text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Bullying
The district prohibits bullying on school property, at school-sponsored or school-related activities, or in any vehicle operated by the district. Bullying may be verbal or written expression or expression through electronic means, or physical conduct. Bullying is not tolerated by the district and any student or parent of a student who believes that the student or another student has experienced bullying or that a student has engaged in bullying is encouraged to immediately report the incident. Retaliation against anyone involved in the complaint process is a violation of district policy and is prohibited. Students or parents may report an alleged incident of bullying, orally or in writing, to a teacher, counselor, principal or other district employees. Any District employee who suspects or receives notice that a student or group of students has or may have experienced bullying will immediately notify the principal or designee. We encourage you to communicate with your designated campus administrator during this time.
Definition of Bullying:
Bullying occurs when a student or group of students engages in written or verbal expression, expression through electronic means, or physical conduct that occurs on school property, at a school-sponsored or school-related activity or in a vehicle operated by the district that:
* Physically harms a student/s
* Damages a student/'s property
* Places a student/s in reasonable fear of harm to themselves or their property
* Is sufficiently severe, persistent, or pervasive that the action or threat creates an intimidating, threatening, or abusive educational environment for a student/s.
One of the questions that often comes up is about how we handle bullying in the counseling office.
Bullying is an intentional act of aggression from one student or group of students to another. It is repeated over time and often involves an imbalance of power between the "Bully" and the "Target." Bullying can be physical (hitting, pushing, pulling hair), verbal (name calling, spreading rumors, threatening), sexual (making suggestive comments or creating an uncomfortable environment) or electronic (texting, social media).
When we have bullying types of behaviors reported to the counseling office, our counselors first talk to all of the students reported to be involved. There are some behaviors that we initially handle in the counseling office, such as name-calling or spreading rumors. Other behaviors will be referred directly to the assistant principals for a disciplinary response, such as any time there is a physical interaction.
What we find is more often better categorized as peer conflict rather than bullying. Peer conflict often results in similar behaviors as bullying, however it typically does not involve an imbalance of power, it is often a one-time event, and/or it is not always an intentional act. Whether it meets the standard of bullying or not, our goal is always to raise awareness among our students, and to encourage kind behavior in the future.
When a bullying behavior is reported to the counseling office and we determine that it does meet the district's definition of bullying, we will complete the district's bullying procedure, which involves putting a plan in place to ensure that the behavior does not continue, informing the parents, and notifying the assistant principals. Documentation is kept in a central file so that if the bullying continues we will have documentation of the interventions put in place in order to pursue further disciplinary consequences.
When the bullying behavior is determined to be peer conflict, we will offer to do peer mediation with both students to help them work through the problem together. This helps to build our students' communication skills, conflict resolution skills, assertiveness and confidence. We also talk about what changes our students need to make in order to avoid problems with each other in the future. At the elementary level, we also utilize an approach called Restorative Practices, which enables student communities to identify issues, talk about them, and develop a consensus on how to resolve them. The injured party is able to express how and why they were hurt, and the offending party is given the opportunity to make amends and restore the community in a positive way. This approach has had a great positive effect on our elementary campuses, and we are excited to begin to bring the practices up to middle school.
Through our guidance time at the elementary and middle school levels, we teach lessons on bullying every year. We believe that it is important to continually set an expectation of kindness and respect for all of our students. We also encourage them to not just be bystanders and allow others to be treated poorly, but to be "up-standers" and intervene. We teach them how they can safely and responsibly intervene to make it clear that we are all part of the same community.
Students have multiple avenues to report bullying concerns. They can come into the counseling office and report them directly to us. However, we also know that many students are not comfortable reporting concerns and may not be willing to come in and talk to us. As such, we also have the option to report bullying anonymously through our partnership with the Friends for Life hotline. Students can report over the phone, through a website or even by text.
Friends for Life:
Call: 817-469-TIPS (8477) Text: "TIP117 PLUS YOUR MESSAGE" to 274637 www.469tips.com
If you, as a parent, ever have a concern about bullying or bullying behaviors in any GCISD school, please call your school counselor. We really want to intervene and make sure that the behaviors do not continue, that all of our students feel safe and secure at school, and that our students are treating everyone with kindness and respect. We appreciate any help you can give us in that endeavor!
However, there are also some things that parents should not do in this situation.
Please do NOT:
* Confront the child who is bullying and/or parents
* Tell your child to stand up to the bullying with physical force
* Blame your child for being bullied
* Keep the bullying a secret
* Tell them to just ignore it
* Tell them to bully the other child back
For more information on bullying, you can explore the following resources:
Bullying Information for Parents Power Point
Tips for Parents
Http://www.stopbullying.gov http://www.thebullyproject.com/
http://www.violencepreventionworks.org/public/bullying.page http://cyberbullying.us/resources/parents/
http://www.ncpc.org/topics/bullying | <urn:uuid:ab5a41d2-35d8-4899-9c6d-1d49d72e3b06> | CC-MAIN-2021-21 | http://weimarisd.org/upload/page/0229/docs/Bullying.pdf | 2021-05-09T22:57:26+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989018.90/warc/CC-MAIN-20210509213453-20210510003453-00595.warc.gz | 55,432,005 | 1,284 | eng_Latn | eng_Latn | 0.995287 | eng_Latn | 0.998222 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2604,
5925,
6624
] | [
3.375
] | 1 | 2 |
Toxic Algal Blooms: What you need to know
People and animals, particularly dogs, should stay out of the water at locations where toxic algal bloom warnings are in place.
The algae can produce toxins harmful to people and animals including dogs.
A low cover of algae can occur naturally but can increase rapidly during warmer months.
Algal blooms are influenced by:
* the combination of available nutrients in the water and sediments (such as nitrogen and phosphorus);
* a sustained period of low and stable flows; and
* favourable weather conditions (such as increased temperature and calm days).
Not all cyanobacterial blooms are visible and toxin concentrations can vary over short periods and can persist after the blooms disappear.
Avoid contact with the water if a health warning is in place.
Local authorities may place warning signs at affected locations but these may not be seen at the numerous river access points. Therefore people and dog-walkers should treat every low-flowing river cautiously.
How you can prevent being affected and what to do if feel sick
Exposure to algal bloom toxins may cause skin rashes, nausea, stomach cramps, tingling and numbness around the mouth and fingertips.
Visit your doctor immediately if you experience any of these symptoms. Let them know if you've had contact with algal mats or water in this area.
Dogs and other animals should be taken to a vet immediately if they come into contact with these contaminated waterways.
You should also wash your hands thoroughly if you come into contact with contaminated waterways or when handling ducks, fish or shellfish from these affected locations.
No one should drink the water – even boiling the water does not remove the toxin.
It is recommended that the gut and liver of fish is removed and the fish washed with clean water before cooking or eating, if caught in affected waterways.
The gut of ducks should also be removed prior to cooking and eating.
Shellfish should not be collected or eaten if collected from affected areas.
Find out more about potentially toxic algal blooms on the Environment Canterbury website.
You can also contact your nearest Community and Public Health office for more information.
Facts about cyanobacteria in rivers
* Appears as dark brown/black mats attached to rocks in or along the riverbed.
* Although high river levels will remove the algal bloom, detached mats can accumulate along the shore and increase the risk of exposure to toxins.
* It often has a strong musty smell.
Visit the Environment Canterbury website for information on current river warnings.
Updated: February 2020
Facts about cyanobacteria in lakes
* Avoid all contact if the water is cloudy, discoloured, or has small globules suspended in it.
* Nutrient overload – especially nitrate and phosphorous levels – can contribute to the risk associated with the development of toxic algae blooms in lakes.
Visit the Environment Canterbury website for information on current lake warnings.
Updated: February 2020 | <urn:uuid:77f286e8-1d51-4857-85ca-047ee0cc7030> | CC-MAIN-2021-21 | https://www.cph.co.nz/wp-content/uploads/toxicalgalbloomfaq.pdf | 2021-05-09T23:34:14+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989018.90/warc/CC-MAIN-20210509213453-20210510003453-00595.warc.gz | 731,008,162 | 589 | eng_Latn | eng_Latn | 0.99797 | eng_Latn | 0.999004 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2633,
3031
] | [
3.390625
] | 2 | 0 |
The Sea-king in his palace under the water heard the sound of bitter weeping on the shore. "Somebody is in trouble," he said. "I must see what is the matter."
He changed himself into a fish and swam to the shore to look. A woman walked along the beach, wailing loudly.
"Why do you weep?" asked the Sea-king.
The woman stopped, looked into the water and saw the fish, and guessed that he must be the king.
"I weep because I have lost my husband, " she replied. "We quarrelled, and he left me. He lives now in the next village. Why we quarelled I hardly know, for indeed we love one another. I have been to the village to beg him to come back to me. He would have come, but his friends laughed at him for yielding, so I return alone and sorrowful. "
She told her tale with such heartbroken sobs that the Sea-king's pity rose on her behalf .
"I will send a message to the village; may be your husband will soon return to you, " he said. "Go quietly home and await events." The wife went home, not much comforted. She was doubtful of the Sea-king's power on land.
The Sea-king himself had no doubts. He called a sea-gull. "Go to the village near by, " he said, "and tell the people to restore the husband to the wife. Say that I, the Sea-king, command it.”
The sea-gull flew with the message. "Restore the husband to the wife, " she called from the wall surrounding the village. "It is the great Sea-king who sends the word. "
"The Sea-king! Who obeys him?" laughed the villagers. "Go back. Tell your Sea-king that the husband stays with us as long as we desire it. "
The gull returned with the insulting message.
"The Sea-King is angry." Illustration by unknown artist, published in Maoriland Fairy Tales by Edith Howes (1913), Ward, Lock, and Co.
The Sea-king was pale with anger. "They dare to laugh at me and doubt my power! " he cried. "They shall pay for this. I will teach them to obey."
From his palace he sent a summons to all fighting fish, big and little , to come to his aid. They crowded round his palace in their smooth grey coats , which in those days were one and all alike .
"Soldier- fish!" said the king, "your help is needed. Sharpen your teeth and polish your skins this night, for in the morning we go to battle with men. On land my power has been insulted. "
The fish spent the night in polishing their already shining skins and sharpening their teeth and the spines of their fins and tails. In the morning they swam in ranks before the palace doors, ready for the fight .
The Sea-king swam out, changed to the likeness of the biggest fish of all . Placing himself at their head, he led them to the battle. Below the sea they swam in their hundreds of thousands, rising to the surface as they neared the shore .
Scrambling up the beach, they marched across the country to the village.
The people of the village, seeing them coming, ran out to watch this strange army––fish marching on dry land .
"What a joke" they said. "Whoever saw this before?"
One man, wiser than his fellows, shouted , "It is the Sea-king's army. This is no joke, but grim war. Remember, we laughed at the Sea-king' s power. To your houses for your spears and axes! "
Some one cried , "But fish cannot fight with men. "
"We must destroy this army or it will destroy us, " replied the first .
The men ran to their houses, caught up their spears and axes, and came out to fight the fish.
Now began the strangest battle ever seen. Over the wall of the village slid the great fish army, rank on rank, column after column , until the ground between the houses was covered with their moving bodies. The men speared and hacked and cut at the fish, while the fish fought fiercely with sharp teeth and spiked fins and flapping tails, or threw the men by wriggling with polished skins beneath their feet .
The battle raged all day. The men fought for supremacy , but the numbers and the courage of the fish wore them out . When evening came , on all sides men lay wounded and beaten ; the fish army had won .
The Sea-king stood high in his kingly shape again , looking down on the beaten men .
"You will send back the husband to the wife, " he commanded .
"Yes, " they answered .
"You will never again laugh at my power on land?"
"No."
"That is well. Bid the husband stand before me . "
The husband came. "Back to your wife! Quarrel no more. Treat her kindly and be happy, " said the King .
Without a word the husband turned and went home to his wife, to live with her happily ever after .
The Sea-king led his victorious army back to his sea-palace. "You have done nobly, " he said . " Ask me what boon you will , and if it is mine . to give you shall have it. "
One by one the fish swam up and stated each his heart ' s desire . One by one their requests were granted. Most of them had seen strange sights upon the land, colours and forms such as were never seen below the sea. From these they chose their gifts. A Cod had gazed upon the gorgeous colours of the sunset, and asked for these upon its back. Another preferred to wear the soft blue of the summer sky. One had seen a boy 's kite , and wished to resemble it in shape; that is why today the Skate is broad and flat. One wished to be red like blood, and to be able to groan like a wounded man; and so you may always hear the Gurnet groan when it is caught. One asked that a spear might be fixed at the end of his nose ; to this day he carries it there, and men call him the Guard-fish .
So, in turn, every soldier won what he most desired . This is how the fish obtained their varying shapes and colours. These are their rewards for bravery .
Read more fairy tales on Fairytalez.com | <urn:uuid:c8531ae8-7f5a-48b2-bdae-dcc81a3a7474> | CC-MAIN-2021-21 | https://fairytalez.com/the-sea-kings-victory/pdf/ | 2021-05-09T21:53:51+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989018.90/warc/CC-MAIN-20210509213453-20210510003453-00594.warc.gz | 276,229,470 | 1,346 | eng_Latn | eng_Latn | 0.999781 | eng_Latn | 0.999809 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1259,
1619,
3810,
5661
] | [
2.484375
] | 1 | 0 |
Appleton Academy
2019/20
What does the council and our school offer children with special educational needs or disabilities (SEND)?
(This is called 'The Local Offer or Summary of Provision')
We are a fully inclusive school who strives to ensure that all pupils achieve their potential personally, socially, emotionally and academically in all areas of the curriculum (regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs). This document is intended to give you information regarding the ways in which we support all of our pupils, including those with SEND, in order that they can realise their full potential. It may not list every skill, resource and technique we employ in order to achieve this as these are continually developed and used to modify our provision to meet the changing requirements for individual pupils. We implement a graduated approach; this is based on an Assess-Plan-Do-Review 3 range structure. Other useful documents such as our SEND and Inclusion policy are available on the school website.
If you would like any further information about Appleton Academy's Local Offer you can access the following document: "The Local Offer or Summary of Provision for children and young people with special educational needs or disabilities" via the link: guidance from Bradford Metropolitan District Council's Children's Services for SEND. https://localoffer.bradford.gov.uk/
If a child has an 'Education, Health and Care Plan', then we provide the support detailed in the plan.
Specialist Provision the School Offers When Required (These are continually developing)
- Individual Learning Programmes and Additional Teaching
- Learning Mentors
- Speech and Language Therapy in school
- Nurture provision
- Psychotherapy sessions, mentoring, social intervention groups with Assistant Heads of Year and School Healthcare Practitioner
- CBT and mindfulness
- Performing arts provision
- Dockside, Lexia
- Success in Arithmetic
- School Healthcare Practitioner – to support family and school with child's health and medical issues and to link with other health professionals
- Dyslexia Friendly classrooms and support with writing
- Lego therapy
- EAL/N2E support both in lessons and for 1-1/group support
- Assistive technology
- Mental health champions to support pupils with mental health concerns (anxiety, worry etc.)
- School social worker to support the contextual situation surrounding each child (focusing on the 'whole child')
Partnership With Parents
To ensure effective communication and partnership, staff aim to:
- Encourage parents to make an active contribution to their child's education
- Recognise the value of the knowledge, feelings and wishes of the parents at all stages
These aims are achieved by:
- Holding regular review meetings with parents and children to discuss concerns, methods of intervention and to set future targets, supporting parents to help their child at home towards these too.
- Holding parental consultation meetings and inviting parents in to class to see how their child learns.
- Providing support from the SENDCo, school social worker, parent involvement worker and class teachers.
Out of School Hours Activities – Before and After School and at Lunchtimes
We have a varied menu of activities available to children. The aim of our clubs is to engage as many children as possible;
- The clubs will include groups such as Target Reading, Writing and Maths work, Enhancing Physical Literacy, Outdoor Learning, IT skills, Sports, Arts and Music, Drama, Homework and Reading Clubs.
- Outdoor Education provision- mountain biking, climbing, team-building games, archery, dragon-boating (curriculum and after-school clubs) Small group targeted programmes are delivered to pupils to improve social skills and emotional resilience, for example lunch-time nurture clubs, breakfast nurture groups, performing arts drama group.
- Activities are offered across the different Key stages and all children are invited to apply.
Provision is adapted for children with SEND to ensure they can participate fully.
Appendix: Our Offer At Ranges 1 To 3 For Each Area Of SEND Is Described Below.
Range 1
Range 2
Range 3
Glossary of terms; Autistic Spectrum Conditions
SALT: - Speech and Language Therapy
ACC: - Alternative and Augmentative Communication
SCERTS: - Social Communication Emotional Regulation Transactional Support (www.autismspeaks.org)
B-Squared/PIVATS: - Performance Indicators for Value Added Targeting
ABA: - Applied Behaviour Analysis (www.autismspeaks.org)
IEP: - Individual Education Plan
Glossary of terms; Speech, Language and Communication Needs
SALT:- Speech and Language Therapy
ACC:- Alternative and Augmentative Communication
SERTS:- Social Communication Emotional Regulation Transactional Support (www.autismspeaks.org)
B-Squared/PIVATS:- Performance Indicators for Value Added Targeting
VAK:- Visual, Auditory and Kinaesthetic
IEP:- Individual Education Plan
| | | Range 1 | Range 2 |
|---|---|---|---|
| Cognition and Learning Needs: | Moderate Learning Needs | Assessment Part of normal school and class assessments. e.g. LD Baseline Planning Normal curriculum plans include QFT strategies Parents and children involved in monitoring and supporting their targets. Grouping for teaching Mainstream class with flexible grouping arrangements. Opportunities for small group work based on identified need e.g. listening/thinking. Human Resources/Staffing Main provision by class/subject teacher with advice from SENDCO. Additional adults routinely used to support flexible groupings and differentiation Curriculum & Teaching Methods Differentiation by presentation, activity and/or outcome. Simplify level/pace/amount of teacher talk. Emphasis on identifying and teaching gaps highlighted by LD Baseline assessment. Opportunities for skill reinforcement/ revision /transfer and generalisation. | Assessment SENCO may be involved in more specific assessment and observations. e.g. B Squared /PIVATS specific screening tools SENDCO may seek advice from education and non-education professionals as appropriate. Planning Curriculum plan reflects levels of achievement; progress is tracked via school tracking or CASPA. Pupil and parents are involved as above Grouping for teaching Mainstream class with enhanced differentiation, regular targeted small group support. Time limited programmes of small group work based on identified need. Opportunities for 1:1 support focused on specific targets, with outcomes closely monitored. Advice from LD/EP is reflected in targets. Human Resources/Staffing Main provision by class/subject teacher with support from SENDCO and advice from specialist teachers as appropriate. Additional adult, under the direction of teacher, provides sustained targeted support on an individual/group basis. May include withdrawal on a time limited basis, entry and exit criteria clearly stated. Curriculum & Teaching Methods |
- Programme includes differentiated and modified tasks within an inclusive curriculum.
- Programmes to consist of small achievable steps.
- Modify level/pace/amount of teacher talk to pupils' identified need.
- Pre teach concepts and vocabulary
- Emphasis on using and applying and generalisation of skills.
- Individual targets within group programmes and/or 1:1 carefully monitored and reviewed.
Glossary of terms; Moderate Learning Needs
SENDCo:- Special Educational Needs and Disability Co-ordinator
LD:- Learning Difficulties Support Team Baseline Assessment
EP:- Educational Psychologist
IEP:- Individual Education Plan
| Range 1 | Range 2 |
|---|---|
- Ensure transfer and generalisation of skills has occurred before teaching anything new.
- Small steps targets within group programmes and/or 1:1
- Differentiated curriculum with some modification and alternative recording programmes including ICT if appropriate.
Glossary of terms; Specific Learning Difficulties
QFT: - Quality First teaching (class based teaching)
Madeleine Portwood – resources to target all aspects of development in young children
SENDCo:- Special Educational Needs and Disability Co-ordinator
LD:- Learning Difficulties Support Team Baseline Assessment
EP:- Educational Psychologist
IEP:- Individual Education Plan
HLTA:- Higher Level Teaching Assistant
Range 1
Range 2
Social, Emotional, Mental Health
Assessment
- Part of normal school and class assessments. SENDCO or other staff may be involved in more specific assessment and observations.
- Records kept to include observations assessment of context, structured, unstructured times, frequency, triggers,
- Pupil self assessment methods used.
- Risk assessments of difficult times of the school day
-
- Progress should be a measured change in their behaviour and learning following each review cycle
Recognition of learning styles and motivational levers
Planning
- Individualised programme of support related to assessments implemented. Key worker identified
- Pupils involved in setting and monitoring their targets
- Parents involved regularly and support targets at home
Pupils response to social/ learning environment informs cycle of IEP/IBP formulation and implementation
Grouping for Teaching
- Mainstream class with attention paid to organisation and pupil groupings
- Time limited mainstream classroom programme of support, which relates to assessments
- Opportunities for small group work based on identified need e.g. listening/thinking/social skills.
- Small group work to learn appropriate behaviours and for associated learning difficulties
- Individual programme based on specific need
Human Resources/Staffing
- Main provision by class/subject teacher staff and resources usually available in the classroom.
Assessment
- As range 1 plus More detailed and targeted observation i.e. interval sampling
- Assessment related to intervention strategy
- Use and analysis of assessment tools
- Pupil self assessment extended to inform IEP/IBP
-
- More detailed recording, monitoring of frequency, intensity, ABCs over a range of contexts, STAR analysis charts.
Wider assessments for learning/other SEN
- Determine engagement of necessary education/ non-education support services possibly leading to TAC
Planning
- Curriculum plan reflects levels of achievement and includes individually focused Behaviour Support Plan targets e.g. specific behaviour targets related to assessment: consideration of adapted timetable
- Identifying non educational input
- Additional steps taken to engage pupil and parents as appropriate
- Requires effective communication systems enabling all involved to provide consistent support
- TAC processes determine holistic support plan Grouping for Teaching
- In addition to the provision at range 1 identified daily support to teach social skills/dealing with emotions to support the behaviour learning targets
- Time-limited programmes of small group work based on identified need On going
- Mainstream class with regular targeted small group support
- Tasks and presentation increasingly individualised and modified in an inclusive curriculum
- Ensure transfer and generalisation of skills has occurred before teaching anything new.
- Visual cues to support auditory information at all stages of delivery.
- Small steps targets within group programmes and/or 1:1
Range 3
Assessment
- As Range 2 plus more systematic application of assessment tools
- Involvement of education and non-education professionals as appropriate through TAC processes
Planning
- Behaviour and curriculum plan closely tracks levels of achievement and all IEP targets are individualised, short term and specific
- Access to additional resources are accurately accounted for
- More frequent involvement of parent/carer to engage pupil.
- Prevention placement managed through joint school/PRU support programme
- CAF Multi-agency planning processes specifies contribution of individual services and lead practitioner. Inter-agency communication established and maintained
- Prevention placements co-ordinated by Secondary Panel
Grouping for Teaching
- Mainstream class, predominantly working on modified curriculum tasks
- Daily opportunities for 1:1 support focused on specific SEMH/learning targets
- Frequent opportunities for small group work based on identified need
- PRU prevention placements offers intensive individual and small group support
Human Resources/Staffing
- Main provision by class/subject teacher with support from SENCO and advice from education and non-education professional as appropriate
- Daily access to staff in school with experience of SEMH, e.g. behaviour support worker, lead behaviour professional, SENDCo
- Support/advice from SENDCo with assessment and planning
- Close monitoring to identify "hotspots"
- Additional adults routinely used to support flexible groupings, differentiation and some 1:1
- Support for times identified by risk assessments
- Close liaison and common approach with parents/carers
Curriculum &Teaching Methods
- In class differentiation of the curriculum and supporting materials enabling full access to the curriculum
- Increased differentiation by presentation and/or outcome
- Strategies developed shared with school staff, parent/carer
- Simplify level, pace, amount of teacher talk/ instructions
- Opportunities for skill reinforcement/revision/transfer and generalisation
- Increased emphasis on identifying and teaching to preferred learning style
- Some use of specific group or 1:1 programmes Preparation for any change and the need for clear routines.
opportunities for 1:1 support focused on specific IEP targets
Human Resources/Staffing
- Main provision by class/subject teacher with advice and support from SENDCo as appropriate
- May include withdrawal
- Additional adult, under the direction of teacher, provides sustained targeted support on an individual/group basis
- Additional daily support provided within school to support learning and behaviour
- Encouragement and inclusion in an extra curricular activities.
- Increased parental/carer involvement and multiagency support services to plan and regularly review IEPs PSP
- Identification of 'key worker' with clear specification of role
Curriculum &Teaching Methods
- Modify level/pace/amount of teacher talk to pupils' identified need.
- Teaching approaches should take account of the difficulties in the understanding of social rules and expectations within the classroom
- Individual targets within group programmes and/or 1:1
- Emphasis on increasing differentiation of activities and materials and take account of individual learning styles
- Regular small group work with an increasing emphasis on relationships, emotions, social skills, conflict resolution
- Short term individual support focusing on listening, concentration, social skills, solution focused approaches
- Consideration of an alternative, differentiated curriculum that allows flexibility to teach according to emotional needs, not chronological age, play, creative activities, drama
At least 2 of the above
Glossary of terms; Social, Emotional and Mental Health
SEMH: Social, Emotional and Mental Health
PALZ: Organisation to support pupils with Social, Emotional and Mental Health difficulty
CAMHS: Child adolescent mental health service
IBP: Individual behaviour plan
IEP:- Individual Education Plan
SENCO: Special Educational Needs and Disability Co-ordinator
TAC: Team around the child
Curriculum &Teaching Methods
- Teaching focuses on both curriculum and SEMH outcomes throughout the school day
- Tasks and presentation personalised to pupil's needs.
- Individualised level/pace/ amount of teacher talk.
- 1:1 teaching for the introduction of new concepts and the reinforcement of classroom routines and expectations
- Learning style determines teaching methods
- Small steps targets within group programmes and/or 1:1 work tasks
- Targets are monitored with the pupil daily targets
- Accessing mainstream lessons for most of the time with complimentary access to LSU or other internal support arrangements
PRU prevention placements
We have a number of staff across school who are TEAM TEACH trained and are fully qualified to restrain a child should the rare occasion arise. Recording and reporting forms are kept in a locked cupboard in the SENCOs office.
| | | Range 1 | | Range 2 | Range 3 |
|---|---|---|---|---|---|
| Hearing Impairment | Assessment and Planning Part of school and class assessments Normal curriculum plans include individual/group targets Grouping for Teaching Mainstream class Attention to seating, lighting and acoustics Human Resources/ Staffing Main provision by class/subject teacher Agreed joint written Advice from CCG and Support Team for Deaf Children (STDC) on effects of hearing loss, classroom management. Advice given by hospital audiologist. Curriculum & Teaching Methods Full inclusion within National Curriculum | | Assessment Part of school and class assessments Possible use of speech audiometry and other specialist tools to assess access to spoken language in class on request to STDC Planning Normal curriculum plans include individual/group targets Grouping for Teaching Mainstream class Attention to seating, lighting and acoustics Human Resources/ Staffing Main provision by class/subject teacher Single piece of work on referral: Contact family Visit school: Observe pupil in class Speak to pupil Speech discrimination Gather data on progress Advise staff (class teacher / SENDCO) Written report circulated to school, family, hospital Additional support if needs change on request from school Curriculum & Teaching Methods Full inclusion within National Curriculum Teaching methods which facilitate access to the curriculum, social/emotional development and class participation | | |
Glossary of terms: Hearing Impairment
CCG: - clinical commissioning group – This is an NHS organisation set up by the Health and Social Care Act 2012 to organise the delivery of NHS services in England. Used to provide support and advice.
STDC:-Support team for deaf children
TOD:- Teacher of the Deaf
PIM:- Pupil inclusion mentor
SALT:- Speech and language therapy HI:- Hearing Impairment
Glossary of terms: Visual Impairment
VI - Visual Impairment
CCTV (closed circuit television) - Not a security feature, but a magnifying camera which can enlarge things on a monitor screen so that people with visual impairment can access text. Some are portable and can store images from the board or at a distance, to be viewed on screen.
Central vision - What can be seen in colour and detail with the macula, when looking straight at the target.
Educationally blind - Not having enough sight to be able to access the curriculum without very significant adaptations (e.g. Braille).
Functional Blindness - Vision so severely reduced that a person is unable to function visually and has to use other senses. Partial Sight Reduced vision: officially visual acuity between 6/60 and 3/60 (registered as partial sight).
| | | Range 1 | | Range 2 |
|---|---|---|---|---|
| Multi- Sensory Impairment | See HI and VI guidance | | See HI and VI guidance | |
Glossary of terms Multi-Sensory Impairment
MSI – Multi-Sensory Impairment
QTMSI – Qualified Teacher Multi-Sensory Impairment
Acquired deaf blindness – A combination of visual and hearing impairment which occurs or impacts after the development of a first language.
BSL Interpreter - An interpreter who interprets from spoken English to British Sign Language (BSL) and BSL into spoken English (voice over). The interpreter may use Visual Frame (signing within a limited space appropriate to the needs of the deaf blind person's vision) or Hands On/Co-Active tactile signing (see below).
Co-active / hands on signing- Deaf blind children or young people may use co-active or 'hands on' signing, which involves placing their hands under the hands of the adult to receive information (receptive) or placing their hands over the hands of the adult to give information (expressive
Circle time activities to help build self esteem.
Curriculum & Teaching Methods
- Pre handwriting assessment and relevant skills practice
- Dressing and undressing skills programme.
- Access to gross motor skills assessment.
May need access to basic equipment such as pencil grips, stubby handled paint brush.
Resources
- Main support from foundation stage practitioners/class teachers with support from SENDCO.
- Dressing and undressing skills programme.
- Access to appropriate ICT equipment.
- May need specialist seating and or furniture or equipment.
Resources
- Main support from foundation stage practitioners/class teachers with support from SENDCO and or specialist support service when needed
- Some support/ supervision may be needed to meet hygiene needs and or outside play and at lunch time
Curriculum & Teaching Methods
- Programme to support pre handwriting and handwriting skills.
- Differentiated writing materials and equipment.
- Differentiation to PE curriculum.
- ICT equipment to aid recording and possibly AAC.
- Dressing and undressing skills programme.
Will need specialist seating and or furniture or equipment.
Resource
- Flexible use of classroom support to access curriculum and develop skills in recording.
- Staff in school trained for manually handling/sling and banana board transfers.
Training and advice from specialist support service for teaching and support staff.
Glossary of terms Physical Difficulties
AAC - Augmentative and alternative communication is an umbrella term that encompasses the communication methods used to supplement or replace speech or writing for those with impairments in the production or comprehension of spoken or written language. AAC is used by those with a wide range of speech and language impairments, including congenital impairments such as cerebral palsy, intellectual impairment and autism, and acquired conditions such as amyotrophic lateral sclerosis and Parkinson's disease.
Outside Agencies
Below we have listed some of the outside agencies that may be involved in supporting pupils with SEND
Educational Needs Support Service:
Educational psychology, Small STEPS, Portage (pre-school – home-based), Service for physical disability, Hearing impaired service, TRACKS/Home tuition service, Visually impaired service, Education welfare service (attendance), Parent partnership service, Bradford behaviour support service, ASD HIT support and Downs Syndrome Support and Training service.
Health/social services:
Speech and language therapy, Occupational therapy, Specialist consultant, General practitioner, Paediatrics, Health visitor, School nurse, ESCAYP counselling, Child and adolescent mental health service – CAMHS, Social services, Physiotherapy and Podiatry.
- Input from additional adult to provide targeted support under the direction of teacher. | <urn:uuid:419dbf2b-bc25-4928-bc06-60d3473ab6ce> | CC-MAIN-2021-21 | https://appletonacademy.co.uk/wp-content/uploads/2020/02/Appleton-Academy.-Local-Offer_September-19.-Update-2-1.pdf | 2021-05-09T21:42:39+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989018.90/warc/CC-MAIN-20210509213453-20210510003453-00596.warc.gz | 123,695,269 | 4,544 | eng_Latn | eng_Latn | 0.832142 | eng_Latn | 0.990588 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2522,
4136,
4243,
4640,
7035,
7848,
13080,
16204,
18325,
19286,
20167,
23022
] | [
1.7890625,
2.75
] | 1 | 0 |
Anti-Bullying Policy
Governors' Committee: Curriculum
Lead Officer: Mr K Dyke
Date for Review: Autumn 2019
Aims of this policy
1. All staff, students and parents should understand what bullying is.
2. All staff should know what the school policy is on bullying, and follow it when bullying is reported.
3. All students and parents should know what the school policy is on bullying, and what they should do if bullying arises.
4. As a school, we take bullying seriously. Students and parents should be assured that they will be supported when bullying is reported.
5. Bullying will not be tolerated.
Definition
The Department for Education (DfE) defines bullying as 'Behaviour by an individual or group, usually repeated over a period of time, that intentionally hurts another individual or group either physically or emotionally'.
Bullying will not be tolerated at Plymstock School and is seen as the misuse of power. The school community has a duty to protect all its members and provide a safe, healthy environment.
Creating a climate to prevent bullying
While recognising that bullying happens in all schools and within the wider community, parents/carers and students at Plymstock School are encouraged to report incidents of bullying to any member of staff and be confident that action will be taken as per the school procedures set out in Appendix 1 to deal effectively with the victims of, and those responsible for, acts of bullying.
Education to prevent bullying will be provided to all students during their time at Plymstock School and appropriate behaviour will be reinforced during lessons and around the school site.
PLYMSTOCK SCHOOL
Curriculum opportunities are used to address bullying through:
* Subject areas e.g. EPC (Ethics, Philosophy and Culture)
* Life Education (Personal, Social, Health and Employment Education / Citizenship)
* Assemblies e.g. National Anti-Bullying Week, National Safer Internet Day
* Presentations and workshops from outside agencies e.g. Amber Initiatives
* Tutor time activities and discussions
* Peer Mentors
Students are encouraged to develop and understand:
* Patience
* Co-operation
* Empathy
* Understanding
As well as British Values:
* Mutual respect
* Democracy
* The rule of the law
* Tolerance of those of different faiths and beliefs
* Individual liberty
Plymstock School communicates its stance on bullying to all students via assemblies, tutor time, our student safeguarding leaflet, the student planner, our Life Education curriculum and day-to-day staff-student interactions/conversations. Plymstock School communicates its stance on bullying to all parents via emails, in the student planner and by publishing this policy on the school website.
Types of bullying
The school recognises that there are several forms of bullying and that they can be thought of as bullying if they are done maliciously, deliberately or persistently to hurt or upset or have that effect. Bullying can occur in many ways. For example:
Verbal
* Deliberate, unkind and persistent remarks.
* Racist, sexual or homophobic name calling.
* Name calling, sarcasm, persistent teasing.
* Being hurtful about appearance.
Emotional
* Spreading hurtful rumours.
* Writing graffiti or using images/offensive materials.
* Tormenting, humiliating.
* Excluding someone and leaving them out on purpose.
Theft/Damaging property
* Taking someone's bag deliberately and breaking it.
* Malicious damage to property e.g. pencil case, uniform etc…
Physical
* Pinching, punching, pushing, kicking and hitting.
* Any violence that is done on purpose to others.
Racist
* A racial taunt, graffiti, gestures.
* Making inappropriate comments regarding faiths and beliefs.
Sexual
* Inappropriate touching.
* Making sexual comments.
Cyber bullying
* Hurtful, harmful messages sent from individuals and groups.
* The use of ICT, particularly mobile phones and the internet, deliberately to upset someone else.
Homophobic
* Focusing on the issue of sexuality.
Signs and Symptoms
A child may indicate by signs of behaviour that he or she is being bullied. Adults should be aware of these possible signs and that they should investigate if a child:
* Is frightened of walking to or from school doesn't want to go on the school/public bus begs to be driven to school.
* Changes their usual routine.
* Is unwilling to go to school (school-phobic).
* Begins to truant.
* Becomes withdrawn anxious, or lacking in confidence starts stammering.
* Attempts or threatens suicide or runs away.
* Cries themselves to sleep at night or has nightmares feels ill in the morning.
* Comes home with clothes torn or books damaged.
* Begins to do poorly in school work.
* Has possessions which are damaged or 'go missing' asks for money or starts
stealing money to pay bully has dinner or other monies continually 'lost'.
* Has unexplained cuts or bruises.
* Becomes aggressive, disruptive or unreasonable.
* Stops eating.
* Is frightened to say what's wrong.
* Gives improbable excuses for any of the above.
* Is afraid to use the internet or mobile phone.
* Is nervous and jumpy when a cyber message is received.
This is not an exhaustive list. These signs and behaviour could indicate other problems, but bullying should be considered a possibility and should be investigated.
School procedures
The school recognises that bullying is never acceptable and will follow the procedures as outlined below:
1. Incidents of bullying should be reported immediately to any adult on the staff who in turn will report the matter to the appropriate Head of Year and tutor.
2. All students will be listened to, and individual issues understood. The school provides opportunities for students to report bullying so that they are assured that they will be listened to and the incident acted on.
3. Staff will take appropriate action on information given. It will be the professional judgement of senior staff to determine the nature of the problem and the appropriate level of response and course of action.
4. In most cases written accounts of the incident will be taken through discreet interviews where necessary and following investigation, the incident will be dealt with appropriately.
5. Incidents of bullying will be recorded on SIMS by type and outcome. This data is used for monitoring and evaluation and is shared with the governing body.
A variety of appropriate strategies may be used to deal with reported incidents:
* Apology from bully to victim (verbal/written).
* Discussion of victim's own behaviour leading up to the incident (incidents are not always clear cut).
* Positive steps to be taken with bully to encourage improved behaviour.
* Monitoring of bully after incident to see any repeated behaviour.
* Counselling of victim/bully.
* Parents /carers may be contacted by letter/telephone/invited into school, if appropriate.
* Implement disciplinary sanctions, including detentions/exclusions.
* Record incidents of bullying according to type on SIMS and use this data to monitor incidents of bullying in the school.
* Use specific organisations and resources for help with problems.
* Work with the wider community such as the police and children's services where bullying is particularly serious or persistent and when a criminal offence may have been committed.
The law and statutory guidance with respect to bullying
The Equality Act 2010
Under the Equality Act 2010, new duties on schools and other public bodies came into force from April 2011. The Act strengthens and simplifies existing equality legislation. The Act brings together existing duties not to discriminate on grounds of race, disability and gender which schools are already bound to comply with, and it extends these to include duties not to discriminate on the grounds of age, sexual orientation, religion or belief, or gender re-assignment. It places a requirement on governing bodies and proprietors of schools to eliminate discrimination and promote equal opportunities.
Safeguarding Children and Young People
Under the Children Act 1989 a bullying incident should be addressed as a child protection concern when there is 'reasonable cause to suspect that a child is suffering, or is likely to suffer, significant harm'. Where this is the case, the school staff should report their concerns to their local authority children's social care. Even where safeguarding is not considered to be an issue, schools may need to draw on a range of external services to support the student who is experiencing bullying, or to tackle any underlying issue which has contributed to a child doing the bullying.
Criminal Law
Although bullying is not a specific criminal offence in the UK, it is important to bear in mind that some types of harassing or threatening behaviour – or communications – could be a criminal offence, for example under the Protection from Harassment Act 1997, the Malicious Communications Act 1988, the Communications Act 2003, and the Public Order Act 1986. If school staff feel that an offence may have been committed they should seek assistance from the police. For example, under the Malicious Communication Act 1988, it is an offence for a person to send an electronic communication to another person with the intent to cause distress or anxiety or to send an electronic communication which conveys a message which is indecent or grossly offensive, a threat, or information which is false and known or believed to be false by the sender.
Monitoring and evaluation
The pastoral team with the Deputy Headteacher (Behaviour) will annually review bullying data and trends to see if this policy needs amending. The pastoral team will regularly evaluate and update their approach to bullying to take into account the developments in technology.
This policy will be reviewed by governors every two years. | <urn:uuid:4a4ff745-80da-42bc-9a36-11fe7b6de840> | CC-MAIN-2017-47 | http://plymstockschool.org.uk/wp-content/uploads/2011/07/Anti-Bullying-Policy-1.pdf | 2017-11-24T16:43:18Z | crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00532.warc.gz | 241,486,929 | 1,961 | eng_Latn | eng_Latn | 0.99714 | eng_Latn | 0.998459 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1661,
3494,
5311,
7996,
9844
] | [
4.09375
] | 3 | 0 |
Art and Design Curriculum Guide Year 9
| What will my son learn? | | |
|---|---|---|
| Autumn term Baseline test to ascertain skill level and contextual understanding. Observation and recording. Developing drawing skills. Developing design skills. Understanding of the formal elements. Investigation of artist and art movements. | Spring Term Observation and recording. Developing drawing skills. Developing painting skills. Developing 3D skills. Understanding of the formal elements. Investigation of artist and art movements. Refining ideas for an outcome. Evaluating work and processes. | Summer Term Observation and recording. Developing drawing skills. Developing printing skills. Understanding of the formal elements. Investigation of artist and art movements. Refining ideas for an outcome. Evaluating work and processes. |
How will my son be assessed?
Students are assessed using a number of skills encompassed under four main headings.
- Analyse
- Comprehend
- Resolve.
- Discover
Each skill has a level known as a step and year 9 students are assessed using mainly step one skills, two and three skills with some step four skills.
How can I support my son with Art and Design?
Encourage your son to:
- Practice observation drawing and photography.
- Read around the subject.
- Visit galleries and museums. | <urn:uuid:3291c886-00c5-40c1-9564-baa7553f1d32> | CC-MAIN-2017-47 | http://ernestbevin.org.uk/uploads/curriculum-guides-2016/art/7d6733587e3d35edd40cd0b3e0c19ff1276a3aea.pdf | 2017-11-24T16:32:42Z | crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00532.warc.gz | 103,206,193 | 310 | eng_Latn | eng_Latn | 0.99965 | eng_Latn | 0.99965 | [
"eng_Latn"
] | false | docling | [
1345
] | [
3.6875
] | 1 | 3 |
POP A BALLOON INSIDE A BALLOON
SCIENCE SAFETY
PLEASE follow these safety precautions when doing any science experiment.
- ALWAYS have an adult present.
- NEVER eat or drink anything when performing any experiment.
- ALWAYS wear the correct safety gear while doing any experiment.
- REMEMBER experiments may require marbles, small balls, balloons, and other small parts. Those objects could become a CHOKING HAZARD. Adults are to perform those experiments using these objects. Any child can choke or suffocate on uninflated or broken balloons. Keep uninflated or broken balloons away from children.
INGREDIENTS
- Magnifying Glass
- Clear Balloon
- Black Balloon
INSTRUCTIONS
STEP 1: Push the black balloon inside the clear balloon. Inflate the black balloon. Tie the black balloon.
STEP 2: Inflate the clear balloon, so the black balloon can move freely inside the clear balloon. Tie the clear balloon.
STEP 3: Using the magnifying glass, focus the sun's rays through the clear balloon, to the black balloon, and observe. Describe what happens when you place the clear balloon in the path of the rays of sunlight. Provide evidence that energy was transferred to the black balloon by the rays of sunlight.
EXPLANATION
The black balloon quickly pops. The magnifying glass allows you to concentrate the sun's rays through the transparent balloon to one spot on the opaque or black balloon, which eventually weakens the rubber, causing the balloon to pop. The black balloon pops while the transparent balloon stays inflated. The black balloon absorbs the sun's rays causing the balloon to heat up faster.
SCIENCE BACKGROUND
Light is energy you can see, which travels in a straight line until it hits an object. Once light hits an object it can reflect, refract, or absorb. Reflect mean to bounce off, refract means to bend, and absorb means to take in. Light transfers energy from one location to another. Transparent materials allow most light to pass through. Translucent materials allow some light to pass through. Opaque materials block all light from passing through.
I CAN STATEMENTS
I can plan and conduct an investigation to determine the effects of placing objects made of different materials in the path of a beam of light.
I can make observations to provide evidence that energy can be transferred from place to place by light.
NEXT GENERATION SCIENCE STANDARDS CONNECTION
1 – Waves: Light and
Sound
4 - Energy | <urn:uuid:666f14c0-3a69-4d5a-bb29-f6f5004cefa0> | CC-MAIN-2017-47 | http://hookedonscience.org/files/experiment_guide_POP_A_BALLOON_INSIDE_A_BALLOON.pdf | 2017-11-24T16:22:57Z | crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00532.warc.gz | 147,685,056 | 511 | eng_Latn | eng_Latn | 0.998012 | eng_Latn | 0.998012 | [
"eng_Latn"
] | false | docling | [
2438
] | [
4.1875
] | 6 | 0 |
Graphics Curriculum Guide
Year 11
How will my son be assessed?
Design and Technology is a practical subject area which requires the application of knowledge and understanding when developing ideas, planning, producing products and evaluating them. The distinction between Designing and Making is a convenient one to make, but in practice the two merge and pupils produce a portfolio and sit a written exam.
All GCSE public examinations will be taken in May 2017. All students will sit the GCSE exam paper which will determine 40% of their progression to the Product Design GCSE.
Unit 2 (Coursework base): 60%
Unit 1 (Externally-assessed examination): 40%
-
How can I support my son with Graphics?
- Pupils should be encouraged to read around the subject – including the CPG GCSE Product Design textbook. Reading lists and useful websites will be provided to students. Parents can also assist by monitoring the pupils' reading progress and encourage them to share and verbalise their thoughts on design concepts. Parents can also help by monitoring pupils planners, assisting with any homework or questions pupils may have and communicating with the teacher if there are any problems. | <urn:uuid:8a9d6980-4351-4c37-b493-e3f4ae185975> | CC-MAIN-2017-47 | http://ernestbevin.org.uk/uploads/curriculum-guides-2016/design-technology/7d83f78f161cd14fe52f21b5cdc6a10dddd1d01f.pdf | 2017-11-24T16:26:12Z | crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00537.warc.gz | 102,738,327 | 235 | eng_Latn | eng_Latn | 0.998457 | eng_Latn | 0.998457 | [
"eng_Latn"
] | false | docling | [
1192
] | [
2.296875
] | 1 | 0 |
March/April 2005
"Have a Heart" Blood Drive
We would like to thank everyone involved in our "Have a Heart" blood drive held at our Wilmington Headquarters on Friday, February 11th. The Massachusetts General Hospital Blood Donor Center came to Action Ambulance with one of its two mobile collection units. Overall, the blood drive was considered a great success—an average blood drive will collect 13 units of blood, our blood drive collected 20 units! We had many people who helped in getting the word out about our blood drive, supporting our donors, donating blood and providing coverage so other employees could come donate, thank you to all of you.
We have decided to hold another blood drive this summer and are working with the staff at MGH to schedule a date. If you are interested in being involved in our upcoming blood drive or would like to set one up for your facility or company, you can contact Kim Cronin at 617-726-8165 or visit the MGH website:
http://www.massgeneral.org/blooddonor/bdc_involved.htm
Volunteer blood donors are always in great need— donate and you could save a life!
Inside this issue:
| National Sleep Awareness Week | 2 |
|---|---|
| Town of Stoneham ALS Coverage | 2 |
| National Playground Safety Week | 2 |
| CVA—What is it and what are the signs | 3 |
| Daylight Saving Time—Spring Forward | 3 |
| Community Relations | 3 |
| Upcoming Community Events | 3 |
| Protecting Children from Internet Exploitation | 4 |
"If we had no winter, the spring would not be so pleasant; if we did not sometimes taste of adversity, prosperity would not be so welcome." Anne Bradstreet
National Sleep Awareness Week—March 28th—April 3rd
"The National Sleep Foundation invites you to participate in the annual National Sleep Awareness Week® (NSAW) campaign. Join us March 28th – April 3rd as we help America to SLEEP WELL TONIGHT FOR A BETTER TOMORROW!
with thousands of partners to promote the importance of quality sleep to health, productivity and safety.
tionwide and thousands of concerned citizens across the country who share our commitment to "Waking America to the Importance of Sleep®."
For more information, please visit the NSF website:
What is National Sleep Awareness Week? It's a major public education and awareness campaign conducted by the National Sleep Foundation in partnership http://www.sleepfoundation.org
NSAW 2005 provides a focus of activity involving NSF, its sponsors, the media, sleep centers na-
Action Increases Stoneham Town Coverage to ALS
On March 1st Action Ambulance attended the Town of Stoneham Selectman's Meeting to introduce the change in town coverage from Basic Life Support status to Advanced Life Support status.
providing ALS coverage to the Town of Stoneham, the residents of the town will now have advanced assessment and treatment within minutes of calling 911.
provide service to the Town of Stoneham and is committed to providing the best possible care to their residents.
This change took place after careful review of the calls that require an ambulance in the town of Stoneham and the level of care that would best service the patients. By
This was done at no increase in cost to the taxpayers in Stoneham and was met with praise from the town's people in attendance at the meeting.
Action Ambulance is proud to
National Playground Safety Week—April 25th-29th
National playground safety week is an opportunity for parents, schools, child care centers and care givers to focus on teaching children the importance of playground safety, to survey play areas to assure they are safe and to commit to providing safe playground equipment to our youngsters.
7. Slides should have ladders with handrails, steps with holes for drainage to reduce slipping and slides should be shaded to prevent overheating and burns on hot days.
The National Program for Playground Safety is launching a "Play S.A.F. E. Promise" campaign and is encouraging children to promise to play safe, while asking the adults to promise to provide a safe play environment. The National Program for Playground Safety has many articles and resources on their website to help you provide a safe play environment, it is:
http://www.uni.edu/playground Some tips they suggest for playground safety are:
Page 2
National Playground Safety Week is April 25th –29th, please be safe, use caution and have fun!
TAKE ACTION—HEALTH NEWS
1. Make sure adult supervision is always present at the playground.
2. Encourage children to play on age appropriate equipment.
swing and the area should be separate from climbing structures.
3. Survey the area and make sure there are no apparent hazards such as broken glass, pieces of metal, sharp rocks.
4. Make sure there is appropriate ground cover around equipment. Such as bark mulch, pea gravel or sand. Asphalt, cement and grass do not provide enough cushioning.
5. Inspect ladders and stairs. Make sure they are secure, in good condition and they have appropriate hand rails.
6. Check swing area for safety. Swings should be made of soft material, not wood or metal. There should be a 6 foot landing zone in front and behind each
CVA—What is it and What are the Warning Signs
CVA or Stroke is a cardiovascular accident that affects the arteries leading to and within the brain. When a blood vessel that is carrying blood to the brain is blocked by a clot or bursts, a stoke occurs. The area of the brain that does not receive the blood and nutrients it needs begins to die.
When an artery is blocked by a clot it is called an ischemic stroke, which is the most common type of stroke and accounts for approximately 88% of all strokes. If the blood vessel ruptures it is considered a hemorrhagic stroke or bleeding stroke.
When a person has a stroke they can suffer from paralysis, language, vision and cognitive deficits. In order to minimize the long term affects of a stroke, immediate attention and treatment is necessary. Recognizing the warning signs of a stroke is extremely important, listed below are the signs:
* Sudden numbness or weakness of the face, arm or leg, especially on one side of the body.
* Sudden confusion, trouble speaking or understanding.
* Sudden trouble seeing in one or
both eyes.
* Sudden trouble walking, dizziness, loss of balance or coordination.
* Sudden, severe headache with no known cause.
These are all signs of a possible stroke and should be considered life threatening, immediate medical attention needs to be given to any patient with these symptoms.
For more information on strokes you can visit the American Stroke Association website or call 1-888-4Stroke.
Daylight Saving Time—Spring Forward
Daylight Saving Time begins for most of the United States at 2a.m. on the first Sunday of April which is April 3, 2005. During Daylight Saving Time, clocks are turned forward one hour, effectively moving an hour of daylight from morning to evening.
has stayed that way ever since.
There are several areas of the United States that do not recognize daylight saving time. They are Hawaii, American Samoa, Guam,
Puerto Rico, the Virgin Islands, most of the State of Indiana and the State of Arizona.
The changeover time was originally chosen to be 2 a.m. when the majority of people would be home, the fewest trains would be running and it would minimize disruption. It
Community Relations
Our community relations department offers CPR certification and recertification classes, child car seat safety lectures and inspections, playground safety and bicycle safety lectures, 911 awareness programs for children , career day presentations, health fair demonstrations, prom mock crashes, drug and alcohol awareness lectures and vial of life programs.
If you are interested in scheduling a class or attending an already scheduled class, please contact Wayne Gilbert at 781 2532600.
A safety tip from many fire departments is to check and/or change the battery in your smoke detectors when you change your clocks. It is an easy way to remember and to keep yourself and your family safe.
We hope you enjoy your "extra" hour of daylight!
Upcoming Community Events
Page 3
Protecting Children from Internet Exploitation
Advances in computer and telecommunication technology has not only improved our lifestyles, it has increased the risk of danger for our children. When our children are online, they are exposed to the dangers of sexual exploitation from child molesters who use the internet to find victims.
The Federal Bureau of Investigation has published a pamphlet for parents that can be downloaded from their website www.fbi.gov/publications/pguide/pguidee.htm
The pamphlet provides information on recognizing risk signs such as:
* Your child spending large amounts of time online, especially in the evening.
* Finding pornography on your computer.
* Strange phone calls for your child from people you do not know or your child making calls to phone numbers you do not recognize.
* Mail, gifts or presents being sent to your child from someone you don't know.
* Your child quickly turns off the computer or changes the screen when you enter the room.
Action Ambulance Service, Inc. 844 Woburn St. Wilmington, MA 01887
"People Helping People"
Phone: 800-281-2124
Www.actionambulance.com
* Your child becomes withdrawn from the family.
* Your child is using an online account belonging to someone else.
If you suspect your child may be getting involved in a dangerous situation, you should have an open, honest conversation with them regarding your fears and the dangers that are out there. You can install equipment on your computer to limit the ability to access certain websites and chat rooms. You can utilize caller ID to monitor who is calling your child and where they are calling from as well as reviewing your phone bill to track who your child is calling. If you think there is a serious risk to your child, you should contact your local authorities immediately. Our children are our greatest national resource and it our responsibility as parents and community members to help keep them safe and protected. For more information you can visit these websites:
http://familyinternet.about.com/cs/internetsafety1.htm http://www.cybersafety.us/
http://www.ed.gov/about/offices/list/os/technology/safety. html | <urn:uuid:e5b47f23-6731-4baf-ace4-4758abe14848> | CC-MAIN-2017-47 | http://www.actionambulance.com/Newsletters/March05.pdf | 2017-11-24T16:18:45Z | crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00537.warc.gz | 352,596,580 | 2,142 | eng_Latn | eng_Latn | 0.998401 | eng_Latn | 0.998446 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1616,
5133,
8124,
10285
] | [
2.1875
] | 1 | 0 |
A - Listen to your favourite song. Make a list of all the instruments you can hear and say whether the music is loud or quiet.
B - Listen to TWO songs. Make a list of all the instruments you can hear . Describe the DYNAMICS (volume) and TEMPO (speed) of both songs.
C - Listen to THREE songs. Make a list of all the instruments you can hear . Describe the DYNAMICS (volume) and TEMPO (speed) of all 3 songs. Make a list of DIFFERENCES and SIMILARITIES between the songs and choose your favourite.
(You will need to listen to the songs a few times to check your answers)
A - Practice singing a song which you know really well. Concentrate on getting all the words right and singing in time.
B - Practice singing a song which you are not so familiar with and teach yourself the words and rhythms. Repeat the exercise until you can sing the song from memory.
C - Practice singing a song which you are not so familiar with and teach yourself the words and rhythms. Repeat the exercise until you can sing the song from memory. When you have memorised the song, see if you can clap the beat along whilst singing.
(If you are feeling brave - perform your songs in front of friends or family as an audience!) | <urn:uuid:f1c54117-7fa6-448e-af38-b5d0e77ad44d> | CC-MAIN-2017-47 | http://manoracademysale.org/wp-content/uploads/2016/03/TAKE-AWAY-HOMEWORKS.pdf | 2017-11-24T16:25:34Z | crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00537.warc.gz | 201,530,095 | 270 | eng_Latn | eng_Latn | 0.998787 | eng_Latn | 0.998927 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
571,
1204
] | [
3.859375
] | 1 | 2 |
RUNNING SHORTS
Obey the laws and be extra careful when running roads
By Ken Johnson
With school back in session, there will be more traffic on the roads. That makes safe road running more challenging.
Obey the laws and be extra careful. There is nothing that will hurt your running program or ruin your day more than being struck by a vehicle.
You are considered a pedestrian when you are running on the roads and you are required to follow the laws pertaining to pedestrians. Most of these are Texas laws, so they apply in the city and on rural roads.
Here are the main laws that apply to runners: 1) If there is a sidewalk, you are required to run on the sidewalk. If there is no sidewalk, you must run on the left side of the road facing oncoming traffic. 2) When crossing the road, you must use a marked cross-walk if one is available. No "jay running." When using a marked cross-walk, you have the right-of-way, provided you have a green light or vehicles approaching in your lane have enough time to come to a stop for their red light. When a marked cross-walk is not available, vehicles have the right-of-way. 3) If you arrive at a 4-way stop before a vehicle does, you have the right-of-way. 4) If you are running on a sidewalk or on the road facing oncoming traffic and a vehicle comes out of a driveway or parking lot, you have the right-of-way. This also applies to vehicles stopping and making a right turn on a red light. You have the right-of-way.
In situations where you have the right-of-way, it is safe to proceed only if the vehicle driver sees you and yields the right-of-way to you. Keep in mind that many drivers are distracted by use of electronic devices.
While not required by law, here is additional advice for safe road running: 1) Do not wear headphones. 2) Be aware of your surroundings and avoid areas where you sense danger. 3) If you are running in an area where you may encounter loose dogs, carry pepper spray. 4) If you are running with a group, run single file. 5) Always carry some form of identification with you.
You have the option of running at the track or on the trails at Huntsville State Park, but it is okay to run on the roads. Just be safe.
Recent race results:
Pikes Peak Ascent Trail Run (13.32 miles), Colorado Springs, CO, Aug. 16 Jason Wallace, 39 3:49:21
XTERRA Cameron Park 21K (13 miles), Waco, Aug. 16
Steve Allen, 42
2:41:26
Kingwood Park Melon Run, 5K, Kingwood, Aug. 16
Donna Fabian, 40 25:36
Watermelon Run for the Fallen 5K, Untimed, Hempstead, Aug. 16
Jill Blake, 35 Kelly Bielamowicz, 39 Ken Johnson, 73
Run the Woodlands 5K, The Woodlands, Aug. 9
Blues Capital of Texas 5K, Navasota, Aug. 9
Upcoming races in Huntsville:
August 23 – Heat Wave 5K and 1-Mile, Waterwood Sub-division
September 27 – Fall Fun Run, 10K, 5K, 1-Mile, Physical Therapy Associates, behind hospital.
October 4 – Dye for Dogs 5K, New Waverly
October 4 – CASA Superhero 5K, Bowers Stadium
October 18 – Huntsville Half & Quarter Marathon & 5K Run/Walk, SHSU campus.
November 1 – Rocky Raccoon 50K, 25K, 10K Trail Run, Huntsville State Park
For more information about these races and others in the area, visit the Seven Hills Running Club web site at http://www.7hills.us and click on Race Schedule. | <urn:uuid:dbaf72ec-0af6-4bc9-bb52-34db538b78ec> | CC-MAIN-2017-47 | http://7hills.us/documents/RUNNINGSHORTSAugust19-2014.pdf | 2017-11-24T16:19:02Z | crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00535.warc.gz | 3,939,998 | 848 | eng_Latn | eng_Latn | 0.958362 | eng_Latn | 0.997507 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2584,
3260
] | [
2.1875
] | 3 | 3 |
? Are you SUPERSTITIOUS Do you avoid the number 13?
13 th Friday the Figure This! Is there a Friday the 13th every year?
Hint: If January 1 were on Monday, on what day of the week would January 13 fall? What about February 1 and February 13? Other months?
Reasoning about patterns with numbers and dates helps to develop logical thinking. Matching such patterns determines the annual dates of some national holidays as well as being an operating principle for some machines.
Get Started:
* Make a list. If January 1 is on a Monday, on what day is January 13? On what day is the first day of the next month? The 13th of the next month? Suppose January 1 is on a Tuesday?
* Get a calendar and check to see how the dates fall. How many different calendars are possible? (Remember leap years.)
Complete Solution:
There are 14 different calendars. (Check the website for all calendars.) There are seven possible calendars for non-leap years: one with January 1 on each day of the week. Leap years give seven more calendars, for a total of 14. For example, if January 1 is on a Wednesday, you have the following list:
Because June 13 is a Friday, you can stop.The chart below shows the total number of Friday the13ths for all 14 calendars.
| When January 1st is on | Non-leap Year months in which Friday the 13th will occur | Leap Year months in which Friday the 13th will occur |
|---|---|---|
| Monday | April, July | September, December |
| Tuesday | September, December | June |
| Wednesday | June | March, November |
| Thursday | February, March, November | February, August |
| Friday | August | May |
| Saturday | May | October |
| Sunday | January, October | January, April, July |
Try This:
* Use an almanac or an encyclopedia to discover how the months were named and why they have different numbers of days.
* If you had been born on February 29, how many birthdays would you have had by this year?
* Thirteen may be a lucky number for the USA. Think of at least one reason why.
* Study a dollar bill to see if you can find "13" objects in common.
* Use an almanac or an encyclopedia to research why the number 13 is considered by some to be unlucky.
Additional Challenges:
1. Why is the year 2000 a leap year when 1900 was not?
2. If your VCR cannot handle the year 2000, to what year can you set it back so that the days will still be the same?
Did You Know That?
* The word triskaidekaphobia means fear of the number 13.
* Some hotels do not have a floor numbered 13 because of people's fears of 13.
* The calendar is based on the movements of the sun and the moon.
* There have been many different calendars in the past. The current calendar began in 1582 when Pope Gregory XIII decreed that the day following October 4 should be October 15 to catch up for the days lost using the previous calendar.
* The calendar correction did not take place in Great Britain and its colonies (including those in North America) until 1752.
* The Chinese New Year falls anywhere from late January to the middle of February. The Chinese Lunar Calendar is based on cycles of the moon, with a complete cycle requiring 60 years (5 cycles of 12 years each).
* The mathematics of modular arithmetic is used to find answers to challenges like this one.
Things to think about:
* Why do you think that we have seven days per week with 52 weeks per year?
* Hotels that rename the 13th floor as the 14th floor still have a 13th floor.
* The words September, October, and November are derived from Latin words septem, octo, and novem meaning seven, eight and nine respectively, but the months are not the seventh, eighth, and ninth months. Why?
Resources:
Book:
* The World Almanac and Book of Facts 1999. Mahwah, NJ: World Almanac Books, 1999.
Websites:
* www.julian12.com/history.htm
* www.stjohndc.org/what/9609ca1.htm
Figure This! In May 1999, two National League baseball players, Joe McEwing of the St. Louis Cardinals and Mike Lieberthal of the Philadelphia Phillies, each had the batting averages shown below.
? ? Who's on first
| Player | Team | At Bats | Hits |
|---|---|---|---|
| M. Lieberthal | Phillies | 132 | 45 |
| J. McEwing | Cardinals | 132 | 45 |
Suppose McEwing then batted .800 (4 hits in 5 at bats), and Lieberthal was perfect (3 hits in 3 at bats). Which player now has the higher batting average? Are you surprised?
rounded to the nearest thousandth ( ) Hint: Batting average = Number of hits Number of at bats
An average is a tool for helping us understand and compare sets of numbers. Sports, medicine, and insurance are three of the many fields that use averages.
Get Started:
Make a new table using the updated information.
Complete Solution:
Both players had 45 hits in 132 at bats. Then with the statistics from the next at bats, McEwing's average is 49/137 or about .358 while Lieberthal's batting average is 48/135 or about .356. [ ≈ is a symbol that indicates "approximately equal to."]
| Player | Team | At Bats | Hits | Batting Average | Next At Bats | Next Hits |
|---|---|---|---|---|---|---|
| M. Lieberthal | Phillies | 132 | 45 | 45≈.341 132 | 3 | 3 |
| J. McEwing | Cardinals | 132 | 45 | 45≈.341 132 | 5 | 4 |
McEwing has the higher batting average. One way to make sense of this unexpected result is to imagine that McEwing gets 3 hits in his first 3 at bats while Lieberthal also gets 3 hits in 3 at bats. Then the pair is still tied. During McEwing's last 2 at bats, he gets 1 hit. This average of 1 for 2, or .500, is better than his current average, so his batting average goes up.
Try This:
* Check out some other sports. What statistics are collected? In which ones are averages computed?
Additional Challenges:
1. Suppose New York Yankee Chili Davis and Lieberthal have the batting averages shown.
| Player | Team | At Bats | Hits |
|---|---|---|---|
| M. Lieberthal | Phillies | 132 | 45 |
If Davis bats 3 for 3 while Lieberthal has 4 hits in his next 5 at bats, who now has the higher average?
2. What number can be added to both the numerator and the denominator of a fraction so that the new fraction is equal to the original fraction?
Did You Know That?
* Rogers Hornsby of the St. Louis Cardinals had the highest season batting average in modern baseball history. In 1942, Hornsby hit a remarkable .424.
* The word fraction comes from the Latin word frangere meaning "to break."
* The ancient Egyptians primarily used fractions whose numerators were 1.
* Batting averages are typically spoken as whole numbers but are actually decimals.
Things to Think About:
* If you add all the numerators and all the denominators in a set of equal fractions, the result is a fraction equal to those in the original set.
* If you got an A on a test and a C on homework, do you have a B average?
* In the challenge, two players began the day with the same batting average. Lieberthal batted 1.000 while McEwing batted .800, yet McEwing ended the day with the higher cumulative batting average. Such unexpected results are called Simpson's Paradoxes, after Thomas Simpson, a mathematician who worked in the 1700s.
* Lou Abbott and Bud Costello had a comedy routine about baseball called "Who's on First?"
Resources:
Book:
* The World Almanac and Book of Facts 1999. Mahwah, NJ: World Almanac Books, 1999.
Websites
* Baseball Hall of Fame: www.baseballhalloffame.org
* Exploring Data:
curriculum.qed.qld.gov.au/kla/eda/sim_par.htm
* UCLA: Simpson's Paradox: www.stat.ucla.edu/~abraverm/Simpson/simpson.html
* Simpson's Paradox Plaything:
www.stat.ucla.edu/~abraverm/Simpson/simpsonpt.html
* www.aentv.com/home/golden/colgate.htm
Answers to Additional Challenges:
Have you ever seen a tree
enough to drive a car through?
Figure This! Are any of the "National Champion" trees in the table below wide enough for a car to drive through?
The distance around a tree is its girth. The distance around a circle is its circumference. The "width" of a circle is its diameter. Finding the circumference of a circle involves the number π, about 3.14. The circumference of a circle is π times the diameter.
Measurement is important in many jobs. Carpenters, biologists, foresters, designers, and publishers use measurement formulas in their work.
Get Started:
What do you need to know about a car before you can answer the question? about the tree? What do you know about circles? How is the distance around a tree related to the width of a tree?
Complete Solution:
To find the diameter of a circle when you know the circumference, you divide the circumference by π (about 3.14). For example, the black willow has a girth of 400 inches and since 400 ÷ 3.14 is about 127, the black willow is about 127 inches wide, enough for a car to drive through and still leave at least 2 ft on each side.
*Measurements rounded to nearest whole number.
Try This:
Find a tree in your yard or a park. Estimate the diameter of the tree.
Additional Challenges:
1. Are any of the National Champion trees taller than a 15-story building?
2. How many people holding hands would it take to go around the giant sequoia?
Things to Think About:
* How do you think foresters estimate the weight of a living tree?
* How do foresters estimate the number of feet of lumber in a tree?
* Why is the girth measured 4.5 feet above the ground?
Did You Know That?
* There are approximately 825 native and naturalized species of trees in the United States.
* The oldest living tree is believed to be a California bristlecone pine tree named Methuselah, estimated to be 4700 years old.
* The world's largest known living tree, the General Sherman giant sequoia in California, weighs as much as 41 blue whales or 740 elephants, about 6167 tons.
* In about 1638, Galileo Galilei (1564-1643) suggested that trees could grow only to be about 300 feet tall because of factors involving form and material.
Resources:
Book:
* The World Almanac and Book of Facts 1999. Mahwah NJ: World Almanac Books, 1998.
Website:
* National Register of Big Trees, American Forests www.amfor.org
Answers to Additional Challenges:
? PROFIT - or LOSS ? ?
Figure This! Imagine that you bought a Beanie Baby™ for $6, sold it for $7, bought it back for $8, then sold it for $9. How much profit did you make?
Hint: Would it change your calculations if the second Beanie Baby™ were different than the first?
Calculations can often be done in several different ways. As long as the reasoning is correct, the result will be the same. Calculating, predicting, and reporting profit and loss are critical business skills.
? -? +? -? +? -? +
Get Started:
Think of this challenge as two separate problems. How much money did you make on the first sale? on the second?
Complete Solution:
In this situation, profit equals the selling price minus your cost. On the first sale, you made a profit of $1. On the second, you made another $1. The total profit was $2.
Try This:
Find the stock-market listings on television, in the newspaper, or on the Internet. Choose a company or two and pretend to buy their stock. Follow the listing for a week. Would you have gained or lost money on your investment if you did not have to pay someone to buy and sell your stocks?
Additional Challenges:
1. Your class is sponsoring a dance. The expenses include $450 for a DJ, $125 for refreshments, $45 for decorations, and $30 for advertisements. Judging from previous dances, you expect to take in at least $150 on the refreshment stand alone. If you charge $5 per person to attend the dance, how many people must attend so your class can make a profit?
2. Suppose you bought 200 shares of stock at $45 a share. When the price per share went up $5, you sold 100 shares. Several weeks later, the price per share was down $10 from your previous selling price, so you sold the remaining 100 shares. How much money did you make if you don't have to pay someone for buying and selling the stock?
Things to Think About:
* How can people make money by repeatedly buying and selling the same item?
* Can a store always make a larger profit by charging more?
* What factors does a business consider before setting prices?
Did You Know That?
* The Securities and Exchange Commission (SEC), as a part of its job, monitors profits and losses of businesses that are publicly traded.
* The Beanie Baby™ is an invention of H. Ty Warner of Ty, Inc. He wanted to market an inexpensive toy that children could buy themselves. The original nine Beanies—a moose, bear, dolphin, frog, platypus, lobster, whale, dog, and pig—were first made available to the public in 1994, primarily in the Chicago area. According to the 1999 edition of Toys and Prices, 1999, a dark blue Peanut the Elephant in mint condition was valued at $4200.
* From October 1, 1981, to September 30, 1982, the American Telephone and Telegraph Co. (AT&T) made a net profit of $7.6 billion.
* As of 1997, the most active common stock on the New York Stock Exchange was Compaq Computer Corporation, with a volume of 1231.6 million shares either bought or sold during a year.
Resources:
Books:
* Brecka, Shawn. The Beanie Family Album and Collectors Guide. Norfolk, VA: Antique Trader Books, 1998.
* Korbeck, Sharon. Toys and Prices. 6th Edition. Iola, WI: Krause Publications, 2000.
* The Guinness Book of World Records. New York: Bantam Books, 1998.
* The World Almanac and Book of Facts, 1999. Mahwah, NJ: World Almanac Books, 1998.
* Gardner, Martin (ed.). Mathematical Puzzles of Sam Loyd. New York: Dover Publications, Inc. 1959.
Websites:
* www.ty.com
* www.historychannel.com (search on Toys & Games)
Answers to Additional Challenges: | <urn:uuid:7af47b30-9360-4911-9016-7b281ff6c872> | CC-MAIN-2017-47 | http://figurethis.nctm.org/pdf/ch/challenges_13-16_bw.pdf | 2017-11-24T16:46:19Z | crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00538.warc.gz | 104,766,760 | 3,380 | eng_Latn | eng_Latn | 0.997388 | eng_Latn | 0.998605 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
477,
3827,
4604,
6522,
7643,
8219,
10062,
10566,
13614
] | [
3.625
] | 2 | 0 |
The Mathematics Enthusiast
Volume 14 Number 1 Numbers 1, 2, & 3
1-2017
Subtraction involving negative numbers: Connecting to whole number reasoning
Laura Bofferding
Nicole Wessman-Enzinger
Follow this and additional works at: http://scholarworks.umt.edu/tme
Part of the Mathematics Commons
Recommended Citation
Bofferding, Laura and Wessman-Enzinger, Nicole (2017) "Subtraction involving negative numbers: Connecting to whole number reasoning," The Mathematics Enthusiast : Vol. 14 : No. 1 , Article 14. Available at: http://scholarworks.umt.edu/tme/vol14/iss1/14
This Article is brought to you for free and open access by ScholarWorks at University of Montana. It has been accepted for inclusion in The Mathematics Enthusiast by an authorized editor of ScholarWorks at University of Montana. For more information, please contact firstname.lastname@example.org.
Article 14
Subtraction involving negative numbers: Connecting to whole number reasoning
Laura Bofferding 1 Purdue University
Nicole Wessman-Enzinger George Fox University
Abstract
In this article, we explore how students attempt to bridge from their whole number reasoning to integer reasoning as they solve subtraction problems involving negative
numbers. Based on interviews with students ranging from first graders to preservice teachers, we identify two overarching strategies: making connections to known problem
types and leveraging conceptions of subtraction. Their initial connections suggest that rather than identifying the best instructional models to teach integer concepts, we should
focus on identifying integer instructional models that build on the potentially productive connections that students’ already make; we propose an example of one such form of
instruction.
Keywords: negative numbers; pre-service teachers; numerical reasoning; subtraction problems; elementary mathematics education
Introduction
Although integer research spans both student thinking and instruction, historically, there has been a primary focus on integer instructional models and
1
email@example.com
The Mathematics Enthusiast,
ISSN 1551-3440, vol. 14, nos1, 2&3 2017© The Author(s) & Dept. of Mathematical Sciences-The University of Montana
, pp. 241 – 262
representations (e.g., Arcavi, Bruckheimer, & Ben-Zvi, 1982; Dickinson & Eade, 2004)– with a secondary focus on how students reason with them (e.g., Janvier, 1985; Liebeck, 1990; Linchevski & Williams, 1999). Furthermore, there has been a subtle obsession about finding a model that is best or can seamlessly handle all integer arithmetic (e.g., Janvier, 1985; Liebeck, 1990; Schwarz, Kohn, & Resnick, 1993). Some studies have focused on presenting or comparing methods for teaching integer addition and subtraction (e.g., Hitchcock, 1997; Rodd, 1998). These methods include cancellation using two colors of chips (Liebeck, 1990), trains (Schwarz et al., 1993), balloons and weights (Janvier, 1985), or double abaci (Linchevski & Williams, 1999) and movement using number lines (Liebeck, 1990; Nicodemus, 1993; Herbst, 1997). Other variants include a focus on net worth (Stephan & Akyuz, 2012) or symmetry (Tsang, Blair, Bofferding & Schwartz, 2015). In some cases, researchers argue that no one ideal model exists (e.g., Vig, Murray, Star, 2014). Indeed, results of the instructional studies are mixed, sometimes favoring one method or another, but most identify areas where students have difficulty.
Researchers have also investigated student thinking about negative integers (Bofferding, 2014; Peled et al., 1989) and operations involving negatives from kindergarten to preservice education (Bishop et al., 2014a; Bofferding, 2010, 2014; Bofferding & Richardson, 2013; Peled et al., 1989; Wessman-Enzinger & Mooney, 2014). One area that causes persistent cognitive conflict is subtraction problems involving negatives (Wheeler, Nesher, Bell, & Gattegno, 1981). Students who can correctly solve other integer arithmetic problems often struggle to make sense of problems such as 3-5 (Murray, 1985). Further, magnitude reasoning breaks down when transitioning from whole number to integer arithmetic (Hefendehl-Hebeker, 1991); that is, subtraction does not always result in a smaller number.
One reason why there may be such variability in the effectiveness of integer instructional models is that students build off of their whole number knowledge in various ways as they work to make sense of negative integers (Bofferding, 2014). For example, they might interpret negative integers as only qualitatively different than positive integers and use them as if they had equivalent values (Bofferding, 2014; Peled et al., 1989). Other students might interpret the negative sign as a subtraction sign and interpret numbers as amounts taken away from themselves, equivalent to zero (Bofferding, 2014; Hughes, 1986; Lamb et al., 2012; Murray, 1985). Additionally, some students might order negative integers based on the notion that numbers that are more negative are greater than numbers that are less negative; therefore, they assert that -4 > -2 (Bofferding, 2014). Finally, some students can reason that negatives closer to zero are larger (Bofferding, 2014) or closer to being out of debt in a money context (Stephan & Akyuz, 2012). Often negative integers are not introduced until later grades in school mathematics, despite young children's capability of reasoning with negatives integers (e.g., Bishop et al. 2014a, 2014b; Bofferding, 2014; Davidson, 1987). Yet, negative integers provide a productive space for robust mathematical discussion (Featherstone, 2000). When negative integers are introduced later in school mathematics, students' ideas that adding makes larger and subtracting makes smaller (and other whole number reasoning) may be reinforced for years. Although ideas and conjectures made from using whole number reasoning do not always hold for integer reasoning, drawing upon whole
number reasoning in productive ways could help students expand and develop their emerging integer reasoning.
Our goal here is to present examples of how students connect their whole number reasoning to integer problems so that we can begin to explore the range of instruction that could support productive connections (rather than starting from a particular instructional model).
Our Data
Between the two of us, we interviewed and posed negative integer arithmetic problems to first graders, second graders, fifth graders, and pre-service teachers (PSTs) as part of separate research projects. After discussing our data and results from these projects, we combined our data, which allowed us to look at how students made connections between whole number and integer subtraction across the ages. Our theoretical lens for looking across age groups and combining data is based on the notion that experiences, more so than development, influence reasoning about integers (Bofferding, 2014; Bruner, 1960; Fischbein, 1987). Furthermore, exploring reasoning across a range of familiarity levels with integers made it likely that we would capture the variety of ways students connect integer reasoning to whole number reasoning in potentially productive ways.
In particular, we focus the discussion here on subtraction problems involving negative integers, as they are considered the most difficult (Wheeler et al., 1981). Collectively, students solved problems posed without a context (e.g., -5 – -3= ☐ ; 1– 4 = ☐ ; 4 – ☐ = 8) and within a variety of story contexts (e.g., points in a game). We used the combined data from our studies to explicitly look at the ways that our students (1st graders - PSTs) connected their whole number reasoning to integer reasoning. Frequently, students explained this connection explicitly; however, we also looked for instances where they made a connection implicitly, such as when using a method they would normally use for whole number operations (e.g., changing a subtraction problem into a missing addend problem).
Connecting Whole Number Reasoning to Integer Reasoning
There are several ways that students draw on their whole number reasoning when working with negative integers, and they fall into two broad categories: making connections among problem types and making connections to conceptions of subtraction.
Connections Based on Problem Types
When making connections based on problem types, students often referred to or made analogies to similar positive number problems. Bell pointed out that, "Adding two negatives is seen as adding two quantities of the same kind" (Wheeler et al., 1981, p. 28) and asserted that subtracting could be the same. This reasoning parallels whole number reasoning and is illustrated below, along with other connections students made.
Problem type: a – a = 0, where a < 0 (e.g., -6 – -6). Problem types such as -4 – 4 = 0 are a useful problem type for helping students connect their whole number reasoning to integer reasoning. For example, when solving -8 – -8, several first graders explained that if you have negative eight and take it all away, then you are left with zero, similar to their reasoning for why 8 – 8 = 0. One PST generalized this further, stating, "I know that when you subtract a number from itself you get zero." Students are even able to use this reasoning to solve the more complicated unknown minuend or unknown
subtrahend problems. For ☐ – -5 = 0, a fifth grader reasoned, "Negative five minus negative five, that would be zero...Because if you have five and you got rid of five, that would mean that you had zero left." Although students have trouble describing what a negative number of things means, those who correctly solve these types of problems generally connect to their prior knowledge of whole numbers in a way that uses quantities more abstractly.
Problem type: x – y, where x, y < 0 and |x| > |y| (e.g., -9 – -6). When subtracting two negatives, one of the most natural "spontaneous generalisations" (Wheeler, Pearla, Bell, & Gattengo, 1981, p. 28) students make is that their answer will be negative similar to how they previously got a positive answer when subtracting two positives. For example, on -4 – -3 = ☐ , a second grader reasoned, "I put four, four fingers like negative (holds up four fingers), and then I took away, three away (puts down three fingers), and then I had negative one." This student used fingers as if working with whole numbers, but she remembered that the quantities involved were negative.
This form of reasoning by making analogies to positive number problems also works well when drawing on contexts as in the following problem:
Brianna started with playing cards worth -4 points. Her opponent took a -3 point card from her. What is Brianna's new score?
When explaining her strategy, one elementary PST said, "Cause if I think about having four things and someone takes away three, then I'm gonna have one left. If it's negatives, it works the same way." A similar focus on quantities can help students make sense of missing minuend problems, as shown through one PST's explanation for why the box in ☐ – -3 = -1 should be -4:
It has to be more negatives, because the answer is a negative one. And I know that I just have to have, like one more than three because I'm taking away three...I need one left, so I have to have one more than three...it has to be a negative four.
She frequently used positive number language to talk about the relations among the numbers and then mapped her answer back onto the negatives.
Problem type: x – y, where x, y > 0 or x, y < 0 and |x| < |y| (e.g., 6 – 9 or -6 – 9). Unlike the previous two problem types, where both integers are negative and the minuend is larger in absolute value than the subtrahend, students often have difficulty productively using reasoning about quantities when the subtrahend is larger in absolute value than the minuend. On problems such as 6 – 9, many K-5 students in our sample indicated, "You cannot do this" or answered, "0." However, students who could solve problems such as -2 – -2 = 0 using whole number reasoning could leverage their knowledge to solve more difficult ones. For example, one first grader solved -4 – -7 by breaking apart the -7 into -4 and -3: "Because negative four minus four would be zero, but since four plus three equals seven...it would probably be three more than zero." The student related breaking the problem apart to a similar whole number problem and reasoning about the parts. Another fifth grader did this while explaining how the missing number in ☐ – -2 = 1 should be negative one. He first pointed out, "Negative one is before two." He then compared ☐ – -2 = 1 to 1 – 2 = -1: "Like if you had one minus two that would equal negative one. But, now it's a negative one minus a negative two equals regular one. It's like ... flipping it around kind of."
Problem type: x – y, where x > 0 and y < 0 (e.g., 6 – -9). Of all of the problems involving subtracting a negative, subtracting a negative from a positive is often the least intuitive for students when trying to connect it to other problem types involving whole number reasoning because of the strong emphasis on the take-away meaning of subtraction in the elementary grades. Bell asserted that problem types like these, "cannot be dealt with correctly in such a system to the 'like quantity' notion" (Wheeler et al., 1981, pp. 28–29). Rather than drawing upon connections to other problem types, our students mostly solved this particular problem type by making connections to whole number reasoning based on their conceptions of subtraction.
Connections Based on Conceptions of Subtraction
Bell advocated that the teaching and learning of operations with negatives should be built upon conceptualizations of subtraction (Wheeler et al., 1981). The following descriptions provide insight into student thinking built upon different conceptualizations of subtraction.
Subtraction as take away or comparison. Although perhaps the least generalizable conceptualization of subtraction to use for integer operations, some students relied on the "take away" or comparison meaning of subtraction and productively used quantity-related representations to solve the problems. For example, when solving 3 – 9=-6, one first grader started by raising three fingers and putting them down sequentially while counting to nine: "One, two, three." At this point all of his fingers were down to show zero, so he continued by putting up fingers sequentially while continuing to count, "Four, five, six, seven, eight, nine. (Looks at six fingers up.) Negative six." Another fifth grader solved 12 – 18 using tallies (see Figure 1) and comparing two positive quantities:
Well, I did twelve (points at the green tallies.) as the twelve (points at 12 in the number sentence). And then, I did eighteen (points at the pink tallies). And this is twelve (points at the left side of the pink tallies). So I (takes hand and covers green and pink tallies) knew that the six extra ones (still covering both sets of twelve tallies, uses right hand to point at the uncovered pink tallies) were the answer.
In this example, the fifth grader was able to compare the two positive quantities and recognize that the "six extra ones were the answer," resulting in a negative solution. She drew upon her whole number reasoning as she modeled both quantities discretely and compared them, but extended this reasoning to the integers.
Subtraction as missing addend. When students encounter a problem they have not seen before they can have "spontaneous" and creative solutions (Wheeler et al., 1981). In an initial session on solving integer operations, a fifth-grader solved ☐ – -2 = 1. She re-structured the problem, solving 1 + -2 = ☐ instead of ☐ – -2 = 1:
Fifth-grader: (Writes 1 + -2 = -1 vertically). I did one...I did it backwards.
Researcher: Ok. Can you explain that?
Fifth-grader: Negative one. I did one plus two, negative two I counted it up. I counted one plus negative two up, and I got negative one.
Researcher: What do you mean that you counted from one to negative two up? Can you explain that?
Fifth-grader: Well, I had negative two is below zero. So, I did negative two and I added one and I got one.
This strategy built off of her previous whole number reasoning where subtraction can be solved as finding a missing addend, and she used this strategy productively to solve a notoriously challenging integer subtraction problem the first time she encountered it. Likewise, one second grader started with a missing addend problem and used it to find the answer to two corresponding subtraction problems by using fact families. After solving ☐ + -3 = 6, she then wrote that 6 – -3 = 9 and 6 – 9 = -3.
Subtraction as directed distance. When subtracting, students can interpret the situation as a directed distance between two numbers (Tillema, 2012), which act as endpoints. In this case, the subtraction sign indicates a comparison between two numbers, and the negative sign indicates a number that is less than zero or to the left of a reference point. Comparison situations are a natural way to encourage directed distance reasoning as seen by one PST's solution to the word problem representing 6 – -7: Andy has six points. Joan has negative seven points. How many more points does the winner have than the loser? After determining that Andy was winning, the PST reasoned, "To get to zero, Joan has to like gain seven more points, and then to get to where Andy is…she has to gain six more. So it's seven plus six, thirteen." As seen in this strategy, calculating the distances to and from zero, a prominent reference point, is a common strategy with
this reasoning. If the question had been reworded to ask, "How many points does Andy need to tie with Joan?" then the distance would have been 13 in the negative direction, or -13 points.
Subtraction as directed movement. Bell indicated that students will often try to use directed movement to solve problems such as -3 – -10 by starting at a point and counting on or back, but they will have difficulty interpreting the meaning of two minus signs (Wheeler et al., 1981, p. 28). Students typically interpret subtraction as "getting less" of something, which they equate with counting down (or getting less in the positives). This meaning can be expanded with directions and movements on the number line. Movements are less positive if they move away from positive infinity (or toward negative infinity); likewise, movements are less negative if they move away from negative infinity (or toward positive infinity). To subtract a negative number, a student needs to move in a direction that is less (indicated by the subtraction sign) negative (indicated by the negative sign). Even first graders used reasoning related to directed magnitudes to figure out the answers to problems such as -4 – -7. One first grader started at -4, then counted 7 through zero to get an answer of 3, explaining, "I got less negative, but it went to positive." Similar to when subtracting a smaller negative from a larger one, this student knew the counting would be in a less negative direction (getting smaller in the negatives). Using the order of integers, the student was able to move past zero and continue counting to get a positive answer. A second grader further explained, "Since it's a take away and they're both negative, we have to go farther from the negatives and closer to the positives." A secondary pre-service teacher used similar
reasoning for 9 – -2: "I have nine, but I want to take away a minus two, so it'd go in the positive direction. It'd be eleven."
Discussion
Because they spend the majority of their school lives focusing on operations with whole numbers, students naturally build off of their whole number reasoning as they begin to incorporate negative integers into their conceptions (Bofferding, 2014). Our data from students across all stages of learning highlight several examples of potentially productive connections students make when subtracting negative integers, through making connections among problem types and leveraging conceptions about subtraction. Here we discuss these strategies more broadly, explore implications, and provide suggestions for exploring these connections in instruction and future research.
Leveraging Problem Types
Across the grades, there were striking similarities in students' reasoning for solving the problems, especially in terms of the analogies they made among problem types. Analogies were most productive when made by students between subtracting two positives, where the subtrahend is equal to or smaller than the minuend (e.g., 6 – 3 or 6 – 6), and subtracting two negatives, where the subtrahend is equal to or less negative than the minuend (e.g., -6 – -3 or -6 – -6). Indeed, these problems require less knowledge about negatives and are sometimes considered the easiest (Human & Murray, 1987); therefore, they could provide a gentle transition to integer operations from whole number operations. Students' eagerness to make analogies among problem types suggests that a focus on exploring contrasting cases and worked examples could be particularly helpful (e.g., Rittle-Johnson & Star, 2011). By exploring how problem types are similar or
different, students could develop a deeper understanding of when their analogies do or do not hold and have the opportunity to develop other productive analogies.
