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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Presidents' Day
Civics is all around us. There is a lot to know about the government and how "We the People" interact with the government and each other. Let's help each other expand our civic literacy.
The story of Presidents' Day begins with our first president, George Washington. When he died in 1799, his birthday of February 22 became something of an unofficial day of remembrance for the father of the country. By 1885, Washington's birthday became the first federal holiday in the United States to recognize an individual national leader. So how did Washington's Day become Presidents' Day? To answer that question, we must skip ahead 70 years to Abraham Lincoln's birthday.
President Abraham Lincoln was not a father of the country, but it might be said that he was in some ways the savior of the country. It was Lincoln's leadership during the Civil War (18611865) that preserved the Union and contributed to the expansion of freedom in the United States. By the 1870's, his February 12th birthday became a holiday in multiple states, honoring the slain president for his contribution to the country.
The next part of the story of Presidents' Day actually has to do with a wonderful thing, at least if you work for the federal government or for a bank: three day weekends! In 1968, Congress passed the Uniform Monday Holiday Act. This
Presidents' Day, to be officially celebrated on the third Monday in February.
established new dates for five permanent federal holidays to be celebrated on a Monday, in order to create the following three-day weekends: Memorial Day, Columbus Day, Labor Day, Washington's Birthday, and Veterans' Day (though Veterans' Day was moved back to November 11th by 1978). Many states that celebrated both Washington's Birthday and Lincoln's Birthday then chose to combine the two holidays into one
And yet, there is quite a twist to the story of Presidents' Day: this federal holiday is not actually Presidents' Day! According to federal law, the third Monday in February is still Washington's Birthday. It is at the state level that we actually find 'Presidents' Day'. Only 27 states actually celebrate a Presidents Day.' Other states celebrate some version or combination of Washington's Birthday, Lincoln's Birthday, Jefferson's Birthday, or none at all.
The story of Presidents' Day is one that began as a national effort to honor a founding father, but evolved to recognize the accomplishments of Lincoln. But now, many people view Presidents' Day as a national celebration of the American presidency.
To Think and To Do: Presidents' Day, or Washington's Birthday as we now know it really is, is one of only two federal holidays that honor an individual American (Dr. Martin Luther, King, Jr. Day is the other!).
If you could honor any other American with an official holiday, who would it be and why?
Learn MORE about federal holidays Free registration may be required.
5 U.S. Code § 6103.Holidays, from Legal Information Institute
How Abraham Lincoln lost his birthday holiday, from National Constitution Center
"Presidents' Day"? The Truth Behind the Holiday, from George Washington's Mount Vernon
2/15/2022 | <urn:uuid:3c40922b-5189-45ae-90a1-af41dac0d79b> | CC-MAIN-2022-21 | https://floridacitizen.org/wp-content/uploads/2022/02/CRL_Presidents-Day.pdf | 2022-05-29T08:23:10+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00781.warc.gz | 317,969,627 | 664 | eng_Latn | eng_Latn | 0.999386 | eng_Latn | 0.999386 | [
"eng_Latn"
] | false | docling | [
3167
] | [
3.0625
] | 3 | 0 |
Respect, Believe, Achieve
What do I already know?
- We are a Rights and Respecting School.
Year 2
Term - Autumn 1
Knowledge Organiser: Year group and Subject Concept: Rules Topic: Rules for a Community
- We have a class charter in every class.
| Vocab/Key Words | |
|---|---|
| Rules | Something that tells you what is or is not allowed. |
| Christian | A person who believes in Jesus. |
| Community | A group of people e.g. your class. |
At the end of the topic I will know:
If we need to have rules. | <urn:uuid:597deaec-2225-4bbf-837c-683a7a1c3e8e> | CC-MAIN-2022-21 | https://oakwoodlive.net/wp-content/uploads/2021/10/Year-2-Autumn-1-Rules.pdf | 2022-05-29T07:57:49+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00780.warc.gz | 486,273,126 | 143 | eng_Latn | eng_Latn | 0.997421 | eng_Latn | 0.997421 | [
"eng_Latn"
] | false | docling | [
511
] | [
3.265625
] | 1 | 2 |
Artist Name or Organisation: Nii Kwartey Owoo
Art-form: West African Drumming
Activity Name: Rhythm and Rhymes of Africa
Instructions
Please include a list of equipment and supplies needed to complete your activity with a written step-bystep guide.
You will need:
How to:
Two spoons
Bucket or flat bottom plastic bowl.
Glass bottle with lid, thread and plastic beads.
1. Use the spoons as bell playing it back to back
2. The bucket can be used as the Kpanlogo drum and the Tamalin drum
3. Put the plastic beads on the thread (5 lines) and hang them on the bottle and close it with the lid holding the end of the thread. This can be used as the Shaker.
Please note
Polyrhythm Is the combination of two or more complex rhythms in a musical composition.
Please place pictures of your activity and outcome below:
The struggle for independence in Ghana from 1947 to 1957 provided the climate for the youth across Ghana to create new music for political rallies. In an attempt to create new types of entertainment music to purposely suit and celebrate the new life envisaged after freedom from British rule, many traditional Ga musicians started experimenting with new ideas by borrowing from existing dance-drumming ceremonies.Kpanlongo emerged as the new dance-drumming ceremony solely for and by the youth.
Hence it was called the The Dance of the Youth. It was an offshoot of Gome, Ashiko,
Kolomashie, Oge, Konkoma and other highlife styles.
Kpanlongo soon became the political entertainment dance-drumming for the C.P.P. (Convention Peoples Party, Nkrumah's political party) in Accra. The late president, Dr. Kwame Nkrumah, who greatly loved this music, funded most of the Kpanlongo bands at the time.
Songs
The majority of Kpanlongo songs relate to events of Ghana's independence struggle, African unity, pan—Africanism and other political issues. Themes based on human emotions such as love and missing someone are also common. Topical themes dealing with contemporary issues create the opportunity for spectators to be informed about events in the community. | <urn:uuid:6ca16507-5805-4704-baf7-27d7b8502221> | CC-MAIN-2022-21 | https://weareive.org/wp-content/uploads/2021/09/IVE-Discover-at-Home-Nii-Kwartey-Owoo.pdf | 2022-05-29T09:40:45+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00780.warc.gz | 675,202,529 | 466 | eng_Latn | eng_Latn | 0.996996 | eng_Latn | 0.997176 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
762,
2084
] | [
2.4375
] | 1 | 0 |
Please contact the Learning Center Coordinator and let us know you are interested in the Scout Ranger Program at Flight 93 National Memorial. We will answer questions and provide further information to help you work toward the patch or certificate.
Danielle D. Miller – Learning Center Coordinator
Work: (814) 893-6573 Cell: (814) 341-6763
Bear Cubs
Baloo the Builder:
#3 - Select, plan, and define the materials for the project you will complete in requirement 3. (contact for specifics & arrangements)
#4 - Assemble your materials and build one useful project and one fun project using wood. (contact for specifics & arrangements)
Bear Necessities:
#1B - An outdoor activity with your den or pack.
#2 - Make a list of items you should take along on the activity selected in Requirement 1.
#3 - Make a list of equipment that the group should bring along in addition to each Scout's personal gear for the activity selected in Requirement 1.
Please contact the Learning Center Coordinator and let us know you are interested in the Scout Ranger Program at Flight 93 National Memorial. We will answer questions and provide further information to help you work toward the patch or certificate.
Danielle D. Miller – Learning Center Coordinator
Work: (814) 893-6573 Cell: (814) 341-6763
Fur, Feathers, & Ferns:
#1 - While hiking or walking for one mile, identify six signs that any mammals, birds, insects, reptiles, or plants are living near the place where you choose to hike or walk.
#2 - Visit one of the following: zoo, wildlife refuge, nature center, aviary, game preserve, local conservation area, wildlife rescue group, or fish hatchery. Describe what you learned during your visit.
#4 - Observe wildlife from a distance. Describe what you saw.
#5 - Use a magnifying glass to examine plants more closely. Describe what you saw through the magnifying glass that you could not see without it.
Paws for Action:
#2B - Find out where places of historical interest are in or near your community, town, or city. Go and visit one of them with your family or den.
Critter Care:
#3B - Learn about careers that involve the care of animals. What education, training, and experience is required for the position. (park rangers) | <urn:uuid:7f385fdc-1680-462b-a38f-2d89755c53b7> | CC-MAIN-2022-21 | https://www.flight93friends.org/pdf/Bear%20Cubs%20@%20FLNI.pdf | 2022-05-29T08:58:12+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00779.warc.gz | 865,093,412 | 499 | eng_Latn | eng_Latn | 0.989287 | eng_Latn | 0.991193 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
949,
2236
] | [
2.859375
] | 1 | 0 |
Making Water Pollution Visible Benchmarks
* SC.6.N.2.3 Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals.
* SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics.
* SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.
* SC.8.N.1.5 Analyze the methods used to develop a scientific explanation as seen in different fields of science.
* SC.8.N.1.6 Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence.
* SC.8.N.4.1 Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels.
* SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
* SC.912.N.1.7 Recognize the role of creativity in constructing scientific questions, methods and explanations.
* SC.912.N.4.1 Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making.
* SC.912.L.17.15 Discuss the effects of technology on environmental quality.
* SC.912.L.17.16 Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff,
* greenhouse gases, ozone depletion, and surface and groundwater pollution.
* SC.912.L.17.18 Describe how human population size and resource use relate to environmental quality.
* SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
Making Water Pollution Visible Vocabulary Sheet
Bioluminescent: A living organism capable of producing its own light.
Innovative: Using or showing new ways of doing tasks.
Sediment: In this case, the material that settles to the bottom of a liquid (e.g. the Indian River Lagoon). Sediment may be many things, including dirt, sand, shells, and bones.
Toxin: A substance that damages a living organism.
Toxicity: Degree to which a substance can damage a living organism.
Mitigate: In this case, to lessen the impact of pollution on an area.
Ecosystem: A complex set of relationships among the living resources, habitats, and residents of an area.
Making Water Pollution Visible Guiding Questions
1. What is Dr. Widder studying? Why is it important?
2. How does FAST (Fast Assessment of Sediment Toxicity) help better understand water pollution?
3. How does Kilroy provide additional information in understanding water pollution in a study area?
4. What additional information is provided when a water sample is taken immediately after it rains? | <urn:uuid:6b407034-9cf1-4188-a040-766a7830bf51> | CC-MAIN-2022-21 | http://www.coseeca.net/files/florida/Resources-WaterPollution.pdf | 2022-05-29T08:17:43+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00780.warc.gz | 74,484,155 | 646 | eng_Latn | eng_Latn | 0.985529 | eng_Latn | 0.983476 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2023,
2676,
3079
] | [
4.03125
] | 1 | 5 |
Curriculum Overview
Subject: Computer Science
Year Group: 10
Students will begin by understanding and applying the principles of Computer Science including abstraction, decomposition, logic, and algorithms through practical experience of solving problems, including designing, writing, and debugging programs.
They will then focus on topics for GCSE paper 1. Here they will develop their knowledge of the components that make up digital systems and how they communicate with one another and with other systems. They will also understand the impacts of digital technology to the individual and to wider society.
Extended reading suggestions and external resources:
OCR J276 Specification - OCR GCSE Computer Science J276 Specification
BBC Bitesize KS4 - GCSE Computer Science - OCR - BBC Bitesize
Craig n Dave Videos -Craig'n'Dave - YouTube | <urn:uuid:61813b82-a801-497b-801a-37eca9602f03> | CC-MAIN-2022-21 | https://www.chasehigh.org/documents/Curriculum/Our-Subjects/Computer-Science-Curriculum-Overview-Year-10.pdf | 2022-05-29T07:34:08+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00784.warc.gz | 790,099,260 | 160 | eng_Latn | eng_Latn | 0.99612 | eng_Latn | 0.99612 | [
"eng_Latn"
] | false | docling | [
848
] | [
2.703125
] | 1 | 1 |
so good for me! Playtime ...
Games using a WIC "Playtime" Activity Ball
Straddle Ball (for children 1–2 years old)
Your child will learn to move and control his/her upper body, arms and hands.
1. Sit on the floor across from your child and roll the ball to him/her.
2. Your child can stop the ball with his/her hands
and roll the ball back to you.
3. Clap! Praise your child
This game builds body control and hand skills for young children.
Froggie Up & Over (for children 2–3 years old)
Your child will learn to move his/her body in all directions while controlling a ball.
1. Stand/kneel back-to-back with your child.
2. Pass the ball over your head to your child.
3. Have your child bend forward and pass the ball back to you through their legs.
4. Continue to pass the ball to your child by reaching up, reaching down and twisting side-
to-side.
5. Play music and sing while you play!
This game builds hand-body control for young children.
Score! (for children 3–5 years old)
Your child will learn to move, control and throw a ball while building upper body strength.
1. Use a large cardboard box or laundry basket to make a goal. Place it 3 feet away from your child.
2. Your child can score a goal by throwing the ball into the box.
3. Play with your child! Take turns scoring goals from different places in the room or yard.
This game builds strength and eye-hand skills for young children.
Alaska WIC … good for families!
For more activity ideas:
www.parenthoodkids.com www.gameskidsplay.net
Alaska Department of Health and Social Services
Family Nutrition Services
Division of Public Assistance
P.O. Box 110612 Juneau, AK 99811 Phone: (907) 465-3100 Fax: (907) 465-3416
www.familynutrition.alaska.gov E-mail: firstname.lastname@example.org
The WIC Activity Ball is made of non-toxic vinyl which has passed European Healthy & Safety Standards for lead levels. The ink is non-toxic. These balls are not to be used as life-saving devices. They are safe when used as intended. They are designed to be tossed under adult supervision. They are not designed to hold body weight or to be kicked. Alaska WIC and manufacturer cannot be held liable for damages that may occur when product is used incorrectly or unsafely. | <urn:uuid:deaa0be8-0f64-45e8-90ac-581f0f9cbc78> | CC-MAIN-2022-21 | https://dhss.alaska.gov/dpa/Documents/dpa/programs/Nutrition/WIC/Nutrition-Breastfeeding/Nutrition/playtime_insert.pdf | 2022-05-29T08:34:11+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00783.warc.gz | 258,472,082 | 545 | eng_Latn | eng_Latn | 0.995382 | eng_Latn | 0.998112 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
952,
2226
] | [
3.5
] | 2 | 1 |
Model Lesson Plan Social Studies
Topic 2 - Learning Steps in an Inquiry Process
Established Goals:
Grade 3
Stage 1 - Desired Results
* Students will identify and practice the steps an inquiry process (i.e., identify a question or problem, locate and evaluate potential resources, gather information, create a new product). (GLE 3.1.1; LM 1:4.4)
* We can use the steps of an inquiry process to learn new information about Montana Indian tribes and reservations. (GLE 3:1.1)
Understandings:
Essential Questions:
* What are some good ways to identify questions or problems we would like to research?
* The steps of the inquiry process are similar to those we use in scientific inquiry and in Library inquiry. (GLE 3.1.1)
* Where can we find the information we need? How do we determine what library sources to use? What other resources could we use?
Students will know...
* The steps, which include:
* Inquiry process steps are useful guides when we need to find information and make reports about our new knowledge. (GLE 3.1.1)
a. Identify a question or a problem, and write it.
c. Gather (write down) the information that can be used to answer the question or problem.
b. Locate resources and materials that can be used to answer our question or problem.
* Create a new product (such as a report) from the information gathered.
* Good readers evaluate the information they find; (SS GLE
* They should make sure that the report uses their own words—they should not copy a report word-for-word.
1.2; RDG GLE 3.h; ML 1.4.4)
* Good readers identify their purposes for reading and select material to meet the purpose. (RDG GLE 3.h)
* Good readers evaluate the information they find, and decide its usefulness for the work they are doing. (SS GLE 1.2, ML 1.4.4, RDG GLE 3.2)
* What questions would be good to ask? What do we want to know?
Students will be able to...
* Where could we find information about Montana Indian Reservations and MT Indian Tribes?
* Use the steps of the inquiry process as they research information for their assignments.
* Correctly label the 7 MT Indian reservations on a map, as an assignment.
* Define tribe, culture, reservation in their notebooks and on class assignments. Take notes about the tribes they research.
* Label the 12 MT Indian tribes as they related to reservations/primary sites of residence.
* Talk about the characteristics of all 12 tribes, using their notes and work sheets they have produced as they compared information about tribes.
* Talk about their map and their notebook and share information with others in the classroom context.
* Keep a notebook or log of the new words they have learned, and review this information at intervals decided by the teacher.
* Good readers compare and integrate information from two sources. (RDG GLE:k)
* Good readers set appropriate reading goals so that they target the information they need. (RDG GLE 3.g; ML 1.4.4)
Performance Tasks:
Stage 2 - Assessment Evidence
* Each student uses the Inquiry Process steps to get information and synthesize that information as they perform library research, do classroom assignments, and make their maps and notebooks
1
Other Evidence:
Winter 2008
Model Lesson Plan Social Studies
Grade 3
Learning Activities: Materials Needed
Stage 3 - Learning Plan
This lesson/topic provides an opportunity to do research on some Montana tribes and the seven reservations. Students should learn the names of the 7 MT reservations as 3rd graders; this is essential building block information that they will need as they progress through the grades. For example, by the end of the 4th grade, students will also know the names of the 12 MT tribes, and basic information about every Montana tribe.
1. Make a large poster (laminate if possible so you can write on it with a water base marker) of the steps in the inquiry process and place it on the wall of your classroom for easy reference by students. Refer to it often!!!!
"Did You Ever Wonder?"
Day 1:
Use a large piece of roll paper so that the activity can be saved. Use either a Venn Diagram, or draw a Tree Base. In the center of the Venn Diagram, or on the trunk of the tree, label as "question/problem". Ask students to provide any/all questions/problems they can think of that they would like to know more about. As students supply these questions, add branches or smaller circles to the diagram, using the student input. Next, have students determine source materials where they might find information regarding their questions, and show these with smaller lines coming off Venn Diagrams or small branches off of larger branches of the tree. This portion of the lesson should be posted on the wall for further reference as the lesson progresses.
Ask small groups to choose a question/problem, make a list of what they want to know and where they could find information specific to their question/problem. Student groups gather information from sources identified and generate findings. Each group records findings before reporting back to whole group.
Day 2: Apply method from Day 1, using Montana Indian Reservations and MT Indian Tribes.
All work generated by this activity should be placed "on the wall" for reference and reinforcement of concept of inquiry process as students will use the inquiry process frequently in social studies and in science.
Management Tip: After each lesson session provide notebook/journaling time and a very quick map review of reservation locations. These serve as great closure activities, and takes very little time.
2. Group develops list of possible research topics, as per group comfort with inquiry process.
See Additional Teaching Activities in Sections: "Essential Questions" and "Students Will Know"
Teacher Resources:
2. OPI Connecting Cultures & Classrooms k-12 Curriculum guide.
1. List of Fiction/Nonfiction books about MT Indians available in the library and the classroom.
3. OPI Literature & Resource Guidance For Librarians, Teachers—for the grade level/ or spanning the grade levels 2-4 (grade four, plus one grade level below, and one grade level above).
(Use as information source!)
4. Materials on the seven reservations found in "Montana Indians: Their History and Location"
Other Benefits of the Lessons:
2
Winter 2008 | <urn:uuid:119571d1-0b41-4719-9106-a4b962b99068> | CC-MAIN-2022-21 | https://www.nisnindigenousresourcehub.com/_files/ugd/e70d20_418bc9c66ec4406b8a31d430a287bfd0.pdf | 2022-05-29T07:33:52+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00784.warc.gz | 1,045,231,360 | 1,349 | eng_Latn | eng_Latn | 0.996014 | eng_Latn | 0.996081 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3192,
6289
] | [
4.75
] | 1 | 0 |
Student Performance Q&A:
2011 AP ® Human Geography Free-Response Questions
The following comments on the 2011 free-response questions for AP ® Human Geography were written by the Chief Reader, David Lanegran of Macalester College in St. Paul, Minnesota. They give an overview of each free-response question and of how students performed on the question, including typical student errors. General comments regarding the skills and content that students frequently have the most problems with are included. Some suggestions for improving student performance in these areas are also provided. Teachers are encouraged to attend a College Board workshop to learn strategies for improving student performance in specific areas.
Question 1
What was the intent of this question?
This question was intended to determine students' understanding of the model of urban hierarchy and its application to an actual system of cities. Rank-size rule and primacy are fundamental to the section of the course on cities and urban land use. The question asked students to provide definitions for rank-size rule and primate city and to determine which one best described Mexico's system of cities. They were then asked to provide a discussion of both the positive and the negative impacts of primate cities on a nation's economy.
How well did students perform on this question?
The mean score was 1.87 out of a possible 7 points.
What were common student errors or omissions?
There were several common errors and omissions. Many students did not know the definitions for rank-size rule and primate city and could not identify which concept applied to Mexico's urban geography. In addition, many students could not relate the nature of a nation's urban hierarchy to economic conditions in the country. There was a strong pattern of students writing about the internal structure and economic problems of primate cities rather than the impact of a primate city on the nation's economy.
Based on your experience of student responses at the AP Reading, what message would you like to send to teachers that might help them to improve the performance of their students on the exam?
* Students seem to have a very incomplete mastery of the concepts of the hierarchy of urban places. The search for the understanding of the processes that locate cities and affect growth in systems of cities is one of the most fundamental components of urban
geography. Although this concept may be new or unfamiliar to many students, it must be thoroughly explicated, and students should practice using all the concepts of the urban hierarchy, such as central place theory, rank-size rule and other concepts, to explain the world around them.
* There is some evidence that indicates teachers schedule the urban geography unit for the end of the AP Human Geography course. Because of conflicts for time, the last unit is not covered as thoroughly as the others. When time is an issue, teachers must focus students' attention on the fundamental models of urban geography and help students practice applying the various models and concepts to real-world situations.
Question 2
What was the intent of this question?
This question was structured in a way that required students to present both sides of the discourse on the future of world population growth and food supply. Students were asked to frame their discussion around the precepts of the Malthusian essay on population growth. They were given a summary of the Malthusian argument and did not need to base their essays on recall. The question did not force students to choose sides in this debate but rather asked them to present evidence that they understood both views about the future relationship between population growth and food supply.
How well did students perform on this question?
The mean score was 3.61 out of a possible 8 points.
What were common student errors or omissions?
Most students did not fully understand both sides of the debate. Students lost points because they could not present evidence that world population growth might outstrip agricultural production.
Based on your experience of student responses at the AP Reading, what message would you like to send to teachers that might help them to improve the performance of their students on the exam?
* Make it a point to help students see the connections between concepts and models and real-world situations. This question asked students to evaluate both sides of the discussion over the application of the Malthusian concepts of population growth and food production to the prediction of the quality of human life on Earth. This is one of the most fundamental questions in population geography. Although many students had some knowledge of the position of Malthus, they were not able to discuss both sides of the debate on the relevance of the concepts. This is an issue because students in a college-level course are expected to take positions in a variety of important debates about the future of human population on Earth.
* Though not every topic in geography is controversial, teachers should develop lessons that ask students to take a position or solve a problem using the fundamental concepts.
Question 3
What was the intent of this question?
This question required students to identify locational factors that pertained to the expansion of the automobile industry in the United States. They were then asked to explain how the factors they identified worked in combination to create a pattern of investment in new automobile assembly plants. The students were expected to use the Weber model of industrial location to frame their response to this question.
How well did students perform on this question?
The mean score was 2.41 out of a possible 6 points.
What were common student errors or omissions?
Students were generally able to identify the factors of location but had much more trouble applying the factors in an explanation of the pattern they observed on the maps. Students did not grasp the basics of the Weber model and therefore were unable to develop plausible explanations for the patterns shown on the maps. Many students misinterpreted the maps or did not read them carefully. A large number of students mistakenly believed foreign-owned automobile plants employed migrant or foreign labor.
Based on your experience of student responses at the AP Reading, what message would you like to send to teachers that might help them to improve the performance of their students on the exam?
* Students need more practice reading maps. This does not mean learning place locations, but being able to critically interpret the information presented. Students who were able to read and understand the maps generally got the highest scores. Conversely, students who made mistakes reading the maps did not earn as many points. Research on spatial reasoning indicates that students can make great strides in their ability to read maps if they are given guided practice. In this question students really needed to read the key. A surprisingly large number of students apparently did not read or understand the key.
* Stress the fact that models are generalizations intended to be used to predict or explain unfamiliar patterns. They are not just to be memorized. Some questions on the exam ask students to apply concepts and models to places that may not be familiar to all students to see how well they have mastered the concepts. Students clearly need to practice using the basic concepts and models. Build time into classes to reinforce students' abilities to make the connections and appreciate how to use fundamental ideas to solve problems or establish a position in a debate. | <urn:uuid:201e55ec-2047-4a5d-8af2-04b6c175a45d> | CC-MAIN-2022-21 | https://secure-media.collegeboard.org/apc/ap11_human_geog_qa.pdf | 2022-05-29T08:17:11+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00784.warc.gz | 570,028,500 | 1,417 | eng_Latn | eng_Latn | 0.999216 | eng_Latn | 0.999244 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2422,
5210,
7708
] | [
2.34375
] | 2 | 1 |
FACTFILE: GCSE ECONOMICS
UNIT 3.3
FINANCIAL CAPABILITY – MANAGING PERSONAL FINANCES
Savings/Borrowing & Personal Life Cycle
Learning Outcomes
Students should be able to:
* demonstrate understanding of why people choose to save and borrow; and
* demonstrate understanding of the concept of a personal life cycle and the different stages in the cycle.
Savings/Borrowing:
Saving is important to an individual for the following reasons:
* Provides financial security and covers emergency situations which need a financial solution, e.g. lost debit card, loss of car due to an accident.
* Enables goods/services to be purchased at a later date, living expenses to be paid and meet basic survival needs, or luxury items, e.g. purchase of a new car.
* To ensure a reasonable standard of living during retirement or provide for dependants.
Borrowing is important to an individual for the following reasons:
* Provides immediate funding to an individual in an emergency situation, e.g. access to funds to pay for a new car in the event of an accident.
* Provides an individual with the ability to acquire high-cost items for use in everyday life, i.e. property to live in, vehicles to commute to/from work and undertake family responsibilities.
* Enables an individual to meet short term financial needs until a more appropriate financial solution can be implemented, e.g. booking a holiday, completing a purchase online or paying bills/living expenses.
Personal Life Cycle:
Definition:
A personal life cycle attempts to summarise the key phases which all individuals go through during their lifetime matched with their changing financial needs.
Phases of the Personal Life Cycle:
The key phases of the Personal Life Cycle may be summarised as follows:
1
* Birth/Early Age:
Children and young teenagers are more likely to be supported by their parents/guardians. Their financial needs will be met through the provision of basic items such as living expenses, food, clothing and accessories. During this phase of the life cycle, financial needs are likely to be addressed from pocket money and/or gifts and savings likely to be held in a savings/deposit account.
* Young Adult:
A young adult may continue to be supported by parents/guardians with continued financial support provided in respect of living expenses, food, clothing and accessories – particularly if continuing with education/training/studies and/ or early stages of employment. Typically, a young adult would have gained employment by about their mid-twenties, when it is anticipated that a stable income will be obtained, therefore parental support is likely to diminish. Financial products typically in use to support key life choices in this phase include bank account, insurance products, savings/deposit account, credit card and possibly a mortgage.
* Middle Age:
An adult in this phase of the life cycle would typically be employed and have access to a regular source of income. Financial needs may vary, however it is likely that an individual will have a mortgage and perhaps developed a habit of saving, although some credit card debt will also be likely. Contributions towards a pension scheme in addition to normal living expenses are usually incurred; it is also likely that a life insurance policy may be in existence, to ensure that the financial needs of spouses/partners/ dependents are met in the event of death.
* Old Age:
An adult in this phase of the life cycle would typically be nearing the end of a period of full time employment and expected to enter retirement. Financial needs will vary as it is likely that the pension received will represent a smaller proportion of earned income. This is likely to be supplemented with income from other sources, and a reduction in living expenses, since at this phase, it would be expected that any outstanding mortgage and credit card debt would be paid off. It is also possible that a pensioner may resort to state benefits in order to meet their financial needs. An end-of-life insurance policy could meet any outstanding debts upon the death of an individual.
Review Questions:
1. Explain the various stages of the personal life cycle that you are likely to experience and summarise likely financial needs at each stage of the life cycle.
2. Explain two reasons why a young person (aged 20) would want to save £20,000 over their lifetime.
3. (a) Explain one reason why a person (aged 30) may need to borrow money using a mortgage (totalling £40,000).
(b) Discuss the possible implications that taking on a mortgage would have on a person's future financial wealth.
© CCEA 2017 | <urn:uuid:278f11a6-ce58-42c0-9d42-1908f227746b> | CC-MAIN-2022-21 | https://ccea.org.uk/downloads/docs/Support/Factfile/2019/Factfile%20U3.3%20Savings%20Borrowing%20and%20Personal%20Life%20Cycle.pdf | 2022-05-29T09:45:25+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00784.warc.gz | 202,981,356 | 923 | eng_Latn | eng_Latn | 0.996162 | eng_Latn | 0.998345 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1762,
4626
] | [
3.953125
] | 1 | 0 |
Notes:
"Viscous Victim"
This workbook is to accompany the "Viscous Victim" Wisdom Class. After viewing the class, complete the parts of this workbook that call to you or complete the whole workbook, it is all up to and for you.
These activities are intended to open you up to what is happening inside of you and should be completed without self-judgment, self-criticism or feeling bad in any way. Part of being in balance with both parts of your tree (higher self and earthly self) is to appreciate both of these aspects and move through your life lessons with gentleness and compassion toward yourself.
After hearing about the tree, where are you at in regard to living in the balanced center of your tree? Use these statements as a gauge for how you are doing:
* I have the courage to look a the experiences from my past that still cause me pain, or frustration or lower emotions like guilt, shame, sadness, regret, etc.
Notes:
* When I feel negative emotions I honor the feelings that have arisen and then let them pass through me without getting caught up in them or forcing them away.
Notes:
* I do not force away hard feelings and use love as an escape. I love and honor what I am feeling because I know my hard feelings are teaching me what is still broken within myself.
Notes:
* I understand that this life is intended to have me look at the ego part of myself and I accept the ego as my teacher.
Notes:
* Ego = finding love and acceptance outside or yourself and importance through the eyes of others
* I understand the stages of balancing my tree:
1. Understand the human experience
2. Acknowledge what human conditioning you are holding
3. Forgive yourself and others
4. Love and accept the human condition
Take a moment and reflect upon the following:
What are your hardest textbooks (your hardest experiences here)?
What are those textbooks teaching you about yourself or what false conclusions have you drawn about yourself or others?
When have you felt like you were a victim?
Note: Before age 13 we are bringing in our human conditioning and after that we are reinforcing the human conditioning that was built before 13.
Throughout that victimhood, how did you point the finger, judge or project your hurt at the other person?
In what way did pointing the finger give your power away?
What are you learning or have learned through that victimhood?
Are you a victim? | <urn:uuid:01e842aa-7886-4fd1-b21f-62f8d2f1bfe0> | CC-MAIN-2022-21 | https://www.kellyschwegel.com/wp-content/uploads/2016/10/WC-3-Vicious-Victim_Workbook.pdf | 2022-05-29T09:01:43+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00784.warc.gz | 958,273,768 | 502 | eng_Latn | eng_Latn | 0.997843 | eng_Latn | 0.99751 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1737,
2411
] | [
2.390625
] | 1 | 0 |
Phone Seminar Graphic Organizer
Pre-Seminar:
What do you see?
How are the phones alike?
How are the phones different?
Ideas/Values: Human Innovation, technology, progress, material qualities (strength, flexibility, weight)
Group Goal: Through dialogue to have a greater understanding of the ideas of the text, of ourselves, and of each other.
Personal Goal: (Choose one of the following)
A. To think about what the speaker is saying
B. To build on the ideas of others
C. To ask questions | <urn:uuid:33870bcf-0445-485a-8f33-43e881379f53> | CC-MAIN-2022-21 | https://12o0bm3c6wbf4bsp0w2f9cgc-wpengine.netdna-ssl.com/wp-content/uploads/2019/06/Phone-Seminar-Graphic-Organizer-1.pdf | 2022-05-29T07:58:34+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00783.warc.gz | 121,074,809 | 110 | eng_Latn | eng_Latn | 0.991441 | eng_Latn | 0.991441 | [
"eng_Latn"
] | false | docling | [
499
] | [
3.4375
] | 2 | 0 |
Winter Storm Preparedness
Before Winter Weather
- Ensure you have enough food, water, medications, and other essentials for your family and pets for at least 72 hours.
- Gather supplies before winter weather begins - travel may be difficult during and immediately following winter weather.
- Have emergency supplies in your home. This includes flashlights, batteries, battery operated radio, medical supplies, nonperishable foods, and a fully charged cell phone.
- For a list of suggested emergency supplies, visit www.ready.gov/kit
- Talk with your family about where to go and how to contact each other if you lose power.
- Bring outdoor pets inside.
During Winter Weather
Home Safety
- Do NOT use a generator indoors. Keep generators at least 20 feet away from your home and away from vents, windows, and doors.
- Don't use alternative heating methods such as space heaters in an unattended room or while you're sleeping.
- Never use a charcoal grill or camping stove indoors.
- If clearing debris, do not use power tools unless you are fully trained on proper safety procedures.
On the Road
- Only drive during a winter storm if it is necessary. It is important to keep roads clear for first responders and essential workers.
- Slow down and leave space between you and other vehicles.
- Keep an emergency kit and blankets in your car.
- If you start to slide, do NOT panic.
- Call 9-1-1 for emergencies and call 3-1-1 to report downed trees and power lines.
Stay Informed
- Stay tuned to local new channels and the National Weather Service for updates.
- Monitor Charlotte-Mecklenburg Emergency Management on Facebook, Twitter, and Instagram.
- Subscribe to CharMeck Alerts – visit CharMeck Alerts Sign up.
- Check the City of Charlotte and Mecklenburg County websites for service impact updates.
For more information on how to prepare and stay safe during a winter storm visit www.ready.gov/winter-weather. | <urn:uuid:fabfd058-8a9c-4c9a-94ce-8b345abaec10> | CC-MAIN-2022-21 | https://charlottenc.gov/emergency/Documents/Winter-Storm-Preparedness-2022/Winter-Storm-Preparedness-Guide-English-generic.pdf | 2022-05-29T08:22:31+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00783.warc.gz | 215,754,493 | 405 | eng_Latn | eng_Latn | 0.998465 | eng_Latn | 0.998465 | [
"eng_Latn"
] | false | docling | [
1923
] | [
2.859375
] | 2 | 0 |
Curriculum Overview
Subject: Sociology
Year Group: 11
The focus in this years teaching will be on the topics of social differentiation, power and stratification, this not only meets the course requirements but it is on a topic which will affect each student for the rest of their lives and which they can in turn use to their advantage during their life course to improve their life chances. They will study the following themes: power, issues of social order and social control, studied through crime and deviance. Students will also study applied methods of sociological enquiry in order to help them apply their learning to real life situations and events they may find themselves encountering in their lives beyond school. Students knowledge and understanding of sociological research methods studied in Year 10 will be reinforced and consolidated by considering the research methods used to gather evidence for the theories studied in this component.
TERM 1
TERM 2
TERM 3
KNOWLEDGE/SKILLS
- Students will study the social construction of concepts of crime and deviance such as what is crime? What is deviance? How do historical and cultural variations affect our understanding of both.
- Students will look at social control in relation to informal and formal social control and unwritten rules and how they are applied to crime and deviance.
- Students will study patterns of criminal and deviant behaviour and criminal behaviour by: social class, ethnicity, age and gender
- Students will study sources of data on crime focusing on patterns and trends of criminal behaviour, official statistics, victim and selfreport studies and usefulness of sources of data on crime.
- Students will study sociological theories and explanations of deviance and criminal behaviour focusing on structural, subcultural, interactionist and feminist theories and explanations.
KNOWLEDGE/SKILLS
- Students will study Sociological theories of stratification in particular they will look at conflict versus consensus debate on stratification
- Students will focus on Marxist, Weberian, Functionalism and Feminist viewpoints.
- Students will begin to study equality and inequality in relation to class, gender, ethnicity, age, disability and sexuality and how these affect people in contemporary UK society.
- Students will study different forms and sources of power and authority both formal and informal sources of power as well as the agencies of social control.
- Students will study factors which may influence access to life chances and power.
- Students will study poverty as a social issue learning the difference between absolute and relative poverty.
- Students will study and link back to the process of research design, how to choosing a research area, establishing an aim and/or hypothesis and choosing a method.
KNOWLEDGE/SKILLS
- Students will revisit culture and identity, education, family, crime & deviance, power and research methods.
- Students will look at past papers.
- Students will practice exam questions and revisit how an examiner marks questions.
- Students will create and put to use revision aids.
Extended reading suggestions and external resources:
https://resources.eduqas.co.uk/Pages/ResourceByArgs.aspx?subId=28&lvlId=2
https://www.bbc.co.uk/bitesize/subjects/zbbw2hv
https://www.slideshare.net/RSJones/gcse-sociology-introduction
https://www.tutor2u.net/sociology/topics
https://revisesociology.com/
Book: WJEC Eduqas GCSE Sociology 978-1-911208-20-4
Book: WJEC Eduqas GCSE Sociology Revision Guide 978-1-911208-90-7
Magazine/Journal: The Sociological Review | <urn:uuid:f6b21757-ae90-4e2d-8d74-c4a5a3dac525> | CC-MAIN-2022-21 | https://www.chasehigh.org/documents/Curriculum/Our-Subjects/Sociology-Curriculum-Overview-Yr-11.pdf | 2022-05-29T09:43:24+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00785.warc.gz | 784,269,531 | 738 | eng_Latn | eng_Latn | 0.68433 | eng_Latn | 0.997394 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3125,
3601
] | [
2.390625
] | 1 | 1 |
Women, the World Wars, and the Springfield Armory Lesson 2 Parts Handout
You have learned that interchangeable parts were developed during Industrialization and are used today in many products. List as many commonly used products that contain interchangeable parts as you can think of. | <urn:uuid:f5a3d5fd-115d-426e-a4cd-344c2e23897f> | CC-MAIN-2017-39 | http://forgeofinnovation.org/Springfield_Armory_1892-1945/Curricula/Nichols/lessondocuments/partshandout.pdf | 2017-09-25T06:02:08Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00593.warc.gz | 131,708,080 | 54 | eng_Latn | eng_Latn | 0.998251 | eng_Latn | 0.998251 | [
"eng_Latn"
] | false | docling | [
287
] | [
2.546875
] | 1 | 1 |
Youthful Encounter with a Royal Palace
George Stuart remembers his lifelong affinity for Versailles and the royal residents.
WHEN I WAS QUITE YOUNG, I had my fi rst encounter with the Palace of Versailles and an introduction to its most famous occupants: Marie Antoinette and Louis XVI.
Years later in 1951, I constructed the fi rst pair of what were to be called the Historical Figures: a depiction of Louis XVI in his robes of state followed later by a second fi gure that was to be his queen, Marie Antoinette.
One of Empress Maria Theresa's fi fteen children and youngest daughter, she was raised in the imperial splendors of Vienna's Schönbrunn Palace. She had little formal education except some music and art. She was contracted in marriage to the heir to the French throne when she was fourteen but looked forward to a future at the famous French court.
As the years passed, I became better educated about my subjects, especially Marie Antoinette, so her history evolved into an ideal "story." I did realize that the average American audience knew little history, although with a secondary education, one probably heard of Lincoln, George Washington, and maybe King George III of England.
After a childless marriage of nearly eight years, she bore a daughter in 1778 followed by a son in 1781. Her husband, Louis XVI, gave her a private palace (Petit Trianon) and a farm. She and her friends withdrew to these getaways to escape both the duties of court and the public. The Queen was able to fulfi ll her idolized dream of living like a "simple peasant" especially at the farm, albeit a very expensive "simplicity."
One might also have read of Marie Antoinette, as her name was the personifi cation of the frivolous, besotted, self-indulgent queen famous, "Let them eat cake!" She lost her head when the people rose up against the cruel royal oppressors, so while these made good stories, the descriptions of the queen were false.
6
SUMMER 2013 | ADELE'S CRE AT I V E C O S T U M I N G | w w w. c o s t u m e s a n d t r i m . c o m
Over the years, the monologs evolved, and I discovered that "real" and factual history made for the best story. A case in point is the accusation that she arranged the purchase of an exorbitantly priced diamond necklace — she did no such thing.
The Historical Figure of Marie Antoinette went through some seven revisions and improvements over the years; so did the clarity of her life experience. These real stories turned her into a genuine human being with barely above average talents. In truth, either by luck or circumstance, she simply found herself caught in a critical moment of history.
It is easy to look back now and see what opportunities Marie Antoinette seemingly had at her disposal to change history. Regrettably, she was tried by those circumstances, found wanting, and fi nally she paid with a miserable death! Fortunately, it's easy for listeners of her story to see themselves in her shoes and imagine what they might have done in a similar situation. Now that's what makes for a good story!
If there was ever a character from modern history who is relevant today, it is Marie Antoinette. Her story parallels the attitudes and actions of
so many Americans. First, she was born surrounded by excess and privilege. As a teenage princess, she was contracted in marriage to the heir to the French throne. Then in 1774, she and her husband became king and queen of France when they were only 18 years old. At this time, France was descending into fi nancial disaster. To be more exact, the treasury was bankrupt, and the government was unable to raise revenues because the privileged classes refused to contribute funds to the national emergency.
Marie Antoinette's husband, King Louis XVI, was a well-meaning man who believed that his duty was to preserve his inherited regime. His inclinations were often progressive and generous, but he was surrounded by reactionaries who were threatened by any form of taxation. For more than half a century, the intellectuals and progressives of France discussed the possibility for a constitutional government, but nothing changed. Even though Marie and Louis had all the information w w w. c o s t u m e s a n d t r i m . c o m | A D E L E ’ S C R E AT I V E C O S T U M I N G | S U M M E R 2 0 1 3
7
and methods on hand to make constructive change, they did nothing. Instead, the queen chose to ignore these issues and did not encourage her husband to use his role as king to guide change.
On the other hand, King Louis did appoint excellent ministers who strove to solve the fi scal diffi culties. Unfortunately, when they presented reforms, the reactionaries around the king urged him to reject them. This is precisely where the Queen could have stepped in to strengthen King Louis' will, but she did nothing!
History reveals the disastrous results of inaction along with the horrors that followed the King and Queen. Like the reactionaries of the past, many Americans today choose to close their eyes to reform because of fear of change or of a diminished lifestyle.
The revolution of 1789 overwhelmed the royal family, and they were imprisoned in 1790. Their titles were abolished, as was the monarchy, and the former king was tried for treason and beheaded. Marie Antoinette was separated from her children and also placed on trial. She had become the primary object of scorn, and her trial attempted to publicly humiliate her. Although this effort failed, she was still sentenced to death in October 1793
Following eight weeks of vicious treatment at the hands of her jailers, the former queen was made to dress in white (widow's clothing might attract sympathy) and paraded through the streets of Paris in a hay cart to the place of execution. As further humiliation, her hands were tied behind her back and her hair hacked off to prevent the blade from "fouling." She comported herself with great dignity that day and died with remarkable courage. She had become the symbol of all that was corrupt with the "ancient regime."
Furthermore, they often refuse to vote, do not inform themselves on the issues, or they listen to demigods who pander to their worst inclinations. And unfortunately, like the people of France, this lack of action only hastens the possible ruin of the nation. Perhaps taking a lesson from the not-sodistant past and paying attention to the real issues is the key to staying informed and… keeping our heads! h
- G.S. Stuart
Marie Antoinette at Guillotine (10/16/1793)
SUMMER 2013 | ADELE'S CRE AT I V E C O S T U M I N G | w w w. c o s t u m e s a n d t r i m . c o m
8 | <urn:uuid:30b96234-ca29-4eb0-afc4-460df27ab106> | CC-MAIN-2017-39 | http://www.galleryhistoricalfigures.com/ACCSummerGS.pdf | 2017-09-25T05:57:26Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00591.warc.gz | 440,155,364 | 1,538 | eng_Latn | eng_Latn | 0.998356 | eng_Latn | 0.998558 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2049,
4322,
6636
] | [
2.625
] | 2 | 1 |
COGNITIVE ROBOTICS (04/07/2017)
Prof. Matteo Matteucci
The exam will be graded IFF the following recommendations have been taken into account:
- Write clearly so that the teacher can easily understand your answers
- Write your name, surname, and student id on each sheet you deliver for evaluation
- For each exercise/question report clearly the number and sub-number (if present)
- You are not allowed to use any programmable device (e.g., smartphone, calculator, etc.)
- You can use pen or pencil, paper will be provided, you cannot use notes or books
Exercise 1 (Cognitive Architectures)
Two main paradigms for the design of cognitive systems have been presented during classes, the deliberative approach and the reactive one. Answer the following questions about these two approaches.
a) What is the closed world assumption?
b) Describe the deliberative approach for the development of a cognitive robot, its components, its advantages and its limits. How would you design the architecture for an industrial floor cleaner according to the deliberative paradigm?
c) Describe the reactive approach for the design of a cognitive robot, its components, its advantages and its limits. How would you design the architecture for an industrial floor cleaner according to the reactive paradigm?
Exercise 2 (Natural Language Processing)
Describe the standard processing pipeline of a Natural Language Processing system. Provide a diagram of it describing the information flow, and what kind of models are used. How machine learning could be used in such a pipeline?
Exercise 3 (Human Robot Interaction)
Human robot interaction is about robot being able to interact with humans in the most natural way to convey intentions, emotions, information, etc. With reference to non-verbal interaction between robots and humans, answer the following questions.
a) Why should we care about non-verbal interaction between humans and robots?
b) What is the uncanny valley? Provide its plot and describe it.
c) What kind of sensors could we use to measure distance? What are their main problems?
d) Provide a use case for which a distance measure is used to implement non-verbal interaction between human(s) and machine(s)/robots(s)
Exercise 4 (Neural Networks)
Let assume we want to train a feed forward neural network for classification:
a) Provide a drawing for the network in the case of two classes, define the activation functions, and provide the overall computed function
b) What error function is used for classification and why? Provide its derivation.
c) How neural networks are trained? What are the possible issues of such a procedure and how they could be avoided?
d) The previous network might not work in case we want to classify images, in that case we could use a Convolutional Neural Network. Provide its overall architecture, and describe its components. | <urn:uuid:86b61b16-8e6c-4472-bc9f-8d2cdff81e2b> | CC-MAIN-2017-39 | http://chrome.ws.dei.polimi.it/images/9/93/CognitiveRobotics20170704.pdf | 2017-09-25T06:19:33Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00593.warc.gz | 61,576,326 | 570 | eng_Latn | eng_Latn | 0.994423 | eng_Latn | 0.994423 | [
"eng_Latn"
] | false | docling | [
2868
] | [
2
] | 1 | 3 |
Addressing Stigma as Part of Student Supports*
Negative effects of assigning diagnostic labels of disorders and disabilities are widely recognized. Too often, people see only the diagnosis, not the person; diagnostic labels can lead to self-fulfilling prophecies and stigmatization. They may also lead to misunderstandings about causality and appropriate corrective actions. All this can exacerbate emotional, behavioral, and learning problems at school and at home and may confound sound decision making about policy and practice.
Stigma related to mental health problems is defined by the Mental Health Commission of Canada as "beliefs and attitudes about mental health and mental illness that lead to the negative stereotyping of people and to prejudice against them and their families." Stigma has been reported as the number one factor interfering with children and adolescents accessing appropriate help. Of those accessing mental health services, about a third indicate they feel stigmatized.
Researchers suggest that children and adolescents are highly susceptible to stigma because they are at a stage when social interactions and peer acceptance are top priorities, and they worry a great deal about what others think about them. Thus, they may hide their emotional and learning problems and not seek help. This can worsen their problems and, in extreme instances, may increase suicidal tendencies. Researchers interviewing parents and others who were close to a recent suicide victim found that stigma was reported as a primary barrier to the individual accessing help.
In general, when those with problems perceive others as viewing them negatively, feelings of shame may be aroused and efforts made to hide the problem, including withdrawal from social interactions. Social withdrawal essentially affects their relationships with peers and can exacerbate emotional, behavioral, and learning problems. And when a family feels there is stigma attached to a problem, parents may refuse to acknowledge it and seek help.
Stigma is not just about hurting someone's feelings. Stigma is about prejudice, discrimination and the violation of a person's human rights.
Centre of Addiction and Mental Health (CAMH)
Why Should Schools Focus on Stigma Reduction?
Parents, care-givers, school staff, and peers, all may be sources of stigmatization; alternatively they can play a role in countering stigma and promoting help-seeking. Here we focus on the role of schools.
Researchers have reported that teachers and other school staff are not well-prepared or supported in dealing with mental health and related concerns. In a recent study, only 31% of students interviewed felt that their teachers were well prepared to respond to students' mental health needs.
* The material in this document was culled from the literature by Shannon Kanegawa as part of her work with the Center at UCLA. References used as resources for this work are cited at the end.The Center in Dept. of Psychology at UCLA is co-directed by Howard Adelman and Linda Taylor. Phone: (310) 825-3634 Website: http://smhp.psych.ucla.edu Send comments to firstname.lastname@example.org
1
It is not a far reach to understand that stigmatization is a form of bullying and can be a significant barrier to learning and teaching. Thus, from an intervention perspective, stigma reduction is part of every school's concern about addressing such barriers and re-engaging disconnected students.
> A first focus is on enhancing the promotion of healthy social and emotional development (for students and staff). This encompasses a major emphasis on appreciating individual and group differences and problems, empathy for others, and how to be supportive of anyone whose problems require special assistance.
> The next focus is on ensuring the school environment establishes ways to counter and buffer against stigmatization and build resilience for students to handle such negative interpersonal experiences.
> Finally, for students suffering the effects of stigmatization, personalized student and learning supports need to be available, including referral for specialized assistance if necessary.
Properly implemented, such a continuum of intervention can prevent many students from suffering the negative effects of stigma, can provide relief for others, and can facilitate student learning, performance, relationship building, and overall well-being. And all this helps with the emergence of a more positive school climate.
The Centre for Addiction and Mental Health (CAMH) highlights seven actions that everyone can do to reduce the prejudice and discrimination that produces stigma. As adapted for our purposes here, these are:
(1) Know the facts about mental health problems ("Learn the facts instead of the myths.")
(2) Be aware of one's own attitudes and behaviors towards others with problems and, as necessary, work on changing the way one thinks ("We've all grown up with prejudices and judgmental thinking, which are passed on by society and reinforced by family, friends and the media. But we can change the way we think – and see people as unique human beings, not as labels or stereotypes.")
(3) Choose words carefully – use accurate and sensitive words in describing that a person has certain problems; don't stigmatize them by characterizing them as being their diagnostic label ("The way we speak can affect the way other people think and speak.")
(4) Related to the above, focus on the positive by understanding that mental illness is only one part of a person and does not define them
(5) Educate others by finding opportunities to spread facts and positive attitudes about people's problems ("Challenge myths and stereotypes. Let others know how their negative words and incorrect descriptions affect people with problems and keep alive false ideas.")
(6) Support people by supporting their choices, encouraging their efforts, and giving them dignity and respect ("Think about how you'd like others to act toward you if you were in the same situation.")
(7) Include everyone; excluding those with experiencing learning and emotional difficulties is inappropriate and can exacerbate their problems ("People with problems have a right to take an equal part in society." Indeed, it is their basic human right, and some forms of exclusion are illegal in many countries.)
http://knowledgex.camh.net/amhspecialists/resources_families/Pages/stigma_brochure.aspx
Concluding Comment
Clearly, schools must attend to stigmatization – but not as one more separate initiative. As with all mental health concerns, efforts to address stigma need to be embedded into a unified, comprehensive, and equitable system of student and learning supports. And for this to happen will require transforming the current fragmented and marginalized interventions pursued at most schools.
Examples of Resources
```
Social-emotional focus on enhancing empathy >Teaching empathy: Evidence based tips for fostering empathy in children – http://www.parentingscience.com/teaching-empathy-tips.html >School materials for a mental health friendly classroom – http://promoteacceptance.samhsa.gov/publications/school_modules.aspx Promoting resilience (with a view to reducing the impact of stigma) >Fostering resilience in children – http://ohioline.osu.edu/b875/b875_2.html Teaching about mental health (with a view to reducing stigmatization) >Reducing mental health stigma in schools – http://au.professionals.reachout.com/reducing-mental-health-stigma-in-schools >Breaking the Silence – http://www.btslessonplans.org/ >Mental Health First Aid – http://www.mentalhealthfirstaid.org/cs/ >Typical or troubled? – http://www.americanpsychiatricfoundation.org/what-we-do/public-educat ion/typical-or-troubled >StigmaBusters – http://www2.nami.org/Content/NavigationMenu/Take_Action/Fight_ Stigma/Fight_Stigma_StigmaBusters.htm >Lets Erase the Stigma – http://www.letserasethestigma.com/ >The Centre for Addiction and Mental Health (CAMH) Knowledge Exchange – http://knowledgex.camh.net/amhspecialists/promotion/Pages/stigma.aspx >The Colorado Education Initiative Stigma Reduction – http://www.coloradoedinitiative.org/wp-content/uploads/2014/03/ 28.-CEI-Created-Mental-Health-Stigma-Reduction.pdf Many of the above resources provide links to other resources. So does our Center Quick Find on > Stigma Reduction – http://smhp.psych.ucla.edu/qf/stigma.htm
```
Normality and exceptionally (or deviance) are not absolutes; both are culturally defined by particular societies at particular times for particular purposes. --Ruth Benedict
A Sample of References Used in Developing this Resource
Adelman, H.S. & Taylor, L. (2015). Transforming student and learning supports: Developing a unified, comprehensive, and equitable system. Los Angeles: Center for Mental Health in Schools at UCLA. http://smhp.psych.ucla.edu/pdfdocs/book/book.pdf .
Bowers, H., Manion, I., Papadopoulos, D., & Gauvreau, E. (2013). Stigma in school-based mental health: Perceptions of young people and service providers. Child and Adolescent Mental Health, 18, 165-170.
Brent, D., Perper, J., & Moritz, G. (1993). Psychiatric risk factors for adolescent suicide: A case- control study. Journal of the American Academy of Child and Adolescent Psychiatry, 32, 521-529.
Center for Mental Health in Schools (2014). Just a label? Some pros and cons of formal diagnoses of children. Los Angeles: Author at UCLA. http://smhp.psych.ucla.edu/pdfdocs/diaglabel.pdf
Centre for Addiction and Mental Health (2012). Talking about mental illness, Teacher's resource:
Introduction. Toronto: Author. http://www.camh.ca/en/education/teachers_school_programs/resources_for_teachers_and_school s/talking_about_mental_illness/Pages/tami_teachersresource_intro.aspx
Chandra, A., & Minkovitz, C. S. (2007). Factors that influence mental health stigma among 8th grade adolescents. Journal of Youth/Adolescence, 36, 763-774.
Davidson, S., & Manion, I. G. (1996). Facing the challenge: Mental health and illness in Canadian youth. Psychology, Health & Medicine, 1, 41-56.
Focal Point (2009). Stigmatization. Portland, OR: Portland Research and Training Center. http://www.pathwaysrtc.pdx.edu/focalpointW09
Kadison, R., & Digeronimo, T. (2004). College of the overwhelmed. San Francisco, CA: Jossey Bass.
Kranke, D., Floersch, J., Townsend, L., & Munson, M. (2010). Stigma experience among adolescents taking psychiatric medication. Children and Youth Services Review, 31, 496-505.
Lets Erase the Stigma (2010). Changing the conversation about mental health. San Francisco: Bring Change 2 Mind. http://www.lets.org/
Mental Health Commission of Canada. (2009). Toward recovery & well-being. Calgary, AL: Mental Health Commission of Canada.
http://www.mentalhealthcommission.ca/English/document/241/toward-recovery-and-well-being
Mental Health First Aid Colorado. (2014). Colorado framework for school behavioral health services mental health stigma reduction. Denver, CO: Mental Health First Aid Colorado. http://www.coloradoedinitiative.org/wp-content/uploads/2014/03/28.-CEI-Created- Mental-Hea lth-Stigma-Reduction.pdf
Moskos, M.A., Olson, L., Halbern, S. R., & Gray, D. (2007). Utah youth suicide study: Barriers to mental health treatment for adolescents. Suicide and Life-Threatening Behaviour, 37, 179-186.
NAMI: National Alliance on Mental Illness. (2015). Fight stigma: Become a StigmaBuster. http://www2.nami.org/template.cfm?section=fight_stigma
Peterson, D., Pere, L., Sheehan, N., & Surgenor, G. (2004). Respect costs nothing. A survey of discrimination faced by people with experience of mental illness in Aotearoa/New Zealand. Wellington: Mental Health Foundation of New Zealand.
Shaffer, D., Gould, M., Fisher, P., Trautman, P., Moreau, D., Kleinman, M., & Flory, M. (1996). Psychiatric diagnosis in child and adolescent suicide. Archive of General Psychiatry, 53, 339-348.
Star, L., Mulgrew, L., Akroyd, S., Hemaloto, S., Goodman, K., & Wyllie, A. (2005). Like minds like mine" research with mental health service providers. Report prepared for the Ministry of Health Manatu Hauora. Auckland, NZ: Phoenix Research.
http://www.likeminds.org.nz/assets/Uploads/research-with-mental-health-serviceproviders.pdf | <urn:uuid:90670f7a-abe4-4d38-9c83-921fd28197b8> | CC-MAIN-2017-39 | http://smhp.psych.ucla.edu/pdfdocs/stigma.pdf | 2017-09-25T06:04:57Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00591.warc.gz | 303,173,268 | 2,669 | eng_Latn | eng_Latn | 0.935578 | eng_Latn | 0.988259 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3149,
6435,
8578,
12215
] | [
2.84375
] | 1 | 2 |
Humanities
Stage One
Students encounter activities and experiences. Participation is fully prompted. They may be passive or resistant. They may show simple reflex responses. Students show emerging awareness of activities and experiences. They may have periods when they appear alert and ready to focus their attention. They may give intermittent reactions.
Students:
* explore their immediate personal space
* experience the school environment and significant people
Stage Two
Students begin to respond consistently to familiar people, events and objects. They react to new activities and experiences. They begin to show interest in people events and objects. They accept and engage in coactive exploration.
Students begin to be proactive in their interactions. They communicate consistent preferences and affective responses. They recognize familiar people, events and objects. They perform actions, often by trial and improvement, and they remember learned responses over short periods of time.
History
Students:
* respond to familiar objects
* respond to regular activities and or daily routine cues
* cope with changes to regular routines
* respond to personal events such as birthdays
Geography
Students:
* respond to familiar environments e.g. laugh when taken toward pool
* attempt to locate own classroom/bus
* attempt to locate specific areas within familiar environments
Economics
Students:
* respond to people who regularly impact on their lives e.g. physio, teacher
Stage Three
Students begin to communicate intentionally. They seek attention though eye contact, gesture or action. They participate in shared activities with less support. They sustain concentration for short periods. They explore materials in increasingly complex ways. They remember learned responses over more extended periods. Students greet known people and may initiate interactions. They can remember learned responses over increasing periods of time and may anticipate known events. They may respond to options and choices with actions and gestures. They actively explore objects and events for more extended periods. They apply potential solutions systematically to problems.
History
Students:
* show an interest in family photographs
Geography
Students:
* request events or activities e.g. moving to the door to show they want to go outside
* attend to a book of photographs of their classroom or school grounds
Economics
Students:
* initiate appropriate interactions and activities with specialist staff, eg greeting them and moving to the door with them
Stage Four
Students draw on their own experiences to help them understand the world around them. They have opportunities to take part in the life of their school and local community. They link the passage of time with a variety of indicators, such as weekend activities and holidays.
History
Students:
* acknowledge and respond to regular activities and daily routine cues
* recall and recognise recent routine events e.g. swimming or an excursion
Geography
Students:
* know familiar places and people and what they are there for e.g. the park, the physio
* locate rooms and places that are important to them at school e.g. walk to the multipurpose room for Perceptual Motor Programs (P.M.P.)
* experience, explore and investigate the natural and made features of the local environment e.g. the park
* notice differences between features of the local environment
Economics
Students:
* participate in class activities aimed at managing resources e.g. putting rubbish in the bin with directional support
Stage Five
Students listen and respond to familiar stories about their own past and begin to communicate about activities in their recent past. They show awareness (through gestures, signs, symbols, or words) of significant differences between specific physical/natural and human/made features of places. They can answer simple questions about places and people such as 'Who can help us?'
History
Students:
* remember and talk about significant things that have happened to them
* begin to differentiate between past and present
* use talk, actions and objects to recall and relive past experiences e.g. photo, baby toys
Geography
Students:
* experience early representation of maps e.g. play with toy cars on a city road play mat
* show awareness of significant differences between specific natural and man-made features of places e.g. 'cars here' on a noisy street, 'cars gone' in the park
* notice and collect objects from the local environment e.g. feathers and pebbles from the park
* identify the functions of places e.g. library, safe places to play
* observe changes in the environment e.g. as a building is constructed
Economics
Students:
* identify the roles of people who can help us e.g. fireman
* identify the roles of familiar people e.g. family members, neighbours
* begin to show awareness of the need to conserve resources e.g. turn off the tap
* identify waste materials
Stage Six
Students recognise and make comments about themselves and people they know in pictures of the more distance past. They recognise some obvious distinctions between the past and present in their own lives. They understand the differences between the physical and made features of places. They show what they think about people and environments and answer simple questions about places and people.
History
Students:
* regularly recall and talk about significant events in their lives
* show an interest in stories that introduce a sense of time and people from the past
* sequence photos of themselves, showing their growth over time
* use the basic vocabulary of time e.g. yesterday, old, later, now
Geography
Students:
* label the significant features of natural and man-made environments e.g. house with fence and concrete path, parks with trees
* sort and classify objects in terms of simple features or properties e.g. rocks found on local walk sorted according to size or colour
* identify the functions of places e.g. library, safe places to play
* identify changes that are taking place in the environment e.g. playground, house, road constructions
Economics
Students:
* show an interest in the lives of people familiar to them
* interact with local people e.g. talk to the visiting fireman or the green grocer
* explore the clothing and equipment of various occupations, eg fireman's coat, policeman's hat
* demonstrate basic responsible resource management in the classroom e.g. careful use of paste, turning off the tap
Stage Seven
Students begin to recognise some distinction between the past and present in other people's lives as well as their own and communicate about these in simple phrases and statements. They listen to and follow stories about people and events in the past as well as events in their own lives. They sort objects to given criteria such as old and new toys. They are aware of their role in caring for their own environment.
History
Students:
* describe significant events for family or friends
* express feelings about significant personal events
* find appropriate ways of preserving memories of special events e.g. making a photo album
* identify some events that occur each year
Geography
Students:
* move around independently within their departmental area for a range of specific purposes e.g. taking a message to a named person
* locate and describe familiar geographical features e.g. roads, lakes, parks
* identify special places and buildings within the local area and describe their function
* experience and explore living in other environments e.g. attending school camps, staying in respite care
Economics
Students:
* identify people who help others in the community and describe what they do e.g. doctor, fire fighter
* identify the need to care for their own environment e.g. by watering plants
Stage Eight
Students indicate if personal events and objects belong in the past or present. They begin to use some common words, signs or symbols to indicate the passage of time. They can recount episodes from their past and some details from other historical events with prompts. Students communicate preferences about physical/natural and human/man-made features of places. They use simple geographic language to communicate their ideas about various locations, functions and roles. They show some understanding of environmental awareness and how it relates to their own lives.
History
Students:
* use words such as now/then, today/yesterday in relation to events
* recall their involvement in past events e.g. school concerts, Mackay Show, Variety Club
* place events in chronological order e.g. place routine events on a timetable, special events on a calendar
* demonstrate understanding of how people change over time, interests, responsibilities, appearance
* explore periods of history that they find interesting e.g. dinosaur theme
Geography
Students:
* identify some of the uses of land in the local area
* identify some of the uses of buildings in the local area
* identify ways in which people use the natural environment e.g. lake used for boats, swimming fishing
* recognise simple symbols or representations on maps or plans e.g. roads, railways
* express views on features of the environment which they find attractive or unattractive
Economics
Students may:
* identify some of the uses of buildings and understand that their uses are linked to the work people do
* identify the roles and responsibilities of family members
* identify that there is paid and unpaid work
* list the occupations of some people in the community e.g. librarian, hairdresser, dentist
Stage Nine
Students recognise that communities consist of various physical features and community facilities that meet human needs. They use a variety of resources and tools to gather, process and communicate information about the distinguishing physical features and community facilities in their area.
History
Students:
* use a range of primary and secondary sources to investigate the past e.g. interviewing grandparents
* use historical vocabulary, including the language of time and comparison
* construct timelines, and develop explanations and narratives in a range of forms
* explore community venues that provide historical experiences e.g. Greenmount Homestead, Pleystowe Sugar Mill, Bucasia Beach
Geography
Students:
* identify the physical and social needs of residents in an area e.g. for food, water, shelter, safety, recreation social interaction
* explore the different ways in which people travel around the community
* use pictures, maps, print materials, media sources and/or class excursions to gain information about the community
* use illustrations and text to sort, classify and record information about the local community
* make models and read maps of familiar areas in the local community
* use appropriate vocabulary to describe the relative location of places and objects
Economics
Students:
* identify the places in which people work and describe the technologies, tools and vehicles they use
* demonstrate an understanding of ways in which energy is used in daily life
* describe different uses of energy at home, at school and in the community and ways in which energy can be conserved
* demonstrate ways of reusing materials and objects in daily activities e.g. collecting and using compost
Stage Ten
Students demonstrate an understanding that the world is made up of countries and regions and that people's lifestyles may differ. They use a variety of resources and tools to gather, process and communicate information about physical and cultural differences.
History
Students:
* demonstrate a knowledge of how people lived in the past e.g. complete a project on a visit to Greenmount Homestead
* explore man-made and natural features that provide a sense of history e.g. Eungella Rainforest, Sugarcane trains
* communicate about how people's interests and appearance change over time
* extend use of vocabulary relating to the passage of time e.g. ' a long time ago', 'before' and 'after'
Geography
Students:
* identify the distinguishing physical features of their community e.g. bridge, freeway, roads, buildings, schools, lakes
* experience and broaden their knowledge of places in Australia e.g. Interstate school camps,
* demonstrate the understanding that the world is made up of countries
* understand how the environment affects peoples' lives e.g. extreme conditions such as bush fires, drought and floods
* understand that some countries have a different climate from our own e.g. very cold climates
* identify similarities and differences between their community and a community in another world e.g. language, clothing, homes
* use factual texts, internet, to obtain information about communities around the world
* locate Australia and countries around the world on a globe or map
Economics
Students:
* identify how occupations within the community meet people's needs e.g. the hairdresser provides us with haircuts
* identify and participate in a chosen occupation for work experience
* use their experience of work (work experience, contract work) to extend their understanding of occupations and work responsibilities
* demonstrate understanding of work related vocabulary e.g. 'clock on', 'break time'
* visit centres and work places in readiness for transition to adult options
* identify preferences for their post school placements
* prepare personal action plans for their future with support from staff, family and advocates | <urn:uuid:eea12804-344a-4310-ad19-90bfb70b6792> | CC-MAIN-2017-39 | https://mackdistspecs.eq.edu.au/Supportandresources/Formsanddocuments/Documents/humanities-stages-1-to-10.pdf | 2017-09-25T06:01:02Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00590.warc.gz | 662,253,007 | 2,606 | eng_Latn | eng_Latn | 0.99635 | eng_Latn | 0.997053 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1508,
3587,
5700,
7862,
10366,
12749,
13562
] | [
4.6875
] | 1 | 0 |
A Grown-Up Commitment to Safe Neighborhoods
Bear numbers are increasing in our area. Outside of Central Florida, southern Florida has the largest black bear population in the state with an average of 1,035 bears now living here. By taking some common sense steps, we can increase safety for both people and bears.
South Florida is Bear Territory
Garbage: The Big stink
By keeping our trash secure all the time, we avoid luring black bears into our neighborhood with the scent of an easy meal. And that means bears are less likely to encounter people and pets - or do property damage.
Secure Your Trash: Make YOUR Neighborhoods Bear WISE
Bears can smell our trash from over a mile away!
During the week, it's best to secure trash in a bear resistant trash can, a garage, or other protected storage like a secure shed. Then wait until the morning on trash pickup day to put the garbage and recycling out so the bears don't turn your street into a messy midnight buffet.
GET YOUR COLOR DECAL For your Trash can !
Get More Info Sheets to Share with Friends and Neighbors When They Ask About Your Sticker Plus Find Even More Wildlife Safety Tips at www.napleszoo.org/bear.
I Will Help! As a parent or neighbor that cares about children and pets in my neighborhood as well as bears, I commit to secure my garbage during the week and wait until the morning on trash days to put my garbage and recycling out.
________________________________
Printed Name
________________________________
Signature
________________________________ Optional: E-mail for Bear Safety Info & News
Name of Neighborhood
25
To receive your YELLOW BEAR DECAL in person: Bring this form and 50 cents (to offset decal costs) to any Naples Zoo ticket box.
To receive by Mail: Tape 2 quarters on this form and mail it along with a Self-Addressed Stamped Envelope to this address:
Naples Zoo: BEAR Decal 1590 Goodlette Rd N. Naples FL 34102
___________________________
Cents
25
Cents | <urn:uuid:bb3c0e57-4329-44a1-bff5-1edf788394e7> | CC-MAIN-2017-39 | http://napleszoo.org/assets/2337/bear_commitment_letter_web_50-20177.pdf | 2017-09-25T06:54:58Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00591.warc.gz | 234,765,922 | 427 | eng_Latn | eng_Latn | 0.999191 | eng_Latn | 0.999191 | [
"eng_Latn"
] | false | docling | [
1980
] | [
2.0625
] | 6 | 3 |
STOP THE SPREAD OF HEPATITIS A
Surfaces that are frequently touched should be cleaned and then disinfected often.
These include: bathroom surfaces, kitchen & breakroom counters and appliances, light switch plates, door knobs, railings, recreational equipment, phones, tables and chairs.
How to disinfect hard surfaces after cleaning:
- Use chlorine bleach, in a well-ventilated area.
- Wear disposable gloves and eye protection.
- Mix and use the chlorine bleach solution within 20 minutes. Use 1 and 2/3 cups bleach in 1 gallon of water ( for 1 quart water use 3.3 oz bleach).
- Other disinfectants may be approved for use if they are effective against hepatitis A. This must be clearly indicated on the label.
- Note: Most Quaternary Ammonium disinfectants are not effective against hepatitis A. They may only be used if specifically stated on the label or specification sheets that they are effective against Hepatitis A.
- Allow 1 minute of contact time and then rinse with water. If surface is in a food preparation area make sure to rinse with water afterwards.
For bathrooms with heavy use, clean and disinfect mult ple t mes per day .
i
Steps to clean spills of vomit or feces:
- Using disposable gloves, clean up visible debris using paper towels or other type of disposable cloths.
- Discard soiled items and gloves in a plastic bag. Put on new gloves.
- Thoroughly clean affected areas.
- Disinfect area and objects surrounding the contamination with bleach.
- Transport bag to a trash container; do not allow the bag to come into contact with clothing.
- Always wash your hands after handling any contaminated material, trash or waste. | <urn:uuid:fde347b1-a4c2-4e75-b948-a9dbe441d098> | CC-MAIN-2017-39 | http://santacruzhealth.org/Portals/7/Pdfs/Alerts/Cleaning%20Flyer%20for%20DT%20businesses%20eng.pdf | 2017-09-25T06:05:15Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00592.warc.gz | 295,146,184 | 366 | eng_Latn | eng_Latn | 0.996115 | eng_Latn | 0.996115 | [
"eng_Latn"
] | false | docling | [
1662
] | [
2.109375
] | 1 | 0 |
Heat Transfer
Thermal energy
Thermal energy is the total kinetic energy of the molecules of a substance. It is the energy needed to raise the temperature of a substance to its actual temperature from absolute zero, which is -273 degrees Celsius or 0 kelvin. It is measured in joules, kilojoules, or other units of energy.
Heat (Q) is the thermal energy that can be transferred between two systems by virtue of a temperature difference. It is much smaller than the total thermal energy because normal temperature differences are small. For example, when a hot drink cools down, it loses thermal energy or heat to the surroundings due to a difference in temperature. When the liquid reaches room temperature it still has lots of thermal energy, but no more heat is transferred because there is no temperature difference.
Temperature measures the average kinetic energy of the molecules of a substance. Kinetic energy includes all of their motion: vibration, translation, and rotation. Molecules are always moving except at absolute zero, which is defined as the temperature at which all motion stops.
Learning goals
Heat is transferred from higher temperature to lower temperature regions until equilibrium is reached.
Students can explain heat capacity and give everyday examples.
Note: This is one section of the "Science of Heat Transfer" chapter of the Engineering Energy Efficiency Project. See: http://concord.org/ engineering
Heat storage
The heat stored in a material, called its heat capacity or thermal mass, is
Q = heat (kJ)
c p = specific heat (kJ/kg K)
m = mass (kg)
∆T = change in temperature of the material (degrees Kelvin (K), or degrees Celsius (°C))
Expressed in words, this equation says that the heat stored in a material depends on its heat capacity per unit mass (different for different materials), its mass (how much of it there is), and the change in temperature of the object. The symbol (∆T) means "change in temperature." It could also be written as (T 2 – T 1 ).
