text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Safer Schools Lesson Plan – Image Sharing Middle/Lower Secondary
Crib notes
We have adapted our teaching lessons to make them easy to use at home. The following information will help you read this lesson plan:
The writing in black contains the information from the PowerPoint slides. The blue writing contains additional prompts which may contain questions to ask your child OR information that you need to answer any of their potential questions.
Aim of the lesson:
This lesson looks at sexting – what it is, what the law is and how we should respond to it. The PowerPoint presents pupils with scenarios which will allow for pupil-led discussion around image sharing/sexting. The extended task focuses on pupils reflecting on how easily an image can be shared.
Teacher's Notes:
Here's the bit where we give you some key information so you can seem even smarter in the eyes of your pupils.
- 39% of teens and 59% of young adults have sexted at least once. Therefore, it is an issue which we need to address.
- If a child takes or sends an indecent image of themselves, they are technically breaking the law. However, the police aim to sensibly deal with crime related to this issue. They do not aim to prosecute children for an error of judgement. We must reassure children that the police will simply want to support them and keep them safe.
Lesson plan
Resources:
Image Sharing PowerPoint, 4 balls of string.
Learning objectives:
* Understand sexting and the law.
* Learn more about the dangers of sharing images.
* Deepen our knowledge of what to do/who to speak to if we are worried.
* Reflect on how easily an image can be shared.
1
Teaching:
Slide 1 and 2: Title page and L.O.
Slide 3: Sexting
Ask the pupils:
Have you heard of the term sexting before?
What other words have you heard used?
Slide 4: Sexting and the law
Remind pupils that the law is there to protect them.
* Indecent images of someone under 18 are illegal to send, have or receive (this includes indecent images of yourself if under 18).
* However, the law is there to protect young people. If you have seen or shared an indecent image, report it straight away. Quick reporting = quick solution
Slide 5: What they can do if you see or share an indecent image
* The quicker an image is reported, the easier it is for internet platforms and the police to take the image offline and stop it being shared.
Remind them who they can talk to. Focus on the importance of early intervention.
* Speak to a trusted adult. They will know who to speak to and how to help you.
* Speak to Childline, either online or on the phone (0800 1111).
Slide 6: String task on how an image can spread online. (This task is designed for multiple pupils in a classroom, so it may be impractical to do at home with your own children. You can simply move on to task 2 with your child/children)
The idea of this activity is to show pupils how far a message can spread online.
* The second ball is thrown to all the people who have seen the image after it has been shared by 1 of your online friends. 5 or 6 more pupils holding the string.
* The first ball is thrown around to all of the people who have seen your picture online. 5 or 6 pupils could be holding the string.
* The third string is thrown to all of the people who have searched for the image online. 5 or 6 more holding the string.
* The fourth string is thrown to the people who have seen the image after those who have search have re-shared it.
Slide 7: Things to remember
* As you've seen in the previous task, sending an image of yourself means it can be shared with others.
* Always talk to a trusted adult or to Childline if you are worried.
* Platforms like Twitter, Facebook and Google can remove images and prevent them spreading further.
2
* Sexting can lead to online bullying, grooming or emotional stress.
Slide 8: Scenario 1 (play animation to class)
Context: Sarah shares images with her partner. Two weeks later, she decides to break up with him. Her ex becomes angry and upset over the breakup. He then posts the images Sarah sent to him on social media. All of their collective friends have now seen the images of Sarah online.
Slide 9: contains hidden slide with Scenario 1 transcript
* Remind them that the sooner an image is reported, the sooner it can be taken down.
Ask pupils how they would help their friend in this situation.
* Their friend will not get in trouble with the police for making an error of judgement.
* Talk about consent. She consented to the original image – did she consent to the image being shared?
Slide 10, 11 & 12: Scenario 2a, b and c – Give a different scenario to each group. 3 similar scenarios with 3 different victims. Allow them time to discuss each scenario. Use the table in Slide 12 to help.
2a - Samuel is on a trip with his school football team. The coach had left the changing room to allow them to shower and change. As Samuel was showering, two of his teammates started livestreaming him on Instagram. When Samuel tried to cover himself up with his towel, one of the other boys pulled the towel off of him.
2b - Samantha is on a trip with her school football team. The coach had left the changing room to allow them to shower and change. As Samantha was showering, two of her teammates started livestreaming her on Instagram. When Samantha tried to cover herself up with her towel, one of the other girls pulled the towel off of her.
2c - Sammy is on a trip with his school football team. He recently told his classmates he was gay. The coach had left the changing room to allow them to shower and change. As Sammy was showering, two of his teammates started livestreaming him on Instagram. When Sammy tried to cover himself up with his towel, one of the other boys pulled the towel off of him. They called him cruel names and made fun of his sexuality.
Ask pupils how they would help their friend in this situation.
* If this is reported to Instagram it can be removed.
* Remind pupils that consent has not been given.
* They need to tell the teacher/coach.
Slide 13:
Plenary - Collect their feedback on scenarios from each group.
Compare how groups respond differently to Samuel, Samantha and Sammy. Use table to compare feedback.
3 | <urn:uuid:d9aca964-d29b-44db-83c9-9991e03ec56f> | CC-MAIN-2020-16 | https://cdn2.hubspot.net/hubfs/4019268/Lessons/Home%20Learning%20Hub/HLH%20Image%20Sharing%20(sexting)/Lower%20+%20Middle%20Secondary/LS%20and%20MS%20Image%20Sharing%20LP%20HLH.pdf | 2020-04-03T05:24:48+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00175.warc.gz | 403,215,627 | 1,376 | eng_Latn | eng_Latn | 0.999364 | eng_Latn | 0.999444 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1651,
3787,
6251
] | [
4.71875
] | 1 | 0 |
CH 41 SPECIAL LINES
Introduction
ou may have noticed that all the lines we've seen so far in this course have had slopes that were either positive or negative. You may also have observed that every line had both variables, x and y, in its equation. But there are lines whose slopes are neither positive nor negative, and lines whose equations have only one variable in them. This chapter deals with these special lines. Y
Graphing
EXAMPLE 1: Graph the line y = 3.
Solution: This strange little equation doesn't even have an x in it. That's fine -- we just think up our favorite x's, and then understand that y is going to be 3 regardless of the x-value we choose. That is, y is a constant -- it doesn't depend on x. Here's a possible table of values for this line. [You are more than welcome to choose x-values different from the ones I've chosen, but it won't make any difference in the final graph.] x y 2 3 1 3 0 3 1 3 2 3
We therefore have the points (2, 3), (1, 3), (0, 3), (1, 3), and (2, 3). Plotting these five points, and then connecting them with a straight line, produces the following horizontal line; notice that the y-intercept of this line is (0, 3), and that there's no x-intercept.
EXAMPLE 2: Graph the line x = 2.
Solution: This one's as goofy as the previous one -- but this time the y is missing. But more importantly, the equation clearly informs us that x must be 2. Any other choice of x would contradict this requirement. Moreover, since there's no y in the equation, we can let y be any number we choose. This leads to a collection of points like this:
When we plot these points and connect them with a straight line, we get the following vertical line; note that the x-intercept of this line is (2, 0), and that there's no y-intercept.
Homework
1. Graph each line by plotting at least three points:
a. y = 4
b. y = 3
c. x = 5
d. x = 1
e. y = 0
f. x = 0
2. a. The horizontal line y = 0 is the ________.
b. The vertical line
x
= 0 is the ________.
3. a. Is the line x = 1,000,000 is horizontal or vertical?
b. Is the line
=
1679
/
y
is horizontal or vertical?
4. At what point do the lines x = 17 and y = 99 intersect?
5. Find the intercepts of each line:
a. x = 3
b. y = 2
c. x = 0
e. y = 5
f. x =
d. y = 0
g. x = 2 h. y = x
The Slope of a Horizontal Line
We recall (from Homework 1a) that the graph of the line with the equation y = 4 is a horizontal line four units above the x-axis.
Notice that the graph has a y-intercept at (0, 4) but has no x-intercepts. Other points on this horizontal line include (3, 4), (20, 4), (, 4), and ( 7, 4) . In other words, in the formula y = 4, x can be any number, but y must be 4.
Now it's time to calculate the slope of this horizontal line. We need a pair of points on this line -- we'll use (3, 4) and (20, 4).
Since all horizontal lines ought to have the same slope, we can be confident in drawing the following conclusion:
The slope of any horizontal line is 0.
The Slope of a Vertical Line
Do you remember what the graph of x = 2 looks like? Go back to Example 2 and recall that it's a vertical line with x-intercept (2, 0).
To obtain the slope of this line, we'll use the points (2, 0) and (2, 5):
The conclusion that the slope is "undefined" is based on the fact that division by zero is undefined. We might also observe the "steepness" of the vertical line. It's so steep that no number could possibly measure it, so "undefined" is a good way to describe the slope. Since all vertical lines should have the same slope,
The slope of any vertical line is undefined.
Homework
6. For each line, i) find two points on the line
ii) use these points and = y x m to find its slope
a.
y
= 3
b.
x
= 4
c.
y
=
19
d.
x
=
44
e.
x
= 0
f.
y
= 0
The following diagram is a summary of our notion of slope:
More Horizontal and Vertical Lines
We know that a horizontal line always has an equation of the form "y = some number," while a vertical line always has an equation of the form "x = some number." We've also learned that a horizontal line has a slope of 0, while the slope of a vertical line is undefined. We put all this info into a little table to help us see all the important facts about horizontal and vertical lines.
EXAMPLE 3:
A. Find the equation of the horizontal line passing through the point (5, 3).
Solution: A horizontal line has an equation of the form y = some number. Since (5, 3) is on the line, the equation of the line must be y = 3.
B. Find the equation of the vertical line passing through the point (2, 7).
Solution: A vertical line has an equation of the form x = some number Since (2, 7) is on the line, the line must have the equation x = 2.
.
C. Find the equation of the line whose slope is 0 and which passes through the point (5, 9).
Solution: If a line has a slope of 0, it must be a horizontal line, whose equation must be of the form y = some number. Because (5, 9) lies on the line, the answer is y = 9.
D. A line has an undefined slope and passes through the point (7, 12). What is the equation of the line?
Solution: An undefined slope implies a vertical line, which implies an equation like x = some number Since (7, 12) is on the line, its equation must be x = 7.
.
E. What is the equation of the line passing through the points (9, 5) and (9, 2)?
Solution: Plot the two points and you'll notice that (9, 5) is directly above (9, 2), yielding a vertical line. The equation must be x = 9.
F. Find the equation of the line passing through (8, 3) and (1, 3).
Solution: A quick sketch shows that (8, 3) lies directly to the right of (1, 3). This creates a horizontal line whose equation is y = 3.
Homework
7. Describe the line y = 17.
8. Describe the line x = 99.
9. Find the line with a slope of 0 and passing through the point (1, 0).
10. The line y = 8 is (horizontal, vertical) and its slope is ______.
11. What is the equation of the line passing through (3, 11) and (3, 11)?
12. Find the equation of the horizontal line passing through the point (13, 17).
13. Find the line with a slope of 0 and passing through the point
(1, 7).
14. The line y = 6 is (horizontal, vertical) and its slope is ______.
15. What is the equation of the line passing through (17, 13) and (7, 13)?
16. Find the equation of the vertical line passing through the point (4, 9).
17. Find the line with a slope of 0 and passing through the point (2, 1).
18. The line x = 4 is (horizontal, vertical) and its slope is ______.
19. What is the equation of the line passing through (1, 9) and (1, 11)?
20. Find the equation of the horizontal line passing through the point (1, 0).
21. Find the line with an undefined slope and passing through the point (3, 7).
22. The line x = 8 is (horizontal, vertical) and its slope is ______.
23. What is the equation of the line passing through (5, 10) and (5, 6)?
24. Find the equation of the vertical line passing through the point (18, 11).
25. Find the line with a slope of 0 and passing through the point (5, 6).
Parallel and Perpendicular Lines
Would you agree that a pair of different vertical lines never intersect? When two lines (in the same plane) never intersect, we say that they're parallel. So, for example, the lines x = 3 and x = 4 and parallel, since each is vertical. Now consider a pair of different horizontal lines. Clearly, they're parallel, too. Thus, for example, the lines y = 2 and y = are also parallel.
Now consider a vertical line and a horizontal line. They must meet at a 90 angle, and we say that the two lines are perpendicular (in the same way that the two legs of a right triangle are perpendicular to each other). We can therefore say that the lines x = 5 (vertical) and y = 3 (horizontal) are perpendicular.
Parallel lines and perpendicular lines can also be at an angle; you'll see how that works a little later in the course.
EXAMPLE 4:
A. Find the equation of the line which is parallel to the line x = 7 and which passes through the point (5, 3).
Solution: The line x = 7 is vertical. Any line parallel to this line must also be vertical. What vertical line passes through the point (5, 3)? The line x = 5 does.
B. Find the equation of the line which is perpendicular to the line x = 5 and which passes through the point (2, 9).
Solution: Since the line x = 5 is vertical, the perpendicular line we're seeking has to be horizontal. What is the equation of the horizontal line passing through (2, 9). The answer is y = 9.
C. Find the equation of the line which is parallel to the line y = 17 and which passes through the point (1, 3).
Solution: This time the given line y = 17 is horizontal, and since we seek a parallel line, it also must be horizontal. And the horizontal line passing through the point (1, 3) is certainly y = 3.
D. Find the equation of the line which is perpendicular to the line y = 11 and which passes through the point (6, 3).
Solution: The line y = 11 is horizontal, so we need a vertical line passing through (6, 3). That line is x = 6.
Homework
26. Fill in each blank with either the word 'parallel' or 'perpendicular':
a. Two different vertical lines are _____.
b. Two different horizontal lines are _____.
c. A vertical line and a horizontal line are _____.
27. Fill in each blank with either the word 'vertical' or 'horizontal':
a. A line which is parallel to a vertical line must be ___.
b. A line which is perpendicular to a horizontal line must be ___.
c. A line which is parallel to a horizontal line must be ___.
d. A line which is perpendicular to a vertical line must be ___.
28. a. Are the lines x = 9 and x = 1 parallel or perpendicular?
b. Are the lines y = 7 and y = 0 parallel or perpendicular?
c. Are the lines x = 9 and y = 7 parallel or perpendicular?
29. a. Give an example of a line which is parallel to x = 5.
b. Give an example of a line which is parallel to y = 4.
c. Give an example of a line which is perpendicular to y = 4.
d. Give an example of a line which is perpendicular to x = 8.
30. Fill in each blank with either the word 'vertical' or 'horizontal':
a. A line which is parallel to the line y = 7 must be _____.
b. A line which is perpendicular to the line x = 3 must be _____.
c. A line which is parallel to the line x = 8 must be _____.
d. A line which is perpendicular to the line y = 3 must be _____.
31. a. Find the equation of the line which is parallel to the line x = 9 and which passes through the point (1, 7).
b. Find the equation of the line which is perpendicular to the line x = 3 and which passes through the point (7, 0).
c. Find the equation of the line which is parallel to the line y = 10 and which passes through the point (5, 8).
d. Find the equation of the line which is perpendicular to the line y = 9 and which passes through the point (7, 2).
Review Problems
32. a. Graph the line x = 3 by plotting three points.
b. Is the line horizontal or vertical?
c. Find all the intercepts of the line.
d. Use two of the points and = y x m to calculate the slope.
33. a. Graph the line y = 2 by plotting three points.
b. Is the line horizontal or vertical?
c. Find all the intercepts of the line.
d. Use two of the points and = m to calculate the slope.
y x
34. a. What is the equation of the x-axis?
b. What is the equation of the y-axis?
35. The line 3 y is (horizontal, vertical) and its slope is ______.
36. The line 2 x is (horizontal, vertical) and its slope is ______.
37. Graph the line y = x. Is it horizontal, vertical, or diagonal? What is its slope?
38. Find the equation of the horizontal line passing through the point (17, 99).
39. Find the equation of the vertical line passing through the point (34, 44).
40. Find the equation of the line with undefined slope passing through the point (2, ).
41. Find the equation of the line with 0 slope passing through the point (2, ).
42. What is the equation of the line passing through (2, 7) and (2, 1)?
43. What is the equation of the line passing through (1, 7) and (0, 7)?
44. Find the equation of the line which is parallel to the line x = 14 and which passes through the point (2, 9).
45. Find the equation of the line which is perpendicular to the line y = 23 and which passes through the point (, 0).
46. True/False:
a. The line = 2 y is horizontal.
b. The line x = 3 has an undefined slope.
c. The line y = 5 has exactly one intercept.
d. The vertical line passing through (2, 7) is x = 7.
1. a.
e. The equation of the x-axis is y = 0.
f. The line x = 1 has infinitely many intercepts.
g. The point (7, 9) lies on the line y = 9.
h. The line x = 8 has a negative slope.
i. The slope of the line y = 3x + 4 is 3.
j. The line passing through (3, ) and (3, 1) is x = 3.
k. The line y = x is horizontal.
l. A line can have two intercepts.
m. The point (2, 5) lies on the line x = 5.
n. The line y = 7 has an undefined slope.
o. All horizontal lines have the same slope.
p. The equation of the y-axis is y = 0.
q. The line passing through (1, 2) and (1, 0) is y = 1.
r. A line can have exactly one intercept.
s. A line can have infinitely many intercepts.
t. The lines x = 3 and y = 4 are parallel.
u. The slope of the line y = x is 1.
Solutions
Ch 41
Special Lines c.
d.
e.
f.
2. a. x-axis b. y-axis 3. a. vertical b. horizontal
4. (17, 99)
5. a. x-intercept: (3, 0); No y-intercept
b. No x-intercept; y-intercept: (0, 2)
c. x-int: (0, 0); y-int: all the points on the y-axis are y-intercepts
d. x-int: all the points on the x-axis are x-intercepts; y-int: (0, 0)
e. No x-intercept; y-intercept: (0, 5)
f. x-intercept: (, 0); No y-intercept
g. x-intercept: ( 2 , 0); No y-intercept
h. x-int: (0, 0); y-int: (0, 0)
7. y = 17 is a horizontal line 17 units above the x-axis. Its y-intercept is (0, 17), but it has no x-intercepts; its slope is 0.
8. x = 99 is a vertical line 99 units to the left of the y-axis. Its x-intercept is (99, 0), but it has no y-intercepts; its slope is undefined.
9. y = 0 10. horizontal; 0 11. y = 11 12. y = 17 13. y = 7
14. horizontal; 0 15. y = 13 16. x = 4 17. y = 1
18. vertical; undefined
22. vertical; undefined
19. x = 1 20. y = 0 21. x = 3
23. x = 5 24. x = 18 25. y = 6
26. a. parallel
b. parallel
27. a. vertical
c. perpendicular
b. vertical
c. horizontal
d. horizontal
28. a. parallel
b. parallel
c. perpendicular
29. a. x = 23, for example; any line of the form x = some number would work.
b. y = 9, for example; any line of the form y = some number would work.
c. x = for example; any line of the form x = some number would work.
d. y = 3, for example; any line of the form y = some number would work.
30. a. horizontal
b. horizontal
c. vertical
d. vertical
31. a. x = 1
b. y = 0
c. y = 8
d. x = 7
32. a. For instance, (3, 0), (3, 2), and (3, 4) are three points on the line. Plotting these points and connecting them produces the graph:
b. The line is vertical.
c. The only intercept of this line is (3, 0).
d. Using the first two of the three points, we find the slope:
and therefore the slope is undefined.
33.
a.
For example, (
1, 2), (3, 2), and (4, 2) are three points on the line.
Plotting these points and connecting them produces the graph:
b. The line is horizontal.
c. The only intercept of this line is (0, 2).
d. Using the first two of the three points, we find the slope:
and therefore the slope is 0.
34. a. y= 0
b. x= 0
35. horizontal; 0
36. vertical; undefined 37. diagonal; 1
38. y= 99
39. x= 34
40. x= 2
41. y=
42. x= 2
43. y= 7
44. x=2
45. x=
$$46. a. T b. T c. T d. F e. T f. F g. T h. F i. T j. T k. F l. T m. F n. F o. T p. F q. F r. T s. T t. F u. T$$
"This thing we call 'failure' is not the falling down . . .
but the staying down."
Mary Pickford | <urn:uuid:bf368b95-18db-4a87-b781-605718cdf72c> | CC-MAIN-2020-16 | http://trigwithsteve.com/(S(cqsrenxmnuj1qi0u1bt1umw0))/_Math%20090/Chapters/Ch%2041%20-%20Special%20Lines.pdf | 2020-04-03T03:21:12+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00175.warc.gz | 184,546,539 | 4,954 | eng_Latn | eng_Latn | 0.946714 | eng_Latn | 0.982412 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1215,
1785,
2824,
3595,
4272,
5266,
6209,
7455,
8499,
9792,
11038,
12440,
13219,
14067,
15035,
15744
] | [
4.34375
] | 5 | 0 |
SOCIAL STUDIES: K-5
Meets North Carolina Standard Course of Study
Enjoy NC Apples
Apple Producing Areas of NC (map)
Popular North Carolina Apples
Who Am I?
My Favorite NC Apple
My Favorite NC Apple Testing Chart
Apple Sources
Produce Picture
Apple Buying Tips
Price Lookup Code
Storage Tips
The Four Seasons of NC Apples
The Apple Seasons
The Apple Industry in Henderson County Then and Now
Brushy Mountain Apple History
Family Tree
A Trip to the Apple Orchard
Ideas for a Field Trip
NC Apple Producing Counties
Major Apple Growing States
Apples are America's favorite fruit! They contain modest amounts of nearly all the most important nutrients and because of their universal flavor appeal, versatility and convenience for use, nutritionists and dietitians rate them highly. Apples are good for your teeth, stomach, skin, complexion, nerves, smile, and overall good health! That's why we say...
North Carolina apples are good for you!
North Carolina typically ranks seventh in apple production in the United States. North Carolina has over 300+ commercial apple operations comprised of over 14,000 bearing acres of apple orchards.
The peak harvest of North Carolina apples is mid August through October. The warm days and cool nights here in the mountains are perfect for growing firm, crisp, juicy apples.
Eight million bushels of apples can be produced in a given year. Thirty percent of the state's crop is marketed as fresh apples through packing/shipping operations and direct marketing outlets, whereas the remaining seventy percent is utilized in the processing industry, mainly as apple sauce and juice.
APPLES are produced in five areas of the state and are identified alphabetically as follows:
Haywood County Area: Haywood, Jackson, and Macon counties.
Henderson County Area: Buncombe, Henderson, Polk, and Rutherford counties.
Mt. Mitchell Area: Avery, McDowell, Mitchell, Watauga, and Yancey counties.
Northwest Area: Alexander, Ashe, Stokes, Surry, Wilkes, and Yadkin counties.
South Mountain Area: Burke, Catawba, Cleveland, Gaston, and Lincoln counties.
APPLE PRODUCING AREAS OF NORTH CAROLINA
#1 - Henderson, Buncombe, Polk, and Rutherford
#2 - Burke, Catawba, Cleveland, Gaston, and Lincoln
#4 - Avery, McDowell, Mitchell, Watauga, and Yancey
#3 - Alexander, Ashe, Stokes, Surry, Wilkes, and Yadkin
#5 - Haywood, Jackson, and Macon
SOCIAL STUDIES
K-5
POPULAR NORTH CAROLINA APPLES
The four major varieties that make up the bulk of North Carolina's apple production are Rome Beauty, Golden Delicious, Red Delicious, and Gala.
New cosmopolitan varieties are Empire, Fuji, Gingergold, Goldrush, Granny Smith, Honeycrisp, Jonagold, Mutsu/Crispin, Pink Lady, Cameo, and Sundowner.
Antique varieties that are still available at roadside stands throughout the area are Arkansas Black, Cortland, Grimes, Hoover, Jonathan, Limber Twig, Sheepnose, Stayman, Winesap,6 and Wolf River.
Choose your favorite -- for eating out-of-hand -- for cooking -for sweetness or for tartness.
ARKANSAS BLACK - A chance seedling discovered in Arkansas in 1870. A medium sized apple with yellow skin that colors from a purplish-red to nearly black. This apple has a yellow flesh that is moderately juicy with a slight tang.
CAMEO - An apple with bright red strips over a golden blend and a sweet tart flavor. This apple has a crunch that doesn't quit. The flesh is creamy white with almost no browning. It is an excellent apple for storage.
CORTLAND - A cross between a Ben Davis and McIntosh developed in New York in 1898. A red striped apple with a sweet, juicy flavor, similar to a McIntosh. Cortland apples are good for both eating and baking.
MUTSU/CRISPIN - A cross between a Golden Delicious and Indo developed in Japan in 1939. A large, crisp, yellowish-green apple with excellent flavor at maturity. Excellent for eating and may also be used for baking.
EMPIRE - A cross between a McIntosh and Red Delicious developed in New York in 1966. A medium sized red apple with excellent, slightly tart flavor. Excellent for eating and may also be used for baking.
FUJI - A cross between a Red Delicious and Ralls Janet was selected in Japan in 1939. A red blush apple with green and yellow stripes. The flavor is sweet.
GALA - A cross between a Coxe Orange Pippin and Golden Delicious. A red or orange colored apple with a sweet flavor. Excellent for eating and baking.
GINGERGOLD - A chance seedling found in Nelson County, Virginia in 1980. A greenish-yellow apple with pink blush. The flavor is sweet.
GOLDRUSH - A large golden apple that is disease resistant. This apple has a unique rich spicy flavor and a firm texture. This apple will hold up very well in storage.
GOLDEN DELICIOUS - A chance seedling discovered in West Virginia in 1914. This golden colored apple is a favorite of many because of its excellent sweet, juicy flavor. Golden Delicious is used for eating as well as for baking and making applesauce.
GRANNY SMITH - A chance seedling discovered in Australia in 1868. A large, tart, green apple is the best way to describe the Granny Smith. A favorite of many for fresh eating.
HONEYCRISP - A cross between a Macoun and a Honeygold at the University of Minnesota. A red apple that is exceptionally crisp and juicy with a well-balanced flavor. This apple will keep well in storage.
JONAGOLD - A cross between a Jonathan and Golden Delicious. An all-purpose variety developed in New York in 1826. A larger red apple with white flesh that is juicy with an excellent sweet-tart flavor. Excellent for both eating and cooking.
JONATHAN - A chance seedling discovered in New York in 1826. A small red apple speckled with gold and green. The apple has a white flesh that is juicy with an excellent sweet-tart flavor. Excellent for both eating and cooking.
KING LUSCIOUS - A chance seedling discovered in Hendersonville, North Carolina by William Dalton in 1935. King Luscious is native to North Carolina and is a large, deep red apple with excellent flavor. Good for eating and cooking.
LIMBER TWIG - Also referred to as Willow Twig or Willow; origin is unknown. Limber twig is a late maturing apple of medium size with a pale yellowish or green color with a red blush.
McINTOSH- A chance seedling discovered in Ontario, Canada in 1811. Juicy, slightly tart and tender with a very white flesh, McIntosh has a deep red blush against a yellow-green background. Uses of this apple include cooking eating and cider.
PINK LADY - A cross between a Golden Delicious and a Lady Williams. A very attractive medium sized apple with a pink blush over yellow undertone. An apple with a crisp sweet/tart flavor.
RED DELICIOUS - A chance seedling discovered in Iowa in 1870. This is the most popular apple in production around the world. There are many different strains of Red Delicious, but all are conical shaped with the five lobes at the bottom of the apple. Red Delicious is preferred for fresh eating and salads.
ROME BEAUTY - A rootstock sprout developed in Ohio, in 1828. A late maturing variety allows the Rome time to turn almost completely red. Romes are very firm with a light flavor and store very well. Romes may be used for eating or baking.
SHEEP NOSE - Not sure of origin as several varieties are called Sheep nose. A unique conical shaped large apple that is dark red when ripe.
STAYMAN - A juicy creme-colored to yellowish flesh with a tart wine-like flavor. Staymans are excellent for snacking, cooking, and cider.
WINESAP - A seedling developed in Kansas in 1866. A medium to large apple with a yellowish color covered with a dull red. This apple is very juicy with a pleasant slightly tart flavor. Excellent for eating and cooking.
YORK - A very firm, slightly tart apple with a lopsided shape. Excellent for baking and cooking.
WHO AM I?
1. I am tart in taste, green in color and I was discovered in Australia. My name is associated with your Grandmother. Who am I?
2. I am a cross between a small red apple, that is juicy with an excellent sweet-tart flavor. I am a piece of gold that has a wonderful sweet flavor. Together they make me a large blushing red apple that is juicy with a sweet-tart flavor. Who am I?
3. We make up the four most well known varieties. We also make up the bulk of North Carolina's apple production. Who are we? , and
4. I am a beauty to see and cook. I am ready to pick later in the apple season. I was developed in Ohio in 1828. Who am I?
5. I have a purplish-red to black color. I have a hard texture and a tangy taste. I am named for a state. Who am I?
6. Discovered in 1914, I am a favorite to many. I am sweet as GOLD. Who am I?
7. I am an antique, but still popular. Discovered in Kansas in 1866, I have a dark red color and slightly tart flavor. Who am I?
8. A lady that is I dressed in pink. I am very attractive and have a crisp sweet tart flavor. Who am I?
9. I am popular worldwide, but home to me is Iowa. I was born in 1870. I have a beautiful red. color. Who am I?
10. King of them all, I was discovered in Hendersonville, North Carolina. I have a deep red color is large in size and has an excellent flavor. Who am I?
Match the names in the word list with the clues above.
Red Delicious Pink Lady Winesap
Golden Delicious Rome Beauty Stayman
King Luscious
Jonagold
Granny Smith
Arkansas Black
Teacher note: Use Popular North Carolina Apples to help the students in identifying which variety belongs in each sentence.
MY FAVORITE NORTH CAROLINA APPLE
TEACHERS:
Slice different varieties of apples into bite-sized pieces. Distribute several to each student.
Students should answer the following questions:
-What words describe the differences?
-Do the varieties taste different?
-Which do you prefer?
Students should make notes describing the different tastes.
Refer to the "Popular North Carolina Apples" sheet for information on listing the new varieties.
Have the class share responses with each other.
Activities
¨ Make a large chart to record student responses to questions about the apple varieties.
¨ Challenge students to create their own variety of apple and name it.
¨ Make a graph showing the apples that the class liked most.
-You can do this by grating several varieties of North Carolina apples into small containers or onto paper plates.
-Name the new apple variety. Remember to note which ingredients they used to come up with the new taste.
-Mix the gratings in order to create a new apple variety.
11
My Favorite North Carolina Apple Testing Chart
Use the following terms to describe the apples:
SOCIAL STUDIES
K-5
Apple Sources
Packer/Shippers are operators who either pack their own fruit or provide custom packing service for other growers in the region. There are 125 North Carolina packer/shippers. For the most part, shipper/packers pack U.S. combination grade.
(U.S. Extra Fancy & U.S. Fancy) and U.S. Fancy Fruit in 3, 5, and 10 pound poly-bags contained in a master carton. In addition, 138, 125, 113, 100, 88, 80, and 72 count tray-packed cartons are normally available. A number of packers offer poly-bags or sized fruit contained in 15 bushel cardboard, bulk display bins for in-store-display. All of these packers/shippers have cold storage capacity and can organize shipping. Most packing operations, typically, begin packing Red and Golden Delicious near the first of September, followed by Red Romes near mid-September. There are also limited quantities of Stayman, Gala, Jonathan, and Mutsu/Crispin available. Apples from these sources are often available through January. Packer/shippers are attractive sources for chain store buyers, wholesale grocers, and wholesalers.
Bulk Packers for the most part are small, individual producers who have smaller packing lines to size, brush, and grade apples. There are over 50 of these operators in North Carolina. These businesses normally operate in the volume ranges of 20 to 500 bushel lots on a F.O.B. basis. Bulk packers normally have the ability to size fruit to 2 1/4", 2 1/2", and 2 3/4" minimums. Fruit are jumble packed into one bushel face-&-fill pack. A multitude of standard, antique, and cosmopolitan varieties are available from these sources. It is not uncommon for an individual grower to offer more than 20 varieties. Many of these operations begin offering early maturing varieties in mid-August and continue operation through December. Bulk packers are attractive sources for farmers' market, truckers, and small wholesalers.
roadside stand vendors, small
Direct Marketing allows the consumer to buy apples directly from the grower. Usually growers have roadside stands where they can offer the consumer fresh picked apples by the bushel, 1/2 bushel, peck or 1/2 peck. Some growers also have "pick your own" orchards where consumers can pick the apples themselves. Most of the operations will begin
offering apple varieties in late August and continue operation through October to mid-November. Some roadside stands will stay open until Christmas. The cost of direct market apples is a fraction of the cost consumers would pay for apples in the grocery stores.
APPLE BUYING TIPS
Ö Look for apples that are firm to touch and free of bruises.
Ö Larger apples should be very firm, because they mature faster than small apples and become soft sooner.
Ö Three medium-sized apples generally weigh about one pound.
Ö Brownish, russetted areas on the skin, usually caused by weather, mar appearance somewhat but don't affect the flavor.
Ö One pound of apples equals three cups, diced.
Ö Allow about two pounds of apples for one nine-inch pie.
Ö One large apple, cored and put through a food grinder, makes about one cup of ground apple.
Ö One bushel of apples will make 16 to 20 quarts of applesauce.
Ö In canning, one box of apples will fill 18 to 20 quarts in slices.
Ö One bushel of apples provides 96 to 144 medium-sized apples.
Sources: NCDA, NC Apple Growers Association, U.S. Apple Association
When you Shop for apples
Look for apples that have been handled carefully-apples bruise easily.
Ö Choose The Right Apples For Your Particular Needs
Ö Some apples are especially good for cooking, and some are better for eating fresh.
Ö Be adventurous and try different apples - each has its own unique taste.
PLU
Price Look Up (PLU) Code is used in retail sales to ID the item, size, variety and price of each item. Chain stores are using more and more PLU labels on each apple to speed up check outs and ID the variety. This allows stores to price each variety individually rather than price all varieties the same.
How to Store Apples at Home -Keep (and serve) apples cold
Ö Keep apples refrigerated - serve them cold or at room temperature . Apples keep well with reasonable care.
Ö Don't store near the freezer; it's too cold; they will freeze!
Store in Plastic Bag or Hydrator Drawer to prevent absorbing other food flavors and to maintain proper humidity.
STORAGE TIPS
Ö Care must be taken to store apples at home to keep them at their best.
Ö Keep small quantities of apples in a plastic bag in the refrigerator, away from strong smelling foods. The plastic bag helps the apples retain moisture and prevents shriveling.
Ö Larger quantities may be stored in a cool, dark, airy place such as a garage, basement or cellar. Line the box or container with plastic and cover the apples with a damp towel.
Ö Refrigerator storage life is one to two weeks, depending upon the variety and the maturity of the apple.
Ö Apples stored at room temperature will soften about 10 times faster than if refrigerated.
Ö Sort apples occasionally to remove those with signs of spoilage.
Ö Long or improper storage results in mealy apples with brown cores.
The Four Seasons of Growing North Carolina Apples
SPRING
flower. When the blossoms fall off the pollinated flowers,
In the spring apple trees begin waking up. Leaves start growing, reaching for the sun. Fragrant, sweet-smelling white flower blossoms pop out. Honeybees love to visit the sweet-smelling blossoms, spreading pollen from flower to baby apples begin to grow in their place. The apples keep
growing all summer.
The average tree will bear fruit in 3 years, with full production coming in 8-10 years. Some apple trees planted today are on a dwarf rootstock, allowing for more efficient use of valuable land and labor. If Newton had sat under one of these small wonders, the lesson of gravity would have been easier to learn. Because apples do not
grow true to their seeds, young trees that have been grown in a nursery from budded or grafted trees are transplanted to the orchard site. These trees have a desired fruit variety grafted onto a rootstock selected for characteristics of size and vigor.
The pace of the farm quickens. The brush from pruning is picked up or mulched back into the orchard soil. Grass that has grown tall is mowed to reduce competition for nutrients and habitat for pests. Growers using Integrated Pest Management (IPM) start monitoring the weather while hanging various insect traps to collect data for an annual spray program. Temperature, humidity, and rainfall are recorded in orchard weather stations to predict disease outbreaks and identify effective management tools. Both harmful and beneficial insects are counted to determine spray schedules. Spraying is done only when needed to protect the tree and fruit.
SUMMER
During the summer months limbs must be tied up or weighted down to spread the young tree into the perfect shape. By the end of summer mowing is completed and bins (the large bulk boxes that picking buckets are emptied into) are positioned around the orchard. Ladders are repaired and the harvest logistics are carefully planned. Storage rooms must be cleaned and their refrigeration systems tested. Apple blossoms for the following year are being formed on new limbs.
FALL
In the fall the apples are fully-grown and ripened. When picking begins in August, there is a constant buzz of activity until the last of the fruit comes off near the end of October.
Most of North Carolina's crop is picked from the trees by hand, then washed, packed and delivered by refrigerated trains and trucks to markets and grocery stores, or made into apple juice, apple cider, apple butter, applesauce and other nutritious apple products. Extra harvest workers are hired both locally and from other areas and countries to help get the crop in on time. During harvest time, some farms invite the public to come for the fun of picking their own apples (PYO).
With the harvest complete, it is time to prepare again for winter.
Growing an apple takes all year, and there is always something going on in the orchard!
WINTER
During the winter apple trees have no leaves, no flowers and no apples. Just as you sleep every night to store up energy, apple trees sleep all winter to store energy to make apples for the fall.
While the trees are dormant, the orchardist removes dead, damaged, and cross branches. Limbs are sawed off and clipped to allow maximum sunlight into the growing structure. Pruning allows the tree to produce larger, better colored, higher quality and more valuable fruit. The grower uses the cold, stormy days to repair and maintain his equipment.
_ Sources: U.S. Apple Association, N.C. Cooperative Extension Office, N.C. Department of Agriculture
The Apple Seasons
Use the clues to solve the puzzle.
These are things associated with the 4 Seasons of growing NC Apples.
Across
Down
1. large box that holds apples
3. temporary time of inactivity during the winter
7. a device by which a spray is applied
1. the part of a tree limb that will develop into apple blossoms
2. a heavy duty fabric container used to hold apples while harvesting
4. a machine used to cut down grass and weeds
8. period of time made up of events that repeat themselves regularly and in the same order
5. a vechicle used especially for pulling farm implements
6. a vehicle used to haul heavy objects and transport goods and equipment
The Apple Industry in Henderson County Then and Now
The apple has been called the loveliest of all fruits. It is also one of the most important agricultural crops grown in Henderson County. During a normal year it brings in an average income of $22 million dollars or more.
The first apple grower in Henderson County was William Mills. He set fruit trees (including apple) near his home in Fruitland. He was also the first white settler in Henderson County. Mr. Mills was a loyalist, a major in the British Army, and first came to the area after escaping from capture by the Revolutionary Army at the Battle of Kings Mountain. In 1782 Asa and Samuel Edney married daughters of William Mills. They were among some of the first settlers in the Edneyville Community of Henderson County - where apple production first started in a big way.
Henderson County ranks seventh in production among all the counties in the United States. The county grows 65 percent of all the apples grown in the state. If the number of apples from a normal crop grown in the county were laid two abreast, they would reach from Hendersonville to Tokyo and return. Today there are approximately 200 apple growers in Henderson County.
The development of the apple industry was very slow for the first 150 years due to poor means of transportation. During the 1890's and early 1900's farmers began hauling apples and other produce to Greenville, Spartanburg, and other South Carolina counties. After the first railway was built into Henderson County in the early part of the twentieth century, people began to ship apples and vegetables out of the county.
Modern equipment such as speed sprayers and automatic power pruners were first introduced in Henderson County in the 1950's. Andy Lyda of the Edneyville Community was the first grower to purchase a large speed sprayer. Mr. Lyda was well known for his operation of the Bee Hive Inn on St. Paul Road in the Edneyville Community. His inn was a favorite of many tourists that came in from Florida, Georgia, South Carolina and other states. His apple orchard surrounded his inn. The visitors could go and eat apples at their convenience.
In 1936 the sale of apples amounted to approximately two hundred thousand dollars per year. Since the mid-1930's apple production in Henderson County has rapidly expanded. The varieties that began to expand at that time were Regular Red Delicious, Stayman, and Regular Rome Beauty, with some Golden Delicious coming in later. Black Ben was also very popular at that time along with Banana Rose, Hoover, Wolf River, and Early June. Growers started planting Starking in the Hendersonville Area about 1945. Double Red Rome and Double Red Delicious were started about the same time. The acreage of Golden Delicious was also greatly expanded. These were the main varieties until about 1959 or 1960 when some of the later sports varieties such as Starkcrimson, Red King, Topred, Vance Red Sport and others were planted in the county. In 1952 there were about 180,000 bearing apple trees in the county.
Prior to 1950 most of the apples were picked and sold to truckers who bought directly from the orchard in bulk. The only method of packing was known as the "Ring pack" in bushel baskets. J.R. Thomas and H.E. Baxter were the first two packers in the county to pack apples in
a commercial apple packing house. They both started about 1946 or 1947. During the early 1950's, they along with other packers, started to use the tray pack method that uses the same size and number of apples in trays and boxes. At present many growers have built their own packing houses and are packing their own, plus some of their neighbors' apples. Cecil Henderson was the first grower to build a controlled atmospheric storage building in the county. This was built in 1983, with a storage capacity of 90,000 bushels.
In 1959 the apple growers of the county saw the need for more apple packing facilities as well as cold storage. They got together and organized the first apple packing cooperative in the county that was owned by farmers. This organization was known as the Western North Carolina Apple Growers Cooperative. During the mid 1980's the cooperative had about 50 members and could pack in excess of 100,000 bushels and store more than 150,000 bushels of apples per year. Today, the co-op is used mainly for cold storage of apples.
In 1958 Gerber Products Company came to Henderson County to select a site for processing apples, peaches and many vegetables crops. This company finally located at Skyland in Buncombe County where they could get adequate water for processing. Gerber practically revolutionized the harvesting of apples in the county. The company introduced the idea of harvesting apples in bins and using forklifts to handle the boxes in loading them on trucks. The standard 20-bushel bin or box introduced by Gerber is now being used by all the growers in the county. Gerber also played a great part in causing the building of the Mountain Horticultural Crops Research Station. The company convinced the Agricultural Experiment Station at North Carolina State University in Raleigh of the importance of building the station - not only for apple research but also research on all kinds of vegetable crops. Sadly, the Gerber plant located in Skyland, North Carolina, closed in 1998.
Two other large apple processing and juice plants have been built in the county. J.N. Major, of Old Virginia, built a juice processing plant at Mountain Home in 1965. The plant was later purchased by Seneca and expanded in 1978. It is the Seneca headquarters for the southeastern states and is one of the largest producers of apple juice in the nation. In one year the plant can expect to press 525,000 bushels of apples, or 2 million gallons of juice.
In 1976 the apple growers organized the Carolina Apple Processing Cooperative known as "CAP". This organization was affiliated with Red Cheek of Pennsylvania and remained a good market for juice apples until 1984 when it was sold by the growers to H.P. Bomers, Ltd. of Hereford, England. It is currently operating under the name "All Juice."
The Blue Ridge Apple Growers is an organization made up of Henderson County area growers. It was formed in 1936 in cooperation with the Agricultural Extension Service. The object of this organization was to advertise and promote apples. Each year signs were erected on each highway leading into the county - stating that Henderson County apples were the "Best Flavored Apples" in the USA, and that an apple orchard map showing locations of apple orchards in the county could be found at any local service station . These maps were also mailed to apple buyers and truckers in Eastern America. This promotion was continued until 1970. Today the organization still concentrates on advertisement and promotion of apples while educating the growers and the public about the apple industry.
National Fruit Products Company of Winchester, Virginia with a plant in Lincolnton, North Carolina, Knouse Foods in Peach Glen, Pennsylvania, and Cadbury Beverages, (formerly
Duffy-Motts), in Aspers, Pennsylvania are three other companies where Henderson County apples are shipped for processing. There are many other apple processing companies that buy apples in the area.
The Apple Ambassador is a rising senior in one of the Henderson county high schools. Two young people are chosen from each school. A committee then selects the Apple Ambassador. The representative must be knowledgeable about the apple industry and exhibit good leadership skills and good public speaking skills. The winner receives a scholarship sponsored by the North Carolina Apple Growers Association and a gold "Apple" necklace. Some of the duties the ambassador performs include meeting with the Governor and the Commissioner of Agriculture, speaking at the Southeastern Apple Growers meeting, and other official functions. She also participates in the Apple Festival activities.
The North Carolina Apple Growers Association was organized in 1954 by the Head of the Horticulture Department at North Carolina State University, Professor M. E. Gardner, in cooperation with leading apple growers in the state. Since that time this organization has been the primary apple promoter. The organization was instrumental in voting in a program to assess a fee on apples sold for advertising. Presently the fee is three cents per packed bushel and three cents per hundred weight for juice and processing apples. The money raised is used to promote North Carolina apples and apple research. This association also sponsors the Apple Ambassador scholarship program.
The North Carolina Apple Blossom Festival was organized in 1947 by the Hendersonville Chamber of Commerce, Blue Ridge Apple Growers Association, and the County Agricultural Extension Service. The organization was later changed to the North Carolina Apple Festival. The Festival, held each year during the latter part of August, is climaxed with the King Apple Parade on Labor Day. The object of this organization is to promote North Carolina apples and the tourism industry in Henderson County.
Likewise, cultural practices are changing from the "Good Old Days." In the 1930's apple trees were spaced 30 to 35 feet in the row, with rows 30 to 35 feet apart. At present the most popular spacing is 10 to 15 feet apart in the row, with row widths of 16 to 20 feet. The numbers of trees per acre has changed from 40 to 50 trees to 400 to 500 trees. The newer plantings are mostly of medium density plantings and of dwarfing rootstocks.
Cultural methods have changed drastically since 1936, as well as chemicals used for controlling diseases and insects. In 1936 there were only four chemicals used for controlling diseases and insects, namely: liquid lime-sulfur, Bordeaux mixture, arsenate of lead, and nicotine sulfate. None of these are used at present. These have been replaced through the years by safer chemicals. Due to EPA regulations and reviews many chemicals are being lost for use on apples and other crops. There are also herbicides used for controlling weeds, brambles and grasses.
The names Dalton, Edney, Enloe, Freeman, Gilbert, Henderson, Hill, Jackson, Justice, Justus, Lamb, Lancaster, Laughter, Lyda, Merrill, Moore, Moss, Nix, Staton, and Stepp are very important in apple production in the county.
There are many organizations in the county that have worked with the apple growers to develop the industry. Some of these include: Agricultural Extension Service(North Carolina Cooperative Extension Service), Farmers Home Administration(Farm Service Agency), Agricultural Stabilization and Conservation Service, Vocational Agriculture Department, Hendersonville Chamber of Commerce, Production Credit Association(Mountain Farm Credit ACA), and many of the local banks and business leaders.
BRUSHY MOUNTAIN APPLES
The Brushy Mountain area in Wilkes and Alexander Counties has historically been an important apple production area. The earliest settlers grew for their families and livestock. Surplus apples were dried and sold. Bootleg brandy was made from apples to help warm cold winter nights and to sell for a little extra money.
Popular older varieties grown in the Brushy Mountain area included Magnum Bonum, Winesap, Red June, Blacktwig, and Grimes Golden. One older variety which is still locally popular in the Brushy Mountain Limbertwig. The Limbertwig variety got its name from the drooping characteristics of the tree, and the apple is known for its good eating quality long after it has been picked.
In 1913, Herbert Morehouse joined with two partners in what became the first large scale commercial orchard venture in the Brushies. By 1925, the Brushy Mountain Fruit Growers Association was holding marketing schools to help sell and promote the local crop. In 1941, the personnel at the Brushy Mountain Apple Research Laboratory conducted an experiment with controlled atmosphere storage. Today this technology is accepted world wide as a method to store apples year round without affecting the apple's quality. Controlled atmosphere storage is accepted world wide today as a method to store apples up to a year without affecting apple quality.
The Brushy Mountain Apple Co-operative was chartered in 1957 to help pack the large amount of Red Delicious, Golden Delicious, and Stayman apples being grown in the area. A new packing facility was built and went into operation in 1964. The apple Coop packed apples for local growers until 1992.
Families involved in apple growing today include:
Perry Lowe Bobby Lowe Lindsay and Alan Deal Donald Hendren
Lowell Hendren Jimmy Land Armit Tevepaugh Connie Robinson
John Robinson Mike Graf Lynn St. Clair Jonah Parker
Gary Morrell Waitsel Wike
Growers today are beginning to grow different apple varieties which are known for their own unique tastes. These varieties include Gala, Jonagold, Fuji, Ginger Gold, Suncrisp, Goldrush and Pink Lady. As the acreage of these new varieties goes up, the number of Golden and Red Delicious acres is steadily going down.
FAMILY TREE
Let's all gather around your Family Tree! Get your family members to help you fill in the names on your family tree.
1. Great Grandparents
2. Grandparents
3. Parents
4. You
A TRIP TO THE APPLE ORCHARD
There is always something going on in the apple orchard. Look at the orchard below.
Label the pictures with words from the word list.
tractor apple picker
bin apple tree
IDEAS FOR A FIELD TRIP
FIELD TRIP
1. Make an appointment.
2. Ask questions as to what the owner has to offer.
3. Visit location prior to field trip with students.
4. Get materials from tour guides to teach students or prepare your own after your visit. Allow at least 2 weeks of work before and a few days for follow-up.
5. Take enough parents to help with students.
1 parent per two children (K -1st grade)
1 parent per five children (3rd - 5th grades)
1 parent per three children (1st - 2nd grades)
6. Field trip report
Social Studies Activities
List the top six apple producing counties in North Carolina. (hint: look for the North Carolina apple symbol)
N.C. Apple Education Committee
MAJOR APPLE GROWING STATES
Leading Apple Producing States:
Washington
New York
Michigan
California
Pennsylvania
Virginia
North Carolina
West Virginia
SOCIAL STUDIES
K-5 | <urn:uuid:112ff569-07f8-4b77-9138-6611a3090983> | CC-MAIN-2020-16 | https://justusorchard.com/AppleEducationKit/SocialStudiesk-5.pdf | 2020-04-03T05:08:35+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00175.warc.gz | 533,710,283 | 7,680 | eng_Latn | eng_Latn | 0.953306 | eng_Latn | 0.998629 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Lat... | false | docling | [
559,
2109,
2413,
4431,
6706,
7862,
9541,
10549,
10671,
13221,
14057,
14679,
15810,
17969,
19462,
20127,
23488,
27292,
31091,
33452,
33644,
33847,
34378,
34516,
34721
] | [
2.296875,
3.109375
] | 3 | 1 |
Where do you put the kitchen utensils? Put the objects below in the correct drawer or cupboard:
a. In the drawer with the cutlery (forks, for example).
b. In the cupboard with the crockery (plates, for example).
c. In the cupboard with the large cooking utensils (saucepans, for example).
Match some of the words above with the definitions below.
a. You use it to open wine bottles.
b. You use it to open beer bottles.
c. You use it to cook Chinese food.
d. You use it to bake cakes.
Which is usually deeper – a bowl or a dish?
Which is usually bigger – a mug or a cup?
Match the list of words to the correct meal.
Match the kitchen job to the thing you use to do it.
Boil water oven gloves
Wash the dishes
kettle
Wipe the kitchen table
tea towel
Dry the dishes
dish cloth
Wash the kitchen floor
wooden spoon
Stir the sauce
washing up liquid
Take the roast chicken out of the oven
mop
Read the description of the kitchen and look at the underlined words.
My kitchen is light and airy with bright yellow walls and lots of cupboards and shelves. There is a big fridge freezer in the corner covered in post-it notes and fridge magnets, and there is a washing machine and a dishwasher in the alcove at the back of the room. I have a lovely long work surface made of beech with lots of useful gadgets on it: a toaster, a teapot, a cafetiere, a kettle, and a food processor. There is also a chopping board and a bread bin. The cooker is brand new, with a grill, and an oven big enough to take a Christmas turkey. On the other side of the kitchen, beneath a window that overlooks the
garden, the sink and draining board are made of stainless steel. There is a washing up bowl in the sink of course, and next to the sink there is a broom cupboard which is full of mops and buckets and an ironing board. Finally, tucked away in the corner, is the microwave, which, if I'm honest, is the thing that gets used most often in my kitchen.
Which of the underlined words in the text are needed to do the jobs in the list below? Which job can't be done in this kitchen?
* Tidy the pots and pans away
* Keep things cool
* Tidy the brushes and mops away
* Wash dishes
* Make coffee
* Wash dishes mechanically
* Keep bread fresh
* Freeze food
* Grill meat
* Grind coffee
* Make toast
* Boil water
* Mix food to make sauces
* Prepare food
* Wash clothes
* Roast meat
* Make tea
* Reheat food quickly
* Iron clothes
Close your eyes and imagine the kitchen at your house. Describe the kitchen in detail to your partner so that they can draw a plan of it. When you have finished, swap with your partner and draw their kitchen.
Teacher's notes - In the kitchen
1 Put the students in pairs to put the objects in the correct category.
Answers:
a. In the drawer with the cutlery (forks, for example): a corkscrew, a teaspoon, a tin opener, chopsticks, a bottle opener, spoons, knives, a serving spoon
b. In the cupboard with the crockery (plates, for example): a bowl, a saucer, a cup, a mug, a dish, a casserole dish
c. In the cupboard with the large cooking utensils (saucepans, for example): a wok, a frying pan, a baking tray
2 Ask students to match some of the words with the definitions.
Answers:
a. corkscrew
b. bottle opener
c. wok
d. baking tray
Which is usually deeper? – a bowl
Which is usually bigger? – a mug
3
Ask students in pairs to match the list of words to the correct meal.
Answers:
a. a fish and chip supper
b. breakfast
c. a TV dinner
d. a cocktail party
e. a dinner party
f. teatime
4 Ask students in pairs to match the kitchen job to the thing you use to do it.
Answers:
Dry the dishes - tea towel
Wash the dishes - washing up liquid
Wipe the kitchen table - dish cloth Take the roast chicken out of the oven - oven gloves
Wash the kitchen floor - mop
Stir the sauce - wooden spoon
5 Ask students to read the description of the kitchen and look at the underlined words. Ask students in pairs to match the underlined words in the text to the kitchen job. Which can't be done in this kitchen?
Answers:
Tidy the pots and pans away – cupboards
Tidy the brushes and mops away - broom cupboard
Keep things cool - fridge freezer
Wash dishes - sink/draining board/washing up bowl
Wash dishes mechanically – dishwasher
Make coffee - cafetiere
Keep bread fresh - bread bin
Freeze food - fridge freezer
Grill meat - cooker/grill
Boil water - kettle
Make toast – toaster
Mix food to make sauces - food processor
Wash clothes - washing machine
Prepare food - chopping board
Roast meat - cooker/oven
Reheat food quickly - microwave
Make tea – teapot
Iron clothes - ironing board
Grind coffee is the job that can't be done. You need a coffee grinder.
6 Set aside 20 minutes for this task. Put students in pairs to describe their kitchen in detail to their partner. The partner should draw the kitchen according the description given. When the students have finished and checked the picture, tell the students to swap over. | <urn:uuid:eda95762-036f-42d7-99a8-efcd2d502d2f> | CC-MAIN-2020-16 | http://www.onestopenglish.com/grammar/pdf-content/vocabulary-british-english/british-english-kitchen-worksheet-and-teachers-notes/147102.article | 2020-04-03T05:58:51+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00177.warc.gz | 276,792,662 | 1,223 | eng_Latn | eng_Latn | 0.998194 | eng_Latn | 0.998312 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
574,
1598,
2628,
4982
] | [
4.65625
] | 1 | 1 |
Discussion Questions
1.
The author tells us that her purpose in writing the book is to chronicle the early history of her home town of Presho as well as to tell the story of her own family while she was growing up. How good a job do you think she does of integrating these two parallel lines of development?
2. Schwieder says that most people tend to believe that their family is interesting and just a little unusual. Do you think her family fits those categories?
3. She observes that there were no journals or diaries for her to rely upon in telling her story and that most of her information about the family derived from her own memories and those of her siblings. Do you believe reliable history can be written in this fashion? Would you be able to write a similar book about your family and your hometown? What difficulties would you encounter?
4. The author spends some time tracing her family ancestry on both sides. How much influence did her English/Irish and Norwegian backgrounds have upon her?
5. How important was religion in the family's life? Would Schwieder have been a different person had she been Catholic or Norwegian Lutheran rather than a member of the Methodist Episcopal church?
6. We know that the author went on to become a professor of history and a wellpublished author at Iowa State University. What indications are there in this book that this might become her eventual role?
7. Although Schwieder's father clearly was the emotional center—as well as the decisionmaking authority—of the household, her mother (and for her seven oldest siblings, her mother's predecessor) was also a strong presence and influence. Discuss the family dynamics that developed over time and the respective roles played by mother and father within the home.
8. Presho was a typical "T"-town on the Plains. What do we learn about it from the book? How would you compare it to the town or city that you live in?
9. With approximately 600 residents, Presho developed a healthy amount of community activities. From your own experience and knowledge, was it typical in this respect? Would this have been an appealing town to live in? If you had owned a magic wand and could have changed the town in any way, what would you have done, if anything?
10. The movement of people in and out of town, according to the author, was remarkably high. From a distance, it seems almost like Grand Central Station. What effect do you think this high degree of mobility had upon people's lives?
11. Descriptions such as those of Lorena Hickok of life in South Dakota during the "dirty thirties" sound almost unbelievable to those who did not actually live through the experience. What impact do you imagine these harsh climatic and economic conditions had on people's psyches?
12. Schwieder provides a rather detailed description and analysis of the physical reality of the house her family lived in as well as an emotional map of the activities that occurred there. How would you describe those goings-on?
13. The author titles chapter five "The Wonderful World of Work." What was wonderful about it? Or do you think it was wonderful?
14. Can you imagine plucking chickens for three cents apiece? Is the work world easier now or harder than it was in Presho during the thirties and forties?
15. Do you think all the child labor that occurred at the time was exploitative?
16. On page 119, Schieder describes West River South Dakota as "a culture shaped by place." What does she mean by this? Is place as all-important now as it was during the time that she was growing up? Explain.
17. How would you describe the social structure of the town? How does it compare with your own experience? Have conditions improved or deteriorated during the past halfcentury and more?
18. The Hubbard family prospered on the basis of the farm machinery business, which four of the family's six sons also went into. Small town viability obviously depends upon the health of its businesses, which, in turn, depends upon the prosperity of farmers and ranchers on the surrounding countryside. What do you think is the longterm prospect for towns like Presho in the coming decades?
19. What do you think are the strengths and weaknesses of the book? Would you recommend it to others?
Note: Information was attained from one of the South Dakota Book Bag Study Guides (a project supported with funding from the South Dakota Humanities Council).
http://library.sd.gov/PROG/sdbookbag/index.aspx | <urn:uuid:af12f2fb-ded2-435e-9970-dc9ea70da23d> | CC-MAIN-2020-16 | https://vermillionpubliclibrary.org/wp-content/uploads/2012/09/DISCUSSION-QUESTIONS3.pdf | 2020-04-03T05:23:53+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00178.warc.gz | 762,762,488 | 951 | eng_Latn | eng_Latn | 0.999295 | eng_Latn | 0.999329 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2266,
4493
] | [
2.234375
] | 1 | 0 |
Gilberto And The Wind
Read Online Gilberto And The Wind
If you ally craving such a referred Gilberto And The Wind book that will allow you worth, acquire the unquestionably best seller from us currently from several preferred authors. If you want to comical books, lots of novels, tale, jokes, and more fictions collections are plus launched, from best seller to one of the most current released.
You may not be perplexed to enjoy every books collections Gilberto And The Wind that we will no question offer. It is not vis--vis the costs. Its practically what you craving currently. This Gilberto And The Wind, as one of the most full of zip sellers here will agreed be in the middle of the best options to review.
Gilberto And The Wind
Gilberto And The Wind Read Aloud - Maine
In Gilberto and the Wind the wind grabbed Gilberto's balloon In A Letter to Amy the wind also grabbed something from someone's hand What happened? Why do you think Gilberto's balloon blew all the way up in a tree,but Amy's letter dropped back to the ground after the wind blew it out of Peter's hand?
Gilberto and the Wind - Live Oak Media
book, Gilberto is a young boy who discovers that the wind can be a fun playmate READING ACTIVITIES Comprehension/Thinking Skills a "What are some of the things that Wind liked to do?" b "What does the wind sometimes do that makes Gilberto afraid?" (Draw Conclusions) c "What do Gilberto and Wind do when the wind finally gets tired?"
4th Read Lesson: Gilberto and the Wind - Texas OWL
On the fourth read of Gilberto and the Wind, introduce this activity Point out the page with the boat and the paper sail Have children imagine how far the boat can move through the water 3 Explain to children that they will make their own sailboats and then see how far they will go Show one model sailboat
Topic of Study Air and Wind Introduction
Adventures in Learning: #6 Physical and Earth Science Air and Wind - Revised with AR CDELS 2016 5 Book #2: Gilberto and the Wind by Marie Hall Ets, author and illustrator First Reading of Gilberto and the Wind Prepare to read the book, Gilberto and the Wind Show cover; give title, author and illustrator
GILBERTO - Learning Links
For the Teacher This reproducible Little Novel-Ties study guide consists of activities to use in conjunction with the book Gilberto and the WindThe picture book and its corresponding guide can become an important element in your whole language reading program
By: Marie Hall Ets
The title of the book is Gilberto and the Wind and the author, or the person who wrote the story, is Marie Hall Ets STATE: Purpose of Read 1 See this little boy His name is Gilberto I wonder why he is holding on to his hat Maybe he is worried that the wind will blow it off Sometimes the wind can cause us problems and sometimes it can help us
Acelero Curriculum Plans—Unit Map Page 1 of 7 Theme 8 ...
The Wind Blew Pat Hutchins Gilberto and the Wind (Gilberto y el viento) Marie Hall Ets Additional Resources: The following books are not requi red, but could be used to complement and enrich this theme, if teachers have access to these or similar titles: What Makes the Seasons?
Gilberto Y El Viento
Language Arts: Wind and Other Weather Talk about other kinds of weather Have children think about a book titled Gilberto y el Sol (Gilberto and the Sun), Gilberto y la Lluvia (Gilberto and the Rain), or Giberto y la Nieve (Gilberto and the Snow) Have children write stories about the adventures Gilberto might have in these stories
What Affects a Parachute k-2
Gilberto and the Wind The students will learn about the effect of wind as they hear about Gilberto's activities with a balloon, a pinwheel, a kite and a sailboat This book will set the stage for a discussion about parachutes Students will follow directions carefully and make paper napkin parachutes
Simulations of the Atmospheric Boundary Layer in a Wind ...
Simulations of the Atmospheric Boundary Layer in a Wind Tunnel with Short Test Luciana Bassi Marinho Pires1, Igor Braga de Paula 2, Gilberto Fisch3, Ralf Gielow , Roberto da Mota Girardi4
São José dos Campos – Brazil measurements at Alcântara ...
Gilberto Fisch Instituto de Aeronáutica e Espaço (IAE) São José dos Campos – Brazil gfisch@iaectabr Comparisons between aerovane and sonic anemometer wind measurements at Alcântara Launch
Let's Find Out About It: Pinwheels & Kites Standards
"In Gilberto And The Wind, the wind spun Gilberto's pinwheel and blew the kites of the older boys" "What did the wind do when Gilberto tried to fly his kite?" "Here are images of pinwheels What do you notice?" "A pinwheel has vanes---strips attached to the center When the wind blows the pinwheel, it makes the vanes spin
Leveled Book List Guided Reading Levels: H-M DRA: 14-28
Gilberto and the Wind Ets, Marie Hall H 170 Goodnight Moon Brown, Margaret Wise H 170 Hanna's Butterfly Vinje, Marie H 170 Hooray for the Golly sisters! Truesdell, Sue H 170 How Do I put it on ? Watanabe, Shigeo H 170 I Love Spiders Parker, John H 170 I Was Walking Down the Road Barchas, S Scholastic H 170
Build It! Structures, Systems and You House by Byron ...
A list of children's picture books about change over time: Build It! Structures, Systems and You by Adrienne Mason 2006 Kids Can Press Ltd Building a House by Byron Barton 1990Greenwillow Changes, Changes by Pat Hutchins 1987 Alladin Gilberto and the Wind by Marie Hall Ets 1978 Puffin I Face the Wind by Vicki Cobb 2003Harper Collins
Kite & Wind Activities Theme for Preschool
Gilberto and the Wind by Marie H Ets Kite In the Park by Lucy Cousins Kipper's Kite by Mick Inkpen (great touch and feel book!) Like A Windy Day by Frank Asch Millicent and the Wind by Robert Munsch Rain by Peter Spier Spring by Richard L Allington The Wind Blew by Pat Hutchins
Push-In and Pull-Out REAL Time
REAL Time Guide for Reading Informational Texts Read and Explore STATE: Key Concept(s) in the Form of a Question – When we read Gilberto and the Wind, I had some questionsThe wind was both helpful and harmful to Gilberto, which made me want to learn more about wind
Acelero Learning Curriculum Plan Planned Read-Aloud
Acelero Learning Curriculum Plan Planned Read-Aloud Book: Gilberto and the Wind (Gilberto y el viento) by Marie Hall Ets NOTES: If you have a bilingual staff member, consider doing a re-reading in Spanish Remember, books should be read in only one language at a time (rather than switching back and forth between English and Spanish)
Windy Day Activities - Pierce County Library System
Windy Day Activities A windy day can be a literacy adventure! Read a book about the wind and then talk about what the wind "looks" like Practice whispering Watch the wind through the window What do you see? Take a walk outside and talk about what the wind feels like Give your child a …
BOSSA NOVA FOR GUITAR by Paul Donat
Veloso and Gilberto Gil Still others took Bossa Nova to new heights in a jazz context by using the style and compositions as a basis for jazz improvisation Some of these are Sergio Mendes and groups like the Bossa Tres, Tamba Trio and Zimbo Trio It is in recordings of these and other Brazilian artists that the "true" sound of the Bossa Nova
CHRISTIAN SERVICE SERIES III - Global University
CHRISTIAN SERVICE SERIES 1211 South Glenstone Avenue, Springfield, MO 65804 wwwglobaluniversityedu This course will help you understand the importance of the development of Christlike character in the believer define the nine characteristics of the fruit of the Spirit listed in Galatians 5:22–23 | <urn:uuid:9c8c6f9f-a8f7-46cc-bf73-4cfeeeb94b11> | CC-MAIN-2020-16 | http://pooldodo.com/Gilberto-And-The-Wind.pdf | 2020-04-03T04:14:15+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00178.warc.gz | 139,949,205 | 1,784 | eng_Latn | eng_Latn | 0.98603 | eng_Latn | 0.988951 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2194,
5481,
7562
] | [
3.34375
] | 1 | 0 |
Plant Based Nutrition
A plant-based diet is a diet of any animal (including humans) based on foods derived from plants, including vegetables, whole grains, legumes and fruits, but with few or no animal products.
Centering our diets around whole plant foods involves:
* Reduction in meats, fish, poultry and eggs
* Avoid processed food
* Choosing the "whole package" of nutrients provided by the rainbow variety of fruits and vegetables
* Grab legumes, grains, nuts, seeds and herbs
* Add beans and lentils as great fiber and protein source
* Eat healthy starches like sweet potatoes legumes, grains, nuts, seeds
Grab some spicy herbs and create the "Plant Based Power- Plate" filled with vegetables but also healthy fillers with grains and starches:
"Food is neutral. Every bite of food has an effect on the body, either creating damage or promoting optimal function and healing. Bite by bite, at each meal, you are determining your future health." – Scott Stoll, MD & Co-Founder of The Plantrician Project
Source: Wikipedia
Forks over Knives
Cleveland Clinic
BENEFITS
* Lower cholesterol
* Balanced blood sugar
* Controlled blood pressure • Reduced risk for diabetes • Reduced risk for heart diseases • Good digestion system
* Reduced risk of cancer
* Healthy skin, hair and nails
* more energy etc.
Plant-Based Resources
Make sure to always find different options of cooking and preparing your meals making sure to not get tired and bored with your options. To help you out we have listed a couple resources with different recipes and tools! Enjoy!
Resources, recipes and overall information:
www.drserna.com (plant-based handouts and recipes under our "Lifestyle Medicine and Wellness" tab)
Nutrition Facts – Dr. Michael Greger http://nutritionfacts.org/
PCRM – Physicians Committee for Responsible Medicine http://www.pcrm.org/health/diets www.21daykickstart.org (free 21 day plant based eating program)
Plantrician Project www.plantricianproject.org
Plant- Powered Kitchen – Dreena Burton http://plantpoweredkitchen.com/
Forks Over Knives www.forksoverknives.com
Pinterest – a nice tool to find healthy easy to make meals. You can search by vegan meals, easy plant based meals, plant based on a budget, and much more. Please be aware to look at the ingredients closely and make healthy substitutions if needed. www.pinterest.com
Oh She Glows https://ohsheglows.com/
Minimalist Baker https://minimalistbaker.com/
www.drserna.com firstname.lastname@example.org
(281)807-5300
The information and resources shared here are educational only, and North Cypress Internal Medicine & Wellness does not necessarily endorse their content, recommendations or guidelines. | <urn:uuid:15020655-2d53-4127-87c5-95f66bf75067> | CC-MAIN-2020-16 | https://drserna.com/wp-content/uploads/2020/01/Plant-Based-Handout-and-Resources-REVISED-2.pdf | 2020-04-03T04:35:47+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00178.warc.gz | 449,371,920 | 584 | eng_Latn | eng_Latn | 0.982852 | eng_Latn | 0.987116 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1310,
2687
] | [
2.234375
] | 1 | 1 |
Discussion Questions
1. What have been your predominant "ways of knowing"?
2. How might you compare and contrast your childhood experiences with the childhood experiences described in this book?
3. How might you compare and contrast your family relationships with those described in this book?
4. How might you compare and contrast the tones of the voices in these essays?
5. Which of these women might you be most interested in knowing on a personal level? Why?
6. How do you feel about how these essays are sequenced? Is it effective? If so, why? If not, what would be a better sequence?
7. What did you learn about family relationships among tribal people in reading these essays?
8. Could these essayists be characterized as "feminists"? Why or why not?
9. Many stories are told throughout this book? Which one might you remember the most? Why?
10. Are these essays "literature"? Why or why not?
11. Which of these essays might be most suited to expansion to book length? Why?
12. The historian Roy Harvey Pearce wrote, "We are not responsible for history but to it." How might that statement be applied to this book?
13. How do the essayists in this book define "culture"? How do you define it?
14. Compare your ideas about "home" to the ideas expressed in this book.
15. Compare your ideas about the earth to the ideas expressed in this book.
16. Compare majority society ideas about healing to the ideas expressed in this book.
17. Compare majority society ideas about religion to the ideas expressed in this book.
18. What does language have to do with survival?
19. Memoir writing is an increasingly popular genre. Why do you think that is?
20. Would you recommend this text to other readers? Why or why not?
Note: Information was attained from one of the South Dakota Book Bag Study Guides (a project supported with funding from the South Dakota Humanities Council).
http://library.sd.gov/PROG/sdbookbag/index.aspx | <urn:uuid:9810cc0c-59ea-4b41-b449-c7b8bc878c47> | CC-MAIN-2020-16 | https://vermillionpubliclibrary.org/wp-content/uploads/2012/09/DISCUSSION-QUESTIONS18.pdf | 2020-04-03T03:34:50+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00176.warc.gz | 734,839,652 | 426 | eng_Latn | eng_Latn | 0.998792 | eng_Latn | 0.999231 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1531,
1942
] | [
2.1875
] | 1 | 0 |
Lesson Plan: Careers in the Fire Service
Early Adolescents
Audience:
— articulate why the fire service is an attractive career option for many people.
By the end of the lesson, the participants will be able to:
— describe at least 3 different roles in the fire department.
— explain why fire prevention is an important role in the fire service.
Early adolescents thrive in interactive learning environments. Ask questions, take polls, use props, and conduct demonstrations to keep learners engaged in the lesson.
Step 1: Introduction (5 Minutes)
* Introduce yourself, explain your connection to the community, and your role with the fire department.
* Establish the rules early to help connect with the young audience and maintain control. Let students know they should pay attention to the speaker at all time and be respectful during the lesson. Inform students that they can ask questions but they need to signal and be called on first.
* Let the classroom teacher know that you will need them to be present and assist as needed.
HOOK: When you finish school, you will have the chance to start a career. What kind of jobs have you thought about?
List students' responses on the board.
Tell the students that you think being a firefighter is the best job in the world. Firefighters rescue people from burning buildings, put out fires with big hoses, drive big rigs, face danger at every turn, and use cool tools! Tell them that you are going to show them firefighters in action.
Show video or photos of firefighters that is touching and humorous...such as rescuing ducklings like the one found here. This will likely get a laugh from the students and also show the human side of firefighters' everyday duties.
Step 2: Body of the Presentation (20 minutes)
Ask: Aside from rescuing animals from storm drains, what do you think people who work at the fire department do when they go to work?
As students share responses, list them on the board.
NATIONAL FIRE
PROTECTION ASSOCIATION
The leading information and knowledge resource
on fire, electrical and related hazards
Teaching Tip:
Lesson Plan:
Careers in the Fire Service
Here are some of the duties members of the fire department do every day:
* Put out fires
* Rescue people from burning buildings and vehicles
* Rescue people from vehicles using the jaws of life
* Teach children and adults how to stay safe from fire
* Inspect buildings to make sure they are safe
* Check and maintain vehicles, equipment, and the fire station
* Practice firefighting and rescue techniques
* Exercise to stay physically and mentally fit
* Look at plans of new buildings before construction starts
* Analyze data and information about why people need firefighters' help
* Complete incident reports to explain how firefighters respond to each emergency
Teaching Tip:
Customizing the Lesson
If your fire department has a video specific to your hiring process, include it in your lessons. Tell students about the hiring process in your community. Share information about junior firefighter programs in your city. Talk about the unique fire department roles in your city. This lesson includes descriptions of many fire department roles. Feel free to focus on the specific positions your department fills or discuss them all.
Take some of the careers students listed, help them understand how these careers they listed are also roles that exist in the fire department.
For example, if you are thinking about
* a career that requires bravery, physical skill, and calm under pressure, think about being a line firefighter
* medical career, becoming a paramedic or EMT might interest you
* a career in architecture or engineering, Plans Reviewer might be a good choice
* a career where you get to work with the media, think about being a Public Information Officer
* being a teacher, maybe you would like to be a Fire and Life Safety Educator
* working with cars and trucks, maybe you would like to be a mechanical services technician.
* a career that requires good communication skills and a calm demeanor, think about being a dispatcher
* a job using new technology, you might look into becoming a fire department GIS coordinator
* a job that uses science and math to keep people safe, think about the fire protection engineer field
* a career that examines patterns in data and research, become a fire department data scientist
* working with business owners to make sure their properties are safe for people, think about being a fire marshal
* a career where you get to rescue people in the water, thinking about joining the search and rescue dive team
* a career where you get to encourage people to join the fire department, think about joining the recruitment team
Help students understand the connections between some of the jobs they are thinking about and some of the different fire department roles. Share a few sentences about each role as it is discussed.
Let the students know that there are many different roles in the fire department and it takes many people with varied backgrounds to run fire departments in large cities. While line firefighters have very important jobs, there are many other important positions in the fire department.
NATIONAL FIRE
PROTECTION ASSOCIATION
The leading information and knowledge resource
on fire, electrical and related hazards
Lesson Plan: Careers in the Fire Service
Ask: What are some things that firefighters love about their jobs?
* Team-centered workplace
* Non-traditional work schedule
* Opportunities to continually train and learn
* Attractive salary and opportunities to advance
Ask: Do you think it is important for a fire department to have fire and life safety educators? Why?
Help students understand that while fire deaths and injuries have decreased year after year, it is still a substantial problem. We know that prevention efforts from fire departments are helping to reduce the amount of injuries and deaths from fires. This means the work of fire and life safety educators, fire marshals, plans reviewers, and many others coming together to help people stay safe.
Ask: Why do you think some fire departments have a recruitment unit?
It is important for fire departments to reflect the community members they are protecting. In some cities, there are not enough women or people of color in the fire department. Some fire departments work hard to increase diversity and support people who represent minority groups.
Let students know that working for the fire service is a very rewarding career. If they think they might want to join the department when they get older, they can start preparing now. In order to get a job at the fire department, they should continue to work hard in school and stay out of trouble.
Step 3: Conclusion (3–5 minutes)
* REVIEW: Ask students to explain some roles in the fire service they didn't know about.
* REVIEW: Ask students why the fire service might be a good career choice.
* REMIND students that there are many factors to consider when choosing a career.
* REMIND the students that the qualities of a good firefighter are the same as being a good student and a healthy teenager: be a hard worker in class, be fit, don't get in trouble with the police, don't do drugs, etc.
* THANK the students for being attentive and respectful.
* THANK the teacher for allowing you to come in and address the students.
Created in partnership with the NFPA Urban Fire and Life Safety Task Force
NATIONAL FIRE
PROTECTION ASSOCIATION
The leading information and knowledge resource
on fire, electrical and related hazards | <urn:uuid:ffeda06b-15b0-4a96-bc4c-63747531cf68> | CC-MAIN-2020-16 | https://nfpa.org/-/media/Files/Public-Education/Resources/Lesson-plans/LessonPlanCareersEarlyAdolescent.ashx | 2020-04-03T04:14:53+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00177.warc.gz | 613,226,462 | 1,500 | eng_Latn | eng_Latn | 0.998079 | eng_Latn | 0.99804 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2098,
5336,
7582
] | [
4.71875
] | 2 | 2 |
Warmer 1
Write five things (key words only) onto the word wheel that you think of when you read the words 1. 'space station'.
Share your ideas in class. 2.
Space
station
Key words 2
Fill the gaps in the sentences using these key words from the text. The paragraph numbers are given to help you.
laboratory hatch panoramic anchor high construction waste contrails queasy orbit dock lap
the process of building something _____________________ (para 2) 1.
if a spacecraft does this, it joins to another spacecraft while they are still in space ___ 2. __________________ (para 4)
a door cut into the floor or ceiling of a ship, aircraft or building that people or things can move through 3. _____________________ (para 4)
a place where people do scientific and medical experiments or research _____________________ (para 5) 4.
to fix something firmly somewhere _____________________ (para 6) 5.
6.
feeling that you are going to vomit _____________________ (para 7)
to gradually become thinner and weaker over a period of time _____________________ (para 8) 7.
one complete turn around something like a race course (here around Earth) _____________________ (para 9) 8.
this kind of view allows you to see a large area of land or sea around you _____________________ (para 10) 9.
artificial clouds created by an aircraft _____________________ (para 10) 10.
a feeling of great happiness or excitement _____________________ (para 12) 11.
to move around a large object in space such as a planet _____________________ (para 13) 12.
NEWS LESSONS / Life aboard the International Space Station / Intermediate
Life aboard the International Space Station
It's ten years since the first crew entered the International Space Station (ISS) 220 miles above Earth. But what is it like aboard the ISS?
Ian Sample 24 October, 2010
At 6.41pm this Thursday, a small bright light will appear low in the night sky before vanishing in the darkness. What looks like a star in the heavens is sunlight reflecting off the International Space Station. 1
With more than a decade of construction now coming to an end, astronauts can finally look forward to using the space station to the full. And they are in for an extraordinary time. "I still can't believe what I've seen sometimes," says Piers Sellers, a NASA astronaut, who took part in the most recent shuttle mission to the station in May. "Often it all comes back to me in dreams." 2
Next week, NASA will celebrate ten years of life on the space station (the first residents arrived on 2 November 2000), but fewer than 200 people have first-hand knowledge of life on board. It takes two days to get to the space station. The station flies at an altitude of 220 miles or so (that's more than 30 times the cruising height of a jumbo jet), but is travelling at a speed of 17,500mph. Before astronauts can climb aboard, they first have to chase it and pull alongside. 3
The shuttle approaches the space station from below. The docking procedure is slow and careful. This is not surprising considering the cost of the spacecraft involved: $1.7bn (£1.1bn) for a shuttle and around $100bn (£64bn) for the space station. Once they are locked together it takes half an hour or so to equalize the pressure and finally open hatches that separate the two crews. "You see these faces on the other side and they're always excited to see you. Sometimes it's been three months since they've seen anyone else," says Sellers. 4
facilities, laboratories and siderooms give astronauts room to go about their business, do experiments and operate the space station's two robotic arms. The space station has a permanent crew of six who have to learn to move around without crashing into anything.
In time, the crew members are able to fly down the length of the station, straight as an arrow, without touching anything, except with their fingertips. People sit in mid air, tapping away at a computer, with only a toe hooked under a wall strap to anchor themselves. 6
Living in a weightless environment does curious things to the body. On their first day or two in space, some astronauts feel queasy. Many astronauts lose much of their sense of smell and taste. "Nothing tastes like it does on Earth. It all tastes like cardboard," says Sellers. "We get through gallons of Tabasco sauce." 7
The astronauts' bones and muscles begin to waste too. For every month in space, they lose around 2% of their bone mass. On long stays aboard the space station, crews spend at least two hours a day exercising. 8
It takes the space station one and a half hours to fly around the planet, or 16 complete laps a day. After 45 minutes of daylight, a dark line appears on the planet, dividing Earth into night and day. For a couple of seconds, there is a line of coppery light and then complete darkness. Another 45 minutes later the sun rises to fill the station with brilliant light again. 9
It is the sight of our planet that takes the breath away. On board, the best views are from the cupola whose six windows look down on a panoramic view of Earth. But for the really exceptional views, you need to step outside. Space walkers see whole continents, mountain ranges, cities, aircraft contrails and ships crossing the oceans. 10
In all, the living space on the station is roughly the size of one-and-a-half Boeing 747s. Storage 5
Most shuttle missions take astronauts to the space station for two weeks or so, during which every working day is intense. As soon as the wake-up music begins, printers start printing out instructions for the day ahead. Almost every 11
NEWS LESSONS / Life aboard the International Space Station / Intermediate
hour is scheduled, with crew members' tasks and the tools they will need planned by logistics experts on the ground making sure no one gets in anyone's way.
Short visits to the space station are easier than longer ones. Frank de Winne, a Belgian astronaut and former test pilot, spent nine days on the space station in 2002 and returned for a six-month trip last year, when he became the first European commander of the space station. "If you are there for a week or two, you are basically on a high the whole time. It's not the same when you're there for six months. Things that are difficult in the short term, such as not having a shower or any fresh fruit, become part of normal life. The things you really miss are close contact with your wife, your kids and your 12
Comprehension check 3
Are these statements true (T) or false (F)?
It has taken ten years to build the International Space Station (ISS). 1.
The building costs for the ISS are already around sixty-four billion US dollars. 2.
When the shuttle docks on the ISS, the astronauts can immediately walk through the hatch into the 3. space station.
Many astronauts lose their sense of smell and taste on board the ISS. 4.
The ISS flies around Earth 45 times a week. 5.
The best views of Earth can be seen from the cupola. 6.
Most astronauts stay on the ISS for two weeks. 7.
The ISS will continue orbiting Earth for another 50 years. 8.
It is possible to see the ISS in the night sky. 9.
Sellers feels angry when he looks up and sees the ISS. 10.
NEWS LESSONS / Life aboard the International Space Station / Intermediate
family and friends," he says. The crews use email and the station's phone to get in touch with family and friends when there is time.
The space station, will be orbiting Earth for at least another five years; probably much longer – possibly until 2028. For those who built the space station, seeing its bright light shooting across the sky at night brings on emotions few others will understand. "You can go out on a quiet night and see it flying over and you think, my goodness, I was there, I helped put that together," says Sellers. "Everybody here feels they own a little piece of it. It's a lasting achievement." 13
© Guardian News & Media 2010 First published in The Guardian, 24/10/10
4
Collocations
Make word pairs from the article by matching a word from the left with one from the right. The first one is done for you.
Summarizing and retelling 5
Summarize, recreate and retell the article using all the collocations (word pairs) from Exercise 4.
Discussion 6
In which ways do you think working on the space station would be different (and similar) to working away from home on Earth, e.g., working for two weeks in a foreign country?
Webquest
Go to NASA's official ISS website to find out more information about the ISS http://www.nasa.gov/mission_pages/station/main/index.html
Here you can read about current missions, crew members and expeditions, watch videos, see images, and find out where to see the ISS in the night sky.
NEWS LESSONS / Life aboard the International Space Station / Intermediate
KEY
2 Key words
construction
1.
dock
2.
hatch
3.
laboratory
4.
anchor
5.
queasy
6.
waste
7.
lap
8.
panoramic
9.
contrails
10.
high
11.
orbit
12.
3 Comprehension check
T 1.
F 2.
F 3.
T 4.
F 5.
F 6.
T 7.
F 8.
T 9.
F 10.
4 Collocations
b 1.
d 2.
e 3.
f
4.
a 5.
c 6.
k 7.
j
8.
l
9.
g 10.
i
11.
h 12.
Teacher's note: All the questions and answers in each task are in the order that they appear in the article.
NEWS LESSONS / Life aboard the International Space Station / Intermediate | <urn:uuid:ffcbcbd4-9273-4dc7-9189-2c76522b191f> | CC-MAIN-2020-16 | http://www.onestopenglish.com/skills/news-lessons/monthly-topical-news-lessons/pdf-content/life-aboard-the-international-space-station-intermediate/550710.article | 2020-04-03T05:52:59+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00179.warc.gz | 266,153,901 | 2,168 | eng_Latn | eng_Latn | 0.963488 | eng_Latn | 0.999324 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1755,
5792,
8075,
8907,
9445
] | [
4.375
] | 2 | 0 |
Michigan ranks 6th in the nation in the production of eggs.
EGG FACTS
8 EGG PRODUCERS
There are 3,846 million eggs produced in Michigan every year (2015).
17
FARMS
15 million LAYING HENS
The egg industry has a total of $625 Million in economic Impact in the state of Michigan.
Baby chickens are called chicks. Young hens prior to lay onset are called pullets. Males are called roosters. Females are called hens.
The breed of hen determines the color of the egg: white, brown, or blue/green.
Egg Nutrition:
* Eggs provide the most grams of protein per dollar spent (55grams/$1).
* Packed with plenty of vitamins and minerals for only 70 calories per egg.
* Contain lutein and zexanthin, two antioxidants that help prevent macular degeneration.
