve this is by] providing information and cultural awareness as early as possible to promote understanding and acceptance. [Prairies Region/Italian-Canadian] [A current issue is a] new high school for aboriginals to minimize culture shock in new society... [and a solution is] let kids adapt slowly and at a calm pace. [Ontario/Canadian]
I would say racism. Thunder Bay is horrible for it... People must open their eyes. [Ontario/Canadian]
[A current issue is] land treaties... [and it can be resolved] through educating the very young to the very old, one person/group at a time. [Quebec/Canadian]
Burnt Church issue... Specific classes dealing with Aboriginal traditions, lifestyles, history, etc. Even a section of history classes could cover it. [Atlantic Region/Canadian]
[Current issues are] 1) Prejudice 2) Suicide 3) Apathy... [and solutions are] Difficult. 1) Information to stop 2) Help programs 3) Job training. [Atlantic Region/Canadian]
[A current issue is] Davis Inlet in Labrador - substance abuse by youth. Many are currently being removed from the reserve for treatment... I don't know enough about this issue to even attempt to pretend I could resolve it. Many of the problems facing Aboriginal Peoples today are rooted in centuries of abuse and mistreatment by a White government that didn't understand them. [Atlantic Region/Canadian-American]
[A current issue is] Racism, there is a lot of it here. Not enough cultural practices. Not community services... [and the solution is to] Get our people on track. Build more opportunities for our people. [Ontario/Canadian-Aboriginal]
[A current issue is] Fairness in dealing with Native and non-Native fishing rights... [and the solution is] Communication, education and calmness. [Atlantic Region/Canadian]
[A current issue is] Educational funding, land rights, fishing rights... The aboriginals must be taken more seriously by government and in the media. The general public must get involved, not just the Aboriginals. [Atlantic Region/Canadian]
[A current issue is] Land Rights and Treaty issues - regaining traditional lands. Land was never given away in Treaty... [resolving this is] Difficult to do considering the years of injustice to Aboriginal People, the arrogance of White Superiority that still exists. [British Columbia & Yukon/Canadian]
[A current issue is] Probably the loss of their territory and their cultural practices... I don't know what kind of laws [could resolve this] but they must be free to practice their beliefs. [Quebec/HaitianCanadian]
The Haida are involved in the repatriation of important sacred artifacts and ancestral remains. They recently went to Ottawa to reclaim hundreds of ancestral remains for reburial in August... I think these remains and these artifacts are rightfully the property of First Nations people. I think also that cooperation can occur, however, between anthropologists who want to study these things and the tribes they belong to as long as proper guidelines are followed where both sides are satisfied. [British Columbia & Yukon/Canadian]
[Current issues are] racism, restorative justice, native-run casinos... [and, for solutions] I'm not a politician. I have no effect. As a teacher I would teach tolerance and respect for all others, Aboriginal in Manitoba definitely included. [Prairies Region/Canadian]
(Answers to SAS Q's 19a and 19d: to identify a current issue & solution.)
What are Educators Supposed to Learn from this Commentary?
In a dialectical sense, the voices of the SASS respondents instruct us all that young adults across Canada are already beginning to learn about Walking in Beauty. The majority of SASS respondents express no tolerance for the pedagogy of oppression. Conscientious youth are generations beyond the BOC of schools, and they resourcefully seek answers to their questions elsewhere.
If men [and women] are unable to perceive critically the themes of their time, and thus to intervene actively in reality, they are carried along in the wake of change. They see that the times are changing, but they are submerged in that change and so cannot discern its dramatic influence…This shock between a yesterday which is losing relevance but still seeking to survive, and a tomorrow which is gaining substance, characterizes the phase of transition as a time of announcement and a time of decision...
...While all transition involves change, not all change results in transition… The time of transition involves a rapid movement in search of new themes and new tasks. In such a phase, man [sic] needs more than ever to be integrated with his reality. If he lacks the capacity to perceive the "mystery" of the changes, he will be a mere pawn at their mercy. (Freire, 1973:9-10)
Where does this leave the schools, and what does this mean for teachers? The education systems across Canada will have to change in order to maintain any credibility or relevance to "Canada's most pressing human rights issue" (UNHRC, 1999). Canadian society and its school systems have a responsibility to deliver. On the other hand, the type of racist commentary provided by a minority of respondents to the SAS, such as the comments found in The East section (page 56 – "Oppression: Canadian Students Succumb to Racism"), must be directly addressed.
The BOC is the fundamental building block for all these attitudes. Yet, it is all that today's Canadian classroom educators have to hold onto when they stand in front of their students to deliver curricula related to Aboriginal Peoples – this is how teachers have themselves been educated. Change must happen immediately in faculties of education, teacher organizations, school boards and all other centres of pedagogy for educators. Change must happen, not only because these changes will create healthier and more just conditions in Canada, for First Nations and for Aboriginal Peoples and Canadians, but also because students are asking for this change.
On the question related to the purposes and impacts of residential schools, Aboriginal and non-Aboriginal respondents demonstrate minimal variance in their comments. This shows
that, while it still persists in Canadian classrooms today, the powerful reign of the BOC is finished. It has failed. The pedagogy of oppression, the lies and obfuscation, the mythicism, the many programs of cultural invasion, have failed. The awful truth is emerging and will no longer be suppressed.
The SASS responses show us that the "the outrages were too many and too great (Patterson, 1972:5)", but that at this point they must be admitted by educators, leaders and decisionmakers within Canadian government. Acknowledging the outrages of Canadian policy towards Aboriginal Peoples requires Canadians, especially those working as educators, to work at change. Indeed, an EFFORT is required - to learn, or teach, about the history, culture, perspectives and contemporary issues of Aboriginal Peoples because we have all been taught the BOC.
Aboriginal Peoples are Still Here
Despite efforts made by colonizers over time, and which they continue to make, to obliterate the collective memories and the current presence of Aboriginal Peoples in what we now call Canada, Aboriginal Peoples are not disappearing.
The 1996 release of the final Report of the Royal Commission on Aboriginal Peoples (RCAP) seemed to indicate, on the part of the Canadian government and people, an awareness of the presence and the concerns of Aboriginal Peoples in the country. In The Globe and Mail's November 23, 1996 cover story on the Minister of Indian Affairs response to the Report, the Minister says: "There has to be an understanding that they [aboriginal people] won't disappear unless their issues are addressed." Yet, the Minister and, by extension, the Canadian people, appear to remain caught in assimilationist ideology - either expecting Aboriginal Peoples to disappear or assuming that they already have. Although initial efforts to assimilate Aboriginal Peoples were made very much by design, more recent moves are driven as much by ignorance. Classrooms are one of the places where we can start to redress this ignorance.
What does some of this history show us? Libraries, archives and attics hold endless documentation, which clearly demonstrates the history of relations of injustice between Canada and First Nations. Increasingly, oral tradition based in Aboriginal worldview is gaining credibility. Within the Canadian justice system and elsewhere, this system of learning and teaching is beginning to be recognized as legitimate and sanctioned knowledge. Not only resisting efforts at assimilation, many Aboriginal Peoples are working proactively and relentlessly to regain their rightful place in, as well as full recognition of their continuing presence on, their traditional lands. For others to understand and consequently act justly in relation to this work, they need some familiarity with the knowledge guiding it.
Rebuilding our classrooms and the curriculum within them will allow all children to develop an awareness of colonization. With this awareness will come a fuller understanding that the European settlers and other newcomers and immigrants did not ever come to an empty land. 6 Canada's education systems have been unable or unwilling to give full acknowledgement to the many rightful places of Aboriginal Peoples in this country currently and historically, indeed since time immemorial.
Decolonizing curricula in Canadian schools will change what is taught and the way it is taught. When considering the teaching of history in schools, one is faced with the question: How is it that so many are allowed not to know some things which seem so obvious and so central to others? Whose traditional lands are you on at this moment? How did you come to be here? What do you know of the past and present of the peoples who traditionally dwelt here? Whose interests are served when you cannot answer these questions? Here are some other voices from a Canadian university that demonstrate this permission not to know. These examples have arisen over the last five years, when a professor was giving some introductory lectures on Aboriginal education to students in their fifth year of a concurrent program in education which lead them to two degrees -- one in education and the other in arts, science or some other area. These students had spent at least seventeen years in Canadian educational institutions; they are some of the best-schooled young people in our county. Three non -Aboriginal students' commented:
I have always seen myself as someone who tries to understand and learn about other cultures in order to better myself as a person living in a multicultural society. This lecture brought me down to earth in a sense that I realise that I do not know more than the bare essentials about Native culture.
Today was the only day in all my education classes that the topic of Native peoples was discussed. Unfortunately, it has been my experience that we have overlooked this issue and have instead focused solely on the broader issue of multiculturalism. Although multicultural issues are important topics in our schools, neglecting the issue of Native peoples or simply encompassing them into the realm of multiculturalism makes a very strong negative statement about Canada's First Nations.
This is the first I've ever heard about the residential schools, and as I am studying Anne Frank's diary in another course, I could not help thinking that residential schools have been as detrimental to Native people as the Holocaust was for Jews and others affected by the disaster... I will admit that because of my ignorance, my sympathy for the struggles of First Nations people was minimal. I have heard more about the Native people with alcohol related issues who receive free tuition to university than I have heard what has happened to them to make them so desperate. I have not heard as often that European settlers brought alcohol to the Native people and that tuition is not free. Schooling is financed using money that belongs to the First Nations people for centuries. This money is owed to them as one aspect of compensation for their land. (Haig-Brown, 1995)
These young non-Aboriginal settler or newcomer students are not exceptional. They were part of a teacher education program that makes a sincere effort to address the diverse backgrounds of the students in Ontario schools and yet manages to ignore Aboriginal Peoples. And they are not the only generation of teachers to have been allowed such ignorance.
Admitting the Failure of Canada's Goal of Cultural Eradication
A genuinely encouraging finding from the SAS is that most young people attending Canadian universities and colleges across the land know the truth about residential schools.
When asked to describe in their own words, "some of the impacts of the residential schools on Aboriginal people, their families and communities," here are some representative comments from non-Aboriginal SAS respondents:
Hurt all involved, tactics didn't work, made things worse. [Newfoundland university student]
There was abuse: sexual, physical, emotional, suffered by young kids; families were torn apart and people are still dealing with the effects today. [New Brunswick university student]
Families were destroyed, like any family would be that was torn apart. [Interior British Columbia college student #1]
Depriving them of their own religious beliefs. [Nova Scotia university student]
Suicide, depression, fear, hatred. [Northern Ontario college student]
Most of these Aboriginal People feel that their childhood has been stolen from them and their beliefs of their own culture. [Manitoba college student]
Destroyed family units, language, self-esteem and traditional customs, resulting in much alcoholism, abusers (self and of others), suicide, FAS/FAE. [Yukon college student]
Culturally decimated them, left very few with parenting skills, promoted abuse of children. [Interior British Columbia college student #2]
In the face of this understanding, Canadian policy-makers and enforcers cannot revert to this kind of repressive program of cultural eradication, even when motivated by the grand and guiding principle of molding a unified Canadian state. Young Canadians - tomorrow's business, community and political leaders - understand the kind of damage wrought by these policies, and see that the end result is not only bad for Aboriginal Peoples, but also for Canadians. 7
Almost from the moment the doors were opened, Indigenous Peoples, families and individuals made efforts to resist residential schools. 8 From refusing to send children to these schools, to attending government hearings in order to present grievances and concerns about them, the Peoples indicated that they saw education as a powerful and useful tool but that they did not see the necessity of abandoning their own ways in order to assume the power of the "white man's" education. One might consider their attitude to be indicative of an assumption that biculturalism and multiculturalism were an advantage, not a detriment.
Serious questioning about the schools came to a head in the 1946-48 hearings in Ottawa for the purpose of revising The Indian Act. As discussed earlier, The Indian Act is a separate set of federal laws, which pertain to those defined by the government to be "Indians." It has been referred to as Canada's apartheid law, because of its many definitions and inequitable restrictions. The sources of conflict related to the Act including such provisions as old Section 12(1)b which, until 1985, determined that an Indian woman who married a white man became a non-Indian and a non-Indian woman who married an Indian man became an Indian entitled to all the rights and benefits as well as the restrictions of being an Indian in Canada. Changing that piece of legislation was the result of unceasing work on the part of Aboriginal women from across the country. As Patricia Monture-Angus writes:
It is interesting to understand that the first formal (that is to say under the corporate laws of Canada) organizing of Aboriginal women occurred around the issue of state oppression and not around so-called women's issues (violence against women and children, rape, custody, daycare, employment equity and so on). (1995:181).
Among the many other issues discussed during the 1946-48 hearings, presentations were made regarding the residential schools, their shortcomings and the disappointments they had wrought. Although some also spoke favourably about them, the outcome of the discussions was the beginning of the end of the schools.
In amendments to The Indian Act, which resulted from these hearings and in new provincial agreements established with the federal government – but significantly without the direct
involvement of Aboriginal Peoples – it became possible for Indian children, upon the payment of a tuition fee, to attend public schools. In the context of the times, this seemed an improvement, but still Aboriginal languages of the students were not used as the languages of instruction, and in fact were not even honoured.
Demands Mount for Appropriate Aboriginal Education in Canadian Schools
One might assume that once Aboriginal children gained access to the public schools, their aspirations for formal education in a respectful environment could be realized. Such was not the case.