Note the units for cp (kJ/kg K). It is the amount of energy that it takes to raise one kilogram of a material one degree Kelvin (which is the same as one degree Celsius).
Note that heat capacity (c p m) is the total heat per degree of temperature change stored in an object. "Heat capacity" is the total heat; "specific heat" is the heat per unit mass. Heat capacity is sometimes called "thermal mass."
Different materials can store different amounts of heat because they have different specific heats. For example, for a given change in temperature, the same amount of heat is stored in a roomful of air, a cubic foot of bricks, or a gallon of water.
Air doesn't hold much heat, and most heat storage in buildings is in the solid materials – plaster walls, concrete floors, etc. Very little of it is in the air, which is quick to heat up, and quick to cool down.
Water has a very high heat capacity, that is, it takes a lot of energy to change the temperature of water a small amount, compared to many other materials. This is very significant in both natural and man-made systems. For example, much more heat is stored in the world's oceans than in its atmosphere, which is important when thinking about climate change. As another example, a much smaller volume of water is needed than air to transport heat from one place to another – say from the furnace to the rooms of a house.
Heat flows from a hotter to a colder body until the two are in thermal equilibrium at the same temperature. The total amount of heat remains the same, unless heat is lost from the system or gained from the outside. This is the principle of Conservation of Energy.
This principle can be used to measure the amount of heat stored in a material. If heat is allowed to flow between two objects at different temperatures, the heat gained by one object (A) is equal to the heat lost by the other one (B).
Use this principle to explore the factors that affect heat storage.
Two blocks of aluminum, one at 80° C and the other at 20° C, are placed in contact and surrounded by very good insulation. The warmer block is twice as large as the other. What will be the final temperature of each block? Explain how you figured it out.
The heat lost by one block must equal the heat gained by the other, so the smaller block's temperature must change twice as much as the larger block's temperature. This will be true if the smaller block changes by 40 °C and the larger block changes by 20 °C. The resulting temperature (60 °C) is the weighted average.
Ask students: What is an example of heat storage? What affects how much can be stored?
Tools & materials
* Temperature sensor
* Computer
* 200g or greater scale
* Hot tap water
* Cold tap water
* Water at room temperature (left overnight)
* Small paper or thin plastic or Styrofoam sample cups (not glass or ceramic)
One or more of the following test materials:
* Vegetable oil at room temperature
* Detergent to cut the oil
* Small nails at room temperature
* Pebbles at room temperature
* Sand at room temperature
Approximate heat capacities (J/g°C): vegetable oil: 1.7; olive oil 2.0; iron (nails): .45; sand: .84
Experiment
HEAT CAPACITY
In this experiment you will compare the specific heat capacity of various materials with a quick and simple test. If two equal masses of water at different temperatures are mixed together, the final temperature of the mixture is halfway between the two starting temperatures. If equal masses of water and some other material are mixed in the same way, the final temperature may not be at the halfway mark. That is the test you will use to compare the heat capacity of other materials to the heat capacity of water.
Procedure & data collection - Part I
1. |Test water against water to practice your technique. Weigh out equal masses of water at different temperatures into two small sample cups. Be sure to tare the scale, that is, subtract the mass of the cup from the measurement. Pick an amount that will fill the mixing cup about three-quarters full when the two are combined.
Note: the greater the difference in temperature of the two samples, the more accurate the result will be.
2. Attach the temperature sensor to the computer.
3. Measure the temperature of each sample.
4. Quickly combine the two samples into a mixing cup, mix them, and measure their resulting temperature. If you are quick about it, the temperature will not drop.
5. Record your results in the table below.
| | Water A | Water B |
|---|---|---|
| Mass | | |
| Temperature | | |
Copyright © 2013 The Concord Consortium
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 United States License (CC BY-NC 3.0 US).
Analysis
Since Water A and Water B had the same mass and specific heat capacity, the combination should be at the average temperature of the two. How close were you?
What could account for the difference?
Procedure & data collection - Part II
1. Test water against oil. Weigh out equal masses of water and oil at different temperatures. Pick the same amount as before.
2. Attach the temperature sensor to the computer.
3. Add a few drops of detergent to the water, so that the oil and water will mix.
4. Measure the temperature of each sample.
5. Quickly combine the two samples, mix them, and measure their resulting temperature.
6. Record your results in the table below.
| Table 2: Heat capacity | | | |
|---|---|---|---|
| | Water | Oil | Combination |
| Mass | | | |
Analysis
Using the equation introduced earlier and doing some algebra (see page 3), the specific heat of oil compared to water is
= (change in water temperature) / (change in oil temperature)
Your finding: Coil / Cwater = ________________
Is the specific heat capacity of oil greater or less than that of water?
Since Cwater is 4.18 J/g°C, what is Coil? ___________
Copyright © 2013 The Concord Consortium This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 United States License (CC BY-NC 3.0 US).
7
$$C oil /C water = (T water - T final )/(T final - T oil$$
)
Procedure & data collection - Part III
1. Test water against another material – iron (nails) or rock (pebbles or sand). These have been chosen because they are granular and will quickly reach an equilibrium temperature with water even if they don't mix by dissolving.
2. Attach the temperature sensor to the computer.
3. Make sure the test material has been allowed to come to room temperature by sitting around for an hour or two.
4. Weigh out equal masses of water and test material. Pick the same masses as before.
5. Measure the temperature of each sample. Use room temperature for the test material.
6. Quickly pour the water onto the test material and stir the mixture. Measure their resulting temperature.
7. Record your results in the table below.
| | Water | Test material |
|---|---|---|
| Mass | | |
Analysis
A previously noted,
= (change in water temperature) / (change in test material temperature)
Your finding: Ctest / Cwater = ________________
Is the specific heat capacity of the test material greater or less than that of water?
Since Cwater is 4.18 J/g°C, what is Ctest? ____________
C test/C water = (T water - T final )/(T final - T test )
Use these as discussion questions. As an extension, present this challenge: "If sunshine is used to heat a house, it is very intense for a few hours and then goes away all night. How does one maintain a constant temperature in the house in that situation, neither too hot during the day or too cold at night?"
Answer: thermal storage capacity will diminish both overheating and cooling off. But it must be thermally connected to the sunlight (light-absorbing surfaces) and the air to be useful.
Connection to buildings: Heat storage capacity
Application
How would a building with a high heat capacity (masonry) behave differently from a building with a low heat capacity (wood frame)?
- It would take longer to heat up, if they were both cold to start with.
- The temperature would be steadier.
When and where is it useful to store heat? Think about different contexts, such as houses, food, cooking, or water and give at least three examples.
As a general answer, whenever the heat source is intermittent and a constant temperature is desired.
* In a passive solar house, heat gained during the day should be stored in the walls and floor.
* A crock pot is heavy ceramic, partly to even out the temperature since heat is added in short bursts.
* The ocean stores an enormous amount of heat, which evens out the annual temperature changes in coastal regions.
* A thermos keeps hot drinks hot and cold drinks cold.
* A hot water bottle stores heat in water and releases it slowly to your body.
* A hot water tank typically has enough water for several showers, because the water doesn't heat up again as fast as the shower uses it up.
Rank these materials for their ability to store heat, from most to least: masonry, air, water, wood.
water, masonry, wood, air | <urn:uuid:562ed916-e9f2-43df-a731-aa36d9e3f63e> | CC-MAIN-2017-39 | https://concord.org/wp-content/uploads/2016/12/projects/eee/solar-house/EEE-Ch2.1-hands-on-teacher.pdf | 2017-09-25T06:10:34Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00592.warc.gz | 632,352,653 | 2,500 | eng_Latn | eng_Latn | 0.989872 | eng_Latn | 0.998331 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1438,
2666,
4632,
6721,
6929,
7506,
8106,
8923,
9284,
11056
] | [
4.84375
] | 3 | 1 |
Common Name: LEAST TERN
Scientific Name: Sternula antillarum Lesson
Other Commonly Used Names: Little tern, silver turnlet, sea swallow, minute tern, little striker, and killing peter
Previously Used Names: Sterna antillarum
Laridae
Family:
G4/S3
Rarity Ranks:
Rare
State Legal Status:
Federal Legal Status: Interior population listed as endangered. Other populations are not federally listed.
Federal Wetland Status: N/A
Description: Georgia's smallest tern at about 23 cm (9 in) in length with a 50 cm (20 in) wingspread, the least tern is white with pale gray feathers on the back and upper surfaces of the wings, except for a narrow black stripe along the leading edge of the upper wing feathers. The least tern has a black cap with a small patch of white on the forehead. In summer, the adult has a yellow bill with a black tip and yellow to orange feet and legs. Its tail is deeply forked. In winter, the bill, legs and feet are black. The juvenile has a black bill and yellow legs, and the feathers of the back have dark margins, giving the bird a distinctly "scaled" appearance. The least tern's small size, white forehead, and yellow bill serve to distinguish it from other terns.
Similar Species: The adult sandwich tern (Thalasseus sandvicensis) is the most similar species to the adult least tern, but is much larger at about 38 cm (15 in) in length and has a black bill with a pale (usually yellow) tip and black legs. Juvenile least terns and sandwich terns look very similar in appearance. They both have black bills, although the sandwich tern's usually has a light tip. The legs of the least tern are yellow while the legs of the sandwich tern are black. Gull-billed terns (Gelochelidon nilotica) are similar in appearance, but are also significantly larger at (35-36 cm; 14 in) than least terns with black bill and legs and a much more robust build.
Habitat: Historically coastal populations of this species nested primarily on bare or sparsely vegetated barrier island beaches, but also used sand flats and spits, and shell islands. Coastal colonies are normally located just above the high tide line in ephemeral habitats that are subject to wash-over by storm tides. Nesting colonies on Cumberland Island periodically occur on the open sand swales between the large dunes of that island. Interior populations traditionally used river sand bars and similar sites for nesting. Today many nesting colonies make use of agricultural fields, parking lots, sand and gravel pits, dredge spoil sites, bare land associated with airports, and flat gravel rooftops. Use of these sites may be an adaptation to human disturbance on beaches where traditional nesting sites were located. Much of the breeding population in Georgia uses dredge-spoil islands and gravel rooftops of large buildings. Foraging habitat of coastal populations includes bays, estuaries, inlets, river mouths, fresh water ponds, and shallow near-shore ocean waters.
Diet: Primarily small fishes, some crustaceans and insects.
Life History: Least terns return to breeding grounds in North America in April. Courtship and pair formation begin soon after arrival at the nesting colony. Courtship feeding, in which the male brings a fish and offers it to the female prior to mating, is a characteristic breeding behavior of this species. Nests on natural substrates are small depressions or scrapes in bare sand that are often lined with shell fragments. On gravel rooftops little or no scrape is formed, depending upon availability of suitable material. Clutch size is normally 2-3 eggs, but ranges from 1-5 eggs. The eggs are small, about 31 mm (1.2 in) in length, and are olive-buff to buff with dark brown markings. Both sexes share incubation duties, which usually last 20-25 days before the eggs hatch. The male brings food to the female while she sits on the eggs. Incubating birds have been observed shaking water from their feathers onto the eggs, apparently to cool them. Adults aggressively defend the colony and characteristically dive at human intruders. Least terns will renest if the eggs are lost but do not raise more than one brood per season. Chicks are precocial and leave the nest 1-2 days after hatching and although they are able to fly about 20 days after hatching, they remain dependent upon the adults for several weeks after fledgling. In September, least terns leave Georgia and migrate south. Colonies vary greatly in size from a few pairs to over 1,500 pairs. This species forages in shallow waters by plunging into the water and grabbing small fish or invertebrates within several centimeters of the surface. Rapid, graceful flight and a habit of hovering a few meters above the water before diving to the surface are characteristic.
Survey Recommendations: A minimum of one annual survey of each known natural and artificial nesting site including beaches, dredge spoil sites, and gravel rooftops is recommended. New sites where nesting is likely to occur should be checked to see if they are occupied. Where possible, nesting success and productivity should be determined.
Range: The least tern breeds along the Atlantic Coast of the U.S. from Massachusetts to Florida, along the Gulf Coast to Texas, along the coast of the Yucatan peninsula, Belize, and Honduras, on the Pacific Coast of California and Mexico, in the Bahamas and West Indies, and on the coast of Venezuela. Interior U.S. populations breed locally in appropriate habitat primarily along the Mississippi, Missouri, Ohio, and Platte river drainages. Least terns winter along the southern portions of the Atlantic and Pacific coasts of Mexico and the Atlantic Coast of Central and South America as far south as northeastern Brazil. In Georgia, least terns have nested on barrier island beaches, dredge spoil sites, and on rooftops of several large building in Savannah, Brunswick, Kingsland, St. Marys, Kings Bay Naval Submarine Base, and well inland at Ft. Stewart. During the Breeding Bird Atlas project they also nested in small numbers on a rooftop in Vidalia.
Threats: U.S. breeding populations of least terns were severely depleted by hunting for the millinery trade in the late 1800s. The breeding population in Georgia had apparently recovered by 1925 when some 2,500 pairs nested on Oysterbed Island near the mouth of the Savannah River. By 1959, the population had again declined, and fewer than 200 pairs could be located in Chatham County. A 1973 survey of parts of Georgia's coast located fewer than 500 least terns; however, a 1980 survey estimated 1,300 pairs throughout Georgia's coast in colonies ranging from 3 to 300 pairs. A survey by the Georgia Department of Natural Resources in 1995 located an estimated 905 pairs of least terns in 12 colonies. Three colonies totaling 455 pairs were located on rooftops, five colonies totaling 387 pairs were located on dredge spoil disposal sites, and four colonies totaling 63 pairs were on natural beaches. Studies by a University of Georgia graduate student in 1996 and 1997 located an estimated 1,563 and 1,270 nesting pairs, respectively. Over 70 percent of these nests were on rooftops. The replacement of gravel with plastic sheeting threatens these rooftop colonies. Human disturbance at nest sites remains the greatest threat to least terns in Georgia.
Georgia Conservation Status: From 2007-2009 nesting occurred on Cumberland Island, St. Catherines Island Bar, Pelican Spit (Glynn County), Brunswick Channel dredge spoil island, Andrew's Island dredge deposit site, and rooftops in Savannah and Kingsland.
Conservation and Management Recommendations: Efforts to maintain and increase Georgia's least tern population have been aimed at conserving, and in one case, creating specific nesting sites. In coastal habitats this has consisted primarily of reducing disturbance from pedestrian beach users and vehicles by restricting access to some nesting areas. Conservation measures proposed for rooftop nesting birds include covering drain holes and providing sunshades for chicks to decrease mortality, but the increasing use of plastic sheeting or rubberized roofing rather than gravel for commercial rooftops may reduce the importance of these sites in the future and will likely reduce nesting populations. Other management techniques may include predator control, and use of shields to provide cover on roofs or to prevent young from jumping off.
Selected References:
Burger, J. 1984. Colony stability in least terns. Condor 86:61-67.
Burleigh, T. D. 1958. Georgia Birds. University of Oklahoma Press, Norman. 746pp.
Corbat, C. A. 1990. Nesting ecology of selected beach-nesting birds in Georgia. Ph.D. Diss., University of Georgia, Athens. 174pp.
Erichsen, W. J. 1921. Notes on the habits of the breeding water birds of Chatham County, Ga. Wilson Bulletin 33:69-82.
George, R. C. 2010. Least Tern (Sternula antillarum). Pp. 174–175 in T. M. Schneider, G. Beaton, T. S. Keyes, and N. A. Klaus, eds. The Breeding Bird Atlas of Georgia. University of Georgia Press, Athens.
Gochfeld, M. 1983. Colony site selection by least terns: physical attributes of sites. Colonial Waterbirds 6:205-213.
Gochfeld, M., and J. Burger. 1996. Family Sternidae (Terns). Pp. 624 – 667 in J. del Hoyo, A. Elliott, and J. Sargatal, eds., Handbook of the Birds of the World. Vol. 3: Hoatzin to Auks. Lynx Edicions, Barcelona, Spain.
Harris, D. C., and R. B. Goodloe. 1995. Least terns and other shorebirds on Andrews Island, Georgia: nesting success and management recommendations. U.S. Fish and Wildlife Service, Brunswick, Ga. 47pp.
Harris, M. J. 1999. Least Tern (Sterna antillarum). Pp. 56–57 in T. W. Johnson, J. C. Ozier, J. L. Bohannon, J. B. Jensen, and C. Skelton, eds., Protected Animals of Georgia. Georgia Department of Natural Resources, Wildlife Resources Division, Nongame Wildlife–Natural Heritage Section, Social Circle.
Krough, M. G. 1998. The nesting ecology of least terns on natural and artificial habitats in Georgia. M.S. Thesis, University of Georgia, Athens. 88pp.
Rappole, J. H. 1981. Management possibilities for beach-nesting shorebirds in Georgia. Pages 114-126 in R. R. Odom and J. W. Guthrie, eds. Proceedings of the Nongame and Endangered Wildlife Symposium. Georgia Department of Natural Resources Technical Bulletin WL5.
Savereno, L. A., and T. M. Murphy. 1995. A review of nesting sites used by least terns in
South Carolina. The Chat 59:41-46.
Spendelow, J. A., and S. R. Patton. 1988. National Atlas of Coastal Waterbird Colonies in the Contiguous United States: 1976–1982. U.S. Fish and Wildlife Service Biological Report 88–5.
Thompson, B. C., J. A. Jackson, J. Burger, L. A. Hill, E. M. Kirsch, and J. L. Atwood. 1997. Least Tern (Sterna antillarum). In A. Poole and F. Gill, eds., The Birds of North America, no. 290. Academy of Natural Sciences, Philadelphia, Pa.; American Ornithologists' Union, Washington, D.C.
Tomkins, I. R. 1959. Life history notes on the least tern. Wilson Bulletin 71:313-322.
Authors of Species Account: Michael J. Harris, R. Clay George, Todd M. Schneider, and Bradford Winn
Date Compiled or Updated:
R. C. George, 2010: Breeding Bird Atlas species account
M. Harris, 1999: original account
T. Schneider and B. Winn, July 2010: modified and edited text
K. Owers, July 2010: updated status and ranks, added pictures | <urn:uuid:1cd07c34-3f8b-4ffc-8337-5f7fa6fcbaaa> | CC-MAIN-2017-39 | http://georgiawildlife.com/sites/default/files/wrd/pdf/fact-sheets/least_tern_2010.pdf | 2017-09-25T06:10:29Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00590.warc.gz | 140,907,964 | 2,655 | eng_Latn | eng_Latn | 0.802862 | eng_Latn | 0.992207 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1201,
4756,
8411,
10399,
11347
] | [
2.046875
] | 1 | 0 |
This resource sheet should help you to identify your strengths and weaknesses. Auditing these can influence the type of career role that you choose and can help as you apply for work and prepare for job interviews. Indeed, employers will expect you to articulate and evidence relevant skills. These skills can be developed at university; in work (of any type) and in your extra-curricular life.
In the table below, tick those skills which you have developed at university; in work or in life generally. Then, think of an example that would offer evidence of how you've used each skill. This table notes some of the most commonly sought skills but is not exhaustive. Think of other skills that you could add. Note too that you may identify skill gaps but that you can work to fill these whilst at Massey. Contact the staff of Massey's Career and Employment Service (http://careers.massey.ac.nz) for advice on this.
| Skill | Uni | Work | Life |
|---|---|---|---|
| Communication | | | |
| Team work | | | |
| Negotiation | | | |
| Relationship building | | | |
| Leadership | | | |
| Critical thinking | | | |
| Problem solving | | | |
| Analytical | | | |
| Initiative | | | |
| Planning and organising | | | |
| Flexibility and adaptability | | | |
| Innovation | | | |
| Research | | | |
| Decision making | | | |
| Skill | Uni | Work | Life |
|---|---|---|---|
| Business acumen | | | |
| I.T. skills | | | |
| Other skills | Uni | Work | Life |
|---|---|---|---|
Now, take a few moments to record how competent you feel in each of these skills and the extent to which you would want to use each of them in a career.
A: In column two, rate your competence level in the skill concerned from 1 = Not at all competent to 4 = Very competent
B: In column three, rate the extent to which you would want to use the skill concerned in a career from 1 = Not at all to 4 = To a great extent.
| Skill | Competence |
|---|---|
| Communication | |
| Team work | |
| Negotiation | |
| Relationship building | |
| Leadership | |
| Critical thinking | |
| Problem solving | |
| Analytical | |
| Initiative | |
| Planning and organising | |
| Skill | Competence |
|---|---|
| Flexibility and adaptability | |
| Innovation | |
| Research | |
| Decision making | |
| Business acumen | |
| I.T. skills | |
| Interpersonal | |
| Others | Competence |
|---|---|
Having worked through this skills audit, you're likely to find that a number of the skills will have particular relevance to your choice of career and the kind of work you will do in the future. It's important to appreciate that most roles involve a range of skills that are, to a greater or lesser extent, important. Coupled with this, you may have skills which might not be needed in your job, but which will be used and developed in your life outside of work. In addition, note that you should also try to match your career choices to an analysis of your values; interests and personality.
Massey's Career and Employment Service
(http://careers.massey.ac.nz) can offer you resources to assist with analysing these factors and generating resultant career ideas.
Remember too that skills can be developed. It is very possible that this exercise, and research that you do into your career options, will reveal skill gaps. These are areas you might need or want to develop and the Career and Employment Service staff can offer you suggestions of ways in which you could do so.
Now however, you may want to use the work done in this particular audit to research how your skills relate to particular careers and potential employers. You could do this, for example, through:
* The information on a wide range of types of work found in 'jobs database' section of the Careers NZ site (http://www.careers.govt.nz)
* Attending career fairs and employer presentations – for details of those taking place on campus use the 'view all events' at http://careerhub.massey.ac.nz regularly
* Reading newspapers; industry magazines; company brochures and employer websites
* Undertaking relevant work experience or voluntary work and reviewing advertised jobs. To help with this use the 'view all jobs' tab at: http://careerhub.massey.ac.nz
* The NZ Ministry of Business, Innovation and Employment's Occupation Outlook Reports accessible at: http://www.mbie.govt.nz/
* Joining any relevant professional associations that operate in the career areas concerned – see: http://www.indexnz.com/Top/Business-and-Economy/Services/Professional-Associations
* Networking and informational interviews. The latter involves contacting people already working in the careers that interest you and interviewing them for information. The Career and Employment Service staff can offer you advice on this technique
* Exploring options with your major on sites such as http://www.nomajordrama.co.nz
COMMUNICATION
Good communication orally, in writing, or via electronic means is the key to being successful and satisfied in many situations: work, personal and social. At work, communication skills are most commonly shown in meetings, and in developing positive working relationships with colleagues and clients. They include the ability to use and understand language, whether spoken or on paper and you need a good command of language to get your ideas, opinions and feelings across clearly. Listening carefully is also a fundamental communication skill, as is the ability and confidence to ask questions when you need to understand something or get information from someone. Competence in a language other than English also counts as a communication skill as do interpersonal communication, presentation and negotiation skills.
TEAM WORK
This can include your capacity for working effectively and collaboratively with others to achieve goals; your ability to co-operate; strengths in handling conflict and in assuming different roles as required and flexibility and adaptability. As a good team worker you may well be able to keep teams to task; have an aptitude for leadership; be skilled in recognising the strengths of other team members; be competent in encouraging others to contribute and have the ability to work with people who have different backgrounds, personalities and experiences to your own. Good team workers are those who can show flexibility; act with positivity; share responsibility; contribute ideas and cope well with changing demands.
NEGOTIATION
Are you skilled in discussing issues with others to arrive at a consensus or agreement? Do you have skills in dealing effectively with conflict, in mediation and in persuasion? Can you listen effectively and communicate with impact. All of these are good negotiation skills.
RELATIONSHIP BUILDING
Here, skills include the ability to build and maintain relationships in person or via tools such as LinkedIn. Doing so effectively often requires the ability to motivate others; negotiate and reason; explain; listen; direct and accept direction and share. Coupled with this, relationship building skills can include advising; sharing; resolving conflict; being proactive and a keenness to get involved.
LEADERSHIP
Increasingly sought by employers, leadership skills include the ability to take control and to empower others to want to do something. As an effective leader you would inspire and energise others whilst showing a clear sense of direction and values. Any job which involves directing a team, managing a project, supervising people or teaching a skill is essentially about leadership. Employers will often be looking for evidence of leadership potential. Respect for others; sensitivity to honest reactions; sharing information and ideas; showing genuine concern; being willing to take risks and show initiative; having a sense of vision as well as proportion and communicating clearly about objectives are all components of good leadership. Sometimes it involves making personal sacrifices or showing you're willing to do so if necessary. Always it involves seeing and planning ahead and having people look up to you.
CRITICAL THINKING
A key skill developed by Humanities and Social Sciences students critical thinking skills include the ability to analyse issues by separating them into parts to discover their nature, function and relationships. Good critical thinkers can recognise similarities and differences and distinguish between factors. They are skilled information seekers who know how to gather evidence, facts or knowledge and how to assess these appropriately. They can draw inferences or conclusions based on evidence.
PROBLEM SOLVING
Can you devise informed solutions through research; analysis and evaluation? Are you skilled in thinking creatively and laterally and in solving problems by applying logic? Skilled problem solvers commonly break problems down into their key components; consider a range of ways of approaching and resolving them and decide on the most appropriate of these ways. They see things differently and to do things in a different way.
ANALYTICAL
Those who have good analytical skills can evaluate information effectively and use attention to detail; perseverance and focus when addressing problems. The can identify and critique problems; recognise underlying principles; define parameters, and construct strategies and solutions.
INITIATIVE
To demonstrate initiative you'll need to be resilient; tenacious; resourceful and determined. Those with initiative can think and act for themselves, often taking a different angle from that of others and one that hadn't been thought of before. Many find decision-making easy and follow through with the decisions they've made. They tend to get things done without waiting to be asked and are often highly self-motivated and enterprising; commonly taking the lead and using their own disciple and energy to achieve projects or tasks.
PLANNING AND ORGANISING
To be effective in planning and organising you'll need to be systematic and efficient and to be skilled in managing your work and other commitments and in meeting deadlines. Typical competencies within this include the ability to assess the time and effort required to complete a task then to identify and organise systems and resources. Many good organisers develop and use schedules; set themselves goals and milestones and allow time to adequately prepare. They are skilled in identify key tasks; prioritising; applying logic to what needs to be done and in monitor and adjusting their priorities on an on-going basis.
FLEXIBILITY AND ADAPTABILITY
These skills are closely connected to imagination and creativity. They are concerned with openness to new ideas and changing circumstances and a willingness (and ability) to take on new responsibilities; adapt and make the best of opportunities presented by change rather than automatically resisting it. Your personal circumstances and commitments may determine whether more or less flexibility is possible in your career and at different times in your life. Adaptable people can anticipate and react well to change, for example when settling in to new environments, or taking on more or different responsibilities quickly and easily.
INNOVATION
This centres upon your ability to generate new opportunities; ideas; approaches and/or solutions or to improve existing ones. To do so effectively takes creativity and imagination which, in turn, relate to intelligence and are considered extremely valuable attributes in the work environment. They are hard to define. Imagination in a work context is about seeing new ways of doing a job; "thinking outside of the square": solving problems or organising work that doesn't merely follow set practices. Creativity does not mean only artistic talent. It means a way of thinking constructively and being inventive, as well as following up with practical suggestions. It means asking yourself, "is there a better way of doing this?" Exhibiting an interest in finding better ways of doing things will show your employer that you have imagination and creativity which may result in you being sought out to participate in projects.
RESEARCH
This is a key skill developed through a tertiary education. It encompasses your capacity to identify, gather and use data and information sources; investigate facts; design experiments; test data; follow set methodologies and report findings. Those with good research skills can use knowledge and skills to create solutions to unfamiliar problems. They have a keen awareness of research methodologies and can analyse and critically evaluate data and information. Coupled with this, they have the ability to generate and test hypotheses; synthesise and organise information and interpret findings.
DECISION MAKING
Those skilled at decision-making can analyse problems; researching options; evaluate the pros and cons of possible solutions and reach logical conclusions. Typically, they will be skilled in knowing how and when to seek help if required and at identifying the best sources of such help. Additionally, they are often creative in their approach to problems and issues.
In decision making, the solution chosen is often one where the positive outcome is seen as outweighing possible losses. Once sure of why a decision is necessary, you're likely to need to collect relevant information and to decide the criteria on which possible solutions will be evaluated. Then, you'll arrive at possible solutions; evaluate these; determine the optimum one and put this into action.
BUSINESS ACUMEN
Many graduate employers seek applicants with the ability to understand how the organisation operates, and the competition and other challenges that it faces. Additionally, people who have good business acumen understand the needs and concerns of client's can make good decisions on how best to develop their businesses. Business acumen requires you to garner essential information about a situation; to concentrate on key objectives and to identify the relevant options that can lead to a solution.
Then, you would need to be skilled in choosing an appropriate course of action and in implementing plans to get things done. This may require adjustments and change in initial plans and action. Those with good business acumen focus on critical factors and understand the future consequences of actions taken today.
I.T. SKILLS
Most jobs require, to a greater or lesser extent, IT skills. The ones required are likely to include familiarity with the Microsoft Office suite, particularly Word; Outlook; PowerPoint and Excel. Additionally, you'll often be expected to show a keenness to learn and use any IT packages specific to your role. Where you have skills in particularly relevant IT solutions or packages you should make brief note of these in your CV.
INTERPERSONAL
Interpersonal skills are the ones you use most in dealing with others and they can take many forms in the work environment. They may involve making contact with new people; motivating others and negotiating. Equally, they can include reasoning abilities; supervising; teaching skills; explaining; listening; directing; accepting direction; advising; sharing; resolving conflict; making unpopular decisions, and just getting on with all sorts of people. Interpersonal skills are closely linked to communication skills. | <urn:uuid:7af0c4cc-482a-4dda-87e0-848c2f6b264e> | CC-MAIN-2017-39 | http://www.massey.ac.nz/massey/fms/Careers/Revised%20website/get-started/know-yourself/Skills%20audit.pdf?91147B3A95344D60ED4C0A46AF08D986 | 2017-09-25T06:06:29Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00592.warc.gz | 492,259,686 | 3,121 | eng_Latn | eng_Latn | 0.998149 | eng_Latn | 0.998379 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1363,
2196,
3504,
5731,
8635,
11249,
14423,
15404
] | [
2.21875
] | 1 | 0 |
Folate (folacin, folic acid = the synthetic form)
This B vitamin is important for:
* the formation of hemoglobin
* cell reproduction- participates in the production of coenzymes used to form DNA & RNA
* the prevention of neural tube birth defects and other facial birth defects like cleft palate
* lowering homocysteine and therefore cardiovascular risk
* the protection against cervical, colorectal, and lung cancer
Good sources:
leafy greens fully mature dried beans
enriched whole grains (do not wash before cooking, the vitamin is in the powder)
Sample:
I have selected foods which offer the most milligrams of folate per portion. When you eat a great variety of other plants you add even more.
Recommendations for a healthy adult:
400 mcg daily | <urn:uuid:d66f0d6d-2da9-406e-b8e7-f634b01aba0e> | CC-MAIN-2022-21 | https://greensonabudget.org/ewExternalFiles/Folate%20.pdf | 2022-05-29T09:30:01+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00785.warc.gz | 336,958,807 | 167 | eng_Latn | eng_Latn | 0.994218 | eng_Latn | 0.994218 | [
"eng_Latn"
] | false | docling | [
763
] | [
2.34375
] | 1 | 1 |
Program Delivery
Let's Start is a supportive, therapeutic program for 10 weeks during school term
* The parent and child are invited to attend the program together weekly for 10 weeks
* Anyone with a child aged 4-7 years can attend Let's Start
* The group meets for two hours each week
* Parent's Group (one hour): opportunities for parents to talk and reflect on the challenges of parenting and the needs of their children
Weekly sessions include:
* An Interactive Group (one hour) fun activities promoting collaboration and enjoyment between parents and children. Session concludes with a shared lunch
* Group leaders are trained and experienced in working with children and families in remote communities
Let's Start is based at the Centre for Child Development and Education at Menzies
* Trained local community workers with language, community and cultural knowledge are part of the team
* Let's Start parents are asked to fill out questionnaires about parenting, wellbeing and the child's behaviour
Let's Start is an evaluated program:
* Teachers are also asked to fill out questionnaires about the child's behaviour at school:
* At the end of the program
* At the start of the program
* Six months after the program finishes
Referrals to Let's Start
Teachers or other service providers who have concerns about a child or parent may provide information about Let's Start to the family directly; or contact Let's Start, either in Darwin or through the Community Coordinator, to make a referral. Let's Start provides briefings for community practitioners and providers and participates in joint management of care and support if appropriate.
How to attend Let's Start
If you or someone you know would like to know more about Let's Start, contact the Community Coordinator during visits to your community or by phone or email.
Phone: (08) 8943 5034 Email: firstname.lastname@example.org
Mobile (Vic-Daly): 0419 976 033 Mobile (Tiwi): 0407 604 167
Human Research Ethics Approval Number: HREC-20111606. For information on ethics contact: (08) 8922 7922
A targeted early intervention program to help parents and young children deal with emotional and behavioural challenges
What is Let's Start
* The Let's Start Parent-Child Program is a therapeutically oriented group parenting program that focuses on supporting children's social-emotional development during the transition to school
* promoting reflection on their children's needs and experience
* Let's Start works with parents to develop their strengths and capacities in managing children's behaviour by:
* supporting them to engage with their children in collaborative play and learning
* Let's Start is evidence-based. It is the only available parenting program specifically developed for Aboriginal parents and families with evidence for its effectiveness.
* Let's Start draws on a number of approaches to child development and parenting, including social learning theory, attachment theory and family systems theory
The program has been developed over years of experience in work with Aboriginal children and families in both remote and urban communities. It is responsive to kinship, culture and Aboriginal family values.
* The program has an integrated focus on child development, early learning and parenting and on the emotional wellbeing of parent and child.
Aims of Let's Start
* The program aims to improve parenting knowledge and skills, and to improve parental confidence, self-efficacy and mental health
* To improve children's functioning at home, at school, and with peers
* To enhance the quality of parent-child relationships by helping parents to understand and respond to their child's experience, both by sharing with other parents and through enjoyable interactions between the parents and their children
* To build communication between parents and schools
Working Together
* Let's Start works with community schools, preschools, community health care centres, childcare centres and child protection services to ensure that parents are supported in their community context
* Organisations that work closely with families and children are able to refer families if they have concerns about a child's development, behaviour or other social-emotional problems
* Let's Start aims to align with the policies and processes of other organisations
* Let's Start can help connect families to other services if required
* Local community group leaders help to ensure the program is adapted to the needs of families in each community | <urn:uuid:2fbdaeb2-f6ad-4449-a577-1d618e8c5ea0> | CC-MAIN-2017-39 | http://ccde.menzies.edu.au/sites/default/files/Lets%20Start/lets%20start%20flyer%20_June_2012%20FINAL.pdf | 2017-09-25T06:26:36Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00592.warc.gz | 60,168,967 | 876 | eng_Latn | eng_Latn | 0.99855 | eng_Latn | 0.998628 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2183,
4519
] | [
2.0625
] | 2 | 0 |
九十五年大專程度義務役預備軍官預備士官考試試題
科目：英 文 （共二頁，第一頁）
.
I. Vocabulary: For questions 1-16, choose one word or phrase that best keeps the meaning of the underlined word or phrase.
1. The problem with some of these drugs is that they are so veryaccessible.
A economical
B natural
C commercial
D available
2. Shakespeare is acknowledged as one of the best playwrights that ever lived.
A adored
B abandoned C recognized
D awarded
3. Most members of the camel family are found in arid habitats all over the world. B
A rainy
B dry
C sandy
D windy
4. Organizational ability is an essentialattributefor a good manager.
A vision
B flaw
C bias
D trait
5. The excitement of hunting big game in Africa has been a lure to Europeans for 200 years. A
A temptation
B intention
C entertainment
D advertisement
6. An attempt to implant an embryo using an egg from an anonymous woman donor was unsuccessful. D
A insignificant
B uncommon
C notorious
D unknown
7. The wildlife and natural beauty of this seldom-visited island offers a world of serene isolation for your enjoyment. D
A vigilant
B imaginary C fanciful D peaceful
8. Jeremy is acompliantchild, and is willing to do everything his parents ask him to do.
A rebellious
B conservative
C diligent
D obedient
9. Life in Britain was transformed by the advent of the steam engine. B
A contention
B arrival
C popularity D prevalence
10. Much of the coast has been contaminated by nuclear waste. D
A occupied
B destroyed C emerged D polluted
11. Government support will be essential if the project is to succeed. D
A unavoidable
B extreme
C unique
D basic
12. Companies publishannualreports to inform the public about the previous year's activities.
A special
B part C yearly D periodical
13. Parties on river-boats have lost their appeal since one sank last year killing thirty-three people. B
A value
B attraction
C essence
D density
14. Lorraine Hansbury received many honors and much acclaim and yet she often considered herself a failure. C
A assistance
B acceptance
C praise
D summon
15. How on earth could they do away with a lovely old building like that and put a car park there instead? A
A eliminate
B decrease
C allocate
D squander
16. The money has been recovered withoutresorting toverbal abuse or strong-arm tactics.
A refraining from
B reacting to C turning to
D complaining about
II. Grammar: For questions 17-28, choose one underlined word or phrase that must be changed in order for the sentence to be correct.
17. In the initial planning for theaters, auditoriums, and any room intending primarily for listening, acoustics is a major consideration. B
A
B C
D
18. Perhaps the most popular types of literature, the novel is a long fictional story written in prose. A
A
B C
D
19. Compact discs, which appeared on the market in the early 1980’s, produce sound of best quality than that of standard phonograph records. C
A
B
C
D
20. Whether as a statesman, scientist,andphilosopher, Benjamin Franklinwasdestined to gainlastinghonor throughoutmuch ofthe world.
A
B
C
D
21. A principle of manager is to ensure that every action or decision achieves a carefully planned goal. A
A
B C
D
22. Processed lecithin is used as an emulsifier in manufacturing margarine, chocolate, and another foods in which fats or oils must be mixed with water. B
A
B
C
D
23. Not untilthe Centennial Exposition of 1876 in Philadelphiadoesthe acquisition ofantiquefurniture become a serious endeavor for Americancollectors
A
B
C
D
24. The poet Marianne Moore was initially associated with the imagist movement, but latter developed her own rhyme patterns and verse forms. B
A
B
C D
25. The Bessemer process for converting iron to steel was an invention of enormous importance because of it led to many significant changes in C
A
B
C
D
考生注意事項： （一）本科目配分 100分，共 40題，每題配分 2.5分，答錯不倒扣。
（二）每題均為單選題，請選出正確或最適當的答案，複選作答者，該題不予計分。
D
C
D
D
C
C
A
B
industrial processes.
科目：英 文 （共二頁，第二頁）
26. Although all sedimentary rocks contain iron, but the deposits that are richest in iron consist predominantly of minerals such as iron oxides, A
A
B
C
D
carbonates, silicates, and sulfides.
27. As do all insects, a butterfly has a hard outer covering, called a exoskeleton, that both supports and protects the body. C
A
B
C
D
28. The fiction writing, poet, and critic Edgar Allan Poe is among the most familiar of American writers and one of the most enigmatic. A
A
B
C D
III. Reading Comprehension: For questions 29-40, read the passages and choose theonebest answer to each question.
Questions 29-34
Naturally the audiences that support various kinds of music are not identical. There are separate audiences of widely differing tastes and musical receptivity for opera, symphony, and chamber music. The oratorio audience is a very special group made up of the most conservative tastes and opinions. One suspects that it is recruited largely from friends and families of the singers. Now a stage full of happy and earnest oratorio singers must represent considerable potential ticket sales, and if this is true, it does not make much difference what work the singers select to perform. Anyone who has ever sung in a chorus knows what fun it is to sing Handel’s. The music is easy to grasp, fits the voice well, and fine effects are achieved with a minimum of professional skills. The plan of the Handel’s oratorio is ideal for the ordinary amateur singing group. All the hard parts are taken by professional soloists, who can be imported for the occasion. Therefore, the chorus can make a public appearance after long, leisurely preparation and add on at the last moment the final professional touches. Thus the never-ending vogue of the oratorio and its unchanging aspect must be attributed, at least partially, to the amateur choral societies that are to be found in almost every community.
29. What is the passage mainly about? D
A Community receptivity to music
B The rise of amateur choral societies
C Differences in music audiences
D Oratorio performers and their audiences
30. According to the passage, the oratorio audience probably consists of
A performers’ relatives and friends
B music composers
C traveling musicians
D amateur theater groups
31. According to the passage, oratorio audiences would buy tickets to performances A
A no matter what was on the program
B no matter who was selling the tickets
C if the stage were full of singers
D if the income supported singers
32. According to the passage, anyone who has ever sung in a chorus C
A can compose oratorios like Handel’s
B prefers opera to Handel’s oratorios
C agrees that singing Handel’s music is enjoyable
D agrees that Handel's music is difficult to sing
33. In the passage, the author implies that the professional soloists do which of the following? B
A Engage singers for choral societies.
B Give professional support to amateur groups.
C Practice with amateur choruses at every rehearsal.
D Memorize all of Handel’s solo oratorios.
34. What can be inferred from the passage about the characteristics of oratorios? D
A They are inaccurately scheduled.
B They are mainly performed by professionals.
C They are composed totally of solos.
D They vary little from one performance to another.
Questions 35- 4 0
Data, collected by the Pioneer spacecraft of the National Aeronautics and Space Administration (NASA), obviously confirm the theory that the searing 900-degree Fahrenheit surface temperature of Venus is a result of an atmospheric greenhouse effect caused principally by a blanket of carbon dioxide. Such a greenhouse effect is produced when energy in the form of sunlight easily passes through a planet’s atmosphere, warms its surface, and is converted to heat radiation that is then held in by the atmosphere. The orbiting spacecraft sampled Venus’ atmosphere from top to bottom, enabling NASA’s scientists to determine the exact amount of sunlight absorbed at various places in the planet’s atmosphere and on its surface. Measurements of atmosphere composition, temperature profiles, and radiative heating predicted Venus’ surface temperature very accurately. The planet is closer to the Sun than is Earth, and it has a comparatively thin atmosphere like Earth’s, but Venus’ atmosphere is composed of more than ninety percent carbon dioxide, compared to less than four percent in that of Earth. Because of its higher percentage of carbon dioxide, Venus’ atmosphere traps much more heat radiation than does Earth’s. Thus the Venus studies are believed to be important to the understanding of possible adverse effects on Earth’s agriculture and sea levels that could result from the long-term use of fossil fuels, which add carbon dioxide to the atmosphere.
35. According to the passage, temperatures on Venus are B
A often unpredictable
B extremely high
C seasonally determined D suitable for growing plants
36. According to the passage, what happens to heat radiation on Venus? A
A It is caught by the atmosphere.
B It creates energy.
C It circulates evenly.
D It is neutralized at the planet’s surface.
37. According to the passage, how does the atmosphere of Venus differ from that of Earth? C
A It holds significantly less moisture.
B It traps less heat radiation.
C It contains much more carbon dioxide.
D It is four percent thinner.
38. According to the passage, data from the Venus studies can be used to D
A test the efficiency of a spacecraft
B test a theory about more efficient greenhouses
C predict changes in the planet’s orbit
D predict future agricultural problems on Earth
39. From the passage, it can be inferred that the burning of fossil fuels on Earth may cause
A more sunlight to reach the Earth’s surface
B more carbon dioxide to enter sea water
C the atmosphere to become thinner
D the planet’s temperature to change
40. Which of the following would be the best title for the passage? C
A The Voyage of Pioneer Spacecraft
B A New Theory
C The Greenhouse Effect on Venus D Measuring Planetary Temperatures
A
D | <urn:uuid:a5027633-4eb6-4dd8-84b5-b896ff107c50> | CC-MAIN-2017-39 | http://smt.dsa.fju.edu.tw/downloads/95english.pdf | 2017-09-25T06:17:16Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00590.warc.gz | 306,089,179 | 2,332 | eng_Latn | eng_Latn | 0.997561 | eng_Latn | 0.997901 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3990,
10109
] | [
3.765625
] | 1 | 0 |
Integrated Pest Management (IPM) of the Caribbean Crazy Ant, Nylanderia (=Paratrechina) pubens (Forel) 1
Dawn Calibeo and Faith Oi 2
Introduction
Although reported in the state of Florida since the mid 1950's, incidents of Caribbean crazy ant (CCA) infestations have increased in recent years. Reports of infestations in urban areas describe large numbers of ants outside, and occasionally inside structures. The highly active ants are annoying to residents and pets. Additionally, Caribbean crazy ants infesting electrical equipment can cause short circuits and power outages.
Management of this ant often will require the services of a professional pest control company. Relying on a single control method will not solve an established CCA infestation. IPM is a dynamic process that uses multiple control tactics. It starts with correct pest identification and monitoring.
This ant is also known as the brown or hairy crazy ant based on its appearance. It is very closely related to the Rasberry crazy ant in Texas. For additional information on the distribution, taxonomic description and life-cycle of this ant, please refer to EENY-284, by Warner and Scheffrahn (http://edis.ifas.ufl.edu/in560).
Field Identification
Caribbean crazy ants are medium sized, reddish brown ants and at first glance are often mistaken for fire ants. However, CCA workers are all the same size (monomorphic) whereas, fire ants range in size from small to medium
(polymorphic). Caribbean crazy ants do not sting but will bite the skin with their mandibles if the nest is disturbed. Infestations of CCA are notorious for the vast numbers of ants present. Homeowners have reported that "the ground is moving".
When foraging to and from an established food source, CCA will form dense trails several ants wide but otherwise move about in a random, erratic, quick "crazy" manner. Additionally, CCA do not form mounds in the landscape. CCA nest opportunistically in leaf litter, debris, and under material such as potted plants, garbage cans, stones and landscape timbers. CCA quickly relocate when disturbed
1. This document is ENY-2006 (IN889), one of a series of the Department of Entomology and Nematology, Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. Date first published: July 2011. Please visit the EDIS website at http://edis.ifas.ufl.edu.
2. Dawn Calibeo, graduate assistant and Faith Oi, extension assistant scientist, Entomology and Nematology Department, Institute of Food and Agricultural Sciences, University of Florida, Gainesville, FL 32611.
The Institute of Food and Agricultural Sciences (IFAS) is an Equal Opportunity Institution authorized to provide research, educational information and other services only to individuals and institutions that function with non-discrimination with respect to race, creed, color, religion, age, disability, sex, sexual orientation, marital status, national origin, political opinions or affiliations. U.S. Department of Agriculture, Cooperative Extension Service, University of Florida, IFAS, Florida A&M University Cooperative Extension Program, and Boards of County Commissioners Cooperating. Millie Ferrer-Chancy, Interim Dean and they are easily transported to other areas when nests are moved inadvertently by people.
Foraging and Feeding
CCA appear to be predominately protein feeders, often foraging on dead and live insects, but have been observed tending aphids for honeydew. This may reflect seasonality in food preferences and changing dietary requirements of the colony. Changes in dietary requirements may also impact bait preferences when used as part of an IPM plan.
Management Facts
* 100% eradication of this ant is not probable in areas where the ant is established; however, population suppression is possible.
* There is a legal limit as to how often insecticide products can be used, so please do not ask your pest control operator to do "extra" treatments.
* Expect the ants to reinvade.
* Multiple control tactics will be required, including baiting grounds and treating the perimeters of buildings. Product selection is critical to success. Some products are better at excluding ants from structures.
Integrated Pest Management Sanitation
De-cluttering is one of the most important tasks that a homeowner can do toward control of this ant. It eliminates harborage where ants seek shelter and areas become accessible for pest control methods to be applied. Additional tips:
Indoors
* Remove trash regularly and keep trash receptacle clean.
* Eliminate or reduce possible food, water and nesting sources.
* Do not leave dirty dishes in the sink.
* Place food items in the refrigerator or in sealed containers.
* Clean up spills immediately.
* Pick up pet food bowls when pet is not eating.
Outdoors
* Remove leaf litter, fallen branches and other yard debris.
* Schedule regular trash pick-up and keep trash cans clean.
* Keep hedges and trees trimmed so that they do not touch the home.
Exclusion
To prevent ants from entering the home, walk around the outside of the home and locate potential entry points (cracks, crevices, spaces around windows and doors). Use an appropriate sealant such as caulk or expandable foam and seal these openings. Locate indoor entry points, paying particular attention to windows, doors and plumbing and utility penetrations.
Insecticides
Insecticides are regulated by the law. Always follow the use directions on the label.
Baits
Insecticidal baits can be very effective in suppressing large ant colonies because baits exploit food sharing behavior (trophallaxis) in ants. Granular insecticidal baits should not be confused with granular contact insecticides. Granular baits require ingestion; granular contact insecticides require touching the product. Insecticidal baits can be formulated as granular, liquid or containerized products.
Insecticidal baits should contain an active ingredient (toxicant) that works slowly enough to be spread through the colony before the ants die. The active ingredient should be incorporated into a food source that is palatable to the ants. Before applying bait to large areas, it is important to make sure that the ants are feeding on the bait by placing
2
a small amount of bait where ants are present and simply observing whether the ants will feed on it.
Generally, baits are formulated for protein-feeders, sweet-feeders, and oil-feeders. Baits for oil-feeders are predominantly directed toward fire ant control and are not represented below. Bait particles also need to be an appropriate size for the ants to pick up. Table 1 provides examples of each of these kinds of baits.
Granular baits are most commonly applied by broadcasting the bait over a large area. Because infestations of CCA include very large numbers of ants, repeat applications will be necessary but do not use more product than instructed on the label.
Indoors one may choose to use an insecticidal bait. These baits can be in the form of a plastic bait station that is placed on the surfaces where ants are found or as a gel or paste that is applied to cracks and crevices using a syringelike device. Whether applied by the homeowner or by a Pest Management Professional (PMP), it is important to follow the instructions on the label.
Additional Information
* Do not disturb the foraging ants because they will stop picking up the bait and sharing it.
* Expect to see ants after application of any bait because it will take at least a few hours to days for the toxicant to spread.
* Do not use other insecticides or strong household cleaners in the areas where the baits have been placed because this will contaminate the bait and make it unpalatable to the ants.
Sprays and contact granular applications
Insecticides are often categorized as "repellent" or "nonrepellent". Repellent insecticides deter ants from entering the home. Ants will die quickly upon contact; however, quick kill provides very little opportunity to transfer of the toxicant to other ants. These products are often used around windows, doors and other openings.
There are many repellent insecticides that can be purchased by the homeowner, and are most commonly found in an aerosol formulation or a liquid with a trigger sprayer. Look for products that contain active ingredients in the pyrethroid class of chemistry: permethrin, allethrin, cyhalothrin, etc. Repellent insecticides applied by a PMP may be applied either as an aerosol spray or as a liquid formulation that is sprayed with a hand held sprayer.
A PMP may also apply a non-repellent insecticide spray to areas where ants are active. Non-repellent insecticides are generally slower acting but have the advantage of being transferred easily from ant to ant. This results in more ants in the colony to be exposed to the insecticide. Examples of professional products that are repellent, non-repellent and combination products are listed in Table 2.
Important things to remember
Control of CCA requires the use of all aspects of IPM. It is not unusual that multiple insecticide products are used in addition to sanitation and exclusion. Since some products do not work together, it is recommended that a Pest Management Professional is consulted for an effective IPM program.
What you may see a pest control professional do
* Treat landscape plants
* Spread insecticidal granules that kill ants by contact
* Spray liquid insecticides around the perimeter of your house
* Apply baits that ants will consume and share with other ants
* Apply crack and crevice products on the inside of homes or buildings
What your pest control professional cannot do
* Treat other people's property
* Put pesticides down sewers
* Make "off-label" applications
What homeowners should do and expect
* Make sure you have a correct identification for this ant
* Be a good neighbor and eliminate food, water and shelter that encourages colony growth by
* De-cluttering and
* Establishing regular trash removal
If you have taken pest control measures, please do not hose the ants off the pavement area. You will wash away your treatment. Use a blower instead.
Pest control customers used to less frequent service will find that they must pay for a monthly (or more frequent) service.
3
Non-professionals should be careful about "self-treating" since it may counteract what your pest control professional has done. For example, if you spray an insecticide over a bait you will render the bait ineffective.
If you are a PMP
We have developed door hangers that contain a space for your company logo at the front. You may download for printing at:
Commercial printing:
http://schoolipm.ifas.ufl.edu/crazy_ant_door_hanger_ COMMERCIAL%20PRINTER.pdf
Printing on your own laser printer:
http://schoolipm.ifas.ufl.edu/crazy_ant_door_hanger_ PRINTABLE.pdf
Selected References
Trager, J.C. 1984. A revision of the genus Paratrechina (Hymenoptera: Formicidae) of the continental United States. Sociobiology 9:51-162.
Warner, J. and R. Scheffrahn. 2010. Caribbean Crazy Ant (proposed common name), Nylanderia (=Paratrechina) pubens (Forel) (Insecta: Hymenoptera: Formicidae: Formicinae) EENY-284, (http://edis.ifas.ufl.edu/in560).
Table 1. Examples of professional product baits based on feeding preference.
| Protein | Advance Carpenter Ant Bait (BASF), abamectin |
|---|---|
| Sweet | MaxForce Quantum (Bayer), hydramethylnon Advance Liquid Ant Bait 381B (BASF), borax |
| Combination protein, oil and sweet | MaxForce Complete (Bayer), hydramethylnon |
Table 2. Examples of professional products used as sprays and contact granular applications based on "repellent", "non-repellent" or combination categories.
4 | <urn:uuid:cdc570d7-339b-4429-be42-80212a40750d> | CC-MAIN-2017-39 | http://manatee.ifas.ufl.edu/comm-hort/A-ZPublications/CaribbeanCrazyAnt_IN88900.pdf | 2017-09-25T06:22:58Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00596.warc.gz | 225,796,737 | 2,545 | eng_Latn | eng_Latn | 0.96714 | eng_Latn | 0.994909 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3329,
6274,
10309,
11741
] | [
2.140625
] | 1 | 0 |
Lesson Two: From Artisan to Worker: The Industrialization of the Springfield Armory
Grades: 9-12
Time Allotment: 1 50-minute period
Curriculum Area: 20 th Century History
Rationale: Industrialization transformed the Springfield Armory's workforce from artisans to workers, a transformation that would allow unskilled women workers to gain employment during World Wars One and Two.
Objective: To provide students with an understanding of how industrialization transformed the workforce of the Springfield Armory in order to prepare them for the introduction of women workers during World Wars One and Two.
Standards:
USI.1 Explain the various causes of the Industrial Revolution.
B. important technological and scientific advances.
Materials:
* Overhead projector
* Industrialization overhead (The Industrialization of the Springfield Armory 1812-1865)
* Computers with internet access
* Parts handout
Procedures:
Introduction
Read Industrialization overhead or have students read. approx. 5 min Get students set up on computers and to Forge of Innovation site. approx. 5 min
Focus
Students complete the Handmade vs. Interchangeable Parts Activity approx. 5
min
Break students into small groups and pass out Parts handout. approx. 5 min Students work in groups to develop their lists. approx. 10 min
As a class write a large list on the board. approx. 5 min
(add anything important you think students missed)
Engage in a class discussion. approx. 10 min
Would life be more difficult if these items didn't have interchangeable
parts?
In what ways?
ex. If a part in your computer broke you would have to get a new instead of a replacement part.
computer
Closure
Assign chapter 6 from Rosie's Mom for homework. approx. 5min
Differentiated Learning: Students with retrieval problems could be provided with a list of items and asked to circle the ones that have interchangeable parts.
Assessment: Students will be assessed on their participation in group work and class discussion as observed by the teacher. | <urn:uuid:47fb0122-12bd-41b8-8602-e9557595a48b> | CC-MAIN-2017-39 | http://forgeofinnovation.org/Springfield_Armory_1892-1945/Curricula/Nichols/lessonplans/lesson2.pdf | 2017-09-25T06:01:05Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00594.warc.gz | 131,715,889 | 430 | eng_Latn | eng_Latn | 0.995851 | eng_Latn | 0.993221 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1911,
2036
] | [
3.84375
] | 2 | 0 |
Program 4D/3N in Río Blanco
Day 1
- Welcoming and information at the RICANCIE office in Tena.
- Departure by car to Punta de Ahuano
- Motorised canoe ride until Misicocha.
- Hike until the rooms and the community.
- Lunch
- Visit of la comunidad, to fami8ly house, where you will learn about Kichwa culture.
- Harvesting of the manioc and preparation of the chicha, traditional drink.
- Lunch
- Shaman ceremony, cleaning and purification, interpretation of the Kichwa's vision of the world and preparation of the ayahuasca (yague).
Day 2
- Guayusa ceremony at 5 AM (optional)
- Breakfast
- Hike to the Amarun Pakcha waterfall. On the way, you will observe the flora and fauna.
- Lunch
- Visit to family medicinal plants gardens, where you will observe the making of natural medicines.
- Dinner
Day 3
- Breakfast
- Hike to Río Blanco, where you will see limestones.
- Making of traditional traps and survival techniques in the forest.
- Lunch
- Crafts making with rainforest material.
- Swim in the Huambunu river, where you will learn sailing techniques on traditional canoe.
- Dinner
- Farewell night, with traditional dance and music.
Day 4
- Breakfast
- Traditional agriculture techniques and practice.
- Traditional sports with the blow pipe.
- Lunch
- Departure to Tena
- Evaluation of the tour in RICANCIE office. | <urn:uuid:c4524902-8a72-4ef2-a999-0206b5296669> | CC-MAIN-2017-39 | http://ricancie.nativeweb.org/sites/default/files/Program%20Rio%20Blanco%204D-3N.pdf | 2017-09-25T05:56:46Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00594.warc.gz | 297,760,600 | 330 | eng_Latn | eng_Latn | 0.990221 | eng_Latn | 0.990412 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
797,
1327
] | [
2.109375
] | 1 | 1 |
Staff-Student Relationships
Strategy Brief, October, 2013.
Jenna Strawhun, Reece L. Peterson & Ashley Stein, University of Nebraska-Lincoln.
Student engagement in school is based on a multitude of factors, including relationships with school staff. Healthy staff-student relationships are a major goal for educators, particularly for at-risk youth. Building staff-student relationships is important for all students, and typically occur naturally. Much of the research on adult-student relationships has is focused on methods to build healthy and beneficial relationships when they may not occur naturally for at-risk students in order to help to prevent academic and behavioral problems in school.
The school environment is second only to families in providing opportunities for social and emotional growth (Boorn, Dunn, & Page, 2010); however, much of the dropout prevention literature on relationships has focused on students and families, with less focus on schoolrelated factors (Davis & Dupper, 2004). Existing research promotes efforts to develop secure attachments between students and teachers (or other school staff members such as custodians, para-educators, food workers, etc.) Secure, positive staff-student relationships are characterized by understanding, trust, respect and cooperation (Leitao & Waugh, 2007). Researchers assert that secure staff-student relationships are as important in predicting students' success (behavioral and academic) as parent-student relationships (Bergin & Bergin, 2009). Secure attachment to one or more adults has also been shown to improve students' emotional and social development (Bergin & Bergin, 2009). Students who develop healthier emotional and social competence are, in turn, more likely to succeed academically, while students who are struggling socially or emotionally may be at risk for decreased academic success and mental health wellbeing (Leitao & Waugh, 2007).
What are Staff-Student Relationships?
A staff-student relationship can be defined as a feeling of kinship or a caring connection between a youth and a school staff member that promotes healthy ongoing communication. These relationships should be considered a crucial prerequisite that can increase healthy social and emotional development, while building resilience to challenges or barriers that students may encounter. Esquivel, Doll & Oades-Sese (2011) claim that:
In sum, positive relationships with staff at school may serve as a protective factor for students many schools are the sites of high-quality opportunities to interact with positive adult models and supportive peers, and school routines and practices can foster essential student abilities to maintain effective relationships, establish and work toward ambitious personal goals, self-regulate personal activities and behaviors, and manage emotions (p. 650).
at-risk for failure due to a variety of stressors (e.g. poverty, cultural adversity, poor parenting, emotional or behavior problems) by helping students build self-regulation skills.
On the other hand, students who have minimal to no attachments to school or staff, are often poor self-regulators in that they are less prepared for tests, less able to concentrate during tests, more fearful of failing, less likely to ask for help from teachers, and place less priority on school work than students who have strong, secure attachments (Bergin & Bergin, 2009). In order to create these healthy, secure attachments between students and school staff, Bergin and Bergin (2009) assert that school personnel should have a strong understanding of the role of attachment in the classroom.
What Do We Know About Staff-Student Relationships??
Attachment. Attachment refers to the bond between two individuals that is present through time and in different contexts. The type of attachment that is desired for a child's healthy development is a secure attachment. When a child is securely attached, he or she feels comfortable and confident exploring his or her environment. It is also important to note that children can be securely attached while still appearing outgoing or shy (Bergin & Bergin, 2009). Unfortunately, children who have had negative and disadvantaged experiences in the past with caregivers upon entering school have difficulty forming secure attachments to teachers and other school personnel. Failure to develop positive social, emotional, and relational skills with early caregivers can transfer into the school environment leading to poor school attachment. Low levels of school attachment and low levels of student engagement (i.e. students have poor relationships with staff and are not involved in school activities) are likely to contribute to students' decisions to drop out of school (Davis & Dupper, 2004). According to a survey study conducted by Johnson (2008), at-risk students stated that teachers who pro- moted resiliency and attachment engaged in the following behaviors:
Furthermore, Johnson (2008) points out that good teachers have been engaged in these behaviors for decades. However, more structured programs and initiatives to support these behaviors are necessary.
made themselves available and accessible to students, engaged students by actively listening to their concerns and worries, took responsibility for teaching [build] their students basic reading, writing, and math skills, had empathy in helping students deal with adversity, advocated for their students, and they used their power to stop bullying and harassment in schools. (p. 395).
Elements of Healthy Staff-Student Relationships.
Ellerbrock & Kiefer (2010) reported that trusting, caring, and respectful relationships between students and teachers, provide emotional and cognitive support, and are crucial for students' development. Building a caring relationship includes maintaining a connection and a reciprocated relationship. Teachers can also exist as a bridge between the students and the school. Teachers play a major role in helping the students learn positive, caring attitudes towards their school, including their sense of caring towards their school community (Ellerbrock & Kiefer, 2010). Teachers should also seek to create a supportive environment in which students feel they are important, respected, and cared for (Ellerbrock & Kiefer, 2010). This remains true for adolescents; as older students begin to establish autonomy, they benefit substantially from increased confidence and selfesteem, which can be fostered by healthy adultstudent relationships. Ideally, it is important for
school staff to minimize safety risks for students, maximize protective factors (e.g. involvement in school, participation in the community, positive relationships with peers and staff), and provide early intervention when students display signs of emotional and behavior problems (Esquivel et al., 2011).
and trust, positive emotional involvement, a sense of closeness, teacher availability, and open communication. Leitao & Waugh (2007) have combined these elements into three larger constructs of connectedness, availability, and communication. In their model of teacher-student relationships (See Figure 1).
Specific ways that staff can improve relationships with students and build resiliency involve several components, including emotional safety
Leitao & Waugh (2007) have provided examples of specific teacher and/or staff behaviors that compose these three constructs.
For example, teachers can demonstrate connectedness to students by having a personal knowledge of the students, a genuine caring for students, a genuine interest in the students' lives, sensitivity to individual students' emotional states, and a supportive attitude towards the students. Availability to students may involve the teacher making time to be available to individual students or groups of students, being approachable, and following up with students if there are any academic, emotional, or behavioral concerns. Communication with students will likely require good verbal skills, good non-verbal skills, good listening skills, and sensitivity to diversity issues regarding communication. Leitao & Waugh (2007) also suggest that teachers and/ or staff utilize data-based decision making and administer a survey to students and staff to gauge the extent of staff-student relationships and inform intervention development.
Benefits of Strong Staff-Student Relationships
Students who do not develop healthy attachment relationships are at risk for decreased academic success. It is important to build strong relationships to increase resiliency against potential downfalls. Securely attached children tend to be more persistent, enthusias-
tic, self-confident, and independent (Bergin & Bergin, 2009). They are also more likely to be socially competent and have quality friendships. Caring staff-student relationships benefit the social and academic language skills of children from disadvantaged backgrounds (Esquivel et al., 2011). Overall, securely attached children are less likely to exhibit behavior problems and antisocial behavior. Students that exhibit more prosocial behaviors also tend to have higher grades. Securely attached children tend to be better at regulating their emotions and recover more quickly from distress. Not having proper emotional regulation can create excess anxiety and other negative emotional responses, thereby impeding academic performance (Bergin & Bergin, 2009).
The factors that characterize a secure attachment between a child and his/her primary caregiver are the same factors that distinguish a secure relationship between a teacher and a student (Bergin & Bergin, 2009). Developing healthy relationships with students creates an environment for them to feel safe in exploring new challenges. Moreover, healthy adultstudent relationships allow these students to flourish academically because they are being provided with the necessary social and emotional support.
Programs to Encourage Staff-Student Relationships
There could be a variety of things administrators and teachers could do to improve the likelihood of developing stronger relationships between staff and students. Using the Leitao framework these would include efforts to develop connectedness, availability and communication.
* Recognize & Reinforce Staff. Teachers or other staff members who have been able establish strong relationships with students should be recognized formally in the appraisal process, as well as informally by administrators and others.
* Staff Mentors. Assign each at risk student to one or two staff mentors. These mentors would be available to assigned students for questions and would meet with students regularly.
* Matching the Faculty Based on Interests. Schedule students to include subject areas which are of high interest to the student's needs. A student who is at-risk might be more likely to develop a relationship with a teacher in an area of high interest. For example for a student who is interested in art, counselors might make sure that art is included in the student's schedule, with a receptive teacher assigned for art for that student.
* Making More Counselors Available.
* Staff Time Before & After School. Making Staff available before and after school, or during lunch for advising and informal conversation. This could be done for all students, but a special effort might be made to make this time available for high risk students.
Increase availability and presence of counselors and others who are able to interact with students. Structuring good opportunities for counselors to strike up relationships with students, particularly at risk students. Many times current caseloads of counselors in schools do not permit this type of opportunity to develop relationships (Vitale, 2008).
* Lunch groups. Creating a system for staff to have lunch with at risk students.
* Posting grades & Progress Reports. Posting grades or progress reports early for students (and parents) and then following up by discussing them with students;
* Grade Specific Lunch Time. Provide lunch time for only one grade at a time, and have teachers from that grade supervise the lunch time, permitting better opportunities for communication and interaction.
* Posting Daily Assignments. Daily assignments listed on the website and/or handouts, could also provide a topic for teacher
student one-to-one conversation, as well as diminishing conflicts about homework and assignments.
* Providing incremental time lines for long term assignments. Making sure that teachers provide prompts and extra support for long term assignments to students who may be struggling, perhaps permitting feedback on steps in the process rather than only when the paper or report is completed.
* Extra-curricular activities. Providing a variety of extra-curricular activities supervised by staff that might engage the interests and discussion of students, particularly students who are at-risk in middle school and early high school.
Overall Programs
Some programs might address all of these components simultaneously and have been suggested in the literature. Three examples of more global types of programs which might support staff student relations are described here. In each case these programs may also have other goals as well beyond building relationships.
Advisory Periods. Having a home room or advisory group period once per day or at least twice a week, allows one teacher to connect with a small group of students on a more individual basis, thereby encouraging a supportive environment and increasing the students' sense of belonging and resilience. These groups should not be treated as a time consuming burden on teachers or students, but rather as a forum for community building, counseling, social skill development and informal problem solving. Advisory teachers may serve as student advocates or safe havens that "promote the school culture, teach students how to work in groups, and serve as the backbone of the community (Johnson, 2009, p. 3)." Although many schools already have guidance counselors in place, advisories are usually composed of approximately 30 students as opposed to a standard high school counselor load of approximately 500
(Vitale, 2008).The time devoted to advisories or homerooms likely will vary from building to building (e.g. once a week for 40 minutes to 35 minutes each day); however, all advisories require time. Many schools have adapted their schedules around advisories because they are viewed as essential to students' and teachers' success (Johnson, 2009).
Most advisories implement programs tailored to school or district goals, but may center on ideas, such as multiculturalism, leadership, or current events. Advisories are also most effective when students have input in choosing discussion topics and are active in providing feedback regarding classroom structure and instructional practices. Often homeroom or advisory groups remain together for four years (Vitale, 2008).
Team Based Instruction. Scheduling of academic teams of teachers to serve a subgroup of students within the school (sometimes called a "school within a school") increases the ability of the teachers to get to know and interact with their students. This provides both increased opportunities for communication with the same subject area teachers serving that group of students over an extended period of time. Clearly this would increase the familiarity and opportunities to establish relationships.
Social and emotional learning. Many social-emotional learning programs employ ways to increase personal interactions between students and teachers. Generally this entails teachers specifically teaching and supporting the development of social and emotional skills in the context of their classroom teaching of their subject matter. Additionally, The Collaborative for Academic, Social, and Emotional Learning (CASEL) has reviewed more than 300 research studies suggesting that social and emotional skills can be taught and achieved in students from a variety of ages, socio-economic and ethnic backgrounds. Moreover, acquisition of these competencies improves behavior conduct and academic performance at school, both for at-risk students as well as the overall student population (Mart, Dusenbury, & Weissberg, 2011; CASEL & National Center for Mental Health Promotion and Youth Violence Prevention, 2011). Students need to be given a chance to apply, practice, and receive feedback on positive behaviors and decision making consistently in both school and home settings in order to promote student engagement.
Looping. Some schools in elementary and middle grades have experimented with having teachers change grades with students so that students can be served by the same teacher or teachers for two school years. While difficult for teachers to learn the curriculum for both grades, it would afford the opportunity for educators to become more familiar with both students and parents, and thus offer increase opportunities for relationship building.
Conclusion
Students, including those at risk for poor academic achievement, dropout, and problematic behavior, benefit substantially from having healthy relationships with adults at school that emphasize connectedness, availability, and communication. Some of these students have healthy relationships with family members, while many do not. For either group, schools provide an opportunity to forge healthy adultstudent relationships. Every additional healthy adult relationship further encourages positive academic, social, and behavioral outcomes. Schools can maximize their students' potential for success by seeking and promoting, as much as possible, healthy adult-student relationships.
Recommended Citation:
Strawhun, J., Peterson, R. L. & Stein, A. (2013, October). Adult-student relationships. Strategy brief. Lincoln, NE: Student Engagement Project, University of Nebraska-Lincoln and the Nebraska Department of Education. http://k12engagement.unl.edu.
Staff-Student Relationship References
Bergin, C., & Bergin, D. (2009). Attachment in the classroom. Educational Psychology Review, 21(2), 141170. doi:10.1007/s10648-009-9104-0
Collaborative for Academic, Social, and Emotional Learning & The National Center for Mental Health Promotion and Youth Violence Prevention. (2011). Leading an SEL school-Steps to implement social and emotional learning for all students, 1-13.
Boorn, C., Dunn, P.H., & Page, C. (2010). Growing a nurturing classroom. Emotional & Behavioral Difficulties, 15(4), 311-321.
Davis, K.S. & Dupper, D. (2004). Student-teacher relationships. Journal of Human Behavior in the Social Environment, 179-193.
Esquivel, G.B., Doll, B., & Oades-Sese, G.V. (2011). Introduction to the special issue: Resilience n schools. Psychology in the Schools, 48, 649-651.
Ellerbrock, C. R. & Kiefer, S. M. (2010). Creating a ninth-grade community of care. The Journal of Educational Research, 103(6), 393-406. doi:10.1080/00220670903383085
Johnson, B. (2009). Linchpins or Lost Time: Creating effective advisories. Horace, 25, 1-6.
Leitao, N. & Waugh, R.F. (2007, November). Teachers' views of teacher-student relationships in the primary school. Paper presented at the 37th Annual International Educational Research Conference, Fremantle, Western Australia.
Johnson, B. (2008). Teacher-student relationships which promote resilience at school: a micro-analysis of students' views. British Journal of Guidance and Counseling, 36, 385-398.
Mart, A., Dusenbury, L., & Weissberg, R.P. (2011). Social, emotional, and academic learning: Complementary goals for school-family partnerships. In S. Redding, M. Murphy, & P. Sheley (Eds.), Handbook on Family and Community Engagement (pp. 1-8).Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.
Vitale, J.A. (2008). Homeroom: An Updated Classic. Principle Leadership. Retrieved from http://www. eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0 =EJ829636&ERICExtSearch_SearchType_0=no&accno=EJ829636
Building & Sustaining
Student Engagement
http://k12engagement.unl.edu
© 2013 Reece L. Peterson, Barkley Center, University of Nebraska-Lincoln, Lincoln, NE 68583-0732; firstname.lastname@example.org. Supported by Nebraska Department of Education Project 94-2810-248-1B1-13 (USDE Grant #HO27A110079). Contents do not necessarily represent the policy of NDE or USDE, and no endorsement should be assumed. Permission to duplicate is granted for non-commercial use by school personnel working in school settings. | <urn:uuid:d9e1664a-3157-46ab-8514-89eab8af2791> | CC-MAIN-2017-39 | http://k12engagement.unl.edu/strategy-briefs/Staff%20Student%20Relationships%2010-18-2013.pdf | 2017-09-25T06:19:56Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00595.warc.gz | 173,433,792 | 4,055 | eng_Latn | eng_Latn | 0.96404 | eng_Latn | 0.997017 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2865,
6581,
7464,
10558,
14284,
17813,
20639
] | [
2.59375,
1.5546875
] | 1 | 2 |
DROUIN SOUTH PRIMARY SCHOOL ANTI BULLYING & HARRASSMENT POICY
Policy Overview
The school recognises that bullying and harassment could occur between any school community members. This policy addresses two broad areas: Bullying and Harassment of and by students, and Bullying and Harassment of and by employees and volunteers.
