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Issue No:
Date: 27.05.2015
Review Date: 27.05.2017
INTERACTIONS WITH CHILDREN
AIM: To encourage and promote opportunities for quality interactions with, and between children, so that children feel safe, secure and supported.
To ensure maintenance of the dignity and rights of children.
To comply with the Education and Care Services National Regulation 2011, specifically Part 4.5 Relationships with Children, clause 155, Interactions with Children, and, clause 156, Relationships in Groups.
RATIONALE: The relationship between educators, staff, parents and children is an important aspect of Family Day Care. Children who are secure in their relationship with their educator will be more confident in their learning and feel more relaxed while in care.
Children who experience relationships that are built on respect, fairness, cooperation and empathy are given the opportunity to develop these qualities themselves. When children have positive experiences of interactions they develop an understanding of themselves as significant and respected, and feel a sense of belonging.
POLICY:
l. Educators will provide an atmosphere that is generally relaxed and happy for the children attending the service.
2. Educators and staff will communicate with all children in ways that convey understanding and respect. Educators will, at every opportunity, have friendly interactions with all children individually and respond to them warmly. They shall have meaningful conversation with individual children in care each day, in ways that encourage the children to express themselves and their opinions.
3. Educators and staff are to respond positively to all children requiring their attention. They will be responsive to children's needs and use a positive approach to guidance and discipline with a clear set of realistic, age appropriate guidelines for children's behaviour developed in consultation with parents. Educators will use positive guidance and encouragement to assist children to develop self-reliance and selfesteem and achieve positive behaviour.
4. Educators will respond to their own children and to Family Day Care children in a fair and consistent manner. They will treat all children equally, respecting differences and accommodating individual needs without bias.
5. Educators and staff will be responsive to children's feelings and their needs so that children can develop a sense of security and trust in others. They will show regard for family and cultural values, age, physical and intellectual development and abilities of each child. They need to have an awareness of the background of each child and respond to them in a sensitive and appropriate manner.
6. Educators and staff will encourage children to communicate respectfully and courteously to each other, listen to one another`s ideas and acknowledge each child's uniqueness in positive ways.
Page: 2 of 2
Issue No:
Links to National Quality Standard: 5.2.1; 5.2.3; 7.3.5
7. Educators and staff will show respect for children and their efforts as developing individuals and encourage independence when appropriate.
8. Educators and staff will interact and be actively involved with children to stimulate their curiosity and thinking by sharing ideas, experiences and asking questions.
9. Educators will assist children to make positive transitions between home and care and to reunite happily with their families.
10. Educators and staff will role model respectful and courteous interactions in their dealings with each other.
Relevant Legislation:
Children (Education and Care Services National Law Application) Act 2010: Education and Care Services National Regulations 2011:
Key Resources:
DEEWR (2009). Belonging Being and Becoming: The Early Years Learning Framework for Australia. www.deewr.gov.au | <urn:uuid:10934e99-640a-47e7-a4f7-a726e9f4fd51> | CC-MAIN-2018-47 | http://cfdc.com.au/wp-content/uploads/2016/11/INTERACTIONS-WITH-CHILDREN-POLICY.pdf | 2018-11-19T22:29:07Z | crawl-data/CC-MAIN-2018-47/segments/1542039746112.65/warc/CC-MAIN-20181119212731-20181119234731-00210.warc.gz | 59,369,813 | 729 | eng_Latn | eng_Latn | 0.99006 | eng_Latn | 0.994272 | [
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Creating a Skit Template
Plot (two or three sentences describing the story)
What is the conclusion? (The resolution is when the conflict or the climax is resolved. A resolution does not always need to have a happy ending.)
What is the conflict? (The skit's climax is when the conflict reaches its highest point.)
How will the scene begin?
Creating a Skit Template, continued
MONOLOGUE #1
MONOLOGUE #2 (OPTIONAL)
Actor
Actor
Lines
Lines
What is one word the group should say all together (in unison) for a dramatic impact?
MONOLOGUES. The monologues can be written by the actors who are performing them, or you can choose inspirational quotes or lines from a book, movie, or play.
Tableau. How will you build your tableau?
SKITS FOR SOCIAL CHANGE: CREATING A SKIT TEMPLATE, PAGE 2 | <urn:uuid:1c3f86b4-cdef-4997-9397-bf461c029ec9> | CC-MAIN-2018-47 | https://www.bethechangeconsulting.com/sites/default/files/worksheets/BTC33B-skits-for-social-change-creating-a-skit-template-03a.pdf | 2018-11-19T21:57:19Z | crawl-data/CC-MAIN-2018-47/segments/1542039746112.65/warc/CC-MAIN-20181119212731-20181119234731-00209.warc.gz | 842,183,217 | 189 | eng_Latn | eng_Latn | 0.994006 | eng_Latn | 0.994953 | [
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Book 64: The Sing Song (Text Level Code 90)
Written by Francis Morgan, Illustrated by Josephine Lai
New Sound
- /ng/
New Words
- sing, song, king, ring, lost
Level 16 Review Words
- box, queen, Kit, all, as
Plot Summary
Sam wants his friends to sing a song. First, Nan tries singing but she is a very bad singer. Then Pip tries singing and he is just as bad as Nan. Kit the Cat sings next and she is a very good singer. At the end, they all sing the song together.
Story Questions (Comprehension)
1. page 4: What does Nan do when she sings?
2. page 8: What does Pip do with the hat when he sings?
3. page 4: In the song, why does the king feel mad?
4. page 12: In the song, why does the queen feel sad?
5. page 13: Who is the best singer, Pip, Kit or Nan?
Each new word throughout the program is repeated at least five times in the book in which it first appears and five more times in the next ten books.
Copyright © 2013 Rapsey Enterprises, llc
ReadingTeacher.com
ReadingTeacher.com
The Sing Song
Book 64
Sam Books
(TLC 90)
"The king is very mad, The queen is very sad, The king has lost his ring, The queen, she can not sing."
The Sing Song
Book 64
ReadingTeacher.com
"Kit can sing the song very well.
Nan can ring the bell. We can all sing the song with Kit."
13
Kit sings, "The king is very mad, The queen is very sad, The king has lost his ring, The queen, she can not sing."
"We all need to sing this song. In the song, a king has lost his ring."
"Nan can sing. Nan, sing the fun song."
"Ask Kit to jump up on the box. We all wish to see Kit sing the song."
11
"Ask Kit the cat to sing. Kit can sing very well."
Nan gets a bell. She needs to ring a bell as she sings.
Nan sings,
"The king is very mad, The queen is very sad, The king has lost his ring, The... " "No!"
"No! No! Pip cannot sing. Pip is bad as well."
Pip sings,
"The king is very mad, The queen is very sad, The king has lost his ring, The queen ... "
"No!"
"No! No! Nan cannot sing.
She can ring a bell. She can not sing a song."
"Pip the Frog can sing. Pip can sing very well. Let Pip sing."
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Notes for Teachers: the site, the finds and additional resources
These notes describe the site and the finds and then lists some useful web-links and visual material.
The original excavations
Glastonbury Lake Village was built on an artificial island in shallow water on the Somerset Levels during the Iron Age. It was discovered by Arthur Bulleid in 1892. Bulleid was a medical student, amateur archaeologist and the son of the founder of the Glastonbury Antiquarian Society. Having read about lake villages in Switzerland, he searched for similar sites in Somerset, leading to his discovery of a number of earth mounds, just north of Glastonbury. From then until 1907, Bulleid and a team of helpers excavated the site. In recent years archaeologists have returned to the site and have re-interpreted Bulleid's original conclusions.
When did people live in the lake village?
The dates suggested by archaeologists vary a little but not significantly. The settlement was first used between 250 and 150BC and was home to about 200 people. The occupants were forced to leave in about 50 AD, due to rising water levels caused by deterioration in the climate. This is therefore an Iron Age site. A second debate is about whether the site was occupied continuously or whether there was a break in occupation with the first settlers building square or rectangular houses and the later occupiers building roundhouses. A study of the site by Bryony Orme and John Coles (1980) suggests that as well as the buildings used as homes there were specialised areas and buildings for woodworking, pottery manufacture and working in iron, bronze and bone.
The finds
The waterlogged site preserved a wide range of objects – items of bronze, tin, lead and iron; amber, glass, jet and shale; wood, bone and antler; pottery, baked-clay, flint and stone.
Foundations: were made of brushwood and logs, filled in with rushes, bracken, peat and clay and surrounded by a wooden palisade creating a man-made island 3.5 acres in size. Settlers reached the village by dug-out canoes and across trackways of wood laid across the marshland.
Buildings: there were about 80 buildings though only a minority were in use at any one time. The base of each house was a circular clay floor. The wall of a house was made by driving a circle of posts through the floor into the foundations. The spaces between these uprights were then filled
with wattle and daub, and a thatched roof was erected, supported by a central post. Some houses had wooden floorboards. The quality of the work has led archaeologists to describe the builders as fine carpenters and the houses as skilfully constructed.
Over time, the foundations beneath a house compacted so the floor was built up again. In one house a sequence of ten floors was found. The roundhouses were between 5½ metres and 8½ metres in diameter. Some houses had solid wooden doors (though none remained), since an iron 'latch-lifter' and a stone with a pivot-hole were among the finds. At the centre of each house was a hearth.
Bronze and lead objects: of the 274 bronze items, most were 'objects of personal adornment' (rings, brooches, fasteners and a mirror) though the prize find was a bowl. There were 32 lead items, of which 13 were fishing-net sinkers.
Iron objects: of the 111 iron items, only 7 were weapons – 3 daggers (including fragments), 3 spearheads, 1 fragment of a sword. There were also iron parts of 4 snaffle-bits and 4 saws. Some of the iron tools such as knives, saws and scythes still had their wooden handles. 2 'currency bars' were found but just a single coin, dating from around 100–50BC.
Amber, glass, jet and shale: 5 objects of amber and 27 of glass were found, almost all of which were beads. A lump of greenish-blue glass slag supports the suggestion that glass was made at the village. One object was made of jet, a highly polished ring or bead. There were 31 shale objects including two decorated armlets. Several rings and other items were part-finished which suggests that shale was imported and worked at the village.
Wooden objects: there was a wide array of carefully worked wooden objects including parts of tubs and cups, looms or other apparatus for making textile fabrics, ladles, parts of lathe-turned wheel-hubs and wheel-spokes for chariots or carts, a ladder with four steps, a small door, fragments of baskets, two small wooden pins found with a bronze mirror, tweezers, the tops of two spadehandles, two mallets, an oak dish or trough, and several wicker-made hurdles. A dugout canoe, of oak, was discovered by a labourer clearing the ditch of a nearby field.
Bone and antler: hundreds of bone and antler objects included 89 weaving combs and 5 dice. Three of the dice were found with 23 disc-shaped, polished pebbles, which were probably counters.
Pottery: several tons of pottery fragments were found but only half-a-dozen vessels were complete. All were probably made at or near the village. Very few pots show evidence of being wheel-made, suggesting the bulk of the pottery was built up by hand.
Other important items: loom weights and spindle whorls made of baked-clay for producing textiles; 18 saddle querns and 38 rotary querns for grinding corn for making bread.
Linked resources
Digital recreation – a distance view of village (also on SouthWest Heritage Trust) – an atmospheric reconstruction of the village from water level – while I found it hard to follow the perspective in the first minute of aerial photography thereafter this is very atmospheric, travelling along the water and then the village comes into view, creating a really powerful sense of the village.
https://www.youtube.com/watch?v=L_8BffrPiJ0
See also Louise McGinlay's website for other reconstruction images and the video above https://louisemcginlay.wordpress.com/portfolio/reconstructing-the-glastonbury-lake-village/
South West Heritage Trust – photographs of recent excavations https://avalon-archaeology.com/archaeology-projects/glastonbury-lake-village/
Avalon Marshes – photographs and background information http://avalonmarshes.org/the-avalon-marshes/heritage/glastonbury-lake-village/
2015 excavations – for teachers https://www.youtube.com/watch?v=3-yffdYfmTk
The building of individual houses https://www.youtube.com/watch?v=LrBj0HM_IPA
https://www.youtube.com/watch?v=llUOBK7AT8s
Other short films on Iron Age roundhouses and life https://www.youtube.com/watch?v=BIeuOlSbk7c
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February Leap Year! 2020
1
Lunches provide 1/3 of the recommended dietary allowance for healthy adults 60+. Menus are planned with your health in mind!
8
| Sunday | Monday | Tuesday | Wednesday | Thursday | Friday |
|---|---|---|---|---|---|
| 2 | 3 Beef Patty, Hamburger Bun, Ranch Beans, Coleslaw, Fruit Cocktail, Milk | 4 Tater Tot Casserole, Broccoli, Lettuce Salad, Peaches, Milk | 5 Mexi taco Meat, Refried Beans, Corn Tortilla, Mandarin Oranges, Milk | 6 Pork Loin, Rice, Carrots and Cabbage, Bread, Cinnamon Applesauce, Milk | 7 Chicken Breast, spaghetti noodles, Broccoli, Lettuce salad, Peaches, Milk |
| 9 | 10 Roast Beef, Baked Potato, Coleslaw, Pineapple, Milk | 11 Meatloaf, Marinara Sauce, Lyonnaise Potatoes, Spinach, Garlic Bread, Fruit Cocktail, Milk | 12 Lemon Baked Fish, Tater tots, Broccoli, Applesauce, Milk | 13 Herbed Baked Chicken, Potato Salad, Summer Mixed Vegetables, Garlic Breadstick, Peaches, Milk | 14 Beef Patty, Hamburger Bun, Lettuce, Tomato, Baked Beans, Sweet Potato, Mandarin Oranges, Milk |
| 16 | 17 Closed Today Presidents Day | 18 Baked Chicken, Candied Carrots, Home Fried Potatoes, Lettuce Salad, Peaches, Milk | 19 Beef Chili, Rice, Southern Cornbread, Green Beans, Fruit Cocktail, Milk | 20 Italian Meatball Sandwich, with Marinara Sauce, Corn, Mandarin Oranges, Milk | 21 Sloppy Joes, Carrots French Fries, Cinnamon Applesauce, Milk |
| 23 | 24 Meatloaf with Marinara Sauce, Garlic Noodles, Green Beans, Salad, Applesauce, Milk | 25 Chef Salad, Chicken Noodle Soup, Buttermilk Biscuit, Fruit Cocktail, Milk | 26 Herbed Chicken, Fluffy Rice, Broccoli, Salad, Bread, Jello Carrot Salad, Milk | 27 Pork Loin, Baked Potato, Carrots, Bread, Mandarin Oranges, Milk | 28 Beef Patty, Candied sweet potatoes, Coleslaw, Garlick Breadstick, Peaches Milk |
Cancellations must be called in before 12:30 pm on the previous service day. (530) 878-5718
*Please store your meal eaten immediately
in the refrigerator if not
*Discard the meal after 3
days
*Reheating your meal instructions:
please follow these
MICROWAVE-Heat 1-2
meal & reheat 1-2
minutes on high. Check minutes if needed.
OVEN-Preheat oven to
20 minutes until it
250°F. Heat meal for 15- reaches 165°F.
(530) 878-5718
Cancellations must be called in before 12:30 pm on the previous service day.
Nutrition News
5 Nutrition Tips to Promote Wound Healing
We've all had a wound: a cut, scratch or scrape that breaks the skin. Most wounds on healthy people heal quickly when kept clean and free of infection, while other types of wounds are more serious and often require medical intervention. These can include decubitus ulcers, also known as pressure sores or bed sores, which develop where bones are close to the skin ----- such as ankles, back, elbows, heels and hips ----- in people who are bedridden, use a wheelchair or are unable to change their position. People with diabetes also have a higher risk of developing foot ulcers that can take weeks or months to heal. Food choices and nutritional status influence wound healing since serious wounds increase the energy, vitamin, mineral and protein requirements necessary to promote healing. Also, nutrients are lost in the fluid that weeps from wounds.
The Nutrition Tips
1) The first priority is to eat sufficient calories from a balanced diet of nutritious foods. Plan healthy, balanced meals and snacks that include plenty of foods from all the MyPlate food groups ----- protein, fruits, vegetables, dairy and grains.
3) Stay well-hydrated with water and other unsweetened beverages such as tea, coffee, 100-percent fruit juice and milk, which also contains protein.
2) Include optimum amounts of protein. Aim for 20 to 30 grams of protein at each meal and 10 to 15 grams of protein with each snack. A piece of cooked chicken, lean meat or fish the size of a deck of cards (about 3 ounces) contains 20 to 25 grams of protein. One egg, 1 tablespoon of peanut butter and 1 ounce of cheese each contain 6 to 7 grams of protein. One cup of low-fat milk or yogurt contains 8 grams of protein.
4) Some wounds may require a higher intake of certain vitamins and minerals. Talk with a registered dietitian nutritionist for an individualized eating plan with optimum amounts of calories, protein, fluids, vitamins and minerals for your specific needs.
5) For people with diabetes, controlling blood sugar levels is one of the best ways to prevent and treat a wound. Work with your physician and registered dietitian nutritionist to develop a personalized blood sugar management plan.
Source:
Source: http://www.eatright.org http://www.eatright.org
For more information Call:
(530) 878-5718 www.seniorsfirst.org
SENIORS FIRST CAFES
12183 Locksley Lane Mon-Thu-Fri
Auburn Cafe
Lincoln Cafe 391 H Street
Rocklin Cafe 5725 Shannon Bay Dr.
Roseville – Maidu Village 101 Sterling Ct.
Roseville – Manzanita 1019 Madden Lane
Roseville – Sutter Terrace 6725 Fiddyment Road
Roseville - Woodcreek Terrace 1295 Hemmingway
For Serving Times And Café Reservations Call: (530) 878-5718
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This lesson plan and its contents are intended for the use of the individual Paideia Seminar Plan Subscriber. Any disclosure, reproduction, distribution or other use of this lesson by an individual or entity other than the intended subscriber is prohibited.
Paideia Seminar Lesson Plan
Text:
“Fern Hill” by Dylan Thomas
Grade/Subject: Adult
Ideas, Values: Beauty, Childhood, Happiness, Nature, Time
Date of Origin: 7/1/2018
Pre-Seminar Content
Launch Activity:
Ask all participants to write a definition of childhood on an index card. First share the definition with a partner and then with the whole group while a volunteer writes common elements from the definitions on the (interactive) white board.
Inspectional Read:
Ask participants to letter the stanzas A-F and then number the lines within each stanza 1-9. Read the poem aloud for the first time while participants highlight any unfamiliar words.
Background Information:
"Fern Hill" (1945) is a poem by Dylan Thomas (27 October 1914 – 9 November 1953) was a Welsh poet and writer whose works include the poems "Do not go gentle into that good night" and "And death shall have no dominion"; the 'play for voices,' Under Milk Wood; and stories and radio broadcasts such as A Child's Christmas in Wales and Portrait of the Artist as a Young Dog. He became widely popular in his lifetime and remained so after his premature death at the age of 39 in New York City. By then he had acquired a reputation, which he had encouraged, as a "roistering, drunken and doomed poet."
The house Fernhill is just outside Llangain in Carmarthenshire. Thomas had extended stays here in the 1920s with his aunt Annie and her husband, Jim Jones.
Vocabulary:
Ask participants to identify any unfamiliar vocabulary from the poem and discuss the literal meaning of these terms as an entire group. Consider including: dingle, windfall, nightjars, ricks, etc. Discuss as needed the use of figurative and creative language.
Analytical Read:
Divide the class into groups. Ask them to read the whole text aloud in their groups. Assign each of the groups to create a summary phrase for one stanza, and provide 5-10 minutes work time for the groups to complete the summary phrase. Share them in turn. Encourage all to take notes.
Pre-Seminar Process:
ü Define and State the purpose for the seminar.
"A Paideia seminar is a collaborative, intellectual dialogue about a text, facilitated with open ended questions.
"The main purpose of seminar is to arrive at a fuller understanding of the textual ideas and values, of ourselves, and of each other.
ü Describe the responsibilities of facilitator and participants.
"I am primarily responsible for asking challenging, open-ended questions, and I will take a variety of notes to keep up with the talk turns and flow of ideas. I will help move the discussion along in a productive direction by asking follow-up questions based on my notes. "I am asking you to think, listen and speak candidly about your thoughts, reactions and ideas. You can help each other do this by using each other's names.
"You do not need to raise your hands in order to speak, rather, the discussion is collaborative in that you try to stay focused on the main speaker and wait your turn to talk.
"You should try to both agree and disagree in a courteous, thoughtful manner. For example, you might say, 'I disagree with Joanna because…,' focusing on the ideas involved not the individuals.
ü Have participants set a Personal Goal.
"Now, please reflect on how you normally participate in a discussion as a group. What goal can you set for yourself that will help the flow and meaning of the seminar? "Please consider the list of personal participation goals – either on the Speaking and Listening Checklist or on the board."
ü To speak at least three times
ü To refer to the text
ü To ask a question
ü To speak out of uncertainty
ü To build on others' comments
"Is there one that is relevant for you? Please choose one goal from the list or that you feel is best and commit to achieving it during the discussion we are about to have… write down (or circle) your personal goal."
ü Agree on a Group Goal.
For this seminar, I will suggest our group goal (select display for all to see).
Seminar Questions:
ü Opening (Identify main ideas from the text):
v What phrase from the first four stanzas best captures the mood of the speaker's childhood at Fern Hill? (round-robin response)
v What about that phrase is so evocative? (spontaneous discussion)
ü Core (Analyze textual details):
v How would you describe the tone of the first four stanzas of this poem? What specific words best capture that tone?
v What do you think the speaker of the poem means when he writes (in D-6) "So it must have been after the birth of the simple light / In the first, spinning place"?
v Is there a spiritual element to this poem? What in the text makes you think so (or not)?
v At what point in this poem does the tone shift? How would you describe the tone of the last stanza? Refer to the text.
v The word "time" appears six times in this poem (the first two stanzas and the last two stanzas). What is the role of time in this lyric?
ü Closing (Personalize and apply the ideas):
Or
v Is it possible to escape the ravages of time and keep alive the spirit of childhood? Why or why not?
Post-Seminar Process:
"Thank you for your focused and thoughtful participation in our seminar".
ü Have participants do a written self-assessment of their personal goal.
"As part of the post-seminar process, I would first like to ask you to take a few minutes to reflect on your relative success in meeting the personal process goal you set prior to beginning the discussion. Please review the goal you set for yourself and reflect in writing to what extent you met the goal. In addition, note why you think you performed as you did". (Pause for reflection.)
ü Do a group assessment of the social and intellectual goals of the seminar.
"Now I would like us to talk together about how we did in relation to the group goal we set for ourselves (insert your group goal). On a scale of one to five, five being perfect, how would you say we did? Why?" (Pause for discussion.)
"Now, would someone be willing to (volunteer) to share your personal self-assessment and reflection?"
ü Note reminders for the next seminar.
Post Seminar Content:
ü Transition to Writing:
Have all participants write a spontaneous list of (poetic) phrases that recall an especially beautiful part of their own childhood. Once the list is complete, ask them to add as many sensory details as they can recall from that special period and add those details to the list.
ü Writing Task:
v What part of your own childhood do you recall most fondly and most lament losing?
After reading and discussing "Fern Hill" by Dylan Thomas, write a short poem in which you capture the poetic essence of a special moment in your own childhood. Use Thomas' lyric as a model for your poem. When you have finished the poem to your satisfaction, share it with the children in your family (or if a teacher, with the students in your class).
ü Brainstorm:
Have participants share the list of details they wrote in the Transition to Writing phase in small groups (of two or three), as a way of introducing the experiences they wish to write about in response to the Writing Task. Discuss with the group phrases that are especially powerful in conveying that experience.
ü Structure the Writing:
Ask that the participants mimic Thomas' lyric by writing one or two nine-line stanzas in an initial draft of the poem (noting that they can depart from this structure in subsequent drafts).
ü First Draft:
Have participants take 10-15 minutes to compose a first draft of their poems.
ü Collaborative Revision:
Now have participants share their first drafts with the original one or two partners by reading the drafts aloud and discussing with the group how best to capture (using as many senses as possible) the power and significance of that childhood experience. Then have participants create a second draft of the poem based on that discussion.
ü Edit:
Once the second draft is complete, have participants work in their writing groups and this time take turns reading each other's second drafts slowly and silently, marking any spelling or grammar errors they find, in order to create a final copy for publication.
ü Publish:
Have all the participants share their poems by reading them aloud to and then sharing a written draft with the children in their lives.
This Paideia Lesson Plan was created by:
Name:
Terry Roberts
Organization: National Paideia Center
*Text is attached if open sourced.
*Text is cited if it needs to be procured.
"Fern Hill" (1945) by Dylan Thomas
Now as I was young and easy under the apple boughs About the lilting house and happy as the grass was green, The night above the dingle starry, Time let me hail and climb Golden in the heydays of his eyes, And honoured among wagons I was prince of the apple towns And once below a time I lordly had the trees and leaves Trail with daisies and barley Down the rivers of the windfall light.
And as I was green and carefree, famous among the barns
About the happy yard and singing as the farm was home,
In the sun that is young once only,
Time let me play and be
Golden in the mercy of his means,
And green and golden I was huntsman and herdsman, the calves Sang to my horn, the foxes on the hills barked clear and cold,
And the sabbath rang slowly In the pebbles of the holy streams.
All the sun long it was running, it was lovely, the hay Fields high as the house, the tunes from the chimneys, it was air And playing, lovely and watery
And fire green as grass.
And nightly under the simple stars
As I rode to sleep the owls were bearing the farm away,
All the moon long I heard, blessed among stables, the nightjars
Flying with the ricks, and the horses
Flashing into the dark.
And then to awake, and the farm, like a wanderer white
With the dew, come back, the cock on his shoulder: it was all Shining, it was Adam and maiden, The sky gathered again And the sun grew round that very day. So it must have been after the birth of the simple light In the first, spinning place, the spellbound horses walking warm Out of the whinnying green stable On to the fields of praise
And honoured among foxes and pheasants by the gay house
Under the new made clouds and happy as the heart was long, In the sun born over and over, I ran my heedless ways,
My wishes raced through the house high hay And nothing I cared, at my sky blue trades, that time allows In all his tuneful turning so few and such morning songs Before the children green and golden Follow him out of grace.
Nothing I cared, in the lamb white days, that time would take me Up to the swallow thronged loft by the shadow of my hand, In the moon that is always rising, Nor that riding to sleep I should hear him fly with the high fields And wake to the farm forever fled from the childless land. Oh as I was young and easy in the mercy of his means, Time held me green and dying Though I sang in my chains like the sea. | <urn:uuid:0e5a7114-33e5-4af9-8c30-4e64362351b6> | CC-MAIN-2020-16 | https://campussuite-storage.s3.amazonaws.com/prod/1558575/bb15f916-d2c1-11e8-9eae-0a6322141a70/1896357/a8454b30-3b8e-11e9-9336-0adb751d5204/file/Fern%20Hill%20by%20Dylan%20Thomas.pdf | 2020-03-28T08:37:46+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370490497.6/warc/CC-MAIN-20200328074047-20200328104047-00535.warc.gz | 392,209,748 | 2,435 | eng_Latn | eng_Latn | 0.995498 | eng_Latn | 0.998896 | [
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Functions and Food Sources of Some Common Minerals
Information about Some Common Minerals
Minerals are essential nutrients that are needed in small amounts to keep you healthy. Minerals do not give you energy or calories, but can help with other functions in your body. Your body does not make minerals. To meet your daily needs, minerals must be obtained through your diet. Most people can meet their mineral needs by following "Eating Well with Canada's Food Guide" (CFG) and by eating a variety of healthy foods. This means choosing foods from all four food groups: vegetables and fruit, grain products, milk and alternatives as well as meat and alternatives. Aim to meet the minimum number of servings for each food group every day.
Steps You Can Take
| Mineral | Function |
|---|---|
| Calcium | Builds bones and teeth and helps keep them strong Slows down bone loss as you get older Helps muscles like your heart work properly |
| Iron | Carries oxygen to all parts of your body Prevents you from feeling tired |
| Magnesium | Keeps nerves and muscles strong Helps form bones and teeth |
| Potassium | Keeps fluids balanced in blood and tissue Helps in controlling blood pressure Allows nerves and muscles to work together |
|---|---|
| Zinc | Needed for growth and development Maintains a healthy immune system Important for wound healing Helps the body use other nutrients |
Steps for Special Consideration
Some minerals need the help of other nutrients to perform their functions well in your body. These include:
Calcium: Vitamin D helps you to absorb the calcium from foods. Vitamin D is found in fortified milk and soy or rice beverages, eggs, fish (for example salmon and tuna), and organ meats like liver and heart. You don't need to take the vitamin D at the same time as the calcium but it is important to get vitamin D each day.
Iron: Plant sources of iron are not as easily absorbed as animal sources. Choosing vitamin C rich foods at the same time as plant sources of iron will help you to absorb more iron from the plant foods. Vitamin C rich foods include citrus fruits, tomatoes, potatoes, sweet peppers and strawberries. For example the vitamin C in tomatoes will help your body absorb iron from beans in a vegetarian chilli.
Most people can meet their mineral needs through a healthy diet. Certain people need extra minerals in the form of a supplement, in addition to following the CFG. These include:
Calcium: If you have osteoporosis, you need 1200 milligrams (mg)/day of calcium. In addition to following CFG you may also need a supplement to meet your needs. Don't get more than 2000 mg of calcium from and supplements per day. It is important to make sure that you also get 800-2000 IU of vitamin D per day to help you absorb the calcium.
Iron: Pregnant women need extra iron in order to meet their own and their baby's needs. Most women find it hard to get enough iron from food and would benefit from an iron supplement of 16-20 mg per day during pregnancy (the amount usually found in prenatal supplements).
Taking minerals in large doses may cause harm. Iron supplements are especially harmful for children and should be kept out of their reach at all times.
Additional Resources:
Health Canada, Eating Well with Canada's Food Guide-. www.healthcanada.gc.ca/foodguide
These resources are provided as sources of additional information believed to be reliable and accurate at the time of publication and should not be considered an endorsement of any information, service, product or company | <urn:uuid:b946a433-0d49-478a-94b2-f5b4c3267cef> | CC-MAIN-2020-16 | https://www.tsunamiproducts.com/downloads/FACTSHEET-Common-Minerals.pdf | 2020-03-28T09:02:59+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370490497.6/warc/CC-MAIN-20200328074047-20200328104047-00535.warc.gz | 1,211,495,248 | 736 | eng_Latn | eng_Latn | 0.997923 | eng_Latn | 0.998208 | [
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The Writing on the Wall
5 King Belshazzar gave a great banquet for a thousand of his nobles and drank wine with them. 2 While Belshazzar was drinking his wine, he gave orders to bring in the gold and silver goblets that Nebuchadnezzar his father [ a ] had taken from the temple in Jerusalem, so that the king and his nobles, his wives and his concubines might drink from them. 3 So they brought in the gold goblets that had been taken from the temple of God in Jerusalem, and the king and his nobles, his wives and his concubines drank from them. 4 As they drank the wine, they praised the gods of gold and silver, of bronze, iron, wood and stone.
5 Suddenly the fingers of a human hand appeared and wrote on the plaster of the wall, near the lampstand in the royal palace. The king watched the hand as it wrote. 6 His face turned pale and he was so frightened that his legs became weak and his knees were knocking.
7 The king summoned the enchanters, astrologers[b] and diviners. Then he said to these wise men of Babylon, "Whoever reads this writing and tells me what it means will be clothed in purple and have a gold chain placed around his neck, and he will be made the third highest ruler in the kingdom."
8 Then all the king's wise men came in, but they could not read the writing or tell the king what it meant. 9 So King Belshazzar became even more terrified and his face grew more pale. His nobles were baffled.
Daniel 5:13 New International Version (NIV)
13 So Daniel was brought before the king, and the king said to him, "Are you Daniel, one of the exiles my father the king brought from Judah?
Daniel 5:22-31 New International Version (NIV)
22 "But you, Belshazzar, his son,[a] have not humbled yourself, though you knew all this. 23 Instead, you have set yourself up against the Lord of heaven. You had the goblets from his temple brought to you, and you and your nobles, your wives and your concubines drank wine from them. You praised the gods of silver and gold, of bronze, iron, wood and stone, which cannot see or hear or understand. But you did not honor the God who holds in his hand your life and all your ways. 24 Therefore he sent the hand that wrote the inscription.
25 "This is the inscription that was written:
MENE, MENE, TEKEL, PARSIN
26
"Here is what these words mean:
Mene: God has numbered the days of your reign and brought it to an end.
27 Teke: You have been weighed on the scales and found wanting.
28 Peres: Your kingdom is divided and given to the Medes and Persians."
29 Then at Belshazzar's command, Daniel was clothed in purple, a gold chain was placed around his neck, and he was proclaimed the third highest ruler in the kingdom.
30 That very night Belshazzar, king of the Babylonians, was slain, 31 and Darius the Mede took over the kingdom, at the age of sixty-two. | <urn:uuid:06e4f73d-a950-4184-ab85-d8d826542fda> | CC-MAIN-2020-16 | https://s3.amazonaws.com/media.cloversites.com/2d/2d2a0235-79c5-449e-a6cf-6d45d337ac8b/documents/Daniel_5.pdf | 2020-03-28T09:56:30+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370490497.6/warc/CC-MAIN-20200328074047-20200328104047-00535.warc.gz | 677,144,717 | 691 | eng_Latn | eng_Latn | 0.999236 | eng_Latn | 0.999185 | [
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CMOST at-a-glance
Mission – to instill a sense of wonder and discovery in young minds, inspiring a lifelong exploration of science, technology, engineering, the arts and mathematics
Vision: to become a true hub for the Capital Region's STEAM Education ecosystem. Serving as a catalyst for building self-efficacy and a conduit to the region's scientific superheroes
Intention: to utilize a thoughtful combination of scientific discovery and play to foster strong, competent, curious children throughout the capital region.
Tagline: Real Science for Small Hands
Values:
★ We hold a strong image of child and seek to provide a museum where all children are encouraged to believe in themselves as learners; to make choices and pursue their curiosities by engaging with a rich offering of hands-on, minds-on STEAM learning experiences.
★ We strive to herald the quintessential role of play and believe that children flourish when they can explore, discover and imagine with their grown-ups
★ We believe that all children deserve excellence. As such we strive to provide each child with a welcoming environment that encourages curiosity, innovation and exploration
★ We are committed to working purposefully with a shared accountability for the Museum's success
★ We aspire to be a strong and reliable partner, and cultivate collaborative relationships; to serve as a conduit between education, business and industry partners to foster STEAM discovery and inquisitiveness
Strategic goals:
1. Organizational Efficiency - Operating in a manner which is strategically purposeful and dynamically relevant; fostering a culture of respect, engagement and accountability.
2. Engagement - Inviting the community to make meaningful contributions, co-creating the museum experience
3. Educational Excellence - Inspiring excitement & curiosity through unique STEAM learning experiences
4. Fiscal Vitality - Attaining resources to thrive financially and organizationally
Description of Services:
Chartered by the Board of Regents on behalf of the NYS Education Department in 1954, the Children's Museum of Science and Technology (CMOST) is the Capital Region's only science center designed specifically for children. In pursuit of our mission, CMOST provides an engaging, child-directed learning environment which enables children to learn and grow through play. Designed for children ages 18 months through the tween years, the Museum enables children to investigate, observe, analyze, and build in a pressure-free environment by pairing innovative educational tools and techniques with engaging exhibits and facilitated programming to support active learning. CMOST offers a unique suite of STEAM learning experiences including school and community programs; workshops; summer and vacation day camps; camp-ins; and daily Museum Educator facilitated activities that help children make important connections between science, the world and everyday life. Beyond the Museum, CMOST's Traveling Programs feature hands-on STEAM activities, turning classrooms, libraries and community centers into learning labs.
CMOST Economic impact
- CMOST employs 18 people in our community.
- CMOST spends $700,000 annual budget each year on goods and services in our community.
- CMOST serves 70,000 visitors each year, including 28,000 Museum visitors; 7,400 school children on fieldtrip visits to the Museum; 460 participants in our vacation day and summer camps; 3,200 birthday party celebrants; 145 homeschool students participating in our Science Enrichment Labs; 180 Scouts; and 30,500 children from the eleven counties of the Capital Region, transforming their classrooms, after-school sites, libraries and community centers into STEAM learning laboratories.
- 86% of our visitors come from the Capital District, the remaining 14% are tourists
- Admission fee: $ 8.00 per visitor
Key Events in the Museum's History
- 1954 – The Rensselaer County Junior Museum receives its Absolute Charter from the Board of Regents. Founded by members of the Troy Junior League, located in the basement of the Rensselaer Historical Society
- 1959 – The Junior Museum moved to a home of its own, The Ida Munn House, located at 108 2 nd Avenue in Troy, NY.
- 1974 – The Junior Museum relocated to the historic J.J. Child Firehouse at 282 5th Avenue in North Troy, NY.
- 1995 – Board of Regents approves Charter amendment to change the Museum's name to The Junior Museum
- 2000 – The Junior Museum relocates to the former Winslow Building on the West edge of the Rensselaer campus, tripling its size.
- 2005 – Board of Regents approves Charter amendment to change the Museum's name to the Children's Museum of Science and Technology (CMOST)
- 2006 – CMOST successfully re-opens in the Rensselaer Technology Park, offering hands-on science programming to children of the Tech Valley region.
- 2013 – CMOST announces strategic partnership with College of Nanoscale Science and Engineering (CNSE)
- 2015 – CMOST launches Science for Every Child initiative to remove the economic barriers for low-income children and their families ensuring open access to the Museum for the entire community.
- 2016 – CMOST and the Scotia Glenville Children's Museum (The Traveling Museum) merged in April, 2016 to facilitate STEAM learning at an early age through unique educational experiences.
- 2017 – CMOST and CNSE mutually agree to cease 2013 Management Agreement
- 2018 – CMOST launches community partners engagement initiative – rekindling relationships with community, corporate, academic and scholastic partners
- 2019 – CMOST celebrates 65 years of engaging the Capital Region's children, inspiring curiosity, growing selfefficacy and fostering little hands, doing real science.
CMOST Key Staff
Catherine Gilbert
Catherine Gilbert joined CMOST as Executive Director in August 2014. "My aspiration is that this venture will result in a museum which will exemplify progressive educational strategies and satisfy the modern museum-goers' expectation to be an active participant in the museum experience." Ms. Gilbert has her Masters of Arts in Museum Education from Tufts University and a Bachelor of Arts degree in Art History from Marist College. Catherine spent the past six-and-a-half years as Director of the Museum
Association of New York, a statewide professional services organization for museums, including her time spent as Executive Director of Museumwise before the two organizations merged. Prior to that, she spent nearly a decade connecting communities with the wealth of learning experiences offered by museums and heritage organizations by developing programs and resources at the Miami Children's Museum, the New York State Historical Association, Old South Meeting House, and the Boston Children's Museum. A strong proponent for physical activity, Catherine balances out "office time" by coaching rowing and running half-marathons.
Barbara Owens
Barbara began working at CMOST in June of 2018 as the Director of Development. She is responsible for securing sponsorship and funding for museum exhibits and programs through the generosity of individual donors, corporate partners, and community foundations. She is a graduate of the University of Buffalo and is a native Buffalonian. Barbara has worked for several Capital district non-profits and educational institutions. She spends much of her free time with her children, who do everything, and her two lazy pugs, who do nothing.
CMOST Board of Trustees
Michael DiAcetis, Chair
Manager, Community & Customer Management National Grid
Mary Bayly Skevington, Immediate Past Chair
Owner
Moon's Lake House
Tom Witz, Vice Chair
Senior Editor
Thomson Reuters
Julianne Messia, Secretary
Support Analyst Automated & Management Solutions, LLC
Ashley Castle
Legal Operations Manager GLOBALFOUNDRIES
Dick Collier
Former Vice President for Student Affairs CNSE (retired)
Chris Horne
Senior Manager, US Communications GLOBALFOUNDRIES
Brian White
Private Client Specialist Wealth Management TD Wealth | <urn:uuid:cda8fac7-7d53-443f-a13c-8773a040e12b> | CC-MAIN-2020-16 | http://www.cmost.org/uploads/pdfs/1578591969_Final%20press%20kit%20-%20updated%201.2020.pdf | 2020-03-28T08:17:30+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370490497.6/warc/CC-MAIN-20200328074047-20200328104047-00538.warc.gz | 234,238,692 | 1,612 | eng_Latn | eng_Latn | 0.852614 | eng_Latn | 0.9937 | [
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Invisible Structures' Products vs. Heat Island Impacts
The following paragraphs (dark red color type) originate at the Web address: http://eande.lbl.gov/HeatIsland/, and offer a quick summary of the issues related to potential benefits for the use of Invisible Structures, Inc. Products. Inclusion here does not indicate any endorsement of these uses by the Heat Island Group. The purpose of this Paper is to illustrate the principles guiding the use of our products only. For specific product data, please refer to our Web site at: http://invisiblestructures.com/.
High Temperatures
As many city residents can tell you, cities can be very hot places during the summer. On warm summer days, the air in a city can be 6-8°F hotter than its surrounding areas. Scientists call these cities "Urban Heat Islands." What causes this to happen?
There are fewer trees, shrubs, and other plants to shade buildings, intercept solar radiation, and cool the air by "evapotranspiration." Buildings and pavement made of dark materials absorb the sun's rays instead of reflecting them away, causing the temperature of the surfaces and the air around them to rise. These higher temperatures contribute to a trend of increasing temperatures. Link to: Cool Pavements
Cool Pavements
[Grasspave2 offers live grass vegetation cover, while Gravelpave2 offers light colored stone fill for greater reflectivity.]
Dark materials absorb more heat from the sun--as anyone who has worn a black t-shirt on a sunny day knows. Black surfaces in the sun can become up to 70°F (40°C) hotter than the most reflective white surfaces. Roads and parking lots are frequently paved with black asphalt concrete (commonly called "asphalt") and other dark materials that absorb most of the sunlight that falls upon them. The energy of the sunlight is converted into thermal energy and pavements get hot, heating the air around them and contributing greatly to the heat island effect.
We measured the albedos of various asphalt concrete pavements. The most recently paved surfaces have an albedo of about 0.04, because the asphalt (bitumin) coats the aggregate. (A typical asphalt concrete pavement is about 85% by volume of mineral aggregate and 15% asphalt.) Within 5 years the albedos increase to a mean value of 0.12 because the asphalt wears away, revealing some of the aggregate.
The data of the graph above is plotted as a histogram. The average albedo is about 0.12. The maximum does not exceed 0.16. Note that a specific pavement's albedo would depend on the kind of aggregate used and the history (e.g. sunlight, soiling, [maintenance], traffic) of the pavement. [Grass has an effective albedo of 0.4, including a reflectance of 0.25 + 0.15 "effective reflectance" to account for evapotranspiration of well-watered grass. This number should transfer to a Grasspave2 pavement surface.]
Cool Roofs
Dark materials absorb more heat from the sun--as anyone who has worn a black t-shirt on a sunny day knows. Black surfaces in the sun can become up to 70°F (40°C) hotter than the most reflective white surfaces. If those dark surfaces are roofs, some of the heat collected by the roof is transferred inside.
Staying comfortable in under a dark shingle roof often means more air conditioning and higher utility bills. These roofs also heat the air around them, contributing to the heat island effect. Conversely, cool roofs can reduce the heat island effect and save energy. In a study funded by the U.S. EPA, the Heat Island Group carried out a detailed analysis of energy-saving potentials of light-colored roofs in 11 U.S. metropolitan areas. About ten residential and commercial building prototypes in each area were simulated. We considered both the savings in cooling and penalties in heating. We estimated saving potentials of about $175 million per year for the 11 cities. Extrapolated national energy savings were about $750 million per year. Link to: Energy > Ways to Save Energy
The Heat Island Group has monitored buildings in Sacramento with lightly colored, more reflective roofs. We found that these buildings used up to 40% less energy for cooling than buildings with darker roofs. The Florida Solar Energy Center performed a similar study, also showing up to 40% cooling energy savings.
[Cool Roofs can also include Vegetated roofs, such as those that would use Grasspave2 (flat surfaces) or Slopetame2 (sloped surfaces), with all the same benefits offered by vegetated surfaces.]
Vegetation
On warm summer days, the air in a city can be 6-8°F hotter than its surrounding areas. What causes this to happen? One reason is that there are fewer trees, shrubs, and other plants to shade buildings, intercept solar radiation, and cool the air by "evapotranspiration." Link to: Evapotranspiration
Planting trees and bushes can thus help reduce urban temperatures as well as make cities greener. By providing shade and reducing urban temperatures, vegetation can save energy. Link to: Energy > Ways to Save Energy
Planting trees haphazardly throughout a city isn't the best way to achieve their benefits. The Heat Island Group promotes the proper planting and maintenance of urban trees. Link to: Planting Trees Properly
Evapotranspiration
Evapotranspiration occurs when plants secrete or "transpire" water through pores in their leaves--in a way, plants sweat like people do. The water draws heat as it evaporates, cooling the air in the process. A single mature, properly watered tree with a crown of 30 feet can "evapotranspire" up to 40 gallons of water in a day. This is the equivalent of removing all the heat produced in four hours by a small electric space heater, or the power necessary to light one hundred 100W light bulbs.
Ways to Save Energy
Measures that mitigate the heat island effect can save energy directly and indirectly.
Direct effects include:
Cool Roofs are roofs that would reflect solar radiation. This would reduce the heat conducting into buildings and directly reduce air-conditioning use. [Use of vegetated roofs has additional benefits of lower reflected heat, air and water cleansing by vegetation, and protection of the underlying roof system.] Vegetation shading the walls and windows of buildings would also directly reduces air-conditioning use.
Indirect effects include:
Cool Roofs and Cool Pavements in a neighborhood would alter the surface energy balance. The result would be a lower ambient temperature, which, in turn, would further reduce the air-conditioning energy use as well as the likelihood of smog. Link to: Air Quality
[Cool pavements include both Grasspave2 (vegetation) and Gravelpave2 (light colored stone fill) which are equally capable to support full growth of tree root systems below the pavement structures.]
Planting Trees Properly
The Heat Island Group staff has been working with American Forests in the Cool Communities Program to promote proper planting and maintenance of urban trees.
Trees, shrubs, and other plants to shade buildings, intercept solar radiation, and cool the air by "evapotranspiration." Planting programs can help reduce urban temperatures and make cities greener. Within ten to fifteen years--the time it takes a tree to grow to a useful size--trees placed in strategic locations can reduce heating and cooling costs by an average of 10-20%. Over their lifetimes, trees can be much less expensive than air conditioners and the energy needed to run them. Link to: Evapotranspiration
Correct selection and location of trees is important to achieve the best results. Two proven methods maximize benefits:
1. Deciduous trees shading the south and west sides of a building block the summer sun. For a home monitored in Sacramento, California, Heat Island Group researchers found that this reduced cooling energy use by as much as 30%. Trees, bushes, or vines should also shade your air conditioner, which works more efficiently when kept cool. Also, evergreen trees and bushes to the northwest can protect buildings from cold winter winds.
2. Trees grouped together create a refreshing park or oasis in a city and also cool nearby neighborhoods. Grouped trees can protect each other from the sun and wind, making them more likely to grow to maturity and live longer. [Tree groupings added within Grasspave2 and Gravelpave2 porous pavements will shade vehicles and ground surfaces while also adding evapotranspiration benefits to old or new parking areas.]
Air Quality
Urban heat islands are not only uncomfortably hot, they are also smoggier.
Smog is created by photochemical reactions of pollutants in the air. These reactions are more likely to occur and intensify at higher temperatures. In Los Angeles, for example, for every degree Fahrenheit the temperature rises above 70°F, the incidence of smog increases by 3%.
Higher ambient temperatures in heat islands also increase air conditioning energy use. As power plants burn more fossil fuels, they increase both pollution levels and energy costs. Link to: Energy Use
The impact of these pollution levels is seen in smog. The formation of smog is highly sensitive to temperatures - the higher the temperature, the higher the formation and, hence, the concentration of smog. In Los Angeles at temperatures below 70°F, the concentration of smog (measured as ozone) is below the national standard. At temperatures of about 95°F all days are
smoggy. Cooling the city by about 5°F would have a dramatic impact on smog concentration. Link to: High Temperatures
---------------------------
The following paragraphs (dark green color type) originate at the Web address: <http://www.turfgrasssod.org/trc/environment.html>, and offer a quick summary of the issues related to potential benefits for the use of Invisible Structures, Inc.'s grass porous paving and vegetated roofs. Inclusion here does not indicate any endorsement of these uses by the Turf Producers International. The purpose of this Paper is to illustrate the principles guiding the use of our products only.
OUR PRECIOUS PLANET Being A True Environmentalist Begins Right Under Our Feet
Turfgrass -- Functional, Recreational & Aesthetic The earth has been good to us, but we haven't always been good to it.
While industry and technology have provided jobs and goods to make life easier, the effect on the environment has been substantial.
But we can help restore this precious earth with something as simple as turfgrass -- the earth's living skin.
The U.S. Congress has acknowledged these positive benefits to our environment. "Turfgrass sod in urban areas and communities can aid in the reduction of carbon dioxide emissions, mitigating the heat island effect, reducing energy consumption and contributing to efforts to reduce global warming trends."
Scientific research has documented the many benefits of turfgrass to our environment. Our turfgrass lawns, parks and open areas:
* Provide a natural, comfortable, and safe setting for fun and games.
* Release oxygen and cool the air.
* Control pollution and reduce soil erosion.
[Reinforced grass porous pavements will also provide these functions, in addition to providing a rate of infiltration in the range of 1200 to 35 inches per hour, depending upon base course materials and compaction.]
* Purify and replenish our water supply.
Our Environment
The satisfaction of creating beauty within the landscape can be rewarding for you and the environment. With turfgrass sod, the rewards are practically immediate.
[Unlike the need to wait for 10-15 years for new trees to mature]
Pollution Control
Today's improved turfgrass varieties are very effective in reducing pollution.
* Turfgrass traps and removes dust and dirt from the air.
* 2,500 square feet of lawn absorb carbon dioxide from the atmosphere, and release enough oxygen for a family of four to breathe.
Nature's Air Conditioner
Another benefit that everyone enjoys, usually without notice, is turfgrass' tremendous cooling effect.
* On a hot summer day, lawns will be 30 degrees cooler than asphalt and 14 degrees cooler than bare soil.
* The front lawns of eight houses have the cooling effect of about 70 tons of air conditioning. That's amazing when the average home has an air conditioner with just a three or four ton capacity.
* The cooling effect of irrigated turf reduces the amount of fuel that must be burned to provide the electricity, which powers the air conditioners.
* Watered when the grass plant needs it, turfgrass will very efficiently and effectively use almost every drop.
A Natural Filter
Runoff water in urban areas carries many pollutants.
* Turfgrass acts as a natural filter, reducing pollution by purifying the water passing through its root zone.
[Data providing quantification formulas is very rare, but historical use of Grasspave2 porous pavement has demonstrated long term success and performance as a bio-filter inlet surface – especially valuable for treatment of "first flush" pollutants from hard pavement surfaces.]
Soil Erosion
The clean gentle strength of turfgrass is the most cost-effective method for controlling wind and water erosion.
* A healthy sodded lawn absorbs rainfall six times more effectively than a wheat field and four times better than a hay field.
[Grasspave2 surfaces are capable of infiltrating from 1.5 to 3.0 inches of rain before any surface runoff begins (over clay soils), with these quantities increasing as subsoil porosity increases.]
* A sodded lawn will absorb greater amounts of rain than a seeded lawn even after three years of growth.
Fun & Games
* For backyard ball games or the Super Bowl, athletes of all sizes prefer the green cushion of turfgrass.
The soft resilient surface of turfgrass is the safest and least expensive place to play.
* Turfgrass is the only place for putting, picnics or just plain relaxing. [Please refer to use of our Draincore2 product by our Sports Turf Drainage Licensee at: http://www.geoturf-sports.com/.]
Our Mental Health
Turfgrass quietly adds to the beauty of our lives and even our mental and physical health.
* Doctors have shown that people recover faster in a hospital when given a landscape view, rather than seeing only the walls of adjoining buildings.
Turfgrass
. . . a continuing source of oxygen and cool air.
. . . a cleansing answer to our environment.
. . . a source of beauty and comfort.
With the benefits of turfgrass working their wonders for us, we will be able to share a beautiful and healthy planet with our future generations.
Copyright 1998-99 Turgrass Producers International
Other Products
In addition to all of the surface treatment options presented above to reduce the Heat Island Effects of traditional urban development, Invisible Structures' products also include Draincore2 for subsurface collection/conveyance of filtered water, and Rainstore3 for subsurface storage of filtered stormwater. This stored water can be infiltrated directly into subsoils, or stored for harvesting and reuse in the landscape or buildings – reducing energy required to treat and convey community water for such uses. | <urn:uuid:573f1639-906c-494e-b514-634f6364fcb0> | CC-MAIN-2020-16 | https://www.invisiblestructures.com/wp-content/uploads/HeatIslandMitigation.pdf | 2020-03-28T08:04:38+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370490497.6/warc/CC-MAIN-20200328074047-20200328104047-00537.warc.gz | 1,011,818,843 | 3,132 | eng_Latn | eng_Latn | 0.997121 | eng_Latn | 0.998184 | [
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Students are placed in a room and work together with their group in order to successfully escape.
Our rooms will improve communication, develop teamwork skills, and inspire students through a fun but safe and inclusive learning environment.
Our puzzles and activities encourage students to look at problems from different perspectives and think outside the box.
They help develop critical thinking skills and encourage students to use logical reasoning. Each member of the group will use their strengths alongside their classmates to collaborate and escape successfully within the time limit.
Created by teachers, the games have hit on some key curriculum expectations.
* Students are required to demonstrate personal and interpersonal skills and the use of critical and creative thinking processes to acquire the knowledge to connect clues and solve puzzles
* They will demonstrate that they are reflecting on and monitoring their thinking as they search for hidden objects, find combinations and open locks
* Students will also exhibit an understanding of appropriate listening behaviour by adapting their active listening strategies as they work in groups to beat the clock and escape the room
If you want your students to experience an unmatched team building experience, look no further than KW Escape!
505 Conestogo Road Unit 12 Waterloo, ON N2L 4C9 (519) 746-4111
School __________________________ Phone Number ___________________
Teacher Name ____________________ Grade _______ # of Students _______
Teacher Email ____________________
Date Required _____________
AM (9:00-11:30) PM (12:00-2:30)
Yes we acknowledge that there will be one adult present for every 7 students attending
Payment Due Upon Arrival - $15 per student
- 1 adult free for each 7 students
EMAIL FORM TO email@example.com
or
CALL US AT 519-746-4111
Other Important Information
_______________________________________________________________ | <urn:uuid:662b67d8-1dea-49dd-b2a4-c55c9da1faca> | CC-MAIN-2020-16 | https://kwescape.ca/wp-content/uploads/2020/01/schooltripflyer.pdf | 2020-03-28T08:48:04+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370490497.6/warc/CC-MAIN-20200328074047-20200328104047-00537.warc.gz | 578,653,672 | 365 | eng_Latn | eng_Latn | 0.96011 | eng_Latn | 0.999126 | [
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Illinois Mathematics and Science Academy DigitalCommons@IMSA
Faculty Publications & Research
English
6-1-2012
Name that Invention: Examining Connotation and Sound
Dan Gleason
Dan Gleason Illinois Mathematics and Science Academy Understanding Poetry Diction: Product Name Exercise
Name that Invention: Examining Connotation and Sound
Abstract:
This exercise engages students with questions of diction, connotation, and sound patterns. Students discuss the field of product branding, and learn how much certain product names (e.g., Blackberry, Pentium, Swiffer) were considered in light their denotative, connotative, and aural elements. Then, in groups, students devise product names for four imagined products; afterward, as a class they debate the virtues of each name rate and choose a winner for each product. Such close attention to meanings, buried implications, and sound cues encourages students to adopt a very poetic form of word analysis, a skill that transfers nicely to more literary areas.
Common Core Standards:
RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Procedure:
Students should read an account of product branding so that they get a good understanding of the incredible thought and analysis that goes into every product name. A great option here is "Famous Names," an article by John Colapinto ( New Yorker , October 3, 2011): this article details the naming history behind many recognizable products (Blackberry phones, Pentium processors, the Swiffer mop, the portable toothbrush Wisp, and the bottled water Dasani) and registers the thorough study that each name undergoes. The article points out that possible product names are considered in terms of their basic meanings, more distant associations, sound qualities, and even their grammatical function. On this last note, for instance, the "swiffer" not only seems great through its comparative adjective aspect – it is "swiffer" than another version – but also because the swiffer, like a carpenter, manager, or other nouns ending in "er," does the work for you.
Once the students have engaged with these product names and recounted the many ways in which names carry meaning, they are tasked with a challenge of their own. They get into groups (four students per group works well) and ask each group to devise names for four new products:
* a cell phone that charges when it moves;
* a car that runs on compost;
* a straw for hot drinks;
* a robotic microtoothbrush that works while you sleep.
Groups have to consider the meanings (both explicit and implicit) and sound qualities of their names, and be prepared to defend their choices against challenge.
When groups have finished the exercise, it is time for discussion. Take one product at a time so that each group can compare its sound cues and connotations against the work of other groups. Each group should "pitch" their name, saying why they chose it and what they expected the name would say about the product. After each pitch, the class can ask the group questions and make comments. The class should open up quite a bit here, as students in other groups give their accounts of what each name implies to them. Hopefully, students will surprise each other a bit here with their impressions about sounds and implied meanings, and some debate and analysis will grow organically out of the names. After each group gets to present its name and field questions, students can vote on their favorite name: they do not have to vote as a group, and they cannot vote for their own name. The class follows this procedure of pitching, discussing, and voting on names for each product.
Materials:
(none except a good article or chapter on product branding) | <urn:uuid:458582d6-d309-4f52-8d28-fcda08968e2a> | CC-MAIN-2020-16 | https://digitalcommons.imsa.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1009&context=poetry | 2020-03-28T07:46:52+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370490497.6/warc/CC-MAIN-20200328074047-20200328104047-00536.warc.gz | 441,629,523 | 875 | eng_Latn | eng_Latn | 0.797482 | eng_Latn | 0.997063 | [
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OUR LEARNING ETHOS
The purpose of this document is to outline our school's Learning Ethos so that there is a mutual understanding by parents of the way their children are learning and how their children will be prepared for successful entry to senior school and beyond.
It is our primary responsibility at St Francis to nurture each individual so that they can develop their own character. Their biggest challenge is learning how to interact with others, therefore life skills are important.
A further purpose is to prepare pupils for their future education and career. The world of work is changing rapidly and it is difficult for us to predict what the future workplace will look like, but what we can predict is that our pupils will require a range of transferable skills to allow them to be successful and adaptable in their careers.
I wonder, if you are an employer, what you look for when recruiting new staff? Do you look solely at the list of a potential employee's exam grades, or do you look for skills and qualities which will ensure that they complement your business needs? Certainly an adequate level of knowledge and ability can be confirmed by examination results, but senior schools, universities and places of work are changing their focus to see additionally what strengths and skills an individual has to offer to enhance their environment. 'Character' (an individual's 'soft skills') and resilience are seen as equally or more important than exam results.
In senior school terms, this is shown through a change in the way pupils are assessed for entry. The traditional route of leaving the confirmation of place to the end of Year 8 on the basis of performance in the 13+ Common Entrance in June is very much in the past: senior schools now undertake pre-assessment tests at an earlier stage, usually in
Year 7 (or even in Year 6) for a 13+ entry into Year 9. The type of test is also changing. Rather than relying solely on standardised tests in the core subjects and reasoning, senior schools are increasingly using more practical assessments to see how individuals perform in groups, so that their skills and learning attributes can be identified.
As a forward-thinking prep school, we want to ensure that we are at the forefront of educational thinking and practice. We want to ensure that today we are preparing our pupils in the best way possible for their lives now and in the future. We want to ensure
that we empower our pupils to be independent thinkers and life-long learners, to have intellectual curiosity, to have the tools to reflect on their own learning, at the same time as developing knowledge and breadth.
Education is so much more than simply 'training' young individuals to remember knowledge for the purposes of passing an exam. A modern, effective education involves pupils being provided with and nurtured through learning opportunities and experiences, rather than being taught in a very traditional and knowledge-focused way. Our aim is for our pupils to have the confidence to approach a situation and use their experience to determine how to respond to it. More than this, it is about having the resilience to keep trying different approaches until they are successful and lessons have been learned. Also key is the chance to reflect on their experiences to work out what lessons they have learned and to consider how they can be applied successfully in the future. We all learn best through challenge, but need support to make the most of each and every learning situation.
For some time we have been developing a core set of skills which we want our pupils to develop during their time in school, both inside and outside the classroom. We have provided opportunities in different scenarios for our pupils to gain a greater understanding of the skills, to have a go at developing them in a variety of situations, and to reflect on what they had learned about themselves as individual learners. The range of activities shows that the development of skills is not just restricted to what happens inside the classroom: just as important are the opportunities outside the classroom such as on school trips, through drama productions, through co-curricular activities and events, and through participation in pupil committees. Last term's CLICK Fortnight is an example of this.
The core skills are summarised by 'CLICK':
Over the course of the last two years, the teaching staff at St Francis have been exploring and implementing a pupil-centred style of education, which balances the
learning of skills with the knowledge to help nurture the individual. The Pre-Senior Baccalaureate (which has no connections to the International Baccalaureate) supports St Francis and other prep schools in the development of this modern learning ethos approach of education, at the same time as offering closer collaboration between prep schools and senior schools to strengthen the transfer from one to the other. Details of the Pre-Senior Baccalaureate can be found on their website at psbacc.org.
This will be further developed this academic year through regular opportunities for older pupils to spend time individually or in small groups with their Form Tutors to focus on their learning. Time will be set aside for each individual pupil to discuss their learning strengths as well as what opportunities are required for making progress in areas at which they do not excel so easily. This coaching is a key aspect of the PSB approach and can only enhance the provision for and the development of our individual pupils.
Summary of St Francis School's Learning Ethos
At St Francis School, we are focused on the development of pupils as:
- Flexible and adaptable learners
- Independent thinkers
- Intellectually curious
- Reflective learners
- Resilient learners
This will be achieved through:
- Developing each individual's CLICK skills, inside and outside the classroom
- Promoting a learning focus rather than teaching focus
- The development of skills rather than constant assessments
- Nurturing, especially through regular coaching sessions with Form Tutors
- Developing knowledge through long-term memory and not just short-term memory
- Being aspirational and involving all in managing challenge
- Sharing of best practice with colleagues in prep schools and senior schools
What the senior schools say:
Dauntsey's School (Jo Sagers, Registrar):
"It is refreshing to see the St Francis approach."
Marlborough College (Julia Hodgson, Director of Admissions):
"We welcome the collaborative, skills-based approach of the PSB."
St Edward's, Oxford (Matthew Albrighton, Deputy Head Academic):
"The adoption of the rigorous but adaptable framework of the PSB strikes me as a sensible step forward in offering a 21 st century education."
St Mary's Calne (Diana Harrison, Deputy Headmistress):
"St Mary's Calne believes strongly in innovative and dynamic teaching as opposed to teaching to the test and we would, therefore, support any prep school in their desire to do the same."
Warminster School (Mark Sully, Deputy Head Academic):
"As a school we are just as interested in the soft skills that a pupil has learnt: resilience, risk-taking, independence."
What the IAPS (Independent Association of Preparatory Schools) says:
David Hanson, recently retired CEO of IAPS, is a great supporter of the PSB.
"The PSB embodies the best in primary education. It provides a framework that gives teachers and leaders the confidence to offer their pupils a curriculum experience that has real depth and breadth and an assessment methodology that celebrates success. And both pupils and teachers enjoy it. But, most importantly, the PSB demonstrates that by educating the whole child, academic progress and achievement is not compromised, but is actually enhanced." | <urn:uuid:c9cc4080-9c58-4cf7-924b-89133562fc1b> | CC-MAIN-2020-16 | https://www.st-francis.wilts.sch.uk/wp-content/uploads/2019/01/St-Francis-School-Our-Learning-Ethos-4-page.pdf | 2020-03-28T09:23:32+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370490497.6/warc/CC-MAIN-20200328074047-20200328104047-00537.warc.gz | 1,188,166,077 | 1,507 | eng_Latn | eng_Latn | 0.997955 | eng_Latn | 0.998635 | [
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The Bath Textile Summer School 2019
The Gawthorpe Needlecase
With Jenny Adin-Christie
I am delighted to hear that you have secured an elusive place on my workshop at the Bath Textile Summer School and am very much looking forward to working with you there!
The following provides a little background information about the project we will cover in the year's classes, The Gawthorpe Needlecase.
Gawthorpe Hall and 'Miss Rachel:
Gawthorpe Hall is a beautiful Elizabethan house, which was redesigned by Sir Charles Barry in the 1850s. It is sometimes referred to as 'The Downton of the North' as Sir Charles also designed Highclere Castle, the 'real' Downton, and Gawthorpe does have a similar feel….on a smaller scale.
The house sits beside the tranquil River Calder, a lovely setting. It is just on the outskirts of the Lancashire town of Padiham. This region is synonymous with the Britain's historical textile industry.
Gawthorpe is also the home for the Gawthorpe Textile Collection. This is a 30,000+ collection of textiles and embroidery of every type, and from around the world, which was amassed by the late Rachel Kay Shuttleworth (1886 – 1907).
'Miss Rachel' (as she is affectionately known at Gawthorpe), was the daughter of Sir Ughtred Kay-Shuttleworth and his wife Blanche. The family had owned Gawthorpe since the 14 th century.
Miss Rachel was inspired to learn a love of needlework by her Mother, and from the age of 9 began collecting examples of different types of embroidery to feed her fascination, as well as practising stitching herself. The hall houses the fabulous original Jacobean four poster bed, which she was gifted by her parents for her 21 st birthday, and for which she embroidered a set of crewel work hangings and matching curtains, bedspread, pelmets, seat covers and fire screen! It is estimated that the hangings alone took around 5 years to complete! Her notes mention that she was inspired by studying designs in the V&A and a 1650s bedcover from the RSN collection.
Her mother encouraged in her a sense of civic duty and compassion for those less fortunate. She developed a great sense of commitment to philanthropic enterprise, tirelessly devoting much her life to aiding others, and often being allied to causes which may not have always been considered 'respectable' or fashionable at the time amongst her class, such as supporting the local home for unmarried mothers, and assisting with the probation service.
© Copyright of Notes, Jenny Adin-Christie 2018
She was also a friend of Lady Baden Powell and became instrumental in establishing the Guiding movement in the North West of England, playing a fully hands on roll in this organisation, which she believed to empower and educate young women.
One of her greatest missions in life, was to foster a love of handicraft, particularly embroidery and lace making, in as many people as possible. She believed in the value and power of creative work, using hands and minds for creative and artistic expression. Such work provided solace and healing to those in need or distress, and a means of comfort and enjoyment for all, at all levels of society. Her thinking was along similar lines to that of her contemporaries in the Arts and Crafts movement. She was very much ahead of her time and her theories strike a chord with today's thinking on the benefits of mindfulness.
Thus, over the years, she formed her vast collection of textiles and lace, mainly through donations and some purchases whilst on her travels. Her hope was that this would provide a unique resource of inspiration for all seeking or needing to learn and study these arts, thus keeping them alive.
She meticulously catalogued each piece in her own hand, preferring to use a rather beautiful shade of green ink! In 1952, she was able to fulfil a long-held dream to open Gawthorpe to the public as a place where all those interested in learning about embroidery and textiles, would be welcomed to study and to be inspired.
'Our hope is that the old home, so dearly loved, may soon become a centre for education, crafts, knowledge and beauty, a joy and benefit to many people.'
Miss Rachel
She was undoubtedly a force of nature, and I only wish I could have met her, as I feel we would have been kindred spirits! Her spirit lives on in the Textile Collection which remains a tremendous resource, looked after with great commitment and love by the collection team, which includes curators and volunteers. There is a great sense of their keenness to perpetuate Miss Rachel's commitment to using Gawthorpe as a resource for creative education and inspiration.
'I have a vision of a place of meeting where neighbours will come for many reasons to seek stimulating thought by meeting other active minds, to find refreshment and inspiration and a joy in beauty.'
Miss Rachel
The Gawthorpe Needlecase:
The needlecase was inspired by my visit to Gawthorpe Hall to study Miss Rachel's collection in 2017. I wanted to create a project for a course I would be running at the Hall the following year.
I had imagined that I would work a piece closely based on a historical textile in the collection. However, I never like to copy historical pieces…...
I feel these pieces belong to their own time and have been created by others' hands and minds, and that we should move things forward!!
The things that left the most lasting impression from my visit were the sheer size and eclectic nature of the collection, but more importantly the story, life and mission of Miss Rachel herself.
© Copyright of Notes, Jenny Adin-Christie 2018
It was on reading Miss Rachel's biography on the long train ride home from Padiham to London, that I was inspired to produce a design which would bring together inspiration from the embroidery treasures, combined with a celebration of Miss Rachel's life and achievements.
Miss Rachel's rather lovely working desk is on display in the public gallery at Gawthorpe, and includes her own needlecase, each page numbered with needle size, a sign of her meticulous organisation! This is an item which so many embroideries tell me they wish they could create, so that they may organise their needles better!!
The needlecase forms the shape of an 18 th century 'pocket', the type worn around the waist, before pockets were inserted into the skirt itself, and of which there are some beautiful examples in the collection.
The embroidered panel on the front of the needlecase encompasses motifs inspired by some of the beautiful early embroideries in the collection, together with those inspired by Miss Rachel herself, most notably the fish symbol. She was awarded the highest honour which can be given to any woman in the Girl Guiding movement, 'The Silver Fish'. This award is symbolic of her, and the movement's, willingness to encourage women to swim upstream or against the tide.
I love this symbolism! It certainly sums up for me what my life as an embroiderer, (and a woman!) is about……swimming against the tide of ordinary life to make it more empowering, more creative and inspiring, and even a little more fun and eccentric! I hope the symbolism will mean the same for you too!!
The design includes an eclectic range of stitch techniques, some clearly historical, and some of my own invention! The background is worked on natural linen, inspired by the textile weaving and spinning heritage of the Lancashire region. This is embroidered using counted satin and pulled work stitches commonly used in the whitework of the 18 th century.
The fish uses darning into net as a link the Miss Rachel's love of lace and lace making. Areas of needle painting and satin stitch in silk perle, combine with delicate surface stitches, and are contrasted by pleated metal threads over highly raised padding, giving rich overall texture, with echoes of sumptuous 18 th century silk and metal work aprons in the collection.
Silk ribbon and bound rayon tape, with beads and spangles, are used as a nod to the delightful pieces of ribbon and bead embroidery in the collection. Densely worked concentric rows of split stitch were commonly used to create intricate flat shaded designs in the 18 th century, often on women's pockets. This technique is used here to create leaf motifs inspired by Miss Rachel's famed bedspread.
The needlecase has a wooden base and raised sides to give structure and stability. The lid lifts off to reveal the tiny needlecase and a space for a thread waxer. The needlecase and box lining are worked in traditional wool baize, woven in the UK.
The dominant colour in the design is green…..inspired by Miss Rachel's love of green ink!!! I really think this colour sums up her strength, passion for life and eccentricity!
The green is combined with subtle shades of mauve and ivory/white. 2018 marks the 100th anniversary of the Representation of the People Act 1918 which enabled all men and some women over the age of 30 to vote for the first time and paved the way for universal suffrage 10 years later. These three colours were used by Suffragette movement in the 19 th century. When the Women's Social and Political Union (WSPU) in England was looking for a colour scheme to distinguish their political movement, they chose purple, white, and green. The editor of the weekly newspaper Votes for Women gave the explanation of the colour symbolism as:
"Purple, as everyone knows is the royal colour, it stands for the royal blood that flows in the veins of every suffragette, the instinct of freedom and dignity… white stands for purity in private and public life… green is the colour of hope and the emblem of spring."
Although Miss Rachel was not a suffragette, she certainly held similar principles, and lived her life standing up for the rights of women and encouraging women from all backgrounds to fulfil their potential. This symbol is very personal for me too……symbolic of the fact that learning embroidery gave me the skills to use a traditional craft skill, traditionally associated with women, to develop a career and business! Power to the embroiderers!!! 😊
I hope you will very much enjoy working this very special project!!
Your kit for the course:
* ALL the materials, threads and needles required to work the design and make this up into the needlecase,will be provided for you as a full working project pack .
* This will include a comprehensive illustrated instruction manual.
* The cost for this kit will be £160.