The level of ignorance concerning the cultures and worldviews of Aboriginal Peoples, as well as their land, treaty and resource rights, offers obvious explanations for Aboriginal students' continuing lack of success. (The SAS demonstrates, as seen in the quantitative analysis in South, that this ignorance continues to permeate today's schools.) In 1967, in his Survey of the Contemporary Indians of Canada, Hawthorn and others documented the now infamous statistic that haunts those who work in Aboriginal education. Between kindergarten and graduation, Indian students had a 97% drop out rate from public schools.
It is noteworthy that the recommendations from the Hawthorn Report are quoted in their entirety in Verna Kirkness' 1992 report on First Nations' schools across Canada. She makes it clear that these recommendations are still applicable twenty-five years later and that very few of them have been satisfactorily addressed. During this period, educated settlers, newcomers and Aboriginal teachers continued their struggles inside schools to provide a satisfactory learning experience for Aboriginal students and a satisfactory education for all students about Aboriginal histories, Peoples and issues.
Dissatisfied with continuing marginalization, Aboriginal parents, educators, leaders and policy makers, decided it was the time to act. Partly in response to the Hawthorn report and more directly in response to the White Paper of the Trudeau government which sought a solution to what the bureaucrats had come to call the "Indian Problem," members of the
National Indian Brotherhood prepared a landmark document for presentations to the federal government. Written in 1972, Indian Control of Indian Education remains one of the clearest statements of direction for the future and dissatisfaction with the past that has been written. Calling for local control and parental responsibility, the authors of the policy pointed out that integration into the public schools was a one way street:
...integration in the past twenty years has simply meant the closing down of Indian schools and transferring Indian students to schools away from their Reserves, often against the wishes of the Indian parents. The acceleration with which this program has developed has not taken into account the fact that neither Indian parents and children, nor the white community: parents, children and schools were prepared for integration, or able to cope with the many problems which were created....
In the past, it has been the Indian student who was asked to integrate: to give up his (sic) identity, to adopt new values and a new way of life. This restricted interpretation of integration must be radically altered if future education programs are to benefit Indian children (Indian Control of Education, 1972:25).
Calling for teachers with cross cultural training and sensitivities, curriculum which reflects the reality of Aboriginal students, and schooling which honours the fundamental values and attitudes of First Nations, the document remains to this day a beacon of possibility for all children and a directive for all Canadians. It says:
...it is essential that all Canadian children of every racial origin have the opportunity during their school days to learn about the history, customs and culture of this country's original inhabitants and first citizens. (Indian Control of Education, 1972:25)
Reframing Pedagogy: Building New Relations
In relation to the fractured circle, as depicted in the East, the above quote from Indian Control of Indian Education makes a contribution towards efforts at healing the rupture wrought by the experience of colonization. It contains strong statements on the need for education of teachers and students in order to establish good relations between Aboriginal Peoples, settlers and newcomers.
A new Circle for sharing understandings, such as the CAAS Learning Circle, will allow an honest and open examination of the legacy of colonization, a respectful consideration of the many First Nations Peoples and others who make up this country. CAAS invites all partners to participate in building a dialogue about the incorporation of aspects of Aboriginal worldview into the work of schools. In such dialogue lies the possibility of unmasking the post-contact breaks with traditional education and the Aboriginal worldview, which originally guided and can continue to guide all the inhabitants of this land. This dialogue can promote a reframing of school curriculum that addresses the losses and can rebuild what counts as serious and important knowledge.
Both Indian Control of Indian Education and the three volume comprehensive study of First Nations education across Canada, Tradition and Education: Towards a Vision of Our Future (1988), developed by the Assembly of First Nations call for precisely these changes. While their focus is on schooling for First Nations students, their directives have implications for all children in classrooms across Canada. In order to engage in this work, teachers and others working with schools and children must be educated themselves both in historical facts and in ways of communicating difficult knowledge to children. It is also important that nonAboriginal teachers accept their limitations, continue their own education, and find new ways to include Aboriginal Peoples and perspectives within their classrooms.
Things related to schools and curricula are slowly changing as a commitment to decolonizing and rebuilding gains credibility. In the fall of 2001, for example, in one community, officials of the Ministry of Education, the school district, local bands, and the tribal council signed a First Nations Partnership Agreement highlighting the following statement:
Our school system is dedicated to creating a community of young people and adults who value First Nations language, culture, knowledge and peoples as an integral part of the education system. (Prince Rupert School District #52 First Nations Education Council, Oct. 29, 2001).
The statement is not meant to limit such valuing to First Nations' students. While this is only one example of a mainstream school district recognizing the need to respect Aboriginal People in their region (and the history of those People), some others are beginning to follow suit. When all schools can acknowledge the place of Aboriginal Peoples in history and in the current context of Canadian society, all Canadian children will have a better opportunity to grow into the fullness of Canadian history. While all the stories may not be nice ones, as educators, we must commit to knowing rather than hiding what has happened to form this country. As students come to understand the joy and strength, the resilience, the silencing and the pain of People/s whose cultures have been under attack for up to five centuries, they come to know themselves a little more.
Through respectful and careful efforts to tell truth in schools, healing becomes possible. Through deception, contrived half-truths and outright lies, the ruptures, which began with colonization can only continue. Patricia Monture-Angus, while cautioning that First Nations meanings are "are not the same as the ways known to the dominant society," (31), uses respect and truth interchangeably. The Assembly of First Nations (1988), and the Report of the Royal Commission on Aboriginal Peoples (1996) argue for truth telling and the reparation that must accompany it.
The CAAS Learning Circle, and its accompanying learning expectations for high school graduates, shows the real possibilities that exist right now for participating in the process of decolonizing classrooms and rebuilding curriculum. This is a healing pedagogy that will be implemented as Canadian educators and social policy managers become willing to accept their responsibilities and the challenges involved in telling the truths, in good ways, about our relations to one another within this land.
Following centuries of devastation through disease, and community disruption, the population of Aboriginal Peoples in Canada is increasing both on and off reserves. A federal report from 1985 comments that "by 1991, it is estimated that one out of two new entrants to the Manitoba and Saskatchewan labour force will be of Native ancestry (Deputy Prime Minister, 1985:5)."
Increasing numbers of Aboriginal Peoples are living within cities across Canada. Urion (1992:3) reports, "half a million aboriginal people in Canada live away from reserves, 45% of them 19 years old or younger (MacDonald, 1991:3)." They are asking that the schools they attend teach about and treat Aboriginal Peoples and history with a respect that acknowledges the traditions of the lands on which the buildings stand. Reiterating the notions of local control and parental responsibility, which are central to the Indian Control of Indian Education document of 1972, the Royal Commission on Aboriginal Peoples reports:
In the main, Aboriginal peoples want two things from education:
They want schools to help children, youth and adults learn the skills they need in order to participate fully in the economy.
They want schools to help children to develop as citizens of Aboriginal nations – with the knowledge of their languages and traditions as necessary for cultural continuity (RCAP, 1996:Vol 3,82).
Achievement of these goals should be an aim for all educators in Canada. Aboriginal Peoples and their allies are leading the way in public schools and other educational institutions to address the needed changes which will acknowledge the place of Aboriginal Peoples in this country. Hiring more Aboriginal teachers and culturally-sensitive non-Aboriginal teachers, whose experiences and teacher education reflect the values outlined in the CAAS Learning Expectations (found in Appendix C, with relevant discussion in South), is central to the changes needed to create healthy schools.
While schools and other educational institutions with considerable Aboriginal control are being developed across the country, all schools are facing this need for change. There are lessons to be learned from cultural survival schools such as the Toronto District School Board's First Nations School, Saskatoon's Joe Duquette High School, and the Plains Indian Survival School in Calgary, which are addressing student needs and curricular foci not available in mainstream schools. As seen in South, educational programs such as these were evaluated positively by both Aboriginal and non-Aboriginal respondents fortunate enough to
attend them. Sol Sanderson, former president of the Federation of Saskatchewan Indians, articulates the reasons that such schools have become important for First Nations students. His words hold a lesson for all schools:
For some time we have recognized the critical importance of having our own educational institutions to counteract the influence of Canadian educational institutions on our young people, who are being alienated from their own communities and heritage. As Indian people we have been expected to change spiritually, culturally, and otherwise to conform to Canadian expectations (1984:156, emphasis added).
We need to address the influences of Canadian educational institutions. What happens in our schools hurts young Aboriginal people, and purposely confuses them about their collective history. If we pay attention to whose land we are on, this forces us to recognize the Peoples who have been here since time immemorial. Peoples who were on this land in a time when the buffalo were plentiful, long before the horses which Hollywood stereotypes summon to mind, long before the coming of the European and other settler men and women.
The following words from Dr. Verna Kirkness provide a look at the direction in which schools and educators should be moving:
It is the challenge to today's peoples to correct the situation created over three hundred years of attempted assimilation. To achieve this, the First Nations children of today must know their past, their true history, in order to understand the present and plan for the future. First Nations cultures must once again be respected and the traditional values must again be held in high esteem (1992:103).
It is time that Canadian educators ensure that a Pedagogy of Respect and Honesty is the basis of all classroom education for all of Canada's children, current and future citizens. With educated and committed teachers, supportive communities and agreement to work together to redress the injustices of the past, the classrooms of the nation are the places where the goals become achievable. 9
In Volume 1 we turn our attention to Canadian history... We argue that consideration of this history will surely persuade the thoughtful reader that the false assumptions and abuses of power that have pervaded Canada's treatment of Aboriginal people are inconsistent with the morality of an enlightened nation (RCAP, 1996:Vol1,3).
First Nations education must go beyond the bounds of being only for First Nations. Our place in this land must be understood by all Canadians so that we might work together toward building a more harmonious world (Verna J. Kirkness, Cree Nation. 1992).
We will respect First Nations cultures and traditions, including the tradition of respecting the primacy of the culture and language of a First Nation within its traditional territory (Prince Rupert School District, 2001).
Canadian schools suffer because educators and the general public in this country remain, for the most part, vastly ignorant of the history of relationships between Aboriginal Peoples and European settlers and other newcomers. North Americans of immigrant ancestry, whether they have come to this continent recently from points around the globe (newcomers), or are descended from foreigners who came here forty or more years ago (settlers), have been allowed to become citizens with little knowledge of an issue foundational to the new nations imposed upon the lands. Within Canada, for example, the very phrase "the founding nations" almost always bypasses First Nations to focus on England and France.
In this report/study, the CAAS demonstrates, analyzes and describes this historical lack of knowledge. We also set out proposals designed to augment the knowledge of all citizens especially educators because they have the power and skill to initiate this enormous, vital campaign of public education. This campaign has the potential to redress the narrow approaches we have used to frame an official history, within lands that are traditionally and currently occupied by Aboriginal Peoples. With this rekindled respect, it may become
possible for teachers, families, and communities to teach all our children better ways to relate to one another and from that position to create a stronger and wiser country.
An analysis of the history of education in this country will help us better understand each other, including the social and historic pedagogy that has contributed to our current relations. This overview points to the need for change in curriculum so that all educated citizens have the opportunity to develop a more complete understanding of Canada's history and current relation to lands and Aboriginal Peoples.
Section 4.3: CAAS as a Decolonizer
CAAS is an active supporter in decolonizing curricula in Canada. Its grassroots network of Aboriginal and Canadian educators, activists, scholars, Elders and community leaders have two priorities in common:
- improving provincial curriculum to be more respectful and inclusive of Aboriginal Peoples, and;
- assisting classroom teachers, the vast majority of whom are non-Aboriginal, in their teaching about Aboriginal Peoples.
Mandate and Activities
The mandate for these priorities comes from several sources:
- RCAP recommends a more informed relationship between Aboriginal Peoples and the people of Canada. Various sections of the RCAP report are quoted throughout this report. Its demand for action on presenting Aboriginal Peoples' histories, cultures, worldviews and issues is strong and clear.
- In 1994, with the encouragement of Rev. Dr. Stanley McKay, the All Native Circle of the United Church of Canada (UCC) motivated the UCC's General Council (its highest body) to support healing among individuals and in the wider community through advocating changes to the content of Canadian curriculum about Aboriginal
Peoples. The church's commitment to this was based on its 1986 apology to Aboriginal Peoples for its role in running Residential Schools. The decision rested on the recognition that Aboriginal curriculum in "mainstream schools in Canada is seriously lacking" and "not accurate" and that "the oppression of Aboriginal peoples since European contact must be recognized" (Comeau, 1995:Appendix 4).
- Over a five-year period, community discussions initiated by Aboriginal and antiracism educators connected with the Aboriginal Rights Coalition 10 (of which the United Church of Canada is a member) gradually developed into an informal national network. People and groups in this network felt the need to create an entity that could pursue this work in a more effective manner. A 1994 study conducted by Lisa Comeau for the Aboriginal Rights Coalition found that there is a need for a better educated Canadian population so that decisions regarding land, treaties and reconciliation could be negotiated in good faith, and that current Canadian curriculum was not designed to achieve this goal.
- Throughout the early and mid-1990's, a variety of related initiatives were led by the Assembly of First Nations, other Aboriginal organizations, the Canadian Teachers Federation and some of its affiliates, staff within departments and faculties of education across Canada, grassroots groupings of teachers (such as the Global Educators network), and other educators across Canada. Consensus began to develop that more Aboriginal content and better prepared teachers, both Aboriginal and non-Aboriginal, are needed in Canadian classrooms. Consensus also developed that a primary step towards these goals must include providing opportunities for Aboriginal Peoples and Canadians, especially those involved in education, to meet and respectfully acknowledge one another.