* Yolks are an excellent source of choline, an essential nutrient that contributes to fetal brain development and adult brain functioning. | <urn:uuid:354880ac-f851-4dfc-b95f-5a34aec58268> | CC-MAIN-2020-16 | https://mipoultry.com/wp-content/uploads/2017/10/MAPI-layer-info-sheet3.pdf | 2020-04-03T03:55:31+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00180.warc.gz | 585,751,486 | 216 | eng_Latn | eng_Latn | 0.996538 | eng_Latn | 0.996538 | [
"eng_Latn"
] | false | docling | [
892
] | [
2.46875
] | 1 | 0 |
Name: _______________________________________ Date: _____________ Per: ____
ARITHMETIC AND GEOMETRIC SEQUENCE WORD PROBLEM EXAMPLES All final solutions MUST use the formula.
1. A recovering heart attack patient is told to get on a regular walking program. The patient is told to walk a distance of 5 km the first week, 8 km the second week, 11 km the third week and so on for a period of 10 weeks. At that point the patient is to maintain the distance walked during the 10 th week. How far will the patient walk during the 10 th week?
a. Is the sequence arithmetic or geometric? Explain your answer.
b. Write out the sequence using blanks where appropriate.
c. Write an explicit formula for the sequence.
d. How far will the patient walk during the 10 th week? Show all work.
e. Write your final answer as a sentence.
2. A virus reproduces by dividing into two, and after a certain growth period, it divides into two again. As the virus continues to reproduce, it will continue to divide in two. How many viruses will be in a system starting with a single virus AFTER 10 divisions?
a. Is the sequence arithmetic or geometric? Explain your answer.
b. Write out the sequence using blanks where appropriate. Fill in the first three terms.
c. Write an explicit formula for the sequence.
d. How many viruses will be in a system starting with a single virus AFTER 10 divisions?
e. Write your final answer as a sentence.
3. Sam has purchased a $30,000 car for his business. The car depreciates 30% every year. Depreciation means the value of the car goes down by that percent each year. What will be the value of the car after the 5 th year? Note: The car is 0 years old when purchased so the first year is the second entry in the sequence.
5. Edgar is getting better at math. On his first quiz he scored 57 points, then he scores 61 and 65 on his next two quizzes. If his scores continued to increase at the same rate, what will be his score on his 9 th quiz? Show all work.
8. In a certain region, the number of highway accidents increased by 20% over a four year period. How many accidents were there in 2006 if there were 5120 in 2002? Hint: When the percent increases, you want the original 100% plus the additional 20%.
f. Is the sequence arithmetic or geometric? Explain your answer.
g. Write out the sequence using blanks where appropriate. Fill in the first two terms. Hint: If the car value decreases by 30%, what percent did it retain? Show all work.
h. Write an explicit formula for the sequence.
i. What will be the value of the car AFTER the 5 th year? Show all work.
j. Write your final answer as a sentence.
4. Allen is on the football team this year but he has poor time management skills. His mother told him that he is off the team if he fails anything in school. On his first math quiz he earned a 90, then he earned an 86 and an 82 on his next two quizzes. If his grades continue at this rate, what will his quiz grade be after the 8 th quiz? Will he still be on the team?
a. Is the sequence arithmetic or geometric? Explain your answer.
b. Write out the sequence using blanks where appropriate.
c. Write an explicit formula for the sequence.
d. What can he expect to get on his 8 th quiz? Show all work.
e. Write your final answer as a sentence.
a. Write an explicit formula for the sequence. Explain where you found the numbers you are putting in the formula.
b. Identify the value of n and explain where you found it. Use the explicit formula to solve the problem.
c. Write your final answer as a sentence.
6. Suppose you drop a tennis ball from a height of 15 feet. After the ball hits the floor, it rebounds to 85% of its previous height. How high will the ball rebound after its third bounce? Round to the nearest tenth.
a. Write an explicit formula for the sequence. Explain where you found the numbers you are putting in the formula.
b. Identify the value of n and explain where you found it. Use the explicit formula to solve the problem.
c. Write your final answer as a sentence.
7. Viola makes gift baskets for Valentine's Day. She has 13 baskets left over from last year, and she plans to make 12 more each day. If there are 15 work days until the day she begins to sell the baskets, how many baskets will she have to sell?
a. Write an explicit formula for the sequence. Explain where you found the numbers you are putting in the formula.
b. Identify the value of n and explain where you found it. Use the explicit formula to solve the problem.
c. Write your final answer as a sentence.
a. Write an explicit formula for the sequence. Explain where you found the numbers you are putting in the formula.
b. Identify the value of n and explain where you found it. Use the explicit formula to solve the problem.
c. Write your final answer as a sentence.
9. A house worth $350,000 when purchased was worth $335,000 after the first year and $320,000 after the second year. If the economy does not pick up and this trend continues, what will be the value of the house after 6 years.
a. Write an explicit formula for the sequence. Explain where you found the numbers you are putting in the formula.
b. Identify the value of n and explain where you found it. Use the explicit formula to solve the problem.
c. Write your final answer as a sentence. | <urn:uuid:edf06e6d-2460-4b40-9089-8373457b2450> | CC-MAIN-2020-16 | https://www.westada.org/cms/lib/ID01904074/Centricity/Domain/6679/4.2%20Worksheet.pdf | 2020-04-03T04:45:40+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00178.warc.gz | 1,229,513,852 | 1,253 | eng_Latn | eng_Latn | 0.999297 | eng_Latn | 0.999391 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1435,
1997,
2251,
5349
] | [
4.25
] | 1 | 0 |
1 Descriptive statistics
Answer the following questions:
1. Where do we as professionals in the education sector use statistics in our line of work?
2. Calculate the mean x for the following vector of five individual observations vx = (4, 2, 3, 4, 2). Describe your calculation in words.
3. Calculate the median Mv for the same data. Describe your calculation in words.
4. Think: Which of the two: x or Mv, is more stable to changes of individual observations? Why?
Submit your assignment either on paper at the beginning of the next class or send it to the course email before the next class.
∗ AME University, Monrovia, Liberia, firstname.lastname@example.org
2. Assignment
Sebastian St¨uwe ∗
February 23, 2019
AME University 2nd semester, 2018-19 EDUC 309 Educational Statistics
2 Solution
1. Where do we as professionals in the education sector use statistics in our line of work?
For example: enrolment overview, student grades, GPA calculation, comparison of results, gender distributions in class or school, various ratios like: students per teacher, teachers per school, expenses per student, and much more.
2. Calculate the mean x for the following vector of five individual observations vx = (4, 2, 3, 4, 2). Describe your calculation in words.
x = 3. Form the sum of all observations and divide by the sample size n.
3. Calculate the median Mv for the same data. Describe your calculation in words.
Mv = 3. Order the sample from least to greatest and select the mid-point.
4. Think: Which of the two: x or Mv, is more stable to changes of individual observations? Why?
Mv is more stable to changes of individual observations. If we change the highest observation "4" into "1000", it would seriously affect the mean, but the median would remain stable. In statistics, we say the median is a more robust score than the mean, because it is not affected by extreme values. | <urn:uuid:adc58691-0014-44ad-95b4-db5b1aebd2e2> | CC-MAIN-2020-16 | https://beiti.me/wp-content/uploads/2019/03/Solution-02.pdf | 2020-04-03T04:42:30+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00180.warc.gz | 367,906,727 | 453 | eng_Latn | eng_Latn | 0.984937 | eng_Latn | 0.991912 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
784,
1882
] | [
3
] | 1 | 0 |
For more information, visit: green.upstate.edu Summer 2016
Paper, Paper, Paper, Paper, Paper, Paper, Paper, PAPER… TOO MUCH PAPER!
Over the next year, our Think Green News will focus heavily on paper-related matters. We hope by sharing staggering financial and environmental information about the impact of paper, we will encourage progress along the 'paperless' spectrum. In addition to information, we will focus on practical tips on how to EASILY reduce our individual and institutional use. We are interested in your suggestions, questions, and success stories – email firstname.lastname@example.org.
PAPER CONSUMPTION – IN THE UNITED STATES
The United States and Canada are the world's largest producers of paper and paper products.
In the last 20 years, paper product usage has increased from 92 million tons to 208 million, a 126% increase!
Americans still consume more paper per capita than anyone else on earth.
On average, a person in the United States uses more than 700 pounds of paper every year.
Paper in the U.S. represents one of the biggest components of solid waste in landfills – 26 million tons (or 16% of landfill solid waste).
The average person in the United States at the end of the last decade consumed as much paper as 6 people combined in Asia or more than 30 people in Africa.
The U.S. uses approximately 68 million trees each year to produce paper and paper products.
The U.S. has less than 5% of the world's population yet consumes more than 30% of the world's paper!
Sources: http://www.thepaperlessproject.com/facts-about-paper-the-impact-of-consumption/
PAPER CONSUMPTION – IN THE WORKPLACE
Lowering paper usage at the office can result in higher efficiency measures and increased productivity levels throughout an organization.
The average office worker continues to use a staggering 10,000 sheets of copy paper every year.
45% of the paper printed in offices ends up trashed by the end of the day – this daily lifespan occurs for over a trillion sheets of paper per year, worldwide.
In the U.S., companies spend more than $120 billion a year on printed forms, most of which outdate themselves within three months' time.
The average document is copied 9 - 11 times. Every 12 filing cabinets require an additional employee to maintain.
Each four-drawer file cabinet holds an average of 10,000 to 12,000 documents, takes up to 9 square feet of floor space and costs $1,500 per year.
Each misfiled document costs $125 and each lost document costs $350 to $700 in employee time. Large organizations lose a document every 12 seconds.
More than 70% of today's businesses would fail within three weeks if they suffered a catastrophic loss of paperbased records due to fire or flood.
Paper in the average business grows by 22% a year, meaning your paper usage will double in 3.3 years!
Think Green News Summer 2016
PAPER CONSUMPTION – THE ENVIRONMENT
Recycling is important – however, while recycling does keep paper from the landfills, it does not necessarily save the environment. Paper cannot be recycled indefinitely. Seven to ten times is about the maximum before the fibers break down. There will always be a need for wood pulp to be added to the recycled product. Understanding the disastrous negative effects paper consumption has on our environment can help encourage the world to use less of it.
Worldwide the pulp and paper industry is the 5 th largest consumer of energy, accounting for 4% of the world's energy use.
Over 60% of the roughly 17 billion cubic feet of timber harvested worldwide each year is used for paper and pulp.
The paper industry uses more water to produce a ton of product than any other industry.
Discarded paper is a major component of many landfill sites, about 35% by weight of municipal solid waste.
Pulp and paper is the third largest industrial polluter to air, water and land in both Canada and the United States, and releases well over 100 million kg of toxic pollution each year.
40% of the world's industrial logging goes into making paper, and is expected to reach 50% in the near future.
Worldwide consumption of paper has risen by 400% in the last 40 years with 35% of harvested trees being used for paper manufacture.
An estimated 18 million acres of forest are lost each year, equaling a loss of 20 football fields every minute.
Loss of forests contributes between 12 - 17% of annual global greenhouse gas emissions.
If current rate of deforestation continues, it will take less than 100 years to destroy all rainforests on earth!
The environmental impact of paper is largely significant. Due to our history of paper consumption, serious efforts are needed to ensure the environment is protected. With the use of modern technology such as document management software, electronic forms creators and mobile devices, we can drastically reduce our dependence on paper.
Sources: Forest Ethics: www.forestethics.org/paper-the-facts; Environmental Paper Network: www.environmentalpaper.org; World Resources Institute: www.wri.org
TEN EASY WAYS TO REDUCE PAPER USAGE
A Chicago donut shop is printing Mitch Hedberg's "Receipt For Donut" routine on its receipts · Newswire · The A.V. Club
FUTURE INITIATIVES AT UPSTATE MEDICAL UNIVERSITY
Upstate will soon begin efforts to decrease paper/ink usage and costs by: 1) Reducing the use of personal printers in favor of network printers and 2) Eliminating the use of ink jet printers in favor of network printers. More to come! | <urn:uuid:3dc924ae-b84b-4dbe-82ff-173ef9c049b0> | CC-MAIN-2020-16 | https://www.upstate.edu/green/pdf/tg-news/tg-news-summer-2016.pdf | 2020-04-03T03:57:26+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00178.warc.gz | 1,211,502,811 | 1,246 | eng_Latn | eng_Latn | 0.99786 | eng_Latn | 0.998065 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2901,
5666
] | [
3.046875
] | 2 | 5 |
Used Car Blue Book Values
Car dealers across North America use the "Blue Book" to help them determine the value of used cars that customers trade in when purchasing new vehicles. The book lists on a monthly basis the amount paid at recent used-car auctions and indicates the trade-in values according to condition and optional features. A study was completed to determine whether the odometer reading would serve as a useful predictor of trade-in value. Five-year-old cars of the same make, model, condition, and options have been randomly selected. The trade-in value and mileage are shown below.
a) What kind of relationship would you expect between trade-in value and odometer reading for the randomly selected cars. Explain your answer.
b) Code the data to make it easier to use.
c) Construct a scatterplot of the coded data. Which variable should be the independent variable and which is the dependent variable? Do you think that odometer reading depends on trade- in value or trade-in value depends on the odometer reading? Remember to include scales and labels for your axes.
d) Does the scatterplot confirm your description in part (a)? Explain your answer.
e) On your scatterplot in part (b), draw a line that you think summarizes or fits the data. Pick two ordered pairs on the line you drew on the scatterplot of trade-in value and odometer reading. Use your ordered pairs to write an equation of the line. Write your answer in the form of y = mx + b.
f) What does the variable y represent in your equation? What does the variable x represent in your equation?
g) What is the slope of this line? Interpret the slope in the context of this problem.
h) Use your equation from part (e) to predict the trade-in value of a vehicle with 52,000 miles.
i) According to the data, the actual trade-in value of a car with 52,000 miles was $4,000. How close was your prediction? Calculate the residual. Did you over-predict or under-predict your estimate? Justify your answer. | <urn:uuid:23dfa4ba-b70b-43b6-a174-2b372591d745> | CC-MAIN-2020-16 | http://drpmath.com/Inv-Models/LoBF%20-%20Blue%20Book%20Values.pdf | 2020-04-03T05:28:51+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00179.warc.gz | 49,151,828 | 423 | eng_Latn | eng_Latn | 0.999131 | eng_Latn | 0.999131 | [
"eng_Latn"
] | false | docling | [
1977
] | [
3.703125
] | 1 | 0 |
Novel Coronavirus (COVID-19): Self-Isolation
Public Health Factsheet
In December 2019, a novel (new) coronavirus (COVID-19) was confirmed in Wuhan, China. The situation continues to evolve, with COVID-19 cases reported in countries outside of China, including Canada and the United States.
You may have been exposed to COVID-19, through direct contact with an ill person or in your recent travels. You are therefore being asked to self-isolate and monitor yourself for symptoms for up to 14 days.
What does self-isolation mean?
Self-isolation means avoiding situations where you could infect other people. This can help prevent the spread of infections. DO NOT attend activities or gatherings where you may come in close contact with other people. This includes work, school and university, public transport (plane/bus/taxi/carpool), health-care facilities, faith-based facilities (church), grocery stores or restaurants, shopping malls, sporting events, concerts and birthday parties.
You should limit contact with people other than family members or individuals you travelled with. If you are in a home where other people have not been exposed, minimize close contact with the other members of your household by avoiding situations where you may have close contact. Ask friends to drop off groceries and supplies, or use a delivery or pick-up service.
Check with Health Links–Info Santé if you have any questions about self-isolation. Also, if you have a service provider that regularly comes into your home to provide necessary care or assistance to yourself or a family member (e.g. home care), they should be notified.
Why am I being asked to self-isolate?
Self-isolation is used to lower the chance of spreading the illness to other people. When you are exposed to an illness, there is the time between exposure and when you start to feel sick. This is called an incubation period. There is a small chance you can spread germs in the days before you feel sick. People at high-risk of having been exposed to the illness are asked to self-isolate.
How do I self-monitor my symptoms?
To self-monitor your symptoms, you should take your temperature twice a day, in the morning and at nighttime, using a digital thermometer by mouth (oral). You should not eat, drink, smoke and/or chew gum 30 minutes before taking your temperature. Do not take acetaminophen (e.g. Tylenol®) or ibuprofen (e.g. Advil®) during the 14-day self-isolation period UNLESS your health care provider advises otherwise. The Temperature Self-Monitoring Form
(manitoba.ca/asset_library/en/coronavirus/temperature.pdf) that you may have received from a Public Health Nurse can help you keep track of and record your temperature, and any other symptoms you may experience during the 14-day self-isolation period.
There are no specific treatments for coronavirus illnesses. Most people with COVID-19 will get better on their own. Some individuals, however, may require medical treatment.
What do I do if I start having symptoms?
If you develop a fever higher than 38.0°C (100.4°F), cough, shortness of breath, difficulty breathing or any other symptoms at any time during the 14-day self-isolation period, call Health Links–Info Santé before going to your local urgent care centre or emergency department, or call 911 if it is an emergency. When you arrive, you will be given a mask to wear and you will be isolated to lower the chance of spreading the virus to other people.
Should you experience other mild symptoms, such as a sore throat or runny nose, speak with a public health nurse or call Health Links–Info Santé.
You should also avoid contact with pets that live in your home as they could possibly get sick.
A health care provider can diagnose COVID-19 based on your symptoms and laboratory tests.
What else can I do to stop the spread of COVID-19?
The virus can spread through close contact with an infected person who is coughing or sneezing. You can also get COVID-19 by touching objects contaminated with the virus and then touching your mouth, eyes or nose.
Common prevention measures include regular handwashing with soap and water for at least 15 seconds. Make sure to dry your hands thoroughly. Or, you can use an alcohol-based hand cleanser if your hands are not visibly dirty. It is especially important to clean your hands:
* After coughing or sneezing
* Before, during or after you prepare food
* When caring for a sick person
* Before eating
* When hands are visibly dirty
* After toilet use
You should also cover your mouth and nose with a tissue when coughing and sneezing, or you can cough or sneeze into your sleeve. Throw used tissues in the garbage and immediately wash your hands, or use an alcohol-based hand cleanser.
Avoid sharing household and personal care items (e.g. dishes, towels, pillows, toothbrushes, etc.). After use of these items, wash them thoroughly with soap and warm water, place in the dishwasher for cleaning or, wash in your washing machine.
At this time, there is no vaccine to prevent the spread of COVID-19.
For more information about COVID-19:
* Talk to a public health nurse (for a listing of public health offices, visit: https://www.gov.mb.ca/health/publichealth/offices.html);
* Call Health Links–Info Santé in Winnipeg at 204-788-8200; toll free elsewhere in Manitoba 1888-315-9257; or
Manitoba's coronavirus website: manitoba.ca/covid19
- Visit:
Canada's coronavirus website:
https://www.canada.ca/en/publichealth/services/diseases/2019-novel-coronavirusinfection.html | <urn:uuid:3b705b7d-90a5-4baa-ba53-27cecfe293f4> | CC-MAIN-2020-16 | http://fpdinc.ca/media/coronavirus_selfisolation.pdf | 2020-04-03T03:53:54+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370510287.30/warc/CC-MAIN-20200403030659-20200403060659-00181.warc.gz | 73,401,199 | 1,202 | eng_Latn | eng_Latn | 0.962324 | eng_Latn | 0.99771 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2542,
5057,
5536
] | [
2.46875
] | 4 | 0 |
Paper 1: Media Quandaries
For this assignment you will choose a topic that addresses either a moral or legal problem regarding mass communication (e.g. television shows) or media technologies (e.g. the Internet). For example, your topic could address why the recent Supreme Court decision in the Verizon vs. FCC case is a problem for net neutrality. For this paper you must:
1. Provide an explanation of the problem that addresses why it is a problem and for whom it is a problem (e.g. a specific mass communication industry, society overall, or specific individuals)
2. State your specific position on the problem that takes into account the complexities of the problem
a. Support your position with at least two credible sources
3. Provide a solution to your problem based on class readings, discussions, or research
4. Provide a conclusion that is logically tied to information you discussed in your paper. Also address related consequences and implications to your problem.
Logistics:
Your paper should be at least two full pages (not a page and a half) and incorporate concepts and terminologies from your class readings. The body of your paper should be double-spaced (excluding name and date at top). You should use correct grammar and spelling throughout your paper and write your paper for a college-level audience. You can use either MLA or APA for this assignment but you must include a reference section that lists the sources you cited within your paper.
All written assignments will be submitted electronically to the Canvas drop box for submittal to TurnItIn, the plagiarism detection software. You must submit a Word document in order for your assignment to be reviewed and graded. Assignments are due electronically prior to the beginning of class the day assignments are due. Assignments are considered late if they are submitted anytime after that and will be subject to the late assignment policy detailed in the course syllabus. | <urn:uuid:39fe17bb-f335-4323-88f3-98b872de6860> | CC-MAIN-2020-16 | https://csvincent.files.wordpress.com/2011/08/paper-1.pdf | 2020-04-03T08:50:33+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370510352.43/warc/CC-MAIN-20200403061648-20200403091648-00073.warc.gz | 392,395,060 | 378 | eng_Latn | eng_Latn | 0.996074 | eng_Latn | 0.996074 | [
"eng_Latn"
] | false | docling | [
1955
] | [
2.046875
] | 1 | 0 |
Maths Policy
Ethos
At Studlands Rise First School we believe that mathematics is a tool for life. To be fully integrated into society we all need to be able to communicate mathematically. We must ensure that the children in our school develop the skills, strategies and knowledge that they will need for later life through the curriculum that we deliver.
Aims and Objectives
The study of mathematics develops children's abilities to work with numbers, shapes, measures, data and to develop their problem solving skills. Children learn how to use accurate and efficient methods of mental and written calculation. They are encouraged to explain their methods and reasoning using the correct mathematical vocabulary.
The aims of mathematics are:
* To encourage an enjoyment and love of mathematics
- To develop fluency and confidence in mathematics and number
* To enable children to acquire and consolidate knowledge and skills and to encourage a deepening understanding of underlying concepts
* To provide differentiated activities which encourage fascination, curiosity, questioning and the desire to challenge and be challenged
* To develop a sense of enjoyment and satisfaction in the learning of mathematics, enabling all children to apply their skills with confidence and accuracy
* To provide opportunities for children to behave as a mathematician
* To introduce and encourage the correct use of mathematical vocabulary
* To develop and enhance children's facility for logical, reasoned and independent thinking
* To provide activities which foster an awareness of the place mathematics has in everyday life
* To provide resources and foster an environment which reflects the school ethos of equal opportunities
Time Allocation
Mathematics is taught in lessons that are discrete from the main creative curriculum.
In Nursery, children undertake mathematical activities in small group work and child initiated learning times. Counting activities occur daily in Nursery.
In Reception, an adult led maths activity takes place every day, with linked child initiated learning as a follow up to develop and embed their learning. Again, counting takes place every day.
In Key Stage 1 and 2, mathematics is taught for 1 hour per day, for a minimum of 5 hours per week.
As well as discrete lessons, links are made to class topics where relevant.
Curriculum
At Studlands Rise First School, we follow guidance as set out in the National Curriculum.
In all classes children are taught in ability groups for most mathematics, although they work in mixed ability groupings when it is appropriate for the activity. Within group work, all children are challenged regardless of their gender, race or ability.
Agreed: March 2017
Review date: March 2020
Agreed: March 2017
Review date: March 2020
We place a strong emphasis on children learning through practical activities and concrete experiences. Information Communication Technology is used to stimulate interest and develop skills. Time for discussion and reflection is regarded as essential to children deepening their understanding.
In Foundation Stage teachers plan activities that cover the objectives in the Maths section of the Revised Early Years Foundation Stage Framework.
In Key Stage 1 and 2, teachers use the National Curriculum for Mathematics as the basis of their planning, and devise weekly plans that cover the objectives within the units for their year group.
Weekly plans include objectives for the mental/oral section of the lesson and related activities for this session, objectives for the main teaching, differentiated activities and plenary. Plans are evaluated after the lesson and assessments of how well each child has met the learning objective are made.
Assessment, Record Keeping and Reporting
Assessment, record keeping and reporting in mathematics follows the Assessment, Record Keeping and Reporting Policy.
Resources
Each classroom has their own basic mathematics resources appropriate to the age of the children, such as dice, counters, maths mats and one set of numicon shapes.
There is also a central store of mathematics resources to be used as required by teachers, which includes resources such as bucket scales and weights, 2D & 3D shapes etc. These resources are located in the resources cupboard.
Equal Opportunities
All children cover the content made statutory by the National Curriculum regardless of age, ability and gender in line with the school’s Equal Opportunities Policy. | <urn:uuid:3351ab2c-feed-4bef-9f0d-4830cf02db96> | CC-MAIN-2018-51 | https://www.studlandsrise.herts.sch.uk/images/docs/maths-policy-2018.pdf | 2018-12-17T15:42:05Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00240.warc.gz | 1,009,828,517 | 826 | eng_Latn | eng_Latn | 0.996453 | eng_Latn | 0.996548 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2757,
4496
] | [
3.984375
] | 2 | 0 |
THE CRUZ DE MAYO COMMUNITY AND THE CHALLENGE OF WATER
The Cruz de Mayo Community in Ancash, Peru, faces two water challenges:
Climate change: Peru is one of the countries most affected by climate change in the world. The mountain glaciers are a very important source of water for most people living in Peru, but they are disappearing. The Cruz de Mayo Community relies on meltwater from glaciers above Lake Parón for its water supply. At the same time, the Community members are observing changes in the weather patterns – the rainy seasons are becoming shorter and the dry seasons much more extended.
Water management: Water from Lake Parón is essential for the community members – for irrigation, consumption and for their animals to drink. The lake also provides water for the nearby town, and for farming businesses in the valley. There is also a hydroelectric power station at the lake, which is privately owned. The discharge of water to generate hydroelectric power has been the cause of conflict.
Knowing the quality and quantity of the water is essential for recording any change that might occur in the future. It is important to monitor the levels of water in the lake and ensure it is made available fairly and sustainably to all those who need the water, whether for power, farming or daily life. Understanding the existing demands on the water supply in the area is also very important for negotiations around possible future mining activity. Mining has not yet begun in Cruz de Mayo, but concessions have been granted to mining companies in and around the area.
Why is our partner CEAS working with the Cruz de Mayo Community on water management?
CEAS started work with the Cruz de Mayo Community when relations between the villagers and the hydroelectric power company (Duke Energy) reached a crisis point. A dispute broke out over the levels of water discharged from the lake to the hydroelectric plant downstream. The water discharge eroded traditional irrigation systems and reduced the availability of water for drinking and farming in the community. The community were also upset that the natural beauty of the lake was affected when large quantities of water were discharged and worried that tourists would not want to visit it. CEAS started working to help the community build up the expertise and negotiating power to defend their right to water as an equal with all the other users of the lake, including the hydroelectric company.
Has there been any progress?
There has been progress. CEAS has worked to value the knowledge that members of the Cruz de Mayo Community already have of their environment, and to train them in technical skills for monitoring water quality and the lake levels. These skills have enabled the community members to partake in constructive dialogue with the hydroelectric company Duke Energy and officials from the National Water Authority regarding the management of water from Lake Parón. Previously, large volumes of water were discharged from the lake without consultation with the community. Now, Cruz de Mayo participates and consents to any discharge and any regulatory decision regarding the management of Lake Parón. Although there has been progress, it is essential that we continue to support the community. Recently, ownership of the hydroelectric power station changed hands, so it is important to ensure negotiations regarding the management of Lake Parón continues with the new company and all parties concerned. Mining concessions have been granted in the valley, and although mining activities have yet to begin, all the water users, including Cruz de Mayo need to be prepared for negotiations and choosing between mining or an alternative economic development that makes sustainable use of land and water. Mining is a water-intensive industry that would add considerable strain on water resources. Mining also has a highly conflictive record in Peru, given large socio-environmental impacts on nearby rural farming and indigenous communities. It is possible that water for drinking and agriculture would be affected and other livelihood activities put at risk, including the very subsistence of the Cruz de Mayo Community.
What about climate change in Cruz de Mayo?
Our partner CEAS is also working with the Cruz de Mayo Community to look at possibilities for developing sustainable livelihoods where they currently live. CEAS and the Cruz de Mayo Community are specifically aiming for an environmentally sound economic development: one that makes sustainable use of land and water in a context of high vulnerability to climate change. Parón is a lake surrounded by seven glaciers, but with glaciers melting due to global warming, and changes in rainfall patterns and droughts, an important component of the project will be to identify alternative viable economic activities in a context of greater future water scarcity.
Take action on climate change
In his encyclical of 2015, Pope Francis asks us to reflect on the world around us. We are called to reject the contemporary 'throwaway' culture and to open our eyes to see how God is present throughout creation. We bear witness to the reality facing many of our sisters and brothers across the world, who are being pushed deeper into poverty due to the changing climate. Pope Francis invites us to a change of heart; individually, as a community, and at an international level, so we may truly respond to "both the cry of the earth and the cry of the poor" #49. Why not use CAFOD's Laudato Si' resources to reflect on how your parish can live more harmoniously with our Earth: http://cafod.org.uk/Pray/Laudato-Si . You could also get involved with CAFOD's One Climate One World Campaign: http://cafod.org.uk/Campaign/One-Climate-OneWorld/About-the-campaign
A prayer for our earth
All powerful God, you are present in the universe and in the smallest of your creatures. You embrace with your tenderness all that exists. Pour out upon us the power of your love, that we may protect life and beauty. Fill us with your peace, that we may live as brothers and sisters, harming no one. O God of the poor, help us to rescue the abandoned and forgotten of this earth, so precious in your eyes. Bring healing to our lives, that we may protect the world and not prey on it, that we may sow beauty, not pollution and destruction. Touch the hearts of those who look only for gain at the expense of the poor and the earth. Teach us to discover the worth of each thing, to be filled with awe and contemplation, to recognize that we are profoundly united with every creature as we journey towards your infinite light. We thank you for being with us each day. Encourage us, we pray, in our struggle, for justice, love and peace.
'A prayer for our earth' was published in Pope Francis' encyclical, Laudato Si'. | <urn:uuid:3f2a0acc-c3b1-49ef-be25-6d4393b36c9a> | CC-MAIN-2018-51 | https://cafod.org.uk/content/download/41412/469774/version/2/file/Peru%20March%202017%20factsheet%20.pdf | 2018-12-17T15:51:55Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00239.warc.gz | 542,030,439 | 1,344 | eng_Latn | eng_Latn | 0.997988 | eng_Latn | 0.998503 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
4210,
6842
] | [
2.953125
] | 1 | 3 |
Downingtown Area Historical Society Hist-O-Gram
Interesting local history, accessed from our archives www.downingtownareahistoricalsociety.org
Vol. 4, No.19 May 9, 2013
Where and What Is This?
The first person to correctly identify the site in this photo will be recognized as a truly perceptive scholar. Please send your identification entries to: email@example.com.
Local news in November 1945
Borough voters nixed Sunday movies
The following items were published in Downingtown area newspapers 68 years ago: Downingtown's four precincts split their vote when they participated in a referendum on whether to allow Sunday movies in the borough. Residents who lived in the West Ward, North Precinct, overwhelmingly (264 No vs. 106 Yes) voted against the proposal. However, the West Enders in the South Precinct (Johnsontown section of the borough)
favored movie-going on Sundays by a 93-25 margin. Voting in the East Ward was closer, with the East/East Precinct residents supporting (166 Yes vs. 102 No) Sunday movies, while the voting in the East/West Precinct was close (101 Yes vs. 105 No). West Chester residents also voted against Sunday movies.
And only those movie-goers who had purchased a victory bond had an opportunity to see Bing Crosby and Betty Hutton in two special showings of "Duffy's Tavern" at the Roosevelt Theatre in Downingtown.
East Brandywine residents formed a committee to determine the best way to create memorial honoring the township citizens who had served in the military in World War II. The committee decided that the memorial should be of a benefit to the township residents, and not a monument or plaque. However, the memorial would include a listing of names of those who served in the war. Early suggestions included planting of memorial trees and establishment of a local fire department.
Leaders of the committee included Lester Piersol, president; C.H. Congdon, vice president; W.H. Marshall, treasurer; and Lillian Peters, secretary. The committee's commissioners were Mrs. Wallace Pearson, Mrs. Henry Stewart, Clarence Cook, Everett Henderson, Charles Ezrah, Arthur Lowery, James Manley, Dr. J.H.N. Waring, Robert Piersol and Thomas Hadfield.
The Chester County Library's bright red bookmobile began making monthly visits to Glenmoore. The bookmobile, which transported 300 books, was parked in front of Ben Hannum's house in the center of the village.
The DHS football team kicked off a series of annual Thanksgiving morning games against Pottstown by tying the Trojans in a come-from-behind thriller. Down 13-0 late in the game, Ray Barrow sprinted 14 yards for the Whippets' first TD. And Dick Dague knotted the score, when he intercepted a pass and then scored on a three-yard plunge near the end of the hard-fought contest.
Prior to the Senior Class play, DHS student pianists Helen Windle and Joyce Hesser played several numbers, and vocalists Nancy Jones and Ruth Hicks sang popular songs.
Prize winners in the costume competition at the Halloween Party for students of
Upper Uwchlan's four elementary schools—Eagle, Font, Prospect and Montrose— were Bruce Loud, Nancy and Wanda Martin, Barbara Powell, Sara and Martha Funderwhite, Charlotte Lammey, Leroy Trego, Alice Styer, Christine Roberts, Betty Seeds, and Gene Edwards.
And Lionville Primary School students who won prizes for their costumes at their Halloween party were Kathleen Levengood, Thomas Fisher, Mary Drennan and Walter Trego.
Officers elected to lead the Marshallton Grange included Harry Perdue, master; Gilbert Gray, overseer; Esther Hill, lecturer; John Romig, steward; George Murphy, assistant steward; Albert Anderson, treasurer; Mary Gibson, chaplain; and Alice Shoemaker, treasurer.
John Wannamaker used to summer in Glenmoore
Glenmoore historian John Miller informed us that John Wannamaker, the department store mogul, had a summer place in Wallace Township in the late 19 th Century. Miller says Wanamaker bought the large John Patterson estate, which now is part of the Devereux Foundation School complex in Wallace Township, in 1888. Wanamaker already had a successful clothing business in Philadelphia by then, but he didn't establish America's first, modern department store in Center City until 1910.
In 1890, Wanamaker built a summer home, known as Glen Cairn, on the former Patterson estate on Devereux Road. He often commuted to Philadelphia by taking the Downingtown and Lancaster Railroad from the Cornog station in Wallace Township, and then caught the Pennsylvania Railroad train at the Downingtown station.
Interestingly, Wanamaker had commissioned Patterson, an artist, in 1883 to design and paint the walls of his clothing store at 13 th and Chestnut Streets in Philadelphia.
Wanamaker also donated a bell to Fairview Presbyterian Church in Glenmoore for its new spire in 1871.
Plane spotting tower was located at McIlvaine farm
We learned about another local plane spotting operation during World War II, when Paul DiFonzo recently told us that he used to walk from his home on Jefferson Avenue in Downingtown to be a volunteer plane spotter, operating from a tower on the McIlvaine farm. The tower was near the northeast corner of the intersection of Whitford Road and Route 30 in the Exton area.
Dick McIlvaine, whose family owned the farm, explained to us in a telephone interview that they had a huge, three-story coop, which housed some 12,000 chickens during the WW II era. Today, the Salon DeSante beauty salon is located near where the coop was situated back then, and the plane spotting tower was behind the coop. Dick said he and his brothers, who were school-age kids at the time, all took turns as spotters.
Joe Puliti told us in an email that his brother, Larry Polite, who owned The Guernsey Cow, volunteered as an aircraft spotter at the McIlvaine farm. He says. "Larry often could not make his appointed time, so he had me fill in for him. As far as I can remember, there was a crudely built tower on the farm and the shifts were for four hours, 24/7. We were issued binoculars and had to record every air craft that flew in our space; the type of aircraft; and the direction it was flying. I was expecting to spot bombers and fighters, but the only planes I spotted were Piper Cubs and other small aircraft. Needless to say, it was a very boring assignment."
For more information on airplane spotters during World War II, click on: http://askville.amazon.com/organizational-structure-WWII-airplane-spottersnetwork/AnswerViewer.do?requestId=11146950
Hist-O-Grams available on DHS Alumni Assn. website
Tell your friends and family that they can always access the latest (as well as past editions) Hist-O-Grams by going to the DHS Alumni Association's website: www.downingtownalumni.org/. You can thank our webmaster, Val DiLuigi, a DHS alumna, for providing us with that opportunity.
Plaque honors Collins & Aikman employees who served in WW II
Dan Lindley was the truly perceptive scholar who was the first person to correctly identify this photo (provided by Mike Dunn) as the memorial honoring Collins and Aikman employees who served in the military during World War II. The veterans' memorial, erected in 1946, is on the mill property along Bondsville Road in East Brandywine. The mill was known to locals as the "plush mill" when Collins and Aikman produced upholstery fabric for the automobile seats in the 1930s.
During World War II, 300 employees produced lining fabric for Air Force jackets, and foam rubber backing for carpeting was manufactured in the early 1950s. When Collins and Aikman shut down the mill in 1954, 135 people lost their jobs. Subsequently, several other owners used the property, until it was permanently closed in 1969.
The mill was named for Abraham Bond, who built a water-powered facility in 1841, to produce twilled cotton material used to make trousers, known as "Kentucky jeans." Subsequently, the mill was owned by the James Roberts family from 1866 until 1872, when it was bought by Fred Pearson. In addition to the mill, Pearson's purchase also included the 40 workers' houses and the owner's 18-room mansion. The Pearson family sold the mill to Collins and Aikman in 1932.
In 2004, East Brandywine Township purchased the 25-acre site, and established the Bondsville Mill committee two years later. The committee is developing plans for a passive park there, to include re-use and preservation of the historic mill complex's dilapidated buildings.
For more detailed information on the Bondsville Mill project, click on: http://www.ebrandywine.org/Bondsville%20Mill%20Park/Master%20Site%20Plan%20R eport%20for%20Bondsville%20Mill%20Park.pdf.
Events & activities in the Downingtown area
Mac-n-Cheese Cook-off
The second annual Cook-off will be held, rain or shine, at noon Sunday, June 9 at Kerr Park in Downingtown. Hosted by the Downingtown-Thorndale Rotary Club, the cook-off will have local restaurants, businesses, organizations and hometown cooks competing against each other for the title "BEST Mac-n-Cheese in Chester County." Admission is $10 per person, enabling people to sample each participating group's dish.
Downingtown Farmers Market
The Downingtown Farmers Market at Kerr Park is open from 3-7 PM every Thursday. All 25 of the farmers and food artisans at the market must grow, raise or make what they sell – meriting its classification as a "producer only" market.
Offerings include: local fruits and vegetables; pasture raised meats (beef, pork, lamb, veal) and poultry, fresh eggs; dairy products, including cheeses; whole grain breads and other baked goods; handmade pasta and sauce; honey and maple syrup; small-batch frozen desserts; artisan chocolates; hummus and salsa; jams and jellies; roasted coffee and hand-blended teas; fresh ground nut butters; field grown flowers; handmade soap; and doggie treats.
The market will also feature weekly musical guests and activities for children. Consistent with the market's social mission, food drives will be held periodically to benefit the Lord's Pantry and other organizations in need of food donations. Additionally, market space will be made available to non-profit groups if their mission is similar to that of the market.
There is plenty of parking in the Kerr Park lots, as well as in the Borough Hall parking lot
Savings opportunities available at DARC
Discount Movie Tickets: $8, cash only. Honored at all Regal Entertainment Group locations (Regal Cinemas, United Artists Theatres, and Edwards Theatres). Valid for all show times. There may be a $2.50 surcharge for the first 12 days of select films or a $2.50 surcharge for IMAX Giant Screen Theatres.
For more info/complete price list on these opportunities and upcoming programs, go to the DARC website www.darcinfo.com, or call 610-269-9260, or stop by the DARC Office (8:30 AM-4:30 PM, Monday thru Friday), 114 Bell Tavern Road Downingtown.
Banquet Room for Rent
The Downingtown (Williamson) Masonic Lodge, a non-profit organization located at 210 Manor Ave. has a Banquet Room for rent. The area is perfect for parties of up to 80 people and has a full kitchen. Rental fees are very reasonable. Call 610-269-3555 for more information.
Joseph's People, Downingtown Chapter
An ecumenical support mission to help un/underemployed people; run entirely by volunteers. We have been at St. Joseph's since 1995. Meets 7:30 PM on the 2nd & 4th Tues. of the month. All are welcome. Visit web page, www.josephspeople.org or just come to a meeting at St. Joseph's Parish Meeting Room behind the school, 460 Manor
Ave., Downingtown. Call 610 873-7117. Leave Message. Leader: Cheryl Spaulding, Email: firstname.lastname@example.org.
****************************************************************************
Hist-O-Grams are emailed weekly to members and friends of the Downingtown Area Historical Society. If you want to make a comment, add your email address to the sign-up box on the home page of our website. We won't share or sell any email addresses. Or if you want your email address deleted from the list, send an email to:
email@example.com | <urn:uuid:be8eafd7-5783-40e0-94ad-4bb17a53abbc> | CC-MAIN-2018-51 | http://www.downingtownareahistoricalsociety.org/Histograms/2013%20Hist-O-Grams/May%209%202013%20Hist-O-Gram.pdf | 2018-12-17T15:40:17Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00240.warc.gz | 342,978,109 | 2,755 | eng_Latn | eng_Latn | 0.996678 | eng_Latn | 0.997873 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
978,
4376,
6995,
8329,
11706,
12261
] | [
2.015625
] | 1 | 0 |
Name :
Score :
Quartiles
Sheet 1
Find the quartiles for each set of numbers.
5, 8, 9, 10, 11, 15, 21, 32
Example:
1) 32, 13, 46, 28, 51, 62, 19, 38, 73, 47
First quartile :
Second quartile :
Third quartile :
2) 98, 36, 82, 61, 73, 48, 58, 39
First quartile :
Second quartile :
Third quartile :
3) 64, 7, 34, 53, 28, 41, 13, 72, 10
First quartile :
Second quartile :
Third quartile :
4) 13, 63, 29, 19, 71, 56
First quartile :
Second quartile :
Third quartile :
The average hibernation periods (in weeks) of Alpine Marmots, Common Poorwills, American Black Bears, Bats, Dwarf Lemurs, Box Turtles and Bumblebees were recorded by a Zoologist. 5)
28, 15, 15, 46, 27, 21, 24
Find the first, second and third quartiles.
First quartile :
Second quartile :
Third quartile :
Arrange the data in an increasing order.
Find the quartiles for the given data: 5, 32, 9, 11, 10, 15, 21, 8.
First quartile :
= 8.5 8 + 9 2
Second quartile :
= 10.5 10 + 11 2
Third quartile :
= 18 15 + 21 2
Solution:
Printable Math Worksheets @www.mathworksheets4kids.com
Name :
Score :
Answer Key
Quartiles
Sheet 1
5, 8, 9, 10, 11, 15, 21, 32
Example:
Arrange the data in an increasing order.
Find the quartiles for the given data: 5, 32, 9, 11, 10, 15, 21, 8.
First quartile :
=8.5
8 + 9
2
Second quartile :
= 10.5 10 + 11 2
Third quartile :
= 18 15 + 21 2
Solution:
Find the quartiles for each set of numbers.
1) 32, 13, 46, 28, 51, 62, 19, 38, 73, 47
First quartile : Second quartile : Third quartile : 28 51 42
2) 98, 36, 82, 61, 73, 48, 58, 39
First quartile : Second quartile : Third quartile : 43.5 77.5 59.5
3) 64, 7, 34, 53, 28, 41, 13, 72, 10
First quartile : Second quartile : Third quartile : 11.5 58.5 34
4) 13, 63, 29, 19, 71, 56
First quartile :
Second quartile :
Third quartile :
19
63
42.5
The average hibernation periods (in weeks) of Alpine Marmots, Common Poorwills, American Black Bears, Bats, Dwarf Lemurs, Box Turtles and Bumblebees were recorded by a Zoologist. 5)
28, 15, 15, 46, 27, 21, 24
Find the first, second and third quartiles.
First quartile : 15 Second quartile :
Third quartile : 28
24
Printable Math Worksheets @www.mathworksheets4kids.com | <urn:uuid:ef1a51fc-62ad-495c-867a-5631dae07009> | CC-MAIN-2018-51 | https://www.mathworksheets4kids.com/central-tendency/quartile1.pdf | 2018-12-17T15:49:11Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00240.warc.gz | 929,048,219 | 883 | eng_Latn | eng_Latn | 0.675866 | eng_Latn | 0.669673 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1091,
2251
] | [
4.125
] | 1 | 0 |
Name :
Score :
Ratio in Three Ways: Part to Part
Sheet 2
Write the ratio of 16 cups to 12 saucers in three ways. 1)
Ratio Fraction
Write the ratio of 22 candles to 15 matches in three ways. 2)
Ratio Fraction
Write the ratio of 3 mattresses to 10 pillows in three ways.
3)
Ratio Fraction
Write the ratio of 7 oranges to 13 bananas in three ways.
4)
Words
Words
Words
Words Ratio Fraction
There are 18 boys and 24 girls in a gymnasium academy. What is the ratio of girls to boys in the academy? Write the ratio in three ways. 5)
PREVIEW
Access the largest collection of
www.mathworksheets4kids.com
Members, please
worksheet.
log in to
download this
Not a member?
Please sign up to
https://www.mathworksheets4kids.com/login.php
worksheetsfor just$19.95
per year!
Printable Math Worksheets @www.mathworksheets4kids.com
Name :
Score :
Ratio in Three Ways: Part to Part
Write the ratio of 16 cups to 12 saucers in three ways. 1)
Write the ratio of 22 candles to 15 matches in three ways. 2)
There are 18 boys and 24 girls in a gymnasium academy. What is the ratio of girls to boys in the academy? Write the ratio in three ways. 5)
| Words | Ratio | Fraction |
|---|---|---|
| 16 to 12 or 4 to 3 | 16 : 12 or 4 : 3 | 16 4 or 12 3 |
24 to 18, 24 : 18, 24 18 or 4 to 3, 4 : 3, 4 3
Printable Math Worksheets @www.mathworksheets4kids.com | <urn:uuid:6d121d86-294b-4ee9-b95d-0af6258024cf> | CC-MAIN-2018-51 | https://www.mathworksheets4kids.com/ratio/3ways-standard2.pdf | 2018-12-17T15:52:02Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00240.warc.gz | 929,066,228 | 415 | eng_Latn | eng_Latn | 0.951012 | eng_Latn | 0.944577 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
844,
1364
] | [
3.28125
] | 2 | 0 |
Women's Policy Guideline in Taiwan
Equal Participation and Decision-Making
January 9 th , 2004
Passed by the 18 th Committee Meeting of Commission on Women's Rights Promotion, Executive Yuan
Foreword
The Constitution which symbolizes a modern and democratic state was established in our country during the worldwide civil rights movement. In the last 50 years, the protection for women's rights and the promotion of female status has been greatly improved, and we are proud of this achievement. Although the Constitution acknowledges the rights of women, in the past, women still took full responsibilities of family care and reproduction, while men controlled capital and production advantages. These inequalities have been advocated by women's rights groups and gender related issues have been discussed by scholars which affect policy making. In 1997, the cross-departmental "Commissions on Women's Rights Promotion, Executive Yuan" was established which included representatives of women's groups and scholars.
After the first-ever transfer of the ruling party in 2000, a better mutual balance on gender was reached based on the election of the first female vice president. The ruling party has since been actively promoting the rights of women and implemented that at least one quarter of the cabinet directors are female. This is a big step in encouraging women to participate in politics.
Several steps have been taken to improve the educational resources for women: equal access to educational resources for both sexes; the diminishing of existing gender stereotypes in educational development; and long-term learning programs for women. These efforts have helped women in many ways and gained recognition from various communities.
In terms of social welfare, the "Five Community Care and Service Projects" aims at lightening the burdens of family care off women; the "Family Assistance
Regulation for Women in Disadvantaged Conditions" provides emergent caring services for single parents and victims of domestic violence; and the "Caring and Council Measures for Spouses from Foreign Countries and China" helps immigrant women adopt to the new life and surroundings.
As for the labor market and economy, the "Gender Equity in Employment Law" promotes the status of working women, integrates loans for women entrepreneurship, and assists women who want to start their own business.
When it comes to health care and medicine, the government provides routine check-ups for women to prevent cancers such as breast cancer and cervix cancer, breast-feeding rooms in public areas, and woman-friendly medical environments.
As for personal security, the government established a "113 Woman-Child Protection Hot Line," and made stronger preventions on domestic violence, sexual abuse, and harassment in working places and school campuses.
With the collaboration and cooperation between the government and the local community, the women's rights movement has flourished in the past few years. However, the government still needs to be intact with current social issues, especially those regarding women and amend policies for the benefit of women.
Basic Concepts: Equal participation and decision- making
After full-evaluation of the women's movement, the current social situation and its potential, and also in comparison to the international trends, the philosophy " All Creatures are created equal and co-exist together " comes to mind. Following this, we have established the basic concept that "equal participation & decision- making" can assist the women policy guidelines and the key points are as follows:
1.
Create a "Mutual Respect; Objective/Subjective Shifting" Structure: In a patriarchal and discriminating society, women are seen as sex objects,
reproducers and family caretakers. Sex, reproduction, and caretaking provided by the female body have been taken for granted. The
complicated social structure has objectified women, turning them into subordinated tools, the second sex and a secondary citizen. By following the philosophy as shown, we will be able to create a "Mutual Respect; Objective/Subjective Shifting" structure which respects diversity in society and aims for a woman-friendly environment.
2. Create a political mechanism that encourages democratic participation, interest sharing, and wiser use of resources: This philosophy also implies that resources are limited. Both the government and its people need to show mutual respect for one another; the shift from objective to subjective and vice versa is sometimes necessary. By using a political mechanism which encourages democratic participation and the sharing of interests, resources shall be dispersed more evenly and accordingly.
3. Create a dual economic mechanism: From a woman's view point, this philosophy aims at creating a dual economic mechanism which meets the needs of women. It combines the socialist side of welfare, public, non-profitable with capitalist side of production and free market, balancing the needs of both sides.
Basic Principles
Women continue to remain unequal in many different aspects such as political participation, labor market, economy, welfare, education, health care and personal security. Based on the concept of "equal participation & decisionmaking," our families, working and living environments will be more consciously aware of the gender differences. These principles are as follows:
1. Mutual decision making and political participation for both sexes: Any policies regarding the state or social issues should include both sexes, and some specific policies may require the expertise of women. This will to lead to a less biased society, creating a balanced and innovated state.
2. Labor policies to increase women's labor participation and financial self-support: Policies should encourage women to venture into the labor market and stabilize the economic security and social participation. At the same time, the government needs to establish daycare facilities for working women and actively assist the family support system.
3. Welfare policies that provide caretaking facilities and help women become self-supportive: Policies should realize the needs of women and establish caretaking facilities. They need to assist women to become
self-supportive, gain wages, and break from social isolation. Pensions should cover different working patterns of women and their social contribution; provide them with economic security, especially to elderly women.
4. Education policies should emphasize gender quality and respect for diversity: Policies should respect the differences in class, ethnicity, region, talent and gender. Students need to have access to a wide range of resources to suit their needs and be taught accordingly. Educators need to avoid following a certain set of standards and they need to provide a multi-cultural learning environment that lets the students learn about and respect diversity.
5. Health care policies emphasizing health care priorities and gender awareness in medical ethics: Policies need to provide adequate health care for women; medical personnel should be trained to be consciously aware of the gender differences and medical research needs to include more gender related topics.
6. Create an environment where women feel secure and respected: Women need to be able to freely lead their own lives and develop individual personalities in a safe and peaceful environment. Women should be free of fear, violence and sexual abuse and harassment.
7. All policies should include the needs of women in ethnic minorities: The state should respect the differences in women and minorities should be placed first in the line. Women with different ethnic backgrounds may have different experiences, and they need to be respected and recognized when policies are being decided.
Contents of the Basic Principles
1. Political Participation
Central government should establish a gender equality mechanism.
Increase women's political participation rate to 40%.
Emphasize gender equality in governmental civil service system.
Establish democratic mechanisms among governmental departments and encourage female representatives.
Encourage women to participate in international affairs.
2. Labor and Economy
Implement the " Gender Equality in Employment Law " and "Employment Service Law;" lift barriers which prevent from women
entering the labor market; create a woman-friendly working environment.
Assist women who want to start their own business; identify the barriers that hinder female entrepreneurship and discuss the strategies to overcome them.
Adopt flexible working hours for working women with special needs.
Provide more family care facilities so that women can work and accumulate their human capital.
Improve research analysis of women's participation in the labor force and encourage women to invest in labor market.
3. Welfare and Depart from Poverty
Establish a caretaking welfare system.
Combine interests with fully employed women and promote familysupport services.
Establish an economic security system for elderly women.
Help minority women depart from poverty.
Personnel and budget increase for welfare institutions.
4. Education and Culture
The urgent need to pass the "Gender Equity in Education Law" (draft) for equal educational rights.
Review and revise related regulations to implement gender-equal educational policies.
Actively research in women's studies and support talented women in cultural arts.
Ceremonies or rituals which discriminate women should be reformed.
Terminate gender and ethnic discrimination through the mass media.
5. Health Care and Medicine
Health care policies, medical ethics and education should respect gender differences.
Stress the importance of sex education, awareness of the female body and self, and the prevention of sexually transmitted diseases and unwanted pregnancies.
Gender is an important factor in health care policies- making.
Create a woman-friendly medical environment and respect the medical needs of women.
National health insurance should cover the needs of all women of
region, class, gender and race.
Active research in regards to women's health care and diseases.
Review and revise the medical system for women.
Recognize women's contributions to health care; provide them with resources and rewards.
6. Personal Security
Personnel and budget increase in professional institutions; implementation of personal security for women policies.
Different policies to suit the different needs of women of age and social status.
Women should be a part of the decision making in social security mechanism.
Gradually increase female participation in policy-making in the police force.
Stronger public-security environment to insure the safety of women.
Amend the "Domestic Violence Prevention Law," establish gender equality criteria.
Strictly regulate the police, the judicial courts, the medical, education and social establishments to leak any information regarding the victim to the press. | <urn:uuid:64b296c7-8856-4399-adc0-1ceb32d41db6> | CC-MAIN-2018-51 | http://globalgender.org/upload/download/2000_Womens_Policy_Guideline_in_Taiwan.pdf | 2018-12-17T15:51:00Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00240.warc.gz | 106,773,795 | 2,106 | eng_Latn | eng_Latn | 0.996687 | eng_Latn | 0.997756 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1909,
3919,
7884,
8945,
10419,
11110
] | [
2.5625
] | 1 | 1 |
Dance Classes for 2 to 3 Year Olds
By Grace Tummino, LINX Marketing Specialist
Ready to enroll your toddler in a dance class? If you have a toddler who loves to move while being creative, silly and social, then consider the world of dance. Dancing is a fun and interactive way for children to grow and develop in all levels. Here are a few points to ponder when choosing a dance class.
Pick a dance studio that focuses on the needs of two to threeyear-old children
We all know toddlers need to have fun to stay engaged. While the right dance class should be entertaining, it should also help develop your toddler's motor skills, flexibility, musicality and selfconfidence. Toddler-focused dance classes can incorporate ribbons, scarves, maracas, wands and hula hoops to keep your child engaged while promoting physical and social awareness. It's important to explore the different ways our bodies can move and the many shapes they can make. Tapping into your child's love for music and sound helps to form the foundation for a healthy love of dance and music for years to come.
Many three-year-olds are ready for a dance class without mom, so check whether your dance studio has On My Own class options. However, while On My Own style dance classes foster independence, some parents still want to watch all the fun. A parentfriendly studio may be set-up to allow for one-way parent viewing. Also, check whether there are opportunities for student performances. When a child is ready, a recital or other performance in front of a group can encourage self-confidence and a sense of pride and accomplishment.
Parent Participation
Two-year-olds typically are more comfortable learning with a partner with whom they already connect and trust. Separation from parents can sometimes be difficult for toddlers. Most importantly, most children at this age have not yet experienced copying movements and following a teacher's directions. Dance classes for toddlers should be structured to allow parent participation throughout the class while also allowing a child and parent to separate from each other. Parents or caregivers should be encouraged to provide comfort and guidance at whatever level they are comfortable with, to help make their child's first structured dance experience a success.
What to expect in class
Warm up, circle time activities are a great way to ease dancers into the class. Parents may be encouraged to join in the fun, using engaging props like scarves and shakers. A large, creative, movement activity can round out the class as children focus on the teacher for instruction. This may be followed by parent participation as the exercise evolves.
Know your teacher
Why not schedule a time to talk to the dance instructor at the studio? Find out if your class is taught by a dance professional who is experienced with two and three-year-olds. If so, you can have some assurance that your child will receive the proper guidance as he or she attempts only movements for which he or she is both mentally and physically ready.
Look for a dance studio that will grow with your child
As your child gets a little older, he or she will have an increased ability to focus, which is needed to have fun with a routine. Children can start to have this ability around age three. At this point, classes can focus more intensely on ballet, tap, hip hop, jazz, and leaps and turns. Staying with the same dance studio is a benefit to your dancer because he or she is already comfortable in the learning environment. Your child can build on existing friendships while making new ones. Choose a dance studio choice that will help grow your child's love for dance and creative movement for years to come! | <urn:uuid:8952935b-1199-40a9-a905-cb8d36a3df49> | CC-MAIN-2018-51 | https://www.masscamps.com/blog/dance.pdf | 2018-12-17T15:25:41Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00239.warc.gz | 935,354,092 | 756 | eng_Latn | eng_Latn | 0.998363 | eng_Latn | 0.998333 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2308,
3738
] | [
2.296875
] | 1 | 0 |
Brazos Valley African American Museum
Curriculum Learning Trunk
Lesson Plans for Middle School- 7th Grade
Influential African American Women: 7 th Grade
OBJECTIVE:
TEKS:
TIME ESTIMATION:
MATERIALS NEEDED:
ENGAGE:
EXPLAIN:
th
Influential African American Women: Middle School 7 Grade Lesson Plan
BVAAM
Curriculum Learning Trunk - Lesson Plan
By the end of the lesson plan, using the activities provided, seventh grade students will be able to complete a word puzzle and state five facts about each influential African-American woman at a 100% success rate.
Knowledge and Skills
SS 7.1: The student understands traditional historical points of reference in Texas history. The student is expected to:
7.1B: Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
ELAS R.4: The student comprehends selections using a variety of strategies. The student is expected to:
R.4D: Summarize texts by identifying main ideas and relevant details.
Each student will receive 30 to 45 minutes to complete their assignment.
Influential African-American woman cross word puzzle, scratch paper, pen or pencil (to write down the facts about the women that they already know).
Most students should have learned about at least three of these women by their 7 th grade year. If not, I will let them work with a partner and each student will write down at least two to three facts about the African American woman assigned. I will then call on each group and ask questions about one to three of the woman.
- What was Madam C.J. Walker known for?
- Which of these women was the first African American woman to be an astronaut?
- Who was Mae Jemison?
- Which of these African American women became a worldrecord-holding Olympic champion and international sports icon in track and field following her successes in the 1956 and 1960 Olympic Games?
- Raise your hand if you NOW know at least one fact about Bessie Coleman, Mae Jemison, Wilma Rudolph, Madame CJ Walker, or Barbara Johnson?
You will now get ready to start the lesson after we have asked the questions. I will get out one of the books at a time from the trunk and ask a volunteer to read out loud to the class. After we have finished each book, I will then get the student to pull out their pencil or pen and scratch paper to write down their favorite thing they have learned from each book. After I give them about eight to ten minutes to complete, I will again call on a few students and ask them what was something NEW they now know about the African American women that they did not know before.
ELABORATE:
EVALUATE:
EXTENSION:
ACCOMMODATIONS:
After we have completed the instructions above, I will have each student work alone on their cross-word puzzle that you will now pass out to them.
On the back of their cross-word puzzle paper, you will get them to write a minimum of two to three sentences for each paragraph (TOTAL OF TWO PARAGRAPHS) about the women that they wrote on their scratch paper. It has to be in essay form.
For the students that would like to receive extra points for participation, get each one of them to come up one at a time to come to the learning trunk and pick out one of the items listed on the inventory sheet. To earn extra credit points, the student will explain why this object is relevant to his or her life. For the women who did not have an item in the bin that related to them, get the student to act out something that represents them. For example, for Madam CJ Walker, the student may pretend to comb their hair. Students will also be able to explore the books located in the trunk. In order to help expand the lesson, hyperlinks are located below with more information on each Influential African American woman. https://www.thoughtco.com/notable-african-american-women-3528322
http://www.livingly.com/Black+Women+Who+Changed+History http://www.history.com/topics/black-history/black-women-inspo rts
http://madamenoire.com/139400/7-of-the-most-unrecognized-women-inblack-history/
For the students who are still having a little trouble learning about the woman and do not know of the woman after the lesson, accommodations can be put into place where the students can work together in a group of two instead of working individually, and talk about what they did learn from it. These students will not receive the extra credit points, but points will not be deducted from their final grade. ELLs can pair with a fluent student. For students with special needs, they could work with the teacher and we could go at a slower pace if needed and also do more hand-on activities. | <urn:uuid:52ea7e24-25dc-4114-80b2-a31a3cbd4e87> | CC-MAIN-2018-51 | http://www.bvaam.org/wp-content/uploads/2018/08/AA-Women_Grade-7.pdf | 2018-12-17T14:53:42Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00243.warc.gz | 333,225,967 | 1,010 | eng_Latn | eng_Latn | 0.921843 | eng_Latn | 0.99879 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
155,
2618,
4645
] | [
4.28125
] | 2 | 0 |
Name :
Score :
Ratio in Three Ways: Part to Part
Sheet 3
Write the ratio of 4 pants to 9 shirts in three ways. 1)
Ratio Fraction
Write the ratio of 23 cupcakes to 6 pastries in three ways. 2)
Ratio Fraction
Write the ratio of 8 pigeons to 18 doves in three ways.
3)
Ratio Fraction
Write the ratio of 5 dogs to 12 puppies in three ways. 4)
Words
Words
Words
Words Ratio Fraction
Laurel sold 34 pink purses and 16 yellow purses in a day. What is the ratio of the sales of pink purse to the sales of yellow purse? Write the ratio in three ways. 5)
PREVIEW
Access the largest collection of
www.mathworksheets4kids.com
Members, please
worksheet.
log in to
download this
Not a member?
Please sign up to
https://www.mathworksheets4kids.com/login.php
worksheetsfor just$19.95
per year!
Printable Math Worksheets @www.mathworksheets4kids.com
Name :
Score :
Ratio in Three Ways: Part to Part
Write the ratio of 4 pants to 9 shirts in three ways. 1)
Write the ratio of 23 cupcakes to 6 pastries in three ways. 2)
Laurel sold 34 pink purses and 16 yellow purses in a day. What is the ratio of the sales of pink purse to the sales of yellow purse? Write the ratio in three ways. 5)
| Words | Ratio | Fraction |
|---|---|---|
| 4 to 9 | 4 : 9 | 4 9 |
34 to 16, 34 : 16, 34 16 or 17 to 8, 17 : 8, 17 8
Printable Math Worksheets @www.mathworksheets4kids.com
Sheet 3 | <urn:uuid:891b9314-1823-4ba6-ad2e-5778dabf5650> | CC-MAIN-2018-51 | https://www.mathworksheets4kids.com/ratio/3ways-standard3.pdf | 2018-12-17T15:52:42Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00241.warc.gz | 941,143,702 | 419 | eng_Latn | eng_Latn | 0.967631 | eng_Latn | 0.967491 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
861,
1387
] | [
3.53125
] | 2 | 0 |
Name :
Score :
Quartiles
Sheet 2
Find the quartiles for each set of numbers.
6, 12, 13, 17, 23, 28, 31, 44, 56, 61
Example:
1) 43, 26, 65, 74, 58, 35, 48, 30
First quartile :
Second quartile : PREVIEW
Third quartile :
2) 24, 18, 33, 21, 42, 36, 11
First quartile :
Second quartile :
Third quartile :
3) 91, 78, 66, 84, 95, 69, 53, 71, 89
First quartile :
Second quartile:
Third quartile :
4) 51, 2, 23, 16, 32, 9, 34, 14, 50, 20
First quartile :
Second quartile :
Third quartile :
An ornithologist records the weight (in ounce) of six parrot species in a bird museum. The weight of an African Grey, a Barraband Parakeet, a Gray parrot, a Red Lorie, a Dusky Lorie and a Rainbow Lorie are 15, 5, 6, 5, 4 and 17 respectively. Find the 1st, 2nd and 3rd quartiles. 5)
First quartile :
Second quartile :
Third quartile :
Arrange the data in an increasing order.
Find the quartiles for the given data: 56, 6, 23, 12, 31, 17, 28, 44, 13, 61.
First quartile : 13
Second quartile :
= 25.5 23 + 28 2
Third quartile : 44
Solution:
Access the largest collection of worksheets for just $19.95 per year!
www.mathworksheets4kids.com
Members, please worksheet. log in to download this
Not a member? Please sign up to
https://www.mathworksheets4kids.com/login.php
Printable Math Worksheets @www.mathworksheets4kids.com
Name :
Score :
Quartiles
Sheet 2
6, 12, 13, 17, 23, 28, 31, 44, 56, 61
Example:
Arrange the data in an increasing order.
Find the quartiles for the given data: 56, 6, 23, 12, 31, 17, 28, 44, 13, 61.
First quartile : 13
Second quartile :
= 25.5 23 + 28 2
Third quartile : 44
Solution:
Find the quartiles for each set of numbers.
1) 43, 26, 65, 74, 58, 35, 48, 30
First quartile :
Second quartile : 45.5 PREVIEW
Third quartile :
32.5
2) 24, 18, 33, 21, 42, 36, 11
Access the largest collection of worksheets for just $19.95 per year!
First quartile :
Second quartile :
Third quartile :
18
24
3) 91, 78, 66, 84, 95, 69, 53, 71, 89
Not a member? Please sign up to
First quartile :
Secon d quartile
: 78
Third quartile :
Members, please worksheet. log in to download this
67.5
61.5
36
90
https://www.mathworksheets4kids.com/login.php https://www.mathworksheets4kids.com/login.php
4) 51, 2, 23, 16, 32, 9, 34, 14, 50, 20
An ornithologist records the weight (in ounce) of six parrot species in a bird museum. The weight of an African Grey, a Barraband Parakeet, a Gray parrot, a Red Lorie, a Dusky Lorie and a Rainbow Lorie are 15, 5, 6, 5, 4 and 17 respectively. Find the 1st, 2nd and 3rd quartiles. 5)
First quartile :
Second quartile :
Third quartile :
14
21.5
34
First quartile : 5 Second quartile : 5.5 Third quartile : 15
Printable Math Worksheets @www.mathworksheets4kids.com | <urn:uuid:d278a5b0-77d6-437d-aee1-0f8ce148f4f3> | CC-MAIN-2018-51 | https://www.mathworksheets4kids.com/central-tendency/quartile2.pdf | 2018-12-17T15:51:40Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00241.warc.gz | 940,999,064 | 1,021 | eng_Latn | eng_Latn | 0.860142 | eng_Latn | 0.856591 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1355,
2794
] | [
3.84375
] | 1 | 0 |
What Is Abfraction?
For your dental health.
Abfraction is the commonly seen condition of notching of the teeth near or even under the gum line. Though a combination of hard toothbrush bristles and improper brushing techniques can cause enamel to be lost at the gum line, this is not the cause of abfraction.
When your bite is slightly off, it's common that one tooth may hit sooner than the rest. This causes undue stress on the involved teeth and they begin to flex. It's this continual flexing and stress that, over time, causes the enamel to separate from the inner dentin layer, forming the familiar looking notch associated with abfraction.
How do we correct abfraction?
Natural looking restorations
There are two steps involved in solving the abfraction problem. First, we need to adjust your bite. We may have to adjust only the tooth in question, or we may have to adjust all your teeth. Chewing forces must be evenly distributed among all your teeth. We may have to have you back several times as we carefully fine-tune your bite.
The second phase involves restoring the damage by bonding a filling in place. White, natural looking fillings can fill in the damage and restore the tooth to nearly its original color and shape.
Dealing with an abfraction problem early by adjusting your bite and placing a filling prevents further damage and restores your teeth to their normal shape and color.
Copyright 2002 CAESY Education Systems, Inc. | <urn:uuid:0a7cdcaa-4944-4f72-9d51-1d00aeb2bb01> | CC-MAIN-2018-51 | http://www.lomiredental.com/files/pdf/restorations/res_dia_abf.pdf | 2018-12-17T14:59:44Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00242.warc.gz | 406,663,485 | 298 | eng_Latn | eng_Latn | 0.998965 | eng_Latn | 0.998965 | [
"eng_Latn"
] | false | docling | [
1456
] | [
2.671875
] | 4 | 1 |
Name :
Score :
Quartiles
Sheet 3
Find the quartiles for each set of numbers.
30, 35, 40, 40, 50, 62, 64, 71, 79
Example:
1) 80, 54, 32, 66, 78, 15, 82, 45
First quartile :
Second quartile : PREVIEW
Third quartile :
2) 2, 94, 42, 68, 51, 71
First quartile :
Second quartile :
Third quartile :
3) 92, 52, 34, 41, 24, 65, 83, 96, 70, 52
First quartile :
Second quartile :
Third quartile :
4) 36, 15, 53, 18, 43, 27, 35
First quartile :
Second quartile :
Third quartile :
Alex is a Customer Service Executive. The number of calls received from 9 AM to 6 PM (every one hour) are the following. 5)
19, 12, 20, 19, 22, 11, 9, 25, 26
Find the first, second and third quartiles.
First quartile :
Second quartile :
Third quartile :
Arrange the data in an increasing order.
Find the quartiles for the given data: 71, 40, 62, 35, 50, 40, 79, 64, 30.
First quartile :
= 37.5 35 + 40 2
Second quartile : 50
Third quartile :
= 67.5 64 + 71 2
Solution:
Access the largest collection of worksheets for just $19.95 per year!
www.mathworksheets4kids.com
Members, please worksheet. log in to download this
Not a member? Please sign up to
https://www.mathworksheets4kids.com/login.php
Printable Math Worksheets @www.mathworksheets4kids.com
Name :
Score :
Answer Key
Quartiles
Sheet 3
30, 35, 40, 40, 50, 62, 64, 71, 79
Example:
Arrange the data in an increasing order.
Find the quartiles for the given data: 71, 40, 62, 35, 50, 40, 79, 64, 30.
First quartile :
= 37.5 35 + 40 2
Second quartile : 50
Third quartile :
= 67.5 64 + 71 2
Solution:
Find the quartiles for each set of numbers.
1) 80, 54, 32, 66, 78, 15, 82, 45
First quartile :
2) 2, 94, 42, 68, 51, 71
First quartile :
3) 92, 52, 34, 41, 24, 65, 83, 96, 70, 52
First quartile :
4) 36, 15, 53, 18, 43, 27, 35
First quartile :
Second quartile :
Third quartile :
18
35
43
Alex is a Customer Service Executive. The number of calls received from 9 AM to 6 PM (every one hour) are the following. 5)
19, 12, 20, 19, 22, 11, 9, 25, 26
Find the first, second and third quartiles.
First quartile : 11.5 Second quartile : 19 Third quartile : 23.5
Printable Math Worksheets @www.mathworksheets4kids.com
Third quartile :
Third quartile :
Third quartile :
79
71
83 | <urn:uuid:48ae515c-502c-439f-88e2-299b0cfdb5a6> | CC-MAIN-2018-51 | https://www.mathworksheets4kids.com/central-tendency/quartile3.pdf | 2018-12-17T15:50:01Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00242.warc.gz | 944,826,965 | 864 | eng_Latn | eng_Latn | 0.802399 | eng_Latn | 0.83244 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1276,
2301
] | [
3.84375
] | 1 | 0 |
Aylestone School
Options 2018-2020 Year 9
Achievement Coordinator Mr P Lewis Assistant Headteacher Mrs C Hendry
Introduction
It is time for our Year 9 students, and their parents/carers, to consider choices of courses for the next two years. These years involve the study for qualifications which will be awarded in the summer of the year 2020.
In Key Stage 4 there are some aspects of the curriculum which are predetermined: English, Mathematics, Science, Issues & Ethics and Physical
Education. This curriculum gives the advantage of guaranteeing a degree of balance and prevents the possibility of making too many mistakes! The choices of four further option subjects will need to ensure breadth and balance; under the guidance of both teachers and parents/carers; and within the resources available.
There are opportunities to obtain information, advice and guidance from teachers and our careers advisor at school. Students have already had a big input into the curriculum on offer and their discussions have helped to design the version that is offered for this year group. Students will also be continually working with their form tutors to help them to understand the process and the choices possible. We encourage our students to make the most of all the help on offer. We all want them to make a choice they are comfortable with and that they will be excited about pursuing for the next two years. The Curriculum Consultation evening is an ideal opportunity for students and parents to make sure that they fully understand what is on offer. Remember we are all here to help.
The options form shows the combinations of courses that are on offer, but does not explain what combination is right for any one student. Some subjects will be chosen because students are good at them, or interested in finding out more, others will be chosen because they fit in with future career aspirations. Each subject is described in detail here, with the name of a member of staff to contact for more information if you are unclear about anything.
Some subjects will enable students to complete the English Baccalaureate (EBacc) which ensures a broad range of academic subjects are studied. In order to gain the EBacc students at Aylestone will need to have GCSE passes at grades 5 or above in English, mathematics, 2 sciences, a language and history or geography. By gaining the EBacc students are able to access a wide variety of further education opportunities.
Option forms need to be submitted no later than Thursday 29th March. We will do our very best to allocate students to their preferred courses but this can't be guaranteed. Numbers for some option subjects are limited due to the nature of the subject and if oversubscribed, the student's effort, attainment and progress will be considered. Some courses may not attract enough students so will not be able to run. There are a number of changes that are being implemented by the Government that affect education and the qualifications that are offered. As a result some qualifications are still in the process of being approved and may need to be withdrawn or amended as necessary. The curriculum that is being offered is therefore subject to change
The final timetable that each student will be offered will depend on a combination of their choices, our advice, timetable constraints, popularity of courses and what we believe will give them the best chance of enjoying and achieving in their final two years at Aylestone. The school will make the final decision on all timetables followed. We hope that the information, advice and guidance that students are offered will ensure that they are able to progress to the next stage in their education well prepared for their future.
Core Subjects
What will I learn?
English Language
The course builds on skills and knowledge learnt during KS3 working towards two examinations at the end of the course that assess both reading and writing skills in fiction and non-fiction. You will be expected to study a variety of texts including prose from The English Canon and Literary non-fiction. You will also be developing your ability to write for specific audiences and purposes.
Speaking and listening is very important across the subject and is formally assessed; you will be given many opportunities to prepare and present your ideas over the two years of study.
English Literature
All sets study English Literature. Here you move your skills on again with the study of poetry, drama texts and novels from a range of periods. There is an expectation that you will provide the texts required for the study – these will be nominated by your teacher during the course in Year 10.
How will I learn?
There will be a mixture of group work, paired work and independent learning. Access to ICT will be important in order to access up to date reports and news features. We expect you to take responsibility for your progress through regularly reading good quality non-fiction outside the classroom.
How will I be assessed?
There are four exams at the end of the course which will make up 100% of the total course as both English Language and Literature must be studied in tandem. These will test your understanding of Literary English and crafting the language. There will be key points across the course where you will be expected to complete examinations on the various texts studied and test writing skills. You will have two qualifications at the end of the course.
What can I progress to?
English is an essential qualification. You must have a GCSE in English to be considered for most career routes. A good qualification in this subject will open many doors for you. It is worth noting that English counts towards the English Baccalaureate qualification.
Further Information
Mrs Tarring
Email email@example.com
GCSE English, English Language and English Literature (Core)
GCSE Mathematics (Core)
What will I learn?
You will follow the new 1-9 GCSE in mathematics. You will study mathematics for 4 hours each week, continuing with the focus on problem-solving that you will be used to from key stage 3.
Through your studies you will:
* develop fluent knowledge, skills and understanding of mathematical methods and concepts
* acquire, select and apply mathematical techniques to solve problems
* reason mathematically, make deductions and inferences and draw conclusions
* comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context
* develop confidence in mathematical problem-solving.
How will I be assessed?
All assessment is carried out in end of course written examinations. These will all occur at the end of year 11. You will sit a total of three exam papers, one assessing non-calculator skills and the other two allowing the use of a calculator.
What can I progress to?
A good GCSE mathematics grade supports access to higher education and is a requirement for many courses and employment choices. The use of mathematics to model real-life situations is prevalent in a wide array of careers.
It is worth noting that mathematics counts towards the English Baccalaureate qualification.
Further Information
Mrs Bowen
Email: firstname.lastname@example.org
GCSE Combined Science—Double award (Core)
What will I learn?
GCSE study in the sciences provides the foundation for understanding the material world. Scientific understanding is changing our lives and is vital to the world's future prosperity. Students will learn essential aspects of the knowledge, methods, processes and uses of science. They will gain appreciation of how the complex and diverse phenomena of the natural world can be described in terms of a small number of key ideas that relate to the sciences and that are both inter-linked and of universal application.
The GCSE in Combined Science enables students to:
* develop scientific knowledge and conceptual understanding through the specific disciplines of Biology, Chemistry and Physics
* develop understanding of the nature, processes and methods of science, through different types of scientific enquiries that help them to answer scientific questions about the world around them
* develop and learn to apply observational, practical, modelling, enquiry and problem-solving skills in the laboratory, in the field and in other learning environments
* develop their ability to evaluate claims based on science through critical analysis of the methodology, evidence and conclusions, both qualitatively and quantitatively.
There are excellent resources to support students and there is a great emphasis on practical work with all students expected to complete a minimum of 18 core practicals.
How will I be assessed?
The GCSE Combined Science will be assessed in six papers each lasting 70 minutes. They will have a mix of question types to include multiple choice questions, short answers, and longer extended answers (worth up to 6 marks). As it is a double award qualification, students will receive two grades. These grades could be the same number, e.g. 6, 6 or 7, 7. However, some students may receive a grade with adjacent numbers, e.g. 6, 7. This will signify a student who is at an intermediate point between the standard required for a 6, 6 grade, and the standard required for a 7, 7 grade
"Working Scientifically" will be assessed by examination questions based on 18 core practicals completed during the course.
What can I progress to?
Students gaining two Science GCSE qualifications are able move on to a great variety of courses and careers. Science will be a requirement if you wish to pursue: Medicine, Engineering, Environmental Science, Patent Lawyer, Veterinary Science, Cytogenetic Technology, Meteorology, Primary and Secondary school teaching.
It is worth noting that Science counts towards the English Baccalaureate qualification.
Further Information
Mrs Hendry
Email: email@example.com
Physical Education (Core)
At Key Stage 4 you will continue with two hours of Physical Education, split into two one hour lessons each week. Your lessons will be split into a performance lesson and a competitive lesson. In your performance lesson you will follow a curriculum that offers a variety of activities enabling you to build on and reinforce skills you have learnt in Key Stage 3, as well as having the opportunity to learn new skills in activities you may not have covered in years 7, 8 or 9. In your competitive lesson, you have the opportunity to select and execute your skills in competitive situations via leagues or knockout competitions.
What will I learn?
Practically, you will follow a curriculum that is based around a variety of activities that include Rugby, Hockey, Netball, Football, Health and Fitness, Table Tennis, Volleyball, Badminton, Tennis, Dance, Athletics, Rounders, Tennis and Cricket. You will have the opportunity to choose your activities in both the performance and competitive lessons.
How will I learn?
In your performance lesson, you will continue to be taught new skills as you have been in Key Stage 3, building on your current skill levels and knowledge and understanding of various sports. In your competition lessons, you will be required to work as a team with various pupils in order to succeed. You will be asked to not only take part as a player, but also as a coach, official or administrator.
Further Information
Miss Collier
Email: firstname.lastname@example.org
Issues & Ethics
What will I learn?
Issues and Ethics is a new course which embodies elements of the Religious Education and the Personal, Social, Health and Economic Wellbeing Curriculum. It intends to challenge students thinking on issues such as global citizenship, relationship education and staying safe and avoiding risks. The course is enhanced by outside agencies which work with classes to present information and ideas and support their understanding on often complex issues, about which there is often some misunderstanding.
How will I be assessed?
There is no formal assessment but students will reflect on their learning and experiences and draw together themes at the end of each unit of study. This may be done in writing or in discussion with the class teacher or their peers.
What can I progress to?
The completion of this bespoke course will culminate in an award of a certificate highlighting the areas and issues studied. This will support many further career paths, from working with children and vulnerable young people and adults, to law and community work.
Further Information
Mrs Inglis
Email: email@example.com
Option Subjects
GCSE Art & Design
What will I learn?
In our rapidly changing world, where today's technology and practices are out-of-date tomorrow, creative flexibility is an essential skill. GCSE Art & Design not only develops this skill, it can also lead to an exciting future in an art-related occupation - the UK's second highest employment sector.
How will I learn?
Students are required to demonstrate knowledge, skill and understanding in a range of art and design disciplines. This process starts in year 10 with teacher-led learning which establishes a foundation in painting & drawing, ceramics, printing, constructs, methods and the application of ICT in Art. As the course progresses, students gain more independence and, with the support and guidance of their teacher, take the lead in their own work.
How will I be assessed?
Students are required to produce one unit of course work (worth 60%) and carry out a controlled test (worth 40%) by the end of the spring term in year 11. The course work is a portfolio of the student's best work based around a theme. It should show a logical development leading to a final piece. This includes research, sketchbooks, practical exercises, media experimentation and all preparatory work. The controlled test is broken down into two stages: preparation and examination. Preparation starts with the issue of the exam paper (at the start of the spring term year 11) followed by a period of research and experimentation leading up to a 10-hour exam. Course work and the controlled test are marked by the Art Department staff at the end of the spring term in year 11 before being externally moderated.
What can I progress to?
Further Information
Mrs Juliard
Email: firstname.lastname@example.org
OCR GCSE in Business (J204)
What will I learn?
The great thing about this qualification is that it gives learners a more in-depth look into how business works. Additionally, this employs an analytical, evaluative and investigative approach.
How will I learn?
You will complete a series of individual, paired and group tasks. The tasks would be a combination of written tasks, presentations, reports, publications (such as leaflets, flyers and posters), problem solving tasks, research and investigations.
How will I be assessed?
GCSE Business Studies comprises of 100% written examination.
The assessment is structured as follows:
* Business 1: Business Activity, Marketing, and People 50%. 1 Hour 30 Minutes Paper
* Business 2: Operations, Finance and Influences on Business 50%. 1 Hour 30 Minutes Paper
What can I progress to?
Progression to further study from GCSE will depend upon the number and nature of the grades achieved. Broadly, candidates who are awarded mainly Grades 4 to 1 at GCSE could either strengthen their base through further study of qualifications at Level 1 within the National Qualifications Framework or could proceed to Level 2. Candidates who are awarded mainly Grades 5 to 9 at GCSE would be well prepared for study at Level 3 within the National Qualifications Framework. In the business sector, learners would be aiming to move into entry-level roles, such as assistants in business administration, marketing, finance, human resources, sales and customer service.
Further Information
Mrs Erwin
Email: email@example.com
GCSE Computer Science
What will I learn?
This qualification is a mixture of theory (so students understand the enduring principles and abstract concepts of computer science) and computational thinking and practice (so students learn how to solve problems, write efficient code and build working systems). It provides opportunities for students to explore the wider societal and ethical issues associated with computer science and to develop as responsible practitioners.
There are six topics:
- Problem Solving
- Programming
- Data
- Computers
- Communication and the Internet
- The Bigger Picture
How will I learn?
You will learn all topics though a mixture of practical and theoretical tasks. These tasks will be linked to real world scenarios which will give you the opportunity explore possible designs while learning the skills needed to find solutions.
How will I be assessed?
The Pearson Edexcel Level 2 GCSE (9–1) in Computer Science consists of two externallyexamined papers and a non-examined assessment component.
Component 1 – Principles of Computer Science: 40% of the qualification
Written examination: 1 hour 40 minutes
Component 2 – Application of computational thinking: 40% of the qualification
Written examination: 2 hours
Component 3: Project: 20% of the qualification
Controlled assessment: 20 hours
What can I progress to?
The depth of coverage means that it provides a solid foundation for either the study of A level Computing or employment (for example software developer, website designer, programmer, network analyst). It is worth noting that a GCSE in Computer Science counts towards the English Baccalaureate qualification.
Further Information
Mrs Erwin
Email: firstname.lastname@example.org
GCSE Design & Technology
What will I learn?
Learning is based on a variety of design and practical tasks in wood and plastic.
You will learn how designers design the weird and wonderful as well as the practical. Projects in CAD/CAM will develop your skills in Computer Aided Design and Making, and practical projects will expand your making skills in preparation for your Controlled Assessment task in year 11.
How will I learn?
In year 10, you will complete a range of design and make projects, using wood and plastic as well as CAD/CAM. The projects will follow the design process:
DESIGNING - investigation leading to the production of a variety of ideas which, after development, promotes the evolution of a design proposal in detail.
MAKING - selection and use of materials, processes, tools and equipment to produce high quality prototypes.
KNOWLEDGE AND UNDERSTANDING - all aspects which aid the development of a designing and making capability but, specifically, those relating to materials and components, systems and control, structures, products and applications, quality and Health & Safety.
How will I be assessed?
In year 10 you will be assessed by your teacher at various stages in the project and will complete a final assessment at the end of each project. We follow the new AQA Design & Technology syllabus and the GCSE is 50% Controlled Assessment and 50% external theory exam, the latter taking place at the end of year 11. AQA set the Controlled Assessment tasks and you will be given a range of tasks to choose from. Previous tasks include: jewellery, coffee table, garden project and storage and you will have 35 hours to complete a design folder and a practical outcome. This is worth 50% of your final grade. The external theory exam makes up the remaining 50% of your grade.
What can I progress to?
Engineering, construction, welding, blacksmithing, jewellery designer and maker, goldsmith, silversmith, teacher, lecturer, furniture maker, set designer, set constructer, toy designer and many, many more B.A Jewellery and Metalwork.
Further Information
Mrs Hamill
Email: email@example.com
Food & Cookery or Food Nutrition
This option will be either this NCFE qualification or the GCSE on the next page.
NCFE Level 2 Certificate in Food & Cookery
What will I learn?
This qualification is designed for learners with an interest in food and cookery. It will provide learners with experience of using different cooking techniques and methods to enable them to use these within further education or apprenticeships. It will provide a basic understanding of the skills required for a career in food. This qualification aims to:
- Focus on an applied study of the food and cookery occupational area
- Offer breadth and depth of study, incorporating a significant core of knowledge and theoretical content with broad-ranging applicability.
- Provide opportunities to acquire a number of practical and technical skills.
Colleges will accept this certificate as equivalent to one GCSE.
How will I be assessed?
Unit 1: Preparing to cook (Internally assessed portfolio of evidence)
Unit 2: Understanding food (Internally assessed portfolio of evidence)
Unit 3: Exploring balanced diets (Externally set and marked assessment paper)
Unit 4: Plan and produce dishes in response to a brief (Internally assessed portfolio of evidence)
How will I learn?