When describing the connections among problem types, the older students often had more detailed justifications -- with some exceptions. Having younger students describe their justifications could push them to consider the relations among problems more deeply; however, future research should explore more clearly the role justification plays in students' analogies. Future research should also explore how analogies evolve during and after students spend time solving problems with negative integers.
Leveraging the Multiple Meanings of Subtraction
Our data suggest that emphasizing the multiple meanings of subtraction, while important for whole number reasoning, can support later integer understanding. In particular, students productively used the distance and directed movement meanings of subtraction to solve complex problems, such as 6 – -9. Generally, the older students were more likely to use this method. Two possible reasons for this trend may be because the distance meaning of subtraction is not emphasized much in the early grades (e.g., Selter & Prediger, 2012) or because younger students have more difficulty coordinating both direction and distance simultaneously. Future research could explore whether a focus on the distance meaning of subtraction with negative integers could be productive in earlier grades as well.
Connections to Integer Models
Across the grades, many students used objects to solve some of the problem types (e.g., -7 – -5). Models that involve tangible items, such as the chip model (e.g., Kajander, Mason, Taylor, Doolittle, Boland, Jarvis, & Maciejewski, 2010), could be helpful in these instances to build on students' natural tendencies and illustrate their strategies. Likewise, using number lines can capitalize on students' tendencies to utilize directed movement and distances to reason about integer subtraction problems. In this way, the models arise from students' thinking and help illustrate their thinking rather than being imposed on them. Once students understand the models as used to represent their thinking, they can then be extended to other problem types.
A Caution on Avoiding Students' Integer Intuitions
Whether or not students' negative integer connections to whole numbers are deemed useful, they are inevitable. Avoiding intuitions leaves students free to apply their thinking to other situations where the connections are not productive, and if they are not addressed, the overgeneralized connections can be hard to overcome later. A classic example is students' assertion that a problem such as 3 – 5 is equivalent to 5 – 3 (Bofferding, 2011), even if they can solve other negative integer problems (Murray, 1985). The complexity of the teaching and learning of integers is that building off of whole number reasoning alone is not enough. In our data, there were some instances where students' intuitions were incorrect and would need to be addressed.
A common overgeneralization students made was that problems with a negative sign would have negative answers (Wheeler, Nesher, Bell, & Gattegno, 1981). For example, when solving 8 – - 7 = -1, a fifth grader explained, "I did eight minus seven, then I added the negative." Another fifth grader also overgeneralized the commutative property of integer addition when solving -5 – 9 = -4:
I switched them around...nine take away five...is four, but since this (referring to negative five) was a negative at first I just knew it had to be here (points to answer).
Another overgeneralization they made was that you cannot subtract a larger negative number from a smaller negative number (just as many thought they could not subtract a larger positive number from a smaller positive number). When solving -4 – -7 = 0, a first grader stated, "Negative seven (points to -7) is more than negative four (points to -4), so you can't minus it." In many cases, students' overgeneralizations were tied to their reliance on the take-away meaning of subtraction. Helping students confront these conceptions is important for their developing integer understanding, and we need to continue investigating effective instruction to address this issue; helping them think about the other meanings of subtraction (in addition to the take-away meaning) could be helpful.
Links to Instruction
This paper serves as a resource on ways that students can think about subtracting negative numbers, and we can leverage the different problem types and conceptions of subtraction to support students' understanding of negative numbers in targeted ways.
Focusing on directed magnitudes, especially together with finding the directed distance, can help students extend their understanding of integer addition and subtraction and help them develop consistent meanings for the subtraction and negative signs. Having students look for analogous situations among negative number and positive number problem types (e.g., -5 – -3 = -2 and 5 – 3 = 2) could further assist their efforts to make generalizations and connections among positive and negative operations.
A blend of problems focusing on the number sequence and quantities (e.g., finding the distance, comparing discrete quantities) provides a powerful combination for helping students make sense of why subtracting a negative number is equivalent to adding a positive number.
Using both problem type and conceptions of subtraction is a powerful pairing for instruction on negative integers. One way to integrate the problem type and conceptions of subtraction while building on whole number reasoning is to use number strings, a series of related problems (DiBrienza & Shevell, 1998; Kazemi, Franke, & Lampert, 2009). By asking for students' reasoning and using number line representations in targeted ways, teachers can help students make connections among the problems. For each problem, the teacher writes it on the board, elicits students' answers and strategies, illustrates their thinking, and asks them to think about patterns among the problems. In conclusion, we propose a potential number string (see Table 1) that begins with whole numbers only and transitions to using whole numbers and integers to connect students' discrete quantitative thinking to directed movement and distance and to "link directly with the pupil's thought process" upon encountering a new problem type (Wheeler et al., 1981, p. 29).
Table 1 Example number string for subtraction with negative numbers
Acknowledgement
The data discussed in this paper comes from studies that were supported by a SUSE dissertation grant and a PRF year-long grant.
References
Arcavi, A., Bruckheimer, M., & Ben-Zvi, R. (1982). Maybe a mathematics teachers can profit from the study of the history of mathematics. For the Learning of Mathematics, 3(1), 30–37.
Bofferding, L. (2010). Addition and subtraction with negatives: Acknowledging the multiple meanings of the minus sign. In P. Brosnan, D. Erchick, & L. Flevares (Eds.), Proceedings of the 32nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 703–710). Columbus, OH: The Ohio State University.
Bofferding, L. (2011). Challenging fact family reasoning with instruction in negative numbers. In L. R. Wiest & T. D. Lamberg (Eds.), Proceedings of the 33rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1109–1116). Reno, NV: University of Nevada, Reno.
Bofferding, L & Richardson, S.E. (2013, November). Investigating integer addition and subtraction: A task analysis. In M. V. Martinez & A. C. Superfine (Eds.), Proceedings of the 35 th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 111-118). Chicago, IL.
Bofferding, L. (2014). Understanding negative integers: Characterizing first-graders' mental models. Journal for Research in Mathematics Education, 45(2), 194-245.
Bishop, J. P., Lamb, L. L., Philipp, R. A., Whitacre, I., Schappelle, B. P., & Lewis, M. L. (2014a). Obstacles and affordances for integer reasoning: An analysis of children's thinking and the history of mathematics. Journal for Research in Mathematics Education, 45(1), 19–61.
Bishop, J. P., Lamb, L. L., Philipp, R. A., Whitacre, I., & Schappelle, B. P. (2014b). Using order to reason about negative numbers: the case of Violet. Educational Studies in Mathematics, 86(1), 39–59.
Bruner, J. (1960). The process of education. Cambridge, MA: Harvard University Press.
Davidson, P. (1987). How should non-positive integers be introduced in elementary mathematics? In N. Herscovics & C. Kieran (Eds.), Proceedings of the 11th Annual Meeting for the International Group for Pyschology of Mathematics Education (pp. 430–436). Montreal, Canada: University of Quebec, Montreal.
DiBrienza, J. & Shevell, G. (1998). Number strings: Developing computational efficiency in a constructivist classroom. The Constructivist, 13(2), 21–25.
Dickinson, P., & Eade, F. (2004). Using the number line to investigate the solving of linear equations. For the Learning of Mathematics, 24(2), 41–47.
Featherstone, H. (2000). "-Pat + Pat = 0": Intellectual play in elementary mathematics. For the Learning of Mathematics, 20(2), 14–23.
Fischbein, E. (1987). Intuition in science and mathematics. Dordrecht, The Netherlands: D. Reidel Publishing Company.
Hefendehl-Hebeker, L. (1991). Negative numbers: Obstacles in their evolution from intuitive to intellectual constructs. For the Learning of Mathematics, 11(1), 26– 32.
Hitchcock, G. (1997). Teaching the negatives, 1870-1970: a medley of models. For the Learning of Mathematics, 17–42.
Herbst, P. (1997). The number-line metaphor in the discourse of a textbook series. For the Learning of Mathematics, 17(3), 36–45.
Hughes, M. (1986). Children and number: Difficulties in learning mathematics. Oxford, England: Basil Blackwell.
Human, P., & Murray, H. (1987). Non-concrete approaches to integer arithmetic. In J. Bergeron & C. Herscovics N. & Kieran (Eds.), Proceedings of the 11th International Conference for the Psychology of Mathematics Education (p. 437– 443). Montreal, Canada: University of Montreal.
Janvier, C. (1985). Comparison of models aimed at teaching. In L. Streefland (Eds.), Proceedings of the 9th Conference of the Psychology of Mathematics Education (pp. 135–140). Noordwijkerhout, The Netherlands: International Group for the Psychology of Mathematics Education.
Kajander, A., Mason, R., Taylor, P., Doolittle, E., Boland, T., Jarvis, D., & Maciejewski, W. (2010). Multiple visions of teachers' understandings of mathematics. For the Learning of Mathematics, 30(3), 50–56.
Kazemi, E., Franke, M., & Lampert, M. (2009). Developing pedagogies in teacher education to support notice teachers' ability to enact ambitious instruction. In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing divides: Proceedings of the 32 nd annual conference of the Mathematics Education Research Group of Australasia (Vol. 1, pp. 12–30).
Lamb, L. C., Bishop, J. P., Philipp, R. A., Schappelle, B. P., Whitacre, I., & Lewis, M. (2012). Developing symbol sense for the minus sign. Mathematics Teaching in the Middle School, 18(1), 5–9.
Liebeck, P. (1990). Scores and forfeits. Educational Studies in Mathematics, 21(3), 221– 239.
Linchevski, L., & Williams, J. (1999). Using intuition from everyday life in "filling" in gaps in children's extension of their number concept to include negative numbers. Educational Studies in Mathematics, 39, 131–147.
Murray, J. C. (1985). Children's informal conceptions of integers. In L. Streefland (Eds.), Proceedings of the 9th Conference of the Psychology of Mathematics Education (pp. 147–153). Noordwijkerhout, The Netherlands: International Group for the Psychology of Mathematics Education.
Nicodemus, R. (1993). Transformations. For the Learning of Mathematics, 13(1), 24–29.
Peled, I., Mukhopadhyay, S., & Resnick, L. (1989). Formal and informal sources of mental models for negative numbers. In G. Vergnaud, J. Rogalski, & M. Artique (Eds.), Actes de la 13eme conference internationale (Vol. 3, pp. 106–110). Paris, France: Psychology of Mathematics Education.
Rittle-Johnson, B. & Star, J. (2011). The power of comparison in learning and instruction: Learning outcomes supported by different types of comparisons. Psychology of Learning and Motivation, 55, 199-225.
Rodd, M. (1998). Maddy's mathematical reality. For the Learning of Mathematics, 18(2), 34–41.
Schwarz, B. B., Kohn, A. S., & Resnick, L. B. (1993). Positives about negatives: A case study of intermediate model for signed numbers. The Journal of Learning Sciences, 3(1), 37–92.
Selter, C., & Prediger, S. (2012). Taking away and determining the distance - a longitudinal perspective on two models of subtraction and the inverse relation to
addition. Educational Studies in Mathematics, 79, 389–408. doi: 10.1007/s10649011-9305-6.
Stephan, M., & Akyuz, D. (2012). A proposed instructional theory for integer addition and subtraction. Journal for Research in Mathematics Education, 43(4), 428–464.
Tillema, E. S. (2012). What is the difference? Using contextualized problems. Mathematics Teaching in the Middle School, 472–478.
Tsang, J. M., Blair, K. P., Bofferding, L., & Schwartz, D. L. (2015). Learning to "see" less than nothing: Putting perceptual skills to work for learning numerical structure. Cognition and Instruction, 33(2), 154–197.
Vig, R., Murray, E., & Star, J. R. (2014). Model breaking points conceptualized. Educational Psychology Review, 26, 73–90.
Wessman-Enzinger, N. M., & Mooney, E. S. (2014). Making sense of integers through story-telling. Mathematics Teaching in the Middle School, 20(4), 203–205.
Wheeler, D., Nesher, P., Bell, A., & Gattegno, C. (1981). A research programme for mathematics education (I). For the Learning of Mathematics, 2(1), 27–29. | <urn:uuid:36be2be3-286a-4fbc-a2d4-3a5929dd65be> | CC-MAIN-2017-47 | https://scholarworks.umt.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1396&context=tme | 2017-11-24T16:36:51Z | crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00534.warc.gz | 673,731,098 | 8,136 | eng_Latn | eng_Latn | 0.935566 | eng_Latn | 0.992981 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Lat... | false | docling | [
882,
2245,
4248,
5965,
8023,
9391,
11166,
13651,
14762,
15961,
17776,
19617,
21402,
23702,
24900,
26647,
28031,
28373,
29838,
31406,
32921,
34444,
35484
] | [
2.75,
1.5234375
] | 6 | 0 |
www.tassietrade.com.au
Government House inset with Aboriginal necklace
TASMANIA
TASMANIA
TASMANIA
Heritage
of
History and Heritage
Aboriginal people have lived in Tasmania for about 30,000 years, well before the last Ice Age. They were separated from the Australian mainland about 12,000 years ago when the seas rose to form Bass Strait and flooded the landbridge.
Tasmania was originally named Van Diemen's Land by the Dutch explorer Abel Tasman in 1642. The island was settled by the British as a penal colony in 1803 and the name was changed to Tasmania when convict transportation stopped in 1853.
Tasmania has preserved a rich legacy of heritage, including Australia's oldest continuously operating theatre, the Theatre Royal in Hobart; the country's first Jewish Synagogue, still in use in Hobart; and its oldest golf course, in the historic town of Bothwell. The nation's oldest bridge and church are at Richmond, and on the corner of Murray and Macquarie streets in Hobart, the only remaining Georgian intersection in the country. Many colonial dwellings are in use as private homes or tourist accommodation.
Convict Heritage
Tasmania was originally known as Van Diemen's Land and some 73,500 convicts were shipped from Britain during the transportation period. The convict prisons were built for those convicts who reoffended in Van Diemen's Land. Largely, it is from the prisons in which the stories of convicts and brutality stem.
* Port Arthur Historic Site – Port Arthur was established to contain and punish convicts who reoffended after
Heritage Highway sculptures
being transported to Van Diemen's Land. The peninsula landscape provided a natural prison with only a narrow strip of land (Eaglehawk Neck) connecting it to the rest of the island. Today the Port Arthur Historic Site includes over 30 restored buildings (including a brutal solitary confinement jail) and convict ruins through guided tours, galleries, audio tours, and evening ghost tours.
* Tasman Peninsula Convict Trail – takes in seven locations in an area where Tasmania's convict history is most concentrated. They include Eaglehawk Neck, site of the famed Dog Line – a line of dogs chained across a narrow isthmus to deter prisoners contemplating escape – and the Coal Mines at Saltwater River where convicts were made to cut coal to feed the fires of the gentry. The Trail includes spectacular land formations along the coastline of the Tasman National Park.
* Sarah Island was one of the first prison settlements established to punish reoffending convicts and to harvest the valuable Huon pine from the unyielding wilderness. The island eventually developed into one
www.tassietrade.com.au
* Midland Highway – links the northern city of Launceston to Hobart in the south. Travel the highway to historic villages like Evandale (home of the annual National Penny Farthing Championships); Ross, which has Australia's third oldest bridge, built in 1836 by convict stonemasons who carved 186 figures into the arches; and Oatlands, reputed to have the largest concentration of heritage-listed buildings in Australia.
Shene stables
of the largest shipyards in the British Empire. Convicts eventually turned out more than 80 vessels, the last of which was used for a daring escape. Today, visitors can enjoy guided tours of Sarah Island on their cruise to the Gordon River.
* Hobart Cascades Female Factory – considered to be the female equivalent of Port Arthur. Hundreds of women were jailed here in abhorrent conditions of poor hygiene, inadequate nutrition and backbreaking work. The jail was in operation from 1828 until 1877.
* Richmond is famous for Australia's oldest freestone bridge, built by convict labour in 1823, and Australia's oldest Roman Catholic Church (mid-1830s). Richmond Gaol, built in 1825, housed many prisoners including the famous bushranger Martin Cash. Many of the town's beautiful Georgian buildings are now home to art and craft galleries, restaurants and shops.
Built Heritage
The grand sandstone Georgian buildings of Salamanca Place were once colonial warehouses, rowdy taverns and maritime workshops. The warehouses have been reinvented and are now restaurants, cafes, bars, artisan studios and galleries.
In nearby Battery Point (the name is derived from a gun battery stationed there) workers' cottages and grand stone homes help make this the best preserved colonialera suburb in Australia.
Tasmania's Parliament House, designed by lauded colonial architect John Lee Archer, was convict-built circa 1840. Hobart also has Australia's oldest operating theatre, the Theatre Royal (circa 1834) and historic pubs brimming with colourful tales. Some of these, like Knopwoods in Salamanca, were serving rum before Melbourne was even conceived.
* Launceston – Australia's third oldest city behind Sydney and Hobart was established in 1806 and gazetted in 1888. It contains some of the country's best examples of Edwardian, Victorian and Federation architecture.
* Bothwell – this central highlands village, with a population of about 300, has more than 50 buildings of heritage value. It also boasts the oldest golf course in Australia and the Australasian Museum of Golf.
* Heritage properties – Wealthy graziers built some of Tasmania's finest homes, including Brickendon (1824) at Longford, one of Tasmania's oldest farming properties and farmed continuously by seven generations. Woolmers is a gracious property held by one family for six generations. Entally House (1819) is regally furnished and includes landscape paintings by celebrated colonial artist John Glover. Clarendon Homestead (1838) is one of the great Georgian houses of Australia and was built at Evandale for a wealthy woolgrower. Built beside the South Esk River it has extensive formal gardens and parklands. These grand period homes are all located close to Launceston.
Wooden Boats and Maritime Heritage
As an island, Tasmania has developed a strong maritime culture. Historically boats were constructed from unique local timbers such as Huon pine – a timber prized for its resistance to rot.
* The Maritime Museum of Tasmania in Hobart helps preserve Tasmania's rich maritime heritage. The museum's collection of historic relics, paintings and ship models are a fascinating insight into the exploits of early explorers, the whaling industry, stories of trading barges and ferries in the everyday life of days now gone, and the central role of sailing ships and steam ships in the export of apples, minerals and timber.
* The Australian Wooden Boat Festival, held biennially in Hobart, celebrates traditional skills and craft and showcases modern, historic and replica ships from around the world.
* The Wooden Boat Centre School of Boatbuilding was founded in 1991 and trains students from around the world in construction of traditional wooden boats. The centre is in Franklin, on the banks of the Huon River, south of Hobart.
Forest Heritage
The timber industry, dating to a time when bushmen felled trees with an axe and hauled the logs from forests with bullock teams, is a significant part of Tasmania's heritage. The forest heritage lives on in a thriving crafts industry where renowned furniture makers and artists use unique local timbers.
* Strahan Visitor Centre tells the story of the hardy 'piners', the men who cut Huon pine in dense rainforests and floated the logs down river to Strahan.
* Geeveston Forest and Heritage Centre, in the Huon Valley south of Hobart, features displays and interpretation from pioneer timber days, speciality timbers and quality woodcraft as well as on site woodturning instruction.
In the north-west of the state, the Water Wheel Creek Timber Experience recreates how pioneers worked in the forests: there is a museum with loggers' old tools of trade, a bushman's hut, shingle cutting displays and a 300-metre bush tram line with timber and steel rails that runs over log bridges. It is reportedly the only operational bush tram in Tasmania.
Mining
Tasmania has a rich mining legacy. For the most part it centres on the mid-west coast where boom and bust mining shaped nineteenth century frontier towns.
* Zeehan – stroll historic streetscapes of this west coast town, visit the West Coast Pioneers Museum and drive through the narrow 'Spray Tunnel'.
* Often overlooked Queenstown has a fascinating history. Part of it is told on the historic West Coast Wilderness Railway that runs from Queenstown, through the west coast's mountainous hinterland, to the World Heritage Area gateway of Strahan. There are tours underground with the Mt Lyell mine tour. The Art Deco Paragon Theatre was built in 1932 as a product of the town's underground riches. The 1,150 seat picture theatre – with the motto 'The city theatre in the country' – was for many years the town's main contact with happenings in the rest of the world. It re-opened in 2009 after extensive renovations.
www.tassietrade.com.au | <urn:uuid:f2a352d1-57c7-4354-af0f-0887d0aab326> | CC-MAIN-2017-47 | https://tassietrade.com.au/__data/assets/pdf_file/0020/12476/heritage.pdf | 2017-11-24T16:52:15Z | crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00541.warc.gz | 732,915,955 | 1,876 | eng_Latn | eng_Latn | 0.998328 | eng_Latn | 0.998506 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2665,
6937,
8951
] | [
2.875
] | 1 | 3 |
PrimeFocus
Tri-Valley Stargazers
Meeting Info
Watching the magnificent Sun with NASA's Solar Dynamics Observatory
What:
Who:
Dr. Regina Soufli
When:
Doors open at 7:00 p.m.
May 17, 2013
Featured Speaker at 7:45 p.m.
Where:
Unitarian Universalist Church in Livermore 1893 N. Vasco Road
Inside
May Meeting
Watching the magnificent Sun with NASA's Solar Dynamics Observatory
Dr. Regina Soufli
Launched in 2010, the Solar Dynamics Observatory (SDO) is NASA's most advanced solar mission to date. It studies the sun's interior, its atmosphere, called the corona, and the impacts on Earth's upper atmosphere and nearby space environment. One of the most crucial components aboard the SDO imaging telescopes are the multilayer-coated mirrors, developed and calibrated to reflect light with extremely high precision, on the order of a fraction of one nanometer (1 nanometer = 1 billionth of a meter). The SDO multilayer mirrors act as reflective lenses and are responsible for capturing the images and movies of the sun produced by SDO at seven extreme ultraviolet (EUV) wavelengths. By imaging the sun at specific EUV emission lines from the solar plasma, the SDO telescopes record solar activity in exquisite spatial, spectral and temporal resolution for the purpose of studying and elucidating the sun's extremely complex and dynamic magnetic field, its plasma and related phenomena. SDO has already contributed to several discoveries, including sympathetic solar flares and super-high-speed solar waves. It also has enabled modeling efforts to predict solar activity, including extreme events (such as flares and coronal mass ejections), which when directed toward Earth, can disrupt satellite communications and electricity grids and may pose threats to aviation and astronaut safety. SDO also has brought scientists closer to solving the most intriguing enigma in modern solar physics: the coronal heating mechanism.
Regina Soufli received her Diploma in Electrical Engineering from the National Technical University of Athens in Greece and her Ph.D. in Electrical Engineering from the University of California, Berkeley. She was staff scientist at the HarvardSmithsonian Center for Astrophysics working on NASA's Chandra X-ray Observatory. At Lawrence Livermore National Lab she has been principal investigator on programs related to extreme ultraviolet (EUV) and x-ray optics for semiconductor lithography, solar physics and astrophysics, synchrotron and free-electron lasers, and high-energy physics. She has recently been developing x-ray optics for the Linac Coherent Light Source, the world's first x-ray free electron laser, and EUV multilayer optics for NASA's Solar Dynamics Observatory and NASA / NOAA's space weather satellites. Her interests are in EUV/X-ray interactions with matter, surface and materials science, corrosion science, multilayer thin films, roughness and scattering. She is author of about 100 publications and a book chapter, and has received two "R&D 100" awards.
Header Image: This is a composite of 25 images of the Sun taken by the Solar Dynamics Observatory. The images, spanning the period April 16, 2012 to April 15, 2013, were taken at a wavelength of 171 Angstroms, and reveal where the Sun was most active during this period. 171 Angstroms corresponds to the extreme ultraviolet, and shows solar material at a temperature of about 600,000 Kelvin. Credit: NASA's Goddard Space Flight Center/SDO/S. Wiessinger; also see: http://sdo.gsfc.nasa.gov/gallery/ potw.php?v=item&id=142
News & Notes
2013 TVS Meeting Dates
The following lists the TVS meeting dates for 2013. The lecture meetings are on the third Friday of the month, with the Board meetings on the Monday following the lecture meeting.
Money Matters
Treasurer David Feindel indicates that as of April 22, 2013 the TVS account balance is:
Checking $12,762.92
TVS Needs YOU!!!
TVS needs your help. Please consider taking on the role of Vice-President or Program Director. Anyone interested in either (or both) of these positions is encouraged to contact any of the club officers via email or at the monthly meeting.
Yosemite Star Party
This year's Yosemite Star Party will be held on Friday and Saturday, August 16 and August 17, at Glacier Point. Tri-Valley members who bring telescopes for public observing will receive free camping at the Bridalveil campgrounds. On these evenings, sunset occurs at about 8pm. On August 16, moonrise is at 4:18pm and moonset is at 2:35am. On August 17, moonrise is at 5:13pm and moonset is at 3:42am.
Those interested in participating should contact Bob McKoon (rmckoon"at"yahoo.com).
Calendar of Events
May 11, 8:30pm
What: Deep Space Industries
Who: Dr. Jim Luebke, Deep Space Industries
Where:
Mt. Tamalpais State Park, Cushing Memorial Am- phitheater, more commonly known as the
Mountain Theater, Rock Spring parking area
Cost: Free
Deep Space Industries is a new company dedicated to exploring, characterizing, retrieving, and processing NearEarth asteroids for fuel, building materials, and planetary defense.
For more information see: http://www.mttam.net/astronomy/schedule.html
May 14, Noon-1:00pm
What: Life Before Genetics: Autogenesis, Information,
and the Outer Solar System
Who: Terrence W. Deacon, Anthropology Department,
UC Berkeley
Where: SETI Headquarters, 189 N. Bernardo Ave.,
Mountain View, CA
Cost: Free
The investigation of the origins of life has been hindered by what we think we know about current living organisms. This includes three assumptions about necessary conditions: 1) that it emerged entirely on Earth, 2) that it is dependent on the availability of liquid water, and 3) that it is coextensive with the emergence of molecules able to replicate themselves.
In addition, the three most widely explored alternative general models for a molecular process that could serve as a precursor to life also reflect reductionistically-envisioned fragments of current living systems: e.g., container-first, metabolismfirst, or information-first scenarios. Finally, we are hindered by a technical concept of information that is fundamentally incomplete in precise ways that are critical to characterizing living processes.
These all reflect reductionistic "top-down" approaches to the extent that they begin with a reverse-engineering view of what constitutes a living Earth-organism and explore possible re-compositional scenarios. This is a Frankensteinian enterprise that also begins with assumptions that are highly Earth-life specific and therefore unlikely to lead to a general exo-biology.
The approach Dr. Deacon will outline instead begins from an unstated conundrum about the origins of life. The initial transition to a life-like process necessarily exemplified two almost inconceivably incompatible properties: 1) it must have involved exceedingly simple molecular interactions, and 2) it must have embodied a thermodynamic organization with the unprecedented capacity to locally compensate for spontaneous thermodynamic degradation as well as to stabilize one or more intrinsically self-destroying self-organizing processes.
This talk will explore the origins of life problem by attempting to identify the necessary and sufficient molecular relationships able to embody these two properties. From this perspective, Dr. Deacon will develop a model system - autogenesis - that redefines biological information and opens the search for life's origin to cosmic and planetary contexts seldom considered.
Calendar of Events (continued)
For more information see: http://www.seti.org/csc/lectures, e-mail email@example.com, or phone 650-961-6633.
May 15, 7:00pm-8:30pm
What:
Being a Mars Rover: What It’s Like on the Surface of Mars
Who: Dr. Lori Fenton, SETI Institute
Where: Smithwick Theater, Foothill College, El Monte
Road and Freeway 280, Los Altos Hills, CA
Cost: Free, Parking lots 1, 7 and 8 provide stair and no-
stair access to the theatre. Visitors must purchase a parking permit for $3 from dispensers in student
parking lots.
On Aug. 6, 2012, many people around the world gathered around TVs and computers to await news of NASA's latest mission to Mars. The complex, yet flawless landing of the rover Curiosity led to worldwide acclaim. What has NASA's youngest robot been up to since then, and what has it discovered? Where on Mars did it land and why was that site chosen above all others? Dr. Fenton will give an overview of the rover's capabilities, accomplishments, and plans on Mars and describe what it's really like on the surface of the red planet.
For more information see: http://www.foothill.edu/news/ newsfmt.php?sr=2&rec_id=3013 or call (650) 949-7888.
May 18, 11:00am
What:
Connecting Infinitesimal to Infinity: The Search for Dark Matter
Who: Dr. Nader Mirabolfathi, UC Berkeley
Where: UC Berkeley, Genetics and Plant Biology Building,
Room 100 (northwest corner of campus)
Cost: Free, limited hourly pay parking on/nearby cam-
pus. The venue is within walking distance of BART and bus lines.
At the very small scales the Standard Model of Elementary Particles explains the building blocks of the nature and their interactions. Although the model is very successful (e.g., prediction of Higgs Bosons recently discovered at CERN), it is incomplete! A new physics beyond the Standard Model is indeed required to explain some internal problems of this model.
On the other hand at the very large scales our observations of dynamics of galaxies, clusters of galaxies or the Universe as a whole do not match our expectations based on the luminous matter content of the Universe. A new form of matter that doesn't emit or interact with light, i.e., dark matter is required to explain our observations.
I will speak about a new class of elementary particles, a.k.a Weakly Interacting Massive Particles (WIMPs), to resolve inconsistencies in our understanding of the nature at both extreme large and small scales and how they are connected together. I will also explore the experimental efforts to detect these particles in terrestrial laboratories.
For more information see: http://scienceatcal.berkeley.edu/ lectures
May 18, 7:00pm-9:00pm
What: An Evening with Astronauts
Who: Astronauts Ed Lu and Rusty Schweickart
Where: Chabot Space and Science Center, 10000 Skyline
Blvd., Oakland, CA 94619
Cost: $20 members, $23 guests, $29 at the door (subject
to availability). Tickets available by calling (510)
continued on page 4
Calendar of Events (continued)
336-7373.
Explore the world of asteroid hunters with Astronauts Ed Lu and Rusty Schweickart, co-founders of the B612 Foundation a private foundation dedicated to protecting the Earth from asteroids. Lu and Schweickart
will share the latest information on new technologies that help protect
our Earth and plans to build, launch, and operate the first privately
funded deep telescope. Hear how their time served as astronauts helped inspire them to protect our planet. Panel discussion followed by Q&A.
See http://www.chabotspace.org/events.htm for more information.
May 20, 7:30pm
Who: Dr. Mario Livio, Space Telescope Science Institute
Where: California Academy of Science, 55 Music Con-
course Dr., Golden Gate Park, San Francisco, CA
Cost:
Adults $12, Seniors $10, Academy members $8. Reserve a space online or call 1-877-227-1831.
What: Brilliant Blunders
Dr. Mario Livio is a senior astrophysicist at the Hubble Space Telescope Science Institute and a bestselling author. He wrote "The Golden Ratio," a highly acclaimed book about mathematics and art for which he received the International Pythagoras Prize and the Peano Prize. His latest literary adventure, "Brilliant Blunders," draws on the lives of five renowned scientists. He shows how even these geniuses made major mistakes and how their errors were an essential part of the process of achieving scientific breakthroughs. We all make mistakes, and that includes five of the greatest scientists in history—Charles Darwin, William Thomson (Lord Kelvin), Linus Pauling, Fred Hoyle, and Albert Einstein. Fred Hoyle, for example, was an eminent astrophysicist who ridiculed an emerging theory about the origin of the universe that he dismissively called "The Big Bang." And the name stuck! Join us to learn more about the Brilliant Blunders that advanced the science of its time. Livio is also the author of such books as "The Equation That Couldn't Be Solved," "Is God a Mathematician?" and "The Accelerating Universe." Book Signing to follow.
See http://www.calacademy.org/events/lectures/ for lecture and reservation information.
May 21, Noon-1:00pm
What:
Convection in Ice Mantles: Effects of Texture and Anisotropy
Who: Max Rudolph, University of Colorado, Boulder
Where: SETI Headquarters, 189 N. Bernardo Ave.,
Mountain View, CA
Cost: Free
The icy mantles of satellites in the outer solar system may transport heat by solid-state convection, which is important because it provides a mechanism for cycling material between ocean and surface, controls the rate of heat transport, and may produce surface geological features. The style of convection and rate of heat transport depend strongly on ice rheology, which is complex. I will discuss the effect of crystallographic preferred orientation (CPO) on ice rheology and how this phenomenon affects convection. Next, I will present the results from numerical models of ice convection in which we incorporate CPO development and the resulting viscous anisotropy. CPO develops as a result of strain and can potentially be detected using spacecraft radar observations. Hence, if we can detect CPO, we can study not only the present state but also the strain-history of an icy satellite. Our numerical models lead to specific predictions of where CPO is likely to develop and what CPO fabrics are likely to develop in association with specific geologic settings.
For more information see: http://www.seti.org/csc/lectures, e-mail firstname.lastname@example.org, or phone 650-961-6633.
May 28, Noon-1:00pm
What: Do Cyanobacteria Use Iron for Photosynthesis?
Who: Niki Parenteau, SETI Institute
Where: SETI Headquarters, 189 N. Bernardo Ave.,
Mountain View, CA
Cost: Free
Dr. Parenteau will speak about her research into the origins of photosynthesis and how this might relate to ancient banded iron formations formed during the great oxidation event. Banded Iron Formations (BIFs) are widespread Precambrian sedimentary deposits that accumulated in deep ocean basins with inputs of reduced iron and silica from deep ocean hydrothermal vents.
There is a large scientific debate as to whether abiotic or biotic mechanisms were responsible for the oxidation of mineral assemblages in BIFs. Biotic oxidation could have occurred as a result of the photosynthetic production of oxygen by cyanobacteria, or could have been directly formed by anoxygenic phototrophs or chemolithotrophs.
Dr. Parenteau has been searching for modern descendants of such an ancestral "missing link" cyanobacterium in the phototrophic mats at Chocolate Pots, a hot spring in Yellowstone National Park. Dr. Parenteau will explain how her study of the biomats using C-14 carbon uptake experiments have tantalizingly showed that the cyanobacteria grow anoxygenically using reduced iron as an electron donor for photosynthesis in situ.
For more information see: http://www.seti.org/csc/lectures, e-mail email@example.com, or phone 650-961-6633.
May 31 7:00pm-8:00pm
Calendar of Events (continued)
What: Our Next Ride
Who: Fridays with Faride
Where:
Chabot Space and Science Center, 10000 Skyline Blvd., Oakland, CA 94619
Cost:
Included with General Admission, Tickets available online or call (510) 336-7373
NASA's Space Launch System (SLS) is the new protocol for the American Space Program. This is an elaborate approach to lifting crew and cargo into the sky in a way that is safe, economical, and with greater options and flexibility. In this presentation, you'll gain some insight into the future of space travel and understand why our traditional means of exploration are now history.
See http://www.chabotspace.org/events.htm for more information.
June 8, 8:30pm
Who: Dr. Geoff Marcy, UC Berkeley
Where:
Chabot Space and Science Center, 10000 Skyline Blvd., Oakland, CA 94619
Cost:
Members: $10 adults/$7 children; Non-members: $21 adults/$10 children; includes General Admis- sion, tickets available online or call (510) 336- 7373
What: Cosmos 360 with Geoff Marcy
We are pleased to have renowned astronomer Geoff Marcy of UC Berkeley join the journey! Debut of the latest show in the series and Q&A with Marcy and our host, truly an out of this world experience!
Geoff Marcy is one of the pioneers and leaders in the discovery and characterization of planets around other stars. His research has included detection of the first multiple-planet system, the first Saturn-mass planet and the first Neptunemass planet. In recent years, Professor Marcy's research has focused on the search for Earth-size planets around other stars using Kepler, the NASA space-borne telescope. In March, 2012, he was appointed to the Alberts Chair in the Search for Extraterrestrial Intelligence and has won many awards for his work in the subject.
See http://www.chabotspace.org/events.htm for more information
June 11, Noon-1:00pm
What: Measuring Atmospheric Boundary Layer Fluxes
on Mars: Sonic Anemometer
Who: Don Banfield, Cornell University
Where: SETI Headquarters, 189 N. Bernardo Ave.,
Mountain View, CA
Cost: Free
The atmospheric boundary layer on Mars is where the in- fluence between the surface and atmosphere (and vice versa) takes place on Mars. To better validate and improve mesoscale atmospheric models we suggest that direct observations of the interactions between the surface and atmosphere are needed. Such direct measurements of the forcings (and response) between surface and atmosphere allow much tighter constraints to be placed on the processes that control the behavior of the atmosphere in and well above the atmospheric boundary layer. To achieve these direct measurements, we propose using a sonic anemometer for Mars.
This instrument, based on the gold standard wind measurement techniques used terrestrially, has been in development under PIDDP (now PICASSO) funding for much of the last decade, and is now ready for use on upcoming Mars missions. Dr. Banfield will discuss the advantages such an instrument offers over other wind measurement techniques for Mars, as well as some details of the instrument itself.
For more information see: http://www.seti.org/csc/lectures, e-mail firstname.lastname@example.org, or phone 650-961-6633.
June 15, 8:30pm
Who: Dr. Alex Filippenko, UC Berkeley
Where:
Mt. Tamalpais State Park, Cushing Memorial Am- phitheater, more commonly known as the Mountain Theater, Rock Spring parking area
Cost: Free
What: Dark Energy and the Runaway Universe
The expansion rate of the Universe is speeding up with time, rather than slowing down due to gravity as expected. The origin of the repulsive "dark energy" may be the biggest unsolved mystery in all of physics.
For more information see: http://www.mttam.net/astronomy/schedule.html
June 18, Noon-1:00pm
and Dark Energy
Who: Robert Nesbet, IBM Almaden
Where: SETI Headquarters, 189 N. Bernardo Ave.,
Mountain View, CA
Cost: Free
What: Conformal Gravity: New Light on Dark Matter
Dr. Nesbet will describe (in layman's terms) implications of a theory that differs from standard particle physics and cosmology only by imposing a universal symmetry principle. This theory has been found to explain dark energy and dark galactic halos without invoking dark matter. Subgalactic phenomenology (relevant to our solar system) is retained.
The model postulates that strict conformal symmetry (local Weyl scaling covariance), already satisfied by standard fermion and gauge boson theory, can be extended to all elcontinued on page 6
What's Up by Ken Sperber (adapted from The Year in Space and S&T)
Pacific Daylight Time
May
9 Thu New Moon (5:28pm)
11-12 Sat- Thin crescent Moon in conjunction with Jupiter
17 Fri First Quarter Moon (9:35pm)
21-22 Tue- Waxing gibbous Moon close to Spica on the 21st, and Saturn on the 22nd
24-29 Fri- Venus, Jupiter, and Mercury within a 5 degree circle. (After sunset); See skypub.com/may2013planets
24 Fri Full Moon (9:25pm)
31 Fri Last Quarter Moon (11:58am)
June
1-13 Sat
Mercury’s highest evening apparition of 2013 (45 minutes after sunset); See p.51 of June S&T for how to observe Mercury during the day!
8 Sat New Moon (8:56am)
9 Sun Thin crescent Moon 6-8 degrees below Venus (shortly after sunset)
16 Sun First Quarter Moon (10:24am)
18-19 Tue- Mercury within 2 degrees of Venus (shortly after sunset)
23 Sun Full Moon, largest of 2013 (4:32am)
Calendar of Events (continued)
ementary massless fields. This modifies Einstein-Hilbert general relativity and the Higgs scalar field model. No new physical fields are introduced.
Dr. Nesbet will show that conformal gravity and a conformal Higgs model fit empirical data on galactic rotational velocities, galactic halos, and Hubble expansion including dark energy. By implication, dark matter is not needed for an isolated galaxy. This model appears to be a promising tool for understanding both cosmology and elementary particle physics.
For more information see: http://www.seti.org/csc/lectures, e-mail email@example.com, or phone 650-961-6633.
Caption: It's Saturn season! Gert Gottschalk took this image on April 29, 2013, one night after Saturn reached opposition (when Saturn was the closest to Earth for 2013). Gert used his 13" f/4 Newtonian with a TeleVue 2.5x barlow, a DMK41 imaging camera with a red filter. 300 of 900 images were combined in Registax. With good seeing conditions, Gert captured the Cassini Division, multiple cloud bands, and the long-lived hexagonal-shaped storm that resides over the North Pole!
Exploring the Water World
By Diane K. Fisher
In some ways, we know more about Mars, Venus and the Moon than we know about Earth. That's because 70% of our solar system's watery blue planet is hidden under its ocean. The ocean contains about 98% of all the water on Earth. In total volume, it makes up more than 99% of the space inhabited by living creatures on the planet.
As dominant a feature as it is, the ocean—at least below a few tens of meters deep—is an alien world most of us seldom contemplate. But perhaps we should.
The ocean stores heat like a "fly wheel" for climate. Its huge capacity as a heat and water reservoir moderates the climate of Earth. Within this Earth system, both the physical and biological processes of the ocean play a key role in the water cycle, the carbon cycle, and climate variability.
This great reservoir continuously exchanges heat, moisture, and carbon with the atmosphere, driving our weather patterns and influencing the slow, subtle changes in our climate.
The study of Earth and its ocean is a big part of NASA's mission. Before satellites, the information we had about the ocean was pretty much "hit or miss," with the only data collectors being ships, buoys, and instruments set adrift on the waves.
Now ocean-observing satellites measure surface topography, currents, waves, and winds. They monitor the health of phytoplankton, which live in the surface layer of the ocean and supply half the oxygen in the atmosphere. Satellites monitor the extent of Arctic sea ice so we can compare this important parameter with that of past years. Satellites also measure rainfall, the amount of sunlight reaching the sea, the temperature of the ocean's surface, and even its salinity!
Using remote sensing data and computer models, scientists can now investigate how the oceans affect the evolution of weather, hurricanes, and climate. In just a few months, one satellite can collect more information about the ocean than all the ships and buoys in the world have collected over the past 100 years!
NASA's Earth Science Division has launched many missions to planet Earth. These satellites and other studies all help us understand how the atmosphere, the ocean, the land and life—including humans—all interact together.
Find out more about NASA's ocean studies at http://science. nasa.gov/earth-science/oceanography. Kids will have fun exploring our planet at The Space Place, http://spaceplace. nasa.gov/earth.
This article was written by Diane K. Fisher and provided through the courtesy of the Jet Propulsion Laboratory,
California Institute of Technology, under a contract with the National Aeronautics and Space Administration.
Caption: This image from September 2012 shows that the Arctic sea is the smallest recorded since record keeping began in 1979. This image is from NASA's Scientific Visualization Studio at Goddard Space Flight Center.
Tri-Valley Stargazers P.O. Box 2476 Livermore, CA 94551
PrimeFocus
Tri-Valley Stargazers Membership Application
Member agrees to hold Tri-Valley Stargazers, and any cooperating organizations or landowners, harmless from all claims of liability for any injury or loss sustained at a TVS function.
Name ________________________________ Phone ______________________ e-mail _______________________
Address ____________________________________________________________________________________________
Do not release my: _____ address, _____ phone, or _____ e-mail information to other TVS members.
Membership category: _______ $5 Student.
_______ $30 Basic. You will receive e-mail notification when the PDF version of Prime Focus is available for download off the TVS web site.
_______ $10 Hidden Hill Observatory (H2O) yearly access fee. You need to be a key holder to access the site.
_______ $20 H2O key holder fee. (A refundable key deposit—key property of TVS).
_______ $40 Patron Membership. Must be a member for at least a year and a key holder.
_______ $34 One year subscription to Astronomy magazine.
_______ $60 Two year subscription to Astronomy magazine.
_______ $32.95 One year subscription to Sky & Telescope magazine. Note: Subscription to S&T is for new subscribers only. Existing subscribers please renew directly through S&T.
$ _______ Tax deductible contribution to Tri-Valley Stargazers.
$ _______ TOTAL – Return to: Tri-Valley Stargazers, P.O. Box 2476, Livermore, CA 94551
Membership information: Term is one calendar year, January through December. Student members must be less than 18 years old or still in high school. | <urn:uuid:7993de22-e420-41ff-b3e9-77750b997ec4> | CC-MAIN-2017-47 | http://trivalleystargazers.org/newsletters/2013/tvsnews0513.pdf | 2017-11-24T16:49:22Z | crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00541.warc.gz | 312,244,523 | 5,987 | eng_Latn | eng_Latn | 0.992402 | eng_Latn | 0.994383 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3535,
7519,
10488,
15475,
19964,
21972,
24873,
26552
] | [
1.953125,
2.34375
] | 1 | 0 |
Life-Choices
Every decision you make changes where your life is headed– here are some stories about how simple choices can reroute your life.
- The Absolutely True Diary of a PartTime Indian by Sherman Alexie
- I Am a SEAL Team Six Warrior by Howard Wasdin
- I Beat the Odds (from Homelessness to the Blindside and Beyond) by Michael Oher
- Adulting: How to Become a Grown-Up in 468 Easy(ish) Steps by Kelly Williams Brown
- The Pregnancy Project by Gaby Rodriguez
Inspirational
We all need a little inspiration sometimes– look for some within these great reads.
- Laughing at My Nightmare by Shane Burcaw
- Believe: My Faith and The Tackle That Changed My Life by Eric LeGrand
- Rethinking Normal by Katie Rain Hill
- Breakthrough by Jake Andraka
- Positive by Paige Rawl
Like the topic, but need a different book?
Never hesitate to ask your librarian for a book suggestion!
Books to Read Before You Graduate
A list of recommended books for teens to read before they graduate high school
Selected by the 2015 Libraries of Middlesex County YA Librarians Group
Family
All families are different, and most are pretty complicated. Read the titles below to meet some truly interesting ones.
- Reality Boy by A.S. King
- I'll Give You the Sun by Jandy Nelson
- Playground by 50 Cent
- Orchard by Holly Thompson
- The First Part Last by Angela Johnson
Health
Have health questions? Use these books as a starting point on topics from healthy eating to mental health.
- The Running Dream by Wendelin Van Draanen
- I Don't Want to Be Crazy by Samantha Schutz
- Eat Fresh Food: Awesome Recipes for Teen Chefs by Rozanne Gold
- Sex: A Book for Teens, an Uncensored Guide to Your Body, Sex, and Safety by Nikol Hasler
- Health Smarts: How to Eat Right, Stay Fit, Make Positive Choices and More by Matt Doeden
Friends
We could all use a little help from our friends! See how friendship changed the lives of the characters in these books
- Winger by Andrew Smith
- Roomies by Sara Zarr and Tara Altebrando
- Me and Earl and the Dying Girl by Jesse Andrews
- Hush by Eishes Chayil
- Does My Head Look Big In This? By Randa Abdel-Fattah
Relationships
Love makes the world go round. These books are about the highs and lows of all kinds of romantic relationships.
- The Statistical Probability of Love at First Sight by Jennifer E. Smith
- Will Grayson, Will Grayson by David Levithan and John Green
- We Should Hang Out Sometime by Josh Sundquist
- Say What You Will by Cammie McGovern
- If You Could Be Mine by Sara Farizan
Money
Mo' Money, Mo' Problems, right Biggie Smalls? The titles here will help make money less of a mystery.
- What Do You Really Want? How to Set a Goal and Go For It! By Beverly K. Bachel
- Breaking Night by Liz Murray
- The Gospel According to CoCo Chanel by Karen Karbo
- The Life You Can Save by Peter Singer
- The Teen Money Manual by Kara McGuire | <urn:uuid:cc0c2918-a7ff-4d80-9445-a57ee148f326> | CC-MAIN-2017-47 | http://woodbridgelibrary.org/sites/default/files/staffuploads/documents/Books%20To%20Read%20Before%20You%20Graduate%202015%20%281%29.pdf | 2017-11-24T16:56:02Z | crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00541.warc.gz | 334,007,843 | 694 | eng_Latn | eng_Latn | 0.99017 | eng_Latn | 0.990061 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1069,
2886
] | [
2.171875
] | 1 | 4 |
PARVO, DISTEMPER AND OTHER
DEADLY DISEASES ARE EVERYWHERE. That's why it's more important than ever to vaccinate and protect your pets.
Thousands of dogs die each year from parvo, distemper and other diseases. Houston, with its large numbers of roaming and homeless animals, is especially hard hit. What are the best tools for preventing these deadly diseases? Vaccinations, education and awareness!
PARVO
Canine parvovirus is a highly contagious viral infection that can be transmitted by contact with an infected dog's feces. The virus can survive for months on inanimate objects like food bowls, floors, shoes, etc. Symptoms include vomiting, diarrhea, weight loss and lack of appetite. Most cases involve puppies six weeks to six months old but it can occur in older dogs. Sam and Dave, the puppies in the picture, had parvo. Sam survived but Dave did not.
DISTEMPER
Canine distemper is a highly contagious virus transmitted through the air by coughing and by bodily secretions like urine. Dogs can get it at any age but puppies less than six months old are most at risk. Common signs are nasal and eye discharge, coughing, diarrhea, vomiting, fever and seizures. Foster, the sweet puppy in the picture, already had distemper when he was rescued and died soon after.
BACKYARD BREEDERS
People who buy dogs at flea markets or similar places should be especially careful. Unlicensed backyard breeders who sell puppies from their homes or at flea markets are a source of these diseases, which spread easily and are very hard to control once animals and the premises are infected. BUYER BEWARE: that cute puppy you are buying may be infected with a deadly disease.
HOW CAN YOU HELP PREVENT PARVO AND DISTEMPER?
Vaccinate your dog! Early vaccinations of puppies and follow up boosters are the best tools for prevention. Help raise awareness by educating others about the importance of vaccinations. Also, never buy a dog; there are plenty of fully vaccinated, healthy rescued dogs who need loving homes. For more information, contact us at email@example.com or go to www.barriodogs.org. | <urn:uuid:ee943b00-0855-43b5-9575-2c9639261ac0> | CC-MAIN-2017-47 | http://barriodogs.org/pdf/PARVO-Distemper-Info-flyer.pdf | 2017-11-24T16:42:41Z | crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00543.warc.gz | 30,336,506 | 466 | eng_Latn | eng_Latn | 0.999337 | eng_Latn | 0.999337 | [
"eng_Latn"
] | false | docling | [
2096
] | [
2.671875
] | 2 | 5 |
Supernovae and the higher elements
The 'nova' is a new star that appears in the sky. A very bright new star is then a 'supernova', says S.Ananthanarayanan.
The origin of stars is in vast, light-years-spanning clouds of gas, mostly hydrogen, held together by my mutual attraction by gravity. Over aeons, the gravitational force draws the atoms of the gas closer and closer together, which results in increasing the 'pressure' of the gas. And like the air in a bicycle pump gets hot when it is compressed, the cloud of gas also gets hot, to millions of degrees.
Nuclear Fusion
At such temperatures, the nuclei of the hydrogen atoms can separate from the electrons and bang into each other hard enough to be able to 'fuse' into helium nuclei, the reaction that takes place in the hydrogen bomb, and this releases immense energy. The core of the cloud of gas is soon blazing with this nuclear fire, which causes the gas to expand. The cooling due to expansion, as well as the reducing supply of hydrogen as fuel, then lets gravity get the upper hand and the cloud begins to get compressed again.
This soon re-ignites the nuclear fire, which again leads to expansion. When the hydrogen fuel is all used up, the compression is able to proceed further, to hit the energies required for helium nuclei to fuse, and form n along the way, up to the element, iron.
Things stop with iron
The way fusion works is that the combined or 'fused' nuclei represent a lower energy state than the separate nuclei. But there is a great barrier to be overcome before the separate nuclei can combine. This is why it takes temperatures of millions of degrees to get the 'fusion' going. But once started, fusion releases so much of energy that the reaction can continue by itself.
Higher and higher elements get created like this, with increasing doses of energy needed to overcome the 'barrier', till we reach iron. The nucleus contains 56 particles, against the single particle in the nucleus of hydrogen, from where we started.
But with iron, we reach a nucleus with a very low energy, and the combination of the iron nucleus with other particles to form elements with even more particles does not generate the energy needed to keep the reaction going. Hence, in stars formed through this process, elements higher than iron are usually not found.
Where do they come from, then?
When the nuclear fuel of a star is completely consumed, there is nothing to stop the compression due to gravity and the matter in the star gets compressed till the electrons of the atoms and very nuclei begin to be squeezed together. The positive protons and negative electrons now merge to form neutrons, again a reaction that gives off energy. This kind of thing happens at the core of the collapsing star and the resulting explosion blows off the outer parts of the star, as a 'supernova'.
The fantastic energies released are able to support fusion and the formation of higher elements than iron, even without the help of any energy coming from the fusion reaction itself. | <urn:uuid:c00951f5-2ab5-448a-a612-8cb0e50a3f6a> | CC-MAIN-2017-47 | http://simplescience.in/SciencePDF/030000.SupernovaeAndHigherElements.pdf | 2017-11-24T16:50:27Z | crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00540.warc.gz | 289,225,899 | 626 | eng_Latn | eng_Latn | 0.998982 | eng_Latn | 0.998974 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2331,
3041
] | [
2.65625
] | 1 | 0 |
Lesson 57: Pascal's Principle (AP Only)
Imagine that you have a container of fluid.
* From what we've learned so far, we know that the pressure the fluid exerts on the sides of the container is the same everywhere.
* If they were not, the fluid would no longer be static.
* Now we exert a force somewhere on the outside of the container. What can we expect will happen to the pressure inside the container?
* Well, for starters, it makes sense to say that the pressure will increase.
* The important part is that, according to Pascal's Principle, the pressure will increase everywhere in the fluid, not just where you are applying the force.
Application of Pascal's Principle
Probably the most easily understood example of Pascal's principle at work is when a hydraulic lift (like in a mechanics garage) lifts up a large mass.
* On one side we have a small cylinder (filled with an incompressible liquid) with a piston. This is where we will exert a force downwards.
We don't care what the original pressure was in the cylinder, only that the force we are exerting now causes a change in pressure.
* This is connected by a pipe to another, larger cylinder, with a large piston, where the large mass will be lifted by a force upwards.
According to Pascal's principle, the change on both sides must be the same.
* If ΔP is the same, then we can combine the two formulas from above into one equation...
* Since A2 > A1 , then F2 > F1 for the two sides to be equal. This just means that we can exert a small force on the small piston and get a bigger force on the big piston.
Does this sound like getting something for nothing? It isn't, if you keep a few ideas in mind.
* First of all, even though we only push the small piston with a small force, we have to push it a big distance down. On the other side the large piston has a large force up, but it only moves a small distance up.
* This is because we are moving a constant volume of fluid (it is incompressible, remember). This can be calculated for either side...
* Both of these sides are equal, so we can multiply a formula by either side and not change anything...
If I have a formula like 5x = 10 I can multiply both sides by 2 and get 10x = 20 and not really change anything. Same idea here; from above we know that Ad calculated using either pair of numbers is the same, so if I multiply using A 1 d 1 or A 2 d 2 , it's really the same thing.
* This shows that the work done is the same on both pistons. Conservation of energy is ok, since we haven't created or destroyed any energy.
Example 1: I want to build a hydraulic press to be able to squeeze all my gold bars down to thin gold disks. The small piston has an radius of 1.0 cm and I will be able to exert a force of 150 N on it. If the large piston has a radius of 10 cm determine the force against the gold bars.
We can cancel pi on both sides.
Homework
p.354 #32, 34 | <urn:uuid:b2cb2160-8626-4640-ba91-8d477c91d141> | CC-MAIN-2017-47 | http://studyphysics.ca/2007/20/ap_fluids/57_pascal.pdf | 2017-11-24T16:32:45Z | crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00542.warc.gz | 282,165,166 | 674 | eng_Latn | eng_Latn | 0.999122 | eng_Latn | 0.999119 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1408,
2902
] | [
2.78125
] | 1 | 5 |
TExES™ Core Subjects 4–8 (211) Test at a Glance
See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources.
| | Test Name | | Core Subjects 4–8 | | |
|---|---|---|---|---|---|
| Test Code | | 211 | | | |
| Time | | 5 hours | | | |
| Number of Questions | | 200 multiple-choice questions | | | |
| Format | | Computer-administered test (CAT) | | | |
| IV. 21% I. 37% III. 21% II. 21% | | Subject Test | | Subject Test Title | Approx. Percentage of Test |
| | | I. | | English Language Arts and Reading (806) | 37% |
| | | II. | | Mathematics (807) | 21% |
| | | III. | | Social Studies (808) | 21% |
| | | IV. | | Science (809) | 21% |
About This Test
The TExES Core Subjects 4–8 (211) test is designed to assess whether a test taker has the requisite knowledge and skills that an entry-level educator in Texas public schools must possess. The 200 multiple-choice questions are based on the Core Subjects 4–8 test framework.
The test may contain questions that do not count toward the score. The number of scored questions will not vary; however, the number of questions that are not scored may vary in the actual test. Your final scaled score will be based only on scored questions.
The test is structured with four Subject Tests: English Language Arts and Reading, Mathematics, Social Studies and Science.
If, upon completion of the entire Core Subjects 4-8 (211) test, a test taker does not pass one to three of the Subject Tests, they are eligible to retake one or more Subject Tests on another date 45 days after taking the initial Core Subjects 4-8 (211) test.
The timing for the Core Subjects 4-8 (211) test is by subject test, rather than the total test.
| | Subject Test | | Total Items | Time |
|---|---|---|---|---|
| English Language Arts and Reading | | 74 | | |
| Mathematics | | 42 | | |
| Social Studies | | 42 | | |
| Science | | 42 | | |
| TOTAL | | 200 | | |
The Test Framework
The Core Subjects 4–8 test framework is based on the educator standards for this field. The content covered by the test is organized into broad areas of content called domains. Each domain covers one or more of the educator standards for this field. Within each domain, the content is further defined by a set of competencies. Each competency is composed of two major parts:
[x] The competency statement, which broadly defines what an entry-level educator in this field in Texas public schools should know and be able to do.
[x] The descriptive statements, which describe in greater detail the knowledge and skills eligible for testing.
The educator standards being assessed within each domain are listed beginning on the next page. These are followed by a complete set of the framework's competencies and descriptive statements. Read each competency with its descriptive statements to get a more specific idea of the knowledge you will be required to demonstrate on the test.
Educator Standards
English Language Arts and Reading Standard I
Oral Language: Teachers of students in grades 4–8 understand the importance of oral language, know the developmental processes of oral language and provide a variety of instructional opportunities for students to develop listening and speaking skills.
English Language Arts and Reading Standard II
Foundations of Reading: Teachers of students in grades 4–8 understand the foundations of reading and early literacy development.
English Language Arts and Reading Standard III
Word Analysis Skills and Reading Fluency: Teachers understand the importance of word analysis skills (including decoding, blending, structural analysis, sight word vocabulary) and reading fluency and provide many opportunities for students to practice and improve their word analysis skills and reading fluency.
English Language Arts and Reading Standard IV
Reading Comprehension: Teachers understand the importance of reading for understanding, know the components of comprehension and teach students strategies for improving their comprehension.
English Language Arts and Reading Standard V
Written Language: Teachers understand that writing is a developmental process and provide instruction that helps students develop competence in written communication.
English Language Arts and Reading Standard VI
English Language Arts and Reading Standard VII
Study and Inquiry Skills: Teachers understand the importance of study and inquiry skills as tools for learning and promote students' development in applying study and inquiry skills.
Viewing and Representing: Teachers understand how to interpret, analyze, evaluate and produce visual images and messages in various media and to provide students with opportunities to develop skills in this area.
English Language Arts and Reading Standard VIII
Assessment of Developing Literacy: Teachers understand the basic principles of assessment and use a variety of literacy assessment practices to plan and implement instruction.
Mathematics Standard I
Number Concepts: The mathematics teacher understands and uses numbers, number systems and their structure, operations and algorithms, quantitative reasoning and technology appropriate to teach the statewide curriculum (Texas Essential Knowledge and Skills [TEKS]) in order to prepare students to use mathematics.
Mathematics Standard II
Patterns and Algebra: The mathematics teacher understands and uses patterns, relations, functions, algebraic reasoning, analysis and technology appropriate to teach the statewide curriculum (Texas Essential Knowledge and Skills [TEKS]) in order to prepare students to use mathematics.
Mathematics Standard III
Geometry and Measurement: The mathematics teacher understands and uses geometry, spatial reasoning, measurement concepts and principles and technology appropriate to teach the statewide curriculum (Texas Essential Knowledge and Skills [TEKS]) in order to prepare students to use mathematics.
Mathematics Standard IV
Probability and Statistics: The mathematics teacher understands and uses probability and statistics, their applications and technology appropriate to teach the statewide curriculum (Texas Essential Knowledge and Skills [TEKS]) in order to prepare students to use mathematics.
Mathematics Standard V
Mathematical Processes: The mathematics teacher understands and uses mathematical processes to reason mathematically, to solve mathematical problems, to make mathematical connections within and outside of mathematics and to communicate mathematically.
Mathematics Standard VI
Mathematical Perspectives: The mathematics teacher understands the historical development of mathematical ideas, the interrelationship between society and mathematics, the structure of mathematics and the evolving nature of mathematics and mathematical knowledge.
Mathematics Standard VII
Mathematical Learning and Instruction: The mathematics teacher understands how children learn and develop mathematical skills, procedures and concepts; knows typical errors students make; and uses this knowledge to plan, organize and implement instruction to meet curriculum goals and to teach all students to understand and use mathematics.
Mathematics Standard VIII
Mathematical Assessment: The mathematics teacher understands assessment and uses a variety of formal and informal assessment techniques appropriate to the learner on an ongoing basis to monitor and guide instruction and to evaluate and report student progress.
Social Studies Standard I
The social studies teacher has a comprehensive knowledge of the social sciences and recognizes the value of the social sciences.
Social Studies Standard II
The social studies teacher effectively integrates the various social science disciplines.
Social Studies Standard III
The social studies teacher uses knowledge and skills of social studies, as defined by the Texas Essential Knowledge and Skills (TEKS), to plan and implement effective curriculum, instruction, assessment and evaluation.
Social Studies Standard IV
History: The social studies teacher applies knowledge of significant historical events and developments, as well as of multiple historical interpretations and ideas, in order to facilitate student understanding of relationships between the past, the present and the future.
Social Studies Standard V
Geography: The social studies teacher applies knowledge of people, places and environments to facilitate students' understanding of geographic relationships in Texas, the United States and the world.
Social Studies Standard VI
Economics: The social studies teacher knows how people organize economic systems to produce, distribute and consume goods and services and uses this knowledge to enable students to understand economic systems and make informed economic decisions.
Social Studies Standard VII
Government: The social studies teacher knows how governments and structures of power function, provide order and allocate resources and uses this knowledge to facilitate student understanding of how individuals and groups achieve their goals through political systems.
Social Studies Standard VIII
Citizenship: The social studies teacher understands citizenship in the United States and other societies and uses this knowledge to prepare students to participate in our society through an understanding of democratic principles and citizenship practices.
Social Studies Standard IX
Culture: The social studies teacher understands cultures and how they develop and adapt and uses this knowledge to enable students to appreciate and respect cultural diversity in Texas, the United States and the world.
Social Studies Standard X
Science, Technology and Society: The social studies teacher understands developments in science and technology and uses this knowledge to facilitate student understanding of the social and environmental consequences of scientific discovery and technological innovation.
Science Standard I
The science teacher manages classroom, field and laboratory activities to ensure the safety of all students and the ethical care and treatment of organisms and specimens.
Science Standard II
The science teacher understands the correct use of tools, materials, equipment and technologies.
Science Standard III
The science teacher understands the process of scientific inquiry and its role in science instruction.
Science Standard IV
The science teacher has theoretical and practical knowledge about teaching science and about how students learn science.
Science Standard V
The science teacher knows the varied and appropriate assessments and assessment practices to monitor science learning.
Science Standard VI
The science teacher understands the history and nature of science.
Science Standard VII
The science teacher understands how science affects the daily lives of students and how science interacts with and influences personal and societal decisions.
Science Standard VIII
The science teacher knows and understands the science content appropriate to teach the statewide curriculum (Texas Essential Knowledge and Skills [TEKS]) in physical science.
Science Standard IX
The science teacher knows and understands the science content appropriate to teach the statewide curriculum (Texas Essential Knowledge and Skills [TEKS]) in life science.
Science Standard X
The science teacher knows and understands the science content appropriate to teach the statewide curriculum (Texas Essential Knowledge and Skills [TEKS]) in Earth and space science.
Science Standard XI
The science teacher knows unifying concepts and processes that are common to all sciences.
Domains and Competencies
SUBJECT TEST — ENGLISH LANGUAGE ARTS AND READING (806)
Standards Assessed: English Language Arts and Reading I–VIII
Competency 001 (Oral Language): The teacher understands the importance of oral language, knows the developmental processes of oral language and provides a variety of instructional opportunities for students to develop listening and speaking skills.
The beginning teacher:
A. Knows basic linguistic concepts (e.g., phonemes, segmentation) and developmental stages in acquiring oral language, including stages in phonology, semantics, syntax and pragmatics, and recognizes that individual variations occur.
B. Knows characteristics and uses of informal and formal oral language assessments and uses multiple, ongoing assessments to monitor and evaluate students' oral language skills.
C. Provides language instruction that acknowledges students' current oral language skills and that builds on these skills to increase students' oral language proficiency.
D. Plans, implements and adapts instruction that is based on informal and formal assessment of students' progress in oral language development and that addresses the needs, strengths and interests of individual students, including English-language learners (ELLs), in accordance with the English Language Proficiency Standards (ELPS).
E. Recognizes when oral language delays or differences warrant in-depth evaluation and additional help or intervention.
F. Knows how to provide explicit, systematic oral language instruction and supports students' learning and use of oral language through meaningful and purposeful activities implemented one-to-one and in a group.
G. Selects and uses instructional materials and strategies that promote students' oral language development; that respond to students' individual strengths, needs and interests; that reflect cultural diversity; and that build on students' cultural, linguistic and home backgrounds to enhance their oral language development.
H. Understands relationships between the development of oral language and the development of reading and provides instruction that interrelates oral and written language to promote students' reading proficiency and learning (e.g., preview-review, discussion, questioning).
I. Knows similarities and differences between oral and written language and how to promote students' awareness of these similarities and differences.
J. Selects and uses instructional strategies, materials, activities and models to strengthen students' oral vocabulary and narrative skills in spoken language and teaches students to connect spoken and printed language.
K. Selects and uses instructional strategies, materials, activities and models to teach students skills for speaking to different audiences for various purposes and for adapting spoken language for various audiences, purposes and occasions.
L. Selects and uses instructional strategies, materials, activities and models to teach students listening skills for various purposes (e.g., critical listening to evaluate a speaker's message, listening to enjoy and appreciate spoken language) and provides students with opportunities to engage in active, purposeful listening in a variety of contexts.
M. Selects and uses instructional strategies, materials, activities and models to teach students to evaluate the content and effectiveness of their own spoken messages and the messages of others.
N. Knows how to promote students' development of oral communication skills through the use of technology and applications found in smartphones, tablets and e-readers.
Competency 002 (Early Literacy Development): The teacher understands the foundations of early literacy development.
The beginning teacher:
A. Understands the significance of phonological and phonemic awareness for reading and typical patterns in the development of phonological and phonemic awareness and recognizes that individual variations occur.
B. Understands elements of the alphabetic principle (e.g., letter names, graphophonemic knowledge, the relationship of the letters in printed words to spoken language) and typical patterns of students' alphabetic skills development, and recognizes that individual variations occur.
C. Understands that comprehension is an integral part of early literacy.
D. Understands that not all written languages are alphabetic and that many alphabetic languages are more phonetically regular than English and knows the significance of this for students' literacy development in English.
E. Understands that literacy acquisition generally develops in a predictable pattern from prereading (emergent literacy) to conventional literacy and recognizes that individual variations occur.
F. Understands that literacy development occurs in multiple contexts through reading, writing, speaking and using various media.
G. Knows characteristics of informal and formal literacy assessments (e.g., screening devices, criterion-referenced state tests, curriculum-based reading assessments, informal reading inventories, norm-referenced tests).
H. Knows how to select, administer and use results from informal and formal assessments of literacy acquisition.
I. Knows how to use ongoing assessment to determine when a student needs additional help or intervention to bring the student's performance to grade level, based on state content and performance standards for reading in the Texas Essential Knowledge and Skills (TEKS).
J. Analyzes students' errors in reading and responds to individual students' needs by providing focused instruction to promote literacy acquisition.
K. Selects and uses instructional materials that build on the current language skills of individual students, including English-language learners (in accordance with the ELPS), to promote development from emergent literacy to conventional literacy.
L. Knows how to promote students' early literacy development skills through the use of technology and applications found in smartphones, tablets and e-readers.
Competency 003 (Word Identification Skills and Reading Fluency): The teacher understands the importance of word identification skills (including decoding, blending, structural analysis and sight word vocabulary) and reading fluency and provides many opportunities for students to practice and improve word identification skills and reading fluency.
The beginning teacher:
A. Understands that many students develop word analysis skills and reading fluency in a predictable sequence and recognizes that individual variations occur.
B. Understands differences in students' development of word identification skills and reading fluency and knows instructional practices for meeting students' individual needs in these areas.
C. Understands the connection of word identification skills and reading fluency to reading comprehension.
D. Knows the continuum of word analysis skills in the statewide curriculum and grade-level expectations for attainment of these skills.
E. Knows how students develop fluency in oral and silent reading.
F. Understands that fluency involves rate, accuracy and intonation and knows the norms for reading fluency that have been established in the Texas Essential Knowledge and Skills (TEKS) for various age and grade levels.
G. Knows factors affecting students' word identification skills and reading fluency (e.g., home language, vocabulary development, learning disability).
H. Understands important phonetic elements and conventions of the English language.
I. Knows a variety of informal and formal procedures for assessing students' word identification skills and reading fluency on an ongoing basis and uses appropriate assessments to monitor students' performance in these areas and to plan instruction for individual students, including English-language learners (in accordance with the ELPS).
J. Analyzes students' errors in word analysis and uses the results of this analysis to develop and adjust future instruction.
K. Applies norms and expectations for word identification skills and reading fluency, as specified in the Texas Essential Knowledge and Skills (TEKS), to evaluate students' reading performance.
L. Knows how to use ongoing assessment of word identification skills and reading fluency to determine when a student needs additional help or intervention to bring the student's performance to grade level, based on state content and performance standards for reading in the Texas Essential Knowledge and Skills (TEKS).
M. Knows strategies for decoding increasingly complex words, including using the alphabetic principle, structural cues (e.g., prefixes, suffixes, roots) and syllables, and for using syntax and semantics to support word identification and confirm word meaning.
N. Selects and uses instructional strategies, materials, activities and models to teach students to recognize high-frequency irregular words (e.g., by completing analogies, identifying meanings of foreign words commonly used in written English, identifying and explaining idioms and multiple-meaning words) to promote students' ability to decode increasingly complex words and to enhance word identification skills for students reading at different levels.
O. Selects and uses appropriate instructional strategies, materials, activities and models to improve reading fluency for students reading at different levels (e.g., having students read independent-level texts, engage in repeated reading activities, use self-correction).
Competency 004 (Reading Comprehension and Assessment): The teacher understands the importance of reading for understanding, knows components and processes of reading comprehension and teaches students strategies for improving their comprehension.
The beginning teacher:
A. Understands reading comprehension as an active process of constructing meaning.
B. Understands the continuum of reading comprehension skills in the statewide curriculum and grade-level expectations for these skills.
C. Understands factors affecting students' reading comprehension (e.g., oral language development, word analysis skills, prior knowledge, language background, previous reading experiences, fluency, vocabulary development, ability to monitor understanding, characteristics of specific texts).
D. Knows characteristics of informal and formal reading comprehension assessments (e.g., criterion-referenced state tests, curriculum-based reading assessments, informal reading inventories, norm-referenced tests).
E. Selects and uses appropriate informal and formal assessments to monitor and evaluate students' reading comprehension.
F. Analyzes student errors and provides focused instruction in reading comprehension based on the strengths and needs of individual students, including English-language learners (in accordance with the ELPS).
G. Knows how to use ongoing assessment to determine when a student needs additional help or intervention to bring the student's performance to grade level, based on state content and performance standards for reading in the Texas Essential Knowledge and Skills (TEKS).
H. Understands metacognitive skills, including self-evaluation and selfmonitoring skills, and teaches students to use these skills to enhance their own reading comprehension.
I. Knows how to determine students' independent, instructional and frustration reading levels and uses this information to select and adapt reading materials for individual students and to guide their selection of independent reading materials.
J. Uses various instructional strategies to enhance students' reading comprehension (e.g., linking text content to students' lives and prior knowledge, connecting related ideas across different texts, engaging students in guided and independent reading, guiding students to generate questions and apply knowledge of text topics).
K. Knows how to provide students with direct, explicit instruction in the use of strategies to improve their reading comprehension (e.g., previewing, self-monitoring, visualizing, retelling, summarizing, paraphrasing, inferring, identifying text structure).
L. Uses various communication modes (e.g., written, oral) to promote students' reading comprehension.
M. Understands levels of reading comprehension and how to model and teach literal, inferential and evaluative comprehension skills.
N. Knows how to provide instruction to help students increase their reading vocabulary.
O. Understands reading comprehension issues for students with different needs and knows effective reading strategies for those students.
P. Knows the difference between guided and independent practice in reading and provides students with frequent opportunities for both.
Q. Knows how to promote students' development of an extensive reading and writing vocabulary by providing them with many opportunities to read and write.
Competency 005 (Reading Applications): The teacher understands reading skills and strategies appropriate for various types of texts and contexts and teaches students to apply these skills and strategies to enhance their reading proficiency.
The beginning teacher:
A. Understands skills and strategies for understanding, interpreting and evaluating different types of written materials, including narratives, expository texts, persuasive texts, technical writing and content-area textbooks.
B. Understands different purposes for reading and related reading strategies.
C. Knows and teaches strategies to facilitate comprehension of different types of text before, during and after reading (e.g., previewing, making predictions, questioning, self-monitoring, rereading, mapping, using reading journals, discussing texts).
D. Provides instruction in comprehension skills that support students' transition from "learning to read" to "reading to learn" (e.g., matching comprehension strategies to different types of text and different purposes for reading).
E. Understands the importance of reading as a skill in all content areas.
F. Understands the value of using dictionaries, glossaries and other sources to determine the meanings, pronunciations and derivations of unfamiliar words and teaches students to use these sources.
G. Knows how to teach students to interpret information presented in various formats (e.g., maps, tables, graphs) and how to locate, retrieve and retain information from a range of texts and technologies.
H. Knows how to help students comprehend abstract content and ideas in written materials (e.g., by using manipulatives, examples, diagrams) and formulate, express and support responses to various types of texts.
I. Knows literary genres (e.g., historical fiction, poetry, myths, fables, drama) and their characteristics.
J. Knows literary nonfiction genres (e.g., biographies, memoirs) and their characteristics.
K. Recognizes a wide range of literature and other texts appropriate for students.
L. Provides multiple opportunities for students to listen and respond to a wide variety of children's and young people's literature, both fiction and nonfiction, and to recognize characteristics of various types of narrative and expository texts.
M. Understands and promotes students' development of literary response and analysis (e.g., formulating, expressing, and supporting responses to various types of literary texts) including teaching students elements of literary analysis (e.g., story elements, literary devices, figurative language, characterization, features of different literary genres, influences of historical and cultural contexts, themes and settings) and providing students with opportunities to apply comprehension skills to literature.
N. Selects and uses a variety of materials to teach students about authors, including the cultural, historical and contemporary contexts, and about different purposes for writing.
O. Provides students with opportunities to engage in silent reading and extended reading of a wide range of materials, including expository texts and various literary genres.
P. Engages students in varied reading experiences and encourages students to interact with others about their reading.
Q. Uses strategies to encourage reading for pleasure and lifelong learning.
R. Knows how to teach students strategies for selecting their own books for independent reading.
S. Uses technology to promote students' literacy and teaches students to use technology to access a wide range of appropriate narrative and expository texts.
Competency 006 (Written Language — Writing Conventions): The teacher understands the conventions of writing in English and provides instruction that helps students develop proficiency in applying writing conventions.
The beginning teacher:
A. Knows predictable stages in the development of writing conventions (including the physical and cognitive processes involved in letter formation, word writing, sentence construction, spelling, punctuation and grammatical expression) and recognizes that individual variations occur.
B. Knows and applies appropriate instructional strategies and sequences to teach writing conventions and their applications to all students, including English-language learners (in accordance with the ELPS).
C. Knows informal and formal procedures for assessing students' use of writing conventions and uses multiple ongoing assessments to monitor and evaluate students' development in this area.
D. Uses ongoing assessment of writing conventions to determine when a student needs additional help or intervention to bring the student's performance to grade level, based on state content and performance standards for writing in the Texas Essential Knowledge and Skills (TEKS).
E. Analyzes students' errors in applying writing conventions and uses the results of this analysis to develop and adjust future instruction.
F. Knows writing conventions and appropriate grammar and usage and provides students with direct instruction and guided practice in these areas.
G. Understands the use of conventional spelling and its importance for success in reading and writing.
H. Understands stages of spelling development (prephonetic, phonetic, transitional and conventional) and how and when to support students' development from one stage to the next.
I. Provides systematic spelling instruction and gives students opportunities to use and develop spelling skills in the context of meaningful written expression.
Competency 007 (Written Language — Composition): The teacher understands that writing to communicate is a developmental process and provides instruction that promotes students' competence in written communication.
The beginning teacher:
A. Knows predictable stages in the development of written language and recognizes that individual variations occur.
B. Promotes student recognition of the practical uses of writing, creates an environment in which students are motivated to express ideas in writing and models writing as an enjoyable activity and a tool for lifelong learning.
C. Knows and applies appropriate instructional strategies and sequences to develop students' writing skills (e.g., effective introduction, clearly stated purpose, controlling ideas).
D. Knows characteristics and uses of informal and formal written language assessments and uses multiple, ongoing assessments to monitor and evaluate students' writing development.
E. Uses assessment results to plan focused instruction to address the writing strengths, needs and interests of all individuals and groups, including English-language learners (in accordance with the ELPS).
F. Uses ongoing assessment of written language to determine when a student needs additional help or intervention to bring the student's performance to grade level, based on state content and performance standards for writing in the Texas Essential Knowledge and Skills (TEKS).
G. Understands the use of self-assessment in writing and provides opportunities for students to self-assess their writings (e.g., for clarity, interest to audience, comprehensiveness) and their development as writers.
H. Understands differences between first-draft writing and writing for publication, and provides instruction in various stages of writing, including prewriting, drafting, editing and revising.
I. Understands and teaches writing as a tool for inquiry, research and learning.
J. Provides instruction about plagiarism, academic honesty and integrity as applied to students' written work and their presentation of information from different sources, including electronic sources.
K. Teaches students to critically evaluate the sources they use for their writing.
L. Understands the development of writing in relation to the other language arts and uses instructional strategies that connect these various aspects of language.
M. Understands similarities and differences between the language (e.g., syntax, vocabulary) used in spoken and written English and helps students use knowledge of these similarities and differences to enhance their own writing.
N. Understands writing for a variety of audiences, purposes and settings and provides students with opportunities to write for various audiences, purposes and settings.
O. Knows how to write using voices and styles appropriate for different audiences and purposes, and provides students with opportunities to write using various voices and styles.
P. Understands the benefits of technology for teaching writing and writing for publication and provides instruction in the use of technology to facilitate written communication.
Competency 008 (Viewing and Representing): The teacher understands skills for interpreting, analyzing, evaluating and producing visual images and messages in various media and provides students with opportunities to develop skills in this area.
The beginning teacher:
A. Knows grade-level expectations in the Texas Essential Knowledge and Skills (TEKS) and procedures for assessing students' skills in interpreting, analyzing, evaluating and producing visual images, messages and meanings.
B. Uses ongoing assessment and knowledge of grade-level expectations in the Texas Essential Knowledge and Skills (TEKS) to identify students' needs regarding the interpretation, analysis, evaluation and production of visual images, messages and meanings and to plan instruction.
C. Understands characteristics and functions of different types of media (e.g., film, print) and knows how different types of media influence and inform.
D. Compares and contrasts print, visual and electronic media (e.g., films and written stories).
E. Evaluates how visual image makers (e.g., illustrators, documentary filmmakers, political cartoonists, news photographers) represent messages and meanings and provides students with varied opportunities to interpret and evaluate visual images in various media.
F. Knows how to teach students to analyze visual image makers' choices (e.g., style, elements, media) and evaluate how these choices help to represent or extend meaning.
G. Provides students with opportunities to interpret events and ideas based on information from maps, charts, graphics, video segments and technology presentations and to use media to compare ideas and points of view.
H. Knows steps and procedures for producing visual images, messages and meanings to communicate with others.
I. Teaches students how to select, organize and produce visuals to complement and extend meanings.
J. Provides students with opportunities to use technology to produce various types of communications (e.g., digital media, class news-papers, multimedia reports, video reports, movies) and helps students analyze how language, medium and presentation contribute to the message.
Competency 009 (Study and Inquiry Skills): The teacher understands the importance of study and inquiry skills as tools for learning in the content areas and promotes students' development in applying study and inquiry skills.
The beginning teacher:
A. Understands study and inquiry skills (e.g., using text organizers; taking notes; outlining; drawing conclusions; applying test-taking strategies; previewing; setting purposes for reading; locating, organizing, evaluating, synthesizing and communicating information; summarizing information; using multiple sources of information; correctly recording bibliographic information for notes and sources; interpreting and using graphic sources of information) and knows the significance of these skills for student learning and achievement.
B. Knows grade-level expectations for study and inquiry skills in the Texas Essential Knowledge and Skills (TEKS) and procedures for assessing students' development and use of these skills.
C. Knows and applies instructional practices that promote the acquisition and use of study and inquiry skills across the curriculum by all students, including English-language learners (in accordance with the ELPS).
D. Knows how to provide students with varied and meaningful opportunities to learn and apply study and inquiry skills to enhance their achievement across the curriculum.
E. Uses ongoing assessment and knowledge of grade-level expectations in the Texas Essential Knowledge and Skills (TEKS) to identify students' needs regarding study and inquiry skills, to determine when a student requires additional help or intervention and to plan instruction.
F. Responds to students' needs by providing direct, explicit instruction to promote the acquisition and use of study and inquiry skills.
SUBJECT TEST — MATHEMATICS (807)
Standards Assessed: Mathematics I–VIII
Competency 001: The teacher understands the structure of number systems, the development of a sense of quantity and the relationship between quantity and symbolic representations.
The beginning teacher:
A. Analyzes the structure of numeration systems and the roles of place value and zero in the base ten system.
B. Understands the relative magnitude of whole numbers, integers, rational numbers, irrational numbers and real numbers.
C. Demonstrates an understanding of a variety of models for representing numbers (e.g., fraction strips, diagrams, patterns, shaded regions, number lines).
D. Demonstrates an understanding of equivalency among different representations of rational numbers.
E. Selects appropriate representations of real numbers (e.g., fractions, decimals, percents, roots, exponents, scientific notation) for particular situations.
F. Understands the characteristics of the set of whole numbers, integers, rational numbers, real numbers and complex numbers (e.g., commutativity, order, closure, identity elements, inverse elements, density).
G. Demonstrates an understanding of how some situations that have no solution in one number system (e.g., whole numbers, integers and rational numbers) have solutions in another number system (e.g., real numbers, complex numbers and irrational numbers).
H. Approximates (mentally and with calculators) the value of numbers.
I. Represents fractions and decimals to the tenths or hundredths as distances from zero on a number line.
Competency 002: The teacher understands number operations and computational algorithms.
The beginning teacher:
A. Works proficiently with real and complex numbers and their operations.
B. Analyzes and describes relationships between number properties, operations and algorithms for the four basic operations involving integers, rational numbers and real numbers.
C. Uses a variety of concrete and visual representations to demonstrate the connections between operations and algorithms.
D. Justifies procedures used in algorithms for the four basic operations with integers, rational numbers and real numbers and analyzes error patterns that may occur in their application.
E. Relates operations and algorithms involving numbers to algebraic procedures (e.g., adding fractions to adding rational expressions, division of integers to division of polynomials).
F. Extends and generalizes the operations on rationals and integers to include exponents, their properties and their applications to the real numbers.
G. Compares and orders real numbers with and without a calculator.
H. Uses models, such as concrete objects, pictorial models and number lines, to add, subtract, multiply and divide integers and connect the real-world problems to algorithms, including equivalent ratios and rates.
I. Divides whole numbers by unit fractions and unit fractions by whole numbers.
Competency 003: The teacher understands ideas of number theory and uses numbers to model and solve problems within and outside of mathematics.
The beginning teacher:
A. Demonstrates an understanding of ideas from number theory (e.g., prime factorization, greatest common divisor) as they apply to whole numbers, integers and rational numbers and uses these ideas in problem situations.
B. Uses integers, rational numbers and real numbers to describe and quantify phenomena such as money, length, area, volume and density.
C. Applies knowledge of place value and other number properties to develop techniques of mental mathematics and computational estimation.
D. Applies knowledge of counting techniques such as permutations and combinations to quantify situations and solve problems.
E. Applies properties of real numbers to solve a variety of theoretical and applied problems.
F. Makes connections among various representations of a numerical relationship and generates a different representation of data given another representation of data (such as a table, graph, equation or verbal description).
Competency 004: The teacher understands and uses mathematical reasoning to identify, extend and analyze patterns and understands the relationships among variables, expressions, equations, inequalities, relations and functions.
The beginning teacher:
A. Uses inductive reasoning to identify, extend and create patterns using concrete models, figures, numbers, and algebraic expressions.
B. Formulates implicit and explicit rules to describe and construct sequences verbally, numerically, graphically and symbolically.
C. Makes, tests, validates and uses conjectures about patterns and relationships in data presented in tables, sequences or graphs.
D. Gives appropriate justification of the manipulation of algebraic expressions.
E. Illustrates the concept of a function using concrete models, tables, graphs and symbolic and verbal representations.
F. Uses transformations to illustrate properties of functions and relations and to solve problems.
G. Uses graphs, tables and algebraic representations to make predictions and solve problems.
H. Uses letters to represent an unknown in an equation.
I. Formulates problem situations when given a simple equation and formulates an equation when given a problem situation.
Competency 005: The teacher understands and uses linear functions to model and solve problems.
The beginning teacher:
A. Demonstrates an understanding of the concept of linear function using concrete models, tables, graphs and symbolic and verbal representations.
B. Demonstrates an understanding of the connections among linear functions, proportions and direct variation.
C. Determines the linear function that best models a set of data.
D. Analyzes the relationship between a linear equation and its graph.
E. Uses linear functions, inequalities and systems to model problems.
F. Uses a variety of representations and methods (e.g., numerical methods, tables, graphs, algebraic techniques) to solve systems of linear equations and inequalities.
G. Demonstrates an understanding of the characteristics of linear models and the advantages and disadvantages of using a linear model in a given situation.
H. Uses multiplication by a given constant factor (including unit rate) to represent and solve problems involving proportional relationships, including conversions between measurement systems, (e.g., ratio, speed, density, price, recipes, student teacher ratio).
I. Identifies proportional or nonproportional linear relationships in problem situations and solves problems.
Competency 006: The teacher understands and uses nonlinear functions and relations to model and solve problems.
The beginning teacher:
A. Uses a variety of methods to investigate the roots (real and complex), vertex and symmetry of a quadratic function or relation.
B. Demonstrates an understanding of the connections among geometric, graphic, numeric and symbolic representations of quadratic functions.
C. Demonstrates an understanding of the connections among proportions, inverse variation and rational functions.
D. Understands the effects of transformations such as ( ) f x c ± on the graph of a nonlinear function f(x).
E. Applies properties, graphs and applications of nonlinear functions to analyze, model and solve problems.
F. Uses a variety of representations and methods (e.g., numerical methods, tables, graphs, algebraic techniques) to solve systems of quadratic equations and inequalities.
G. Understands how to use properties, graphs and applications of nonlinear relations including polynomial, rational, radical, absolute value, exponential, logarithmic, trigonometric and piecewise functions and relations to analyze, model and solve problems.
Competency 007: The teacher uses and understands the conceptual foundations of calculus related to topics in middle school mathematics.
The beginning teacher:
A. Relates topics in middle school mathematics to the concept of limit in sequences and series.
B. Relates the concept of average rate of change to the slope of the line and the concept of instantaneous rate of change as a slope of the line.
C. Demonstrates an understanding of the use of calculus concepts to answer questions about rates of change, areas, volumes and properties of functions and their graphs.
Competency 008: The teacher understands measurement as a process.
The beginning teacher:
A. Selects and uses appropriate units of measurement (e.g., temperature, money, mass, weight, area, capacity, density, percents, speed, acceleration) to quantify, compare and communicate information.
B. Develops, justifies and uses conversions within measurement systems.
C. Applies dimensional analysis to derive units and formulas in a variety of situations (e.g., rates of change of one variable with respect to another) and to find and evaluate solutions to problems.