In February 1999, CAAS was established during a two-day meeting held at Tsiniyukwaliho:tu, the Oneida Traditional Learning Centre. All the people who came together that weekend are still involved with CAAS, which now has a national network of more than 300 people who share our goals. In the fall of 1999, the founding members of CAAS began
an outreach campaign to recruit other individuals from across Canada. The goal was to include members from faculties of education, Aboriginal organizations, local communities and professional organizations to collaborate on these shared priorities. Most of the individuals who joined in this effort have been working on these issues for a decade or more. As a group, we are dedicated to building a respectful and "more humane" Canada, through the education of all children attending Canadian schools. The growth of CAAS has strengthened our commitment to a Canada where Aboriginal Peoples are treated with respect and dignity.
Our common and primary goal is to ensure that the future of Canada is built on a shared vision for this land. This requires an educated population, both Aboriginal and nonAboriginal. Having expanded its Core Group, CAAS began a public information strategy to expand its network and share the information we had assembled. This was accomplished initially through the publishing of periodic newsletters and was followed by the creation of a website. These publications enabled CAAS to collect and share information with educators across Canada. CAAS members also began to attend and present at numerous conferences and meetings of like-minded and interested organizations. In this way, CAAS members collected and developed links and lists of classroom resources, developed a public education display with associated materials, supported the development of an online forum for respectful dialogue between Aboriginal Peoples and Newcomers (Turning Point), and met with various education partners and stakeholders in this field.
Our vision remains strong. More and more educators from across Canada talk and share with us their experiences and their resources. As our teacher and Elder Art Solomon wrote:
It's been a long wait. We have waited patiently, and we still honour and respect people of all colours of skin.
There are many stories: there are many prophecies in the Indian Land that talk about the time when 'a people would come with hair the colour of fire' - red hair. The Norsemen came. – 'But they won't stay very long.'
'And then there would be another people who come after them with white skin, and wings' (sails) 'on their canoes'.
'But they would come with two faces. One was the face of brotherhood. And one was the face of anger'.
We know what face they came with because we have lived with the longest holocaust of any people in the human family; the desecration of the earth and the people of the earth.
It's been a long hard story. But we're not complaining about the past.
We're going to identify it. We're going to take hold of the present and make the future what we want it to be, because we are the final teachers in this sacred land. And all we have to do is teach our sisters and brothers to live in harmony together as men and women...' (Solomon, 1994: 139)
Review of Provincial Curriculum
The first question CAAS faced was: how does provincial and territorial curriculum include Aboriginal Peoples? CAAS initiated a review of these curricula over a period of one year. The focus was to determine the subjects and grades that addressed Aboriginal content and perspectives. This research was also part of the basis for the SAS, measuring understanding of Aboriginal Studies content with young Canadians who recently graduated from provincial and territorial schools. A bibliography of documents and websites reviewed is found in Appendix D. 11
When the respondents to the SAS were in early elementary school (a decade or more ago), the learning expectations regarding Aboriginal Peoples were neither detailed nor specific in the mandatory curricula across Canada. This is just one of the many similarities, across the provinces and territories that became evident during our overview of Aboriginal Studies learning expectations and/or outcomes.
In the Primary grades, learning about Aboriginal Peoples is usually incorporated into, and often limited to, the study of early pioneers. This is a study of the Europeans who came and colonized the land. There is usually a brief introduction and overview, certainly no expectation concerning an in-depth study, of the "Native Peoples" who inhabited this land prior to the arrival of these settlers. The study of settlers deals primarily with the building of farms and farming communities, early travel and commerce. Aboriginal Peoples are mentioned in this curriculum in terms of those who occupied the land, but awareness of relationships between Aboriginal Peoples, between Aboriginal Peoples and their lands, and between Aboriginal Peoples and settlers, is noticeably absent.
None of the Primary mandatory curriculum deals with issues regarding the process by which Europeans acquired land from Aboriginal Peoples. In most jurisdictions, students do not ever study land ownership, treaties, re-location of Aboriginal Peoples or the acts of segregation and discrimination against the Original Peoples who owned this land. Content of this nature is certainly not a key component in any mandatory provincial curriculum at this level, when the learners are undertaking their initial exploration of the colonial period.
In the Junior Divisions, Aboriginal Peoples are included in the curriculum only in relation to the early explorers and their conquest of the land. Students learn the names, dates and significance of European explorers who came to this land to find a new route to the "Orient," and established trading posts for beaver pelts, which was the new trade commodity. The expectations attached to this curriculum ask the students to identify these European men (hence the term used in some circles: His-story) who made inroads into this land. For example, students are expected to be able to identify the place names the explorers used to map the territory they "discovered."
In general, the expectations specific to Aboriginal Peoples' histories and cultures in this Division require the identification of groups of Aboriginal Peoples, including naming the land they inhabited.
Students are also asked to identify general characteristics of these Peoples, and to differentiate between the different geographical groups. Thus, Aboriginal Peoples are identified by their location throughout Canada: there are the "Woodland Indians," "Plains/Prairie Indians," "Northwest Coast Indians," "Arctic Indians" and the "Atlantic Coast Indians." This territorialization (or geographicalization) of "Indian People" leads to teachers constructing and teaching stereotypes associated with each of the original groupings of inhabitants of the land. Aboriginal Peoples should be appropriately presented as Nations of Peoples, each with their own rich and coherent culture, language, traditions, government and social structure. Instead, each "group" of Peoples (usually reflecting geography more than anything else) is identified by the type of home they had (e.g., tipi or igloo) and their lifestyle as a "hunter-gatherer," a semi-agriculturalist society, or a coastal/fishing society.
The Original Stories of each Nation of Aboriginal Peoples are not included in these expectations, leading teachers to rely on the Bering Strait Theory of how Aboriginal Peoples came to live on Turtle Island.
At the Intermediate level, including grades seven, eight, nine and ten, the curriculum focus has been on Canadian History. This includes early government in Upper and Lower Canada, Confederation, Canada as a growing nation, Canada as it is involved in world events, and the repatriation of the Canadian Constitution. The curriculum focuses again on specific individuals who were involved in "historic" moments in this chronology, including dates and other details regarding their activities. It does not usually address the issues of relocations, Treaties and the subsequent breaking of those Treaties by the colonial or Canadian governments, and the policy goals and effects of The Indian Act.
The mandatory high school history courses address issues of the Canadian government, civics and rules of Parliament. However, laws pertaining to the Indigenous Peoples of this land -- which have been rife with government-imposed human rights violations restricting everything from spirituality to language to freedom of movement to choice of where to live to cultural identity and more -- are not generally included in this study.
"Famous" Aboriginal personalities are included as characters in the "His-story" of Canada. Canada's education system expects students to know about Tecumseh's involvement in the War of 1812 and Louis Riel's crucial role in the Rebellion of 1876 by the time they complete high school. In both cases, the huge, underlying issues of Aboriginal Treaty rights, negotiations, human rights abuses and land rights that motivated Tecumseh and Riel are not under scrutiny in the curriculum. These, and other, heroes of Aboriginal, Métis and Inuit nations are not identified as powerful leaders from their communities. Tecumseh is killed in Moraviantown, where his People seem to disappear. Louis Riel was executed as a traitor to Canada. 12 A detailed discussion or expectation regarding the nature of the relationships between the Governments of Canada (at that time) and the Aboriginal Peoples is not an expectation. For the vast majority of students, this curriculum contributes to the fallacy that the "Indian Problem" disappears with the death of Louis Riel and the scattering of Big Bear and his Warriors. 13
At the Senior level of high school, most jurisdictions have developed more in-depth courses on Native or Aboriginal Studies. In each jurisdiction, these courses are optional for students. While this study did not examine the extent of availability of these optional programmes, the results of the Student Awareness Survey indicate that Aboriginal Studies was not taken by the majority of Canadian students. The expectations in these courses was investigated, however, and it is determined that the optional courses at the senior level (grades 11, 12 and OAC/13 where applicable) would provide students with the opportunity for in-depth study of many vital issues. Finally, the fact that most high school students did not receive these courses indicates that their level of learning about Aboriginal Peoples has been limited.
Current Developments in Aboriginal Curriculum
Over the past three years, two significant activities have been underway which may serve to increase the basic level of understanding about Aboriginal Peoples: the Mi'kmaw Studies project in the Atlantic Provinces and the Western Canada Protocol in the western provinces. These activities are to be commended, along with current references to the Canadian government's "Statement of Reconciliation (1997)" and the pardoning of Louis Riel.
However, these are minor improvements to a flawed curriculum and do not form a sufficient basis for common understanding of shared history.
In both the Atlantic Provinces (Newfoundland, Nova Scotia, New Brunswick and Prince Edward Island) and through the Western Provinces (Manitoba, Saskatchewan, Alberta, British Columbia and the North West Territories) ministries of education are working together to create new curriculum guidelines. Included in these curricula are expectations related to Aboriginal Peoples.
The Mi'kmaq Studies Grade 10 course in Nova Scotia (discussed in the Teacher as Individual Learner section in North) serves as a prototype for the other Atlantic Provinces. Although it is an optional course, through the dedicated effort of Mi'kmaw educators and community members as well as antiracism educators in that region (some associated with CAAS), the course continues to be offered and to attract Canadian as well as Aboriginal students.
In the western provinces, the Western Canada Protocol (WCP) is an agreement among the departments of education to collaborate in their development of new curriculum. One of the first documents produced through this protocol is an Aboriginal Languages guideline. This document serves as a guideline for teaching Aboriginal Languages across the provinces and territories, and is an indication that in the future there may be more Aboriginal content in other core subjects. However, at the recent history conference on Giving the Future a Past, it was reported that the implementation of Aboriginal content had not yet progressed much beyond the policy development stage. 14
In Ontario, the newest curriculum does little to extend content regarding Aboriginal Peoples. At the grade six level, Aboriginal Peoples continue to be viewed as part of the exploration and colonization of Canada, not as partners, owners or Original Peoples of this land. As well, in intermediate History and Geography, the expectations do little to further student understanding of the issues regarding Aboriginal Peoples and the people of Canada.
Excellent optional Native Studies curriculum is available in Ontario as it is in several of the other provinces. The Ontario Ministry of Education developed this curriculum in 1998 through a community process that included some members of the CAAS network and even our Core Group.
In Ontario, this excellent new curriculum is not being implemented, certainly not in schools with small or hidden populations of Aboriginal students. For example, in the 2002-2003 course calendar for high schools in the south district of Toronto where many Aboriginal students live, only a few small alternative schools and one regular high school appeared to actually be offering the new excellent secondary level Aboriginal history and culture courses. 15 Aboriginal language was offered in at least one other location but that would likely be intended for, although obviously not restricted to, Aboriginal students. Once again, "mainstream" Canadian students who wish to become better informed have no real options in the education system.
Conversations with members of the CAAS network across the country indicate that the situation is much the same in other locales. CAAS' lack of resources to do a full investigation of the status of new and emerging curriculum in Canadian schools has a severe impact on the degree of certainty with which we can present this conclusion.
Why is There Not a Greater Emphasis on Aboriginal Peoples in the Curriculum?
What is the result of this lack of information and understanding? What is stopping provincial jurisdictions from including more of this content? Are there few or many teachers working to strengthen and increase their level of understanding and teaching about Aboriginal Peoples?
How will graduates from Canadian high schools today be able to make decisions on major issues facing Canada and Aboriginal Peoples? Treaties, Land Claims, Resource Sharing, Reconciliation and Self-Government are major concerns that affect all Canadians and their relationships to Aboriginal Peoples across Canada.
It could be argued that the Federal and Provincial governments do not want their constituents to gain this information and understanding. When we looked at the curricula, we saw that it is based on Eurocentric ideals and values, and there is very little room for alternative worldviews. The ideal of two founding nations, the French and the English, does little to acknowledge the Fact of Aboriginal Peoples -- that Aboriginal Peoples have always been here, that Aboriginal Peoples have Language, Culture, Spirituality and Values, different from, but not lesser than, that of any other People.
When one does not know enough about a subject or issue, the result is that one relies on stereotypes and misinformation. One cannot make informed decisions without information.
How does one name the current situation? Is it a gap? Or is it exclusive? Elitist? Supremacist? Dominant? Racist? These are harsh words, but they can be used legitimately to describe the lack of acknowledgement of Aboriginal Peoples in the curriculum. They describe the exclusion of the ideas, values, understandings and knowledge that Aboriginal Peoples contributed during the foundational era of this young nation: Canada. This is the situation, and the possibility of it changing in the future is not great.
Without awaking to the Spirit of Aboriginal Peoples, how can the Canadian population make informed decisions, direct their government, and establish new relationships with Aboriginal Peoples, the land and all the two-legged, four-legged and other creatures across Canada? How can the healing begin without accurate, culturally valid information?