* We would like you to bring a cash payment for your kit in a sealed, named envelope, to hand in on the morning of the first day of class.
* You may also like to order one of the special ceramic heart shaped 'waxers' which have been designed to fit in the upper section inside the needlecase. You can choose your design from a selection in class (all floral) but please let me know you would like one using the order form. £12.00 +VAT.
Equipment Required:
You will need to bring the following equipment with you to the class, to enable you to complete your design. However, those items marked can be available to purchase and those items marked can be available to borrow, so there is no need to struggle to source these beforehand.
Please let us know as far as possible in advance of the class which items you wish to purchase/borrow, by completing and returning the form below.
** Please note that ALL prices quotes are WITHOUT VAT. VAT at 20% will be added at the end of your invoice.
Frame and Stands:
For working the fish:
* All students will require a 12 or 15cm shallow-edged, hand-held embroidery hoop. It is not important if this is bound or not.
For working the main design:
* or An 8", deep edged, embroidery hoop (the 'Elbesse' make of frames are highly recommended). BOTH rings of the frame should be bound with cotton tape as this will be essential to enable you to keep the work sufficiently tight.) Larger embroidery hoops do not keep the work sufficiently tight.
* or A suitable stand to hold your embroidery hoop, therefore allowing both hands to be free for working. This is essential for this class – a hand held embroidery hoop is not suitable.
OR:
* If you prefer to work in a small slate frame, the design will fit into an 8" or 10" slate frame which can be framed up for you in advance of the course. Please request by completing the order form.
* or You will need a 'Lowery' stand, or equivalent, to use with your slate frame. These can be borrowed if required.
General Equipment:
* or A second pair of fine, sharp embroidery scissors to use when cutting metal threads (metal threads will blunt your scissors over time so it is best to keep a pair to be used solely for cutting these – they must have nice fine blades however). Serrated 'goldwork' scissors are not recommended!! (Curved and straight tip scissors £14.50)
* or A pair of fine, sharp embroidery scissors. (Curved and straight tip scissors £14.50)
* or A mellor or similar blunt tipped laying tool. It is helpful but NOT essential to use a mellor. You could also use a blunt tool such as a large blunt tapestry needle, or I also use the tips (broken off to about 8cm) of old plastic knitting needles! (Hand-made mellors created by Jenny's Father are £22. You may have initials or a quote engraved for a further £8).
* or A fine tipped awl or similar fine, sharp tipped tool for making holes. It is helpful but NOT essential to use an awl. You could also use a large pointed chenille needle. (Tulip fine beading awls £6.50)
* or A stiletto for making eyelets (Hand-made stilettos by Jenny's Father are £24).
* or A pair of tweezers – ordinary eyebrow tweezers with a flat or slanted end are preferable to very fine pointed tweezers. (Curved tip tweezers £5.75)
* or A small velvet covered board or velvet lined tray. A jam jar lid lined with velvet works well…..if you bring a magnet too, you can use this to attach the lid to your hoop! I also sell lovely hand turned wooden versions with magnet attachment if required. (Small 10cm diameter £15, large 15cm diameter £20, each available in deep red, raspberry, olive or duck egg)
* or A magnifier, if you like to use one
* or A spotlight and extension lead if you feel this would be helpful to you.
* Small, fine pins (Kinkame tiny superfine pins £6.50)
* A hard pencil (e.g. 'H') and pencil sharpener, or propelling pencil
* A screwdriver for tightening your ring frame.
* A clean cloth to place over your work surface to keep clean and tidy, if you fancy using this!!
😊
* A cushion if you like something squishy to sit on!
😊
If you have any queries at all regarding the course, please feel free to contact me using the details provided on the order form.
I will very much look forward to sharing this exciting event with you! xx
Booking Form and Order Form:
Please complete and return with your deposit to secure your booking.
Please return BY 1 st July 2019 at the latest
Jenny Adin-Christie Specialist Embroiderer, 197 Albury Rd, South Merstham, Redhill, Surrey, RH1 3LW.
Or email to: email@example.com
Your name:
Contact tel. number:
Email Address:
Address:
Frames and stands to purchase: Please note that hoop and stand prices are subject to VAT.
Ring frames:
* Pre bound 6” ‘Elbesse’ embroidery ring with stem (to fit into stands below)
£14.50+VAT
* Pre bound 8” ‘Elbesse’ embroidery ring with stem (to fit into stands below)
£16.50+VAT
(NB. Remember that you will need one of the stands below to use with the above ring frames).
* Seat stand (sit upon stand which holds a ring frame with a stem)
£13.50 + VAT
* Barrel clamp (clamps to the table and holds a ring frame with a stem)
£11.50 + VAT
* Floor stand (deluxe hand crafted stand for holding a ring frame with a stem)
£125.00 + VAT
Slate frames:
* 8” slate frame, (pre framed)
£42.50 + VAT (add £22, + VAT)
* 10” slate frame, (pre framed)
£44.50 + VAT (add £22, + VAT)
* 12” slate frame, (pre framed)
£46.50 + VAT (add £24, + VAT)
Frames and stands to hire:
* I would prefer to hire a hoop and seat stand / table clamp, to use over the class £5.00 + VAT
* I would like to hire a Lowery stand to use over the class
£5.00 + VAT
All-in-one magnifier lights to hire:
* I would like to hire an all-in-on magnifier light for use throughout the class
£8.00 + VAT
Heart Waxers:
* I would like to purchase a heart waxer to fit with my needlecase
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GREENWAY PRIMARY AND
NURSERY SCHOOL Positive Behaviour
Hints and Tips
USEFUL STRATEGIES FOR PROMOTING POSITIVE BEHAVIOUR
The following is an extract (Annex B) from Greenway's Behaviour Policy as approved by the Governing Body in July 2019
Content:
Introduction
School staff take-part in regular training on behaviour management. Information is given here about some of the key strategies that they are trained to use to support and encourage positive behaviour.
This annex supports our Behaviour Policy and promotes consistency of application. This is how staff at Greenway seek to develop and drive pro-social behaviour for pupils. It is also shared with parents/carers because many of you told us that you would find it helpful to have practical information about how behaviour issues are approached at school. We also know that strategies used at school will always be most effective when pupils understand that they are supported (and particularly where they are also adopted) by parents/carers at home.
Modelling Desired Behaviour
Children learn from the behaviours they see and experience around them, making it very important for adults to always demonstrate in themselves the behaviours that they expect from children. In school, this is particularly important in terms of behaviours like respect, concern, compromise, fairness, apologising and accepting apologies, acknowledging mistakes, resolving difficulties fairly and amicably, and so on.
Dealing with difficult behaviour can trigger feelings of anger, irritation, disappointment or even despair. Staff avoid communicating these feelings to the child/ren and at school will work hard to keep responses low key and matter of fact. This encourages a calm and logical, rather than heated and emotional, response.
Public Praise/Private Criticism
Public acknowledgement of pro-social behaviour and individual success can be very powerful in a positive way. Similarly, public criticism of anti-social behaviour, or correction in public, can often be very damaging. Usually, drawing any attention to anti-social behaviour should be as private as possible; lowering a child's self-esteem (making them feel inadequate or at all foolish especially in front of others) is likely to increase misbehaviour, if not now, then later.
In the classroom, adults will always seek to come close to a pupil to speak to them quietly, avoiding drawing attention to anti-social behaviour in front of other children or loudly across the classroom. In this way the behaviour is still pointed out, but the child is given privacy and time to reflect on choices they made and to think for themselves about what they might do differently moving forward.
Being consistent and clear
Children need for their world to be as reliable as possible. When adults act consistently and reliably, they help children understand where the behaviour boundaries are and makes them feel safer and less anxious. This in turn will make it less likely that events will trigger anti-social behaviour.
Adopting a Growth Mindset
An individual's 'mindset' is now recognised as key to achievement and success in all walks of life, including in education. The idea that we have either a fixed or growth mindset has developed out of decades of research by leading psychologist Professor Carol Dweck and helps to explain what is required for improved resilience, behaviour and achievement.
It is important that children relish challenges, embrace their mistakes as part of the learning process, value the importance of effort, respond carefully to feedback and take inspiration from others. This will help them to achieve well, not only at school but also in their future lives as adults.
We know that in order to fulfil their potential and encourage children to become confident and resilient learners we, as a team of parents/carers and staff, need to be modelling the mindset of a learner who is not afraid of making mistakes but who thrives upon them, knowing that this is all part of the learning process. The way in which we encourage children to learn and explore is vital to their success, not only at school but at home as well.
Central to this attitude and approach to learning, are the theories and proven evidence of Growth Mindset. In Professor Carol Dweck's research, the characteristics of learners with a fixed and a growth mindset have been identified as follows:
Key aspects of growth mindset that we apply at Greenway include:
- Celebrating mistakes and learning from them;
- Never giving up – perseverance is necessary to succeed;
- Collaborating to learn from each other;
- Seeking inspiration but not comparing ourselves to others;
- Challenging ourselves, taking risks and continuously improving our performance;
- Remembering that our brains are making new connections and growing all the time
The following videos explain the concept in more detail:
- 'Growth Mindset v Fixed Mindset' (Hand drawn cartoon by MinuteVideo) 5 mins at https://www.youtube.com/watch?v=KUWn_TJTrnU
- 'The Power of Belief – Mindset and Success' with Eduardo Briceno (TEDx Talk) 10 mins at https://www.youtube.com/watch?v=pN34FNbOKXc
For further information and practical ideas on how to encourage confident and resilient learners at home, you can look for works published by Professor Carol Dweck or have a look at the links below:
- https://www.mindsetworks.com/parents/growth-mindsetparentinghttps://www.oxfordlearning.com/growth-mindset-tips-for-parents/
- http://www.bbc.co.uk/cbeebies/grownups/help-your-child-try-new-things
Demonstrating pro-social behaviours
Anti-social behaviour is easy to spot. It is disruptive and often noisy and stands out in a crowd, making it obvious and giving adults a prompt to respond. Pro-social behaviour is what we expect and is practiced by the majority of children most of the time, making it much less obvious and also less likely to receive attention. However, as reward and
recognition strategies demonstrate, positive praise is an incredibly powerful motivator for children to behave well.
To provide a prompt for adults, to help them respond to children's pro-social behaviour, what follows is a (non-exhaustive) list showing how children might demonstrate pro-social behaviours:
- Being polite
- Saying 'please' and 'thank you'
- Holding a door open for someone else or letting them pass first
- Taking turns and waiting for others
- Moving quickly, quietly and without fuss (e.g. into the class or to the dining table)
- Making eye contact quickly and quietly when asked to listen
- Paying attention
- Sitting still when required (e.g. in assembly or at a performance)
- Responding when asked (e.g. to start class work, homework, or to eat tea)
- Treating books, equipment, belongings carefully
- Following instructions at the first time of asking
- Keeping books, work, possessions, their room, etc tidy
- Keeping themselves and their physical appearance clean, smart and/or tidy
- Tidying and clearing up
- Moving from one task to another without reminders
- Working very hard at something
- Taking a lot of care or giving something a lot of thought (e.g. work or a present)
- Contributing in discussions (willing to answer questions or talk about a subject)
- Asking for help when they need it
- Keeping calm in a difficult situation
-
Being a good friend
- Working well with classmates or siblings
- Listening and acknowledging someone else's point of view
- Finding things to occupy themselves (especially once one task is done)
- Speaking up on behalf of another person (perhaps if they are being bullied)
- Sharing concerns with an adult
- Being prepared to try something new or difficult
- Performing in front of others or speaking up in front of a large group
- Asking to borrow something without just taking
- Sharing (equipment, books, toys as well as games)
- Encouraging others to join in or befriending in other ways
- Doing classroom jobs or household chores willingly and well
- Offering to help without being asked
De-escalation tactics and phrases
Sometimes when children display anti-social behaviour, they will initially be so upset or emotionally distressed, that action needs to be taken to calm the situation before you can begin to address the behaviour itself.
Here is the script (with guidance) that experts in behaviour management suggest will help (and that teachers at Greenway use), when that happens:
- Use the child's name when you begin to speak to them - it addresses them and shows them that they have your full attention and that you mean to sort the situation out for and with them.
- "I can see something is wrong" – a phrase like this acknowledges their feelings and helps to reduce the emotion so that you can move on to a more logical conversation.
- "I am here to help you" – a phrase like this offers the child a safe and constructive environment where they know that the point is to resolve the problem that led to the behaviour and not just to punish them for it (though note that while this is important and is most likely to address the issue effectively, it may still be necessary for the adult to issue a consequence so that the child is clear that regardless of the reason for the behaviour, the behaviour itself was not acceptable).
- "Talk and I will listen" - this tactic provides children with a calm option to explain what's on their mind and again is most likely to address the issue that the child had/has effectively, so that the unacceptable behaviour won't be repeated in the future.
- "Come with me and we'll talk about it..." – quite often it will be useful to remove the child from their current setting, gently encouraging them to walk with you or using open arm movements to guide them to sit somewhere quiet and calm. You should always use this tactic if they're in an unsafe place (e.g. on a wall or on the roadside).
Using Language of Choice and Assertive Discipline
In disciplining children, adults are not only seeking to stop an immediate undesirable behaviour, but also to teach them about the impact of their behaviour on themselves and others, and about the power of their own choice. This helps them learn how to avoid the undesirable behaviour (and so also the undesirable consequence) for the longer term.
Using 'language of choice' is in contrast to using 'language of demand'. If you demand something of someone, for example "If you don't stop talking now, you'll get a 'time out'!" you are directly prompting one of two natural responses, which is either to:
Resist the demand (and create conflict)
Accede/Give in to the demand (and lose face)
Instead, language of choice places responsibility for behaviour with the child, for example, "If you choose to interrupt again while I am explaining this you will have to receive a 'time out'. Think about making the right choice. Thank you!" Crucially, this approach bypasses the natural instinct to resist, that can more easily occur when we are simply told what to do, while still leaving the option of a consequence open if the child does not make the right choice.
Given below are sample scripts giving the sort of language and guidance that teaching staff at Greenway have been trained to adopt. Although Scripts 1, 2 and 3 naturally escalate (so if Script 1 fails to have the desired effect you would tend to step up to Script 2, and so on), depending on the circumstances, you might start with any of the four scripts. You would also, of course, need to amend the name and detail to suit each occasion.
- Script 1: Statement of Reality (i.e. simply tell them what you see)
"Fred, you're... (e.g. running in the corridor/tapping your pencil on the desk/talking when I'm speaking...)"
Use a firm but calm voice. This helps to show that you mean business but in a nonconfrontational way that might otherwise lead to a defensive response.
Don't ask 'why?' they are doing what they're doing – It's confrontational and you don't need to know why. They just need to know that you've noticed it.
After hearing the statement of reality many children will quickly change their behaviour without the need to take the script any further or without attracting a consequence.
Remember to give them 'take up time' to think about their behaviour and respond. It may even be desirable to deal with another task or child, to temporarily divert attention away from them, and allow sufficient space and take-up time.
When they are demonstrating a positive change make sure to acknowledge that with praise:
"Thank you Fred for... (e.g. walking/putting your pencil down/listening nicely...)"
If the child's behaviour doesn't change after a reasonable take-up time, move on to Script 2.
- Script 2: Tell them the behaviour you want to see
"Fred, I need you to...(e.g. walk in the corridor – thank you/ put your pencil down – thank you/ listen when I am speaking – thank you)"
Be assertive and avoid starting or ending with 'please'. Use 'I need you to...' and end with 'thank you' instead. This carries an expectation that they will do as you have asked of them and helps support the idea that your request is not optional.
If you then see a positive change in behaviour, acknowledge it with a further 'thank you' or with a gesture (e.g. a smile or a thumbs-up).
Should you not see a positive change in behaviour, move on to using a 'language of choice' in Script 3.
- Script 3: Statement using Language of Choice
"Fred, you are choosing to behave this way and if you choose to continue to... (e.g. run/ tap your pencil/ speak when I'm speaking) then I will have to [consider a suitable consequence]"
You need to remain calm, without any sense of agitation or lack of control, while making it clear to the child that they are responsible for the consequences of their actions; that what has happened so far and what will follow is their choice.
Be careful to make sure that any consequence you threaten is proportionate to the behaviour, is reasonable in the circumstances and is something that you know you can and will carry through if the behaviour doesn't change.
You may need to ignore minor secondary behaviour – stomping about, muttering, or a bit of back-chat – the most important thing is that they have made the right choice about their initial undesirable behaviour. Where appropriate, allowing a child to have the last word can help resolve or avoid further conflict and can also be valuable in helping you to role-model grown-up behaviour.
If the child chooses to do the right thing, then you must praise them for making the right choice. This will help them learn that it's good to do the right thing and that you are pleased with their choice. Every child likes to be praised and acknowledged on the inside, even if they might not show it on the outside:
"Well done/Thank you Fred, you made the right choice"
Should the child choose not to do as you have asked, then you must follow through with the consequence that you threatened. This is very important so that the child comes to understand that you mean what you say. Failing to be consistent in carrying out consequences that you have threatened quickly undermines your authority and indicates to the child that they need not listen to your future requests for improved behaviour.
Once a consequence has been issued you should see it through. Don't cave in to protests, remove or reduce the sanction. If good behaviour follows, then reward that separately, but still maintain the consequence. When you are consistent in seeing through consequences, as you threatened, these scripts work!
- Script 4: Reinforce and depersonalise
"Fred, at Greenway we respect and listen so that everyone can learn"
Repeatedly referring to whole school expectations (i.e. Golden Values or at home referring to family rules or expectations) can be very helpful in reminding children of an objective set of rules and values which never change.
This approach indicates that the request is fair and consistent; it is simply what has always been and what will always be expected, rather than personal 'against' them.
Other options for dealing with challenging behaviour
With a therapeutic approach to behaviour management, adults are always seeking to deescalate challenging behaviour calmly so will need to be able to call on a range of techniques, depending on the situation. Additional ones (to the ones set out above) used by Greenway staff include:
- Limited choice e.g.
o "Put the pen on the table or in the box"
o "Talk to me here or in the playground"
o "Are you going to wear shoes or wellies?"
- Disempowering the behaviour e.g.
o "You can listen from there" [under the table]
o "Come and find me when you come back/feel calm"
o "Come over/down/in in your own time"
The Importance of Restoring a Relationship
We want our children to learn from their experiences – particularly those that result in a crisis - and to develop increasingly healthy, pro-social behaviour responses. It is therefore worthwhile routinely encouraging them (as appropriate in the circumstances) to use the 3Rs, just to reflect on what happened, to repair any damage (to themselves or others) and to restore (themselves and others) to their previous (or improved) good selves.
Where a response to unacceptable behaviour still leaves a lasting impact for that child or for others, it will often be necessary to take formal steps to review how to learn from mistakes and restore relationships. This can include restoring relationships with other children as well as teaching staff or other adults. It also helps the individual(s) concerned to draw a line under the matter and move on.
The process can only start when the individual(s) concerned is/are calm and ready to learn from the experience. It may take time and it may be something that an adult will have to come back to over a few hours or even days.
The aim is to demonstrate that it is very possible to learn from a negative experience; to work out what went wrong and why; to make amends; and to help avoid it happening in the future. In this respect the process is a positive one and teaching staff find that it helps to reinforce this by using a template of standard questions. Almost always, they will sit with the child/ren and work through the questions and responses with them. The questions would include any or all of the following:
- What (in your words) happened?
- What do you think the people involved were thinking and feeling at the time?
- Who has been affected and how?
- How can we put right the harm?
- What have we learned to make a different choice next time? (Next time I will...)
- What would you like to happen next?
- How can we make things better for _______?
- If everything was going to be OK, what would need to happen?
- How can you help to put this right?
- How can we make it OK for you to go back to your lessons/activities/friends?
- What do you think ________ might need?
Sources of Support on Behaviour
We have shared above some of the key approaches used at Greenway, including those from the Department for Education and Hertfordshire County Council's 'STEPS' training for schools.
If you have concerns about behaviour at school or your own child's behaviour, we would ask that you speak with your child's class teacher, the Head Teacher or a member of the Senior Leadership Team (SLT) Deputy Head in the first instance. School will treat what you say in confidence and will always aim to be as supportive and constructive as possible.
From time-to-time, we will also send home information about training sessions to support behaviour improvement or issues that are available locally to all our parents/carers. | <urn:uuid:4cd67b82-32e2-4904-a2d0-a8c909fb529b> | CC-MAIN-2020-16 | https://www.greenway.herts.sch.uk/wp-content/uploads/2019/12/USEFUL-STRATEGIES-FOR-..pdf | 2020-03-28T08:34:36+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370490497.6/warc/CC-MAIN-20200328074047-20200328104047-00539.warc.gz | 969,552,260 | 4,100 | eng_Latn | eng_Latn | 0.99049 | eng_Latn | 0.998699 | [
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Hornafjörður municipality - Policy and procedures for interpretation and translation services
Policy
The Hornafjörður municipality´s policy focuses on providing all residents with good services and the staff is required to make sure that anyone who does not have Icelandic as a native language is offered interpretation services. This applies in particular to matters involving social services, child protection, health service, the educational system and issues involving rights and liberties. The discretionary power of the individual must be respected at all times when interpretation services are being offered. When municipality staff summons an interpreter the service is always free of charge for the relevant person who does not have Icelandic as native language.
- The municipality's staff shall make sure that they get the informed consent when decisions are taken in matters involving the welfare and rights of individuals, and they must summon an interpreter if there is any doubt concerning this.
- The right of parents with respect to translation and/or interpretation in matters involving the welfare of their children must be explained to the parents. As an example can be mentioned interpretation services at meetings when specialists present their findings, and a translation of the results of diagnoses.
- In the event that a municipal employee has to communicate important information concerning the welfare or rights of a person there is an obligation to offer the services of an interpreter if the employee and the recipient of the service do not share the same language.
- Children below the age of 18 should never be used as interpreters.
- When dealing with delicate and personal matters an interpreter from Alþjóðasetur or other service providers should be called upon, and at the same time the services of an interpreter from within the local community should be avoided.
- Interested residents of the community will be offered to attend a course on interpretation and translations by Alþjóðasetur as a first step in developing accessible services within the municipality.
- The municipality shall offer to those who have completed a course for interpreters to undertake tasks that involve general interpretation and translation services for the municipality.
- The staff shall regularly be offered training in the use of interpretation services in order to ensure the know-how and skills when using the service.
Rules of procedure
Whom to call on
The staff shall use the services of Alþjóðasetur to the extent possible. If calling on other service providers then those must have concluded a framework agreement with Ríkiskaup for interpretation and translation services. The following can be mentioned: Túlkaþjónustan slf., túlka- og þýðingaþjónusta Alþjóðahúss ehf. and InterCultural Ísland ehf.
The staff shall provide the interpreter with the following information:
- Who is making the order, for whom, where and when the interpretation is to take place.
- Which language pair is to be interpreted (it is not enough to name the country of origin).
- What is it that has to be interpreted and the expected duration.
- Who is paying and where to send the bill for the services.
- Convey if the service might be better.
The function and role of the interpreter:
- The interpreter must have reached the age of 18.
- The interpreter does not take sides.
- The interpreter is subject to professional secrecy in all matters.
- The interpreter does not express his/her views when he/she interprets.
- The interpreter does not answer questions on his/her own initiative.
- The interpreter interprets everything that is said during the conversation.
- The interpreter is not responsible for information being correct or false.
- An interpreter is responsible for making an assessment as to whether he/she has the sufficient skills in the relevant language and the professional proficiency to undertake the task.
- The interpreter shall indicate if the interpretation can not come under these rules.
- An interpreter has a fundamental knowledge of the terms that are connected with the activities and the operation of the organisation that is to be interpreted for.
- The interpreter shall send the bill for the interpretation service stating (the name of the interpreter, ID-kennitala, bank account number, number of hours, for whom the interpretation was done and the date and time), the bill shall then be sent to the relevant organisation.
Ten tips for the users of the interpretation services
- Consider an interpreter as being a cultural bridge or bridge between cultures and prepare the interpreter for the topic of the meeting.
- Study the code of conduct for interpreters and their professional secrecy.
- Organise beforehand the outline of the conversation so that it is clear what is going to be discussed, and what the purpose of the conversation is. Be aware that, and allow for it that a conversation with the aid of an interpreter takes longer.
- Preferably start the conversation with a short synopsis that gives an overview of what you think should be discussed and provide the interviewees an opportunity to make comments.
- Do not shy away from using physical expression in order to place emphasis on your talk. Be more precise in your use of words than you are used to.
- Express yourself in a simple and clear manner. The interpreter has to understand you, therefore you need to allow for the interpreter to get sufficient time to transmit the message simultaneously to the third party.
- Remember to pause sufficiently so that the interpreter gets an opportunity to transmit or absorb what you are saying.
- It is important that you face a pupil and the parents and look them in the eyes when you speak. Look directly at your interviewees when they speak. Turn variously towards the interpreter or the interviewee according to which of these is speaking.
- Review the conclusions and the information that came up at the meeting so that your interviewees agree on what was said and decided upon at the meeting.
Adopted by the municipal council 13 June 2019.
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Vintage Green Review
Zero Waste Holidays & Entertaining Guide
Party Planning Tips
Reduce the amount of waste you create with a party
* Send invitations through email or make a personal phone call for added touch
On a single day, a typical Louisianan creates roughly 7 pounds of waste. But from Thanksgiving to New Year's Day, household waste increases by more than 25 percent. Additional food waste, packaging, wrapping paper and decorations add nearly 1 million tons a week to the nation's garbage piles.
* Plan meals according to the number of guests to avoid additional food waste
* Use reusable tableware: dishes, napkins, tablecloths, glasses & silverware. If you don't have enough, borrow from friends or rent
* Don't turn on every light in your house during your party. Use candles to illuminate & add fun vibes!
* Turn down the heat before guests arrive. You'll save energy while the extra body heat of your guests warm up the room.
* Cut up last year's holiday cards or calendar pages and use as place cards
* Decorate with photos from past holidays and celebrations. Keep & reuse decorations like pine cones, garland, bows from year to year
* Place clearly marked recycling containers so guests can opt for aluminum vs. glass or plastic.
* Send leftovers home with friends, donate to local food banks, or use in meals throughout the following week
* Aid guests in setting up carpools. Or carpool with friends when attending an event
* Compost vegetable, fruit scraps, and unbleached (brown) paper towels, napkins & plates if they were used
* Discuss your fav zero waste ideas with guests if they ask!
* You can also politely request in your invitation that guests bring reusable dishware, glass, or metal (instead of plastic) if they'd like to bring something to share
Greening your Celebrations Top 5 Tips:
1.) Give gifts that conserve natural resources
2.) Use reusable tableware
3.) Buy LED lights
4.) Recycle
5.) Reuse gift wrap supplies
It's time to rethink our holiday habits & celebrate a cleaner city throughout the year!
When shopping for gifts & parties Avoid:
* Disposable products
* Gadgets & toys that have limited use
* Something your recipient can't use very well. Like kitchen tools for someone who rarely cooks or bakes, unless they're creating a new hobby!
* Products with excessive packaging
Bring with:
* Your own shopping bags. Not just to the grocery store, but also to Target, Walmart, the mall, independent stores, etc. Paper, plastic, and cloth all work as reusable!
Plan:
* A shopping list. Think of gift ideas ahead of time to make careful gift choices.
* Coordinate a route of stops on your shopping trip to save time & gas
* Research local art & holiday gift markets to buy local and package-free
* Buy baked goods or snack foods in bulk/package free or larger volumes when possible
* Rent seldom worn formal party clothes or shop secondhand ie Rent the Runway, Poshmark, ThredUp, Buffalo Exchange, consignment shops
Shopping online:
* Order early enough so you can have items shipped in fewest number of boxes & truck makes fewer delivers to your house
* Shop great variety of natural, organic, and eco-friendly products online, including small businesses
* Cancel or opt out of any catalogs you don't want
Vintage Green Review
Zero Waste Holidays & Entertaining Guide
Holiday and String Lights
Holiday lighting can add up to $50 to your December lighting bill. You can have a festive display for much less:
Christmas Trees
Gift Giving
* Invest in LED lights, they'll pay for themselves in one season:
Artificial vs. real tree can be as big a debate as paper vs. plastic. Here are some tips to help, no matter which you choose:
More than 1 in 3 (35%) of adults say they return gifts after the holidays. Here are ways to reduce the need for returns & be eco-friendly before you even start shopping!
o Energy efficientà0.08 watts per LED C7 multicolor bulb vs 6.0 watts for standard
o Long life span à up to 100,000 hours or more indoors
o Safetyà bulbs are cool to the touch
o Sturdyà
epoxy lenses are hard to destroy
* Use timers to turn off lights during overnight and daylight hours to reduce energy consumption
Greener Gift Ideas
Family:
* Book of your family history or scrapbook of memories
* Family recipe book
* Refurbished tricycle, toy, rocking chair, etc. to pass along as an heirloom
* Savings account, college 529 plan, or Education IRA for children
* A wish list of activities you want to do as a family over the holidays, then give those experiences as a present
After any celebration: Reuse gift wrapping material for the next celebration or for art
* projects Recycle your tree- check city dates for pickup for coastal restoration
* gift, regift it or give to a local charity! Don't be afraid to donate decorations you don't use anymore
* Artificial trees can be reused each year
* Real trees can be picked up for coastal restoration
* Use trimmed branches for decorating around the home or making wreaths
* Use an old quilt as a tree skirt
* Instead of plastic tinsel use popcorn & cranberry strings
* Reusable glass icicles instead of disposable tinsel
Experiences:
* Bus passes, state park permits, movie tickets
* Registration to classes/camps,
* Music lessons or cooking classes
* Tickets to sporting event, theater, concert
* Zoo or museum memberships
* Free babysitting
* Personal "coupons" for free massage, chores, breakfast in bed, etc.
* Talk with those you exchange gifts with. Do you really want to exchange gifts?
* Draw names instead of buying for everyone
* Share the cost of a gift with a sibling or friend to buy a better quality item
* Don't be afraid to ask the recipient for a wish list!
* Know proper sizes
* Evaluate gift for simplicity, usability, durability
* Know the store's return policy
* Include original packaging & tags
* Attach gift receipt for easier return
Energy Saving:
* Programmable thermostat
* Solar or LED yard lights
* Bicycle, accessories or bike trailer
* Fluorescent light bulbs
Waste Reducing:
* Gift cards-try local shops first!
* Durable toys made of wood
* Solar watch
* Rechargeable batteries for toys
* Durable, quality hand tools or rechargeable tools
* Gift basket with nontoxic household cleaners
* Cloth shopping bags, placemats, napkins, facial rounds, aprons
* Donation to nonprofits in their name
* Gifts from antique stores, estate sales, or flea markets
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Centre Philosophy
Our vision for the children is to ensure they are happy, content and comfortable within their environment. To create a place where they can explore and feel safe. To provide a service where children want to attend and bond with educators and other children, as well as incorporate educational programs based on play and that furthers social skills, allows them to connect to their world and their community.
In relation to the children we will: At Cath's Kindy we believe that children are active in their own learning. They require play as well as daily life experiences that stimulate their areas of development and we offer opportunities which will engage the children in exploring and experimenting. Furthermore children need the chance to grow and develop in order to further their understanding and capabilities. We believe that a "child's abilities expand with sophistication of development" this correlates with Jean Piaget's theories of development. Children will have access to developmentally appropriate activities and resources designed to challenge their thinking and assist in their learning. We will promote healthy eating and lifestyle choices within our Munch N Move program.
As Educators we will:
At Cath's Kindy we acknowledge the cultural and linguistic skills and varied experiences of each child, family and staff. We display a sense of professionalism and pride in our centre while continually improving our knowledge base and our standard of care. As our passion is for children we advocate for the rights of the child as well as being a positive role model and provide responsive, reciprocal and respectful care and education, as well as encouraging children to learn through play. In doing so we provide opportunities for each child to learn in a positive play environment as we ensure children are achieving their full potential through a holistic approach. Cath's Kindy educators are supported to ensure professional development is maintained to keep up with best practice as well as ensuring job satisfaction.
In relation to the environment we will:
Provide an inclusive environment where all children are respected, nurtured and the environment allows the children to be involved learners. "Children are like sponges they want to soak up everything". We aim to provide an environment that is supportive, welcoming and responsive to their needs. We also aim to provide an environment that is both flexible for indoor and outdoor learning. We aim for our environment to be open, vibrant, engaging and stimulating for all children to be involved in. We will continue to educate children and families in regards to sustainability and we will continuously strive to become more eco-friendly. The Reggio Emilia approach to teaching young children emphasises the natural development of children as well as the close relationships that they share with their environment which is at the centre of its philosophy. Therefore, we recognise the importance of the learning environment at Cath's Kindy and strive to make it a valuable resource to a child's learning and their developmental growth.
In relation to the Community we will:
work collaboratively in partnership with the local community to extend and enhance knowledge for our educators, children and families. Our program will strongly identify and link with the local community to encompass and develop an awareness of our community and its surroundings. We will act as a resource for families by sharing, exchanging or linking them with information regarding other child care professionals available within the community At Cath's Kindy' we acknowledge that children and their families' are a part of and form the community as a whole. The diversity and variety within our community is valued and respected. As educators we seek to reflect the community ideals through our curriculum.
In relation to families we will:
The importance of the home and family will be recognised and ongoing communication and interaction between home and the centre will positively foster children's learning. We support the extension of home and family into our learning environments. All cultures and beliefs are encouraged and respected and will be embedded into our daily curriculum. We will continue to develop positive relationships and partnerships with families that are based on mutual trust and open communication. Furthermore we will encourage communication and the sharing of knowledge to further develop our understanding of their child and provide professional support if needed. We believe that all children and families deserve to be treated equally regardless of race, gender, culture, religion, sex, abilities or disabilities. By believing this in practice we will create a diverse environment within the centre of which children's attitudes towards others are shaped in a positive way. Our curriculum and teaching techniques will promote and respect individual differences.
* Code of Ethics
* Being, Belonging & Becoming-The Early Years Learning Framework for Australia (2009), Australian Govt. Department of Education, Employment and Workplace Relations for the Councils of Australian Government
* Introduction to Child Development Theories
Cath's Kindy
PRESCHOOL & EARLY YEARS LEARNING CENTRE
18 Douglas Park Drive, Wilton NSW 2571
Ph: 4630 8106 cathskindy.com.au | <urn:uuid:668e1e3d-acad-4334-878a-5fc987239981> | CC-MAIN-2020-16 | https://cathskindy.com.au/wp-content/uploads/2018/04/Caths-Kindy-Centre-Philosophy.pdf | 2020-03-28T07:49:02+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370490497.6/warc/CC-MAIN-20200328074047-20200328104047-00543.warc.gz | 416,209,733 | 974 | eng_Latn | eng_Latn | 0.910919 | eng_Latn | 0.997542 | [
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Crossword Puzzle Unit 3 1 1 Core Technologies
Kindle File Format Crossword Puzzle Unit 3 1 1 Core Technologies
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Crossword Puzzle Unit 3 1
Crossword Puzzle - Unit 3.1.1 Core Technologies
Mix and Match - Unit 311 Core Technologies Name:_____ Class:_____ Date:_____ Fill in the blank with the letter next to the word that best completes the sentence 1 _____ technology is technology of using, adapting, and altering organisms and a Optical biological processes for a desired outcome 2
Kathryn J. Tomlin - Affiliated Rehab
Kathryn J Tomlin, MS, CCC-SLP, has been working with individuals with language and cognitive impairments since 1980 The exercises and techniques in this …
5th Grade Crossword - K5 Learning
5th Grade Crossword Grade 5 Spelling Worksheet Using the Across and Down clues, write the spelling words in the numbered grid below 1 T R A N S F 2 E R R I N G X 3 S 4 E Q U I P P I N G P E I L 5 T N L E N 6 R E G R E T T I N G L I N L N 7 F O R G E T T I N G N 8 S T O P P I N G ACROSS 1 moving from one place to another 4 supplying with the
Food Pyramid Mini Puzzle Unit - inallyoudo.net
1PY2V3GRAINS4BREADAG5MI6LKEIO7F8MEATSDL9CRA 10F L H U 11B R O C C O L I I 12D A I R Y L O P C T E D O K 13S W E E T S 14A P P L E N Across 3 bread, cereal, rice 4 sliced for sandwiches 5 white liquid from a cow or goat 8 eggs, fish, peanuts
Answer Key to World English 3 Workbook Reading and ...
Answer Key to World English 3 Workbook Reading and Crossword Puzzle Exercises 1 Unit 1 Page 13 A 1 a 2 c 3 b 4 a 5 c 6 b Page 14 A Across Vocab Crossword Puzzle Solution - PowerScore Test Preparation
Vocabulary Crossword Puzzle Solution Across 1 Worn out* 6 Blemish or disfigure* 9 What a divorcing spouse gets 13 1 Glass containers 2 Help a
criminal 3 Wife of a knight 4 Words following lists 5 Distribute* 6 Vocab Crossword Puzzle Solutionindd
crossword puzzles - State
crossword puzzles in this section are graded into the categories of easy and challenging, based upon the difficulty of the words required for completion Teaching techniques Working with a classmate, students can share their knowledge of English in solving the various vocabulary or …
5th Grade Matching Words Crossword #1 - K5 Learning
5th Grade Matching Words Crossword #1 Grade 5 Vocabulary Worksheet 1 Using the Across and Down clues, write the matching words in the numbered grid below 1 R E F 2 U S E 3 B N 4 T 5 P A N I C K E D 6 W 7 M U S I C A L W O S U 8 A P P E A R U G R T A H 9 P R O M I S E 10 H E A L T H T ACROSS 1 decline 5 distressed 7 melodious 8 visible 9
UNIT 4 Crossword Puzzle - Eslflow
31 UNIT 4 Crossword Puzzle 1 3 4 7 8 9 10 11 13 12 2 5 6 S O F A 3 5 7 8 11 12 13 1 2 4 6 9 10 Across Down bed cabinet dresser lamp microwave portersciencerosepark.weebly.com
1 A place with equipment that people use to perform science 2 A specific measurement for a given variable such as mass or volume 3 The basic metric unit for length 5 To study a subject and learn more about it 6 The metric unit of volume in a liquid or gas 8
Geography Crossword Puzzle - tlsbooks.com
Geography Crossword Puzzle 1 What state is south of Georgia? 3 Is Missouri north or south of Arkansas? 2 What state is bordered by Alabama,
Tennessee, Arkansas, and Louisiana? 5 Which northwestern state borders Idaho and Oregon? 4 What is the smallest state south of Massachusetts? 7
DNA Crossword Puzzle - josephminato.com
dna crossword puzzle name _____ class _____ date _____ 1t 2p h h 3c y t o s i n e 4n m s u 5s i p c u 6a n h l g m 7d e a e a i o t 8n i t r o 9g e n o u s b a s e c u o b a 10d n a a l 11a c 12n u c l e o t i d e 13p r o t e i n i i h e d n d e n e s l i i n x e
LIT ERARY CROSSWO RD PUZZLE - Prestwick House
li terary crossword puzzle answer key l 1 b 2 a m 3 i c r o c o s m 4 o g e e a s 5 c 6 n 7 o n e c 8 a s t l e h o o t p 9 i l o t a n h 10 u n t i n g n s 11 a m n
Unit 5 Crossword Puzzle - Matthew Caggia
(Unit 5) Coming of the Civil War name: _____ across 1) system of routes along 3) favoring the interests of native-born people over the extension of slavery into US territories 10) the formal withdrawal of a state from the Union Title: Microsoft Word - Unit 5 Crossword Puzzledocx
Unit 2 Crossword - Education World
Unit 2 Crossword Across The antonym of 3 sold 6 haphazardly 7 destroyed 9 sell 10 release 11 mature 12 top 14 died 15 went 16 uncaring Down The antonym of 1 neither 2 smooth 4 inactive 5 harmonize 6 vegetarian 8 fixed 10 same 11 alien 13 dirty 14 timid Directions: Fill in the crossword puzzle with the antonyms of
Name Date Unit 5: Latin America Study Guide
Answer Key: Key # 1 - 292061 Unit 5: Latin America Study Guide Complete the crossword puzzle 12P A R A N A P A R A G U A Y U R U G U A Y 11A T A C A M A D E S E R T 2O I L A N D N A T U R A L G
Antonyms Crossword Puzzle - tlsbooks.com
Complete the puzzle with the antonyms Across 2 The veterinarian said our turtle was very healthy 5 The audience was very rude 8 We were happy when our friend moved away 9 Please do not walk in the auditorium 10 The speaker was very dull Down 1 I prefer the dark colored shirt 3 Please close the door when you leave 4
Fill in the crossword puzzle by using the clues.
Mix and Match - 511 Energy and Power Name:_____ Class:_____ Date:_____ Fill in the blank with the letter next to the word that best completes the sentence 1 Advancements in the processing and controlling of _____ a Renewable resources have been an enabling factor in …
Unit 14: Renal System: Crossword Puzzle - s3-eu-west-1 ...
1 Filtration of waste material via blood 3 Paralysis of the bladder 5 Low blood sodium 8 To fix the kidney in place 10 NH3, nitrogen waste, toxic to brain 11 Blood Urea Nitrogen, initial set 13 Instrument to look into the bladder 14 Pus in the urine 15 Kidney tumor 16 Scant urination 19 Urination at night 21 Outer zone of the kidney
METRIC CROSSWORD PUZZLE - University of South Carolina
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SOLDIERS NAMES ADDED TO DORCHESTER WAR MEMORIAL AFTER 92 YEARS AT CEREMONY IN DORCHESTER
By Brian Bates
On 16th July, at noon, a group of about 30 people assembled around Dorchester's main war memorial, at the junction of South Street and South Walks to commemorate two soldiers of the Great War, whose names had just been added to the town's Great War Roll of Honour. There followed a ceremony, attended by The Mayor of Dorchester, representatives of the British Legion, the Royal Naval Association and the Dorsets Veterans' Association. We were also fortunate enough to have Major Matt McDonald, of the Canadian army, who was representing the people of Canada. Our esteemed secretary, Judy, and member Robert represented the Dorset & South Wiltshire Branch WFA. We also had three serving members of 4 Rifles present, one of whom was a relative of one of the soldiers being remembered. Other relatives and members of the public also attended. The two men being remembered that day fought and died with the Canadian Expeditionary Force (CEF), hence the presence of the Canadian officer.
The ceremony commenced with a short introduction by me explaining how Canada came into the war and a summary of the major operations her troops were involved in. I also quoted something said by a French Canadian on our declaration of war on Germany:
"It is our duty to let Great Britain know and to let the friends and foes of Great Britain know that there is in Canada but one mind and one heart and that all Canadians are behind the Mother Country."
Next, relatives of the fallen gave biographies of each man, followed by a prayer. Then came the exhortation, followed by 'last post' and 'reveille,' played by a trumpeter from the Light Cavalry Band, Bovington Camp. We were treated to an excellent rendition of the Royal Armoured Corps version, which I had not heard before. Finally, there was the laying of the wreaths, before we made a hasty retreat out of the blazing sunshine, for refreshments in the United Church.
This event all began some six months ago, when a lady from Sherborne phoned me to say that she had read my book, 'Dorchester Remembers the Great war,' and wondered why her relative, George Quinton, was not shown on any of our town's memorials. I suggested that she get in touch with the Town Council to see if they would be prepared to add him to the list. In response to a request from the town clerk, I researched George's eligibility and found that he had as much right to be on there as any other person, and more right than some.
I happened to mention what I was doing to a relative of two other soldiers who appear in my book and he immediately chirped up with, 'well, in that case, I think Charlie Cutt should be on there, too.' So, we went through the same procedures and finally ended up with a new plaque, containing the two names and the ceremony. Details of Charlie and George are as follows:
Pte GEORGE QUINTON - 491179
George was born in Devizes on 11 November, 1896, the son of Mr H and Mrs E Quinton. In 1914 he was visiting his brother James, in Ontario Canada when, instead of returning to the UK he decided to join the Canadian forces. He enlisted in London, Ontario, on 25 May, 1915, giving his occupation as farmer. He embarked for England on 17 March, 1916 and arrived on the 23rd. He joined the 1st Btn CEF in France on 23 July, 1916, a month after gaining his good conduct stripe. George remained with the 1st Btn until he joined the ranks of the 3rd Canadian Tunnelling Coy, on 27 January, 1917, which was operating near the river Lys at the time.
On 17 September, 1917 the Tunnellers were building dugouts at Mount Sorrell, on the Ypres-Menin Rd, when an enemy shell landed, killing George. He was buried by the roadside at Clapham Junction but has no known grave. Presumably it was either destroyed or just not found. His name appears on the Menin Gate memorial. Although George never appeared on any Dorchester war memorials his death was recorded in All Saints Church newsletter. At the time of his death his parents were living at 42 Tilley's Buildings, Dorchester.
Cpl CHARLES CUTT - 180027
Charles Cutt was born at Upwey, near Weymouth, on 30 October, 1896. He was related to the Parsons family, the well known purveyors of tea, coffee and groceries, in Dorchester. The shop remained in the town for over one hundred years and many a Durnovarian has been delighted by the wonderful aroma of roasting coffee that emanated from the open door of their shop in High East Street. It is now a Turkish take-away.
Charles, or Charlie as he was more commonly called emigrated to Canada with his parents. The family lived in Victoria, British Columbia and he worked as a baker. On 15 December, 1915 Charlie was enlisted into the 88th Btn (Victoria Fusiliers). After initial training he arrived in England on 8 June, 1916, where he was transferred to the 30th Reserve Btn for the rest of his training. On completion
Charlie made the journey across the Channel and joined the 47th Btn in the field, on 20 August.
On 13 April, 1917, the battalion commander wrote the following in the war diary, whilst in trenches at Vimy Ridge:
'Splendid day, snow nearly all gone - state of ground on ridge very bad - Several enemy observation balloons up - our aeroplanes very active - intermittent shelling of ridge by enemy's heavies.'
He then went on to list the service numbers of 21 men including Charlie who had been Killed in Action that day. Charlie was buried in Lievin Communal Cemetery Extension. Lievin is a small town 3.5 kilometres west of Lens. The cemetery is on the south west side of the town on the road to Givenchy-en-Gohelle
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Comparison of AC v8.4 to v9.0
Years 9–10 band (P–10 Sequence): Languages/Japanese
Note:
* the key applies to the content descriptions only
* v8.4 content descriptions may have been reordered to align with v9.0 content descriptions.
Version 8.4
Achievement standard
By the end of Year 10, students use Japanese to share information, experiences and views related to their social worlds using rehearsed and spontaneous language. They use correct pronunciation, including that of borrowed words, and adopt appropriate rhythm and phrasing to allow for others' use of あいづち. They ask and respond to questions, elaborating responses by providing reasons or explanations, using a range of adjectives and adverbs such as ぜんぜん or かな
り
. Students begin to use plain form to communicate with their peers. They use kanji to read and write verbs, for example,
思います、来ます、聞きます、食べ
ます、 飲
の
みます, nouns, for example,新聞、 会話かいわ,外国語
がいこくご
and adjectives, for example, 早い、上手な、 下手 へた な . Students extract, analyse and evaluate information from extended spoken, written and multimodal texts, such as films, blogs, brochures, itineraries and journals. They predict the meaning of unfamiliar words and expressions from context, grammatical knowledge and familiar kanji, and by drawing on their knowledge of textual characteristics and features. Students produce informative and imaginative texts, appropriate to audience and purpose, using the て form and plain form to express preferences, permission and prohibition and to describe past experiences. They build cohesion and complexity in written texts by using conjunctions, such as ですか ら、けれども , and indicate frequency by using a range of intensifiers, for example, よく、たいてい . Students discriminate appropriately in their use of kanji, hiragana and katakana. They translate and interpret texts, explaining words and expressions that are difficult to translate or that have embedded cultural meanings, such as にゅうがくしき、おぼん、サラリーマン . They discuss elements of interaction in Japanese, such as the importance and use of あいづち in meaning-making. They make connections and comparisons between their own and others' culturally shaped perspectives, reflecting on the influence of perspectives on intercultural communication.
Students understand the functions of the different scripts within text, for example, hiragana for grammatical elements; katakana for borrowed words and some onomatopoeia; and kanji for nouns, verbs, adjectives and some adverbs. They distinguish, for example, between おくりがな and ふりがな, and understand the concept of おん / くん readings. They identify multiple readings of kanji, and begin to use kanji radicals as a tool for indicating meaning. Students use the て form and plain form verbs as a basis for grammar conjugations. They use metalanguage to describe and compare language features and rules of sentence construction. Students choose です / ます or plain form based on age, relationship, familiarity and context. They identify hybrid terms that combine Japanese and English, such as コピペ、オーガナイズする、ダンスする . They
explain how key Japanese cultural values such as community, 内 うち / 外 そと and humility, いいえ、まだです。, and consideration of others are reflected in language and behaviours.
| Strands | Content descriptions | Content descriptions | Sub- strands | Strands |
|---|---|---|---|---|
| Communicating | engage in discussions and comparisons of young people's interests, activities and lifestyles [Key concepts: perspectives, relationships, youth culture, social practices; Key processes: discussing, describing, reciprocating] ACLJAC181 | initiate, sustain and extend exchanges in familiar and unfamiliar contexts related to students’ own and others’ experiences of the world, adjusting their language in response to others AC9LJ10C01 | Interacting in Japanese | Communicating meaning in Japanese |
| | collaborate, plan and manage activities, events or experiences, such as hosting a Japanese class or visitor, going to a restaurant, or preparing for a real or virtual event, trip or excursion [Key concepts: collaboration, intercultural experience, active learning; Key processes: planning, cooperating, rehearsing, mediating] ACLJAC182 | contribute to discussions that involve diverse views to negotiate outcomes, address issues and compare experiences AC9LJ10C02 | | |
| | analyse ideas presented in a range of texts, identifying context, purpose and intended audience [Key concepts: register, standpoint, representation, themes; Key processes: scanning, summarising, comparing, analysing] ACLJAC184 | evaluate and synthesise information, ideas and perspectives in a broad range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience AC9LJ10C03 | Mediating meaning in and between languages | |
Version 9.0
Achievement standard
By the end of Year 10, students contribute to and extend interactions in Japanese language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by evaluating and synthesising information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language devices to enhance meaning and cohesion. They select and use combinations of kana and a range of kanji appropriate to context.
Students incorporate features, conventions and phrasing patterns of spoken Japanese in informal and formal speech, to extend fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of scripts, language structures and features, to make and predict meaning. They identify multiple readings of familiar kanji in different compounds. They support analysis of Japanese texts using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning Japanese, to evaluate how this learning influences their ideas and ways of communicating.
Note:
* the key applies to the content descriptions only
* v8.4 content descriptions may have been reordered to align with v9.0 content descriptions.
Version 8.4
Version 9.0
| | analyse variations in language use that reflect different social and cultural contexts, purposes and relationships うち そと [Key concepts: 内/ 外, respect, social relations, variation, register; Key processes: selecting, applying, comparing, evaluating] ACLJAU196 | | |
|---|---|---|---|
| | identify how expressive and imaginative texts create humorous, emotional or aesthetic effects that reflect cultural values or experiences [Key concepts: humour, emotion, effects, culture; Key processes: interpreting, evaluating, analysing, comparing] ACLJAC186 | | |
| | present different types of information for specific purposes and contexts using appropriate formats and styles of presentation [Key concepts: social media, promotional material; Key processes: composing, selecting, editing, presenting] ACLJAC185 | create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures, a range of features and conventions to engage different audiences, and using combinations of kana and a range of kanji appropriate to context AC9LJ10C05 | Creating text in Japanese |
| | create a variety of imaginative texts to express ideas, attitudes and values that suggest intercultural comparisons [Key concepts: imagination, stimulus, context, values; Key processes: adapting, creating, interpreting, expressing, engaging, performing] ACLJAC187 | | |
| | create bilingual texts in Japanese and English for a range of communicative and informative purposes, incorporating oral, written and visual elements [Key concepts: bilingual learning resources, bicultural contexts; Key processes: classifying, translating, glossing, referencing, mediating] ACLJAC189 | | |
| | monitor language choices when using Japanese and take responsibility for modifying language and behaviours to assist intercultural communication [Key concepts: reciprocity, intercultural experience; Key processes: reflecting, evaluating, exemplifying, comparing] ACLJAC190 | | |
| | reflect on cultural differences between Japanese- and English- language communication styles and on how these affect intercultural interactions [Key concepts: identity, culture, communication; Key processes: comparing, analysing, evaluating, profiling] ACLJAC191 | | |
| Understanding | understand intonation and phrasing patterns in both informal and formal speech, and recognise multiple readings of familiar kanji in different compounds [Key concepts: phrasing, intonation, variation, meaning; Key processes: identifying, discriminating] ACLJAU192 | apply features, conventions and phrasing patterns of spoken Japanese in both informal and formal speech to extend fluency in responding to and creating texts in familiar and unfamiliar contexts, and recognise multiple readings of familiar kanji in different compounds AC9LJ10U01 | Understanding systems of language |
| | use knowledge of familiar kanji to predict meaning of unknown words [Key concepts: script conventions, kanji readings, radicals; Key processes: recognising, discriminating, writing, decoding] ACLJAU193 | apply knowledge of grammatical and writing systems to predict meaning and compose texts that contain some structures and ideas AC9LJ10U02 | |
| | understand how sophistication in expression can be achieved by the use of a variety of verb and adjective conjugations [Key concepts: metalanguage, plain form, て form conjugation, word functions; Key processes: identifying, defining, classifying, sequencing] ACLJAU194 | | |
| | identify, analyse and compare textual features and conventions that characterise social and informative media in Japanese and English [Key concepts: textual conventions, language features, cohesion; Key processes: comparing, analysing, identifying] ACLJAU195 | reflect on and evaluate Japanese texts, using metalanguage to analyse language structures and features AC9LJ10U03 | |
| | develop language to reflect on the experience of learning and using Japanese [Key concepts: metalanguage, reflection, review; Key processes: expressing, analysing, comparing, evaluating] ACLJAC183 | | |
| | investigate changes to Japanese and other languages and cultures, identifying factors such as education, media and new technologies, popular culture and intercultural exchange [Key concepts: globalisation, exchange, influence, contemporary culture, language revival/reclamation; Key processes: mapping, classifying, analysing, reviewing] ACLJAU197 | | Understanding the interrelationship of language and culture |
Comparison of AC v8.4 to v9.0
Queensland Curriculum & Assessment Authority
Page of 3
2
Years 9–10 band (P–10 Sequence): Languages/Japanese
September 2022
Note:
* the key applies to the content descriptions only
* v8.4 content descriptions may have been reordered to align with v9.0 content descriptions.
| Version 8.4 | | | Version 9.0 |
|---|---|---|---|
| | understand that the Japanese language carries embedded cultural information and assumptions that can be difficult for speakers of other languages to interpret [Key concepts: intercultural exchange, meaning, reciprocity, values; Key processes: analysing, questioning, discussing] ACLJAU198 | | |
| | | reflect on and evaluate how identity is shaped by language(s), culture(s), beliefs, attitudes and values and how these affect ways of communicating AC9LJ10U04 | |
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Unless otherwise indicated, material from Australian Curriculum is © ACARA 2010–present, licensed under CC BY 4.0. For the latest information and additional terms of use, please check the Australian Curriculum website and its copyright notice.
Comparison of AC v8.4 to v9.0
Queensland Curriculum & Assessment Authority
Page of 3
3
Years 9–10 band (P–10 Sequence): Languages/Japanese
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Comparison of AC v8.4 to v9.0
Years 5–6 band: Languages/French
Note:
* the key applies to the content descriptions only
* v8.4 content descriptions may have been reordered to align with v9.0 content descriptions.
Version 8.4
Achievement standard
By the end of Year 6, students use written and spoken French for classroom interactions and transactions, and to exchange personal ideas, experiences and feelings. They ask and answer questions in complete sentences in familiar contexts (For example, Est-ce que je peux … ? Tu peux..… ?), using appropriate pronunciation, intonation and non-verbal communication strategies. They use appropriate forms of address for different audiences, such as tu forms with friends and family members, and vous for teachers and other adults or when more than one person is involved. They gather and compare information from a range of texts. They identify key points and supporting details when reading and listening, and interpret and translate short community texts such as signs or notices. They create connected texts such as descriptions, conversations and picture books, using structured models and processes of drafting and re-drafting. They convey information in different formats to suit specific audiences and contexts. Students use present tense verb forms, conjunctions and connectives (such as et, mais, parce que, plus tard, maintenant), positive and negative statements (such as j'ai trois amis, je n'ai plus d'amis), and adverbs such as très, aussi, beaucoup, un peu and lentement. They recognise and use with support verb forms such as le futur proche (je vais + l'infinitif) and le passé composé (j'ai + regular forms of past participle) as set phrases. They identify l'imparfait when reading (for example, c'était, il était). They use possessive pronouns and adjectives with modelling and support, and prepositions to mark time and place (such as avant, après, devant, derrière).
Version 9.0
Achievement standard
By the end of Year 6, students initiate and use strategies to maintain interactions in French language that are related to their immediate environment. They use appropriate sound combinations, intonation and rhythm in spoken texts. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas and preferences. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in French or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a variety of vocabulary and sentence structures to suit context. They sequence information and ideas, and use conventions appropriate to text type.
Students apply rules for pronunciation and intonation, spelling and punctuation, and modelled structures, when creating and responding in French. They compare language structures and features in French and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.
Students identify differences between spoken and written forms of French, comparing them with English and other known languages. They identify differences in commonly-used text types (for example, greetings, instructions and menus), commenting on differences in language features and text structures. They use metalanguage for language explanation (for example, formal and informal language, body language) and for reflecting on the experience of French language and culture learning. They identify relationships between parts of words (such as suffixes, prefixes) and stems of words (for example, préparer, préparation; le marché, le supermarché, l'hypermarché). Students make comparisons between French and their own language and culture, drawing from texts which relate to familiar routines and daily life (such as la vie scolaire, la famille, les courses, les loisirs, la cuisine). They explain to others French terms and expressions that reflect cultural practices (for example, bon appétit, bonne fête). They reflect on their own cultural identity in light of their experience of learning French, explaining how their ideas and ways of communicating are influenced by their membership of cultural groups.
| Strands | Content descriptions | Content descriptions | Sub- strands |
|---|---|---|---|
| | interact using descriptive and expressive language to share ideas, relate experiences and express feelings such as concern or sympathy [Key concepts: communication, exchange, interests; Key processes: expressing, comparing, socialising] ACLFRC037 | initiate and sustain modelled exchanges in familiar contexts related to students’ personal world and school environment AC9LF6C01 | Interacting in French |
| | use questions, statements and responses to participate in learning activities, to indicate understanding and to monitor learning [Key concepts: mindful learning, process, outcome; Key processes: discussing, planning, monitoring, reflecting] ACLFRC039 | | |
| | participate in guided tasks such as organising displays, developing projects or budgeting for events [Key concepts: task, collaboration, budget; Key processes: planning, organising, budgeting] ACLFRC038 | participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas AC9LF6C02 | |
| | share responses to characters, events and ideas in texts such as stories, cartoons or films, making connections with own experience and feelings [Key concepts: character, plot, imagination, feelings; Key processes: interpreting, expressing, comparing] ACLFRC042 | | |
| | gather and compare information from a range of sources relating to social and cultural worlds [Key concepts; environment, communication, social behaviours; Key processes: researching, reading, listening, collating, evaluating] ACLFRC040 | | |
| | convey information and ideas in different formats to suit specific audiences and contexts [Key concepts: content, audience, purpose; Key processes: organising, comparing, selecting] ACLFRC041 | | |
Note:
* the key applies to the content descriptions only
* v8.4 content descriptions may have been reordered to align with v9.0 content descriptions.
| | Version 8.4 | | | Version 9.0 | | |
|---|---|---|---|---|---|---|
| | | translate simple texts from French to English and vice versa, noticing which words or phrases require interpretation or explanation [Key concepts: meaning, translation, word borrowing; Key processes: comparing, interpreting, translating] ACLFRC044 | apply strategies to interpret and convey meaning in French language in familiar non-verbal, spoken and written cultural contexts AC9LF6C04 | | | |
| | | create own bilingual texts and learning resources such as displays, websites, newsletters or word banks [Key concepts: bilingualism, word borrowing, meaning; Key processes: identifying, classifying, selecting, explaining] ACLFRC045 | create and present a range of informative and imaginative spoken, written and multimodal texts using a variety of modelled sentence structures to sequence information and ideas, and conventions appropriate to text type AC9LF6C05 | | | |
| Understanding | | recognise and apply features of intonation, pronunciation and writing conventions used in different types of texts and contexts [Key concepts: listening discrimination, accuracy, fluency; Key processes: listening, reading, recognising] ACLFRF048 | apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases AC9LF6U01 | | Understanding systems of language | Understanding language and culture |
| | | develop knowledge of grammatical elements such as tenses, and combine them with an increasing range of nouns, adjectives and adverbs to construct simple statements, questions and exclamations [Key concepts: grammatical rules, patterns, exceptions; Key processes: classifying, discriminating, vocabulary building] ACLFRF049 | use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts using appropriate punctuation and textual conventions AC9LF6U02 | | | |
| | | understand that language is used differently in different contexts and situations [Key concepts: language, identity, culture, context; Key processes: observing, comparing, analysing, explaining] ACLFRF051 | | | | |
| | | understand how different French texts use language in ways that create different effects and suit different audiences [Key concepts: genre, structure, audience, sequencing; Key processes: comparing, noticing, explaining] ACLFRF050 | compare some French language structures and features with those of English, using some familiar metalanguage AC9LF6U03 | | | |
| | | compare ways of communicating in Australian and French-speaking contexts, and identify ways that culture influences language use [Key concepts: difference, language, culture; Key processes: noticing, reflecting, describing] ACLFRC046 | | | | |
| | | understand that there are different forms of spoken and written French used in different contexts within France and in other regions of the world [Key concepts: diversity, creoles, dialects, accents; Key processes: mapping, comparing, distinguishing] ACLFRF053 | recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and verbal communication AC9LF6U04 | | Understanding the interrelationship of language and culture | |
| | | reflect on how ways of using language are shaped by communities’ ways of thinking and behaving and may be differently interpreted by others [Key concepts: cultures, norms, perspectives; Key processes: reflecting, observing, comparing] ACLFRF054 | | | | |
| | | reflect on aspects of own identity and language use, for example, by creating personal or group profiles or portfolios [Key concepts: identity, community, bilingualism; Key processes: identifying, presenting, explaining] ACLFRC047 | | | | |
| | | understand that the French language is constantly changing due to contact with other languages and to the impact of new technologies and knowledge [Key concepts: language contact, word borrowing, digital media; Key processes: observing, identifying, classifying] ACLFRF052 | | | | |
© State of Queensland (QCAA) 2022
Licence: https://creativecommons.org/licenses/by/4.0 | Copyright notice: www.qcaa.qld.edu.au/copyright — lists the full terms and conditions, which specify certain exceptions to the licence. | Attribution (include the link): © State of Queensland (QCAA) 2022 www.qcaa.qld.edu.au/copyright.
Unless otherwise indicated, material from Australian Curriculum is © ACARA 2010–present, licensed under CC BY 4.0. For the latest information and additional terms of use, please check the Australian Curriculum website and its copyright notice.
Comparison of AC v8.4 to v9.0
Queensland Curriculum & Assessment Authority
Page of 2
2
Years 5–6: Languages/French
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J.Wightman Headteacher
St Philip Westbrook C of E Aided Primary School
Reception Newsletter – 6 th October 2017
Language
We are enjoying learning lots of new things about the children through our project, 'All About Me'. This week we have begun to think about where we live and our local area. The children have drawn and labelled pictures of their homes using the sounds they could hear and have enjoyed describing familiar landmarks close to our school. Next week we will be thinking about what we would like to be when we grow up. This will be launched on Monday with our 'Career Day'. The children will be writing about their chosen professions, listening carefully to the sounds that they can hear in the words.
Maths
This week we have been practising forming our numerals correctly in a range of ways. We used play-dough, string and lolly sticks to make the correct number shapes and are working hard to ensure they always face the right way round. On the reverse of this sheet is a copy of the formation rhymes we have been using with the children. Please continue to practise these at home. Next week we will be assessing the children's ability to recognise and order numbers, as well as beginning to combine amounts to solve simple addition problems.
Reading
Thank you to everyone who attended our Reading Meeting today. We hope that it provided you with a useful insight into the ways in which we teach the children to read. Please continue to read at least 3 times a week with your child and record the details in their reading record books. The guided reading books are not sent home but children are invited to choose an independent read from our reading corner. These books can be changed by children independently whenever they wish. If your child is forgetting to change their reading book, please let a member of the team know. Please also ensure that reading record books are brought to school every day.
Phonics
The children are enjoying participating in our phonics lessons and have impressed us with their improved pronunciation and recognition of these sounds in their reading books. Each week we will be sending home a phonics bookmark containing the letter sounds we have practised that week. On the reverse of the bookmark is a collection of words for children to practise blending using these sounds. Some weeks these words may not be real words, but silly 'made up' words. Can the children recognise which words are real and which are not? For guidance on how to pronounce the pure sounds visit http://www.ruthmiskin.com/en/resources/tag/phonics/
PE
The children are now getting fully changed into their PE kits for our lessons. Please ensure that all items of clothing are clearly named as we have already had a few incidences of muddled up clothing! Also, please continue to encourage children to be more independent when getting themselves dressed and changed at home.
How have I changed?
In a couple of weeks we will be exploring how we have changed since we were babies. If you have any baby photos of your child that you are happy to be shared in school, please send them in. All photographs will be returned!
Career Day
On Monday 9 th October we will be having a 'Career Day' in Reception. On this day children are invited to come to school dressed in a way that reflects their hopes and dreams for the future. We will also be welcoming visitors to the classrooms throughout the course of the week to talk to the children about their professions. One of our visitors will be bringing a dog with her to school. If your child has any pet allergies or worries then please let a member of the team know.
Thanks for your continued support,
The Reception Team
St Philip's Centre District Centre Westbrook Warrington WA5 8UE
Tel: 01925 445391
Fax: 01925 411759
St Philip Westbrook C of E Aided Primary School
St Philip's Centre District Centre Westbrook Warrington WA5 8UE
Tel: 01925 445391
J.Wightman Headteacher
Fax: 01925 411759
Number Formation Rhymes
| 1 | Number one is like a stick; a straight line that is very quick. |
|---|---|
| 2 | For number two go right around, then make a line across the ground. |
| 3 | Go around, what will it be? Go around again to make a three. |
| 4 | Down, across and down some more, that’s the way to make a four. |
| 5 | Go down, around and then don’t stop! Finish the five with a line on top. |
| 6 | Make a curve, then make a loop. There are no tricks to make a six! |
| 7 | Across the sky and down from Heaven, that’s the way to make a seven. |
| 8 | Make a ‘s’ and then don’t wait, go up again to make an eight. |
| 9 | Make a loop and then a line, that’s the way to make a nine. |
| 10 | A straight line down then around with your pen, that’s the way to make a ten. | | <urn:uuid:f8e4a9f2-314a-4636-a93a-ced41f4d27a1> | CC-MAIN-2024-38 | https://stphilipwestbrook.co.uk/wp-content/uploads/2017/08/6th-October-Newsletter.pdf | 2024-09-09T01:19:18+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651053.52/warc/CC-MAIN-20240909004517-20240909034517-00780.warc.gz | 535,552,848 | 1,071 | eng_Latn | eng_Latn | 0.853386 | eng_Latn | 0.99913 | [
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Learn about asthma and how you can manage it.
What is Asthma?
Asthma is a disease that affects your lungs. It causes wheezing, breathlessness, chest tightness, and coughing at night or early in the morning. If you have asthma, it can get better for a while and then worse. That's because you have it all the time.
What Causes Asthma?
It is unknown what causes asthma. Sometimes it is caused by a specific trigger such as inhaling certain things in the air, like pollen. If someone in your family has asthma, then you are more likely to have it too.
People of all races, ages, and genders may be affected by asthma. People in every region of the U.S. have asthma.
However, asthma impacts everyone differently. The best thing to do is talk to your doctor. Together you can develop a plan that works for you.
How Do You Know If You Have Asthma?
Go to your doctor. Have your doctor check for allergies and how well your lungs work. Your doctor will ask you about the following:
* Are your breathing problems worse after physical activity or at certain times of the year?
* Do you cough a lot, especially at night?
* Do you have chest tightness, wheezing or colds that last more than 10 days?
* Does anyone in your family have asthma, allergies, or other breathing problems?
SHP_20205803A MNM
Your doctor may do a lung test to find out how well your lungs are working. It is called spirometry. The test will measure how much air you breathe out after taking a very deep breath before and after using asthma medicine.
What Are Asthma Attacks?
People who have asthma can have an asthma attack. An asthma attack may include coughing, chest tightness, wheezing, and trouble breathing. During an asthma attack, the sides of the airways in your lungs swell and the airways shrink. Less air gets in and out of your lungs. Mucous that your body makes clogs up the airways.
An asthma attack can happen when you are exposed to "asthma triggers." Some of the most common triggers are tobacco smoke, dust mites, outdoor air pollution, cockroach allergen, pets, mold, smoke from burning wood or grass, and infections such as flu.
How Do I Control Asthma?
Schedule your annual well care visit. Talk to your doctor about how often you need doctor's visits.
* Stay away from things that can trigger an attack.
* Your doctor may prescribe medicine. Take it exactly how your doctor tells you, even if you do not have symptoms.
* Make your own asthma action plan. Write down how you will manage your asthma both routinely and during an attack.
Source: National Center for Environmental Health
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Terms
Illusion:
something that produces a false impression of reality
Misdirection:
focusing attention on one thing in order to distract attention from another
Perspective:
the way objects appear to the eye
Levitate:
to float in air
Center of Gravity:
the point where the effect of gravity on an
object is equal
Magnetism:
the invisible force that causes items to attract or repel
each other
Attract:
to come together
Repel:
to push apart
Mirror:
an object with at least one reflective surface
Mirror Image:
the image seen when looking into a mirror
Plane Mirror:
a mirror with a flat surface. Most common type of mirror Reflection:
the bouncing of light from a surface
Refraction:
the change in direction of light as it moves from one transparent
substance to another
Matter:
anything that has mass and takes up space
Atom:
a tiny particle that all matter is made of
Molecule:
forms when atoms bond or link together.
Density: a term used to compare two substances that occupy the same amount of space but have different amounts of matter
Solution:
mixing two or more substances together (salt water)
Scientific Method:
the process used to prove or disprove a hypothesis using experimentation.
Hypothesis:
an educated guess about the results of an experiment you are going to perform
Experiment:
a procedure used to test a hypothesis or to make a discovery | <urn:uuid:efb65ed8-e9e1-4f3c-b5d2-89b17c37d598> | CC-MAIN-2024-38 | https://artsbridgega.org/wp-content/uploads/2019/07/SOM-Vocabulary.pdf | 2024-09-09T01:19:46+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651053.52/warc/CC-MAIN-20240909004517-20240909034517-00778.warc.gz | 82,143,130 | 315 | eng_Latn | eng_Latn | 0.996299 | eng_Latn | 0.996299 | [
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First Call: American Posters of World War I Poster Analysis Activity
1. What is your immediate emotional reaction upon seeing this poster?
________________________________________________________________________
2. Describe any symbols used in this poster and explain what you think the symbols represent. Are they dramatic? Uplifting? Patriotic? Religious?
________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
3. What is the main message(s) conveyed by the poster?
_______________________________________________________________________
4. Who do you think is the intended audience(s) (for ex. women, families, young men)?
________________________________________________________________________
5. Describe how the poster brings out the main message(s). Illustrations? Colors? Symbols? Words?
________________________________________________________________________ ________________________________________________________________________
6. After reviewing this poster, what do you think the U.S. Government hoped the intended audience would do?
________________________________________________________________________
7. In your opinion, is this an effective propaganda poster? Why or why not?
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University of Florida College of Education School of Teaching and Learning
Vocabulary Strategies Across Stages of Proficiency
Vocabulary is a critical topic regarding the education of ELLs. It cuts across all four domains of language--reading, writing, speaking and listening, as well as all grade levels, all content areas and all levels of English language proficiency. One of the most important things we can do for our ELLs is provide comprehensive vocabulary instruction that blends direct instruction with incidental learning.
Direct Instruction
One of the most common strategies for teaching vocabulary is asking students to look up the definition of a word in a dictionary. There are a few problems with the definitional approach.
First of all, dictionary definitions are often not all that helpful, particularly for ELLs. Definitions do not typically teach students how to use a word. In fact, definitions alone teach us very little about how a word is actually used.
The point is not that the definitional approach should never be used. The point is that the definitional approach is not adequate by itself.