Each member of the school community including teachers, non-teaching staff, volunteers, parents and students has the right:
- To be treated equally and without discrimination regardless of race; gender; age; religion, sexuality; health or economic circumstances; industrial activity; disability; political beliefs or activity; marital, parental or carer status; personal association with a person who is identified by reference to any of the aforementioned attributes.
- To be treated with respect and politeness by other students, parents, volunteers and staff
- To be treated with understanding
- To obtain maximum benefit from all lessons, classes and school related activities and programs.
Drouin South Primary School promotes a supportive, cooperative atmosphere in which students can learn to the best of their ability and teachers can carry out their work to the best of their ability. We acknowledge that harassment and bullying are behaviours that are unacceptable and have a negative and detrimental impact on a school community's environment and therefore needs to be actively discouraged and eliminated (if they occur) from our school.
Procedures To Combat Bullying and Harassment
Students, employees and all school community members need to be encouraged to report cases of bullying or harassment and need to be aware that it is possible for them to do something about it. They will be:
- Taken seriously
- Allowed to maintain anonymity if they wish
- Allowed to have a say in how their complaint is handled
Reporting can be verbal or written and made to a member of staff with whom the student or school community member feels comfortable. The staff member is then responsible for ensuring appropriate procedures are followed. If the action taken is not satisfactory to the complainant, the matter is to be referred to the principal.
Consequences for bullying by students will be in accordance with the school's Code of Conduct.
Proactive approaches in the school to help combat bullying and harassment include the You Can Do It! program, Peer Mediation, buddy programs and the use of Restorative Practices. The school will also ensure children know how and when to report incidents of bullying through teaching programs and the newsletter.
Bullying And Harassment Of And By Students
What is Bullying?
The Department of Education and Training provides the following definition of bullying as:
"Bullying is when someone, or a group of people, who have more power at the time, deliberately upset or hurt another person, their property, reputation or social acceptance on more than one occasion. "
Types of Bullying
There are three broad categories of bullying.
- Direct physical bullying e.g. hitting, tripping, and pushing or damaging property.
- Direct verbal bullying e.g. name calling, insults, homophobic or racist remarks, verbal abuse.
- Indirect bullying - This form of bullying is harder to recognise and often carried out behind the bullied student's back. It is designed to harm someone's social reputation and/or cause humiliation.
Indirect bullying includes: lying and spreading rumours, playing nasty jokes to embarrass and humiliate, mimicking, encouraging others to socially exclude someone, damaging someone's social reputation and social acceptance, cyberbullying, which involves the use of email, text messages or chat rooms to humiliate and distress.
What Bullying is Not
Many distressing behaviours are not examples of bullying even though they are unpleasant and often require teacher intervention and management. There are three socially unpleasant situations that are often confused with bullying:
Mutual conflict
In mutual conflict situations, there is an argument or disagreement between students but not an imbalance of power. Both parties are upset and usually both want a resolution to the problem. However, unresolved mutual conflict sometimes develops into a bullying situation with one person becoming targeted repeatedly for 'retaliation' in a one-sided way.
Social rejection or dislike
Unless the social rejection is directed towards someone specific and involves deliberate and repeated attempts to cause distress, exclude or create dislike by others, it is not bullying.
Single-episode acts of nastiness or meanness, or random acts of aggression or intimidation
Single episodes of nastiness or physical aggression are not the same as bullying. If a student is verbally abused or pushed on one occasion they are not being bullied.
Nastiness or physical aggression that is directed towards many different students is not the same as bullying."
(a) Procedures for Staff
If staff witness an incident that may involve bullying inside their classrooms or elsewhere on school grounds, they will:
- Approach the students and try to establish the nature of the incident
- Remind students of the school's anti-bullying policy - make it clear to the offender(s) that bullying is unacceptable, and to the victim(s) that they have the right to make a formal complaint.
- Decide whether the incident is likely to recur in which case it should be reported to the Principal or Student Welfare Co-ordinator.
(b) Procedures for Students
Step 1 = Take direct personal action. The first thing to do is to try to make it clear to the person who is harassing or bullying you that you don't want him/her to continue doing it. Speak up, say how you feel.
Sometimes it is not possible to speak to the person who is harassing you because it only makes the situation worse or because it makes you feel worse. In this case you should go straight to Step 2.
Step 2 = Talk to someone you trust: Your parents, a friend, a teacher, the Principal or Student Welfare Coordinator.
Step 3 = A formal complaint will be referred to the Principal who will arrange for a meeting with the person against whom the complaint is made to:
(i) determine whether mediation can be used to resolve the conflict.
(ii) if mediation is not jointly agreed upon as an option, parents will be contacted to discuss other strategies to stop the bullying behaviour.
Examples include: Behaviour contract, restricted play area, direct supervision whilst in the playground and suspension from school.
Step 4 = Discipline measures will be enforced by the Principal and staff. A follow up time with victim and perpetrator will be set to determine whether the behaviour has ceased.
Bullying And Harassment Of And By Employees And Volunteers
What is Bullying in the Workplace?
WorkSafe Victoria defines workplace bullying as :
"Repeated, unreasonable behaviour directed toward an employee or group of employees that creates a risk to health and safety.
Unreasonable behaviour is behaviour that a reasonable person, having regard to all the circumstances, would expect to victimise, humiliate, undermine or threaten.
Behaviour includes: actions of individuals or a group; and may involve using a system or work as a means of victimising, humiliating, undermining or threatening.
Risk to health and safety includes risk to the mental or physical health of the employee."
Workplace bullying towards another or a group of others, regardless of their employment status is unacceptable. In the school environment, this includes teachers, aides, administration staff, casual employees, relief teachers, parents, paid assistants and volunteers.
Proactive approaches in the school to help combat bullying and harassment amongst employees include informing, instructing and training staff in identifying risk factors, making policy statements explicit, controlling the risk and encouraging reporting.
Where instances of bullying or harassment occur or are observed, the following procedure should be followed:
Step 1 = Take direct personal action. The first thing to do is to try to make it clear to the offender(s) that bullying is unacceptable, that you don't want it to continue and that you have the right to make a formal complaint.. Speak up, say how you feel. Sometimes it is not possible to speak to the person because for fear of retribution it only makes the situation worse or because it makes you feel worse. In this case you should go straight to Step 2.
Step 2 = Discuss the issue with someone you trust: A colleague, the Principal or OHS officer.
Step 3 = A formal complaint can be made to the Principal (or Deputy Regional Director) who will arrange for a meeting with the person/s against whom the complaint is made to:
(i) determine whether mediation can be used to resolve the conflict.
(ii) if mediation is not jointly agreed upon as an option, the principal will discuss other strategies to stop the bullying behaviour such as disciplinary action or a review of performance.
Step 4 = The principal will arrange a follow up time with victim and perpetrator to determine whether the behaviour has ceased.
References
Drouin South Primary School Equal Opportunity policy
Drouin South Primary School Code of Conduct
Department of Education and Training Schools Reference Guide "Student Care and Supervision".
Department of Education and Training website "Safe Schools Are Effective Schools".
www.eduweb.vic.gov.au/bullying/index.htm www.sofweb.vic.edu.au/wellbeing/safeschools/bullying
Victorian Work Cover Authority
WorkSafe Victoria booklet "Prevention of Bullying and Violence at Work"
www.workcover.vic.gov.au
Last Reviewed 2013 | <urn:uuid:4876a8e7-21c0-47ee-ab06-22bf589df2f5> | CC-MAIN-2017-39 | http://www.drouinsouth.vic.edu.au/wp-content/uploads/2014/08/DSPSAntiBullyingandHarrassmentPolicy.pdf | 2017-09-25T05:57:17Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00594.warc.gz | 443,011,849 | 1,871 | eng_Latn | eng_Latn | 0.940584 | eng_Latn | 0.997935 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1798,
3984,
6209,
6737,
9185,
9720
] | [
3.984375
] | 1 | 0 |
Sofonisba Anguissola
As a young woman, and with only three years of artistic training under Bernardino Campi,
Sofonisba Anguissola should have experienced greater difficulty breaking into the artistic community in the sixteenth century. Women living in the sixteenth century were not traditionally given the opportunity to become educated in the arts, but Anguissola's father, a wealthy and prominent man in his community, "decided to educate his seven children according to the humanist ideals of the Renaissance in the belief that they would bring honor to the city" (Chadwick, 78). Anguissola's father went so far as to reach out to the renowned artist Michelangelo in order to gain support for his daughter's artistic career.
Anguissola produced a number of selfportraits, one of her most famous being Bernardino
Sofonisba Anguissola, Bernardino Campi Painting Sofonisba Anguissola, 1550
Campi Painting Sofonisba Anguissola. The image she creates is one of Campi painting a portrait of herself; the artist becomes the model. This piece "suggests that not only was she aware of her own image as an exemplar of female achievement, but also that she understood the importance of the artistic lineage between pupil and master, and her unique role as a producer of images of women" (Chadwick, 78). Anguissola had a unique opportunity within the artistic community, she was a female whose art was respected and admired, and therefore had the chance to honestly represent herself, her sisters, and other women to the rest of the world.
The sophistication of this double portrait implies that Anguissola was very aware of her exceptional situation. While it could be considered that Campi is the focus of the portrait and that Anguissola is merely an object that is being painted, the subtlety she uses within the piece paints a different story. Anguissola makes the image of herself larger than Campi, and by using what is known as the hierarchical scale, "Anguissola's image competes with Campi's in importance, not only from its larger size but also from its position in the design. Higher on the surface she seems taller. Aligned with the central axis that is emphasized by the vertical stack of hands and head, she is more imposing" (Garrad, 29). By making herself larger than Campi, Anguissola asserts herself as more important than Campi, reinforcing that idea by giving Campi a mahlstick, a painting aid that would imply he was a weak artist. Anguissola continually uses subtle gestures within the painting to imply her importance and stature in her society, showing the artistic community that despite being female, she was not simply an object but also a creator. | <urn:uuid:767368e8-293e-413b-b993-cdc4dbd24bde> | CC-MAIN-2017-39 | http://theslideprojector.com/pdffiles/art6/examplarywork/AnguissolaExampleRebeccaGarrett.pdf | 2017-09-25T06:17:14Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00596.warc.gz | 346,470,142 | 587 | eng_Latn | eng_Latn | 0.998044 | eng_Latn | 0.998044 | [
"eng_Latn"
] | false | docling | [
2679
] | [
2.15625
] | 1 | 0 |
INTRODUCTION: ELIE WIESEL QUOTE
"For the dead and the living, we must bear witness." ~Elie Wiesel
Elie Wiesel, a Holocaust survivor and author, said this as part of his remarks at the dedication of the United States Holocaust Memorial Museum, April 22, 1993
https://www.ushmm.org/collections/ask-a-research-question/frequently-asked-questions#2
1. Who was Elie Wiesel?
2. What does this quote mean?
3. What factors do you think shaped his opinions?
4. Why does he refer to the dead and the living?
5. What does it mean to "bear witness"? | <urn:uuid:f29affd3-9fdc-4b38-9f2f-b5ed482c383d> | CC-MAIN-2017-39 | http://vhec.org/primaryvoices/wp-content/uploads/2017/07/VHEC_PrimaryVoices_Activities_IntroductionElieWieselQuote.pdf | 2017-09-25T06:20:23Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00597.warc.gz | 358,567,660 | 143 | eng_Latn | eng_Latn | 0.995934 | eng_Latn | 0.995934 | [
"eng_Latn"
] | false | docling | [
545
] | [
2.359375
] | 1 | 0 |
EAR, NOSE & THROAT CONSULTANTS OF NEVADA
W.W. Schroeder, M.D., F.A.C.S., F.A.A.P. David Foggia, M.D. Frederick Goll, III, M.D. Larry Yu, M.D. Timothy Tolan, M.D. Jonathan Salinas, M.D. Christine Mirabal, M.D. Daniel Kim, D.O. Erin Ellis, APRN
Ashley Sikand, M.D., F.A.C.S. Theresa Walker, APRN-C
PHONE: (702) 792-6700 FAX: (702) 792-7198www.entc.com
TINNITUS
COMMON QUESTIONS & FACTS ABOUT TINNITUS
WHAT IS IT? Tinnitus is a subjective experience where one hears a sound when no external physical sound is present. Some call it "head noises", "ear ringing", or use similar terms to describe it. Tinnitus can be a hiss, ring, roar, buzz, or cricket sound.
WHAT DOES THE WORD TINNITUS MEAN? The word is of Latin origin and it mean to "tinkle or to ring like a bell" It has two pronunciations, both correct: "tin-NYE-tus" or TINN-in-tus"
WHAT CAUSES IT? There are many causes; indeed almost everything that can go wrong with the ear has tinnitus associated with it as a symptoms. Problems ranging in severity from wax impinging on the eardrum to acoustic tumors can produce tinnitus. Most ear pathologies have tinnitus associated with them. One of the most common causes of tinnitus is exposure to excessively loud sound either on the job (musicians, carpenter, pilots) or recreationally (shooting, chainsaw, loud music, etc.) Sometimes problems not associated with the ear can cause tinnitus. Examples of non-auditory causes are disorders of the cervical vertebrae (neck) and temporomandibular joint disorders, jawbone).
DO MANY PEOPLE SUFFER FROM TINNITUS? Yes. It is currently estimated that 50 million American adults have tinnitus to some degree. Of that number 12 million have it severely enough to seek medical help. During an average year patients with severe tinnitus may spend more money seeking help and treatment than they do for all their other health conditions.
IS IT ASSOCIATED WITH HEARING LOSS? Sometimes, tinnitus is associated with some hearing loss. For example, those who have been exposed to excessively loud sounds may have a hearing loss for the high-pitched tones. Usually their tinnitus will be identified as a high-pitched tone in the frequencies of the hearing loss. Tinnitus can be perceived as being in the ears or in or around the head and can have one or a variety of different sounds such a ringing, hissing or roaring. In some cases tinnitus is present where there is no hearing loss and for which there is no discernible reason. Tinnitus is an indication that there has been some kind of damage to the hearing mechanism, but it does not mean the patient will become deaf.
_____________________________________________________________________________________
Northwest Office
Southwest Office
8840 W Sunset Road
Suite A
Las Vegas, NV 89148
EAR, NOSE & THROAT CONSULTANTS OF NEVADA
W.W. Schroeder, M.D., F.A.C.S., F.A.A.P. David Foggia, M.D. Frederick Goll, III, M.D. Larry Yu, M.D. Timothy Tolan, M.D. Jonathan Salinas, M.D. Christine Mirabal, M.D. Daniel Kim, D.O. Erin Ellis, APRN
Ashley Sikand, M.D., F.A.C.S. Theresa Walker, APRN-C
PHONE: (702) 792-6700 FAX: (702) 792-7198www.entc.com
TINNITUS
WHAT MAKES TINNITUS WORSE?
The most common reasons for aggravating ones tinnitus are:
1. Stress. It is important to reduce stress as much as possible in order to better cope with tinnitus.
2. Loud Sounds. Tinnitus patients about encourage to go overboard in protecting their ears from loud sound. Chainsaw, guns, motorcycles, noise vacuum cleaners, etc., should be used only with ear protection either earplugs or earmuffs or both.
3. Excessive use of alcohol or so called recreation drugs. Many tinnitus patients find that following the use of alcohol their tinnitus will be increased.
4. Caffeine. Tinnitus patients are asked to give up all forms of caffeine for a one-month period to determine whether or not caffeine had an adverse effect on their tinnitus. Caffeine is found in coffee, tea, soft drinks and chocolate.
5. Nicotine. Tinnitus patients are asked to give up smoking because of the vascular effects of nicotine.
6. Aspirin, Advil and some antibiotics. Many medications have a side effect on the ears and tinnitus. Always inform your physician of your tinnitus, because a substitute medication or a different dosage may be available which won't affect your tinnitus. Ask your doctor about potential side effect of all your medications.
WHAT TREATMENTS ARE AVAILABLE FOR TINNITUS?
Several forms of treatment are currently available and several other experimental approaches hold promise for the future. These include:
1. Amplification. It has been known for some time that the use of hearing aids can reduce or even eliminate some forms of tinnitus. If a patient has a hearing loss and the tinnitus is in the medium or low pitches, often a hearing aid will help. The hearing aid renders the patient capable of hearing ambient environmental noise instead of the tinnitus.
2. Bedside maskers. (such as recorded music, a clock radio, or a fan) can be used while going to sleep. Bedtime is often one of the worse times for tinnitus as it is quiet. These help drown out tinnitus.
3. Ear Level Masking. Since 1977, tinnitus maskers have been used to relieve tinnitus. These units, which look like hearing aids, present a band of noise to the patient's ear. The idea is that the masking sound is a more pleasant substitute for the tinnitus sound. Also used for masking is the "tinnitus instrument" a combination unit that includes both a hearing air and a masker.
4. Biofeedback. Biofeedback is a relaxation process that has been very successful in the control of tension headaches. It is also effective in teaching one how to handle or cope with stress. Since stress seems to worsen tinnitus, being able to control stress and tension can be very helpful in coping with tinnitus. Drug Therapy. Many drugs have been investigated as possible relief agents for
_____________________________________________________________________________________
Northwest Office
Southwest Office
8840 W Sunset Road Suite A Las Vegas, NV 89148
EAR, NOSE & THROAT CONSULTANTS OF NEVADA
W.W. Schroeder, M.D., F.A.C.S., F.A.A.P. David Foggia, M.D. Frederick Goll, III, M.D. Larry Yu, M.D. Timothy Tolan, M.D. Jonathan Salinas, M.D. Christine Mirabal, M.D. Daniel Kim, D.O. Erin Ellis, APRN
Ashley Sikand, M.D., F.A.C.S. Theresa Walker, APRN-C
PHONE: (702) 792-6700 FAX: (702) 792-7198www.entc.com
TINNITUS
tinnitus. These drugs have included "anticonvulsant drugs", tranquilizers, anti-anxiety drugs and antihistamines.
5. For some patients, these drugs are partially effective in helping them to cope with the tinnitus. It is also well established that Lidocaine will offer complete or partial relief for large number of
patients. However, because this drug must be administered intravenously and its effect is not lasting, it is not a good drug to treat these symptoms. Research continues in an attempt to identify a drug that can be administered orally and have a comparable effect to lidocaine without serious side effects. It is hoped that a more permanent treatment will be forthcoming in this area.
6. Dental Treatment. Dental treatment for temporomandibular joint (TMJ) problems associated with tinnitus has been effective for some who suffer from this dual problem. Symptoms of damage to this joint, which is located just in front of the ear, included tinnitus and ear pain.
7. Counseling, Behavioral modeling, cognitive therapy, patient education and support groups have been shown to be useful for many patients who are having trouble coping with tinnitus.
8. Cochlear Implants. Currently these implants are meant for people with no usable hearing. Some of these patient report improvement in the tinnitus. Research is ongoing to determine whether a type of implanted stimulus can be devised that will be safe and effective for people with normal hearing tinnitus.
9. Other. Additionally some patients have found help through hypnosis or acupuncture. People who are suffering from tinnitus and who have not been helped by conventional methods are sometimes driven to seek any form of treatment that holds out hope. Some tinnitus sufferers seeking help through non-medical interventions have tried one or more unproven remedies, even when well intentioned. It usually is a waste of time. Remember, unproven remedies may appear to work simply because they are tried at the beginning of a natural remission.
IS THERE AN OPERATION FOR TINNITUS?
Patients sometimes report that following successful surgical treatment for ear pathologies their tinnitus will also disappear. However, this is not always the case. Many patients inquire about possibility of severing the hearing nerve to inquire tinnitus but this procedure has not proven successful. Destruction of the hearing mechanism will often tinnitus still present or worse.
Websites: www.medlineplus.gov
www.mayoclinic.com/healthltinnitus
www.ata.org
_____________________________________________________________________________________
Northwest Office
7040 Smoke Ranch Road
3195 St Rose Parkway
Suite 210
Henderson, NV 89052
(Mailing address)
8840 W Sunset Road Suite A Las Vegas, NV 89148 | <urn:uuid:79b1c107-fd3c-44f3-a5db-c0cb5729acc2> | CC-MAIN-2017-39 | http://entc.com/handouts/Tinnitus%202017.pdf | 2017-09-25T06:13:17Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00597.warc.gz | 112,198,691 | 2,161 | eng_Latn | eng_Latn | 0.997314 | eng_Latn | 0.997487 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2829,
6179,
9347
] | [
2.0625
] | 2 | 0 |
The Atom Board
Made from renewable sources, in an eco-friendly manner.
ETC Press Inc. 603 Chedworth Dr. Suite 102 Houston, TX 77062 (281) 253-9901 T (281) 486-0667 F www.etcmontessori.com
Why Teach with the Bohr Model?
We designed the atom board based on the Bohr Model. So why did we chose the Bohr Model if its not the most recent conception of the atom?
The "real" model is very complicated and abstract for middle school students, and even some high school students. Bohr's model may not explain current atom theories, but it still provides a basic understanding of atoms and how electrons behave. Furthermore, it is probably the easiest model out there that helps students understand the "quantum hypothesis."
Many middle and high school teachers today, continue to teach chemistry using the Bohr's model, with the caveat that it is not the current model. It is a terrific opportunity to talk about how science evolves and models change. The Bohr model makes things more concrete and definite for kids. Moving from concrete to abstract is the natural pathway in teaching. As our students mature and understand more of the mathematics that lie behind the current atomic model, they will also gain a better appreciation for the current atomic model.
It's the teachers role to evaluate students, find their readiness level, and teach to that level. Teaching above what they can understand only serves to convince them they don't "get" science.
What are some teachers saying:
It is tough to explain advance chemistry concepts to 6-8 grade children. I personally work with the • Bohr model, because it helps students understand the "quantum hypothesis." - Dr. Herringer, CA.
If you are comfortable enough with the Schrodinger Model of the atom, with particle-wave duality, • to teach it well, and if you think grades 6 -9 can handle such a conception of the atom then by all means do so. The atom board has allowed my students to gain the foundations they need in order to further research new ideas and concepts. - Richard, WV.
It is not surprising that authors and teachers routinely use analogies when explaining science • concepts to students. Analogies have always played an important role in scientific explanation, insight, and discovery. For example, Johannes Kepler, the eminent 17th-century astronomer, drew an analogy between planetary motion and clockwork. The Bohr model is an analogy that works for me and my students. The atom board has helped my students visualize this analogy. Harrison, WI.
A different way of looking at the Bohr Model
How do you show electron fields in a 2-D traditional model? Change your model to a 3-D.
The change to the board:
Atomic physics is one of the most demanding topics to be taught to students. The traditional introductory approach uses semi-classical descriptions such as the Bohr model in which the atom is likened to a planetary system with electrons orbiting the nucleus, analogous to planets orbiting the Sun. To reduce the difficult mathematical requirements (such as solving complex differential equations) introductory quantum mechanics courses usually present highly abstract, but at least visual, ideas such as the 'square potential well' and the 'simple harmonic oscillator' before atoms are described in a purely mathematical way.
The problems traditionally encountered in studying the atomic structure are as follows:
students find it very difficult to make connections between •• different complex ideas;
content overload, making it difficult for students to identify •• the main concepts; and
the abstract representations reduces students' ability to link •• the theoretical description with physical observations.
The first atom board that we used was a two dimensional board, where in the strictest sense it portrayed the atomic structure as a planetary system. The new model adds a third dimension, electrons orbiting in energy clouds. It visually differentiates the electron clouds by placing them in different heights around the nucleus.
It's a new approach to a traditional model, that will allow students to move on to more complex models as their understanding increases. In general, when teaching with models, it is important to follow the rules:
Introduce target concept ••
Identify relevant features of target and analog ••
Cue retrieval of analog concept ••
Map similarities ••
Draw conclusion •• s
Indicate where analogy breaks down ••
Solid Wood
Eco-Friendly
The Model
Concepts
Solid wood construction is timeless. It's an icon of absolute style and elegance.
Our atom board is made from cultivated birch wood, a renewable source. It is sanded and finished with a clear coat that is water based for 0% toxicity.
The model is ideal for presenting to children who are interested in chemistry. It serves as an excellent introduction to other atom models.
Valence Shells •
Energy Fields •
Light •
Electron Sharing •
Polar Bonds •
* ATP ADP Concepts
Stable Atoms •
Isotopes •
Ions • | <urn:uuid:60c16699-144f-4b3c-8575-11833b3dea0b> | CC-MAIN-2017-39 | http://www.etcmontessorionline.com/_literature_164190/4051_Atom_Board_Brochure | 2017-09-25T06:11:31Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00599.warc.gz | 449,523,066 | 1,036 | eng_Latn | eng_Latn | 0.997804 | eng_Latn | 0.997718 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1458,
4992
] | [
3.609375
] | 2 | 3 |
Lesson Five: WWI -WWII: Working Conditions at the Springfield Armory
Grades: 9-12
Time Allotment: 1 50-minute period
Curriculum Area: 20 th Century History
Rationale: Through role play characters from History come to life. By participating in a role play of women workers at the Springfield Armory during the World Wars students will realize that these women were people and not just statistics.
Objective: For students to gain a greater understanding of women workers at the Springfield Armory during the World Wars.
Standards:
USII.6 Analyze the causes and course of America's growing role in world affairs from the Civil War to World War I.
J. American Entry into World War I
USII.17 Explain important domestic events that took place during the war. (WWII)
C. the entry of large numbers of women into the workforce
Materials:
* Role play questions (in case students forget theirs)
Procedures:
Introduction
Have students divide into two groups. approx. 3 min
Reporters on one side.
Workers on the other.
Reporters question the workers using the Role Play Questions. approx. 15 min Reporters deliberate. approx. 5 min
Reporters identify which workers are WWI and which are WWII. 10 min.
Reporters should provide explanations for their identifications.
Workers should divide into WWI and WWII groups based on
Workers reveal whether reporters were right. approx. 5 min
Workers should join their actual groups.
Bring class back together. approx. 1 min
Class discussion on women workers during WWI and WWII. approx. 10 min
What have we learned?
How are the groups similar?
How are they different?
Closure
Announce that class will be starting a research project tomorrow. approx. 1 min Will explore these groups further.
Focus
identifications
Differentiated Learning: Male (or female) students who feel uncomfortable playing women's parts may play the roles of male Armory workers during the periods. These students will be required to accurately reflect popular opinion towards women workers.
Assessment: Students will be assessed either on their ability to accurately role play workers from WWI or WWI or on their ability to accurately identify workers from WWI or WWII. | <urn:uuid:4fa1cf09-62cc-4e4c-a293-c117d58e7544> | CC-MAIN-2017-39 | http://forgeofinnovation.org/Springfield_Armory_1892-1945/Curricula/Nichols/lessonplans/lesson5.pdf | 2017-09-25T05:59:54Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00597.warc.gz | 127,257,112 | 475 | eng_Latn | eng_Latn | 0.997788 | eng_Latn | 0.997333 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1779,
2212
] | [
4.15625
] | 1 | 1 |
Building a costeffective Braille book production System in Vietnam
Nguyen Van Khoa
Lecturer
Department of Special Educational Pedagogical University of Ho Chi Minh City 280 An Duong Vuong Street, District 5, HCM City Vietnam
+84 8 8335579
email@example.com
1. Current status of Braille book production for the visually impaired in Vietnam
Following the statistical document of Ministry of Education and Training of Vietnam, there are around 1.2 million disabled children in school going age but only 87,000 of them are enrolling to school (7.25%). According to the National education strategy, 70% of disabled children will go to school in the year 2010 through integrated and inclusive education.
In the field of visual impairment, there are 216,000 visually impaired children and most of them are going to special school or integrated school. Following are the stage of education for the visual impairment in Vietnam:
| Status of education of the Visually impaired children | Percent |
|---|---|
| Visually impaired children attending nursery school | 10.72% |
| Visually impaired children attending kindergarten school | 24.5% |
| Visually impaired children attending primary school | 93.53% |
| Visually impaired children attending secondary school | 85.98% |
The Braille system was introduced in Vietnam in 1898. Initially, Braille was understood and developed by the organizations and educational centers for the visually impaired children. The Braille codes were developed and absorbed in unique ways. This resulted in many variations in using the Braille codes from organizations to educational centers. Therefore, visually impaired people in Vietnam faced many difficulties in learning Braille. Until 2001, Conferences on unifying Vietnamese Braille codes organized by ICEVI, the
Braille codes have been brought together. The unifying processes facilitated the reading and learning of the visually impaired children as well as Braille book producer.
For a person with visual impairment, who can't use print to read or write, Braille books have become an issue of great concern. Braille books help them to gain and acquire knowledge like the sighted counterparts. With the Braille books, the visually impaired students can learn all the subjects in school along with their sighted peers. They can have the same knowledge, the same experiences and the same opportunities in classroom. The Braille books also help blind adults to get vocational training, to absorb information and to get long life selfstudy such as the sighted adults. It is evident that the Braille book is the palladium for the visual impairment; it is the prerequisite to implement equal opportunity for the visually impaired people.
Owing to historical, social, and economic conditions, the Government has not supported the Braille books and other devices for all the visually impaired students yet. The Braille textbook is still an unaffordable commodity for the visual impairment students in Vietnam. The organizations, educational centers and special schools for the visually impaired children prepare Braille books for their own students by manual methods. Only few special schools have mini Braille presses to emboss the Braille text. And they have not provided enough Braille books for their own students. Following the statistical record of the MOET, more than 50 percent of visually impaired students still do not have the basic books to study. They are going to class without Braille books or sharing the Braille books with their visually impaired friends in the special school or studying with the help of their sighted peers in integrated schools.
According to the educational strategy of the Government, by implementing integrated and inclusive education, 70% of the disabled children can go to school by the year 2010. This means that a huge number of Braille books are needed for visually impaired students so that they can study and follow their peers in the regular class. Furthermore, as inclusive education is fast growing, when the ideal of inclusive education is implemented, demand for Braille books for children with visual impairment in general classroom are increasing. And there is a real need to make cost effective Braille book production centers in Vietnam so that all children and adults with visual impairment can afford to Braille books.
2. The Braille book production system at IHRDC
I had a chance to study M.Ed in Special Education at International Human Resource Development Center for the Disable (IHRDC) campus supported by ON_NET and ICEVI. I studied special education for nearly two years and had opportunity to observe and to do research regarding to the Computerized Braille Production at IHRDC campus, Sri Ramakrishna Mission Vidyalaya, Coimbatore, India.
The Computerized Braille Production Unit at IHRDC campus was established in 1988. Then, there are more than 10% of visually impaired children was enrolled in special schools and integrated school, but greater part of these children did not have Braille books. The existing conventional system was not adequately equipped to meet the demand for Braille books for the visually impaired children. The effort attempted by Sri Ramakrishna Mission Vidyalaya is providing excellent results. A microprocessor to run the computerized Braille system has been manufactured in Coimbatore itself, and the cost is five times lower than that of the same in Europe. Similarly a Braille production software known as "Handybraille" was prepared in India and is almost one forth of the cost of the same in Europe and in the United States of America. The system is successfully functioning for the past seventeen years and the centre is supplying Braille textbooks and supplementary books to nearly 2500 visually impaired children.
The success of the Braille book unit at the International Human Resource Development Center for the Disabled in conducting, producing and delivering the Braille books has supported the need of the person with visual impairment in the Southern India is a great lesson. The production of textbooks and reference books has solved the shortage of Braille materials currently being faced by visually impaired students, postgraduates and blind individuals.
Producing the Braille books is a civilized and scientific process. It requires basic equipment for a fully operational Braille press. The operational Braille is a conjunction of many steps from data entry to the packing and delivery. That is a process of many conjunctive works from data entry, proof reading, printing, cutting, and tactile diagrams, binding, packing and delivery to visual impairment student and resource teachers. The Braille books have brought immense benefits for the children with visual impairment in going to school, acquiring knowledge and leading a better life.
To find out the effectiveness and quality as well as the opinion of the customers regarding to the Braille books produced at the IHRDC campus, through my research, I had chance to collect, assess and evaluate the opinions of the children with visual impairment and resource teachers who are using the Braille books from IHRDC.
The study reveals that:
− Most of the visually impaired children are comfortable in reading the Braille books. It approves that the available Braille books are appreciable quality.
− The visually impaired students can understand the tactile diagrams in the Braille books easily but it is still challenging.
− There is no difference between reading single sided and doublesided Braille books, the quality between the single side and double side Braille books are same. This can lead to reduction in the cost of Braille books and save expenses.
− The study also found that 85% of visually impaired students gained knowledge by reading Braille books. Braille books are the major source for them to collect information. Therefore, it is imminent to provide Braille books for the visually impaired students.
− 65% of the visually impaired students felt difficult to read the mathematical Braille books.
− 85% of visually impaired students felt that the sharpness of the tactile diagrams in the Braille books wasvery clearfor them to explore the meaning of the pictures, some of them felt difficult to understand some complicated tactile diagrams in science and mathematical Braille books.
− Both resource teachers and students with visual impairment require more Braille books for all the subjects, including religious books, devotional songs, and biography of great people.
− The Braille books could be normalized and mainstreamed for all the subjects and it could be text book, daily calendar, story book, magazines, and autobiographies,
− The Braille books should be developed in questions and answers types. This is very useful to enhance the selfstudy of the visually impaired students.
− The visually impaired students understood the diagrams in the textbooks by identifying the shape, size while some of them were difficult to understand due to complexity. Therefore the diagrams should be made in as clearly as possible.
− Most of the resource teachers approved open Braille for primary level and contracted Braille for students above 6th standard, beside that, they suggested to use contracted Braille to save time and save page.
− Languages, Social studies, Science and Math are very important subjects for the academic development of the child. So it is essential to provide adequate Braille textbooks in these subjects for the visually impaired children.
− The Braille books could be divided into small volumes because it is heavy for the children to carry.
It is evident that the Computerized Braille Production Unit at IHRDC campus has met the Braille book demands of person with visual impairment in southern India, effectively. Similarly, a costeffective Braille production system, will certainly address the Braille material demand for education, employment and leisure in Vietnam. A fullyequipped and operational Braille press will meet the needs of Braille users in the country and ensure that blind people, as far as possible, have access to the same information as their sighted counterparts, when attending to school classes, official functions, religious services or private gatherings. Naturally, it also creates opportunities for blind people to improve their current status in securing jobs.
3. Building a costeffective Braille book production System in Vietnam
There are more than 50 percent visually impaired students still do not having their own book because there is no Braille production unit in Vietnam. Some concrete steps have been attempted for a unified Vietnamese Braille and Duxbury Systems Inc has developed a Windowbased Vietnamese Braille Translation Software which converts Vietnamese text into Vietnamese Braille. An operational Braille press center can solve this problem and may meet needs of Braille readers and the question is how to build a costeffective Braille production system in Vietnam.
The capital cost required to establish a Braille book production center is rather high because of purchasing all equipments but when the system runs for a long time and prepares the Braille material for school students, college students, and other blind individuals, the cost will be very low.
So, what are the basic requirements for setting a Braille books production center? Firstly, we have to identify an appropriate place with at least 4 rooms with the necessary furniture such as sufficient electrical power points, enough light, comfortable chairs, tables, cabinets. One room (1 st room) will be for the data entry, tactile diagram preparation, the 2 nd room for proofreading, the 3 rd room for printing, thermoforming machine for converting tactile diagram and cutting, the 4 th room for binding and packing. Coming up with the 1 st room, the required equipments for data entry are two basic Personal Computers with Disk Operating System and suitable Word Processor. At least two computer tables, two typist chair, one common table and chair, one cabinet are necessary. The tactile diagrams preparation can de done by the local low cost material such as buttons, strings, sandpapers, small plastic rings… the required staff for this room are three, two of them have good typing skill to handle the data entry. Three of them should be sighted people. The second room needs only one common table and two chairs for proof reading. The best person to do proof reading in Braille text is a blind person. Any errors can be corrected.
This work can be done well by coordinating between one blind person and a sighted one.
Coming to the 3 rd room, it needs one basic Personal Computer with Disk Operating System, suitable Word Processor and Duxbury translation Software. One doublesided and highspeed embosser with acoustic hood to reduce the noise (suggest to use 4
Wake Pro embosser), thermoforming and cutting paper machines are needed. This also needs one computer table and chair. These works can be conducted by two staffs.
The 4 th room will deal with the last steps in Braille books production center. The binding and packing works can be handled well by a blind person. This room needs one common table and two chairs. The manpower for these works can be done by one sighted and one visually impaired person.
Beside that, paper and trained staffs are very important for the Braille books production center to run properly. But the most important consideration is the cost, maintenance, suitability and support in getting funding for such equipments.
4. Access model to improve the effectiveness of the Braille books production center
The investigator has discussed about the basic requirements for setting up a Braille books production center, and suggested that the following as the viable model suiting to Vietnamese condition.
Data entry
center for
biologics
subject
Ministry of
Education
Data entry
center for
science
subject
Data entry
center for
history
subject
Data entry
center for
math from
1 to 5
standard
Special school
Braille press
Private
Braille press
Data entry
center for
math from
6 to 9
standard
Data
mega
Formatting
Printing
Distributing
Central Braille press
Data entry
center for
English
subject
Data entry
center for
chemistry
subject
Data entry
center for
math from
10 to 12
standard
Private
Data entry
center for
physics
subject
Braille press
From the schema, we can see that, the Ministry of Education will control the activity of the Braille books production center. It means that the ministry of education will manage the quality and quantity of the Braille book by control formatting, printing and distributing processes.
There are also some Braille presses at some organizations and school for the visually impaired, after Central press is established, these organizations and schools can be used as data entry centers. The completed data entry from these centers will be sent directly to Central press through email for formatting, printing and distribution to the demanded visually impaired students. After that, these data will be stored in datamega store to reuse in the next time.
By this way, we can mobilize the whole available resources in making the Braille books for the visually impaired students and the cost of production at the Braille books production center will reduce considerably. | <urn:uuid:713e6d4f-7afd-4d8f-8295-bef6a576c866> | CC-MAIN-2017-39 | http://www.duxburysystems.org/downloads/library/history/ea_032_khoa.pdf | 2017-09-25T06:12:59Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00597.warc.gz | 440,545,423 | 5,266 | eng_Latn | eng_Latn | 0.994616 | eng_Latn | 0.998555 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1832,
4919,
8007,
10788,
13441,
14469,
15293,
16011
] | [
2.15625
] | 1 | 0 |
This year's mole invasion is something we're likely to see a lot more often
2 April 2013. Cambridge, UK.
As the first bright, crisp Spring days of April 2103 beckon the onset of another British Summer, many of us begin to wonder what sort of Summer we are in for. Warm or cold? Dry? Or wet, like last year?
The volatility of the British climate is legendary. On Saturday 30 th March, on the eve of British Summer Time, there was snow on the ground across many regions in the UK, and a temperature of -11.2˚C was recorded in Braemar, Aberdeenshire.
Similarly, 2011 was a remarkably dry year (East Anglia was officially classed as a drought area by DEFRA), yet in 2012 we experienced the UK's second wettest year since records began in 1910. The extremes of our weather appear to be occurring more frequently, according to a Met Office analysis of data undertaken in December 2012.
The wet weather of 2012 means just one thing: a mole invasion in 2013
For those with domestic garden lawns, or even those who look after other grassed areas such as sports grounds, hotel gardens and municipal parks, wet weather means just one thing: an increase in mole hills and a battle to protect our precious turf.
The wet weather in 2012 brought about a significant increase in the UK's mole population, with millions more moles being born than in previous years. As early as June 2012, a 'Make Your Nature Count' survey by RSPB found that 12 per cent of all gardens in Basingstoke, Hampshire, showed signs of moles, such as tunnels or hills (the RSPB also recorded a rise in the number of earthworms, the staple diet of moles). Now, some nine months later and after the deluges of Summer and Autumn 2012, we are witnessing the effects of all the rain. If you've noticed the increased number of mole hills on the grass verges of your local roads (or, indeed, within your own lawn or sports field), you are not alone. Mole hills have appeared seemingly everywhere over the winter.
Why does wet weather mean more moles?
Wet weather raises the water table and forces earthworms to come closer to the surface. It also makes the ground softer and easier to dig through, allowing moles not only to follow the worms, but also to find a mate more easily – leading to the huge increase in mole numbers this year.
Frustratingly for gardeners, saturated soil also means moles venture further from their usual habitat in the woods and hedgerows. They explore drier environments, and this can bring them into contact with humans as their travels bring them into our gardens, and beneath our painstakingly cared-for and sometimes well-drained lawns.
Extreme downpours make the problem a lot worse
George Savell, Director of mole trap experts Beagle Garden Products, thinks that the wet weather of 2012 was not just wet, it was extreme. "It is not just that it rained a lot last year, it rained extremely heavily over very short periods of time", he says. "This means the ground was unable to drain and we ended up with floods and saturated ground that remained uninhabitable by moles for extended periods of time."
Savell explains the problem caused by this pattern of rainfall: "The UK's mole population migrated to drier ground in greater numbers than would have been the case if the ground had been able to drain gradually, if the rain had not been so heavy over short periods."
Heavy rainfall looks likely to increase in the future
The situation looks set to continue. The December 2012 Met Office analysis in suggested that the frequency of extreme rainfall in the UK may be increasing. Statistics show that days of particularly heavy rainfall have become more common since 1960.
Extreme rain is defined as the sort of downpour you would expect once in 100 days. There are big swings in rainfall from year to year, but the overall trend has been upwards since 1960. In 2012, for instance, extreme rain fell around once every 70 days.
The first few months of 2013 have been slightly drier than average in most areas, with snow and cold temperatures characterising the period in many parts of the UK. With the exception of a few localised areas, January's overall UK rainfall was just 88% of the average January rainfall. This is certainly good news for owners of lawns, but is it a case of 'too little too late'? The explosion in mole numbers from 2012 has already happened, and with every downpour comes a new need for them to explore drier terrain.
As Beagle Products' Savell says, "the increasing occurrence of extreme rainfall means the mole population is not only likely to grow in the wetter years, but they are also likely to venture further from the hedgerows and end up ruining our lawns more often. We are going to see an increasing number of domestic gardeners becoming obsessed with mole catching, and adding mole traps and mole trapping equipment to the 'essential tools' of their garden sheds."
The next few months will be a telling time. A dry summer will fend off the threat of moles for many of us, but a wet one will signal an onslaught. One thing seems fairly certain, though. The battle against moles is destined to be a recurring event, and a lengthy campaign.
Ends.
ABOUT BEAGLE GARDEN PRODUCTS
Cambridge-based recent start-up Beagle Garden Products is the inventor of the EasySet Mole Trap. Designed and manufactured entirely in the UK, and with a British patent pending, the new trap revolutionises the way moles are caught and despatched, providing an easier and more effective method and allowing the domestic gardener to tackle the problem on their own – without the need to call in a professional mole catcher.
For further information, high resolution imagery of the EasySet mole trap, and sample products to test, please contact:
George Savell, Beagle Garden Products
Email: firstname.lastname@example.org
Tel: 01223 927 212
Website: www.beagleproducts.com | <urn:uuid:628c44e0-6f04-4bb4-9d76-7c0a95e2bfc9> | CC-MAIN-2017-39 | http://beagleproducts.com/wp-content/uploads/Mole_invasions_are_going_to_become_more_frequent.pdf | 2017-09-25T06:19:06Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00597.warc.gz | 37,252,918 | 1,299 | eng_Latn | eng_Latn | 0.999191 | eng_Latn | 0.999209 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3097,
5884
] | [
2.296875
] | 1 | 0 |
Name___________________________________
Observing, Inferring, and Predicting with Candy
Purpose: 1) To practice observing, inferring, and predicting. 2) To distinguish between an observation, inference, and prediction.
Materials:
3 pieces of candy
Hand lens
What to do:
1. Work with a partner.
2. Observe your candy. Record qualitative observations in the data chart. Include a colored diagram as part of your observations.
3. Use the tools you have to make quantitative observations. Record this data below.
4. Use the plastic knife to cut the candy in half to observe the inside. Record your observations.
5. Based on your observations and previous knowledge, what do you infer about the color of candy and the flavor of candy?
| | Candy | Diagram | Qualitative Observations | Quantitative Observations |
|---|---|---|---|---|
| 1 | | | | |
| 2 | | | | |
___________________________________________________________________________________________
6. Based on your observations and previous knowledge what do you predict the flavor of each candy will be?
a.
Candy 1 ________________________________________________
b.
Candy 2 ________________________________________________
c.
Candy 3 ________________________________________________
7. Test your prediction by tasting each candy.
8. Get a second cup of candy from your teacher.
9. Make and record observations as before.
Permission to copy granted for non-profit, educational use only.
Metric ruler
Plastic knife
Triple beam balance
Map pencils
| | Candy | Diagram | Qualitative Observations | Quantitative Observations |
|---|---|---|---|---|
| 1 | | | | |
| 2 | | | | |
M. Poarch 2015 science-class.net
10. Based on your observations and previous knowledge what do you predict the flavor of each candy will be?
a.
Candy 1 ________________________________________________
b.
Candy 2 ________________________________________________
c.
Candy 3 ________________________________________________
11. Test your predictions by tasting each candy.
Questions:
1. How did using tools help you make observations in this investigation?
___________________________________________________________________________________________ ___________________________________________________________________________________________
2. Which type of observation, qualitative or quantitative, was most useful in making inferences and predictions?
Why?
___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________
3. Given the information in the graphic below, make one observation, one inference, and one prediction.
Observation______________________________________________________________ ________________________________________________________________________
Inference________________________________________________________________ ________________________________________________________________________
Prediction________________________________________________________________ ________________________________________________________________________
Permission to copy granted for non-profit, educational use only. | <urn:uuid:eae6f07e-5297-4b84-89ca-b50fd756977a> | CC-MAIN-2017-39 | http://science-class.net/NOS/observations/obs_inf_pred_candy_2015.pdf | 2017-09-25T06:15:31Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00600.warc.gz | 295,483,718 | 577 | eng_Latn | eng_Latn | 0.832989 | eng_Latn | 0.962162 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1532,
3332
] | [
4.625
] | 1 | 0 |
Term-I GREENWOOD PUBLIC SCHOOL(2017-18)
SECTOR-9, GURUGRAM Revision Assignment (Half Yearly Exam)
Name :
Subject :Social Science
Class: VI
Answer the following questions
1. What is the True shape of Earth?
2 Give names of the languages belonging to Dravidian Family.
3 What is a Government?
4 Which are the two natural points of references on the Earth?
5 What is the Meaning of Democracy?
6 How many time zones are there in the world?
7 Define the word Prejudice from the lesson "Diversity and Discrimination".
8 Name two motions of the Earth. Which movement of the Earth causes day and night?
9 Give one example to show that the Harappans knew the art of Weaving.
10 Narrate any two elements of democracy.
11 What were the uses of Fire in the age of Stone Tools?
12 Give difference between rotation and revolution.
13 What does the first page of the Constitution give message to all Indians?
14 What is Painted Grey Ware? And what was the purpose of it?
15 List the different types of Maps and define any one element of a map.
16 What is the meaning of Discrimination .Give an example of discrimination.
17 What was the use of seals during Harappan civilization?
18 Name some tools that we use today which resemble the tools of the stone age.
19 Which type of Conventional symbols are used for the Railways on the Map?
20 How one can fight against cruel and despotic activities of the Government?
21 How did the Kings of Magadha spend the money they collected as taxes?
22 Local time is measured on what basis?
23 Which type of Government you prefer to have in the place you live? Why?
24 Give three points of differences between Equinox and Solistice.
25 What is the meaning of Sanga? Name two famous people who belong to Sanga.
26 What was the Suffrage movement?
27 What is a Legend?
28 Give names of four Vedas.
29 What are Cardinal directions and minor directions?
30 How people in a democratic country express their views and make government understand what actions they should take?
Date : | <urn:uuid:9c4d1ac8-12de-434d-a298-28f2c743f53d> | CC-MAIN-2017-39 | https://greenwoodgurgaon.com/backend/web/assignments/Revision%20Assignment,%20Half%20Yearly,%20%20Social%20Science.26.pdf | 2017-09-25T06:18:43Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00600.warc.gz | 661,853,409 | 445 | eng_Latn | eng_Latn | 0.997402 | eng_Latn | 0.997402 | [
"eng_Latn"
] | false | docling | [
2051
] | [
3.15625
] | 1 | 1 |
UNITED STATES MARINE CORPS
OFFICER CANDIDATES SCHOOL TRAINING COMMAND 2189 ELROD AVENUE QUANTICO, VIRGINIA 22134-5033
MARINE CORPS HISTORY II
TERMINAL LEARNING OBJECTIVES
1. Without the aid of references, describe common terms, sayings, and quotations used in the Marine Corps without omission. (MCCS-HIST-1001)
2. Without the aid of references, identify the historical significance of Marine Corps uniform items without omission. (MCCS-HIST-1003)
ENABLING LEARNING OBJECTIVES
1. Without the aid of references, identify significant events in Marine Corps history during the period 1900-1933 without omission. (MCCS-HIST-1002d)
2. Without the aid of references, identify the historical background of the Marine Field Hat worn by Range personnel and drill instructors without omission. (MCCS-HIST-1003e)
3. Without the aid of references, identify the historical significance of the French Fourragere authorized for members of the 4th Marine Brigade without omission. (MCCS-HIST-1003f)
1. The Boxer Rebellion.
a. At the turn of the century a society known as the Righteous Fists of Harmony (Boxers) was formed in China. Many of its members were former Chinese soldiers who had been de-mobilized by the Chinese government in 1898. As a fundamentalist Chinese movement, they practiced martial arts, held secret rituals, and promised their members that they would be immune from foreign bullets. If one of their members was killed by a foreign bullet, his lack of faith and dedication were used as the reason for the failure. Dedicated to the expulsion of all foreigners from China, in the spring of 1900, they began to attack Europeans, especially missionaries, and their Chinese converts. Though they did kill several hundred European missionaries, they were especially brutal towards their own countrymen, killing several thousand Chinese Christian converts.
b. By May of 1900, Boxers were seen openly on the streets of Peking. The diplomats requested help, and in late May, a security force of 337 officers and men arrived. The security force consisted of British Royal Marines, German marines, Japanese marines, Russian sailors, Austrian marines, Italian sailors and an American contingent. The American contingent consisted of fifty Marines, five sailors, and a Navy doctor. They came from ship's guards detachments that were immediately available, and were commanded by one Captain John T. "Handsome Jack" Meyers. They carried no baggage except for their weapons so that they could carry extra ammunition. Soon after arriving, they were besieged and isolated for 55 days by a force of around 50,000 Boxers. The US contingent was assigned the mission of defending one wall of the Western compound of the Foreign Legation, and even though they were momentarily thrown back by overwhelming numbers, they maintained that post until a relief force could fight its way the 115 miles from Tientsin.
c. When a relief force reached the besieged compound fifty-four days later they found the Marines still defending the stronghold.
2. The "Banana Wars"
GMK 1041
APR 2011
a. In 1904, President Theodore Roosevelt established a corollary to the Monroe Doctrine in which he declared the United States' unilateral right to intervene in the Western Hemisphere. This would become a cornerstone of American foreign policy for the next three decades. The Marine Corps became an essential tool in the application of that foreign policy and ensured their involvement in a series of "Banana Wars," named for the main export from this region. It was at this time that the Marine Field hat or Campaign cover became standard issue to help Marines deal with the heat in the tropical climate. Marine Drill Instructors and Range Personnel still wear this cover. There were four main objectives of American foreign policy:
(1) To control the sea lanes between the United States and the Panama Canal
(2) To keep other foreign powers out of the Caribbean
(3) To support American investors in these underdeveloped agricultural countries
(4) To establish and maintain the local political stability that these strategic and economic purposes required
b. Actions in the Western Hemisphere: Marines found themselves on familiar shores in tropical regions throughout Central America and were in action again in such places as Cuba, Panama, Nicaragua, Mexico, Haiti, and the Dominican Republic. Many of the heroes of the Far East furthered their legends during America's military interventions into Latin America.
c. Panama.
(1) Late in 1901, Marines went ashore on the Isthmus of Panama, which at that time was still part of Colombia, in order to protect trains that were hauling supplies for the construction of the Panama Canal. The U.S. government was encouraging the Panamanians to revolt against the Colombians and American business interests were financing this revolt. In 1903, the Republic of Panama was established and the U.S. rushed to secure a treaty for the rights to the canal that was under construction.
(2) Marines prepared to assist in the defense of Panama from a Colombian invasion, but the incursion never occurred. At one point, the Commandant of the Marine Corps, Brigadier General Elliott, took charge of all Marines in Panama. This was the first time a Commandant had taken charge of troops since Henderson had done so in the Florida Indian war. Marines remained in Panama as a protective force for the Canal Zone. The Marines were withdrawn from Panama when the U.S. Army took over defense of the Canal Zone.
d. Cuba: The Marines made several landings in Cuba between 1906 through the end of World War I, but saw no actual fighting. Their purpose was to protect American interests. To this end the Marines were largely successful. Their mere presence caused a lessening of tensions.
e. Nicaragua.
(1) The conflict in Nicaragua would become the largest of the "Banana Wars" and would span over 20 years. In May 1910, Major Smedley Butler led Marines ashore to protect American interests: this was the first appearance of Marines and they eventually put down the rebels that were threatening a pro-American government. By 1913, the rebellion had been subdued and most of the Marines were withdrawn only 100 men remained as a guard for the U.S legation in Managua, the capital.
(2) The Nicaraguans resented the presence of American businesses and the Marines and by 1926, rebels were raiding American fruit, lumber and mining companies. In January 1927 the Marines landed in order to guard foreigners in Managua and protect American interests. Clashes between the Marines and the Sandinista rebels, named for their leader, Augusto Sandino, became more and more common.
(3) It was in one of these skirmishes in 1927, that the Marines pioneered a new concept utilizing aircraft, "Close Air Support." A Marine patrol was surrounded in a house when a large rebel force attacked them. Two Marine aircraft arrived overhead and strafed the rebels. Later that day, five more Marine aircraft arrived, this time with 17-pound bombs as well as machine guns, and they continued to pound the enemy force. Once the aviators were finished, the Marine patrol was able to mop up the survivors that remained. Although Marine aviators first saw aerial combat over France, Nicaragua was the first time aviators coordinated their efforts with ground troops to destroy enemy forces. This new concept called "Close Air Support" has been central to Marine battlefield tactics ever since.
(4) The Nicaraguan intervention continued for over 5 more years with continued skirmishes and battles. In January 1933, the last Marines elements were embarked on ships to return home.
f. Veracruz, Mexico.
(1) The president of Mexico had been assassinated and General Huerta had made himself dictator. Marines were ordered to take control of Veracruz and seize a cargo of arms on a German ship intended for Huerta. On 21 April 1914, Marines, under the command of Colonel John A. Lejeune, assaulted Veracruz. By May, a regiment of Marines was ashore. The fighting was slow and tedious.
(2) Major Smedley Butler was awarded the Medal of Honor for the gallantry he displayed leading a battalion in the capture of the city.
(3) Major Smedley Butler is one of the most decorated officers in Marine Corps history. He is one of only two Marines to have received two Medals of Honor. He fought the Spanish in the Philippines and the Boxers in China before going to Central America to fight in the Banana Wars. Butler retired on 1 October 1931 after he was passed over for Commandant of the Marine Corps. He went on to become a lecturer who spoke out against war profiteering and fascism in the United States. In 1935 he wrote a book called "War is a Racket," in which he stated that during his military career "…I was a racketeer, a gangster for capitalism." Smedley Butler died on 1 June 1940 in Pennsylvania.
g. Haiti.
(1) Also in 1914, unrest was brewing in Haiti. The possibility of European intervention brought out the United States Marines. The Marines landed at Cape Haitian and plans were drawn up to restore the country and reestablish the government. A group of rebels and bandits called "Cacos" had been responsible for many of Haiti's problems. Sweeps were conducted of main cities and the bandits were either disarmed or sent to jail.
(2) While in route to attack a Caco fortress, Marines under Major Butler were betrayed by their guide and ambushed. As relentless attacks continued through the night, the Marines realized they needed more firepower. Gunnery Sergeant Dan Daly slipped out of the Marine's defensive perimeter and through enemy lines to retrieve a machinegun that was lost in a river during the first few minutes of fighting. Daly returned with the machinegun and at daybreak the Marines attacked, chasing the bandits from their fortress and burning it to the ground. Gunnery Sergeant Dan Daly was awarded his second Medal of Honor for his actions in Haiti.
(3) Fort Reviere was the last bandit stronghold in a mountain fortress in the jungle. Major Butler lead a twenty-four-man detail across an open area toward a drainpipe he knew led into the middle of the Caco stronghold. As the detail reached the drainpipe, they found the opening. Without hesitation, a Marine by the name of Sergeant Ross Tams along with Private Gross and Major Smedley Butler took the lead, and made a dash down the drainpipe, followed closely by the rest of the Marines. Moving quickly through the drainpipe, Sergeant Tams shot the sentry guarding the opening. The three Marines emerged from the pipe and attacked seventy bandits with pistols and knives. Soon the rest of the detachment arrived and fierce hand-to-hand combat ensued. When the fighting ended, fifty Cacos lay dead and the Marines captured the fortress. Tams, Gross and Major Butler all were awarded the Medal of Honor for their actions. This was Major Butler's second Medal of Honor.
h. Dominican Republic.
(1) On 5 May 1916, two companies of Marines arrived from Haiti to protect the American legation in Santo Domingo. On 18 June 1916, Colonel J.H. Pendleton arrived from San Diego with the 4th Marine Regiment and took command of all American forces ashore.
(2) Col. Pendleton also took full control of the Dominican Republic government. On 29 November 1916, the United States admitted that U.S. Marines were running the Dominican Republic. The U.S. military controlled the country until 12 July 1924, when officers deemed that the Dominican Republic was ready to establish its own constitutional government.
3. Development of Marine Corps Aviation
a. Lieutenant Alfred A. Cunningham.
(1) Prior to World War I, the advent of the airplane caused military organizations around the world to consider the possible tactical applications. Along with the U.S. Navy, the Marine Corps began to develop its air arm and on 22 May 1912, Marine Lieutenant Alfred A. Cunningham arrived at Annapolis, MD in order to begin the Navy's new aviation training camp. Lt Cunningham was the fifth aviator to graduate from the camp and thus is remembered as "Naval Aviator #5." He is also remembered as the first Marine to earn his wings.
(2) When the United States entered World War I, Marine aviation had a total of only 39 men. Despite this fact, however, in January 1918 Marine aviators from the 1st Marine Aeronautic Company began flying antisubmarine patrols over the Atlantic Ocean. In July the 1st Marine Aviation Force, consisting of 4 squadrons, arrived in Europe. Until late September, however, the Marines did not own a single plane and did most of their flying with French and British squadrons. Ultimately, Marine aviators participated in 43 joint combat raids and 14 purely Marine raids. By war's end, Marine aviation had grown to over 2,400 officers and men. The Commandant felt that Marine aviation had proven its worth and should be an integral part of the Marine Corps and naval aviation.
4. The Marines Enter WWI (1917)
a. The U.S. Enters the War.
(1) What was to become the First World War began in the summer of 1914 with Germany's invasion of Belgium. The rapid German advance swept through Belgium and into France toward Paris. In the Battle of the Marne, the French were able to halt the German onslaught and the war on the Western Front settled into bloody, immobile trench warfare. The United States remained neutral as a result of President Woodrow Wilson's efforts to stay out of the war. He was able to get himself reelected under the slogan "He kept us out of the war." However, five months after being reelected, Wilson asked Congress for a declaration of war and on 6 April 1917, the United States finally entered World War I.
(2) American military strength at this time was insignificant in comparison with its European contemporaries. The Marine Corps began WWI with 511 officers and 13,214 enlisted men. By the end of the war, the Corps had grown to 2,462 officers and 72,639 enlisted men, which was enough to field two brigades to fight in Europe.
(3) Through Allied urging, the U.S. quickly sent a token force to bolster morale and show the tired, worn-out Allied armies that help was on the way. Major General John J. "Blackjack" Pershing, commander of the American Expeditionary Force (AEF), and his small staff were the first to land in Liverpool on 8 June. On 14 June, the first elements of the AEF sailed for France, including the 2,759 Marines of the 5th Marine Regiment.
(4) Patriotism across the country was high at the beginning of World War I. Recruiting posters went up soliciting young Americans to join in the fight. A famous Marine slogan, "First to Fight," made its first appearance on Marine recruiting posters at the beginning of the war. The slogan, "First to Fight," points out that Marines have been in the forefront of every American war since the founding of the Corps.
b. American Forces in France: The Fourth Marine Brigade.
(1) The 5th Marine Regiment and the 6th Marine Regiment, which arrived in France between October 1917 and February 1918, later joined by the 6th Machine Gun Battalion of Marines. Together they formed the 4th Brigade of Marines. The 4th Marine Brigade and the Army's 3rd Infantry Brigade plus an artillery brigade were formed as the 2nd United States Division, known as the "Indianhead" Division for its shoulder patch depicting an American Indian chief. Marine Brigadier General Charles A. Doyen commanded the Second Division until Army
Major General Omar Bundy superseded him. Doyen was the first Marine ever to lead an Army division. The identities of the Marine regiments assigned to the 4th Marine Brigade remain important in today's Marine Corps because their performance earned them several accolades from the French, to include citations for gallantry and the right to wear the Fourragere. The Fourragere is a scarlet and green cord worn on the left shoulder of the service and dress uniforms and is still worn by Marines in the 5th and 6th Marine Regiments today.
(2) The Marines did not go into action until mid-March of 1918 when they were sent into the line near Verdun, a supposedly "quiet" sector. The Germans sought to end the war before the full weight of the American forces arriving in France could be brought to bear. They launched a major offensive on the Western Front. One of the attacks of this offensive hit the French between Soissons and Reims on 27 May. The French were pushed back to the north bank of the Marne River, about 40 miles from Paris. This crisis brought the Americans into the fight.
c. Belleau Wood, 6 - 26 June 1918.
(1) Early in June of 1918, the 2nd U.S. Division was rushed into the line to plug a gap that the Germans had cut in the French lines. The Marine Brigade's assignment was to "Hold the line at all hazards." The German attack was eventually stopped and both sides consolidated their positions. The Germans facing the Marines were dug into defensive positions in a place called Bois de Belleau, or Belleau Wood. As Marines moved to the front, retreating French soldiers encouraged them to "fall back… retreat…" telling them that advancement was impossible. In classic Marine fashion Capt Lloyd Williams reportedly answered, "Retreat hell, we just got here!"
(2) Poor battlefield intelligence and a lack of patrolling led the Marines to believe that the Germans did not occupy Belleau Wood. The Marines took up positions along the Paris-Metz road, the Germans' fortified positions in Belleau Wood, and attacked on 6 June. They ran headlong into a regiment of German infantry with an interlocking network of machinegun nests and artillery support. For twenty days, the Marines fought the Germans before securing the woods. It was some of the fiercest fighting in Corps' history and involved a great deal of hand-to-hand combat. It was not until 0700 on 26 June 1918 that a Marine rifle company reached the north edge of the woods.
(3) Gunnery Sergeant Dan Daly led one of the charges across the wheat fields. To inspire his Marines, he was heard to say, "Come on, you sons of bitches! Do you want to live forever?" By evening, the Marines destroyed the German defensive line and pushed the Germans out of Bouresches. For five days the Marines pushed forward until 12 June when the last German defensive line was broken. The woods, except for a small corner, were controlled by the Marines. On 13 June, the Germans counterattacked, only to be repelled as Marine sharpshooters dropped the German attackers at 400 yards. In massive assaults, the Germans kept coming behind a wall of mustard gas. The Germans met death and failure against the Marines.
(4) During the battle a Marine took a diary from a dead German soldier and while reading it, chanced upon some of the soldier's last written words that stated his unit had found a nickname suitable for the gallant Marines-they called them "Teufelhunden" which means "Devil dogs". The German high command classified the Marines as "Shock Troops," a classification reserved only for the finest military organizations.
(5) Casualties were extremely high. In less than three weeks of fighting, the Marine Brigade had taken over 50 percent casualties; 126 officers and 5,057 enlisted men were killed or wounded.
(6) The French were extremely impressed with the U.S. Marines and their tenacious spirit. The French Parliament declared the Fourth of July to be a national holiday in honor of the Americans fighting in France. The French gave the Marines a citation for gallantry at Belleau Wood, the Croix de Guerre, and ordered that the Bois de Belleau be renamed the "Bois de la Brigade de Marine."
d. Soissons, 18-20 July 1918.
(1) In July of 1918, the Germans again lunged forward; this time with 49 divisions, whose objective was, once again, to take Paris. However, with the entrance of the United States into the war a year prior, the Allies were significantly stronger and repulsed the German attack within 48 hours. General Foch, the French general in command of all Allied forces, launched a counteroffensive aimed at severing the supply lines for the German armies around Chateau-Thierry with the focus of the attack to be around the town of Soissons. The Allied attack began in the pre-dawn hours of 18 July. After two days of bitter fighting, the Marines had advanced six miles deep into the German lines. After suffering more than 50 percent casualties in the lead battalions, the Marines were pulled out of the lines. They had driven to within a mile of their objective before having to be replaced due to casualties. This attack eventually triggered the general retreat of the German army.
(2) Again, casualties were extremely high with the Marine Brigade losing 2,015 men killed or wounded. The French government awarded the Marines a second Croix de Guerre for their performance at Soissons.
(3) Following the battle, as the 2nd U.S. Division was sent to the rear, Brigadier General John A. Lejeune took command of the Marine Brigade. A few days later, Lejeune, now a Major General, took command of the 2nd U.S. Division.
e. St. Mihiel, 12-15 September 1918.
(1) After a comparatively quiet two months, the 2nd U.S. Division was again ordered into the attack. This time, they were to fight as part of the newly formed U.S. First Army under the command of General Pershing. Their attack was to be the precursor of a massive offensive intended to break the back of the German army and end the war. The objective of this preliminary attack was a salient extending from the fortress city of Metz, centered on the town of St. Mihiel.
(2) The Germans realized that this position was going to be hit hard and began pulling back to a stronger defensive line. Shortly after the German withdrawal began, the Americans went over the top. The Marine regiments started the battle in a supporting role but were pushed forward and continued the assault, consolidated their gains and held off German counterattacks. The bulge at St. Mihiel that had existed since 1914 had been wiped out.
(3) The fact that the Germans had already begun their retreat in combination with an extremely heavy preparatory barrage kept casualties relatively light in comparison with the previous battles. One hundred thirty-two Marines were killed and 574 wounded in the fight for St. Mihiel.
f. Blanc Mont Ridge, 3-6 October 1918.
(1) As the Allied armies were preparing for the great offensive, Generals Pershing and Lejeune had to fight to keep the U.S. forces together as a fighting force instead of spreading the American divisions piecemeal throughout the Allied armies. General Pershing was successful in keeping the American units together as a whole but was required to attach the 2nd and 36th U.S. Divisions to the French Fourth Army. General Lejeune then had to struggle to keep his division together. To do this, he told General Gouraud, who commanded the French Fourth Army, that if his division was not broken up it would take Blanc Mont Ridge. This ridge dominated the Arnes River Valley and was the key to the French front in the upcoming offensive. It was also very well fortified.
(2) On the morning of 3 October, the offensive began. By mid-morning, the Marine Brigade had captured the German main line of resistance on Blanc Mont Ridge with the exception of the western slope. The French who had been supporting the Marines' attack, were unable to move up under the intense German fire. The Marines were unable to get into position to attack the western tip of the ridge until the following day. This delay would prove very costly, and 4 October 1918 would become the bloodiest day of the war for the Marines. In that day's fighting 1,100 Marines were killed or wounded and by the end of the day the Germans still held part of the ridge. Early on 5 October the Marines once again assaulted and seized the remaining German positions on Blanc Mont Ridge.
(3) Fighting in the area continued for several days, and the Marines tried to take the town called St. Etienne-aArnes but with the extensive casualties that had been absorbed in the fight for the ridge, they had to be pulled out of the line. By 10 October, all Marine units had been relieved.
(4) In a week of fighting, the Marine Brigade had 494 killed and 1,864 wounded. Following the battle of Blanc Mont Ridge, the French awarded the Marines a third Croix de Guerre for gallantry. The third award entitled the Marine Brigade to wear the French Fourragere, which is a scarlet and green cord worn on the left shoulder of the service and dress uniforms. Marines of the 5th and 6th Marine Regiments to this date are authorized to wear the French Fourragere.
g. Meuse-Argonne, 1-11 November 1918.
(1) The last battle in which the Marine Brigade saw action in WWI began long before the Marines joined the fight. Early in October, American and French divisions attacked the well-fortified German position in the area between the Argonne Forest and the Meuse River. The Germans had established an intricate defense in a deep network of mutually supporting positions. By 11 October the Allies had suffered 75,000 casualties. The need for reinforcements was extreme.
(2) The 2nd U.S. Division, now rested and reconstituted after Blanc Mont Ridge, began its assault early in the morning on 1 November. The Marines attacked, following closely behind the rolling barrage that preceded them. Although the Germans were retreating, they still put up stiff resistance. By mid-afternoon, the Marines had reached their day's objective and after nightfall the Germans pulled out, retreating behind the Meuse River. The Brigade's advance was rapid and decisive. The following day, 2 November, was a day of rest and action was limited to probes and localized patrolling. As the advance continued, the German army became demoralized by continued night attacks. The Americans were now chasing a withdrawing enemy. By 6 November, the Marine Brigade's forwardmost elements were along the Meuse River but the retreating Germans had destroyed all bridges and the Marines' crossing was repeatedly delayed. By 10 November, the German withdraw had become an out-and-out retreat and there was very little effort by the Germans to stop the Allied advance. Late in the evening on 10 November, engineers managed to get a bridge in place and the Marines forced a crossing despite heavy casualties. On 11 November 1918, the two Marine battalions and an army battalion that had crossed the river advanced out from the bridgehead and continued the attack until word of the Armistice reached them.
h. The End of World War I: The Treaty of Versailles ended the First World War. The 4th Marine Brigade fought in eight actions in the closing months of the War. Five of the actions were great battles and the Marines were victorious in every one of these battles. Every one of the victories except the last played a major role in forcing Germany to sue for peace.
5. Women Marines.
a. The First Woman Marine.
(1) On 12 August 1918, the Secretary of the Navy authorized the Commandant to enlist women in the Marine Corps Reserve to perform Clerical Duties. The next day, on 13 August 1918, Opha Mae Johnson was the first woman to enlist in the Marine Corps. She is remembered as the first woman Marine.
(2) Women in Service.
(a) In all, about 300 women served as enlisted Marines during the war. Although their purpose was to release men from their office jobs for combat duties, they received instruction in drill and military ceremonies, worked under the same military regulations, took the same oath as their male counterparts, and wore a skirted version of the green service uniform.
(b) Officially, the program was named Marine Reserve (F). (The "F" denoting female) However, many nicknames came into use, the most popular and widely used being "Marinette". In 1919 the Marine Reserve (F) program became a casualty of post-war downsizing, and was disbanded.
6. Post WWI: During and after World War I, the Banana Wars continued in Central America and the Caribbean. Marines were consistently called upon to protect American interests and provide security in such places as Haiti, Nicaragua, and the Dominican Republic. During this same period the concept of close air supports was implemented for the first time and the serious study of amphibious assault was undertaken. This study generated the first Manual for Landing Operations.
a. Mail Guards. In 1921, robberies and fraud beset the U.S. Mail Service. Presidential Order dispatched Marines to post offices, railroad stations, and postal trucks and trains to protect the mail. Marines guarded the mail for four months, and not one piece of mail was stolen. Again in 1926, the Marines were sent to guard the mail and again they achieved the same results.
b. Commandant General John A. Lejeune: Establishing a Legacy.
(1) John Archer Lejeune was born on 10 January 1867 in Louisiana. He received a B.A. from Louisiana State University and then attended the U.S. Naval Academy until he graduated in 1888. He did a two-year cruise as a cadet midshipmen until 1 July 1890 when he was commissioned a Second Lieutenant in the Marine Corps. Thereafter, he saw action in the Spanish-American War aboard the USS Cincinnati.
(2) As a major in 1903, Lejeune was sent to Panama to lead a battalion of Marines who were helping the Panamanians with the revolting Colombians. General Lejeune did other foreign tours in Cuba with the Second Provisional Marine Brigade in 1912, in Veracruz, Mexico with the Second Advanced Base Regiment in 1914, and then with the Second U.S. Division during World War I starting in 1918.
(3) On 1 July 1920, President Wilson appointed Major General John A. Lejeune the 13 th Commandant of the Marine Corps. Lejeune remained in office until he retired in 1929.
(4) His intelligence, manners, and political savvy kept the Marine Corps relatively strong through the turbulence of the 1920s. During this time, Americans blamed the war on militarism, politicians sought popularity through pacifist, isolationist stances, and the Marine Corps fought often unpopular wars in Latin America.
(5) He also established the Marine Corps Institute and enhanced the officer corps through the Company Grade Officer's School and the Field Grade Officer's School.
c. Formalizing the Corps' Birthday.
(1) One of the Commandant's greatest legacies stems from his decision to formalize the customs surrounding the celebration of the Marine Corps birthday.
(2) On November 1, 1921, he directed that a reminder of the honorable service of the Corps be published by every command, to all Marines throughout the globe, on the birthday of the Corps. In formations or parades, his original message and a message from the current Commandant are read to all hands.