Looking at "Canada," we see a growing nation that perceives itself as "multicultural". CAAS has earlier presented a serious deconstruction of this concept and its profound limitations regarding Aboriginal Peoples. Canadian culture and curriculum are not inclusive of Aboriginal worldviews, values and interests, nor those of the many of the newcomers who have come to Canada from the Four Directions of the earth. All of us who are not of European descent are only an incidental part of the curriculum. CAAS waits and listens to hear all these voices incorporated into Canadian curricula in a respectful manner
The CAAS Learning Circle and PLEx set out the program of study that we believe is appropriate for all students attending Canadian schools. These expectations should be delivered across the curriculum, and in all grades. These are, by and large, the expectations attached to the new optional Native Studies secondary school courses, which have been developed by several departments across the country but are not being adequately implemented. In this sense, the curriculum development work has already been done. Because this learning will be more effective if it begins in the earliest grades, some scaling and delineation of what is appropriate at which level remains to be established, but the basis is there.
Governments, as a demonstration of their willingness to develop quality programming dealing with Aboriginal Peoples, celebrate their new Native Studies curriculum documents. Yet the number of times these courses are actually being offered to non-Aboriginal students is an indication of the two-faced nature of the dominant education system. If there were a genuine interest in teaching about Aboriginal Peoples, the curriculum would be more extensive, more inclusive and more honest about the history and reality facing Aboriginal Peoples today. Are provincial jurisdictions against including more information and understanding about Aboriginal Peoples? No government would say they are against such a thing, but their actions seem to indicate otherwise.
Time for Action
There are some teachers who have worked very hard to come to new understandings about Aboriginal Peoples, and to include these understandings in their teaching. As stated above, further study is required to determine the level of occurrence among all teachers, and how to initiate such changes. CAAS has looked at provincial curriculum to determine what students should have learned while in school. From CAAS' analysis of the mandatory provincial curriculum, we determined that it still does not make an adequate effort to include the realities, contributions and real issues of Aboriginal Peoples. While there have been initiatives to expand and co-operate in the development of new curriculum documents, there is still much needed improvement.
Our review of mandatory curriculum points to the fact that Aboriginal content and perspectives are not a high priority in provincial schools, and as a result graduating students will have little or no regard for the Aboriginal Peoples of this land. This lack of education is in spite of the fact that current events, improved curriculum policies and new optional curriculum materials all point towards bias in the system, which we have called a pedagogy of oppression. A new, improved Pedagogy of Respect and Honesty is required.
This deficiency means that Canadian citizenry will continue to be misinformed, or poorly informed, and unable to comprehend or make decisions regarding the issues and future relationships between Aboriginal Peoples and Canada. If the new graduates, who will be our future leaders in this country, are not well informed, how and where will they gain the information and understanding to make these tough decisions?
The CAAS Core Working Group decided to conduct a survey of student awareness on the content identified in our PLEx to help us understand what students are actually learning, retaining and understanding from the curriculum emanating from existing education policy, which were designed for them. The SAS was designed to reflect the learning outcomes and specific expectations that were in place at the time of their education, as well as the proposed learning expectations, which accompany the CAAS Learning Circle.
Even though many Indigenous activists and leaders say, "we have been studied to death;" these are the obvious reasons why Aboriginal and Canadian members of the CAAS decided to undertake the SAS and to "put our minds together" to write this report. We hope you find our research worthy and useful.
Section 4.4: Future Directions and Proposals
Our people have always understood that we must be able to continue to live our lives in accordance with our culture and spirituality. Our elders have taught us that this spirit and intent of our treaty relationship must last as long as the rivers flow and the sun shines. We must wait however long it takes for non-Aboriginal people to understand and respect our way of life. This will be the respect that the treaty relationship between us calls for. - Josephine Sandy, Ojibwa Tribal Family Services, Kenora, Ontario, 28 October 1992 (cited in RCAP, vol.2, 36)
On the following pages, we make proposals about "Next Steps" towards helping all our Peoples to begin Walking in Beauty.
Build Working Partnerships with Government & Institutions
Current governmental policy points towards some willingness to carefully and cautiously partner with the kinds of approaches we advocate. Here, we call for collaboration and support from the federal government, and from provincial and territorial authorities, as well as national organizations and institutions with mandates for this area of work.
To change the pedagogy of oppression into a Pedagogy of Respect and Honesty, there is an acute need for resources, and this is one meaningful way that the federal government can collaborate with the efforts itemized here.
Since "education" is not a federal responsibility under the Canadian constitutional division of powers, why is Ottawa so important? We call on the federal government to support our work because Ottawa has responsibility for "Indians and lands reserved for Indians" (arising from the Proclamation of 1763) under the Canadian constitution. Further, it is the federal government that is expected to live up to international human rights covenants, which are based on the international recognition of the principle of inherent Indigenous Rights. As well, Treaties, in this case between the First Nations and Canada, are governed by international law (Pohl, 2000).
While the provision of education services is clearly a provincial or territorial responsibility, policy directives and resources required to establish a Pedagogy of Respect and Honesty regarding Aboriginal Peoples must come from Ottawa. This reasoning connects to Osborne's comments (cited in the East) about the historic importance of schools and curricula as tools for creating social cohesion around public policy issues.
The new federal policy regarding relationships between Canadians and Aboriginal Peoples is characterized by the Gathering Strength document, Ottawa's response to the 1996 recommendations from Royal Commission on Aboriginal People (RCAP). Recommendations from the RCAP and the federal response in Gathering Strength - Canada's Aboriginal Action Plan assert that action is needed, even if a clear commitment to action cannot yet be discerned.
In developing its Aboriginal Action Plan, the Government of Canada sincerely hopes and believes that Aboriginal and non-Aboriginal people can develop a common vision for the future. This vision must include the means for Aboriginal people to participate fully in the economic, political, cultural and social life of Canada in a manner which preserves and enhances the collective identities of their communities, and allows them to build for a better future. This can and will be achieved as all parties accept, in a spirit of mutual respect and mutual responsibility, the challenge of strengthening the partnership between Aboriginal and non-Aboriginal Canadians (1997).
Ottawa is called on to demonstrate, through concrete action, that federal policy will embrace the task of developing a new relationship between Canadians and First Peoples of this land – a relationship that must be honestly restructured to rest on the principles of mutual respect and reciprocity.
The federal Department of Canadian Heritage and the education and public education branches of the Department of Indian and Northern Affairs are called on for support, in particular regarding to this report's recommendations re: promotion of RCAP materials, National Aboriginal Peoples Day, and the CAAS priority initiatives in public education, networking and professional development.
The federal Department of Canadian Heritage is called on to work together with the Council of Ministers of Education, the CAAS and CRRF to explore ways that "civics" curricula across Canada can be expanded to address social and cultural issues of contemporary concern to Aboriginal Peoples.
Both these federal departments are already engaged in projects that support Aboriginal education within Aboriginal communities. This request for support is made in the spirit of the many RCAP recommendations that address the need to change attitudes and awareness amongst non-Aboriginal settler and newcomer Canadians.
Another very important partnership must be formed with the institutions that train and govern the professional practice of classroom teachers.
Faculties of education and teachers' regulatory bodies across Canada are invited to support the move towards learning about Walking in Beauty, using Aboriginal pedagogical methodology including the framework developed by CAAS and presented in our Learning Circle and related learning expectations. These institutions will have the ongoing cooperation of CAAS and CRRF in working together to:
- Identify ways to attract, support and successfully graduate many more teachers of Aboriginal heritage.
- Promote awareness among school boards, undergraduate students and other sectors of civil society about the need for teachers who are committed to transformational learning through honouring the voices, the histories and the cultures of Aboriginal Peoples.
- Encourage faculties of education to collaborate on a research study similar to the SAS among their teacher candidates, in order to determine what is needed to improve pre-service programs.
- Encourage teacher colleges and faculties of education to undertake research with selected in-service educators to determine what they need in order to move forward with good pedagogy
- Grant professional development credits for ongoing educator training in Aboriginal Studies.
Support is emerging from a variety of locations for building a new pedagogical paradigm that promotes learning about Walking in Beauty. With a consolidation of effort, material and, perhaps most importantly, educator training, a groundswell of commitment may be developed that produces effective results on the integration of Aboriginal perspectives into the learning environment. As noted, the Canadian Race Relations Foundation has already taken a strong position, acknowledging the need for immediate and focused work in this direction. We are requesting that it take the lead in helping to consolidate this communitywide support:
CRRF is asked to work together with Aboriginal educators and organizations, the CAAS and other partners to promote community consensus around the Walking In Beauty pedagogy, as modeled by the CAAS Learning Circle and learning expectations. This effort would focus on developing and enhancing formal and informal networks with educational, community and political organizations (e.g. provincial and territorial teacher federations, trustees, "subject" or professional
councils, community equity-focused groups, etc.) to get them "on side" with these pedagogical changes.
The consolidation of "grassroots" support identified here is the only way to ensure that Canadian schools give full consideration to the need for Aboriginal-perspective and inclusive curriculum in all Canadian classrooms. Education policy- and decision-makers must hear these views articulated by parents, students and the community.
Supporting Aboriginal Educators & Scholars to Develop Resources
The goal of the Coalition for the Advancement of Aboriginal Studies is an integrated, inclusive curriculum that respectfully presents valid and honest Aboriginal perspectives and knowledge in all subject areas, in all grades, in all schools. This Pedagogy of Respect and Honesty must acknowledge and honour the histories, cultures, achievements and aspirations of Aboriginal Peoples, while humbly examining the relationship of Canada and Canadians to Aboriginal Peoples. To make this happen, accurate Aboriginal-perspective material must be available for and accessible to educators.
Such resources must be generated by Aboriginal Peoples, to ensure the validity of the resources in covering the range of issues with respect to the histories, cultures, perspectives, and achievements of distinct groups of First Peoples. Many excellent resources have already been developed by Aboriginal educators, often initially for use within their own communities. An impressive amount of optional "Aboriginal Studies" ministry-approved curricula can also be found across the country, much of which was developed by Aboriginal educators. All of these resources could be suitable for use in Canadian classrooms, although some may need adaptation for use at varying grade levels and with diverse school populations. Some of these curricula and resources are noted in Appendix D, and many more can be found at the CAAS website: www.edu.yorku.ca/caas.
Again, a crucial first step is ensuring that educators, both in the schools and in the faculties of education, have access to these materials. Equally important is the adaptation of existing
materials, which may be designed for specific grade-levels or student populations, but which contain information appropriate for various other uses.
CRRF and CAAS should develop a strategic plan to support the work of Aboriginal Educators, Elders and traditional Teachers, including:
- A system for promoting and distributing existing resources developed by Aboriginal educators;
- A system for promoting ease-of-access for classroom educators seeking Aboriginal resource persons for class visits: i.e. authors, story-tellers, performance artists, Elders, traditional Teachers, etc.;
- A clearly directed, well promoted and easily accessed pocket of funding must be available to bring Aboriginal resource persons into the classroom;
- Identifying resources for development of sample analyses of existing curricula in Civics, Social Studies, History, and English to assist educators in finding "ways in" to integrate Aboriginal perspectives;
- Identifying resources for development of sample curriculum units to share and respond to, which would encourage educators to use the excellent material available.
Helping Teachers Get Started with a Respectful Curriculum
While access to information is a necessary place from which to start, it is not sufficient. Accurate and authentic curriculum materials from an Aboriginal perspective cannot be used effectively in the classroom without the development of what the CRRF refers to as "cultural competency (CRRF NGO Forum Position Paper for WCAR, 17)."
"Cultural competency" implies the development of an anti-racist perspective on the part of the teacher. This approach challenges historical and systemic assumptions about, for example, interpretations of history; judgments about culture and material values; diversity in family and social structures; the impacts of colonialism and its manifestations, the validity of "voice," the implications of power inequity, and so on.
An anti-racist approach identifies and can challenge stereotyping and bias within conventional and current curriculum materials and resources, as well as discriminatory behaviour in the use of these materials. The classroom teacher must develop an awareness that, for most of the time, only part of the story is being told – and told from the perspective of the power elite. The teacher must have the ability to identify the spaces within "unfriendly" curriculum where Aboriginal perspectives and information can be accurately and respectfully inserted and allowed to permeate. It is essential then, that educators at all levels, including instructors in faculty of education programs for pre-service and in-service teachers, have or develop these sensibilities.
Teachers need support in developing new strategies for integrating Aboriginal content into all areas of the Canadian school curriculum. This involves changing both the content and the way we teach subjects such as Canadian history and social studies as well as natural sciences, mathematics, language arts, music, and so on.
Using Aboriginal pedagogical methodologies (i.e. modeled by the CAAS Learning Circle and learning expectations), faculties of education, teacher federations and school boards can provide essential training for both in-service and pre-service teachers. They can:
- Facilitate development of sample train-the-trainer workshop models for use in Aboriginal perspective and cross-cultural awareness workshops and training programs for educators at all levels, including administrators, trustees, faculty of education instructors, teachers and parents. These would be developed and delivered by Aboriginal educators, to ensure they reflect community realities. This training component is one of the most important pieces of work to be done, and one of the most sensitive in terms of local needs.
- Facilitate development of sample antiracism and equity training and workshop models for use with educators, community members, students, and parents. These would reflect community realities and perhaps be more generic in format than the Aboriginal perspective training model.
To accomplish this professional development,
School Boards, Teacher Colleges and Certification Boards, and Provincial and Territorial Governments are called on to publicly indicate their support for professional development opportunities. As well, faculty of education curricula must be revised to promote movement towards an Aboriginal Studies Pedagogy of Respect and Honesty. This reoriented curriculum and classroom practice will be based on Aboriginal educational approaches, which would be infused into all curricula from the earliest grades to senior high school courses. New pedagogical tools, such as the CAAS Learning Circle and learning expectations, are required for this work, but the single most important element is political and practical support from four areas of the education system: the classroom teacher, administrators, policy/decision-makers and resource allocation. To facilitate this change of perception, attitude and sensibility, all partners in education must work together.