Context is not always as informative and helpful as we think it is either. Context may look quite helpful if one already knows the meaning of the word, but it doesn't always supply adequate information for the person who has no idea of what the word means.
For example, read the following sentence and determine the meaning of the underlined word.
* Although Mary is funny, her sister is morose.
Do you know the meaning of the underlined word using just the context of the sentence? Contrast is clearly involved but the exact nature of the contrast is only clear to someone who already knows the meaning of morose. The problem becomes obvious when we substitute other words for morose. No reason we couldn't substitute hysterical or boring for morose.
There is no question that learning from context is an important avenue of vocabulary growth, but students need more than just being told to look at the context of the sentence to figure it out.
Effective direct vocabulary instruction involves integrating new words with other knowledge students already have. In other words, it involves tying new words to familiar concepts and experiences.
Two vocabulary strategies that integrate new knowledge with prior knowledge include Semantic Maps and Semantic Feature Analysis.
Semantic Maps
Semantic maps are excellent tools for building vocabulary and activating background knowledge. The following YouTube video showcases a teacher talking about using semantic maps in his classroom.
https://www.youtube.com/watch?v=-GOIMPkhzJ4
Semantic Feature Analysis (SFA)
While semantic maps present a broad view of semantic relationships within a concept, SFA focuses on the finer relationships between and among words.
Like semantic maps, SFA draws on a reader's prior knowledge and stresses the relationship across words within a concept.
Unlike semantic maps, however, SFA explores how words differ from one another rather than how they are alike
Analyzing semantic features of a word helps ELLs master important concepts and has great potential for expanding their vocabulary
SFA works well for building general vocabulary, as well as content-specific vocabulary.
SFA Directions
Select a category or topic for the semantic feature analysis.
Provide students with key vocabulary words and important features related to the topic.
Vocabulary words should be listed down the left-hand column and the features of the topic across the top row of the chart.
Have students place a "+" sign in the matrix when a vocabulary word aligns with a particular feature of the topic. If the word does not align students may put a "–" in the grid. If students are unable to determine a relationship they may leave it blank.
Meaningful Use
Many encounters with a new word are necessary if direct vocabulary instruction is going to expand the lexicons of our students. Effective vocabulary instruction helps students use words in meaningful ways. The more deeply information is processed, the more likely it will be remembered. In other words, vocabulary instruction that makes students think about the meaning of a word and demands they do some meaningful processing of the word is more effective than instruction that does not.
Remember—there is a difference between knowing the meaning of a word and being able to use it. Knowing the definition does not always mean that the word will be used properly in a sentence.
One way to process words in a meaningful way is to design activities that require students to draw inferences. Look at the two items below. Which task requires students to draw an inference about the meaning of a word rather than simply recalling the meaning?
1. Gendarme means: 2. A gendarme is most likely to carry a:
A. bellboy
A. suitcase
B. policeman B. tray
C. waiter C. policeman
If you said item 2, you are correct. Item 1 simply asks students to recall the meaning of gendarme (a French policeman), while item 2 requires students to draw an inference.
Word Association Activities
The teacher says a familiar word and students respond with a closely related word selected from a group of words that have been taught.
For example, let's say students have learned the meaning of these four words: virtuoso, philanthropist, novice, and accomplice.
Students are then asked to associate or match familiar words with the new vocabulary words they learned.
If I say burglar, which word do you associate it with from the four previously learned words? That's right—accomplice
Sentence Completion Activities
Sentence completion activities help steer students in the direction of writing sentences that really use the meaning of the word instead of producing non-meaningful sentences like "I saw X yesterday."
Sentence completion activities are used after students have learned the target words. They are ideal for helping reinforce target vocabulary in a meaningful way.
For example, how can the following sentence be completed?
The accomplice was worried because__________________________________.
This stem steers students in the direction of using the word accomplice in a meaningful way.
Inferential Questions:
When father heard that Lisa ripped up Steve's letter from Steve, Father commended her for it.
What does father think of Steve?
Asking questions like this, requires students to engage in inferential thinking. It is only meaningful, however, after students have learned the meaning of target words
Word Sorts: Open and Closed
The object of word sorting is to group words into different categories by looking for shared features among their meanings.
Open sorts: no category or criterion for grouping is known in advance.
Look at the list of words below. What categories can you sort them into?
Tools, water, trees, minerals, machinery, wildlife, factories, tractors, labor, Buildings, power plants, typewriters
Closed Sorts: students are provided the category or criterion for sorting a group of words.
Notice that this word sort can be completed with either pictures or words depending on the English proficiency level of the student
Incidental Vocabulary Learning:
Incidental learning is the process of learning something without the intention of doing so. In terms of vocabulary acquisition, ELLs learn new words while watching television, listening to the radio, talking with a friend, and while independently reading, just to name a few. Incidental learning is one way of acquiring new words, but to maximize the chance of students acquiring vocabulary incidentally, we need to teach students about words.
For example, we can teach students about word parts given that a word usually has three parts: a root, a prefix and a suffix. It is in the root part of the word that the base element or basic meaning is contained.
A base word is a word in its simplest form. A base word has nothing added to it.
Happy, Do, Wonder & Color are all base words. Students can be taught to add prefixes and suffixes to base words to make new words.
Prefixes are added to the beginning of a base word. They change the meaning of the base word.
Un + happy = unhappy
```
Re + do = redo
```
Suffixes are added to the end of a base word. They change the meaning of the base word.
```
wonder + ful = wonderful color + ful = colorful
```
Selecting Words to Teach:
In the article "Choosing Words to Teach," the authors discuss principles for selecting which words to explicitly teach. Another article, "Selecting Vocabulary Words to Teach English Language Learners," offers specific guidance regarding ELLs. Both articles address Three Tiers of Vocabulary Words teacher need to consider. Definitions and examples regarding the three tiers of vocabulary are below, as well as links to the articles.
Tier 1 words consist of the most basic words — clock, baby, happy. Tier 1 words commonly appear in spoken language. Because they are heard frequently in numerous contexts and with nonverbal communication, Tier 1 words rarely require explicit instruction, except for beginning ELLs.
Tier 2 words are high-frequency words that occur across contexts. Examples include, hilarious, compare, contrast, despise, and endure. We get a lot of bang for our buck explicitly teaching Tier 2 words.
Tier 3 words are content specific words. They are not frequently used except in specific content areas or domains. Examples include isotope, lathe, perimeter, peninsula. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and should be integral to instruction of content.
http://www.readingrockets.org/article/choosing-words-teach http://www.colorincolorado.org/article/selecting-vocabulary-words-teach-
english-language-learners
Teach ELLs what to Do When They Come Across a Word They Don't Know:
1. Recognize that an unknown word has occurred.
2. Decide whether you need to understand it to understand the passage.
3. Attempt to infer the meaning of the word from the context surrounding it.
4. Attempt to infer the meaning looking for word parts.
5. Attempt to sound out the word and see if you come up with a word you know.
6. Turn to a dictionary, glossary, or another person for the meaning.
What Research Tells Us About Vocabulary Instruction
Closing the gap: Addressing the vocabulary needs of English language learners in bilingual and mainstream classrooms by Maria Carlo, Diane August, Barry McLaughlin, Catherine Snow, Cheryl Dresser, David Lippman, Teresa Lively and Claire White
Gaps in reading performance between Anglo and Latino children are associated with gaps in vocabulary knowledge. An intervention was designed to enhance fifth graders' academic vocabulary strategies that blends direct and indirect vocabulary instruction. More specifically, the meanings of academically useful words were taught with strategies for using information from context, from morphology, from knowledge about multiple meanings, and from cognates to infer word meaning. Among the principles underlying the intervention were that new words should be encountered in meaningful text, that native Spanish speakers should have access to the text's meaning through Spanish, that word should be encountered in varying contexts, and that word knowledge involves spelling, pronunciation, morphology, and syntax as well as depth of meaning.
Fifth graders in the intervention group showed greater growth than the comparison group on knowledge of the words taught, on depth of vocabulary knowledge, on understanding multiple meanings, and on reading comprehension. The intervention effects were as large for the English-language learners (ELLs) as for the English-only speakers (EOs), though the ELLs scored lower on all pre- and posttest measures. The results show the feasibility of improving comprehension outcomes for students in mixed ELL-EO classes, by teaching word analysis and vocabulary learning strategies
Additional Resources:
Welcome to Project DELTA's ESOL (English to Speakers of Other Languages) professional development videos. These videos are intended for teacher-educators in teacher education programs, either with infused content and/or stand-alone coursework in ESOL. The videos were designed in consideration of a two course, ESOL infused teacher education program model, such as the ProTeach program at the University of Florida. However, varied other teacher education programs, institutions of higher education, or local school district professional development (PD) programs in ESOL may find these videos useful to prepare teachers or to reinforce teacher learning in professional learning communities.
In Video 2 Segment 1,Sasha Abreu is a third grade, mainstream teacher who teaches in an inclusive classroom with students from diverse backgrounds. She has four ELLs. This segment focuses on the use of visual aids and vocabulary-building techniques as strategies she uses to support English language learning in a math class https://education.ufl.ed u /p ro j ec t -d elta/facilitators-guide/
For more information, see Project STELLAR https://education.ufl.edu/stellar/ | <urn:uuid:678d76ea-7cac-4942-bb19-57ca3cd7e701> | CC-MAIN-2024-38 | https://education.ufl.edu/stellar/files/2018/10/Project-STELLAR-ESOL-Vocabulary-Strategies-Across-Stages-of-Proficiency.pdf | 2024-09-09T01:31:38+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651053.52/warc/CC-MAIN-20240909004517-20240909034517-00778.warc.gz | 191,552,232 | 2,595 | eng_Latn | eng_Latn | 0.997683 | eng_Latn | 0.998506 | [
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The King of the Birds
Adapted by Dr. Mike Lockett Copyright 2009
A long time ago all of the birds were gathered together for a big meeting. There were birds of all sizes. There were tiny birds, small birds, medium sized birds, larger birds and huge birds. There were birds that ate seeds, birds that ate insects and worms, birds that ate small animals, birds that ate fish, and birds that ate other things too. There were warm weather birds and cold weather birds. There were birds that lived in the same place all year long and birds that traveled when the season changed. All of the birds had wings. Most of them could fly, but a few stayed on or close to the ground.
The birds were noisy! Some cackled. Some chirped. Some peeped. Some crowed. Some screamed. Some hissed Some gobbled. Some warbled. They all made their noises at the same time. Everyone wanted to talk, and no one wanted to listen until, "ROAR!"
The roaring of the Lion quieted them all. The Lion was the king of the beasts. He ruled over all the animals that lived on the ground. It had become quite clear to him that there was no way for him to also rule over the skies. This is why he called them to this big meeting. The birds needed to select their own king. The very idea is what caused all of the birds to talk at the same time.
"You must find a way to select who will be king," said the Lion. "Perhaps a contest of some kind?" he suggested.
The Nightingale said, "We could hold a contest to see who sings the most beautifully. But, after I sing my first note, everyone will want me to be king, so the contest would not be fair. I would lose all my friends."
鳥中之王
很久以前的某一天，所有的鳥兒們聚在一 起開個很重要的會議。這些鳥兒們有不同的體 型。有些是迷你鳥、有些是小鳥、中型鳥、大 鳥或超大型鳥。有些鳥吃種子、有些鳥吃昆蟲 或蚯蚓、有些鳥吃小動物、有些鳥吃魚、有些 鳥吃其他的東西。在場的鳥兒有熱帶鳥也有寒 帶鳥。有些鳥長年住在同一個地方，有些鳥會 在季節變更時旅行。所有的鳥兒都有翅膀。大 部分的鳥兒都會飛，只有少部分的鳥待在地面 上。
這些鳥兒非常的吵！有些聒聒叫。有些啾 啾叫。有些吱吱叫。有些咕咕叫。有些尖叫。 有些嘶嘶叫。有些咯咯叫、有些鳴叫。牠們都 同時發生聲音。每隻鳥都想發表意見，但是沒 有鳥想要聽別隻鳥的意見。突然牠們聽到一聲 巨大的〝吼！〞
獅子的吼叫聲讓所有的鳥都安靜下來。獅 子為萬獸之王，牠統治所有住在陸地上的動物 。牠也很清楚牠不可能同時統治在天上飛的動 物。這就是為什麼牠請所有的鳥來參加會議的 原因。鳥兒們需要選一位牠們自己的國王。這 個想法讓所有的鳥都同時想要發表自己的意見 。
「你們必須找出選國王的方法，」獅子說 ：「也許我們可以有個比賽？」
夜鶯說：「我們可以來比賽看誰歌唱得最 好聽。但是如果我一開口唱，大家都會要我當 國王，那這個比賽就不公平，我也會因此失去 所有的朋友。」
Falcon sat quiet. He would like to be king of the birds. He knew if there was a contest to see who could fly the highest that he would win and become king. But he did not say this to the whole group. He also wished to keep his friends. Falcon turned to a tiny bird that sat next to him and whispered, "The Creator gave us all wings. Perhaps our king should be the bird that can fly the highest. Our king should be able to easily fly over everyone to watch over the kingdom."
Little Bird flew to the center of the gathering. Falcon was delighted when Little Bird said, "Fellow birds, the Creator gave us all wings! Our king should be a bird that can fly over us all to watch over us. Our king should be the bird that can go the highest in the sky."
Even the birds that could not fly agreed, "Our king should be the bird that can go highest in the sky." But none of the birds saw Little Bird leave the center of the gathering and fly back to where the Falcon perched on a branch. Nor did they see him climb onto the Falcon's back.
The Falcon was so excited dreaming about becoming the king that he did not feel the weight of the tiny bird, who was lighter than a sparrow, as Little Bird grabbed tightly to the Falcon's feathers.
Birds began to fly towards the sky. Falcon flew above the canopy of the trees. He circled to let the other birds catch up. Each time the birds caught Falcon, he climbed higher. He went higher and higher until at last no other bird could climb as high in the sky. He thrilled as he heard the birds below him begin to say, "Falcon should be our king. Falcon went the highest!"
All the birds began to fly back towards the earth. Falcon was the last to leave the sky to perch on his branch once more. Just as he landed, the birds saw Little Bird let go of the feathers on Falcon's back and fly up into the air. Little Bird landed in the center of the gathering and sat quietly. Little Bird did not say a word. He just smiled.
獵鷹安靜的坐著。牠想要當鳥中之王。牠 知道如果有個比賽看誰飛得最高，牠一定會贏 得這個比賽並成為國王。但是牠沒有把這個想 法告訴大家。牠同時也想要保有牠的朋友。於 是獵鷹轉向坐在牠旁邊的小鳥低聲的說：「造 物者賜給我們翅膀。也許我們的國王應該是能 夠飛得最高的鳥。我們的國王應該是能夠輕易 的超越大家在空中飛翔，並且在上面守護著我 們的王國。」
小鳥飛到會議的中央。獵鷹很高興聽到小 鳥說：「造物者賜給我們翅膀 ! 我們的國王應 該是能夠輕易的超越大家在空中飛翔，並且在 上面守護著我們。我們的國王應該是能夠位居 於空中的最高點。」
即使是不能飛的鳥也附和這個提議：「我 們的國王應該是能夠位居於空中的最高點。」 但是沒有任何一隻鳥注意到小鳥離開會議的中 央，飛回獵鷹棲息的樹枝上。牠們也沒有看到 小鳥爬到獵鷹的背上。
在小鳥緊緊抓住獵鷹的羽毛同時，獵鷹太 興奮的夢想著成為國王，而沒有感覺到比麻雀 還要輕的小鳥。
鳥兒們開始在空中飛翔。獵鷹飛過樹叢的 頂端。牠在空中繞圈圈讓其他的鳥跟上。每次 只要有鳥跟上獵鷹，獵鷹就飛得更高。牠越飛 越高直到沒有任何一直鳥可以飛得一樣高。當 牠聽到在牠下面的鳥兒開始說「獵鷹應該成為 我們的國王。獵鷹飛得最高！」的時候，牠變 得很興奮。
所有的鳥開始往地上飛。獵鷹是最後一個 飛離天空，往牠棲息的樹枝上飛去。當牠抵達 時，鳥兒們看到小鳥放開獵鷹的翅膀往空中飛 去，小鳥停在會議的中央安靜的坐著。小鳥一 句話也沒有說，只是微笑的坐著。
Then one bird said, "Falcon flew the highest. He should be our king."
But another bird reminded everyone, "The contest was not to see who flew the highest, but the see who could go the highest in the sky. Little Bird went the highest, and he did not even have to fly. He used his brains and let Falcon do the flying. Little Bird was on Falcon's back. So he went higher than Falcon."
Even Falcon had to admit that clever Little Bird did go the highest.
This is how Little Bird, became king of all the birds.
然後一隻鳥開口說：「獵鷹飛得最高，牠 應該成為我們的國王。」
但是另外一隻鳥提醒大家：「這個比賽不 是在比誰能飛得最高，而是看誰能夠位居於空 中的最高點。小鳥是位居於空中的最高點的鳥 ，牠甚至不需要飛。牠用牠的智慧利用獵鷹來 飛。小鳥在獵鷹的背上，所以牠比獵鷹還高。 」
即使是獵鷹也必須承認聰明的小鳥是位居 於空中的最高點。
小鳥因此成為鳥中之王。 | <urn:uuid:f8b0ad90-4882-46cb-a7d9-314c24d4e970> | CC-MAIN-2024-38 | https://www.mikelockett.com/media-library/documents/Chinese_Stories/The_King_of_the_Birds_in_Chinese.pdf | 2024-09-09T00:51:19+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651053.52/warc/CC-MAIN-20240909004517-20240909034517-00785.warc.gz | 833,694,714 | 2,264 | eng_Latn | eng_Latn | 0.994941 | eng_Latn | 0.994515 | [
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Name _____________________
Barter System History: The Past and Present
If you've ever swapped one of your toys with a friend in return for one of their toys, you have bartered. Bartering is trading services or goods with another person when there is no money involved. This type of exchange was relied upon by early civilizations. There are even cultures within modern society who still rely on this type of exchange. Bartering has been around for a very long time, however, it's not necessarily something that an economy or society has relied solely on.
What is a Barter System?
History of Bartering
A barter system is an old method of exchange. This system has been used for centuries and long before money was invented. People exchanged services and goods for other services and goods in return. Today, bartering has made a comeback using techniques that are more sophisticated to aid in trading; for instance, the Internet. In ancient times, this system involved people in the same geographical area, but today bartering is global. The value of bartering items can be decided upon with the other party. Bartering doesn't involve money which is one of the advantages. You can buy items by exchanging an item you have but no longer want or need. Generally, trading in this manner today is done through online auctions and swap markets.
To Think About…
How did people get the goods and services they wanted before money was invented?
The history of bartering dates all the way back to 6000 BC. Introduced by Mesopotamia tribes, bartering was adopted by Phoenicians. Phoenicians bartered goods to those located in various other cities across oceans. Babylonians also developed an improved
bartering system. Goods were exchanged for food, tea, weapons, and spices. At times, human skulls were used as well. Salt was another popular item exchanged. Salt was so valuable that Roman soldiers' salaries were paid with it. In the Middle Ages, Europeans traveled around the globe to barter crafts and furs in exchange for silks and perfumes. Colonial Americans exchanged musket balls, deer skins, and wheat. When money was invented, bartering did not end, it became more organized and adapted to the times.
How did the invention of money change people's ability to get the goods and services they wanted?
Due to lack of money, bartering became popular again in the 1930s during the Great Depression. It was used to obtain food and various other services. It was done through groups or between people who acted like banks. If any items were sold, the owner would receive credit and the buyer's account would be debited.
"Barter System History: The Past and Present." Mint, 16 Dec. 2014, www.mint.com/barter-system-history-the-past-andpresent.
Name _____________________
Advantages and Disadvantages of Bartering
Just as with most things, there are advantages and disadvantages of bartering. A complication of bartering is determining how trustworthy the person you are trading with is. The other person does not have any proof or certification that they are legitimate, and there is no consumer protection or warranties involved. This means that services and goods you are exchanging may be for poor or defective items. You would not want to exchange a toy that is almost brand new and in perfect working condition for a toy that is worn and does not work at all, would you? It may be a good idea to limit exchanges to family and friends in the beginning because good bartering requires skill and experience. At times, it is easy to think the item you desire is worth more than it is and overestimate the value of your own item.
On the positive side, there are great advantages to bartering. As mentioned earlier, you do not need money to barter. Another advantage is that there is flexibility in bartering. For instance, related products can be traded such as portable tablets in exchange for laptops. Or, items that are completely different can be traded such as lawn mowers for televisions. Homes can now be exchanged when people are traveling, which can save both parties money. For instance, if your parents have friends in another state and they need somewhere to stay while on a family vacation, their friends may trade their home for a week or so in exchange for your parents allowing them to use your home.
Another advantage of bartering is that you do not have to part with material items. Instead, you can offer a service in exchange for an item. For instance, if you are good at fixing things, you may offer to fix a friend's bike in exchange for the skateboard they have. With bartering two parties can get something they want or need from each other without having to spend any money.
Directions: Using the information in this text and your own ideas, complete the t-chart below.
Advantages of Barter
Disadvantages of Barter
"Barter System History: The Past and Present." Mint, 16 Dec. 2014, www.mint.com/barter-system-history-the-past-andpresent. | <urn:uuid:cd3bd727-407f-4b21-a216-5d95251863b1> | CC-MAIN-2024-38 | https://illinoistreasurergovprod.blob.core.usgovcloudapi.net/twocms/media/doc/4.1.1%20rfi%20barter%20system%20history.pdf | 2024-09-09T01:23:17+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651053.52/warc/CC-MAIN-20240909004517-20240909034517-00786.warc.gz | 291,625,739 | 1,028 | eng_Latn | eng_Latn | 0.99923 | eng_Latn | 0.999253 | [
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Wombat Reading is a decodable reader that is designed to follow a synthetic phonics approach. Research shows that students achieve better results when they are taught phonics based approaches. These series of readers use words made up of the 42 basic sounds. Also included are some beginning sight words or tricky words. 1
Book One - s a t i p n
Book Two - c k e h r m d
Book Three - g o u l f b
Book Four - ai j oa ie ee or
Book Five - z w ng v short oo, long oo
Book Six - y x ch sh th voiced, th unvoiced
Book Seven - qu ou oi ue er ar | <urn:uuid:accdc391-3499-4b10-97fd-df28a090151b> | CC-MAIN-2024-38 | https://burrabooks.com.au/wp-content/uploads/2023/11/COVER-BACK.pdf | 2024-09-09T02:06:22+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651053.52/warc/CC-MAIN-20240909004517-20240909034517-00791.warc.gz | 137,763,516 | 179 | eng_Latn | eng_Latn | 0.991881 | eng_Latn | 0.991881 | [
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www.michigan/gov/mda
Ready-to-Eat Food
The 1999 Food Code defines ready-to-eat food as:
"food that is in a form that is edible without washing, cooking, or additional preparation by the food establishment or the consumer and this is reasonably expected to be consumed in that form".
Bare Hand Contact with Ready Ready----to to to----Eat Foods Eat Foods Eat Foods
302.15 or when otherwise approved, food employees may not contact exposed, ready-to-eat food with their bare hands and shall use suitable utensils such as deli tissue, spatulas, tongs, single-use gloves, or dispensing equipment."
When employees touch these foods, any contamination that is on their hands is highly likely to go into a consumer's mouth.
Preventing Contamination of Ready-toEat Foods
Michigan's Food Law of 2000 identifies three key requirements to prevent contamination:
1) Prevent ill persons from working with food; and
2) Wash hands effectively; and
3) Prohibit bare hand contact with readyto-eat foods unless acceptable alternative practices and procedures are developed.
Bare Hand Contact with Ready-to-Eat Foods
The Food Code states in Section 3-301.11 (B):
"Except when washing fruits and vegetables as specified under section 3-
Section 6151 of the Michigan Food Law of 2000 spells out very specific conditions that retailers must meet if bare-hand contact with ready-to-eat foods is to be allowed. No prior approval is required. However, retailers must do the following:
1) Develop Written Alternative Practices and Procedures for Bare Hand Contact with ReadyTo-Eat Foods,
And
2) Meet Critical Requirements of the Food Code
The Michigan Department of Agriculture has developed "A Guide To Developing A Written Alternative Practice and Procedure For Bare-Hand Contact With Ready-To-Eat Foods" to assist interested persons in this area.
These requirements are designed to ensure that consumer safety will not be compromised if bare-hand contact with ready-to-eat foods occurs.
All retail food facilities should reassess their current procedures to ensure employee hands do not contaminate ready-to-eat foods. The success of your business rests in the hands of your employees!
*Note: This document is for educational purposes only and should not be considered a replacement to reading the Food Code and Michigan Food Law of 2000. Food safety information and additional copies of this and other fact sheets are available from the Michigan Department of Agriculture's web page www.michigan.gov/mda | <urn:uuid:eda101b5-f4b0-4079-95fc-30e80ef404e8> | CC-MAIN-2024-33 | https://www.michigan.gov/-/media/Project/Websites/mdard/documents/food-dairy/mfl_bare_hand_contact_of_ready-to-eat_foods.pdf?rev=2be8ef7a62174ba3b6c60be40c88063a | 2024-08-03T16:30:37+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640372747.5/warc/CC-MAIN-20240803153056-20240803183056-00589.warc.gz | 707,516,936 | 513 | eng_Latn | eng_Latn | 0.991669 | eng_Latn | 0.991669 | [
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What do secondary librarians teach?
* Many Spiraling Lessons and activities throughout the year that Build a Culture of Literacy and a Love of Reading
* Digital Citizenship
o Privacy and Security
o Media Balance and Well-Being
o Digital Footprint and Identity
o Cyberbullying, Digital Drama, and Hate Speech
o Relationships and Communication including being safe online
o News and Media Literacy
* Inquiry Research Process & Inquiry for Daily Learning:
[x] Brainstorm and consult with experts
o Developing a Research Plan
[x] Formulate open-ended questions using keywords, observations, ideas, and reflections to generate a range of questions
[x] Connect with content (background knowledge)
[x] Generate a research plan for gathering relevant information about a topic
[x] Use a wide range of sources in all formats
o Gather Information
[x] Recognize the organization and use the specialized sections of the library to find specific and in-depth print information
[x] Use many formats to find information such as websites, databases, multi-media, graphics, charts, maps, and diagrams
[x] Use the library catalog independently to find materials and browse the shelves
[x] Use search strategies as needed to compare information gathered with the research plan focus and purpose
Revise and adjust as needed
[x]
[x] Determine the credibility, validity, and bias of information
[x] Recognize gaps in information
[x] Use primary and secondary sources
[x] Accurately record information using appropriate tools,
City sources accurately.
[x]
o Synthesis, Create, Share
[x] Evaluate, paraphrase, and summarize information that answers the research question(s)
[x] Modify research questions as needed
[x] Analyze, categorize, and organize information from a variety of sources to discover relationships and patterns among ideas
[x] Combines ideas to develop new understanding
[x] Summarizes main ideas, supporting details, cause/effect, compare/contrast, sequence, fact v. opinion, to discover relationships among ideas related to the research focus and purpose.
[x] Develops evidence to explain the topics
[x] Creates a product integrating quotations and citations into the finished product, using a variety of technology tools
o Evaluate the product and the process.
[x] Presents findings in a meaningful, consistent format to an authentic learning community. | <urn:uuid:265f88cc-929b-4077-bb00-5a55a13e3291> | CC-MAIN-2024-38 | https://www.dentonisd.org/cms/lib/TX21000245/Centricity/Domain/76/MLS%20students%20-%20prosp%20libs/What%20do%20secondary%20librarians%20teach.pdf | 2024-09-09T03:00:54+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651053.52/warc/CC-MAIN-20240909004517-20240909034517-00796.warc.gz | 683,155,636 | 468 | eng_Latn | eng_Latn | 0.958521 | eng_Latn | 0.958521 | [
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What are head lice?
Who gets head lice?
How are head lice spread?
How are head lice diagnosed?
How are head lice treated?
How are head lice prevented?
Rev. 01/
20
HEAD LICE: A COMMON PROBLEM
Head lice are insects that live on the human scalp. They lay eggs (nits) which attach to the hair shaft and hatch in about 6-10 days.
Anyone can get head lice. Young children are particularly at risk in group environments like schools and child care.
Lice must crawl from one person or object to another. This happens when heads touch (sleeping together, hugging, playing), or personal items are shared (combs, brushes, hats, car seats, bedding).
Diagnosis is usually made by finding nits attached to the hair near the scalp.
Treatment involves getting rid of the lice and nits from the infected people, environment and personal items.
Teach children not to share personal items such as hats, combs, brushes, hair ribbons, scarves, towels or bedding. Place items in children's cubbies so that coats and clothing do not touch.
Develop a clear written policy.
Communicate your policy with families and staff.
Make "head checks" a daily or weekly activity. | <urn:uuid:b4234ba5-0be0-43a7-96ce-79b28fad9a7b> | CC-MAIN-2024-33 | https://cchp.ucsf.edu/sites/g/files/tkssra181/f/HeadLice_EN_poster.2020.pdf | 2024-08-03T16:08:55+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640372747.5/warc/CC-MAIN-20240803153056-20240803183056-00592.warc.gz | 128,898,444 | 267 | eng_Latn | eng_Latn | 0.999361 | eng_Latn | 0.999361 | [
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ROSLYN HIGH SCHOOL
LIFE SKILLS PROGRAM
LANGUAGE ARTS
The focus of the Language Arts curriculum is to challenge students in the areas of expressive and written language. Objectives target instruction and application of these skills into functional settings across all aspects of school, home and the community. Emphasis on effective communication through listening, verbal and written expression is incorporated into daily activities.
GOALS
* Attend speaker, (visually and/or auditory) or task at hand
* Follow multi-step directions
* Respond appropriately to speaker
* Use verbal, non-verbal, and written communication to convey information, needs and wants | <urn:uuid:4cb2aa2b-a65b-4931-b57f-5981819e8ddd> | CC-MAIN-2024-33 | https://www.roslynschools.org/cms/lib/NY02205423/Centricity/domain/113/special/langarts.pdf | 2024-08-03T16:19:05+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640372747.5/warc/CC-MAIN-20240803153056-20240803183056-00590.warc.gz | 760,991,025 | 127 | eng_Latn | eng_Latn | 0.993856 | eng_Latn | 0.993856 | [
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Instructional Features
TEAM is designed for use by ELL teachers and by general education teachers as a support for ELLs in their academic classrooms. The student books are centered around common themes and topics for each grade level and reflect instructional design that asks students to be responsible for their own learning. Each unit has an academic standards focus, a reading strategy, a language focus, and a writing focus, as shown in the chart below:
Title
At the Zoo
Genre Literary Text (personal narrative)
Lesson Objectives
* Determine the sequence of events
* Read, discuss, and write about a zookeeper who cares for seals and sea lions
* Listen to a poem about visiting a zoo and discuss what you have heard
* Write a journal or diary entry
* Identify and use end punctuation correctly
Content Standards Connection
* The Language of Language Arts
* The Language of Science
ELA Standards Connection and Targets of Measurement (ToMs)
* Ask and answer questions to demonstrate understanding of a text
Reading
* Describe the relationship between a series of events, using language related to time sequence and cause and effect
* Describe logical connections between particular sentences and paragraphs in a text
* Use information gained from illustrations and words to demonstrate understanding of the text
* Know and apply grade-level phonics and word analysis skills in decoding words
* Describe characters and explain how their actions contribute to the sequence of events
* Distinguish one's own point of view from that of a narrator or characters
* Understand features of different genres (poetry, personal narrative, informational)
* Determine meaning of words and phrases
DUPLICATING THIS MATERIAL IS ILLEGAL.
Speaking and Listening
* Ask and answer questions to demonstrate understanding of a text
* Describe the relationship between a series of events, using language related to time sequence and cause and effect
* Engage in collaborative discussions
* Determine main ideas and supporting details of information presented in diverse media and formats
* Read prose orally with accuracy and fluency to support comprehension
Writing
* Use language to signify sequence
* Use words and phrases that signal temporal relationships
* Use personal, possessive, and indefinite pronouns
* Write a narrative to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences
Grammar and English Conventions
* Use knowledge of language and its conventions when writing
* Use end punctuation correctly
* Use temporal words and phrases to signal event order
LISTENING
Listen and Discuss
OBJECTIVE
Total Time: 45 Minutes
My Learning Goals: 5 Minutes
Working with Page 42: 15 Minutes
Working with Page 43: 20 Minutes
Check My Goals: 5 Minutes
My Learning Goals
Direct students' attention to My Learning Goals. Chorally read My Learning Goals. Explain to students that at the end of the lesson, they will determine if they have met these goals. If they have, they will put a check next to each goal.
Work with the Page
Explain to students that they will listen as a poem is read two times. The first time they hear the poem, they should just listen carefully. As they listen a second time, they should take notes on the sequence chart. Then they will participate in a conversation about what they have heard as well as what they have learned from the reading passage.
Ask: Did you know a poem can tell a story?
Explain that some poems tell a story. They have characters. This can be a speaker who is not called by name. There might be a sequence of events that happens in the poem.
Say: Listen to a poem about a visit to the zoo. You will listen to the poem two times. Listen carefully the first time. The second time you listen, take notes on the sequence chart about what you hear.
Play the audio CD two times. Pause after the first play to discuss the conversation and any questions the students may have.
* Understand the difference between poetry and prose
* Use descriptive language to discuss a poem about a zoo and sequence of events
* Use language to ask questions and contribute to a conversation
Academic Language
Tier 1: poem Tier 2: visit Tier 3: sequence
Listen and Discuss
LISTENING
Listen to a poem about a visit to the zoo. While you listen the second time, take notes on the sequence chart below.
My Learning goaLs
I can
listen to and understand a poem.
use language to compare animals.
Answers will vary.
1.
________________________________________________________________________
white bear
2. ________________________________________________________________________ black bear
________________________________________________________________________
3. camel
4. ________________________________________________________________________ gray wolf
________________________________________________________________________
5. wombat
6. ________________________________________________________________________ elephant
7.
________________________________________________________________________
monkeys
42 Unit 1 Lesson 3
© The Continental Press, Inc.
DUPLICATING THIS MATERIAL IS ILLEGAL.
© The Continental Press, Inc.
DUPLICATING THIS MATERIAL IS ILLEGAL.
If students cannot complete the activity, provide a script of the audio so they can follow along. Then replay the audio.
Discuss with students any unfamiliar words in the poem if necessary.
Have volunteers provide answers from their charts.
Full audio script on the next page.
Answers will vary.
DUPLICATING THIS MATERIAL IS ILLEGAL.
LISTENING
Audio script
At the Zoo
by William Makepeace Thackeray
First I saw the white bear, then I saw the black;
Then I saw the camel with a hump upon his back;
Then I saw the grey wolf, with mutton in his maw;
Then I saw the wombat waddle in the straw;
Then I saw the elephant a-waving of his trunk;
Then I saw the monkeys—mercy, how unpleasantly they smelt!
SPEAKING
Work with the Page
Tell students they will now have a conversation about what they have heard and read. Have students ask and answer questions with a partner, or select volunteers to model the question and answer in front of the class.
You can model the conversation by using sentence starters to ask and answer questions about what animals you would like to visit at the zoo.
Ask: What animals do you like to visit at the zoo?
Sentence Starters
First, I like to visit ___. [the monkeys] The ___ are ___. [monkeys; funny] Then I like to visit ___. [the elephants] They ___. [squirt each other with water] Finally, I visit ___. [the camels]
You can choose to extend the conversation by asking more questions about the zoo and the animals that live there.
Optional
You can choose to have a conversation about the poem and the passage.
Sentence Starters
What is the poem about? The poem is about ___. [a trip to the zoo]
Who is the main character? The main character is ___. [an unknown speaker]
What happens? First, the speaker sees ___. Then
___. [a white bear; a black bear]
Check My Goals
Ask students to turn back to My Learning Goals at the beginning of the section. Have students assess whether they have met these goals. Students should be able to check all goals. If they cannot, spend one-on-one time to provide additional support.
How is this poem like the passage? Both tell about a day ___. [at the zoo]
Language Differentiation
| Emerging | Encourage students to complete sentences about the animals they would like to visit, using sentence starters. |
|---|---|
| Transitioning | Provide sentences frames and encourage students to model a conversation about what animals they would like to visit at the zoo. |
| Expanding | Challenge students to extend the conversation by asking additional questions and responding without using sentence frames. | | <urn:uuid:3cba303d-5ef9-426f-af96-cc5e3318eb98> | CC-MAIN-2024-33 | https://www.continentalpress.com/wp-content/uploads/2021/01/NY-TEAM_LevC_ATE_int.pdf | 2024-08-03T17:35:55+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640372747.5/warc/CC-MAIN-20240803153056-20240803183056-00591.warc.gz | 561,657,515 | 1,612 | eng_Latn | eng_Latn | 0.994128 | eng_Latn | 0.999129 | [
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PRACTICE:
We all want to make the most of our study time. In order to be most effective AND efficient, consider the following strategies to commit information to memory, and to learn material until you can't get it wrong. Learning something once won't be enough. You must practice the material in different ways to make it stick.
DRAW AND RE-DRAW DIAGRAMS
- Reconstruct images/information to capture ideas graphically/spatially
- Replace words with symbols or drawings
- Redraw graphs and images from memory
- Write out the steps or create diagram of how to solve math or science problems
- Take notes using mind-map to see in a broader picture how concepts relate
- Draw diagrams and charts from memory
MAKE YOUR OWN PRACTICE TEST QUESTIONS
- Write out example exam questions to practice
- Practice multiple choice questions
- Take practice exams in an environment similar to the exam
- Compare and contrast major theories or concepts
- Reflect on what skills the professor wants you to perform to build practice questions
- Practice changing the details of the problem and see if you can still solve it
- Can you justify why you think you're right? Can you explain why another answer is wrong?
PROVIDE EXPLANATION/SUMMARY
- Discuss topics with others to validate understanding (peers, professors, others)
- Describe the information to someone who wasn't there
- Explain ideas to someone else using real life examples
- Teach the material to someone else as if you were lecturing
- Explain your notes or a concept from class to another person
- Ask others to hear your understanding of a topic
- Imagine yourself talking through the concept and remember aurally
- Explain aloud the answers to flash cards, reading questions, or test questions
- Speak your answers aloud (quietly) or inside your head
- Recite the main points at the end of each section; explain concepts aloud.
- Summarize your notes/the concepts from the textbook on an audio file
WRITE AND RE-WRITE IDEAS
- Write out words multiple times on a white board
- Create reference sheets for easy access while studying
- Create a written study guide
- Summarize ideas and concepts in your own words
- Analyze diagrams, graphs and turn them into statements, descriptions
- Write paragraphs formulating the ideas from your notes
- Write songs, poems or rhymes to remember better.
- Make up puzzles or games to learn information
The Learning Corner
@ the Academic Success Center success.oregonstate.edu/learning
MAKE CONNECTIONS
- Generate or listen for examples of principles, real life examples
- Seek out exhibits, samples, photographs, collections, solutions
- Think of applications for the information
- Explore case studies as examples of concepts
- Arrange information into lists, words into hierarchies
- Connect your lecture notes with the notes you took from the book
- Recall learning/concepts from experiments, field trips, or other classes
- Practice recalling your notes/reading pages and where things are
- Participate in study groups & review sessions
- Use notecards to quiz yourself on concepts
- Make up puzzles or games to learn information
PRACTICE:
THREE PRACTICE STRATEGIES I'M GOING TO TRY ARE:
(Really do write these down. Doing so is a strategy of its own. When we write something down, we're taking an idea from in our head and turning it into a commitment. Take it a step further and tell a friend or classmate or professor you're going to try these, too.)
1.
2.
3.
HERE'S HOW I'M GOING TO USE THOSE STRATEGIES
For
I'm going to try
(class/course)
(strategy)
For
I'm going to try.
(class/course)
(strategy)
For
I'm going to try.
(class/course)
(strategy)
.
PRO TIP: SPREAD YOUR PRACTICE OUT
Now that you know your three new strategies you'll try, and you know the class(es) you'll try them in, think about how you'll spread your study out, or distribute your practice. Not sure what this means? Check out the example below. Basically, instead of a couple long study sessions, you're breaking that same time up into shorter, more frequent sessions. It's a research proven strategy! Make this approach work for you!
Brought to you by
The Learning Corner
@ the Academic Success Center success.oregonstate.edu/learning | <urn:uuid:82779e61-220c-4f7d-9d7f-1acbb93158ae> | CC-MAIN-2024-33 | https://success.oregonstate.edu/sites/success.oregonstate.edu/files/LearningCorner/Tools/make_it_stick_-_fill-_20.pdf | 2024-08-03T17:23:29+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640372747.5/warc/CC-MAIN-20240803153056-20240803183056-00594.warc.gz | 429,049,185 | 924 | eng_Latn | eng_Latn | 0.995058 | eng_Latn | 0.995274 | [
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1. CHARGING A MOBILE PHONE WITH SMALL PV PANEL
Consider a small PV module to charge your mobile phone. The PV module has an active area of about 50cm 2 and an efficiency of 15%.
1. Check on your own mobile phone how much energy does it store.
2. Determine how many hours of peak power (1000 W/m 2 ) does it take to fill it up.
3. If you took the phone (and the PV charger!) to a location where the average annual insolation is about 1900 kWh/m 2 /year, determine how often you could call home.
2. SELF-DEMAND IN PORTUGAL
Consider the Lei do autoconsumo in Portugal.
1. How much would a 200Wp PV system produce in Portugal? [average insolation: 1.5kWh/Wp/year]
2. Determine the maximum savings from such a PV system [lifetime: 30 years; price of grid electricity 15c€/kWh with 2% annual increment].
3. Assuming typical installation costs [2€/Wp], determine the payback time.
4. Discuss the costs and benefits of larger PV systems within this framework.
3. MODULE EFFICIENCY
Considering that the BOS & installation cost of a PV system with an efficiency of 15% is of the order 200 €/m 2 determine:
1. The total cost of the PV system per unit area, assuming that the module costs 1 €/Wp.
2. Imagine a new low cost module technology with a cost per unit area of the order of the price of glass (20 €/m 2 ). What is the minimum efficiency for the new module in order to have a competitive cost?
4. LAND FOR ENERGY
How much land would Portugal need to supply all its electricity needs with PV? [assume: demand: 50TWh/year; 1.5kWh/Wp/year; 15% efficiency]. | <urn:uuid:28cf2aa7-98df-4148-ac0f-b7c2529e5896> | CC-MAIN-2024-33 | https://fenix.ciencias.ulisboa.pt/downloadFile/2251937252648369/TP1%20questions.pdf | 2024-08-03T16:02:30+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640372747.5/warc/CC-MAIN-20240803153056-20240803183056-00592.warc.gz | 200,808,033 | 409 | eng_Latn | eng_Latn | 0.987732 | eng_Latn | 0.987732 | [
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Ormesby Primary School
Independent Arrivals and Departures Policy (Year 5 and Year 6)
| Reviewed: | April 2023 |
|---|---|
| Author: | Mrs Michelle Loughran |
Safeguarding Arrangements for Children
Independent Arrival and Departure from School
Introduction
The Senior Leadership Team monitor the safeguarding arrangements for your children, and this includes their arrival at school and when they leave at the end of the school day.
Please read the following information regarding independent arrival and departure procedures, as it reflects our current school policy. If you have questions regarding the operation of this policy please speak to a teacher in your child's Year Group.
Year 5 and Year 6 Independent Arrivals and Departures
With prior consent , Year 5 and 6 children are allowed to leave unsupervised. Parents, who wish their child to walk to school or home from school unescorted by an adult,must adhere to the following guidelines:
* Parents must have registered with the school that they are prepared for their children to walk directly to school or home from school at the start and end of the day (see Appendix 1 for the permission form).
* Children should be in Year 5 or Year 6.
* It is the parents' responsibility to check the route that their children may walk in order that they may make an assessment of the appropriateness of the journey. Crossing of fast roads, walking through secluded areas is to be discouraged. A single route should be agreed.
* Parents must be certain that children have an awareness and understanding of the Green Cross Code and stranger danger. It is parents' responsibility to ensure they are sufficiently happy that their child is capable of undertaking the proposed journey safely.
* During winter months and/or inclement weather, children must be dressed appropriately.
* Children should preferably walk in a group and not alone.
* Children should know their home phone number (plus one other emergency contact) and preferably have their own mobile phone. (This should be kept in the office during the day).
* There should be someone at home to meet the child on their arrival at the end of the school day.
* Any child must be capable of arriving home within 30 minutes of the end of the school day (3.30pm). Journeys over 30 minutes are not considered appropriate for children to walk at this stage.
* If any child does not arrive home within a reasonable timeframe, parents must immediately notify the school in order that appropriate action can be taken.
* If any child does not arrive home within a reasonable timeframe and direct contact with the child has not been established by either school or parents, notification to the relevant authorities/emergency services and school must be made.
Preparing your child to make an independent journey
There are many ways you can prepare your child to make an independent journey. Children who are driven to school do not have the opportunity to develop road awareness and are therefore more vulnerable when they start to walk to school independently. Walking to school is a great opportunity to learn road safety skills. The best way to do this is to walk with your children from a young age, teaching them about crossing the road, learning how to navigate and a host of other skills. This helps them gain the experience and confidence to deal with traffic and finding their way on their own, in preparation for walking with friends or alone when they are older.
Teach your child to:
* Pay attention to traffic at all times when crossing the street; never become distracted.
* Always cross at the intersection where there are traffic lights; do not cross in the middle of the road. Alternatively cross in a place where you can see clearly in all directions.
* Avoid parked cars or bends in the road.
* Look both ways before crossing; listen for traffic coming; cross while keeping an eye on traffic.
* Look out for cyclists.
* Remember that drivers may not see them, even if they can see the driver.
* Remember that it is hard to judge the speed of a car so be cautious.
* Never, ever, follow someone who is either a stranger or someone they know butis not a designated "safe" adult.
When deciding whether your child is ready for this responsibility you might want to consider the following:
1. Do you trust them to walk straight to school or straight home?
2. Do you trust them to behave sensibly when with a friend?
3. Are they road safety aware?
4. Would they know what to do if a stranger approaches them?
5. Would they have the confidence to refuse to do what a stranger asked?
6. Would they know the best action to take if a stranger tried to make themdo something they didn't want to do i.e. scream, shout, kick, escape?
7. Would they know what to do if they needed help?
8. Would they know who best to approach to get help?
If you are not confident about how your child would react then you should seriously consider whether you should allow them to walk on their own.
If you decide that your child is ready for this responsibility then you must inform the school by completing the attached form. Your child will be prevented from walking independently unless this permission has been given in writing.
If a parent is not present, your child will also be responsible for their behaviour whilst on the school premises either before or after school. No child is permitted to play ballgames, ride scooters or bikes or play on the trim trail in school grounds before or after school.
Should their behaviour not be acceptable, you will be asked to accompany orcollect them until they have proved they can be trusted again.
IF AT ANY TIME YOU NEED TO CHANGE ARRANGEMENTS YOU HAVE MADE, PLEASE ENSUREYOU LET US KNOW IN WRITING IMMEDIATLEY.
CONFIRMATION THAT MY CHILD MAY WALK TO & FROM SCHOOL INDEPENDENTLY
Please complete and return to the School Office.
Note that this form is only applicable to children in Year 5 and Year 6.
I confirm that my child:
in Year at Ormesby Primary School may walk to and from school independently.
I confirm that I have read and understood the school’s Independent Arrival & Departure Policy.
Signed:
Name:
Date: | <urn:uuid:bf3f52fe-cd8a-4643-9b7b-60f196ab6bb5> | CC-MAIN-2024-33 | https://ormesby.ironstoneacademy.org.uk/wp-content/uploads/2023/05/Independent-Arrivals-and-Departures-Policy-May-2021-Reviewed-April-2023.pdf | 2024-08-03T17:09:43+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640372747.5/warc/CC-MAIN-20240803153056-20240803183056-00593.warc.gz | 361,268,116 | 1,272 | eng_Latn | eng_Latn | 0.963844 | eng_Latn | 0.998988 | [
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CHAPTER II
REVIEW OF RELATED LITERATURE
2.1. Previous Studies
Based on a study conducted by Rinansyah (2012), writing among students took less attention in the process of activities. They tended to be sad by took a long process and unorganized clustering technique and design students easy in writing. This research was to found out the improvement on the ability of the students. Moreover, the result of observation sheets and field notes should be a positive behavior in a process of learning, and it helps students through a fun way of writing activities. The students were free to express their ideas that related to the main topic. This technique also helps students to made the text to be well-organized.
In this study conducted by Adriati (2013), the specific objective was to found out whether to use of clustering technique was affective in teaching writing narrative text and the respond of the students to this technique. Based on data from pre-test, post-test and interview, clustering technique was effective in improving students' score in writing narrative text. The students' also respond to the positive technique as clustering has several strengths though it had several weaknesses too.
According to Sinulingga & Purnama (2013), the main objective was to know whether clustering technique could significantly improve students achievement in writing narrative text by using clustering technique and in every test it tended to be more effective. Besides that, the students were more enjoyable and interested in learning narrative text by using clustering technique.
Zetira (2015) found that the problem was the students got difficulties to found the ideas of developing descriptive text into a good paragraph in developing. The implementation of using clustering technique to explore students' ideas in writing descriptive text and to describe the influence of clustering technique to improve the ideas in writing descriptive text. In addition, the result of the observation score showed that the student behaviors in cycle 1 were better that cycle 2. The conclusions drew from this research is clustering technique could help students to explore their ideas.
The aim of the study conducted by Salam (2011) was to found out whether or not there is an improvement in learning recount text through clustering technique toward students' writing skill. Based on the result there were some progressions of students' score from pretest to the posttest of the third cycle .The students' respond toward clustering technique were positive.
Based on the five previous studies elaborated above, it can be conclude that clustering technique is effective as the technique in teaching writing. Some methods and techniques are used in teaching recount text writing. Every method and technique are have advantages and disadvantages. It can be face from the previous study above that there are many improvement after the student using clustering technique. This research proposal focuses on clustering technique to enhance students' ability in writing recount text.
2.2. General Concept of Writing
2.2.1 Definition of Writing
Writing is a skill that integrates knowledge. According to Raimes (1983:4), when students learn a second language, the students learn to communicate other people to understand them, talk to them, read what they have written and write to them. Harmer (2004:4) states that writing is used for a wide variety of purposes it is produced in many different forms. There are three processes to write: prewriting/planning, drafting/writing, and editing/revising. The writing process have described operate whether people are writing emails, texting their friends, writing shopping list, and providing composition for their English teachers.
Weigle (2002:1) said that writing is more important as tenets of communication language teaching that teaching language as a system of communication rather than as an object of study have taken hold in both second and foreign language settings. Writing in a second language is a worthwhile enterprise in and itself. Writing is tooled that record experience, knowledge, information, history, etc. Writing is human exist since human existent. Humans can get information in written manuscript from leaf and stone. They use it in many purposes such as make a note for event, to inform, to describe, to persuade etc.
Writing is not easy for students of foreign language. Because writing need more work organizing and the language that made by students cannot be state correctly. In fact, the students of foreign language need to think twice, in order to think the vocabularies grammar, content, etc. Learning to write is not just natural extension of learning. Because writing is used for a wide variety of purpose, it is produced in many different forms. The following diagram shows what writers have to deal with as they produce a piece of writing.
Table 2.1 Producing a piece of writing
Taken from Raimes (1938:6)
CONTENT
Relevance, clarity, originality,
logic, etc.
ORGANIZATION
Paragraphs, topic and
support, cohesion and unity
MECHANICS
Handwriting, spellinag,
puntuation, etc.
Clear, fluent, and
affective
communication of
ideas
SYNTAX
Sentences structure, sentences
boundaries, stylistic choices, etc.
WORD CHOICE
Vocabulary, idiom
PURPOSE
The reason for
Writing
THE WRITER’S
PROCESS
Getting ideas,
getting started,
writing drafs,
revising
AUDIENCE
The Reader’s
GRAMMAR
Rules for verbs,
agreement, articles,
pronouns, etc
As teacher have stressed different features of the diagram, combining them with how they thing writing is learned, they have developed a variety of approaches to the teaching of writing. Many technique and methods can be used to teach writing. Writing can be difficult even your own language and different languages have different organization. In a new language, writing can be even more difficult than listening but writing involves skill that learn, practice and master.
The researcher concludes that writing is a skill to convey thoughts, ideas, opinions, knowledge in written form. The ideas are presented to the reader that must be delivered with supporting words in order to make good sentences. There is no doubt that writing is the most difficult skill for students or English user. Writing needs a well preparation and many practices. For that reason, a technique or strategy that can support the teaching writing is needed.
2.2.2 The Purpose of writing
When someone wants to write something, she or he has purpose for writing. Each writer has own purpose in which is planning to write. During the planning phase of the writing process, the writer has to focus on the purpose of their writing. According to Deevit in Clark (2011:11), writing is help students become aware of the genre they are expected to produce, an approach that is particularly useful for students whose first language is not English. The students need process systematically in order to make a good writing form to inform the readers. Ismail (2008:75) said that writing is informing the reader about something in the past or something in the future. It means that writing tells about someone feeling in the written form. Writing is not only just talking about the post, but also the process of writing that would make a lot of writing that makes people interested. Every writer have purpose in expressing their idea through writing.
Braine and May in Fajriyani (2011:8) defined four common purposes in writing there are writing to inform purposed to educate the readers about a topic of which we have some knowledge, writing that provides interesting details and facts to hold an audience's attention, writing to explain is to describe the topic which was not clearly becomes more understandable, by using examples or other facts, writing to persuade is more demanding and more ambitious than many other types of writing, writing to amuse other means someone who uses language and established forms well to express his or her point of view. It is writing to entertain and give the reader something to enjoy.
2.2.3 The Process of writing
Writing process is learning how to write by writing. This current emphasis in writing instruction focuses on the process of creating writing rather than the product. The basic premise of process writing is that all children, regardless of age, can write. The initial focus is on creating quality content and learning the genres of writing.
Blanchard and Root (2003:41) stated that writing is a process that involves the following steps:
1. Prewriting/planning
Prewriting is the thinking, talking, reading, and writing about the topic before write a first draft. Prewriting is a way for warming up your brain before write. There are some steps in prewriting are set your purpose for writing, identify your audience, limit your topic, draft a thesis statement that contain the topic/controlling idea, brainstorm idea/details that support the thesis statement, select two to four main idea to use to support the thesis statement, draft a preliminary outline or map to logically organize the main ideas and gather information you need to begin to write. There are two ways to warm up before write, they are brainstorming and clustering.
2. Drafting/writing
Drafting refer to the first version of a piece of writing. spend some time thinking about the topic and doing necessary prewriting. When writing the first draft of paragraph, use the idea to generate from prewriting as a guide.
3. Revising/editing
It is almost impossible to write a perfect paragraph on the first try. The first try is called the first draft. After complete the first draft the writer look for ways to improved it, this called revising. More skill the writer looks at the issue in general meaning and overall structure.
2.2.4 Teaching Writing
According to Brown (2000:7), teaching is defined as showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge and causing to know or understand. The concept of teaching is not only transferring knowledge, guiding, facilitating learning, enabling the learner to learn and setting the condition for learning.
Teaching writing is very important. Writing is one of English skills that must be learnt by the students besides the other skills. Most of people use writing skill every day such as in writing report, letter, diary, note, job application and so on. Nevertheless, the students have recognized writing skill as a difficult subject. The students require a lot of time when they will start putting their ideas, make sentences and compose the sentences into a paragraph. Academic writing is different from creative writing, which is the kind of writing when write some story. It is also different from personal writing, which is the kind of writing when the writer write letter or e-mail. Creative writing and personal writing are informal. Academic writing in English is probably different from academic writing in native language.
There are several reasons why teacher should teach writing Harmer (1998:79). The several reasons will be presented as follows:
1. Reinforcement
The visual demonstration of language construction is invaluable and it used as an aid to committing the new language to memory. Students usually find the visual demonstration useful to write sentences. It is useful to write sentences using new language shortly after they have studied it.
2. Language development
It seems that the actual process of writing helps the students to learn. The mental activity in order to construct proper written texts is all part of the ongoing learning experience.
3. Learning style
Writing is appropriate for such learners. It is a reflective activity instead of rushing and bothering of interpersonal face-to-face communication. Because students expected that producing language in a slower way is invaluable.
4. Writing as a skill
The important reason for teaching writing is that it is a basic language skill. It seems as important of speaking, listening, and reading. In this case, students need to know how to write letters, how to put written reports together, how to reply to advertisement.
2.2.5 Micro and Macro Skill in Teaching Writing
Brown (2004:221) states that there is taxonomy of micro- and macro skills. Taxonomy means the rule to list or set up that will assist in definition the ultimate criterion of an assessment procedure.
Micro skills:
a. Produce graphemes and orthographic patterns of English.
b. Produce writing at an efficient rate of speed to suit the purpose.
c. Produce an acceptable core of words and use appropriate word order pattern.
d. Use acceptable grammatical systems (tense, agreement, and pluralization), patterns, and rules.
e. Express a particular meaning in different grammatical forms.
f. Use cohesive devices in written discourse.
Macro skills:
a. Use the rhetorical forms and conventions of written discourse.
b. Appropriately accomplish the communicative functions of written texts according to form and purpose
c. Convey links and connections between events, and communicative such relations as main idea, supporting idea, new information, given information, generalization, and exemplification
d. Distinguish between literal and implied meanings of writing.
e. Correctly convey culturally specific references in the context of the written text.
f. Develop and use a battery of writing strategies, such as accurately assessing audience's interpretation, using prewriting devices, writing with fluency in the first drafts, using paraphrases and synonyms, soliciting peer and instructor feedback, and using feedback for revising and editing.
The earlier micro skills apply more appropriately to imitate and it is intensive types of writing task, while the macro skills are essential for the successful mastery of responsive and extensive writing.
2.3 General Concept of Recount Text
2.3.1 Definition of Recount Text
Recount text is kind of text that tells the reader happened and this may involve the author's personal interpretation of events. According to Anderson et all (1997:48), tells that to other people about something that has happened in your life. It might be about exciting things that happened when you were on holidays last year. Speaking or writing about past event is called recount. It is a piece of text that retells past events in order that they happened.
Barwick (2011:4) state that recount telling events from different perspectives, diaries, journals, detailed observations over a period of time, police record, biographies, autobiographies and newspaper article. It means that an event has already occurred and it always written in the past tense. Mongot (2009:33) said that to tell or to retell past events for the purpose of informing or entertaining. Recount also gives information like the writer experience in the past, experience in holiday, history, the famous people, etc. It means that not only tell to one people but also for other reader.
2.3.2 Types of Recount Text
Recount text is a text that retell someone activity or experience in the past. Based on the purpose of recount text, there are several types of recount text: personal recount, factual recount, and imaginative recount Barwick (2011:4).
a. Personal Recount
Personal recount is retelling an event that the writer has experienced before by his or herself. It means that the writer actively involved doing the actions. The purposes of personal recount are to inform, entertain the audience, or both. This personal recount may be used to communicate or to build the relationship between the writer and the reader. The examples of this personal recount are diary, personal letter, and biography or autobiography.
b. Factual Recount
Factual recount records the details of an event by reconstructing some factual information. The purpose of factual recount is to inform the factual information or events. The examples of this factual recount are traffic report, a science experiment, police report of an accident, news story, eyewitness, news report, speech, and historical events.
c. Imaginative Recount
Imaginative recount is a kind of recount text that retells imaginative story that the events of story do not occur in the real life. It also has an imaginary role and creates imaginary details by applying factual knowledge in order to interpret and recount event. Later, the imaginative recount also places the imaginary roles and details in a realistic context. It is different with narrative that does not apply factual knowledge and does not place the imaginary role and details in a realistic context. The imaginative recount is usually made for educating, for example textbooks. Besides, the narrative is usually made for entertaining the reader in imaginative context, for example fable, fairy tale and mythos.
There are some differences of each types of recount text based on the audience, the tense, the language, the first or third person, the addition of details, and the series of events. Table 2.2 below shows some differences from every recount:
Table 2.2 The Differentiate Types of Recount
| Audience | Child or adult | Child or adult | Child or adult |
|---|---|---|---|
| Tense | Past tense | Past tense | Past tense |
| Language | Often focuses on adding personal and emotive responses. | This focus is on using evaluative language (e.g. importance, significance, influence, achievement). | Often includes imagined personal responses. |
| First or third person | Written in first person using personal pronouns (I, we) | Written in third person using pronouns (he, she, they) it may be written in the passive voice | Written in the first person (I, we) |
| Addition or details | Interesting ideas may be chosen to add some humor | Precise retelling assist readers to accurately reconstruct what happened. Appropriate explanation and justification Sometimes in an experiment the outcome of the activity is explained. | Imaginative details may be added to the tale that has been written in a realistic setting. |
Taken from Barwick (2011:6)
2.3.3.Generic Structures of Recount Text
According to Mongot (2009:6), recount is to retell events for the purpose of informing or entertaining. Based on Barwick (2011:5) that there are three generic structures of recount text will be explained below:
1. Orientation
It is provides the setting and introduce the participants. It provides information about who was involved, what happened, where this event took place and when it happened.
2. Record of events
This part tells what happened, present event in temporal sequence. It is usually recounted in chronological order and gives the details of what, who, where, and when. Generally, the recount is sequence in time order. Students should not start at the beginning until the end. During the drafting and planning students should list all the events. This part also tells how the characters are a personal recount, factual recount, and imaginative recount. This part also tells the characters of personal, factual and imaginative recount. It includes their feeling and what they do. The events can be told in chronological order use conjunction or connective like: first, then, finally, and so on.
3. Reorientation
This is an optional part and is often use to complete the writing by rounding off the series of events. It refers back to some of the information in the orientation paragraph or closure of events (optional).
2.3.4 Language Features of Recount Text
Language features of recount text are focus on specific participants, use of material processes, circumstances of time and place, use of past tense, and focus on temporal sequence Mongot (2009:6). The grammatical features of recount text are:
1. Use of nouns and pronouns to identify people, animals, or things involved.
e.g. Mr. Jhon, he, our mouse and so on.
2. Use of actions verbs when discussing events.
e.g. she jumped, he walked, they slept and so on.
3. Use of past tense to located events in the speaker's time.
e.g. he laughed, they jumped, she run and so on.
4. Use of connecting words to sequence events.
e.g. first, then, next, after that and so on.
5. Use of adverb and adverbial phrase to indicate place and time.
e.g. yesterday, after lunch, to the beach, at my house and so on.
6. Use of reported speech.
e.g. Mrs. Searer said that the accident was causing the traffic jam.
7. Use of adjective to describe nouns.
e.g. the winding track lead to the tumbledown house.
8. Details that are not absolutely relevant are excluded.
9. Combine clause by using conjunctions.
e.g. when, then, but and so on.
10. Evaluative language is used in factual and personal recount
e.g. Captain Arthur Philip was a fair and just man. The trip was a wonderful experience
The following text is the example of schematic structure of recount text Hartanto (2015:1):
Here, the researcher analyzes the schematic structure more detail from the text above:
2.4 General Concept of Clustering Technique
2.4.1 Definition of Clustering Technique
In Oxford (2003:75), clustering is defined that cluster is group of things close together or form a close group. Technique is defined as way of doing something, especially one that needs special skills or skill with which is able to do something practical Oxford (2003:443).
In addition Langan (2001:23) said that clustering also known as diagramming or mapping is another strategy that can be used to generate material for a paper. This method is helpful to think in a visual way. In addition clustering is another strategy that can be used to generate material for a paper. In clustering you will boxes, lines, arrows, and circles to show the relationship among of idea and details that occur to you.
Another expert of Cooper and Axelord in Aryanti (2015:26) clustering is an invention activity which revels possible relation among fact and ideas. Unlike listing, clustering requires a brief period of initial planning. Based on Blanchard and Root (2003:42) clustering is another prewriting technique, it is a visual way of showing the ideas are connected using circle and line or draw a diagram. It means that clustering can be useful for any kind of writing. Keep in mind that there is no right or wrong way of clustering. It is a way to think on paper about how various ideas and details relate to one another.
Topics that seem to develop that seem to develop well from the listing method might produce further details or strong relationships among ideas when a process it called clustering Sova (2004:30). It means that to create a list of details to organize into subtopic in writing, may not work with all topics. The purpose in writing using clustering technique is to develop the topic into a longer writing. Based on Sova (2004:30) that there is another technique of sorting and categorizing to highlight the relationships among ideas is called branching, a technique similar to clustering technique. In making the initial branching list, the writer leaves substantial space between each idea to allow for development of minor idea and their connection to the major branches.
2.4.2 Steps of Using Clustering Technique
Clustering can be useful for any kind of writing. The researcher uses it in the early stages of planning an essay in order to find subtopic in a topic or to organize information. The students may try to discard several clusters before finding one that is promising. Clustering works as follow Sova (2004:31):
1. In a word or phrase, write your topic in the center of piece of paper and circle it.
2. Also in a word or phrase, write down the main parts or central ideas of your topic. Circle these. Moreover, connect them the topic in the center.
Table 2.4 Grouping ideas (second stage)
The need for a dress code
in occupations and
professions today
Nanies
Clothing sales Clerks
Secretaries
Beauticians
Priests
Doctor
3. The next step is to generate facts, details, example, or ideas related in any way to their main parts of topic. Keep going until we can think nothing else relating to our topic. Then, see a set of cluster that have done, if one particular circle of the clustering is enough to begin a draft, we can cluster again to expand the branches and begin to impose some order by clustering and begin to a first draft in writing.
Table 2.5 Finishing of clustering Technique (last stage)
The need for a dress code
in occupations and
professions today
Nanies
Clothing sales Clerks
Secretaries
Beauticians
Priests
Doctor
Training
Chewing gum
Well-dress
Dress suits
Jeans
White color
White coat
Unshaven
Jeans
Uniform
2.4.3 Teaching Writing Using Clustering Technique
The following are steps in teaching writing using clustering technique:
1. Introducing the concept of clustering technique to students. Tell them that clustering technique would help them in generate ideas when they started to write.
2. Leading students to generate ideas in form clustering technique on the whiteboard as a model. Put the topic in the center by using box or other shapes to make it more interesting, and put keywords related to the topic by using lines or arrows. Students do not have to worry in generating ideas. It is free for them to organize their ideas as long as related to the topic given.
3. Asking students to write the first draft based on the design of clustering technique samples that have been made on the whiteboard to know that students have easy when started to write by using clustering technique.
4. Asking the students through selected topic to made procedural recount text referred to their own experience. Give students a evaluation to check their ability in writing and to know their problems in writing.
2.5 Students in Junior High School
The age of our students is a major factor in our decisions about how and what to teach. People in different ages are having different needs. The relative superiority of older children as language learners (especially in formal educational settings) may have something to do in their increased cognitive abilities that allow them to benefit from more approaches that are abstract to language teaching. They do not accept the curriculum, since they find it unfamiliar and unclear. Even though, thinking skills of teenagers are developing, some of them are not able to manage the given curriculum. Vágnerová in Loukotková (2011:28) there are some reasons for teenage relation to school the following reasons:
1. Formal deficiency (incomprehensible teacher explanation, things that they do not understand accumulate and continuity is broken, etc.)
2. Emotional barriers caused by negative expectations
3. Lower intellectual competence, which does not suffice for successful management of more complex theories.
According to Harmer (2007:31), adolescents is strange that, they relative success as language learners. Adolescents are often as seen problem students, yet with their greater ability for abstract thought and their passionate commitment to what they are doing once they are engaged. The adolescent do not know yet about what they need to learn some problem.
Harmer (2001:38) said that young learners, especially the children in the ages of nine or ten is absolutely have different characteristic in learning new language, it can be characterized as follows:
a. They respond individual meaning even they do not know individual words
b. They often learn indirectly rather than directly.
c. Their understanding cannot just from explanation, but also from what they see, heard and touch also from what they interact with.
d. They generally are having enthusiasm in learning about the world around them.
e. They are keen to talk about themselves and respond well to learn about the topics that use themselves as the main topic in the classroom.
f. They have limited attention; they can easily get bored and losing interest after few minutes.
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SCARF ACTIVITIES
Scarves are a wonderful and endlessly creative material that can be used with young children of various ages. There are many benefits to using them. Sharron Krull, on her website
(Sharin' with Sharron, Streamer Ribbons and Scarves, May 17, 2017
Sharinwithsharron.wordpress.com/category/musical-activities-for-young-children/), lists the following objectives and learning outcomes:
Promotes cross-lateral movements (midline development)
Develops body and spatial awareness
Directionality
Laterality
Gross and fine motor coordination
Eye-hand coordination
Moderate to vigorous physical activity
Agility
Flexibility
Listening skills
Cooperative play
Creativity
Imagination
Scarves can be used in so many creative ways to explore movement possibilities. Sharron Krull has compiled the following list:
* Up and down
* Side to side
* In a circle
* In a figure 8
* Above your head
* Below your knees
* Between your legs
* At your side
* In front of you
* Behind you
* Like a broom (moving it side to side in front of body)
* Like a fishing pole (casting or throwing it out in front of body)
* Like a hammer (moving it up and down with quick wrist movements)
* Like ocean waves (shaking it in front of body)
* Like a rainbow (moving it in an arc from one side of body to the other
* Like a river (dragging it across the floor or ground)
* Like tree branches in a windstorm (hold it above the head, swaying from side to side)
* Like a tornado (spinning around and raising and lowering it)
GROSS MOTOR MOVEMENTS
Use the scarves to engage the whole body.
*Toss the scarf up and practice catching it. This can be done in varying levels of challenge with the scarf bunched up in a ball or opened up. Try counting higher and higher before catching the scarf. This can also be done with a partner, throwing one scarf back and forth, or even two scarves at the same time.
*Use the scarves when dancing to accompany music. Multicultural music from around the world can be used (i.e. Chinese instrumental music), as well as classical music.
*Freeze Dance: Put recorded music on and have children do free form dancing. When music stops (pause), children freeze until the music starts again.
JUGGLING SCARVES, SIMPLE VERSION
Children can start out with just one scarf tossing it in the air and catching it with the same hand. With two scarves, one in each hand, older children can throw one scarf up while passing the other scarf to the opposite and empty hand. Immediately following, the child will catch the scarf coming down with the now empty hand. This makes a circle motion.
FOLLOW THE LEADER
Let children take turns being the leader moving around the room or simply staying in one place (In his or her "bubble space").
GAME: TAILS
This is a running and chasing game that can be played with a group of children. Each child has one scarf, which is tucked into clothing at the back of the waist to be used as a "tail." It is a variation on a tag game, but instead of tagging, children pull each other's tails and drop them on the ground. When this happens, the child whose tail is off goes to a "tail repair area" (a designated location to put the tail back on). After that, the child may rejoin the game. This can be done while recorded music is playing or not.
DRAMATIZATION
*Stories
*Verses/Poems
*Songs
TELL A STORY
Use the scarves as props intermittently through the story in response to certain words. For example, use the scarves for water, wind, clouds, wagging animal tails, wings on butterflies or birds, a rainbow, tree branches, etc..
MORE IDEAS:
POPCORN SONG (Sung to the tune of "Frere Jacques")
Version 1
Popcorn kernels, popcorn kernals (wave scarves overhead)
In the pot, in the pot. (Tell the children to make their scarves 'disappear' by bunching them up in their fists.)
Shake them, shake them, shake them, (Repeat) (Shake the scarf strongly.)
Until they POP! Until they POP! (Toss scarf up into the air.)
Version 2 (www.futurelibrariansuperhero.com)
Popcorn kernals, popcorn kernals (wave scarf all around)
Put them in a pot. Put them in a pot. (Make the scarf into a very small ball held in both hands.)
Shake (12 times) (Shake the scarf energetically.)
Watch them pop! Watch them pop! (Throw the scarf up in the air on "pop".)
ALL THE FISH ARE SWIMMING IN THE WATER
Miss Jen the Librarian (YouTube) Dany Rosevear (YouTube) All the fish are swimming in the water, swimming in the water, Swimming in the water. All the fish are swimming in the water, Bubble, bubble, bubble, bubble, POP! All the little fish are dipping and they're diving… All the dolphins are jumping in the water…. All the sharks are hungry for their dinner…. Great big whales are spouting in the water…. All the ducks are paddling in the water…. All the children are splashing in the water….
WAVE YOUR SCARF
www.jbrary.com
Sung to the tune of "London Bridges"
(Sing and give directions of what to do with the scarf each time.)
Wave your scarf up and down…
Wave your scarf from side to side….
Wave your scarf round and round….
Twirl your scarf in front of you….
Throw your scarf up in the air….
(Make up other movements.)