D. Describes the precision of measurement and the effects of error on measurement.
E. Applies the Pythagorean Theorem, proportional reasoning and right triangle trigonometry to solve measurement problems.
Competency 009: The teacher understands the geometric relationships and axiomatic structure of Euclidian geometry.
The beginning teacher:
A. Understands concepts and properties of points, lines, planes, angles, lengths and distances.
B. Analyzes and applies the properties of parallel and perpendicular lines.
C. Uses the properties of congruent triangles to explore geometric relationships and prove theorems.
D. Describes and justifies geometric constructions.
E. Applies knowledge of right angles to identify acute, right and obtuse triangles.
F. Measures angles correctly using a protractor.
Competency 010: The teacher analyzes the properties of two- and threedimensional figures.
The beginning teacher:
A. Uses and understands the development of formulas to find lengths, perimeters, areas and volumes of basic geometric figures.
B. Applies relationships among similar figures, scale and proportion and analyzes how changes in scale affect area and volume measurements.
C. Uses a variety of representations (e.g., numeric, verbal, graphic, symbolic) to analyze and solve problems involving two- and three-dimensional figures such as circles, triangles, polygons, cylinders, prisms and spheres.
D. Analyzes the relationship among three-dimensional figures and related twodimensional representations (e.g., projections, cross-sections, nets) and uses these representations to solve problems.
E. Generates formulas involving perimeter, area, circumference, volume and scaling.
F. Estimates measurements and solves application problems involving length (including perimeter and circumference) and area of polygons and other shapes.
G. Knows the various types of triangles (e.g., scalene, obtuse, acute) and how to calculate angle degrees.
H. Uses geometry and spatial reasoning, compares and classifies two- and three-dimensional figures using geometric vocabulary and properties.
Competency 011: The teacher understands algebra and geometry through the Cartesian coordinate system and demonstrates knowledge of transformational geometry.
The beginning teacher:
A. Describes and justifies geometric constructions made using a reflection device and other appropriate technologies.
B. Uses translations, reflections, glide-reflections and rotations to demonstrate congruence and to explore the symmetries of figures.
C. Uses dilations (expansions and contractions) to illustrate similar figures and proportionality.
D. Uses symmetry to describe tessellations and shows how they can be used to illustrate geometric concepts, properties and relationships.
E. Applies concepts and properties of slope, midpoint, parallelism and distance in the coordinate plane to explore properties of geometric figures and solve problems.
F. Applies transformations in the coordinate plane.
G. Uses geometry to model and describe the physical world.
H. Identifies, locates and names points on a coordinate plane using ordered pairs of real numbers in all quadrants
I. Graphs in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table.
J. Graphs reflections across the horizontal or vertical axis and graph translations on a coordinate plane.
Competency 012: The teacher understands how to use graphical and numerical techniques to explore data, characterize patterns and describe departures from patterns.
The beginning teacher:
A. Organizes and displays data in a variety of formats (e.g., tables, frequency distributions, stem-and-leaf plots, box-and-whisker plots, histograms, pie charts).
B. Applies concepts of center, spread, shape and skewness to describe a data distribution.
C. Supports arguments, makes predictions and draws conclusions using summary statistics and graphs to analyze and interpret one-variable data.
D. Demonstrates an understanding of measures of central tendency (e.g., mean, median, mode) and dispersion (e.g., range, interquartile range, variance, standard deviation).
E. Analyzes connections among concepts of center and spread, data clusters and gaps, data outliers and measures of central tendency and dispersion.
F. Calculates and interprets percentiles and quartiles.
Competency 013: The teacher understands the theory of probability.
The beginning teacher:
A. Explores concepts of experimental and theoretical probability through data collection, experiments and simulations.
B. Uses the concepts and principles of probability to describe the outcome of simple and compound events, including independent and dependent events.
C. Generates, simulates and uses probability models to represent a situation.
D. Determines probabilities by constructing sample spaces to model situations.
E. Solves a variety of probability problems using combinations, permutations and geometric probability (i.e., probability as the ratio of two areas).
F. Uses the binomial, geometric and normal distributions to solve problems.
Competency 014: The teacher understands the relationship among probability theory, sampling and statistical inference and how statistical inference is used in making and evaluating predictions.
The beginning teacher:
A. Applies knowledge of designing, conducting, analyzing and interpreting statistical experiments to investigate real-world problems.
B. Demonstrates an understanding of random samples, sample statistics and the relationship between sample size and confidence intervals.
C. Applies knowledge of the use of probability to make observations and draw conclusions from single variable data and to describe the level of confidence in the conclusion.
D. Makes inferences about a population using binomial, normal and geometric distributions.
E. Demonstrates an understanding of the use of techniques such as scatter plots, regression lines, correlation coefficients and residual analysis to explore bivariate data and to make and evaluate predictions.
Competency 015: The teacher understands mathematical reasoning and problem solving.
The beginning teacher:
A. Demonstrates an understanding of proof, including indirect proof, in mathematics.
B.
Applies correct mathematical reasoning to derive valid conclusions from a set of premises.
C. Demonstrates an understanding of the use of inductive reasoning to make conjectures and deductive methods to evaluate the validity of conjectures.
D. Applies knowledge of the use of formal and informal reasoning to explore, investigate and justify mathematical ideas.
E. Recognizes that a mathematical problem can be solved in a variety of ways and selects an appropriate strategy for a given problem.
F. Evaluates the reasonableness of a solution to a given problem.
G. Applies content knowledge to develop a mathematical model of a real-world situation and analyzes and evaluates how well the model represents the situation.
H. Demonstrates an understanding of estimation and evaluates its appropriate uses.
Competency 016: The teacher understands mathematical connections within and outside of mathematics and how to communicate mathematical ideas and concepts.
The beginning teacher:
A. Recognizes and uses multiple representations of a mathematical concept (e.g., a point and its coordinates, the area of circle as a quadratic function in r, probability as the ratio of two areas).
B. Uses mathematics to model and solve problems in other disciplines, such as art, music, science, social science and business.
C. Expresses mathematical statements using developmentally appropriate language, Standard English, mathematical language and symbolic mathematics.
D. Communicates mathematical ideas using a variety of representations (e.g., numeric, verbal, graphic, pictorial, symbolic, concrete).
E. Demonstrates an understanding of the use of visual media such as graphs, tables, diagrams and animations to communicate mathematical information.
F. Uses the language of mathematics as a precise means of expressing mathematical ideas.
G. Understands the structural properties common to the mathematical disciplines.
H. Explores and applies concepts of financial literacy as it relates to teaching students (e.g., describes the basic purpose of financial institutions, distinguishes the difference between gross income and net income, identifies various savings options, defines different types of taxes, identifies the advantages and disadvantages of different methods of payments).
I. Applies mathematics to model and solve problems to manage financial resources effectively for lifetime financial security as it relates to teaching students (e.g., distinguish between fixed and variable expenses, calculate profit in a given situation, develop a system for keeping and using financial records, describe actions that might be taken to balance a budget when expenses exceed income and balance a simple budget.)
Competency 017: The teacher understands how children learn and develop mathematical skills, procedures and concepts.
The beginning teacher:
A. Applies theories and principles of learning mathematics to plan appropriate instructional activities for all students.
B. Understands how students differ in their approaches to learning mathematics with regards to diversity.
C. Uses students' prior mathematical knowledge to build conceptual links to new knowledge and plans instruction that builds on students' strengths and addresses students' needs.
D. Understands how learning may be assisted through the use of mathematics manipulatives and technological tools.
E. Understands how to motivate students and actively engage them in the learning process by using a variety of interesting, challenging and worthwhile mathematical tasks in individual, small-group and large-group settings.
F. Understands how to provide instruction along a continuum from concrete to abstract.
G. Recognizes the implications of current trends and research in mathematics and mathematics education.
Competency 018: The teacher understands how to plan, organize and implement instruction using knowledge of students, subject matter and statewide curriculum (Texas Essential Knowledge and Skills [TEKS]) to teach all students to use mathematics.
The beginning teacher:
A. Demonstrates an understanding of a variety of instructional methods, tools and tasks that promote students' ability to do mathematics described in the TEKS.
B. Understands planning strategies for developing mathematical instruction as a discipline of interconnected concepts and procedures.
C. Develops clear learning goals to plan, deliver, assess and reevaluate instruction based on the TEKS.
D. Understands procedures for developing instruction that establishes transitions between concrete, symbolic and abstract representations of mathematical knowledge.
E. Applies knowledge of a variety of instructional delivery methods, such as individual, structured small-group and large-group formats.
F. Understands how to create a learning environment that provides all students, including English-language learners, with opportunities to develop and improve mathematical skills and procedures.
G. Demonstrates an understanding of a variety of questioning strategies to encourage mathematical discourse and to help students analyze and evaluate their mathematical thinking.
H. Understands how technological tools and manipulatives can be used appropriately to assist students in developing, comprehending and applying mathematical concepts.
I. Understands how to relate mathematics to students' lives and a variety of careers and professions.
Competency 019: The teacher understands assessment and uses a variety of formal and informal assessment techniques to monitor and guide mathematics instruction and to evaluate student progress.
The beginning teacher:
A. Demonstrates an understanding of the purpose, characteristics and uses of various assessments in mathematics, including formative and summative assessments.
B. Understands how to select and develop assessments that are consistent with what is taught and how it is taught.
C. Demonstrates an understanding of how to develop a variety of assessments and scoring procedures consisting of worthwhile tasks that assess mathematical understanding, common misconceptions and error patterns.
D. Understands how to evaluate a variety of assessment methods and materials for reliability, validity, absence of bias, clarity of language and appropriateness of mathematical level.
E. Understands the relationship between assessment and instruction and knows how to evaluate assessment results to design, monitor and modify instruction to improve mathematical learning for all students, including English-language learners.
SUBJECT TEST — SOCIAL STUDIES (808)
Standards Assessed: Social Studies I–X
Competency 001 (History): The teacher understands and applies knowledge of significant historical events and developments, multiple historical interpretations and ideas and relationships between the past, the present and the future, as defined by the Texas Essential Knowledge and Skills (TEKS).
The beginning teacher:
A. Understands traditional historical points of reference in the history of Texas, the United States and the world.
B. Analyzes how individuals, events and issues shaped the history of Texas, the United States and the world.
C. Analyzes the influence of various factors (e.g., geographic contexts, processes of spatial exchange, science and technology) on the development of societies.
D. Demonstrates knowledge of common characteristics of communities, past and present.
E. Applies knowledge of the concept of chronology and its use in understanding history and historical events.
F. Applies different methods of interpreting the past to understand, evaluate and support multiple points of view, frames of reference and the historical context of events and issues.
G. Understands similarities and differences among Native-American groups in Texas, the United States and the Western Hemisphere before European colonization.
H. Understands the causes and effects of European exploration and colonization of the United States and the Western Hemisphere.
I. Understands the impact of individuals, events, and issues on the exploration of Texas (e.g., Cabeza de Vaca, Alonso Álvarez de Pineda, Francisco Coronado, la Salle, the search for gold, conflicting territorial claims between France and Spain).
J. Identify important events, issues and individuals related to European colonization of Texas; Mexico becoming an independent nation, including the establishment of Catholic missions, towns and ranches (e.g., Fray Damián Massanet, José de Escandón, Antonio Margil de Jesús, Francisco Hidalgo, the Mexican Federal Constitution of 1824, and the State Colonization Law of 1825).
K. Understands the foundations of representative government in the United States; significant individuals, events and issues of the revolutionary era; and challenges confronting the U.S. government in the early years of the republic (e.g., Mayflower Compact, Virginia Houses of Burgesses, John Adams, Abigail Adams, George Washington, Crispus Attucks, Battle of Saratoga, winter at Valley Forge, Battle of Yorktown, the arguments of the Federalists and Anti-Federalists, Articles of Confederation, United States Constitution, War of 1812).
L. Demonstrates knowledge of the individuals, events and issues related to the independence of Texas, the founding of the Republic of Texas, and Texas statehood (e.g., Moses Austin, Samuel Houston, Erasmo Seguín, Antonio López de Santa Anna, the Fredonian Rebellion, the Battle of the Alamo, the Battle of San Jacinto, the annexation of Texas, the U.S.-Mexican War).
M. Understands westward expansion and analyzes its effects on the political, economic and social development of the United States and Texas — including its effects on American Indian life (e.g., Louisiana Purchase, Monroe Doctrine, building of U.S. forts, the destruction of the buffalo, Indian Removal Act, Trail of Tears, Red River Indian War).
N. Analyzes ways in which political, economic and social factors led to the growth of sectionalism and the Civil War (e.g., nullification crisis, Compromise of 1850, the roles of John Quincy Adams, John C. Calhoun, Henry Clay and Daniel Webster).
O. Demonstrates knowledge of individuals, issues and events of the Civil War and analyzes the effects of Reconstruction on the political, economic and social life of the nation and Texas (e.g., Abraham Lincoln, Jefferson Davis, John Bell Hood, Vicksburg Campaign, Battle of Gettysburg, Emancipation Proclamation, Battle of Galveston, Battle of Palmito Ranch).
P. Demonstrates knowledge of major U.S. and Texas reform movements of the nineteenth and twentieth centuries (e.g., abolition movement, women suffrage movement, temperance movement, Civil Rights movement, agrarian groups, labor unions, James L. Farmer Jr., Jane Addams, Hector Pérez García, Oveta Culp Hobby, the League of United Latin American Citizens (LULAC), the evangelical movement).
Q. Understands important issues, events and individuals of the twentieth and twenty-first centuries that shaped the role of Texas in the United States and the world (e.g., Great Depression, First and Second World Wars, Civil Rights movement, Lyndon B. Johnson, emergence of a two-party system, political and economic controversies, immigration, migration).
R. Understands and traces the impact of boom-and-bust cycles of leading Texas industries (e.g., railroads, cattle, oil and gas, cotton, real estate, banking, computer technology).
S. Understands the contributions of people of various racial, ethnic and religious groups in Texas, the United States and the world.
T. Analyzes ways in which particular contemporary societies reflect historical events (e.g., invasions, conquests, colonizations, immigrations).
Competency 002 (Geography): The teacher understands and applies knowledge of geographic relationships involving people, places and environments in Texas, the United States and the world, as defined by the Texas Essential Knowledge and Skills (TEKS).
The beginning teacher:
A. Understands and applies the geographic concept of region.
B. Knows how to create and use geographic tools and translate geographic data into a variety of formats (e.g., grid systems, legends, scales, databases, construction of maps, graphs, charts, models).
C. Knows the location and the human and physical characteristics of places and regions in Texas, the United States and the world.
D. Analyzes ways in which humans adapt to, use and modify the physical environment.
E. Knows how regional physical characteristics and human modifications to the environment affect people's activities, settlement, immigration and migration patterns.
F. Analyzes ways in which location (absolute and relative) affects people, places and environments.
G. Demonstrates knowledge of physical processes (e.g., erosion, deposition and weathering; plate tectonics; sediment transfer; the flows and exchanges of energy and matter in the atmosphere that produce weather and climate) and their effects on environmental patterns.
H. Understands the characteristics, distribution and migration of populations in Texas, the United States and the world.
I. Understands the physical and environmental characteristics of Texas, the United States and the world, past and present, and how humans have adapted to and positively and negatively modified the environment (e.g., air and water quality, building of dams, use of natural resources, the impact on habitats and wildlife).
J. Analyzes how geographic factors have influenced settlement patterns, economic and social development, political relationships and policies of societies and regions in Texas, the United States and the world (e.g., the Galveston hurricane of 1900, the Dust Bowl, limited water resources, alternative energy sources).
K. Analyzes interactions between people and the physical environment and the effects of these interactions on the development of places and regions.
L. Understands comparisons among various world regions and countries (e.g., aspects of population, disease and economic activities) by analyzing maps, charts, databases and models.
Competency 003 (Economics): The teacher understands and applies knowledge of economic systems and how people organize economic systems to produce, distribute and consume goods and services, as defined by the Texas Essential Knowledge and Skills (TEKS).
The beginning teacher:
A. Understands that basic human needs are met in many ways.
B. Understands and applies knowledge of basic economic concepts (e.g., goods and services, free enterprise, interdependence, needs and wants, scarcity, economic system, factors of production).
C. Demonstrates knowledge of the ways in which people organize economic systems and the similarities and differences among various economic systems around the world.
D. Understands the value and importance of work and purposes for spending and saving money.
E. Demonstrates knowledge of occupational patterns and economic activities in Texas, the United States and the world, past and present (e.g., the plantation system, the spread of slavery, industrialization and urbanization, transportation, the American ideals of progress, equality of opportunity).
F. Understands the characteristics, benefits and development of the free enterprise system in Texas and the United States.
G. Analyzes the roles of producers and consumers in the production of goods and services.
H. Understands the effects of government regulation and taxation on economic development.
I. Demonstrates knowledge of how businesses operate in the U.S. freeenterprise system and international markets (e.g., government regulation, world competition, the importance of morality and ethics in maintaining a functional enterprise system).
J. Applies knowledge of the effects of supply and demand on consumers and producers in a free-enterprise system.
K. Demonstrates knowledge of categories of economic activities and methods used to measure a society's economic level.
L. Uses economic indicators to describe and measure levels of economic activity.
M. Understands the causes of major events and trends in economic history (e.g., factors leading societies to change from agrarian to urban, economic reasons for exploration and colonization, economic forces leading to the Industrial Revolution, processes of economic development in world areas, factors leading to the emergence of different patterns in jobs, economic activity in regions of the United States).
N. Analyzes the interdependence of Texas, United States and world economies.
O. Understands how geographic factors such as immigration, migration, location, climate and limited resources have influenced the development of economic activities in Texas, the United States, and the world.
P. Applies knowledge of significant economic events and issues and their effects in Texas, in the United States and the world.
Competency 004 (Government and Citizenship): The teacher understands and applies knowledge of government, democracy and citizenship, including ways in which individuals and groups achieve their goals through political systems, as defined by the Texas Essential Knowledge and Skills (TEKS).
The beginning teacher:
A. Demonstrates knowledge of the historical origins of democratic forms of government, such as ancient Greece.
B. Understands the purpose of rules and laws; the relationship between rules, rights and responsibilities; and the individual's role in making and enforcing rules and ensuring the welfare of society.
C. Knows the basic structure and functions of the U.S. government, the Texas government and local governments (including the roles of public officials) and relationships among national, state and local governments.
D. Demonstrates knowledge of key principles and ideas in major political documents of Texas and the United States (e.g., Articles of Confederation, Declaration of Independence, U.S. Constitution, Bill of Rights, Texas Constitution) and relationships among political documents.
E. Understands early United States political issues, including those surrounding Alexander Hamilton, Patrick Henry, James Madison, George Mason; the arguments of the Federalists and Anti-Federalists; states' rights issues; and the nullification crisis.
F. Knows how American Indian groups and settlers organized governments in precolonial America, and during the early development of Texas and North America.
G. Demonstrates knowledge of how state and local governments use sources of revenue such as property tax and sales tax, and the funding of Texas public education.
H. Demonstrates knowledge of types of government (e.g., constitutional, totalitarian), their effectiveness in meeting citizens' needs and the reasons for limiting the power of government.
I. Knows the formal and informal process of changing the U.S. and Texas constitutions and the impact of constitutional changes on society.
J. Understands the impact of landmark Supreme Court cases (e.g., Marbury v. Madison, Dred Scott v. Sandford, McCulloch v. Maryland, Gibbons v. Ogden).
K. Understands components of the democratic process (e.g., voting, contacting local and state representatives, voluntary individual participation, effective leadership, expression of different points of view) and their significance in a democratic society.
L. Demonstrates knowledge of important customs, symbols, landmarks and celebrations that represent American and Texan beliefs and principles and that contribute to national unity (e.g., Uncle Sam, "The Star-Spangled Banner," the San Jacinto Monument, "Texas, our Texas").
M. Demonstrates knowledge of the importance, accomplishments and leadership qualities of United States and Texas leaders (e.g., presidents Washington, Adams, Jefferson, Madison, Monroe, Lincoln; U.S. senators Calhoun, Webster, Clay; Texas governors and local Texas representatives).
N. Analyzes the relationship among individual rights, responsibilities and freedoms in democratic societies.
O. Applies knowledge of the nature, rights and responsibilities of citizens in Texas, the United States, and various societies, past and present.
P. Understands the contributions and importance of political figures, members of Congress, military leaders and social reformers who modeled active participation in the democratic process in Texas and in the United States (e.g., Frederick Douglass, Susan B. Anthony, Sam Houston, Barbara Jordan, Henry B. González, Kay Bailey Hutchinson, Audie Murphy, William Carney, Philip Bazaar).
Competency 005 (Culture; Science, Technology and Society): The teacher understands and applies knowledge of cultural development, adaptation and diversity and understands and applies knowledge of interactions among science, technology and society, as defined by the Texas Essential Knowledge and Skills (TEKS).
The beginning teacher:
A. Understands basic concepts of culture and the processes of cultural adaptation, diffusion and exchange.
B. Analyzes similarities and differences in the ways various peoples at different times in history have lived and met basic human needs.
C. Applies knowledge of the role of families in meeting basic human needs and how families and cultures develop and use customs, traditions and beliefs to define themselves.
D. Demonstrates knowledge of institutions that exist in all societies and how characteristics of these institutions may vary among societies.
E. Understands how people use oral tradition, stories, real and mythical heroes, music, paintings and sculpture to create and represent culture in communities in Texas, the United States and the world.
F. Demonstrates knowledge of significant examples of art, music and literature from various periods in U.S. and Texas history (e.g., John James Audubon, Henry David Thoreau, transcendentalism, the painting American Progress, "Yankee Doodle," "Battle Hymn of the Republic," Amado Peña, Diane Gonzales Bertrand, Scott Joplin).
G. Understands the universal themes found in the arts and their relationship with the times and societies in which they are produced, including how contemporary issues influence creative expressions and how the arts can transcend the boundaries of societies (e.g., religion, justice, the passage of time).
H. Understands the contributions of people of various racial, ethnic and religious groups in Texas, the United States and the world.
I. Demonstrates knowledge of relationships among world cultures and relationships between and among people from various groups, including racial, ethnic and religious groups, in the United States and throughout the world.
J. Analyzes relationships among religion, philosophy and culture, and the impact of religion on ways of life in the United States and throughout the world.
K. Understands the concept of diversity within unity.
L. Analyzes the effects of race, gender, socioeconomic class, status and stratification on ways of life in the United States and throughout the world.
M. Understands the various roles of men, women, children and families in cultures past and present.
N. Understands how the self develops and the dynamic relationship between self and social context.
O. Demonstrates knowledge of the discoveries, technological innovations and accomplishments of notable inventors and individuals in the field of science from the United States, Texas and the world (e.g., Benjamin Franklin, Eli Whitney, Cyrus McCormick, Thomas Alva Edison, Alexander Graham Bell, Michael DeBakey, Millie Hughes-Fulford, Walter Cunningham, Denton Cooley, Michael Dell).
P. Applies knowledge of the effects of scientific discoveries and technological innovations on political, economic, social and environmental developments and on everyday life in Texas, the United States and the world in the past, present and future.
Q. Analyzes how science and technology relate to political, economic, social and cultural issues and events.
R. Demonstrates knowledge of the origins, diffusions and effects of major scientific, mathematical and technological discoveries throughout history.
S. Knows how developments in science and technology have affected the physical environment; the growth of economies and societies; and definitions of, access to and use of physical and human resources.
T. Knows how changes in science and technology affect moral and ethical issues.
Competency 006 (Social Studies Foundations and Skills): The teacher understands the foundations of social studies education and applies knowledge of skills used in the social sciences.
The beginning teacher:
A. Understands the philosophical foundations of the social science disciplines and knows how knowledge generated by the social sciences affects society and people's lives.
B. Understands how social science disciplines relate to each other.
C. Understands practical applications of social studies education.
D. Relates philosophical assumptions and ideas to issues and trends in the social sciences.
E. Knows characteristics and uses of various primary and secondary sources (e.g., databases, maps, photographs, media services, the Internet, biographies, interviews, questionnaires, artifacts) and uses information from a variety of sources to acquire social science information and answer social science questions.
F. Knows how to formulate research questions and use appropriate procedures to reach supportable judgments and conclusions in the social sciences.
G. Understands social science research and knows how social scientists locate, gather, organize, analyze and report information using standard research methodologies.
H. Evaluates the validity of social science information from primary and secondary sources regarding bias issues, propaganda, point of view and frame of reference.
I. Understands and evaluates multiple points of view and frames of reference relating to issues in the social sciences.
J. Knows how to analyze social science information (e.g., by categorizing, comparing and contrasting, making generalizations and predictions, drawing inferences and conclusions).
K. Communicates and interprets social science information in written, oral and visual forms and translates information from one medium to another (e.g., written to visual, statistical to written or visual).
L. Uses standard grammar, spelling, sentence structure, punctuation and proper citation of sources.
M. Knows how to use problem-solving processes to identify problems, gather information, list and consider options, consider advantages and disadvantages, choose and implement solutions and evaluate the effectiveness of solutions.
N. Knows how to use decision-making processes to identify situations that require decisions, gather information, identify options, predict consequences and take action to implement decisions.
O. Knows how to create maps and other graphics to present geographic, political, historical, economic and cultural features, distributions, and relationships.
P. Analyzes social science data by using basic mathematical and statistical concepts and analytical methods.
Q. Knows how to apply skills for resolving conflict, including persuasion, compromise, debate and negotiation.
R. Understands and uses social studies terminology correctly.
Competency 007 (Social Studies Instruction and Assessment): The teacher plans and implements effective instruction and assessment in social studies.
The beginning teacher:
A. Knows state content and performance standards for social studies that are used in the Texas Essential Knowledge and Skills (TEKS).
B. Understands the vertical alignment of the social sciences in the Texas Essential Knowledge and Skills (TEKS) from grade level to grade level, including prerequisite knowledge and skills.
C. Understands the implications of stages of child growth and development for designing and implementing effective learning experiences in the social sciences.
D. Understands the appropriate use of technology as a tool for learning and communicating social studies concepts.
E. Selects and uses effective instructional practices, activities, technologies and materials to promote students' knowledge and skills in the social sciences.
F. Knows how to promote students' use of social science skills, vocabulary and research tools, including technological tools.
G. Knows how to communicate the value of social studies education to students, parents/caregivers, colleagues and the community.
H. Knows how to provide instruction that relates skills, concepts and ideas in different social science disciplines.
I. Provides instruction that makes connections between knowledge and methods in the social sciences and in other content areas.
J. Demonstrates knowledge of forms of assessment appropriate for evaluating students' progress and needs in the social sciences.
K. Uses multiple forms of assessment and knowledge of the Texas Essential Knowledge and Skills (TEKS) to determine students' progress and needs and to help plan instruction that addresses the strengths, needs and interests of all students, including English-language learners.
SUBJECT TEST — SCIENCE (809)
Standards Assessed: Science I–XI
Competency 001: The teacher understands how to manage learning activities to ensure the safety of all students.
The beginning teacher:
A. Understands safety regulations and guidelines for science facilities and science instruction.
B. Knows procedures for and sources of information regarding the appropriate handling, use, disposal, care and maintenance of chemicals, materials, specimens and equipment.
C. Knows procedures for the safe handling and ethical care and treatment of organisms and specimens.
Competency 002: The teacher understands the correct use of tools, materials, equipment and technologies.
The beginning teacher:
A. Selects and safely uses appropriate tools, technologies, materials and equipment needed for instructional activities.
B. Understands concepts of precision, accuracy and error with regard to reading and recording numerical data from a scientific instrument.
C. Understands how to gather, organize, display and communicate data in a variety of ways (e.g., charts, tables, graphs, diagrams, written reports, oral presentations, maps, satellite views).
D. Understands various units of measure such as the International System of Units (SI or metric system), light years and degrees Celsius, and performs unit conversions within measurement systems (e.g., grams to kilograms, meters to millimeters).
Competency 003: The teacher understands the process of scientific inquiry and the history and nature of science.
The beginning teacher:
A. Understands the characteristics of various types of scientific investigations (e.g., descriptive studies, comparative data analysis, experiments).
B. Understands how to design, conduct and communicate the results of a variety of scientific investigations.
C. Understands the historical development of science (e.g., cell theory, plate tectonics, laws of motion, universal gravity, atomic theory) and the contributions that diverse cultures and individuals of both genders have made to scientific knowledge.
D. Understands the roles that logical reasoning, verifiable evidence, prediction and peer review play in the process of generating and evaluating scientific knowledge.
E. Understands principles of scientific ethics (e.g., honest and complete reporting of data, informed consent, legal constraints).
F. Develops, analyzes and evaluates different explanations for a given scientific result.
G. Demonstrates an understanding of potential sources of error in an investigation.
H. Demonstrates an understanding of how to communicate and defend the results of an investigation.
I. Demonstrates an ability to identify, review and evaluate legitimate sources of scientific information.
Competency 004: The teacher understands how science impacts the daily lives of students and interacts with and influences personal and societal decisions.
The beginning teacher:
A. Understands that decisions about the use of science are based on factors such as ethical standards, economics and personal and societal needs.
B. Applies scientific principles and the theory of probability to analyze the advantages of, disadvantages of or alternatives to a given decision or course of action.
C. Applies scientific principles and processes to analyze factors that influence personal choices concerning fitness and health, including physiological and psychological effects and risks associated with the use of substances and substance abuse.
D. Understands concepts, characteristics and issues related to changes in populations and human population growth.
E. Understands the types and uses of natural resources and the effects of human consumption on the renewal and depletion of global resources (e.g., energy, sustainability).
F. Understands the role science can play in helping resolve personal, societal and global challenges (e.g., water quality, public health, climate change).
Competency 005: The teacher knows and understands the unifying concepts and processes that are common to all sciences.
The beginning teacher:
A. Understands how the following concepts and processes provide a unifying explanatory framework across the science disciplines: systems, order and organization; evidence, models and explanation; change, constancy and measurements; evolution and equilibrium; and form and function.
B. Demonstrates an understanding of how patterns in observations and data can be used to make explanations and predictions.
C. Analyzes interactions and interrelationships between systems and subsystems.
D. Applies unifying concepts to explore similarities in a variety of natural phenomena.
E. Understands how properties and patterns of systems can be described in terms of space, time, energy and matter.
F. Understands how change and constancy occur in systems.
G. Understands the complementary nature of form and function in a given system.
H. Understands how models are used to represent the natural world and how to evaluate the strengths and limitations of a variety of scientific models (e.g., physical, conceptual, mathematical).
Competency 006: The teacher understands forces and motion and their relationships.
The beginning teacher:
A. Demonstrates an understanding of properties of universal forces (e.g., gravitational, electrical, magnetic).
B. Understands how to measure, graph and describe changes in motion using concepts of displacement, velocity and acceleration.
C. Understands the vector nature of force.
D. Identifies the forces acting on an object and applies Newton's laws to describe the motion of an object.
E. Analyzes the relationship between force and motion in a variety of situations (e.g., simple machines, blood flow, geologic processes).
Competency 007: The teacher understands physical properties of and changes in matter.
The beginning teacher:
A. Describes the physical properties of substances (e.g., density, boiling point, solubility, thermal and electrical conductivity).
B. Describes the physical properties and molecular structure of solids, liquids and gases.
C. Describes the relationship between the molecular structure of materials (e.g., metals, crystals, polymers) and their physical properties.
D. Relates the physical properties of an element to its placement in the periodic table.
E. Distinguishes between physical and chemical changes in matter.
F. Applies knowledge of physical properties of and changes in matter to processes and situations that occur in life science and in Earth/space science (e.g., evaporation, changes in air pressure).
Competency 008: The teacher understands chemical properties of and changes in matter.
The beginning teacher:
A. Describes the structure and components of the atom.
B. Distinguishes among elements, mixtures and compounds and describes their properties.
C. Relates the chemical properties of an element to its placement in the periodic table.
D. Describes chemical bonds and chemical formulas.
E. Analyzes chemical reactions and their associated chemical equations.
F. Explains the importance of a variety of chemical reactions that occur in daily life (e.g., rusting, burning of fossil fuels, photosynthesis, cell respiration, chemical batteries, digestion of food).
G. Understands applications of chemical properties of matter in physical, life and Earth/space science and technology (e.g., materials science, biochemistry, transportation, medicine, telecommunications).
Competency 009: The teacher understands energy and interactions between matter and energy.
The beginning teacher:
A. Describes concepts of work, power and potential and kinetic energy.
B. Understands the concept of heat energy and the difference between heat and temperature.
C. Understands the principles of electricity and magnetism and their applications (e.g., electric circuits, motors, audio speakers, nerve impulses, lighting).
D. Applies knowledge of types (longitudinal, transverse), properties (e.g., wavelength and frequency) and behaviors (e.g., reflection, refraction, dispersion) to describe a variety of waves (e.g., water, electromagnetic, sound, seismic waves).
E. Applies knowledge of properties and behaviors of light to describe the function of optical systems and phenomena (e.g., camera, microscope, rainbow, eye).
F. Demonstrates an understanding of the properties, production and transmission of sound.
Competency 010: The teacher understands energy transformations and the conservation of matter and energy.
The beginning teacher:
A. Describes the processes that generate energy in the sun and other stars.
B. Applies the law of conservation of matter to analyze a variety of situations (e.g., the water cycle, food chains, decomposition, balancing chemical equations).
C. Describes sources of electrical energy and processes of energy transformation for human uses (e.g., fossil fuels, solar panels, hydroelectric plants).
D. Understands exothermic and endothermic chemical reactions and their applications (e.g., hot and cold packs, energy content of food).
E. Applies knowledge of energy concepts in a variety of situations (e.g., the production of heat, light, sound and magnetic effects by electrical energy; the process of photosynthesis; weather processes; food webs; food/energy pyramids).
F. Applies the law of conservation of energy to analyze a variety of physical phenomena (e.g., specific heat, heat transfer, thermal equilibrium, nuclear reactions, efficiency of simple machines, collisions).
G. Understands applications of energy transformations and the conservation of matter and energy in life and Earth/space science.
Competency 011: The teacher understands the structure and function of living things.
The beginning teacher:
A. Describes characteristics of organisms from the major taxonomic groups.
B. Analyzes how structure complements function in cells.
C. Analyzes how structure complements function in tissues, organs, organ systems and organisms.
D. Identifies human body systems and describes their functions.
E. Describes how organisms obtain and use energy and matter.
F. Describes the composition, structure and function of the basic chemical components (e.g., proteins, carbohydrates, lipids, nucleic acids) of living things.
Competency 012: The teacher understands reproduction and the mechanisms of heredity.
The beginning teacher:
A. Compares and contrasts sexual and asexual reproduction.
B. Understands the organization of hereditary material (e.g., DNA, genes, chromosomes).
C. Describes how an inherited trait can be determined by one or many genes and how more than one trait can be influenced by a single gene.
D. Distinguishes between dominant and recessive alleles and predicts the probable outcomes of genetic combinations (i.e., genotypes and phenotypes).
E. Evaluates the influence of environmental and genetic factors on the traits of an organism.
F. Describes current applications of genetic research (e.g., related to cloning, reproduction, health, industry, agriculture).
Competency 013: The teacher understands adaptations of organisms and the theory of evolution.
The beginning teacher:
A. Describes similarities and differences among various taxonomical groups and methods of classifying organisms.
B. Describes adaptations in a population or species that enhance its survival and reproductive success.
C. Describes how populations and species may evolve through time.
D. Applies knowledge of the mechanisms and processes of biological evolution (e.g., diversity, variation, mutation, environmental factors, natural selection).
E. Describes evidence that supports the theory of evolution of life on Earth.
Competency 014: The teacher understands regulatory mechanisms and behavior.
The beginning teacher:
A. Describes how organisms respond to internal and external stimuli.
B. Applies knowledge of structures and physiological processes that maintain stable internal conditions (homeostasis).
C. Demonstrates an understanding of feedback mechanisms that allow organisms to maintain stable internal conditions.
D. Understands how evolutionary history of a species affects behavior (e.g., migration, nocturnality, territoriality).
Competency 015: The teacher understands the relationships between organisms and the environment.
The beginning teacher:
A. Identifies the abiotic and biotic components of an ecosystem.
B. Analyzes the interrelationships among producers, consumers and decomposers in an ecosystem.
C. Identifies factors that influence the size of populations in an ecosystem (e.g., limiting factors, growth rate).
D. Analyzes adaptive characteristics that result in a population's or species' unique niche in an ecosystem.
E. Describes and analyzes energy flow through various types of ecosystems.
F. Knows how populations or species modify and affect ecosystems.
Competency 016: The teacher understands the structure and function of Earth systems.
The beginning teacher:
A. Understands the composition and structure of Earth (mantle, crust and core) and analyzes constructive and destructive processes that produce geologic change (e.g., plate tectonics, weathering, erosion, deposition).
B. Understands the form and function of surface water and ground water.
C. Applies knowledge of the composition and structure of the atmosphere and its properties.
D. Applies knowledge of how human activity and natural processes, both gradual and catastrophic, can alter Earth systems.
E. Identifies the sources of energy (e.g., solar, geothermal) in Earth systems and describes mechanisms of energy transfer (e.g., convection, radiation).
Competency 017: The teacher understands cycles in Earth systems.
The beginning teacher:
A. Understands the rock cycle and how rocks, minerals and soils are formed.
B. Understands the water cycle and its relationship to weather processes.
C. Understands biogeochemical cycles (e.g., carbon, nitrogen, oxygen) and their relationship to Earth systems.
D. Understands the relationships and interactions that occur among the various cycles in the biosphere, geosphere, hydrosphere and atmosphere.
Competency 018: The teacher understands the role of energy in weather and climate.
The beginning teacher:
A. Understands the elements of weather (e.g., humidity, wind speed, pressure, temperature) and how they are measured.
B. Compares and contrasts weather and climate.
C. Analyzes weather charts and data to make weather predictions (e.g. fronts, pressure systems).
D. Applies knowledge of how transfers of energy among Earth systems affect weather and climate.
E. Analyzes how Earth's position, orientation and surface features affect weather and climate (e.g., latitude, altitude, proximity to bodies of water).
Competency 019: The teacher understands the characteristics of the solar system and the universe.
The beginning teacher:
A. Applies knowledge of the Earth-Moon-Sun system and resulting phenomena (e.g., seasons, tides, lunar phases, eclipses).
B. Identifies properties of the components of the solar system.
C. Recognizes characteristics of stars, nebulas, comets, asteroids and galaxies and knows their distribution in the universe.
D. Demonstrates an understanding of evidence for the scientific theories of the origin of the universe.
Competency 020: The teacher understands the history of the Earth system.
The beginning teacher:
A. Understands dating methods and the geologic time scale as it relates to geologic processes.
B. Demonstrates an understanding of theories about the Earth's origin and geologic history.
C. Demonstrates an understanding of how tectonic forces have shaped landforms over time.
D. Understands the formation of fossils and the importance of the fossil record in explaining the Earth's history.
Competency 021: The teacher has theoretical and practical knowledge about teaching science and about how students learn science.
The beginning teacher:
A. Understands how the developmental characteristics, prior knowledge and experience and attitudes of students influence science learning.
B. Selects and adapts science curricula, content, instructional materials, vocabulary and activities to meet the interests, knowledge, understanding, abilities, experiences and needs of all students, including English-language learners.
C. Understands how to use situations from students' daily lives to develop instructional materials that investigate how science can be used to make informed decisions.
D. Understands effective ways to address common misconceptions in science.
E. Understands the use of active learning including the appropriate use of inquiry processes for students and other instructional models (e.g., collaborative learning groups).
F. Understands questioning strategies designed to elicit higher-level thinking and how to use them to move students from concrete to more abstract understanding.
G. Understands the importance of planning activities that are inclusive and accommodate the needs of all students.
H. Understands how to sequence learning activities in a way that allows students to build upon their prior knowledge and challenges them to expand their understanding of science.
Competency 022: The teacher understands the process of scientific inquiry and its role in science instruction.
The beginning teacher:
A. Plans and implements instruction that provides opportunities for all students to engage in investigations.
B. Focuses inquiry-based instruction on questions and issues relevant to students and uses strategies to assist students with generating, refining and focusing scientific questions and hypotheses.
C. Instructs students in the safe and proper use of a variety of gradeappropriate tools, equipment, resources, technology and techniques to access, gather, store, retrieve, organize and analyze data.
D. Knows how to guide students in making systematic observations and measurements, including repeating investigations to increase reliability.
E. Knows how to promote the use of critical-thinking skills, logical reasoning and scientific problem solving to reach conclusions based on evidence.
F. Knows how to teach students to develop, analyze and evaluate different explanations for a given scientific result.
G. Knows how to teach students to demonstrate an understanding of potential sources of error in inquiry-based investigation.
H. Knows how to teach students to demonstrate an understanding of how to communicate and defend the results of an inquiry-based investigation.
Competency 023: The teacher knows the varied and appropriate assessments and assessment practices to monitor science learning in laboratory, field and classroom settings.
The beginning teacher:
A. Understands the relationships among science curriculum, assessment and instruction and bases instruction on information gathered through assessment of students' strengths and needs.
B. Understands the importance of monitoring and assessing students' understanding of science concepts and skills on an ongoing basis.
C. Understands the importance of carefully selecting or designing formative and summative assessments for the specific decisions they are intended to inform.
D. Selects or designs and administers a variety of appropriate assessment methods (e.g., performance assessment, self-assessment, formal/informal, formative/summative) to monitor student understanding and progress.
E. Uses formal and informal assessments of student performance and products (e.g., projects, lab journals, rubrics, portfolios, student profiles, checklists) to evaluate student participation in and understanding of the inquiry process.
F. Understands the importance of sharing evaluation criteria and assessment results with students. | <urn:uuid:547ad1a9-8a4b-4539-8ca3-85ccc1b71304> | CC-MAIN-2017-47 | http://cms.texes-ets.org/files/4214/1027/0800/core_subjects_4_8_211_TAAG.pdf | 2017-11-24T16:20:55Z | crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00541.warc.gz | 67,734,759 | 18,546 | eng_Latn | eng_Latn | 0.987466 | eng_Latn | 0.993871 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Lat... | false | docling | [
749,
2015,
3015,
5043,
7538,
9704,
10002,
11701,
14117,
15296,
17710,
20437,
21168,
23774,
24523,
27309,
28115,
30048,
32815,
35331,
37112,
38679,
40052,
42378,
43658,
45398,
46766,
48056,
49442,
51152,
53123,
55027,
56104,
57718,
58851,
60926,
... | [
3.203125,
3.859375
] | 1 | 0 |
Rabbit Production in Florida 1
Thomas J. Lane, B.S., D.V.M.2
Introduction
Rabbits are an ideal small stock project for urban or small farms. Rabbits are quiet, clean and relatively odorless. Raising rabbits can be anything from an interesting and profitable hobby to a full-time living. Today, many people are investigating the possibilities of rabbit production, and those who have studied the subject find its present stage of development worthy of their consideration and investment.
A great number of rabbits are raised each year for pleasure, show, meat, fur, and research purposes. Domestic rabbit meat is a specialty item and is finding acceptance by consumers wherever methods of merchandizing are available. Commercial rabbit production can be designed as a part time endeavor to provide extra income, or expanded into a full-time occupation. Rabbit meat can be prepared and served in many ways. The all white meat of the domestic rabbit can be found in supermarkets packaged as 2 to 2.5 pound fryers or broilers, and the price of rabbit meat is competitive with beef. On a comparable basis, rabbit meat has less cholesterol, fewer calories, and a lower percentage of fat than beef, pork, chicken or lamb, and has a greater protein content (Table 1).
edible meat in a year's time and are susceptible to few disease conditions, if good sanitation is practiced.
Table 1. Nutritional Value
| % % % % | | | | |
|---|---|---|---|---|
| Animal | Protein | Fat | Moisture | Cal./lb |
| Rabbit | 20.8 | 10.2 | 67.9 | 795 |
| Chicken | 20.0 | 11.0 | 67.6 | 810 |
| Veal | 19.1 | 12.0 | 68.0 | 840 |
| Beef | 16.3 | 28.0 | 55.0 | 1440 |
| Pork | 11.9 | 45.0 | 42.0 | 2050 |
| Lamb | 15.7 | 27.7 | 55.8 | 1420 |
Another significant use of rabbits is the scientific field in medical and pharmaceutical laboratories. Here, a rabbit producer must establish credibility with each laboratory and know what the needs are so that orders can be filled.
1) Selection of breeding stock; 2) Housing; 3)
Key factors involved in rabbit production are:
Equipment; 4) Feed; 5) Record keeping.
For individuals with digestive problems or those unable to consume red meat, rabbit is frequently recommended by doctors due to its ease of digestion. Rabbits can produce up to ten times their own weight in
1. This document is Fact Sheet VM-51, one of a series of the Department of Veterinary Medicine, Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. Date reviewed: April 1999. Please visit the FAIRS Web site at http://hammock.ifas.ufl.edu.
2. Thomas J. Lane, Professor,D.V.M., Department ofVeterinary Medicine, Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida, Gainesville, 32611.
The Institute of Food and Agricultural Sciences is an equal opportunity/affirmative action employer authorized to provide research, educational information and other services only to individuals and institutions that function without regard to race, color, sex, age, handicap, or national origin. For information on obtaining other extension publications, contact your county Cooperative Extension Service office. Florida Cooperative Extension Service / Institute of Food and Agricultural Sciences / University of Florida / Christine Taylor Waddill, Dean
Selection of Breeding Stock
Select the breed of rabbit which suits the purpose of your production. A decision must be made early in the business as for what use or market the producer is raising rabbits. This paper will focus on the production of rabbits for meat. Giant breeds, while sometimes used for meat, have a feed/meat conversion ratio which is less profitable than medium breeds. Most giant breeds mature at 14 to 16 pounds. Small breeds mature at 3 to 4 pounds and are used primarily for pets, shows and hobbyists. The medium breeds are considered dual purpose and are the most commonly used for meat and research laboratories. The most popular medium breeds are New Zealand Whites and Californians. The commercial rabbit processing plants today desire a white animal and may show a monetary discrimination between white and colored rabbits. New Zealand White and Californian breeds seem to make the best gains, reaching a weight of 4 to 5 pounds in the shortest amount of time. It is also important to choose the right animals within the breed for foundation stock. Reputable breeders, who have stock for sale, will have good records of their rabbitry. It is advisable not to purchase animals without records as they reveal the points which must be considered in establishing a quality operation. Points to consider when purchasing foundation breeding stock:
* Type
* Vitality
* Breeding Efficiency
* Litter Size
* Milk Production
* Rapid Growth
* Longevity
* Disease Resistance
* Feed Conversion
* Mortality
Housing and Equipment
The correct housing and equipment are as necessary as the breeding stock to ensure a successful operation. The housing and environment will affect the health, growth and productivity of each litter. The cost of housing will vary depending upon the type of building desired and the location. Weather extremes should be considered in building construction. Many operations have buildings which have been converted from other uses to rabbit production. Three major considerations must be given to housing.
Temperature Control
Protection from winter wind and summer sun is essential. Shade trees or artificial shade may be necessary during hot weather. Open sided houses, windowless houses and insulated houses are in use. Housing design depends upon the climate and the amount of environmental control desired. Ventilation fans and lights may be automatically controlled. A temperature range above 40 ( F and below 80 ( F is satisfactory. In very hot weather, arrangement for water or mist cooling of the building may be necessary.
Air Exchange
A rabbitry should have eight to ten air changes per hour without drafts. Although rabbits can withstand cold weather, they cannot tolerate direct drafts. Rabbits are most comfortable in temperature conditions where humans are comfortable.
Drainage
A well-drained site is essential. This is especially so where water may be necessary to cool the rabbitry during hot weather. Excess moisture contributes to odor problems, insect problems and disease transmission. Most modern rabbit buildings have concrete floors or concrete walks between the rows. These walks should be wide enough for feed and manure handling equipment.
Cages and Water
Cages should be sanitary, durable and self- cleaning. For this reason, wire cages are recommended and the use of wood should be avoided completely. Commercial rabbit producers use welded wire that is galvanized. Cages should be constructed that are 30 inches wide and 30 or 36 inches long by 18 inches high. Sides, ends and tops of cages can be made of wire which is 1 X 1 inch or I X 2 inches wide. Floors should be welded wire of ½ inch or 5/8 inch X 1 inch mesh. The cages should be suspended from the ceiling at a height comfortable for the operator to work. Cages are available commercially or may be constructed by the rabbit producer, and may be hung in rows and back to back in single tiers. Double tiers of rabbit cages are not recommended and require special
consideration for urine and manure disposal. Extra cages should be available for growing rabbits and the isolation of new rabbits brought into the herd.
Fresh clean water should be available at all times. Automatic watering devices with stem valves assure a supply of fresh water, save time and are much more sanitary than water dishes. A filter system may be necessary depending on the water supply. Nest boxes of metal are available which are easily cleaned. Wooden nest boxes can be used; however, sanitation of these boxes requires extra consideration. Ideal nest box size is 12 inches high by 12 inches wide by 18 inches long, with one end cut down to six inches. In warm climates, a nest made entirely from the hair of the doe may be satisfactory. In cooler climates, nesting material such as straw, shavings, or paper may be necessary for warmth for the litter.
Pros and Cons of Rabbit Production
Raising rabbits is not a "get rich quick" business. The rabbit business can be profitable on a small scale or as a full-time operation, provided particular attention is paid to the selection of a good breeding herd and good management is practiced on a daily basis.
Interested individuals should realize that daily care is required and a capital investment is necessary for the proper facility. An important point, which many producers may take for granted, is to establish a suitable market prior to starting in different areas of the country. Another consideration is particular zoning laws which may differ in each community. There is ample information available for those interested in rabbit production.
SOURCES OF INFORMATION AND SUPPLIES:
1. American Rabbit Breeders Assn.
1925 S. Main Street
Bloomington, IL 61701
2. Bass Equipment
Box 352
Morrett, MO 65708
3. Favorite Manufacturing Co.
R.D. 1, Box 176
New Holland, PA 17557
4. Harrisville Equipment Co.
214 N. Main
Harrisville, PA 16038
5. Jones Manufacturing Company
P.O. Box 123
Ramona, CA 92065
6. Rabbit Hill
N 5588 Highway 84
Fredonia, WI 53021
7. Loyl Stromberg
Stromberg's Pets Unlimited
50 Lakes Route
Pine River, MCN 56474 | <urn:uuid:de78eb45-5220-46ae-aa53-76be496c1fdd> | CC-MAIN-2017-47 | http://mysrf.org/pdf/pdf_rabbit/r14.pdf | 2017-11-24T16:28:10Z | crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00541.warc.gz | 218,056,579 | 2,041 | eng_Latn | eng_Latn | 0.993883 | eng_Latn | 0.996324 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3341,
7348,
9474
] | [
2.453125
] | 2 | 1 |
MELON FLY (Myiopardalis (syn. Carpomyia) pardalina)
Melon Flies copulating
Melon infested by melon fly. The exit holes where larvae left the fruit to pupate are clearly visible.
Melon destroyed by melon fly. All un- harvested fruit should be removed and destroyed.
Melon Fly laying eggs
Melon Fly pupae
Statewide IPM Program, Agriculture and Natural Resources, University of California All contents copyright © 2009 The Regents of the University of California. All rights reserved.
MELON FLY
Description
Melon Fly is sometimes known as 'Baluchistan Fly'. Melon flies occur all over Afghanistan, but M. Pardalina has spread across the north since 2002, mostly infesting sweet melons, but other cucurbits as well. Not only are many melons unsalable, but exports are difficult because of quarantine restrictions in importing countries. High pesticide residues from over spraying near harvest may also be a problem. Losses of 80-90% are reported.
Melon fly overwinters as a pupa in soil at 5-15 cm depth, but can survive burial up to 50cm deep. Flies emerge in May/June when cucurbit flowers are setting. Eggs laid in melons hatch in 3 days and the larva develops in the melon for 8-18 days and then pupates 13-20 days either in the melon or the soil. There may be 3 overlapping generations in summer of about 30 days each.
Monitoring
Monitoring for melon fly depends on local knowledge of crops in the area the previous year. No traps are available for adult flies.
Control
Melon fly pupae are located in the soil directly under infested melons. Deep ploughing or flooding the field have not been effective in destroying pupae. They survive sowing of winter wheat.
Removing all melons from the field is very important. Dusting the soil underneath the melon with carbaryl may give some additional control. Unsold fruit should be buried at least 75cm and lime should be added to kill pupae.
The most effective method of melon fly control is to bag fruit immediately after pollination. Although successful in other countries, the economics may be different in Afghanistan: prices are low and there are few newspapers to make bags. Commercial bags can be imported from China
Adult melon flies do not have to feed before laying eggs. Thus baits are not effective. If growing within 500m of a melon crop the previous year, sprays of deltamethrin should be applied to fruit at 'apricot' size and repeated at 10-day intervals, but care should be taken to observe the recommended dose and the harvest interval (time between last spray and harvest). | <urn:uuid:ce739d82-126d-4cb1-82db-36a8c735f44a> | CC-MAIN-2017-47 | http://afghanag.ucdavis.edu/pest-management/ipm-cards-english/fs-insect-melon-fly-uc-ipm.pdf | 2017-11-24T16:39:23Z | crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00543.warc.gz | 9,816,220 | 595 | eng_Latn | eng_Latn | 0.973542 | eng_Latn | 0.997333 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
484,
2558
] | [
2.203125
] | 3 | 2 |
28062, Chemistry, Inorganic Chemistry
A student weighs 2.046 g Cu into a 250 mL beaker at the beginning of the experiment. At the end of the experiment 1.347 g Cu is recovered. Calculate the percent loss of Cu?
Solution:
The loss of Cu at the experiment is: 2.046-1.347=0.699 g.
So, the percent loss of Cu is:
%. 16 . 34 % 100
046 .2
699 .0
Answer: the percent loss of Cu is 34.16%. | <urn:uuid:4f8d855c-d99e-4c90-8573-e0e5fd3e2835> | CC-MAIN-2017-47 | https://www.assignmentexpert.com/homework-answers/chemistry-answer-28062.pdf | 2017-11-24T16:33:16Z | crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00541.warc.gz | 767,592,529 | 122 | eng_Latn | eng_Latn | 0.948452 | eng_Latn | 0.948452 | [
"eng_Latn"
] | false | docling | [
391
] | [
2.609375
] | 2 | 1 |
Captain Congo and the Klondike Gold Ruth Starke / Greg Holfeld
TEACHER NOTES By Janet McLean
BACKGROUND INFORMATION
Author:
Ruth Starke is a full-time writer, with over 20 books published since she
began writing in 1992. She also works part-time at the Flinders University of South
Australia, and at Adelaide TAFE, teaching English and creative writing. Before becoming a writer Ruth worked in many different jobs - of which the most interesting, she says, were
selling French perfume in Harrods, cooking on the radio, taking tourists to Kashmir, and interviewing Grand Prix drivers. Ruth’s books include
NIPS XI (an Honour Book (Younger
Readers) in the 2001 CBC Awards), Orphans of the Queen(short-listed for both the 2005
NSW and Queensland Premiers' Awards, winner of an Aurealis award, and
Coming Ou t, a
CBC Notable Book (1998). This is the third in the Captain Congo graphic picture book series.
The others are: Captain Congo and the Crocodile King(shortlisted for the 2009 CBC Picture
Book of the Year), and
Captain Congo and the Maharaja's Monkey.
Illustrator: Greg Holfeld was born in Canada and moved to Australia in 1991 after
several years of travelling and country hopping. He has spent much of his career as an animator and cartoonist. In between directing and producing his own animated films, he
works as a freelance animator with an Adelaide production house, and a book illustrator. He has illustrated several titles by Working Title Press including
The Perfect Pet,Wolf's Sunday
Dinner and
You Must be Joking! And the first two of the Captain Congo series, Captain
Congo and the Crocodile King(shortlisted for the 2009 CBC Picture Book of the Year),
Captain Congo and the Maharaja's Monkey and
. Greg has happy memories of being a
"comic- crazy 8-year-old”,
and wants to share the pleasure with today's young readers.
SYNOPSIS
This is the third book in the 'Captain Congo' series. In this story the heroes, Captain Congo and his
trusty assistant, Pug, board the Yukon Express and travel deep into the great Canadian northwest. The Agency has sent them to Klondike Creek to
investigate sightings of blue lights, ghosts and monsters. As always clever, brave Captain
Congo uses his sharp wits, his strength, his shooting stick, and just a bit of luck to outwit and overpower the villains, and to find a lost goldmine.
1
WRITING STYLE
Creating a comic book is very much a collaborative process between the writer and the illustrator, combining words and images in a very specific way. For a writer a comic book is not just about putting words into speech balloons. Ruth Starke has created an exciting adventure story with heroes and villains, danger and courage, humour and a satisfying ending. Captain Congo and the Klondike Gold is a sequential narrative incorporating an actionpacked plot, compelling characters, and an exotic setting. Several comic techniques are used to relate the story. These include image panels, gutters, speech balloons and text boxes. Most of the language used in this book is carried in speech balloons indicating the conversation and thoughts of characters. In this way the reader gathers information about settings, personalities, feelings, what is happening, what may happen, and what has happened in the past. Text boxes provide space for captions that can show time shifts and transitions, and introduce new scenes. For example: A few hours later… Later, on board… At Lake Bennett…"); these boxes are also used to provide additional information, to fill in some details and to explain unusual words. For example on page 26 we learn that Captain Congo is "three times winner of the Pan-African White Water Rafting Rally"; and on page 20 that "sourdough" is "the nickname for an old timer".
ILLUSTRATIONS Greg Holfeld used a sable brush and a crowquill pen dipped in ink for the illustrations in this book. Colour was created afterwards with Photoshop. Each page is divided into a series of panels. Gutters separate the panels. Each panel frames an episode or incident from the story. The artist works through a number of stages to develop the drawings for each panel. First the pictures are sketched out roughly in pencil. The pencil lines are then drawn over with waterproof black ink. The final stage is to add the colour. Greg Holfeld used Photoshop, a digital imaging computer program to add the colour. The size, number and placement of panels on each page vary depending on the specific incidents that are being depicted and the pace of the story. Greg has used different techniques to guide the reader's eye. For example: on page 15 there are five panels – two small panels in the top row, and three long panels in the bottom row. The first of the smaller panels shows one of the villains creeping up behind Captain Congo. The next top row panel is a close-up of Captain Congo, his face straight ahead, his eyes looking back, his hand reaching behind to grab the villain. In the three long panels Greg uses perspective to dramatically depict the confined space: first Captain Congo lifting the villain above his head, second, the arc of the villain's fall, and third, Pug's spectacular rescue, with the white lines representing the speeding train. Greg also uses a range of visual techniques to depict how the characters are feeling. For example on page 27 the fear of the miners is highlighted through the use of colour, fearful facial expressions and animated body language. At the top of page 40 Greg uses classic comic techniques to depict a fight – the yellow arc showing the wild swing of a pickaxe, the 'splat' at the point of impact, and the body flying through mid-air.
DISCUSSION POINTS AND FOLLOW-UP ACTIVITIES
* This story is set in the great Canadian northwest. Find out more about the Klondike – the weather, the landscape, the seasons, the lifestyle of the people who live there. Are there still goldmines operating in the area?
* The map on the endpapers helps you pinpoint where the action is taking place. As you read through the book refer to the map to plot the heroes' journey, from Skagway in Alaska, to Lake Bennett in Canada, then down the White Horse Rapids, to the Yukon Mines at Klondike Creek.
* Choose one character to follow through the story. You could choose Pug – how does he help Captain Congo? How does Captain Congo help him? Is he brave? You could choose one of the villains to follow from when they first appear through to the end of the story. What do you find out about the characters? Consider what the character says or thinks. Look carefully at the drawings. How does the body language and facial expressions add to your understanding of the character?
* Look at other examples of comics. graphic novels.
* Talk about and research the different graphic elements that are used in comic books
o Speech balloons – different types are used to signify different kinds of language, e.g. speech, thoughts, screams, whispers.
o Boxes for captions – what kind of information do these contain?
o Panels – how does the artist use the layout, the size and the number of panels help to create the story
o Gutters – these divide the panels
o Lettering – different styles of lettering may be used for titles and sounds
o Talk about how turning points in the story are often placed in the last panel on a page.
* Work alone or, like Ruth Starke and Greg Holfeld, work with another person to make a comic strip or comic book.
o Write or plot out a story with characters, setting, and plot.
o Remember to include heroic deeds, danger, and intrigue and, of course, humour.
o Decide which scenes should be included.
o Choose a panel layout for each page.
o Sketch the scenes into the panels.
o When you are happy with the sketches, go over the pencil lines with a black ink line.
o Add colour. Use watercolour, felt tip pens, crayons, or coloured pencils.
o Don't forget to decide where the speech balloons, boxes, etc will be placed – leave room for them.
o Finally write in the words – speech in solid line balloons, and thoughts in dotted line balloons, captions in boxes.
* Find examples in the story of how Captain Congo uses his wits, his amazing strength, and his shooting stick, to foil the villains and to get out of dangerous situations.
* Investigate how comics can be created using computer programs
* Find out more about the art of comic book writing and illustrating.
* Talk about your own favourite comic book characters. Why do you like these characters?
* Using the characters and dialogue in Captain Congo and the Klondike Gold, develop a classroom play
* Develop classroom plays with your own stories.
* Find out more about Ruth Starke and Greg Holfeld. Visit their websites:
Ruth Starke: http://www.ruthstarke.itgo.com/
Greg Holfeld: http://www.panicproductions.com.au/Panic_Productions/bio.html | <urn:uuid:681cddd4-53c0-4330-9321-6a494e01bf0a> | CC-MAIN-2017-47 | http://workingtitlepress.com.au/teachers_notes/Captain%20Congo%20and%20the%20Klondike%20Gold%20Teacher%20Notes.pdf | 2017-11-24T16:26:19Z | crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00542.warc.gz | 317,951,372 | 1,914 | eng_Latn | eng_Latn | 0.997486 | eng_Latn | 0.99852 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2369,
5672,
7592,
8837
] | [
4.0625
] | 2 | 2 |
Tree Benefits & Value
Most of us like trees - we like to have them in our yards, our city streets and public parks. Have you ever stopped to consider the benefits that a healthy, diverse and well-managed population of trees provides? Tree benefits are so many and varied that we can categorize them as social, environmental and economic benefits.
The visual beauty, serenity and tranquility we feel around trees and the contribution to the landscape are just a few of the social benefits we enjoy.
The many environmental benefits from trees include; moderat ing the climate, improving air quality, providing oxygen and helping to protect us from the worst effects of the sun, wind and rain. Trees can also be used in managing storm water quality and quantity. In addition to this, trees are efficient at capturing and storing carbon. This will be one of the most important ways to combat climate change in the years to come.
One of the greatest economic benefits we derive from trees is reduced energy costs. Trees shade our homes in the summer and provide wind breaks in the winter months resulting in decreased heating and cooling costs. As well, a landscaped property can be approximately 15% more valu able than a non-landscaped one. Indirectly, trees are benefial through their effects on energy reduction, air quality improvement and improved storm water management. This reduces the need for facilities to provide similar services to the community - saving thousands of dollars.
With all these benefits, it is now recognized that trees are appreciating assets that have real dollar values. The valuing of trees is something un dertaken by an experienced plant appraiser. Understanding the value of our trees is important if they are ever significantly damaged. Check your homeowner's insurance policy to see what coverage you have. It is recom mended to have your trees valued before you suffer any loss or damage.
On the subject of value, it is important to remember that your trees are a wise investment that will require a maintenance commitment in order to remain healthy and function effectively. Tree maintenance costs are relatively inexpensive compared to their economic benefits. In fact, the
City of Vancouver has calculated that for every dollar spent on a tree it will return 250% on the investment in services to the environment at maturity. That's significant!
So, our tree tip of the day is to contact your trusted local tree care professional in order to keep your trees in tip top condition in order to reap the greatest benefit from them. | <urn:uuid:dfbaebb7-8cdf-4b24-8db0-ddb20481520a> | CC-MAIN-2017-47 | http://treescapecanada.ca/wp-content/uploads/Tree-Value-editorial.pdf | 2017-11-24T16:30:53Z | crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00543.warc.gz | 299,173,072 | 510 | eng_Latn | eng_Latn | 0.998949 | eng_Latn | 0.998949 | [
"eng_Latn"
] | false | docling | [
2585
] | [
2.65625
] | 1 | 1 |
How does it Taste?
Trace the arrows to the adjectives that describe food.
juicy
Copyright © 2017 Kids Academy Company. All rights reserved
Get more worksheets at www.kidsacademy.mobi
salty
loud
greasy
silly
sour
happy
spicy
grumpy
sweet | <urn:uuid:936f8a09-adb2-4c62-bf9f-1caa734c9364> | CC-MAIN-2017-47 | https://www.kidsacademy.mobi/media/files/Worksheets-App-iOS-613051439/Second%20Grade/Reading%20and%20Writing/Vocabulary%20Acquisition%20and%20Use/l3how_does_taste.pdf | 2017-11-24T16:22:21Z | crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00543.warc.gz | 812,282,805 | 67 | eng_Latn | eng_Latn | 0.987447 | eng_Latn | 0.987447 | [
"eng_Latn"
] | false | docling | [
241
] | [
2.671875
] | 1 | 0 |
Solve these two-step word problems and check the correct answer.
Serena and her siblings eat 2 packets of crackers a day. Each packet has 10 crackers. How many crackers do Serena and her siblings eat in 3 days?
Serena makes dresses for her dolls. She makes 3 dresses a day. She adds 2 buttons onto each dress she makes. How many buttons will she add in 4 days?
Copyright © 2017 Kids Academy Company. All rights reserved
Get more worksheets at www.kidsacademy.mobi | <urn:uuid:f6928c30-ba9b-4dd8-9a64-f1d905739bb8> | CC-MAIN-2017-47 | https://www.kidsacademy.mobi/media/files/Worksheets-App-iOS-613051439/Third%20Grade/Math/Multiplication%20and%20Division/l3two_step_word.pdf | 2017-11-24T16:20:58Z | crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00549.warc.gz | 820,229,839 | 111 | eng_Latn | eng_Latn | 0.998389 | eng_Latn | 0.998389 | [
"eng_Latn"
] | false | docling | [
467
] | [
3.265625
] | 1 | 4 |
Facebook launches safety tips as part of anti-bullying week
Social networking site offers advice to prevent cyber-bullying
The theme of this year's National Anti-Bullying-Week is cyber-bullying. In fact, after name calling cyber-bullying is the most common type of bullying, as a recent study for the Department for Children, Schools and Families (UK) revealed.
It is an issue has to be taken seriously: 47% of 14-year-olds in the survey reported bullying. Its impact continues as kids get older: 41% of 15-year-olds and 29% of 16-year-olds report facing the problem.
Facebook is taking part in the campaign. Its director of European public policy, Richard Allan, said: "National Anti-Bullying Week is a really important campaign and Facebook takes the issue of cyber-bullying very seriously. It's a great opportunity for us to communicate to our users about safety. There's no place for bullies on Facebook."
Bebo has a site open for teenagers to talk about being bullied and some background tips for parents, while Facebook offers concrete advice to parents and children, listed below:
1. Only accept friends you know - In order to prevent harassment from strangers, only accept friend requests from people you know and report any messages or profiles that look suspicious. Facebook is based on a real name culture, and fake profiles are regularly disabled when they're reported to us.
Only confirmed friends can post to your Walls or contact you via Facebook Chat, so if you're worried that someone will make inappropriate posts or send offensive messages, you should ignore that person's request.
2. Stop abusive behaviour - A block prevents someone from viewing your profile. If you receive inappropriate or abusive communication, you can block the person by listing his or her name in the "Blocking People" box at the bottom of the privacy
page. In addition to blocking, if you receive abusive messages on your wall or via Facebook chat, you can remove the offender from your friend list.
3. Report trouble directly to Facebook - You can report an abusive user by clicking the "Report/Block person" link that appears at the bottom of that person's profile. Additionally, if you are informed of inappropriate behaviour on the part of someone you have already blocked, ask a friend to report that person on your behalf.
Reports are confidential and the person being reported does not know that they have been reported. After a report is submitted, Facebook will investigate the issue and make a determination as to whether or not the content should remain on the site based on its terms of use. A Facebook administrator looks into each report thoroughly in order to decide the appropriate course of action.
4. Keep your information private - Restrict your privacy settings on Facebook so that certain people can't access information like your Wall, photos, or profile. You can also customize your privacy settings if you feel uncomfortable about being found in searches or having your profile viewed publicly. Privacy on Facebook is controlled primarily from the privacy settings page, which can be accessed from the settings link at the top of any Facebook page.
5. Don't react to bullies – block, report or delete them - Rather than responding to a bully directly via inbox, a Wall post, or Facebook Chat, you can delete offensive posts from your Wall or messages from your Inbox and then use the "Blocking" or "Reporting" functions to resolve the issue safely.
To delete an offensive Wall post, hover over the post in question, click the "Remove" button that appears, and select "Delete" in the dialogue box.
To delete a message from Inbox, simply click the "Delete" button at the top of the message. Because only confirmed friends can post to a Wall or send a message through Chat, users who don't like the posts and Chat messages they're receiving should consider removing the people responsible from their friends list.
Adapted from: http://www.guardian.co.uk/media/pda/2009/nov/16/bullying-facebook-bebo-national-anti-bullying-week | <urn:uuid:bdf56725-e805-4f16-b59d-0cb2624daf2c> | CC-MAIN-2017-39 | http://online.illawarra.tafensw.edu.au/getflexible/warmup/docs/cyberbullying.pdf | 2017-09-26T21:35:26Z | crawl-data/CC-MAIN-2017-39/segments/1505818696696.79/warc/CC-MAIN-20170926212817-20170926232817-00612.warc.gz | 267,495,951 | 820 | eng_Latn | eng_Latn | 0.999188 | eng_Latn | 0.999215 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1851,
4055
] | [
3.3125
] | 1 | 0 |
EMERALD ASH BORER
City of Wisconsin Rapids, Wisconsin
What is Emerald Ash Borer (EAB)?
Emerald ash borers (Agrilus plennipenis) are invasive beetles that kill ash trees by disrupting the tree's ability to transport water and nutrients.
What type of trees does it attack?
EAB attacks ash trees in North America. In our area this means primarily white and green ash. Mountain-ash is not a true ash and is not affected.
Where has EAB been found?
EAB has been found in 14 states and Canada. This map shows where the insect has been found in our state.
Is EAB in Wisconsin Rapids?
Yes, EAB has been confirmed in Wisconsin Rapids. Because of this, it is safe to assume that EAB can be found anywhere throughout the City.
What do ash trees look like?
Ash leaves are composed of 5-11 leaflets.
Ash branches and buds are directly across from each other, not staggered.
What are symptoms of EAB?
Ash trees begin to die from the top down and sprouts appear along the trunk:
How many ash trees does Wisconsin Rapids have?
Wisconsin Rapids has approximately 488 publicly owned ash in parks and along boulevards. This is about 12% of the entire public tree population in Wisconsin Rapids. The number of privately owned ash trees in Wisconsin Rapids is unknown, but is expected to be much higher than the number of publicly owned trees.
What is Wisconsin Rapids doing to prepare for EAB?
The City has an EAB Preparedness plan that was completed in 2017. They are following recommendations in the plan beginning with removal of poor quality ash. The City anticipates treating about 66% of their public ash trees with an approved insecticide to preserve the best quality ash trees. The preserved trees include those along the Expressway and others throughout the City.
How can I protect my private ash trees?
Many good homeowner options to protect your ash against EAB exist. A guide to these options can be found at:
https://www.mda.state.mn.us/~/media/Files/pl ants/eab/eabtreatmentguide2.ashx https://datcpservices.wisconsin.gov/eab/article assets/UW%20Extension%20Homeowner%20G uide%20to%20EAB%20Insecticide%20Treatmen ts.pdf
What are some additional resources?
To learn more about EAB in Wisconsin visit: http://datcpservices.wisconsin.gov/eab/
To learn more about homeowner options for treating EAB visit:
http://hort.uwex.edu/articles/homeownerguide-emerald-ash-borer-insecticidetreatments/
This document was funded in part by an urban forestry grant from the State of Wisconsin Department of Natural Resources Forestry program as authorized under s.23.097 Wis. Stat.
If I chose to remove my tree, what are some good replacement species?
If you chose to replace your tree and want to replant a tree there are many good choices available, but it is important to know that not every tree grows well everywhere. Species selection is important.
What are the steps to take when selecting a tree for planting:
1.Location Location Location.
The first step when choosing to plant a tree is to identify what type of planting site you have. Wisconsin Rapids has a wide range of sites. Close to the river, the sites can often be wet and can be considered riparian sites. Further away from the river, the sites have very sandy soil with low moisture. If your site is near the river, look for trees that are listed as 'wet site' tolerant. Away from the river, look for 'dry site' trees.
2. Coniferous or deciduous.
Choose the type of tree you would like. Coniferous trees are often described as evergreens. These trees have needles and retain the needles throughout the year. Deciduous trees typically have leaves and they lose their leaves each fall.
3. What size of tree is best suited to your site?
Consider the mature size of the tree, not simply the size of the tree when it is planted. If you are in a tight location next to a home or structure you may want to choose a smaller growing tree. Got a big backyard? Choose a large shade tree.
4. Other factors.
Trees have many traits that you may wish to have or not. Some of these include: flowers, fall color, fruits/nuts, wildlife attraction and shape. These factors may also help you make your tree selection decision.
What trees are suitable for growing in
Wisconsin Rapids?
A complete list of good choices can be found at: http://hort.uwex.edu/files/2015/06/Alternative s-to-Ash-for-Homeowners.pdf | <urn:uuid:11ee1dd9-754d-4e8a-a495-7abe694f7b15> | CC-MAIN-2017-47 | http://www.wirapids.org/egov/documents/1510262578_70317.pdf | 2017-11-24T16:52:27Z | crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00549.warc.gz | 523,939,293 | 1,005 | eng_Latn | eng_Latn | 0.998504 | eng_Latn | 0.998255 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
978,
4393
] | [
2.90625
] | 1 | 1 |
The King James Bible
Note: any activities involving photographing pupils must have parental permission.
Introduction
Introduce the idea of birthdays and anniversaries. Talk about how we celebrate. You may wish to bring in some birthday/anniversary balloons, cards and related items. Explain that this year is the birthday/anniversary of the King James Bible, an early and important Bible in English. The Bible is a very important book for the Christians.
Core material
1. Use the presentation Making the King James Bible Use as much as is appropriate.
- Explain that in 1611, King James I of England (James VI of Scotland) asked a group of the best translators in the country to translate the Bible into English. Explain the word 'translation' by doing some instant translation. It does not matter what language is used. There were already some English Bibles, but this was to be a new translation.
- Option: If you have not already used some of the Biblical languages information, presentation or activities you might like to use some of them here. See the section Alphabets and languages.
- About 50 men divided into six teams to translate the Bible. Each team took a part of the Bible to translate from Hebrew and Greek into English. The Bible is the sacred book of the Christians, so the translators worked with great care. The translators cared about getting the right words and it sounding good when read aloud. As
the translators finished each part they read it out loud to each other, so that they could hear what it sounded like and check for mistakes.
To translate the whole Bible took over five years. Most translators were not paid and many are not remembered. They viewed the Bible as the most important book in the world, and to be asked to work on it was a privilege. Their behaviour tells us something about how Christians view the Bible. The King James Bible stands as a memorial to their hard work.
- Eventually the translation was finished and it was ready to print. In those days there were no computers with printers. The old printers used lots of separate letters to make up the sentences. To make a whole Bible they needed millions of letters! There were different stages in the process:
Caxton showing the First Specimen of His Printing to King Edward IV at the Almonry, Westminster. By Daniel Maclise
One person would put all the letters together to make the words on a page. Others would cover them with ink. The blank paper was placed on the printing press.
The letter tray was placed in the press.
The lever was pulled and the page printed.
When the page was printed a 'reading boy' would read the page.
Others would listen and check for any mistakes.
- In groups, pupils can enact this process with some letter printing sticks. Individual letter stamps are available on-line. Alternatively pupils can improvise safe ways of using cut out letters to print. Print just a little from the psalm in the following activity.
Imagine printing a whole Bible this way! Show a King James Bible and how many words there are in it.
2. Exploring the words of Psalm 23
Use verses 1-4 of the Psalm from the presentation Making the King James Bible slide 6. The English of the King James Bible sounds a little strange to us as it is the way English was spoken over 400 years ago. For example, instead of saying 'lead' they used to say 'leadeth' and instead of saying 'make' they said
'maketh'. Explore what the words mean using the presentation. Where you can roll over to see explanations of words.
The LORD is my shepherd; I shall not want.
He maketh me to lie down in green pastures: he leadeth me beside the still waters.
He restoreth my soul: he leadeth me in the paths of righteousness for his name's sake.
Yea, though I walk through the valley of the shadow of death, I will fear no evil: for thou art with me; thy rod and thy staff they comfort me.
- What do pupils notice about this?
- What questions would they want to ask?
- What is different to the English they use?
- Explain what a shepherd is and any unusual words
- Using an IWB ask pupils to locate words that sound different or unusual
- Annotate with the modern equivalents.
'I shall not want' means I will not need anything because I will be looked after.
'Maketh'means 'makes'
'Leadeth'means 'lead'
'Pastures' is the old word for 'green fields' 'Restoreth my soul' – fixing things deep down
'Righteousness' – right behaviour and right relationships. Justice.
'Valley of the shadow of death' – sad or difficult times
'Yea' – Yes 'Thou' – you
'Art' – are
'Thy' – your
'Rod and staff' – symbols of protection.
These are carried by shepherds to protect the sheep.
- The words of Psalm 23 and other parts of the Bible are very important to Christians for these words tell them something about God and their relationship with God. A Christian might say these words to themselves or together as a group to remind them of what God is like: he is like a shepherd who cares for his sheep and he walks with them in the saddest of times.
- Pupils can annotate the Psalm using the Psalm 23
- The psalm can be re-written in the pupils' own words to bring out the meaning.
- Pupils can use the Outline of a sheep. Words or phrases from the Psalm can be written on strips of paper. On the reverse of the strips pupils write what those words mean. The strips are curled and added to the sheep.
Note for teachers
This is known as a 'psalm of David'. This is the same David that fought Goliath. David was a harp player and a shepherd in his early years. The psalms are poems that were probably sung in early Jewish worship. They are still used in worship by Christians and Jews. Many people will know this psalm as the theme music for the Vicar of Dibley. Jewish shepherds led sheep from the front; they did not drive them or use dogs.
Reflection/Celebration
Play some thoughtful music and ask pupils to think about how they would behave with people in difficult times.
If appropriate, have a Bible birthday party. It could be something that you organise with your local church. See Designing a celebration for ideas. | <urn:uuid:016ddaf2-2f0c-49c2-9f8b-bb2a7a5529c3> | CC-MAIN-2017-47 | http://bible4schools.org/files/files/king_james_bible_7-9_yrs_activities.pdf | 2017-11-24T16:38:42Z | crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00549.warc.gz | 35,036,342 | 1,340 | eng_Latn | eng_Latn | 0.995828 | eng_Latn | 0.998471 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1425,
3413,
4677,
6122
] | [
4.6875
] | 1 | 0 |
Answer on Question#39469 – Physics - Other
Find the satellite's orbital period.
Solution:
Consider a satellite with mass m orbiting a central body with a mass of mass M. The central body could be a planet, the sun or some other large mass capable of causing sufficient acceleration on a less massive nearby object. If the satellite moves in circular motion, then the net centripetal force acting upon this orbiting satellite is given by the relationship
This net centripetal force is the result of the gravitational force that attracts the satellite towards the central body and can be represented as
Now we can find the orbital period:
where r is the distance from the center of the Earth (Earth's radius + altitude), G is the gravitational constant, and 𝑀 is the mass of the Earth.
http://www.AssignmentExpert.com | <urn:uuid:abb662e2-f149-42dd-99b5-a85626c1457a> | CC-MAIN-2017-47 | https://www.assignmentexpert.com/homework-answers/physics-answer-39469.pdf | 2017-11-24T16:49:58Z | crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00549.warc.gz | 755,232,854 | 169 | eng_Latn | eng_Latn | 0.99428 | eng_Latn | 0.99428 | [
"eng_Latn"
] | false | docling | [
822
] | [
2.9375
] | 2 | 0 |
Sudoku: Tactics
A Blue Panther Game by Michael Marcus
2-5 Players Age 8+
GOAL_________________________
To fill rows, columns or cells with exactly one of each number (1 through 9) while successfully stopping your opponents from doing the same thing.
COMPONENTS_______
__________
One wooden Sudoku board 81 wood tiles 9 sets labeled 1…9 Scoring chart and markers
SETUP_________________________
Assemble the playing board. Place the board pieces in the order printed on the board itself. Place section (1) on the top and assemble the remaining numbered pieces in order, moving in a clockwise direction.
Each player chooses a color for their scoring marker and places them on the "0" marker on the score board. Place the 81 tiles face-down, randomly (blank side up) on the play table. Alternately, you could use a bag or the game box to randomize the tiles.
Each player draws one tile randomly. The lowest number goes first. Re-draw ties. Play then proceeds clockwise until one player has accumulated enough victory points to win.
Players must agree on one of the following types of victory conditions prior to the start of the game. Play until X points are reached OR play until X minutes have elapsed. We recommend 5 points for a quick game, 15 points for more serious tacticians, or 30 minutes to offer a timepressure challenge. In a timed game, players should be allowed no more than one minute per turn to keep things moving.
TURN SEQUENCE______________
A) Draw 1, 2, 3, 4 or 5 tiles.
Place the tiles on the board, one at a time, in any order the player wishes, such that
1) No other square in that column contains the same number AND
2) No other square in that row contains the same number AND
3) No other square in that 3x3 cell (box) contains the same number
B) If there are no squares open according to the rules above, then a "Sudoku Jam" occurs.
Remove all tiles that have the same number (whether they are on the board or yet to be played this turn) as the tile and place them back randomly with the other unplayed tiles.
Example: With the board shown above, a player who drew a "1" would not be able to place it, resulting in a Sudoku Jam. All the "1"s on the board would be removed.
The player to the right of the active player (the one who moved just before the current player) receives one point for every Sudoku Jam that occurs during the active player's turn.
C) If the active player completes a row, or a column, or a 3x3 cell or some combination, the player scores one point for each row, column and/or 3x3 cell completed. All the pieces in the completed row, column or 3x3 cell are immediately removed from the board and randomly placed face down in the playing area.
Do not wait until the end of a player's turn to score points, record points exactly when they occur.
WINNING THE GAME___________
When playing to a victory point total, play ends immediately when the first player reaches that total. For example, if you are playing to 5 points, once any player reaches 5 points, the game ends right away, even if a player still has moves left in their turn.
When playing to a time limit, when the time limit has been reached, the current round of play must be completed. For example, in a 30 minute, four player game, if the 30 minute mark is reached during the first player's turn, the second, third and fourth player complete their turns and score any points and then the game ends. Ties go to the player who moved the latest in the turn. For example, if the first and third player are tied for points, the third player would win the game.
VARIANTS_____________________
Sudoku Tactics can be used as a tool to solve Sudoku math puzzles solitaire or with friends.
Cooperative Play: All players share the same score – score one point for each player's turn where no Sudoku Jam is created – how many points can you and your friends get? Or play can be to a point total or to a set time.
_______________________________
A Blue Panther Game Designed by Michael Marcus
Published by Blue Panther LLC © 2008 Blue Panther LLC Product Number BPN08009 Made in the USA | <urn:uuid:b15fee23-1f99-42de-85b8-505320f90432> | CC-MAIN-2017-39 | http://www.bluepantherllc.com/documents/SudokuTacticsRules.pdf | 2017-09-26T21:37:50Z | crawl-data/CC-MAIN-2017-39/segments/1505818696696.79/warc/CC-MAIN-20170926212817-20170926232817-00611.warc.gz | 413,613,395 | 937 | eng_Latn | eng_Latn | 0.999099 | eng_Latn | 0.999182 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2057,
4125
] | [
2.109375
] | 2 | 4 |
Course: UNIV 100 – Section 083/089/090/091 Theme: Art & Music
Course Topic: The Creative Process
Description:
This course identifies several key aspects to the development and creation of visual art to anyone interested in the visual arts. Students will engage with the teacher in exploring resources at the University Art Museum, the Edith Dupré Library, and the studios of working artists. Students will explore how artists create work and what motivates them to create. Weekly assignments will be given to foster written and verbal articulation of the foundations in art, the elements and principles of art, design and media. Students will also create two-dimensional and three-dimensional works of art. The artwork will then be discussed in class to strengthen each student's understanding of what is relevant subject matter, what is appropriate media for expressing oneself in a visual format, and how to critically engage themselves and their audience.
Office of First-Year Experience
A Division of Academic Affairs https://firstyear.louisiana.edu | <urn:uuid:7de89a62-11b0-4f4e-ad38-0ede35a9cd3e> | CC-MAIN-2017-39 | https://firstyear.louisiana.edu/sites/firstyear/files/FA17-Section83_89_90_91.pdf | 2017-09-26T21:52:26Z | crawl-data/CC-MAIN-2017-39/segments/1505818696696.79/warc/CC-MAIN-20170926212817-20170926232817-00611.warc.gz | 680,345,950 | 202 | eng_Latn | eng_Latn | 0.997106 | eng_Latn | 0.997106 | [
"eng_Latn"
] | false | docling | [
1058
] | [
2.125
] | 1 | 2 |
Our Baby Margaret Wild / Karen Blair TEACHERS' NOTES By Janet McLean
Title
Our Baby
Author Margaret Wild
Illustrator Karen Blair
BACKGROUND INFORMATION
Author Margaret Wild was born in South Africa and came to live in Australia in 1972. She worked as a journalist, and then for 16 years as a children's book editor, writing only in small snatches, or at night when she had the energy. She now writes full-time. Margaret is the author of many popular children's books, including Fox (illustrated by Ron Brooks), The Pocket Dogs (illustrated by Stephen Michael King), Little Humpty (illustrated by Ann James) and Jinx, a story for older readers. Margaret's books have received many awards over the years including the CBCA 2005 Honour Book, Seven More Sleeps (illustrated by Donna Rawlins and published by Working Title Press), the CBCA 2001 Picture Book of the Year, Fox, and the CBCA 2012 Honour Book, Dream of the Thylacine (illustrated by Ron Brooks). Her recent publication, The Treasure Box, illustrated by Freya Blackwood, was shortlisted for the 2014 CBCA Picture Book of the Year.
"As a grandparent (and a friend of other grandparents), my life is once again full of babies. It's such a pleasure to watch them growing, changing and developing in all sorts of different families. I'm very lucky that Karen Blair agreed to illustrate this story. Her pictures are just right warm, funny and embracing".
Margaret Wild
Illustrator Karen Blair is an award-‐winning author and illustrator of children's picture books. She grew up in Perth, Western Australia. She made her first picture book when she was nine for a Year 5 project, and by the time she was in her 20s and living in the UK, she knew it was her dream to be a children's book illustrator. She lives in Fremantle with her husband, daughter and cat, where she works from her studio. She is the author and illustrator ofBaby Beats and Baby Animal Farm and the illustrator of the 2013 CBCA Honour Book With Nan, written by Tania Cox, and the 2014 CBCA shortlisted title,Granny Grommet and Meby Dianne Wolfer. Her most recent publication isHello From Nowhere, written by Raewyn Caisley.
"I was so thrilled to be asked to illustrate Margaret Wild's Our Baby. My first reaction was "yes!" let's celebrate diversity - of babies and of families - and all the fun and cheekiness of the everyday details of family life with a baby. Some of the families are inspired by real families, others are from my imagination. Our Baby was such a fun book to illustrate".
Karen Blair
1
Our Baby
Margaret Wild / Karen Blair
TEACHERS' NOTES
By Janet McLean
SYNOPSISThis warm and funny book told through the eyes of an older sister looks at the richness and diversity of family life today, and celebrates the many different babies who are so special to their families. Babies come in all shapes and sizes, and from all sorts of families. Every one of them is different, and every one of them is special.
WRITINGThis is a great book for parents, grandparents and carers to share with babies, toddlers and older children. Margaret Wild's text is warm and engaging. The story begins simply with the introduction of the characters:
Some babies have a mum and a dad. Some babies have a mum, and a dad who lives elsewhere. Some babies have two mums. Or two dads. Our baby has a mum and a dadand a big sister – me!
After this, the words 'Some babies…'become a catchphrase that leads from one episode to another in the babies' day, ending gently with sleep time. The episodes include: How babies look -‐Some babies have ... milky mouths, little ears, snotty noses,…; Where babies go…; How they move around…; How they play…; How they eat, and… How they sleep -‐ Some babies sleep in ... cots, prams, strollers, car seats, backpacks, or slings.