Support to Exemplary Teachers
While only a minority of educators find ways to proactively improve their classroom, programs are still very much in the minority across Canada. The research CAAS has been doing on exemplary practices is encouraging for others who want to move in this direction. (For some illustrations of this effort, see Appendix F). In the North section, some preliminary conclusions are presented regarding research into the critical dynamics that will support teachers with these efforts, and the benefits flowing from these sorts of interventions. This work must continue.
Educators who are willing to seek out and apply new learning deserve strong support. Challenging the status quo (regarding existing assumptions about what is appropriate to teach in the classroom, or the all-too-common misrepresentation or omission of Aboriginal Peoples and histories) can be a very lonely experience for the classroom teacher. System and school administrators must publicly encourage and sustain these efforts and provide whatever system support is possible. It is not easy to find the time to locate quality resources or to attend in-service programs, especially if there is little validation of one's efforts. The
admirable antiracism and equity policies that exist throughout Canadian educational systems are 'toothless' without the active, public support that is needed to provide truly inclusive curriculum implementation.
CRRF and CAAS may consider the establishment of an awards program that identifies, acknowledges and shares the accomplishments of classroom educators, especially those of Canadian settler and newcomer heritage, who have developed respectful and honest "Aboriginal Studies" pedagogical practices.
Resources from RCAP
The SAS results demonstrate that more than five years after the publication of the RCAP final report, students do not know about it. RCAP is a priceless educational resource. The Commission determinedly and appropriately insisted on telling Aboriginal Peoples' stories in all their complexities and within their own cultural frameworks, using their own voices. 16 Anyone who wants to learn almost anything about Aboriginal history can use this material, if they can get their hands on it. The entire report was posted online by the Institute of
Indigenous Government at the University of British Columbia: <http://www.indigenous.bc.ca/search.asp>. 17 As well, it has spurred, and continues to provoke, a serious discussion and dialogue within Aboriginal communities and First Nations who are engaged in the work of decolonization and rebuilding. Thirdly, as Ottawa did act on some of its recommendations, and this has manifested in important support for Aboriginal language education and retention programs, the creation of National Aboriginal Peoples Day, and the Aboriginal Peoples' Television Network (APTN). APTN daily puts Aboriginal leaders, stories, issues and concerns onto Canadian television screens.
Because of its cultural integrity and the accuracy of its content, RCAP represents one of the most important achievements to date in the campaign for recognition of Aboriginal Peoples' human rights within Canada. CRRF, CAAS and other partners must make strategic and effective efforts to implement the recommendations made in RCAP. Teacher resources can begin a new Pedagogy of Respect and Honesty with information kits and proposed classroom activities that draw material from the RCAP report and its educator's guide:
Appropriate agencies within the federal government are called on to make the RCAP Report readily available to students and educators for use within places of learning, as recommended by the Royal Commission. The RCAP report is the most comprehensive pedagogical resource available to teachers as well as secondary and post-secondary students engaged in research or independent study. Print copies of the report and the CD-ROM version (which contains a teaching guide, see below) are not available to the public. RCAP must be provided to and used effectively in schools across Canada.
In addition, the RCAP staff's excellent education and learning guide designed for secondary and post-secondary students, For Seven Generations: An Information Legacy of the Royal Commission on Aboriginal Peoples should be made readily available. This has not been promoted or distributed. It must be made available to all educators, and CRRF and CAAS must take a leadership role in supporting the many Aboriginal educators who help develop and contribute to the learning guide, and to secure its release and widespread distribution.
For several years the RCAP report was available online and fully searchable at www.indigenous.bc.ca, but it has not been accessible for several months now. The Public Education Unit at INAC is called on to take all necessary steps to ensure that RCAP goes back online immediately.
Gathering Strength, and in particular its Statement of Reconciliation poster, must be circulated by the federal government to all senior elementary or middle schools, all secondary schools and all colleges and universities.
Promoting National Aboriginal Peoples' Day
In Canadian classrooms, discussions towards understanding the "outrages" (Patterson, 1974), the awful truths, and the terrible impacts of contact between First Peoples and
newcomers, that continue to this day, can be opened up. On a more positive note, for example,
National Aboriginal Peoples Day should be celebrated in every school in the country, in a manner that works for teachers and for any Aboriginal students in a given school. To raise the visibility of this learning within Canadian classrooms, CAAS and CRRF must work with partners and allies to find ways to promote National Aboriginal Peoples Day. Hopefully it can be expanded into a week and throughout the whole year. This will require working with Aboriginal groups and schools at the local level and with Aboriginal organizations, as well as federal departments such as INAC and Canadian Heritage at the national level, to develop activities, projects, information and resources to assist in the recognition of National Aboriginal Peoples Day. Although June 21st may not be a convenient time for a celebration in schools, acknowledgement activities could be done as a lead up to the day. In this way, the "Day" would become a longer, more appropriate period of time – e,g. perhaps in the form of an essay, art or other project that has several months lead time and results in a community display with an awards ceremony on June 21 st .
Next Steps for CAAS: Three Priorities
The SAS results show that few Canadian students feel that they have adequate knowledge about Aboriginal Peoples and related issues. They have told us that they were not taught enough, nor were they provided with appropriate, or accurate, or necessary, information. They feel deprived of information that, for the most part, they feel they need to know in order to be socially and politically aware citizens.
Students have told us, directly and indirectly, that the information that they get about contemporary Aboriginal Peoples and issues comes primarily from the media, which, unfortunately, "still perpetuates stereotypes which foster racism and discriminatory practices…" (Assembly of First Nations, cited in RCAP, 1996:Vol5,103). They know that media accounts are far from being adequate or honest, and they expect better. They want to
get this information through their public education. And students know that educators need help and training so they can better their classroom programs.
It is reasonable to conclude that few teachers would have a substantially different story to tell, through no fault of their own. The majority of educators across Canada have lived and learned in broadly homogeneous environments, particularly in terms of race and class. Most Canadian educators do not live near, socialize with, or work with Aboriginal persons, so they do not have significant personal or academic experience with them or their communities. They went through schools and universities where little or no attention was paid to Aboriginal perspectives, or even to basic information about historical and contemporary Aboriginal Peoples and their lives.
Few educators would be sufficiently well-informed to feel confident in approaching issues and information from an inclusive perspective. Many feel a degree of anxiety about the concept of "Aboriginal perspective" – they know at some level they must honour it, but don't know what "it" is or how to find out about "it." At this point, CAAS' priority is to promote better practices in Canadian classrooms through professional development supports, resources and programs for in-service teachers, and by improving the kind of cross-cultural and Aboriginal cultural knowledge and awareness training available to preservice student teachers.
CAAS is already engaged in three priority areas: building public awareness about the need to change "Aboriginal Studies" curricula (of which this research and report is an important component), Sharing Circles, and the Unlearning-to-Learn anti-stereotyping exercises. These priority initiatives all relate directly to the needs of students and educators to prepare themselves to learn, teach and understand Aboriginal perspectives on history, worldview, culture and contemporary concerns.
Educators must not only be able to find the information and resources they require, but must also be supported to use appropriate materials positively, respectfully and honestly. Support to teaching staff does not simply mean making resources available to teachers.
Tackling Stereotypes and Misinformation: CAAS members are developing Unlearning-to-Learn participatory exercises. This is a flexible, deconstructive and decolonizing popular education module, designed to break down stereotypes and prepare educators and learners from age 10 upwards to begin a learning/teaching journey.
Teachers and decision-makers within education, who were themselves poorly educated about Aboriginal Peoples, must be supported and emboldened to embrace the new, authentic Aboriginal resource materials and turn them into living "learning moments" in Canadian classrooms. It can be done.
Sharing Circles is a resource and network-building concept under development by CAAS members, based on a model originally from Manitoba. These are communitybased gatherings for sharing appropriate, relevant resources and building local networks for professional support. Teacher federations, ministries of education and civil society organizations can contribute by hosting volunteer-based Sharing Circles on a regular basis, and with resources to facilitate the sharing of curriculum and professional development materials.
Even prior to members of CAAS coming together as a grassroots network, some of us discussed how helpful it would be to convene a national conference of educators and related professionals. We could share teaching resources, professional development approaches, tactics for working with colleagues who have minimal interest in our pedagogical mission, and more. The Canadian Teachers' Federation has planned a national symposium on Aboriginal education during the very week this report is being released. Other such gatherings have happened recently, and more are being planned. What CAAS envisions will complement these initiatives, because our intent is to reach out to the Canadian education community and invite you to participate in these Aboriginal-led, ongoing efforts.
A national "Educators' Workshop Gathering": focussed on in-class teaching strategies, as well as on sharing of curriculum and professional development resources. At such a gathering, the analyses and data encapsulated in this report, along with other relevant material from across Canada, would be shared and celebrated among educators brought together by the Canadian Race Relations Foundation (CRRF), York University, the Canadian Teachers' Federation, other CAAS partners, Aboriginal organizations, and education stakeholders who seek to improve learning and teaching about Aboriginal Peoples in Canadian classrooms.
"Gatherings" can also take place using print, video and other media. By being made available on display tables in staff rooms and libraries, these kinds of resources are also effective forms of outreach for building public interest and awareness. They would contain information on resources, teaching strategies, announcements, photographs, and reports about exemplary practice.
A CAAS newsletter and other periodic and occasional publications are needed, as are teacher resources in audio and video formats. These publications would encourage educators and scholars in faculties of education across Canada to undertake research and writing that addresses the particular and general issues of public education in relation to Aboriginal Peoples. Other prepared materials could include in-service teacher support materials for use within Boards of Education.
Another contemporary way for "gathering" to share resources and strategies is through the Internet. Over the two years of our existence, CAAS has developed a website that provides many resources and learning opportunities for educators. The funding to develop this website came from the Public Education Unit of the Department of Indian and Northern Affairs and the George Cedric Metcalf Foundation. As part of our online service to educators, we envisioned publicizing a hotline email question-and-answer service for educators to assist with queries on resources and teaching strategies. We also envisioned regularly updating the site. Achievement of these two goals has not been possible, because of lack of funding. Over the coming months, CAAS hopes that partners will emerge to support
the outreach and public education elements of CAAS' mandate. The allocation of resources and support to CAAS would enable us to:
Augment the CAAS website and other online resources, including maintaining a "clearing-house" of resource – a website with links to resources of many kinds and information about where and how to find them. The site might include:
- annotated bibliographies of Aboriginal writing and biographies of writers;
- history, social studies and civics information;
- ways to contact Aboriginal and First Nations representatives who are willing to assist educators, or to come to schools;
- Aboriginal and First Nations organizations across Canada that educators can approach for advice, information and assistance;
- Guides to analyzing learning materials for bias and exclusion;
- Articles, non-mainstream media analyses and information on contemporary issues and events respecting Aboriginal Peoples;
- Suggestions for challenging racist behaviour and language; and
- Information, which counteracts conclusions drawn from stereotyping.
Provide the proposed online service for teachers, where their questions about resources, contemporary issues, and teaching strategies could be answered in a timely, cost-effective and accessible manner.
Further develop, and maintain, a CAAS e-list and professional online conferences for real-time networking.
Building on Support from Students
Although a minority of SAS respondents was already interested in being better informed, a considerable number of students were transformed by finding out, through the SAS process, how little they knew about Aboriginal Peoples.
Young Canadians are asking for curriculum based on a Pedagogy of Respect and Honesty. This shift in the "Aboriginal Studies" pedagogical paradigm requires the collaboration of pre-service teachers, classroom educators, and scholars in Canadian faculties of education, as well as Ministry, school board and teacher federation officials. All education partners must get involved because, as every educator knows, transformational learning occurs not simply through what is taught and learned, but how it is taught and learned.
The Canadian Race Relations Foundation (CRRF) has also identified the importance of delivering transformative pedagogy to children in Canadian classrooms. In its presentation to the World Conference Against Racism's NGO Forum, CRRF observed that many children in Canada have the "misconstrued notion that Canada is a country to which First Nations peoples... have had - and still have - little to bring (CRRF NGO Forum Position Paper for the WCAR, p. 16)." Given the awareness of young people about the need for change, and the CRRF's commitment to this task,
CRRF and CAAS must find creative and inspiring ways to open a dialogue with Canada's elementary, secondary and post-secondary students, to get their support for promoting the objectives of the CAAS in their own schools.
Young Canadians Will Lead Us Towards Walking in Beauty
CAAS members know that building a Pedagogy of Respect and Honesty about Aboriginal Peoples will help to restructure the flawed relationship between First Peoples and Canada, enabling us all to learn about Walking in Beauty together. Social change such as this requires many new and stronger partners to come on side with CAAS.
It is heartening to CAAS that the majority of young adults in Canada are giving a strong mandate to the education system, and to classroom educators in particular, to pay attention to this important and urgent task. The work ahead is clear, the task is great, and the potential rewards are enormous. CAAS invites you, the reader, to engage with us in these efforts.
Opening the Bird Cages
What I am doing I see as liberating the birds.
Opening the cage doors and letting them fly where they want.
To help the people to do what they need to do to assert themselves, to do the things of value to themselves.
I call it opening the bird cages. That's what I call it.