DANCING SCARF BLUES
www.macaronisoup.com/songs/dancing-scarf-blues.htm
TWO LITTLE BLACKBIRDS
Two little Blackbirds sitting on a hill (wave scarves)
One named Jack, and the other named Jill.
Fly away, Jack (hide one behind back).
Fly away, Jill (hide other one behind back).
Come back, Jack, come back, Jill.
Two little Blackbirds sitting on a cloud.
One was quiet
, and the other was loud.
Fly away quiet, fly away loud.
Come back quiet,
come back loud.
Two little Blackbirds sitting on my toe,
One was high (wave scarf high),
The other was low (wave scarf low).
Fly away high, fly away low.
Come back high, come back low.
Two little Blackbirds sitting on my hat,
One was round (wave scarf in a circle),
The other was flat (stretch scarf tightly).
Fly away round, fly away flat.
Come back round, come back flat.
Two little Blackbirds sitting on a stick,
One was slow (wave scarf slowly),
The other was quick (wave scarf quickly).
Fly away slow, fly away quick.
Come back slow, come back quick.
OTHER SONGS THAT CAN BE USED WITH SCARVES
Rainbow Round Me; Butterfly, Butterfly; Sunny Day; My Hat
ON YOUTUBE
Scarf Song: Kids Educational Song: Jamaroo Kids (My Hat song adapted) https://www.youtube.com/watch?v=Q0DoTzxhS5k Shoo Fly: Kids Educational Song; Jamaroo Kids https://www.youtube.com/watch?v=4gd7oZRP3Hw
Bird Scarf Dance, Summer Arts Camp 2010, Settlement Music School https://www.youtube.com/watch?v=JS_PiJyzNdA
AMAZON: DerKit 28 Pieces Square Silk Juggling Scarves for beginners, magic tricks, musical performance, props, accessories, 24 X 24 inches, $12.59 Look for a range of colors including black and white. | <urn:uuid:c7d8d92d-2520-4737-bd4f-345fdb73b37e> | CC-MAIN-2024-33 | https://www.wendykanter.com/uploads/1/0/2/5/102588366/scarf_activities.pdf | 2024-08-03T16:22:06+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640372747.5/warc/CC-MAIN-20240803153056-20240803183056-00591.warc.gz | 832,765,182 | 1,667 | eng_Latn | eng_Latn | 0.992866 | eng_Latn | 0.996125 | [
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Fact Sheets for Families
Coining: What You Need to Know
The Asian population in the United States, and par ticularly in California, is growing. Many Chinese and South Asian families use alternative and traditional treatment methods such as coining, cupping, pinching, acupuncture, massage, herbal, and dietary therapies to treat childhood illnesses. Coining is one of these healing practices that may cause injuries or physical harm and your child care provider may mistake it for abuse and assume that the child is in danger.
What is Coining
Coining, or cao gio (pronounced gow yaw), is a common Southeast Asian alternative treatment for minor illnesses such as cold, flu, headache, fever, pain, cough, or low energy. Cao gio literally translates to "catch the wind." It is believed that too much "wind" in the blood is the cause of many illnesses, and coining will bring the blood to the surface by which a "bad wind" can be released.
The practice of coining involves rubbing heated oil on the skin, most commonly the chest, back, or shoul ders, and then strongly rubbing a coin over the area in a linear fashion until a red mark is seen – a doorway for the wind to get out. This practice is very similar to "gua sha," a Chinese alternative medicine, which often uses rounded stones or other tools.
Are there any complications?
Minor burns are the most common complication of coin ing. However, more serious complications, including severe burns, bruises, bleeding in the brain, camphor intoxication, and renal contusion (kidney injury), are also reported in the medical literature. In addition, several parents who use coining for treatment of their children have been accused of child abuse.
California Childcare Health Program UCSF School of Nursing cchp.ucsf.edu 2010
Why is alternative and traditional medicine used?
The treatment of illnesses often relates to beliefs about their causes. The use of coining and other procedures and home remedies also refers to the traditional beliefs, practices, and materials people use to maintain health and cope with disease.
Several factors including economic status, limited access to health care, duration of stay in the United States and effects of acculturation, and proven efficacy play a direct role in the usage of folk remedies. Folk remedies are less expensive than conventional medicine, consist ing of items found within the home.
Tips to keep in mind
* The decision to use traditional and alternative treat ment is important. As an informed parent you need to consider the safety and effectiveness of the treatment, the expertise and qualifications of the practitioner, and the particular illness before selecting any such method of treatment.
* Understanding the safety, effectiveness, indications for use and proper dosage of alternative remedies is also important for avoiding possible interactions or harmful delays in getting conventional treatment.
* Some practices may be confused with signs of child abuse and your child care, and health care providers may need to know about traditional healing rituals of your ethnic group.
Resources
CCHP Fact Sheets for Families: Alternative Medicine at https:// cchp.ucsf.edu/content/fact-sheets-families
National Center for Complementary and Alternative Medicine at www.nccam.nih.gov
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Year 3 Newsletter
Aldwyn Primary School Every Child a Success
Summer Term 1
Monday 15 th April- Friday 24 th May 2024
Our topic theme for this half term is called 'Welcome to the Jungle'.
What will we read this half term?
What will we learn this half term?
This half term, we will be travelling to South America, in particular – Brazil! We are looking forward to going on our visit to RHS Bridgewater on Tuesday 14 th May. This will compliment our work on plants. The children will be participating in a workshop called 'exploring plants', as well as having lots of opportunities to explore the wonderful gardens.
Our School Values
Achieve Care Value Listen
Our focus for this half term's value is 'Achieve and Help'. We will be learning about the life and achievements of Pele, the Brazilian footballer. Pele was known for his positive attitude, and his collaborative work in a team.
English
We will be reading Jack and the Beanstalk and talking about what makes a story a traditional tale. We will be talking about new vocabulary in the text, and making a story map of what happens.
Later on we will be writing a new version of the story by writing about what happens to Jack when he goes to market to buy a pig!
In this work we will look at narrative and try to include some in our own writing.
Following on from this, we will read Jim and the Beanstalk, which was written as an alternative story to the original traditional tale.
Maths
Our maths work this half term will start off with finishing our work on volume and capacity. We will then move onto:
fractions:
-adding and subtracting fractions
-finding unit and non-unit fractions of a set of objects
Money:
-adding and subtracting money
-converting pounds and pence
-Finding change
Time:
-Roman numerals to 12
-Telling the time to 5 minutes and the minute
-Reading time on a digital clock
-Days, hours and minutes
-Solving time problems
Science – Plants
Our trip to RHS Bridgewater in Worsley will complement our science topic of plants this half term. We will be learning about what helps plants to grow, and conducting controlled experiments on plants to see what happens when we take some of these conditions away.
We will be learning about the functions of different parts of a flower and experimenting to see how water can travel up the stem.
Geography – South America -Rio and South East Brazil
In geography we will be locating South America and then Brazil on the world map. We will find out what life is like in Brazil, and how the climate can affect both the landscape and human and animal life in this this part of the world.
Computing –Desk top publishing - Creating /editing images adding text
We will be looking at how to move pictures around.
We will be working towards creating a newspaper which we will based on our topic of South America and Brazil.
PSHE- Relationships
Through circle and reflection time, the children will be thinking about roles and responsibilities within their own family, as well as their friendships with others. They will re-visit how to keep themselves safe when online, and then think about what it is like to be a member of the wider community and their place in the world.
Art – Observational drawing – plants and flowers – Georgia O'Keefe
Our art starts off by looking at shapes in everyday objects and looking carefully to draw what we see.
We will move on to look at some of the work of Georgia O'Keefe, who was known for her drawings of all things botanical.
We will be drawing in the style of O'keefe and adding colour to our work.
Music - Bringing us together
Our focus will be a disco song called – Bringing Us Together. It is about friendship, peace, hope and unity. The children will be –
-Listening and appraising the song.
-Using different notes on glockenspiels to join in and play along.
-learning to read and use some basic notation.
-learning about pulse, rhythms, notation and tempo.
-singing
P.E. – Tennis
This half term, Mr Cole will be working with the children on their tennis skills. They will be learning how to stand and hold the racket correctly, as well as different shots which can be played.
French – transport
Children will develop their conversational skills using french vocabulary for transport, directions and movement. They will learn the verb 'to go' – aller. They will be able to use Je – I and Tu – you in their sentences.
Homework
As usual, a piece of English and Maths homework will be sent home every Friday and should be returned by the following Wednesday.
Spellings and timetables will be given every Friday, and tested the following Friday.
Please continue to read with your child as often as possible. This may be their school reading book, or a shared book at home.
We have some very interestring topics for the half term ahead, which we are sure our children will enjoy and share with you at home.
As always, please chat to us at the door if you have any worries or concerns, or make an appointment for later in the week.
Kind regards,
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ARCHDIOCESE OF INDIANAPOLIS
Safety and Loss Control News
Michael J. Witka, Director of Parish Financial Services and Risk Management Archdiocese of Indianapolis ▪ (317) 236-1558
Smoke Detector Safety Tips from the NFPA
The following article is excerpted from the National Fire Protection Association (NFPA) Fact Sheet: "Smoke Alarm Safety Tips." It provides helpful information for selecting, setting up and maintaining a smoke detector.
"chirps", warning the battery is low, replace the battery right away.
Smoke alarms save lives. Almost twothirds of home fire deaths resulted from fires in homes with no smoke alarms or no working smoke alarms. When there is a fire, smoke spreads fast and you need smoke alarms to give you time to get out.
Install smoke alarms in every bedroom, outside each separate sleeping area and on every level of the home, including the basement. Interconnect all smoke alarms throughout the home. When one sounds, they all sound.
An ionization smoke alarm is generally more responsive to flaming fires, and a photoelectric smoke alarm is generally more responsive to smoldering fires. For the best protection, both types of alarms or a combination alarm (photoelectric and ionization) should be installed in homes.
Test alarms at least monthly by pushing the test button.
Smoke rises; install smoke alarms following manufacturer's instructions high on a wall or on a ceiling. Save manufacturer's instructions for testing and maintenance.
Replace batteries in all smoke alarms at least once a year. If an alarm
Replace all smoke alarms, including alarms that use 10-year batteries and hard-wired alarms, when they are 10 years old or sooner if they do not respond properly.
December 2013
Prepared by Gallagher Bassett Services, Inc.
Be sure the smoke alarm has the label of a recognized testing laboratory.
Alarms that are hard-wired (and include battery backup) must be installed by a qualified electrician.
If cooking fumes or steam sets off nuisance alarms, replace the alarm with an alarm that has a "hush" button. A "hush" button will reduce the alarm's sensitivity for a short period of time.
An ionization alarm with a hush button or a photoelectric alarm should be used if the alarm is within 20 feet of a cooking appliance.
Smoke alarms that include a recordable voice announcement in addition to the usual alarm sound, may be helpful in waking children through the use of a familiar voice.
Smoke alarms are available for people who are deaf or hard of hearing. These devices use strobe lights. Vibration devices can be added to these alarms.
Smoke alarms are an important part of a home fire escape plan.
"Reproduced from NFPA's website, © NFPA 2013."
Replace batteries in all smoke alarms at least once a year. If an alarm "chirps," warning the battery is low, replace the battery right away.
Inside this issue:
Maintenance of BatteryOperated Emergency Lights 3
Proper Snow Removal 3
Maintenance of Battery-Operated Emergency Lights
The following information is excerpted from the Minnesota Department of Health. The information contained in this article is applicable on a national level and only covers unit equipment (also known as battery-operated emergency
is that, on older lighting units, the circuitry that's supposed to interrupt the normal AC power can fail. In such cases, the use of the test switch or test button really only serves to test the lamps, but does not serve as a valid test of the batteries.
lights) and EXIT signs provided with a battery-operated emergency illumination source.
Local, State and National Codes, along with insurance company requirements, dictate that all assembly, business, educational, industrial, institutional, healthcare and certain multi-family residential facilities have appropriate means of egress marked with readily visible signs installed and properly maintained. In certain cases, emergency lighting of the means of egress must also be provided. Additionally, a facility owner is required to inspect the fixtures monthly, arrange for annual testing and maintenance, and have equipment maintenance records available.
2. The Electrical Code allows flexible cord-and-plug connections for battery-operated emergency lights, provided the cord doesn't exceed 3 feet in length. Testing of this kind of installation can be performed by simply unplugging the unit for the required amount of time. Obviously, care needs to be taken to ensure that the units are plugged in again immediately after the test, so as to avoid what's called a "deep discharge" of the batteries (i.e., a discharge below 80% of the batteries' initial rated voltage), which can be damaging to the life of the batteries.
Testing Requirements
1. To help ensure their reliability, battery-operated emergency lights must undergo the following tests [see NFPA 101(00), Sec. 7.9.3]:
A 90-minute annual test.
A 30-second monthly functional test, and
2. By exception, self-testing/self-diagnostic, batteryoperated emergency lighting equipment that automatically performs a test for not less than 30 seconds and a diagnostic routine not less than once every 30 days and indicates failures by a status indicator are exempt from the monthly functional test, provided a monthly visual inspection is conducted.
3. These requirements also apply to EXIT signs provided with a battery-operated emergency illumination source [see NFPA 101(00), Sec. 126.96.36.199].
Test Methods
Manufacturers' documentation should include instructions for proper maintenance and testing of their equipment. That said, there are several ways to perform the required tests:
1. Many battery-operated emergency lights and EXIT signs are equipped with a test switch or test button that simulates a power outage and activates the battery. The downside of using this method, however,
3. Another option is to shut off the breaker controlling the normal AC power to the emergency lights and/or EXIT signs. While probably the most effective way to test both the lamps and batteries, the downside here is obvious—throwing the breaker will also cut power to everything else on that circuit.
While holding a test switch or test button for 30 seconds isn't much of a problem, holding it for 90 minutes is a completely different matter. This has led to inquiries about whether or not it's acceptable to install a switch at each individual light that can be used to interrupt the normal AC power for the required 90 minutes. The simple answer is no, installation of such a switch would be a violation of the Electrical Code. Some things to keep in mind include:
1. The Electrical Code requires that the branch circuit feeding unit equipment be the same circuit as that serving the normal lighting in the area and that it be connected ahead of any local switches. For example, units located in a corridor or stair enclosure must be connected to the branch circuit supplying the normal corridor or stair enclosure lighting ahead of, or on the line side of, any switches. If power is lost to the branch circuit for any reason, the batteries automatically take over and restore illumination to the corridor or stair enclosure.
2. It must be further noted that it is not acceptable to provide a separate branch circuit for unit equipment. This is because, in the example given above, failure of the normal corridor or stair enclosure branch circuit wouldn't necessarily affect the unit
(Continued on page 3)
(Maintenance of Battery-Operated Emergency Lights, continued from page 2)
equipment, leaving the corridor or stair enclosure in darkness.
3. That leaves is up to facility personnel to devise a way to hold the test switch/button in the test position for the required 90-minute test period. It is recommended that the equipment manufacturer be contacted for guidance on acceptable ways to accomplish this without damaging the equipment.
Batteries
Like automobile batteries, which are continually discharged and recharged during normal vehicle operation, proper testing extends the life of batteries serving emergency lights or EXIT signs. Still, it must be remembered that these batteries have a limited service life. Because there are many factors that affect battery life (i.e., changing temperatures), it's not possible to set a hard and fast rule on how long a specific battery should last.
The two most commonly used battery types for emergency lighting are lead acid and nickel cadmium. While the equipment manufacturer would be the best source for information on battery life, a maintenance-free lead acid battery might be expected to have a service life somewhere between 5-10 years and a maintenance-free nickel cadmium battery an estimated service life of between 10-15 years.
It is important to note that some dimming of the lamps may occur during testing. However, the minimum lighting levels specified in the code [see NFPA 101(00), Sec. 188.8.131.52 or MSCFC(07), Sec. 1006.4] must be maintained for a minimum of 90 minutes.
Document Your Tests and Battery Replacements
NFPA 101(00), Sec. 7.9.3 requires that written records of the testing of your battery-operated emergency lights and EXIT signs be kept for inspection by the AHJ.
It's important that at least two people in your facility know where your logs are kept to increase the likelihood that they can be readily provided if requested during an inspection. It is recommended that these logs be maintained for at least three years.
-Information excerpted from
+operated+emergency+plans&cx=001025453661958716519%3Aj2323tveixc&cof=F
http://www.health.state.mn.us/macros/search/index.html?q=maintenance+of+battery
ORID%3A10&ie=UTF-8&submit=Search and http://www.health.state.mn.us/divs/fpc/Battery_opliting2.pdf
Proper Snow Removal
Winter snow showers and storms make it necessary to clear walkways and parking lots to ensure that pedestrians and drivers are able to maneuver safely along these areas. The following tips will help parish personnel to remove snow safely.
Snow Shoveling
If the area of snow to be cleared is small, or if a snow thrower is not available, someone will have to shovel it by hand. Only someone who is in good physical condition and general health should do this work.
First, the person shoveling should mentally divide the area into sections and clear one part, then the rest before going on to the next section. Whenever the snow begins to feel especially heavy, the shoveler should take a rest break. Persons shoveling snow should keep the following information in mind.
Wet snow is much heavier than dry snow—govern the rate of shoveling accordingly.
If an icy crust has formed on top of several inches of snow, shovel the snow in layers.
Push or sweep as much of the snow as possible.
Make use of small quantities of rock salt or other ice-melting materials to make the job as easy as possible.
Don't shovel snow right after eating or drinking alcohol, and don't smoke right before, during or after shoveling snow.
Dress warmly while shoveling snow because cold itself can pose a strain on the body's circulation. Don't bundle up so heavily however, that movement is difficult.
If chest pain, weakness or other signs of physical stress occur, stop shoveling at once and seek medical attention.
Snow Throwers
All snow throwers are potentially dangerous. Their large, exposed mechanism, which is designed to dig into the snow, is difficult to guard. However, with proper handling, snow throwers offer a service that is safer than the back breaking, heart-straining shoveling method. Safer snow throwers have guards on the drive chains, pulleys and belts.
The auger at the front of the snow thrower presents the greatest hazard. Some also have an additional auger for extra throwing power. These, along with moving gears, drive chains, and belts can be sources of danger to anyone tampering with a snow thrower when it is running. Injuries usually occur when the operator
(Continued on page 4)
ARCHDIOCESE OFINDIANAPOLIS
Michael J. Witka Director of Parish Financial Services and Risk Management 1400 N. Meridian Street Indianapolis, IN 46202 (317) 236-1558
If there are any subjects you would like to see addressed in this newsletter, or questions about a topic presented, please contact Ms. Amanda Weller, Gallagher Bassett Services, Inc., Two Pierce Place, Itasca, IL 60143, Telephone: 815-236-5170, Email: firstname.lastname@example.org.
The information contained in this report was obtained from sources which to the best of the writer's knowledge are authentic and reliable. Gallagher Bassett Services, Inc. makes no guarantee of results, and assumes no liability in connection with either the information herein contained, or the safety suggestions herein made. Moreover, it cannot be assumed that every acceptable safety procedure is contained herein, or that abnormal or unusual circumstances may not warrant or require further or additional procedures.
(Proper Snow Removal, continued from page 3)
attempts to clear off debris while the motor is running. Although snow throwers can handle dry, powdered snow with little difficulty, their performance in wet, sticky snow is not as effective. Wet snow tends to clog the blades and vanes, and often jams and sticks in the chute. Snow throwers are also capable of picking up and even throwing ice, stones and other hard objects.
The following safety suggestions for snow thrower operations are recommended by the Outdoor Power Equipment Institute. Protect yourself and others by following these safety tips:
Read the Operator's Manual.
Keep all persons a safe distance away.
Do not allow children to operate this machine, nor allow adults to operate it without proper instructions.
Disengage all clutches, and shift into neutral before starting the motor.
Never place a hand inside the discharge chute or even near its outside edge with the engine running.
Keep hands, feet, and clothing away from powerdriven parts.
Know the controls and how to stop the engine or how to take the unit out of gear quickly.
Exercise caution to avoid slipping or falling,
Disengage power and stop the motor before cleaning the discharge, removing obstacles, making adjustments, or when leaving the operating position.
especially when operating the machine in reverse.
Never direct discharge at bystanders, nor allow anyone in front of the machine—debris may be hidden in the snow.
Written Snow and Ice Removal Plan
A written Snow and Ice Removal Plan is an excellent tool to use and reference for ensuring that snow and ice exposures are taken care of promptly and effectively. When developing a Snow and Ice Removal Plan, be sure to include information on the following items:
Individuals responsible for snow/ice removal
Contractor selection guidelines
Utilization of a snow and ice removal log
Frequency of snow/ice removal procedures
Proper claim-handling practices
Use of sand or salt
Snow/Ice Removal Log
It is important to maintain a Snow/Ice Removal Log. This log includes pertinent data demonstrating that snow/ice has been cleared from walkways and other surfaces on the property. The log should include the name of the individual or contractor who removed the snow/ice, estimated snowfall amounts, the presence of any ice buildup, temperature, action taken, dates and times, inspection notes and any unusual conditions. | <urn:uuid:b214dfd0-48f4-40ec-8984-73470846113b> | CC-MAIN-2024-33 | https://www.archindy.org/insurance/documents/Newsletter%2012-13.pdf | 2024-08-03T16:40:49+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640372747.5/warc/CC-MAIN-20240803153056-20240803183056-00598.warc.gz | 537,363,735 | 3,357 | eng_Latn | eng_Latn | 0.997638 | eng_Latn | 0.998066 | [
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5.1 The Remainder Theorem
Consider the following algebraic long division,
p (x) = x 3 − 3 x 2 − 36x − 48 ( x + 1 ) It shows the cubic being divided by and that the remainder is 16 −
The calculation is telling us is that,
The remainder theorem gives a quick method of finding out what the remainder at the end of the algebraic long division will be without having to do the division.
It says,
"To find the remainder when is divided by calculate " p (x) ( x + 1 ) p (− 1)
The Remainder Theorem
p (x) ( x − a ), When a polynomial is divided by where a is a constant, p (a) the remainder is
Notice that, in the example, saying the remainder is 16 meant
−
16 −
x+1
5.2 Why Does The Remainder Theorem Work ?
As observed previously, from the long division,
If this is multiplied throughout by ( x + 1 ) it becomes,
Now, putting the number 1 into the LHS is the same as putting it into the RHS.
( x + 1 ) On the RHS then becomes zero and all that's left is the 16 −
5.3 Example
f(x) =x
3
− a x
2
+bx− 4,whereaandbare constants to be found
f (x) ( x − 1 ) • The remainder when is divided by is 2
f (x) ( x − 2 ) • The remainder when is divided by is also 2
Teaching Video : http://www.NumberWonder.co.uk/v9029/5.mp4
5.4 Exercise
Marks Available : 40
Any solution based entirely on graphical or numerical methods is not acceptable
Question 1
f (x) = 4 x 3 + a x 2 + bx − 27 , where a and b are constants to be found
f (x) ( x − 1 ) • The remainder when is divided by is 2 −
f (x) ( x + 1 ) • The remainder when is divided by is − 100
Find the values of the constants a and b if the function
( x + 3 ) • is exactly divisible by
( x − 3 ) • leaves a remainder of 60 when divided by −
Additional Mathematics Examination Question from June 2014, Q6 (OCR)
f (x) = x 3 − 4 x 2 + ax + b The function is such that
* x = 3 f (x) = 0 is a root of the equation
* f (x) ( x − 1 ) when is divided by there is a remainder of 4
( i ) Find the value of a and the value of b
f (x) = 0 ( ii ) Solve the equation
[ 4 marks ]
( a ) You are given that
Additional Mathematics Examination question from June 2007, Q11 (OCR)
y = f (x) ( i ) Find the three points where the curve cuts the x-axis
y = f (x) ( ii ) Sketch the graph of
[ 4 marks ]
( b ) You are given that
g(x) =x
3
− 3 x
2
− 4x+12
g (x) ( x + 1 ) ( i ) Find the remainder when is divided by
( x − 2 ) g (x) ( ii ) Show that is a factor of
g (x) = 0 ( iii ) Hence solve the equation
[ 2 marks ]
[ 1 mark ]
p (x) x ( x + 1 ) The polynomial has factors and
a − b + c = 1 ( i ) Prove that
[ 2 marks ]
p (x) ( x − 1 ) ( ii ) If the remainder when is divided by is 5, find the value of b
$$p (x) = 9 x 2 + ax + b$$
p (x) ( x − 1 ) ( x + 2 ) has remainder 12 when divided by either or
( a ) ( i ) Find the values of a and b
[ 2 marks ]
p (x) ( x + 3 ) ( ii ) Hence obtain the remainder when is divided by
[ 2 marks ]
9 x 3 + a x 2 + bx − 6 ( x + 1 ) ( b ) Prove that is divisible by
[ 2 marks ]
This document is a part of aMathematics Community Outreach Projectinitiated by Shrewsbury School
It may be freely duplicated and distributed, unaltered, for non-profit educational use
In October 2020, Shrewsbury School was voted " Independent School of the Year 2020"
© 2022 Number Wonder | <urn:uuid:696b702b-4197-4550-bcbf-1f9fa0a56496> | CC-MAIN-2024-33 | https://numberwonder.co.uk/Download/PD9029/9029(5).pdf | 2024-08-03T16:11:55+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640372747.5/warc/CC-MAIN-20240803153056-20240803183056-00595.warc.gz | 347,086,256 | 1,049 | eng_Latn | eng_Latn | 0.905346 | eng_Latn | 0.98189 | [
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Seasonal Care for Houseplants
Adjustments for Different Seasons:
Light:
* Winter: Increase light exposure by placing plants near south-facing windows. If natural light is insufficient, use grow lights to provide the necessary light spectrum for photosynthesis.
* Summer: Monitor plants for potential light stress and move them if they are exposed to direct, harsh sunlight for extended periods.
Temperature:
* Cold Protection: Keep plants away from cold drafts, windows, and doors to prevent temperature shock.
* Heat Protection: Avoid placing plants near heat sources like radiators, heaters, and fireplaces, which can cause leaf burn and dry out the plant.
Watering Changes:
* Winter: Reduce watering as plants enter dormancy and their growth slows. Overwatering during this period can lead to root rot.
* Spring/Summer: Increase watering frequency as plants become more active and require more moisture to support new growth.
Protecting Plants:
From Drafts:
* Use Draft Stoppers: Place draft stoppers at the base of doors and windows to prevent cold air from reaching your plants.
* Relocate Plants: Move plants away from doors, windows, and other areas prone to drafts.
From Heating and Air Conditioning:
* Avoid Vents: Place plants away from heating and air conditioning vents to prevent sudden temperature changes and dry air.
* Maintain Humidity: Use a humidifier, mist plants regularly, or place humidity trays near plants to keep the air moist, especially in winter when indoor air tends to be drier.
Additional Tips:
Humidity:
* Winter: Indoor heating systems can reduce humidity levels. Use a humidifier or place plants on a tray filled with water and pebbles to increase humidity.
* Summer: Mist plants regularly to keep humidity levels up, particularly for tropical plants.
Fertilizing:
* Winter: Reduce or stop fertilizing as plant growth slows down.
* Spring/Summer: Resume regular fertilizing to support new growth during the active growing season.
Pest Control:
* Regular Inspection: Check plants regularly for pests, which can be more prevalent in warmer months. Treat any infestations promptly with appropriate methods.
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Tips on Site Preparation, Selection, Placement, Planting, Mulching, Watering, Fertilizing, and Care of Your Native Plants in the Ground and in Containers
Version 8; August 27, 2022
Steven W. Woodmansee, Pro Native Consulting
www.pronative.com
Site Preparation: The importance of site preparation is underrated. Having a good foundation for planting sets the pace for a successful landscape. I do not recommend you purchase plants until the area is prepared for planting. This could include removing lawn and plants not desired. When grading or adding elevation to an area (less than 8"), it is recommended that sand or gravel be used rather than soil, as soil high in organics will breakdown and dissipate (shrink) in a few years. If you plan on adding more than 8" of elevation, use a soil that is less than 50% organic (peat). Don't use potting soil, unless you plan on mixing it with sand or gravel. Be sure that elevations grade away from the house in case of heavy rains or flooding. When preparing a site for multiple plantings be mindful that trees and shrubs occupy space in the soil, and soil level will be raised overtime as roots grow and plants drop leaves. This may take 20 years, but it will happen, and could impact drainage down the road.
Selection: Before purchasing plants, make certain to wait until all site preparation for the given area is completed. Before buying, determine the number of plants necessary for the area, remember to figure the amount needed and spacing based upon the size of each species. When purchasing, I recommended that only plants grown in smaller containers (1 gallon, 3 gallon, or 7 gallon) be purchased. Plants in small containers are cheaper, require less watering, and establish much more quickly than those in large containers. In just a couple years, if planted under the correct conditions appropriate to the species, these plants will outperform larger plants installed (certain species of palms are an exception to this rule). In addition, in some areas, due to the large trees nearby, soil space underground is limited, making it difficult to plant, and difficult for the plant to grow.
When selecting plants at a nursery, ask the seller whether one may pull the plant out of its container; this is done so that you may inspect its roots. Young plants, which may appear small for the container size, will have few roots, this is okay, but you may want to allow the plant to grow in the pot for a month or so before planting in the ground. Overly fertilized plants may have poor root development. So if a plant is luxurious and green above, and then almost no roots below, one should avoid this plant. If one were to put it in the ground it could die from shock of lack of nutrients, and also it will not be able to draw enough water from the ground. Some plants have been in the pots too long, and have lots of roots twining around the pot. This is less of a big deal for most native species, but if there is a better plant, choose it instead. So remember to pay attention to the health of the roots, not the size of the plant above the soil surface. During installation, should any plants appear pot bound (with roots that encircle the bottom of the pot), one needn't worry. Although it is true that encircling roots prevent the plant's ability to grow well, almost all south Florida trees and shrubs are tough enough to survive the following. First, cut the pot away from the plant and remove it. Then take a long sharp knife, and slice off the bottom portion of the plant where the roots are encircling (like carving a loaf of bread). Then install.
Any tap root that a native species had will adapt to the soil in which it's placed. Cutting off these twining roots will prevent the continued spiral habit as it creates new lateral roots after installation.
Placement: Placement will depend upon the size of the species in most cases. However keep the following things in mind.
Powerlines, Cable lines, and Phone lines: Use shrubs and small trees when planting under powerlines. Most palms are inappropriate for planting under powerlines. If your powerlines, cable lines, and/or phone lines are buried underground, do not plant near them.
Fences & Walls: When planting along a fence or wall, I recommend you keep the plantings 24 feet from the fence depending on the size of the species. This is done so that when the time comes, the fence or wall may be accessed for painting or replacement without damaging your plants. In addition, you will be able to get behind your plants to prune and maintain them. The exception is with vines, which may be planted close to the fence or wall with the understanding that they will need to be replaced along with the fence when that time comes.
House: I generally do not recommend planting anything next to the house, as it allows rodents and pests to access the roof and potentially compromised areas undetectable by the eye. In addition, houses need to be painted, and on occasion tented for termites. Plants will need to be removed or may die in those cases.
Many home owners wish to screen their A/C unit, or some other "eyesore". This appliance will eventually need to be accessed should it break. In addition, adequate airflow is important in maintaining the A/C unit. If you must plant next to the house, I recommend you keep plantings 2-3 feet from the walls. Small sized trees should be at least 10 feet from the house's roof edge, Medium sized 15 feet from the roof edge, and large trees 25 feet from the house's roof edge.
Septic Tank: Find out where it is, and do not plant any trees or large shrubs on top of it. Do not plant any large trees within 10 feet of your septic tank. Don't allow trucks to drive on top of it when dropping off soil, mulch, or plants.
Planting: No soil amending is recommended when planting in the ground. Dig a hole slightly wider than the size of the pot, but not deeper. Remove the plant from the pot by turning the pot over in one hand, grasping the trunk of the plant with one hand, and then pulling the pot away from the plant. If the container is too large, place the pot on its side, and wriggle the pot away from the plant. Avoid pulling the plant out of the pot by grabbing the trunk or stem. If need be, cut the pot away from the plant. Place the newly removed plant in the hole and be sure not to bury your plant too deeply. The top of the soil of the plant from the pot should be level with the surrounding soil. It is better to have the plant exceed the hole than below it so that the crown roots can grow adequately. Backfill the gaps of the hole with the existing soil, and then water it in soaking it more than you think necessary. Lots of water will help prevent air pockets in the ground which could kill your plant's roots. I like to create a berm ring around my newly planted plant (like a donut) so that the water does not run off away from the plant. An excellent video on tree planting in Miami-Dade County is:
https://www.youtube.com/watch?v=2TgaHECjupE
Fertilization: Chemical fertilizer is not needed when planting in the ground. Too much fertilizer can cause problems such as poor root development, root burn (fertilizer is basically a salt), and poor flowering. In lieu of fertilizer, a dressing of mulch is recommended for any newly installed native plants (except pineland or prairie plantings). Natives are well adapted to our soil conditions, and the idea is to mimic nature in the restored area in order to achieve a successful landscape.
Mulch: For all newly installed landscaped plants (excepting pineland and prairie plantings) apply mulch surrounding the trees and shrubs. Mulch mimics the leaf litter and surficial organic soil that occupies most of Florida's forested plant communities. When applying, mulch should be 3-4 inches away from the trunk of the plant, and 5-6 inches deep (roughly 2-3 cubic feet of mulch per shrub or tree, less for ground covers).
Tree trimmer (arborist) mulch is optimal as it is local and you are preventing sending more debris to the landfill. However it is often fresh (green), and should be "cured" before use. Have the tree trimmer mulch sit in a large pile in your yard for 2-3 months or longer. The natural processes of composting heats the mulch, thereby killing any unwanted weed seeds. Mulch should be re-applied annually till the trees planted produce sufficient leaf drop to replace the need for mulch. If you have someone trim your trees, consider keeping the mulch in your yard (or even logs to use in the landscape). You can get free mulch by contacting tree trimmers directly or alternatively sign up to www.chipdrop.com to have a truck load of mulch delivered. Chip drops should be used for large projects as each delivery contains up to 20 cubic yards of wood chips, and drops cannot be scheduled. This is a newish program, and some members have waited up to 4 months to get their "drop". I recommend you watch their videos describing what to expect.
If you don't have room for a large mulch pile in your yard, or for small plantings, you have two options. Many County-owned Waste Transfer Stations have free mulch available to the general public. In addition, the www.chipdrop.com site members will often advertise that folks can come and get some mulch from their chip drop. Alternatively, among the commercial bagged mulches, I recommend using Florimulch, or Eucalyptus mulch. Bagged mulch is already heat sterilized, and should contain no weed seeds. Avoid using colored mulches, and never use Cypress mulch as natural forests are cleared in order turn into mulch. Eucalyptus mulch is sold at most box stores. Florimulch is sold at Bernie's Garden Center on Krome Avenue around 147th street. I recommend you call them before driving out there to be sure that they have the quantities you need (phone number is: 786.242.4443)
Watering Regime: Watering schedule of newly installed plants is as follows: Every day for the first two weeks, every other day for the following two weeks, twice a week for the following two weeks, and then once per week for the following four weeks. In other words, only a total of ten weeks of watering are needed to establish most plants (plants from larger than 7-gallon containers will need longer watering). Afterwards, existing trees & shrubs should be watered when they appear to be wilting or stressed. After following this regime, watering should not be needed except in cases of severe drought.
Pests and Disease: Should you notice any diseases appear on your plants, I recommend that you ignore them, or passively treat them. Most disease problems will go away in time if you have a balanced landscape (with appropriate mulch and watering etc.). I do not recommend using pesticides (including
"organic" ones) as in the long run, they cause more problems for the plants as they eliminate both the beneficial insects (those that prey on pests such as lady bird beetles and wasps) as well as the harmful ones. A passive treatment for diseases such as aphids, scale insects, and sooty mold is utilizing soapy water in a spray applicator (it can be a reused spray bottle) directly on the insects or affected area. Recipe is 2 tablespoons dish soap per gallon of water.
Hedges and Screenings: When planting a hedge it is good to select species which require minimal maintenance. Using fast growing large trees may fill the space quickly, but require a great deal of pruning throughout the year, so I recommend you use small trees and shrubs when creating a hedge. Before pruning your hedge, imagine taking a slice through the middle of it, and look at the cross section. It should be trapezoidal in shape with the top narrower than the bottom. This is so that light can penetrate to lower leaves and branches. If your hedge is wider at the top, lower leaves will die and disappear, leaving gaps and bare spots. Below is a diagram for trimming hedges from: https://aggiehorticulture.tamu.edu/earthkind/landscape/proper-pruning-techniques/.
Container Plants: Many of the above recommendations do not pertain to plants grown in containers. Several native plant species may be successfully grown in containers. Slower growing species are the most easily grown in containers, however I have also had success with moderately fast growing shrubs and trees. When selecting a container, be sure and use one that is of suitable size for you shrubs or trees. Be sure that the container has been sterilized in case there were any pests/diseases from the prior user (if applicable). You can use a weak solution of bleach, or leave the container out in the sun for a week. Make certain your container has drainage holes. Herbaceous (non-woody) plants and ground covers may do well enough in smaller shallower containers, but most shrubs, trees, and palms should be in containers that are 15 gallons or larger in size. I recommend you purchase a potting soil which is well drained; this is extremely important or your plant could rot inside the container. I also recommend a potting soil with perlite. Perlite, which looks like little balls of Styrofoam, is much lighter than sand, making your containers easier to move around. When placing a plant in its new container, follow the procedure covered for planting in the ground (be sure to not bury the plant too deeply, and water it well initially). Place 2-3 inches of mulch on top of the soil in the pot. You will need to fertilize eventually (most potting soils have some fertilizer).
Most container plants will need to be watered daily, especially if you use a potting soil with perlite in the mix, and mornings are the best time to water. Another watering tip is to water the plant when the soil begins to pull away from the sides of the container. Rainfall isn't necessarily sufficient for container plants, as the amount of soil for water retention is much reduced in a container. If you miss a watering period, and your plant loses its leaves/fronds, it may recover with subsequent watering. I recommend using a slow release fertilizer such as Osmocote or so that you do not burn your container plants (fertilizer is essentially a salt). Application frequency of the slow release fertilizer will depend on the type, the package should read how many months it is good for. Organic fertilizers or a light layering of compost may also be used in lieu of Osmocote. For some flowering plants, you may not wish to overfertilize, and use fertilizers lower in Nitrogen, as most fertilizer types promote vegetative growth reducing the plant's drive to reproduce (flower). Container plants will need to be pruned on a regular basis, and older shrubs and trees may need to be root pruned every 2-3 years or so once they have grown into the container. | <urn:uuid:f134da7f-d803-4648-89f8-e6e81ff92ded> | CC-MAIN-2024-33 | https://img1.wsimg.com/blobby/go/3b9cbf46-d5d8-4ac9-9b66-8f9be28ae884/Planting%20%26%20Watering%20Tips%20v8%202022.08.27.pdf | 2024-08-03T16:29:40+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640372747.5/warc/CC-MAIN-20240803153056-20240803183056-00597.warc.gz | 255,370,793 | 3,293 | eng_Latn | eng_Latn | 0.998752 | eng_Latn | 0.998982 | [
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Activity sheet 2
Do you remember the following scene in the play? Study the pictures and discuss the following questions in groups.
1. Why didn’t Tim, Sally and Mary help Chris right away?
2. What did Chris promise to the others? Do you think the three children should ask Chris to make a promise when he was sick? Why?
3. Why did Tim, Sally and Mary help Chris in the end? If you were the children, would you help Chris?
4. Do you think Chris will change his behaviour? If not, can you suggest ways to help him change? | <urn:uuid:3dacdd69-1bc5-43f5-86bb-ceb491a0b690> | CC-MAIN-2024-33 | https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng-edu/references-resources/LEAD/Libray%20of%20plays/Self-written%20plays/Bossy%20Chris/Activity_2.pdf | 2024-08-03T15:56:38+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640372747.5/warc/CC-MAIN-20240803153056-20240803183056-00595.warc.gz | 593,589,077 | 125 | eng_Latn | eng_Latn | 0.999416 | eng_Latn | 0.999523 | [
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Activity: Creating value through innovation
Joe Tidd and John Bessant http://www.innovation-portal.info/
John Wiley and Sons Ltd
1
Activity: Creating value through innovation
Think of an innovative idea for a new product or service. List the ways in which it might create 'value' for users – what aspects are likely to appeal and why might they pay for this? Refine your answer by considering who – which target market segments – might value the idea and why?
This exercise provides an important building block for the Business Model Canvas approach to planning innovation. | <urn:uuid:51c59214-66ae-494b-bd54-b179e968e0a7> | CC-MAIN-2024-33 | https://www.johnbessant.org/_files/ugd/6ba33a_4a8738e5bbc44c9db10b593c1e309d52.pdf | 2024-08-03T15:59:04+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640372747.5/warc/CC-MAIN-20240803153056-20240803183056-00600.warc.gz | 687,328,571 | 118 | eng_Latn | eng_Latn | 0.748286 | eng_Latn | 0.993993 | [
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IU Northwest General Education Principle 1
Requirements Adopted 10/20/2006
)
| Principle 1 domain | Foundation course |
|---|---|
| 1.Reading/writing | W131 Elementary Composition I |
Learning outcomes - Adopted 01/16/2009
1. Reading and Writing
IU Northwest students will:
* Read actively and critically, analyzing and evaluating a writer's ideas and assumptions, use of illustrations, examples and evidence, and the effectiveness of the structure and style of challenging written texts.
* Use the writing process as a tool of inquiry to discover, explore, test, and develop ideas.
* Analyze and evaluate the relationship between a writer's central purpose in a text and the rhetorical means—ethical, emotional, and logical—used to advance that purpose.
* Draft and revise written texts that provide readers with effectively organized and clearly integrated support—in the form of illustrations and examples, relevant and sufficient data, and other pertinent sources of information and ideas— of a well-formulated thesis.
* Edit written texts for clarity and appropriateness of style, precision of language, and correctness in grammar and punctuation, and adhere to the expectations of an appropriate documentation style.
* Incorporate the words and ideas of others correctly and effectively, as support of the text's thesis. | <urn:uuid:15537069-a933-4e2e-baa5-09b5fef0fd64> | CC-MAIN-2024-46 | https://www.in.gov/che/files/IUN_Written_Communication_Outcomes.pdf | 2024-11-10T05:24:08+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028166.65/warc/CC-MAIN-20241110040813-20241110070813-00373.warc.gz | 739,360,872 | 274 | eng_Latn | eng_Latn | 0.993565 | eng_Latn | 0.993565 | [
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Fact Sheets for Families
Never Shake a Baby!
Each year, more than 1,300 American children are forcefully shaken by their caretakers. Powerful or violent acts of shaking may lead to serious brain damage—a condition called "shaken baby syndrome" (SBS). The American Academy of Pediatrics, an organization of 55,000 pediatricians, pediatric medical sub-specialists and pediatric surgical specialists, considers shaken baby syndrome to be a clear and serious form of child abuse. Shaken baby syndrome often involves children younger than 2 years but may be seen in children up to 5 years of age.
What is shaken baby syndrome?
The term "shaken baby syndrome" is used for the internal head injuries a baby or young child sustains from being violently shaken. Babies and young children have very weak neck muscles to control their heavy heads. If shaken, their heads wobble rapidly back and forth, which can result in the brain being bruised from banging against the skull wall.
Generally, shaking happens when someone gets frustrated with a baby or small child. Usually the shaker is fed up with constant crying. However, many adults enjoy tossing children in the air, mistaking the child's excitement and anxious response for pleasure. Tossing children, even gently, may be harmful and can cause major health problems later on in life.
What are the signs and symptoms?
Signs of shaken baby syndrome may vary from mild and nonspecifi c to severe. Although there may be no obvious external signs of injury following shaking, the child may suffer internal injuries. Shaking can cause brain damage, partial or total blindness, deafness, learning problems, retardation, cerebral palsy, seizures, speech diffi culties and even death.
Damage from shaking may not be noticeable for years. It
California Childcare Health Program UCSF School of Nursing cchp.ucsf.edu 2005
could show up when the child goes to school and is not able to keep up with classmates.
Tips for prevention
Shaken baby syndrome is completely preventable.
* Never shake a baby—not in anger, impatience, play, or for any reason.
* Avoid tossing small children into the air.
Address the causes of crying to reduce stress
Caregivers and parents can become exhausted and angry when a baby cries incessantly. Some babies cry a lot when they are hungry, wet, tired or just want company. Some infants cry at certain times. Feeding and changing them may help, but sometimes even that does not work.
If a young child in your care cries a lot, try the following:
* Make sure all of the baby's basic needs are met.
* Feed the baby slowly and burp the baby often.
* Offer the baby a pacifi er, if supplied by parents.
* Hold the baby against your chest and walk or rock him/her.
* Sing to the baby or play soft music.
* Take the baby for a ride in a stroller or car.
* Be patient. If you fi nd you cannot calmly care for the baby or have trouble controlling your anger, take a break. Ask someone else to take care of the baby or put him/her in a safe place to cry it out.
* If the crying continues, the child should be seen by a health care provider.
No matter how impatient or angry you feel, never shake a baby!
References
National Center on Shaken Baby Syndrome.
American Academy of Pediatrics, Policy Statement: Pediatrics Volume 108, Number 1, July 2001, pp. 206-210.
California Childcare Health Program, Health and Safety in the Child Care Setting: Prevention of Injuries. | <urn:uuid:40381bba-f750-4ca5-aa9b-a1b57a9f88be> | CC-MAIN-2024-33 | https://cchp.ucsf.edu/sites/g/files/tkssra181/f/nevershakebabyen_new.pdf | 2024-08-03T16:51:32+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640372747.5/warc/CC-MAIN-20240803153056-20240803183056-00605.warc.gz | 125,879,625 | 744 | eng_Latn | eng_Latn | 0.997173 | eng_Latn | 0.997173 | [
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Spoken English
KS2, Y5 & Y6
listen and respond appropriately to adults and their peers
articulate and justify answers, arguments and opinions
give well-structured explanations for different purposes
maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
participate in discussions, presentations, performances, role play, improvisations and debates; gain, maintain and monitor the interest of the listener(s)
consider and evaluate different viewpoints, attending to and building on the contributions of others
select and use appropriate registers for effective communication.
KS3
using Standard English confidently in a range of formal and informal contexts, including classroom discussion
giving short speeches and presentations, expressing their own ideas and keeping to the point
participating in formal debates and structured discussions, summarising and/or building on what has been said
improvising, rehearsing and performing play scripts to generate language and discuss language use and meaning, using role, intonation, tone and volume to add impact.
Reading Comprehension
KS2, Y5 & Y6
continuing to read and discuss an increasingly wide range of plays and non-fiction
drawing inferences such as inferring characters' feelings, thoughts and motives; justifying inferences with evidence
predicting what might happen from details stated and implied
summarising the main ideas drawn from more than one paragraph, identifying the key details that support the main ideas
distinguish between statements of fact and opinion
retrieve, record and present information from non-fiction
explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
provide reasoned justifications for their views.
Theme 5
The Birth of Rugby League
National Curriculum
Theme 5 provides opportunities for:
English
KS3
reading a wide range of non-fiction, including plays with a wide coverage of genres, historical periods, forms and authors
understand increasingly challenging texts through:
making inferences and referring to evidence in the text knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension checking their understanding to make sure that what they have read makes sense.
Citizenship
Aims
acquire a sound knowledge and understanding of how citizens participate actively in the UK's democratic systems of government
develop a sound knowledge and understanding of the role of law and the justice system in our society and how laws are shaped and enforced
Subject Content
develop pupils' understanding of democracy
use and apply their knowledge and understanding whilst developing skills to research and interrogate evidence, debate and evaluate viewpoints, present reasoned arguments and take informed action
the operation of Parliament, including voting and elections
the nature of rules and laws and the justice system, including the role of the police and the operation of courts and tribunals
History
Purpose of study
to develop understanding of:
Britain's past and that of the wider world
the need to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement
the complexity of people's lives, the process of change, the diversity of societies and relationships between different groups.
the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people's lives have shaped this nation
historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions
how and why contrasting arguments and interpretations of the past have been constructed
historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
KS2
continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study
note connections, contrasts and trends over time and develop the appropriate use of historical terms
regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance
construct informed responses that involve thoughtful selection and organisation of relevant historical information
understand how our knowledge of the past is constructed from a range of sources
a local history study
KS3
extend and deepen chronologically secure knowledge and understanding of British, local and world history, so that it provides a well-informed context for wider learning
identify significant events, make connections, draw contrasts, and analyse trends within periods and over long arcs of time
pursue historically valid enquiries including some they have framed themselves, and create relevant, structured and evidentially supported accounts in response
understand how different types of historical sources are used rigorously to make historical claims
discern how and why contrasting arguments and interpretations of the past have been constructed.
ideas, political power, industry and empire: Britain, 1745-1901
a local history study | <urn:uuid:edc5d4ae-7537-4d7f-81dc-169c6b4c5336> | CC-MAIN-2024-33 | http://huddersfieldrlheritage.co.uk/Documents/Education/RL%20Education/Theme%205/Theme%205%20in%20PDF/Hudd%20RL%205.2%20Prim%20Fram%20&%20NC%20Refs.pdf | 2024-08-03T16:23:25+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640372747.5/warc/CC-MAIN-20240803153056-20240803183056-00607.warc.gz | 13,531,374 | 1,038 | eng_Latn | eng_Latn | 0.993105 | eng_Latn | 0.992768 | [
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DEAR MAN
DEAR MAN
Dave really wants a new phone. His has a cracked screen and is much older than his friends' phones. The phone Dave wants is on sale, but he does not have enough money saved. How could he use DEAR MAN to ask his parents for a new phone?
Describe:
EXPRESS:
ASSERT:
Reinforce:
MINDFUL:
appear confident:
Negotiate:
159 | <urn:uuid:f8f2382b-9a43-46a2-921b-b99298cb2640> | CC-MAIN-2024-46 | https://citrone33.org/wp-content/uploads/2022/10/Mindhacks-2022-Curriculum-4_159.pdf | 2024-11-10T05:08:33+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028166.65/warc/CC-MAIN-20241110040813-20241110070813-00379.warc.gz | 137,525,903 | 89 | eng_Latn | eng_Latn | 0.999686 | eng_Latn | 0.999686 | [
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MAKING ACTIVITY: FLIES AND FLY SWATS
When you meet an animal in your life, have you thought about what objects you have or need with you to meet them?
Some objects are kind and helpful (food, brushes for pets, nestboxes and homes) some are to make the animal go away (fences, poison and fly swats).
Why do we welcome some animals and not others?
For this activity you will be making a fly swat and flies from cardboard, string, sticks and paper.
What you need:
* Scrap cardboard (it needs to be thick enough it won't go floppy, but still thin enough to cut with your scissors)
* Holepunch
* Different coloured string or wool
* A stick for the swat handle
* Tape
* Colouring pens and pencils
* Scissors
FLY SWATS:
1. Cut out a square of the cardboard. About the size of your hand with fingers spread out.
2. Punch holes evenly around the edges, these will be for threading the string. Optional: poke a hole in the centre with scissors and cut out the centre, leaving a 2cm border.
3. Thread the string through the holes and weave the mesh of the fly swat. You can get creative with any weaving pattern, colours, or type of string. Remember to tie off the ends of your string.
4. Attach the stick as a handle by weaving in and knotting with string, or tape. Make sure it is nice and secure.
FLIES:
Now time to make your flies! You could colour in and cut out the flies here. Or make your own with card and paper. The possibilities are endless!
When your fly is finished, punch a hole and attach a long piece of string. You can hang your fly from the ceiling, or something tall or you could tie a string from one end of the room to the other and hang lots of flies on it. Can you hang some high and some low?
Time to get swatting!
Anna Louise Richardson is well known for her charcoal and graphite drawings of animals. Her artwork is based on her experiences of life in rural Australia living and working on a multi-generation beef cattle farm just south of Boorloo (Perth) in Western Australia. Her drawings help her to explore the role of animals in our lives: as food, as business, as part of the environment and as pets.
Anna shares her studio on the farm with her artist-husband Abdul-Rahman Abdullah who makes sculptures of animals to tell stories about politics, cultural identity, and the natural world. Their three kids are the seventh generation to grow up on the property.
Curated by Rachel Arndt & Dr Lee-Anne Hall. A Wagga Wagga Art Gallery, The Condensery and Museums & Galleries of NSW touring exhibition. This project was made possible by the Australian Government's Regional Arts Fund, which supports the arts in regional and remote Australia and the Government of Western Australia through the Department, Culture and the Arts (WA). This project has been assisted through the Australia Council for the Arts, its arts funding and advisory body. | <urn:uuid:a469022f-3d4a-460f-aa2d-01d90a955652> | CC-MAIN-2024-46 | https://www.annalouiserichardson.com/uploads/2/5/9/2/25920099/thegood_makingactivity.pdf | 2024-11-10T05:50:04+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028166.65/warc/CC-MAIN-20241110040813-20241110070813-00378.warc.gz | 585,213,323 | 641 | eng_Latn | eng_Latn | 0.998589 | eng_Latn | 0.998579 | [
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HOW TO STOP OBSESSIVE WORRY: A KEY TO PEACE OF MIND William Doverspike, Ph.D. Drdoverspike.com 770-913-0506
This article is designed to be educational in nature and it is not intended to provide professional advice. The reader is encouraged to contact a licensed mental health professional if professional advice, diagnostic consultation, or treatment is being sought.
There is a story of an old tombstone that contained the inscription: "95% of what put me here never happened." Dale Carnegie once wrote, "Those who do not know how to fight worry die young" (Carnegie, 1944, p. 36). 1 Yet most people worry about things occasionally, which can be adaptive and useful if it motivates the person into taking constructive action such as preparing for a test, considering a job change, or planning for the future. However, when worrying becomes excessive, unproductive, or difficult to control, it may be maladaptive or even pathological. Difficulty controlling worrying is one of the primary features that distinguishes pathological worry from the everyday anxieties that most people experience when they anticipate and prepare for an important event. Pathological worrying is sometimes described as obsessive worrying, which may become a true obsession (from the Latin obsessus meaning "besieged"). The Latin root is instructive because when a person is obsessed, it is as if the person were besieged by uncontrollable thoughts.
,
Obsessions are intrusive thoughts that a person tries to control, resist, or eliminate. In other words, an obsession is a recurring thought that outweighs any other thought. There are some important differences between true obsessions and worry. For example, worry involves an apprehensive expectation about some type of realistic domain of activities or events (e.g., family, health, finances, or school/work), whereas true obsessions have an irrational quality (e.g., a contamination phobia). In general, true obsessions are not as common as obsessive worry.
In order to cope with the weight of obsessive worry, psychologists have identified several cognitivebehavioral activities that can be useful in reducing the frequency and intensity of obsessive thoughts. Some of these same ideas are contained in a variety of sources such as The Anxiety and Worry Workbook (Clark & Beck, 2012), The Anxiety and Phobia Workbook (Bourne, 2010), and other sources.
Stopping worry may be unrealistic. Perhaps a more realistic title would be "How to Avoid Obsessive Worry." In reality, attempting to stop a behavior—whether overt or covert—may have the unintended effect of strengthening it through behavioral reactance (e.g., "Keep off the grass" typically elicits the impulse to walk on the grass). A more realistic option would be to better manage obsessive worry, by reducing its frequency (how often it occurs), intensity (how intensely it occurs), duration (how long it occurs), context (where it occurs), or time (when it occurs).
Obsessive worry is like a negative spiral. The longer you spend time with an obsession, the deeper into it you can get stuck. Neurologically, through the process of synaptic neuroplasticity, the repetition or practice of an activity or thought reinforces neural pathways much like a well trod path in a forest. Psychologically, a mental obsession can also be viewed as a form of trance (Nakken, 1996). The more you induce it by repetition, the more entranced you become and the more difficult it may be to "break the spell."
The downward pull of an obsessive spiral can be very compelling. Following the path of least resistance is likely to keep you going round and round until you are eventually feeling down and out. Deliberately choosing to break out of the obsessive thinking may be difficult at first,
especially if you're highly anxious. With practice, it can become easier. Below are some examples of alternative activities and experiences that will help you shift your mind away from obsessive thinking.
A deliberate act of will is required to stop obsessing. You need to make a deliberate effort to move away from circular mental activity and get out of your head by "shifting gears" to another modality of experience, such as bodily activity, expressing emotions, interpersonal communication, sensory distraction, or a specific ritual. In some cases, an alternative, positive obsession may help. For example, the vicious cycle of negative worry can sometimes be replaced by positive obsessions such as uplifting thoughts, affirmations, or slogans (e.g., "This too shall pass").
Find an alternative positive obsession. In addition to focusing on uplifting affirmations or slogans, there are other types of "positive obsessions" that can be helpful. For example, try performing a complicated mental activity, solving a complex puzzle, practicing a mental agility game, studying an interesting subject, or even writing letters or articles.
Engage in positive physical activities. Although difficult at first, engaging in physical activities can help break an obsessive cycle. Physical activities can include engaging indoor or outdoor exercise, performing household chores, or simply taking a walk. The more entrenched the obsessive cycle, the more vigorous the activity may be needed to dig out of the rut.
Use visual and sensory-motor distractions. Find an enjoyable activity in which you can "lose yourself" in the moment of the activity itself. Active distractions are usually more effective than passive ones (e.g., watching a movie). Effective distractions can involve working on your computer, playing a complex video game, engaging in uplifting reading, or even digging in the dirt. Spend time engaging in arts and crafts, repairing something, or gardening.
Any healthy activity can be useful if it is one in which you lose track of time while engaging in the experience of the activity.
Listen to evocative music to release repressed feelings. Repressed feelings—particularly dysphoric emotions such as sadness or anger—may underlie and "drive" the obsessive thinking. In such cases, music may help you get in touch with your feelings that are below the surface of your obsessions. This relationship may be the basis of the adage that "music soothes the savage soul."
Talk to someone. Use the old adage, "Don't worry alone." Instead, talk with a trusted person about something other than the worry, unless you want to express your feelings about it. People who engage in obsessive thinking tend to focus on their thoughts rather than their feelings. If you can learn to share your feelings, it may help dissipate your obsessive thinking.
Use visual imagery. Some research suggests that chronic worriers are people who engage in frantic, intense thought processes without accompanying images of the threat (Borkovec, Alcaine, & Behar, 2004; Borkovec, Shadick, & Hopkins, 1991; Fisher & Wells, 2009; Roemer & Borkovec, 1993). In other words, chronic worriers may spend so much time thinking about upcoming problems that they don't have any attentional activity left for the important process of creating visual images of the potential threat (Craske & Barlow, 2006). With the help of a psychologist, you may be able to learn how to form mental images associated with negative affect which, paradoxically, can be processed in a way that helps reduce anxiety and worrying.
Consider using positive imagination. Whereas creativity involves the positive use of imagination, worry involves the negative use of imagination. People who worry often imagine the worst case scenario of what might happen. However, the best case scenario is often as likely as the worst case
scenario. Rather than thinking of the worst short term consequence of what might happen, use imagination to visualize the best long-term consequence of what might happen.
Use progressive muscle relaxation. Progressive muscle relaxation is a stress management technique by which you can learn to reduce anxiety by learning how to relax the muscle tension. Relaxation exercises can be done alone or in combination with abdominal breathing, which means breathing fully from your abdomen or from the bottom of your lungs. It is the reverse of the way you breathe when you're anxious or tense, which typically involves breathing that is shallow and high in your chest. Practice progressive relaxation for 510 minutes until you feel fully relaxed and free from obsessive thoughts.
Consider thought-stopping techniques. Based on Cautela and Wisocki's (1977) original article, behaviorists sometimes use cognitive interventions designed to reduce unwanted thoughts. One common technique is to snap a rubber band placed on the wrist with the goal of providing an aversive consequence whenever the unwanted thought occurs. However, some psychologists (e.g., Leahy, 2006, 2010) believe thought stopping not only doesn't work but that it can lead to thoughtrebounding, which refers to an increase in unwanted thoughts that makes matters worse. For example, suppressing thoughts of white bears can lead to an increase or rebound of these thoughts after the suppression (Wegner, 1989). The purpose of the rubber band is to increase one's self-awareness. Rather than stopping a thought, it may be more helpful to redirect one's thoughts (i.e., Stop, Interrupt, and Redirect).
Reframe worry as being less important. Rather than thinking of obsessive worry as something that hijacks your thoughts, think of it simply as a heckler wanting to be noticed. Just as worry can be empowered by giving it too much attention, it can also be disempowered as a heckler by putting it on the back row rather than in the front of the audience.
Practice healthy rituals. Combine abdominal breathing with a positive affirmation that has personal significance. Keep this up for 5-10 minutes, or until you're fully relaxed. This type of activity can function as a positive trance induction that can overcome the negative trance enforced by the obsessive worry. For example, an affirmation can involve a statement such as "These are just thoughts" or simply "Let it go."
Consider meditation procedures. Although many of the above procedures focus on avoiding obsessive thoughts, psychologists have also developed some meditational approaches that focus on acceptance rather than avoidance of distressing thoughts and feelings (Roemer, Orsillo, & Barlow, 2002). Meditational procedures help people learn how to be more tolerant of these feelings which, contrary to common sense, can sometimes help a person reduce their obsessive thoughts.
Consider stopping thought meditation. The concept of stopping thought refers to the Zen mental state of samādi. In this state of meditative consciousness, normal mental chatter slows down or even stops for a period of time, which allows one to experience peace and serenity. Samādi is not achieved through force of will or normal intent, but rather through a combination of acceptance and returning to or focusing on a familiar state. For example, practitioners of zazen meditation typically sit while suspending all judgmental thinking and by letting ideas, images, and thoughts pass by without getting involved in them. It is a way of "letting go" of thoughts.
When all else fails, consider using prayer. In the words of Abraham Lincoln, "I have been driven many times upon my knees by the overwhelming conviction that I had nowhere else to go. My own wisdom and that of all about me seemed insufficient for that day."
Consider using the Serenity Prayer. From a spiritual perspective, excessive worry can be viewed as the antithesis of prayer. To counteract the toxic effects of an obsessive cycle, a healthy antidote can be found in the wisdom of theologian Reinhold Niebuhr's (1892–1971) Serenity Prayer, which was first popularized in the Alcoholics Anonymous Grapevine (1950, pp. 6-7):
God,
Grant me the serenity to accept the things I cannot change, the courage to change the things I can, and the wisdom to know the difference.
Be realistic rather than idealistic. Despite the catchy title of this article, an accurate description of a realistic goal would be to manage obsessive worry rather than expecting to be completely free of worry. Again, some worry can be adaptive—when it leads to constructive action—and a realistic goal would be to transform worry into useful actions.
Consider medical consultation. Although beyond the scope of this article, there are medications that have been shown to be useful in the treatment of anxiety conditions. However, it is important to remember that "pills are not skills." If regular practice of the above skills does not seem to help control your obsessive worries, it may be helpful to arrange a consultation with a board certified psychiatric physician concerning the benefits and risks of psychotropic medications.
Resources
Spitalnick, J., and Munford, M. (2021). Raising resilience: 25 tips for parenting your child with anxiety or OCD. Atlanta, GA: Anxiety Specialists of Atlanta.
Josh Spitalnick, PhD, ABPP is a Licensed Psychologist who is Board Certified in Behavioral and Cognitive Psychology by the American Board of Professional Psychology (ABPP). Marti Munford, LPC is a Licensed Professional Counselor.
The Spitalnick and Munford (2021) article is available at this link.
Permission to upload and link was provided by the first author, Josh Spitalnick, PhD, ABPP at 12:11 PM on 05-26-2023.
Notes
1. Dale Carnegie (1944, p. 36) also provides a mental intervention for controlling worry. Many years before the advent of cognitive psychology or cognitive-behavioral psychotherapy, Carnegie's book, How to Stop Worrying and Start Living, is packed with both cognitive and behavioral techniques. Once technique is described as the "magic formula" of Willis H. Carrier (1876–1950), who was an American engineer best known for inventing modern air conditioning. Here is Carnegie's (1944, p. 36) summary of thre ethree steps of Carrier's magic formula:
a. Ask yourself, "What is the worst that can possibly happen if I can't solve my problem?"
b. Prepare yourself mentally to accept the worst–if necessary.
c. Then calmly try to improve upon the worst– which you have already mentally agreed to accept.
References
Alcoholics Anonymous (1950, January). The Serenity Prayer. AA Grapevine, Vol. VI, No. 8. Pages 6–7. Digital version of article is available at link: https://www.aagrapevine.org/magazine/1950/jan/sere nity-praye r
Borkovec, T. D., Alcaine, O. M., Behar, E. (2004). Avoidance theory of worry and generalized anxiety disorder. In R. G. Heimberg, C. L. Turk, & D. S. Mennin (Eds.), Generalized anxiety disorder: Advances in research and practice (pp. 77–108). New York, NY: Guilford.
Borkovec, T. D., Shadick, R., & Hopkins, M. (1991). The nature of normal and pathological worry. In R. M. Rapee & D. H. Barlow (Eds.), Chronic anxiety, generalized anxiety disorder, and mixed anxiety depression. New York, NY: Guilford.
Bourne, Edmund, J. (2010). The anxiety & phobia workbook (5th ed.). Oakland, CA: New Harbinger Publications, Inc. Pages 425–426.
Carnegie, D. (1944, 1985). How to stop worrying and start living: Time-tested methods for conquering worrying [Revised edition]. New York, NY: Pocket Books. Written by Dale Carnegie, the author of the famous How to Win Friends and Influence People (Carnegie, 1936), this book is also published by Pocket Books, which is a division of Simon and Schuster. Pocket Books first printing was May 1985. Copyright 1944, 1945, 1946, 1947, 1948 by Dale Carnegie. Copyright © 1984 by Donna Dale Carnegie and Dorothy Carnegie.
Clark, D.A., & Beck, A. T. (2012). The anxiety & worry workbook: The cognitive-behavioral solution. New York, NY: Guilford Press.
Cautela, J. R., & Wisocki, P. A. (1977). The thought-stopping procedure: Description, application, and learning theory interpretations. Psychological Record 27,(1), 255–264.
Craske, M. G., & Barlow, D. H. (2006). Mastery of your anxiety and worry. New York, NY: Oxford University Press.
Fisher, P. L., & Wells, A. (2009). Psychological models of worry and generalized anxiety disorder. In M. M. Antony & M. B. Stein (Eds.). Oxford handbook of anxiety and related disorders (pp. 225–237). New York, NY: Oxford University Press.
Leahy, R. L. (2006). The worry cure: Seven steps to stop worry from stopping you. New York, NY: Three Rivers Press.
Leahy, R. L. (2010). Why thought stopping doesn't work. Psychology Today. https://www.psychologytoday.com/blog/anx iety-files/201007/why-thought-stoppingdoesn-t-work
Nakken, C. (1996). The addictive personality: Understanding the addictive process and compulsive behavior (2nd ed.). Center City, MN: Hazelden.
Roemer, L., & Borkovec, T. D. (1993). Worry: Unwanted cognitive activity that controls unwanted somatic experience. In D. M. Wegner & J. W. Pennebaker (Eds.). Handbook of mental control. Englewood Cliffs, NJ: Prentice Hall.
Roemer, L., Orsillo, S. M., & Barlow, D. H. (2002). Generalized anxiety disorder. In D. H. Barlow, Anxiety and its disorders: The nature and treatment of anxiety and panic (2nd ed.). New York, NY: Guilford Press.
Wegner, D. M. (1989). White bears and other unwanted thoughts: Suppression, obsession, and the psychology of mental control. New York, NY: Penguin.
Correct Citation for Reference Entry
The reference entry correct citation styles for this document are illustrated below. Students should defer to the style preferences of their individual course instructors to determine whether the course instructor has preferences that are more specific than those shown below:
American Psychological Association
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Chicago Manual of Style / Kate Turabian
Doverspike, William, "How to stop obsessive worry," 2008. http://drwilliamdoverspike.com/
Note: According to the Chicago Manual of Style, blog posts are typically not included in bibliographies, but can be cited in the running text and/or notes. However, if a blog is cited frequently, you may include it in the bibliography.
Modern Language Association
Doverspike, William F. "How to stop obsessive worry" 2008 [Date accessed]
Note: MLA guidelines assume that readers can track down most online sources by entering the author, title, or other identifying information in a search engine or a database. Consequently, MLA does not require a URL in citations for online sources such as websites. However, some instructors still ask for it, so check with your instructor to determine his or her preference.
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Citations last updated 2024
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About the Book
Genre: Juvenile Nonfiction/ Biography and Autiography
Format:
Hardcover, $18.95
48 pages, 9"x 10-3/4"
ISBN:
9781620145876
Reading Level:
Grade 4
Interest Level:
Grades 3–12
Guided Reading Level: T
Accelerated Reader® Level/Points:
NP
Lexile™ Measure
: NP
*Reading level based on the Spache Readability Formula
Themes: Biography/Autobiography, Breaking Gender Barriers, Race, Adversity, Conflict Resolution, Overcoming Obstacles, Poverty, Pride, Respect, Persistence and Grit, Consequences, Protest, Courage, Trauma, Justice, Black girlhood, Dreams and Aspirations, Nonfiction, Women's History, Empathy and Compassion, Kindness and Caring, Heroism, Poetry, Freedom, Survival, Grief, South (U.S.), Community, Abuse, African/ African American Interest
Resources on the web:
https://www.leeandlow.com/books/rise
All guided reading level placements may vary and are subject to revision. Teachers may adjust the assigned levels in accordance with their own evaluations.
Teacher's Guide
Rise! From Caged Bird to Poet of the People, Maya Angelou
written by Bethany Hegedus, illustrated by Tonya Engel
SYNOPSIS
Writer, activist, trolley car conductor, dancer, mother, and humanitarian—Maya Angelou's life was marked by transformation and perseverance. In this compre hensive picture-book biography geared towards older readers, Bethany Hegedus lyrically traces Maya's life from her early days in Stamps, Arkansas through her work as a freedom fighter to her triumphant rise as a poet of the people.
A foreword by Angelou's grandson, Colin A. Johnson, describes how a love of literature and poetry helped young Maya overcome childhood trauma and turn adversity into triumph. Coupled with Tonya Engel's metaphorical and emotive illustrations, this biography beautifully conveys the heartaches and successes of this truly phenomenal woman, and is a powerful tribute to the written word.
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BACKGROUND
As a young girl, my grandmother Marguerite Johnson—better known as Maya Angelou—was raised by young parents who had difficult childhoods of their own. Vivian Baxter and Bailey Johnson didn't really know what to do with small children. Add to that discord a racial climate in America that found many African Americans using desperate measures to survive. Despite a tough life, my grandmother became courageous and compassionate, developing a great empathy for children and their journey through childhood.
Foreword from Colin Johnson
Childhood is often a time when the power in life belongs to the adults around you. Empathizing with the innocent of children, my grandmother believed they deserved a good start in life but also possessed the courage to endure and thrive no matter their circumstances. The love of Grandmother Henderson, Uncle Willie, her brother, Bailey, and Mrs. Flowers helped her to grow in courage, while reading helped her understand the unlimited possibilities of life. She would later write, "Courage is the most important of all the virtues because without courage you cannot practice any other virtue consistently."
My grandmother believed that courage started with the simplicity of realizing that there are no monsters under the bed. Or, if you do have human monsters to overcome, courage was an inner vir tue that could be developed early. As she moved past the pains of her own childhood and managed that pain, she came to believe: "My mission in life is not merely to survive, but to thrive; and to do so with some passion, some compassion, some humor, and some style."
As you read this book with your children, I hope they will ask questions and make comments; and as you listen deeply, I hope your conversations will help them build courage that will serve them throughout their lives. – Colin Johnson
About Maya Angelou
Dr. Maya Angelou was born Marguerite Johnson in St. Louis, Missouri, on April 4, 1928. She grew up between St. Louis, Missouri and Stamps, Arkansas. Angelou had a long life and career working in many varied roles: author, poet, trolley-car conductor, historian, songwriter, playwright, dancer, teenage mother, stage and screen producer, director, performer, singer, and civil rights activist. Her most famous work is a memoir, I Know Why the Caged Bird Sings (1969), which deals with her child hood and teenage years, including a traumatic incident of sexual abuse. Growing up in the South, Angelou witnessed the violence of the Ku Klux Klan (KKK) and segregation as a way of life. This pe riod was known as the Jim Crow era. Not only were Black people and white people separated from one another, Black communities were disrespected, ill-treated, and sometimes brutally murdered.