(3) Throughout the world, wherever Marines are gathered, the birthday is further celebrated with a formal social gathering and a cake cutting ceremony. The guest of honor slices the cake with a Mameluke sword, and then two pieces are handed out.
(4) The oldest and youngest Marines present are recognized, and then given the first two slices of cake. The celebration then continues, often with a formal meal and dancing.
d. Scarlet and Gold: Commandant Lejeune also decreed that the official colors of the Marine Corps are scarlet and gold. These colors had been associated with Marines for years and Gen Lejeune made it official. Scarlet stands for the blood Marines shed and gold shows the world that Marines are bold.
7. Amphibious Development
a. Lieutenant Colonel Earl H. Ellis.
(1) Earl H. "Pete" Ellis enlisted in the Marine Corps in 1900. He saw service in the Philippines, where he learned Japanese. On 6 December 1901 he was commissioned a Second Lieutenant. As a Major, he served on Gen Lejeune's staff in France during World War I. Following the war, he was assigned to an intelligence section at Quantico, Virginia.
(2) At Quantico, he studied numerous merchant and seaplane captain reports of Japanese activities and in 1921 wrote a paper that stunned the world.
(3) LtCol Ellis envisioned that conflict between the United States and Japan would eventually tempt the Japanese to launch a surprise attack and destroy the American Pacific Fleet.
(4) He revolutionized Marine Corps thinking by proposing the Marine Corps would have the task of seizing and holding advanced bases for the Navy. Against Japan, these assaults would have to be made against heavily fortified islands in remote parts of the Pacific.
(5) Such thinking was revolutionary for two reasons. First, military thinkers of the day looked at the horrifying British failure to seize a foothold into Turkey at Gallipoli as an example of how modern technology would forever render senseless an amphibious assault against a defended beachhead. LtCol Ellis dismissed those thinkers by saying such an assault will succeed with proper advanced planning and application of Naval gunfire. Second, previous Marine thinking was that the Marines would defend bases for the Navy. Ellis again challenged that assumption and the Commandant listened.
(6) In a memorandum dated 11 Feb 1922, Gen Lejuene wrote that is was vital to have "a mobile Marine Corps force adequate to conduct offensive land operations against hostile Naval bases..." a radical proposition at the time.
(7) Gen Lejeune and others who embraced Ellis' thinking saw that offensive amphibious tactics were developed at Quantico and tested and validated in such places as Cuba, Panama and Hawaii. The Marine Corps spent the better part of the 1930's preparing for such a war as Lieutenant Colonel Ellis predicted.
(8) Lieutenant Colonel Ellis died on 12 May 1923 at the age of forty-three. Eighteen years later his prophesies came true, but he never knew.
b. The founding of the Fleet Marine Force.
(1) On 7 December 1933, General Russell established the Fleet Marine Force (FMF). Its mission was to execute landing operations. To this day, all Marine Corps operations focus on supporting the FMF, now called the Operating Forces.
NOTES:
REFERENCE:
1. MCRP 6-11B "Marine Corps Values: A Users Guide for Discussion Leaders"
2. Semper Fidelis: The History of the United States Marine Corps, by Allan Millett | <urn:uuid:402b90d6-8d56-4215-9d12-2ef573279e4e> | CC-MAIN-2017-39 | http://www.usnavy.vt.edu/Marines/PLC_Junior/Spring_Semester/GMK1041_MC_HistoryII_SO.pdf | 2017-09-25T05:54:11Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00600.warc.gz | 587,278,014 | 7,616 | eng_Latn | eng_Latn | 0.971087 | eng_Latn | 0.998582 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3081,
7499,
11257,
15534,
20737,
24771,
28544,
32073,
34217,
34395
] | [
2.671875,
2.375
] | 1 | 1 |
Tahōin Temple
Tahōin is a temple of the Sōtō school of Buddhism, the largest school in the Zen sect. The temple was founded in 1489 in what is now Ibaraki Prefecture, and for many decades it served as the family temple of the Tagaya clan. In 1602, when Satake Yoshinobu (1570–1633) became daimyo of Kubota domain (now Akita Prefecture), many of his retainers and supporters accompanied him. The Tagaya clan was tied by marriage and fealty to the Satake family, and they relocated to Kubota—bringing the family temple with them. In 1610, Tahōin was re-established at a site just below Hiyama Castle on Mt. Kiriyama, but was moved again in 1771 to its current location.
The main gate (sanmon) is of relatively simple design, which is somewhat unusual for the Tagaya family's rank. Historians cite this as evidence of the financial hardships caused by the "alternate attendance" policy (sankin kōtai) enforced by the Tokugawa shogunate during the Edo period (1603–1867). The policy required daimyo—and vassals like the Tagaya family—to alternate between living in their own domains and in the capital of Edo (now Tokyo). The cost of maintaining dual residences and of the ceremonial processions to and from Edo was a constant financial drain. According to temple records, the Tagaya family asked the local populace for help in raising funds for the construction of Tahōin.
The main hall (hondō) was rebuilt in 1771 and is dedicated to Kannon, the bodhisattva of compassion. Religious practices at Tahōin also retain many aspects of Shinto. This syncretic blend of Buddhist and Shinto worship was common at shrines and temples throughout the country until 1868, when the new Meiji government enacted a nationwide forced separation of the two religions. Today, mixed institutions like Tahōin are relatively rare.
Other notable features of the temple are a large, circular image of a dragon on the main hall's ceiling and an uguisubari, or "nightingale floor," in the front entryway. These wooden floors were designed to squeak loudly when walked upon to prevent intruders from making a silent entrance.
Large weeping cherry trees stand on the grounds, making Tahōin a popular spot for springtime cherry-blossom viewing, an activity called hanami. | <urn:uuid:f2b1aadd-d7d1-462c-9c16-df81848ecace> | CC-MAIN-2025-08 | https://www.city.noshiro.lg.jp/up/files/www/res/kanko/views/shisetsu/translation_ENGLISH_%E5%A4%9A%E5%AE%9D%E9%99%A2.pdf | 2025-02-16T15:47:24+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831952586.5/warc/CC-MAIN-20250216135951-20250216165951-00763.warc.gz | 649,025,709 | 532 | eng_Latn | eng_Latn | 0.996824 | eng_Latn | 0.996824 | [
"eng_Latn"
] | false | docling | [
2246
] | [
2.5625
] | 1 | 0 |
1. Description
1.1 Name of society, language, and language family: The Modoc people is one of two groups known as Lutuamian. (5, pg. 318) The Modoc is part of the Klamath tribes. (1) Originally there were two dialects of the language, spoken by the Klamath-Modoc tribes of Oregon and Northern California. In the past, it was easy for the speakers of these two dialects to understand each other. Today only one truly fluent speaker (of the Klamath dialect) survives, with a few dozen other elders who remember something of the language. Although Klamath-Modoc is severely endangered, some young people are working to keep their ancestral language alive. (2) 1.2 ISO code (3 letter code from ethnologue.com): kla (3)
1.3 Location (latitude/longitude): The six Klamath tribes lived along the Klamath Marsh, on the banks of Agency Lake, near the mouth of the Lower Williamson River, on Pelican Bay, beside the Link River, and in the uplands of the Sprague River Valley. The Modoc's lands included the Lower Lost River, around Clear Lake, and the territory that extended south as far as the mountains beyond Goose Lake. (1)
1.4 Brief history: The Penutian speaking Modoc, a more warlike people than the other Indian groups surrounding Mount Shasta, occupied a territory, for at least 7,000 years, that was more inhospitable than their western California neighbors. (7) In 1826 Peter Skeen Ogden, a fur trapper from the Hudson's Bay Company, was the first white man to make contact. The whites came first as explorers, then as missionaries, settlers and ranchers. After decades of hostilities with the invaders, the Klamath Tribes ceded more than 23 million acres of land in 1864 and their lands turned into a reservation. The Klamath did manage to retain rights to hunt, fish and gather in safety on the lands reserved for them in perpetuity. Under the reservation program, cattle ranching was promoted. In the pre-reservation days horses were considered an important form of wealth and the ownership of cattle was easily accepted. Tribal members took up ranching, and were successful at it. (1)
1.5 Influence of missionaries/schools/governments/powerful neighbors: Today the cattle industry still remains an important economic asset for many of the Modoc. The quest for economic self-sufficiency was pursued energetically and with determination by the Modoc people. Many men and women took advantage of the vocational training offered at the reservation agency and soon held a wide variety of skilled jobs at the agency, at the Fort Klamath military post, and in the town of Linkville. Due to the widespread trade networks established by the tribes long before the settlers arrived, another economic enterprise that turned out to be extremely successful during the reservation period was freighting. In August of 1889, there were 20 tribal teams working year-round to supply the private and commercial needs of the rapidly growing county. (1)
1.6 Ecology: In the early contact period, the Klamath-Modoc groups continued to follow their seasonal subsistence round, which drew on the various ecological zones of the Klamath Basin. While the Klamath were more dependent on local fisheries, the Modoc placed greater emphasis on large game hunting. The harvesting of local plants, roots, and seeds, together with a reliance on waterfowl, complemented the groups' traditional diet. (4) The Modoc Plateau, at about 4593 feet above sea level, has had a long volcanic history, one that produced a landscape of lava flows, fissures and basalt plains. The area, fed by the Klamath River and its tributaries, has many lakes and streams. The major lakes are: Goose Lake, Clear Lake, Tule Lake, and the Lower Klamath Lake. Although a relatively harsh environment, characterized by long, harsh, snowy winters, it was also rich in plant foods, fish, waterfowl and large mammals. (7) 1.7 Population size, mean village size, home range size, density: Statistics concerning Modoc population size in the past 50 years are somewhat inaccurate as most official figures for reservations tend to join together several tribes. The available data indicate that the Klamath have historically been twice as numerous as the Modoc. In 1910, there were about 700 Klamath and almost 300 Modoc. The combined population of both tribes may have been 2,000. The population of Modoc may thus be set at about 600 or 700, of whom possibly half or less lived in what is now California. (5, pg. 320)
2. Economy
2.1 Main carbohydrate staple(s): The Modoc primarily gathered seeds, roots, and berries. Processed yellow pond lilies were also an important staple. (7)
2.2 Main protein-lipid sources: The Modoc mainly survived off waterfowl because of their closeness to a lake. They hunted coots, ducks, geese, swan, pelican, grebe, heron, cormorant, loon, plover, gull and merganser as well as several land mammals, including rabbits, ground squirrels, marmots, beaver, otters, bison, grizzly bear, elk, dog and coyote. After contact with European settlers, they adopted the taboo against eating canine. The Modoc also fished, catching mainly salmon, chubs, trout, suckers, eels and mussels.
2.3 Weapons: Bow and arrow, blowguns?: Both bolas and atlatls were used in hunting prior to the introduction of the bow and arrow
about 1200 to 1600 years ago. Arrowheads were made of wood and obsidian. Warriors wore armor made of serviceberry rods and helmets constructed of elk hide. Weapons included obsidian daggers, bow and arrows, and spears. (7)
2.4 Food storage: Tule baskets were used for transportation and food storage. (7)
2.5 Sexual division of production: Women were responsible for making baskets and cordage and tanning hides. Men made nets and tools from wood, bone, and stone. (7) 2.6 Land tenure:
2.7 Ceramics: No ceramics but use of baskets and basket weaving was extensive. The Modoc constructed incredible baskets out of tule reeds and were incorporated with fishing, transporting, and many other facets of their life. (7)
2.8 Specified (prescribed or proscribed) sharing patterns: The game a man took and the roots, seeds, and berries that a woman gathered belonged to the family. A man took pleasure and pride in distributing meat to his neighbors, but only in the summer time when the meat was fresh. When or if people did ask for food seeing that a family was bringing back their cache of food it was considered improper and the request was seldom granted. The only persons privileged to ask for food from another family during the late months of winter were the ill. (11)
2.9 Food taboos: Howe reports that by the historic period, after European contact, the Modoc no longer ate dogs or coyotes, as they were considered taboo. Pregnancy, childbirth and postpartum periods were times of dietary and hunting taboos. (7)
2.10 Canoes/watercraft? The Modoc used the canoe and the rush balsa. (5, pg. 329)
3. Anthropometry
3.1 Mean adult height (m and f):
3.2 Mean adult weight (m and f):
4. Life History, mating, marriage
4.1 Age at menarche (f): unknown
4.2 Age at first birth (m and f): unknown
4.3 Completed family size (m and f): The average was about 5 people. (3)
4.4 Inter-birth-interval (f): 2-4 years, 2 years being the minimum time spacing between births.
4.5 Age first marriage (m and f): Usually occurred a few months after puberty for both males and females. Seldom was the delay more than a year or two. (8)
4.6 Proportion of marriages ending in divorce: Polygyny was accepted but the majority of marriages were monogamous. At any one time 4 or 5 families out of 100 would be married polygynously. A male could marry up to 6 different wives.
4.7 Percent marriages polygynous, percent males married polygynously:
4.8 Bride purchase (price), bride service, dowry?: Families were willing to pay a large bride price for a bride because the bride price would indicate the couple's children's social status.
4.9 Inheritance patterns: Chieftanship was purportedly hereditary and endowed with considerable authority. (5, pg. 320)
4.10 Parent-offspring interactions and conflict: Deep parental affection was very evident. Often during the first few years of an infant's life the mother and the father would take turns staying up and making sure the baby was ok. This was most likely because of an infant's high mortality rate that they experienced. Also the first and last children are said to have been the favorites of most parents. Fathers frequently fondled the youngsters, holding them, hugging them, and performing amusing antics. Mothers seldom or never did likewise. (11)
4.11 Homosexual activities, social attitudes towards homosexuals: No homosexual activities mentioned.
4.12 Pattern of exogamy (endogamy): Exogamy was encouraged but did not mean that one must marry outside of the community.
4.13 What is the belief of the role of males in conception; is paternity partible? Are these "other fathers" recognized?
4.14 What is the belief of the mother's role in procreation exactly? (e.g., "receptacle in which fetus grows")
4.15 Is conception believed to be an incremental process (i.e., semen builds up over time)?:
4.16 Occurrence of sexual coercion, rape: There is no mention of rape. Domestic violence did occur, specifically whipping or lashing the wife on the back of the legs. Immediately after however, the wife normally went away for a few days to live with her mother. (11) 4.17 Preferential category for spouse (e.g., cross cousin): There is no mention of a preferential category for spouse.
4.18 Do females enjoy sexual freedoms?: No. If mother was found sleeping with a man, or pregnant before marriage she was either forced to marry that man (if he was known, or could be found), or if the father couldn't be found/she was not willing to give up his name the parents of the pregnant girl raised the child which was thought to be "illegitimate". Later in life this "illegitimate" was made fun of and ridiculed all the way up through adulthood. (11)
4.19 Evidence of giving gifts to extramarital partners or extramarital offspring: unknown
4.20 If mother dies, whose raises children?: If the mother died during childbirth, or during a child's nursing period, or she proved incapable of nursing, a relative was sought to serve as a wet nurse. (7)
4.21 Adult sex ratio: number of adult males divided by number of (reproductive) females: This information is not available.
4.22 Evidence for couvades: There is no evidence of couvades.
4.23 Different distinctions for potential fathers (e.g., lesser/younger vs. major/older): They were mostly either arranged or if not, there was no age preference ever mentioned. Potential partners were chosen based on merit and wealth. (11)
4.24 Kin avoidance and respect?: Respect was shown to in-laws, but specific observances were not described.
4.24 Joking relationships?: Minor joking was permitted between a man and his wife's unmarried sisters and his brother's wives. (11)
4.25 Patterns of descent (e.g., bilateral, matrilineal) for certain rights, names or associations:
4.26 Incest avoidance rules: According to cultural standards, marriage between individuals of any known blood relationship was considered undesirable, but no punishment was suffered except social disproval and laughter. Incest procured the worst insult ever, "Paiute-like." (11)
4.27 Is there a formal marriage ceremony? Marriages were arranged and accompanied by ceremonial visits and gift giving between the families. (7) A unique custom among the Northern Californian Native Americans, including the Modoc, is that of half-marriage and fullmarriage. In a full marriage, two kinsmen represented the future bridegroom. After agreeing on a price, in accordance with the family's wealth and social standing, the bridegroom, usually with his father's help, would pay the bride's family. The future social status of the family and the children depended on the price, therefore the bridegroom was willing to pay as much as he could possibly afford. In half-marriage, the man would pay about half the usual price for his bride. The man would live in his wife's home under her father's jurisdiction. A man might have to half-marry because of a lack of wealth or social standing, or if his father did not approve of his bride. A woman's family might allow her to half marry because they had no sons and needed another man in the family, or if there were Shaman powers in the family. About one in four marriages were half-marriages. (9)
4.28 In what way(s) does one get a name, change their name, and obtain another name? Children received names, entirely without ceremony, during the first months of their lives. These were conferred by the father or mother or any other relative, particularly the grandparents. The names were meaningful, usually descriptive of some peculiarity of the child. Ancestral names or those of living relatives were not taken, but names were sometimes duplicated because of parallel traits and limitations of the pattern. (11) 4.29 Is marriage usually (or preferred to be) within community or outside community? (m/f difference?) Village and community exogamy were preferred. There was a tradition of Modoc and Klamath youths marrying. (9)
4.30 Are marriages arranged? Who arranges (e.g., parents, close kin)? Marriage alliances were arranged between the leading families, consolidating wealth and power. (7)
4.31 Evidence for conflict of interest over who marries who: Co-wives usually did not get along. Hair pulling was common but death was extremely rare. (11)
Warfare/homicide
4.14 Percent adult (male) deaths due to warfare: 450/100,000/year (6)
4.15 Outgroup vs ingroup cause of violent death:
4.16 Reported causes of in-group and out-group killing: If a shaman was suspected of causing an illness through sorcery, or if their patients died, they might be killed by the other villagers. (7)
4.17 Number, diversity and relationship with neighboring societies (external relations): The Modoc warlike reputation rests mainly on the Modoc war of 1872-1873. They decisively defeated four companies of professional United States soldiers. They also conducted raids on the Achomawi people of Pit River. The Modoc often captured Achomawi people to be sold as slaves. It's likely that the Modoc were encouraged into their raiding warfare, which was unusual among the California Indians, by northern societies. These northern affiliations provided the Modoc and Klamath with horses and offered a lucrative market for captives. The magnitude of the Modoc raiding has been doubted as largely being exaggerated by whites who turned incidences that might've only occurred one or two times into a custom. Most of the clashes were probably vengeance feuds. Therefore, while it's true the Modoc fought certain Achomawi groups, they remained friendly with others. (5, pg. 320)
4.18 Cannibalism? There is no evidence to show the Modoc practiced cannibalism.
5. Socio-Political organization and interaction
5.1 Mean local residential (village) group size: The Modoc lived in small bands and only gathered into a large tribe for warfare or special ceremonies.
5.2 Mobility pattern: (seasonality): seasonal transhumance. A foraging people, the Modoc inhabited permanent winter settlements, and made seasonal rounds in search of food during the rest of the year. (7)
5.3 Political system: (chiefs, clans etc, wealth or status classes): Modoc leaders called laġi were heads of extended families whose members provided the lagi with foodstuffs, which he later redistributed to visitors and the needy. Leaders were successful hunters and warriors, and good at games and gambling. They were respected for their wisdom, good judgment, and oratory skills. The successes of the leaders were often attributed to the aid of supernatural allies, and as a result, shaman often became influential leaders. The responsibilities of the leaders included: urging others to be respectful of each other and to avoid arguing, and they also provided lectures on morality to children. (7)
5.4 Post marital residence: The newly married couple usually lived with the woman's family until they produced several children, at which time the family moved closer to the husband's family and constructed their own lodge. (7)
5.5 Territoriality? (defined boundaries, active defense): Villages "owned" favorite hunting, fishing and gathering places. Their boundaries were precisely defined and understood by the Modoc and transgression meant war. (7)
5.6 Social interaction divisions ? (age and sex):
5.7 Special friendships/joking relationships: Brides had special relationships with their in-laws, but the specifics of this relationship was not detailed.
5.8 Village and house organization: The Modoc and Klamath were organized into relatively autonomous villages, each with its own leaders and shamans. Although functioning independently in most situations, the villages would ally for war, and members of different villages often married.
5.9 Specialized village structures (mens' houses): Winter lodges were earth-covered circular pits (about 22' across, 4' deep). The entrance was through an opening in the roof or by way of an east-facing (land of the dead was to the west) ramp, steps or doorways. The wickiup, another kind of structure, popular in summer was dome shaped, "built on a frame of bowed willows", and covered with mats. Wickiups could be as large as 10 feet in diameter, but were usually smaller. The wickiups were used a summer homes, kitchens, during menstruation and childbirth, and for the elderly who might not be able to negotiate the ladders used to enter the subterranean earth lodges. Small matt-covered houses were constructed for the elderly and crippled persons who had to live in the village throughout the summer. The Modoc also built sweat lodges. (11)
5.10 Sleep in hammocks or on ground or elsewhere? Over the flooring mats were placed over the sleeping mats of twined tule or robes of fur. These were kept rolled against the wall except when in actual use. (11)
5.11 Social organization, clans, moieties, lineages, etc: The Modoc had chieftans. (5, pg. 320)
5.12 Trade: Some dentalia and perhaps all obsidian from which immense blades were fashioned seem to have reached the tribes of the lower Klamath River from the Modoc, but transfer was apparently through intermediary groups rather than directly. (5, pg. 320) With the Klamath, the Modoc traded slaves, blankets, beads, clothing, axes, spears, fishhooks, shallow twined baskets for women slaves and hides. With the Achomawi, the Modoc traded furs, bows, dentalia, and horses (post European contact) for shell beads, shallow twined baskets, pine nut string skirts, and braided grass skirts. The Modoc also traded with the Shasta and a few other groups. (7)
5.13 Indications of social hierarchies? Modoc society was stratified with the leading (wealthy) families at the apex. The amount of wealth needed to differentiate between different social statuses is uncertain. (5, pg. 320) Wealthy Modoc wore robes made of elk and bobcat. Common people usually wore robes made from rabbit or bird skins. (7)
6. Ritual/Ceremony/Religion (RCR)
6 Time allocation to RCR: Certain rituals and ceremonies were done especially before hunts and war.
6.1 Specialization (shamans and medicine): According to Kroeber, there is a lot data in print concerning Modoc shamanism, but they don't give a clear picture and remain a disconnected assemblage of allusions to songs, dreams, sucking, and charms. (5, pg. 321) According to Stern, both men and postmenopausal women could be shamans. Most Modoc illnesses were caused by breaking taboos or being frightened by a spirit. If a shaman was suspected of causing an illness through sorcery, or if their patients died, they might be killed by the other villagers. (7)
6.2 Stimulants: Tobacco was listed in the plant section that the Modoc knew of and used but nowhere was smoking tobacco a ritualized or extremely important part of Modoc culture. (11)
6.3 Passage rituals (birth, death, puberty, seasonal): There was a five night dance for adolescent girls called theShuyuhalsh. (5, pg. 320)
6.4 Other rituals: The Modoc probably received the ghost dance religion from their Northern Paiute neighbors, and in turn seem to have transmitted it to the Shasta. (5, pg. 321) At puberty, girls were secluded in a wickiup for five days, attended only by their grandmothers. During this period of isolation, the girls observed dietary restrictions. Resting during the day and dancing at night, girls avoided sleeping and the fatal risk of dreaming about thunder. Most women observed menstrual taboos, as menstruating women were considered a danger to both themselves and others, especially hunters and the sick. (7)
6.5 Myths (Creation): The leading figure is Kmukamch, "Ancient old man," a trickster culture hero, who is said to have created men. According to anthropologist Al Kroeber, in general, much of the mythological material of the Modoc is traditionally common in parts of California, but it's difficult to define the Modoc mythology because of a general lack of characteristic features. (5, pg. 322) According to Theodore Stern, Modoc mythology is much more comprehensive than Kroeber gives it credit for. The Modoc conceived the world to be a "disk floating on water." The world was transformed by Gopher and peopled by Gmukamps (Mythic Old Man). Gmukamps was also thought to be responsible for earthquakes, which were probably frequent during episodes of volcanic activity. (7)
6.6 Cultural material (art, music, games): Modoc rock art can either be in the form of petroglyphs or pictographs. While it is not known with any certainty, the purpose of meaning of rock art, many anthropologists and Native Americans believe there is some supernatural or sacred aspect to most rock art. (7)
6.7 Sex differences in RCR: Women were permitted to participate in games and gambling but the teams were predominantly men. Certain games however were female dominated for instance, a gambling game with dice made from beaver teeth and the double-ball shinny game. (11)
6.8 Missionary effect: Christianity was not completely foreign to the Klamath or Modoc. Expeditions to The Dalles had provided superficial inklings of Christian thought. However in 1877 a Methodist Church was constructed on the reservation and Rev. Nickerson, a Methodist missionary, started his missionary work with the baptism of Lelakes, the head Klamath chief. The response was immediate and many Indians joined the church at once. (10)
6.9 RCR revival: By 1871 reaction to Anglo-American governmental controls had set in, and this was manifest by a series of revivalist movements in religion. An innovated version of the Ghost Dance was introduced to both the Klamath and Modoc in 1871 when Frank Spencer, a Walker River Paviotso, visited the Upper End and performed the ceremony at Beatty. The main theme of the Ghost Dance was the return of the dead. (10)
6.10 Death and afterlife beliefs: A mourning rite took place in the sweat lodge. It seems to be more of a purification ritual for the relatives rather than a commemoration for the dead. (5, pg. 321) The dead were cremated. All neighboring Californian peoples buried. (5, pg. 326)
6.11 Taboo of naming dead people? The name of the deceased was not spoken until after a mourning ceremony had been performed to remember those who had died since the previous ceremony. (7)
6.12 Is there teknonymy? There is no evidence of teknonymy.
6.13 Briefly describe religion (animism, ancestor worship, deism, magic, totems etc.) The number five was often used in rituals. (5, pg. 320) They believed everything they needed to live would be provided for them by the Creator. (1) Spirits were an important part of the Modoc's natural world. They inhabited animals and plants and could also be anthropomorphic in form. The Modoc afterworld, nolisgni, was located past a mountain in the west. Supernatural power was sought to improve luck in hunting, fishing, gaming and love. Those seeking power undertook a power quest at the places inhabited by sacred beings. (7)
7. Adornment
7.1 Body paint: Facial painting was practiced for decorative and protective purposes, but symbolic and ritualistic aspects were meager. The latter were concerned with shamanism, puberty dancing, and war. The shaman painted the parting of his hair with a red oxide pigment mixed with oil. The pubescent girl had her face painted black during her ritual. Warriors assumed white face paint in simple lateral striped patterns. Chalk deposits were plentiful and charcoal was easy to make resulting in mainly white face painting. As soon as trade with the Paiute became more prevalent, the red earthen pigment native to Paiute lands was supplemented with the traditional white face paint. (11)
7.2 Piercings: Nose ornaments were considered desirable but many persons failed to have their septa pierced for the purpose. Piercing of the child's nose was done by a parent, using a gooseberry thorn or horn awl. The age in which it was done varied from 4 years to puberty. If the parents were disinclined or the child strenuously objected, the operation was omitted. Earlobes were also pierced to permit the adorning of ornaments. This procedure was done during the same time as the nose piercings and there were far many more girls who has ear piercings than men. (11)
7.3 Haircut: Widows cropped their hair and covered their heads with pitch and charcoal. There existed mainly 4 different styles of hair. The first and most common to kids before puberty and perhaps casual adults was free flowing long hair. The second style was one in which the hair was gathered in bundles or clubs. The hair was parted down the middle and bundled on either side of the head with strips of fur. Both men and women used this particular hairstyle mainly during ceremony. The third type of hairstyle was a three-strand braiding pattern common to both men and women and most common in recent times after contact. The fourth style consisted of a threeplait arrangement, two temple braids and one back braid. It should be noted that only the hair of boys, mourners and slaves was cut. (11)
7.4 Scarification: Tattooing occurred although it occurred in lower frequencies and the patterns were mostly influenced by other surrounding tribes. Women sometimes tattooed their chin in distinct line patterns. The wrists were also common places to get tattooed. Men were tattooed on their chest in seemingly random lines. (11)
7.5 Adornment (beads, feathers, lip plates, etc.): The Modoc make a belt either from the fiber of the inner bark of certain trees or from human hair. These are worn by the women in every-day dress. (8) The most valuable decorative beads were imported. At the top of the list was the long slender, tubular, marine shell dentalium. Dentalia were used as nose ornaments, necklaces, and clothing ornamentation. This particular decorative shell was traded for by the Modoc, some 600 miles away. They traded with the Shasta and Pit River tribes who acted as the last intermediate. The money bead and polished half shell were also popular and were restricted to the use of necklaces and wrist bracelets. Bear and eagle claws were also strung on to necklaces. (11)
7.6 Ceremonial/Ritual adornment: In 1872 Doctor George, a Modoc taking active part in 1871 the Beatty Ghost Dance ceremonies, introduced the Ghost Dance to the Tule Lake Modoc. One of the innovations he introduced in his Ghost Dance was that dancers painted their faces with three horizontal stripes in red, white and black. (10) Otherwise, distinctive ceremonial dress was never adopted or developed by the Modoc. The better clothing, with added decorations, was usually worn for special occasions. (11)
7.7 Sex differences in adornment: Widows cropped their hair and covered their heads with pitch and charcoal. (7)
7.8 Missionary effect: European clothing was encouraged rather than the traditional dress of animal skins and furs especially after westward expansion and settlements of mining towns near Modoc settlements. (11) 7.9 Cultural revival in adornment:
8. Kinship systems
8.1 Sibling classification system:
8.2 Sororate, levirate: Both of these institutions functioned extensively in the culture. The levirate was mandatory for both the man and the woman unless annulled by mutual agreement. If the widow married without her brother in law's permission, physical revenge was taken by the man's relatives. But if the man shirked the duty of marrying his deceased brother's wife she or her relatives hired a shaman to bring about his death. The physical retribution for the woman was likewise death, in theory. The sororate operated in much the same way; it was likewise binding upon both the widower and the deceased woman's unmarried sisters unless specifically setaside. But in this case the abrogation could be arranged between the man and his parents-in-law. If observed, the man was privileged to choose any one of the available sisters. (11)
8.3 Other notable kinship typology, especially cross-cousin (MBD/FZD) typology (Crow/Hawaiian/Omaha etc.):
9. Other interesting cultural features (list them):
The Modoc saw success as a spiritual reward for hard work and industriousness. In 1997, the Klamath opened the Kla-Mo-Ya Casino. (1)
The Modoc probably had more tribal solidarity than the majority of other California Indians, and appear also to have had some of the warlike spirit and bravery which has been attributed to them. (5, pg. 319)
The Karok people had only slight knowledge of the existence of the Modoc, and the Yurok don't appear to have been aware of the Modoc at all. Furthermore, the Yurok placed a second ocean at the head of the Klamath, where the Klamath and Modoc peoples inhabited. (5, pg. 320)
Modoc heads are considerably shortened by deformation. Bandages around the infant's skull compress the forehead and back of the head. This custom came to the Modoc from the north and east. (5, pg. 326)
The Modoc are officially recognized under the larger category of Klamath Indian Tribes. Their constitution was approved in 1910. (8)
Numbered references
1. http://klamathtribes.org/tribal-court/
2. http://www.native-languages.org/klamath-modoc.htm
3. http://www.ethnologue.com/language/kla
4. http://www.ohs.org/education/oregonhistory/historical_records/dspDocument.cfm?doc_ID=395BD9A9-9235-501CFE5FB44471854B3E
5. Kroeber, A. L. Handbook of the Indians of California. New York: Dover Publications, 1976. Print.
6. Ch. 9 Mobility powerpoint slide # 25
7. http://www.siskiyous.edu/shasta/nat/mod/mat.htm
8. https://sites.google.com/site/californiaindiantribes/home/northeast/modoc
9. http://www.bigorrin.org/archmn-modoc.htm
10. http://soda.sou.edu/awdata/041207b1.pdf
11. California University Publications American Archeology and Ethnology volume 4 | <urn:uuid:482aeee4-16d7-4b9b-b2c3-b223e93578a9> | CC-MAIN-2017-39 | http://dice.missouri.edu/docs/north-america-other/Modoc.pdf | 2017-09-25T06:04:20Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00600.warc.gz | 89,917,451 | 7,048 | eng_Latn | eng_Latn | 0.997381 | eng_Latn | 0.99838 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
6882,
13508,
19975,
28126,
30857
] | [
3.4375,
2.4375
] | 1 | 1 |
18
SIZE: 5 to 50 cm long.
LEAVES: Very slender and delicate, almost translucent pale green, 5-30 mm long and 0.5 mm wide. They have wide (abruptly expanded) bases and 13-17 minute teeth along their margins. They are widely spaced along the stem and become smaller towards the top of the plant.
STEM: Slender and flimsy, 0.2-0.7 mm thick.
FLOWERS: Small, inconspicuous, usually solitary and located where the leaves meet the stem (axil).
FRUITS: Capsules, 2 to 3 mm long, that contain narrow light brown seeds.
NOTES: This plant grows underwater but entire plants or fragments are often found floating and moving freely with the water like a fine seaweed or hair. It is much easier to see if held at the water's surface and observed with a hand lens.
© SEAN BLANEY
© SEAN BLANEY
Branching pattern
Taking a water sample to measure lake nutrient levels
© PAT HUDSON
Habitat:
Rooted in sandy or muddy lake bottoms in shallow to moderately deep water. This species has a low tolerance for pollution and requires waters that are low in nutrients. Interesting point: Since light scatters underwater, these plants are flexible and have many leaves which allow them to absorb more light from many different directions. Similar species: Slender Naiad (Najas flexilis) typically has wider (0.2 to 2 mm) leaves which have 20-100 minute teeth along their margins and bases that are gradually expanded. Small thin-leaved Pondweed species (Potamogeton spp.) can also be quite similar, but do not have leaves that are expanded at the base and have flowers that are clustered rather than solitary. | <urn:uuid:3e4951d0-6335-4572-851a-b649f76f7a6d> | CC-MAIN-2017-39 | http://www.speciesatrisk.ca/coastalplainflora/guide/download/Thread-like%20Naiad.pdf | 2017-09-25T06:20:26Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00601.warc.gz | 574,162,904 | 379 | eng_Latn | eng_Latn | 0.998415 | eng_Latn | 0.998415 | [
"eng_Latn"
] | false | docling | [
1593
] | [
2.484375
] | 2 | 0 |
STELLA MARIS CATHOLIC SCHOOL
POLICY: TREATY OF WAITANGI
PURPOSE
1. To develop a respect for issues raised by the Treaty and an understanding of its place in New Zealand's history
2. To encourage students to develop an understanding of Tikanga Maori
3. To encourage students to become familiar with and gain an understanding of Maoritanga
4. To encourage students to understand and value their bi-cultural heritage
5. To help students realise that the contribution made to the life of New Zealand by Maori language and culture is an enriching one
PROCEDURES
1. Staff will work towards a Curriculum Plan for Taha Maori
2. Opportunities will be provided for all students to learn Tikanga Maori
3. Adequate resources will be provided for staff development to support teachers in creating an appropriate Taha Maori programme
4. Pastoral care will be provided through culturally appropriate ways
5. Maori values and customs will, where practicable, be incorporated into school life
6. The Principal will have overall responsibility for the implementation of the Treaty of Waitangi policy. (This may necessitate consultation with representatives of the Maori community from time to time)
7. We will endeavour to expose the children at Stella Maris to Marae Kawa (Protocol)
POLICY REVIEW DATE
This Policy will be reviewed according to the Board's Effectiveness Review Programme`
____________________________ Chairperson
____________________ Date
37. | <urn:uuid:2dcba308-49c8-4334-b27d-8019519295a4> | CC-MAIN-2017-39 | http://stellamaris.school.nz/wp-content/uploads/2016/08/Treaty-of-Waitangi-%E2%80%93-2013.pdf | 2017-09-25T06:03:58Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00601.warc.gz | 317,505,571 | 308 | eng_Latn | eng_Latn | 0.994785 | eng_Latn | 0.994785 | [
"eng_Latn"
] | false | docling | [
1453
] | [
2.40625
] | 1 | 2 |
erererTheMonthkydfdfdf The Monthly Tweet
For the children, by the children
Issue 5 : January 2017
This Issue:
Our Science week
Year 2 visit Bristol Zoo
The Answers to last month's quizzes
We hope everybody has had a brilliant first month back in school and is looking forward to February!!!
Experience 6
Year 6 have had a busy first month in 2017 and are busily preparing for their SAT's tests.
We are starting our topic on Oliver Twist, ready for visiting London, have we mentioned that before!!!
erererTheMonthkydfdfdf The Monthly Tweet
For the children, by the children
Issue 5 : January 2017
Viking Day
On Thursday 5 th January, Year 4 were lucky enough to have a Viking Day!
This was organised by the Year 4 teachers. Everybody dressed up in Viking style!
We had a visitor called Steve and he talked about the Vikings and their lives.
Year Two go to the Zoo!
Following Year Two's topic of 'Go Wild', they were treated to a trip to Bristol Zoo.
'It was a great opportunity to go. We saw lots of animals like penguins swimming and seals doing tricks. My favourite animals were the Meerkats who were busy digging holes. Thank you for letting us go Mrs Farley!'-Isabella, Chaffinch class.
erererTheMonthkydfdfdf The Monthly Tweet
For the children, by the children
Issue 5 : January 2017
Science Week!
On 10 th January, we were lucky enough to have Mr G, a scientist in and we all had fun taking part in different experiments and watching big EXPLOSIONS!!!!!
PTA Corner
We are looking forward to our PJ & Pillow night, on Friday 3 rd February.
NEXT ISSUE:
Storytelling week
Year 1 go to @bristol
Christmas Quizzes – Answers
Key Stage 1:-
| | | Question | Answer |
|---|---|---|---|
| 1, | | How many elves can you spot | 7 |
| | | hiding in the Monthly Tweet? | |
| 2, | | Can you name 5 of Santa’s | Dasher, Dancer, |
| | | reindeer? | Prancer, Vixen, Comet, |
| | | | Cupid, Donner, Blitzen |
| | | | and Rudolph |
| 3, | | Rearrange these letters for | North Pole |
| | | where Santa lives PELT | |
| | | ORNHO | |
| 4, | Finish this song title ‘I wish it could be _________ _____ ___ | Finish this song title ‘I wish | Christmas every day |
| | | it could be _________ | |
| 5, | | On which day of Christmas | 11 |
| | | did a true love give Pipers | |
| | | Piping? | |
Key Stage 2:-
| | Question | Answer |
|---|---|---|
| 1, | 12 D D | 12 Drummers Drumming |
| 2, | 24 D on an A C | 24 Days on an Advent |
| | | Calendar |
| 3, | 9 R flying S S | 9 Reindeer flying Santa’s |
| | | Sleigh |
| 4, | 5 G R | 5 Gold Rings |
| 5, | 8 M are M | 8 Maids are Milking |
| 6, | 2 T D | 2 Turtle Doves |
| 7, | 12 D of C | 12 Days of Christmas |
| 8, | M on 34 S | Miracle on 34th Street |
| 9, | H A 2 | Home Alone 2 |
| 10, | 6 G are L | 6 Geese are Laying |
Editor: Lucy, Eagle Class Features: Ella, Holly, Sam and Ebony-Barn Owl Class, Keira, Emily & Ella-Eagle Class, Isabella-Chaffinch Class & Mrs Kennett | <urn:uuid:a81789f2-985e-436c-81f1-4542139058d2> | CC-MAIN-2017-39 | http://cdn.bwmatacademies.net/wp-content/uploads/sites/6/2017/03/Issue_5_January-2017.pdf?x99584 | 2017-09-25T06:11:43Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00600.warc.gz | 60,774,613 | 937 | eng_Latn | eng_Latn | 0.996839 | eng_Latn | 0.998684 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
510,
1212,
2984
] | [
2.015625
] | 1 | 0 |
1. Description
1.1 Name of society, language, and language family:
-Sáliba,Sáliba, Salivan
-All Sáliba Indians for the most part, understand the Sáliba language, but it is only preserved among the elderly woman of the tribe. (2) However, other sources claim the language is still used on a daily basis, and that Spanish is spoken only when dealing with outsiders. (1)
-"In the Orocué area the language is only conserved to a high degree among elderly women; others understand Sáliba but no longer express themselves in the language." (2)
-"Most are bilingual in Saliva and Spanish, using their own language in daily life and speaking Spanish only to outsiders." (1)
-The Sáliba Indians are often referred to as the Saliva as well, and both names shall be used throughout this questionnaire.
1.2 ISO code (3 letter code from ethnologue.com):
-slc
1.3 Location (latitude/longitude):
-The Saliva tribe is found in Columbia near theMeta and Casanare rivers, as well as in Venezula. (2)
1.4 Brief history:
-The Saliva Indians were quick to succumb to Jesuit missionary influence in the early 1700's. The Indians moved to Jesuit controlled areas mainly in order to escape Carib raids and attacks. However, the Saliva Indians have been able to keep their culture very traditional even with the great influence of Spanish outsiders and missionaries over the last couple hundred years. (1) (3)
1.5 Influence of missionaries/schools/governments/powerful neighbors:
-The Saliva Indians were greatly impacted by the Jesuit missionaries. Upon contact, a large percentage of the Saliva peoples moved onto Jesuit missionary land in order to evade Carib attacks. (3)
-"The Saliva appear not to have originally inhabited the region of Orocue; their presence there clearly dates from the establishment of the first Jesuit missions. Several sites in the region, among them San Regis de Guanapalo, Purisima Concepcion de Cravo, Trinidad de Duyas, and others, were founded in the early 18 th century and consisted primarily of refugees fleeing from the attacks of the Carib. Saliva migrating from the Orinoco area were formed into several missions, the most important of which was San Miguel de Macuco, founded in approximately 1730. This became one of the most important and permanent historic Saliva sites…" (3)
1.6 Ecology:
-The Saliva Indians come from the Llanos area. This region is a characterized by a savanna landscape and has distinct wet and dry seasons that allows for farming, fishing, and hunting. (1)
-"The Saliva habitat is the Llanos, a vast savanna region of eastern Colombia and western Venezuela. There are pronounced wet and dry seasons; in the rainy season the plains are flooded. Early observers reported an abundance of game as well as fish and amphibians." (1)
1.7 Population size, mean village size, home range size, density
-A total population size of 1,550 peoples comprises this indigenous tribe, 1,300 of which live in Columbia. (2)
2. Economy
2.1 Main carbohydrate staple(s):
-No single carbohydrate appears to be the staple source for the Saliva Indians, but both sweet and bitter manioc, along with maize, are grown, dispersed, and traded by the group. (1)
2.2 Main protein-lipid sources:
-The Saliva Indians are mainly agriculturalists, but they also hunt, fish, and collect turtle eggs as sources of protein. Animals such as deer, tapier, armadillos, anteaters, tortoises, and iguanas are all actively hunted and eaten as protein-lipid sources. The oil from turtle eggs are also used for cooking, paint bases, and for trading. (1)
-"Hunting and fishing were important secondary activities. Game included deer, peccaries, tapir, armadillos, anteaters, tortoises, and iguanas. Iguanas were a favorite food, and so abundant it was reported that hundreds could be captured in a single hour…Collecting turtle eggs was an important seasonal activity, as hundreds of thousands of turtles laid their eggs on the beaches of the Orinoco and its tributaries. The Saliva extracted oil from the eggs that they used in cooking, as a base for body paint, and as an article of trade." (1)
2.3 Weapons: Bow and arrow, blowguns?:
-Bows and arrows are used in a particular fishing technique in order to catch fruit eating fish. Two men work together; one man drops a piece of fruit into the water while the other man readies himself and shoots the fish that comes to the surface with his bow and arrow. (1)
-"Two fishermen would cooperate, one dropping a piece of fruit into the water. When a fish rose to the bait, the other fisherman was ready with bow and arrow." (1)
2.4 Food storage: No Data Found
2.5 Sexual division of production:
-Among the Saliva, there is a strong sense of sexual division of production and labor. Women produce ceramics, weave cotton cloth, apply body paints, agricultural work, and process manioc while men produce baskets, clear plots of land for farming, and hunt and fish. (1)
-"Fields were cleared in the gallery forest, generally by male work groups…Except for clearing and burning, women did most of the agricultural work." (1)
-"Women spun cotton and used a primitive loom. Basketry was the exclusive work of men, whereas only women made pottery. Women also processed manioc tubers and made manioc bread." (1)
-"…the women spent a great deal of time grooming and applying body paint to their husbands and other male family members." (1)
2.6 Land tenure:
-The Saliva Indians can be identified primarily as agriculturalists. They cultivate sweet and bitter manioc, maize, different types of fruits, sugar cane, rice, and other plant products. Raised mounds were constructed to grow manioc on and large tracks of the forest were cleared for other plants. Surprisingly, the Saliva did not maintain their cleared farming lands though. No weeding was performed, so once an area became overrun with weeds, a new field would be cleared. (1)
-"The Saliva grew maize, sweet and bitter manioc, and a number of different fruits, especially pineapples and papayas. They probably grew such introduced crops as sugarcane and rice since early colonial times. Chili peppers were their preferred condiment. Among nonfood crops were tobacco, cotton, carguate (a kind of agave) for fiber, gourds, and various dye plants…For better drainage, manioc was planted in raised mounds; other crops were simply planted among the charred tree trunks and stumps…The Saliva did little weeding; when a field became choked with weeds, they abandoned it and opened a new one." (1)
2.7 Ceramics:
-Woman, specifically, produced any ceramic ware. (1)
-"…only women made pottery. " (1)
2.8 Specified (prescribed or proscribed) sharing patterns: No data found
2.9 Food taboos:
-Some food taboos are followed when men and woman go through the couvade process. More information concerning the couvades can be found under section 4.22 below.
2.10 Canoes/watercraft?
-The Saliva produced large canoes that could hold up to twelve people each. (1)
-"The Saliva were expert makers of dugout canoes, and some were large enough to carry ten or twelve people." (1)
3. Anthropometry
3.1 Mean adult height (m and f): No data found
3.2 Mean adult weight (m and f): No data found
4. Life History, mating, marriage
4.1 Age at menarche (f): No data found
4.2 Age at first birth (m and f): No data found
4.3 Completed family size (m and f): No data found
4.4 Inter-birth-interval (f): No data found
4.5 Age first marriage (m and f): No data found
4.6 Proportion of marriages ending in divorce:
-No quantitative information was found regarding divorce prevalence, only that it was frequent. The Saliva Indians often intermarried and traded with the neighboring Carib Indians, but raids between the two groups were still common. This continued tension with a neighboring tribe, which was intermarried into the Saliva tribe, could help account for the presence of divorce. (1) The practice of 'trial marriages' also makes a divorce rate hard to obtain because many 'trial marriages' disband and are never formalized. (3)
-"Polygyny was common and divorce frequent." (1)
-"Trial arrangements may be brief, and even the birth of child does not ensure a stable union; therefore it is not surprising that a substantial number of the adult population have been participants in several unions of varying durations. The frequency and complexity of these factors make it extremely difficult to obtain adequate or reliable data on the dissolution of the unions." (3)
4.7 Percent marriages polygynous, percent males married polygynously:
-No quantitative information was found regarding polygyny either, only that it was common. (1) However, another source states that monogamy is practiced tribe-wide with only a few cases of polygyny being acceptable in the past. (3)
-"Polygyny was common and divorce frequent." (1)
-"Monogamy is universal, although a few informants stated that polygyny is permissible and recalled some past cases." (3)
4.8 Bride purchase (price), bride service, dowry?: No data found
4.9 Inheritance patterns: No data found
4.10 Parent-offspring interactions and conflict: No data found
4.11 Homosexual activities, social attitudes towards homosexuals: No data found
4.12 Pattern of exogamy (endogamy):
-No information was clear that marriages were always exogamous, but the Saliva do appear to seek out marriages with neighboring Carib and Achagua tribes. (1)
-"There is ample evidence that the Saliva often intermarried with the Achagua and with Carib groups." (1)
4.13 What is the belief of the role of males in conception; is paternity partible? Are these "other fathers" recognized? No data found
4.14 What is the belief of the mother's role in procreation exactly? (e.g., "receptacle in which fetus grows") No data found
4.15 Is conception believed to be an incremental process (i.e., semen builds up over time)? No data found
4.16 Occurrence of sexual coercion, rape No data found
4.17 Preferential category for spouse (e.g., cross cousin)
-There is no preferred spouse category among the Saliva. However, blood relative relations are deemed incestual and marriages are often exogamous with Carib or other neighbors. (1) (3)
-"There is ample evidence that the Saliva often intermarried with the Achagua and with Carib groups." (1)
-"There are no specified preferential mates, and incest and marriage prohibitions extend to all near consanguineal relatives, including second cousins." (3)
4.18 Do females enjoy sexual freedoms? No data found
4.19 Evidence of giving gifts to extramarital partners or extramarital offspring: No data found
4.20 If mother dies, whose raises children? No data found
4.21 Adult sex ratio: number of adult males divided by number of (reproductive) females: No data found
4.22 Evidence for couvades
-Both men and woman participate in a couvade surrounding the birth of their children. This often includes fasting, limited activity, and other customs. (1)
-"The Saliva practiced the couvade, which imposed a period of inactivity and fasting on both parents of a newborn child.” (1)
4.23 Different distinctions for potential fathers (e.g., lesser/younger vs. major/older): No data found
4.24 Kin avoidance and respect? No data found
4.24 Joking relationships? No data found
4.25 Patterns of descent (e.g., bilateral, matrilineal) for certain rights, names or associations: No data found
4.26 Incest avoidance rules
-A relationship with any blood related relatives, including second cousins, are considered incestual. (3)
-"There are no specified preferential mates, and incest and marriage prohibitions extend to all near consanguineal relatives, including second cousins.” (3)
4.27 Is there a formal marriage ceremony?
-The Saliva tribe performs trial marriages. These trial marriages entail that a new couple lives with the wife's family for a specified period of time. If the marriage is deemed successful upon completion, which is usually determined by the birth of a
child, then a formal marriage ceremony is performed, modernly in a church, and the married couple leaves the wife's house to form their own residence. (1) (3)
-"They practice trial marriage: a young couple first lives with the wife's family and only if the trial is concluded successfully (usually with the birth of a child) do they have a church marriage and form an independent household.”
(1)
-"According to informants, the traditional Saliva "trial marriage" is still in existence, although marriages are now formalized later by a church ceremony." (3)
4.28 In what way(s) does one get a name, change their name, and obtain another name? No data found
4.29 Is marriage usually (or preferred to be) within community or outside community? (m/f difference?) No data found
4.30 Are marriages arranged? Who arranges (e.g., parents, close kin)? No data found
4.31 Evidence for conflict of interest over who marries who: No data found
Warfare/homicide
4.14 Percent adult (male) deaths due to warfare: No data found
4.15 Outgroup vs ingroup cause of violent death: No data found
4.16 Reported causes of in-group and out-group killing: No data found
4.17 Number, diversity and relationship with neighboring societies (external relations):
-The Saliva group is a close neighbor to the fierce Carib Indians. Although they traded and often intermarried with this group, raids were still prevalent between the two neighbors. (1)
-"…the warlike Caribs with whom the Saliva maintained an ambiguous relationship—they traded with them and even intermarried, although they were often the victims of Carib raids." (1)
4.18 Cannibalism? No data found
5. Socio-Political organization and interaction
5.1 Mean local residential (village) group size: No data found
5.2 Mobility pattern: (seasonality): No data found
5.3 Political system: (chiefs, clans etc, wealth or status classes):
-The Saliva Indians most likely had headman over seeing each independent village. This leader gained this position through a combination of lineage and personal attributes. (1)
-"Communities were probably independent, and local headmen gained their position through a combination of personal qualities and patrilineal descent." (1)
5.4 Post marital residence:
-The Saliva tribe performs trial marriages. These trial marriages include a married couple living with the wife's family for a period of time and if the marriage is deemed successful upon completion, then a formal marriage ceremony is performed and the married couple leave the wife's house to form their own residence. (1)
5.5 Territoriality? (defined boundaries, active defense): No data found
5.6 Social interaction divisions ? (age and sex): No data found
5.7 Special friendships/joking relationships: No data found
5.8 Village and house organization:
-Traditionally: The native Saliva Indians lived in large communal houses but began living in smaller groupings with the pressure from increased raiding by their Carib neighbors. (1)
-"Originally they lived in large communal houses, but later, as Carib raids increased, dwellings were dispersed to facilitate flight." (1)
-Modernly:
-The Saliva today arranges their residences into family homesteads, which are a part of a larger neighborhood. These homesteads usually only consist of one married pair and their offspring, but other instances of related individuals living together can occur. (3)
-"Today the Saliva occupy dispersed family homestead which form nine principal neighborhoods of population concentration in the region of Orocue. These neighborhoods are situated along major streams and their tributaries and derive their names form the adjacent waterways…The settlement pattern [is] of dispersed family homesteads forming ill-defined, amorphous neighborhoods…In the majority of cases the Saliva homestead is occupied by an independent nuclear family consisting of a married pair and their unmarried offspring; however, minimal extended or stem families composed of two related families of procreation or small extended families of one individual in the senior generation and two or more within the next generation are not unusual and reflect marriage patterns and alternate residence choices." (3)
5.9 Specialized village structures (mens' houses): No data found
5.10 Sleep in hammocks or on ground or elsewhere? No data found
5.11 Social organization, clans, moieties, lineages, etc: No data found
5.12 Trade:
-The Saliva Indians have traditionally traded animal teeth, shell money, manioc graters, body paints, and turtle eggs,
specifically that of the eggs' oil. The Salvia today, also trade excess agricultural products as a means of additional income. (1) -"On ceremonial occasions both sexes wore necklaces and pendants of animal teeth and shell money obtained through trade. Saliva participated actively in the trade networks of the Llanos, even after contact. They manufactured manioc graters and made paints and dyes for body decoration, specifically for trade." (1)
-"The Saliva extracted oil from the eggs that they used in cooking, as a base for body paint, and as an article of trade." (1)
-"They are [modernly] subsistence farmers, selling their surplus crops to buy necessities." (1)
5.13 Indications of social hierarchies?
-Although it appears that local headsmen oversaw individual villages (1), I did not find any other information as evidence of any other form of social stratification or special privileges being given to the headsman.
6. Ritual/Ceremony/Religion (RCR)
6 Time allocation to RCR: No data found
6.1 Specialization (shamans and medicine): No data found
-"The shaman is still the principal religious specialist, and Saliva shamans are renowned for their knowledge of medicinal herbs.” (1)
6.2 Stimulants:
-Saliva Shamans use hallucinogenic drugs in a religious context to make contact with spirits. (1)
-"Shamans were the religious specialists who fasted and used hallucinogenic drugs to make contact with the spirits."
(1)
6.3 Passage rituals (birth, death, puberty, seasonal):
-Thought to be a ritual concerned with puberty initiation ceremonies, young men are expected to endure periods of flagellation.
(1)
-"Young men were frequently submitted to flagellation rituals, perhaps as part of an initiation ceremony." (1) 6.4 Other rituals:
-See Section 9 below concerning other interesting cultural features of the Saliva tribe to learn about modern politically motivated shows of ceremony and rituals.
6.5 Myths (Creation):
-Little is known about the Saliva cosmology. It is documented that Puru was the creator of the world and lived in heaven with his son. Puru sent his son to earth in order to kill a great serpant, and upon the serpents’ death, worms appeared. These
'worms' were considered to be the feared and hated Carib neighbors to the Saliva Indians. (1)
-"Puru was the creator, living in heaven with his son. When a great serpent devastated the Orinoco region, Puru sent his son to kill it. From the serpent's decomposed body emerged worms, which turned into the feared and hated Carib peoples." (1)
6.7 Sex differences in RCR: No data found
6.8 Missionary effect: No data found
6.9 RCR revival: No data found
6.10 Death and afterlife beliefs:
-The Saliva Indians bury their dead in elaborate manners and secondary reburials of the dead were often observed. (1) -"Funerals were elaborate, and secondary burial was practiced." (1)
6.11 Taboo of naming dead people? No data found
6.12 Is there teknonymy? No data found
6.13 Briefly describe religion (animism, ancestor worship, deism, magic, totems etc.)
-Little is known about the Saliva religion, but one creation myth, concerning the god Puru, is briefly described under section 6.5 above.
7. Adornment
7.1 Body paint:
-The Saliva Indians produce body paint using the oil from turtle eggs as a base. Women spend long periods of time applying paint to their husbands and other male relatives. Body paint is also produced in excess for trade. (1)
-"The Saliva extracted oil from the eggs that they used in cooking, as a base for body paint, and as an article of trade."
(1)
-"…the women spent a great deal of time grooming and applying body paint to their husbands and other male family members." (1)
-"They manufactured manioc graters and made paints and dyes for body decoration, specifically for trade." (1)
7.2 Piercings: No data found
7.3 Haircut: No data found
7.4 Scarification: No data found
7.5 Adornment (beads, feathers, lip plates, etc.): No data found
7.6 Ceremonial/Ritual adornment:
-Both men and woman of the Saliva tribe adorn themselves with necklaces made out of animal teeth and shell money during certain ceremonies. (1)
-On ceremonial occasions both sexes wore necklaces and pendants of animal teeth and shell money obtained
through trade." (1)
7.7 Sex differences in adornment: No data found
7.8 Missionary effect: No data found
7.9 Cultural revival in adornment:
No data found
8. Kinship systems
8.1 Sibling classification system: No data found
8.2 Sororate, levirate: No data found
8.3 Other notable kinship typology, especially cross-cousin (MBD/FZD) typology (Crow/Hawaiian/Omaha etc.): No data found
9. Other interesting cultural features (list them):
Modern Festivals/Ceremonies:
-Once a year, a festival called Candelaria is held in Orocue. The Saliva Indians are given food and drink from the government and in return they must 'put on a show' of their ethnic and culturally heritage. This festival causes conflicted feelings within the Saliva tribe. It is not a traditional practice and has come about because of modern influences. (3)
-"An annual event…is the fiesta of Candelaria, held in Orocue during the last week in January and the first week in February. During this event, the Saliva receive varying amounts of food and drink from the local government and prominent local Columbians, in return for which they are required to ostentatiously display their tribal ethnicity in the form of dancing, singing, and "electing their chief" for the benefit of local dignitaries and visitors. This event is both valued and resented by the Saliva and emphasizes their unique position as a people." (3)
Numbered references
1. Countries and Their Cultures. Saliva. http://www.everyculture.com/South-America/Saliva.html
2. Ethnologue. Sáliba. 2013. http://www.ethnologue.com/language/slc
3. Morey, Robert V. Notes on the Saliva of Eastern Columbia. Current Anthropology. Vol. 13, No. 1 (Feb, 1972), p 144-147. | <urn:uuid:fb850d76-f97b-46f5-b866-77be48d0f1be> | CC-MAIN-2017-39 | http://dice.missouri.edu/docs/south-america-other/Saliba.pdf | 2017-09-25T06:09:12Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00600.warc.gz | 90,041,416 | 5,238 | eng_Latn | eng_Latn | 0.996976 | eng_Latn | 0.997142 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
4943,
9536,
14245,
19103,
22537
] | [
2.53125,
2.4375
] | 1 | 0 |
Lesson Eight: Teaching History through Story Writing continued
Grades: 9-12
Time Allotment: 1 50-minute period
Curriculum Area: 20 th Century History
Rationale: Using various research techniques to investigate the women who worked at the Springfield Armory during World Wars One and Two will not only expand students' understanding of these women and the conditions under which they worked but will also expand their understanding of research techniques.
Objective: To deepen students understanding of women workers at the Springfield Armory during World Wars One and Two and to show them that these women were people not just statistics.
Standards:
USII.6 Analyze the causes and course of America's growing role in world affairs from the Civil War to World War I.
J. American Entry into World War I
USII.17 Explain important domestic events that took place during the war. (WWII) C. the entry of large numbers of women into the workforce
Materials:
* Computers w/ internet access (or paper copies on images, essays, and records)
Procedures:
Introduction
Outline lesson. approx. 1 min
Focus
Students break into their larger groups from the previous days. approx. 2 min Students work in groups. approx. 15 min
Group 1 will explore WWI through records
Group 2 will explore WWII through essays
Group 3 will explore the two wars through images
Students work with their partners to develop their projects. approx. 30 min
Closure
Bring class back together. approx. 2 min Announce that presentations will start at the beginning of class tomorrow.
Differentiated Learning: Visually impaired students in group 3 can be temporarily moved to groups 1 or 2.
Assessment: Students will be assessed based on their participation in groups and ultimately on the quality of their projects. (Rubric available) | <urn:uuid:721ba317-c873-4c40-acb3-d8f76eae2e81> | CC-MAIN-2017-39 | http://forgeofinnovation.org/Springfield_Armory_1892-1945/Curricula/Nichols/lessonplans/lesson8.pdf | 2017-09-25T05:59:23Z | crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00600.warc.gz | 124,263,240 | 386 | eng_Latn | eng_Latn | 0.996933 | eng_Latn | 0.996933 | [
"eng_Latn"
] | false | docling | [
1820
] | [
3.859375
] | 1 | 1 |
OD4 8B hodina 18 2024 OPRAVENÉ ČÍSLOVÁNÍ
0) Checked WB 114 115 – Review; maybe: revised 111, 112 (some of you didn't have that last week¨)
0)Feedback on your writing task – An interview with an organ (kidneys, brain, stomach :-) - you were supposed to mail it prior to the lesson
00) Presentations – Human Body Chapter 10 (An illness)
1) Pokračujeme Human Body – Chapter 10 (When things go wrong)
HW: presentation (An accident; Growing old):…………………..
2) Maybe: Another chapter from The Human Body? (It depends on how much time there is left and if you want to continue the topic. We could do Chapter 11 – Amazing bodies, or Chapter 12 – Healthy living)
3) HW Revision:
1st conditional – use your own ideas: If I get the flu, I will…
If my teacher teaches me a lot of things about our circulatory, I will draw…
If my friend is scared of getting the vaccine, I will explain that…
- - -
Question tags: Match the sentence beginnings with the QUESTION TAGS.
We are a rather disorganised group of students,
are we?
We aren't very talkative,
mustn't she?
We don't like writing assignments very much,
weren't we?
The teacher must be a bit frustrated,
did we?
But it's her fault,
aren't we?
Maybe we were just too tired last week,
didn't we?
Some of us do more homework than the others,
do we?
We didn't speak about diseases and injuries last week,
don't they?
We wrote an interview with an organ last week,
won't we?
We will finish start a new topic soon,
isn't it?
Use have to/ don't have to in the appropriate tense.
We ……………………………….. water the trees in the city park every summer, because it is very hot.
If it is hot next week, we …………………………..water the trees in the city park.
………...you ever …………….. pay a fine for vandalism? Do you think that vandals should …………… work
for the city as volunteers and help to clean it?
If your parents didn't have a car, they ………………………………...commute to work by public transport.
We might ……………………………...build some scaffolding here to repair the facade of the castle.
There was no English homework, so we …………………………...write anything last week. | <urn:uuid:25b2118a-f063-4116-9704-a80bddc5c5d8> | CC-MAIN-2025-08 | https://anglictina-kladno.cz/materialy/OD4%208.B%20pond%C4%9Bl%C3%AD%202024/OD4%208B%20hodina%2018%202024%20%20OPRAVEN%C3%89%20%C4%8C%C3%8DSLOV%C3%81N%C3%8D.pdf | 2025-02-16T14:54:19+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831952586.5/warc/CC-MAIN-20250216135951-20250216165951-00769.warc.gz | 78,300,841 | 535 | eng_Latn | eng_Latn | 0.998482 | eng_Latn | 0.998482 | [
"eng_Latn"
] | false | docling | [
2112
] | [
3.171875
] | 1 | 0 |
Safeguarding and Wellbeing Newsletter
Spring Term 1
Spring 2021 Edition
Attitude Determines Altitude
WELCOME
ONLINE MENTAL HEALTH & WELLBEING SERVICE
Welcome to our spring edition of the Platanos College Health and Wellbeing Newsletter.
Since July 2018, Platanos College registered for the Wellbeing Award, and has created a whole-school approach to Health and Wellbeing.
All staff at Platanos College recognise the importance to safeguard and promote the welfare of all our pupils by protecting them from physical, sexual or emotional abuse, neglect and all forms of bullying.
We recognise the importance of teaching pupils the skills to improve their health and wellbeing. The skills include a variety of approaches such as regularly engaging in physical activities, understanding the benefits of eating healthy, forming healthy relationships and managing their emotional development.
The school has a number of staff who have been trained as Youth Mental Health First Aiders. Including regular Child Protection and Safeguarding training
It is the school's aim to raise awareness within our school community in order to create a mentally healthy, supportive environment for both staff and pupils.
Kooth is a free online mental health & wellbeing service available to all young people aged 11-25 in Lambeth. Pupils can log onto Kooth until 10pm every single day of the year to speak to a fully-qualified counsellor about anything they wish.
Kooth also has self-help tools & activities, an online magazine & forums which are designed to support a young person's well-being too.
Kooth is commissioned by the NHS and Local Authorities.
Visit the website www.kooth.com
Or visit the website portal
https://kooth.swivle.cloud/#/search//nameasc/?path=ancestorPaths:%22%5CPromotion %20Portal%5CAll%20Promotional%20Materi als%5CKooth%22
SELF-CARE AND SUPPORT FOR YOUNG PEOPLE
NUTURE YOUR PHYSICAL HEALTH
Eat regular healthy meals and find a fun exercise that suits you and your schedule.
Remember to download the home workout programmes that the Physical Education department have uploaded onto Show My Homework and Google Classroom.
SET ASIDE TIME TO HAVE FUN
Positive emotions can help build a buffer against stress.
TALK TO SOMEONE
Avoid bottling up your feelings …talk to someone like your parent, a member of your family or a close friend.
TOO MUCH SCREEN TIME
It can affect your sleep, so try to switch off now and then.
OVERWORKING
Everyone needs time to unwind so try to build in short, regular breaks while you are studying or revising.
WELLBEING AND SAFEGUARDING
Amid the Covid 19 pandemic, supporting the wellbeing of children has never been so important. You can access Safeguarding Children 10 Top Tips Parent Resource.
This resource is designed to offer advice on how parents can safeguard their child/ren's mental health and promote their wellbeing and is available as a document and short video presentation.
.
| Web: www.platanoscollege.com
Executive Headteacher: Ms J. Tapper CBE FRSA MA NPQH
The link to both resources is here: https://ssscpd.co.uk/education/parentsa ndguardians/child-mental-health-10-tips-forparents/-/pj==
KEEPING PUPILS SAFE ONLINE
The NSPCC offers workshops and webinars for parent and careers, which cover the positive aspects of children using the internet, as well as the potential risks and concerns that families might have.
To organise a session, please contract firstname.lastname@example.org
NET AWARE
Net Aware is an online tool created in partnership with O2 that informs parents and carers about popular sites, apps and games that children use. They can also sign up to our online safety newsletter to keep up with digital trends.
For more information visit www.netaware.org.uk
ONLINESAFETY PRINTABLE RESOURCES
The NSPCC and O2 have also created resources to help parents and carers kick start conversations with your child about staying safe online. The information is available in 9 different languages from www.netaware.org.uk/resources
ADDITIONAL WEBSITES
https://www.healthystart.nhs.uk/
http://www.lambethlarder.org/emergencyfood.html
Executive Headteacher: Ms J. Tapper CBE FRSA MA NPQH | <urn:uuid:914b3184-f6c7-42f4-89ae-ca2f2ba2a80f> | CC-MAIN-2025-08 | http://www.platanoscollege.com/wp-content/uploads/2021/01/HealthWellbeingNewsletter2021Spring-1.pdf | 2025-02-16T15:48:37+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831952586.5/warc/CC-MAIN-20250216135951-20250216165951-00770.warc.gz | 47,448,988 | 917 | eng_Latn | eng_Latn | 0.988799 | eng_Latn | 0.994122 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1845,
3713,
4184
] | [
2.109375
] | 1 | 0 |
"We are a Catholic community, living and learning in faith. Through the Gospel values of faith, hope, trust and love, we aim to recognise individuality and enable each other to fulfil our potential"
St Cuthbert's Catholic Primary School
Year 6 Curriculum Map 2024-25
| | Autumn 1 | | Autumn 2 | | | Spring 1 | | | | Spring 2 | | | Summer 1 | | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| RE | Creation to Covenant | | Prophecy and Promise | | | From Galilee to Jerusalem | | | | From Desert to Garden | | | To the Ends of the Earth | | |
| | Place value within 10 000 000 | Four operations | | Fractions | Imperial and metric measures | | | Ration and proportion | Algebra | Decimals | Percent ages | Perimeter, area, volume | | Statistics | Geometry |
| | Performance Poetry Non-chronological report Diary | | Narrative Instructions Play script | | | Persuasion Balanced argument Recount | | | | Letter (formal) Newspaper Narrative | | | Biography Letter (informal) Narrative | | |
| | Changing circuits | | Our Bodies | | | Evolution and inheritance | | | | Classifying living things | | | Light and Sight | | |
| History & | South America – The Amazon | | The Maya Civilisations | | | | Global warming and climate | | | The Ancient Greeks | | | Our World in the future | | |
| Geography | | | | | | | change | | | | | | | | |
| | Craft and design - photo opportunity. Painting and mixed media - artist study | | Textiles – Christmas Stockings | | | Drawing - make my voice heard | | | | Mechanical systems – automata toys | | | Sculpture and 3D - making memories | | |
| | Computing systems and networks - communication and collaboration | | Creating media - web page creation | | | Programming A - variables in games | | | | Data and information - spreadsheets | | | Creating media - 3D modelling | | |
| | Rhythmic notation inclusive of crotchets, quavers, semi- quavers, minims, semibreves and their rests; | | Key features of different styles of music from around the world | | | GarageBand – history of music technology | | | | Music inspired by environment and poetry, exploring inter-related dimensions | | | Reggae – beat chords, composing a bass line and phrasing a melody | | |
| | Get Set For PE: Fitness Get Set For PE: Fundamentals | | Get Set For PE: Gym Get Set For PE: Football | | | Get Set For PE: Dance Get Set For PE: Rugby | | | | Get Set For PE: Ball Skills Get Set For PE: OAA | | | Get Set Get Set For PE: Athletics Get Set For PE: Tennis | | |
| | Religious Understanding Personal Relationships (4 lessons) | | TEAM- UKS2 content | | | Religious Understanding Me, My Body and My Health Life Cycles (To be taught separately to boys and girls) (8 lessons) | | | | Money Matters – UKS2 content | | | Religious Understanding - Catholic Social Teaching Reaching Out (2 lessons) | | |
| | 21 items of clothing Explore the regular ‘er’ whole verb present tense Match clothes with a colour Possessive adjective ‘my’ | | Subjects we study give an opinion Start to tell the time Nouns, gender, definite articles, regular verb conjugation (etudier) | | | Tell the time using quarter/half past & quarter to What we do at the weekend Conjunctions and opinions to make sentences New conjunctions to join phrases | | | | What we do and do not eat and drink to stay healthy Activities we do and don’t do to stay in shape Follow a simple healthy recipe First person singular conjugation of high frequency verbs with use of negative and imperative instructions | | | | | | | <urn:uuid:9ed3747a-a5f7-44d9-a172-937cb78c57c5> | CC-MAIN-2025-08 | https://www.stcuthberts.surrey.sch.uk/attachments/download.asp?file=288&type=pdf | 2025-02-16T15:54:08+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831952586.5/warc/CC-MAIN-20250216135951-20250216165951-00765.warc.gz | 916,032,935 | 1,007 | eng_Latn | eng_Latn | 0.992683 | eng_Latn | 0.992683 | [
"eng_Latn"
] | false | docling | [
3650
] | [
2.8125
] | 1 | 0 |
Physical Education
The purpose of Physical Education as a separate area within the primary curriculum is to provide the opportunity for specific attention to be given to the physical development, health and well being of children.
Through a broad and balanced Physical Education programme, children should develop their knowledge, understanding and skills, enabling them to participate and perform competently and confidently in a range of physical activities. All children should experience a sense of fun, enjoyment and achievement through a variety of progressively challenging and innovative activities. Physical education provides rich opportunities for children to think in different ways, to be creative and imaginative, allowing them to express their feelings and interpretations through a variety of movement contexts. They should have opportunities to explore, plan, practise, improve, perform, evaluate and appreciate the performances of themselves and others.
Through regular and frequent participation in Physical Education, children should understand the benefits of physical activity and the relationship between physical activity and good health.
The school's extra – curricular programme should provide opportunities for all children and develop skills and interests acquired during the Physical Education Programme. Children should be aware of the opportunities to participate in physical activities in the local and wider community.
Through regular and frequent participation in Physical Education children can develop:
- fundamental movement skills that will improve body management, coordination, locomotion and manipulation (gross and fine motor skills),
- knowledge, skills and understanding in a range of physical activities and challenges,
- self confidence and self esteem as individuals and as a member of a team or group,
- positive attitudes and values towards physical activity,
- personal qualities such as taking responsibility, fairness, working with others and leadership,
- creative and critical thinking skills through a range of movement contexts,
- an understanding of the relationship between physical activity and good health,
- an awareness of safety in relation to space, equipment and others,
- the ability to make informed choices and decisions,
- an awareness and understanding of the immense value of the importance of being healthy in future life and employment contexts. | <urn:uuid:192c4266-0245-42ee-b02f-f245fd6560b3> | CC-MAIN-2025-08 | https://storage.googleapis.com/siteassetsswd/135/downloads/P.ECURRICULUM.pdf | 2025-02-16T14:49:57+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831952586.5/warc/CC-MAIN-20250216135951-20250216165951-00766.warc.gz | 505,493,905 | 394 | eng_Latn | eng_Latn | 0.984239 | eng_Latn | 0.984239 | [
"eng_Latn"
] | false | docling | [
2424
] | [
3.78125
] | 1 | 4 |
Guide to Support a Young Person Displaying Anxiety
Anxiety is a feeling of worry or dread which is a normal response to a threat, where the threat can be real or imagined. Sometimes it can get out of control and become a mental health problem.