Once the cages are open, the birds can fly wherever they want. The sky's the absolute limit.
Arthur Solomon, Ojibway Elder, from Eating Bitterness: A Vision Beyond the Prison Walls
Endnotes
1
Duncan Campbell Scott, a former Superintendant General for Indian Affairs in the early 1920s stated:
"…Our object is to continue until there is not a single Indian in Canada that has not been absorbed into the body politic and there is no Indian question, and no Indian department, that is the whole object of this Bill." Cited in Celia Haig-Brown, Resistance and Renewal. Surviving the Indian Residential School (Tillacum Library, Vancouver) 1993.
2 The designation '[sic]' is used here to denote CAAS' editorial disagreement with the use of the word "myth" to describe stories of spiritual significance. In our view, this is disrespectful and chauvinistic terminology.
3 All provinces now place a good deal of emphasis on developing Aboriginal and Francophone educational programs, but these programs are designed to meet the particular needs of First Nations, Métis and French speaking students; as such, they are not part of the general curriculum for all students. Saskatchewan is one of the few provinces that has confirmed, in principle, its commitment to integrate Indian and Métis content and perspectives within the K-12 curriculum. The Saskatchewan Curriculum Reform in Social Studies and History Guidelines state that "the inclusion of Indian and Métis perspectives benefits all students in a pluralistic society" (see: Introduction to Saskatchewan Social Studies, p.3, http://www.sasked.gov.sk.ca/docs/ social20/intro.html#overview). This principle of inclusion is echoed in the objectives of the common curriculum in the Western Canadian Protocol but, again, the main emphasis is on the development of distinct programs for Aboriginal and French education. Moreover, the outline for Aboriginal education adopts the traditional approach of treating Aboriginal history as entirely distinct from Canadian history (see: Item A,"Aboriginal People in Background, a Foundation Document for the Development of the Common Curriculum", http://www.albertalearning/ document/ index. html).
4 The reader learned about 'Ksan at the beginning of this section.
5 One would hope that education opportunities would continue to deepen and intensify in value the further one goes in one's education. The negative side of this assumption is that not everyone stays on the education continuum to post-secondary education. The vast majority of Aboriginal students who attend Canadian classrooms have not and do not presently continue to the post-secondary level, as noted elsewhere in this report. As well, education around basic values and behaviours is the work of primary level educators, not university professors, for many valid pedagogical reasons.
6 The argument an empty land could and should be claimed as a colony for European powers is known as the Doctrine of Terra Nullius. "Terra Nullius" rests on several Eurocentric assumptions, prime among them that if the two-leggeds (humans) occupying a land were deemed to be uncivilized then the land could be considered "empty", and thus available for occupation and use by the "discoverers" sent by European Kings and Queens. The measure of civilization was the presence within the culture of King, God and Law. Perhaps the absence of buildings associated with the functions of governance, spirituality and social harmony, buildings such as castles, churches and jails, led the Europeans to believe that there this was an uncivilized land. Together with Darwin's social theories about inferiority (discussed in East ),Terra Nullius created the intellectual platform for Great Britain's colonies and repressive policies in what is now known as the Americas.
7 The SAS findings show they do not appear to have learned this in school.
8 See for examples, Redford, 1979; Haig-Brown 1995:50-76.
9 This section is an adaptation of an earlier publication, the introduction to Making the Spirit Dance Within: Joe Duquette High School and an Aboriginal Community written by Celia Haig-Brown, Kathy Hodgson-Smith, Robert Regnier and Jo-Ann Archibald, published by James Lorimer & Sons of Toronto.
10 Now known as the Aboriginal Rights Committee of KAIROS.
11 This overview is not a comprehensive comparative study. Its scope was constrained by the limited resources of CAAS, however we are confident in the validity of the thrust of the conclusions we present here. Fortunately, we were able to rely as well on related research and analysis developed by Lisa Comeau for the Aboriginal Rights Coalition in 1994. Finally, the reader should take note that the content has changed on the websites cited in Appendix D over the intervening 12 - 24 months since this research began.
12 Although this is changing, since Riel has relatively recently been 'rehabilitated' by federal policy.
13 A reference again to Duncan Campbell Scott – see footnote 1.
14 Reported by a panel representing the WCP, Ontario and the Atlantic Provinces at the "Giving the Future a Past" Conference, October 2001 in Winnipeg, Manitoba.
15 See MacSeáin, 2002, which presents findings of an Ontario-wide telephone survey of twenty provincial secondary schools conducted in October 2001, "Some of the sample schools in the telephone survey were selected for geographic variety, while others were chosen because they are located in, or neighbor, an area with a significant Aboriginal population. When asked in the survey whether or not Native Studies courses are
offered at their school, it was not uncommon for Student Services staff to reply, "No. We don't have Native students in our school." Here we encounter the knotty heart of the re-culturing problem. The prevalence of this sentiment – that Aboriginal Studies is still unnecessary for non-Aboriginal learners – only serves to illustrate the crucial need for education of Canadians about Aboriginal Peoples and issues in Canada. The telephone sample survey revealed that the new Ontario Curriculum Native Studies courses for Grades 9, 10 and 11 are being offered in some provincial secondary schools – and in some instances to great acclaim – but in all cases only where the school has significant Aboriginal student enrolment. Unfortunately, some schools in this sample with Aboriginal enrolment were found not to offer any Native Studies courses and no schools without Aboriginal students offered Native Studies courses."
16 It even demanded the right to pose problems for discussion and identify areas that need more consideration, rather than prescribe possibly simplistic solutions to problems that are centuries old. Of course, the volume of proposals and recommendations, their scope, and the fact that many were posed as questions rather than answers was seen as a weakness by Canadian officials and leaders – but that is another discussion.
17 An inquiry has been sent to the email address for this website, and although one reply was received expressing surprise at this state of affairs, nothing more has been heard. | <urn:uuid:d2b2252a-7370-4aa2-83f0-ccf41cee5445> | CC-MAIN-2021-21 | https://www.crrf-fcrr.ca/images/CRRF_Policy_and_Research_projects/CRRF_Final_WEST-Decolonization_Nov_10.pdf | 2021-05-09T23:41:46+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989018.90/warc/CC-MAIN-20210509213453-20210510003453-00591.warc.gz | 744,646,429 | 24,413 | eng_Latn | eng_Latn | 0.997311 | eng_Latn | 0.998057 | [
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ICS 440 Homework Format
1. Homework Header
The homework should have a header in the top of the first page like this:
ICS 440 – Howework N CSN – Student's Name Attempted: X of Y Date
Notes:
1. Write the homework number, N. For example, ICS 440 – Homework 1
2. CSN is your class serial number, which is assigned to you by the instructor in Week 3 (No CSN for small sections, use your ID instead).
3. Write your Name as spelled in the class by the instructor.
4. Attempted X indicates how many exercises you have attempted and Y is the total number of exercises. If the exercise has two or three parts, and you only solve one part, add 0.5 or 0.33 to X respectively. Recount and update X if needed before saving the file as PDF.
5. Write the date on which you finish the homework (the PDF creation date).
6. Wrong or inaccurate formatting will result in a deduction of the total score.
7. The homework should be submitted online through blackboard in a PDF file. The file name should be in this form: hwN.csn##.pdf, where N is the homework number and ## is your CSN (e.g. hw1.csn02.pdf).
8. Make sure to verify your submission.
2. Question Header
Each question or exercise has its own header with a unique question number Q#. Write your answer under the header. The question header format is as follows:
Q# Stalling §Sec# Exer #
Notes:
1. Q# is the question number, which is sequential based on the order of the exercise as listed in each homework assignment. If you solve the exercises in different order, make sure you sort them according to the order given on the Assignments page to maintain correct numbering.
2. The exercises by default are from the textbook, by Stalling. Sec# is the book chapter/section number, and Exer # is the exercise number. An example of a header could be like this:
1 Stalling §1 Exer 4
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Year 11
Homework Timetable
| | English/Mathematics | Options | Options |
|---|---|---|---|
| Monday | | Option A | Option C |
| Tuesday | Mathematics | Option B | Option D |
| Wednesday | English and Mathematics | | |
| Thursday | English | Option A | Option C |
| Friday | | Option B | Option D |
Science Homework Timetable
| | Triple Science | Combined Science Set 1 |
|---|---|---|
| Monday | Biology | Physics |
| Tuesday | | |
| Wednesday | Physics | Chemistry |
| Thursday | | |
| Friday | Chemistry | Biology |
The expectation is that each subject will take the equivalent of 1 hour per week to complete. Subjects may set one larger piece of work, or two small pieces of work, depending on the nature of the homework. | <urn:uuid:1d213659-31a7-4414-a947-8435e462d2b9> | CC-MAIN-2021-21 | https://www.quintonhouseschool.co.uk/wp-content/uploads/sites/35/2019/09/QHS-11-HW-19-20.pdf | 2021-05-09T22:06:47+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989018.90/warc/CC-MAIN-20210509213453-20210510003453-00593.warc.gz | 977,124,446 | 204 | eng_Latn | eng_Latn | 0.998726 | eng_Latn | 0.998726 | [
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Way of the Warrior Kid Chapter Questions
CHAPTER 1
What was one thing that you did not like about last school year? Did you do anything to try changing the problem?
CHAPTER 2
Have you ever felt like you weren't good at something? How did you feel? Were you embarrassed, sad, or angry?
CHAPTER 3
Is there someone in your life that you really enjoy seeing or spending time with? Why do you enjoy seeing them or spending time with them?
CHAPTER 4
What do you think the big lesson of this chapter is? (Hint: "I wasn't born like this! I had to work for it. I had to learn it. I had to earn it.")
CHAPTER 5
What do you think it means to be a warrior kid? Give examples or situations.
CHAPTER 6
Do you play any sports or are you involved in any clubs? If so, how often do you have to practice? What do you think the point of practicing is?
CHAPTER 7
Come up with your own warrior kid code. Choose things that you think are important to being a good person, classmate, sibling, or teammate. Your code is going to be something you strive to follow.
CHAPTER 8
What is one goal that you want to accomplish in the next six weeks? It could be related to school, sports, chores, or things at home. Come up with a plan of action for reaching your goal.
CHAPTER 9
What do you think Marc meant when he said, "I learned something else today-something very important: I learned how to learn." What have you learned so far from this book?
CHAPTER 10
Why do you think that Uncle Jake signed Marc up for jiu-jitsu? Marc said, "Even king Kenny would get slammed by these kids." Do you think that is true? why or why not?
Way of the Warrior Kid Chapter Questions
CHAPTER 11
What is a fear that you have? Why do you think that you have that fear? Do you think that you could overcome that fear?
CHAPTER 12
Goal Check In: How are you doing with the goal that you set for yourself? Are you making progress? Are you putting in effort to achieve your goal?
CHAPTER 13
Why did Uncle Jake tell Marc that it was too early to celebrate? Do you agree or disagree with Uncle Jake?
CHAPTER 14
Marc says he learned that "good is never good enough!" Why do you think it would be important to set new goals after you achieve one goal? Do you agree with Marc's statement? Why or why not?
CHAPTER 15
Marc could have boasted that he beat his opponent. Instead, he offered some good words of encouragement and advice. This means that he had good sportsmanship. Why is it important to have good sportsmanship whether you win or lose?
CHAPTER 16
Do you think that you fuel your body with good nutrition? What is one thing that you eat that is healthy and what is one thing you eat that is unhealthy?
CHAPTER 17
How do you think Marc felt after he overcame his fear? Describe his feelings. Have you ever overcome a fear? How did you feel?
CHAPTER 18
Mark wasn't making anymore progress towards his goal, so he changed things up. Reflect on your own goal. Are you still making progress? If not, what changes could you make to keep progressing?
Way of the Warrior Kid Chapter Questions
CHAPTER 19
Memorizing may not be the best way to learn. However, what are some strategies that you could use to help you learn your math facts, or important information that you need to know?
CHAPTER 20
How do you think Jimmy felt when Marc gave him a hand to help him get up after they sparred? What could you do if you beat another person at a game or competition?
CHAPTER 21
How can fear be both a good and a bad thing? Use examples or situations to explain your thinking. What did Marc do to help him overcome his fear?
CHAPTER 22
Uncle Jake said, "what we do know is this: Hard work and discipline are how you achieve things. You have to make things happen." Why do you think that Marc was able to complete his goal? Do you think it was easy for him to reach his goal? Explain your thinking.
CHAPTER 23
Uncle Jake taught Marc many lessons throughout his summer stay. What do you think was the most important lesson that Uncle Jake taught him?
CHAPTER 24
How do you think Marc felt when he stood up to Kenny on the playground? Why did Marc walk over to Kenny and tell him that the jungle gym was for everyone?
CHAPTER 25
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Acid Rain WebQuest
Use the internet to collect information on the following questions and prepare a presentation of your findings.
Group 1:
a) How acid is acid rain?
b) What are the primary pollutants that cause acid rain?
c) How are the primary pollutants transformed into the secondary pollutants, acids?
d) Why is acid rain not a national issue?
Group 2:
a) What are the effects of acid rain on people, buildings and objects?
b) What measures have been invented and undertaken to alleviate these effects?
Group 3:
How does acid rain affect trees?
a) directly via the leaves
b) indirectly via the soil
Develop a diagram.
Group 4:
a) Find out the effects of acid rain on aquatic ecosystems. Develop a diagram.
b) Which countries are affected most of all? Explain!
c) Which measures have been taken?