You will cook every week in order to develop your practical skills. In addition to the focused practical tasks, there is still an amount of theory work that needs to be completed.
What can I progress to?
You could:
- Go to College or private trainer provider
- Get an apprenticeship
- Go into employment
- Further Qualification: Hospitality & Catering - Professional cookery Level 3.
For further information:
Mrs Juliard
Email: firstname.lastname@example.org
Food & Cookery or Food Nutrition
This option will be either this GCSE qualification or the previous NCFE qualification.
GCSE Food Preparation and Nutrition
What will I learn?
This course is a full GCSE. There is however, still an amount of theory work that needs to be completed. By studying this course, learners will:
Demonstrate effective and safe cooking skills
Develop an understanding of functional properties and chemical characteristics of food
Understand the relationship between diet, nutrition and health
Demonstrate knowledge of food safety in all aspects of cooking
Explore different culinary traditions
How will I be assessed?
Component 1: Principles of Food Preparation and Nutrition
Written examination 1 hour 45 minutes worth 50% of the qualification
Component 2: Food Preparation and Nutrition in Action worth 50 % of the qualification
Assessment 1: Food investigation ( food science experiments) 15%
Assessment 2: Food Preparation assessment (cook three dishes) 35%
All Assessments will take place in Year 11
How will I learn?
You will cook every week in order to develop your practical skills. In addition to the focused practical tasks, there is still an amount of theory work that needs to be completed.
What can I progress to?
You could:
- Go to College or private trainer provider
- Get an apprenticeship
- Go into employment
- Further Qualification: City and Guilds Level 2 NVQ Diploma in Professional Cookery
For further information:
Mrs Juliard
Email: email@example.com
GCSE French
What will I learn?
A GCSE in French is an incredibly useful qualification. As well as learning a language, you will increase your confidence, improve your communication skills and learn to listen for both gist and detail, as well thoroughly researching and reporting both individually and as part of a team.
You will study the language through the following themes:
Identity and Culture
Local, National, International and Global Issues
Current and Future Study and Employment
How will I learn?
The course will allow you to access the language and actively learn via a wide range of authentic resources such as websites, magazine articles and TV clips, and using a variety of learning methods and styles. All four language-learning skills (reading, writing, listening and speaking) will be developed and assessed.
Students will do lots of spoken work as well as focusing on learning vocabulary and grammar. We seek to develop their ability to use language independently so that they can write and talk about topics which interest them.
How will I be assessed?
GCSE French is assessed by 100% examination at the end of year 11.
Listening (25%)
Speaking (25%) – role play, discussing a photo and general conversation
Reading (25%)
Writing (25%) – writing in French, including translation
The new grading system of 1-9 will be applied and there is the option of taking the GCSE at either foundation (grades 1-5) or higher (grades 4-9) level.
What can I progress to?
Studying languages to GCSE and beyond develops communication skills. Language knowledge can be useful in many areas, including business, tourism, education, medicine, journalism, law and industry.
In order to take a GCSE in French to AS or A2 level, a level 6 or above at GCSE will be considered necessary. Students should note that if they are considering Higher Education courses, some universities may insist on a GCSE in a Modern Foreign Language WHATEVER the course students wish to take.
It is also worth noting that a French GCSE counts towards the English Baccalaureate qualification.
Further Information
Mrs Erwin
Email: firstname.lastname@example.org
What will I learn?
AQA GCSE Geography.
This course builds on skills and knowledge learnt during KS3. There is a mixture of Human Geography, for example population studies, and Physical Geography, for example natural hazards. There will be some geographical enquiry where students will need to use their geographical skills to investigate and develop a decision making process to evaluate a problem.
How will I learn?
There will be a mixture of group work, paired work and independent learning. Access to ICT will be used to research the latest information on topics. Fieldwork will also be a requirement from the exam board.
How will I be assessed?
This is a linear course which means that all formal assessment will happen at the end of the course. There will be three exams which together will make up 100% of your mark. Fieldwork will be assessed within these units.
To what can I progress?
Geography is highly regarded by 6 th form colleges and higher education as a subject that requires many skills in research, data processing and presentation of information so it will always look good on applications to college.
Careers which use the skills learnt in Geography include Town Planning, Resource Management, Conservation and Teaching.
Further Information
Mrs Inglis
Email: email@example.com
GCSE Geography
GCSE German
What will I learn?
A GCSE in German is an incredibly useful qualification. As well as learning a language, you will increase your confidence, improve your communication skills and learn to listen for both gist and detail, as well thoroughly researching and reporting both individually and as part of a team.
You will study the language through the following themes:
Identity and Culture
Local, National, International and Global Issues
Current and Future Study and Employment
How will I learn?
The course will allow you to access the language and actively learn via a wide range of authentic resources such as websites, magazine articles and TV clips, and using a variety of learning methods and styles. All four language learning skills (reading, writing, listening and speaking) will be developed and assessed.
Students will do lots of spoken work as well as focusing on learning vocabulary and grammar. We seek to develop their ability to use language independently so that they can write and talk about topics which interest them.
How will I be assessed?
GCSE German is assessed by 100% examination at the end of year 11.
Listening (25%)
Speaking (25%) – role play, discussing a photo and general conversation
Reading (25%)
Writing (25%) – writing in German, including translation
The new grading system of 1-9 will be applied and there is the option of taking the GCSE at either foundation (grades 1-5) or higher (grades 4-9) level.
What can I progress to?
Studying languages to GCSE and beyond develops communication skills. Language knowledge can be useful in many areas, including business, tourism, education, medicine, journalism, law and industry.
In order to take a GCSE in German to AS or A2 level, a level 6 or above at GCSE will be considered necessary. Students should note that if they are considering Higher Education courses, some universities may insist on a GCSE in a Modern Foreign Language WHATEVER the course students wish to take.
It is also worth noting that a German GCSE counts towards the English Baccalaureate qualification.
Further Information
Mrs Erwin
Email: firstname.lastname@example.org
What will I learn?
AQA GCSE History
The course covers four units of work from medieval times to the modern day. We will be studying The Norman Conquest, Medicine and health in Britain from medieval times to the 21 st century, German History from 1890 – 1945 and Conflict and Tension in the modern world.
How will I learn?
Through a wide variety of activities; independent, paired and in groups. Some of it will be literacy based (newspaper articles, speeches, source analysis & essays) others more practical (research activities, debates, presentations).
How will I be assessed?
The course is a linear one so all formal assessment happens at the end of Year 11. There will be two exams at the end of the course. This will make up 100% of your mark.
To what can I progress?
History is highly regarded by 6 th form colleges and higher education as a rigorous and challenging subject so it will always look good on applications to college. Careers which use the skills learnt in History include law, any sort of management, business, accountancy, teaching, army and police work.
Further Information
Mrs Inglis
Email: email@example.com
GCSE History
GCSE Music
What will I learn?
GCSE Music covers performing, composing and listening in a wide variety of musical styles – popular music, world music and classical music. Performing as a soloist and as a member of a group is 30% of the course and as such, pupils must be prepared to practise their instrument, perform and record their work. If pupils do not have instrumental lessons then keyboard or singing work covered in key stage 3 could be developed further for this part of the course.
How will I learn?
Through performing, composing and listening, pupils will learn how music is constructed from initial ideas through to the finished product and will produce extended compositions using notation software. Pupils will have the opportunity to work on solo and group performance and recording skills. Pupils will also learn how to analyse music in a variety of styles and discover the social and historical context in which music has been composed over the last 400 years.
How will I be assessed?
Performing– 30% controlled assessment
15% 1 solo Performance
15% 1 Ensemble Performance
Both performances need to be a minimum of 4 minutes and will be recorded onto CD
Composing – 30% controlled assessment
You will compose 2 pieces of music in different styles e.g. A song and a piece of music in a minimalist style. Each piece of music will need to be 2 minutes and will need to be written down in music notation with the help of music software. The Compositions will be recorded onto CD.
Listening – 40% External Examination
Students will answer questions based on eight set works covering each of the four Areas of Study; Instrumental music 1700-1820, Vocal music, Music for stage and screen and Fusions.
What can I progress to?
GCSE Music is useful for any job that involves communication and expressive skills. It is also a good preparation for further musical study and a solid foundation for the AS/A Levels in Music and Music Technology as well as BTEC National Diplomas in Music, Popular Music and Music Technology. Future jobs might include careers in in the music industry, publishing, entertainment and teaching.
Further Information
Mrs Casey
Email: firstname.lastname@example.org
GCSE PE
What will I learn?
This course will build on the knowledge, understanding and skills established in Key Stage 3 Physical Education. The GCSE Physical Education course will give you the exciting opportunity to perform in a number of different physical activities, focusing on individual and team sports. You will also have the opportunity to develop your own fitness levels to aid and improve your sporting performance.
How will I learn?
The course will be a mixture of practical and theory lessons:
* You will develop your knowledge and practical skills in a range of activities, focusing on team games and individual activities.
* Examine the effects of exercise and how training can improve performance.
* Find ways to improve your own performance.
* Identify ways to develop and maintain a healthy and active lifestyle through participation in physical activity.
* Develop your knowledge of the key body systems and how they support your participation in sport. You should have an interest in physical education and sport, enjoy being active and appreciate the benefits of keeping fit and healthy. If you participate regularly in sport outside curriculum lesson time then this will highly support your progression throughout the course.
How will I be assessed?
Component 1- Fitness and Body Systems. This is a written examination with a 36% weighting of the final grade.
Component 2- Health and Performance. This is also a written examination with a 24% weighting of the final grade.
Component 3- Practical Performance. Assessment consists of 3 activities from a set list. One must be a team sport, one must be an individual activity. The final can be a free choice. This is worth has a weighting of 30% of the final grade.
Component 4- Personal Exercise Programme. This is a controlled assessment and has a weighting of 10% of the final grade.
What can I progress to?
As well as being the ideal preparation for the A level Physical Education course, GCSE Physical Education allows for progression to related vocational qualifications, such as National Diplomas in Sport and exercise Science. The course develops the transferable skills and key skills that employers are looking for and can lead to a wide variety of employment opportunities. This can include further training in areas such as recreational management, leisure activities, coaching, officiating, the fitness industry, the armed forces and the civil service.
Further Information
Miss Collier
Email: email@example.com
Psychology
What will I learn?
Psychology is a scientific subject that looks at brain and behaviour. The following topic areas will be studied: Development, Memory, Psychological problems, The brain & Neuropsychology, Social influence and Research methods.
Psychology is an academic subject that demands dedicated effort. Learning is based on analysis of psychological theories and evaluation of research studies. A major part of this is class discussion where you will be required to give your opinions and support them with evidence from these theories and research studies. You will also be expected to construct written arguments supporting or disagreeing with particular theories and studies. There are opportunities for you to carry out your own mini-research projects at certain points during the course.
How will I be assessed?
* This course is assessed by examination at the end of year 11. There are two exam papers.
* Paper 1 = 55% of total GCSE grade
* Paper 2 = 45% of total GCSE grade
What can I progress to?
* AS/A2 Psychology, biology, sociology.
* Professions- police, teaching, law, medicine, social work, probation officer, psychologist.
* Vocations- public service, leisure industry, education, training and coaching, selling, marketing, advertising.
Further Information
Mrs J Bowen
Email: firstname.lastname@example.org
GCSE Triple Science
What will I learn?
The Triple Science option encourages students to be inspired, motivated and challenged by following a broad, coherent, practical, satisfying and worthwhile course of study.
It encourages learners to develop their curiosity about the living, material and physical worlds and provides insight into and experience of 'working scientifically'. It enables learners to engage with science and to make informed decisions about further study in science and related subjects and career choices.
The Triple Science course includes all of the material in GCSE Combined Science, but it also has extension topics together with 24 Core practicals, that lead to the award of three separate GCSEs: Biology, Chemistry and Physics.
The extension topics offer a chance to study some more interesting and sophisticated science such as:
- Biology: Investigate the factors that affect enzyme activity
- Chemistry: Investigate the preparation of pure, dry, hydrated copper sulphate crystals starting from copper oxide
- Physics: Describe uses of ultrasound and infrasound, including: sonar, foetal scanning and exploration of the Earth's core
How will I be assessed?
Students will sit six papers each lasting 1 hour and 45 minutes. Each paper will consist of a mixture of different question styles, including multiple-choice questions, shortanswer questions, calculations and extended open-response questions. Students will be awarded three GCSE grades for the separate subjects of Biology, Chemistry and Physics.
"Working Scientifically" will be assessed by examination questions based on 24 core practicals completed during the course.
What can I progress to?
Students gaining three Science GCSE qualifications are able to move on to a great variety of courses and careers. Science will be a requirement if you wish to pursue: Medicine, Engineering, Environmental Science, Patent Lawyer, Veterinary Science, Cytogenetic Technology, Meteorology, Primary and Secondary school teaching.
It is worth noting that Science counts towards the English Baccalaureate qualification.
Further Information
Mrs Hendry
Email email@example.com | <urn:uuid:90849f22-ebfa-4f4c-be87-f5ac21442a46> | CC-MAIN-2018-51 | https://www.aylestone.org.uk/uploads/1523606345-Option%20Booklet%20%202018.pdf | 2018-12-17T14:19:16Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00242.warc.gz | 805,736,291 | 7,709 | eng_Latn | eng_Latn | 0.997708 | eng_Latn | 0.998183 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3747,
5914,
9992,
12682,
14445,
17768,
21643,
25347,
28854,
32246,
36130,
38307
] | [
1.9296875,
2.59375
] | 1 | 0 |
History of Mining in the Tucson Mountain District
When hiking the trails of Saguaro National Park (West) you will frequently notice the remnants of past mining activity. There are a variety of size and shape of excavations. Some were just a check on mineralization and /or to establish a mining claim. There was a century of on and off mining activity prior to this area becoming a National Park.
The Number of Mines
There are 149 mining excavations in Saguaro National Park West (SNPW). There are over 200 in the Amo le Mining District which includes all of the Tucson Mountains. 127 of these mines, in SNPW, are reported as shafts, that is, vertical or near vertical excavations. No mining activity went into wealth-producing production although a few did provide some return on the investment.
The First Mine
The first mine in the Amole Mining District is actually just outside what is now the southeast boundary of SNPW. It was called the Nequilla. The claim was staked in 1867 and during the same year raids by Apaches resulted in the death of one of the hired hands and loss of stock. In 1871 Lee and Scott purchased the property and by 1875 they had sunk a shaft to a depth of 120'. They concentrated on Silver ore as other minerals had little value. There were only trace amounts of gold. This claim was patented in 1872 and it is believed to have been the first patent in the Arizona Territory. (Arizona became a territory in 1863 and a state in 1912.) A mining claim was required to have at least $500 in improvements and proven ore to be patented which gives property ownership along with mining rights.
They hauled their ore to Guaymas, Mexico for shipment to a San Francisco smelter. The mine closed in the 1880s after reportedly producing $70,000 in silver. It should be pointed out that a decent day's wage was about $2 which equals an annual income of less than $700 per year. ($70,000 is then equal to 100 years wages!) The great amount of time and effort spent to achieve this result is difficult to comprehend and their actual profit is not known.
Other Early Mines
Many other claims were staked and discovery excavations made as required by the Mining Act of 1872. They showed mostly copper ores (having little value) and many of these claims were just held for speculation. The railroad came to Tucson in 1880 which increased interest in the local mining.
In 1880 the Silver Moon claims were worked on a location adjacent to the Nequilla Claim and partly inside SNPW. Two shafts were sunk 100' and 50' in depth. The claims were patented in 1881 and 1885 so it is assumed they had ore but production is not known.
The Old Yuma Mine claim, just inside SNPW eastern boundary; was filed in the 1880s and extensive exploration work was done. Reported life production is about $5000 in lead and $5000 in silver. It was shut down in 1918. The Brichta brothers claimed to have gold on their claims (which are within the SNPW on the north side) in 1893, but this never materialized. By 1900 there was a new interest in copper as the world became electrified. The Brichtas sunk several shafts to 25' claiming extensive rich copper ore and managed to sell many of their claims. No production followed.
THE MILE WIDE MINE
The major story of the Amole Mining District is the Mile Wide Mine located at the head of King Can yon and entirely within SNPW. It was started as the Copper King Mine in 1914 by Martin Waer who sunk one shaft to 86' and found "very valuable" copper ores. In 1915 an investor named Reineger took an option with Waer for $1000 down and $74,000 due in four years.
Reineger organized the Mile Wide Copper Company so named for the width of 31 claims involved . Five million shares of stock were issued at $1 per share. After promoting $40,000, Reineger started a new shaft uphill from the old one and hired 50 men. They found 4% copper ore at a depth of 95'. Reineger promoted more shares of stock through the Singer Co. of Pittsburgh. By 1917, the Arizona Star in Tucson reported discovery of a sensational chalcopyrite (copper pyrite) deposit of remarkable purity. Reineger built a haul road and used six trucks to haul ore to Tucson for rail shipment to SAS CO (Southern Arizona Smelting Company). He built four houses, a work shop, mess hall-bunk house, rock crusher, hoist house and truck loading facilities. The shaft was sunk to over 400' with working levels at 100' intervals.
By 1918, ore assays showed little value and by 1919 when the $74,000 option became due, Reineger could not be found. In 1920 stockholders filed suit and in 1921 Reineger's dealings became public. He had taken half the stock money for himself. In 1923 the court ordered Reineger to pay $134,000 plus $15,000 attorneys fees plus endorse all stock and property to Union Copper Company of Pittsburg who auctioned all equipment for $3000. The total prodution of the Mile Wide Mine was $10,000 in copper and $15,000 in silver. Several hundred thousand dollars changed hands and produced only $25,000.
Today nothing remains except a few concrete foundations and the open shaft . All iron scrap was sal vaged during thescrap drives of the early 1940's for World War II.
THE GOULD MINE
S.H.Gould established the Gould Copper Mining Company on 19 claims in 1906 during the period of greatest rush to stake claims in the Tucson Mountains. By 1907 the shaft was 165' deep. He obtained a mortgage for funds and by 1908 reported a depth of 375' with a vein 35' wide of chalcopyrite at the 100' level which widened to 60' at lower levels. The Arizona Star reported assays of 4% copper. There seemed to be some general belief at this time that a mine would find greater amounts of ore at greater depths so it was speculated that they would be just as productive as the Silver Bell Mine when they reached a similar depth of 1200'. (The Silver Bell Mine was well known, located about 25 miles to the west.)
The Gould Mine, however, had to shut down after 1908 and ceased all shipments except from surface stockpiles until 1911. By 1915, Gould was in bankruptcy. Reportedly 45,000 lbs. of copper, valued at $9,000, had been taken from this mine. This mine was leased but no further work was done. In 1957 Banner Mining Co. requested from the BLM (Bureau of Land Management) 7600 acres for an open pit over the Gould Mine area. Public outcry stopped further development. The area became part of Saguaro National Monument in 1963. All mining rights expired in 1975.
The Gould Mine is the best known mine in SNPW as it is visible from Kinney Road.
WARNING!
A warning to all mine, mineral or curiosity seekers. There are fences around the most dangerous open shafts but some are bent from efforts of someone trying to see inside. It cannot be overemphasized that any old mine is extremely dangerous.
A fall into a shaft could be fatal. Even shallow excavations can contain carbon dioxide resulting in death once entered.
Throw a rock into the shaft if you want to hear it fall (you will anyway) but DO NOT ENTER! | <urn:uuid:0090aee9-5533-4f8b-a660-1ce73b03c7e1> | CC-MAIN-2018-51 | https://www.nps.gov/sagu/planyourvisit/upload/Tucson-Mining-for-Web.pdf | 2018-12-17T14:03:29Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00244.warc.gz | 968,327,069 | 1,646 | eng_Latn | eng_Latn | 0.999124 | eng_Latn | 0.999156 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3225,
7038
] | [
2.484375
] | 2 | 2 |
Mathematics Across the Curriculum
Hosted by Eldwick Primary School and led by Sharon Day 2018 – 2019
Mathematics is not just a stand-alone subject. It is full of interconnected ideas and concepts. It also underpins many other areas of the curriculum. To make maths meaningful, children need to be able to connect different mathematical ideas together as well as to connect these ideas and concepts across the whole curriculum. This course will equip you with:
understanding the connectivity of mathematical ideas, concepts and procedures
finding the maths in all situations
linking other subjects into maths lessons
Ideas for meaningful learning experiences and activities will be given to the delegates. It is aimed at teachers of all year groups from year 1 to year 6.
| Maths links to: | Date |
|---|---|
| ...creative arts & English | Tues 9th October 18 |
| …events and festivals | Tues 4th December 18 |
| …humanities and sciences | Tues 29th January 19 |
The cost of this course, for all three sessions, is £150
Booking information –
To book your place on this course please contact: Mrs J Presland, Business Manager, Eldwick Primary School Places are limited so book now to avoid disappointment.
Tel: 01274 568361
Email: email@example.com | <urn:uuid:f42f69b0-2196-41f1-89ea-edeacc73993e> | CC-MAIN-2018-51 | https://sharondaymathsltd.files.wordpress.com/2018/06/cross-curricular-maths-2018-2019.pdf | 2018-12-17T14:54:58Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00243.warc.gz | 732,103,545 | 300 | eng_Latn | eng_Latn | 0.998008 | eng_Latn | 0.998008 | [
"eng_Latn"
] | false | docling | [
1276
] | [
2.265625
] | 2 | 0 |
The Mind-Body Connection
How your mind and body works intimately together to help you function in the most optimal way.
Brought to you by:
Anxiety Relief Techniques www.AnxietyReliefStress.com
Disclaimer
We hope you enjoy reading our report however we do suggest you read our disclaimer.
All the material written in this report is provided for informational purposes only.
The author or person sharing this information does not assume any responsibility for the accuracy or outcome of your use of the content.
Every attempt has been made to provide well researched and up to date content at the time of writing.
Now all the legalities have been taken care of, please enjoy the content.
The Mind Body Connection
For centuries people have contemplated the connection between your thoughts, emotions, and mindset and your health. Philosophers and early scientists assumed that there was a connection.
After all, the brain is the control center for all activity in your body. It simply made sense to them that emotions, which are also controlled in the brain, would impact your health and wellbeing.
As science progressed, doctors and researchers moved away from this concept. They focused more on the inner workings of the body's tissues, organs, cells and systems. The mind was all but forgotten.
Today, there's an increasing awareness of how your mind and body work intimately together to help you function in the most optimal way. Doctors have realized that by helping their patients change their thoughts, they can in fact also change their health.
What Is The Mind Body Connection?
The mind body connection is the impact of your mindset, thoughts, and reactions to your environment and the effect it has on your health.
For example, if you are stuck in traffic and late for an appointment, you may begin to feel rushed, irritated, and angry. Later in the day you may find that you're completely exhausted. If this type of experience occurs on a chronic basis your immune system will suffer, you may gain weight, sleep poorly, and feel like you're on a roller coaster of emotions.
Another example, a positive example, of the mind body connection are therapy animals. Petting a dog releases oxytocin into the bloodstream. This is a hormone that makes you feel calm and relaxed. When oxytocin is coursing through your body you're better able to manage both physical and emotional stress. Patients in the hospital who participate in pet therapy experience faster recovery times. Simply petting a dog can boost your mood and improve your health.
Acceptance into Western Medicine
Today most doctors are aware of the effects that stress has on health. They know that stress is the leading cause of disease and death. Doctors, nurses, and medical researchers also know that lifestyle changes can make a huge difference in the health of their patients and have begun recommending various approaches to their patients.
The simple fact that many hospitals and long term care facilities have pet therapy programs goes to show how far medicine has come in the past few decades.
There's a term for the mind body connection in practice – it's called Mind Body Medicine and according to the National Institute of Health, "it focuses on treatments that may promote health, including relaxation, hypnosis, visual imagery, meditation, yoga, and biofeedback." (Source: http://www.nlm.nih.gov/medlineplus/magazine/issues/winter08/articles/winter08pg4.html)
In an upcoming section we'll take a look at some of those treatments in detail. First, we explore how emotions affect your health and the role stress plays in your life.
How Can Your Emotions Affect Your Health?
Nothing in your body can function without the interaction of other systems. Your heart cannot beat by itself. Your lungs do not breathe by themselves. Your body is a complex system of signals, partnerships, and production.
One hormone in your body can trigger the release of other hormones, incite some organs to stop receiving signals and others to begin receiving signals. It makes excellent sense to realize that emotions can and do have an impact on your body. The impact that emotions have can be positive or negative depending on the emotion and what it triggers.
Take fear for example. Fear is a very natural emotion and in some instances it can save your life. If you notice that the roads are slippery, for example, then the fear of crashing your car causes you to drive differently. If you're being stalked by a mountain lion, then the fear you experience causes a release of adrenaline that focuses your body's systems on muscle energy so you can fight or run.
It's called the "Fight or Flight" response and it can play an important role in human survival.
This fight or flight type stress can occur whether you're actually in danger or not. One great example of this is public speaking. If you're afraid to talk in public you'll experience sweaty palms, a rapid heart rate, an increase in respiration and much more. Your body will react as if you're running from that mountain lion when in fact your life is not in danger.
Unfortunately, your body doesn't know the difference between real stress and perceived stress. This is why it's up to you to learn to control your emotions. When a body is exposed to this type of stress on a regular basis, terrible things happen to your health.
Let's imagine you are being chased by a mountain lion. You need to funnel all of your energy to your muscles, right? Whether you decide to run or to stick around and fight that cat your muscles need to be the focus. Your body will essentially stop the digestion process. It'll cease or slow down other processes as well so that the majority of your energy will be directed to your muscles. Your heart will beat faster to get nutrients to your muscles and your breathing will increase to provide oxygen.
Over time this change can add up. Chronic stress causes your body to store fuel as fat, generally as abdominal fat which is the most dangerous type. It increases blood pressure, causes damage to arteries and your heart. It leads to obesity and heart disease just to name a few. Fortunately, the converse is true as well. If you're able to control your emotions and stay positive during times of stress, you can improve your health, lengthen your life, and even strengthen your immune system.
We know that emotions impact your body. If you hug someone that you like, then a release of feel good hormones begin coursing through your body. These hormones have a very different effect on your health than stress hormones.
The Positive Emotions
Scientists have identified a handful of positive emotions and mindsets that contribute to a healthier and happier life. These emotions and mindsets include:
Balance – While stress is part of life, it doesn't have to consume you. You can learn to control your stress through a variety of tactics. For example, some people practice deep breathing in moments of stress.
Others utilize biofeedback when they're feeling out of control of their emotions. Meditation, massage, and getting out in nature are other ways to find balance in your life – to find a happy medium between the hustle and bustle of the world and the inner peace necessary to stay positive.
Gratitude – Gratitude is a profound and powerful emotion. We often believe that joy makes us feel grateful and that you need to have a positive attitude to experience this emotion. However, studies have shown that the opposite is true. Gratitude actually makes people feel more joyful and positive.
In a study, people were divided into two groups. One group created a daily list of problems or hassles. The other created a gratitude list. Those who expressed their gratitude on a daily basis reported feeling happier. They also exercised more, felt better, experienced fewer physical complaints, and slept better than the people in the negative group.
Forgiveness – Forgiveness seems like such an abstract emotion. We don't think much about it until someone hurts us. Yet studies have shown that the simple act of forgiveness provides more benefit than you might imagine.
Stanford conducted what they called the Forgiveness Project. They trained 260 people how to forgive. They then tracked these people and discovered that in addition to feeling happier, 27% experienced fewer physical complaints like pain and stomach upset. Forgiveness has also been shown to improve immune function, lower blood pressure and lead to better heart health.
Resiliency and an Optimistic Outlook – Resilience is the ability to "bounce back" to recover from life's upsets, both major and minor, and to regain a positive outlook. Some people are naturally more resilient than others. However, it's also a mindset that can be learned and improved. A good support system and positive self-esteem are both important elements of resiliency. The ability to be optimistic and to stay that way during times of struggle is essential.
Optimism has been shown in studies to boost your immune system and prevent disease. In one study subjects were evaluated based on their emotions and then exposed to a virus. The people who were more positive didn't get the virus and those who scored low were three times more likely to get the virus and become ill.
Facts About Stress and Your Health
There are three different types of stress and each type has a negative impact on your health. The first and most common type is what the National Institute of Mental Health defines as Routine Stress or "stress related to the pressures of work, family and other daily responsibilities." (Source: http://www.nimh.nih.gov/health/publications/stress/index.shtml)
There is also stress that is brought on by change like a divorce, move, or a new job. It's important to point out that not all stress needs to be caused by a negative event. Having a new baby, getting married or a promotion at work can all cause stress even though they're induced by a positive event.
The third type is called traumatic stress and is caused by a traumatic event like a natural disaster or an act of violence. As you might suspect, this type of event can cause both acute stress as well as post-traumatic stress, which can have lifelong implications and effects on both mindset and wellbeing.
According to statisticsbrain.com 77 % of people who regularly experience physical symptoms caused by stress. They complain of fatigue, headaches, stomach distress, muscle tension and a change in sex drive just to name a few.
Stress, or rather the physical ramifications of stress, has been linked to many deadly diseases including:
- Alzheimer's
- Asthma
- Diabetes
- Obesity
- Heart Disease
- Depression and Anxiety
- Irritable Bowel Diseases
- Headaches
The good news is that while stress is a part of life, you can control your mind and how you respond to stress. You can use the mind body connection to your benefit and improve your health, wellbeing, and vitality.
Mind Body Medicine Approaches to Wellness
There are many approaches to finding mental and emotional balance, reducing stress, and changing your reaction to stress. Let's take a look at a few of the approaches to help you decide which treatments may be right for you.
Biofeedback –Biofeedback is an approach that teaches you how to control some of the bodily functions as they respond to stress. It's often recommended for people who have been diagnosed with an anxiety disorder, are dealing with post-traumatic stress, or who have a highly stressful life and are in poor health.
With biofeedback you learn to recognize and control elements like your pulse and heart rate, your breathing, your blood pressure and other physical stress related symptoms. You can purchase biofeedback devices to help you teach yourself or you can sign up for a program at many physician's offices and hospitals. Some insurances cover biofeedback treatment.
Relaxation/Deep Breathing Exercises – There are many different deep breathing or relaxation exercises. Depending on the exercise you choose, they can be performed during times of stress or as part of a daily routine. For example, you might conduct a progressive relaxation exercise at night before you go to bed. Or you might practice deep breathing when dealing with a difficult customer.
Guided Imagery – This approach has been utilized by everyone from Olympic athletes to survivors of trauma. It's about using your mind to create positive emotions. Athletes use guided imagery to envision themselves performing their sport successfully. They'll hear the audience, smell the paint on the new arena floor, feel their legs move and see themselves crossing the finish line.
You embrace your senses to create a visualization that suits your needs. If you want to relax you might close your eyes and envision a quiet beach with the waves lapping on the shore and the scent of salt water in the air. Guided imagery can be used by anyone to create a state of calm and wellbeing.
Meditation – Meditation is the practice of quieting your mind. It can be performed for minutes a day or hours a day. There are different approaches to meditation depending on your goals and purpose for meditating. For example, there's a practice called "walking meditation," where
the experience of walking is your focus. You can also meditate by paying attention to your breath or by using imagery or guided meditations.
Meditation has been shown to lower stress, improve health and happiness, and to reduce the risk of disease. Studies are beginning to show that people who meditate not only live longer but live a better quality of life than those who don't.
Bottom Line –You're Have More Control than You Imagine
While we often feel a victim of life and circumstance, you have control over how you react to the challenges that come your way. Whether you're dealing with an angry customer or a major life event, how you handle stress impacts your health and wellbeing.
Learning to be grateful, to forgive, to relax, and to embrace a positive outlook isn't just about improving your mental wellness but also your physical wellness too.
---
To your health and happiness,
Jennifer Johnson www.AnxietyReliefStress.com | <urn:uuid:b0a97e56-b2a9-49f5-93a0-2ded1e9c3b9d> | CC-MAIN-2018-51 | https://anxietyreliefstress.com/wp-content/uploads/2014/08/The-Mind-Body-Connection.pdf | 2018-12-17T14:13:41Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00243.warc.gz | 524,428,093 | 2,807 | eng_Latn | eng_Latn | 0.997482 | eng_Latn | 0.998935 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
195,
694,
2930,
5880,
8527,
10737,
13293,
14237
] | [
2.171875
] | 1 | 1 |
Brazos Valley African American Museum
Curriculum Learning Trunk Lesson Plans for High School- 9th Grade
Influential African American Women 9 th Grade
Influential African American Women: 9 th Grade Lesson Plan
BVAAM
Curriculum Learning Trunk - Lesson Plan
OBJECTIVE:
By the end of this lesson, 100% of students will be able to identify five influential African-American women through participation in a gallery walk and completion of a quiz.
TEKS:
Knowledge and Skills
§113.41. (9): History. The student understands the impact of the American civil rights movement. The student is expected to:
(C) identify the roles of significant leaders who supported various rights movements, including Martin Luther King Jr.,
Cesar Chavez, Rosa Parks, Hector P. Garcia, and Betty Friedan;
SS US.9: The student understands traditional historical points of reference in US history from 1877 to the present. The student is expected to:
9A: Identify the major characteristics that define an historical era.
9C: Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
TIME ESTIMATE:
40 minutes
MATERIALS:
Augmented Reality App on smartphone or iPad African- American History Timeline Sticky Notes Crossword puzzle, and fill in the blank worksheets
ENGAGE:
The purpose of this lesson is to provide students with accurate information through books and facts about five influential African- American women. To activate students background knowledge the teacher may ask a few questions regarding these influential women. Following that they will watch a upbeat video explaining the main significances of each African-American women.
EXPLORE:
EXPLAIN:
ELABORATE:
EVALUATE:
EXTENSION:
Step 1: Focus- activate background knowledge by watching videos over five influential African-American women.
Step 2: Explantation- walking around the room and gathering information about each women from the augmented reality.
Step 3: Practice- write on sticky notes interesting facts found from the gallery walk on and stick them to timeline provided in the trunk. This will set up the events in chronological order to sequence the women's individual significance.
Step 4: Assess- take a quiz over the facts.
Step 5: Closure- class discussion over sticky notes over what they found interesting.
Teacher will start with a Powerpoint presentation that will include 5 short videos over each women. Students then will walk around the room to engaging in a augmented reality this is an app that must be downloaded by students or teacher prior to the lesson. This creates a gallery walk that includes facts about Mae Jemison, Bessie Coleman, Wilma Rudolph, Madam C.J Walker, and Barbara Jordan and their impacts on the history of African American women. Students will also participate in a Kahoot to test their knowledge over these influential African -American women. A worksheet can replace the Kahoot if it is not available.
Students will test their knowledge and understanding of the information through a Kahoot. Following the augmented reality students will place sticky notes on each gallery heading after writing down facts they found interesting.
The teacher will determine if the students have reached 100% knowledge on the five African-American women through an online quiz. The quiz will include facts about these women as well as what they did to make them known in history. Everything the teacher covers in class will be included on the Kahoot. Unfortunately, not all classrooms have access to technology so other ways to access your students for knowledge can include a fill in the blank worksheet over each woman and a cross word that asks questions about each woman.
In the trunk we have included, books over four different influential African-American women just as an extra source of information. Also, there are hyperlinks students can look at for additional information about influential African-American women.
http://starchild.gsfc.nasa.gov/docs/StarChild/whos_who_level2/jemison. html http://bessiecoleman.com/
ACCOMMODATIONS:
http://www.madamcjwalker.com/#&panel1-1
https://www.biography.com/people/barbara-jordan-9357991 https://www.biography.com/people/wilma-rudolph-9466552
For students who learn at a slower pace accommodations can be put into place where the students can work in pairs instead of individually, and open up discussions for the entire class instead of as a group. For ELL students the teacher may pair one ELL student with a fluent student and have them work together on an assignment. For students who have special physical needs the teacher can accommodate them by providing them a digital mobile device such as an iPad, laptop, and tablet. | <urn:uuid:f02fcd6e-1c13-4d9c-8ce4-c7d735c90a26> | CC-MAIN-2018-51 | http://www.bvaam.org/wp-content/uploads/2018/08/AA-Women_Grade-9.pdf | 2018-12-17T14:51:53Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00245.warc.gz | 354,152,817 | 960 | eng_Latn | eng_Latn | 0.944873 | eng_Latn | 0.99749 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
151,
1692,
4089,
4746
] | [
4.5
] | 2 | 1 |
12 Months
HEALTH ISSUES
Supervise all feedings.
Transition to whole or 2% milk (ask your doctor).
Stop giving a bottle and use a sipping cup only. No bottle or sipping cup while in bed. Offer safe finger foods.
Continue cereals. Offer healthy snacks, limiting sugars. You may now introduce eggs and cheeses into diet.
Know how to use a thermometer to take a rectal temperature.
Avoid direct sun exposure. Use a sunblock - SPF 50.
SAFETY ISSUES
Brush teeth with plain water or with a small amount (the size of a grain of rice) of toothpaste. Make appointment with pediatric dentist for routine cleaning and check up.
Continue safe car seat use. Read instructions for proper installation. Here are some general guidelines:
Place seat in the back seat. Continue placing seat in rear-facing position until age of 2.
Turn the hot water heater in your home down so the hottest water you can get from the faucet is 120 degrees.
Install and test your smoke detector in or near your baby's room.
Childproof your home (poisons, medicines, guns, plastic bags, sharp objects, cords, outlets, cigarettes, hot liquids, latches on cabinets). Obtain your local Poison Control Center's phone number and keep it on hand
Do not keep 5 gallon buckets in your home (to prevent drowning).
Avoid choke hazards (peanuts, popcorn, hard candy, whole grapes, raisins, carrot sticks, and small toy pieces).
Use a bike helmet for your toddler (and yourself) if riding on the back of a bike.
Supervise activities, especially around lawnmowers, large dogs, and cars.
Place crib mattress on lowest setting.
YOUR BABY SHOULD…
Respond to his or her own name.
Continue to babble and understand the meaning of a few words.
Crawl, sit up, cruise (walk holding on) and possibly walking (9-15 months).
Shake and throw objects, often putting objects in mouth.
Pick up small objects with fingers; oppose thumb with tip index finger (fine pincer grasp).
Begin to understand the meaning of "no."
Have bowel movements at least once every 3 days if formula fed, once every week if breast-fed.
YOU SHOULD…
Praise your child at every opportunity.
Talk (in adult manner) and sing regularly to your child.
Continue to read books to your child.
Encourage self-play as well as with others.
Limit the number of rules, but be consistent with them.
Do not allow hitting, biting, or mean behavior.
Have a bedtime routine and put baby to bed in his or her own room.
Keep a family picture near baby's bed so it can be seen at night.
Eat meals as a family.
Offer comfort objects (stuffed animals, blanket).
Do not push for early toilet training. Expect self-exploration of genitalia.
Start being an example of the type of person you want your child to grow up to be - they are like sponges from this time on, and absorb everything around them!
Spend time alone with your partner - one of the best things you can do for your baby is to maintain a quality relationship with your partner.
IMMUNIZATIONS RECEIVED…
Hep A, MMR, Varicella.
Side effects include pain and fever for which you can use the instructed amount of Acetaminophen (Tylenol ®) every 4 hours OR Ibuprofen (Motrin ®/Advil ®) every 6 hours as needed.
CALL IF…
Fever greater than 102 F; Lethargy, Ill appearing, or any concerns. | <urn:uuid:0496cc44-c11b-4222-acaf-8aeee4274c3d> | CC-MAIN-2018-51 | https://crowleykids.com/images/forms/12_Months.pdf | 2018-12-17T15:50:32Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00244.warc.gz | 560,319,539 | 754 | eng_Latn | eng_Latn | 0.997779 | eng_Latn | 0.997779 | [
"eng_Latn"
] | false | docling | [
3284
] | [
2.890625
] | 1 | 1 |
Geology - The Basics
A Few Definitions
A mineral is any naturally formed inorganic solid that has a specific chemical composition and a distinct crystal structure. It is a chemical or molecule made from elements or atoms of the periodic table.
Important points to note: minerals have a specific composition, e.g. quartz SiO2. They have an individual crystal structure based upon the chemical structure. There are over 4000 different minerals, but luckily we tend to encounter 10 to 20 common ones.
A rock is a naturally formed coherent solid mass of one or more minerals. One or many minerals can form a rock.
Rock Types
There are 3 basic rock types; sedimentary, metamorphic, and igneous. These definitions are manmade and there is some overlap, as the boundaries are a bit fuzzy. Is coal a sedimentary rock formed by the deposition and compression of plant material, or is it metamorphic, that is undergone some change due to pressure? Rock type is the first thing to consider when looking at a rock.
Sedimentary rocks are made of particles that are compressed or glued together to form a rock. The particles can be any size, of one or many types, from microscopic clay particles to large boulders left in a moraine by a glacier. The particles may be cemented together or not. Sedimentary means aggradation or compaction. It comes from the Latin word which means settling down.
Metamorphic rocks are made from another rock by the effects of heat, pressure, water or chemicals or a combination of these. Metamorphism changes the texture and often the minerals, but basic elements making up the rock are usually the same. Metamorphic comes from meta meaning change, and morph meaning shape. The original rock changes in mineral content and structure to another.
Igneous rocks are formed in a variety of ways from originally molten rock. The word "ignis" means fire. They are composed of crystals growing as the molten rock solidifies.
So in summary the formation of the rock determines the type of rock produced and the features it has.
The Rock Cycle
The Earth isn't just blue, it's also green, as it is the ultimate recycling machine. Nothing leaves, excepts a bit of gas from the edge of the atmosphere and the occasional space rocket, and matter doesn't get created here, so everything must be recycled.
Igneous rocks forming a chain of volcanoes on the edge of Gondwana got ground down into sediment by rivers and carried to the sea, and deposited onto the sea bed. Over time the sediment gets buried, and is compacted into rock, such as mudstone. If the rock is buried deep enough, and subjected to heat and pressure, it may change or metamorphose into schist. This is the underlying story of the South Island of New Zealand.
Igneous Rocks
Igneous rocks are formed from the cooling and solidification of molten rock. Magma is molten rock occurring under the ground, lava is molten rock extruded onto the surface. Igneous rocks occur everywhere in and on the Earth. They are always associated with volcanism. Most of the continental plates and many areas of mountain building contain igneous rocks. Large igneous provinces are lava extruded in vast quantities on land and under the sea. They have sometimes played a part in the big extinction events in earth's history.
There is a huge variety of igneous rocks, over 700 different types. Common examples include; andesite, basalt, diorite, gabbro, granite, obsidian, pumice and rhyolite. Igneous rocks come in many colours and names, and have lots of terminology describing them. All igneous rocks have a distinct texture of random interlocking crystals that reflects their origin by crystallisation of molten rock.
The basic types of igneous rocks are based on where they form. Extrusive or volcanic rocks are originally extruded onto the surface, often from volcanoes. They undergo rapid cooling, so form small crystals. Intrusive or plutonic rocks form in the ground, intrude in the crust from deeper parts of the Earth. They undergo slow cooling so form large crystals. So different types of igneous rocks contain similar chemicals which controls the minerals formed but the different environment of formation controls the texture or crystal size.
The classification of igneous rocks is based on the texture or crystal size, and the mineral composition. To identify an igneous rock first determine the texture then determine mineral content. But classification is difficult because there is so much variety and fine grained or small crystal sizes makes identification hard. Geologists use light microscopy and mass spectrometers to aid identification.
1. Texture or Crystal Size. Coarse grained igneous rocks have crystals visible to the naked eye which are greater than 2 mm in size. They are intrusive or plutonic, so have cooled slowly. Fine grained igneous rocks have crystals smaller than 2 mm, usually requiring magnification to identify them. They are extrusive or volcanic in origin and so are fast cooling.
Some special terminology includes: pegmatites which are intrusive igneous rocks with exceptionally large crystals, greater than 2cm in size. A porphyry or a porphyritic rock is an intrusive rock consisting of large-grained crystals in a fine-grained/small crystal matrix or groundmass. The larger crystals are called phenocrysts.
Of course there are always special cases. Glassy rocks are ones quenched or undergo very rapid cooling. There is no time for crystals to form, so they are glassy, and have conchoidal fracture, like a block of glass. Obsidian is the common example, and is also called volcanic glass. Pumice is a type of frothy rough textured glass full of gas bubbles or vesicules.
2. Mineral composition. The next step in igneous classification is to identify minerals and quantify their proportions. A few common minerals are important to know about, including; quartz, feldspars, micas, pyroxenes, amphiboles, and olivine.
Common Minerals in Igneous Rocks
Quartz is SiO2. It forms 6 sided prisms ending in a 6 sided pyramid and comes in many types due to different impurities. It is found in all rock types and is the second most abundant mineral on Earth. Quartz has various colours, ranging from colourless through to glassy black and has a conchoidal fracture when broken. It is a hard mineral with Moh hardness of 7.
Feldspars are a large varied group ranging in chemical composition(KAlSi3O8 – NaAlSi3O8 – CaAl2Si2O8). They are the most common mineral on Earth, comprising 60% of all minerals. Colours include pink, white, gray, and brown. Common examples are potassium/orthoclase and plagioclase feldspars. They are a bit softer than quartz with a Moh hardness of 6-6.5.
Micas are sheet silicate, with a perfect cleavage in 1 plane, meaning they form sheets. Chemical composition is varied X2Y4–6Z8O20(OH,F)4 in which X, Y and z are different elements.
Pyroxenes have a complex structure allowing for much variation. They show cleavage 2 planes at 90 degrees, have square cross sections and dark colours, are short & stubby, and have a Moh 5-7. Augite is a common example.
Amphiboles are long prisms or needles, with a lozenge or diamond cross section, that cleaves in 2 planes at 120 degrees. Hornblende (black), and actinolite (green) are found in NZ.
Olivines are green, have no cleavage, but show a concoidal fracture like glass. They have a hexagonal cross section and common in basalt or dunite.
Common Igneous Rocks
Common examples of igneous rocks found in New Zealand include andesite, basalt, granite, obsidian, and rhyolite.
Andesite is a gray, purple, green extrusive or fine grained rock. Found in Mt Taranaki and Mt Edgcumbe. It is often porphyritic, and contains amphibole, pyroxene, plagioclase feldspar, but no quartz.
Basalt is a black, dark gray extrusive or fine grained rock. It is found in the Auckland Volcanic Field, Dunedin, volcanoes of the east coast of the South Island and the Chathams Islands. It forms most of the oceanic crust. It contains feldspars, pyroxenes, olivine, but no quartz.
Granite is usually coloured white, gray, pink. It is an intrusive, coarse grained rock found in Stewart Island and the West Coast. It contains quartz, feldspars (potassium, plagioclase), and mica. It forms continental crust, batholiths or massive intrusions of magma and mountains. Karamea Granite is a common example.
Obsidian is black, red, or brown glassy rock. An extrusive rock that cooled very quickly without forming crystals. It is found in the Taupo Volcanic Zone and Coromandel. It is the equivalent to granite and rhyolite.
Rhyolites have pale colours (light gray, yellow, red), are extrusive or fine grained rocks that occur in the Taupo Volcanic Zone and Coromandel. Banded and spherolytic forms are found. They are the extrusive equivalent of granite.
A number of different processes are involved with the formation of magma, resulting in many types of igneous rock. Firstly, magma may be derived from different source rocks deep inside the Earth. When originally solid rocks melts, only some of the constituent minerals may melt, due to differences in the melting points of the minerals making up the magma, this is partial melting. Magmas may incorporate or assimilate parts of the solid rock it moves through on its ascent to the Earth's surface. Magmas from different sources in the Earth may mix together. And finally, when the magma solidifies , different liquid minerals may solidify into crystals at different temperatures met as the magma slowly cools. The higher density minerals may settle out and the lighter density liquid move on, and undergo further crystallisation as it cools, producing a different set of minerals.
Knowing how to identify and describe an igneous rock in the hand, helps us understand how the rock formed and where it fits into the bigger picture of plate tectonics. | <urn:uuid:a2bc864e-1532-4268-b300-9a9fd4403256> | CC-MAIN-2018-51 | http://www.mineralclub.co.nz/wp/wp-content/uploads/2016/04/IgneousNotes.pdf | 2018-12-17T14:39:40Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00244.warc.gz | 419,488,271 | 2,199 | eng_Latn | eng_Latn | 0.997669 | eng_Latn | 0.997828 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2047,
3687,
7282,
9872
] | [
3.609375
] | 1 | 0 |
English - Reading
We will be reading Tintin 'The secret of the Unicorn' independently and as a whole class to improve reading, decoding skills, comprehension and as an example of the writing skills being revised by the children.
Regular test style question practice, to improve comprehension, reading skills and test skills.
English - Writing
Revising key writing skills, focusing on accurate and consistent use of punctuation, through the genre of newspaper reports.
Science
Evolution and Inheritance
A brief look at the time-line our universe and Earth. Plot the development of life on Earth on the time-line. Understanding why there are similarities and differences between parents and their offspring.
Maths
Over the half term the children will learn about:
- equivalent fractions,
- improper fractions and mixed numbers,
- adding and subtracting fractions,
- multiplying and dividing fractions,
- applying fraction knowledge to test style questions.
History
The Setting of Tintin
We will cover the time period in which Tintin was originally written and how historical events impacted the storie's development. The children will use and build upon their knowledge and understanding of the events leading to and during WWII.
Tintin
Geography
Reading and Interpreting Maps
Children will understand the importance of knowing how to use an Ordinance Survey map. They will learn how to read and interpret them.
Physical Education
The children will have two PE lessons a week. One will be run by a Sports Coach and one by the class teacher. Both will develop the children's independent skills as well as their team skills and communication.
Computing
We are app planners
Developing the children's awareness of what the internet is; how to efficiently use search technologies and design their own applications.
How to support and extend learning at home
English
Reading
At this stage children should be reading texts (not just story books) that they enjoy independently as often as they can.
To develop their reading further as well as their understanding of what they read, all children should still be reading with an adult regularly. This text should be more challenging, as the higher the quality of writing that you can find to read the more it will improve your child's own writing. We recommend the books we use in class, or authors such as J.K. Rowling, C.S. Lewis, Anthony Horowitz and Michael Morpurgo. Discussing what is read will develop your child's understanding of the text and their ability to compare texts.
How reading can help support writing
Reading texts with high quality writing provides children with an example that they can strive to achieve in their own writing. As they read it is a good idea to use a dictionary or to read with an adult to explain the meaning of unknown words. These can be used in their own writing to provide more interesting and accurate language. High quality texts provide the children with a wider range of grammar and punctuation that will enhance their understanding and enable them to apply this to their own writing. The greater the range of texts that the children can read the easier they will find it to apply the skills they learn to their own writing, and will enable the children to begin to develop their own writer's voice.
How reading can help support the whole curriculum
When reading with your child you can help to support their spelling, punctuation and grammar knowledge by discussing how these elements are used in the text. Reading information found online or in books about our topic will also have the advantage of supporting their wider curriculum knowledge and make more of an impact than them reading independently.
Spelling, Punctuation and Grammar
Each week the children will be given a list of spellings to learn, which link into the spelling learning they have been doing in class. It is the children's choice how they learn these words. A spelling practice sheet is supplied to support their learning, but should not be the only way they do this. You may wish to support them through verbal quizzes, or ask them to explain how a spelling rules is applied to the word.
Maths
Each week the children will sit a test in class assessing their times tables knowledge. In Year 6 it is essential that the children not only know their times tables facts but are able to recall them quickly and apply them in lessons. Every child will then be told if they need to continue working on their current times table target or move on to the next. They need to be practicing their current times table, as well as previously learnt ones, each day. They can chose how they learn them, you may wish to verbally quiz them regularly to help support their rapid recall of the times tables they have learnt.
All children have access to mymaths.com (using the school log-in username: ibjs password: net123) and sumdog.com (using their own personal log-in).
Sumdog features a range of games based on areas of the maths curriculum that the programme has assessed each child to need to work on. Mymaths includes activities, games and lessons on the maths national curriculum. The children can use this to support their maths learning as often as they, or you choose.
Talking with your children about how they are getting on in school and what areas of their learning they would like your help with, will provide the most benefit. Please do not hesitate to contact us if there is anything you would like us to provide. | <urn:uuid:c0151132-8ae3-4a66-8c45-e736c3a03847> | CC-MAIN-2018-51 | https://www.isambardbruneljuniorschool.org.uk/wp-content/uploads/2014/10/Year-6-Spring-1-1.pdf | 2018-12-17T15:52:16Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00243.warc.gz | 919,151,560 | 1,082 | eng_Latn | eng_Latn | 0.997297 | eng_Latn | 0.998196 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1831,
5512
] | [
4.03125
] | 1 | 0 |
RHODE ISLAND COLLEGE
FEINSTEIN SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT NCATE ACCREDITATION
SCHOOL CELEBRATION DAYS
PAWTUCKET RED SOX AND RHODE ISLAND COLLEGE
Table of Contents Curriculum Objectives ........................................................................................................................................................................................... 1
Volunteer Instructions .......................................................................................................................................................................................... 3
CURRICULUMOBJECTIVES
"School Celebration Days"
This curriculum guide was created to provide you with a learning "compass" to help guide your students through rewarding "out-of-class" experiences. The game of baseball is a pertinent, real life and exciting way to study classroom content. The ideas and lesson plans included within stand to serve as a guide for educators to create educational and appropriate ideas to assist in the "School Celebration Days" at McCoy Stadium home of the Pawtucket Red Sox (PawSox).
The curriculum guide, under the general coordination of Rhode Island College faculty (Dr. Kerri Tunnicliffe, Dr. Robin Kirkwood Auld, Dr. Robert Cvornyek, and Dr. Bennett Lombardo) has been designed by teachers, for teachers to use within the classroom. It is intended to meet the initiatives set forth by the Rhode Island Grade Span Expectations (GSE) and Grade Level Expectations (GLE) for grades K-8. This document was modified from the Toledo Mud Hens Curriculum Guide with their generous support and approval. The social studies curriculum was completed with the gracious help of Ms. Beth Broskie and the math curriculum was piloted with the collaboration of Ms. Noel Chartier and Ms. Joanne Diggle; third grade teachers at Veteran's Elementary School in Central Falls, Rhode Island.
This curriculum has been organized with the following in mind:
a. Educators tailor their lesson plans to meet the needs of their students.
c. Educators have the flexibility to use this curriculum to integrate ideas into current ideas.
b. Educators may use bits and pieces of a lesson plan to create their own lesson plan.
This curriculum guide has been divided into four basic content areas: Mathematics, Science, Social Studies, and Language Arts. Within each of these content areas, we have further divided them into two distinct sub-headings: Focused Lesson Plans and Extended Ideas.
Focused Lesson Plans: With four samples per section, these lesson plans have been designed as a complete top-tobottom lesson plan. Each focused lesson plan contains exercises to be implemented in the classroom, at the "School Celebration Days" and after the game has been completed as follow-up or additional learning.
Extended Ideas: Each section contains a number of ideas, which have been designed to peak your interest. Should you find an extended idea applicable to your area of expertise, you are encouraged to develop the concept into a focused lesson plan for use within your classroom. Please do not hesitate to modify, add to, subtract from, or completely re-work these ideas for your won application.
We sincerely appreciate your participation and we truly hope that you find this event worthwhile, educational, and enjoyable. Additionally, we welcome any specific ideas or comments that would aid or improve our "School Celebration Days" or the curriculum guide.
Was the guide easy to use?
Were there any errors? If so, please inform us so that we can correct them.
Just as in baseball, teaching only gets better with practice. So, we would like ideas for future editions of this curriculum guide. Send your ideas, comments, or even lesson plan(s) to us at:
Was there an activity that stood out from the rest—one in which students truly enjoyed? Did you enhance any of the activities that ―struck out‖ or should have never been placed within the guide?
Pawtucket Red Sox McCoy Stadium One Columbus Avenue Pawtucket, Rhode Island 02860
* Be sure to include your name and school. We would like to recognize you if we use your ideas next year!
Page of
VOLUNTEERINSTRUCTIONS
Thank you for volunteering to help with the Rhode Island College/Pawtucket Red Sox School Celebration Days 2011. The purpose of the event is to show K-12 students and teachers how baseball can be integrated into Language Arts, Math, Science and Social Studies. It also will show how to infuse movement activities (in this case throwing, catching, striking and running) into traditional classroom subject areas for more excitement and physical activity benefits. The movement activities and classroom stations are based on the PawSox Curriculum Guide posted on their website www.pawsox.com.
You will need to arrive at McCoy Stadium in Pawtucket by 7:30 am. The activities will need to be set up (on the track area adjacent to McCoy) and we will need a quick run through of the activities prior to the 8:30 am start. The students will begin the morning with our activities on the track before going to the tent area for baseball classroom activities then they will go onto the field for a group picture before going to the stands for the noon game. The activities portion of the day will run from 8:30 to 1 pm. Afterwards, you will receive a ticket to the game and food from the concession stand.
The 2011 School Celebration Days are on Tuesday, May 3 and Thurs. May 12. We have just enough volunteers so it is crucial you attend the day(s) you signed up for. If an emergency comes up please call or e-mail Dr. Auld (456-8880, firstname.lastname@example.org) as soon as possible. If you can recruit additional Physical Education Majors please do so and let Dr. Auld know ASAP.
Each volunteer will be assigned to a color area (blue, red, green or purple) and to an activity within that area, on the day of the event. I have attached the 4 activities we will be running (developed by Gina Corvese, Hilary Switzer, Bobby Dodge and Kelly Young). Please review the directions for each activity and your responsibilities – in bold.
There will be an Area Leader assigned to each color area. The leader will be responsible for bringing the students to the area and separating them into groups of 4-6 and disperse them to each activity within the
We will set up 4 identical areas with the same exact activities in each area (16 activities in all – one volunteer per activity). The students will stay in one area to complete the 4 activities. The students will arrive to you in 15 minute intervals (@ 50 students each rotation - @ 12 students per area). The students will complete your activity then move on to the next, if they finish all activities before 15 minutes they can go around again – they will not rotate to activities as a group like stations, but individually in a circuit style, going to the next as soon as they finish an activity.
Page of
RHODE ISLAND COLLEGE area to start – so everyone has a different starting point for less waiting. At the end of 15 minutes, the Area Leader will bring the students back to the gate and retrieve the next group of students.
What to wear: professional physical education gymnasium teaching/presentation attire. A collared shirt (golf polo shirt), socks with sneakers and wind pants or if nice, shorts (you may not wear workout shorts or shorts that are baggy or wrinkled. Shorts should be ones you would wear on the golf course – not cargo shorts with pockets down the sides of the legs). Please do not wear hoodies. If you have questions please see Dr. Auld. Since we are outside, you may wear a hat (remember you are at the Pawtucket Red Sox ) and/or sunglasses. Be sure to have sunscreen and water. It may be cool so be sure you have layers for the morning especially.
The Area Leader also will have an activity to lead. A RIC faculty member will be at the gate to welcome the students and give the leader his/her 12-15 students. Dr. Auld will be moving within each area troubleshooting and giving the leader time updates. The students will have chaperones with them throughout the morning, look for them or Dr. Auld if you have any trouble with students.
Directions once you get to McCoy Stadium: As you go by the stadium (you will see Jenks Jr. High on the opposite side), with the stadium on your right, you will see a track, immediately after the track there is an access road, take a right onto the access road – keeping the track on your right, this will take you to the parking lot behind the stadium along the first base line. Park here and enter the fenced area to the right of the stadium seating. I will have a RIC van (gold) with all the equipment near this area.
We have 500+ K-12
th grade students coming on both days!! Let’s represent Rhode Island College well!!!
Page of | <urn:uuid:6bec9ed0-c217-4718-827f-2bf251b311e9> | CC-MAIN-2018-51 | http://ricreport.org/Collaboration_Sample_School_Celebration.pdf | 2018-12-17T14:28:50Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00244.warc.gz | 228,563,964 | 1,854 | eng_Latn | eng_Latn | 0.993443 | eng_Latn | 0.99855 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1978,
4175,
6948,
8856
] | [
2.53125
] | 2 | 3 |
Maths This term we will be focussing on place value. This means understanding the value of the tens and ones digits in two and three digit numbers. We will move onto multiplication and division and learning our 2x, 5x and 10 x tables.
Religious Education
Our Christian value this term is 'Generosity'. We shall be about what Christians believe God is like. The children will be thinking about their own understanding of God.
English We will be reading the story of Grandad's Island by Benji Davies. We will be thinking about different characters and how they feel and behave and writing using a variety of punctuation. Our class book will be Nim's Island by Wendy Orr.
PSHE
Our focus in PSHE this term is: Being me in my world. The children will be thinking about their hopes and fears for the year as well as , working cooperatively, following a learning charter and making their class a safe place.
PE We will be starting with ball skills. The children will need warm, outdoor PE kit in school every day.
Geography/Science
The question we will be asking ourselves is 'Why don't penguins need to fly?' Children will learn to observe changes in seasons and weather. We will link this to science and consider living things and their habitats.
Forest Schools
Forest School will begin on Friday 14 th September so please send children's warm clothes and wellington boots in a named bag. Mr Knight is looking forward to seeing all the children. It's great!!
Land Ahoy!
Art
We will be learning how to draw animals and discovering how to create 3D animals using 3D shapes and clay. | <urn:uuid:52f10787-e916-4406-9d73-82e0be825009> | CC-MAIN-2018-51 | http://www.stmarystetbury.com/articles/docs/ks1/2018_Term_1/Term_1_topic_web_Year_22.pdf | 2018-12-17T14:20:14Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00247.warc.gz | 464,399,284 | 339 | eng_Latn | eng_Latn | 0.998697 | eng_Latn | 0.998697 | [
"eng_Latn"
] | false | docling | [
1588
] | [
3.078125
] | 1 | 0 |
Python Key Stage 3 Workbook – Teacher's notes on Python Maths functions:
+, - plus and minus as you would expect
* times (multiply) – computers use the * instead of x, to save confusion between the symbol and the letter
/ is division - note that Python 2.7 will answer with an integer if the numbers given are all integers, regardless of whether there should be a decimal portion, e.g. 7/2=3, not 3.5. If you want the decimal portion as well, make sure you input numbers with a decimal, even if there is nothing after the decimal, e.g. 7/2.0=3.5 as you would expect.
7%3 is modulus – this is complementary to the /, and gives the remainder of whole number division. So 7%3=1.
2**3 – puts the first number to the power of the second number. The equivalent of 2 3 .
3==3 answers True or False depending on the numbers. Read == as "is equal to", which is a comparison, as opposed to x=3 which is an assignment, setting the variable x to the value 3.
4<6 another comparison – is less than. Replies True or False.
4>6 another comparison – is bigger than. Replies True or False.
4!=6 another comparison – is not equal to. Replies True or False.
range(100) prints out all the numbers in the range, starting at 0 and ending with the number before the number in brackets, therefore offering in this case 100 different numbers from 0 to 99. This would be a good time to point out that computer scientists often start counting at 0 rather than 1.
Random numbers
If you want to generate random numbers, first put the statement
from random import *
Then you can use randint(x,y) to generate a random number between x and y for example
number=randint(1,10)
print number
This opens up all sorts of possibilities for guessing games etc. | <urn:uuid:c0b41b2f-6308-4769-832e-239fa77e68cb> | CC-MAIN-2018-51 | http://www.coinlea.co.uk/wp-content/uploads/2013/04/programming-workbook-teachers-guide.pdf | 2018-12-17T14:16:32Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00246.warc.gz | 318,103,677 | 420 | eng_Latn | eng_Latn | 0.998172 | eng_Latn | 0.998172 | [
"eng_Latn"
] | false | docling | [
1737
] | [
3.640625
] | 1 | 1 |
The Learner's Toolkit
Sprak:
Engelsk
Kategori:
Fagbøker
Forfatter:
Jackie Beere
Serie:
The Independent Thinking Series
Antall sider:
224
ISBN/EAN:
9781845900700
Utgivelsesar:
2007
Forlag:
Crown House Publishing
The Learner's Toolkit.pdf
The Learner's Toolkit.epub
"The Learner's Toolkit" is for all those teaching 11-16 year olds and is an essential guide to creating truly independent learners, confident and resilient in their ability to learn and learn well. The ability to learn and learn effectively is vital in today's society and will be even more vital in tomorrows. This ability has been at the heart of the recent Personalising Learning movement and this book shows kids how to do it.The book contains 50 lessons to teach 50 competencies. Each has teacher's notes on leading the activity and a CD-ROM in the back of the book has all the student forms and worksheets necessary for the lesson. Activities for the learners include: getting to know yourself taking responsibility for your own life persistence and resilience setting goals for life controlling moods caring for your mind and body building brain power asking questions developing willpower pushing yourself out of your comfort zone and, prioritise and planning.These are absolutely vital competencies that will help students learn and contribute more effectively in school and will be needed in order to thrive in the increasingly fast paced world of the 21st Century.
Mintankesmie.no omhandler habilitet, interessekonflikter, korrupsjon, gjeldsproblemer, fattigdom, medisinsk utstyr, legemidler (som antidepressiva, antipsykotika. | <urn:uuid:ef19f183-f0c8-4eb2-9936-17e178add064> | CC-MAIN-2018-51 | https://www.cmindspace.com/670-the-learners-toolkit.pdf | 2018-12-17T14:55:55Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00245.warc.gz | 871,566,484 | 377 | eng_Latn | eng_Latn | 0.992215 | eng_Latn | 0.992215 | [
"eng_Latn"
] | false | docling | [
1633
] | [
2.03125
] | 1 | 2 |
TheSouthern - Southern Illinois Homepage
Researchers study jaguar, other wildlife in Mexico
BY TIM CROSBY, SIUC University Communications Friday, April 24, 2009 6:15 AM CDT
CARBONDALE -- The Sierra Madre Occidental in Sonora, Mexico, can be a desolate place, defined by craggy rock formations and thorny scrub brush so dense in areas that it can seem almost impenetrable. A pair of researchers from Southern Illinois University Carbondale – a research scientist and graduate student -- are rolling back the curtain on this challenging landscape as they seek to characterize its wildlife population and study one reclusive species of big cat in particular.
The Mexican state of Sonora lies directly south of the Arizona border. Despite its inhospitable conditions, the area is home to a surprising variety of wildlife. Foxes, skunks, a type of white-tailed deer known as Coues deer and collared peccaries, a type of wild swine, are just a few examples of the diverse wildlife, along with pumas, also known as cougars or mountain lions.
Modern day cowboys, or "vaqueros," are some of the few human inhabitants in the approximately 500square-kilometer area around the Sierra Madre foothills where the researchers are concentrating their work. Vaqueros live in Spartan conditions, with little running water or electricity and no refrigeration. They know the area and its ways, including the best means of picking a trail through the hellish thorn scrub that can blind the horses and pack mules they use for transportation.
Even among these local experts, however, few have witnessed the quarry the SIUC researchers seek: the jaguar, at the northern-most reach of its range. But Clay Nielsen, an associate scientist with SIUC's Cooperative Wildlife Research Laboratory, has an observation method not available to the local ranch hands. Nielsen, along with graduate student Steven Borrego, uses a grid of 70 motion-activated cameras to capture the reticent carnivore on its nightly rounds.
It's all part of an effort aimed at finding ways to manage and preserve wildlife -- including large carnivores like the jaguar and puma -- while also protecting human interests in the area, such as livestock ranching. The researchers' role is assessing the overall wildlife ecosystem; finding out how animals interact with their environment and each other. They are using the thousands of images captured by their mobile cameras to make a series of observations that they will then use to form an analysis.
"Everything that walks by our cameras, we get a picture of," Nielsen said. But jaguars…in a desert-like environment? "Jaguars actually used to live in the southwest United States as well," Nielsen explained recently. But humans ran them out, killing many of them in the process. The jaguars in Sonora represent the northernmost breeding population in their distributional range, which extends to southern South America.
While slightly smaller than the more elongated puma, jaguars are fast, low to the ground and powerful predators. In this area, a male might average 130 pounds or so, and it hunts by itself, stalking and ambushing prey. Sometimes, the prey may include cattle or calves, which leads to friction between the big cat and local ranch owners. Although Mexican law protects the jaguars, it is difficult to enforce such restrictions in such a wide, sparsely traveled area. "This is why we want to help fine-tune management techniques that will address these issues," Nielsen said.
Primero Conservation Outfitters, a U.S. company that charters deer hunting parties and ecotourists into the area, helped organize the research project. Money from those activities goes toward jaguar conservation on the study area, which is owned by a consortium of ranchers. The consortium is known as "Programma de conservacion del Jaguar en La Sierra Alta de Sonora." These ranchers are looking for better ways to manage the sometimes competing interests of humans and wildlife. The study will help provide that, Nielsen said.
The researchers began the project in January of last year, with Borrego spending a large amount of time in the area from August to December of 2008. He will again venture south this June and stay through December. The project is scheduled for completion in mid to late 2010, Nielsen said.
Borrego's life is similar to his vaquero hosts during his weeks in the field. He brings as many supplies -food, water, etc. -- with him as possible when first arriving. His days then consist of rising about 4:30 a.m. and basically riding the range on horseback with the Mexican cowpokes. Instead of wrangling cattle, though, he wrangles cameras.
"It's rough conditions when compared to an apartment in Carbondale," Borrego joked. "It's usually an adobe house with maybe some running water. Any electricity is solar, or they hook up to a truck battery. It's five hours to the nearest ice machine, so I try to take some of that when I go and it will last a few days in a cooler. Sometimes we go for weeks like that."
The researchers set the motion-activated cameras up along suspected game trails. When an animal walks by, it pops a photo. Borrego leaves cameras in place for about three weeks, switching out the memory cards and downloading photos all the while, before re-positioning them at other locations. On a good long day of riding, he can visit about nine camera sites. "It's slow going," he said. "There are no paved roads, only gravel and rock-strewn paths."
When he positions a camera, Borrego makes a survey of the area surrounding it, noting variables such as ground cover, types of plants, distance to water or human dwellings and other factors. When the photos start coming in the researchers consider how the different species may relate to each other in the ecosystem. They ultimately place all the data in a database that will help them model and analyze the entire system. All the hardship is well worth it, Borrego said. "I want to contribute to the conservation of these animals," he said. "Carnivores seem to often live close to humans, so the question is how do we coexist?
The Cougar Network, Disney Wildlife Conservation Fund, Shared Earth Foundation, SIUC and Panthera are funding the project. | <urn:uuid:67026c04-a2c8-4166-8971-7c4dbb07593b> | CC-MAIN-2017-26 | http://wildfelid.org/p7iq/pdf/Researchers_study_Jaguar_in_Mexico_4-24-09.pdf | 2017-06-26T10:33:29Z | crawl-data/CC-MAIN-2017-26/segments/1498128320707.69/warc/CC-MAIN-20170626101322-20170626121322-00257.warc.gz | 432,269,992 | 1,325 | eng_Latn | eng_Latn | 0.998657 | eng_Latn | 0.998704 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
4026,
6246
] | [
2.15625
] | 1 | 1 |
Summer Mountains Big Question: How do mountains impact on people's lives? WOW Starter/Lesson – Three Peaks Challenge Cross Curricular Links: Art – Photorealism – key skills: scale, perspective and proportion - producing more accurate still and life drawings. Colour experimenting particular qualities of tone, shades, hue and mood. Focus: Henri Rousseau, nature and wildlife Computing – We are publishers Design Technology – Model volcanoes Mountain ranges around the world, mountain formation, tectonic plates, continental drift, tourism, mountain economies, wildlife Economics of mountain environments and tourism
Skills covered: Drawing skills, Computing – powerpoint presentations. Design Technology – Scale modelling. | <urn:uuid:f1730cee-90f1-4535-98e5-0e75e05e33fb> | CC-MAIN-2017-26 | http://www.old-church.walsall.sch.uk/website/w238/file/repository/Upper_Junior_Two_Year_Cycle_Thematic_Topic_Curriculum_Map.pdf | 2017-06-26T10:28:39Z | crawl-data/CC-MAIN-2017-26/segments/1498128320707.69/warc/CC-MAIN-20170626101322-20170626121322-00258.warc.gz | 617,333,553 | 131 | eng_Latn | eng_Latn | 0.983404 | eng_Latn | 0.986209 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
615,
723
] | [
2.796875
] | 1 | 2 |
Christ Church CE School Whole School Food Policy Spring 2016
Christ Church CE Primary School Regents Park NW1 4BD
Mission Statement
Our School Aims
Introduction
Aims and objectives
The Curriculum
The School Environment
Role of Parents and Carers
Monitoring and Review
Christ Church C of E Primary School Whole School Food Policy
CONTENTS
Christ Church C of E Primary School Whole School Food Policy
Mission Statement
The Christian Faith is at the heart of our school community. At Christ Church we care for each other and learn together.
Christ Church is a small, caring school which is committed to a broad, balanced curriculum and to a continual raising of standards. We aim to contribute to the spiritual, moral, cultural, mental and physical needs of every individual.
We are a Church of England school, with a strong commitment to the teaching of Christianity whilst supporting a multi-faith approach to the curriculum. We recognise, value and celebrate the rich cultural diversity that exists in our school.
The Christian ethos of the school is reflected in our positive, disciplined and calm atmosphere. We believe that effective learning takes place when children work in a purposeful and stimulating environment that supports a wide range of learning styles. Mutual respect between adults and children promotes excellent behaviour and well developed social skills. With this approach we seek to achieve high academic standards.
We aim to cater for each individual, taking particular account of any specific needs or abilities. We endeavour to ensure that all our children fulfil their potential and, within this context, we emphasise health and safety, enjoyment and achievement and the beginnings of responsibility for themselves and others. These skills will be carried forward to the next phase of education and throughout life.
The whole school community is committed to a collective responsibility for the implementation of the values inherent in this statement.
Our School Aims - Every Child Matters
The Ethos of the School
The school aims to provide a positive, disciplined, purposeful environment, within a Christian context. We aim to teach children to be caring, to exhibit good behaviour and appropriate social skills and to begin to take responsibility for themselves and others.
The Values of the School
The School aims to value every child and to contribute to the Spiritual, Moral, Cultural, Mental and Physical well being of our whole school community. We value the diversity of our community and we aim to promote the health and safety of everyone.
The Standards of the School
The School aims to teach a balanced Curriculum and to ensure that each child fulfils his or her potential. We aim to provide teaching and learning of a high standard. We believe that this is achieved when pupils are highly motivated, enjoy coming to school, and are appropriately challenged.
Christ Church C of E Primary School Whole School Food Policy
Date of policy:
Review date: Spring 2019
Spring 2016
INTRODUCTION
We are committed to ensuring that the children in our care grow into healthy adults. Consequently, the school does its utmost to teach children the key points about living a healthy life, including the importance of eating healthy food. Having achieved the National Healthy School Standard, Healthy School Enhanced Model and the London Healthy Schools Bronze and Silver Awards, we are now working towards the 'Gold Award' and our Whole School Food Policy is designed to contribute a vital element to our strategy of creating a school environment in which children can thrive. We believe that it is only through a wholeschool approach that the key messages about food and drink can be effectively conveyed. This document sets out our policy on this.
AIMS AND OBJECTIVES
We aim to:
- Help children know and understand the importance of food and drink in a healthy lifestyle
- Ensure pupils are well nourished at school, and that every pupil has access to safe, tasty and nutritious food and a safe, easily available water supply during the school day
- Help children learn what healthy food is and how it can be safely and healthily prepared
- To ensure that food provision in the school reflects the ethical and medical requirements of pupils and staff e.g. meeting vegetarian, medical, religious and allergy requirements
- Give children the skills they need to make the right choices with regard to food and drink
- Promote the physical and emotional well-being of all our children
CURRICULUM
In EYFS, cooking and food preparation activities will be covered at least termly. These will be linked to topics being covered in class and may be included as part of:
- Mathematics (e.g. looking at quantities)
- Understanding the World
- Literacy (e.g. giving/following instructions)
In each year of Key Stage 1 and 2, children will be provided with a minimum of three cooking/food preparation opportunities. These take the form of:
- One 'Food for Thought' session. This is a whole school initiative whereby all classes are given the opportunity to prepare a healthy meal/snack for the rest of the children in their key stage. Children are directly involved in the selection, planning, preparation and delivery of the foods they make for others, and class teachers will endeavour to make as many cross-curricular links as possible.
- At least one planned D&T unit (see long-term plans for coverage in each year group)
- One seasonal/topic-based cooking session (e.g. making traditional Christmas, Easter or Eid foods, or as part of a history/geography unit looking at specific time or place)
In addition to these planned sessions, cooking and food preparation may be taught through, or as part of, the following subjects:
- Geography lessons - children can learn where food comes from and how it reaches the shops
- Mathematics – children will learn to measure and calculate size, length, weight and capacity
- Science – children will be taught about nutrition and the needs of a healthy body
- English – children will be provided with opportunities to discuss, read and write about health-related issues, such as GM foods, and why some parts of the world have a surplus of food, while other parts have famine. They may also have the opportunity to write instructions of their own to make recipes
- PE - children will have the opportunity to learn how their body reacts to exercise, and the importance of food and drink to participation in sport and dance (this is particularly pertinent when thinking about the best snacks to be eaten prior to an after-school club)
- RE - children will learn about how food is valued in different societies, and the part food plays in religious custom and practice
- PSHE - children will have the opportunity to reflect on food-related issues such as how food is advertised, and how we can enjoy treats without damaging our bodies.
THE SCHOOL ENVIRONMENT
The school environment and routines are designed to ensure that healthy eating is promoted and easily achieved:
Water
- Children can also choose to bring in their own water bottle, which they may access when they need during the day.
- Each class now has its own water fountain situated in, or adjacent to, the classroom, and there are also water fountains situated in the playground for use at break and lunchtimes.
- Children are encouraged to drink water throughout the day, particularly during warmer weather.
Snacks
- Children in EYFS and KS1 receive fruit or vegetables everyday at breaktime.
- KS2 are only allowed to bring in fruit or vegetables as a playtime snack. Any fruit or vegetables left over from KS1 will always be offered to the children in KS2.
- Prior to after-school clubs, children are encouraged to bring a healthy snack to eat – chocolate, sweets and crisps are not allowed.
Breakfast
- Children are offered a choice of healthy breakfast foods, including toast, fruit and sugar-free cereals
- Christ Church now runs its own breakfast club in the morning, from 8:00am until 8:45am
Lunches
- The menus for school dinners are displayed around the school and also on the school website.
- School dinners, provided by Caterlink, offer a healthy menu in line with government guidelines.
- Each day there are a range of food options available, including a daily vegetarian option.
- The school cook is informed of all dietary needs, and this information is displayed in both the kitchen and staffroom.
- Children are encouraged to try new foods and are praised for making more 'adventurous' choices.
- The parents or carers of children who bring packed lunches will be made aware of our healthy-school policy, and given clear guidance about what should be included in a healthy packed lunch (see separate packed lunch policy). Crisps, chocolate and sweets are not allowed in packed lunches.
- The seating arrangements in the hall are as mixed as possible – children will be sat with their friends, but also with children from other classes. Children who bring packed lunches are also sat with children who have school dinners. We encourage children to see lunch as a social, as well as nutritional, opportunity.
- Lunch time supervisors monitor what, and how much, the children are eating each day. Any concerns are brought to the attention of the HLTA, who will speak to parents when necessary.
- Children are always given enough time to finish eating their lunch without rushing – mealtime supervisors will sit and talk to any children whose friends may have left the hall. Slower eaters will be invited up for their lunch as soon as possible, to ensure they are given sufficient time.
- The lunch hall environment is made as welcoming as possible, with the walls decorated with artwork by the children. We also have a new 'Food Information Board', which gives children ideas for recipes and information about the nutritional content of different foods.
ROLE OF PARENTS AND CARERS
We will work closely with parents and carers to ensure that the messages about food and drink we give in school are reinforced and supported at home. We expect all parents and carers who send their children to our school to respect our healthy food policy and to support it fully through the food they give their children to bring to school.
The school aims to run regular parent workshops which promote our healthy eating policy and its benefits to both children and adults.
MONITORING AND REVIEW
The governing body will monitor this policy to ensure that our children are taught the importance of healthy eating. It will be reviewed on a regular basis, and at least once every three years. | <urn:uuid:c8aaccb8-6609-4aad-9ef6-39dd58e6b9da> | CC-MAIN-2017-26 | http://cchurchnw1.camden.sch.uk/PDF%20Policy/Whole%20school%20food%20policy%20-%20Spring%202016.pdf | 2017-06-26T10:16:07Z | crawl-data/CC-MAIN-2017-26/segments/1498128320707.69/warc/CC-MAIN-20170626101322-20170626121322-00258.warc.gz | 68,478,817 | 2,091 | eng_Latn | eng_Latn | 0.960046 | eng_Latn | 0.998164 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
114,
348,
1999,
2924,
4841,
7558,
10309,
10662
] | [
3.296875
] | 1 | 0 |
Appendix 21 – Word Match
Word Match
Over time, many languages have changed, branching out to form new languages. For example, at one time there was no French language, no Spanish language. Instead, there was Latin. But Latin evolved, branching out to become several different languages, among them French and Spanish. French and Spanish, since they both evolved from Latin, are related languages, sometimes called sister languages.
Languages that are related, that come from a common "ancestor" language, have many words that came from the same common word. These words look alike and mean the same thing. These words are called cognates.
Here are some English and German cognates. (English and German have a common "ancestor.") Can you match the words? | <urn:uuid:b69436cd-4e59-4c32-a9c6-1642f7998d5d> | CC-MAIN-2017-26 | http://giftsforlearning.com/Linguistics/Appendix21.pdf | 2017-06-26T10:24:30Z | crawl-data/CC-MAIN-2017-26/segments/1498128320707.69/warc/CC-MAIN-20170626101322-20170626121322-00260.warc.gz | 164,073,770 | 161 | eng_Latn | eng_Latn | 0.99843 | eng_Latn | 0.99843 | [
"eng_Latn"
] | false | docling | [
764
] | [
3.328125
] | 1 | 4 |
Name________________________
1) Consider the differential equation 2 xy dx dy
a) On the axes below, sketch the slope field for the given differential equation at the twelve points indicated.
b) Describe all points in the xy-plane for which the slopes are positive.
c) Find the particular solution y = f (x) to the given differential equation with the initial condition f (0) = 3.
2) Consider the differential equation )1 ( 2 y x dx dy
a) On the axes below, sketch the slope field for the given differential equation at the twenty points indicated.
b) Sketch an approximate graph of y with an initial point of (0, 1).
c) Sketch an approximate graph of y with an initial point of (0, –1).
d) Find the particular solution y = f (x) to the given differential equation with the initial condition f (0) = 3. | <urn:uuid:74dfb5d8-bee9-4985-802e-e6d6f55866fd> | CC-MAIN-2017-26 | http://www.mrmurphsclass.com/calculus/document/slopefields3.pdf | 2017-06-26T10:30:50Z | crawl-data/CC-MAIN-2017-26/segments/1498128320707.69/warc/CC-MAIN-20170626101322-20170626121322-00260.warc.gz | 611,729,035 | 197 | eng_Latn | eng_Latn | 0.906087 | eng_Latn | 0.93569 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
381,
806
] | [
3.0625
] | 1 | 0 |
WINGS
ESSAYS ON INVERTEBRATE CONSERVATION
THE XERCES SOCIETY
SPRING 2017
CONTENTS
What happens on farmland affects the health of wildlife, and changing how agricultural lands are managed can have a broad and profound influence on populations of bees, butterflies, and a host of other animals.
Conservation Built on a Scientific Foundation
Scott Hoffman Black
Page 3.
Small Farms, Big Impact: Pollinator Habitat in the Midwest Sarah Foltz Jordan
Famers have been some of Xerces best conservation partners. Their dedication and hard work results in new habitat and real change across the landscape. Page 5.
Re-Flowering the Valley
Scott Hoffman Black
Human activity has dramatically altered California's Central Valley over the course of the last 150 years. Here's a vision for bringing wildlife back to the Valley. Page 10.
Post-Brexit Britain Grapples with the EU Moratorium on Neonicotinoids
Dave Goulson
Three and a half years ago, the European Union banned the use of neonicotinoids on some crops. There is pressure for Britain to drop the ban once it leaves the EU. Page 16.
Conservation Spotlight
Julie Serences has been a strong advocate for pollinators and habitat. Page 22.
Invertebrate Notes
A roundup of new books and recent research. Page 23.
Staff Profile
Meet Sarah Foltz Jordan, our pollinator conservation specialist for the Great Lakes region. Page 25.
Xerces News
Updates on Xerces Society projects and successes. Page 26.
Conservation Built on a Scientific Foundation
Scott Hoffman Black
Science is the foundation of our work here at the Xerces Society. From un raveling the intimate relationship between bees and flowers, to understanding the lifecycle and habitat needs of rare stoneflies, to working out why monarchs migrate to overwintering sites— and how they reach them—the work of scientists has helped to explain and illuminate the natural world. Science underpins everything we do, informing our projects and directing us toward successful solutions.
We undertake applied research to determine the extent of declines for bumble bees, freshwater mussels, butterflies, and many other invertebrates. We work with landowners and land management agencies to determine where at-risk species occur, so that we can target conservation dollars to protect their habitat. We monitor restoration sites to make sure that our efforts produce effective results. Beyond our own studies, we collaborate with researchers at universities around the world to advance the science of invertebrate protection. Whether it is working to protect bees from toxic pesticides, to improve habitat for the maximum benefit of pollinators, or to understand the influence of climate change on butterflies, we promote evidence-based policies and practices.
We harness the power of thousands of people throughout North America to gather valuable conservation data. Through Bumble Bee Watch, individuals from all walks of life help identify
the locations of rare bumble bees—the first step in protecting these bees and managing their habitat. Pond Watch participants help to unravel the mysteries of dragonfly migration, and volunteers who count monarchs at overwintering sites help us to prioritize restoration projects to protect these beautiful butterflies. Engaging the participation of others in this essential work is vital to our conservation success, in that it multiplies the amount of data available—and helps to build an ever-greater constituency for insect conservation.
Almost everyone wants to plant flowers on farms, along roadsides, in school gardens, and around their yards to help pollinators. This level of enthusiasm is fantastic, but to bring the greatest benefit to bees, people need access to accurate information on what to plant and how. By drawing on the work of our academic partners as well as on our own planting trials, we can provide the most practical advice for a range of situations. And we go beyond flowers to offer guidance on creating nesting sites for bees and protecting habitat from pesticides.
At Xerces we work on solutions. Taking a deliberative approach to our work and using the relevant science requires extra effort and may mean that ours is not the first organization to speak out on any given issue, but it leads to longterm success. In the conservation world, the Xerces Society has become the go-to source for reliable and accurate information on invertebrates, and our outreach and education creates effective results. We have protected dozens of at-risk species and tens of thousands of acres of the wildlands they need to survive. We have worked with agencies and farmers to restore hundreds of thousands of acres for pollinators. We have trained more than eighty thousand people through face-to-face workshops, short courses, farm tours, field days, and conferences. Our resources have reached hundreds of thousands more — empowering all to be part of the solution.