After experiencing Jim Crow firsthand on a personal and societal level, Maya Angelou became an activist. She was involved in the anticolonial struggle in Africa during the 1960s: not only did she know and support Nelson Mandela in South Africa's anti-apartheid movement, but in Accra, Ghana, she was a part of an expatriate community that included W.E.B. Du Bois. Returning to the United
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States, she worked with Malcolm X and Martin Luther King on racial justice issues and marched with Gloria Steinem for the feminist cause. Meanwhile, she developed an impressive literary career, be ginning with Caged Bird and eventually encompassing seven autobiographical titles, seven collec tions of poems, five children's books, and two cookbooks. In 1993, she read a poem at President Bill Clinton's first inauguration, and later personally lobbied legislators on behalf of marriage equality.
Earning prestigious literary and humanitarian awards as well as over 50 honorary degrees, Dr. Maya Angelou was bestowed the 2010 Presidential Medal of Freedom by former President Barack Obama. The award is distinguished as the highest civilian honor in the United States. Dr. Angelou passed away on May 28, 2014 at the age of 86.
For more on Dr. Maya Angelou's rich life, visit https://www.mayaangelou.com/ and https://www. poets.org/poetsorg/poet/maya-angelou.
Note on Sexual Abuse
Maya Angelou's childhood experience as a victim of sexual abuse speaks to the horrific violence Black girls still encounter regularly. Race, gender, and class leave Black girls specifically vulnerable to abuse. In 2017, the Georgetown Law Center on Poverty and Inequality conducted a study that suggested a contributing cause: the "adultification" of Black girls (https://www.law.georgetown.edu/ poverty-inequality-center/wp-content/uploads/sites/14/2017/08/girlhood-interrupted.pdf), a term used to refer to the perception of Black girls as less innocent and more adult-like than white girls of the same age. Adultification is historically rooted in the commonly held stereotype of Black girls as hypersexualized, where society attributes sex as part of the "natural" role of Black women and girls. the-great-depression-explained'
Lynching
The reality and dangers of life in the Jim Crow South is addressed in the text, and lynching needs to be taken into account when teaching with Rise! From Caged Bird to Poet of the People, Maya Angelou. The Equal Justice Initiative created a "Lynching in America" lesson plan for high school and states, "The history of lynching in America is undeniably brutal and disturbing; yet avoiding this brutality disallows meaningful understanding of U.S. history" (https://lynchinginamerica.eji. org/drupal/sites/default/files/2017-06/EJI%20-%20LIA%20High%20School%20Lesson%20Plan. pdf). Teaching Tolerance also has resources and units on how to teach honestly and effectively about lynching (https://www.tolerance.org/magazine/teaching-americas-national-crime). Paula Giddings, professor of Afro-American Studies at Smith College, discusses the history and origins of lynching in a video from Facing History (https://www.facinghistory.org/resource-library/video/origins-lynch ing-culture-united-states). Please note that lynching can be triggering for students and it's critical to be cognizant of students' needs.
Note to Educators, Families & Librarians
Be cognizant of the students in your classroom or relevant setting and aware of students' living circumstances prior to reading Rise! From Caged Bird to Poet of the People, Maya Angelou. Would
Teacher's Guide copyright © 2019 LEE & LOW BOOKS. All rights reserved. Permission is granted to share and adapt for personal and educational use.
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. Visit us online at leeandlow.com.
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Teacher's Guide leeandlow.com/books/rise this text be triggering for any students? Several organizations below offer guidance on navigating difficult conversations with children about abuse and suggestions on how to support young survi vors. Consider providing more context and a framework for the reading of Rise! From Caged Bird to Poet of the People, Maya Angelou with the background section of the book.
Note from the Author
"I wish I could share that the stigma and shame around sexual abuse has diminished. It has not. Honoring that strength of unheard survivors, my favorite aunt included, as well as honoring Dr. Maya Angelou, a woman who I so strongly associate with forgiveness, joy, and deep belief who found her healing in the written word, is what led me to capture Maya's life in verse form. Below are resources for those who may be affected or who wish to support someone affected by sexual vio lence." – Bethany Hegedus
Abuse Resources
A 24-hour, seven-days-a-week child-abuse hotline with professional counselors. Childhelp provides crisis intervention, information, literature, and referrals.
Childhelp: childhelp.org
National Children's Alliance: nationalchildrensalliance.org
A nonprofit organization whose mission is to provide training, technical assistance, and networking opportunities to communities seeking to plan, establish, and improve child advocacy centers. The centers coordinate investigation and intervention services with professionals and agencies to create a team with a child-focused approach to sexual abuse cases.
Sexual Assault Awareness Month: nsvrc.org/saam
The month of April is Sexual Assault Awareness Month. This initiative aims to shine the light on sexual violence as a first step in raising awareness about the problem.
Stop It Now!: stopitnow.org
The Stop It Now! hotline provides resources for abusers and those at risk of abusing, helping them to stop the abuse and seek help. The helpline is available for abusers, for people at risk of abuse, and for their friends and family to call for information.
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BEFORE READING
Prereading Focus Questions
(Reading Standards, Craft & Structure, Strand 5 and Integration of Knowledge & Ideas, Strand 7) (Speaking & Listening Standards, Comprehension & Collaboration, Strands 1 and 2)
Before introducing this book to students, you may wish to develop background knowledge and promote anticipation by posing questions such as the following:
* How can reading and writing make someone's life better?
* What kinds of qualities are important for a person to have if they want to achieve an important goal?
* The main figure in the story you are going to read was born in 1928. What was happening in the United States during that time period? How is it different from now? How is it the same?
* How do you expect to be treated by others? How do you feel if people don't treat you well?
* Have you ever witnessed someone or something being mistreated? What emotions emerge?
* Why is it hard to stand up to someone more powerful than you? Can it be difficult to express your feelings?
* How would you define injustice? What are some examples of injustice that you know about?
As a hook for readers, consider showing students Maya Angelou reading her poem "Still I Rise" on YouTube (https://www.youtube.com/watch?v=qviM_GnJbOM).
You may want to have students journal their responses to these questions or pose the final question as a KWL discussion and chart so that you can refer back to it throughout and after the reading of the book to further their thinking on the topic(s).
Exploring the Book
(Reading Standards, Key Ideas & Details, Strand 1; Craft & Structure, Strand 5; and Integration of Knowledge & Ideas, Strand 7) (Speaking & Listening Standards, Comprehension & Collaboration, Strands 1 and 2)
* Book Walk: Take students on a book walk and draw attention to the following parts of the book: front and back covers, title page, author's and illustrator's dedications, foreword, illustra tions, and Author's Note at the end. Display the book and read aloud the title. If students are unfamiliar with Maya Angelou, share information from the Background section of this guide or have them do some preliminary research on their own.
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* Book Title Exploration: Talk about the title of the book. Go over the bolded words on the cover. What do the words "poet," "performer," "writer," "activist," and "humanitarian" mean? Ask stu dents what they think this book will most likely be about. What do they think might happen? What information do they think they might learn? What makes them think that? Discuss the cover illustration and have students talk about how the picture might relate to the title of the book.
* Author & Illustrator: Introduce students to Bethany Hegedus (the author) and Tonya Engel (the illustrator). You can find information in the "About the Author" and "About the Illustrator" sections of this guide. Additionally, consider introducing students to Colin Johnson, Maya Angelou's grandson. See Johnson's speech at Angelou's funeral at the following link (https:// www.youtube.com/watch?v=HnwTxHoxD0Y). Bethany Hegedus and Tonya Engel are also featured in the following video (https://www.leeandlow.com/uploads/loaded_document/698/ BH-Rise_Long.mp4) about the artistic creation and development behind Rise! From Caged Bird to Poet of the People, Maya Angelou.
* Encourage students to stop and jot in their notebooks when they: Learn new information, have an emotional reaction or an idea, have a question, or see new words.
* Have students read the quote by Maya Angelou on the back of the book. What images does the quote bring to mind?
Setting a Purpose for Reading
(Reading Standards, Key Ideas & Details, Strands 1–3)
* how does the title fit the theme of the story?
Have students read to find out:
* who is Maya Angelou and how did she become an important figure?
* how did reading influence Maya Angelou's life?
* how did race, gender, and geography shape Maya Angelou's experiences?
* what was Maya Angelou's impact and how is she relevant today?
Encourage students to consider why the author, Bethany Hegedus, would want to share this story with young people.
The students can also write down some questions of their own that they think the story might answer.
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VOCABULARY
(Reading Standards, Craft & Structure, Strand 4) (Language Standards, Vocabulary Acquisition & Use, Strands 4–6)
(Speaking & Listening Standards, Comprehension & Collaboration, Strands 1 and 2)
The story contains several content-specific and academic words and phrases that may be unfamil iar to students. Based on students' prior knowledge, review some or all of the vocabulary below. Encourage a variety of strategies to support students' vocabulary acquisition: look up and record word definitions from a dictionary, write the meaning of the word or phrase in their own words, draw a picture of the meaning of the word, create a specific action for each word, list synonyms and antonyms, and write a meaningful sentence that demonstrates the definition of the word.
Content Specific
Looms, Sycamore, Juke Joints, Number Runners, Slaughterhouse, Talcum, Chiffon, Conga Line, Tides, Jitterbug, Lindy, Milan, Venice, Paris, Cairo, Baptist, Rafters, Pulpit, Motherland
Academic
Defiant, Regal, Limbs, Heartache, Solace, Consent, Memorizes, Rhythm, Exquisite, Grief, Teeters, Accusation, Lynching, Scholarship, Occupy, Premiere, Authority, Struts, Sways, Soar, Gravelly, Gritty, Jubilant, Joyous, Transported, Activist, Civil Rights, Threatening, Shattered, Human Rights, Compas sion, Trampled, Lingering, Assassinate, Mourning, Injustice, Retreat, Vows, Memoir, Slavery, Abuse, Proclaim, Legacy
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AFTER READING
After students have read the book, use these or similar questions to generate discussion, enhance comprehension, and develop appreciation for the content. Encourage students to refer to passages and/or illustrations in the book to support their responses. To build skills in close reading of a text, students should cite textual evidence with their answers.
Discussion Questions
Literal Comprehension
(Reading Standards, Key Ideas & Details, Strands 1–3)
(Speaking & Listening Standards, Comprehension & Collaboration, Strands 1–3 and Presentation of Knowledge & Ideas, Strand 4)
1. How does the story begin? How does the story introduce Maya Angelou?
2. Is Maya older or younger than her brother is?
3. Where are Maya and her brother Bailey traveling to at the start of the story?
4. Who do Maya and Bailey live with in Stamps, Arkansas?
5. What does Momma Henderson do for a living?
6. What are Maya and Bailey's day-to-day activities while in Stamps, Arkansas?
7. How is Momma Henderson treated in her store? Why is she treated that way?
8. How does Maya feel about living in Stamps, Arkansas?
9. How old is Maya when she moves again? Where do she and Bailey move?
10. Who do Maya and Bailey live with in St. Louis?
11. How does Maya feel in St. Louis?
12. Who is Mr. Freeman?
13. What happens to Mr. Freeman after Maya is hurt?
14. Why does Maya fall silent?
15. How is Maya different the second time she moves to Stamps, Arkansas versus the first time?
16. Who is Mrs. Flowers?
17. What is the role of books in Maya's life?
18. How does Maya find her voice again?
19. Why does Momma Henderson send Maya and Bailey to live with Mother Vivian?
20. What are the jobs Maya holds in San Francisco?
21. Who is Maya's child?
22. In what cities does Maya perform?
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23. What other writers and activists does Maya form a community with?
24. How does Maya react to Malcolm X's and Martin Luther King Jr.'s death?
25. Does Maya choose silence or to speak out after Malcolm X and Martin Luther King Jr. pass away? Why?
26. Why is January 20, 1993 important?
27. How old is Maya when she dies?
Extension/Higher Level Thinking
(Reading Standards, Key Ideas & Details, Strands 1¬–3 and Craft & Structure, Strands 4 and 6)
(Speaking & Listening Standards, Comprehension & Collaboration, Strands 1–3 and Presentation of Knowledge & Ideas, Strand 4)
1. What is the significance of the title Rise! From Caged Bird to Poet of the People, Maya Angelou mean to you after reading?
2. How do Momma Henderson and Mother Vivian influence Maya's life?
3. Why is it significant that Momma Henderson owns a general store? What was life like for African Americans during this time period, particularly African American women?
4. When the author writes, "hate and love, love and hate: the seesaw of the South," what do you think this means? What is the significance of the seesaw? Consider the illustration as well; what does the scale represent?
5. How does being a Black girl affect Maya's childhood? What obstacles does she face because of the color of her skin?
6. When Maya "calls out Mr. Freeman's name as the one who hurt her," what does "hurt" mean?
7. How does Maya cope with her feelings after being hurt by Mr. Freeman?
8. Poet and activist Audre Lorde once wrote, "Your silence will not protect you." How does Maya's story relate to Lorde's statement? In what ways does Maya struggle with silence and express ing herself?
9. What is the significance of the caged bird? Consider the illustrations that depict a cage and/or bird throughout the book. What does the cage represent? What does the bird represent?
10. Why is Maya scared of her voice?
11. What characteristics of books make Maya excited about reading and writing?
12. What financial struggles does Maya face and why?
13. What motivates Maya to be an activist?
14. What are some of the different ways in which Maya is an activist?
15. What evidence in the book demonstrates Maya's persistence and passion?
16. What is the role of community and friendship in helping Maya become who she is?
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Reader's Response
Use the following questions and writing activities to help students practice active reading and personalize their responses to the book. Suggest that students respond in reader's response journals, essays, or oral discussion. You may also want to set aside time for students to share and discuss their written work.
(Writing Standards, Text Types & Purposes, Strands 1–3 and Production & Distribution of Writing, Strands 4–6)
1. What do you think the author and Maya's message to the reader is? Think about possible motivations behind Hegedus's intentions to write the book and Maya Angelou's own writing. What do you think each writer wanted to tell young readers?
2. Have students make a text-to-self connection. What kind of connections did you make from this book to your own life? What do Maya's experiences, thoughts, and feelings mean to you? Have you fought for anything you believed in that was meaningful to you, like Maya? What are ways you express yourself after an emotional event?
3. Have students make a text-to-text connection. Did you think of any other books while you read Rise! From Caged Bird to Poet of the People, Maya Angelou? Why did you make those connec tions?
4. Have students make a text-to-world connection. What kind of connections did you make from this book to what you have seen in the world or on the news? Why did Rise! From Caged Bird to Poet of the People, Maya Angelou make you think of that?
5. How has reading Rise! From Caged Bird to Poet of the People, Maya Angelou impacted your understanding of freedom? What are some other ways people define freedom? How would you define freedom?
6. Racism results in the mistreatment and isolation of people based on their race and the color of their skin. Have you or someone you know ever been treated differently based on race or the color of one's skin? How did you feel experiencing this or witnessing it? How did you react? What can we do to confront this kind of discrimination?
7. Momma Henderson, Uncle Willie, Bailey, Mrs. Flowers and others serve as inspirations to Maya at different points in the story. What does community mean to you? Think of the people in your life who you look to for guidance and support. How do these people support and help you? How have these people helped you overcome obstacles and challenges?
ELL Teaching Activities
(Speaking & Listening Standards, Comprehension & Collaboration, Strands 1–3 and Presentation of Knowledge & Ideas, Strands 4–6) (Language Standards, Vocabulary Acquisition & Use, Strands 4–6)
1. Assign ELL students to partner-read the story with strong English readers/speakers. Students can alternate reading between pages, repeat passages after one another, or listen to the more fluent reader.
These strategies might be helpful to use with students who are English Language Learners.
2. Have each student write three questions about the story. Then let students pair up and discuss the answers to the questions.
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3. Depending on students' level of English proficiency, after the first reading:
* Review the illustrations in order and have students summarize what is happening on each page, first orally, then in writing.
* Have students work in pairs to retell either the plot of the story or key details. Then ask stu dents to write a short summary, synopsis, or opinion about what they have read.
4. Have students give a short talk about why Maya Angelou is an important figure and why they admire her.
5. Have students illustrate a goal or dream of their own.
6. Have students give a short talk about what they think Maya's message is.
7. The book contains several content-specific and academic words that may be unfamiliar to students. Based on students' prior knowledge, review some or all of the vocabulary. Expose English Language Learners to multiple vocabulary strategies. Have students make predictions about word meanings, look up and record word definitions from a dictionary, write the mean ing of the word or phrase in their own words, draw a picture of the meaning of the word, list synonyms and antonyms, create an action for each word, and write a meaningful sentence that demonstrates the definition of the word.
8. Link concepts of persistence, such as Maya continuously seeking to find ways to read, to the student's learning of a new language.
9. Complete frequent checks of understanding.
10. Read aloud a sentence and have students repeat the sentence after you, pointing to each word as they speak.
Social and Emotional Learning
(Reading Standards, Key Ideas & Details, Strands 1-3 and Craft & Structure, Strands 4-6) (Speaking & Listening Standards, Comprehension & Collaboration, Strands 1–3 and Presentation of Knowledge & Ideas, Strand 4) (Writing Standards, Text Types & Purposes, Strands 1–2 and Production & Distribution of Writing, Strands 4–6) (Language Standards, Vocabulary Acquisition & Use, Strands 6)
Social and emotional learning involves being aware of and regulating emotions for healthy devel opment. In addition to understanding one's own feelings, strong socio-emotional development allows individuals to develop empathy for others and to establish and maintain relationships.
Use the following prompts to help students study the socio-emotional aspects of this book.
1. Maya's grandmother experienced racism and prejudice because of her race. How do you respond to racism or discrimination, when you experience it yourself and/or when you see it happening to others?
2. In what ways was Maya able to be persistent and resilient to reach her ultimate goal? Show evidence from the book.
3. Which illustration in Rise! From Caged Bird to Poet of the People, Maya Angelou best shows an emotion? Explain which emotion you think it is. How does it portray that emotion?
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4. How did Maya deal with being hurt by Mr. Freeman? How did people in Maya's life support her when she needed help? What did you learn about dealing with violence and pain from Maya's experience?
5. Choose an emotion that interests you: happiness, sadness, fear, anxiety, frustration, hope, perseverance and so on. Illustrate or act out what that emotion looks like in Rise! From Caged Bird to Poet of the People, Maya Angelou.
6. Mama Henderson sends Maya and Bailey away the second time after a young man is mur dered in Stamps. Was Mama Henderson afraid for Bailey? Why? How does a racially-motivated murder affect the entire community?
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INTERDISCIPLINARY ACTIVITIES
Use some of the following activities to help students integrate their reading experiences with other curriculum areas. These can also be used for extension activities, for advanced readers, and for build ing a home-school connection.
(Introduction to the Standards, page 7: Students who are college and career ready must be able to build strong content knowledge, value evidence, and use technology and digital media strategically and capably)
English/Language Arts
(Reading Standards, Key Ideas and Details, Strands 1–3; Craft and Structure, Strands 4–6; Integration of Knowledge & Ideas, Strands 7–9; Range of Reading of Text Complexity, Strand 10)
(Writing Standards, Text Types & Purposes, Strands 1–3; Production & Distribution of Writing, Strands 4 and 6; Research to Build & Present Knowledge, Strands 7–9; Range of Writing, Strand 10)
(Speaking and Listening Standards, Comprehension and Collaboration, Strands 1–3; Presentation of Knowledge and Ideas, Strands 4–6)
* Conduct a unit on other biographies written in verse. What do students notice about the poetry that is used to convey this person's life? How do the authors' poetic styles compare? How do the illustrations add to the story and the description of the person's life? How does the author use figurative language to write about the person's legacy (http://www.readwritethink. org/files/ resources/lesson_images/lesson79/figresource.pdf)? Why do you think the author chose to write the biography in verse and how does it compare to the other titles? Other Lee & Low biographies in verse include I and I Bob Marley (https://www.leeandlow.com/books/i-andi-bob-marley), Cool Melons—Turn to Frogs! The Life and Poems of Issa (https://www.leeandlow. com/books/cool-melons-turn-to-frogs-the-life-and-poems-of-issa), Love to Langston (https:// www.leeandlow.com/books/love-to-langston), The Pot that Juan Built (https://www.leeandlow. com/books/the-pot-that-juan-built), How We are Smart (https://www.leeandlow.com/books/ how-we-are-smart) and Martí's Song for Freedom/Martí y sus versos por la libertad (https:// www.leeandlow.com/books/marti-s-song-for-freedom-marti-y-sus-versos-por-la-libertad). Have students share their findings in a written format of their choosing.
* As a follow-up activity, using what students learned from the biography study, have them select an artist of color and write their own biography in verse. What did they learn about figurative language from the biographies that they can demonstrate in their own writing? What kind of resources did the authors collect about the person and how did students choose the information that they wanted to share with their readers? Students can then present their biographies during a writing celebration.
* Challenge students to explore the characters more deeply with writing tasks that require perspective-taking:
* Have students think about what Momma Henderson and Maya or Bailey and Maya were thinking after Maya decided to stop speaking. Have students discuss in small groups about how their dialogues are different and reflect on how different family members would have responded to Maya's silence.
* Students can think about how Maya and Momma's perspectives change over the course of the book. What are the different factors that cause their perspectives to change?
* The rich, varied, and poetic language used in Rise! From Caged Bird to Poet of
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Teacher's Guide leeandlow.com/books/rise the People, Maya Angelou provides an opportunity for students to develop their vocabulary skills in authentic contexts. Challenge students to learn and practice using the academic and content-specific words listed in this teacher's guide:
* Before reading: Provide students with a list of the vocabulary words to sort into catego ries (e.g. very familiar, somewhat familiar, unfamiliar).
* During reading: Have students make note of the vocabulary words as they encounter them in Rise! From Caged Bird to Poet of the People, Maya Angelou. They can underline, highlight, or keep a log. Have students predict what the words mean based on context clues.
* After reading: Have students work in pairs to look up the definitions of the "unfamiliar" words on their combined lists. Were their predictions correct? Post the new vocabulary words on your word wall. Have students discuss how these words contributed to the overall feeling of reading the book.
* Have students read "An Interview with Maya Angelou" and then write a response in reaction to the interview (https://www.psychologytoday.com/us/blog/the-guestroom/200902/interview-maya-angelou). What was it like to read an interview with Maya Angelou as opposed to reading a picture-book biography of Maya? What did they learn from reading the interview as opposed to reading the picture book? Students can create a graphic organizer and use columns to compare what it was like reading a primary source document, such as an interview, versus a picture-book biography. Encourage students to think about writing a nonfiction article about Maya versus a picture-book biography. How would those processes look different? Students can share their findings with a partner, small group, or the whole class.
* As a follow-up activity, tell students to imagine they will be interviewing Maya Angelou for a local newspaper or talk show. Ask students to develop a list of five inter view questions they want to ask that they didn't learn from reading the previous interview. What do they want to learn about the Civil Rights movement, writing, forms of expression, and so on? Lead a class discussion, creating a combined list of questions and then narrowing that list down to ten questions.
* Have students read this quote from the Foreword: "Courage is the most important of all the virtues because without courage you cannot practice any other value consistently." Have students identify whether they agree or disagree with that statement and write about why they take that position. Students can use evidence from the text in Rise! From Caged Bird to Poet of the People, Maya Angelou to support, or not support, their state ment.
* As a follow-up activity, have students watch Maya Angelou's "Love Liberates" and "Be a Rainbow in Someone Else's Cloud" through Oprah's Master Class specials (http://www.oprah.com/own-master-class/dr-maya-angelou-love-liberates-video) (http://www. oprah.com/own-master-class/dr-maya-angelou-be-a-rainbow-in-someone-elses-cloud-video). What were their takeaways from watching these videos? What does Maya mean when she says "love liberates" or "be a cloud in someone else's rainbow?" What lessons does she have
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Teacher's Guide leeandlow.com/books/rise to share, and what did students learn from how her mama treated and loved her? How does it inspire them to live their own lives and interact with their families? Students cans share their findings in writing and with a partner, small group, or whole class.
* Engage in an African American Women's History unit. Have students read Voice of Freedom: Fannie Lou Hammer (http://www.candlewick.com/cat.asp?browse=Title&mode= book&isbn=0763665312&pix=y), In Her Hands: The Story of Augusta Savage (https://www. leeandlow.com/books/in-her-hands), Catching the Moon: The Story of A Young Girl's Baseball Dream (https://www.leeandlow.com/books/catching-the-moon) and Zora Hurston and the Chi naberry Tree (https://www.leeandlow.com/books/zora-hurston-and-the-chinaberry-tree), which are all biographies of African American women who faced obstacles because of racism and sexism. As students reflect on each story, ask them to compare how a clear goal helped these women conquer hardship along the way. What is the central idea of each book? How do these stories reveal the impact African American women can have on the world around them? What does each story demonstrate about persistence and passion? What does each story reveal about the value of art and storytelling? Students can share their findings in an essay or visual presentation of their choice.
* Have students come up with a list of questions to ask author Bethany Hegedus. Have students brainstorm a list of interview questions for Bethany. What do students want to know about the process behind writing a children's book? How did she conduct her research on Maya Angelou? Why did she want to write a book about Maya Angelou? How did she get inspiration for her other picture books? Consider contacting Bethany and inviting her to your school for an author visit (http://www.bethanyhegedus.com/).
Social Studies/Geography
(Reading Standards, Key Ideas and Details, Strands 1-3, Craft and Structure, Strands 4-6, Integration of Knowledge & Ideas, Strands 7-9, Range of Reading of Text Complexity, Strand 10) (Writing Standards, Text Types & Purposes, Strands 1-3, Production & Distribution of Writing, Strands 4 and 6, Research to Build & Present Knowledge, Strands 7-9, and Range of Writing, Strand 10)
* Design a lesson or unit on Black women activists in the United States and inter nationally. Learning goals should highlight key aspects of their biographies such as their origins, time period, organizational affiliations, core beliefs, critiques, political party, and media coverage, as well as connections to organizations and other activists. What challenges did they face due to racism, sexism, classism, or other factors? Consult the National Museum of African American History and Culture (https://nmaahc.si.edu/sites/default/files/images/ black_women_civil_rights_movement_5.pdf) as well as UNESCO's Women in African History (https://en.unesco.org/womeninafrica/).
* Have students map the places Maya lived throughout the book. Have them create and write their own postcards from one of those places using the Postcard Creator from Read WriteThink.org (http://www.readwritethink.org/classroom-resources/student-interactives/post card-creator-30061.html). How were these places impactful in her life? What was happening in those places during the specific time period when Maya lived? Students can write in bullets the most important moments from Maya's life and the historical events that occurred on the postcard.
* Ask students to research Arkansas in the early 1900s. What was going on socially and
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Teacher's Guide leeandlow.com/books/rise politically at that time in history? What challenges did African Americans who lived in Arkan sas face? What did towns like Stamps look like? Discuss how this information helps students understand Maya Angelou's childhood and experiences.
* Refer to the timeline and choose a period from Maya Angelou's life. Conduct a more detailed research study about what was happening during that particular instance. Who were other important historical figures during that time period (i.e. James Baldwin, Malcolm X, Martin Luther King, Jr., etc.)? How did that time affect Maya and her life? What could she possibly have been going through emotionally? Professionally? Students can display their findings in a visual presentation format of their choosing.
* Encourage students to research the Jim Crow era (1877–1960s) and its effects on people of the United States. What caused Jim Crow? How did Jim Crow affect African American communities? In a graphic organizer, have students list the cause and effects of Jim Crow on Americans overall and African Americans specifically. Consult the Library of Congress "Teaching with Primary Sources: Jim Crow and Segregation" (http://www.loc.gov/teachers/ classroommaterials/primarysourcesets/civil-rights/pdf/teacher_guide.pdf), "The Rise and Fall of Jim Crow" (https://www.thirteen.org/wnet/jimcrow/education.html), and "Realities of Life in the Jim Crow Era" (https://ny.pbslearningmedia.org/resource/fyr12.socst.us.1950pres. lpreallif/realities-of-life-in-the-jim-crow-era/).
* Have students research the history and mission of the Harlem Writers' Guild (http://www.theharlemwritersguild.org/index.html). Students can answer the follow ing questions in their work: Who was involved? Why was it started? What impact did it have? What famous works were created in the Harlem Writers' Guild? How does it have a presence today? Students can share their findings in a visual presentation format of their choosing.
Arts/Performing Arts
(Reading Standards, Key Ideas and Details, Strands 1-3, Craft and Structure, Strands 4-6, Integration of Knowledge & Ideas, Strands 7-9, Range of Reading of Text Complexity, Strand 10) (Writing Standards, Text Types & Purposes, Strands 1-3, Production & Distribution of Writing, Strands 4 and 6, Research to Build & Present Knowledge, Strands 7-9, and Range of Writing, Strand 10) (Speaking and Listening Standards, Comprehen sion and Collaboration, Strands 1-3, Presentation of Knowledge and Ideas, Strands 4-6)
* Put students in small groups where each group is assigned to read and perform one of Maya Angelou's poems to the rest of the class. Have students discuss how read ing the poem out loud felt versus reading the poems to themselves. Poems can be found on Maya Angelou's Poetry Foundation page (https://www.poetryfoundation.org/poets/maya-an gelou). Afterwards, students can view Maya Angelou reading her own poems (https://www. youtube.com/watch?v=qviM_GnJbOM). What was it like watching her read her own poem? How did she read the poem with emotion? What can students learn about reading poetry from watching Maya Angelou?
* Ask students to write their own poem about a cause they care about or a difficult moment they had to overcome. Encourage students to have their poems reflect their personal experiences and/or their feelings and opinions. Have students perform their work. Refer to ReadWriteThink.org (http://www.readwritethink.org/parent-afterschool-resources/ tips-howtos/help-child-write-poem-30317.html?main-tab=2)
* Have students watch a video of Maya Angelou's biography (https://www.mayaange
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Teacher's Guide leeandlow.com/books/rise lou.com/biography/ ). Ask students to take notes while watching. How does each film depict Maya Angelou? How is she characterized? How is the information presented? What functions do the commentaries (if any) play? How accurate is the information? What is the overall mes sage or theme? What in this film is similar to and different from Rise! From Caged Bird to Poet of the People, Maya Angelou ?
* Have them students discuss their reactions to the photographs at the end of the Rise! From Caged Bird to Poet of the People, Maya Angelou. Why did they think those particu lar photographs were chosen? What stood out? How do they think it relates to what they read in the book? How do photographs and additional media, such as videos, help and comple ment reading a book about a particular person? Students can explain their reasoning and beliefs with a partner, small group, or the whole class.
* Encourage students to read "On the Pulse of Morning," the poem by Maya Ange lou (https://www.poemhunter.com/poem/on-the-pulse-of-morning-2/) that she read at the first inauguration of President Bill Clinton on January 20, 1993. Discuss the meaning of the poem and relate it to Maya's life story. How does this poem connect to what students read in Rise! From Caged Bird to Poet of the People, Maya Angelou?
* Have students come up with questions to interview the illustrator Tonya Engel. What is the process behind creating the illustrations with a children's book? What medium did she choose to create the illustrations? Why? How did she select the images that appear throughout the book? How does her work showcase magical realism? Consider contacting Tonya Engel for a school visit (http://www.tonyaengel.com/).
* Show students the following video (https://www.leeandlow.com/uploads/loaded_docu ment/698/BH-Rise_Long.mp4) that features illustrator, Tonya Engel, showcasing and explaining her artistic process and development of the illustrations. Encourage students to engage in discussion after watching the video with the following questions: Does Maya Angelou's past mirror Tonya Engel's past? How does Tonya Engel "rise" from the preju dice she faces as a Black woman? How does Tonya incorporate her own personal experiences in her art? What did you learn from Tonya Engel in her description of how she created her art that you wouldn't get from reading the book?
School-Home Connection
(Reading Standards, Integration of Knowledge and Ideas, Strands 7 and 9) (Writing Standards, Text Types & Purposes, Strands 1–3, Production & Distribution of Writing, Strand 4, and Research to Build & Present Knowl edge, Strands 7–9, Range of Writing, Strand 10) (Speaking and Listening Standards, Comprehension and Collaboration, Strands 1–3, Presentation of Knowledge and Ideas, Strands 4–6)
* Ask students to create portraits of people who are their personal role models through drawing, collage, or photograph. In writing, students should describe what actions and qualities they admire about this person. Students can write in prose or submit a poem or song.
* Have students interview a parent, guardian, or adult mentor about their experi ences with fighting for something they believe in or going through a hardship (perhaps someone alive during the 1940s, 1950s or 1960s). How did this person re act to and handle the situation when they were faced with obstacles? What do they remember
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Teacher's Guide leeandlow.com/books/rise about the political climate during their youth? What advice do they have for someone trying to take up a cause and stand up for justice? What advice do they have for someone who has been abused or silenced?
* If accessible, have students and families research other titles featuring African American women artists and/or activists. What did they find? What African American women artists did they know about before, and who did they discover in their research? How did their legacy and impact affect others?
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Teacher's Guide leeandlow.com/books/rise
ABOUT THE AUTHOR
Bethany Hegedus is an award-winning author of picture books and mid dle-grade novels, including Grandfather Gandhi and Alabama Spitfire. She is well known for writing thoroughly researched, high profile picture-book biographies, and for collaborating with the family members of her subjects, such as Arun Gandhi, grandson of Mahatma Gandhi. A former educator, Hegedus teaches widely and enjoys mentoring young writers. She is the owner and creative direc tor of the Writing Barn, a writing workshop and retreat center. She lives with her family in Austin, Texas.
ABOUT THE ILLUSTRATOR
Tonya Engel is a self-taught painter and children's book illustrator, including the pictures for the picture book Our Lady of Guadalupe and the jacket art for the novel Hurricane Child. Southern folk artists inspire her work. Early in her career she explored abstract painting, but soon began to concentrate on figurative form mixed with emotion and expressionistic narrative. This art style was the perfect complement to Maya Angelou's lyrical storytelling. Engel lives in Houston, Texas.
REVIEWS
VERDICT "An intense and enlightening historical fiction title that's highly recom mended for all libraries." —School Library Journal, starred review
"Through Estrella's eloquent letters to her late grandmother and insightful poetry written in her journal, the sorrow and hardship of the ordeal is brought to light in a unique voice." —Booklist
"Enhanced by excerpts from Estrella's journal, teens will get lost in the pages of this story and truly feel for the injustice the community faced during this often forgotten chapter of American history. An incredibly relevant story, now more than ever." —Kirkus Reviews
ABOUT LEE & LOW BOOKS
LEE & LOW BOOKS is the largest children's book publisher specializing in diver sity and multiculturalism. Our motto, "about everyone, for everyone," is as urgent today as it was when we started in 1991. It is the company's goal to meet the need for stories that children of color can identify with and that all children can enjoy. The right book can foster empathy, dispel stereotypes, prompt discussion about race and ethnicity, and inspire children to imagine not only a world that includes them, but also a world where they are the heroes of their own stories. Discover more at leeandlow.com. | <urn:uuid:9aaea9f4-17a5-4dfa-98ab-b2f41abcbe72> | CC-MAIN-2024-46 | https://www.leeandlow.com/wp-content/uploads/2024/07/Rise!%20Teacher's%20Guide.pdf | 2024-11-10T05:00:38+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028166.65/warc/CC-MAIN-20241110040813-20241110070813-00382.warc.gz | 793,668,000 | 11,575 | eng_Latn | eng_Latn | 0.990946 | eng_Latn | 0.994996 | [
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FOR IMMEDIATE RELEASE
GFBNEC'S "COURAGE AND COMPASSION" & "PORTRAITS OF COURAGE" EXHIBITIONS SET TO OPEN IN DALLAS
Dallas Holocaust & Human Rights Museum to Host National Exhibitions Highlighting the Japanese American Experience During and After WWII.
DALLAS and LOS ANGELES (January 20, 2021)—The Dallas Holocaust & Human Rights Museum (DHHRM) will host two exhibitions under the combined name, Courage and Compassion: The Japanese American World War II Experience, from January 20-June 12, 2021. The national exhibits, sponsored by Go For Broke National Education Center in Los Angeles (GFBNEC), will explore the lasting legacy of the rescue of Texas' 141st Infantry Regiment, 1st Battalion, by the 442nd Regimental Combat Team, a segregated unit of Japanese American soldiers.
"Courage and Compassion" reveals little-known stories of bravery and humanity among everyday Americans during and after the turbulent days of World War II. Now in itsFunded in part by a grant from the Aratani Foundation, "Courage and Compassion" covers events from the attack on Pearl Harbor to the fateful decision to incarcerate West Coast Japanese Americans in wartime camps to the courageous segregated units of the 100th Infantry Battalion, 442nd Regimental Combat Team (RCT), and the Military Intelligence Service (MIS). Visitors will learn about the Nisei (second-generation Japanese American) WWII experience and its legacy; study the nature of courage during a time of crisis; and consider the relevance of that wartime experience today.
In late October 1944, members of the 1st Battalion, 141st Infantry found themselves stranded on a ridge in France's Vosges Mountains and surrounded by German troops. Two other battalions had tried and failed to break through to the trapped Americans, who were being pounded by enemy fire and were running low on food, water and ammunition. On Oct. 30, 1944, after six days of brutal fighting, the Nisei soldiers of the 442nd RCT finally broke through, rescuing 211 soldiers many of whom were from Texas. The campaign resulted in a staggering number of casualties estimated at more than 400.
Sergeant George Otsuka of the 442nd RCT's Cannon Company fought in the harrowing "Lost Battalion" rescue. After the war, Otsuka moved to Houston to join family members. When he tried to purchase farmland, he was told to "keep away or there would be trouble." Otsuka sent a letter to the Houston Press that was published on August 14, 1946, triggering an outpouring of support from the Houston community. "Either Texans must uphold the principles of democracy at home, or either our boys have died in vain," the Houston Chapter of the American Veteran Committee wrote in a subsequent letter to the newspaper. Otsuka then received many offers of land and finally bought a farm northeast of Houston near Sheldon.
In 1962, Texas Gov. John Connally recognized members of the 442nd RCT as "honorary Texans" for their bravery.
"Courage and Compassion" will be shown at the Lone Star Flight Museum, 11551 Aerospace Ave., Houston, Texas, 77034. The museum is open Tuesday through Saturday from 9 a.m. to 5 p.m. and Sunday from 12 p.m. to 5 p.m. For more information, please visit https://www.lonestarflight.org.
Mitchell T. Maki, Ph.D., president and chief executive officer of GFBNEC, noted that "the battle to save the 'Lost Battalion' remains one of the most famous engagements in U.S. military history. Their legacy of respect and mutual understanding is particularly relevant today as our society debates issues of loyalty, citizenship, due process and Constitutional rights."
"The Museum is pleased to bring in Courage and Compassion, which tells the story of Japanese Americans' experiences and bravery during World War II," said Mary Pat Higgins, Museum President and CEO. "The individuals who helped their neighbors by being Upstanders and the young Japanese American men who volunteered for the military to form the100th Infantry Battalion and the 442 nd Regimental Combat Team feature prominently in this important special exhibition."
The Dallas presentation of Courage and Compassion is supported by Texas Instruments, the Carl B. and Florence E. King Foundation, and the Texas Holocaust Genocide and Antisemitism Advisory Council. Exhibition sponsors are Orchid Giving Circle Fund at Texas Women's Foundation and Toyota.
About Go For Broke National Education Center
Go For Broke National Education Center (GFBNEC) is a 501(c)(3) nonprofit organization that educates the public on the valor of Japanese American veterans of World War II and their contributions to democracy. Our goal is to inspire new generations to embody the Nisei veterans core values of courage, sacrifice, equality, humility and patriotism. Founded in 1989, GFBNEC maintains the Go For Broke Monument and the interactive Defining Courage exhibition in
downtown Los Angeles, as well as extensive oral histories and archives, education and training programs, and other initiatives. For more information, please visit www.goforbroke.org. "Go For Broke" was the motto of the 442 nd Regimental Combat Team, a segregated Army unit composed of Japanese Americans from Hawai'i and the mainland. The term was Hawaiian slang for "shooting the works," or risking everything for the big win in gambling—as the Nisei soldiers did while fighting in the field in WWII and facing prejudice at home in the U.S.
About the Dallas Holocaust and Human Rights Museum
The mission of the Dallas Holocaust and Human Rights Museum is to teach the history of the Holocaust and advance human rights to combat prejudice, hatred, and indifference. Founded in 1984 by local Holocaust survivors, the institution now resides in a new building in downtown Dallas where visitors experience a deeper immersion into the history of the Holocaust, human and civil rights, their centrality to our democracy, and their vital importance in preventing events like those of the Holocaust from happening again. The 55,000-square-foot permanent home covers three floors, and the main exhibition includes four wings that teach about the Holocaust, the creation of the Universal Declaration of Human Rights after World War II, historical and contemporary genocides, and America's civil rights journey. Please visit DHHRM.org or call (214) 741-7500 for more information.
♦
Media Contacts:
For GFBNEC: Pauline Yoshihashi Strategic Communications For GFBNEC 323-683-8191 Direct firstname.lastname@example.org
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CAMBRIDGE INTERNATIONAL EXAMINATIONS
Cambridge International General Certificate of Secondary Education
MARK SCHEME for the October/November 2015 series
0457 GLOBAL PERSPECTIVES
0457/31
Paper 3 (Written Paper), maximum raw mark 60
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners' meeting before marking began, which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2015 series for most Cambridge IGCSE ® , Cambridge International A and AS Level components and some Cambridge O Level components.
® IGCSE is the registered trademark of Cambridge International Examinations.
| Page 2 | Mark Scheme | Syllabus |
|---|---|---|
| | Cambridge IGCSE – October/November 2015 | 0457 |
1 (a) Identify two ways that the ocean affects the lives of individuals from Source 1. [2]
Indicative Content
Candidates may identify two of the following aspects from Source 1:
* emotions
* leisure
* livelihood
* food
* climate
* if it rains
* absorbs CO2
* other reasonable response
1 mark for each correct answer
Further guidance – note that candidates may use their own words to describe affects from the source material. They should give two different answers from Source 1.
(b) Which one of these ways that the ocean affects individuals is the most important and why? [3]
Indicative Content
Candidates are likely to give the following type of reasons to justify their choice:
* Possible consequence(s) or effects
* Degree of impact/seriousness for individuals/countries/world
* Possible benefit(s)
* Other reasonable response
Further guidance – candidates should explain the importance of one of the ways identified in 1 a).
Level 3: Strong Response
[3]
Clearly reasoned, credible and structured explanation of why one way is more important than another; may compare with one or more other ways; usually one (or more) developed arguments or a range of undeveloped points, clearly linked to the importance of their chosen way.
E.g. Climate is the most important. We might be able to find other sources of food and places for recreation, but climate change causes rising sea levels, melting ice caps and ocean acidification, which are endangering the planet. Even small temperature increases can significantly increase the frequency and severity of extreme weather events, such as hurricanes or high-precipitation rainstorms which will affect all our lives.
Level 2: Reasonable Response
[2]
Some reasoned explanation of why one way is important; usually one (or more) developed argument suggested with some link to the importance of their chosen way, but may be implicit at times; or several undeveloped points about their chosen way.
E.g. Climate as it is changing and the sea levels are rising and the ice caps are melting which means there will be more flooding.
Level 1: Basic Response
[1]
Simple identification of a way but little attempt to justify or the reasoning is not related to the issue.
E.g. Climate as climate change will happen.
No relevant response or creditworthy material
|---|---|---|---|
| | Cambridge IGCSE – October/November 2015 | 0457 | 31 |
(c) From Source 1, explain one way in which the actions of individuals affect ocean life. [4]
Indicative content
Candidates may identify the following aspects from Source 1. Award one mark for each:
* killing ecosystems
* (over) fishing
* oil, gas and mining
* affecting climate change
* pollution
* tourism
* other reasonable response
Further guidance – note that candidates may use their own words to describe an affect from the source material.
Candidates are likely to give the following type of reasons to explain their choice:
* Possible consequence(s)
* Degree of impact for individual/groups
* Possible disadvantage(s)
* Other reasonable response
Level 4: Strong Response
[4]
Identification of a way and clearly reasoned, credible and structured explanation of why the chosen way is important; may compare different ways; usually one (or more) developed arguments clearly linked to the issue; or a range of undeveloped reasons. Holistic understanding of the interrelationship between factors.
E.g. Tourism is one way that people affect the oceans because by going boating, diving, snorkeling, and fishing we can damage coral reefs in many parts of the world, through touching reefs, stirring up sediment, and dropping anchors. Marine animals are also disturbed by increased numbers of boats, and by people approaching too closely. Tourism can also add to the consumption of seafood in an area, putting pressure on local fish populations and sometimes contributing to overfishing which further depletes fish stocks.
Level 3: Reasonable Response
[3]
Identification of a way and some reasoned explanation of why their choice is important; usually one (or more) developed argument suggested with some link to the consequences, but may be implicit at times; or several undeveloped reasons.
E.g. Tourism adds to the consumption of seafood in an area, putting pressure on local fish populations and sometimes contributing to overfishing.
Level 2: Basic Response
[2]
Identifies a way with a little attempt to justify but argument is weak or not linked to the issue explicitly.
E.g. Tourism as a lot of people go to the coast for their holidays
Level 1: Limited Response
Simple identification a way with no attempt to justify or the reasoning is not related to the issue.
No relevant response or creditworthy material
[1]
|---|---|---|---|
| | Cambridge IGCSE – October/November 2015 | 0457 | 31 |
(d) Explain one possible course of action an individual might take to reduce the effect they have on ocean life. [3]
Indicative content
* Reduce use of plastic/use reusable shopping bags, water bottles and utensils
* Make informed (sea) food choices
* Never pour chemicals, oil, or paint etc. into the drains or toilets
* Choose green (detergents, household cleaners etc.)
* Ask what happens to sewage and swimming pool water, and if they source their restaurant fish from sustainable sources before staying in coastal hotels
* Other reasonable response
Level 3: Strong Response
[3]
Clearly reasoned, credible and structured explanation for their course of action; may compare; usually one (or more) developed arguments.
E.g. A course of action would be to make more informed food choices. Buying local, organic food reduces your carbon footprint as it doesn't have to travel so far like some food. It also supports the local economy and reduces the amount of pesticides and fertilisers that end up in rivers and in oceans causing damage to plants and animals.
Level 2: Reasonable Response
[2]
Some reasoned explanation for their course of action; usually one (or more) developed argument suggested with some link to the issue, but may be implicit at times; or several undeveloped reasons.
E.g. To make more informed food choices. If you buy organic, you know that pesticides which might end up in rivers and the ocean are not being used.
Level 1: Basic Response
Simple identification of a reason for their course of action but little attempt to justify or the reasoning is not related to/only vaguely related to the issue.
E.g. Not to eat seafood so that we don't run out in the future.
No relevant response or creditworthy material
[1]
| Page 6 | Mark Scheme | Syllabus |
|---|---|---|
| | Cambridge IGCSE – October/November 2015 | 0457 |
2 (a) 'Reducing the threat to the oceans is a priority for all countries.'
Explain how you could test this claim. You should consider the types of information, sources of evidence and methods you might use. [6]
Indicative Content
Types of Information
* compare statistics/information on different uses of the ocean – for individual countries and globally
* compare statistics/information on actions taken by countries individually and globally
* expert testimony
* other relevant response
Sources of Information
* national and local governments and their departments
* international organizations e.g. United Nations; UNESCO
* research reports
* pressure groups, charities and non government organizations
* media and worldwide web
* other relevant response
Methods
* review of secondary sources/literature/research/documents
* interview relevant experts
* internet search
* other relevant response
The following levels of response should be used to award marks:
Level 3: Strong Response
Clearly reasoned, credible and structured explanation of ways to test the claim. The response is likely to contain two (or more) developed points, and may contain some undeveloped points.
The response is clearly and explicitly related to testing the claim.
Level 2: Reasonable Response
[3–4]
Reasoned and mainly credible explanation of ways to test the claim. The response is likely to contain one (or more) developed point(s), and/or a range of undeveloped points.
The response is implicitly related to testing the claim.
Level 1: Basic Response
[1–2]
Basic explanation of ways to test the claim. The response is likely to contain one or two simple, undeveloped and asserted points.
There is little relevance in the response to testing the claim – the methods, sources and types of information are generally not appropriate for the claim being tested.
[5–6]
|---|---|---|---|
| | Cambridge IGCSE – October/November 2015 | 0457 | 31 |
(b) You want to organise a 'fish camp' for your community.
Give one piece of information you might need to find out to help you organise your fish camp. Explain how this information will help you. [6]
Indicative content of the piece of information
* What type of support is given (funding etc.)?
* Whether they support fish camps in my local area
* The type of activities organized
* How long fish camps generally last
* When fish camps generally take place
The following levels of response should be used to award marks.
Level 3: Strong Response
[5–6]
Relevant information and clearly reasoned, credible and structured explanation of how the information needed will help; usually two (or more) developed arguments clearly linked to the issue; or a wide range (four or more) of undeveloped reasons.
Level 2: Reasonable Response
[3–4]
Relevant information and some reasoned explanation of how the given information needed will help; usually one (or more) developed argument with some link to the issue, but may be implicit at times; or a range (three or more) of undeveloped reasons.
Level 1: Basic Response
[1–2]
Some relevant information and basic reasoning and explanation; the response is likely to contain simple, undeveloped and asserted explanation, with one or two undeveloped points. Arguments are partial, generalised and lack clarity.
Lower in the band the arguments are likely to be generalised, lack relevance to the issue and/or simply recycle/copy material from the Sources without any explanation or development.
No relevant response or creditworthy material
|---|---|---|---|
| | Cambridge IGCSE – October/November 2015 | 0457 | 31 |
3 (a) How likely is it that "over-fishing will destroy the oceans by 2050"? Explain your answer.
[3]
Level 3: Strong Response
[3]
Considered, thoughtful response which clearly demonstrates exaggeration and bias of the statement and gives clear explanation.
E.g. 'This is probably an exaggeration. The author gives no evidence. It might also be that it's not just over-fishing that will kill the oceans but over factors such as global warming or pollution. The statement is exaggerated and biased as it is in an advertisement warning about the threats to the oceans so chances are the consequence unlikely.
Level 2: Reasonable Response
[2]
Response demonstrates some understanding of the statement being an exaggeration and biased with some explanation.
E.g. 'The consequence is unlikely as the statement is exaggerated and biased as it's an advertisement warning about the threats to the oceans.'
Level 1: Basic Response
[1]
Response demonstrates little explanation of whether the statement is exaggerated or biased but one or other or both are identified to make the consequence unlikely.
E.g. 'It's unlikely as the statement is biased.'
No relevant response or creditworthy material
|---|---|---|---|
| | Cambridge IGCSE – October/November 2015 | 0457 | 31 |
(b) Identify one fact from Source 2 and explain why you think it is a fact.
[3]
Indicative Content
A fact is something which can be checked or proved; something that is true and which can be verified from experience and observation; a piece of information.
The following examples of facts may be found in Source 2:
* over 90 percent of people in Hawaii regularly eat seafood
* the Fist Trust provides support to fish camps
* Hawaii's coral reefs are valued at $10 billion
* with ocean-dependent businesses generating $4.8 billion annually
* waters are also threatened by coastal development, pollution, and destructive fishing
* other reasonable response
Level 3: Strong Response
The response demonstrates clear understanding of the nature of facts and applies this accurately to a correct example identified from the Source.
Level 2: Reasonable Response
[2]
The response demonstrates some understanding of the nature of facts and attempts to apply this to a correct example identified from the Source. The explanation lacks some clarity and accuracy.
Level 1: Basic Response
[1]
The candidate identifies one fact from the Source correctly but does not explain why this is a fact; the response demonstrates very little or no understanding of the nature of value statements.
No relevant response or creditworthy material
[0]
| Page 10 | Mark Scheme | Syllabus |
|---|---|---|
| | Cambridge IGCSE – October/November 2015 | 0457 |
(c) How well does the reasoning in Source 2 work to persuade us that fish camps will help to reduce the threats to the oceans?
In your answer you should support your point of view with words and phrases from the text and you may consider:
* the strength of the knowledge claims;
* the reliability and validity of any evidence;
* how logical the reasoning is;
* other relevant issues.
[12]
Indicative Content
Candidates are expected to evaluate how well the reasoning in the article works to persuade us that fish camps are a possible course of action necessary to reduce the threats to the oceans. They should make a supported judgement with some explanation about how effective the reasoning is.
Candidates may consider the following types of issue:
Quality of the argument
* clarity
* tone – emotive; exaggerated; precise
* language
*
balance
Quality of the evidence
* relevance
* sufficiency – sample
* sources
* factual, opinion, value, anecdote
* testimony – from experience and expert
Knowledge claims
Sources of bias
* gender
* political
* personal values
* experience
Acceptability of their values to others
* how likely other people are to agree with their perspective/view
The following levels of response should be used to award marks:
Level 5: Very Good Response
[11–12]
Clear, credible and well supported points about the reasoning in the source. Coherent, structured evaluation of the argument.
The response is likely to contain three (or more) developed evaluative points, and may include some undeveloped points.
| Page 11 | Mark Scheme | Syllabus |
|---|---|---|
| | Cambridge IGCSE – October/November 2015 | 0457 |
Level 4: Strong Response
[8–10]
Clear, supported points about how well the reasoning works in the source. Evaluation of how well the reasoning works in the argument.
The response is likely to contain two (or more) developed evaluative points and may include some undeveloped points.
A wide range (four or more) of undeveloped but clearly appropriate points may be sufficient to enter this band at the lower level.
Level 3: Reasonable Response
[5–7]
Reasonable points about how well the reasoning works in the source. Some evaluation of how well the reasoning works in the argument. Judgements and evaluative points are likely to be partially supported or asserted.
One (or more) developed evaluative point(s), possibly with some undeveloped points; a range (3 or more) of undeveloped points may be sufficient to enter this band at the lower level.
Level 2: Basic Response
[3–4]
Basic points about how well the reasoning works in the source. Judgements and evaluative points are likely to be partially supported and lack clarity/relevance at times.
The response is likely to contain two (or more) undeveloped points.
Level 1: Limited Response
[1–2]
Limited and unsupported points about how well the reasoning works in the source. The response is likely to consider the argument only briefly and/or tangentially. There is little clarity. Answers at this level may repeat source material with little understanding or simply agree/disagree with the argument presented.
The response may not contain any clear evaluative points.
No relevant response or creditworthy material
4 Do you think the threat to the oceans is most likely to be reduced by global, local or individual action?
In your answer you should:
* give reasons for your opinion;
* use relevant examples to support your opinion (you may use your own experience);
* show that you have considered different perspectives;
* explain why you disagree with some of these perspectives.
[18]
Indicative Content
Candidates are expected to explore and reflect on different perspectives to help them decide which action is most likely to help reduce the threat to the oceans. They should consider global, local and personal perspectives. Candidates should explore how the threat to the oceans can be reduced at different levels. Candidates are expected to use and develop the material found in the Sources, but should go beyond simply repeating or recycling without adaptation. Other material may be introduced but it is not necessary to gain full marks.
The arguments used to consider different levels of response are likely to include:
* the effects of individuals/groups
* the effects of cultural differences and beliefs
* the power of collective action
* the difficulties of changing individual/collective behaviour
* the influence of individuals and groups
* the role of vested interests
* potential conflict
* local, national, and global responses and action
* other reasonable responses
The following levels of response should be used to award marks:
Level 5: Very Good Response
[16–18]
Clear, well supported and structured reasoning about the issue. Different arguments and perspectives are clearly considered.
The response is likely to contain a range of clearly reasoned points and/or evidence to support the views expressed, with three (or more) developed points, and some undeveloped points.
A clear judgement is reached.
Level 4: Strong Response
[12–15]
Clear, supported reasoning with some structure about the issue. Different arguments and perspectives are considered.
The response is likely to contain some reasoned points and/or evidence to support the views expressed, with two (or more) developed points, and some undeveloped points.
A judgement is reached.
| Page 13 | Mark Scheme | Syllabus |
|---|---|---|
| | Cambridge IGCSE – October/November 2015 | 0457 |
Level 3: Reasonable Response
[8–11]
Some supported reasoning about the issue. Different arguments and perspectives are included.
The response is likely to contain points and/or evidence to support the views expressed, with one (or more) developed point(s), and some undeveloped points.
An attempt is made to give an overall judgement.
Level 2: Basic Response
[4–7]
Basic reasoning about the issue. Different arguments are included; perspectives, if present, are unclear.
The response is likely to rely on assertion rather than evidence but contains one (or more) developed point(s) or some undeveloped points.
A basic judgement may be attempted.
Level 1: Limited Response
Limited and unsupported reasoning about the issue in general. Different arguments may be included.
No relevant response or creditworthy material
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Drama and Music (Junior Department) Curriculum Map
Unit 6: Scratch Music
Children will be taught:
Basic coding sequencing
Note duration
| Autumn 2 Unit 2: Elements of Music | Spring 1 Unit 3: Indonesian Music | Spring 2 Unit 4: PBuzz 1b | Summer 1 Unit 5: Programme Music (Animals/Peter) |
|---|---|---|---|
| Children will be taught: • Pitch • Melody • Dynamics • Texture • Timbre • Graphic Scores • Vocal percussion • Rhythmic composition and performance • Solo and Ensemble skills | Children will be taught: • Xylophones • Pitch • Rhythm • Call & response • Polyrhythms • Singing of Indonesian songs • Song/music for ceremony and special occasions. • Music listening and appraising skills. • Music tradition and culture of Java and Bali | Children will be taught: • Instruments of the orchestra • Brass instruments • Staff notation • Ensemble skills • More advance rhythm and pitch | Children will be taught: • Basic music sequencing skills • Melodic and rhythmic composition. |
Drama Focus Autumn Term – 'A Christmas Kerfuffle' production for school and parent audience
Drama and Music (Junior Department) Curriculum Map
Unit 6: Pop (Can't Stop
Keyboard skills
Ensemble skills appraising skills
| Autumn 1 Unit 1: Elements of Music (Rhythm) | Autumn 2 Unit 2: Elements of Music (Pitch) | Spring 1 Unit 3: Film Music | Spring 2 Unit 4: PBuzz 2 | Summer 1 Unit 5: Music Tech 2 |
|---|---|---|---|---|
| Children will be taught: • Beat • Duration • Rhythm • Drumming • Staff notation • Rhythmic composition and performance • Solo and Ensemble skills | Children will be taught: • Pitch • Melody • Dynamics • Texture • Timbre • Graphic Scores • Vocal percussion • Rhythmic composition and performance • Solo and Ensemble skills | Children will be taught: • Basic music sequencing skills • Melodic and rhythmic composition. | Children will be taught: • Instruments of the orchestra • Brass instruments • Staff notation • Ensemble skills • More advance rhythm and pitch | Children will be taught: • Basic music sequencing skills • Rhythmic composition • Melodic composition • Graphic notation |
Drama Focus Autumn Term - – 'A Christmas Kerfuffle' production for school and parent audience
Drama and Music (Junior Department) Curriculum Map
Summer 2
Unit 6: Pop (Hall of Fame)
Children will be
Keyboard skills
Ensemble skills
Listening appraising
skills
| Autumn 1 Unit 1: Elements of Music (Rhythm) | Autumn 2 Unit 2: Elements of Music (Pitch) | Spring 1 Unit 3: Latin American Music | Spring 2 Unit 4: Dorian Mode | Summer 1 Unit 5: Programme Music (Winter/Spring) |
|---|---|---|---|---|
| Children will be taught: • Beat • Duration • Rhythm • Drumming • Staff notation • Rhythmic composition and performance • Solo and Ensemble skills | Children will be taught: • Pitch • Melody • Dynamics • Texture • Timbre • Graphic Scores • Vocal percussion • Rhythmic composition and performance • Solo and Ensemble skills | Children will be taught: • Staff notation • Instrumental skills • Keyboard skills • Rhythm • Percussion instruments and skills • Listening and appraising of Latin American Music | Children will be taught: • Scales and modes • Improvisation • Ensemble skills • Keyboard/Xylophone skills | Children will be taught: • Basic music sequencing skills • Melodic and rhythmic composition. • Listening and appraising skills |
| Drama Focus | Carol singing in Ronald McDonald House – early December | Participation in Young Voices – 4th February 2025 | Theatre Visit - | Production – ‘Aladdin’ 3 matinees and one evening performance – May 2025 | | <urn:uuid:01f97f87-ca45-421e-8b2a-6b8bec7a5a0d> | CC-MAIN-2024-46 | https://fairleyhouse.org.uk/wp-content/uploads/2024/10/Music-Drama-Junior-Department_Curriculum-Map_2024-25.pdf | 2024-11-10T05:18:19+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028166.65/warc/CC-MAIN-20241110040813-20241110070813-00389.warc.gz | 225,229,250 | 871 | eng_Latn | eng_Latn | 0.85546 | eng_Latn | 0.853132 | [
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Combination feeding
Combination feeding is when you breastfeed your baby part of the time and bottle-feed your baby the rest of the time, either with expressed breast milk or infant formula.
Combination feeding enables you to let someone else give your baby a feed – in the night, for example, or if you need to go back to work.
You need to wait until breastfeeding is well established before you start combination feeding.
If you are using infant formula, combination feeding will reduce the amount of breast milk your body produces.
If you are going back to work, start to introduce combination feeding a few weeks before you return to give your baby a chance to get used to bottle-feeding.
Offer your baby one bottle-feed a day to begin with, to give your breasts time to adjust.
It can take time for your baby to get used to feeding from a bottle. Be patient and don't try to introduce a bottle when your baby is tired or very hungry.
Try to set a routine by bottle-feeding or breastfeeding at the same time each day.
Infant and follow-on milk comes in ready-to-use cartons which are handy for combination feeding.
IMPORTANT NOTICE: The best way to feed a baby is to breastfeed, as breast milk provides the ideal balanced diet and protection against illness for your baby and also many non-nutritional benefits for both baby and mother. We recommend that you speak to your healthcare professional when deciding on your choice of feeding your baby. Professional guidance should also be sought on the preparation for and maintenance of breastfeeding. If you do choose to breastfeed, it's important to eat a healthy, balanced diet. Infant formula is intended to replace breast milk when mothers choose not to breastfeed or if for some reason they are unable to do so. A decision not to breastfeed, or to introduce partial bottle-feeding, will reduce the supply of breast milk. If for any reason you choose not to breastfeed, do remember that such a decision can be difficult to reverse. Using infant formula also has social and financial implications which must be considered. Infant formula should always be prepared, used and stored as instructed on the label, in order to avoid risks to a baby's health. | <urn:uuid:2398d7d5-9e1e-492d-b929-fe6e06886f9e> | CC-MAIN-2024-46 | https://www.smahcp.co.uk/sites/default/files/2021-10/ztc923a-combination-feeding-english-final-Sep-2018.pdf | 2024-11-10T06:00:26+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028166.65/warc/CC-MAIN-20241110040813-20241110070813-00389.warc.gz | 920,282,721 | 456 | eng_Latn | eng_Latn | 0.998393 | eng_Latn | 0.998393 | [
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Ultimate/Flag Football Rules
Team listed first is the visiting team and possession is determined by a coin toss at the beginning of the game.
The offensive team takes possession of the ball at its 5-yard line and has 3 plays to cross midfield. Once a team crosses midfield they have 3 plays to score a touchdown. If the offensive team fails to score, the ball changes possession and the new offensive team takes over on its 5-yard line.
If the offensive team fails to cross midfield, the possession of the ball changes and the new offensive team starts from its 5-yard line.
All possession changes, except interceptions start on the offense's 5-yard line.
Teams change sides after the first 20 minutes, and the ball will go to the team that did not get the ball at the start of the game.
Players / Game Schedules
The game is played 7 on 7.
Teams must field a minimum of 6 players at all times.
Timing / Overtime
Games are played to 40 minutes running time.
If the score is tied at the end of 40 minutes, teams move directly into overtime.
Each Team will get the ball at the opponents twenty five and has three plays to score. Only one possession for both teams, and if still tied the game results in a tie.
Each time the ball is spotted, a team has 30 seconds to snap the ball.
Each team has 2 timeouts per half.
Officials can stop the clock at their discretion.
Scoring
Touchdown: 6 points
Extra Point: 1 point (played from the 5-yard line) or 2 points (played from the 10-yard line.)
Safety: 2 points.
Running
The quarterback cannot run with the ball unless the defense comes in after the quarterback.
Offense may use multiple handoffs and pitches.
"No running zones" are located 5 yards from each end zone to avoid short yardage power running situations and collisions.
The player who takes the handoff can throw the ball from behind the line of scrimmage.
Once the ball is handed off, all defensive players are eligible to rush.
Spinning is allowed.
The ball is spotted where the flag is pulled, not where the ball is.
Receiving
All players are eligible to receive passes, including the quarterback if the ball is handed off.
Only one player is allowed in motion at one time.
A player must have one foot inbounds when making a reception.
Passing
The quarterback has a seven-second pass clock. If the pass is not thrown in seven seconds the play is dead, and there is a loss of a down.
Unless the quarterback is rushed then there is no seven-second pass clock.
Interceptions can be returned and where the flag is pulled is where the offense will start.
Dead Balls
The ball must be snapped between the legs, not off to one side, to start a play.
Substitutions can be made at any dead ball.
Play is ruled "dead" when:
♦ Ball carrier's flag is pulled.
♦ Ball carrier steps out of bounds.
♦ Touchdown or safety is scored.
♦ On the change of possession.
♦ Ball carrier's knee hits the ground.
♦ Ball carrier's flag falls out.
♦ Ball hits the ground.
NOTE: There are no fumbles. The ball is spotted at the point where the ball hits the ground.
Rushing the Quarterback
All players who rush the passer must wait 5 seconds until they can go after the quarterback. Any number of players can rush the quarterback.
Once the ball is handed off all defenders may go behind the line of scrimmage. Remember no blocking or tackling is allowed (Blocking is considered the raising of hands making contact with an opponent's body).
Sportsmanship / Roughing
If the referee witnesses any acts of tackling, elbowing, cheap shots, trash talking or any unsportsmanlike act, the game will be stopped and the player can be ejected. FOUL PLAY WILL NOT BE TOLERATED.
Trash talking is illegal. Officials have the right to determine offensive language. Referees will give only one warning on foul language. If the foul language continues the player will be ejected from the game. Foul language from coaches will also not be tolerated.
Penalties
The referee will call all penalties.
Defense:
Offsides-5 yards automatic first down Interference- 10 yards automatic first down Illegal Contact- 10 yards automatic first down Illegal Flag Pull- 10 yards automatic first down Illegal Rushing- 10 yards automatic first down
Offense:
Illegal Motion/False start - 5 yards Illegal forward pass- 5 yards and loss of down Interference- 10 yards and loss of down Flag Guarding- 10 yards and loss of down
Attire
Cleats are allowed, except for metal spikes. Inspections must be made. All players must wear a protective mouthpiece; there are no exceptions. | <urn:uuid:31faaf79-fb71-4cfe-b2a6-ac3647f11b1e> | CC-MAIN-2024-46 | https://www.jacksonvilleymca.org/_files/ugd/d16043_5acaa410ba124deabf6000455cf4bf1f.pdf | 2024-11-10T05:42:50+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028166.65/warc/CC-MAIN-20241110040813-20241110070813-00390.warc.gz | 766,959,538 | 1,084 | eng_Latn | eng_Latn | 0.98543 | eng_Latn | 0.999387 | [
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Biggin Creek Bike Trail's Rules
1. Ride Open Trails: Respect trail closures and stay on the clearly defined trails. From time to time after heavy rains, trails may be closed to minimize damage to them. Unauthorized construction or alteration of trails is prohibited. Please contact the Town of Moncks Corner (843-719-7900) with trail questions. Information on the trail's status is found on Low Country Fat Tire Freaks.
2. Leave No Trace: Be sensitive to the dirt beneath you and the environment around you. Wet and muddy trails are more vulnerable to damage than dry ones. When the trail is soft, consider other riding options. This also means staying on existing trails and not creating new ones. Don't cut switchbacks. Don't ride around standing water which results in widening the trail. Be sure to pack out all trash. Littering, drugs, alcohol, firearms, ATVS and other motorized vehicles are prohibited.
3. Control Your Bicycle: This trail contains steep sections and natural obstacles that include rocks, trees and roots. Inattention for even a moment could put yourself and others at risk. Obey all signs and ride within your limits.
4. Yield Appropriately: Do your utmost to let your fellow trail users know you're coming — a friendly greeting or bell ring are good methods. Try to anticipate other trail users as you ride around corners. Mountain bikers should yield to other trail users. Bicyclists should ride in the opposite direction from runners and hikers according to the posted schedule. Bicyclists traveling downhill should yield to all users headed uphill. In general, strive to make each pass a safe, controlled and courteous one.
5. Never Scare Animals: Animals are easily startled by an unannounced approach, a sudden movement or a loud noise. Give animals enough room and time to adjust to you.
Plan Ahead: Know your equipment, your ability and the area in which you are riding and prepare accordingly. Strive to be self-sufficient: keep your equipment in good repair and carry necessary supplies for changes in weather or other conditions. Always wear a helmet and appropriate safety gear | <urn:uuid:aa50f998-19e5-4c95-8a7e-321dffe157d8> | CC-MAIN-2024-46 | https://www.berkeleyoutdoorlife.com/_files/ugd/66b524_42671306ffd8415399ab0e2a9c7dfc8b.pdf | 2024-11-10T06:14:30+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028166.65/warc/CC-MAIN-20241110040813-20241110070813-00389.warc.gz | 621,023,268 | 434 | eng_Latn | eng_Latn | 0.999251 | eng_Latn | 0.999251 | [
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Music Theory 1A – Final Exam Review Worksheet
Part I – Harmonic Analysis
Directions: Give a compete harmonic analysis of the four Bach chorale excerpts shown below: label the keys and cadences, write correct Roman numerals for each chord showing quality and inversion, and circle and label any non-chord tones by type.
Chorale No. 242:
Chorale No. 226a:
Chorale No. 226b:
Chorale No. 228:
Part II – Figured Bass
Directions: Realize the figured bass in the chorales shown below, by adding the missing soprano, alto and tenor lines according to the figures. Follow the guidelines for good SATB-style part writing. When you are done, provide complete harmonic analysis as described above. [You may want to "translate" the figured bass into Roman numerals first, to help you with your part writing]
Chorale No. 235:
Chorale No. 237: | <urn:uuid:bf850279-9884-4f25-ae41-cf26b55d591d> | CC-MAIN-2024-46 | http://themusicroom2.com.au/wp-content/uploads/2017/11/realization-of-figured-bass.pdf | 2024-11-10T06:28:03+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028166.65/warc/CC-MAIN-20241110040813-20241110070813-00386.warc.gz | 26,395,513 | 204 | eng_Latn | eng_Latn | 0.978544 | eng_Latn | 0.98704 | [
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Pan's Garden – Grades K-1
To Be Completed at School AFTER Field Trip
ELABORATE (Post-Visit – at school):
Bring students to your school's garden or any natural area. Point out that the shapes they learn in school (e.g. in math class) are found in lots of places in nature, including at school! Have students complete Shapes in the Garden.
EVALUATE (Post-Visit - at school): Have students complete the Post-Survey. Scan and email completed student surveys to Susan Lerner at firstname.lastname@example.org. | <urn:uuid:da83691d-84c0-4f3b-9f40-9a5f0cacf69e> | CC-MAIN-2024-46 | https://www.palmbeachpreservation.org/wp-content/uploads/2024/10/Grades-K-1-Post-Visit.pdf | 2024-11-10T06:19:51+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028166.65/warc/CC-MAIN-20241110040813-20241110070813-00388.warc.gz | 860,909,325 | 122 | eng_Latn | eng_Latn | 0.998609 | eng_Latn | 0.998609 | [
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David Fairlamb THE FIT FACTOR
Avoiding glucose spikes and maintaining a healthy weight are key to managing energy levels and overall health. With so much temptation constantly surrounding us, it can be incredibly difficult to stick to a diet that prevents glucose spikes. They are not always caused by the obvious sweet treats.
Protein and fat slow down the digestion and absorption of carbs, reducing sharp blood sugar rises. Have nuts with fruit, pair eggs or lean meat with whole grains, or add avocado to a salad.
Pair carbohydrates with protein or healthy fats
lifestyle change
Replace refined carbs (white bread, sugary snacks) with whole grains (brown rice, quinoa, oats) and fibrous vegetables. Avoid eating carbs by themselves, especially simple sugars like sweets or white bread.
FITNESS TIP
Even a 10-15 minute walk after a meal can reduce post-meal glucose spikes.
Don't miss David's tips every Saturday in your Journal
Even a 10-15 minute walk after meals can reduce post-meal glucose spikes.
Hydrate well
Here are some strategies that can help:
The glycemic index ranks foods based on how they affect blood sugar levels after we eat them. Low-GI foods cause slower, more gradual rises in blood glucose. Opt for foods like whole grains, beans and pulses, nuts, seeds, non-starchy vegetables, and fruits like berries or apples.