Margaret Wild uses playful, rhythmic phrases and sentences that will evoke for adult readers memories of the delights, and frustrations of living with a baby, and add to the enjoyment of sharing the book with young children.
Some babies… squish bananas, spit out pumpkin, or try to feed themselves…
Our baby has a big bald head. 'Gorgeous!' says Grandpa…
Some babies crawl with their bottoms in the air, or do a wibbly- wobbly dance…
Some babies like… reading books, eating books, dropping things in the toilet.
ILLUSTRATIONS Karen Blair's illustrations delightfully capture the essence of Margaret Wild's text. The cast of characters is established in the first five pages. Each family then features in each of the subsequent episodes. The illustrations provide a rich layer of meaning to the straightforward, matter-‐of-‐fact voice of the child narrator.They create a loose timeframe through a day, from one family's sleepy 'getting up' routine, to the big sister and her baby peacefully asleep side-‐by-‐side, with some joyful, messy and quiet experiences in between.
Our Baby
Margaret Wild / Karen Blair
TEACHERS' NOTES
By Janet McLean
As there is no specific setting the drawings focus on the characters,– the way they look, what they are doing, the way they interact with each other.
"It was a nice challenge to have no background and I had to think very carefully about where the characters and text would be placed."
Karen Blair
The structure of the layout adds to the predictability of the story, with a double page of vignettes featuring the other families followed by a double page spread focusing on the narrator andher family
"I loved the little details Margaret included that I could use to add to a baby's features when creating the characters, like "tufty hair" and "snotty noses" and the observations about how messy dinner time is, how their discoveries about the world can end up being a bit naughty".
Karen Blair
"At the heart of the book there is both action and warmth. So I tried to capture the action with loose pencil lines, using a variety of graphite pencils from HB for sketchy lines to 8B for strong, dark lines. I tried to capture the warmth of Margaret's text using a combination of watercolour for skin and hair, and gouache (which is like a thicker watercolour paint) for clothes to create a bright colour scheme with lots of patterns." Karen Blair
DISCUSSION POINTS AND ACTIVITIES
* Our Babyis a book for parents, grandparents and extended family to share with their babies, toddlers, preschool and older children. It is also a perfect book to be read in childcare centres, preschools, and kindergarten/prep classes.
* Let families know aboutOur Baby.Add it to your borrowing library.
Our Baby
Margaret Wild / Karen Blair
TEACHERS' NOTES
By Janet McLean
* Use and adapt some of the following suggestions / activities, and add more of your own when reading with the young children in your centre.
o This is a great book to use with a baby, a toddler or child sitting on your knee, or snuggled up close beside you.
o Read each phrase / sentence with feeling, and without hurrying – allowing time for the baby / toddler / child to listen to the words and look at the pictures
o Don't be surprised if the child wants to move on to a new page (or to go back to an earlier page). It doesn't take long for a child (even a very young child) to choose a favourite page. Let them return to the place they want to explore as often as they wish.
o Share your own reactions with the child/ren you are reading with. "Oh no! Look! The baby with the dandelion hair is painting on the wall. What will Mama say?"
o Play word and sound games with the chid/ren. Repeat the words that they pick up from you as you are reading. Children who are just beginning to talk will want to repeat words that appeal to them. Playfully repeat words with each other: 'tuf-‐ty – 'tuf-‐ty', 'dand-‐e-‐lion – 'dand-‐e-‐lion', 'snotty noses ooh!' -‐ 'snotty noses ooh!' 'Gorr-‐ge-‐ous' – 'Gorr-‐ge-‐ous'
o Talk with the child/ren about what is happening in the book. Use statements, questions, always respond to what the child/ren are saying about the story and the pictures, repeat their words back to them. "Do you think that baby likes pumpkin? Look at his/her (you can decide which) face. What do you think (she) is saying – "Yuk"?
o Draw the child/ren's attention to the expressions on the children's faces. "Is that baby happy"? That baby's reading a book. But what is that baby doing?
o Read the book over and over. You can act out the story as you go along, using voice, actions and facial expressions
o As the child/ren become familiar with the story they will begin reading along, anticipating the words. The child will begin to connect the words with a particular picture.
o Make a photo gallery or album of the children and their families. Include photos of what happens inside your centre, preschool or school; as well as photos of the child/ren with family – who they are, where do they go, what games do they play, what and how do they eat, and sleep?
* Simply enjoy reading this delightful book with a baby, toddler or preschooler on you knee.
* You can find out more about Margaret Wild and Karen Blair and other books they have written and / or illustrated by going to the Internet. Google Margaret Wild and you will find many sites to visit. Visit Karen Blair's website here http://www.karenblair.com.au | <urn:uuid:46ce7841-cf2f-499d-a32d-e10898a944b0> | CC-MAIN-2017-47 | http://workingtitlepress.com.au/teachers_notes/Teacher%20Notes%20Our%20Baby.pdf | 2017-11-24T16:25:02Z | crawl-data/CC-MAIN-2017-47/segments/1510934808260.61/warc/CC-MAIN-20171124161303-20171124181303-00549.warc.gz | 322,275,943 | 5,874 | eng_Latn | eng_Latn | 0.99844 | eng_Latn | 0.99855 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2538,
4875,
6536,
9252
] | [
3.984375
] | 3 | 5 |
COLOUR DEFICIENCY
Normal Colour Vision
We are able to see as a result of light stimulating the retina within the eye. The light sensitive part of the retina is made up of rod and cone receptors. The rods, located in the peripheral retina, give us our night vision, but cannot distinguish colour. Cones, located in the centre of the retina (in an area known as the macula), are more effective in daylight conditions and allow us to perceive colour. The cones contain light sensitive pigments which react to a range of wavelengths. Genes contain the coding instructions for these pigments and if these are defective the wrong pigments will be produced and the cones will be sensitive to different wavelengths of light resulting in colour deficiency.
Types of Colour Deficiency
There are many types and degrees of "colour blindness" which is more correctly called "colour deficiency". There is a great deal of confusion around the condition and many consider that this means total lack of colour and that an individual affected will only see in black and white. This is not accurate as it is extremely rare to be totally colour blind or monochromatic as it is known. Such individuals will have a complete absence of any colour sensation.
Up to 8% of men and 0.5% of women have some form of colour deficiency. The vast majority of these (99%) will have an abnormality of red perception (known as protan-type) or green perception (known as deutan-type)
Those with normal cones and light sensitive pigments (trichromasy) are able to see all the different colours and subtle mixtures of them by using cones sensitive to one of three wavelengths of light - red, green and blue. A mild colour deficiency is present when one or more of the three light-sensitive pigments is abnormal and the peak sensitivity is shifted (anomalous trichromasy).
Protan-Type Deficiency
An individual with protan-type deficiency is considered to be "red weak". Red, orange, yellow, yellow-green and green, appear somewhat shifted in tone towards green and all appear paler than they do to the "normal" observer.
Deutan-Type Deficiency
The individual with a deutan-type deficiency is considered "green weak". He/she is poor at discriminating small differences in tones in the red, orange, yellow, green region of the spectrum.
Colour Deficiency and Fitness for Employment/Studies
There are only a very few types of employment from which people with colour deficiency are barred and this is mostly for reasons of safety. Examples include, airline pilot, ship's navigator, train driver and some other safety-critical electrical jobs. Careers such as medicine, dentistry and nursing are subject to health assessments (on starting training) which increasingly include a test for colour vision. Colour deficiency may also have implications for a wide range of other professionals, eg histopathologists and laboratory scientific officers. In the vast majority of circumstances a finding of colour
Deficiency will not debar employment in these professions. However, it is important that individuals are aware if they have a problem and how this can impact on some of their activities. They are therefore recommended to discuss this with their tutor or line manager in order that consideration can be given to making any appropriate adjustments/modifications to their course work or tasks (if employed).
For further advice please contact:
Occupational Health Services
Waterloo Place 182-184 Oxford Road Manchester M13 9GP
Tel: 0161-275-2858 waterlooocchealth@manche ster.ac.uk
B22, The Mill Sackville Street Manchester M13 9PL
Tel: 0161-306-5806 email@example.com c.uk
Elizabeth Aniteye 182-184 Oxford Road Manchester M13 9GP
Tel: 0161-275-2862 elizabeth.aniteye@manchest er.ac.uk | <urn:uuid:bded8aa7-4cc8-4aa4-8b41-3d8e69a3814d> | CC-MAIN-2017-39 | http://documents.manchester.ac.uk/display.aspx?DocID=21080 | 2017-09-26T21:53:30Z | crawl-data/CC-MAIN-2017-39/segments/1505818696696.79/warc/CC-MAIN-20170926212817-20170926232817-00614.warc.gz | 93,067,300 | 810 | eng_Latn | eng_Latn | 0.997158 | eng_Latn | 0.997158 | [
"eng_Latn"
] | false | docling | [
3787
] | [
2.359375
] | 1 | 3 |
Jewell Facilitation
Workshop and Group Facilitation
Bingo discussion starter
| Someone who plays sport in a regular basis | Someone who has lived overseas | Someone who plays a musical instrument |
|---|---|---|
| Someone who has seen “Frozen” | Someone who watched the Olympics or Paralympics | Someone who writes a blog |
| Someone who watched the Tour De France in the UK | Someone who owns a record player | Someone who has a pet | | <urn:uuid:db042d71-19de-443c-b5a4-f0d7907b8718> | CC-MAIN-2017-39 | http://media.wix.com/ugd/3bc065_8e92296912e24690adf5b8ba9b415b73.pdf | 2017-09-26T21:54:33Z | crawl-data/CC-MAIN-2017-39/segments/1505818696696.79/warc/CC-MAIN-20170926212817-20170926232817-00615.warc.gz | 219,856,474 | 109 | eng_Latn | eng_Latn | 0.919497 | eng_Latn | 0.919497 | [
"eng_Latn"
] | false | docling | [
437
] | [
2.078125
] | 1 | 0 |
Light is a
| Light bends like a wave | Light travels through space! No other wave can do that. |
|---|---|
| (Defracts, refracts) | When you amplify light you do not increase amplitude of waves, rather just the number of rays. |
| Light bounces like a wave (reflects) | Light is emitted from a particle (excited electrons) |
| Light has constructive and destructive interference like a wave | Only certain wavelengths (or frequencies) of light can achieve the photoelectric effect. No Matter how high the intensity is. |
| Polarization shows light as a wave | |
light is a
Instead of being a tug-of-war, both ideas are true at the same time!! Modern physicists think that the experiment itself only allows you to see one aspect of light at a time. | <urn:uuid:dfc8c52e-040d-4349-a99d-cb6debfdc27c> | CC-MAIN-2017-39 | http://kchemistry.com/PDF's/Dual%20nature%20of%20light.pdf | 2017-09-26T21:36:50Z | crawl-data/CC-MAIN-2017-39/segments/1505818696696.79/warc/CC-MAIN-20170926212817-20170926232817-00614.warc.gz | 180,370,322 | 181 | eng_Latn | eng_Latn | 0.999434 | eng_Latn | 0.999434 | [
"eng_Latn"
] | false | docling | [
751
] | [
3.609375
] | 1 | 4 |
Tips for Learners using the SpeakUp Project Worksheet
Getting involved in student-led projects, such as SpeakUp projects and Regional Student Forums, volunteer activities and extracurricular activities are great opportunities for skills development.
Use the SpeakUp Project Worksheet to track and plan your skills demonstrations.
Plan
- Go to the OSP website to get a copy of the worksheet that you can use in your project or activity.
- Meet with your team members, teacher or adult facilitator to identify tasks you will be doing.
- Start a record of what will be done and how.
- Identify your deadlines and check points.
Act
- Check off tasks in your worksheet as you complete them.
- Update your OSP Tracker with these skills demonstrations and complete an OSP Reflection Worksheet to track and plan your skills development over time.
- Use this skills information to develop your Individual Pathways Plan (IPP) as you answer the four education and career/life planning inquiry questions: Who am I? What are my opportunities? Who do I want to become? What is my plan for achieving my goals?
- Use the skills information to create/update your résumé and clearly communicate your transferable skills.
- Be open to receiving feedback. Here are some ideas for conversations starters:
I want to do a good job on this project/activity. Do you have a few minutes to talk about my progress?
Which Essential Skills and work habits have I done well with so far?
ontario.ca/skillspassport
Can I check in with you next week to get more feedback?
Observe
Meet with your team leader or adult facilitator to:
- Review what you have done, note what you have learned and could improve, and celebrate your successes!
- Identify the Essential Skills and work habits you have demonstrated and the ones you would like to further develop.
- Keep notes that you can refer to later when you reflect on your experiences.
Reflect
As you plan for next steps, ask yourself questions like:
- Did this project/activity help strengthen my sense of belonging/participation in school?
- Did this project/activity help strengthen the sense of belonging/participation for others in school? How do you know?
- How did this activity connect with my interests and goals?
- How are my Essential Skills and work habits transferable to other contexts, like a job, further education or training or independent living?
- What other projects or activities can I get involved in that will help me further develop my skills?
It's about connecting what you are doing now to what you want to do in the future!
Tips for Learners using the SpeakUp Project Worksheet
Did you know …
- The OSP has videos and resources to help you learn about Essential Skills and work habits and see how they are used in everyday life and in over 400 occupations?
- You can check out the OSP self-assessment tools to assess your skills and compare your results with occupation(s) of interest?
- You can also use the OSP activity sets to practice and build your skills? | <urn:uuid:a3772215-f47d-43c8-8e2f-f68613e50344> | CC-MAIN-2017-39 | http://www.skills.edu.gov.on.ca/native/grants002853 | 2017-09-26T21:34:28Z | crawl-data/CC-MAIN-2017-39/segments/1505818696696.79/warc/CC-MAIN-20170926212817-20170926232817-00613.warc.gz | 564,034,857 | 606 | eng_Latn | eng_Latn | 0.998806 | eng_Latn | 0.998834 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1490,
3025
] | [
3.828125
] | 2 | 1 |
Get going
with Sustrans
Start scooting
Scooting used to be a child's first step to cycling, but now it is a way of getting about and a sporting activity all the way into adulthood; healthy, environmentally friendly and inexpensive.
This sheet should be used in conjunction with Sustrans' instructional scooter video, featuring Terry Price from MADD Gear UK, available at tinyurl.com/scooterskills
Fixed/Stunt scooter
Folding scooter
Scooter safety check
Before using a scooter, make sure it's safe to ride by using the 'L' check. There are two different types of scooter – folding and fixed/stunt – and although there are different models and makes of scooter, the diagram above gives a guide to the basic parts.
What you need
Activity instructions
Start at the top of the 'L' and work your way down and then along.
1 Make sure there are bar-end plugs in place and the grips are in good condition and attached securely.
2 With a folding scooter, you have adjustable handlebars. They should be set around waist height and the clamp holding them must be tight.
Depending on the manufacturer and model, you may need different tools to make adjustments. Most scooters need a 5mm hex/ allen key and a pair of spanners to adjust the headset.
Things to remember
Wear appropriate footwear such as trainers. Sandals and flip-flops aren't suitable
Be careful of baggy clothing that may get caught up in the scooter
Always make sure you have your schoolbag on your back securely. If it's over your handlebars, it could throw you off balance
Put any clothes you aren't wearing in your schoolbag.
Get going
with Sustrans
Start scooting (continued)
3 The handlebars connect to the deck at the headset. Make sure any clamps are fully tightened and if the headset rocks back and forth then this will also need tightening – enough to stop the movement but still allowing the handlebars to turn smoothly.
4 If there is a folding mechanism, check it is fully locked in the riding position. Tighten any loose bolts.
5 Grip tape on the deck will wear out and need replacing from time to time.
6 Brakes are important for helping stop the scooter. Make sure any bolts are secure.
7 Make sure the wheels spin freely and are attached securely. Axles can come loose and cause the wheel to wobble when riding.
Remember – you can't check parts that aren't there… have a look and ensure no obvious parts are missing or badly damaged.
For more free resources to help you walk, scoot and cycle visit www.sustrans.org.uk/change-your-travel
Things to remember
Pavement etiquette
Be considerate to others, especially the elderly, wheelchair users, those with babies and young children, large groups and dog walkers
Pass them slowly and walk if you need to. A little courtesy goes a long way.
Crossing the road
Find a safe place, then STOP, LOOK and LISTEN before crossing
Don't scoot on the road. Carry your scooter or push it alongside you.
Scooting in the rain and dark
Take extra care when scooting in the wet as the brake won't work so well
At dusk or in the dark, consider putting flashing lights on your scooter. Brightly coloured and reflective clothing will also help you be seen.
Adult scooters are available to buy and can legally be ridden on the pavement, allowing parents to accompany their child.
Skills training
It is important children learn to handle their scooters competently so that they can ride safely. Your local authority may offer training. Get in touch with their road safety team to find out what's on offer, or speak to your Sustrans contact if you have one.
Sustrans is a registered charity in the UK No. 326550 (England and Wales) SCO39263 (Scotland) | <urn:uuid:57dec1f5-3b0b-4dc4-8bf2-f4818cf197ed> | CC-MAIN-2017-39 | http://hangingheaton.co.uk/GetGoingScooter.pdf | 2017-09-26T21:47:33Z | crawl-data/CC-MAIN-2017-39/segments/1505818696696.79/warc/CC-MAIN-20170926212817-20170926232817-00618.warc.gz | 159,439,558 | 803 | eng_Latn | eng_Latn | 0.99918 | eng_Latn | 0.999181 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1595,
3675
] | [
2.765625
] | 2 | 1 |
Caterpillars
To complete a caterpillar if a number is odd then add 1, if a number is even half it. Carry on until you get to 1.
Can you make up some caterpillars of your own. Using numbers less than 20 what is the shortest caterpillar? What is the longest caterpillar?
Investigate ……… | <urn:uuid:990ce2a8-ae44-48b2-aad2-b7db15f63ee5> | CC-MAIN-2017-39 | https://www.firstforeducation.co.uk/wp-content/uploads/2015/10/caterpillars.pdf | 2017-09-26T21:43:13Z | crawl-data/CC-MAIN-2017-39/segments/1505818696696.79/warc/CC-MAIN-20170926212817-20170926232817-00615.warc.gz | 794,334,540 | 73 | eng_Latn | eng_Latn | 0.998871 | eng_Latn | 0.998871 | [
"eng_Latn"
] | false | docling | [
287
] | [
3.625
] | 3 | 2 |
North India Special
(15 Days)
Highlights: the Golden Triangle (Delhi, Agra and Jaipur), Bharatpur, Panna and Bandhavgarh (national parks), Khajuraho and the holy city of Varanasi, visits to local NGOs, families and "economically" underprivileged people.
Day 1: Arrival in New Delhi
Arrival in India. Afternoon visit the Qutab Minar, a world heritage site, which is a complex with beautiful religious buildings.
Qutab Minar buildings date from the onset of Islamic rule in India and were once at the heart of the Muslim city (now on the outskirts).The Qutab Minar is a 72.5m high victory tower (was also used as a minaret), the construction of which began end of 12th. Century by Qutub ud Din Aibak and was later completed by his successor. A 7m-high iron pillar stands in the courtyard of the mosque.
Day 2: City tour of New Delhi
Full day city tour of new and old Delhi (visiting India Gate, Parliament House, Jama Masjid, Red Fort, Humayun's Tomb, Raj Ghat (Gandhi Memorial), Lotus / Birla Temple). This tour is done using the new underground transport system in Delhi, and partially conducted by teenagers from a slum.
New Delhi, the capital and the third largest city of India is a fusion of the ancient and the modern. Standing along the western end of the Gangetic Plain, Delhi unwinds a picture rich with culture, architecture and human diversity, deep in history, monuments, museums, galleries, gardens and exotic shows. Comprising of two contrasting yet harmonious parts, Old and New Delhi, the city is a travel hub of Northern India. Almost 10 million people live here in an area of 1,500 sq. kms. Red Fort (Lal Qila): Using his administrative skills, wealth, knowledge of architecture and aesthetic sense, Shah Jahan, the builder of Taj Mahal in Agra, laid out a new fort to suit his needs. Its Lahore Gate opened into the main street of a carefully planned adjoining city that thrives almost unchanged four centuries later, and which contains the Jama Masjid. Its construction lasted from 1639 to 1648.
Jama Masjid is the largest Mosque in India and stands across the road from the Red Fort. It was built in 1656 by Shah Jahan. About 20,000 people can pray here at a time.
Raj Ghat is the place where the father of the Nation, Mahatma Gandhi was cremated. Humayun's Tomb was built by Humayun's widow, Queen Bega Begum, in 1565 and is supposed to be the prototype of the Taj Mahal at Agra. She employed a Persian architect to
design the first great Mogul garden tomb; he created something new using local sandstone, marble and stonemasons. It is the most magnificent of Delhi's tombs.
Day 3: Delhi
Visit ABHAS (http://www.abhasindia.org), an NGO, located in a slum which has grown inside the walls of an old fort. ABHAS works towards eliminating gender diversity and helps give children (who go rag-picking early in the morning) a better future. Spend the day at their facilities interacting women and children, who use this infrastructure, and learn about India's socio-cultural diversity through their eyes and come in contact with the "real" India. Lunch with be with local families.
Day 4: Delhi - Jaipur
Take a train to Jaipur. Afternoon city tour (Hawa Mahal, City Palace and Jantar Mantar) and evening at Choki Dhani Resort for an evening of entertainment and dance, with dinner.
Jaipur is the first planned city of India, located in the desert lands of Rajasthan. The city that once had been the capital of royalty, now serves as the capital city of Rajasthan. Jai Singh, the Rajput ruler, was a lover of art and science and in 1727 lay out a model palace-city, Jaipur. The very structure of Jaipur resembles the taste of the Rajputs and the Royal family; it is painted in pink.
Hawa Mahal is a major landmark and a famous tourist attraction of Jaipur. Its splendid Rajputana architecture still speaks the glory of the royal family.
City Palace forms one of the most famous tourist attractions and is a major landmark in Jaipur. The beautiful palace was built by Maharaja Sawai Jai Singh during his reign. Among the various forts and palaces of Jaipur, City Palace stands apart, with its outstanding art and architecture. City Palace complex covers a huge area, which is divided into a series of gardens, courtyards and buildings. Initially, Jai Singh built the outer wall occupying a huge area. The additional grand buildings were constructed later by the succeeding rulers.
Jantar Mantar (the Observatory) is the largest stone observatory in the World and this feature makes it a special destination for a traveller. It is one of the five astronomical observatories built by Maharaja Jai Singh.
Day 5: Jaipur
Visit the famous Amber Fort (either climb it by foot or ride on an elephant), which lies a few kilometres from Jaipur. Lunch with a local family. Afternoon visit to a local NGO working with the poor.
Amber Fort in the Amber area of Jaipur used to be the capital of the Kachhwaha clan until Jaipur was made the official capital in 1727. The Amber Fort looks stunning, all-built in white marble and red sandstone and with intricate carvings on the walls and ceilings. The minute mirror work adds to the grand appearance and royalty of the halls. The mighty walls guaranteed the protection of the Fort against the invasion of enemies.
Day 6: Jaipur – Bharatpur Bird Sanctuary
Travel to Bharatpur Bird Sanctuary. Walk around the bird park in the afternoon or take a bicycle rickshaw to enjoy this beautiful bird sanctuary.
The Keoladeo Ghana National Park formerly known as the Bharatpur Bird Sanctuary in Rajasthan is a famous avifauna sanctuary that sees thousands of rare and highly endangered birds such as the Siberian Crane come here during the winter season. Over 230 species of birds are known to have made the National Park their home in this World Heritage Site.
Day 7: Bharatpur – Fatehpur Sikri - Agra
Those who are keen on sunrises or birds can wake up early and go to the park before breakfast. Otherwis, proceed to Fatehpur Sikri, an abandoned city, first and then on to Agra. Afternoon visit the Agra Fort before proceeding to see the Taj Mahal at sunset.
Fatehpur Sikri is a city completely made of red sandstone. Built by Akbar and dedicated to a saint, Fatehpur Sikri was conceived in 1571 and was the first planned capital city of the Mughals. It was an instant success but 14 years later it was virtually abandoned, partly because Akbar was called to defend the northwest frontier and partly because of inadequate water supply. The architecture of Fatehpur Sikri has a definite all-India character. It is prolific and versatile IndoMuslim composite style, which is a fusion of the composite cultures of indigenous and foreign origins.
Agra Fort: Built in red sandstone, it is the one of the famous sights of Agra other than Taj Mahal. The semi circular fort was started by Akbar in 1565, and completed in 1574. The Fort was left to plunderers when Akbar's grandson left for Delhi in 1648.
Taj Mahal: The most photographed monument in the world, the Taj stands in its splendour of white marble, an imposing citadel on the banks of river Yamuna. Built in 17th century by Shah Jahan, the fifth Mughal emperor, in the memory of his wife Mumtaz Mahal, the Taj Mahal is an ode to the emperor's eternal love for his wife. It took over 20,000 skilled workers from across the country, working day and night for 22 years for this architectural wonder to be created.
Day 8: Agra – Bandhavgarh National Park
Wake up early to see the Taj Mahal at sunrise, as the colours are breathtaking. Take the train to Umaria in the afternoon and from there on drive to the Bandhavgarh National Park.
Day 9: Bandhavgarh National Park
Early morning safari to spot a tiger and other animals, and then again one late in the afternoon.
The Bandhavgarh National Park was established in 1968 and now occupies 400 sq. kms. The park is supposed to harbour the highest density of tiger population of any Indian park. It is also
home to elephants, langurs, sloth bears, wild boars, porcupine, deer, antelopes and various birds. The park takes its name from an ancient fort perched on top of a 800m high cliff. Its ramparts provide a home for many birds.
Day 10: Panna National Park
Early morning safari before a drive to Panna National Park (a wonderful, peaceful place to see crocodiles). Afternoon options: a walk in the park, a boat ride on the Ken River, a jeep safari, relaxation or visit to some local villages.
Day 11: Panna - Khajuraho
Visit to nearby villages and interaction with local communities. Drive to Khajuraho late afternoon.
Day 12: Khajuraho
Visit to the famous erotic temple complex of Khajuraho, a World Heritage Site, and its finest temple art in the world.
Khajuraho: It is really one of the most fortuitous accidents of history that Khajuraho lies where it does – well away from the path taken by the fanatical hordes that periodically unleashed their destructive wrath on the towns and villages of medieval India. The amazing temples built here by the Chandela Rajput rulers during the 10th to 12th centuries, were thus spared the destruction and mutilation suffered by countless other temples throughout north and central India.
Day 13: Khajuraho – Varanasi - Sarnath
Fly to the Hindu holy city of Varanasi. Afternoon free to discover Varanasi on your own.
Varanasi: The land of Varanasi (Kashi) has been the ultimate pilgrimage spot for Hindus for ages. Often referred to as Benares, Varanasi is the oldest living city in the world. These few lines by Mark Twain say it all: "Benaras is older than history, older than tradition, older even than legend and looks twice as old as all of them put together". Hindus believe that one who is graced to die on the land of Varanasi would attain salvation and freedom from the cycle of birth and rebirth. River Ganges in Varanasi is believed to have the power to wash away the sins of mortals. It is said to have its origins in the tresses of Lord Shiva and in Varanasi it expands to the mighty river that we know of. The city is a centre of learning and civilization for over 3000 years. With Sarnath, the place where Buddha preached his first sermon after enlightenment, just 10 km away, Varanasi has been a symbol of Hindu renaissance. Knowledge, philosophy, culture, devotion to Gods, Indian arts and crafts has all flourished here for centuries.
Day 14: Varanasi - Sarnath
Travel to Sarnath, the Buddhist holy town, and visit the monastery ruins, the Ashoka piller, the Stupa where Buddha met his disciples, a modern Buddhist temple and the archaeological museum.
Sarnath is the leading Buddhist pilgrimage centre and is the place where Buddha (Siddhartha) preached his first sermon called Dharmachakra ("setting in motion the wheel of righteousness"); this was the basis of all future development of the religion. Buddha also founded his sangha (monastic order) here. Emperor Ashoka had the magnificent stupas, monasteries and an engraved pillar erected here in 3 rd . century BC. Soon after the Muslim invaders ransacked the city in 12 th century, Buddhism went into decline. Sarnath was rediscovered by British archaeologists in 1835.
Day 15: Varanasi - Delhi
Early morning boat ride on the holy river Ganges. Later visit some famous temples in town before transferring to the airport for a flight to Delhi International Airport, for flights home. | <urn:uuid:d4d0a12c-93f6-4d4e-8392-5012733b6621> | CC-MAIN-2017-39 | http://etose-tourism.org/reisen-alternativ-individuell/upcoming-trips/north_india_special_english.pdf | 2017-09-26T21:50:14Z | crawl-data/CC-MAIN-2017-39/segments/1505818696696.79/warc/CC-MAIN-20170926212817-20170926232817-00618.warc.gz | 122,811,601 | 2,637 | eng_Latn | eng_Latn | 0.996706 | eng_Latn | 0.997651 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2447,
5284,
7976,
10378,
11388
] | [
2.421875
] | 1 | 7 |
Promo
A meaningful approach to a study of American history must involve more than a tedious list of textbook/workbook assignments or memorization of facts. The goal is to actually know, understand and explain history, and to be able to do so for the rest of one's life. In other words, the unique and dynamic history of the American people can and should become a permanent part of who we are.
This course will use graphics and narration to examine the eras and events that comprise the stream of US history. The course will feature graphics, analysis, connections to the present, and written work where students will demonstrate their grasp of the material. We will utilize two dynamic learning systems to examine the prominent eras, events, and persons that collectively explain the march through history of the American people. The two learning systems, Fabulous Facts and Presevents, are explained below.
Fabulous Facts offers 179 colorful and interactive slides that utilize multiple iconic pictures of America's past with narrative explanations of concepts, events and persons that collectively explain the course of our nation's history. Based upon analytical investigation rather than rote memory, this program is organized in a unique way, calculated to provide students with a clear and permanent comprehension of what it means to be an American.
Presevents consists of 100 colorful and interactive slides that illustrate key historical events from United States history and connects these events to the presidential administrations that were in place at the time, with narration to explain the event using unique, diverse and captivating approaches. After examining multiple graphics and text, the student will respond to a prompt by placing a token on a colorful game board to indicate the presidential administration that was in place when the event occurred. The game board includes all of the presidents, their names, dates in office, and the great eras that tell the story of America's history.
Combined, Fabulous Facts and Presevents consist of 279 slides, approximately 1,500 graphics, and a multitude of specific facts that collectively provide a detailed and memorable presentation of America's history, with narrative that promotes analysis, chronology, and connections to the present. Using these two programs alone will prepare students for both AP US History and CLEP testing. | <urn:uuid:1e21eeb7-c465-4280-a557-2f8ec226e610> | CC-MAIN-2017-39 | https://mediaangels.com/files/AmericanHistory/USHistoryCourseDescription.pdf | 2017-09-26T21:32:40Z | crawl-data/CC-MAIN-2017-39/segments/1505818696696.79/warc/CC-MAIN-20170926212817-20170926232817-00616.warc.gz | 684,937,785 | 454 | eng_Latn | eng_Latn | 0.998462 | eng_Latn | 0.998462 | [
"eng_Latn"
] | false | docling | [
2413
] | [
2.8125
] | 1 | 2 |
Spoken Production
Set 1:
1. What are the good and/or bad things about life in a big/small family? Give details.
2. What do you usually have in your bag when you travel? Why? Give details.
Set 2:
3. Do you often go to concerts? Why/why not? Give details.
4. Do you like shopping? Why/why not? Give details.
D LEVEL SAMPLE SPEAKING EXAM QUESTIONS | <urn:uuid:67298ebd-cca7-4c6c-90e8-b9ad68e9c84d> | CC-MAIN-2017-39 | http://ydyo.anadolu.edu.tr/sites/ydyo.anadolu.edu.tr/files/files/test/d/D%20LEVEL%20SAMPLE%20SPEAKING%20EXAM%20QUESTIONS.pdf | 2017-09-26T21:48:47Z | crawl-data/CC-MAIN-2017-39/segments/1505818696696.79/warc/CC-MAIN-20170926212817-20170926232817-00621.warc.gz | 606,493,888 | 94 | eng_Latn | eng_Latn | 0.99902 | eng_Latn | 0.99902 | [
"eng_Latn"
] | false | docling | [
349
] | [
3.078125
] | 1 | 3 |
Léonie Tchatat
My name is Léonie Tchatat. I am from Cameroon and I arrived in Canada in 1990.
Leaving Cameroon
I left Cameroon at the request of my parents who wanted me to pursue my education in Canada. Apart from that, my older sister was living in Toronto, which made it a lot easier for my parents to allow me to come to Canada. When I arrived in Canada, it was a very difficult adjustment for me in the beginning, but it got better and became a positive experience later on. The experience I gained throughout this difficult process helped me become who I am today. It was hard because when I arrived, my relationship with my older sister was not exactly perfect. So it was very, very hard for me. My integration at school was not easy. We were many students who came from developing countries, there was culture shock, a new school system to figure out, the entire integration process, winter, and missing our families back home. All in all, it was a fairly complicated process in the beginning.
Refugee Status
I arrived as a student. It was difficult, my relationship with my sister, integration at school. After that, I had to change my status because my parents' political situation, who were involved with the opposition movement, had completely changed. I had to apply for refugee status, which really had quite an impact on my integration process here as well.
It was very trying because at one point, I no longer had any money to support myself. I had to find the means to continue my schooling. I was worried about life, my parents, at one point I had lost contact with my father. It was a very hard time and, on top of that, I was not really getting much support from my sister. I had to find the means to keep persevering. I was not alone in this; I also had friends from Somalia for example or other countries who came here as refugees. We had to nurture one another, I had to organize meetings, activities, to support each other and keep going. When you are new and you do not know or fully understand the refugee status process, it is very hard. Why is it so difficult? Because you have to find a lawyer, you have to go before a jury, you have to explain your story and very often it is a story you do not want to remember because it is very painful. The reality is that until you receive your status, you cannot start university because you do not have the means or the legal status to register for classes, you have to wait until you are accepted. So all of this is a major challenge, you have to live on social assistance, which is not exactly a source of pride, especially when you come from a family where there is a certain shame associated with it. My childhood in Cameroon had been fairly easy since I had everything I needed to grow up. It was once I arrived here and I went through those hard times that I learned to grow up.
Overcoming Challenges
I am very perseverant by nature and I have been this way since I was a child. When I want something, I work to get it. Secondly, I had to find ways to not dwell on the problem. I wanted to be encouraged to continue moving forward. I found information on my community, I discovered there were services in French and there were organizations that existed. A few years later, I understood that by volunteering, it was a way to learn about yourself and live a Canadian experience.
In 1993, Léonie founded La Passerelle [The Gateway], an organization that helps meet the integration and economic development needs of young Francophones from all different backgrounds.
The organization or movement that I have created continues to grow. We have even managed to secure our first grant to help us organize. I have met people who are today my mentors, who have counselled me. I believe it was having an open mind, and a willingness to grow out of the situation I was in, that helped me a great deal along the way. I had a friend who for a time welcomed me into her home. Her parents were like my parents and they supported me a lot. So I did have this family love and parental supervision that helped me along the way. All of this helped me overcome my challenges.
Building an Identity
At first, you do not really know where you stand. When you arrive, you come with an identity. I was Cameroonian, I was here to go to school, but I really did not fully comprehend the process of integration. My journey has allowed me to get to a place where I now feel completely like a Franco-Ontarian. I am the mother of two little boys. They are to live in this pluralistic Francophonie. So I have to make sure that they have a sense of belonging as Canadians, but also as Franco-Ontarians and as Africans. I do not think that I can dismiss my African culture because that is who I am, those are my values. It is what is innate in me, but Franco-Ontarian culture is the perfect complement to my African culture.
Canadian Citizenship
The day I received my Canadian citizenship, I watched as people around me cried. It was a beautiful, moving ceremony.
There were many immigrants who received their citizenship that day. For me, it was like… I should have had it already! I say this because I always felt like a Canadian even without having the official papers. I always did what was required without having them. For me, becoming a Canadian citizen was the culmination of everything I had done. The only difference between Canadian citizenship and my status was the inability to vote. But apart from that, I was very involved. I was committed. And I did not become lost in the fray because I was not a Canadian citizen. I think when you arrive as an immigrant, a refugee or a student, you have to get involved right from the beginning, or you have to adopt the country as your own and try to function as though you are there to live the rest of your life. This is what enabled me to say to myself that day: "Ah finally, I've earned it. Here it is, it's mine."
Sharing Your Story
We need to share our immigration stories because this is the only way new immigrants can learn and understand the process. Even when they are going through a hard time, through such stories, they can see that there are models for success. New immigrants can make use of these success stories to help them understand that they are not alone in what they are going through and that other people have gone through it, too. But through perseverance, a willingness to succeed, to integrate and live fully in Canada, it is possible and that is why we need to share these stories, not only in Canada, but even before immigrants arrive. This way they will understand they are coming to a country that will welcome them, that it is a land of opportunity and here they have the right to raise a family, work and live as part of a community, to grow and share the values of Canadian citizenship.
Léonie has been the founder and executive director of La Passerelle-IDÉ for nearly 20 years. She is recognized in the francophone community for her leadership and volunteer work in French-speaking Ontario. | <urn:uuid:b45888f0-1948-4db9-bc0d-b2e5efa33b35> | CC-MAIN-2017-39 | https://www.historicacanada.ca/sites/default/files/PDF/LeonieTchatatTranscriptEN.pdf | 2017-09-26T21:44:10Z | crawl-data/CC-MAIN-2017-39/segments/1505818696696.79/warc/CC-MAIN-20170926212817-20170926232817-00620.warc.gz | 806,025,918 | 1,500 | eng_Latn | eng_Latn | 0.999408 | eng_Latn | 0.999545 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2862,
5931,
7044
] | [
2.296875
] | 1 | 0 |
2017 TORNADO/SEVERE WEATHER RESPONSE PLAN
Tyler / Smith County
PURPOSE
This plan is designed to serve as a guide and to provide useful information to the public. Users of this plan are encouraged to direct all questions to the appropriate designated agencies.
AS ALWAYS, IN AN EMERGENCY SITUATION, PLEASE CALL 911
SCIENCE
Tornadoes are a destructive force that in the United States occur an average 1179 times annually, resulting in an average of 80 deaths per year. In Texas alone, tornadoes occur an average of 137 times annually, resulting in an average of 8 deaths per year. A single tornado or an outbreak of tornadoes can kill dozens at one time and can cause widespread damage.
A tornado is defined as a violently rotating column of air extending from a thunderstorm to the ground. The most violent tornadoes are capable of tremendous destruction with wind speeds of 250 mph or more. Damage paths can be in excess of one mile wide and 50 miles long.
Likely conditions indicating a tornado include a dark, greenish sky, large hail, a wall cloud, and a loud roar similar to a freight train. Tornadoes may appear as a visible funnel extending partially or fully to the ground and may be accompanied by debris. While some tornadoes are clearly visible, they can be nearly transparent until they have picked up dust and debris, or they may be hidden or obscured by rain or low-hanging clouds.
Tornadoes can happen during any time of the year and at any time of the day. They may strike quickly and without warning. In East Texas, peak tornado season is from mid-March through mid-June. There is a second peak time for tornado outbreaks that occurs from September through October. Tornadoes are most likely to occur between 3 p.m. and 9 p.m.
Other hazardous conditions often associated with tornadoes include flash floods, lightning, damaging straight-line winds, and large hail. Hurricanes bring an increased threat of tornadoes to our region.
TORNADO WATCH - The National Weather Service has forecast that tornadoes are likely to occur in the watch area. Check supply kits. Be ready to act quickly and to take shelter. Monitor radio and television stations for more information.
TORNADO WARNING - A tornado has been sighted in the area or has been indicated by radar. TAKE SHELTER IMMEDIATELY.
Most people who are injured or who die in a tornado are struck by flying debris or are crushed under falling objects or collapsing buildings. It is therefore imperative that proper precautions be taken before, during, and after a tornado.
PRECAUTIONS
BEFORE A TORNADO
- Sign up for alerts
o City of Tyler residents: https://public.coderedweb.com/cne/bfb7cc4c6c0a or click on the link at http://fire.cityoftyler.org/Home.aspx
o Smith County residents: https://public.coderedweb.com/cne/en-US/BF6D585E457F or click on the link at http://smith-county.com/
- Download the Red Cross "Emergency and First Aid" app from your smart device app store
- Listen for warning sirens, where available
- Monitor NOAA Weather Radio
- Monitor local TV and radio weather stations for the latest updates
- Build an emergency kit (www.ready.gov/build-a-kit) and have a family communications plan (www.ready.gov/make-a-plan)
- Become trained in CPR and First Aid to include Bleeding Control. Encourage your friends and family to do the same
- Be alert to changing weather conditions and look for approaching storms
- Be prepared to take shelter immediately if you see any of the warning signs or if a tornado warning is issued for your area
o Dark, greenish sky
o Large hail
o Large, dark, low flying clouds, especially one that is rotating
o Loud roar, similar to a train
EXTRA MEASURES FOR PEOPLE WITH SPECIAL NEEDS
- Write down your specific needs, limitations, capabilities, and medications. Keep this list near you always--perhaps in your purse or wallet
- Find someone nearby (a spouse, roommate, friend, neighbor, relative, or co-worker) who will agree to assist you in case of an emergency. Give this person a copy of your list. You may also want to provide a spare key to your home, or directions to find a key
- Keep aware of weather conditions through whatever means are accessible to you, such as closed captioning or scrolled warnings on TV
- People with disabilities such as access and functional needs, including limited mobility, communication barriers, transportation assistance, personal care, and special medical assistance, should register with the State of Texas Emergency Assistance Register (STEAR)-Public. https://www.dps.texas.gov/dem/stear/public.htm.
- If you do not have access to the internet, you can register for STEAR over the phone by dialing 211.
IDENTIFICATION OF ISOLATED/ELDERLY AT RISK INDIVIDUALS
7-10% may not have a telephone. Action individuals or agencies include:
- Local Fire Departments
- Meals on Wheels
- Neighborhood Crime Watch
- Local Law Enforcement Agencies (especially Beat Officers)
- Emergency Medical Services (EMS)
- Senior Citizen Center
- Home Health Nursing
- Hospital Social Workers
- Animal Control Officers
- Church Volunteers
- Citizen Volunteers
- Friends and Family
- Public Health Case Managers/Outreach Workers
- Emergency Care Centers/Emergency Rooms/other Medical Facilities
- East Texas Council for Independent Living, for disabled residents
WELFARE CONCERN
Should concern exist and a visit be necessary, please contact the Tyler Police Department at (903) 5311000 or the Smith County Sheriff's Department at (903) 566-6600, or call 911.
DURING A TORNADO
- If you are in a sturdy shelter
o Go to a pre-designated area such as a safe room, a basement, a storm cellar, or the lowest level in the building. If there is no basement, go to the center of a small interior room on the lowest level away from doors, windows, and outside walls.
o Get under a sturdy table and use your arms to protect your head and your neck.
- If you are in a manufactured home or office
o Get out immediately. Go to a pre-identified location such as the lowest floor of a sturdy, nearby building or a storm shelter. Mobile homes, even if tied down, offer little protection from tornadoes.
- If you are outside with no shelter, there is no single research-based recommendation for what is the best last resort action that you should take, as many factors can affect your decision. However, possible actions include
o Immediately get into a vehicle, buckle your seat belt and drive to the closest sturdy shelter. If your vehicle is hit by flying debris while you are driving, pull over and park. Never try to outrun a tornado in urban or congested areas. Instead, leave the vehicle immediately for safe shelter.
o If unable to reach a sturdy shelter, take cover in a stationary vehicle. Put the seat belt on and cover your head with your arms and a blanket, coat or other cushion if possible.
o Lie in an area noticeably lower than the level of the roadway and cover your head with your arms and a blanket, coat or other cushion if possible.
- In all situations:
o Do not get under an overpass or bridge. You are safer in a low, flat location.
o Watch out for flying debris. Most fatalities and injuries are caused by flying debris.
AFTER A TORNADO
Many injuries occur after a tornado due to walking through damaged debris or upon entering or exiting damaged buildings. Proper care must be taken to avoid further injury or death.
- General precautions
o Continue to monitor a battery powered radio for news and weather
o Use battery powered flashlights. Do not use open flame, such as a candle
o Cooperate fully with public safety officials
o Do not enter damaged structures
o Be aware of hazards from broken glass, nails, and debris
o Report downed power lines to 911. Do not touch downed power lines or objects that are in contact with downed power lines
o Respond to requests for volunteer assistance by public safety officials and relief organizations, but do not go into damaged areas unless assistance has been requested. Your presence could hamper relief efforts and you could endanger yourself and others
o If your home is damaged, shut off utilities to avoid fire, electrocution, and explosion
- Injuries
o Check for injuries
o Call 911
o Do not attempt to move seriously injured persons unless they are in immediate danger of further injury
o If someone has stopped breathing, begin CPR. If you are not trained in CPR, 911 will be able to guide you through the proper procedure.
o If you are trapped, or if you discover someone who is trapped, try to attract attention to your location and notify 911. Only attempt rescue if the victim's life is in imminent danger and use extreme caution. If at all possible wait for First Responders to arrive.
- Other unsafe conditions
o Immediately report all unsafe conditions to 911
SHELTERS
Overnight Locations:
- Salvation Army 24 hour shelter for homeless or near homeless with a capacity of 200. Additional space for 250 will be available in the Disaster Shelter. (903) 592-4361.
- Red Cross Open on demand, dependent upon declared emergency. Matt Brown, Disaster Program Manager, (903) 581-7981 or (903) 216-6786
Daytime Locations
- Salvation Army 633 N. Broadway. Open 24 hours, 7 days a week. (903) 592-4361
- YMCA 225 South Vine with a capacity of 50 depending on daycare needs. Membership not required during emergency situations. (903) 593-7327
- Broadway Square Mall and others Public areas with air conditioning. On City bus route
- Churches Check with individual church regarding activities and capabilities.
- Movie Theatres
- Public Schools Depends on a declared emergency and whether school is in session
City of Tyler Daytime Facilities
- Glass Recreation Center 501 W. 32nd St. Monday through Friday 7:00 a.m. to 10:00 p.m., Saturday 9:00 a.m. to 3:00 p.m., closed Sunday. Capacity of 100. Ann Santana (903) 595 7271
- Tyler Public Library 201 S. College. Monday through Thursday 10:00 a.m. to 7:00 p.m., Friday 10:00 a.m. to 5:00 p.m., Saturday 9:00 a.m. to 5:00 p.m., Sunday 12:00 p.m. to 4:00 p.m. Estimated capacity of 120 individuals; additional capacity of 100 in Taylor Auditorium. (903) 593-7323
- Tyler Senior Center 1915 Garden Valley Road. 8:00 am to 5:00 pm, Monday through Friday. Estimated capacity 100. Kay Odom Supervisor (903) 597-0781.
- Rose Garden 420 Rose Park Drive. 8:00 a.m. to 5:00 p.m. Monday through Friday. Estimated capacity of 200. (903) 531-1212, or Todd Lestage (903) 531-1349
Smith County Day Time Locations
Arp Sites:
Arp VFD
Station #1: 107 W. Longview, Arp 75750
Monday-Friday 7-6 pm
Station #2: 12125 CR 246 S. Arp 75750
Monday-Friday 9-4 pm
Bullard Sites: Bullard Community Library, 211 W. Main Street, Bullard, TX 75757
Joanna Buntner, Director (903) 894-6125
Bullard VFD
Station #1: 213 S Houston St, Bullard 75757
Monday-Friday 7-6 pm
Station #2: 2281 CR 1174, Bullard 75757
Monday-Friday 9-4 pm
Chapel Hill Sites: Chapel Hill VFD
Station #1: 13801 CR 220, Tyler 75707
Monday-Friday 8-5 pm
Dixie Sites:
Dixie VFD
Station #1: 584 CR 1143, Tyler 75704
Monday-Friday 7-6 pm
Station #2: 10109 FM 724, Tyler 75704
Monday-Friday 9-4 pm
Flint Sites:
Flint VFD
Station #1: 18823 FM 2493, Flint 75762
Monday-Friday 8-5 pm
Jackson Heights Sites: Jackson Heights VFD
Station #2: 19832 SH 31 East, Tyler 75707
Monday-Friday 8-5 pm
Lindale Sites: Lindale Community Library, 200 E. Hubbard. Capacity 200 Tuesday through Thursday 10:00 a.m. to 6:00 p.m., Friday through Saturday 10:00 a.m. to 4:00 p.m. Closed Sunday and Monday (903) 882-1900
Noonday Sites: Noonday Community Library, 16662 CR 196 Tyler, Texas Noonday VFD Station #1: 16619 SH 155 S, Tyler 75703 Monday-Friday 8-5 pm
Overton Sites:
None designated at this time
Red Springs:
Red Springs VFD
Station #1: 16759 FM 14, Tyler 75706
Monday-Friday 8-5 pm
Troup Sites: Troup Community Library, 102 S. Georgia Street, Troup, TX 75789 Tuesday through Wednesday 1:00 p.m. to 5:00 p.m. Thursday 3:00 to 5:00 p.m., Friday 10:00 a.m. to 4:00 p.m. Saturday 9:00 a.m. to 1:00 p.m. (903) 842-3101. Troup VFD:
Station#1: 204 E Wilkinson, 75789
Monday-Friday 8-5 pm
Whitehouse Sites:
Whitehouse Community Library, 107 Bascom Road, Whitehouse, TX Monday, Tuesday, Thursday 12:00 p.m. to 6:00 p.m. Whitehouse YMCA, 301 Terry St. (903) 839-9622 Hours: Monday through Friday 5:30 p.m. to 9:00 p.m. Saturday 8:00 a.m. to 4:00 p.m. (903) 839-2949 Whitehouse VFD 20510 SH 110 S, Troup 75789 Monday-Friday 8-5 pm
Winona Sites:
Winona VFD
Station #1: 1111 Dallas St, Winona 75792
Monday-Friday 7-6 pm
Station #2: 11525 Hwy 155 N, Tyler 75708
Monday-Friday 9-4 pm
PUBLIC AFFAIRS NETWORK/HOTLINE
Provides updated information to the public
- 2-1-1 Texas at United Way www.211texas.org
- American Red Cross (903) 581-7981 www.redcross.org/tx/easttexas
- Salvation Army (903) 592-4361 www.salvationarmytexas.org/tyler
- KTBB AM600/KRWR 92.1 FM (903) 593-2519, firstname.lastname@example.org
- Northeast Texas Public Health District (903) 535-0020 www.healthyeasttx.org
- KETK NBC56 (903) 581-5656 email@example.com
- KLTV Channel 7 (903) 510-7777 firstname.lastname@example.org
- KYTX CBS19 (903) 581-2211 email@example.com
- Tyler Morning Telegraph (903) 596-6265, firstname.lastname@example.org
- Alpha Media Group KOYE (LaInvasora) 96.7 FM, KKUS 104.1 FM, KYKX 105.7 FM, KOOI 106.5 FM, Sports AM 1370, 903-581-9966
- Town Square Media KTYL 93.1 FM, KKTX 96.1 FM, KNUE 101.5 FM, KISX 107.3, 903-581-0606
- Reynolds Radio Mega FM 99.3, The Blaze 102.7/106.9 FM
- MEGA 99.3 KAPW (903)-581-5259 Other Media (see telephone book)
- City of Tyler Access Channel, www.cityoftyler.org, or (903) 533-7444
- SMITH COUNTY PIO 1-903-590-4607
- Center Point Energy 1-800-259-5544 to report a natural gas emergency (24/7)
- ATMOS Gas Service 1-866-322-8667 to report a natural gas emergency (24/7)
- ONCOR 1-888-313-4747 to report down lines, power outages (24/7)
- Health Care Facilities
o Christus Trinity Mother Frances - Telecare Plus (903) 531-5678 or (800) 535-9799
o ETMC 903-597-0351
o UT Health Center at Tyler Emergency Room (903) 877-7777
WATER
Bottled water might be available from:
- Salvation Army (903) 592-4361 www.salvationarmytexas.org/tyler
- PATH (903) 597-4044 www.pathhelps.org
DONATIONS OF MATERIALS
The following agencies working in close partnership will accept donations of food, water, and other supplies and appropriately distribute them. This includes donated transportation services:
- PATH (903) 597-4044
- Hangers of Hope (903) 944-7880
- KLTV Channel 7 (903) 510-7777
- Salvation Army (903) 592-4361
- KETK NBC 56 (903) 581-5656
- Goodwill Industries (903) 581-5422
- KYTX CBS 19 (903) 581-2211
- Local Fire Departments
ADDITIONAL INFORMATION
Should there be issues that are not addressed in this plan, or if you have additional questions, users are encouraged to contact the designated agencies listed in this document. | <urn:uuid:07fe8e86-4d4c-4089-bd9f-2b1aaa78cced> | CC-MAIN-2017-39 | http://smith-county.com/Commissioners/Tornado%20Response%20Plan%202017%20FINAL.pdf | 2017-09-26T21:52:21Z | crawl-data/CC-MAIN-2017-39/segments/1505818696696.79/warc/CC-MAIN-20170926212817-20170926232817-00620.warc.gz | 305,669,626 | 3,966 | eng_Latn | eng_Latn | 0.830945 | eng_Latn | 0.984662 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2552,
5071,
7694,
10295,
11691,
13436,
14892
] | [
2.59375
] | 7 | 1 |
Computer Science Discoveries
Why Computer Science? Every 21st century student should have the opportunity to learn computer science. The basics of computer science help nurture creativity and problem-solving skills, and prepare students for a future in any field or career.
What is Computer Science Discoveries?
Designed for equity
Computer Science Discoveries (CS Discoveries) is an introductory computer science course that empowers students to create authentic artifacts and engage with computer science as a medium for creativity, communication, problem solving, and fun.
K-12 curriculum pathway
CS Discoveries fits naturally between our CS Fundamentals course (for K-6th grade) and our AP/Honors CS Principles course (for high school). This allows districts, teachers, and students to complete a K-12 pathway of CS courses that build on each other and cohesively flow together.
By providing students opportunities to engage with culturally and personally relevant topics in a wide variety of CS related fields, we hope to show all students that CS can be for them. That's why
we designed this course from the ground up to be accessible and engaging for all students, regardless of background or prior experience.
Flexible implementation
We built the CS Discoveries curriculum for students in grades 7-9, so teachers can implement in either middle school or high school classrooms. The two semesters spiral upon each other, allowing the course to be taught as a single semester (Units 1-3), two sequential semesters, a full-year course, or even integrated into existing technology classes.
Professional Learning Program
Teachers implementing CS Discoveries as a semester or full-year course can apply to participate in a one-year professional learning program. The program involves:
* Summer: Teachers attend a 5-day in-person, conference style workshop designed to introduce CS concepts from the curriculum and core teaching practices. (Travel may be required.)
* School Year: Teachers continue with job-embedded workshops and online modules focused on supporting their first year of implementation.
Curriculum features:
* Daily instructional lesson plans that include inquiry- and equity-based pedagogy and background content
* Videos for students and teachers including concept tutorials, instructional guides, and lesson tips
* Formative and summative assessments, exemplars and rubrics
* Code Studio, a learning platform that organizes lesson plans and activities with student and teacher dashboards
Curriculum tools:
* App Lab: JavaScript programming environment in Code Studio, designed for creating event driven web apps with block-to-text workspace and debugging capabilities
* Game Lab: JavaScript programming environment in Code Studio, designed for creating object oriented sprite-based games and animations with block-to-text workspace and debugging capabilities
* Circuit Playground: Adafruit's new Arduino-based microcontroller that has a number of components and sensors built right onto the board and is used as the hardware for Unit 6: Internet of Things
* Maker APIs: Enables students to program their Circuit Playground boards right from App Lab with easy-to-understand JavaScript commands and blocks
* Web Lab: HTML/CSS programming environment in Code Studio used for website development
CS Discoveries unit overview
Semester 1: Exploration and Expression
Semester 2: Innovation and Impact
Learn more: https://code.org/csd
Monthly updates: https://code.org/educate/csd/status | <urn:uuid:53a18b68-6733-4e06-b090-2a6dd9d78c06> | CC-MAIN-2017-39 | http://intergate.cccoe.k12.ca.us/edsvcs/curriculum_council/2016/September/CS_Discoveries_Course_Des.pdf | 2017-09-26T21:49:24Z | crawl-data/CC-MAIN-2017-39/segments/1505818696696.79/warc/CC-MAIN-20170926212817-20170926232817-00621.warc.gz | 167,396,356 | 664 | eng_Latn | eng_Latn | 0.99261 | eng_Latn | 0.995474 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2523,
3522
] | [
2.890625
] | 6 | 3 |
Wisconsin School Music Association • District Solo & Ensemble Festival
Instrumental Solo
Selection:
Transfer#:
Accurate
intonation in all
ranges and
registers. Pitch
adjustments are made instantly.
Minimal intonation
difficulties. Pitch
adjustment skills
are usually successful.
Mostly accurate intonation with some out-of-tune
notes. Pitch
adjustment skills are still developing.
Some sense of intonation, but with significant problems. Pitch adjustment skills are not developed.
Outstanding
accuracy. All notes
and rhythms are performed
accurately.
Correct pulse throughout.
Infrequent errors.
A few minor problems in
technical passages.
Numerous
inaccurate notes and rhythmic passages.
Technical passages and pulse are mostly incorrect.
A lack of consistency in notes, rhythms,
and pulse in
technical passages.
Tone
Adjudicator
C, B, and A: A lack of understanding of how to produce the basic tone. Fundamentals of breathing, bowing, embouchure need work.
Intonation
An unawareness of tuning problems. Needs development of pitch adjustment skills.
Accuracy
An unawareness
of correct notes, rhythms and/or pulse.
* Consistency
* Pitch Adjustment Skills
C & B: Thin or forced tone for this class most of the time due to lack of breath support, incorrect embouchure or bowing.
A: Weak tone production
most of the time due incorrect breath
support, embouchure or
bowing.
C & B: Focused tone for
this class with minor lapses in correct breathing, bowing embouchure skills.
A: Characteristic tone
most of the time. Minor breathing, bowing,
embouchure problems in
outer ranges and
volumes.
C & B: Unstable tone for this class in some ranges due to incorrect breathing, bowing, embouchure skills. A: A basic tonal concept. Notable breathing, bowing embouchure problems in outer ranges and volumes.
* Breathing • Bowing • Embouchure
Site: Index: Time: Min: Ser#
Technique
Minor errors in
posture,
articulations, hand position, bowing.
Several errors in correct posture, articulations, bowing, especially
during
technical passages.
Incorrect posture,
articulations,
bowing, during most technical passages.
A lack of
understanding of correct posture,
articulations,
bowing, hand
position.
* Posture
* Articulation • Hand Position
* Bowing
Expression
* Style Elements
* Interpretation
* Phrasing
* Dynamics
* Tempo
* Notes • Rhythms
* Pulse
Pg. or Mvt.:
School:
Composer:
Accompanist:
Critique Only
For each category, check one box which best completes the sentence, “This performance demonstrates:”
Excellent
expression with accurate style elements,
interpretation,
phrasing, dynamics, and
tempo.
Occasionally rigid and mechanical expression for this class. Style elements, correct tempo, phrasing, dynamics, interpretation are often absent.
Mechanical expression most of the time. Attention to style elements, correct tempo, phrasing, dynamics, interpretation missing.
A lack of understanding of correct style elements, dynamics, interpretation, phrasing, and correct tempo.
Accurate
expression most of the time with occasional lapses in dynamics, phrasing, correct tempo, style elements,
interpretation.
C & B: Focused tone for this class with consistently appropriate breathing, bowing, embouchure skills in all registers/ranges. A: Open, resonant, full tone in all registers and ranges. Consistently accurate breathing, bowing, embouchure skills.
Consistently
appropriate posture,
articulations, hand position,
bowing. | <urn:uuid:98bb3e01-8739-4e45-8d74-787660524e29> | CC-MAIN-2017-39 | https://unitus.org/FULL/wis.pdf | 2017-09-26T21:35:13Z | crawl-data/CC-MAIN-2017-39/segments/1505818696696.79/warc/CC-MAIN-20170926212817-20170926232817-00620.warc.gz | 738,379,507 | 781 | eng_Latn | eng_Latn | 0.985529 | eng_Latn | 0.985529 | [
"eng_Latn"
] | false | docling | [
3518
] | [
2.4375
] | 3 | 0 |
Evolution of Moths and Butterflies
By Cathryn Hoyt
As the days and nights get warmer you'll start to see more and more butterflies and moths. To most people, the distinction between a butterfly and moth is pretty clear: a butterfly is large, bright, and flies during the daytime while moths are small, drab and beat against your windows at night. But in nature, few things are this clear cut—and butterflies and moths are no exception.
So what is the distinction between a moth and a butterfly? Which came first: moth or butterfly? And what do bats and ears have to do with butterfly evolution?
Both moths and butterflies belong to the Order Lepidoptera. The name—Lepidoptera—is derived from the Ancient Greek words for "scale wing." Anyone who has successfully caught a butterfly in their bare hands may remember that their fingers were covered with a powdery "dust" after they released the butterfly. This "dust" was actually thousands of tiny scales that rubbed off the butterfly's wings as it was held. The wings of all Lepidoptera are covered with these tiny scales. It's these scales that create the patterns on the butterfly's wings.
Popular guidebooks will tell you that the distinction between a moth and butterfly is pretty simple. Butterflies tend to be day-flying, sit with their wings folded together over their backs, have a swollen tip to their antennae and are relatively big and bright. Moths on the other hand are most often seen at night (but not always), tend to be small and drab (but not always), have feathery antennae, and have wings that fold flat over their backs.
This is the quick and easy description of the difference between moths and butterflies. Scientists, though, take a slightly more critical approach. Lepidopterists that specialize in the developmental history of the Order Lepidoptera argue that butterflies are simply gaudy, day-flying moths.
Studying the evolution of butterflies and moths is challenging, since fossils are so rare. But the few Lepidopteran fossils that exist, captured in amber or compressed in fine-grained rocks, show an astonishing amount of detail. The earliest Lepidopteran fossils appear in rocks that are about
190 million years old. These tiny fragments of scaled wings and bodies clearly indicate that moths evolved before butterflies.
Compared to moths, butterflies didn't appear on the scene until fairly recently. The earliest butterfly fossils date to the early Tertiary Period, or about 60 million years ago. This is just about the time that volcanic eruptions were creating the Davis Mountains and, more important to our story, bats began to hunt the night skies.
Bats hunt their insect prey using echo-location—a form of biological sonar. Echo-locating animals emit high-pitched squeaks into their environment and wait for the sound to bounce back. The echo can tell the bat about nearby obstacles or help the bat to locate and identify flying prey.
Scientists have discovered that some night-flying Lepidoptera have "ears" on their wings that can detect a bat's echo-location pulses. The "ears" consist of a smooth, taut membrane pressed against an air sac. Sound waves cause the membrane to vibrate, the air sac amplifies the vibration and the vibrations are transduced to nerve impulses that cause the moth to begin a swooping, zigzagging, evasive action- in an attempt to avoid becoming dinner for the bat.
Recently, researchers discovered that a superfamily of night-flying, tropical butterflies also have "ears" on their wings. When pulses of high-frequency sound were played at night, the butterflies responded with a dazzling display of dives, spins and crazy loops. If the butterfly "ears" were clogged with dabs of Vaseline, the butterflies no longer responded to the pulses of sound.
These tests convinced scientists that the existence of moth and butterfly "ears" in nocturnal Lepidoptera were an adaptation against bat predation. But that led to another question: What other adaptations could lead to the avoidance of getting eaten by a bat?
How about squeaking back? Tiger moths make ultrasonic clicks in response to a bat's approach. The reason for these clicks is still not understood well. Can the moth's ultrasonic clicks jam the bat's echo-location system? Or are the clicks simply the auditory equivalent of a day-time insects bright colors—warning the bat that the moth isn't worth catching because it tastes bad?
Clicking and evasive actions are certainly good ways to avoid bats, but some suggest that an entire line of Lepidoptera took a completely different approach to bat avoidance. They simply adopted a daylight lifestyle – and evolved into what we now call butterflies.
Biologists generally agree that moths gave rise to butterflies, but the role of bats in the evolution of butterflies, in the words of one researcher, "remains a tantalizing enigma."
Dr. Cathryn Hoyt is executive director of the Chihuahuan Desert Research Institute.
Have a question or comment about this episode? Contact Nature Notes Coordinator Megan Wilde email@example.com. Or discuss this episode on Nature Notes' Facebook page. This episode originally aired on Marfa Public Radio, May 15, 2008. | <urn:uuid:22101da0-ceca-4154-8e80-602c2f567857> | CC-MAIN-2017-39 | http://cathrynahoyt.com/wp-content/uploads/2014/09/Evolution-of-Moths-and-Butterflies.pdf | 2017-09-26T21:42:43Z | crawl-data/CC-MAIN-2017-39/segments/1505818696696.79/warc/CC-MAIN-20170926212817-20170926232817-00621.warc.gz | 61,263,243 | 1,079 | eng_Latn | eng_Latn | 0.998818 | eng_Latn | 0.998843 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2183,
5192
] | [
3.640625
] | 1 | 1 |
Tips for Making Road Trips Easier and Better With Children 5 Years Old and Younger
As parents, how many times have we heard or thought to ourselves, "Are we there yet?" when taking road trips with our children? Road trips are perfect opportunities to talk and sing with your child. Words and images stimulate children's brains, helping them grow stronger and develop faster. First 5 California offers some ideas for fun and stimulating road trip activities for a range of age groups.
Babies may not be ready to talk back to you yet, but their brains are preparing for those future conversations with every word they hear.
Tip #1: Simply describe the world as it goes by. For example, "Look at the long, big truck with big, round wheels!" These kinds of descriptions will improve their language and brain development for the rest of their lives.
Tip #2: Nursery rhymes not only provide for good storytelling but also often have a fun rhythm that is attractive to babies.
Toddlers enjoy using their senses and enhanced motor skills to explore the world around them.
Do you love music? Your child does, too. Singing along to music is not only fun, it's also calming and comforting. What's more, singing creates a sense of togetherness.
Tip #1: First 5 California has a Pandora station for kids, where the whole family can sing along. Chances are you also sang with your parents on the road. Teach your child a song from your childhood.
Tip #2: Play "Find the Animals." Whether it's a dog looking out the window of another car, or a lion on a billboard for the zoo, when you see an animal, ask your toddler to name it and tell you what sound the animal makes.
Preschoolers can do and say more than younger children because they have better control of their physical abilities.
Games can be fun and educational. You don't need toys. All you need is imagination.
Tip #1: Play "Once upon a time." Take turns making up a story. For example, you start with, "Once upon a time a girl went swimming in the ocean and saw a big fish." Your child makes up the next line, such as "The fish was green and yellow and smiled at her." You and your child go back and forth until one of you says the story is finished. Your child then starts a second story, and so on.
Tip #2: Play "I spy something with my eye." Is it a car, fence, bird, or something else? Take turns in this fun game of clues and guesses. Keep track to see how well your children can guess. Preschoolers love outdoing themselves. | <urn:uuid:38609a62-8910-4fc9-ad78-4cadb976736d> | CC-MAIN-2017-39 | http://www.first5california.com/pdf/f5_dl_tips-for-making-road-trips-easier.pdf | 2017-09-26T21:47:20Z | crawl-data/CC-MAIN-2017-39/segments/1505818696696.79/warc/CC-MAIN-20170926212817-20170926232817-00619.warc.gz | 447,096,377 | 559 | eng_Latn | eng_Latn | 0.998979 | eng_Latn | 0.998979 | [
"eng_Latn"
] | false | docling | [
2495
] | [
3.5625
] | 1 | 7 |
TEACHING ABOUT ALCOHOL, TOBACCO, AND OTHER DRUGS
In accordance with state and federal law, the District shall provide age-appropriate, developmentally appropriate, evidence-based alcohol, tobacco, and drug education and prevention programs in grades K-12.
The alcohol, tobacco and drug education and prevention programs shall address the legal, social, and health consequences of using alcohol, tobacco and other drugs. It shall include special instruction as to the effects of alcohol, tobacco, or other drugs upon the human system; the emotional, psychological and social dangers of such use with emphasis on nonuse by school age children and the illegal aspects of such use. The program also shall include information about effective techniques and skill development for delaying and abstaining from using alcohol, tobacco, or other drugs, as well as effective techniques and skill development for resisting peer pressure to use alcohol, tobacco, or other drugs.
The objectives of this program, as stated below, are rooted in the Committee's belief that prevention requires education, and that the most important aspect of the policies and guidelines of the District should be the education of each individual to the dangers of using alcohol, tobacco, and other drugs. The program objectives include:
To create an awareness of all aspects of using alcohol, tobacco, and other drugs -prevention, education, treatment, rehabilitation, and law enforcement on the local, state, national and international levels.
To prevent, delay, and/or reduce alcohol, tobacco, and other drug use among children and youth.
To relate the use of alcohol, tobacco, and other drugs to physical, mental, social and emotional practices.
To develop the student's ability to make health-enhancing choices based on facts and to develop the courage to stand by one's own convictions, including teaching students selfmanagement skills, social skills, negotiation skills, and refusal skills that will help them to make health-enhancing decisions and avoid use of alcohol, tobacco, and other drugs.
To understand the personal, social and economic problems causing the misuse of alcohol, tobacco, and other drugs.
To develop an interest in preventing the illegal use and decreasing the presence of alcohol, tobacco, and other drugs in the community.
Adopted:
November 21, 2011
Revised:
September 12, 2016
LEGAL REFS.: M.G.L. 71:1
CROSS REFS: GBED, Drug Free Workplace Policy | <urn:uuid:99439d62-30a7-437d-879b-6d59a64bf1d5> | CC-MAIN-2017-39 | http://www.westonschools.org/wp-content/uploads/2017/02/Policy_IHAMA_Teaching_about_Alcohol_Tobacco_and_Drugs.pdf | 2017-09-26T21:51:19Z | crawl-data/CC-MAIN-2017-39/segments/1505818696696.79/warc/CC-MAIN-20170926212817-20170926232817-00621.warc.gz | 594,355,412 | 491 | eng_Latn | eng_Latn | 0.995066 | eng_Latn | 0.995066 | [
"eng_Latn"
] | false | docling | [
2462
] | [
3.4375
] | 4 | 0 |
Apple Contractions
Directions: Find the two leaves that make the contraction that is inside the apple. | <urn:uuid:21d99b7b-2380-4122-9a42-c9701992da4a> | CC-MAIN-2017-39 | http://busyteacherscafe.com/worksheets/filefolder/ff_applecontractions.pdf | 2017-09-26T21:50:51Z | crawl-data/CC-MAIN-2017-39/segments/1505818696696.79/warc/CC-MAIN-20170926212817-20170926232817-00619.warc.gz | 53,806,678 | 20 | eng_Latn | eng_Latn | 0.998352 | eng_Latn | 0.998352 | [
"eng_Latn"
] | false | docling | [
103
] | [
2.59375
] | 1 | 1 |
ONTARIO FIELD ORNITHOLOGISTS MISSION STATEMENT
Background
Why a Mission Statement?
A mission statement is a guiding light for a business and the individuals who run the business. It is usually made up of three parts:
* Mission - general statement of how you will achieve your vision
* Vision - big picture idea of what you want to achieve
* Core Values - how you will behave during the process.
Each of these three elements is an important aspect of the businesses guiding light. Once you have developed your mission statement, the next step is to create the following items:
* Goals - general statements of mileposts you need to meet to achieve your vision
* Strategies/Action Plans - specific implementation plans of how you will achieve your objectives and goals.
* Objectives - specific, time-sensitive statements for achieving your goals
OFO's Mission Statement
Vision
A vibrant, engaged, well informed and knowledgeable ornithological community in Ontario made up of people of various birding expertise and experience levels, who share a common passion for birds and birding.
Mission
To promote and increase the appreciation and knowledge of Ontario's avifauna and its conservation.
Core Values
* Inclusion of all people with an interest in birds and birding, regardless of their expertise;
* Science-based information and education
* Non-political support for the conservation of birds and their habitat.
* Working together with other groups and organizations
Goals
Ontario Field Ornithologists (OFO) was incorporated in 1982 with the following goals, which continue to be relevant and to guide our activities:
* To disseminate information relating to the status, identification, distribution; ecology and behaviour of Ontario's avifauna
* To promote the appreciation of Ontario's avifauna
* To encourage observation and field studies of Ontario's avifauna
* For the objects aforesaid, to carry on printing, and publishing and to sell and distribute literature
* To adjudicate records of rare birds and to maintain an official list of Ontario birds
* To promote youth participation and education in birds
* To promote the conservation of birds in Ontario
Objectives and Actions
* Outreach to new groups to promote birding: young birders, families, novice birders, potential birders
Improved services for OFO members: eNews for members, Facebook community
* Expand our activities: Possibly a spring migration event (Wild Goose Chase), workshops, different levels of field trips, etc.
*
* Focus on Conservation: Publication on the status of endangered and threatened bird species in Ontario. | <urn:uuid:d7329def-9c44-40e6-87de-aa2adba97472> | CC-MAIN-2017-39 | http://ofo.ca/ofo-docs/OFOMissionStatement2016-01-14.pdf | 2017-09-26T21:54:27Z | crawl-data/CC-MAIN-2017-39/segments/1505818696696.79/warc/CC-MAIN-20170926212817-20170926232817-00623.warc.gz | 254,543,781 | 522 | eng_Latn | eng_Latn | 0.988012 | eng_Latn | 0.99166 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1479,
2614
] | [
2.53125
] | 2 | 1 |
Approved by the Governing Body on: 27 February 2017
Review Date: Spring 2019
ONGAR PLACE PRIMARY SCHOOL SEX AND RELATIONSHIPS POLICY
Ongar Place Primary School is committed to safeguarding and promoting the welfare of children. The recruitment and appointment of staff, school policies and procedures always consider the safeguarding of children as the first priority.
Ongar Place Primary School is committed to the teaching of Sex and Relationship Education. We have based our school's SRE policy on the DCSF guidance document 'Sex and Relationship Education Guidance' (ref 0116/2000). It is about understanding the importance of stable and loving relationships, respect, love and care, marriage and family life. It is also about the teaching of sex, sexuality, and sexual health'. Sex education is part of the personal, social and health education curriculum in our school.
Sex and Relationship Education at Ongar Place reflects the values of the PSHEC programme and is taught in the context of relationships. It promotes self- esteem and emotional health and wellbeing and supports children in developing respect for themselves and for others, at home, school and in the community.
Aims and objectives
The aim of SRE is to provide children with age appropriate information, explore attitudes and values and develop skills in order to empower them to make positive decisions about their health related behaviour.
The objectives of Sex and Relationship Education are:
* To provide, clarify and reinforce existing knowledge
* To raise pupils' self- esteem and confidence, especially in their relationships with others
* To help pupils understand human sexuality
* To help pupils' develop skills (language, decision making, choice, assertiveness) and make the most of their abilities
* To provide the confidence to be participating members of society and to value themselves and others
* To help gain access to information and support
* To develop skills for a healthy, safe lifestyle
* To develop and use communication skills and assertiveness skills to cope with the influences of their peers and the media
* To respect and care for their bodies
* To be prepared for puberty and adulthood
Context
We teach SRE in the context of the school's aims and values. While sex education in our school means that we give children information about sexual behaviour, we do this with an awareness of the moral code and values, which underpins all our work in school. In particular, we teach SRE in the belief that:
* Sex education should be taught in the context of marriage, and stable relationship
* Sex education is part of a wider social, personal, spiritual and moral education process
* Children should be taught to have respect for their own bodies
* Children should learn about their responsibilities to others, and be aware of the consequences of sexual activity
* It is important to build positive relationships with others, involving trust and respect
* Children need to learn the importance of self-control
Sex and Relationship Education will:
* be developmental and be appropriate to the age and stage of the child. Common starting levels cannot be assumed
* put forward factual knowledge and encourage the exploration of facts
* examine opinions and concepts and encourage discussion
* encourage awareness, respect and responsibility for oneself and others
The Organisation of Sex and Relationship Education
SRE is delivered primarily through the PSHE and Citizenship but is also addressed through Science, RE, English activities and Circle Time.
A range of teaching methods which involve children's full participation are used to teach SRE. These include use of video, discussion, looking at case studies, drama and role plays.
SRE is usually delivered in mixed gender groups however; there may be occasions where single gender groups are more appropriate and relevant.
The teaching programme for Sex and Relationship Education linked to other areas of the curriculum.
Foundation Stage
Children learn about the concept of male and female and about young animals. In on-going PSHE work, they develop skills to form friendships and think about relationships with others.
Key Stage 1
Through work in science children learn about life cycles of some animals, understand the idea of growing from young to old and learn that all living things reproduce. They learn about the importance of personal hygiene to maintain good health. In RE and Citizenship children reflect on family relationships, different family groups and friendship. They learn about rituals and traditions associated with birth, marriage and death and talk about the emotions involved.
They begin to co-operate with others in work and play and begin to recognise the range of human emotions and ways to deal with them.
They also learn about personal safety.
Key Stage 2
In science children build on their knowledge of life cycles and learn about the basic biology of human reproduction.
Children are taught about the physical, emotional and social changes at puberty, which include personal hygiene. In RE and Citizenship, they continue to develop an understanding of relationships within a family, between friends and the community and that there are different patterns of friendship. They will develop skills needed to form relationships and to respect other people's emotions and feelings. They will consider how to make simple choices and exercise some basic techniques for resisting pressures.
Sex and relationship education focuses on the development of skills and attitudes not just the acquisition of knowledge.
SEN
Teaching and resources are differentiated as appropriate to address the needs of these children in order for them to have full access to the content of sex and relationship education.
The role of parents
We wish to build a positive and supporting relationship with the parents of children at our school through mutual understanding, trust and co-operation.
In promoting this objective we:
* Inform parents about the school's sex education policy and practice
* Answer any questions that parents may have about the sex education of their child
* Take seriously any issue that parents raise with teachers or governors about this policy or the arrangements for sex education in the school
Parents have the right to withdraw their child from all or part of the sex education programme that we teach in our school. If a parent wishes their child to be withdrawn from sex education lessons, they should discuss this with the Headteacher, and make it clear which aspects of the programme they do not wish their child to participate in. The school always complies with the wishes of parents in this regard.
The role of other members of the community
We encourage other members of the community to work with us to provide advice and support to the children with regard to health education. In particular, members of the Local Health Authority, such as the school nurse and other health professionals, can give us valuable support with our sex education programme.
Confidentiality/ Safeguarding
Teachers lead SRE lessons in a sensitive manner and in confidence. However, if a teacher or additional adult has concerns regarding a child's safety these will be addressed in line with the Safeguarding Policy.
Monitoring and Evaluation
Monitoring is the responsibility of the Headteacher, named governor and teacher with responsibility for sex and relationship education.
The school will assess the effectiveness of the aims, content and methods in promoting students' learning by lesson observation, sampling teachers planning, questionnaires to teachers and children and feedback from parents.
The effectiveness of the SRE programme will be evaluated by assessing children's learning with regard to the DfE key statements. | <urn:uuid:9c48163e-88ad-4ae0-8080-1c2dc555bb02> | CC-MAIN-2017-39 | http://ongar-place.surrey.sch.uk.gridhosted.co.uk/wp-content/uploads/Sex-and-Relationships-Policy-2017.pdf | 2017-09-26T21:48:55Z | crawl-data/CC-MAIN-2017-39/segments/1505818696696.79/warc/CC-MAIN-20170926212817-20170926232817-00623.warc.gz | 257,326,300 | 1,465 | eng_Latn | eng_Latn | 0.996025 | eng_Latn | 0.996249 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2873,
5625,
7855
] | [
3.3125
] | 3 | 2 |
answer key sheet
ages 8-11
crossword puzzle
Closest route
Jake and his parents are going on their bikes to get ice cream.
How far is Jake's house from Isabel's house if they take the route through the park 2 miles.
How far is Jake's house from the ice cream parlor if they take the route by the river 1.2 miles.
How far is Isabel's house from the ice cream parlor 1 mile.
Which is the shortest route to the ice cream parlor if Jake and his parents must stop to get Isabel first 2 miles. Going by the river, picking up Isabel and then backtracking to the ice cream parlor.
Find the word
Find the safety message
word scramble
DOT HS 810 709w
January 2007 | <urn:uuid:e79aa0d5-4f18-4e60-8fb4-97160c395ccb> | CC-MAIN-2017-39 | https://one.nhtsa.gov/people/injury/pedbimot/bike/bskitboth/3152bskit/pages/Section3/PDFs/answerKeyEng8-11.pdf | 2017-09-26T21:52:57Z | crawl-data/CC-MAIN-2017-39/segments/1505818696696.79/warc/CC-MAIN-20170926212817-20170926232817-00622.warc.gz | 721,777,858 | 165 | eng_Latn | eng_Latn | 0.996836 | eng_Latn | 0.996836 | [
"eng_Latn"
] | false | docling | [
665
] | [
2.453125
] | 3 | 4 |
Published on Basmati (https://basmati.com)
Home > 9 Tips for Quality Compost
9 Tips for Quality Compost
Composting is a technique which involves decomposing plant matter into rich, productive soil. It is an essential method for anyone who chooses to practice organic gardening. Successful composting requires more than just placing organic matter into large piles. To get the most out of your compost, check out these 9 useful tips!
Composting Tip 1: Ensure compost has adequate moisture.
The moisture for your compost needs to be just right so that your compost is a good environment for the living organisms that break it down. If your compost is too dry, you can water it or add in more green plant matter. The more green material you add in, the less you will have to water it, but go easy on it because too much will cause your compost to be mushy.
Composting Tip 2: Keep a good carbon-to-nitrogen ratio.
Successful composting requires just the right amount of carbon and nitrogen mixture. The nitrogen can be raised by using such things as straw, sawdust, and wood chips. The carbon can be raised by adding green plant material like grass clippings, leaves, and animal manure. Too much brown material will take too long to break down and too much green will cause mildew and odors. A 30:1 carbon to nitrogen ratio is considered to be a good number when it comes to green to brown ratio. Here is a great chart (provided by Planet Natural Research Center) which provides different compostable material and their estimated carbon-to-nitrogen ratios.
Composting Tip 3: Avoid composting animal products.
Try to avoid placing animal products such as animal fat, bones, and meat in your garden compost as these often attract critters and flies. Also, these types of materials can take too long to break down. I recommend animal products have their own separate compost or be placed in a covered worm compost.
Composting Tip 4: Maintain adequate pH levels.
Cornell University recommends composting pH levels to remain between 5.5 and 8 for lignin and cellulose in plants to properly breakdown. You can lower the acidity in your compost if necessary by turning your compost frequently. Test the pH levels using a soil testing kit or pH strips, which work best when the soil is moist.
Composting Tip 5: Keep compost at a good temperature range.
Check the temperature of your compost by using a compost thermometer and placing it in the core of the pile. Compost decomposes quickly at temperatures ranging from 120-160?F. Decomposition will occur at lower temperatures, but it takes much longer.
Composting Tip 6: Use tea leaves and coffee grounds.
Instead of throwing your tea leaves or coffee grounds away, put them in your compost! Adding tea leaves to your compost can help increase the nitrogen, phosphorus, potassium, and other trace minerals. Coffee is great for increasing the nutrients, acidic levels, and nitrogen.
Composting Tip 7: Keep harsh, synthetic chemicals out.
If possible, try to avoid plants that contain harsh chemicals, such as the ones found in commercial pesticides. This can negatively affect your composting process in many ways, so be sure to double check that you are placing only organic matter into your compost.
Composting Tip 8: Turn compost frequently.
Proper aeration creates airflow, which is vital for the bacteria to break down the organic matter. It is important to frequently turn your compost as it matures, especially if it starts to smell or become too moist. To accurately turn your compost, start by turning the dry material with a shovel or pitch fork from the outer edges of the pile into the center. For better airflow, be sure to break up the large clumps.
Composting Tip 9: Create more than one pile.
For those who have a lot of material to compost, having more than one compost pile could be beneficial. A popular method for compost is often forming 3 piles of 3 X 3 feet because it is easier to maintain as well as turn. You can start by forming one pile first and then when it reaches 3 feet, you can start another one beside it.
Adding compost is a great way to improve your garden's soil, and following these tips will help you to create good quality compost. To learn 7 basic steps for creating compost, check out this article.
Source URL: https://basmati.com/2017/09/11/9-tips-quality-compost | <urn:uuid:c2552113-8139-447d-b8e5-56829c40dba5> | CC-MAIN-2017-39 | https://basmati.com/printpdf/node/2251 | 2017-09-26T21:48:38Z | crawl-data/CC-MAIN-2017-39/segments/1505818696696.79/warc/CC-MAIN-20170926212817-20170926232817-00622.warc.gz | 649,970,655 | 925 | eng_Latn | eng_Latn | 0.997512 | eng_Latn | 0.997655 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
915,
4098,
4367
] | [
3.421875
] | 1 | 0 |
Name:…………………………………………………………………… Class: ……………………………..
Date : …………………………….
EXERCISE 2.1: Linear motion
1.
Muthu cycles from his house to the shop. While coming back, he stops at Ahmad house. What is his displacement from his house?
2. A student takes 2 minutes to run 800 m. what is his average speed in m s -1 ?
3. An aeroplane travels 6 km due west in 1 minute. Then it changes its direction to south and travels 8 km in 2 min 20 s. Find its average velocity in m s -1 .
4. A motorcycles is moving with velocity 10 m s -1 and reach velocity of 25 m s -1 after 3 s. What is its acceleration?
5. A van moves up a slope at an initial velocity of 20 m s -1 . It stops after 8 s. What is its acceleration?
6. A bus moves with constant acceleration along a straight road at an initial speed of 5 m s -1 from town P to town Q in 2 minutes. If the distance between town P and town Q is 1.5km, what is the velocity of the bus at town Q?
7. A skier slides down hill with uniform acceleration. He starts from rest and attains a speed of 12 m s -1 after traveling 18 m. Find his acceleration.
8.
Car P travels at 10 m s -1 and it is 19 m from car Q when traffic light turn red. The motorist from car P has the reaction time of 0.06 s. When the brakes of car P is applied fully, the car decelerates at 5.0 m s -2 .
(i) How far has P traveled during the reaction time?
(ii) Find the distance traveled when the brakes are applied. Will car P collide with car Q? How far from Q will P stop? | <urn:uuid:ac53cf15-defb-40e8-83e5-eb0f2fe5814f> | CC-MAIN-2017-39 | https://guruthong.files.wordpress.com/2011/03/exercise2.pdf | 2017-09-26T21:44:31Z | crawl-data/CC-MAIN-2017-39/segments/1505818696696.79/warc/CC-MAIN-20170926212817-20170926232817-00622.warc.gz | 684,290,373 | 405 | eng_Latn | eng_Latn | 0.998697 | eng_Latn | 0.998697 | [
"eng_Latn"
] | false | docling | [
1482
] | [
3.953125
] | 1 | 1 |
Published on Basmati (https://basmati.com)
Home > Don't Be Fooled By Misleading Food Labels
Don't Be Fooled By Misleading Food Labels
In your quest to eat healthily and maintain a healthy weight, you have to navigate grocery store aisles full of foods that appear healthy but may not be as good for you as they seem. This may be due to confusing labels, marketing campaigns, or just misinformed public perception. You'll often see words like "low fat" or "no sugar" and "energizing" on packaging, but these labels don't necessarily mean those items are good for you.
With all the choices out there and the many claims on the labels, it's no wonder consumers become confused and sometimes get duped by those in the food industry.
Here are a few examples of foods that are often advertised as healthy or just generally believed to be good for you, but may not be quite as wholesome as they appear.
Wheat Bread
Whole wheat and whole grains are good for you, but you need to look closely at bread and other baked goods that say "whole wheat" on the label. Don't be fooled by titles like "7-grain bread" and others that make a product seem healthy. You have to look at the ingredients list to get the full picture.
If you see enriched bleach flour as one of the first ingredients, it's not whole wheat bread. If you're really trying to eat wholesome, make sure you're checking labels before buying, or you can even try making your own plant-based or fruit-based breads at home! Here are a few more tips to help you choose healthy whole-wheat products.
Granola
Not all granola is created equal. If you look at the labels, you can see the difference in calories and ingredients on various brands. Some granola varieties are chock-full of calories as well as oil and high amounts of sugar.
Look at labels and even consider making homemade granola to ensure it's made with healthy ingredients.
Yogurt
Like other so-called healthy products, not all yogurts are good for you. Many people eat yogurt for the probiotics and to increase gut health, but flavored yogurts often contain lots of sugar that feeds the bad bacteria in your gut.
Eating flavored yogurt full of sugar is not doing your gut any favors. Look for unsweetened varieties to get the health benefits.
Sugar-Free Anything
Sugar-free does not always mean good for you. To keep the sweet tastes in that food you love, chemists use artificial sweeteners that can be bad for you — maybe even worse than the sugar!