Support by Caregiver
As a caregiver there are some steps you can take to support a young anxious person who you care for. Below is a list of symptoms associated with anxiety:
o Sweating and a fast heartbeat.
o Panic attacks.
o Shortness of breath.
o Nausea or digestive issues.
o Dizziness.
o A fear of losing control or going crazy.
o Social withdrawal.
o Restlessness and irritability.
o Feeling tense or jumpy.
Here are the main causes of anxiety in young people:
o Bullying, discrimination or exclusion (including the internet).
o Not wanting to go to school or college.
o Ongoing family conflict.
o Suffering a close bereavement.
o Stress caused my exams.
o Experiencing a traumatic event (an assault or accident).
o Using recreational drugs and alcohol.
o Ongoing health problems.
Help them to achieve a more positive view of themselves by using the following strategies:
o It is helpful for adolescents to write down when they feel anxious to you can discuss the triggers with them.
o Let them know you value effort rather than perfection at anything they do.
o Encourage them to try new challenges, give praise for their successes.
o Help them set goals and make plans for things they would like to accomplish.
o Help them to discover and develop their talents, through clubs, groups, and activities.
o Encourage them to express themselves creatively, through art, drama, or music.
o Get them involved with voluntary projects that make a difference to someone else.
By joining in the above pursuits, it should help to build confidence, keep the problem in perspective and offer the chance to make new friends.
Other online resources
https://www.rcpsych.ac.uk/mental-health/parents-and-young-people/youngpeople/anxiety-for-young-people
Ref: Steph Adam Anxiety | <urn:uuid:569e8fce-1a2a-4da5-b4f8-b3c3ead99290> | CC-MAIN-2025-08 | https://img1.wsimg.com/blobby/go/1f61865a-4b28-4f68-8539-33c80164de54/downloads/Support%20for%20Anxiety.pdf?ver=1708538400249 | 2025-02-16T16:18:54+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831952586.5/warc/CC-MAIN-20250216135951-20250216165951-00769.warc.gz | 273,461,186 | 426 | eng_Latn | eng_Latn | 0.954406 | eng_Latn | 0.971182 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1128,
2022
] | [
3.03125
] | 1 | 0 |
"We are a Catholic community, living and learning in faith. Through the Gospel values of faith, hope, trust and love, we aim to recognise individuality and enable each other to fulfil our potential"
St Cuthbert's Catholic Primary School
Early Years Foundation Stage Curriculum Map
| | Autumn 1 | | Autumn 2 | | Spring 1 | | Spring 2 | | Summer 1 | |
|---|---|---|---|---|---|---|---|---|---|---|
| General Themes | All About Me! | | Seasons and Celebrations | | Once Upon a time | | | The Farm | All creatures great and small | |
| NB: These themes may be | | | | | | | | Superheroes (real and | | |
| adapted at various points to | | | | | | | | storybook) | | |
| allow for children’s interests | | | | | | | | | | |
| | Creation and Covenant | | Prophecy and Promise | | Galilee to Jerusalem | | Desert to Garden | | To the ends of the Earth | |
| | | Created and Loved by God | | | | Created to love others | | | | |
| | | Developing an understanding of valuing | | | | Relationships with family and friends | | | | |
| | | themselves | | | | Online safety | | | | |
| | | Super me! | | Look what I can do! | Being safe | Being safe | | Positive Relationships | Reach for the stars | Reach for the stars |
| | | & | | & | | | | & | | |
| | | How I feel | | My body | | | | Working together | | |
| | Harry and the Dinosaurs go to School The Colour Monster The Invisible String Lost and found A quiet night in You Choose Funny Bones Jesus storybook bible When God made the world God’s very good idea | | Percy the Park Keeper (series) We’re Going on a Bear Hunt Kipper’s Birthday Stickman The Christmas Story Jesus’ Christmas Party The Christmas promise Mary’s little donkey Song of the stars The littlest watchman The longest wait Joy to the world | | Goldilocks and the Three Bears The Gingerbread Man The Three Little Pigs Jack and the Beanstalk The Three Billy Goats Gruff The Little Red Hen Little Red Riding Hood The story of the three wise kings Never too little How can I pray? The boy who shared his sandwich The big umbrella Maddi’s fridge | | Supertato (series) Zog Zog and the Flying Doctors Oliver’s vegetables When I grow Up The little red hen Farmer Duck Duck in the truck What the ladybird heard The scarecrows wedding The donkey that no one could ride A very happy Easter The Easter fix Be kind Mama Panya's pancakes Delphine Denise and the Mardi Gras Prize | | | Am I yours? |
| | | | | | | | | | | How to look after your |
| | | | | | | | | | | pet dinosaur |
| | | | | | | | | | | The Very Hungry |
| | | | | | | | | | | Caterpillar |
| | | | | | | | | | | The Angry Ladybird |
| | | | | | | | | | | Superworm |
| | | | | | | | | | | God the Father and the |
| | | | | | | | | | | best day ever |
| | | | | | | | | | | The day when God |
| | | | | | | | | | | made church |
| | | | | | | | | | | My best friend the Holy |
| | | | | | | | | | | Spirit |
| | | | | | | | | | | Gently Bentley |
| | | | | | | | | | | Joy |
| | | | | | | | | | | This is the Church |
| | | | | | | | | | | Father Ben gets ready |
| | | | | | | | | | | for Mass |
| | | | | | | | | | | Maybe something |
| | | | | | | | | | | beautiful |
Over Arching Principles
"We are a Catholic community, living and learning in faith. Through the Gospel values of faith, hope, trust and love,
we aim to recognise individuality and enable each other to fulfil our potential"
| Chatter boxes Harvest Assembly Autumn Walk | | St Cecelia Feast Day | Chinese New Year Fairy tale workshop. Traditional tales Science experiments | | Mother’s Day (MAGs) World Book Day Easter Bonnet Easter Egg hunt Making bread/biscuits | Minibeast visit Caterpillars hatching | |
|---|---|---|---|---|---|---|---|
| | | Diwali | | | | | |
| | | Bonfire Night | | | | | |
| | | Remembrance Day | | | | | |
| | | Nativity Production | | | | | |
| | | Anti- Bullying Week | | | | | |
| | | Visit to church- Baptism | | | | | |
| Chicken Clicking | Dentist role play area Visit from the dentist. | | | Smartie The Penguin | Digiduck | | |
| | | | | Healthy Food & | | | The Selfish Crocodile |
| | | | | Cinderella’s smile | | | |
Prime Area – Personal, Social and Emotional Development
Children's personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children, they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life.
| Autumn 1 | Autumn 2 | | Spring 1 | Spring 2 | Summer 1 |
|---|---|---|---|---|---|
| Being Me in My World Learning about myself and similarities and differences with others. Chatterboxes - show and tell celebrating what makes me special. Learning about my new school/class and my place in the world. Self-Regulation Children will be able to follow one step instructions and follow our daily routine using our visual timetable. Children will recognise different emotions through stories, songs and circle times about our family and starting school. Children will focus during short whole class activities during carpet time and when working with an adult during baseline activities. Managing Self | | Celebrating | Healthy Me Learning about how to keep ourselves healthy using traditional tales to explore different foods. Learning about Oral health with the very selfish crocodile and free flow and carpet activities to support. Learning about good and bad choices and the consequences of our choices on others. Self-Regulation Children will be able to focus during longer whole class lessons using a range of strategies and with support from staff. Managing Self Children will begin to show resilience and perseverance in the face of a challenge as the directed tasks during the day increase and children are set daily | Dreams and goals Learning to talk about what I would like to be when I grow up through our super heroes and people who help us learning, talking about real life heroes and the different jobs that people do. Self-Regulation Children will identify and moderate their own feelings socially and emotionally as they gain more independence dealing with friendships. Managing Self Children will develop independence when dressing and undressing to prepare for PE in Year 1. Building Relationships Children will listen to the ideas of other children and agree on a solution and compromise. This will be modelled by our peer mediators and staff at first | |
| | | difference | | | |
| | | Learning how different | | | |
| | | families celebrate | | | |
| | | different festivals at this | | | |
| | | time. | | | |
| | | Self-Regulation | | | |
| | | Children will talk about | | | |
| | | how they are feeling and | | | |
| | | to consider others feelings | | | |
| | | when discussing how | | | |
| | | different families celebrate | | | |
| | | and their customs. | | | |
| | | Managing Self | | | |
| | | Children will understand | | | |
| | | the need to have rules | | | |
| | | when taking part in daily | | | |
| | | collective worship and | | | |
| | | discussing the school’s | | | |
| | | rules and values. | | | |
| | | Celebration collective | | | |
| | | worship celebrates those | | | |
| | | trying hard and highlights | | | |
| | | the importance of | | | |
| | | following the rules. | | | |
| | | Building Relationships | | | |
| | | Children will begin to | | | |
| | | develop friendships | | | |
| | | through free flow play and | | | |
| | | with the introduction of | | | |
"We are a Catholic community, living and learning in faith. Through the Gospel values of faith, hope, trust and love,
we aim to recognise individuality and enable each other to fulfil our potential"
| Children will learn to wash | more small group, collaborative work, alongside an adult. . | challenges during their independent learning. Building Relationships Children will be able to use taught strategies to support in turn taking and in dealing with friendship issues by using different strategies to help (e.g find a friend or peer mediator, ask an adult, using phrases to communicate wants ‘Please stop, I don’t like that’. | to build confidence and then independence. |
|---|---|---|---|
| their hands and access the | | | |
| toilets and snack area | | | |
| independently as part of | | | |
| our daily routine and | | | |
| supported by adults when | | | |
| needed. | | | |
| Building Relationships | | | |
| Children will seek support | | | |
| from adults and gain | | | |
| confidence to speak to | | | |
| peers and adults | | | |
| throughout free flow | | | |
| learning and through | | | |
| ‘getting to know you’ circle | | | |
| times and carpet activities. | | | |
NB. These statements have been split for extra focus, but all will apply on an ongoing basis throughout the Reception year
Early learning Goals
Self-Regulation: Show an understanding of their own feelings and those of others and begin to regulate their behaviour accordingly. • Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate. • Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.
Managing Self: Be confident to try new activities and show independence, resilience, and perseverance in the face of challenge. • Explain the reasons for rules, know right from wrong and try to behave accordingly. • Manage their own basic hygiene and personal needs, including dressing, going to the toilet, and understanding the importance of healthy food choices. Building Relationships: Work and play cooperatively and take turns with others. • Form positive attachments to adults and friendships with peers. • Show sensitivity to their own and to others' needs.
Prime Area – Communication and Language
The development of children's spoken language underpins all seven areas of learning and development. Children's back-and-forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing and echoing back what they say with new vocabulary added, practitioners will build children's language effectively. Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes, and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, storytelling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures.
| Autumn 1 | Autumn 2 | | Spring 1 | Spring 2 | Summer 1 |
|---|---|---|---|---|---|
| Listening, Attention and Understanding Children will be able to understand how to listen carefully and demonstrate ‘good listening’ during carpet time. Speaking Children will talk in front of small groups and their teacher offering their own ideas, when the topic of discussion interests them. | | Listening, Attention and | Listening, Attention and Understanding Children will learn to ask questions to find out more. Speaking Children will talk in sentences using conjunctions, e.g. and, because. | Listening, Attention and Understanding Children will retell a familiar story using some vocabulary from the story and be able to follow a story without pictures or props. Speaking Children will engage in non-fiction books and to use new vocabulary in different contexts. | |
| | | Understanding | | | |
| | | Children will begin to | | | |
| | | understand how and why | | | |
| | | questions and be able to | | | |
| | | answer them with support | | | |
| | | when with familiar adults | | | |
| | | and their peers. | | | |
| | | Speaking | | | |
| | | Children will begin to be | | | |
| | | aware of new vocabulary | | | |
| | | learnt during topic lessons | | | |
| | | and begin to use it | | | |
| | | independently. | | | |
Early learning Goals
Listening, Attention and understanding:
Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions. • Make comments about what they have heard and ask questions to clarify their understanding. • Hold conversation when engaged in back-and-forth exchanges with their teacher and peers
Speaking:
Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary. • Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate. • Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.
Prime Area – Physical Development
Physical activity is vital in children's all-round development, enabling them to pursue happy, healthy and active lives. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child's strength, co-ordination and positional awareness through tummy time, crawling and play movement with both objects and adults. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination, which is later linked to early literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practice of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence.
| Autumn 1 | | Autumn 2 | | Spring 1 | | Spring 2 | Summer 1 |
|---|---|---|---|---|---|---|---|
| PE: Personal Best Challenges TLC Hub Gross Motor Children will learn to move safely in a space around their new playground with their peers. Fine Motor Children will begin to use a tripod grip when using mark making tools. Developed through a range of fine motor activities such as threading and play dough. | | PE: Multi Skills Ball Skills & Games Gross Motor Children will explore different ways to travel using our playground bikes and scooters. Fine Motor Children will accurately draw lines, circles and shapes to draw pictures during free flow choosing and as part of adult led activities. | | | PE: Dance/Pilates /Yoga | PE: Gym Games Bat & Ball Skill Gross Motor Children will jump and land safely from a height. Fine Motor Children will use cutlery appropriately as they begin to build independence with cutting their own food at lunchtime. | PE: Athletics OAA Gross Motor Children will move safely with confidence and imagination, communicating ideas through movement. Fine Motor Children will hold scissors correctly and cut out small shapes. |
| | | | | | Games Throwing & | | |
| | | | | | Catching | | |
| | | | | | Gross Motor | | |
| | | | | | Children will be able to | | |
| | | | | | control a ball in different | | |
| | | | | | ways. | | |
| | | | | | Children will balance on a | | |
| | | | | | variety of equipment and | | |
| | | | | | climb. | | |
| | | | | | Fine Motor | | |
| | | | | | Children will handle | | |
| | | | | | scissors, pencil and glue | | |
| | | | | | effectively. | | |
| | Get Set For PE: | | Get Set For PE: Dance | | Get Set For PE: | Get Set For PE: Gym Get Set For PE: Dance | Get Set For PE: Games 1 Get Set For PE: Ball Skills 1 |
| | Fundamentals 1 | | Unit 1 | | Fundamentals 2 | | |
| | Get Set For PE: | | Get Set For PE | | Get Set For PE: | | |
| | Introduction to PE | | Gymnastics: Unit 1 | | Introduction to PE 2 | | |
How?
Children improve their gross and fine motor skills daily by engaging in different fine motor activities (threading, cutting, weaving, playdough), mark making, construction, drawing, writing. Weekly PE lesson. Gross motor skills developed in the outside area -moving freely-slithering, shuffling, rolling, crawling, walking, running, hopping, skipping, sliding Increasing control over an object in patting, pushing Building with various equipment. Climbing on climbing frame. Drawing using whole body movements. Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor. Den building. Provide a range of wheeled resources for children to balance, sit or ride on, or pull and push. Two-wheeled balance bikes, wheelbarrows, prams and carts.
Early learning Goals
Gross Motor Skills:
Negotiate space and obstacles safely, with consideration for themselves and others. • Demonstrate strength, balance and coordination when playing. • Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.
Fine Motor Skills:
Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases. • Use a range of small tools, including scissors, paintbrushes and cutlery. • Begin to show accuracy and care when drawing.
"We are a Catholic community, living and learning in faith. Through the Gospel values of faith, hope, trust and love,
we aim to recognise individuality and enable each other to fulfil our potential"
Specific Area – Literacy
It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing)
Children are taught whole class for the first half term and then assessed and grouped for small group sessions following RWI plans.
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | | Summer 1 |
|---|---|---|---|---|---|
| Comprehension Children will independently look at a book, hold it the correct way and turn pages. Word Reading Children will segment and blend sounds together to read words. Writing Children will give meanings to the marks they make. | Comprehension Children will engage and enjoy an increasing range of books. Word Reading Children will begin to read captions and sentences. Writing Children will form letters correctly. | Comprehension Children will act out stories using recently introduced vocabulary. Word Reading Children will recognise taught digraphs in words and blend the sounds together. Writing Children will write words representing the sounds with a letter/letters. | | Comprehension | Comprehension Children will retell a story using vocabulary influenced by their book. Word Reading Children will read longer sentences containing phase 4 words and tricky words. Writing Children will write words which are spelt phonetically. |
| | | | | Children will be able to | |
| | | | | talk about the | |
| | | | | characters in the books | |
| | | | | they are reading. | |
| | | | | Word Reading | |
| | | | | Children will read words | |
| | | | | containing tricky words | |
| | | | | and digraphs, | |
| | | | | Writing | |
| | | | | Children will write | |
| | | | | labels/phrases | |
| | | | | representing the | |
| | | | | sounds with a | |
| | | | | letter/letters. | |
Early learning Goals
Comprehension: Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary. • Anticipate (where appropriate) key events in stories. • Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role play.
Word Reading
Say a sound for each letter in the alphabet and at least 10 digraphs. • Read words consistent with their phonic knowledge by sound-blending. • Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.
Writing
Write recognisable letters, most of which are correctly formed. • Spell words by identifying sounds in them and representing the sounds with a letter or letters. • Write simple phrases and sentences that can be read by others.
Specific Area – Maths
Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, 'have a go', talk to adults and peers about what they notice and not be afraid to make mistakes.
| Autumn 1 | | Autumn 2 | Spring 1 | Spring 2 | Summer 1 |
|---|---|---|---|---|---|
| | Opportunities for | Mass and Capacity Exploring Pattern Representing 1 2 & 3 Comparing 1 2 & 3 Composition of 1 2 & 3 2D shapes Positional language Representing numbers to 5 | One more One fewer/less Time Introducing zero Comparing numbers to 5 Composition of 4 & 5 Compare mass Compare capacity | 6 7 & 8 Combining 2 amounts Making pairs Length and height Time Counting to 9 & 10 Comparing numbers to 10 Bonds to 10 | 3D Shapes Spatial awareness Patterns Building numbers beyond 10 Counting patterns beyond 10 Spatial reasoning Match, Rotate, Manipulate Adding more |
| | settling in, introducing | | | | |
| | the areas of provision. | | | | |
| | Key times of the day, | | | | |
| | class routines | | | | |
| | Exploring the continuous | | | | |
| | provision inside and out. | | | | |
| | Where do things belong? | | | | |
| | Positional language. | | | | |
| | Matching and sorting | | | | |
| | Compare amounts | | | | |
| | Compare size | | | | |
White Rose Mathematics /Mastery for Number – see separate plans.
Early Learning Goals:
Number:
Have a deep understanding of number to 10, including the composition of each number. • Subitise (recognise quantities without counting) up to 5. • Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
Numerical Patterns:
Verbally count beyond 20, recognising the pattern of the counting system. • Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity. • Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally
Specific Area – Understanding the World
Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children's personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries, and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children's vocabulary will support later reading comprehension.
we aim to recognise individuality and enable each other to fulfil our potential"
| community. Identifying features on the map. Linked with Year 1 Our local area - what is it like where we live? Science: Understanding the link between adult and baby animals. Understanding how we grow and change over time. Linked with Year 1 Types of animals | North Pole and | better. What did they | Science: Using different materials to make our own Supertato puppets. What materials will we need to make him? Which materials are best? Linked with Year 1 Comparing materials | Linked with Year 1 Animals and their habitats - where do our favourite animals live? Science: Lifecycles of animals. Butterflies, frogs. Linked with Year 1 Parts of animals |
|---|---|---|---|---|
| | watching the journey | look like in the past, | | |
| | that Father Christmas | compared to now? | | |
| | would make across the | | | |
| | world. Creating maps | Linked with Year 1 | | |
| | for different journeys | People and their | | |
| | from different stories. | communities - where in | | |
| | | the world do these | | |
| | Linked with Year 1 | people live? | | |
| | Our local area - what is | | | |
| | it like where we live? | Science: | | |
| | | Learning about what a | | |
| | Science: | beanstalk needs in | | |
| | Looking at the features | order to grow. | | |
| | of Autumn and Winter | Making predictions and | | |
| | and the changes as we | carrying out | | |
| | move from one season | experiments to test our | | |
| | to another – making | predictions. What do | | |
| | observations about | we think will happen | | |
| | changes over time. | when..? | | |
| | Linked with Year 1 | Linked with Year 1 | | |
| | Changing seasons | Plants | | |
Early Learning Goals:
People. Culture & Communities: Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps. • Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class. • Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, nonfiction texts and (when appropriate) maps.
The Natural World: Explore the natural world around them, making observations and drawing pictures of animals and plants. • Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class. • Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter
"We are a Catholic community, living and learning in faith. Through the Gospel values of faith, hope, trust and love, we aim to recognise individuality and enable each other to fulfil our potential”
Specific Area – Expressive Arts and Design
The development of children's artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.
Give children an insight into new musical worlds. Invite musicians in to play music to children and talk about it. Encourage children to listen attentively to music. Discuss changes and patterns as a piece of music develops.
Early Learning Goals:
Creating with Materials:
Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. • Share their creations, explaining the process they have used. • Make use of props and materials when role playing characters in narratives and stories.
Being Imaginative and Expressive
Invent, adapt and recount narratives and stories with peers and their teacher. • Sing a range of well-known nursery rhymes and songs. • Perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time with music. | <urn:uuid:a02cc218-d974-44c5-9a7b-15dc19772255> | CC-MAIN-2025-08 | https://www.stcuthberts.surrey.sch.uk/attachments/download.asp?file=296&type=pdf | 2025-02-16T14:43:17+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831952586.5/warc/CC-MAIN-20250216135951-20250216165951-00764.warc.gz | 930,654,511 | 7,597 | eng_Latn | eng_Latn | 0.994175 | eng_Latn | 0.9955 | [
"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 | [
3429,
4448,
8698,
11095,
14514,
18512,
19243,
22591,
25560,
26375,
29140,
30844
] | [
2.875,
4.6875
] | 1 | 0 |
Butterflies The fields are home to large numbers of Meadow Brown butterflies. One surveyor counted 1,760 in 2 hours in 2005, along with 400 Ringlets . Other butterfly species using the fields include named because their chosen habitat is gaps in hedges – often filled with gates – and they are highly territorial), Comma and Marbled White, more often associated grasslands .
The fields are a good example of species rich meadows, which have remained relatively unchanged for many years. The ridges that can be seen crossing the Old Churchfurlong field are ridge and furrow – which show that the land was ploughed in mediaeval times but has remained unploughed since. Additionally the land has not been 'improved' with fertilisers – which means that a wide variety of wildflowers continue to flourish – flowers that have sadly been lost from most of the fields in the The fields were bought by Stewkley Parish Council in 2008, which will continue to manage them for the benefit of biodiversity.
Marbled White | <urn:uuid:59766924-8118-4c1c-9852-822463531923> | CC-MAIN-2025-08 | http://www.stewkley.org/wildlife/visitors/Stewkley_Rectory_Playing_FieldsFinal.pdf | 2025-02-16T15:45:46+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831952586.5/warc/CC-MAIN-20250216135951-20250216165951-00770.warc.gz | 51,168,924 | 219 | eng_Latn | eng_Latn | 0.999533 | eng_Latn | 0.999533 | [
"eng_Latn"
] | false | docling | [
1012
] | [
2.25
] | 1 | 1 |
The Psychological Impacts of Hurricanes in Urban Communities
Tanetha Jamay Grosland, Texas Christian University
In late September 2024, the American South was devastated by two hurricanes within two weeks —Hurricane Helene, a Category 4 storm, and Hurricane Milton, a Category 3 storm. These storms brought record-breaking storm surges and widespread destruction, resulting in hundreds of deaths.
For those who survived, the aftermath of back-to-back hurricanes can take a toll on emotional wellbeing, particularly in urban areas like Tampa Bay, Florida where people's lives and routines are closely connected. In densely populated urban settings like Tampa Bay, a major disruption, like a hurricane, can create ripple effects that impact everyone. Fierce winds, flooding, and widespread damage have left urban communities grappling with collective anxiety, grief, and loss.
This emotional turmoil is amplified among children as they try to process these complex emotions and navigate the uncertainty inherent within a post-hurricane environment. Children need a safe and structured environment to navigate these emotions, which schools can provide. This is why there is an urgent need for education policy to address the emotional impact of natural disasters on students. Integrating emotional and psychological support into education policy, particularly during disasters, is critical for supporting those affected.
Challenges for Urban Education in the Aftermath of Hurricanes
Natural disasters and extreme weather pose unique challenges for education policy and politics particularly due to displacement. Sudden evacuation and displacement from one's home can be traumatic, particularly for school-aged children in urban communities due to the social aspects of emotion experiences. Over a decade after Hurricane Katrina hit New Orleans, the city's educators expressed frustration with policy responses that failed to address the emotional trauma students and families experienced. As one educator noted, "Kids are hurting. They're still working on their emotional side, and you want them to pass the state mandated test [...] they're not ready."
Similarly, Hurricane Maria had a profound impact on children in Puerto Rico. The complete destruction of Puerto Rico's infrastructure, compounded by the loss of loved ones, created a wave of displaced persons who had to adjust their language and customs when moving to unfamiliar places like Florida. This displacement brought about emotional challenges and a sense of dislocation for children.
After Hurricane Maria, educators and 11,554 school children from Puerto Rico flowed into urban Florida school districts, posing a novel challenge for the state's education system. In the case of Puerto Rico and the U.S. Virgin Islands, the situation is further complicated by displaced persons' political status. As U.S. citizens living in territories without full statehood, these individuals don't hold traditional immigrant status, but instead face unique challenges from the absence of full citizen rights. Given these events, Florida provides a singular context to understand the intersection of education policy, politics, and the integration of displaced children into urban schools.
The impact of Hurricane Maria, along with the 2024 storms in Tampa Bay, evokes strong emotions that affect children in the urban education system. Implications for education policy in urban areas should not be overlooked because they have significant consequences for everyday life. The aftermath of such storms goes beyond visible expressions of sadness and emotions by educators. Students experience a sense of loss of home and feelings of abandonment, thus questioning reality and what they thought they found comforting. Understanding these emotions and experiences will improve policy responses concerning the psychological care of those in urban schools displaced by hurricane disaster.
Solutions and Recommendations
Emotions, especially in the wake of natural disasters and displacement, are not isolated experiences; they are influenced by factors in the broader socio-political environment. Given the complexity of processing heightened emotions for children, education policy is an ideal channel for students to better understand how these emotions are expressed, felt, and contextually situated during disaster.
Strategic policy actions by educational leaders, like school board members, and policymakers that focus on emotional wellbeing during these times of crisis are key to creating more effective responses to these crises. This involves documenting and collecting data on social incidents concerning emotional states and disaster responses. By documenting these emotions within the context of social, historical, and ideological factors, a more holistic approach to education policy can be developed—one that prioritizes emotional wellbeing in urban schools.
A comprehensive emotional wellbeing plan for urban schools could include:
*Preparing for emotional responses before the hurricane: Planning for the emotional aspects of urban education during hurricanes can improve emotional support during crises.
* Schools should provide professional development to educators to help them understand and manage emotional needs of students prior to natural disasters.
*Addressing emotional responses during the hurricane: Staying in touch with school stakeholders during the hurricane or asking pre-identified stakeholders to collect emotion responses could inform future policy initiatives.
* Stakeholders should gather real-time data on emotional responses to hurricanes. Establish a "well-being circle" where educators have immediate crisis-trained support contacts during the storm. This immediate support network would help educators manage their own stress and emotional responses, allowing them to stay better equipped to support students during and after the crisis.
*Supporting Emotional Recovery Post-Hurricane: To support students and staff in the aftermath of a hurricane, post-crisis education policies should address the emotional impact of displacement, loss, and recovery. Schools can prioritize long-term mental health support by integrating trauma-informed practices and resilience-building strategies into their programs.
* Leverage research findings to create tailored professional development for educators, equipping them with the skills to recognize trauma responses and foster emotional resilience in students.
Capturing diverse narratives on the role of social positions within schools (e.g., gender, language, geography, citizenship/statelessness, race, socioeconomics) can impact policy outcomes. Incorporating insights from these varied perspectives into policy can better equip urban educators to support students' emotional needs in future disasters.
A more comprehensive response to hurricanes that examines collective emotions such as fear, grief, and loss, will provide mechanisms for hope and resilience that shape future education policy preparedness. This investigation into the role of emotions in urban education policy can improve responses to hurricane disasters and drive policies that are both compassionate and effective. | <urn:uuid:a80fa245-064a-4750-bdf0-a9f4107765d4> | CC-MAIN-2025-08 | https://www.scholars.org/print/pdf/node/26001 | 2025-02-16T15:43:46+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831952586.5/warc/CC-MAIN-20250216135951-20250216165951-00772.warc.gz | 904,452,875 | 1,219 | eng_Latn | eng_Latn | 0.997715 | eng_Latn | 0.997994 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3244,
6302,
7229
] | [
3.421875
] | 1 | 0 |
USAMI MASAHIRO
MG: What was your first camera?
Usami Masahiro (UM): It was a NIKON New FM2.
MG: How did you become interested in photography? And how did that lead to you becoming a photographer?
UM: I became interested in photography as a university student when I undertook some photography studies. I was interested in the way that the act of holding the camera and shooting the subject could become a means of communication with others. It was something I had not known until then.
MG: Tell us more about your first photography work.
UM: In a Bangladeshi-run curry house called "Dhaka" in Higashi-Nakano (a town in Tokyo), I struck up conversations with customers and then photographed them. I turned those photographs into a photobook featuring people of many different nationalities.
MG: What is your creation process like? How do you plan your subject into an image to be the way you want it?
UM: My creation process is the same now as it was for my first work. Firstly, I think about a plan for the work, and then
Usami Masahiro Ishibashi Norio, Chiba 2010,
2010, c-print on photo paper, 60 x 76 cm, edition of 8, © Usami Masahiro
ISWANTO SOERJANTO
MG: What was your first camera?
Iswanto Soerjanto (IS): My first camera is a 35mm SLR given to me by my father. It was an Asahi Pentax Spotmatic, one of the most popular cameras in the 80's.
MG: How did you become interested in photography? And how did that lead you to become a photographer?
IS: When I was 8 year old, I often accompanied my father, who is a serious amateur photographer, to do printing in his darkroom. It was fascinating to watch the latent images appeared gradually in the developing tray. As a teenager, I became more curious about photography and in 1988, I decided to enrol in a photography course at the Brooks Institute of Photography, Santa Barbara, California.
MG: Tell us more about your first photography work.
IS: The first photograph I created was a documentation of school activities. I still keep some of the photographs in my studio. When I was a college student in Jakarta during the mid 80's, I won some honourable mention medals and awards from both national and international photography competitions, but they were competitions for amateur photographers. My first commissioned photography work was in 1990 when I founded my own commercial photography studio in Jakarta.
MG: Is there a difference for you between commercial through multiple negotiations with different people, I create the piece. Recently, I have been doing thorough research on my subject and creating detailed images of what I anticipate the final work to be – including making drawings to decide on the final composition.
MG: What was the most ambitious artwork you have attempted to or wish to create?
UM: The most ambitious work I've created is probably Hayashi Yuriko, Hiroshima, 2014. In a photograph shot in front of the Hiroshima Peace Memorial dome, I was able to express the life of a female survivor of the atomic bombings. It included about 500 Hiroshima residents as participants, from the elderly to young babies, spanning four generations.
MG: What motivates you to continue making images?
UM: Being able to sense the meaning of my existence. Even more than that, it sounds strange, but – I feel the guidance of a kind of god or spirit, calling me to make work in many different places.
MG: What is the one thing you wish you knew before you began photography?
UM: Pay close attention to the images you want to realize, and to the feelings of your subjects. If you do this, your works will always contain hidden possibilities to become something that transcends what you imagine.
Iswanto Soerjanto
Evanescence, 2016, chemigram on silver gelatin paper, 40.6 x 122 cm each, unique edition, © Iswanto Soerjanto
photography and contemporary photography?
IS: In commercial photography, I was hired to produce certain images that was assigned to me. I had to present photography treatments and production plans for each project before taking the actual photographs. However, in contemporary art, the process is different especially since my works do not involve the use of camera.
MG: What was the most ambitious artwork you have attempted to or wish to create?
IS: I am planning to build a camera obscura structure that will serve as an art installation in a gallery in Bali.
MG: What motivates you to continue making images?
IS: I use photography as a method of creating images, instead of taking images with a device / camera. So there are endless possibilities to explore. Each method I find through my image-making experiments always leads me to another.
MG: What is the one thing you wish you knew before you began photography?
IS: It is hard to tell but for sure, but the knowledge of chemistry would be a great contribution to my work, since I am always surrounded by chemicals to produce my works.
ARCHIVES FROM THE
AGAN HARAHAP | ANGKI PURBANDONO | ISWANTO SOERJANTO | ROBERT ZHAO RENHUI | USAMI MASAHIRO | ZEN TEH
17 AUGUST - 9 SEPTEMBER 2018
Zen Teh & Hera
The Range of Expanse, 2018, inkjet print on Japanese handmade paper, mounted on hand-scroll, 18 x 205 cm, © Zen Teh & Hera
Mizuma Gallery is pleased to present From the Archives, a group exhibition by contemporary photography artists from Indonesia, Japan, and Singapore. From the Archives presents various methodologies of each artists' art-making process, spanning from traditional darkroom techniques and photographic processes, to more experimental ways of digital imaging and image manipulation. Through short interviews with the exhibiting artists, the exhibition brings to light the talented forerunner and emerging contemporary photography artists of Mizuma Gallery, allowing viewers to gain an insight understanding on their artistic journeys of becoming photographers.
ZEN TEH
MG: What was your first camera and when did you first start taking photographs?
Zen Teh (ZT): I started taking photographs when I was in secondary school. I remember my first digital camera was a very thick, and small camera that only has 7 megapixels. I bought it with my savings accumulated from my monthly allowance and I vividly recall that it was not the most fashionable camera, but it was the only camera I could afford. Shortly after, many new models of camera came out but I continued to use it until my school (junior college) had a camera that I could borrow. I recall the moment when I used my first digital camera, despite its unfashionable design, I was fascinated by the fact that I could capture scenes and details that I would not have been able to complete drawing before the scene changes. The camera also has a tiny LCD screen that allows me to play back the captured image – which really helped shape my art-making process!
The beginning of my image-making started when I was working on my O level artwork. Art was my favourite subject (of course!), and I was making a painting that combined different parts of human anatomy into an infinity symbol placed against a vast landscape. The painting style was inspired by Salvador Dali's Soft Construction with Boiled Beans (1936), which presented the horrors of the Spanish Civil
War, painted 6 months before the actual war broke out. I was inspired by the manipulation and construction of forms of the human body, and the spaces within a landscape. The camera was first used as a tool to study details of form to construct a manipulated human form.
MG: What do you find most challenging about photography?
ZT: What I find most challenging about photography at this age is to be looking for a new or renewed way of communication that is meaningful and in tandem to technological advancement. Beyond giving a fresh perspective, these new expressions through photography should also be able to retain and place value in qualities of the photographic medium and workflow.
MG: What are you currently working on and do you have any photographic or exhibition plans for the future?
ZT: I am currently working on an upcoming solo exhibition at ARTIST+RUN Gallery in Bangkok, an affiliated programme of "Photo Bangkok 2018" that is coming up on 25th August through 15 September. Later in the year, I will be going on a two-months residency at Selasar Sunaryo Artspace in Bandung, Indonesia, to expand my research on the Anthropocene in Southeast Asia.
afterwards, you get a 'ghost' photograph. I created some
ghost photographs of the classroom and brought it back to
show my friends. They were really afraid. I guess from there
I realised the potential of photography to tell stories that | <urn:uuid:96024f98-7d75-451a-88f4-94c16c109580> | CC-MAIN-2025-08 | http://www.mizuma.sg/wp-content/uploads/2018/08/MG-2018-06-FromtheArchives-eLeaflet.pdf | 2025-02-16T16:09:30+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831952586.5/warc/CC-MAIN-20250216135951-20250216165951-00771.warc.gz | 38,849,370 | 1,852 | eng_Latn | eng_Latn | 0.999455 | eng_Latn | 0.999092 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
8388,
8626
] | [
2.46875
] | 1 | 0 |
Curriculum Statement
Physical Education
Intent
Our Physical Education (PE) curriculum aims to ensure all chidlren feel included and enjoy all aspects of physical activity. Our PE curriculum is built by teaching fundamental movement skills that can be transferred to sports specific skills throughout their primary education. The Fundamental skills teach them to be inquisitive about balance, coordination and agility through movement. Our aim is to encourage all chidlren to enjoy sport from an early age and to experience healthy competition so that chidlren can lead healthy and active lives.
Implementation
PE lessons take place twice per week throughout the school. In Key Stage One, these lessons focus on fundamental movement skills of balance, coordination agility. These lessons include: gymnastics, dance and athletics skills (e.g. running, jumping, ball skills). In Key Stage Two, these lessons focus more on sports specific skills such as netball, hockey and rugby. The core focus of these lessons is to ensure that child is working within their own ability level to allow for confidence and self-esteem building. Each child has the opportunity to simplify the task or choose a challenge as they see fit.
Swimming lessons take place in Key Stage Two. The aim is that all children are able to independently swim 25 meters of any stroke. Bradfield offers a wide variety of clubs such as: judo, athletics, football, netball and multi skills.
Impact
Our pupils speak highly of PE at school. The children's opinions are important to us and therefore we value their feedback on the annual Pupil Voice Questionnaire where they express how they feel about PE and their confidence levels and enjoyment. This then enables lessons to be adapted to encompass an increased variety of skills or specific sports. Clubs at school have a high uptake and the vast majority of pupils participate in inter-sport competitions each year. | <urn:uuid:1db515b4-1200-40ce-9ac2-9458ba6ac9f5> | CC-MAIN-2025-08 | https://www.bradfieldceprimary.co.uk/attachments/download.asp?file=3938&type=pdf | 2025-02-16T15:24:23+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831952586.5/warc/CC-MAIN-20250216135951-20250216165951-00772.warc.gz | 635,879,626 | 371 | eng_Latn | eng_Latn | 0.998282 | eng_Latn | 0.998282 | [
"eng_Latn"
] | false | docling | [
1936
] | [
3.25
] | 1 | 0 |
Number Patterns
Grade Level: 3-5
Objective By the end of the lesson, children should have solid understanding of basic numbers and understand that numbers can be represented in different ways. Specifically, students will learn about sets, will be able to practice writing numbers, and will go through a process of discovery. This should first be an oral lesson, it can then be repeated as a written lesson.
Teaching method and activities: Full class participation; discovery
1. Check that the children can count from 1 to 25 in the language you are using. Practice having the class count 1 through 25 two or three times.
2. Have the whole class stand up. Ask them basic questions and have them answer all together orally:
How many hands do you have?
How many fingers do you have?
How many fingers do you have...on one hand?
Make sure that no student remains silent.
3. Now ask questions and have the students answer by showing rather than speaking:
Show me something you have two of.
Show me something you have only one of.
Show me something you have five of.
4. Ask the children how many ears one person has. After everyone agrees that each person has two ears, bring students to a particular area of the learning space (the front
or the side) one by one, and as they move to the area, ask the students how many ears there are, total. If they know how to read and write numbers on the board, write:
Person 1 2 3 4 5 etc. # Ears 2 4 6 8 10 etc. Repeat this for items in groups of fives, tens, and any other pattern.
5. Take a short break.
6. Ask the class:
How can I get 6 eyes?
How can I get 25 fingers?
7. Then the questions can become more difficult:
How can I get 7 eyes?
How can I get 9 hands?
8. As the class becomes more advanced, ask them how they can make a number in different ways, and ask how many different ways they can think of. Some examples:
They can get 7 eyes by getting seven people with one eye covered each or by getting 3 people with two eyes and one person with 1 eye covered.
They can get 8 fingers with four people showing 2 fingers each.
Time30-40 minutes
Materials You do not need any specific materials for this lesson. However, you may want to write on the board (with a board and chalk) or mark a space for students to stand in for item 4.
Activity This is a continuation of the idea that numbers have patterns.
The Lesson
1. Tell the class to call off the numbers as usual….1, 2, 3, 4, 5, 6, 7,……
2. Then you should form a double line: 1 and 2 3 and 4 5 and 6 7 and 8, etc.….
3. Introduce the word 'pair' and explain that these are pairs. Ask the question: How many pupils in each pair?
4. The number on the left is called ODD number. The number on the right is called and EVEN number. Lead the class to realize that an EVEN number is one more or one less than an odd number.
5. Can two even numbers follow each other? How do we recognize even and odd numbers ? Even numbers will always end in…. ? Odd numbers will always end in… ?
6. Where do we see even and odd? One answer: The pages of a book where the even numbers is always on the right
The Teaching Method This is a simple lesson teaching ONE THING and relating it to other things in life
Remember! Something which now seems simple to you like even and odd numbers is something which your teacher also took time to teach you. If you teach the simple things well, the difficult things will soon fall into place.
SUGGESTIONS/MODIFICATIONS
Students may write down their answers to the oral questions in order to practice writing.
Students may make a number list and use differently colored pencils or crayons in order to mark the even and odd numbers. Students may make a calendar and mark the even and odd days accordingly; the teacher may make signs marking even and odd numbers for the class The specific target is: even numbers and odd numbers. For this lesson you will need a book to show the even and odd numbers.
Source: The Spark handbook: A guide in Zambia's community schools. Zambia: UNICEF
PDFmyURL.com- convert URLs, web pages or even full websites to PDF online. Easy API for developers! | <urn:uuid:9346c2f8-07e1-4ae6-91a1-787e08ab254b> | CC-MAIN-2025-08 | https://mymebox.org/wp-content/uploads/2022/01/ebook_maths_numberpatterns.pdf | 2025-02-16T15:36:22+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831952586.5/warc/CC-MAIN-20250216135951-20250216165951-00771.warc.gz | 381,864,753 | 962 | eng_Latn | eng_Latn | 0.99548 | eng_Latn | 0.998995 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2012,
4010,
4111
] | [
4.78125
] | 1 | 0 |
Parvovirus B19 during pregnancy
This factsheet contains important information about parvovirus B19. It explains what parvovirus B19 is, the common symptoms and how catching this virus may affect you and your baby during pregnancy. We hope it will help to answer some of the questions you may have. If you have any further questions or concerns, please speak to your midwife or a member of the fetal medicine team.
What is parvovirus B19?
Parvovirus B19 (also known as slapped cheek syndrome, human parvovirus and fifth disease) is part of a family of viruses that can cause an infection.
There are many different types of parvoviruses. However, parvovirus B19 is the only type of parvovirus that can infect humans. Parvovirus B19 is not the same parvovirus that can affect pets. The virus cannot be passed from humans to animals or animals to humans.
How is it spread?
Parvovirus B19 is passed from person to person. Most people catch parvovirus B19 when they breathe in the tiny airborne droplets (containing the virus) which come from the coughs or sneezes of someone who has the virus. You can also catch parvovirus B19 if you touch something with the virus on it, and then touch your mouth, nose, or eyes.
How can I protect myself and others?
* wash your hands regularly with soap and water
To reduce your risk of catching parvovirus B19 or infecting others, you should:
* cover your mouth and nose when you cough or sneeze
* avoid close contact with people who are feeling unwell (close contact means being in the same room as the person for 15 minutes or more, or having face-to-face contact with the person for any length of time)
* not touch your eyes, nose, or mouth
* stay at home when you are feeling unwell
What are the symptoms?
Parvovirus B19 usually causes a mild illness and in some cases, a rash. You could be infectious from ten days before the rash appears until one day after it has appeared.
Common symptoms include:
* a sore throat
* a high temperature (37.5°C or above)
* a runny nose
* mild nausea (feeling sick) and/or diarrhoea
* a headache
www.uhs.nhs.uk
The symptoms above may occur several days before a rash appears. In children, the rash often appears on the face and has a 'slapped cheek' appearance. Although less common in adults (less than 50%), a rash may appear on the chest, arms, stomach or thighs.
The symptoms of a parvovirus B19 infection usually disappear on their own and no treatment is needed. However, if you do experience symptoms, we recommend:
* drinking plenty of fluids
* taking paracetamol to relieve symptoms of a headache and/or fever (if needed, you can take two 500mg tablets four times in 24 hours)
* ensuring you get enough rest
The severity of the symptoms can vary from person to person. Some people (up to 30%) may have no symptoms at all.
Less common but more severe symptoms of a parvovirus B19 infection include:
* anaemia (a condition which occurs when the levels of red blood cells in your blood are lower than normal)
* painful or swollen joints
Seek advice from your general practitioner (GP) if you are experiencing persistent joint pain or anaemia.
Is parvovirus B19 screened for during pregnancy?
Parvovirus B19 is not routinely screened for in pregnancy as there is no vaccine or preventative treatment available.
Will a parvovirus B19 infection affect my baby?
It is unusual (occurring in less than 5% of pregnancies) to have a parvovirus B19 infection for the first time in pregnancy. If you do, it is possible (in about 30% of cases) that your baby may develop the infection too.
The parvovirus B19 infection can travel across the placenta (this delivers oxygen and nutrients to your baby during pregnancy) to your growing baby through the umbilical cord. If your baby develops a parvovirus B19 infection, it can cause the following complications:
* Fetal anaemia
A very small number of babies infected by parvovirus B19 may become unwell in the womb with a condition called 'fetal anaemia'. Fetal anaemia occurs when the levels of red blood cells in an unborn baby's blood are lower than normal. Most babies who become anaemic will get better without any treatment. If your baby does need treatment for anaemia, we will discuss this with you. For more information about fetal anaemia, please speak to a member of our fetal medicine team or read our 'Fetal anaemia' factsheet which can be found on our maternity and parent information page (please see the 'Useful links' section at the end of this factsheet).
* Miscarriage or stillbirth
- If a baby develops the infection early on in the pregnancy (between 4 and 20 weeks), the risk of miscarriage is higher, affecting up to 13% of infected babies.
The likelihood of miscarriage or stillbirth is extremely rare and depends on how many weeks pregnant you are when your baby develops the infection.
www.uhs.nhs.uk
- If a baby develops the infection later on in the pregnancy (after 20 weeks), the risk of miscarriage or stillbirth is much lower, affecting less than 1% of infected babies.
It is important to remember that most babies will be healthy and will not be infected or affected by the virus.
What happens if I think I may have been in contact with parvovirus B19?
If you have any symptoms of a parvovirus B19 infection or think that you may have been in close contact with someone who has a parvovirus B19 infection, contact your midwife or GP immediately.
We will offer you a blood test to find out if:
* you have been exposed to parvovirus B19 in the past and are now immune (once you have had a parvovirus B19 infection, you will not get it again)
* you currently have or have recently had a parvovirus B19 infection
About 60% of adults have had the parvovirus B19 infection and are immune. Knowing whether or not you are immune will allow your midwife and obstetrician (a doctor who specialises in care during pregnancy, labour and after birth) to plan your care and take steps to protect the wellbeing of you and your baby.
What do my blood test results mean?
Your blood test results will show if you have any parvovirus B19 antibodies. Antibodies are substances made by your body's immune system in response to infection. They will attach themselves to the parvovirus and allow your body to fight the infection.
There are two types of parvovirus B19 antibodies:
* Long-lasting (IgG) antibodies - These will stay in your body for the rest of your life, fighting infection and providing you with immunity against parvovirus B19. If these are found in your blood sample, it means that you have previously had a parvovirus B19 infection.
* Short-lasting (IgM) antibodies - These are your body's first response to infection. If these are found in your blood sample, this is probably your first parvovirus B19 infection. IgM antibodies are only detected during an active or recent infection.
Your midwife or GP will contact you to discuss the results of your recent blood test.
We have included what will happen next based on your blood test results in the table on the next page.
www.uhs.nhs.uk
Blood test result
What does it mean? What happens next?
| Your body has developed long-lasting (IgG) parvovirus B19 antibodies which will protect you and your baby from recurrent infection. | You have been exposed to parvovirus B19 in the past (before you were pregnant) and are now immune. |
|---|---|
| You have not developed any parvovirus B19 antibodies. | You are not immune to parvovirus B19. You have not had a parvovirus B19 infection before and are at risk of infection. |
| Your body has developed both short (IgM) and long-lasting (IgG) parvovirus B19 antibodies. | You have had a parvovirus B19 infection during the last three months. |
| Your body has developed short-lasting (IgM) parvovirus B19 antibodies. | You currently have a parvovirus B19 infection. |
www.uhs.nhs.uk
When to seek urgent medical advice
You will usually start to feel your baby move between 16 and 22 weeks. The first movements may feel like flutters and can be mistaken for indigestion. By 24 weeks, your baby will have developed their own pattern of movements. This will range from kicks and jerks to rolls and ripples. Sometimes your baby will hiccup. You will very quickly get to know the pattern of your baby's movements.
It is important that you become familiar with your baby's usual daily pattern of movements. If you feel that your baby's movements have changed, or you have any concerns about your baby's wellbeing, call the maternity triage line immediately on: 0300 123 9001 (if your maternity care is provided by University Hospital Southampton NHS Foundation Trust) or call your local maternity day assessment unit.
For more information, please read our 'Your baby's movements' factsheet which can be found online here: www.uhs.nhs.uk/Media/UHS-website-2019/Patientinformation/ Pregnancyandbirth/Your-babys-movements-3102-PIL.pdf
Contact us
If you have any further questions or would like to discuss your baby's wellbeing or the outcome of any of the tests you have been offered in more detail, please contact us.
Fetal medicine team
Telephone: 023 8120 6025 (Monday to Friday, 9am to 5pm)
Your GP, midwife and obstetrician may also be able to give you more information.
For urgent queries outside of these hours, please call the maternity triage line on: 0300 123 9001 (if your maternity care is provided by University Hospital Southampton NHS Foundation Trust) or call your local maternity day assessment unit.
Useful links
www.uhs.nhs.uk/departments/maternity-services/maternity-and-parent-information/ information-factsheets www.uhs.nhs.uk/Media/UHS-website-2019/Patientinformation/Pregnancyandbirth/Your-babysmovements-3102-PIL.pdf
www.what0-18.nhs.uk/pregnant-women/concerns-during-pregnancy/over-20-weeks/reducedbaby-movements-after-24th-week-pregnancy
If you are a patient at one of our hospitals and need this document translated, or in another format such as easy read, large print, Braille or audio, please telephone 0800 484 0135 or email firstname.lastname@example.org
For help preparing for your visit, arranging an interpreter or accessing the hospital, please visit www.uhs.nhs.uk/additionalsupport www.uhs.nhs.uk | <urn:uuid:edc0f620-6d63-4330-973b-02006bc01689> | CC-MAIN-2025-08 | https://www.uhs.nhs.uk/Media/UHS-website-2019/Patientinformation/Pregnancyandbirth/Parvovirus-B19-during-pregnancy-3648-PIL.pdf | 2025-02-16T16:05:33+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831952586.5/warc/CC-MAIN-20250216135951-20250216165951-00770.warc.gz | 953,548,291 | 2,413 | eng_Latn | eng_Latn | 0.996197 | eng_Latn | 0.998498 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2096,
4871,
7076,
7868,
10223
] | [
2.234375
] | 1 | 0 |
Mossfield Primary School Knowledge Organiser
Year 1 - Mathematics Number—Calculation
Key Learning
Addit on and subtract on
i
Mult plicat on and Division
i
- Read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs
- Represent and use number bonds and related subtraction facts within 20
- Add and subtract one-digit and two-digit numbers to 20, including zero
- Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial
- Representations, and missing number problems such as 7 = – 9.
- Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. | <urn:uuid:0925a4af-b751-43d4-abef-7cc3c0e74e10> | CC-MAIN-2025-08 | https://www.mossfieldps.salford.sch.uk/attachments/download.asp?file=221&type=pdf | 2025-02-16T15:49:17+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831952586.5/warc/CC-MAIN-20250216135951-20250216165951-00773.warc.gz | 818,716,224 | 164 | eng_Latn | eng_Latn | 0.982709 | eng_Latn | 0.982709 | [
"eng_Latn"
] | false | docling | [
808
] | [
3.609375
] | 1 | 0 |
Auditory word recognition
Language provides humans with the remarkable capacity to express their thoughts through a physical medium to share with others. To do so, we combine elements, words, whose form has been conventionalized within a particular language community. Thus a critical step in the process of retrieving a talker's message consists of identifying these elements in his or her speech. This entry discusses how our knowledge of the auditory forms that words take may be represented in memory, and how listeners decide, based on the auditory stimulus, which words they heard, out of all possible word combinations the talker may have said.
When we listen to someone talk, words seem to pop out of his or her speech effortlessly. This impression is misleading, however. Words are not neatly segregated from one another in speech as they are in print. How many words the utterance contains, and where they begin and end in the speech stream, are properties that the listener must establish. Moreover, the way spoken words sound varies considerably across contexts, e.g., when produced by a man or a woman, in the clear speech used in lecture halls or in the casual speech characteristic of informal conversation. Our knowledge of the form of words must accommodate this variability. Two approaches to this issue can be contrasted.
First, listeners may represent the form of a word as a compilation of the memory traces that correspond to all past exposure with the word. Each instance retains the acoustic properties resulting from the context in which the word was uttered. Such a representation is sometimes described as a cluster of observations in a multi-dimensional space. This approach assumes ever-changing word representations because new instances of words are constantly added to the cluster. A more compact representation may also be postulated, such as one that represents the central tendency derived from past instances of a word, its prototype.
Such an approach to word-form representation is rooted in cognitive theories of categorization, and contrasts with a linguistically-grounded view where words are represented by the features that distinguish them from other words. The acoustic properties of a spoken word, such as the voice quality of the talker that utters it, are considered irrelevant to this distinction and consequently not part of the representation of the word's form. This approach assumes abstract, context-independent, and immutable representations. Normalization algorithms transform information extracted from the speech to neutralize the influence of contextual variability, in effect treating it as noise, or to model the variation and factor out its influence.
Distinguishing between the two approaches has proven difficult. For instance, some have taken the fact that people recognize words uttered by familiar talkers more readily than the same words from unfamiliar talkers as evidence supporting the instancebased approach because it demonstrates that non-distinctive properties of spoken stimuli are maintained in memory and contribute to recognition. However, the finding is also compatible with the "abstractionist" approach if one assumes that the normalization algorithms can be optimized to reflect past experience with a given talker.
Another widely discussed issue concerns the internal structure of words. Phonological theories describe words as built out of elements, the phonemes, grouped into larger units, such as syllables. Words' internal structure is known (albeit implicitly) to language users because changes that word forms undergo under the influence of
morphology or other linguistic constraints have regularities that depend on the decomposition of word forms into such a structure. The critical question here is whether people, when analyzing speech, decompose the signal into individual elements to establish which word matches the structure best. Recognizing phonemes or other units first, as opposed to analyzing the spoken word as a whole, may offer an advantage because there are fewer phonemes to discriminate than there are words. However, phoneme recognition itself has proven difficult because the acoustic realization of a given phoneme varies greatly across contexts. Furthermore, listeners can successfully retrieve which of phonemically identical strings (such as two lips and tulips) the talker said because they make use of subtle acoustic differences between the strings. This finding is difficult to explain if the speech signal was first translated into its phonemic subcomponents.
Contrary to the question of how the form of words is represented, the process by which the perceptual stimulus is compared to these representations is relatively well understood and uncontroversial. Spoken words become available to the listener over time. Because speech is a complex, transient, and rapidly changing signal and because sensory memory is limited, speech must be evaluated and interpreted incrementally rather than word by word. But the early portion of a spoken word (e.g., cap…) is often compatible with many different words (e.g., cap, captive, capital, captain). Dominant views posit that all possible interpretations of the spoken word can be simultaneously considered. For example, in William Marslen-Wilson's "Cohort" theory, the first sounds of a spoken word determine a cohort of hypotheses compatible with this early information. Subsequent information serves to prune the hypotheses that are no longer
supported by the signal. Although the "propose-then-dispose" aspect of the theory has since been falsified by evidence that words can be successfully recognized even when
their first sounds are distorted, the privileged role to the early portion of a word has been maintained by assuming a form of competition among simultaneously considered
hypotheses. The more evidence has accumulated in favor of a given hypothesis, the less likely its alternatives. This mechanism, in effect, favors words that match the early
portion of the spoken stimulus over those that match a later portion because the latter will have been largely discounted before the stimulus supports them as possible contenders.
Importantly, competition is modulated by the likelihood of encountering each hypothesis, which can be estimated by how often it has been encountered before. Frequent words are
recognized more accurately and faster than rarer words, and frequent hypotheses interfere with the recognition of rare words.
Delphine Dahan
See also Visual Word Recognition; Cohort Model of Auditory Word Recognition;
Frequency Effects in Word Recognition; Incremental Processing, Comprehension.
Further Readings
Dahan, D., & Magnuson, J. S. (2006). Spoken-word recognition. In M. J. Traxler & M.
A. Gernsbacher (Eds.),Handbook of Psycholinguistics(pp. 249-283). Amsterdam, The
Netherlands: Elsevier.
4
Marslen-Wilson, W. (1987). Functional parallelism in spoken word-recognition.
Cognition, 25, 71-102.
McClelland, J. L., & Elman, J. L. (1986). The TRACE model of speech perception.
Cognitive Psychology, 18, 1-86. | <urn:uuid:5b6c8fcb-2508-4400-acb5-023af224476d> | CC-MAIN-2025-08 | https://bpb-us-w2.wpmucdn.com/web.sas.upenn.edu/dist/f/584/files/2020/05/Dahan_EncyclopediaMind.pdf | 2025-02-16T16:00:34+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831952586.5/warc/CC-MAIN-20250216135951-20250216165951-00775.warc.gz | 112,627,304 | 1,361 | eng_Latn | eng_Latn | 0.953288 | eng_Latn | 0.998061 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1973,
3635,
5514,
6902,
7119
] | [
2.15625
] | 1 | 0 |
An Italian Adventure Posted on 12:00pm Monday 14th Sep 2020
I am a 12 years old girl and my name is Gaia. I live in Italy in Pisa with my sister Apolline who is 8 and my mum. From the second week of lockdown (beginning of March) my school started online lessons. We used Zoom to communicate. I do 10 subjects and each teacher took turns to deliver their lesson. My day started at 9am when my first period teacher would take the register. We had to sit in a quiet place with our school equipment and dress accordingly (we don't wear uniforms in Italy). I had 3 lessons per day then break for lunch then back for back for 1 hour in the afternoon for homework. This was Monday to Friday every day until lockdown was over. For our final grades we took tests and our teachers kept track of what we were doing on Zoom.
During the day we were not allowed out apart from to the nearest shops (no further than 200 metres). Sometimes we would go to my grandparents who live 5 minutes away by bike for a couple of days so that my mum could carry on working. We had to be incredibly careful as there were many police cars roaming around, checking that people were not out without permission. We would leave in the evening with our bikes (me, my sister Apolline and my mum) with the bike lights switched off and a torch. If the police stopped us, they would have fined us 400 Euros each and my mum was very worried about this.
One night we saw a police car driving in our direction and we started cycling very fast and hid under a railway arch. We were so scared, but we kept giggling. My mum was quite angry, and she said that if the police heard us and fined us, she would take it off our pocket money until it was paid back! They didn't see or hear us, and we got to my grandparents safely!
By Gaia, September 2020
1/1 | <urn:uuid:d10c81be-32a5-497f-bd62-254591130c4e> | CC-MAIN-2025-08 | https://sites.create-cdn.net/sitefiles/9/4/0/94028/An_Italian_Adventure_-_Covid-19_Stories_Blog.pdf | 2025-02-16T15:01:35+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831952586.5/warc/CC-MAIN-20250216135951-20250216165951-00776.warc.gz | 493,045,437 | 418 | eng_Latn | eng_Latn | 0.999391 | eng_Latn | 0.999391 | [
"eng_Latn"
] | false | docling | [
1813
] | [
2.109375
] | 1 | 2 |
West Aurora Schools
Grace M. Nicholson
(Montgomery School Teacher & Principal 1902-1949)
Profile of Grace M. Nicholson
Grace M. Nicholson (1878-1966) was born in Rock Island, Illinois to Edward J. and Maria Greves Nicholson. She and her family moved to Aurora when Grace was a young child.
She was a graduate of West Aurora High School, and attended Northern Illinois State Teacher's College and DePaul University in Chicago.
Miss Nicholson, fondly known as "Nicky" to her friends, taught for a total of fifty years. She began her career at Paw Paw, Big Rock and the Red Brick School on West Galena Boulevard.
In 1902, she became a teacher at the Montgomery School. She later served as principal of the school until her retirement in 1949.
Miss Nicholson was a dedicated teacher who used her personal funds in 1911 to start a library at the school.
She also was active in establishing the first kindergarten at the school in 1915. After WWI, she helped organize the first Montgomery School PTA.
During her entire teaching career, she was only absent one day because of illness. Even inclement weather did not keep her away from school. When streetcars could not run because tracks were filled with snow, she would walk from her home on View Street in Aurora to the school in Montgomery.
At the renaming ceremony of the school in 1962, it was stated that the secret to Miss Nicholson's success as a teacher was respecting each of her pupils as individuals. Nicholson was a speaker at the ceremony attended by more than five hundred friends and former students.
Also in 1962, a former student commented on the Aurora Radio Station (WKKD) that Miss Nicholson would be remembered and loved for many things, but the most vivid would be her ability to bring the classics, poetry and travel experiences to her students in such a way that they became a part of it and lived the story as it was being told. "When speaking to Miss Nicholson, one learns to appreciate the phrase 'The Hallowed Halls of Ivy.'"
Grace Nicholson was a member of Wesley Methodist Church and a charter member of the Business and Professional Women's Club. She died in 1966 and is buried in the West Aurora Cemetery.
Sources for this profile: West Aurora Schools, Aurora Beacon-News, Aurora Historical Society and the Village of Montgomery Historical Society. The photos of the gravestones are from Find-AGrave. The West Aurora Buildings and Grounds Facilities Inventory Report indicated that there was a 1961 addition to the 1891 Montgomery School. A West Aurora narrative of the schools reported that the 1961 addition replaced the former 1891 school structure. A March 12, 1962 article in the Aurora Beacon-News reported that the school was renamed for Grace Nicholson in 1962. This profile, completed in 2016, is courtesy of the A+ Foundation for West Aurora Schools and the Community Foundation of the Fox River Valley.
In 2016, the A+ Foundation for West Aurora Schools and the Community Foundation of the Fox River Valley collaborated in the development of biographical profiles of those for whom District 129 schools are named. Financial support for the project was provided by the following Special Friends of West Aurora School District 129: Sherry Eagle, Gary and Mary Jewel, Neal and Mary Clark Ormond, Char and Frank Voris, and Brent and Jean Wadsworth. The research, writing and editing of these profiles were courtesy of the Community Foundation and its President Emeritus Sharon Stredde, Research Associate Judith Iverson and Past Chairman of the Board Neal Ormond III. | <urn:uuid:5106c79b-ed8f-496c-940b-968777dcde83> | CC-MAIN-2025-08 | https://resources.finalsite.net/images/v1579816084/sd129org/lx7gkpmdxrejuxsjdi1a/ProfileofGraceMNicholson-Revised2020.pdf | 2025-02-16T15:41:43+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831952586.5/warc/CC-MAIN-20250216135951-20250216165951-00777.warc.gz | 450,514,415 | 755 | eng_Latn | eng_Latn | 0.795346 | eng_Latn | 0.997986 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
90,
1299,
2908,
3571
] | [
2.140625
] | 1 | 4 |
Patient information factsheet
Managing your child's earwax at home
This factsheet contains information about earwax and ways that you can manage your child's earwax safely at home. We hope it helps to answer some of the questions you may have. If you have any further questions or concerns, please contact us using the details at the end of this factsheet.
What is earwax?
Earwax (medically known as cerumen) is a waxy substance found in everyone's ears. It is produced by glands in the ear canal (the area between the outer ear and the eardrum).
Earwax helps to keep ears healthy and clean by:
* protecting and moisturising the lining of the ear
* trapping dirt and dust so that it does not enter the ear
* protecting against infection (earwax is slightly acidic so it naturally helps to protect the ear from infection)
Ears produce earwax all the time. To avoid a build-up of wax, the skin in the ear uses a special self-cleaning mechanism to gradually move earwax from the ear canal to the entrance of the ear, which will then fall out naturally. This movement of wax is also helped by the action of chewing and talking.
The colour, consistency and amount of earwax produced by people varies widely. Wax can be:
* crumbly
* dry and flaky
* very hard (it can become quite firmly attached to the underlying skin in your ear)
* very dark brown
* pale and honey-coloured
Is earwax a problem?
For most people, earwax will not cause any problems and should be left alone without any attempts to remove it. However, sometimes earwax can build up and cause hearing loss or problems with hearing aids. If this happens, your child may need some form of treatment to help manage the wax.
Why does my child have a wax build-up?
* have a dry or flaky skin condition
Some people naturally have more wax than others. Your child may also be more likely to have a build-up of wax in their ears if they:
* attempt to clean their ears with cotton buds (this pushes the wax together into hard lumps and can also damage the skin in the ear canal)
* have hearing aid earmoulds (these can push wax deep into the ear canal and prevent it from coming out naturally)
* use earplugs or in-ear-earphones regularly (this tends to push the wax down into the ears)
www.uhs.nhs.uk
Patient information factsheet
What can I do to get rid of my child's wax build-up?
* olive oil drops or olive oil spray (such as Earol) or
To break down and disperse the wax build-up, you will need to use wax-softening drops or sprays. You can use either:
* sodium bicarbonate drops (5%).
Follow the instructions on the packaging carefully. These instructions will tell you how often to apply the drops and for how long. You can find these drops in any pharmacy, and you do not need a prescription for them. Alternatively, your child's general practitioner (GP) may be able to provide you with a prescription.
It is important that you do not use ear drops or ear sprays if your child has an ear infection, has grommets (tiny tubes inserted into the eardrum which allow air to pass through the eardrum), or has a hole (perforation) in their eardrum. If any of these apply to your child, please contact us for advice.
You should not:
* remove the earwax by yourself, especially with any unconventional methods, such as candles, cotton buds, tools (these are extremely dangerous and may cause permanent damage to your child's ear)
* use cotton buds to clean your child's ears (this will push wax further into the ear, making it worse and can even cause hearing loss)
Please note that we do not offer wax removal services for children unless the wax is causing hearing loss or is preventing them using hearing aids.
Tips for using ear drops or sprays
* If you have tried olive oil in your child's ears in the past and it hasn't worked, try sodium bicarbonate instead. If sodium bicarbonate hasn't worked in the past, try olive oil.
* You can use either drops or a spray. If drops don't seem to be working, try a spray instead.
* The drops need to go fully into the ear canal so that they make contact with the wax. To do this, follow the steps below:
2. Place the drops into the entrance of their ear canal.
1. Ask your child to lie on their side (you may find this is easiest while they are distracted, for example watching television).
3. Massage their outer ear.
* If your child dislikes having drops put in their ear, try applying them while they sleep at night.
* If your child uses hearing aids, apply the drops before bed so that they will not need to use their hearing aids for a while after applying the drops.
* Wax-softening drops take time and perseverance. Please be aware that the drops will not immediately get rid of your child's earwax build-up.
Are there any side effects to using wax-softening drops or sprays?
* a temporary change or loss to their hearing (this is caused by the wax expanding before it breaks down)
Wax-softening drops and sprays are generally safe to use (unless your child has an ear infection, grommets or a perforation in their eardrum). However, possible side effects that your child may experience, include:
* a dry ear canal (if you are using sodium bicarbonate drops, make sure to follow the instructions on the packaging and do not use them for longer than is recommended)
www.uhs.nhs.uk
Patient information factsheet
Contact us
If you have any further questions or concerns, please contact us.
Audiology department
Telephone: 023 8120 2997
Email: firstname.lastname@example.org
Useful links
www.nhs.uk/conditions/earwax-build-up
If you are a patient at one of our hospitals and need this document translated, or in another format such as easy read, large print, Braille or audio, please telephone 0800 484 0135 or email email@example.com
For help preparing for your visit, arranging an interpreter or accessing the hospital, please visit www.uhs.nhs.uk/additionalsupport
www.uhs.nhs.uk | <urn:uuid:86a89b58-0843-44b6-8a42-e5181f0da354> | CC-MAIN-2025-08 | https://www.uhs.nhs.uk/Media/UHS-website-2019/Patientinformation/Audiology/Managing-your-childs-earwax-at-home-3622-PIL.pdf | 2025-02-16T15:33:05+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831952586.5/warc/CC-MAIN-20250216135951-20250216165951-00779.warc.gz | 937,234,751 | 1,357 | eng_Latn | eng_Latn | 0.993933 | eng_Latn | 0.999216 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2267,
5314,
5928
] | [
2.46875
] | 1 | 0 |
FOR IMMEDIATE RELEASE
Media Contacts:
For Kingsburg Historical Society: Jolene Polyack, email@example.com, 559-284-2421
For GFBNEC: Gil Asakawa, firstname.lastname@example.org, 720-232-3509
KINGSBURG HISTORICAL SOCIETY, GO FOR BROKE NATIONAL EDUCATION CENTER TO HOST TRAVELING EXHIBIT ON WWII JAPANESE AMERICAN EXPERIENCE
"Courage and Compassion: Our Shared Story of the Japanese American WWII Experience" Exhibit Is Supported by National Park Service Grant
LOS ANGELES and KINGSBURG, CA (Nov. 27, 2017)—The Kingsburg, California Historical Society is proud to announce it will host a national traveling exhibition by Go For Broke National Education Center (GFBNEC), "Courage and Compassion: Our Shared Story of the Japanese American WWII Experience." The exhibition will open January 6, 2018 and run through February 5, 2018.
The exhibit will chronicle the story of the Japanese American experience during WWII, and feature local stories of bravery and tolerance from California's Central Valley. The GFBNEC exhibit is funded in part by a 2016 Japanese American Confinement Sites Grant administered by the National Park Service (NPS).
The exhibition will reflect on the Japanese American experience from wartime incarceration and postwar resettlement to the redress movement that resulted in the Civil Liberties Act of 1988. The interactive exhibit will feature images and audio of firsthand accounts, including interviews of Japanese American soldiers from GFBNEC's Hanashi Oral History Collection. Through summer 2019, the national exhibit will visit 10 U.S. communities where citizens extended a helping hand to Japanese Americans during and after the turbulent days of WWII. In the wake of the attack on Pearl Harbor in December 1941, many U.S. officials and residents viewed Japanese Americans with fear and mistrust. Japanese Americans were targets for harassment and discrimination, and families on the West Coast were forcibly removed to government incarceration camps.
In addition to telling the national story, the exhibit will feature interviews with local residents, and artifacts documenting experiences such as the story of local boy Robert Yano leaving the Gila River Concentration Camp to join the famed 442nd Regimental Combat Team to fight in Italy and Germany. Yano eventually returned to the Kingsburg farm he and his family were forced to leave. Stories of successful Japanese American merchants who carved out a little-known history of Japanese influence in the Swedish community of Kingsburg will also be highlighted.
"Courage and Compassion" will be open Wednesdays through Sundays from 9 a.m. to 5 p.m., and by arrangement. Admission is free. The Kingsburg Historical Park is located at 2321 Sierra Street, Kingsburg California.
"The exhibit honors everyday people who rose above the public hysteria of WWII to recognize Japanese Americans as friends, neighbors and citizens," Dr. Mitchell T. Maki, GFBNEC's President and Chief Executive Officer, said. "These untold stories have real relevance today as we debate issues of loyalty, citizenship, due process and Constitutional rights."
According to David Meyer, board member of the Kingsburg Historical Society and curator of the local exhibit, "I was amazed to find the extent of the Japanese influence in this valley town traditionally thought of as primarily Swedish. In 1940, Kingsburg's population was 1,504 citizens. At that time there were three Japanese grocery stores, one of which housed a labor contracting business and boarding house for Japanese laborers, as well as a noodle house, and a Japanese farm labor camp. There was also a Buddhist church that schooled Japanese American children in the language of their parents. After the wartime incarceration, many Japanese Americans were able to return to their ranches and business thanks to the kindness of their neighbors. Many others never returned."
About Go For Broke National Education Center
Go For Broke National Education Center (GFBNEC) is a 501(c)(3) nonprofit educating the public on the valor of Japanese American veterans of World War II and their contributions to democracy. Our goal is to inspire new generations to embody the Nisei veterans' core values of courage, sacrifice, equality, humility and patriotism. Founded in 1989, GFBNEC maintains the Go For Broke monument and the interactive "GFBNEC's Defining Courage Exhibition" in downtown Los Angeles, as well as extensive oral histories and archives, education and training programs, and other initiatives. For more information, please visit www.goforbroke.org.
About the Kingsburg Historical Society
The Kingsburg Historical Society has been planning for and anticipating this event for over two years. It is tremendously exciting to be able to bring it to Kingsburg and to our wonderful historical park. We are immensely proud that we are one of only two California communities to have this exhibit. This exhibit will be presented in only ten communities from Hawaii to Ohio. Kingsburg is the smallest of these communities.