Focus on low glycemic index (GI) foods
Increase fibre intake
Fibre slows down the absorption of sugar, reducing glucose spikes and promoting a feeling of fullness for longer. This may help to prevent you from snacking after and between meals. Include vegetables, whole fruits (instead of juices), beans and pulses, and seeds in your diet. Aim for 25-35 grams of fibre daily.
Portion control with carbohydrates
Regular physical activity
Large portions of carbs (even healthy ones) can overwhelm your body's insulin response. Keep portion sizes moderate, and balance each meal with protein and fats to slow digestion and keep glucose levels steady.
Exercise improves insulin sensitivity, helping your body manage glucose more efficiently. Aim for a mix of aerobic (walking, jogging) and resistance (strength training) exercises.
Healthy is not a goal – it's a way of living
Motivational quote of the day
Prioritise sleep
Dehydration can lead to elevated blood sugar levels. Water helps your kidneys flush out excess glucose through urine. Drink plenty of water throughout the day and avoid sugary drinks, which can cause rapid glucose spikes.
Poor sleep disrupts hormones that regulate appetite and insulin sensitivity, leading to higher blood glucose and cravings. It's not always easy but try to aim for seven to nine hours of sleep per night and maintain a consistent schedule where possible.
Processed foods are often high in simple sugars and refined carbohydrates, which cause rapid glucose spikes. Read labels to identify hidden sugars, and cook at home with whole ingredients where you can. Limit consumption of sugary drinks, sweets, pastries, and fast food. There are apps available to help you scan foods when shopping to identify ultra processed foods.
Include healthy fats
Limit alcohol consumption
Reduce stress levels
Fats help slow digestion and prevent blood sugar spikes. Choose sources like olive oil, nuts, seeds, avocados, and fatty fish (salmon, mackerel).
Chronic stress increases cortisol, which can lead to higher blood sugar levels and insulin resistance. Be mindful of your stress levels and incorporate ways to manage and reduce your levels.
This balanced approach will help you control glucose levels while maintaining or even losing weight sustainably.
Alcohol can cause erratic blood sugar levels, leading to both spikes and dips, depending on the type and amount consumed. If you drink, choose low-sugar options and moderate your intake. Drink plenty of water when consuming alcohol.
Minimise processed foods and added sugars | <urn:uuid:479f82fc-c829-4149-8b07-0369331ded96> | CC-MAIN-2024-46 | https://www.davidfairlambfitness.co.uk/media/1557/dff_04-10-2024.pdf | 2024-11-10T04:09:40+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028166.65/warc/CC-MAIN-20241110040813-20241110070813-00390.warc.gz | 671,169,548 | 784 | eng_Latn | eng_Latn | 0.99731 | eng_Latn | 0.99731 | [
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Legend
Big Pine Key, Fl 33043
Visitor center - 305/872 0774, Fax - 305/872 2154
Administrative office - 305/872 2239, Fax - 305/872 3675
Email: email@example.com
Website: nationalkeydeer.fws.gov
NATIONAL
WILDLIFE
REFUGE
UNAUTHORIZED ENTRY
PROHIBITED
U.S. DEPARTMENT OF THE INTERIOR
FISH AND WILDLIFE SERVICE
This sign indicates the boundary of the refuge. The Refuge Manager has authorized this area open during daylight hours to public access for wildlife-dependent activities.
To enhance your visit, the following wildlifedependent activities are permitted:
Fishing on Ohio Key and Long Beach Road
Wildlife and wildlands observation
Personal photography
Hiking on designated trails
Pets on leashes
Bicycles permitted except the Watson and Mannillo Trails
To protect you, other visitors and the environment, the following activities are prohibited:
Weapons unless unloaded, cased and in vehicles/ boats
The use of metal detectors to search for antiquities or treasure. Antiquities belong to everyone.
Horses are prohibited on refuge lands. Horse manure may carry seeds of invasive exotic plants.
Pets are prohibited on refuge managed islands in Key West and Great White Heron National Wildlife Refuges. Seeingeye dogs are permitted for the sight impaired.
Camping on refuge lands is prohibited due to no sanitary facilities for campers.
Fires are prohibited on refuge lands. Campfires can start destructive wildfires.
Poles or pipes such as beach umbrellas as they may penetrate turtle nests.
Feeding, injuring, harassing, or removing wildlife, plants, or natural items is prohibited. Feeding wildlife causes animals to become less wary increasing the risk of poaching, spreading diseases and being struck by vehicles. Removing can increase the decline of a species population.
Introducing exotic plants or wildlife is prohibited. This causes competition with existing native wildlife.
Storing equipment or property on refuge lands is prohibited. Abandoned property is unsightly and costs taxpayers for its removal.
Commercial activity is prohibited without a permit.
photos: USFWS
National Key Deer Refuge, Key West, Great White Heron and Crocodile Lake National Wildlife Refuges
Welcome to the Florida Keys National Wildlife Refuges National Key Deer Refuge, Great White Heron, Key West and Crocodile Lake National Wildlife Refuges. These four refuges are located in an extraordinary and seemingly endless expanse of sea, islands and sky. These refuges are part of a vast subtropical ecosystem. This distinct chain of islands stretches almost 150 miles from the southeastern tip of Florida, curving gently westward dividing the aquagreen waters of the Gulf of Mexico from
the distant deep blue Atlantic.
The four refuges include more than 416,000 acres of land and open water. Most keys are fringed along the shoreline by red and black mangroves. On larger keys, this gives way to a wide variety of tropical and subtropical trees and shrubs on slightly higher ground. These lands maintain a unique biodiversity by protecting and preserving important marine water, freshwater wetlands, mangroves, tropical hardwood forests (hammocks), and pine forests. Together, these habitats provide the four basic components of a habitat- food water, shelter, and open space, necessary for the survival of 22 federally listed threatened or endangered species and other native wildlife. As commercial and residential development in the Keys increases, pressure on limited land and water resources become more crucial to the survival of this fragile ecosystem.
U.S. Fish and Wildlife Service
National Key Deer Refuge
The 84,351 acre National Key Deer Refuge is located in the Lower Keys on 25 islands and consists of a patchwork of small and large tracts of pine forest, mangrove forest, hardwood hammocks, freshwater wetlands and marine waters. Key deer are found on these 25 islands. The Key deer is the smallest sub-species of the Virginia white-tailed deer. Because the Key deer population is low and remains under threat of extinction from human interaction, the subspecies is federally listed as endangered. The current population is estimated between 600 and 750. Key deer can best be seen at dawn or dusk in the field at the far end of Key Deer Blvd. and along Watson Blvd. on No Name Key.
The refuge has a visitor center in the Big Pine Key Plaza, the Blue Hole site, the Jack Watson Wildlife Trail and the Fred Mannillo (wheelchair accessible) Wildlife Trail. Refer to the map for their location. Also, visitors are welcome to hike refuge fire roads that are open for access. There are additional hiking trails on Cudjoe Key, Upper Sugarloaf Key, and Lower Sugarloaf Key.
Big Pine Key has extensive growths of Florida slash pine, silver palms, thatch palm, and poisonwood. Poisonwood produces an oil which can cause a rash to humans similar to poison ivy. To identify it, look for telltale "burn" marks on the leaves.
The Blue Hole is an abandoned limestone quarry. The rock material removed was used to build many of the original roads on Big Pine Key. The water is dependent on rainfall and from
pinelands and prescribed burn
salt water which flows through the surrounding limestone. Wildlife here includes fish, turtles, birds and alligators. Do not feed or harass the alligators—it is dangerous and illegal!
Access for the disabled is provided.
Crocodile Lake National Wildlife Refuge
Crocodile Lake NWR was established in North Key Largo in 1980 to protect and preserve critical habitat for the endangered American crocodile. The mangrove wetlands of the refuge provide habitat, solitude, and the only known
crocodile nesting area on Key Largo for this shy reptile. Mangrove forests fringing the shoreline also support a wide variety of wildlife including wading birds and songbirds, as well as serving as important nursery habitats for many fish species.
The refuge also protects a unique tropical hardwood hammock, which supports a high diversity of plant species, 80% of which are of West Indian origin. The refuge and the adjacent Key Largo Hammock State Botanical Site contain the largest continuous tract of hardwood forest remaining in the Florida Keys. Nearly 100 species of native trees and shrubs can be found in these hammocks, more than found in some entire states! These forests are home to several endangered and threatened species including the Key Largo woodrat, Key Largo cotton mouse, Schaus swallowtail butterfly, Eastern indigo snake and Stock Island tree snail. Hardwood hammocks also provide important seasonal habitat for migratory neotropical songbirds and permanent homes to colorful tree
snails and butterflies.
Due to the small size of the refuge and sensitivity of the habitat and wildlife to human disturbance, the refuge is closed to general public use. A single disturbance to a female crocodile could cause it to abandon its nest leaving the nest unguarded against predators. An interpreted butterfly garden is open to public access next to the refuge headquarters. The garden and office is located on State Road 905, approximately two miles north of US 1 at mile marker 106 in Key Largo. The public can visit the self-guided nature trail located at the Key Largo Hammocks State Botanical Site adjacent to the refuge to see similar habitat and wildlife species.
Key West and Great White Heron National Wildlife Refuges
Encompassing numerous islands known locally as the Backcountry, these two refuges are among the oldest refuges in the nation. These areas were set aside for the primary purpose of maintaining a preserve and breeding ground for native birds. In contrast to the "main" Keys (linked by the Overseas Hwy/US 1), the Backcountry, with
a few exceptions, is a pristine, uninhabited area of islands scattered amidst the biologically rich waters of the Florida Bay and the Gulf of Mexico. In 1975, Congress recognized the special qualities of these refuges by designating many of the islands as part of the National Wilderness Preservation System, providing them with additional protection. Both refuges are of great interest scenically and scientifically, exemplifying a subtropical region unlike any other part of the United States.
Key West National Wildlife Refuge was established by Theodore Roosevelt in 1908 to curtail the slaughter of birds whose feathers were highly valued in the hat industry. Great White Heron National Wildlife Refuge was established in 1938 to protect habitat for the great white heron and other migratory birds. Wading birds were threatened with extinction before this refuge began providing a safe haven for them and other threatened plant and animal species.
These two refuges encompass more than 200,000 acres of open water and over 8,000 acres of land on 49 islands, protecting habitat for a wide variety of birds, the endangered Atlantic green and loggerhead turtles and is the only breeding site in the U.S. for the endangered hawksbill turtle. | <urn:uuid:c7aa1d00-db95-4c82-8471-01dcfe2cd469> | CC-MAIN-2017-17 | https://www.fws.gov/southeast/pubs/Keydeer-tearsheet.pdf | 2017-04-23T07:51:04Z | crawl-data/CC-MAIN-2017-17/segments/1492917118310.2/warc/CC-MAIN-20170423031158-00467-ip-10-145-167-34.ec2.internal.warc.gz | 909,855,787 | 1,843 | eng_Latn | eng_Latn | 0.994521 | eng_Latn | 0.995265 | [
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________________________________________________________________________________
These questions are about Anna Bågenholm – The Woman who froze to death – yet lived (Norway 1999).
1. What job did Bågenholm originally train to become? (p.116)
__________________________________________
1 mark
2. Using evidence from the text, explain how Bågenholm’s friends felt during the rescue. (p.117)
______________________________________________________________ ______________________________________________________________ ______________________________________________________________
2 marks
3. ‘…aware that her stricken friend was being pummelled by an unstoppable torrent of ice-cold water tumbling down the mountainside.’
Explain how the words in bold make the reader understand the seriousness of Bågenholm’s situation. (p.117)
______________________________________________________________ ______________________________________________________________ ______________________________________________________________
2 marks
4. List three things used by the rescue teams to rescue Bågenholm from the ice. (p.117)
- __________________________________________________________
- __________________________________________________________
- __________________________________________________________
3 marks
5. 'Bågenholm's temperature had dropped to an astonishing 13.7°C.' Why was this fact 'astonishing'? (p.118)
______________________________________________________________ ______________________________________________________________ ______________________________________________________________
2 marks
6. At what temperature, during hypothermia, is a heart attack likely to occur? (p.118)
__________________________________________
1 mark
7. How did the ‘…exceptionally cold temperature under the ice…’ work to Bågenholm’s advantage? (p.121)
______________________________________________________________ ______________________________________________________________ ______________________________________________________________
2 marks
8. Using evidence from the text, explain how Bågenholm’s medical team felt when she arrived at the hospital. (p.117-120)
______________________________________________________________ ______________________________________________________________ ______________________________________________________________
2 marks
9. Why did Bågenholm have to retrain after her recovery? (p.121)
__________________________________________
1 mark
10.Match the words below with their meanings.
Use the context of the words in the sentences to help you.
Stricken
Specialist doctor
Gradually
Strike repeatedly
Radiologist
Restore
Revive
Slowly
Pummelled
Stuck
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BI 202 : GENERAL BOTANY
Transcript title
General Botany
Credits
4
Grading mode
Standard letter grades
Total contact hours
60
Lecture hours
30
Lab hours
30
Recommended preparation
At least one previous biology course (BI 101, 102, 103).
Course Description
Studies plant anatomy, human interactions with plants, and especially plant taxonomy within an evolutionary framework. Focuses on flowering plant families common in Central Oregon and identification using taxonomic keys.
Course learning outcomes
1. Identify and communicate, using technical botanical terminology, the vegetative and floral characteristics important for describing and classifying plants.
2. Employ, individually and collaboratively, established taxonomical schemes, such as dichotomous key, to identify plants.
3. Use appropriate techniques and ethics to collect local botanical specimens for study.
4. Apply human historical and cultural connections with plants to nutritional, medicinal, and aesthetic human needs and communicate these ideas orally, visually, and in writing.
5. Recognize major concepts in botany and differentiate evidence-based scientific botanical knowledge from non-scientific botanical claims.
Content outline
1. Botanical nomenclature
2. Major plant groups: mosses, ferns, conifers, and flowering plants
3. Vegetative, floral, and fruit anatomy
4. Monocots compared to dicots
5. Dichotomous keys
6. Identification of unknown plants
7. Survey of common plant families in Central Oregon
8. Plant specimen collecting and herbarium techniques
9. Characteristics of common plant families
10. Plant co-evolution with animals: pollination and seed dispersal
11. Evolutionary origin of plants
12. Ethnobotany
13. Economic botany
Required materials
Course may require textbook, coursepack, hand lens, plant press.
General education/Related instruction lists
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________________________________________________________________________________
These questions are about Mauro Prosperi – The Desert Runner Who Drank His Own Wee (Sahara, 1994)
3 marks
1. What does the word ‘inhospitable’ tell you about the environment where the Marathon des Sables is held? (p.78) ____________________________
______________
1 mark
2. Name two dangerous animals found in the Sahara Desert and explain why they are dangerous.
______________________________________________________________
-
-
______________________________________________________________ ______________________________________________________________
2 marks
3. ‘…the Sahara is a punishing environment…as well as scorching heat…’ Explain how the words in bold make the reader understand the difficulty of the task facing Prosperi. (p.79)
______________________________________________________________ ______________________________________________________________ ______________________________________________________________
2 marks
4. List three things Prosperi did to survive in the Sahara. (p.80,81,84)
- __________________________________________________________
- __________________________________________________________
- __________________________________________________________
5. Put the events of the story in order by numbering the boxes 1-7. Number one has been one for you.
7. Decide whether the following statements are fact or opinion by ticking the appropriate box.
Prosperi trekked towards a misty mountain range about 20 miles away. ________
Prosperi found himself in the middle of a fierce sandstorm.
Prosperi was taken to a military base in Algeria.
He finished 13 th in the Marathon des Sables.
Prosperi found himself lying in 7 th place. 1
Prosperi placed a flag on top of the shrine.
He urinated into his water bottle.
____________________________________________________________ ______________________________________________________________ ______________________________________________________________
3 marks
6. How do you know that Prosperi was determined to complete the Marathon des Sables successfully? (p.85)
__________________________________________
1 mark
______________________________________________________________
| Ultramarathons can involve swimming and cycling stages. |
|---|
| The Marathon des Sables is the toughest race on Earth. |
| Camel spiders can run a speeds of more than 10 mph. |
| It is much safer to keep moving during a sandstorm. |
______________________________________________________________
____________________________________________________________
______________________________________________________________ ______________________________________________________________ ______________________________________________________________
3 marks
__________________________________________
8. Look at the paragraph beginning, 'The storm had lasted more than six hours…'
Find and copy one word, which means the same as concealed (p.80)
1 mark
9. Using the evidence in the text, why do you think Prosperi decided to run the Marathon des Sables?
3 marks
10. What do you think Prosperi did next, once he finally completed the Marathon des Sables successfully? Give reasons for your answer based on what you have learned about Prosperi in the text.
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City of Doral - Flood Safety Measures
During of the hurricane season (June 1 st – November 30 th ) the City will advertise the City of Doral Flood Safety Measure (FSM) on a monthly basis via social media and email blast to advise residents and business owners of procedures and measures that should be taken before, during, and after a flood event. The FSM will also be advertised at the beginning of the hurricane season on the City's official magazine the Doral Digest. Additionally the FSM shall be available via the City's web page, www.cityofdoral.com, under the tab "Severe Weather Advisory".
Before a Flood:
- Determine if your property is in a flood zone. For a flood zone determination call the Building Department at (305) 593-6700.
- Purchase flood insurance. If you already have flood insurance, review your policy coverage.
- Monitor your surroundings and report any clogged or damaged storm drains to the appropriate authority.
- Monitor the National Oceanic and Atmospheric Administration (NOAA) Weather Radio, National Weather Service (NWS), local television, radio stations, and/or internet weather station such as www.weather.gov and the City's webpage www.cityofdoral.com.
- Know the difference between a flood watch and a flood warning. A watch means flooding is possible. A warning means flooding is occurring or will occur soon.
When a Flood is Imminent
- When flood is imminent, the City will provide notices received from the National Weather Service (NWS) and Miami-Dade County Emergency Management via the City's website (under "Severe Weather Advisory" tab), social media, email blast, Code Red calls, and push notifications through the City's 311 App.
- Notices usually provide a description of the event and impacts on the region.
- If a tropical event is imminent, the City shall provide watch, warning and safety information to the City's webpage.
- If event merits, and upon approval by the City Manager, the City will provide sand bags to its residents and business owners at the JC Bermudez Park.
- Record existing conditions (Ex. Pictures).
- Be prepared to evacuate: identify places to go, identify alternative travel routes not prone to flooding, and plan what to do with your pets.
- Pack a bag with important items in case you need to evacuate. Don't forget to include needed medications.
- If advised to evacuate your home, do so quickly.
- If there is any possibility of a flash flood, move immediately to higher ground.
- Protect your property by moving valuables and furniture to higher levels, and by bringing outside possessions indoor.
- Remember to turn off utilities at the main switches and/or disconnect electrical appliances.
During a Flood
- The City will provide notices of flooded areas via the City's website, social media and email blast.
- If required, the City will provide barricades to prevent traffic and pedestrians from going into flooded areas.
- Avoid disaster areas!
- Do not walk through moving water. Water 6 inches deep can knock you off your feet.
- If you have to walk in water, walk where the water is not moving. If possible use a stick to check the firmness of the ground in front of you.
- Do not drive into flooded areas. Follow recommended routes. DO NOT sightsee.
- If floodwaters rise around your car, abandon the car and move to higher ground if you can do so safely.
- Do not touch electrical equipment if you are wet or standing in water.
- NEVER allow children to play around high water, storm drains, and canals.
After a Flood
- Do not return to flooded areas until authorities indicate it is safe to do so.
- Do not visit disaster areas following a flood. Your presence could hamper urgent emergency and rescue operations.
- Travel with care. Watch for damaged roads, downed trees or power lines. Stay away from downed power lines and report to the power company.
- Report broken utility lines to appropriate authorities.
- Do not enter a building if it is still flooded or surrounded by floodwater.
- Do not enter a building that has flooded until local building officials have inspected it for safety.
- Check the property for structural damage. Examine walls, floors, doors, windows, and ceilings for risk of collapsing.
- Check for fire hazards.
- Check for gas leaks. Let building air out to remove foul odors or escaping gas.
- Have an electrician check the electrical system and appliances prior to turning the power on.
- Listen for news reports to learn whether water supply is safe to drink.
- Service damaged septic tanks as soon as possible. Damaged sewer systems can cause serious health hazards.
- Clean and disinfect everything that got wet. Residue from floodwater can contain contaminants, sewage and chemicals.
- Take pictures of the damage. DOCUMENT both the building and its contents for insurance claims.
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Fact sheet for parents: coronavirus/children/mental health
Fact sheet for parents:
coronavirus/children/mental health
Emotional survival for infants and their parents
ASSOCIATION
FOR
INFANT
MENTAL
HEALTH
AIMH
If you are feeling worried or stressed, as many people are in the current crisis, try to get the support you need from family, friends or professionals - and find and share uplifting things (music, videos, poems etc.) to restore your sense of hope.
Your children need you to be calm and sensitive to their needs. This is not easy when we are stressed. Here are some tips on how your child may be feeling, why they might be behaving differently, and what you can do to help.
Fact sheet for parents: coronavirus/children mental health
ASSOCIATION FOR INFANT MENTAL HEALTH
AIMH
Why children may be more 'demanding' at this uncertain time
1. Small children (and babies) pick up on their parents' worries as well as things they see on television. They will understand these worries in their own way.
2. This often makes them feel insecure, especially if they observe parents being anxious or fretful, and they do not understand what is going on.
3. Being worried switches on what is known as the 'attachment system' in children, especially very young children. This is biologically built-in: there to keep children safe, and operates automatically.
4. When a child is anxious, the attachment system 'tells' them to get as close to mum or dad as possible in order to feel safe and be protected.
5. If mum or dad cannot respond appropriately and reduce the child's worries, children will continue to seek contact in any way they can. From the parent's point of view (not the child's) the child may become another source of stress, felt to be 'demanding', and possibly will be ignored or told to go away.
6. Any sense of real or imagined distance will usually increase the strength of the attachment system's demand; this can only be deactivated when children feel secure.
So, in these anxious times, you might see your child:
* being unable to settle to sleep
* trying to gain attention by any means possible
* losing their ability to concentrate and sit still
* having frequent tempers, tears and tantrums
* having nightmares or just bad dreams.
Ways you can help
All children need parents to:
1. Play with them: play is the normal way for children to cope with anxiety.
2. Interact: chatting, reading and singing all interest and calm children.
3. Be available and listen to their worries, and not contradict them while listening
Published by the Association for Infant Mental Health April 2020
ASSOCIATION FOR INFANT MENTAL HEALTH
AIMH
Fact sheet for parents: coronavirus/children mental health
4. Give simple explanations at an age-appropriate level and not too long, using the child's own words as much as possible. It is a good idea to ask the child first about what they understand, in order to gauge the level at which to pitch your explanation.
Supporting Children With Their Feelings
Asking a child: What are you feeling? Why did you do that? This rarely works because children (like us!) often don't know why they do things.
A Quality of Wondering
What works better is to wonder aloud. We need to convey a sense that we are trying to understand. We may not get it right (and children and young people usually tell us one way or another if we haven't), but a child can feel emotionally contained by our attempts to understand.
* I'm wondering if something is troubling you? You seem sad/worried/ upset/angry...
* I'm not sure, but maybe you're feeling cross at the moment? Maybe you didn't like it when I said No?
* It's hard to wait, isn't it? You want your food right now! It will be here very soon...
* You are throwing things. I think you are letting me know that you feel very upset and angry just now. It's not OK to hurt people, but I can see that something's not right. Can you tell me?
Even very young children (toddlers) can benefit from this wondering. An adult naming feelings sensitively, and with empathy, reduces the child's stress. They may not understand all your words, but they feel from your tone of voice and your body language that you are being sympathetic and seeking to understand their feelings. They may well then try to use words themselves to help you to understand.
Published by the Association for Infant Mental Health April 2020
Fact sheet for parents: coronavirus/children mental health
ASSOCIATION FOR INFANT MENTAL HEALTH
AIMH
By wondering aloud and naming feelings, you are helping the young child to develop a language for feelings which is crucial for their developing capacity to communicate their needs and seek help when they need it.
Recommended reading
Sunderland, M: What Every Parent Needs to Know: The incredible effects of love, nurture and play on your child's development, 2016.
Margot Sunderland’s well-known book provides an understanding of infant brain development and infant attachment to carers, as well as how to manage everyday parenting. It is particularly helpful with regard to helping children with their difficult feelings as they grow into toddlerhood and beyond.
ASSOCIATION FOR INFANT MENTAL HEALTH
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Mantra based Meditation & Music Yoga
Because of the basic similarity between mantra based meditation and music yoga, both of these are presented together. Mantra based meditation is explained first and the method of substituting music vibrations in place of mantra is explained thereafter.
1. Mantra based Meditation
In the five types of exercises that we follow -- physical, breath, naada (sound vibration), mental and observation -- this technique is the third, exactly in-between the grossest and the subtlest techniques. It requires no mental effort. It only requires one to relax, let go, and just hum the mantra internally, or mentally pretend like one is hearing it.
For the convenience of students the following information is summarized in the sections that follow. Section A provides instructions related to the technique. Section B addresses how the mantra based technique works and why it is important. Section C explains the factors that affect the efficacy of mantras, possible side effects and how they should be managed, and how one may outgrow a mantra. Section D notes the place of mantra based meditation in daily living.
A. MANTRA BASED MEDITATION TECHNIQUE INSTRUCTIONS:
1. Sit in a relaxed position with back (spine) absolutely straight. [It need not be vertical. It can be slanting as when sitting in a tilted chair, but not curved like when you don't sit back on a chair and let the spine bend in the lower back area and/or near the neck.]
2. Place your right hand (palm facing upward) on the top of the left palm on your lap, and ensure that the thumbs of each hand are gently touching each other. This hand position makes it easier to let go of things and allows one to mentally relax. We shall call this the Nivritti Mudra or Relief Mudra or the Basic Meditation Mudra for later reference.
3. If you are not perfectly relaxed and peaceful at the time you are ready to begin your meditation, take a few (3 to 10) slow deep breaths and just watch the breath flow in and out.
4. Then mentally affirm for yourself: "I give up all ideas and concepts and care about nothing." Repeat it as often as you feel it helps. Typically 3 to 10 times is enough. Keep a sense as if you are internally looking towards the top of your head (at the center of the crown or a little above that) even though your eyes are closed and your head is straight.
5. Then start vibrating the repetitive mantra within you. It is not an audible sound and your lips don't move. It is like a suggestion in your head or somewhere within you. It is like you are pretending to listen to a mantra and you can hear it or feel it inside.
Version date: June 26, 2007
6. Hold this mantra vibration for 5 to 20 minutes without opening your eyes and without pausing. If you break before 20 minutes continue for 20 minutes trying to maintain unbroken segments of 5 minutes or longer. It is best to keep an alarm to time the 20 minutes in the initial stages, rather than looking at the clock every now and then. Later on, a natural timing builds within you.
7. If any thoughts cross your mind, have the attitude of an observer. Don't block any thought. Let them come. You acknowledge every thought, but refuse to analyze it or dwell in it. Thoughts come and thoughts go. Initially most of the 20 minutes may go by as such, but ultimately it will change.
B. WHAT DOES THE MANTRA DO?
The mantra is vibration that penetrates through energy patterns. These energy patterns are the combination of automated programs like karma, which we will just call psychic patterns. Since psychic patterns vary, and their vibrations are different for different individuals, we need to find a different mantra for different people. A real yoga teacher can feel the vibrations of a student's psychic patterns and can seek to find a vibration that will neutralize the vibrations of these patterns and penetrate the awareness upwards through the head. Once the awareness penetrates – drills through – fully through the head, awareness is said to reach the Sahasraara above the head. This builds a Connectivity with the Universal or Cosmic flow (and ultimately to God) that allows for a heightened sense of intuition. This is desired to find relief from stress and peace in life, in addition to serving as a stepping stone for furthering psychic development that would ultimately lead to realization of the true nature of the self and existence. Physical and breath yoga work well for meditation if done prior to meditation. They seek to shake up the energy patterns and flush them. Thus it becomes easier for the mantra to penetrate.
C. EFFICACY OF MANTRAS, SIDE-EFFECTS AND OUT-GROWING IT
The efficacy of a mantra will change through the time of day and over a period of time. It is important that when finding the mantra the teacher base it on the average pattern of the person through the day. Thus it can be used during multiple times of the day. On rare occasions, a student may require two or three different mantras for different times of the day. However, it is important that the meditation be done approximately in the same time each day and in the same sequence of actions through the day (e.g. doing it first thing in the morning after brushing your teeth, or after reading your newspaper or after your morning walk or after your bath, etc.). This will provide maximum efficacy. Over a period of time, as the patterns of a person, particularly those related to karma begin to break-down, the same mantra may not be as useful. Then one may need another mantra or one may reach a state of constant meditation (even while leading normal activities of life) where no mantra is needed – broadband Connectivity is what we call it!
It is occasionally possible that mantra based meditation may lead to strong vibrations in the body to the degree of feeling unstable and even a sense of heat. It is considered unsafe to practice mantras in such a manner. The vibrations and heat indicate that the mantra is unable to penetrate the patterns fully, but is able to drill through partially. It is best to cool the system with another mantra "Om Joom Saha" or simply stop the use of the mantra for sometime. The "Om Joom
Version date: June 26, 2007
Saha" can be thought of as reversing the drill-bit, while stopping the meditation is equivalent to stopping the drilling.
A word of caution is appropriate for people who use mantras without knowing whether it is appropriate for them. Such use of mantras can lead to adverse affects as well, particularly if the vibrations create restlessness or heaviness in the system. This is the reason mantras are often instructed secretly to a specific individual in the Hindu tradition.
D. THE PLACE OF MANTRA BASED MEDITATION IN DAILY LIVING & USE OF GENERAL MANTRAS
Mantra based meditation is considered a part of the daily living of many traditions, particularly in Hinduism. All thinking human beings are prescribed to do this three times a day in Hindu tradition. In the ritual Hindu format, it is done as part of the daily Sandhya Vandana three times a day. Normally the Gayatri mantra is used. Such mantras work on everyone, but since it may not be the best needed at a time, it may take years before they start working. Unlike that a customized mantra should have effect in a few minutes – a distinct effect that a practitioner will feel. However the ritualistic Sandhya Vandana invokes through mental yoga certain spiritual programs (Devas), who can energize the process. Since this requires beliefs, in our approach we avoid it, although we recommend that meditation with mantra be done twice or thrice a day roughly around the same time. However for those who maintain the ritual system, by understanding how it is an optimized yoga practice they can enhance the value of their practice and avoid the unnecessary elements like having to sit on a hard floor and needing to use water for ritual activities and complicating the ritual.
2. Music Yoga
While many people may think that they listen to music and can therefore use this technique, it is not that easy. The right music is like the right mantra, so any music is not good enough. Further, just like a general mantra, when used long enough (many years typically), one falls into the groove and is able to experience naada yoga from the mantra, music too can work in the same way.
Following are some indicators of where this can be used:
* When a person listens to the same type of music everyday about the same time of day;
* When there is one or two favorite pieces that one naturally tunes into when one is in a relaxed mode;
* When one finds oneself gravitate to a certain rhythm and the words don't seem to matter at all.
* When one finds that one has lost track of time when listening to that music.
Under such circumstances the following exercise will reveal if one can experience Naada yoga through that favorite music piece.
All rules of Mantra based meditation noted in the previous chapter hold true. Please review the 7 steps in section A of the previous chapter and just substitute the following in place of the mantra.
Version date: June 26, 2007
Without actually playing the music piece, just visualize the music in your head and feel the vibrations move through you. If you sense a discernable level of relaxation, a sense of peace and perhaps a sensation like a column above the head or a sense of lightness, all that would indicate this works for you.
The points that promote the effectiveness of mantra based meditation equally promote this practice too. Doing after physical or breath yoga and doing it at the same time everyday will make it more effective.
-------------------------------------------------------------------------------------------------------------------
This presentation of Mantra Based Meditation and Music Yoga was written by Dr. C. Rajan Narayanan of the Life in Yoga Foundation, and the content reflects two chapters in a forthcoming book. Life in Yoga Foundation is charitable organization dedicated to sharing the benefits of yoga without fees to those wishing to learn. Donations to support this effort can be mailed as a check to "Life in Yoga Foundation" to 6 Seneca Forest Court, Germantown, MD 20876.
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Advanced Punctuation: Semicolons, Colons, Quotation Marks, Dashes, Parentheses and Apostrophes
The Semicolon (;)
Like a comma, a semicolon (;) tells the reader to pause. However, the semicolon is a stronger mark of punctuation. It separates clauses and phrases that are closely related or that receive the same emphasis.
NOTE: Unlike periods, question marks, and exclamation points, semicolons always appear within, not at the end of, sentences.
The Semicolon Between Independent (Main) Clauses
Use a semicolon to connect two independent clauses that are closely related and are not connected with a coordinating conjunction. An independent clause has a subject and a verb and expresses a complete idea. The coordinating conjunctions are and, or, but, nor, for, so, yet.
Woodrow Wilson was the 28th president of the United States; he followed William Howard Taft.
NOTE: Don't capitalize a word that follows a semicolon unless it is a proper noun.
Guadeloupe is in the Leeward Islands; Guatemala is in Central America.
The Semicolon Between Independent (Main) Clauses Joined by Transitional Words and Phrases
In the middle of sentences, transitions come in two forms: conjunctive adverbs and transitional phrases. Both emphasize and clarify the relationship between the independent clauses they join.
Conjunctive Adverb:
It's a good thing Columbus came to America; otherwise, the Italians would never have learned about the tomato.
Transitional Phrase:
People before Columbus knew the world wasn't flat; in fact, Eratosthenes accurately measured the earth's circumference in the third century B.C.
NOTE: Use a comma after a conjunctive adverb or transitional phrase.
The Semicolon Between a Series of Items that Contain Commas
Use semicolons to separate items in a series when some or all of the items in that series contain commas.
Eleanor of Aquitaine (1122-1204) was the daughter of William X, duke of Aquitaine; the wife of Louis VII, king of France; and later the wife of Henry of Normandy, who became Henry II of England.
There are three items in this list: (1) the daughter of . . . ; (2) the wife of . . . ; and (3) later the wife of . . . . If the semicolons were replaced by commas, readers might not be able to tell where one item ends and the next begins. After all, each item already contains a comma of its own.
The Colon (:)
A colon (:) is a mark of punctuation that appears within a sentence. Never use a colon at the end of a sentence.
The Colon Between Independent (Main) Clauses
Sometimes, you can use an independent clause to explain, add to, or clarify the meaning of another. You should separate these clauses with a colon.
Stephen King has been busy: he has written more than 27 novels since 1974.
The Colon After an Independent Clause to Introduce Information
You can place a colon after an independent clause to introduce information naming something in that clause.
Alaska is rich in several natural resources: oil, gold, copper, and uranium.
Only one city is called "eternal": Rome.
The Colon to Introduce Direct Quotations
You can use a colon to introduce a direct quotation.
The prisoner pleaded with his accusers: "I am innocent. Innocent, I tell you!"
CAUTION: Don't use a colon to introduce a direct quotation if that quotation is needed to make the sentence you're writing complete.
```
Not: Pope wrote that: "to err is human." But: Pope wrote that "to err is human."
```
The Colon for Other Purposes
```
In the salutation of a business letter: Dear Professor Johnson: To separate hours and minutes: 10:55 P.M. Before a subtitle: Thomas More: A Biography
```
CAUTION: Do not use a colon to separate objects or complements from verbs . A direct object is the receiver of an action. A complement comes after the verb and describes the subject.
Object
Not: She bought: a saw, a hammer, and a drill.
But: She bought a saw, a hammer, and a drill.
Complement
Not: He is: a good speller but a bad typist.
But: He is a good speller but a bad typist.
The Quotation Mark (" ")
Quotation marks (" ") identify words you have taken directly from someone else. They tell readers these words are exactly as your source spoke or wrote them.
```
"We don't know a millionth of one percent about anything," said Thomas Alva Edison. "Toots Shor's restaurant," claims Yogi Berra, "is so crowded nobody goes there anymore."
```
CAUTION: Don't put quotation marks around an indirect quotation, which tells what someone said without using his or her exact words.
Not:She said that "she was going to the party."
```
But:She said that she was going to the party.
```
NOTE: Quotation marks are always used in pairs.
Quotations Within Quotations
Use single quotation marks around a quotation within a quotation.
Benita said, "I told Julio, 'Don't swing on that branch,' but he ignored me and told me to 'get lost.'"
[The writer quotes Benita, who is quoting herself and Julio. "Don't swing on that branch" and "get lost" are quotations within a quotation.]
Quotation Marks with Other Marks of Punctuation
Commas and periods appear inside quotation marks.
When I asked what he wanted, he calmly said, "Money."
Colons and semicolons appear outside quotation marks.
"He who hesitates is not only lost but miles away from the nearest exit"; now that's the kind of line stand-up comics dream about.
Quotation Marks Around Titles
Use quotation marks around titles of newspaper, magazine, and journal articles; poems; short stories; songs; and episodes of TV programs.
B. R. Jerman's article, "Browning's Witless Duke," is about Robert Browning's poem "My Last Duchess."
The story "Guests of the Nation" is set in Ireland.
Gershwin's "Summertime" and "I Got Rhythm" are classics of American song. "Who Shot J.R.?" was the most watched episode of Dallas.
The Dash ( )
You can create a dash ( ) by typing two hyphens (- -) with no space in between ( ).
Setting Off Material that Needs Emphasis
George Bush became the first incumbent vice president since 1836 to win election to the presidency. [The phrase since 1836 is being emphasized.]
Helping to Clarify an Idea
In 1989, President Bush responded effectively to the upheaval in Eastern Europe by offering economic aid to Hungary, Poland, and Czechoslovakia and by lending his support to the reunification of Germany.
NOTE: The more formal colon can replace the dash.
Separating a List From an Independent Clause
The strengthening of the Western alliance, the Persian Gulf War, and the signing of several arms reduction treaties with the Soviet Union these were the great successes of President Bush''s foreign policy.
NOTE: A dash can come before or after an independent clause.
The Parentheses [( )]
Parentheses [( )] enclose important words that would interrupt the flow of the sentence. Parentheses are always used in pairs.
Setting Off an Explanatory Sentence
Ishmael (he is the speaker in Melville's Moby Dick) takes his name from a biblical character who was cast into the desert. [In this case, the words within parentheses form a complete sentence.]
Setting Off Words that Specify
Five countries (Somalia, Kenya, Sudan, Eritrea, and Djibouti) border Ethiopia. [Somalia, Kenya, Sudan, Eritrea, and Djibouti name the five countries.]
Enclosing Brief Definitions
The Egyptians practiced embalming (the preservation of a corpse through chemical treatment).
Enclosing Numbers or Letters that Mark Items in a List
Before becoming president, George Bush was (1) a member of the House of Representatives, (2) U.S. ambassador to the United Nations, (3) chief liaison officer to China, (4) director of the CIA, and (5) vice president.
The Apostrophe (')
An apostrophe (') shows possession:
the child's toy the film's star the teacher's desk the store's prices the city's drug problem the dog's tail
You can also use apostrophes to create special relationships between words: a night's sleep, two months' pay.
The Seven Uses of Apostrophes
Use the apostrophe to show possession; add -'s to a singular noun. 1.
Monrovia, Liberia's capital, was named after U.S. president James Monroe.
Add -'s to a singular noun that ends in -s or -z, as long as doing so does not make the pronunciation of that noun awkward. If doing so creates awkwardness, add only the apostrophe.
Jazz's origins go back to Afro-American spirituals.
BUT
Jesus' teachings can be found in the New Testament.
Use the apostrophe to show possession; add only -' if the noun is plural and ends in /-s. 2.
The two countries' borders were in dispute.
Use the apostrophe to show joint possession in a series; add -'s only to the last noun. 3.
Groucho, Chico, and Harpo's films are still funny.
Use the apostrophe to show individual possession in a series; add -'s to each noun. 4.
Boston's and San Francisco's waterfronts are interesting, but I prefer Seattle's.
Use the apostrophe in contractions in place of omitted numbers or letters. 5.
She will graduate with the class of '99.
Because it's raining, we can't go to the park.
CAUTION: It's = it is; can't = cannot.
Use the apostrophe to form the possessive of a hyphenated word; add -'s after the last letter. 6.
Not: My mother-in-laws home
Not: My mother's-in-law home
But: My mother-in-law 's home
Add an apostrophe to abbreviations and letters and numbers to make them plural. 7.
Syed received three A's and two B's as final grades.
Three 747's sat on the runway.
CAUTION: In general, do not use an apostrophe to form plurals.
Not: Hitler planned to conquer the nation's of Europe.
But: Hitler planned to conquer the nations of Europe.
CAUTION: Do not add an apostrophe to a pronoun that is already possessive.
Not: Under Hitler, Germany sought it's place in the sun.
But: Under Hitler, Germany sought its place in the sun.
(Adapted from Writing Intensive: Essentials for College Writers (2007) by Elaine P. Maimon & Janice H. Peritz)
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Programs for Under Twos
Quality Improvement and Accreditation System
Principles:
4.1, 4.2, 4.3, 4.4, 4.5, 4.6
By Anne Stonehouse for NCAC
In the past many people believed that although it was important for children over three, you couldn't – and shouldn't – try to implement set or defined programs for babies and toddlers. It was considered adequate to have caring adults, a safe and healthy environment and some toys to play with. This was partly due to a lack of appreciation of the considerable learning capacity of very young children as well as a lack of recognition of the importance of the first three years of life, when the foundations a child's learning and development are laid. It was also due to misunderstandings about what a program is. Many people believed that a program consisted of specifically planned activities, often adult directed, offered at set times of the day which focused on specific areas of children's development and on achieving goals.
However, there is now a greater acceptance of the need for planning and preparation for children under two to ensure that their experiences are positive and appropriate. Documenting planning for children is important as it:
* assists staff to have a common plan to work from;
* forms part of the communication that occurs between families and staff;
* demonstrates that what is offered to children is purposeful; and
* supports the service's accountability to funding, regulating, sponsoring and accrediting bodies.
Actively engaging in planning for young children and keeping written records also assists staff to get to know and understand individual children. However, while the process of planning for children is important, the purpose of this Factsheet is to focus on the experiences that are important for children under two years of age.
What is a program?
Activities and experiences
The term program commonly refers to the child's entire experience in care, not just to specifically planned activities or particular segments of the day. Young children don't know the difference between planned activities and those that happen spontaneously, and they have little understanding of the different times of the day. Children, particularly those under two, learn from everything and everybody. The most common objects or daily events, even those that we as adults may see as boring, can be fascinating and engaging for a baby or toddler. Therefore when planning for young children it makes sense to consider the child's whole experience over the entire day, rather than focussing on specific experiences or times.
There are five key elements in programming for children under two:
* activities or experiences
* routine tasks or daily living experiences
* interactions and relationships between staff and children
* the environment
* collaboration with families
The experiences that are most interesting and valuable for babies and toddlers occur within the context of all of these program elements.
The term activity sometimes carries with it an image of an experience that is structured, inflexible, product or outcome focussed and undertaken by a group of children at a table. In the past people caring for very young children have borrowed from what they knew about traditional activities and materials for older children, simplified them, and then offered them to younger children, often unsuccessfully. However there are many activities that can be planned or occur spontaneously for young children which will be effective and responsive to their need for individuality and flexibility.
Factsheet # 9
QIAS -
Experiences that are thought of more conventionally as 'activities' such as puzzles, play dough, painting or drawing with crayons can also be valuable experiences for young children. However, the implementation of these activities needs to be tailored to recognise the importance of engaging children in activities according to their interests and skills.
Children under two definitely don't need structured group activities, and they don't need an emphasis on products. The key to providing quality programs for children under two is to adopt a focus on process rather than product and to encourage children to explore, investigate and play in their own way.
Children under two need lots of opportunities to:
* use their emerging 'large body' physical skills. For example, sitting, crawling, walking, running, climbing, stepping up and down, throwing, moving to music
* use their hands and fingers (fine motor skills). For example, reaching out to grasp, holding objects, turning the pages of books, stacking plastic cups, feeding themselves, holding a crayon or texta, picking up small objects, completing simple puzzles
* explore communication and emerging language skills. For example, making sounds, using words, using their body to communicate, hearing others use language in 'real' situations, sharing verbal and written stories, singing and being sung to, receiving attention and responses to their communication
* explore and experiment with a range of objects located indoors and outdoors and investigate the natural world. For example, touching, dropping, squeezing, mixing, throwing, pulling things apart, putting things together
* engage in simple imaginative play. For example, feeding a doll or a teddy, carrying a handbag around, clomping around in a pair of big boots, making and serving a pretend cake
* indulge their senses through touching, tasting, hearing, smelling and seeing. For example, by experimenting with creative and sensory materials such as sand, water, paint and clay
* stimulate their thinking and problem solving skills. For example, by experimenting with simple puzzles and posting boxes, using 'cause and effect' toys, solving simple problems such as finding objects or toys in a simple 'hide and seek' game
Most importantly, children under two need lots of time, space, materials and support to play in all the ways they can: exploring, investigating, creating, and initiating. Play that children initiate themselves and have some control over provides the best learning experiences.
Children under two do not need structured 'lessons' or 'activities'. Great experiences for children under two might include:
* shaking a large plastic bottle containing wooden clothes pegs, rice or pasta
* trying to touch shadows made by objects outside
* crawling into and out of cardboard boxes
* squishing mud between their fingers
* raking leaves
* setting the table
* pouring juice from a small jug into a cup
* running or jumping
* moving to music
* kicking a ball
* stacking items
* playing 'peek a boo'
Experiences such as those discussed above should happen throughout the day. It doesn't make sense to restrict these activities to only one part of the day when we know that children are eager to learn all the time. Some people prefer to use the terms opportunities or experiences instead of activities because they suggest a more natural, flexible and open ended approach. Whichever term is used, it is the role of staff to sometimes initiate and often to respond, to help, to sometimes make suggestions and to always be sensitive to what the child is interested in.
Routine tasks or daily living experiences
Routines or daily living experiences take up a lot of time in planning for children under two years. In quality programs experiences such as eating, sleeping and resting, toileting and nappy changing, dressing and undressing, handwashing, arriving and leaving, and transitions from one part of the day to another are valuable opportunities for children to:
* learn skills, including self-help skills
* gain independence
* learn to help others
* communicate with each other and with adults
* gain feelings of security and comfort
* have new experiences and learn about the themselves, others and the world
These outcomes occur when routines are tailored for each child, with staff minimising the occasions when children are required to wait or to do the same thing at the same time. Routines should be flexible and focussed not on getting through them as quickly and efficiently as possible but on incorporating them into each child's learning. Routines can provide some important opportunities for adults to have one-to-one interactions with and to maintain and strengthen their relationships with children. Approached this way, routines are some of the most significant times in the day and are a time for learning, not time away from learning. The way routines in a service are conducted is usually a strong indicator of the quality of the program.
Sometimes staff who feel they are running out of ideas for things to do with young children are rushing through routine experiences rather than recognising their potential significance to a child's learning and development. It is helpful to slow down, and make the most of routine experiences as these provide many opportunities to enhance children's understanding of their world, to extend their self-help skills and to strengthen relationships.
Interactions and relationships between staff and children
Most experts agree that the key to high quality in any child care setting is the relationship between children and adults.
Positive staff-child relationships are supported by appropriate staff-child ratios and by a staffing roster and room structure that allows children to develop trusting relationships and to get to know a few adults well. Ideally each child should have at least one staff member who is an 'expert' on them.
Positive, meaningful staff-child relationships happen when adults:
* value young children for their strengths and capabilities rather than for their dependence or 'cuteness'
* ensure they have one to one interactions with each child each day
* respect children as individuals and demonstrate that respect in their interactions
* show affection in ways that are comfortable for each child
* talk readily, comfortably, naturally and appropriately with children about what is happening, what has happened and what is going to happen
* know when to involve themselves in children's play and interactions, when to offer help and when to stand back
* appreciate the challenges babies and toddlers face in understanding acceptable ways of behaving and being in a group of peers
* help children learn to guide their own behaviour in constructive ways
The environment
In many ways the environment is the program rather than being a backdrop to planned experiences for children under two. The size and arrangement of space, the materials and equipment children have free access to, the way materials are displayed, whether children can choose to be outdoors and how the outdoor setting is used are all factors that make a major difference in the quality of children's experiences. Several key things to keep in mind when planning the environment include the following:
* rotate equipment and materials and change things around occasionally, but remember the importance of balancing change and sameness. Younger children in particular rely on sameness to feel secure and even small changes can have a powerful effect
* provide a range of materials to cater for different interests and developmental skills. For example, things to hold, to manipulate, to take apart, to climb over, under or through, to put together, sensory materials, balls, blocks, props for imaginative play, a simple home corner, or creative materials (paper, paint, crayons, dough)
* be aware of sounds in the environment. For example, are they pleasant or unpleasant? Is it always noisy? Is there constant background noise?
* arrange space and equipment to help children concentrate and to allow them to safely withdraw for some quiet time if they wish
* set up the environment to allow children independence and the power to choose
* create clear pathways through the space
* ensure that equipment and materials provide some challenges and some certain successes for each child
* have enough materials and equipment to keep children interested and engaged, but avoid having too much. Too many materials can be overwhelming and distressing and can interfere with children's learning and feelings of comfort
* reflect the lives of children, their families and their communities in the environment
* ensure that there is softness, gentleness and beauty in the environment
* balance the need for some order with the inevitable messiness that comes when children engage, play and explore
* avoid the tendency to give the youngest children in the centre materials or toys that have been discarded by older children's rooms. For example, torn books, or puzzles with pieces missing,
* provide lots of open-ended materials, that can be used in a variety of ways and that allow children to use their creativity and imagination
Collaboration with families
When families and carers have open, mutually respectful relationships children have a better family day care experience and families and carers benefit as well. When parents and carers collaborate, the child's experience is the result of discussion and exchanges of information and perspectives.
Some of the practices that support collaboration between families and staff include the following:
* encourage and welcome parents and other family members to visit or participate in service activities, but avoid pressuring them to do so
* make sure families and their lives are clearly reflected in the program
* offer experiences that reflect the ideas, suggestions and values that families have shared with you
References and Further Information
* Greenman, J. and Stonehouse, A. (1997). Prime Times, a Handbook for Excellence in Infant and Toddler Programs. Melbourne: Pearson
* Stonehouse, A. and Gonzalez Mena, J. G. (2004). Making Links: a Collaborative Approach to Planning and Practice in Early Childhood Services. Sydney: Pademelon Press
For more information on QIAS please contact a NCAC Child Care Adviser.
Telephone: 1300 136 554 or (02) 8260 1900 E-mail: email@example.com Level 3, 418a Elizabeth St Surry Hills NSW 2010
www.ncac.gov.au
© Australian Government 2007. This factsheet may be reproduced by long day care services for the purpose of information sharing amongst staff and families. At all other times written permission must be obtained from NCAC.
* let families know about their child's experiences as well as your philosophy and values and how these affect your daily practices and activities
* display the program for families
* encourage families to contribute materials, talents and ideas to the program
* make it easy for families to share their child's home experiences so that you can use these to support planning in the service. For example, by having a noticeboard that they can easily write on or using communication books. Develop a variety of ways to let families know about their child's experiences and interactions while in care
* use the centre's newsletter to provide information about favourite foods, books, experiences, music, and interesting events occurring in the centre and the local community
* respect the fact that families are different. Some want to share much more information and want to know much more than others about their child's experience in care. Apparent lack of interest must not be interpreted as lack of interest in the child
* use parents as experts about their child, their community and their culture
* support families in their child-rearing role and to help them enjoy it and have fun with their child. Assist families to see their child as the unique person they are | <urn:uuid:490c7ea5-b4a6-4ea1-99f6-e856eade6b5f> | CC-MAIN-2017-17 | http://ncac.acecqa.gov.au/educator-resources/factsheets/qias_factsheet_9.pdf | 2017-04-23T07:58:47Z | crawl-data/CC-MAIN-2017-17/segments/1492917118310.2/warc/CC-MAIN-20170423031158-00469-ip-10-145-167-34.ec2.internal.warc.gz | 277,356,706 | 3,000 | eng_Latn | eng_Latn | 0.997078 | eng_Latn | 0.997336 | [
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Smoke Free Environments
Family Day Care Quality Assurance
Principles: 4.1, 4.5, 4.6
By Angela Owens for NCAC
Exposure to environmental tobacco smoke poses major health risks for both children and adults. Unlike adults, children do not have the understanding, ability or power to avoid exposure to other people's smoke.
Family Day Care Quality Assurance Principles: In family day care, where the care environment is also a family home, schemes need to develop clear strategies to ensure that the carer's home is a safe place for children, while recognising the rights and needs of the carer's family. Effective communication is the key to ensuring that carers and their families have a clear and agreed understanding of how a safe environment will be maintained for children while they are in care.
Children attending family day care schemes have the right to experience quality care in a smoke free environment, and it is the duty of staff and carers to ensure that children's exposure to involuntary smoke inhalation is prevented. It is also important that adults responsible for children model positive and healthy behaviours as children often learn and emulate the actions of adults.
What is passive smoking?
Environmental tobacco smoke consists of two different types of smoke:
How can carers maintain a smoke free environment?
* exhaled mainstream smoke which is the smoke breathed out by a person smoking a burning cigarette
* side-stream smoke which is the smoke that is released from a burning cigarette
Passive smoking is the inhalation of environmental tobacco smoke, which is made up of exhaled mainstream smoke and side-stream smoke.
It is also unpleasant, and possibly harmful, for children to be exposed to residual tobacco smoke that clings to clothing and soft furnishings.
What hazards does environmental smoke pose for children's health?
In children passive smoking can contribute to the following conditions:
* Sudden Infant Death Syndrome (SIDS or cot death)
* lower birth weight, resulting from exposure to tobacco smoke in-utero
* bronchitis, pneumonia and other airway infections
* asthma
* middle ear disease
* respiratory symptoms (coughing, wheezing)
Exposure to environmental tobacco smoke for children can lead to:
* adverse effects on cognition and behaviour
* decreased lung function
* worsening of cystic fibrosis
* meningococcal disease
All family day carers have a responsibility to ensure that no tobacco is smoked in any part of the premises while children are in care. This may be potentially problematic for carers who have other household members and/or visitors to their home that smoke. In this situation carers can plan in advance how they will promote and maintain a smoke free environment for children in their care. Some useful strategies that carers may be able to use to do this include:
* discussing with other household members how to maintain a smoke free environment when children are in care prior to family day care commencing in the home. Carers must ensure that other household members understand and comply with requirements for maintaining a smoke free environment when care is being offered
* where possible, suggesting spaces outside the premises where other household members and/or visitors may smoke
* clearly display signs showing where smoking is not permitted
* understand and explain the scheme's smoke free policy to other household members, families, and visitors
* in some instances, carers may be able to keep sections, or the entire family day care environment, smoke free, and not just when children are in care
* where tobacco is smoked in the family day care home when children are not in care, carers need to consider issues such as hygiene, ventilation and safe storage of smoking related paraphernalia, such as ashtrays, cigarettes, cigarette lighters and matches
Factsheet # 15
FDCQA -
Promoting smoke free environments
It is important that schemes support carers to not only provide a healthy and safe environment for children, but to also ensure that occupational health and safety requirements are met by carers in family day care homes. To assist carers to maintain smoke free environments, schemes can:
* develop and implement smoke free environment policies that incorporate current information and recommendations from recognised health authorities
* involve all scheme stakeholders in the development, implementation and regular review of the smoke free environment policy
* clearly inform families, staff, carers and visitors to the scheme of the smoke free environment policy and their responsibilities according to the policy
* provide families, staff, carers and visitors to the scheme with current information obtained from recognised health authorities about the risks associated with both passive and non-passive smoking
* minimise the risk of children observing people smoking, including images that may be accessed by children through photographs, magazines, television, videos, computer games or the internet
* provide carers with a range of professional development opportunities to increase their knowledge about health and safety issues and the management of these in family day care settings
NCAC Resources
To assist children's services to develop their own smoke free policies, NCAC has produced a NCAC Sample Policy Template on smoke free environments. This is available on NCAC's website as part of the NCAC Policy Development Guide, and may also be obtained by telephoning NCAC.
It is important to note that NCAC Sample Policy Templates are designed to assist services to develop individualised policies in consultation with stakeholders that reflect the needs and interests of each service. They are not intended for use as generic policies whereby services 'fill in the blanks'.
NCAC has also developed an NCAC Smoke Free Environments for Children Position Statement (October 2006), which is also available from the NCAC website or by contacting NCAC.
Passive and non-passive smoking presents significant health risks for both children and adults. There are three fundamental approaches that schemes can adopt to minimise risks to children in relation to other people's smoking. These are:
* ensuring that children are cared for in smoke free environments
* preventing children from witnessing and possibly modelling the behaviours of people that smoke
* providing information to others about the dangers of smoking and strategies for protecting children from the risks associated with passive smoking
References and Further Information
* Australian Medical Association. (2005). AMA Position Statement Tobacco Smoking 2005 . Retrieved October 10, 2006, from http://www.ama.com.au
* The Cancer Council Australia. Position Statement Passive Smoking. Retrieved October 10, 2006, from http://www.cancer.org.au
* Department of Education and Children's Services . Family Day Care Policies 2005. Retrieved December 6, 2006, from http://www.decs.sa.gov.au
* National Childcare Accreditation Council. NCAC Smoke Free Environments for Children Position Statement October 2006. Retrieved December 11, 2006, from http://www.ncac.gov.au
* National Childcare Accreditation Council. NCAC Policy Development Guide. Retrieved December 11, 2006, from http://www.ncac.gov.au
* The National Occupational Health and Safety Commission. Position statement adopted by NOHSC concerning Environmental Tobacco Smoke. Retrieved October 10, 2006, from http://www.ascc.gov.au
* Public Health Association of Australia Inc. (2005). Policy Statement Passive Smoking. Retrieved October 10, 2006, from http://www.phaa.net.au
For more information on FDCQA please contact a NCAC Child Care Adviser.
Telephone: 1300 136 554 or (02) 8260 1900 E-mail: firstname.lastname@example.org Level 3, 418a Elizabeth St Surry Hills NSW 2010
www.ncac.gov.au
© Australian Government 2007. This factsheet may be reproduced by family day care schemes for the purpose of information sharing amongst staff, carers and families.
At all other times written permission must be obtained from NCAC. | <urn:uuid:c15aad82-43fd-49bf-b67f-e53fa076222c> | CC-MAIN-2017-17 | http://ncac.acecqa.gov.au/educator-resources/factsheets/fdcqa_factsheet_15.pdf | 2017-04-23T08:00:19Z | crawl-data/CC-MAIN-2017-17/segments/1492917118310.2/warc/CC-MAIN-20170423031158-00469-ip-10-145-167-34.ec2.internal.warc.gz | 277,210,132 | 1,608 | eng_Latn | eng_Latn | 0.994055 | eng_Latn | 0.99598 | [
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7 th Grade General Science
Course Description: 7 th grade science will include an in-depth study of physical, life, and earth sciences. Students will learn through a series of labs, class discussions, and follow-up content development. Throughout the unit, their learning will develop to more advanced topics and they will take responsibility for a project related to the unit. Three units will be covered in 7 th grade science: Experimenting with Mixtures, Compounds and Elements; Studying the Development and Reproduction of Organisms; Exploring Planetary Systems.
Textbooks and Materials: Science and Technology Concepts Curriculum, Composition Notebook, Pen/Pencil, 3-Ring Binder
Pre-AP Strategies: Carlisle Middle School is a Pre-AP Middle School. Our goal is to improve academic performance for all students in earlier grades by introducing skills and concepts needed for success in rigorous, challenging classes. We use strategies that help students prepare for success in high school and beyond. Many Pre-AP strategies are used in this class. Three (3) Pre-AP strategies that will be frequently used in my classroom will include:
1. Discussion Groups—Engaging in an interactive, small group discussion, often with an assigned role; to consider a topic, text or question
2. Graphic Organizer—Organizing ideas and information visually (e.g., Venn diagrams, flowcharts, cluster maps)
3. Activating Prior Knowledge—Providing an opportunity for students to think about what they already know about a concept, place, person, culture, and so on, and share their knowledge with a wider audience.
Official academic progress reports will be updated on Infinite Campus each trimester at: 4 weeks, 8 weeks, and 12 week trimester/final grade
Respect Yourself
- Come to class with your materials
- Be willing to participate and ready to learn
Respect Others
- Treat others as you would like to be treated
- Listen when classmates/teachers are speaking and respond appropriately
Respect Property
- Use materials the way they are intended
- Leave your workspace the way you found it
Provide students with the resources and support they need to be successful
Create a classroom environment that promotes student learning. Students will be encouraged to express ideas, ask questions, and learn from mistakes.
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1
1
Animal toProtect Groundwater Manure Storage
Kristine A. Uhlman, Extension Program Specialist–Water Resources Diane E. Boellstorff, Corresponding Author; Assistant Professor and Extension Water Resources Specialist Saqib Mukhtar, Professor and Associate Department Head, Department of Biological and Agricultural Engineering Mark L. McFarland, Professor and Associate Department Head, Department of Soil and Crop Sciences The Texas A&M University System
If not managed properly, animal manure and process-generated wastewater can contaminate groundwater, which is the underground water that replenishes wells and springs. It is the source of drinking water for many Texans.
well as those of the geologic materials underground
* The design and construction of the storage site, including the control of potential drainage and seepage
Millions of gallons of groundwater may be located under the typical home site, farm, or ranch. This water can be polluted by materials from fuel tanks, livestock pens, septic systems, and storage areas for manure, wastewater, fertilizers, or pesti cides.
To protect your groundwater supplies, store manure and wastewater in an envi ronmentally sound manner until you can apply it to land for crop production. The safety of storing large amounts of manure in one place for extended periods depends on:
The management decisions you make on your property can significantly affect the quality of your drinking water and your family's health. These decisions can also affect your potential legal liability and the value of your property.
* The physical and chemical character istics of the soil in the storage area, as
An animal feeding operation is a lot or facility where animals are held and fed for a total of 45 days or more in any 12-month period. Any feeding operation can qualify as a concentrated animal feeding operation (CAFO) if it significantly pollutes water resources. To operate, CAFOs must have permits from the Texas Commission on Environmental Quality (TCEQ).
The requirements may differ by county; for example, Bosque, Comanche, Erath, Hamilton, Hopkins, Johnson, Rains, and Wood Counties allow fewer livestock on site than do other Texas counties.
CAFOs are defined according to the type and number of animals on a site. If you have more than 150 horses, 300 head of beef cattle, or 200 head of dairy cattle, contact the TCEQ to determine if you need a water-quality protection permit.
Texas law requires that a water well head be separated from any livestock yard, feeding operation, or manure storage and
Table 1. Questions to help landowners determine whether the storage of livestock manure may be threat ening their well water.
use area by at least 150 feet. However, to protect your well water, also adopt management practices that further reduce the potential for contamination.
tained carefully to ensure that they do not leak or overflow.
The questions in Table 1 may help you identify potential risks associated with storing animal manure and wastewater. Many of these situations can lead to contamination of your drinking water.
If you answer yes or do not know the answer to any question, you may have a high-risk situation on the property. Information on how to address each question follows.
Each time a steel or concrete structure is emp tied, carefully check it for cracks or leaks in seals that should be watertight. Repair all damage immediately. Likewise, check the embankments and bottom of emptied manure storage basins to make sure that the liner materials are not, damaged, cracked or eroded.
1. Do you store animal manure and wastewater on your property for more than 90 days?
Animal manure can be stored in solid, slurry, or liquid states:
* Slurry is pumped into containment areas.
* Solid manure is stacked against walls and on slabs.
* Liquid manure is held in tanks or manure storage ponds or lagoons, where some manure solids may settle out and accumulate in the bottom as sludge.
Liquid storage systems use pumps and pipes or flushed manure channels to convey manure and wastewater from the barn and alleys to the storage structure. These must be installed properly and main
Liquid and slurry storage systems are self-con tained. Manure and wastewater can contaminate groundwater if the storage systems are not structurally sound or are not emptied when needed.
* Liquids must be added to the wastewater before it can be agitated and pumped. A crust should form over a liquid storage pit, which will mini mize evaporation.
Although seepage from in-ground manure and wastewater storage facilities is not always easy to recognize, there are some telltale signs. A pit may be leaking if:
* The pit does not fill to the level that it was designed to reach in a specific period. For exam ple: A pit was designed to store manure from a set number of animals for 120 days. It may be leaking if it receives the designated manure amounts but does not fill to the design level in 120 days.
The best way to handle seepage is to channel it into a watertight holding pond or storage tank. If a holding pond cannot be built, another option is to erect a roof over the manure storage structure to keep
Some solid manure facilities are designed to allow seepage from the stack. They must collect and treat the waste seepage. Do not use them on sites with coarse-textured soils, fractured bedrock, or shallow water tables.
2
rain out of the stack. Roofed storage systems must have extra bedding to absorb and retain the liquid part of the manure.
2. Do you store manure and wastewater on your property for shorter periods (30 to 90 days)?
Short-term (usually 30 to 90 days) storage facilities allow producers to hold manure and wastewater when:
* Crops are growing and the land is unavailable for applying manure
* Bad weather makes applying the manure unfea sible
* Not enough land is available to handle frequent hauling and utilization of manure
Stacking manure in or near fields even short-term is not recommended. No matter how it is done, the exposed storage can contaminate surface water and groundwater. If you stack manure in fields often, build a short-term storage facility.
* There is not enough time to apply all the manure
Another disadvantage of short-term storage is that the manure must be handled twice. However, shortterm storage structures can be designed to facilitate handling as well as effectively protect surface water and groundwater.
* They are protected from surface water runoff
To store manure for extended periods, open hous ing such as a pole shed is often used. The roof will keep rain off the manure. These sheds are relatively safe for water quality if:
* Enough bedding is provided to absorb liquids and reduce seepage
In bad weather or busy work periods, do not scrape the manure into piles in the animal lot. It poses risks to herd health and water sources. Instead, haul the manure to a long-term storage facility.
* They are cleaned as often as possible
Compared to short-term techniques, long-term storage practices and structures can better protect water quality and handle unplanned events such as major storms.
3. Do you store manure and wastewater closer than 150 feet from a water well?
Texas regulations require that all animal manure and wastewater storage facilities be at least 150 feet from a water well. However, to keep the farm's water
3
supply safe, a separation distance of 250 feet or more from the well is strongly recommended.
Make every effort to meet the current recommen dations and exceed the regulations whenever possible.
For temporary manure stacks and earthen storage facilities, the minimum separation distance should be at least 250 feet.
4. Do you use lagoons or basins for manure and wastewater storage?
The TCEQ implements the regulations govern ing CAFOs. Even if your lagoons or holding ponds are not subject to CAFO rules, following them can protect your groundwater from seepage.
Also, fence any animal manure and wastewater storage structures that may create a safety hazard for animals and humans.
TCEQ regulations require that CAFO wastewater retention facilities be made of compacted or original soil that allows less seepage than would 1.5 feet of soil that is clayey and has a hydraulic conductivity of 1 x 10 -7 cm/sec, as designed and documented by a licensed Texas professional engineer.
For more information on lagoon management, see the Texas A&M AgriLife Extension Service publi cations Proper Lagoon Management to Reduce Odor and Excessive Sludge Accumulation (E-9) and Closure of Lagoons and Earthen Manure Storage Structures (B-6122).
5. Do you know how to have manure tested and how to calculate the appropriate land application rates?
If managed properly, manure can safely be applied to the land to provide nutrients for crops. Apply solid and liquid manure to land using rates and meth ods that prevent it from polluting surface water and groundwater.
Have the soil and manure analyzed so you can provide the nutrients that the crop needs. Do not apply more manure than the crop needs. Credit the manure nutrients in the fertilizer program for the field.
Stored manure can be easily tested to determine its nutrient levels. When taking samples of manure, make sure that they are representative of the source. Collect and thoroughly mix at least 10 subsamples to produce one composite sample for analysis.
Instructions for collecting soil samples are avail able in the Texas A&M AgriLife Extension Service publication titled, Testing Your Soil: How to Collect and Send Samples (E-534).
For more information, see the AgriLife Extension publications Managing Crop Nutrients through Soil, Manure and Effluent Testing (E-536) and Using Animal Manure and Wastewater for Crops and Pastures: Know and Take Credit for your N, P and K (E-47).
6. Are any abandoned manure and wastewater storage facilities on your property?
Completely empty all abandoned storage struc tures. Remove the liners of earthen manure and wastewater storage facilities to a depth of about 2 feet and spread them over disposal areas. Fill and level the remaining hole.
Contaminants in the well water may be odorless, tasteless, and invisible to the naked eye. To detect any contamination, have your well water tested every year. Have it analyzed for nitrates and E. coli contamina tion, the most likely constituents to pollute ground water from manure handling. The Texas Well Owner Network: Texas Well Owner's Guide to Water Supply recommends well water treatment options if water quality has been compromised.
Also remove the manure packs from structures and lots that are no longer used, and apply the manure to land at agronomic rates. If manure is stacked in fields, remove it as soon as conditions per mit.
You can be fined for any significant surface water or groundwater contamination, and the TCEQ could require corrective measures. Contact the local Natural Resources Conservation Service office or your county Extension agent for information about local ordi nances and state regulations.
Summary
Follow these management practices to help pre vent stored animal waste from contaminating your groundwater:
* Empty liquid manure pits often enough to pre vent waste from flowing over the top.
* Store manure and wastewater in facilities built according to accepted engineering standards.
* Check pipes, manure pits, storage structures, and other storage or conveyances for signs of leaks or deterioration.
4
* Make sure that your manure storage facility is at least 150 feet (preferably 250 feet) from any water well, stream, or pond.
* Calculate your manure and wastewater appli cation rates according to the results of soil and manure tests and the needs of the crop to be grown.
For more information
Assessing Your Livestock Manure Storage. By G. E. Conatser. 1996. University of Tennessee–Knox ville, SP484 J, 6 pp.
Closure of Lagoons and Earthen Manure Storage Structures. By S. Mukhtar and J. D. Walker. 2002. Texas A&M AgriLife Extension Publication B-6122, 12 pp.
Concentrated Animal Feeding Operations (CAFO) Water Quality General Permit. Texas Commission on Environmental Quality (TCEQ) Water Quality Division. Phone: 512.239.4674. http://www.tceq. texas.gov/permitting/wastewater/cafo/cafo.html.
Design and Construction Guidelines for Considering Seepage from Agricultural Waste Storage Ponds and Treatment Lagoons. U.S. Department of Agri culture Soil Conservation Service. Technical Note 716. 1993. 37 pp. http://www.epa.gov/ region6/6en/w/cafo/tech716.pdf.
Managing Crop Nutrients through Soil, Manure and Effluent Testing. By M. L. McFarland, T. L. Provin and S. E. Feagley. 1998. Texas A&M AgriLife Extension publication E-536, 6 pp.
Proper Lagoon Management to Reduce Odor and Exces- sive Sludge Accumulation. By S. Mukhtar. 1999. Texas A&M AgriLife Extension publication E-9, 2 pp.
Testing Your Soil: How to Collect and Send Samples. By T. L. Provin and J. L. Pitt. 1999. Texas A&M AgriLife Extension publication E-534, 4 pp.
Texas Ground Water Protection Committee: http://www.tgpc.state.tx.us/index.php.
Texas Well Owner Network: http://twon.tamu.edu/. Texas Well Owner Network: Texas Well Owner's Guide to Water Supply. By K. Uhlman, D. Boellstorff, M. L. McFarland, B. Clayton, and J. W. Smith. 2013. Texas A&M AgriLife Extension publication B-6257, 96 pp.
TEX-A-SYST: Reducing the Risk of Groundwater Contamination by Improving Livestock Manure Storage and Treatment Facilities. By B. L. Harris, D. W. Hoffman and F. J. Mazac Jr. 1997. Texas A&M AgriLife Extension publication B-6030, 8 pp.
254.742.9800. http://www.tx.nrcs.usda.gov/ contact/.
USDA–Natural Resources Conservation Service. 101 South Main, Temple, TX 76501. Phone:
Using Animal Manure and Wastewater for Crops and Pastures. Know and Take Credit for your N, P and K. By S. Mukhtar. 2000. Texas A&M AgriLife Extension publication E-47, 4 pp.
Acknowledgment
Support for this publication is provided through Clean Water Act§319(h) Nonpoint Source funding from the Texas State Soil and Water Conservation Board and the U.S. Environmental Protection Agency under Agreement No. 13-08.