All this comes from science. Yet, if you listen to current rhetoric, you might think that science is a distraction from reality, or a ploy that is used to justify burdensome regulations. We live in a time when the value of science is often dismissed, research is sometimes questioned in order to plant seeds of doubt, or evidence is cherry-picked or distorted to fit desired outcomes. But the truth is that science aids us in many ways, and this seems to be a time when science needs our help. Speaking up for factbased investigation will support all fields of endeavor, not just conservation.
This issue of Wings is about conservation on farmlands, including creating areas of habitat on farms and understanding and reducing the impacts of insecticides, but at their core these essays are about the application of science. Whether we are working with a farmer in the upper Midwest to ensure that habitat becomes well-established and brings the greatest benefit to bees and other beneficial insects, or assessing how we can create networks of habitat across the vast Central Valley of California for the benefit of invertebrates, we draw upon years of research to guide us.
As we move forward, the work of the Xerces Society will remain founded in science, and we will continue to promote the importance of evidence-based conservation. We believe there is no better way to ensure that our work leads to enduring change.
Small Farms, Big Impact: Pollinator Habitat in the Midwest
Sarah Foltz Jordan
"Prairie!" Just that one word in the subject line of an email from Erin, a Minnesota vegetable farmer with whom I am working, and I knew it was going to be a great message. The email itself was a series of photographs showing a glorious shock of yellow and white: the early summer blooms of a native wildflower meadow we had installed on Erin and Ben's farm the spring prior. This email made my day because it was purely celebratory, at a time when my inbox was flooded with inquiries from farmers concerning weeds — how best to control them before seeding habitat, and how to deal with the big, bushy weeds so characteristic of areas of native planting in their first years of growth.
The year before, Erin's planting had been no different from these, a "problem child" for sure— covered in dense crab grass, which, when mowed to control seed set, responded by simply setting seeds lower to the ground. Thankfully, the crab grass itself is a winter- killed annual, and all that new grass
Habitats such as this wildflower meadow are possible thanks to the dedication and hard work of farmers. Though it can take a few years to see this much bloom, these projects are bringing landscape-wide change. Photograph by the Xerces Society / Sarah Foltz Jordan.
seed made little difference to the young planting the next year; our highly technical three-step approach—"mow, wait, and see"—had succeeded!
My work for the Xerces Society centers around creating and enhancing habitat for pollinators and other insects on farms in the Great Lakes region. This involves collaborating with farmers to prioritize conservation actions that best address the resource concerns and available space on their farms. For farmers growing such pollinator-dependent crops as apples or squash, there is strong interest in boosting populations of wild bees to ensure abundant fruit set.
met. Native wild bees, however—such as mining, mason, and bumble bees—are well-known to be more effective than honey bees at pollinating blueberry flowers, and, when their habitat needs are met, can perform full pollination services. Unlike honey bees, which nest in boxes and may be carted onto the farm for a short period during bloom, native bees require a variety of nesting sites, as well as an ample supply of flowers for the duration of the growing season—before the blueberries bloom, and again long after the bloom is over.
A U-pick blueberry farm that I work with, Little Hill Berry Farm, is an excellent example of a crop management system that is highly dependent on bees for pollination. Many large-scale blueberry producers utilize managed honey bees to ensure that pollination needs are
In 2014, when I first visited Little Hill Berry Farm, we took some time to evaluate the existing habitat at the farm from the perspective of a pollinator. We found that although there were highquality nesting areas for bees, food resources were often scarce during the entire length of the growing season. A few deciduous trees provided forage in
Xerces staff members work with farmers to develop successful organic techniques for the weed control and seedbed preparation necessary to establish wildflower habitat. Photograph by the Xerces Society / Sarah Foltz Jordan.
The shrubs in this hedgerow support insects and provide a range of edible fruits. Those include currant and juneberry, though the white flower heads of elderberry are most obvious. Photograph by the Xerces Society / Sarah Foltz Jordan.
early spring; the blueberry blossoms offered resources in late spring; and after that there was almost no food available other than a few stray goldenrod and milkweed plants in a weedy margin mostly dominated by invasive grasses. To address this deficiency, we planted five "insectary strips" running the length of the farm and evenly spaced across the fields, composed of more than fifty different kinds of native wildflowers and grasses. Now flowering, these strips provide a diverse, season-long food source for bees, while also giving the farm a more wild feel, adding beauty and interest to the U-pick experience. In addition, the habitat helps to hold soil, water, and snow in place, preventing erosion and resulting in more snow deposition on the blueberry plants for much-needed winter insulation.
particularly relevant for organic farmers, since they are typically using insecticides in a very limited way if at all, and are thus strongly reliant on having enough "good bugs" around to fight the "bad bugs." Many wasps, hover flies, and other predator and parasitoid insects feed on floral resources during part of their lives, so by including the favored flowers of these creatures in our plantings, we can effectively increase natural pest control in adjacent crop fields—a research-supported strategy, and one for which several of the farmers I work with are already reporting positive effects.
Boosting populations of natural predators for pest control is another key objective of such plantings. This is
For example, at Uproot Farm, a diversified vegetable operation where we have installed habitat, the owner recently noted that this year, for the first time since the farm's establishment in 2009, she has not had to spray her spring kale and broccoli. Of course, lots of factors impact pest and predator cycles, but it is hard to believe that the flowers inteFor many farmers, their personal connection to the land both inspires them to improve it for the next generation and justifies all the hard work that doing so entails. Photograph by the Xerces Society / Sarah Foltz Jordan.
grated directly into the brassica fields aren't helping, especially after seeing these flowers covered in wasps, lightning bugs, and lady beetles during my summer visits.
Happily, native habitat can also be designed to provide edible and saleable resources for farmers. It is amazing to me how many under-used nutritional and medicinal native plants are available to us, if we can keep that traditional knowledge alive and also prevent these highly valuable plants from fading out of our landscapes. At Prairie Drifter Farm, another diversified vegetable operation in central Minnesota, the farmers have dedicated an area to native hedgerows specifically designed to provide food for both humans and pollinators, including such plants as elderberry, wild plum, juneberry, and New Jersey tea.
trying out a variety of methods of organic site-preparation for establishing wildflowers. Because conventional herbicides are often the go-to solution for preparing a site for planting, organic farmers may find themselves with limited options and minimal guidance. To address this, Xerces staff across the country have been conducting field trials testing the effectiveness of organic weed-removal techniques, including solarization, smother cropping, and even pig rooting.
Here and elsewhere, we have been
Ensuring that habitat is as sheltered as possible from pesticide exposure is a key component of any pollinator habitat project, irrespective of the type of farm. We do this by placing habitat in the most protected areas, and by working with farmers to develop integrated pest management strategies for their crops in an attempt to minimize the overall usage of pesticides.
At all of the farms where we install habitat, we further engage the local community by hosting on-farm workshops, field tours, and work parties at various stages of the restoration process, including during the not-so-pretty early years of site preparation and regular mowing. At these events, we provide farmers and farm agency staff (principally from the Natural Resources Conservation Service and Soil and Water Conservation Districts) with technical information necessary to help their future habitat installations succeed. Hands-on activities, such as broadcasting wildflower seed, ensure that participants enjoy direct experience with at least one step of the restoration process.
These events have been highly successful at encouraging others to pursue similar conservation actions on their lands. For example, following one of our
Many growers choose to create habitat not merely to increase pollination support for crop production but also to help monarchs and other wildlife. Photograph by the Xerces Society / Sarah Foltz Jordan.
monarch-conservation field days last fall, sixteen farmers in the surrounding area reached out to initiate habitat planning. The majority of these had either attended the field day, or were recruited by agency staff in attendance— and we have already moved forward to get native habitat in the ground at a few of these farms. This ripple effect across communities not only increases quality habitat for pollinators, but also improves connectivity of that habitat across a landscape, while building stronger farmer-to-farmer support networks for conservation.
Across the Midwest, our plantings range from monarch meadows on dairy and row-crop farms, to beetle banks on vegetable farms, to a rather novel native understory planting currently becoming established as the ground cover for an apple orchard. Despite the practical benefits to crops resulting from this work, the most important factor in the motivation and long-term success of the habitat plantings is the genuine conservation ethic of the farmers we work with. These are farmers who view themselves as stewards of a piece of land for just a short period of its history, and they are committed to making that land better instead of worse for future generations. They recognize the practicality and joy of farming with nature, rather than against it. These are farmers who work harder and more skillfully than anyone I know, yet still find time to send celebratory emails about flowers, and to marvel at the buzzing of the bees.
Sarah Foltz Jordan is the Xerces Society's pollinator conservation specialist for the Great Lakes region.
Re-Flowering the Valley
Scott Hoffman Black
When he visited California in the late 1800s, John Muir encountered a remarkable sight: "At my feet lay the Great Central Valley of California, level and flowery, like a lake of pure sunshine, forty or fifty miles wide, five hundred miles long, one rich furred garden of yellow Compositae." This profusion of wildflowers bloomed in the spring, spreading across the drying tule marshes as the Valley transitioned toward the parched conditions of summer. Even in the hottest season, green riparian corridors snaked across the landscape.
Were John Muir to visit today, he would find the Valley dramatically changed. The marshes are gone, the rivers are hemmed in by levees and no longer free to meander across the land, and the wildflowers have faded. In their place are orchards of almonds, olives, and citrus; fields of sunflowers, tomatoes, carrots, and lettuce, as well as cotton and rice paddies; and vineyards. At the margins, where the land begins to rise, cows graze— often on introduced grasses.
The Central Valley is a vast trough nestled between the Sierra Nevada to the east and the Coast Range to the west, and marked at its north and south ends by the cities of Redding and Bakersfield. It is drained by two major rivers, the Sacramento and the San Joaquin, both of which empty into San Francisco Bay. The Valley is one of the most productive agricultural regions in the world, growing a third of the food that is trucked across the country, and fully 60 percent of the world's almond supply.
Urban areas have expanded across the region, and the Valley now supports a population of about six and a half million people. The growth of Sacramento and other cities has led to the loss of both agricultural land and native habitat. Where grizzly bears once roamed and condors soared, we now have a landscape from which much of the native biodiversity has been eradicated—a landscape that supports just a few species, and those are frequently nonnative.
Given the scale of all these changes, some might see the Central Valley as a lost cause. Can an area that has been so altered by humans, that is so relied upon for food production, and that is such a target for urban and suburban development, be restored to provide for biodiversity? I think the answer is yes—at least in part.
Although much of the Central Valley has been impacted by development, there are still remnants of the landscape of old—vernal pools, riparian corridors, wildlife refuges, small natural areas, and even some places on farms, along roadsides, and in parks and gardens. These areas harbor native plants and many small animals that pollinate, provide pest control, and offer sustenance for birds and fish.
Outside of those locales, we can create habitat in a variety of urban and rural environments. Parks and other open spaces can be enhanced to expand the acreage of flowering meadows. Roadsides and powerline corridors cover tens of thousands of acres of land in the Central Valley, stretching across agricultural and urban landscapes; although these are not a substitute for wildlands, they can be turned into valuable habitat for wildlife, providing refuge and connecting remnant habitat patches. In many parts of the Valley, habitat will necessarily be restricted to the field edges, roadsides, and ditch banks, but hedgerows and flowering strips and meadows in these areas will increase the diversity and abundance of pollinators as well as of the predators and parasites of crop pests. Maximizing restoration and management of such linear habitat opportunities will be vital if we want to restore large areas of the Valley.
These linear habitats may be particularly important in aiding the dispersal of species as they adapt to climate change. Recent research shows that field borders, hedgerows, and roadsides can serve as corridors, allowing pollinators to move through the landscape whether in search of food or in pursuit of new places to live.
outlining activities such as the planting of native hedgerows and managing tillage, pesticide use, and other farm practices. We have trained more than eighty thousand farmers, gardeners, conservationists, government agency staff, educators, and land managers to create, manage, and protect pollinator habitats.
The Xerces Society has a field-tested model for providing habitat in disturbed landscapes. Indeed, our pollinator program actually began in the Central Valley, in Yolo County in 2006, as a pilot project with farmers, the University of California at Berkeley, Audubon California, and the Center for Land-Based Learning. The program has since expanded to all fifty U.S. states and various territories. Our staff members work with farmers to develop whole-farm pollinator conservation and restoration plans,
Since its inception, our pollinator program's work with farmers and the Natural Resources Conservation Service has led to the establishment of more than 420,000 acres of wildflowerrich pollinator habitat across the United States. This includes miles of hedgerows planted in the Central Valley in cooperation with farmers and other partners; hedgerows planted a decade ago have now developed into mature habitats that provide homes for bees, butterflies, birds, and other animals. Recent studies also show that in addition to generalist
The Central Valley's few remaining vernal pools hint at the landscape that John Muir experienced in the late nineteenth century. In spring, the seasonally drying pools are surrounded by goldfields (Lasthenia), a member of the aster family, the Compositae noted by Muir. Photograph by the Xerces Society / Matthew Shepherd.
Several years after planting, this hedgerow provides insects with shelter for nesting and season-long bloom for foraging. Photograph by the Xerces Society / Jessa Kay Cruz.
bees, these mature habitat areas support less-common bee species. This work shows that we can increase biodiversity in the landscape through specific restoration projects.
I believe that there are big opportunities to increase habitat conservation in and around crop fields in the Central Valley. Unlike farmers in Iowa and other regions who grow primarily corn and soybeans, farmers in the Central Valley grow a variety of crops that need insects to pollinate them. Whether they raise almonds, sunflowers, or melons, farmers with crops that benefit from insect pollination can help insulate themselves from declining numbers of honey bees by restoring and managing insecticide-free habitat, a kind of insurance policy for when honey bees are in short supply.
pests—thanks to the number and diversity of predators and parasites that it also supports. As a result, even those who grow crops that do not need pollinators, such as grapes, can benefit. Moreover, farmers can get free technical assistance and often can receive cost-share funding to help defray the expense of these habitat plantings. The Xerces Society partners with the NRCS in California to provide training and technical assistance and to help farmers through the process of securing cost-share funding.
The habitat can bring an additional benefit—help with controlling crop
The Xerces Society has been at the forefront of finding new ways to incentivize the creation of habitat for pollinators and beneficial insects and to promote good pesticide practices by working with our corporate partners. We assisted Whole Foods Market in developing the Responsibly Grown ("good, better, best") system under which farmers are rewarded for pollinaConservation-minded growers can make a difference by providing habitat. This almond orchard in the Central Valley is being managed to support bees and other beneficial insects. Photograph by the Xerces Society / Jessa Kay Cruz.
tor stewardship. We are also rolling out a bee-specific product-rating program this summer. Bee Better Certified will allow farmers and the companies that buy their produce to label their products as Bee Better if they meet requisite standards for habitat management and pesticide stewardship.
with Xerces to create habitat on supplier farms. This winter, Häagen-Dazs implemented a project that included nearly seven miles of flowering hedgerows within a single almond farm.
Other companies are stepping up to enhance habitat and to limit pesticide use. General Mills is working to improve its supply chain by creating pesticidefree pollinator habitat throughout thousands of acres of its supplier farmlands. The company has already funded large projects in almond orchards and at the Muir Glen tomato-processing plant in the Central Valley; these sites not only provide high-quality habitat but are an influential demonstration of what can be done by farmers. Häagen-Dazs, White Wave, and others are working
Grazing lands in and around the Valley can be managed with insects in mind, employing conservation plans that provide for the cattle and simultaneously maintain or expand native flowers that benefit a broad array of animals. In the long run, these lands will be better able to withstand drought as well.
Agricultural areas of the Central Valley are key to re-flowering this landscape, but if we are to be truly successful we need to work beyond farms. Parks, open-space areas, roadsides, powerline corridors, and land in the care of local, state, and federal agencies can all be managed in such a way as to benefit pollinators and foster biodiversity. A neat
thing about invertebrate conservation is that it can be carried out at a broad range of scales, and even homeowners can be part of the picture. To truly re-flower the Valley we will need an "all hands on deck" approach.
At-risk bumble bees call the Central Valley home, as do many other habitatspecialist ground-nesting bees. Habitat improvements in the Valley will help increase their chances for survival just as it will for other rare and at-risk species. Scientists and agencies have identified the Central Valley as a vital component for the recovery of the western population of the monarch butterfly. Hundreds of thousands of monarchs overwinter along the California coast but cross the Valley as they disperse to the Intermountain West to breed and then again as they migrate back to overwintering sites in the fall. Providing habitat can allow this iconic species to safely traverse this heavily used landscape and once again to breed in large numbers in the Valley.
It may well be humans who will benefit the most from transforming the Valley because the value of these animals to pollination and pest control is a direct benefit to the farmers who grow our food and an indirect one to all of us who eat it. Beyond the value for bees and butterflies, these restored and bettermaintained landscapes can provide a host of other benefits: improving water quality by limiting runoff in ditches and streams, decreasing dependence on water quantity with native plants that use less water than most nonnatives, protecting soil from erosion, building soils, trapping carbon, and providing places where humans can experience nature.
Will this effort be easy? No. Can it be done? Yes, I believe it can. California is a leader in the realms of climate change mitigation, clean energy, pollution reduction, and other important environmental issues. We can use this leadership to push for real change.
We need state and federal agencies as partners in this effort, as many of the last intact landscapes in the Valley are under their management. But ultimately it is about what each of us can contribute. Homeowners can plant a pollinator or butterfly garden, farmers can improve habitat in and around their fields, managers of roadside and powerline rights-of-way can change how they mow or spray, and municipalities can step up to ensure that our open spaces are oases for animals. We can all limit the use of toxic pesticides. Together, we can accomplish this momentous task.
Insects are resilient, but in the face of large-scale habitat loss they need a helping hand. Providing habitat for them is often relatively easy compared to doing so for other animals, and habitat for insects underpins the food chain that supports vertebrate species. The landscape of Muir's time is lost forever, but we could still see rivers of flowers flowing along roadsides, ditches, and streams, and through orchards and farms, allowing for biodiversity to thrive across the landscape. By focusing on the small animals that help drive ecosystems we can help them re-weave the fabric of life in the Central Valley.
Scott Hoffman Black is the executive director of the Xerces Society. He has been engaged with habitat restoration for more than three decades.
Post-Brexit Britain Grapples with the EU Moratorium on Neonicotinoids
Dave Goulson
In 2013, the European Commission acted to protect bees by restricting the use of three neonicotinoid insecticides within the twenty-eight countries of the European Union. This wasn't a complete ban on their use—it covered seed treatments only of certain crops that are attractive to bees, such as oilseed rape, and spring-sown cereals—and was to apply for an initial period of just two years, after which the evidence was to be reviewed and the decision would be reconsidered. Nevertheless, this was a controversial act, hailed as a breakthrough by environmental and consumer advocates, and condemned as a backward step by the agricultural and chemical industries.
The Commission's action came in response to a review by the European Food Safety Authority of the scientific evidence for impacts on bees from the use of three neonicotinoids: clothianidin, imidacloprid, and thiamethoxam. That review, published in January 2013, concluded that the three neonicotinoids posed "an unacceptable risk to bees." The Commission proposed a two-year moratorium, which was put to a vote by the EU's member states in a rather complicated and drawn out decision-making process wherein votes were weighted according to the population size of each country rather than a simple one-country-one-vote process. Notwithstanding extensive lobbying on the issue, the ban won a slender majority of the vote. Because of the weighted voting, however, the result was considered inconclusive, and authority for making the decision fell to the Commission, which then imposed the moratorium. The restrictions took effect at the beginning of the following December.
The British government was opposed to the ban—and Britain, as the third most populous country in the EU, carried considerable clout during this process—but once the moratorium had been adopted, Britain had no choice but to comply. Because the ban is only partial, though, neonics remain very widely used on winter-sown cereals and other crops, so total usage continues to rise year over year, according to statistics from the British government's Department of Farming and Rural Affairs.
The two-year period of the ban expired in late 2015, and the evidence for and against its continuation has been under review since then. It is unclear whether or not the European Union will continue the restrictions on neonics, but in the aftermath of last year's Brexit referendum the EU's stance no longer matters as much for Britain. The real question now for the country is whether it will retain the moratorium once having fully withdrawn from the European Union, in about two more years' time.
There is considerable pressure in Britain to overturn the ban. Britain's
National Farmers Union has actively campaigned against the moratorium and has twice submitted an emergency application to allow the banned insecticides to be used on oilseed rape—known in North America as canola—a major crop that, when in bloom, is a significant foraging resource for the country's bees. In each case, the NFU argued that the seed treatments were required to avoid heavy crop losses, claiming that a drop in yield of up to 30 percent could be expected if the pesticides were not used. British government statistics, by contrast, showed that there was no such drop in yield, and that yields of other crops affected by the moratorium, including corn and sunflowers, have remained high across Europe.
efforts to overturn it continue. In autumn of last year, the Society of Chemical Industry held a meeting in London to discuss the question, "Are neo nicotinoids killing bees?" This meeting appeared to be a rather one-sided affair: a lot of lobbyists from the agrochemical industry and a hand-picked selection of scientists consisting overwhelmingly of those known to have pro-pesticide leanings or to receive funding from the industry. The meeting's conclusions are represented by comments made by two attendees, a university researcher and an industry representative, on BBC Radio 4's Farming Today.
Despite the apparent lack of losses attributable to the EU moratorium, the
The researcher's comments can be paraphrased as: "It is all complicated and confusing, and we can't really be sure what harms bees. The moratorium on neonicotinoid use on flowering crops
is forcing farmers to use older, nastier chemicals, about which we know little. That could be worse for bees than using neonics." The industry representative was more emphatic, stating categorically that in real-world situations neonics do not harm bees. He pointed to a study published in 2015 by Maj Rundlöf (of Sweden's Lund University) and colleagues. In the largest field trial yet performed for the purpose of examining the effects of neonics on bees, they found no effect on honey bees when their hives were situated next to a treated oilseed rape crop for a year.
Anyone listening to this would be inclined to think that the scientific evidence against neonics is far from clear, and that the moratorium might in fact be doing more harm than good. Of course, this is exactly what the meeting was intended to achieve. The pesticide industry makes billions of dollars every year from these chemicals, and spreading doubt and confusion is an effective tactic to prevent policy makers from taking further action, and to encourage the post-Brexit British government to abandon the EU moratorium altogether.
So let's look at what we actually do know with certainty about neonics.
These are very widely used neurotoxins, applied to many arable, horticultural, and ornamental crops. They have high persistence, so they last for years in soil, and because they are water soluble they are now routinely found in streams and ponds around the world. They are also found in the pollen and nectar of treated crops, as well as in the pollen and nectar of wildflowers growing nearby.
When we place colonies of honey bees or bumble bees in farmland, the pollen and nectar stores that they gather often contain a cocktail of several neonics (and a bunch of other pesticides, mainly fungicides). Concentrations of neonics in their food typically range from one to as much as ten parts per billion (ppb), sometimes more. If we dose honey bees or bumble bees in the laboratory or in flight cages with food spiked with these same concentrations of neonics (i.e., between one and ten ppb), we get the following range of effects: reduced longevity, diminished immune response, impaired learning, reduced egg laying by queens, and reduced fertility in males. Bumble bee colonies exposed to field-realistic doses or exposed to treated crops in a field setting perform very poorly, grow slowly, and produce few queens. Solitary bees also perform poorly when near treated crops: fewer wild bees are found on the crop itself, and mason bees fail entirely to nest in such areas.
Not every study finds the same effects and a few have found none at all. The variety in research results is presumably due to differences in methods, the particular neonic used and its dosage, the age and health of the bees, the bee species studied, and other such factors. It isn't simple, but the overwhelming evidence is that neonics do harm bees at field-realistic doses.
When honey bee hives are exposed to treated crops, the deleterious effects on individual bees described above do not seem to translate into significant harm to the hive, at least inside a single year. This conclusion is based on the research of Maj Rundlöf et al. mentioned above, as well as on a couple of studies either performed by or funded by the agrochemical industry itself, which
There is little doubt that neonicotinoid use is harming bumble bees. When exposed to treated crops, their colonies grow slowly and produce fewer queens. Photograph by Dean Morley / Flickr.
should probably be viewed with a bit of skepticism. Even if we take such studies at face value, they do not rule out the possibility that exposure to neonics might contribute to colony loss in the longer term—for example, by reducing queen longevity, or fecundity, or both— but it does seem that there is no dramatic and immediate effect on honey bee colonies in the way that there is on bumble bees and solitary bees.
It is true that it has not been proven beyond doubt that neonics cause honey bee colonies to die, although it would seem highly likely that having their food laced with neurotoxins at doses that are known to leave individual bees dazed, confused, susceptible to disease, and suffering other sublethal effects isn't helping honey bee hives cope with their many other problems. Perhaps the very large size of honey bee colonies buffers them against the impacts of pesticides, at least in the short term.
For bumble bees, on the other hand, the case that they are harmed by neo nics is iron-clad. There are dozens of studies from laboratory to full field experiments that provide a convincing and coherent body of evidence.
To return to the comments of the meeting attendees, the industry representative was being deliberately disingenuous. In referring to the Swedish study as demonstrating that neonics do not harm honey bees, he was relying on the audience being ignorant of the fact that there are many other types of bee— and of the fact, which he thought better not to mention, that this very study showed devastating effects on bumble bees and solitary bees. Bumble bees are enormously important pollinators of crops and wildflowers, as are some wild
Trees and hedgerows are an essential feature of Britain's countryside, supporting a wide range of plants and animals. Pesticide use in surrounding fields has a negative impact on wildlife. Photograph by Henry Hemming / Flickr.
solitary bees; in Britain, honey bees contribute no more than perhaps 30 percent of crop pollination, the rest coming from wild insects.
The researcher's claim that it is all complicated and confusing is misleading at best. It is pretty clear to anyone who is even a little familiar with the scientific literature on the declines in wild bee populations and the losses of honey bee colonies that these phenomena are due to multiple causes, including the loss of flower-rich habitat, the spread of parasites and diseases, and exposure to pesticides. If we want to address bee declines then we need to tackle all of these issues, and we need to do so with urgency, rather than standing around arguing about which is worse, or saying that we need to do more research before we take any action.
The argument that the neonicotinoid ban has forced farmers to use older, nastier chemicals that we know little about is an interesting one, and is a notion I have heard trotted out many times by the agrochemical industry. The neonic ban led British farmers to increase spraying with pyrethroids, on young crops of oilseed rape in September. These are older chemicals, which have been in use for decades and are very well studied. If they were sprayed onto a crop at the time of flowering they would kill lots of bees. Spraying them in September onto seedling oilseed rape, however, is likely to have minimal impacts on bees: most wild bees are gone by then, and honey bees have no reason to be visiting the crop. Pyrethroids have very low persistence compared to neonics, so they will not hang around until the spring when the crop flowers. Of course, it would be better still if farmers investigated nonchemical means of managing their crop pests, adopting an integrated pest management approach whenever possible, but that is for another day.
Despite what the agrochemical industry and its supporters claim, the evidence linking neonics to declining bee populations is overwhelming. But industry will continue to say that black is white, that neonics don't harm bees, just as some continue to deny the existence of climate change because it suits their financial interests. As the American author Upton Sinclair once said, "It is difficult to get a man to understand something when his salary depends on him not understanding it."
we grow food. Regardless of Brexit—and indeed regardless of whether one likes or does not like Brexit—it is crucial for Britain to continue the moratorium on neonicotinoid use that was initially put in place by the European Commission. If we don't steer away from industrial, chemical farming towards more sustainable methods, we will lose bees— and much more of our wildlife—forever.
We urgently need to put pressure on our politicians to ensure that they ignore such prevarications and take proper steps to prevent the wholesale pollution of our countryside with persistent neurotoxins. More broadly, we need to find ways to reduce the grip of the chemical manufacturers on the way
Dave Goulson is a professor of biology at the University of Sussex in Britain, where he specializes in the ecology and conservation of bumble bees. He is the author of A Sting in the Tale and A Buzz in the Meadow, and of the recently released Bee Quest.
This article is adapted from a post on Goulson's blog, http://splash.sussex.ac. uk/blog/for/dg229.
Britain's village greens, which often have flower-rich meadows sheltered from pesticides, can provide valuable habitat for wildlife. Photograph by Mark Schofield / Flickr.
CONSERVATION SPOTLIGHT
Julie Serences, Xerces Partner in Conservation
Julie Serences describes her introduction to the world of native bees as "humbling." A naturalist and an active member of the Sacramento Audubon Society, Julie became aware of how critical insects were to the health of her garden while working on her own backyard habitat projects. Soon after, she met a bee expert and was astonished at seeing his collection of more than eighty different native bees from the Sacramento area. She was hooked.
plants, and new bees of southern California, Julie has largely taken a break from pollinator events, instead focusing now on one-to-one outreach.
In spring 2009, Julie worked with Audubon to set up a native bee workshop featuring local experts and speakers from the Xerces Society. At ease in front of crowds and with a talent for engaging people of all ages—no surprise for a retired schoolteacher—Julie began giving talks to garden clubs and schools. It wasn't long before Xerces, always overwhelmed with requests to speak at outreach events, asked Julie if she might be willing to represent us.
Julie embraced the challenge and went on to give dozens of "Bring Back the Pollinators" talks at a wide range of gatherings and community meetings, sharing our message of pollinator conservation and encouraging the creation of backyard and schoolyard habitats.
Julie moved to San Diego a couple of years ago. In a testament to her impact, people from Sacramento still contact us, saying that "Julie from Xerces" has been recommended, and are greatly disappointed to discover that she has moved.
Faced with the new ecology, new
Some people grab the limelight by charging in and making a lot of noise and fuss. Others quietly work away on their chosen area of concern, gradually building a reputation that carries them forward. Julie Serences is very definitely in the second category. Through her knowledge, dedication, and enthusiasm, she inspires people into action, creating a legacy of lasting change.
INVERTEBRATE NOTES
Sandstone Bees
A solitary bee that digs its nest in sand is commonplace, but a bee that excavates in sandstone is something that you need to go to some effort to find. Michael Orr, a graduate student at Utah State University, has done just that, expending considerable time and energy to locate and visit dozens of such nesting sites in the rocky deserts of the Four Corners region, where Utah, Colorado, New Mexico, and Arizona meet.
live up to that name. It appears that they gather water to soften the rock, and then, bit-by-bit, chew out a nest tunnel.
These remarkable bees are in the genus Anthophora, collectively known as "digger bees"—and they certainly
The benefits of their labor come in the form of protection from nest parasites and from predators that can't penetrate the sandstone, and also perhaps in providing refuge from flash floods. The nests are durable enough to allow bee larvae to remain for a few years if necessary, waiting for a good season of bloom in the harsh environment. (For more information, see the USDA article at http://bit.ly/2q3Vfdq.)
Assessing Pollinator Health on British Farms
In Britain, a project of the Worcestershire Wildlife Trust promoting pollinator habitat on farms has become a nationwide model for what can be done. The Trust's grasslands and agriculture officer, Caroline Corsie, has created a "Farm Health Check" to assess pollinator habitat, based on Xerces' "Pollinator Habitat Assessment Guide."
The farm health check outlines bees' basic habitat requirements, and guides users through a series of simple questions to assess and rate a farm. The health check looks at the presence of habitat, diversity of flowers, nesting sites for bees, and farm management practices, including pesticide use. At the end, the user will have a summary that identifies which habitat needs are not being met, and thus where time and effort should be directed to make the farm more hospitable to bees. This is a great resource to assist British farmers with planning pollinator habitat. (A PDF of the farm health check can be downloaded from http://bit.ly/ 2 pyxhm L .)
How Much Prey do Spiders Catch?
A pair of European researchers have estimated how much prey the world's spiders kill each year. By calculating the biomass of spiders (twenty-five million tons) and from there the amount of prey based on the food needs per unit of body weight, and also by reviewing the literature on prey kills by spiders, Martin Nyffeler, of the University of Basel, and Klaus Birkhofer, of Lund University,
concluded that spiders kill between four and eight hundred million tons of prey annually. Several media outlets reported that this is as much as the meat and vegetables eaten by all the humans on the planet! The study, "An estimated
Book Review
Ten thousand. That's how many caterpillars a pair of chickadees may need to gather in a period of less than three weeks to successfully fledge their brood. This kind of abundance year after year is only possible from a landscape of diverse, native plants. In The Living Landscape: Designing for Beauty and Biodiversity in the Home Garden (Timber Press, 2016), Rick Darke and Doug Tallamy provide the guidance to help you create just such a garden.
The book is presented as two complementary narratives, with each author drawing from personal experience to enliven his story. Doug explains the science and the ways in which restoring
400 – 800 million tons of prey are annually killed by the global spider community," was published in the April 2017 issue of The Science of Nature. (For more information, visit http://bit.ly/2msUTZq.)
habitat in his own suburban yard informed his research. Rick recounts his years spent working as a landscape designer, and draws upon that experience to present the principles of successful garden design.
Both authors are talented photographers, as this volume beautifully demonstrates. The gardens shown appear to be from the eastern United States—the Mid-Atlantic in particular—but if you live in the western states and don't recognize your landscape or plants, don't despair. The gardening philosophy and techniques presented in this book are relevant to all regions, and the last fifth consists of extensive regional plant lists that include notation of their ecological and landscape uses.
We're sure many of our readers are familiar with Doug Tallamy's groundbreaking book Bringing Nature Home, which so clearly explains the value that native plants have for native insects. (We know that it is often paired on gardeners' bookshelves with our own Attracting Native Pollinators!) This new volume proceeds to the next logical step, demonstrating how landscape design and respect for nature can be combined to create ecologically sound gardens that meet the needs of both people and wildlife. The inspiration it provides will send you into your own garden to find ways to apply what you just read.
STAFF PROFILE
Sarah Foltz Jordan, Pollinator Conservation Specialist
What got you interested in invertebrates? I grew up as a barefoot kid on a Minnesota fruit farm, climbing trees, sleeping outside, and picking flowers. But it wasn't until college that I got excited about invertebrates, starting with zooplankton. I'll never forget the first time I saw a copepod under the microscope and realized that I'd been swimming in lakes with these tiny one-eyed monsters my whole life!
How did you hear of the Xerces Society? Wings magazine. Everywhere I worked after college—from USGS field stations in Hawaii and Utah to graduate school in Wisconsin—this gem of a magazine was lying around, or someone was giving me a back issue.
What made you want to work here? Having seen so many jobs in entomology that were focused on how best to kill insects, I was really excited to find a career opportunity that was instead centered on conserving invertebrates.
Who's in your family? My husband, Nick, our seven-year-old son, Scion, and our cat, Lumin.
What books are you currently reading? History of the Ojibway People by William Warren, Pilgrim at Tinker Creek by Annie Dillard, and When Women Were Birds by Terry Tempest Williams.
What do you do to relax? Usually something in the garden or the woods. Planting seeds, gathering wild mushrooms, watching insects, picking apples. I also enjoy acro-yoga, painting, board games, and biking with my family.
What's your favorite place to visit? The red rock canyon country around Moab, Utah, will always pull at me. Closer to home, the Boundary Waters Canoe Area in northern Minnesota, and still closer, I'd choose Kathio State Park for its rich forests and unusual, steep terrain.
Who is (or was) your environmental hero? Wendell Berry has certainly been an influence. And also Gene Stratton Porter, author of Girl of the Limberlost, a 1902 book about a young moth collector in the swamps and woodlands of central Indiana. Even then, these were rapidly disappearing ecosystems, which Porter loved, documented, and fought to protect from dredging and logging.
XERCES NEWS
Protection for the Rusty Patched Bumble Bee
March 21, 2017, was a historic day for bee conservation. On that date, protection under the Endangered Species Act took effect for the rusty patched bumble bee (Bombus affinis), making it the first bee in the continental United States to be federally protected.
about native bees and their plight. The protection was a direct result of the petition for ESA listing filed by the Xer ces Society in January 2013.
This success came about after more than a decade of work by the Xerces Society and our partners: scientists, farmers and land managers, advocates, filmmakers, and citizens, all of whom care
In March, the rusty patched bumble bee (Bombus affinis) was listed under the Endangered Species Act, becoming the first bee in the continental United States to be federally protected. This result was achieved thanks to the contributions of many people, including Clay Bolt, who took this photograph.
The effort to protect the rusty patched bumble bee has been long and arduous, and the task has been helped along by numerous people, including colleagues in the scientific community, our partners at the Natural Resources Defense Council, and staff of the U.S. Fish and Wildlife Service.
The Xerces Society is grateful for the many individuals who participated in citizen science efforts on behalf of the bee, initially via Project Bumble Bee and since 2013 through Bumble Bee Watch. Observations from citizen scientists played a critical role in helping to understand the rusty patched bumble bee's current distribution. Special thanks go to photographer Clay Bolt and filmmaker Neil Losin of Day's Edge Productions, who together produced the award-winning film A Ghost in the Making.
Now that the rusty patched bumble bee is listed as an endangered species, the U.S. Fish and Wildlife Service has the authority to develop and implement a recovery plan. That undertaking has the potential to help stabilize populations of this bee and move the species toward a secure future.
The overwhelming scientific and public support for this bumble bee has been incredibly heartening. Thank you to everyone who supported protection for this important pollinator.
Male silvery blue (Glaucopsyche lygdamus) nectaring on spring beauty (Claytonia virginica), photographed by Bryan E. Reynolds.
Planned Giving: Your Legacy for Invertebrates
A charitable bequest is one of the simplest ways in which you can provide continuing support to the Xerces Society beyond your lifetime. Your gift will have a lasting impact on the conservation of essential invertebrates and will help to preserve these creatures for future generations.
We highly recommend that you discuss your planned giving options with your financial or legal advisor in order to choose a gift that works best for you and your family. If you would like to inform us of your plans, please email us at email@example.com, or write to us at 628 Northeast Broadway, Suite 200, Portland, OR 97232.
Studying Monarch Butterflies in the West
Monarchs, the best-known and most beloved butterflies in North America, face an uncertain future. News of the butterflies' declining numbers and their struggles to successfully traverse the landscape during their annual migrations have generated a great deal of interest. The Xerces Society has been involved with monarch conservation across the butterflies' eastern flyway for decades, and also plays a pivotal role in protecting monarchs in the western United States.
Last fall, the Western Monarch Thanksgiving Count, which Xerces founder Robert Michael Pyle notes is "one of the senior invertebrate conservation undertakings in the country,"
marked its twentieth anniversary. The count would not be possible without dedicated regional coordinators—including Mia Monroe, one of its founders, who has organized, trained, and inspired volunteers since 1997.
The count happens over a threeweek period centered on Thanksgiving, during which biologists, land managers, and citizen scientists find and count butterflies at monarch overwintering sites. Volunteer participation, which is crucial to the effort's success, continues to grow; over the course of the 2016 Thanksgiving Count more than a hundred volunteers monitored a record 253 overwintering sites.
Just under three hundred thousand monarchs were counted. This was more than the previous year's total, but it is no cause for celebration. The difference is primarily due to a large increase in volunteer effort—which meant that more sites were visited — and in fact monarch counts at major sites were down when compared to recent years. Key sites such as Pismo Beach and Natural Bridges saw lower populations this last year, and all but one of the fifteen sites that have been continuously monitored since the first year of the count had fewer butterflies than in the prior year. The total was a fraction of the 1 . 2 million monarchs recorded in the late 1990s.
We are still working to learn the reasons for the population decline in the West. Loss of milkweed is the most significant factor contributing to declines in the eastern United States, but we do not know how significant it is on the other side of the continent. Initial mapping efforts by the U.S. Fish and Wildlife Service and the Xerces Society have revealed that extensive milkweed breeding habitat exists throughout most of the West, but there likely have been large losses of this important host plant in such agricultural areas as California's Central Valley.
To help fill gaps in our understanding, the Xerces Society has launched the Western Monarch Milkweed Mapper (www.monarchmilkweedmapper.org), a web-based project to find and map the locations of monarch caterpillars and their milkweed host plants across the western United States.
Anybody—citizen scientists, biologists, researchers—can contribute to the Western Monarch Milkweed Mapper. Milkweed and monarch sightings will be added to the database and interactive map, generating an ever more accurate understanding of the distribution and phenology of these two interlinked species. Offering guides to identify forty-six western milkweed species, the website
also provides an educational resource.
This project is a collaboration between the Xerces Society, the Idaho Department of Fish and Game, and the Washington Department of Fish and Wildlife, with funding from a U.S. Fish and Wildlife Service State Wild- life Grant and the National Fish and Wildlife Foundation. Staff of the U.S. Fish and Wildlife Service Pacific Region helped with initial data collection, and the project has received additional support from private foundations and Xerces members.
Combining Forces to Protect Pollinators
The Xerces Society has joined in a partnership with General Mills and the U.S. Department of Agriculture to support pollinators. General Mills and the USDA's Natural Resources Conservation Service have jointly made a five-year, $4 million financial commitment.
The focus of the partnership is on creating pollinator habitat on working farms and ranches. The funding will support six new Xerces pollinator spe- cialists, who will be managed jointly with the NRCS . This represents a significant expansion of our pollinator team. The new staff will support farmers by working hand-in-hand with NRCS conservation planners to provide individual consultation on habitat restoration and pollinator-friendly farm management practices. They also will help train conservation agency staff in the states where they are based — California, Iowa,
Thanks to a new partnership between General Mills, the USDA's NRCS, and Xerces, half a dozen new pollinator specialists will be working with farmers and agency staff to expand habitat for pollinators. Photograph by the Xerces Society / Matthew Shepherd.
Nebraska, North Dakota, Minnesota, and Maine—and surrounding regions.
Through this partnership we will help to plant more than a hundred thousand acres of pollinator habitat over the next five years on farms across the United States. We thank General Mills and the Natural Resources Conservation Service for their commitment to healthier pollinator populations.
Wings Magazine Celebrates Thirty Years
This issue of Wings marks the magazine's thirtieth anniversary as a fullcolor publication. Wings had its first incarnation as a black-and-white photo copied newsletter, from 1974 to 1985. A few years later, Melody Mackey Allen, then the Xerces Society's executive director, set out to bring the publication back to life as a full-fledged magazine. She was aided in this effort by Mary Troychak, the magazine's first editor; and John Laursen, an award-winning book designer, typographer, and editor. The inaugural color issue reached Xerces members in the spring of 1987.
John, who designed Wings' format and layout, has continued to work on the magazine to this day—refining the text, designing the pages, and overseeing production of every issue. His influence has been particularly profound in the quality of the photographs, guiding their selection and ensuring the finest reproduction. Although not directly employed by Xerces, John has worked with the organization for longer than any staff member, and his three decades of meticulous attention to Wings — which continues to charm and delight— has contributed greatly to our success.
The March for Science
The Xerces Society regularly partners with other organizations and individuals on projects as diverse as tree planting, letter writing, and filmmaking. This spring, Xerces joined an initiative that entailed participation in a different activity: marching on behalf of science.
Held on Earth Day, the March for Science was a celebration of scientists and science, a chance to highlight their importance to our daily lives, and an opportunity to promote evidence-based policy making. The march also allowed Xerces staff members to demonstrate our support and appreciation for the many scientists who have contributed to the Society's work over the decades.
Science is at the heart of who we are at the Xerces Society. The Society was founded by a scientist; in its early years as a volunteer-run organization, Xer
ces' leadership was largely made up of scientists; the majority of our staff over the years have been and are scientists; we engage with research partners who help to inform the projects we undertake; and we rely on scientific evidence to guide our policies and advocacy. We at the Xerces Society were proud to display our ongoing commitment by being a partner in the March for Science.
Xerces staff members participated in marches in Washington, D.C.; Omaha, Nebraska; Sacramento, California; Sheboygan, Wisconsin; and Portland, Oregon. We also were invited to speak at the marches in Omaha, Sheboygan, and Portland, and we had a booth at the Portland event. Many of our members joined marches in their local area. We thank you for your involvement in this important movement.
WINGS, Spring 2017
Volume 40, Number 1
Wings is published twice a year by the Xerces Society, an international, nonprofit organization dedicated to protecting the diversity of life through the conservation of invertebrates and their habitat. A Xerces Society membership costs $35 per year (tax-deductible) and includes a subscription to Wings; the magazine can also be downloaded from our website as a PDF.
Copyright © 2017 by the Xerces Society. All rights reserved. Xerces Society Executive Director: Scott Hoffman Black. Editors: Scott Hoffman Black, John Laursen, Matthew Shepherd, and Justin Wheeler. Design and Production: John Laursen. Printed on recycled paper.
For information about membership and to learn about our conservation programs for native pollinators, endangered species, and aquatic invertebrates, as well as our efforts to reduce the impacts of pesticides, contact us:
THE XERCES SOCIETY FOR INVERTEBRATE CONSERVATION
628 Northeast Broadway, Suite 200, Portland, OR 97232
toll-free 855-232-6639fax 503-233-6794www.xerces.org
The striking blue color of this emerging lyric cicada (Neotibicen lyricen) will fade as its body hardens and turns darker. Photographed in Oklahoma by Bryan E. Reynolds.
THE XERCES SOCIETY FOR INVERTEBRATE CONSERVATION
628 Northeast Broadway, Suite 200, Portland, OR 97232
Board of Directors
Scientific Advisors
A $35 per year Xerces Society membership includes a subscription to Wings.
On the cover: Metallic green sweat bee (Augochlora pura) on butterfly milkweed (Asclepias tuberosa), photographed in farm habitat by the Xerces Society / Sarah Foltz Jordan. | <urn:uuid:55938d15-ea0b-4535-99f8-233f12527c63> | CC-MAIN-2017-26 | http://xerces.org/wp-content/uploads/2016/10/Wings_Spr2017_XercesSociety.pdf | 2017-06-26T10:30:37Z | crawl-data/CC-MAIN-2017-26/segments/1498128320707.69/warc/CC-MAIN-20170626101322-20170626121322-00260.warc.gz | 722,785,810 | 12,934 | eng_Latn | eng_Latn | 0.971807 | eng_Latn | 0.99869 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Lat... | false | docling | [
78,
1466,
2963,
6370,
7708,
9692,
11811,
13710,
16352,
19238,
20019,
22024,
23910,
25809,
29054,
31842,
33425,
36757,
38627,
40694,
42397,
44422,
46986,
49374,
51480,
53702,
55187,
57693,
59332,
60880,
63563,
64131
] | [
2.671875,
2.296875
] | 2 | 3 |
Effect of CO2 on Ocean pH
Carbon dioxide (CO2) is a gas that occurs naturally in the atmosphere, but because of its solubility in water, there is an even greater mass dissolved in the oceans. The amount in the atmosphere has been increasing fairly steadily from the mid 1800s, and increasingly so since 1950 - probably due to Mankind burning coal and oil for energy production, and is now greater than it has been in the past hundreds of thousand years (Chapter 1, figure 1).
There's been concern – hysteria even – that this increase in oceans' CO2 will create acidity to endanger life in the oceans. The topic has even been given the name "Ocean Acidification" or OA. This Chapter will discuss this AGW proposition.
A Bit of Chemistry
Seawater is a slightly alkaline solution about 3.5% w/w (aka Salinity, S= 35, ie parts per thousand) of many soluble substances (typical concentrations shown in Table 1). Its density varies between about 1020 to 1029 kg/m 3 . These dissolved substances are mostly ionic, ie they break apart, "dissociate", into their constituent components – ions - on being dissolved in water. Carbon dioxide produces a weakly acid solution when it dissolves in water, and reduces the alkalinity of seawater.
| Cl− | 0.546 |
|---|---|
| Na+ | 0.469 |
| Mg2+ | 0.0528 |
| SO 2− 4 | 0.0282 |
| Ca2+ | 0.0103 |
| K+ | 0.0102 |
| Ionic carbon, C T | 0.00206 |
| Br− | 0.000844 |
| Total Borates | 0.000416 |
| Sr2+ | 9.1e-05 |
Table 1: Major ions of Seawater (Salinity = 35)
Acidity of aqueous solutions arises from hydrated hydrogen ions released by dissociation of the solvent, water. The concentration (in molarity, moles/litre) is represented as [H + ]. (Table 1 units need to be divided by density.) Molarity is the number of formula weights per litre of solution. For example, 0·1 molarity sodium carbonate, Na2CO3, solution contains 0·1 x (2 x 23 +12 + 3 x 16) = 10.6 g/l.
The acidity of aqueous solutions encountered can vary over a huge range, and so to keep things meaningful, S.P.L. Sorensen introduced the pH scale (1909).
Definition: pH = - log10[H + ]
A neutral aqueous solution, for example a solution of NaCl, has equal concentrations of [H + ] & [OH - ], ie 10 -7 each and pH of 7. A 0·1M solution of a strong acid, for example HCl or HNO3, has pH = 1. The scale also works for alkalinity (or basicity), so that a 0·1M solution of a strong alkali, for example KOH, has a pH = 14 (or pOH = 1). The equivalence between pH scale and [H + ] is shown in the table.
| pH | [H+] |
|---|---|
| 0 | 1 |
| 1 | 1 x 10-1 |
| 6 | 1 x 10-6 |
| 7 | 1 x 10-7 |
| 8 | 1 x 10-8 |
The worldwide ocean average is generally reckoned to be between 8·1 and 8·2, and so is slightly alkaline. The oceans' pH varies with locality from 8.2 to 7.90 (Figure 1), and these pH differences have been taken as evidence of OA, ie due to Mankind's contribution to increasing CO2. A pH range of 0·3 is equivalent to the [H + ] range of 6.3 x 10 -9 to 12.6 x 10 -9 , about a 100% range.
Such a range in most physical quantities would represent a tremendous change in properties but such an acidity range in the oceans for example, is not usually noticeable and one could certainly not feel any difference. Therefore, as opposed to the doomsayers, ie AGW followers, one should be concerned with the (realistic) pH scale rather than the amplifying [H + ] when one is discussing ocean alkalinity changes.
Quantitative change of pH with atmospheric CO2.
Carbon dioxide produces a slightly acidic solution in pure water and this is due to the weak acid, carbonic acid, H2CO3, produced. However, only a small proportion – a couple of molecules in a thousand - of the total dissolved CO2 becomes H2CO3. The hydration equilibrium:
H
2
O +CO
2
< = > H
2
CO
3
K = [H2CO3]/ [CO2] = 2.6 x 10 -3
The total of [CO2 + H2CO3] in solution is also represented as H2CO3* or [CO2]aq.
CT is the total dissolved inorganic carbon, aka CO2/H2O or Dissolved Inorganic Carbon (DIC). It is comprised of three interacting species, CO2, carbonate CO3 2 , and bicarbonate HCO3 - . Equilibria are established between these 3 chemical species plus H + , and each has an equilibrium constant, K.
(These "constants" vary with temperature, and slightly with pressure and the total concentration of other non-reacting ions. This last variable is known as ionic strength; in seawater, it is usually known as salinity, S.)
The following two equations can be found in undergraduate textbooks, and as they have experimental data, the values can vary a little. The familiar values are as quoted by J.N. Butler i for pure water (extrapolated to zero ionic strength) at 25°C.
1. Ionisation equilibrium:
2. Second ionisation equilibrium:
Typical values for seawater at 25°C, Salinity = 35 and atmospheric pressure are Ka = 1.380E-06, and Kb = 1.122E-09, used in the following calculations. (From Lower ii ).
Two more independent equations are required to link the four species.
and is determined from chemical analyses. A useful approximation is to include borates here, effectively as an additional ca 20% to CT, (as they would do anyway in some titrations). This reduces a difficult higher order polynomial down to a quadratic (see below), plus prevents a pH error of up to 0·1. Other minor interacting species, eg phosphates and silicates, are insignificant. As pH is the primary interest, the newly defined CS will replace CT with little error.
S
C = 0·0020 (from carbon) + 0·0004 (from borates) = 0·0024 M
4. Henry's Law relates the concentration of CO2 in air to that of water in equilibrium with it. At 25°C and up to 5 atm pressure, the solubility follows Henry's Law,
where KH = 0·034 and PCO2 is the partial pressure (ie fraction) of CO2 in air, currently about 0·0004 and rising.
There are thus 4 independent equations connecting 4 unknown concentrations, ie [H + ], [CO2]aq , [HCO3 - ] and [CO3 2- ]. These give the quadratic in [H + ] readily solved in a spreadsheet,
then substituting that value gives the remaining 3 concentrations.
Results and Discussion
Table 2: Variation of Seawater pH with Atmospheric [CO2]
(carbonate and bicarbonate include ca 20% borates)
Table examples:
1. "Vostok min" levels of CO2 (0·018%) in Vostok ice-cores (Fig 1, Chapter 1).
2. "Pre-industrial" are the maximum levels of CO2 (0·028%) from Vostok. It was about this level in mid1800s but rising ever since.
3. "Now". The additional contribution of Man is (0·04 – 0·028 = 0·012)%.
4. "Double Mankind" is Now plus another Mankind's current contribution
(0·04 + 0·012 => 0·052%), resulting in a pH drop of only 0·102.
5. "Double Total" is double current total CO2, an overstatement of the case, but is still a drop of only 0·279 - less than the pH spread worldwide.
6. "Breath" is for interest. However, I've seen a prominent researcher on (eg David Attenborough) TV presentations by blowing – supposedly as a representative source of CO2 - into seawater to illustrate "Ocean Acidification"! Clearly this is a vast exaggeration, as at this 5% level we'd all be asphyxiated; it's exhaled breath after all. As a further exaggeration, human breath can be contaminated – deliberately or otherwise - by very acid (HCl) stomach vapours.
The table's calculated pH values are those that result immediately from direct exposure to atmospheric CO2 of surface seawater – the upper 30m to 100m that are mixed by turbulence. They therefore represent the maximum effect of that initiating CO2 concentration. Surface waters eventually recycle through the more alkaline depths - the ocean floor minerals are limestone, silicates and other basic minerals. In a slow but continuous process – maybe a thousand years for a complete circulation - the former surface waters will likely become more alkaline, opposing the overall effect of CO2 shown in the Table. The ocean floor is a vast pH buffer.
Figure 1 shows that ocean pH varies from about 8.2 to 7.90, and is often cited to be examples of the perilous Ocean Acidification due to manmade CO2. However, this pH range is equivalent to a huge atmospheric CO2 range of 0·032% to 0·0697%, whereas it is usually accepted that it is virtually homogeneous.
It is beyond belief for this pH range to be due to CO2.
Surprisingly perhaps, the lowest pH is in warm tropical waters where gases have lower solubility. The range is also unlikely due to pollution or runoff from rivers as, for example, (the biggest tongue, in blue) extends thousands of kilometres westwards from equatorial Central and South America. This particular tongue is either over, or downstream, from the very seismically active areas of the Galapagos Ridge and the East Pacific Rise. Undersea volcanic activity at diverging tectonic plates releases hot magma, CO 2 and H 2 S (hydrogen sulphide). These are the areas responsible for El Nino and La Nina. Although H 2 S forms a neutral solution in water, its final oxidation product, H 2 SO 4 , is the strong sulphuric acid.
This is the real cause of the so-called OA.
Although the oceans will never become acid from CO2, an alternative concern iii, iv has been expressed that ocean problems do not so much arise from acidity as such, but from eg decreasing ocean carbonate (Table 2) and its effect on marine animals, eg oyster shells and coral, mostly calcium carbonate.
Calcium carbonate's solubility
is described by its solubility product, Ksp (for a particular temperature and salinity) and defined by the simple equation
[The solubility of an ionic substance is sqrt(Ksp) for those conditions. Ksp = 4.8 x 10 -7 for calcite (calcium carbonate's stable form to moderate depths) in seawater at 25°C. Aragonite, stable at higher pressure, is a little less soluble.]
```
Combining Ksp with [ CO3 2- ] aq of equation 2 yields [Ca 2+ ]max = Ksp / Kb x [H + ] / [HCO3 - ]
```
the level of [Ca 2+ ]aq above which calcium carbonate no longer dissolves for the given bicarbonate level. Comparing the Ca 2+ levels (table 2) shows the much higher – 10x typical ocean value of 0.01 (Table 1), it can be seen that the oceans are already greatly over-saturated with [Ca 2+ ]aq. Therefore, shells, corals, etc will not corrode with any feasible pH drop or atmospheric CO2 level, so that falling carbonate levels have zero effect.
[The very toxic hydrogen sulphide from undersea volcanic activity, rather than global warming or OA, is a likely source of the extensive fish kills in the El Nino areas and "pollution" problems at Australia's Great Barrier Reef and at the oyster industry at north-west USA's coastal areas.
The discussion of this will be in the chapter on El Nino and another on the cause of climate changes.]
i Butler, James N: "Ionic Equilibrium" Addison –Wesley, 1964. A Classic.
ii Lower, Stephen K: "Carbonate equilibria in natural waters".
http://www.chem1.com/acad/webtext/pdf/c3carb.pdf.
[Caution: This often quoted, readily accessible reference does contain some errors in its derivations, eg eqtn 10, but its data are similar to other references.]
iii Newcomb LA, Milazzo M, Hall-Spencer JM, Carrington E. 2015 Ocean acidification bends the mermaid's wineglass. Biol. Lett. 11: 20141075. http://dx.doi.org/10.1098/rsbl.2014.1075
iv Fabricius, K.E. et al "Losers and winners in coral reefs acclimatized to elevated carbon dioxide concentrations." Nature Climate Change Letters, May 2011. DOI: 10.1038/NCLIMATE1122 | <urn:uuid:d4f54c3d-b964-476c-9c8c-6a61200ae47b> | CC-MAIN-2017-26 | https://pjcarson2015.files.wordpress.com/2015/03/sea.pdf | 2017-06-26T10:17:57Z | crawl-data/CC-MAIN-2017-26/segments/1498128320707.69/warc/CC-MAIN-20170626101322-20170626121322-00262.warc.gz | 783,686,387 | 3,008 | eng_Latn | eng_Latn | 0.991997 | eng_Latn | 0.993453 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2502,
4191,
6046,
8974,
11391
] | [
2.21875
] | 1 | 0 |
LDCA How to Avoid Disturbing Soil In Eastwick Residential Yards
The U.S. Environmental Protection Agency (EPA) has been testing in the Eastwick neighborhood to determine the extent of contaminated soil potentially related to the Clearview Landfill, which is part of the Lower Darby Creek Area Superfund Site. Contaminants known as polycyclic aromatic hydrocarbons (PAHs) have been found at elevated concentrations beneath the surface of several residential yards near the Eastwick Park. The levels of PAHs found do not pose an immediate health threat for residents. However, long-term exposure to PAHs over an extended period (30-70 years) may increase cancer risks.
EPA is currently conducting additional testing in the Eastwick neighborhood to identify other residential properties that are impacted by this contamination. We are also developing a strategy to address this soil contamination. While limited and infrequent contact with the soil will not affect residents' health, it is still important to minimize the chances for exposure to contaminants. EPA's health experts encourage you to follow these general recommendations to avoid disturbing soil and limit any exposure to contaminants in soil:
It is recommended that in residential yards, residents should:
- Avoid games and activities that disturb the soil, like digging, scraping, picking up rocks.
- Avoid any "water-play" activities, such as sprinklers and pools, in areas with exposed soil.
- Consider putting down a tarp around sprinklers and pools to avoid creating mud.
- Avoid walking barefoot in areas of the yard with exposed soil.
- Place blankets or towels down prior to sitting in areas with exposed soil.
- Avoid sports activities that could rip up grass (golf, football, or wearing cleats).
- Prevent dogs or other pets from digging in yards.
- Prevent small children from eating soil through hand-to-mouth play and playing in exposed soil.
It is recommended that after using your yard, residents should:
- Make sure to wash hands or other areas of exposed skin that may have had contact with the soils in your yard with soap and water.
- Take off shoes and clean off pet paws before going inside homes.
- Wash outdoor toys, sporting equipment, etc., before bringing them inside homes.
- Wet mop and wet dust floors, counters and furniture regularly to reduce soil dust inside homes.
- If you use the yard and are in contact with the soil, put very dirty clothes in a bag before bringing them in the house, and wash them promptly in a separate load.
It is recommended that for gardening, residents should:
- Use raised garden beds, pots, etc., filled with clean soil.
- As a precaution, mix additional compost into existing in-ground gardens.
- Wash all produce, peel root crops, and remove outer leaves of leafy vegetables grown in a home garden before eating.
.
- Clean tools, gloves and shoes before bringing them indoors, or leave them outside
What are Polycyclic Aromatic Hydrocarbons (PAHs)?
PAHs are found naturally in the environment but they can also be man-made. They are a group of chemicals that are formed during the incomplete burning of coal, oil and gas and contained in tobacco smoke and charbroiled meat. PAHs stick to soil particles and typically do not move unless the soil is disturbed. A yard that is covered well with grass or other vegetation will reduce or eliminate potential direct contact with contaminated soil. For more info on PAHs, visit: http://go.usa.gov/x32qz.
For More Information
Lower Darby Creek Area Website: http://www.epa.gov/superfund/ lowerdarby
EPA Remedial Project Manager Joshua Barber (215) 814-3393 firstname.lastname@example.org
Eastwick Lower Darby Creek Area Community Advisory Group Website: http://www.eldcacag.org/
EPA Community Involvement Coordinator Larry Brown (215) 814-5527 email@example.com | <urn:uuid:cdac4233-82f4-4363-ae42-fa1b7e28e932> | CC-MAIN-2017-26 | http://www.eldcacag.org/wp-content/uploads/2016/07/2232021.pdf | 2017-06-26T10:18:41Z | crawl-data/CC-MAIN-2017-26/segments/1498128320707.69/warc/CC-MAIN-20170626101322-20170626121322-00260.warc.gz | 524,267,270 | 847 | eng_Latn | eng_Latn | 0.996662 | eng_Latn | 0.996964 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1927,
3847
] | [
2.90625
] | 2 | 1 |
Appendix 27 - Coined Words
Types of Coined Words
Compound words – These are words made up of whole words or morphemes. Doghouse is a compound word. Telephone and television are also a type of compound words.
Blended words – These are words that are made by combining one part of a word with another part of another word. Smog is a blended word made by combining smoke and fog. Motel is another blended word (motor plus hotel). Do you know how we got brunch? Here is a new blended word -- slanguist. Can you tell what this word means?
Clipped words – These words are are created when the beginning or end of a word is cut, or "clipped." Gym is a word that is clipped from gymnasium. Exam was clipped from examination and phone was clipped from telephone. A new clipped word is blog. This word was clipped from weblog, a type of journal that is published on the World Wide Web. Weblog is itself a new compound word. Do you what word led to the clipped form celeb?
Backformation – Usually in English, we add suffixes to words to create new words. But when words are made from backformation, the opposite happens. A new word is created when we remove a suffix. For example, we could create a new verb by removing the suffix from backformation. Our new word would be backform. Then we could say we just backformed a word. The word burgle, which means "to rob," was created this way from the word burglar. Sometimes backformation happens when people just think there is a suffix. The word pea was created when people started dropping the last part of the word pease because it sounded like a plural. They thought there was one pea and several peas. They were wrong. It was one pease.
Acronyms – These are words made from the initials of words. NASA is an acronym that stands for "National Aeronautics and Space Administration." Did you know radar was originally an acronym? It stood for "radio detecting and ranging." CDROM is also an acronym. It means "compact disk – read only memory."
Transfer of Names – These are words that come from the name of a person or place. When we call someone a scrooge, we are using a word that comes from the very stingy Charles Dickens' character, Ebenezer Scrooge from A Christmas Carol. Did you know sandwich also came from a name? The Earl of Sandwich often played cards for hours at a time, not even stopping to eat. He had his servants bring him meat and cheese served on bread between two slices of bread.
Coining Words
Many words are borrowed from other languages. However, other words telephone did not exist before Alexander Graham Bell discovered a way phone (sound).
are "coined." That means that someone made the word up. Shakespeare made up around 2000 words. Many of these words are still used in English today. Sometimes the words seem to come from nowhere, like byte, a computer term. Other times, new words are made from existing morphemes (word parts). For example, the word to transmit sounds through a wire from one location to another. The word telephone was made up of the two morphemes tele (distance) and
Here are some modern coined terms. See if you can tell what they mean.
askable parent blamestorming
deskfast eatertainment
frankenfood
Falloween frienemy
informavore mathlete
yestertech
How many of these words will we still be using in 20 years? We'll have to wait and see!
Answers to Coined Words
askable parent A parent who is willing to answer their child's questions and who encourages their child to ask questions blamestorming A discussion (which may be at the group, community, or society level) in which members attempt to assign blame for a particular misdeed.
deskfast Breakfast eaten at a desk eatertainment A restaurant that also offers entertainment such as wall-mounted memorabilia, video displays, or live music.
frankenfood Food derived from genetically modified (GM) plants and animals.
Falloween An extended celebration or observance of Halloween, often beginning several weeks before the day; the retail season that extends from the beginning of fall through Halloween and Thanksgiving in the U.S.
frienemy A friend who acts like an enemy; a fair-weather or untrustworthy friend.
informavore A person who consumes information.
mathlete A person who competes in a mathematics competition.
yestertech Older technologies that had fewer bells and whistles, and so weren't as complex, as the technologies of today.
From http://www.wordspy.com | <urn:uuid:2d18db60-3a53-4ef0-b255-ee27cf365094> | CC-MAIN-2017-26 | http://giftsforlearning.com/Linguistics/Appendix27.pdf | 2017-06-26T10:21:17Z | crawl-data/CC-MAIN-2017-26/segments/1498128320707.69/warc/CC-MAIN-20170626101322-20170626121322-00266.warc.gz | 163,069,759 | 1,003 | eng_Latn | eng_Latn | 0.999044 | eng_Latn | 0.999658 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2479,
3391,
4484
] | [
4.125
] | 1 | 0 |
RESEARCH
t he volcanic Hawaiian Islands are the most isolated archipelago in the world. They sit on the middle of the Pacific plate, and rise from depths of over 5,000 metres to elevations of over 4,000 metres above the ocean's surface. Over the last 30 years there has been a tremendous amount of attention focused on whales and dolphins in Hawaiian waters, but despite being home to more than 15 species of cetaceans, most of the attention has been directed towards just two species.
Hawai'i's other
Each winter thousands of humpback whales return to the waters of Hawai'i to mate and give birth. The large number of humpbacks close to shore, combined with the clear and warm waters, has resulted both in a large whalewatching industry and a wide diversity of research on humpback whale behaviour and population dynamics. Another species of cetacean, the spinner dolphin, lives in Hawai'i's nearshore waters year-round. They are famous for their behaviour of resting in shallow bays during the daytime, where they can easily be seen from shore or by boat. The accessibility of these dolphins has resulted in a tremendous amount of research being undertaken on them, making spinner dolphins in the main Hawaiian Islands one of the more well-studied populations of dolphins anywhere. However, the focus on these accessible and abundant species has diverted attention away from the many other species of whales and
Forget spinner dolphins and humpback whales, ROBIN W. BAIRD spends his days with less familiar cetaceans in Hawaiian waters
Above, the long and bulbous dorsal fin of an adult male short-finned pilot whale, sporting a white scar, probably from a cookie-cutter shark © Robin W. Baird
Main picture left, false killer whale leaping with mahi mahi in mouth © Dan J. McSweeney Below, a mystery from the deep – an adult male Blainville's beaked whale in Hawai'i, body covered in white scars from fighting with other males, white oval scars from the bites of cookie-cutter sharks, a thin layer of brown diatoms behind the head and clusters of stalked barnacles attached to the erupted teeth © Alice MacKay
Photographs taken under authority of NMFS Scientific Research Permit No. 731
cetaceans
dolphins that are found in Hawaiian waters, many of which may have important conservation concerns. Until recently, less was known about the status of odontocete (toothed whale) populations in Hawai'i than for any other region of the United States.
BACKGROUND
odontocetes off the west coast of Hawai'i – 'the big island'. Within just a few kilometres of shore the bottom drops to depths of several thousand metres, where both pelagic and deep-water/slope species can be found. In general the waters around Hawai'i are relatively unproductive, so density of cetaceans is low, but species diversity is high.
Research on Hawai'i's other species of whales and dolphins began in 1982 when Dan McSweeney began photographing
I first moved to the island of Maui in December 1998. Not knowing how long I would spend in Hawai'i, I wanted to work with some of the poorly-known species and simultaneously avoid overlapping with the many other cetacean researchers working there. I first began projects with bottlenose dolphins, false killer whales and pantropical spotted dolphins off Maui, then in 2002 began working with Dan McSweeney. Conditions for working with deep-water cetaceans were much better off the big island due to the protected lee provided by mountains. Using Boston Whalers provided by the Wild Whale
RESEARCH
Research Foundation as research vessels, my work expanded to include many other species.
TECHNIQUES
Our work involves photo-identification, some tagging work with suction-cup attached radio tags and collecting skin biopsies for genetic studies. The skin biopsies are collected using either a crossbow or a pole spear, with a stainless steel tip that takes a small plug of skin and blubber from individuals. Reactions to this technique are typically mild – a flinch and a fast dive – and individuals that have been biopsied are usually quite approachable afterwards, often returning to bow-ride. Since encounters are few and far between, we try to make the most of them. And rather than focusing on the most regularly encountered species, our strategy has always been the opposite – the only way to learn about some of the less common species is to take every opportunity as it comes, and recognize that a long term approach will be needed. This does make for long days on the water, but as we finish our sixth year of work, the payoffs in terms of research results are very clear.
POPULATION STUDIES
Pygmy killer whales are one of the best examples showing the value of this approach. In 281 days of search effort we've encountered this species only six times. In Dan McSweeney's year-round efforts this species has typically been encountered only a couple of times each year. Yet combining our photos with those taken by Dan over the last 24 years, we were surprised to find that, rather than indicating that pygmy killer whales are part of a larger oceanic population that occasionally passes
Preparing to deploy the suction-cup tag on pilot whales © Doug Perrine
Whale and Dolphin Magazine by the islands, the photographs showed repeated re-sightings of individuals over the years. This suggests the presence of a small population, probably less than 150 individuals, with a high degree of residency to the big island.
Genetic studies have also produced interesting results. All of the species of odontocetes found around the main Hawaiian Islands are also found in the open ocean waters of the Pacific. There is increased productivity around the islands, and the timing and location of potential prey resources is more predictable than in the surrounding waters of the open ocean. Genetic evidence for the species so far studied – false killer whales and short-finned pilot whales – both suggest the existence of populations specific to the islands, presumably taking advantage of the higher productivity and predictable resources. Despite the lack of barriers in the open ocean, and the existence of offshore populations for both species, false killer whales and short-finned pilot whales around the main Hawaiian Islands appear to be reproductively isolated from populations in the eastern tropical Pacific. Where the boundaries to these populations are is unknown – more research is needed in offshore areas around the islands.
than the population can sustain. We have documented a high frequency of dorsal fin injuries in false killer whales consistent with fishery interactions, suggesting that the animals around the main islands are interacting with the longline fishery. The small population sizes and genetic isolation put many populations at risk from human impacts [see p36].
The high species diversity for odontocetes in Hawai'i reflects the diversity of niches available. Not only is there a variety of habitats (shallow, deep, and slope waters), and prey sizes (from small fish and squid to large game fish), but also in prey depths. Some prey migrate upwards at dusk so are present in surface waters at night, some are available only at great depths day and night, and others are available in surface or mid-water depths. Combining prey depth, prey size, and location results in niches that allow the co-existence of populations of several species of sperm whales, two species of beaked whales, and more than half a dozen dolphin species.
THE THIRD DIMENSION
Our findings have important implications for conservation. The small and genetically isolated population of false killer whales is thought to interact with the longline fishery in offshore Hawaiian waters, and mortalities in the fishery are thought to be greater
Understanding how species partition the habitat requires studying them in all three dimensions. Our surveys show where they are found relative to where we have looked, and indicate preferences for certain depths. For example, off the big island Blainville's beaked whales,
short-finned pilot whales and pantropical spotted dolphins all seem to prefer slope waters, while melon-headed whales and Cuvier's beaked whales are found more frequently in waters deeper than 2,000 metres. We are also investigating the third dimension, to answer the question of how these animals are using the water column. By deploying suction-cup radio tags onto the backs of animals, we are beginning to get a picture of what they are doing below the surface. So far we've successfully deployed such tags on six species: short-finned pilot, melon-headed and false killer whales, Blainville's and Cuvier's beaked whales, and pantropical spotted dolphins. We have tagged two other species in Hawai'i, bottlenose dolphins and spinner dolphins, but both show strong reactions to the tags and are able to remove them quickly, within a minute or two. Other species show little or no reaction, and tags remain attached anywhere from an hour to over 24 hours. Dive data from short-finned pilot whales show that during the night they regularly dive deep, while during the day they either spend long periods of time near the surface resting and socializing, or dive much deeper, but much less frequently. Their prey appears to be deep during the day but comes up closer to the surface at night, where they are much easier to get to. Not surprisingly we haven't been able to tag very many beaked whales – not only are they hard to spot in the first place, but they are often difficult to approach. But we have tagged four Blainville's beaked whales and two Cuvier's beaked whales, and both species dive for incredibly long periods (up to or over an hour) and go very deep (greater than 1,400 metres) both during the day and at night – presumably their prey remain in deep water day and night. Their time spent in such deep water is reflected in the large number of white oval scars and wounds they have from cookie-cutter sharks, a deep-water species.
For species encountered an average of only once every 20 or
46 days on the water (false killer whales or pygmy killer whales, respectively), assessing their population size and trends, understanding their movements and how they utilize their habitat, will require considerable expenditure of time, energy, and resources. Only by persistence and taking advantage of the opportunities as they arise will we begin to understand more fully the biology of many of these lesser-known tropical oceanic species. I
This research has been primarily supported by the Southwest Fisheries Science Center of the National Marine Fisheries Service and the Wild Whale Research Foundation
ROBIN BAIRD is a Canadian biologist who has been studying whales and dolphins for the last 20 years. Since September 2003 he has been working as a Research Biologist with Cascadia Research Collective, www.cascadiaresearch.org/robin/hawaii.htm | <urn:uuid:892d2150-05ec-4c42-9707-09ed500a547f> | CC-MAIN-2017-26 | http://www.cascadiaresearch.org/oldsite/robin/Baird2006HawaiiodontocetesWDMag.pdf | 2017-06-26T10:16:59Z | crawl-data/CC-MAIN-2017-26/segments/1498128320707.69/warc/CC-MAIN-20170626101322-20170626121322-00265.warc.gz | 475,246,993 | 2,212 | eng_Latn | eng_Latn | 0.998149 | eng_Latn | 0.998318 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1416,
3518,
8055,
10921
] | [
2.53125
] | 3 | 6 |
Carbon, Methane Emissions and the Dairy Cow
Agriculture contributes approximately 6 to 7% of the total U.S. greenhouse gas emissions. Methane from enteric (microbial) fermentation represents 20% and manure management 7% of the total methane emitted. Some dietary practices that have been shown to reduce methane include addition of ionophores, fats, use of high quality forages, and increased use of grains.
Introduction
The atmosphere has a natural supply of greenhouse gases that capture heat and keep the surface of the Earth warm. Before the industrial revolution took off in the mid 1700s, the greenhouse gases released into the atmosphere were somewhat balanced with what could be stored on Earth. Natural emissions of heat trapping gases matched what could be absorbed in natural sinks such as when plants take in carbon dioxide when they are growing and release it back into the atmosphere when they die. As countries became more industrialized, more gases were being added to the natural levels in the atmosphere. These gases can stay in the atmosphere for at least 50 years and longer. These greenhouse gases are building up beyond the Earth's capacity to remove them and creating what has been termed "global warming." There are two main factors influencing global warming, depletion of the ozone layer and an increase in greenhouse gas emissions.
Naturally occurring greenhouse gases consist of water vapor (H 2 O), carbon dioxide (CO 2 ), methane (CH 4 ), nitrous oxide (N 2 O) and ozone (O 3 ). Carbon dioxide, CH 4 and N 2 O have a direct global warming effect, and their concentrations in the atmosphere are the result of human activities. Gases produced from industrial activities include chlorofluorocarbons and hydrochlorofluorocarbons.
There are several gases that have an indirect effect on global warming by influencing the formation or destruction of greenhouse gases, including tropospheric and stratospheric ozone. These gases include carbon monoxide (CO), oxides of nitrogen (NO x ) and non-CH 4 volatile organic compounds. Aerosols, which are small particles or liquid droplets can also affect the absorptive characteristics of the atmosphere.
Sources of Naturally Occurring Greenhouse Gases
In the United States, carbon dioxide makes up 84.6% of all emissions. The major sources of CO 2 emissions are fossil fuel combustion, iron and steel production, cement manufacturing, and municipal solid waste combustion. In the United States in 2004, fuel combustion accounted for 95% of CO 2 emissions.
Methane makes up 7.9% of all emissions. The major sources include landfills, natural gas systems, enteric fermentation (dairy and beef cattle primarily), and coal mining. According to the Intergovernmental Panel on Climate Change (IPCC), methane is more than 20 times as effective as CO 2 at trapping heat in the atmosphere. The concentration of CH 4 in the atmosphere the past two centuries has increased by 143%.
Nitrous oxide makes up 5.5% of all emissions and is produced primarily by biological processes that occur in soil and water. Major contributors to this gas include agricultural soil management, fuel combustion from motor vehicles, manure management, nitric acid production, human sewage, and stationary fuel combustion.
Methane Production and the Dairy Cow
Agriculture contributes approximately 6 to 7% of the total U.S. greenhouse gas emissions. Methane from enteric (microbial) fermentation represents 20% and manure management 7% of the total CH 4 emitted. Ruminants (beef, dairy, goats, and sheep) are the main contributors to CH 4 production.
The ruminant animal is unique because of its four stomach compartments: reticulum, rumen, omasum and abomasum. The rumen is a large, hollow muscular organ where microbial fermentation occurs. It can hold 40 to 60 gallons of material and an estimated 150 billion microorganisms per teaspoon are present in its contents. The function of the rumen as a fermentation vat and the presence of certain bacteria promote the development of gases. These gases are found in the upper part of the rumen with CO 2 and CH 4 making up the largest portion (Table 1). The proportion of these gases is dependent on rumen ecology and fermentation balance. Typically, the proportion of carbon dioxide is two to three times that of CH 4 , although a large quantity of CO 2 is reduced to CH 4 . Approximately 132 to 264 gallons of ruminal gas produced by fermentation are belched each day. The eructation of gases via belching is important in bloat prevention but is also the way CH 4 is emitted into the atmosphere.
Source: Sniffen, C.J. and H. H. Herdt. The Veterinary Clinics of North America: Food Animal Practice, Vol 7, No 2. Philadelphia, PA: W. B. Saunders Company, 1991.
Table 1. Typical composition of rumen gases.
Based on the EPA report, Inventory of US Greenhouse Gas Emissions and Sinks: 1990-2004, beef cattle remain the largest contributor of CH 4 emissions, accounting for 71% in 2004. Dairy cattle accounted for 24% and the remaining emissions were from horses, sheep, swine, and goats. Generally, emissions have been decreasing mainly due to decreasing populations of both beef and dairy cattle and improved feed quality for feedlot cattle.
Dietary Strategies to Lower Methane Emissions
There has been a lot of research conducted in Canada, Australia, Europe, and the U.S. on strategies to reduce methane emissions from dairy and beef operations. The main focus has been on nutritional strategies, especially cows grazing pasture. Some dietary practices that have been shown to reduce CH 4 include the addition of ionophores, fats, the use of high quality forages, and the increased use of grains. These nutritional strategies reduce CH 4 through the manipulation of ruminal fermentation, direct inhibition of the methanogens and protozoa, or by a redirection of hydrogen ions away from the methanogens.
Relatively new mitigation options have been investigated and include the addition of such additives as probiotics, acetogens, bacteriocins, organic acids, and plant extracts (i.e. condensed tannins). For the long term approach, genetic selection of cows that have improved feed efficiency is a possibility. The following gives more detail about some of the strategies that reduce CH 4 :
1. Increasing the efficiency in which animals use nutrients to produce milk or meat can result in reduced CH 4 emissions. This can be accomplished by feeding high quality, highly digestible forages or grains. However, the emissions produced in producing and/or transporting the grain or forage should be considered.
2. Rumen modifiers such as ionophores improve dry matter intake efficiency and suppress acetate production, which results in reducing the amount of hydrogen
Page 2
released. In some of the published research, CH 4 has been reduced by 10%, however the effect of the ionophores have been short-lived in respect to CH 4 reduction. More research on the continued use of ionophores for this purpose is needed.
3. The grinding and pelleting of forages can reduce emissions by 40%, however the costs associated with this practice may be prohibitive.
4. Dietary fats have the potential to reduce CH 4 up to 37%. This occurs through biohydration of unsaturated fatty acids, enhanced propionic acid production, and protozoal inhibition. The effects are variable and lipid toxicity to the rumen microbes can be a problem. This strategy can affect milk components negatively and result in reduced income for the producer.
There are several novel approaches to reducing CH 4 that are not very practical at this point. An example would be the defaunation of the rumen. Removing protozoa has been demonstrated to reduce CH 4 emissions by 20%. There may be opportunities to develop strategies that encourage acetogenic bacteria to grow so they can perform the function of removing hydrogen instead of the methanogens. Acetogens convert carbon dioxide and hydrogen to acetate, which the animal can use as an energy source. There is also research being conducted to develop a vaccine, which stimulates antibodies in the animal that are active in the rumen against methanogens.
The problems with some of these mitigation strategies to reduce CH 4 are potential toxicity to the rumen microbes and the animal, short-lived effects due to microbial adaptation, volatility, expense, and a delivery system of these additives to cows on pasture.
Resources
* Inventory of U.S. Greenhouse Gas Emissions and Sinks:1990-2004. April 2006. USEPA #430-R-06-002.
* Fight Global Warming, Environmental Defense.
* Methane emissions from dairy cows measured using the sulfur hexafluoride tracer and chamber techniques. 2007. J. Dairy Sci. 90:2755-2766.
* Prediction of methane production from dairy and beef cattle. 2007. J. Dairy Sci. 90:3456-3467.
* Long-term effects of feeding monensin on methane production in lactating dairy cows. 2006. J. Dairy Sci. 90:1781-1788.
* Manipulating enteric methane emissions and animal performance of late lactation dairy cows through concentrate supplementation at pasture. 2005. J. Dairy Sci. 88:2836-2842
* Mitigation strategies to reduce enteric methane emissions from dairy cows: update review. Canadian J. of Animal Sci. 2004. 84:319-335.
* The effect of oilseeds in diets of lactating cows on milk production and methane emissions. J. Dairy Sci. 2001. 85:1509-1515.
Carbon, Methane Emissions and the Dairy Cow
* Methane and carbon dioxide emissions from dairy cows in full lactation monitored over a six-month period. 1995. J. Dairy Sci. 78:2760-2766.
Reviewed by Gabriella Varga and Robert Graves, Penn State
Contact Information
Virginia A. Ishler
firstname.lastname@example.org
Extension Dairy Specialist
814-863-3912
Penn State College of Agricultural Sciences research and extension programs are funded in part by Pennsylvania counties, the Commonwealth of Pennsylvania, and the U.S. Department of Agriculture.
Where trade names appear, no discrimination is intended, and no endorsement by Penn State Extension is implied.
This publication is available in alternative media on request.
Penn State is an equal opportunity, affirmative action employer, and is committed to providing employment opportunities to all qualified applicants without regard to race, color, religion, age, sex, sexual orientation, gender identity, national origin, disability or protected veteran status.
© The Pennsylvania State University 2017
Code: DAS 08-127
Page 3
Carbon, Methane Emissions and the Dairy Cow | <urn:uuid:49479fea-c7a1-4429-8ade-c64782a5597c> | CC-MAIN-2017-26 | http://extension.psu.edu/animals/dairy/nutrition/nutrition-and-feeding/diet-formulation-and-evaluation/carbon-methane-emissions-and-the-dairy-cow/pdf_factsheet | 2017-06-26T10:34:23Z | crawl-data/CC-MAIN-2017-26/segments/1498128320707.69/warc/CC-MAIN-20170626101322-20170626121322-00267.warc.gz | 126,641,517 | 2,278 | eng_Latn | eng_Latn | 0.988379 | eng_Latn | 0.992923 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
4592,
9433,
10515
] | [
2.328125
] | 2 | 0 |
MEDICAL 2 MODULE -WRITTEN ASSIGNMENT
Please write all answers on the answer sheet only.
This assignment should be handed into your instructor or the program office within 1 week.
FILL IN THE BLANKS:
1. Direct transfer of heat from one material to another is called _______.
2. Life threatening increase in body temperature is called___________.
3. Insulin is produced in the ______________.
4. The first sign of low body temperature is _____________________.
5. The skin is hot and dry in __________________________________.
MULTIPLE CHOICE:
6. Normal blood glucose levels range from____________mg/dL
a. 80 to 120
b. 90 to 140
c. 70 to 110
d. 60 to 100
e.
7. Patients with Diabetes mellitus and a lack of insulin excrete excess glucose through their:
a. lymphatic system
b. sweat
c. respiratory efforts
d. urine
8. Causes of insulin shock include;
a. taking too much insulin
b. vigorous exercise without sufficient glucose intake
c. nausea, vomiting
d. all of the above
9. While cleaning out the crawl space below your house, you experience blotchy skin, redness on your arm, weakness and nausea. It is possible that you
a. are developing heat stroke
b. were bitten by a poisonous spider
c. are having a diabetic reaction
d. are allergic to something in the air
10. If you suspect your patient was bitten by a snake, you should do all of the following except;
a. call for medical direction.
b. clean the injection site with soap and water
c. remove rings, bracelets, or other constricting things on the bitten limb
d. capture the snake and bring it to the emergency department
MATCH THE COLUMNS:
| 11.__Hypoglycemia | A. Slurred, hard to understand speech |
|---|---|
| 12.__Status Epilepticus | B. The back part of this area of the brain processes sight |
| 13.__Delirium tremens | C. Low blood glucose |
| 14.__Cerebrum | D. controls most basic functions of the body |
| 15.__Brain stem | E. Poisons taken into the body through unbroken skin |
| 16.__Downers | F. Stimulants, such as amphetamines that affect the central nervous system |
| 17.__Dysarthria | G. Poisons that are swallowed |
| 18.__Ingested poisons | H. Severe reaction that can be part of alcohol withdrawal |
| 19.__ Uppers | I. Depressants, such as barbiturates, that depress the nervous system |
| 20.__Absorbed poisons | J. Seizures that reoccur every few minutes |
MATCH THE COLUMNS:
LIST THE SIGNS AND SYMPTOMS OF THE FOLLOWING CONDITIONS:
| 31. | 36 | 41 |
|---|---|---|
| 32 | 37 | 42 |
| 33 | 38 | 43 |
| 34 | 39 | 44 |
| 35 | 40 | 45 |
TRUE OR FALSE:
47. Narcotics cause the pupils to dilate.
46. Due to the poisons they produce, mushrooms can be dangerous to humans and pets.
48. LSD is an example of a mind-altering drug, or a hallucinogen.
49. Eyes that have been splashed with a poison should be rinsed for 10 full minutes.
50. In order to assist the patient with their own Epi-pen, you must call for medical direction. | <urn:uuid:32dae681-fd5f-45a3-95c6-03908218b797> | CC-MAIN-2017-26 | http://www.emergencycareny.com/student_medical02.pdf | 2017-06-26T10:24:59Z | crawl-data/CC-MAIN-2017-26/segments/1498128320707.69/warc/CC-MAIN-20170626101322-20170626121322-00268.warc.gz | 503,591,659 | 798 | eng_Latn | eng_Latn | 0.998188 | eng_Latn | 0.998859 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1613,
2945
] | [
2.046875
] | 2 | 2 |
Card game
Use a pack of playing cards. Take out the jacks, queens and kings.