The Kingsburg Historical Society is a 501 (c) (3) nonprofit operating a large historical park dedicated to presenting and preserving the history of Kingsburg, California. www.kingsburghistoricalpark.org. The Kingsburg display received additional support from The California State Library Civil Liberties Program, the VFW Post #8499, and The Central California Japanese American Citizens League.
Please contact David Meyer at 559-481-0480 to make an appointment outside of usual operating hours
About the NPS JACS Program
This project is funded, in part, by a grant from the U.S. Department of the Interior, National Park Service, Japanese American Confinement Site Grant Program. For more information regarding the JCAS grant program, please contact Kara Miyagishima, Program Manager, Japanese American Confinement Sites Grant Program, NPS, at 303/969-2885.
Note to Media: "Go For Broke" was the motto of the 442nd Regimental Combat Team, a segregated Army unit composed of Japanese Americans from Hawaii and the mainland. The term was Hawaiian slang for "shooting the works," or risking everything for the big win in gambling-as the Nisei soldiers did while fighting in the field in WWII and facing prejudice at home in the U.S. | <urn:uuid:ed92cfc8-5e93-461d-b78e-09eccfa1c899> | CC-MAIN-2017-51 | http://www.kings.k12.ca.us/SiteAssets/CathyMarroquin/GoForBroke.pdf | 2017-12-13T19:04:17Z | crawl-data/CC-MAIN-2017-51/segments/1512948530668.28/warc/CC-MAIN-20171213182224-20171213202224-00294.warc.gz | 387,810,169 | 1,310 | eng_Latn | eng_Latn | 0.993533 | eng_Latn | 0.993747 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2759,
6280
] | [
2.078125
] | 3 | 1 |
Annual Water Quality Report - Reporting Year 2016
Meade County Water District 1003 Armory Place Brandenburg, KY 40108
PWSID#: KY0820369
Honored to provide this Report
The Meade County Water District is honored to present our annual water quality report covering all testing performed between January 1 and December 31, 2016. Over the years we have dedicated ourselves to producing drinking water that meets and exceeds all state and federal standards. We continually strive to adopt new methods for delivering the best quality drinking water to you. As new challenges to drinking water safety emerge, we remain vigilant in meeting the goals of source water protection, water conservation, and community education while continuing to serve the needs of all our water users.
Please remember that we are always available to assist you should you ever have any questions or concerns about your water.
For more information about this report, or for any questions relating to your drinking water, please call Joe Bartley, General Manager, by phone at (270) 422-5006 or by fax at (270) 422-5068. Our email is email@example.com.
Board Meetings
You are invited to attend our regular Board of Commissioners meetings. They normally meet monthly on the fourth Tuesday of each month, 6:00 p.m. at the District's Office located at 1003 Armory Place, Brandenburg, KY 40108 For more information about the meetings, contact Joe Bartley at (270) 4225006.
Important Health Information
Some people may be more vulnerable to contaminants in drinking water than the general population. Immunocompromised persons such as persons with cancer undergoing chemotherapy, persons who have undergone organ transplants, people with HIV/AIDS or other immune system disorders, some elderly, and infants may be particularly at risk from infections. These people should seek advice about drinking water from their health care providers. The U.S. EPA/CDC (Centers for Disease Control and Prevention) guidelines on appropriate means to lessen the risk of infection by Cryptosporidium and other microbial contaminants are available from the Safe Drinking Water Hotline at (800) 426-4791 or http://water.epa.gov/drink/hotline.
Substances That Could Be in Water
To ensure that tap water is safe to drink, U.S. EPA prescribes regulations limiting the amount of certain contaminants in water provided by public water systems. U.S. Food and Drug Administration regulations establish limits for contaminants in bottled water, which must provide the same protection for public health.
The sources of drinking water (both tap water and bottled water) include rivers, lakes, streams, ponds, reservoirs, springs, and wells. As water travels over the surface of the land or through the ground, it dissolves naturally occurring minerals, in some cases, radioactive material; and substances resulting from the presence of animals or from human activity. Substances that may be present in source water include:
Microbial Contaminants, such as viruses and bacteria, which may come from sewage treatment plants, septic systems, agricultural livestock operations, or wildlife;
Inorganic Contaminants, such as salts and metals, which can be naturally occurring or may result from urban stormwater runoff, industrial or domestic wastewater discharges, oil and gas production, mining, or farming;
Pesticides and Herbicides, which may come from a variety of sources such as agriculture, urban stormwater runoff, and residential uses;
Organic Chemical Contaminants, including synthetic and volatile organic chemicals, which are byproducts of industrial processes and petroleum production, and may also come from gas stations, urban stormwater runoff, and septic systems;
Radioactive Contaminants, which can be naturally occurring or may be the result of oil and gas production and mining activities.
Drinking water, including bottled water, may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that water poses a health risk. More information about contaminants and potential health effects may be obtained by calling the U.S. EPA's Safe Drinking Water Hotline at (800) 426-4791.
Where Does My Water Come From?
The Meade County Water District purchases water from Hardin County Water District No. 1 and the City of Brandenburg.
Hardin County Water District No. 1
Hardin County Water District No.1 (HCWD1) own and operate both the Ft. Knox Water System (since 2012) as well as the original HCWD1 system (1952). These systems include three water treatment plants (WTPs) and four separate water sources supplying these WTPs. The WTPs are the Pirtle Spring Water Treatment Plant (PWP), and two WTPs on Ft. Knox being Central (CWP) and Muldraugh (MWP). At certain times of the year, the Ft. Knox WTPs provide water to our County system customers. HCWD1 provides the City of Vine Grove 100% of their supply and about 70% of Meade County Water District's supply. HCWD1 can provide a backup supply to the City of Hardinsburg and Hardin County Water District No. 2.
The source waters for the PWP are the Pirtle Spring, located at the plant site, and the Head of Rough Spring, located about 1.5 miles from the plant. Both of these sources are classified as ground water under the influence of surface water, and therefore must follow the guidelines of testing for surface water sources. The MWP is supplied by 15 deep underground water wells located on the West Point aquifer near the Ohio River. This source water is classified as groundwater. The CWP can be supplied by a surface water source near Otter Creek known as McCracken Spring, as well as the same well sources that supply the MWP.
How Is My Water Treated and Purified?
All three WTP's use a three-step treatment process. This includes clarification to remove larger particles in the raw water. The PWP and MWP also add powdered, activated carbon to absorb many other types of chemicals or contaminants. The water then passes through a multimedia filter system that uses four sizes of sand and gravel, plus a layer of anthracite coal. The filters are able to remove many other microscopic particles and contaminants. Finally, the treated water is kept in a holding tank where it is completely disinfected to meet all state and federal requirements. The finished water is then pumped through more than 400 miles of water mains until it reaches 13 storage tanks that can store up to 7 million gallons of treated water.
The PWP was completely rebuilt in 2009 and has won four industry awards since. Tours may be arranged for school and civic groups at any of our WTP's. Contact Ms. Spalding to arrange a tour.
Lead in Home Plumbing
If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water is primarily from materials and components associated with service lines and home plumbing. We are responsible for providing high quality drinking water, but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using water for drinking or cooking. If you are concerned about lead in your water, you may wish to have your water tested. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline or at www.epa.gov/safewater/lead.
City of Brandenburg
The source of drinking water from the City of Brandenburg is three wells near the Ohio River in Flippin Run Park. These wells are classified as ground water. Kentucky Division of Water determined this status. Their well head protection plan and source water assessment has been completed and copies are available. There are a total of three potential sources of contamination within the well head protection area, with the following susceptibility rankings: 2 high, 1 medium and O low. Sources of high potential impact include: above ground storage tank and agricultural land use. Sources of moderate potential impact include: agricultural land use. This is a summary of the susceptibility analysis. The complete Susceptibility analysis Report and Source Water Protection Plan are available at the Lincoln Trail Development District, the Division of Water and by contacting Brandenburg City Hall at 270-422-4981 and ask for T.J. Hughes.
Sampling Results
During the past year we have taken hundreds of water samples in order to determine the presence of any radioactive, biological, inorganic, volatile organic or synthetic organic contaminants. The table below shows only those contaminants that were detected in the water.
The state requires us to monitor for certain substances less than once per year because the concentrations of these substances do not change frequently. In these cases, the most recent sample data are included, along with the year in which the sample was taken.
Regulated Substances
Source: A=HCWDN1; B=City of Brandenburg; C=Meade County Water District;
D= Fort Knox Water Plant
| Substance (Unit of Measure) | Year Sampled | Source | MCL [MRDL] | MCLG [MRDLG] | Amount Detected | Range Low- High | Viola- tion |
|---|---|---|---|---|---|---|---|
| Barium (ppm) | 2016 | A | 2 | 2 | 0.028 | NA | No |
| Chlorine (ppm) | 2016 | D | [4] | [4] | 1.36 | 0.40 - 2.20 | No |
| Combined Radium (pCi/L) | 2014 | A | 5 | 0 | 1.3 | NA | No |
| Fluoride (ppm) | 2014 | B | 4 | 4 | 1.41 | 1.41 – 1.41 | No |
| Total Coliform Bacteria (# positive samples | 2016 | A | 1 positive sample/ month | 0 | 1 | NA | No |
| Haloacetic Acids [HAA] - Stage 2 (ppb) | 2016 | A | 60 | NA | 22.3 | 3 - 34 | No |
| Nitrate (ppm) | 2016 | A | 10 | 10 | 1 | NA | No |
| TTHMs [Total Trihalomethanes] - Stage 2 (ppb) | 2016 | D | 80 | NA | 28.3 | 12 - 32 | No |
| Total Organic Carbon (ppm) | 2016 | A | TT | NA | 1.3 | .7 – 3.4 | No |
| Turbidity (NTU) | 2016 | A | TT =1 NTU | NA | 0.63 | .020 – .630 | No |
| Turbidity (Lowest monthly percent of samples meeting limit) | 2016 | D | TT = 1 NTU | NA | 99.46 | NA | No |
| Substance (Unit of Measure) | Year Sampled | Source | MCL [MRDL] | MCLG [MRDL G] | Amount Detected | Range Low- High | Viola tion |
|---|---|---|---|---|---|---|---|
| Uranium (ppb) | 2010 | B | 30 | 0 | 0.7 | 0.14 - 0.2 | No |
Tap water samples were collected for lead and copper analyses from sample sites throughout the community
Meade County Water District
| Substance (Unit of Measure) | Year Sampled | AL | MCLG | Amount Detected (90th%tile) | Sites Above AL/Total Sites | Violation |
|---|---|---|---|---|---|---|
| Copper (ppm) | 2016 Source: C | 1.3 mg/l | 1.3 | 0.387 | 0/30 | No |
| Lead (ppb) | 2016 Source: C | 0.015 mg/l | 0 | 0.003 | 0/30 | No |
| Substance (Unit of Measure) | Source | Year Sampled | Amount Detected | Range Low-High |
|---|---|---|---|---|
| Chromium (ppb) | A | 2015 | 0.374 | .427 - .542 |
| Hexavalent Chromium (ppb) | A | 2015 | 0.44 | .41 - .46 |
| Strontium (ppb) | A | 2015 | 244 | 202 - 285 |
| Vanadium (ppb) | A | 2015 | 0.388 | .381 - .395 |
Total Organic Carbon Footnote for Meade County Water District
The monthly ratio is the percent of TOC removal achieved compared to the percent of TOC removal required. The annual average of monthly ratios must be 1.0 or greater for compliance. Hardin County Water District No. 1 and Ft. Knox Water achieved this criteria in 100% of the monthly samples.
Turbidity Footnote for Meade County Water District
Turbidity is a measure of the cloudiness of the water. It is monitored because it is a good indicator of the effectiveness of the filtration system. Turbidity cannot exceed 1 NTU and must be <0.3 NTUs in greater than 95% of monthly samples.
Table Definitions
ppm (parts per million): One part substance per million parts water (or milligrams per liter).
ppb (parts per billion): One part substance per billion parts water (or micrograms per liter).
pCi/L (picocuries per liter): A measure of radioactivity.
NTU (Nephelometric Turbidity Units): Measurement of the clarity, or turbidity, of water. Turbidity in excess of 5 NTU is just noticeable to the average person.
TON (Threshold Odor Number): A measure of odor in water.
MCL (Maximum Contaminant Level): The highest level of a contaminant that is allowed in drinking water. MCLs are set as close to the MCLGs as feasible using the best available treatment technology.
MCLG (Maximum Contaminant Level Goal): The level of a contaminant in drinking water below which there is no known or expected risk to health. MCLGs allow for a margin of safety.
MRDL (Maximum Residual Disinfectant Level): The highest level of a disinfectant allowed in drinking water. There is convincing evidence that addition of a disinfectant is necessary for control of microbial contaminants.
MRDLG (Maximum Residual Disinfectant Level Goal): The level of a drinking water disinfectant below which there is no known or expected risk to health. MRDLGs do not reflect the benefits of the use of disinfectants to control microbial contaminants.
NA: Not applicable
ND (Not detected): Indicates that the substance was not found by laboratory analysis.
TT (Treatment Technique): A required process intended to reduce the level of a contaminant in drinking water.
AL (Action Level): The concentration of a contaminant, which if exceeded, triggers treatment or other requirements which a water system shall follow. | <urn:uuid:755db6a7-181b-4e37-81ec-05dfeb26979b> | CC-MAIN-2017-51 | http://meadecountywater.com/wp-content/uploads/2017/07/Annual-Water-Quality-Report-2016.pdf | 2017-12-13T18:48:59Z | crawl-data/CC-MAIN-2017-51/segments/1512948530668.28/warc/CC-MAIN-20171213182224-20171213202224-00298.warc.gz | 176,391,512 | 3,283 | eng_Latn | eng_Latn | 0.864297 | eng_Latn | 0.994131 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2551,
5739,
9096,
10460,
12142,
13578
] | [
2.6875
] | 1 | 1 |
Sunday
Family Advent Calendar
3 Make and bless an Advent wreath. Light the first purple candle each night this week.
10 Light two purple candles in the Advent wreath each night this week. Sing "O Come, O Come Emmanuel."
17 Light two purple candles and the pink one for joy. See which of you can sing loudest at Mass today.
24 Light all four candles in the wreath tonight. Reread today's Gospel Reading, Luke 1:26-38.
11 Send a thank-you note to the priests or other parish ministers who enriched your seasonal celebration.
Monday
Tuesday
Wednesday
Thursday
Friday
To honor St. Nicholas, fill an old shoe with treats and leave it outside someone's door.
4 Set up the Nativity scene together, but leave out the Holy Family.
18 Put a lamp or electric candle in a window to welcome the Christ Child. Light it each night until Christmas Day.
25 Rejoice! Place the Baby in the manger and read the story of Jesus' birth in Luke 2:1-20.
13 Today, try to go the whole day without complaining or arguing.
20
together around
T
ake a drive or walk your home to look at the
displays.
Christmas decorations or
5 Resolve to pray as a family for at least 15 minutes every night during Advent.
7 Decorate a "Jesus Candle" with symbols of Jesus. Light it at Christmas dinner.
14 Help children make a good examination of conscience and go to Confession together. Then go out for a treat afterwards to celebrate forgiveness.
21 Give each family member a chance to say "thank you" for a blessing God has given this year.
6
8
Immaculate
I
n honor ofMary's
Conception, and pray a
attend Mass family Rosary
tonight.
15 Family Movie Night! Make some popcorn and watch a Christmas movie together.
22 Write letters to Jesus telling him that you look forward to his coming.
9 Clean out your closets of unwanted clothes or toys in good condition. Donate them to a shelter or other charity.
Saturday
16 Put up and decorate your family Christmas tree.
23 Place Mary and Joseph in the Nativity scene. Add grass or straw to the manger to get it ready.
"In those days a decree went out from Caesar Augustus that all the world should be enrolled. This was the first enrollment, when Quirinius was governor of Syria. So all went to be enrolled, each to his own town. And Joseph too went up from Galilee from the town of Nazareth to Judea, to the city of David that is called Bethlehem, because he was of the house and family of David, to be enrolled with Mary, his betrothed, who was with child. While they were there, the time came for her to have her child, and she gave birth to her firstborn son. She wrapped him in swaddling clothes and laid him in a manger, because there was no place for them in the inn" (Luke 2:1-7).
12 Set out a rose tonight in honor of the feast of Our Lady of Guadalupe.
19
Set the Mary and Joseph figures of your Nativity set across the room from the rest of the scene. | <urn:uuid:52011ec9-61a5-4c1a-8bda-a64edde4eec6> | CC-MAIN-2017-51 | http://www.ascensioncatholicsch.org/wp-content/uploads/2017/11/Family-Advent-Calendar.pdf | 2017-12-13T18:29:42Z | crawl-data/CC-MAIN-2017-51/segments/1512948530668.28/warc/CC-MAIN-20171213182224-20171213202224-00296.warc.gz | 320,837,247 | 675 | eng_Latn | eng_Latn | 0.998684 | eng_Latn | 0.998684 | [
"eng_Latn"
] | false | docling | [
2894
] | [
2.78125
] | 12 | 4 |
_______________________________________________________________
Underline True or False ?
Our heart is not an important part of the body ? True / False
Our heart is about our relationship with God ? True / False The breast-plate is to protect our heart ? True / False
Even the greatest soldier would never march out to battle without his breast-plate. His chest would not be able to stop a sword. Complete; Even the ____________ soldier would never march out to _______ without his _________ - ________. His _______ would not be able to _________ a sword.
Cross out the non-letter symbols to reveal the message of Ephesians 6:14 and write it out on the lines underneath the symbols.
$ 3 O # n ) / > y } 4 o 8 u # r / c 7 h + 5 e s 2 t @ / & w 6 e > a 1 r / 6 t 9 h ) e / ________/_______________/_______________/_____________/__________/ p # r [ o 5 t 6 e $ c 7 t & i 2 o $ n / o 9 f / & r ^ i 3 g 2 h + t / l # i 4 v 7 i 8 n 2 g /
___________________________/______/______________/_______________/
Our heart is the most important part of our body. Our heart is also the most important part of being a Christian because it is about our relationship with God. The breast- plate of right living is to protect our heart.
When we become Christians God forgives all our sin and we are covered with the breast-plate of right living. This means that God sees us as He sees Jesus, which is as perfect. In this way our heart is protected.
Complete; When we become _____________ God forgives all our ______ and we are ___________ with the breast-plate of right living. This means that _______ sees us as He sees __________, which is as _________. In this way our heart is protected.
The breast-plate protects our hearts from the devil's attacks. The devil attacks you by trying to make you feel guilty or bad, especially if you mess up. Remember you are covered with the breast-plate which means that God really does forgive you.
Complete; The breast-_______ protects our ________ from the devil’s attacks. The _______ attacks you by trying to make you feel ________or bad, especially if you ______up. Remember ______ are covered with the ________-plate which means that _______ really does _________ you.
God protects our hearts, but we must stay away from evil. We need to recognize when we have made a mistake and then say sorry to God and the people we’ve hurt.
Put a cross if incorrect or tick box if statement is true
We must stay away from evil……….……..……………………..…………………….
We don’t need to recognize our mistakes………………….………………………. …
We don’t need to say sorry for wrong things we’ve done ………………….…… …
The breast-plate also protects us by helping us to obey God. We need to know what God wants us to do and then do these things.
Circle the 10 good choices in this box.
Go to Church / Complain if you don’t get your way / Read your bible each day / Argue / Be generous Borrow without asking / Tell people they’re dumb if they don’t go to Church / Be a good friend Help your teacher / Be good only when you’re being watched / Steal when you need something Do the right thing when no-one can see you / Lie to get out of trouble / Pray all the time / Swear Ask God to heal sick people / Share about Jesus / Boss others around / Forgive people / Be mean
Circle 5 differences between the two pictures. | <urn:uuid:3642c2c8-71b8-4b83-b9c9-47dd7fc74559> | CC-MAIN-2017-51 | http://104.152.168.21/~libertyl/wp-content/uploads/2015/04/Armour-of-God-3.pdf | 2017-12-13T18:54:57Z | crawl-data/CC-MAIN-2017-51/segments/1512948530668.28/warc/CC-MAIN-20171213182224-20171213202224-00303.warc.gz | 357,794 | 849 | eng_Latn | eng_Latn | 0.996143 | eng_Latn | 0.998316 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1724,
3432
] | [
2.609375
] | 1 | 1 |
D.A.V. International School, Amritsar.
CLASS – VII
PROJECT WORK
(2017 – 2018)
ENGLISH
1. Design an English Magazine which would have the following requirements:
(a) Attractive cover page
(b) Name of the magazine
(c) An Article on hygiene
(d) A Small Story
(e) Jokes
(g) Advertisement
(h) Idioms and Proverbs
(i) Famous saying of Eminent Personalities
2. Write a paragraph on depletion of fresh water in about 80 – 100 words and also solve the following crossword puzzle:
(f) English Riddles
SCIENCE
1. Depict the following information in Album Form:
Trees can survive without us; but we cannot survive without trees why? Collect information on the famous Bishnoi Story of a woman, Amrita Devi who prevented trees from being axed. (Sections VII A, B, C and D).
2. Make a newspaper on CNG – a better green fuel.
Visit your local petrol stations and observe the logo for Petroleum in your newspaper as 'Cover Page'. Add the following contents in your newspapers:
(a) Why CNG – as a green fuel?
(b) Tips for conserving fuels
(c) Find more alternative sources of fuels to conserve them
(d) Present the newspaper with beautiful pictures
(Sections VII E, F, G, H and I)
SOCIAL SCIENCE
1. Make a PPT on 'The Advantages and Disadvantages of Advertisements on our Indian Society. (Sections VII A, B, C and D).
2. Make a newspaper highlighting 'Swachh Bharat Abhiyan' or 'Beti Bachao Beti Padhao or Yamuna Action Plan and Ganga Action Plan or you may include any other relevant burning issue of Indian Society.
(Sections VII E, F, G, H and I)
MATHEMATICS
1. Make a magic square from fractions such that sum of each row, column and diagonal should be equal to one.
2. Also solve any 5 Sudokus from different English Newspapers.
GENERAL KNOWLEDGE
Read any English Newspaper everyday to keep yourself updated with day to day events maintain a notebook, of about 30 pages, to write the summary of the articles, reports that you may like.
- You must do this every weekend i.e. Saturday & Sunday.
- Cut and paste the articles on the left side and write a gist of the same article/ report on the right side in about 80 words. | <urn:uuid:55bb3bbb-bd3e-495d-8ddd-f3bf4f1536b7> | CC-MAIN-2017-51 | http://davintschool.org/File/7/Class%20VII-.pdf | 2017-12-13T18:29:13Z | crawl-data/CC-MAIN-2017-51/segments/1512948530668.28/warc/CC-MAIN-20171213182224-20171213202224-00307.warc.gz | 68,229,556 | 521 | eng_Latn | eng_Latn | 0.838573 | eng_Latn | 0.982495 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
496,
2128
] | [
3.609375
] | 1 | 1 |
SEPTEMBER 2006
FOOTPRINTING AND CARBON EMISSIONS
By David Harnett, Environmental Co-ordinator, Guildford Borough Council
ECOLOGICAL FOOTPRINTING is a way of expressing environmental impact using land area as an indicator. It shows how much land is needed to provide all the goods and resources an area consumes, and this can also be expressed in planets. The 'Taking Stock' exercise showed that if everyone in the world lived like the people in the South East region then we would need 3.5 planets, or 29 times the land area available.
At the end of February, the WWF and the Stockholm Environment Institute jointly released ecological footprint 'accounts' for every local authority area in England. These were calculated by breaking down national figures and applying them at the level of consumption of each resident.
For instance, if a piece of clothing or an electrical item is made in the UK, this will involve resource use in its manufacture, including raw materials and energy. These are then transferred to the person purchasing that item. It is important to recognise that many goods are now manufactured abroad, and do not all show up in these accounts.
Guildford's footprint
The results for Guildford show that we would need 3.6 planets, one of the highest figures in the UK. Table 1 gives comparisons with an average world resident, the UK and the South East.
Buying locally produced food is more than just a tasty idea – it reduces our impact on the environment
| Area | Global hectares / person |
|---|---|
| Global | 1.8 (2)1 |
| UK | 5.4 (4.9) |
| South East | 6.3 |
| Guildford | 6.5 |
GUILDFORD BOROUGH COUNCIL
The website holding the results can be seen at: http://www.wwflearning.org.uk/ecobudget/ There is also a report, Ecological Budget UK, on how the figures were obtained, which can be accessed from the link above.
The accounts include a breakdown of global hectares (the unit chosen to represent productive usable land across the globe), by category. The categories are shown in Table 2 overleaf.
Food and drink is the biggest overall category, and reflects the continuing debate and awareness of consumers about food miles. (For more information, see our March 2006 newsletter.)
Second is the energy needed within a household to
1 The figures in brackets are from the 'Taking Stock' exercise of 2003
provide heating, hot water and power via electricity, gas and other fuels.
Third is a wide range of consumables.
Fourth is travel, principally the use of cars but also including emissions from public transport.
Fifth is capital investment, or infrastructure and capital plant needed to make our society function.
Examples of direct emissions are fuels used in households, and for transport purposes. The Council can encourage people to use less, and has responsibilities here through the Home Energy Conservation Act. For car use it has less control, but can encourage responsible car use and encourage the purchase of cleaner cars.
The final category comprises the remaining elements, of which the largest is holiday activities.
Direct and indirect carbon equivalent emissions Guildford Borough is currently calculating the carbon emissions for the Borough, based on a nationally agreed methodology. These are referred to as direct emissions. They are still being finalised, and will form the basis for a carbon reduction strategy which will aim to reduce the Borough's carbon equivalent emissions over a period of time. The ability of the Council to influence these emissions varies, and account will be taken of this when agreeing on which areas to target. Some will require partnership working, as powers and duties are split between several organisations.
Many of the principal items of the ecological footprint are indirect, and are harder to tackle at the local level. For instance, supplying food and drink, which has the highest overall emissions, is a national issue and the supply chains are difficult to tackle at the local level. However, encouraging people to use local food such as through Farmers Markets, can obviously help.
The issue of indirect emissions and their influence on ecological footprints is included as a specific policy within the emerging South East Plan, policy CC3. This has a target of stabilizing the south east's footprint by 2016, then subsequently reducing it. An implementation plan is being devised to support this, and will be used by the Council to assist in devising policy.
PERSONAL CARBON ALLOWANCES
By Mayer Hillman, senior fellow emeritus, Policy Studies Institute. This article first appeared in the British Medical Journal, Vol 332, 10 June 2006, and is reproduced with permission from the BMJ Publishing Group.
IN THE PAST FEW YEARS, the scientific community has achieved a near-consensus that our energy profligate lifestyles are contributing to a process that threatens future life on earth. As Robin Stott describes, 1 the Global Commons Institute has put forward the only realistic framework to prevent this. Based on principles of precaution and equity, the policy of contraction and convergence is already commanding impressive national and international support. 2
could anyone reasonably support the proposition that the contraction should converge towards an unequal distribution? If that capacity is therefore divided by the world's population, each person's fair annual allocation of carbon dioxide emissions cannot be greater than about 1 tonne. At present, the UK's average emissions are about 10 tonnes, two and a half times the current world average.
Given that scientists have calculated that the capacity of the planet to absorb greenhouse gases without serious destabilisation of the climate is finite,
Clearly, it would be wholly impractical for us as individuals or for the economy to cope with an immediate reduction to the 1 tonne allowance, although it must be achieved as soon as possible. A
year-on-year reduction will be needed. But given due warning of each future annual allowance, people can make changes to their home, transport arrangements, and general lifestyle at the least cost and in the way that suits them best (see box). By including all personal transport and household energy use in the allowance, a large proportion of total emissions will be covered. Units of the allowance will be surrendered when gas and electricity bills are paid, petrol is purchased, and air tickets bought. The contribution made by the business, industry, commerce, and public sectors which produce our goods and services can be included at a later date within a wider allowance system.
Trading allowances
A key feature of the proposal is buying and selling. 3 Those who lead less energy intensive lives and who invest in energy efficiency and renewable energy are unlikely to use all their allowance. They will then not only be spending less on fuel but will also add to their income by selling their surplus units. The process will be a far more effective driver towards minimising the
HOW BIG IS YOUR CARBON FOOTPRINT?
The figures below are based on data from How We Can Save the Planet. 4 If any of the questions below do not apply to you, move to the next question.
1 How many kilowatt hours (kWh) are shown on your four quarterly electricity bills combined? Divide your total by 2 and then divide again by the number of people (adults and children) usually living in your home
Put your answer here _____kg
2. How many kilowatt hours (kWh) are shown on your four quarterly gas bills combined? Divide your total by 5 and then divide again by the number of people usually living in your home
Put your answer here _____
3. How many litres of heating oil do you buy each year?
Multiply your total by 3 and then divide by the number of people usually living in your home
Put your answer here _____
Private transport
Fuel consumption does not rise very much when passengers are carried. So estimate your annual mileage only if you were the driver of a car or rider of a motorbike, scooter, or moped.
4. About how many miles do you typically drive a car (or van) each year? A good source is the milometer reading since your vehicle was acquired, divided by the years (and parts of a year) that you have driven it. With an older vehicle, see the mileage shown on your last two MoT certificates.
Divide your total by 3 if your car (or van) runs on petrol
Divide your total by 4 if your car (or van) runs on diesel
Put your answer here _____
5. About how many miles do you typically ride a motorbike, scooter, or moped each year? Divide your total by 6 if you ride a motorbike
Divide your total by 8 if you ride a scooter or moped
Put your answer here _____
6. About how many miles do you typically walk and cycle each year?
These forms of travel are emissions free kg
kg kg
___0_kg
Public transport
The average number of passengers carried in peak and off-peak times has been used to determine emissions per person mile. Think about the number and length of your train, bus and coach journeys, especially the longer ones, including getting home.
7. About how many miles do you typically travel by rail each year?
Divide your total by 8 for underground or metro journeys
Divide your total by 6 for intercity train journeys
Divide your total by 4 for other train journeys
8 About how many miles do you typically travel by bus each year? Divide your total by 7 for London buses Divide your total by 4 for buses outside London
9. About how many miles do you travel by coach each year? Divide your total by 8
Put your answer here _____
Put your answer here _____
Put your answer here _____
Air travel
10.About how many miles did you fly last year?
For example, a round flight from London to New York is about 7,000 miles and from Manchester to Athens about 3,000 miles.
Divide your total by 3
Now add up your answers to determine your total annual emissions.
Put your answer here _____
kg kg
kg kg
Put your total here _____kg
Divide by 1,000 to turn kg into tonnes.
Put your total here _____tonnes
Average UK emission for personal use is about 5 tonnes. This figure must be reduced to about 0.5 tonnes to stop contributing to climate change.
kg
impact of climate change than attempting to encourage individuals to adopt green practices.
Carbon allowances will act as a parallel currency to real money as well as creating an ecologically virtuous circle. Individuals with low energy use – and therefore low emissions – will have a surplus to sell, while those maintaining high energy use will have to buy this surplus. But the cost of doing so will rise steadily in line with the reduction of the allowance because price will be determined by the availability of the surplus set against the demand for it. In effect, a 'conserver gains' principle will complement the conventional 'polluter pays' principle. 5
that individuals are obliged to exercise their responsibilities in this way. Without action, we will be knowingly handing over a dying planet to the next generation.
Competing interests: None declared.
1 Stott R. Healthy response to climate change. BMJ 2006;332:1385-7.
2 Meyer A. Contraction and convergence: the global solution to climate change. Dartington: Green Books, 2000.
3 Starkey R, Anderson K. Domestic tradable quotas. A policy instrument for reducing greenhouse gas emissions from energy use. Tyndall Centre technical report No 39. www.tyndall.ac.uk/publications/tech_reports/ tech_reports.shtml (accessed 23 May 2006).
Where does the prime responsibility for the adoption of such a radical but essential transformation of society lie? Of course, only government can ensure
4 Hillman M, Fawcett T. How we can save the planet. London: Penguin, 2004.
5 Carley M, Christie I, Hillman M. Towards the next environment white paper. Policy Studies 1991;12:36-51.
'PLAYGROUND FOR WILDLIFE' COMPETITION, 2006
AS USUAL, MO USHER'S incredibly hard work paid off as four primary schools entered this exciting competition. On 6th July, a splendid morning was enjoyed by Mo, John Bannister, Julie Roxburgh and Councillors Andrew Hodges (Council Leader) and Vivienne Johnson, along with the schools who had taken part. The prizegiving ceremony took place in the grounds of the winning school, Boxgrove Junior.
During their assembly, the pupils heard speeches from Mrs. Bridge, their head teacher, and from John and Mo. Boxgrove had ably demonstrated that they were working together as a team, respecting nature, taking responsibility, developing practical skills, aware of the passage of the seasons, and caring, protecting and enhancing their environment.
The first prize of £100 and a certificate were presented by the Councillors and accepted by two pupils on the school's behalf. The judges from Surrey Wildlife Trust commented that the children were very enthusiastic about their environment, the school's Eco Club was great and the school grounds were well developed with superb facilities. They were particularly impressed by the pond and flower areas along with the quadrangle.
Second prize was won by Burpham Primary. Head teacher Mr Goddard and two pupils received their award of £30 and a certificate. The judges said that although there was not much space in the grounds, the whole area was very well used: the grounds had a positive feel with very good wildlife areas, the pond layout was impressive and the children were well informed, with marvellous involvement. They added that the pupils from both schools should be very proud of their achievements, and that it had been a closerun decision between 1st and 2nd prizes.
Tormead Junior and Queen Eleanor's Church of England Junior schools were runners up and received cheques of £10 each.
The morning was completed with a tour of the winning school's grounds. The Boxgrove Eco Club is run by teacher Abi Everard with the help of Steve Kemp, their Buildings Manager, and 25 pupils. Divided into teams, they each have responsibility for part of the wildlife areas – the vegetable patch, the wildlife garden, the courtyard and the infant playground. The children showed us round the individual areas and we looked at the ponds, and at various interesting insects and frogs. By the end of the tour we were covered in teasels, and altogether had a wonderful time. Julie Roxburgh
Eco Club pupils from the winning Boxgrove Primary School, with leader Abi Everard (foreground), head teacher Pip Bridge, buildings manager Steve Kemp, Councillor Andrew Hodges, Mo Usher and Councillor Vivienne Johnson.
Magic roundabout
British entrepreneur Trevor Field has designed special merry-go-rounds for hundreds of villages in South Africa. When children push the roundabout, they produce power that's used to draw water from a borehole deep underground. The water is stored in a tank, ready for collection whenever needed. The kids have fun, while their families are provided with fresh, clean drinking water on tap. (Source: BBC Wildlife, July 05)
Country life
Every year, 21 square miles of rural Britain is built over. (Source: The Indypedia, Apr 06)
& FACTS FIGURES
A case of renaming?
America's Glacier National Park is becoming a misnomer. In 1850 the park had 150 glaciers; now there are only 26, also melting. Researchers believe that the park will be completely devoid of glaciers by the year 2030.
(Source: Focus, June 06)
The killing fields
Statistics released by the Scottish Executive show that more than 200 licences were granted to Scottish gamekeepers and farmers between 2000 and 2005, to control badgers, otters and bats. The culling also extended to pine martens, mountain hares, herons and newts.
(Source: BBC Wildlife,
Sept 05)
BIODIVERSITY GROUP PRESENTATIONS
Reports by Raymond Smith
BUSINESS AND WILDLIFE
Vicky Flynn, Community Investment Officer, Allianz Cornhill
VICKY'S TALK in March centred on a project to create a wildlife garden at Allianz Cornhill's Training Centre at Ewhurst. The project grew out of calls from employees for the company to embrace environmental issues. The result was this biodiversity project to provide habitats for native wildlife, and encourage involvement of both employees and community partners.
month, with teams from Allianz Cornhill and Surrey County Council. More than 250 native trees and shrubs were planted, including hazel coppice. This was followed by the official launch.
Although the initial budget for the programme was only £5,000, it was viable because it could draw on the voluntary labour of employees at a series of work days. In addition, expert advice was supplied by Surrey County Council staff (particularly Leah Matthias while she was Urban Biodiversity Officer).
Work started in November 2003, when the site was cleared of non-native species. Some Norwegian spruces were donated to Cranleigh village and to a local school as Christmas trees. All the remaining trees were chipped on site to produce mulch for later use for plants and pathways.
The first planting day was in the following
Work continued during 2004, with logpile homes for invertebrates and a new orchard. Subsequent tasks included creating a "fruit and nut trail", putting up bird boxes and planting wildflower plugs. At the end of the year ponds were installed. Schools were also involved in the project, for example providing young plants.
During 2005, more wildflower plugs were planted and more paths built. The final work day was in November 2005.
The participants enjoyed a sense of achievement and a change of routine. But the company itself also benefited, especially from the positive publicity when the project won the South East Sustainable Business Award. The project was held up as "an exemplar", and Vicky emphasised the extent to which other companies could benefit from following their example.
Two presentations in May
VISIT BY THE PEWLEY MUSEUM
Anne Wright and Vanessa McClure, of Pewley Downs Conservation Volunteers
ANNE AND VANESSA brought along a collection of natural history artefacts, many of which had been collected on Pewley Downs. They explained that these items (called "the museum") are used on trips that they make to schools as a way to stimulate the childrens’ interest.
They demonstrated one of their working methods, distributing quiz sheets to everyone present. This encouraged lively conversations as different items were identified.
NATURE CONSERVATION IN A GRAVEYARD
Case study by Raymond Smith: Holmbury St. Mary
THE CHAIR gave a presentation which he had made to the parish council training session earlier in the year, and briefly outlined the history of the site, the evolution of planning policy relating to it and the church's management policy set out in response to public concerns. He illustrated some of the flora of the location.
A TRANSPORT USER GROUP FOR GUILDFORD WOULD YOU BE INTERESTED?
There are moves afoot, instigated by our Guildford MP, Anne Milton, to set up a rail user or public transport user group for Guildford. Trevor Jones (of Railfuture and Guildford Environmental Forum) would welcome any comments in writing before the end of October. Please write to H Trevor Jones, 67 Guildford Park Avenue, Guildford GU2 7NH, or e-mail email@example.com
MINERALS EXTRACTION –
one area of Guildford is on the cards
OF THE SITE options being considered for minerals extraction in Surrey, one is Eashing Farm where there are potentially thousands of tonnes of sand and Bargate stone. Guildford Environmental Forum is urging Surrey County Council not to include this site, on the grounds that extraction work would cause lasting damage to the area's biodiversity.
the destruction of migration routes of amphibians. Other likely problems include dust from the site, which would be harmful both to the flora and fauna. We do not accept that a buffer strip would be sufficient protection for the SSSI.
The gist of the Biodiversity Group's response is that Eashing Farm lies next to the Charterhouse-to-Eashing Site of Special Scientific Interest (SSSI). This supports "a series of wetland communities, ranging from damp grassland to fen and alder swamp, as well as ancient semi-natural woodland" with "nationally important invertebrate fauna". It also adjoins Osborn's Wood, a Site of Nature Conservation Importance (SNCI).
Regarding the viability of long-term restoration, it would be expected that such a site would be restored with uncontaminated, inert fill. However, with the increasing recycling of construction waste there may well be a deficiency of such material to meet existing restoration requirements nationally. There may therefore be a temptation to use the site for putrescible waste, which would be unacceptable. On the one hand the leachate from the site could pollute the adjoining
Eashing Farm adjoins an SSSI that is highly sensitive to any change
As a wetland habitat the SSSI is highly sensitive to changes in the hydrological regime. The suggestion in the restoration strategy that the springs fed from the proposed excavation site into the river valley should be protected in the restoration programme demonstrates that water from this site is significant for the wetlands. This undermines any argument that the wetlands could be supported by the river flows.
Although the proposed excavation area is of the order of 20m above the valley floor, the SSSI extends up the steep bank of the valley to the edge of the fields at the top of this slope which it is proposed to excavate. These slopes would suffer from drainage due to the excavations behind them, and of course the water needs of the vegetation on the valley sides would not be supported by the river flow. Simply to protect the springs in the future as proposed in the restoration strategy is not a viable option since irreparable damage could have been done by the drying out of the SSSI in the meanwhile.
In addition to the hydrological impacts, there is the significance of disturbance to the SSSI's fauna. Noise is an obvious problem, but the impacts may also include
SSSI and SNCI and the River Wey, and on the other hand, if the waste were to be contained within an impermeable cell, this would severely disrupt groundwater flows within the area with permanent damage at least to the upper sections of the SSSI and SNCI. Similar hydrogeological damage would result if the excavated zone were left as a void.
Although in Guildford Borough, Eashing Farm's possible use for minerals extraction has provoked fervent opposition from its neighbours in Waverley.
FREIBURG An incinerator in Guildford's green twin city
Guildford's twin city of Freiburg in south west Germany has long been noted for its enlightened environmental policies and achievements and has become known as the "green capital of Germany". In more recent years its espousal of solar technology has also made it the "solar capital of Germany". One manifestation of its environmental record is the achievement of a recycling rate of about 60%, a rate which Guildford hopes to reach in 2010. In spite of this impressive record, Freiburg City Council has collaborated with neighbouring districts in the construction and operation of an incinerator. I thought that this would be of interest to Guildfordians and so I asked a Freiburg City Councillor, from the Green Party, to contribute an article on the subject for inclusion in the recent Guildford-Freiburg Association newsletter. It is reprinted below.
The author is Councillor Coinneach McCabe, a Glaswegian who now lives in Freiburg and is working for a PhD at the University there. He was elected to Freiburg City Council in 2004. Peter Slade, Chairman, Guildford-Freiburg Association
UNTIL RECENTLY Freiburg has used a landfill site at Eichelbuck, situated in woods to the north side of the city, for domestic waste which has not been, or cannot be, recycled. Changes in federal law have made landfill illegal, so the site could no longer be used.
It was therefore decided to construct an energyfrom-waste plant or incinerator. This deals with residual waste from Freiburg (population 213,998), the rural district of Breisgau-Hochschwarzwald (population 247,002) and the rural districts of Emmendingen and Ortenau. The capacity of the plant is 150,000 tonnes of refuse per annum, and it cost 83 million euros to build.
only running at 25% of its possible energy (electricity) potential, and that the plant could produce 60 MW instead of 15. It is also claimed that the heating energy could be 50 MW instead of its currently planned 20. An interesting problem, not realised at the time of planning, is that the actual amount of rubbish being produced has reduced and so the amount which needs to be incinerated is now less than planned.
The site is a business park on a former military airfield 18km south west of Freiburg. A railway line has been built to link the incinerator and the business park to the rail network.
When the project was first announced there was some opposition from environmentalists, mainly because of concern about fumes from the plant. This has resulted in a better purification system to guarantee air quality. The type of waste to be burned is mainly domestic refuse, and contains no hazardous substances.
The plant is producing 15 MW of electricity and will soon also be producing 20 MW of energy for heating. Some estimates suggest that it is currently
All in all, in my opinion, if it is designed and operated properly there is no environmental argument against such an incinerator, as long as there is control over the substances being burned, a good fume purification system and a good energy plan.
FROM WHAT I SAW during two weeks cycle-camping in the Black Forest, that region at least is streets ahead of us in so many respects. In 1,000 km of cycling everything we saw was clean, modern and well cared for. The roads nearly everywhere were good, not to mention the cycleways, which are the envy of any British cyclist. Freiburg alone has 400 km of cycle paths and a third of journeys there are done on bicycles (London hopes to create a mere 900 km by 2025). You really have to watch out though, as cyclists and roller bladers travel fast, they are all so fit! Come to think of it, we didn't see much obesity on our trip.
Germany is the world's biggest exporter and every community of any size has its modest-scale industrial units. So many things are much cheaper than here, including food, camp sites and most manufactured goods. This surprised me as I thought Germany had the highest labour costs in Europe. It can't be denied that unemployment in what was East Germany is a serious problem, but that is structural and will take decades to sort out.
FREIBURG A Guildfordian's experience by John Bannister
Waste management in Germany is incredibly good and everyone appears totally committed. Every sort of household container is recycled. I didn't once see
As a result, both EfW and MBT plants are being built.
Guildford Environmental Forum has long campaigned for any thermal treatment of waste in Surrey to be combined heat and power, but we think incineration is inappropriate with our very low recycling rates. We are very encouraged that the EU Commission is a plastic bag in any supermarket! People arrive with their own shopping bag usually bearing plastic and glass bottles for recycling. German supermarkets have automatic machines for drinks bottles, generating a receipt valuing each bottle at 5 to 15 cents. Supermarkets collect household batteries and every sort of plastic container along with other packaging. In the car park there was often a cage into which people put packaging after off-loading stuff into their car or bicycle panniers.
In Freiburg the household waste recycling rate is over 60%. It doesn't matter where you buy a drink, you can return the bottle to any outlet and get a refund. Bottles are crated by brand, including plastic ones, with a significant proportion reused rather than recycled.
Large amounts of renewable energy are spread across the region. Black Forest houses have enormous roofs and many have photovoltaic panels, some with 5 kWp (kilowatt peak) or more. All appeared to be over-tile polycrystalline. There is obviously no requirement in the National Park for "invisible" PV. On our trip we must have seen at least 2 MW of PV.
Solar hot water panels are also common and we came across about 10 large wind turbines. Freiburg, probably the best example in the region, produces 50% of its own energy, but not all this is from renewable energy. Twelve per cent of Germany's energy needs are met from renewables, so Freiburg probably does better than this. The new energy from waste (EfW) plant is very efficient, with heat recovered for buildings as well as generating electricity. On 1st June 2005, Germany's implementation of the 1999 EU Landfill Directive came into effect and prohibited the landfilling of biodegradable waste, allowing only incinerated waste or waste pretreated by mechanical biological treatment (MBT) to be landfilled. Approximately 200 municipal solid waste landfills and an equal number of industrial waste landfills were closed.
working towards an energy efficiency standard for household waste incinerators which will require over 65% thermal efficiency for installations permitted after 31.12.08, and 60% for installations permitted and in operation before 01.01.09 (WFD COM 2005/ 667 – Annex II).
Blair and Brown like to lecture the Europeans, Germany in particular, protesting that they need to sort out their economy while boasting that ours is so wonderful. But we have much to learn from countries like Germany, Denmark and Sweden on how to run an economy sustainably and efficiently. The UK is all rhetoric and still ranks as the dirtiest man of Europe.
GUILDFORD'S LOCAL DEVELOPMENT FRAMEWORK
Early in August, Guildford Environmental Forum submitted detailed comments and suggestions in response to Guildford Council's consultation on their draft plans for the Core Strategy and the Town Centre Area Action Plan, which will form part of the Local Development Framework (LDF). The LDF will replace the current local plan and will set out the policies and long term plan for land use and buildings in the Borough to 2018.
It lays down important rules about housing, transport, biodiversity, energy, the economy, shopping, green space, etc. Planners will refer to the LDF when deciding planning applications in the future.
Please contact me if you would like to see our submission.
John Bannister
That's some worm!
The bootlace worm, Lineus longissimus, can be found under rocks at low tide on the seashore. At rest it's a mass of tight coils, but at full stretch it's often 10 metres long (Source: BBC Wildlife, July 05)
& FACTS FIGURES
British apples
Cheap foreign imports of apples, and the cost of producing British varieties, are threatening to make our orchards a thing of the past. In 1987 we grew 12,885 hectares of dessert apples; by 2004 that figure had dropped to 5,300 hectares. The area given over for cooking apples halved in the same period. So, help our apple growers by forgoing the imports and sticking to homegrown fruit. (Source: Radio Times, 18-24 Feb 06)
Getting around
A US study has found that the more green space there is in an urban area, the likelier people are to walk or cycle for daily transportation. Interestingly, there was no such link between green space and the number of people cycling or walking for pleasure. (Source: Focus, May 05)
More otters
Numbers of introduced American mink are declining in England. Researchers from Oxford University attribute this to an increase in the native otter population. (Source: BBC Wildlife, June 06)
A 'global' presentation at the AGM
GUILDFORD ENVIRONMENTAL FORUM'S AGM at the Guildford Institute was attended by an enthusiastic audience, despite the clammy conditions of a hot June evening.
Chairman John Bannister reported that the membership was steadily growing, now standing at 125. More than 20 public meetings had been held during the previous 12 months, with expertise drawn not only from outside the Forum but also from within its own ranks. He thanked the many contributors to the newsletter, which he described as "a beacon of our success", and praised the working groups for their activities throughout the year, which included several major projects. Special thanks went to Richard Stephens, one of the Forum's longest-serving members, who had finally relinquished his roles as Membership Secretary and Chair of the Waste and Pollution Working Group.
Howard Allison, the Treasurer, reported a surplus of expenditure over income of £1,347 for the financial year 2005-06. For the first time in the Forum's history it had received no grant from Guildford Borough Council, although he understood that, subject to completion of the Service Level Agreement, there should be a grant this year of about £3,000. The healthy state of our current reserves meant that we could continue to part-fund worthwhile projects.
Prior to the official business, the Forum's guest Maria Adebowale gave a lively talk entitled 'Environmental Justice' about her work with the organisation Capacity Global.
She emphasised the legal and moral imperative to improve environmental justice, for individuals and families, both in the UK and in third world countries. Because they are on low incomes, in many cases they can only afford to live in the poorest areas, often in the proximity of dirty industries. The resulting environmental pollution leads to a much reduced quality of life. The Arhus convention gives a legal duty to countries to provide information on such issues to populations, and overlaps with the Freedom of Information Act.
Sponsored by Defra, Capacity Global has been working with focus groups to look at the issues for people living in such areas. Whereas society generally is aware of the greater concerns such as climate change or the ozone layer, residents of poor areas are more concerned with local issues such as dog mess, litter and lack of service provision. Many problems were felt in the UK just as strongly as in third world countries.
The lack of good quality green space was a major issue for most people. What green space is available is often affected by pollution and other aspects of environmental quality. Friends of the Earth have recognised this and have started referring to themselves as an environmental justice organisation. Greenpeace is also increasingly recognising its importance.
The research is intended to improve understanding of local peoples' concerns. Unless their own agendas are understood and addressed, they will not help you to address yours.
Capacity Global also has links with the Environmental Law Foundation, which offers a service to individuals or organisations who need help with fighting environmental injustice. The current focus for Capacity Global is environmental advocacy, which encourages local communities to build their own capacity by educating themselves or creating jobs for representatives to pursue these aims locally.
THIS YEAR
JULY
July 2006 was the hottest month on record in the UK since records began in 1914. The average day and night temperature over the month was 17.8°C. Wisley recorded a UK record July temperature when 36.5°C was reached on Wednesday 19th. By 2040, according to the Meteorological Office, these temperatures will be the rule rather than the exception.
During the same period California experienced repeated temperatures over 37°C for several weeks and reached 43°C over four consecutive days in the Bay Area. Two million people suffered blackouts. Overall, the US experienced its hottest firsthalf year since records there began in 1895. The White House had no comment. (Perhaps the President was busy praying with Tony Blair.)
AUGUST
As we go to press, oil prices have increased to a near record $78 per barrel. This followed the shutdown by BP of the North Slope of Alaska Prudoe Bay oil field, America's largest, because of repeated oil leaks from corroded pipelines.
Prudoe Bay is declining rapidly, but at 400,000 barrels per day provides 8% of US consumption and equates to 25% of the world's spare oil capacity.
Cassandras are talking of $100 oil before long, so don't put off that solar panel much longer.
John Bannister
WHEN AN unfortunate whale ventured into the Thames earlier this year, its sad progress and demise aroused more than mere curiosity. Crowds came to watch the mighty cetacean, and every moment of the attempted rescue effort was recorded and beamed across the media networks of the world. It was, perhaps, not surprising that people were genuinely upset when this gentle giant of the seas lost its battle for life, for there is something almost awe-inspiring about such an immense creature living hidden in the ocean and posing no threat to human life.
plugs for research purposes, so that they can determine the age, breeding patterns, diet and toxin levels of the mammals. Hideki Morunuki, from Japan's Far Seas Fisheries Division, claims that Japan is acting within the terms of the International Whaling Commission (IWC), which allows the gathering of scientific information on the Southern
While this little tragedy was being played out in the Thames, I was in New Zealand, where such occurrences are not quite so rare. On Farewell Spit, at the top of South Island, at least a hundred and twenty whales have been swept ashore and caught by the tide. Every time this happens, local people and tourists turn out in force to mount a rescue operation, with the result that only thirteen of the stranded whales have died. The animals are turned the right way up and copious wet towels and blankets are applied to help keep them damp until the tide returns. Sometimes whale pups can be heard crying for their mother while she is trapped on land. In the most recent rescue, a whale was re-floated twenty four hours after becoming stranded, and volunteers then swam out to sea with the whale for a while to make sure it was unharmed.
This story may, perhaps, illustrate why New Zealanders are so unhappy about the whaling operations being undertaken by Japan's Institute of Cetacean Research. The institute insists that it is hunting whales in order to examine their organs, stomachs and ear www.exzooberance.com
Ocean whale population. Greenpeace in New Zealand and, indeed, most of the public there, insist that research is possible without such slaughter, and they have been urging their Government to send a frigate to monitor the operation. The Government has so far declined to do this, and emotions have been running high.
The operation involves the slaughter of 935 minke and 10 fin whales, which are chased down and harpooned. It can then take twenty minutes or so of suffering before the whale finally stops breathing or drowns. The hunting takes place not only far outside Japan's territorial waters, but also within the IWC-approved Southern Ocean Whale Sanctuary, which was set up to allow scientific study of the recovery of whale
Greenpeace and other conservation organisations are working to achieve freedom for all the ocean's whales. Sensitively controlled whalewatching must replace whalekilling as man's only exploitation of these superb animals.
Organic milk
It takes more than three times as much energy to produce a litre of non-organic milk than a litre of organic milk. Much of the extra energy is used in the production of the fertiliser.
(Source: Earthmatters, Spring 06)
The birds and the bees
Bee-eaters must catch about 225 bees or similar-sized insects every day to feed themselves and their young. Before eating a bee, they must squeeze out the venom on a perch and scratch off its poison sacs.
(Source: BBC Wildlife,
July 05)
GNP or GNH
The king of Bhutan has decreed that the success of his country should be measured not by wealth but by "Gross National Happiness".
(Source: WWF Action, June 06)
& FACTS FIGURES
A stressed planet
The UN's Millennium Ecosystem Assessment of 2005 concludes that more than half the world's ecosystems have disappeared because of human actions such as land conversion and deforestation. It warns that natural resources can only be saved if they are given a value, e.g. airlines should pay for the CO 2 they release and the price of food should reflect the cost of cleaning waterways polluted by agro-chemicals from the land. (Source: Focus, June 05)
stocks without the need for whaling.
Both Greenpeace and the more militant Canadian Sea Shepherd Conservation Society have been engaged in trying to monitor and disrupt the operation by the Japanese. Each time the whalers set out to hunt, Greenpeace sends two inflatables from each of its ships. Some of them try to position themselves between the whales and the harpoons, while the others surf the Japanese boat's bow waves and hose down their decks so that the whalers cannot see to hunt. It is intense, timeconsuming and dangerous work, and could very easily end in tragedy. On one occasion the Greenpeace inflatable got caught under the whaler's bow wave and was tipped over; on another occasion there was a collision between Greenpeace's ship, Arctic Sunrise and the Japanese ship, Nisshin Maru, while Greenpeace protestors in inflatable boats were attempting to paint 'WHALE MEAT' on the side of a Japanese supply ship.
has given aid to small countries in return for their support over the whaling issue. New Zealand abhors such a practice and is, instead, engaged in diplomatic efforts to persuade other anti-whaling countries to attend this summer's meeting of the IWC, in order to outnumber Japan's representatives and help prevent Japan's control of the IWC.
Whether the slaughter of whales is finally arrested by protest action or diplomacy, it is to be hoped that the day will soon dawn when these noble beasts will be free to move through the oceans of the world in peace and safety.
Green protestors are not alone in the struggle to persuade Japan to desist from whaling, as the Government is also, in principle, against the carnage. Allegations have been made that Japan
While I was in New Zealand, I took the opportunity to go out to sea on a peaceful whale-hunting expedition. Despite conditions that would have made the hardiest sailor sea-sick, we were fortunate enough to approach to within 20 metres of two different whales, and to watch them for several minutes. The heart-lifting spout of water, the huge bulk moving just below the surface of the water, and the tail display that accompanied the final graceful dive, will remain with me for years and inspire me to support any means by which these wonderful creatures can be saved.
Blackheath to remain intact
AFTER WEEKS of rumour it has now been confirmed that Star Energy has withdrawn its application to drill for gas on Blackheath. The proposals (which we featured in our March newsletter) would have trashed an ancient sunken lane, cut through two Sites of Nature Conservation Importance and clung to the edge of a Site of Special
Scientific Interest. The Forum was strongly opposed, and helped to raise the profile of the application around the county.
Instead Star is intending to use geodirectional drilling (often called horizontal drilling) from their existing site in a plantation in Albury Park, as suggested by us from the outset. Raymond Smith
RAYMOND SMITH
Heathland has been disappearing at a rapid rate in the UK, yet it supports a unique ecosystem and every area is worth saving. Here at Blackheath, the impact from Star's drilling proposals would have seriously compromised the heathland habitat.
11
CALENDAR
All the Forum's Group meetings are open to the public
Wednesday 13 September
GEF Sustainable Energy Group. Sean Rendell, Principal Policy Officer (Project Management), Woking Borough Council: "Development in a Changing Climate".
1900. Committee Room 2, Millmead Offices. (Liquid refreshments from 1830.)
Wednesday 20 September
GEF Biodiversity Group. Jonathan Loh, WWF International and Institute of Zoology:
"Biodiversity Indicators and the 2010 Target: Measuring Conservation Success, or Failure".
1900. Committee Room 1, Millmead Offices. (Liquid refreshments from 1845.)
Wednesday 27 September
Guildford & District RSPB Group AGM. Adrian Thomas, RSPB South-East Regional Office: "Climate Change". 1945. Onslow Village Hall, Wilderness Road, Guildford.
Wednesday 11 October
GEF Transport Group. Speaker to be arranged.
1900. Committee Room 1, Millmead Offices. (Liquid refreshments from 1830.)
Thursday 2 November
GEF Biodiversity/Waste/Energy Groups. Andy Marshall, Chairman,
Surrey County Agricultural Society: "Farming in Surrey – The Truth".
1900. Committee Room 2, Millmead Offices. (Liquid refreshments from 1830.)
Wednesday 22 November
Guildford Institute Wednesday Talks. John Bannister, Guildford Environmental Forum:
"Renewable Energy in Guildford". 1445 to 1545.
Wednesday 22 November
GEF Biodiversity Group. Simon Nobes, English Nature: "Thursley Common. Its Importance and Future". 1900. Committee Room 2, Millmead Offices. (Liquid refreshments from 1845.)
Wednesday 24 January 2007
GEF Biodiversity Group. Adrian Bird, River Wey Trust: "Wildlife and the Work of the River Wey Trust". 1900. Committee Room 1, Millmead Offices. (Liquid refreshments from 1845.)
GUILDFORD ENVIRONMENTAL FORUM
Chair / Sustainable Energy
Schools Liaison
John Bannister
2 Littleholme, Upper Guildown Road, Guildford GU2 4EZ Tel: 01483 570468 E-mail: firstname.lastname@example.org
Vice Chair / Biodiversity
Raymond Smith
5 Felday, Holmbury St Mary, Dorking RH5 6NJ E-mail: email@example.com
Transport
Alwyn Marriage
St Marys, 19 Harvey Road, Guildford GU1 3SE Tel: 01483 560775 E-mail: firstname.lastname@example.org
Waste and Pollution
Trudy Thompson
Julie Roxburgh
Springside, Forest Road, East Horsley, Leatherhead KT24 5AZ Tel: 01483 282995 E-mail: email@example.com
Treasurer
Howard Allison
2 Merrow Chase, Guildford GU1 2RY
Tel: 01483 300996E-mail: firstname.lastname@example.org
Membership
Trudy Thompson
Lilac Cottage, Dye House Road, Thursley GU8 6QA Tel: 01252 702717 E-mail: email@example.com
Newsletter
Clare Windsor
Lilac Cottage, Dye House Road, Thursley GU8 6QA
Tel: 01252 702717E-mail: firstname.lastname@example.org
15 Tuesley Corner, Godalming GU7 1TB
Tel: 01483 418048E-mail: email@example.com
Guildford Environmental Forum's newsletter is published in March, June, September and December. Please send contributions for the next issue to Clare Windsor by Monday 8 May 2006.
The views expressed in this newsletter are strictly those of its contributors and Guildford Environmental Forum. | <urn:uuid:cde4b0a3-5e57-4498-8651-6432551ef360> | CC-MAIN-2017-51 | http://gefweb.org.uk/GEFNewsSept06.pdf | 2017-12-13T18:38:19Z | crawl-data/CC-MAIN-2017-51/segments/1512948530668.28/warc/CC-MAIN-20171213182224-20171213202224-00317.warc.gz | 116,870,311 | 10,016 | eng_Latn | eng_Latn | 0.981995 | eng_Latn | 0.999003 | [
"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 | [
2343,
5926,
10210,
14545,
19238,
22536,
26906,
30538,
36368,
39336,
43703,
46810
] | [
2.203125,
2.0625
] | 2 | 1 |
Waddlers Curriculum Calendar Week of
December 4, 2017
| Fine Motor | Gross Motor/ Movement | Literacy/ Language Development | Math (Technology) | Science/Sensory (nature) (technology) | Social Studies |
|---|---|---|---|---|---|
| Beading practice Puzzles Lego towers | Bikes Balance beam Digging and sweeping | Stories with Everett Coopers Big Day | Counting beads | Translucent block on the light table Sand area exploration | Visiting with Everett Baby play-New friend! |
| Puzzles Stacking Colored pencil drawings | Cozy coupes Shoveling sand | Audiobooks Goodnight Gorilla | Counting Shape identification | Sensory bottles Sand exploration | Baby play Re-arranged the room Sharing! |
| Puzzles Crayon coloring! | Dancing! Scooping sand | PJ Funny Bunny The Circus Ship Audiobooks | Counting with audiobooks | Sensory bottles Scooping sand | Baby play Making our own book! |
| Puzzles Gentle touches with Simon | Dancing | Pete the Cat I Love My White Shoes Tap The Magic Tree | Counting with Pete the Cat | Petting Simon Petting big dog! | Visiting with Simon Visit from a big doggie |
| Puzzles! Lego towers Mr. Potato Head | Sand scooping and dumping | Short and Tall The Gruffalo Goodnight Gorilla | Comparing short and tall | Sand exploration | Visit with Papa Joe! Visiting with Everett! |
Social Emotional/ Teambuilding/ Community (health and safety: Toddlers works on the same health and safety curriculum all year long every day. These skills include: hand washing & turning off the faucet with a paper towel, brushing teeth, putting on shoes and clothing including jackets, understanding the need for sunscreen and bug spray. We also work on eating and cooking healthy snacks and meals | <urn:uuid:6298a9ae-8888-4ee1-9613-0ff2e617835f> | CC-MAIN-2017-51 | http://live-learn.org/Waddler%20calendar.pdf | 2017-12-13T18:28:04Z | crawl-data/CC-MAIN-2017-51/segments/1512948530668.28/warc/CC-MAIN-20171213182224-20171213202224-00315.warc.gz | 164,399,086 | 404 | eng_Latn | eng_Latn | 0.998088 | eng_Latn | 0.998088 | [
"eng_Latn"
] | false | docling | [
1741
] | [
2.921875
] | 1 | 0 |
Class #18: Experiment Transistors & Switches
Purpose: In this experiment we will discuss ways in which transistors can be used as amplifiers and to create binary signals by acting as a switch between two output voltage states. Binary signals can take on only two states: high and low and are the basis of digital electronics.
Background: Before doing this experiment, students should be able to
- Review online background materials.
- Build and operate simple circuits on a Protoboard.
- Measure the voltages and determine the currents using a math channel in simple Protoboard circuits using Analog Discovery
- Analyze simple circuits consisting of combinations of resistors, especially voltage dividers.
- Do a transient (time dependent) simulation of circuits using LTspice
- Review the background for the previous experiments.
Learning Outcomes: Students will be able to
- Determine operating conditions for an NPN transistor when it is providing the functionality of a switch.
- Determine operating conditions for an NPN transistor when it is providing the functionality of an amplifier.
- Determine the Thevenin equivalent source representation of a simple transistor circuit.
- Describe how a transistor can be used as a switch, providing at least one example.
Resources Required:
- LTspice
- Matlab with activation for RPI students
- Analog Discovery and Parts Kit
Helpful links for this experiment can be found on the course website under Class #18.
Pre-Lab
Required Reading: Before beginning the lab, at least one team member must read over and be generally acquainted with this document and the other required reading materials.
Hand-Drawn Circuit Diagrams: Before beginning the lab, hand-drawn circuit diagrams must be prepared for all circuits either to be analyzed using LTspice or physically built and characterized using Analog Discovery.
Due: At the beginning of Class #20
Part A – Transistor Experiment
Before beginning this experiment, review the properties of diodes. For a typical diode, how large must the forward voltage be to turn the diode on so it conducts current? Ideally, how much current does a diode conduct when reverse biased? Also, read online materials on transistors, particularly NPN Bipolar Junction Transistors (BJT) because that is the type of transistor to be studied in the experiment (2N2222). Some examples of information on transistors:
a. Sparkfun https://learn.sparkfun.com/tutorials/transistors (This is very well written and quite readable.)
b. Wikipedia: https://en.wikipedia.org/wiki/Bipolar_junction_transistor
c. Electronics Tutorials http://www.electronics-tutorials.ws/transistor/tran_8.html
The circuit you will build and simulate is shown below (Figure A-1). From top to bottom, the three connections to the 2N2222 BJT are Collector, Base and Emitter which are, respectively, N-type P-Type and N-type semiconductors. That is why such transistors are called NPN (see Figure A-2). Thus, transistors have two PN junctions, each of which can act like a diode since semiconductor diodes are made with a PN junction. This is discussed, with an interesting figure, in the Sparkfun link above. The key PN junction characteristic to keep in mind is that current can flow as long as the junction is forward biased by approximately 0.7V. What is especially clever is that current can flow in either direction so, if the base voltage is larger than the emitter voltage by 0.7V and larger than the collector voltage by the same amount, both junctions conduct. How much the base-collector junction conducts depends on the base voltage and the current from the source. This means that the base voltage acts like a control for the current carried from the collector to the base. This current also flows through the resistor R1 (if there is no load resistor R2 or, as is shown, the load resistor is very large. Ohm's Law gives us the voltage across R1, which then determines the output or collector voltage.
Figure A-1 Figure A-2
To see how this works, set up the circuit in Figure A-1 on your Protoboard. The 5V voltage supply is the red wire on your Analog Discovery. Connect the Analog Discovery ground to the bottom end of the circuit, as shown. Measure the output voltage with Channel 2 and the Base voltage with Channel 1 of the oscilloscope. Use a triangular wave source with amplitude and offset equal to 1V. We use an offset here to assure that the base voltage is always positive because we know we need a positive voltage to forward bias both junctions. The 1kΩ resistors are chosen because they are easy to find and should give reasonable results. Do not connect the resistor R2 at this point. Initial tests should be for no load. Do not forget to turn the 5V supply on. If you have set up the circuit correctly, you should see the output voltage cycle back and forth between 0V and a higher voltage.
1. Plot the base and collector voltages using your oscilloscope. Also add a math channel displaying the base voltages minus the collector voltage. Save your plot to your report and fully annotate it. Be sure you label the regions in time where both PN junctions are forward-biased at a level large enough to allow current to flow. Also label the highest collector voltage an where it is zero.
2. When operating correctly, the current through the resistor R1 will flow through the transistor from the collector to the emitter. From the information in the circuit and your plot, determine the current when the collector voltage is high and when it is zero.
3. Also determine the voltage from the collector to the emitter when the transistor is conducting current. Is your answer consistent with the forward voltages across the two junctions?
4. Finally, when the input voltage is at its highest value, is the collector voltage also at its highest value or at zero? When the input voltage is at zero (its lowest value), is the collector voltage at its highest or lowest value?
As you will see, you have just built a type of digital logic gate called a NOT gate, which should give you a clue on the answer to question 4.
Part B – Simulation of Transistor Experiment
Next, you are to repeat the same steps using LTspice to simulate the circuit. You do not have to compare the results in Excel or Matlab. Just produce the same plot and discuss all similarities and differences (if any). Note that LTspice can directly give you answers to questions like #2 above.
5. through 8. Same questions as 1. through 4.
Part C – Output Impedance (Thevenin Source Representation)
The circuit in Figure A-1 can drive a variety of loads. When using it as a source, we can replace the complete circuit by a single voltage source and resistor in series in what is called its Thevenin equivalent. This concept is discussed in Wikipedia (https://en.wikipedia.org/wiki/Th%C3%A9venin's_theorem) where it is discussed that most circuits with two output connections (signal and ground) can be replaced by a simple equivalent, as shown in Figure C-1.
6. To test out this idea, connect a series of load resistors R2 to the circuit and fill out the table below. Once you have the table filled in completely, use the information in the table to determine both Vth and Rth. Do this only for the high output voltage because the low voltage is zero and the results will be trivial. You were asked a similar question on Quiz 1.
| Trial | Rload | V(OUT) |
|---|---|---|
| 1 | 1MΩ | |
| 2 | 100kΩ | |
| 3 | 10kΩ | |
| 4 | 1kΩ | |
| 5 | 100Ω | |
| 6 | 10Ω | |
Part D – Task List
- Build transistor circuit using 2N2222 NPN BJT, make and label the required measurements and calculations and fully annotate the plot as described.
- Repeat the same four tasks using LTspice to simulate the circuit. TA/Instructor ____________________
- Find the Thevenin equivalent source (voltage and resistance) for the test circuit in Figure A-1. TA/Instructor ___________________
Part E – Reflection
Take a moment to reflect on what you have learned in this experiment. Then describe how a transistor can be used as a switch and why it is useful in that role. Provide and briefly discuss at least one example of how a transistor switch can be used in a practical application or in the construction of an electronic device. Finally, describe how the activities in this experiment helped you to understand more completely or accurately something you learned earlier in this course. | <urn:uuid:74d2032b-37ba-4d94-9964-00ecc2689084> | CC-MAIN-2017-51 | https://www.ecse.rpi.edu/courses/F17/ECSE-1010/assignments/1010%20Transistors%20and%20Switches.pdf | 2017-12-13T18:29:24Z | crawl-data/CC-MAIN-2017-51/segments/1512948530668.28/warc/CC-MAIN-20171213182224-20171213202224-00322.warc.gz | 725,900,485 | 1,859 | eng_Latn | eng_Latn | 0.996974 | eng_Latn | 0.99768 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1902,
5344,
8024,
8505
] | [
4.03125
] | 3 | 0 |
Technical
Growing maize silage
The starch, energy and intake characteristics of maize silage, together with its high dry matter yield potential make it a good feed for beef cattle and sheep.
Maize is not suitable for growing in all parts of England; farm location, soil type, altitude and field aspect must be considered carefully before deciding if and where to grow it.
Seedbed preparation
While most maize is precision drilled following the plough, an increasing area is being established with different techniques including:
1. Min-till: Maize is sown into uncultivated or rough cultivated ground. This has potential to cut establishment costs and reduce soil erosion and runoff, but should only be considered if soil structure is good.
2. Strip tillage: Maize is drilled into cultivated strips within an uncultivated field, leaving the rest of the field undisturbed. This reduces the cost and increases the speed of establishment.
Varieties
Use local knowledge to identify varieties that work well and consult the British Society of Plant Breeders (BSPB) Forage Maize Descriptive List. The primary factor to consider when selecting a variety is maturity.
Each one has a specific heat requirement for grain fill, with early maturing varieties requiring less heat than those that mature later. Early maturing varieties have a shorter growing season than later ones, so their total yield is lower, but the risk of poor harvest conditions is reduced.
Sowing
Maize is usually precision drilled in rows 76cm apart at a depth of 2.5-10cm deep, depending on soil moisture depth. Maize drilling should start when soil temperatures reach 8°C for five consecutive days after 15 th April, or 6°C for maize grown under plastic.
Weed control
Herbicides and inter-row hoeing are the main forms of weed control. Competition is most damaging during the first six weeks post-emergence. Weed control carried out at this stage will kill weeds before they impact on performance.
Product choice should be based on the weeds present and those expected to germinate over the following weeks. Seek advice from a BASIS qualified advisor and follow best practice application to protect watercourses and the wider environment.
Technical
April 2016
Crop nutrition
To manage nutrients effectively, send relevant soil and manure samples to a laboratory for nutrient analysis. Use this information, along with crop requirement recommendations calculated from Fertiliser Manual (RB209), to determine manure application rate and the amount of any additional fertiliser needed.
Where maize is grown continuously, nitrogen (N) can build up in the soil, particularly where organic manures are spread regularly. Rotating with another crop, such as grass or potatoes, or planting an autumn crop after the maize has been harvested can make the most of any residual N.
Soil protection
Growing maize requires attention to detail to avoid environmental damage and requires more measures for crop compliance than other crops. These may include land drainage, use of early maturing varieties, cultivating across a slope, using low ground pressure tyres, introducing a cover crop or undersowing.