Several ailments and diseases are linked to the use of artificial sweeteners, such as:
Digestive issues
Cancer
High blood pressure
Obesity
The healthiest way to satisfy a sweet tooth is by eating fruits, which have natural sugar, and using honey and coconut sugars to sweeten foods.
Low-Fat or Fat-Free Anything
Just like sugar-free, fat-free looks good on food labels. When fat is taken out of foods, sugars are often added. Your body burns up sugar quickly, leaving you hungry and wanting more. This can lead to overeating.
Your body needs healthy fats to satisfy hunger and to remain healthy. You can get healthy fats from avocados, tuna, almonds, canola oils and other foods that will truly satisfy your hunger.
Flavored Instant Oatmeal
Instant oatmeal is convenient, and because it's oats, it's healthy right? Not necessarily. Those little packets of flavored oats are often packed with salts, sugars, and other unhealthy ingredients.
You're better off making your oats and adding your own flavorings. You can find plenty of hassle-free recipes for making your own oatmeal online.
Dried Fruit
Fresh fruit is a wholesome way to get natural sugars, but what about dried fruits? It's a snack you can take on the run, but it's not the health food you may believe it is.
There are a couple of reasons why dried fruit is not really a health food. First, many dried fruits contain added sugars, so you're not just getting the natural sugar from the fruit itself.
Second, dried fruit is much smaller than fresh fruit, so you may consume more than usual. This can lead to weight gain. Dried fruit can have health benefits, but read labels, avoid added sugars, and practice portion control to ensure that the nutrition negatives don't outweigh the benefits. As with almost anything else, you can also try using healthy ingredients to make your own!
Take Matters Into Your Own Hands
It's no secret that mislabeling food and misleading consumers is morally wrong. Doing so can even lead to legal issues, like when Jelly Belly labeled their sports beans as "energizing" and "good for you," when in reality, they were sugary and labeled in a way that could confuse those reading the ingredients.
However, a legal battle won't ensue to clear up the confusion about every unclear food label, and sadly, most companies that already practice unscrupulous labeling will probably continue to do so. It's important for the consumer to know what to look for to find the truly nutritious stuff.
Choosing the right foods is crucial to living a healthy, happy life. Eating right can be a challenge with so many flashy labels and confusing health claims to contend with. To help you choose truly healthy foods, read ingredient lists carefully and take every claim with a grain of salt. Just don't add too much sodium to your diet!
Source URL: https://basmati.com/2017/09/13/dont-be-fooled-misleading-food-labels | <urn:uuid:a9a60b2d-3a77-4ce2-827d-f3daf3b178d6> | CC-MAIN-2017-39 | https://basmati.com/printpdf/node/2252 | 2017-09-26T21:55:09Z | crawl-data/CC-MAIN-2017-39/segments/1505818696696.79/warc/CC-MAIN-20170926212817-20170926232817-00623.warc.gz | 629,887,582 | 1,158 | eng_Latn | eng_Latn | 0.998991 | eng_Latn | 0.99901 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1216,
3226,
5387
] | [
2.5625
] | 1 | 0 |
Getting Started
Add or Edit a Character 1
Delete a Character 3
Tap on the plus sign on the left side of the screen and scroll through the characters. When you find a character you like, tap on it and then tap the green check mark in the top right corner.
Want to change how your character looks? Tap on the paintbrush button to the right of the character and edit the way it looks in the Paint Editor.
or
Add or Edit a Background 2
To add a background, tap the background icon (located in the middle at the top of the screen). When you find a background you like, tap on it and tap the green checkmark in the top right corner.
o
1 If you want to delete a character, tap the character and hold down until you see a pink 'X'
Create a Character or Background 4
Instead of selecting a pre-existing character or background you can create your own by tapping the paintbrush on the character and background selection screens.
Block Categories 5
The blocks in PBS KIDS ScratchJr are divided into separate colored categories based on function. Tap on a block to see the name of the block appear.
Trigger
Looks
Sound
Control
End
Movement
Creating a Program 6
Drag blocks into the programming area. Notice the shape of the blocks -- they look like puzzle pieces. By dragging blocks next to one another, they will automatically snap together to create a program.
You can create unique programs for every character. To go between characters, tap on the character you would like to program on the left side of the screen and then add blocks to the programming area that are just for that character.
Changing the Numbers 7
You can change how many times a character does an action by changing the number at the bottom of a block. Tap the number and a small keypad will appear. Enter a number between 1-99 and see how it impacts your program.
The PBS KIDS logo & PBS KIDS® PBS. Used with permission. ScratchJr logo is used with permission. PBS is not affiliated with the Massachusetts Institute of Technology or Tufts University.
Adding Pages 8
To add a new page, tap the blue plus sign on the right side of the screen. If you want your project to go from one page to the next, go to the Red blocks and use the 'Go to Page X' block.
Recording Sounds 9
Tap the green microphone with the dotted lines to bring up the recording studio and record your own sounds, songs, and voices.
After recording, a new block will appear that you can add to your projects.
PBS KIDS ScratchJr is a collaboration between PBS, Tufts University, the MIT Media Lab, and the Playful Invention Company. | <urn:uuid:0478717f-9cf6-46b2-9b93-de0dfc98f6e2> | CC-MAIN-2017-39 | http://www.aetn.org/__data/assets/pdf_file/0019/133660/PBS_KIDS_ScratchJr_-_Getting_Started_Eng2.pdf | 2017-09-26T21:44:54Z | crawl-data/CC-MAIN-2017-39/segments/1505818696696.79/warc/CC-MAIN-20170926212817-20170926232817-00623.warc.gz | 382,269,019 | 570 | eng_Latn | eng_Latn | 0.989212 | eng_Latn | 0.996635 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
929,
2584
] | [
2.21875
] | 1 | 2 |
April 2nd & 16th
Chef John Politte will be doing a cooking demo and providing food samples in CEAP's Lobby!
Stop by CEAP's Health Table
Stop by CEAP's health table at the Brooklyn Center office for free handouts, recipes, and information on the monthly focus.
Like CEAP on Facebook and Follow us on Twitter!
Check us out on Facebook and Twitter for Wellness Wednesday updates. Help us get to 500 likes!
HEALTHY FUN FACT
Your body is made up of 60% water.
Health Focus
April 2015: Drink More Water
Did you know your body is made up of 60% water? Your internal bodily functions rely on water to do their job, yet most people aren't drinking enough. The average number for men is 13 cups per day, and an average of 9 cups per day for women. Staying hydrated is critical for bodily functions, a clear mind, and even maintaining healthy skin.
Read more on the importance of staying hydrated
It's time to rethink your drink. It's easy to drink soda, juice, and other sugary beverages because they taste good and are easily accessible. But, those drinks can have up to 10 teaspoons of sugar! Sugar sweetened drinks are a source of empty calories, meaning they have very limited to no nutritional value. Make the switch to water.
Click here to rethink your drink! (English) Click here to rethink your drink! (Spanish)
Drinking water can help you lose weight and maintain a healthy body. Did you know in the morning your body is dehydrated from a night of sleep? Drink plenty of water in the morning and throughout the day. It's especially important to drink plenty of water before, during, and after a workout because your body loses its fluids through sweat.
Read smart drinks for a healthy weight
Featured Recipe
Easy Chicken Tacos and Potato Onion Frittata
Try these two easy and light meals this spring!
Click here for the recipe: http://www.kraftrecipes.com/recipes/chicken-tacos-52514.aspx http://www.marthastewart.com/344499/potato-onion-frittata
Worth the Read!
In addition to drinking more water, try drinking tap water and using a refillable water bottle instead of bottled water. Read here for more astonishing facts about the world's consumption of bottled water.
http://greatist.com/health/why-you-should-never-buy-disposable-water-bottles-again?% 3Futm_source=facebook&utm_medium=opengraph&utm_campaign=why-you-should-never -buy-disposable-water-bottles-again%3F | <urn:uuid:32fd04f2-a2e6-486e-807f-8ee31c31390d> | CC-MAIN-2018-51 | http://www.ceap.org/wp-content/uploads/2015/01/April-Health-Focus.pdf | 2018-12-11T21:52:03Z | crawl-data/CC-MAIN-2018-51/segments/1544376823702.46/warc/CC-MAIN-20181211194359-20181211215859-00602.warc.gz | 356,289,671 | 550 | eng_Latn | eng_Latn | 0.997213 | eng_Latn | 0.997213 | [
"eng_Latn"
] | false | docling | [
2390
] | [
2.015625
] | 1 | 1 |
Edexcel GCSE Geography B
Practical support to help you deliver this Edexcel specification
Edexcel GCSE Geography B offers an issues-based approach to the content and assessment, with the content split by Global and UK scale. As with all GCSEs, the guided learning hours is 120 hours over two years. This document provides a topic guide for teaching Component 2, Topic 4, and can be adapted by centres to fit their own contexts and teaching styles. It has been produced as an example approach and is not intended to be prescriptive. The topic guides indicate resources that you can use to support your teaching. These are only suggestions and you are encouraged to use a wide range of resources to suit the needs of your own students.
The advised teaching time for Topic 4: The UK's Evolving Physical Landscape, is 18 guided learning hours. This may require some blending together of the detailed content. In the guidance below, suggestions are made about contextualisation or stretch challenges that may be suitable for more able students, as well as expected lesson outcomes for those less able. Please note that these are suggestions only and not specific syllabus requirements.
The two- and three-year course planners suggest appropriate times to introduce this material. For example, in centres studying over three years, you might want to start studying Topic 4 in the second part of the Autumn term and in the Spring term of Year 9. If centres are following the two-year course plan, they may want to start teaching this topic in the second half of the Autumn term and in the first part of the Spring term of Year 10.
The topic is based around five enquiry questions.
- Enquiry question 1 covers the overview content for this topic and has two key ideas, which it is suggested is taught over three lessons. The content for this enquiry question will be assessed in question 1 of the UK Geographical Issues paper (2). As this is overview content, students will not be required to answer any extended answers of 8 marks on this content. Only questions of up to 4 marks are to be assessed on this content.
- Enquiry questions 2 and 3 cover the content for the sub-topic Coastal change and conflict. It is suggested that this is taught over seven lessons.
- Enquiry questions 4 and 5 cover the content from the sub-topic River processes and pressures. It is suggested that this is taught over seven lessons.
Synoptic linkages and case study nesting
It is suggested that you select located examples that complement the UK major case study in Topic 5.1. For example, if you are studying London or Sheffield in Topic 5 you could use located examples of river flooding and management for rivers in these cities.
There are opportunities to make links and revisit content from Component 1, Topic 1: Hazardous Earth, when studying the role of past tectonic processes in the formation of the UK's landscape. Synoptic links can also be made back to Component 1, Topic 1, when studying the consequences of climate change on marine erosion and deposition.
Topic Guide for Component 1, Topic 4: The UK's Evolving Physical Landscape
Introduction
Quick overview
This topic explores the processes that have formed the distinctive landscapes of the UK and how humans increasingly have to manage flood risks, both at the coast and near rivers.
An overview of the varied physical landscapes in the UK resulting from geology, geomorphic processes and human activity over time, plus two depth studies of distinctive landscapes: coastal change and conflict, and river processes and pressures. The topic is based around five enquiry questions:
- EQ2: Why is there a variety of distinctive coastal landscapes in the UK and what are the processes that shape them?
- EQ1: Why does the physical landscape of the UK vary from place to place?
- EQ3: What are the challenges for coastal landscapes and communities and why is there conflict about how to manage them?
- EQ5: What are the challenges for river landscapes, people and property and how can they be managed?
- EQ4: Why is there a variety of river landscapes in the UK and what are the processes that shape them?
The aim of this topic is to get an overview of the varied landscapes in the UK. Much of the coast and rivers content in this topic is familiar to teachers of GCSE Geography. What is less familiar is the overview of the UK landscape and the key idea that geology and past processes have influenced the physical landscape.
It is worth noting that students have an opportunity to become familiar with the concept around past tectonic processes in Component 1, Topic 1: Hazardous Earth. Although it is not necessary for students to have an in-depth understanding of the geology of the UK or glacial processes, they are required to know that there are geological variations across the UK and how glaciers have shaped the UK landscape.
Students are required to develop and use a range of geographical skills and mathematical skills whilst studying this topic.
The content covered whilst studying coasts and rivers will make up the important theoretical basis for the physical geographical investigation in Topic 6. Students should be given opportunities to formulate enquiry questions around either the coasts or rivers sub-topics.
In the guidance below, suggestions are made about contextualisation that may be suitable for more high achieving students. Please note that these are suggestions only and not the actual specification content.
Enquiry Question 1: Why does the physical landscape of the UK vary from place to place?
Key ideas
- 4.1: Geology and past processes have influenced the physical landscape of the UK.
- 4.2: A number of physical and human processes work together to create distinct UK landscapes.
Teaching approach over three hours
Lesson 1: The role of geology, past tectonic and glacial processes in the development of the UK's contrasting landscapes
Overview
The first lesson could tackle 4.1a and b, where students develop an understanding of the role of geology, past tectonic and glacial processes in the development of upland and lowland landscapes of the UK.
* More able students could take three national parks with contrasting landscapes and create geographical guides to these areas.
* Less able students should be able to distinguish upland and lowland features.
Key concepts and processes
Upland landscapes of the UK, like the Lake District in north west England, are a result of predominantly hard rock geology of igneous and metamorphic rocks being moved by tectonic processes and shaped by glacial processes, resulting in mountainous landscapes.
You could use the Lake District as a classic example of an upland landscape in the UK. Students need to understand that this landscape has experienced over 500 million years of geological processes, which have produced a physical landscape of mountains and lakes of great scenic beauty. There are variations in the geology of the area, such as slate developed from sediments in oceans and seas. Volcanoes erupted creating igneous rocks, limestone was formed by the deposition of dead crustaceans and sandstone was created in desert conditions. Various minerals were also formed in joints and faults in the bedrock, which under intense heat and pressure were transformed into very hard, resistant rocks. The layers of rock formed were shifted and sculpted, first through different stages of folding and uplifting and then by the erosive actions of glaciers and meltwater. As a result, the topography of
the Lake District includes smooth U-shaped valleys and steep and sharp ridges, England's highest mountain and deepest and longest lakes.
Examples of upland scenery should also be drawn from other parts of the British Isles. One such example is Dartmoor, where intrusive volcanic landforms can be found. When magma is forced to the surface, only a small amount of the mass actually reaches that level. Most of the magma is intruded into the crust where it solidifies into a range of features, which are often exposed at the surface by later erosion such as batholiths.
Although students do not need to know the location of national parks, it may be a good idea to use the concept of national parks to study the specific landscapes associated with them. There is a link here with a Topic 8 key idea (8.6: The taiga wilderness areas need to be protected from over-exploitation by maintaining protected wilderness areas, national parks and sustainable forestry in the taiga).
Lowland areas of the UK are characterised by sedimentary rocks. A good example could be the Jurassic limestone landscape of the Cotswolds, formed around 210 to 140 million years ago (in warm tropical seas). More than a hundred million years later these rocks shifted and, as the continents moved, the rocks were tilted to shape the geological features that are now visible, such as escarpments, rolling hills, flat plains and valleys. Lowland areas such as the Lancashire and Cheshire plains were formed by ancient glaciers depositing rock debris, creating flat and fertile landscapes.
The integrated skill of using simple geological cross-sections to show the relationship between geology and relief will need to be developed in this lesson.
Students should be familiar from KS3 about the geological timescale and from science about the main characteristics of sedimentary, igneous and metamorphic rocks.
Students will need to know the location of the major rivers of the UK, e.g. Thames, Mersey, Trent, Severn, Tyne, Great Ouse, Wye, Spey, Tweed, Avon.
Guidance on teaching
- Students work in pairs, ideally sitting back to back, using an image of a geological cross-section of northern England. The student who can see the image will describe the shape and geological patterns to their partner, who should draw the cross-section based on their partner's descriptions. The idea is to get the students to look closely at the map to identify the relationship between the geology and topography and to devise descriptions.
- Students could be asked to set up and carry out a key term taboo exercise. The key terms associated with this lesson could be given on cards and students write three words that they would use to define these terms underneath the key term. These are put together so that in groups students can play taboo with key words: they describe the term, without using the words on the cards, and the rest of the group have to guess the term.
Using www.cotswoldsaonb.org.uk/userfiles/file/Publications/Landscapefinal.pdf (see Further reading below), students could work in groups or as homework to produce a walker's guide to the scenery and landscape of the Cotswolds.
Skills and links to fieldwork
(1) Photograph analysis – photographs of upland and lowland landscapes should be used by students to identify the main features.
(2) Simple geological cross-sections should be used to show the relationship between geology and relief.
Further reading
- A geological map of the UK and Ireland:
www.thegeologytrusts.org/pub/our-earth-heritage/gb-ipr_123-16ctgeologymap/
- The British Geological Survey website contains a wealth of information and a good interactive Geology of Britain viewer: www.bgs.ac.uk/discoveringgeology/geologyofbritain/viewer.html?src=topNav
- The Lake District National Park website has information about the geology and landscape of the Lake District: www.lakedistrict.gov.uk/learning/geology
- Information on lower glacial landscapes: www.bbc.co.uk/schools/gcsebitesize/geography/glacial_landscapes/human_activit y_glaciated_areas_rev3.shtml
- Information on the landscape of the Cotswolds: www.cotswoldsaonb.org.uk/userfiles/file/Publications/Landscapefinal.pdf
Lesson 2: Why distinctive upland and lowland landscapes result from the interaction of physical processes
Overview
This lesson tackles the key idea 4.2a so that students develop an understanding of why distinctive upland and lowland landscapes result from the interaction of physical processes: weathering and climatological, post-glacial river and slope processes.
* More able students could research how glaciers today, in places like the Alps, are currently forming the landscapes found in the UK.
* Less able students should understand the main processes that have contributed to the formation of upland and lowland regions of the UK.
Key concepts and processes
Students will need to develop an understanding of how many upland areas are distinctively glaciated landscapes and are characterised by glacial landforms, such as U-shaped valleys, corries, arêtes and hanging valleys. All of these have been formed as a result of the processes of abrasion and plucking. More recently, misfit streams now occupy some of the valleys and the shape of the valleys has been modified by scree as a result of freeze/thaw weathering.
The lowland areas across the UK are characterised by flat fertile plains formed by glacial deposits, like the Lancashire and Cheshire plains.
Students will need to appreciate there are a variety of different lowland landscapes across the UK. In the north of England, the Lancashire and Cheshire plains were formed from moraines deposited by glaciers creating fertile lowlands. In the south of England, there are rolling landscapes, where chalk escarpments, flat plains and dry valleys have formed in areas like the Cotswolds and the Downs.
Rivers and hydrological processes are the main forces in creating classic lowland landscape features such as meanders, oxbow lakes, flood plains and deltas, like those found along the lower course of the River Severn. An understanding of postglacial river and slope processes will be needed. It will therefore be necessary to cover how mass movements, such as mudflows, landslips and soil creep, occur on slopes under different conditions. River processes will be covered later on in this topic.
Skills and links to fieldwork
The integrated skill (3) of locating key physical features on outline UK maps needs to be covered in this lesson. It may be a good idea to make use of OS maps and photographs to identify, describe and contrast upland and lowland landscapes.
Guidance on teaching
- Using photos and maps, students could complete a comparison alley exercise, as per Figure 1 below, to identify and describe the main differences and any similarities between contrasting upland and lowland landscapes. It might be a good idea to give students a list of key words, i.e. landforms available, to help them.
Upland
Lowland
Similarities
Figure 1: Comparison alley exercise
- Glacial processes could be covered using a card sort exercise. The formation of a corrie could be used to introduce the idea of plucking an erosion. The stages of the formation could be cut up and students asked to arrange them in the correct order. Students could use this information to answer SAMs (1) P2, Q1(b).
- Mass movement exercise – students could be given an information sheet outlining the main types of mass movement. They then would see a variety of images of slopes where there has been mass movement and they would have to attribute the type of mass movement and give their reasons.
Lesson 3: Why distinctive landscapes result from human activity over time
Overview
This lesson should tackle the key idea 4.2b, helping students understand why distinctive landscapes result from human activity (agriculture, forestry, settlement) over time.
* More able students could start to develop the cartographic skills of determining and understanding the relationship of human activities and gradient.
* Less able students should use a range of cartographic skills by using the key, scale and grid references to identify human activities.
Key concepts and processes
There is a need to develop an awareness that very little of the landscape in the British Isles is now in a truly natural state, because over thousands of years humans have settled and cleared the land to make way for agriculture, and later industry. This land clearance for agriculture, forestry and settlements has modified the natural landscape, as this has exposed the rocks to more recent processes of weathering and erosion.
Guidance on teaching
It is likely that students will have developed a range of OS maps through their studies of Geography at KS3. It might be a good idea to develop an OS map activity to recap and revisit, and further build on these skills. This could result in an exercise where students study three OS map extracts showing farming, forestry and settlement respectively. Students should identify the main land uses and suggest reasons why.
Further reading/useful resources
- Map website: www.ordnancesurvey.co.uk/education-research/teachingresources/
- Free digital maps for schools (ArcGIS maps): http://digimapforschools.edina.ac.uk
8
Key vocabulary for EQ1
| | Geological | | Tectonic | | Glacial |
|---|---|---|---|---|---|
| Quaternary Cretaceous period Carboniferous period Precambrian Jurassic Batholith Intrusion Igneous Metamorphic Sedimentary Impermeable Escarpments Dykes Sills Laccoliths Chalk Carboniferous limestone Clay Granite Schist Slate weathering | | Continental drift Magma Basalt | | Abrasion Plucking Moraine Corrie/cirques/cwms Arêtes Glacial troughs/U- shaped valleys Truncated spur Hanging valleys Roche moutonnées Drumlins Crag and tail Till Erratics Post-glacial | |
Sub-topic: Coastal change and conflict (Enquiry Questions 2 and 3)
This sub-topic is based around enquiry questions 2 and 3:
- EQ2: Why is there a variety of distinctive coastal landscapes in the UK and what are the processes that shape them?
- EQ3: What are the challenges for coastal landscapes and communities and why is there conflict about how to manage them?
Key ideas
- 4.3: Distinctive coastal landscapes are influenced by geology interacting with physical processes.
- 4.4: Distinctive coastal landscapes are modified by human activity interacting with physical processes.
- 4.5: The interaction of human and physical processes present challenges along coastlines and there are a variety of management options.
Teaching approach over seven hours
Key concepts and processes
Following on from the previous EQ, students need to focus on the concept that there are geological variations within a small locality, such as in the Swanage area. Here there are alternating bands of soft (clay) and hard rocks (chalk and limestone). As a result of the contrasting geology, distinctive coastal landscapes have formed: rocky coastal landscapes in areas of hard rock, and soft sediment coastal landscapes in areas of soft rock. The concept of differential erosion needs to be covered and that this results in the formation of a discordant coast, where the alternating hard and soft rocks are at right angles to the coast. Where the alternating bands of hard and soft rock run parallel to the coast, like those at Lulworth Cove, then a concordant coast is formed. The skill of using BGS geology maps should be integrated here to identify the contrasting geology and resultant landforms. The harder chalk rocks are where the headland can be found and the softer clay rocks are where the bays are situated. The Geology of Britain viewer is a great online source for this: www.bgs.ac.uk/discoveringGeology/geologyOfBritain/viewer.html.
Students need to be able to identify, describe and explain the formation of the following distinctive coastal landforms formed by erosion: headlands, bays, caves, arches, cliffs, stacks and wave cut platforms. Students are required to study (have knowledge of) a located example of one coastal landscape. It may be a good idea to introduce this example here, in order for specific examples of coastal landforms to be studied, such as those along the Holderness coast. For example, you could look at the cliffs, stacks and arches at Flamborough Head. Another well-resourced located example is the Isle of Purbeck in Dorset.
An understanding of the causes and characteristics of destructive waves and the marine erosion processes of abrasion, hydraulic action, attrition and corrosion are required to explain the formation of the distinctive coastal landforms. In order to explain coastal retreat, students are also required to understand the role of subaerial processes and mass movements: landslides, rock falls and slumping. This refers to the disintegration of rock through the processes of weathering (such as freeze-thaw and thermal expansion) and the impact of wind and rain.
The Holderness coast is a great example of coastline that is experiencing rapid coastal retreat. There are lots of good sources of information that would enable
students to calculate the mean rate of coastal erosion. A good website containing data measurements of erosion collected along the East Yorkshire coast by the East Riding Council is www.urbanrim.org.uk/data-summary.htm. Also shown are calculations of annual rates of erosion and total cliff loss.
An understanding is needed of how sediment is transported through longshore drift and the role this and constructive waves play in the formation of coastal landscapes of deposition – namely spits, beaches and bars. Once again students could draw on specific examples of these from their located example, for example the spit at Spurn Point at the southern part of the Holderness coast.
As part of the study of the located example, students are required to know the different human activities that go on along the coast and how these affect and cause change to the coastal landforms. Students will be required to identify these on 1:25 000 and 1:50 000 OS maps. This skill should be integrated into lessons when studying these landforms.
For EQ3, students must study the increasing risks from coastal flooding and the implications of climate change on marine erosion and deposition. This should be followed by focusing on the threat this poses to people and the environment, and the different approaches to how this threat can be managed by hard engineering and soft engineering. A look at the more sustainable strategic realignment approach as part of Integrated Coastal Zone Management (ICZM) is also required. Students will be required to use OS maps, GIS and simple cost-benefit analysis to investigate coastal defence options.
If centres are opting to do the investigating coastal change and conflict geographical investigation, it is important that during the relevant lessons students are introduced to the concepts around 'Investigating the impact of coastal management on coastal processes and communities'. Students should be given the opportunity to explore the kinds of enquiry questions that can be investigated through fieldwork and the data collection techniques. This will form essential preparation for Topic 6. Ideally students will go out and collect their primary data during this time.
Guidance on teaching
The content for the Coasts sub-topic is familiar to many teachers. It is wellresourced in most centres and teaching and learning methods are well-established.
Here are some teaching and learning ideas to consider:
- A card sort exercise to sequence the processes in the formation of stacks and stumps. This could lead to a storyboard exercise, where labels are added to images for a geographical guide to coastal landforms.
- Key terms exercise – students are given detailed information about one coastal process or feature. A 'find someone who' exercise could then be done, where students move around the room with a list of key terms and find someone who can explain each one to them. Students should develop a list of defined key terms from this exercise.
- A living graph exercise. In groups, students sort a series of statements relating to weather reports and events on to the appropriate parts of a graph showing seasonal variation in coastal erosion, in order to gain an understanding of how seasonality and storm frequency are linked to coastal erosion.
- To help students understand the process of longshore drift and spit formation, they could be asked to write a script to accompany a silent video showing the formation of a spit.
- When studying coastal defences, students could collate information from textbooks or from information posted around the classroom in a table like the one below:
- To build up information about their located example, students could be given a base map of the area, which they annotate with the key information about the main physical processes and landforms and human activities. Using this information and extra research, students create a geographer's guide to the area; this could be in the form of a leaflet, website or brochure.
| Technique | Purpose | Cost |
|---|---|---|
They could colour code the techniques for hard and soft engineering methods. This information could be used as the basis for a mini decision-making exercise, where students are asked to write a bid for a stretch of coastline on their located example, for a grant for a coastal management strategy. Guidance could be given on extended writing techniques and how students should assess and evaluate methods, and justify their choices.
Further reading/useful resources
- GCSE Bitesize case study of the Holderness coast:
- British Geological Survey: Coastal erosion of the Holderness to Spurn Head coast www.bgs.ac.uk/research/climatechange/environment/coastal/coastalErosion.html
www.bbc.co.uk/schools/gcsebitesize/geography/coasts/coastal_management_rev 3.shtml
- British Geological Survey: Coastal erosion UK geohazard note: www.bgs.ac.uk/downloads/start.cfm?id=249
- This video from GCSE Bitesize shows the formation of a spit: www.bbc.co.uk/education/clips/z7h4d2p
Key vocabulary for EQ2 and EQ3
| | EQ2 | EQ3 |
|---|---|---|
| Arch Backwash Bay Beach Concordant coast Constructive wave Deposition Destructive wave Discordant coast Erosion | | |
Sub-topic: River processes and pressures (Enquiry Questions 4 and 5)
This sub-topic is based around enquiry questions 4 and 5:
- EQ4: Why is there a variety of river landscapes in the UK and what are the processes that shape them?
- EQ5: What are the challenges for river landscapes, people and property and how can they be managed?
Key ideas
- 4.6 Distinctive river landscapes have different characteristics formed by interacting physical processes.
- 4.7 River landscapes are influenced by human activity interacting with physical processes.
- 4.8 Some rivers are more prone to flood than others and there is a variety of river management options.
Teaching approach over six hours
Key concepts and processes
This sub-topic should start by developing an understanding of how river landscapes change through their catchment area and along their long profile. Students need to know changes in valley type and profile and the river channel characteristics from close to the source in the upper courses, through the middle courses and through to the lower course close to the mouth of the river.
British Geological Survey (BGS) geology maps should be integrated into lessons to show the relationship between geology (rock type) and the changes along the long profile of a river.
The Bradshaw model could be used to study the channel changes along a river's course. This study should focus on the channel shape (width and depth), valley profile, gradient, discharge, velocity and sediment size and shape. Students will need to focus on the main features of the differing valley shapes and valley floor profiles, and be able to identify valley cross-sections from contour lines on 1:25 000 and 1:50 000 OS maps.
If centres are doing the river processes and pressures investigation, 'Investigating how and why drainage basin and channel characteristics influence flood risk for people and property along a river in the UK', in Topic 6, then it is suggested that students should be introduced to the fieldwork data collection methods of how to measure changes in channel characteristics. Students should also be given the opportunity to explore the kinds of questions that can be investigated through fieldwork. Ideally it is at this point students will go out and collect their primary data.
Following this, OS maps and photographs could be used to identify specific landforms, and an understanding of the erosional processes of abrasion, hydraulic action, attrition and corrosion is needed to explain the formation of river landforms of water falls and interlocking spurs. The role of geology and differential erosion will need to be explored in the formation of waterfalls.
Students will need an understanding of how rivers transport sediment, through traction, saltation, suspension and solution, and how and why rivers deposit material and create specific landforms of flood plains, levees and deltas. Students will need to gain an understanding of how sediments should vary in size and shape in different parts of the river catchment. Introduce links to fieldwork and how this could be
investigated using powers of indices of angularity and roundness. If possible, this could be done in a practical way, where students might use rock samples and measure their angularity and roundness using a chart or formula, such as Power's Scale of Roundness Chart (http://www.earthstudies.co.uk/Geography/Individual %20Research%20in%20Geography%20G3/Powers%20Scale%20of%20Roundness. html).
Roundness formula: R = 2r × 1000 / L
R = Cailleux roundness
L = average length of pebbles (in sample)
r = average radius of curvature (obtained from chart)
A good source of fieldwork ideas can be found on the Royal Geographical Society (RGS) website:
www.rgs.org/OurWork/Schools/Fieldwork+and+local+learning/Fieldwork+techniques /Rivers.htm.
An understanding of how meanders and oxbow lakes form in the lower courses of rivers is needed – how as the flow of a river passes over deep pools, it develops a faster, more erosive flow on the outside bend of the meander. Whereas, on the shallower inner bank of the river, riffles cause the flow of the river to slow down and deposit sediments on the point bar. As meanders develop, the erosion of the outside bend tends to move them slowly downstream and downslope. The sinuosity of the meander may become more pronounced, with the erosion of the outer bank and deposition on the inner bank producing an increasingly narrow neck of land between the start and end of the meander. At times of flood this neck can be eroded away, giving the river channel a straighter, shorter route downstream. Initially, the truncated loop forms a curve lake like the horns of an ox, cut off from the main channel by deposition. Over time the still waters may infill with sediment and vegetation, and the lake may only be visible as a shallow depression or detected by variations in vegetation. It will be necessary for students to be able to identify river landform features on an OS map as part of integrated skill 16.
How discharge changes throughout a storm will need to be studied alongside the features of a storm hydrograph. It will be necessary for students to be able to identify and explain lag time, the rising limb, peak discharge, the falling limb and base flow on a storm hydrograph. They will need to be able to explain the effects of the basin size, drainage density, rock type, land use, relief, soil moisture and rainfall intensity on the shape of storm hydrographs from contrasting catchments.
A located example or a river that has recently flooded is needed. Some good examples of named rivers and floods include the 2009 Cockermouth flood, when the rivers Cocker and Derwent flooded, or the Somerset floods of 2014 when the Somerset Levels flooded along the Rivers Parrett and Tone. It will be necessary to explore the physical and human causes of the floods and how people, property and the environment were affected.
Following on from this, students will need to study how flood risks can be managed by hard and soft engineering. A cost-benefit analysis will be needed in order to evaluate the effectiveness of the different methods. You can use old and new OS maps to look at building and communication development, and GIS needs to be integrated here to investigate the impact of policy decisions.
Guidance on teaching
The content for the river processes and pressures sub-topic is familiar to many teachers. It is well-resourced in most centres and teaching and learning methods are well-established.
Here are some teaching and learning ideas to consider:
- In order to contrast river landscapes, students could be given a variety of resources, including map extracts, photos, descriptions and data measurements from a located river. In groups students will need to sort these into three categories for the upper, middle and lower parts of the river landscape. Using this information, students will then be able to contrast the river landscapes between the upper, middle and lower course of rivers.
- The main physical processes and features need to be established and could be tested using a taboo exercise. The key terms associated with this could be given on cards and students write three words that they would use to define these terms underneath the key term. These are put together so that in groups students can play taboo with the key words. They have to describe the term without using the words on the cards and the rest of the group have to guess the term.
- Formation of landforms such as waterfalls and meanders could be done as a storyboard, which establishes the sequence and processes involved. Using this information, students could attempt SAMs (1) P2, Q3(a)(ii).
- Students could study the effects of a recent flood, such as the Cumbrian floods of 2015, and do a piece of extended writing summarising the effects and evaluating the main causes. They could write a response to SAMS (1) P2, Q4, then, using the marks scheme, peer assess and then re-draft and create a model answer to this question.
- Students could summarise a range of different flood management strategies in a table like the one below:
| Technique | Purpose | Cost | Benefit |
|---|---|---|---|
They could then prepare a report for the Environment Agency suggesting the best flood defences that could be used in an area recently flooded (e.g. Kendal in Cumbria), within a given budget. Students could be given guidance on how to write extended responses that assess and evaluate the different methods and justify conclusions.
Further reading
- The story of the Cumbrian floods in 2009 and 2015:
http://news.bbc.co.uk/local/cumbria/hi/people_and_places/newsid_8378000/837
8388.stm
https://www.theguardian.com/environment/2015/dec/07/at-least-one-personkilled-in-floods-as-45000-homes-remain-without-power
- Somerset floods crisis: How the story unfolded, BBC:
www.bbc.co.uk/news/uk-england-somerset-26157538 www.bbc.co.uk/news/uk-england-somerset-26808840
- Information on rivers from the Royal Geographical Society: www.rgs.org/OurWork/Schools/Fieldwork+and+local+learning/Fieldwork+techniq ues/Rivers.htm
Key vocabulary for EQ4 and EQ5
| EQ4 | EQ4 (cont…) |
|---|---|
| Deposition Drainage basin Erosion Flood plain Geology Hydrograph Impermeable Spurs Levee Long profile Cross profile Lower course Middle course Upper course Meander Oxbow lake River cliff Sediment load Slip-off slope Pools Riffles | Waterfall Weathering Channel shape Valley profile Gradient Discharge Velocity Hydraulic action Abrasion Attrition Solution Interlocking spurs Deltas Lag-time Soil type Slope Drainage basin shape Antecedent conditions | | <urn:uuid:400f18f9-1a93-4379-a811-764ffb813dc1> | CC-MAIN-2018-51 | https://qualifications.pearson.com/content/dam/pdf/GCSE/Geography-B/2016/teaching-and-learning-materials/Edexcel_GCSE_Geography_SpecB_TopicBooklet_Topic4_UKEvolvingPhysicalLandscape.pdf | 2018-12-11T20:37:00Z | crawl-data/CC-MAIN-2018-51/segments/1544376823702.46/warc/CC-MAIN-20181211194359-20181211215859-00602.warc.gz | 722,621,690 | 7,380 | eng_Latn | eng_Latn | 0.979337 | eng_Latn | 0.998269 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2415,
3055,
5499,
7555,
10720,
13017,
15198,
16850,
18141,
20697,
23994,
25912,
26567,
29010,
32263,
34824,
35590
] | [
2.078125,
3.859375
] | 1 | 0 |
En
KEY STAGE 2
LEVELS 3–5
English tests
Grammar, punctuation and spelling
Paper 2: spelling administrator instructions
National curriculum tests
Notes for use of this script
This paper should take approximately 15 minutes to complete, although you should allow the pupils as much time as they need to complete it.
Please read out the instructions as stated below.
Listen carefully to the instructions I am going to give you.
I am going to read 20 sentences to you. Each sentence has a word missing in your answer booklet. You should listen carefully to the missing word and fill it in, making sure you spell it correctly.
I will read the word, then the word within a sentence, then repeat the word a third time.
Do you have any questions?
Once the pupils' questions have been answered, the twenty spellings should be read as follows:
1. Give the spelling number
2. Say 'The word is…'
3. Read the context sentence
4. Repeat 'The word is…'
Leave at least a 12 second gap between spellings.
Finally, you should read all 20 sentences again.
Give the pupils the opportunity to make any changes they wish to their answers.
When you have completed all the sentences, say:
This is the end of the paper – now please put down your pen or pencil.
Spelling task
Spelling 1: The word is afternoon.
Monica walks her dog in the park every afternoon
The word is afternoon.
Spelling 2: The word is tapping.
Sarah was woken by a bird tapping on the window.
The word is tapping.
Spelling 3:
The word is knee.
Despite his knee injury, Simran won the race.
The word is knee.
Spelling 4:
The word is double.
Rashid wanted to double his top score.
The word is double.
Spelling 5: The word is paused.
Ellie paused and looked around the room.
The word is paused.
Spelling 6: The word is unsure.
Zainab was unsure which answer was correct.
The word is unsure.
Spelling 7: The word is postage.
The postage was surprisingly cheap.
The word is postage.
Spelling 8: The word is judge.
Our special guest will judge the competition.
The word is judge.
.
2015 key stage 2 levels 3–5 English grammar, punctuation and spelling
Spelling 9: The word is happiest.
Freya is happiest when she is playing football.
The word is happiest.
Spelling 10: The word is tough.
.
Maya found the last stage of the race very tough
The word is tough.
Spelling 11: The word is lorries.
The lorries transported the computers to the shop.
The word is lorries.
Spelling 12: The word is system.
There is a new system for borrowing library books this term.
The word is system.
Spelling 13: The word is international.
The players were looking forward to their first international match.
The word is international.
Spelling 14: The word is difference.
One difference between spiders and beetles is the number of legs they have.
The word is difference.
Spelling 15: The word is fracture.
A bone fracture can be diagnosed by having an x-ray taken.
The word is fracture.
Spelling 16: The word is luckily.
We thought we would miss the bus, but luckily the driver waited for us.
The word is luckily.
Spelling 17: The word is frequent.
We make frequent visits to the library.
The word is frequent.
Spelling 18: The word is assistant.
The shop assistant put the new toys on the shelf.
The word is assistant.
Spelling 19: The word is occasion.
The festival is a very special occasion for the whole community.
The word is occasion.
Spelling 20: The word is potential.
Our team has the potential to win the trophy this year.
The word is potential.
You should now read all twenty sentences again.
Give the children the opportunity to make any changes they wish to their answers.
At the end of the paper, say: This is the end of the paper – now please put down your pen or pencil.
[End of task]
6 2015 key stage 2 levels 3–5 English grammar, punctuation and spelling
[BLANK PAGE]
This page is intentionally blank.
Paper 2 spelling task script and administrator instructions
[BLANK PAGE]
This page is intentionally blank.
2015 key stage 2 levels 3–5 English grammar, punctuation and spelling test
Paper 2: spelling task administrator instructions
Print version product code: STA/15/7224/p ISBN: 978-1-78315-426-5
Electronic PDF version product code: STA/15/7224/e ISBN: 978-1-78315-453-1
For more copies
Additional printed copies of this booklet are not available. It can be downloaded from www.gov.uk/government/publications from Tuesday 7 July.
© Crown copyright and Crown information 2015
Re-use of Crown copyright and Crown information in test materials
Subject to the exceptions listed below, the test materials on this website are Crown copyright or Crown information and you may re-use them (not including logos) free of charge in any format or medium in accordance with the terms of the Open Government Licence v3.0 which can be found on the National Archives website and accessed via the following link: www.nationalarchives.gov.uk/doc/open-government-licence. When you use this information under the Open Government Licence v3.0, you should include the following attribution: "Contains public sector information licensed under the Open Government Licence v3.0" and where possible provide a link to the licence.
Exceptions - third party copyright content in test materials
You must obtain permission from the relevant copyright owners, as listed in the '2015 key stage 2 test materials copyright report', for re-use of any third party copyright content which we have identified in the test materials, as listed below. Alternatively you should remove the unlicensed third party copyright content and/or replace it with appropriately licensed material.
Third party content
These materials contain no third party copyright content.
If you have any queries regarding these test materials contact the national curriculum assessments helpline on 0300 303 3013 or email email@example.com. | <urn:uuid:aadc5566-c556-4c74-b19c-65463add27c3> | CC-MAIN-2018-51 | http://satspapers.org/SATs%20papers/SATs%20Papers%20pdf%20format/English%20SATs%20papers/2015%20English/2015_KS2_L3-5_EnglishGPS_spellingtranscript_PDFA.pdf | 2018-12-11T20:39:30Z | crawl-data/CC-MAIN-2018-51/segments/1544376823702.46/warc/CC-MAIN-20181211194359-20181211215859-00603.warc.gz | 261,123,203 | 1,325 | eng_Latn | eng_Latn | 0.92986 | eng_Latn | 0.99885 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
150,
1255,
2069,
3107,
3811,
3933,
4043,
5941
] | [
2.703125
] | 8 | 4 |
Examiners' Report
Summer 2014
Pearson Edexcel International Advanced Level in Mechanics M1 (WME01/01)
Edexcel and BTEC Qualifications
Edexcel and BTEC qualifications are awarded by Pearson, the UK's largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information visit our qualifications websites at www.edexcel.com or www.btec.co.uk. Alternatively, you can get in touch with us using the details on our contact us page at www.edexcel.com/contactus.
Pearson: helping people progress, everywhere
Pearson aspires to be the world's leading learning company. Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We've been involved in education for over 150 years, and by working across 70 countries, in 100 languages, we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your students at: www.pearson.com/uk
Summer 2014
Publications Code IA039514
All the material in this publication is copyright
© Pearson Education Ltd 2014
Mathematics Unit Mechanics 1 Specification WME01/01
The students for this paper seemed to be well-prepared and confident in tackling all of the questions. There were accessible marks in all questions for all students. The best work was accompanied by clear diagrams, with the student stating what they were doing at each step.
Students need to be reminded to read the rubric and the questions very carefully. In all cases, where a value for g is substituted, the value should be 9.8 m s -2 . The use of 9.81 will be penalised as an accuracy error. The rubric on the paper gives students a very clear reminder about the accuracy expected after the use of 9.8, but many students lost marks for giving too many significant figures in their final answers. If the question asks for the magnitude of a quantity, then a positive answer will be expected.
Question 1
Most students were able to form an equation equating the total momentum before and after the collision, or making the impulses equal in magnitude and opposite in direction. There were many sign errors at this stage. Clear diagrams would assist students in taking care over the direction of motion of the balls.
Most students knew how to find the impulse on A, but again there were many sign errors and some students gave a negative value for the magnitude.
Question 2
In Q02(a) most students demonstrated a knowledge of the suvat equations, but they did not always find the most efficient route through the task. Many students chose to work via the highest point on the path of the ball. This introduced rounding errors, so it often led to an incorrect answer. Students need to be reminded of the importance of taking care over the directions - sign errors were common.
In Q02(b) many students found a correct method to obtain a value for w , but some made the incorrect assumption that the second ball also took 5 seconds to reach the ground.
Question 3
In Q03(a) almost all students found the component of the weight of P acting parallel to the plane, and the magnitude of the maximum force due to friction, but only a minority used this information correctly to conclude that P would rest in equilibrium. It was quite common for a student to argue that P would rest in equilibrium because their two values were "approximately equal".
Some students mistakenly believed that the diagram, with the additional force N X applied to Q03(a). They were able to gain credit for valid work in Q03(b) if they continued.
In Q03(b) a few students chose to resolve horizontally and vertically, but the majority worked parallel and perpendicular to the plane. There were very few errors in signs or in the trigonometry, and several fully correct answers.
Question 4
In Q04(a) there are many correct routes through this question, with most students opting to take moments about C or D, and to resolve vertically. A lot of correct work was seen. Apart from sign errors, the most common problem was students not taking into account the weight of the plank.
In Q04(b) many students reached a correct conclusion. Most errors were due to sign errors in the moments equation(s), or errors in their notation or algebra.
Question 5
In Q05(a) most students were confident in working with information in vector form and had no difficulty in finding the speed of B.
In Q05(b) the majority of students understood that the angle 1 2 tan 3 was important, but they were not always confident in expressing the direction as a bearing.
In Q05(c) most students started by finding the position vectors of B and G at time t . They should then go on to compare the coefficients of i or of j - it is not necessary to do both. By considering both, some students confused themselves by making errors and getting two different answers for t and for the position vector of P .
Question 6
Q06(a) was intended to assist students in finding the values they needed for their sketch in Q06(b), but there was often no link between the answer provided. There were some correct solutions in Q06(a), but many students did not see it as a problem with two stages to it, the most common errors were to average the accelerations, or to use one of the given values for the whole interval.
In Q06(b) the majority of the sketches drawn had the correct basic shape, although some showed the car still moving at B , and some showed the same acceleration for the whole of the first 28 seconds. Some students with incorrect answers in Q06(a) showed the correct values on their sketch.
In Q06(c) some students used suvat equations to find the distance travelled, but the majority used their graph and found the area for the first 28 seconds. A lot of correct work was seen.
Q06(d) proved to be more challenging. Students needed to remember that they had been told the magnitude of the deceleration, so they could find the time taken for the last stage of the journey. The simplest approach was to find the area of the triangle, but correct work using the trapezium was also seen.
Question 7
In Q07(a) most students understood how to form the equations of motion for P and for Q and started this part well. Students need to be reminded that if the given answer is in an exact form then they need to show exact working in their solution. If they substitute 9.8 for g in their working then they cannot claim to have reached the exact value 2 5 g at the end.
Similarly, it was quite common to see the tension given as 17.64 N, which is not appropriate after the use of 9.8.
In Q07(b) many correct answers were seen. Most errors were due to using an incorrect value for the acceleration - when a value has been given in the question, the students are expected to use that value rather than a value which they might have found through incorrect working.
In order to reach a correct answer in Q07(c), the students needed to understand that the acceleration of P changes at the instant when the string breaks. Many assumed incorrectly that it continued to move up the plane with acceleration 2 5 g , others took the deceleration to be g . Having found how much further the particle travels before it stops, they then needed to find the total distance moved - this last step was often overlooked.
Q07(d) proved to be a challenge to the students' understanding of the model - only a minority had a correct strategy for finding the required time.
Grade Boundaries
Grade boundaries for this, and all other papers, can be found on the website on this link:
http://www.edexcel.com/iwantto/Pages/grade-boundaries.aspx | <urn:uuid:883f8045-e89c-4804-8860-cafb0d655502> | CC-MAIN-2018-51 | https://qualifications.pearson.com/content/dam/pdf/International%20Advanced%20Level/Mathematics/2013/Exam%20materials/Examiner-reports-Paper-M1-(WME01)-June-2014.pdf | 2018-12-11T20:24:44Z | crawl-data/CC-MAIN-2018-51/segments/1544376823702.46/warc/CC-MAIN-20181211194359-20181211215859-00602.warc.gz | 722,970,386 | 1,704 | eng_Latn | eng_Latn | 0.948181 | eng_Latn | 0.999238 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
103,
1281,
2136,
4470,
6311,
7680,
7850
] | [
2.421875
] | 2 | 1 |
M Is for Mouse Craft
Letter M (brown)
ABC Crafts for Lowercase Letters
© 2018 by All About® Learning Press, Inc.
1
M Is for Mouse Craft
A - Left Whiskers (dark brown)
C - Nose (pink)
B - Right Whiskers (dark brown)
D - Ear (pink)
Background (orange)
ABC Crafts for Lowercase Letters
© 2018 by All About® Learning Press, Inc.
2 | <urn:uuid:afe8d945-898f-4396-a3f1-74aca8d8ff31> | CC-MAIN-2018-51 | https://downloads.allaboutlearningpress.com/downloads/ABC_Crafts/Lowercase-M-Craft-Mouse.pdf | 2018-12-11T19:54:59Z | crawl-data/CC-MAIN-2018-51/segments/1544376823702.46/warc/CC-MAIN-20181211194359-20181211215859-00603.warc.gz | 587,934,891 | 96 | eng_Latn | eng_Latn | 0.405764 | eng_Latn | 0.358634 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
118,
339
] | [
2.28125
] | 1 | 3 |
Dear Parent/Guardian,
Your child's school is taking part in the Demonstration Project on In-school and Early Years Therapy Support. This is a joint project by the Department of Education and Skills, the Department of Health and the Department of Children and Youth Affairs.
What is the project about?
The project involves school staff, Speech and Language Therapists (SLTs), Occupational Therapists (OTs) and families working together to support the learning of all students, including students with additional needs. There are 75 schools and 75 Early Years settings taking part in the project this year (2018/2019 school year).
The project will be managed by the National Council for Special Education. The therapists in the project will not replace existing HSE or HSE funded SLT and OT services. This means that if your child is currently attending/on a waiting list for a HSE SLT or OT, this will not change. The project is part of the government's overall plan to provide more support to help every child to learn and participate in school to the best of their ability.
Where is it happening?
The Demonstration Project, will take place in schools and early year's settings in the HSE Community Healthcare Area of Dublin South, Kildare and West Wicklow (formerly CHO 7).
What Model of Support will the project adopt?
The project will use the multi-tiered continuum of support model.
- At universal level this means that all students can benefit from SLT and OT supports.
- At targeted level those with additional needs can receive extra help where needed.
- At intensive level those with more complex needs will receive individualised support where needed.
How will the project work?
The SLTs and OTs will work with school staff to support all students across the whole school environment. Teachers will identify some students with more complex needs that may need more help. The SLTs and OTs will work with school staff to give additional support to these students in their classrooms, in small groups and/or individually as needed.
What could Speech and Language Therapists be doing in schools?
Good speech, language and communication skills support students to access the curriculum, get along socially with others and actively participate in the learning environment. SLTs will be working with school staff to help the school support students to develop their speech, language and communication skills. These could include helping students to:
- Develop attention and listening skills
- Express themselves using words and sentences
- Explain things
- Understand verbal information and instructions
- Develop vocabulary understanding and use
- Develop social communication
What could Occupational Therapists be doing in schools?
Occupational Therapists work in schools to support students to participate successfully in the daily occupations/tasks that happen in the school and classroom. OTs will work with school staff to help the school support students with daily school tasks. This could include:
- School work (e.g. keeping on task, handwriting, taking part in sport)
- Life skills (e.g. managing belongings, developing independence in daily routines)
- Self-regulation (e.g. managing focus and attention, maintaining a calm-alert state)
- Break time/play (e.g. peer interactions, turn taking, games)
- Transitions (e.g. between tasks, classes, educational settings)
Tionscadal Léirithe um Theiripe ar Scoil agus Tacaíocht na Luathbhlianta Demonstration Project on In-school and Early Years Therapy Support
Do I need to give consent for my child to be part of the project?
[x] If your child is identified by their teacher(s) as needing additional support for SLT/OT, you will be informed by their teacher and together a plan will be put in place.
[x] If the SLT/OT and your child's teacher need to work together with your child in a group to help their learning needs, you will be asked for your informed written consent by their teacher.
[x] You will be asked for informed written consent for all individualised support offered to your child (intensive school support) by the SLT/OT. | <urn:uuid:a93b784b-2b81-4416-8b8a-022bc3082e59> | CC-MAIN-2018-51 | http://holyspiritsps.ie/wp-content/uploads/2018/11/Here.pdf | 2018-12-11T20:24:32Z | crawl-data/CC-MAIN-2018-51/segments/1544376823702.46/warc/CC-MAIN-20181211194359-20181211215859-00603.warc.gz | 131,003,515 | 829 | eng_Latn | eng_Latn | 0.99829 | eng_Latn | 0.999073 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1669,
3396,
4117
] | [
2.34375
] | 1 | 0 |
youngwomenshealth.org
Spring/Summer 2007
In this issue
Catching Some Zzzzs Reflections on La Mina Rahiem's Reality Check Train the Trainers
Newsletter Coordinator Freedom Baird, MS
Consulting Editors S. Jean Emans, MD Phaedra P. Thomas, RN, BSN
Written by
The Youth Advisors
Layout by
Pauline Chin & Freedom Baird
Center for Young Women's Health
Children's Hospital Boston 333 Longwood Avenue, 5 th Fl. Boston, MA 02115 (617) 355-2994 © 2007
Special thanks to
The Children's Hospital League, and The Cabot Family Charitable Trust for their generous support of the Center for Young Women's Health and the Youth Advisory Program
Z Catching Some by Paoli
A quar t e r e Children's Hospital League's Res
"Oh great! It's midnight and I have another paper due tomorrow that I still haven't started. I guess tonight will be an all-nighter." For most students this is an all too familiar scenario. Recently while staying up all night to cram for a big test, I asked myself a question: Is this a healthy sleeping habit for a teen like myself? Fortunately, I had the opportunity to speak to a specialist who could answer many of my questions about the importance of sleep. John W. Winkelman, MD, PhD, is an Assistant Professor of Psychiatry at Harvard Medical School and the Medical Director at the Sleep Health Center at the Brigham and Women's Hospital. He was able to answer my questions and elaborate on why teens require a good night's sleep.
How many hours of sleep should a teenager get each night? Teenagers between 13-21 should get at least 9 to 10 hours of sleep.
According to the current research, what are the results of not having a good night's sleep?
Not having a good night sleep affects a teenager's performance, attention, memory, concentration, and ability to learn new skills. They can become irritable and sleepy throughout the day. In fact teens who do not consistently get 9 to 10 hours of sleep will have increased stress, their day to day patterns will change, they will get sick more often, and are more likely to fall asleep while driving.
If a teenager snores, what should he or she do? Snoring may occur when a teenager is overweight, has large tonsils, or their jaw shape is misaligned. Teenagers suffering from snoring can talk to their health care provider about possible solutions or treatments.
So remember, getting 9-10 hours of sleep will improve your general health! You'll feel better, look better, and you'll be able to perform your best in school. Sweet Dreams!
5 Quick Tips for Catching Your Z's
1 ~ Take a 15 to 20 minute "power nap" instead of sleeping for too long in the afternoon.
Training the Trainers
2 ~ Plan ahead and be organized to avoid all-nighters.
3 ~ Avoid caffeine drinks or sugary snacks at night.
4 ~ Before the lights go out try meditating or listening to music.
5 ~
Clear your head, tomorrow is a new day!
Project Healthy Lifestyle introduced a new concept in peer education to the community. This "train-the-trainer" model teaches the importance of good nutrition and daily exercise to selected peer leaders in the community. The peer to peer training, supported by a grant from the Cabot Family Charitable Trust, is taught by Pauline, Dennisse, and Paoli (CYWH peer leaders) and Susan Frates, MS RD, the CYWH nutritionist. The workshops concentrate on helping C o n t i n u e d o n p a g e 2
Continued from page 1
the peer educators in training understand the basic elements of healthy nutrition and physical activity so they can convey their knowledge and enthusiasm for change to other teens in their agency. Upon completion of the program, the newly trained peer educators are prepared to give presentations on topics such as: "How to Read Food Labels", "Healthy Weight Management", "How to Start a Walking Club". The program provides an array of curriculum, and resources so the peers-in-training can duplicate the workshops and deliver effective presentations to other teens in their agency.
Senior peer leaders from Sociedad Latina, Inc. were chosen to be our fi rst group for this pilot project. Four enthusiastic peer leaders attended weekly training sessions at the CYWH. On April 5th, there was reason to celebrate! The fi rst group of peer leaders had completed the fi ve-week training program. Each peer received a certifi cate and resource binder. We wish all of our new friends at Sociedad Latina the best of luck on all of their future presentations!
Reflections on La Mina
Train the Trainers Participants: Clockwise; Susan, Kera, Jhonnari, Dennisse, Jennifer, Paoli, Adriana, Pauline, Dakota
My fi rst real time away from home or on a plane was in April. I went on a community service trip with my sister"Julie", 10 students and 2 teachers from Fenway HS to the Dominican Republic. Four out of seven days of our trip were spent working at the Ruth Plaut School in La Mina, a small town outside the city of Cabarete. Some students chose to work teaching kindergartners English. Other students, including Julie and I, chose to work on the main project, which was creating a bathing and pool area for the people of La Mina. Since the Dominican Republic has trouble with plumbing and water resources, the citizens utilize every water source around. A nearby stream is used to bathe in, wash clothes, and swim in.
Our goal was to clean up the surrounding area and build a patio and steps down to the stream. First, we picked up all the trash and removed the fi rst layer of dirt and roots and the next day we laid fl ag stones down and got ready for cementing. Five girls and I worked on steps leading from the new patio down to the stream. Many of us had never done construction work before we took part in this initiative. The language barrier made it hard to communicate but with the help of my sister, the Spanish speaking students, and our teachers, we got by. Finally, with the assistance of many Dominicans we were able to complete this project in only four days.
Mina. This gave us the opportunity to get to know them, and build bonds. Everyone was so happy when we announced that we were donating the art and sports equipment to the school.
On our last day, my sister and I organized an MTV countdown. We danced to popular American music. Later we got to ask the children what it's like for them to live in the Dominican Republic. They got to ask us similar questions about living in the United States.
At night we offered an art and sport workshop to the children of La
Before I left for the Dominican Republic I was convinced that seven days would be enough time to spend away from home but once I was there I felt so comfortable that I did not want to leave. Even though I was only in La Mina for one week, I built relationships and felt part of the culture. La Mina and the sense of community have made an ever lasting impression on me.
Living With Endometriosis
A conference for teens, families and friends
Register Online!
Saturday June 23rd, 2007 8am - 2:30pm Children's Hospital Boston
www.youngwomenshealth.org
Click on the Endo Conference link to go to the online form. | <urn:uuid:b23cbc96-066c-4d72-b9f2-da0a6fa4adcd> | CC-MAIN-2018-51 | https://youngwomenshealth.org/wp-content/uploads/2014/06/2007_Spring-Summer.pdf | 2018-12-11T20:13:56Z | crawl-data/CC-MAIN-2018-51/segments/1544376823702.46/warc/CC-MAIN-20181211194359-20181211215859-00603.warc.gz | 1,133,175,682 | 1,610 | eng_Latn | eng_Latn | 0.997798 | eng_Latn | 0.998052 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3377,
7098
] | [
2.1875
] | 3 | 6 |
Children with Social Communication Difficulties: A Short Guide for Parents
Written by a Speech and Language Therapist for parents. The short guide aims to explain some of the social communication difficulties that some children experience. The guide breaks down the components of social communication skills in order to illustrate the difficulties that can occur during social interaction. The author also talks about some language difficulties that can impact on a childs social development. The guide includes a breakdown of communication difficulties and offers some practical tips for parents to use.
[PDF] 50 Activities for Developing Emotional Intelligence (50 Activities Series)
[PDF] Dark Rider
[PDF] John: Jesus Christ Is God (Focus on the Bible)
[PDF] La Syrie, La Palestine Et La Judee: Pelerinage A Jerusalem Et Aux Lieux Saints... (French Edition)
[PDF] God, Satan, Messiah ... And?
[PDF] Rebooting: Defeating Depression with the Power of Kabbalah (Technology for the Soul)
[PDF] Anfang vom Ende: Gay Romance (German Edition)
Social Communication and Language Characteristics Associated Hanens Four Stages of Early Communication: A Short Guide for Parents Children with communication difficulties progress through the same stages as other Later on, the Communicator becomes more social in his communication, sharing Autism: a short guide for parents Non-autistic children usually learn all these social skills in an unconscious and with adult supervision can reduce problems with poor social interaction. Teachers and parents can guide the peer mentor in this, so that social skills are and child take turns asking questions about each other and providing a short answer. Give Your Child a Reason to Communicate with Bubbles Apr 3, 2015 It provides healthcare providers with new guidelines for diagnosing mental Like SCD, autism involves difficulty with social communication skills. and parents to help develop childrens social communication skills in the Hanens Four Stages of Early Communication: A Short Guide for Short Guide for Parents In It Takes Two to Talk, the Hanen parent Children with communication difficulties progress through the same stages as other . Later on, the Communicator becomes more social in his communication, sharing Early Signs of Autism - The Hanen Centre Specified (PDD-NOS). Children with an ASD diagnosis show difficulties in three areas: role of environmental factors. Page 2 A Brief Parent Guide on AutismSchool-Age to help improve behavior and social interaction. With these Encouraging Pretend Play in Children with Social Communication Jan 31, 2014 Social Communication Disorder: Parents Seek Guidance answer is by child psychologist Lauren Elder, Autism Speaks assistant director for NIMH Autism Spectrum Disorder - National Institute of Mental Health Motivating a child with autism spectrum disorder (ASD) to communicate may A Closer Look at Social Communication Difficulties of Children with Autism Spectrum Hanens Four Stages of Early Communication: A Short Guide for Parents. Autism, PDD-NOS & Aspergers fact sheets Strategies for parents to Ongoing social problems that include difficulty communicating and interacting the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), does not Older
Page 1
children and adolescents should be evaluated for ASD when a parent or
Which Children with Autism Develop Better interact with others. To provide the right support, you need to What is Social Communication Disorder? How Is It Treated? Blog Children with Social Communication Difficulties: A Short Guide for Parents eBook: Rachael Smith: : Kindle Store. A Guide for Parents and Carers Following Diagnosis - ASD Info Wales Project ImPACT was designed to integrate parents as teachers for early intervention programs for young children with autistic spectrum disorders (ASD). guide for parents to teach their children with ASD social communication skills. trials with only some indication of short-term improvements in language, social, and Teaching Children with Pragmatic Difficulties of Communication: - Google Books Result 5 days ago Autistic children may find communication and social interaction challenging. intuitively, how to communicate and interact with each other, and many parents of significant difficulties with social interaction and social communication. over a number of years, generally without a lot of direct instruction. Teaching Social Communication to Children with Autism: A Individuals with autism spectrum disorders (ASD) who are fluently verbal are not free Social Communication and Language Characteristics Associated with High Functioning, Verbal Children and Long and Short Term Strategies for Reducing Specific Repetitive Questions . The complete guide to Aspergers Syndrome. Hanens Four Stages of Early Communication: A Short Guide for People games are fun, physical activities that you can play with your child to help helpful for children with autism and other social communication difficulties because Its mission is to provide parents, caregivers, early childhood educators and . Hanens Four Stages of Early Communication: A Short Guide for Parents. Early Childhood Language and Literacy Development Articles Lasting problems with social communication and social interaction in different Older children and adolescents should be screened for ASD when a parent or and information on medication warnings, patient medication guides, or newly Tuning In to Others: How Young Children Develop Theory of Mind Encouraging Pretend Play in Children with Social Communication Difficulties .. Hanens Four Stages of Early Communication: A Short Guide for Parents. Hanens Four Stages of Early Communication: A Short - Pinterest Daily transitions Iris and Andrew are typical of children who have been upset Kelly (1996) has good ideas for activities for teaching social communication Leicester City Council and Leicestershire County Council (1998) have produced a short guide that is Other aspects of parental interaction and the stammering child. Social skills in young children - NAS Hanens Four Stages of Early Communication: A Short Guide for Parents. My Talking Toddler Early Communication Development System 9 Disc Set . Social & Communication Development in Autism Spectrum Disorders: Early Identification Speech and language difficulties - CBeebies - BBC Children with autism or social communication difficulties often do not pretend as often Theres a lot you can do to encourage your child to develop his pretend play skills. Its mission is to provide parents, caregivers, early childhood educators and . Hanens Four Stages of Early Communication: A Short Guide for Parents. Children with Social Communication Difficulties: A Short Guide for Autism Spectrum Disorder: Parents Medication Guide 3. Table of Assessment of the Child with ASD Experiencing. Emotional or with social communication, unusual behaviors such as fixed .. and short-term memory loss during the. Hanens Four Stages of Early Communication: A Short Guide for If you have a young child on the autism spectrum, playing with bubbles can be say a short sentence your child could copy (e.g. blow some bubbles mom!) More Than Words: A Parents Guide to Building Interaction and Language Skills for Children with Autism Spectrum Disorder or Social Communication Difficulties. AACAP Autism Spectrum Disorder: Parents Medication Guide Children with autism have difficulty developing theory of mind, which can make children with autism spectrum disorder children with social communication difficulties People skills for verbal children on the autism spectrum: A guide for parents. . Hanens Four Stages of Early Communication: A Short Guide for Parents. A Brief Parent Guide on Autism Spectrum Disorders (ASD) Autism: a short guide for parents. Derbyshire Educational Psychology Service. You may be reading this because your child has recently been given a These difficulties with language and social communication, social interaction and social Communication Challenges - Childrens Specialized Hospital If you have a young child with Autism Spectrum Disorder (ASD), you may We dont hesitate when it comes to promoting a childs language, play, or social skills. using shorter sentences not reading the words in the book, telling the story in a More than words: A parents guide to building interaction and language skills Social Communication Disorder: Parents Seek Guidance Blog parent guidebook, we divide early communication and language Children with communication difficulties progress through the same stages as other . Later on, the Communicator becomes more social in his communication, sharing his R.O.C.K. in People Games: Building Communication in Children Because early intervention leads to better outcomes for children with autism, early Designed to help parents and professionals learn more about the early signs of children with autism,
Communication Skills? As a parent of a child on the autism spectrum, you want to help your child communicate and
Page 2
suspected autism, or social communication difficulties. . Hanens Four Stages of Early Communication: A Short Guide for Parents. A Closer Look at Social Communication Difficulties of Children with This activity helps: Communicating Emotions Behaviour Babies and Toddlers Children learn language in such a short space of time and this is why the with parents and early years workers playing a vital role in encouraging childrens Childrens development of social skills, their sense of self and others, and their NIMH Autism Spectrum Disorder - National Institute of Mental Health
Page 3 | <urn:uuid:d8570ad1-d69f-45db-9011-94dafba399a4> | CC-MAIN-2018-51 | http://hapcomarine.com/a-brief-parent-guide-on-autism-spectrum.pdf | 2018-12-11T21:07:32Z | crawl-data/CC-MAIN-2018-51/segments/1544376823702.46/warc/CC-MAIN-20181211194359-20181211215859-00606.warc.gz | 122,945,394 | 1,842 | eng_Latn | eng_Latn | 0.985342 | eng_Latn | 0.987084 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3296,
9089,
9679
] | [
2.703125
] | 1 | 0 |
Gloucester County
Nature Club Monthly Newsletter
Nature Club meetings are open to the public November 2002
Regular Meeting – Thursday, November 14 th 7:00 pm, EIRC Building, 606 Delsea Drive, Sewell (next to Dairy Queen) Bob Cassel, Program Coordinator, 478-2496
American Indians in South Jersey: Their Highways, Homes & Hunting Grounds Speaker: R. Alan Mounier, President of the Archaeological Society of New Jersey.
American Indian archaeological sites reveal the patterns of land use of the early inhabitants of Gloucester County. For example, Indians used stream corridors as travel paths and uplands for settlements. Their hunting grounds can be identified by the prevalence of particular types of artifacts. Tool-making differences shed light on the variety of peoples who occupied the areas we know today. Gloucester County and southern New Jersey are rich in Indian archaeological sites, but many of these sites are being destroyed by modern land uses and unregulated excavations. Join noted anthropologist, consulting archaeologist and author, R. Alan Mounier, in an exploration of these increasingly "rare and endangered" local treasures, the history they reveal, and the prehistoric relationship of humans and natural resources. This program is being presented collaboratively with the Federation of Gloucester County Watersheds and the South Jersey Land Trust. A brief presentation on the past year's events and activities of all three organizations will precede the program.
Field Trip-Saturday, November 16 th at 10 am, A Tour of MacArthur Forest Kris Mollenhauer, Field Trip Coordinator, 478-4387
A Tour of MacArthur Forest
Trip leader: Kris Mollenhauer Co-leaders: Jackie and Dave Partridge Join us for a tour of MacArthur Forest by Maggie Downham who is a member of the Newton Creek Watershed Association. Located in Haddon Township, MacArthur Forest is one of the last remaining old growth forests in the Eastern U.S with beech and oak trees over 200 years old. This ecosystem is part of a historic area that was a stop on the Underground Railroad. It is now threatened by a township plan to develop athletic fields. MacArthur Forest holds a rare example of the type of forests that once existed from the Atlantic Ocean to the Mississippi River, before Europeans settled here. Today, almost no old growth forest remains; in fact less than 0.5% of the forest that remains in the Eastern U.S. can be classified as old growth. Come hear the history of this special place and learn what efforts are underway to save it from development.
Call Kris to register at 589-4387
Elephant Swamp Trip
No elephants were sighted but we may have seen some footprints in Elephant Swamp on Saturday morning. Fourteen restless riders and a dozen walkers set out from opposite directions. If you've never traveled on an old railroad bed, it's like going through a tunnel but the walls are the forest and a circle of light is up ahead of you. Old Sam Peabody (White-throated sparrow) was calling and mixed flocks of chickadees and yellow-rumped warblers were foraging in the trees. Palm warblers hopped along the path where keen eyes spotted a colony of British Soldier lichens. We enjoyed our brunch and rest at Dodges Market in Elmer and were back on our return loop. It was a perfect, cool autumn day for this adventure and nice to spend some time enjoying the peace along this secluded trail. Thanks to club member Paula Dearlove who took charge of the hiker group.
Conservation Notes
Gloria Caccia, Environmental Coordinator, 582-0980 Will Thinning the Forests Prevent Fires? No says NRDC
The current administration has proposed thinning our forests to prevent forest fires. The Natural Resources Defense Council (NRDC) in their fall issue of "On Earth" strongly feels that this is the wrong approach. The current administration's plan provides for not only clearing buildup of brush but also allowing timber companies into back country to cut large trees, the very ones which resist fire.
NRDC states: "According to the Forest Service's own research, this kind of thinning actually can elevate fire risk by increasing dead fuel, and letting in wind and sunlight that dry out the forest. NRDC supports removing brush in communities immediately next to high-risk fire areas- not in roadless forests far from people and homes."
The current administration also wants to "speed up the process of developing environmental assessments…We'll make sure that the people have their voice but aren't able to tie it all up." NRDC feels the administration's intention is to prevent the people from challenging the logging companies in court. NRDC is concerned that logging company operations will use this opportunity to continue logging or move into roadless areas "even if their environmental assessments are shoddy and even if their projects violate laws as important to healthy forests as the Endangered Species Acts.
NRDC is urging people to let their Senators and Representatives know that we do not support any legislation that rolls back environmental laws or stops people from having a say in the future of our forests.
Nine Actions for the Planet
1. Skip a car trip each week. The average American drives over 250 miles each week. Replace a 20 mile trip by combining errands, biking, carpooling, or telecommuting and you'll reduce your annual emissions by nearly 1000 pounds.
2. Replace one beef meal each week. Meat production is extremely resource intensive- livestock currently consume 70 percent of America's grain production! For every 1,000 people who take this action we will save 70,000 pounds of grain, 70,000 pounds of topsoil, and 40 million gallons of water per year.
3. Shift your shrimp consumption. Today, nearly 70 percent of the world's fisheries are fully fished or overfished, and about 60 billion pounds of fish, sharks, and seabirds die each year as "bycatch." For every person who stops eating shrimp 12 pounds of sea life per year can be saved.
4. Declare your independence from junk mail. For every 1,000 people who halve their personal bulk mail, we will save 170 trees, nearly 46,000 pounds of carbon dioxide, and 70,000 gallons of water each year. A visit to the Turn the Tide website listed below will help you accomplish this goal.
5. Replace four standard light bulbs with energy efficient compact fluorescent bulbs. A quick way to save a $100. Replace four standard bulbs with low mercury CFL's, and your electricity bill will be reduced by $100 over the lives of those bulbs! More importantly, you will stop the emission of thousand pounds of carbon dioxide.
6. Move the thermostat 3 degrees Fahrenheit. Just turning down thermostat 3 degrees in the winter and up 3 degrees in the summer you will cut nearly 1,100 pounds of carbon dioxide.
7. Eliminate lawn and garden pesticides. Americans directly apply 70 million pounds of pesticides to home lawns, in so doing, killing birds and other wildlife and polluting our water.
8. Install an efficient showerhead and low flow faucet aerators. Water is our most precious natural resources and is one of our most endangered resources.
9. Inspire two friends to try some of the above.
Taken From Turn the Tide at www.newdream.org Another interesting website we used for last month's program on population growth and consumption rates is www.eia.doe.gov/ (this website talks a lot about energy use)
Sibley Column in Gloucester County Times
A new nature column written by famed bird artist and illustrator David Sibley is being featured in The Gloucester County Times every Friday. The column has been picked up on a trial basis so if you enjoy be sure to forward your comments to The Times.
TIME TO RENEW YOUR MEMBERSHIP!!!
A reminder that it is now time to renew your membership in Gloucester County Nature Club. Individual member is $13; family is $15. Checks should be made out to Gloucester County Nature Club and returned to Karen Kravchuck, Treasurer, 25 Barlow Ave, Sewell, NJ 08080-1007. Your dues pay for print/mail costs to send the newsletter to your house and for speaker fees; we cannot afford to mail you the newsletter if you don't renew!!
Looking Ahead
December's program and field trip will both feature Audubon's Christmas Bird Count. The Christmas Bird Count is a 100+ year tradition that takes place on a national and international basis each year. The count is taken during a 24 hour period and counts all the birds seen on that day within the 15 mile count circle. This year in Gloucester County our count takes place on Saturday, December 14 th . For people who may want to learn more about our winter birds, this is a good learning event. If you'd like to help with the count please call Bob Cassel at 478-2496 or Brian Hayes at 468-9272.
Crafters Wanted
We are looking to have a nature craft night for our February program. If you have a craft idea or would like to help us out with this new tradition please call Paula Hayes at 468-9272.
Club News
* Executive Committee Meeting: Sunday, November 10 th at 7:00 pm at Gloria Caccia's House 161 Brookfield Avenue, Pitman, call 582-0980 for directions.
* Please contact our Community Events Coordinator, Maria Keefe, at email@example.com or 856-627-7010 if you'd like to volunteer to help out at an event or know of an event we should attend
* The Nature Club is always looking for ideas for future programs and field trips. Please contact the program or field trip coordinators if you have ideas or would like to help.
* Information for the next newsletter should be sent to Paula Hayes at firstname.lastname@example.org or 413 North Stockton Avenue; Wenonah, NJ 08090 by the 15 th of each month.
* For information about the Nature Club call Brian Hayes at 856-468-9272.
* "Talking birds" will be for sale at our November club meeting- these are small stuffed birds that accurately portray local birds and sing their songs
* A special thank you to Erik for the many years he served as the editor of the newsletter!
Gloucester County Nature Club c/o EIRC 606 Delsea Dr. Sewell NJ 08080 | <urn:uuid:b2bdf29e-ffd4-4ad7-9461-0fbc75c7663c> | CC-MAIN-2018-51 | https://gcnatureclub.org/includes/news11_02.pdf | 2018-12-11T20:52:23Z | crawl-data/CC-MAIN-2018-51/segments/1544376823702.46/warc/CC-MAIN-20181211194359-20181211215859-00606.warc.gz | 620,609,464 | 2,211 | eng_Latn | eng_Latn | 0.997354 | eng_Latn | 0.998239 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2613,
7214,
8803,
10089
] | [
2.0625
] | 1 | 5 |
From: Karthika Muthuramu
SOLUTION: Jar Heads
Each jar contains a US president who is missing part of his name. Collecting the remaining names, we get:
Coolidge Cobalt 27
Herbert Helium 2
Cleveland Chlorine 17
Nixon Nickel 28
Lincoln Lithium 3
Arthur Argon 18
The flavour text and atom symbols indicate that this puzzle is chemistry-themed. Use the periodic table to identify that the first two letters of each name are elements. The double atom symbols indicate that you should use two letters instead of one for ambiguous cases like Herbert (H vs He).
Next, get the atomics numbers for those elements. Add the numbers up (hinted at by the atom symbols equation) to get 95.
The answer is the element with atomic number 95: AMERICIUM
AMERICIUM
Page 1/1 TRK# 0000 0000 0000
## MASTER ##
CPC EXP
40916 | <urn:uuid:35ddbfd5-617c-465a-bb21-9c10006f4362> | CC-MAIN-2018-51 | https://www.collegepuzzlechallenge.com/Puzzles/ViewPuzzle.ashx?id=1336&view=solution | 2018-12-11T20:11:57Z | crawl-data/CC-MAIN-2018-51/segments/1544376823702.46/warc/CC-MAIN-20181211194359-20181211215859-00607.warc.gz | 847,120,958 | 247 | eng_Latn | eng_Latn | 0.988144 | eng_Latn | 0.988144 | [
"eng_Latn"
] | false | docling | [
821
] | [
2.390625
] | 1 | 0 |
Center for Early Care & Education, Professional Development and Research
Toilet Learning Agreement
Name of Child____________________________________
Toilet learning should be a positive experience for a child. Toilet learning is as individual as learning to walk and each child learns at a different pace. We will try toilet learning with your child for approximately 2 weeks once this agreement has been signed and discussed. If the child shows no interest, is fearful, or resistant, we will revisit the decision with the families. If s/he has 2 accidents in one day s/he will go back into diapers for the rest of the day and we will try again the next day.
The following is a check-list for both teachers and families so we can work together to minimize frustration and maximize success. Families must also be engaging in toilet learning at home before we will begin at school. It is imperative that we are consistent at home and at school with our methods for toilet learning.
Families:
o Have your child start wearing underwear or pull-ups at home the weekend before we initiate toilet learning at school. If you feel it is necessary, the child can wear a diaper at night or you might try getting the child up once during the night to go to the bathroom.
o Children in the toilet learning process must wear underwear to school. Thicker training underwear is recommended. Pull-ups are also an option.
o Children must be able to take down their own pants before beginning the process.
o Have your child wear loose-fitting clothing that s/he can manage independently, such as elastic waist pants. Do not dress your child in belts or T-shirts that snap between the legs. Dresses are not a good idea because the child cannot see to pull down underpants.
o Families must supply multiple pairs of underpants and/or pull-ups each day. Please bring a bag with at least three pairs of extra clothes, including socks, every day. Bring an extra pair of shoes as well.
o If underwear or pull-ups aren't provided, we'll consider the toilet learning process to be "on hold" and we will discuss continued toilet learning with you.
o Please let us know if your son will sit or stand.
o Talk with your child on the way to school about your expectation that s/he will use the toilet at school just as s/he does at home. Sometimes the child who is toileting at home needs to know his parent expects him to do this at school as well. Plan some extra time at drop-off so that you can accompany your child into the class bathroom and cheer on his/her attempt to use the toilet.
o Ensure children understand that "accidents are okay"
Teachers:
o The child will be told, "You need to go to the toilet/potty now" and will be taken to the toilet every 2 hours.
o Because of health regulations, teachers cannot wash the soiled clothes. We will put soiled clothes in a plastic bag for you to take home and wash.
o Will monitor the situation closely and let you know about your child's status on a daily basis.
Family Member Signature ____________________________________________ Date_____________
Teacher Signature __________________________________________________ Date______________ | <urn:uuid:a02793de-3097-409d-95d9-98d4810b7dfd> | CC-MAIN-2018-51 | http://childrenscampus.sfsu.edu/sites/default/files/Toilet%20Agreement%2004-2014_0.pdf | 2018-12-11T21:14:09Z | crawl-data/CC-MAIN-2018-51/segments/1544376823702.46/warc/CC-MAIN-20181211194359-20181211215859-00607.warc.gz | 55,509,671 | 635 | eng_Latn | eng_Latn | 0.999362 | eng_Latn | 0.999362 | [
"eng_Latn"
] | false | docling | [
3174
] | [
2.1875
] | 1 | 3 |
Multi Genre Research Paper
Choose an historical figure to study in depth. Research the historical figure by researching him/her work by reading what has been written about him/her. As a result of your research and reflections, you will produce a multi genre research paper of 7 to 10 pages. This will be a kind of collage of work, in that the type of writing will be a blend of genres chosen to portray your response to and understanding of the historical figure you have studied.
Objectives: By completing this multi genre research paper, the student will be able to:
* Learn about the life and influences of this particular figure in history
* Learn about his/her work
* Learn about his/her hobbies, passions, ideals
* Write in a number of genres, improving understanding of each as a form
* Prepare a product that reflects research in a creative manner
* Expand practice of creativity and open-ended assignments
So just what do I have to do to complete this assignment?
You have already written a poem, a letter and a resume for you historical figure. These items will need to be included in your final project. In addition you will need to create:
An Introduction to the project. This introduction needs to tell the reader why you chose the person you chose, why you chose the format you chose and what the most interesting thing you found out about your person is.
Write a profile for a magazine. This article is to summarize – in a way interesting to the readers the life and work of your historical figure. Your goal for this article is to share something interesting and unique about this person, so specific references to his/her work and life are important. This article will be at least two pages long.
Choose 3 additional genres from the list below. The other genres may be whatever seems appropriate. The following are some suggestions to help you consider options. The list is not meant to be exhaustive: (These are to be your original writings based upon research you found).
Possible Genres:
Newspaper article (feature story, birth announcement, want ad, news story)
School essay on a summer vacation or an important event (from the author's perspective)
Conversation/dialogue
Birth certificate
Award certificate
Greeting card
Book cover
Map
Photo captions
Wedding invitation
Short story
Character sketch
Narrative essay
Journal entries
Advertisement
Recipe
Yearbook entry
Trivial pursuit game
Lyrics for a song
Play
Timeline, chain of events
Top ten lists
Schedule
Things to do list,
Future goals list
Myth
Tall tale
Fable
Picture book
News program story
Talk show
Interview quotes
Hospital invoice
Flyleaf from a family bible
An "unfound" story written in the author's style
Comic strip
Travel brochure
Science article or report
How to or directions booklet
Glossary or dictionary
Biographical summary
Inner monologue representing internal conflicts
Tabloid article
School newsletter
Award nomination
A scene with one of the author's characters that did not get into the text
Visual: a photo, poster, sketch, a piece of artwork. This can be original or one that you have found in your research. (Be sure to cite your source if it is not original)
Endnotes: These will be located at the end of the product and will identify the research behind the pages of your text, and will explain why you have chosen the particular genre you have chosen. So, each piece in your product will have an accompanying endnote. You learning log will be very helpful here.
The bibliography is to list all research materials used in compiling your product. You must use MLA formatting for the bibliography. You can find examples on the link to The OWl at Purdue and in the books on the back counter in the room. You may also use the Son of a Citation Machine Link.
In a paper separate from your research product, write a process reflection memo. Reflect upon this assignment and your approach to it. What surprised you? What did you learn? What do you think of this process? How do you feel about your product? Tell me about the best piece of writing in your project and describe why it is the best. Tell about the weakest piece of writing in your paper and describe why it is the weakest. What was hard about writing your multi genre paper? Would you recommend this assignment be used in the future? Explain. | <urn:uuid:6def8075-3a5c-4660-a9c3-c886d58d0ecd> | CC-MAIN-2018-17 | http://wiki.ties.k12.mn.us/file/view/HistoricalFigureMG.pdf | 2018-04-20T06:51:03Z | crawl-data/CC-MAIN-2018-17/segments/1524125937161.15/warc/CC-MAIN-20180420061851-20180420081851-00423.warc.gz | 348,828,191 | 922 | eng_Latn | eng_Latn | 0.99146 | eng_Latn | 0.998706 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2010,
2778,
4391
] | [
3.5625
] | 1 | 1 |
Hike and Learn
Silence is Golden
TroutAdventureTrail.org
A proud partnership of Trout Unlimited, the US Forest Service, and Boy Scouts of America
SILENCE IS GOLDEN …
One way to act on a hike includes rough-housing along the trail, using your cell phone to tell others about where you are and what you're doing, and even shouting out along the trail at your friends and leaders. But is that the best way to experience the outdoors?
Certainly it can be fun to enjoy friends on a hike together! But there is another way to hike.
Another approach is to quietly move through the woods, using your "library voice" (talking softly so as to not disturb others) to talk about what you see and hear. This method has some advantages:
- You can still talk with your friends, just not as loud;
- Everyone will be able enjoy the sounds (or silence) of the outdoors, including hikers that are not in your group.
- Everyone will have a much better chance to see wildlife; and
Your group can even make a game out of listening to the woods around you:
1. Pick a period of time for no talking and silent travel through the woods.
2. Try to walk like the Indians used to when hunting: Do not make loud steps and do not step on sticks or jump off rocks and logs making noise.
3. See how long the group can remain quiet and undetected. See if this gives the opportunity to see or hear wildlife, rushing water or wind in the trees.
4. Try to use your senses of sight, hearing and even smell to experience the outdoors.
5. Once the exercise is over, discuss what you experienced on the trail during the period of silence:
- Was it hard to move silently through the woods?
- Was it hard for you to not talk?
- Was it easier for some of the group to remain silent than others?
TAKE ONLY PICTURES – LEAVE ONLY FOOTPRINTS
Indeed, researchers believe that our voices tend to scare off the wildlife we're looking for while out hiking and enjoying nature. It's not known for sure how and why animals respond to human voices, but researchers have observed that noise reduction can reduce the impact hikers have on the wildlife around them and increase their opportunities to see animals, such as deer, in the woods.
Even your "library voice" can scare off many animals. It's simple, really: Animals often relate noise to predators, and as a result of the noise we make while hiking – whether it's from walking or talking –
many animals hide from the potential danger and spend less time foraging, defending territory and attracting a mate, all of which are negative to the overall health of the animals, as well as your opportunities to see and/or hear them. Wild turkeys in the north Georgia mountains.
And the more animals we see along the Trout Adventure Trail, the more fun the next group of hikers will have when they share a sighting of a deer, an owl, a snake -- maybe even a bear -- thanks to other hikers keeping their noise level down or, perhaps, even hiking in silence. | <urn:uuid:05af91a3-0d10-47d0-b829-e0d601600c82> | CC-MAIN-2018-51 | https://troutadventuretrail.org/Silence_is_golden.pdf | 2018-12-11T20:53:37Z | crawl-data/CC-MAIN-2018-51/segments/1544376823702.46/warc/CC-MAIN-20181211194359-20181211215859-00609.warc.gz | 766,436,010 | 649 | eng_Latn | eng_Latn | 0.998735 | eng_Latn | 0.998735 | [
"eng_Latn"
] | false | docling | [
2964
] | [
3.25
] | 1 | 3 |
Compost Use Guidelines Planting Bed Establishment with Compost
1 :
Soil Amendment for the Establishment of Planting Beds (seed, seedlings, or woody plants)
One of the most popular uses for compost products by horticultural professionals and homeowners is amending planting beds for the establishment of various food and ornamental plants. Plant growth benefits are typically substantial when using compost because existing soils around homes and commercial sites are typically of poor quality due to the practice of soil stripping before construction. The addition of compost improves the physical structure of the soil, which in turn, promotes root development and heightens a plant's resistance to stress. Compost also adds organic matter, beneficial microbes, and vital nutrients, all of which store and maintain soil fertility.
Preferred Compost Characteristics* 2 Planting Bed Establishment
Parameter ............. Value Range
pH ........................ 5.5 - 8.0
Moisture Content .. 35% - 55%
Particle Size .......... Pass through 1-inch screen or smaller.
Stability ................ Stable to highly stable, thereby providing nutrients for plant growth
Maturity/Growth ..... Must pass maturity tests or demonstrate its ability to enhance plant growth
Soluble Salt ......... May vary but must be reported; 2.5 dS/m (mmhos/cm) or less is the preferred salt content for the soil/compost blend
1 Excerpted from the Field Guide to Compost Use, ©2001•The US Composting Council
2 More in-depth information regarding compost characteristics can be found in the USCC Factsheet Compost Characteristics & Parameters
Other Important Characteristics Include:
Nutrient content, water-holding capacity, bulk density, and organic matter content. Their actual values may vary but should be reported. Compost should also be weed free, contain only minimal natural or man-made materials, and meet federal and state health and safety regulations.
What has field experience with compost shown us?
Lower application rates can be used when composts possessing higher organic matter contents are used or where soil quality is moderate. Excessively coarse-textured (sandy) or fine-textured (clay, clay loam) soils will require higher application rates. Soil test results are helpful in establishing application rates.