Take turns.
Take a card and roll a dice.
Multiply the two numbers.
Write down the answer. Keep a running total.
The first to go over 301 wins!
Remainders
Draw a 6 x 6 grid like this.
Choose the 7, 8 or 9 times table.
Take turns.
Roll a dice.
Choose a number on the board, e.g. 59. Divide it by the tables number, e.g. 7. If the remainder for 59 ÷ 7 is the same as the dice number, you can cover the board number with a counter or coin.
The first to get four of their counters in a straight line wins!
| 82 | 33 | 60 | 11 | 73 | 22 |
|---|---|---|---|---|---|
| 65 | 12 | 74 | 28 | 93 | 51 |
| 37 | 94 | 57 | 13 | 66 | 38 |
| 19 | 67 | 76 | 41 | 75 | 85 |
| 86 | 29 | 68 | 58 | 20 | 46 |
| 50 | 69 | 30 | 78 | 59 | 10 |
Doubles and trebles
Roll two dice.
Multiply the two numbers to get your score.
Roll one of the dice again. If it is an even number, double your score. If it is an odd number, treble your score.
Keep a running total of your score.
The first to get over 301 wins.
Eastling Primary School
Numeracy Targets
A booklet for parents
Help your child with mathematics in terms Five and Six
Targets
Know all tables to 10 x 10, especially for division, e.g. 63 ÷ 7 = 9, and quickly work out remainders.
Multiply and divide decimals by 10 or 100 in their heads, e.g. 2.61 x 10, 53.2 ÷ 100.
Put numbers, including decimals, in order of size, e.g. 1.06, 0.099, 0.25, 1.67.
Use pencil and paper to add and subtract decimals, e.g. 3.91 + 8.04 + 24.56, or 13.3 – 1.27.
Use pencil and paper to multiply and divide, e.g. 387 x 46, 21.5 x 7, 539 ÷ 13, 307.6 ÷ 4.
.
Cancel fractions e.g. reduce 4 20 to 1 5, and work out which of two fractions is bigger, e.g. 7 12 or 2 3
Work out simple percentages of whole numbers, e.g. 25% of £90 is £22.50.
Estimate angles and use a protractor to measure them.
Work out the perimeter and area of simple shapes that can be split into rectangles, e.g.
Solve word problems and explain their methods.
Use co-ordinates to plot the position of points.
Understand and use information in graphs, charts and tables.
About the targets
These targets, based on the National Curriculum, show some of the things your child should be able to do by the end of this year.
Some targets may be more complex than they seem, e.g. children may know how to work out sums on paper but need to see when it is quicker to work them out in their heads.
Fun activities to do at home
Journeys
Use the chart in the front of a road atlas that tells you the distance between places.
Find the nearest place to you.
Ask your child to work out how long it would take to travel to some places in England if you travelled at an average of 60 miles per hour, i.e. 1 mile per minute, e.g.
York to Preston: 90 miles 1 hour 30 minutes
York to Dover: 280 miles 4 hours 40 minutes
Encourage your child to count in 60s to work out the answers mentally.
One million pounds
Assume you have £1 000 000 to spend or give away. Plan with your child what to do with it, down to the last penny. | <urn:uuid:b8c0418f-e09d-4914-ad21-dac1bd219251> | CC-MAIN-2017-26 | http://eastling.kent.sch.uk/letters/Numeracy/Yr%206%20Term%203.pdf | 2017-06-26T10:36:50Z | crawl-data/CC-MAIN-2017-26/segments/1498128320707.69/warc/CC-MAIN-20170626101322-20170626121322-00269.warc.gz | 115,161,158 | 974 | eng_Latn | eng_Latn | 0.998736 | eng_Latn | 0.998991 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1202,
3111
] | [
3.90625
] | 4 | 1 |
LESSON-19 TECHNIQUES OF EFFECTIYE SPEECH
There are several ways in which speech may be considered 'good' or 'bad' by different people and this is usually because it may be used for many different purposes. These various angles on speech will be discussed in this chapter and we shall deal later with the ways in which each may be improved.
First, why do we speak at all? In fact, is speaking really necessary? We are sure, we all agree that it is. We realize this very forcibly when we go to a country where we do not speak the language. Of course: if one is good at mime, one can get along to a certain extent with gestures. This is fun on a holiday and when there is plenty of time;. but we all know that it does not get one far in the end, We may say then that the first and foremost use 'of speech is to convey our ideas to other people. It is when our speech does not do this, immediately and clearly that it may be truly be said to be "bad."
Certain techniques should. be followed to be a successful communicator. He must build into his speech an element of goodwill to which the listener will react favorably. A speech creates goodwill provided a message produces a favorable reaction among the listeners. A positive favorable reaction from the listeners can be achieved by promoting a friendly, kind attitude, cheerful towards listeners. Listeners are many and human, of all common and various capacities. They should be treated as such and the message is capable of being understood by them all. A favorable effect of a message. is important. One principle is being courteous, which is fundamental in all oral communication and good relations.
Make Your Net Presentation A Winner Rule 1. In preparing your presentation, start about halfway through
There isn't an audience in the world that hasn't said to itself, "When is the presenter going to stop talking about his business and start about mine". So instead of "Opening Remarks", structuring outline should begin with, "an issue of direct concern to my audience". The sooner we stop being self-conscious and start being audience-conscious, the better our chances of winning a positive verdict.
Rule 2. Content is always the first requirement of any presentation. Once content breaks down, delivery is never far behind
If the speaker doesn't know his subject, his voice is going to tighten. If he doesn't believe in what he is saying, his gestures are going to be halfhearted. If he gets a question that catches him unprepared, his body language is going to answer for him. Keeping in our head about seven times as much information as we are likely to use in our presentation is needed. Know the subject better than anybody in the room and delivery will carry conviction even if the presentation may not be magnificent. That's better than empty theatrics any day.
Rule 3. It's impossible to be too clear
Many presentations are so muddled that members of the audience say to themselves, "What in the world is that person talking about?" or more to the point what am I doing here?"
Here's a simple but effective exercise: Ask yourself "If I were going to put a fifteen-word headline on my presentation, what would it say?" Isolate the meat of what you want to communicate and make sure you say it clearly, prominently. Also ask yourself, "What do I really want my audience to do as a result of this presentation?
Rule 4. The audience is going to remember about one quarter of what you say
A surprising number of presenters will assume that once a statement is made, the audience retains it. The truth is this that the average audience retains approximately 25 percent of a presentation if the verbal content is given visual reinforcement (slides, charts, videotapes). If the presenter is simply standing there, ploughing through a manuscript, flooding the atmosphere with words, he or she will be lucky to have one tenth of the total message retained by the audience.
So what do we do about it? One strategy is "tell them what you're going to tell them then tell them what you told them", i.e., put your proposition up and keep referring to it. It's not that audiences have poor memories, it is simply that presenters assume that audiences have perfect memories.
Rule 5. Participation by your audience helps them remember, but "handle with care". Participation can backfire
The presenter, can ,ask audience to do almost anything, Stand up, Sit down, Sing, Work out a -puzzle, Play a role. Most audiences are surprisingly agreeable. They'll do almost anything. Nonetheless, a few words of caution.
(i) Study your audience carefully before you get up to present.
(ii) Look for the most animated people in your audience to be your participators.
(iii) Never force anybody to participate if you detect even a hint of reluctance.
(iv) Never allow anybody to look bad.
Participation by your audience can make your presentation unforgettable but just make sure that it does not backfire.
Rule 6. Nervousness isn't all bad, but it becomes serious when audience becomes more concerned about speaker's nerves than his subject. .
Nervousness is the number one problems of people who make important presentations. There are ways to deal with it and some of them can actually be fun.
(i) Take a brisk 2-minute walk. Exercise of any kind breaks the strain that creates nervousness. It gets the body chemistry going.
(ii) Look at yourself in a mirror and check your appearance. All buttons buttoned. Nothing's
out of place. You look like you want to look. That reduces anxiety.
(iii) Next, take five deep breaths. Deep breathing always calms the nervous system.
(iv) Say two words out loud, "Lets go".
(v) Tell yourself that my presentation has one goal and one goal only to genuinely help the
people in my audience. That uncomplicates mind and keeps the focus clear.
The following suggestions will help you to stay cool as you ease into your presentation:
(i) At the very. start, say something to get your vocal chords going, but don't say anything calamitous. "Good Morning" isn't a bad way to wake up your vocal chords. The important thing is-you've started, and you've probably made friends with a few people, at least.
(ii) Smile. Because you're friendly (which you should be)
(iii) Don't cross your legs before you get up to speak. Chances are, they'll go to sleep and you'll approach the platform waving.
(iv) When you stand up to present, keep your hands at your sides, or given them meaningful work to do (such as maneuvering your flipchart so that everybody can see it). If you don't have work for your hands to do, touch the index finger against the thumb on both hands. The very fact that you feel your own body heat will. be reassuring and reduce your nervousness.
(v) A final word on nervousness: A little bit of nervousness shows your audience that you're
up for them. But never tell your audience that you're nervous.
.
Rule 7. Eye contact is the strongest force in your favor during a "Live" Presentation.
When you make your next presentation, you'll know whether you're making eye contact or not because you can see your audience but because
(i) You can impose a kind of obligation upon an audience to actually listen to your message.
Most audiences feel a certain responsibility to listen to a speaker. When you look directly at a person in your audience, you increase that responsibility by tenfold.
(ii) You can alter your message in response to the eye contact you're making. If the eyes are dull, you're :not connecting. If the eyes are blinking, you're confusing the listeners.
(iii) You can listen with your eyes. If you're presenting to a small group where the. audience is constantly interacting with you, you can establish your interest in them by listening with your eyes. Eyes prove that you're listening and the ears don't.
Here are three fundamentals on eye contact that will benefit your next presentation:
(i) Don't set any specific length of time to maintain eye contact with one person. Stay only as long as it's comfortable for both people.
(ii) Eye contact should be broken by natural pauses in meaning - between phrases – or thoughts. Eye contact usually breaks most comfortably at punctuation points.
(iii) There's a big difference between staring at people and eye contact. Staring is intimidating, confrontational. Eye contact reduces the distance between people. It reaches out, asks for understanding on a one-to-one basis. .
Rule 8 "People may lie, but body language never does."
Body language, once you've learned how to read it, is going to tell you more than what your audience will say.
Sensitivity to audience is vital. This whole subject of body language depends, for its value, on the ability of the presenter to observe what's happening in the audience. Extreme sensitivity to the audience is an absolute necessity of presentation effectiveness. And that suggests two jottings for your presentation notebook. First, Keep the lights up high enough so that you can read the body language of everybody in your audience, and secondly. Don't hesitate to get close enough to your audience so that you can see how they're responding to you, and you can establish a strong presence with them.
Exercise
In your practical sessions make a sessions presentation on a topic of your choice. Follow the Principles given in this chart. See if you can use any of the visual aids
Following are the important techniques in oral communica-tion to be successful:
(1) Audibility of Voice: Different people speak in different situations; speech which may be perfectly adequate in some circumstances may be inadequate in others. For instance, a soft voice is usually quite satisfactory in the home but the same voice might not be heard at the back of a classroom, while a competent teacher, who is clearly audible in the class room may not be heard in a large lecture room, a court of law, a theatre or church. So, the first requirement of good speech is that in any given circumstance, the voice should be audible."
Here a warning note should be sounded: one should fill, not overfill, the space occupied by one's hearers. leis unpleasant to be shouted at, so unpleasant indeed that anyone with sensitive ears will stop listening to an overloud voice and, then, of course, whatever speaker had to say will not have been taken in and for the effect he has laid on his hearers, he might have not spoken as well. At first, this presents, for the speaker, a real difficulty: how to speak loudly enough not too loudly. There is also another difficulty which comes into this category, how to avoid letting an audible voice fade into inaudibility at the end of phrases. 3
(2) Audibility of Words: The voices of most speakers are in fact usually well audible but quite often their 'words' are not, and, in cases of this kind, though the speaker is heard, his meaning is not conveyed to us and so again, his speaking is without effect. As with the voice, the amount of clarity required in the articulation of words depends on where one is speaking; it is obviously much easier to make words carry in a small room than in a large one and it is especially difficult if there is a slow "reverberation time" (usually called erroneously, an 'echo') as in most of our lovely stone churches.
(3) The Part Fashion Plays In Speech: Whether we find it pleasant or unpleasant may depend on mere prejudice but it often depends on "fashion." What is called "Standard English" is really just the most fashionable way of speaking at this particular at this particular period in time. It is, we think, one of the many pleasant ways of speaking our language but what gives it a very real value is the fat that it is accepted, without comment, in any type of society all over the English speaking world. The moment a speaker of Southern Standard English opens his mouth, he is comprehensible to other speakers in England. Also he sounds educated. In fact, a person with a different accent may be and often is much more highly educated than the speaker with a standard accent but some people feel that they must make sure of his attainments before they accept him. This sounds foolish, but it is a fact. Let us not under-rate the importance of fashion; we all subscribe to it in several ways, in our clothes, of course, but also in the way we spend our holidays, the books we read, in the food we eat and in a thousand other ways. In the choice we make in these matters, we express a good deal about ourselves; show much more than we tell people when speak. Let us then become aware of how we sound to others and if this is not how we would choose to wound, then let us alter our way of speech.
(4) Bringing Out the Meaning: Eyen when voice and words are easily and suitably audible, the meaning of what we say may still not be conveyed. For instance, if, after a lecture or a sermon, someone who was not there asks what was all about, a person who was present and heard the talk may find that he does not really know. He heard it all clearly at the time but was not made to understand it. This happens, frequently. After hearing a talk, it is a good test to ask your friends, or yourself to recapitulate the points and arguments that were put forward. If this cannot be done, it is best for everyone to blame himself for not speaking well and the listeners should blame themselves for not concentrating properly.6
In fact, if we have not listened to what it is being said, this may have been the fault of the speaker since he may have failed to interest us. Apart from the subject, the choice of words, illustrations and so on, what makes a speaker interesting? It is not only the quality of his voice and the clear way in which he expresses his ideas; it is also the variety in his voice and speech and gestures. We all get bored if we have to keep on doing the same thing day after day, if we have to stay always, however, beautiful or if we meet new people, however, much we like our old friends. It is the same with speech: variety is the essence of interest. We must remember that an interesting subject may be made boring by a dull speaker and a dull subject made interesting by a good speaker.
(5) Sincerity: All speech, if it is to sound sincere, must be stimulated by thought, feeling and imagination. Sometimes, one or another of these may predominate. For instance, when one is hurt, the ejaculation "Oh" expresses the feeling of pain while the sighing "Oh" at the sight of something beautiful expresses a feeling of pleasure. On many occasions, thought is predominant and often in poetry, for example, imagination is more important than feeling or thought. All the three elements, however, should be present and we must always think, feel and imagine before we speak if we are to bring out the full meaning.
(6) Tone: Tone is the quality of sound or voice Tone indicates the speakers' attitude towards a message as well as the response of the listeners. The word choice, paragraphs, structure and the punctuations are the evidence of tone. These factors may influence listener's judgment and response. Tone helps to persuade, to influence, to gain goodwill and inspire confidence. Selection of words affects tone. Therefore, the speaker has to choose the words with due care for context and audience, denotation and connotation. Pronouns demand special attention because they indicate the sender's self-concern with receiver's needs. For instance, using words like "me", "I", "my" or "mine" often in a sentence may result in losing rapport with listeners. Tone of this style indicates exposing and boasting about ones sense of self-importance, as a result, alienates patient listeners. On the other hand, the use of words, like "we", "ours". "Ourselves" can bring the speaker and listeners closer together. Though occasional use of words like "you", "your", "yourself" are tolerable, but "you – one" can be reinforced by the use of listener's name.
Technical tone should be avoided as far as possible; constructive tone is accepted for constructive criticism.
(7) Opening and Closing Words: The opening message should carefully be framed for the situation, audience, subject with appropriate words and sentences to draw the attention of the listeners. The message should be like key-note, to signal core-thought or prepare the listeners for what follows. The effect is adverse when the message is with unnecessary wordiness. Concise and right words would attract attention. The speaker must select that kind of opener, which attracts listener's attention and interest by using relevant and neutral statements.
Developing suitable closing sentence is also equally important. The selection of closing of sentence must reinforce goodwill and good impression or simulate action. For instance, the use of words like "thank you" is discourteous, because it implies taking listeners for their patient and effective listening. But do so after the completion of the speech.
8. Simplicity. Be sincere in delivering a speech in simple sentences. It is easier to understand, keep in mind, memorize, refresh and grasp. When a speech is delivered in long sentences, the position of a speaker is so pathetic when the thread is lost. Simple sentences with subject and predicate makes the speech effective. It is better to split long sentences.
9. Avoid Long Words. Always, use only short words and avoid using long words. Use of long words is not good style from literature's point of view. When there is a shorter word to mean the same meaning, it is good practice to use only short words.
For example:
Begin
Commence
Request
Instead of ask
True
Veracious
10. Use of Slang. "Slang" means words and phrases used very informally in a speech, and not for formal and polite use. Appropriate occasion is important for its use but should always be used with restraint. Generally they are used in the relation of a humorous anecdote. Such words are used mainly by, and typical of, a particular group. For instance, to speak rudely and angrily, vulgarly to or about someone or something. It is equivalent to abusing. Examples are:
Teenage slang
Army slang
(11) Use of quotations: Every speaker should be cautious in using quotations. Referring a quotation in a speech no doubt gives effectiveness to the subject but it must be apt. A void using too much as well as long, foreign or Latin quotations. When it is used, it should be correct and full. A little knowledge and learning is a dangerous thing.
(12) Humor: The technique of being amusing is a very important characteristic that most good communicators possess. The ability to amuse people when speaking means that pleasantness and friendliness will permeate what is spoken. Especially when taking any decision, or action, let the speaker's humorous attitude be apparent from the very beginning, opening with a smile. It is the most desirable feature of oral communication. Being humorous in conversation and speech not only puts the speaker at ease but also relaxes his listeners. Understanding, the right situation and using a technique of humor to deliver message whenever an opportunity arises will increase his speaking ability.
Making a speech humorous or witty is a technique to build a goodwill provided the wit is relevant to the context and effective. Jokes or anecdotes are recommended when used carefully; otherwise the image of the speaker goes down. Corwin's Law: "Never make people laugh. If you could succeed in life, you must be solemn, solemn as an ass. All the great monuments are built over solemn asses." "Never try to make people laugh, teach a .point." Markel says "Humor is okay, wit can be dangerous, wisecracking is disastrous."
In most speeches, the use of humor is necessary but it must be in good taste and amusing. The safest joke is against the speaker. An original joke is better which the audience never heard before. Again do not repeat the same; it must be being on the subject of the speech.
(13) Stage Fright: It refers to the place of actual delivery of the message before audience, and is concerned with controlling nerves. Fear of forgetting may result in stage fright. It is a misdirected awareness of the speaker. A speaker who feels stage fright may experience nervousness, tensing of muscles, a quivering of voice. A speaker with a stage fright concentrates his mood excessively on himself than on the listeners or the message.
Stage fright and nervousness can be overcome by constant practice and developing selfconfidence. The following guidelines may help to overcome stage fright.
(i) The best method is dress rehearsals addressing before a tryout group.
(ii) To obtain comments from judges of different points of view, like praising, positive features, negative features and areas need improvement.
(iii) Try to increase the supply of oxygen to blood and thus steady nerves. It is good to deflate lungs and then take in a full breath of air and expel it slowly.
(iv) Constant preparation of the subject
(v) Concentration on the ideas.
(vi) Constantly thinking, rethinking, memorizing, rememorising and refreshing the ideas.
(vii) Build reinforces self-confidence.
(viii) Do sufficient homework.
(ix) Know about the listeners, their traits, needs, type, desires. attitudes, belief etc.
14. Accent. Accent is another important factor to be achieved in good speech. It is a thing which may prevent meaning from being clear. If a person is speaking in an accent which is not familiar to the hearers, they may be worrying about the meaning of a word which he has used while he is saying the next phrase an so they do not even listen to the second phrase. The word "accent" covers two separate meanings. It is used in some contexts to mean extra breath force on a word or syllable (stress): it is also used to indicate the differences of pronunciations heard in different parts of our own country.
If the speaker has a different accent, it is advisable not to try to cancel it. There is nothing to be ashamed of, it gives character to the delivery. The safest accent is that which permits the audience to understand what you say. Use of natural accent is better than artificial foreign or different accent. For example, do not adopt a Latin or Chinese accent in the mistaken belief that it is more refined; by doing so, you will neither convince nor please your audience.
Not firmly stretching over a letter, dropping the initial letter of a word or two, common errors in pronunciation, should be avoided.
Example: Slackness over the letter "h" and dropping the initial letter "h".
Error also arises when adding "h" in certain common words like what, when , where , who.
Running over the words is also another common fault.
Example: That is T' is
Is he
Easy or Izzee
Errors in spelling may also result in pronunciation.
Illusion
Allusion
Fermentation Fomentation
Complaisant
Complacent
Ingenious
Ingenuous
(15) Friendly Atmosphere: It is the responsibility of the speaker to create a friendly or kindly attitude, benevolent atmosphere at the place. A sincere speech should be in a conversational manner. The message should be capable of putting into writing. A cheerful consent, feeling of warmth to the listener are necessary .
(16) Personal Greeting: The speaker must use a personal greeting while starting speech, the salutation in oral communication to the listener.
It is always desirable to call the person by name, say "Dear Mr. Saxene" but not "Dear
Sir". Use the person's name once or twice during oral conversation.
17. Appreciation. Showing appreciation towards Iisteners is a technique for building goodwill. It involves to be grateful to the audience. The speaker must show his personal appreciation for what they have listened. It means giving thanks to an appreciative audience. Every listener likes to be appreciated. The success of speech depends entirely on his satisfaction with his listeners. The listener like to be treated as an individual and to feel recognized as a person.
18. Personal Interest. Showing awareness and interest in the listeners as an individual is the desirable quality of successful communication. He can say: It gives me a great pleasure to inform you. I am happy to learn that you are joining the organization. He must make honest efforts to make the other person feel better or more important.
(19) Smile: The communicator has to open his speech with a smile. It involves showing pleasure. It is an act of a smiling speech or the resulting facial expression. It gives clues to feelings and meanings. In the process, a happy frame of mind when speaking means that pleasantness and friendliness will pass through what is spoken. This is particularly necessary when taking favorable action. It demands for a happy attitude to be apparent from the very beginning.
(20) Listeners to F eel Important: Another technique for building goodwill among the audience is to make the listeners to feel important. Due importance should be given to the listeners. The purpose of speech is to make them to understand the message. This can be achieved by showing appreciation for listeners and by taking a personal interest in listening to them and clarifying their doubts. It is an art and tact of the speaker to make them feel important. Speaking -from their point' of view and, mentioning (iv) He then asked the executives if they thought that the people dressed in the middle-class suit would succeed better in corporate life than those dressed in the lower middle-class suit Eight-eight said "yes", twelve said "no."
(26) Action: How physical movements or "still" stand in relation to the audience one is communicating with has a real impact on communication. Message or idea is often communicated through action. A person's gestures also communicates meaning. The movements give us cluses to a person's self-confidence or interest in the topic. If one is not interested in a subject, he may more likely to lean towards.
(27) Use of Aids: Sometimes, it may be necessary to use aids, visual or audio-visual, in support of speech. Their use is recommended for effective presentation of the matter. It is practically possible to use electrical or electronic tools. The speech is nearly always combined with media. Charts, graphs, tables, TV, visual projections form equipment etc. The speaker must see where they can be used rightly, and use only those aids which will carry message.
(28) Handouts: Prepare a brief note of the subject matter of speech and distribute to the audience. Handouts serve the audience to keep with them which acts as permanent reminders of the speaker's message. Whatever is heard in the meeting may go out of mind soon after the speech is over
(29) Hearing Ourselves: Now we all hear our own voice and speech from inside ourselves while other people hear us only from the outside, so it is difficult; to know, without mechanical aid, how we actually do sound to others. Now that so many people own tape recorders, it is good idea to listen ourselves through one of these useful instruments. Listening to a record does not, in itself, make speech better. It only makes one aware of good and bad points in our own voice and speech and in our use of speech, mumbling, hesitation, dullness, repetitions are noticeable on a record, especially in a prepared conversation. When we have become aware of our faults, hard and. concentrated work is usually required in order to alter our habits.
(30) Beauty of Speech: A point about speech, which is beyond the very practical points raised above, is the actual quality of the voice itself. Some people are more sensitive to this than others or, perhaps, it would be truer to say that they are more consciously
so. A beautiful voice in itself is interesting and pleasant to listen to but here again, another warning must be given: The owner of the lovely voice often takes great pleasure in listening to it himself and anyone who does this is apt to go off the track. Another point is that he may be talking of something ugly or unpleasant and then the unsuitability of lovely tone makes him sound insincere.
(31) Style in Speaking: In fact, suitability of voice and speech to the subject is even more important than the acoustics of the room. In addition, the style should he suited to the audience and to the situation; a good speaker uses different styles when he is speaking, for instance, to small children, to adult students interested in his subject or to the guests at a wedding reception.
(32) Thought Dressing: Dressing by people differ from place to place and from country to country like the dress of army men, naval personnel, airport, personnel dressing by religious Heads, political leaders, lawyers, doctors, sports people etc. Likewise, thoughts are so dressed by speakers as to gain attention and interest of the audience. Swami Vivekananda began his address to the parliament of religions in Chicago as "Brothers and Sisters" - Not "distinguished Ladies and Gentlemen", as others did before Swamiji's turn had come. Similarly, it is more appropriate to quote the speech of the great Congress leader, Chittaranjan Das, to a vast audience "I feel the weight of iron chains over my body, the handcuffs in my wrist; it is the agony of bondage; the whole of India is a vast prison....
(33) Build a Vocabulary: We do not inherit words and tales they tell. Many a time, as the story of Aladdin and his Wonderful Lamp has been told, it must be told again for every child as new generation come upon the stage.
When building a vocabulary fit to express all our thoughts, hopes and emotions, we need to remember that words are symbols, standing for things. If we do not have fit words, we should be condemned to carrying around large bundles of things instead, like the professors in Gulliver's satire, Laputa.
(34) Voice Segregation: "Ums" and "ahs" and other punctuations in a speech arce common features. Sometimes, it may irritate the audience and may cause discomfort. The two main reasons for punctuate speech are insufficient preparation and lack of concentration. Generally, used to buy time, to think, rethink or refresh. Punctuation in a speech divides sentences by voice segrega-tion. When used repeatedly, it interrupts the concentration. If a speaker needs time or pause to think, then it should be a silent pause,
(35) Deciding the Purpose of Speech: A speaker has to deliberately determine the purpose which will not only economies but also enhance speaking task. He must justify the audience. The audience will listen effectively when the message meets their needs. To speak to them about themselves and their needs is the hest way to make the people listen. The purpose of the speech is to determine in terms of a just transmitting message, stimulate, create awareness, educate, affect attitude and behavior change.
(36) Analyze Audience: A good speaker first proceeds to analyze the characteristics of the composition of audience, nature, size, interest, traits, etc., which will determine the message purpose. The nature of the audience, purpose of listeners would play an important role in planning and presentation of the message. Awareness and knowledge of the traits of the listeners, such as one person or hundreds or thousands, group tasks etc., to whom the message is addressed are necessary. An analysis of audience includes detailed
examination of their educational background, experience, occupations, social and political backgrounds, age, sex, etc., will help on effective communication process.
(37) Evaluation of Situation: A critical examination of the circumstances of a communication event is termed as an evaluation of the situation of the speaker, context, arrangements, facilities, lighting, furniture, shape and location of the hall or auditorium, environment etc., which will influence effective speech and effective listening. Evaluation of a situation also includes the need and availability of audio-visual equipment, overhead projector, charts, tables, maps, diagrams, models, public address system, microphones, lectern etc. Evaluation of these factors will help the speaker to familiarize, psychological and physical setting to face and deliver the message.
(38) Organizing the Message: Effective and efficient deli very of message require organizing the subject systematically. It is to be arranged and organized taking into consideration the purpose, type of audience, nature, and need of the audience. There are no hard and fast rules uniformly applicable to all situations governing organizing the message because it may differ from situation to situation like objectives, audience, circumstances. However, factors like drawing attention of the audience, developing audience interest, making listener -oriented discussion and stimulating audience action would generally help to make effective speech. . .
(39) Attention Creation: A speaker seeks attention at two levels:
I. The physical level and
2. The psychological level.
The contents of your message furnish the psychological input and the physical composition of your message furnishes the other input.
Remember to make use of some of the attention getting stimuli:
(i) Intensity: A loud voice is a reliable stimulus and is a momentary attention-getter.
(ii) Repetition: Repetition is quite helpful in reinforcing a stimulus.
(iii) Movement: Movement, coupled with gestures of the speaker is likely to attract and strengthen the attention of the listeners.
(iv) Contrast: Tactful variation in rate, loudness and pitch help to maintain attention of the listeners.
(40) Delivery of Speech: The subject matter of a message can be presented by various methods. The five major modes of speech delivery are as follows:
(i) Impromptu Delivery: A speech is said to be impromptu delivery when the speaker makes it on the spur of the movement. It is a delivery without a text, notes, Of script. A speaker's or participant's comments may be invited following a debate or discussion. It is said, many successful speakers, including the legendary British Prime Minister, Winston Churchill, used to rehearse these speeches at home. His great talent lay in delivering them as if they were on the spur, reactions and observations and not a pre-rehearsed presentation. An intelligent speaker makes prompt changes and modifications to suit the situation and never sounds mechanical. It requires
experience and practice to be a successful speaker of the mode. Politicians, parliamentarians etc. are good examples to observe and follow.
(ii) Extemporaneous, Delivery: Extemporaneous is a type of speech without previous thought or preparation. Message is delivered spontaneously. Notes are used by establishing and maintaining eye-contact. The speaker takes the help of notes or outline. It is effective in establishing report with the audience and permits more eye contact with them. Their reactions and responses can be assessed instantly and the speaker can modify !.he contents of the presentation or summarize the main points.
(iii) Textual or Manuscript Delivery: Textual delivery is like an oral report reading aloud full sentence from a prepared manuscript or typed script. The written text is read out verbatim. It is a less effective mode as it prevents frequent eye contact with the audience. The technique is helpful in presenting complex statistics or technical data. Looking at the audience in between the sentences can make this method more. effective. The physical possession of typed sheets infuse confidence in the speaker.
(iv) Memorizing Delivery: Memorized speech delivery is an oral presentation of a subject learned by memory. When a speaker adopts memorized delivery, he repeats in his mind what he told, word by word, paragraph by paragraph, sentence by sentence. This requires considerable practice. to give the effect of, it the delivery is spontaneous. The method, works well with short speeches. A more sensible approach is to avoid word for word memorization. Attention, to ideas and sequence of the speech are important, to avoid embarrassing spells of long pauses of silence if memory fails.
(v) Combination of all the Above.
Exercise
PRESENTATION
1. In the light of the concepts discussed on presentations prepare a short informative talk on anyone topic out of the few given below.
2. You have to give this talk to a group who would observe your organization of information
and, your delivery.
3. Therefore, construct an outline for your presentation on the selected topic and give reasons why you are planning in that manner (it would be better if you resist writing the entire speech). .
4. Suitably plan Audio-Visual material to support your presentation.
5. Topics:
. Quality Management .
Industrial Pollution
. Impact of Liberalization .
Brand Wars
. Child Rights
. Indian Woman
. Privatization
. India 2000
. A Piece I Read
. Industrial Safety
. Work Culture
. Indian Management
Duration of Presentation - 15 Min. followed by 5 min. of Questions & Answers Ask an expert to moderate and judge the presentations. At the end of the list of topics a formal list of parameters to judge the presentation is also provided. | <urn:uuid:e598f7d3-fcd8-4fd9-aaf7-ac6430de8465> | CC-MAIN-2017-26 | http://onlinebusinesscourses.us/Lesson19TechniquesOfEffectiveSpeech.pdf | 2017-06-26T10:20:44Z | crawl-data/CC-MAIN-2017-26/segments/1498128320707.69/warc/CC-MAIN-20170626101322-20170626121322-00268.warc.gz | 283,144,806 | 7,670 | eng_Latn | eng_Latn | 0.998295 | eng_Latn | 0.998959 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2831,
5924,
9217,
12682,
15952,
19185,
21897,
31388,
36176,
36946,
37184
] | [
2.421875,
2.875
] | 1 | 2 |
The Earthquake Preparedness for Pets handout is a guide to help you protect and care for your pet in the event of an earthquake or other disaster.
You can share this eBooklet with anyone provided you give it away free.
Copyright © 1998 - 2005 Earth Shakes, Inc. http://earthshakes.com
FOOD
Earthquake Preparedness For Pets . . .
Always keep at least a one week supply of pet food on hand for each pet in your home. It may not be possible to get to a store during or immediately after a disaster. Pet food has a limited shelf life, so be sure to rotate it at least once a year. The general rule is one can of suitable size can food per day per pet. Canned pet food will keep unrefrigerated for a least twenty-four hours if capped and kept in a cool location. Cap bowl, serving knife and can opener should be included in your pet supply kit.
All dogs should have up to date registration. Both cats and dogs may be further identified through the insertion of a microchip, usually available through your local Humane Society or veterinarian. Along with your pet's medical history you should keep an up to date photo of the animal for use in case you become separated from your pet.
WATER
SANITATION
Animals can drink from water sources not suitable for humans. Puddle water may have a contaminated surface that could cause stomach irritation and ulcers, so running or boiled water is better.
It will probably be necessary to clean up after your pet when you have evacuated to a shelter or temporary location. Include plastic bags and newspaper in your kit. It is not practical to pack out kitty litter. Include a litter pan and liner in your kit. You can place the litter pan liner into the litter box and fill with sand or soil once your are in place after evacuation.
Once your have determined that you and your family are safe and have dealt with human needs, check your pets for injuries or medical needs. If your pet is injured you must be prepared to render first aid. You should look into veterinary first aid guides and manuals and kits as part of your disaster preparedness long before anything happens.
MEDICAL NEEDS
Be aware that an injured animal is very frightened and may bite or scratch a rescuer, thinking that you are trying to cause further harm. The animal should be approached carefully and with protection in the form of gloves, blanket, pillowcase, muzzle or other materials. A muzzle may be made from a gauze roll or can be purchased at pet supply shops and placed in the kit.
All dogs should wear a sturdy collar with up to date tags at all times. Stay at home dogs not used to a collar will need one for evacuation purposes. Dot leashes and cat head harnesses should be added to your kit. It is recommended that cat owners keep a wax-lined carrying case or light weight permanent carrying case with their evacuation supplies.
TRANSPORTATION
IDENTIFICATION
SAFETY AND SECURITY
During An Earthquake
If you are evacuated to a community or Red Cross shelter be aware that they DO NOT accept pets. Usually an area is set aside for pets, but you will have to secure each animal. Your leash should be able to secure an animal to a fence, tree or suitable post. Don't forget to walk you animal and take time to be with them after they are secured. Be aware that a dog can be very territorial, especially under stress, and may wish to defend their toys. You may wish to add a familiar blanket or toy to the supplies to help keep your pet happy. Most cats and dogs enjoy being brushed and most owners find the procedure to be calming and relaxing. With these two results in mind it is a good idea to include simple grooming supplies to your kit.
Do not try to hold your pet during the shaking. Animals will instinctively protect themselves and hide where they are safe. If you get in their way, even the nicest pets can turn on you.
If you have outdoor pets, you should keep them indoors until the aftershocks have subsided and they have calmed down.
Pet Supply Kit
Capped bowl Pet food, serving knife Can opener Bowl for drinking water Plastic bags and newspaper Litter box and liners First aid guides, manuals First aid kit (from your Vet) Splinting material Pet medication
Medical history Photo of pet Work gloves, muzzle Dog tags Dog leash, cat head harness Grooming supplies Animal toys Blanket Disinfectants, newspapers Paper towels | <urn:uuid:c3363610-db34-4fd4-a5be-3d908a22812f> | CC-MAIN-2017-26 | https://earthshakes.com/ebooks/PetsEarthquakePreparedness.pdf | 2017-06-26T10:14:56Z | crawl-data/CC-MAIN-2017-26/segments/1498128320707.69/warc/CC-MAIN-20170626101322-20170626121322-00270.warc.gz | 728,286,670 | 947 | eng_Latn | eng_Latn | 0.996551 | eng_Latn | 0.998959 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
286,
4401
] | [
2.1875
] | 1 | 2 |
1. What is Parley for the Oceans?
Parley for the Oceans is an environmental organization and global collaboration network. Founded in 2012 by Cyrill Gutsch, Parley aims to raise awareness for the beauty and fragility of the Oceans, and to inspire and empower diverse groups such as pacesetting companies, brands, organizations, governments, artists, designers, scientists, innovators and environmentalists in the exploration of new ways of creating, thinking and living on our finite, blue planet.
2. What are the terms of the partnership between adidas and Parley for the Oceans?
As a founding member, adidas supports Parley for the Oceans in its education and communication efforts and commits to the Parley A.I.R. (Avoid, Intercept, Re-design) strategy to create long-term solutions:
* Avoid: No use of plastic bags and microbeads (plastic particles often used in exfoliating products). Together with our partner COTY, we ended the use of microbeads across all body care products. Additionally, we committed to being single-use plastic free in our facilities.
* Intercept: We work with Parley for the Oceans to prevent plastic from entering the oceans, and instead transform it into performance sportswear. In this way, we aim to turn a problem (marine plastic pollution) into progress, with an eco-innovative replacement for virgin plastic: Parley Ocean Plastic™.
* Re-design: Drive eco-innovation around materials, products and new ways of using them with the ultimate goal of reinventing current plastic. Integrating this mindset within our business model has resulted in our strong commitment of using 100% recycled polyester in every product and on every application where a solution exists by 2024.
3. What is Parley Ocean Plastic™?
We are working with Parley to prevent plastic from entering our oceans and to transform it into high-performance sportswear. Spinning the problem into a solution, the threat into thread. Parley Ocean Plastic™ is a material created from upcycled plastic waste that was intercepted from beaches and coastal communities before reaching the ocean. Parley for the Oceans works with its partners to collect, sort and transport the recovered raw material (mainly PET bottles) to our supplier who produces the yarn, which is legally trademarked. It is used as a replacement for virgin plastic in the making of adidas x Parley products.
5. Why is marine plastic pollution a problem and therefore cause to invest time and resources? Over 5 trillion pieces of plastic are floating in our oceans. Over time this floating plastic gets broken down into small pieces, which makes it easy for sea life to ingest. And who eats the sea life? We do. The oceans are a life source for all creatures including us. Thus, this situation is a clear cause for concern. Investing in the Parley A.I.R. strategy to tackle the marine plastic pollution problem not only puts us on a path toward preventing further marine plastic pollution, but it paves the way for future eco-innovations and technologies.
6. What does the supply chain of Parley products look like?
Parley and its partner organizations first collect the plastic from coastal areas like the Maldives. The plastic is then shipped to adidas x Parley's supplier in Taiwan, where it is upcycled and transformed into yarn fibers. These are then used to create adidas x Parley products. See below for the visual depiction:
7. How does adidas collect the plastic in the Maldives?
A local team on the ground (Parley Maldives) is managing the plastic collection operations. The team also monitors working conditions along the supply chain, starting from the collection of plastic.
8. Is Parley organizing additional cleanup operations as well?
Yes. And as a founding member, adidas supports Parley for the Oceans and the direct action efforts of its Global Cleanup Network, which is comprised of NGOs with operations around the world (e.g. Surfrider, Surfers Against Sewage, Sustainable Coastlines Hawaii). In addition to collecting plastic waste for upcycling, each cleanup presents an opportunity for community education.
9. How does adidas ensure safe, environmentally sound and fair collection and production conditions?
The T1 and T2 level suppliers fall into the scope that is covered by the adidas Social and Environmental Affairs team (SEA), which means suppliers must comply with adidas' environmental and social standards. adidas and Parley are working closely to ensure that each step along the supply chain complies with sound social and environmental standards. As said, the local team monitors the working standards of the supply chain starting with the collection of plastic.
10. Does the pollution caused by transporting the plastic waste to Taiwan not outweigh the benefits of collecting it in the first place?
Our primary focus is on combatting plastic pollution and preserving coastal areas. We believe this is a valuable contribution to saving our environment from plastic pollution. That said, we are working with our partners at Parley for the Oceans to increase the number of plastic collection points. This reduces transport distances and the environmental impact of the production process. Meanwhile, we rely on sea transport, which has a lower environmental impact.
11. What is adidas doing with the remaining ocean plastic not used in Parley products?
PET bottles are separated from products made out of HDPE (plastic rings and caps) and are converted into yarn. The HDPE products, which cannot be converted into yarn, are sent to regular recycling facilities. Additionally, some flagship stores use Parley Ocean Plastic™ to create instore sales support items such as hangers and mannequins.
12.
Are Parley products made from plastic that comes from the ocean?
No. Parley Ocean Plastic™, used as a replacement for virgin plastic in the making of adidas x Parley products, is a catalyst innovation created from upcycled plastic waste intercepted from beaches and coastal communities before it reaches the oceans. | <urn:uuid:195a690f-1db8-483b-8b96-1d7c6fffa2b2> | CC-MAIN-2022-21 | https://cms.adidas-group.com/media/filer_public/8e/f1/8ef142c7-ac01-4cb3-b375-875106168555/2019_adidas_x_parley_qa_en.pdf | 2022-05-25T16:41:10+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662588661.65/warc/CC-MAIN-20220525151311-20220525181311-00510.warc.gz | 236,479,418 | 1,200 | eng_Latn | eng_Latn | 0.997713 | eng_Latn | 0.997678 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3401,
5275,
6027
] | [
2.328125
] | 1 | 0 |
Michael's Woodshop
View schedule and register for classes
Instructor CJ Staton
Instructor Dan Nellis
Instructor Soup Fick
Instructor CJ Staton
Instructor Mike Pierce
Instructor Mike Pierce
Introduction to Woodworking
This class introduces Scouts and adults to woodworking; taking them through the entire process from making lumber to a completed project. It is a great course for anyone who would like to learn about shop tools and develop basic woodworking skills.
View the Class Syllabus for more details.
Tool Restoration Workshop
Good quality tools or equipment can become damaged by rust or corrosion. This class will demonstrate restoration techniques as well as preventative measures that can be taken to prevent this damage.
View the
Class Syllabus for more details.
Classic Doll Bed Workshop
This project begins with an introduction to shop machines and hand tools and ends with creating a doll bed that measures 12W" x 8"H x 22"L. Build one for yourself or build one as a gift. Either way, this Classic Doll Bed will be treasured for years to come.
View the Workshop Description for more details.
Router Skills Workshop
This course introduces students to basic router operation and safety. It also introduces various joint, inlay and edge shaping bits, jigs and techniques. Students will learn and apply skills while creating their own project.
View the
Workshop Description for more details
Workbench Design Class
The workbench is the heart of every wood shop. From design and layout to assembly and finishing, a workbench gets constant use. This course focuses on features and design considerations to incorporate into your own workbench design. Class Syllabus pending.
Workbench Construction
Supervised shop time to review final design questions and to cut components for your workbench with full or partial assembly. Each Work Pair should bring their completed design(s) and will also need to bring materials required for their workbench.
Ages: Youth 11+ & Adults
Class size: 6
Cost: $10/person
Ages: Youth 13+ & Adults
Class size: 6
Cost: $10/person
One hand tool
Bring:
requiring restoration
Ages: Youth 11+ & Adults Structure: Work Pair (parent/Scout, Scout siblings, Scout buddies)
Class size: 3 Work Pairs
Cost: $20/Work Pair (1 bed)
$27/Work Pair (2 beds)
Ages: Youth 16+ & Adults
Class size: 6
Cost: $15/person
Prerequsites: Basic woodworking skills, comfort with power tools, adequate strength to control the router
Ages: Youth 14+ & Adults Structure: Work Pair (parent/Scout, Scout siblings, Scout buddies)
Class size: 3 Work Pairs
Cost: $12/Work Pair
Ages: Youth 14+ & Adults
Class size: 2 Work Pairs
Cost: $20/Work Pair
Prerequisite: Design Class | <urn:uuid:83b41de0-17aa-4f3c-9950-cf56237ae31c> | CC-MAIN-2022-21 | http://www.gotosnyder.org/wp-content/uploads/2022/01/Woodshop-Specialty-Classes-2022-01-17.pdf | 2022-05-25T17:17:08+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662588661.65/warc/CC-MAIN-20220525151311-20220525181311-00510.warc.gz | 89,726,033 | 625 | eng_Latn | eng_Latn | 0.98985 | eng_Latn | 0.98985 | [
"eng_Latn"
] | false | docling | [
2731
] | [
2.328125
] | 1 | 0 |
Question 2: Language Subject Terminology
This Quotation/ Reference…
Question 3: Structural Subject Terminology
Word Classes
Achieves Advances
Affects
Types of Narrator
| Noun | Identifies a person (girl), thing (wall), idea (luckiness) or state (anger). | Allows | Alludes to | Builds | Limited 3rd person |
|---|---|---|---|---|---|
| | | Concludes | Confirms | Conveys | |
| Verb | Describes an action (jump), event (happen), situation (be) or change (evolve). | Denotes | Develops | Demonstrates | Omniscient 3rd person |
| | | Displays | Justifies | Exaggerates | |
| Adjective | Describes a noun (happy girl, grey wall). | Encourages | Enhances | Establishes | 1st person |
| Adverb | Gives information about a verb (jump quickly), adjective (very pretty) or adverb (very quickly). | Exemplifies | Explains | Explores | 2nd person |
| | | Exposes | Forces | Generates | Unreliable narrator |
| Sentence Structures | | Highlights | Hints | Identifies | |
| Fragment | An incomplete sentence (no subject verb agreement). “Nothing.” “Silence everywhere.” | Ignites | Illustrates | Impacts | |
| | | Implies | Identifies | Indicates | Linear |
| Simple | A sentence with one independent clause. “She went to the shop.” | Initiates | Introduces | Involves | Non-Linear |
| | | Justifies | Juxtaposes | Kindles | Dual |
| Compound | A sentence with multiple independent clauses. “She went to the shop and bought a banana” | Launches | Leads to | Maintains | Cyclical |
| | | Manifests | Notifies | Offers | |
| Complex | A sentence with one independent clause and at least one dependent clause. “Sometimes, when she goes to the shop, she likes to buy a banana.” | | | | |
| | | Portrays | Presents | Produces | Introducing |
| | | Progresses | Promotes | Prompts | Focusing |
| | | Provokes | Questions | Represents | Building |
| | | Reveals | Shows | Signifies | Developing |
| Language Techniques | | | | | |
| | | Sparks | Suggests | Supports | Changing |
| Diction | The writer’s choice of words. | | | | |
| | | Symbolises | Transforms | Triggers | Concluding |
| Hyperbole | The use of extreme exaggeration. | | | | |
| | | Typifies | Upholds | Underscores | |
| Imagery | When the writer provides mental “pictures”. | | | | |
| | | Validates | Verifies | Yields | Atmosphere |
| Irony | Like sarcasm, where the opposite is implied. | | | | |
| Juxtaposition | Two ideas together which contrast each other. | Effect on the Reader | | | Climax |
| List (of three) | A number of connected items (three= effect). | Believe | Consider | Decide | Dialogue |
| Metaphor | Something is presented as something else. | Discover | Realise | Understand | Exposition |
| Oxymoron | Contradictory terms together “bittersweet”. | Appreciate | Conclude | Visualise | Flashback |
| Pathos | Language used to appeal to the emotions. | Sympathise | Empathise | Sense | Flash-forward |
| Personification | Giving human traits to something non-human. | Wish | Assume | Track | Foreshadowing |
| Repetition | When a word, phrase or idea is repeated. | Build | Question | Picture | Motif |
| Semantic Field | A set of words from a text related in meaning. | Compare | Focus | Perceive | Resolution |
| | | Contrast | Clarify | Know | Setting |
| Simile | Something is presented as like something else. | | | | |
| | | Discover | Think | Feel | Spotlight |
| Symbolism | An idea is reflected by an object/character etc. | | | | |
| | | Examine | Note | Imagine | Shift |
| Syntax | The way words and phrases are arranged. | | | | |
| | | Identify | Pity | Consider | Tension | | <urn:uuid:9e59dcbb-a061-4b6d-8317-c19178f413eb> | CC-MAIN-2022-21 | https://www.oasisacademyoldham.org/uploaded/Oldham/Curriculum/Working_from_Home/Year_11/Year_11_page/Q2_Q3_Knowlege_Organiser.pdf | 2022-05-25T17:37:29+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662588661.65/warc/CC-MAIN-20220525151311-20220525181311-00510.warc.gz | 1,065,731,914 | 1,020 | eng_Latn | eng_Latn | 0.436704 | eng_Latn | 0.436704 | [
"eng_Latn"
] | false | docling | [
3648
] | [
3.421875
] | 1 | 0 |
Listening in Public speaking
Why to listen
Listening is important not only because it is the other side of the speaking process and the communication is not completed without Listening on the part of the audience. This section will help you in judging the role of listening in a public speaking situation which in turn will help in assessing whether your audience is in a position to listen to you well, whether you can do something to improve listening and how to listen to the feed back they give you.
Public Speaking Is Tuned to Listeners.
Public speakers must be aware of the reactions of listeners, and make both on-the-spot and carefully planned adjustments to their reactions. As you develop basic conversation skills, you learn how listeners react. Smiles and frowns, nodding heads! looks of bore-dom or confusion all are meaningful in conversations. The technical term for these reactions is feedback. Feedback is absolutely vital to a public speaker. Smiles and nods of agreement can raise your confidence and let you know that you are getting through to listeners. On the other hand, frowns or signs of confusion or disagreement should prompt you to rephrase or present more evidence that what you say is true. Imagine you were giving a speech about global warming, and some members of the audience looked angry or perplexed. You might add, as you monitor such negative signals:
I know it may be hard to accept the conclusion that we are responsible for global warming. But Dr. Tom Wigley, a climatologic at the National Center for Atmospheric Research, recently said in an interview with the New York Times: "I think the scientific justification for the statement is there, unequivocally." And Dr. Michael Oppenheimer, an atmospheric scientist with the Environmental Defense Fund, added: "The scientific community has discovered the smoking gun."
For our own sakes, the sake of our children, and the sake of the hu-man future, we'd better start believing it and asking what we can do about it.
A wise speaker always has additional facts, figures, and expert opinions in reserve for such moments.
In addition to such impromptu adjustments, your entire speech should be designed to answer the questions that audiences - knowingly or un-knowingly - will ask:
* Why should I be interested in your topic?
* What do you mean?
* How do I know that is true?
* What can I do about it?
You must answer "Why should I be interested?" in the introduction of your speech or you will lose your audience before you ever get started. "What do you mean?" suggests that your purpose and language must be clear and understandable. For example, if you said, "A pattern of climatic response to human activities is identifiable in the climatologically record," listeners might well respond with, "Huh?" "How do I know that is true?" conveys the natural skepticism of listeners to startling information or conclusions. This question calls for evidence, like that offered above on global warming. "What can I do about it?" comes up in persuasive speeches. It challenges speakers to present a course of action that seems both practical and promising. If you can successfully answer these questions, the re-sponse to your speech may be more than immediate feedback: the lives of listeners may be enriched in some lasting way. Your speech and you will have made a difference.
It seems clear from this discussion that public speaking - far from be-ing a mysterious skill - is a natural, but expanded, application of abilities and sensitivities we develop as we learn how to, converse with one another. On the other hand, as we move from three to six, six to twelve, and twelve to twenty-four listeners, there are some striking changes in the patterns of communication that we must also understand.
Communication is a composite of speaking and listening. Honing skills in both these areas is absolutely essential if the communicator wishes to impress the receiver. The initial impact is made by the speaking abilities of the sender. Equally important is the ability to listen carefully. If the overall effectiveness of these two components is considered, it would be seen that the ability to listen rather than to speak fluently impresses more.
The two activities, viz., speaking and listening, cannot be segregated. Both are closely intertwined 'and an overall impact is created if both these skills are used effectively. Let us 'use the word "Impress as an acronym to understand the basic features of communication or concept which, if once understood, would definitely help us to impress the other interact ant Idea. The first step in the process of communication is to decide on the idea which needs to be communicated. There may be a host of ideas passing through the mind of the sender. Depending upon the situation and the receiver, the speaker selects the idea best suited to the occasion.
M - Message. Once the idea has been selected, it needs to be clothed in a language that is comprehensible to the receiver. The encoding of the message has to be done keeping a number of factors in mind. What is it that needs to be stated? What is the language that is going to be understood by the receiver? Does the idea necessarily pertain to the interests of the receiver? What is it that the receiver actually needs to know? Framing of the message, if done (keeping answers to these questions in mind), would definitely make an impact on the receiver.
P – Pause Paragraphs. The significance of pauses cannot be underestimated. Pauses should be juxtaposed at just the right minute so that the receiver can assimilate the impact of the message. The use of pauses would be best understood in the context of a presentation. The presenter should, at the time of making a presentation, use this device suitably. Excessive usage of this device can lead the presentation into being one that is
pretty boring and monotonous. The right use of pauses actually stimulates the audience. The impact is often so great and forceful that the receivers actually lean forward in their chairs when the presenter pauses, as if urging him to resume the presentation. This device, in the course of the interaction, lasts for barely a few seconds. However, the impact is long and meaningful. In written communication pauses get translated into paragraphs. If the decision to use a certain number of paragraphs is right and the division of points in these paragraphs is also correct then written communication becomes meaningful and creates a positive impression.
R - Receiver. The receiver is the most important person in the process of communication who could, if he so desires, also prove to be the most difficult. He is the one who is generally led into the interaction. In order to draw his attention, it is imperative that there be an extra plus that would retain his interest and make him attentive to the ensuing communication. To satisfy this criterion the sender should address himself to the needs and expectations of the receiver. Formulating the statements according to a mutually accepted goal is a good way of. proceeding and drawing his attention.
E - Empathy. In communication empathy should be used to help us understand the other individual, the strategies that 'he' adopts and the responses that he gives at a particular moment. It. would be worthwhile to note that all communication is situation bound. The same individual in two different situations might use the same words but his intention might be totally different. Gauging the exact meaning of an utterance can only be done when we literally put ourselves in the shoes of the other person and try to understand the situation from the perspective of the sender.
Each individual, as a sender has, what we refer to as, a 'logic bubble' that enables him to formulate his message in a particular fashion. The same holds true for the receiver or the listener. The greater the empathy between them the higher the level of understanding and more the receptivity to messages and ideas. Empathy needs to be distinguished from another word, namely, "sympathy", which is different in connotation. Sympathy is placing the sender on a higher pedestal and viewing the other in a sympathetic light.
S - Sender. The communication process hinges on the sender. He initiates the interaction and comes up with ideas and concepts that he wishes to share with the receiver. His role is the most crucial. The success or failure of interaction depends on him and on the strategies he adopts to get his message across by securing the attention of the receiver. A cautious sender would understand that there is a difference between the mental frames of the interact ants. Such a difference could be a result of discrepancy in interpretation of words, perception of reality, and attitudes, opinions and emotions. Message, if formulated, with awareness along these areas, is sure to bring success to the sender.
S - Security check. Effective communication necessitates that the receiver listens carefully to the utterances of the sender so that the end results are positive. The primary rule is: never be in a rush to commence communication. Sufficient time and effort should be put in formulating the message. Suppose the sender wishes to communicate five points. The sequencing and necessary substantiation of points with facts and figures should be done prior to the actual beginning of the communication process. This would build confidence in the message and eliminate possibility of errors in the statements. To sum up, the sender, in order to impress the receiver should, at the start, have an idea encoded in the form of a message. At the time of encoding, the sender does a thorough security check to ascertain that all points have been dealt with in a desired order. The message is then transmitted to the receiver with the require voice articulations and pauses so as to heighten the impact. Finally, the response of the receiver should be viewed empathetically. Once all these factors have been understood, it proves easy to prevail upon the receiver.
There could, however, be comments when, in spite of efforts being made to make the interaction informative and meaningful, all communication links fall apart and the process ends in a meaningless rumble of words and sounds. This disturbing or "distracting factor is what we refer to as Noise. This may be on the part of the sender or the receiver; it can be voluntary or involuntary.
Role of Speaker and Audience
The following gives you an understanding about the different rules that apply in your role as a " speaker" and as an "audience":
You as Speaker You as Audience
You must have some- thing to say or speak. Your main role is that of an attentive listener with the ability to sit upright and look in the direction of the speaker for the entire duration of the presentation.
You stand or sit alone generally on a raised platform. You as audience sit together in a group.
You have no choice but to continue performing till either you have completed your topic or your allotted time is over. You have the option to turn to a neighbour and make a comment, glance at a news- paper, look at the ceiling, close your eyes for a moment, take a nap, show boredom, get up and leave, indicate a lack of interest, or take out a book and hold it to your face.Besides, as an audience you mayor may not listen.
Skills you need, to minimize effect of anxiety and fear To be an effective speaker in public, you need to have a variety of both mental and physical performance skills, which are different from your social conversational skills. These are:
Concentration,
Coordination, and
Quick response.
BETTER LISTENING
Listening to details can be very important when trying to solve a problem or when attempting to follow complicated directions. Sometimes the details are not essential but at other times these details are the most important part of the information being conveyed.
Being able to listen carefully to what is said and to all the words that a person is saying isn't an easy task. Sometimes we must listen with our eyes and observe body language, facial expressions, and eye movement in order to get all the information needed. The better you "listen" to the details, the more you will hear and the better you will understand what is being said.
. Objective
To use good listening skills in order to win the game.
Material Required
. Paper
. Pens or pencils
. 2 Chairs
Description
Prior to this activity make up a dozen or sc sentences that are complete and correct but make them crazy and random; then write each sentence on a small piece of paper. Some examples of crazy sentences are as under.
. "My Mother had a large tattoo on her forehead.
. "Big Bird is my idol".
. "The blue cow swam over the moon".
. "It is good to eat spiders and caterpillars for breakfast."
"Rubber bands stick to the ceiling on Christmas day."
"I and my donkey loves to drink Coke"
"Cold gets hot when the going gets tough"
Be creative and come up with many more. Also, prior to the game set up two chairs in the front of the room.
For the activity select two people from the group and ask them to sit in the chairs that you have set up in the front of the room. Give each person a piece of paper with one of the crazy sentences on it. The two players must read the sentence to themselves and then engage in conversation.
The objective of those two is to slip in the sentence without the other person guessing what it is. You can give them a topic to start with such as fishing, classical music, cricket, shopping, or anything else that has nothing to do with the sentences. Also give them a one or two minute time limit to slip their sentences in during the conversation. Ask the audience to listen carefully.
After the time limit, allow the people in the audience to guess what the crazy sentence is and whoever guesses correctly is given the opportunity to play the game for the next round.
Discussion Issues
1. What did you have to do in order to detect .the hidden sentence?
2. When do you use your best listening skills? Why?
When is it important for you to show good listening skills?
WHY EPOPLE ARE POOR LISTENERS
Some studies on communication indicate that 75 per cent or more of communications are verbal both of speaking and listening, and only 25 per cent are written both writing and reading. On the other hand, only 15 per cent of the information retained in our memories is received through our ears. The other 85 per cent is received through the eyes from the written words, or from the things we see. It is , however, a difficult task to measure precisely.
Studies also reveal that the time spent on communication activities by an average person is broken down as follows:
Listening
45 per cent
Speaking
30 per cent
Reading
16 per cent
Writing
9 per cent
These figures show that people engage in a wide variety of occupation spent more time in listening to other people. Thus the importance of listening has been greatly and widely recognized in recent years, particularly by those people who are involved in public relations, and a wide variety of occupations day in and day out. In educational institutions, emphasis is given more to training in the skills of writing. This is followed by reading and speaking. The least training they receive is on how to be an effective listener.
Despite the great time one spends in listening, the average person does not listen carefully.
In several of the large companies, considerable weightage is given to a person's skill and ability to listen attentively before he is recruited for a job. The reason: an important responsibility of workers and officers in a business is to listen carefully and intelligently to those with whom they interact. Each day many hours are spent in listening to the instructions of the seniors, customer's orders, views and problems of the staff, discussions on duties and functions and other business-related matters. Better and effective listening habits do contribute towards enhancing chances of business success. A "high listening index" gets you a better rating for securing a job in the US and West European Countries. Training and practice can help improve listening skills.
DIFFERENCE BETWEEN HEARING AND LISTENING
Many people take it for granted that they are effective listeners. One must make a distinction between listening and hearing. Often most people get confused with picking up sound vibrations, whereas listening is concerned with making a sense or meaning out of what people hear. On the other hand hearing is physical and listening is a mental process. The basic principle of effective listening is that unless the listener pays attention, has concentration, and is seriously concerned with the subject, interpreting and remembering the sound stimuli, he cannot understand the message of the speech.
Listening is the use of hearing when one is listening, it does not mean just hearing. It is a process of understanding of what is heard. Listening skills require the use of ears, brain, eyes to understand noon-variable cues, with such additional insights like perception, attitudes, participation etc. Listening is with the mind and hearing is with the ears.
Thus there is a clear distinction between hearing and the listening process. A speech is meant to be heard by the listeners instantly and clearly, as such it should be in a style to catch the ears and the eyes. Hearing is passive, while listening is active. Hearing involves just receiving sound signals or the message in the ears, but listening involves not just receiving stimulate into the ears but into the conscious thought, which requires efforts on the part of the listeners. So listening is a process of making evolution and judgment of the thought, while hearing is only a simple reception of sound.
Ineffective listening comes from hearing only with the ears, and effective listening comes from listening only with the mind and not with the ears. Listening is more than hearing, but there can be no effective listening without hearing. Hence effective listening is a coin with two faces, one is hearing and another is listening.
PRINCIPLES FOR GOOD LISTENING
I. Listen Patiently: The speaker is entitled to be heard, even if you feel his approach is wrong. A guide to the listener is to indicate simple acceptance by nodding, lighting your pipe or, perhaps interjecting an occasional 'um-hm' or 'I See.' '
2. Understanding Speaker's Feeling: Better to understand the feelings of the speaker expressing his impulses. It is also equally necessary to understand his intellectual account. Effective listening demand careful attention because most of the people have difficulty in talking clearly about that feelings.
3. Restatement and Summary: Restate the person's feeling, briefly but accurately. At this stage, you simply serve as a minor and encourage the other person to continue talking. Occasionally, make summary responses such as "you think you are in a dead end of job, or you feel the manager is playing the favorites", but in doing so, keep your tone neutral and try not to lead the person to your pet conclusions.
4. Time for Discussion: It is a good principle to allow time for discussion to continue without interruption. It is also advisable to separate the conversation from mere official communication. In other words, do not make the conversation any more authoritative.
5. Common Cliches: Try to listen for what is not said - evasions for pertinent or perhaps too-ready agreement with common cliches. The omission of this type may be a clue to gather some more facts from the person.
6. A void Expressing Views: The sound principle -for effective listening -try to limit the expression of your views because these may encourage or repress what the other person says.
7. Less Explanation: In effective communication, better results can be achieved by giving less emphasis to explaining and more emphasis to listening.
8. Rapport: It is a good principle to establish good rapport with the sender.
TYPES OF LISTENING
1. Marginal Listening: A listener has the capacity to listen four times faster than someone can talk. So the listener can use the extra time available to think about other matters than the subject matter given by the speaker. This is known as marginal listening.
2. Evaluating Listening: A listener while listening to a message, spares his time and thinks to judge and evaluate what is said by the speaker, and sometimes, form rebuttals to it. Evaluation of listening does not permit the submission of two opposing ideas.
3. Projective Listening: Projective listening is more commonly used in committee meetings and other types of group -communication. It is a process to observe and understand what is said and to assimilate the viewpoint of the speaker. Listeners have to fully grasp the message and the emotional contents of the ideas. In this listening process, judgment-making is not an important aspect but an attempt is made to grasp the message before contradiction or further ideas. Listening to this type is more useful in solving complex problems and in using participative leadership tools.
4. Active Listening: Also called "empathic listening." Every effective listening is effective .or active which will be decided when the receiver understands the message or the subject of communication in the same sense and intention of the sender. It is a very difficult task to become an active listener unless one practices. Listening for feeling content is called active or empathic listening.18 Myers and Myers state that active listening consists of listening to a person without passing judgment on what is being said, and to mirror back what has been said to indicate that you understood what feelings that speaker was putting across".19
5. Passive Listening: In the case of passive listening, the listener just absorbs the information given like hearing a tape recorder.
6. Deliberate Listening: A listening is said to be deliberate when it is intended to comprehend the content of the message and to understand the feeling and context in which the communication is taking place. 20
7. Fake Listening: Many listeners mistake silence for listening. They develop the habit of faking attention. They steadfastly fix their eyes on the speaker and try to project themselves as good listeners. They usually miss many important points made by the speaker.
8. Listening by Observation: It is a systematic and deliberate study through the eyes of spontaneous occurrence of feelings and actions of the speaker while talking. The aim of observational listening is to draw meanings from non-verbal cues. The listener observes carefully the facial expressions of the speaker, gestures, body language, nod, smile, and other mannerisms. It includes observation of punctuations like speaker's pattern of breath, sound, pause, cliches, etc. On observation, one may perceive stimuli as they are exhibited by the speaker.
TYPES OF LISTENER OR AUDIENCE
The authors like Elizabeth Andersch, Lorin Staats and Robert Bostrom in their works portray eight easily identifiable categories of listeners. They are quite a cast of characters and there are many more types of listeners. Better if a speaker knows them and understands them.
1. The sleeper:
(a) He seeks a restful haven in a relatively quiet hall.
(b) He has no intention of listening.
(c) He is irritated if there are disturbances.
(d) His eyes are closed as he sits, or rather reclines in his seat.
(e) His blissful repose is reflected in his face.
(2) Eager Beaver:
(a) He keeps smiling and nodding.
(b) His eyes have a strange, slightly out-of-focus appearance.
(c) His energies are directed to impress the speaker with what a good listener he is - a real waste.
(d) The same energy if properly channelised, could result in effective listening.
(3) The Tiger:
(a) He is ready to pounce on. everything the speaker says.
(b) He is occupied with looking for trouble.
(c) One can see it in his crouching position, leaning forward, eyes flashing with alertness of a big cat.
(d) He silently snarls as he hears his first bone of contention.
(4) The shy, Bewildered:
(a) He has never quite found out what the lecture is all about.
(b) Pained, quizzical glances from him are a constant reminder to the speaker that he must go slowly, repeating and reinforcing important information.
(5) The Frowner:
(a) His forehead has a perpetual furrow.
(b) He seems always on the average of a question.
(c) His expression is an accurate reflection of his state of mind, but often it is a façade of attention.
(6) The relaxed:
(a) He seems to stay awake, but slips down in his chair, rests his head on the back of it.
(b) He stares fixedly at some object or person.
(c) There is little tension in him.
(d) There are no visible means of reading him.
(e) He never seems to react to anything that is said, either negatively or positively.
(f) He is a real problem for the speaker.
(7) Busybee:
(a) he listens and impresses by writing letter, 'buzzing' with neighbors, sneaking glances at magazines, cleaning fingernails, combing hair and so on.
(b) He is not a listener in the true sense but is a potential auditor in a captive audience.
(c) He will motivate the speaker causing him to try various devices to capture his attention.
(8) Two-eared Listener:
(a) He listens with his ears and mind.
(b) He actively participates.
(c) He reacts objectively.
(d) He decodes and evaluates carefully.
(e) He is a model which all of us should follow.
(f) His eagerness is reflected in his body tension, standing or sitting postures.
(g) His face reflects agreement or disagreement, interest, question, approval and other attitudes resulting from thoughtful, objective consideration of messages.
Listening Process
Like communication, listening as one of the elements of communication, is also a process. Because it has some elements, such as:
(1) awareness.
(2) reception.
(3) perception.
Listening is an activity and every active listener and every passive listener is consciously or unconsciously involved. The following is a brief description of these three elements.
I. Awareness: Awareness stage of listening involves getting the attention of the audience so that they will listen. It is the responsibility of the speaker in part to draw the attention of the listeners. L. Brown states that "this responsibility involves using, when appropriate, unexpected stimuli; which will arouse curiosity and expected stimuli which will get agreement."21
Lee Thayer developed five basic principles for making people aware so that they will listen. They are:
(I) People will attended to those events (stimuli), external to themselves, which they assume might have some relevance to their personal goals and objectives, immediate or long-range.
(2) People will attend to those external or internal events which serve the unconscious. metabolic needs or "appetites" of the conceptual evaluating system itself.
(3) People will therefore, attend to those things which they can, but unattend to those things which are contrary or non-conforming in some way to their own model of the world or of their expectations about the future.
(4) People will attend to the unexpected. This is perhaps one of the few aspects of human and organizational communication for which Information Theory, as such, has relevance.
(5) Finally the relationship which exists between an individual and some object, event, idea or person in his environment will play some part in determining the attention he pays to it (or to the other person)
Effective listening insists on what one perceives and corresponding responses resulting from perceiving. Some people suggested a communication diary to improve awareness.
Why Should One Listen to You ?
If we are to improve our communication, we must try to learn what it is that makes the person with whom we wish to communicate, listen, if you want to tell him something, he will listen only if what you say interests him, is relevant to him and means something to him.
This is the basic premise of any communication activity: "What is in it for he listener'!" It is absolutely no use making a statement or a speech or writing a notice or even a hook if you do not take notice of what is in it for the listener or the reader.
What one wants to say is not important. What he wants to hear is all important. If you want some action to result from your communication, if you want the recipient to do something, then communication will stimulate the desired action only if it is couched in a language which can be understood and which give some benefit or satisfaction. If it docs not take note of these two simple factors, then the communication will fail.
Make the Recipient Understand it was Important to Him
It is no good blaming the other man if he does not understand your message. The onus is on you to make sure that he does understand.
Managers talking to workers, trade union leaders, management, politician talking to voters, journalists talking to readers, trying to communicate with the rest of us, and advertisers talking to customers, it is up to the speaker to make sure that the listener understands, accepts and perceives the importance of the message.
We must, therefore, base our speech not only on what we have to say but on what the listener wants to hear. We must try to learn not to show how clever we are by using words that the other man does not understand, he just switches off, he does not bother to listen. A void jargon, abbreviations or complex technical phrases.
ERRORS IMPEEDING UNDERSTANDING
A study of Campbell reveals the following sources of systematic errors which impede understanding:
(1) Length of the Message: The length of the message would result either in loss or retaining of message. Necessarily, the listeners tend to shorten, simplify and eliminate the details of what they listen to a message. Consequently, it may produce a loss of information and accuracy. The longer the message, the greater the loss.
(2) Middle of the Message: Listeners tend to be the best/the first or last part of the message. Usually, the middle of the message is least remembered.
(3) Round off: Listeners are good tailors who frequently tend to tailor messages according to their own need, requirement or beliefs. Listeners tend to make message perception. The systematic error of round-off as a message often distorts the true content and meaning of the message.
(4) Fast Haunting Imperfectly Transmitted Messages: Generally listeners will perceive all unclear or ambiguous messages either in terms of positiveness or negativeness. If the message has positive things in the past, it will also be perceived to be positive. If the source has said usually negatively on the topic, the message will be judged negative as well.
(5) Reductive Nature of Listening: As observed in the above point, the past message affects listeners' perception in the positiveness or negativeness. So they allow previously expressed ideas to color their interpretations. Once listeners heard what the speaker has had to say before, they know what the speaker says now. Thus they are now in reductive nature of listening or simply does not listen.
(6) Hearing What One Expects to Hear: Listeners always tend to hear what they expect to bear. In this situation, the listeners rather than ceasing to listen, continue listening, but this error distorts the message received.
(7) You Agree With Me: The listeners, particularly when confronted with an admired or repeated source, often modifies the message so that it more closely coincides with her or his attitudes or beliefs.
(8) Black and White Listening: The listeners in the process of listening tend to polarize the words, seeing things as either good or bad, right or wrong, 'beautiful' or ugly, and to evaluate the message in terms of these extremes.
(9) Filtered Listening: "Often we tend to filter the message through the attitudes held by the groups with which we identify. We let the group members tell us what to think or how to interpret the message rather than relying first upon our intelligence.
GUIDELINES FOR EFFECTIVE LISTENING
Listening is a fine art; and everyone should develop effective active listening skills. The success of effective listening depends on the talk worth listening. This is crucial to good oral communication. Delivering a listenable talk will command and hold an audience's attentive listening. This paragraph deals in brief with the subject which is almost the sole content of some listening course, how to develop effective-active listening skills. The useful hints given below help how to make one hear, listen and understood by all the listeners in a lecture or meeting room. Common guides and practice drills are covered for improving communication skills; The following guidelines are the techniques to overcome poor listening habits and to accomplish an effective listening and improved listening.
(1) Eye Contact: When one of the audience does not look at the speaker, it means, he is not interested in listening. A listener must exhibit a behavior of making eye contact. It encourages the speaker.
(2) Bodily Exhibitions: A listener must show himself that he is interested in listening. Non-verbal signs-can be used to exhibit affirmative head nods and appropriate facial expressions, eye contact etc., convey certain things to the speaker.
(3) Avoid Distracting Actions or Gestures: A voiding actions, mental presence etc. are some other measures of exhibiting interest in listening. Looking at one's own watch, shuffle papers, playing with pencil, reading newspaper or letters, and other distracting activities should not be practiced.
(4) Ask Questions: An effective listener always asks questions, clarifies doubts, seeks explanations, and ensures clear understanding. This makes the speaker realize that he is really listening.
(5) Paraphrase: Restating in one's own words what the speaker is said is called paraphrasing, for instance, "Do you mean", "What I hear you saying is" etc. There are two important reasons for paraphrasing or restating the same what the-speaker has said. Firstly, unless one is listening carefully and attentively, he cannot paraphrase, So it acts as a check or control over listening. Secondly, it ensures accuracy.
(6) A void Interpreting Speaker: Good listeners interpret the speaker after completing his speech.
(7) Do Not Overtake: Some people instead of listening 'to the speaker "till he completes his version", speak their own ideas or points. Listening is the price one has to pay to get the people talk. An effective listener will never overtake the speaker. One cannot talk and listen at the same time.
(8) Put the Speaker at Ease: By your attitude, help the speaker become relaxed and aware of a willing listener. Be not only seen to listen, but felt to listen. And use eye contact.
(9) Listen Patiently: The speaker is entitled to be heard, even if you feel his approach is wrong.
(10) Avoid Premature Arguments: Don't interrupt to question or argue about facts. "That's not so..." prove it..." and other such interjections only serve to abort the discussion.
(11) Stay Objective: Try to avoid emotional involvement; simply try to understand the feeling, or the 'point of view" of the speaker. Do your evaluation later.
(12) Avoid Mental Rebuttals: Too much time is spent mentally preparing a rebuttal or counter argument, instead of listening. Let the speaker finish before you reach a decision.
(13) Remove Distractions: Don't doodle or play with papers, pencils or anything else. What about shutting a door or window to eliminate extraneous sound, or turning off the radio?
(14) Indicate Acceptance: An occasional 'yes' or 'I see' or even a nod of the head indicates attention. It can also acknowledge what is being said (not necessarily agreement).
(I5) Hold your Temper: An angry person almost inevitably gets wrong meanings from words. Anyway, any fool can lose his/her temper. It takes a real person to keep it.
(16) Respect Pauses or Silence: It is all too common for us to "jump in" when the speaker passes. Silence is an embarrassment for too many people. -Don't fall victim to this fault.
(17) Redirect a Direct Question: With few expectations, this helps a great deal. I[the speaker asks, for example, "what do you think I should do?" the reply might be "what do you 'think you should do?" Be on guard against too much of this. that might be frustrating. It is always better to avoid direct questions and arguments about facts. It is advisable to refrain from saying, "that just is not so", "hold on a minute," "let's look at the facts review" or "prove it." You may want to review evidence later but a is irrelevant to how the person feels now.
(18) Be Honest with Answer: When faced with a genuine request for your opinion, give it honestly (if you have enough information to do so).
(19) Listen between the Lines: What is not said is not important. Be alert to this: attitudes, moods, feelings often convey far more than words. It calls for a strong feeling of empathy on the part of the listener. Try to find the right "wave length."
(20) Listening Habits: One should be aware of Iistening habits. Emotions often affect our listening ability. Introspection will tell you that if a speaker says something you like, you hear everything. If the speaker says something to which we are opposed, we become different. Listen and understand the viewpoint of those you disagree with.
(21) Listening a Personal Risk. Active listening involves personal risk. If you hear the person out, you risk being changed yourself. Momentarily, you set aside your beliefs and see the world as he sees it. Have the courage to risk your opinions by listening actively to an opposing point of view. Have an open mind.
(22) Listen to Total Meaning: Listen to the total meaning of the message being communicated. Don't assume and don't pass judgment quickly.
(23) Observe Non-verbal Cues: Search out the main points. Observe the non-verbal cues like tone pitch, physical gesture, etc., which too convey meaning to the message. A listener may note them down as these will help in revealing if the speaker appears to be sincere in his views.
(24) A void Fake Attention: Many listeners mistake silence for listening. They develop the habit of faking attention. They steadfastly fix their eyes on the speaker and try to project' themselves as good listeners. They usually miss out man;)' important points made by the speaker.
(25) No Personal Bias: It is always desirable to drop personal biases and attitudes about a speaker and his views. Listeners often prematurely dismiss lectures as uninteresting. They assume so and let their mind wander.
INSIGHTS INTO LISTENING
In addition to the various guidelines and suggestions offered above, the following are the additional insights which should be followed for effective listening:
(1) Monopolizing Speech: People who continuously speak interrupt effective listening. They obstruct valuable feedback and exchange of informa-tion. When everyone talks, none listens but a few hear.
(2) Attitude: Everyone should develop an active and effective listening attitude. It is this attitude that affects one's listening.
(3) Attention: It is suggested to focus attention upon the oral message and the speaker.
(4) Response to Questions: Sometimes, listeners may confront to give answers to questions. It is advisable for effective listening to respond with pertinent and relevant questions or comments concerning the data and their intended interpretation.
(5) Rapport: Effective listening requires to reinforce rapport by listeners' own behavior. Listening postures, facial expressions, and gestures are parts of feedback languages.
(6) Participation: One can develop listening attitude by active participation in the communication event. If the listeners are inactive in participation, the less informative listening is likely to be. Activeness can be reinforced by responding verbally or in writing or with silence.
On developing one's listening attitude, the listener will become aware of these communication insights also. They are:
(I) Effective listening to data and to the style of presentation acquaints you with interests, needs and values of your associates or customers.
(2) Effective listening provides cues to personalities, biases, abilities and resources.
(3) Effective listening thereby enables you to deal more profitably with coworkers, with customers, and with competitors than you might otherwise do.27
It is by appreciating the limits of the listener's perception that communication can be improved:
He sees what he wants to see.
He hears what he wants to hear.
He does what he wants to do.
What he sees,. what he hears and what he does are limited by his degree of perception, by his experience, his educational background, his environmental background and his way of life.
Gaining listener's empathy
* Slow down and give your listeners more information about what you are experiencing by using a wide range of "I-statements." You are likely to get more of your listener's empathy if you express more of what you are seeing and hearing, feeling, interpreting, wanting, and envisioning.
In the pages that follow we will explore each of these aspects of experience and how to express them more clearly.
Anytime one person sincerely listens to another, a very creative process is going on in which the listener mentally reconstructs the speaker's experience.
The more facets or dimensions of your experience you share with easy-to-grasp "I statements," the easier it will be for your conversation partner to reconstruct your experience accurately and understand what you are thinking, feeling and wanting. This is equally worthwhile whether you are trying to solve a problem with someone or trying to express appreciation for them. Expressing yourself this carefully might appear to take longer than your usual quick style of communication. But if you include all the time it takes to unscramble everyday misunderstandings, and to work through the feelings that usually accompany not being understood, expressing yourself more completely can actually take a lot less time.
Filling in the missing information. If you observe people in conversation carefully, you will begin to notice that human communication works by leaving many things unsaid and depending on the listener to fill in the missingbut- implied information. For example, a receptionist may say to a counselor, "Your two o'clock is here," a sentence which, on the face of it, makes no sense at all. She means "Your client who made an appointment for two o'clock has arrived in the waiting room," and the counselor knows that. It's amazing how much of the time this abbreviating and implying process works just fine. But, in situations of change, ambiguity, conflict, or great emotional need, our "shorthand" way of speaking may not work at all for at least three possible reasons.
First, our listeners may fill in a completely different set of details than the one we intended.
Second, our listeners may not understand the significance of what we are saying (they get only some of the details, so miss the big picture).
And finally, without actually intending to mislead anyone, we may leave out important parts of our experience that we find embarrassing or imagine will evoke a hostile reaction. The more serious the consequences of misunderstanding would be, the more we need to both understand our own experience better and help our listeners by giving them a more complete picture of our experience in language that does not attack them.
According to various communication researchers, there are five main dimensions of experience that your conversation partners can use to recreate your experience inside their minds. The more elements you provide, the higher the probability that your listener's recreation will match your experience. In this Workbook I will refer to these elements or dimensions of experience as "the five messages."
* Examples in table format. The example in the table below outlines a five-part way of saying more of what we are experiencing. The shorthand version of the message below would be something like, "Stop that racing!" Here are the details of the five messages that are left out in the shorthand version: (Please read down the columns) The Five Messages express: Example (in a hospital, nurse to young patient): seeing, hearing...
1. What are you seeing, hearing or otherwise sensing? (facts only) "John, when I see you racing your wheelchair down the hall...
and feeling... 2. What emotions are you feeling? ...I feel really upset...
because I... 3. What interpretations, wants, needs, memories or anticipations of yours support those feelings? ...because I imagine that you are going to hurt yourself and someone else, too...
and now I want...
4. What action, information or commitment do you want now? ...so I want you to promise me right now that you will slow down...
so that... 5. What positive results will that action, information or commitment lead to in the future? (no threats) ...so that you can get out of here in one piece and I can stop worrying about a collision." Note: My deep appreciation goes to the work of Marshall Rosenberg13 for helping me to understand Messages 1 through 4, to the work of Sharon and Gordon Bower14 for helping me understand Message 5, and to the work of John Grinder and Richard Bandler for helping my understand how people "delete" various aspects of their experience from their communication.15 For interesting variations on the theme of complete messages, see their books noted below.
In the table that starts below and continues on the next page you will find eight examples of statements that would give your listener a full range of information about your experience. Notice how a person's feelings can change according to the needs and interpretations they bring to a situation. (Please read across the rows) 1. When I saw/heard...
2. I felt... 3. because I... (need, want, interpret, associate, etc.) 4. and now I want (then I wanted)...
5. so that (in order to)...
When I saw the bear in the woods with her three cubs...
...I felt overjoyed!...
...because I needed a picture of bears for my wildlife class...
...and I wanted the bear to stand perfectly still...
so I could focus my camera.
When I saw the bear in the woods with her three cubs...
...I felt terrified!...
...because I remembered that bears with cubs are very aggressive...
...and I wanted to get out of there fast... so that the bear would not pick up my scent.
* Reading 3-1: SAYING WHAT'S IN OUR HEARTS Honest conversations viewed as counseling and counseling viewed as conversations that allow for honesty by Dennis Rivers, MA I wrote this essay for my students during a time when I was teaching a class on peer counseling. I was trying to describe in everyday language some of the good things that happen in counseling, that ALSO happen in friendship, good parenting, mentoring and ministering.
According to the psychotherapists Carl Rogers16 (in the 1960's), Margaret and Jordan Paul17 (in the 1980s) and Brad Blanton18 (in the 1990's), there is one main reason people suffer in their relationships with one another. And it's not best understood as some jargon about ids and egos and superegos. It's that we need to face more of the truth and tell more of the truth about what's happening in our lives, about how we feel, and about what we ourselves are doing.
Many people, probably most of us at some time or other, struggle to deal with troubling feelings and problem situations in life by using a whole range of avoidance maneuvers: we may pretend nothing is happening, focus on blaming others, or try to find ways of avoiding embarrassment, distracting ourselves and/or minimizing conflict. The problem with these ways of dealing with inner and outer conflicts is that they don't work well in the long run. If we try to deal with our problems by pretending that nothing is wrong, we run the risk of becoming numb or getting deeply confused about what we 16 Carl R. Rogers, On Becoming a Person: A Therapist's View of Psychotherapy. Boston: Houghton Mifflin. 1995.
17 Margaret and Jordan Paul, Do I Have To Give Up Me To Be Loved By You. Minneapolis: CompCare Publishers. 1983.
18 Brad Blanton, How to Transform Your Life By Telling the Truth. New York: Dell. 1996.
actually want and how we actually feel. And from tooth decay to auto repair to marriage, avoidance maneuvers won't protect us from the practical consequences of our difficulties.
Now what, you may ask, does this have to do with counseling? Well, a counselor is someone to whom you can tell the truth. And as you start to tell more of the truth to the counselor, you can start to admit the more of the truth to yourself, and rehearse compassionate ways of talking about it with others.
This is not an easy task. Early in life, according to Rogers, most of us discovered that if we said what we really felt and wanted, the big important people in our lives would get unhappy with us, (and, I would add, perhaps even slap us across the face). And since we needed their love and approval, we started being good little boys and good little girls and saying whatever would get us hugs, birthday presents, and chocolate cake. If we are lucky in life, our parents and teachers help us to learn how to recognize our own feelings and tell the truth about them in conciliatory ways. But this is a complex process, and more often, our parents and teachers didn't get much help on these issues themselves, so they may not have been able to give us much help. As a result of this, many people arrive in adult life with a giant gap between what they actually feel and what the role they play says they are supposed to feel, and with no skills for closing that gap.
For example, as a child you were supposed to love your parents, right? But what if your dad came home drunk every night and hit your mom? How do you handle the gap between the fact that you're supposed to love your dad and the fact that you don't like him? These are the kinds of situations that bring people to counseling (or to the nightly six-pack of beer).
And life is full of them.