Photo by Kristine Uhlman, former Texas A&M AgriLife Extension Program Specialist-Water Resources
Texas A&M AgriLife Extension Service
AgriLifeExtension.tamu.edu
More Extension publications can be found at AgriLifeBookstore.org
Educational programs of the Texas A&M AgriLife Extension Service are open to all people without regard to race, color, sex, religion, national origin, age, disability, genetic information, or veteran status.
The Texas A&M University System, U.S. Department of Agriculture, and the County Commissioners Courts of Texas Cooperating.
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From Here to Where?
Our Creative Learning Journey in Year 4
Our theme this term will consider journeys and different global locations. We will be studying 'Jemmy Button' and the historical impact of Victorian British exploration.
Mathematics and Computing
English
Our focus in maths this term is to continue on the use and application of place value, particularly when ordering and comparing numbers. They will be using and applying these skills to solve every day mathematical problems, which are sometimes presented in the context of stories.
Each child will have their own individual target based on place value. These will be ordering numbers up to 4 digits and 2 decimal places.
Please continue to work at home on times tables and learning to tell the time to the nearest minute.
Physical Education
This half-term, we will be focusing on our throwing and catching skills. Children will participate in a range of activities focussing on hand eye coordination with different equipment. Children will concentrate on developing their precision and catching skills in order to participate in small game activities. We will link this to understanding the world work relating to food chains.
Personal, Social and Emotional Development
We will continue to use R-time to develop our compromise and negotiating strategies. This theme will encourage the children to empathise with a range of people, including their classmates. We shall have a particular focus on classroom and working relationships.
Our main focus in English lessons this term will be around the book 'Jemmy Button' by Jennifer Uman. We will be extracting
information from the illustrations by Valerio Vidali to make predictions and empathise with the characters in the story. We will also be looking at the historical context behind this true story. There will be many opportunities to study different language features such as, newspaper writing, diary entries and poetry.
Understanding the World
The children will be using a variety of sources to research the similarities and differences between the UK and South America including the geographical features and the lives of the people that live there today and in the past.
We will investigate through a variety of activities food chains and the roles animals and plants have in our world.
Expressive Art and Design
This term we will be focussing on observational drawing and design, both inspired by our power of reading book. We will also be studying the artist Henri Rousseau and his work. In our music lessons, we will be studying the composer Saint Saens with particular interest in 'Carnival of the Animals'. We will begin to look at how rhythm is represented in musical notation. | <urn:uuid:d5d14802-6b6f-4b80-9477-90eb6a69ebc6> | CC-MAIN-2017-17 | http://www.lionwoodjunior.co.uk/67CAjZUL/wp-content/uploads/2012/12/Year-4-From-Here-to-Where.pdf | 2017-04-23T07:55:36Z | crawl-data/CC-MAIN-2017-17/segments/1492917118310.2/warc/CC-MAIN-20170423031158-00470-ip-10-145-167-34.ec2.internal.warc.gz | 592,537,224 | 510 | eng_Latn | eng_Latn | 0.998564 | eng_Latn | 0.998564 | [
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Pregnant or considering pregnancy? Talk to your doctor about Zika.
Zika is a virus spread by mosquitoes. It can also be spread through sex with a man infected with Zika.
Most people who get Zika will have no symptoms, but Zika has been linked to birth defects, so pregnant women and women who could get pregnant should take steps to stay safe:
If you are pregnant, you should:
- Not travel to areas with Zika: http://www.cdc.gov/zika/geo/
- Prevent mosquito bites
- Practice safe sex with condoms, or not have sex during pregnancy with male partners who have lived in or traveled to an area with Zika virus
- Talk to your doctor after travel, or if you have Zika symptoms (rash, pain, red eyes)
If you might get pregnant:
- Consider postponing travel to areas with Zika for you and your partner
-
Prevent mosquito bites
- Wait at least 8 weeks after Zika infection or exposure to Zika through mosquitoes or sex, before having unprotected sex.
- Wait at least 8 weeks after your partner was exposed to Zika, and 6 months after Zika symptoms, before having unprotected sex.
For current Zika testing guidelines, call 410-8764900. Free condoms are available at the Health Department, 290 S. Center, Westminster.
These guidelines are subject to change. Visit www.cdc.gov/zika for more information.
Fight the Bite!
The best way to avoid Zika and other diseases spread by mosquitoes is to avoid mosquito bites.
Use an EPA-registered insect repellent with approved active ingredients:
- DEET
- Picaridin, also known as KBR 3023, Bayrepel, and icaridin
- IR3535
- Oil of Lemon Eucalyptus (OLE) or para-menthane-diol (PMD)
When used as directed, these repellents are safe for pregnant and breast-feeding women and children. Do not use repellent on babies younger than 2 months old.
Put on sunscreen first, then repellent.
Wear long-sleeved shirts and pants.
If you spend a lot of time outside, consider treating clothes with permethrin, or buy treated gear.
Twice a week, empty items that can hold water where mosquitoes breed, such as flower pots, trash cans, and wading pools.
Clean up trash that can hold water— just a little water can hold mosquito eggs!
Use screens on doors and windows or use airconditioning.
Adapted from CDC by Carroll County Health Dept., April 2016, cchd.maryland.gov and on Facebook | <urn:uuid:1498ff68-8e23-4be1-99b3-70789925ed64> | CC-MAIN-2017-17 | https://cchd.maryland.gov/wp-content/uploads/sites/26/2016/02/Zika-pregnancy-card.pdf | 2017-04-23T08:03:25Z | crawl-data/CC-MAIN-2017-17/segments/1492917118310.2/warc/CC-MAIN-20170423031158-00468-ip-10-145-167-34.ec2.internal.warc.gz | 797,029,049 | 535 | eng_Latn | eng_Latn | 0.998002 | eng_Latn | 0.998002 | [
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Name ______________________
Assignment Summary: With a partner, choose a topic that can be modeled using the sine, cosine, or tangent function. Use the internet to find data. Explain what the data is and the reason you chose it. Explain why the situation can be modeled by a trig function. Plot your data in Desmos and write a sinusoidal function that fits the data. Enter your equation into Desmos and compare it to your data. Adjust your equation as needed until it closely fits your data. Print your graph, data table, and equation into your document.
Assignment Details:
1. You must use real-life data. You may not use any examples we have done or that have been handed out in class. No Ferris Wheels, and no Chicago weather. You must use data that can be found in a table on the internet. Explain what your data is and why you chose it. Be specific about the personal relevance of your data, and use complete sentences.
2. Go to Desmos.com to create a scatter plot of the data. In the upper left corner, click the plus sign and create a table. (see picture)
3. Find your data on the graph (look for the appropriate x and y values). By hand, create a sine or cosine function that you think will model the data, and graph the function in Desmos as well. Adjust your function until you think it fits the data well.
Example function for formatting help:
4. Print your graph, data table, and function into your document (you can CTRL-P and save it to your Google drive).
5. For Amplitude, Sinusoidal Axis, B-Value, and Phase Shift, explain in detail how you calculated the values and what they represent for your application. Be specific.
6. Discuss the accuracy of your equation to the data. What are reasons you feel that the data might not be exactly fitting the sinusoidal curve?
7. Create one Google document with your graph, function, and explanations. Be sure to write in complete sentences and use clear explanations. Include titles, your names, and web address for data source.
Ideas include:
o Monthly, daily, or hourly high, low, or average temperatures for a city
o length of daylight hours for a city for a year
o number of insects in a location for a year
o monthly rainfall amount for a location
o tide chart for a beach
o monthly crime rate for a city for a year
o peak electricity usage times
o your own idea!
Due: ____________________________
Assignment must be shared with me by the due date: firstname.lastname@example.org
Total Points: 20 Classwork points (see Rubric)
Scoring Rubric:
Data chosen is appropriate for a sinusoidal model. Explanation of why data was chosen and how a sinusoidal function will model it is clear and in complete sentences. Data source is provided (web address).
3 2 1 0
Scatter plot and function are graphed in Desmos and copied into document. Labels and units are used.
3 2 1 0
Equation accurately models data and scatter plot.
3 2 1 0
Detailed, clear explanation is provided for how A, B, C, and D were calculated and what they represent for the real-life data. 3 2 1 0
Accuracy of the equation is discussed and reasons for data set to be different from sinusoidal model are explained.
3 2 1 0
Assignment is typed. Diagrams/Graphs are neat and have labels.
3 2 1 0
Assignment is turned in on time. -1 for one day late. -2 for more than one day late.
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Syllabus
Houck Middle School
I.N. p. 2
7 th Grade Science Syllabus
Read, Mark Text
COURSE DESCRIPTION: This activities-based science course is designed to develop the student's skills in using the scientific inquiry method of investigation. Students can expect to learn through cooperative learning, labs and literacy strategies as we focus on Next Generation Science Standards.
STUDENTS ARE REQUIRED TO BRING TO CLASS EVERYDAY:
Pencil
College Ruled Spiral
GRADING POLICY: We want every student to demonstrate proficiency in the skills and knowledge for every unit. Students build their grade throughout the semester, grades do not start over every six weeks.
How You Build Your Work Habits Grade
All completion checks or parent signatures are weighted evenly!
TESTS: can be re-taken as many times as needed to prove proficiency. Most retakes will occur during a tutoring session (see tutoring schedule ).
ASSIGNMENTS, PROJECTS, LABS, & ACTIVITIES: all class work can be re-done for a higher grade. However, it must be re-graded during a
tutoring session or turned into the red turn in trays for regarding.
I.N. p. 3 Read, Mark Text, Sign
Syllabus
_______ - ______
Science # Period
_______________
First Name
_______________
Last Name
HOMEWORK: students will bring home their IN (Interactive Notebook) daily.
[x] Students are expected to study a minimum of 5-10 minutes everyday (even weekends) from their IN and the online or checked out textbook.
[x] In addition, there may be "finish work." This is work that was not quite completed in class and will need to be finished outside of class.
[x] Homework checks will occur every other Friday and weekly homework assignments can be found on my Website.
EXTRA CREDIT: there are NO extra credit opportunities only retakes.
CHECKING GRADES:
[x] Grades are updated and posted weekly in the classroom
[x] Students tape in their weekly progress checks on p.0 of ISN.
[x] Synergy online system (found on Houck website and my website)
LAB SAFETY: There is a focus on safety in this classroom. Any student who does not follow the safety expectations during a lab will be removed from future labs until a time when trust has been reestablished.
CLASS PACING / ACCOMMODATIONS: This class is at grade level and will progress at an average rate. Modifications and or accommodations will be made for TAG, IEP and 504 students.
TEACHER CONTACT INFORMATION: For any questions or concerns please feel free to call me at (503) 399-3446, between 7:30 to 8:00 am and 3:00 to 3:30 pm or e-mail: firstname.lastname@example.org any time.
CLASSROOM MATERIALS NEEDED: (donations are greatly appreciated)
College Ruled Paper
Kleenex
Staples
70 Sheet College Ruled Spirals Elmer glue bottles
Scotch Tape Refills
Graphing Paper
3" x 5" Lined Index Cards
3 1/2" x 5" Envelopes
- - - - - - - - - - - - - - - Cut Here - - - - - - - Cut Here - - - - - - - - - - - - - - - - Cut Here - - - -
I have read the syllabus for 7 th grade Science. I understand that as part of the grading system, each student will be held responsible for demonstrating proficiency and is allowed to re-do tests as many times as needed up to the week before the semester ends.
Parent/Guardian Signature: _________________________
Date: _________________
Return to Red Turn in Tray Due Tomorrow: | <urn:uuid:4af63427-21a7-49a0-b23c-782a7ee3a73e> | CC-MAIN-2017-17 | https://dfe3cf6f-a-f4d956f8-s-sites.googlegroups.com/a/houckms.net/law2/assignments/Page%28s%29%2002-03.pdf?attachauth=ANoY7cq6kVNtct6-vuvqL5dcUf6xQg81RtgHYJKAEtWwa2KE3bxwBlWSOuqyb7axT0CIKHaN_hanc4EzZk8vmbwZ0DoyAOvyYZ2yxvUp6-RIK1MiDSiV0RxWnntn273J8LKHugzhQWDyuYBlODSfCp-8Ci5ATrW846Q_19QljICIvRUKWGzsQL3ouqDIL_54ZIVzw9cV8IzV-ePzcr-IRkk-zi3LF36cZ0E_Z_azZFCOPWhJhrst2qY%3D&attredirects=0&d=1 | 2017-04-23T07:55:19Z | crawl-data/CC-MAIN-2017-17/segments/1492917118310.2/warc/CC-MAIN-20170423031158-00472-ip-10-145-167-34.ec2.internal.warc.gz | 770,029,177 | 828 | eng_Latn | eng_Latn | 0.99604 | eng_Latn | 0.996856 | [
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www.preteenvaccines.org
CATCH-UP IMMUNIZATIONS FOR ADOLESCENTS
Did your preteen get all the vaccines recommended for infants and young children? If by 11-12 years of age your child has not been vaccinated or has been only partially vaccinated against certain diseases, a "catch-up" vaccine is necessary.
Ask your doctor if you think your child may have missed these important, potentially life-saving vaccinations. It's not too late.
At-a-Glance
Catch-Up Immunizations for Adolescents
Health officials recommend that all adolescents get their catch-up vaccines for chick enpox, measles, mumps, rubella, polio and hepatitis B if they were not vaccinated or fully vaccinated as a child.
Disease
Vaccine
Measles, Mumps, Rubella (MMR)
Varicella (chickenpox)
Varicella
Polio
Inactivated polio vaccine (IPV)
MMR
Hepatitis B
Hep B
To access the full CDC schedule for adolescents, go to: http://www.cdc.gov/vaccines/recs/schedules/
Varicella (chickenpox)
While most people have heard about chickenpox, many do not realize how serious it can be. Complications from the disease are usually minor for an otherwise healthy kid, but the virus can be much more severe in adolescents, adults and in children with certain cancers or with impaired immune systems. Chickenpox can lead to bacterial infection of the skin from lesions, swelling of the brain and pneumonia.
Chickenpox is caused by a herpes virus called varicella zoster. It causes an outbreak of itchy skin blisters on the face, chest, back and other body parts, and can also cause flu-like symptoms. Once infected, the virus stays in the body, sometimes suddenly reactivating in adulthood causing shingles, a very painful condition.
Chickenpox spreads from person to person by coughing and sneezing, and by coming into contact with skin lesions. Risk of catching it is highest among children in school where there is an increased chance of coming into contact with other infected children.
CATCH-UP IMMUNIZATIONS FOR ADOLESCENTS
What are the symptoms?
Chickenpox has characteristic itchy red spots, which then form into blisters that crust and become scabs. Some people also have a fever. During an attack, chickenpox can cause anywhere from just a few lesions to more than 500 lesions on a person's body. Symptoms usually go away with out treatment, but because the infection is so contagious, a sick child should stay home and rest until the symptoms are gone.
What is the "catch-up" vaccination schedule for adolescents?
Anyone who has had chickenpox is immune and won't get it again, but adolescents who were not fully vaccinated as children or who never had chickenpox need to be vaccinated and should get two doses of the vaccine. If there is any doubt that your child ever had chickenpox, it's best to vaccinate. There is no harm in vaccinating a child who is already immune.
Measles, Mumps, Rubella (MMR)
These three diseases can be prevented with one vaccine called MMR. All three can spread through the air when an infected person coughs or sneezes. Surfaces and items touched by an infected person, such as a drinking glass or computer keyboard, can also become contaminated.
Measles is a respiratory infection caused by a virus. It can start with high fever, hacking cough, runny nose and red eyes followed by a full-body rash. The rash usually appears on the forehead then spreads downward over the face to the chest, arms and legs. Small red spots with blue and white centers also appear inside the mouth. Some older children infected with the virus suffer from inflammation of the brain, which can cause seizures and permanent brain damage.
Mumps is typically associated with the characteristic puffy cheeks from swollen salivary glands, but it can cause other serious problems including meningitis (infection of the brain and spinal cord covering), swelling of the testicles, breasts or ovaries, and in rare cases, death. Anyone can get mumps, but it usually strikes children and adolescents. Other symptoms include fever, headache, muscle aches, tiredness and loss of appetite.
Rubella is also known as German measles. Most older children with the disease recover quickly, usually after experiencing a mild rash on the face, swelling of glands behind the ears and fever. Adults and especially pregnant women are at greater risk for complications that can be devastating. If rubella is contracted in early pregnancy, the baby may have a birth defect such as blindness, deafness, heart defects or mental retardation. Getting vaccinated is the best way to protect oneself as well as others.
What is the "catch-up" vaccination schedule for adolescents?
If your preteen wasn't already vaccinated, ask your doctor about getting it now. Adolescents who were not previously vaccinated should get two doses; those who only received one dose previously, should get the second dose (with at least 28 days between doses).
Polio
Polio is caused by a virus that enters the body through the mouth and multiplies in the intestine. Not everyone who gets polio has symptoms, but for a small percentage (about one percent) it can cause total paralysis in a matter of hours.
CATCH-UP IMMUNIZATIONS FOR ADOLESCENTS
Because of the success of the polio vaccine program over the years in eliminating the disease from the U.S., it's easy to think we don't need to worry about it anymore. However, the poliovirus still exists in some parts of the world. Anyone who becomes infected can carry the virus from one country to another. Getting vaccinated is the only way to stay protected from polio.
What are the symptoms?
Milder symptoms can include sore throat, fever, nausea and vomiting. Some experience stiffness in the neck, back or legs. Polio can cause paralysis, usually in the legs. In some cases, the poliovirus will paralyze the muscles used to breathe, causing the infected person to be unable to breathe on his or her own, resulting in death.
What is the "catch-up" vaccination schedule for adolescents?
Anyone who did not receive a complete vaccine series as a child should complete the three-dose series as soon as possible.
Hepatitis B (Hep B)
Hepatitis B is 100 times more infectious than the AIDS virus. Although it is vaccine-preventable, 5,000 people in the U.S. will die each year from hepatitis B and its complications, and up to 100,000 people will become infected.
Hepatitis B is caused by the hepatitis B virus (HBV) that attacks the liver. Most HBV infections occur in adolescents and adults. It is usually spread through contact with infectious blood, semen and other body fluids, including unprotected sex and by sharing infected needles, razors and toothbrushes. In addition, women with HBV can pass it on to their babies during childbirth.
There are two kinds of hepatitis B: acute and chronic. Acute hepatitis B is a short-term illness that is more common among adults. In some people, typically infants and children, acute HBV infection can become chronic, leading to cirrhosis, a condition that causes permanent liver damage, liver failure or liver cancer.
What are the symptoms?
More than half of the people infected with HBV show no symptoms at all. Because of this, it can easily spread to others unknowingly. Those who do have symptoms may experience loss of appetite, fatigue, nausea, jaundice (yellow eyes and skin), joint pain and skin rashes.
What is the "catch-up" vaccination schedule for adolescents?
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Telling Classmates About Your Child's Disability May Foster Acceptance
Parents often become experts on their child's disability. Through their own learning process, many see the value of teaching their child's classmates about the affect of the disability at school. Parents and professionals find that if classmates understand a child's disability, they may become allies in helping the child. The children may also be less likely to view accommodations or individual support as unfair advantages.
One of the best ways to teach children about a disability is to talk to them at school. For many families, presenting at school is an annual event. Sometimes, an IEP team writes it into a child's Individualized Education Program (IEP) document. The event is an opportunity to:
* discuss why a child may look or behave differently from other children in the class
* point out the many ways in which the child is like classmates
* offer classmates tips for interacting with the child
"I found that children rose to the occasion when they understood the reasons for my son's challenges," said one mother. "When there's an obvious difference and no one is talking about it, children become confused and think there must be something 'bad' about it. When the children understood that the disability was not bad, but just different, many were eager to help him."
Several PACER advocates suggest how to talk to students about a child's disability or health needs.
The parent will probably need to begin the project
Because parents know their child better that anyone else does, they are the ones to broach the subject. Schools and teachers are very concerned about sharing private information about students. They know that parents have varying attitudes about publicly discussing a child's disability. For example, the family of a child with an obvious physical disability may feel comfortable talking about the disability because curious people have probably asked about it before. The family of a child with a less apparent disability, however, may not wish to draw attention to it. If a family wishes to explain the disability to their child's classmates, a telephone call to the school or teacher can begin the process. Parents find most teachers and schools open to the idea.
Some parents may not feel comfortable speaking in the classroom. In that case, someone else from the IEP team, such as the special education teacher, school nurse, or a therapist, may be able to speak to the children. In addition, the classroom teacher may wish to lead the discussion. If the students are in middle school or older, bringing in a disability expert or other professional may be the way to go. An older student with disabilities may do the presentation him or herself after practicing with parents or staff.
Work with the teacher or school
Involving the teacher early is important. It is the courteous thing to do, and the teacher may need to change lesson plans to provide for the session. Some teachers use the session as a springboard for other classroom discussions and may already have planed similar sessions with other families. Helping to plan the presentation may also encourage a teacher to learn more about the child's challenges.
PACER CENTER
ACT
ION
INFORMATION SHEETS
Most parents (or others) talk to their child's classmates early in the school year. A parent whose child is physically vulnerable may need to confirm that an IEP or Section 504 (of the Rehabilitation Act) supports are in place, and then address students the first week of school about the child's safety issues. Another parent may prefer to wait a couple weeks into the school year so that others are more familiar with the child.
If someone other than the parent talks to the class, the speaker and family should confer ahead of time to convey what the family intends.
Ways to present
The age of the class determines the content, amount of presentation time, and who should give the information. If presenting to young children, parents can keep the session short and simple. Sometimes discussions occur during "circle time." Most parents advise, "Leave time for questions." One mother said the session was more about the children's need to have their questions answered than it was for her to inform them about the specifics of her son's disability.
Including a child in the presentation and class discussion is an individual choice. Participating may become more awkward as a student grows older. Many parents who spoke at their child's preschool or elementary school ask someone else to present in middle school and high school. As youngsters grow up, they may be less comfortable having Mom or Dad at school.
Props may be used, particularly with young children. One mother found a picture book about disabilities to launch discussion. She then donated the book to the school. Another parent illustrated "brittle bone disease" by using a piece of uncooked spaghetti and a licorice stick to compare the child's bones with those of classmates. Someone else brought along their younger child because she wanted the class to see that "I was just a mom and that my son had a little sister, just like another family might have."
Children are usually fascinated by technology. If the child with a disability uses assistive technology, showing how it works will often hold the class's attention. Speakers can also explain that such an item is not a toy and must be handled with care.
Written pieces can augment class discussions. One parent wrote a brief article about her child's disability for the school newspaper after speaking to the class. Another made a small card with the child's photo and a brief "All About Me" description to hand out at the session (and in other situations where people were meeting her child for the first time). While a "live" presentation offers an immediate opportunity for students to ask questions, other methods can deliver information. As students enter middle school and high school with multiple classrooms and teachers, parents may find it more practical to use written materials to inform staff and classmates about a student's disability. Others may wish to do a short video or overhead presentation, if they have the resources.
Results
Most families who talk to children at school about their child's disability find improvement in the way their child is perceived and treated. In addition to informing current classmates, doing such presentations helps prepare for the future.
As one mother put it, "It was a wonderful way to show my child self-advocacy—to give him the words and ways to speak for himself."
© 2004, PACER Center, Inc. | ACTion Sheet: PHP-c101
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Class:Class 4
Subject: SST
Topic:Coastal Plains
S.No
Question
Answer Options
1
Which is the popular folk
dance of Gujrat?
Bhangra
Kathakali
Kaalbalia
Raas-Garb
Bhangra
Kathakali
Kaalbalia
Raas-Garb
2
Choose the correct
explanation and fill in the blanks : Unlike other parts of the Indian coast, the fishing industry has not developed along the Saurashtra coast
because __________.
There Are Few Indentions
Suitable For Fishing
Of Overwhelming
Dependence On Agriculture and Animal Husbandry
The Sea Water Is Relatively
More Saline
Of Industrial Development
Leading To Widespread
Pollution Of Coastal Area
There Are Few Indentions
Suitable For Fishing
Of Overwhelming
Dependence On Agriculture and Animal Husbandry
The Sea Water Is Relatively
More Saline
Of Industrial Development
Leading To Widespread
Pollution Of Coastal Area
1
3
West Bengal lies in which
coastal plain?
Eastern Coastal plain
Western Coastal Plain
Malabar Coast
Konkan coast
Eastern Coastal plain
Malabar Coast
Konkan coast
4
Fill in the blanks :
____________ is the name of the longest beach in India.
Answer
____________
Answer
____________
5
State true or false : Konkan
Coast is between Gujrat
Coast and Malabar Coast.
True
False
True
False
Correct Answer is
2. Correct Ans option is Of Overwhelming Dependence On Agriculture and Animal Husbandry
1. Correct Ans option is Raas-Garb
3. Correct Ans option is Eastern Coastal plain
5. Correct Ans option is True
4. Correct Answer is Marina | <urn:uuid:6a60a56d-ac6e-461d-9737-ce0ead4c5bda> | CC-MAIN-2017-17 | http://excelonz.com/explore/download_worksheet?classId=399&subjectId=430&topicId=433 | 2017-04-23T08:00:54Z | crawl-data/CC-MAIN-2017-17/segments/1492917118310.2/warc/CC-MAIN-20170423031158-00475-ip-10-145-167-34.ec2.internal.warc.gz | 131,686,028 | 379 | eng_Latn | eng_Latn | 0.886817 | eng_Latn | 0.940071 | [
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Scientific Facts on
Diet and Nutrition
Prevention of Chronic Diseases
Context - As a result of changes in the way we eat and live, some chronic diseases are increasingly affecting both developed and developing countries. Indeed, diet-related chronic diseases such as obesity, diabetes, cardiovascular disease, cancer, dental disease, and osteoporosis - are the most common cause of death in the world and present a great burden for society.
How can improvements in terms of diet and physical activity help us reduce the risk of these chronic diseases?
This Digest is a faithful summary of the leading scientific consensus report produced in 2003 by the World Health Organization (WHO) and the Food & Agriculture Organization (FAO): "Diet, Nutrition and the prevention of chronic diseases"
The full Digest is available at: https://www.greenfacts.org/en/diet-nutrition/
This PDF Document is the Level 1 of a GreenFacts Digest. GreenFacts Digests are published in several languages as questions and answers, in a copyrighted user-friendly Three-Level Structure of increasing detail:
* Each question is answered in Level 1 with a short summary.
* These answers are developed in more detail in Level 2.
* Level 3 consists of the Source document, the internationally recognised scientific consensus report which is faithfully summarised in Level 2 and further in Level 1.
All GreenFacts Digests are available at: http://www.greenfacts.org/
Source document: WHO / FAO (2003)
Summary & Details: GreenFacts
1. To what extent does diet play a role in chronic diseases?
1.1 Chronic diseases are long-term diseases that are not contagious and largely preventable. They are the most common cause of death in the world and present a great burden for society, particularly diseases such as obesity, diabetes, cardiovascular disease , cancer, dental disease, and osteoporosis. Making improvements in terms of diet and physical activity can help reduce the risk of these chronic diseases.
1.2 Hunger and malnutrition are the most devastating problems facing the world's poorest nations, often leading to physical or mental disability, or even death. Simultaneously, because of rapid changes in the diets and lifestyles among certain population groups, many of these countries have seen an increase in chronic diseases, such as obesity and heart disease.
Chronic diseases occur across the world
Therefore, safe and adequate food supplies are needed in order to combat both nutritional deficiencies and chronic diseases.
2. How are diets changing?
In what is known as the "nutritional transition", traditional plant-based diets including foods such as cereals and potatoes are increasingly being replaced by diets that are richer in added sugars and animal fats. This transition, combined with a general trend towards a more sedentary lifestyle, is an underlying factor in the risk of developing chronic diseases.
Demand for animal products like meat has increased
2.1 The average food consumption (in terms of calories) appears to have increased steadily in countries around the world, particularly in developing countries, though not in sub-Saharan Africa.
2.2 The average fat content of the diet is also increasing throughout the world, and it is especially high in parts of North America and Europe. An increasingly large portion of this fat comes from animal products and vegetable oils.
2.3 Factors such as rising incomes and population growth have raised the demand for animal products like meat, dairy products, and eggs. These products provide high-value protein and many essential nutrients, but excessive consumption can lead to excessive intakes of fat.
2.4 Fisheries are an important source of animal protein, employment and revenue in many countries. The average amount of fish and fishery products consumed per person has nearly doubled since 1957. The future availability of this food source will depend on the sustainable use of marine fish stocks, many of which are already being fully exploited.
2.5 A diet high in fruits and vegetable is recommended for good health, yet, although average consumption has increased, only a small minority of the world's population eats an adequate amount.
2.6 In the future, the average food consumption (in calories) in developing countries is expected to increase. Diets previously based on cereal, roots and tubers will increasingly be replaced by diets that are rich in meat, dairy-products and oil. The consumption of fishery products will be more and more limited by environmental factors.
2.7 In conclusion, changes in diets are needed to cope with the burgeoning epidemic of chronic diseases. The entire process, from food production to consumption, should be considered when determining the relationship between diet and the risk of developing chronic diseases.
3. How are chronic diseases linked to diet and nutrition?
Diet, as well as other factors such as physical activity and tobacco use, can affect health throughout life.
3.1
* Growth delays in the womb and in early infancy can increase the risk of diet-related chronic diseases in later life. Breastfeeding may lower the risk of later developing obesity. In contrast, breast-milk substitutes (formula) may increase the risk of developing several chronic diseases.
* During childhood and adolescence, adopting habits such as unhealthy diets and low-levels of exercise
increases the risk of developing cardiovascular diseases and obesity.
* Most chronic diseases are expressed in adulthood. Therefore, it is a critical time for reducing risk factors such as tobacco use, excess weight gain and obesity, physical inactivity, cholesterol, high blood pressure and alcohol consumption.
* The main burden of chronic diseases is observed in people older than 60.
Adopting habits in childhood © Micro Application
As the risk of developing chronic disease can be reduced at any age, people of all ages are encouraged to eat healthily, maintain their weight, and exercise.
3.2 Individual risk factors can combine over time to create a greater overall risk of developing chronic disease. Unhealthy diets, and habits such as excessive television viewing that results in low levels of exercise, increase the risk of disease in early adulthood.
3.3 Certain individuals are more susceptible to developing chronic disease because of genetic factors.
3.4 A lifestyle combining physical activity, food variety, and social interaction is the most conducive to good health. Many cases of coronary heart disease, diabetes, and cancers could likely be avoided if steps are taken throughout life to reduce risk factors.
4. Are certain dietary intakes recommended to prevent chronic diseases?
4.1 No specific dietary intakes are recommended for the prevention of chronic diseases. There is, however, a "safe range" of dietary intakes that is considered to be consistent with the maintenance of health of a population.
4.2 Scientific evidence can be classified as convincing [see Annex 2, p. 9] , probable [see Annex 2, p. 9] , possible [see Annex 2, p. 9] , or insufficient depending on the number and type of studies carried out and the consistency of the results.
4.3 A balanced diet can help prevent chronic diseases. The Joint WHO/FAO Expert Consultation proposes guidelines for the contribution of different food groups towards a typical balanced diet.
Table 6: Ranges of population nutrient intake goals [see Annex 3, p. 11]
* Total fat intake should represent 15 to 30% of total dietary energy intake.
* Intake of free sugars, such as those found in soft drinks and many processed foods, should amount to less than 10% of total energy intake (Comment [see Annex 1, p. 9] ).
* An intake of at least 400g of fruits and vegetables per day is recommended. Combined with a consumption of wholegrain cereals this intake is likely to provide an adequate amount of fibre.
The WHO also makes recommendations about body weight – in terms of Body Mass Index (BMI) – and physical activity.
4.4 In order to maintain a good level of cardiovascular health, at least 30 minutes of moderate physical activity (such as brisk walking) every day is recommended for people of all ages.
Engaging in a higher level of physical activity for a longer period of time (60 minutes) can provide even greater health benefits, particularly in terms of preventing of obesity.
When determining an appropriate level of physical activity, potential benefits and risks should be considered on an individual basis.
5. Excess weight gain and obesity
5.1 Excess weight gain and obesity are increasingly affecting adults, adolescents and children throughout the world.
Weight gain can result from a change in diet or level of physical activity and can lead to obesity and other chronic diseases.
5.2 Certain types of foods and eating habits such as snacking, binge-eating, and eating out can contribute to excessive weight gain and obesity. A moderate to high level of regular physical activity is important in preventing unhealthy weight gain and moderate to high fitness entails health benefits (independently of body weight). A healthy weight may reduce the risk of disease and premature death.
5.3
Many factors have been shown to protect against obesity:
* Regular physical exercise
* High dietary fibre intake
* Home and school environments that promote healthy food and activity choices
* Having beenbreastfed
Some factors that may increase the risk have also been identified:
* Sedentary lifestyles, particularly sedentary occupations and inactive recreational activities such as watching television
* Large portion sizes
* High intake of drinks containing added sugars
5.4 Obesity may be prevented by encouraging healthy habits early in life. Individuals can reduce the overall risk of obesity by maintaining a healthy Body Mass Index (BMI) and
controlling waist measurements. Engaging in a moderate to high level of regular physical activity (for instance walking for one hour per day), and limiting consumption of foods and drinks that contain high amounts of fats and sugars can also decrease the risk of becoming overweight or obese.
6. Diabetes
6.1 Diabetes is a disease that is linked to the hormone insulin which regulates levels of sugar in the blood.
* Type 1 diabetes occurs when the body fails to produce insulin.
* Type 2 diabetes, which is much more common, occurs when the body fails to respond to insulin in a normal way.
Insulin regulates blood sugar levels © Micro Application
Diabetes can lead to serious complications including blindness, kidney failure, heart disease, and strokes. In the case of type 2 diabetes, lifestyle changes are important in preventing and managing the disease.
The number of cases of diabetes is currently estimated to be around 150 million worldwide, but that number is expected to double by 2025.
6.2 Inactive lifestyles and excessive weight gain increase the risk of type 2 diabetes, especially when excess fat is stored in the abdomen.
6.3 Excess fat in the abdomen can contribute to the development of insulin resistance, a condition that underlies most cases of type 2 diabetes. Children of mothers who are affected by diabetes during pregnancy are also at high risk of developing obesity and type 2 diabetes early in life. Consumption of saturated fats may increase the risk of developing type 2 diabetes.
6.4 Efforts to prevent excessive weight gain and cardiovascular disease can also reduce the risk of developing diabetes. Measures include maintaining a healthy weight, engaging in at least one hour of moderate physical activity (for instance walking) in the course of the day most days of the week, consuming sufficient fibre from fruits, vegetables and wholegrain cereals, and limiting consumption of saturated fats.
7. Cardiovascular diseases
7.1 Ongoing lifestyle changes are contributing to the increase in the global burden of cardiovascular diseases. Currently, one third of all the deaths in the world are estimated to be due to diseases which affect the heart and blood vessels.
7.2 Risk factors such as poor nutrition, insufficient physical activity, and tobacco use tend to accumulate over time, increasing the overall risk of developing cardiovascular disease.
Stethoscope © Micro Application
7.3 Certain dietary fats, especially those that are commonly found in dairy products, meat and hardened oils (such as certain margarines) have been shown to increase the risk of cardiovascular disease. Other dietary fats, such as those found in soybean and sunflower oils, can lower the risk of cardiovascular disease. Fish oil (which is found in fatty fish) is also beneficial.
A high intake of salt can increase blood pressure and the risk of stroke and coronary heart disease, whereas eating a diet high in fiber and wholegrain cereals can reduce the risk of coronary heart disease.
7.4 A high intake of fruits, vegetables, and fish can contribute to good cardiovascular health and reduce the risk of developing certain cardiovascular diseases. Alcohol consumption should be limited in view of cardiovascular and other health risks.
7.5 To prevent cardiovascular disease, intake of fat from dairy products, meat and certain cooking fats should be limited. Eating 400 to 500g of fruits and vegetables everyday and fish once or twice per week is recommended. Restricting salt intake to less than 5 g per day and exercising for at least 30 minutes a day are also beneficial to cardiovascular health.
8. Cancer
8.1 As the population is aging, cancer is becoming a growing problem and a major cause of death. Apart from tobacco smoke, which is the most common proven cause of developing cancer, other identified and unidentified factors also play a role.
8.2 Dietary factors are estimated to account for nearly a third of cancers in industrialized countries, making diet second only to tobacco as a theoretically preventable cause of cancer. The risk of developing cancer can increase due to factors such as obesity, high consumption of alcohol or preserved meat, and lack of physical activity.
8.3 Stomach cancer and liver cancer occur more frequently in certain developing regions. Excessive alcohol consumption is the main dietary risk factor for liver cancer and high intake of salty, preserved foods can increase the risk of stomach cancer. However, certain infections are also known to play a role.
8.4 Aspects linked with the Western diet and obesity may be contributing to an increased risk of developing cancer, such as colorectal cancer, cancer of the pancreas, breast cancer, and prostate cancer. These types of cancers are more common in developed countries.
8.5 The risk of developing certain types of cancer may be reduced for instance by maintaining a healthy Body Mass Index (BMI), engaging in one hour of physical activity per day (for instance fast walking), limiting consumption of alcohol and salt, consuming sufficient fruits and vegetables and not eating foods when they are at a very high temperature.
9. Dental diseases
9.1 Dental diseases, such as tooth decay and gum disease, are a costly burden to health care services. Although caries have become less frequent over the past 30 years, as people are living longer the number of people developing dental diseases is likely to increase. This is a particular concern in countries where sugar consumption is increasing and where fluoride exposure may be inadequate.
9.2 Diet is an important factor in the risk of developing dental diseases. The development of caries requires the presence of both sugars (from the diet) and bacteria. The tooth surface can also be attacked by acids from some foods and drinks.
9.3 Sugar consumption is the most significant factor for dental caries. Studies found a strong link between the amount and frequency of sugar consumption and the development of caries.
9.4 Adequate exposure to fluoride is the most effective preventive measure against dental caries, but sugar consumption needs to be limited as well in order to further reduce the risk. Eating certain foods, such as cheese, may stimulate salivary flow which can protect against the development of dental caries. Breastfed babies tend to have less dental caries in early childhood than babies fed on formula milk.
9.5 The main diet-related recommendations for reducing the risk of dental diseases are: limiting the amount and frequency of consumption of free sugars, assuring adequate exposure to fluoride, and avoiding certain nutrient deficiencies.
10. Osteoporosis
10.1 Osteoporosis is a disease affecting millions of people around the world that leads to bone fragility and a consequent increase in risk of bone fracture. The risk of osteoporosis increases with age and can lead to illness, disability, and even premature death.
The risk of fractures of the hip and vertebrae increases exponentially with age. In countries where fractures are frequent, women are affected more often than men. Overall, approximately 1.66 million hip fractures occur each year, and that number is expected to rise in the future.
The risk of osteoporosis increases with age © Micro Application
10.2 Calcium and vitamin D deficiencies increase the risk of osteoporosis in older people. Other dietary factors and physical activity may reduce the risk, whereas low body weight and high alcohol consumption increase the risk.
10.3 The risk of osteoporosis in older people may be reduced through a diet providing more calcium and vitamin D. However, such preventive measures should focus on population groups that are at a high risk of suffering from osteoporotic fractures. Other prudent measures include increasing sunlight exposure (a source of Vitamin D), increasing physical activity, eating more fruit and vegetables, and consuming less alcohol and salt.
11. Conclusion
Chronic diseases are widespread diseases that present a great burden for society as they are the most common cause of death in the world. They include:
* obesity (see 5.)
* diabetes (see 6.)
* cardiovascular disease (see 7.)
* cancer (see 8.)
* dental diseases (see 9.)
* osteoporosis (see 10.)
Chronic diseases are largely preventable through a healthy lifestyle involving a balanced diet and regular physical activity.
The Joint WHO/FAO Expert Consultation provides guidelines for an average balanced diet (at the population level):
* total fat intake should represent 15 to 30% of total dietary energy intake.
* free sugars, such as those found in soft drinks and many processed foods, should account for less than 10% of total energy intake (Comment [see Annex 1, p. 9] ).
* at least 400g of fruits and vegetables per day should be part of the diet. (see 4.)
In general, a lifestyle combining physical activity with food variety and social interaction is the best way to reduce the risk of developing chronic diseases.
12. Other views and links
This study is based on a report of a Joint WHO/FAO Expert consultation entitled "Diet, Nutrition and the prevention of chronic diseases", a leading scientific report produced in 2003 by a large international panel of scientists.
It is considered by most scientists as a consensus document and other recent scientific assessments reach similar conclusions, though some people and organizations put forward different views.
GreenFacts other views & factual links page on Diet and Nutrition [see https://www.greenfacts.org/en/diet-nutrition/links/index.htm]
Annex
Annex 1:
Comment
"The [Joint WHO/FAO Expert] Consultation recognized that a population goal for free sugars of less than 10% of total energy is controversial [with respect of the prevention of obesity]. However, the Consultation considered that the studies showing no effect of free sugars on excess weight have limitations."
Source & © WHODiet, Nutrition and the prevention of chronic diseases (2003) [see http://www.who.int/nutrition/topics/ 5_population_nutrient/en/index1.html]
Chapter 5 Population nutrient intake goals for preventing diet-related chronic diseases, 5.1.3 A summary of population nutrient intake goals, Free sugars
See also:
Comments on the draft report of the joint WHO/FAO expert consultation on diet, nutrition and the prevention of chronic diseases www.who.int/dietphysicalactivity/publications/ [see http://www.who.int/dietphysicalactivity/publications/trs916/cmo/en/]
Annex 2:
Degrees of evidence by the Joint WHO/FAO Expert Consultation
In the Joint WHO/FAO Expert Consultation, scientific evidence has been categorized into four different levels of strength depending on the number and type of studies carried out and the consistency of the results:
* Convincing evidence.
* Probable evidence.
* Possible evidence.
* Insufficient evidence.
"Convincing evidence
Evidence based on epidemiological studies showing consistent associations between exposure and disease, with little or no evidence to the contrary. The available evidence is based on a substantial number of studies including prospective observational studies and where relevant, randomized controlled trials of sufficient size, duration and quality showing consistent effects. The association should be biologically plausible.
Probable evidence.
Evidence based on epidemiological studies showing fairly consistent associations between exposure and disease, but where there are perceived shortcomings in the available evidence or some evidence to the contrary, which precludes a more definite judgement. Shortcomings in the evidence may be any of the following: insufficient duration of trials (or studies); insufficient trials (or studies) available; inadequate sample sizes; incomplete follow-up. Laboratory evidence is usually supportive. Again, the association should be biologically plausible.
Possible evidence.
Evidence based mainly on findings from case-control and cross-sectional studies. Insufficient randomized controlled trials, observational studies or non-randomized controlled trials are available. Evidence based on non-epidemiological studies, such as clinical and laboratory investigations, is supportive. More trials are required to support the tentative associations, which should also be biologically plausible.
Insufficient evidence.
Evidence based on findings of a few studies which are suggestive, but are insufficient to establish an association between exposure and disease. Limited or no evidence is available from randomized controlled trials. More well designed research is required to support the tentative associations.
The strength of evidence linking dietary and lifestyle factors to the risk of developing obesity, type 2 diabetes, CVD [cardiovascular diseases], cancer, dental diseases, osteoporosis, graded according to the above categories, is summarized in tabular form, and attached to this report as an Annex [seewww.who.int/nutrition/topics/annex/en/index.html [see http:/ /www.who.int/nutrition/topics/annex/en/index.html]]."
Source & © WHODiet, Nutrition and the prevention of chronic diseases (2003), Chapter 5 Population nutrient intake goals for preventing diet-related chronic diseases, 5.1 Overall goals, 5.1.2 Strength of evidence [see http://www.who.int/nutrition/topics/ 5_population_nutrient/en/index.html#diet5.1.2]
Chapter 5 Population nutrient intake goals for preventing diet-related chronic diseases, 5.1.3 A summary of population nutrient intake goals, Free sugars
Annex 3:
Table 6. Ranges of population nutrient intake goals
a This is calculated as: total fat - (saturated fatty acids + polyunsaturated fatty acids + trans fatty acids).
b The percentage of total energy available after taking into account that consumed as protein and fat, hence the wide range. c The term "free sugars" refers to all monosaccharides and disaccharides added to foods by the manufacturer, cook or consumer, plus sugars naturally present in honey, syrups and fruit juices.
d The suggested range should be seen in the light of the Joint WHO/FAO/UNU Expert Consultation on Protein and Amino Acid Requirements in Human Nutrition, held in Geneva from 9 to 16 April 2002(2).
e Salt should be iodized appropriately (6). The need to adjust salt iodization, depending on observed sodium intake and surveillance of iodine status of the population, should be recognized.
f See page 58, under "Non-starch polysaccharides".
Source: WHO/FAO "Diet, Nutrition and the prevention of chronic diseases"
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Revenge of the Nerds: The Story of Precocious Atlantic Salmon Parr
Native Atlantic salmon parr, Bond Brook, Kennebec River, Augusta, Maine. Watercolor, gouache and pencil. Douglas Watts, 1999.
By Douglas Watts
Augusta, Maine September 2009
A fascinating aspect of Atlantic salmon is the existence of precocious parr.
Atlantic salmon live in the streams where they were born until they are two years old. In the spring of their third year, when they are 6-7 inches long, they turn bright silver, their kidneys and other organs undergo a profound change to let them live in saltwater, and they head out to sea for two years, whereupon they return to their natal stream to mate and spawn as 8-15 pound adults.
But some male Atlantic salmon take a different path. In the fall of their second year, they become sexually mature while still only the length of a dollar bill. Because baby salmon in freshwater are called "parr" (a very old Scottish word), these prematurely sexually mature males are called precocious parr.
In any given Atlantic salmon river, only a small number of the baby male salmon become precocious. Most do not develop testes and sperm (fish sperm is called "milt" and looks much like human semen) until they are 4 years old and have spent two years at sea.
The existence of precocious Atlantic salmon parr offers an insightful window into the mechanics of evolutionary biology. To look into this window, we need some background on the basics of the Atlantic salmon's life history.
Atlantic salmon are anadromous fish, which means they are born in freshwater but spend most of their adult life in saltwater, returning only to freshwater to mate and spawn. Atlantic salmon adults have developed an amazing ability to return from their two year stint in the ocean to almost the exact river or stream (or river and stream section) where they were born in order to mate and spawn. How salmon do this is still not known, but smell is considered the most likely candidate. Somehow, salmon can remember the "smell" of their birthplace and unerringly follow it back to where they were once babies. Other anadromous fish such as alewives and shad also share this "homing" ability.
Most Atlantic salmon return to their home rivers in the spring and summer of their fourth year, having spent two years in freshwater and two years in saltwater. In the late fall, the female salmon select nesting sites in the shallow tails of large pools in their natal rivers. These sites are chosen with great care because the fertilized eggs of salmon must remain in the riverbed for 5 months, from late fall to the next spring, before hatching into baby salmon. To build the nest for her eggs (called a "redd," another Scottish word), the female turns on her side and vigorously flaps her tail and body to create a powerful current of water directed at the stream bottom. The force of this jet of water causes the stones on the stream bottom to become momentarily suspended in the water column, whereupon the stream current carries them a short distance downstream. As you can imagine, for this technique to work, the female must choose a nesting site with just the right sized stones (about the size of tennis balls) and with enough current to carry them a small distance downstream once they are dislodged by the shaking of her tail. These sites are invariably located at the end of a pool, just above a small riffle or rapids, where the water becomes shallow and current begins to accelerate before it spills over the riffle just downstream.
After many hours of turning on her side and fanning the water vertically, the female creates a depression in the stream gravel that is roughly 1.5 - 2 feet in diameter and 1 foot deep, with excavated stones in a loose pile just downstream. It is at this point that she selects a male salmon as her partner. The male and female salmon, positioned alongside each other, pointing upstream with their sides touching, then go into a series of brief, quivering mutual orgasms which culminates in the female discharging her eggs into the depression in the gravel and the male simultaneously discharging his milt onto them. Both the eggs (which are the size of small peas) and the milt are somewhat heavier than water, and if everything goes right, the sexual act ends with a kettle-sized depression in the gravel filled with several hundred eggs blanketed and covered in pearlescent milt. This is repeated until the female determines that the depression is sufficiently filled with eggs. She and the male then break off and the female swims a few feet upstream of her nest and repeats the digging process with vigorous beats of her tail. But this time, the female is not trying to dig a nest, she is instead dislodging the stones so that the current will carry them downstream and fill in her egg-filled nest. By repeating this process for several hours, her nest becomes a humped pile of river stones with the eggs safely nestled at the bottom of a sizeable pile of loose, clean gravel. Because most female salmon carry 7-10,000 eggs, far more than one nest can accommodate, the female then digs a second nest and spawns again until she has laid all her eggs.
This photo shows a female Atlantic salmon at left, on her side digging her redd, while a large male (34-36 inches) in the center of the photo "guards" the female and her redd from other males. At the moment this photo was taken, the female had curved her body into a horseshoe and made a powerful downthrust with her tail to dislodge stones from the stream bed. The cloud of sediment from her downthrust can be seen just to the left of the male. Close examination of the male shows his distinctive pink and brick red coloration along his flanks. Large male salmon take on this color only when they are spawning. Just to the right of the male salmon is a 12 inch brown trout, which illustrates how big the male salmon is. Bond Brook, Kennebec River, Augusta, Maine, Nov. 1, 1996.
The 30 inch female salmon fully on her side at the beginning of her digging thrust. A 12 inch male brown trout can be seen in the lower right hand corner of the photo. Brown trout and Atlantic salmon are very closely related species and for this reason, male brown trout respond to the pheromones released by spawning female Atlantic salmon and will try to mate with them.
Like many animals, male Atlantic salmon aggressively compete with each other for the right to mate with females. Male salmon compete by "claiming" a female as she is digging her nest and then trying to drive all other interested males away from the nesting site. While male salmon do not bite each other, they will use their heads and snouts (which become curiously enlarged and curved at spawning season) as battering rams to "head butt" a particularly obstinate competitor. As a rule, the larger male tends to win these competitive displays and the smaller male (or simply less aggressive male) moves away to find another available female or to wait on the sidelines for a rematch. In cases where three or more males are vying for one female, these competitive matches are tumultous, with the male salmon chasing each other up and down a pool and in the shallows. This frenzy can continue for several days, especially if additional males arrive in the area after being driven off by other males at nests up or downstream, or as fresh males arrive from the ocean. The male battles only end when all the females in the area have spawned.
Enter stage right our little friends, precocious parr. Precocious parr are sexually mature male Atlantic salmon, but are only the length of a dollar bill. They are only two years old (rather than four), and have never gone to the ocean. Adult male salmon which have gone to sea and back are big fish, anywhere from 28-44 inches long and weighing from eight to 40 pounds. They have swam from their home rivers more than 2,000 miles to their marine feeding grounds near Greenland and back, growing from 7 inches long to nearly 3 foot long in just two years. Most of their compatriots on this long migration did not survive, but were eaten by larger ocean predators at some point in their journey. These large males are the veterans, the survivors, are in the peak of condition, have a tummy full of milt and only one objective: to win a female salmon against all competitors and to pass along their genetic legacy.
So how does a precocious salmon parr that weighs a few ounces and is barely the length of an adult salmon's tail have any chance of competing for and winning a female? Isn't this totally wacky?
Precocious male salmon parr do this by using their tiny size as an asset. Their secret weapon is as comical as it is effective. Here's
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the secret: during all of the time the big, giant male salmon are chasing each other around, fighting and vying between each other for "possession" of the female salmon and her nest, the precocious parr wait in the wings for the big males to be preoccupied with fighting other and then stealthily swim into the nest itself and sidle up alongside and underneath the female's abdomen, much like how a remora swims underneath the belly of a shark. Then they wait.
The only time I have seen precocious parr mate with a female salmon is when there were also large males around, and a large male with the female. In these cases the precocious parr sidles up underneath the female's belly, waits for the female and large male to simultaneously emit eggs and milt and then the precocious parr emits his (much smaller) package of milt at the same time, which then settles into the nest with the eggs and the large male's milt. Interestingly, even though the tiny parr has a lot less milt to squirt onto the eggs than the large male, his abdomen is much closer to the eggs, because he positions himself underneath the female which places him just a few inches above where the eggs are deposited.
Evolutionary Persistence of Precocious Parr
The reasons why and how precocious salmon parr exist must be viewed from the perspective of the selfish gene (Dawkins 1976) and not to their utility to the species as a whole. From a "selfish gene" perspective, the precocious parr have only one aim: to ensure their genetic legacy is passed onto the next generation.
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The most obvious advantage of precocious parr-ness is that they can avoid waiting until they are 4 years old to spawn, and instead spawn when they are only two years old. As important, the male parr does not have to undertake a 2,000 mile journey in the open ocean before it spawns, as must its larger male competitors.
The drawbacks of precocious parr-ness are several. First, the precocious parr is so tiny that it cannot compete for females with the large adults by driving off smaller competitors (although precocious parr will aggressively drive other precocious parr away from a spawning nest). Second is that during the spawning season, precocious parr lose their secretive nature and swim around the stream in the open during the day with wild abandon, exposing them to being eaten by kingfishers and other streamside predators. This is a threat that large males do not face because there are virtually no streamside predators large enough to attack and carry off a full-sized male salmon. A second threat is that to become sexually mature, male 2+ year old salmon parr must devote approx. 20 percent of their body weight to growing testes and developing sperm and spending the fall of their second year attempting to spawn, rather than conserving their body mass and saving their stored "fitness" to survive the oncoming winter in preparation for swimming to the ocean the next spring. Several studies (listed below) show that the over-wintering survival rate of precocious parr is lower than parr of the same age which do not become sexually mature.
We know the trade-offs of precocious parr-ness must outweigh the risks because precocious parr do exist. This means that whatever genetic proclivity toward making some male parr precocious is at least successful enough to persist in the gene pool. If the disadvantages of precocious parr greatly outweighed the benefits, the genetic recipe for making them would long ago have disappeared. By corollary, we can assume there is some sort of ongoing "stalemate" between the advantages and disadvantages of precocious parr-ness because most male salmon are large four year old adults. If the advantages of precociousness greatly outweighed the disadvantages, contemporary salmon populations would be wholly or mostly made up of small males that never went to the ocean.
Two other facets of salmon behavior contribute to the persistence of precocious male parr. First is that female salmon do all of the nest building work. If males had to contribute to the nest-building effort, the precocious parr would be in bad shape, because their tiny body size keeps them from moving even the smallest river stone, while the large males can move stones just as easily as the largest females. Second is that female salmon do not seem to actively select one mate and then drive off all other suitors. Instead, females spend all of their time building their nest, while the males around them are fully occupied with trying to drive one another away from the female. The female is only "ready" to spawn when she decides her nest is finished and is large enough and deep enough to successfully hold her cargo of eggs. It is only at this time she acknowledges or interacts with the jostling males around her.
One-year-old native Atlantic salmon parr, Worromontogus Stream, Kennebec River, Randolph, Maine. Watercolor, gouache and pencil. Douglas Watts, 1999.
Why no female precocious parr?
The reason precociousness in male salmon works -- and doesn't work for female salmon -- lies in the enormous difference in size between salmon sperm cells and eggs. Salmon eggs are the size of a small pea. A 7 inch female could only hold in her a dozen or so eggs. A 7 inch male can hold in him thousands of sperm cells. In contrast, a full grown female salmon can hold from 5,000 to 15,000 eggs. From the perspective of the selfish gene, the female has a much better chance of passing along her genetic legacy by going out to sea for two years, feeding in the rich ocean environment, growing to 28-36 inches long and being large enough to carry 10 000 eggs instead of becoming sexually mature enough to carry 10,000 eggs instead of becoming sexually mature at age two, not going out to sea and carrying only 12 eggs. There is also the issue of nest building. The female salmon builds her nest without assistance from males, and it is an arduous task. A 7 inch female could only build a nest the size of a tea cup for her 12 eggs; and few if any males would be willing to use up their sperm supply fertilizing such a tiny amount of eggs. Under the selfish gene concept, the goal of the males is to use their sperm supply to fertilize as many eggs as possible, thus increasing the chance that their genetic legacy will be passed on. The more eggs you fertilize, the greater chance that at least one of the fertilized eggs lives to spawning age itself and passes on part of your legacy. Given that precociousness in male salmon is quite common and precociousness in females is unknown, we can assume that if there ever was a genetic proclivity that created precocious females, it has blinked out of existence every time it arose because it did not "work."
30 inch long, two sea-winter adult male Atlantic salmon after spawning, Bond Brook, Augusta, Maine, October 1996. Held by Nate Gray, fisheries scientist of Maine Dept. of Marine Resources.
Do females benefit from precocious parr?
In Atlantic salmon, as humans, each fertilized egg gets one half of its chromosomes from its mother and the other half from its father. From a selfish gene perspective, the female's sole interest is in the welfare of her half of the chromosomes in her fertilized eggs. While she needs a male to mate with, this is only because she needs male sperm cells to ensure that her half of the chromosomes is passed on to her children. In this sense, the female doesn't really care whether her eggs are fertilized by a 24 inch, 36 inch, 40 inch or 6 inch male, as long as they all get fertilized. This is shown by the fact that female salmon do not appear to overtly select certain males as mates and refuse to mate with other males. From a purely statistical standpoint, female salmon benefit from having their eggs fertilized by multiple males because it increases the chance that at least some of the eggs will carry beneficial genetic adaptations from the male and have a better chance of living to adulthood and spawning. The idea is the same as betting on 6 numbers on the roulette wheel rather than putting all your money on one.
Male vs. Female salmon Imperatives
A large male Atlantic salmon contains millions of sperm cells, enough to fertilize all of the salmon eggs deposited by every female in a salmon river. A female, in contrast, carries between 5-10,000 eggs. From a purely statistical standpoint, it is in the female's interest to have her eggs fertilized by multiple males, which allows her genetic legacy (half of the chromosomes in each egg) to benefit from any potential genetic advantages contained in the various males in the river.
Male salmon have a powerful motivation to prevent other males from spawning with females, because every egg fertilized by another male is one that he did not fertilize. The female, on the other hand, benefits from having multiple males fertilize her eggs. This helps to explain why males devote all their time on the spawning beds to driving away other males from a female; and why females show little interest in selecting one male and spurning others.
This also helps to explain the existence of precocious salmon parr. Under the rules described above, the female benefits from having a precocious parr sneak under her belly just as she emits her eggs and casting his small cargo of milt onto them, even as the large male is next to the female doing the same thing. The large male does not want the precocious parr anywhere near the female when she is releasing her eggs because he wants to make sure that only his milt touches and fertilizes all of her eggs. By hiding underneath
(or on the opposite side) of the female as she emits her eggs the
(or on the opposite side) of the female as she emits her eggs, the precocious parr stands a good chance of not being noticed by the large male and is able to eject his milt at about the same time as the large male ejects his milt, creating the opportunity that at least some of the parr's milt will reach an egg and fertilize it, thereby thwarting the large male's efforts to fertilize all of the eggs himself.
Species benefits of precocious parr
An important rule of evolutionary behavior is that individuals of a species do not do things to benefit the species as a whole. Each individual is trying to pass on their own individual genetic legacy and that is it. To the extent that one individual's efforts to pass along his or her own genes creates inherited adaptations that are spread through a population, you can (very cautiously) examine how adaptations that help one individual pass on their genetic legacy can ultimately increase the fitness of a larger group of individuals. This is especially true where some type of calamity has caused a drastic reduction in localized population size.
This fact was made apparent to me in 1998 in Bond Brook in Augusta, Maine. Bond Brook is a very small (25 square mile) watershed which enters the Kennebec River just below the site of the Edwards Dam, an impassable structure built in 1837 that almost completely wiped out the Kennebec River's Atlantic salmon population. The dam was removed in 1999. For several decades prior to 1999, Bond Brook was one of the only places below the Edwards Dam that contained quality Atlantic salmon spawning and nursery habitat, and for this reason, a dozen to several dozen adult salmon would swim up the brook each fall and spawn. These few salmon represented the last, tiny struggling remnant of the Kennebec's original salmon population, which exceeded 100,000 adults prior to the construction of the Edwards Dam in 1837.
In 1996 I located a previously unknown Atlantic salmon spawning area several miles up Bond Brook in a remote, roadless area that required a long, muddy walk to reach. In this reach, the habitat was nearly pristine and ideal for spawning salmon and their young. In late October 1998 I hiked into this habitat and was very pleased to find a large female digging her nest, accompanied by two large males, who fought and chased each other constantly for control of the lone female. Hiding in the tall grass next to the brook bank, I was able to spend several hours observing the stream and the salmon without being noticed even though the stream and the salmon without being noticed, even though the salmon were only 15 feet away from me. During this time, I noticed a dozen precocious male salmon parr swimming all around the female's nest, constantly chasing each other away from the nest and vying for "ownership" of it, even as the two large males did the same thing to each other. The precocious parr behaved exactly toward each other as the two large males toward each other. They all viewed each other as competitors and rivals for possession of the nest and the female salmon building it.
What struck me was that in such a depauperate, remnant salmon population (with only one female and two large males in this stretch of brook and a total population of perhaps 30 adults), the addition of the dozen precocious parr I saw darting about greatly increased the effective breeding population of the brook. From the female's perspective, a fertile male is a fertile male, even if one is 30 inches long and the other is only 6 inches long. It is in the female's interest to have her eggs fertilized by as many different males as possible. If there were no precocious parr in the stream reach I observed in 1998, the female's eggs would at best be fertilized by two males, and perhaps only one, if the larger male was successful at driving the smaller male away and fertilizing all of the female's eggs. With the dozen precocious parr present, and because of their sneaky way of swimming underneath the female's belly without being noticed by the large males, the female's eggs had the opportunity of being fertilized by as many as 14 different males. While each baby salmon that hatched in spring 1999 from this site would have the same mother, they would have perhaps as many as 14 different fathers.
Large male and female Atlantic salmon just above the female's spawning redd in Cobbosseecontee Stream, downtown Gardiner, Maine, November 1997. I took this photo 25 feet up in a red maple tree. On this same afternoon, I observed several precocious male salmon parr occupying the redd below.
Precocious Parr, Genetic Drift and Bottlenecking
Animal populations reduced to extremely small sizes must mate with closely related members of the population or go extinct. They have no choice. This fact is especially pronounced in Atlantic salmon, which display a tightly focussed homing instinct to the stream and river of their birth and in doing so increase the chance of mating with close relatives. In a large, healthy salmon population with hundreds of fertile males and females in a short reach of river, the chance of a full sibling mating is quite small because it requires, by pure chance, a male salmon selecting his sister even in the presence of dozens or hundreds of other females who are more distantly related. But in a very small, impoverished salmon population, where only a handful of males and females spawned, there is a very high likelihood that many of the males and females returning four years later are full or half siblings. Given the choice of spawning with a sibling or not spawning at all (and not passing on their genetic legacy), the salmon must spawn with "who they brought." Over time, such a pattern of repeated sibling mating can have a very negative effect, which is well known in humans via cases of human incest. Sibling mating is bad because many diseases and birth defects are caused by the mother and father sharing the same rare, debilitating gene which is only activated when an offspring inherits it from both its mother and its father. When distantly related males and females mate, the chances of both having this debilitating gene are very low. But if the mating pair are siblings, the chance that both have the defective gene can be quite high.
Large Atlantic salmon trying leap over an impassable 1850s dam on Cobbosseecontee Stream, Gardiner, Maine, Nov. 11, 1996. The dam is still impassable.
An analogy is a deck of cards. Let's say you play a card game where each player draws a card and places it on the table. If the cards match exactly, both players "die." If the cards don't match both players "live." In such a game the risk of living and dying is dependent on the number of cards in the deck. With a 52-card deck, the players might have to go through many full decks to each throw down the same card at the same time. But now add a variation. Each time the players go through a full deck without getting a match, each has to remove some cards from their deck (say, remove all the kings, then the queens, then the jacks, and then all the 10s, etc.) With every round of the game, the chance that the players will throw down the exact same card increases because they always share the same set of cards but the total number of cards decreases. As the deck grows smaller and smaller, the chance that both players will throw down the same card approaches unity. This is a rough analogy to the effects of genetic "bottlenecking" due to a greatly reduced population size where genetic variation is sharply reduced because of the need for close relatives to mate with each other or not mate at all.
Now let's add precocious parr to our card game. Let's assume that each time a male and female "player" goes through a full deck without losing (ie. throwing down a matching card) is equal to one spawning season for Atlantic salmon. Because our game assumes a rapidly declining population of adult salmon (due to losses of adults and juveniles at dams, from human capture), we invoke a penalty after each game where each player removes all of the cards of one number before starting the next round, leaving them with fewer cards, and fewer chances of a mismatch (and their offspring living) and a greater chance of an exact match (and their offspring having a genetic defect and dying). Because an adult
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female having her eggs fertilized by a precocious male parr eliminates the chance of sibling mating (by definition a 2 year old precocious parr is not a sibling of a mature 4 year old female), the addition of precocious parr to the spawning stream decreases the chance of a female mating with a sibling male.
We can approximate this change in our card game by reducing (by some number) the amount of cards each side loses after each round of the game from what it would be if precocious parr were not present and available to mate with adult females. This is because, without precocious salmon parr, the chance that a 4 year old female and 4 year old male being siblings in a very depressed salmon population approaches one, and the increase in the chance of deleterious genetic defects and diseases due to sibling mating increases dramatically.
Using our card game as an analogy for the genetic shuffling between male and female Atlantic salmon, precocious parr are an important buffer against the tendency of a declining salmon population to enter a genetic bottleneck where siblings increasingly tend to mate with direct siblings, resulting in a continued reduction in genetic variation and an increase in harmful defects caused by the mother and father each having copies of the same harmful gene.
Precocious parr cannot mate with their siblings
Due to the two-year separation between precocious male parr and their 4-year-old female mates, it is impossible for precocious parr to ever mate with their sisters. This is because only male salmon are precocious and all of their sisters must reach age 4 before they reach spawning age. When the precocious males are trying to spawn at age 2, their sisters are nearby in the same stream, still two years away from reaching sexual maturity. In contrast, nonprecocious male parr and their sister parr each spend two years in the ocean before returning together to spawn at age 4. This creates a fairly high chance (especially in small, impoverished populations) that brothers and sisters will mate. In a large, healthy population the chance of direct sibling mating is greatly reduced by the large number of available, unrelated male and females in any river reach. While sibling mating in a large river population is statistically possible (and undoubtedly happens), the number of matings between unrelated salmon is much larger. In a very depressed salmon population where most of the juveniles arise from a handful of closely related adults, sibling mating becomes the rule rather than the exception.
Precocious parr and newly established salmon populations
Precocious parr should assist the establishment of persistent Atlantic salmon populations in unoccupied habitat (in contrast to the "the last survivors model" described above, this model would be the "first pioneers" model). While Atlantic salmon have an acute homing instinct which causes them to return to the river reach where they were born, some Atlantic salmon break from this instinct and explore and colonize suitable habitat where few, if any, salmon are present. This "straying" instinct is well documented in Atlantic salmon, although it is adopted by only a small (1-5 percent) of salmon, with most (95 percent) returning to the same river, stream and even gravel bar where they were born (Baum 1997).
A pioneer group of Atlantic salmon colonizing an uninhabited stream is comprised of just a few spawning males and females. The success of this colonization effort depends on the progeny of the first pioneers surviving in the stream to adulthood and returning to the same stream to spawn. In such a nascent population, sibling and half sibling mating is practically guaranteed.
Precocious salmon parr provide a unique opportunity for newly established salmon populations to "mix-up" their mating combinations by allowing cross-generational spawning between 4 year old females and 2 year old males. This greatly reduces the chance that all of the offspring in an early spawning generation are produced by the mating of siblings or half siblings.
The needs of the "selfish genes" of Atlantic salmon
In this era of Atlantic salmon populations approaching extinction, the primary focus of Atlantic salmon biologists and conservationists is on the preservation of Atlantic salmon populations rather than the welfare of any one individual Atlantic salmon (although obviously the former is completely dependent on the latter) Evolutionary biology requires us to examine Atlantic the latter). Evolutionary biology requires us to examine Atlantic salmon strictly through the lens of individual salmon trying to preserve their legacy by surviving to spawning age, mating, and giving birth to salmon that also spawn. This is especially true in the case of precocious male salmon parr. While we can theorize or surmise that precocious parr increase the fitness of a local population, stave off the extirpation of depressed populations, and increase the chance that newly established populations will persist, we cannot forget that the genetic adaptations which allow 2+ male salmon parr to be sexually mature two years earlier than most of their cohorts was not "designed" for these purposes. A more appropriate way of characterizing this genetic adaptation is that it has persisted in Atlantic salmon populations because in some statistical way it confers a neutral or positive survival advantage to those salmon who are born with it; and that the "success" of this peculiar life history strategy can be estimated by its prevalence or absence in the gene pool of Atlantic salmon today. Presumably, in Atlantic salmon populations decimated by long-term anthropogenic effects (as in the U.S.), if precocious parr provided a neutral or negative benefit to survival of their offspring, it would have disappeared from the remaining gene pool of U.S. salmon. By an admittedly speculative analytical basis, the adaptation of precocious parr seems to provide individual Atlantic salmon in highly depressed remnant populations an important hedge against the environmental and genetic forces which conspire to drive remnant populations to increased dimunition and extirpation.
Precocious parr mitigate against harmful environmental effects face by young salmon as they try to migrate downstream as smolts and live in marine waters for two years before they return to spawn. This is accomplished by allowing some male 2+ parr reaching sexual maturity in their own natal stream without having to live to age 4 or survive a perilous 2 year journey back and forth across the Atlantic Ocean to their feeding grounds near Greenland.
The adaptation of precocious parr mitigates against the harmful effects of genetic bottlenecking and genetic drift in small, declining, remnant Atlantic salmon populations by reducing the chance that most or all returning adult salmon are forced to mate with their sisters and brothers or not mate at all. Precocious male salmon parr have a unique life history because they mate at age two with females that are age four or older. This guarantees that they will not mate with their siblings or close relatives. The presence of numerous precocious parr in an impoverished Atlantic salmon spawning stream greatly increases the effective population size of the stream by greatly increasing the number of potential fathers for the available females' egg cargo. Due to their young age, precocious parr have different mothers than the females they try to mate with and the adult males they compete with. This means precocious parr increase the effective population size of mothers in a given stream because they do not share a mother with any of the adult males and females. In contrast, in a very depressed and small population, it is possible that most of the adult male and female salmon have the same mother.
A Theory Explaining Precocious Male Atlantic Salmon Parr
It is likely that all male Atlantic salmon carry the necessary genes to allow them to become precocious, ie. to become sexually mature prior to migrating to sea as smolts. It is also possible that this gene for precociousness tends to be triggered by the relative presence or absence of male salmon testosterone in a salmon spawning stream. A spawning stream occupied by a large number of adult males carries a much higher "signal" of male salmon testosterone than a stream with very few adult males. If the presence of salmon testosterone inhibits the genetic expression of precociousness in 2+ male salmon parr, the number of male parr in the stream displaying precociousness would be higher if there were few adult males.
Such an environmental triggering would explain why recent field research shows a higher incidence of precociousness in small, depressed Atlantic salmon population lacking adult males and a lower (observed) incidence of precociousness in salmon populations with a large number of adult males. Support for this theory is shown by the fact that male brown trout (Salmo trutta) and brook trout (Salvelinus fontinalis) typically become sexually mature at age 2-3. Two sea-winter Atlantic salmon become sexually mature at age 4, three sea-winter salmon at age 5 and male grilse at age 3. In contrast, sexually mature female anadromous Atlantic salmon less than age 4 are extremely rare. Among brook trout and brown trout, its closest cousin species, sexual maturity for male Atlantic salmon at age 2 is the norm, ie.
the age at which precocious salmon parr become sexually mature. Only in healthy anadromous Atlantic salmon populations do males tend to delay their sexual maturation until age 3, 4 or 5. This suggests an environmental inhibiting factor keeps most anadromous male Atlantic salmon from exhibiting their "normal" sexual maturity at age 2 and delays it until age 3, 4 or 5; the existence of precocious parr suggests a relaxing of this inhibition; and this relaxation is expressed most prominently when a local population lacks adult males. From this we can deduce an inverse relationship between the number of precocious parr in a spawning stream and healthy survival conditions for those male Atlantic salmon which go to sea before spawning.