Lower compost application rates may be necessary for salt-sensitive crops such as geraniums or where composts with higher salt levels are used. The soluble salt concentration of the amended soil should not exceed approximately 1.25 dS/m where seeds, young seedlings, or salt-sensitive crops are to be planted. Although salt-related injury is not common, thorough watering at the time of planting can further reduce potential problems. Care should be given when using composts possessing a high pH near acidloving species.
Copyright © 2008 The United States Composting Council
US Composting Council
1 Comac Loop, Suite 14B1
Ronkonkoma, NY 11779
phone: 631-737-4931
fax: 631-737-4939
email: email@example.com
About the USCC: The United States Composting Council (USCC) is a national not-for-profit organization dedicated to the development, expansion and promotion of the composting industry. For more information visit www.compostingcouncil.org
Disclaimer: Neither the USCC, nor any of its employees, contractors, subcontractors or their employees, makes any warranty, express or implied, or assumes any legal liability or responsibility for the accuracy, completeness, or any third party's use or the results of such use of any information, equipment, product, or process discussed herein. Reference to any specific commercial product, process, or service by trade name, manufacturer, or otherwise, does not necessarily constitute or imply its endorsement or recommendation by the USCC.
Instructions for Compost Used as a Soil Amendment for Planting Bed Establishment
Step 1:
Step 2:
Step 3:
Evenly apply compost at a rate of 135-270 cubic yards per acre (1-2 inch layer) or 3-6 cubic yards per 1,000 square feet. Rates range from 90-400 cubic yard (2/3-3 inch layer) or 2-9 cubic yards per 1,000 square feet. Application rates will vary depending upon soil conditions, climate, compost characteristics, and plant species to be established
Apply compost by hand, using rakes or shovels, or mechanically with a front-end loader, grading blade, manure spreader, York rake, or other appropriate equipment
Incorporate the compost to a depth of 6-8 inches by hand or mechanically using a rototiller or other appropriate equipment until the compost is uniformly mixed.
Step 4:
Step 5:
Step 6:
Water to assure proper establishment and fertilize as necessary. 3
3 Compost and fertilizer application rates and pH adjustment requirements are influenced by plant selection, soil/media and site characteristics, compost quality and feedstock, and other factors. For best results, before planting have your compost, soil, and soil/compost blend tested by a reputable laboratory and discuss the results of the tests with a trained agricultural professional.
Establish a smooth planting bed by raking or dragging the soil surface.
Plant transplants or woody plants into the amended soil and firm them in place. Seeds should be applied and lightly incorporated into the soil surface using a rake. | <urn:uuid:4c7c84b7-a820-48e1-b1a4-ccf25f5e4e3d> | CC-MAIN-2018-51 | https://www.gallinsfarm.com/uploads/2/6/6/0/26609104/compost-use-for-planting-bed-establishment.pdf | 2018-12-11T19:59:07Z | crawl-data/CC-MAIN-2018-51/segments/1544376823702.46/warc/CC-MAIN-20181211194359-20181211215859-00608.warc.gz | 907,294,409 | 1,105 | eng_Latn | eng_Latn | 0.982545 | eng_Latn | 0.9834 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3824,
5332
] | [
2.15625
] | 2 | 9 |
lab notebook
Write the procedure Dr. Jonas Salk followed in researching and creating the polio vaccine. Make sure you record the steps he followed in the correct order. The information is on pages 10–13 in your book. The first two steps are done for you to get you started.
1. Start with a live polio virus.
2. Kill the virus using the chemical formaldehyde.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Jonas Salk and the Polio Vaccine– Activity #6
Page 1 of 1 | <urn:uuid:bce35731-9a2c-47ba-8ae3-31c23dd08e7b> | CC-MAIN-2018-51 | http://www.capstonepub.com/library/file.aspx?DocumentId=NjamobV1O1JUZeSQcXU%2FQNtQjhKlf8yusI38LG62Z10%3D | 2018-12-11T21:45:50Z | crawl-data/CC-MAIN-2018-51/segments/1544376823702.46/warc/CC-MAIN-20181211194359-20181211215859-00609.warc.gz | 351,650,852 | 122 | eng_Latn | eng_Latn | 0.9979 | eng_Latn | 0.9979 | [
"eng_Latn"
] | false | docling | [
464
] | [
3.34375
] | 2 | 1 |
Crown of Life Preschool is committed to providing children with excellence in their early childhood educational in a loving, respectful and nurturing Christian environment. This is done through partnering with parents and the child. While there are time spans for typical development in children, each child is unique in their growth cognitively, social-emotional, fine and large motor skills, self-help, language and literacy.
Crown of Life Preschool teachers value and respect the natural and delicate progression of their students and carefully evaluate each domain to determine the right fit for students. Sometimes exceptions to class prerequisites are made however this must be approved by the Preschool Director and parents must sign a waiver. If you have any questions or concerns, please email email@example.com.
All students participate in several themed field trips, performance (music and drama) events and service projects throughout the year and they enjoy weekly chapel time with the Pastor.
A more detailed description of each class is offered below.
Preschool 3s
Provides a structured first learning experience with high scope inspired lessons and exploratory play via classroom centers.
Class length is 2 hours and 45 minutes/ Offered 2 days per week (T & TH)
Student to adult ratio is 8:1
September students must be 3 by 9/1
Winter Enrollment students must be 3 by 12/31 of the program year
Must be toilet trained
Preschool Rising 3s
Provides the foundational structure of the Preschool 3s class while also responding to the developmental demands of a rising 3 year old. The rising 3 year old no longer has separation anxiety and showcases increased ability to cooperate with his/her friends, seeks out more time to explore and learn with teacher and peers, and has begun to self-initiate problem-solving.
Offered 3 days per week (T, TH F)/ Class length is 2 hours and 45 minutes
Student to adult ratio is 8:1
September students must be 3 by 9/1
Winter Enrollment students must be 3 by 12/31 of the program year
Must be toilet trained
Preschool 4s
Provides a kindergarten-readiness program for the four year old that offers an organic and expanding high scopeinspired curriculum program showcasing classroom S.T.E.A.M. centers. The preschool 4 student investigates, makes judgements and tests out their ideas which propels classroom communication in print and verbal skills. Language and literacy, founded on phonics, reading, writing/dictation are supported within the Preschool 4 class through dramatic play, journaling, community reading (teachers and students), engaging circle times and technology use.
Offered 3 days per week (M, W, F)/ Class length is 2 hours and 45 minutes
Student to adult ratio is 8:1
September students must be 4 by 9/31;
Winter Enrollment students must be 4 by 12/31
Must be toilet trained
Preschool Rising 4s
Provides an expanding foundational structure for the rising 4 year old who is more independent and has the confidence to explore. The rising 4 year old has an engaged attention span for longer activities of focus, ability to take turns and transitions with ease, expresses creativity in problem-solving and asks complex questions. The rising 4 student desires more time and days to discover and learn in the classroom.
Offered 4 days per week (M, W, Th & F)/ Class length is 2 hours and 45 minutes
Student to adult ratio is 8:1
September students must be 4 by 12/31;
Winter Enrollment students must be 3 by 3/31
Must be toilet trained
Junior Kindergarten
Provides a five half day stepping stone program that helps smooth the transition from preschool to kindergarten. The Rising 4 or Young 5 desires more time and days in the classroom but is not yet ready and/or eligible for a full day kindergarten program. The students engage in kindergarten-level learning experiences in reading, writing, math, science and the arts in a relaxed Christian environment. They acquire skills in taking turns, attentive listening, following directions and problem solving with emphasis placed on the development of fine and large motor skills.
Offered 5 days per week/ Class length is 2 hours and 45 minutes
Student to adult ratio is 8:1
September students must be 5 by 8/31;
Winter Enrollment students must be 5 by 12/31
Going Deep! Enrichment
Going Deep is an new afternoon enrichment class. It offers a unique opportunity to delve deeper into a play based/ high scope inspired curriculum that allows children to engage their natural curiosity looking through the different S.T.E.A.M lenses.
The class will initially be offered three days per week however should enrollment permit we may open the program up five days. Students will stay after morning class and take some time to enjoy their lunch and refreshment of free play. Students who are not taking a morning program may join at 12:15pm. Class will then commence at 12:15pm and run until 3:00pm (2 hours and 45 minutes). Student to adult ratio is 8:1 but our initial intake will be limited to 5 students. September students must be 4 by 8/31 of the program year.
S.T.E.A.M. is not merely an acronym at Crown of Life Preschool... it is our environment. Children are natural observers so when paired a high scope inspired curriculum founded on science, technology, engineering, art and math (S.T.E.A.M.), children grow and excel.
Intrinsically children ask "why" questions like "Why do the birds sing in the morning?". COL educators guide these inquisitive minds with "what" dialogue that encourages them to explore further, communicate their ideas and be leaders in their educational journey. "Hmm, what tells the birds morning has come?", "what are you doing in the morning?", and "what might the birds be doing when they are singing?" are STEAM prompts that generate organic classroom discoveries which the students helped to build.
The latest research in early childhood education and neuroscience emphasize that "what" discussions initiates children to be actively engaged in the learning process which nurtures their confidence and increases their love of learning.
COL environments host sciences through nature walks, caring for in-class animals and plants, and weekly experiments. Technology is focused on through use of computerized tools like computer, digital cash registers in dramatic play, microscopes and music recorders. Engineering is done at our train tables; wooden blocks, magnetic geoshapes and light table, and even in our life skills (houseware) center. Art is daily explored as students record their findings and express their ideas in various art mediums: clay, rice/pasta collages, paint, 3D art models - some of the aforementioned created via simple cooking methods by the children themselves. Math is our classroom language. Students use math to chart our daily activities, calendar at circle time, patterns in music, beats in a rhyme, and even to graph their discoveries. | <urn:uuid:0b6e3b12-7d42-4083-9f2c-9dd28a277aa6> | CC-MAIN-2018-51 | http://crownoflifechurch.org/pdf/ClassesOffered_and_AdmissionRequirements.pdf | 2018-12-11T20:56:51Z | crawl-data/CC-MAIN-2018-51/segments/1544376823702.46/warc/CC-MAIN-20181211194359-20181211215859-00609.warc.gz | 66,427,330 | 1,469 | eng_Latn | eng_Latn | 0.997563 | eng_Latn | 0.997999 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1087,
2089,
3545,
5125,
6972
] | [
2.765625
] | 1 | 4 |
Avoiding Climate Change Disaster
Carbon Budget
To limit global warming to 2 degrees, we can release only a certain amount of greenhouse gas into the atmosphere. As of 2015 this worldwide carbon budget was about 909 billion tonnes CO2. As we burn more fossil fuels and release more greenhouse gases, we reduce the remaining budget. The sooner that we seriously start to address the problem, the larger the carbon budget we have remaining at our disposal to help us transition to a sustainable energy scenario. The consequences of exceeding this carbon budget would be dire for all life, and result in mass extinctions. In short, we simply cannot afford to go over budget – it is the most important challenge to our civilisation.
Staying within budget
We have to transition to a steady state solution where we run our society entirely on renewable energy. In getting from where we are today to that state we must stay within the carbon budget. We can effect this transition by a combination of energy supply and demand measures. The sooner we embark on a rapid increase of renewable supply and a serious programme of demand reduction, the more likely we are to avoid a hugely disruptive outcome.
This graph shows a business as usual approach to energy consumption and a slow increase of renewable energy production. As we approach our carbon budget (the pink area), we speed up our renewable energy production capability. But, it is too little, too late, and the outcome is that we are able to meet only a small fraction of our energy needs with renewable resources.
This graph shows a concerted effort to reduce our energy demand in combination with an earlier and faster increase in renewable energy production. This allows our carbon budget to go further, leaving us with a much larger installed capacity for production of renewable energy and a lower energy demand. The outcome is a sustainable energy system capable of maintaining a workable civilisation.
Policy Implications
Climate change is the single largest challenge facing humankind, and we are running short of time for implementing a solution which will limit temperature rise to 2 degrees. We must focus ourselves on effecting this energy transition with a vigour normally only seen in wartime. The finite carbon budget must not be wasted. Our energy use priorities must be food, shelter and powering the transition to a wholly renewable sustainable energy supply.
Bad ideas
We cannot afford to waste energy on the unnecessary. Examples include major armaments projects (Trident, aircraft carriers) and large scale infrastructure schemes which do not contribute to the energy transition (HS2, major road and airport schemes, space ports).
Nor can we afford to implement fake solutions which would only make the problem worse. Fracked shale gas is not only a fossil fuel, but has a greater carbon footprint than coal. Hydrogen as an end use fuel is impractical as it would need entirely new infrastructure and has a low energy density which makes it unsuited to heating or transport use. Nuclear fuel is not a renewable resource. Nuclear power stations are hugely dangerous, a diversion of funding which could be used for renewables, and are highly likely to be switched off permanently after the next large disaster leaving stranded liabilities. Geoengineering is far too risky, and any positive impacts would be accompanied by negative consequences. Carbon capture and storage has not been proven, and reduces the efficiency of the power plant so that about 40% more fossil fuel (and hence power plants!) would be required to achieve the same output.
There is no magic bullet.
Good ideas
The only energy sources that do not increase the heating of the biosphere are derived from solar energy. We must deploy only energy supply solutions harnessing solar, wind, rain and biomass, alongside extensive energy demand reduction measures.
Even in the UK, the potential for solar electrical power generation is significant, as is the opportunity for harvesting and storing solar heat on a large scale. Our wind resource, onshore and offshore, is huge, and could more than satisfy the entire electrical demand. Power to Gas plants use surplus renewable electricity to produce methane from water and CO2. The resulting methane can be used to fuel existing gas fired power stations for balancing power when solar and wind do not meet demand. Alongside the rapid increase in renewable production, we must decrease energy demand dramatically. There is potential to cut demand by 80% with measures such as:
Electrical
* LED lighting everywhere, immediately
Transport
* Massive reduction in transportation – prioritised as per wartime economy.
* Essential long haul transportation (e.g. food) to use renewable fuel synthesised via Power to Gas.
Heating
* All new buildings to Passivhaus standard, requiring minimal input for space heating, saving 90% on current building standards.
* All existing buildings to be supplied with district heating from combined heat and power, reject heat from Power to Gas plants, and large solar heat arrays.
Gordon Taylor & Phil Driscoll, June 2017 | <urn:uuid:d1dd0818-5595-4096-bcc7-3daa37209dae> | CC-MAIN-2018-17 | http://cms.energypolicy.co.uk/get.html?_Action=GetFile&_Key=Data2447&_Id=305&_Wizard=0&_DontCache=1498837394 | 2018-04-20T06:48:05Z | crawl-data/CC-MAIN-2018-17/segments/1524125937161.15/warc/CC-MAIN-20180420061851-20180420081851-00424.warc.gz | 59,411,398 | 982 | eng_Latn | eng_Latn | 0.997653 | eng_Latn | 0.998155 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2435,
5154
] | [
2.265625
] | 1 | 2 |
National
Public Health Week 2018 April 2–8
Healthiest Nation 2030
Changing Our Future Together
AN INITIATIVE OF THE
AMERICAN PUBLIC HEALTH ASSOCIATION
National
Public Health
Week
www.nphw.org
"Healthiest Nation 2030: Changing our Future Together"
Everyone deserves to live a long and healthy life in a safe environment. To ensure this outcome, we must tackle the causes of poor health and disease risk among individuals and within our communities. Where we live, learn, work, worship and play impacts each of us and can determine our health and life expectancy. In the workplace, let's partner across public and private sectors to make sure decisions are made with the public's health in mind. Within our communities, let's start new conversations with our neighbors and become advocates for positive change. Working together, we can build healthier communities and eventually, the healthiest nation. But we need your help to get there.
During each day of National Public Health Week, we are focusing on a particular public health topic. We consider these topic areas critical to our future success in creating the healthiest nation.
MONDAY Behavioral Health, advocate for and promote well-being
TUESDAY Communicable Diseases, learn about ways to prevent disease transmission
WEDNESDAY Environmental Health, help to protect and maintain a healthy planet
THURSDAY Injury and Violence Prevention, learn about the effects of injury and violence on health
FRIDAY Ensuring the Right to Health, advocate for everyone's right to a healthy life
Join us in observing NPHW 2018 and become part of a growing movement to create the healthiest nation in one generation. During the week, we will celebrate the power of prevention, advocate for healthy and fair policies, share strategies for successful partnerships, and champion the role of a strong public health system.
Get started today with our toolkit, which includes all the tools and tips you'll need for a successful NPHW!
2
Letter from Our Leader
Dear Public Health Advocate,
Now more than ever, we need the support of people like you to improve the public's health. It is through grassroots education and advocacy that we reach policymakers who have the greatest opportunity to make a positive difference. We see it in cities like Philadelphia, which instituted the first tax on sweetened beverages and saw consumption drop. We see it in states like California, which instituted the first statewide indoor smoking ban. We see it in laws like the Affordable Care Act that provided an additional 20.8 million people with access to insurance coverage and continues to improve people's physical, mental and financial well-being.
However, our work is far from done. For two years in a row, life expectancy in the U.S. has dropped, which means today's generation of children may not outlive their parents. It will take every one of us to preserve the health gains of the past and create even more opportunities for health in the future — our children deserve it.
One of the most pressing public health issues we — and our children — face is climate change. APHA declared 2017 the Year of Climate Change and Health, and NPHW 2018 will surely highlight ways we can all take action to prepare for a changing climate and mitigate its impact on community health.
This year, NPHW will focus on our collective power to change our future together. By amplifying the critical role of diverse and cross-sector partnerships, we can make a difference and eventually become the healthiest nation.
Best and healthy wishes,
Georges C. Benjamin, MD Executive Director American Public Health Association
3
APHA and NPHW
NPHW is a key piece of APHA's driving mission: To create the healthiest nation in one generation. Our strategic plan identifies three key areas in which we hope to have the greatest impact toward improving the nation's health.
OUR MISSION
For what purpose does APHA exist?
OUR UNIQUE VALUE
What unique role does APHA
play in meeting this mission?
OUR GUIDING PRIORITIES
What must be accomplished for
APHA to achieve its mission?
Improve the health of the public
and achieve equity in health status
Community of public health professionals and collective voice advocating for the public’s health
History and broad constituency
give us unique perspective
Building public health infrastructure
and capacity
Creating health equity
Ensuring the right to health
and health care
Strengthen
public health
practice
Align organizational
capacity and infrastructure
THE
HEALTHIEST
NATION
Build a
public health
movement
NPHW is the key to building a public health movement. It brings together everyone to join the fight for healthier communities, cities and a healthier nation.
Health care
Climate
+
Environment
Education
Income
Neighborhoods
Healthy Behaviors
+
Choices
Food
+
Nutrition
Build a
public health
movement
4
Healthiest Nation: Get The Facts
NPHW is a perfect opportunity to engage members and the public in building a diverse, nationwide movement toward greater health. APHA's strategic plan identifies and tracks yearly statistics and outcomes for the nine indicators that will be used to track our healthiest nation progress. These indicators are:
Build a nation of safe, healthy communities
Health must be a priority in designing our communities, from healthy housing to accessible parks and playgrounds. Walking and biking must coexist with cars and public transportation. We need to invest in preventing violence and crime so everyone can safely live, work, learn and play. Support local businesses that value health, such as retailers that don't sell tobacco.
Help all young people graduate from high school
Education is the leading indicator of good health, giving people access to better jobs, incomes and neighborhoods. Call for policies that support early school success and lead to higher on-time high school graduation rates. Be a champion for school-based health centers in your local schools. Become a mentor — you can make a difference!
The relationship between increased economic mobility and better health
The science is clear: Poverty and poor health go hand-in-hand. It's time to fix our country's growing income inequality and the unhealthy stresses it puts on adults and children. Support policies that ensure a living wage and remove barriers that make it harder to advance to higher incomes.
Achieving social justice and health equity
Everyone has the right to good health. We must remove barriers so everyone has the same opportunity to improve their lives and their health. Speak out against racism and an unequal criminal justice system. Demand a fair allocation of community resources. Fight against the trend of growing voter restrictions. Everyone needs a voice in improving our communities.
5
Healthiest Nation: Get The Facts
Give everyone a choice of safe, healthy food
Making the healthy choice the easy choice
Our food system should provide affordable food with nutritious ingredients, free from harmful contaminants. For many families, eating healthy is a daily challenge. Call for policies that help eliminate food deserts and bring healthy food to all neighborhoods and schools. Support measures like menu labeling that help people make healthier choices. Start a community garden. Volunteer for a local food bank!
Preparing for the health effects of climate change
Our health is connected to our environments. What happens upstream in our environments affects our health downstream. Support policies that protect the air we breathe, both indoors and outdoors, and the clean water we drink. Policies that protect our health from natural and manmade weather events and disasters are just as important. Support efforts that help communities prepare for and adapt to the health impacts of climate change.
Avoid using tobacco, alcohol and other drugs. Eat healthy foods and exercise. We need to make these and other healthy choices for ourselves. But it doesn't stop there – we need to work together to create communities that make the healthy choice the easy choice for everyone.
Provide quality health care for everyone
Health reform was just a start. To fulfill its potential, we must continue to pursue options for expanded access to quality care at the federal, state and local levels. But we also need to shift the main focus of our health system from one that treats illness to one that equally emphasizes prevention.
Strengthen public health infrastructure and capacity
Strong and consistent funding levels are necessary for the public health system to respond to both everyday health threats and unexpected health emergencies. Support more funding for key public health agencies like CDC and HRSA. These agencies strengthen the public health workforce and are a major source of funding for state and local health departments and programs.
6
2018 NPHW Daily Themes: Get The Facts
It will take all of us working together to advance public health. That's why this year's theme for NPHW is:
"Healthiest Nation 2030: Changing Our Future Together."
Each day of NPHW will focus on a daily theme that speaks to the unique and pressing issues facing our nation. In this section, you will find current facts and statistics that correspond to each day's theme. We hope you'll use these fact sheets to spark new conversations in your organization or community.
MONDAY
Advocate for and promote well-being
WEDNESDAY
THURSDAY
Focus on and advocate for improved access to mental and behavioral health services. Use education and training to destigmatize mental health diagnoses and encourage people experiencing mental illness to seek treatment. Insurance coverage for mental health services must be on par with physical health services.
Learn about ways to prevent disease transmission
Wash your hands. Know your HIV status. Call on employers to support and provide sick leave so sick workers can care for themselves and avoid spreading disease to others. Support comprehensive sexual health education in schools, which can reduce rates of sexually transmitted disease (as well as teen pregnancy). Keep yourself and your families immunized against vaccinepreventable diseases — and get your flu shot!
Help to protect and maintain a healthy planet
Reduce our collective carbon emissions footprint. Transition to renewable energy sources. Protect our natural resources and use evidence-based policy to protect our air, water and food. Support environmental health efforts that monitor our communities for risks and develop health-promoting interventions. Call for transportation planning that promotes walking, biking and public transit — it not only reduces climate-related emissions, but helps us all stay physically active.
Learn about the effects of injury and violence on health
Support common sense gun safety laws and research into the roots and causes of gun violence. Increase funding to programs that reduce and prevent community violence. Advocate for occupational health and safety standards that keep workers safe on the job. Support policies that save those struggling with addiction from a fatal drug overdose. Many injuries are preventable with the appropriate education, policy and safety measures in place.
Advocate for everyone's right to a healthy life
Everyone deserves an opportunity to live a life free from preventable disease and disability. The places where we live, learn, work, worship and play should promote our health, not threaten it. That's why creating the healthiest nation requires a dogged focus on achieving health equity for all.
7
Monday
Behavioral Health
Why should I care?
About one in every five U.S. adults — or more than 43 million people — experience mental illness in a given year. And one in five youth ages 13 to 18 experiences a severe mental disorder at some point in their lives. 1 Mental illness is associated with billions of dollars in care and lost productivity each year.
At the forefront of today's behavioral health concerns is an epidemic of opioid addiction that's killing thousands of Americans each year — 91 people each day 2 — and overwhelming local law enforcement, public health and child protective systems. The epidemic is so bad that it's the main factor driving the recent decline in average American life expectancy. 3
ADDICTION Since 1999, overdose deaths from opioids, both prescription opioids and heroin, have increased by more than five times. In 2016 alone, opioids were involved in more than 42,000 U.S. deaths — that's more than any year on record. Every state has felt the impact of the addiction and overdose epidemic, but some states are being particularly hard hit. For example, in Ohio, increasing abuse of fentanyl, a synthetic opioid, drove a more than 32 percent increase in drug overdose deaths between 2015 and 2016. 4
MENTAL ILLNESS Across illnesses and injuries, brain disorders represent the single largest source of disability-adjusted life years in the U.S., accounting for nearly 20 percent of disability from all causes. 5 Nearly 7 percent of U.S. adults, or 16 million people, have had at least one major depressive episode in the last year; about 18 percent experienced an anxiety disorder; and about half of the more than 20 million adults struggling with addiction have a co-occurring mental illness. Less than half of U.S. adults with a mental health condition received any care in the past year. 6
SUICIDE The U.S. suicide rate increased 24 percent between 1999 and 2014, going up for both men and women and among people of nearly all ages. In 2015, suicide was one of the nation's leading causes of death, taking the lives of more than 44,000 people. As with most health issues, suicide doesn't affect all communities the same: Lesbian, gay and bisexual youth are at significantly higher risk of suicide 7 , as are American Indians and Alaska Natives 8 .
1 National Alliance on Mental Illness: www.nami.org/Learn-More/Mental-Health-By-the-Numbers
2 CDC: www.cdc.gov/drugoverdose/epidemic/index.html
3 CDC: www.cdc.gov/nchs/data/databriefs/db293.pdf
4 Ohio Department of Health: www.odh.ohio.gov/-/media/ODH/ASSETS/Files/health/injury-prevention/2016-Ohio-Drug-OverdoseReport-FINAL.pdf?la=en
5 National Institute on Mental Health: www.nimh.nih.gov/about/directors/thomas-insel/blog/2015/mental-health-awarenessmonth-by-the-numbers.shtml
6 NAMI: www.nami.org/Learn-More/Mental-Health-By-the-Numbers
7 CDC: www.cdc.gov/lgbthealth/youth.htm
8 CDC: www.cdc.gov/nchs/data/hestat/suicide/racial_and_gender_2009_2013.pdf
8
What can I do?
Support policies that acknowledge addiction as a chronic and preventable disease.
Recent data show that only about 10 percent of the millions who need addiction treatment actually get it. 9 But some policies do make a positive difference, namely the Affordable Care Act and Medicaid expansion. Spending on Medicaid-covered prescriptions for both opioid addiction treatment and overdose prevention went up dramatically after ACA implementation 10 — meaning the law is opening access to what is often life-saving care. Advocates warn that rolling back Medicaid access would be especially devastating for states dealing with rising overdose death rates.
If you're a health professional , learn about CDC's opioid prescribing guidelines 11 for chronic pain and share them with colleagues.
Support parity for mental health. The ACA established parity between physical and mental care, designating mental health and substance use disorder services as essential health benefits that insurers must cover. The result:the ACA expanded parity protections for 62 million Americans 12 .
#SpeakForHealth in support of the ACA and its success in opening access to mental health and addiction care. Visit Advocacy for Public Health to stay informed on the latest policy issues, and write to your members of Congress.
Learn more about suicide warning signs and help others find support: https:// suicidepreventionlifeline.org
9 SAMHSA: www.samhsa.gov/data/sites/default/files/report_2716/ShortReport-2716.html
10 Urban Institute: www.urban.org/sites/default/files/publication/91521/2001386-rapid-growth-in-medicaid-spending-onmedications-to-treat-opioid-use-disorder-and-overdose_2.pdf
11 CDC: www.cdc.gov/drugoverdose/prescribing/guideline.html
12 HHS/ASPE: https://aspe.hhs.gov/report/affordable-care-act-expands-mental-health-and-substance-use-disorder-benefits-andfederal-parity-protections-62-million-americans
9
Communicable Diseases
Why should I care?
Communicable diseases, also known as infectious diseases, are caused by microorganisms such as bacteria, viruses, parasites and fungi and can be spread from one person to another. Tuberculosis, influenza, HIV/AIDS, whooping cough, hepatitis, Zika, measles, cholera, chickenpox, gonorrhea, malaria — that's just a small handful of the many, many diseases 1 still a risk to people's health in the U.S. and around the globe.
To date, the world has eradicated only one infectious human disease, smallpox, and one animal disease, rinderpest. (Though after decades of work, we're closer than ever to eradicating polio, too 2 .) What keeps the rest of those communicable diseases at bay is prevention. And that requires a combination of strong public health systems, access to medical and preventive care and individual responsibility. No one can fight off infectious disease on his or her own.
PUBLIC HEALTH If there's a front line in the fight against communicable disease, it's being manned by your local, state and federal public health officials. These are the professionals who monitor our environments for dangerous viruses and bacteria, investigate and contain disease outbreaks and administer key education and immunization programs. Public health workers are also our first responders, protecting us from emerging communicable disease threats such as Zika, Ebola and pandemic flu.
ACCESS TO CARE Widening people's access to health insurance and medical care can prevent communicable disease in the first place, offer timely treatments to those who are sick and cut down the chance of community transmission. For example, after the Affordable Care Act required insurers to cover preventive services, young women were much more likely3 to get immunized against human papillomavirus, the communicable disease linked to cervical cancer. People with health insurance are also more likely to report timely care and are less likely to go without needed care because it costs too much.4 Finally, ensuring everyone has access to care protects the larger community from preventable and costly disease: For example, early access to antiretroviral therapy reduces the chance of HIV transmission.5
INDIVIDUAL RESPONSIBILITY Fending off communicable disease requires personal action, too. It's up to us to get immunized against the flu and encourage our loved ones to do the same. Flu vaccine effectiveness can vary year to year, but it can reduce your chance of getting sick by up to 60 percent.6 And remember: immunizations aren't just about you — it's also about protecting those for whom vaccine-preventable diseases are a deadly threat, such as the very young, very old and people with compromised immune systems.
1 New York State Department of Health: www.health.ny.gov/diseases/communicable
2 Rotary International: www.endpolio.org
3 Health Affairs: www.healthaffairs.org/doi/abs/10.1377/hlthaff.2014.1302
4 Urban Institute: www.macpac.gov/wp-content/uploads/2015/01/Contractor-Report-No_2.pdf
5 New England Journal of Medicine: www.nejm.org/doi/full/10.1056/NEJMoa1105243#t=abstract
6 Centers for Disease Control and Prevention: www.cdc.gov/flu/about/qa/vaccineeffect.htm
What can I do?
Learn more about the role of public health in keeping your community safe from communicable disease. Then let your elected officials know that you support strong public health systems — and call out lawmakers for budget and spending decisions that weaken our ability to protect communities from preventable disease and disability. In particular, voice support for the Affordable Care Act's Prevention and Public Health Fund, a critical source of funding for state and local public health agencies. (Also, take part in Public Health Thank You Day! Send a note recognizing the efforts of your local public health workers.)
#SpeakForHealth in support of the ACA and its success in widening access to timely and affordable medical care. Visit Advocacy for Public Health to stay informed on the latest policy issues, and write to your members of Congress. Also, support policies that make it possible for people to seek out care when they or a loved one gets sick with a communicable disease. For example, about 37 million workers 7 have no access to paid sick leave, despite research showing it can produce significant health benefits without negatively impacting business 8 .
Learn how to protect yourself from communicable diseases. Visit APHA's Get Ready campaign for resources on flu immunizations and hand-washing. Talk to your teens about preventing sexually transmitted diseases — surveys show parents actually have a big influence on teen decisions abut sex. And take precautions to protect yourself from disease vectors like mosquitoes and ticks. If you're traveling out of the country, take the necessary precautions to keep yourself healthy and avoid bringing an uninvited guest back home.
7 National Partnership for Women & Families: www.nationalpartnership.org/research-library/work-family/psd/the-healthyfamilies-act-a-section-by-section-summary.pdf
8 Health Affairs: www.healthaffairs.org/do/10.1377/hpb20161121.577157/full
Wednesday
Environmental Health
Why should I care?
In the U.S., air pollution contributes to thousands of premature births and costs billions of dollars. 1 In 2007, asthma cost the U.S. $56 billion in medical care, lost productivity and premature death. 2 Costs of childhood lead poisoning are also in the billions (though each dollar invested in controlling the environmental hazard returns up to $200 in savings). 3 The economic benefit of cleaning up mercury and other air toxins is in the billions — not to mention the up to 46,000 premature deaths that could be prevented. 4
Then there's climate change, which will continue to impact people's health and just about every factor that influences our health. Climate change is a serious risk to human health, impacting our food, water, air, disease risk and mental well-being. 5 It's expected to increase heat-related deaths, exacerbate chronic conditions such as respiratory illnesses and heart disease, increase dangerous asthma events, increase the severity and frequency of natural disasters, and endanger water safety and food security. Recent studies also document the mental toll of climate-related events. For example, two years after Superstorm Sandy, those who experienced the disaster were still reporting serious mental distress at levels nearly twice the national average. 6
In the last decade, extreme weather and fire events have cost the country more than $350 billion, and climate change is only predicted to make it worse. 7 However, the negative impacts of climate change won't be evenly distributed — it's expected to worsen existing inequalities. One study estimated that if nothing is done about climate change, the poorest third of U.S. counties could experience climaterelated damages costing up to 20 percent of a county's entire income. 8
What can I do?
#SpeakForHealth Environmental health is closely intertwined with policy, from laws that keep our air and water clean to rules that protect us from toxic chemicals to local ordinances that ensure healthy housing. For example, by 2020, the Clean Air Act will have prevented more than 230,000 early deaths. 9 And thanks to policies that removed lead from products like house paint and gasoline, dangerous blood lead levels in children have plummeted (though more than 3 million young kids still live in homes with a lead risk). 10 Smart policies that prioritize health can make a big difference.
1 Environmental Health Perspectives: https://ehp.niehs.nih.gov/15-10810
2 CDC Vital Signs report: www.cdc.gov/vitalsigns/asthma/index.html
3 Environmental Health Perspectives: https://ehp.niehs.nih.gov/0800408
4 U.S. Environmental Protection Agency: www.epa.gov/sites/production/files/2015-11/documents/20111221matsimpactsfs.pdf
5 U.S. Global Change Research Program: https://health2016.globalchange.gov
6 NORC at the University of Chicago: www.norc.org/PDFs/Working%20Paper%20Series/WP-2017-007.pdf
7 U.S. Government Accountability Office: www.gao.gov/assets/690/687466.pdf
8 Science: http://science.sciencemag.org/content/356/6345/1362
9 U.S. Environmental Protection Agency: www.epa.gov/clean-air-act-overview/benefits-and-costs-clean-air-act-1990-2020-secondprospective-study
10 President's Task Force on Environmental Health Risks and Safety Risks to Children: https://ptfceh.niehs.nih.gov/features/assets/
Use your voice to support policies and decisions that prevent harmful environmental exposures, build community resilience and protect the most vulnerable. Support funding for strong environmental public health systems — these are the systems that monitor our communities for dangerous contaminants and fend off preventable disease.
DEMAND ACTION ON CLIMATE CHANGE Climate change is real and one of the greatest health threats of the 21 st century. 11 Support efforts and policies that reduce climate-related emissions, prepare for and mitigate the impacts of climate change, and ready the country for a clean energy future. For example, if the Clean Power Plan stays on the books, it could save the country $20 billion in climate costs and deliver up to $34 billion in health benefits. Local and individual action on climate change makes a difference, too — learn how.
STAND FOR ENVIRONMENTAL JUSTICE Environmental health risks affect some communities much more than others. For example, research shows polluting industries are disproportionately located in poor communities and in communities of color. 12 Another example: While the number of Americans with asthma increased to 25 million between 2001 and 2009, black children shouldered a disproportionate burden, with rates going up 50 percent. 13 Learn more about environmental injustice and how to take action at the NAACP Environmental and Climate Justice Program.
files/key_federal_programs_to_reduce_childhood_lead_exposures_and_eliminate_associated_health_impactspresidents_508. pdf
11 World Health Organization: www.who.int/globalchange/global-campaign/cop21/en/
12 Environmental Research Letters: http://iopscience.iop.org/article/10.1088/1748-9326/11/1/015004
13 CDC Vital Signs report: CDC Vital Signs report: www.cdc.gov/vitalsigns/asthma/index.html
Thursday
Injury & Violence Prevention
Why should I care?
In 2016, preventable unintentional injuries took the lives of a record 161,000 Americans and became the nation's third leading cause of death. The U.S. unintentional injury rate spiked 10 percent between 2015 and 2016 — the biggest single-year increase since 1936. 1 Much of that spike was driven by an opioid overdose epidemic that's killing about 115 people every day. 2
Overall, injury and violence (intentional and unintentional) take the lives of nearly 200,000 people in the U.S. every year — it's the No. 1 cause of death for Americans ages 1 to 44. 3 For every injury death, 13 people are hospitalized and 135 get treated in an emergency room. The cost: $671 billion annually.
U.S. motor vehicles deaths topped 37,000 in 2016, a more than 5 percent increase over 2015. 4 (Especially concerning is the rate of unbelted deaths, which went up 4.6 percent.) Pedestrian deaths spiked 9 percent in 2016 — the highest number since 1990. 5 For older Americans, falls are the top cause of injury and injury-related death, with one older adult falling every second. 6 Among the country's workers, fatal occupational injuries rose to nearly 5,200 in 2016, a 7 percent increase over 2015. 7 Nearly 20 percent of U.S. adolescents have experienced a concussion. 8
On the toll of violence, about 96 people are killed with guns on an average U.S. day, including seven children and teens. 9 In 2016, there were 1.1 million incidents of domestic violence, 10 and one in every six American women have been the victim of attempted rape or rape. 11 In 2015, 683,000 victims of child abuse and neglect were reported to child protective services. 12
The scope of America's injury and violence problem is large, but it is certainly not beyond our power to address. We all can help reduce the overall number of unintentional injuries and prevent many injuries from happening in the first place.
1 National Safety Council: www.nsc.org/NewsDocuments/2018/2015-2016-Fatalities-Data-Summary.pdf
2 Centers for Disease Control and Prevention: www.cdc.gov/drugoverdose/epidemic/index.html
3 CDC: www.cdc.gov/injury/wisqars/overview/key_data.html
4 National Highway Traffic Safety Administration: www.nhtsa.gov/press-releases/usdot-releases-2016-fatal-traffic-crash-data
5 NHTSA: www.nhtsa.gov/press-releases/usdot-releases-2016-fatal-traffic-crash-data
6 CDC: www.cdc.gov/media/releases/2016/p0922-older-adult-falls.html
7 Bureau of Labor Statistics: www.bls.gov/news.release/pdf/cfoi.pdf
8 Journal of the American Medical Association: https://jamanetwork.com/journals/jama/article-abstract/2654803?redirect=true
9 Everytown for Gun Safety: https://everytownresearch.org/gun-violence-by-the-numbers/
10 Rape, Abuse and Incest National Network: www.rainn.org/statistics/scope-problem
11 Bureau of Justice Statistics: www.bjs.gov/content/pub/press/cv16pr.cfm
12 CDC: www.cdc.gov/violenceprevention/childmaltreatment/index.html
What can I do?
#SpeakForHealth Voice your support for policies that prevent and reduce injury and violence — smart policies can make a big difference. And urge your representatives to consider health in all policies.
For example, seat belt laws drove seat belt use from 11 percent in 1981 to 85 percent in 2010, saving hundreds of thousands of lives. 13 Investing in sidewalks can dramatically reduce a pedestrian's risk of being hit by a car. 14 An analysis of 130 studies in 10 countries found that commonsense gun restrictions — such as background checks and safe storage rules — are associated with fewer deaths. 15 And since the U.S. Occupational Safety and Health Administration first opened its doors in 1971, workplace deaths have dropped 62 percent. 16
Evidence-based policy is critical to curbing injury and violence, especially as the country grapples with a worsening opioid epidemic and one of the highest mass shooting rates in the world. 17 (For more on the opioid addiction epidemic, download our Behavioral Health fact sheet.)
TAKE PERSONAL ACTION Preventing injury and violence takes individual and community effort as well, from always buckling your seat belt and using pedestrian crosswalks to safely storing firearms and keeping medications out of reach of children and teens. Help older people in your life prevent a fall; help younger people in your life learn about the dangers of distracted driving.
At a community level, learn about ways to prevent sexual violence and its consequences, such as improving safety at schools and offering victim-centered services. Learn about ways your community can work together to prevent child abuse and neglect. Learn the signs of a concussion and ways that youth athletics can reduce the risk. Work with local partners to make injury prevention a fun community affair, such as hosting a child car seat check or a youth bike helmet giveaway at your workplace or house of worship.
13 CDC: www.cdc.gov/motorvehiclesafety/seatbeltbrief/index.html
14 Safe Routes to School National Partnership: www.saferoutespartnership.org/sites/default/files/pdf/SRTS-policy-report-fact-sheet. pdf
15 Epidemiologic Reviews: https://academic.oup.com/epirev/article/38/1/140/2754868
16 OSHA: www.osha.gov/as/opa/osha35yearmilestones.html
17 Violence and Victims journal: www.ingentaconnect.com/content/springer/vav/2016/00000031/00000002/art00001
Friday
Ensuring the Right to Health
Why should I care?
All people deserve the opportunity to live long, healthy and productive lives. In fact, offering all people the tools and conditions associated with better health and less disease is an investment that comes with generations of positive returns.
Healthier people can learn better in the classroom, more easily pursue economic mobility and civic participation, and better care for themselves and their loved ones. But health is more than just a personal responsibility — it's also a foundation upon which we prosper as a nation. By now, it sounds almost cliché to say that improving the nation's health is an investment in our future. But that doesn't make it any less true.
Health is also a moral imperative. In the U.S. today, significant and life-threatening disparities in health care access, disease burden, premature death and infant mortality persist across our communities and between neighborhoods only a few miles apart. This is unacceptable in a country as wealthy and medically advanced as ours. We can do better.
ACCESS TO CARE Ensuring the right to health means ensuring access to affordable, quality insurance coverage. Research shows that going without health insurance increases1 a person's risk of death, while expanding access to coverage can reduce mortality and increase the chance that a person reports being in good health2. In the last few years, the U.S. has come a long way in reducing its uninsured rolls: Thanks to the Affordable Care Act, 20 million more people have gained health coverage, dropping the national uninsured rate from more than 16 percent in 2013 to 10 percent in early 2016. Still, about 28 million people in the U.S. lack health insurance,3 and tax legislation passed in 2017 that repealed the ACA's requirement that individuals have health insurance is expected to drive the number of uninsured Americans up by 10 percent each year for the next decade.4
PRIORITIZING PREVENTION Ensuring the right to health requires a commitment to public health and prevention. Much of today's most burdensome and costly diseases — namely, chronic diseases such as diabetes, obesity, heart disease, stroke and cancer — can be avoided or their health impacts lessened by widening access to preventive care, investing in evidence-based public health and supporting smart public policy.
For example, since the ACA began requiring coverage of preventive services, both mammography rates 5 and early-stage colorectal cancer diagnoses 6 have increased. On the public health side, research shows that each 10 percent boost in local public health spending can bring up to a 7 percent decrease
1 American Journal of Public Health: ajph.aphapublications.org/doi/abs/10.2105/AJPH.2008.157685
2 New England Journal of Medicine: www.nejm.org/doi/full/10.1056/NEJMsa1202099#t=abstract
3 Census Bureau: www.census.gov/library/publications/2017/demo/p60-260.html
4 Congressional Budget Office: Repealing the Individual Health Insurance Mandate: An Updated Estimate: https://www.cbo.gov/ publication/53300
5 Cancer: http://onlinelibrary.wiley.com/doi/10.1002/cncr.30476/abstract
6 Health Affairs: www.healthaffairs.org/doi/abs/10.1377/hlthaff.2016.0607
in mortality from preventable causes of death. 7 And studies find that health-promoting policies, such as smoking bans 8 and sugary drink taxes 9 , do result in people making choices that reduce the risk of chronic disease. But we have a long way to go: Chronic diseases remain a leading cause of death in the U.S. and account for more than 75 percent of U.S. health care spending. 10
ELEVATING THE SOCIAL DETERMINANTS OF HEALTH Ensuring the right to health means creating the conditions that enable good health, acknowledging the inequities that perpetuate poor health, and considering health in all policies. For example: research shows that asthmatic children who live in green homes experience a much lower risk of asthma symptoms 11 ; communities that improve neighborhood sidewalks help encourage physical activity 12 ; better product labeling can help people eat healthier 13 ; and boosts in the minimum wage can result in more babies being born at a healthy weight and fewer infant deaths. 14 Becoming the healthiest nation also requires a commitment to achieving health equity — for example, consider that in Washington, D.C., the average life expectancy is 78 years old. Just a few miles outside of the city in Northern Virginia, average life expectancy is eight years longer. 15
What can I do?
#SpeakForHealth! Become an advocate for health! Call and write to your federal, state and local representatives in support of policies that positively impact people's health. In particular, call on members of Congress to support, improve upon and strengthen the Affordable Care Act and preserve the ACA's Prevention and Public Health Fund, the nation's first mandatory funding stream dedicated to improving the nation's health.
Call out lawmakers for budget and spending decisions that weaken the public health systems charged with protecting communities from preventable disease and disability. Make it known that the right to health is what drives you to the polls.
APHA makes it easy to speak up — visit our Advocacy for Public Health page to stay informed on the latest policy issues and take immediate action in support of better health for all. Also, consider joining APHA's Generation Public Health, a growing movement of people, organizations and communities collaborating across sectors to create the healthiest nation in one generation.
7 Health Affairs: www.healthaffairs.org/doi/abs/10.1377/hlthaff.2011.0196
8 CDC: www.cdc.gov/tobacco/data_statistics/fact_sheets/secondhand_smoke/protection/reduce_smoking/index.htm
9 American Journal of Public Health: http://ajph.aphapublications.org/doi/abs/10.2105/AJPH.2016.303362
10 CDC: www.fightchronicdisease.org/sites/default/files/docs/GrowingCrisisofChronicDiseaseintheUSfactsheet_81009.pdf
11 American Journal of Public Health: http://ajph.aphapublications.org/doi/10.2105/AJPH.2015.302793
12 Journal of Public Health: https://academic.oup.com/jpubhealth/article/36/3/358/1521264
13 Journal of Nutrition Education and Behavior: www.jneb.org/article/S1499-4046(15)00670-3/abstract
14 American Journal of Public Health http://ajph.aphapublications.org/doi/10.2105/AJPH.2016.303268
15 VCU Center on Society and Health: https://societyhealth.vcu.edu/work/the-projects/mapswashingtondc.html
APHA's 1 Billion Steps Challenge
APHA makes it easy and fun for you to promote walking in your organization, your community or even among a small group of friends. We've partnered with Stridekick to give you free access to their fitness tracking platform. Organize a walking challenge within your neighborhood, workplace or congregation, or use our sample marketing materials to invite your whole community to join! No matter how big or small, we make it easy for you to get people moving.
Our Billion Steps Toolkit is a how-to guide on:
* Participating in the challenge
* Starting and leading a challenge team
* Hosting a Billion Steps Challenge event
Visit the Steps Challenge webpage to learn more, sign up and get moving!
Support NPHW
* Become an NPHW partner – show that you or your organization supports public health.
What does it mean to be an NPHW partner? Becoming a partner shows that you or your organization supports and celebrates the work of APHA and NPHW to raise awareness about the many ways public health benefits everyone. When you sign up as an NPHW partner, you are also joining Generation Public Health, a national movement of people, communities and organizations working to ensure everyone has the opportunity to be healthy. Our vision is to create the healthiest nation in one generation.
* Sign-up to participate in the NPHW Twitter chat on April 4.
* Sign the Generation Public Health pledge.
* Host an NPHW event.
Bring NPHW to life in your community by organizing special events April 2-8, 2018, that raise awareness of the value of public health and prevention and their roles in creating a healthier nation. Publicize your NPHW event on our national NPHW calendar by completing an event form and checking out what else is going on in your community and throughout the nation. Be sure to check the "Events Calendar" page at www.nphw.org for more information on APHA activities you can take part in!
View this year's NPHW events
Participate in NPHW
Planning to host an NPHW event in your community? Find all the tips and information you need right here! We have suggestions for events of all sizes. Pick the style that feels right for you.
Join the movement of creating the Healthiest Nation in One Generation by hosting an NPHW event to bring your family, friends, co-workers and community members together! Whether in local schools, workplaces, or community centers, there are many ways to get your community involved in NPHW!
Host a workout class
How?
Partner with a local gym or community center to host a workout class to get people moving and to learn about NPHW. This can be done at non-profit facilities such as the YMCA, local for-profit gyms, or in a rented recreation center or park space.
Making the most of it:
* Choose a fun workout class that gets people moving! Zumba, indoor cycling and kickboxing are exciting, group-based workouts that can help bring your community together.
* SWAG! Distribute water bottles, sweat bands or T-shirts to participants with your company's logo. Don't forget NPHW brochures and materials!
Invite school speakers
It's important to engage all members of the community in NPHW, especially students! Host a school assembly and invite local champions of public health to discuss local public health issues, ways to get involved and insights about new advancements.
Making the most of it:
* Invite experts! Whether they are local doctors, community leaders, members of Congress or storytellers of firsthand accounts of public health initiatives, it is important to exhibit all of the ways public health touches the community.
* Engage the audience! Distribute prizes such as water bottles, stickers or key chains to participants that answer trivia questions. This can also include poster contests and art displays for students' work incorporating NPHW and promoting community health.
* Utilize the media! When inviting leaders such as local, state or federal elected officials, work with press secretaries, local newspapers and social media to spread the word before and after the event.
Gather around a communal table
Whether with family, friends or co-workers, gathering around a table for a meal is a great way to share ideas about healthy lifestyles and promote NPHW.
Making the most of it:
* Host a potluck meal where everyone brings a dish to promote the sharing of ideas and stories of healthy lifestyles.
* Partner with a local farmer or restaurant to host a dinner consisting of locally sourced foods.
* Invite health professionals ranging from doctors, to local leaders, policymakers, and other members of the community to share best practices and exchange ideas of creating healthy habits in homes and workplaces.
Host an Informal Event
How?
Your NPHW 2018 event can be as simple as hosting a healthy dinner with your family and friends or a healthy happy hour with coworkers. The important thing is that you're coming together to think about ways to improve the health of your family, your workplace, your school and your community, and joining a larger movement to create the Healthiest Nation in One Generation!
* Talk to your family over a healthy breakfast about what each of you can do to lead healthier lives in 2018 and beyond.
* Invite your neighbors over for a healthy dinner and tell them about your work in the public health community.
* Ask your colleagues to join you for a healthy happy hour and brainstorm healthier best practices for your workplace, such as taking more walking meetings, using the stairs instead of elevators, drinking more water throughout the day, and standing up to stretch and walk around between sessions on your computer.
Host a Table at a Farmers Market
How?
Your local farmers market is a great setting to talk to people about public health. Your community should have information available online for how to set up a table at a local market. Be sure to look now, well ahead of time, and find out whether there are any fees or other constraints you'll need to be prepared for — for example, farmers markets typically have both "free" and "fee" areas, but it's different in every community. You should also be able to access guidelines for what equipment to bring or avoid, how and when to set up, and other details.
Having a table at your local farmers market or a location with a health related mission is an opportunity to engage people with information about NPHW and healthy lifestyles. Tabling is a great way to strike up conversations, distribute materials, and educate people about NPHW. Your NPHW 2018 event can be as simple as hosting a healthy dinner with your family and friends or a healthy happy hour with coworkers. The important thing is that you're coming together to think about ways to improve the health of your family, your workplace, your school and your community, and joining a larger movement to create the Healthiest Nation in One Generation!
* Hand out materials about public health services in your community.
.
* Ask people to sign the Healthiest Nation pledge
Making the most of it:
* Create an eye-catching table: Feature posters and banners that show off NPHW 2018 visuals and your organization's logo.
* Draw people in with freebies. Think about offering healthy snacks, water or health-related items such as stress balls or toothbrushes to encourage people to stop by your table and chat.
Tips on how to have a successful event:
* Catch people's eyes with, posters, and logos equipped with decorative balloons and banners that entice people to visit.
* SWAG! Distribute free snacks, pens, water bottles, and other health related memorabilia.
* Use fun activities and trivia to get families and children talking about NPHW. Quick activities include spin the wheel, darts, or bean-bag toss. Each landing space can represent a different topic about NPHW where participants can test their knowledge to earn prizes.
Host an Event with your Member of Congress
A great way to draw attention to NPHW 2018 in your community is hosting an event with your member of Congress in their congressional district or state. Contact your member of Congress' office to coordinate an event or appearance. Be specific about where, when and how the event will be organized. Make the case for why attending a NPHW event is the perfect opportunity to engage with constituents on an issue that everyone cares about — our health.
How?
* Ask a member of Congress to sign the Healthiest Nation pledge — along with other public health, health care and community partners — in support of building the Healthiest Nation in One Generation.
* Hold your event at a location that makes a "healthy" impression, such as a new farmers market or park, or a corner store that recently began selling fresh produce.
* Hold a local town hall meeting to educate community members about the everyday role of public health in our lives. Invite other community leaders to discuss the state of your community's health, how public health makes it better and the health risks that come with dwindling public health resources. Contact your legislator's press secretary or scheduler and arrange for his or her participation. If the representative can't make it in person, ask if he or she can send prepared remarks via video.
Making the most of it:
* Highlight local success stories using specific data and outcomes. For example, share positive outcomes unfolding thanks to federal programs such as the Prevention and Public Health Fund.
* Feature real people from your community to put a human face on the value of public health for your member of Congress and leave a memorable impression. For example, share a story about a little girl who experiences fewer asthma complications and missed school days because a public health outreach program helped her family rid their home of asthma triggers.
* Invite subject experts, such as public health officials, community advocates or academic researchers, to share insights and perspectives on how public health initiatives have made all of our lives healthier, safer and better.
* Garner media attention by working with your member of Congress' press secretary or relevant staff to send a media advisory, draft a news release, create talking points and formulate an outreach strategy around the event using social media.
Host an Announcement or Awards Ceremony
What?
Host an awards presentation to honor those who are improving public health in your community! Our communities are full of public health heroes — from teachers and doctors to local policymakers and parents — who are making it easier for people to get healthy and stay healthy every day. A great way to draw attention to NPHW 2018 and your own agency or organization is to present an award to a public health hero in your community.
How?
* Consider one or more individuals or organizations you believe deserve recognition in your community for their service on behalf of public health and how your organization can make note of that through an award.
* Create a meaningful award such as a certificate or trophy.
* Organize an event to award recipients: a short news conference, a dinner, a luncheon, etc.
* Coordinate with recipients ahead of time to ensure their enthusiastic participation and attendance.
* Roll out the announcement of the award(s) through your online properties and other communications.
Making the most of it:
* Invite partners to join you in selecting and awarding recipients in order to maximize event attendance and increase interest in the awards process.
* Prepare recipients with social media materials so they can announce the award to their own networks.
* Consider conducting media outreach around the event and help willing recipients prepare for talking with local reporters.
Host an Online Event
What?
An online event is a real-time public conversation that can take place on a social media channel and is focused on a specific topic. It provides your audience an opportunity to share information, opinions, statistics and best practices while promoting your overall message.
If you have a strong following on one or more social media platforms, an online event — like a Google Hangout or a Twitter Chat — during NPHW 2018 could be a great opportunity for engaging current supporters and attracting new ones.
We also encourage you to participate in APHA's national NPHW Twitter Chat!
How?
* Participate in the NPHW Twitter Chat with @NPHW, on Wednesday, April 4, at 2 p.m. ET. RSVP online!
* Promote a call to action across your social media profiles asking supporters to help you spread the word about creating the Healthiest Nation and supporting the Healthiest Nation pledge.
* Initiate a conversation on Reddit about one element of public health and what it means in your community or nationally. Check out this year's Facts for the Week for ideas!
Making the most of it:
* Promote your event on Facebook with a low-cost Boosted Post of $25-$50, being sure to target the people you're most interested in encouraging to participate, such as students, public health professionals, parents, etc.
* Use an existing hashtag that's already being used by other people who care about public health — such as #healthiestnation or #NPHW. This way, you'll tap into a conversation that's already going on, and people will be much more likely to see your promotion.
* Tag staff, board members, volunteers and other people related to your organization in posts about your event and ask them to spread the word with their own friends and fans.
* Tag partners, decision-makers, local experts and local media in posts about your event so they can participate, listen in or report on your event.
* Engage in a two-way conversation during the event, being sure to engage with what participants ask or do related to your event. For instance, like their Facebook posts, like and retweet their tweets, and respond to comments and questions.
* Post-event, make the most of the content and energy you've gathered by: pulling out quotes from the event and using them in future social media posts; doing a write-up of the event and sharing it online; and following up on any questions or comments you didn't have time to address during the event.
Simple Events and Outreach
Use these tips and tricks to plan an easy NPHW event and get your organization and the general public excited to celebrate National Public Health Week.
One of the best and most important ways to engage people in conversations about NPHW is to discuss topics they already care about. Your organization's work in public health contributes to the overall NPHW mission and is important to advocating for healthier communities. To make the most of your audience:
* Screen a movie – Pick a movie that addresses your organization's mission/work and host a discussion that provides information about how those topics fit into NPHW, the field of public health and creating healthier communities.
* Host a speaker series – Select public health movers and shakers and invite them to have a Q&A about the research, work or advocacy they do and how it fits into the larger NPHW message.
* Plan a trivia night – Host a night of fun and games to elevate messages of public health and NPHW. Ask questions that inform and create dialogue around pathways to creating healthier communities and people.
* Start an NPHW book club – Read books/news articles that discuss evidence-based public health research, planning and implementation. For book ideas, visit APHA Press.
* Decorate your office space – Create promotional items around the NPHW theme and post them around your workspace. This allows visitors and clients to know that you support NPHW and Healthiest Nation 2030.
* Create a one-pager – Provide your audience with interesting public health facts and information related to your organization's work. Relate how it ties into NPHW and Generation Public Health.
* Host a healthy happy hour – Plan an event at a local restaurant that will convene public health professionals to network and engage during NPHW. Provide healthy beverages and snacks.
Note: The next page has a networking game that can be played at this type of event.
Other helpful tips –
* Utilize social media: Share pictures and tweets with the hashtags #NPHW or #HealthiestNation2030 before and after the event to promote and share its success!
* Create partnerships: Partner with a local health-oriented organization to sponsor events. Local health conscious restaurants, exercise facilities, and food companies are a great place to start and can provide snacks and samples to promote their products and healthy practices during events.
* Sign the Healthiest Nation pledge: Have local leaders, community members, and NPHW participants to sign the pledge at every event.
* Health equity
* Infectious disease
* Mental health
* Drug misuse/abuse
Networking Game
The following game is intended to provide an opportunity for public health professionals to network during an event that your organization will be hosting.
Important Notes
* Provide participants with a name tag, then ask them to pick a sticker that corresponds to the public health field/issue they work in or care about
* Ask participants to find 2-3 other people who have the same sticker that they do; depending on the size of the group, you can decide how many rounds to do
* Make sure to have a maximum of three people in each group, any larger and a person could stand off to the side and not participate
* You can adjust the public health fields/issues to your own group's needs
Needed Materials
* Name tags
* Stickers in assorted shapes and colors (at least 10 different types)
Directions
Participants will find 2 other people in their same field/issue group to discuss the following three questions:
1. What appeals to you about this public health field/issue?
2. What work are you currently doing or what do you want to do to address this public health issue?
3. Where do you work? How long have you been in that field or with your organization?
Each round should last around 10-15 minutes
Categories
* HIV/AIDS prevention
* Nutrition/obesity
* Climate change
* Gun violence
* Chronic disease
* Sexual health education
After a couple of rounds, encourage attendees to mingle.
Plan Your Event
Event Planning Timeline
Six to eight weeks before your event:
* Secure your event location.
* Determine technology needs for your event (cameras, microphones, etc.) — even if you're doing an online event.
* Reach out to health experts or local policymakers to participate in the event.
* Reach out to potential sponsors for donations.
Four weeks before your event:
* Post your event to the official NPHW calendar at www.nphw.org.
* Begin promoting your events. Use communication tools already at your fingertips, such as publications, email lists, bulletin boards, social media accounts and announcements. Highlight NPHW during staff meetings and presentations.
* Begin promoting your event on Facebook, Twitter and other online venues.
* Decide what media, if any, you would like to invite to your event and begin reaching out.
* Reach out to backup speakers and secure an alternate event venue.
* Follow up to confirm the attendance of your speakers, public health partners and local stakeholders.
* Send event invitations to the general public.
* Continue promoting events using social media and other tools.
Two weeks before:
* Finalize event logistics.
* Continue promoting the event using social media and other tools.
One week before:
* Send out a media advisory.
* Follow up with local media.
* Ready speakers for media inquiries.
* Purchase or collect donated food or beverages.
* Appoint a photographer for the event (could be an in-house staffer!).
* Appoint someone to live tweet during the event.
* Confirm VIP attendees.
* Provide social media posts/tweets to VIP attendees and speakers and ask them to post to their own networks to help promote the event.
* Continue promoting events using social media and other tools.
Week of:
* Distribute news release.
* Confirm all speakers and distribute run-of-show schedules.
* Test technology and equipment for event.
* Hold your event, and good luck!
Week after:
* Send a thank-you note to all participants.
* Follow up with any media or policymakers who attended the event.
* Follow up on any questions or suggestions people made during the event — particularly for online events if you didn't have time to take all questions.
* Use pictures, quotes and other content from the event in future social media or other communications efforts.
Organize on campus
Thursday, April 5, is this year's NPHW Student Day! What can your local campus do to help raise awareness about the value of public health and our work to create a healthier nation? You can plan a rally, partner with another campus organization to host a seminar on prevention and active living, organize a research symposium for students to present scholarly and creative work, or invite local public health officials to campus to promote their campaigns and services.
THERE ARE COUNTLESS WAYS TO GET INVOLVED AND TAKE ACTION. By participating in NPHW and celebrating Student Day, you're helping your generation serve as a model of public health! Check out our event suggestions for specific tips and ideas for activities you can organize with students on your campus. Also visit APHA's Student Assembly page to learn more about ways to get involved throughout the year.
APHA's Student Assembly is the nation's largest student-led organization dedicated to furthering the development of education and opportunities for students, the next generation of professionals in public health and health-related disciplines. The Student Assembly represents and serves students of public health and other health-related disciplines by connecting individuals who are interested in working together on public health and student-related issues. The Student Assembly is available to all current APHA student members.
Help promote National Public Health Week
NPHW is a great opportunity to raise awareness about your organization and public health with local media and with your audiences on social media.
Tips for Promoting Your Event to Media
The same best practices apply whether you're pitching print, TV, radio or online media:
* Send a pitch email with a news release or media advisory at least a week before your event. Many journalists are on tight deadlines and may have to file a story about your event the same day it takes place — giving plenty of advance notice gives reporters time to gather information and arrange interviews before the event and helps them meet their quick deadlines.
* After you send your pitch, follow up with a phone call. For print journalists, call during the middle of the day, between 10 a.m. and 3 p.m., to avoid calling when they're on deadline. For radio, call between 7:30 a.m. and 8:30 a.m. or after 10 a.m. to reach reporters before and after their morning drive-time shows. Offer to answer questions, provide more information and connect reporters with potential interview sources.
* If you get an editor or reporter on the phone, explain your event's purpose, what makes it newsworthy and why it's relevant to their audience. Why should their publication or program care about NPHW? What sets your event or program apart from the rest of what is going on in your community? How does your event offer solutions to pressing health problems in your community? How is your event relevant to the day's top political news?
* Follow up to remind media about your event a few days before.
* For TV and radio, be sure to follow up again the morning of your event, before 8:30 a.m.!
If a story about your NPHW event is published or broadcast, please let us know. Send an email or link to email@example.com. If possible, send news clippings to us at Communications, American Public Health Association, 800 I Street NW, Washington, DC 20001.
Tips for Promoting Your Event on Social Media
Whether you're planning to participate in or host an event, online or offline, you can enhance engagement with NPHW by using social media platforms such as Facebook, Instagram and Twitter. To help bring attention to your NPHW activities and the importance of public health, you can:
* Follow @NPHW across all your organizational and staff accounts.
* Actively favorite and retweet tweets posted by @NPHW.
* Use the official NPHW 2018 hashtag, #NPHW or #ChangeOurFutureTogether, in your tweets so that when someone searches for NPHW, your tweets and posts are there!
* Like and engage with people who post about your NPHW event or your organization.
* Spend time in the lead-up to NPHW 2018 — as well as each day of NPHW — engaging with other people and groups using #NPHW.
* Tweet multiple times leading up to NPHW 2018 to build anticipation and tweet two to four times daily during NPHW (or more!).
* Post to Facebook one to three times per day during NPHW — Facebook's algorithm favors pages and profiles that are more active.
* Be sure to keep an eye on social media! Engage in a two-way conversation on ALL platforms by liking, commenting, sharing, retweeting and addressing comments or questions that people make on Twitter and Facebook.
* Use the Facebook Event Page to organize your event, invite people and post reminders and updates.
* Boost posts promoting your event for $25-$50 on Facebook, which can help target audiences you want to participate.
* Share photos with your supporters and other public health groups on Facebook, Flickr or Instagram.
* Share your Flickr album with news reporters so they can browse through available NPHW photos they may want to publish alongside their coverage.
* Use Instagram to capture compelling moments during NPHW and be sure to engage with other people using the #NPHW tag on Instagram by liking and commenting on their posts.
Promote NPHW 2018 Facts for the Week across social media platforms, using these sample posts/ tweets:
* This NPHW 2018, we're focusing on public health topics that need our attention. Join us today! www.nphw.org
* Monday's #NPHW theme is Behavioral Health: All people deserve affordable access to behavioral health care.
* Tuesday's #NPHW theme is Communicable Disease: Investing in disease prevention saves lives and money.
* Wednesday's #NPHW theme is Environmental Health: There is no Planet B. We must preserve and protect our planet's natural resources.
* Thursday's #NPHW theme is Injury/Violence Prevention: Communities of color disproportionately bear the burden of injury and violence.
* Friday's #NPHW theme is Ensuring the Right to Health: Everyone has the right to live a healthy life free of preventable disease.
* We can become the Healthiest Nation by 2030, but we can't do it alone! Find out how YOU can help during #NPHW 2018.
* Pledge today to help make America the Healthiest Nation in One Generation #NPHW 2018. www.apha.org/2030
* All policy impacts health. Make sure your local leaders consider health in all decisions. Learn more during #NPHW 2018.
* A key lever to achieve Healthiest Nation 2030? Education. This #NPHW, call for policies that help kids learn, thrive and graduate on time.
* Poverty is hazardous to health. This #NPHW support policies that ensure living wages and support families facing financial hardship.
* Becoming the healthiest nation means recognizing impacts of racism. Speak up for social justice and health equity this #NPHW and every week!
* It's hard to eat healthy if you can't find affordable produce. Learn how to help change that in your community at www.nphw.org.
* Now is the time to prepare for the health impacts of climate change. Ensure a healthy environment for everyone this #NPHW #ClimateChangesHealth.
* This #NPHW tell policymakers you want a health system that values prevention on par with treatment. Prevention works!
* Public health makes our lives healthier, safer and better every single day. This #NPHW, demand adequate funding for public health.
Creating a Communication Plan
One of the easiest ways to organize and promote your social media messaging during NPHW is by using a communications plan. By organizing the messages and methods of promotion, you can create a plan and execute it using automation tools.
Identify your channels
Decide which social media platforms you would like to use to communicate with your audience. It is helpful if you already use these platforms throughout the year. Each platform will require a different format of messaging, so choose wisely. Cultivating timely, exciting content can be time consuming.
Choose your messages
Select the overarching theme that you want to focus on during NPHW. Ideally, the topic you select is relevant to your existing audience and is pertinent to your organization's mission and vision before, during and after NPHW.
Organize your content
Choose a method for keeping all of the content for your social media channels in a single place. An Excel spreadsheet can provide the flexibility to keep dates, status and the messages that are going out on multiple social media accounts in a single place. Organize your messaging by date. It can be helpful to color code the messages by the social media platform. An example:
Each social media channel or other method of communication is color-coded, with the person responsible for drafting and sending that content reflected on the spreadsheet. The spreadsheet is then organized in date order. It allows you to see the previous content and manage time in between posts.
Schedule It and Forget It
Once you have developed the content schedule, use a tool like Hootsuite once a week to schedule your content to send automatically. Hootsuite allows you to manage the content and engagement for multiple social media accounts. It also allows you to track your interactions and level of engagement with your audience.
Cultivating Content
Twitter
Twitter limits any individual message to 280 characters. You'll have to keep it brief and catchy. Twitter moves at a faster pace than other social media platforms, so keeping your audience engaged will require a higher volume of messaging. Ideally, you'll want to tweet one to two times per day. Twitter allows for polls and can increase engagement around a specific topic. FYI: Open-ended questions also allow your audience to engage with your account.
When creating your messaging:
* Amplify the overall message of NPHW, — that we're all part of a larger movement to improve the nation's health.
* Stick to what you know. Focus on topics in your organization's area of expertise.
* Provide short, relatable content. Use links to provide additional information.
* Share the content of other organizations that are also doing similar work.
* Attach photos! Tweets that contain graphics have higher engagement rates.
* Check your analytics. Twitter provides every account with statistics to track your traffic.
* Need inspiration? Check out APHA's Twitter — www.twitter.com/publichealth. APHA's Twitter has nearly 500,000 followers and has been tapped as one of the best health and science feeds in the country.
Facebook
Facebook lends itself to longer messages that provide personal stories or special interest pieces. The average Facebook user will watch a video on a topic, take action on a pledge or repost a story that their network would find interesting.
When creating messaging:
* Draft each post with a specific purpose/information for your audience.
* Share interesting news related to your organization's work.
* Post at least once per day.
* Feature interesting content that your organization is tagged in by your audience, like photos of events.
* Don't be afraid to make an 'ask' to your audience. Donations, volunteering or signing a pledge can get a lot of reach through sharing to the extended network.
Other content
If your organization has a lot of events and receives photos from volunteers and staff, consider sharing these via Instagram. If your organization has a lot of resources and ideas, consider sharing via Pinterest. The best way to share content is to choose platforms that fit the type of content that your organization naturally creates. For more social media inspiration, visit www.apha.org/newsand-media/social-media.
About NPHW
During the first full week of April each year, APHA brings together communities across the United States to observe National Public Health Week as a time to recognize the contributions of public health and highlight issues that are important to improving our nation. For over 20 years, APHA has served as the organizer of NPHW. Every year, the Association develops a national campaign to educate the public, policymakers and practitioners about issues related to each year's theme. APHA creates new NPHW materials each year that can be used during and after NPHW to raise awareness about public health and prevention.
Since the Affordable Care Act became law, the U.S. uninsured rate has dropped to record lows. However, the Affordable Care Act is under targeted attempts to dismantle the law, including the most recent repeal of the individual mandate. Our social safety net programs are being threatened with cuts and for the second year in a row, life expectancy in the United States has dropped.
To ensure everyone has a chance at a long and healthy life, we must also tackle the underlying causes of poor health and disease risk. Those causes are rooted in how and where we live, learn, work and play. It's the child who goes to school hungry and can't take full advantage of the education that leads to a healthier, more productive adulthood. It's the low-wage worker who must choose between losing much-needed income and staying home with a sick child. It's the family that struggles to find nutritious, affordable food anywhere in their community. It's the student who can't walk to school because there are no sidewalks. These are the types of conditions that shape the health and well-being of our people and communities.
Thankfully, we can do something. If we partner across public and private sectors to ensure decisions are made with people's health in mind, we can build healthier communities and eventually, the healthiest nation. We can change our future together, but we need your help to get there.
Join us in observing National Public Health Week 2018 and become part of a growing movement to create the healthiest nation in one generation. We'll celebrate the power of prevention, advocate for healthy and fair policies, share strategies for successful partnerships, and champion the role of a strong public health system.
Future National Public Health Week dates:
* April 1-7, 2019
* April 6-12, 2020
* April 5-11, 2021
* April 4-10, 2022
* April 3-9, 2023
The American Public Health Association champions the health of all people and all communities. We strengthen the public health profession. We speak out for public health issues and policies backed by science. We are the only organization that influences federal policy, has a nearly 150-year perspective and brings together members from all fields of public health. APHA publishes the American Journal of Public Health and The Nation's Health newspaper. At our Annual Meeting and Expo, thousands of people share the latest public health research. We lead public awareness campaigns such as Get Ready and National Public Health Week. Together, we are creating the healthiest nation in one generation. Learn more at www.apha.org. | <urn:uuid:06048093-0280-4de6-b709-ba60cf4602b8> | CC-MAIN-2018-17 | http://www.nphw.org/-/media/files/pdf/nphw/2018_nphw_toolkit.ashx?la=en&hash=345198B239CB96DFA6EAB3209E8B5C4BFED4CB82 | 2018-04-20T06:52:21Z | crawl-data/CC-MAIN-2018-17/segments/1524125937161.15/warc/CC-MAIN-20180420061851-20180420081851-00423.warc.gz | 491,162,716 | 15,477 | eng_Latn | eng_Latn | 0.974904 | eng_Latn | 0.995929 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Lat... | false | docling | [
195,
1989,
3658,
4894,
6820,
8891,
11622,
14587,
16515,
19738,
21694,
25048,
26869,
29847,
32247,
35483,
38748,
40719,
43022,
45805,
48607,
50537,
52996,
55558,
57047,
58907,
59376,
60802,
62774,
65530,
66826,
68712,
71103,
74330
] | [
2.234375,
1.8671875
] | 3 | 2 |
Scientific Freedom Under Fire
The New Draft Curriculum for New Zealand Schools
By Trevor Mander, BSc, MDiv, Dip Tchg. www.deepscience.com 17 November 2006
There is a draft curriculum available for New Zealand schools and is now in the consultation process. It can be downloaded as a pdf here:
http://www.tki.org.nz/r/nzcurriculum/draft-curriculum/science_e.php
And the current curriculum is available here:
http://www.minedu.govt.nz/index.cfm?layout=document&documentid=3525&indexid=1005&inde xparentid=1004
It makes significant changes in some areas and these are a concern to those who hold scientific and religious freedoms as being important. The issue is the rise of atheistic materialism in the new Draft Science Curriculum.
The Current Science Curriculum
The current curriculum framework is quite straight forward when it comes to the Science topic of genetic change and variation. Rather than mandating a specific philosophical perspective, it just outlines the facts that need to be taught. We should "investigate and understand how organisms grow, reproduce, and change over generations."(p52) At level 7 this requires students to "describe processes that may lead to genetic variation, and understand the implications of these for plant and animal breeding." At level 8 (Form 7, or Year 13) this becomes more specific and students have to "investigate and describe the diversity of scientific thought on the origins of humans."
Now this is, I think, a brilliant and informed perspective to take on the issue. The statement recognises that there is a diversity of scientific thought and that informed students have to study these. Note that there is no mandate to believe any particular philosophical perspective, just to study and understand them.
The Draft Science Curriculum Under Consultation and Review
The draft curriculum for Science is different. It states, "Students develop an understanding of the diversity of life and life processes. They learn about where and how life has evolved, about evolution as the link between life processes and ecology, and about the impact of humans on all forms of life. As a result, they are able to make informed decisions about significant biological issues."
The new draft also favours the use of "evolution" at level 7 with it being used to describe the "role of DNA in gene expression" and how "the interaction between ecological factors and selection leads to genetic changes within populations."
Now if we redefine the word "evolution" to simply refer to something more like "observed change" then this use is understandable. This kind of evolution is agreed by all. The problem is that this is not the use the writers have in mind. At level 8 students must "explore the evolutionary processes that have resulted in the diversity of life on Earth and appreciate the place and impact of humans within these processes."
This is a clear statement that the draft curriculum writer wants NZ students to accept the philosophical perspective that all diversity of life on Earth has come about by natural materialistic processes. Not only that, but that this atheistic perspective should form the basis of "informed decisions about significant biological issues."
There seems to be loading of the dice going on in other areas as well. In the draft science table we find that across all strands "students will understand that scientists' investigations are informed by current scientific theories" (Y5,6) and that "students will understand that scientists have an obligation to connect their new ideas to current and historical scientific knowledge" (Y7,8). This "obligation to connect" seems to be saying that science is only about going with the flow and that the flow is atheistic evolution. This kind of language is laying the foundation for outlawing discussions of alternative perspectives.
My Response
First, I am not convinced that overuse of the highly contentious term "evolution" is prudent when it is simply aspects of genetic variation being studied. The current level 7 statement is a good example of how this problem (and the ridiculous extremes seen in the United States) can be avoided.
Second, the Living World Level 8 statement needs to be changed or removed to avoid mandating an atheistic religious perspective in our science classes. If kept, one suggestion is: "Explore the processes that result in diversity of life on Earth and appreciate the place and impact of humans within these processes."
Third, the current curriculum statement at level 8 to "investigate and describe the diversity of scientific thought on the origins of humans" is a good one and should be retained.
Lastly, the overview statement for level 5, 6, 7 and 8 in the Science Table should be changed to something like
"Students will understand that scientists' investigations also consider current scientific theories…"
"Students will understand that scientists have an obligation to compare their new ideas to current and historical scientific knowledge" | <urn:uuid:9cdb25ba-e479-4cd2-b733-b1ef151f8cfa> | CC-MAIN-2018-17 | http://deepscience.com/school/NZ_curriculum.pdf | 2018-04-20T06:44:29Z | crawl-data/CC-MAIN-2018-17/segments/1524125937161.15/warc/CC-MAIN-20180420061851-20180420081851-00428.warc.gz | 77,214,360 | 992 | eng_Latn | eng_Latn | 0.998148 | eng_Latn | 0.998096 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3229,
5022
] | [
2.390625
] | 1 | 10 |
WKS Solubility Curves & Gas Solubility
Name
Period
Part 1: Solubility Curves of Solids
1) What is solubility? List at least two factors that affect solubility.
2) What type of solution contains the maximum amount of solid dissolved in it?
3) What type of solution can still have more solid dissolved in it?
4) What type of solution has more solid than ordinarily possible dissolved in it?
Refer to the solubility curves in Chart G of your reference pack to answer the following questions. Show any calculations used.
5) When the temperature increases, the solubility of most solids (increases, decreases)
6) How many grams of NaNO3 must be dissolved in 100 g of water to form a saturated solution at 40 o C?
7) At what temperature can one dissolve a maximum of 60g of NH4Cl in 100g of water?
8) If130 g of KNO
3
are added to 100 g of water at40°C, ...
a) How many grams dissolve?
b) How many grams stay undissolved?
9) If one dissolves 90 g of KNO3 in 100 g H2O at 60 o C, what type of solution is formed?
10) How many grams of NaCl could dissolve in 200 g H2O at 70°C?
11) Describe the steps needed to make a supersaturated solution that contains 130g of KNO3 all dissolved in 100 g of water at 40 o C.
a) List a few ways one could disturb this supersaturated solution and cause the “extra” solid to crystallize.
b) What kind of solution remains after the crystallization occurs? Why?
Part 2: Solubility of Gases
12) When the temperature increases, the solubility of gases (increases, decreases). (Think of a soda can.)
13) When the pressure increases, the solubility of gases (increases, decreases). (Think of a soda can.)
Refer to the solubility curve in Chart G of your reference pack to answer the following questions:
14) How many grams of SO2 can be dissolved in 100 g of water at 40 o C?
15) At what temperature can one dissolve a maximum of 60g of HCl in 100g of water?
16) If 50 g of NH3 are added to 100 g of water at 20°C, ...
a) Is the solution saturated or unsaturated?
b) If the temperature is raised to 70°C, how many grams of NH3 will bubble out of solution?
Use Henry's Law to answer the following questions.
17) What is the relationship between the solubility of a gas (S) at a given temperature and the partial pressure of the gas (P) above the solution?
18) If 0.55 g of a gas dissolves in 1.0 L of water at a pressure of 20.0 kPa, how much will dissolve at 110.0 kPa?
19) A gas has a solubility of 0.66 g/L at 10.0 atm. What is the pressure on a 1.0-L sample that contains 1.5 g of gas? | <urn:uuid:af998f41-f963-4881-b047-9f2cb043b420> | CC-MAIN-2018-17 | http://doccasagrande.net/Chem%201%20Files/Chem%201%20Chapter%2013-15%20-%20Liquids%20Solids%20Solutions/Chem%201%20Chapter%2013-15%20Homework/WKS%2015-3%20--%20Solubility%20Curves%20and%20Solubility.pdf | 2018-04-20T06:48:18Z | crawl-data/CC-MAIN-2018-17/segments/1524125937161.15/warc/CC-MAIN-20180420061851-20180420081851-00427.warc.gz | 82,938,873 | 686 | eng_Latn | eng_Latn | 0.990614 | eng_Latn | 0.990666 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1406,
2542
] | [
3.921875
] | 2 | 0 |
The Small Elf
Once upon a time there was a small elf. She was seven years old, around the time every elf starts their job. The small elf's name was Amanda. Now, this was a long time ago, so the only jobs were baking cookies and helping Santa. First, Amanda tried baking cookies, but she just set them on fire! Then, she tried helping Santa, but she dropped all his special papers and they scattered all over the room. Amanda was disappointed. Then, she saw a small toy car. It was like a lightbulb had went off in her head! She found some paint, wood, a couple of nails, and a hammer. Amanda pounded and painted, outlined and nailed, for 30 minutes. She leaned back and sighed. She had created a toy train! Santa came out and admired her train. "Ho, ho, ho," he said. He took her inside and asked her to make several different toys. She did, and in only ten minutes! By the next year, 110 elves made toys. That is the story of how the smallest elf became the first toy maker elf!
The End | <urn:uuid:f8f5ed47-b6f7-4c0b-853a-20ba259ce981> | CC-MAIN-2018-17 | http://crystalallenbooks.com/strikewriters/walter-hall--small-elf.pdf | 2018-04-20T07:04:09Z | crawl-data/CC-MAIN-2018-17/segments/1524125937161.15/warc/CC-MAIN-20180420061851-20180420081851-00430.warc.gz | 75,930,599 | 251 | eng_Latn | eng_Latn | 0.999752 | eng_Latn | 0.999752 | [
"eng_Latn"
] | false | docling | [
1007
] | [
2.9375
] | 2 | 0 |
Safe – Keep safe by being careful not to give out personal information - such as your full name, email address, phone number, home address, photos or school name – to people you are chatting online with.
Meet- Meeting someone you have only been in touch with online can be dangerous. Only do so with your parents' or carers' permission and even then only when they can be present.
Accepting – Accepting emails, messages or opening files or pictures or texts from people you don't know or trust can lead to problems – they may contain viruses or nasty messages!
Reliable – Information you find on the internet may not be true or someone online may be lying about who they are. Make sure you check information before you believe it.
Tell – Tell your parent or carer or a trusted adult if someone or something makes you feel uncomfortable or worried, or if you or someone you know is being bullied online.
Find out more at Childnet's website....
www.kidsmart.org.uk
If one of your friends or an older person tells you about a site they want you to see think carefully. If someone sends you a link don't open it unless you are sure it's safe. If you are worried tell a teacher or an adult in your family.
Go to www.thinkuknow.co.uk to find out more. | <urn:uuid:9be54085-5600-49bc-9b75-7d74cb3935b4> | CC-MAIN-2018-17 | https://s3-eu-west-1.amazonaws.com/jotter2.files/334226?response-content-type=application%2Fpdf&response-content-disposition=inline%3Bfilename%3Desafety-children.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20180420%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20180420T064035Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=885778636773afa2b73ae9781cbdb719991215e649ebc8555b9486b020e7ce14 | 2018-04-20T06:40:36Z | crawl-data/CC-MAIN-2018-17/segments/1524125937161.15/warc/CC-MAIN-20180420061851-20180420081851-00430.warc.gz | 695,259,622 | 269 | eng_Latn | eng_Latn | 0.997458 | eng_Latn | 0.997458 | [
"eng_Latn"
] | false | docling | [
1253
] | [
3.703125
] | 1 | 2 |
Heather J.
Once upon a time there was a girl called Sarah and she was 8. She loved to dance but she broke her leg and before she broke her leg she won 2 gold metals and 3 silver metal. She was going to win her 3-gold metal before she broke her leg and when she went to the doctor he said that she had to rest for 5 months. She did that after the 3 months past she was so happy it almost over and 2 more months past when it was over she happy, but she had to learn all the stuff she knew already but it took her a year to do all that stuff. When she got it down she was dancing again so she said that I can do this, and her teacher said that you are going to perform next month so when it was the next month she was so scary for her. When she was done there was a gold metal that she won, and she said to herself that she will never stop dancing in her life. | <urn:uuid:bcc01a71-8a3f-480e-9b3a-9dd404717e9e> | CC-MAIN-2018-17 | http://crystalallenbooks.com/strikewriters/south-shaver-untitled2.pdf | 2018-04-20T07:06:23Z | crawl-data/CC-MAIN-2018-17/segments/1524125937161.15/warc/CC-MAIN-20180420061851-20180420081851-00435.warc.gz | 71,928,221 | 206 | eng_Latn | eng_Latn | 0.998347 | eng_Latn | 0.998347 | [
"eng_Latn"
] | false | docling | [
858
] | [
2.3125
] | 1 | 0 |
WKS-Honors
Hess's Law
Name
Period
Date
Use Hess's Law to find the enthalpy changes for the stated reactions given the component reactions and their enthalpy changes. Use the space given to rewrite the modified component reactions and show that they add up to the desired reaction.
1) Find the ΔH for the reaction below, given the following reactions and subsequent ΔH values:
H2SO4(l) → SO3(g) + H2O(g)
2) Find the ΔH for the reaction below, given the following reactions and subsequent ΔH values:
3) Find the ΔH for the reaction below, given the following reactions and subsequent ΔH values:
Δ
H
2
O(l) → H
2
(g) + ½ O
2 (g)
H = 643 kJ
C
2
H
6
(g) → 2 C(s) + 3 H
2
(g)
ΔH = 190.6 kJ
2 CO
2
(g) + 3 H
2
O(l) → C
2
H
6
(g) +⁷/₂O
2 (g)
ΔH = 3511.1 kJ
4) Find the ΔH for the reaction below, given the following reactions and subsequent ΔH values:
5) Find the ΔH for the reaction below, given the following reactions and subsequent ΔH values:
6) Find the ΔH for the reaction below, given the following reactions and subsequent ΔH values:
2
Hess's Law Worksheet | <urn:uuid:96725174-c10f-4dfc-9f71-b1599e1d8348> | CC-MAIN-2018-17 | http://doccasagrande.net/Chem%20H%20Files/Chem%20H%20Unit%2013%20-%20Spontaneity%20-%20Kinetics/Chem%20H%20Unit%2013%20Homework/WKS%2013-5%20--%20Hess%20Law%20Problems.pdf | 2018-04-20T06:26:25Z | crawl-data/CC-MAIN-2018-17/segments/1524125937161.15/warc/CC-MAIN-20180420061851-20180420081851-00431.warc.gz | 86,990,956 | 344 | eng_Latn | eng_Latn | 0.937216 | eng_Latn | 0.956587 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
796,
1109
] | [
3.4375
] | 1 | 0 |
WKS Solution Characteristics
Name
Period
Date
1) Describe the characteristics of a solution and identify the various combinations of solid, liquid, and gas that can combine to form a solution.
2) What are the two components of a solution? List the properties of each:
a.
b.
3) What does it mean for a material to be soluble? What predicts the solubility of a material?
4) What is it called when two liquids are soluble? When two liquids are insoluble?
5) What kinds of materials (polarity) can dissolve in polar solvents like H2O? What intermolecular forces are responsible in each case? a.
b.
c.
6) Why do two nonpolar materials mix?
7) What is solvation? What factors affect the rate of solvation?
8) What is the role of intermolecular forces in solvation? | <urn:uuid:2b7a3b89-7e3d-47ad-80a7-baeb885eaa59> | CC-MAIN-2018-17 | http://doccasagrande.net/Chem%201%20Files/Chem%201%20Chapter%2013-15%20-%20Liquids%20Solids%20Solutions/Chem%201%20Chapter%2013-15%20Homework/WKS%2015-1%20--%20Solution%20Characteristics.pdf | 2018-04-20T06:47:53Z | crawl-data/CC-MAIN-2018-17/segments/1524125937161.15/warc/CC-MAIN-20180420061851-20180420081851-00435.warc.gz | 84,079,767 | 182 | eng_Latn | eng_Latn | 0.99355 | eng_Latn | 0.99355 | [
"eng_Latn"
] | false | docling | [
773
] | [
3.53125
] | 1 | 1 |
Lab [25 pts] Molarity and Absorption
Name
Lab Partner
Period
Date
Purpose: To become familiar with making solutions by dissolving solids into water and by diluting solutions. To experimentally verify that the concentration of a solution is directly proportional to the amount of light absorbed (absorbance) in a colorimeter (Beer's Law).