It all boils down to this: Life is tough and complex, ready or not. It is always tempting to try to get what you want (or to escape what you fear) by saying or doing whatever will avoid
* conflict, even if that means saying things you don't really mean, doing things you don't feel good about, or just blanking out. After you've been around for a while you start to realize that the cost of this kind of maneuvering is a heavy heart.
From what I've seen, there is no secret magic wand of psychotherapy that can instantly lighten a heart thus burdened. Psychotherapists are in the same human boat as the rest of us; they get depressed and divorced and commit suicide just like ordinary folks. You and the person you are trying to help are in the same human boat. There is no life without troubles.
Roofs leak. The people you love get sick and die. Our needs turn out to be in conflict with the needs of people we care about. The best made agreements come unglued. People fall out of love. And it is always tempting to pretend that everything is just fine. But I believe very strongly that we will all like ourselves a lot more if we choose the troubles that come from being more honest and more engaged, rather than the troubles that come from various forms of conflict avoidance and self-deception, such as "I'll feel better if I have another drink." or "What she doesn't know won't hurt her." etc.
Our truthful lives will probably not get any easier, but they will get a lot more satisfying.
Good counselors, psycho-therapists, mentors and friends, whatever their degree (or not), hold that knowledge for us, as we struggle to learn it and earn it. As adults there are many new possibilities open to us that were not available to us when we were children. We can learn to negotiate more of our conflicts, to confront more of our difficulties and to be honest about our feelings without being mean. So the fact is that we don't need to run away from our problems any more. What we need is to get in touch with ourselves and to learn new skills.
A counselor is someone who does not condemn you for your evasions, mistakes or lack of skill, and believes in your worth as a person, your capacity to tell the truth and your strength to bear the truth, no matter what you've done up to now. That's what makes counseling similar to being a priest, a rabbi, a minister or a really good friend. When we started pretending in order to please others at age three or four, that was the only way we could figure out how to get what we wanted. Now that we are adults we are capable of learning to tell the truth in conciliatory ways and we are capable of getting a lot more of what we want just by being courageous enough to ask for it. A good counselor, whether that person is a peercounselor or a psychiatrist, is someone who invites us out of the role of maneuvering child and into the role of straightforward adult.
A counselor won't force you to tell the truth. It wouldn't be your truth if it were forced, it would just be one more thing you were saying to keep someone off your back. But a counselor is willing to hear how you actually feel. In this approach there are no bad feelings, there are only bad actions. It's OK to hate your drunken father; it's not OK to pick up a gun and shoot him. A big part of counseling is teaching people to make that distinction. In fact, the more people can acknowledge their feelings, the less they need to blindly act them out.
It's not the counselor's job to pull that stuff out of people; it's the counselor's job to be there to receive it and acknowledge it when it comes out in its own time. And to encourage the new skills and all the little moments of honesty that help a person toward a deeper truthfulness. There's a direct link between skill and awareness at work here. People are reluctant to acknowledge problems they feel they can't do anything about. As counseling conversations help a person to feel more confident about being able to talk things over and talk things out, a person may become more willing to face and confront conflicts and problems.
* As we realize that the counselor accepts us warts and all, clumsy coping maneuvers and all, we start to accept ourselves more. We are not angels and we are not devils. We are just ordinary human beings trying to figure how to get through life. There is a lot of trial and error along the way and that is nothing to be ashamed of. No one, absolutely no one, can learn to be human without making mistakes. But it is easy to imagine, when I am alone with my mistakes, that I am the stupidest, crummiest person in the world. A good counselor, (...friend, minister, parent, support group member) is someone who helps us develop a more realistic and forgiving picture of ourselves.
These relationships based on deep acceptance help to free us from the fantasy of being all-good or all-bad, help to free us from the need to keep up appearances. Thus, we can start to acknowledge and learn from whatever is going on inside us. Freed from the need to defend our mistakes, we can actually look at them, and get beyond the need to repeat them.
But these are hard things to learn alone. It really helps if someone accompanies us along that road.
Sometimes you will be the receiver of that acceptance and sometimes the giver. Whichever role you happen to play at a given moment, it's helpful to understand that honest, caring, empathic conversations (Carl Rogers' big three), just by themselves, set in motion a kind of deep learning that has come to be known as "healing." "Healing" is a beautiful word and a powerful metaphor for positive change. But "healing" can also be a misleading word because of the way it de-emphasizes learning and everyone's capacity to learn new ways of relating to people and navigating through life.
Here are five of the "deep learnings" that I see going on in almost all supportive and empathic conversations.
In paying attention to someone in a calm, accepting way, you teach that person to pay attention to themselves in just that way.
In caring for others, you teach them to care for themselves and you help them to feel more like caring about others.
The more you have faced and accepted your own feelings, the more you can be a supportive witness for another person who is struggling to face and accept his or her feelings.
In forgiving people for being human and making mistakes and having limits, you teach people to forgive themselves and start over, and you help them to have a more forgiving attitude toward others.
By having conversations that include the honest sharing and recognition of feelings, and the exploration of alternative possibilities of action, you help a person to see that, by gradual degrees, they can start to have more honest and fruitful conversations with the important people in their lives.
These experiences belong to everyone, since they are part of being human. They are ours to learn and, through the depth of our caring, honesty and empathy, ours to give. I believe they are the heart of counseling.
TEST YOURSELF
Are you an active listener or a poor listener? To find out, give yourself this test. As person strikes conversation with you, pose this question to yourself:
"Am I really listening or am I thinking of what I wish to say next?"
Get down to self-examination and analyze your mental process.
Are you,
"Acting polite and faking attention?"
"Interrupting frequently?"
"Straying from the speaker's message?"
"Tuning out uninteresting subjects?"
"Drawing hasty conclusions?"
"Disapproving the speaker's views?"
"Thinking of your work schedule for the remaining pan of the day?"
"Trying to put an end to the speaker's chatter by day-dreaming?"
"Thinking of what you want to say?"
If your responses comprise many of the above, you Cannot be rated as an active listener. A random survey revealed that 85 percent of those asked to assess themselves as listeners rated themselves as average or worse. Fewer than five percent rated themselves as 'excellent' or 'superior'.9
* Exercise for Challenge 3: Exploring the Five Messages. Re-tell the story of some of your conflicts, frustrations and delights using the five-message format.
Write one Five Messages statement a day in a journal or notebook. Here are some suggestions for expressing each of the Five Messages more clearly: The Five Messages:
Suggestions for expressing more clearly: 1. What are you seeing, hearing or otherwise sensing? (facts only) A. Begin by stating what you actually see or hear rather than how you feel about it or what you think of it.
B. Describe specific actions observed, avoid generalizing such as "you always..." or "you never..." C. Be specific about place, time, color, texture, position and how often.
D. Describe rather than diagnose. Avoid words that label or judge the actions you observe such as "slimy," "lousy," "neurotic," etc..
E. Avoid descriptions of a situation that imply emotions without actually stating them, such as "totally disgusting" and "horrible." State your feelings explicitly in Message 2 (described next).
For example: "When I saw the big coffee stain on the rug..." is easier to hear and understand than "When you ruined my day, as always, with your slimy, stinking, totally disgusting, rotten antics..." 2. What emotions are you feeling? A. Use specific emotion describers such as "I feel...": glad, angry, delighted, sad, afraid, resentful, embarrassed, calm, enthusiastic, fearful, manic, depressed, happy, etc.
B. Avoid feeling words that imply the action of another person: "I feel.., ignored, manipulated, mistreated, neglected, rejected, dominated, abandoned, used, cheated (etc.)" Notice how these words indirectly blame the listener for the speaker's emotions. In order to help your listener understand what you are feeling, translate these "implied blame" words into an explicitly named emotion (see Suggestion A, above) and an interpretation or unmet want (Message 3).
* For example: "I am feeling totally ignored by you" probably means "I am feeling really sad (or angry) because I want you to pay more attention to me, (spend more time with me, etc.)
* • Exercise for Challenge 3 (continued): The Five Messages: Suggestions for expressing more clearly: 3. What interpretations, wants, needs, memories or anticipations of yours support those feelings? A. Express the interpretations, wants, hopes, understandings and associations that support your feelings: ... because I imagine that... ... because I see that as...
... because I remember how... ... because I take that to mean ...
instead of ... because YOU ...(did, said, did not, etc.) B. Under our interpretations there are often unmet wants, hopes and needs. Explore and express the unmet wants that also support your feelings: ... because I wanted ... ... because I would have liked ...
... because I was hoping that... ... because I needed ...
instead of ... because YOU ...(did, said, did not, etc.) 4. What action, information or commitment do you want now? A. Ask for action or information, or for a present commitment to future action or information giving. Since most people cannot produce emotions on request, it is generally not productive to ask a person for an emotion ("I want you to cheer up." "I want you to be angry about this issue." Etc.) B. If your want is general, ask for a specific step toward it. Translate .open-ended requests, such as for "consideration, respect, help, understanding, support" etc., into specific action verbs such as please "listen, sit, lift, carry, tell me, hold me," etc.
C. State your want in positive terms: "Please arrive at eight..." rather than "Don't be late..." D. Include when, where, how. Including the details can help you to avoid big misunderstandings.
5. What positive results will that action, information or commitment lead to in the future? (no threats) In describing the specific positive results of receiving your request, you allow the other person to become motivated by feeling capable of giving something worthwhile. This prepares the ground for later expressions of appreciation, and points your relationship toward mutual appreciation and the exercise of competence (more enjoyable to live with), rather than guilt, duty, obedience or resentment (much less enjoyable to live with).
* Exercise for Challenge 3 (continued): Re-tell the story of some of your conflicts, frustrations and delights using the five-message format.
Elements of your experience: ...expressed as five different "I-messages": 1. What are you seeing, hearing or otherwise sensing? (the facts without evaluation) (I saw, heard, etc., ...) 2. What emotions are you feeling? (I felt...) 3. What interpretations or wants of yours support those feelings? (because I...) 4. What action, information or commitment do you want now.
(and now I would like...) 5. What positive results will that action, information or commitment lead to in the future? (so that...) Elements of your experience: ...expressed as five different "I-messages": 1. What are you seeing, hearing or otherwise sensing? (the facts without evaluation) (I saw, heard, etc., ...) 2. What emotions are you feeling? (I felt...) 3. What interpretations or wants of yours support those feelings? (because I...) 4. What action, information or commitment do you want now.
(and now I would like...) 5. What positive results will that action, information or commitment lead to in the future? (so that...) ,, 2
* Exercise for Challenge 3 (continued): Re-tell the story of some of your conflicts, frustrations and delights using the five-message format.
Elements of your experience: ...expressed as five different "I-messages": 1. What are you seeing, hearing or otherwise sensing? (the facts without evaluation) (I saw, heard, etc., ...)
2. What emotions are you feeling? (I felt...) 3. What interpretations or wants of yours support those feelings? (because I...) 4. What action, information or commitment do you want now.
(and now I would like...) 5. What positive results will that action, information or commitment lead to in the future? (so that...) Elements of your experience: ...expressed as five different "I-messages": 1. What are you seeing, hearing or otherwise sensing? (the facts without evaluation) (I saw, heard, etc., ...) 2. What emotions are you feeling? (I felt...) 3. What interpretations or wants of yours support those feelings? (because I...) 4. What action, information or commitment do you want now.
(and now I would like...) 5. What positive results will that action, information or commitment lead to in the future? (so that...) | <urn:uuid:fd5fa8f0-64b1-4fff-b49e-d322b0171e81> | CC-MAIN-2017-26 | http://onlinebusinesscourses.us/Lesson13ListeningInPublicSpeaking.pdf | 2017-06-26T10:22:11Z | crawl-data/CC-MAIN-2017-26/segments/1498128320707.69/warc/CC-MAIN-20170626101322-20170626121322-00268.warc.gz | 282,869,485 | 13,403 | eng_Latn | eng_Latn | 0.998578 | eng_Latn | 0.998892 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2396,
5884,
10091,
12358,
14200,
17295,
23055,
25856,
28405,
32246,
38863,
40879,
44202,
46703,
50063,
53366,
56395,
58846,
62053,
65093
] | [
1.84375,
2.546875
] | 1 | 1 |
Robert Smith D.O. Jobinson Thomas M.D. Patrick Chua M.D. Arjun Sekar M.D. Prem Chandran M.D.
Phosphorus
Phosphorus is a mineral found in your bone. Our kidneys remove extra phosphorus in our blood. Patients with chronic kidney disease cannot remove phosphorus very well.
Typically limit phosphorus to <900 mg/day.
Tips to cut down phosphorus in your diet.
1. Avoid foods high in phosphorus.
2. Read labels and pay attention to serving size.
Foods that are high in phosphorus
Milk, cheese and dairy products.
Beer/Ale, chocolate, cocoa and colas.
Processed foods.
Beans and Legumes.
Nuts and seeds.
Grains (Bran, oatmeal and granola).
Tofu.
Hidden phosphorus in diet
Read labels. Certain additives/preservatives added to your food may contain phosphorus.
| Phosphoric acid | Trisodium phosphate |
|---|---|
| Sodium polyphosphate | Dicalcium phosphate |
| Pyrophosphate | Sodium phosphate |
| Sodium tripolyphosphate | Monocalcium phosphate |
| Polyphosphate | Tetrasodium phosphate |
| Tricalcium phosphate | Aluminum phosphate |
| Hexametaphosphate | | | <urn:uuid:390c3736-b54b-4e01-b2fe-0113aaf0ca12> | CC-MAIN-2022-21 | https://aikciowa.com/Content/forms/Phosphorus%20AIKC.pdf | 2022-05-25T15:17:24+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662588661.65/warc/CC-MAIN-20220525151311-20220525181311-00512.warc.gz | 135,436,687 | 279 | eng_Latn | eng_Latn | 0.989439 | eng_Latn | 0.989439 | [
"eng_Latn"
] | false | docling | [
1080
] | [
2.578125
] | 2 | 3 |
161-240 Points 81-160 Points 0-80 Points
“I’m Doing Great!” “I’m Doing OK.” “I Have Lots Of Work To Do.”
Keep it up! Try a bit harder. You can do it!
You have several special relationships with others in your family. Fill in the sections below that involve you. In each box, mark whichever describes how you have done lately. A = Always do this S = Sometimes do this N = Need to start doing this
My relationship with my... Parents/Guardians
I pray with and for my parents at least two times a week.
I talk to my parents about God.
I tell my parents I love and appreciate them at least once a week.
I obey my parents right away with a good attitude.
I talk with my parents about what is going on in my life.
I show my parents respect in my words and actions.
I ask my parents questions about things I am curious about.
I tell my parents the truth.
My relationship with my... Siblings
I pray with and for my siblings at least two times a week.
I include them in activities, have fun and play with them.
I share with them.
I say nice things to my siblings and encourage them.
I tell them I love them at least once a week.
I treat my siblings the way I want them to treat me.
I ask forgiveness when I have hurt them or their feelings.
(Like grandparents, uncles, aunts, cousins, etc.)
My relationship with my... other Family Members
I treat them with respect.
I tell them I love them when I see or talk with them.
I pray for them at least once a week.
My relationship with... God
I pray at least five times a week.
I read my Bible at least five times a week.
I practice serving by putting others first.
I go to church regularly.
I honor God in what I say and do.
I look for opportunities to tell others about Jesus and I do it. | <urn:uuid:a1e89f56-e1e1-4aa0-bb32-5928df905735> | CC-MAIN-2022-21 | https://www.gastoniafirst.org/_files/ugd/0d5f03_450792ca3ce3470e8678db7d3f3f4d56.pdf | 2022-05-25T15:40:33+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662588661.65/warc/CC-MAIN-20220525151311-20220525181311-00511.warc.gz | 864,615,688 | 409 | eng_Latn | eng_Latn | 0.974354 | eng_Latn | 0.996446 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
151,
1749
] | [
2.234375
] | 3 | 0 |
KS2 FRENCH - SKILLS' PROGRESSION STEP BY STEP – ATTAINMENT TOWARDS TRANSITION
| Listening | Children understand : - Simple commands : écoutez, regardez, prenez une ardoise… - Basic questions : comment tu t’appelles, comment ça va, quel âge as-tu ? - The different sound of masc. and feminine determiners : un – une - The different sound of masc and fem adjectives when relevant : vert-verte | Children understand longer sentences with various verbs and conjunctions (j’ai les yeux bleus et les cheveux bruns et je suis petit) Children are exposed to more classroom talk in French to introduce an activity or to explain an activity (on va faire une activite d’écoute…) | Longer sentences and more classroom talk in French. More specifically: Children get familiar with numbers up to 100 which are tricky to understand in French. They can identify different prepositions: je vais… au parc, … à la piscine, à l’école… |
|---|---|---|---|
| Speaking | Children can perform simple conversations independently or with support. They can make the difference between masculine and feminine (un/une – vert/verte) They are getting familiar with the silent consonants (at the end of words) and with the pronunciation of specific letters (A, I) and phonics (OI, AI…) | Children can perform simple conversations independently. They can also add more content to their speaking with vocab support on the board. The pronunciation becomes more natural through practice (vowels, silent letters) | Children can perform longer conversations independently. Their pronunciation is constantly good, and mistakes are becoming rarer. They are able to correct their partners when needed. |
| Reading | Children progress from reading single nouns (un chien) to basic sentences (j’ai un chien). They can figure out the difference in word order in French (j’ai un chien noir). | Children can read short paragraphs using various nouns and genders, verbs, conjunctions. They can identify independently the difference in word order. | Children’s comprehension of longer, more complex paragraphs keeps developing as they are able to identify independently structures that are specific to French (word order, prepositions, adjective agreement…) |
| Writing | Children can right simple vocabulary / sentences with a lot of support. Focus on accents, apostrophes and spaces between words (j’ai / c’est = 2 words) | Children can write some longer sentences with support. They are familiar with current words | Whilst still needing vocabulary and grammar support, written French is becoming a bit more elaborated. Children can write some common vocabulary from memory. | | <urn:uuid:1c966137-8667-464c-8d73-1f0407a7359b> | CC-MAIN-2022-21 | https://www.frenchiefreddie.com/wp-content/uploads/2021/12/SKILLS-PROGRESSION-and-ATTAINMENT-2.pdf | 2022-05-25T16:11:55+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662588661.65/warc/CC-MAIN-20220525151311-20220525181311-00512.warc.gz | 878,225,247 | 564 | eng_Latn | eng_Latn | 0.500395 | eng_Latn | 0.500395 | [
"eng_Latn"
] | false | docling | [
2633
] | [
3.609375
] | 1 | 0 |
Delicious!
Bring your appetite as you study the pages of this month's MUSE magazine. Readers will enjoy learning how to make a homemade pizza and reading about the interesting work of a food stylist. Students will also follow investigators as they methodically pinpoint the source of a food poisoning outbreak.
CONVERSATION QUESTION
What do you know about food?
TEACHING OBJECTIVES
* Students will learn how to make a homemade pizza pie.
* Students will learn about the unconventional methods food stylists use to create visually beautiful food.
* Students will learn how food poisoning outbreaks are investigated.
* Students will explain the sequence and process of making pizza.
* Students will analyze the problem-and-solution relationships in the article.
* Students will study the structure and function of an E. coli bacterium cell.
* Students will use information from the text to create and solve theme-based word problems.
* Students will develop food strategies to waste less and/or give more.
* Students will use two different formats to create a questionnaire.
http://www.cricketmedia.com/teacher-guides
In addition to supplemental materials focused on core STEM skills, this flexible teaching tool offers vocabulary-building activities, questions for discussion, and crosscurricular activities.
SELECTIONS
* Kira's Pizza Expository Nonfiction, ~1010L
* The Food Stylists' Art Expository Nonfiction, ~1150L
* The Case of Something I Ate Expository Nonfiction, ~870L
U3T
Kira's Pizza
ENGAGE
pp. 14–17, Expository Nonfiction
From sourdough starter to steamy hot slice, Kira will explain how to make a delicious homemade pizza pie. Readers will enjoy the interesting text and mouth-watering photographs.
RESOURCES
Sequence and Process: So Cheesy
OBJECTIVES
* Students will learn how to make a homemade pizza pie.
* Students will use information from the text to create and solve themebased word problems.
* Students will explain the sequence and process of making pizza.
KEY VOCABULARY
* regulated (p. 11) controlled or supervised by an authority by means of rules
* commercial (p. 12) used to describe a product or service that can be bought by the public
* age (p. 13) to acquire a desirable quality by standing undisturbed for some time
http://www.cricketmedia.com/teacher-guides
Conversation Question: What do you know about food?
Pose the following question to students: "What is your favorite food?" As students share their answers, compile a master list on the board. Use tally marks to indicate when an answer is repeated. Initiate a group discussion focusing on the most frequent answers. Reveal that pizza is always in the top three answers in American surveys. Distribute the article and challenge them to learn more about making pizza.
INTRODUCE VOCABULARY
Post the key terms and discuss the definitions. Then display the following questions and have students choose the correct answers.
1. Which activity below is NOT regulated?
a) fishing b) drinking alcohol c) exercising d) adopting a pet
2. Which term could NOT describe a commercial cookie?
a) homemade b) crunchy c) cream-filled d) store-bought
3. Which food item does NOT need to age?
a) cheese b) dough c) vinegar d) eggs
Answers: 1. c; 2. a; 3. d
READ & DISCUSS
Have students read the article to answer the questions below.
1. What is a sourdough starter?
3. How does homemade pizza help to save the planet, improve your diet, and save money?
2. How does Popine grow?
4. What ingredients are needed for Kira's homemade pizza sauce?
5. Why does Kira say that her family has some firm pizza opinions?
SKILL FOCUS: Studying Process
INSTRUCT: This article presents the reader with detailed information about the steps taken in the pizza-making process. Present the Sequence and Process: So Cheesy graphic organizer and tell students they will use it to record details about each step of the process. They will need to consult the article and thoroughly explain each step.
ASSESS: Have student pairs exchange completed worksheets, provide feedback, and discuss the question at the bottom of the worksheet.
EXTEND
Mathematics Post the following word problem: Kira makes 3 pizza pies and cuts each into 8 equal slices. After her friends come over to eat, only 5 slices are left. What fraction of the total amount of pizza has been eaten? Calculate the answer showing your mathematical thinking. (Answer: 19/24) There is a multitude of mathematical information in this article (measurements, percentages, rounding). Challenge students to create their own theme-based word problem for a friend to solve.
So Cheesy
Sequence and Process: Use information from the article to thoroughly explain each step.
DISCUSS: Could someone actually make a pizza using your completed worksheet as a recipe?
http://www.cricketmedia.com/teacher-guides
The Case of Something I Ate
pp. 18–21, Expository Nonfiction
Who doesn't love eating raw cookie dough? Students may think twice about taking in a spoonful after reading this article, which chronicles the investigation of a 2009 outbreak of E. coli across the United States.
RESOURCES
Structure and Function: Cell Structure
OBJECTIVES
* Students will learn how food poisoning outbreaks are investigated.
* Students will use two different formats to create a questionnaire.
* Students will study the structure and function of an E. coli bacterium cell.
KEY VOCABULARY
* implicated (p. 19) shown to be connected to or involved in something bad, such as a crime
* tactics (p. 20) specific actions that are planned and used to achieve particular results
* gastronomic (p. 20) related to the art or science of eating fine food
http://www.cricketmedia.com/teacher-guides
ENGAGE
Conversation Question: What do you know about food?
Give students ten minutes to list everything they've had to eat and drink in the past week. Tell them to be as specific as they can by including brand names and the stores and restaurants where food items were purchased. Discuss the task. Was it difficult for students to remember certain meals and identify brands and where foods were purchased? Introduce "The Case of Something I Ate" and tell students they will be reading about the challenges of identifying a contaminated food source.
INTRODUCE VOCABULARY
Display the following statements and underline the key vocabulary terms. Review how to infer the meanings of words by using context clues and background knowledge. Then have partners work together to determine the meaning of each word. Reveal definitions.
2. Learning some test-taking tactics may improve your grade.
1. On Friday, he was implicated in the robbery and arrested.
3. Food trucks in New York sell a variety of gastronomical treats.
READ & DISCUSS
Post the questions prior to reading. Read the article aloud, pausing when answers are revealed. Encourage students to elaborate.
1. How did the epidemic officer know that the clusters of outbreaks were related?
3. What was the problem with the questionnaire that investigators were using to pinpoint the source of contamination? What was the solution?
2. Explain the process that the scientists at PulseNet used to analyze the data.
4. List three typical ways you could get a bout of food poisoning.
5. How did investigators conclude that the untreated flour in the cookie dough was responsible for the E. coli outbreak?
SKILL FOCUS: Structure and Function
INSTRUCT: Review the article with students and remind them that scientists were able to determine that the E. coli bacterium was causing the outbreak of illness. Present the Structure and Function: Cell Structure worksheet and tell students they will need to use information from the article and other sources to more closely study the harmful E. coli cell.
ASSESS: Collect graphic organizers and review for accuracy.
EXTEND
Language Arts The article makes distinctions between a questionnaire with predetermined specific questions and a questionnaire with openended questions. Have students imagine that they are investigators trying to help a friend find an item that he or she lost a few weeks ago. Have them design a questionnaire of each type and determine which would work better for this purpose.
The Case of Something I Ate
Cell Structure
Structure and Function Use information from the article and other sources to define each part of the E. coli bacterium. Then use article page 21 to help you accurately draw and label the cell and its structures.
cell wall:
cytosol:
DNA:
flagella:
outer membrane:
periplasmic space:
pili:
plasma membrane:
ribosomes:
Draw and label the E. coli bacterium cell in the space below.
http://www.cricketmedia.com/teacher-guides
The Food Stylists' Art
ENGAGE
pp. 42–45, Expository Nonfiction
There are times when an advertisement for a certain food can make your mouth water. Readers will learn that their eyes may be deceiving them, thanks to the talent of a professional food stylist.
RESOURCES
Problems and Solutions: Arts & Tricks
OBJECTIVES
* Students will learn about the unconventional methods food stylists use to create visually beautiful food.
* Students will develop food strategies to waste less and/or give more.
* Students will analyze the problemand-solution relationships in the article.
KEY VOCABULARY
* competitive (p. 43) relating to a situation in which people are trying to win a contest or be more successful than others
* persnickety (p. 43) giving a lot of attention to details that are minor or not important
* taxing (p. 45) requiring a lot of effort or energy
http://www.cricketmedia.com/teacher-guides
Conversation Question: What do you know about food?
Have the students share what they know about taking a good photograph of an object. Discuss the following elements: positioning, lighting, angles. Next, ask them how photographing food might present additional challenges. Inform them that food stylists are considered artists in their field. Tell students they will learn more about this profession when they read "The Food Stylists' Art."
INTRODUCE VOCABULARY
Post and review the three vocabulary words. Inform students that all of these terms can be found in "The Food Stylists' Art." Have them use the title and the vocabulary terms to predict the content of the article. Revisit the predictions after the reading and challenge students to write a brief summary of the article, incorporating all three words.
READ & DISCUSS
Reinforce comprehension of the concepts in the article by using the following prompts to direct discussion.
1. What is food styling?
3. What does a food stylist pack for location shooting?
2. How have NYC advertisers involved City Harvest in an effort to avoid wasting food prepared for a photo shoot?
4. Why is the recent trend to show real, honestly prepared foods?
5. What are some of the personality traits and attributes that are helpful to have as a food stylist?
SKILL FOCUS: Problems and Solutions
INSTRUCT: Inform students that they will be rereading the article with a partner and highlighting passages that depict how problems that arise with particular foods are solved by the food stylist. Distribute copies of the Problems and Solutions: Arts & Tricks graphic organizer and tell students they will be responsible for identifying the stylist's problems and describing the solutions.
ASSESS: Collect the worksheets to evaluate the students' ability to clearly identify the problem-and-solution relationships. Ask students to discuss what other food issues are mentioned in the article.
EXTEND
Philanthropy On page 44 of the article it states that a food rescue organization called City Harvest collects leftovers from the food shoots and distributes them to the homeless. Have students research food rescues and food banks in their own city or town. How can your class/school be part of the solution? Instruct students to create a realistic plan for wasting less or giving more. Challenge students to follow through and set their plan in motion.
Arts & Tricks
Problems and Solutions Review the article and locate the passages about each food listed below. Explain the problems experienced when using the food on a photo shoot. Then describe the food artist's solutions.
| Problem |
|---| | <urn:uuid:9df670a8-1277-41e5-817a-2e0b63a996b2> | CC-MAIN-2022-21 | https://aws.cricketmedia.com/media/20220509134148/MUS2203.pdf | 2022-05-25T17:21:44+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662588661.65/warc/CC-MAIN-20220525151311-20220525181311-00517.warc.gz | 171,224,031 | 2,577 | eng_Latn | eng_Latn | 0.9949 | eng_Latn | 0.998311 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1491,
4619,
4853,
8232,
8710,
12021,
12266
] | [
4.5625
] | 1 | 0 |
VALUE RATIONALE
Values addresses values in relation to different approaches children will have encountered in response to crisis. It acknowledges the importance of understanding the values, beliefs and responses to crisis that the children and young people will be bringing into setting
TIPS
Be aware that different families will have approached the crisis in very different ways. Being aware of the value and belief set that children are bringing into setting will help to support them moving forwards. Some children may have experienced high levels of anxiety in relation to the period of crisis, some may have experienced levels of dismissal of the crisis and many other approaches in between. The following key factors are important to consider when working with pupils especially those who may present as vulnerable:
* Faith and religion
* Family living arrangements e.g separated parents
* Access to caregivers during crisis e.g children of key workers
* Perception of threat and crisis
* Adherence to guidelines and lockdown protocols
* Current experience of loss bereavement or separation
* Previous experience of loss bereavement or separation
* Coping styles
* SEND and additional needs
FURTHER WORK
Monitor children and young people who make attempts to instill their vales on others. Be aware of children and young people who are critical of others beliefs and experiences. Communicate school values consistently | <urn:uuid:92a1d546-30ef-4d85-babb-f5c56e70b246> | CC-MAIN-2022-21 | https://www.rainbowsofresilience.co.uk/_files/ugd/1c00cd_0c14cc83dd614c949041a6f7b8018cea.pdf | 2022-05-25T15:55:06+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662588661.65/warc/CC-MAIN-20220525151311-20220525181311-00515.warc.gz | 1,109,607,491 | 262 | eng_Latn | eng_Latn | 0.996301 | eng_Latn | 0.996301 | [
"eng_Latn"
] | false | docling | [
1430
] | [
2.640625
] | 2 | 0 |
The Beatles and their music
Working with your group make your way through the first, second and third floors of the museum, listening carefully to the music. As you do, make notes on how the music changed from 1959 - 1970. Think about the instruments used, the topic of the songs etc. | <urn:uuid:7bb08a58-5d7a-42c2-9370-fc1a10ae3d99> | CC-MAIN-2022-21 | https://liverpoolbeatlesmuseum.com/wp-content/uploads/2022/03/The-Beatles-and-their-music-compressed.pdf | 2022-05-25T15:14:37+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662588661.65/warc/CC-MAIN-20220525151311-20220525181311-00517.warc.gz | 427,498,815 | 65 | eng_Latn | eng_Latn | 0.994058 | eng_Latn | 0.994058 | [
"eng_Latn"
] | false | docling | [
285
] | [
2.921875
] | 1 | 0 |
Year 4 Newsletter Spring 2
Peak Destination
Wish You Were Here?
The children have come back enthusiastic and ready to start out new topic, 'Peak Destination.' In this topic, we will be taking a 'trip' around Europe and learning about some of the other countries in our continent and linking them to new learning about mountains. We will explore the ways in which these countries are similar or different to ours - focusing on the physical and human features. Also, we will be doing a new and exciting Design Technology project where children will be researching, designing and making their protein bar fit for an athlete who would need the energy to tour Europe and climb a mountain!.
Extended Learning Opportunities:
Have the children been on holiday to Europe? If so, we would love to know where and maybe send us in a copy of a photo so we can add it to our displays.
Also, they could research protein bars – what is on sale? What are the most popular ingredients? Ask friends and family if there are certain flavours in their protein bars!
In Literacy:
During Literacy, we are going to be revisiting 'the power of persuasion' by looking at travel brochures, which will help the children create their own travel description for the New Forest. We will continue to focus on and embed our writing skills such as expanded noun phrases, imperative verbs and co-ordinating conjunctions.
During our guided reading sessions, we will look at our new class text called "The Cosmic Atlas of Alfie Fleet" in detail by predicting, looking at the purpose of the vocabulary the author has chosen as well as developing our inference skills.
In Maths:
This term we will build on our strong understanding of fractions, forged at the end of Spring 1, by exploring the exciting world of decimals! We will begin by creating a strong link between fractions and decimals and will then investigate how both tenths and hundredths link as decimals. We will then move on to dividing both one and two digit numbers by 10. We will use concrete resources such as hundred square, base 10 and place value charts to gain a conceptual understanding of decimals.
The progress the children have been making with their times tables has been great to see. Keep up the good work on the weekly homework and TT Rockstars as well! Please check out the Orchard website for all the times table grids ready to print at home if you would like to practice more at home!
Leading Question: Wish you were here?
In Geography:
We will then be finding out all about the countries within Europe and then looking at the geographical meaning of physical and human features using our map skills.
We will look at mountain formation and focusing on the Alps that run through Europe and deciding what ways they are similar or different to the UK. They may come home with some ideas for holidays!
In Design and Technology:
In DT, we begin the topic with a guest speaker – a local triathlete who will discuss food groups and the purpose of energy bars. This will enable the children to ensure that their plans are realistic and appropriate for the aim. They will then begin to select their own ingredients from their own research, safely and hygienically cook, and finally present their food in a professional way. When finished, the children will recognise what has gone well, but suggest further practical improvements for the finished article.
In Music:
Mrs Beton will continue to teach the Ukulele and hopefully, at the end of term, we will fit in a concert to parents again.
In Computing:
The children will be leaning how to use a range of programmes to manipulate an image. We shall link this skill with online image representations.
In French:
In French, we will be continuing to practise our French phonics and applying these when working out how to pronounce new vocabulary. We will be finishing our unit on Pocket Money and be starting our new topic called Je Peux, I can.
In RE:
The children will be explain and describing the meaning of the concept of ritual and how this links to how Christians use the Paschal Candle in a ritual to remember the resurrection of Jesus.
From this, the children will evaluate the importance of the ritual by describing the value of the ritual to Christians and by identifying an issue raised. They will also have opportunity to describe their own responses to rituals in their own experience and describe examples of how their response to rituals applies in different situations, in theirs and others' lives.
In PSHE:
In this unit of work, we will be looking at Media literacy and Digital resilience and How data is shared and used. We will be linking this to real life to make the children aware of online strategies used to gain, trust, money and personal information. We will also look at Money and Work. They will be making decisions about money; using and keeping money safe.
Reminders:
Homework
* There are 3 expectations for homework each week – evidence of homework will be monitored: READING – a minimum of 3 x a week and this should be signed off in their reading book which will be checked every Monday.
TIMES TABLES – the children will work through the different stages of the times table challenge and therefore MUST know the multiplication and division facts for each times table by the end of year 4. They can practise on TTRS or on paper but a grid in their homework needs to be completed each week and handed in. These books will be checked and the children will be tested on a Wednesday.
SPELLINGS – The spelling book sent home, is to be filled in and the weekly spellings will be stuck in every Friday. The weekly test is also on a FRIDAY, which will be completed in the back of this book too so you can keep an eye on progress. Please ask if you need a new book.
| YEAR 4 – Main group | WEEK 1 | WEEK 2 | WEEK 3 | WEEK 4 | WEEK 5 |
|---|---|---|---|---|---|
| | Started: 4/3 | Started: 11/3 | Started: 18/3 | Started: 21/3 | Started: 1/4 |
| | Tested: 11/3 | Tested: 18/3 | Tested: 25/3 | Tested: 1/4 | Tested: 8/4 |
| | Prefixes -anti/inter | -cian and –sion | -tion and –ssion | Yr 3/4 words (silent letters) | Recap of this year’s words |
| | WEEK 1 | WEEK 2 | | WEEK 3 | | WEEK 4 | WEEK 5 |
|---|---|---|---|---|---|---|---|
| | Started: 4/3 | Started: 11/3 | | Started: 18/3 | | Started: 21/3 | Started: 1/4 |
| | Tested: 11/3 | Tested: 18/3 | | Tested: 25/3 | | Tested: 1/4 | Tested: 8/4 |
| Challenge words | | ‘-er’, ‘-ed’ & | Adding ‘-ing’ | | Adding ‘-ed’ | | |
| | | ‘-est’ to words ending | | | | | |
| | | in ‘e’ | | | | | |
P.E. – SWIMMING details
| DATE | Session 1 | | |
|---|---|---|---|
| Monday 14th March | | 4JD | 4ZM |
| Thursday 17th March | | 4JD | 4MB |
| Monday 21st March | | 4ZM | 4MB |
| Thursday 24th March | | 4JD | 4ZM |
| Monday 28th March | | 4JD | 4MB |
| Thursday 31st March | | 4ZM | 4MB |
| Monday 4th April | | 4JD | 4ZM |
| Thursday 7th April | | 4MB | |
Swimming costumes to be worn – no bikinis. Swimming Rash vests can be worn. No shampoo or shower gel needed. PLEASE remember to pack a TOWEL!
This term, there will be not be a 2 nd PE session in school due to swimming this half term however, PE kits are still needed on Fridays for ALL.
Please ensure your child comes to school in the correct kit (plain white t-shirt, plain black shorts, school jumper and trainers), hair tied back and wearing correct footwear on these days.
If you have any queries or questions, please feel free to email your child's class teacher:
firstname.lastname@example.org email@example.com firstname.lastname@example.org
Here's to another fun, exciting and wonderful half term!
Many thanks for your support. The Year 4 Team | <urn:uuid:596e393f-29c9-4973-b1bf-8d12db6a89e6> | CC-MAIN-2022-21 | https://www.orchardjuniorschool.com/_files/ugd/0726d7_299e7c87746a41f58f5879a0a1f20435.pdf | 2022-05-25T15:26:51+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662588661.65/warc/CC-MAIN-20220525151311-20220525181311-00514.warc.gz | 1,100,078,404 | 1,915 | eng_Latn | eng_Latn | 0.998637 | eng_Latn | 0.998916 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2438,
4902,
7133,
7768
] | [
3.453125
] | 1 | 0 |
2006 FJCL State Latin Forum Customs
1. The praenomen which was abbreviated "N." was
a. Gnaeus
b. Naevius
c. Nigidius
d. Numerius
2. According to the Lex Iulia Municipalis, the proper order for the names of a Roman citizen was
a. praenomen, father's name, nomen, tribe, cognomen
b. nomen, praenomen, father's name, tribe, cognomen
c. praenomen, nomen, father's name, cognomen, tribe
d. cognomen, tribe, praenomen, nomen, father's name
3. A building was only a templum if it had been consecrated by
a. pontiffs
b. augurs
c. flamines
d. both a and b
4. Interpreting the meaning of a lightning strike was the job of
a. a haruspex
b. the rex sacrorum
c. an augur
d. the Flamen Quirinalis
5. The Festival of the Bona Dea occurred in
a. December
b. April
c. March
d. November
6. The groma and the dioptra would have been used by a/an
a. medicus
b. agrimensor
c. augur
d. centurio
7. Which of the following was an honorable occupation for a Roman nobleman?
a. doctor
b. teacher
c. farmer
d. banker
8. Men who ground grain at mills were called
a. pistores
b. piscatores
c. gromatici
d. tonsores
9. Which is NOT a form of Roman marriage?
a. coemptio
b. confarreatio
c. usus
d. conubium
10. The lowest legal age for a woman to marry was
a. 12
b. 14
c. 16
d. 18
11. The puticuli were located on the __________ Hill.
a. Aventine
b. Palatine
c. Viminal
d. Esquiline
12. The nine days of mourning observed by Roman families after a death began with the
a. day of the sacrificium novendiale
b. day of the burial
c. day of death
d. day of the cena novendialis
13. The first room added to the atrium style house was the
a. culina
b. cubiculum
c. peristylium
d. tablinum
14. The vestibulum of a Roman house was a
a. hallway connecting the ianua to the street
b. a courtyard connecting the ianua to the street
c. a passageway between the vestibulum and atrium
d. a passageway connecting the peristylium and the hortus
15. The style of the atrium was given its name from the style of the
a. compluvium
b. impluvium
c. lararium
d. pavimentum
16. The first circus in Rome was the
a. Circus Maximus
b. Circus Flaminius
c. Circus of Gaius and Nero
d. Circus of Maxentius
17. The Colosseum is a very famous
a. circus
b. basilica
c. macellum d. amphitheatrum
18. In the Eastern part of the empire, special buildings for athletics were designed in the Greek style called
a. hippodromes
b. stadia
c. odea
d. basilicas
19. The Romans imported gladiatorial games from
a. Greece
b. Carthage
c. Etruria
d. Gaul
20. Short leather trousers were worn by Roman
a. soldiers
b. charioteers
c. sailors
d. tanners
21. The short, simple toga of early Rome is called the
a. toga pulla
b. toga exigua
c. toga picta
d. toga splendens
22. The vallus was a machine used for
a. threshing
b. milling flour
c. harvesting d. pressing olives
23. The most important part of a farm in Cato's day was the
a. vineyard
b. olive grove
c. grain fields
d. vegetable garden
24. The job of a vilicus on a farm was
a. managing the farm
b. constructing farm buildings
c. running the wine press
d. running the olive press
25. The supper which originally followed a heavier meal at midday was
a. posca
b. vesperna
c. cena
d. symposium
26. "Far" refers to a variety of
a. barley
b. oats
c. corn
d. wheat
27. The fruit introduced to Rome by Lucullus from the town of Cerasus in Pontus was the
a. pomegranate
b. apricot
c. cherry
d. peach
28. The chief executive officials of the Republic were the
a. consuls
b. praetors
c. censors
d. tribunes
29. Gambling was permitted during the
a. Liberalia
b. Vinalia Priora
c. Saturnalia
d. Lemuria
30. While men bathed, they left their clothing under guard in the
a. vestibulum
b. tepidarium
c. odeon
d. apodyterium
31. In a Roman theater, "cunei" refers to
a. actors who do not have speaking parts
b. the poles which held the curtain
c. the boots worn by actors in a tragedy
d. sections of seats for the spectators
32. The long sword used by the cavalry in the early empire which was derived from the Celtic sword was the
a. spatha
b. pugio
c. gladius
d. hasta
33. A two-armed machine resembling a power crossbow which fired iron bolts or arrows was the
a. ballista
b. catapulta
c. onager
d. vinea
34. The permanent union of a male and a female slave was called
a. convivium
b. conubium
c. contubernium
d. coniugium
35. Which is NOT a meaning of titulus?
a. The sign hung around a slave's neck at an auction
b. The slip giving the title of a scroll
c. The inscription in a columbaria giving the name of the deceased
d. The record of birth for a Roman male
36. The round box used to contain several volumes of one literary work was called a
a. capsa
b. armarium
c. arca
d. solium
37. The use of the cathedra by what group gave rise to the expression "ex cathedra" for
authoritative utterances?
a. doctors
b. priests
c. senators
d. teachers
38. The 5
th
or 7
th
of each month was known as the
a. Ides
b. Nundinae
c. Nones
d. Kalends
39. Albata, Prasina, Veneta, and Russata were
a. kinds of bread
b. neighborhoods
c. aqueducts
d. chariot teams
40. Pack animals used by the Romans included all of the following EXCEPT
a. mules
b. donkeys
c. camels
d. oxen
41. Litters borne by mules were called
a. basternae
b. lecticae
c. cisia
d. carpenta
42. The number of layers in a Roman road was
a. 5
b. 2
c. 6
d. 7
43. The pilleus, petasus, cucullus, and causia were all worn
a. on the foot
b. on the shoulders
c. on the head
d. on the legs
44. Clothing which was "indutus" was
a. woven from wool
b. worn as an undergarment
c. imported
d. stitched together
45. A gladiator called a "Thracian" was distinguished by
a. a visored helmet
b. a fish crest
c. a small, round shield
d. his net
46. In archeological remains of ancient Rome, the most commonly found Christian symbol is the
a. chi-rho
b. fish
c. cross
d. defixio
47. The only oracle consulted by the Romans during the Republic was
a. the Sibylline Books
b. the Sortes Virgilianae
c. Delphi
d. Dodona
48. The first private library in Rome consisted of books that ____________ brought back from the Third Macedonian War.
a. Asinius Pollio
b. Aemilius Paullus
c. Licinius Lucullus
d. Scipio Nasica
49. The phrases "tuas res tibi agito" and "tuas res tibi habeto" were formulas used in
a. marriage
b. manumission
c. adoption
d. divorce
50. The ceremonial drinking match that followed a dinner was called the/a
a. synthesis
b. gustatio
c. commissatio
d. nymphaea | <urn:uuid:a6fdd735-a47d-4560-affc-f7487a9b52f9> | CC-MAIN-2022-21 | https://www.fjcl.org/uploads/4/3/4/0/4340783/state_forum_-_2006_-_customs.pdf | 2022-05-25T15:55:56+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662588661.65/warc/CC-MAIN-20220525151311-20220525181311-00514.warc.gz | 899,310,753 | 2,112 | eng_Latn | eng_Latn | 0.974382 | eng_Latn | 0.978514 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1725,
3551,
5479,
6698
] | [
2.515625
] | 1 | 1 |
Saint John Fisher Catholic Primary School
Modern Foreign Language Policy
"To live, love and learn and learn in our caring community."
Saint John Fisher Catholic Primary School
Modern Foreign Languages Policy
Introduction
The learning of a foreign language provides a valuable educational, social and cultural experience for our children. At St John Fisher we believe that many children really enjoy learning to speak another language. We also believe that the earlier a child is exposed to a foreign language, the faster the language in question is acquired. Learning another language raises awareness of the multilingual and multicultural world and introduces an international dimension to our children's learning, giving them an insight into their own culture, and those of others. At St John Fisher we recognise the importance of introducing a foreign language at an early age, supporting the belief that the early acquisition of a foreign language facilitates the learning of other foreign languages later in life. The learning of a language provides opportunities to develop crosscurricular links and reinforces knowledge, skills and understanding developed in other subjects.
Inclusion
The statutory inclusion statement in the national curriculum for England describes school's responsibility to provide a curriculum that meets the specific needs of individuals and groups of pupils. The statement provides examples of how this responsibility can be met. It sets out three principles that are essential for teachers and schools to follow when developing an inclusive curriculum:
- setting suitable learning challenges
- responding to pupils' diverse learning needs including those pupils who are identified as gifted/talented/more able beyond their year group.
- overcoming potential barriers to learning and assessment for individuals and groups of pupils.
The aims of the National Curriculum
When planning their provision, schools and teachers should also consider two broad aims of the National Curriculum.
Aim 1. The school curriculum should aim to provide opportunities for all pupils to learn and to achieve.
Aim 2. The school curriculum should aim to promote pupils, spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life.
Rationale
According to the DCFS (2009) Key Stage Two Framework for Languages, learning a language enriches the curriculum. It provides enjoyment and challenge, creating enthusiastic learners and develops a positive attitude towards language learning throughout life. The skills, knowledge and understanding developed through the teaching of a Modern Foreign Language serve to enhance children's speaking and listening skills, as well as strengthen their understanding of their own culture, and those of others.
The main areas for development as laid out in the Framework are as follows:
Language learning stimulates children's creativity
Children enjoy taking part in language lessons. They join in with singing, reciting rhymes and poems and respond to stories. They create mimes, sketches and role play, imitating accurate intonation and pronunciation. They play games and experiment creatively with language.
Language learning supports oracy and literacy
Children spend much of their time in language lessons speaking, listening and interacting. They take part in role plays, conversations and question and answer work, sing songs and recite, perform to an audience and respond to a wide range of oral stimuli. This emphasis on communication, underpins children's capabilities in oracy, which is critical to effective communication, as well as a key foundation for Literacy.
Language learning leads to gains across the curriculum
Children approach a broad range of leaning activities in a new and challenging context; these relate to mother–tongue literacy, numeracy and other curriculum areas. This can lead to deep learning and significant gains in their general understanding as they recycle and reinterpret existing knowledge.
Language learning supports and celebrates the international dimension
All children should be provided with the opportunity to learn a language in order to gain insights into their own lives and those of others around the world. They need the chance to make contact with people in other countries and cultures and to reflect upon their own countries and those of other people.
Language learning offers opportunities for children to:
- gain enjoyment, pride and a sense of achievement
- express themselves creatively and imaginatively in another language
- apply and develop their knowledge of languages and language learning
- explore and apply strategies to improve their learning
- explore their own cultural identities and those of others.
DSCF (2009): The Key Stage Two Framework for Languages; p 4-5.
The National Languages Strategy
The National Languages Strategy for England sets out the Government's commitment to increasing the nation's languages capability, and a vision of languages as "a lifelong skill – to be used in business and for pleasure, to open up avenues of communication and exploration, and to promote, encourage and instil a broader cultural understanding" (page 5).
"Every child should have the opportunity throughout Key Stage 2 to study a foreign language and develop their interest in the culture of other nations. They should have access to high quality teaching and learning opportunities, making use of native speakers and e-learning. By age 11 they should have the opportunity to reach a recognised level of competence on the Common European Framework and for that achievement to be recognised through a national scheme." (page 15)
The National Languages Strategy is also an important element within the Primary National Strategy, reinforcing key approaches to teaching and learning, which are set out in Excellent and Enjoyment and Every Child Matters.
Curriculum Organisation
At St John Fisher we have chosen a multi-lingual approach with an emphasis on transferrable language learning skills. In 2012 children are learning French and German with support from Cardinal Wiseman Secondary School. In other years, Spanish has also been taught.
Key Stage Two
All Key Stage Two children are taught a Modern Foreign Language. Children are taught German or French for 45 minutes each week, by non-specialists, who have a good knowledge of the language or by specialist teachers from Cardinal Wiseman.
Language work is displayed in the ICT suite.
Key Stage One
Although the National Curriculum and Framework are designed for Key Stage Two, we have chosen to begin some exposure to languages through the World Wide Wanderers- Coventry Local Authority's scheme of work designed for Early Language Learners
The curriculum
The curriculum follows the topics titles suggested by QCA; however these are used as a starting point only. There are also units based on storytelling techniques as recommended by our local authority. Planning is based on the National Curriculum (2000) and the Key Stage Two Framework for Languages (DCSF, April 2007). Expectations and outcomes are linked to the National Curriculum (2000) and the DSCF Languages Ladder (2010) and Assessing Pupils' Progress in MFL (APPL 2010; Sefton Local Authority).
Oracy
Children will spend much of their time listening, speaking and interacting orally, listening to good models of pronunciation. Children listen to their teacher, to songs and rhymes, to each other, to native speakers, to recorded and online speech and songs, recognising familiar and unfamiliar sounds.
Children reproduce the sounds themselves and create phrases and sentences. They engage in simple conversations to obtain and provide information and share opinions. Cross-curricular opportunities are provided for children to reinforce and develop their own language.
Literacy
Literacy skills are supported by, and reinforce, the development of oracy. As they increase their understanding of the language, children gain increasing access to different forms of text. Children will have opportunities to apply their skills and understanding to read, enjoy and make use of a widening range of texts.
They will be provided with opportunities to write simple sentences and short texts for different purposes and audiences, using a frame or model to support as required.
Intercultural Understanding
Language competence and understanding are a vital part of being a citizen. Through exploring the lives of others, children will develop a greater understanding of their own lives. They learn to look at things from another's perspective and gain an insight into the people, culture and traditions of other cultures. This strand provides many opportunities for cross-curricular links.
Knowledge About Language (KAL)
When learning a new language, children reinforce and reinterpret knowledge and understanding gained in learning their first language(s). They develop insights into the nature of language and its social and cultural value. They become aware of rules or patterns in language. KAL supports children in communicating effectively in speech and writing.
Language Learning Strategies
An important aim of language learning is to familiarise children with strategies which they can apply to the learning of any language. During Key Stage Two, children should have regular opportunities to identify and apply a range of language learning strategies. Strategies explored in language lessons can also be used for learning in other subjects.
Planning
Lesson plans include a variety of techniques to encourage the children to have an active engagement in the Modern Foreign Language lesson. These include:
- games;
- role-play;
- songs (particularly action songs);
Mime is frequently used to accompany new vocabulary, as this serves to demonstrate the foreign language without the need for translation, providing opportunities for all children to participate in lessons. Multi-sensory approaches (VAK) to teaching and learning also ensure that the varying needs of pupils are met.
Assessment
The Role of the Co-ordinator
The co-ordinator is responsible for fostering and developing links with the Foreign Language Departments at Cardinal Wiseman Secondary School.
The co-ordinator is also responsible for attending relevant in-service and disseminating information to the school SMT, staff and Governing Body. The co-ordinator will also ensure that SMT is updated on all developments and publications from the LA, DCFS, Ofsted and all other relevant agencies.
Resources
Links with secondary schools provide opportunities to locate and share resources. ICT resources, such as linguascope, a subscription website, and Early Start, a DVD based scheme of work provide excellent resources for the delivery of Modern Foreign Languages. Suitable resources will also be purchased as required, on approval from the Principal.
Special Educational Needs
The needs of children recognised as needing additional SEN support will be met wherever possible by ensuring positive involvement at a suitable level and differentiated activities to meet the needs and abilities of all children.
Equal Opportunities
Access to the teaching and learning of languages will be ensured for all children at St John Fisher in line with the school Equal Opportunities Policy.
"Delivering an entitlement to language learning so that every pupil at Key Stage Two is offered the opportunity to study at least one foreign language by the end of the decade is the centerpiece of our strategy"
National Languages Strategy.
K Taylor
September 2013
References
- National Curriculum (2000)
- Marking and Making Progress on the DCFS Languages Ladder (2010)
- The Key Stage Two Framework for Languages (DCSF 2009) | <urn:uuid:94504644-954c-4615-b936-76e21052748c> | CC-MAIN-2022-21 | https://www.st-johnfisher.coventry.sch.uk/wp-content/uploads/sites/8/2018/04/Modern-Foreign-Languages.pdf | 2022-05-25T16:04:51+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662588661.65/warc/CC-MAIN-20220525151311-20220525181311-00516.warc.gz | 1,185,501,107 | 2,173 | eng_Latn | eng_Latn | 0.940738 | eng_Latn | 0.996047 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
73,
2132,
4460,
5977,
7350,
9230,
10641,
11865
] | [
4.125
] | 2 | 1 |
Function Codes
Tom Drummond
First consideration in coding is whether the statement makes a demand upon the other person to respond either directly or implied. If it does, it is DEMANDING. If it does not, it is NON-DEMANDING.
NON-DEMANDING
Non-demanding messages convey information or social recognition without an obligation for the other to respond.
S Social
These messages initiate or sustain the interaction between people. That contact with the other person is usually more important than passing on content. This is a very broad category, which includes messages of comfort, recognition of others, responses to a request, direct repetitions of the other person's words, paraphrases, conversation extenders, expressions of delight, and the speaker's own personal feelings.
I Informational
These messages comment upon, expand upon, or describe situations, events, and actions. The intent of informational statements is to provide factual information about experience and to demonstrate how experience is communicated in language.
DEMANDING
Demanding messages influence or direct the other's behavior with an expectation that the other will comply by saying something or acting as requested.
D Directive
Commands, statements or questions which implicitly or explicitly direct the actions or attention of others.
Throw the ball.
Listen to what Mark is saying.
Would you get a sponge?
Let's wash our hands.
Why don't I hold it for you?
Tell her you're sorry.
T Tutorial
Questions intended to teach others by having the other respond with information the asker already knows.
What color is this? Why won't it work?
What is a family room?
Where do apples come from?
=
What is this called?
Q Query
Questions intended to elicit unknown information.
Do you want more milk? How did that feel?
Which do you like? Where did you get that?
How many do you see?
What's your dog's name?
Tell me about your dog. | <urn:uuid:bd8b1a39-d62f-420b-8b64-c6384b3b069f> | CC-MAIN-2022-21 | https://tomdrummond.com/wp-content/uploads/2016/01/FunctionCodes.pdf | 2022-05-25T17:42:03+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662588661.65/warc/CC-MAIN-20220525151311-20220525181311-00517.warc.gz | 639,811,459 | 385 | eng_Latn | eng_Latn | 0.998728 | eng_Latn | 0.998728 | [
"eng_Latn"
] | false | docling | [
1930
] | [
3.234375
] | 1 | 0 |
Earth's Spheres Topic Guide – 5th Grade
Guide URL:
https://www.canva.com/design/DAELXodkAIc/PFxGzWRqUipM3Mbmd8tRAA/view?website#1:home
Created by Amanda Benton:
Delaware Special Education Teacher
Learning Objective:
Students will study each of the four spheres on Earth and then create a three-dimensional model that illustrates how those spheres interact in a specific biome.
Next Generation Science Standard Addressed:
5-ESS2-1: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
American Association of School Librarians (AASL) Learner Competencies Addressed:
AASL 1A2: Learners display curiosity and initiative by recalling prior and background knowledge as context for new meaning.
AASL 1B3: Learners engage with new knowledge by following a process that includes generating products that illustrate learning.
AASL 3B1: Learners participate in personal, social, and intellectual networks by using a variety of communication tools and resources.
AASL 5C1: Learners engage with the learning community by expressing curiosity about a topic of personal interest or curricular relevance. | <urn:uuid:3127da14-d80f-45d7-ab3f-405999aa6369> | CC-MAIN-2022-21 | https://udlibsearch.lib.udel.edu/wp-content/uploads/Earth-Spheres-Topic-Guide-Standards-Addressed.pdf | 2022-05-25T17:48:57+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662588661.65/warc/CC-MAIN-20220525151311-20220525181311-00520.warc.gz | 654,376,976 | 265 | eng_Latn | eng_Latn | 0.965805 | eng_Latn | 0.965805 | [
"eng_Latn"
] | false | docling | [
1166
] | [
3.640625
] | 1 | 1 |
Name(s)
CALIFORNIA STATE SCIENCE FAIR 2009 PROJECT SUMMARY
Project Number
Dylan E. Moore
S1910
Project Title
A Photoelectrochemical Cell to Obtain Hydrogen from Water with Visible Light
Objectives/Goals
Abstract
The present demand for energy is growing and fossil fuels are not a sustainable energy source. Emissions from fossil fuels significantly degrade air quality and the greenhouse gasses they release are a leading factor in global warming. Direct solar energy has not proven reliable enough to replace fossil fuels because the sun is not always out. Solar produced hydrogen is a sustainable, storable, green energy solution. Light from the sun can provide the energy needed to separate water into hydrogen and oxygen. The purpose of this project was to build a photoelectrochemical (PEC) cell that uses visible light, dye sensitized TiO(2) and Fe(2)O(3) to convert water into hydrogen and oxygen and to demonstrate how PEC cells could be utilized as an alternative energy resource. This design was a modified Gratzel cell made with readily accessible materials.
A two chambered PEC cell was built with acrylic plastic. Nanocrystalline TiO(2) was dye sensitized with anthocyanin obtained from blackberries. Dye sensitized TiO(2) and Fe(2)O(3) were bonded to conductive glass plates and placed in chambers filled with distilled water and electrolyte solution respectively. A platinum wire was inserted into the distilled water and connected to the other chamber. The PEC cell was exposed to light; voltage, electric current and water displacement were recorded at set time intervals. The process was modified and repeated seven times.
Methods/Materials
Results
Conclusions/Discussion
Trial 1 and 2 showed no current or hydrogen bubbles. With a stronger electrolyte solution, trial 3 gave a measurement of 0.01mA and several bubbles after 2 hours. In trial 7, with added oxide surface areas and a boost of 12 volts for 2 hours, the reading of the PEC cell was 2mA. The bubbles produced by the cell displaced 1ml of water. It was demonstrated that this gas contained hydrogen by igniting it with a flame.
Voltage generated by this particular PEC cell was not great enough to separate useful amounts of hydrogen but larger oxide plates would increase hydrogen production. PEC cells could be used in combination with standard solar cells to provide additional voltage to the process. When placed on rooftops or grouped in solar farms, PEC cells could help replace carbon fuels with economical hydrogen.
Summary Statement
This project demonstrated that anthocyanin dye sensitized titanium dioxide could be employed in a photoelectrochemical cell with hematite and platinum wire to separate water into hydrogen and oxygen using visible light.
Help Received
I did all my research and experiments at home with my parent's supervision. | <urn:uuid:71375e67-2207-4112-8931-14be6153b4bf> | CC-MAIN-2022-21 | http://csef.usc.edu/History/2009/Projects/S1910.pdf | 2022-05-25T16:56:56+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662588661.65/warc/CC-MAIN-20220525151311-20220525181311-00520.warc.gz | 12,847,160 | 598 | eng_Latn | eng_Latn | 0.996796 | eng_Latn | 0.996796 | [
"eng_Latn"
] | false | docling | [
2851
] | [
2.703125
] | 1 | 1 |
A Multi-Modal Approach to Laboratory Skills Development.
CA Puckree-Padua (email@example.com), Conservation and Marine Science
Keywords: BioNetwork Virtual Microscope, laboratory skills development, laboratory simulations, Covid-19.
In the pure sciences, laboratory skills development is an integral component in developing a wellrounded young scientist. With the onset of Covid-19 in 2020, contact teaching and learning at universities, including the Cape Peninsula University of Technology came to an abrupt halt and with that, the opportunity for students to obtain laboratory skills. The continuation of various lock-down levels in 2021 necessitated the implementation of innovative teaching and learning strategies. In this context, a multi-model teaching and learning approach was implemented in the practical component of Marine Biology 1. This approach involved using an online simulation to expose students to microscopy skills which were consolidated in a face-to-face practical session. The multi-model approach was aimed at complying with the regulations of Covid-19 and the subsequent restrictions while attempting to reduce the negative impacts online teaching and learning may have on the learning outcomes associated with the subject. The online, freely accessible simulator, the BioNetwork Virtual Microscope, was included in the practical component. The BioNetwork Virtual Microscope is a fully interactive 3D light microscope and was incorporated to teach students the basic skills of microscopy. Students were instructed on how to use the simulator and were then tasked with various activities based on the simulator. The simulation practicals were split over a three-week period, with one practical per week. Each practical had an associated activity which focused on a specific set of microscopy skills and learning outcomes. Some of the main learning outcomes included identifying the parts and functions of the light microscope, listing the steps in focusing a light microscope, describing how to properly handle the light microscope, making accurate identifications and observations of a biological specimen with the use of a light microscope. Students were then given one face-to-face practical session, to practice what was learnt through the simulator. Before the session began, students were asked to indicate their perceived preparedness in focusing a specimen with a light microscope. After the session they had to indicate the mark they obtained for focusing a specimen and whether they felt the simulation assisted in preparing them for the session. Based on student feedback (N = 25), the average score obtained for focusing a specimen was 94.6 %, 92 % of students indicated that the microscopy simulation activities assisted in preparing them for the faceto-face practical session. Furthermore, 100 % of students, suggested that the simulation be incorporated into the subject in future. The main reason given for supporting the incorporation of the simulations was that it provided a more interesting and interactive method of learning about microscopy, rather than just reading a text describing this. It is important to note that simulators of this nature will never be able to completely substitute a hands-on laboratory skill building. However, they can be incorporated and used in conjunction with traditional practical teaching and learning to reduce the time spent face-to-face as students may be significantly more prepared. | <urn:uuid:0d2e4230-12fb-487d-b9d0-5141f65ea262> | CC-MAIN-2022-21 | https://heltasa.org.za/wp-content/uploads/2021/12/A-Multi-Modal-Approach-to-Laboratory-Skills-Development.pdf | 2022-05-25T16:19:45+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662588661.65/warc/CC-MAIN-20220525151311-20220525181311-00520.warc.gz | 350,533,828 | 617 | eng_Latn | eng_Latn | 0.998114 | eng_Latn | 0.998114 | [
"eng_Latn"
] | false | docling | [
3478
] | [
2.046875
] | 1 | 0 |
MAFES Dawg Tracks
September 18, 2017
Emergency Care for Burns
- According to statistics, each year in the USA more than 2 million people are injured and about 12,000 people die as a result of burns.
What to do for Burns-
The largest percentage of burns to adults occur in the workplace, resulting from:
[x] Contact with flames or hot pipes such as machinery or pipes.
[x] Contact with hot liquids or steam.
[x] Splashes from chemicals to the eyes or skin.
[x] Electricity
You can protect yourself from burns by being careful, and by wearing the proper personal protective equipment (PPE).
Not all Burns look the same-
Some burns, called first-degree burns, are less serious than others. They usually result in red, dry, skin and mild swelling.
Second degree burns do more damage to the skinusually are more painful and result in blisters and swelling.
Third degree burns are even more serious-often resulting in white or charred skin. The burned skin may be hard and dry. Third degree burns of any size are extremely serious and require medical attention. These type of burns destroy nerve endings, so they don't feel so painful.
If you or a co-worker is burned at work-don't hesitate – notify your supervisor and get immediate medical help.
**Immediately call the emergency medical services for chemical burns, electrical burns, or burns to the head, neck, genitals, hands or feet. Also get immediate medical help for large burns, burns to more than one part of the body, or burns that result in trouble breathing.
EMERGENCY BURN CARE-DO'S & DON'TS
DO:
[x] Call for emergency medical help as soon as possible.
[x] Act quickly when a worker is burned.
[x] Remove the victim from the heat or other source of the burn.
[x] Use cool - not ice cold water to cool the burn.
[x] Know the location of emergency showers and eyewash solutions.
A BURN NEGLECTED MAY BE A BURN INFECTED!
ALERT TODAY <> NO INJURY TOMORROW
- Use large amounts of cool water to cool the burn, unless it is an electrical burn or a burn due to the freezing of anhydrous ammonia. Don't use ice or ice water to cool a burn.
- Call for emergency help as soon as possible. Report minor burns to the management.
- Apply a soaked towel, sheet or wet cloth to burned areas that can't be immersed in water
- Cover the burn with a loose bandage or clean, dry cloth.
Electrical Burns or Chemical Burns-
- Don't touch a person shocked by electricity until you know that the power has been cut off. Only
- Both of these types of burns are very serious. Immediately call for emergency medical help.
Turn the power off yourself if you can do it safely. If the victim isn't breathing and you are trained in CPR, begin the CPR until professional help arrives. Then cover the electrical burn with a dry bandage.
- For a chemical splash to the eye, follow these steps:
~Immediately flush the eye with eye wash solution or a gentle stream of cool, running water. Continue this for 15 minutes.
~Check the chemical label and material safety data sheet (MSDS) for specification instructions.
~Don't touch the area exposed to the chemical without wearing the proper personal protective equipment (PPE).
- Flush the burned area with a gentle stream of cool water at least 15 minutes.
- Remove any excess powder or dry chemicals from the victim's skin. Also remove any contaminated clothing, if possible.
DON'T:
[x] Break blisters that result from a burn.
[x] Apply antiseptic spray, ointments, grease, or butter to a burn; get professional advice.
[x] Try to remove clothing that is stuck to burned skin.
[x] Don't touch a person with an electrical shock until you know that the power has been turned off.
Written by - Ted Gordon
For more info contact – Leslie Woolington MAFES /MSU-EXTENSION Risk Mgmt. / Loss Control
(662) 325-3204
Excerpts: www.gemplers.com
3/1/2017 | <urn:uuid:8414d435-5ef8-460f-b888-c62e11ce058d> | CC-MAIN-2022-21 | https://www.mafes.msstate.edu/publications/safety-newsletters/17/20170918.pdf | 2022-05-25T16:38:56+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662588661.65/warc/CC-MAIN-20220525151311-20220525181311-00520.warc.gz | 998,014,657 | 885 | eng_Latn | eng_Latn | 0.99809 | eng_Latn | 0.99809 | [
"eng_Latn"
] | false | docling | [
3849
] | [
2.078125
] | 1 | 2 |
Nursery Class Timetable - Summer Term Week 5
Our theme is 'In the Garden' and our story focus is 'Mad about Minibeasts' by Giles Andreae.
Please use these ideas as a basis for your child's learning at home. You can revisit and adapt the ideas throughout the week to develop your child's interest and to consolidate their learning. Remember to also take time to observe your child and to then follow their individual needs and interests.
Message from Mrs Patterson…
"Well done for all the wonderful learning that you are doing at home. I have enjoyed reading about and looking at the photographs and videos of your home learning adventures. Please keep sending them in to our nursery class email address; also, if you have any questions or queries feel free to get in touch."
email@example.com
Literacy
* Can you listen to the story?
* Can you play I spy with my little eye?
If you don't have a copy of the story at home, you can watch it on the link below.
https://www.youtube.com/Mad about Minibeasts
After listening to the story, you could:
- talk about the different minibeast in the story, which one is your favourite and why? You could introduce and model descriptive vocabulary to your child e.g. 'my favourite minibeast from the story is the snail because it has a multicolored shell and it moves very slowly.'
- encourage your child to answer questions about the insects in the story. Below are some example questions…
What is the caterpillar crunching? Why does the spider have a web? How many legs does the bee have? Where it the earwig balancing?
You will need to gather together 5 different objects. Name each one to check that your child knows what they are. Then begin the eye spy game using the initial letter sound of the objects, not the alphabet name, e.g. 'I spy with my little eye, something beginning with t.' Remember to take turns to play the game.
Some children may not be developmentally ready to hear the initial sounds in words; instead you could adapt the game and identify the objects by their colour, size, sound, use, pattern etc… This game will help to develop your child's listening skills; which is another crucial pre-reading skill.
This is such a versatile game and it can be adapted to suite different abilities and learning intentions.
Physical
Fine Motor:
Health and self-care:
* Can you draw the rest of the minibeast?
You could challenge your child to mark make the rest of the minibeast. You could draw half of it, or you could use the images provided on the website. Remember to celebrate all mark making that your child does.
*I have added some half images to the website for you to print or copy.
* Can you be more independent?
Remember to encourage your child to be more independent in their self-help skills; mastering a new skill is such is such a great achievement. Below are some self-help ideas that you can encourage and practice at home:
- I am learning to put on and take off my own footwear.
- I am learning to take off and put on my own socks.
- I am learning to put on and take off my own coat, and I try to fasten in.
- I am learning to use my knife and fork.
- I am learning to tidy my toys away when I am finished.
You don't need to do all of these at once but try to make time in your daily routine to practice some. Remember to celebrate the small steps that your child makes, this will encourage them to keep trying.
1
Maths
* Can you play the shape games?
Have fun together exploring these online shape games.
https://www.topmarks.co.uk-Shapes
* Can you make different shapes?
Using resources that you have in your home, such as lolly sticks, cocktail sticks, spaghetti, strips of paper/card, straws, pipe cleaners etc… can you create the shapes below? You could pose questions about the shapes:
Have you seen the shape before? Does it look similar or remind you of anything? Can you spot anything the same shape in your home?
Whilst creating the shapes you could also talk about the properties of the shapes (why it is special) e.g. a square is special because it has 4 sides that are all the same length.
I wonder what else you could create with the resources.
Personal, Social and Emotional Development
* Can you be kind and thoughtful to others?
To show children how to be kind and thoughtful they need to see others being kind and thoughtful. To encourage this, you could award special hearts or stickers to anyone in your home who is being kind and thoughtful. You will need to talk to your child and give examples of how they could do this. Also, ensure that when you spot them doing these kind things, you explain to them why, e.g. 'wow, you are getting a heart because you helped to clear the table' or 'you were so thoughtful because you picked that up for me when I dropped it'. Your child can also give out hearts, you could have them in a pot ready to award to family members when they are spotted being kind and thoughtful.
* Can you take turns to play noughts and crosses?
This is a simple game that can be lots of fun. It can support and encourage your child to take turns, to start to think tactically and it helps them to understand that they might not always win, but that they should persevere and keep trying. At nursery we use the term 'Persevering Parrot'.
*I have added a sheet of heart awards or you can simply use stickers or make or use your own.
Understanding the World
* Can you create your own bug hotel?
* Can you sort the minibeasts?
To encourage more minibeasts to come and live in your outdoor area you could create your own bug hotel. This could be an ongoing project; first you will need to spend time gathering the materials needed for your bug hotel and then you can work together to construct the new home.
Over the last few weeks we have been finding out about lots of different minibeasts. I wonder if you can remember some of the things that you have learnt and can sort the minibeasts in different ways. You could sort them by colour, size, where the live, how they move, how many legs etc...
*I have added a bug hotel information sheet to the website to give you some ideas.
*I have added a minibeast sorting activity to the website or you could use toy minibeasts, you could look at images and talk about the similarities or differences or you could draw them and then sort them.
Communication and Language
* Can you fill in the missing words of the nursery rhymes?
* Can you follow instructions?
The BBC has a great website filled with lots of well-known songs and rhymes. You could spend time together singing and acting them out.
You could also challenge your child by pausing or muting the song and seeing if your child can fill in the gaps. Your child could also challenge you or other family members to see if you can fill in the gaps.
https://www.bbc.co.uk/nursery-rhymes
This game involves developing your child's understanding of prepositional language, e.g. on, under, next to, in-between, beside, in front etc…
Follow the link below to watch a video about a cheeky monkey that keeps hiding.
https://www.youtube.com/Monkey
You could then play your own hiding game using a toy and a chair or box. You could give your child instructions to follow, e.g. 'can you put the toy under / on / next to / in front of the chair?' If your child is able to do this you could challenge them to give you instructions to follow.
2
Expressive Arts and Design
* Can you draw or create a bluebell picture?
Have you seen the beautiful bluebells down the woods? Bluebells are my most favourite flower, I grew up on a farm and we had our own wood and I remember going for lovely walks through the bluebells with my dogs. I even had bluebells from our wood at my wedding.
* Can you explore the sounds of different objects?
This week you could explore making your own music and experiment with the different sounds that surfaces, containers and objects make. At nursery we sometimes go on a drumming walk using sticks, paint brush ends, pencils etc. and we explore the sound in the environment, you could try this at home. You could also use pots, pans or tupperware etc… as drums and you could explore the different sounds that they make.
I wonder if you could create a bluebell or flower inspired picture for me. You could take a photograph and send it to me via the nursery class email address.
Follow the link below and Maddie from CBeebies will show you how to make your own drum:
https://www.bbc.co.uk/cbeebies/ Do you know?
*The ideas for your learning at home is based on the seven areas of learning from the Early Years Foundation Stage (EYFS) curriculum.
3 | <urn:uuid:85ec636d-328c-466c-b512-abc3d2afcf44> | CC-MAIN-2022-21 | https://www.montalbo.durham.sch.uk/wp-content/uploads/sites/82/2020/05/Week-5-Timetable-Nursery-Class.pdf | 2022-05-25T16:17:21+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662588661.65/warc/CC-MAIN-20220525151311-20220525181311-00519.warc.gz | 1,025,090,820 | 1,891 | eng_Latn | eng_Latn | 0.999238 | eng_Latn | 0.999244 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3427,
7413,
8651
] | [
4.0625
] | 1 | 0 |
GGL Federation, Greenside
Nursery Medium Term Planning: Spring Term 2 2022
Theme: Oceans
Film: Moana
Teacher: Sophie McDonagh-Londy
Areas of
Learning
Communication and Language
* Using mathematical language – big, small, more, less, fewer, add, subtract, takeaway, equals, heavy, light, balanced, tall, short, half, double, first, second, third, etc.
* Using positional language – next to, beside, in front of, behind, above, under, in between, on top, inside, etc.
* Students to use story sequence language to describe the film Moana and the different core texts: first, then, next, after that, finally
* Constant modelling of the correct past, present, and future tenses
* Talking about the need to care for and look after our oceans, the students can suggest how to do this (ie: don't litter, recycle, beach clean ups, etc.)
* Role play in the home corner, turning it into a pirate ship to speak about pirates and treasure and linking into PSED topics about fairness and stealing
* Adults to model how to play cooperatively and use imaginative and creative language in the home corner or in small-world activities to inspire narrative role play scenarios
* Thinking about what it would be like to be underwater in the ocean; what would you hear, see, taste and touch? The students will do a film review rating the film in stars and describe their favourite characters and their favourite scene
* Introducing topic specific vocabulary related to naming different types of sea creatures, different types of climates and weather patterns around the world - crab, whale, fish, shark, dolphin, starfish, jellyfish, octopus, squid, hot, humid, temperature, saltwater, fresh water, ocean, waves, Indian Ocean, Pacific Ocean, Atlantic Ocean, Arctic Ocean
* After screening Moana, ask the students to retell the story and recall the film and its main characters, modelling how to use descriptive language and the correct tenses to discuss the film plot and main characters
* Using Moana and the TV series "Blue Planet" as a stimulus to discuss and understand the human impact on our oceans and climate change
* Using maps from pirate themed stories as a stimulus to discuss and understand directions about how to get home from school, from a friend's house, etc. in order to encourage the students to use positional and directional language
* Asking the students to recall recent experiences – i.e. how they spent their half-term holiday or how they may have celebrated Valentine's Day
Range 4
* Identifies action words by following simple instructions, e.g. Show me jumping
* Beginning to understand more complex sentences, e.g. Put your toys away and then sit on the carpet
* Understands who, what, where in simple questions (e.g. Who's that? Who can? What's that? Where is?)
* Developing understanding of simple concepts (e.g. fast/slow, good/bad)
Range 5
* Understands use of objects (e.g. Which one do we cut with?)
* Shows understanding of prepositions such as under, on top, behind by carrying out an action or selecting correct picture
* Responds to instructions with more elements, e.g. Give the big ball to me; collect up all the blocks and put them in the box
* Beginning to understand why and how questions
Speaking
Range 4
* Uses language to share feelings, experiences and thoughts
* Holds a conversation, jumping from topic to topic
* Learns new words very rapidly and is able to use them in communicating
* Uses a variety of questions (e.g. what, where, who)
* Uses longer sentences (e.g. Mummy gonna work)
* Beginning to use word endings (e.g. going, cats
Range 5
* Beginning to use more complex sentences to link thoughts (e.g. using and, because)
* Able to use language in recalling past experiences
* Can retell a simple past event in correct order
Physical Development
* Manipulating clay, plasticine, playdough, etc. related to the film Moanabuild your own raft, boat, island, hook for Maui, make different ocean animals, etc.
* Creating large artwork in the Learning Garden with chalk to develop gross motor skills - drawing fish, waves, pirate flags, treasure maps, etc.
* Setting up obstacle courses in the Learning Garden to experiment with different ways of moving – linked with the film Moana and core texts
* Nursery staff to model how to hold a pencil, chalk, pens, and paint brush correctly.
* Handwriting activities - Jarman patterns, letter formation, and number formation
* Oceans linked handwriting sheets and Jarman handwriting activities
* Fine motor skill activities - finger painting, feathers, foil, zips, buttons and fasteners on clothes, use of scissors, etc.
* Threading patterns of ocean animals with ribbon and string
* Ribbons and chalks available in the Learning Garden to encourage letter formation and different shapes
* Managing risks in the Learning Garden, learning to climb safely and use tools appropriately
* Encouraging the students to tie their own shoelaces, zip up their own coats, and fasten their own buttons as part of their fine motor skills and independent self-care
(e.g. went down slide, hurt finger)
* Uses talk to explain what is happening and anticipate what might happen next
* Questions why things happen and gives explanations. Asks e.g. who, what, when, how
* Beginning to use a range of tenses (e.g. play, playing, will play, played)
* Continues to make some errors in language (e.g. runned) and will absorb and use language they hear around them in their community and culture • Uses intonation, rhythm and phrasing to make the meaning clear to others
* Talks more extensively about things that are of particular importance to them
* Builds up vocabulary that reflects the breadth of their experiences
* Uses talk in pretending that objects stand for something else in play, e.g. This box is my castle
Moving and Handling
Range 4
* Sits up from lying down, stands up from sitting and squats with steadiness to rest or play with object on the ground, and rises to feet without using hands
* Sits comfortably on a chair with both feet on the ground
* Runs safely on whole foot
* Moves in response to music, or rhythms played on instruments such as drums or shakers
* Jumps up into the air with both feet leaving the floor and can jump forward a small distance
* Begins to walk, run and climb on different levels and surfaces
* Begins to understand and choose different ways of moving
* Kicks a stationary ball with either foot, throws a ball with increasing force and accuracy and starts to catch a large ball by using two hands and their chest to trap it
* Climbs up and down stairs by placing both feet on
* Students will have an open snack bar in the morning, where they will be encouraged to eat healthy foods of their choosing, discussing what is good for their body and what their body needs to give them further energy for the morning.
* Moving in different ways like ocean animals, simulating a fish swimming, a crab crawling and building our own boats, and islands, etc.
* Discussing the importance of oral hygiene – like brushing your teeth and visiting the dentist regularly to promote health and self-care
* P.E. Focus: Dance - Each week we will learn a variety of different steps and moves towards a final dance routine
* After watching Moana, students will be encouraged to talk about why it is important to look after our Oceans and what is happening to them and why link to the character Te Fiti in Moana and how she protects Earth and the oceans
* Discussing the importance of drinking lots of water to stay hydrated and bathing regularly to promote health and self-care
* Introducing different group games which allow opportunities for the students to find their own space and allow them to be aware of other people's space too (i.e. throwing and catching games, duck duck goose, etc.)
* Parachute games – shake it in different ways (like ripples in the water on a windy day)
* Digging for buried treasure like pirates in the sand pit of our Learning Garden
* Role playing as pirates and shipmates looking for treasure and following instructions on a treasure map to conduct a scavenger hunt through the Learning Garden
* Riding bikes and trikes in the Learning Garden
each step while holding a handrail for support
* Uses wheeled toys with increasing skill such as pedalling, balancing, holding handlebars and sitting astride
* May be beginning to show preference for dominant hand and/or leg/foot
* Turns pages in a book, sometimes several at once
* Shows increasing control in holding, using and manipulating a range of tools and objects such as tambourines, jugs, hammers, and mark making tools
* Holds mark-making tools with thumb and all fingers
Range 5
* Climbs stairs, steps and moves across climbing equipment using alternate feet. Maintains balance using hands and body to stabilise
* Walks down steps or slopes whilst carrying a small object, maintaining balance and stability
* Runs with spatial awareness and negotiates space successfully, adjusting speed or direction to avoid obstacles
* Can balance on one foot or in a squat momentarily, shifting body weight to improve stability
* Can grasp and release with two hands to throw and catch a large ball, beanbag or an object
* Creates lines and circles pivoting from the shoulder and elbow
* Manipulates a range of tools and equipment in one hand, tools include paintbrushes, scissors, hairbrushes, toothbrush, scarves or ribbons
Health and Self-Care
Range 4
* Very energetic in short bursts and needs time for rest and calm with at least three hours of a day of exercise including moderate- to vigorous-intensity physical activity, spread throughout the day
* Needs to sleep for 10–13 hours in a 24-hour
period which may include a nap, with regular sleep and wake-up times
Personal, Social, & Emotional Development (PSED)
*Continuation of the 'Golden Rules' and reinforcement during child initiated play
*SMSC weekly topics and themes
*E-safety
*Students will use the film Moana as a stimulus to explore how to make friends with one another in the classroom and how the characters Maui and Moana need to learn to work together as a team and cooperate in order to return the relic to Te Fiti and save the Polynesian people
*Students to recall how they felt after watching Moana - Should students always obey their parents/carers? Why?Or why not? How is Maui a good friend to Moana and sometimes not a very good friend?
*Linking feelings to the characters within Moana and core texts - How do they resolve conflicts? Would you do the same?
*Looking at the story "The Rainbow Fish" to help discuss the concept of selfishness, and how it is important to be kind and share with others
*Examining the different personalities and traits of the characters of Moana and core texts
*What is a pounamu stone and what is its cultural significance to the Maori people of New Zealand?
*Discussing the importance of water - how we need it to survive, how plants and animals need water to survive, and how not everyone is fortunate enough to have access to clean water around the world. Linked to the concept of 'oil spills' and waste spillages and the importance of clean water for fish and both sea and land animals.
*Listening carefully to how music and sound effects are used in the film Moanai.e. what does it sound like when the boat is gliding through the water? What sounds can you hear underwater? How are they different from the sounds that we hear where we live? How do these sounds make us feel?
*Looking at different environments - comparing our Shepherd's Bush community to the Ploynesian island in Moana - How are they similar? How are they different?
* Working towards a consistent, daily pattern in relation to eating, toileting and sleeping routines and understands why this is important
* Gains more bowel and bladder control and can attend to toileting needs most of the time themselves.
* Dresses with help, e.g. puts arms into open fronted coat or shirt when held up, pulls up own trousers, and pulls up zipper once it is fastened at the bottom
Making Relationships
Range 4
* Builds relationships with special people but may show anxiety in the presence of strangers
* Is becoming more able to separate from their close carers and explore new situations with support and encouragement from another familiar adult
* Shows some understanding that other people have perspectives, ideas and needs that are different to theirs, e.g. may turn a book to face you so you can see it
* Shows empathy and concern for people who are special to them by partially matching others' feelings with their own, e.g. may offer a student a toy they know they like
* Is beginning to be able to cooperate in favourable situations, such as with familiar people and environments and when free from anxiety
* Seeks out others to share experiences with and may choose to play with a familiar friend or a student who has similar interest
Range 5
* Seeks out companionship with adults and other students, sharing experiences and play ideas
* Uses their experiences of adult behaviours to guide their social relationships and interactions
* Shows increasing consideration of other people's needs and gradually more impulse control in favourable conditions, e.g. giving up a toy to
*Students to think about how the ocean makes them feel - i.e. how it provides us with a place to swim, how it allows animals to live and breed, how the sounds of the ocean can be calming and relaxing, etc.
*Talking about respect – respect for the ocean and the environment and understanding the consequences of not respecting the ocean or the environment, like the legend of Te Fiti in Moana
*Retelling the core texts through role play activities, practising how to take turns and work cooperatively together to create a shared narrative
*Comparing characters from the different core texts and the film Moana, students will be encouraged to think about who is special to them (i.e. their friends and families).
*Using Moana to discuss the importance of family - How does our family keep us safe? Who can we go to when we don't feel safe?
*Using Moana as a stimulus to discuss different cultures and traditions around the world (i.e. Polynesian people). How are we the same or different? What makes us unique? We will focus on the importance of diversity and celebrating our cultural differences and uniqueness.