Group 5:
a) In how far has acid rain affected Baden-Württemberg's forests so far?
b) How is the effect measured?
c) What has been undertaken to reduce the impact of acid rain on Baden Württemberg's forests?
d) Why are some areas less affected than others? | <urn:uuid:47f4c866-5393-4475-a504-5704f5aa1d9a> | CC-MAIN-2021-21 | https://www.schule-bw.de/faecher-und-schularten/sprachen-und-literatur/englisch/informationen-zum-fach/bilingualer-unterricht/bili-subjects/biology/acid/webquest.pdf | 2021-05-09T23:45:40+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989018.90/warc/CC-MAIN-20210509213453-20210510003453-00593.warc.gz | 1,000,789,071 | 248 | eng_Latn | eng_Latn | 0.993027 | eng_Latn | 0.993027 | [
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GRANTS FOR STUDENT SCIENCE ENGAGEMENT EVENTS
What a great opportunity to engage your Middle Years students in 21st century STEM learning. The Australian government GRANT of up to $20,0000 for student science engagement in schools is available NOW until 29th April! https://www.business.gov.au/grants-and-programs/sponsorshipgrants-for-student-science-engagement-and-international-competitions
Moore Educational can provide some guidelines for applying and implementing the project. Our idea is for your school to engage students in science with a school based robotic competition event. Purchase a class pack of LEGO Education SPIKE Prime sets, competition set and mat and we will provide your teachers with virtual training sessions to be confident to implement the project. Your students will engage in STEM learning while designing building and programming robots to complete the challenges. You just need to tweak it to suit your school's needs and be ready for some of serious fun.
Application example for Grades 5 to Year 10:
Project Title Examples
Create, Code, Community Challenge or Mission to Mars Challenge
D. 1 Brief Description Example: (750characters max)
Up to 72 students in year 5/6 will design, build, and program robots to participate in a relevant, realworld robotic competition to solve problems faced by our cities and towns or by astronauts on a mission to Mars.
Teachers will participate in a virtual professional learning session to be confident to implement the program.
A six-week skill development program will be implemented for students.
A competition day event will be held for the school community to showcase the student's skills.
D.2. Detailed Project Description Example:(5000characters max)
STAGE 1
Purchase 12 x SPIKE Prime robotics kits.
Teachers to attend a virtual professional learning session on implementing the robotics project in the classroom and running the competition.
STAGE 2
Students will engage in a six-week STEM skill development program to be confident to participate in the competition event. This will cover:
1. Making controlled movements with motors and a Gyro sensor.
3. Following a line with a Colour sensor.
2. Controlling movements with an Ultra Sonic sensor.
4. Building a competition robot as a team.
6. Mission Ready.
5. Moving things around with a robot
STAGE 3
Students will be introduced to the Create, Code, Community or Mission to Mars Competition.
1. Build the competition mat and outline the 10 challenges to the students.
2. Students, working in teams of 6, will have four weeks to design, build and program robots to complete the challenges.
STAGE 4
Engage the school community in the Create, Code Community or Mission to Mars Competition day where students will showcase their acquired STEM skills. This event is run at your school.
D.3.Projected Outcomes Example (5000 characters max)
Students will engage in STEM learning in a project-based activity. They will become confident to code and not just passive users of technology. Up to 72 grade 5/6 students will engage in the engineering process of designing robots, communicating, and evaluating to solve problems. This will foster a strong interest in STEM and result in greater motivation for students to learn to learn. The connection to real world problems, STEM skill building and collaborating as a team will help prepare students for their future in the 21st Century workplace.
School name:
School Code:
Project Duration
The project will run for 2 hours per week for 11 weeks or one school term from--------------------------
Start date End date
D.5: Event Details:
Event title: Create, Code Community Challenge or Mission to Mars Challenge
Description: Robotic Competition Event
Start date:
End date:
Type: On school site.
D6 Project Location:
Address……………………………
100% of project value undertaken at school
E. Project Budget Example
| TYPE OF EXPENDITURE | HEAD OF EXPENDITURE | FINANCIAL YEAR |
|---|---|---|
| SPIKE Prime Robotic Sets x 12* | | 2021 |
| USB Charging Hubs x 2 | | 2021 |
| Teacher PL | | 2021 |
| Competition Mats x1* | | 2021 |
| Competition day event materials ie banners, fliers | | 2021 |
| TOTAL COST | | |
| TOTAL No. STUDENTS | | |
*The SPIKE Prime x 12 sets and Competition mats are purchased from Moore Educational.
Contact Moore Education for further details:
firstname.lastname@example.org
www.mooreed.com.au ph. 1800684068 | <urn:uuid:e58c619e-7704-41d4-a4dc-a7517c06c072> | CC-MAIN-2021-21 | https://www.mooreed.com.au/site/DefaultSite/filesystem/documents/Grant%20for%20student%20Science%20Engagement.pdf | 2021-05-09T22:03:23+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989018.90/warc/CC-MAIN-20210509213453-20210510003453-00591.warc.gz | 931,653,598 | 964 | eng_Latn | eng_Latn | 0.991017 | eng_Latn | 0.997808 | [
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Weimar Independent School District Comprehensive School Counseling Plan 2020-2021
Weimar Elementary Weimar Junior High
Weimar High School
The Texas Model for Comprehensive School Counseling Programs in Texas public schools is an integral part of the total educational program. Through a systematic and planned program, school counselors apply specialized knowledge and skills to provide developmentally appropriate support and interventions for all students. The Texas Education Code (§33.005) specifies that "a school counselor shall work with the school faculty and staff, students, parents, and the community to plan, implement, and evaluate a developmental guidance and counseling program." Furthermore, the school counselor shall design the school counseling program to include the following four components:
1. Guidance Curriculum "to help students develop their full educational potential, including the student's interests and career objectives;"
2. Responsive Service s "to intervene on behalf of any student whose immediate personal concerns or problems put the student's continued educational, career, personal, or social development at risk;"
3. Individual Planning "to guide a student as the student plans, monitors, and manages the student's own educational, career, personal, and social development;"
4. System Support "to support the efforts of teachers, staff, parents, and other members of the community in promoting the educational, career, personal, and social development of students."
Brief Description of Service Delivery Components
Guidance Curriculum. The guidance curriculum is designed to systematically provide lessons to students that facilitate growth, development, and transferable skills in the areas of educational, career, personal, and social development. The need for students to become advanced critical thinkers, efficient problem solvers, and demonstrate appropriate behavior and disposition offers justification for a guidance curriculum. The guidance curriculum can be taught in units through differentiated learning activities in the classroom with planned lessons for various sized groups of students at all grade levels.
Responsive Services. The purpose of responsive services is to support students and offer support in their time of need. Similarly, responsive services can have the three levels of school counselor response, those of prevention, remediation, and crisis, to needed or critical situations.
Prevention refers to the work of school counselors to ensure all students are educated and knowledgeable of competencies necessary to address troublesome circumstances before they become habitually problematic. Preventive measures help reduce or eliminate the likelihood of those situations occurring again.
Remediation is a necessary school counselor action once a challenging situation has taken place and the student needs assistance in resolving the problem. During a crisis, the school 79 counselor intercedes immediately in high risk situations that may greatly impact the student's personal, social, academic, or career development.
Crisis response may have local processes and procedures that structure immediate action, and confirmation of those actions may include communication and collaboration with campus and district level administrators.
Responsive services may also include consultation with teachers, parents, and others who can assist the student with problematic issues. Additionally, referral to community services outside the school may be considered. At all levels of intervention, school counselors reflect and consult as needed to change or refine processes relevant to each situation.
Individual Planning. The purpose of individual planning is to assist students in developing and addressing academic, career, personal, and social goals. Students need opportunities to understand and monitor their own development considering their individual needs, specialized circumstances or services, and cultural implications. In delivering individual planning services, school counselors use knowledge, the ability to integrate district and state requirements, and student preferences to assist students in developing realistic and attainable goals.
System Support. System support is essential to the total school counseling program. System support can be categorized in two areas: program management activities and support services. Program management activities establish, maintain, and enhance the total school counseling program. Through this indirect service component, school counselors plan, organize, implement, manage, and evaluate their school counseling programs to increase the efficiency and efficacy of direct services that are provided.
System support is the foundation of the school counseling program. Without system support, the three direct service delivery components might be a collection of disorganized and ineffective services. Support services include indirect services to students through school counselor relationships with other adults as well as campus, district, and community programs and services that can be beneficial to students. Through school counselors' coordinated and consultative efforts, the strengths and resources of these individuals and entities is harnessed on behalf of students' educational, career, personal, and social development.
1.Guidance & Counseling Curriculum and Information
The mission of the Guidance, Counseling, and College Readiness areas is to implement a comprehensive developmental guidance and counseling program in grades PreK-12 that promotes student success through a focus on academic achievement, prevention and intervention activities, advocacy and social/emotional and career development to meet the needs of the students. The comprehensive developmental guidance and counseling program model is embedded into the Weimar ISD academic curriculum and covers these strands:
- Self-knowledge and acceptance
- Responsible behavior
- Interpersonal and communication skills
Weimar ISD Comprehensive Counseling Plan
- Conflict resolution
- Motivation to achieve/Study Skills
- Decision making/problem solving
- Goal setting
- Peer Relationships
- Career planning and Awareness
- Substance Abuse Programs
- Self Esteem and Body Image
- Personal Safety
In Texas, four strategic curricular content areas have been identified for the Guidance Curriculum:
| Post-Secondary Education and Career Readiness | ● Motivation to succeed in personal endeavors ● Demonstration of career exploration skills ● Possession of the knowledge and skills to gather information for the purpose of postsecondary education and career planning ● Demonstration of awareness of the importance of postsecondary education ● Understanding of the relationship of academics to the world of work and to life at home and in the community |
|---|---|
| Personal Health and Safety | ● Incorporation of wellness practices into daily living ● Demonstration of resilience and positive coping skills ● Possession of assertiveness skills necessary for personal protection |
Specific Guidance Curriculum activities at Weimar ISD:
1. At Weimar Elementary School, Manners of the Heart is a respect-based Heart Health and Character Education/Social Emotional Learning Curriculum that assists children in developing necessary skills to stay in school, perform better in school, maintain healthy relationships and develop better problem solving skills. All students get weekly guidance lessons to assist with the implementation of this program.
2.Individual Planning and Services
Weimar ISD provides counseling activities to assist all students to plan, monitor, and manage their own academic achievement as well as their personal and career development.
Weimar ISD provides the following counseling services to our students:
* Individual Planning
* Small Group Counseling
* Classroom Guidance
* Crisis Counseling
* Academic, Career, and College Planning
Issues that can be addressed during Individual Planning:
1. Personal and Social Issues
* Development of healthy self-concept and self-image
* Development of both short and long term goals both personally and academically
* Mental Health
2. Academic
* Study Skills
* Educational Opportunities
* Lifelong learning goals-what does it mean to graduate from high school then pursue higher educational goals
* Utilization of test scores and data-TSI,SAT, STAAR, EOC
* Weimar ISD Course Guide Weimar ISD Course Guide 2020-2021
* 4 year plans
* Dual Credit Planning
* Testing Services
3. Career
* Knowledge of career opportunities and career planning using XELLO
* Occupational training
* Development of an education/career plan
Some of Weimar ISD Individual Planning Topics:
1. Meet the Teacher and Parent Meetings such as Open House in the spring
2. College and Career Fairs
3. Apply Texas Luncheons
4. Blinn College FAFSA Night
5. Mobile Blinn Bus
6. Individual Scheduling Meetings discussing Four-Year Plans-8th grade-12th grade
7. College Visits and College Awareness (Pre-K through 12)
8. XELLO Career Planning
9. Personal Graduation Plan meetings
10. Gifted and Talented Project Planning
11. SAT School Day
12. TSI Testing
13. ARD/504 Meetings
Helpful College/Career Planning Websites:
3.Responsive Services
Weimar ISD has services that include counseling or referral activities that meet the immediate needs and concerns of students. Responsive services include personal counseling, crisis counseling, problem solving, agency referral, and consultation. In responsive services the school counselor responds effectively to problematic or critical incidents to support students and offer services in their time of need. School counselors are highly qualified to meet the immediate needs of students. Societal and school climate changes influence student development. Therefore, a school counselor must be capable of providing responsive services at the preventive, remedial, and crisis levels (Gysbers and Henderson, 2012)
Consultation : School counselors serve as student advocates by consulting with students, parents or guardians, educators, and community agencies regarding strategies to help students and families. Advocacy may include participation in student study teams and student management teams.
Personal Counseling : Counseling is provided in small-group or individual settings for students experiencing difficulties dealing with relationships, personal concerns, or developmentally appropriate tasks. Personal counseling assists students in identifying problems, causes, alternatives, and consequences leading to informed decision making.
Crisis Counseling : Counseling and support services are provided to students and families facing emotional crises as outlined in the school crisis management plan. Crisis counseling is normally short-term and temporary, using appropriate referral sources if necessary such as referrals to Texana or the Family Crisis Center.
Click on Links Below to visit informational websites for free resources: In addition to the following resources, please visit the Weimar ISD website, click Parents and Students, and click which resources you are interested in. If you click the Report Bullying tab, click the anonymous report, and you are redirected to the Report Bullying page as well as resources such as Youth and Family Services, and Texas Project First.