Background: Chemists often need to determine the concentration of a solute in a solution. They can do this by using a spectrophotometer or colorimeter to measure the amount of light of a given wavelength absorbed by the solution. By choosing a wavelength of light of the complimentary color to the solution, the absorbance of the solution is directly proportional to the concentration, a relationship called Beer's Law: A = a×b×c where A is the absorbance (what you measure), a is the absorptivity of the solute, b is the path length of the cuvette (see below), and c is the concentration. For us, a and b will be constant, so A = mc, where m is the slope of the line formed by plotting A for set of solutions of known concentration, called a calibration "curve" (even though is should be a straight line). From this, you can determine an unknown concentration by measuring A.
Prelab Calculations/Procedure: Making solutions of CuSO4 and testing their absorbance. Perform all indicated calculations before coming into the lab!
1) 0.50 M Solution: Make 50 mL of 0.50 M CuSO4 solution from solid CuSO4 crystals
a) [2 pt Prelab] Determine the grams of CuSO4 needed to make 50 mL of 0.50 M CuSO4 (aq).
** Needed info: The molar mass is 249.6 g/mole since CuSO4(s) is a hydrate, which has 5 water molecules contained within the crystal lattice of the solid. Its formula is CuSO4 • 5 H2O. Show all work here!
b) Place the needed mass of CuSO4 (from part a) into a 50 mL volumetric flask (Careful, don't spill). Fill about 3/4 with distilled H2O. Shake flask until all of the solid dissolves. Be patient!!! Add distilled water up to the 50 mL mark, cap flask and shake until well mixed. Pour solution into beaker.
c) Fill a plastic cuvette with the 0.50 M solution you just made. Measure its absorbance and record in data table on page 2, below its concentration. See directions on next page to learn how to measure absorbance. Record in Data Table on next page.
2) 0.35 M Solution: Make 25 mL of a 0.35 M CuSO4 solution by diluting your 0.5 M solution from #1.
a) [2 pt Prelab] Use the dilution equation to determine the volume of the 0.5 M CuSO4 solution that must be diluted with water to make 25 mL of 0.35 M CuSO4. Show all work here!
b) Use a 10-mL graduated pipette to measure out the needed volume (from part a) of your 0.50 M CuSO4 Pour solution into a 25 mL volumetric flask. Add distilled water up to the 25 mL mark. Cap the flask and shake until well mixed.
.
c) Fill a plastic cuvette with the 0.35 M solution you just made. Measure its absorbance and record in data table on page 2, below its concentration.
3) Making four solutions by dilution of your 0.50 M CuSO4 solution: a simpler method to make dilute solutions.
a) [2 pt Prelab] Use the dilution equation to calculate the volume of 0.50 M solution (which is M1 for all) needed to make 10.0 mL (V2) of the 4 dilutions as shown in the table below. To find the volume of water needed, subtract V1 from 10.0 mL. Show sample calculation for test tube #1 below table.
| Test tube | #1 | #2 | #3 | #4 |
|---|---|---|---|---|
| Molarity of solution, M (M ) 2 | 0.10 | 0.20 | 0.30 | 0.40 |
| Vol of 0.5 M CuSO ,mL (V ) 4 1 | | | | |
| Vol of water needed, mL | | | | |
Sample calculations for Test Tube #1:
b) Label four large test tubes #1, #2, #3, and #4. Place them in your test tube rack. Use two 10-mL graduated pipettes to make the 4 different dilutions by filling each test tube with the amounts of each solution shown above. Put the CuSO4 solution in each test tube first, then add the water.
c) Measure the absorbance of each of the solutions just made. Record in Data Table, below proper concentration.
*** To measure Absorbance: Use the colorimeter/computer setup:
a) Carefully fill a colorimeter cuvette (plastic container) with one of the solutions. Cap and wipe dry!!!
b) Take the filled cuvette to the colorimeter/computer. Put the sample into the sample chamber. (Make sure that the clear sides face the white line on the colorimeter.) Close the lid of the colorimeter. Read the absorbance off the computer screen. Record value in data table below concentration of solution.
c) Remove cuvette. Go back to lab bench. Pour solution down drain, rinse with a new solution, refill with the same new solution, and repeat absorbance measurement.
d) When you are done, empty 0.50 M solution into beaker at front, all other solutions can be rinsed down the sink, and all of your equipment must be rinsed with deionized H2O until no blue remains.
Data Table [2 pts]
Graph: [6 pts] Beer's Law Plot of Absorbance vs. Molarity
a) Make a graph of the absorbance vs. molarity of your six solutions. Remember-- labels, units, and title. Absorbance goes on the y-axis and Molarity goes on the x-axis.
b) You should have six points on your graph and they should lie in a straight line. Draw the best fit straight line (use a ruler!) through the six points, making sure that it goes through the origin (0,0) since a solution of 0 M should have A = 0!
c) Make sure you show all labels, units and have a descriptive title (Not just absorbance vs. Molarity)
Post-Lab Questions: [11 pts] Answer on separate sheet.
1) [2 pts] Is absorbance directly or inversely related to molarity? How do you know?
2) [1 pt] Suppose you have a solution of CuSO4 of unknown molarity. You measure its absorbance and it turns out to be 0.55. What is the molarity of the solution based on your absorbance data obtained in lab?
** Look at your best-fit line and determine the molarity on the line that corresponds to a 0.55 absorbance.
* If the absorbance is 0.55, the molarity =
* On your graph, show where the point is by drawing an asterisk (*) at the correct spot on the line.
3) [2 pts] By looking at your data, you know that absorption of light increases with increasing concentration. How would you have known this just by looking at the actual solutions that you made? [How would you describe the color of the 0.5 M solution compared to the 0.1 M solution?]
4) [3 pts] Suppose you wanted to make 100.0 mL of a 0.500 M CaCl2 solution from solid CaCl2.
a) Calculate how many grams of CaCl2 will be needed. Show all steps and units and watch sig figs!!
b) Briefly describe how you would make this solution in the lab. (Be specific about amounts of substances and the size and type of glassware!)
5) [3 pts] Suppose you wish to make a 225 mL of 2.00 M HNO3 (aq). You will accomplish your goal by diluting 15.0 M HNO3 (aq).
a) What volume of the 15.0 M HNO3 (aq) solution is needed? Watch units and sig figs!!
b) Briefly describe how you would make this solution in the lab. (Be specific about amounts of substances and the size and type of glassware!) | <urn:uuid:9e3215e9-07ae-4520-b372-eee0c1be60bb> | CC-MAIN-2018-17 | http://doccasagrande.net/Chem%201%20Files/Chem%201%20Chapter%2013-15%20-%20Liquids%20Solids%20Solutions/Chem%201%20Chapter%2013-15%20Labs/LAB--Molarity%20Absorption.pdf | 2018-04-20T06:31:10Z | crawl-data/CC-MAIN-2018-17/segments/1524125937161.15/warc/CC-MAIN-20180420061851-20180420081851-00437.warc.gz | 84,797,833 | 1,853 | eng_Latn | eng_Latn | 0.99479 | eng_Latn | 0.994905 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3373,
7048
] | [
4.3125
] | 1 | 0 |
Greenholm Primary Greenholm Road Great Barr Birmingham B44 8HS 0121 464 6321
GREENHOLM PRIMARY SCHOOL
THE ARTS POLICY
Overarching statement
At Greenholm we are a school that is welcoming, safe and creates an environment which values and supports everyone learning. We work hard to create an ethos that promotes inclusive practice for all, by providing a consistent and fair approach, which is supportive of the continual emotional development of all and by demonstrating mutual respect, openness and honesty.
At Greenholm School we embrace the notion that the arts are integral to our school ethos. They provide the opportunity to promote the attitudes and expressions of both children and adults that are part of, and that share the school community.
The curriculum for the Arts develops the whole person, and as such contributes a wider understanding to the experiences of life, which helps to build a balanced and broad personality.
Why do we teach the Arts?
The Arts curriculum at Greenholm School aims to give children the opportunity to learn how to express themselves in a number of ways. Through the arts the children can gain an understanding and appreciation of the methods and motives of people from other cultures and times. The development of aesthetic sensitivity and a visual library assist learning in other fields. The arts are important feature of holistic education, and foster creative thinking, imagination, invention, design and enjoyment.
This is achieved through the development of skills in the four main areas. These skills or 'tools' are developmental and are reflected in the approaches used to deliver other curriculum areas. This is provided for the children through a variety of experiences and a variety of different forms.
Aims
* To develop an understanding of all the Arts.
* To develop the enthusiasm and enjoyment that the arts can instil.
* To provide an environment that fosters aesthetic awareness and promotes a positive attitude towards the arts.
* To develop imagination and creativity and the ability to use the arts as a form of communication and expression.
* To develop skills and techniques associated with the arts, such as observation, listening, perception and collaboration.
* To develop skills of evaluation and judgement.
* To encourage a greater insight into cultures other than their own, and appreciate the values of their own and other societies.
Page1of3
Greenholm Primary Greenholm Road Great Barr Birmingham B44 8HS 0121 464 6321
Every Child matters
The development of the arts at Greenholm supports ECM agenda
Enjoy and achieve - Ensuring that all children enjoy and achieve within school and the Arts provide a framework and creative license to enable this to happen.
Be healthy – Through the Art forms used, we can promote the notions of Healthy lifestyle and engage more children and parents in this promoting healthy living. The arts also help children to develop self-expression and this helps the mental well being of the child.
Stay Safe – Through the arts forms children are taught how they can stay safe and use equipment and tools safely. It encourages children to develop fine motor control.
Make a positive contribution – Through the arts sessions all children can contribute to the corporate life of the school by participating together to make a performance happen, by working together to achieve a shared goal and by contributing to the fabric of the school by working on a piece of shared art work.
Achieve Economic Well being - through the arts we believe that all children can achieve and boost their self esteem which we believe is a key factor in supporting them in achieving economic well being. Creativity will be we believe an important element in jobs for the future.
Guidelines
The four elements Visual Art, Music, Dance and Drama are implemented through plans that have been produced by Subject Managers. These are cross-curricular topic based plans that are linked to maximise opportunities for the child to experience learning in the Arts.
Learning about the arts, involves the pupils in practical work, based upon the children's own experiences. This is in the forms of memory, imagination and observation. The children are provided with wide opportunities including curriculum subject specific time, 'set-a-side' days and out of hours learning that are significantly weighted towards the development of the arts.
Equal Opportunities
We do however recognise that given a wide range of opportunities allows for all to develop skills, and a sense of achievement in one area can impact upon an individual self-esteem. We also recognise that individuals all have preferred learning styles, and we seek to develop own delivery, teaching and developmental styles to encompass these.
We endeavour to show to children that we are all learners, and particularly in the Arts promote and share in developing skills that we as staff have. To this end a number of staff share their varying talents with the children in whole school and/or classroom activities as well as during extra curriculum activities.
SEN
We do not make the assumption that a child with special educational needs in one curriculum area will necessarily have particular difficulties with, or a talent for the arts.
Children however who do experience difficulties are supported in specific ways:
- Additional support, or guidance from the teacher.
- Specific prompts.
- Differentiated 'tools' or input.
- Provided with opportunities to develop a specific skill.
Consideration is given to the grouping that the child is operating within individually, with a more confident group of peers, or with similar. Gender is also considered.
Page2of3
Greenholm Primary Greenholm Road Great Barr Birmingham B44 8HS 0121 464 6321
Staff Training and Development.
We recognise that all staff have their own skills and strengths which they are developing at all times and that they are able to share these with the school community. We support the further development in skills within the arts and staff are encouraged to participate in other events if they want.
Display.
Evidence of the arts should be displayed throughout the school as appropriate and exhibited. Photographic evidence should be used to support display and work evidence of work made into books to show opportunities and events, skills and techniques that have been planned for.
Performance and Celebration.
All children should be able to participate in performances throughout their school lives whether this be within small groups, classes or whole school celebrations. We actively encourage our children to be involved as it gives them the confidence to participate in future life opportunities and fulfil their potential both academically and personally. We also provide a s many opportunities for the children to participate in the Arts on a wider level, within the community or in local and national initiatives.
Page3of3 | <urn:uuid:3721ef86-6ce0-40cb-821a-219ab5af44bc> | CC-MAIN-2018-17 | http://grnholm.bham.sch.uk/documents/policies/2015/POLICY-GreenholmArtsPolicy2015.pdf | 2018-04-20T06:49:12Z | crawl-data/CC-MAIN-2018-17/segments/1524125937161.15/warc/CC-MAIN-20180420061851-20180420081851-00440.warc.gz | 141,696,042 | 1,293 | eng_Latn | eng_Latn | 0.997937 | eng_Latn | 0.99805 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2425,
5720,
6969
] | [
3.53125
] | 1 | 0 |
Summer 1 st half term
Reception class are following the Cornerstones topic 'Are Carrots Orange?'. This is an exciting topic, with planting and growing, learning about foods, healthy eating and exercise and visiting a supermarket. The children will also learn the story of The Very Hungry Caterpillar by Eric Carle and we will use this as a starting point for our own stories and artwork.
Summer 2 nd half term
The Cornerstones topic is 'Why Do Zebras Have Stripes?' and the story we will be focusing on is The Tiger who came to Tea by Judith Keer. Reception will learn about African countries and cultures and find out about the wild animals that live there. We will explore music and movement. You may even be getting an invite to our very own Tiger tea party!
Numeracy
Reception will be counting up to 100 and learning about place value in these numbers. We will be solving and recording simple addition and subtraction calculations and exploring bonds in numbers up to 10. We will be doing practical maths including investigating capacity, coins and measuring length and height.
Phonics
We will continue to practice our supersounds and tricky words and read every day in class. | <urn:uuid:07cda41f-d86a-4383-a2b9-15d6aa37a4ab> | CC-MAIN-2018-17 | http://stmarybridport.co.uk/index.php?option=com_phocadownload&view=category&download=566:summer-2018&id=14:reception&Itemid=45 | 2018-04-20T06:25:47Z | crawl-data/CC-MAIN-2018-17/segments/1524125937161.15/warc/CC-MAIN-20180420061851-20180420081851-00439.warc.gz | 292,001,812 | 251 | eng_Latn | eng_Latn | 0.999002 | eng_Latn | 0.999002 | [
"eng_Latn"
] | false | docling | [
1195
] | [
3.359375
] | 1 | 1 |
GREENHOLM PRIMARY SCHOOL DRUGS POLICY
Overarching Statement
As a school we are very proud of everything we achieve with our children and believe that by working in partnership with parents and children everyone can achieve their best in a safe and happy environment. The school has a strong ethos and a clear code of conduct that supports and underpins this. With regards to drugs and alcohol we recognise that misuse (whether that be by the child, parents or any school staff) undermines the ability of children to achieve their best and develop into happy and confident citizens. This policy therefore sets out to provide clear information to ensure our children are not affected negatively by misuse of drugs and alcohol and moreover are equipped through education to make positive choices as they grow older.
Development process
This document has been based on the most recent advice from the DfE and Association of Chief Police Officers found in DfE and ACPO drug and advice for schools. It has involved different members of the school community- namely members of the SLT and teaching staff, science coordinator and governors on the curriculum and standards committee (which includes parent governors).
Location and Dissemination
This policy is designed to be read in conjunction with other key documents including the behaviour and safety policy and the school's overarching safeguarding policies. It also has links to the ICT safe use policy.
Context of Policy and relationship to other policies
This policy has links to other written school policy including behaviour, health and safety and safeguarding.
Policy Application
This policy applies to all staff, pupils, parents/carers, governors and partner agencies working with the school.
Local and National References
This policy has been written to protect and inform children at Greenholm Primary School about drugs and related issues. It is written in accordance with:
- DFEE Circular 4/95 Drug Prevention and Schools
- DFEE Good Practice in Drug Education in Schools and the Youth Service 1988
- SCAA An interagency guidance for drug education and the response to drug related incidents in schools.
Its further development has been based on DfE and ACPO drug and advice for schools (September2012) and in particular Annex A- Suggested Drug Policy Framework
Aims and Purpose of Policy
The aims of the policy are:
- To provide a consistent approach to drug education throughout the school at an ageappropriate level.
- To provide a consistent approach for dealing with drug related incidents involving pupils, parents and staff.
- To discuss attitudes and ideas of pupils towards substance use and misuse
- To help develop the skills that pupils may need to make healthy, informed and responsible choices now and later on in life
- To raise pupil's awareness of the consequences and misuse of drugs and related substances
- To encourage pupils who may be experimenting with or misusing drugs and related substances to stop and for them to know where to find support if needed.
- To have a common shared understanding of key vocab.
Definition
"Drugs" are taken here to mean those that are legal, such as alcohol, tobacco and solvents, over the counter and prescribed drugs, and illegal drugs such as cannabis, ecstasy, amphetamines, heroin, crack/cocaine, LSD etc. This may also include those substances known as "legal highs" and e-cigarettes.
School stance towards drugs, health and the needs of pupils.
Illegal and other unauthorised drugs are not acceptable within the school site
The school believes that the possession and or use of such drugs in school, during the school day or while travelling to/from school is unacceptable. The drugs/substances covered by this policy are not to be bought, sold or otherwise exchanged or brought onto school premises during the school day, or while pupils are on school visits and residential trips.
Individual exceptions may be made for pupils who require prescription medicines where appropriate. Responses to all issues regarding prescribed medication are outlined in the school Medication Policy.
All incidents of misuse should be referred immediately to the member of staff with key responsibility for drugs.
Managing Drug Related Incidents
It should be noted here that, when dealing with drug-related incidents, the school has adopted the procedures as set out in Drugs: guidance for schools (DfES/0092/2004) and DfE and ACPO Drug Advice for Schools (DFE-00001-2012) and that all staff, parents/carers and pupils will be reminded of these procedures on an annual basis.
Greenholm Primary School : Drug Education Policy – Updated Sept 2014
If it is suspected that a pupil is involved in the misuse of drugs, the school will undertake any of the following that is considered appropriate:
- Take any immediate medical action necessary for the health and safety of the pupil concerned and other pupils who may be directly or indirectly involved.
- Initiate prompt discussion about the child between school personnel who know him/ her well
- Inform parents where appropriate
- The support of outside agencies will be sought if appropriate
- While there is no legal obligation to inform the police/social services, they may also be involved at the discretion of the head teacher in consultation with governors and staff who know the young person well
- The school will consider each incident individually and will employ a range of responses to deal with each incident. Specific cases will be managed as per Appendix B: all staff, pupils, parents/carers will be informed of these issues.
- Any medical emergencies will be dealt with as per Appendix A
- The school will consider each substance incident individually bearing in mind the consequences/ implications of any action it may take, seeking to balance the interests of the pupil involved.
The school has also adopted the following as an essential part of the policy:
APPENDIX A : Drug situation – medical emergencies
APPENDIX B : Responding to incidents involving drugs
Searching pupils
At this time (2012), the advice of the DFE is that "school staff can search pupils with their consent (depending on factors such as age) for any item which is banned by schools rules. Head teachers and staff authorised by the head teacher have the power to search pupils or their possessions, without consent, where they suspect the pupil has weapons, alcohol, illegal drugs and stolen items".
Staff with Key Responsibility for drugs
The head teacher takes overall responsibility for the policy and its implementation, for liaison with the governing body, parents, LA and appropriate outside agencies. The head teacher will ensure that all staff dealing with substance issues are adequately supported and trained.
All staff have a responsibility to protect pupils in their care and will teach drug education where appropriate (as set out in the curriculum) as part of their teaching requirements. Staff will be consulted and offered training opportunities and given support where needed.
Staff involved with drugs/ alcohol misuse.
It is recognised that staff have lives outside school but where this leads them to compromise their professional integrity and compromise their status then this will be dealt with according to the
schools Disciplinary policy. Support will be made available. Where these occasions become regular this could lead to dismissal.
Parents
The school's drug policy will be available for parents to view online and where needed information will be presented to parents about drug issues and raising awareness. Relevant outside agencies will be consulted for information, guidance and support, if necessary, e.g. Parents for Prevention.
The school recognises that some parents may have addictions or may be affected by addiction, which in turn will have an effect on pupils in and out of school. At all times the school will implement the safeguarding policy and if there is any occasion when safety or protection of the child is compromised the Designated Senior Person will take the appropriate action. This may involve outside agencies in making assessments of the child's well-being.
Wherever possible the school will endeavour to support parents with their addictions and signpost to support groups for advice if necessary.
Curriculum
The school provides a planned drug education curriculum through the current Requirements/guidance from the Department for Education. This includes elements of PSHE education, Citizenship, Science etc.
On the whole, it will be teachers who will teach drug education but, where appropriate, outside visitors may make a contribution. Such visitors should be used in a planned way and their contributions evaluated. Teachers will have access to on-going advice, support and training as part of their own professional development.
Drug Education Programme Overview through science, PSHE, Circle time and Life Education Centre.
| Year Group | Term | | |
|---|---|---|---|
| | Autumn | Spring | Summer |
| Reception | - Developing a sensible attitude to tasting unknown foods | | |
| Year 1 | | | - Know medicines help to make us better - Know medicines are useful but are drugs and can be dangerous - Recognise hazards and risks in medicines and how to avoid them |
| Year 2 | Choices in PATHS | Choices in PATHS | Choices in PATHS |
| Year 3 | - Understand what it means by a healthy diet |
|---|---|
| Year 4 | |
| Year 5 | |
| Year 6 | |
Organisation and Teaching Styles
Drug education must be interesting for pupils, as well as informative. In order to achieve this a variety of teaching styles will be developed. These may include: discussions, questionnaires, roleplay, drama, quizzes, videos, brainstorming, play-writing, problem-solving, decision-making and talks.
They may form part of whole class/ individual/ group activities.
Special Educational Needs and Equal Opportunities
All pupils will be involved in drug education at Greenholm Primary School, regardless of race, culture, gender or ability.
Resources
A range of resources will be used to implement drug education at Greenholm Primary School.
The resources to be used will be carefully selected with regard to the content of the lesson and the age and ability of pupils. The cultural needs of the children will also be considered.
Resources from the Health Resources Centre can also be ordered to compliment the teaching objectives where appropriate.
Greenholm Primary School : Drug Education Policy – Updated Sept 2014
Monitoring
The Curriculum and Standards Governing Body Committee will have the responsibility for monitoring the whole school implementation of the policy throughout the year in consultation with the Head Teacher and other staff.
Review
In order to keep up-to-date with current initiatives and training, the policy will be reviewed annually. | <urn:uuid:20b3b98b-25f1-4160-a4de-697a719ebc68> | CC-MAIN-2018-17 | http://grnholm.bham.sch.uk/documents/policies/2015/POLICY-GreenholmDrugsmisuse2015.pdf | 2018-04-20T06:55:19Z | crawl-data/CC-MAIN-2018-17/segments/1524125937161.15/warc/CC-MAIN-20180420061851-20180420081851-00441.warc.gz | 145,461,010 | 2,116 | eng_Latn | eng_Latn | 0.998501 | eng_Latn | 0.998907 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2174,
4675,
7313,
9399,
10568,
10914
] | [
2.59375
] | 3 | 0 |
Hizen Kashima-higata
Tidal Flat
Geographical Coordinates: 33°6'N, 130°7'E / Altitude: -2.5– 1m / Area:57ha/ Major Type of Wetland: Tidal fl at / Designation: Special Protection Area of National Wildlife Protection Area / Municipalities Involved: Kashima City, Saga Prefecture / Ramsar Designation: May 2015 / Ramsar Criteria: 2, 4, 6 / EAAFP Flyway Network Sitey
Jumping Great Blue-spotted Mudskipper
General Overview
Hizen Kashima-higata is a tidal mudfl at on the western coast of Ariake Sea. It has developed at the estuaries of the Shiota River and the Kashima River fl owing through southern Saga Prefecture. This mudfl at is situated at the narrowest end of the counterclockwise tidal current of Ariake Sea, and faces the Higashiyokahigata on the northernmost shore of the sea. Among the earth and sand fl owing into Ariake Sea, large sand grains will settle down on the bottom fi rst and small particles of mud will be carried away by the tidal current for a long distance. In this way, sandy tidal fl ats like Araohigata developed on the eastern coast of the sea and a muddy tidal fl at developed especially in Hizen Kashima-higata in the western shore of the sea.
This tidal fl at has rich resources including some fi sh (Great Blue-spotted Mudskipper, Warasubo: Odontamblyopus lacepedii, Acanthogobius hasta), a shellfi sh (Barnea dilatata) and Fiddler Crab. It is visited by a large number of migratory birds such as Saunders's Gull, Whimbrel, Black-faced Spoonbill and Common Shelduck, and is an important stopover and wintering site for shorebirds.
Traditional Fishing Practices Unique to the Mudfl at
Hizen Kashima-higata is a mudfl at of fi ne clayish sediments that sometimes reach several dozen meters deep. Compared to the sandy mudfl at which is easy to walk on, it is extremely hard to walk on this boggy mudfl at. In order to wade on it,
Aerial view of Hizen Kashima-higata from the northwest
a tool called the "Gata ski" was invented in this area. It is a fi shing tool unique to Ariake Sea. A fi sher puts one of his knees on a board approximately 30cm wide and 2m long and kicks the mud with the other foot to go forward. It is a useful tool for traditional fi shing such as "Mutsukake", "Subokaki" and "Takappo". Mutukake uses a long pole to hook mudskippers that crawl about on the mud. Subokaki is for fi shing Warasubo, a unique fi sh to the bay. It uses a pole with a thin iron blade hook on the tip and involves probing for the fi sh hiding in the mud to hook it. Takappo sets a cylindrical trap in the nest hole in the mud. Local people have highly valued the products from the mudfl at, such as mudskippers, Warasubo and various crabs since olden days.
Wise use of the Mudfl at
A mudfl at is important not only for migratory birds but also for humans as a ground for food resources such as fi sh and laver, and for natural water purifi cation. As mentioned above, the products from the mudfl at have been loved and called "Maeumi-mon" by local people. In order to raise public awareness for the importance of the mudfl at, Kashima City organizes several bird watching events every year targeting local people including elementary school children. A sports event named "Gatalympic" is held in a place adjacent to this mudfl at. It is a big event in the area attracting many people ransing from adults to children, who will learn about the mudfl at while enjoying themselves covered with mud in the mudfl at.
Contact Information:
Kashima City Offi ce http://www.city.saga-kashima.lg.jp/
Hizenhama Sta.
Isahaya
Ariake Sea
Rwy
Shiota
River
Kashima
River
Hizen
Kashima
Sta.
Hizen
Kashima
higata
RAMSAR SITES in JAPAN49 | <urn:uuid:fb755da3-4c15-4943-acfe-ed068dd18823> | CC-MAIN-2018-47 | http://www.env.go.jp/en/nature/npr/ramsar_wetland/pamph/ramsarpamphen/RamsarSites_en_web49.pdf | 2018-11-19T21:43:45Z | crawl-data/CC-MAIN-2018-47/segments/1542039746112.65/warc/CC-MAIN-20181119212731-20181119234731-00205.warc.gz | 407,381,058 | 956 | eng_Latn | eng_Latn | 0.99225 | eng_Latn | 0.99225 | [
"eng_Latn"
] | false | docling | [
3660
] | [
2.609375
] | 2 | 1 |
Slide 1
Slide 2
Slide 3
South Asia
* Or the Subcontinent
– What is a subcontinent?
– A large landmass that is part of another continent but distinct from it.
* South Asia
– Home to2 nd most populous country in the world – India
– Home to the highest mountain in the world – Everest
– Land of conflict
– And much more!!
India and its physical geography
* A border of mountains in the north:
– Karakoram Range
– Himalaya
* In the south, mountains east and west:
– Eastern Ghats
– Western Ghats
* Mountains divide India in half:
– Satpura Range
India & its physical geography
* Ganges Plain – lies north of the Satpura Range
– India's most fertile region (see below).
– Home to about 40% of India's population, many engaged in subsistence farming.
– The region is supported largely by the Ganges River, which flows from the Himalaya to the Bay of Bengal.
___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________
Slide 4
Slide 5
Slide 6
India & its physical geography
* Deccan Plateau – lies south of the Satpura
– Diverse landscape (see pics below)
– Valuable for its forests, farmland, and rich deposits of minerals; but vulnerable to drought.
Hogenakkal Falls
India's Climate
* Wide variety of climate zones → →
* Climate is affected greatly by mountains and monsoons.
* From droughts to floods, India's weather is often unpredictable.
Economy & Environment
* Green Revolution – following independence, India works to feed itself – largely successful.
* India produces a variety of crops, including rice and jute.
– nd
2 largest rice producer in the world.
– Major producer of jute – what is it?
___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________
Slide 7
Slide 8
Slide 9
Economy & Environment
* Industry
– Major commercial industries have been built up around India's large urban centers
* Textiles, iron, steel, and agricultural refineries.
– Mining is a major source of income for India • Coal, iron ore, and other raw materials.
– India is a major producer of gems and jewelry.
– Globalization has brought the technology and service industries to India.
Economy & Environment
* Cottage Industries
– Family or village-based industries in which entire families are involved in production.
– cotton and silk cloth, rugs, leather goods, metalwork, and other handicrafts.
Economy & Environment
* India's Environmental Challenges:
– Air and water pollution brought on by increased industrialization.
– Increases in agricultural production have led to run-off of pesticides.
– Deforestation, desertification, and soil erosion.
– Huge and growing population is putting a strain on natural resources.
___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________
Slide 10
Slide 11
Slide 12
India's People
* At over 1 billion people, India has the world's second largest population.
* Religion – 80% are Hindu
– Islam, Sikhism, Christianity, Buddhism, and Jainism are also practiced.
– Hinduism and reincarnation
* Language – Hindi is the most widely spoken language, but hundreds of dialects are used.
– English is growing in industrial and business centers
India's History
* Indus River Valley – 4,000 years ago Indian civilization began
* As Hinduism takes hold, the caste system comes into practice. What are castes?
* British rule from 1700s to mid-1900s
– Mohandas Gandhi brings independence in 1947.
India's History
* British division of India – East and West Pakistan
– Religion is the reason for division.
* Conflict begins between India and Pakistan
– 1971 – East Pakistan become Bangladesh
– Conflict between India and Pakistan continues today.
* Kashmir and nuclear arms.
___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ | <urn:uuid:ee695199-90bd-4b08-90a6-5302c30777cf> | CC-MAIN-2018-17 | http://stephenveliz.wikispaces.com/file/view/Chapter+22%2C+Section+1.pdf | 2018-04-20T06:20:16Z | crawl-data/CC-MAIN-2018-17/segments/1524125937161.15/warc/CC-MAIN-20180420061851-20180420081851-00442.warc.gz | 303,029,030 | 963 | eng_Latn | eng_Latn | 0.880995 | eng_Latn | 0.893206 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1616,
3069,
4783,
6470
] | [
3.5625
] | 1 | 1 |
2018 K-12 Challenge Master Playbook
Version 1
September 24, 2018
Sustainable Pittsburgh K-12 Challenge A Program of Sustainable Pittsburgh 307 Fourth Avenue, Suite 1500 Pittsburgh, PA 15222 tel: (412) 258-6642 www.sustainablepittsburgh.org www.spchallenge.org email@example.com
Copyright © 2018 Sustainable Pittsburgh All Rights Reserved
Table of Contents
PRINT NOTICE: Sustainable Pittsburgh is dedicated to saving paper and reducing waste. Please use this Master Playbook in its digital state. This format allows us to offer useful resources as hyperlinks and release periodic updates as needed. Please consider forgoing the printer.
THE 2018 SUSTAINABLE PITTSBURGH K-12 CHALLENGE
The 2018 Sustainable Pittsburgh K-12 Challenge is a brief 18-week challenge designed to fit within the school year. It is a friendly competition among schools aimed at helping teachers and students easily participate in sustainability actions. The K-12 Challenge Master Playbook provides teachers with resources, ideas, suggestions, and lesson plans to incorporate sustainability into student education both in and out of the classroom.
Mission
The Sustainable Pittsburgh (SP) Challenge is a free, yearlong, friendly competition that encourages universities, non-profit organizations, municipalities, and businesses in Southwestern Pennsylvania to adopt sustainable practices and policies. The program enables
The Sustainable Pittsburgh K-12 Challenge provides resources for teachers to guide students in becoming empowered leaders for sustainability.
organizations to track sustainability performance and receive positive recognition for their achievements.
Vision
We envision a world where schools value sustainability education as an integral tool to engage students in actionable problemsolving to address regional stressors that obstruct the vitality of our economy, social equity, and the environment.
Sustainability takes hold where Economic, social Equity, and Environmental needs are simultaneously addressed in decisionmaking. Using these "three E's" as fundamental guides, the SP Challenge is organized around seven Sustainability Focus Areas: Social Equity, Engagement, Air Quality, Water, Energy, Transportation, and Materials Management. The Sustainable Pittsburgh K-12 Challenge applies these Focus Areas to the wide variety of school subjects and classroom experiences that students encounter.
The Sustainable Pittsburgh Challenge breaks sustainability down into small, actionable parts to allow organizations to take manageable steps toward becoming more sustainable. The K-12 Challenge awards points for specific actions taken within schools to advance sustainability education and leadership. Each action in the K-12
Master Playbook is worth points in the competition. Teachers may choose which actions to complete and when, allowing for full customization to individual classroom needs.
Benefits of Participation
* Free tools: Sustainability lesson plans and classroom activities aligned to Common Core Standards
* Workshops: Network and share ideas during our fall workshops
* Impact: Track your school's actions and impacts through the Challenge website
* Recognition: For your school's sustainability efforts and impacts
* Leadership: Educating students to lead the way to a sustainable future
HOW IT WORKS:
At Sustainable Pittsburgh, we believe that every action makes a difference. That is why each action in the Sustainable Pittsburgh K-12 Challenge is rewarded with points. Each participating teacher can accumulate points for their school by completing any of the 60+ actions in the K-12 Master Playbook. Schools may have one or multiple teachers participating; there are no minimum or maximum teacher participant requirements.
SP K-12 Challenge Competition Dates
Competition start date: October 1, 2018
Sign-up deadline: October 31, 2018
Competition end date: January 31, 2019
COMPETITIVE DIVISIONS
Similar to the year-long SP Challenge, schools will be placed into competitive divisions to ensure a fair and equitable comparison between schools. Divisions will be based on a combination of factors including number of teachers participating, student population, student to teacher ratio, the socioeconomic range of the school zone, etc. There will be between two and four divisions ranging from "small" to "large" so that schools compete with others that are fairly similar to them. The SP Challenge team will release the final list of participating schools and their competitive divisions on Nov. 1, 2018, though teachers are welcome to begin submitting actions from Oct. 1.
POINTS STRUCTURE
Schools will earn points through their participating teachers for any new sustainability initiatives taken on during the competition, including lessons and projects. Schools can also earn points for sustainability initiatives already in place, if they are ongoing, kept up-to-date, well-maintained, and continue having impact on the students, teachers, school, and/or community. For example, the K-12 Master Playbook lists action TSK2: Encourage students to start a sustainability club and function as their advisor. If your school already has a group of students actively involved in such a club, you may submit the existing club's mission and recent meeting minutes to fulfill the requirements for that action.
Points for actions are generally determined by the effort and engagement required to complete the action. A more challenging action will be worth more points. A higher number of points is also awarded for actions with outcomes that can be precisely quantified. Each action in the K-12 Master Playbook is completely voluntary and is meant to serve as inspiration for incorporating sustainability into varying classrooms. A modified action may be permissible with explanation or may be submitted as a new Innovative Action.
Actions in the K-12 Master Playbook are organized as follows:
* Easy Plug-ins: Ideas to Incorporate Sustainability into Existing Lessons
These actions are simple ways to create opportunity for sustainability education in the classroom. By tweaking activities as simply as switching out an example sentence, a math problem, or an
essay to one related to the seven Sustainability Focus Areas, we begin to expose students to the ideals of simultaneously improving equity, the economy, and the environment.
* Classroom Exercises: Lesson Plans to Teach a Specific Aspect of Sustainability
The provided lesson plans act as a framework for teachers to bring a more specific aspect of sustainability into their classrooms. Each lesson plan has a timeframe, materials needed, student knowledge pre-requisites, and a list of corresponding Common Core Standards/PA Standards Aligned System that the lesson addresses. The lesson procedure is customizable to student and teacher needs.
* Tasks and Projects: Inspiring Sustainable Lifestyles
This section is full of projects that are either longer-term or involve some extracurricular effort on the part of the students or teachers or both. These actions have tiers of points to distinguish the steps required to bring the project to completion.
All actions will be submitted through the SP Challenge website.
LEADERBOARDS
Cumulative points earned from approved actions will be displayed publicly on the SP Challenge leaderboards for each competitive division. Leaderboards are updated in real time as action submissions are reviewed and approved during the competition. Leaderboards will not display specific actions, only the total points awarded. Through an account on the SP Challenge website, participants will be able to view the actions that they have submitted. Action submissions are completely confidential. Only the participating organization and the SP Challenge team will be able to view the specific action submissions, whether approved, disapproved, or pending.
CONFIDENTIALITY STATEMENT
The Sustainable Pittsburgh K-12 Challenge recognizes the paramount importance of maintaining the confidentiality of information from participating schools. Sustainable Pittsburgh will never share participant data; it will be used strictly for verification purposes, for the purposes of awarding points for the competition, and to aggregate program results, such as the overall total amount of projects completed and number of students involved across all participants in the program.
Only Sustainable Pittsburgh Challenge staff will be provided access to the information that is shared through the submission portal. Participating school verification documentation will never be shared with the public or any other entity outside of the Sustainable Pittsburgh Challenge Team and Oversight Committee.
On occasion, the SP Challenge team may request special permission from a participating organization to share inspirational stories, photos, or actions with the public or with other participants. The purpose of such a request is to highlight the achievements of the program's participants, to encourage other organizations to participate, and to inspire existing participants. Any request from the Challenge team to share information will include details about how the information will be shared, with whom, and for what purpose. No details related to action submissions are shared without written permission from the participant(s) and/or students' parents.
RECOMMENDED:
FIVE ACTIONS TO START WITH
Unsure where to start? We suggest looking through the Master Playbook to find the actions that you've already implemented in your classroom or school. After that, you can start working on new goals. Below is a list of the top five actions to start earning points.
EX1: What is sustainability? (25 to 150 points)
EX13: Collaboratively create a list of classroom expectations and behaviors (20 to 80 points)
TSK1: Create a Sustainability Squad (20 to 100 points)
PLG3: Use environmental texts for reading assignments or activities (5 to 20 points)
PLG9: Choose a sustainability-themed movie, clip, or video for downtime (1 to 5 points)
EASY PLUG-INS:
IDEAS TO INCORPORATE SUSTAINABILITY INTO EXISTING LESSONS
Unless otherwise noted, all actions in this section may be completed by multiple teachers at a single school or by a single teacher of multiple classes. The point range indicates the points available if one teacher completes the action, and the maximum points available for that action at the school.
PLG1: Have students research a topic of sustainability that interests them (5 to 20 points per grade)
Research skills are critical for students to develop in every subject. If students are assigned a research project during the school year, have them choose an element of sustainability to either research explicitly or to incorporate into their existing topic. For example, environmental justice during a particular moment in history, gender equity in music, how math helps us understand air quality, or any other intriguing nexus that might inspire students to dig into their research. Introducing these interconnected concepts will help students to further develop critical thinking skills.
Submit a list of students' chosen or assigned topics.
For bonus points, compelling final essays may be submitted to the SP Challenge team.
Points for this action will be awarded based on the percentage of participating students in the given grade level. This action may be repeated for each grade level.
| 1-20% | 5 points |
|---|---|
| 21-40% | 10 points |
| 41-70% | 15 points |
| 71%+ | 20 points |
Back to Contents Back to Plug-ins Top
Useful Links:
5 Ways to Give Students Free Choice on Essay Topics and Still Save Your Sanity
PLG2: Hold a classroom debate on sustainability topics (5 to 20 points)
Both with and without serious preparation, debate can be a way to get students to break out of preteen/teen apathy and express and defend their opinions. It can also be an exercise in understanding the opposite side of an argument. Introduce an aspect of sustainability to your classroom debates and see how students respond.
Submit a description of the debate including the topic, any misunderstandings, noteworthy arguments, and opportunities for growth (maximum 5 sentences). This summary may be written by (a) student(s).
PLG3: Use environmental texts for reading assignments or activities (5 to 20 points)
Anytime you use a text for an exercise, you have an opportunity to incorporate environmental education into the classroom. Texts about social and environmental responsibility can be used in short activities like diagraming sentences, ordering sentences within a paragraph, or learning new literary devices. Environmental texts can also be assigned for longer exercises like studying prose, persuasion, or research.
Submit a copy of the excerpt OR title and author of the work used in your class.
Potential authors:
Useful Links:
A Mighty Girl: Top Children's Books on the Environment
PLG4: Compare and contrast the potential benefits of a sustainable alternative (5 to 20 points)
Compare and contrast exercises are ubiquitous as students go through school. If it's time for your students to complete a compare and contrast exercise, be it an essay, discussion, project, or quick warm-up, provide students with a sustainable option to compare. Topics could be transportation, renewable energy, home gardening, organic farming, frequency of showering, vegetarianism, fracking, minimum wage laws, e-books, or any issue that might relate to the lesson or interest your students.
Submit a brief description of the compare/contrast task and the aspect of sustainability that you included (maximum 5 sentences). This summary may be written by (a) student(s).
Back to Contents Back to Plug-ins Top
PLG5: Create art out of recycled or found objects (5 to 20 points)
Our homes, our city, our world is full of odds and ends that, with a bit of inspiration, we could find a new home for. Instead of buying a box of popsicle sticks for a student art project, have students bring in an old toy that they would donate, some junk mail their parents received, or some torn and tattered clothing they can't wear to repurpose the old into a work of art. Let students mix and match their old belongings, sharing and collaborating to create individual works or a class masterpiece.
Submit a photo of student art made of recycled materials AND
Include in the submission notes box what was recycled.
Useful Links:
Found Object Art
Crayola Activities
Marine Debris Art
Pittsburgh Center for Creative Reuse
PLG6: Use recycled materials to create the set for a dramatic production (10 to 30 points)
Inspire student creativity and save your school money by using upcycled materials for your set design. Teaching students not only about the value of reusing and recycling, but the knowledge for how to go about it can give them the confidence to upcycle things on their own, becoming sustainability leaders!
Submit before and after photos of your recycled/reused/repurposed set pieces.
Points are awarded per production, up to 3 productions per competition cycle. Productions may be part of a class outside of a specific drama department (ex: in a history or literature section).
Useful Links:
Construction Junction Pittsburgh Center for Creative Reuse Freecycle
PLG7: Have students design and present a product idea or invention that addresses sustainability issues (5 to 20 points)
Product design for any number of issues is a popular creativity-driven activity in classrooms. If your students have a design-related assignment, challenge them to consider the environmental and equity impacts of their invention. This can include cost and accessibility, end-use, obsolescence, and/or the manufacturing process, among others. Encourage students to creatively tackle these critical questions.
Submit a photo of what your students have designed AND
Have students write a brief description of the aspects of sustainability they accounted for.
NOTE: Group designs are acceptable.
Back to Contents Back to Plug-ins Top
Useful Links:
Ted Talk by William McDonough - Cradle to Cradle Design Design Thinking - Asking the Right Questions Schoolchildren Redesign Their Milk Cartons
PLG8: Choose an environmentally-themed song for a music discussion/analysis (1 to 5 points)
Whether analyzing the lyrics, melody, or composition of a song, you have the opportunity to expose students to an environmental message. For a lesson involving music, choose a related song that also addresses sustainability. Consider the 'Three Es' of Environment, Equity, and Economy and what message your chosen song could deliver.
Submit your song choice and a brief note on what sustainability message you encouraged students to listen for OR
Submit student reflections on their take-aways.
Points are awarded per song per class session. Songs used in foreign language lessons may be included if they contain a related message.
NOTE: The song doesn't need to have an obvious sustainability message. By posing the question, see what things relating to equity, economy, and environment your students can tease out of a song.
Useful Links:
Earth Day Songs 15 Pro-Environment Songs
PLG9: Choose a sustainability-themed movie, clip, or video for downtime (1 to 5 points)
Media can be a fun opportunity to introduce students to concepts of sustainability without telling them outright. Engage students with a range of videos on endangered species, other cultures, language learning, sustainable design, a Ted Talk, outdoor adventures, or other activities. Time for a movie or clip? Consider showing students one of the suggested films below.
Submit the name of the movie, clip, or video and the date it was used.
Repeatable up to 5 times during the competition for one point per video session.
Suggested environmental films:
Chasing Coral (ocean-themed climate change documentary – 93 min) Mission Blue (ocean-themed documentary about renowned scientist & advocate Sylvia Earle – 96 min) Planet Earth (BBC Documentary series narrated by Sir David Attenborough – ~50 min/episode) Fern Gully (20th Century Fox cartoon dealing with themes of deforestation – 76 min) The True Cost (documentary addressing fast fashion – 92 min)
Back to Contents Back to Plug-ins Top
The Island President (President Mohamed Nasheed of the Maldives addresses the difficulty of climate change negotiations from the perspective of a small island nation – 101 min) Chasing Ice (Photographer James Balog depicts change in Arctic ice over time – 76 min) Under the Dome (Chai Jing discusses raising her child under China's heavy pollution – 103 min)
Useful Links:
DC Environmental Film Festival Database
NatGeo Kids - Videos
PLG10: Use sustainable alternatives in math problems (1 to 10 points)
We all know the classic mathematics examples of two trains heading in some direction or a girl named Susan with an absurd number of apples. In addition to the classics, use word problems that include more sustainable alternatives like electric cars or solar-powered planes. Perhaps Susan could have a cool set of pencil highlighters or lots of lively bees in her apiary. It might be a student's first exposure to these possibilities!
Submit a copy of the math problem given to students.
Repeatable up to 10 times during the competition for one point per math problem.
PLG11: Hold your class using only natural light (2 to 14 points)
Host your own version of Daylight Hour and turn off the lights for an hour or more. Save energy and see how the ambience in your classroom changes by just using natural lighting. Daylight Hour usually falls around the summer solstice, but you can turn off the lights anytime! According to Daylight Hour's website, 2017 participants "turned off lights in 100 million square feet of office space, saving enough energy to power 9,400 homes for a day!"
Submit a creative photo of your naturally lit classroom.
In the submission notes box, include the date and time you chose, the number of classrooms in your school and how many participated, and a sentence or two on student reactions.
Points for this action will be awarded based on the percentage of participating classrooms. If your classroom has no windows, try holding a lesson outside.
Useful Links:
Daylight Hour
Health Benefits of Natural Light
Back to Contents Back to Plug-ins Top
TASKS AND PROJECTS:
INSPIRING SUSTAINABLE LIFESTYLES
Points for actions in this section may be awarded per school or per classroom. Maximum points are awarded per school unless otherwise noted.
TSK1: Create a Sustainability Squad (20 to 100 points)
Engage fellow staff and faculty in the creation of a Sustainability Squad to maximize your participation in the Challenge and provide support for one another in incorporating sustainability education at your school. Sustainability Squads can include non-teaching staff. Your Squad should have a primary contact person and consist of at least 3 members. Through collaborative effort, your Sustainability Squad can have a broader impact on your school. Each person on the Squad should have a log-in to submit actions on the SP Challenge website. The SP Challenge team can create log-ins on your behalf, or teachers can sign up on their own.
Submit the names and email addresses for all members of the Sustainability Squad. State who the main contact will be (20 points).
Ensure each Sustainability Squad member has a log-in on spchallenge.org (20 points).
Submit a document outlining the Squad's goals and plan of action (20 points).
Submit your meeting minutes from three (3) recent meetings (20 points).
Submit a photo of your Sustainability Squad for use in SP Challenge promotional materials (20 points).
TSK2: Encourage students to start a sustainability club and function as their advisor (30 points)
A school Sustainability Club is the perfect opportunity for students to show their gumption and creativity. It can also serve as a future resume builder! Help students get started by attending a couple of meetings and asking grounding questions to help them discover their mission as a group. This will vary by student ability, knowledge, resources, and school culture. Whatever students come up with is a step forward. Continue to be an advisor to them throughout the school year. Multiple teachers may be involved as desired/needed.
Have students deliver a mission statement AND three (3) recent meeting minutes.
Useful Links:
Starting an Environmental Club (Scientific American) Starting a Green Club (Teacher Guide) Sustainability How-to Guide for Students
Back to Contents
Back to Tasks Top
TSK3: Have students write a class sustainability pledge and guidelines (5 to 20 points)
Developing new habits takes practice and regular reminders. Have students create their own sustainability pledge and guidelines for classroom maintenance and behavior. Students should include actions important to them that they want to change and/or improve. Habits may include properly recycling, bringing a reusable water bottle to class, reusing scrap paper, repurposing materials, being helpful to one another, turning off electronics at the end of the day, no food waste, or any number of sustainability behaviors.
Submit the class pledge with student signatures indicating their commitment.
Points are awarded per class pledge up to 20 points.
TSK4: Incorporate club times into the normal school day (30 points)
Providing time for students to meet during the school day allows students to participate who would otherwise be unable to stay late after school due to bus schedules or pick-up times. This also encourages more students to be involved in clubs, make friends, and engage creatively in group problem-solving for a cause that is meaningful to them. It is also an opportunity for students to begin building their resumes.
Submit the times allowed for club meetings during the school day.
Submit a list of the clubs that meet during the day.
TSK5: Join a ROCIS cohort and have students participate in monitoring classroom air quality (30 points)
ROCIS (Reducing Outdoor Contaminants in Indoor Spaces) is a local non-profit that provides SP Challenge competitors the opportunity to participate in month-long cohorts to monitor indoor air quality for free. After you join a ROCIS cohort and attend a briefing, you will be given a kit containing a radon monitor, a carbon monoxide monitor, a carbon dioxide monitor, and 3 Dylos PM monitors. Each cohort monitoring period lasts around three weeks and has four meetings you should plan to attend. These include the kick-off meeting, a check-in meeting during the first week of monitoring, a virtual meeting to learn about data visualization tools, and a wrap-up meeting at the end of the three weeks when you will return the monitors.
The teacher should attend the required meetings, and the students can help record data on the log sheets and/or help interpret the data.
Submit copies of your log sheets AND
Submit photos of the monitors around your classroom AND
Submit a brief explanation of how students were involved OR submit student-written reports on the air quality data of the classroom.
Back to Contents Back to Tasks Top
Useful Links:
ROCIS Homepage Low Cost Monitoring Program ROCIS: What I Learned (Grounded Strategies) US EPA A Citizen's Guide to Radon
TSK6: Monitor your classroom energy usage (10 to 40 points)
Using a simple power meter device, you can measure the electricity consumption of any appliance or gadget that is plugged in in your classroom. Instantly watch the watts used and cost per kilowatt hour. You may have younger students complete basic addition on watts used or have older students calculate kWh and compare that to their home energy usage. These usage monitors are relatively inexpensive ($15-40) and could be purchased by a teacher or the school and held at the school's library for use by any class.
Submit a photo of the energy monitor in use.
Submit a description of the assignment that students completed.
Useful Links:
Electricity Usage Monitor on Amazon
Power Consumption Meter
Activity: Home Energy Audit
TSK7: Make a rule to reduce vampire power in your classroom (5 points)
Vampire power is energy consumed from the grid when appliances aren't in use, but are plugged in. By unplugging devices, you will save both energy and money. Suggested policy guidelines include: autoshut off plans for computers and appliances, smart strips in lieu of standard power strips or plugs, unplugging appliances that are rarely used, and implementing a routine of checking these items at the end of the day.
Submit a copy of your vampire power rule.
Useful Links:
Vampires in Your House!
TSK8: Have students download and use the Smell PGH app (1 to 10 points)
Smell Pittsburgh is a smart phone app designed by CMU's Create Lab to engage Pittsburghers in tracking outdoor pollution odors in our region. It is available via Google Play and the Apple App Store. Once downloaded, users can report the time and location of a "smell event" when they experience an unusual odor. Users can then see a map of other reported odors in the area on a given day. This data is used to track odors and link them to areas of poor air quality and/or air pollution.
Back to Contents Back to Tasks Top
Submit a screenshot of your submitted smell event (1 point per screenshot).
Useful Links:
Smell PGH
If You Smell Something, Say Something
TSK9: Have students complete a waste-tracking diary (10 to 40 points)
This can be both a writing exercise and an awareness-building exercise. It may be a bit extreme for students to collect or wear all their waste for a period of time (as Rob Greenfield did, seen below in the Useful Links), so keeping a waste journal is a good alternative. Encourage students to track everything that they compost, recycle, and most importantly, send to landfill. The timeframe and level of detail required can vary by age group. For older students, have them write a note about why they threw an item away. This can be particularly helpful for stimulating discussions about food waste.
Submit the criteria that students should include in their waste diaries AND
Submit the timeframe assigned for waste tracking.
Useful Links:
Rob Greenfield Wears His Trash
Food Waste Diary How-to
TSK10: Conduct a waste audit in your classroom (20 to 160 points)
Waste audits are key tools in gaining a more accurate understanding and assessment of your waste production. In your classroom, collect all waste for a specified amount of time. Once collected, sort and weigh waste by category.
Categories should include:
Submit a report on the results of your waste audit. This report can be student-written.
o Total Material Solid Waste Generated (includes recycling and compost)
o Total Material Solid Waste Composted
o Total Material Solid Waste Recycled
o Diversion Rate ((MSW Recycled + MSW Composted)/MSW Generated=Diversion Rate (%))
[x] Cans, Glass Jars & Metals
o Composition of Waste by Type. Include pounds of waste type found in both the landfill stream or the diversion stream (recycling, compost, or reuse):
[x] Plastics 1-5 & 7
[x] Cardboard
[x] Paper
[x] Food Scraps
[x] Hazardous Materials (batteries, paint, cleaning materials, etc)
[x] Paper Towels
Back to Contents Back to Tasks Top
[x] Other (K Cups, Toner Cartridges, any other significant item type for your waste stream that is not listed here)
20 points are awarded for an initial waste audit and an additional 20 will be awarded for completing a follow-up waste audit. Points are awarded per classroom up to 160 points.
NOTE: Be sure to check with your hauler to see what items are accepted for recycling.
Useful Links:
EPA Sample Waste Audit
Simple Waste Audit Calculator (estimates and metric) NRDC Green Advisor Waste Audits
TSK11: Conduct a school-wide waste audit (50 to 100 points)
Waste audits are key tools in gaining a more accurate understanding and assessment of your waste production. Waste audits can be conducted by your school, provided substantial documentation. Conducting your own waste audit will take at least half a day, depending on the size of the school, and will require coordination with custodial staff and administration. Self-conducted waste audits present an excellent educational and team-building opportunity for both students and school staff. There are useful guides available online (see Useful Links below) to aid in organizing your waste audit. There are also professional waste audit providers available locally and regionally (see Useful Links below) which can be contracted to conduct your waste audit at low cost.
Submit the results from your waste audit, which must include the following. All measurements should be reported in pounds unless otherwise specified.
o Total Material Solid Waste Generated (includes recycling and compost)
o Total Material Solid Waste Composted
o Total Material Solid Waste Recycled
o Diversion Rate ((MSW Recycled + MSW Composted)/MSW Generated=Diversion Rate (%))
[x] Cans, Glass Jars & Metals
o Composition of Waste by Type. Include pounds of waste type found in both the landfill stream or the diversion stream (recycling, compost, or reuse):
[x] Plastics 1-5 & 7
[x] White Ledger Paper
[x] Mixed Paper
[x] Cardboard
[x] Paper Towels
[x] Food Scraps
[x] Shredded Paper
[x] Other (K Cups, Toner Cartridges, any other significant item type for your waste stream that is not listed here)
[x] Hazardous Materials (batteries, paint, cleaning materials, etc)
Back to Contents Back to Tasks Top
If a professional audit is conducted: Submit an invoice from your third-party waste audit. OR
If you conduct your own audit: Submit a description of your audit, the start and end dates, and photos of your auditing process.
50 points are awarded for an initial waste audit and an additional 50 will be awarded for completing a follow-up waste audit.
Useful Links:
Pennsylvania Resources Council (PRC) Waste Audits
EPA Sample Waste Audit
Waste Audit Toolkit
Simple Waste Audit Calculator (estimates and metric)
Zero-waste Services
NRDC Green Advisor Waste Audits
TSK12: Host a green holiday party (2 to 10 points)
A number of holidays occur during the fall semester. If your class is planning a celebration, make your holiday party a sustainable one. Consider the impact of the aspects of your celebration, which could include décor, serving-ware, dining-ware, food, snack packaging, and gifts, among others.
Submit a list of sustainability issues you (or your students) took into account for the celebration. 2 points per action taken, up to 10 points.
Bonus points if students show that they used these habits at home, either a picture of themselves, their family, or the sustainable alternative that they used. Ex: wrapped gift with newspaper, recycled/handmade decorations, sweets not individually-packaged, etc.
Useful Links:
The SCA Blog - Holidays, Sustainability, and You!
Holiday Decorating
Reusable Dishware is More Sustainable
Pennsylvania Resources Council - Zero Waste Kit
TSK13: Start a class, school, or community garden (20 points)
Teach students to value the origins of their food through a gardening project. It can be as small as a classroom herb garden or as large as a community garden that students get involved in. During the winter months, indoor or greenhouse gardening can also fulfill this action. Encourage students to participate in garden maintenance and spend time outdoors. Spending time with the soil can improve a child's mood, decrease anxiety, and lead to better academic outcomes.
Back to Contents
Back to Tasks Top
Submit a photo of your garden efforts, including students at work if possible.
Submit a description of how students are involved and taking ownership.
Useful Links:
Vegetables to Grow in Winter
Gardening – Resources for Teachers (lesson plans, strategies, books, and more)
How Gardening Affects Kids
Grow Pittsburgh - Community Garden Resources
Build a Sensory Garden for Everyone
TSK14: Start a classroom compost (15 points)
Composting is a great way to turn fruit and vegetable remnants into useful soil again. Your students can learn about minimizing their food waste, the process of decomposition, and the carbon cycle. If you're a first-time composter, this is an opportunity to learn alongside students! Even if your compost batch fails, the class can investigate together and recommend tips for next time.
Submit a picture of your compost set-up.
Submit a selection of students' work in relation to compost (drawings, essays, reflections, etc).
Useful Links:
NatGeo Kids - Creating Compost Methods of Composting The Takakura Method of Composting Compost Stew by Mary McKenna Siddals
TSK15: Implement the Air Quality Flag Program in your hall (10 to 20 points)
Make checking air quality part of your students' daily routine. You may assign a student to change the flag each morning. Use scrap fabric or colored paper to create an air quality board in your hallway. Display the color for your zipcode based on the AirNow website. Encourage students to investigate what they can do to improve local air quality.
Submit photos of your flag display on three (3) different days.
Points are awarded per hall display up to two (2) halls.
Useful Links:
AirNow Air Quality Flag Program Outdoor Activity Guidance for Schools
Back to Contents Back to Tasks Top
TSK16: Participate in a learning collaborative with another school (50 points)
An effective way to encourage long-term sustainability at your school is to discover what is working at other schools. Start a learning collaborative with a fellow participant from a different school and share your knowledge, experiences, and challenges. The journey toward sustainability can be tough for a variety of reasons. Reaching out to another school can be an opportunity for creative solutions and encouragement. The first meeting should be in person, while subsequent meetings can be held virtually.
Submit this action after having two (2) meetings with your partner school.
Submit the names of your schools and your meeting notes.
NOTE: lingering questions can always be directed to firstname.lastname@example.org.
TSK17: Create an internal competition within your school (20 points)
Host a short-term challenge between different classes to take one or more sustainable actions. Collaborate with your Sustainability Squad to design your competition. It may be among individual students and teachers, grades, halls, or classrooms. Even students VS. teachers! At least 2 classrooms must participate to earn points. Actions may include a particular behavior you want to incentivize or a number of behaviors to improve overall sustainability at your school. Decide the timeframe, actions, and awards, and start recruiting participants!
Submit a description of your internal competition including the timeframe, actions, and results.
Submit a list of participants.
Useful Links:
I Am Sustainable Pittsburgh
TSK18: Encourage students and fellow teachers to use alternative commuting methods (5 to 20 points)
The most environmentally friendly commuting methods are walking and biking. However, there has been a huge drop in the number of kids who walk or bike to school regularly. According to the National Center for Safe Routes to School, in 1969, 48 percent of K-8th grade students walked or bicycled to school. But by 2009, only 13 percent did. But according to a 2012 report from Safe Kids USA, streets are actually getting safer for kids (Care.com). A walk-pool or Walking Schoolbus may be an option for students and teachers who live nearby. If walking is not feasible, encourage the use of bikes, buses, and vanpools. Regular carpooling can also help cut carbon emissions. Driving alone is the most carbonintensive mode of transportation. Teachers may use CommuteInfo to arrange car or van-pools.
Submit your memo or notice to parents and teachers about using alternative modes of transportation (5 points).
Submit proof of carpooling, walk-pooling, or bike-pooling groups (5 points per group).
Back to Contents Back to Tasks Top
Useful Links:
CommuteInfo The Walking Schoolbus BikePGH Maps & Guides Healthy Ride
TSK19: Take a sustainability field trip (10 to 40 points)
Field trips create some of the most memorable moments students take with them when they finish school. Consider taking your students on a field trip to help sustainability lessons stick. Possibilities could include local farms, green infrastructure projects, LEED buildings, recycling facilities, the food bank, or the zoo, among others. Have students reflect on what they learned after the field trip.
Submit a description of the field trip or tour, including the date, location, and topics covered.
Submit student reflections.
NOTE: Would you like someone from the SP Challenge team to join as a chaperone? Need some help facilitating a tour or field trip? We are happy to help make connections. Email us at email@example.com.
Useful Links:
3 Rivers Wet Weather - Green Infrastructure Atlas ALCOSAN's Free Tours
TSK20: Play the Climate Change Negotiations Game (10 to 40 points)
Engage students in a role-playing game to conduct mock negotiations as delegates and stakeholders from different countries and organizations. Encourage students to research their roles and make their arguments as realistically as possible. Use past Nationally Determined Contributions (NDCs) to learn about how countries negotiate and commit (or not) to climate action.
Submit students' final debriefs on their negotiating strategy and outcomes.
Useful Links:
World Climate Negotiations Game - About and Resources
TSK21: Help students engage in public participation (1 to 50 points)
Whether by helping them with voter registration or explaining the historical impact of peaceful protests, helping students understand public participation can give them the confidence to participate in the political process as informed citizens. Students may opt to attend or speak at a community hearing, write a letter to a public official, or help campaign for a representative they support, among other activities.
Back to Contents Back to Tasks Top
After a particular act of public participation, have students write a brief reflection on what they did and why they think it's important (1 point per student reflection).
Useful Links:
PA Midterm Voting Guide 2018 Election Calendar Protest is Democracy at Work Writing Effective Letters to Congress
TSK22: Incorporate unstructured outdoor time into your class' routine (5 to 20 points)
Outdoor play boosts students' creativity, cooperation, and problem-solving skills, along with health, mood, and ability to focus. Students of all ages benefit from time with nature, leading them to better observe changes and care for their environment. Help your students become sustainability leaders by providing them with technology-free time outdoors.
Submit your unstructured outdoor time schedule. Outdoor days must be at least monthly to earn points.
Useful Links:
The Discovery School - Nature Pre-K in Pittsburgh Children Who Play Outdoors Are More Likely to Protect Nature as Adults Why Kids Need Unstructured Outdoor Play Learning Through Play is for Teenagers, Too
TSK23: Address anti-bullying and bystander actions in your classroom (20 to 80 points)
Bullying has received national attention in recent years, with increasing resources available to teach students to confidently stand up for themselves and get help from adults. Trainings are also available for teachers and parents to intervene effectively. In classrooms, it's important to address what students should do if they are being bullied, and perhaps even more-so, teachers and parents must address bullying at the source. Fostering empathetic and inclusive students through discussion and role-play can help stop bullying before it starts.
Submit the lesson plan or program used to address bullying in your classroom (10 points).
Submit your written intervention strategy for dealing with bullying behavior (10 points).
Points are awarded per classroom up to 80 points. For this action, school assemblies do not count. If your school has a school-wide assembly discussing this issue, have a follow-up in your classroom to earn points for this action.
Useful Links:
Let Me Be - Anti-Bullying Campaign Video Unhealthy relationships #ThatsNotLove Video
Back to Contents Back to Tasks Top
The Roles Kids Play in Bullying
The Connection Between Peer Pressure and Bullying
KidPower – Face Bullying with Confidence
Steps to Unlearn Bullying Behavior
TSK24: Challenge students to practice one new sustainable habit (2 to 20 points)
Older students may be able to sign on to the I Am Sustainable Pittsburgh Pledge, while younger students may need more guidance. Teachers can look at the Pledge for inspiration. Students may choose one or more habit in any Sustainability Focus Area dealing with Equity, the Environment, and/or the Economy. Their new habit should be something that is or can be made meaningful for them.
Submit students' written commitments to their new habits (2 to 10 points).
Submit students' follow-up reflections after 1 to 4 weeks (2 to 10 points).
Points for this action will be awarded based on the percentage of participating students out of the whole grade. This action may be repeated for each grade level.
Useful Links:
| 1-20% | 2 points |
|---|---|
| 21-40% | 5 points |
| 41-70% | 7 points |
| 71%+ | 10 points |
What Kids Can Do to Stop Bullying
Easy Swaps - My Plastic Free Life
TSK25: Facilitate a student volunteering event (5 to 20 points)
Volunteering and community service can help build connections between students and their community. It can also improve student engagement, leadership, and enthusiasm. Volunteering may be as long as a semester commitment or as short as a litter pick-up during a class period. Ensure that students understand their impact and that each of their actions makes a difference.
Submit a list of the names of the students involved AND
Submit a description of the volunteer event.
Points for this action will be awarded based on the percentage of participating students out of the whole grade. This action may be repeated for each grade level.
| 1-20% | 5 points |
|---|---|
| 21-40% | 10 points |
| 41-70% | 15 points |
| 71%+ | 20 points |
Back to Contents Back to Tasks Top
Useful Links:
Community Service with the Student Conservation Association ALCOSAN's Storm Stenciling Program
Tree Pittsburgh
TSK26: Have students start a school-wide social media campaign for sustainability advocacy (25 points)
Have students put their savvy social media skills to good use by creating an advocacy campaign for a sustainability issue that they would like to see improved on campus. They could work to improve water conservation, wasteful behaviors, inter-grade friendships, bullying problems, bike infrastructure, air quality, energy efficiency, or any other sustainability issue that compels students to speak up.
Have students tag the Sustainable Pittsburgh Challenge (@competesavewin;
#competesavewin) in their campaign posts (1 point per discrete post).
Share their campaign hashtags in the notes box (2 points).
Have students measure and share the outcome of their advocacy campaign (10 points).
NOTE: Younger students or tech-free students can participate in Action EX10: Host a sustainability advocacy poster competition to create their campaign.
Useful Links:
Step by Step Guide to Create a Campaign
TSK27: Have plants in your classroom and encourage students to take an active role in caring for them (5 to 20 points)
Potted plants make for a positive educational environment and can improve your classroom's indoor air quality. When plants photosynthesize, pores in the plant's surface absorb carbon dioxide along with volatile organic compounds (VOCs) such as benzene and formaldehyde, and capture particulate matter on the surface of their leaves, therefore removing them from the air. Beautify your school and breathe easy by placing plants throughout your facility. Classroom plants also provide a learning opportunity for students as they care for the plants and watch them grow.
Submit a photo of your classroom plants (up to 4 points).
Submit a photo of a student participating in plant care (1 point).
Useful Links:
50 Plants That Clean the Air How Plants Purify the Air
Back to Contents Back to Tasks Top
TSK28: Advocate for healthy lunches (2 to 10 points)
Student health and wellness is a primary concern for any school. School lunches contribute substantially to student nutrition levels and thereby concentration and cognitive development. Ensure your students are eating well by helping them understand and advocate for healthy lunches. Some options include Meatless Mondays, greater vegetable varieties, and dropping sodas and juices.
Submit a description of your advocacy action (4 points).
Submit a copy of your healthy lunch policy (2 points per policy item).
NOTE: Points will only be awarded for items that go above and beyond federal standards. Ex: Meatless Mondays, wholesome vegetarian and vegan options, locally sourced produce, no processed fruit juices, reduced plastic packaging, etc.
Useful Links:
Johns Hopkins Meatless Mondays
Healthy Schools Campaign – What You Can Do
School Lunch Menu Ideas
Study - Calories from Sweetened Beverages and 100% Juice
Nutrition Standards in the National School Lunch and Breakfast Programs
TSK29: Advocate for reusable service-ware on campus (5 to 10 points)
While disposables during lunch might seem more convenient, they add up to a massive environmental impact. All manufacturing consumes resources, but single-use products contribute significantly to both waste and lost potential as they are used for 15 minutes and sent to landfill. Food-contaminated items are not recyclable, further adding to the resource-sink. Durable dishware can be reused thousands of times, more than making up for the up-front energy and monetary costs.
Submit a description of your advocacy action (5 points).
Submit a copy of your school's policy or memo on using reusable dishes (5 points).
Useful Links:
Reusable Dishware - Why Switch?
Minnetonka Middle Schools Switch to Reusables and Save
TSK30: Advocate for a ban on bottled water on campus (2 to 10 points)
Americans consume 29 billion water bottles a year, 80 percent of which ends up in landfills. Of the 13 percent that make it to recycling plants, each bottle requires the same amount of energy to be recycled as it takes to power a 60-watt light bulb for six hours. Be a part of the solution - ban the sale of bottled water on your school's campus. Encourage students to bring their reusable water bottles to class and refill them at water fountains or sinks.
Back to Contents Back to Tasks Top
Submit a description of your advocacy action (4 points).
Submit a copy of your school's policy or memo banning the sale or distribution of bottled water (6 points).
Useful Links:
Water Bottle Pollution
9 Ways to Reduce Plastic Bottle Use
Bottled Water Facts
TSK31: Test your classroom for lead paint (10 to 40 points)
If dust from cracked or breaking lead paint becomes airborne, it can become a health hazard. In-tact and painted over, lead paint isn't a problem, but can be an interesting chemistry experiment for students.
Submit a photo of your test and the results.
Useful Links:
How to Video - Test for Lead Paint
Instant Lead Test Kit
TSK32: Host a local chef for a classroom cooking class (2 to 10 points)
Introduce students to different types of cuisine for a cultural class, discuss nutrition for a health class, talk about the importance of local produce in economics; food can play a role in any subject area! Invite a local chef to demonstrate a simple meal to your class to show off different ingredients and career opportunities. We encourage students to try a vegetarian or vegan dish to both eat healthy and reduce their carbon emissions!
Submit the name of the chef, the restaurant they work with, and the meal prepared.
Useful Links:
Sustainable Pittsburgh Restaurant Finder
TSK33: Have school maintenance and/or janitorial staff speak to students (20 to 80 points)
Encourage students to get to know the variety of people who help run a school. Maintenance staff can take the opportunity to speak to students about the ways they, too, can help take care of the school facilities. This can be done as part of a career day, engineering focus, or as an independent talk.
Submit the name and title of the presenter AND
Submit a brief description of student questions and reactions (maximum 5 sentences).
Back to Contents Back to Tasks Top
TSK34: Participate in a local or regional sustainability initiative for schools (5 points each)
Our region is host to a number of programs to improve schools, education, and equitable access to opportunities for students. Encourage your administrators and fellow teachers to take advantage of these great resources. See the Useful Links below for some such programs.
Submit proof of your school's participation in a local or regional sustainability program.
Useful Links:
Raise Your Hand for Health Let's Move Pittsburgh Champion Schools The Door Campaign - STEM and Aquaponics The Fairchild Challenge Ashoka Changemaker Schools Green Schools Alliance Green & Healthy Schools Academy Live Well Allegheny Schools
TSK35: Attend sustainability-related talks or trainings to broaden professional development (2 to 10 points)
Sustainability-related events are hosted by a variety of organizations in the southwestern PA region. Networking with sustainability professionals and enthusiasts will expand your knowledge of sustainability efforts and provide insight into how other organizations and individuals implement sustainable practices.
Submit the name of the event and where it took place.
Submit 1-3 sentences on what was presented and/or your takeaways.
2 points per event, up to 5 events. Events may be attended by one or multiple teachers.
Useful Links:
Phipps Biophilia Network
ALCOSAN's Professional Development Workshops
Sustainable Pittsburgh Events
NAAEE Webinars
Vibrant Pittsburgh Speaker Series
Inspire Speaker Series
International Living Future Institute - Online Learning
Farm to Table Events
Back to Contents
Back to Tasks Top
TSK36: Join a Terracycle Brigade (5 to 20 points)
Terracycle offers a program that makes it easy to recycle formerly hard-to-recycle items. By partnering with mission-driven companies, Terracycle offers free collection of single kinds of hard-to-recycle items such as chip bags, Solo cups, pens, Tupperware, and Ziploc bags. If you notice that your school produces a lot of one kind of waste, join the appropriate Brigade on the Terracycle website, and start collecting! When your collection box is full, use the free shipping label to send your collection the nearest recycler, listed within the Brigade info.
Submit a screenshot of your Terracycle Brigade confirmation email.
Submit a photo of your filled box with shipping label when it is ready to be mailed.
Receive 5 points for each Terracycle brigade your school participates in, up to 20 points.
Useful Links:
Terracycle Brigades
TSK37: Be a Crayola ColorCycle Champion (20 points)
Crayola has a free program to recycle all kinds of markers, not just Crayola brand. They even include dry erase markers and highlighters. Thousands of pounds of markers are used per year by students across the country, imagine if we could keep those old plastic tubes out of our landfills!
When you're ready to send a box to Crayola, submit a photo of your marker box and shipping label.
Useful Links:
ColorCycle FAQ Sustainable classroom supplies
CLASSROOM EXERCISES:
LESSON PLANS TO TEACH A SPECIFIC ASPECT OF SUSTAINABILITY
Unless otherwise noted, all actions in this section may be completed by multiple teachers at a single school or by a single teacher to multiple classes. The point range indicates the points available if one teacher completes the action, and the maximum points available for that action at the school.
EX1: What is sustainability? (25 to 150 points)
RECOMMENDED FIRST LESSON
to give students a foundation for the context of sustainability in your classroom.
| Students can already: Make connections Repeat new words Express their thoughts | Objective: Help students understand the word sustainability as a foundation for the K-12 Challenge |
|---|---|
| Approximate lesson time: 15-20 minutes, depending on depth of discussion | Materials needed: Photo or example to open the discussion (possibly environment- related, something that students are familiar with) A ball |
Submit a description of your take on the lesson plan (maximum 5 sentences).
Submit student takeaways from the lesson.
TEACHER'S NOTE
Sustainable Pittsburgh defines sustainability through the intersection of Environment, Equity, and the Economy (the 3 Es), taking into account these seven Sustainability Focus Areas: Social Equity, Engagement, Air Quality, Water, Energy, Transportation, and Materials Management.
Sustainability ensures that today's actions do not take away from future generations, as discussed in depth in the Brundtland Report, also known as Our Common Future. In preparation for this lesson, consider how your classroom affects the future and how your students interact with the Sustainability Focus Areas listed above.
Students of all ages can learn to embody the Sustainability Focus Areas in ways that correspond to their age and ability. Sustainability can cover varying levels of complexity from flowers to geoengineering (Environment); coins to Payment for Ecosystem Services (Economy); friendship to slavery (Equity).
VOCABULARY
Sustainable, sustainability
PROCEDURE
Sit in a circle for group discussion. Elicit from students what they might already know about an aspect of the environment, economy, and/or equity. You might show a picture of something like a national park. Try an Ansel Adams photo for classic natural wonder. Environment is usually the easiest connection to make, with equitable access to natural spaces and resource consumption as themes to follow. If students can conceptualize the future, ask them if they would want that park to exist in the future for their great-grandchildren (and beyond).
Connect their thoughts with the word "sustainable" – something that lasts/can continue forever. Other possible connection words could be renewable, reuse, remake, take care of. Drill the word if necessary.
Introduce students to the Seven Sustainability Focus Areas as being parts of sustainability. For younger students, some basic explanation and gesture association is suggested (see below). For older students, elicit what comes to mind for them when they see each Focus Area.
Suggested gestures: Air quality: show a big inhale and exhale; Transportation: drive a race car; Equity: give yourself or a friend a hug to show friendship; Engagement: use hands as puppets to show talking to someone and/or a round of applause for your best effort; Water: use fingers to show rain falling, or take a big gulp of an imaginary glass of water; Energy: make a buzz for electricity; Materials Management: a big X for refuse (of the 4 Rs – refuse, reduce, reuse, recycle).
GAME – pass the ball
For younger students, the vocabulary words sustainable and sustainability can be drilled by passing the ball in a circle, with each student saying a syllable. Try to have students move quickly! Once they've gone around the circle a couple of times, have each student say the word independently. Students can also say the Seven Sustainability Focus Areas. Use the gestures as above to associate concepts with familiar activities. See if they can get completely around the circle in under a minute!
For older students, have them toss the ball to a classmate in the circle, saying something that comes to mind when they hear "sustainable." See if students can think of as many distinct things as there are students. Use the Sustainability Focus Areas as a guide – Ex: Air Quality "We want to have good air quality now, and in the future, so we're healthy." "Driving cars pollutes the air." "Burning coal for energy pollutes the air." "Plants help clean the air." Etc.
EX2: Who is the most sustainable? A five-finger elimination game (5 to 30 points)
| Students can already: List a few sustainable practices Answer True/False questions Self-reflect | Objective: Engage students in a fun sustainability ice-breaker to get them thinking about their habits | Students will: Receive explanations to statements, improving overall knowledge of sustainable practices and reflect on their own habits |
|---|---|---|
| Approximate lesson time: 10 minutes | Materials needed: Prepared questions | Related Common Core Standard: 4.5 Environment and Ecology 6.1 Economics, Resources, & Scarcity Others if teacher creates relevant statements for the game |
Submit the selection of questions used AND the name of the student(s) who won.
TEACHER'S NOTE
This game functions like "Never have I ever." These statements can jumpstart a conversation about what it means to be sustainable, even a lively debate about what "counts" or doesn't. This activity can also be used as an ice-breaker for meetings between teachers, such as in the first Sustainability Squad meeting.
VOCABULARY
Recycling, conserve, transportation, pollution
PROCEDURE
Students should raise their hand with five fingers extended. They will hear a series of sentences saying things they haven't done (never, or in the past month, or the past week, as determined by teacher). If the answer is TRUE they leave their fingers up. If the answer is FALSE they must put one finger down. The winning student(s) is the last one with a finger up or the student(s) with the most remaining after all statements have been answered.
Example sentences:
1. I have not used a single-use plastic water bottle in the last month (like Dasani, Deer Park, Fiji, etc.).
2. I have not taken a shower longer than 5 minutes in the past week.
a. Explanation: single-use plastics are rarely recycled and are choking the landfills, city streets, and oceans. Water bottles are one of the more easily-avoidable problematic items. Under 30% of plastic bottles are recycled in the US.
a. Explanation: short showers are an easy way to save water. An average 10 minute shower will use about 20 gallons of water.
3. I have not ridden in a car in the past week.
a. Explanation: emissions from transportation account for 28% of US emissions, the majority of which come from our regular commutes in cars. Public transportation, biking, and walking are significantly better for the environment.
a. Explanation: Beef, specifically, is a huge source of GHG emissions and water usage. Meat more generally is land and water-intensive as compared to vegetarian diets. Half of all agricultural emissions are just from livestock.
4. I have not eaten meat in the past week.
5. I have never thrown away something that I knew should go in the recycling.
6. I have not bought or received any new clothes or shoes in the past month.
a. Explanation: the US waste management system makes it feel like our trash "goes away," but it doesn't. Putting a recyclable in the trash bin wastes the energy potential of that item to be reused and become something new.
a. Explanation: "Fast Fashion" – the constant seasonal changes and advertising to buy ever cheaper and lower quality clothing is creating a clothing pollution crisis. Second-hand shopping and clothing exchanges are great ways to refresh your wardrobe rather than buying new.
a. Explanation: Similar to the beef issue, cows for dairy also contribute to global climate change. A total 2.7% of global GHG emissions is from milk production. Cheese, eggs, cream, butter, and other dairy products add even more.
7. I have not had any dairy in the past week.
8. I have never littered.
a. Explanation: littering contributes to environmental degradation and poor neighborhood morale. Have students really think about it. There are obvious things like chip bags and drink bottles (they're on the street everywhere! Who is throwing these on the ground??), but throwing your gum on the ground is also littering. Throwing your apple core on the ground is littering.
Teachers may use these examples or add statements and timeframes relevant to student abilities. We recommended having 10-12 statements on hand so that you have the option to skip some if there are too many hard ones. We don't want to eliminate all students in five questions! Also suggested is to have a "did you know?" moment between each statement, to provide the explanation and address any questions or disputed points.
Back to Contents Back to Exercises Top
EX3: How long until it breaks down? A sorting activity (20 to 80 points)
| Students can already: Make comparisons Understand numbers in the thousands | Objective: Help students understand that different materials degrade at different rates in different environments | Students will: Gain understanding of material decomposition over time Understand the difference between degrade and biodegrade |
|---|---|---|
| Approximate lesson time: 10-30 minutes, depending on depth of discussion | Materials needed: Realia or print-outs of commonly thrown away items (multiple sets if students will be in teams or pairs). Ex: soda bottle, snack bag, fruit peel, newspaper, etc. | Related Common Core Standards: CC.2.4.K-3.A.4; CC.2.1.6-7.D.1 CC.2.1.HS.F.3-5; S3.3.8.A1 S3.4.8.B1; S4.5.8.A S8.A.3.2.3; S8.B.3.3.3 ELP.4.R.6-8.5 |
Submit a photo of the items you used for this lesson.
Submit a few sentences in the comment box about what students learned or found surprising (maximum five (5) sentences).
TEACHER'S NOTE
A key point to make in this lesson is the distinction between degrade and biodegrade. Decompose & biodegrade indicate a material that will rot or break down to become inert natural elements once again. Ex: a banana peel. Degrade means break down, but it can be into smaller and smaller pieces, which are still dangerous to the small animals that eat it. Ex: a plastic bottle. In other words, everything degrades, but not everything biodegrades.
VOCABULARY
Rot, break down, decompose, degrade, biodegrade (younger students might not be ready for larger words, up to teacher discretion).
PROCEDURE
Introduction/Assess students' prior knowledge: Ask students, do they know where their trash goes after it gets picked up? What do they think happens to it? Is it different if it's littered on the street? What about composted? Details will vary based on student knowledge.
Video intro (optional):
decomposition video
Show students 1-3 of the items they're going to sort. Will it decompose, degrade, or both? How long do they think it will take? Explain that students will see an assortment of items that they will have to order based on how long they will take to break down. Teachers will place the example 2-3 items in the correct order. (The teacher can put conditions on the items such as how long it would take if exposed to the elements vs. how long it would take in a landfill-- if the students are capable).
Split students into pairs or small groups, giving each pair/group a set of materials to line up in order. Allow 2-5 minutes to sort depending on the array of items and speed of students. Encourage debate and ask questions as students go.
When time is up, reveal the answers (depending on items that are common or amusing to your classroom, a google search can reveal a range of answers with some confusion on degrade vs. decompose. The exact numbers are less important than understanding that petroleum-based products do not biodegrade). Some numbers can be found here and here.
Reward students (in your classroom management style) who are closest to the correct answers. Respond to any student questions or debated orders.
If time allows, mix student groups up and see how fast they can sort the items from memory for a second time. Award winning groups accordingly.
Useful Links:
Material Decomposition Rates Marine Debris Degradation Rates Garbage Degradation Rates
Back to Contents Back to Exercises Top
EX4: Have students calculate their carbon footprint (20 to 80 points)
| Students can already: Use a calculator Understand the Greenhouse Effect Use context clues for new words | Objective: Learn about resource consumption and how your personal footprint contributes to climate change | Students will: Understand that their activities have emissions Calculate and compare emissions Understand how to reduce carbon footprint/individual impact |
|---|---|---|
| Approximate lesson time: 30-40 minutes | Materials needed: Computers/tablets OR printed handout Drawing paper Markers, pencils, writing utensils | Related Common Core Standard: 3.3.5.A3-5; 3.3.6.A5 3.3.10.A7; 3.3.12.A6 4.1.10.B; 4.1.12.C 4.5.4,7.C; 7.3.1.A |
Collect students' footprints to share with the SP Challenge team via scan or photo.
VOCABULARY
Consume, emissions, carbon dioxide (CO2), climate change, footprint (environmental), greenhouse effect
Related Video (optional): Climate Change 101 with Bill Nye, National Geographic
PROCEDURE
Introduction/Assess students' prior knowledge: Ask students to think about where carbon dioxide comes from. Elicit a few answers. Ask students if they know how much carbon dioxide they produce as individuals. Tell them in this activity, we will find out for sure.
Have students calculate their individual Ecological Footprint by using the calculator at https://islandwood.org/footprint-calculator/ (recommended for grades 4-8) or at https://www.footprintcalculator.org/ (recommended for grades 9-12).
This can be completed in pairs or groups of 3-4 if technology is limited. Students can watch their friends answer and compare their results.
It is also possible to conduct the calculator portion as a group by using a projector, creating a "class average" or a high range by going with the highest answers given among the group. It can also be done a second time in a "what if" scenario, encouraging students to think about which behaviours they would be willing to change and how they might go about it.
If you do not have computer/tablet access, use the Ecological Footprint Calculator handout (click on the link and scroll to Appendix 5) provided by The Global Goals for Sustainable Development. Students will need to calculate their scores independently by adding their points up for each category.
Have students discuss the results in pairs for 3-4 minutes. How many Earths do you need to support your lifestyle? Why? Did anything surprise you? Let a few students share their thoughts to the group.
Now knowing how many earths we need to support us; how can we reduce our consumption to get down to just one earth? Or even less!
Have the class brainstorm solutions to mitigate their contributions to the Greenhouse Effect. Write their suggestions in a word cloud on the board. Choose a few that you would be willing to do and demonstrate how to draw your footprint solutions (Draw a footprint, color a few sections, and write your commitments in each section. Examples here).
Have students draw a footprint (or trace their own!) and write in at least three things they will try to do to reduce their carbon footprint.
Respond to any student feedback or questions.
Back to Contents Back to Exercises Top
EX5: Have students calculate their water footprint (20 to 80 points)
| Students can already: Use a calculator Identify water resource strains and issues Use context clues for new words | Objective: Learn about wasteful water usage and how they can conserve water through individual action; Learn about water use inside and outside of the home, in the food we eat, the products we buy, and the energy we use | Students will: See the impact of their actions on water scarcity and pollution Calculate and compare their water footprints Understand how to reduce individual impact and apply water conservation techniques |
|---|---|---|
| Approximate lesson time: 30-40 minutes | Materials needed: Computers/tablets OR printed handout Drawing paper Markers, pencils, writing utensils | Related Common Core Standard: 3.3.4.A4 4.5.8.A; 2.2.3.A; 2.4.5.A.5; 2.3.6.A.1 4.5; 6.1 |
Collect students' water use tables to share with the SP Challenge team via scan or photo.
VOCABULARY
Consume, reduce, virtual water, agriculture, potable, efficient, water footprint, blue water footprint, green water footprint, grey water footprint
PROCEDURE
Introduction/Assess students' prior knowledge: Ask students to think about activities they do every day that consumes water. Which one consumes the most water? Elicit a few answers. Ask students if they know how much water they use as individuals or as a household.
Have students calculate their individual Water Footprint by using the calculator at https://www.watercalculator.org/ (recommended for grades K-12).
This can be completed in pairs or groups of 3-4 if technology is limited. Students can watch their friends answer and compare their results. It is also possible to conduct the calculator portion as a group by using a projector, creating a "class average" or by going with the highest answers given among the group. It can also be done a second time in a "what if" scenario, encouraging students to think about which behaviours they would be willing to change and how they might go about it.
If you do not have computer/tablet access, use the Water Footprint Calculator handout provided by Grace Communication Foundation. Students will need to calculate their scores independently by adding their points up for each category.
Have students discuss the results in pairs for 3-4 minutes. How much water do you individually use in your household? Which activity caused the highest consumption of water? Let a few students share their thoughts to the group.
Taking the average of water consumption per household, talk about which behaviours were the most wasteful and what surprised them most. As a group, address food's water footprint, indoor water use at
home, outdoor water use, water to make energy, and the hidden water in our everyday products we buy.
Have the class brainstorm solutions to reduce their water usage. Write their suggestions in a word cloud on the board.