*Students will help to collect litter around their local community, inviting friends and family to help. Students will talk about the consequences of littering and not looking after our environment (linked to the story "Somebody Swallowed Stanley")
*EYFS Charity Fundraiser - all proceeds go to a charity related to our Oceans topic like https://www.cleanwater.org/
another who wants it
* Practises skills of assertion, negotiation and compromise and looks to a supportive adult for help in resolving conflict with peers
* Enjoys playing alone, alongside and with others, inviting others to play and attempting to join others' play
Sense of Self
Range 4
* Knows their own name, their preferences and interests and is becoming aware of their unique abilities
* Is developing an understanding of and interest in differences of gender, ethnicity and ability
* Shows a sense of autonomy through asserting their ideas and preferences and making choices and decisions
* Experiments with their own and other people's views of who they are through their play, through trying out different behaviours, and the way they talk about themselves
* Is gradually learning that actions have consequences but not always the consequences the student hopes for
Range 5
* Is becoming more aware of the similarities and differences between themselves and others in more detailed ways and identifies them self in relation to social groups and to their peers
* Is sensitive to others' messages of appreciation or criticism
* Enjoys a sense of belonging through being involved in daily tasks
* Is aware of being evaluated by others and begin to develop ideas about themselves according to the messages they hear from others
* Shows their confidence and self-esteem through
being outgoing towards people, taking risks and trying new things or new social situations and being able
Understanding Emotions
Range 4
* Expresses the self-aware emotions of pride and embarrassment as well as a wide range of other feeling
* Can feel overwhelmed by intense emotions, resulting in an emotional collapse when frightened, frustrated, angry, anxious or overstimulated
* Is becoming able to think about their feelings as their brain starts to develop the connections that help them manage their emotions
* Seeks comfort from familiar adults when needed and distracts themselves with a comfort object when upset
* Responds to the feelings of others, showing concern and offering comfort
* May recognise that some actions can hurt or harm others and begins to stop themselves from doing something they should not do, in favourable conditions
* Participates more in collective cooperation as their experience of routines and understanding of some boundaries grows
Range 5
* Expresses a wide range of feelings in their interactions with others and through their behaviour and play, including excitement and anxiety, guilt and self-doubt
* May exhibit increased fearfulness of things like the dark or monsters etc and possibly have nightmares
* Talks about how others might be feeling and responds according to their his understanding of the other person's needs and wants
Literacy
* In the book corner, students will be provided with fiction as well as nonfiction texts featuring oceans and the animals that live there. With adults, students will be encouraged to talk about the differences and how they know if something is a fiction or a nonfiction text
* Listening to stories, songs, and poems related to oceans and sea animals:
-Row, Row, Row Your Boat
-Baby Shark
-A Sailor Went to Sea, Sea, Sea
-Animals in the Ocean
* The students will sequence key events in core texts and the film Moana, using story sequencing prompts and pictures to help guide them
* Daily Phonics: focusing on Phase 2 sounds and using our phonics knowledge to independently write words and captions
* Making phonics games regularly available on the interactive whiteboard
* Making decodable texts available in the book corner
* Looking at rhyming words from the core texts and Moana
* Using topic themed bordered paper and a variety of writing materials for the students to use independently in the home corner, construction area, and Literacy table
* Retelling different stories as well as the film Moana through drawing and writing
* Using different coloured paper, stencils, and materials to draw and construct ocean patterns, animals and pirate treasure maps
* Providing writing paper and reading materials for the home corner – treasure maps, clues to finding the treasure, list of jobs for pirates, pirate passports, daily pirate ship logs, etc.
* Providing opportunities for the students to learn how to write their names in different ways - with pens, pencils, chalks, writing in the sand, with paint, etc.
* Explaining the importance of labelling our work with our name
* Is more able to recognise the impact of their her choices and behaviours/actions on others and knows that some actions and words can hurt others' feelings
* Understands that expectations vary depending on different events, social situations and changes in routine, and becomes more able to adapt their behaviour in favourable conditions
Reading Range 4
* Has some favourite stories, rhymes, songs, poems or jingles
* Repeats and uses actions, words or phrases from familiar stories
* Fills in the missing word or phrase in a known rhyme, story or game, e.g. Humpty Dumpty sat on a … Begins to recognise familiar logos from student's popular culture, commercial print or icons for apps
* Enjoys rhythmic and musical activity with percussion instruments, actions, rhymes and songs, clapping along with the beat and joining in with words of familiar songs and nursery rhymes
Range 5
* Listens to and joins in with stories and poems, when reading one-to-one and in small groups
* Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories
* Begins to be aware of the way stories are structured, and to tell own stories
* Talks about events and principal characters in stories and suggests how the story might end
* Shows interest in illustrations and words in print and digital books and words in the environment
* Recognises familiar words and signs such as own name, advertising logos and screen icons
* Looks at and enjoys print and digital books
* Writing notes and letters to the characters from our core texts and the film Moana
* Labelling different types of sea creatures and classifying them - are they fish or mammals? How do you know?
* Labelling the different parts of the sea creatures - i.e. gills, tentacles, tail, fin, etc.
* Identifying the life cycle of a Turtle - egg, hatchling, juvenile, adult
* Using speech bubbles and thought bubbles to write about what the story and film characters might be thinking about or saying in Moana
* Writing different ocean animal 'fact files' - i.e. The jellyfish can sting you, Dolphins are social animals that live in groups, etc.
* Retelling key events from core texts and Moana through drawing, speaking, and writing
* Playing the silly soup game for rhyme and alliteration
* Writing lists - What's in the Lighthouse Keeper's Lunch Box? What sort of jobs do pirates have?
* Making Wanted Posters and Writing a Message in a Bottle for "The Night Pirates" story
* Students will write a message in a bottle, pretending they've been shipwrecked and need help
* Writing diary entries in the role of a pirate out at sea – i.e. "It is day one of our voyage…"
* Writing down a list of instructions and directions as well as drawing a map to help Moana find her way back home safely
* Role playing and re-enacting the different core texts and providing props for the students to explore them creatively
* Making environmental protest posters relating to the dangers facing the Oceans from Moana
* Writing movie tickets leading up to our film screening of Moana
* After watching the film Moana, the students will complete a film review to discuss their favourite scenes, characters and give it an overall 'star rating'
* Matching initial sounds to characters/objects relating to the film Moana - M is for Moana, B is for Boat, F is for Fish, etc.
* Learning the actions and singing along to the Phase 2 Jolly Phonics song on YouTube
* Using a phonics themed sound chart to help with child initiated writing
* Knowing all of the Phase 2 Sounds: s, a, t, i, p, n, c, k, ck, e, h, r, m, d, g, o, u, l, f, b , ff, ll, ss
* Learning some of the Phase 2 'Tricky Words:' the, I, to, no, go, into
independently
Writing Range 4
* Distinguishes between the different marks they make
* Enjoys drawing and writing on paper, on screen and on different textures, such as in sand or playdough and through using touch-screen technology.
Range 5
* Makes up stories, play scenarios, and drawings in response to experiences, such as outings
* Sometimes gives meaning to their drawings and paintings
* Ascribes meanings to signs, symbols and words that they see in different places, including those they make themselves
* Includes mark making and early writing in their play
* Imitates adults' writing by making continuous lines of shapes and symbols (early writing) from left to right
* Attempts to write their own name, or other names and words, using combinations of lines, circles and curves, or letter-type shapes
* Shows interest in letters on a keyboard, identifying the initial letter of their own name and other familiar words
* Begins to make letter-type shapes to represent the initial sound of their name and other familiar words
10
Mathematics
* Building up the students' interest in counting and numbers through rhymes and songs
* Using objects and pictures to encourage and support their involvement in singing
* Creating different types of numbers lines with the students – fish, boats, shells etc.
* Continuing to expose the students to numerals 0-10 and beyond
* Using Numicon to recognise numbers and quantities from 1-10 and beyond
* Extension: introduce teen numbers
* Counting and comparing number of shells, people, boats, etc. in different pictures
* Making repeating patterns with characters from core texts, and other objects related to Oceans.
* Showing an interest in representing numbers by making marks on paper i.e. tally marks to record the number of ships, sea creatures etc
* Ordering shells and ocean animals etc, according to length/height
* Ordering characters and objects from the film
Moana by size e.g. largest to
smallest
* Sorting and counting natural materials found in The Learning Garden
* Exploring 2D shapes, introducing mathematical language to name sides and corners
* Extension: Introducing 3D shapes
*
Using mathematical language to describe different ocean animals - big, small, tall, short, heavy, light, long, wide, etc.
* Learning about the days of the week and monitoring the daily temperature and weather trends through the BBC Weather Report
* In the home corner, students will have opportunities to explore lots of environmental Maths concepts, such as a calendar, a food diary, a clock, a purse with money, etc.
* Discussing 'time and light' through daylight savings time, morning routines, school routines, evening routines, etc. – sequencing a typical school day
* Introducing money in the home corner so that the students can explore how to use and handle money in their role play - i.e. pirate treasure coins
* Weight and Capacity - relate to water and sea levels. Key Vocab: empty, full, heavy, light, float, sink. Big Questions: Which container has the largest capacity? Which item is the heaviest? How do you know?
* Sorting rubbish and recyclables (link to Moana, Blue Planet and the importance of protecting our ocean life)
* Using mathematical language to describe different objects from the film Moana - big, small, tall, short, heavy, light, etc.
Comparison
Range 4
* Beginning to compare and recognise changes in numbers of things, using words like more, lots or 'same'
Range 5
* Compares two small groups of up to five objects, saying when there are the same number of objects in each group, e.g. You've got two, I've got two. Same!
Counting
Range 4
* Begins to say numbers in order, some of which are in the right order (ordinality)
Range 5
* Points or touches (tags) each item, saying one number for each item, using the stable order of 1,2,3,4,5
* Uses some number names and number language within play, and may show fascination with large numbers
* Begin to recognise numerals 0 to 10
Cardinality
Range 4
* In everyday situations, takes or gives two or three objects from a group
* Beginning to notice numerals (number symbols)
* Beginning to count on their fingers.
Range 5
* Subitises one, two and three objects (without counting)
* Counts up to five items, recognising that the last number said represents the total counted so far (cardinal principle)
11
* Data handling – Who enjoys visiting the beach and the ocean? What are your favourite snacks to take with you? What would you feed the ocean animals?
* Recognising coins and exploring how much a plastic bag costs at the supermarket - linked to the story "Somebody Swallowed Stanley"
* Exploring the concepts of floating and sinking in the water tray inside the classroom and outside in the Learning Garden
* Exploring weight through different topic related objects (sea creatures, fish, boats, treasure chests, etc) – What is heavy and what is light?
* Exploring symmetry in nature (i.e. with seashell patterns)
* Looking at Adding and Subtracting sea creatures, boats, shells, etc - more and less
* Encouraging the students to count and represent numbers in different ways - i.e. with marks on paper (writing numbers or tally marks), counting on our fingers, counting physical objects, etc.
* Using and reinforcing positional language – i.e. under, in front of, behind, in, next to, beside, on top of, etc.
* Using positional and directional language to conduct a treasure hunt in the classroom and outside in the Learning Garden
* Estimating: using boats and small world people, students will be encouraged to estimate how many people can fit in the boat, then test and calculate whether their prediction was more or less than the actual total.
STEAM investigations:
* Building boats and rafts for the pirates and then testing them to see if they sink or float
* Waterproofing experiments - testing different materials to see whether or not they will float or sink
* Freezing toy polar bears in blocks of ice and predicting how quickly they will melt - link to the shrinking ice caps in David Attenborough's "Blue Planet"
* Links numerals with amounts up to 5 and maybe beyond
* Explores using a range of their own marks and signs to which they ascribe mathematical meanings
Composition
Range 5
* Through play and exploration, beginning to learn that numbers are made up (composed) of smaller numbers
* Beginning to use understanding of number to solve practical problems in play and meaningful activities
* Beginning to recognise that each counting number is one more than the one before
* Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same
Spatial Awareness
Range 4
* Moves their bodies and toys around objects and explores fitting into spaces
* Begins to remember their way around familiar environments
* Responds to some spatial and positional language
* Explores how things look from different viewpoints including things that are near or far away
Range 5
* Responds to and uses language of position and direction
* Predicts, moves and rotates objects to fit the space or create the shape they would like
Shape
Range 4
* Chooses puzzle pieces and tries to fit them in
* Recognises that two objects have the same shape
12
* Makes simple constructions
Range 5
* Chooses items based on their shape which are appropriate for the child's purpose
* Responds to both informal language and common shape names
* Shows awareness of shape similarities and differences between objects
* Enjoys partitioning and combining shapes to make new shapes with 2D and 3D shapes
* Attempts to create arches and enclosures when building, using trial and improvement to select blocks
Pattern
Range 4
* Joins in and anticipates repeated sound and action patterns
* Is interested in what happens next using the pattern of everyday routines
Range 5
* Creates their own spatial patterns showing some organisation or regularity
* Explores and adds to simple linear patterns of two or three repeating items, e.g. stick, leaf (AB) or stick, leaf, stone (ABC)
* Joins in with simple patterns in sounds, objects, games and stories dance and movement, predicting what comes next
Measures
Range 4
* Explores differences in size, length, weight and capacity
* Beginning to understand some talk about immediate past and future
* Beginning to anticipate times of the day such as mealtimes or home time
13
Understanding the World
* Exploring weather patterns (past weather and weather forecasts) - What was the weather like yesterday? What will it be like tomorrow?
* Exploring different celebrations from different religions or places such as Valentine's Day, Shrove Tuesday, Ash Wednesday, Daylight Savings Time, Ramadan, etc.
* Examining puddles and the different types of water that we see outsidelooking at the change and evaporation in water or water freezing and turning into ice at zero degrees celsius.
* Investigating different types of clothing worn at different times of the year dependent on seasons, time of year etc (i.e. the weather in Moana compared to the weather in England)
* The students will recall special times and events in their lives and discuss things that they celebrate at home. They will compare and contrast with one another. "We are the same because… We are different because…"
* Exploring changes to nature during winter and spring to understand growth and decay and changes over time
* Using torches in a blackout tent to investigate light and dark
* Sequencing our daily routines in chronological order
* Discussing how we spent our half-term holidays
* Understanding the water cycle through through Mr Drippy animation and cotton ball experiment
* Using our film Moana to talk about environmental issues and what we can do to protect our planet and look after it as well as one another – how can we take environmental action?
* Learning about different different sea animals and how they survive in the autumn and in the winter? Do they hibernate?
* Looking at Day/Night - and understanding that the Earth rotates completely once every 24 hours
* Looking at local water systems (the River Thames) and comparing it with the Ocean - What is the difference between a river and the ocean?
* Looking at our Planet: What things do we need to live? Why do we live on Earth? How much of it is land vs. how much of it is water?
Range 5
* In meaningful contexts, finds the longer or shorter, heavier or lighter and more/less full of two items
* Recalls a sequence of events in everyday life and stories
People and Communities
Range 4
* Has a sense of own immediate family and relations and pets
* In pretend play, imitates everyday actions and events from own family and cultural background, e.g. making and drinking tea, going to the barbers, being a cat, dog or bird
* Beginning to have their own friends
* Learns that they have similarities and differences that connect them to, and distinguish them from, others
Range 5
* Shows interest in the lives of people who are familiar to them
* Enjoys joining in with family customs and routines
* Remembers and talks about significant events in their own experience
* Recognises and describes special times or events for family or friends
* Shows interest in different occupations and ways of life indoors and outdoors
* Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family
The World
Range 4
* Notices detailed features of objects in their environment
* Can talk about some of the things they have observed such as plants, animals, natural and found objects
14
* Looking at Moana and "Blue Planet" as a stimulus to discuss climate change, water pollution, and the dangers it has on the ocean animals and the Great Barrier Reef
* Looking at the importance of water - Why do we need water to survive? Who needs water? (Plants, people, animals)
* Investigating the different types of animals that live in the water and exploring their oceanic habitats - linked to the different layers of the ocean
* Explaining the importance of looking after Earth (Reduce/Reuse/Recycle) linked with Moana and how humans have an impact on plastic in the oceans, coral reef bleaching, etc.
* Listening to the sounds of the Ocean on YouTube, the students will engage in a sensory art based activity in which they will paint the mood of the music (i.e. are the waves crashing or do they sound calm?)
Experiments and Investigations:
-Cotton ball experiment to discuss water absorption
-Sinking and floating experiments
-Sorting different recyclable materials
-Making our own rafts and boats using recycled materials
-Making pirate themed telescopes
-Making stained glass window art
-Oil and water experiment
* Enjoys playing with small world reconstructions, building on first-hand experiences, e.g. visiting farms, garages, train tracks, walking by river or lake
Range 5
* Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world
* Talks about why things happen and how things work
* Developing an understanding of growth, decay and changes over time
* Shows care and concern for living things and the environment
* Begin to understand the effect their behaviour can have on the environment
Technology
Range 4
* Seeks to acquire basic skills in turning on and operating some digital equipment
* Operates mechanical toys, e.g. turns the knob on a wind-up toy or pulls back on a friction car
* Plays with water to investigate "low technology" such as washing and cleaning
* Uses pipes, funnels and other tools to carry/ transport water from one place to another
Range 5
* Knows how to operate simple equipment, e.g. turns on CD player, uses a remote control, can navigate touch-capable technology with support
* Shows an interest in technological toys with knobs or pulleys, real objects such as cameras, and touchscreen devices such as mobile phones and tablets
* Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images
15
Expressive Art & Design
* Retelling core texts through imaginative role play and drama in the Learning Garden
* Making and re-creating sea animals and ocean habitats from the film Moana
* Making pirate hats and eye patches for "The Night Pirates"
* Making musical instruments with natural and found materials - rain sticks
* Singing and reciting favourite topic related nursery rhymes and songs
* Role playing in the home corner and learning about pirates through PSED Are they kind to others? Do they play fairly?
* Using props and costumes to act out the different core texts as well as the film Moana
* Providing students with opportunities to review and reflect on their work What do you like about it? What would you do differently next time?
* Pretending to be characters from the film Moana, the students will think about how they can save the ocean and the animals that live there
* Imaginative role play in The Learning Garden as well as in the home corner relating to the core texts and the film Moana
* Explore mark making materials to make different patterns and textures crayons, chalks, pastels, colouring pencils - pressing hard/gentle, zig-zags, dots, wavy lines, crosses, shading, putting one colour on top of another
* Exploring instruments to reproduce sounds of the ocean - i.e. a rain stick, a triangle, etc.
* Painting to music - creating a visual representation of what they can hear
* Making treasure maps and wanted posters for the pirates
* Making jewellery to put into a pirate treasure chest
* Making 3D pirate ships, boats, and rafts from natural and recycled materials
* Creating sea creature mosaics
* Coral reef salt art paintings
* Creating an underwater class display using different materials, colours, and textures
* Play the sounds of the ocean on the interactive whiteboard, while the students move to the different sounds – floating, jumping, flying, swimming, etc.
* Knows that information can be retrieved from digital devices and the internet
*
Plays with a range of materials to learn cause and effect, for example, makes a string puppet using dowels
and string to suspend the puppet
Creating with materials
Range 4
* Joins in singing songs
* Creates sounds by rubbing, shaking, tapping, striking or blowing
* Shows an interest in the way sound makers and instruments sound and experiments with ways of playing them, e.g. loud/quiet, fast/slow
* Experiments with ways to enclose a space, create shapes and represent actions, sounds and objects
* Enjoys and responds to playing with colour in a variety of ways, for example combining colours
* Uses 3D and 2D structures to explore materials and/or to express ideas
Range 5
* Explores and learns how sounds and movements can be changed • Continues to explore moving in a range of ways, e.g. mirroring, creating own movement patterns
* Enjoys joining in with moving, dancing and ring games
* Sings familiar songs, e.g. pop songs, songs from TV programmes, rhymes, songs from home
* Taps out simple repeated rhythms
* Develops an understanding of how to create and use sounds intentionally
* Continues to explore colour and how colours can be changed
* Develops an understanding of using lines to enclose a space, and begins to use drawing to represent actions and objects based on imagination, observation and experience
* Uses various construction materials, e.g. joining pieces, stacking vertically and horizontally,
16
GGL Nursery – Academy specific vision, ethos, Learning Model and priorities
Spring 2 2022
Greenside
Teaching film – about, through and making film: The Greenside Nursery students will explore the different themes and motifs in the film Moana that relate to our topic "Oceans." We will examine the environmental aspects of the film. We will discuss the importance of water - how humans, plants, and animals need it to survive and why it is important to look after the oceans and ocean animals. We will also discuss how Moana was selected to protect and look after the ocean as well as the Polynesian people of her village. Alongside the animated film Moana, we will explore the documentary television series Blue Planet to understand
17
more about climate change and the different challenges that we are currently facing in our oceans (such as the diminishing coral reef in Australia). We will look at the different characters within the film Moana and analyse them. By teaching through film, the students will be exposed to film language (like setting, plot, character, mood, etc.) and examining the film Moana through a critical lens. For example, we will take a look at what the music and sound effects tell us about the mood of a particular scene. The students will also be prompted to look at the characterisation of the animation and how this is indicative of the type of character. For example, the character Maui is quite big and strong looking… What does that tell us about his personality traits?
Experiential Learning Model: Our STEAM investigations will inspire and engage our students in the introduction of our new topic "Oceans." We will use the film Moana and The Great Barrier Reef in Australia as a stimulus to help us to learn more about the negative impacts that humans have on the environment. We will also examine the water cycle and conduct experiments linked to water, ice, puddles, and evaporation. We will also explore the different layers within the ocean and look at the different types of animals living within them, as well as how the animals have evolved to survive harsher conditions. Finally, we will look at weather patterns and trends over time including the melting of the polar ice caps and the rising sea levels.
Questioning: The focus for this term will be on using open-ended and reasoning questions suitable for all students's learning abilities. The students will gain a better understanding of oceans and the environment through questions like: What are the most significant threats facing our oceans and the ocean animals? Why is the coral reef such an important part of the ocean? How can we make sure that we are protecting our oceans and ocean animals?
18 | <urn:uuid:e12e96f8-d164-4e57-81cc-f6204896b648> | CC-MAIN-2022-21 | https://greensideschool.org/wp-content/uploads/2022/02/Nursery-Medium-Term-Planning-Spring-2-2022.pdf | 2022-05-25T15:15:01+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662588661.65/warc/CC-MAIN-20220525151311-20220525181311-00519.warc.gz | 347,980,260 | 9,143 | eng_Latn | eng_Latn | 0.962453 | eng_Latn | 0.997254 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
183,
3780,
6597,
9682,
9752,
13244,
16111,
17498,
20672,
23902,
27218,
30131,
31289,
34519,
37002,
40425,
41167,
43137
] | [
4.4375,
4.375
] | 1 | 0 |
Yossi's Goal Ellen Schwartz
1-55143-492-x $7.95 cdn • $5.95 us, paperback 5 x 7.5, 144 pages ages 8-11
To order this book or for a current catalogue:
Orca Book Publishers phone 1-800-210-5277 fax: 1-877-408-1551 www.orcabook.com
Consider this question as you read Yossi's Goal: Does freedom always come at a price?
Story
Yossi, a Jewish immigrant boy in Montreal, longs to play hockey, but when his father becomes ill and cannot work, all Yossi's hard-earned savings must go to help the family, not to buy skates.
Author
Ellen Schwartz's grandparents emigrated to North America at about the same time, and in similar circumstances, as Yossi's family. In order to learn about early Jewish immigrant life, she did a lot of research in Montreal, a city she loves. Ellen is the author of many books for children, including the Starshine series, I Love Yoga! and Jesse's Star (Orca), the first book about the irrepressible Yossi. She lives in Burnaby, British Columbia.
Curricular Integration
Language Arts
* Yossi works in the garment industry and sells newspapers to make money to help his family. Have students write three to five journal entries as Yossi, discussing how he might feel about each of these jobs and his situation.
* How many goals does Yossi have besides the one he scores in the hockey game? Have a discussion about what goals are and how they influence the way we live.
* In the previous novel, Jesse's Star, Yossi is bullied by the Russian soldiers; in Yossi's Goal he and his friends are bullied by older boys trying to take over their ice rink. In both cases Yossi comes up with a plan to stop the bullying. Have students think of a time they or someone they know has been bullied and then write a solution to the situation.
* Have students create poems about hockey, using the drawings they have created (see "Art") or a hockey scene from Yossi's Goal as inspiration.
* Yossi struggles with his new country. He and his family are free, but they are very poor. Discuss or debate the following: Is freedom worth giving up everything for? Have students reflect on the discussion and write a paragraph giving their opinion.
* In Jesse's Star, Jesse travels back in time to become Yossi before he emigrates to Canada. Now imagine Yossi traveling forward in time to be Jesse and ask students to write about what he might experience.
* Yossi sells newspapers on the street corner. Have students create a newspaper using events from Yossi's Goal as the content of the newspaper. Include illustrations and captions in the paper.
* Yossi and his friends gag Max and tie him up in order to prevent him from stopping the strike. Debate whether "the end justifies the means." Have students write a paragraph explaining their response to this idea.
History
* Yossi and his family immigrated by ship to Canada from Russia in the late 1890s. Have students research what life was like in Montreal at this time. Compare it with what life is like in Montreal today.
* Yossi's family left Russia because of persecution. Research the conditions of Jews in Europe and Russia in the late 1800s.
* Yossi tastes his first maple syrup stirred into snow after a game of hockey. Maple syrup is made from the sap of the maple tree. Investigate the steps involved in the production of maple syrup and where in North America it is produced.
* Yossi finds new friends and allies by playing ice hockey. Today there are many hockey leagues, the most famous being the National Hockey League. Find out how the game was invented and what the rules are.
* Yossi is angry when he realizes wealthy Jews own the garment factory in Montreal, but many factory workers are very poor Jews. Discuss why and how this happened and suggest ways that the situation might have been changed for the better.
* Garment factories were not easy to work in. They were referred to as sweatshops. These types of places still exist today. Research sweatshops in the modern world.
* What is a labor union? Find out about the rise of labor unions in the garment factories of Montreal.
Art
* Bring in a pair of hockey skates and have students draw them using charcoal or pencil.
* Ken Danby is a Canadian painter who has created some famous paintings about hockey. Two of his works are entitled: "At The Crease" and "Wayne Gretzky Farewell." Find out more about Danby's work and have students create a painting or drawing in his style.
Compare them to the skates illustrated inYossi's Goal—what is the same, what has changed.
* Yossi and some of his family work in a garment factory. Using primary source pictures online or excerpts from Yossi's Goal, draw a picture of what it might be like inside the factory.
* Have students select six scenes from Yossi's Goal to use in the construction of a comic strip.
Drama
* The garment factory workers in Yossi's Goal were not treated fairly. They decided to stand up for their rights as human beings. Have students create skits from scenes in the book that reflect this. For example: When Daniel talks about the workers pulling together to get better wages,or when Miriam explains to her father that the workers are ready to take action.
* In Chapter Nine there is a problem with the ownership of the ice hockey rink. Have students create short skits that illustrate how this problem could have been solved.
Physical Education
* In Yossi's Goal, the boys play ice hockey, but hockey can be played in a gym, on a street or on a field. Learn the rules for field and cosom hockey and have your students play games of hockey in both venues.
Selected Resources
Fiction
Bierman, Carol. Journey to Ellis Island.
Bouchard, David. That’s Hockey!
Carrier, Roch. The Hockey Sweater.
Dueck, Adele. Nettie's Journey. (Russian Revolution)
Flanagan, Katie. Polar Bears on Ice.
Harlow, Joan Hiatt. Joshua’s Song .
Leonetti, Mike. My Leafs Sweater.
London, Johnathan. The Sugaring-off Party.
MacGregor, Roy. The Screech Owls series.
Napier, Matthew. Hat Tricks Count: A Hockey Number Book; Z is for Zamboni: A Hockey
Alphabet.
Nixon, Joan Lowry. Land of Promise.
Schwartz, Ellen. Jesse’s Star; Mr. Belinsky’s Bagels.
Taback, Simms. Joseph Had a Little Overcoat.
Vandervelde, Beatrice. Ice Attack.
Ward, David. The Hockey Tree.
Wattling, James. Two Cents and a Milk Bottle.
Woodruff, Elvira. The Memory Coat.
Nonfiction
Etue, Elizabeth. Hayley Wickenheiser: Born to Play. (796.96)
Faulkner, Megan. A Day at the Sugar Bush. (633.6)
Foley, Mike. Play by Play Hockey. (796.96)
Freeze, Gregory L. Russia: A History. (947.9)
Hughes, Susan. Coming to Canada: Building Life in a New Land. (304.8)
McDermott, Barb. All About Canadian Sports: Ice Hockey. (796.96)
Maki, Wilma, ed. Weaving a Country: Stories from Canadian Immigrants. (971.008)
Purslow, Frances. Jewish Immigrants in Canada. (971.004)
Rutter, Jill. Jewish Migrations. (304.8)
Thomas, Keltie. How Hockey Works. (796.96)
Online
Child Labour
The National Hockey League www.unicef.org/protection/index_childlabour.html
www.nhl.com proicehockey.about.com/od/hockeyglossary/
Ice Hockey Glossary
Standing up for your rights
How do they make maple syrup?
changingminds.org/techniques/assertiveness/standing_up_for_rights.htm home.howstuffworks.com/question71.htm
www.nmajh.org/links/links1.htm
National Museum of American Jewish History
Virtual Jewish History Tour Canada
The Migration to North America www.jewishvirtuallibrary.org/jsource/vjw/canada.html
www.let.leidenuniv.nl/history/migration/chapter52.html www.howstuffworks.com/computer-clothing.htm
How Smart Clothes Work
Sweatshop en.wikipedia.org/wiki/Sweatshop The History Place Child Labor in America 1908-1912 www.historyplace.com/unitedstates/childlabor/index.html Sweatshop Watch www.sweatshopwatch.org/
A Letter from the Author
Dear Readers,
After I published Jesse's Star, I thought I was finished with feisty mischievous Yossi. After all, his family had escaped from Russia and were on a steamship, about to land safely in Canada.
But Yossi wouldn't leave me alone. And readers kept asking me what happened to him after he arrived in Canada. I wondered too. What would his life be like? How would he and his family survive in a strange new place? So I had to write another book to find out.
For starters, I knew that Yossi and his family would be very poor. That's usually the case with immigrants, especially those who don't speak the language and don't have the kind of skills needed in the new country. My own Jewish grandparents fled from Eastern Europe (Russia, Poland and Lithuania) and landed in New York. They lived in the poorest neighborhoods near the port, until they settled in, learned the language and started earning enough money to move "uptown."
I visited the Lower East Side Tenement Museum in New York and saw the appalling conditions poor immigrant families lived in during the 1890s: no running water, no indoor toilets, poor lighting, few windows, and lots of people living in one room. As soon as I saw this, I knew this was how Yossi and his family would have lived.
I decided to set the story in Montreal – partly because I love the old section of the city, with its brick buildings and cobblestone streets; partly because Montreal has a rich Jewish history (some stores still have Hebrew lettering in the windows); and partly because my daughter lives there and the need to do research gave me an excuse to visit her! I spent several days at the Jewish Public Library, looking at old photographs and reading books about early immigrant life in Canada.
I found out that most of the Jewish immigrants worked in garment factories under truly terrible conditions. What surprised me most was that the owners of those factories – called "sweatshops" – were Jews themselves. These wealthy business owners were treating their fellow Jews terribly, forcing them to work long hours for very little pay. That piece of information was too good to pass up, and I knew I had to use it in my story.
Somehow, from the moment I decided to write the book, I knew Yossi wanted to play hockey. (I had an anxious moment when I wasn't sure whether hockey had been invented by the 1890s – but thankfully it was!) But of course, since his family was so poor, he wouldn't have been able to afford skates and a stick. So the quest to get some skates and learn how to play became an important part of the story.
In that way, the title Yossi's Goal has a double meaning. It's about Yossi's desire to help his family thrive in their new home, and it's also about the hockey goal that Yossi longs to score.
I love when titles have double meanings, don't you?
Sincerely,
Ellen Schwartz | <urn:uuid:ae328e3d-abe5-4d1f-98cf-494c94fef82d> | CC-MAIN-2022-21 | https://www.ellenschwartz.net/_files/ugd/f911b6_8c03d7d781c24daaa3b3873aef3fe0ab.pdf | 2022-05-25T15:56:58+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662588661.65/warc/CC-MAIN-20220525151311-20220525181311-00519.warc.gz | 850,360,086 | 2,551 | eng_Latn | eng_Latn | 0.892382 | eng_Latn | 0.998513 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
233,
2978,
5749,
7571,
10651
] | [
4.53125
] | 1 | 0 |
Toyota and Environmental Leaders Work to Expand Pollinator Habitats
April 29, 2022
Preserving nature, protecting species and building healthy ecosystems are essential and conducive to living harmoniously on Earth. This is true now and will continue to be true in the future – what we do now matters. That's why Toyota Motor North America (Toyota) is committed to doing its part now to help ensure that future generations can continue to enjoy the natural wonders of our world.
As a part of the automaker's strategy to protect and promote biodiversity, a core focus of its Seventh Environmental Action Plan (FY2022 – FY2027), the company is providing support to the National Environmental Education Foundation (NEEF) and Pollinator Partnership (P2) to enhance 26,000 acres of pollinator habitat across North America over the next five years. NEEF's mission is to make the environment more accessible, relatable, relevant and connected to the daily lives of all Americans, and P2 is dedicated to the protection and promotion of pollinators and their ecosystems.
Toyota is providing $200,000 to each nonprofit organization that will directly go towards projects that will help nurture the monarch butterfly and other pollinator species.
NEEF will be responsible for the development, implementation and ongoing management of the 2022
Biodiversity Conservation Grant Program, which will provide funding to habitat enhancement projects that support the creation, restoration, remediation, improvement, and/or protection of habitats for important pollinator species such as butterflies, bees, bats, and more. The organization will select the grantees, manage the payments, and work with the grantees during the life of their project. NEEF will also be responsible for evaluating and reporting on the projects and sharing their impacts back to Toyota.
"We worked closely with Toyota's Environmental Sustainability team to set overall goals and environmental priorities for the grant program," says Tony Richardson, program director for Public Lands Engagement at NEEF. "We've received nearly 300 letters of intent, which tells us there is an incredible demand for this type of support and some incredible work going on throughout the country."
For its part, P2 is working with the support of Toyota to launch the Pollinator Friendly Places initiative. Through this program, P2 will help Toyota create, enhance, and protect thousands of acres of habitat for pollinators, increase landowner education, increase the implementation of best management practices, provide education and volunteer opportunities to Toyota staff and the public, and ultimately support the health of pollinators across North America.
Why are these projects so important? These resources will help protect pollinators, which are crucial to the ecosystem.
"Pollinators play a necessary role in the reproduction of up to 90% of the flowering plants around the globe," says Kelly Rourke, executive director of P2. "Without pollinators, the plants that most other wildlife rely on would not be able to reproduce, and therefore, pollinators are 'keystone' species in our natural areas — species that are needed for all others to survive. About 75% of our crop plants require or benefit from pollination, so without pollinators we wouldn't have many of the foods we enjoy, like blueberries, coffee, chocolate and apples."
Creating a Thriving Habitat
To effectively support pollinators, habitat should include food (such as pollen, nectar, and host plants), shelter, and nesting sites for the species. These areas should also be protected from harmful chemical exposure, such as pesticides. Preserving pollinators and their habitats is key to keeping fruits, vegetables, and other food staples on kitchen tables across the world.
"One of the biggest threats to pollinators and a major cause of their decline is loss of habitat," explains Amber Barnes, conservation program manager for Pollinator Partnership. "They need areas with diverse wildflowers and nesting sites to survive and thrive. With the conversion of much of our land area to agriculture, industrial uses, and towns and cities, bees and other pollinators are finding it hard to find places to live. By creating, enhancing, and protecting pollinator habitats, we can actively make a significant difference for pollinators."
The reason Toyota chose to support 26,000 acres of pollinator habitat is because the land area is equal to the 26,000 acres that the company's facilities currently occupy across North America. These habitat areas will be located across the United States, Mexico and Canada.
"Toyota believes in supporting pollinator populations in an effort to try to prevent further declines, because we recognize pollinators are so critical to our food system," says Becky Martin, manager of Environmental Sustainability at Toyota. "Pollinators are responsible for bringing us one out of every three bites of food. We are working with P2 and NEEF because we realize it's important to partner with experts in pollinator conservation in order to properly create, protect and enhance 26,000 acres of habitat."
Buzzing With Benefits
The benefits of pollinator habitats abound. Pollinators such as bees, butterflies, moths, flower flies, beetles and bats all benefit from these habitats. Other creatures including bears, deer, and snakes can benefit from the flowers, plants or insects using the flowers. Importantly, pollinator habitats also support the insects, bats, and birds that help control garden and crop pests.
"Pollinators are keystone species in our natural ecosystems, allowing flowering plants to reproduce and provide resources for all the other wildlife in natural areas," says Barnes. "We need a diversity of pollinators to ensure pollination of diverse plant communities. Many pollinators also have additional roles in the ecosystem, supporting biodiversity through being prey for other wildlife and helping with decomposition."
Driving Action Now
With the effects of climate change in full swing, the time to act is now. Preserving pollinator landscapes is critical in preventing a detrimental domino effect.
"Ecosystems as we know them would collapse if populations of pollinators were to seriously decline or go extinct," says Rourke. "If only some pollinators were lost, other pollinators may be able to take on their role; however, that relies on thriving, diverse populations of many pollinators, which are currently in peril. If most populations were gone, plants would not reproduce, wildlife would not have the plants, seeds and fruits they rely on and would also die, and insects and microorganisms would not have the organic material — plants and animals — they need to live."
For Toyota, combining efforts with P2 and NEEF is a way to amplify the organizations' programs and respective activities, as well as support the automaker's sustainability and biodiversity goals.
"Toyota's global vision of Respect for the Planet is a core value of the company and a driving force behind our environmental strategy," says Martin. "This project is being implemented to meet a biodiversity target in our Seventh Environmental Action Plan. Our Environmental Action Plans are five-year plans that we develop to guide us in achieving the longer-term Toyota Environmental Challenge 2050, intended to have a net-positive impact on society by 2050."
It Takes a Village
Finding other companies and organizations that share the same values of protecting habitat is essential to preserving nature. Without a community and dedicated team of people who support environmental efforts, progress is impossible.
"Community engagement and volunteer participation is important for so many reasons," says Barnes. "The problem is, many people don't know who our pollinators are, what they need, and what they can do to help. By engaging with the community and recruiting their help in enhancing the pollinator habitat at some of these sites, volunteers can take ownership and pride in the good work they helped initiate. They also learn new skills and information that they can then apply at home or in their neighborhoods."
"NEEF will also work with Toyota to provide hands-on volunteer activities throughout the year for Toyota team members and their families and allow them to actively participate in pollinator enhancement projects supported by this grant program," adds Richardson.
Through activities like these, Toyota hopes to educate citizens and raise awareness of the importance of environmental sustainability and how it affects everyday life.
"We are excited to create, enhance, and protect these habitats for pollinators," says Martin. "We hope to encourage other organizations to develop large amounts of habitat so pollinator species that are in decline will increase in number. We also hope to encourage other corporations to join us in making commitments to protecting nature and biodiversity."
To learn more about this project, please visit the NEEF and P2 websites for more information. | <urn:uuid:4cb83a28-2629-4897-8ae5-5629fc39b74a> | CC-MAIN-2022-21 | https://pressroom.toyota.com/?generate_pdf=74305 | 2022-05-25T16:05:32+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662588661.65/warc/CC-MAIN-20220525151311-20220525181311-00519.warc.gz | 531,777,860 | 1,749 | eng_Latn | eng_Latn | 0.996728 | eng_Latn | 0.998318 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1334,
5150,
8607,
8965,
9060
] | [
2.703125
] | 1 | 0 |
GREET RATIONALE
Greet new changes with an open mind. Encourage pupils to find positive new forms of interaction and engagement. find structured ways of opening and closing the school day to support containment and a sense of togetherness.
TIPS
* Greet - Spend time welcoming the children back and build in time for discussions about their thoughts and feelings;
* Greet - Social connectedness - It is important that adults, children and young people feel they belong and have a social network which can support them within their school or other educational setting;
* Greet- settings may look physically different to children with new routines to learn
* Greet – handwashing and hygiene will become an integral part of both arriving and departing- make this fun for children, use songs and rhymes to help them to engage thoroughly in these processes . a useful story about C-19 can e found at https://660919d3-b85b-43c3-a3ad3de6a9d37099.filesusr.com/ugd/64c685_0a595408de2e4bfcbf1539dcf6ba 4b89.pdf
* Greet – develop new ways of greeting each other, e.g special mimes, dances etc. this may be especially useful for children who previously required physical affection or guidance
FURTHER WORK
Be vigilant to any children who aren't engaging in routines. Ensure that the need to adhere to new protocols is a message that is conveyed by parents to the children before they come into setting | <urn:uuid:a6e2d7ac-ea25-41f2-aaf5-a65e4626d124> | CC-MAIN-2022-21 | https://www.rainbowsofresilience.co.uk/_files/ugd/1c00cd_2ef9d3852f3b4348984276dece62e34e.pdf | 2022-05-25T17:02:30+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662588661.65/warc/CC-MAIN-20220525151311-20220525181311-00519.warc.gz | 1,099,298,787 | 318 | eng_Latn | eng_Latn | 0.994461 | eng_Latn | 0.994461 | [
"eng_Latn"
] | false | docling | [
1392
] | [
2.203125
] | 2 | 0 |
FORWARD CORNER
Black History Month: Exploring the Racial Disparities in Childhood Obesity
In the January newsletter we introduced FORWARD's white paper: Practical Ways to Address and Overcome the Racial and Ethnic Disparity in Childhood Obesity highlighting specifically what Hispanic families might do to mitigate the risks and influencing factors contributing to the disparity in obesity rates. This month, we focus on African American families and the unique risks they face in developing obesity. Please share these tips with your families.
- Do your best to enter pregnancy at a healthy weight. Obesity rates are highest among black women and there is a direct correlation between a mother's weight pre-pregnancy and the child's risk of becoming obese.
- Breastfeed babies for as long as possible, but ideally for at least six months. Research shows that black moms breastfeed at a lower rate than their Hispanic and Caucasian peers. Breastfeeding helps children in maintaining a healthy weight during childhood.
- Limit screen time, fast food and sugar sweetened beverages as the research shows the consumption of these three is higher among black children.
- Revisit culture and traditions to be sure your beliefs and food preferences do not negatively affect your children's health. Modify soul food favorites by trying out these recipes.
- Systemic racism places an undue burden on black families, causing stress which is a risk factor in developing obesity. Manage family stress with these best practices: Engage in daily physical activity and exercise for all. Get plenty of quality sleep. Nourish your body with healthier food choices. Go outdoors and enjoy nature. Practice deep breathing and meditation and mindfulness (even with children). Journal and use art with children to work through stress: draw, paint, color, mold, etc. Streamline your daily to-do list and say "no" more often. Do not "over program kids." Reach out to your family, friends, a therapist and social support system for help.
- Check out these strategies and more at https://forwarddupage.org/resources-tools/ Tips and Strategies for Families to Begin to Overcome the Racial and Ethnic Disparities in Childhood Obesity will be posted by Mid-February.
Upcoming Training: FORWARD and the YWCA present Addressing the Race and Ethnic Disparity in Childhood Obesity Register here for this free training. February 24 from 6:30-8:30, via ZOOM. Come explore the factors that contribute to this disproportionate rate of obesity among Black and Hispanic children, examine practical tips to share with families to mitigate the risks and conclude with how to get information out to families. We hope to see you there.
For the past three years, FORWARD has submitted the FORWARD Corner for publication in the YWCA monthly newsletter and has distributed this to DECC members and early childhood staff in the public schools. This will be our last newsletter. In December, the FORWARD Board of Directors voted to retire FORWARD, effective January 31, 2022. It has been our pleasure working with the DuPage County early childhood community. We hope that you will continue our work in creating healthy systems, policies and environments to help young children and families develop healthy habits and reach and maintain a healthy weight throughout childhood and into adulthood. The FORWARD website www.forwarddupage.org will remain active during the next year, allowing you to access materials for your professional development, to share with staff and distribute to families.
JOIN THE HEALTHY MOVEMENT TODAY BY TAKING ACTION!
February Call to Action for Families: Commit to healthy eating by modifying family recipes to reduce unhealthy fats, sugar, refined starches and sodium. Commit to modifying at least one recipe a week using the Healthier Traditions Cookbook: Quick and Easy.
February Call to Action for Early Childhood Providers: Please consider printing and sharing this resource with your Hispanic and African American families, Tips and Strategies for Families to Begin to Overcome the Racial and Ethnic Disparities in Childhood Obesity . Coming soon to the FORWARD website under Parent Resources. | <urn:uuid:e14d7453-f14d-4d48-b09d-5c358822f300> | CC-MAIN-2022-21 | https://forwarddupage.org/wp-content/uploads/2022/03/February-2022-FORWARD-newsletter.pdf | 2022-05-25T16:54:01+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662588661.65/warc/CC-MAIN-20220525151311-20220525181311-00519.warc.gz | 325,147,137 | 814 | eng_Latn | eng_Latn | 0.995638 | eng_Latn | 0.998021 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3564,
4202
] | [
2.046875
] | 1 | 0 |
Calif. Officials May Move Salmon to Sea by Truck
Published on Food Manufacturing (http://www.foodmanufacturing.com)
Calif. Officials May Move Salmon to Sea by Truck
SACRAMENTO, Calif. (AP) — Wildlife officials said they will consider a plan to move millions of hatchery-raised salmon by tanker trucks to the ocean if the Sacramento River and its tributaries prove inhospitable due to the drought.
Officials fear the rivers could become too shallow and warm, affecting food supply and making salmon easier to catch by predators, the Sacramento Bee [1] reported.
State and federal officials said Monday they were watching conditions and would be ready to implement the plan next month, barring heavy rains.
Salmon are usually released in April and May from the Coleman National Fish Hatchery on Battle Creek, a tributary of the river.
The hatchery is the largest in the state, producing about 12 million fall-run Chinook salmon.
Such fish are key to West Coast salmon populations, producing most of the wildcaught salmon found in California markets and restaurants. The fish are also key to California's robust salmon sport fishing industry.
"What this means is we'll likely have a much better salmon fishing season in 2016, when these fish reach adulthood, than we would have otherwise gotten," John McManus, executive director of the Golden Gate Salmon Association, told the Bee.
Unless the state sees lots of rain in March, wildlife officials worry the rivers will slow to a trickle in April and May when young salmon migrate to the sea.
The problem is heightened by water diversions from the Sacramento-San Joaquin Delta to farms and cities.
The California Department of Fish and Wildlife is also putting together similar trucking plans for the Feather, American and Mokelumne rivers, which also produce millions of young salmon annually.
Some concerns over trucking the fish have been raised after evidence that the transported fish sometimes swim into the wrong river when they return to spawn as adults, harming the unique genetic traits of the species.
A long-term study is underway to help scientists determine the least disruptive way to transport the salmon.
The trucking plan would be a one-time program meant to protect the fish during the drought. It's similar to one used during the drought of 1991-92.
Page 1 of 2
Calif. Officials May Move Salmon to Sea by Truck
Published on Food Manufacturing (http://www.foodmanufacturing.com)
The state would scrap the plan if heavy rains hit the region.
"We don't want to truck them down if conditions aren't going to be as bad as we think they're going to be," said Bob Clarke, fisheries program supervisor at the U.S. Fish and Wildlife Service.
___
Information from: The Sacramento Bee, http://www.sacbee.com [2]
Source URL (retrieved on 10/01/2014 - 2:05am):
http://www.foodmanufacturing.com/news/2014/03/calif-officials-may-move-salmonsea-truck
Links:
[1] http://bit.ly/Oh5dS8
[2] http://www.sacbee.com
Page 2 of 2 | <urn:uuid:21258b10-4cc0-4b61-8a57-9d9a810043bf> | CC-MAIN-2014-41 | http://www.foodmanufacturing.com/printpdf/news/2014/03/calif-officials-may-move-salmon-sea-truck | 2014-10-01T06:05:30Z | crawl-data/CC-MAIN-2014-41/segments/1412037663365.9/warc/CC-MAIN-20140930004103-00175-ip-10-234-18-248.ec2.internal.warc.gz | 574,486,325 | 655 | eng_Latn | eng_Latn | 0.995228 | eng_Latn | 0.998032 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2343,
2998
] | [
2.234375
] | 11 | 0 |
Reading Prompts for Adults
Parents often want to know how they can help to develop the reading skills of their child. The best way is to regularly listen to them read, sometimes reading to or with them, but also discussing books read in increasing depth.
To become good readers children need to develop skills in 7 key areas and it can be useful to think about these when reading with your child.
Decoding
This is the understanding of the words on the page and coming across unfamiliar words. You can help to work through unfamiliar words by reading the word in its context and even looking it up in a dictionary or discussing words together.
Retrieval and Recall Questions
To be able to locate important information from the text and to be able to retell the stories, describing events e.g. 'What is the name of the brother?' , 'In what year was the character born?'.
Inference
Reading between the lines. This is where children use clues from the text alongside their own knowledge to form links/ conclusions e.g. 'As I grabbed the popcorn, I walked into the dark abyss ready for the show to start'. This indirectly tells the reader that they are at the cinema. The reader has to use clues from the text 'popcorn' 'dark abyss' to infer that they are at a cinema using their own knowledge also.
Structure, Organisation and Language
This skill is the child thinking about why the writer has chosen certain elements within their writing. Why have they structured the words/ paragraphs in a certain way? Why has the reader chosen certain words and what are their impacts on the reader?
Good Questions to Ask
* What has happened in the story so far?
* What do you think will happen next?
* Who is your favourite character? Why?
* Who is the character you like least? Why?
* Do you think the author intended you to like / dislike this character? How do you know?
* Does your opinion of this character change during the story? How? Why?
* Find two things the author wrote about this character that made him / her likeable?
* If you met one of the characters from the story, what would you say to him / her?
* Which part of the story is your favourite / least favourite? Why?
* Would you change any part of the story? How?
* Would you change any of the characters? How?
* Which part of the story was the funniest/scariest/ saddest/ happiest?
* Find some evidence in the text to support your opinion.
* What is the purpose of this book? How do you know?
* Why is this page laid out in this way? Could you improve it?
* Pick three favourite words or phrases from this chapter. Can you explain why you chose them?
* Did this book make you laugh? Can you explain what was funny and why?
* Have you read anything else by this author? Is anything similar?
* Does this book remind you of anything else? How?
* When do you think this book was written? How do you know? Does it matter? What would it be like if it was written now?
* Do you think the title of the book is appropriate? What would you have called it?
* What is the genre of the book: sci-fi, mystery, historical, fantasy, adventure, horror, comedy? What are the features that make you think this?
* Find two sentences which describe the setting.
* Is the plot fast or slow moving? Find some evidence in the text, which supports your view.
* If the author had included another paragraph before the story started what do you think it would say?
* Would you like to read another book by this author? Why/ why not?
Of course, it doesn't have to be you asking the questions. Why not turn the tables and let your child ask you questions about what you are reading? The greatest encouragement for your child is to see you – their most influential role model – reading! Enjoy it! | <urn:uuid:3e5e5855-21e7-464f-81ec-f2a602bf5ac7> | CC-MAIN-2022-21 | https://www.watersideprimaryacademy.org/_site/data/files/users/643245DB148F4030C8DA4CB47E1F3291.pdf | 2022-05-25T16:18:36+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662588661.65/warc/CC-MAIN-20220525151311-20220525181311-00522.warc.gz | 1,220,887,472 | 808 | eng_Latn | eng_Latn | 0.999231 | eng_Latn | 0.999395 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1302,
3732
] | [
3.96875
] | 1 | 0 |
Published on Electronic Component News (http://www.ecnmag.com)
NASA rover prototype set to explore Greenland ice sheet
Eurekalert!
NASA's newest scientific rover is set for testing May 3 through June 8 in the highest part of Greenland.
The robot known as GROVER, which stands for both Greenland Rover and Goddard Remotely Operated Vehicle for Exploration and Research, will roam the frigid landscape collecting measurements to help scientists better understand changes in the massive ice sheet.
This autonomous, solar-powered robot carries a ground-penetrating radar to study how snow accumulates, adding layer upon layer to the ice sheet over time.
Greenland's surface layer vaulted into the news in summer 2012 when higher than normal temperatures caused surface melting across about 97 percent of the ice sheet. Scientists at NASA's Goddard Space Flight Center in Greenbelt, Md., expect GROVER to detect the layer of the ice sheet that formed in the aftermath of that extreme melt event.
Research with polar rovers costs less than aircraft or satellites, the usual platforms.
"Robots like GROVER will give us a new tool for glaciology studies," said Lora
Page 1 of 3
NASA rover prototype set to explore Greenland ice sheet
Published on Electronic Component News (http://www.ecnmag.com)
Koenig, a glaciologist at Goddard and science advisor on the project.
GROVER will be joined on the ice sheet in June by another robot, named Cool Robot, developed at Dartmouth College, Hanover, N.H., with funding from the National Science Foundation. This rover can tow a variety of instrument packages to conduct glaciological and atmospheric sampling studies.
GROVER was developed in 2010 and 2011 by teams of students participating in summer engineering boot camps at Goddard. The students were interested in building a rover and approached Koenig about whether a rover could aid her studies of snow accumulation on ice sheets. This information typically is gathered by radars carried on snowmobiles and airplanes. Koenig suggested putting a radar on a rover for this work.
Koenig, now a science adviser on the GROVER Project, asked Hans-Peter Marshall, a glaciologist at Boise State University to bring in his expertise in small, low-power, autonomous radars that could be mounted on GROVER. Since its inception at the boot camp, GROVER has been fine-tuned, with NASA funding, at Boise State.
The tank-like GROVER prototype stands six feet tall, including its solar panels. It weighs about 800 pounds and traverses the ice on two repurposed snowmobile tracks. The robot is powered entirely by solar energy, so it can operate in pristine polar environments without adding to air pollution. The panels are mounted in an inverted V, allowing them to collect energy from the sun and sunlight reflected off the ice sheet.
A ground-penetrating radar powered by two rechargeable batteries rests on the back of the rover. The radar sends radio wave pulses into the ice sheet, and the waves bounce off buried features, informing researchers about the characteristics of the snow and ice layers.
From a research station operated by the National Science Foundation called Summit Camp, a spot where the ice sheet is about 2 miles thick, GROVER will crawl at an average speed of 1.2 mph (2 kilometers per hour). Because the sun never dips below the horizon during the Arctic summer, GROVER can work at any time during the day and should be able to work longer and gather more data than a human on a snowmobile.
At the beginning of the summit tests, Koenig's team will keep GROVER close to camp and communicate with it via Wi-Fi within a three-mile (4.8-kilometer) range. GROVER will transmit snippets of data during the trial to ensure it is working properly but the majority of data will be recovered at the end of the season. The researchers eventually will switch to satellite communications, which will allow the robot to roam farther and transmit data in real time. Ideally, researchers will be able to drive the rover from their desks.
"We think it's really powerful," said Gabriel Trisca, a Boise State master's degree student who developed GROVER's software. "The fact is the robot could be
Page 2 of 3
NASA rover prototype set to explore Greenland ice sheet
Published on Electronic Component News (http://www.ecnmag.com)
anywhere in the world and we'll be able to control it from anywhere."
Michael Comberiate, a retired NASA engineer and manager of Goddard's Engineering Boot Camp said the Earth-bound Greenland Rover is similar to NASA missions off the planet.
"GROVER is just like a spacecraft but it has to operate on the ground," Comberiate said. "It has to survive unattended for months in a hostile environment, with just a few commands to interrogate it and find out its status and give it some directions for how to accommodate situations it finds itself in."
Koenig hopes more radar data will help shed light on Greenland's snow accumulation. Scientists compare annual accumulation to the volume of ice lost to sea each year to calculate the ice sheet's overall mass balance and its contribution to sea level rise.
Original Source:
http://www.eurekalert.org/multimedia/pub/56057.php?from=238845 [1]
Source URL (retrieved on 09/21/2014 - 11:40am):
http://www.ecnmag.com/news/2013/05/nasa-rover-prototype-set-explore-greenlandice-sheet
Links:
[1] http://www.eurekalert.org/multimedia/pub/56057.php?from=238845
Page 3 of 3 | <urn:uuid:ae3c49b7-1f24-41dc-a4d9-a9f68c4831d8> | CC-MAIN-2014-41 | http://www.ecnmag.com/printpdf/news/2013/05/nasa-rover-prototype-set-explore-greenland-ice-sheet | 2014-09-21T15:40:28Z | crawl-data/CC-MAIN-2014-41/segments/1410657135558.82/warc/CC-MAIN-20140914011215-00321-ip-10-234-18-248.ec2.internal.warc.gz | 468,692,510 | 1,195 | eng_Latn | eng_Latn | 0.997561 | eng_Latn | 0.998466 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1178,
4211,
5452
] | [
2.828125
] | 4 | 0 |
Name:_________________
Date:_________________
Goodnight Moon
Word Unscramble
Unscramble the words by writing the letters in the correct order in the space provided.
1) banlloo
2) tikent
3) dbe
4) eabr
5) semou
6) oogd
7) gtnih
8) kcloc
9) oonm
10) owc
Page 1 of 1 | <urn:uuid:16b5e632-7735-4ae4-89d8-6220dd4cf137> | CC-MAIN-2014-41 | http://www.spellingcity.com/print-unscramble-letters-to-form-words.html?listId=3828548 | 2014-09-21T14:06:56Z | crawl-data/CC-MAIN-2014-41/segments/1410657135558.82/warc/CC-MAIN-20140914011215-00306-ip-10-234-18-248.ec2.internal.warc.gz | 819,164,169 | 96 | eng_Latn | eng_Latn | 0.682022 | eng_Latn | 0.682022 | [
"eng_Latn"
] | false | docling | [
278
] | [
2.171875
] | 1 | 0 |
Solutions and Colligative Properties
Introduction:
Solutions: Mixture of two or more components.
Depending on size of components, mixtures are classified into 3 types.
a) Coarse mixture:
Definition: The mixture which contains components having relatively bigger size is called as coarse mixture. E.g. Mixture of salt and sugar.
b) Colloidal dispersion:
Definition: The mixture which is formed when the size of particles dispersed in solvent are in the range of 7 4 10 cm to 10 cm is called as colloidal dispersion.
Properties of colloidal particles/solutions.
1) Colloidal particles carry positive or negative charge which stabilizes colloidal dispersion. E.g. Ferric hydroxide sol, arsenic sulphide sol.
2) Colloidal solutions are heterogeneous and can be easily separated.
c) True solution:
Definition: It is defined as the homogeneous mixture of two or more substances, the composition of which is not fixed and may be varied within certain limits.
Properties of true solution:
1) Size of particles dissolved in the solvent are very small of the order of 8 10 cm
2) It is homogenous.
3) It cannot be separated into components by simple mechanical method.
Composition of solution –
a) Solute: The component which constitutes smaller part of solution is called as solute.
b) Solvent: The component which constitutes larger part of solution is called as solvent.
Homogeneous solution:
Definition- The solution whose composition is uniform throughout the body of the solution is called as homogeneous solution.
Formation/Preparation: The homogeneous solution is formed due to force of attraction between the molecules or particles of solute and solvent.
Heterogeneous solution: It is defined as the mixture of two or more phases.
Solvation: It is defined as the process of interaction of solvent molecules with solute particles to form aggregates. When water is used as solvent, it is called as hydration or aquation.
Remember:
Extent of dissolution of solute in solvent to form homogenous solution depends on nature of solute and solvent.
General rule for solubility is "Like dissolves like" i.e. polar solutes are soluble in polar solvents.
E.g. NaCl in water.
or non-polar solutes are soluble in non-polar solvents. E.g. Iodine in CCl4
Explain: Water is called universal solvent.
1) It is polar in nature hence it dissolves most of polar solutes.
2) It has high –dielectric constant. Hence, it reduces the force of attraction between ions of solute and offers them to remain apart.
3) Thus, it acts as good medium for greater ionization of the solutes hence it is called as universal solvent.
Types of solution:
| No. | Solute | Solvent |
|---|---|---|
| 1 2 3 | Solid Liquid Gas | Solid Solid Solid |
| 4 5 6 | Solid Liquid Gas | Liquid Liquid Liquid |
| 7 8 9 | Solid Liquid Gas | Gas Gas Gas |
Aqueous solution: The solution in which water is used as solvent is called as aqueous solutions.
Non-aqueous solutions: The solution in which solvent other than water is used is called as non-aqueous solution.
Concentration of solutions: It is defined as the amount of solute dissolved in specific amount of solvent.
Dilute solutions: The solutions containing relatively less amount of solute are called as dilute solutions.
Concentrated solution: The solution containing relatively more amount of solute is called as concentrated solution.
Different methods of expressing the concentration of solution-
1) Percentage by mass or weight (W/W) – The mass of solute in gram dissolved in solvent to form 100 gram of solution is called as Mass percentage. Formula:
Where
Mass of solution Mass of solute Mass of solvent
It is independent of temperature as it does not contain term volume.
2) Percentage by volume (v/v) : It is defined as the ratio of number of parts by volume of the solute to one hundred parts by volume of the solution.
Formula:
Note:
- Used when both the components of solution are in liquid phase.
- Total volume of solutions is not equal to sum of volumes of solute and solvent as same solute particles occupy empty spaces in voids in structure of liquids.
- Volume is temperature dependent and hence (v/v) changes with temperature.
- (w/v) is mass of solute in grams present in 100 ml of solution.
3) Mole fraction (x): The mole fraction of any component of solution is defined as the ratio of number of moles of that component present in the solution to the total number of moles of all the components of the solution.
Mathematical expression of x :
For binary solution,
1 n number of moles of solvent
n
2
number of moles of solute
Note:
- Sum of mole fractions of solvent and solute 1 2 1 2 1 2 n n x x 1 n n
- Sum of mole fraction of all components of any solution is always unity.
- Mole fraction is temperature independent.
4) Molarity (M) : It is defined as the number of moles of solute present in 1 dm 3 (lit) volume of the solution.
Note :
- Molarity is expressed in 3 mol dm
- It depends on temperature as it contains the term volume.
5) Molality (m): It is defined as the number of moles of solute dissolved in 1kg of solvent.
Note: Best method to express concentration as it is temperature independent.
6) Normality (N): It is defined as the no. of gram equivalents of solute dissolved in 1 dm 3 of solution.
Where
- mass of solute in gram No. of gram equivalent Equivalent wt. of solute in gram
- Molecular wt of acid Equivalent wt. of acid Basicity (Basicity is the no. of moles of H + ions produced by 1 mole of acid)
- Equivalent wt. of Base
Molecular wt of Base
Acidity
(Acidity is the no. of moles of OH ions
produced by 1 mole of base)
- Molecular wt of salt Equivalent wt of salt Total charge present on cations
Relation between molarity and Normality. N n M
Where n = acidity / basicity
(Note: normality is temperature dependent)
7) Parts per million (ppm): It is defined as the mass or volume of solute in gram or cm 3 per 10 6 gram of 10 6 cm 3 of the solution.
ppm
10
6
mass or volume of solute total mass or volume of solution
( Note: It can be expressed as mass to mass, mass to volume or volume to volume. )
Solubility of solute in solvent.
Depending on amount of solute present in given volume of solution it is classified into 3 categories.
1) Saturated solution
2) Unsaturated solution
3) Supersaturated solution
Concept of Solubility (Saturated solution)
- When solute (sugar) is added to solvent (water) , it gets dissolved due to attractive force between solute particles and solvent molecules.
- Solute particles are constantly in state of random motion and constantly collide with each other and with solvent molecules.
- Solute particles are held together due to/ by physical forces of attraction.
- If physical forces are not sufficient, dissolved sugar solute crystallizes out.
- If solute is added continuously, Dissolution and crystallization takes place simultaneously.
- At low concentration of solute, rate of dissolution is very high and rate of crystallization is very low.
- With increase in concentration of solute rate of dissolution decreases and rate of crystallization increases.
- At a particular stage, rate of dissolution and rate of crystallization becomes equal and equillibrium is established.
- At this stage solution is called as saturated.
- 2 sugar(s) H O( ) sugar solution l
.
Definition:
- Saturated solution: It is defined as the solution that contains just the amount of dissolved solute necessary to establish equilibrium between dissolved solute and undis solved solute.
- Unsaturated solution: A solution which contains less amount of solute than required for forming saturated solution.
- Note: Equilibrium does not exist between dissolution and crystallization.
- Supersaturated solution: A solution which contains excess of solute than required for formation of saturated solution.
- Solubility- It is defined as the maximum amount of solute which dissolves completely in given amount of solvent at a constant temperature.
- It is expressed as mol/lit.
- Solubility changes with temperature.
Effect of temperature on solubility of solid solute in liquid solvent.
- Generally solubility of solid in liquid increases with increase in temperature.
- Solubility of solid solute is almost doubled for every rise of temperature by 10 0 C which is always not true.
- The solubility of solid solute in liquid solvent may be exothermic or endothermic process.
- Depending on nature of process, solubility may increase or decrease by increasing temperature.
- For exothermic process, solubility decreases by increasing temperature while in case of endothermic process, solubility increases with increase in temperature.
Variations of solubility with temperature for some ionic compounds.
- Solubility of NaBr, NaCl, KCl change slightly with temperature.
- Solubility of salts like KNO3, NaNO3, KBr increases appreciably with temperature.
- Solubilities of Na2SO4 decrease with increase in temperature.
- Solubility of NH4NO3 being endothermic process increases with increase in temperature.
- Exceptional behavior: solubility of CaCl2 is exothermic process still it is increased when temperature increases.
- By knowing solubility, it is easy to separate individual component fro m mixture of water soluble salt from aqueous solutions. This process is called as fractional crystallization.
- This technique can be used if the substance is highly soluble at higher temperature and solubility is poor at lower temperature. E.g. separation of pure NaCl from mixture of NaCl and NaBr at 0 0 C. Separation of 80% dissolved KNO3 from mixture of KNO3 and NaNO3.
Effect of pressure on solubility of solid solute in liquid solvent.
Solids are incompressible hence change of pressure has no effect on solubility of solids in liquids.
How Solubility of gases in liquids depends on their nature?
- Gases are soluble in liquids including water.
- Being non polar, solubility of gases like oxygen and nitrogen is very low in water.
- CO2 reacts with water to form carbonic acid and ammonia reacts with water to form ammonium hydroxide, hence CO2 and NH3 are more soluble in water.
- HCl is polar; hence its solubility is very high in water.
Effect of change of temperature on solubility of gas in liquid –
- According to Charle's law, volume of given mass of gas increases with increase of temperature.
- Thus volume of given mass of dissolved gas in solution increases with increase of temperature.
- Due to this, solvent in the solution cannot accommodate the gaseous solute and hence gas bubbles out.
- Thus solubility of gas in liquid decreases with increase in temperature.
Adverse effect of increase in temperature on solubility of O2.
- Many times, sea water or river water is used as coolant.
- Cold water is taken from sources of water and after removing heat, hot water from plant is released into source of water.
- Due to this temperature increases and solubility of oxygen gas in water decreases.
- This results in difficulty of survival of marine life
Explain why marine life like fish prefers to stay at lower sea level in summer?
- In summer hot day, temperature of surface of water is relatively very high and solubility of oxygen at upper layer is minimum.
- While temperature of water at lower level is much less and hence it contains more amount of dissolved oxygen.
- Due to this, marine life prefers to stay at lower level for their survival.
Effect of change of pressure on the solubility of gases.
- As gases are highly compressible, external pressure affects their solubility.
- Increase in external pressure increases solubility of gas.
Henry's law –Statement – solubility of gas in a liquid at constant temperature is proportional to the pressure of gas above the solution.
Mathematical expression
Where S is solubility of the gas in mol/dm 3 P is pressure of the gas in atmosphere.
K is constant of proportionality. i.e. Henry's constant. If P = 1 atm. S = K
K is defined as solubility of gas in mol/dm 3 at 1 atm pressure and at reference temperature.
Note: for several gases, solubility of gas is calculated by using P as partial pressure of gas in the mixture
Explain Henry's law with suitable example.
- When carbonated soft drink beverage bottle is seated with cap,it is pressurized by mixture of air and CO2
- Due to high partial pressure of CO2, the amount of CO2 in dissolved state is high in soft drinks.
- When cap is removed external pressure decreases, solubility of CO2 decreases and excess of CO2 and air in the bottle escapes out.
Effect of addition of soluble salt on solubility of gases.
The solubility of dissolved gas is reduced by addition of soluble salt to the solution of gas.
E.g. addition of table salt, to carbonated soft drink decreases solubility of CO2 gas hence it escapes out with effervescence.
Solid solutions – A solid solution of two or more metals or of a metal or metals with one or more non metal is called an Alloy or solid solution.
| Name of Alloy | Composition | Properties |
|---|---|---|
| Duralumin | Aluminium .copper, magnesium and manganese. | It is light and strong as steel |
| Lead hardened by the addition of 10- 20% antimony | Lead and 10 to 20% Sb (Antimony) | It is acid resistant |
| Babbitt metal | Alloy of antimony with tin and copper | it is antifriction |
| Stainless steel | Contains chromium and some nickel. | Hard and strong. It is resistant to corrosion, |
| spiegeleisen | 5 to 20% manganese in iron | very hard |
|---|---|---|
| Ferromanganeous | 70 to 80% manganese and 30 to 20% iron | very hard |
| Manganin | 84% Cu, 12% Mn and 4% Ni | almost zero temperature coefficient of electrical resistance |
| Amalgams. | Mercury with other metals | This property of mercury to from amalgams is used for extracting metals from the ores. |
- In alloys like bronze and lead shot arsenic is used as hardening agent.
- Most of the chromium produced all over the world is used to produce steel alloys
- Aluminium bronze contains Aluminium, copper and small amount of manganese.
Colligative properties: The properties of solutions that depend only on the number of solute particles in solution and not on the nature of the solute particle are called as Colligative properties.
- Colligative properties are used to determine molar masses of non electrolyte solutes.
- The relations derived by measuring colligative properties hold good for dilute solutions, with concentration less than or equal to 0.2M.
Four Colligative Properties
1. Lowering of vapour pressure of solvent in solution
2. Elevation of boiling point of solvent in solution
3. Depression of freezing point of solvent in solution
4. Osmotic pressure
Lowering of vapour pressure of solvent in solution
- All liquids exhibit tendency for evaporation. The gaseous state of a substance is called vapour
- If the intermolecular forces of attraction are weak the liquids evaporate readily and are called volatile liquids. E.g Ethyl acetate is the most volatile liquid. Ethyl alcohol, acetone are also volatile liquids
- Due to strong intermolecular forces of attraction, Lubricating oils are slightly volatile..
Concept of Vapor pressure of liquid
- Liquid escapes from an open vessel by evaporation.
- If the vessel is closed, the process of evaporation continues.
- The molecules of liquid escaping from the surface of liquid remain in the container above the surface of liquid.
- These molecules of vapour are in continuous random motion
- They collide with each other, with the walls of the container and with the surface of the liquid and return to the liquid state. This is reverse of evaporation, called condensation
- After some time interval, equilibrium is established between two phases of the substance, liquid and its vapour. At this stage the rate of evaporation equals the rate of condensation.
- The pressure exerted by vapor at this stage is called as Vapor pressure.
- Vapour pressure of a liquid, increases with the increase of temperature.
- Note: If the boiling is carried out in an open atmosphere then external pressure is the atmospheric pressure.
Definition of Vapor pressure of Liquid
- The vapour pressure of a substance is defined as the pressure exerted by the gaseous state of that substance when it is in equilibrium with the solid or liquid phase.
Concept of Lowering of vapor pressure of solvent in solution
- The vapour pressure of a liquid solvent is lowered when a non –volatile solute is dissolved in it to form a solution.
- In case of pure solvent, its surface area is completely occupied by volatile solvent molecules.
- In case of solution of nonvolatile solute, its surface area is not completely available for volatile solvent but it is partly occupied by non volatile solute.
- Hence, rate of evaporation of the solution will be less as compared to that of pure solvent
- Thus vapour pressure of solution is lower than that of the pure solvent.
- Definition: The difference between vapour pressures of pure solvent and the vapor pressure of solvent from solution is called vapour pressure lowering.
Describe the experiment for lowering of vapor pressure of solvent due to addition of non-volatile solute.
- Consider three beakers numbered as 1, 2, and 3 containing 100 ml each of pure solvent water, 1M copper sulphate and 2 M copper sulphate solution respectively.
- The three beakers are placed in airtight dessicator, so that at constant temperature, solvent from all the three beakers evaporates and condense and equillibrium is reached.
- Observations at Equillibrium
o Beaker 1 is empty i.e solvent evaporates completely from beaker 1.
o In beaker 2, conc. Of copper sulphate does not change i.e. volume of solution remains almost same.
o In beaker 3, condensation of solvent takes place hence volume of solution becomes almost 200 ml and conc. Of solution becomes 1M i.e. almost equal to that of beaker 2.
- Conclusion of experiment
o Vapor pressure of pure solvent water is maximum.
o Vapor pressure of 1 M copper sulphate is intermediate.
o Vapor pressure of 2 M copper sulpahte is minimum.
- Thus lowering of vapor pressure of solvent takes place due to addition of non-volatile solute.
Mathematical Expression for lowering of vapour pressure
- If 0 1 p is the vapour pressure of pure solvent and p is the vapour pressure of the solution of nonvolatile solute in the same solvent, then 0 1 p p and the lowering of vapour pressure is,
The relative lowering of vapour pressure: The relative lowering of vapour pressure for the given solution is the ratio of vapour pressure lowering of solvent from solution to the vapour pressure of pure solvent. Thus,
Relative lowering of vapour pressure 0 1 0 0 1 1 p p p p p
Raoult's law: The partial vapour pressure of any volatile component of a solution is the product of vapour pressure of that pure component and the mole fraction of the component in the solution.
Derive expression of Raoult's Law for a solution containing both volatile components
- Consider a solution containing two volatile components 1 2 A and A with mole fraction 1 2 x and x respectively.
- Let 0 0 1 2 p and p be the vapour pressures of the pure components 1 2 A and A respectively.
- According to Raoult's law, the partial pressures, 1 2 p and p of the two components in the given solution are given by,
- Total vapour pressure, T p of solution of two volatile components is the sum of partial vapour pressures of the two components.
- Hence, 0 0 T 1 2 1 1 2 p p p p x p x
2
- For binary solution, 1 2 2 1 x x 1 or x 1 x
- Hence, 0 0 T 1 1 2 1 p p x p (1 x )
Note: The solution which obeys Raoult's law over the entire range of concentration is called an ideal solution. If a solution does not obey Raoult's law, the solution is non –ideal.
Derive Expression of Raoult's law for a solution of non-volatile solute or Derive Expression for relative lowering of vapor pressure of solution contaning non-volatile solute.
- Consider a solution of two components 1 2 A and A with the mole fraction 1 x and x respectively.
2
- In this solution the component A2 (i.e. solute) is non -volatile, hence it does not evaporate and does not contribute to the total vapour pressure of solution.
- The vapour pressure of pure component 0 1 1 A is p and that of component 0 2 2 A is p 0
.
- Thus Vapor pressure of a solution of non-volatile solute is the product of vapour pressure of pure solvent 0 1 p and mole fraction of the solvent, 1 x which is Raoult's law.
- For two component solution, 1 2 x x 1 . 1 2 x 1 x , where 2 x is mole fraction of nonvolatile solute, not equal to zero. Hence, 1 x 1
- Hence Product 0 1 1 p x is always less than 0 1 p . Therefore vapour pressure of solution, 0 T 1 p p which proves that lowering of vapour pressure of solution contaning non -valatile solute.
- The lowering of vapour pressure p is given by,
- Lowering of vapour pressure is the product of vapour pressure of pure solvent and mole fraction of non-volatile solute dissolved in volatile solvent to form a solution.
- The lowering of vapour pressure depends on nature of pure solvent and concentration of solute in mole fraction.
The relative lowering of vapour pressure is given by,
Hence, relative lowering of vapour pressure = 2 x (Mole fraction of non-volatile solute)
The above expression proves that the lowering of vapour pressure is a colligative property because it depends on the concentration of non-volatile solute.
Determination of Molar mass of non –volatile solute and relative lowering of vapour pressure:
- Let W2 g of solute of molar mass M2 be dissolved in W1 g of solvent of molar mass M1.
- Hence number of moles of solvent, n1 and number of moles of solute n2, in solution are given as,
- The mole fraction of solute 2 x is given by,
- Combine equations
- For dilute solutions, 1 2 n n . Hence n2 may be neglected in comparison with n1 in equations takes the form.
- Knowing the masses of non-volatile solute and the solvent in dilute solutions and by determining experimentally vapour pressure of pure solvent and the solution it is possible to determine molar mass of a non –volatile solute.
Boiling point: Boiling point is defined as the temperature at which the vapour pressure of liquid becomes equal to the atmospheric pressure.
It increases with increase in external pressure. Liquids having greater intermolecular forces have high boiling points.
Concept of Elevation of boiling point
- The vapour pressure of a solution of non-volatile solute is always less than the vapour pressure of pure solvent.
- At the temperature of boiling point of pure solvent, solution will not boil as its vapour pressure is less than that of the vapour pressure of pure solvent which is also equal the external pressure.
- Thus solution will only boil if its vapour pressure is increased upto external atmosphericpressure.
- The temperature must be increased by 0 b T T T . Where T is boiling point of solution and 0 T that of pure solvent and 0 T T . b T is elevation of boiling point
- Definition - Elevation of boiling point is the difference between boiling points of solution and that of pure solvent.
Show graphical representation of elevation of boiling point of solvent in solution or Show Variation of the vapour pressure of pure solvent and solution with temperature.
- The vapour pressure temperature curve of solution is always below the vapour pressure – temperature curve of pure solvent.
- The boiling point of pure solvent is 0 T and that of solution is T.
- The elevation of boiling point b T is represented by the distance AB. ( 0 b T T T )
- The lowering of vapour pressure 0 1 p p at the temperature 0 T is equivalent to AC.
- The elevation of boiling point is proportional to the lowering of vapour pressure i.e. b T p
Derive the expression to calculate the molecular weight of unknown solute by measuring elevation in boiling point.
- For a dilute solution the elevation of boiling point ( b T ) is directly proportional to the molality, m of the solution.
- Thus, b T m
- b b T K m...............eqn(1)
Where m is the molality of the solution, b K is called molal elevation of boiling point constant or ebullioscopic constant.
- If W2 gram of solute with molar mass M2 is dissolved in W1 Kg of solvent then,
- Thus substituting value of m in eqn (1), we get,
Define b K .State its unit. b K .
- According to equation b b b K T / m T is expressed in Kelvin and m in 1 mol kg .
- Hence unit of b K is K kg mol -1 .
- For m = 1 molal, b b K T
.
- Definition of b K - It is the elevation of boiling point produced, when one mole of solute is dissolved in 1 kg of solvent.
- Value of b K depends on nature of solvent.
Freezing point: Freezing point of a liquid is a temperature at which the vapour pressure of solid is equal to the vapour pressure of liquid.
Depression of freezing point: Solution has lower vapour pressure than pure solvent and hence freezes at lower temperature than pure solvent. Thus depression of freezing point is the difference between the freezing point of pure solvent and freezing point of solution contaning non-volatile solute.
Show graphical representation of freezing point depression of pure solvent by addition of non volatile solute.
- AB is the solid –vapour sublimation curve of the solid solvent, CD is the liquid-vapour pressure curve of pure liquid solvent.
- At the freezing point, solid and liquid phases have identical vapour pressures.
- At point B, the two forms have same vapour pressure and therefore T 0 , the temperature corresponding to B, must be the freeing point of pure solvent.
- When solute is dissolved in the solvent, the vapour pressure of solvent lowered and can no longer freeze at temperature T 0 .
- A new equilibrium is established at point E, where vapour pressure of solvent of the solution and solid solvent becomes identical. It is assumed that solute does not dissolve in solid solvent
- The temperature T, corresponding to the point E, where the vapour pressure curve of the solution intersects the sublimation curve, is the freezing point of the solution.
- The vapour pressure curve of the solution EF always lies below the vapour pressure curve of pure solvent. Hence intersection of vapour pressure curves of solution and solid solvent can occur only at a point lower than T 0 .
- Therefore any solution of the solute must have freezing point T, lower than that of the pure solvent.
- For dilute solutions, of different solutes for a given solvent, f T varies linearly with concentration irrespective of the nature of the nonvolatile, non electrolyte solute.
- The depression of freezing point is proportional to the lowering of the vapour pressure and hence to the mole fraction of the solute. Thus, for dilute solutions, 0 f 1 T p p
- Greater the lowering of vapour pressure 0 1 p p , greater will be the depression of freezing point.
Derive the expression to calculate the molecular weight of unknown solute by measuring depression in freezing point of pure solvent by addition of non-volatile solute.
- Freezing point depression of any solution is directly proportional to the molality of solution. Thus,
fTmm is molality of solution
f K , the proportionality constant called molal depression in freezing point constant or cryoscopic constant or freezing point depression constant.
- If W2 gram of solute with molar mass M2 is dissolved in W1 Kg of solvent then,
Thus substituting value of m in equation (1), we get ,
f Definition of K anditsunit
- f T m m is molality of solution
- If m = 1 then f f T K
.
- Cryoscopic constant is defined as, the depression of freezing point produced by dissolving 1 mole of solute in 1 kg of solvent (i.e.1 molal solution)
- According to equation, f f f f T K m, hence, K T / m
- Unit of f K is K kg mol -1 .
Semi permeable membrane:
- It is a membrane which allows the solvent molecules, but not the solute molecules, to pass through it.
- The thin films of the copper ferrocyanide 2 6 Cu Fe(CN) , deposited in pores of porous porcelain pot is the best semi permeable membrane.
- Cellulose, cellulose nitrate, animal bladder, etc. are used as semi permeable membranes.
Osmosis
- When a solution is separated from pure solvent by a semipermeable membrane as shown in figure, the solvent molecules pass through the membrane into the solution and dilute it.
- Similarly, when two solutions of different concentrations are seperated by semipermeable membrane then the direction of flow of solvent molecules is from the solution of lower concentration to the solution of higher concentration.
- Due to flow of solvent into the high concentrated solution, the solution gets diluted.
- The flow continues till the concentrations of the two solutions become equal.
Definition of Osmosis-
The spontaneous and unidirectional flow of solvent molecules through a semi permeable membrane, into the solution or flow of solvent from a solution of lower concentration to the solution of higher concentration through a semi permeable membrane is called osmosis.
Describe the Abbe Nollet Experiment for osmosis
- The apparatus consists of a long stem thistle funnel.
- The mouth of the thistle funnel is closed by semipermeable membrane like pig's bladder.
- Sucrose solution of some concentration is then filled in the thistle funnel.
- The thistle funnel is then placed in beaker containing water in inverted position.
- The net flow of solvent molecules occurs into the solution through the semipermeable membrane.
- Due to this, the original volume of the solution increases and the liquid level of solution rise.
- Hydrostatic pressure is developed due to the liquid column in thistle funnel.
- Due to osmosis, solvent molecules from beaker enter into thistle funnel through semipermeable membrane. The liquid level in the thistle funnel tube rises until the excess pressure so produced is sufficient to stop the flow of solvent molecules. The equilibrium is reached when the hydrostatic pressure of the column matches the osmotic pressure.
- Osmotic Pressure: The excess of pressure on the side of solution that stops the net flow of solvent into solution through semipermeable membrane is called osmotic pressure.
Note: The osmotic pressure is not the pressure produced by solution. It exists only when the solution is separated from the solvent by the semipermeable membrane. The resulting osmosis produces an excess pressure (osmotic pressure) in the solution.
Drawbacks of Abbe Nollet Experiment:
- The entry of the solvent into the solution causes its dilution and concentration changes.
Remedy for Abbe Nollet Experiment:
- The experimental set up must have the arrangement for applying an external mechanical pressure on the solution so that there is no flow of solvent and concentration remains unchanged.
- The external pressure applied to stop osmosis is a measure of osmotic pressure.
Alternative Definition of Osmotic Pressure (π)
- Osmotic pressure of a solution can also be defined as the excess mechanical pressure which must be applied on the side of solution to stop the flow of solvent molecules through semipermeable membrane into the solution.
Types of solution on the basis of osmotic pressure
1. Isotonic solution:
- Two or more solutions exerting the same osmotic pressure are called isotonic solutions.
- For example, 1 0.05M 3.0 gL urea solution and 1 0.05M 17.19 gL sucrose solution are isotonic because their osmotic pressures are the same.
- If these solutions are separated by a semipermeable membrane, there is no flow of solvent in either direction.
2. Hypertonic solution:
- A solution having osmotic pressure higher than that of another solution is said to be hypertonic with that solution.
- E.g. 0.1 M urea solution exerts higher osmotic pressure than 0.05 M sucrose solution. Hence, 0.1M urea solution is hypertonic to 0.05 M sucrose solution.
- If these solutions are seperated by a semipermeable membrane, the solvent flows from sucrose to urea as sucrose is having low concentration.
3. Hypotonic solution:
- A solution having osmotic pressure lower than that of another is said to be hypotonic solution with that solution.
- For example, 0.05 M sucrose solution has osmotic pressure lower than that of 0.1 M urea solution. Therefore 0.05 M sucrose solution is hypotonic with 0.1 M urea solution.
Osmosis in day today life:
- A raw mango kept in a concentrated salt solution loses water due to osmosis and shrivel into pickle.
- A limp carrot and celery due to water loss into atmosphere can be placed into water making it firm once again. Water moves in carrot due to osmosis.
- People eating lot of salt experience edema i.e. swelling of tissue cells due to water retention in cells.
- The preservation of fruits by adding sugar protects against bacterial action. Due to osmosis, a bacterium on candid fruit loses water, shrivels and dies.
-
0.91 % solution of sodium chloride (called saline water) is isotonic with Human Blood. Thus medicines are mixed with saline water during intravenous injections which prevents blood cells from shrinking or bursting.
- When blood cells are kept in hypertonic solution (5% NaCl), water comes out of the cells and they shrink in size. While when blood cells are kept in hypotonic solution (Distilled water) water flows into the cell and they swell or burst..
- Osmotic pressure is responsible for transporting water upward from soil to top of trees. In plants the leaves of the tree loose water to the atmosphere constantly by transpiration. The solute concentration in leaf fluid increases and water is pulled up by osmotic pressure. In case of some of the tall trees, water reaches to the height of almost 120 meters by osmosis and capillary action.
Laws of osmotic pressure:
- According to the theory, solute molecules in dilute solutions possess kinetic energy and move in random directions in the solution and behave like gas molecules.
- On collision against semipermeable membrane, the solute molecules exert osmotic pressure equal to the pressure, which the solute molecules would exert if it were gas molecules at the same temperature and occupying the same volume as the solution.
- Thus the osmotic pressure could be considered to be due to bombardment of solute particles on semipermeable membrane.
- The osmotic pressure is thus directly proportional to the number of solute particles or the concentration of solute at constant temperature.
State Van't Hoff – Boyle's Law and its mathematical expression.
- At constant temperature the osmotic pressure ( ) of a dilute solution is directly proportional to its molar concentration or inversely proportional to the volume of the solution.
State Van't Hoff – Charle's Law and its mathematical expression.
- The concentration remaining constant; the osmotic pressure of a dilute solution is directly proportional to the absolute temperature.
Van't Hoff general solution equation:
Combining van't Hoff Boyle's and Charle's laws,.