UPDATE: A recent research study of southern European salmon populations (Garcia-Vazquez et al. 2001) seems to confirm the above theories of species benefits in depressed Atlantic salmon populations from the presence of precocious male parr. The study states in part:
"Mature juvenile males may have saved south European Atlantic populations from extinction, given the depressed size of populations for a number of decades. This point suggests that these populations may be under intense selection for maturation of juvenile males, and hence that the relative preponderance of mature juvenile males in the southern populations may be an adaptive response to anthropogenic depletion of anadromous salmon numbers p g
p
.... In conclusion, precocious Atlantic salmon parr contribute to balance the sex ratio, enlarge the effective population size, and increase outbreeding. In addition, they fertilize most eggs in the interspecific matings between Atlantic salmon and brown trout. Sneaking behavior has not been evidenced in small maturing brown trout, this being the main reproductive difference between brown trout and Atlantic salmon in wild southern European populations."
Works Cited:
Baum, E.T. 1997. Maine Atlantic Salmon: A National Treasure. Atlantic Salmon Unlimited. Hermon, Maine.
Dawkins, R. 1976. The Selfish Gene. Oxford University Press. London, England.
Garcia-Vazquez, E., P. Moran, J. L. Martinez, J. Perez, B. de Gaudemar, and E. Beall. 2001. Alternative Mating Strategies in Atlantic Salmon and Brown Trout. The Journal of Heredity 2001:92(2).
Myers, R.A, J.A. Hutchings. 1987. Mating of Anadromous Atlantic salmon, Salmo Salar L., with mature male parr. J. Fish Biol. (1987) 31, 143-146. PDF here.
Saura, M. et al. 2008. Impact of precocious male parr on the effective size of a wild population of Atlantic salmon. Freshwater Biology. Vol. 3 No. 12. pp. 2375-2384. Blackwell Science, Oxford.
tide of Bond Brook, Kennebec River, Augusta, Maine in spring 2005. For more than 150 years, Bond Brook provided the only accessible habitat for Kennebec River salmon below the impassable Edwards Dam. A native of Norridgewock, Maine, Mark spent many hours cleaning up trash and debris along the Kennebec River at the "yellow stairs" in downtown Augusta.
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Student Bulletin
Summer Planning Guide
Get the most out of your summer break, be active and spend your time doing something productive such as working, volunteering or planning for college. This will help you continue to grow intellectually and will give you independence, help you acquire new skills and grow personally and professionally. Use this guide to start planning your summer experience.
Find a job or internship
Plan for College
If possible, find a job that you enjoy and will help you with your long-term career aspirations. For example, if your longterm career goal is to teach, look for jobs that will allow you to work with students in some capacity like a student tutor or camp counselor position.
An internship may be tough to come by on short-notice, but ask around. You may be able to find an unpaid internship with a local company, community organization or through employers of people you know. Internship experience will look good on a college application, help you gain confidence and help you discover your strengths and weaknesses. Visit www.fastweb.com and www.monstercollege.com to find fulltime, part-time and internship opportunities in your local area.
Network
Start networking now to find a great summer job, specifically one that will help build your skills and credentials. Ask your parents, career guidance counselors, teachers, neighbors or friends for advice on where and how to look for job openings in your local area. If you are unsure of what you want to do, visit your guidance counselor. Your counselor will be able to help you identify the perfect job that best fits your skills. Your school's counseling office should also have books and other resources available to assist you in finding summer employment, and perfecting your resume. Be sure to check Fastweb's Career Planning pages for great tools to search for jobs and internships.
Volunteer
Volunteering is a great way to help your community, enhance your skills, improve your resume, and enhance your college and scholarship applications. You can find opportunities in food banks, homeless shelters, hospitals or anywhere else in your community. For example, organizations like Habitat for Humanity give its volunteers the opportunity to build homes for families in need. AmeriCorps enables students to earn an education award of up to $5,550 to help pay for college.
Take a class
Get a head start on college, fulfill some needed requirements, and improve on a subject where you need help or acquire a new skill. Community colleges or nearby colleges or universities may have summer learning opportunities available for a relatively low cost.
Fastweb Student Bulletin Series
The summer is a good time to research schools and narrow down your options, especially if you are going into your senior year of high school. Search various college and university websites for general information about schools, admissions requirements and tuition costs. Fastweb provides an extensive College Search tool that allows you to find schools and track apply activity. Keep a portfolio or notes on each school with key admissions and financial aid deadlines will help keep you organized and in good shape once it is time to apply.
Visit college campuses: If possible, visit your top choice schools to learn more about their academics, student and campus life, financial aid options and to get a more intimate experience. If your top-choice schools are too far, or you aren't able to visit due to financial constraints, visit schools in your state (even if you are not interested in staying in state) so that you will get a glimpse into the overall collegiate experience. Speak to local alumni for another to gain their perspective.
Improve your test score
Take an ACT or SAT prep course to help you achieve the best possible score on your standardized exams. Many standardized test prep courses charge fees so seek advice from your guidance counselor, do research at your local library, on the Internet or at local colleges to find the best possible and most affordable prep courses. Reading the newspaper daily can improve your vocabulary and reading comprehension. Opinion and Editorial sections are excellent resources.
Broaden your skills
Summer is a great time to engage in activities which will improve your professional skills and help build a strong foundation for future success. Consider joining a local Toastmasters to improve your public speaking skills, or a professional association which will enable you to network with others in your chosen field or discipline. | <urn:uuid:fe1a78ca-c919-449f-8220-7f584cd45b24> | CC-MAIN-2017-17 | http://www.fastweb.com/nfs/fastweb/static/PDFs/bulletins/Summer_Planning_Guide_2014.pdf | 2017-04-23T08:17:58Z | crawl-data/CC-MAIN-2017-17/segments/1492917118310.2/warc/CC-MAIN-20170423031158-00474-ip-10-145-167-34.ec2.internal.warc.gz | 518,944,585 | 855 | eng_Latn | eng_Latn | 0.998763 | eng_Latn | 0.998763 | [
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Did you know?
* Many people call sweet potatoes yams, but yams and sweet potatoes are completely different foods.
* Brussels sprouts are named after the capital of Belgium - Brussels.
* George Washington grew sweet potatoes on his farm in Mount Vernon, Virginia.
* Brussels sprouts were voted the most hated vegetable in 2002, but in 2005 a poll named the sprouts as the 5th favorite vegetable.
History
Sweet potatoes are native to Central and South America where they served as a staple for the Aztecs in Mexico and the Incas in Peru. Sweet potatoes have been grown in the United States since 1648, when they were first planted in Virginia. Today, the sweet potato is commonly grown and eaten in the American south, but the Irish potato remains more popular in the north.
Wood County
Eat Healthy
Brussels Sprouts and Sweet Potatoes First Week of October
This week you will learn about the Brussels sprouts and sweet potatoes you grew in your garden, received in your CSA share, or can pick up at your local farmer's market.
Why eat sweet potatoes?
cancer and heart disease. When eaten with the skin on, sweet potatoes are also a good source of vitamin C and fiber.
Sweet potatoes are low in calories and packed with disease-fighting antioxidants. They outrank all other vegetables when it comes to the antioxidant known as beta-carotene which helps protect the body against
Preparing your sweet potatoes
be washed, peeled, and then cut into sticks. To prevent any discoloring, put the potatoes on ice water for about ten minutes.
When preparing sweet potatoes, be sure to wash them well. Sweet potatoes have a very thin skin, which is edible when cooked. However, if the skin will be removed, it is easier to do so after they have been cooked and cooled slightly. Yellow and dark orange sweet potatoes can be used interchangeably in recipes, but try not to mix the two types in a single dish, because the yellow variety takes longer to cook than the orange. Sweet potatoes can also be eaten raw. They should
In Wisconsin, FoodShare assists low-income families and individuals to buy nutritious food. Visit access.wisconsin.gov or call 1-800-362-3002.
Made possible with funding from the Centers for Disease Control and Prevention and the Wisconsin Department of Health Services. Material adapted from Harvest of the Month produced by the CA Department of Public Health's Network for a Healthy California with funding from USDA SNAP.
Selecting sweet potatoes
When selecting sweet potatoes, look for the ones that are firm to the touch, have a dark color, and are heavy for their size. Avoid any that are cracked, bruised or have visible soft spots or decay. Even if cut away, a decayed spot may have already caused the whole sweet potato to take on an unpleasant flavor.
Selecting Brussels sprouts
When selecting Brussels sprouts, look for those that are firm, compact, and have bright green leaves. Old sprouts will tend to have yellow, wilted leaves and have a strong odor that is similar to cabbage. Also be sure to choose sprouts of a comparable size to ensure they will cook evenly.
Feedback
Send your feedback and food stories to firstname.lastname@example.org and they may appear in a future newsletter!
Honey Roasted Brussels Sprouts
1 lb Brussels sprouts, trimmed and halved 1 tablespoons olive oil salt & ground pepper 1 tablespoons honey 1 tablespoons lemon juice
Preheat oven to 400 degrees. Toss sprouts and oil on a baking sheet. Season with salt and pepper. Roast, stirring, until golden brown and tender, 35 to 40 minutes. Transfer to serving bowl and dress with honey and lemon juice. Serves 4
Nutrition Information (per serving): 94 calories; 3.5g fat; 14.5g carbohydrates; 4g protein; 4g fiber; 28mg sodium
Source: adapted from Food.com
Why eat Brussels sprouts?
Brussels sprouts are an excellent source of vitamin C, containing almost fifty percent more than an orange. The daily requirement for vitamin C and vitamin K can be reached with only four to six Brussels sprouts. They are also a good source of fiber and contain compounds called indoles which are known for their cancer fighting properties.
Preparing your Brussels sprouts
To prepare Brussels sprouts for cooking, begin by removing any wilted or yellow leaves. Trim the stem and cut a shallow cross in the base of the sprout, to allow heat to enter the core. The secret to good Brussels sprouts is to not overcook them. Regardless of how you cook Brussels sprouts, test for doneness by inserting the tip of a knife into the stem. Brussels sprouts are thoroughly cooked when the stem in barely tender. Properly cooked Brussels sprouts have a crisp, dense texture and a slightly nutty taste.
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4.4 4.4 – Sinusoidal Word Problems Sinusoidal Word Problems Sinusoidal Word Problems
1) The Ferris Wheel was the engineering highlight of the exposition and one of the most pervasive, lasting influences of the 1893 fair. The Ferris Wheel was Chicago's answer to the Eiffel Tower, the landmark of the 1889 Paris exhibition. The wheel was created by Pittsburgh, Pennsylvania bridge builder George W. Ferris. Supported by two 140 foot steel towers, its 45 foot axle was the largest single piece of forged steel at the time in the world. The wheel itself had a diameter of 250 feet, a circumference of 825 feet, and the maximum height was 264 feet. It was powered by two 1000 horsepower reversible engines. It had 36 wooden cars that could each hold 60 people. It took 20 minutes to complete 2 full revolutions. The Ferris Wheel grossed $726,805.50 during its short time in operation, at 50 cents per ride. The profit of approx. $300,000 was of great benefit toward balancing the books of the exposition. The wheel was dismantled in mid-1894, after the fair, and reused at the St. Louis exposition in 1904. The original Ferris Wheel was scrapped in 1906. But, the influence of the engineering and entertainment marvel can be readily seen by the large number of Ferris Wheels of various types at fairs and entertainment grounds around the world.
a) Sketch a diagram of the path of the rider on the Ferris wheel (assume the rider boards at the 6 o'clock position.) Next, determine a function representing the height a rider, h, at any given time, t.
b) After riding the Ferris wheel for 12 minutes, what was the rider's height above the ground?
c) At what time(s) will the rider be 175ft. above the ground?
Ebb and Flow of t Ebb and Flow of the he he Tide Tide Tide
2) On the 4 th of July in Galveston Texas, high tide occurred at 9:36 A.M. At that time the water at the end of the 61 st Street Pier was 4.7 meters deep. Low tide occurred at 3:48 P.M. at which time the water was only 2.1 meters deep. Assume that the depth of the water is a sinusoidal function of time with a period of half a lunar day (about 12 hours and 24 minutes).
c) What was the approximate depth of the water at 6:00 A.M. and at 3:00 P.M. that day?
d) What was the first time on July 4 th when the water was 3.1 meters deep?
b) At what time on the 4 th of July did the first low tide occur? | <urn:uuid:f57ae78b-0169-48bb-9c09-d949fa57d91d> | CC-MAIN-2017-17 | http://dimarcomath.weebly.com/uploads/3/8/4/1/38416151/4.4_word_problems_solutions.pdf | 2017-04-23T07:59:56Z | crawl-data/CC-MAIN-2017-17/segments/1492917118310.2/warc/CC-MAIN-20170423031158-00475-ip-10-145-167-34.ec2.internal.warc.gz | 105,360,471 | 597 | eng_Latn | eng_Latn | 0.997308 | eng_Latn | 0.997328 | [
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Museum keeps Laney's legacy of learning alive
Source URL: http://chronicle.augusta.com/things-do/applause/2011-02-02/museum-keeps-laneys-legacy-learning-alive
By Lynn Davidson Staff Writer Wednesday, Feb. 2, 2011
Long before the Rev. Martin Luther King Jr. was born, a black woman was making dreams possible for blacks in Augusta.
Lucy Craft Laney was born and raised in Georgia in the 1850s, when slavery was permitted and laws prohibited blacks from learning to read.
Yet, Laney learned to read when she was 4 and graduated from Atlanta University before she was 20. In 1883, Laney started Augusta's first private school for black children in the basement of Christ Presbyterian Church on Telfair Street.
Today, Laney-Walker Boulevard is named in her honor, as is Lucy Craft Laney High School. Both are beside her home, which is now a museum of black history.
"The children are walking all over the streets around her house every day, just like when she was living," said Christine Miller-Betts, the executive director of the Lucy Craft Laney Museum of Black History. "I like to imagine what she would think if she were here today. It's just what she envisioned."
In a time when public black high schools were either nonexistent or underfunded, students in Laney's Haines Normal and Industrial Institute studied English, Greek, Latin, French, rhetoric, history, algebra, geometry, trigonometry, physiology, biology, physics and sociology, classical piano and music, public speaking, debate and drama, and competitive sports, according to A Review of Early Education in Augusta, Georgia on the Laney High School Web site.
Laney didn't stop with high school. She started the first black nursing school in Augusta and the first black kindergarten.
The museum continues to enhance children's education through art and history classes during summer and holiday breaks, and it plays host to field trips in the school year.
"During Black History Month, elementary schools call and ask if it's OK for the small children to come," Miller-Betts said. "We tell them that's the best time to bring them, when they're young."
From the National Register of Historical Places marker and period garden out front to the six permanent exhibits and several rotating exhibits inside, the museum offers something to spark almost anyone's interest.
Tours begin with a film in the conference room, which also serves as an art exhibit hall.
"It's been interesting. I liked the movie best. It told what she (Laney) did," said Daelan Washington, 9, who recently visited the museum with his family from Watertown, N.Y.
The first permanent exhibit honors the museum's namesake. The Lucy Craft Laney Collection features pictures and banners from Laney's schools, a nursing uniform from her nursing school, artists' renderings http://chronicle.augusta.com/print/492261
2/11/2011
of Laney and dishes and vases that were salvaged from her house when it was restored after a fire in the 1980s.
"The ladies in our group are very tenacious," Miller-Betts said, referring to members of Delta House Inc. "They kept these things, cleaned the smoke off and brought them back wrapped in towels."
The room is furnished and decorated as it was when Laney lived there. The late Rosa Beard, a longtime Augusta educator, knew Laney and visited the house when she was young.
"So she checked it out for us and validated it," Miller-Betts said.
The Pilgrim Health and Life Collection highlights the first insurance company founded for blacks in Georgia. It served as the largest employer for blacks in Augusta from the late 1890s through the late 1900s. The exhibit features wax figures made and loaned to the museum by a local sculptor.
The Ebony Legacy Collection features pictures of James Brown, Ed McIntyre, Thelma "Butterfly" McQueen, Jim Dent, the Rev. Charles Walker and many others.
"The pictures change because we can't display them all at once," Miller-Betts said.
A permanent art exhibit features clay sculpture by Dr. Charles Smith and paintings and masks by Alice Davis.
Other small treasures are displayed in nooks and crannies throughout the house.
"The concept of history is wonderful, and for a woman to do what Lucy Craft Laney did is incredible," MillerBetts said. "So, we're trying to keep that alive."
Links:
[1] http://www.lucycraft
[2] http://laneymuseum.com
[3] http://chronicle.augusta.com/sites/default/files/editorial/images/feed/msms/photos/4611422.jpg
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Briefing
Climate top tips
50 ideas for how to reduce your own greenhouse gas emissions
Climate Top Tips – 50 ideas for how to reduce your own greenhouse gas emissions
By far the most important thing that you can do about climate change is to support Friends of the Earth's climate change campaign, 'The Big Ask'. The Big Ask campaign calls for a strong climate change law that reduces the UK's carbon emissions year on year. Last year over 130,000 people supported us. The result? In March the Government published a draft Climate Bill.
Our next job is to make sure this Bill is strong enough to make a real difference. You can make a difference by asking your MP to support a tough Climate Change Bill at www.thebigask.com or sending in one or our campaign postcards.
Driving
Surface transport is responsible for about a quarter of the UK's emissions of CO2 – and this is forecast to rise in the future. In the past 30 years traffic on our roads has more than doubled.
1. Do you need to drive your child to school? Sharing the school-run with a roster of parents is a great way to cut congestion, reduce emissions and save on your fuel bill. Liftshare helps you find other parents with whom to share the school run: www.school-run.org – or contact your child's school governors or PTA to ask them to look into a scheme.
Sustrans also provides more information about school travel plans:
www.saferoutestoschools.org.uk/
2. Don't drive to the pub for your Sunday roast – make a day of it and cycle or walk instead.
3. Give your car a day off! Can you find a way to make your journey to work on foot, by bike or using public transport, for a few days a week?
Sustrans: www.sustrans.org.uk
Transport Direct have public transport information: www.transportdirect.org.uk The national cyclists' organisation CTC have details of cycle routes in your area: www.ctc.org.uk
4. Small is beautiful. If you have to drive, a small, fuel-efficient car will produce less polluting emissions than a gas-guzzling 4x4 – and will be cheaper to run as well. Be aware though that although diesel cars tend to produce less CO2, they do produce more of other pollutants, which aggravate asthma and other health problems.
Compare models and their CO2 emissions at VCA: www.vca.gov.uk
5. Change your fuel. Many cars can use biofuels with little or no modification to the engine. Biofuels are produced from crops such as oil seed rape or sugar beet, and burning them produces lower emissions of climate-changing gases. Ask your garage or find a filling station which already sells it – there are 150 in the UK and the number is growing.
See www.biodieselfillingstations.co.uk
6. Keep your car tyres properly inflated. It's estimated that up to 80 per cent of car tyres are under-inflated, which can increase fuel consumption, and therefore emissions, by up to 5 per cent 1 – as well as increasing wear and tear.
7. Why not rent a car on a pay-as-you-drive scheme, rather than buying one? Smartmoves has a growing list of pay-as-you-drive car clubs: www.smartmoves.co.uk
8. Another idea is to share. Liftshare organises car-sharing schemes, or the charity Carplus promotes responsible car use and is developing a network of both car clubs and sharing schemes. Alternatively you can ask your employer to do something to encourage lower car use, such as provide showers for cyclists to use or run minibuses from local stations.
Liftshare: www.liftshare.org; Carplus: www.carplus.org.uk
9. Drive with the windows up. This reduces drag, thus increasing your fuel consumption efficiency and lowering your emissions. Drag can also be lessened by removing heavy items and roof racks from the vehicle when you don't need to carry them 2 .
10. Switch off the engine if you think you will be stationary for more than two minutes. Idling for this long burns more fuel than it takes to restart the engine 3 .
1 Carplus: http://www.carplus.org.uk/carplus/Winter0405/Ecodriving.htm
2 US National Security Council: http://www.nsc.org/ehc/mobile/refuelin.htm; [US] Environmental Protection Agency: http://www.epa.gov/otaq/consumer/18-youdo.pdf
3 Environmental Transport Association http://www.eta.co.uk/greentips/duringjourney.asp
11. Change your driving style. Changing gear at a more modest engine speed can reduce fuel consumption by up to 15 per cent. When you are approaching traffic lights, slow down progressively rather than continuing at the same speed and suddenly braking; harsh acceleration and braking can use up to 30% more fuel and can lead to increased wear and tear on the vehicle. Plus, pulling away too fast uses up to 60 per cent more fuel 4 .
12. Avoid short car journeys. A cold engine uses almost twice as much fuel as a warmer one. Take a walk in the fresh air to the local shops instead – it's good for you!
Trips Abroad
Aviation is the fastest-growing contributor to climate change. Passenger numbers could more than double by 2030, and emissions from aviation could account for more than a tenth of UK totals by 2020. Cutting down on the amount you and your family fly will make a huge difference to your carbon 'footprint'.
13. Holiday in the UK. Flights abroad might seem cheap, but when you consider taxes and the cost of getting to the airport they often work out much more expensive than a train trip within these beautiful islands. And that's not to mention the emissions you'll save - one long-haul return flight can produce more carbon dioxide per passenger than the average UK motorist in one year 5 . Or, if you are going to holiday abroad, try and get the train.
14. Hire bicycles instead of a car if you are exploring locally. Not only will this save emissions, you'll save yourself some money too – and help to burn off any holiday excess. Local Tourist Information Centres will be able to give you advice on bike hire.
15. Cut down on business trips. Do you really need to travel to meet with colleagues? Could you use phone or video-conferencing? And if you really do need to travel, go by train rather than car or plane – as well as often being quicker, you'll be able to get some work done.
You can find alternative ways to travel at: www.seat61.com
16. If you are staying in a hotel on holiday, ask for your towels to be washed every other day instead of every day.
4 RAC: www.racfoundation.org
5 Netherlands Centre for Energy Conservation and Environmental Technology/DETR
4
Food and Drink
In the UK we spend £500 million every year on organic food but many of the environmental benefits of organic farming are quickly cancelled out if the produce is flown around the world. When organic produce is imported by plane from New Zealand, the transport energy used is 235 times greater than the energy savings of organic production 6 .
17. Think before you buy. Demand local and organic and seasonal – it's your right to be choosy! Avoid all air-freighted foods and if your shop can not assure you of this then don't buy.
18. Cook from fresh. Avoiding processed and packaged foods reduces the emissions generated by transporting multiple ingredients and products around the country or even the world, as well as in the production of packaging. Fresh is also better for your health.
19. Use a toaster rather than the grill to make toast - it will use less energy.
20. Buy local and seasonal where possible. Getting produce out of season means either growing it using glasshouses or importing it, sometimes by air. To find your nearest farmer's market, go to: www.farmersmarkets.net
21. Buy organic milk. It takes over three times as much energy to produce a litre of non-organic milk than a litre of organic milk. Much of this extra energy is used in the production of the fertiliser 7 .
22. Recycle aluminium. The energy saved by recycling one aluminium drinks can is enough to run a TV for three hours 8 .
23. Buy in bulk for everyday items. As well as saving money, this will avoid the emissions created when packaging individual items. If you don't use large quantities but still want to take advantage of the savings, share an order with a friend, colleague or neighbour.
You could use a wholesaler, such as Suma Wholefoods (www.suma.co.uk) or Infinity Foods (www.infinityfoods.co.uk).
6 Sustain: http://www.sustainweb.org/
7 BBC News: http://news.bbc.co.uk/1/hi/sci/tech/4038399.stm
8 Environment Agency: http://www.environment-agency.gov.uk/commondata/acrobat/recycle_975614.pdf
At home
Simple measures could substantially reduce the emissions from your home, and save you money as well - you could currently be paying £200 a year more than you need to in gas and electricity bills.
24. Does it need to be so hot? Turning the thermostat down by just one degree can save you up to £30 a year on your heating bill 9 and make a real dent in your household's emissions.
25. Set your timer efficiently. If you are working regular hours, avoid wasted heat energy by timing your heating to go off 30 minutes before you leave the house, and come on again 30 minutes before you are due to get back.
26. Insulate your loft. You can cut up to 20 per cent from your energy bill by installing good quality loft insulation 10 ; it stops heat from escaping and thus requires less energy to keep your house warm.
27. Beat draughts. They're the most uncomfortable and obvious signs of a badly insulated house and can be fixed easily with either draught-proofing or secondary glazing. You could also fit double glazing – the UK's most popular energy saving measure, although it actually saves less from a typical fuel bill than installing (much cheaper) cavity wall insulation 11 . Make sure that you specify 'Low-e' glazing, which has a special heat-reflective coating that reduces heat loss through the window by nearly half.
Facts, figures and more advice from the National Energy Foundation:
www.nef.org.uk/energyadvice
28. Watch the floors. Rooms can sometimes feel cold due to strong drafts rising up from gaps between the floorboards or between the skirting board and the floor. This is easily resolved by investing in a tube sealant, such as silicon. Another way of reducing draughty floors is to insulate underneath the floorboards on the ground floor 12 .
9 British Gas: http://www.britishgasnews.co.uk/index.asp?PageID=19&Year=2003&NewsID=461
10 The Observer: http://observer.guardian.co.uk/cash/story/0,6903,399565,00.html
11 National Energy Foundation: www.nef.org.uk/energyadvice
12 Energy Savings Trust: www.est.org.uk
29. Dress your hot-water tank correctly. A British Standard lagging jacket only costs £10 and the insulation for the pipe leading to the hot-water tank from the boiler costs around £3 per year. It's really easy to fit and should save you as much as £20 per year on your heating bill – if every UK household fitted a jacket on their tank tomorrow, over £150 million would be saved every year!
30. Reflective radiator panels can fit perfectly behind radiators. They are cheap to buy, easy to install and reflect back heat that would otherwise drift through the wall. They can be bought from DIY stores (avoid those made from PVC), or you can make your own by wrapping tinfoil around cardboard.
31. Draw your curtains at dusk. Sounds obvious, but a thick pair of curtains can stop a huge amount of heat from escaping through your windows.
32. Put a lid on it. Saucepans with lids on heat much quicker, using less energy in the process.
33. Use your oven sensibly. Don't keen opening it to check whether your food is ready – this allows heat to escape and will only make your meal take longer to cook, using more energy, And by switching it off just a few minutes before your food is ready you'll find that it'll stay hot enough to finish cooking the food.
34. Don't buy cut flowers. Every year, we spend around £1.35 billion on cut flowers in the UK, with imports accounting for 80 per cent of the flowers bought each year. Because of their short shelf life, the flowers are usually flown in – which gives them a massive climate change footprint because of the aviation emissions. To avoid this you can buy potted UK-grown plants – or if you're still going to buy flowers, choose those that are UK-grown and in season.
A number of organisations sell native trees and flowers mail order, such as:
www.tree2mydoor.com
You can also do a bit of good by using Charity Flowers Direct – an organisation run by Age Concern for the benefit of 170 charities:
www.charityflowers.co.uk
Tel: 0870 5300 600
Investigate The Postcode Plants Database to find out which plants are local to your area before you make any purchases:
www.nhm.ac.uk/nature-online/life/plants-fungi/postcode-plants
35. Turn lights off! For comparison, lighting an empty office overnight can waste the energy required to heat water for 1,000 cups of coffee 13 .
13 Carbon Trust. www.thecarbontrust.co.uk/energy/pages/page_88.asp
36. Buy energy-saving light bulbs. Some of these can use less than a quarter of the electricity of their equivalents, and can last up to 12 times longer. Just one energy efficient light bulb can save you £10 a year on your electricity bill.
37. Make the most of nature. Light-coloured walls, ceilings and floors, as well as mirrors, reflect daylight, making maximum use of natural light and reducing the need to use artificial lighting 14 .
38. Use infrared. If you have exterior lights, ask your electrician to fit infrared sensors so that the lights only come on when you pass in front of them. See: http://www.foe.co.uk/living/poundsavers/diy_outside.html
39. Resist stand-by. If all UK households turned off their TVs at night instead of leaving them on standby, we would avoid emitting enough CO2 to fill the Millennium Dome 38 times each year 15 . Stand-by is expensive too – British people pay £163 million every year paying for the electricity used in keeping their appliances on stand-by. That goes for PC screens too 16 .
40. Unplug equipment once fully charged. Mobile phones, shavers and electric toothbrushes keep drawing electricity even when the battery is full.
41. Keep fridge and freezer doors closed. Each minute a fridge door is open it can take three energy-intensive minutes for it to cool down again. Similarly, it can take as much as half an hour for a freezer to regain its temperature once a door has been opened for just sixty seconds 17 . And remember to install the fridge or freezer away from hot appliances and direct sunlight.
42. Keep your freezer full. It takes less energy to keep a full freezer cool than it does an empty one 18 . If you don't have enough food to fill it, use plastic bottles filled with water or even scrunched up newspaper. If you find your freezer is often half empty, you might want to think whether you need such a large model when it is time to replace it.
43. Think how you cook. Pressure cookers and steamers both save energy; steamers are particularly easy to use and very healthy.
14 See: www.foe.co.uk/living
15 Kent Energy Centre: http://www.kentenergycentre.org.uk/
16 "a PC monitor switched off overnight saves enough energy to microwave six dinners" - Carbon Trust. www.thecarbontrust.co.uk/energy/pages/page_88.asp
17 National Energy Foundation: www.nef.org.uk
18 Friends of the Earth: http://www.foe.co.uk/living
44. Chop finely and boil smart. The smaller you make your vegetables, the less time they'll take to cook. Don't forget to boil only the amount that you need, and match the size of the ring to the size of the saucepan or you'll be paying to heat air and keep electric hobs clean so the rings can work more efficiently 19 .
45. Only use a washing machine on full-load. Ninety percent of the energy that washing machines use goes toward heating the water 20 , so switch to a cooler wash temperature: using 40°C for all clothes can use a third less electricity per wash. Today's washing powders are just as effective on low temperature programmes, saving both energy and money.
46. Carry out a Home Energy Check to find out how to save energy and save cash. The online questionnaire takes a couple of minutes, and you'll be sent a free evaluation of the areas of your home where cost-saving, energy efficiency measures can be made - see: www.est.org.uk/myhome/whatcan/hec/ or phone 0800 512 012 to request a paper version.
At Work
47. Reduce office paper consumption. A government-funded Envirowise campaign report, says that office paper consumption is rising by 20 per cent per year. On average each worker uses 50 sheets of A4 a day. If you work in an office, add the slogan "Think before you print" at the bottom of your emails. If you do have to, print double-sided.
48. Switch office equipment off at night. A photocopier left on overnight uses enough energy to make 1,500 photocopies (ref: carbon trust) 21 .
Bigger Investments
49. Invest environmentally. For as little as £250 it is possible to join a co-operative which invests in wind energy projects that promote emission-free technology. Or you could 'adopt' a local renewables project.
See for example Energy4All:
www.energy4all.co.uk.
Yes2Wind is a coalition website which aims to provide information and resources www.yes2wind.com
for the public to support wind farms locally:
The British Wind Energy Association (BWEA) also provide a database on wind www.bwea.com/ukwed/
energy projects:
19 'Save Cash & Save the Planet'
20 UK Department of Energy: http://www.eere.energy.gov/buildings/info/documents/pdfs/26468.pdf
50. Install your own renewable energy system. Grants are currently available for up to 50 per cent of the capital costs of installing renewable energy. You might even make a profit: if you produce more than you need, you could sell the excess back to your energy supplier.
The Energy Saving Trust has more info on grants for solar photovoltaic panels: www.est.org.uk
The Centre for Alternative Technology gives very good advice, how-to-do guides and runs courses for those wishing to generate their own electricity:
www.cat.org.uk
For non profit institutions such as schools, the Community Renewables Inititative will be able to help:
http://www.countryside.gov.uk/LAR/Landscape/CRI/index.asp
Other places to get information
Institutions
You can call the Energy Efficiency Helpline on 0845 727 7200 for free, impartial advice on how to make your home more energy efficient. Your trained advisor will also be able to inform you of the grants available in your area to help you save energy and money. Alternatively, you can do the online questionnaire which takes a couple of minutes, and you'll be sent a free evaluation of the areas of your home where cost-saving, energy efficiency measures can be made - see www.est.org.uk/myhome/whatcan/hec/
* The Carbon Trust – www.thecarbontrust.co.uk
* National Energy Foundation – www.nef.org.uk
* Energy Savings Trust – www.est.org.uk
* Clear Skies grants - http://www.clear-skies.org/
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Together for Humanity Foundation Ltd
Interfaith partnership: education for appreciation and cooperation of all people
ACTION LIST FOR SERVICE
Poverty
Join the campaign to ban landmines
Every day, 40 people are injured or killed by landmines and unexploded ordinance. Most of the casualties are civilians and most live in countries that are now at peace. For more information about the issue: http://www.icbl.org/ Want to help? Read 'Eight things you can do for a mine-free world': http://www.icbl.org/action.
Buy gifts that give twice
When you buy a gift from Oxfam or Good Shepherd Trading Circle you are helping people in majority world (developing) countries work their way out of poverty. Both organisations are non-profit and support the development of community micro-enterprises such as toy making and the production of home wares. Organise a stall at your school and advertise the products in school or local newspapers. For more information about location of shops and to purchase online: http://www.thetradingcircle.com.au/, http://www.oxfamshop.org.au/.
Use ethically made sports balls at school
About 80% of footballs used in Australia are made in Pakistan. Workers earn very low wages and some are children. But you can buy sports balls that are fair trade accredited. This means there is no child labour used, workers get paid a fair wage (about twice as much as for stitching a non-fair trade ball) and the community benefits too. Do some research and present a case to your school and sporting club to get fair trade sports balls when they need to buy new equipment. To find out more and purchase online: http://www.etiko.com.au/ Balls also available at Oxfam shops.
slavery
buy fair trade coffee/chocolate HIV Aids project Support an overseas orphanage/school Stop violence against women http://www.stopvaw.org/
Support Fair Trade
Fair Trade is an alternative form of trade, based on equality, fairness and communication. It helps to alleviate poverty in third world countries. It actively supports community development through education programs, health, skill training and more.
a. Set up a stall and sell fair trade goods at your school, contact
www.thetradingcircle.com.au www.fairtrade.com.au
b. Before you buy a present check out www.thetradingcircle.com.au Before you buy a football check out www.etikosports.com.au Before you buy chocolate check out www.cocolo.com.au
Address: Together for Humanity, Level 8, 175 Castlereagh Street, Sydney South, 1235
General address: 146 Killeaton Street St. Ives NSW 2075, fax: 9988-3318
Ph: 8255-6725 or 9958-4266 Mb: +614-1724-1418
Accounts and Administration Address: 2A Yarrabung Road St Ives NSW 2075
www.togetherforhumanity.org.au email@example.com
Together for Humanity Foundation Ltd
Interfaith partnership: education for appreciation and cooperation of all people
Community
Make a story book for a young refugee
Write a story or rewrite a favourite one, illustrate it, bind it and send or take it to a refugee centre near you, with a letter of welcome to the new kids who have come to Australia to live.
http://www.refugeecouncil.org.au/resources/links.htlm
Visit an Aged Home
Visit a local aged home. You could practice some songs, and give a concert, or interview the residents, go back to class and wite an essay about what you learnt about life through talking to your interviewee, and then go back to present your essay.
http://emints.org/themes/resources/S00000392.html
Knit some woolen squares
Homeless people can get very cold in winter. The ABC 702 stations has a 'knit in' every year – they want as many knitted squares as possible by July to make blankets. Why not knit some squares? http://www.abc.net.au/local/stories/2007/07/23/1912042.htm
Bring in food for the homeless
Bring in cans, boxes, and packets of food and donate to the hungry who live in the streets of Sydney. Or cook something healthy and deliver to a centre for the homeless.
http://salvos.org.au/donate/contact-donor-services
/
Volunteer at a soup kitchen
On any one night in Australia there are approximately 100 000 people without a home.
There are heaps of services for the homeless that require volunteers, such as working in a soup kitchen. In addition, get your school library to subscribe to The Big Issue – half the cover price goes to the homeless vendor. For more ideas for http://www.actnow.com.au/Action/Homelessness_ACTION.aspx
Help out at an animal shelter
Thousands of animals are abandoned every year in Australia. The RSPCA alone receives over 140 000 animals each year and of these 30—55% can not be saved or rehomed and are euthanized. The RSPCA and The Animal Welfare League are the two largest animal shelters but there are also many other shelters around Australia. All depend on the work of volunteers. To find your local RSPCA branch: http://www.rspca.org.au/localsites.asp Animal Welfare League NSW:
http://www.animalwelfareleague.com.au/index.asp
Address: Together for Humanity, Level 8, 175 Castlereagh Street, Sydney South, 1235
General address: 146 Killeaton Street St. Ives NSW 2075, fax: 9988-3318
Ph: 8255-6725 or 9958-4266 Mb: +614-1724-1418
Accounts and Administration Address:
2A Yarrabung Road St Ives NSW 2075
www.togetherforhumanity.org.au firstname.lastname@example.org
Together for Humanity Foundation Ltd
Interfaith partnership: education for appreciation and cooperation of all people
Environment
Adopt a beach
There are 60,000 Coastcare volunteers in 2,000 Coastcare groups around Australia, tackling problems like dune erosion, loss of native plants and animals, storm water pollution, weeds and control of human access to sensitive areas. Join an existing group or start your own. http://www.coastcare.com.au/ Example: Year 10 students from Christmas Island District High School WA, conduct a yearly environmental campaign to clean up Greta Beach to make it a safer place for nesting Green Turtles. http://www.coastcare.com.au/CaseStudy.aspx?cID=23
Create a Reuse Centre
Create a centre that can be used to redistribute items within your school for use in arts, crafts, science and technology projects. Or you could set it up as a profit-making business, selling items to other schools, community groups and individuals. For inspiration see Reverse Garbage, Sydney http://www.reversegarbage.org.au/)
Ban plastic check-out bags in your community
In the marine environment, plastic bag litter is lethal, killing thousands of whales, turtles and other sea life every year. Planet Ark has worked with communities like Coles Bay (Tas), Kangaroo Valley, Huskisson and Oyster Bay, Sydney (NSW) to ban plastic check-out bags in all of their retail outlets. If these towns/suburbs can live without plastic bags, then maybe yours can too. Visit:
http://www.planetark.com/campaignspage.cfm/newsid/7/story.htm
Clean Up Australia
Commit yourselves to Clean Up Australia together.
http://www.cleanuptheworld.org/en/Membership/learn-more---join-the- campaign.html?kw=AUSTRALIA
Plant trees
Plant trees in your/ each others' schools, and ask your local council to help and join the UN Billion
Tree Campaign http://www.unep.org/billiontreecampaign/index.asp energy audit
raise $ for captive breeding program lobby council for better bicycle facilities (paths, lanes, racks, showers)
recycling project sustainable fisheries
For Help Contact Together For Humanity email@example.com 02 99584266
Together we can make a difference
Address: Together for Humanity, Level 8, 175 Castlereagh Street, Sydney South, 1235
General address: 146 Killeaton Street St. Ives NSW 2075, fax: 9988-3318
Ph: 8255-6725 or 9958-4266 Mb: +614-1724-1418
Accounts and Administration Address:
2A Yarrabung Road St Ives NSW 2075
www.togetherforhumanity.org.au
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Ten Tips for Child Advocates
1. Choose your issue. Personal experiences, community issues, and data on system wide disparities are all sources of potential advocacy issues. Decide what it is you'd like to change.
2. Identify solutions. Prepare a list of possible ways to successfully resolve your issue.
3. Identify supporters. Chances are good that you're not the only person or group advocating for an issue. Talk to parents and parent groups. Use the Internet to find other people or organizations that are working on related issues and seek their assistance. Equally important is choosing a legislator or other government official who will sponsor and be a champion for your issue.
4. Develop a strategy. Will you advocate for change on the local, state, or federal level? Which of the three branches of government – executive, legislative, or judicial – is best positioned to help you achieve your desired outcome? Who will oppose your efforts and what can you do to neutralize the opposition?
5. Frame your message. Work with someone who has experience in public or media relations to help develop and disseminate a clear, concise, and consistent message to help advance your issue.
6. Educate. Attend community, state, and national organization meetings. Offer to be a speaker at a civic group or philanthropic organization, or professional society event. Meet with lawmakers and other government officials. Write letters to your newspaper.
7. Mobilize supporters. Democracy is not a spectator sport! Establish and activate e-mail alert systems and telephone trees to ensure that supporters make their lawmakers aware of the need and support for your initiative.
8. Testify. Offer to tell your story at a public hearing. The personal experiences of constituents are very powerful in convincing government officials to make changes.
9. Don't give up. Often times, it takes more than one attempt to enact a new law or implement changes in public policy. Take Thomas Jefferson's advice, "Eternal vigilance is the price of freedom."
10. VOTE! Pay attention to what candidates are proposing for children…and make your decisions accordingly. Remember, these are the people who will be making decisions about your issue. Take a child with you when you vote to teach them about this important civic duty!
Source: http://www.aap.org/en-us/advocacy-and-policy/state-advocacy/Pages/Ten-Tips-forChild-Advocates.aspx
Contact the Division of State Government Affairs at firstname.lastname@example.org or 847/434-77 | <urn:uuid:b1f1f706-e1d3-44f4-81bf-954a5f7051d5> | CC-MAIN-2017-17 | http://coconinokids.org/wp-content/uploads/2015/10/tenTipsForChildAdvocates.pdf | 2017-04-23T08:01:12Z | crawl-data/CC-MAIN-2017-17/segments/1492917118310.2/warc/CC-MAIN-20170423031158-00477-ip-10-145-167-34.ec2.internal.warc.gz | 85,216,020 | 504 | eng_Latn | eng_Latn | 0.997964 | eng_Latn | 0.997964 | [
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Steve & Regina Garr are the owners of Birds-I-View and have spent many years committed to helping others enjoy and learn more about the Native Wild Birds that can visit their "space". They have been presenting programs on attracting Backyard Wildlife for decades, with a special emphasis on attracting desirable wildlife to almost any setting.
Over the years, Steve & Regina have tended Wildlife Gardens of their own in a diverse range of sizes and habitat settings.– from rural acreage, to suburbia, to city. During their "more extensive" gardening years, their personal wildlife gardens were featured on such television programs as the PBS program "Volunteer Gardener", "Talk of the Town", and others. The Garrs are former President & Secretary for the Horticultural Association of Tennessee and , as a Tennessee Master Gardener, for many years Steve presented the Training program on "Wildlife Gardening" for the Master
Gardener Certification Program.
He spent 9
years as a monthly columnist for the
Nature Soci-
ety News, and has been a frequent guests on many radio and television programs promoting birding and wildlife gardening. Steve & Regina are also cofounders of two separate State Bluebird Societies, and Steve is a past President and Life Member of the North American Bluebird
Society. Together they are Lifetime members of the Hummer/Bird Study Group and Birds-I-view is a proud Contributor Member of the Missouri River Bird Observatory. The Garrs are proud to be members of their local Audubon Society Chapter: River Bluffs Audubon Society. This organization is a great asset to their community and Steve & Regina strongly encourage you to check them out! The info for their organization is always on display at Birds-I-View.
Attracting Wildlife to your Space!
Tips for making the most of what you have!
- Take inventory of what your Space has to offer : sunlight, natural food, shelter, perch area, soil conditions, etc.
- What type of wildlife is currently visiting your space?
- Place Feeding Stations & Water Sources where you can see them often!
- Keep Records of what you see in your yard and compare from year to year
- Provide a "safe approach" to the feeders in your yard, by offering several perch areas at varying heights to birds on their way to your feeder. For example: an assortment of trees, shrubs, plant stands, or patio furniture, where birds can gather, view the feeders, and navigate a comfortable path to the food!
- Plan your habitat to cater to Wildlife Year-Round! If you discontinue feeding in the Spring, you will likely miss out on migratory birds passing through your yard. Choose plant groupings that provide a variety of food stuffs in a variety of seasons.
Only a Few of our favorite Wildlife Plants:
-Coral Honeysuckle: long -season blooms for hummers plus berries later for other birds
-Native Coneflowers for Butterflies , later seeds for birds Sumac: great food and shelter for wildlife
-Dogwoods– particularly native varieties-food & shelter
Birds-I-View
Creating a
Backyard Habitat for Wildlife
Committed to providing Products & Information that Benefit Wildlife
573-638-BIRD(2473) 888-270-VIEW(8439) www.birds-i-view.biz
Essential Elements
Provide Food
The right food in the right feeder: Match a Bird's favorite food to the style of feeder in which that same bird is comfortable using.
Do the birds you want to attract normally feed from the ground or do they usually find their food in trees and shrubs? If we know their preferred habitat we can place our feeders there to attract the birds we want quicker and then move the feeders to where we can observe them easier.
Food stuffs for wildlife include a variety of Seeds, seeds that have been shelled, Peanuts and Tree Nuts, Suet Products, Fruit, Berries, Jelly, Nectar, and Live Food (ie mealworms). The greater variety of foods offered, the greater variety of birds you'll see & enjoy!
Supply birds with Plant Food Sources, too. ( for nectar, seeds, fruit & insects) Avoid invasive , non –native species.
Coral Honeysuckle
Great Resources for learning more:
Native Landscaping for Wildlife & People by Dave Tylka Bird Watcher's Digest Booklet: Creating your Backyard Bird Garden Building a Backyard Bird Habitat by Scott Shalloway Ozark Wildflowers by Don Kurz Missouri Wildflower Nursery at: www.mowildflowers.net Please also check out the other Birds-I-View Educational Brochures for more details on specific topics mentioned in this brochure!
Provide Water
There is probably no better way to expand the variety of desirable song birds to your space than the addition of fresh, clean water particularly moving water. Whether it is
waterfalls, drippers, misters, or "wigglers" , moving water is a real boon to any Wild Bird Habitat.
Provide a dependable water source all year long– water in the winter time can be particularly difficult for birds to find.
Cleaning Bird Feeders & Baths
We are very pleased with some of the Natural Enzyme Products that are currently on the market for cleaning bird feeders and bird baths. Most come in ready to use spray bottles or concentrates and do an excellent job. They contain natural enzymes specifically chosen to target bacteria and organic problems that could be an issue in feeders and baths.
Safe for the feeders and safe for the birds! Another option : Some organizations recommend using a solution of 1 3/4 cup of bleach per gallon of water. It may be advisable to test areas of certain decorative feeders/baths, such as glass or ceramic , or feeders/baths with glazed finishes, before immersing the entire feeder in a bleach solution.
This Eastern Bluebird comfortably incubates her eggs in a nest box built with her needs in mind! ( good ventilation & drainage, plenty of roof-overhang, & mounted to allow for predator control )
Provide Nest Sites & Shelter
Providing nest sites and shelter are ways to truly give a helping hand to the native birds around us. Most of our
fine feathered friends really are quite adaptable to coexisting with us and several even seem to prefer to seek out nest sites close to human activity! Research the nesting requirements for various species and do your best to provide those elements. Due to the introduction of nonnative House Sparrows and European Starlings, many of our native cavity nesting songbirds particularly need our assistance,. Please do not allow House Sparrows and Starlings to nest in your yard. Don't forget to provide nesting material for the birds! Natural fibers are best— short strings/strips of cotton, plant material, and animal fur ( ie the photo above left of the chickadee taking dog fur for use in it's nest). Make every attempt to keep nesting material dry ( cover with baffles, etc). We encourage you to
read our other brochures on nest box- es and caring for nesting birds! Shelter: Wildlife need shelter from weather and predators. This can mean trees and shrubs, and nest boxes in winter, but do not discount the protection provided by deciduous
trees , plants, and even "hardscapes" and in your landscape...these can be shelter in the form of windbreaks and even protection form predators.! We can't stress enough he importance of "perch area" for birds.
Steve & Regina Garr
Birds-I-View
512 Ellis Blvd/ Jefferson City, MO 65101
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County jail breaks bad habits to go green
Published on Wednesday, April 18, 2012 | Written by Steve Law |
Sustainability efforts save money, ease inmates' impact
You won't meet a lot of Portland tree-hugger types among the inmates doing time at Multnomah County jails -- or, for that matter, among the corrections officers who keep them locked up.
But in the past year or two, there's been a surprising shift toward environmental awareness in the county's two jails.
They call it the Sustainable Jail Project.
by: CHRISTOPHER ONSTOTT Inmates at the Multnomah County Inverness Jail wear recycled sandals pretty much everywhere, even while playing basketball. Before staff in the county's Sustainable Jail Project came up with the idea, the jails tossed 8,000 pairs of non-recyclable sandals a year into the landfill.
Inmates now sip from reusable cups instead of throwaways, and play basketball in recyclable sandals. Those on kitchen duty scrape bits of leftover food into compost bins.
At the Inverness Jail laundry in East Portland, where inmate bedding and clothes are washed, water draining from the washing machines is reclaimed, treated and reused.
"We are pretty green," says Michael Bailey, an inmate working in the laundry, proudly noting that wastewater no longer flows into nearby rivers.
The new attitude at the jail is as much about dollars and cents as it is a sudden change of heart in environmental consciousness. The first round of sustainability initiatives is saving Multnomah County's jail system $400,000 a year, with more cost-saving measures on the way.
Multnomah County Chair Jeff Cogen has made sustainability a top political priority, and found a willing partner in Multnomah County Sheriff Dan Staton. Both were first elected to their respective posts in May 2010.
A sustainability team dispatched by Cogen convinced Staton and his colleagues that, when done right, sustainability can save money and aid the environment.
"It should matter," not just to inmates but to everyone in the county, says Bailey, who expects to be released soon after serving more than four months for contempt of court. "I pay taxes when I'm not in here."
http://portlandtribune.com/pt/9-news/22782-county-jail-breaks-bad-habits-to-go-green?t...
TRIBUNE PHOTO: CHRISTOPHER ONSTOTT • The Inverness Jail laundry now bundles clean garments and bedding with recycled twine instead of plastic bags, saving money and eliminating 75 miles a year in plastic wrap.
Easing tensions
In the past, strained relations were common between elected Multnomah County commissioners, who hold the jail system's purse strings, and the sheriff's office, led by the elected sheriff. The sustainability initiative has helped bridge that divide.
Lt. Steve Alexander, who was tapped to lead the jail's sustainability effort in mid-2010, says he was pretty skeptical about environmentalism at the time.
"As we went through it, to be honest, it was kind of an awakening to me," Alexander says of his growing commitment to environmentally sound practices.
The Sustainable Jail Project strives to harness the energy and creativity of employee volunteers who sit on the jail sustainability team. That model worked, says Chief Deputy Michael Shults, who is in charge of the Corrections Division, with Alexander regularly coming to him with a "posse of ideas."
Portland's strong environmental ethic is "catching on to people" at the jail, Shults says.
Matthew Winkel, an employee working in the jail laundry, came up with the idea of bundling cleaned and folded laundry with recyclable twine instead of packing it inside plastic bags. That eliminated 75 miles of plastic wrap used each year that wound up in the landfill, saving the jail a nifty $9,000 a year.
Kat West, the county sustainability director, says she got the idea for the Sustainable Jail Project reading an article in the Sierra Club magazine about Washington's sustainable prison project, started by an Evergreen State College professor.
The county's jails are like miniature cities, West says, home to about 1,200 inmates at a time, or 38,000 during the course of a year. Jails are heavy users of all types of resources: food, water, sewers, electricity and gas.
http://portlandtribune.com/pt/9-news/22782-county-jail-breaks-bad-habits-to-go-green?t...
TRIBUNE PHOTO: CHRISTOPHER ONSTOTT • Rubbery cups used by inmates save the county jail system $11,000 a year, replacing 800,000 Styrofoam cups that had been tossed into the trash each year after one use.
Not your typical safety issues
Jails can be a tough place to make changes because security is such a necessity. When safety specialist Melissa Regehr joined the sustainability team, she figured she'd put the kibosh on many ideas because of security concerns. But Regehr, like Alexander, says she was gradually convinced of the wisdom of environmental enhancements that also improve operations.
One example: a glass or plastic mug could be a weapon in the hands of an inmate, so the jail had been supplying throwaway Styrofoam cups. The first sustainability initiative a couple years ago was to substitute soft rubbery, reusable cups. That eliminated the need to buy 800,000 Styrofoam cups that were dumped in the trash each year, saving $11,000 a year.
Because of similar safety concerns, the jail supplied inmates with stubby little pencils, the kind used to mark golf scores or jot down catalog numbers in the library. Regular-sized pencils or pens might be easier to use as weapons, or to fashion tattoos.
But inmates frequently used the little pencils once and tossed them, so the jail system was going through an astounding 1.2 million pencils a year.
As an alternative, the sustainability team came up with a flexible pen, similar to a pen cartridge. If an inmate tries to poke someone with it, the tip retracts.
Inmates used the stubby pencils to write graffiti on walls that was hard to wash off, while ink from the pens is washable, Alexander says.
Now the jails issue paper and pens to each inmate as needed, reinforcing a conservation ethic. The jail system only needs to buy 18,000 pens a year. Total savings: $33,000.
http://portlandtribune.com/pt/9-news/22782-county-jail-breaks-bad-habits-to-go-green?t...
TRIBUNE PHOTO: CHRISTOPHER ONSTOTT • An inmate working in the Inverness Jail kitchen puts leftover food scraps into a compost bin, a cost-saving and environmentally friendly measure promoted by the Sustainable Jail Project.
Lower laundry bill
One of the most mundane sustainability initiatives packs the biggest cost savings: repackaging the disinfectant used to wash down jail cells and other spaces. The jail was paying about $8 for a quart of the cleaning agent, but then switched to buying a liquid concentrate that staff pour into one-gallon containers. The cost plummeted to only 6 cents a gallon. Later, jail managers decided to refill and reuse the jugs, and the cost fell to 3 cents a gallon.
That simple idea saves a whopping $268,000 a year and keeps 17,000 plastic jugs a year out of the landfill.
Shoes also can be used as weapons in jail, so inmates are all issued soft sandals, even for playing sports. With the advent of the Sustainable Jail Project, the jail switched from the old throwaway sandal to a recycled and recyclable design, which means 8,000 pairs a year don't have to get tossed into the landfill.
The Inverness laundry was a huge energy hog when the county scored a big grant from the Obama administration's federal stimulus bill to pay for a $350,000 retrofit. Among other improvements, that funded a water treatment plant on site so the water can be reused. That cuts the jail's water and sewer bills and saves energy, as the filtered water is hotter and doesn't have to be heated as much as fresh water coming from Bull Run, says Mike Branson, who operates the laundry.
New overhead fluorescent lights at the laundry are motion-sensitive, dropping to half the normal intensity if there are no people moving underneath, Branson says.
The laundry is now $57,000 a year cheaper to operate, so the investment will pay off in some six years.
Future cost savings will be greater, as Portland raises water and sewer rates.
Inmates at Inverness don't usually stay very long, with an average of only two weeks. Still, the county hopes some of its new conservation ethic will rub off on them. Inmates working in the kitchen are helping compost 10,000 pounds of food waste a month. That keeps the waste from going to the landfill, where it costs three times as much to dispose.
Sometimes the inmates have no choice. The showers now come with timers, cutting off water if inmates take too long.
Other changes will make life better for inmates.
The jail is working with Aramark, its food service contractor, to increase the amount of locally grown food it serves in the cafeteria.
Future goals
As part of the Sustainable Jail Project, the county is setting goals to dramatically cut resource usage to help meet ambitious goals of the Portland/Multnomah County Climate Action Plan. By 2030, the county hopes to cut energy http://portlandtribune.com/pt/9-news/22782-county-jail-breaks-bad-habits-to-go-green?t...
use at the jails an additional 30 percent, cut water use 35 percent and overall waste going to the landfill by 25 percent.
One future project in the works is replacing the thick legal volumes in the jail law library with digital versions. Some inmates working on legal research will tear a page out of the expensive, bound books they think pertains to their case. Putting the material on computers will save an estimated $70,000 a year.
The jails also hope to provide permanent "sporks" for inmate meals instead of more expensive disposable utensils. And jail managers hope to shave $50,000 off the cost of soap by issuing inmates big bars of soap instead of daily hotel-style bars.
Inverness Jail is exploring the idea of starting a garden tended by inmates this summer. In future years, jail managers hope to provide a full farm off-site, where locally grown food could be harvested for use in the jail kitchen.
West says her research has shown that Multnomah County has already gone further with its sustainability initiative than any other local jail system in the nation. But she and others say they're only getting started.
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Preschool maths worksheet
Free educational kindergarten learning activities
Printable worksheets to numbers
Early learning skills: Writing, counting, colours, shapes, numbers and the alphabet
Colour the biggest number
www.fun2write.com | <urn:uuid:870addee-e209-4670-b96c-9e06bec73920> | CC-MAIN-2017-17 | http://fun2write.com/downloads/numbers/find_biggest_number_5.pdf | 2017-04-23T07:57:41Z | crawl-data/CC-MAIN-2017-17/segments/1492917118310.2/warc/CC-MAIN-20170423031158-00477-ip-10-145-167-34.ec2.internal.warc.gz | 153,979,622 | 44 | eng_Latn | eng_Latn | 0.987295 | eng_Latn | 0.987295 | [
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BCEM 393 Learning Objectives
This document outlines the learning objectives for BCEM 393 (Introduction to Biochemistry). BCEM 393 is required for many of the programs offered within the Department of Biological Sciences; therefore, it is meant to provide a foundation in the field of Biochemistry that will be important for the topics covered in many of the more advanced courses offered in the department.
The themes in this course are taught using the flipped model classroom, where students are asked to listen to podcasts, use online simulations, and read case studies sections from the textbook before attending class and working on in-class practice problems. The in-class practice problems are designed to help students with content acquisition, but also with gaining scientific inquiry skills.
Pre-requisites:
- CHEM 351 (with minimum grade of C-)
- BIOL 311 (with minimum grade of C-)
BCEM 393 Lecture Portion
and non-conservative mutations; and
- draw disulphide bonds and describe when and how they occur.
Sub-topic C: There are two types of secondary structure elements
At the end of this sub-topic, students should be able to:
- define the backbone rotation angles phi and psi, and describe how different combinations of phi and psi are found in the two different types of protein secondary structure;
- distinguish between α-helices and β-sheets, and compare the types of noncovalent interactions important for their stability;
- explain why certain combinations of phi and psi are allowed and disallowed;
- plot phi and psi angles on a Ramachandran diagram and explain how the plot relates to common forms of secondary structure;
- list the properties of right-handed α-helices (hydrogen-bonding pattern, typical phi/psi angles, rise and location of side chains)
- use helical wheels to display how the sequences of amino acids in α-helices relate to properties of hydrophobicity and electrostatics
- list the properties of anti-parallel and parallel β-sheets (hydrogen-bonding patterns, typical phi/psi angles, distance travelled/amino acid and location of side chains)
Sub-topic D: There are many different super-secondary motifs
At the end of this sub-topic, students should be able to:
- define the term "super-secondary motif"; and
- recognize the following two super-secondary motifs if presented with a protein schematic diagram: helix-loop-helix and β-hairpin.
Sub-topic E: Tertiary structure is the highest level of structure for monomeric proteins
At the end of this sub-topic, students should be able to:
barrier than uncatalyzed reactions.
Sub-theme B: Enzymes bind substrates in their active sites and stabilize the transition state
At the end of this sub-theme, students should be able to:
- describe what is found in an enzyme's active site (binding site and catalytic site) and list the types of interactions that occur between an enzyme and its substrate;
- distinguish between the induced fit model and the transition state tightbinding model; and
- distinguish between enzymes that show absolute specificity and enzymes that show group specificity.
Sub-theme C: Enzymes have specific requirements to achieve full activity
At the end of this sub-theme, students should be able to:
- define the terms "temperature optimum" and "pH optimum";
- define the term "cofactors" and explain why they are required by certain enzymes; and
- distinguish between "prosthetic group" and "coenzyme/cosubstrate".
Sub-theme D: Enzymes can be kinetically characterized.
At the end of this sub-theme, students should be able to:
- define the term "initial velocity" and describe how it can be determined;
- describe the effect of enzyme concentration on initial velocity;
- draw a Michaelis-Menten plot and explain the effect of substrate concentration on initial velocity;
- list the two simplifying assumptions for Michaelis-Menten kinetics;
- define Vmax and Km, and be able to determine their values using MichaelisMenten graphs, the Michaelis-Menten equation and an Eadie-Hofstee plot;
- define the term "turnover number" (kcat);
Carbohydrates are a main component of each cell, and are required as a source of fuel, as protection and for signalling.
Carbohydrates have the general formula (CH2O)n, which can be aldoses or ketoses.
Carbohydrates are used in anaerobic metabolism as a source of fuel.
- define the term "kcat/Km" and how it relates to catalytic perfection;
- distinguish between irreversible and reversible (competitive,
noncompetitive, uncompetitive and mixed) inhibitors and describe their effects on Km and Vmax.
Sub-theme E: There are 6 different classes of enzymes, with each class responsible for the catalysis of a different type of chemical reaction.
At the end of this sub-theme, students should be able to:
- classify enzymes into one of the six enzyme classes (oxidoreductases, transferases, hydrolases, lyases, isomerases, and ligases);
- describe how chymotrypsin (a hydrolase) breaks peptide bonds and describe the role of each member of the catalytic triad and the oxyanion hole in the overall mechanism; and
- describe the activation of chymotrypsinogen.
At the end of this topic, students should be able to:
- distinguish between aldoses and ketoses;
- define the terms "epimers" and "enantiomers";
- recognize chiral centres in carbohydrates;
- draw aldoses and ketoses in Fischer projections and Haworth projections;
- define the terms "anomer" and "anomeric centre", and recognize α-anomers and β-anomers;
- draw how monosaccharides can be joined through different types of glycosidic linkages to form oligosaccharides and polysaccharides;
- recognize and name different glycoside linkages; and
- distinguish between glycogen, starch and cellulose in terms of structure, function and properties.
At the end of this topic, students should be able to:
- describe the conversion of glucose into pyruvate through glycolysis (must be able to draw all glycolytic intermediates, list any required cofactors, and
Laboratory component:
There are six laboratory exercises in BCEM 393. To accommodate the large number of laboratory sections in BCEM 393, each laboratory exercise is offered for a period of two weeks. This means that students only have one laboratory exercise every two weeks.
- Laboratory exercise 1 – pH detective: the case of the acidic analgesic
After completing this laboratory exercise, students should be able to:
o successfully use pH strips and a pH meter to measure the pH of solutions;
o distinguish between unbuffered and buffered solutions using titration;
o use the Henderson-Hasselbach equation to calculate the pH of solutions containing a weak acid and its conjugate base; and
o use an online titration simulator to titrate a triprotic amino acid.
- Laboratory exercise 2 – Gaining a structural perspective on the molecular basis of inherited diseases
After completing this laboratory exercise, students should be able to:
o use OMIM to research the genetic inheritance pattern of an inherited disease;
o use BLAST to prepare multiple sequence alignments and study the effect of mutation on protein structure;
o use the program PyMOL to introduce a mutation in a protein's three-dimensional structure and study its consequences; and
o prepare an oral presentation describing their findings to their peers.
- Laboratory exercise 3 – Gut bacteria and human digestion: a look at Bacteroides and purification of BT2824
After completing this laboratory exercise, students should be able to:
o use a Ni-NTA column to purify a his-tagged protein recombinantly expressed in E. coli;
o use an enzyme assay to select fractions that contain their protein of interest; and
o use the Bradford assay to measure protein concentration in chromatography fractions.
- Laboratory exercise 4 – Gut bacteria and Bacteroides: learning about the kinetics of BT2824
After completing this laboratory exercise, students should be able to:
o use kinetic assays to determine the Km and Vmax values for BT2824;
o prepare samples for SDS-PAGE electrophoresis; and
o analyze an SDS-PAGE electrophoretogram to determine the purity of chromatography fractions.
- Laboratory exercise 5 – Genes and biochemical pathways
After completing this laboratory exercise, students should be able to:
o use sterile technique to plate mutant auxotrophic strains of E. coli; and
o use growth patterns on supplemented media to determine the order of metabolites in a biochemical pathway.
- Laboratory exercise 6 – Inquiry-based investigation of carbohydrate metabolism
After completing this laboratory exercise, students should be able to:
o use a fermentation assay to measure the level of carbon dioxide produced by anaerobic metabolism of carbohydrates in yeast; and
o design a fermentation assay to investigate the effect of artificial sweeteners and low-carbohydrate diets on anaerobic metabolism in yeast. | <urn:uuid:8745ce69-51ca-421d-8f38-c2036760ebaa> | CC-MAIN-2017-17 | https://www.bio.ucalgary.ca/files/bio/bcem_393_learning_objectives.pdf | 2017-04-23T07:56:15Z | crawl-data/CC-MAIN-2017-17/segments/1492917118310.2/warc/CC-MAIN-20170423031158-00477-ip-10-145-167-34.ec2.internal.warc.gz | 861,165,035 | 1,899 | eng_Latn | eng_Latn | 0.968725 | eng_Latn | 0.988018 | [
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The Life of Recycling
1. You buy it.
2. You use all of it
3. You recycle it.
4. The recycle truck picks it up and brings it to SOCRRA's recycle center.
5. SOCRRA sorts and bales the material.
6. SOCRRA sends it to a manufacturer for processing.
7. It gets made into something new again.
8. It goes back to the store.
9. You purchase it again.
SOCRRA Compost Site: 1741 School Road Rochester Hills, MI 48307
Summer Hours Monday - Friday 8:00 am - 4:00 pm Saturday (May-June) 8:00 am - Noon
For more information, call (248) 288-5150
SOCRRA E-News Update
WWW.SOCRRA.ORG
J U N E 2 0 1 4
10 Tips for a Sizzling and Sustainable Summer!
Summer's right around the corner and we have some tips to help make it even more exciting!
Water less this summer by incorporating native plants in your garden. This will support the local
ecosystem, attracting pollinators, such as birds, bees, other friendly insects important to harvesting fruit and vegetables from gardens.
Compliment your BBQ with fresh and local produce from your farmer's market.
Consider walking or taking public transportation, it's a great way to enjoy all the community has to offer.
It's biking weather! Dust off your bike, pump up those tires, and arrive to your destination without using any fossil fuels!
Ditch the dryer and let the sun help dry your clothes by line drying laundry or using a drying rack.
Stay hydrated! Remember to drink plenty of water. Extra water in your cup? Share it with thirsty plants or landscape nearby.
Protect your skin. Apply sunscreen 30 minutes before you go out into
the sun and every 2 hours afterwards. Look into purchasing non-toxic sunscreen. One chemical to avoid in products is oxybenzone, which is
a toxic chemical that penetrates through the skin.
It's tent time! If you're going camping this summer, make sure to follow the "Leave No Trace" guidelines. Click here to find review the 7 Principles for Outdoor Ethics.
Give your furnace a break. Turning off pilot lights in gas furnaces and fireplaces can save energy, money, and help keep homes cooler.
Unplug any unused electronics and plug into the outdoors! Unplugging electronics saves electricity, cools off your home, and reduces off-gassing of chemicals. | <urn:uuid:96bb5605-bb6b-4d18-a8b1-e3e686e8ad8d> | CC-MAIN-2017-17 | http://www.socrra.org/documents/enewsletter/2014/Enewsletter%20June%202014.pdf | 2017-04-23T07:57:52Z | crawl-data/CC-MAIN-2017-17/segments/1492917118310.2/warc/CC-MAIN-20170423031158-00476-ip-10-145-167-34.ec2.internal.warc.gz | 678,122,036 | 584 | eng_Latn | eng_Latn | 0.998308 | eng_Latn | 0.998308 | [
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KEY VERSE:
When Joseph woke up, he did what the Lord's angel had told him to do. Matthew 1:24
THE PARISH OF CHALFONT ST PETER
Charity Number: 1146043
Encounter God, Encourage Others, Engage our World
Seeing the Light
Joseph Sees The Light
KNOW WHAT:
- Christmas and Advent are full of lights. From candles to fairy lights, people put lights everywhere to celebrate light at Christmas.
- Today we are continuing our advent theme on Light. Advent is a time when we get ready for Christmas and remember that Jesus promised to return. Last week we looked at Isaiah chapter 9. This week is the story of Mary and Joseph.
- Mary wasn't married and didn't plan to have a baby any time soon, but angel Gabriel appeared to her and told her that she had been chosen to be the mum to a very special child.
- Joseph, Mary's fiancé, found out that Mary was pregnant and nearly left her. An angel came to Joseph in a dream and explained what had happened and so Joseph agreed to marry Mary and raise the baby as his own.
SO WHAT:
- Light is stronger than dark. God promises to shine light into our lives.
- God speaks to all sorts of people and tells us important things.
NOW WHAT:
- Let's focus on God's light and goodness, remembering God's light every time we see candles, stars and other Christmas lights.
- Let's be ready to listen to God and do the things he asks us to.
LUKE'S LETTERS:
Joseph is one of my favourite characters in the Bible and easily one of the most underappreciated.
He goes from expecting to marry and start a family, to finding out that one has been started for him. All he has is his fiancée's word that she hasn't cheated and that this baby (that isn't his) is a miracle baby. Personally, I would not have believed her. I also wouldn't have believed that my dream was God talking to me, saying that she was telling the truth.
Joseph is confronted with an impossible situation and his culture's solution was to execute Mary. Knowing this he defies his own feelings, his culture and all logic or reason, to keep Mary safe. There is something that he understood beyond what the law said and beyond his own perspection that allowed him to make the right choice. I almost wonder if God chose Mary as much for Joseph's character and willingness to accept her as for her own willingness to obey.
I also wonder how much Jesus' teaching in the Sermon on the Mount (Matthew 5-7) is inspired by learning from Joseph. Here is a man who managed to understand the 'do's and 'don't's and see past them to get hold of who God is and what he's really like. The closer we get to Christmas the more I find myself thinking about Joseph and asking God to make me more like him. Help me to be someone who sees God's heart and his character and show that to the people that I love. | <urn:uuid:3f04dec2-a2b1-49e5-90b9-cb2257150070> | CC-MAIN-2017-17 | http://csp-parish.org.uk/downloads/Foundation/2016/04-12-16Handout.pdf | 2017-04-23T07:55:37Z | crawl-data/CC-MAIN-2017-17/segments/1492917118310.2/warc/CC-MAIN-20170423031158-00476-ip-10-145-167-34.ec2.internal.warc.gz | 92,829,537 | 631 | eng_Latn | eng_Latn | 0.994943 | eng_Latn | 0.999507 | [
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Name:
Word Stampers
1. black
2. blue
3.
blow
4. block
5. blast
Use letter stampers to make each word.
Super Teacher Worksheets - www.superteacherworksheets.com
Phonics Blend:
Bl
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7 Minute Briefing Child Trafficking
1. What is Child Trafficking?
Trafficking is the movement of a child to be exploited for somebody else's gain.
These children are moved to the UK from many parts of the world. Some children are trafficked from around the UK. Some children are moved out of the UK. They are often moved away from their family and friends.
2. Why it matters?
Trafficked children are some of the most vulnerable in the UK. Traffickers force, coerce and manipulate children into sexual exploitation, labour exploitation, slavery, criminal activities and forced marriage.
3. Information
Trafficked children are usually too afraid to seek help and it is hard to remove them from the people exploiting them.
They need intensive support to end the trafficking cycles they find themselves in and recover from their experiences.
4. Information
Barnardo's is one of the few organisations in the UK to provide direct, specialist support to trafficked children. We help these young victims cope with the practical and emotional traumas of being trafficked. Our specialist support workers help them to understand what is happening with social care services, the police and immigration – in ways that they can understand.
5. Information
Barnardo's run specialist Independent Child Trafficking Guardianship Service (ICTGS) services in Wales/Cymru, East Midlands, West Midlands Combined Authorities, Croydon, Hampshire and the Isle of Wight and Greater Manchester that:
- build trusting relationships with trafficked children to help them build a positive future
- help children navigate the criminal justice, immigration and social care systems
- give practical support, such as help with housing, medical needs and education
- give emotional and psychological support
- train professionals working with children so they can spot the signs of trafficking and know how to support trafficked children
6. Information
Child victims of trafficking need specialist foster parents who have the skills and knowledge to help them overcome their trauma and keep them safe from traffickers. That's why we also run a specialist fostering service in the southeast that finds safe and loving homes for trafficked children.
7. What to do?
If you suspect a child may be trafficked, call the Modern Slavery Helpline on 0800 012 1700.
If the child is in immediate danger phone 999 immediately and let the operator know that there is a potential that they are a trafficked child. You should also make a safeguarding referral to the Bridge on 0161 603 4500 or online at https://www.salford.gov.uk/worriedaboutachild
If the child you are concerned about lives or has links to Wales, Hampshire and the Isle of Wight, Greater Manchester, West Midlands, East Midlands or Croydon, please also fill in the ICTG trafficking referral form on the GOV.UK page on child trafficking advocates. You can also contact the 24/7 support line on 0800 043 4303 to talk through the concerns you have before putting in a referral.
24/11/20
Additional Information
Visit: https://safeguardingchildren.salford.gov.uk/
Email: firstname.lastname@example.org
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