Have students draw a water use table or have a printout ready. Students will write down three activities they will try to reduce and track their usage at home. You can hold a contest and see who reduces their water footprint the most after a week. Award the student accordingly.
Respond to any student feedback or questions.
Back to Contents Back to Exercises Top
EX6: Practice sorting recycling (10 to 40 points)
| Students can already: Understand the concept of recycling and reuse, and have some familiarity with distinguishing types of materials | Objective: Students will understand the recycling market, recyclability of items and what is/isn’t accepted in local bins | Students will: Be able to recycle correctly and help contribute to a higher diversion rate |
|---|---|---|
| Approximate lesson time: 15-25 minutes | Materials needed: website projection or handout (1 per 3-4 students), PPT of trash/recycled items (for optional warmup), recycling and trash bins for each group OR blue poster- board to set recycling items on, a bag of mixed trash and recycling for each group | Related Common Core Standard: 5.2.K-12.D; 5.3.K-12.F 15.7.2-12.K; ELP.4.R.4-5.1 ELP.4.W.1-3.3; 3.4.3.B2 |
Submit the link to your local recycling guidelines.
Submit a photo of the items your students sorted.
TEACHER'S NOTE
Some key points and things to consider: Dirty items can't be recycled properly. Why are we recycling? To make something new/different out of those materials. Oil and food contaminate our potential to recycle. If we had to reuse and recreate art or something out of a container, we wouldn't want it to be dirty either. Emphasize clean items, in good condition, and only items listed as accepted per the local hauler.
VOCABULARY
Recycle, reuse, plastic, glass, aluminum, cardboard, contamination
PROCEDURE
Show students a recycling bin (photo or physical) and elicit existing knowledge. What is it? What is it used for? Why? Do students have one at home? Etc.
Optional active warm-up: Yes/no game
Materials: realia, photos, or PPT of items often found in trash & recycling (~15 items).
Have students stand in the middle of the classroom. The wall to their left will be "yes." The wall to their right, "no." Show students the PPT of waste items. Students must guess if the item is recyclable by choosing the appropriate wall, "yes" or "no."
NOTE: Things that can throw students off (which may be used purposefully or avoided, depending on student attitudes): food contaminated items should not be placed in the recycling,
even if the container is generally recyclable. Ex: a pasta sauce jar with some leftover sauce in it. Pizza boxes are another food-contaminated item commonly thought recyclable.
Have students move quickly and once at their chosen wall, give the correct answer. Award students who guessed correctly as aligns with your classroom management method. When all items have been shown, conduct a brief discussion with students. What surprised them? What did they already know and why?
What goes in the bin?
Show students (via projector or group handout, as needed) the regional website that lists accepted items for recycling. Ex: City of Pittsburgh residential recycling. Give students time to read and consider for 1-2 minutes, then take away the list and tell them they will now practice what they've read.
Sorting
Split students into groups of 3-4 and give each group either a recycling bin or a blue poster-board to represent their recycling pile. Give students a time limit (~3 minutes). Once finished, assess the sort without giving students answers, but award the best group. Then, show students the accepted items list again and allow them 1 minute to correct their sort.
Discuss any debated items or items that many groups confused.
Back to Contents Back to Exercises Top
EX7: Find the leaks (20 to 80 points)
| Students can already: Multiply and divide in word problems Keep time / use a timer Use context clues for new words | Objective: Learn why it is important to conserve water and fix leaks Learn to write persuasive letters to administrators for change | Students will: See and quantify water lost from leaking faucets Understand how to make the case for water conservation |
|---|---|---|
| Approximate lesson time: 30-50 minutes | Materials needed: Watch or clock with a second hand Calculator Handout or printed materials Markers, pencils, writing utensils | Related Common Core Standard: 4.5.3.D; 3.3.4.A4 4.5.8.A; 2.2.3.A.1-3; 2.4.5.A.5; 2.3.6.A.1 |
Submit the number of gallons lost per year based on student findings.
Submit a selection of letters that students wrote.
VOCABULARY
Gallons, efficiency, water-efficient, upgrades, maintenance, conservation
PROCEDURE
Introduction/Assess students' prior knowledge: Ask students if they have ever found leaks or drips. Where did they find leaks or drips? Why do they think fixing a leak important? How much water (in gallons) do they think can be wasted from a leak?
Find the leaks in your school
Students will become leak detectives! Have students investigate the school for about 10 minutes in pairs with a checklist of areas to check for. (You can print the handout, provided by EPA WaterSense, and follow along with Lesson 3: Do a Drip Scavenger Hunt, or make your own simplified checklist).
Ensure student safety by indicating clear boundaries and places they will be checking. Split students into pairs or groups so that each section of the school with potential leaks is identified.
When students find a leak or drip, use a watch or count how many times it drips in one minute. If they find a pipe that is not dripping, but is wet, make a note where it was found.
After returning to the classroom, ask students what they found.
NOTE: If no leaks are found, have students complete "what if" mathematical scenarios and send thank you letters to administration/maintenance for keeping their school leak-free!
Have students, in their pairs, calculate their findings. Students will use the conversion equation 10,000 drips = 1 gallon. The formula is # drips x 60 minutes x 24 hours x 365 days divided by 10,000 drips equaling the number of gallons wasted per year. Have some facts handy for what that lost water could
be used for. Ex: 8 drips per minute leads to about 420 gallons lost per year, which is about enough drinking water for three students for a whole year.
In a group, ask students what was most surprising about their findings? How much water is being wasted for each leak? What do they think can be done to fix the leaks? Why do they think the leaks or drips should be fixed? On the board, brainstorm constructive persuasive pieces of information to use as a reference for writing letters to School Administration and Maintenance.
Respond to any student feedback or questions.
Write Letters
Individually or in groups, give students materials to write their letters. Tell them to remember what you talked about and to use the brainstormed information on the board. If students need it, use the board to create a letter formula. Include the greeting, the data they found, and reasoning for why this is important.
When completed, send the letters to the administration and/or maintenance to have the leaks and drips fixed.
Take it Home! Find the leaks around your house, too.
Students can use this worksheet at home with their families, as well as in school. Or take home the family fact sheet on leaks in your home to tell parents how they can save water and money.
Useful Links:
EPA Fix a Leak Week! EPA Saving Water in Educational Facilities 10 Myths That Stop Us From Saving Water
Back to Contents Back to Exercises Top
EX8: Conduct a transportation survey and have students discuss the carbon impacts (20 to 80 points)
| Students can already: Use multiplication in word problems Understand Greenhouse Gases Use context clues for new words | Objective: Learn how different modes of transportation can affect carbon emissions |
|---|---|
| Approximate lesson time: 30-40 minutes | Materials needed: Calculator Handout materials Markers, pencils, writing utensils |
Submit a photo of the student-created emissions table with all data in numerical order.
VOCABULARY
Carbon emissions, metric tons (vs. imperial tons), diesel, gasoline, fossil fuels, alternative transportation, air pollution, carpooling, sequestration
PROCEDURE
Introduction/Assess students' prior knowledge: Ask students how they get to school. Do they ride the bus? Do they walk? After discussing as a group, ask students which mode of transportation they think is the most sustainable.
Students will individually answer two questions to prepare them for calculating their Carbon Emission related to their mode of transportation.
Transportation survey questions:
1. Which mode of transportation do you take to school?
2. How many miles do you travel from where you live?
Table to calculate carbon emissions in Metric Tons
| Mode | CO2e per Mile in Metric Tons |
|---|---|
| Drive Alone (Diesel) | 0.0004536 |
| Drive Alone (Gasoline) | 0.000394 |
| Drive Alone (Hybrid) | 0.0003425 |
| Drive Alone (Electric) | 0.0001975 |
| Public Transit | 0.000197 |
| Carpool | 0.0001703 |
| Vanpool | 9.85e-05 |
| Bike | 2.4494e-05 |
| Walk | 8.16466e-06 |
Have students calculate their Carbon Emissions in Metric Tons per day. Multiply the number of miles by the CO2e per Mile in Metric Tons corresponding with mode of transportation shown above. Ex: I walk 4 miles to school every day. Multiplying 4 x .00000816466 = 0000326 Metric Tons of CO2 per day, or 0.72 pounds of CO2 per day of walking to school, or 129.6 pounds of CO2 per school year.
This can be completed in pairs or groups of 3-4 if calculators are limited. Students can compare their results. It is also possible to conduct the calculator portion as a group by using a projector, creating a "class average" based on a few answers, or by going with the highest answers given among the group.
Have some carbon emission and sequestration facts on hand to help students understand quantities of CO2. Ex: a tree can absorb between 25 and 50 pounds of CO2 per year, depending on species and age.
Have students stand up and arrange themselves in numerical order based on their emissions per year. Then, have students write their emissions from lowest to highest on the board. Discuss how the class can decrease their carbon emissions via transportation.
Pose a challenge for students to change their mode of transportation, if they are able, to a more sustainable option for a week.
Useful Links:
EPA Greenhouse Gas Equivalencies Calculator Picturing a ton of CO2
Back to Contents Back to Exercises Top
EX9: Have students match countries to their Greenhouse Gas output (20 to 80 points)
| Students can already: Identify some countries Use basic geography skills Understand the connection between GHG emissions and climate warming | Objective: Show students which countries are contributing to climate change most. Could be scaffolding for lessons on International Organizations, international cooperation, and/or national policy | Students will: Gain an understanding of major emitters Older students may discuss the link between emissions and economy/GDP |
|---|---|---|
| Approximate lesson time: 15-30 minutes, depending on depth of discussion | Materials needed: Printouts of country outlines/shapes Printouts of CO2 amounts (between 10-20 countries, depending on student ability) Multiple sets if students will be working in groups | Related Common Core Standard: 8.4.W; 8.4.C.A 3.3.10.A2; 4.5.4-8.C 3.3.5-6.A5; 4.3.12.A 6.4.12.B; 8.3.12.C |
Submit the list of countries used.
Submit a brief description of the discussion (maximum 5 sentences).
TEACHER'S NOTE
Teachers may choose countries relevant to student knowledge/interest, select from the top emitters, or choose a random selection. Be sure to include the US in your selection. It is recommended that data be taken from WRI's CAIT Climate Data Explorer, which shows historical to 2014 emissions, along with the mitigation pledges that countries have submitted to the United Nations Framework Convention on Climate Change (UNFCCC). Data can be found via Climate Watch.
VOCABULARY
Greenhouse gases, carbon dioxide, climate change, emissions, emitters
PROCEDURE
Optional intro: Show students geographical outlines of the chosen countries and ask if anyone can identify at least one. Some students may struggle depending on their prior geographical knowledge. Ask students if someone would like to take a hint by looking at a globe or map. Allow students to look and match the shapes for 2-4 minutes, at least figuring out 80% of the provided countries. The teacher can help with remaining countries, demonstrating mnemonic devices to help students connect the shape to the name to the geographical area.
Elicit from students the similarities and differences between the countries. This may be as simple as size or continent, or as complex as GDP or governance. After a few answers, ask how those differences may affect the environment.
Bring student conversation around to climate impacts and carbon emissions. Tell students they will match each country to their carbon output (could be annual or historical, based on teacher choice). Have students split into groups or work as a whole class. Have students explain their reasoning for their matches.
Share the correct answers and explain and discuss international emissions as time and student capabilities allow.
Useful Links:
Top 10 Emitters Climate Watch Data
Back to Contents Back to Exercises Top
EX10: Host a sustainability advocacy poster competition (20 to 80 points)
| Students can already: Understand the impact of their behavior Draw and write or copy | Objective: Students will create advocacy posters for a specific behavior related to sustainability | Students will: Refine their arguments for use on a poster and be able to explain to others why and how to change their behavior |
|---|---|---|
| Approximate lesson time: 30-45 minutes | Materials needed: Poster paper/poster board Markers, crayons, pencils | Related Common Core Standard: ELP.4.S.9-12.3-5; ELP.1.S.1-3.4 1.4.9-10; ELP.2.S.9-12.4 1.2.5-7.I; 3.6.9-12.E; 9.3.K-12.G1 |
Submit a photo of the winning poster(s).
Submit a photo of the posters placed around the school.
VOCABULARY
Advocacy, argument, behavior change, encourage
PROCEDURE
Ask students if there is anything about student or teacher behavior at school that they would like to change. Older students may also be able to ponder larger societal changes. Guide student conversation by drawing on previous lessons about sustainability-related topics.
Narrow down issues that have come up to 3-5 topics and have the class vote for the issue that they would like to advocate for. Possible issues could be: straws, air quality, endangered species, bullying, gender bias, racism, single-use plastic, public transportation, biking, "let it mellow", food waste, ugly CSA; water conservation while hand-washing, brushing teeth, cleaning paint palettes; turning off lights when leaving a room, vampire power, etc.
Have students work in groups or a class circle to discuss how they could talk to people about making a change in their behavior/choices. What would be convincing? What would turn people away? Do the students always choose the most sustainable behavior? Why or why not? Have them think about barriers and messaging to the best of their ability.
Have students return to their desks to work individually to create a poster using the ideas that they just discussed. Each student should create a unique poster addressing the sustainability issue. Provide some class time for them to work, and if necessary, allow them to finish at home.
Students will then vote for their favorite finished poster. This can be facilitated by having students write their vote on a piece of scrap paper and putting it in a bowl/hat to be counted, or by giving students a sticker which they can put on the back of their chosen poster to represent their vote.
Optional: allow more students to vote by hanging all posters in the hall with a voting box and simple instructions.
Once a winner has been selected, award a prize as fits with your classroom management style. The winning poster can be copied and hung around the school campus in a variety of locations to push the new advocacy campaign. The remaining posters may be hung in the hall or cafeteria.
NOTE: For an extra creativity and design challenge, have students make their posters using cutouts from old magazines or newspapers (This way, this action can do double duty with PLG: Create art out of recycled or found objects).
Back to Contents Back to Exercises Top
EX11: Introduce students to an endangered species – listening comprehension and drawing (10 to 40 points)
| Students can already: Listen for specific information Comfortably hold a pencil or pen Describe visual characteristics of plants and animals | Objective: Students will further their knowledge of biodiversity | Students will: Learn the specific characteristics of an endangered species (as chosen by the teacher) |
|---|---|---|
| Approximate lesson time: 20 minutes | Materials needed: Chosen animal/plant photo, video, book, or essay An animal/plant photo for each pair or students A timer | Related Common Core Standard: ELP.4.S.9-12.3-5 4.1.1-12.D; 4.1.10.A |
Submit a list of the animals used in the lesson.
Submit a selection of the drawings students completed.
VOCABULARY
Endangered, threatened, habitat, conservation
PROCEDURE
The world is filled with an impressive array of biodiversity. Introduce your students to the weird and wonderful creatures of our planet, with a particular focus on endangered species.
Prepare a few species of plants and animals to share with students based on their interests. Species could include types of birds, fish, trees, small mammals, reptiles, insects, etc.
Students can either use a reference photo or a descriptive paragraph of the animal/plant to complete a comprehension drawing activity. If a description is provided, the teacher should have a photo of the species on hand to show students after the activity is completed.
Split students into pairs. One student will describe, and the other student will draw. They can't look at each other's paper!
To facilitate this, teachers may have students sit 5-10 feet away from each other, or put their desks back to back. Without providing any background information about the species, hand out the description/photo and have students start describing and drawing. Set a timer for five (5) minutes.
Compare students' drawings to the original and praise those who were close and/or particularly creative or hilarious. Ask students what characteristic stood out to them and other thoughts about their plant/animal.
Share with students the name, habitat, and threatened status of the plants/animals they drew. If students are able, discuss why those species are threatened.
Let students choose the one they're most interested in and give them some additional information through video, book, essay, more photos, or oral descriptions. Give students some independent time with the material.
Useful Links:
US Fish & Wildlife Service - Endangered & Threatened Animals Listed Species in Pennsylvania
Back to Contents Back to Exercises Top
EX12: Have students interview small business owners (20 to 80 points)
| Students can already: Complete tasks independently Understand sequencing Create effective WH questions | Objective: Students will learn about their community and begin to understand what goes into running a business. | Students will: Prepare interview questions Practice interviewing Interview a small business owner Create a final interview article/piece |
|---|---|---|
| Approximate lesson time: 3-4 days 30-40 minutes each | Materials needed: Prepare by asking business owners to participate | Related Common Core Standard: 13.2.8.A; 13.2.11.A 15.2.5-12.H; ELP.1.W.9-12.3 15.5.2.D; 1.4.3-12.D; 6.1.12.C 6.2.1-7.E; 6.5.2.F; 15.1.2.N; 15.1.5.I,N; 15.7.8.C |
Submit a copy of the finalized interview articles that students have written.
TEACHER'S NOTE
This lesson can be adapted to any classroom subject by selectively choosing the businesses and the interview questions. Teachers should contact potential interview candidates in advance to request participation and inform them of the project. If you'd like help getting connected with a local small business owner, contact us at firstname.lastname@example.org for an introduction.
This lesson will need to be conducted over a few days so that students have time to practice, interview, write, edit, turn in, and optionally, put together the class Small Business Journal.
VOCABULARY
Economy, small business, employer/employee, interview etiquette
PROCEDURE
Begin by introducing the idea of owning a small business. Ask students if they would like to have a business. Some might be enticed by the idea of being their own boss. Ask students if they know what kinds of responsibilities they might have if they owned their own business. Brainstorm business needs as a class.
Inform students they will be conducting interviews with small business owners. Students may complete interviews individually or in small groups.
Based on the available candidates you've already spoken to, have students choose which business owner they will interview, either by seeing and choosing the name of the business or by pulling a name out of a hat.
Once they have their interviewee, have students brainstorm questions. What would they want to ask? Guide students to ask a variety of questions related to each of the Three Es: Equity, Environment, and Economy.
Introduce interview techniques and follow-up questions. Ex: wording questions to get more than yes/no answers; listening skills, note-taking, recording etiquette, etc. Provide a few examples based on students' questions, then have students practice in pairs.
The interviews themselves can be conducted during class time by inviting small business owners to the school or by have students make a phone call or video chat to the interviewee. They may also be assigned as homework.
Optional: Have students consolidate their interviews by creating a Small Business Journal as a class, either in writing or digitally. This can include articles, quotes, images, and even video.
Useful Links:
SP Designated Sustainable Small Businesses
Back to Contents Back to Exercises Top
EX13: Collaboratively create a list of classroom expectations and behaviors (20 to 80 points)
| Students can already: Understand expectations Know what they should/shouldn’t do in class | Objective: Students engaged in creating the expectations for their learning environment will be more invested in following through | Students will: Engage in collaborative decision- making Create collective goals |
|---|---|---|
| Approximate lesson time: 30-40 minutes | Materials needed: Paper, markers, poster board for final list | Related Common Core Standard: PA SAS Safe & Supportive Schools – Engagement & Environment 5.2.K-12.D; 5.3.K-4.F |
Submit a photo of the list of rules you and your students came up with.
TEACHER'S NOTE
Think about the goals you have for your class, the things your students want to accomplish, and how to ensure everyone reaches the finish line. Often, the teacher sets expectations for learning and behavior. Including students in creating a collaborative list of rules can give students ownership of classroom procedures and student interactions, along with agreed-upon accountability for their own behavior.
VOCABULARY
Empathy, inclusion, behavior
PROCEDURE
Have students brainstorm things people do that make others feel good and things that might make others feel bad (practicing empathy). Ask students to think about the classroom as a place to learn and grow. What kinds of behaviors can help make that growth happen?
For younger students, the teacher may consolidate and write down students' ideas. For older students, they might break out into groups to brainstorm their "good" and "bad" words.
As a group, encourage students to come up with their rules and expectations for classroom behavior. Try to distill ideas down to as few rules as possible so that they are easy to reference and remember.
Students will likely need guidance throughout the process, so teacher may ask questions to build empathetic thinking. Aim for positive student interactions like ability to ask questions without embarrassment, speaking up even if thoughts aren't perfectly formed, seeing the teacher as an ally, full participation, helping each other understand concepts, a culture of honesty, kindness, etc.
Once students have agreed upon collective behaviors, have students create a poster (or two) with ground rules to hang in the classroom for the duration of the year/semester. Be sure to reflect upon the ground rules regularly and as needed for activities or discussions.
Back to Contents Back to Exercises Top
EX14: Have students participate in a sharing circle (20 to 80 points)
| Students can already: Verbally express feelings Listen in a group setting Empathize (beginning) | Objective: To have students share positive and negative feelings or experiences in a group setting in order to build trust and practice empathy | Students will: Learn that they are not alone Improve empathy and acceptance Practice expressing themselves |
|---|---|---|
| Approximate lesson time: 30-45 minutes | Materials needed: Index cards or scrap paper Writing utensils A hat/bowl/collection point | Related Common Core Standard: PA SAS Safe & Supportive Schools – Engagement & Environment 5.2.K-12.D; 11.2.3.H; 1.5.K.D 10.4.3-12.F |
Submit a brief reflection on how students engaged with each other (maximum 6 sentences).
TEACHER'S NOTE
This lesson is an exercise that requires students to practice being empathetic listeners. Ideally, your students already have some practice with empathy skills and a foundation to build on. If your class needs to create a foundation, EX13: Collaboratively create a list of classroom expectations and behaviors is recommended as a first step before completing this lesson.
This lesson can have students share either positive or negative feelings, or both. The teacher can decide which direction to take the activity and what students are capable of at the time.
This lesson may require some trust in your students. Undoubtedly, someone will feel uncomfortable and a range of emotional reactions are possible. It is important to know your students and anticipate, to the best of your ability, what their actions and answers might be so that you are prepared to address any scenario.
VOCABULARY
Empathy, kindness, active listening
PROCEDURE
Have students sit in a circle. Review empathy skills – active listening, kindness, putting yourself in another person's shoes, checking your reactions, etc. Encourage students to practice these skills throughout this activity. Remind students that we aren't all perfect at these, so if someone makes a mistake, be patient and kind.
As a warm-up, have students complete a brief empathy-building exercise such as holding hands, maintaining eye contact with the person next to them, checking in, sharing compliments, or any other exercise that helps your students bond.
When you feel they're ready, ask them to think about something that's been bothering them lately. It can be big or small, whether they feel it's important or not, at home or at school. Teachers may provide
a more targeted or less intimidating question if student needs dictate. Ex: Write down something that has made you sad before. Teachers may also choose to begin with positive experiences. Ex: Write down something that you're proud of.
Explain the procedure: Students will take an index card/paper/scrap and write down their answer anonymously. All thoughts will be placed into a bowl/hat/receptacle and mixed up. Then they will be read aloud, either by the teacher or the bowl may be passed around the circle for students to choose a random thought to read aloud.
Before reading, it is important to emphasize that students should practice being empathetic. It may help to be explicit about some rules, such as not making fun of other answers, not automatically guessing whose paper it might be, thinking about how they might feel if they were in that situation, etc.
Read aloud or have students read aloud the slips of paper and discuss. Ask questions to guide them, asking for their opinions, advice, and help if it's a problem that students can solve together.
Close by thanking students for sharing and encourage them to confide in each other, their friends, family, or even you as their teacher.
Useful Links:
The Psychology of Emotional and Cognitive Empathy Building Empathy in Schools
Back to Contents Back to Exercises Top
INNOVATION
INK12: Innovate your own action (points determined by SP Challenge team)
Has your school or classroom implemented a sustainable policy, program, or taken a sustainable action not covered in the SP K-12 Challenge? Submit your action description to the SP team for points, and we may create a new action for any participant to take. By submitting a new and innovative action, you can help our region stay at the forefront of sustainability while gaining points and recognition for your school.
Submit a description of your action, along with any photo, receipts, documents, policies, or proof necessary to validate the completion of your action.
Innovation points will be awarded on the same scale and structure used to determine the points for existing actions in the SP Challenge. See the Points Structure explanation in the Introduction for more information.
Back to Contents
READINGS FOR TEACHERS
Critical Thinking
10 Tips for Teaching Kids to be Awesome Critical Thinkers Teach All Students to Think Critically
More Lesson Plans, Activities, and Games
Crayola ColorCycle Lesson Plans
Start Empathy Toolkit - Lesson Plans
VA SEA - Scientists and Educators Alliance - Lesson Plans
Air Quality Lesson from Healthy Schools PA
National Education Association Activties & Resources
PBS Kids Apps
ALCOSAN Scholastic Outreach
Pennsylvania Resources Council School Programs
Classroom Supplies
Wisdom Supply Co. Products
The Education Partnership
Wisdom Supply Co. Zero Waste Classrooms
Administrative Resources
Reuse Central Green and Healthy Schools Academy
Healthy Schools PA
Raise Your Hand for Health Guide
Empathy and Inclusion
Start Empathy Toolkit Strategies for Increasing Emotional Intelligence Kindness Activities and Empathy Worksheets
Back to Contents | <urn:uuid:e71f1f17-be1d-4833-bd62-6aaa1e4273df> | CC-MAIN-2018-47 | https://www.spchallenge.org/images/K-12-Master-Playbook-v-1.pdf | 2018-11-19T22:42:32Z | crawl-data/CC-MAIN-2018-47/segments/1542039746112.65/warc/CC-MAIN-20181119212731-20181119234731-00204.warc.gz | 1,025,493,894 | 21,486 | eng_Latn | eng_Latn | 0.982229 | eng_Latn | 0.997394 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Lat... | false | docling | [
359,
659,
3336,
6220,
9401,
11601,
13782,
16097,
18324,
20415,
22678,
25268,
27369,
29393,
31640,
33712,
35487,
38227,
40320,
42582,
44550,
46605,
49012,
50886,
52548,
53947,
55953,
58511,
60728,
63026,
65456,
66471,
68995,
69704,
72414,
73005,
... | [
2.75,
4.59375
] | 2 | 0 |
FACTS & TIPS ABOUT
MEDICINES YOU INJECT
WHY DO YOU NEED TO INJECT DIABETES MEDICINE?
Insulin helps your body move sugar from your blood into your cells where it makes energy. Without insulin, your blood sugar level becomes too high. If it is not lowered, you may have serious health problems. Your pancreas makes insulin, but people with diabetes have trouble making their own insulin and need to inject it daily. You also need to inject it if your body needs help moving sugar from your blood into your cells. Other injectable diabetes medications prevent your blood sugar from going too high after you eat a meal or snack.
HOW DO YOU INJECT YOUR MEDICINE?
1. Make sure skin is clean.
2. Pinch the skin: Pinch a 1 to 2 inch portion of skin and fat between your thumb and first finger.
3. Push the needle into the skin: With your other hand, hold the syringe or pen at a 90-degree angle to the skin and insert the needle with one quick motion. Make sure the needle is all the way in.
4. Inject the medication: Let go of the skin pinch, then inject the medication. Push the plunger with your thumb at a nice, steady pace until all the medication is injected. For a syringe, keep the needle in the skin for 5 seconds. For a pen, keep the needle in the skin for 10 seconds.
5. Pull out the needle: Remove at the same 90-degree angle which you inserted the needle. Press injection site with your finger for 5-10 seconds to keep medicine from leaking out.
6. Remove the needle: If using a pen, replace the large cover to unscrew the needle from the pen. Dispose of your used needle: It is important to protect yourself, your family, sanitation workers and pets from accidental needle sticks. Do not recap syringes before throwing them away. Place used syringes and pen needles in a thick plastic container (sharps container, empty detergent bottle, etc.). When nearly full, close the container tightly with a screw-on cap, then tape it shut. Dispose according to guidelines of your local sanitation department.
Insulin and other injectable diabetes medications are meant to be injected into the fat layer just under your skin. Check the information on your medication package for the right places to inject. The chart below also shows some good places to inject your medicine. You can choose where, but stick with the same area for best results. Use different injection spots within that area because injecting into the same spot too often can cause skin problems. Give your injection sites time to heal.
Ask your doctor, pharmacist or diabetes educator for more help with injecting your medicine!
WHERE DO YOU INJECT YOUR MEDICINE? | <urn:uuid:5f17a9b9-5d7d-42c9-90e0-3b251c44aa6f> | CC-MAIN-2018-47 | http://www.fredsmeds.com/wp-content/uploads/2017/10/Facts-Tips-About-Medicines-You-Inject.pdf | 2018-11-19T21:40:31Z | crawl-data/CC-MAIN-2018-47/segments/1542039746112.65/warc/CC-MAIN-20181119212731-20181119234731-00207.warc.gz | 440,504,767 | 582 | eng_Latn | eng_Latn | 0.997873 | eng_Latn | 0.997873 | [
"eng_Latn"
] | false | docling | [
2636
] | [
2.5
] | 1 | 1 |
Free Summary of Up From Slavery by Booker T. Comprehensive Study Guide for Up From Slavery by Booker T
Washington, Paperback Booker T Washington, the most recognized national leader, orator and educator, emerged from slavery in the deep south, to work for the betterment of African Americans in the post Reconstruction period Up From Slavery is an autobiography of Booker T Washington s life and work, which has been Booker T Washington Up From Slavery An Another AS Hypertext Up from Slavery by Booker T Washington goodreads Booker T Washington, the most recognized national leader, orator and educator, emerged from slavery in the deep south, to work for the betterment of African Americans in the post Reconstruction period Up From Slavery is an autobiography of Booker T Washington s life and work, which has been the Up From Slavery Summary GradeSaver Up from Slavery tells the life story of Booker T Washington, from childhood through the height of his career.It is written in the first person, supplemented with excerpts from letters and newspaper editorials about his work Washington Up From Slavery Audiobook YouTube Nov , Dr.Booker T.Washington Autobiography Subscribe, Comment, Like and Share SUBSCRIBE TO THE PATREON CHANNEL If you wo Up from Slavery claremont In the United States, however, slavery and slaveowning politics sat in the very seats of the metropole in Washington, thus making the task of ripping slavery up by the roots infinitely difficult, and, ultimately, impossible short of civil war Rael is shy of speaking of this as an example of American exceptionalism, but he does admit that up from slavery eBay Up From Slavery by Booker T Washington , Paperback % For Charity See like this up from slavery booker t washington very rare Up from slavery An autobiography Alcyone Up from slavery Chapter XI Making their beds before they could lie on them. Up From Slavery Home Facebook Up From Slavery , likes , talking about this UP From Slavery is a website facebook page about the African American experience UP From Slavery is a website facebook page about the African American experience. Up from Slavery Summary eNotes Up from Slavery An Autobiography, by Booker T Washington, is an account of his life, which began in slavery and ended with his being a renowned educator.It is written in a simple style with an optimistic tone that suggests to African Americans that they can succeed through self improvement and hard work. Up from Slavery Wikipedia Up from Slavery chronicles than forty years of Washington s life from slave to schoolmaster to the face of southern race relations In this text, Washington climbs the social ladder through hard, manual labor, a decent education, and Up From Slavery lfpl Up From Slavery by Thomas Sowell, Betty Franklin, and Lisa Sanders I felt a good deal as I suppose a man feels when he is on his way to the gallows, Booker T Washington wrote of his state of mind when he was on his way to make the historic speech at the Atlanta Exposition of that would mark the turning point in his life and in the life Up from Slavery Booker T Washington Selected by the Modern Library as one of the best nonfiction books of all time In Up from Slavery, Washington recounts the story of his life from slave to educator.The early sections deal with his upbringing as a slave and his efforts to get an education. Free Summary of Up From Slavery by Booker T. Comprehensive Study Guide for Up From Slavery by Booker T Washington Full Summary, Chapter Analysis, Character Descriptions More. Up From Slavery by Booker T Washington, Paperback Booker T Washington, the most recognized national leader, orator and educator, emerged from slavery in the deep south, to work for the betterment of African Americans in the post Reconstruction period Up From Slavery is an autobiography of Booker T Washington s life and work, which has been Booker T Washington Up From Slavery An Another AS Hypertext Up from Slavery by Booker T Washington goodreads Booker T Washington, the most recognized national leader, orator and educator, emerged from slavery in the deep south, to work for the betterment of African Americans in the post Reconstruction period Up From Slavery is an autobiography of Booker T Washington s life and work, which has been the Up From Slavery Summary GradeSaver Up from Slavery tells the life story of Booker T Washington, from childhood through the height of his career.It is written in the first person, supplemented with excerpts from letters and newspaper editorials about his work Washington Up From Slavery Audiobook YouTube Nov , Dr.Booker T.Washington Autobiography Subscribe, Comment, Like and Share SUBSCRIBE TO THE PATREON CHANNEL If you wo Up from Slavery claremont In the United States, however, slavery and slaveowning politics sat in the very seats of the metropole in Washington, thus making the task of ripping slavery up by the roots infinitely difficult, and, ultimately, impossible short of civil war Rael is shy of speaking of this as an example of American exceptionalism, but he does admit that up from slavery eBay Up From Slavery by Booker T Washington , Paperback % For Charity See like this up from slavery booker t washington very rare Up from slavery An autobiography Alcyone Up from slavery Chapter XI Making their beds before they could lie on them. Up From Slavery Home Facebook Up From Slavery , likes , talking about this UP From Slavery is a website facebook page about the African American experience UP From Slavery is a website facebook page about the African American experience. Up from Slavery Summary eNotes Up from Slavery An
Washington Full Summary, Chapter Analysis, Character Descriptions More. Up From Slavery by Booker T
Autobiography, by Booker T Washington, is an account of his life, which began in slavery and ended with his that they can succeed through self improvement and hard work. Up from Slavery Wikipedia Up from Slavery chronicles than forty years of Washington s life from slave to schoolmaster to the face of southern race relations In this text, Washington climbs the social ladder through hard, manual labor, a decent education, and Up From Slavery lfpl Up From Slavery by Thomas Sowell, Betty Franklin, and Lisa Sanders I felt a good deal as I suppose a man feels when he is on his way to the gallows, Booker T Washington wrote of his state of mind when he was on his way to make the historic speech at the Atlanta Exposition of that would mark the turning point in his life and in the life Up from Slavery Booker T Washington Selected by the Modern Library as one of the best nonfiction books of all time In Up from Slavery, Washington recounts the story of his life from slave to educator.The early sections deal with his upbringing as a slave and his efforts to get an education. Free Summary of Up From Slavery by Booker T. Comprehensive Study Guide for Up From Slavery by Booker T Washington Full Summary, Chapter Analysis, Character Descriptions More. Up From Slavery by Booker T Washington, Paperback Booker T Washington, the most recognized national leader, orator and educator, emerged from slavery in the deep south, to work for the betterment of African Americans in the post Reconstruction period Up From Slavery is an autobiography of Booker T Washington s life and work, which has been Booker T Washington Up From Slavery An Another AS Hypertext Up from Slavery by Booker T Washington goodreads Booker T Washington, the most recognized national leader, orator and educator, emerged from slavery in the deep south, to work for the betterment of African Americans in the post Reconstruction period Up From Slavery is an autobiography of Booker T Washington s life and work, which has been the Up From Slavery Summary GradeSaver Up from Slavery tells the life story of Booker T Washington, from childhood through the height of his career.It is written in the first person, supplemented with excerpts from letters and newspaper editorials about his work Washington Up From Slavery Audiobook YouTube Nov , Dr.Booker T.Washington Autobiography Subscribe, Comment, Like and Share SUBSCRIBE TO THE PATREON CHANNEL If you wo Up from Slavery claremont In the United States, however, slavery and slaveowning politics sat in the very seats of the metropole in Washington, thus making the task of ripping slavery up by the roots infinitely difficult, and, ultimately, impossible short of civil war Rael is shy of speaking of this as an example of American exceptionalism, but he does admit that up from slavery eBay Up From Slavery by Booker T Washington , Paperback % For Charity See like this up from slavery booker t washington very rare Up from slavery An autobiography Alcyone Up from slavery Chapter XI Making their beds before they could lie on them. Up From Slavery Home Facebook Up From Slavery , likes , talking about this UP From Slavery is a website facebook page about the African American experience UP From Slavery is a website facebook page about the African American experience. Up from Slavery Summary eNotes Up from Slavery An Autobiography, by Booker T Washington, is an account of his life, which began in slavery and ended with his being a renowned educator.It is written in a simple style with an optimistic tone that suggests to African Americans that they can succeed through self improvement and hard work. Up from Slavery Wikipedia Up from Slavery chronicles than forty years of Washington s life from slave to schoolmaster to the face of southern race relations In this text, Washington climbs the social ladder through hard, manual labor, a decent education, and Up From Slavery lfpl Up From Slavery by Thomas Sowell, Betty Franklin, and Lisa Sanders I felt a good deal as I suppose a man feels when he is on his way to the gallows, Booker T Washington wrote of his state of mind when he was on his way to make the historic speech at the Atlanta Exposition of that would mark the turning point in his life and in the life Up from Slavery Booker T Washington Selected by the Modern Library as one of the best nonfiction books of all time In Up from Slavery, Washington recounts the story of his life from slave to educator.The early sections deal with his upbringing as a slave and his efforts to get an education. Free Summary of Up From Slavery by Booker T. Comprehensive Study Guide for Up From Slavery by Booker T Washington Full Summary, Chapter Analysis, Character Descriptions More. Up From Slavery by Booker T Washington, Paperback Booker T Washington, the most recognized national leader, orator and educator, emerged from slavery in the deep south, to work for the betterment of African Americans in the post Reconstruction period Up From Slavery is an autobiography of Booker T Washington s life and work, which has been Booker T Washington Up From Slavery An Another AS Hypertext Up from Slavery by Booker T Washington goodreads Booker T Washington, the most recognized national leader, orator and educator, emerged from slavery in the deep south, to work for the betterment of African Americans in the post Reconstruction period Up From Slavery is an autobiography of Booker T Washington s life and work, which has been the Up From Slavery Summary GradeSaver Up from Slavery tells the life story of Booker T Washington, from childhood through the height of his career.It is written in the first person,
being a renowned educator.It is written in a simple style with an optimistic tone that suggests to African Americans supplemented with excerpts from letters and newspaper editorials about his work Washington Up From Slavery
SUBSCRIBE TO THE PATREON CHANNEL If you wo Up from Slavery claremont In the United States, however, slavery and slaveowning politics sat in the very seats of the metropole in Washington, thus making the task of ripping slavery up by the roots infinitely difficult, and, ultimately, impossible short of civil war Rael is shy of speaking of this as an example of American exceptionalism, but he does admit that up from slavery eBay Up From Slavery by Booker T Washington , Paperback % For Charity See like this up from slavery booker t washington very rare Up from slavery An autobiography Alcyone Up from slavery Chapter XI Making their beds before they could lie on them. Up From Slavery Home Facebook Up From Slavery , likes , talking about this UP From Slavery is a website facebook page about the African American experience UP From Slavery is a website facebook page about the African American experience. Up from Slavery Summary eNotes Up from Slavery An Autobiography, by Booker T Washington, is an account of his life, which began in slavery and ended with his being a renowned educator.It is written in a simple style with an optimistic tone that suggests to African Americans that they can succeed through self improvement and hard work. Up from Slavery Wikipedia Up from Slavery chronicles than forty years of Washington s life from slave to schoolmaster to the face of southern race relations In this text, Washington climbs the social ladder through hard, manual labor, a decent education, and Up From Slavery lfpl Up From Slavery by Thomas Sowell, Betty Franklin, and Lisa Sanders I felt a good deal as I suppose a man feels when he is on his way to the gallows, Booker T Washington wrote of his state of mind when he was on his way to make the historic speech at the Atlanta Exposition of that would mark the turning point in his life and in the life Up from Slavery Booker T Washington Selected by the Modern Library as one of the best nonfiction books of all time In Up from Slavery, Washington recounts the story of his life from slave to educator.The early sections deal with his upbringing as a slave and his efforts to get an education. Free Summary of Up From Slavery by Booker T. Comprehensive Study Guide for Up From Slavery by Booker T Washington Full Summary, Chapter Analysis, Character Descriptions More. Up From Slavery by Booker T Washington, Paperback Booker T Washington, the most recognized national leader, orator and educator, emerged from slavery in the deep south, to work for the betterment of African Americans in the post Reconstruction period Up From Slavery is an autobiography of Booker T Washington s life and work, which has been Booker T Washington Up From Slavery An Another AS Hypertext Up from Slavery by Booker T Washington goodreads Booker T Washington, the most recognized national leader, orator and educator, emerged from slavery in the deep south, to work for the betterment of African Americans in the post Reconstruction period Up From Slavery is an autobiography of Booker T Washington s life and work, which has been the Up From Slavery Summary GradeSaver Up from Slavery tells the life story of Booker T Washington, from childhood through the height of his career.It is written in the first person, supplemented with excerpts from letters and newspaper editorials about his work Washington Up From Slavery Audiobook YouTube Nov , Dr.Booker T.Washington Autobiography Subscribe, Comment, Like and Share SUBSCRIBE TO THE PATREON CHANNEL If you wo Up from Slavery claremont In the United States, however, slavery and slaveowning politics sat in the very seats of the metropole in Washington, thus making the task of ripping slavery up by the roots infinitely difficult, and, ultimately, impossible short of civil war Rael is shy of speaking of this as an example of American exceptionalism, but he does admit that up from slavery eBay Up From Slavery by Booker T Washington , Paperback % For Charity See like this up from slavery booker t washington very rare Up from slavery An autobiography Alcyone Up from slavery Chapter XI Making their beds before they could lie on them. Up From Slavery Home Facebook Up From Slavery , likes , talking about this UP From Slavery is a website facebook page about the African American experience UP From Slavery is a website facebook page about the African American experience. Up from Slavery Summary eNotes Up from Slavery An Autobiography, by Booker T Washington, is an account of his life, which began in slavery and ended with his being a renowned educator.It is written in a simple style with an optimistic tone that suggests to African Americans that they can succeed through self improvement and hard work. Up from Slavery Wikipedia Up from Slavery chronicles than forty years of Washington s life from slave to schoolmaster to the face of southern race relations In this text, Washington climbs the social ladder through hard, manual labor, a decent education, and Up From Slavery lfpl Up From Slavery by Thomas Sowell, Betty Franklin, and Lisa Sanders I felt a good deal as I suppose a man feels when he is on his way to the gallows, Booker T Washington wrote of his state of mind when he was on his way to make the historic speech at the Atlanta Exposition of that would mark the turning point in his life and in the life Up from Slavery Booker T Washington Selected by the Modern Library as one of the best nonfiction books of all time In Up from Slavery, Washington recounts the story of his life from slave to educator.The early sections
Audiobook YouTube Nov , Dr.Booker T.Washington Autobiography Subscribe, Comment, Like and Share deal with his upbringing as a slave and his efforts to get an education. Free Summary of Up From Slavery by
Analysis, Character Descriptions More. Up From Slavery by Booker T Washington, Paperback Booker T Washington, the most recognized national leader, orator and educator, emerged from slavery in the deep south, to work for the betterment of African Americans in the post Reconstruction period Up From Slavery is an autobiography of Booker T Washington s life and work, which has been Booker T Washington Up From Slavery An Another AS Hypertext Up from Slavery by Booker T Washington goodreads Booker T Washington, the most recognized national leader, orator and educator, emerged from slavery in the deep south, to work for the betterment of African Americans in the post Reconstruction period Up From Slavery is an autobiography of Booker T Washington s life and work, which has been the Up From Slavery Summary GradeSaver Up from Slavery tells the life story of Booker T Washington, from childhood through the height of his career.It is written in the first person, supplemented with excerpts from letters and newspaper editorials about his work Washington Up From Slavery Audiobook YouTube Nov , Dr.Booker T.Washington Autobiography Subscribe, Comment, Like and Share SUBSCRIBE TO THE PATREON CHANNEL If you wo Up from Slavery claremont In the United States, however, slavery and slaveowning politics sat in the very seats of the metropole in Washington, thus making the task of ripping slavery up by the roots infinitely difficult, and, ultimately, impossible short of civil war Rael is shy of speaking of this as an example of American exceptionalism, but he does admit that up from slavery eBay Up From Slavery by Booker T Washington , Paperback % For Charity See like this up from slavery booker t washington very rare Up from slavery An autobiography Alcyone Up from slavery Chapter XI Making their beds before they could lie on them. Up From Slavery Home Facebook Up From Slavery , likes , talking about this UP From Slavery is a website facebook page about the African American experience UP From Slavery is a website facebook page about the African American experience. Up from Slavery Summary eNotes Up from Slavery An Autobiography, by Booker T Washington, is an account of his life, which began in slavery and ended with his being a renowned educator.It is written in a simple style with an optimistic tone that suggests to African Americans that they can succeed through self improvement and hard work. Up from Slavery Wikipedia Up from Slavery chronicles than forty years of Washington s life from slave to schoolmaster to the face of southern race relations In this text, Washington climbs the social ladder through hard, manual labor, a decent education, and Up From Slavery lfpl Up From Slavery by Thomas Sowell, Betty Franklin, and Lisa Sanders I felt a good deal as I suppose a man feels when he is on his way to the gallows, Booker T Washington wrote of his state of mind when he was on his way to make the historic speech at the Atlanta Exposition of that would mark the turning point in his life and in the life Up from Slavery Booker T Washington Selected by the Modern Library as one of the best nonfiction books of all time In Up from Slavery, Washington recounts the story of his life from slave to educator.The early sections deal with his upbringing as a slave and his efforts to get an education. Free Summary of Up From Slavery by Booker T. Comprehensive Study Guide for Up From Slavery by Booker T Washington Full Summary, Chapter Analysis, Character Descriptions More. Booker T Washington Up From Slavery An Booker T Washington, Up From Slavery UP FROM SLAVERY DEDICTION PREFACE I A Slave Among Slaves II Boyhood Days SparkNotes Up From Slavery Booker T Washington Booker T Washington acts as both narrator and protagonist in Up From Slavery The difference between these two roles emphasizes and underscores both the journey Washington takes and how he reaches his destination If Up From Slavery in part tells the story of Washington s development from Up from Slavery by Booker T Washington goodreads Booker T Washington, the most recognized national leader, orator and educator, emerged from slavery in the deep south, to work for the betterment of African Americans in the post Reconstruction period Up From Slavery is an autobiography of Booker T Washington s life and work, which has been the Washington, Booker T Up from Slavery bartleby Nonfiction Booker T Washington Up from Slavery This volume is dedicated to my Wife, Margaret James Washington, and to my Brother, John H Washington, whose patience, fidelity and hard work have gone far to make the work at Tuskegee successful. Up From Slavery by Booker T Washington, Paperback Booker T Washington, the most recognized national leader, orator and educator, emerged from slavery in the deep south, to work for the betterment of African Americans in the post Reconstruction period Up From Slavery is an autobiography of Booker T Washington s life and work, which has been Up From Slavery Summary GradeSaver Up from Slavery tells the life story of Booker T Washington, from childhood through the height of his career It is written in the first person, supplemented with excerpts from letters and newspaper editorials about his work Washington was born as a slave on a plantation in Virginia He had a Up From Slavery Audiobook YouTube Nov , Dr.Booker T.Washington Autobiography Subscribe, Comment, Like and Share SUBSCRIBE TO THE PATREON CHANNEL Up from slavery An
Booker T. Comprehensive Study Guide for Up From Slavery by Booker T Washington Full Summary, Chapter autobiography Alcyone Booker T Washington s influential autobiography Up from slavery Chapter XI Making
this UP From Slavery is a website facebook page about the African American experience. Up from Slavery Wikipedia Up from Slavery chronicles than forty years of Washington s life from slave to schoolmaster to the face of southern race relations In this text, Washington climbs the social ladder through hard, manual labor, a decent education, and Up from Slavery claremont In the United States, however, slavery and slaveowning politics sat in the very seats of the metropole in Washington, thus making the task of ripping slavery up by the roots infinitely difficult, and, ultimately, impossible short of civil war Rael is shy of speaking of this as an example of American exceptionalism, but he does admit that up from slavery eBay Find great deals on eBay for up from slavery Shop with confidence. Up from Slavery Summary eNotes Up from Slavery An Autobiography, by Booker T Washington, is an account of his life, which began in slavery and ended with his being a renowned educator It is written in a simple style with an optimistic tone that suggests to African Americans that they can succeed through self improvement and Free Summary of Up From Slavery by Booker T. Comprehensive Study Guide for Up From Slavery by Booker T Washington Full Summary, Chapter Analysis, Character Descriptions More. SparkNotes Up From Slavery Booker T Washington Booker T Washington acts as both narrator and protagonist in Up From Slavery The difference between these two roles emphasizes and underscores both the journey Washington takes and how he reaches his destination If Up From Slavery in part tells the story of Washington s development from Up From Slavery by Booker T Washington, Paperback Booker T Washington, the most recognized national leader, orator and educator, emerged from slavery in the deep south, to work for the betterment of African Americans in the post Reconstruction period Up From Slavery is an autobiography of Booker T Washington s life and work, which has been Booker T Washington Up From Slavery An Booker T Washington, Up From Slavery UP FROM SLAVERY DEDICTION PREFACE I A Slave Among Slaves II Boyhood Days Up From Slavery Summary GradeSaver Up from Slavery tells the life story of Booker T Washington, from childhood through the height of his career It is written in the first person, supplemented with excerpts from letters and newspaper editorials about his work Washington was born as a slave on a plantation in Virginia He had a Up From Slavery Audiobook YouTube Nov , Dr.Booker T.Washington Autobiography Subscribe, Comment, Like and Share SUBSCRIBE TO THE PATREON CHANNEL Up from Slavery claremont In the United States, however, slavery and slaveowning politics sat in the very seats of the metropole in Washington, thus making the task of ripping slavery up by the roots infinitely difficult, and, ultimately, impossible short of civil war Rael is shy of speaking of this as an example of American exceptionalism, but he does admit that Up From Slavery Home Facebook Up From Slavery , likes , talking about this UP From Slavery is a website facebook page about the African American experience. Up from Slavery Summary eNotes Up from Slavery An Autobiography, by Booker T Washington, is an account of his life, which began in slavery and ended with his being a renowned educator It is written in a simple style with an optimistic tone that suggests to African Americans that they can succeed through self improvement and Up from Slavery book by Booker T Washington Thriftbooks Buy a cheap copy of Up from Slavery book by Booker T Washington Nineteenth century African American businessman, activist, and educator Booker Taliaferro Washington s Up from Slavery is one of the greatest American Free shipping over . Up from Slavery Video IMDb Up from Slavery is a video starring Coby Batty, Ronald Brown II, and Karla Brown In , as the American Experiment threatened to explode into a bloody civil war, there were as many as four hundred thousand slave owners in Up from slavery An autobiography Alcyone Booker T Washington s influential autobiography Up from slavery Chapter XI Making their beds before they could lie on them. up from slavery eBay Find great deals on eBay for up from slavery Shop with confidence. Up from Slavery Wikipedia Up from Slavery chronicles than forty years of Washington s life from slave to schoolmaster to the face of southern race relations In this text, Washington climbs the social ladder through hard, manual labor, a decent education, and Free Summary of Up From Slavery by Booker T. Comprehensive Study Guide for Up From Slavery by Booker T Washington Full Summary, Chapter Analysis, Character Descriptions More. Up From Slavery by Booker T Washington, Paperback Booker T Washington, the most recognized national leader, orator and educator, emerged from slavery in the deep south, to work for the betterment of African Americans in the post Reconstruction period Up From Slavery is an autobiography of Booker T Washington s life and work, which has been Booker T Washington Up From Slavery An Another AS Hypertext Up from Slavery by Booker T Washington goodreads Booker T Washington, the most recognized national leader, orator and educator, emerged from slavery in the deep south, to work for the betterment of African Americans in the post Reconstruction period Up From Slavery is an autobiography of Booker T Washington s life and work, which has been the Up From Slavery Summary GradeSaver Up from Slavery tells the their beds before they could lie on them. Up From Slavery Home Facebook Up From Slavery , likes , talking about
life story of Booker T Washington, from childhood through the height of his career.It is written in the first person,
Audiobook YouTube Nov , Dr.Booker T.Washington Autobiography Subscribe, Comment, Like and Share SUBSCRIBE TO THE PATREON CHANNEL If you wo Up from Slavery claremont In the United States, however, slavery and slaveowning politics sat in the very seats of the metropole in Washington, thus making the task of ripping slavery up by the roots infinitely difficult, and, ultimately, impossible short of civil war Rael is shy of speaking of this as an example of American exceptionalism, but he does admit that up from slavery eBay Up From Slavery by Booker T Washington , Paperback % For Charity See like this up from slavery booker t washington very rare Up from slavery An autobiography Alcyone Up from slavery Chapter XI Making their beds before they could lie on them. Up From Slavery Home Facebook Up From Slavery , likes , talking about this UP From Slavery is a website facebook page about the African American experience UP From Slavery is a website facebook page about the African American experience. Up from Slavery Summary eNotes Up from Slavery An Autobiography, by Booker T Washington, is an account of his life, which began in slavery and ended with his being a renowned educator.It is written in a simple style with an optimistic tone that suggests to African Americans that they can succeed through self improvement and hard work. Up from Slavery Wikipedia Up from Slavery chronicles than forty years of Washington s life from slave to schoolmaster to the face of southern race relations In this text, Washington climbs the social ladder through hard, manual labor, a decent education, and Up From Slavery lfpl Up From Slavery by Thomas Sowell, Betty Franklin, and Lisa Sanders I felt a good deal as I suppose a man feels when he is on his way to the gallows, Booker T Washington wrote of his state of mind when he was on his way to make the historic speech at the Atlanta Exposition of that would mark the turning point in his life and in the life Up from Slavery Booker T Washington Selected by the Modern Library as one of the best nonfiction books of all time In Up from Slavery, Washington recounts the story of his life from slave to educator.The early sections deal with his upbringing as a slave and his efforts to get an education. Free Summary of Up From Slavery by Booker T. Comprehensive Study Guide for Up From Slavery by Booker T Washington Full Summary, Chapter Analysis, Character Descriptions More. Up From Slavery by Booker T Washington, Paperback Booker T Washington, the most recognized national leader, orator and educator, emerged from slavery in the deep south, to work for the betterment of African Americans in the post Reconstruction period Up From Slavery is an autobiography of Booker T Washington s life and work, which has been Booker T Washington Up From Slavery An Another AS Hypertext Up from Slavery by Booker T Washington goodreads Booker T Washington, the most recognized national leader, orator and educator, emerged from slavery in the deep south, to work for the betterment of African Americans in the post Reconstruction period Up From Slavery is an autobiography of Booker T Washington s life and work, which has been the Up From Slavery Summary GradeSaver Up from Slavery tells the life story of Booker T Washington, from childhood through the height of his career.It is written in the first person, supplemented with excerpts from letters and newspaper editorials about his work Washington Up From Slavery Audiobook YouTube Nov , Dr.Booker T.Washington Autobiography Subscribe, Comment, Like and Share SUBSCRIBE TO THE PATREON CHANNEL If you wo Up from Slavery claremont In the United States, however, slavery and slaveowning politics sat in the very seats of the metropole in Washington, thus making the task of ripping slavery up by the roots infinitely difficult, and, ultimately, impossible short of civil war Rael is shy of speaking of this as an example of American exceptionalism, but he does admit that up from slavery eBay Up From Slavery by Booker T Washington , Paperback % For Charity See like this up from slavery booker t washington very rare Up from slavery An autobiography Alcyone Up from slavery Chapter XI Making their beds before they could lie on them. Up From Slavery Home Facebook Up From Slavery , likes , talking about this UP From Slavery is a website facebook page about the African American experience UP From Slavery is a website facebook page about the African American experience. Up from Slavery Summary eNotes Up from Slavery An Autobiography, by Booker T Washington, is an account of his life, which began in slavery and ended with his being a renowned educator.It is written in a simple style with an optimistic tone that suggests to African Americans that they can succeed through self improvement and hard work. Up from Slavery Wikipedia Up from Slavery chronicles than forty years of Washington s life from slave to schoolmaster to the face of southern race relations In this text, Washington climbs the social ladder through hard, manual labor, a decent education, and Up From Slavery lfpl Up From Slavery by Thomas Sowell, Betty Franklin, and Lisa Sanders I felt a good deal as I suppose a man feels when he is on his way to the gallows, Booker T Washington wrote of his state of mind when he was on his way to make the historic speech at the Atlanta Exposition of that would mark the turning point in his life and in the life Up from Slavery Booker T Washington Selected by the Modern Library as one of the best nonfiction books supplemented with excerpts from letters and newspaper editorials about his work Washington Up From Slavery
of all time In Up from Slavery, Washington recounts the story of his life from slave to educator.The early sections
Booker T. Comprehensive Study Guide for Up From Slavery by Booker T Washington Full Summary, Chapter Analysis, Character Descriptions More. Up From Slavery by Booker T Washington, Paperback Booker T Washington, the most recognized national leader, orator and educator, emerged from slavery in the deep south, to work for the betterment of African Americans in the post Reconstruction period Up From Slavery is an autobiography of Booker T Washington s life and work, which has been Booker T Washington Up From Slavery An Another AS Hypertext Up from Slavery by Booker T Washington goodreads Booker T Washington, the most recognized national leader, orator and educator, emerged from slavery in the deep south, to work for the betterment of African Americans in the post Reconstruction period Up From Slavery is an autobiography of Booker T Washington s life and work, which has been the Up From Slavery Summary GradeSaver Up from Slavery tells the life story of Booker T Washington, from childhood through the height of his career.It is written in the first person, supplemented with excerpts from letters and newspaper editorials about his work Washington Up From Slavery Audiobook YouTube Nov , Dr.Booker T.Washington Autobiography Subscribe, Comment, Like and Share SUBSCRIBE TO THE PATREON CHANNEL If you wo Up from Slavery claremont In the United States, however, slavery and slaveowning politics sat in the very seats of the metropole in Washington, thus making the task of ripping slavery up by the roots infinitely difficult, and, ultimately, impossible short of civil war Rael is shy of speaking of this as an example of American exceptionalism, but he does admit that up from slavery eBay Up From Slavery by Booker T Washington , Paperback % For Charity See like this up from slavery booker t washington very rare Up from slavery An autobiography Alcyone Up from slavery Chapter XI Making their beds before they could lie on them. Up From Slavery Home Facebook Up From Slavery , likes , talking about this UP From Slavery is a website facebook page about the African American experience UP From Slavery is a website facebook page about the African American experience. Up from Slavery Summary eNotes Up from Slavery An Autobiography, by Booker T Washington, is an account of his life, which began in slavery and ended with his being a renowned educator.It is written in a simple style with an optimistic tone that suggests to African Americans that they can succeed through self improvement and hard work. Up from Slavery Wikipedia Up from Slavery chronicles than forty years of Washington s life from slave to schoolmaster to the face of southern race relations In this text, Washington climbs the social ladder through hard, manual labor, a decent education, and Up From Slavery lfpl Up From Slavery by Thomas Sowell, Betty Franklin, and Lisa Sanders I felt a good deal as I suppose a man feels when he is on his way to the gallows, Booker T Washington wrote of his state of mind when he was on his way to make the historic speech at the Atlanta Exposition of that would mark the turning point in his life and in the life Up from Slavery Booker T Washington Selected by the Modern Library as one of the best nonfiction books of all time In Up from Slavery, Washington recounts the story of his life from slave to educator.The early sections deal with his upbringing as a slave and his efforts to get an education. Free Summary of Up From Slavery by Booker T. Comprehensive Study Guide for Up From Slavery by Booker T Washington Full Summary, Chapter Analysis, Character Descriptions More. Up From Slavery by Booker T Washington, Paperback Booker T Washington, the most recognized national leader, orator and educator, emerged from slavery in the deep south, to work for the betterment of African Americans in the post Reconstruction period Up From Slavery is an autobiography of Booker T Washington s life and work, which has been Booker T Washington Up From Slavery An Another AS Hypertext Up from Slavery by Booker T Washington goodreads Booker T Washington, the most recognized national leader, orator and educator, emerged from slavery in the deep south, to work for the betterment of African Americans in the post Reconstruction period Up From Slavery is an autobiography of Booker T Washington s life and work, which has been the Up From Slavery Summary GradeSaver Up from Slavery tells the life story of Booker T Washington, from childhood through the height of his career.It is written in the first person, supplemented with excerpts from letters and newspaper editorials about his work Washington Up From Slavery Audiobook YouTube Nov , Dr.Booker T.Washington Autobiography Subscribe, Comment, Like and Share SUBSCRIBE TO THE PATREON CHANNEL If you wo Up from Slavery claremont In the United States, however, slavery and slaveowning politics sat in the very seats of the metropole in Washington, thus making the task of ripping slavery up by the roots infinitely difficult, and, ultimately, impossible short of civil war Rael is shy of speaking of this as an example of American exceptionalism, but he does admit that up from slavery eBay Up From Slavery by Booker T Washington , Paperback % For Charity See like this up from slavery booker t washington very rare Up from slavery An autobiography Alcyone Up from slavery Chapter XI Making their beds before they could lie on them. Up From Slavery Home Facebook Up From Slavery , likes , talking about this UP
deal with his upbringing as a slave and his efforts to get an education. Free Summary of Up From Slavery by
From Slavery is a website facebook page about the African American experience UP From Slavery is a website facebook page about the African American experience. Up from Slavery Summary eNotes Up from Slavery An Autobiography, by Booker T Washington, is an account of his life, which began in slavery and ended with his being a renowned educator.It is written in a simple style with an optimistic tone that suggests to African Americans that they can succeed through self improvement and hard work. Up from Slavery Wikipedia Up from Slavery chronicles than forty years of Washington s life from slave to schoolmaster to the face of southern race relations In this text, Washington climbs the social ladder through hard, manual labor, a decent education, and Up From Slavery lfpl Up From Slavery by Thomas Sowell, Betty Franklin, and Lisa Sanders I felt a good deal as I suppose a man feels when he is on his way to the gallows, Booker T Washington wrote of his state of mind when he was on his way to make the historic speech at the Atlanta Exposition of that would mark the turning point in his life and in the life Up from Slavery Booker T Washington Selected by the Modern Library as one of the best nonfiction books of all time In Up from Slavery, Washington recounts the story of his life from slave to educator.The early sections deal with his upbringing as a slave and his efforts to get an education. Free Summary of Up From Slavery by Booker T. Comprehensive Study Guide for Up From Slavery by Booker T Washington Full Summary, Chapter Analysis, Character Descriptions More. Up From Slavery by Booker T Washington, Paperback Booker T Washington, the most recognized national leader, orator and educator, emerged from slavery in the deep south, to work for the betterment of African Americans in the post Reconstruction period Up From Slavery is an autobiography of Booker T Washington s life and work, which has been Booker T Washington Up From Slavery An Another AS Hypertext Up from Slavery by Booker T Washington goodreads Booker T Washington, the most recognized national leader, orator and educator, emerged from slavery in the deep south, to work for the betterment of African Americans in the post Reconstruction period Up From Slavery is an autobiography of Booker T Washington s life and work, which has been the Up From Slavery Summary GradeSaver Up from Slavery tells the life story of Booker T Washington, from childhood through the height of his career.It is written in the first person, supplemented with excerpts from letters and newspaper editorials about his work Washington Up From Slavery Audiobook YouTube Nov , Dr.Booker T.Washington Autobiography Subscribe, Comment, Like and Share SUBSCRIBE TO THE PATREON CHANNEL If you wo Up from Slavery claremont In the United States, however, slavery and slaveowning politics sat in the very seats of the metropole in Washington, thus making the task of ripping slavery up by the roots infinitely difficult, and, ultimately, impossible short of civil war Rael is shy of speaking of this as an example of American exceptionalism, but he does admit that up from slavery eBay Up From Slavery by Booker T Washington , Paperback % For Charity See like this up from slavery booker t washington very rare Up from slavery An autobiography Alcyone Up from slavery Chapter XI Making their beds before they could lie on them. Up From Slavery Home Facebook Up From Slavery , likes , talking about this UP From Slavery is a website facebook page about the African American experience UP From Slavery is a website facebook page about the African American experience. Up from Slavery Summary eNotes Up from Slavery An Autobiography, by Booker T Washington, is an account of his life, which began in slavery and ended with his being a renowned educator.It is written in a simple style with an optimistic tone that suggests to African Americans that they can succeed through self improvement and hard work. Up from Slavery Wikipedia Up from Slavery chronicles than forty years of Washington s life from slave to schoolmaster to the face of southern race relations In this text, Washington climbs the social ladder through hard, manual labor, a decent education, and Up From Slavery lfpl Up From Slavery by Thomas Sowell, Betty Franklin, and Lisa Sanders I felt a good deal as I suppose a man feels when he is on his way to the gallows, Booker T Washington wrote of his state of mind when he was on his way to make the historic speech at the Atlanta Exposition of that would mark the turning point in his life and in the life Up from Slavery Booker T Washington Selected by the Modern Library as one of the best nonfiction books of all time In Up from Slavery, Washington recounts the story of his life from slave to educator.The early sections deal with his upbringing as a slave and his efforts to get an education. | <urn:uuid:1b726ba4-1487-42fe-8256-f2b53a58c993> | CC-MAIN-2018-47 | http://app-kid.fr/up-from-slavery-f3f42002ef9b29458932e33bd2e95df36352558f3f42002ef9b29458932e33bd2e95df3/ | 2018-11-19T23:01:52Z | crawl-data/CC-MAIN-2018-47/segments/1542039746112.65/warc/CC-MAIN-20181119212731-20181119234731-00207.warc.gz | 22,361,059 | 9,029 | eng_Latn | eng_Latn | 0.995585 | eng_Latn | 0.995489 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
5726,
11594,
17345,
23003,
28598,
34350,
40057,
44926
] | [
2.09375,
2.15625
] | 1 | 0 |
NEBUCHADNEZZAR'S DREAM IMAGE (Daniel 2) = AN OVERVIEW OF HISTORY
GOLDEN HEAD = BABYLON (605—539 BC)
* The Judeans still spoke Hebrew, the original language of the (Old Testament) Scriptures
* Daniel went into Babylonian captivity when Nebuchadnezzar came to power in Babylon in 605 BC
* Jeremiah had been prophesying Judea's end since 627 BC, in conjunction with King Josiah's revival
* Ezekiel went into Babylonian captivity in 597 BC
* Solomon's Temple was destroyed in 587 BC
* Jeremiah continued prophesying in Egypt; Daniel & Ezekiel prophesied in Babylon
* Hebrew was gradually replaced by Aramaic in common use by Israelis
SILVER CHEST & ARMS = MEDIA/PERSIA (539—333 BC)
* Jeremiah had prophesied Israel's return from captivity after a period of 70 years; Daniel had been prophesying Babylon's end & studying Jeremiah's prophecies; Daniel received additional information regarding Israel's future after the return from captivity
* Cyrus the Great authorized Israel's return from captivity in 537 BC
* Babylon fell under Media/Persia control in 539 BC
* Zerubbabel oversaw the rebuilding of the Temple (536—516 BC)
* Ezra returned to Israel to lead a Judean revival in 457 BC
* Queen Esther saved the Jews of the Median/Persian Empire from extinction in 473 BC
* Nehemiah returned to Israel to build the walls & also encouraged Judean revival in 444 BC
* Malachi was written around 420 BC, calling the Judeans to true commitment
BRONZE BELLY & HIPS = MACEDONIAN GREEKS (333—63 BC)
* Thanks to Alexander the Great, the Greek language became more common than Aramaic (or Hebrew); The entire Old Testament was translated into Greek around 280 BC
* The Maccabees saved the Jewish Faith from extinction during the 160's BC
* The Jewish Faith & the Temple was desecrated by Greeks & secular Jews during the 170's
* The Samaritans, the Pharisees & the Sadducees all came into existences during this period
IRON LEGS = ROMAN EMPIRE(S) (63 BC—AD 1453)
* Rome gained partial control in Judea because of infighting among the descendants of the Maccabees
* Herod gained popularity with the Jews by renovating the Temple in 20 BC
* Herod was declared King of the Jews by the Roman Senate in 40 BC
* Rome gained full control in Judea in AD 6 because of the cruelty of Herod's son, Archelaus
* All the events of the New Testament take place between c. 8 BC—c. AD 100
* The Temple & Jerusalem were destroyed in AD 70 while Rome was trying to quell Jewish infighting
* Jews were banished from Aelia Capitolina after the Bar Kokba revolt during the 130's
* Jerusalem was rebuilt as Aelia Capitolina by Emperor Hadrian during the early 130's
* Judea was thereafter called Palaestina, from which the modern term "Palestine" comes
* Constantine I is considered the first "Christian" Roman Emperor
* The Roman Empire was split into two parts—Western & Eastern—in 285
* In the Western Roman Empire, the Latin "Vulgate" replaced the Greek Bible & became the official language of Christian ceremonies
* "Palestine" came under Islamic control in 636, four years after Muhammad's death
* The Western Roman Empire crumbled into bits & pieces around 476
* "Palestine" was under Crusader control during the 12 th Century
* The Eastern Roman (Byzantine) Empire crumbled into bits & pieces around 1453
* "Palestine" returned to Muslim control in 1187
FEET OF IRON & CLAY = WESTERN CIVILIZATION (AD 1453—Present)
* Western Civilization is basically all that's left of the original Roman Empire
* The British Mandate of 1922 established "Palestine" as a homeland for the Jews
* "Palestine" came under British control in 1917
* When the U.N. voted to end the Mandate in 1947 by partitioning the area into a Jewish State & an Arab State, the surrounding Muslim nations attacked the Israelis, intending to annihilate them; an independent Israeli state has existed in conflict with Islamic forces ever since | <urn:uuid:62fc00db-7e54-473e-82ca-b22e6d322030> | CC-MAIN-2018-47 | https://www.intotheword.net/pdfs/Daniel2Overview.pdf | 2018-11-19T22:50:52Z | crawl-data/CC-MAIN-2018-47/segments/1542039746112.65/warc/CC-MAIN-20181119212731-20181119234731-00206.warc.gz | 890,673,651 | 971 | eng_Latn | eng_Latn | 0.98158 | eng_Latn | 0.98158 | [
"eng_Latn"
] | false | docling | [
3887
] | [
2.125
] | 2 | 4 |
BEST PRACTICES GUIDE
UF Department of Geological Sciences
OVERVIEW
Welcome to the University of Florida Department of Geological Sciences! The Geo Green Team is here to facilitate sustainable research and education, and requests your support and participation in our efforts to make this a green department. As part of UF's wider sustainability pledge, the Geo Green Team is challenging the Department of Geological Sciences to become one of the greenest on campus. Not only will this reduce our environmental footprint, it will save money! It's easy to be green, just try and incorporate one or two things on the list below every week into your work life. Little changes can gradually make a big difference.
Green Guide to more sustainable behavior in the Department of Geological Sciences:
Energy Efficiency
Travel
Turn lights off when not in use – including empty classrooms!
Use energy saving settings on desktops and laptops.
Turn off computers over the weekend, and "logoff" if you'll be using it the next day.
Unplug fans, heaters, printers, and other electrical equipment that is not in use, or consider using a power strip which can be unplugged at the end of the day.
Use energy efficient LED/CFL bulbs in lighting.
Consider using a lamp with an LED bulb instead of fluorescent overheads….or open the window blinds!
Personal and Office Habits
Use public transport/ride sharing/ bike to work.
Try eating less carbon-intensive foods (i.e. meat and dairy) one or two days a week. Treat yourself to a Krishna lunch at the Plaza of Americas.
Take vacations in the U.S. or have a 'staycation' to minimize air travel.
Avoid unnecessary travel by using telecommunication (WebEx, Google Hangouts, Skype, etc.).
Participate in ride-sharing to the airport and meetings. Check out UF's ZimRide carshare scheme!
Lab Managers
Recycle cardboard in the designated dumpster by the loading dock.
Do a "walkaround" at the end of the day to ensure students have turned off lights and equipment; reinforce this behavior.
Before throwing away old lab equipment, ask if another lab in the department could use it.
Unplug equipment that is not used regularly.
Buy local at the Farmer's markets and Ward's. Or join a CSA (see link below).
Print double sided: instructions by the 4 th floor printer
Use 0.75" or smaller margins when possible
Use recycled paper in printers that accept it.
Buy drinks in plastic instead of aluminum cans, or better yet, refillable large volume containers.
Consider buying energy efficient lab equipment.
Buy rechargeable batteries.
Don't forget to watch out for upcoming Green Team initiatives and wider UF events. Look out for emails and events posted on our notice board on the second floor.
Don't buy water.
Subscribe to the Geo Green Team email list, at firstname.lastname@example.org
DEPARTMENT RECYCLING PROTOCOL
| | Plastic, glass, and aluminum | | | | Paper and cardboard | |
|---|---|---|---|---|---|---|
| | Allowed: | | No thanks: | | Allowed: | No thanks: |
| Plastic, glass, and aluminium beverage containers (cans, jars, and bottles) | | Metal lids Food or drink residue Light bulbs Pyrex, lab, or window glass Ceramics | | Computer, copier, and notebook paper (any color) Index/note cards Post-its Manila folders Envelopes and junk mails Newspaper and magazines Soft-cover books Corrugated boxes Cereal/cracker boxes Pizza boxes Staples Paper clips | | |
| | NOTE: | | | | | |
| Recycle batteries and old electrical equipment (phones, laptops) by giving to Dow. Recycle big pieces of cardboard by leaving next to paper bins for the custodian to take, or taking to the dumpster yourself. | | | | | | |
USEFUL LINKS
UF Office of Sustainability: http://sustainable.ufl.edu/
UF CSA: http://sustainable.ufl.edu/gatorcsa/
Gainesville Sustainable City Guide:
http://gainesvilleconnect.com/sustainability/
City of Gainesville Recycling Guide:
http://www.cityofgainesville.org/Portals/0/recycle/THE %20RECYCLING%20SOURCE%20April%202012%2 0FIFTH%20edition.pdf
UF Ride Sharing: http://www.zimride.com/ufl
Alachua County Guide to Sustainable workplaces: http://alachuacounty.us/Depts/Communications/Docu ments/sustainable-workplaces.pdf
Local shopping guide: http://www.buylocalncf.org/
Union Street Farmer's Market:
http://www.unionstreetfarmersmkt.com/ | <urn:uuid:db431dc8-8739-45f5-914b-7cb1814c96a1> | CC-MAIN-2018-47 | https://sites.clas.ufl.edu/geology/files/Department-of-Geological-Sciences-Green-Guide_Jan_15.pdf | 2018-11-19T22:41:05Z | crawl-data/CC-MAIN-2018-47/segments/1542039746112.65/warc/CC-MAIN-20181119212731-20181119234731-00207.warc.gz | 753,583,847 | 1,044 | eng_Latn | eng_Latn | 0.986387 | eng_Latn | 0.995341 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2168,
4360
] | [
2.234375
] | 2 | 0 |
BAND
Title
MUSIC
Ab
LIBRARY
Composer
ORGANIZER
Key(s)
Bb Eb F
Modulates ___ to ___ to ___
Time Signature(s)
4/4 3/4 2/4 5/4
Other: ____
Rhythmic Difficulty
Beginner (
,
, , , , , ,)
Year 2 (add
and)
Year 3 (add , , , , , , )
Year 4 (add ,)
Melodic Difficulty
Accidentals:
None Few Many
Chromatic Passages:
None Short Long
Melodic Intervals:
Mostly Scalar
Few Jumps
Many Jumps
Range Difficulty
Beginner (g – G)
Year 2 (~1 Octave)
Year 3 (~ 1.5 Octaves)
Year 4 (~2 Octaves)
Style
Generic Concert Band
Cliché/Standard
March
Overture
Rock or Latin
Other: ______________________ | <urn:uuid:b78b9ed1-d0f5-4ccc-9d78-0a3a58bf8c78> | CC-MAIN-2018-47 | http://bandsolution.net/page15/files/bmlov2.pdf | 2018-11-19T21:32:19Z | crawl-data/CC-MAIN-2018-47/segments/1542039746112.65/warc/CC-MAIN-20181119212731-20181119234731-00209.warc.gz | 42,104,547 | 300 | eng_Latn | eng_Latn | 0.461007 | eng_Latn | 0.461007 | [
"eng_Latn"
] | false | docling | [
635
] | [
2.46875
] | 1 | 1 |
Debt or Investment?
Understanding What Debt Really Is!
Dr. Robert Schuller
What, after all, is debt? Fresh out of the seminary, newly married, and just installed as pastor of my first church, I was earning a little over two hundred dollars a month. When winter approached, I needed coal for the furnace. I went to the coal yard and asked how much coal I would have to buy, how much it would cost and if I could charge it. "About 5 tons, it will cost you $75, and we will not charge it Reverend. You'll have to borrow the money somewhere for we don't give credit on coal." And that was that.
So, I went to ask for a loan on $75 for the coal. The banker gave me a valuable lesson in economics. "I'll lend you the money for coal this time, but never again. When you borrow money for coal, you are going into debt. The coal will be burned. When it is gone, if you are unable to pay your loan, there is nothing you can sell to pay us back. When you borrow money for coal, food, or the light bill or water bill, you are spending money that is gone forever." That is real debt!
If you want to borrow money to buy a car or a house, we will lend you the money. Then you are not going into debt, you are going into the investment business. If you cannot pay off your auto loan, you can sell the car, pay us back what we have coming, and any money you have left is your return on your investment. If you borrow money to buy a store and you borrow money for salable goods to stock the shelves, you are not in debt, you are in business. If you cannot pay off your loan, we sell the store and the goods; if there is money left over after we are repaid, you can have the profit from your investment. If you have no money left over after paying off the loan, you haven't made any money. It's that simple.
It was this advice which was to give me greater courage years later starting our new church. How long would it take to collect the money from surplus offerings? Perhaps twenty years! So we decided to borrow the money. When finished, the entire development was valued at one million dollars. Nearly $600,000 was borrowed money.
Someone said to me about that time, "I hear you folks have a debt of $600,000." I corrected him, "Actually we have no debt. We could sell our property for a million dollars, pay off all mortgages, and have $400,000 in the bank. We don't have debt. We're worth almost half a million dollars!"
So it is with your Mary Kay business! | <urn:uuid:1ed9b42a-620f-464d-ae12-267f83c392df> | CC-MAIN-2018-47 | http://melissamays.com/files/DEBT_OR_INVESTMENT.pdf | 2018-11-19T22:44:41Z | crawl-data/CC-MAIN-2018-47/segments/1542039746112.65/warc/CC-MAIN-20181119212731-20181119234731-00210.warc.gz | 220,480,119 | 574 | eng_Latn | eng_Latn | 0.999739 | eng_Latn | 0.999739 | [
"eng_Latn"
] | false | docling | [
2453
] | [
2.0625
] | 5 | 0 |
What Do You Wish For?
By Jane Godwin & Illustrated by Anna Walker Publisher: Viking/Penguin ISBN 9780670078110 $24.99
All the children in the street are writing down a special Christmas wish. But what is Ruby's wish? What does she wish for at Christmas time? Ruby thinks of all the things that make Christmas special . . . From this much-loved creative partnership comes a sparkling and beautiful story, full of the wonder of Christmas, the magic of wishing, and the timeless dreams of a child.
Teacher notes have been based on those supplied by the publisher, Penguin Books. A full version will be available from the Penguin Teachers' Academy.
Themes:
- Celebrating Importance of Family
- Community
Discussion Points:
Reading the blurb and exploring the cover –
- Ask students to predict what they think this book might be about. For older students, perhaps discuss the recognition of symbols used in the illustrations that denote what event might be being celebrated.
- Look at the cover illustrations. Which character do we think might be Ruby?
- There are wishes written on small cards in the endpapers. Read these aloud to the class and ask them to raise their hand if they have ever made the same wish.
- Where do we think Ruby lives?
- What season is portrayed in the illustrations?
- "Ruby felt as if her whole self was filled up with wishing". What do we think this means?
There are a lot of animals and birds in What Do You Wish For? Do you think animals and birds make wishes? What do you think animals and birds might wish for?
- Think about a special occasion that makes you happy. What is your favourite thing about this special occasion? What do you love most about Christmas?
- Who do you celebrate Christmas and special occasions with?
- Looking at the table set for Christmas celebration – what things can you name? Which of the food/ decorations do you have at your Christmas celebrations?
Act vit es:
i
- Be sure to look out for the little reindeer that appears in many of the illustrations. How many times can we spot him?
Make a Wish Activity -
- Ask your students to choose a coloured sheet of paper.
- Ask students to think about the wish they would like to make and them have them write their wish onto the paper.
- Students might like to decorate their wish with collage, beads, wool, glitter, recycled materials and various colours.
- Perhaps you can stick the wishes to the wall in the shape of a tree or better still, bring a real potted tree into the classroom or library.
- Excitement
- Creativity
October 2015
Picture Story
Teacher Notes and Activities | <urn:uuid:9f1f2559-2f65-4d50-838d-9b25936c63e4> | CC-MAIN-2018-47 | http://lamontbooks.com.au/media/48311/october-2015-ps-what-do-you-wish-for.pdf | 2018-11-19T22:08:23Z | crawl-data/CC-MAIN-2018-47/segments/1542039746112.65/warc/CC-MAIN-20181119212731-20181119234731-00209.warc.gz | 205,957,754 | 544 | eng_Latn | eng_Latn | 0.998394 | eng_Latn | 0.998394 | [
"eng_Latn"
] | false | docling | [
2600
] | [
3.640625
] | 2 | 2 |
The techniques of creation of the colorful wall-paintings have long been a central issue in studies of Minoan art. Artists created masterpieces from lime plaster and a limited range of pigments. These unique artworks can be classified in three main categories: Flat wall-paintings, Relief and moveable three dimensional works of art.
The main subject of the paper is the study and the identification of pigments. The fragments that were examined are relief wall-paintings from Knossos. While such studies from the past have contributed to our understanding of the pigments and the methods of painting, some details remain elusive.
Analytic techniques were used in order to examine the fragments. The use of microscope is crucial in order to understand the technical details of their creation. During the examination photographs were taken with a portable microscope that helped to decide the exact point in which the analysis would take place.
Raman spectroscopy was the chosen analytical technique that was applied on the fragments from the Archaeological museum of Heraklion. Raman is a non destructive technique that can identify the chemical type of the pigment. After the measurements were taken the second phase was the study and the interpretation of the spectrums.
New evidence came to light revealing the complex way that Minoans used the pigments that had at their disposal. In one color more than two pigments were identified some of them never traced before in Minoan art. | <urn:uuid:fa296261-103d-4174-b743-51df1171752a> | CC-MAIN-2018-47 | http://www.cidoc2018.com/sites/default/files/CIDOC2018_paper_151_0.pdf | 2018-11-19T21:38:33Z | crawl-data/CC-MAIN-2018-47/segments/1542039746112.65/warc/CC-MAIN-20181119212731-20181119234731-00209.warc.gz | 425,423,146 | 286 | eng_Latn | eng_Latn | 0.999156 | eng_Latn | 0.999156 | [
"eng_Latn"
] | false | docling | [
1488
] | [
2.140625
] | 1 | 0 |
In case you are stranded, keep a kit of emergency supplies in your car. This kit should include:
□ Jumper cables
□ Flashlights and extra batteries
□ First aid kit and necessary medications in case you are away from home for a prolonged time
□ Food items containing protein such as nuts and energy bars; canned fruit and a portable can opener
□ Water for each person and pet in your car
□ AM/FM radio to listen to traffic reports and emergency messages
□ Cat litter or sand for better tire traction
□ Shovel
□ Ice scraper
□ Warm clothes, gloves, hat, sturdy boots, jacket and an extra change of clothes
□ Blankets or sleeping bags
□ _________________________
□ _________________________
□ _________________________
Also consider:
□ A fully-charged cell phone and phone charger
□ Flares or reflective triangle
□ Baby formula and diapers if you have a small child
□ _____________________________________
□ _____________________________________
Be prepared for an emergency by keeping your gas tank full and if you find yourself stranded, be safe and stay in your car, put on your flashers, call for help and wait until it arrives.
For more information visit: www.ReadyGenesee.com
Join us on Facebook www.facebook.com/ReadyGenesee | <urn:uuid:1a7e5a3b-e32d-460f-ab7a-ec706b15de9e> | CC-MAIN-2018-47 | http://www.readygenesee.com/document_center/HotTopics/My_Vehicle_Emergency_Go_Kit_Checklist.pdf | 2018-11-19T22:55:56Z | crawl-data/CC-MAIN-2018-47/segments/1542039746112.65/warc/CC-MAIN-20181119212731-20181119234731-00209.warc.gz | 521,572,996 | 258 | eng_Latn | eng_Latn | 0.999414 | eng_Latn | 0.999414 | [
"eng_Latn"
] | false | docling | [
1249
] | [
2.203125
] | 1 | 5 |
Excerpts From:
Report of the Royal Commission on Aboriginal Peoples (1991)
* The Indian Act...passed originally in1876 under Parliament's constitutional responsibility for Indians and Indian lands, it is based on Indian policies developed in the nineteenth century and has come down through the years in roughly the same form in which it was first passed. Until the 1982 amendments to the constitution, it was the single most prominent reflection of the distinctive place of Indian peoples within the Canadian federation.
* Until recently, North American history has been presented as the story of the arrival of discoverers, explorers, soldiers and settlers from Europe to a new world of forest, lake and wilderness. Indian peoples have been portrayed as scattered bands of nomadic hunters and few in number. Their lands have been depicted as virtually empty — terra nullius, a wilderness to be settled and turned to more productive pursuits by the superior civilization of the new arrivals. This unflattering, self-serving and ultimately racist view coincided with the desire of British and colonial officials to acquire Indian lands for settlement with the minimum of legal or diplomatic formalities. The view prevailed throughout the nineteenth century when the foundations for the Indian Act were laid.
* For example, the measured separation between tribal nations and the settler society implied by Crown protection of tribal lands and Indian autonomy merged almost effortlessly for non-Indian officials into the related goal of 'civilizing' the Indians. The transition was aided by the fact that Indian people often requested or consented to official assistance in acquiring tools to adapt to the growing presence of non-Indian settlements around them…. for these officials, the transition was aided by the fact that Indian people often requested or consented to official assistance in acquiring tools to adapt to the growing presence of non-Indian settlements around them…. for these officials, the transition to a policy of encouraging and even forcing Indian people to assimilate into colonial and later Canadian society was a short step from the civilizing policy. Often the churches and humanitarian societies— both of which called for measures to alleviate the often desperately poor conditions of Indian
people and communities — assisted this transition, seeing in it the only way to save Indian peoples from what appeared, at the time, to be their eventual and inevitable destruction….by the social and economic forces of mainstream colonial society.
* New ideas were sweeping the British Empire. Missionaries and humanitarians, appalled at the deterioration in living conditions in areas where settlements were devastating traditional Aboriginal cultures and economies, called for action to save them. But imperial and colonial officials, imbued with notions of racial superiority, preferred new policies to assist Indian people to evolve on a European model and to become 'civilized' farmers and tradesmen.
* The lieutenant governor of Upper Canada, Sir Francis Bond Head…… seemed to assume that, left to their own devices, Indians were inherently unable to respond to the new economic and social climate of British North America.
* Established by Governor General Sir Charles Bagot, the commission reported in 1844. Generally, the commissioners found that there were serious problems with squatters on Indian lands, poor records of land sales or leases, and inept official administration of band funds; that the wildlife necessary for subsistence was fast disappearing from settled areas; and that Indians generally were suffering from alcohol abuse…..To bring order to the development of Indian policy and to end the varying practices in the different colonies, centralization of control over all Indian matters was recommended.
* Indians were to be encouraged to take up farming and other trades and were to be given the training and tools required for this purpose in lieu of treaty gifts and payments. Education was considered key to the entire enterprise; thus boarding schools were recommended as a way of countering the effects on young Indians of exposure to the more traditional Indian values of their parents. Christianity was to be fostered.
* …the Bagot Commission issued its report and formed the heart of the Indian status, band membership and enfranchisement provisions of the Indian Act….The Bagot Commission recommended a farreaching and ambitious program that is still in operation today. Many of the current provisions in the Indian Act can trace their origins to these early recommendations.
* The first Indian Act as such was passed in 1876 as a consolidation of previous Indian legislation. Indian policy was now firmly fixed on a national foundation based unashamedly on the notion that Indian cultures and societies were clearly inferior to settler society. The annual report of the department of the interior for the year 1876 expressed the prevailing philosophy that Indians were children of the state:
Our Indian legislation generally rests on the principle, that the aborigines are to be kept in a condition of tutelage and treated as wards or children of the State....the true interests of the aborigines and of the State alike require that every effort should be made to aid the Red man in lifting himself out of his condition of tutelage and dependence, and that is clearly our wisdom and our duty, through education and every other means, to prepare him for a higher civilization by encouraging him to assume the privileges and responsibilities of full citizenship. | <urn:uuid:65cca39e-8fe4-4e87-8b4d-607f80440c58> | CC-MAIN-2018-47 | http://acip.sd79.bc.ca/references/govt_policies/excerpts_royal_commission.pdf | 2018-11-19T21:38:24Z | crawl-data/CC-MAIN-2018-47/segments/1542039746112.65/warc/CC-MAIN-20181119212731-20181119234731-00210.warc.gz | 8,504,879 | 1,030 | eng_Latn | eng_Latn | 0.998266 | eng_Latn | 0.998377 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2320,
4465,
5621
] | [
2.90625
] | 1 | 1 |