K is called general solution constant. The equation is called van't Hoff general solution equation. It is similar to general gas equation (PV = RT).
Value of k is same as R, the gas constant hence,
V volume of solution containing 1 mole of solute
1 1 1 1 R gas constant equal to 8.314 J mol K or 0.082 L atm mol K
T absolute temperature
If V is the volume of solution containing n moles of solute, equation becomes,
Where concentration, n C V , is the number of moles of solute per liter of solution.
Important Note: If is expressed in 2 Nm and volume in m 3 then 1 1 R 8.314 J mol K and when is expressed in atmosphere and volume in dm 3 then 1 1 R 0.082 L atm K mol
Van't Hoff – Avogadro's law –
It states that two solutions of equal concentrations of different solutes exert same osmotic pressure at the same temperature. OR
It can also be, stated as; equal volumes of isotonic solutions contain an equal number of solute particles at the given temperature.
For a given solution, V n RT
- Where, 1 2 n and n are the numbers of moles of the solutes in 1 2 V and V liters of the solutions respectively. If 1 2 1 2 1 2 , T T and V V then from equations, 1 2 n n
- Since, numbers of moles are equal; numbers of molecules are also equal.
Abnormal molecular masses:
- Dilute solution of non-electrolytes like urea, glucose, etc. exhibit colligative properties like lowering of vapour pressure, elevation of boiling point, depression of freezing point and osmotic pressure.
- In dilute solutions of non electrolytes in aqueous or nonaqueous solvents, the solute remains in normal molecular condition and DOES NOT undergo either dissociation or association.
- The solution of nonelectrolytes does not conduct electricity. The colligative properties of solutions of nonvolatile, nonelectrolyte solutes depend on actual number of solute particles present in the solution.
- Hence, Colligative properties Actual number of solute particles present in solution.
- Molecular masses of nonvolatile, nonelectrolyte solutes from dilute solutions can be determined by using the value of colligative property. From these equations, it isobserved that colligative property is inversely proportional to molecular mass of solute. This molecular mass is theoretical molecular mass of solute.
- In case of solutions of electrolytes, value of observed colligative properties is either exceptionally higher or lower than the theoretically expected value of colligative property exhibited by solution of non-electrolyte solute of same concentration.
- This is because the electrolyte solute i.e. the solute of acid, base or salt when dissolved in solvent can undergo dissociation or association.
- In case of dissociation of solute, the number of particles in the form of ions is more than actually dissolved. As the no. of particles increases the value of colligative properties also increases.
- In general if solute molecules undergoes dissociation producing 2, 3, 4 ions, the observed molecular mass becomes 1/2, 1/3, 1/4 etc. of the theoretical molecular mass of electrolyte solute.
- In case of some solutes, two or more molecules associate together to produce large aggregate molecules. Because of this, effective number of particles of solute in the solution decreases
- Due to association, observed molecular mass becomes double, triple of the theoretical molecular mass and so on.
- In general, observed, lower molecular masses of electrolyte solutes are due to dissociation of solute molecules or observed higher molecular masses of solutes in nonaqueous solvents are due to association/polymerization and are called abnormal molecular masses.
Explain that how the value of colligative property depends on dissociation of electrolyte solutes by taking suitable example.
- Consider the colligative property, depression of freezing point. (Applicable for other colligative property also)
- Depression in freezing point of solvent by addition of solute is calculated by f f T K m
- f K For water is 1 f f 1.86 K kg mol and K T / m . Thus theoritical vlue of Kf is 1.86.
- The ratio of f T / m for 0.05 molal aqueous solutions of non electrolytes and electrolytes are experimentally determined and are listed in table.
Experimental or observed values of f T / m for different solutes in aqueous solutions are
| Solute | Glucose | HCl | NH Cl 4 |
|---|---|---|---|
| T / m f | 1.862 1.86 1 | 3.635 1.86 2 | 3.617 1.86 2 |
The observations from the table are as follows
- The non electrolyte solute glucose neither associates nor dissociates in solution. As the number of solute particles are not changed, the value of f T / m which is the theoretical value of f K is equal to 1 1.86 K kg mol of solvent water.
- Electrolytic solutes when dissolved in solvent dissociate to produce multiple numbers of ions/particles.
- Due to dissociation of solute, number of particles of solute increases and hence the value of colligative property also increases and thus observed that f T / m is approximately equal to integral multiple of f K value.
The value of integral is equal to total number of ions produced on dissociation as follows.
1. 1 1 f HCl H Cl ; 2particles; T / m 2 1.86Kmol kg
2. 1 1 4 4 NH Cl NH Cl ; 2 particles; 2 1.86 K mol kg
3. 2 1 2 CoCl Co 2Cl ; 3 particles; 3 1.86 Kmol kg
1
- f f T / m K Value observed in case of solutions of electrolytes may not be exactly double or triple to that of theoretical f K value observed in case of solutions of nonelectrolyte solute.
- The value fluctuates with degree of dissociation of solute in solution.
Explain that how the value of colligative property depends on association of solutes by taking suitable example.
- In some non-polar solvents, two or more molecules of solute associates to form bigger molecules.
- For example, in benzene solutes like acetic acid, benzoic acid etc. associate to form dimmers.
- This association is due to the hydrogen bonding between these molecules.
- Hence numbers of solute particles are reduced to half. And thus value of colligative propety also decreases.
- Observed molecular masses of these species in above cases are almost twice the expected values in dilute solution.
Van't Hoff factor
- Van't Hoff factor is defined as the ratio of observed colligative property to the theorotical colligative property
- The theorotical colligative property can be considered as the observed colligative property of a solution assuming the solute as nonelectrolyte of same concentration
- Thus Van't Hoff factor can also be defined as the ratio of observed colligative property produced by a given concentration of electrolyte solution to the property observed for the same concentration of non electrolyte solution. Therefore,
i
observed colligative property of electrolyte solution observed colligative property of non electrolyte solution of same concentration
In short,
But colligative property number of solute particles present in solution
Hence,
i
number of solute particles present in solution N observed theoretical number of solute particles due to solution of non electrolyte N theoretical
Express the mathematical relation between Van't Hoff factor (i) and degree of dissociation ( )
- Consider an electrolyte x y A B dissolved in the solvent and it undergoes dissociation into x ions of y A and of x B as y x x y A B xA yB
- Assume that the molality of electrolyte is m when it is dissolved in the solvent i.e m moles of the electrolyte, x y A B is dissolved in 1 Kg of solvent.
- On dissolution solute dissociates. Let be the degree of dissociation of the solute.
- The total number of moles, t m in the solution at equilibrium will be, m 1 of x y A B and x(m ) moles of y A ions and y m moles of x B ions .
It is convenient to represent the total number of ions produced by dissociation of one molecule of solute x y A B i.e. x y by n'. Hence, x y n'
Therefore,
Now, Vant Hoff factor, observed number of moles i theoretical number of moles
Hence,
The degree of dissociation, i 1 n ' 1
i 1 (n' 1)
Hence, it is possible to determine degree of dissociation of electrolyte by determining experimentally M observed and by measuring experimentally any one of the colligative properties.
Desalination:
- Probably due the greenhouse effect, every body is facing a problem of shortage of water.
- Hence attempts are made to procure drinking water by removing salts from sea water by a process called as Desalination by reverse osmosis.
- Ocean is a large stock of sea-water contaning almost 1.5 X 10 21 L of water. It contains 3.5 % (w/w) of dissolved salts, mainly sodium chloride.
- Drinking water is produced by using this process.
Concept of Reverse Osmosis:
- Reverse osmosis is the flow of solvent from high concentrated solution to low concentrated solution.
- In this process, high pressure is applied to force water from concentrated aqueous solution like sea water to pure water sidethrough semi-permeable membrane.
- The osmotic pressure of sea-water is 30 atm. Hence if the pressure on the solution side is greater than 30 atm. Osmosis stops and reverse osmosis starts.
- Due to this solvent from sea water enters the other side of pure water.
- Note: The method can be used by using semipermeable membrane which withstands high pressure over prolonged period. By using this method, about 10 million litres of fresh water is produced every day from sea water. | <urn:uuid:8b2c1ef6-4901-4f08-90a8-2baa6a4e6d49> | CC-MAIN-2022-21 | https://www.saptarshiclasses.com/wp-content/uploads/2019/02/Sample-Notes-Chemistry-I-Solution-and-Coligative.pdf | 2022-05-29T08:28:53+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00772.warc.gz | 1,120,273,020 | 10,760 | eng_Latn | eng_Latn | 0.990483 | eng_Latn | 0.995377 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Lat... | false | docling | [
2063,
3599,
5027,
6746,
9637,
11974,
13447,
15315,
17097,
19129,
20850,
21819,
23836,
24894,
26956,
28442,
30545,
32121,
34787,
36069,
38751,
41086,
42483,
43182,
44556
] | [
2.59375,
1.5390625
] | 1 | 0 |
Name:
Section:
Score: _____/5
Art History
Art of the Roman Republic
Directions: Use the readings below to fill out the temple below about art of the Roman Republic. In the similarities column record any major similarities that Roman art had to any other societies (specifically Greek or Egyptian). In the differences column record how it was different than the Greek's style.
Early Roman Republic art (500-200 B.C)
Art of the early Republic was profoundly influenced by the Greek art of Magna Graecia. This was the name given to the Greek colonies in Southern Italy, such as Cumae. These colonies were prosperous during the period of Etruscan domination of central Italy. In about 400 B.C., threatened by Sicilians and the newly-powerful Romans, the Greek settlements went into a period of disunity and poverty.
Mosaics
One such influence of the Greeks was the use of tiles to create a mosaic on floors. The first of these were from about the Sixth Century B.C. in Magna Graecia in Southern Italy. For floor mosaics, each tessarae (piece of the mosaic) was stone (typically limestone or marble), and they to be completely flat. Wall mosaics were considered the more difficult craft. The documentary evidence of the early Roman Republic suggests wall mosacists (musearii) were paid more than those who worked on floors. Colored stones began to be used in wall mosaics in about the Second Century B.C.
Pottery
The earliest Italian pottery dates from about the Eighth Century B.C. It is of the dark indigenous clay of the Mediterranean. The Etruscans were the first to use the pottery wheel somewhere between 700 and 500 B.C. As with mosaics, the Greeks (particularly Athens) deeply influenced ancient Roman pottery types and decoration. Red-figure vases began to be produced in about 450 B.C. During the Fourth Century B.C. several dominant, independent workshops appear in the following areas: Apulia, Campania, Sicily, Lucca and Paesta.
The Italian pottery of this period tended to be slightly larger than the Greek prototypes and much more ornate. The red glazes were similar to those used on the Greek mainland rather than in the Eastern Mediterranean, where more experimentation in glazes was going on.
Sculptures
The Etruscan sculptors took their techniques and subject matter from the Archaic Greeks. Most sculpture was votive and found in tombs. The later Roman sculptors, like their Etruscan progenitors, worked mostly in terracotta, clay, or bronze. Marble was not widely used until the late Republic.
During the Second Century B.C. Greek sculptors migrated to Rome, the new powerhouse of the Mediterranean region. The recipe for bronze had been known from Minoan times (ca. 3000-1000 B.C.)—one part tin to nine parts of copper. The main sources of copper in Italy were Etruria, Bruttium and Elba. During the period of Roman domination, Spain was also an important source of copper. Spain was also a major source of tin, as were Brittany and Cornwall. In the ancient literature, bronze from Syracuse and Campania were particularly valued. But archaeologists have not been able to distinguish these from bronzes originating in other parts of Italy. Like the Greeks, the Romans used the same word for copper and bronze: in Latin aes, in Greek χαλκóς.
Following the Greek model, sculptors of the early Roman Republic used wooden models for marble sculpture. The increased realism of late Greek sculpture is reflected in Roman sculpture of the Third and Second Centuries B.C. Particularly in the depiction of hair, natural looking locks prevail over the formal perfection of previous Roman and Etruscan sculpture. As with the Greeks, the marble was carved in pieces and folds of drapery were often used to hide the spots where they were joined. The spot where a head was attached to the bust was often covered with the top of a toga or a breastplate.
"Early Roman Republic Art (500-200 B.C)." (Excerpts) Antiquities Experts, 2014. Web. 05 Oct. 2014.
Art of the Roman Republic
First we need to know a little history. A group of Roman Aristocrats overthrew the last Tarquin king in 509 BC .
For the next 450 year a small group of men, the senate, would rule Rome. By 275 BC Rome would control the entire Italian peninsula. For more than a century the Punic wars would rage finally coming to their conclusion in 146 BC. With the end of the Punic wars and the defeat of Carthage, Rome gained control of the entire western Mediterranean. By the mid second century BC Rome had conquered Greece, and by 44 BC they had acquired most of Gaul. ( modern day France.)
The sculpture of the Roman Republic period was influenced by the art they found in Greece but with their own twist. The Romans practiced ancestor worship. They venerated their deceased relatives and had death masks and sculptures made of them allowing the past generations to continue to participate in some ceremonies. This led to a desire to render realistic portraits. This bronze of Aulus Metellus is life-sized. We know his name because it is inscribed on the hem of his clothing. The statue has been known since ancient times as 'The Orator' and the man stands as if addressing a crowd. He wears sturdy leather boots, an interesting thing to note…gods and goddesses were depicted barefoot and later on we will see that Augustus was sculpted barefoot, perhaps hinting at his deification.
The Romans were well aware of the propaganda value of portraits. This is why they used them on coins. This relief sculpture of Julius Caesar on a Denarius accurately shows his careworn face
and receding hairline. Roman coins are actually one of the ways we have accurate pictures or portraits of their many rulers.
The Romans developed the use of concrete to aid them in their massive building projects. Their use of concrete was a huge breakthrough that we probably take for granted. They were able to make massive building for less money and effort by building out of concrete and then applying a veneer of stone or marble over the concrete. This gave them greater freedom in the forms they could use, they didn't have to transport as many heavy stones, and they could stretch their resources. Here
Denarius with portrait of Julius Caesar
we see a picture of how the concrete was used. There was a fill in the center, then often a layer of brick, and then a stone veneer. So while Greek buildings revealed their building materials, the Romans covered their up.
Another architectural feature of the Romans is the use of the round arch and vault. While other civilizations had used these, none to the degree that the Romans did. Here we can see the remains of the Sanctuary of the Fortuna Primigenia dedicated to the godess of fate and chance. The sanctuary was not discovered until after World War II when the area was being cleared of debris caused by bombings. It is a fine example of Republican architecture. It is built of concrete and is covered with a veneer of stucco and limestone.
There are seven terraces that ascend with long ramps and stairways connecting them. You can see the use of arches
Model of the Sanctuary of Fortuna Primigenia
and colonnades. As you reach the upper levels there is a large semi-circle staircase leading to the actual temple of Fortuna. The temple is a rock cut cave where the actual acts of divination occurred.
More common temple structures were smaller urban temples built in the cities commercial centers. This temple sits on a raised platform next to the Tiber River. While unsure, historians think it may have been dedicated to Portunus, the god of harbors and ports. It has a porch, a single set of steps, and a rectangular cella. It echoes the Greek temple plans that we have already looked at. There are Ionic columns and two engaged columns…meaning part of the column is set into the wall. There is a frieze going around the entablature. This combining of designs and orders from the Greeks is typical of Roman buildings.
"Art of the Roman Republic." Substantive Education. N.p., 20 Mar. 2009. Web. 05 Oct. 2014. | <urn:uuid:0de04c1b-c8d6-4a7e-bf36-f8d6ecce4a43> | CC-MAIN-2022-21 | https://www.mrtredinnick.com/uploads/7/2/1/5/7215292/art_of_the_roman_republic.pdf | 2022-05-29T08:46:29+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00772.warc.gz | 1,022,773,653 | 1,742 | eng_Latn | eng_Latn | 0.996759 | eng_Latn | 0.998558 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
380,
3970,
7131,
8046
] | [
3.953125
] | 1 | 2 |
BUSH KINDER - SNAKE AWARENESS & FIRST AID POLICY Farm Road Pre-school
National Quality Framework – Quality Area 2
PURPOSE
This policy aims to clearly define:
* The risk of snakes in the Bush Kinder space
* Procedures for preventing snake bite
* The appropriate medical response to snake bites
* A framework for the appropriate education and training of children, teachers, coeducators, volunteers, parents and guardians on minimising the risk of snake bite.
POLICY STATEMENT
1. VALUES
Farm Road Pre-school is committed to:
* Providing a safe and healthy environment for children, teachers, co-educators, staff and volunteers participating in the Bush Kinder program
* Being respectful of wildlife in and around the Bush Kinder space, including an awareness of the presence of snakes in the area in the warmer months
* Facilitating appropriate communication and education to staff, parents and guardians and children to minimise the risk of injury of a snake bite during Bush Kinder sessions
2. SCOPE
This policy applies to children, parents and guardians, teachers, co-educators, staff, Committee members, volunteers and students working or affiliated with Farm Road Pre-school.
3. BACKGROUND AND LEGISLATION Background:
Farm Road-Preschool's Bush Kinder program is conducted in parkland, where there has been reported sightings of snakes that inhabit. Snakes are most prevalent in the
Page 1 of 9
warmer months (October-April), however they may be encountered at other times and are usually found within close proximity to water.
Unprovoked, snakes rarely attack humans and are generally shy, timid reptiles who will avoid conflict if afforded the opportunity. It is recommended that particular care be taken in warm weather, near long grass or hollow logs, near water or when near to rocks in sunny positions.
Snakes are protected under the Wildlife Act 1975, and should not be harmed or killed. Bites can occur if people try to interfere with or kill snakes.
Legislation and standards
Relevant Legislation may include but is not limited to:
* Children's Services Act 1996 (CSA);
* Education & Care National Regulations 2011 (CSR);
* Occupational Health and Safety Act 2017
* Occupational Health and Safety Regulations 2017
* Occupational Health and Safety Compliance Codes, First Aid in the Workplace 2017
* Wildlife Act 1975.
4. DEFINITIONS
* Bush Kinder Space – Kingston Heath Reserve, Farm Road, Cheltenham.
* Pressure Immobilisation Bandage – also known as Compression Bandage. Bandage used for the purpose of applying pressure to the site of the wound, such as a snake bite, and to the affected limb. Refer to definition below of Pressure Immobilisation Bandaging.
* Pressure Immobilisation Bandaging - the principle of pressure immobilisation bandaging as a first aid measure, is to prevent the spread of toxins through the body. This is done by applying enough pressure to compress the lymph vessels, and by preventing movement of the affected limb. Correct application of the technique can afford valuable time to get the patient to medical assistance. (Please refer to Attachment 2 for the correct application of the pressure immobilisation technique).
Page 2 of 9
* Victorian Poisons Information Centre (VPIC): Located at the Austin Hospital, the role of the VPIC is to provide the people of Victoria with a timely and safe information service with respect to poisonings and suspected poisonings. For members of the public, this includes telephone assessment, advice on first aid, with or without admissions to hospital. Information is given to health professionals about formulations of products and management of poisoned patients.
5. SOURCES AND RELATED POLICIES
Sources
* Bites & Stings web resource, Victorian Poisons Information Centre, Austin Health.
(http://www.austin.org.au/page?ID=534#1)
* Australian Venom Research Institute (University of Melbourne) (www.avru.org
* Bushwalking Victoria Snakebite Web Resource. (http://www.bushwalkingvictoria.org.au)
Service policies
* Emergency & Evacuation Policy;
* Bush Kinder Emergency Evacuation Policy (Bush Kinder specific);
* Delivery & Collection of Children Policy (Bush Kinder specific);
* Incident, Injury, Trauma and Illness Policy;
* Administration of First Aid Policy;
* Hygiene Policy;
* Excursions & Incursions Policy;
* Occupational Health & Safety Policy;
* Supervision of Children;
* Bush Kinder policies generally.
PROCEDURES
The Committee of Management is responsible for:
* The supply of a First Aid Kit on site at the Bush Kinder space to administer first aid in response to snake bites, or for any other purpose which includes pressure
)
immobilisation bandages (also known as compression bandages) for medical treatment of snake bites
* Ensuring staff are appropriately educated on procedures to prevent snake bite and to deliver first aid in response to a snake bite (see below)
* Following all procedures as set out in the Emergency Management Plan (including notice of serious incidents, appropriate record keeping in the event of an incident, to maintain the first aid kit etc.)
* Encouraging parents and guardians, through this policy, to teach children snake bite prevention behaviours outside of Bush Kinder (for example, during family walks in bush areas)
The Nominated Supervisor, Persons in Day-to-Day Charge, and other educators and staff are responsible for:
* Checking long grass and areas around water, making loud noise to otherwise deter snakes;
* Continually practising and educating children on snake bite prevention behaviours whilst at Bush Kinder, without fostering an unnatural fear or paranoia of snakes;
* Practising and highlighting to children the following snake prevention behaviours:
(a) Leave snakes alone
(b) Wear adequate clothing and stout shoes (no sandals or thongs) in the Bush Kinder space
(c) Never put hands in hollow logs or thick/long grass without prior inspection
* (d) When stepping over logs, carefully inspect the ground on the other side
* Ensure children are reminded, on a regular basis, that if they encounter a snake, to move away quietly and immediately report the sighting to a teacher
* In the event that a snake is encountered at Bush Kinder, calmly moving children away from the snake. Staff must not attempt to touch or harm the snake
* Administering first aid in the event of a snake bike (Refer to Attachment 1)
* Immediately calling an ambulance for the patient of a snake bite
* Keep the patient calm and reassure them
* Send someone for help
* Reporting the snake bite to all relevant persons/organisations including the parents/guardians/family of the patient, the Local Law Officer at the City of Kingston 1300 653 356 and the Department of Education and Training.
* Following all procedures as set out in the Incident, Injury, Trauma and Illness Policy and/or the Emergency & Evacuation Policy, including but not limited notice of serious incident, appropriate record keeping in the event of an incident, maintenance and familiarisation of first aid kit etc.).
Parents/guardians are responsible for:
* Teaching children, on an ongoing basis about safe snakebite prevention behaviours outside of Bush Kinder (for example during family walks in bush areas).
* Reading and being familiar with this Policy;
* Bringing relevant issues to the attention of both staff and the Committee of Management,
EVALUATION
In order to assess whether the policy has achieved the values and purposes, Farm Road Preschool committee will:
* Seek feedback regarding this policy and its implementation with parents and guardians of children participating in the Bush Kinder program. This will be facilitated through discussions, the annual Parent Survey and the review procedures.
Page 5 of 9
* Ask staff to share their experience and observations in relation to the effectiveness of this Policy;
* Regularly review the policy and the Pre-School practices to ensure they are compliant with any new or amended legislation, research or best practices procedures.
ATTACHMENTS
Attachment 1 – First Aid for Snake Bites;
Attachment 2 – Pressure Immobilisation Technique.
AUTHORISATION
This policy was adopted by the Farm Road Preschool Committee of Management on 8 th March 2022
REVIEW DATE: This Policy will be reviewed every two (2) years unless deemed necessary earlier.
ATTACHMENT 1
FIRST AID FOR SNAKE BITES – Austin Hospital Victorian Poisons Information Centre
Dangerous snakes found in Victoria include:
* Tiger snake (the most common cause of snake envenoming in Victoria)
* Common or Eastern brown snake
* Copperhead snake
* Red-bellied black snake.
There are other venomous snakes found in other parts of Australia.
All snake bites should be regarded as being dangerous. Identification of a snake is difficult and there are serious consequences of wrongly identifying a snake as nonvenomous.
Bites from venomous snakes do not always cause illness; sometimes a snake will not be able to achieve an effective bite and may only scratch the victim.
Preventing snakebite
Most cases of snakebite can be avoided by following these simple rules:
* Leave snakes alone
* Wear adequate clothing and stout shoes (not sandals/thongs) in 'snake country'
* Never put hands in hollow logs or thick grass without prior inspection
* When stepping over logs, carefully inspect the ground on the other side
* Keep barns and sheds free of mice and rats, as they will attract snakes • Keep grass well cut
First aid for snakebite
* Stay calm and call for help.
* Note: Do not wash the bite site. Traces of venom that are left on the skin can be tested to identify the snake group, and therefore the type of antivenom that may be indicated.
* Venom is injected deeply so there is no benefit in cutting or sucking the bite. A tourniquet is not an effective way to restrict venom movement.
* The most effective first aid for snakebite is the pressure bandage with immobilisation (PBI) technique. The principle is to minimise the movement of the venom around the body until the victim is in a hospital by applying a firm bandage (or suitable alternative) to the bitten area and limb, and to immobilise
Farm Rd Pre-School
the victim. When applied properly, this method can trap the venom in the bitten area for many hours. The victim might not suffer any effects of the venom until the pressure bandage is released, which is done in hospital where antivenom can be administered if required.
After the pressure bandage and splint are in place:
* Bring transport to the victim
* Keep the victim still
* Leave bandages in place until the victim has reached a medical facility.
Farm Rd Pre-School
ATTACHMENT 2
SNAKE BITE FIRST AID AND PRESSURE BANDAGING FACT SHEET – St John Ambulance | <urn:uuid:8a46d458-7cc2-414c-8f34-0ff024b6cfad> | CC-MAIN-2022-21 | https://www.farmroadpreschool.com.au/_files/ugd/33f39f_e2bd94af0c4545c0909b3dc436b6c372.pdf | 2022-05-29T09:14:56+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00772.warc.gz | 850,475,544 | 2,238 | eng_Latn | eng_Latn | 0.966719 | eng_Latn | 0.994981 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1414,
3205,
4667,
6173,
7778,
8360,
10208,
10683,
10773
] | [
3.140625
] | 2 | 0 |
BUNGOMA COUNTY
ADOLESCENT SEXUAL AND REPRODUCTIVE HEALTH FACTSHEET
SOCIO-ECONOMIC BACKGROUND
The county Poverty Rate in 2016 was at 32.4%(6)
The major economic activity is maize farming making the county a vital component of the country's bread basket.
Other income earning activities include sugarcane, tobacco, onions, vegetables and dairy farming
*Nearly all (96%) of children in the official primary school-age enrolled in primary school (7)
However just over half (54%) of children in the official secondary school-age are enrolled in secondary school due to low transition rates.(7)
SEXUAL REPRODUCTIVE HEALTH
Main health problems affecting young people in Bungoma County
Source: National Council for Population and Development (NCPD). 2017
SEXUAL DEBUT AND MARRIAGE
Half of Bungoma County women (20-49 years old) and men (20-54 years old) first had sex by age 17years. For women, this is a year earlier than the national average.2
Half of Bungoma County women (25-49 years old) first married by age 19 and half of the men (30-54 years old) by age 24. At the national level, women and men in the same age groups first married by age 20 and 25, respectively.2
Bungoma County Demographics
Source: Kenya National Bureau of Statistics, (2010): The 2009 Kenya population and Housing Census.
SEXUAL REPRODUCTIVE HEALTH
14% of girls aged 15-19 years in Bungoma County have begun childbearing; lower than the national level. Specifically, 0.7% are pregnant with their first child and 13.8% have ever given birth compared to 3.4% and 14.7%, respectively, at the national level.2
Bungoma County's age specific fertility rate for girls aged 15-19 (adolescent birth rate) is 103 births per 1000 girls; marginally higher than at the national level (96).
In 2013, 18 girls from one Primary School in Kopsiro Division were found to be pregnant forcing them to cut short their education.
In 2016, 20 girls from a Secondary School in the same division were also found to be pregnant after they returned to school from school holidays(8)
CONTRACEPTION
In Bungoma County, 61% currently married girls aged 15-19 use modern contraceptives compared to only 37% at national level. (2)
However, there is still an unmet need for contraceptives among currently married adolescents in Bungoma and it is higher than the national level. About 3 in 10 (27 %) currently married girls aged 15-19 would like to avoid pregnancy but are not using a modern contraceptive method compared to 23% at national level.
HIV/AIDS
Bungoma County has a HIV prevalence rate of 2.8%.(3)
The HIV prevalence among women in Bungoma County is higher (3.4%) than that of men (2.1%).
There are about 2,900 adolescents (aged 10-19 years) living with HIV accounting for 10% of the total number of people living with HIV in the County
There are approximately 4,150 youth aged 15-24 living with HIV- representing 14% of the total number of people living with HIV in Bungoma
The annual new infections is 120 among adolescents and 388 among youth in the ages 15-24.
FEMALE GENITAL MUTILATION (FGM)
FGM has for a long time been a cultural practice among Sabaot community in Mt. Elgon sub-county of the Bungoma County
CALL TO ACTION
SPEAK UP PUBLICLY in favour of programmes that provide access to age-appropriate reproductive health information, counselling and services for all adolescents and youth as well as quality sexual and reproductive health services and commodities.
ADVOCATE FOR, SUPPORT AND PUT in place programmes that promote innovative county-specific interventions to curb teenage pregnancy. County health department should be supported to ensure adolescent and youthfriendly SRH services are made available, accessible, acceptable, appropriate, equitable, and effective for all.
WORK CLOSELY with law enforcement agencies to create awareness on legal standards concerning ages of marriage, consent, prosecution of perpetrators of sexual violence and access to social protection and sexual and reproductive health services.
WORK CLOSELY with local administration and communities to address factor that predispose young girls to teen pregnancies
REFERENCES
NACC (2016): Kenya HIV County Profiles 2016
Kenya National Bureau of Statistics, (2010): The 2009 Kenya population and Housing Census.
Kenya National Bureau of Statistics (2015): Kenya Demographic and Health Survey 2014.
KNBS (2017): County Statistical Abstract – Bungoma
28 Too Many. (2013) Country Profile: FGM in Kenya
https://knoema.com/atlas/Kenya/Bungoma
National Council for Population and Development (NCPD). 2017. 2015 Kenya National Adolescents And Youth Survey (NAYS). Nairobi, Kenya: NCPD.
https://www.the-star.co.ke/counties/western/2016-03-11-20-schoolgirls-foundpregnant-in-bungoma/
For more information contact: The Advocacy Officer, Centre for the Study of Adolescence; P.O. Box 19329-00202 Nairobi.
Email: email@example.com visit our website: www.csakenya.org | <urn:uuid:f6b5e512-f396-4d5c-913c-2d702280ba77> | CC-MAIN-2022-21 | https://www.csakenya.org/wp-content/uploads/2021/02/BUNGOMA-COUNTY-2.pdf | 2022-05-29T09:32:16+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00772.warc.gz | 795,202,615 | 1,175 | eng_Latn | eng_Latn | 0.989598 | eng_Latn | 0.989264 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1305,
4922
] | [
2.140625
] | 1 | 0 |
In the heavy timber and in old fire areas safety zones are limited, if the hard black is used for safety zones watch out for snags
Watch for diurnal wind shifts mid evening
Make sure to identify escape routes and safety zones early in the shift before dark.
Watch for spot fires and fire in down-slope position.
- Short intense fire runs are possible. Make sure you know where your safety zone is at and the time it takes to get there.
- Lookouts are a must especially in thick brushy areas. Visibility is also hampered by smoke and blowing dust in some areas. Make sure you know what the fire is doing at all times.
- Watch out for rolling burning debris crossing firelines and starting fires below you!
- Escape routes and safety zones are a must especially with heavy timber and extremely dry fuels and observed extreme fire behavior!
Escape routes: In flashy fuels with gusty winds, your escape route should be one foot in the burn. One unexpected gust of wind could ruin your night.
Don't let down your guard down. Tragedies have occurred during mop up, especially in light flashy fuels.
Fire in drainages can dislodge rocks and burning objects.
Safety zones are essential as demonstrated by yesterday's 50-foot flame lengths.
Snags and stump holes are likely in timber areas.
Fire in drainages can dislodge rolling objects and firebrands.
Rolling material can ignite fires below crews.
Rocks slides will occur, especially in chutes and drainages.
Mop up should be more extensive in areas that could generate wind blown embers across the line.
Snags/ trees can burn in the upper portions. Look up! Just because there is no fire in the lower trunk doesn't' mean it safe.
ESCAPE ROUTES: In flashy fuels with gusty winds, your escape route should be one foot in the burn. One unexpected gust of wind could ruin your night.
Read the IRPG on lighting if LAL>1. Ref the page #
Limited visibility may give you a false sense of security. Use LCES to ensure you know what the fires are doing around you.
Fuels are very dry and we haven't had any significant green-up in the area. This is NOT a "normal" spring due to the lack of winter snow and normal spring precipitation. Think BEFORE you engage.
Don't fall into the "same old – same old" trap. Fire behavior can change in an instant. STAY ALERT!
Fires tend to give you warning that they are about to get up and move! Watch for these thresholds: Temperatures at 90+ degrees, humidity below 20%, and winds more than 20 m.p.h. HEED these thresholds and COMMUNICATE them to those around you. | <urn:uuid:0c2f7f09-dce6-40fa-9ee3-dca9ddfd1c08> | CC-MAIN-2022-21 | https://gacc.nifc.gov/oncc/docs/Safety%20Messages.pdf | 2022-05-29T09:44:45+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00778.warc.gz | 322,867,904 | 559 | eng_Latn | eng_Latn | 0.999366 | eng_Latn | 0.999366 | [
"eng_Latn"
] | false | docling | [
2556
] | [
2.046875
] | 1 | 2 |
Tyra Miller 5 th Grade Johnston Elementary ECF Grant Summary
Hear Ye, Hear Ye, Read All About United States History!
I purchased Social Studies Weekly newspapers for 5th grade to utilize during shared reading, guided reading, and independent reading time. These newspapers were used to introduce and reinforce social studies topics in 5th grade classrooms. They were also used as resources for research, inquiry, etc.
Students enjoy using the newspapers to learn about history. There are so many ways we are able to utilize these resources and implement our standards more effectively as a result. Social Studies Weekly is just one of the most interesting ways we have found to encourage our children to read informational text while providing engaging literacy activities that allow them to master various literacy and skills while acquiring social studies content. | <urn:uuid:075a6c29-399f-46aa-855a-136a89b6c2af> | CC-MAIN-2022-21 | http://www.fpsec.org/wp-content/uploads/2022/03/TVG-Summary-T.-Miller.pdf | 2022-05-29T09:23:40+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00777.warc.gz | 84,559,121 | 161 | eng_Latn | eng_Latn | 0.99784 | eng_Latn | 0.99784 | [
"eng_Latn"
] | false | docling | [
872
] | [
2.203125
] | 1 | 0 |
eSafety's parent guide to popular apps
Summary sheet
Apps allow access to content sharing, photo and video sharing, messaging and online chat, voice chat, video calling, live streaming, gaming, in-app purchasing, online relationships, location sharing and encryption. These functions all have benefits and risks.
Some apps use co-mingled sites, where kids mix with teens and adults. This increases the risk of cyberbullying exposure to violent or inappropriate content and unwanted contact or grooming by sexual predators.
,
eSafety has developed a checklist to help you and your family choose appropriate apps. The eSafety Parents pages Are they old enough? and Good habits start young will help you decide your child's readiness for different apps.
TikTok 13+
The eSafety Guide - TikTok
850,000 Australian users (2020) 1
TikTok has seen a rapid uptake by 13-15 year olds in Australia
2
TikTok's popularity is second to YouTube for 6-13 years old Australians
TikTok Safety Center for Parents
YouTube
The eSafety Guide - YouTube The eSafety Guide - YouTube Kids 15 million Australian users (2020) 3 5 to 27-year old - platform of choice 4 YouTube Parent resources page YouTube Kids Parental Guide
Snapchat
The eSafety Guide - Snapchat 6.4 million Australian users (2020) 5 90% of Snapchat users are 13-24 years old 6 The Parent's Guide to Snapchat - ConnectSafely
1. Civic web media 2. http://www.roymorgan.com/findings/8289-launch-of-tiktok-in-australia-december-2019-202002240606 3. Civic web media 4. https://merchdope.com/youtube-stats/
5. Civic web media 6. https://sea.mashable.com/tech/3110/snaps-plan-to-fight-facebook-is-bold
1
esafety.gov.au
Instagram
The eSafety Guide - Instagram
9 million Australian users (2020) 7 68% of Australians 14–27 use Instagram
A Parent's Guide to Instagram - Reachout.com
Glossary
Dark social is online communication that is hidden from public view. This includes email, text message, direct message services and apps — for example Facebook Messenger or Twitter Direct Messages, messaging apps like WhatsApp and Snapchat, and in-game messaging features found in games like Minecraft and Roblox.
Phishing is when emails, often claiming to be from a bank, online retailer or credit card company are sent from false email addresses to try to obtain people's personal information. Recipients are directed to what appears to be a website for the organisation which encourages them to reveal financial details such as credit card numbers, account names and passwords, or other personal information. Criminals use this information to scam people or steal their identity.
Sextortion is a form of blackmail where a perpetrator threatens to reveal intimate images of their victim unless the victim gives in to their demands. These demands are typically for money, more intimate images or sexual favours. This is a form of image-based abuse.
Social engineering is used to manipulate people into giving up confidential information.
Other eSafety online resources
eSafety Parents pages
Blogpost: 5 things to look for in an app
Other blogposts by the eSafety Commissioner
Counselling and support services
7. Civic web media
esafety.gov.au | <urn:uuid:412d1508-3f22-487e-9115-a15a7f2e8259> | CC-MAIN-2022-21 | http://www.seatonsluicesouth.northumberland.sch.uk/storage/secure_download/NjhoWUNwNDJpQk1VcEozdjhkNGFPUT09 | 2022-05-29T08:07:38+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00775.warc.gz | 101,440,614 | 712 | eng_Latn | eng_Latn | 0.992146 | eng_Latn | 0.993662 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1670,
3199
] | [
2.265625
] | 5 | 3 |
AILO 2021 Round 1 Answer Booklet
Name (BLOCK CAPS) ...........................................
School ............................ County .......................
Date of birthDD/MM/YYGender M / F
Question A: Where in the world?
20 points
| A | Y | U | G | F | W | Q | C | L | P | V | O |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 |
| S | J | X | T | K | M | D | E | H | R | B | I |
The matching-up part of the problem is complicated by the fact that the names are not directly transliterated. Nevertheless, the usual strategy of starting with the longest name is a good one. But also there are clues in the blurb: the map is of Tamazgha, so that is probably the word in the black square. Also, five countries with their relative locations are named: Libya, Tunisia, Algeria (though see below), Morocco and Mali, and can be found on the map, remembering that it is 'upside down'; and the compass rose shows the initial letter of the word for 'north', sh. So the map gives about half the letters. Some of the names are somewhat different, and Rabat (Arbat) and Safi (Asfi) could cause a little confusion, as could the fact that there are three different letters transliterated as 'T'; but the "really quite different case" is Algiers (Dzhayt) capital of Algeria (Dzhayr).
2. Ilel Agrakal
3. Idurar n Watlas/Uatlas/Oatlas/Ouatlas
The transliteration of the letter ⵡ is not clear from the names in which it occurs (Oran, Oujda, Nouakchott, Siwa), so all four answers are acceptable.
4. Idurar n Ahaggar
This is tricky because the letter ⵁ does not appear elsewhere in the data. Given the English name for the mountain range, H is the most obvious transliteration.
5. Europe, Africa
They call them Urup and Taferka but we asked what do we call it.
Question B:Beja beasts
1 (a) The man sees a camel.
(b) He pulls your camel.
(c) A donkey goes.
(d) One of your men eats.
(e) The man who pulls you sleeps.
(f) One of your men sees the camel which pulls you
15 points
AILO 2019 Preliminary Round Answer Booklet page 2
2. (a) tak giigiini
(b) uukaam oomeek rihiini
(c) uumeek diwiini
(d) uutak itamiini ookaam rihiini
(e) meekook tamiini
(f) uumeek itamiini ookaam ibitiiniook rihiini
Explanation
- Word order: Subject – Object – Verb
o The only verb form seen involves adding -iini to the stem
o If there is no subject, translate as 'he Vs'
- Definiteness 'the' :
o uu- prefix if subject
o oo- prefi x if object
o no prefix means indefinite 'a'
- 'your'
o –uuk suffix if subject
o –ook suffix if object
o Add i- prefix if definite 'your N'
o Indefinite translated as 'one of your Ns'
o Notice that indefinite nouns are not marked as subject or object
- Case: The above rules can be conflated if you note that
o nominative/subject: uu in prefix or suffix
o accusative/object: oo in prefix or suffix
- Relative clauses: To make S (O) V into a relative clause modifying N:
o attach the i- prefix to the verb
o If the object is 'you', attach the appropriate 'your' suffix to the verb:
Select -uuk or -ook according to the case of the noun to which the relative clause attaches
Question C: People, animals and stuff
25 points
2. (a) tibirinya
(b) irahunyu furesetinyu
(c) sunganyen irufuntiha
(d) huru harutinyu
(e) baruru bimetiha
(f) uruwa wugurinya gagubutinya
(g) tsafuru hinyaru
EXPLANATION
Prefixes are n- 'my', t- 'her', and sun 'all
Suffixes are ha 'those', and –nya or –nyu for plural
Word order: adjectives follow the nouns; in genitive phrases the possessed item is followed by the possessor. In the data shown, choice of plural marker depends on the last letter of the noun (though actually this isn't a general rule for Garifuna): nouns ending in –i form the plural with –nya all others –nyu.
AILO 2019 Preliminary Round Answer Booklet page 3
However, not all nouns and adjectives show plural. There are three classes of nouns:
Class I (human): both noun and adjective shows plural, with the adjective taking the same plural marker as the noun (irrespective of its own last letter)
Class II (animate non-human): nouns do not show plural but adjectives do, again agreeing with the noun (although in all cases requested, that's –nyu)
Class III (inanimate): neither noun nor adjective shows plural. Without a numeral, or prefix 'all' or suffix 'those', singular and plural would be indistinguishable, eg wewe gagubuti 'tall tree(s)'
Question D: Learning Dima
25 points
1. The tall women carried a strong crocodile
3. I. I loved a black eagle
II. Tall girls carried the selfish chief quickly
III. A man saw the strong oxen
IV. The girl killed the black crocodile
V. The small man saw them
VI. They cooked an eagle slowly
| | I | | II | | III | | IV | | V | VI |
|---|---|---|---|---|---|---|---|---|---|---|
| B | B | A | A | D | D | C | C | A | A | A |
Dima has SOV word order. (In reality, there is some freedom in word order in Dima, but SOV is predominant.)
Noun phrases have Adjective-Noun order. (In reality, Noun-Adjective order is just as common, but for simplicity order was kept consistent.)
Verbs agree with their subject: -t for 1st person, -n for 3rd person subject.
Adjectives are marked with suffixes, in the following order, for number/gender ( ub masculine singular, ind feminine singular, id plural), definiteness (is), and objecthood (im). Indefinite and subject are unmarked. Plurality is also marked on nouns (af). When there is no adjective, nouns also show definiteness and objecthood with the same endings.
| masc sing | ub | indefinite | | subject |
|---|---|---|---|---|
| fem sing | ind | definite | is | object |
| plur | af (N) id (A) | | | |
The pronouns seen are 'I' (subject) ate, 'they' (subject) kete, 'them' (object) kenim
1.
AILO 2021 Round 1 Answer Booklet
Question E: Sauk it up
25 points
1 2 3 4
R
10
B
11
N
12
H
13
5
Q
14
6
F
15
7
J
16
8
D
17
9
A
18
K
M G
I
P
B
O E
L
2. (a) little horse, pony, foal, colt
..........
(b) to wash, to launder, to clean
.........
3. (a)
winetepi
.............................. (b)
mahkathehanikaneki...........................
Explanation
achimo- tell
mahkathehani shoes pínahika-
clean/wash toskasha/i
anemoha dog Mehiko Mexico piwapehkwi metal winetepi
horse brain
-he- (before last syllable) little
-ni noun form of verb
-wa
'to (Verb)'
chitapi sit kaneki meshi big teneki town tetepithoni witheni/-weni
place methenahikani paper
wheel food | <urn:uuid:09d98a09-0f44-4e55-8bd4-63be3a549c68> | CC-MAIN-2022-21 | https://ailo.adaptcentre.ie/wp-content/uploads/2021/08/AILO-2021-Round-1-Solutions.pdf | 2022-05-29T09:24:00+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00776.warc.gz | 130,639,689 | 1,924 | eng_Latn | eng_Latn | 0.742802 | eng_Latn | 0.966259 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2045,
3795,
5782,
6500
] | [
2.84375
] | 1 | 0 |
10 WAYS TO HELP YOUR CHILD WITH THEIR HOMEWORK
Evidence shows that one of the best ways that parents can help their child at school is to support with homework. So how should you go about this? Here are 10 simple things you can do to help your child with their homework.
1. SET A ROUTINE: Try and schedule this time in for when your child is most alert and ready to learn. Encourage your child to choose this themselves, helping them feel more responsible and more motivated. The key is then to stick to it; becoming a part of their normal daily routine means that they are less likely to dread and procrastinate finishing their work.
2. HAVE A DESIGNATED HOMEWORK SPACE : Having a designated workspace to complete their homework can get your child into a working mindset. This could be in a separate room, or a table that is not being used for anything else. Having a clear space with what they need at the ready helps increase focus, prevent distractions and stop procrastination!
3. GET RID OF ALL DISTRACTIONS : While your child is doing their homework, they should put their phone (and anything else with notifications) somewhere else. We have a strict 'no mobile' policy in class resulting in confiscation for the reason that it impacts on concentration...
4. HAVE REGULAR BREAKS: Having regular, short breaks during homework time can allow your child to feel more attentive. If possible, exercising during these short breaks can be very useful for the brain.
5. PROMOTE INDEPENDENCE : Allow your child to take charge of their homework and allow them to get things wrong. This way, their teacher will know that they are struggling with that area and can help them. If they don't understand a question, encourage them to leave it and come back to it at the end. Self-management skills are beneficial for their academic performance.
6. HELP YOUR CHILD ORGANISE THEIR TIME: Organisation is a key skill for your child to learn and develop. If they are given many tasks to do, ask them what the best way to complete them might be, giving suggestions, if there is an easier way.
7. ENCOURAGE YOUR CHILD TO DEVELOP A GROWTH MINDSET : "I don't know how to do this", or "I can't do this" is known as a fixed mindset i.e. they think their talents are set in stone. A "growth mindset" is a belief that you can improve your intelligence, ability and performance. Using the word "yet" if they say they can't do something is powerful, as is asking them what they would do differently next time.
8. BE A ROLE MODEL : Encourage your child to see you working on things during their homework. By seeing you also do work, it can motivate your child to work on their homework as well.
9. RECOGNISE THEIR SUCCESSES : Often, children spend longer doing homework due to the fear of failure. Using the phrase, "I'm so proud of you" can reduce this fear by letting your child know that they would always have your support. This may give them more confidence and increase their self-esteem, allowing them to achieve more when doing their homework.
10. COMMUNICATE ANY WORRIES WITH THEIR TEACHER : If you feel that your child is spending too long on their homework, or is struggling a lot with it, tell their teacher. It may be that they misunderstand, need support or that the work is just too hard. We can only help if we know about it. | <urn:uuid:671433e2-2dea-4ca1-ab14-499a0eb60a06> | CC-MAIN-2022-21 | https://www.bordengrammar.kent.sch.uk/attachments/download.asp?file=486&type=pdf | 2022-05-29T08:13:37+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00775.warc.gz | 739,229,797 | 721 | eng_Latn | eng_Latn | 0.99915 | eng_Latn | 0.999125 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2488,
3320
] | [
3.140625
] | 1 | 0 |
September 21, 2018 She Has YOU to Thank
I want to share some personal observations about how one person with a disability approaches her world. I freely admit that I am working from a sample size of one – my daughter, Cottie. This week, I have been ruminating on the fact that she has a very different idea of her life as a person with a disability than the one that we often see shared in the press, in research, and even on our listservs. And although I think my kid is unique, I don't really believe that she is the only person with a disability who feels this way. Let me share some observations with you.
First – there are a fair number of new folks subscribing to The Last Word in the past few months, so I had better start out by "introducing" Cottie to those who haven't heard about her before. Cottie has cerebral palsy. She uses a motorized wheelchair for mobility, and she primarily uses sign language for expressive communication, as her speech is not very intelligible (I have always maintained that all the things she can say clearly are rude, crude, or both). Cottie was adopted from Vietnam 25 years ago, when she was 3 ½ (I am a single parent). She is bright, and beautiful, and loving, healthy, and happy – and (for the moment, I HOPE) she lives at home, with me, and is perfectly happy to let me wait on her. Sigh. My biggest concern has always been that I think the kid is smarter than I am. But because of her Vietnamese heritage, although she is now full grown, I am still bigger than she is. That helps! OK… are you with me so far?
Last week, I heard a presentation given by the founder of a summer camp for people with disabilities here in the Columbus area. They take pwd of all ages (from 7 years old on up). Their model includes one-to-one matching with a volunteer camper who is assigned to partner with the child or adult with a disability throughout their two week stay. They do all the typical summer camp activities, and they accept folks with any kind of disability (from blindness, to CP, to autism, to medically fragile individuals, and more). It is a very successful model. The gentleman giving the presentation spent some time talking about how these camping experiences were life-changing for many of the campers. Never before had they had an opportunity to be in a setting where they were completely accepted, where whatever accommodation they needed was available, and where they had a chance to meet others with disabilities and see them be successful in everyday life. The bottom line is that, for many of these campers, this is the first time their disability is a "neutral" in their lives, and they revel in the experience.
As I listened to the presentation, I kept thinking of Cottie, and thinking about how much she would have been annoyed with me if I had suggested that she attend such a camp. Cottie has never had any desire to attend activities or participate in experiences that are specifically created for people with disabilities. She doesn't see any need to participate in such things. She knows that she is disabled. She just doesn't care, and has never figured out why anyone else does.
When Cottie was in third grade, she dressed up as Nick Carter (of the Backstreet Boys) for Halloween. She wore a short blond wig, the headset microphone from a Via Voice application, and a Backstreet Boys T-shirt and scarf. The children at her school parade next door through the local Senior Center to show off their costumes. She and I came down from the second floor in the elevator, then waited at the foot of the staircase for the others from her class to come down so she could join them for the parade. As all the Darth Vaders, Spidermen, and Supergirls walked past in their costumes and masks, she was greeted often with, "Hi, Cottie." "Hey, Cottie." "Neat costume, Cottie." My daughter turned to me and, with all sincerity asked, "How do they know it's me?" The fact that she was the only kid in the school district (much less the school) in a wheelchair seemed to have escaped her.
As a 5 th grader, she turned to me over dinner one night and signed, "Can I be sick and stay home from school tomorrow?" "No." She went back to eating. I asked her why she wanted to stay home. She laid down her fork and (with great drama) signed, "Oh, because Mr. Long is going to make us run one mile in gym tomorrow, and I just can't face it." (Did I mention she uses a motorized wheelchair? GRIN) Two days later, I was talking to the gym teacher and telling him the story.
"Well THAT explains it. When Cottie finished the one-mile run, she sat on the sidelines and panted with the rest of them. You know I don't cut her much slack. I said, 'Cottie – you were sitting down!' She held up her limp right wrist with her left hand and indicated that her thumb would never be the same."
From the start, Cottie has never seen the need to associate with other kids with disabilities to feel like she belonged, because she ALWAYS believed she belonged. She didn't want to be on the periphery with her classmates, just to say she was there. The year that all the girls in her class joined an afterschool soccer team, I arranged for Cottie to be named the team trainer (picking up towels and packing up supplies) so that she could feel a part of the team, get out there and root for her friends, and be part of the excitement. We went to one practice. ONLY one. At the end of 90 minutes of watching her friends run around on the field, she turned to me and signed, "Why am I here?" But… she joined the Chess Club (and won her fair share of games) and took horseback riding lessons for several years. If she was going to be involved in an activity, she wanted to experience it the same way others did. There were things she couldn't do, but it didn't matter, because there were a lot of things she COULD do.
As I listened to the speaker last week, I tried to figure out why Cottie's view of the world, and her place in it, was so different than the campers he was describing. I came to the conclusion that Cottie has YOU to thank for that – the disability services community. Cottie has been going to AHEAD conferences since she first came home with me (she has been to 22 AHEAD conferences – how many of you can match that?!? GRIN). That means that for one week every year, she spends her time immersed in a setting where people with disabilities are a significant portion of the group. She's seen, interacted with, teased (and been teased by) people who are blind, deaf, in wheelchairs, with service animals – all of whom are mixed in with a whole lot of people who do not have visible disabilities. And everybody there is equal in her mind (and in ours!). She has always had a vision of what the world would hold for her as an adult, because she has been interacting with adults with and without disabilities all her life. As her mother, I can only say, "thank you!"
[Also this week, AHEAD published the latest edition of their Journal (JPED). There was an article that talked about students with disabilities (in this case, intellectual disabilities) being involved in campus service projects. They interviewed the 6 students with disabilities and the 6 students without disabilities who were partnered with them in the experiment. The six students with disabilities were thrilled with the opportunity to be doing something for someone else. The six students without disabilities spoke primarily about how heartwarming it was to see how happy the experience made their partner with a disability. Bah, humbug. My kid is not someone else's social action project!]
I suppose my point is that while I recognize there are lots of students with disabilities who don't have the experiences and advantages that Cottie has had, I have to believe there are others out there who, like Cottie, don't see their disability as the primary focus of their lives. We give lip service to saying we think that is as it should be, but I think we often think (and treat?) students with disabilities on campus as a separate category, and design opportunities just for them. There was a big discussion on the listserv this week about an upcoming Disabled And Proud conference. I know there is an honor society for students with disabilities that has chapters at dozens of campuses across the country. Someone sent me a scholarship notice the other day, for a program specifically for students in wheelchairs. These are all great opportunities for the students who choose to participate, but Cottie would have wanted no part of any of these – and I don't believe she is alone. This is just a reminder that students with disabilities on campus are more LIKE every other student than they are different, and may appreciate that recognition,
```
Just saying… Janie
```
(When Cottie was in 4 th grade, she had this poem published in a children's poetry anthology)
Just because I am in a wheelchair
I don't go out at recess
I don't play soccer
I don't stand up when I say the Pledge of Allegiance
Just because I am in a wheelchair
People still think I'm funny
People still think I'm a good kid
People still treat me like everyone else
Just because I am in a wheelchair
I can still do fun things
I can still beat you at chess
I can still make you laugh
Just because I am in a wheelchair doesn't mean I'm not a regular kid | <urn:uuid:f1ba1257-976e-40ef-8dfa-cf5221c2c4bc> | CC-MAIN-2022-21 | http://daisclasses.com/wp-content/uploads/2022/01/LastWord_SheHasYouToThank.pdf | 2022-05-29T08:50:41+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00775.warc.gz | 13,756,939 | 2,108 | eng_Latn | eng_Latn | 0.999615 | eng_Latn | 0.999623 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
4069,
6962,
9415
] | [
2
] | 2 | 0 |
QT Scale Drawings and Maps
1. Xavier is making a model car using a scale of 1:20.
(a) The length of the model car is 8cm. Work out the length of the real car. Give your answer in metres. (2 marks)
(b) The width of the real car is 1.2m. Work out the width of Xavier's model. Give your answer in cm. (2 marks)
2. Here is a scale drawing of Josh's garden. He would like to cover the garden using concrete paving slabs. Each slab is 50cm x 50cm. How many slabs will Josh need to completely cover the garden? (3 marks)
QT Scale Drawings and Maps
3. A map has a scale of 1 : 40000. The distance between two points on the map is 6cm. Work out the real distance between the two points. Give your answer in kilometres.
(3 marks)
4. The accurate scale drawing shows a lighthouse and a small boat. The small boat has a real height of 6m. Find an estimate for the real height of the lighthouse. Give your answer in metres. (3 marks)
QT Scale Drawings and Maps
5. A model ship has a length of 15cm. The scale of the model is 1 : 450. Work out the length of the real ship. Give your answer in metres. (2 marks)
6. The map is drawn to a scale of 1 : 500 000 and shows three towns: Simons Town, Deacon Hill and Carrie Beck. John drives from Simons Town to Deacon Hill, and then from Deacon Hill to Carrie Beck.
(a) Calculate the real distance from Simons Town to Deacon Hill.. Give your answer in kilometres. (2 marks)
(b) Calculate the total distance that John drives. Give your answer in kilometres. (2 marks)
QT Scale Drawings and Maps
7. Draw a scale drawing of a room 4m x 2m. Use a scale of 1cm = 0.5m.
(2 marks)
8. Calculate the real perimeter of this shape. Give your answer in metres. (3 marks)
Total / 24 marks | <urn:uuid:4f64cb21-e2ba-412b-9bd7-ddf480d16990> | CC-MAIN-2022-21 | https://www.3minutemaths.co.uk/wp-content/uploads/2022/05/QT-Scale-Drawings-and-Maps-3.pdf | 2022-05-29T07:52:04+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00776.warc.gz | 688,753,063 | 464 | eng_Latn | eng_Latn | 0.990128 | eng_Latn | 0.996984 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
514,
925,
1503,
1717
] | [
4.21875
] | 1 | 2 |
Welcome to Whalley Range 11-18 High School
Year 6 Summer Maths Homework
The Maths department have stumbled across 4 problems. They have come to you for help, as your reputation precedes you as a great Maths detective!
You are known to be ruthless at collecting, analysing and deducing information and backing it up with evidence. This is precisely what you need to do to investigate these problems successfully.
Instructions:
1) Start each problem on a new blank piece of paper.
2) All detectives make sure their work is neat and tidy so make sure you have a title and a sentence explaining what you are investigating or what you are trying to find.
3) Draw a table to put your findings in.
4) Answer any questions in full sentences.
5) Conclude your work by explaining what you have found out.
Sticks
This investigation is to find the maximum number of intersections as the sticks cross.
Collect a number of sticks from your garden or from the park.
With one stick, no sticks cross.
With 3 sticks, how many intersections are there?
Copy the table below and record the maximum number of intersections for each number of sticks. You decide how many sticks you to try – remember the more evidence you have the better your argument!
| Number of Sticks | Number of Intersections |
|---|---|
| 1 | |
| 2 | |
| 3 | |
Can you spot the pattern?
Can you explain the reason for the pattern?
Predict the next number of intersections and test your idea.
What is your conclusion?
Letter Tiles
Your aim is to find the two boy names and the girl name which can be made from the tiles.
Here are some letter tiles and their values from a word game.
The tiles are used to create two boys and one girl's name.
If you add up the total scores of the letters in the three names the answer is 39.
All the names are different, but what are they?
Clues:
* The name of the girl has the same number of letters in it as one of the boys' names.
* If you add together the first letters of the boys' names, the answer is 16.
* The girl's name scores 5 in total.
* Both boys' names have the same scores.
* In all of the names, there are seven letters that score 1.
Use the information provided by the clues above and work out which of the following names fit the criteria:
Cargo
How many stickers does each cube have?
Boxes are waiting on the quayside to be loaded onto a ship.
27 boxes are made up into a 3 x 3 x 3 cube like this ready for the crane.
The dockers stick labels as shown on each of the 6 exposed faces of the cube.
The cube is dropped as it is being loaded, and the boxes are scattered.
1) How many boxes have got 3 labels on them? How many boxes have got 2 labels? How many boxes have got 1 label? How many boxes have no labels on?
2) Investigate the same problem if boxes are made up into 4 x 4 x 4 cube.
3) What about a 5 x 5 x 5 cube?
Challenge: Can you find a general rule for predicting how many boxes will have 3 labels, 2 labels, 1 label and no label, for any size cube?
Drawing a Cardioid
Investigate what shapes you can make using only a circle and straight lines.
Copy and complete this table by multiplying each number by 2.
When your answer is bigger than 60, stop. Eg: stop at 31 x 2 = 62. Instead of writing 62, 64, etc, start again at 2 and write 2, 4 6, ect. Some of the numbers have been written in for you.
Using the values in your table, with a ruler draw a line between 1 and 2, then another line between 2 and 4, then 3 and 6, 4 and 8, etc on the circle below.
You have drawn a cardioid. Looking at your drawing, what do you think a cardioid is?
What happens if you multiplied each number by 3?
What about if you multiplied each number by 4?
Or if you multiplied by a bigger number?
What about if you made a different rule up?
Use the circle templates below to help you investigate more. | <urn:uuid:82d03b3c-7c1e-4311-a4a6-230806588451> | CC-MAIN-2022-21 | https://wrhs1118.co.uk/wp-content/uploads/sites/4/2020/07/year6-subject-tasks-maths-2020.pdf | 2022-05-29T08:25:00+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00776.warc.gz | 684,173,602 | 928 | eng_Latn | eng_Latn | 0.999188 | eng_Latn | 0.999502 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
799,
1485,
2268,
2997,
3506,
3839
] | [
4.375
] | 1 | 1 |
5th Grade Social Studies Textbooks Harcourt Horizons
Thank you very much for reading 5th grade social studies textbooks harcourt horizons. As you may know, people have look hundreds times for their chosen readings like this 5th grade social studies textbooks harcourt horizons, but end up in infectious downloads.
Rather than reading a good book with a cup of coffee in the afternoon, instead they juggled with some malicious virus inside their laptop.
5th grade social studies textbooks harcourt horizons is available in our digital library an online access to it is set as public so you can download it instantly.
Our book servers saves in multiple countries, allowing you to get the most less latency time to download any of our books like this one.
Merely said, the 5th grade social studies textbooks harcourt horizons is universally compatible with any devices to read
Chapter 1 Social Studies 5th grade The Story of Ruby Bridges
Grace for President | Read-Aloud (best quality)I am Rosa Parks - By Brad Meltzer | Children's Books Read Aloud Elementary Social Studies Curriculum/FREE HISTORY FOR ALL AGES. How to Take Notes from a Textbook
Effectively - 5 Steps: Note Taking Method
Books for 5th Graders (Kid Favorites)? Kids Book Read Aloud: DAVID GOES TO SCHOOL by David Shannon The First Ten Picture Books I Read My Fifth Graders 5TH GRADE CURRICULUM CHOICES 2020-2021 | BJU PRESS, TEACHING TEXTBOOKS \u0026 EVAN MOOR \u0026 MORE! Social Studies Books 5th grade Social Studies Chapter 4 5th grade Social Studies Chapter 3 Masterbooks 5th grade curriculum Why We No Longer Use Masterbooks | The Truth: Master Books to My Father's World Curriculum Books My Fifth Graders Are Reading During Winter Break TEXT BOOK AND HAND BOOK IN SOCIAL STUDIES 5th Grade Social Studies Textbooks Books shelved as 5th-grade-social-studies: How to Ride a Dragon's Storm by Cressida Cowell, Chasing Lincoln's Killer by James L. Swanson, The Indian in t... Home My Books
5th Grade Social Studies Books - Goodreads
5th Grade Social Studies. Search this site. Welcome to Social Studies! Curriculum. DBQ. Online Textbook. Syllabus. Class Activities. Google Doc. OREO Day. Current Events. Homework. Interest Inventory. JA Biztown Field Trip. ... You can access the Harcourt Social Studies Textbook from just about anywhere!
...
Read Book 5th Grade Social Studies Textbooks Harcourt Horizons
```
Online Textbook - 5th Grade Social Studies - Google Sites 180 Days of Social Studies: Grade 5 - Daily Geography Workbook for Classroom and Home, Cool and Fun Practice, Elementary School Level Activities... to Build Skills (180 Days of Practice) by Kristin Kemp | Mar 1, 2018 4.7 out of 5 stars 163
```
Amazon.com: 5th grade social studies: Books
5th Grade Social Studies 6th Grade Social Studies 7th Grade Social Studies 5th Grade Literature ... 5th Grade Language Arts Grade Level Content Standards. Michigan Electronic Library- Games and Activities. 5th Grade Social Studies Textbook Helper Online. Student Workbook. Constitution Day 2020. Unit 1 Lessons. Olmec and Maya Compare/Contrast ...
5th Grade Social Studies - Welcome to Mr. Hansen's Virtual ...
As the decades past, more and more people chose to come to Canada and make a life here. Canada was growing up and the world was changing too. With World War I (1914-1918) and then World War II (1939-1945), what it meant to be Canadian went through some major changes.
Social Studies Resources - Mr. Polsky | Grade 5
The fifth grade Social Studies curriculum is an introduction to early American history. Social Studies Units Include:. Map Skills and U. The American Revolution. The Westward Movement. Social Studies Assessment:. The key is to set up things so they discover history. To help them socail why wars begin, Geography. Johnson Has Many Jobs 5.
Social studies alive textbook 5th grade online ...
5th Grade Science Reading and Writing Workbook. Be A Scientist. Chapter 1 - Cells and Kingdoms. Chapter 2 - Parents and Offspring. Chapter 3 - Interactions in Ecosystems. Chapter 4 - Ecosystems and...
Textbooks - 4th & 5th Grade Class Website - Google Sites
IXL offers more than 100 fifth grade social studies skills to explore and learn! Not sure where to start? Hover your mouse over any skill name to preview it, then click to practice! A. Maps. 1. Read a map: cardinal directions 2. Identify lines of latitude and longitude 3. Use lines of latitude and longitude ...
Read Book 5th Grade Social Studies Textbooks Harcourt Horizons
IMPACT Social Studies (K–5) NEW: Student-centered, written to the C3 Framework, grounded in inquiry, and aimed at developing active citizens. McGraw Hill Networks (6–12) Powerful and flexible standards-based curriculum to spark inquiry and ensure social studies mastery. SyncBlasts (6–12)
Macmillan/McGraw-Hill Social Studies
Kick your social studies lessons up a notch with these fifth grade social studies worksheets and printables! Your students will have a blast adventuring through U.S. and world history, civics, geography, and beyond. With interactive and beautifully illustrated activities, our fifth grade social studies worksheets make it exciting to learn about historical figures and events, states and capitals, world landmarks, maps, and more!
5th Grade Social Studies Worksheets & Free Printables ...
Interactive social studies textbooks help you as a teacher to get more out of your classroom lessons and will be able to engage our students more than ever before. With the right social studies curriculum, you'll not only meet state standards, but you'll help students to get a better grasp on how the country and the world was shaped over centuries at a time.
Online Social Studies Textbook | Interactive Social ... Articles, book lists, videos, and milestones related to 5th grade Social studies
5th grade Social studies articles, book lists, videos, and ...
Hi Bobbi! I love hearing from fellow Oklahoma teachers. I created most of my social studies resources to replace my old, outdated textbooks, so I completely understand where you're coming from. I have reviewed the new 2019 Oklahoma 5th grade social studies standards and I can confirm that every standard is covered in my big bundle.
How I Teach 5th Grade Social Studies - Thrive in Grade Five Age. 10. In most schools, 5th grade curriculum focuses on United States history, beginning with the colonization of America and possibly continuing through the 20th century. As 5th graders study social studies, they are taught to analyze the reasons behind events, make connections, and compare. As in other grades, since most social studies curricula are specific to a location, consult your child's teacher or your state's social studies standards to find out which specific communities and ...
Read Book 5th Grade Social Studies Textbooks Harcourt Horizons
Fifth grade social studies resources don't have to be dry and uninteresting. We offer materials that engage kids in discovering history, such as our "History of Zombies" worksheet and our "Write with a Quill Pen" activity. These are especially useful for kids who may be reluctant when it comes to learning about fifth grade social studies.
5th Grade Social Studies Resources | Education.com
4th Grade, 5th Grade, Social Studies. Brazil Quiz for Kids Worksheet Alesia 2020-06-12T11:55:24-04:00. This Brazil quiz covers geography, history, government, and economy and includes 16 questions. ... Book Lists. ACCOUNT. Login Profile Membership. SUPPORT. Pricing How to Download FAQ Contact. COMPANY. About
Free Social Studies Worksheets & Printables ...
4th Grade United States Studies Unit 2: The United States in Spatial Terms Michigan Citizenship Collaborative Curriculum Page 5 of 61 5 political boundaries lines that define the border of a country or state Example: There is a political boundary between the United States and Canada. 6 hemisphere a region created when the Earth is
Fourth Grade Social Studies
The fifth grade social studies content expectations mark a departure from the social studies approach taken in previous grades. Building upon the geography, civics and government, and economics concepts of the United States mastered in fourth grade and historical inquiry from earlier grades, the fifth grade expectations begin a more discipline-centered approach concentrating on the early history of the United States.
Supplement your social studies curriculum with 180 days of daily practice! This essential classroom resource provides teachers with weekly social studies units that build students' content-area literacy, and are easy to incorporate into the classroom. Students will analyze primary sources, answer textdependent questions, and improve their grade-level social studies knowledge. Each week covers a particular topic within one of the four social studies disciplines: history, economics, civics, and geography. Aligned to the National Council for the Social Studies (NCSS) and state standards, this social studies workbook includes digital materials.
The birth of a nation is always riddled with complexities, wars, and victories. All those names, dates Page 4/6
Read Book 5th Grade Social Studies Textbooks Harcourt Horizons
and other details may prove to be difficult for a 5th grade to process. But with these interactive educational books, information is more easily and effectively absorbed. Let the pictures in this book tell the story. Order a copy now!
Bring the action and adventure of U.S. history into the classroom with U.S. History Maps for grades 5 and up! From the ice age to the admission of the 50th state, this fascinating 96-page book enhances the study of any era in U.S. history! The maps can be easily reproduced, projected, and scanned, and each map includes classroom activities and brief explanations of historical events. This book covers topics such as the discovery of America, Spanish conquistadors, the New England colonies, wars and conflicts, westward expansion, slavery, and transportation. The book includes answer keys.
This teacher resource offers a detailed introduction to the program, which includes its guiding principles, implementation guidelines, an overview of the social studies skills that grade 5 students use and develop, and a classroom assessment plan complete with record-keeping templates and connections to the Achievement Levels outlined in the Ontario Social Studies Curriculum. This resource has two instructional units: Unit 1: Early Civilizations Unit 2: Aspects of Citizenship and Government in Canada Each unit is divided into lessons that focus on specific curricular expectations. Each lesson has materials lists activity descriptions questioning techniques activity centre and extension ideas assessment suggestions activity sheets and visuals
Supplement your social studies curriculum with 180 days of daily practice! This essential classroom resource provides teachers with weekly social studies units that build students' content-area literacy, and are easy to incorporate into the classroom. Students will analyze primary sources, answer textdependent questions, and improve their grade-level social studies knowledge. Each week covers a particular topic within one of the four social studies disciplines: history, economics, civics, and geography. Aligned to the National Council for the Social Studies (NCSS) and state standards, this social studies workbook includes digital materials.
"Interactive and dynamic elementary Social Studies instruction! Everyone has a story. What's yours? myWorld Social Studies utilizes storytelling to bring Social Studies content to life. Our exclusive Page 5/6
Copyright : stocktonpreps.com
Read Book 5th Grade Social Studies Textbooks Harcourt Horizons
interactive digital solution makes Social Studies personal for every student in a way that's easier for you. With myWorld Social Studies, you can get to the heart of Social Studies in the time you have. myWorld Social Studies, connects Social Studies content and literacy instruction with materials that are streamlined, flexible and attuned to today's classroom. Our innovative digital instruction is seamlessly integrated, providing a blended program that is engaging, effective and easy to use. myWorld Social Studies is designed to: Connect Social Studies content with literacy instruction; Engage students and advance student achievement; Reduce teacher preparation time. Every classroom is unique. Pearson's myWorld Social Studies provides innovative and engaging materials that allow you to teach the way your students learn -- print, digital, and active"--Publisher.
Bring history to life for students in grades 5 and up with We the People! Students love learning about the U.S. government from this engaging classroom supplemental text. Lessons in this 96-page book cover all three branches and levels of the government, a response to the tragic events of September 11, 2001, and a contact list of government agencies and organizations. Lesson topics also include the Liberty Bell, elections, the American flag, money, public opinion, and the Constitution. The book includes Web resources, a bibliography, various activities, and an answer key.
Copyright code : 8a73363b2f76ca7f57762cff3eaf7d5f | <urn:uuid:6e59216c-451f-4ad5-a456-d655ea1b5b2a> | CC-MAIN-2022-21 | http://stocktonpreps.com/cgi-bin/content/view.php?data=5th_grade_social_studies_textbooks_harcourt_horizons&filetype=pdf&id=8a73363b2f76ca7f57762cff3eaf7d5f | 2022-05-29T09:12:00+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00775.warc.gz | 47,711,997 | 2,734 | eng_Latn | eng_Latn | 0.992277 | eng_Latn | 0.994885 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2320,
4433,
6774,
9140,
11648,
13250
] | [
2.296875
] | 1 | 0 |
Curriculum Overview
Subject: History
Year Group: 10
During KS4, Students study 4 separate Units. In Year 10, they study Warfare Through Time and the Blitz a term and half. They also study Germany 1918-39 and also begin their study of Superpower Relations during the Cold War. They complete their first PPE (mock) exam on their German Studies. Students will continue to develop their historical skills depending on their ability. This is based on their QPG flight path. These skills include knowledge, chronology, cause/consequence, significance, ranking and justifying, LSESP, supported opinion.
Extended reading suggestions and external resources:
The BBC bitesize is a useful resource - GCSE History - Edexcel - BBC Bitesize. The History Department has also placed resources in the Schoool's workspace - this will include all videos used in lesson. Scans of the textbooks used in lesson are also available. | <urn:uuid:5ba46ec6-a002-448a-a84a-35b4ec318682> | CC-MAIN-2022-21 | https://www.chasehigh.org/documents/Curriculum/Our-Subjects/Subject-Template-Curriculum-Overview-Chase-History-Jan-2021-YEAR-10.pdf | 2022-05-29T08:06:23+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00779.warc.gz | 778,484,370 | 198 | eng_Latn | eng_Latn | 0.996827 | eng_Latn | 0.996827 | [
"eng_Latn"
] | false | docling | [
918
] | [
2.125
] | 2 | 1 |
WHAT WE KNOW TO BE TRUE
There is no known "cause" of SIDS but there are many known risk factors that we can reduce. •
The rate of SIDS is higher in First Nations communities. •
SIDS can strike any family, at any time of the day or night, in any season. •
SIDS usually happens during sleep or napping. •
There seems to be no pain or suff ering involved for the victim. •
Babies at higher risk for SIDS include: •
babies up to 6 months, •
boy babies, •
babies of teen mothers, •
premature and low birth weight babies, •
twins and triplets. •
TO REDUCE THE RISK OF SIDS, PLEASE NEVER DO THESE THINGS:
Never smoke inside the house, or let others do so. Avoid exposure to tobacco smoke or second-hand smoke during pregnancy and after birth. •
Never put your baby to sleep facing down or on her/his side. Always "look up to our ancestors"! •
Never put your baby to sleep on a soft or cluttered sleeping surface. Avoid cushions, pillows, bumper pads, loose blankets, duvets, couches, soft mattresses, lambskins, beanbags, waterbeds, stuff ed toys, etc. These may trap carbon dioxide and cut the fl ow of oxygen to your baby. •
Never overdress or overbundle your baby for sleep. Dress your baby with the same number of layers as you are wearing. •
Never overheat your home: keep it at around 20–21 degrees Celsius, not more. •
Never share a bed with your baby if you smoke, drink alcohol or use drugs. •
Never let younger children share a bed with your baby. •
By avoiding these risk factors for SIDS we can make the circle safer for our babies.
RISK FACTORS ARE NOT CAUSES
While we cannot prevent or predict SIDS, we can try to reduce the risks.
Sadly, even if we follow all these guidelines, there is still no guarantee that our baby will be safe from SIDS.
If a family you know suff ers the tragedy of SIDS, don't search for "causes" or explanations. Remember that SIDS is no one's fault.
When a baby leaves the circle, comfort the family on their grieving journey.
REMEMBER: LOOK UP TO OUR ANCESTORS
References:
www.sids-network.org • www.cps.ca • www.hc-sc.gc.ca/hl-vs/ babies-bebes/sids-smsn • www.phac-aspc.gc.ca/dca-dea/prenatal/sids_e.html • www.sidscanada.org
Conception:
Consultancy for Alternative Education/Les Consultantes en Éducation Alternative • firstname.lastname@example.org
The National Indian & Inuit
Community Health Representatives Organization (NIICHRO)
(450) 632-0892 • e-mail: email@example.com • www.niichro.com
REDUCE THE RISK OF SIDS
LOOK UP to our ancestors
(SUDDEN INFANT DEATH SYNDROME)
Whisper "look up to our ancestors" when you put your baby down to sleep. This will remind you to place your baby on her/his back to sleep, and so help reduce the risk of SIDS.
WHAT IS SIDS?
SIDS is the sudden, unexpected and unexplained death of a healthy baby before one year of age.
We call it SIDS when there is no evidence that a baby was sick, hurt, poisoned, choked, suff ocated, etc. No exact cause of death can be found even after a full medical investigation.
HOW MANY BABIES SUDDENLY LEAVE THE CIRCLE?
SIDS is the most common cause of death in babies between the ages of one month and one year. About 90% of SIDS deaths happen before six months old. •
Each week in Canada, about 3 babies die of SIDS. •
The SIDS rate is about three times higher in First Nations communities than in other communities in Canada. Why? Perhaps because many First Nations babies are exposed to more of the "risk factors" for SIDS. •
A risk factor is something that increases a baby's risk of dying from SIDS. It is not the same as a "cause", but since we do not know the "causes" of SIDS, all we can do is try to reduce the risks.
HOW CAN EACH OF US HELP?
We can all help by learning how to reduce the risks of SIDS, and by teaching others too!
HOW CAN WE REDUCE THE RISK OF SIDS? TO MAKE THE CIRCLE SAFER FOR YOUR BABY, DO:
Avoid smoking and second-hand smoke, using alcohol and other drugs during pregnancy. All these may aff ect your baby's developing brain, and increase the risk for SIDS. •
Dress your baby to be warm, but not hot, for sleep. And don't overheat your home in winter. Signs of an overheated baby: sweating, damp hair, heat rash, fast breathing, restlessness. •
Keep your home smoke-free during pregnancy and after the birth. All smokers must smoke outside. (Smoking in the bathroom, furnace room, enclosed porch, etc. is not a safe option.) •
Breastfeed as long as possible. Breast milk is best, and may prevent infections that trigger SIDS. Ideally, a baby should breastfeed for a year or more. •
Take your baby for regular health checks & immunizations at the clinic. •
Always place your baby to "look up to our ancestors" for sleeping. This prevents your baby from re-breathing exhaled carbon dioxide trapped in the bedding. (At around 6 months, babies may roll onto their sides or tummies during sleep. That's OK.) •
Use a fi rm, fl at, uncluttered place for your baby to sleep. Soft bedding, stuff ed toys, loose blankets, pillows, bumper pads, etc. can trap exhaled carbon dioxide that your baby will then re-breathe instead of oxygen. •
Give your baby a pacifi er to suck on during sleep. Start this at about 4 weeks old when your baby is breastfeeding well. •
Place your baby to "look up" in a crib rather than in your bed if you are a smoker. It increases the risk of SIDS if a smoker shares a bed with a baby. •
Also, place your baby to "look up" in a crib rather than in your bed if you are over-tired, or have been using alcohol or other drugs. Or ask another responsible adult to care for your baby while you sleep alone. •
Educate elders, family members, babysitters etc. about all this so that all caregivers will know how to reduce the risks of SIDS. A baby who normally sleeps looking up but is then put to sleep face down is at an 18-20 times higher risk of SIDS. • | <urn:uuid:50fb2d2f-115a-41eb-b5c9-39b4daa47683> | CC-MAIN-2022-21 | https://www.babysbreathcanada.ca/wp-content/uploads/2016/08/SIDS-brochure-aboriginal-E.pdf | 2022-05-29T07:56:53+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00778.warc.gz | 736,948,792 | 1,498 | eng_Latn | eng_Latn | 0.994486 | eng_Latn | 0.997384 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2705,
5827
] | [
3.234375
] | 1 | 1 |
Basic Spine Anatomy
The spine works as the main support for the spinal cord and the nerve pathways that carry information from the arms, legs, and rest of the body, and carries signals from the brain to the body.
Your back is composed of 33 bones called vertebrae, 31 pairs of nerves, 40 muscles and numerous connecting tendons and ligaments running from the base of your skull to your tailbone. Between your vertebrae are fibrous, elastic cartilage called discs. These "shock absorbers" keep your spine flexible and cushion the hard vertebrae as you move.
1) Vertebrae: "Bones of the neck and back;" provides structural support for the spine, protects and encases the spinal cord.
There are seven cervical bones or vertebrae. The cervical bones are designed to allow flexion, extension, bending, and turning of the head. They are smaller than the other vertebrae, which allows a greater amount of movement.
In the chest region the thoracic spine attaches to the ribs. There are 12 vertebrae in the thoracic region. The spinal canal in the thoracic region is relatively smaller than the cervical or lumbar areas. This makes the thoracic spinal cord at greater risk if there is a fracture.
The motion that occurs in the thoracic spine is mostly rotation. The ribs prevent bending to the side. A small amount of movement occurs in bending forward and backward.
The lumbar vertebrae are large, wide, and thick. The main motions of the lumbar area are bending forward and extending backwards. Bending to the side also occurs.
(2) Discs: Fibrous pads of cartilage which separate the vertebrae. The discs allow for flexibility in your spine, assist the muscles as shock absorbers, and provide cushioning between the vertebrae. The centre of the disc is called the nucleus pulposus, it is a jelly-like substance. The nucleus is surrounded by tough rings of tissue called the annulus, which is similar to a ligament.
The intervertebral disc has several important functions, including functioning as a spacer, as a shock absorber, and as a motion unit:
* Spacer. The height of the disc maintains the separation distance between the adjacent bony vertebral bodies. This allows biomechanics of motion to occur, with the cumulative effect of each spinal segment yielding the total range of motion of the spine in any of several directions. Proper spacing is also important because it allows the intervertebral foramen to maintain its height, which in allows the segmental nerve roots room to exit each spinal level without compression (e.g. a pinched nerve).
Document Name: Basic Spine Anatomy
* Shock absorber. When these discs are healthy, they act as shock absorbers for the spine and keep the spine flexible. When these discs are damaged from an injury, normal wear and tear, or disease, they may bulge or break open (rupture). When a disc bulges or ruptures, it is called a herniated disc, or sometimes a slipped or ruptured disc, Shock absorption allows the spine to compress and rebound when the spine is axially loaded during such activities as jumping and running. Importantly, it also resists the downward pull of gravity on the head and trunk during prolonged sitting and standing. Herniated discs can occur in any part of the spine. More than 90% of herniated discs affect the lower back (lumbar spine). The remainder occur in the neck (cervical spine) and rarely in the upper back (thoracic spine).1 Since herniated discs most commonly affect the low back, this topic focuses mainly on the lumbar area.
* Although injury to the outer covering, the capsule or anulus, of a disc can cause pain, often a herniated disc by itself does not cause any pain. Pain occurs when the membrane on the outside of the spinal cord or spinal nerves is irritated. Loss of function—such as weakness or altered sensation—can be caused by pressure from the herniated disc on the nerve roots or spinal cord. Pain or numbness may occur in the area of the body to which the nerve travels. For example, a herniated disc that presses on one of the nerve roots of the sciatic nerve—a large nerve that extends from the lower back down the back of the leg—may cause pain and numbness in the leg, a condition called sciatica. Sciatica is the most common symptom of a herniated disc in the lower back. Herniated discs are common in people who perform heavy manual labour and those who drive motor vehicles for long periods of time.
* Motion unit. The elasticity of the disc allows motion coupling, so that the spinal segment may flex, rotate, and bend to the side all at the same time during a particular activity. This would be impossible if each spinal segment were locked into a single axis of motion.
Easy HR Pty Ltd
Page 2 of 4
Version 4.07
Document Name: Basic Spine Anatomy
(3) Spinal Nerves: There are a number of pairs of spinal nerve roots, which branch off the spinal cord and exit through the intervertebral foramina (see number seven below) between each vertebra. They transmit sensory and motor impulses to and from parts of your body so that you can feel sensations and move your body.
Just like the spinal column is divided into cervical, thoracic, and lumbar regions, so is the spinal cord. Each portion of the spinal cord is divided into specific neurological segments. The cervical spinal cord is divided into eight levels. Each level contributes to different functions in the neck and the arms (see diagram). Sensations from the body are similarly transported from the skin and other areas of the body from the neck, shoulders, and arms up to the brain. In the thoracic region the nerves of the spinal cord supply muscles of the chest that help in breathing and coughing. This region also contains nerves in the sympathetic nervous system.
The lumbosacral spinal cord and nerve supply legs, pelvis, and bowel and bladder. Sensations from the feet, legs, pelvis, and lower abdomen are transmitted through the lumbosacral nerves and spinal cord to higher segments and eventually the brain
(4) Facet Joint: The joints which connect one vertebra to the vertebra above or below it. They are paired joints, which means that there is a left and right joint. They are located on the sides and behind the discs. Facet joints control the amount and direction of spinal movement.
(5) Spinal Cord: A bundle of nerve fibres that act as the "main cable," carrying both sensory and motor information between the body and the brain. Feelings from the body such as hot, cold, pain, and touch, are transmitted to the skin and other parts of the body to the brain where sensations are "felt." These pathways are called the sensory pathways.
Once signals enter the spinal cord, they are sent up to the brain. Different types of sensation are sent in different pathways, called "tracts." The tracts that carry sensations of pain and temperature to the brain are in the middle part of the spinal cord. These tracts are called the "spinothalamic." Other tracts carry sensation of position and light touch. These nerve impulses are carried along the back part of the spinal cord in what are called "dorsal columns" of the spinal cord.
(6) Ligaments: Tough, non-elastic bands that hold the vertebrae together and help limit the amount of movement of a joint. They may become too lax, causing joint hyper mobility (too much movement of a joint) and therefore pain.
Easy HR Pty Ltd
Version 4.07
(7) Intervertebral: On each side of the vertebral column there is an opening between each vertebrae called the invertebral foramen. This opening enables the spinal nerves to pass through.
(8) Muscles: Elastic tissue that contracts to allow the body to move. Muscle groups may become weak or tight, causing a "muscle imbalance." This can directly affect full movement of the spine and extremities.
(9) Tendons: Fibrous tissue that connects muscle to bone.
(10) Spinal Curves The vertebrae are stacked on top of each other to form four continuous curves. They are as follows: cervical, thoracic, lumbar, and sacral curves. These curves allow for flexibility.
In its proper position, the spine follows natural curves, which allow for increased flexibility. These curves include:
(1) Cervical (neck)
(2) Thoracic (middle spine)
(3) Lumbar (lower spine)
(4) Sacral (base of the spine)
Document Name: Basic Spine Anatomy
Page 4 of 4 | <urn:uuid:cf216505-56a2-4345-83e8-fd5acdd68272> | CC-MAIN-2022-21 | https://www.safetyusb.com.au/documents/Manual-Handling/BasicSpineInfo.pdf | 2022-05-29T08:34:36+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00780.warc.gz | 1,115,757,979 | 1,822 | eng_Latn | eng_Latn | 0.997193 | eng_Latn | 0.998268 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2594,
4771,
7389,
8321
] | [
2.171875
] | 1 | 1 |