Pests and diseases
The threat posed by pests and diseases to maize can be split into those that affect the seed and those that attack the growing plant. The most potentially damaging pests are wireworm and maize spot.
| Pest / Disease | Risk Factors | How to minimise the risk |
|---|---|---|
| Wireworm Larvae feed on growing seedlings | Previously undisturbed grassland. South facing fields | Insecticide seed dressing. Allow a substantial break between grassland and maize. Ploughing |
| Maize eyespot First seen as spotting on the leaf. When the spots are held up to the light a yellow halo can be seen around each one. | Wet cool conditions Non-inversion cultivation techniques eg min-till Proximity to fields with maize crop residues Two or more years of maize cultivation. | Plough maize stubble Drill late into a warm seedbed. Rotate the maize crop with other crops. |
Seek advice from a BASIS qualified agronomist for the most appropriate treatment for any crop pest or disease. | <urn:uuid:299be804-cc3e-4620-807b-7d2f192f0776> | CC-MAIN-2017-43 | http://beefandlamb.ahdb.org.uk/wp-content/uploads/2016/04/Growing-maize-silage-270416.pdf | 2017-10-17T11:27:50Z | crawl-data/CC-MAIN-2017-43/segments/1508187821088.8/warc/CC-MAIN-20171017110249-20171017130249-00325.warc.gz | 37,099,676 | 843 | eng_Latn | eng_Latn | 0.995475 | eng_Latn | 0.996125 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2217,
4167
] | [
2.25
] | 2 | 5 |
National Education Association IMPORTANCE OF SCHOOL CLIMATE RESEARCH BRIEF
Lindsey O'Brennan & Catherine Bradshaw, Johns Hopkins Center for the Prevention of Youth Violence
What is School Climate?
The National School Climate Council (2007) defines school climate as "norms, values, and expectations that support people feeling socially, emotionally and physically safe" (p.4). School climate is a product of the inter personal relationships among students, families, teachers, support staff, and administrators. Positive school climate is fostered through a shared vision of respect and engagement across the educational system. Emphasis is also placed on the collective sense of safety and care for the school's physi cal environment. A related concept is school culture, which refers to the "unwritten rules and expectations" among the school staff (Gruenert, 2008).
Although there is no universally agreed upon set of core domains or features, the National School Climate Center identifies five elements of school climate: (1) safety (e.g., rules and norms, physical security, social-emotional secu rity); (2) teaching and learning (e.g., support for learning, social and civic learning); (3) interpersonal relationships (e.g., respect for diversity, social support from adults, social sup port from peers); (4) institutional environment (e.g., school connectedness, engagement, physical surroundings); and (5) staff relationships (e.g., leadership, professional relation ships). Similarly, the U.S. Department of Education's Safe
and Supportive Schools model of school climate (see Figure) includes three inter-related domains or features of student engagement (e.g., relationships, respect for diversity, and school participation), safety (e.g., social-emotional safety, physical safety, substance use), and the school environment (e.g., physical environment, academic environment, wellness, and disciplinary environment) (also see Bradshaw et al., in press).
Why is School Climate Important?
A positive school climate is recognized as an important target for school reform and improving behavioral, academic, and mental health outcomes for students (Thapa et al., 2012). Specifically, schools with positive cli mates tend to have less student discipline problems (Thapa et al., 2013) and aggressive and violent behavior (Gregory et al., 2010), and fewer high school suspensions (Lee et al., 2011). Research has also shown associations between school cli mate and lower levels of alcohol and drug use (LaRusso et al., 2008), bullying (Meyer-Adams & Conner, 2008; Bradshaw et al., 2009), and harassment (Attar-Schwartz, 2009). In addition to reducing students' exposure to risk factors, school climate can promote positive youth development. For example, a favorable school climate has been linked with higher student academic motivation and engagement (Eccles et al., 1993), as well as elevated psychological well-being (Ruus et al., 2007; Shochet et al., 2006). Not surprisingly, schools promoting engaging learning environments tend to have fewer student absences (Gottfredson et al., 2005) and improvements in academic achievement across grade levels (Brand et al., 2003; Stewart, 2008).
A positive school climate also has benefits for teachers and education support professionals (Bradshaw, Waasdorp et al., 2010). Research shows that when educators feel supported by their administration, they report higher levels of com mitment and more collegiality (Singh & Billingsley, 1998). Likewise, schools where educators openly communicate with one another, feel supported by their peers and administra tion, and establish strong student-educator relationships tend to have better student academic and behavioral outcomes (Brown & Medway, 2007). School climate efforts also have the potential of increasing job satisfaction and teacher retention, which is a major concern given the high rate of turnover in the field of education (Boe et al., 2008; Kaiser, 2011).
How is School Climate Measured?
Given the importance of positive school climate for students and educators, it is essential for schools to monitor school climate on a regular basis. Several tools have been developed to assess student, parent, and educator perspectives on school climate. The National Center on Safe Supportive Learning Environments has created an online compendium of research-based school climate mea sures, including surveys to be completed by students, par ents, and educators. One such measure included in the col lection is the California Healthy Kids Survey, which assesses school connectedness, opportunities for meaningful partici pation, and perceptions of safety across elementary, middle, and high school. The Comprehensive School Climate Inventory also measures multiple elements, including an orderly school environment, parent/community involvement, collaboration within the school, and instructional practices. Other assess ments, such as the Communities That Care Youth Survey, gather data on school, community, family, and peer risk and protective factors related to perceptions of school climate. There have been relatively few observational tools developed to measure school climate, although measures of school engagement and student-educator interactions may tap into aspects of school climate (Pianta et al., 2008).
When assessing school climate, educators should consider the following key factors:
[x] ✔ Chose a reliable and valid assessment. School climate has multiple features (e.g., safety, interpersonal relationships, physical environment); thus, survey instruments should reflect the multidimensional nature of the school's culture. Schools should aim for a survey that addresses the emotional, physical, and behavioral aspects of school climate.
[x] ✔ Assess annually. School climate should be assessed on an annual basis; thus, surveys should be easy to administer.
[x] ✔ Survey across perspectives. In order to get a comprehensive view of the school, multiple perspectives need to be assessed. Students, families, teachers, administrators, and education support professionals should be involved in the school climate assessment.
[x] ✔ Communicate findings. An often overlooked, but critical step in the assessment process is sharing the results with the school community. School-wide
presentations, community discussions, PTA meeting presentations, and classroom discussions will help gain buy-in for school climate initiatives and future planning.
[x] ✔ Take action. A core reason for collecting data on school climate is to use it to guide decision-making related to the selection of evidence-based approaches for improving school climate and, more broadly, for informing school improvement efforts which match the school's unique needs.
[x] ✔ Repeat. Re-assess the school climate annually, celebrate improvements, and plan for the next phase of school climate enhancements.
How Can Schools Improve Climate?
Once a school has measured the school climate and iden tified areas for improvement (e.g., increased supervision in hallways, professional development on cultural diver sity), educators need to consider ways to change the school norms, values, and expectations. Integrated and multi-tiered models are often the most effective approaches (Greenberg et al., 2001; O'Connell et al., 2009). Although there is no one-sizefits-all program, there are common features of evidence-based practices related to school climate enhancement.
[x] ✔ Multi-tiered framework. Although the use of a single, targeted program may change specific problem behav iors in the school (e.g., bullying), there is growing inter est in the use of multi-component approaches which provide a continuum of programs and support services in order to both target behavior problems and address the broader social ecology of the school.
[x] ✔ Communication across partners. Research indi cates that prevention programs are not only more effective, but are more likely to be sustained over time if the entire school community (students, staff, administrators) contributes to developing the program (Greenberg et al., 2003; Rigby, 2007).
[x] ✔ Assess school climate from multiple perspectives. Parents, students, and staff often differ in their perceptions of the school climate (Bradshaw et al., 2009; Waasdorp et al., 2011). While some may debate which perspective is more accurate, it is important to understand multiple viewpoints on school climate, including areas of convergence and divergence.
[x] ✔ Data-based decision making. In order to effec tively address the emotional and behavioral needs of a school, several different types of data need to be utilized. These data include, but are not limited to: student, parent and staff surveys, discipline data (e.g., office discipline referrals, suspensions), school-wide observational data, as well as school demographics
(e.g., enrollment, student mobility). This information can inform decisions about implementation of univer sal, selective, and targeted prevention programs.
Evidence-based Approaches to School Climate Improvement
[x] ✔ Positive Behavioral Interventions and Supports (PBIS; Sugai & Horner, 2006) is a three-tiered preven tion strategy that focuses on the prevention of student behavior problems and promotes a positive, collabora tive school environment. School staff work together to create a school-wide program that clearly articulates positive behavioral expectations, recognizes when students and educators meet those expectations, and encourages data-based decision-making by staff and administrators. Schools implementing PBIS have docu mented significant decreases in discipline problems (e.g., bullying, aggressive behaviors, suspensions, office discipline referrals), enhanced school climate, reduced need for counseling and special education services, and improved academic outcomes and prosocial behavior (Bradshaw et al., 2010; 2012; Horner et al., 2009).
[x] ✔ Olweus Bullying Prevention Program (Olweus et al., 2007) is a school-wide evidence-based program designed to reduce and prevent bullying and improve school climate. The tiered program is implemented across all school contexts and includes school-wide components, classroom activities (e.g., class rules against bullying, class meetings), and targeted inter ventions for individuals identified as bullies or vic tims. It also includes activities aimed at increasing community involvement by parents, mental health workers, and others. Previous studies of the Olweus program have demonstrated significant reductions in students' reports of bullying and general antisocial behaviors (e.g., fighting, vandalism, theft, and tru ancy), as well as improvements in schools' social cli mate (Limber et al., 2004; Olweus, 2005).
[x] ✔ Social and Emotional Learning (SEL; CASEL, 2013) is a framework for developing social and emotional competencies in children based on the understanding that learning is maximized in the context of supportive relationships and engaging educational settings. SEL programs are implemented school-wide (i.e., preschool through high school) and can improve the sense of the school as a caring, supportive environment. For example, the Caring School Community Program and Responsive Classroom are both SEL programs that have been shown to improve student and staff per ceptions of the school climate and increase positive behavior and academic performance (CASEL, 2013).
Resources
National School Climate Center: schoolclimate.org
National Center on Safe Supportive Learning Environments: safesupportiveschools.ed.gov/
National Center on Safe Supportive Learning Environments' School Climate Survey Compendium: safesupportivelearning. ed.gov/topic-research/school-climate-measurement
References
Attar-Schwartz, S. (2009). Peer sexual harassment victimization at school: The roles of student characteristics, cultural affilia tion, and school factors. American Journal of Orthopsychiatry, 79, 407–420.
Boe, E. E., Cook, L. H., & Sunderland, R. J. (2008). Teacher turn over: Examining exit attrition, teaching area transfer, and school migration. Exceptional Children, 75, 7-31.
Bradshaw, C.P, Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.
Bradshaw, C. P., Sawyer, A. L., & O'Brennan, L. M. (2009). A social disorganization perspective on bullying-related attitudes and behaviors: The influence of school context. American Journal of Community Psychology, 43, 204-220.
Bradshaw, C. P., Waasdorp, T. E., Debnam, K., & Lindstrom Johnson, S. (in press). Measuring school climate in high schools: A focus on safety, engagement, and the environment. Manuscript submitted for publication, Journal of School Health.
Bradshaw, C. P., Waasdorp, T. E., & O'Brennan, L. M. (2010). Whole-school approaches to bullying prevention: Engaging teachers and education support professionals in the prevention process. Technical report prepared for the National Education Association, Washington, DC.
Bradshaw, C. P., Waasdorp, T. E. & Leaf, P. J. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on child behavior problems. Pediatrics, 130(5), e1136-e1145.
Brand, S., Felner, R., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle school improvement and reform: Development of valida tion of a school-level assessment of climate, cultural pluralism and school safety. Journal of Educational Psychology, 95, 570-588.
Brown, K. E., & Medway, F. J. (2007). School climate and teacher beliefs in a school effectively serving poor South Carolina (USA) African-American students: A case study. Teaching and Teacher Education, 23, 529-540.
Collabortive for Academic, Social, and Emotional Learning (2013). CASEL guide: Effective social and emotional learning pro grams, preschool and elementary school edition. Retrieved from casel.org/guide/
Eccles, J. S., Wigfield, A., Midgley, C., Reuman, D., MacIver, D., & Feldlaufer, H. (1993). Negative effects of traditional middle schools on students' motivation. Elementary School Journal, 93, 553–574.
Gottfredson, G. D., Gottfredson, D. C., Payne, A., & Gottfredson, N. C. (2005). School climate predictors of school disorder: Results from national delinquency prevention in school. Journal of Research in Crime and Delinquency , 42, 421-444.
Gregory, A., Cornell, D., Fan, X., Sheras, P., Shih, T., & Huang, F. (2010). Authoritative school discipline: High school practices as sociated with lower student bullying and victimization. Journal of Educational Psychology, 102, 483-496.
Greenberg, M. T., Domitrovich, C., & Bumbarger, B. (2001). The prevention of mental disorders in school-aged children: Current state of the field. Prevention and Treatment, 4, 1-62.
Greenberg, M. T., Weissberg, R. P., O'Brien, U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing schoolbased prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466-474.
Gruenert, S. (2008, March/April). School culture, they are not the same. Alexandria, VA: National Association of Elementary School Principals.
Horner, R. H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A. W., & Esperanza, J. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide Positive Behavior Support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-144.
Kaiser, A. (2011). Beginning Teacher Attrition and Mobility: Results from the First through Third Waves of the 2007–08 Beginning Teacher Longitudinal Study (NCES 2011-318). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved September 25, 2013 from nces.ed.gov/ pubsearch.
LaRusso, M., Romer, D., & Selman, R. (2008). Teachers as builders of respectful school climates: Implications for adolescent drug use norms and depressive symptoms in high school. Journal of Youth & Adolescence, 37, 386-398.
Lee, T., Cornell, D., Gregory, A., & Fan, X. (2011). High suspen sion schools and dropout rates for black and white students. Education and Treatment of Children, 34, 167–192.
Limber, S. P., Nation, M., Tracy, A. J., Melton, G. B., & Flerx, V. (2004). Implementation of the Olweus Bullying Prevention programme in the Southeastern United States. In P. K. Smith, D. Pepler, & K. Rigby (Eds.) Bullying in schools: How successful can interventions be? (pp. 55-79). New York, NY: Cambridge University Press.
Meyer-Adams, N., & Conner, B. T. (2008). School violence: Bullying behaviors and the psychosocial school environment in middle schools. Children & Schools, 30, 211-221.
O'Connell, M. E., Boat, T., Warner, K. E., & Committee on the Prevention of Mental Disorders and Substance Abuse Among Children, Youth and Young Adults: Research Advances and Promising Interventions; Institute of Medicine; National Research Council. (2009). Preventing mental, emotional, and be havioral disorders among young people: Progress and possibilities. Washington, DC: The National Academies Press.
Olweus, D. (2005). A useful evaluation design, and effects of the Olweus Bullying Prevention Program. Psychology, Crime & Law, 11, 389–402.
Olweus, D., Limber, S. P., Flerx, V. C., Mullin, N., Riese, J., & Snyder, M. (2007). Olweus Bullying Prevention Program: Schoolwide guide. Center City, MN: Hazelden.
Pianta, R., La Paro, K., & Hamre, B. (2008). Classroom Assessment Scoring System (CLASS), Manual: Pre-K. Baltimore, MD: Brookes Publishing Co.
Rigby, K. (2007). Children and Bullying: How parents and educa tors can reduce bullying at school. Malden, MA: Wiley-Blackwell.
Ruus, V., Veisson, M., Leino, M., Ots, L., Pallas, L., Sarv, E., & Veisson, A. (2007). Students' well-being, coping, academic success, and school climate. Social Behavior & Personality: An International Journal, 35, 919-936.
Shochet, I. M., Dadds, M. R., Ham, D., & Montague, R. (2006). School connectedness is an underemphasized parameter in ado lescent mental health: Results of a community prediction study. Journal of Clinical Child & Adolescent Psychology, 35, 170-179.
Stewart, E. B. (2008). School structural characteristics, student effort, peer associations, and parental involvement: The influ ence of school- and individual-level factors on academic achieve ment. Education & Urban Society, 40, 179-204.
Sugai, G., & Horner, R. (2006). A promising approach for expand ing and sustaining school-wide positive behavior support. School Psychology Review, 35, 245-259.
Thapa, A., Cohen, J., Guffey, S., & Higgins-D'Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83, 357-385.
Thapa, A., Cohen, J., Higgins-D'Alessandro, A., & Guffy, S. (2012, August). School climate research summary (Issue Brief No. 3). Bronx, NY: National School Climate Center.
Waasdorp, T. E., Pas, E. L., O'Brennan, L. M., & Bradshaw, C. P. (2011). A multilevel perspective on the climate of bullying: Discrepancies among students, school staff, and parents. Journal of School Violence, 10, 115-132.
National School Climate Council. (2007). The School climate challenge: Narrowing the gap between school climate research and school climate policy, practice guidelines and teacher education policy. www.schoolclimate.org/climate/documents/policy/ school-climate-challenge-web.pdf | <urn:uuid:43b4be37-0013-4d64-8ff2-a2ca570edaea> | CC-MAIN-2017-43 | http://www.nea.org/assets/docs/15584_Bully_Free_Research_Brief-4pg.pdf | 2017-10-17T11:19:22Z | crawl-data/CC-MAIN-2017-43/segments/1508187821088.8/warc/CC-MAIN-20171017110249-20171017130249-00325.warc.gz | 516,231,198 | 4,456 | eng_Latn | eng_Latn | 0.897767 | eng_Latn | 0.966306 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3984,
8899,
14552,
19604
] | [
2.578125
] | 1 | 5 |
Weather
2006 proved to be a warm year. Above normal winter temperatures ended the calendar year for grape growers across Ontario.
In the Niagara region, January through March saw few days with a minimum temperature below -10°C; in January Vineland Station measured none at all. While a cold snap in Prince Edward County at the end of February brought that month's average temperature closer to long term normals, unusually warm temperatures began the year there as well. Growers to the southwest also experienced a warm start to the year. January in Harrow saw the average monthly temperature 6.3°C above normal at 1.7°C.
While not as severe as 2005, spring of 2006 had below normal rainfall in the Niagara region. Rainfall in July 2006 measured well above normal, but still not to the extreme of 2005. August and September of 2006 experienced rainfall trends opposite to 2005 with a below normal August and above normal September. Prince Edward County had a drier than normal March and August and more rain than normal in May. Especially wet was Prince Edward County in October, with Trenton measuring 223mm. In the Southwest, Harrow also had a drier than normal spring. From May to October, rainfall in the southwest measured higher than normal for all months except a slightly drier than normal August.
Growing season temperatures for the Niagara region were close to normal with accumulated degree days slightly above normal for April, May and July. At Vineland Station, the last three days of May saw temperatures above 30°C, bringing May's average to its highest in years. In Prince Edward
County, monthly average temperatures sunk to normal values for September and October, but measured above normal for all other months. Monthly average temperatures in the Southwest measured closer to normal for most of the season, dropped below normal for September and October, and then maintained autumnal temperatures into the winter.
Like its entrance, 2006 had a warm exit. Temperatures remained above normal for all grape growing regions for November, December and into January 2007. Temperatures in the Niagara region briefly dropped below -10°C for the first time of the season in December, but then remained above -10°C until mid-January. Prince Edward County's wet October had a near normal monthly average temperature, but was followed by three warmer than normal months. To the southwest, Harrow temperatures did not measure below -10°C until January 17th of this year. In December, Harrow's average daily temperatures remained above freezing for all but 6 days.
The GGO and Weather Innovations Incorporated (WIN), formerly known as the Ontario Weather Network (OWN), continue to work together to bring valuable weather-based services to Ontario's grape industry. An example of this is WIN's preparation of this 2006 weather report. WIN is a University of Guelph spin-off company, delivering timely weather based information to organizations and individuals alike. The WIN team will continue to build on their services to the GGO beginning with the upgrade of the Niagara weather network to a near real-time wireless system and by expanding irrigation, disease modeling and temperature inversion programs throughout the region in 2007.
5 | <urn:uuid:00ad24e1-ed72-4042-b354-20db6ecf6d4e> | CC-MAIN-2017-43 | http://vineandtreefruitinnovations.com/OtherReports/2006%20Yearly%20Weather%20Summary.pdf | 2017-10-17T11:19:35Z | crawl-data/CC-MAIN-2017-43/segments/1508187821088.8/warc/CC-MAIN-20171017110249-20171017130249-00329.warc.gz | 355,556,044 | 649 | eng_Latn | eng_Latn | 0.997659 | eng_Latn | 0.997659 | [
"eng_Latn"
] | false | docling | [
3253
] | [
2.109375
] | 2 | 0 |
One third of Singaporeans think Singapore is an inclusive society
Lien Foundation's Inclusive Attitudes Survey examines Singaporeans' views of inclusiveness with regard to children with special needs and education
One in 10 Singaporeans are confident of interacting with children with special needs
71% are supportive of inclusive education, but gap exists; for only half of parents polled are comfortable having their child seated next to a child with special needs in class
30 May 2016
1. The Inclusive Attitudes Survey (General Public) has revealed a gap between our ideological support for inclusiveness for children with special needs and our actions – especially in social acceptance, education and laws. The survey found broadbased support for inclusive education (71%) but low interactions with children of special needs. Only half of parents polled are comfortable having their own child seated next to a child with special needs in class.
2. The Lien Foundation commissioned Blackbox Research to conduct the survey to examine how truly inclusive Singapore is, focusing its questions on the experience of inclusion in daily life and early education. In April 2016, over 1,000 people were polled about their views and attitudes towards children with special needs.
3. In addition to the above-mentioned findings, the survey found that Singaporeans aspire towards greater inclusion:
a. Close to half (49%) think new laws are needed to better promote the rights of children with special needs
b. Majority (78%) believe that the education of children with special needs should be made compulsory as every child has the right to be educated. (In Singapore, children with special needs are currently exempted from the Compulsory Education Act.)
c. Almost three quarters of respondents (69%) feel that the presence of children with special needs in the same classroom will help typicallydeveloping children learn to be more accepting of diversity
d. Close to half of the parents (47%) polled indicated their wish to let their child have more opportunities to interact with children with special needs
4. However, when asked about the current level of acceptance and degree of social interaction,
a. One in ten (11%) were of the view that Singaporeans are not willing to share public spaces with children with special needs
b. More than half (64%) think that Singaporeans are willing to share public spaces with children with special needs, but not interact with these children
c. Just 8% felt that Singaporeans in general are willing to go the extra mile to make a child with special needs feel welcomed
Casting a mirror on whether Singapore is inclusive
5. These responses suggest that Singaporeans are more tolerant than accepting of those with special needs. Only a third of the respondents (32%) agree that typically developing children are comfortable interacting with children with special needs.
6. "Singaporeans embrace the idea of inclusion, but there is a gap between what we think and what we do. We must be brave enough to ask ourselves why," said Mr Ng Tze Yong, Programme Manager, Lien Foundation. "Building handicapped ramps, parking lots and toilets is the easy part. We now need to move beyond that to dismantle the obstacles in our minds and the barriers in our hearts."
Lack of interaction a key cause
7. One of the possible reasons for low tolerance or acceptance of children with special needs is the general lack of interaction between the public and such children. For over a third of respondents, children with special needs are not part of their social circle. One in four respondents with some association with children with special needs (through family, friends' children, neighbours or the community) report that they have casual interactions with them (for eg. passing by them on the streets or sitting next to them on the bus) once a year or never. However, the survey indicated that Singaporeans' uncertainty about interacting with children with special needs falls when the frequency of their interactions rises.
8. Noting this correlation, Dr Kenneth Poon, Researcher and Clinical Psychologist said, "If we can create opportunities at every level of society to make full participation and inclusion a way of our life, Singaporeans regardless of their abilities or disabilities – would have correspondingly more chances to interact on a deeper level to form friendships and shared interests. This way, negative attitudes can gradually give way to mutual understanding and respect. Preschools are a great starting point to seed this process of change."
Normalising interactions through inclusive education
9. The provision of inclusive education 1 to preschoolers can provide a platform for children with different abilities to interact. In the survey, only 26% of parents say their typically developing child has a friend with special needs. 64% of parents whose child does not have a friend with special needs cited the lack of conducive opportunities for interaction as the main reason.
1 Inclusive education in the survey is defined as an approach to education where:
- All children are valued equally and have equal opportunities to participate meaningfully in class activities, regardless of their needs;
- The culture, curriculum and environment of the school responses to the diversity of children's needs, with the best interests of the child as the primary consideration. Dignity and the freedom to make one's choices during the learning process are valued over convenience and speed;
- Inclusion in school is recognised as an important aspect of greater inclusion in society.
10. Mr Tim Oei, CEO of AWWA, the non-profit preschool operator of Singapore's first inclusive preschool, Kindle Garden, said, "We firmly believe that inclusive education is a critical change agent to developing an inclusive society. When our children, regardless of disabilities and differences have the opportunity to play and learn together, they will learn values that celebrate and respect differences." With an environment and curriculum designed to let children with special needs and typically developing children learn and grow together, Kindle Garden has received enthusiastic support from parents and the public. To date, all places in Kindle Garden have been taken since it started operations in January 2016. This affirms the growing appetite and desire for inclusive education among Singaporeans, just as the survey has also shown with 71% of respondents in support of such education.
11. Currently, however, only 14% of respondents who are parents with preschoolers say their child has classmates with special needs. "Inclusion in society cannot succeed without inclusion in schools, for a school is a microcosm of society. Schools are where we demonstrate to children what's important to us as Singaporeans, and what's not," said Mr Ng.
Awareness and knowledge promotes understanding
12. According to the survey, Singaporeans are more accepting towards children with special needs when informed and made aware of the children's condition in advance; 75% of respondents say they will be more understanding and less judgmental if the child with special needs' disruptive behaviour arises. Being upfront is especially important for children with special needs whose condition is not easily noticeable. This preference for prior information suggests that preparation and education can ease relations and improve comfort levels.
Communication & education
13. Other possible ways to build greater inclusion are through appropriate exposure and education. "We need to allow for and create more
opportunities to facilitate appropriate interactions with children with special needs. This will let Singaporeans appreciate both the strengths and limitations of these children, as well as gain positive modelling on how to relate and connect with the children," said Mr Tang Hui Nee, Educational Psychologist, Assistant Director and Head of Community Services, KK Women's and Children's Hospital. He added, "This way, we begin to demystify the beliefs and negative stereotypes of children with special needs. Over time, with increased visibility and acceptance of these children in our midst, the unfounded fears or discomfort of including them in our daily lives will fade away."
Laws that uphold or promote inclusion
14. While public education can improve society's acceptance of children with special needs, legislation is another key area that can create an important structure of support for inclusion. In the survey, close to half of those polled (49%) think new laws are needed to protect the rights of children with special needs. Majority of respondents (78%) believe that education of children with special needs should be made compulsory as every child has the right to be educated.
15. "When there are no laws to mandate inclusive education or make education for children with special needs compulsory, any provision of inclusion will unfortunately still be considered a privilege instead of a right. That impacts the allocation of resources to support these children with special needs," said Ms Peggy Zee, Early Childhood Consultant. "As an inclusive society, we have a responsibility to ensure equitable resources so children with special needs are not disadvantaged."
16. While Japan has such laws to safeguard the development of children with special needs, Singapore has not made education of special needs children mandatory. However, Singapore has acceded to the United Nations Convention on the Rights of the Child since October 1995. Singapore is also a signatory to the United Nations Convention on the Rights of Persons with Disabilities that enshrines the right to education as part of Article 24. The question remains if current laws provide sufficient impetus to support or promote inclusion for children with special needs, and if there is a need for new legislation to safeguard their interests.
Moving from tolerance to respect and relationships
17. The insights from the survey can help move our society from tolerance to respect, and to creating meaningful relationships with children with special needs. Improving public understanding and knowledge of children with special needs, making inclusive education widely available and creating pervasive opportunities for interactions with children with special needs – these measures can unlock the doors of many more hearts to embrace inclusion and put it into practice – in schools and the community, and from colleagues to families and friends.
18. To better understand the position and perspectives of children with special needs and their families, the Lien Foundation also posed similar questions from the Inclusive Attitudes Survey to 750 parents of children with special needs. These results, which shed new light onto the needs of a community facing significant challenges and responsibilites, will be released in June 2016.
Annex A - Executive Summary of the Inclusive Attitudes Survey
Annex B - Results Presentation: Inclusive Attitudes Survey by BlackBox Research
~oOo~
About the survey & methodology
The survey was formulated with the assistance of a steering committee comprising five experts from diverse professions, all of whom have direct experience working with special needs children and their families. They are: Mr Daniel Koh, Psychologist, Insight Mind Centre, Dr Kenneth Poon, Associate Professor, Office of Education Research, Early Childhood & Special Needs Education, National Institute of Education, Ms Peggy Zee, Founder of Zee Preschool, Mr Tang Hui Nee, Educational Psychologist, Assistant Director and Head of Community Services, KK Women's and Children's Hospital and Mr Tim Oei, CEO, AWWA. It was conducted through an online platform in April 2016, reaching out to a total of 1086 respondents. Together, they formed a representative sample of Singaporeans on key demographic parameters including gender, age, ethnicity, income, and housing type.
6
About the Lien Foundation
www.lienfoundation.org
The Lien Foundation is a Singapore philanthropic house noted for its model of radical philanthropy. It breaks new ground by investing in innovative solutions, convening strategic partnerships and catalysing action on social and environmental challenges. The Foundation seeks to foster exemplary early childhood education, excellence in eldercare and effective environmental sustainability in water and sanitation. In the area of early childhood education, the Foundation aims to create a better playing field by strengthening capacity in this area and opening up opportunities for disadvantaged preschoolers.
To advocate greater access to quality early childhood education, the Foundation commissioned a study, Vital Voices for Vital Years, that examined leaders' views on improving Singapore's preschool sector. In June 2012, the Lien Foundation released a global benchmark study called Starting Well that ranked 45 countries on their provision of preschool education. The use of I.T forms a key strategy in the Foundation's efforts to increase efficiencies and enhance professionalism in the preschool sector.
The Foundation championed a community-based model of care where specialists go into mainstream preschools to help children with learning difficulties. Its success has inspired a scaled-up national version in Singapore. In its push for inclusivity in education, the Foundation set up Singapore's first inclusive preschool, Kindle Garden, with AWWA. To improve outcomes for disadvantaged preschoolers, the Foundation spearheaded Circle of Care, a child-centric model of care where teachers, social workers and therapists look after the children's holistic development and the needs of their families in an integrated way.
Media contacts | <urn:uuid:181a3c0b-e180-442f-b201-d9b3d2e752d5> | CC-MAIN-2017-43 | http://kidsfirst.sg/pdf/inclusive-attitudes-survey-press-release-part1.pdf | 2017-10-17T11:07:47Z | crawl-data/CC-MAIN-2017-43/segments/1508187821088.8/warc/CC-MAIN-20171017110249-20171017130249-00328.warc.gz | 183,559,337 | 2,577 | eng_Latn | eng_Latn | 0.997419 | eng_Latn | 0.99824 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1503,
3298,
5636,
7644,
9974,
12019,
13821
] | [
2.109375
] | 2 | 1 |
Name ________________________________________________________
Calculus Review
Beginning Techniques of Differentiation
Part I - Using the Definition of Derivative, find the derivative of:
1) f(x) = 3x 2 + 7x 2) f(x) = x 3 - 5
Part II – Find the slope of the tangent line at any point for each curve (derivative) using any method: Circle your answer.
)
)
Part III:
9) Give the slope of the tangent line to the graph y = x 5 + 7x 3 @ x = -1
8) Give the slope of the tangent line to the graph f(x) = 2x 4 + 5x @ x = 4
10) Write the equation of the line tangent to y = 3x 3 + 2x @ x = -2.
11) Write the equation of the line tangent to f(x) = x 4 + 5x @ x = 3. | <urn:uuid:9164c6f8-b100-4932-ac7c-ecaa6c31be19> | CC-MAIN-2017-43 | http://timizzo.com/calculus/TehniqueTestReview2.pdf | 2017-10-17T11:17:39Z | crawl-data/CC-MAIN-2017-43/segments/1508187821088.8/warc/CC-MAIN-20171017110249-20171017130249-00327.warc.gz | 351,874,980 | 210 | eng_Latn | eng_Latn | 0.81089 | eng_Latn | 0.81089 | [
"eng_Latn"
] | false | docling | [
668
] | [
3.09375
] | 1 | 0 |
Batman by Hilton Ayrey
Batman was not happy. He was finding it harder and harder to get out of bed in the morning. His back and his legs were always aching after a busy night leaping and jumping around fighting crime. He was also getting tired of having to eat all that healthy food. Sometimes he just wanted to eat junk food like everyone else.
He was even finding it hard to get excited about going out into the street at night in his Bat Suit. Some nights all he wanted to do was stay at home and watch TV. Tonight he was really looking forward to watching the "The X Factor". He had just got settled in his favourite chair when he saw the bat signal in the sky. He sighed and turned off the TV.
It wasn't so easy getting into his Bat Suit. It didn't feel as comfortable as it used to. When he looked in the mirror he could see that he was putting on some more weight around his tummy … oh dear! And he was having trouble finding the keys to the Batmobile. His brain was feeling a bit fuzzy lately, not nearly as sharp as it used to be.
He gave up looking for the keys, dusted off the Bat Bicycle, and headed off down the street. It had been a while since he rode a bike and he noticed a few strange looks and some smiles as he wobbled along. By the time he got to City Hall he was puffing. It took a while to get his breath back. He locked the Bat Bike to a bike stand with the Bat Lock. Finally...he was ready for action.
FOLLOW-UP ACTIVITIES
1. Make up your own title for this story.
2. Fill in the flow chart for the story structure.
3. Write the next paragraph to the story - What adventures will Batman have this evening?
4. Story Map - draw a map of the settings in this story showing where the action takes place.
5. Batman wants to spend more time at home at nights. Come up with a solution to his problem. Use diagrams with labels to show your interesting ideas.
Themes: Is there a lesson in the story?
StoryByte #13 Level 1 RA 7-8 yrs © SharpReading - www.sharpreading.com
STORY STRUCTURE
Setting: Where does the story take place?
Characters: Who are the characters in the story?
Problem: What is the problem in the story?
Feelings: How do the characters feel about the problem?
Action: What actions do the characters take?
Outcome: How did the story end? | <urn:uuid:f2cec0fd-517f-4229-8283-2f3f10a9dc71> | CC-MAIN-2017-43 | https://static.shop033.com/resources/D5/4309/Other/SB%20%26%20IB%20samples/SB%2013%20Level%201.pdf | 2017-10-17T11:16:32Z | crawl-data/CC-MAIN-2017-43/segments/1508187821088.8/warc/CC-MAIN-20171017110249-20171017130249-00335.warc.gz | 818,704,419 | 526 | eng_Latn | eng_Latn | 0.999587 | eng_Latn | 0.999587 | [
"eng_Latn"
] | false | docling | [
2347
] | [
3.5
] | 1 | 0 |
June, 2017
Dear Incoming 7th Graders,
We hope that you have an enjoyable and relaxing summer! At the same time, we don't want to see you forget all of the skills you have worked so hard on during 6th grade. To keep your skills sharp, we are requiring you to read two novels this summer and complete a few tasks.
All 7th Graders MUST read two grade-level appropriate novels. At least one of your book selections should come from the suggested book list. The book of your choice CANNOT be a book with a film version. Please also watch or be familiar with the movie Finding Nemo as this will be common reference points in our instruction.
Throughout the course of the year we will be exploring the theme of transformation on top of our exploration of the structures of stories and how authors transform traditional structures. This theme will be a reoccurring topic in both our class discussions and writing for each unit we study.
Assignments:
Book Cover: Complete the book cover worksheet in this packet.
- Print out or draw the cover of the book
- Record first line(s) [1-2 sentences] of each book
- Record title and author
Descriptive Passage: Complete the worksheet in this packet.
- Re-type or photocopy the most descriptive passage from ONE of the booksChoose a paragraph with the best description of something that draws you in, peaks your interest, or makes you think.
If you have any questions, please contact one of the 7th grade ELA teachers. Have a great summer!
Mrs. DeMarco email@example.com
Mr. O'Connor firstname.lastname@example.org
Ms. Lieto
email@example.com
SUMMER READING!
Task 2 Descriptive Passage
Complete the worksheet in this packet.
Re-type or photocopy the most descriptive passage from ONE of the booksChoose a paragraph with the best description of something that draws you in, peaks your interest, or makes you think.
Example
Lord of the Flies By William Golding
"The boy with fair hair lowered himself down the last few feet of rock and began to pick his way toward the lagoon. Though he had taken off his school sweater and trailed it now from one hand, his grey shirt stuck to him and his hair was plastered to his forehead. All round him the long scar smashed into the jungle was a bath of heat. He was clambering heavily among the creepers and broken trunks when a bird, a vision of red and yellow, flashed upwards with a witch-like cry; and this cry was echoed by another."
Book Title: _______________________________________________________
Author: __________________________________________
__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
7 th Grade Summer Reading List
[Grade complexity Lexile band 860L- 1185L]
FICTION
Adams, Douglas. The Hitchhikers' Guide to the Galaxy
Seconds before the Earth is demolished to make way for a galactic freeway, Arthur Dent is plucked off the planet by his friend Ford Prefect, a researcher for the revised edition of The Hitchhiker's Guide to the Galaxy who, for the last fifteen years, has been posing as an out-of-work actor.
Anderson, Laurie Halse. Chains
As the Revolutionary War begins, thirteen-year-old Isabel wages her own fight...for freedom. Promised freedom upon the death of their owner, she and her sister, Ruth, in a cruel twist of fate become the property of a malicious New York City couple, the Locktons, who have no sympathy for the American Revolution and even less for Ruth and Isabel. When Isabel meets Curzon, a slave with ties to the Patriots, he encourages her to spy on her owners, who know details of British plans for invasion. She is reluctant at first, but when the unthinkable happens to Ruth, Isabel realizes her loyalty is available to the bidder who can provide her with freedom. (Sequel is Forge)
Anderson, Laurie Halse. Fever 1793
During the summer of 1793, Mattie Cook lives above the family coffee shop with her widowed mother and grandfather. Mattie spends her days avoiding chores and making plans to turn the family business into the finest Philadelphia has ever seen. But then the fever breaks out.
Avi. Nothing but the Truth
Ninth grader Philip Malloy is suspended for humming the National Anthem during homeroom. When the story hits the national news, the results of telling nothing but the truth unfold in surprising way.
Bloor, Edward. Tangerine
Though legally blind, Paul Fisher can see what others cannot. He can see that his parents' constant praise of his brother, Erik, the football star, is to cover up something that is terribly wrong. But no one listens to Paul--until his family moves to Tangerine. In this Florida town, weird is normal: Lightning strikes at the same time every day, a sinkhole swallows a local school, and Paul the geek finds himself adopted into the toughest group around: the soccer team.
Bradley, Alan. The Sweetness at the Bottom of the Pie
It is the summer of 1950–and at the once-grand mansion of Buckshaw, young Flavia de Luce, an aspiring chemist with a passion for poison, is intrigued by a series of inexplicable events: A dead bird is found on the doorstep, a postage stamp bizarrely pinned to its beak. Then, hours later, Flavia finds a man lying in the cucumber patch and watches him as he takes his dying breath.
Card, Orson Scott. Ender's Game
In order to develop a secure defense against a hostile alien race's next attack, government agencies breed child geniuses and train them as soldiers. A brilliant young boy, Andrew "Ender" Wiggin lives with his kind but distant parents, his sadistic brother Peter, and the person he loves more than anyone else, his sister Valentine. Peter and Valentine were candidates for the soldier-training program but didn't make the cut--young Ender is the Wiggin drafted to the orbiting Battle School for rigorous military training.
Cass, Kiera. The Selection
For thirty-five girls, the Selection is the chance of a lifetime. The opportunity to escape the life laid out for them since birth. To be swept up in a world of glittering gowns and priceless jewels. To live in a palace and compete for the heart of gorgeous Prince Maxon.
Charbonneau, Joelle. The Testing
It's graduation day for sixteen-year-old Malencia Vale, and the entire Five Lakes Colony (the former Great Lakes) is celebrating. All Cia can think about— hope for—is whether she'll be chosen for The Testing, a United Commonwealth program that selects the best and brightest new graduates to become possible leaders of the slowly revitalizing post-war civilization. When Cia is chosen, her father finally tells her about his own nightmarish half-memories of The Testing. Armed with his dire warnings ("Cia, trust no one"), she bravely heads off to Tosu City, far away from friends and family, perhaps forever. Danger, romance—and sheer terror—await.
Clare, Cassandra. The Mortal Instruments
When fifteen-year-old Clary Fray heads out to the Pandemonium Club in New York City, she hardly expects to witness a murder—much less a murder committed by three teenagers covered with strange tattoos and brandishing bizarre weapons. Then the body disappears into thin air. It's hard to call the police when the murderers are invisible to everyone else and when there is nothing—not even a smear of blood—to show that a boy has died. Or was he a boy?
Cooney, Caroline B. The Face on the Milk Carton
No one ever really paid close attention to the faces of the missing children on the milk cartons. But as Janie Johnson glanced at the face of the ordinary little girl with her hair in tight pigtails, wearing a dress with a narrow white collar—a three-year-old who had been kidnapped twelve years before from a shopping mall in New Jersey—she felt overcome with shock. She recognized that little girl.
Cormier, Robert. The Chocolate War
Does Jerry Renault dare to disturb the universe? You wouldn't think that his refusal to sell chocolates during his school's fundraiser would create such a stir, but it does; it's as if the whole school comes apart at the seams. To some, Jerry is a hero, but to others, he becomes a scapegoat--a target for their pent-up hatred.
Creech, Sharon. Walk Two Moons
Thirteen-year-old Salamanca Tree Hiddle, proud of her country roots and the "Indian-ness in her blood," travels from Ohio to Idaho with her eccentric grandparents. Along the way, she tells them of the story of Phoebe Winterbottom, who received mysterious messages, who met a "potential lunatic," and whose mother disappeared.
Dionne, Erin. The Total Tragedy of a Girl Named Hamlet
All Hamlet Kennedy wants is to be a normal eighth grader. But with parents like hers - Shakespearean scholars who actually dress in Elizabethan regalia... in public! - it's not that easy. As if they weren't strange enough, her genius seven-year-old sister will be attending her middle school, and is named the new math tutor. Then, when the Shakespeare Project is announced, Hamlet reveals herself to be an amazing actress. Even though she wants to be average, Hamlet can no longer hide from the fact that she- like her family - is anything but ordinary.
Grant, Michael. Gone Series
In the blink of an eye, everyone disappears. Gone. Except for the young. There are teens, but not one single adult. Just as suddenly, there are no phones, no internet, no television. No way to get help. And no way to figure out what's happening.
Hartman, Rachel. Seraphina
Four decades of peace have done little to ease the mistrust between humans and dragons in the kingdom of Goredd. Folding themselves into human shape, dragons attend court as ambassadors, and lend their rational, mathematical minds to universities as scholars and teachers. As the treaty's anniversary draws near, however, tensions are high.
Hesse, Karen. Out of the Dust
In a series of poems, fifteen-year-old Billie Jo relates the hardships of living on her family's wheat farm in Oklahoma during the dust bowl years of the Depression.
Holmberg, Charlie N. The Paper Magician
Ceony Twill arrives at the cottage of Magician Emery Thane with a broken heart. Having graduated at the top of her class from the Tagis Praff School for the Magically Inclined, Ceony is assigned an apprenticeship in paper magic despite her dreams of bespelling metal. And once she's bonded to paper, that will be her only magic…forever.
Lord, Cynthia. Rules
Twelve-year-old Catherine just wants a normal life. Which is near impossible when you have a brother with autism and a family that revolves around his disability. She's spent years trying to teach David the rules from "a peach is not a funny-looking apple" to "keep your pants on in public"---in order to head off David's embarrassing behaviors. But the summer Catherine meets Jason, a surprising, new sort-of friend, and Kristi, the next-door friend she's always wished for, it's her own shocking behavior that turns everything upside down and forces her to ask: What is normal?
Lu, Marie. Legend
What was once the western United States is now home to the Republic, a nation perpetually at war with its neighbors. Born into an elite family in one of the Republic's wealthiest districts, fifteen-year-old June is a prodigy being groomed for success in the Republic's highest military circles. Born into the slums, fifteen-year-old Day is the country's most wanted criminal. But his motives may not be as malicious as they seem.
Lupica, Mike. Travel Team
Twelve-year-old Danny Walker may be the smallest kid on the basketball court -- but don't tell him that. Because no one plays with more heart or court sense. But none of that matters when he is cut from his local travel team, the very same team his father led to national prominence as a boy. Danny's father, still smarting from his own troubles, knows Danny isn't the only kid who was cut for the wrong reason, and together, this washed-up former player and a bunch of never-say-die kids prove that the heart simply cannot be measured.
Meyer, Marissa. Cinder
Humans and androids crowd the raucous streets of New Beijing. A deadly plague ravages the population. From space, a ruthless lunar people watch, waiting to make their move. No one knows that Earth's fate hinges on one girl.
Meyer, Stephanie. The Host
Our world has been invaded by an unseen enemy that takes over the minds of human hosts while leaving their bodies intact. But Wanderer, the invading "soul" who occupies Melanie's body, finds its former tenant refusing to relinquish possession of her mind.
Morgenstern, Erin. The Night Circus
The circus arrives without warning. No announcements precede it. It is simply there, when yesterday it was not. Within the black-and-white striped canvas tents is an utterly unique experience full of breathtaking amazements. It is called Le Cirque des Rêves, and it is only open at night.
Paolini, Christopher. The Inheritance Cycle
The unforgettable, worldwide bestselling saga of one boy, one dragon, and a world of adventure. When Eragon finds a polished blue stone in the forest, he thinks it is the lucky discovery of a poor farm boy. But when the stone brings a dragon hatchling, Eragon soon realizes he has stumbled upon a legacy nearly as old as the Empire itself.
Rinaldi, Ann. Great Episodes (Except An Acquaintance with Darkness - We will read during the year)
- A Ride into Morning
- Hang a Thousand Trees with Ribbons
- A Break with Charity
- Cast Two Shadows
- The Fifth of March
- Finishing Becca
- The Secret of Sarah Revere
- Keep Smiling Through
- The Coffin Quilt
- The Staircase
- Or Give Me Death
- An Unlikely Friendship
Rylander, Chris. The Fourth Stall
Do you need something? Mac can get it for you. He and his best friend and business manager, Vince. Their methods might sometimes run afoul of the law, or at least the school code of conduct, but if you have a problem, if no one else can help, and if you can pay him, Mac is on your side. His office is located in the East Wing boy's bathroom, fourth stall from the high window. And business is booming. Or at least it was, until this particular Monday. Because this Monday is when Mac and Vince find out that the trouble with solving everyone else's problems is there's no one left to solve yours.
Saenz, Benjamin Alire. Aristotle and Dante discover the Secrets of the Universe
Aristotle is an angry teen with a brother in prison. Dante is a know-it-all who has an unusual way of looking at the world. When the two meet at the swimming pool, they seem to have nothing in common. But as the loners start spending time together, they discover that they share a special friendship— the kind that changes lives and lasts a lifetime. And it is through this friendship that Ari and Dante will learn the most important truths about themselves and the kind of people they want to be.
Shusterman, Neil. Unwind
In America after the Second Civil War, the Pro-Choice and Pro-Life armies came to an agreement: The Bill of Life states that human life may not be touched from the moment of conception until a child reaches the age of thirteen. Between the ages of thirteen and eighteen, however, a parent may choose to retroactively get rid of a child through a process called "unwinding."
Sloan, Holly. Counting by 7s
Willow Chance is a twelve-year-old genius, obsessed with nature and diagnosing medical conditions, who finds it comforting to count by 7s. It has never been easy for her to connect with anyone other than her adoptive parents, but that hasn't kept her from leading a quietly happy life . . . until now.
Steinbeck, John. The Pearl
Like his father and grandfather before him, Kino is a poor diver, gathering pearls from the gulf beds that once brought great wealth to the Kings of Spain and now provide Kino, Juana, and their infant son with meager subsistence. Then, on a day like any other, Kino emerges from the sea with a pearl as large as a sea gull's egg, as "perfect as the moon." With the pearl comes hope, the promise of comfort and of security.
Stratton, Allan. The Grave Robber's Apprentice
Join Hans and Angela on their grand adventure as they ride through the depths of the great forest, sled down a mountain in a coffin, and sneak along the secret passageways of the archduke's palace. The Grave Robber's Apprentice is a world of highwaymen, hermits, and dancing bears; and of a boy separated from his family by the sea.
Summers, Courtney. This is Not a Test
It's the end of the world. Six students have taken cover in Cortege High but shelter is little comfort when the dead outside won't stop pounding on the doors. One bite is all it takes to kill a person and bring them back as a monstrous version of their former self. To Sloane Price, that doesn't sound so bad.
Twain, Mark. The Adventures of Tom Sawyer
This childhood classic relates a small-town boy's pranks and escapades with timeless humor and wisdom. In addition to his everyday stunts (searching for buried treasure, trying to impress the adored Becky Thatcher), Tom experiences a dramatic turn of events when he witnesses a murder, runs away, and returns to attend his own funeral and testify in court.
Van Draanen, Wendelin. The Running Dream
When a school bus accident leaves sixteen-year-old Jessica an amputee, she returns to school with a prosthetic limb and her track team finds a wonderful way to help rekindle her dream of running again.
Westerfeld, Scott. Afterworlds (We will read Uglies during the year)
Darcy Patel has put college on hold to publish her teen novel, Afterworlds. With a contract in hand, she arrives in New York City with no apartment, no friends, and all the wrong clothes. But lucky for Darcy, she's taken under the wings of other seasoned and fledgling writers who help her navigate the city and the world of writing and publishing. Over the course of a year, Darcy finishes her book, faces critique, and falls in love.
NONFICTION
Alphin and Vestraete. Germ Hunter: A Story About Louis Pasteur
Growing up in the 1830s, Louis Pasteur saw the horrifying effects of diseases like rabies and tuberculosis. He spent his lifetime searching for answers to his many questions and saved millions of lives with his discoveries.
Aronson, Marc and Budhos, Marina Tamar. Sugar Changed the World: A story of Magic, Spice, Slavery, Freedom, and Science
"Only 4 percent of the slaves taken from Africa were brought to North America, which means that 96 percent went to the Caribbean, Brazil, and the rest of South America, mostly to work with sugar." This surprising fact points to the authors' contention that the enormous growth in the sugar trade in the 17th and 18th centuries was the major factor in slavery. They argue, too, that sugar was instrumental in spreading the idea of freedom, an idea that changed the world.
- Come Juneteenth
- The Ever-After Bird
- Juliet's Moon
- The Letter Writer
Bardoe and Smith. Gregor Mendel: The Friar Who Grew Peas
How do mothers and fathers—whether they are apple trees, sheep, or humans—pass down traits to their children? This question fascinated Gregor Mendel throughout his life. Regarded as the world's first geneticist, Mendel overcame poverty and obscurity to discover one of the fundamental aspects of genetic science: animals, plants, and people all inherit and pass down traits through the same process, following the same rules.
Burgan, Michael. Breaker Boys: How a Photograph Helped End Child Labor
Photographs can change history. So contends this and other entries in the valuable "Captured History" series. Breaker Boys' straightforward text focuses on a 1911 photograph by Lewis Hine of a group of boys who sorted coal at a Pennsylvania mine for 10 hours a day. The four chapters discuss coal mining, children in the mines, Hine and his work, and the slow changes in child labor laws.
Busby, Cylin. The Year We Disappeared
When Cylin Busby was nine years old, she was obsessed with Izod clothing, the Muppets, and a box turtle she kept in a shoebox. Then everything changed overnight. Her police officer father, John, was driving to his shift when someone leveled a shotgun at his window. The blasts that followed left John's jaw on the passenger seat of his car—literally. The suspect? A local ex-con with rumored mob connections. Overnight, the Busbys went from being the "family next door" to one under 24-hour armed guard, with police escorts to school, and no contact with friends. Worse, the shooter was still on the loose.
Coppeland, Misty. Life in Motion: An Unlikely Ballerina
When she discovered ballet, Misty was living in a shabby motel room, struggling with her five siblings for a place to sleep on the floor. A true prodigy, she was dancing en pointe within three months of taking her first dance class and performing professionally in just over a year: a feat unheard of for any classical dancer. But when Misty became caught between the control and comfort she found in the world of ballet and the harsh realities of her own life (culminating in a highly publicized custody battle), she had to choose to embrace both her identity and her dreams, and find the courage to be one of a kind.
Davis, Mo'ne. Mo'ne Davis: Remember My Name
In August 2014, Mo'ne Davis became the first female pitcher to win a game in the Little League World Series and the first Little Leaguer to be featured on the cover of Sports Illustrated, and a month later she earned a place in the National Baseball Hall of Fame. She was thirteen years old.
DePrince, Michaela. Taking Flight
Michaela DePrince was known as girl Number 27 at the orphanage, where she was abandoned at a young age and tormented as a "devil child" for a skin condition that makes her skin appear spotted. But it was at the orphanage that Michaela would find a picture of a beautiful ballerina en pointe that would help change the course of her life.
Douglas, Gabrielle. Grace, Gold, and Glory: My Leap of Faith
In the 2012 London Olympics, US gymnast Gabrielle Douglas stole hearts and flew high as the All-Around Gold Medal winner, as well as acting as a critical member of the US gold-medal-winning women gymnastics team. In this personal autobiography, Gabrielle tells her story of faith, perseverance, and determination, demonstrating you can reach your dreams if you let yourself soar.
Goodall, Jane. My Life with the Chimpanzees
From the time she was a girl, Jane Goodall dreamed of a life spent working with animals. Finally she had her wish. When she was twenty-six years old, she ventured into the forests of Africa to observe chimpanzees in the wild. On her expeditions she braved the dangers with leopards and lions in the African bush.
Griffin, Loree. Tracking Trash: Flotsam, Jetsam, and the Science of Ocean Motion
This fascinating photo-essay presents the work of an oceanographer who studies ocean currents by following the movement of debris like rubber ducks and hockey gloves spilled by container ships into the Pacific. Students can identify principles of ocean movement and issues around pollution.
Freedman, Russell. Who Was First? Discovering America
In looking at beliefs about who first discovered America, Freedman starts with Christopher Columbus and moves backward in time to examine claims about earlier explorers. He shows that some claims don't have adequate evidence, but also looks at one from an amateur historian that is now accepted.
Hoose, Phillip. Moonbird: A Year on the Wind with the Great Survivor 895
For the past 20 years, a bird nicknamed the Moonbird has flown annually from Patagonia to the Arctic and back, a round-trip of 18,000 miles. Unfortunately, the remarkable species of rufa Red Knots is diminishing in number for several reasons. Hoose brilliantly weaves together the Moonbird's story, the threats to the species, and the international effort to save these birds.
Mann, Charles C. 1491
1491 is not so much the story of a year, as of what that year stands for: the long-debated (and often-dismissed) question of what human civilization in the Americas was like before the Europeans crashed the party. The history books most Americans were (and still are) raised on describe the continents before Columbus as a vast, underused territory, sparsely populated by primitives whose cultures would inevitably bow before the advanced technologies of the Europeans. For decades, though, among the archaeologists, anthropologists, paleolinguists, and others whose discoveries Charles C. Mann brings together in 1491, different stories have been emerging.
O'Reilly, Bill. Lincoln's Last Days: The Shocking Assassination that Changed America Forever
Provides an account of the assassination of President Abraham Lincoln, discussing how actor John Wilkes Booth and his fellow Confederate sympathizers hatched their murderous plot, and following the ensuing manhunt, trials, and executions of the conspirators.
Schlosser, Eric and Wilson, Charles. Chew on This: Everything You Don't Want to Know About Fast Food
Fast food—good or bad? In adapting Schlosser's best seller Fast Food Nation, the authors thoughtfully added material relevant to teens about how fast food is marketed to young people and about teenagers who work in fast food restaurants. They point to problems with working conditions at the restaurants and with inhumane treatment of animals at companies that supply meat.
Sheinkin, Steve. The Notorious Benedict Arnold: A True Story of Adventure, Heroism & Treachery
Most people know that Benedict Arnold was America's first, most notorious traitor. Few know that he was also one of its greatest war heroes. This accessible biography introduces young readers to the real Arnold: reckless, heroic, and driven. Packed with first-person accounts, astonishing battle scenes, and surprising twists, this is a gripping and true adventure tale.
Sheinkin, Steve. Lincoln's Grave Robbers
The action begins in October of 1875, as Secret Service agents raid the Fulton, Illinois, workshop of master counterfeiter Ben Boyd. Soon after Boyd is hauled off to prison, members of his counterfeiting ring gather in the back room of a smoky Chicago saloon to discuss how to spring their ringleader. Their plan: grab Lincoln's body from its Springfield tomb, stash it in the sand dunes near Lake Michigan, and demand, as a ransom, the release of Ben Boyd --and $200,000 in cash.
Silverstein, Ken. The Radioactive Boy Scout
Growing up in suburban Detroit, David Hahn was fascinated by science. While he was working on his Atomic Energy badge for the Boy Scouts, David's obsessive attention turned to nuclear energy. Throwing caution to the wind, he plunged into a new project: building a model nuclear reactor in his backyard garden shed.
Stone, Tanya Lee. Almost Astronauts: 13 Women Who Dared to Dream
In the early 1960s, 13 women highly qualified to become astronauts were excluded by NASA from the Mercury space program. One of the book's main themes is that society minimized women's abilities and restricted their opportunities.
Swanson, James. Chasing Lincoln's Killer
Tells the story of the pursuit and capture of John Wilkes Booth and gives a day-by-day account of the wild chase to find this killer and his accomplices.
Thornhill, Jan. This is My Planet: The Kids' Guide to Global Warming
Provides young readers with advice on how to live more ecologically, explains climate change, and explores the resilience and adaptability of the earth.
Yousafzai, Malala and Lamb, Christina. I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban
I come from a country that was created at midnight. When I almost died it was just after midday. When the Taliban took control of the Swat Valley in Pakistan, one girl spoke out. Malala Yousafzai refused to be silenced and fought for her right to an education. On Tuesday, October 9, 2012, when she was fifteen, she almost paid the ultimate price. She was shot in the head at point-blank range while riding the bus home from school, and few expected her to survive.
BIOGRAPHY/AUTOBIOGRAPHY
People worth reading about or books by these individuals as they relate to the content you will learn in 7 th grade
- Roebling, John (Architect)
- Lee, Robert E. (Historical Figure)
- Kahlo, Frida (Artist)
- DaVinci, Leonardo (Artist and Inventor)
- Lewis and Clark (Historical Figure)
- Alcott, Louisa May (Author)
- Twain, Mark (Author)
- Poe, Edgar Allan (Author and Poet)
- Bach, Johann Sebastian (Composer)
- Handel, George Frideric (Composer)
Mozart, Wolfgang Amadeus (Composer)
-
- Tesla, Nikola (Engineer)
- Arnold, Benedict (Historical Figure)
- Andre, John (Historical Figure)
- Brown, John (Historical Figure)
- Burr, Aaron (Historical Figure)
- Douglass, Frederick (Historical Figure)
- Franklin, Benjamin (Historical Figure and Inventor)
- Hamilton, Alexander (Historical Figure)
- Grant, Ulysses (Historical Figure)
- Jackson, Andrew (Historical Figure)
- Paine, Thomas (Historical Figure)
- Lincoln, Abraham (Historical Figure)
- Revere, Paul (Historical Figure)
- Braille, Louis (Inventor)
- Washington, George (Historical Figure)
- Euclid (Mathematician)
- Key, Francis Scott (Musician)
- Pythagoras (Mathematician)
- Dickinson, Emily (Poet)
- Thoreau, Henry (Poet)
- Frost, Robert (Poet)
- Franklin, Rosalind (Scientist)
- Jemison, Dr. Mae C. (Scientist)
- Leeuwenhoek, Anton van (Scientist)
- Pastor, Louie (Scientist)
- McClintock, Barbara (Scientist) | <urn:uuid:c9633a98-8e50-476d-9f8e-9db442205b7d> | CC-MAIN-2017-43 | https://ems.eastchesterschools.org/m2/pluginfile.php/144023/mod_book/chapter/6/2017%20Incoming%20Grade%207%20Summer%20Reading.pdf | 2017-10-17T11:25:08Z | crawl-data/CC-MAIN-2017-43/segments/1508187821088.8/warc/CC-MAIN-20171017110249-20171017130249-00335.warc.gz | 674,177,785 | 6,631 | eng_Latn | eng_Latn | 0.94175 | eng_Latn | 0.999278 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1635,
4429,
9530,
14955,
20583,
26582,
31115
] | [
3.171875,
4.15625
] | 3 | 0 |
DO's
* Do choose a password that is 8 characters long or more.
* DO change your password regularly
* DO pick a password that you will remember
* DO include THREE of the following: UPPERCASE (A to Z) lowercase (a to z) and Numbers 0 to 9 Special character for example !,$,#,%
What's Your
Which of the following examples would make the most secure password?
Ahmed ahmed123
football
January
Ahmed43!
* Do not write it on or near your computer
DON'Ts
* Do not even write it on a paper
* Do not keep your password as username your name OR any dictionary word
* Do not share it with ANYONE | <urn:uuid:491c54b0-f05f-437c-beaf-f787503840e3> | CC-MAIN-2017-43 | http://w.oissg.org/oissg_design/approved/password_1.ai | 2017-10-17T11:08:46Z | crawl-data/CC-MAIN-2017-43/segments/1508187821088.8/warc/CC-MAIN-20171017110249-20171017130249-00336.warc.gz | 357,816,397 | 153 | eng_Latn | eng_Latn | 0.994073 | eng_Latn | 0.994073 | [
"eng_Latn"
] | false | docling | [
595
] | [
2.71875
] | 1 | 5 |
Friday May 5th
10:00 A.M.
fiddle
How to play dance tunes
11:00 A.M.
beginning mandolin
holding the instrument and picking
LUNCH
1:00
Guitar
Call and Ansers
2:00
Bass
basics How it works (notes)
3:00
Twin fiddling
How to twin fiddle
4:00
guitar song
Learn a song ( chords and fill ins)
Saturday May 6 th
Morning meetings
LUNCH
1:00
Fiddle
Double stop song
2:00
bass
song with run ups
3:00
Fiddle
3 rd position
4:00
Mandolin song
play a song | <urn:uuid:a02dbcf4-c021-4bc5-888a-73d88dd6d6b4> | CC-MAIN-2017-43 | http://iotfa.org/A2017sched%20.pdf | 2017-10-17T11:39:13Z | crawl-data/CC-MAIN-2017-43/segments/1508187821088.8/warc/CC-MAIN-20171017110249-20171017130249-00332.warc.gz | 170,793,419 | 160 | eng_Latn | eng_Latn | 0.995045 | eng_Latn | 0.995045 | [
"eng_Latn"
] | false | docling | [
474
] | [
2.171875
] | 1 | 1 |
Simple Chord Chart No.1
Chords in Key of C Major
Chords in Key of G Major
Chords in Key of D Major | <urn:uuid:3817d1b8-62c8-42b9-b108-92291b0256db> | CC-MAIN-2017-43 | http://u3anewarkukulele.co.uk/tutorials/Simple%20Chords%201.pdf | 2017-10-17T11:09:44Z | crawl-data/CC-MAIN-2017-43/segments/1508187821088.8/warc/CC-MAIN-20171017110249-20171017130249-00332.warc.gz | 350,861,894 | 32 | eng_Latn | eng_Latn | 0.927596 | eng_Latn | 0.927596 | [
"eng_Latn"
] | false | docling | [
101
] | [
2.125
] | 1 | 0 |
Behind The Locked Door: Understanding My Life as an Autistic
INTRODUCTION
"What do I do?" I asked my mom as I looked at the play- ground. I was four years old. "Go swing, or go down the slide," she responded. I did as I had been told, then returned to ask, "Now what?" I liked the swing and I liked the slide, but that enjoyment didn't really push me to want to do it again and initiate myself. The past experience of enjoying it just wasn't driving action. When I played with toys, I limited myself to the "right" way. If a piece was missing from a set, I wouldn't fill in a similar one. I wouldn't use my imagination to fill in gaps, or view the toys as real cars and airplanes. I didn't pretend to be an adult, let alone some more fictional role like a superhero. I hardly understood playing with others or got much out of it—I simply couldn't understand what they were thinking.
When I did invite someone over, it was for a purpose.
They were here to play a specific game, or do a specific activity. The rules were to be followed to the letter: No variations, no improvisations. When we were done, we were done, time for them to leave. This hardly changed as I grew older. Even in high school, if a friend had come to watch a movie or play videogames, I often was ready for them to leave once planned activities were over.
For twenty-two years I went through life experiencing the world and the motions both of myself and those around me in a very different way than others do. Meanwhile, every few years I found myself in a new school with new kids to fail to befriend. I often just buried my nose in a book, and the difficulties were attributed to the frequent changes in our lives, and my difficulty adjusting to them.
I didn't really understand friendship the way others did. I shared activities with people, but it often didn't connect to me that it matters so much which people I was sharing those activities with. If I ran into someone I knew, it wouldn't really occur to me to speak up or call out—they were just another person out in the world if not part of a planned activity. If they spoke to me, there would often be a severe impatience to get back to what I was doing and no real desire to catch up or bond socially.
Despite my challenges, I managed to graduate from high school normally at eighteen with no repeated grades or significant academic failures, though I repeated a year of Spanish and squeaked by in a few other classes. I did excellently on my AP exams and had a nearly perfect SAT score missing just one question. With these I felt prepared, and went off to college. By twenty-two I'd failed twice to graduate from college, had similar luck with employment, suffered from recurring bouts of severe depression and generally found myself unable to come to terms with navigating the world around me. I was unable to manage my own life, and saw little chance of gaining control of it.
By chance, during this time I read an article about the odd behavior of a public figure, and how it might represent a condition known as Asperger's syndrome. I can't remember who it was about, where I read the article, or even precisely how I happened to stumble across it. Yet, as I read the article I found myself relating more and more to the descriptions of this person, and the kind of reasoning that leads an Asperger's individual to behave that way. He didn't have a diagnosis, at least not publicly, and neither did I, but now I thought one might be warranted. I felt I had a starting place, and a little bit of hope.
As soon as I finished the article, I forwarded it to my parents. I didn't want to research too much about Asperger's for fear of attempting to fit myself to the symptoms, and instead left it to those who had been observing from the outside to see if my idea made any sense. After reading the article, they saw something there too, and we found a neuropsychologist with experience in autism to perform testing and potentially provide a diagnosis. After written tests, IQ tests, hearing tests, in-depth questions about past behavior for my parents as well as myself, and more I'm sure I no longer remember, we eventually received a diagnosis of Asperger's syndrome.
Asperger's syndrome is a developmental disorder on the autism spectrum, and as such is defined in part by impairments in social communication. It was at the time treated as a separate diagnosis from autism, and alongside "Pervasive Developmental Disorder—Not Otherwise Specified." The distinctions were often fuzzy, and related to whether certain types of other delays or additional behaviors were present, as well as how high-functioning the patient seemed to be. Recently in the The Diagnostic and Statistical Manual of Mental Disorders (DSM5), the latest edition of the diagnostic manual, the three separate diagnoses have been organized into one—"Autism Spectrum Disorder (ASD)"—based on our current understanding of the disorder and how it can present.
Discovering that there was a real problem in my way with a name and known properties brought tremendous relief. Though there is no cure for ASD, there are libraries of research on managing and treating aspects of it. From here I could begin to learn the causes and underlying aspects of my weaknesses, define my strengths, and begin to work toward gaining control. The relief alone was life changing, and while not eliminated, the burden of depression became vastly more manageable.
It has now been nearly a decade since my diagnosis, and I am in a much better place. I'm still often overwhelmed and require a lot of alone time, but I know why I need these things, and can often manage when, where, and how I get them so as to minimally impact the life I'm trying to have. I am writing this book in the hope that others who either suffer from something like this themselves, or know someone who does, can begin to understand what life may look like through the eyes of one of our group. I believe that a more general understanding of autism is the first step toward better relationships.
I've been told I have an unusual ability to explain what it's like living with autism. I hope this is true. Everyone lives with fears, and my greatest fear is the day someone else on the spectrum approaches me and says, "This isn't my experience at all! You're misleading and confusing them, and making it harder for me to get the help I need!" Unfortunately, I know this will happen eventually, because people with autism are exactly that: people. I would never make the claim that every blind person has the same personality, needs, desires, wants, life goals, or even experiences with being blind. I want to make clear that I don't intend to do so in regard to autism either. Every life is a unique experience, and what I'm trying to share here is mine: my trials, failures, challenges; moments of despair, hope, sadness, and yes, occasional victory; and how I experienced them then, now, and possibly going forward. While I can't tell every autistic person's tale accurately, I genuinely believe that by reading mine, with my words, I can show how a life can be different, and perhaps provide ideas about how others may too be different. | <urn:uuid:384bcd84-0922-44b2-8faa-7fd3e0c34a54> | CC-MAIN-2017-43 | http://loudenonautism.com/wp-content/uploads/2017/03/Book-Intro.pdf | 2017-10-17T11:11:41Z | crawl-data/CC-MAIN-2017-43/segments/1508187821088.8/warc/CC-MAIN-20171017110249-20171017130249-00334.warc.gz | 197,508,804 | 1,520 | eng_Latn | eng_Latn | 0.999307 | eng_Latn | 0.999311 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2920,
7204
] | [
2.171875
] | 1 | 1 |
OSTEOPOROSIS
Osteoporosis is a condition that results in loss of bone mass and weakening of the bones, increasing the risk of fractures, such as a broken hip, crushed vertebra (spine), or fractured wrist. Osteoporosis-related fractures are often called fragility fractures because they happen with little or no trauma.
More than 1.4 million Canadians suffer from osteoporosis. Although the onset of osteoporosis can begin at any age, it is more common in older adults. The Osteoporosis Society of Canada reports that one in four women over the age of 50, and one in eight men in the same age group have osteoporosis. There are three stages of bone loss:
* Osteopenia, or mild changes to bone density;
* Osteoporosis but no history of fracture; and
Osteoporosis with a history of fracture(s).
*
Like every other part of the body, bone cells go through the cycle of removal and replacement by new bone cells. Adults reach their peak bone mass by the late teens or early 20s, but by the mid-30s the cells that build bones are less efficient and bone mass is gradually lost. Bone loss that is greater than the normal rate can lead to osteoporosis. Some people have a greater risk of developing osteoporosis than others. For example, women are at greater risk after menopause, because their estrogen levels fall significantly and the rate of bone loss is accelerated. Risk factors include:
* A family history of osteoporosis;
* A slight body build (small bones);
* Smoking;
* Eating disorders such as anorexia;
* Low dietary calcium intake; and
* Excessive alcohol intake
Other more serious medical conditions are considered major risk factors for developing osteoporosis. These factors include, among others:
* A fragility fracture after the age of 40;
* Vertebral compression fracture;
* Osteopenia apparent on x-ray; and
* Medical conditions such as primary hyperparathyroidism or malabsorption syndrome.
Talk to a health care professional if you have questions about your level of risk for developing osteoporosis.
PREVENTION
You can decrease your risk of developing osteoporosis by choosing life habits that help to build and maintain healthy strong bones. A well-balanced diet with sufficient calcium and intake, along with regular physical activity during childhood play important roles in developing and maintaining good bone health.
…more
cont'd: Osteoporosis
If you are at risk of developing, or have been diagnosed with osteoporosis, the Osteoporosis Society of Canada recommends a dietary intake of 1500 mg/day of calcium and 800 IU/day of vitamin D. In addition, to optimize bone health, they recommend exercising 30 minutes or more at least three times a week. Here are some ideas for enjoyable ways to get the required amount of exercise:
* Regular walking – join a walking club;
* Low impact exercise classes;
* Dancing;
* Tai Chi; and
* Strength training
PHYSIOTHERAPY AND OSTEOPOROSIS
Physiotherapists can help reduce the risk of developing osteoporosis. They can also help you manage problems related to osteoporosis including problems with balance and fractures.
Once you have been diagnosed, appropriate exercise can help improve bone mass or slow down the rate of loss of bone mass. A well-designed exercise program will help maintain optimal function and help work towards optimal bone health. Weight bearing aerobic training, and / or strength training contribute to bone health as the mechanical stresses put through the bone during exercise can affect bone density and stimulate bone remodeling. Exercise has also been shown to slow down some of the functional losses that are often associated with aging.
Research has shown that exercise can help you maintain optimal function as you age. For example:
* If you have broken a bone because you have osteoporosis, a physiotherapist can help manage the pain of the fracture, and plan a treatment program to help you regain strength, mobility and function and get you back to regular daily activities.
* If you have poor balance and have fallen or are afraid of falling, a physiotherapist can prescribe a program that meets your needs. Personally tailored exercise programs have been shown to be more effective than general programs at helping people regain good balance.
Exercise is only one part of a healthy lifestyle for optimal bone health. For complete information about the prevention and management of osteoporosis, contact the Osteoporosis Society of Canada either through their web site www.osteoporosis.ca or by mail or phone:
Osteoporosis Society of Canada
33 Laird Drive
Toronto, ON M4G 3S9
Telephone: 416-696-2663
Toll-free (English) 1 800-463-6842 (in Canada only)
Toll-free (French) 1 800-977-1778 (in Canada only)
HOW DO I FIND A PHYSIOTHERAPIST?