Weimar ISD Comprehensive Counseling Plan
Texana - Home https://suicidepreventionlifeline.org/
Suicide Prevention Resource Center
Family Crisis Center (Bastrop)
StopBullying.gov-Bully Prevention
Bigger Than Bullies: Home
https://www.d2l.org/
Recognizing the Signs of Human Trafficking in Schools: A Guide for Texas Educators
TEHCY Support Center: Home
Anonymous Bully Reporting Technology For K-12 Schools | Cyb…
Mental Health & Substance Use
Several topics have been identified as high priority issues at the state and local levels. Weimar ISD works with students, staff, parents, and the community to identify priorities where students will be served through the responsive services component. The following list provides examples of topics that have been identified for service provision through the responsive services.
Weimar ISD Counselors take all of the above topics seriously and take all necessary steps to help and serve our students what is in their best interest.
**** Weimar ISD Crisis Management Plan here
4. System Support
Weimar ISD's system support includes indirect guidance management activities that maintain and enhance the total counseling and guidance program. Responsibilities in this area include staff relations, community relations, task forces, professional development, support teams, test interpretation, data analysis, and curriculum development. This component provides appropriate support to academic programs.
Professional Development : The counselor is regularly involved in updating professional knowledge and skills. This may involve participating in regular school in-service training, attending professional meetings, completing postgraduate course work, and contributing to professional journals.
In-Service : The counselor attends system and school in-service training to ensure counseling skills are updated in the areas of curriculum development, technology, and data analysis. The counselor may provide in-service instruction in school guidance curriculum and areas of special concern to the school and community.
Consultation, Collaboration, and Teaming: The counselor provides important contributions to the school system by consulting, partnering, collaborating, and teaming.
Public Relations : The counselor designs activities to orient the staff and community about the comprehensive school counseling and guidance program.
Community Outreach : Counselors forge partnerships with local businesses, industries, and social service agencies. Community outreach requires counselors to be knowledgeable about community resources, employment opportunities, and local labor market information. Community involvement includes Stanzel, Boys and Girls
Club, Weimar Public Library, Weimar Chamber of Commerce, Weimar Parents as Teachers, Weimar Rotary Club, and Weimar Lions Club.
Consultation with Staff : The counselor consults regularly with teachers and professional staff members in order to receive feedback on emerging needs of students and to provide information and support to staff.
Curriculum Development Support : The counselor participates in the ongoing review and revision of academic curriculum materials as related to data analysis, student advocacy, postsecondary education, and career/technical education planning. (Site-Based Committees, District and Campus Improvement Plans)
Advisory Committees : The counselor forms and participates in counseling and guidance advisory committees at both the system and the individual school level. The counselor actively serves on community committees or advisory councils that influence other programs to generate support for system and individual school counseling and guidance programs. (PTO, PTA)
Program Management and Operations : Planning and management tasks include the support of activities conducted in the school counseling and guidance program and responsibilities expected of a member of the school staff. Budget, facilities, policies and procedures, and research and resource development are elements of management activities. | <urn:uuid:75f0fd8a-b72d-40c9-9488-e67ac27be04f> | CC-MAIN-2021-21 | http://weimarisd.org/upload/page/0229/docs/WISD%20Comprehensive%20School%20Counseling%20Plan.pdf | 2021-05-09T22:19:09+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989018.90/warc/CC-MAIN-20210509213453-20210510003453-00592.warc.gz | 64,449,315 | 2,750 | eng_Latn | eng_Latn | 0.927453 | eng_Latn | 0.992131 | [
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Migration cinema program
Brief description of the activity
The migration film program is a project that consists of projecting films or short films that have in common their theme: migration. They can be films from any country, the choice will depend on the organization of the activity, taking into account the availability of the film, the layout of the distributor and the budget of the organization that will host the program.
189
Migration cinema program
Topics, objectives and methodology:
Enhance the value of diversity as a wealth. Avoid rumors and act against prejudices towards people of diverse cultures and migrants.
Work on empathy towards experiences and realities of migrants. Promote European awareness and responsibili ty towards current migratory movements in a post-colonial context.
The method used to pursue the objectives is the audiovis ual dissemination of these values. Through selected artistic works that work on issues related to migration, reflection on the subject is generated.
Duration:
This activity has two parts. The first is the compilation of movies. The time dedicated to this work varies depending on external factors such as the the availability of the distribu tors. It can be assigned an indicative duration of one month. The second phase is the cycle itself: a week in which four films will be screened.
Other way of doing the activity is to use short films instead of long films. That way, we can shorten the activity and do it in one day.
Costs:
The cost of this activity depends on the films selected for the screenings. Depending on the size of the film and the distrib utor that manages the projection rights vary. Suppose they will be small, independent movies. Thus, the rights could be around 100-300 euros.
4 movie projection rights: 800€
Location:
It will be necessary that the location hosting the activity has projection and sound equipment. Also that it is spacious enough to accommodate the number of people you expect will come to see the cycle.
Materials:
* Organization:
PC and contacts with film distribuitors
* For the movie cycle:
Projector and sound equipment. PC A sufficiently spacious space and chairs to watch the movie
Staff needed and eventual specific skills required:
Two people for the organization of the activity. No specific capabilities are needed, just management and organization, information search resources and references from film festi vals and producers.
191
Steps:
Step one: assess if you have a space large enough to house a projection for about 20 people. If you do not have a space with these characteristics, the public can be reduced. You will also have to look for a projector and sound equipment for projection. Try to set a date for the space you have chosen.
Step two: if you know that you have an adequate space where you can do the film cycle, you can start looking for which films will be part of the cycle. It is rec ommended to choose a film of around 90 minutes to be able to dedicate at least 30 to the debate. Also if you want to do a screening for children, try to search for cartoons that talk about this issue.
Look for references: in small festivals of social cinema or thematic similar to the cycle you want to organize. Look for the movies you are interested in showing, and when you have selected a few, start contacting the dis
tributors of each movie. The distributors will inform you of the price of the right of projection and the necessary documents will be processed with you.
Some references here:
Film festivals related to human rights http://caostica.com/gizazinea/
https://www.zinemaetagizaeskubideak. eus/2020/
http://zinegoak.com/
Film examples:
"MR GAY SYRIA" (AyşeToprak)
"SITIO DISTINTO" (Davide Cabaleiro)
"DESIERTO" (Jonas Cuaron)
Data base of films related to migration:
https://www.zinemaetagizaeskubideak. eus/2020/index.php?option=com_conten t&view=article&id=56&Itemid=53&te ma=Inmigraci%C3%B3n&lang=es
Email example to contact film distributors:
Dear Mr or Mrs:
We are writing from the association xxxx in xxxx. We are organising a film festival to promote interculturality and human rights in our town. It is a non profit festival, and we will not charge in the screenings.
We are interested in including the film xxxx in the program of the festival.
We would like to know which would be the requirements to screen the film in our space.
Thank you,
193
Step three: you can now publicize the activity. Create an image that will represent the activity and dissemi nate it by digital or analogue means (local media, so cial networks, etc.)
Step four: when the movie cycle week begins prepare the space for the audience to come. Digital movie file previously checked, secured, also the PC and the sound system. Arrange chairs around the screen so that the public can adjust and see the film.
Step five: After every screening, organise discussions about the film topic. A volunteer or youth worker can ask some questions to enhance reflection. When the activity is over is a good moment to ask participants to fill the questionary. After watching the movie, we may not have much time for discussion. It is recommend ed to choose a film of around 90 minutes to be able to dedicate at least 30 to the debate. Some questions that help guide the debate:
* What is the message of the movie?
* How can we transfer what the film tells to our re ality?
* Does it offer us any learning?
* Has it helped us see certain situations from a new perspective?
The moment of debate and discussion can be a good occasion to understand if the group of spectators has changed mood because of the film or its theme. Before starting the debate, we can talk about this, without ig noring the fact that our emotions affect us when em pathizing with other realities, but without letting this emotions take over our thinking. Each person takes turns expressing how he/she has felt, and together, try to focus this emotions towards critical reflection.
Let us think: what has affected me from what I have seen? Perhaps I have witnessed an injustice? What could we do to change this situation?
After
When the cycle is over, it takes time to assess how the activity went. How many people have participated, what kind of audience (age, etc.) and review the work done to detect what could have been done better.
It is always advisable to have made a small photo registration of the public and the activity, to upload to networks or send, along with a press release, to local newspapers or publications.
Evaluation form example:
* Hoy many people participated:
* What was the age range of the participants
* Did the participants talked after the film:
* Which issues did they talk about:
* Were they interested in this topic:
195
Do's and don'ts
Make a careful selection of movies, showing diverse re alities. It's about breaking stereotypes about migratory experiences; The most advisable is to opt for films that address the theme from stories and protagonists of dif ferent kinds. Also to show the reality of your local en viroment: maybe your territory has experienced both outgoing and incoming migration, if there is any film or documentary showing that, chose it. If there is not, try to talk about it on the discussion after the film.
This is an activity that could fit into a larger project that you are working on in your youth center. Perhaps you are working on the month of awareness of migration realities, or the month of working on interculturality through artistic formats. Do not screen films whose ex hibition rights you have not purchased (unless they are freely licensed films).
Innovative aspects for the promotion of interculture
Interculturality is promoted from the generation of re flection on the situation and experience of migrants. Knowing the stories of people from different cultural backgrounds helps us to address the issue of intercul turality from its most present and most urgent per spective in our context: migration.
Video, links and external resources
References in which to discover films of migratory themes, interesting for our film cycle. Look for similar references in your context.
http://caostica.com/gizazinea/
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Overview of Leadership & Education
The Arc supports individuals with developmental disabilities and their families to be knowledgeable and to have the necessary skills and information to advocate and to educate the community about issues that affect individuals with developmental disabilities.
The Arc of Snohomish County is affiliated with The Arc of Washington State and The Arc of the United States. Programs are designed to foster inclusion and self-advocacy.
Building Leaders
The Arc identifies extended family members, siblings, guardians and
Individuals experiencing developmental disabilities who are interested in or want to actively participate in a leadership role.
Leaders receive information, training and support to effectively advocate for individuals with disabilities and to educate the community and state and local policy makers.
Leaders collaborate and partner with parent groups, organizations, schools, agencies and community members to address common needs and concerns among people with disabilities and those who support them.
Building Inclusive Communities
The Arc fosters inclusive communities that support people with developmental disabilities to fully participate in and contribute to all aspects of community life. The Arc provides information, has a variety of resource materials and trainings available to promote inclusion.
The Arc of Snohomish County
425-258-2459 www.arcsno.org
Partnering with Schools
The Arc of Snohomish County provides information, training and support to the following school districts:
Contact the Arc to connect with a parent liaison or learn about how to start a parent group in your school.
Promoting Accessible & Coordinated Transportation System
Community advocates participate on a variety of transportation committees in order to educate the community about the transportation needs and concerns of individuals with developmental disabilities.
Promoting Affordable, Accessible and Safe Housing Options
The ARC participates on a variety of housing committees; provides information, guidance and counseling to assist individuals to increase their independent living skills and access affordable housing.
Stephani Perin-Earling
425-258-2459 x109
email@example.com
Supporting Self-Advocates
L.E.A.D. Coalition
Leadership, Education, Advocacy and Determination
The L.E.A.D. Coalition provides leadership development, training, mentoring, education and support to self-advocates' and self-advocacy groups. The Coalition educates individuals about their rights as participating members of their community and how their active participation promotes inclusion of individuals with developmental disabilities.
The Coalition educates policy makers, local organizations and members of the communityat-large.
Women's Self-Advocacy (ICAN) Independence, Community & Advocacy Now
Provides an opportunity for women, age 16 and older to share resources, learn advocacy skills and increase opportunities to participate in their community.
Men's Self-Advocacy Group
Provides an opportunity for men, age 16 and older to learn about resources and obtain the necessary tools for independent living, leadership and advocacy.
Snohomish County Transition Club
Students ages 18-21, meets once a month during the school year to increase selfadvocacy and independent living skills and learn about community resources.
Corinna Fale
425-258-2459
firstname.lastname@example.org
Supporting Families
Snohomish County Parent / Family Coalition
The Parent/Family Coalition is made up of families, siblings, foster parents, grandparents, guardians and other interested community members.
The Coalition provides information and education about legislation and public policies at the local, state and federal level.
The Coalition disseminates information and teaches families about the social service system, resources in their community, and how participation in their local community increases integration and inclusion of all people with developmental disabilities.
For legislative updates www.snocopfc.blogspot.com
Kelly Church email@example.com Tracie Diemert firstname.lastname@example.org 425-258-2459
What Families Say About Self Advocacy and Leadership
"When I met face-to-face with my representatives I realized I was not just representing myself, my sister, or my agency but my entire community." …Andrew U.
"The Arc's programs build better parent leaders. The training and support provided helps all of us reach out to other parents, resulting in a stronger advocacy community throughout Snohomish County."…Amy P.
The Arc of Snohomish County
2500 Hewitt Ave, Suite 300
Everett, WA 98201
email@example.com www.arcsno.org
425-258-2459
Shayne Nagel, Executive Director firstname.lastname@example.org
Snohomish County
Human Services
Developmental
Disabilities
Of Snohomish County Advocates for the Rights of Citizens with Developmental Disabilities
Leadership and Education
"Never doubt that a small group of thoughtful committed citizens can change the world; indeed it's the only thing that ever does" Margaret Mead
Mission Statement
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