Finding a physiotherapist may vary from province to province. Here are some suggestions:
* Check the yellow pages of your local telephone book for listings of physiotherapists and physiotherapy clinics. You can make an appointment with a physiotherapist directly anywhere in Canada;
* Ask for a recommendation from your family doctor. While a direct referral is not necessary, your physician may be able to suggest a physiotherapist for your particular concern. Further, while many physiotherapy services are covered by provincial health care plans, Workers' Compensation plans and private insurance, some insurance companies require a doctor's referral for reimbursement;
* Visit the web site of the Canadian Physiotherapy Association at www.physiotherapy.ca to access our "Find A Physiotherapist" directory and to find out more information about physiotherapy. The CPA web site can also link you to resources for finding physiotherapists through provincial association branches and regulatory colleges. | <urn:uuid:83e29dee-4935-4808-977e-4c3d259e9f86> | CC-MAIN-2017-43 | http://docs.communityconnection.net/9m_Falls_ip_CPAOsteoporosis.pdf | 2017-10-17T11:16:02Z | crawl-data/CC-MAIN-2017-43/segments/1508187821088.8/warc/CC-MAIN-20171017110249-20171017130249-00334.warc.gz | 92,170,417 | 1,223 | eng_Latn | eng_Latn | 0.996994 | eng_Latn | 0.997114 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2353,
5768
] | [
2.53125
] | 3 | 6 |
Build electronic circuits to learn how LEDs and transistors work
Includes a 60 page book full of experiments and activities, plus an online circuit simulator
Junior Genius Kits are designed for experimentation, learning and fun! Experience the joy of seeing your first LED light up. The Blinky Lights kit leads you through 10 core activities from a simple LED circuit up to more advanced transistor LED blinky light circuits using standard parts on a high-quality breadboard.
Learn about basic electronics by using LEDs, resistors, capacitors, and transistors. You'll be able to build circuits using a schematic diagram and there's plenty of help to get you there. Simple examples make it easy to grasp the basics, and 'What's Happening?' and 'Things To Try' sections encourage you to dig deeper.
Online Access Included
* Get additional explanations and detailed answers
* Circuit Simulator
* More content for your kit including animations and activities
* Be the first to hear about new kits, expansion packs and contests
24 electronics parts plus a power box, wires, batteries and a BB400 BreadBoard
"It's a great introduction to the world of electronics for both students and adults!"
For more details and to find out where to purchase, please visit www.JuniorGeniusKits.com
© 2015 BusBoard Prototype Systems Ltd (BPS). All rights reserved. "Junior Genius Kits', the Junior Genius logo, the LED logo, "BB400", "ZipWire" and the BusBoard logo are trademarks of BPS.
BPS-(JRG01)-Rev3 Marketing Brochure Consumer LTR
An Inside Look...
* Full-color illustrated 60-page manual that includes instructions for assembly and explanations of how the circuits work.
* 10 core activities, 3 lessons, and over 45 additional 'Things to Try' experiments.
* Junior Genius Kits Club gives access to additional activities, illustrations, and knowledge.
* Online Circuit Simulator helps to visualize and experiment with the circuits.
* Real-world, industry standard, reusable parts.
Helpful Instruction
Each activity has clear and detailed steps with colorful diagrams to help.
What's Happening?
A behind-the-scenes look into each activity explains what is happening, complete with electronic schematics.
Things To Try
Take the activity further with extra experimentation ideas and questions to solidify what you have learned.
Did You Know?
Additional interesting and little-known information related to electronics and electricity.
Troubleshooting Tips
Helpful suggestions to get your circuits working if you run into a problem.
Online Resources
ACTUAL USER GUIDE PAGES
More explanations, diagrams and experiments to further your knowledge and electronic discoveries.
The True Genius...
You will get valuable assembly and troubleshooting experience as you learn to use a great experimentation tool, the solderless breadboard! Real hands-on troubleshooting experience means greater educational value.
These next-generation science kits don't seal the parts into simplified plastic blocks. You get to experience what real parts work like and learn to build a real circuit (not just assemble puzzle pieces). Working with real electronic parts helps you to gain the confidence to graduate to other projects. The parts and breadboard can be disassembled and reused for new creations.
© 2015 BusBoard Prototype Systems Ltd (BPS). All rights reserved. "Junior Genius Kits', the Junior Genius logo, the LED logo, "BB400", "ZipWire" and the BusBoard logo are trademarks of BPS.
BPS-(JRG01)-Rev3 Marketing Brochure Consumer LTR
We provide the retail kit in a classroom pack for 5, 20 or 30 students that includes all the same contents: 60 page instruction guide, BB400 BreadBoard, battery box, wires, and electronic parts. But it forgoes the flashy box for a helpful parts tray. This allows students to lay out all the parts without them falling off the desk. Peel-apart ZipWires help the students easily make connections without the need to cut and strip wires. Batteries are included!
An additional instruction guide is included for the educator along with a parts bag (JRG01-PARTS).
JRG01-EDU5 - 5-student classroom pack • JRG01-EDU12 - 12-student classroom pack JRG01-EDU20 - 20-student classroom pack • JRG01-EDU30 - 30-student classroom pack
Teacher Resources
We know you love teaching, and our cost-effective Teacher Resources help you cut down lesson prep time so that you can be a prepared and engaged teacher. A Teacher Resources Access Card is included for free in the 20 and 30 classroom kit packs giving a school-wide license to use the downloadable content. A license can be purchased separately for small classroom kit pack purchases.
PowerPoint Files
Activity Sheets
Each core activity has a premade PowerPoint presentation that steps through the construction of the circuit and ends with the circuit's schematic diagram.
Activity sheets to use for classroom exercises including wordsearch and crossword puzzles, spot the difference, draw the wires, and more.
Printable Diagrams
Graphic Files
We provide ready-to-print PDFs with circuit diagrams, schematic diagrams and more. Great for having at a student's desk, activity station, or as a PowerPoint replacement.
Graphics of electronic components, circuits, and diagrams used in the instruction guide are provided to aid in the creation of custom materials for your classroom. Make circuits, PowerPoint presentations or handouts with ease.
© 2015 BusBoard Prototype Systems Ltd (BPS). All rights reserved. "Junior Genius Kits', the Junior Genius logo, the LED logo, "BB400", "ZipWire" and the BusBoard logo are trademarks of BPS. | <urn:uuid:510b4b8e-cc0a-4761-9d7b-7e2e769ed76c> | CC-MAIN-2017-43 | http://www.busboard.com/documents/brochures/BPS-(JRG01)-Brochure.pdf | 2017-10-17T11:18:52Z | crawl-data/CC-MAIN-2017-43/segments/1508187821088.8/warc/CC-MAIN-20171017110249-20171017130249-00341.warc.gz | 390,189,612 | 1,159 | eng_Latn | eng_Latn | 0.996404 | eng_Latn | 0.996593 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1526,
3532,
5615
] | [
2.84375
] | 2 | 0 |
Research Journal of Pharmaceutical, Biological and Chemical Sciences
A study on the Effect of Garbage on Environment and its Management.
Alka Gupta*, and Susmita Bajpai.
Department of Chemistry, Brahmanand P.G. College, Kanpur, India.
ABSTRACT
Garbage dumps are health and environmental hazards for the millions of people living there. Crowds of ragpickers, pigs, cows, dogs and cats are seen wallowing in the garbage. How do the residents of colonies treat their garbage? Unfortunately every day the houses are swept clean and garbage tripped over the boundary wall on to the back lane. The boundary wall no longer provide protection against diseases and pollution. Different types of garbages such as hospital wastes, non- biodegradable wastes, biodegradable mass and toxic chemical wastes affects our health and environment very badly. Since it is our garbage, we produced it, so we must dispose of it in a fitting manner. It is our responsibility to clean and keep our neighbourhood and our city.
Keywords: garbage, environment, management, hazards.
*Corresponding author
INTRODUCTION
In most localities there is an overflow of open garbage dumps in the by lanes, parks and on the road side. Besides being eyesores, these garbage dumps are health and environmental hazards for the millions of people living there. Crowds of rag pickers, pigs, cows, dogs and cats are increasing day by day. This rotting biodegradable matter is a breeding ground for flies and mosquitoes, germs responsible for plague, tuberculosis, cholera, dysentery, diarrhoea, leprosy, eye infections, skin allergies and breathing problems.
The approximate composition of city garbage is 50% organic matter, 25% plastic and 25% other matter. The uncleared garbage stays in the city and year after year the heap increases and hence cities are becoming more and more unhygienic. There are too many open eating stalls on our road sides stall owners rarely have a bin for leaf plates or wrappers. Most people are so used to this situation that they do not even bother to search for civic authorities dust bins. They just throw the wastes on the road or in a corner. Untreated organic matter, if left in the heat and humidity even for a short time, start decomposing and then it becomes a stinking permanent mass.
It is our garbage, thus we must dispose of it in proper manner. The three steps of garbage management of a city corporation are collection, transportation and disposal. The maximum expenditure in garbage management is on transportation. Article 21 of our Constitution gives us the right to clean and wholesome environment.(1) To live in a garbage free city, the residents should collectively sue the municipal corporations in courts and thus force them to remove garbage from cities.
RESULT AND DISCUSSION
Everyday the houses are swept clean and garbage tripped over the boundary wall on to the back lane. There, it piles up and slowly becomes a permanent heap for the neighbours, who only add on to it. It rots, stinks, breeds flies, mosquitoes and bacteria, the boundary wall no longer provide protection against diseases and pollution. A perfumed hanky on the nose cannot keep the stench away. Garbage can be segregated into five types. Some of these can be treated or disposed off separately. These are:
* Hospital Wastes
* Non-biodegradable wastes that can be recycled
* Non-biodegradable wastes that cannot be recycled
* Toxic Chemical wastes
* Biodegradable mass
Hospital wastes
Of the total waste produced in hospitals, approximate 47% is biomedical waste which is hazardous as it is contaminated with disease-causing pathogens.(2) Body fluids, dripping with blood, discarded medical equipment, soiled cotton, plasters, dressings and surgical and autopsy wastes can become a major health hazard as they provide fertile environs for bacteria, viruses and other micro organisms to multiply. Pathogens like Escherichia, Salmonella, Vibrio, Hepatitis are prevalent and active till these wastes are incinerated and can be carried far away through various agents. The list of diseases caused due to improper disposal and treatment of hospital wastes endless, but the majority of them are deadly, such as AIDS, Viral hepatitis, tuberculosis, bronchitis, gastroenterities and other skin and eye related disorder.
Hospital waste should be segregated and incinerated. No biomedical waste shall be stored beyond a period of three days. All biomedical wastes which are not incinerable shall be pretreated, disinfected and shall be disposed off in an environmentally sound manner. Different coloured bins have been provided for different types of wastes. Controlled air incinerators are the best incinerators to get rid of all types of hospital wastes. In these incinerators the heat and air for combustion is regulated in such a way as to first valatise/gasify the waste in conditions of inadequate air and then totally destroy the waste by adequate heat and excess air.
Non-Biodegradable but recyclable wastes
The predominant non-biodegradable but recyclable waste is plastics. There would not be a single household which is not discarding some plastic trash everyday. House wives either sell these materials to local kabari or throw them with the garbage. In almost all eventuality the plastic trash reaches the big kabari who, in turn sells all this to a whole seller and finally to plastic recycling units. The raw material for the manufacture of plastic items constitutes resins, which consist of thousand of particles, which melt into a syrupy liquid when heated and can be shaped into almost any form.(3) The other recyclable but nonbiodegradable garbage are non-ferrous metals. Most of this garbage is imported from other countries and recycled here. The metallurgical process used in these metals are highly inferior, producing a lot of pollution and toxic wastes. Lead is one of the toxic wastes all over the world. Lead storage batteries are used to provide power for electrical systems of automobiles electronic instruments, computer etc. As the labour is quite cheap in India, lead smelting is quite profitable and popular. Places near lead smelter air has a very high lead. Phasing out is the best solution to eliminate the risk of lead pollution in the environment. The alternative storage cells such as silver-zinc cell and Ni-Fe cells are rather more efficient than lead storage cells which are being used in aeroplanes all over the world.
Non-Biodegradable, non-recyclable garbage
House construction is one of the very big industries in India. This leaves a lot of silicates as a garbage which have to be disposed off at a landfill site. Though landfill sites should only be used for disposing of nonbiodegradable garbage, but biodegradable garbage is also disposed of at such site. Solid wastes deposited in landfills degrade chemically and biologically to produce solid, liquid and gaseous substances. Biological activity within a landfill first results in aerobic decomposition. An aerobic decompositions sets in once the oxygen supply in the pit is exhausted. This produces organic acids, carbon dioxide, sulphates of iron, manganese and a substantial amount of methane.(4) To tap the gas being released from the dump, large perforated coiled pipes can be inserted at different locations in the area for drawing out the gas.
Some Toxic chemical garbage
The garbage from market places which have drycleaning units, dyeing units, furniture shops, leather processing units, acid cleaning units, paints and varnish shops, tyre and vehicle workshops and LPG gas cylinder stores.
The list of chemicals present and their probable effects on health and environment is presented below.(5)
| S.No. | Chemical in Garbage |
|---|---|
| 1 | Ammonia |
| 2 | Chromium |
| 3 | Cadmium |
| 4 | Caustic Soda |
| 5 | Lead |
| 6 | Sulphur dichloride |
| 7 | Amyl acetone |
| 8 | Benzene |
| 9 | Carbon tetrachloride |
| 10 | Formaldehyde |
| 11 | Formic acid |
| 12 | Napthalene |
| 13 | Trichloro ethane |
| 14 | Toluene |
Bio-Degradable garbage
In nature, all dead matter is gradually acted upon by the forces of nature such as the sun, wind, rain and microbes which serve to breakdown complex materials into simpler molecules. If such material is left to decay on road sides it begins to decompose and stink and invites many diseases. Instead, the process of decomposition can be used to convert organic wastes which we generate everyday to produce compost which can help us keep our surrounding clean and green.
The various methods of compositing are as follows.(6)
| Anaerobic | Aerobic |
|---|---|
| can be used for generating biogas | very little odour can be completed in 2-3 weeks. |
| Disadvantages- It takes long time (4- 8 months) | Attracts animals unless properly covered and protected, maintainance of 550C temperature |
| Needs a patch of land | Requires land and sheds |
CONCLUSION
To live in a garbage free city, phase out the heaps of open stinking garbage from their localities by starting a scientific, eco-friendly decentralized garbage management scheme. Community participation and co-operation of the public are vital for efficient waste management. Garbage should be collected from doorto-door and taken to the community bin. Sorting of recyclable matter should be undertaken by the employees of the contractor. The contractor should provide his workers with a uniform, gloves and boots for segregation of garbage. Biodegradable matter should be converted into compost by vermicasting. This compost can be sold and will be another source of income.
When residents start understanding garbage management, the two separate bins are used i.e; green bin for biodegradable garbage and yellow bin for non-biodegradable garbage. If people become more responsible about the amount of garbage they produce and about segregating it perhaps we can avoid creating new generations of ragpickers. If the children could be freed from such activity, NGO's could focus more on education and other alternatives.
REFERENCES
[1] P.S. Sindhu, "Environmental Chemistry", New Age International, New Delhi, 2002.
[2] I. Malik, B. Singh, A. Kumar, M. Ratnani, A. Tomar, V.Bhan, J. Kaur, "Hospital Waste: A dangerous infusion" A vatavaran report 1996.
[3] I. Malik, N. Raghuphy, A. Tomar, B.Singh, A.Kumar, M. Ratnani, P.S. Sindhu "Plastic and our lives", A vatavaran report March 1996.
[4] B.K. Sharma, "Environmental Chemistry", Krishna Prakashan Meerut, 2005.
[5] A.K. De, "Environmental Chemistry", New Age International, New Delhi, 2005.
[6] Dr. Iqbal Malik, "Garbage Management, My experience", A vatavaram report 1996. | <urn:uuid:aeb32514-a1a4-4601-955f-d8f9e2068148> | CC-MAIN-2017-43 | http://rjpbcs.com/pdf/2017_8(5)/%5B43%5D.pdf | 2017-10-17T11:27:46Z | crawl-data/CC-MAIN-2017-43/segments/1508187821088.8/warc/CC-MAIN-20171017110249-20171017130249-00341.warc.gz | 280,774,529 | 2,316 | eng_Latn | eng_Latn | 0.993504 | eng_Latn | 0.996011 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1082,
4965,
8028,
10639
] | [
2.65625
] | 1 | 0 |
Keep up with your child's eye exams
Through a child's eyes, the world can be full of wonder, where everyday objects possess extraordinary powers, and simple pleasures create lasting memories. However, beyond the ability to see the world with spirit and imagination, a child's actual vision needs are just as unique and important. How a child sees at home, in school and at play can have a lifelong impact. Yet, half of American children have not had a complete, comprehensive eye exam. 1
Even under normal circumstances, a child's vision can change more frequently than the average adult. The problem is that we usually don't see it happening. Children may not complain about their vision and think the way they see is normal. Parents also may not easily recognize the signs. Here's what to look for and what to do as you take care of your child's vision needs.
Infant vision: birth to 24 months of age
Babies aren't born with all their visual abilities. Just like they learn to walk and talk, babies learn to see. If an infant's eyesight isn't on the right track, eye and vision problems can cause developmental delays.
Between six months of age and one year, your child should have an eye exam with an optometrist or ophthalmologist. The doctor will check for nearsightedness, farsightedness, astigmatism, amblyopia (or "lazy eye"), proper eye movement and eye alignment, how the eye reacts to light and darkness, and potential signs of eye health problems.
Signs of a possible vision problem:
Chronic redness in the eye
One eye moves and the other doesn't
One eye doesn't open
Persistent rubbing
A bulge in the eye
A drooping eyelid
Squinting
1/3
Tilting the head when looking at things
Eyes don't follow a toy moved from side to side in front of the child
Preschool vision: 2 to 5 years of age
About 80 percent of learning in a child's first 12 years come through the eyes. 2 But according to the American Public Health Association, 10 percent of preschoolers already have vision deficiencies. Taking steps now to see that vision is developing normally can help your child get off to the right start in school.
The American Optometric Association recommends that after their initial exam in infancy, children should again receive an eye exam before entering school.
Signs of a possible vision problem:
Looks cross-eyed, or eyes don't work in unison
Closes one eye while reading or examining an object
Tilts the head when looking at something
Rubs eyes when not sleepy
Excessive tear production
Overly sensitive to light
Has white, grayish-white or yellow colored matter in the pupil of the eye
Bulging eyes
Redness in eyes that doesn't lessen in a few days, sometimes accompanied by pain or light sensitivity
School-aged vision (6 to 18 years of age)
As children get older, parents should take their children to the eye doctor even if they don't complain of problems seeing. Nearsightedness often doesn't develop until at least age 11. And one in every four children has a vision problem that can interfere with learning and behavior. 3 While simple eye checks, including vision screenings at school, can help detect common problems such as difficulty seeing from a distance, they may not catch all types of vision disorders. And they're not designed to evaluate the health of the eyes.
Just like check-ups and trips to the dentist, annual eye exams should be a part of your child's wellness routine.
Signs of a possible vision problem:
Needs to hold a book very close while reading
Squinting
Recurrent headaches
Complaints of achy, tired eyes
Eyes don't seem to work in unison
Identifying and correcting vision issues as early as possible can impact a child now and throughout his or her life. Make sure your child's eyes and vision are examined at the recommended times, and contact your pediatrician or eye doctor if you see any signs of a vision problem. When you do, you can help your child see a future full of possibilities.
2/3
1. Think About Your Eyes, http://www.thinkaboutyoureyes.com/kids-vision/kids-vision
(http://www.thinkaboutyoureyes.com/kids-vision/kids-vision).
2. Check Yearly. See Clearly. www.checkyearly.com (http://www.checkyearly.com/).
3. American Optometric Association, http://www.aoa.org/x5419.xml (http://www.aoa.org/x5419.xml).
These materials are designed to provide general information regarding health care topics, do not constitute professional advice nor establish any standard of care, and are provided without representations or warranties of any kind. Quotations, photos and videos are not from actual patients and your experience may be different. Your treating health care professionals are solely responsible for diagnosis, treatment and medical advice. The eye care professionals in your plan are independent practitioners who exercise independent professional judgment and over whom EyeMed has no control or right of control. They are not agents or employees of EyeMed. Eye care professionals do not take the place of your physician.
3/3 | <urn:uuid:3d47a3ea-af25-475b-82df-60f3c90c293c> | CC-MAIN-2017-43 | http://www.ufcw1776benefitfunds.org/eyesiteonwellness_com-Related%20Posts.pdf | 2017-10-17T11:39:18Z | crawl-data/CC-MAIN-2017-43/segments/1508187821088.8/warc/CC-MAIN-20171017110249-20171017130249-00336.warc.gz | 582,468,054 | 1,092 | eng_Latn | eng_Latn | 0.997138 | eng_Latn | 0.99859 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1657,
3960,
5011
] | [
4.03125
] | 1 | 0 |
ALL HAZARDS ALERT BROADCAST (AHAB) TEST OBSERVATION REPORT
Name:
Date:
Which station did you observe?
What was your geographical/street location during the test?
What was your approximate distance from the station you were observing?
What were the general weather conditions at the time of the observation?
At the time of your observation, what variables may have contributed to the audibility of the station?
Wind
Noise (industrial, traffic, etc.)
Surf/Waves
Rain
Other
Did you hear the test tones/chimes?
Yes
No
How well did you hear the test tones/chimes?
Could just barely hear it
A little louder but still weak
Moderate-somewhat normal
Loud and clear
Very loud
Did you hear the test message?
Yes
No
How well could you understand the broadcast test message?
Could just barely understand the words
A little louder, but could not understand all the words
Moderate, somewhat normal
Loud and clear, easily understood
Very loud, clearly understood
Was the flashing blue light visible on top of the station?
Yes No Could not see the light | <urn:uuid:e5bcf779-f21f-4bc4-8792-c57c6c659dba> | CC-MAIN-2017-43 | http://clallamares.org/library/2011_AHAB%20Observer%20Report%20Template.pdf | 2017-10-17T11:15:24Z | crawl-data/CC-MAIN-2017-43/segments/1508187821088.8/warc/CC-MAIN-20171017110249-20171017130249-00341.warc.gz | 72,472,211 | 235 | eng_Latn | eng_Latn | 0.997259 | eng_Latn | 0.997259 | [
"eng_Latn"
] | false | docling | [
1068
] | [
2.640625
] | 1 | 1 |
The Game:
VEX IQ Challenge Next Level is played on a 4'x8' rectangular field configured as seen above. Two robots compete in the Teamwork Challenge as an alliance in 60 second long teamwork matches, working collaboratively to score points. Teams also compete in the Robot Skills Challenge where one robot takes the field to score as many points as possible under driver control; and Programming Skills Challenge, where one robot scores as many points as possible autonomously, without any driver inputs.
The Details:
There are two (2) Building Zones in the corners of the field, and in the middle there is one (1) Hanging Structure. There are total of fifteen (15) Hubs, plus two (2) Bonus Hubs available to be scored in the Building Zones and one (1) Parking Zone in the middle of the field.
The object of the game is to attain the highest score by Scoring Hubs in Building Zones, by Removing Hubs from the Hanging Structure, and by Hanging Robots at the end of the Match.
The VEX IQ Challenge, presented by the Robotics Education & Competition Foundation, provides students ages 8 through 14 with exciting, open-ended robotics engineering and research challenges that engage students and enhance their science, technology, engineering and mathematics (STEM) skills through hands-on, student centered learning.
How to get involved
* $150 for the first team from a school
1. Register as a VEX IQ Challenge team at RobotEvents.com
* $100 for additional teams
* Registration includes a welcome kit that contains practice game elements and materials to help you get started.
2. Competition information about this year's challenge is available online at RoboticsEducation.org
3. Design & build your competition robot. Robot kits are available at vexiq.com
50
4. Register for an event and play the game! A full list of events and registration is located at RobotEvents.com
ALL VEX ROBOTICS PROGRAMS,
Lorem ipsum
MILLION STUDENTS
REACHED WORLDWIDE THROUGH
CLASSROOMS, AND COMPETITIONS
1
US-1 | <urn:uuid:67c6cdca-c079-4111-b663-ac0b582bafcc> | CC-MAIN-2018-51 | https://www.robotevents.com/season/124/document/39/download | 2018-12-14T14:42:21Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00005.warc.gz | 1,020,284,394 | 429 | eng_Latn | eng_Latn | 0.998166 | eng_Latn | 0.998641 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
978,
2002
] | [
2.078125
] | 3 | 3 |
Windsor Nursery School: Special Educational Needs Policy
Rationale
At Windsor Nursery School we believe in equality, access and inclusion for all individuals. This document sets out the aims, principles and strategies to provide for children with Special Educational Needs at Windsor. This policy should be read in conjunction with the Department of Education Special Needs & Disability code of practice: 0-25 years specifically section 5 & 6 and Windsor Nursery School Local Offer.
The SEND Code of Practice complements and supports the following legislation, specifically:
- Equality Act 2010 – promoting equality of opportunity and anti-discrimination, requiring providers to make reasonable adjustments to include those with SEN and disabilities
- EYFS statutory framework (revised 2014) which states that providers must have arrangements in place to support children with SEN and disabilities
The Code of Practice
The SEND Code of Practice promotes
- Inclusion in experiences and activities alongside peers
- Early intervention to meet those needs
- Early identification of children's needs
- The importance of children and parents/carers being central to the decision making and
- Multi-agency collaboration
It applies to those from birth to 25 years who have special educational needs or disabilities.
Definitions
- A child is considered to have special educational needs if that have a learning difficulty or disability that calls for special educational provision
- Learning difficulty or disability is defined for children of compulsory school age as having significantly greater difficulty in learning than the majority of others at the same age or having a disability preventing them making use of facilities of a kind generally provided for others of the same age
- For children aged two or more, special educational provision is educational or training provision that is different from or additional to that made generally for others of the same age
Principles
The 3 principles underlying the Code of Practice are stated as having regard to
- The views, wishes and feelings of the child and his/her parents which must be central to the decision making
- The importance of the child and his/her parents being able to participate as fully as possible in decisions, including provision of the information and support needed
- Supporting parents and child so that they achieve the best possible educational and other outcomes, preparing the child effectively for adulthood
Aims
- To identify all children who need special consideration to support their physical, social, emotional, behavioral or intellectual development.
- To ensure these children are given appropriate support to allow full access to the Early Years Foundation stage Curriculum.
- To ensure that all children with particular individual needs are fully integrated into all nursery activities.
- To involve all parents in developing a partnership of support to enable them to have confidence in the strategies adopted by the school to help their child to learn and develop.
Principles of SEND at Windsor Centre
It is the aim of the nursery that each child should reach his/her full potential in a positive, caring and supportive environment, which provides equality of opportunity. We recognise that all children have individual needs, enthusiasms and motivations. Each child in the nursery is treated as an individual and all activities are differentiated by delivery, resources or outcome to match their abilities and to help them to succeed.
Consideration is given to the nursery environment, activities and practices so as to be inclusive to all children, such as those with special needs, children from different cultural backgrounds, and children from a range of socio-economic backgrounds.
Working together across our nursery we form strong links with the parents/carers of children who attend all aspects of the nursery and offer early identification of needs and appropriate support as necessary.
Children requiring special support include those of exceptional ability and talent as well as those who learn slowly and with difficulty.
Responsibilities
The Head teacher works towards the nursery's aims by:
- Managing the provision for children with special educational needs
- Developing strong partnerships with parents/carers
- Working closely with the SENCO to co-ordinate the provision
- Meeting with representatives from outside agencies
- Regularly informing the Governing Body, as appropriate
- Developing and maintaining interagency links that support early identification of needs
The SENCO works with the senior leadership to achieve the nursery's aims by:
- Reviewing the SEN policy
- reviewing practice and ensuring that every child with SEN gets the personalized service they need.
- Overseeing day-to-day operation of the school's SEN policy
- Liaising with a designated practitioner where a Looked after Child has SEN
- Co-ordinating provision for children with SEN
- Advising on a graduated approach to SEN support
- Advising on the use of the delegated budget and other resources
- Liaising with parents of children with SEN
- Links with other education settings and outside agencies
- Working with head and governors on the Equality Act
- Liaising with potential next providers of education
- Ensuring that SEN records are up-to-date
The SENCO liaisons for 2 year olds works towards the nursery's aims by:
- Working closely with all practitioners within daycare in monitoring and assessing the individual needs of children within daycare
- Meeting regularly with the SENCO to update information
- Meeting with and maintaining trusting relationships with parents
- Collecting information necessary to inform the SEND process for referrals
All practitioners work towards the nursery's aims by:
- Being fully aware of the nursery's procedures for identifying, assessing and making provision for pupils with special educational needs
- A commitment to a partnership approach to provision
- Providing challenging and stimulating experiences designed to enable all children to reach the highest standards of personal achievement.
- Recognising the needs of each individual child according to ability and aptitude
- Pooling expertise, working together to identify and provide for pupils with a special educational need
- Working collaboratively with a shared philosophy and commonality of practice
- Attending SEN courses which have particular relevance to the child/children they are supporting, or those which further their professional development
All children work towards the nursery's aims:
- Working co-operatively with staff
- Communicating their views on their learning appropriately according to their age and stage of development
- Developing an independent approach to their learning
Parents/Carers are encouraged to work towards the nursery's aims by:
- Ensuring their child attends the nursery in good health, punctually and regularly
- Participating in discussions and interagency meetings concerning their child's progress and attainment
- Trying to be realistic about their child's abilities, offering encouragement and praise
- Ensuring early contact with nursery to discuss matters that could affect a child's wellbeing, progress and behaviour
- Taking an active interest in children's learning by supporting events in the nursery
- Endeavoring to support their child's targets/next steps at home
- Allowing children to take an increasing personal and social responsibility in nursery
Liaison with Other Settings
- We make every effort to contact previous settings or referrers for discussion of children with SEN before they enter the nursery
- We have meetings with all practitioners to ensure that any child entering the nursery who is known to have special needs is able have those needs met as fully as possible
- We contact receiving schools for all our children in order to ensure the process of transition is smooth and that all relevant information is passed on. If we can provide support to continue a child's development, we are always available for consultation by receiving schools at any point after a child has transferred.
Signed:
Chair of governors
Date:
Date of review: | <urn:uuid:ad7dcf7e-8b9e-4646-9359-b7c97b5caf65> | CC-MAIN-2018-51 | http://www.windsorcentre.com/wp-content/uploads/2011/06/12-WNS-special-needs-policy-June-20162.pdf | 2018-12-14T14:56:20Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00006.warc.gz | 520,330,862 | 1,502 | eng_Latn | eng_Latn | 0.99616 | eng_Latn | 0.996083 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2496,
5042,
7535,
8244
] | [
2.21875
] | 3 | 0 |
Family&
Community
Resource Centre
PREPARING FOR AN MRI
When children come to Alberta Children's Hospital for an MRI, we find families who know what to expect are often less anxious and better prepared.
101
What is an MRI?
Magnetic Resonance Imaging (MRI) is a safe and painless test that uses a large magnet, radio waves and a com puter to produce detailed pictures of the inside of the body.
What can I expect on the day of the MRI?
Your child's test will be done in the Diagnostic Imaging Department, which is located on the main level. When you arrive, please check in at the front desk. If you need to cancel or reschedule the MRI please call 403-955-7987.
A nurse may ask you some questions and briefly examine your child. The MRI technologist will explain the test. It is best to wear comfortable clothes, free of metal buttons or zippers. A gown will be provided if needed. Certain objects containing metal such as glasses, jewellery, belts, and hair clips may need to be removed. Braces and dental fillings will not be affected by the scan.
During the test your child will lie on a moveable table that slides into a tunnel which is open at both ends. Once your child is settled on the table, the technologist will leave the room but will still be able to see, hear, and talk to your child. A call bell is also provided in case the technologist is needed. Depending on the type of test, an MRI can take between 20 - 90 minutes. Your child will need to lie very still and will hear some loud banging, knocking, buzzing and drumming noises. Headphones or ear plugs will be worn to block out some of these sounds and the technologist can even play music during the scan. Children are welcome to bring their own iPod, MP3 player, or CDs. As well, the Family & Community Resource Centre (FCRC) lends out audio books.
After the test, most children can go home without any special care.
MRI Contrast is sometimes given during the test so the doctor can see certain areas of the body in more detail. This solution goes into a vein using a small needle. A special numbing cream can be applied to the skin to ease any discomfort. The contrast leaves the body in the urine, usually within a few hours. It is completely gone after 24 hours.
General Anesthesia is sometimes given to children so they are asleep during the scan. Very young children re ceive it so they will remain still. Other children may require it because of their individual needs or the type of scan. If general anesthesia is needed, a nurse will call you to provide fasting instructions. You will also be asked some general health questions about your child. The anesthesiologist (sleep doctor) will talk to you right before the MRI. After the test children may need to stay in the recovery area until they are ready to go home, usually for about an hour. The staff will give you written instructions on how to care for your child at home. For more information go to Understanding Anesthesia - FAQ on the Alberta Children's Hospital website.
How can I prepare my child for an MRI?
In general, having an MRI doesn't require any special preparation. Here are a few tips to help your child know what to expect:
y y Explain the MRI test to your child:
Ʈ Ʈ Talk honestly about the MRI. Being truthful helps maintain trust and will minimize your child's anxiety.
Ʈ Ʈ Use words your child will understand.
Ʈ Ʈ Focus on what your child will see, hear and feel.
Ʈ Ʈ Assure your child that the MRI doesn't hurt and that you you will be there.
Ʈ Ʈ If your child will be awake, explain the importance of lying still.
y y Talk to your child about using his/her imagination during the test (eg. blasting off in a spaceship, orspending the day at the beach).
y y Children learn through play. Practice lying still in a small tent or make one using blankets to help your child'rehearse' being in the tunnel.
y y Pack a few items from home such as a special toy or stuffed animal, music or video games to help distracty our child while he/she waits (electronics and items with metal will not be allowed in the MRI room).
If your child is anxious about an upcoming MRI, a Child Life Specialist can help put your child at ease by telling him/her what to expect, answering questions, and offering hands on play with medical equipment. For more infor mation contact Child Life at email@example.com.
What else do I need to know?
The MRI technologist isn't able to discuss any test results with you. A radiologist, a doctor who specializes in look ing at diagnostic scans, will review your child's MRI and send a report to the doctor who requested it.
If you have any questions or would like more information, please speak to your doctor and/or go to the following resources:
KidsHealth provides easy to understand information written for kids, teens and parents - search 'MRI' on http://kidshealth.org
Child MRI Prep and Simply Sayin' are interactive apps from iTunes that include realistic sounds, pictures and expla nations.
For an overview of this test, search 'MRI' on The Hospital for Sick Children's website at www.aboutkidshealth.ca
MyHealthAlberta has detailed information that you can access by searching 'MRI' on https://myhealth.alberta.ca
For a printable version of this document go to Health Information on the FCRC website http://fcrc.ahs.ca/health-information/mri/
Contact Us
Alberta Children's Hospital - 28 Oki Drive NW, Calgary, AB T3B 6A8 | Phone: (403) 955-7992
This material is designed for information purposes only. It should not be used in place of medical advice, instruction and/or treatment. If you have specific questions, please contact your doctor or appropriate health care professional. | <urn:uuid:f7834866-322c-4db3-942a-c88b03722847> | CC-MAIN-2018-51 | http://fcrc.albertahealthservices.ca/health-information/mri/Preparing-for-an-MRI-101-April-2016.pdf | 2018-12-14T14:20:50Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00005.warc.gz | 97,516,670 | 1,258 | eng_Latn | eng_Latn | 0.998288 | eng_Latn | 0.998743 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3021,
5712
] | [
2.0625
] | 2 | 1 |
Jewish Festivals
There were seven major holidays in the ancient Jewish religious calendar. Before the destruction of the temple in Jerusalem (AD 70), three of them involved an obligation for Jews to travel to Jerusalem to celebrate them. These three pilgrimage feasts were:
1. Feast of Passover and Unleavened Bread (March/April)* commemorating the exodus from Egypt and marking the beginning of the grain harvest.
2. Feast of Weeks or Pentecost (May/June) marking the conclusion of the grain harvest.
3. Feast of Booths (September/October) commemorating the experience of the wilderness generation of the Israelites who lived in tents during their 40-year wandering from Egypt to Canaan. The festival included living in temporary shelters (sukkot, "booths").
The remaining holidays were:
4. Feast of Trumpets or Rosh Hashanah ("beginning of the year"; September/October) marking the New Year and the end of the vine harvest (grapes and olives).
5. Day of Atonement (Yom Kippur; September/October), the holiest day of the year for Jews, occurring eight days after Rosh Hashanah. It is not a feast, but a fast, embodying national repentance and atonement for sins.
6. Hanukkah (also called the Feast of Dedication or Feast of Lights; November/December) commemorating the liberation of Jerusalem and rededication of the temple by Judas
Maccabeus (164 BC) after its desecration for three years by the Syrian tyrant Antiochus IV Epiphanes.
7. Purim (February/March) commemorating God's deliverance of Israel from destruction in
Persia during the time of Esther.
We could write much more about each of these Jewish holy days. But it is easy to see that they commemorated God's salvation of His people, Israel (as in the exodus out of Egypt, reenacted in the Feasts of Passover and Booths) or God's providential care for them (as in the "harvest" celebrations of Weeks and Trumpets).
________________
* The broad dating is necessary because of the way days fall differently in the ancient lunar calendar used by Jews than in the Gregorian (solar) calendar still in use today.
_________________
Kevin L. Anderson
__________________________
Copyright © 2018 The Foundry Publishing | <urn:uuid:048b5634-fe02-461d-a4bb-b2e618261cea> | CC-MAIN-2018-51 | http://sundayteacher.com/vcmedia/2429/2429718.pdf | 2018-12-14T14:31:24Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00006.warc.gz | 293,218,579 | 508 | eng_Latn | eng_Latn | 0.995323 | eng_Latn | 0.996149 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1337,
2186
] | [
3.15625
] | 1 | 0 |
Nutrigenomics? Epigenetics? The must-know buzzwords of 21 st century health care
We've always held a fascination with our DNA, the huge library of genetic information stored in every one of the 50 trillion or so cells which make up the human body. The almost magical secrets stored in our DNA find themselves woven into television dramas and murder mysteries. It seems that a single hair or a lipstick smudge on a glass can be enough to accurately identify an individual! But can we utilise information about DNA to enhance our health?
Away from the screen and back to the real world, our fascination with DNA seems boundless. The fascination has been fostered by the remarkable work of a group of scientists who, just 10 years ago, finished mapping the entire human genome, an enormous undertaking which has led to a far deeper understanding of how our genes affect our health.
If we were to unravel the entire DNA in every cell in the human body, it would stretch from earth to the sun and back 70 times! This enormous library of information stores every little characteristic that makes you unique!
The Human Genome Project succeeded
in cataloguing each of the 30,000 genes which reside in each cell of every human being; some of these 30,000 genes we share with other species on this planet – but our particular combination of genes defines us as uniquely human.
So why should we care?
Interesting as it is to know these facts about our DNA, what is more useful is the knowledge that can influence our genomes in ways that can improve our health. It is not so very long ago that we thought that the genes we were born with were 'cast in concrete', never to be altered. So, if we saw that a long line of our older relatives all developed the same disease (for example heart disease), we would have assumed that we would be powerless to stop it developing in ourselves as well. What's been unfolding over the last decade is the exciting fact that we DO have significant control over our genome in ways we never thought possible. And this can translate to much better health for us all.
Working with DNA 'spelling mistakes'.
Every time a human cell divides to produce two new cells, it has to copy the exact DNA from its 'library blueprint' into the two new cells. This should result in a perfect DNA copy in the new cells but for a variety of reasons, it may not be. In short, the copy process sometimes produces spelling mistakes - or typos! When a spelling mistake occurs in a gene, it may not make the gene worthless;
more likely the DNA code produces a protein (usually an enzyme) which doesn't work as well as it should. So the job gets done but perhaps only at 70% of the expected efficiency.
Geneticists call these faulty genes 'SNPs', pronounced 'snips' (single nucleotide polymorphisms). We all have numerous SNPs and in part, this is what makes us each uniquely different. Some of these SNPs, such as toenail shape, don't affect one's health or wellbeing. On the other hand, if you have a SNP which prevents your blood vessels from relaxing as they should, you may develop high blood pressure and other cardiovascular abnormalities. This can be perplexing because you might be careful to eat well, exercise regularly and get enough rest – but still your blood pressure tends to be higher than normal.
Genome Profiling
New information about the human genome now makes it possible to have a sample of your DNA taken and selected genes tested for the presence of SNPs. One of the genes which is associated with the elasticity of the blood vessels is a gene known as eNOS (endothelial nitric oxide synthase). If you have an abnormal variant in the eNOS gene, you may be one of those whose blood pressure seems to defy all attempts to control it using a sensible lifestyle. The eNOS gene is also associated with the way blood clots in the vessels.
So how does this help me?
The rapidly-growing field of Nutrigenomics may provide solutions to help you to optimise the function of the variant genes. Certain foods are known to influence many common gene SNPs and so it is possible to select particular foods and/or nutrigenomically-active supplements to increase the expression of the abnormal genes towards normal.
Nutrigenomically-active foods and supplements.
The word 'nutrigenomics' is derived from 'nutri' meaning food and 'genomics' referring to your genes. In other words; 'your food talking to your genes'. One of the most bioactive nutrigenomic food chemicals is a compound known as 'sulforaphane' which is released in abundance from certain forms of broccoli sprouts.
Sulforaphane (pr. Sul-4-a-fane) is capable of activating a molecular 'switch' in human cells and this switch
Figure 2 Young broccoli sprouts as the highest source of nutrigenomically-active Sulforaphane
influences literally hundreds of genes, each of which is associated with the way human cells protect themselves. In fact, Australian scientists have developed special sulforaphane-yielding supplements which can be used to counter the effects of many abnormal gene SNPs. The advantage of a 100% whole broccoli sprout supplement over eating broccoli as a food is that a consumer can be certain of obtaining a predictable amount of sulforaphane which is easily destroyed by inappropriate handling.
Outdated and flawed 'antioxidant' theories
For 60 years, vitamin supplements such as vitamins C, E and others have been promoted as a way of activating the cell's defences. It was thought that disease and premature aging were caused by
exposure to free radicals in the environment. The simplistic notion that 'all free radicals are bad and all antioxidants are good' has turned out to be quite simply wrong and yet this theory has driven mega-consumption of synthetic vitamin supplements without there being adequate evidence for their benefit, unless a frank deficiency exists.
Research over the past decade has clearly shown that 'free radicals' in fact act as signals to tell the cell to 'switch on' its own defence systems. What excessive amounts of antioxidant vitamins do is to mask these signals; as a result, the cell doesn't know that it should be switching on its defences and therefore remains unprotected from the threat of environmental damage.
Without a doubt, our new understanding of the power of Nutrigenomics opens doors to personalised health care we only dreamed about a decade ago. This is because we can activate our cells' own defence systems using particular food molecules in exactly the same way as Mother Nature does.
Bottom line on Nutrigenomics
Even though we may have inherited some defective genes from our parents, the expression of many abnormal gene variants can be improved by choosing certain foods that can restore more normal function of that gene. So, even if all the members of your family appear to have suffered the same illness, presumably due to inheriting one or more abnormal gene SNPs, our newer understanding of nutrigenomics enables us avoid developing that same disease by choosing foods or supplements known to improve the expression of the defective gene(s).
Epigenetics – "buzzword" number 2.
Often used interchangeably with 'nutrigenomics', the word 'epigenetics' is also associated with the way our genes are expressed, although different in its action.
As we saw earlier, SNPs occur when DNA makes the equivalent of 'spelling mistakes' in copying the code. In this way, the expression of the gene changes, so that the proteins produced from the defective code don't work as efficiently as they should if the error had not occurred.
Figure 3 Methyl groups are like paper clips which can attach to the DNA and switch the gene 'on' or 'off'.
Epigenetic changes also modify the way in which a gene is expressed – but in a different way. Let's imagine that certain small molecular groups are like paper clips and that we can pin a paper clip onto part of the DNA; we can also remove it later without damaging the basic structure of the DNA.
The most common form of 'paper clip' is a methyl group made up of one carbon and three hydrogen atoms. Such 'paper clips' can switch on certain genes and switch off others. In some cases, epigenetic changes are harmful as when Nature's protective Tumour Suppressor gene is switched off, a situation which occurs early in the development of most cancers. At other times, epigenetic changes can be beneficial and can be associated with our need to adapt to a changing environment.
The Making of a Queen Bee – Epigenetics visibly at work
The most remarkable example of epigenetics at work is demonstrated in the way that a Queen Bee is 'created' by feeding a worker bee differently from the rest of the bees.
The bees make highly-nutritious Royal Jelly which is fed to just one bee who subsequently develops into a Queen Bee; such an extraordinary transformation simply as a result of the composition of the Royal Jelly.
Every one of the bees in the same hive carries genetically identical DNA. However, different bees in the hive have different roles as drones, nurses, workers and of course the one selected to be Queen. Even with identical DNA structure, the bees develop differently just because they are fed differently. It seems incredible that Royal Jelly can effect such epigenetic changes that a worker bee can not only become larger but also adopt a different role within the social hierarchy of the hive.
Epigenetics – the good and the bad
Epigenetics can have numerous effects, some desirable and others unwanted. Poor lifestyle choices such as smoking and excessive alcohol consumption can activate epigenetic changes in certain genes; disease becomes more likely and health and longevity less likely.
Most alarming is the fact that we can pass these epigenetic tags onto our offspring, so that our children and grand-children can be born with the same
disease-promoting tendencies that we acquired in our younger years; this adds another dimension to the
expression, "the sins of the father……."
Epigenetics is also visibly at work when individuals survive famine. There have been several great famines in recorded history during which pregnant women survived and gave birth to apparently healthy offspring.
Because the surviving mothers were forced to adapt to lowered food intake, they carried epigenetic tags on their genes, the means by which they were able to adapt to their dire circumstances. When the children of those women were born with the same epigenetic markers, they quickly became overweight once they started to eat a normal diet; the epigenetic 'memory' of their cells behaved as though they were living in an environment of famine, behaving to conserve energy. Some scientists think that this carry-over effect from adaptation to past famines may be an added contributor to today's obesity epidemic.
How does knowledge of nutrigenomics and epigenetics affect me?
The growing popularity of this paradigm is such that in January, 2010, TIME magazine featured it on its front cover. The Special Article entitled, "Why Your DNA Isn't Your Destiny" sought to capture the enormous importance of this new concept in personalised health care. Its message was to convey the fact that no longer are we as individuals dealt a rigid genetic hand of cards at birth; instead, by modifying our environment and lifestyle choices, we can maximise the expression of our genes.
What is so profound is that every mouthful of food we consume contains compounds which engage in complex and intricate 'conversations' with our genes, modifying their expression for better….or for worse, depending on the foods we eat and the lifestyle choices we make.
From the very first contact a new baby has with its mother's milk or colostrum, signals are being sent to the baby's genome. There can be lifetime consequences to infants (and their offspring) who are fed over-processed foods early in life; changes to the child's epigenome acquired during its lifetime can be passed down to subsequent generations.
Each of us in our pre-reproductive years has a huge responsibility to take care of the genome our children and grandchildren will inherit. Rather sobering, isn't it, especially when our youthful prereproductive years are often spent abusing our bodies in ways that are pushing our cells to the absolute limit?
Nutrigenomics teaches us that food is so much more than a means of satisfying appetite; food is a library of complex chemical compounds continuously interacting with our DNA. Nutrigenomicallyactive substances are like the conductors of an orchestra, sending continuous subtle signals to the musicians so that the finished performance is perfectly-synchronised. Such is the magnificent and complex function of human cells. We are really only just beginning to comprehend their intricacies as we sit on the cusp of this exciting new paradigm in personalised health care.
Christine Houghton B.Sc.(Biochem.),Grad.Dip.Hum.Nutr.,R.Nutr.,Ph.D. Cand.
Nutritional Biochemist
July, 2013 | <urn:uuid:ee3ccf5a-eef7-41d7-a4ac-87dde882cc0b> | CC-MAIN-2018-51 | https://www.cell-logic.com.au/wp-content/uploads/What_the_difference_Nutrigenomics_Epigenetics2013.pdf | 2018-12-14T14:23:41Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00006.warc.gz | 877,724,794 | 2,700 | eng_Latn | eng_Latn | 0.998424 | eng_Latn | 0.998733 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2544,
5566,
8526,
10892,
13067
] | [
2.5625
] | 1 | 0 |
Standards:
English Language Arts
W. 6.2a Organize ideas, concepts and information using a compare/contrast strategy
SL 6.1 Engage effectively in a range of collaborative discussions
9.1 A. 5. Critical thinking; problem solving skills; collaboration
6.6: (Social Studies) Environment and Society.
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth
Procedures Followed:
* lesson activities may be carried over based on the needs of the students
Statement of Objectives: SWBAT:
- describe the importance of textual evidence for real-life problem solving
- identify textual evidence to support answers to questions
- compare/contrast the characteristics of two amphibians using the text
- compare/contrast the characteristics of two amphibians using their senses
Review of Previously Learned Material/ Lesson Connections:
We have spent time getting to know the animals in our classroom. We have followed the rules for spending time with the pets (ask for volunteers to share some of the rules; answers should include: handling them gently, talking softly, taking turns).
Now that we have established bonds with the pets – they trust us and will allow us to handle them – we will spend time reading about them and researching their needs.
Presentation of Material:
Class Starter:
Play video clip: "Toad, Frog, Pollywog: Amphibian Kids Song"
What is subject of this video? Amphibians. Why are amphibians special? ("they like to swim in the water; they also walk on land")
Scientists/Detectives/ Problem solvers: Looking for information and clues.
We have different amphibians in our classroom and in order to care for them properly, we need to make sure they are living in a healthy environment. I'd like you to pretend you are a group of scientists assigned the task of setting up the habitats. You must be able to identify them - their characteristics and needs. You must look for evidence in your reading to make the right selections. The reading may not tell you exactly how to set up the habitats, so you will have to work together and infer what they will need based on what you have learned.
You will need to read first, before you make changes to their environments. Why do you think that's important? What could go wrong if you don't have some basic information? Why do you think being able to find answers in your reading is an important skill? Can you give other examples? (assembling a bike)
I. Listen carefully as I read: Frogs and Toads and Tadpoles, Too, Allan Fowler
Remember - you want to be able to identify the amphibians correctly
Or move directly to:
II. Sheets: "Here is a Toad; Here is a Frog" – independent/with assistance as necessary
Purpose of your reading: You know what the task is – to make sure our amphibians have healthy environments. Keep this in mind as you read. You will need to be able to identify the amphibians by the characteristics described and you'll need to make decisions about setting up the habitat. Be looking for descriptions in your reading that will help you.
* "Browsing" books available for those who finish first and for transitions between activities.
III. Choral Reading: "Frog or Toad"
Hand out scripts: explain
Hand out frogs/toads (paraprofessional may be asked to read along as a frog or toad)
IV. Compare and Contrast using a Venn Diagram:
How are frogs and toads the same?
Amphibians, water and land, they eat bugs, they lay their eggs in water
How are they different?
Appearance (What do they look like? LL)
- frogs: long, thin, webbed feet, slick/slippery
- toads: short, plump, dry, bumpy
How they move (How do they behave? B)
- frogs leap
- toads hop
Where do they live? (F/L)
- frogs: ponds, marshes
- toads: on land
What do they need in their habitats?
Infer: use your knowledge to come up with a plan for the habitats.
- frogs: lots of water/some "land"
- toads: lots of "land"/some water
V. Ready to take out the amphibians and use our knowledge to identify them:
Compare and Contrast using our senses:
Take out the amphibians. Which is a frog and which is a toad?
How do you know? Where can you find the answers in your reading?
Tough question: infer - use your knowledge.
Why do you think I won't take these amphibians out to let you handle them?
(slippery, leaps far!)
Observe/handle the toad (as applicable)
Magnifying glasses handed out (hand sanitizer)
Change/Create the habitats using our knowledge:
Supplies to choose from: containers, rocks, water, soil
Feed the toads
__________________________________________________________________________________
Guided Practice with Corrective Feedback:
Frog and Toad Fact Sort
Show What You Know
Smart Board activity: drag and place
_______________________________________________________________________________
Assessment:
Questions and answers during discussions
Venn Diagrams: written answers or cut/paste
Photograph sorting activity
Choosing the components for the habitats; completed habitats
______________________________________________________________________________
Lesson Review/Re- teach:
KnowWHY you're reading - what the purpose is.
Know WHAT you are reading and what you are looking for in your reading
Get in the habit of looking for answers/information in your reading.
As time allows:
Two of our amphibians are Fire Belly Toads: they may have needs that go beyond just water.
Read more about the characteristics of fire belly toads to adjust the habitat if necessary.
Bookmarks: write one toad or frog fact
__________________________________________________________________________________
Extensions:
"Is That a Frog or a Toad?" article, comprehension questions, crossword puzzle
Writing exercise: "If I Were a Toad/Frog."
Use the textual evidence (sheets, scripts, Venn Diagram)
Research/Exploration:
Fire Belly Toad
American Toad
Projects: building habitats for amphibians in a Wildlife Garden
Discuss adding water features and creating "Toad Abodes"
Power points/videos: using our own frog and toads
Puppet Shows: based on fiction: The Wide-Mouth Frog; The Boastful Bullfrog
Service Learning Project: Save the Frogs www.savethefrogs.com
___________________________________________________________________________________
Resources/Materials:
Toad, Frog, Pollywog: Amphibian Kids Song" by Waffletron.com
Frogs and Toads and Tadpoles, Too by Allan Fowler
"Frog or Toad Whole Class Reader's Theater" by Anne P. Kraszewski
"Frog and Toad Identification" by Ann Fausnight
"Learning about Frogs and Toads by Reading and Writing" by Arlene Sandberg
"Comparing and Contrasting Frogs and Toads" - PowerPoint by Happily Ever After Education
" Is That a Frog or a Toad?" by Guy Belleranti
"Frogs vs. Toads" by Berine Coleman
Fantastic Frogs, National Geographic Explorer
Extremely Weird Frogs by Sarah Lovett
Fabulous Frogs by Sue Unstead
___________________________________________________________________________________
Teacher Notes/Reflection:
* lesson activities may be carried over based on the needs of the students | <urn:uuid:b9edebfd-63de-40d7-910f-e25d0d7bfd91> | CC-MAIN-2018-51 | https://www.petsintheclassroom.org/wp-content/uploads/2017/08/Bonnie-Sue-Bastin-Reptile-6th-9th.pdf | 2018-12-14T15:51:13Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00006.warc.gz | 1,037,005,681 | 1,549 | eng_Latn | eng_Latn | 0.990762 | eng_Latn | 0.998655 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2249,
4280,
6387,
7191
] | [
4.84375
] | 1 | 0 |
15TH INTERNATIONAL CONFERENCE ON SOFT COMPUTING, BRNO, CZECH REPUBLIC
W WW WW W.. M ME EN ND DE EL L- -C CO ON NF FE ER RE EN NC CE E.. O OR RG G
BRNO SIGHTS AND SURROUNDINGS
Spilberk Castle and fortifications
The castle was built in the first half of the 13 th century on top of a hill bearing the same name. The original building often changed hands and the medieval part was later rebuilt. In the 18th century Špilberk was transformed into an enormous Baroque fort which also became a feared prison, with the casemates being particularly notorious. It became the place of grim, lenghty suffering for French revolutionaries, Italian carbonari, adherents of the Young Italy movement as well as Czech political prisoners. The prison was also a place of terror during the second world war. Since 1961 Špilberk has been a museum under the administration of Bmo city and is used for exhibition purposes. The former prison cells and casemates are also open for viewing.
Petrov Cathedral
The Cathedral of St. Peter and St. Paul is located on the top of this hill, known as Petrov, on the presumed site of the former Brno castle (including a chapel) that dates from the 11th and 12th centuries. After the castle`s demise the free-standing Romanesque basilica was rebuilt as a Gothic cathedral in the 13th century, further modified in the 15th and 16th centuries, and converted to the Baroque style in the 18th century. Its current neoGothic form dates from the turn of this century. Since 1777 the cathedral has been the seat of the Brno bishopric. The original church crypt from the 12th century is now accessible to visitors.
Tugendhat Villa
The Tugendhat Villa in Brno, the most prominent completed European work of its creator Mies van der Rohe, has become one of the milestones in the history of world 20th century architecture. Its importance was recognised in 2001 by its inclusion amongst the UNESCO World Cultural Heritage Sites. The building is constructed around an extensive steel frame supporting a ceramic ceiling. The network of steel load-bearing columns passes through the entire height of the building, and in the living quarters they form an important stylistic and aesthetic element. The most striking and dominant feature of the living area is the onyx wall that creates breath-taking lighting effects.
Further information can be found on the web pages of the Museum of the City of Brno, www.tugendhatvilla.cz.
Veveri castle
The extensive castle area above the Brno dam originated at the turn of the 12th and 13th centuries and hunting castle of the Moravian margraves. Since the end of the 20th century an extensive reconstruction has been performed, so offering to the visitors is an interesting comparison of the changing sightseeing routes and comparison of the repaired parts of the area with those that will wait for the restoration.
The chateau Lednice
National cultural showplace. After complicated development from a gothic fortress though renaissance, baroque and classical appearance the last reconstruction is preserved in historicist neo-gothic style from the period 1846 – 1858. It is a masterpiece by gifted Viennese architect Jiří Wingolmuller and his successor Jan Heidrich. The building is covered by fine trimmings of decoration with Gothicise windows, portals, oriels and battlements, vials and spouts that act as in a fairy tale. It all is also raised by precious interiors, decorated coffer ceilings, engraved facings and door cases and self-contained staircases.
For more information see http://www.lednice.cz/en/information/tourist-attractions/
Lednice is part of the World Heritage and Biospherical Reservation UNESCO. It is located about 55 km southeast of Brno. The protected area measures 30x10 km and is an example and proof of symbiosis between people and nature. Here are 37 sights (castles, strongholds, churches, minaret, outlook-towers, museums, prehistoric settlements, statue Venus of Vestonice) and beautiful nature (Palava Hills, vineyards, white rocks, lakes etc.).
The green-house
The construction of the greenhouse opened the last reconstruction of the chateau in 1844 and with its modern iron framework and semicircular from it was very progressive at that time. Up to the resent day it belongs among prominent technical monuments. The green—house is 92 metres long, 13 metres wide and 10 metres high. The roof construction is laid on two lines of cast-iron columns shaped as bamboo sterns. The plantation under the glass-shingled roof evokes a perfect illusion of subtropical and tropical vegetation.
The Minaret
The building was established in years 1798 – 1802 according to the project of architect Hardmuth as a view closing of main centre line of the park. It stands on swampy ground on wooden piles. It consists of a onestored-building and a three-stored tower with galleries. The ground floor is opened by arcades and decorated by moral texts from the Koran; eight rooms on the first floor are conches and enriched by Moresque ornaments. There is an excellent view of the park, The Palava hills and The White Carpathian Mountains from the 60 metres high tower.
Moravian Karst
Moravian Karst is one of the most important karst area of Central Europe. It is located about 30 km northeast of Brno. In the area of Moravian Karst, there are more than 1100 caverns and gorges. But only 4 caves of the all number are open to public. There are Punkvevní jeskyně (Punkva Caves) with their underground river – during the cruise you can see there the bottom of the famous Macocha Abyss. Another cave is Kateřinská jeskyně (Catherine's Cave) with its unique limestone columns. The Balcarka Cave is full of colorful stalactitic decoration. Sloupsko-šošůvské jeskyně (Sloup-Šošůvka Caves) are made by huge corridors and underground gorges.
For more information see http://www.moravskykras.net/en/moravian-karst.html
Slavkov chateau
Slavkov near Brno is another name for Austerlitz, world-known as the battlefield where Napoleon defeated the combined armies of the Russian and Austrian Empires on December 2, 1805. The Baroque chateau seen here was mainly the work of Italians. It was designed by the Lucca architect, Domenico Martinelli; the sculpture was mostly the work of Goivanni Giuliani; the interiors, as well as the frescos and plaster work, were done by Andrey Lanzani and Santino Bussi. Beginning at the turn of the 18th century, the chateau was over 60 years in the making. The paintings of the central hall and the chapel, dating from the 1760's, are the work of J. Pichler. The chateau includes a gallery of paintings, inherited from the 17th and 18th century collection of the Kounic family, and a historical museum with a permanent exhibition on the theme of the Battle of Austerlitz. Further information can be found on the web pages http://www.zamek-slavkov.cz/en/indexen.htm
Golf near Brno
There are three golf-courses near Brno. For more information see the following links.
Slavkov: http://www.hotelausterlitz.cz/en/index.html
Kuřim: http://www.golfbrno.cz/gb2hriste.html
Drahan Highlands: http://www.sokrates-golf.cz/fx/en/97/golf.html | <urn:uuid:56c883fd-1bef-430d-945d-f893abbcb295> | CC-MAIN-2018-51 | http://www.mendel-conference.org/tmp/Mendel09_BrnoSights.pdf | 2018-12-14T15:18:24Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00007.warc.gz | 439,587,282 | 1,656 | eng_Latn | eng_Latn | 0.996077 | eng_Latn | 0.996383 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1627,
3597,
5143,
7135
] | [
2.109375
] | 2 | 0 |
elearningeuropa.info
http://www.elearningeuropa.info/directory/
Practical Examples of Innovative School Projects
Every year, the eLearning Awards from European Schoolnet help to identify projects which develop an innovative use of ICT in teaching and learning.
Every year, the eLearning Awards from European Schoolnet help to identify projects which develop an innovative use of ICT in teaching and learning. Recenly, the 2003 awards took place and the following iniciatives were prized:
* The first prize winner 'From Skerrydoo to Carrickfadda, a Study of Sligo's Coastline' is a heritage and ICT project involving more than 300 pupils from 12 primary schools in County Sligo, Ireland. The children learned about the flora and fauna of their area, conservation and pollution issues, stories and folklore of the sea and the importance of the sea in the local economy. Pupils also learned to use ICT as a presentation and research tool. The project website is now also a resource for teachers and can be a model for schools in other coastline communities wanting to use ICT creatively in a heritage project.
* Panta Rei, the project that won second prize, is targeted at schoolchildren aged nine to 11 years old. The judges said that the website, which is about water and the environment had "excellent production and pedagogical values".
* Learning Science Through Play displays science projects made by two- to five-year-old children and explains their kindergarten's ideas and methods. In awarding this Icelandic entry third prize in the eLearning Awards, the judges said that it was "refreshing to see such a high quality project specifically made for young children".
Seven other entries to the eLearning Awards were highly commended by the judges. They are (in alphabetical order):
1. Bioethics, Medicine and Halacha, Israel
2. JordianWeb, Spain
3. SOS Africa, Spain
4. Téléphones portables et télé-validation de séquences pédagogiques, France
5. The Nobel Peace Prize - A Real Life Project, Norway
6. The virtual craft place, Finland
7. Vocabolario multilingue multimediale, Italy
This selection may help to understand e-learning potential in schools.
http://www.elearningeuropa.info/directory/?page=doc&doc_id=4391&doclng=6 | <urn:uuid:1301b3b0-f3f2-4a5f-9fc9-7bcab154d49a> | CC-MAIN-2018-51 | http://jordianweb.net/pdf/jordianweb001.pdf | 2018-12-14T15:00:12Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00009.warc.gz | 150,643,078 | 485 | eng_Latn | eng_Latn | 0.929256 | eng_Latn | 0.997179 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2010,
2240
] | [
2.078125
] | 1 | 2 |
sš„ Œ"Š@c••'@i"@s–„†ˆ
b„†'Š˜•›"‡
Working in space takes a great amount of effort. During the first spacewalks or Extravhicular Acti-(EVA), astronauts have relayed how warm it gets while wearing a spacesuit that has a mass of over 100 kilograms!
mˆš‹•‡
1.Give each student a plastic bag. Students shouldroll up one shirt sleeve.
Understanding Heat Retention
To help the spacewalkers stay cool during an EVA, researchers developed the Liquid Cooling-andVentilation Garment. The garment is a one-piece body suit with a zippered-front. Its soft nylon lining is covered with an additional layer of Spandex TM and a network of plastic tubing that surrounds the body. This tubing is used for cooling and ventilating the suit. A set of tubes is used to circulate cool liquid, while another set of tubes is used to transport sweat, carbon dioxide, and any other contaminants into the Primary Life Support System to purify the atmosphere within the suit.
t‹ˆ@a†šŒœŒš
Students will use plastic tubing and water to lower their body temperature.
t‹ˆ@o…Žˆ†šŒœˆ
@
This activity teaches students about an astronaut's challenge of working in space and the need for researchers to devise solutions for reallife problems. Students will have the opportunity to experience how an astronaut regulates his body temperature while working in space.
m„šˆ˜Œ„'™
-two buckets
-water
-3 metres of aquarium tubing
-ice to fill a bucket to the halfway point
-kitchen size plastic garbage bags (one per student)
2.Ask the students to place their bare arms in the plastic bag. Wrap the bag around the arm (but not too tightly). For a period of two minutes, they should wave their covered arms.
3.After this time period, ask the students to observe the sensation in the arm once they remove these bags. The following discussion should explain how the suit, like the plastic, retains body heat, and why their arms suddenly felt cooler with the removal of the bags. (Warm air in the bag was released and moisture from perspiration on the arms began to evaporate to create a cooling effect.)
4.You can now segue into the next part of the exercise. Students will understand how to circumvent the problem of heat retention within the suit.
p„Šˆ@Q
sš„ Œ"Š@c••'@i"@s–„†ˆ
a@Bc••'B@s ™šˆ"
1. Set up a bucket of water and ice on a desk.
m•˜ˆ@a†šŒœŒšŒˆ™@š•@sšŒ"›'„šˆ@i"šˆ˜ˆ™š „"‡@lˆ„˜"Œ"Š
2. Set up the empty bucket on the floor.
4. Wrap the tubing around the student's bare arm and place one end of the tube in the ice water and the other end of the tube in the empty bucket.
3. Ask a student volunteer to sit on a chair in front of the desk and the ice water.
5. Start a siphon flow from the ice water to the empty bucket. Ask the student to describe the sensation for the rest of the class.
-Who else might benefit from these liquid cooling garments?
-Set up teams to design and construct liquid cooling garments. Each team can choose their base garment (e.g. long underwear, thermal undershirt, running tights, bodysuit). They can also decide on how much tubing to apply for maximum cooling and how it can most effectively be networked and attached to the suit. -Devise a method to compare and test the effectiveness of each of the suits. Which was most effective? Which was least effective? Why?
For more information about the Liquid Cooling-and-Ventilation Garment or spacesuits in general, please visit the KidStation for Cosmofans at http://www.space.gc.ca/ks-cosmofans.
-Devise a method that will eliminate the need for the siphons and buckets of water in this experiment. How can you ensure that water can be continuously circulated? | <urn:uuid:ef156fa3-b08a-459d-b38e-d07cf888e4fa> | CC-MAIN-2018-51 | http://thedigitalspark.com/pdf/cooling.pdf | 2018-12-14T15:19:32Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00009.warc.gz | 280,585,044 | 915 | eng_Latn | eng_Latn | 0.99786 | eng_Latn | 0.997984 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2221,
3620
] | [
4.59375
] | 1 | 2 |
INSTRUCTIONAL PRACTICE GUIDE: COACHING
K–8 LESSON
GRADES
Date
Teacher Name
Topic / Lesson / Unit
School
Grade / Class Period / Section
Standard(s) Addressed in this Lesson
Observer Name
Circle the aspect(s) of rigor targeted in the standard(s) addressed in this lesson 1 :
Conceptual understanding Procedural skill and fluency Application
1. Refer to Common Core Shifts at a Glance (achievethecore.org/mathshifts) and the K-8 Publishers'
Criteria for the Common Core State Standards for Mathematics (achievethecore.org/publisherscriteria)
for additional information about the Shifts required by the CCSS.
GUIDE TYPE
Name:
Observer Name:
Date:
The coaching tool is for teachers, and those who support teachers, to build understanding and experience with Common Core State Standards (CCSS) aligned instruction. Designed as a developmental rather than an evaluation tool, it can be used for planning, reflection, collaboration, and coaching. The three Shifts in instruction for Mathematics provide the framing for this tool1.
Focus: Focus strongly where the Standards focus.
Coherence: Think across grades, and link to major topics within grades.
Rigor: In major topics pursue conceptual understanding, procedural skill and fluency, and application with equal intensity.
The guide provides examples of what implementing the CCSS for Mathematics looks like in daily planning and practice. It is organized around three Core Actions which encompass the Shifts and instructional practice. Each Core Action consists of individual indicators which describe teacher and student behaviors that exemplify Common Core aligned instruction.
The Core Actions and indicators should be evident in planning and observable in instruction. For each lesson evidence might include a lesson plan, exercises, tasks and assessments, teacher instruction, student discussion and behavior, and student work. Although many indicators will be observable during the course of a lesson, there may be times when a lesson is appropriately focused on a smaller set of objectives or only a portion of a lesson is observed, leaving some indicators blank. Any particular focus should be communicated between teacher and observer before using the tool. Refer to the CCSS for Mathematics (corestandards.org/math) as necessary.
Companion tools for Instructional Practice include:
* Instructional Practice Guide: Coaching (Digital) - a digital version of this print tool, view at achievethecore.org/coaching-tool.
* Instructional Practice Guide: Lesson Planning- designed for teachers to support them in creating lessons aligned to the CCSS, view at achievethecore.org/ lesson-planning-tool.
The guide should be used in conjunction with the Beyond the Lesson discussion questions. Both tools are available at achievethecore.org/instructional-practice.
www.achievethecore.org/instructional-practice Published 08.24.2015. Send feedback to firstname.lastname@example.org 1
CORE ACTION 1: Ensure the work of the lesson reflects the Shifts required by the CCSS for Mathematics.
CORE ACTION 2: Employ instructional practices that allow all students to learn the content of the lesson.
2. These actions may be viewed over the course of 2-3 class periods.
www.achievethecore.org/instructional-practice Published 08.24.2015. Send feedback to email@example.com 2
Date:
CONTINUED FROM PREVIOUS PAGE
INDICATORS
2
/
RATING
NOTE EVIDENCE OBSERVED OR GATHERED FOR EACH INDICATOR
2. These actions may be viewed over the course of 2-3 class periods.
www.achievethecore.org/instructional-practice Published 08.24.2015. Send feedback to firstname.lastname@example.org 3
CORE ACTION 3: Provide all students with opportunities to exhibit mathematical practices while engaging with the content of the lesson. 3
INDICATORS 4 5 / NOTE EVIDENCE OBSERVED OR GATHERED FOR EACH INDICATOR / RATING
4 – Teacher provides many opportunities, and most students take them.
3 – Teacher provides many opportunities and some students take them; or teacher provides some opportunities and most students take them.
2 – Teacher provides some opportunities and some students take them.
1 – Teacher provides few or no opportunities, or few or very few students take the opportunities provided.
A. The teacher poses high-quality questions and problems that prompt students to share their developing thinking about the content of the lesson.
Students share their developing thinking about the content of the lesson.
B. The teacher encourages reasoning and problem solving by posing challenging problems that offer opportunities for productive struggle.
Studentspersevere in solving problems in the face of initial difficulty.
C. The teacher establishes a classroom culture in which students explain their thinking.
Students elaborate with a second sentence (spontaneously or prompted by the teacher or another student) to explain their thinking and connect it to their first sentence.
D. The teacher creates the conditions for student conversations where students are encouraged to talk about each other’s thinking.
Students talk about and ask questions about each other’s thinking, in order to clarify or improve their own mathematical understanding.
E. The teacher connects and develops students’ informal language to precise mathematical language appropriate to their grade.
Students use precise mathematical language in their explanations and discussions.
F. The teacher establishes a classroom culture in which students choose and use appropriate tools when solving a problem.
Students use appropriate tools strategically when solving a problem.
G. The teacher asks students to explain and justify work and provides feedback that helps students revise initial work.
Student work includes revisions, especially revised explanations and justifications.
3. There is not a one-to-one correspondence between the indicators for this Core Action and the Standards for Mathematical Practice. These indicators represent the Standards for Mathematical Practice that are most easily observed during instruction.
4. Some portions adapted from 'Looking for Standards in the Mathematics Classroom' 5x8 card published by the Strategic Education Research Partnership (math.serpmedia.org/tools_5x8.html)
5. Some or most of the indicators and student behaviors should be observable in every lesson, though not all will be evident in all lessons.
For more information on teaching practices, see NCTM's publication Principles to Actions: Ensuring Mathematical Success for All for eight Mathematics Teaching
Practices listed under the principle of Teaching and Learning. http://www.nctm.org/principlestoactions
To the extent possible under law, we have waived all copyright and related or neighboring rights to this work. Any and all components may be customized to meet the needs of any audience — they may be modified, reproduced, and disseminated without prior permission.
www.achievethecore.org/instructional-practice
4 3 2 1 NOT OBSERVED
4 3 2 1
NOT OBSERVED
4 3 2 1 NOT OBSERVED
4 3 2 1 NOT OBSERVED
4 3 2 1 NOT OBSERVED
4 3 2 1 NOT OBSERVED
4 3 2 1 NOT OBSERVED
4
Published 08.24.2015. Send feedback to email@example.com | <urn:uuid:79aade31-ba2d-4255-a386-d9f4b1d06684> | CC-MAIN-2018-51 | http://www.standardsinstitutes.org/sites/default/files/material/winter18_math_grades_k-8_day_3_session_2_-_ipg_1.pdf | 2018-12-14T16:08:14Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00009.warc.gz | 480,811,973 | 1,494 | eng_Latn | eng_Latn | 0.961189 | eng_Latn | 0.98964 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2949,
3344,
3646,
7290
] | [
3.484375
] | 6 | 9 |